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?

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?

23. Pettay, R. & Hughey, J. (2011)

24. Pettay, R. & Hughey, J. (2011)

25. Pettay, R. & Hughey, J. (2011)

26. Pettay, R. & Hughey, J. (2011)

27. Reflection Time
What steps might you be willing to try in order to work
toward the change?

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.