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Except as noted, no part of this book may be reproduced, translated, stored in a retrieval
system, or transmitted, in any form or by any means, electronic, mechanical, photocopying,
microfilming, recording, or otherwise, without written permission from the publisher.
The authors have checked with sources believed to be reliable in their efforts to provide
information that is complete and generally in accord with the standards of practice that are
accepted at the time of publication. However, in view of the possibility of human error or
changes in behavioral, mental health, or medical sciences, neither the authors, nor the editor
and publisher, nor any other party who has been involved in the preparation or publication
of this work warrants that the information contained herein is in every respect accurate or
complete, and they are not responsible for any errors or omissions or the results obtained from
the use of such information. Readers are encouraged to confirm the information contained in
this book with other sources.
Linda Carter Sobell, PhD, ABPP, is Professor and Associate Director of Clinical Training at
the Center for Psychological Studies at Nova Southeastern University (NSU) in Fort Lauder-
dale, Florida. She is also Co-Director of the Guided Self-Change Clinic at NSU. For 17 years
she was a Senior Scientist at the Addiction Research Foundation (Canada) and a Professor at
the University of Toronto. A Fellow of the American Psychological Association, a Motivational
Interviewing Trainer, and a Diplomate in Cognitive and Behavioral Psychology of the American
Board of Professional Psychology, Dr. Sobell is nationally and internationally known for her
research in the addictions field, particularly brief motivational interventions, the process of self-
change, and the Timeline Followback. She has given more than 300 invited presentations and
workshops, published more than 275 articles and book chapters, authored seven books, serves
on several editorial boards, and for over three decades has been the recipient of grants from
several federal agencies. She is past president of the Association for Behavioral and Cognitive
Therapies and of the Society of Clinical Psychology of the American Psychological Association.
Among Dr. Sobell’s awards are the Betty Ford Award from the Association for Medical Educa-
tion and Research in Substance Abuse, the Norman E. Zinberg Memorial Award from Harvard
University, the Distinguished Scientific Contribution Award from the Society of Clinical Psy-
chology of the American Psychological Association, the Lifetime Achievement Award from the
Addictions Special Interest Group of the Association for Behavioral and Cognitive Therapies,
the Brady/Schuster Award for outstanding behavioral science research in psychopharmacology
and substance abuse from Division 28 of the American Psychological Association, and the 2008
Charles C. Shepard Science Award for the most outstanding peer-reviewed research paper on
prevention and control published by Centers for Disease Control and Prevention/Agency for
Toxic Substances and Disease Registry scientists.
Mark B. Sobell, PhD, ABPP, is Professor and Co-Director of the Guided Self-Change Clinic at
the Center for Psychological Studies at NSU. For 16 years he was a Senior Scientist at the Addic-
tion Research Foundation (Canada) and a Professor at the University of Toronto. A Diplomate
vii
viii About the Authors
in Cognitive and Behavioral Psychology of the American Board of Professional Psychology, Dr.
Sobell is nationally and internationally recognized for his work in the area of addictive behav-
iors, particularly brief motivational interventions, the process of self-change, and the Timeline
Followback. He has given more than 200 invited presentations and workshops, published more
than 275 articles and book chapters, authored six books, serves on several editorial boards, and
for over three decades has been the recipient of grants from several federal agencies. He was
Acting Editor of the Journal of Consulting and Clinical Psychology and is currently Associate
Editor of Psychology of Addictive Behaviors and the Journal of Consulting and Clinical Psy-
chology. Among Dr. Sobell’s awards are the Distinguished Scientific Contribution Award from
the Society of Clinical Psychology of the American Psychological Association, the 2008 Charles
C. Shepard Science Award, the Lifetime Achievement Award from the Addictions Special Inter-
est Group of the Association for Behavioral and Cognitive Therapies, and the Jellinek Memorial
Award for outstanding contributions to knowledge in the field of alcohol studies.
Preface
This book emerges from a study we conducted comparing our Guided Self-Change (GSC) treat-
ment model (M. B. Sobell & Sobell, 1993a, 2005) delivered in a group with individual therapy
(L. C. Sobell, Sobell, & Agrawal, 2009). Although our initial intent was to develop, validate, and
successfully extend the GSC treatment model used in individual therapy to a group setting, as
discussed in Chapter 1, that extension presented some unexpected challenges.
Our objectives in writing this book were (1) to describe how to effectively conduct and
manage the dynamics of interpersonal interactions in groups (e.g., structure of groups, develop-
ing cohesion, handling difficult clients) with clients with substance use disorders; (2) to dem-
onstrate how to integrate the basic principles of cognitive-behavioral therapy and motivational
interviewing into group therapy; (3) to discuss how to manage difficult and challenging clinical
situations and issues that arise when conducting groups; and (4) to present a brief overview of
the treatment outcome results of our randomized clinical trial comparing the GSC treatment
model in group and individual formats. In the latter regard, this book provided an opportunity
to update the GSC treatment that was presented in our earlier book (M. B. Sobell & Sobell,
1993a).
The terms patient and client are used interchangeably throughout this book, as both terms
are used in clinical psychology and behavioral health. When presenting clinical examples, we
have removed all identifying information, and for consistency we refer to male clients as Bill and
to female clients as Mary.
Almost all of the clinical materials and questionnaires, as well as therapist and client handouts,
are integrated into the chapters rather than included as appendices. This makes the clinical
material more user friendly, clinically useful, and easier to access. Chapter 3 describes the
assessment with a discussion of the clinical utility of the measures and instruments used, includ-
ing sample therapist dialogues illustrating how to discuss the assessment with clients. Chapter
ix
x Preface
4 discusses the GSC treatment delivered in an individual format and provides session outlines
for therapists that include objectives, procedures, and materials and handouts needed. Chapter
5 similarly presents session outlines for therapists for each group session. In addition, Chapter 5
includes sample round-robin discussions. Clinical examples are included throughout the book,
and particularly in Part II, that demonstrate (1) how to implement the GSC treatment model
in both individual and group therapy and (2) how to integrate cognitive-behavioral and moti-
vational interviewing strategies and techniques into group therapy, including the assessment
measures and questionnaires and associated motivational interviewing feedback materials.
Intended Audience
This book has two intended audiences. The first is practitioners and clinicians who are already
treating individuals with substance use problems and who want to learn how to successfully
integrate cognitive-behavioral and motivational interviewing techniques into group therapy.
The second audience is practitioners and clinicians not in the substance abuse field who want
to learn more about how to conduct and manage the dynamics of interpersonal interactions in
groups and how to integrate cognitive-behavioral and motivational interviewing principles and
techniques into group therapy. We hope that those reading this book will come away with an
appreciation that, although group therapy is more complex and challenging than individual
therapy, it is also extremely rewarding and can accomplish things not easily achieved in indi-
vidual treatment.
Acknowledgments
This book is based on a randomized clinical trial that evaluated the Guided Self-Change (GSC)
treatment model in a group- versus an individual-therapy format. It was conducted when we
directed the GSC Unit at the Addiction Research Foundation in Toronto, Canada. We wish to
thank Dr. Joan Marshman, who at the time was the Foundation President, and the GSC staff,
who contributed to the success of the study (in alphabetical order): Sangeeta Agrawal, Margaret
Beardwood, Diane Benedek, Curtis Breslin, Joanne Brown, Barbara Bruce, Giao Buchan, Car-
ole Bush, Virginia Chow, Pat Cleland, John Cunningham, Judy Dobson, Doug Gavin, Joanne
Jackson, Lisa Johnson-Young, Mel Kahan, Even Kwan, Gloria Leo, Eric Rubel, Lorna Sagorsky,
Kathy Sdao-Jarvie, Peter Selby, Jennifer-Ann Shillingford, Joanne Spratt, Kathy Voros, Peter
Voros, Lynn Wilson, and Kim Zynck. In addition, we want to thank all our doctoral students
at the Center for Psychological Studies at Nova Southeastern University in Fort Lauderdale,
Florida, who, as part of their training, were supervised by us in the conduct of group therapy.
Because of that supervision over the past 12 years, we have continued to refine our approach
to conducting group therapy and to applying motivational interviewing techniques in a group
setting.
Several years ago, we attended two workshops presented by Dr. Robert Dies that greatly
influenced our approach to group therapy. As will be evident after reading this book, what
influenced us most were the concepts of Think Group, the Music Comes from the Group, and
Therapists as Conductors. Furthermore, his suggestions for handling difficult and challenging
clients and group situations have proven invaluable. A special thanks to Anaeli Ramos, Jessica
Ruiz, Rachael Silverman, and Andrew Voluse for their help with the preparation of the book
manuscript. Thanks to Sir Meowy for keeping us company and sitting on the manuscript pages
late at night. In addition, we want to thank the many clients who over the years participated in
our groups, as they taught us a great deal about groups and group processes. Dr. Beverly Thorn’s
book Cognitive Therapy for Chronic Pain (2004) also provided some very useful ideas about how
to present the clinical materials in this book.
xi
xii Acknowledgments
xiii
xiv Contents
Chapter 6. Building Group Cohesion: Music Comes from the Group 189
Group Preparation and Planning 189
Group: A Living, Learning Hall of Mirrors 191
Music Comes from the Group: Therapists as Orchestra Conductors 191
Cohesion: A Potent Force in Group Therapy 192
Summary 195
APPENDICES
Appendix A. AUDIT Questionnaire 217
Appendix B. Drug Use Questionnaire (DAST-10) 219
Appendix C. Drug Use History Questionnaire 221
Appendix D. Brief Situational Confidence Questionnaire (BSCQ) 222
References 225
Index 235
List of Figures, Tables, and Therapist
and Client Handouts
Figures
FIGURE 1.1. Percent of days abstinent during pretreatment, within treatment, and 13
posttreatment for problem drinkers assigned to individual- and group-
treatment conditions.
FIGURE 1.2. Mean number of standard drinks per drinking day during pretreatment, 14
within treatment, and posttreatment for problem drinkers assigned to
individual- and group-treatment conditions.
FIGURE 1.3. Percent of days drinking at different levels during pretreatment, within 15
treatment, and posttreatment for problem drinkers.
FIGURE 1.4. Percent of days abstinent from drugs during pretreatment, within treatment, 16
and posttreatment for all drug abusers, and separately for cocaine and
cannabis abusers.
Tables
TABLE 1.1. Major Ways the GSC Treatment Model Differs from Other 5
Cognitive-Behavioral Interventions for SUDs
TABLE 1.2. RCTs of the Same Treatment Delivered in Group versus Individual Formats 7
for SUDs
TABLE 1.3. Summary of Outcome Studies Evaluating the GSC Treatment Model 12
for Clients with Alcohol Problems
xvii
xviii List of Figures, Tables, and Therapist and Client Handouts
TABLE 3.1. Measures and Questionnaires Used in GSC Treatment for Individual 44
and Group Therapy
TABLE 4.1. Personalized Feedback Materials Given to Clients during Sessions 1–4 82
TABLE 4.2. BSCQ: Eight Categories of High-Risk Situations and Shorthand Names 91
of Profiles
TABLE 5.1. Round-Robin Discussion Topics Used in the GSC Group Treatment 154
TABLE 5.2. Ways to Bring Different Members and Topics into Group Discussions 155
TABLE 6.1. Tasks for Cotherapists Prior to Each Group Therapy Session 190
TABLE 6.2. Empirically Supported Principles Regarding the Therapeutic Relationship 194
in Group Treatment
TABLE 7.1. Advantages and Disadvantages of Group versus Individual Therapy 196
Therapist Handouts
Therapist Handout 4.1. Objectives, Procedures, Client Handouts, and Clinical 101
Guidelines and Dialogues: Individual Session 1
Therapist Handout 4.2. Objectives, Procedures, Client Handouts, and Clinical 105
Guidelines and Dialogues: Individual Session 2
List of Figures, Tables, and Therapist and Client Handouts xix
Therapist Handout 4.3. Objectives, Procedures, Client Handouts, and Clinical 109
Guidelines and Dialogues: Individual Session 3
Therapist Handout 4.4. Objectives, Procedures, Client Handouts, and Clinical 111
Guidelines and Dialogues: Individual Session 4
Therapist Handout 5.1. Objectives, Procedures, Client Handouts, Pregroup Planning, 164
and Sample Round-Robin Discussions: Group Session 1
Therapist Handout 5.2. Objectives, Procedures, Client Handouts, Pregroup Planning, 173
and Sample Round-Robin Discussions: Group Session 2
Therapist Handout 5.3. Objectives, Procedures, Client Handouts, Pregroup Planning, 177
and Sample Round-Robin Discussions: Group Session 3
Therapist Handout 5.4. Objectives, Procedures, Client Handouts, Pregroup Planning, 180
and Sample Round-Robin Discussions: Group Session 4
Client Handouts
Client Handout 4.1. Personalized Feedback: Where Does Your Alcohol Use Fit In?: 115
Individual and Group Session 1
Client Handout 4.2. Personalized Feedback: Where Does Your Drug Use Fit In?: 118
Individual and Group Therapy Session 1
Client Handout 4.3. Example of Personalized Alcohol Use Feedback Pretreatment 133
to Session 4: Individual and Group Session 4
Client Handout 4.4. Example of Personalized Drug Use Feedback Pretreatment 134
to Session 4: Individual and Group Session 4
Client Handout 4.5. Reading on Identifying Triggers: Individual and Group Session 2 135
Client Handout 4.6. Exercise on Identifying Triggers: Individual and Group Session 2 138
Client Handout 4.7. Sample BSCQ Alcohol or Drug Use Profile from the Assessment: 141
Individual and Group Session 2
xx List of Figures, Tables, and Therapist and Client Handouts
Client Handout 4.8. Exercise on Developing New Options and Action Plans: 142
Individual and Group Session 3
Client Handout 4.9. Sample BSCQ Alcohol or Drug Use Profile from the Assessment 146
and Session 3: Individual and Group Session 4
Client Handout 4.10. Request for Additional Sessions: Individual and Group Session 4 147
This chapter lays the foundation for the rest of this book by (1) reviewing the development of the
Guided Self-Change (GSC) treatment model and the several lines of research that influenced
the model; (2) comparing the GSC treatment model with other cognitive-behavioral interven-
tions for substance use disorders; (3) discussing how the GSC treatment model was successfully
disseminated throughout the community in which it was originally developed; and (4) present-
ing the results of the randomized controlled trial (RCT) that successfully extended the GSC
treatment model developed as an individual treatment to a group therapy format.
The GSC treatment model was an outgrowth of our earlier research on outpatient treatment
of problem drinkers. In comparison with more severely dependent drinkers, problem drinkers
are not physiologically dependent on alcohol, tend to have had a problem for fewer years, are
usually employed, have a supportive environment, and are very resistant to traditional labels
such as alcoholic or drug addict. These differences are described in detail in our earlier book,
Problem Drinkers: Guided Self-Change Treatment (M. B. Sobell & Sobell, 1993a). Although
the GSC treatment model was developed for English-speaking problem drinkers, it has been
extended to and evaluated with drug abusers whose problems are not severe (L. C. Sobell et
al., 2009; L. C. Sobell, Wagner, Sobell, Agrawal, & Ellingstad, 2006) and to Spanish-speaking
alcohol abusers (Ayala, Echeverría, Sobell, & Sobell, 1997, 1998; Ayala-Velazquez, Cardenas,
Echeverría, & Gutierrez, 1995). The findings of our study comparing GSC delivered in a group
versus an individual-treatment format and extending the GSC treatment model to drug abusers
are presented in this chapter, as is a summary of a previous review of several studies that evalu-
ated the GSC treatment model and adaptations of that model (M. B. Sobell & Sobell, 2005).
3
4 RATIONALE, RESEARCH, AND ASSESSMENT
As reviewed elsewhere (M. B. Sobell & Sobell, 1993a, 2005), several lines of research influ-
enced the development of the GSC treatment model. The first major influence derived from
epidemiological research conducted in the 1970s showing that many individuals had alcohol
problems that were not severe (e.g., Cahalan & Room, 1974; Schuckit, Smith, Danko, Bucholz,
& Reich, 2001; M. B. Sobell & Sobell, 1993b). Consistent with other health problems, it seemed
reasonable to think such individuals might benefit from a less intense, briefer intervention com-
pared with individuals with more severe alcohol problems. Related to this was research on
problem drinkers’ preferences for moderation goals (Heather & Robertson, 1981; Marlatt et al.,
1985; Miller, 1986–1987).
Another important influence on the development of the GSC treatment model was a study
by Edwards and his colleagues (1977) that found that one session of advice or counseling pro-
duced the same outcomes as a comprehensive treatment. Furthermore, individuals randomly
assigned to either condition generally showed considerable improvement. Although the major-
ity of cognitive-behavioral studies until that time had emphasized skills training, improvement
following a single session could not be explained by skills training. Rather, the most likely expla-
nation was that many individuals have the capacity to change their substance abuse problem
if sufficiently motivated and that the single session catalyzed their motivation. Such thinking
is supported by research on the phenomenon of self-change (i.e., natural recovery) that has
shown that many people with alcohol and drug problems can successfully change on their own
(reviewed in Klingemann & Sobell, 2007).
Bandura’s (1977, 1986) social cognitive theory was another influence on the development
of the GSC treatment model, as it suggested that self-efficacy, outcome expectations, and goal
choice might be important determinants of motivation. Many individuals with substance use
disorders (SUDs), especially those whose problems are not severe, are ambivalent about the need
to change. In this regard, another influence was the development of motivational interviewing, a
therapeutic approach put forth by Miller and his colleagues to minimize resistance and increase
clients’ motivation to change (Miller, 1983; Miller & Rollnick, 1991, 2002). The motivational
interviewing approach was consistent with Prochaska and DiClemente’s (1984) transtheoretical
model of change that conceptualized motivation as a state and targeted increasing motivation
for change as a focus of therapy. For these reasons, motivational interviewing has become the
recommended counseling style for developing a therapeutic alliance with clients (Kazdin, 2007;
Meier, Barrowclough, & Donmall, 2005; Moyers, Miller, & Hendrickson, 2005).
The GSC intervention reflects a synergy of time-tested cognitive-behavioral strategies that are
delivered using motivational interviewing techniques (e.g., rolling with resistance, decisional
balance exercise, readiness ruler). Although the GSC treatment model has several unique fea-
tures, it also shares many features with other cognitive-behavioral interventions, including the
use of functional analysis (M. B. Sobell, Sobell, & Sheahan, 1976); self-monitoring of alcohol and
drug use (L. C. Sobell & Sobell, 1973); problem-solving skills to develop alternative responses to
GSC Treatment and Group Therapy 5
drinking or drug use situations (D’Zurilla & Goldfried, 1971); and homework assignments, includ-
ing a decisional balance exercise (Janis & Mann, 1977; Kazantzis, Deane, & Ronan, 2000).
Table 1.1 highlights the major differences between the GSC treatment model and other
cognitive-behavioral interventions for SUDs. Factors unique to the GSC treatment model
include (1) incorporating cognitive elements of the relapse prevention model (Marlatt & Dono-
van, 2005; Marlatt & Gordon, 1985; M. B. Sobell & Sobell, 1993a); (2) allowing alcohol clients
to self-select their treatment goals (i.e., moderation or abstinence; M. B. Sobell & Sobell, 1995);
(3) using the Timeline Followback (TLFB) to provide clients with feedback about their pretreat-
ment alcohol or drug use and related risks (Agrawal, Sobell, & Sobell, 2008; L. C. Sobell &
Sobell, 2003); (4) allowing clients to request additional sessions after the four semistructured
GSC sessions (M. B. Sobell & Sobell, 1993a); and (5) using a motivational interviewing style
throughout the delivery of the intervention.
Before we further describe the GSC treatment model and its extension to group therapy, it
is important to briefly review the findings of studies that compared the same treatment deliv-
ered in individual and group formats with substance abusers. As will be apparent, such studies
are few in number.
With a long and rich history (Bernard & MacKenzie, 1994; Scheidlinger, 1994; Yalom & Leszcz,
2005), group therapy is a popular form of treatment across many clinical disciplines (e.g., psy-
chology, psychiatry, social work) and across a wide range of clinical problems (e.g., anxiety and
mood disorders, posttraumatic stress disorder, obesity) (Barlow, Burlingame, Nebeker, & Ander-
TABLE 1.1. Major Ways the GSC Treatment Model Differs from Other Cognitive-
Behavioral Interventions for SUDs
•• Provides goal choice that includes low-risk drinking and accepts harm-reduction alternatives for
clients not willing to seek abstinence.
•• Clients functionally analyze their own substance use (i.e., identify high-risk trigger situations and
associated consequences for use) and develop their own treatment plans.
•• Emphasizes the application of problem-solving skills.
•• Incorporates cognitive elements of the relapse prevention model into the treatment. Rather than
providing skills training, a relapse management approach is used to generate a dialogue about taking
a realistic perspective on change and to discuss the need to construe slips as learning experiences.
•• Uses the Timeline Followback to gather pretreatment substance use data that are then used
to generate personalized feedback for clients about their level of substance use, risks, and
consequences.
•• Incorporates flexibility in scheduling, explicitly soliciting client input as the main determinant for
additional sessions.
•• As a brief intervention, it includes an aftercare telephone call 1 month after the last scheduled
session that is intended to provide support for clients’ functioning and to facilitate resumption of
treatment if needed.
•• Uses motivational interviewing as a communication style throughout the intervention, in addition
to incorporating various motivational interviewing strategies and techniques (e.g., readiness ruler,
advice feedback, decisional balancing).
6 RATIONALE, RESEARCH, AND ASSESSMENT
son, 2000; Guimon, 2004; Humphreys et al., 2004; Panas, Caspi, Fournier, & McCarty, 2003;
Satterfield, 1994; Scheidlinger, 1994; Weiss, Jaffee, deMenil, & Cogley, 2004). In the substance
abuse field it is the “most common treatment modality” (Weiss et al., 2004, p. 339). The popular-
ity of groups relates in large part to two factors: (1) the provision of social support to clients and
(2) the ability to treat multiple clients concurrently and at a lower cost than individual therapy.
The term group therapy has been used to describe a wide variety of therapeutic activities
(e.g., educational, didactic, interactional, process, support, aftercare, codependency), including
self-help groups. Although self-help groups, a widely used group format in the substance abuse
field, incorporate and resemble some aspects of group therapy, there are several major differ-
ences, the most significant being that leaders need no professional training (Scheidlinger, 1994;
Yalom & Leszcz, 2005). Consequently, self-help groups are not included in this review.
Group therapy has a long tradition in the treatment of SUDs (Center for Substance Abuse
Treatment, 2005; Institute of Medicine, 1990; Panas et al., 2003; Vannicelli, 1992; Weiss et al.,
2004), especially with adolescents (D’Amico et al., 2011; Kaminer, 2005). Given this history, one
might expect to find considerable research supporting the efficacy of group therapy with SUDs.
To the contrary, RCTs of group versus individual treatment are sparse and lack appropriate
controls (Institute of Medicine, 1990; Weiss et al., 2004).
In one of the first reviews of the group therapy literature with alcohol abusers, Brandsma
and Pattison (1985) found 30 studies. Based on their review, they concluded that it was impos-
sible to evaluate the efficacy of group therapy, as the research was plagued with multiple prob-
lems (e.g., inadequate designs, inadequate specification of procedures, lack of controls, poor
measures, lack of replications), including that most of the group treatments had been combined
with other program components (e.g., individual therapy, aftercare, self-help meetings). Despite
these problems, the studies reported abstinence or improvement rates ranging from 15 to 53%,
comparable to those for individual treatments.
A similar review conducted two decades later (Weiss et al., 2004) found that little has
changed from the Brandsma and Pattison (1985) review. In this recent review, 24 comparative
trials of group therapy with SUDs were found. The authors classified these studies into six
distinct categories: (1) group therapy versus no group therapy (e.g., Stephens, Roffman, & Cur-
tin, 2000); (2) group therapy versus individual therapy (e.g., Marques & Formigoni, 2001); (3)
group therapy plus individual therapy versus group therapy alone (e.g., Linehan et al., 1999); (4)
group therapy plus individual therapy versus individual therapy alone (e.g., McKay et al., 1997);
(5) group therapy versus another group therapy with different content or theoretical orienta-
tion (e.g., Kadden, Cooney, Getter, & Litt, 1989); and (6) more group therapy versus less group
therapy (e.g., Coviello et al., 2001). The two major conclusions from this review were that no
significant outcome differences existed between group and individual treatments and that no
single type of group therapy was superior.
et al., 1997; Stephens et al., 2000) are not included. In addition, family and marital studies are
excluded, as they have no individual-treatment component.
Of the 24 studies in the Weiss and colleagues (2004) review, only 3 (12.5%) addressed
the efficacy of group compared with individual therapy for SUDs (Graham, Annis, Brett, &
Venesoen, 1996; Marques & Formigoni, 2001; Schmitz et al., 1997). Although not in the Weiss
and colleagues review, a fourth study (Duckert, Johnsen, & Amundsen, 1992) using an RCT
compared the same treatment in group and individual formats for alcohol abusers. To facilitate
comparisons among these four RCTs, the major characteristics of each study are listed in Table
1.2. Thus only details not in Table 1.2 are discussed subsequently.
In the Graham and colleagues (1996) study, alcohol and drug abusers were randomized
to 12 sessions of relapse prevention aftercare treatment delivered in either a group or an indi-
vidual format. At the follow-up, there were no significant differences between the two treatment
conditions on any alcohol or drug use outcome measures. However, prior to randomization, all
clients had participated in one of two treatment programs for SUDs (12-step 26-day residen-
tial program or 1-year outpatient eclectic group). Because other interventions (mainly groups)
immediately preceded this study’s comparison of group and individual aftercare, it does not
allow a true comparison of the efficacy of the two aftercare treatment modalities.
TABLE 1.2. RCTs of the Same Treatment Delivered in Group versus Individual Formats
for SUDs
Author (year)
Marques &
Duckert et Graham et al. Formigoni Schmitz et al.
Study characteristic al. (1992) (1996) (2001) (1997)
Country Norway Canada Brazil United States
Type of substance abuse problem Alcohol Alcohol and Alcohol and Cocaine
other drugs other drugs
In the Schmitz and colleagues (1997) study, cocaine-dependent clients who had recently
completed an inpatient chemical dependency treatment program were subsequently randomly
assigned (by cohorts) to a 12-session manualized cognitive-behavioral relapse prevention treat-
ment delivered in either a group or individual format. At the follow-up, there were no signifi-
cant differences between the two conditions. As with the Graham and colleagues (1996) study,
because all participants had received other substance abuse treatment before the RCT, a pure
test of the efficacy of the two aftercare treatments is not possible.
In the Marques and Formigoni (2001) study, alcohol and drug abusers were randomly
assigned to a 17-session cognitive-behavioral treatment delivered in either a group or an individ-
ual format. The first treatment session, which was conducted individually for both conditions,
consisted of reviewing assessment data and presenting educational information about alcohol
and drugs. Abstinence was required of all participants for the first 3 months, after which alcohol
clients could select a moderation goal. Although the two conditions did not have significantly
different outcomes at the follow-up, 7% of participants had dropped out after the first session,
and only 54% completed 8 of the 17 sessions. Although there were no significant differences in
dropout rates between the group and individual conditions, drug clients attended significantly
fewer sessions than did alcohol clients.
In the Duckert and colleagues (1992) study, alcohol abusers were recruited through news-
paper advertisements, matched pairwise, and then randomly assigned to a 12-session cognitive-
behavioral treatment delivered in either a group or an individual format. Groups were of a single
gender, and all participants were allowed to select an abstinence or moderation drinking goal.
Besides the format, the two conditions differed in the number of hours spent in sessions (indi-
vidual: 7 hours; group: 25 hours). At follow-up no significant differences were found between
the group and individual conditions on a number of outcome variables, including alcohol con-
sumption. When asked at the follow-up, a larger number of group than individual participants
reported that they wanted more contact with their therapists. This may reflect the feeling that
group participants had received proportionately less personal attention from their therapists
than they would have if they had been assigned to individual therapy.
In summary, RCTs comparing the same treatment delivered in a group versus an indi-
vidual format for clients with SUDs are rare. Of the four published studies, two (Graham et al.,
1996; Schmitz et al., 1997) were not pure comparisons, as clients had received other treatment
immediately prior to being randomized. The most striking and consistent finding across all four
studies, however, was that, although clients demonstrated significant improvements in their
substance use, there were no differences between the group- and individual-treatment formats.
Last, none of the four studies reported any cost-effectiveness evaluations of group versus indi-
vidual treatment.
out after being informed of their assignment had been assigned to group rather than individual
therapy (89.7%, n = 26; 10.3%, n = 3, respectively). Therefore, although significant improve-
ments occurred in both conditions, it was impossible to draw firm conclusions about the relative
efficacy of group versus individual therapy because of differential attrition. Another issue con-
cerns recruiting a sufficient number of participants to randomize to group and individual treat-
ment, particularly in closed groups (i.e., those to which no new members are added after the
first session), which can be difficult. Other complicating factors involve group characteristics
(e.g., gender composition) and different session lengths for group and individual therapy. Last,
a critical issue that must be addressed in any comparative evaluation of group versus individual
treatment is whether the study is a pure comparison in which there are no other concurrent or
preceding treatment components (e.g., treatments preceding aftercare, self-help groups, phar-
macotherapy) that could provide alternative explanations for the findings.
Several conclusions about the role and utility of group therapy can be drawn based on this
chapter: (1) group processes play an important role in the efficacy of groups; (2) because of their
inherent structure, groups offer important advantages that do not exist in an individual therapy
setting; (3) groups that incorporate group processes have reported comparable outcomes to indi-
vidual therapy; and (4) groups can treat multiple patients at one time, thereby reducing the
financial burden on the payer. Given the widespread use of group therapy in clinical practice
with SUDs, the only curious issue is why there is a paucity of research (particularly RCTs) eval-
uating the same type of treatment (e.g., theoretical orientation, procedures, number of sessions)
delivered in a group versus an individual setting. With these caveats in mind, we now return to
a consideration of GSC and how it was adapted to a group format.
The general framework for the GSC treatment model is an assessment and four semistructured
sessions, with additional sessions available as needed. The major components of a GSC assess-
ment and four-session treatment program for substance abusers, whether delivered in an indi-
vidual or a group format, are described in detail in Chapters 4 and 5, respectively. These chap-
ters include therapist handouts for each individual therapy (4.1–4.4) and each group therapy
(5.1–5.4) session. Each handout contains detailed session guidelines, objectives, procedures,
and homework exercises. In addition, each group therapist handout contains guidelines on how
to conduct several round-robin discussions, which is the format used to conduct the clinical
intervention in a group format. Round-robin discussions were designed so that support, feed-
back, and advice emanate primarily from group members rather than from the group leaders.
The primary empirical support for the cognitive-behavioral, motivational interviewing group
therapy approach that is the subject of this book derives from an RCT that compared a GSC
intervention delivered in a group versus an individual format (L. C. Sobell et al., 2009). For two
decades starting in the mid-1970s, our clinical research focused on developing and validating
individual therapies for those with SUDs. However, by the early 1990s the substance abuse
field as well as the agency where we were then employed, the Addiction Research Foundation
10 RATIONALE, RESEARCH, AND ASSESSMENT
in Toronto, Canada, had developed waiting lists for clients requesting individual therapy. At
this same time, both in the United States and in Canada, there were serious concerns about
health care cost containment as well as cost-effective treatments (Rosenberg & Zimet, 1995;
Spitz, 2001; Steenberger & Budman, 1996). Consequently, we decided to extend and validate
the GSC treatment model in a group format. The group-versus-individual study, also known as
GRIN (GRoup vs. INdividual), was an RCT that evaluated the GSC treatment model delivered
in a group versus an individual format with 264 alcohol and drug abusers voluntarily seeking
treatment. This was also the first study to evaluate the GSC treatment model with drug abusers
whose problems were not severe (e.g., no intravenous drug users participated). Although discus-
sion of the group treatment procedures and details occupies much of this book, it will be helpful
to first discuss how the GRIN study evolved and to present the results of the RCT of GSC used
in group and individual therapy.
All of the therapists who participated in the GRIN study were trained in conducting GSC
treatment, a time-limited cognitive-behavioral motivational intervention (M. B. Sobell & Sobell,
1993a, 2005), with individual clients, and most had some, albeit limited, experience in conduct-
ing groups. However, early during a pilot study intended to precede the formal study, it became
clear that the integration of cognitive-behavioral procedures (e.g., homework, self-monitoring,
functional analyses of behaviors, relapse prevention) and motivational interviewing techniques,
vital elements of the GSC individual treatment model, would require careful thought and atten-
tion if they were to be successfully incorporated into a group setting. The major concern was
addressing the needs and problems of multiple clients while capitalizing on group processes
without a loss of therapeutic effectiveness. To address this concern, we stopped the pilot study
and spent several months reviewing the group psychotherapy literature to determine how to
best integrate the GSC intervention into a group format. Our goal was to retain the curative
elements of the GSC intervention delivered individually while addressing the constraints and
opportunities intrinsic to group therapy.
After stopping the initial pilot study and providing the GSC staff with training in group
skills and how to integrate them with their cognitive-behavioral and motivational interview-
ing skills, a second pilot study was conducted, followed by the completion of the GRIN study.
We believe that the success of the GRIN study, and especially the high level of group cohesion
achieved, demonstrates that we were able to successfully integrate cognitive-behavioral and
motivational interviewing principles and techniques with group processes.
As reviewed elsewhere (M. B. Sobell & Sobell, 2005), the GSC treatment model has been evalu-
ated in multiple settings (e.g., outpatient alcohol treatment programs, primary care centers),
with different populations (adults, adolescents, alcohol and drug abusers, gamblers), and with
both English and Spanish speakers. A summary of the main findings of studies evaluating the
GSC treatment model for clients with alcohol problems that also had 1 year or more of follow-up
appears in Table 1.3. This table lists the outcome variables assessed in each study and shows
the percentage change for those variables from pretreatment to posttreatment. For proportion
of days abstinent, a positive change indicates improvement, whereas for mean drinks per drink-
ing day (or mean drinks per week), a negative change indicates improvement. The amount of
change demonstrated in these studies is similar to that shown in other studies of brief interven-
GSC Treatment and Group Therapy 11
tions (Babor et al., 2006) and primary care interventions (Fleming, Barry, Manwell, Johnson, &
London, 1997).
There are two additional published studies, involving adolescents, that used the GSC treat-
ment model, but because they did not meet the 1-year follow-up criterion, they are not listed in
Table 1.3. In one study (Breslin, Li, Sdao-Jarvie, Tupker, & Ittig-Deland, 2002), at the 6-month
follow-up, 50 adolescent substance users treated with an adaptation of GSC were found to
have reduced their substance use by about 44%. The second study, also an adaptation of GSC,
involved 213 African American and Hispanic adolescents. Preliminary follow-up results around
11 weeks found that clients’ self-reported marijuana and alcohol use had decreased about 55%
and 47%, respectively (Gil, Wagner, & Tubman, 2004). The findings from these two studies are
consistent with those in Table 1.3 that have a 1-year follow-up, but they showed greater change
scores, possibly because of their shorter follow-up intervals. Although studies using motivational
interviewing in groups with adolescents are few in number, D’Amico and her colleagues have
offered compelling arguments (D’Amico et al., 2011) and support (D’Amico, Osilla, & Hunter, in
press) for motivational interviewing is particularly suited (e.g., taking a collaborative approach,
addressing ambivalence about changing, avoiding labels, allowing youths to give voice to the
need to change rather than being told what to do) for at-risk youths and particularly those from
disadvantaged/marginalized or cultural minority backgrounds.
Because this book is intended as a clinical guide, the studies in Table 1.3 are not further
discussed. The evidence, however, shows that the GSC treatment model has consistently been
associated with substantial and significant gains over the course of treatment and that these
changes are maintained following treatment.
TABLE 1.3. Summary of Outcome Studies Evaluating the GSC Treatment Model for Clients
with Alcohol Problems
Study and group Variable Pretreatment Posttreatment Change
Andréasson, Hansagi, & Oesterlund
(2002)
4GSCS (n = 30) Mean drinks/DD 5.2 4.5 –13%
1GSCS (n = 29) Mean drinks/DD 6.3 4.7 –25%
Note. All studies had to have a minimum of 1 year of follow-up. Study and group designations: 4GSCS, 4 GSC sessions; 1GSCS, 1
GSC session; INDIV, individual treatment; SC, supplemental care; NSC, no supplemental care; BC, behavioral counseling; RP,
behavioral counseling plus cognitive relapse prevention; DSS, directed social support; NSS, natural social support; GRP, group
treatment; ME/PF, motivational enhancement/personalized feedback; B/DG, bibliotherapy/drinking guidelines. Prop abstinent,
proportion of days abstinent; Mean drinks/DD, mean number of drinks consumed per drinking day. Change is defined as the
percentage of change pretreatment to posttreatment. From M. B. Sobell and L. C. Sobell (2005, p. 205). Copyright 2005 by the
Springer Publishing Company. Reprinted by permission.
GSC Treatment and Group Therapy 13
100
90
80 Individual Treatment
70 Group Treatment
Percent of Days Abstinent
60
50
40
30
20
10
0
Pretreatment Within Treatment Posttreatment
FIGURE 1.1. Percent of days abstinent during pretreatment, within treatment, and posttreatment for
problem drinkers assigned to individual- and group-treatment conditions.
14 RATIONALE, RESEARCH, AND ASSESSMENT
10
8
Individual Treatment
7 Group Treatment
0
Pretreatment Within Treatment Posttreatment
FIGURE 1.2. Mean number of standard drinks per drinking day during pretreatment, within treatment,
and posttreatment for problem drinkers assigned to individual- and group-treatment conditions.
For clients with alcohol problems, an interesting pattern of improvement was observed. As
in other studies involving problem drinkers, approximately three-quarters of the clients chose
to work on reducing rather than stopping their drinking (Sanchez-Craig, Annis, Bornet, & Mac-
Donald, 1984; M. B. Sobell, Sobell, & Gavin, 1995). However, in terms of drinking outcomes,
as shown in Figure 1.3, the main change over the course of treatment and follow-up was that
alcohol clients greatly reduced their percentage of heavy drinking days (i.e., five or more stan-
dard drinks), and concurrently increased their percentage of abstinent days. In contrast, their
frequency of limited drinking days (i.e., one to four standard drinks) stayed almost constant from
pre- to posttreatment. This phenomenon, in which clients chose a low-risk, limited-drinking
goal but then increased their abstinent days, is consistent with another study (Sanchez-Craig,
1980) that found that those assigned to a low-risk drinking goal were significantly better able to
abstain for the first 3 weeks of treatment (they were requested to do so putatively to facilitate the
assessment) than those randomly assigned to an abstinence goal. These findings strongly suggest
that the way clients view their ability to manage their drinking can be an important variable
affecting their drinking decisions.
100
90
80
Pretreatment
70 Within Treatment
Percent of Days Drinking
Posttreatment
60
50
40
30
20
10
0
Abstinence 1–4 Drinks 5–9 Drinks ≥ 10 Drinks
FIGURE 1.3. Percent of days drinking at different levels during pretreatment, within treatment, and
posttreatment for problem drinkers. Because the individual- and group-treatment conditions did not dif-
fer significantly, they were combined.
differences at any point between clients in the group or individual conditions, data from both
conditions were combined in Figure 1.4. As can be seen, clients with a primary cocaine prob-
lem improved considerably over treatment and continued to improve over follow-up. For clients
for whom cannabis was the primary problem, although substantial gains over treatment were
made, some regression over the follow-up year occurred. At the end of follow-up, however, they
still were using far less than prior to treatment.
100
90
80
70
Percent of Days Abstinent
60
50
40
30
20 All Drugs
Cocaine
10 Cannabis
0
Pretreatment Within Treatment Posttreatment
FIGURE 1.4. Percent of days abstinent from drugs during pretreatment, within treatment, and posttreat-
ment for all drug abusers, and separately for cocaine and cannabis abusers.
treatment, rating several aspects of their treatment on 5-point scales (with lower scores reflect-
ing more favorable ratings). Table 1.4 shows clients’ end-of-treatment ratings for group and indi-
vidual conditions and for clients with primary alcohol problems or primary drug problems.
Some of the differences, as noted in Table 1.4, are statistically significant.
Overall, clients in both the individual- and the group-treatment conditions rated the pro-
gram very positively, with mean ratings near the favorable end of the scale (1.42 and 1.56,
respectively). Several other aspects of the intervention were also highly rated: quality of service,
self-change component, therapists, self-monitoring logs, and the program atmosphere. In fact,
with the exception of the length of the treatment and the difficulty of the homework, all mean
ratings were positive. With regard to treatment length, group clients were more likely to rate
the treatment as being “too little” (mean = 3.55) than individual clients (mean = 3.17), although
the mean ratings for this variable suggested that clients in both conditions would have liked
the treatment to be longer. Because this study was an RCT, the length of treatment was kept
constant. However, in practice the GSC treatment model is flexible and allows for additional
sessions. Clients in the group condition also rated the readings and the homework exercises as
more useful than clients in the individual condition. One reason this may have occurred is that
in the group condition the homework assignments formed the basis of round-robin discussions
and, as such, received more attention and talk time because they were discussed by multiple
clients. Last, and very important, clients were highly satisfied with being assigned to the group
condition (mean = 1.55, with 1 = very satisfied). With regard to the statistically significant dif-
ferences shown in Table 1.4, they were small in absolute magnitude, and there was no consistent
direction of difference.
GSC Treatment and Group Therapy 17
Note. Ratings made on 5-point scales (1–5) with end points shown for each variable.
a n, 106; b n, 103; c n, 101; d n, 102; en, 105; f n, 104; gn, 100; hn, 177; i n, 32; jn, 176; kn, 31; ln, 175; m n, 81; n n, 19;
* p < .05, two-tailed independent sample t-tests.
18 RATIONALE, RESEARCH, AND ASSESSMENT
Drinking status
% no longer a problem 30.7 31.0
% less of a problem 50.0 52.6
% unchanged 16.7 14.7
% more of a problem 2.6 1.7
Drinking status
% no longer a problem 31.2 29.3
% less of a problem 52.4 46.3
% unchanged 14.8 19.5
% more of a problem 1.6 4.9
Note. At the last follow-up (12 months), GT participants were asked, “If you had been assigned to
individual treatment rather than group, would you have continued to participate in this study?”
and IT clients were asked, “If you had been assigned to group treatment rather than individual,
would you have continued to participate in this study?”
a n, 113; b n, 115; c n, 86; d n, 76; en, 187; f n, 40; gn, 96; hn, 18; i n, 93; jn, 23; kn, 133; ln, 29.
* p < .01; ** p < .001.
GSC Treatment and Group Therapy 21
We developed the GSC treatment model when we were at the Addiction Research Founda-
tion in Toronto, Canada. As a government-funded agency in a country with government-funded
universal health care, the dissemination of effective and efficient treatments was a priority. The
story of how the GSC treatment mode was effectively disseminated throughout the province
of Ontario, which is the largest province in Canada, has been described in detail elsewhere
(Martin, Herie, Turner, & Cunningham, 1998; L. C. Sobell, 1996) but is summarized here as it
provides an illustration of the challenges of going from bench to bedside. At the outset of the dis-
semination effort, we were struck by the fact that although the Addiction Research Foundation
was a well-known and internationally respected center for addiction research, evidence-based
treatment was not widely used in the community. It was clear that the usual methods of dissemi-
nation (e.g., workshops, publications) had not been particularly effective and that, if we wanted
to successfully disseminate the GSC treatment model, we would have to think outside the box.
In this case, the “box” was the traditional way of attempting to disseminate clinical science, and
“outside the box” meant to learn from the experience of others (i.e., business organizations) for
which successful dissemination is a matter of survival.
In business, establishing new products requires a substantial and long-term investment in
resources (once the product is launched the company must be prepared to respond to demand
if sales skyrocket). Failure to obtain buyers for a product can have dire economic consequences.
Such research has been described in detail in Diffusion of Innovations by Rogers (1995), who is
considered the father of dissemination research. Rogers’s book was the starting point in devel-
oping our efforts to get community treatment providers to adopt the GSC approach.
As described elsewhere (L. C. Sobell, 1996), we successfully partnered with practitioners
in the community to disseminate the GSC treatment model. One of the key factors was hav-
ing a flexible and adaptable product that we could use to train practitioners in the province of
Ontario. Before this project, our dissemination efforts typically would have involved offering
practitioners a 1-day workshop and handing out treatment materials. In contrast, we engaged in
a carefully planned effort that unfolded over time, involving gaining a buy-in from community
providers, which brought with it a responsibility on our part to provide continued training and
consultation.
22 RATIONALE, RESEARCH, AND ASSESSMENT
Target systems for the treatment were carefully selected through a market analysis and
community forums, with the first target system being assessment/referral centers (Martin et al.,
1998). Ten workshops were conducted to train center staff in how to conduct GSC treatment
in group and individual formats. Of the 42 total assessment/referral centers in the province of
Ontario, 39 participated in the training, involving more than 200 staff members.
An important element in creating a favorable response to GSC treatment among commu-
nity service providers was encouraging them to tailor the procedures to fit their needs. That is,
they were encouraged to integrate aspects of the GSC treatment approach that they felt were
effective into their existing practices rather than totally discarding one approach for another.
Another important element was the provision of ongoing clinical support. A toll-free number was
established from our GSC program in Toronto to provide consultation to the field sites. A train-
ing videotape demonstrating the GSC intervention was also produced (L. C. Sobell & Sobell,
1995). These efforts resulted in wide-scale adoption of the GSC treatment model throughout the
province of Ontario (Martin et al., 1998; L. C. Sobell, 1996).
Our experience in disseminating the GSC treatment model in Ontario has had a lasting
influence on our work, including how we have gone about preparing this book. Although we
cannot approach the task of writing a book with the same resources, time commitment, or
personal involvement that went into the community dissemination effort, we hope that the con-
tents of this book demonstrate a sensitivity to clinicians’ and clients’ needs and to the context in
which cognitive-behavioral group therapy using motivational interviewing is likely to success-
fully occur.
In setting the stage for the remainder of this book, this chapter has reviewed the development
of the GSC treatment model and research that influenced its development, compared the GSC
treatment model with other cognitive-behavioral therapy for substance use disorders, reviewed
the few published RCTs of group versus individual treatment for substance use disorders, and
presented the results of the RCT that successfully extended the GSC individual treatment
model to a group therapy format.
The remainder of this book presents the details of GSC treatment and how to integrate and
implement it in a group setting. It also addresses a plethora of issues and challenges that face
therapists who conduct groups (e. g., failure to systematically use group processes, failure to
integrate cognitive-behavioral techniques with group processes). Chapter 2, a general overview
of motivational interviewing, describes and presents examples of motivational interviewing
strategies and techniques and their utility. The strategies and techniques reviewed in Chapter 2
have been an integral part of the GSC treatment model for many years, including the study that
compared GSC treatment in a group versus an individual format.
Chapter 3 contains a detailed discussion of how to conduct the GSC assessment, which is
the same whether the treatment is delivered in an individual or a group format. This chapter
also describes the clinical utility of the assessment measures and instruments that are used in
GSC sessions. The therapist dialogues included in Chapter 3 are presented as examples of how
topics might be initiated and probed rather than as clinical scripts. Chapters 4 and 5 describe
the detailed application of the GSC model to the conduct of individual and group therapy,
24 RATIONALE, RESEARCH, AND ASSESSMENT
respectively. Descriptions of each of the four individual treatment sessions and each of the four
group treatment sessions include (1) therapist and client handouts, (2) clinical examples, and (3)
sample therapist–client dialogues. In addition, both chapters present session outlines for thera-
pists (i.e., objectives, procedures, materials and handouts needed) for each of four individual
sessions (Therapist Handouts 4.1–4.4) and each of the four group sessions (Group Therapist
Handouts 5.1–5.4). The session outlines for group therapists also include sample round-robin
discussions for each group session. Last, Chapter 5 contains a detailed discussion of how to inte-
grate motivational interviewing and cognitive-behavioral strategies and techniques into group
therapy using round-robin discussions.
Chapter 6 discusses the importance of group preparation and planning, managing the
group, and building group cohesion. This chapter also presents specific examples of how to
successfully conduct cognitive-behavioral motivational group therapy using group processes.
In this chapter we use two phrases that we feel are key to understanding how to successfully
manage groups. The first, Think Group, is intended to help group leaders remember that groups
have multiple members and that the group itself should be the agent of change. The second
phrase, Music Comes from the Group, is used to communicate that group therapists can be
viewed as conductors and that to achieve high group cohesion, which is related to successful
treatment outcomes, the majority of interactions within the group need to come from the mem-
bers (i.e., the music comes from the group).
Chapters 7 and 8 discuss two central aspects of how to manage groups. Chapter 7 addresses
a multitude of structural issues (e.g., composition, attendance, role of cotherapists, breaking
eye contact) that are critical for therapists to understand when conducting group therapy. Also
included is a brief discussion of the major advantages and disadvantages of conducting group
therapy compared with individual therapy. Chapter 8 discusses how to deal with challenging
clients and difficult situations in groups. Specific examples for dealing with such situations are
provided throughout the chapter.
Chapter 9, the concluding chapter, presents a discussion of the likely place of group psy-
chotherapy in the health care system of the future. This chapter suggests that, as interest in and
popularity of group therapy continues to grow, a major challenge will be to ensure that practi-
tioners are competently trained to provide group therapy.
Finally, because the inclusion of clinical materials that could be freely copied and used by
clinicians was successfully received in our 1993 book, Problem Drinkers: Guided Self-Change
Treatment (M. B. Sobel & Sobell, 1993), we have again included a variety of materials that can
be reproduced and used by practitioners and, where appropriate, given to clients. These materi-
als include individual and group session outlines, clinical assessment materials, questionnaires,
therapist and client handouts, homework exercises, and motivational feedback materials used
during both group and individual sessions. With the exception of the group session outlines, all
of the assessment and clinical materials can be used when applying the GSC treatment model
in either group or individual therapy.
Chapter 2
[From] humble beginnings two decades ago, MI has been widely adopted and
adapted for use with a diverse range of clients.
—A llsop (2007, p. 343)
This chapter provides a general overview of motivational interviewing and its rationale. In the
mid-1980s, dissatisfaction with confrontational alcohol treatment approaches, coupled with the
conceptualization of motivation as a state (Prochaska & DiClemente, 1982) led William Miller
in the United States and Steve Rollnick in the United Kingdom (Miller, 1985; Miller & Rollnick,
1991) to develop motivational interviewing. In their seminal book Motivational Interviewing,
Miller and Rollnick (1991) noted that there is “no persuasive evidence that aggressive confron-
tational tactics are even helpful, let alone superior or preferable strategies in the treatment of
addictive behavior or other problems” (p. 7). They felt that confrontational approaches, such as
insisting that clients label themselves as “alcoholics” or “addicts,” served iatrogenically to evoke
resistance and could even be counterproductive. For example, individuals who are not severely
dependent (e.g., problem drinkers, marijuana abusers, adolescents) may respond to labeling with
counterarguing whereby they generate reasons why the label is not applicable to them (Perloff,
2008). In contrast, motivational interviewing does not use labels and deliberately avoids con-
frontation or other approaches likely to be perceived by the client as judgmental or coercive.
25
26 RATIONALE, RESEARCH, AND ASSESSMENT
Motivational Interviewing:
An Intervention or an Interactional Counseling Style?
In the literature, motivational interviewing has been defined and presented both as an inter-
vention and as an interactional counseling style (e.g., Resnicow et al., 2002). In part, the confu-
sion has arisen from Project MATCH (Heather, 1999; Project MATCH, 1993; Project MATCH
Research Group, 1997), a multisite study of treatments for alcohol problems. In Project MATCH
a treatment utilizing motivational interviewing was designed as an intervention referred to as
Motivational Enhancement Therapy. The first to comment on this were Saunders and Wilkin-
son (1990), who several years ago said, “Motivational interviewing is not a treatment in itself, but
is rather one component in the counseling process” (p. 139). Comments from others, including
Miller and Rollnick, support the view that motivational interviewing is an interactional counsel-
ing style rather than an intervention: (1) “Rather, it is an interpersonal style, not at all restricted
to formal counseling settings. It is a subtle balance of directive and client-centered components
shaped by a guiding philosophy and understanding of what triggers change” (Rollnick & Miller,
1995, p. 325, emphasis added); (2) “Motivational interviewing has become widely adopted as
a counseling style for promoting behavior change” (Markland, Ryan, Tobin, & Rollnick, 2005,
p. 118, emphasis added); and (3) “Motivational interviewing (MI) is a counseling style that has
28 RATIONALE, RESEARCH, AND ASSESSMENT
been shown to reduce heavy drinking among college students” (Walters, Vader, Harris, Field, &
Jouriles, 2009, p. 64, emphasis added).
Therapist: “You mentioned that your drinking has started to cause you more problems in the
last year, especially with your family. What will happen if you continue to drink over the
next year?”
Client: “If I don’t stop drinking I think it is just a matter of time until my wife and kids leave
me.”
A C O R O L L A R Y.
M E R C U RY of Philosophers.
M
ercury may easily be extracted not only from all Metals and
Minerals, but also from Animals, and Vegetable Subjects,
and of the same (by the help of Gold) be prepared a true
Tincture for all the three Kingdoms.
We, from the Consent of all true Philosophers, do certainly know,
that ☿ is the most pure part of the three Principles of Metals, and
therefore doth spontaneously adhere to most pure Metals, and
always embraceth them with greater affection, than the impure
Metals. As for Example, Mercury most willingly adheres to its own
like ☿; next to ☉; then to ☽; afterwards to ♃, and ♄; and lastly to ♀;
but to ♂ most unwillingly, only because it chooseth rather to mix it
self with its like, than with its unlike. For it is wholly Homogeneal,
void of all Heterogeneal parts; such also are ☉ and ☽. The greatest
part of all other Metals is Heterogeneal, although there is found no
imperfect Metal, which hath not in it self some part Homogeneal; yet
so, as the Metal participates more of the one, than of the other;
according to the Writings of Philosophers. Wherefore, a true
Philosopher will scarcely affirm, that, by the benefit of the Tincture,
the whole Body of imperfect Metals can be transmuted into ☉ or ☽,
since so great Virtue is not insited, even in the Philosophers Stone it
self. For the immature, foul, stinking, combustible and superfluous 🜍
of ♃, ♂ or ♀, cannot, in so short time, as Projection is wont to be
made in, be converted into ☉, although you cast in more than
enough of the Tincture: But as much as the Metal hath of
Homogeneity, that is, of Mercury, in it self, so much only is tinged
and fixed into Gold, the Residue not so. Because the Stone separates
the Heterogeneal parts, that is, the superfluous 🜍 burning it self (in
the form of Scoria) from the Mercury, which it only tingeth into Gold;
because it hath no Communion with those Heterogeneities; as I
have daily found, and in the following Part, where we treat of the
Salt of Philosophers, I purpose to demonstrate more at large.
Now let us see the Method, by which Metallick ☿ may with little
Labour be extracted, not only from
Metals and Minerals, but also from all Animals and Vegetables. I
said, With little Labour, in respect of experienced Men. For in respect
of the Unskilful, it is not a Work of small Labour; but in the Memory
of all Ages it hath been accounted (by all the most experienced
Lovers of our Art) the Secret of Secrets, and the nearest way to
come to the Attainment of the true Universal Medicine. Nor will it
ever be of less Esteem, since in the whole Nature of things, a more
pure matter cannot be found, (whereof to make the Stone of
Philosophers) than this only Mercury of Metals. In the mean while, it
is easie to judge, that the Mercuries of Metals differ in themselves
notably, and that one of them is better, and more conducible than
another, for preparing thence a Tincture for Humane and Metalline
Bodies. For one is always better in Colour and Tincture than another.
Indeed, by the external Face, almost no Man is able certainly to
know, from what Metal or Mineral the best Mercury may be had: Yet
according to the general Opinion of Philosophers, the most excellent
☿ is wont to be prepared of the Vitriol of ♂ and ♀ ; because these
two Metals do most abound with Tinctures. I, being taught by
Experience, am assured, that out of black Ash-coloured ♄ may be
acquired a ☿, as excellently tinged, as from both those Red Metals, ♂
and ♀. Yet in the mean while I do not deny, that the ☿ of ♂ and ♀,
is impregnated with 🜍, tinging in the highest degree; as Ancient
Philosophers, in these few words, have compendiously expressed.
VITRIOLUM.
Visitaris Interiora Terræ, Rectificando Invenies
Occultum Lapidem, Veram Medicinam. By which Words,
VITRIOLUM [or Vitriol] is expressed; which process is no other, than
a Solution of Mars and Venus prepared by the Labour of Nature. But
Vitriol prepared thus by Nature, is never found so pure and clean, as
that which is prepared of good Steel, and pure ♀, by the help of Oyl
of Sulphur, or instead of that, Oyl of Vitriol: Because the Native
contains more Earthiness, than that which is made by Art. Now let
us return to our Mercury.
I think good here, to advise all the Lovers of our Art, not to bend
their thoughts so much upon vulgar ☉ and ☽, as to endeavour out of
them to extract their ☿ and 🜍. Because common ☉ and ☽ are
altogether Homogeneal, and have nothing of Heterogeneity in them;
and therefore difficult to be wrought on. And although they were as
easie to be wrought on as ♂ and ♀; yet it would be no Profit to use
them; because of their greater Price, and also because there is much
more Tincture contained in vile and contemptible ♂, than in ☉ it self.
It is true, this Tincture is not yet fixed, but is volatile, and may easily
be fixed. Wherefore I advise every one to seek ☿ in ♄, and 🜍 in ♂.
Upon ☉, in times past, through my Ignorance, I consumed much
without any Profit, and laboured Fruitlesly, until I had consumed
some Pounds of it, to find out for others a more safe Way; which if
any one had shewed me, I would never have laboured in vain. But I
was hard to believe, that they, who were unwilling to use common ☉
and ☽, could prepare an apt Tincture, for tinging imperfect Metals
into Gold. Yet since vulgar ☉ and ☽, do not only give easie Ingress
to those Tinctures, which draw their Original from the 🜍 and ☿ of
Philosophers; but do also further the Fixation of volatile Mercury;
therefore we cannot well be without them, in the Composition of the
Stone of Philosophers. Let the Lovers of Art take Cognizance of
these few things for their Information.
Now it is necessary to be known, by what Method the ☿ of
Philosophers may most commodiously be extracted from Metals and
Minerals, and by the help of ☉, be duly fixed by Art, into a Tincture
for humane and metallick Bodies.
First, we are not ignorant, that the purest part of Metals, viz.:
Homogeneal Mercury, is tyrannically held Captive in a certain
obscure Prison, by his most inveterate Enemy, superfluous burning
Sulphur. Therefore, if any one would unbolt his Chains, and set him
free, he hath necessity to mortifie and annihilate his Enemies, by
which he is so fast bound and imprisoned, before he breaks down
the Prison Walls, and delivers Mercury from Captivity: Which ☿ will
also bring forth with him his natural Brother, viz. tinging 🜍. These
being at Liberty, nothing will be wanting to fix them into a Tincture,
but the help of vulgar ☉. But if any one be not satisfied with this
short Paraphrase, let him read either Sandivogius, who hath writ an
intire Treatise of such a freeing of Captives; or Paracelsus, who, no
less eminently than plainly, hath discovered his mind touching the
same.
A C O R O L L A R Y.
Salt of P H I L O S O P H E R S.
How, and whence, That is Prepared, and of what
use It is in Medicine and Chymistry.
T
hose our venerable Ancestors, the ancient Philosophers, have
indeed copiously written many things, touching this Third
Part of the Principle of Metals, viz. Salt: Yet so very obscurely,
as it is almost impossible for a Man to learn thence, Fundamentally,
any thing of moment: Yea, I might say, it hath happened to very
few, to know how, to prepare the Salt of Philosophers, but on the
contrary, six hundred have ruined themselves, and lost all their
Fortunes in labouring thereabout. After, I also had, for some years
together, expended great Labour and Cost, besides what I spent in
acquiring both the other Principles, viz. Sulphur and Mercury, (which
were understood by me, about two years since) it pleased the most
wise G O D at length, also to reveal to me this most famous Salt.
Wherefore, I could not refrain from communicating some thing of it
to Posterity, for the Glory of my G O D, and for divulging his
wonderous Works, not doubting, but that this my Revelation may be
of great Concern, to open the Eyes of this blind World. Because,
they may be helped by such a Salt, of which, so incredible Works
may be prepared, as I am now about to write, and are already
sufficiently known to me.
I can unto every Man safely, surely and truly affirm, that
whatsoever I here write, are not the idle Dreams of a vain Man, nor
patched together out of other Books, but true and solid Experiments,
which I my self, with the help of these my hands, have found out.
Indeed, I do not here say, that I could give no credit at all to him,
who no long time before discovered something to me, touching such
Arcanum’s; but I thought his Words intimated Paradoxes and
Impossibilities; although I had read Philosophers, who writ: He that
hath the Salt of Metals, hath the Stone of Philosophers. I also well
know, that the Salts of Metals, according as they been hitherto every
where fraudulently presented by Pseudo-Chymists, having no solid
Foundation, do not indeed deserve the name of Salts; being no
other, than such Vitriols, as by the sharp Spirits of Salts, are
prepared of Metals; and are not at all efficacious to meliorate any of
the more vile Metals. On the contrary, we certainly know, that our
more true Salts do so amend all imperfect Metals, as great and
gainful Fruit may be reaped thence, as by the following shall be
clearly made appear. But before we write any thing of the Use, of
this Royal Salt, it will be worth while to premise something briefly,
and truly, touching the Preparation of the same.