Motivational Interviewing as a Framework to Guide School-Based Coaching

Autor/inn/en	Lee, Jon; Frey, Andy J.; Herman, Keith; Reinke, Wendy
Titel	Motivational Interviewing as a Framework to Guide School-Based Coaching
Quelle	In: Advances in School Mental Health Promotion, 7 (2014) 4, S.225-239 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2014.949515
Schlagwörter	Motivation Techniques; Counseling Techniques; Coaching (Performance); Behavior Change; Behavior Theories; Intervention; Fidelity; Program Implementation; Faculty Development + Suchen Sie Ihr Suchwort? Motivationsförderung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode
Abstract	In school-based settings, coaching is described as a professional development practice in which a person with specialized knowledge works with a teacher to change current practices to better student outcomes. Coaching has emerged as a strategy to support the successful deployment of evidence-based interventions. Still, little is known about the coaching process itself, and the literature does not yet clearly define the activities and skills that comprise the coaching process. In this article, we explore theoretical support for motivational interviewing (MI) [Miller, W. R., & Rollnick, S. (2012). "Motivational interviewing: Helping people change." New York, NY: Guilford Press] as a behavior change theory to guide coaching practice and research. In addition, we propose activities to conceptualize the coaching process, identify skills that are likely to contribute to successful coaching, highlight specific interventions or models that have used an MI approach to increase implementation fidelity within the context of a coaching relationship, and discuss implications for future research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06