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Mi presentation march2012
1. “I’ve Been Afraid of
Changing”: Using
Motivational Interviewing
principles in academic
advising to promote positive
student change
Miranda Atkinson
Career Academic Adviser
School of Journalism Communication
University of Oregon
2. Outline
• Background and Context
• Definition of MI
• Development of/theory behind MI
• The spirit of MI
• Key areas of skill
• Traps to avoid
• Advising applications
• Important considerations
3. Background and Context
• My background
• M.Ed. in counseling
• Trained in MI as part of a smoking cessation research
program for University of Michigan
• Motivational Interviewing
• Counseling theory/approach developed in 1991 by
William Miller and Stephen Rollnick
• Designed to help clients change
• Originally developed for counseling clients with
substance abuse
• Other appropriate applications have been developed.
4. Background and Context
• Conception
• Retention and Outreach
program
• Used elements of
Motivational Interviewing
in individual conversations
• Presence of “change
language” indicated higher
likelihood of improved
grades
5. What is
Motivational Interviewing?
• A client-centered, directive approach for enhancing
intrinsic motivation to change by exploring and
resolving ambivalence.
6. Development of and theory
behind MI
• The “dilemma of change”
• ambivalence = feeling two ways about something
• ambivalence is normal, getting “stuck” is the
problem
• “Ambivalence is a reasonable place to visit,
but you wouldn’t want to live there” (Miller
Rollnick, 2002, p. 14).
• lack of motivation = unresolved ambivalence
8. Development of and theory
behind MI
• Types of ambivalence
• Approach-approach conflict: choose between two
similarly attractive options
• Avoidance-avoidance conflict: choose between
two negative options
• Approach-avoidance conflict: attracted to and
repelled by same option
• Double approach-avoidance conflict: choose
between two options, each with attractive and
negative qualities
9. Development of and Theory
behind MI
• We usually see double approach-avoidance, the
most challenging to resolve.
10. Development of and theory
behind MI
• Motivation has three critical components:
• Ready: priorities
• Willing: importance
• Able: confidence
• These components are intrinsic
• Our goal is to help students become ready,
willing, and able to change.
11. Noticing motivation to
change
• Listen for “change
talk”
• Disadvantages of
status-quo
• Advantages of change
• Optimism for change
• Intention to change
12. Example
“I’ve been afraid of changing, ‘cause I’ve built my life
around you. But time makes you bolder, children get
older, I’m getting older too.”
What types of change talk did you hear?
13. Resistance
• You will also hear “resistance talk”
• “I’ve been afraid of changing,
‘cause I’ve built my life around
you.”
• This is a reflection of ambivalence,
which is a normal part of the
change process.
14. The “Righting Reflex”
• Avoid the “righting reflex”
• Reflex to push someone in the “right”
direction
• “Have you considered...?”
• “You should try...?”
• “If you would just...?”
• A physics lesson
15. What is
Motivational Interviewing?
• Re-examine the definition:
• Client-centered (student-centered)
• Directive approach
• Enhances intrinsic motivation to change
• Explores and resolves ambivalence
16. The Spirit of MI
• Collaboration
• Exploration and support vs. authoritarian
coercive
• Evocation
• Elicit vs. impart information
• Autonomy
• Facilitate self-direction vs. telling client/
student what to do
17. Key Areas of Skill
• Reflective listening
• Responding to change talk
• Responding to resistance
18. Reflective Listening
• Reflect the core of the
student’s statement back to
him/her.
• Clarifies meaning
• Encourages continued
exploration of issue
• Does not simply repeat the
student’s words
19. Responding to Change Talk
• It is not possible to reflect all
meanings of a statement.
• Reflect selectively by choosing
to reflect change talk.
• This encourages the client/
student to continue exploring
change talk.
20. Responding to Resistance
• Resistance is a reflection of
ambivalence.
• Resistance rises from the client/
counselor relationship.
• It is not fixed.
• Resistance is an indication of
dissonance
• Client is not on the same page
• Roll with resistance to find the
meaning behind it and move
forward together.
21. The Phases of MI
• The goal is to use these guiding principles to
move clients through the phases of MI:
• Building intrinsic motivation for change
• Strengthening commitment to change and
developing a plan to accomplish it
22. Tempting traps
• Q/A trap: avoid with open-ended questions and
reflective listening
• Taking sides: avoid arguing one side of ambivalence
• Expert trap: avoid “fixing” or prescribing a solution
• Labeling trap: avoid attaching a diagnosis or label to
the client
23. Student Populations and MI
• What student populations might benefit
from an MI approach?
• Students struggling with academic
performance
• Students struggling with destructive behavior
• Students struggling with a difficult decision
• All students benefit from an open, non-
judgmental student-advisor relationship.
24. Important Considerations
• MI’s popularity has resulted in confusion
• Not teaching how to practice, just basic underlying
principles.
• Brief adaptations of MI are not = MI
• Advisers will not always have time for MI.
• Not all students are ready to change.
25. References
• Miller, W. R. Rollnick, S. (2002).
Motivational Interviewing: Preparing
People for Change, (2nd ed.). New
York, NY: The Guilford Press.
• Other resources: MI Website
• http://www.motivationalinterview.org/
• Questions?
