Engaging faculty influence in
student decision making: a
Motivational Interviewing training
model
PRESENTED AT:
2011 AMERICAN COLLEGE PERSONNEL
ASSOCIATION CONFERENCE
March 28 2011
Allie Pearlman Sax, LGSW
Cindy Parcover, LCPC
Loyola University Maryland
Who is in the room?
1. Residence Life
2. Student Activities
3. Leadership
4. Senior level administrator
5. Counselor
6. Other Student Affairs
administrator
7. Student Leader
8. Graduate Student
9. Other
Beyond the Comfort
Zone:
Engaging Students
Beyond the
Curriculum
Goals
Encourage reflection on effective engagement
with students.
Discuss the role of faculty in students’ lives
outside the classroom.
Identify effective strategies and practice skills to
engage students.
Increase participant confidence in addressing
student issues beyond the curriculum.
What does it mean
to “go beyond the
curriculum”?
Effective Engagement
Personal
attributes Skill
*empathy *active listening
*genuiness *goal-oriented
*unconditional communication
positive regard
Objective 1:
Conditions of Influence
Favorite Teacher
“At the heart of [facilitating conversation] is
a quiet, searching process of using listening
more than questions to evoke from
[individuals] how change might be
compatible with where they want their
lives to be going.”
“I can’t honestly say this is easy.”
Steven Rollnick, PhD
Counseling Theorist
Objective 2: Active Listening/
MI Techniques
Body language
Open-ended questions
Reflective statement
Being “present” with students
Guiding, not leading
“People are generally better persuaded by the reasons which they have themselves
discovered, than by those which have come into the mind of others.”
Blaise Pascal, Pensees, (1670)
Open-ended questions
How….
Why…
In what ways….
Describe…
Open Ended Questions
Dyad Exercise
Facilitate a discussion in which the “interviewer”
uses only open-ended questions.
“One way in which I positively influence students
is ...”
“One attribute that makes me effective in my
work is…”
“One thing that makes me a good leader is that I
am…”
Reflective Listening
A statement that mirrors back thoughts and/or feelings/emotions.
Includes paraphrasing, summarizing, clarifying and/or interpreting.
Communicates that you are listening and are interested in
understanding the speaker’s frame of reference.
Allows you to confirm that you understand what the speaker is saying.
It encourages the speaker to further explore.
Reflective Listening Tools
“It seems like…”
“I’m hearing you say…”
“It sounds like…”
“I get the impression that…”
No stem
o “It sounds like you’re really passionate about working with students.”
o “It seems like there is never enough of you to go around.”
o “You’re finding time management to a be struggle.”
o “You feel like there’s nothing to do socially other than drink.”
o “It sounds like helping others is really important to you.”
o “It seems like you really miss your family.”
o “It sounds like your struggling to choose a major.”
Reflective Listening
Dyad Exercise
Facilitate a discussion in which the
“interviewer” uses only reflective statements.
The person who has influenced me most
is_____because...
I find confronting students about their
behavior challenging because…..
I am concerned about balancing my roles and
responsibilities as a student/student leader
because…...
On a scale of 1 to 10, how content are you
currently with your work-life balance?
1. One
2. Two
3. Three
4. Four
5. Five
6. Six
7. Seven
8. Eight
9. Nine
10. Ten
Scales
STEP 1: Assess
On a scale of 1 to 10 (defining what 1 is and what 10 is) where is the person
regarding the issue.
STEP 2: Provide perspective and encouragement
“I noticed that you said that you are a __, and not a __, tell me more about
that.”
STEP 3: Invitation to solutions/ improvement
“What would a ____ (improvement) look like?”
“What would you need to do to get to a ___?”
Dyad Exercise
Facilitate a discussion using
all active listening skills.
Body language
Open-ended questions
Reflective listening
Scales
On a scale of 1 to 10, how content are you currently with your work-life
balance?
On a scale of 1 to 10 how anxious are you about balancing academics,
extra-curricular activities, personal life and your responsibilities as a
student leader (RA, Student orientation leader, etc.)?
Implementation
Developing and revising the training
Building relationships with Agents of Change
• 1,000 cups of coffee
Getting buy in: how can this help you in your work?
• Student Affairs in-services
• RAs, Orientation leaders, Outdoor Adventure, Comm. Service, Campus
Ministry, Sophomore Initiative leaders, Peer Educators
• Faculty advisor trainings
• Human Resources sponsored campus-wide training
• Teaching enhancement workshops
Turning Point Technologies
Evaluation
Intervals
Pre-test (prior to training – clickers)
Post-test (immediately following training – clickers)
Follow-up (approx. 6 weeks post-training – Survey Monkey)
Variables measured - Conversations with students
about personal challenges outside the classroom
Importance
Desire
Confidence
Successes
Pre- to post- increase in participant importance,
desire, and confidence ratings
Pre- to follow-up - increase in participant
importance, and confidence rating
Successes
Building relationships and collaborations
Agents of Change understanding their influence
Increased interest in trainings
Increased understanding that AOD use occurs within
the context of other behaviors
Challenges & Lessons Learned
Resistant participants.
Faculty needed more basic information.
Co-facilitation is very helpful.
Meetings with group “advisors” prior to training helped
to steer activities to be more meaningful to particular
group.
Initial participants had a hard time recalling the concepts
presented at follow-up
Implementation on your campus.
Questions
CINDY PARCOVER ALLIE PEARLMAN SAX
Cparcover@loyola.edu Aapearlmansax@loyola.edu
410-617-2928 410-617-2928
www.loyola.edu/adess
Addressing Student AOD Use