TY - JOUR
T1 - Motivational interviewing as a framework to guide school-based coaching
AU - Lee, Jon
AU - Frey, Andy J.
AU - Herman, Keith
AU - Reinke, Wendy
N1 - Funding Information:
Two Institute of Education Sciences, US Department of Education grants [grant number R324A090237], [grant number R305A130375] were utilized as partial support for the development of this manuscript. National Institute of Health [grant number P30MH08643] also funded this research.
Publisher Copyright:
© 2014, © 2014 The Clifford Beers Foundation.
PY - 2014/1/1
Y1 - 2014/1/1
N2 - In school-based settings, coaching is described as a professional development practice in which a person with specialized knowledge works with a teacher to change current practices to better student outcomes. Coaching has emerged as a strategy to support the successful deployment of evidence-based interventions. Still, little is known about the coaching process itself, and the literature does not yet clearly define the activities and skills that comprise the coaching process. In this article, we explore theoretical support for motivational interviewing (MI) [Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. New York, NY: Guilford Press] as a behavior change theory to guide coaching practice and research. In addition, we propose activities to conceptualize the coaching process, identify skills that are likely to contribute to successful coaching, highlight specific interventions or models that have used an MI approach to increase implementation fidelity within the context of a coaching relationship, and discuss implications for future research and practice.
AB - In school-based settings, coaching is described as a professional development practice in which a person with specialized knowledge works with a teacher to change current practices to better student outcomes. Coaching has emerged as a strategy to support the successful deployment of evidence-based interventions. Still, little is known about the coaching process itself, and the literature does not yet clearly define the activities and skills that comprise the coaching process. In this article, we explore theoretical support for motivational interviewing (MI) [Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. New York, NY: Guilford Press] as a behavior change theory to guide coaching practice and research. In addition, we propose activities to conceptualize the coaching process, identify skills that are likely to contribute to successful coaching, highlight specific interventions or models that have used an MI approach to increase implementation fidelity within the context of a coaching relationship, and discuss implications for future research and practice.
KW - behavior change
KW - implementation fidelity
KW - motivational interviewing
KW - school-based coaching
KW - teachers
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U2 - 10.1080/1754730X.2014.949515
DO - 10.1080/1754730X.2014.949515
M3 - Article
AN - SCOPUS:84925969823
SN - 1754-730X
VL - 7
SP - 225
EP - 239
JO - Advances in School Mental Health Promotion
JF - Advances in School Mental Health Promotion
IS - 4
ER -