If I can provide a certain type of relationship, the other person will discover within himself the capacity to use that relationship for growth, and change and personal development will occur.

Carl Rogers

How can motivational interviewing help struggling students? Life is hard. Self-worth, demands, expectations, and relationships are not easy. Our students struggle with everyday pressures. Passing classes and earning credits enables students to move closer to graduation. Low motivation hurts the ability to accomplish this. Failing to graduate from high school equates to lower income, incarceration, and becoming a single parent (Glass & Rose 2008). 

Motivational Interviewing is a counseling technique developed initially to treat addiction (Miller & Rollnick, 2002). There have been discussions about using this intervention in schools (Kittles & Athenson 2009). How can school counselors utilize motivational interviewing with their at-risk students?

Using a strength-based approach, MI can allow self-efficacy skills to develop (Rollnick, Kaplan, & Rutchman, 2016). A goal would be to counter failure and enable students to create positive self-talk. There is power in asking the questions that bring about change. 

• What do you think could help?
• Where do you think we should go from here?
• How would you like to see things turn out?
• In what ways does this bother you?
• What can you gain by making a change?

“People are usually better persuaded by the reasons which they have themselves discovered than by those which have come into the minds of others.”

-Blaise Pascal
17th century philosopher & academic

We need more change talk in schools. Change talk is guiding our students to make statements that are in favor of a change. It signals they are more willing, able, or ready to make the change. 

• Passing my class would make me feel so much better about myself.
• Getting to school regularly would really help my situation with my parents always being on my back. 

Getting to the heart of change means examining how ready our students are to make the change. By asking them, “on a scale of 1-10 where 1 is not at all ready and 10 is completely ready, how ready are you to make the change to what you just shared with me,” we can discern what kind of support they will need. Gently explore why the student rated their motivation at a 5 by saying, “what could move your answer to an 8”?

As school counselors, we must listen to our students and empower them to decide their next steps. Understand where they are coming from and where they want to go. Remember the last time you had a conversation with a friend who truly listened without judgment? We owe our struggling students this kind of time. Believe in the ability to give your time and make a difference. Students have the ideas; we need to listen more.

Citations

Glass, R., & Rose, M. (2008). Tune out, turn off, dropout. American Teacher, 93(3) 8-21.

Kittles, M., Atkinson, C. (2009). The usefulness of motivational interviewing as a consultation                     and  assessment tool for working with young people. Pastoral Care in Education, 27 (3). 241-254.

Miller , R.W. & Rollnick, S. (2002). Motivational interviewing: preparing young people for     change. New York: Guildford Press.Rollnick, S., Kaplan, S.G., & Rutschman, R. (2016) Motivational interviewing in schools: conversations to improve behavior and learning. New York: Guilford Press.