Supports for Youth in Accelerated High School Curricula: An Initial Study of Applicability and Acceptability of a Motivational Interviewing Intervention

Lindsey M. O’Brennan, Shannon M. Suldo, Elizabeth Shaunessy-Dedrick, Robert F. Dedrick, Janise S. Parker, Jon S. Lee, John M. Ferron, Camille Hanks

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

High school students in accelerated classes face heightened school-related stressors but have access to few specialized supports. This article describes the development and initial application of the Motivation, Assessment, and Planning (MAP) intervention, developed to meet the needs of freshmen in Advanced Placement (AP) and International Baccalaureate (IB) curricula. MAP is grounded in motivational interviewing and designed to evoke behavior change following one to two individual meetings with a coach. This study used a multimethod, multisource approach to evaluate the applicability and acceptability of MAP as a Tier 2 support for 9th-grade students completing AP/IB coursework. Quantitative and qualitative acceptability data from 49 AP/IB students, 7 coaches, and 3 potential end-users of MAP were examined. Results indicate MAP was perceived as an acceptable intervention for addressing the social–emotional needs of high-achieving students taking AP/IB classes. Findings and directions for further research of MAP are discussed.

Original languageEnglish (US)
Pages (from-to)19-40
Number of pages22
JournalGifted Child Quarterly
Volume64
Issue number1
DOIs
StatePublished - Jan 1 2020

Keywords

  • International Baccalaureate
  • mental health
  • mixed methods
  • motivation
  • secondary

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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