Product details in brief
Introduction
Motivational Interviewing (MI) was originally developed by Miller and Rollnick (1991, 2002) and was defined as a person-centred, directive method for enhancing intrinsic motivation to change by exploring and resolving ambivalence. Unlike non-directive counselling, this approach has been described as more focused and goal-directed. The examination and resolution of ambivalence is the key purpose and the facilitator adopting this approach will therefore be intentionally directive in pursuing this goal.
Motivational Interviewing is a counselling technique originally developed within medical settings in order to support individuals with addiction problems. It is a powerful tool for use with young people who may not always wish to change their behaviours or have strong reasons why they wish to maintain certain behaviours. A central premise was that people are not always ready to change their patterns of behaviour and the approach does not presume or assume that people actually want to change particular aspects of their behaviour. Behaviour change is, in effect, reliant upon the individual’s motivation.
Change is motivated by a perceived discrepancy between present beliefs and important personal goals or values. Overall, it is the student who is responsible for choosing and carrying out the change.
Using Motivational Interviewing with Young People
In the school context concerns regarding an individual student’s behaviour may well have come from a third part, for example, a parent, teacher, mentor. The young person concerned may not be motivated to change his behaviour and may not share the same aspirations or goals as these concerned adults. This resource is consequently aimed at students in order to encourage them to explore their own patterns of behaviour and to further develop an understanding of the change process and the benefits it might bring.
The programme introduces students to MI and the basic Motivational Interviewing skills:
1. Open-ended questions.
2. Reflective listening.
3. Reframing.
4. Developing discrepancy.
5. Looking forward.
The programme is both educational and therapeutic in design. The programme can provide some useful resources for the clinician engaged in individual interventions and the Learning Mentor, SENCO, Inclusion Manager or other professionals wishing to develop a programme of support for an individual student. A significant feature is the way in which students themselves are required to try out and make use of the key stills and strategies of the MI approach. The idea here is to promote this powerful notion of peer support and to encourage young people to perceive themselves as change agents who are both motivated and motivating to others.
Benefits
Teaching Tools - A Motivational Interview Approach for Secondary Staff and Students will enable students to:
• Understand the core principles of Motivational Interviewing and its goal to resolve ‘ambivalence’, that is, conflict about changing their behaviour
• Understand that changing behaviour relies primarily upon the motivation to do so
• Be more able to recognise high-risk behaviours via personalised feedback
• Become more skilled at evaluating how much of a problem their behaviour might be in relation to other issues in their lives
• Understand and recognise that they may or may not share the aspirations of concerned adults or peers
• Become more skilled in exploring their own patterns of behaviour and to understand further the process and benefits of change
• Understand and practice a range of Motivational Interviewing skills including: the use of open-ended questions, reflective listening, reframing, developing discrepancy and looking forward
• Experience an increase in self-efficacy, self-esteem and internal attribution
• Feel confident that they can make use of these skills in order to support the process of change in both themselves and within the peer group
• Fully understand and recognise the power of peer support as a means of positively motivating individuals.
Summary of contents
The Structure of the Programme
The programme is structured as follows:
• Introduction
• PowerPoint presentation and notes
• Training session materials
• The eight session programme for students:
- Session 1 Introduction and Ground Rules
- Session 2 Positive Points
- Session 3 Understanding Me and My World
- Session 4 Motivation for Change – Developing a Script
- Session 5 Understanding the Stages of Change
- Session 6 Problem-solving Using the Stages
- Session 7 The Personal Change Process
- Session 8 Goal Identification, Planning a Pathway and Evaluation
• Appendices:
Information Sheet for Students
Letter to Parents/Carers
Information Sheet for Parents/Carers
Mental Health Fact Sheet
Referral Routes to Specialist Agencies
Directory of National Mental Health Services Sample Health and Wellbeing Policy
Each session of the student programme, apart from the introduction, is structured as follows:
• Introduction and Aims.
• Active Listening Icebreaker.
• Scenario (also presented on audio CD).
• Questions for Discussion.
• Skills Practice.
• Evaluation.
Each of the sessions is designed to be delivered in a 45-60 minute period and detailed facilitator notes are provided to ensure ease and safety of delivery. The facilitator(s) can choose to adapt the resources to fit the individual or group needs and also allow additional time for more complex strategies or concepts to be discussed and practised.
Be the first to submit a review of this product. Add review
Please note that all comments are subject to review by our online editor before being posted. Comments may be used or republished in future marketing material.