The International Monetary Fund Essay - 2551 Words

1. Introduction 1.1 What is the International Monetary Fund (IMF)? â€Å"The International Monetary Fund is an organisation that provides short-term credit to 186 member nations. The International Monetary Fund works to maintain orderly payments arrangements between countries and to promote growth of the world economy without inflation. It supports free trade in goods and services. To stabilize its members’ economies, the IMF provides policy advice and short-term loans when a member nation encounters financial difficulty.† World Book, Inc 1.2 The history of the International Monetary Fund (IMF). The International Monetary Fund was designed during World War II by men whose worldview had been shaped by the Great War and the Great†¦show more content†¦The cumulative effect of history on the institution has been rather more profound and requires a longer and larger perspective. The fixed but adjustable exchange-rate system ended in August 1971 when President Nixon closed the gold window, ending the U.S. commitment to keep the dollar price of gold at $35 per ounce. In 1973 the month of March, major countries agreed that the fixed exchange-rate system would not be restored. Thereafter, currency values would be determined in various ways ranging from freely floating exchange rates at one end to firmly fixed exchange rates at the other. By then, many countries had removed exchange controls on both trade and capital movements. The international economy faced a new challenge; they had to reconcile growth, low inflation and high employment with open trading arrangements and international capital mobility. The oil shocks of the 1970s and the mistaken economic policies in many countries that produced large deficits and inflation increased the difficulty of achieving these goals and objectives. Nothing in the founding mission or the accumulated experience of the IMF prepared it to deal with these evolving challenges. 2. How the IMF help with the financial crises and their problems. 2.1 The Bretton Woods agreement The Bretton Woods framework was necessary to avoid aShow MoreRelatedInternational Monetary Fund1220 Words   |  5 PagesThe IMFs primary purpose is to ensure the stability of the international monetary system—the system of exchange rates and international payments that enables countries (and their citizens) to transact with one other. This system is essential for promoting sustainable economic growth, increasing living standards, and reducing poverty. The Fund’s mandate has recently been clarified and updated to cover the full range of macroeconomic and financial sector issues that bear on global stability. TheRead MoreThe International Monetary Fund ( Imf )985 Words   |  4 PagesThe International Monetary Fund (IMF) was one of the many international organizations that emerged after the end of World War II. The primary function of the IMF is to promote the international financial stability and spur monetary cooperation. Many countries see the IMF as a â€Å"lender of last resort† (Thacker, 1999:38), meaning countries borrow money from the Fund for â€Å"short-term balance of payment support† (Steinwand and Stone, 2007:11) in order to avert the collapse of their domestic economies.Read MoreInternational Monetary Fund ( Imf )2266 Words   |  10 PagesAims/Purpose International Monetary Fund (IMF) aims to maintain and defeat and sometimes to restrain the financial crises. (BBC, 2012) Basically it was created to avoid another Great Depression with an economical cooperation. It was founded more than 60 years ago at the end of the II World War. (International Monetary Fund, 2015) Mostly the institution has directed to focus the developing world. Nowadays there are few purposes of the IMF such as monetary stability, exchange rate stability, facilitateRead More International Monetary Fund Essay2125 Words   |  9 PagesInternational Monetary Fund Intro: In July 1944, the United Nations Monetary and Financial Conference met in Bretton Woods, New Hampshire, to find a way to rebuild and stabilize the world economy that had been severely devastated by World War II. One result of the conference was the founding of the International Monetary Fund (IMF) through the signing of its Articles of Agreement by 29 countries. The stated purposes of the IMF were to create international monetary cooperation, toRead MoreInternational Monetary Fund ( Imf )3071 Words   |  13 PagesGLOBAL BUSINESS SUSTAINABILITY INTRODUCTION International Monetary Fund (IMF) is an organization consisting of 188 nations functioning towards global monetary cooperation, ensuring financial stability, minimizing poverty around the world (IMF, 2014). In this report its functions of IMF and its effectiveness have been explained to describe minimizing financial imbalances by the countries. UK has been the main focus in this study. The impact of IMF policies on social and environment in UK and howRead MoreThe International Monetary Fund ( Imf ) Essay2250 Words   |  9 PagesIntroduction: The International Monetary Fund (IMF) is an international organization created in 1945 to foster global monetary cooperation, secure financial stability, facilitate international trade, promote high employment and sustainable economic growth, and to reduce poverty around the world. The IMF is governed and accountable to the 189 countries that make up the global membership of the organization. These goals make up the IMFs formal rules, the informal rules allow more access for powerfulRead MoreThe International Monetary Fund ( Imf )1501 Words   |  7 PagesTHE INTERNATIONAL MONETARY FUND (IMF) The IMF was set up during the Second World War in the year 1944. It started operation in 1947 and it has been working with the UNO since. Its headquarters is in Washington D.C in America. IMF provides short term loans to countries having problems of balance of payments. It also provides technical advice to its members and ensures free flow of trade by removing all trade restrictions. It establishes and maintains stable exchange rate between member countriesRead MoreThe World Bank And The International Monetary Fund1505 Words   |  7 PagesEconomics in an International Context Essay Name: Yousef Al Zarafy Module Code: FC006 - Economics in an International Context Module Teacher: Georgina Chapman Assessment Type: Individual Essay Assessment Title: â€Å"Africa needs to be rich - rather than green† claims Matt Ridley. Would this statement also apply to developing economies? Using clear Example, discuss the role and influence of The World Bank and the International Monetary Fund in the developing countries of Europe. Submission DateRead MoreInternational Monetary Fund And The World Bank1679 Words   |  7 PagesIMF - HIPC International Monetary Fund and The World Bank, though has a good purpose of their existence, they have come under lots of criticisms as to how they use the leverage of being in a position of helping poor countries to either recover from economic collapse or give them debt relief and economic boost from loans they give out to them to impose policies and condition that those poor countries has to implement. These loan conditions and policies structured by these international financial powerRead More The International Monetary Fund (IMF) Essay1888 Words   |  8 PagesThe International Monetary Fund (IMF) International Monetary Fund (IMF), international economic organization whose purpose is to promote international monetary cooperation to facilitate the expansion of international trade. The IMF operates as a United Nations specialized agency and is a permanent forum for consideration of issues of international payments, in which member nations are encouraged to maintain an orderly pattern of exchange rates and to avoid restrictive exchange practices.

When Diving Into The Details Of Gravitational Theories

Before diving into the details of gravitational theories with anisotropic scaling, we discuss some important ingredients of the theory and why they are essential. 2.1.1 Higher order terms The non-renormalizability of General Relativity means that it is an effective theory and the Einstein-Hilbert action contains only the terms relevant at low energies. Then one naturally is tempted to add higher order curvature terms to the action thereby making the theory applicable at high energies. This possibility was first explored in 1962 by R. Utiyama and Bryce S. DeWitt [33]. They noticed that the action of quan- tum gravity should contain functionals of higher derivatives of metric tensor besides the Einstein-Hilbert action. But is such a theory renormalizable? This question was answered in affirmitve in 1977 by Kellogg Stelle [34]. He showed that the theory is renomalizable with quadraditic curvature invariants. However due to the presence of higher time derivatives, such a theory has the negative norm state called ghosts which allow the probability to be negative and hence breaks the unitarity. In fact, as back as in 1850, Mikhail Ostrogradsky showed that presence of time d erivatives higher than two will lead to the problem of ghosts [35]. Combining all these ideas, Horava added only the terms containing higher spacial derivatives while keeping the time derivatives to second order. Also the power-counting renormalizability restricts the number of spatial derivatives to six. ThisShow MoreRelatedPhysics in Daily Life13985 Words   |  56 Pagesrequired will be simple and direct. When reference is made to particular situations or apparata which might be unfamiliar to candidates, sufficient details will be given to explain the context. Mathematical content The use of non-programmable electronic calculators with arithmetical (four rules, squares, square root, log) and simple trigonometrical functions (sin, cos, tan, and their inverses in degrees) is recommended. Standard notation and SI units will be used. When one quantity is divided by anotherRead MoreOrganisational Theory230255 Words   |  922 Pages. Organization Theory Challenges and Perspectives John McAuley, Joanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of work

School Health Plan Free Essays

string(64) " doctors at these places, but again, preventative care is rare\." School health programs are becoming more and more popular as health concerns grow. Students need to be aware at younger ages of the concerns that face our society, and the ways that they can combat these concerns through good health knowledge. Several school districts have implemented comprehensive health curriculums and programs, and many states have standards regarding health education. We will write a custom essay sample on School Health Plan or any similar topic only for you Order Now The following articles detail different health programs and concerns. In Michigan, there exists state content standards in the area of health education. The Michigan curriculum calls for health education to occur at least 50 hours per year from pre-kindergarten through twelfth grade, with a curriculum that is developmentally appropriate at every level and builds on skills and knowledge each year. Further, it calls for school staff to collaborate on healthy behaviors with the school health teacher, so that health can be a priority within the school. The article suggests that classroom teachers, gym teachers, cafeteria workers, classroom teachers, and other professionals work together to help students with healthy behaviors and knowledge (Michigan Board). There is a general concern that although students’ unhealthy behaviors are fewer than they previously were, there are still too many students who are engaging in these unhealthy behaviors. The target behaviors the program is looking at are healthy eating, physical activity, social/communication, sexual behavior, alcohol and drugs. The program aims to teach students specific knowledge about how certain behaviors can be harmful, and how they can make healthier choices. It also aims to teach them general health principles and how to apply these in social, school, and family relationships (Michigan Board). This curriculum is to be taught by qualified health instructors. A qualified teacher will have a certification in health education or family and consumer science, in addition to a teaching license, and/or will have undergone another type of training program. The teacher will not act alone, but will collaborate with other teachers in the building in order to incorporate healthy choices into all aspects of the school day. The article is careful to say that this collaboration must not take the place of health classes, but must be in addition to them (Michigan Board). The article’s research shows that students who are involved in effective health classes show fewer risk behaviors and more pro-social behaviors. They are also more on-task in the school environment and less likely to be distracted by health problems (Michigan Board). Two professors of health education wrote an example lesson plan for integrating health into the math curriculum. Students can study the number of fruit and vegetable servings needed in a day, and can practice adding and subtracting the number of servings needed depending on how many have been eaten so far. They can also look at what constitutes a serving, and some basic nutritional information about different fruits and vegetables. This lesson neatly involves both math and nutrition, and ends with students being able to taste fruits and vegetables that they have brought in from home. Lessons like this can be created to integrate health into any subject area (James and Adams). Different student groups have different needs, and educators have different concerns for them. For example, students with special needs may have certain dental concerns that typical students don’t have. Students with disabilities may experience drooling, teeth grinding, problems swallowing, or have to take a lot of sugary medication. There are several other oral issues that may affect them as well, depending on the disability. What’s more, these students may not have the comprehension, or physical skills to engage in typical oral hygiene, and their caretakers may not see it as a priority. For that reason, health teachers need to emphasize the role that oral hygiene plays for these students, and encourage either them or their caregivers to help them maintain good oral health, as appropriate. Health teachers can also help these students to obtain proper dental care and, if necessary, orthodontic care (Perlman and Miller). The authors outline a program that can be implemented for each student to encourage good oral hygiene. Students should be given reinforcers when they complete the target behaviors, i. e. brushing, flossing, etc. This plan can be implemented in a variety of ways to encourage good oral health (Perlman and Miller). Other states have different issues with health care. Texas, for example, has been having problems paying for teachers’ health plans. They have recently begun offering teachers an additional $1000 that can be used for additional health care coverage, or whatever else they want. This is only one measure that is necessary to help the people make good health decisions. Having enough money to pay for health costs will enable people to have more options (Keller). Texas is not the only state that is having problems, however. Many school districts are having issues in negotiations over health care, including districts in Ohio, Wisconsin, Rhode Island, and New Jersey. Money is tight in all of these districts, and teachers in some cases are going on strike to protect their rights to health care and appropriate salaries. Funding is a serious issue in the area of health care right now (Ponessa). Another major concern in the area of health is that teenagers don’t have enough access to health care, especially preventative services. A recent article details the problems. Students whose families do not have health insurance cannot afford to see regular doctors. Even though who do see regular doctors are at a possible disadvantage, because the doctors are not trained to handle actual preventative care, such as weight loss counseling, cholesterol reduction counseling, sexual health screenings (including for STDs and more routine Pap smears for women), quitting smoking, and HIV awareness. Doctors address these issues in less than 5% of cases in which students go to the doctor for preventative care purposes (Santelli et al). Additionally, teenagers do have access to certain specialized clinics, like public health clinics, Planned Parenthood, etc. Even teens without insurance can go see doctors at these places, but again, preventative care is rare. You read "School Health Plan" in category "Papers" Also, many of these clinics are set up for adults, and may not be friendly to the teens who enter them. Instead, more health care options need to be available to teenagers so that they can take advantage of preventative care and make healthy decisions with their doctors. Teens see doctors as a reliable source of information, and they trust doctors, so it is obvious that doctors need to be involved in this situation (Santelli et al). Ideally, the authors think, schools should provide health services, because: â€Å"School health programs provide health services, health education, a healthy school environment, social and psychological services, physical education programs, school nutrition program, health promotion for teachers and staff, and integrated efforts with parents and the community† (Santelli et al). That is, schools can provide a totally comprehensive program, which reaches out to all aspects of a student’s life. School-based programs can increase access to health services for students who need them most, including poor and minority students. There is not yet any consensus on how and why schools should provide these services, but the opportunities and benefits are obvious. In addition to reaching certain populations of students, schools also feature a captive environment for students. This means that the delivery of services is easier, since students are already there, and spend several hours in school everyday. For students who may live several miles from the nearest public clinic, school-based services are much more convenient, and much more likely to draw students in (Santelli et al). The study then looks at which health programs are effective, and why. Schools and managed care operations will not want to provide services if they are not cost effective, so the study of benefits is important. One finding is that traditional hearing and vision screening is not particularly beneficial, as these conditions are not considered a threat to the school population. However, newer research shows that when schools attempt to vaccinate students, they are able to get up to 75% to participate. Along these lines, should a contagious disease (like measles) break out among students, schools can quickly identify the source, and vaccinate and/or treat students to stop the spread. Additionally, there is some evidence that STD screenings and pregnancy-prevention education has reduced the spread of STDs and the number of teen pregnancies. The authors recommend that local public health concerns be taken into account when schools are choosing what services to provide (Santelli et al). Schools and managed care organizations continue to be concerned with cost. Because no true studies on cost effectiveness are available, researchers have had to look at how well programs have done in changing behaviors. Also, health expenditures for major issues, like hospitalizations related to chronic conditions or STDs, pregnancy, etc. ay mean that organizations cannot stretch funding to provide appropriate preventative care, even after acknowledging that doing so may reduce these costs. So, further research on cost effectiveness and ways to treat adolescents is needed (Santelli et al). Examples of communities where health programs have been put in place successfully are possibly a mong the most encouraging stories available. A community in Michigan had low attendance rates and test scores, and high dropout, teen crime, teen pregnancy, and suspension rates. Their goal was to turn the school community around. To do so, they consulted community members, and ultimately settled on a plan that reflected Maslow’s hierarchy of needs. They offered better school lunches, more physical education, more health education, counseling services, health screenings and partnerships with local doctors, free daycare for teen parents, and preschool programs for three and four year olds. Over a five year period, the school saw a significant rise in attendance and graduation, and a significant drop in crime rates, dropout rates, and more. Test scores rose as well, because students were feeling better and were better cared for within the school. This community shows that by focusing on the students’ real needs instead of test scores, they were able to improve the quality of their programs and their positive effect on students’ lives (Cooper). The final article looks at how to create a health plan within a school, specifically relating to individual student needs. Many students have chronic health concerns, such as epilepsy or diabetes. In treating student health concerns, schools must be aware of any existing medical conditions their students have, and be prepared to treat them as needed. This includes administering any necessary medication, as well as knowing any specialized emergency procedures (EP). II. School Health Plan In developing a health plan for my own school building, I am looking to all of this research to see what is appropriate. First of all, it is obvious that the school needs a health program, because these show a significant benefit to students at all levels and in all areas of their lives – social, academic, health-wise, etc. When proposing this plan to school employees, the board of education, and the community, I will refer to these studies to show the need for such a plan. First, all students within the school need to have health education on a continuing basis. That is, health education should ideally be offered for about ninety minutes per week (three thirty-minute sessions) throughout the school year. In secondary schools, where schedules are more limited, health education should be offered everyday for one semester per year. Health classes will begin in kindergarten and carry through twelfth grade. Topics are to include current nutritional guidelines, selecting and preparing healthy meals, the role of physical education in health, anti-smoking, anti-drugs, frank information about teen sex and its consequences (to include HIV, all other STDs, pregnancy, and also social/emotional concerns), alcohol consumption, pro-social behavior, eating disorders, and any other community concerns. No students should be excused from these classes unless parents insist on religious grounds. Additionally, all students should attend physical education everyday from kindergarten through twelfth grade. Younger students need only twenty minutes; older students (middle school and high school) should have thirty minutes. Physical education must cover not only the basic sports, but also alternative fitness activities, like weight lifting, swimming (if there is access to a pool), walking, cardio equipment, etc. Physical education should take into account each student’s needs whenever possible (i. e. if a student is already physically fit, more opportunities can be given; if a student is overweight, starting slow should be allowed). Physical education teachers should coordinate with coaches of intramural teams, and encourage all students to participate. Some of these teams should be non-competing. The school should also offer health and counseling services. All students should be screened for any diseases that are spreading within the community (STDs, meningitis, pertussis, etc. as necessary) and immunized if appropriate. Students should also be offered the opportunity to see the school nurse (one should be in every building; ideally, one per every 400 students) if they are ill or have other health concerns. Preventative care should be emphasized and available, especially for athletes. Counseling should be available for any students with concerns about eating disorders, suicide, depression, relationship difficulties, abuse, unwanted pregnancy, or any other reason. Students should be encouraged to seek help if they need it, and if other students report that someone needs help, counselors should follow up with that student within the week. Anonymous reporting should be available for students who are concerned about others. Special programs for students who are seeking to quit smoking, alcohol or drugs, or who are pregnant should be provided. If possible, free daycare should be provided to keep teen parents in schools. Finally, any and all students who have health concerns or preexisting conditions should be able to get whatever help they need, whether it’s a permanent bathroom or nurse pass, or scheduled times during the day to take medication. All school personnel involved with the child (classroom teacher, nurse, special teachers, etc. ) should be aware of the student’s health concerns, including emergency procedures and allergies. With this plan in place, students should have their needs met in all different ways, and this will increase their focus in the classroom setting. How to cite School Health Plan, Papers

Interviewing Technique for Substance Abuse-Disorder Patients

Question: Discuss about theInterviewing Technique for Substance for Abuse-Disorder Patients. Answer: Introduction Substance abuse remains one of the main concerns of health care institutions. It involves overindulgence in drugs and/or other substances, which eventually leads to very bad effects on the health of an individual. There are however, psychological intervention techniques used by health institutions such as counseling centers and these include among others, motivational interviewing, and cognitive-behavioral therapy. This research focuses on motivational interviewing and CBT, fielding their benefits and their individual advantages when used in the treatment of Substance Use Disorders (SUDs). These aspects will include information sourced from different peer reviewed journals and presented in a form of a discussion. Motivational Interviewing Motivational interviewing refers to a psychological treatment approach, which is both client-centered and semi-directive and mainly focuses on ensuring that an individuals motivation to change improves and/or strengthens. This technique is used in the treatment of individuals suffering from substance abuse disorder involves the provision of both support and empathy to SUD patients (Knopf, 2015). It includes reflective listening aimed at helping people to work through their individual ambivalence concerning changing their behavior, boosting their motivation and the extent of their commitment to change. The practice is usually brief and involves between 1-4 meetings each of which may take 1 hour long (Storr, 2011). The choice of the venue lies between the two involved parties and may include outpatient clinics, correctional facilities, among others. MI among SUD-clients uses four major principles. These according to Kuhlmann Bischof (2012) include expression of empathy to patients, de velopment of discrepancy, the development of self-efficacy and the lastly, the rolling with resistance principle. Examples of Motivational Interviewing Use of open ended questions-Questions such as What are your dreams?/What is your idea?/who has help you? enables the interviewer to understand the patient in terms of how they could be improving due to the therapies offered. Probing for more information helps the interviewer to understand other factors that might be holding back the patient to the abuse of drugs. The use of Affirmations: These include mentally supporting the patient by accurately describing their strengths to them. This enables the patient to feel appreciated and thus continue following the counselors directions in overcoming drug abuse practices. Reflections-The counselor needs to help the patient to reflect and listen to themselves. This involves the use of repeating and/or rephrasing what the patient says, paraphrasing their speech and feeling empathy for them regarding their emotions. Summarizing the storyline of a patient including challenges, solutions, strengths and emotions, motivates them and gives them a wider picture of who they are likely to become once over with the disorder. Benefits of MI in SUDs Treatment The first benefit of MI is that the technique is quick and only requires 2 to 4 sessions to achieve results. The fact that it can be administered faster makes MI one of the most inexpensive therapeutic techniques for treating SUDs (Kuhlmann Bischof, 2012). Secondly, motivational interviewing has been proven very effective in influencing SUD-patients to change from their high-risk behavior. Having developed self-efficacy, individuals opt to avoid this behavior step by step and eventually quit the abuse of substances. Further, motivational interviewing is said to increase the probability that an individual will be committed to seeking addiction treatment (Storr, 2011). It predicts the possibility of continued such for assistance and eventual success in getting rid of risky behaviors. Disadvantages of MI One of the disadvantages of motivational interviewing is that it does not have a definitive process that will ensure that SUD-patients who have committed to change will keep on doing so forever (Johnson, 2013). Therefore, there is need for follow-up activities apart from recommending participation in support groups. Secondly, motivational interviewing has no specific clinical tools to follow and therefore counselors must accurately use their instincts to handle patients. Unlike in clinical approaches, MI counselors need to use friendly but well-thought out means to handle each particular case of SUD-patients (Kuhlmann Bischof, 2012). This is because every patient has a unique concern and personality. Further, since there is need for cognitive clarity and patient participation, MI cannot be used in case where a patient has suffered physically based mental disorder. This is because these individual have less control on their responses and therefore cannot effectively participate in th e interview. Cognitive-Behavioral Therapies in SUD Treatment CBT refers to a talking therapy that enables an individual to handle their own problems through changing their thinking and their behavior. The technique is based on the assumption that an individuals physical sensations, actions, and feelings are all interconnected (Hersh et al, 2013). CBT is also based on the concept that negative thinking traps SUD-patients thinking. It thus helps break down a clients problems positively into smaller parts and shows them the procedure to change from negative thinking. It involves 1or 2 sessions per week held between the SUD-client and the CBT counselor. It might take between 5 and 20 sessions each lasting between 30 to 60 minutes, to complete the process (Veliz McCabe, 2014). From the interviews, the therapist finds out how to help the patient change from using substances and indulging in risky behaviors among other negative thoughts. The therapist then encourages the client to practice positive behavior and thinking while following up this trend in the subsequent meetings. Examples of CBT in SUD Treatment One example of CBT in cognitive intervention includes a situation where a woman with low self-esteem due to SUDs finds the help of a therapist who identifies their cognitive distortions and makes her more positive in life. Another example of CBT through behavioral intervention includes a situation where SUD clients together with the therapist identify the high-risk factors that make the client vulnerable to using drugs (Veliz McCabe, 2014). As a result, the therapist may help the client replace and reduce the high risk factors such as influential friends, making them less vulnerable to SUDs. Benefits of CBT in SUD-Treatment One of the major benefits of CBT is that it enables both the client and the therapist to work with togetherness to recognize harmful patterns of thinking and to find the alternative ways of thinking (Hersh et al, 2013). This therapeutic relationship enables SUD-patients to change from high risk behaviors due to positive thinking. Secondly, CBT can be administered to both individuals and/or to groups. Therefore, this approach can be less costly and convenient especially in areas where there is, a high number of substance users such as slums (Veliz McCabe, 2014). Another benefit of CBT is that it enables clients to come up with their own strategies to cope with and manage stressful and difficult situations after addiction treatment. Further, it has been established that CBT, helps clients to explore their own destructive behavior among other beliefs, which bring about ill behavior. As a result, they are able to find alternative healthy thoughts that enable them live a meaningful life. Disadvantages of CBT The first disadvantage of CBT interviews is that it is unsuitable for clients suffering from complex mental problems and learning difficulty (Burrow-Sanchez Wrona, 2012). This is because the process involves structured sessions to determine how to help patients live with positive thinking. Secondly, CBT mainly focuses on solving an individuals current behavioral problems and relies on their capacity to make changes in their thoughts, actions, and feelings. This means that it does not address the wider problems from families and society, which might be significantly affecting SUD-patients health and wellness (Hersh et al, 2013). Further, CBT requires regular attendance of sessions and in case one has other commitments such as a job, it is likely that they will be inconvenienced and more probably, may need a longer period to realize behavior change. Research Limitations Obtaining information from different peer-reviewed journals was hectic and time consuming. Since this research needed well-founded information regarding interviewing techniques, the researcher had to spend a lot of time comparing information from different secondary sources in order to settle on the issues presented above. Access to online journals regarding the topic was limited. Since research instructions emphasized on the need to use peer reviewed journals that were published not more than 5 years ago, it was difficult sourcing for such journals online. This is because most of them required online purchasing and yet they had the latest information concerning the topic. Conclusion In conclusion, therefore, interviewing techniques are very crucial tools in the management of substance abuse disorders. This research presents the benefits of using two of these techniques, motivational interviewing and CBT. It also presents the disadvantages of the two techniques when used to treat substance abuse disorders among clients. Further, the researcher has presented the limitations that prevailed while carrying out the study including time-consumption and limited access to resources. The research is based on the information obtained from various peer-reviewed journals that focused on the same topic of study. References Burrow-Sanchez, J. Wrona, M. (2012). Comparing culturally accommodated versus standard group CBT for Latino adolescents with substance use disorders: A pilot study. Cultural Diversity And Ethnic Minority Psychology, 18(4), 373-383. https://dx.doi.org/10.1037/a0029439 Hersh, J., Curry, J., Becker, S. (2013). The Influence of Comorbid Depression and Conduct Disorder on MET/CBT Treatment Outcome for Adolescent Substance Use Disorders. International Journal Of Cognitive Therapy, 6(4), 325-341. https://dx.doi.org/10.1521/ijct.2013.6.4.325 Johnson, R. (2013). Motivational Interviewing with Adolescents and Young Adults. Motivational Interviewing: Training, Research, Implementation, Practice, 1(2), 20. https://dx.doi.org/10.5195/mitrip.2013.34 Knopf, A. (2015). To reduce teen substance use, create resilience and treat MI. Alcoholism Drug Abuse Weekly, 27(47), 5-6. https://dx.doi.org/10.1002/adaw.30416 Kuhlmann, T. Bischof, G. (2012). Motivational Interviewing. Suchttherapie, 13(03), 107-107. https://dx.doi.org/10.1055/s-0032-1321916 Schumacher, J. (2013). Motivational Interviewing Step By Step. Motivational Interviewing: Training, Research, Implementation, Practice, 1(2), 24. https://dx.doi.org/10.5195/mitrip.2013.37 Storr, E. (2011). Motivational interviewing: a positive approach. Innovait, 4(9), 533-538. https://dx.doi.org/10.1093/innovait/inr045 Veliz, P. McCabe, S. (2014). Examining Potential Substance Use Disorders Among Former Interscholastic Athletes. Substance Abuse, 36(4), 400-406. https://dx.doi.org/10.1080/08897077.2014.988324