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Advising approaches. How can an advisor help facilitate change in the student?- Prescriptive advising approachTell them what to do- Developmental advising approachHelp them figure out what they can do, and find motivation to do it.. Prescriptive advising. Tell me what to do!Based on authority a
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1. Motivational Interviewing in Advising : Working with Students to Change Robert F. Pettay
pet7@ksu.edu
Kansas State University
Code 145
NACADA 2008 My background Physical activity behavior same old, same old
My background Physical activity behavior same old, same old
2. Advising approaches How can an advisor help facilitate change in the student?
- Prescriptive advising approach
Tell them what to do
- Developmental advising approach
Help them figure out what they can do, and find motivation to do it.
3. Prescriptive advising Tell me what to do!
Based on authority and the primary responsibility involves the dispensing of information about courses and class schedules and the prescribing of remedies for problems (Winston & Sandor, 1984)
4. Developmental advising Developmental advising : advising as counseling. Concerned not only with a specific personal or vocational decision, but also with facilitating the students rational processes, environmental and interpersonal interactions, behavioral awareness, and problem solving, decision making, and evaluation skills. (Crookston, 1972)
5. Developmental advising Acknowledges the individuality of students
Helps them integrate life, career, and educational goals
Connects curricular and co-curricular aspects of their educational experiences
Provides scaffolding that gives them opportunities to practice decision-making and problem solving skills
(Smith & Allen, 2006)
6. Motivational interviewing A directive, client-centered, counseling style for eliciting behavior change by helping clients explore and resolve ambivalence
Miller & Rollnick (1991)
Helping clients recognize and do something about their current or potential problems
7. Dancing not Wrestling Motivational interviewing has one leading in a way that is subtle, gentle, responsive, and imaginative.
Miller and Rollnick, 1991
8. Three kinds of Behavior Change Interventions Brief advice
Initiate thinking about change
Behavior change counseling
Build motivation for change
Motivational interviewing
Elicit commitment to change
9. Motivational interviewing Motivational interviewing has traditionally been used in the management of diseases that to some extent are associated with behavior.
Alcohol abuse, drug addiction, smoking cessation, weight loss, adherence to treatment, and physical activity.
10. Implicit theory of MI MI will increase client change talk
MI will diminish client resistance
The extent to which clients defend the status quo will be inversely related to behavior change
The extent to which clients verbally argue for change will be directly related to behavior change
11. For change to occur (RAW) Client must be :
Ready
A matter of priorities
Able
Confidence for change
Willing
Recognize the importance of change
12. Ambivalence The issue of has to be dealt with
I want to, but I dont want to
One approach -
Using a decisional balance sheet
Benefits and costs of status quo
Benefits and cost of change
13. Motivational interviewing Collaboration
Produce an atmosphere conducive to change
Evocation
Drawing out clients motivation for change
Autonomy
Client has right and capacity for self-direction
14. Four general principles of MI 1- Express empathy active listening
Acceptance facilitates change
2- Develop discrepancy
Client provides arguments for change
3- Roll with resistance
Avoid arguing for change
4- Support self-efficacy
Belief in the persons ability to change
15. Motivational interviewing principles Express empathy : use open ended questions, assess readiness to change
Develop discrepancy : affirmation, transitional summary and key questions
Roll with resistance : reflective listening, information and advice
Support self-efficacy : summary, negotiating a change plan
16. Clients as teachers Talk less than your client does
Offer 2 or 3 reflections for every question you ask
Ask twice as many open-ended questions as closed questions
More than half of reflections should be deeper, more complex reflections
17. Goal is to elicit change talk How important would you say it is for you to ____________?
And how confident would you say you are, that if you decided to ____________, you could do it?
0 not at all important-10 extremely important
18. Open questions to evoke change talk Disadvantages of status quo
What worries you about your current situation?
What do you think will happen if you dont change?
Advantages of change
How would you like things to be different?
What would be the good things about ?
Optimism about change
What makes you think if you decide to change you could do it?
When else in your life have you made a significant change like this?
Intention to change
What are you thinking about your __ at this point?
What do you think you might do?
19. Transtheoretical model- Stages of Change One issue that impacts the process is the where the client is in the change process.
Transtheoretical model of intentional behavior change
(DiClemente & Prochaska, 1985)
Change is viewed as a progression
20. Stages of change Precontemplation : behavior is not a problem, not considering change
Contemplation : acknowledge possibility of need for change
Preparation : making a decision to change
Action : implementing a plan for change
Maintenance : comfortable with change
21. Change in precontemplators Current behavior is not a problem
Reluctance
Rebellion
Resignation
Rationalization
Empathy and reflective listening
What are the benefits of their behavior?
22. Contemplation Willing to consider problem and possibility of change
Careful listening, summarizing, feedback, double-sided reflections, affirmation, and increasing self-efficacy.
23. Preparation and Action What is an effective plan?
How can this be done?
Action step
Implementing change
Affirmation and assurance
24. The processes of change Consciousness raising : person becomes aware, learns about behaviors needed to change
Social liberation : changes in society make following through on desired changes easier
Emotional arousal : intense event results in movement towards change
Self-reevaluation : experiences cause reflection on personal goals and values
Stimulus control : learns to manage barriers to change
Helping relationships : identification of supportive people to reinforce change
25. Processes of change Reinforcement management : regular celebration of progress toward change
Counterconditioning : new behaviors and interactions support change
Self-liberation : create plan to permanent change
Environmental reevaluation : how environment affects change
26. MI : Dancing not wrestling MI is an approach that provides support and allows the client to make the decision to change.
What do you think about this?
The advisor-advisee relationship is a key to client satisfaction and change
27. References Crookston, B.B. (1972). A developmental view of academic advising as teaching. Journal of College Student Personnel, 13, 12-17.
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., and Rollnick, S.(1991) . Motivational Interviewing: Preparing People To Change Addictive Behavior. New York: Guilford Press.
Smith, C.L. & Allen, J.M. (Spring, 2006). Essential functions of academic advising : What students want and get. The Journal of the National Academic Advising Association, 26(1). 56-66.
Winston, R.B. & Sandor, J.A. (1984). Developmental academic advising : What do students want? NACADA Journal, 4(1), 5-13.
http://www.motivationalinterview.org/