Welcome!‎ > ‎Alex's Favorites‎ > ‎

Motivational Interviewing

Summary sheet from nova.edu
  • Affirmations. Don't be overly ingratiating.
    • "You showed a lot of strength/determination..."
  • Asking permission to give advice.
    • "Do you mind if we talk about..."
    • "Are you interested in learning more about..."
    • "What do you know about..."
  • Normalizing.  Show that difficulty changing is not uncommon
    • "A lot of people are concerned about..."
  • Open-ended questions
    • "What makes you think that..."
    • "What was that like..."
  • Reflective listening and summaries.  Paraphrase responses back to to student
    • "It sounds like..."
    • "What I hear you saying..."
    • "It seems like..."
    • "On the one hand..., but on the other hand..."
    • "[summarize]...it's easy to understand why you want to change"
  • Amplified Reflection.  Reflect back in an exaggerated form.
    • "so it seems that...[exaggerate the reflection]"
  • Double-sided reflection.  Use 'and'
    • "It seems that...and...you have to do this in order to pass the class."
  • Change talk.  Get student to state change reasons.  Really grab onto change talk and build it.
    • "What makes you think you need to change?"
    • "What will happen if you don't change?"
    • "How can I help you get past..."
    • "What is the BEST/WORST thing you can imagine if...?"
  • Pros and cons of change.  Helps move students towards readiness to change.
    • "What are some of the good things..."
    • "What could some of the bad things if..."
  • For people showing resistance.  Use paradoxical statements to get students to argue for change.
    • "It sounds like you have a lot going on...change isn't a priority for you right now."
  • Columbo approach.  Deal with discrepancies by stating differences between what students are saying and their behavior.  Foster curious inquiry without judgment.
    • "Help me understand...one the one hand you say...but on the other hand you do..."
  • Response to 'I don't know:'  "No really...I really want to know what you think.....no really...I really want to know what you think."
  • MI Sandwich.  Build rapport [OARS], then do task/class with MI sprinkled in, then close class with change talk and affirmations.