Abstract
The central question which this project sought to examine was the way in which motivational interviewing, a technique used in healthcare, could be adapted for use in higher education (HE). Motivational interviewing (MI) is used in a therapeutic setting for working collaboratively with clients in order to change behavior patterns. It is a way of working which is designed to facilitate change in a way that is non-judgemental. Rather than an adversarial or deficit model of the person, MI focuses on resolving ambivalence and promoting confidence regarding change (Jones & Arnold, 2009; Miller, 2000). Although in a therapeutic setting it is usually used one-to-one our aim was to take the key elements and adapt them for use in a higher education classroom (Wells, Jones, & Jones, 2014). In this chapter we follow the model for reflective practice outlined by Rolfe, Freshwater and Jasper (2001) which poses the questions: ‘What? So what? And now what?’
| Original language | English |
|---|---|
| Title of host publication | Celebrating the Scholarship of Academic Development |
| Editors | Frances Deepwell, Charles Buckley |
| Place of Publication | London |
| Publisher | SEDA |
| Pages | 23-26 |
| Number of pages | 4 |
| ISBN (Print) | 9781902435572 |
| Publication status | Published - Dec 2013 |
Publication series
| Name | SEDA Specials |
|---|---|
| Volume | 35 |
Keywords
- motivational interviewing
- higher education
- therapeutic settings
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Cite this
Jones, A., & Wells, H. (2013). Motivational Interviewing in higher education classrooms: an interdisciplinary adventure. In F. Deepwell, & C. Buckley (Eds.), Celebrating the Scholarship of Academic Development (pp. 23-26). (SEDA Specials; Vol. 35). SEDA.