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!