Motivational interviewing as a framework to guide school-based coaching

Lee, Jon; Frey, Andy J.; Herman, Keith C.; Reinke, Wendy M.

doi:10.1080/1754730x.2014.949515

Cited by 16 publications

(15 citation statements)

References 36 publications

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“…It could also be the case that the types of active support that are most beneficial involve a more subtle and less explicitly directive approach than is captured by the items on this scale. Motivational interviewing, for example, an approach that eschews direct confrontation in favor of reflective listening and highlighting discrepancy between the recipient's goals and values and their current behavior as a motivator for change, has been utilized with success in the school setting with teachers to enhance their implementation of supportive interventions for students 57 …”

Section: Discussionmentioning

confidence: 99%

Influence of program staff on quality of relationships in a community‐based youth mentoring program

Keller

DuBois

2019

Annals of the New York Academy of Sciences

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In many mentoring programs, mentor–youth pairs have the latitude to engage in a wide range of activities together across varying community settings. Within this context, program staff are tasked with supporting development of high‐quality relationships between mentors and youth. To date, however, this role of program staff has been largely overlooked in research. The current study investigates potential contributions of program staff to mentoring relationships in the Big Brothers Big Sisters community‐based mentoring program over their first 15 months of relationship development with a sample of 450 mentor–youth pairs that were supported by 76 program staff across 10 agencies. Two‐level analyses (mentoring relationships nested within program staff) examined characteristics and approaches of program staff as prospective predictors of several facets of mentoring relationship quality as reported by youth: closeness, help with coping, youth‐centeredness, growth orientation, and attachment. Staff‐reported work engagement and emphasis on adherence to program guidelines as well as supervisor‐rated staff competence predicted more favorable mentoring relationship quality. By contrast, a nondirective approach to supporting mentors, as reported by staff, predicted lower relationship quality. These findings suggest that further investigation of program staff influences on mentoring relationship development could be fruitful and ultimately provide a basis for enhancing program effectiveness.

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Section: Discussionmentioning

confidence: 99%

Influence of program staff on quality of relationships in a community‐based youth mentoring program

Keller

DuBois

2019

Annals of the New York Academy of Sciences

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“…The coaching is based on three well-established approaches in psychological science: (a) The positive psychology approach that encourages students to use personal strengths and virtues in life as well as build positive emotions, engagement, and meaning (Marrero, Carballeira, Martín, Mejías, & Hernández, 2016;Seligman, 2007;Seligman, Steen, Park, & Peterson, 2005), (b) the mindfulnessbased approach that adopts meditation activities from mindfulness-based stress reduction (MBSR, Kabat-Zinn, 1990) and mindfulness-based cognitive therapy (MBCT, Segal, Williams, & Teasdale, 2002) to enhance students' self-awareness, emotion regulation ability, and cognitive function (Worthen & Luiselli, 2017), and (c) the narrative approach that uses the power of storytelling for students to create their personal narrative or dominant stories, and further understand and give meaning to their lives and to In addition, MI (Miller & Rollnick, 2002), a directive, client-centered counseling style for eliciting behavior change, has been used as a one-on-one coaching approach to address specific student learning issues and develop their confidence and motivation to make changes. MI has been gradually found to be effective in education settings (Lee, Frey, Herman, & Reinke, 2014;Reich, Sharp, & Berman, 2015;Snape & Atkinson, 2015) in terms of helping students improve confidence in learning, academic performance, school-based motivation, self-efficacy, and stress reduction (Snape & Atkinson, 2016). It has also been proposed to increase implementation fidelity in the context of a coaching relationship (Lee et al, 2014).…”

Section: Developing Positive Learning Dispositionsmentioning

confidence: 99%

“…In addition, MI (Miller & Rollnick, 2002), a directive, client‐centered counseling style for eliciting behavior change, has been used as a one‐on‐one coaching approach to address specific student learning issues and develop their confidence and motivation to make changes. MI has been gradually found to be effective in education settings (Lee, Frey, Herman, & Reinke, 2014; Reich, Sharp, & Berman, 2015; Snape & Atkinson, 2015) in terms of helping students improve confidence in learning, academic performance, school‐based motivation, self‐efficacy, and stress reduction (Snape & Atkinson, 2016). It has also been proposed to increase implementation fidelity in the context of a coaching relationship (Lee et al, 2014).…”

Section: Developing Positive Learning Dispositionsmentioning

confidence: 99%

“…MI has been gradually found to be effective in education settings (Lee, Frey, Herman, & Reinke, 2014; Reich, Sharp, & Berman, 2015; Snape & Atkinson, 2015) in terms of helping students improve confidence in learning, academic performance, school‐based motivation, self‐efficacy, and stress reduction (Snape & Atkinson, 2016). It has also been proposed to increase implementation fidelity in the context of a coaching relationship (Lee et al, 2014).…”

Section: Developing Positive Learning Dispositionsmentioning

confidence: 99%

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Coaching college students in the development of positive learning dispositions: A randomized control trial embedded mixed‐methods study

Wang

2020

Psychology in the Schools

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Enhancing college students' learning habits, attitudes, and capacities have been an important research topic in educational psychology. In this study, we designed, implemented, and evaluated a coaching program that integrated mindful agency coaching and motivational interviewing for the development of positive learning dispositions in college students. A randomized control trial embedded mixed-methods design was employed. The quantitative phase with two experimental groups showed that the intervention group (n = 24) showed significant improvement in mindful agency, self-efficacy, learning motivation, and emotional intelligence after the coaching, compared with the control group (n = 30). The qualitative phase with students in the intervention group (n = 15) revealed five themes: Task orientation, motivational management, openness and acceptance, self-awareness and self-regulation, and supporting factors for coaching. Integrated findings demonstrated whether and how coaching could be a promising approach to enhancing college students' various positive dispositions that are essential for them to be mindful, resilient, and self-directed learners.

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“…There is also growing evidence of its efficacy with adolescents as well as adults (Erickson, Gerstle, & Feldstein, ; Naar‐King & Suarez, ). Additionally, there has been increasing interest in the use of MI within schools (Blom‐Hoffman & Rose, ; Frey et al., ; Lee, Frey, Herman, & Reinke, ; Strait, McQuillin, Smith, & Englund, ; Strait, McQuillin, Terry, & Smith, ). There are two published books focused on MI in schools (Herman, Reinke, Frey, & Shepard, ; McNamara, ), and research studies providing evidence to support the use of MI within schools for a range of behaviors from health and mental health problems, including substance abuse, academic performance, and career development for youths with disabilities (Atkinson & Woods, ; Reich, Sharp, & Berman, ; Sheftel, Lindstrom, & McWhirter, ; Strait et al., ; Terry, Strait, McQuillin, & Smith, ).…”

Section: What Is Motivational Interviewing?mentioning

confidence: 99%

Motivational interviewing as a positive response to high‐school bullying

Cross

Runions

Resnicow

et al. 2018

Psychology in the Schools

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Intervention approaches to bullying are largely preventive in nature, and even these have been shown to be ineffective, if not iatrogenic, with adolescents. Responses to bullying are limited to traditional punitive approaches or "no-blame" approaches aiming to restore the relationship between the targeted students. Neither of these approaches may effectively engage the perpetrator of bullying at a motivational level, and we propose motivational interviewing (MI) as a means of promoting meaningful behavioral change among youths who bully. We provide a narrative review of MI and map its core features onto the extant literature on self-reported motivations for bullying, highlighting the ways that MI fits with bullying and could serve as a potent solution that could be deployed by school psychologists and other student support staff members. Qualitative preliminary feedback and initial competency in MI from trained practitioners are presented as preliminary data from a cluster-randomized control trial, documenting school staff perspectives on the integration of MI into their approach to bullying with recommendations for integrating MI into school settings.Peer bullying among young people is a stubborn social problem. Despite media and public attention to the issue, as well as substantial research, bullying remains a concern for both students and schools. The most effective approach currently being used to address school-based bullying involves whole-school interventions that include school, classroom, home, and student-level strategies (Smith, Schneider, Smith, & Ananiadou, 2004;Ttofi & Farrington, 2011). Although these programs have had some success at reducing reported levels of bullying, the effect sizes are, at best, relatively small (Ttofi & Farrington, 2011). Indeed, a meta-analysis suggested that preventive "antibullying" interventions may be counterproductive among adolescent school populations, leading to increases in bullying (Yeager et al., 2015). Perhaps the chief challenge has been in addressing bullying behavior at the source: the children and young people who engage in repeated or severe bullying. This article provides a review of the challenges in reactive approaches to bullying and their shortcomings in addressing adolescent bullying behavior and suggests an innovative application of an established intervention approach-motivational interviewing (MI)-to support young people in discontinuing their bullying behavior. 464Current interventions have failed to address the chief challenge in working with young people involved in serious bullying: they may be entirely unmotivated to stop bullying. This paper argues that in failing to account for the social goals and motivations underlying bullying incidents, schools do not provide a nuanced intervention strategy. Further, the use of MI is advocated as a first step in any reactive approach to help youths find nonaggressive ways to achieve their social goals. The paper provides a brief overview of the nature of problems for which MI has proven effective, and b...

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Motivational interviewing as a framework to guide school-based coaching

Cited by 16 publications

References 36 publications

Influence of program staff on quality of relationships in a community‐based youth mentoring program

Influence of program staff on quality of relationships in a community‐based youth mentoring program

Coaching college students in the development of positive learning dispositions: A randomized control trial embedded mixed‐methods study

Motivational interviewing as a positive response to high‐school bullying

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