Vår studie behandlar motiverande arbetsmetoder inom Kriminalvården utifrån tre olika professioner;frivårdare, kriminalvårdare och studie- och yrkesvägledare. Vi har fått tagit del av de metoder somanvänds inom programstruktur samt vad som anses motiverade i en allmän kontext. I resultatdelenredovisar vi den empiri, alltså det material, som vi inhämtat från våra kvalitativa intervjuer.Resultatdelen struktureras upp genom att först redovisa vår empiri utifrån vardera frågeställning somvi grundar vår studie på, och sedan delger vi vår analys av materialet. Denna struktur skeråterkommande efter varje frågeställning, utom den tredje frågeställningen. Den har vi valt att redovisalite annorlunda, då vi i den frågeställningen knyter ihop arbetet som en sammanfattning av resultat ochanalys, som ska ge svar på syfte och forskningsfrågor. Vi avslutar sedan vår uppsats med endiskussionsdel där vi redovisar vår slutsats av studien. / Our study deals with motivating work methods within the Correctional Service based on threedifferent professions; parole officers, correctional officers and study and career guidance counselors.We have learned about the methods used within program structure and what is considered motivatingin a general context. In the results part, we report the empiricism, i.e. the material, that we obtainedfrom our qualitative interviews. The results part is structured by first presenting our empiricism basedon each issue on which we base our study, and then we share our analysis of the material. Thisstructure occurs repeatedly after each question, except for the third question. We have chosen to reportit a little differently, as in that question we tie together the work as a summary of results and analysis,which will provide answers to purpose and research questions. We then conclude our thesis with adiscussion section where we present our conclusion of the study.

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<p>Listening (Janusik, 2002; Miller, 2018; Wolvin & Coakley, 1996) and eating disorders (EDs; National Centre for Eating Disorders (NCFED), 2018) are often not taught within schools, especially among adolescents. To address this, a school-based brief motivational interviewing (MI) intervention on listening when talking about EDs was created, implemented, and evaluated among adolescents (<em>n</em> = 260) from two middle schools within the Midwestern part of the United States. Specifically, School 1 (<em>n</em> = 100), and School 2 (<em>n</em> = 160) and three teachers (i.e., Teacher 1, Teacher 2, Teacher 3) allowed the researcher to present and collect data. In other words, three total teachers between the two schools, and one teacher, Teacher 1 (<em>n</em> = 100), was from School 1, and the other two teachers, Teacher 2 (<em>n</em> = 120) and Teacher 3 (<em>n</em> = 40) were from School 2. Participants were randomly placed into either the 1) the EDs listening intervention (education-plus) with an MI component (<em>n</em> = 6 classes) or 2) an education-plus Q&A intervention (<em>n</em> = 7 classes). All the participants were involved in the guest lecture and the pre-test and post-test survey, but data was only saved and analyzed from participants that had guardians/parents who consented (<em>n</em> = 75). The methodology for this dissertation project was a 2 (pre/post, unmatched) X 2 (condition) subject’s design. This dissertation project had two independent variables: (1) experimental condition (e.g., education plus MI and education plus Q&A), and (2) time (e.g., pre and post). This dissertation project had five dependent variables: (1) knowledge of listening, (2) knowledge of EDs, (3) listening self-efficacy, (4) knowledge of OARS, and (5) knowledge of the righting reflex. This dissertation project also had the random factor of schools (e.g., School 1 (A) and School 2 (B), and the fixed factor of gender identity (e.g., male and female). The results revealed a promise of efficacy and increased knowledge regarding EDs and aspects of listening, specifically through MI (e.g., OARS). Other areas of knowledge improved but not significantly. In other words, there were no significant differences in knowledge gains between MI and Q&A, but MI compared to Q&A showed a more extensive influence on self-efficacy. The main limitation of this study was the limited guardian/parental consent, resulting in a small sample size.</p><br><br>

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Bakgrund: En livsstil har en stor inverkan på patienters hälsa. Motiverande samtal är ett sätt att hjälpa patienter med livsstilsförändringar i vården. När sjuksköterskor är lojala till motiverande samtal kommer det att gynna patienter och medföra positiva livsstilförändringar.Syfte: Syftet med litteraturstudien är att undersöka hur sjuksköterskor använder motiverande samtal i möten med patienter som vill förändra sina livsstilar.Metod: Tio vetenskapliga artiklar med kvantitativ ansats söktes och analyserades med hjälp av ett egenkonstruerat flödesschema för att svara på syftet.Resultat: Tre teman och ett tillhörande undertema identifierades från de utvalda studierna: sjuksköterskors användning av motiverande samtal i vården, patienters påverkan av hur sjuksköterskor använder motiverande samtal (undertema), utmaningar som hindrar sjuksköterskors användning av motiverande samtal och möjligheter som underlättar för sjuksköterskors användning av motiverande samtal.Slutsats: Sjuksköterskor använder motiverande samtal endast till viss del på grund av utmaningar som hindrar dem från att bli lojala till motiverande samtal. På det sättet kan inte patienter gynnas i deras livsstilsförändringar. / Background: A life style has a big impact on patients’ health. Motivational Interviewing is a way to help patients with life style changes in health care. When nurses have fidelity to Motivational Interviewing, patients will benefit from this in their life style changes positively.Aim of study: The aim of this literature review is to examine how nurses use Motivational Interviewing when consulting patients who wish to change their life styles.Method: Ten scientific articles with a quantitative approach were searched for and analysed using a self-designed flow chart to answer the purpose with.Results: Three themes and an attached subtheme were identified from the chosen studies: nurses’ use of Motivational Interviewing in health care, how patients are impacted by nurses’ use of Motivational Interviewing, challenges which prevent nurses’ use of Motivational Interviewing, and possibilities which facilitate nurses’ use of Motivational Interviewing.Conclusion: Nurses user Motivational Interviewing to some extent because of challenges which prevent them from fidelity to Motivational Interviewing. Due to that, patients cannot benefit in their life style changes.

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PURPOSE: Effective interventions are needed to help adolescents with T1D develop independent self-management skills to prevent commonly observed deterioration of disease self-management resulting in poor health outcomes. Using a prospective RCT design, we assessed the impact of a nurse-led education program based on motivational interviewing (MI) in youth with Type 1 diabetes (T1D). DESIGN AND METHODS: After parental consent and youth assent, we prospectively randomized 66 adolescents 13-18 years old with T1D to either usual care (every 3 months visit with pediatric endocrinologist) or usual care supplemented by 2 in-person and 4 follow-up phone calls with a nurse educator in a pediatric endocrinology clinic of the University Hospital Farhat Hached, Sousse, Tunisia. We used MI sessions to support youth general and disease specific self-management skills. Outcomes were change, between baseline and 6 months, in TRAQ (a validated measure of youth self-management) scores and HbA1c values. RESULTS: Mean TRAQ scores (based on a 5-point Likert scale) increased by 1.44 points (s.d. = 0.56) in the Intervention Group versus 0.26 points (s.d. = 0.34) in the control group (p < 0.001). The mean HbA1C value decreased in the intervention group by 0.95 units versus a decrease of 0.12 units in the control group (p = 0.047). CONCLUSION: We found that a brief, nurse-led MI-based educational intervention, integrated into specialty pediatric care, resulted in a significant improvement in both self-reported self-management skills and in HbA1c values. TRIAL REGISTRATION: Registered in ClinicalTrials.gov Identifier: NCT04798937.

The overall purpose of this study was to investigate counselor educators' attitudes towards evidence-based practices (EBPs) and perceived barriers to the inclusion of EBPs in counselor education curricula. Additionally, this study aimed to assess whether counselor educators' level of agreement towards the presence of motivational interviewing (MI) principles in the counseling relationship impacted attitudes towards EBPs. As such, this researcher analyzed four research questions using two instruments and a demographic questionnaire. Two hundred sixty nine counselor educators (39.8% response rate) from the Association of Counselor Education and Supervision responded to an electronic survey, which consisted of the Evidence-Based Practice Attitude Scale (EBPAS; Aarons, 2004), the BARRIERS Scale (Funk, Champagne, Wiese, & Tornquist, 1991), and a demographic questionnaire. Specifically, this study investigated four research questions to determine: (a) the difference in attitude towards adopting EBPs among counselor educators with respect to specific individual factors (i.e. specialized training in evidence-based practices, years of professoriate experience, and primary counselor education focus); (b) the difference in perceived barriers towards adopting EBPs into counselor education curricula among counselor educators with respect to organizational factors (i.e. type of program, status of CACREP accreditation, and faculty position); (c) the influence of EBP attitude on perceived barriers to the inclusion of EBPs in counselor education curricula; and (d) the correlation between counselor educators reported level of agreement towards MI principles' presence in the counseling relationship and their attitude towards EBPs. Multivariate analyses of variance (MANOVA) were computed to analyze the data for the first two research questions, while linear regressions were utilized to compute the data for the last two research questions. In terms of individual factors, study results indicated that neither specialized training in EBPs nor years of professoriate experience resulted in significant differences with regards to attitudes towards EBPs. However, data analysis did reveal a significant difference between counselor educators with a clinical focus and counselor educators with a vocational focus. With regards to organizational factors influence on perceived barriers to the inclusion of EBPs in counselor education curricula, analyses revealed that neither CACREP accreditation nor faculty position resulted in any significant differences. Although, analysis did reveal that counselor educators in masters only programs perceived significantly less barriers to the inclusion of EBPs than did counselor educators in doctorate granting programs. Furthermore, results suggested a negative correlation between attitude towards EBPs and barriers towards the inclusion of EBPs in counselor education curricula, and a positive correlation between counselor educators' agreement towards the inclusion of MI principles in the counseling relationship and their attitudes towards EBPs. Limitations of the study, implications for this study, and recommendations for future research as it relates to EBPs in counselor education and the counseling profession are addressed.