Motivational Interviewing and Academic Advising: Building a Stronger Connection

UAAC 2019 Motivational Interviewing and Academic Advising: Building a Stronger Connection Toni Woodman, Central Washington University Holly Williams, University of California Santa Cruz

UAAC 2019 Learning Outcomes Introduce Motivational Interviewing Explore the connections between Motivational Interviewing and student development Apply Motivational Interviewing to advising interactions

Motivational Interviewing Bill Miller Stephen Rollnick

Foster Change “Helping clients explore andresolve ambivalence” Rollnick & Miller, 1995; Rollnick & Allison, 2004

Ambivalence • Contradictory feelings • "Wanting and not wanting" • “Change may be effortful and enervating” • Challenges beliefs, demands reconfiguration • May be hard for outsider to comprehend What changes might a student want to make, but feel ambivalent about? Rollnick & Allison, 2004; Miller and Rollnick, 2013

Ambivalence in Advising • Chickering’s Theory of Identity Development • 7 vectors • Schlossberg’s Transition Theory • Moving in, moving through, moving out Evans, 2010; Iarussi 2013

Transition Theory Moving Through Moving In Moving Out Evans, 2010; Iarussi 2013

× Advisor As Expert Advisor As Partner

OARS Interviewing Skills Open Ended Questions So, I’ve heard you say that… You’ve mentioned that.. It sounds like… So you’re wondering if.. I appreciate…. That’s a great idea. Tell me more about… How would things be different if.. Affirmation Reflective Listening Summary Statements Miller & Rollnick, 2013

Supporting Self-Efficacy Expressing Empathy Developing Discrepancies Rolling with Resistance Motivational Interviewing Principles Miller & Allison, 2004

Expressing Empathy • “It sounds like…” • “I am hearing that..” • Open-ended questions about student’s experience • “What”, not “why”

Developing Discrepancies • Explore goals/values • “How would you like things to be different?” • “On one hand…” • Pros and Cons

Rolling with Resistance • Reflecting, reframing reasons not to change • “It would be difficult to…” • “This, and this” (No buts!)

Supporting Self-Efficacy • “Despite what happened you were able to…” • “What did you do to make this happen?” • “You have worked hard to…”

Advising as Teaching Appreciative Advising Advising as Coaching • Personalized learning experience • Teaching expressing ideas clearly • Disarm • Discover • Design • Active listening • Decision making process student lead Appleby, D. C., (2008)

James • First year student • Earned 2.7 fall quarter, but a 1.5 winter  On academic warning • You have received 2 AEAs for the student • Reports that they spent more time focusing on school fall quarter, but that their focus turned to their social life during winter quarter • When you meet to discuss their scholastic standing and AEAs they share that they are spending about 3 hours outside of class on school work and most of their free time is spent outdoors with friends

Jacque • Transfer student, 3rd quarter at CWU, has 70 credits • Interested in _______________ major • In your past two meetings you have worked together to brainstorm next steps in their major and career exploration (including meeting with specific faculty, attending department or club events, conducting informational interviews, etc.), but they have not followed through on any of them • When discussing their interest in the major they express excitement, but also a desire to know more about the major/field before moving forward • They state that they should have taken steps toward learning more, but that they have been hesitant to do so

Learning More Motivational Interviewing : Helping People Change. (Miller & Rollnick, 2013) Motivationalinterviewing.org OARS Cheat Sheet

Resources Appleby, D. C. (2008) Advising as Teaching and Learning. In V. N. Gordon, W. R. Habley, & T. J. Grites (Eds.) , Academic advising: A comprehensive handbook (2nd ed.) (pp. 85-102). San Francisco: Jossey-Bass. Evans, N. (2010). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass. Iarussi, M. M. (2013). Examining how motivational interviewing may foster college student development. Journal of College Counseling, 16(2), 158-175. Miller, W. R. (1983). Motivational interviewing with problem drinkers. Behavioural and Cognitive Psychotherapy, 11(2), 147-172. Miller, W. R., & Rollnick, S. (2002). Motivational interviewing: Preparing people for change. New York, NY: Guilford Press. Miller, W. & Rollnick, S. (2013). Motivational interviewing : Helping people change. New York, NY: Guilford Press. Pettay, R. F. (2009). Motivational interviewing in advising: Working with students to change. Academic Advising Today. Retrieved from https://www.nacada.ksu.edu/Resources /Academic-AdvisingToday/View-Articles/Motivational-Interviewing-in-Advising-Working-with-Students-to-Change.aspx Rogers, C. (1961). On becoming a person : A therapist's view of psychotherapy. Boston: Houghton Mifflin Company. Rollnick, S., & Allison, J. (2004). Motivation Interviewing. In N. Heather & T. Stockwell (Eds.), The essential handbook of treatment and prevention of alcohol problems (pp. 105-116). England Hoboken, NJ: Wiley. Rollnick, S. & Miller, W.R. (1995). What is motivational interviewing?Behavioural & Cognitive Psychotherapy, 23, 325–334. Sobell & Sobell. (2008). Motivational interviewing strategies and techniques: Rationales and examples. Retrieved from http://www.google.com/url?sa=t& rct=j&q=&esrc=s&sourceweb&cd=7&sqi=2&ved=0ahUKEwik7KPr_XLAhVNwWMKHUSCTQFghIMAY&url=http%3A%2%2Fwww.nova.edu%2Fgsc%2Fforms %2Fmi_rationale_techniques.pdf&usg=AFQjCNGWqVsSgJBXU68jdneBqGPRSLmV1A&sig2=pyFYHZGIwihpxlvB46KG3w&bvm=bv.118443451,d.cGc https://www.naspa.org/images/uploads/main/Gold1131.pdf

Motivational Interviewing and Academic Advising: Building a Stronger Connection