Motivational interviewing Sarah Dingus Texas Tech University

T.T.A.P Tech Transfer Acceleration program The Tech Transfer Acceleration Program is an alternative admissions program designed for those students denied admissions to Texas Tech University. Weekly or every other week advising appointments. 4 seminars during the semester. Group Advising Mandatory attendance Small classes Individualized help

“Professional counselors working in higher education settings might apply MI to foster college student development while helping students make positive behavior changes…” – Melanie M. Iarussi “Brief interventions based on motivational interviewing (MI) are emerging as effective strategies for behavior change in college students.” – Dr. Elizabeth M. Rash

Developed by: Dr. Miller Dr. Rollnick Based on Carl Ransom Roger’s person centered therapy. Dr. William R. Miller and Dr. Stephen Rollnick. Both were clinical psychologists and professors. Introduced the theory in 1983. Elaborated on it in 1991. Dr. Miller

What is motivational interviewing? Motivational Interviewing (MI) is a specific type of conversation that is based around the idea of change and reaching desired goals. This is a collaborative partnership between the student and the advisor where the advisor promotes the student to evaluate their own motivational/commitment issues and address discrepancies.

What is motivational interviewing? Four main principals: Expressing empathy See the world through the student’s eyes and share the feelings that they are experiencing. Supporting self-efficacy When a student believes that they have the power within themselves to change successfully. Rolling with resistance Students begin to display resistance when they are ambivalent about changing their day-to- day patterns. Developing discrepancies Advisors help students to examine the discrepancies between their current behaviors and whether or not the current behaviors will lead them to their goal or away from it.

Supporting Self-Efficacy Do’s & don'ts Expressing Empathy Supporting Self-Efficacy Student: “My girlfriend just broke up with me and it’s taking a toll on my class work…she was my high school sweetheart.” Do: “I am so sorry to hear that, experiencing your first heartbreak is a hard emotion to cope with.” Don’t: “It is just a girl. One day you will look back on the situation and laugh.” Student: “I think I will be able to turn it around and do well this semester, I don’t want to let myself down anymore.” Do: “I enjoy hearing that tone of confidence, I truly believe that you can turn it around with the correct tools and motivation.” Don’t: “Well, you are sitting at a ‘F’ in Psychology right now, it’s going to be hard to dig yourself out of that hole.”

Rolling with Resistance Developing Discrepancies Do’s & don’ts Rolling with Resistance Developing Discrepancies Student: “I know I need to make it to my 8 am more. I can’t go to bed early though, I have so much to do.” Do: “I understand it can be difficult changing your routine, but maybe we can look at some time management techniques together.” Don’t: “Welcome to the real world, I am here from 8-5 every day.” Student: “I really want to do well on my Chemistry exam, but this week is my roommates birthday and I probably won’t have time to study.” Do: “I am hearing that you want to do well on your exam, but your actions are not reflecting those feelings. What do you think about that?” Don’t: “You obviously don’t have your priorities straight.”

partner up Go through each student scenario and discuss what your response would be related to that principal. Expressing Empathy- Student: “Being a college student is way harder than I thought it would be, I don’t know if I will be able to do this.” Your response: _____________________ Supporting Self-Efficacy- Student: “I bet I can make an ‘A’ in that class if I really buckle down and learn some better study habits.” Your response: ______________________ Rolling with Resistance- Student: “If I have to study more, that means that I have to give up some time with my friends…that is going to be awful.” Your response: ______________________ Developing Discrepancies- Student: “I am going to get a 4.0 this semester…. I think I am going to drive home on Wednesday. Do you think my professors will care?” Your response: _______________

The “Spirit” of MI VS. Collaboration Confrontation Partnership between advisor & student. Builds rapport. Facilitates trust. Mutual understanding, not the advisor always being right. The advisor assumes the role as the “expert.” One sided during the advising appointment. The advisor is always right and there is no room for student opinion.

The “spirit” of mi VS. Imposing Evocation Drawing out the students OWN thoughts. Helping the student to work through their thoughts in order to come to a conclusion. Allowing the student to generate their own opinions while offering direction. Imposing personal ideas and thoughts onto the student. Telling the student exactly what to do. Not giving the student a chance to work through their own thoughts.

The “spirit” of mi VS. Autonomy Authority Power of change is within the student, not the advisor. Empowering the student to follow through with making changes happen. Reinforce that there is not one “right way.” The advisor is the authority figure. “My way or the highway.” There is only one way of doing things.

OARS SKILLS & STRATEGIES Open Ended Questions Affirmations Reflections Questions that cannot be answered with “yes/no” & invites the student to elaborate. Affirmations A comment that recognizes your student’s strengths. Reflections Show the student that you not only heard what they said, but you understand the emotions that they are experiencing. Summaries This is a recap of what has been discussed in the appointment. This can be done at the end to wrap it up, or in the middle to facilitate a smooth transition. OARS

Change talk Statements said by your students that shows they have the motivation to change. Implementing Change Talk (CAT) Commitment (I will make changes) Activation (I am ready, prepared, willing to change) Taking Steps (I am taking specific actions to change) Preparatory Change Talk (DARN) Desire (I want to change) Ability (I can change) Reason (It’s important to change) Need (I should change)

Questions & comments

References Iarussi, M. M. (2013). Examining How Motivational Interviewing May Foster College Student Development. Journal Of College Counseling, 16(2), 158-175. Miller, W.R. & Rollnick, S. (2009). Ten things that Motivational Interviewing is not. Behavioral and Cognitive Psychotherapy, 37, 129-140. Miller, W.R. & Rollnick, S. (2002). Motivational Interviewing: Preparing People for Change. 2nd Edition. New York: Guilford Press. Passmore, J. (2013). Motivational Interviewing: Reflecting on ethical decisions in MI. Coaching Psychologist, 9(2), 112-116. Rash, E. M. (2008). Clinicians' Perspectives on Motivational Interviewing-Based Brief Interventions in College Health. Journal Of American College Health, 57(3), 379-384.