Abstract
In recent years, the science of developing and implementing interventions addressing school-related risk factors has produced
many advances. This article addresses the promise of a cross-disciplinary practice approach known as motivational interviewing
in school settings. Specifically, the supporting evidence as well as the process and principles of motivational interviewing
are described for those unfamiliar with motivational interviewing nomenclature. A description of recent school-based innovations
using the principles of motivational interviewing is then provided. Next, some potential applications for applying the motivational
interviewing approach in educational settings to enhance the adoption, development, and implementation of effective school-based
interventions designed to promote academic achievement and prevent or ameliorate challenging behavior are proposed. The article
concludes with a discussion of future directions of motivational interviewing approaches within the context of school mental
health.
many advances. This article addresses the promise of a cross-disciplinary practice approach known as motivational interviewing
in school settings. Specifically, the supporting evidence as well as the process and principles of motivational interviewing
are described for those unfamiliar with motivational interviewing nomenclature. A description of recent school-based innovations
using the principles of motivational interviewing is then provided. Next, some potential applications for applying the motivational
interviewing approach in educational settings to enhance the adoption, development, and implementation of effective school-based
interventions designed to promote academic achievement and prevent or ameliorate challenging behavior are proposed. The article
concludes with a discussion of future directions of motivational interviewing approaches within the context of school mental
health.
- Content Type Journal Article
- Pages 1-12
- DOI 10.1007/s12310-010-9048-z
- Authors
- Andy J. Frey, University of Louisville, Louisville, KY USA
- Richard N. Cloud, University of Louisville, Louisville, KY USA
- Jon Lee, University of Louisville, Louisville, KY USA
- Jason W. Small, Oregon Research Institute, Eugene, OR USA
- John R. Seeley, Oregon Research Institute, Eugene, OR USA
- Edward G. Feil, Oregon Research Institute, Eugene, OR USA
- Hill M. Walker, University of Oregon, Eugene, OR USA
- Annemieke Golly, University of Oregon, Eugene, OR USA
- Journal School Mental Health
- Online ISSN 1866-2633
- Print ISSN 1866-2625