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Motivational Interviewing �Student-Centered & Evidence-Based
Richard C. Rutschman* & Robert Valle Center for College Access & Success
Northeastern Illinois University
*Member of the Motivational Interviewing Network of Trainers
Autonomy
• Nobodylikestofeelcoercedbyanotherpersonwhenitcomestotheirownbehavior.
• Providingautonomyorchoiceincreasesintrinsicmo=va=on.
Mo#va#onalInterviewing
“Mo=va=onalinterviewingisacollabora=ve,goal-orientedstyleofcommunica=onwithpar=cularaBen=ontothelanguageofchange.Itisdesignedtostrengthenpersonalmo=va=onforandcommitmenttoaspecificgoalbyelici=ngandexploringtheperson’sownreasonsforchangewithinanatmosphereofacceptanceandcompassion.”
From:Miller&Rollnick,Mo=va=onalInterviewing,3rdEd.,2012,p.29,GilfordPress.
TheUnderlyingSpiritofMI
Partnership
Evoca#on
AcceptanceCompassionMI
Spirit
From:Miller&Rollnick,Mo=va=onalInterviewing,3rdEd.,2012,p.22,GilfordPress.
Dancing instead of Wrestling
PartnershipAbsolute Worth
Autonomy
Accurate Empathy
Affirmation
Acceptance
Non-Judgmental
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Theyareexpertsonthemselves,so
showcuriosityabouttheirsitua=onandthiswill
evoketheirthoughts&feelings
?
Evocation Compassion
Givesprioritytowhatisbestfortheotherperson(beyondco-suffering)
• Expressedwithkindness,empathyandac=on• Genuinelycareaboutyourclients’/students’• Deliberatecommitmenttopromotetheirwelfareandbestinterestoftheperson
Underlying Concepts of MI
• People are ambivalent about change
• Providers who push for change create a relational discord which encourages the person/student to maintain the status quo (resisting change)
• Discord predicts lack of change
• Honoring autonomy by evoking the student’s own change talk will enhance behavior change
Whatdoyouthink?Whatopiniondoyouhavesofar
aboutMI?
THINK—GROUPSHAREPairupwithsomeonenexttoyouandtalkaboutwhatyouthinksofaraboutMI.Whatyouknewfrombeforeandwhatyou’vejustheard.
Is MI Evidence-Based? • Literaturesearchfoundover230randomizedcontrolled
trials&meta-analysisshowedsignificanteffectforMI
• Studiesaddressedwiderangeofbehavioralproblemsinaddic=ons,healthcare,mentalhealth,correc=ons&educa=on
• Meta-analysisofMIinSchoolshowedposi=vefindings(Snape&Atkinson,2016)
• UsingMIinbriefencountersof15min.,64%ofstudiesshowedeffect(behaviorchange)
• AMeta-analysisshowedtwicetheeffectsizeforAfricanAmericans,La=nos,andotherminoritypopula=ons*
*HeBema,J.,Steele,J.&Miller,W.R.(2005).Mo=va=onalinterviewing.AnnualReviewofClinicalPsychology,1,91–111
In-School Suspension Initiative & Results in Chicago
• Program: Adventure Education, Motivational Interviewing & Experiential Lessons*
– Six to Ten Percent Better Retention in School the Next Semester.
– Anecdotal Evidence of Improved behavior.
*NEIU,PolicyBriefatwww.centerforcollegeaccessandsuccess.org
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“HotList”PBISinaChicagoSchool2013
• ImprovedGPA: BaselineGPA–1.72 FinalGPA–2.12
• 37%ofstudentsbeganwithaGPAof2.0orhigherand69%ofpar=cipa=ngstudentsendedwithaGPAabove2.0.
• 89%ofpar=cipa=ngstudentsreducedthenumberoformaintained0coreF’s.
• ABendanceforSpringSemester(comparedtoWinterSemester)wentbyallstudents;MIGroupwentdownby0.6%andHarperoverall6.1%.
Core Skills: OARS
O= open-ended questions A= affirming R= reflective listening S= summarizing
Itcouldsoundlikethis:
O,r,r,r,a,O,r,r,O,r,r,r,a,S(thecommasisthemtalking)
Open-Ended Questions The answer is more than one word
AffirmingAcknowledge effort, values, skills, strengths…
Reflective ListeningGives back what you heard, picks out the change talk or unstated emotion or guesses what must be their situation.
70+%ofthe=me
SummarizingReview what’s been said, restates “change
talk,” transitions to next steps ,
TheTwoHemispheresofourbrainsaredifferen=ated
• Areresponsibleforthewaysweperceivetheworld
• Determineourwayofbeingintheworld
TheRightSiderunsthelelssideofthe
body
TheLelSiderunstherightsideofthe
body
CorpusCallosum
• IswhatconnectsthehemispheresandisthelargestwhitemaBerstructureinthebrain,consis=ngofover200millioncontralateralaxonalprojec=ons.
White matter acts as a relay and coordinates communication between different parts of the brain.
LEFTCORTEX RIGHTCORTEX• Responsibleforverbal-linguis=c• Focusesonfacts,logical,linear
thinking,planning,organiza=onandself-regula=on.
• Approachstateallowingustofacechallenges.
• Outwardlyfocusedtotheworld• Isresponsibleforsocialdisplayrules
andmoraldecision-making• Culturallysanc=onedwaywe
communicate• Moreac=vatedwhenhavingfeelings
ofaposi=veoutlook.
• Storesautobiographicalmemory• Holdsouremo=onalfeelings&needs• Receivessignalsthatarisefromour
bodies• Dominantconnec=onstothelower
subcor=calparts• Intui=onemergesfrominput• Interpretsnon-verbalcommunica=on• Withdrawalresponsetonewthings• Inwardfocusedofoneselfandothers
(empathy)• Ac=vewhenchangingac=onplanning
Thetwohemispheresofourbrainsaredifferen=ated
Siegel,Daniel(2013);Davidson,Richard&Begley,Sharon(2012)
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MI in a Nutshell
• Talk less than the student • Offer 2-3 times more reflections than
questions • Ask more open than closed questions • Listen empathically through complex
reflections • Use strategies for evoking “change talk”
Our Goal with MI…
DECREASE “SUSTAIN TALK”
INCREASE “CHANGE TALK”
O=sRedding:SiongontheDockoftheBaySion’inthemorningsun
I’llbesion’whentheevenin’comeWatchingtheshipsrollinAndthenIwatch‘emrollawayagain,yeahSiongonthedockofthebayWatchingthe=derollawayI’mjustsiongonthedockofthebayWas=n’=meIlelmyhomeinGeorgiaHeadedforthe‘FriscoBay‘CauseIhadnothintoliveforAndlooklikenothing’sgonnacomemywaySoI’mjustgonnasitonthedockofthebayWatchingthe=derollaway
Ooo,I’mjustsiongonthedockofthebayWas=n’=meLooklikenothing’sgonnachangeEverythings=llremainsthesameIcan’tdowhattenpeopletellmetodoSoIguessI’llremainthesame,yesSeonhereres=ngmybonesAndthislonelinesswon’tleavemealoneIt’sjusttwothousandmilesIroamedJusttomakethisdockmyhomeNowI’mjustgonnasitatthedockofthebayWatchingthe=derollawayOooo-wee,sion’onthedockofthebay,Was=ng=me
Next Steps n Use the Web Resource list provided to help you learn. n Sign up for training opportunities (ask to be emailed dates: May 26th at
the Center for College Access & Success (Chicago & Halsted contact [email protected]). n Go to www.MIforSchools.org for learning resources for educators (May
2016). n Coming 9/2016: Motivational Interviewing in Schools: Conversations to
improve behavior and learning, S. Rollnick, S. Kaplan & R. Rutschman, Guilford Press www.guilford.com 20% discount with promo code: 2E.
n Motivational Interviewing: Helping People Change (3rd Ed.) by William Miller & Stephen Rollnick (2012), Guilford Press.
n Building Motivational Interviewing Skills: a Practitioners Workbook by
David Rosengren (2009), Guilford Press.
www.guilford.com
For School personnel available
September, 2016 20% discount with
promo code 2E
ContactInforma=on
RichardRutschman,[email protected]
RobertValle(MACounseling6/16)[email protected]&Success
NortheasternIllinoisUniversity770N.Halsted,4thFloor
Chicago,IL60642
