A discussion of motivational interviewing: what is it, how does it work, and how can we start to use it with students face forced behavior change in academics?
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Motivational Interviewing
1. Rolling with Resistance
Using Motivational Interviewing with
Probationary Students
Sarah McKay, M.Ed; Academic Advisor for UGS
2. Discussion Goals
History and techniques of Motivational Interviewing (M.I.)
Discuss stages of change for probationary students
Discuss potential application of M.I. style
3. Reflection Time
Think of one situation in your life that you’re
considering changing, but haven’t taken action
yet (write it down)
(Don’t worry, you’re not being asked to share!)
What worries you about your current situation?
4. Forced Behavior Change
Students placed on probation are being told by UT Austin that
the need to change in a limited amount of time/credit hours
Factors contributing to academic difficulty:
Adjustment to UT expectations
Home/family issues
Study skills
Lack of effective time mangement
Lacking academic goals or future plans
Physical/mental illness
Inadequate finances
Many more!
5. M.I.: What is it?
A “directive, client-centered, counseling style for eliciting
behavior change by helping clients explore and resolve
ambivalence”
“Motivational interviewing has one leading in a way that is
subtle, gentle, responsive, and imaginative.”
(Miller and Rollnick, 1991 & 2002)
6. General Principles of M.I.
1. Express empathy and active listening: use of open-
ended questions, assess readiness to change
2. Develop discrepancy: allow students to provide
arguments for change, use affirmation, transitional
summary, and key questions
3. Roll with resistance: avoid arguing for change; use
reflective listening and provide information
4. Support self-efficacy: work on belief for change, use
summaries and work on negotiating a change plan
7. The Spirit of M.I.
Collaboration
Partnership, asking permission from student
Evocation
“Intrinsic motivation for change is enhanced by drawing on
the [student’s] own perceptions, goals, and values” (Miller
and Rollnick, 2002)
Autonomy
Student has the right to make decisions (regardless of the
advisor’s opinions)
8. M.I. Research and Application
Historically, M.I. has been researched and used in health
behavior change programs:
Smoking cessation
Weight loss
Addiction and substance abuse
Disease management/adherence to treatment
9. Stages of Change:
Transtheoretical Model
Change is a progression; series of decisions rather than
one move
Stages:
Precontemplation**
Contemplation**
Preparation
Action
Maintenance
(DiClemente & Prochaska, 1985)
10. Reflection Time
What would be the advantages of making a change?
If you could magically fix the problem immediately, how
might things be better for you?
Dumbledore, preparing to get all magical on your problem
11. Ambivalence
“I want to change, and I don’t want to change.”
Ambivalence is normal, but it keeps us stuck!
Tools: Decisional balance sheet
Weighs the benefits/costs of status quo, costs/benefits of
change
12. M.I.: Arguing for Change
M.I. will:
Increase student change talk
Diminish student resistance talk
What makes you feel defensive?
More time student spends defending the status quo =
More likely to stay the same
More time student spends arguing for change = More
likely to change behavior
13. RAW
Is now the right
Ready: time?
Priorities!
Can I do this?
Able:
Confidence!
What’s most
Willing: important to
me?
Importance!
“Change starts when someone sees the next step.”
-William Drayton
14. Clarifying Goals and Values
Identifying issues important to the student
Highlighting intrinsic motivation rather than extrinsic
Change more likely to happen if it comes from inside
Tool: Importance Ruler
“Change will not come if we wait for some
other person, or if we wait for some other time.
We are the ones we've been waiting for. We are
the change that we seek.” ― Barack Obama
15. Reflection Time
How important is your issue to you, on a scale from 1 to 10?
1=not important at all 10=the most important
*The Importance Ruler*
16. Rolling with Resistance
Resistance is a sign to respond differently
A good general principle is to respond to resistance with
nonresistance.
(This means avoiding arguing)
Simple reflection: acknowledging
Double-sided reflection: developing discrepancy
Amplification: magnifying resistance statement to the absurd
Shifting the focus: detour
Reframing: interpreting with new meaning
Agreeing with a twist: reflection with reframe
Emphasizing personal choice: reinforcing autonomy
17. Resistance Talk vs. Change Talk
Resistance Talk Change Talk
Advantages of the status Disadvantages to the
quo status quo
Disadvantages of change Advantages of change
Intention to stay the same Intention to change
Pessimism about change Optimism about change
(RAW)
“Change quote”
18. Open Questions to Evoke Change Talk
Disadvantages to the Status Quo
Why do you think that you need to do something about
your academic performance?
In what ways does this concern you?
How has this stopped you from doing what you want to
do in life?
What do you think will happen if nothing changes?
19. Open Questions to Evoke Change Talk
Advantages of Change
How would you like for things to be different?
What would be the good things about doing better
academically?
What would you like your life to be like 5 years from
now?
What would be the advantages of making this change?
20. Open Questions to Evoke Change Talk
Optimism about Change
What encourages you that you can change if you want
to?
What do you think would work for you if you decide to
change?
Who could offer you helpful support in making this
change?
21. Open Questions to Evoke Change Talk
Intention to Change
What are you think about your academic performance at
this point?
What do you think you might do differently?
What are some steps you would be willing to try?
Nevermind the “how” right now – what do you want to
have happen?
What do you intend to do in the next (insert time
frame)?
22. Reflection Time
How confident are you that you can make a change?
What personal strengths do you have that will help you
succeed?
28. Discussion
In pairs
Throw a resistance statement to your partner
Partner will practice an MI technique (amplified
reflection, double-sided reflection, reframe, etc)
Then, discuss potential applications for your program or
office
29. References
DiClemente, C.C., & Prochaska, J.O. (1985). Processes and
stages of change: Coping and competence in
smoking behavior change. In S. Shiffman &
T.A. Wills (Eds.), Coping and Substance Abuse (pp.
319-343). San Diego, CA: Academic Press.
Miller, W.R. & Rollnick, S. (2002). Motivational interviewing:
Preparing people for change (2nd ed.). New York:
Guilford Press.
Pettay, R. & Hughey, J. (2011). A mountain to climb: Strategies
for working with probationary students. PowerPoint
lecture presented at NACADA Conference, October 2011.
Notas do Editor
Welcome!Introduce myself (CSA Advisor) and topicMaster’s in counselingMy background with MI – structured research project
My friends joke with me that I need a lot of buffer/quiet time, so it wouldn’t be a presentation of mine if it didn’t include some introspection!We’ll be coming back to this throughout the presentation, and I’ll be asking you some questions that are in line with the MI style to give you a sense of what it’s like to answer those types of questions.
The idea is that there are many factors that might impact a student’s academic standing, and so lots of different kinds of changes to be made (flexibility)
We get stuck when there are two (or more) options/approaches that we can see working. We lose sight of what’s (really) important to us and become paralyzed. What does ambivalence look like with our students?(Note: ambivalence is normal!MI is used to propel a student out of ambivalence (feeling two ways about something).
In line with developmental advising: we’re building a relationship and forming a partnership (rather than prescriptive advising).Shared responsibility; in MI, this manifests in simply asking permission (ex with our scho pro documents).Identifying student’s goals and values – what’s important to YOU, and how does that compare to what people are telling you/what you are doing right now?I might not like the decisions the student makes! And that’s ok!
My background with binge drinking college students
One issue that impacts the process is where the student is in the change process.Transtheoretical model of intentional behavior changePrecontemplation: behavior is not a problem, not considering change; often labeled “resistant.” Not convinced that the negative aspects of the current or problem behavior outweigh the positive. When faced with forced change: Reluctant, rebellious, resignation, rationalization (4 R’s)Contemplation: acknowledge possibility of need for change; far from making a commitment to action, but is weighing options and gathering information. Hopeful, but the most ambivalence in this stage (paradox)Preparation: making a decision to change; developing action stepsAction: following through. Even the action stage is fragile and tenuous; can “relapse”
Decisional balance sheet, aka “Pro/con list” for us n00by types-Example of structuring conversation: when talking about status quo, let’s end on the costs (or negative);
Question: what makes you feel defensive?MI is used to help propel a student out of ambivalenceIncreasing change talk: the more I talk about doing something, the more likely I am to do it.The more time I spend defending something, the less likely I am to change.
In order for change to occur, a student must be RAW.When listening for change talk, listen for a student referring to these three areas(I’m ready, I’m confident in my ability, I want to change)
What are some examples of resistance that you’ve seen? What’s our natural response when that happens?
Remember, a resistance statement could be arguing for status quo, resistance to change, intention to stay the same, lack of confidence in ability to change.