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Thesis (M.S.)--Ohio University, November, 2009. / Release of full electronic text on OhioLINK has been delayed until December 1, 2011. Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 166-169). Also available for download via the World Wide Web; free to University of Oregon users.

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The effect of the perception of fitness on the acquisition of several basic interviewing skills was explored. Furthermore, the relationship between perceived and actual fitness was investigated, as well as the relationship between actual fitness and basic interviewing skills. The interviewing skills were eye contact, talk time, verbal following (topic change) and focus of subject verbalization. / The study consists of two parts. The first part explored the viability of altering an individual's perception of personal physical fitness. Fifty-four subjects were randomly assigned to either the experimental or control condition. Experimental subjects received positive feedback related to their physical fitness during a bicycle ergometer test of actual fitness. Control subjects received only neutral feedback. Results indicated that positive feedback worked to successfully alter perception of fitness among experimental subjects. / The second part of the study explored the effect of fitness perception on interviewing skill acquisition. Results indicated that increasing an individual's perception of personal fitness did not enhance skill acquisition. There was also no significant difference in skill acquisition among subjects with higher and lower levels of perceived fitness. It was further determined that no significant relationship existed between actual fitness and the acquisition of basic interviewing skills used in the study. Additionally, it was determined that although a significant relationship between perceived and actual fitness was evident for female subjects in the study, this relationship did not hold true for male subjects.

Eating disorders are defined by a complex interaction between emotional, cognitive and interpersonal challenges in addition to behaviours used to control weight or shape. One of the major challenges with the treatment of eating disorders is ambivalence, low motivation to engage in treatment, and a high treatment dropout rate. Motivational Interviewing is a therapeutic style that elicits intrinsic motivation from within the patient to drive behaviour change. The current study provides an evaluation of the effectiveness of the two pretreatment group motivation interventions delivered by the South Island Eating Disorder Service. Significant changes in motivational stage of change were observed in both the Motivation and Education Group and the pure Motivation Group. Significant improvements in patient readiness, confidence and importance to change as well as treatment attendance were identified in the pure Motivation Group. Recommendations for future treatment development are presented.

The efficacy of Motivational Interviewing (MI), like other evidence-based counselling interventions, relies on the skills of the practitioner. Therefore, it is imperative that such practitioners receive sufficient training in order to successfully implement the method. Hence, it is important to ensure a given training programme has been effective through the use of reliable and valid measures of knowledge and skill acquisition. The Motivational Interviewing Treatment Integrity code (MITI) is one such measure of MI skill attainment; however its use is labour intensive and requires the submission of in-session trainee audio recordings. Other measures of MI skill or knowledge also exist which may be more practical for evaluating training programmes. However, these measures are under researched and are therefore rarely utilised across the MI training literature. The present research is an investigation of the psychometric properties of the Motivational Interviewing Knowledge and Attitudes Test (MIKAT), a test of MI knowledge and attitudes, and the Video Assessment of Simulated Encounters–Revised (VASE-R), a test of MI skill attainment through the use of video to simulate encounters with clients. The measures were administered during a training programme for staff of Child Youth and Family services (CYFs) New Zealand. The results suggest that the MIKAT and VASE-R are sensitive to the effects of training. However, it appeared both measures require refinement and possibly restructuring to make them more consistent with the most recent MI developments.