An Evaluation of Training for Lay Providers in the Use of Motivational Interviewing to Promote Academic Achievement among Urban Youth

Autor/inn/en	Simon, Patricia; Ward, Nadia L.
Titel	An Evaluation of Training for Lay Providers in the Use of Motivational Interviewing to Promote Academic Achievement among Urban Youth
Quelle	In: Advances in School Mental Health Promotion, 7 (2014) 4, S.255-270 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2014.949062
Schlagwörter	Motivation Techniques; Academic Achievement; Workshops; Lay People; Pretests Posttests; Low Income; Minority Groups; Simulation; Urban Areas; Training; Supervision; Knowledge Level; Educational Environment; High School Students; Program Implementation; Questionnaires; Attitude Measures; Scores; Statistical Analysis + Suchen Sie Ihr Suchwort? Motivationsförderung; Schulleistung; Lernwerkstatt; Schulung; Laie; Niedriglohn; Ethnische Minderheit; Simulation program; Simulationsprogramm; Urban area; Stadtregion; Ausbildung; Wissensbasis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Statistische Analyse
Abstract	This study examined training outcomes for lay service providers who participated in a motivational interviewing (MI) training program designed to help increase intrinsic motivation and academic achievement among urban, low-income minority youth. Seventeen lay academic advisors received 16 hours of workshop training in MI. Additionally, two 2-hour booster sessions and five 2-hour weekly group supervision sessions were conducted with lay advisors over a period of 7 months; 100% of lay advisors (n = 17) participated in the workshop training and booster sessions, and 71% of lay advisors (n = 12) completed all group supervision sessions and submitted tapes for review. MI training was associated with increased knowledge of MI principles among lay advisors, increased proficiency in responding to simulated clients in an MI consistent style, increased use of MI-adherent behaviors in sessions with real clients, and maintenance of high motivation to use MI from pretest to post-test. Although lay advisors increased their knowledge of MI, further training is required for advisors to increase competence in delivering MI. Overall, implications for using MI in the context of school-based settings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06