Abstract:

Motivational interviewing (MI) is a client-directed method for making changes, increasing helpful behaviors and decreasing unhelpful behaviors. MI highlights an individual’s intrinsic motivation and interest in change using a non-confrontational approach.

Often used in clinical settings, motivational interviewing is directly applicable in classroom settings to engage students and help them take responsibility for their educational goals. Useful in teaching, counseling and advising, MI helps to frame goals in practical, attainable, step-wise fashion.

Teachers and advisors who use motivational interviewing enhance their listening and problem-solving skills to become more effective communicators and create better rapport with students. MI has been shown as an effective method for creating dialogue, rapport and ultimately helping to motivate students. Following specific techniques and a methodological approach, motivational interviewing can help students move forward, see alternative paths toward their goal and take ownership.

The MI approach will be taught using two specific methods; OARS and FRAMES.

The OARS dialogue method helps to create a collaborative atmosphere that communicates interest in problem-solving.
• Open-ended questions
• Affirmations
• Reflective listening
• Summary Statements

Using the FRAMES construction, teachers, advisors and administrators will learn how to help students take action and move forward.
• Feedback
• Responsibility
• Advice
• Menu
• Empathy


Motivational interviewing can be used for both short and long term goal setting and help students to create paths toward intermediate goals. It is possible to tailor motivational interviewing techniques and use specific portions of the framework and still achieve success. Teachers and advisors will find motivational interviewing no more time consuming than other student-centered approaches.

Educators will learn how to incorporate key principals of Motivational Interviewing into their work with students using specific questions and statements meant to illicit change and reduce ambivalence. Suggestions will be given to adapt MI to mesh with teaching and advising styles and student needs.


Literature:

Miller GD, Forgac T, Cline T, McBean LD. Breakfast Benefits Children in the US and Abroad. J Amer Coll Nutr. 1998; 17(1):4-6
Miller WR. Motivational Interviewing: Research, Practice, and Puzzles. Addictive Behaviors. 1996;21:18-37.
Miller WR, Rollnick S. Motivational Interviewing: Preparing People to Change Addictive Behavior. 1991. New York; Guilford Press.
Miller WR, Rollnick S. Motivational Interviewing, Preparing People for Change. (2nd edition) 2002 New York; Guilford Press.
Resnicow K, Davis R, Rollnick S. Motivational Interviewing for Pediatric Obesity: Conceptual Issues and Evidence Review. J Am Diet Assoc. 2006; 106(12):2024-2033.
Rollnick S, Miller WR. Motivational interviewing: What is it? Behav Cogn Psych. 1995;23:325-334.
Thorpe M. Motivational interviewing and dietary behavior change. J Am Diet Assoc. 2003; 103 (2):150-151

Keywords:

Goal attainment, teaching, motivation, student success.