Motivational Interviewing for School Counselors

Tue, 14 Aug 2018 03:05:18 GMT

Motivational Interviewing for School Counselors

Book Being Reviewed:
North, R. A. (2017). Motivational interviewing for school counselors. (n.p.): Author.

Reviewers:
Derron Hilts & Walter Benedict

Curricular Areas:
Career Development, College Counseling/Student Affairs, Helping Relationships/Counseling Theory, Human Development

Subject Headings:
Elementary School, High School, Relationships

Review:
Motivational Interviewing for School Counselors is a practical and foundational guidebook suited for graduate students and novice and seasoned school counselors that seek to explore and utilize motivational interviewing (MI) techniques and practices with elementary, middle, and high school students. Reagan North, the author, indicated that this is not a textbook. This book is a practical first of its kind book that seeks to teach school counselors how to use MI. North is a practicing school counselor who provided readers with a short, succinct, and relevant overview, illustrating the practicality and efficacy of using MI given the large case-loads, time constraints, and other barriers that are typically experienced by school counselors. The author also emphasized that adolescents frequently experience a well-meaning external force from parents, school personnel, and coaches that seek to encourage and motivate them to change; however, these efforts are often ineffective and ill-received, and neglect to explore students’ internal processing which is necessary to lead to long-lasting change. Therefore, the author implored school counselors to draw out students’ internal motivations by positioning conversations so that students have an opportunity to talk about and pursue change based on their cultural values, interests, and beliefs. Throughout the book, the author outlined specific strategies and techniques with personal examples that correspond with the skill of empathy and eliciting change talk, the two foundational principles of MI. After each example, the author discussed the implications of his response as well as alternative non-verbal and verbal responses and probable outcomes.

North proposed that a key factor that should guide school counselors’ MI approach is maintaining the attitude that people [students] listen to themselves and are more likely to act on a positive change they are considering, especially given the developmental level of adolescents who desire autonomy, initiative, and a sense of industry. The author proposed that school counselors practice and reflect on these skills and techniques, and actively seek opportunities beyond reading books and peer-reviewed journal articles about MI such as attending and participating in workshops and receiving individualized coaching from an MI trainer. During this process, the author implored school counselors to practice what they preach by reflecting on why they want to learn MI, just as they arrange conversations with students to explore why they are experiencing or maintaining particular emotions, goals, and values. North concluded with the assertion that people [students] “are the artists accessing the beauty within themselves and molding their lives into the expression they want it to be. School counselors are their assistants, helping them throw open the doors to their hearts” (p. 140).