Exploring the Use of Motivational Interviewing with a Disengaged Primary-Aged Child

Autor/inn/en	Cryer, Sarah; Atkinson, Cathy
Titel	Exploring the Use of Motivational Interviewing with a Disengaged Primary-Aged Child
Quelle	In: Educational Psychology in Practice, 31 (2015) 1, S.56-72 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2014.988326
Schlagwörter	Elementary School Students; Motivation Techniques; Educational Psychology; Intervention; Teacher Attitudes; Elementary School Teachers; Case Studies; Therapy; Learning Motivation; Student Motivation; Observation; Learner Engagement; Outcomes of Treatment; Student Behavior; Qualitative Research; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Motivationsförderung; Erziehungspsychologie; Pädagogische Psychologie; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Therapie; Motivation for studies; Lernmotivation; Schulische Motivation; Beobachtung; Student behaviour; Schülerverhalten; Qualitative Forschung
Abstract	Research suggests motivational interviewing (MI) techniques are both widely-used by educational psychologists (EPs) and effective in supporting young people of secondary age. To date, there has been no published research investigating the use of MI with primary-aged children. This study details the use of a short MI-based intervention with a primary-aged pupil identified as disengaged. A case-based approach was employed, using pupil and teacher interviews and observational fieldnotes to assess the usefulness of the intervention. Data were analysed using thematic analysis and the intervention checked for adherence to the MI spirit and principles. Here the process, structure and outcomes of the intervention are exemplified through an illustrative case study with a nine-year-old boy. Results indicate that the adapted intervention had a significant impact on learning motivation and classroom behaviour. The implications of the findings are discussed in relation to the use of school-based therapeutic interventions by EPs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01