These slides have been adapted from the book Talking with College Students about Alcohol: Motivational Strategies for Reducing Abuse by Scott T. Walters and John S. Baer (© 2006 The Guilford Press).
The slides are designed to assist readers in presenting material discussed in the book. Presenters may want to adjust the content depending on the purpose, target audience, and length of the presentation. Below are examples of how the slides might be assembled to form self-contained presentations. Readers are encouraged to adapt the material to the needs of the group.
Those who use slides to train professionals will need to supplement the slides with additional material (e.g., video clips, role play) to reinforce the concepts and allow time for supervised practice. Chapter 8 in the book lists a number of resources for obtaining video clips, instruments, and other help with presentations.
Some slides contain animations that are designed to work in Powerpoint XP or higher.
Note: If you have trouble downloading the slides to your computer, try right-clicking on the link above and selecting "Save Target As" or something similar from the drop-down list.
SAMPLE PRESENTATION 1
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Purpose: Provide an overview of problems and solutions related to college drinking.
Length: 60-90 minutes
Target Audience: Many possibilities, including administrators, parents, faculty, residence life workers, counselors, and healthcare workers.
Slides: 2-19
Book chapters: 1-2
Content:
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a. Recent college drinking trends
b. Perceptions and misperceptions of drinking
c. What students think about drinking and getting drunk
d. Models of alcohol problems
e. Drinking and college student development
f. Effective approaches to reducing college drinking
g. How conversations with students fit in
SAMPLE PRESENTATION 2
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Purpose: Provide an introduction to the motivational interviewing style
Length: 60-90 minutes
Target Audience: Counselors, residence life and student health staff
Slides: 31-46
Book chapter: 4
Content:
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a. Overview of the style
b. Working with motivation
c. Foundational listening skills (OARS: Open Questions, Reflections, Affirmations, Summaries)
d. Looking for and increasing talk for change
SAMPLE PRESENTATION 3
- Purpose: Suggest ways to conduct brief interactions with students around alcohol; provide models of two brief intervention formats.
Length: 90-120 minutes (may be substantially longer with time for practice)
Target Audience: Counselors, residence life and student health staff
Slides: 31-58
Book chapters: 4-5
Content:
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a. Overview of the style
b. Working with motivation
c. Foundational listening skills (OARS: Open Questions, Reflections, Affirmations, Summaries)
d. Looking for and increasing talk for change
e. Broaching the subject
f. Giving advice and suggestions
g. Providing options
h. Using the importance and confidence rulers
i.Closing the interaction
j. Optional: Add screening measures discussed in Chapter 3 (Slides 20-30; adds 30-60 minutes)
SAMPLE PRESENTATION 4
- Purpose: Suggest ways to conduct longer counseling interactions around alcohol; provide a model of an individual counseling interaction
Length: 120-240 minutes (may be substantially longer with time for practice)
Target Audience: Counselors
Slides: 31-46, 59-72
Book chapters: 4, 6
Content:
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a. Overview of the style
b. Working with motivation
c. Foundational listening skills (OARS: Open Questions, Reflections, Affirmations, Summaries)
d. Looking for and increasing talk for change
e. Opening and closing the interaction(s)
f. Good things, not-so-good things
g. Presenting feedback
h. New Roads activity
i. Values cardsort
j. Self-monitoring cards
k. Optional: Add screening measures discussed in Chapter 3 (Slides 20-30; adds 30-60 minutes)
SAMPLE PRESENTATION 5
- Purpose: Suggest ways to talk to groups of students about alcohol; provide a model of a 1-3 session group intervention.
Length: 120-240 minutes (may be substantially longer with time for practice)
Target Audience: Counselors, residence life staff
Slides: 31-46, 59-92
Book chapters: 4, 6, 7
Content:
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a. Overview of the style
b. Working with motivation
c. Foundational listening skills (OARS: Open Questions, Reflections, Affirmations, Summaries)
d. Looking for and increasing talk for change
e. How groups are different than individual interactions
f. Basic group principles (agenda setting, empathic tone, enhance discrepancy, engage key members)
g. Strategies for groups (forced choice activity, good things, pop quiz, presenting feedback, problem solving)
