UAAC 2019 Motivational Interviewing and Academic Advising Building

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 1. Introduce Motivational Interviewing 2. Explore the connections between Motivational Interviewing and student development 3. Apply Motivational Interviewing to advising interactions

Motivational Interviewing Bill Miller Stephen Rollnick 3

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

Ambivalence • Contradictory feelings What changes might a student want to • "Wanting and not wanting" make, but feel • “Change may be effortful and enervating” ambivalent about? • Challenges beliefs, demands reconfiguration • May be hard for outsider to comprehend 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 In Moving Through Moving Out Evans, 2010; Iarussi 2013

Advisor As × Expert Partner

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

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

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

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

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

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

Advising as Teaching • Personalized learning experience • Teaching expressing ideas clearly Appreciative Advising • Disarm • Discover • Design Advising as Coaching • 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, 3 rd 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 (2 nd 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-Advising. Today/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=0 ah. UKEwik 7 KPr_XLAh. VNw. WMKHUSCTQFgh. IMAY&url=http%3 A%2%2 Fwww. nova. edu%2 Fgsc%2 Fforms %2 Fmi_rationale_techniques. pdf&usg=AFQj. CNGWq. Vs. Sg. JBXU 68 jdne. Bq. GPRSLm. V 1 A&sig 2=py. FYHZGIwihpxlv. B 46 KG 3 w&bvm=bv. 118443451, d. c. Gc https: //www. naspa. org/images/uploads/main/Gold 1131. pdf