Boston’s Comprehensive Behavioral Health Model: Research and Evaluation (original) (raw)
Related papers
While many students in need of school-based psychological services have skill deficits that interfere with their academic and social functioning, others are unsuccessful because they lack motivation. Lack of motivation can also be a barrier to achieving positive outcomes for the child through teacher and parent consultation. Throughout one's lifetime, motivation is a key ingredient for successful functioning and goal attainment. As Ryan and Deci (2000) have written, " Motivation is highly valued because of its consequences: Motivation produces. It is therefore of preeminent concern to those in roles such as manager, teacher, religious leader, coach, health care provider, and parent that involve mobilizing others to act " (p. 68). This article will describe the use of motivational interviewing strategies and programs in schools. This article describes the application of motivational interviewing-based strategies in educational settings. Motivational interviewing (MI) is a clinical technique developed decades ago by William Miller and Stephen Rollnick (Miller & Rollnick, 1991, 2002, 2012) to directly and more effectively address the commonly held ambivalence on the part of the individual about personal behavior change. MI represents an integration of research on motivation, brief interventions, and client centered counseling strategies. The foundation of MI is referred to as the MI Spirit. Spirit is the interpersonal approach required of a counselor or consultant in working with any client. MI includes an attitude of respect, partnership, autonomy, and compassion. Miller and Rollnick are clear that the specific strategies of MI only work in the context of this set of attitudes and beliefs. The strategies of MI are guided by the goal of eliciting what is referred to by the authors as " change talk. " Change talk refers to client or consultee responses in favor of change, including reasons that change might be good, disadvantages of not changing, optimism about being able to change, desire for change, and commitment to change. MI is based on the premise that behavior change is much more likely to occur when a consultant acknowledges a client's inherent autonomy to decide what to change and how to change it. The goal of MI, then, is to evoke change talk to help people become more ready, willing, and able to change. When people are motivated, as evidenced by clear and strong change talk, they are much more likely to be receptive to developing a plan to create change, and they are much more willing to be responsive
Investigating the effectiveness of a motivational interviewing group on academic achievement
Iranian Journal of Educational Research, 2022
The aim of this study was to determine the effectiveness of group motivational interview method on increasing the academic achievement of female students in the second year of high school in Isfahan (Iran). Sampling was available by method. The academic achievement status of 60 students was assessed based on their GPAs and then 32 students with poor (GPA 16-14) and very poor (GPA 10-10) students were selected and assigned to experimental group (16 people) and control group (16 people) randomly. In this study, the experimental group was exposed to motivational counseling but the control group did not receive any intervention. Analysis of covariance was used to analyze the data. Results indicated that motivational interviewing increased academic achievement in post-test (P <0.05). According to the results, school counselors are recommended for improving the academic achievement in high school students through motivational interview.
Motivational Interviewing, the Transtheoretical Model of Change, and Academic Development
2017
Motivational interviewing (Miller & Rollnick, 2012) and the transtheoretical model of change (Prochaska, Norcross, & DiClimente, 2007) offer potential considerable benefits to professional school counselors’ efforts to promote academic development. We describe how these models can be used by professional school counselors in the provision of what are referred to as responsive services in the ASCA National Model (ASCA, 2012), which includes individual counseling, individual student planning, and the indirect services of collaboration and consultation with parents and teachers as they strive to support student academic achievement. We offer two case studies to illustrate the adaptation and employment of the approaches discussed in the paper.