The role of empathy in training social work students in motivational interviewing

Greeno, Elizabeth J.; Ting, Laura; Pecukonis, Ed; Hodorowicz, Mary; Wade, Kevin

doi:10.1080/02615479.2017.1346071

Cited by 26 publications

(64 citation statements)

References 42 publications

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“…In a follow-up article using the same study sample as Pecukonis and colleagues (2016), Greeno, Ting, Pecukonis, Hodorowicz, and Wade (2017) focus specifically on the impacts of MI training on student empathy as measured by the self-report Toronto Empathy Questionnaire (TEQ; Spreng, McKinnon, Mar, & Levine, 2009) and behavioral coding using the MITI (Moyers et al, 2010). While the training as usual group reported higher empathy at baseline on the TEQ, MITI empathy scores did not differ.…”

Section: Resultsmentioning

confidence: 99%

“…Of the eight studies related to MI training with CW workers and students studying to become CW workers, notable differences in training duration, intensity, and modality make general conclusions difficult. However, trainees generally described MI favorably (Forrester, McCambridge, Waissbein, Emlyn-Jones, & Rollnick, 2008), and some studies showed training increased worker empathy (Forrester et al, 2018; Greeno, Ting, Pecukonis, Hodorowicz, & Wade, 2017) and self-efficacy (Scourfield et al, 2012). Additionally, recurring training, and training that uses booster sessions, appears more effective than a 1-time 2-day training.…”

Section: Discussionmentioning

confidence: 99%

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Motivational Interviewing in Child Welfare Services: A Systematic Review

2019

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Families in the child welfare (CW) system who cannot be engaged in services are at high risk of negative outcomes. As motivational interviewing (MI) has been shown to improve engagement in similar contexts. This study aimed to systematically review MI with CW families as well as MI training with CW workers and social work students training to become CW workers. The review used Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and searched multiple databases in June 2018. In September 2019, the initial search was repeated with additional searches to identify gray literature. Eight studies described the acquisition of MI among CW workers or student trainees, and 11 studies evaluated the impact of MI on families in CW. MI’s impact on some family outcomes, such as engagement in services, was mixed, though MI paired with other evidence-based treatments showed positive effects. With regard to training CW workers and students in MI, differences in training duration, intensity, and modality make conclusions difficult, though trainees generally described MI favorably and some studies showed training increased worker empathy and self-efficacy. Importantly, few published studies have evaluated whether MI-trained CW workers impact out-of-home-care placement, and no studies have evaluated their impact on maltreatment.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Motivational Interviewing in Child Welfare Services: A Systematic Review

2019

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“…Historically, assessment of practice has been conducted in the field setting. However, field instructors frequently rely on student self-report to assess competence because they are often not actually observing students with clients (Beddoe et al, 2011; Greeno, Ting, Pecokonis, Hodorowicz, & Wade, 2017; Maidment, 2000). EPAS outlines the importance of using assessment processes that do not rely on self-report and are based on “demonstration of the competency in real or simulated practice situations” (CSWE, 2015a, p. 19).…”

Section: Simulation-based Learningmentioning

confidence: 99%

Simulation in Social Work Education: A Scoping Review

Kourgiantakis

Sewell

et al. 2019

Research on Social Work Practice

117

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Purpose: This article presents a scoping review that synthesized empirical studies on simulation in social work (SW) education. The review maps the research examining characteristics of simulation studies in SW education and emerging best practices. Method: Using Arksey and O’Malley’s scoping review framework to develop the methodology and following the PRISMA-ScR checklist, we selected 52 studies for this review. Results: Most studies were published in North America and included quantitative (37%), qualitative (31%), and mixed methods (33%). Simulation was used to teach generalist and specialized practice with interprofessional practice as the highest area of specialization. Simulation was also used for assessment purposes, and the Objective Structured Clinical Examination was a commonly reported method. We identified several facilitators and barriers to using simulation effectively for teaching and assessment. Conclusions: Our analysis permitted us to identify emerging best practices that can be used to guide teaching. Implications for SW research, teaching, and practice are discussed.

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“…Considering cost and logistical challenges of MI training and our study results, this innovative aspect of providing coding training as a method of teaching MI warrants additional attention. Given the role of, for example, empathy in human service interactions (Greeno, Ting, Pecukonis, Hodorowicz, & Wade, 2017), an accessible and cost-efficient training such as this that results in significant participant skill gain within a low-risk environment is a potentially valuable resource. Results of this pilot study indicate additional research is warranted to explore the promising practice of a coding-based MI training for building relational skills, including empathy and partnership.…”

Section: Discussion and Applications To Practicementioning

confidence: 99%

A Randomized Controlled Trial of Two Methods to Improve Motivational Interviewing Training

Hodorowicz

Barth

Moyers

et al. 2019

Research on Social Work Practice

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Purpose: This randomized controlled study examines the efficacy of two innovative methods to teach beginning motivational interviewing (MI) skills: live supervision (LS), a small group experiential learning interaction with standardized client actors and in-the-moment guidance from a supervisor, and a coding learning (CL) method, where students in a classroom setting are introduced to MI skill development via learning to code MI practice behaviors. Methods: Seventeen social work students in a child welfare training program were randomized to receive either LS or CL training method. Changes in MI knowledge, attitudes, and MI skill were assessed through self-report and observational measures pretraining, posttraining, and at 5 months follow-up, after a semester of learning-as-usual. Results: Both training groups demonstrated an improvement in MI knowledge and attitudes from pretest to follow-up. MI skill gain within groups varied for specific MI skills. Discussion: Implications for maximally efficient MI training are advanced.

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The role of empathy in training social work students in motivational interviewing

Cited by 26 publications

References 42 publications

Motivational Interviewing in Child Welfare Services: A Systematic Review

Motivational Interviewing in Child Welfare Services: A Systematic Review

Simulation in Social Work Education: A Scoping Review

A Randomized Controlled Trial of Two Methods to Improve Motivational Interviewing Training

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