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Motivational Interviewing in Advising : Working with Students to Change

Advising approaches. How can an advisor help facilitate change in the student?- Prescriptive advising approachTell them what to do- Developmental advising approachHelp them figure out what they can do, and find motivation to do it.. Prescriptive advising. Tell me what to do!Based on authority a

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Motivational Interviewing in Advising : Working with Students to Change

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    1. Motivational Interviewing in Advising : Working with Students to Change Robert F. Pettay pet7@ksu.edu Kansas State University Code 145 NACADA 2008 My background Physical activity behavior same old, same old My background Physical activity behavior same old, same old

    2. Advising approaches How can an advisor help facilitate change in the student? - Prescriptive advising approach Tell them what to do - Developmental advising approach Help them figure out what they can do, and find motivation to do it.

    3. Prescriptive advising Tell me what to do! Based on authority and the primary responsibility involves the dispensing of information about courses and class schedules and the prescribing of remedies for problems (Winston & Sandor, 1984)

    4. Developmental advising Developmental advising : advising as counseling. Concerned not only with a specific personal or vocational decision, but also with facilitating the students rational processes, environmental and interpersonal interactions, behavioral awareness, and problem solving, decision making, and evaluation skills. (Crookston, 1972)

    5. Developmental advising Acknowledges the individuality of students Helps them integrate life, career, and educational goals Connects curricular and co-curricular aspects of their educational experiences Provides scaffolding that gives them opportunities to practice decision-making and problem solving skills (Smith & Allen, 2006)

    6. Motivational interviewing A directive, client-centered, counseling style for eliciting behavior change by helping clients explore and resolve ambivalence Miller & Rollnick (1991) Helping clients recognize and do something about their current or potential problems

    7. Dancing not Wrestling Motivational interviewing has one leading in a way that is subtle, gentle, responsive, and imaginative. Miller and Rollnick, 1991

    8. Three kinds of Behavior Change Interventions Brief advice Initiate thinking about change Behavior change counseling Build motivation for change Motivational interviewing Elicit commitment to change

    9. Motivational interviewing Motivational interviewing has traditionally been used in the management of diseases that to some extent are associated with behavior. Alcohol abuse, drug addiction, smoking cessation, weight loss, adherence to treatment, and physical activity.

    10. Implicit theory of MI MI will increase client change talk MI will diminish client resistance The extent to which clients defend the status quo will be inversely related to behavior change The extent to which clients verbally argue for change will be directly related to behavior change

    11. For change to occur (RAW) Client must be : Ready A matter of priorities Able Confidence for change Willing Recognize the importance of change

    12. Ambivalence The issue of has to be dealt with I want to, but I dont want to One approach - Using a decisional balance sheet Benefits and costs of status quo Benefits and cost of change

    13. Motivational interviewing Collaboration Produce an atmosphere conducive to change Evocation Drawing out clients motivation for change Autonomy Client has right and capacity for self-direction

    14. Four general principles of MI 1- Express empathy active listening Acceptance facilitates change 2- Develop discrepancy Client provides arguments for change 3- Roll with resistance Avoid arguing for change 4- Support self-efficacy Belief in the persons ability to change

    15. Motivational interviewing principles Express empathy : use open ended questions, assess readiness to change Develop discrepancy : affirmation, transitional summary and key questions Roll with resistance : reflective listening, information and advice Support self-efficacy : summary, negotiating a change plan

    16. Clients as teachers Talk less than your client does Offer 2 or 3 reflections for every question you ask Ask twice as many open-ended questions as closed questions More than half of reflections should be deeper, more complex reflections

    17. Goal is to elicit change talk How important would you say it is for you to ____________? And how confident would you say you are, that if you decided to ____________, you could do it? 0 not at all important-10 extremely important

    18. Open questions to evoke change talk Disadvantages of status quo What worries you about your current situation? What do you think will happen if you dont change? Advantages of change How would you like things to be different? What would be the good things about ? Optimism about change What makes you think if you decide to change you could do it? When else in your life have you made a significant change like this? Intention to change What are you thinking about your __ at this point? What do you think you might do?

    19. Transtheoretical model- Stages of Change One issue that impacts the process is the where the client is in the change process. Transtheoretical model of intentional behavior change (DiClemente & Prochaska, 1985) Change is viewed as a progression

    20. Stages of change Precontemplation : behavior is not a problem, not considering change Contemplation : acknowledge possibility of need for change Preparation : making a decision to change Action : implementing a plan for change Maintenance : comfortable with change

    21. Change in precontemplators Current behavior is not a problem Reluctance Rebellion Resignation Rationalization Empathy and reflective listening What are the benefits of their behavior?

    22. Contemplation Willing to consider problem and possibility of change Careful listening, summarizing, feedback, double-sided reflections, affirmation, and increasing self-efficacy.

    23. Preparation and Action What is an effective plan? How can this be done? Action step Implementing change Affirmation and assurance

    24. The processes of change Consciousness raising : person becomes aware, learns about behaviors needed to change Social liberation : changes in society make following through on desired changes easier Emotional arousal : intense event results in movement towards change Self-reevaluation : experiences cause reflection on personal goals and values Stimulus control : learns to manage barriers to change Helping relationships : identification of supportive people to reinforce change

    25. Processes of change Reinforcement management : regular celebration of progress toward change Counterconditioning : new behaviors and interactions support change Self-liberation : create plan to permanent change Environmental reevaluation : how environment affects change

    26. MI : Dancing not wrestling MI is an approach that provides support and allows the client to make the decision to change. What do you think about this? The advisor-advisee relationship is a key to client satisfaction and change

    27. References Crookston, B.B. (1972). A developmental view of academic advising as teaching. Journal of College Student Personnel, 13, 12-17. 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., and Rollnick, S.(1991) . Motivational Interviewing: Preparing People To Change Addictive Behavior. New York: Guilford Press. Smith, C.L. & Allen, J.M. (Spring, 2006). Essential functions of academic advising : What students want and get. The Journal of the National Academic Advising Association, 26(1). 56-66. Winston, R.B. & Sandor, J.A. (1984). Developmental academic advising : What do students want? NACADA Journal, 4(1), 5-13. http://www.motivationalinterview.org/

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