Eddie McNamara

MI practice continues to expand both with regard to client groups engaged with and the number and nature of the therapeutic interventions it has been integrated with.

The previous publication (McNamara 2009) described the theory and practice of MI with children and young people and applications which were predominantly delivered in educational settings.

The subsequent and ongoing wide spread permeation of motivational interviewing into educational and therapeutic practice is well illustrated by the range of backgrounds of the contributors to this publication.

For example, Claudia Moss carried out her research as part of her Doctoral Training Programme to become an Educational Psychologist: Craig Bridge’s contribution is a piece of Action Research based on his work as a consultant Educational Psychologist to a High School: Roger Lakin and John Roberts described MI practice in the context of community Clinical Psychology service delivery while chapter 7 consists of a rigorous evaluation of the effectiveness of MI in an applied setting carried out by researchers in Higher Education and Research settings.

For six of the contributors the publication is their first – and their tolerance of editorial feedback is much appreciated.

This current publication is in a sense a continuation of McNamara (2009) in that the applications of MI with children and young people is reviewed and the contributing authors illustrate i) how MI has been integrated with a number of different therapeutic interventions ii) the wide range of problems that have been addressed using MI as part of the intervention package in clinical, school and community settings and iii) the professional, theoretical and applied issues that continue to be addressed.

The relationship of MI to the TTM (Transtheoretical Model) is a continuing subject for debate – and Cathy Atkinson’s chapter is a timely contribution to this ongoing debate. Garry Squires, in a balanced fashion, looks at the issues surrounding professional competency and MI practice while Kevin Wood, Patrick McArdle and Nadia Tabassum address the issue of MI and evidenced based practise.

The first and second sections of Part 2 of this book consists of descriptions of the applications of MI in both educational and clinical settings. The contributions in the education section are split evenly between applications of MI with students and the application of MI with teachers and support professionals.

All therapeutic interventions are of optimal effectiveness when the client is disposed to achieve the change aimed for by the therapeutic intervention. Section 4 describes the integration of MI with a number of therapeutic interventions which aim to achieve this.