Enhancing Intrinsic Motivation to Achieve

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Enhancing Intrinsic Motivation to Achieve

• Kathy Biles, Ph.D., NCC
• Oregon State University Cascades
• EIMA Trainer Consultant
• kathy.biles_at_osucascades.edu
• Gene Eakin, Ph.D.
• West Salem High School
• Adjunct Lewis Clark College
• EIMA Trainer Consultant
• eaking_at_proaxis.com

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Educators and Academic Achievement

• I know that 20-25 of the 9th graders at my
  school failed two or more classes at each grading
  period in spite of
• a community/school norm for achievement
• a strong educational program
• many special support programs in place
• These students are at risk of -
• 1. not graduating
• 2. facing the concomitant educational, economic,
  personal-social-familial consequences.

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School Counselors and Academic Achievement

• With the enactment of federal school reform
  legislation (for example, Goals 2000, No Child
  Left Behind), professional school counselors are
  being called upon to support the academic mission
  of schools and are held accountable for student
  achievement more than ever before.
• (Erford, Moore-Thomas Mazzuca, 2004)

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Educatorsand Academic Achievement

• Ask school counselors to identify the most
  frustrating students to work with and
  underachievers will be near the top of the list.
  
• Motivating students to achieve is no easy task,
  and traditional counseling approaches are often
  ineffective in producing long-term behavior
  change. (Bleuer, 1995)

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Motivation to Learn

• Motivation
• an internal state or condition that serves to
• activate or energize learning
• give the learning direction
• cause the learning to persist
• http//chiron.valdosta.edu/whuitt/col/motivation
  /motivate.html

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Motivation to Learn

• Synonyms Inspire, Encourage, Hearten, Uplift,
  Strengthen, Fortify
• To give somebody a reason or incentive to learn
• To help someone feel enthusiastic, interested,
  and committed to learning
• To give somebody hope, confidence, or courage to
  learn
• To help somebody attain a higher level of
  learning
• To increase the strength or force of learning
• To make more powerful or persuasive the desire to
  learn

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Motivation Emotional Intelligence

Daniel Goleman

• Personal Competencies
• 1. SELF-AWARENESS
• 2. MANAGING EMOTIONS
• 3. MOTIVATION
• 4. EMPATHY
• 5. SOCIAL SKILLS

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Motivation and AchievementThe Primacy of
Motivation

• M BN LS CS/K
  Achievement
• (Motivation) (Basic Needs)(Learning Skills)
  (Content Skills/Knowledge) Graduation,
  Grades,
• Test Scores
• 
  P/S, A, C/E Dreams
• Students must first be motivated or they will not
  engage and acquire the LS nor the CS/K requisite
  to achievement.
• Students may have their basic needs met acquire
  the Learning and Content skills but without
  motivation, they will not achieve.
• Students with high motivation can still achieve
  even when basic needs are not adequately met
  and/or skill levels are lower.

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Enhancing Intrinsic Motivation to AchieveEIMA
Training and Consultation

• Our Belief
• 1. Knowing how to motivate yourself to
  accomplish your dreams and then make changes
  when you get off course is the
• "life skill" most critical to success in life.
• 2. K-16 education must teach this skill as a
  part of the curriculum.

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Enhancing Intrinsic Motivation to Achieve EIMA
Training and Consultation

• Our Mission
• To provide students (K-16), educators (K-16),
  and parents (K-12) with a variety of approaches
  to -
• enhancing students intrinsic motivation to
  achieve -
• so everyone -
• may more readily accomplish their personal,
  academic, and career/educational dreams.

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Enhancing Intrinsic Motivation to AchieveEIMA
Training and Consultation

• Our Vision
• Counselors will provide leadership to assist
  students, parents, educators in understanding
• 1. how individuals and systems change
• 2. how individuals motivate themselves to
  achieve their personal, academic, and
  career/educational dreams

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Enhancing Intrinsic Motivation to AchieveA
promising Approach

• Enhancing Intrinsic Motivation to Achieve is
  informed by
• Psychology of Innate Health, Achievement
  Motivation Theory, Transtheoretical Model of
  Change (TTM), Motivational Interviewing (MI),
  Attribution Theory,
• Bibiotherapy, Narrative Approaches, Academic
  Resiliency Theory.
• TTM and MI are evidence-based practices that
• 1. motivate ATOD clients to become clean
  sober
• 2. motivate clients to lose weight manage
  diabetes

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Transtheoretical Model of Change (TTM)
Prochaska, Norcross, DiClemente Changi
ng for Good

• Seminal study of self-changers 1,000 trying to
• quit smoking and 800 trying to lose weight.
• 1. identified six stages of change
• 2. identified the change processes used by the
• self-changers
• 3. established that for interventions to have
• efficacy the change processes utilized
  need
• to match the appropriate stage of change.

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Stages of Change Academic Behavior

• 1. Precontemplation Not considering changing.
• 2. Contemplation Contemplating changing - pros
  cons.
• 3. Preparation Making plans to change behavior
  - goals methods.
• 4. Action Changing behavior.
• 5. Maintenance Integrating new behavior into
  daily/weekly habits.
• 6. Termination Maintaining behavior without
  support from others.
• A. With any change - obstacles ambivalence
  occur the student can recycle back through the
  stages of change.
• B. Though students may move quickly from stage
  1-4, it may take several weeks to move through
  each of the first four stages.
• C. Movement from Stage 1- Stage 2 most critical.
• D. Interventions need to match stage of change.

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Motivational InterviewingWilliam R. Miller,
PhDStephen Rollnick, Ph.D.

• Motivational Interviewing a therapeutic style
  intended to help counselors work with students to
  address the students continuous fluctuation
  between opposing behaviors and thoughts.

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Intrinsic Motivation Key Principles

• Intrinsic motivation to change arises when
• 1. Student feels accepted for who they are and
• what they have done
• 2. Student has Control Choice
• 3. Student hears herself/himself arguing for
  change
• 4. Student is making committed decisions to
  change
• based on her/his goals and values
• 5. Student understands resolves ambivalence
• 6. Student feels hopeful about being able to
  change

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Enhancing MotivationStyle and
Spirit Steve Berg-Smith

• 1. Empathy understand from the students
  perspective
• 2. Warm, Genuine, Respectful No fixing
• 3. Collaborative share power and control two
  experts
• 4. Listening with
• Acceptance
• Presence a quiet mind
• Curiosity about/Fascination with - the students
  experience
• Detachment from outcome
• 5. Eliciting encouraging students to speak
  about THEIR
• values, goals, concerns, ambivalence, Change
  Talk
• 6. Hopeful about the students capacity to change

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Externalizing the Problem

• We live our lives according to the stories we
  tell ourselves and the stories that others tell
  about us.
• The problem is the problem. The person is not
  the problem.
• Counselors engage in externalizing conversation,
  separating the problem from the person and giving
  it a name. Externalizing conversations open up
  space for a perspective where blame and shame
  become less significant.
• Narrative Counseling in the Schools
  John Winslade
  Gerald Monk

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Enhancing MotivationPre-contemplators

• The student is not yet considering change.
• We want to help them be Willing to change.
• Establish rapport, ask permission, and build
  trust
• Listen and reflect
• Use Open-ended questions to develop the
  discrepancy
• Reflect, affirm, summarize change talk
• Use reflections that forward the momentum for
• change
• Roll with any resistance that occurs
• Support self-efficacy optimism
• 8. Express your concern and keep the door open

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Open-Ended QuestionsElicit Willing to Change Talk

• Advantages of Change
• a. How would you like for things to be
  different?
• b. What are the main reasons you see for
  making a change?
• Disadvantages of status quo - not changing
• a. What worries you about your situation?
• b. What do you think will happen if you dont
  change?

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Four types of Motivational Statements

• W - Cognitive recognition of the problem
• (e.g., "I guess this is more serious than I
  thought.")
• W - Affective expression of concern about the
  problem
• (e.g., "I'm worried about what is happening
  to me.")
• A - Optimism about one's ability to change
• (e.g., "I know that if I try, I can really
  do it.")
• R - A commitment to change behavior
• (e.g., "I've got to make some changes.")

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Eliciting Change Talk

• The Student should present the arguments for
  change.
• The counselor then
• Reflects back change talk
• Affirms and reinforces change talk
• Offers summaries of change talk.
• 
  Miller Rollnick

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P-C to ContemplationSigns of Willingness to
Change

• Decreased resistance - more willingness to
  consider the possibility of change
• Decreased discussion about the problem
• Increased resolve, commitment, desire
• More change talk
• Questions about change
• Envisioning a new future - way of being
• Experimenting with the new behaviors

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Enhancing Motivation to AchieveContemplators

• The student is considering change, but is still
  ambivalent.
• We want to help them resolve the ambivalence -
  tip the
• Decisional Balance - and feel Able Ready to
  change
• 1. Normalize the ambivalence.
• 2. Use reflections that forward the momentum.
• 3. O-E Questions target Able Ready to Change
• 4. Help student "tip the decisional balance
  scales
• 5. Elicit self-motivational statements of
  intent and
• commitment
• 6. Elicit change talk about perceived
  self-efficacy
• and expectations about the
  possibility of change

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Contemplation Questions to Elicit Able Ready
Change Talk

• Confidence about change - Able
• a. What makes you think that if you decided to
  change, you could do it?
• b. What personal strengths do you have that will
  help you?
• Commitment to change - Ready
• a. What would you be willing to try?
• b. Whats the next step for you?

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Self-Efficacy Albert
Bandura

• Self-efficacy belief you can perform the tasks
  involved
• in making the change.
• Self-efficacy integral to being staying
  motivated.
• 1. Support the students belief in the
  possibility of
• changing and performing the tasks involved
• 2. Acknowledge the students power for choosing
• and carrying out personal change
• 3. Help the student create a range of
  alternative
• approaches

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Utilize Exceptions

• An exception refers to a specific circumstance
  or situation in which the problem does not occur,
  or occurs less often or intensely.
• John
  J. Murphy
• Solution Focused Counseling

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Decisional Balance

• Forces against CHANGE
• Benefits - staying the same
• ____________________
• ____________________
• ____________________
• Negative Consequences - if I change
• ____________________
• ____________________
• ____________________

• Forces for CHANGE
• Benefits - if I Change
• ______________________
• ______________________
• ______________________
• Negative Consequences -
• if I dont change
• ______________________
• ______________________

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Evoking Change TalkSummary

• 1. Ask open-ended questions.
• 2. Utilize reflections that forward the
  momentum.
• 3. Use the importance and confidence rulers.
• 4. Explore the decisional balance. Clarify
  ambivalence.
• 5. Elaborate reasons for change
• Clarify In what ways? How much? When?
• Ask for a specific example.
• Ask for a description of the last time they made
  a similar change.

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Evoking Change TalkSummary

• 6. Look back to a time before the problem
  existed.
• What were things like before you _____?
• 7. Consider the extreme consequences that might
  ensue
• What could be the best results you could imagine
  if you do make a change?
• Suppose you continue on without changing. What
  do you imagine are the worst things that might
  happen?
• 8. Explore goals and values (including career
  planning).