Comparative Analysis

JAIME KIRCHNER, KENDRA OSTROVSKY, NITA BEYLA, TAYLOR HENRY

History of Motivational Interviewing
How did this approach develop?
This approach began as a tool for individuals suffering
substance abuse disorders.

Aides in practitioners identifying where the abuse stands and

how to support the individual with understanding it.

Begins with assessment and follows through with treatment.

The initial approach has transformed into many forms of

refinement, now being offered as an approach for a wide range
of purposes.

Miller, W. R., & Rollnick, S. (1991). Motivational interviewing: preparing people to change addictive behavior.
Guilford Press.
History of Motivational Interviewing
Who were the prominent figures in its development?
Client-Centered
Therapy:
FOUNDER a humanistic
approach pioneered
CO-FOUNDER
William Miller,
Clinical Psychologist.

by Psychologist
Carl Rogers.

Stephen Rollnick,
Clinical Psychologist.

Developed the counseling Social Psychology, Refined the approach into the
Motivational Interviewing (MI)
approach in 1983 as a form of Self-Perception
therapeutic treatment for method.
Theory of
patients enduring substance psychologist
abuse.
Daryl Bem.

Rollnick, S., & Miller, W. R. (1995). What is

motivational interviewing? Behavioural and Cognitive
Psychotherapy, 23(4), 325–334.
https://doi.org/10.1017/S135246580001643X
 Theory of Change
Stages of Change Model Rogerian Person-Centered Approach
Individuals pass through stages in the
Eliciting the client’s own desire for change
course of solving a problem

Conceptualizing the level of client motivation and Developed as a way to help people work through
implementing stage-appropriate motivational ambivalence and commit to change
interventions

From the MI perspective, change is a process Systematic and collaborative method; helping people
to explore their own values and motivations, and how
that occurs as clients resolve ambivalence while
these may be served by status quo or behavior change
moving through the stages of change

(Lewis and Osborn, 2004;

It emphasizes and honors client autonomy, to
Hettema et al., 2005)
choose whether, when and how to change
Theory of Change
“Many clients become aware of the need for change; however
they may also have limited confidence and hope that they can
make a successful alteration in behavior”
(Lewis and Osborne, 2004)

How do People Change?

Counselors who practice MI will elicit increased levels of change
talk and decreased levels of resistance from clients, relative to
more overtly directive or confrontational counseling styles.

The extent to which clients verbalize arguments against change

(resistance) during MI will be inversely related to the degree of
subsequent behavior change.

The extent to which clients verbalize change talk (arguments for change)
during MI will be directly related to the degree of subsequent behavior
change.(Hettema et al., 2005)
 The Role of the Therapist
The 4 overarching principles
of Motivational Interviewing
Partnership:
exemplify the role that the An attitude of collaboration rather
Therapist should be playing than an authoritarian style.
when working with a client, The
therapist should practice
P.A.C.E. A cceptence:
Respect for the autonomy of the patient/client
promotion of the patient’s welfare and the
prioritization of his/her needs.

C ompassion
Keeping the patient’s best
interest and the prioritization of The role of the consultant is to ask
his/her needs in mind. questions that make it more likely that
the teacher or parent will talk about
E vocation change (change talk) rather than
spending much time telling them what to
The evocation of the patient’s own do (Herman, et al, 2014, pp. 6)
motivation.

(Miller & Rolnick, 2013)

 Strategies for Helping Clients
What techniques or strategies are used?
.
F A E
Providing Demonstrating
Offering Advice
Direct Feedback Empathy

R
Emphasizing the
M
Providing a S
Client's Menu of
Reinforcing the
Responsibility alternative
client’s hope,
for change treatment
optimism, and
options
self-efficacy

6 critical elements necessary for a successful interventions (F.R.A.M.E.S.)

(Herman, et al, 2014, pp. 6)

 Research on Efficacy
MI has a larger empirical research base than SFBT

MI has incorporated more methodologically sound investigations

Uses randomized, controlled trials

MI has been applied and found effective in:

HIV-risk behavior
sexual offenses
Diabetes
pain management
cardiovascular rehabilitation

(Lewis & Osborn, 2004)

Research on Efficacy
MI has a cohesive theoretical base rather than being a
collection of techniques (Lundahl & Burke, 2009)

MI requires less time than other treatments (Lundahl &

Burke, 2009)

MI averaged 100 minutes of face-to-face time compared

with other treatment (Lundahl & Burke, 2009)

Neither gender or age appeared to make a difference in

MI’s effectiveness in meta-analyses (Lundahl et al.,
2009)

MI may be particularly effective for clients in

certain ethnic minority groups (Hettema et al., 2005)
 Evaluation
Strengths Limitations
SFC and MI effectively combined can MI fidelity varies between sessions and
encourage change through: coaches (Small et al., 2020)

a collaborative and respectful counseling Little attention has been given to the
relationship possible ethical implications of school
honoring client stories psychologists’ use of school-based MI with
recognizing client strengths, intentions, various stakeholders in school settings
and preferences (Lewis & Osborn, 2004) (Strait et al., 2019)

MI Motivates students to utilize academic

Time pressure and administrative
behaviors (Strait et al., 2012; Terry,
expectations- challenge in scheduling and
Strait, Smith, & McQuillin., 2013)
administrators expect fast results (Pennell
et al., 2018)
Motivates parents and teachers to utilize
positive behavioral support strategies (Frey
et al., 2011; Reinke, Herman, & Sprick,
2011)
Role Play
 -Developed by Insoo Kim -Developed by William
Berg & Steve de Shazer for Miller & Stephen Rollnick to
clients dissatisfied with -Highlights help clients with changing
current therapy models client's strengths behaviors related to problem

drinking and often used
-Views the client as -Goal is to support for substance use disorders
the expert on their lives positive changes

-Facilitates change through
-Emphasis on solutions, -Focuses on the collaboration
not problems with a focus present and future
on exceptions
-Seeks to support actions
-Use of scaling toward change
-Highlights the idea that questions to clarify
the problem isn't always and set client goals -Helps address ambivalence
directly related to the
and lack of motivation
solution -Solution-focused
approaches can be -Works with resistance
-Use of the miracle question used in Motivational instead of opposing it
Interviewing

S.F.B.T.

M.I.
 References

Bennett, G. (1992). Miller, W. R. and Rollnick, S. (1991) motivational interviewing: Preparing people to change addictive behavior. New York: Guilford press, 1991. ISBN 0–89862–566–1. Journal of
Community & Applied Social Psychology, 2(4), 299-300. https://doi.org/10.1002/casp.2450020410

Frey, A. J., Cloud, R. N., Lee, J., Small, J. W., Seeley, J. R., Feil, E. G., Walker, H. M., & Golly, A. (2011). The promise of motivational interviewing in school mental health. School Mental Health, 3(1), 1-12.
https://doi.org/10.1007/s12310-010-9048-z

Herman, K. C., Reinke, W. M., Frey, A., & Shepard, S. (2013). Motivational interviewing in schools: Strategies for engaging parents, teachers, and students. Springer Publishing Company.

Hettema, J., Wagner, C. C., Ingersoll, K. S., & Russo, J. M. (2014). Brief interventions and motivational interviewing. Oxford Handbooks Online. https://doi.org/10.1093/oxfordhb/9780199381708.013.007

Lewis, T. F., & Osborn, C. J. (2004). Solution-focused counseling and motivational interviewing: A consideration of confluence. Journal of Counseling & Development, 82(1), 38-48.
https://doi.org/10.1002/j.1556-6678.2004.tb00284.x

Lundahl, B., & Burke, B. L. (2009). The effectiveness and applicability of motivational interviewing: A practice-friendly review of four meta-analyses. Journal of Clinical Psychology, 65(11), 1232-1245.
https://doi.org/10.1002/jclp.20638

Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. Guilford Press.

Pennell, D., Campbell, M., Tangen, D., Runions, K., Brooks, J., & Cross, D. (2018). Facilitators and barriers to the implementation of motivational interviewing for bullying perpetration in school settings.
Scandinavian Journal of Psychology, 61(1), 143-150. https://doi.org/10.1111/sjop.12502

Reinke, W. M., Herman, K. C., & Sprick, R. S. (2011). Motivational interviewing for effective classroom management: The classroom check-up. Guilford Press.

Rollnick, S., & Miller, W. R. (1995). What is motivational interviewing? Behavioural and Cognitive Psychotherapy, 23(4), 325-334. https://doi.org/10.1017/s135246580001643x

Small, J. W., Frey, A., Lee, J., Seeley, J. R., Scott, T. M., & Sibley, M. H. (2020). Motivational interviewing with school-based problem-solving teams. Motivational Interviewing in School.
https://doi.org/10.1891/9780826148780.0008

Strait, G. G., Smith, B. H., McQuillin, S., Terry, J., Swan, S., & Malone, P. S. (2012). A randomized trial of motivational interviewing to improve middle school students’ academic performance. Journal of
Community Psychology, 40(8), 1032-1039. https://doi.org/10.1002/jcop.21511

Terry, J., Smith, B., Strait, G., & McQuillin, S. (2013). Motivational interviewing to improve middle school students’ academic performance: A replication study. Journal of Community Psychology, 41(7), 902-
909. https://doi.org/10.1002/jcop.21574