The Use of Motivational Interviewing to Improve Communication, Identify Goals, and Promote Academic Achievement with At-risk Native American Students Katarina Scheffer Culminating Project Human Services Program Western Washington University
The Use of Motivational Interviewing
to Improve Communication, Identify
Goals, and Promote Academic
Achievement with At-risk Native
American StudentsKatarina Scheffer
Culminating Project
Human Services Program
Western Washington University
This presentation is the product of research that I conducted for my Western
Washington University Human Services Program Culminating Project. Lack of
motivation is one of the biggest barriers to academic success and studies
have shown that motivational interviewing can be immensely helpful in not
only increasing intrinsic motivation in students, but also for improving
communication between educators and students. My goal was to provide
instructors and educational advisors with helpful information and tools that
they could use both within a classroom setting and during individual
conferences with students in order to improve communication, to identify
their strengths, abilities, needs, and barriers to success, to aid in goal-
setting, and ultimately to help the students be successful.
What is Motivational Interviewing
Developed by Professors of Psychology Stephen Rollnick & William Miller for
the treatment of people with substance use disorders
According to Motivational Interviewing by Miller and Rollnick, M.I. is defined
as “A directive, client-centered counseling style for eliciting behavior change
by helping clients to explore and resolve ambivalence” (as cited in Sommers-
Flanagan & Sommers-Flanagan, 2009, p. 325).
A powerful, effective, non-confrontational method for talking with people
about change
Over the past 25 years has become the most highly-respected, evidence based
method of interviewing clients
Increasingly being used in a wide range of settings and populations
“Treat people as if they were what they
ought to be, and you help them to
become what they are capable of being.” -Johann Wolfgang von Goethe, German Playwright, Poet,
Novelist and Dramatist (1749-1832)http://www.brainyquote.com/
Why Use Motivational Interviewing
Making changes can be a difficult, anxiety producing process. People become
stuck in the limbo of indecision and discouraged by recurrent failed attempts at
change. MI can help to resolve these issues.
MI is an empirically validated method of treatment that helps to
Resolve ambivalence
Reduce stress and negative behaviors
Increase a feeling of confidence and self-efficacy
Elicit a personal motivation to change
Relatively affordable, quick, and highly effective
Flexibility of use, such as distance visits (by phone)
Appropriate for diverse populations
Shown to improve the effectiveness of other treatment methods
An empowering process that effects lasting change
Who Can Use Motivational Interviewing A variety of individuals and professionals can use the beneficial techniques of MI;
however, according to the manual Native American Motivational Interviewing: Weaving Native American and Western Practices, it may be easier to learn and use for those who
Are good listeners
Honor and hold a deep respect for clients
Are warm and caring with clients
Feel comfortable acting as an equal with clients
Believe it is important to be genuine
Believe that the answers and motivations lie within the client
Accept and expect that clients will disagree with and challenge us
Understand that making a decision to change is often difficult
Know that the process of change does not usually go smoothly, and often includes relapse
Appreciate how complex people’s lives and motivations can be
Are sensitive to the clients’ verbal and nonverbal behavior and are willing to change their behavior to see if that will help the client
Are willing to take responsibility for their part in decreasing or increasing a client’s movement toward change (but not all of the responsibility)
The Processes of Motivational Interviewing
The four processes that helpers (counselors, advisors, teachers) use in
guiding participants (clients, students)
Engaging
Focusing
Evoking
Planning
The Process of Engaging
Engaging – establishing a mutually trusting and respectful relationship
Helping the student feel welcome
Using their name and pronouncing it correctly
Handshakes, pats on the back
Most importantly, making them feel understood
The Processes of Focusing and Evoking
Focusing – seeking and maintaining direction
Listening carefully
Creating a plan
Goal-setting
Evoking – eliciting the student‘s motivation to change/ succeed
Listening for change talk
Encouraging change talk by asking appropriate questions
The Process of Planning
Planning – developing a specific plan for change that the student agrees to
implement
A SMART Plan
Specific
Measurable
Achievable
Relevant
Timed
The Elements of Motivational Interviewing
Four main components
Spirit
Principles
Core Skills
Eliciting Change Talk
The Spirit of Motivational Interviewing
The guiding philosophy or essence that embodies all of the elements of M.I.
A series of specific behaviors by the advisor/ counselor
Treatment outcomes depend upon it
Metaphorically, the Spirit is to M.I. like the melody is to a song
Creates the mood
Accentuates the “lyrics” (other parts of process)
The components of the Spirit – A.C.E.
Autonomy – accepting and respecting the student’s strengths, perspective, and potential
Collaboration – working together in partnership
Evocation – ideas come from the student; they are the experts in their own lives
The Principles of Motivational Interviewing
Remember the acronym R.U.L.E.
Resist the righting reflex.
Understand the participant's motivation.
Listen to the participant.
Empower the participant.
R.U.L.E.
R – Resist the righting reflex
Do not try to fix the participant's problems
Ambivalence regarding change is normal
Be sure to take the participant's ambivalence into account
A helper’s behaviors can create or worsen resistance/ ambivalence
Attempting to convince participants that they have a problem
Arguing for the benefits of changing their behavior
Telling participants how they should behave
Warning participants of the consequences of not changing their ways
R.U.L.E.
U – Understand the participant’s motivation
This must come from within
Help them to find and recognize it
Listen for talk of goals, beliefs, and aspirations
Pay attention to body language and what is not being said
Show genuine curiosity of the their ideas, interests, and life
Point out discrepancies between their goals and their behavior
“We have two ears and one mouth so that
we can listen twice as much as we speak.”~Epictetus, Greek Philosopher A.D. 55-135
http://www.brainyquote.com/
R.U.L.E.
L – Listen to the participant
Pay attention by looking right at them and
ignoring any distractions
Express empathy and understanding of their
feelings and perspectives, both verbally
and physically (nods, smiles, and other
appropriate gestures)
Create an environment in which conflicts
can be safely explored and difficulties can
be faced
Do not interrupt
R.U.L.E.
E – Empower the participant
Communicate hope and a belief in their ability to change and/ or succeed
Offer views and options without debating them
Each person is their own expert on their life, past, and situation
Find ways to increase their feelings of self-efficacy and a “can-do attitude”
(celebrate strengths and achievements)
Use scaling techniques to evoke self-confidence statements
Help them to explore important personal values and strengths
Focus primarily on positive aspects to help reduce defensiveness
Ultimately, we want participants to tell us why
and how their behavior and/or situation need
to change because this shows awareness and
will produce a fundamental commitment that
leads to profound and lasting transformation.
How To Know When a Person is Ready for Change
Think RAW: ready, able, and willing
Ready – readiness
Able - confidence
Willing – motivation
When motivation and confidence are high, the participant is ready to move on
in the process and make a change
If either motivation or confidence are low, more work needs to be done
before moving on
The Core Skills, aka “Microskills”
Tools that are used to build rapport with participants, discuss concerns, and
show empathy
Conveyed by using basic counseling skills, known by the acronym O.A.R.S
Open-ended Questions
Affirmations
Reflective Listening
Summarizing
O.A.R.S
O - Open-ended Questions
Used to encourage participants to talk about what is on their mind
Begin with broad questions that get more specific as needed
Be sure to have one reflective comment for every question to keep the
conversation flowing
First phase of the process builds motivation and reduces resistance
Second phase develops, implements, and maintains a plan for change
O.A.R.S
A - Affirmations
Statements of appreciation about the participants positive attributes (awards,
achievements, work ethic, prior successes, anything that they are doing well)
Build feelings of empowerment, self-confidence, and self-efficacy to promote a
“can do” attitude
Not be patronizing – be genuine
Failed attempts at doing something are demoralizing; hence, helpers need to instill
hope and a sincere belief that the participant can change/ be successful
Use reflective listening techniques to
assess a person’s level of motivation and
readiness to change.
O.A.R.S
R - Reflective Listening
Most important of the four skills
The way in which concern, empathy, and understanding are expressed
Shows understanding and compassion for what the participant is feeling and saying by
reiterating what they have expressed back to them
Making statements, not asking incessant questions
Words must be crafted wisely
Helps to keep momentum in the conversation
Being truly listened to without feeling judged can be extremely powerful and helpful
O.A.R.S
S - Summarizing
A longer, more comprehensive reflection of a participant’s statements during a session
or over several sessions
Enhances the participant’s understanding by articulating the elements that are
unclear or implicit but not being expressed
All reflections, especially summaries, need to be thoughtful and sincere, rather than
merely parroting what the participant has said
An opportunity to
ask the participant to correct misinterpretations
plan strategies
guide the participant to healthy behavior change
“Blaming has no positive effect at all,
nor does trying to persuade using reason
and arguments. No blame, no reasoning,
no argument, just understanding. If you
understand, and you show that you
understand, you can love, and the
situation will change.”-Thich Nhat Hanh, Vietnamese Monk, Activist, Writer, b.1926
http://www.brainyquote.com/
What Reflective Listening is Not:Thomas Gordon's 12 Roadblocks
1. Ordering, directing, or commanding - conveys authoritativeness, not collaboration and
partnership; increases resistance
2. Warning or threatening – similar to #1 but also implies consequences
3. Giving advice, making suggestions, providing solutions – comes from the helper’s
expertise and perspective, not the participant’s; a crutch, not a long-term solution
4. Persuading with logic, arguing, lecturing – assumes that the participant cannot think for
themselves and needs to be told what to do
5. Moralizing, preaching, informing them of their duty – similar to #4; implies that the
helper knows better
6. Judging, criticizing, disagreeing, blaming – implies that something is wrong with them or
their ideas
12 Roadblocks Continued
7. Agreeing, approving, praising – may imply an unequal relationship and can stifle
communication; can feel patronizing if excessive or appears insincere
8. Shaming, ridiculing, name calling/ labeling – overt or covert disapproval aimed at
correcting behavior or attitude; leads to bad feelings overall
9. Interpreting, analyzing – seeking to find the hidden meaning as an explanation; assumes
that the helper knows better
10. Reassuring, sympathizing, consoling – similar to #7; unproductive if excessive or habitual
11. Questioning, probing – trying to find solutions by getting more information; disrupts
momentum and is ineffective if used excessively
12. Withdrawing, distracting, humoring, changing the subject – implies that what the
student is saying is not important or appropriate; dismissive and disrespectful
Although many of these roadblocks are
inappropriate and even hurtful, some can be
useful in limited quantities (e.g. suggestions,
praising, questioning, consoling). Problems
arise when they are over-used and not
enough reflective listening is being done.
The biggest issue is that continual use of
these methods will break down
communication and halt the transformative
process that you are trying to achieve.
Eliciting “Change Talk”
Key goal: help the participant to articulate reasons for changing
Be supportive
Use OARS
Explore the pros and cons of changing
Aids in strengthening their intentions toward change
Especially important if a participant is ambivalent
If the ideas come from them, participants are more likely to be successful
“As a professional I am always listening for
‘change talk’ and I pay close attention to the
contemplation stage. I then try to figure out
if they have taken any steps towards the
change. If they aren’t quite sure how to go
about doing this then I encourage them to
break the goal down into smaller steps.”
-Jackie Baker Sennett, Ph.D., Professor,
Human Services Program, WWU
Personal Communication 5/27/14
Listening for Change Talk
Indicates that a person is thinking about making a change
Four elements that make a statement change talk
Statements about change
Acknowledgement
Linked to a specific behavior
Phrased in the present tense
Four types of preparatory change – D.A.R.N.
Desire to change – problem recognition
Ability to change – optimism and self-efficacy
Reasons for change – benefits and advantages
Need to change – problems with the status quo
“Motivation is dynamic and is the
key to change.”-Motivational Interviewing: Enhancing Motivation for
Change—A Learner’s Manual for the American Indian/
Alaska Native Counselor
Making a Plan
When change is imminent, make a plan
Set Goals – chosen by the participant; be sure that they are achievable
Explore Options – help them to choose realistic strategies and secondary options (a
plan B)
Arrive at a Plan – put it in writing, including values, goals, needs, and beliefs
How is Motivational
Interviewing helpful
in the field of
education and for
empowering at-risk
Native American
students to achieve
academic success?
“Education is transformative in that it
forces you to examine information with
multiple lenses. Helping students put
things into the context of life beyond
school can be helpful.”-Susan Kincaid, Ph.D., HS-BCP, Emeritus Associate
Professor, Human Services Program, WWU
Personal Communication 5/27/14
“My best strategy for motivating students is
to attempt to ground my teaching in practices
that students will actually use in their
professional careers. When I am covering
abstract concepts I always try to link them
back to practice or real-world application.” -Jackie Baker Sennett, Ph.D., Professor,
Human Services Program, WWU
Personal Communication 5/27/14
Education and Motivational Interviewing
Academic success is largely dependent upon motivation
Underachieving students have been identified by counselors as the most
difficult to work with
Studies have shown that M.I. is an effective intervention strategy to use
when working with diverse, capable, but underachieving student
populations
MI improves opportunities and achievement in all students, most notably
those who are low-income and ethnically diverse
Improves teacher-student communication
Advice from a College Professor
Celebrate success, even when it is small
Help students understand that there are may routes to success and happiness
Change can be a slow process; remember, we often only see students at one
point in their lives
Redirect the focus onto a student’s ability to help others to allow them to see
that in order to help others they need to fulfill their own goals
Help students craft their personal stories before requiring them to focus on
academic reading/writing, which helps them to relax and know that they are
valued as unique individuals
-Jackie Baker Sennett, Ph.D., Professor, Human Services Program, WWU, Personal Communication 5/27/14
“Being flexible, available, and using the
same active listening skills we teach students
would be the primary tools [to help motivate
a student]. Most of us want to be heard when
we are struggling.” -Susan Kincaid, Ph.D., HS-BCP, Emeritus Associate
Professor, Human Services Program, WWU
Personal Communication 5/27/14
How Does Motivational Interviewing Help
Students to Achieve
MI is a helpful strategy to use in order to improve and strengthen
engagement
intrinsic motivation
decision-making
attendance
goal-setting
self-confidence
skill development
academic achievement
The collaborative, non-threatening, empowering nature of MI is less likely
to produce resistance, compared to other strategies
“It's very important that you consider the
context where MI will be used, even though
it is useful in many settings. MI can be
effective to the degree that the "expert"
truly is non judgmental and allows the client
to define the problem and the solution.”-Susan Kincaid, Ph.D., HS-BCP, Emeritus Associate
Professor, Human Services Program, WWU
Personal Communication 5/27/14
Native American Students and
Motivational Interviewing
Research has found that MI is an effective and appropriate method to use
in accordance with Native American values, culture, and traditional healing
Respects sovereignty and self-determination of individuals, tribes, and
communities by allowing the participant to be the authority on their lives
Many compatible values in both systems, such as respect, dignity, pride,
responsibility, compassion, partnership, and autonomy
Allows participants to honor and build on the strengths of their history and
traditions
Appraisal of values allows for spirituality and religious practices as part of
the change and healing process
The advising relationship is that of a partnership, with the helper acting as
a unobtrusive, reflective guide rather than the “expert” or authority figure
Avoid Assumptions
All people and cultures are unique. There is no
“typical” person or culture. Individuals and cultures
vary like snowflakes that fall in winter or pebbles that
rest on a beach. Making assumptions of any kind is
lazy and disrespectful. Instead, take the time to get
to know people and the culture that they have been
raised in, in order to have an informed awareness of
who they are and what they want and hope for in life.
Culture and Healing
Underlying issues among Native American populations
Generational trauma
Attempts to destroy their culture
Alienation from tribal life, customs, and religious practices
Internalized oppression
MI can help with the healing process by respecting and integrating cultural
values and beliefs
An MI prayer has been created that can be adapted to specific tribes and
communities
A Motivational Interviewing Prayerby William Miller and Raymond Daw
Guide me to be a patient companion,
to listen with a heart as open as the sky.
Grant me vision to see through (her/his) eyes
and eager ears to hear (her/his) story.
Create a safe and open mesa on which we may walk together.
Make me a clear pool in which (she/he) may reflect.
Guide me to find in (her/him) your beauty and wisdom,
knowing your desire for (her/him) to be in harmony:
healthy, loving and strong.
Let me honor and respect (her/him) choosing of (her/his) own path,
and bless (her/him) to walk it freely.
May I know once again that although (she/he) and I are different,
yet there is a peaceful place where we are one.
–uihi.org
Jody Bergsma
“Too often we underestimate the
power of a touch, a smile, a kind
word, a listening ear, an honest
compliment, or the smallest act
of caring, all of which have the
potential to turn a life around.”~Leo Buscaglia, American guru,
advocate of the power of love, (1924-1998)http://www.brainyquote.com/
Most people naturally want to impress those for
whom they feel mutual respect, understanding,
and admiration. Set the standards reasonably high
and sincerely believe in someone, and they will
usually rise to the occasion. Sometimes, all a
person needs in order to be inspired and moved to
action is for one person to take the time to truly
listen to and believe in them.
How to Learn
Motivational Interviewing Skills
Attend workshops and trainings
Research and read information in books, websites, and other credible materials
Watch training videos on the internet/ YouTube
Observe interviews in taped sessions or in person, with permission
Consult with professionals who are familiar with M.I. (professors, counselors, etc.)
MI may look simple, but something that seems simple on paper is not necessarily
easy in practice. Learning and developing proper MI skills can take time and
patience, but it is well worth the effort.
References
Aronson Fontes, L. (2009). Interviewing clients across cultures: A practitioner’s guide. New York, NY: The Guilford Press.
Arquette, W., Grover, J., Stewart, P., Tomlin, K., & Walker, R. (2006). Motivational interviewing: Enhancing motivation for change—A
learner’s manual for the American Indian/Alaska Native counselor. Retrieved from
http://www.motivationalinterview.org/Documents/LearnersManualforMotivationalInterviewing.pdf
Feldstein, S., Tafoya, N., & Venner, K. (2006). Native American motivational interviewing: Weaving Native American and Western practices. A
manual for counselors in Native American communities. Retrieved from
http://www.motivationalinterview.org/Documents/Native%20American%20MI%20Manual.pdf
Hadraba, H. (2011). The use of motivational interviewing within school counseling programs for academically unmotivated eighth grade
students. Retrieved from http://ir.library.oregonstate.edu/xmlui/handle/1957/21409
Matulich, B. (2013). Introduction to motivational interviewing. Retrieved from https://www.youtube.com/watch?v=s3MCJZ7OGRk
Rosengren, D. (2009). Building motivational interviewing skills: A practitioner workbook. New York, NY: The Guilford Press.
Sommers-Flanagan, J. & Sommers-Flanagan, R. (2009). Clinical interviewing. Hoboken, NJ: John Wiley & Sons Inc.
The Urban Health Institute. (2014). Promoting health equity for urban American Indians and Alaska Natives: Motivational interviewing.
Retrieved from http://www.uihi.org/projects/health-equity/resources/motivational-interviewing/
Additional Resources
Motivational Interviewing Website www.motivationalinterview.org
Motivational Interviewing (2012) 3rd Edition: Helping People Change (Applications of Motivational Interviewing),
Miller & Rollnick, The Guilford Press
Motivational Interviewing Training with Bill Matulich, Ph.D.
http://motivationalinterviewingonline.com/Welcome.html
Using Motivational Interviewing in a Goal Setting Process
http://www.collegetransition.org/resources.aspirationstoolkit.interviewing.html
Aspirations Toolkit: Using Motivational Interviewing to Help Your Students
http://www.nea.org/assets/img/PubThoughtAndAction/Sheldon.pdf
Springer Publishing Co., Motivational Interviewing in Schools: Strategies for Engaging Parents, Teachers, and
Students http://www.springerpub.com/product/9780826130723#.U4frZSgkTGB
The Heart of Learning and Teaching: Compassion, Resiliency, and Academic Success
http://www.k12.wa.us/compassionateschools/pubdocs/theheartoflearningandteaching.pdf
Special Thanks to:
Tania Vega, Director of Workforce and Adult Basic Education, NWIC
James Lucal, Ph.D., Professor Human Services Program, WWU
Jackie Baker Sennett, Ph.D., Professor, Human Services Program, WWU
Susan Kincaid, Ph.D., HS-BCP, Emeritus Associate Professor, Human Services Program, WWU
Kathy, Carol, and Guava, the wonderful instructors at NWIC
All of the awesome GED students at NWIC
Sophie the Mini Rex bunny, the best listener ever, that passed away this spring – we miss you
Thank you for watching!