1. MOTIVATIONAL INTERVIEWING
Dave Closson
MOTIVATIONAL INTERVIEWING
For Campus Police
Assistant director, Illinois higher education center – what that means.
CAPT Associate, SAMHSA – what that means
EIU Campus police, FTO and Crime prevention officer
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3. A ‘Do Better’ Talk MIFORCAMPUSPOLICE.COM
Share my personal ‘why.’ I saw the impact of a good ‘talk’ on helping someone change their behavior. Every officer would have their own style. Some would lecture, some would scold or threaten, others would sound like a father.
I wanted to find the most effective way to have a ‘do better’ talk.
click
Share the story of how I was exposed to MI and learned it.
Snapshot definition of MI. “A directive, student centered counseling style for eliciting behavior change by helping students to explore and resolve ambivalence.”
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4. What’s Happening on Campus?
MOIVATIONAL INTERVIEWING
What’s Happening on Campus?
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5. Crime on Campus MIFORCAMPUSPOLICE.COM
How many are alcohol/drug related or involved?
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6. The Biggest WHY
Death
About 1,825 college students between the ages of 18 and 24 die from alcohol-related unintentional injuries, including motor-vehicle crashes.
Assault
About 696,000 students between the ages of 18 and 24 are assaulted by another student who has been drinking.
Sexual Assault
About 97,000 students between the ages of 18 and 24 report experiencing alcohol-related sexual assault or date rape.
NIAAA Stats -- The biggest why is for the safety of the students. Whether we like to admit it or not, we do care. OR else you wouldn’t put on that uniform every day.
** NIAAA
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7. MOIVATIONAL INTERVIEWING
CORE Institute
What students think about drinking…
Less concerned than community members.
Certain social groups with high drinking reputations are seen with a higher social status
Some level of consequences are tolerable.
Students are more accepting of risky drinking behavior
Drinking is part of the ‘normal’ behavior.
They see a need for prevention, but they don’t need it. For the other people that have a ‘problem.’
Their problems are situation specific, not behaviors
**Core Alcohol and Drug Survey
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8. CORE Institute http://core.siu.edu/results/index.html
**Core Alcohol and Drug Survey
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9. CORE Institute http://core.siu.edu/results/index.html
**Core Alcohol and Drug Survey
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10. MIFORCAMPUSPOLICE.COM Mallett et al (2008)
Motivation is already elevated. Compare to speeding example
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11. A ‘Do Better’ Talk “While law enforcement may be resistant to
the idea of counseling, in all practicality that
often ends up being the law enforcement role
in many situations.”
Joanne Kurt-Hilditch, PhD
Illinois Law Enforcement Training and Standards Board Executive Institute
“While law enforcement may be resistant to
the idea of counseling, in all practicality that
often ends up being the law enforcement role
in many situations.”
Joanne Kurt-Hilditch, PhD
Illinois Law Enforcement Training and Standards Board Executive Institute
MIFORCAMPUSPOLICE.COM

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13. What is Motivational Interviewing?
“A person centered form of guiding to elicit and strengthen motivation for change.”
(Miller and Rollnick, 2002)
You can change that to “student Centered”
It is a way of talking to people that builds their internal motivation to change.
It uses questions and statements to think and talk in a positive, forward direction
The objective is not to solve the problem or even to develop a plan; the goal is to help the person resolve his or her ambivalence, develop some momentum and believe that behavior change is possible.
Counselling Been around since the 1980’s. Researched and proven to be effective at fostering long term behavior change
Compared to nondirective counseling, it is more focused and goal directed. The resolving of ambivalence is the central goal, and the counselor is pushing towards it. Outperformed traditional advice giving by 80% (Walters 2006)
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14. Alcohol Education Programs Health Practitioners
Counselors
Student Conduct
Medical Staff
Housing Staff
Alcohol Education Programs
Health Practitioners
Almost all drinkers in college interact with people who are concerned about their health and safety, such as health-care workers, administrators, faculty, or resident assistants.
In contrast, very few are referred to counselors who specialize in alcohol or drug abuse treatment.
This means that more non-specialists will ultimately talk with a large number of college drinkers than specialized counselors will. Fortunately, there is good evidence that under certain circumstances, individuals with relatively little counseling training can impact college students’ drinking.
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15. Collaboration Autonomy Evocation MIFORCAMPUSPOLICE.COM Spirit
Students are their own expert.
Create an atmosphere that is conducive rather than coercive.
Think partnership.
Evocation
Students have the resources, knowledge and motivation to change within.
Work to evoke this from the student.
Autonomy
Self-direction; the student has the right and capacity.
Respect and affirm
It isn’t a script. The power comes from the style of interaction!
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16. Support Self-Efficacy
Build Rapport
Express Empathy
Good and Not so Good of Behavior
Develop Discrepancy
Respect Autonomy
Roll with Resistance
Capable of Change
Support Self-Efficacy
Empathy…. If you have read verbal judo you’ll know that Doc Thompson says “Empathy is the most powerful word in the English language.”
Let’s break each of these down as they relate to law enforcement. (Hint they already do these every day)
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17. Engaging Focusing Evoking Planning Values and goals
Change talk and action
Guide and clarify
Rapport and trust
Engaging
Focusing
Evoking
Planning
process
Engaging: Your goal is to create a collaborative working relationship with the student. You will work to make the student feel comfortable and like an active participant in the conversation. During the engaging process, you should focus on building rapport, trust and mutual respect.
Focusing: This is the part of the process where you guide students in an effort to clarify the picture of where they are headed. You may use this step to focus on specific steps they can take to get where they want to be. During focusing, you need to find the balance between actively directing the student and allowing the student to lead the conversation.
Evoking: You will work to bring to mind students’ values and goals; help them recall past experiences that have been successful and reflect on what is working well in their lives. Open-ended questions will help evoke what is important to the students, which will then evolve into the planning phase.
Planning: This is the final step of the process, where the student begins change talk and you can guide him or her to form a plan of action. People are much more likely to follow through with a plan that they’ve said aloud and shared with someone else.
While these steps are somewhat linear, it’s important to stress that MI is a fluid process. You will not necessarily go through each stage progressively; in fact, during a successful change conversation, I have often found myself circling back in order to move forward.
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18. There are four main insights you can pull from the stages of change theory.
The first is that change is in fact a process that occurs over time.
Secondly, the stage at which a person finds him or herself will determine the approach needed to help them. With most interactions on campus, students will be in the very early stages, thus the goal of your interaction is to prepare them for change.
The third insight is that relapse is normal. For many people, it will be a process of trial and error before finally reaching success.
Lastly, you may want to see the student progress through all of the stages, but I suggest it is a more realistic goal simply to raise their motivation to change.
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19. Self Perception Theory
A person becomes more or less committed to an action based on the verbal stance they take on it. Once they begin talking about the benefits of change, they become more likely to make that change. An individual that defends his current behavior is less likely to change his behavior.
This can be summed up in one brief real-life example. For those of you who are married, have a boss or have ever had a boss, I know you’ve used this tactic at one time or another. It falls along the lines of, “Let’s make him/her think it was their own idea.”
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20. Open-ended questions help you understand the other person’s point of view and encourage the person to share their feelings about the situation; questions facilitate dialogue.
Affirming is done right, it supports self-efficacy and promotes the idea that change is possible. Affirmations can strengthen motivation, confidence and rapport.
Reflections are your way to check in with the student to ensure you know what’s going on, rather than assuming you understand what they mean, and take the conversation to a deeper level.
Summarizing will help the student understand the problem more clearly, and it is from this understanding that you can guide the student to consider change.
Open Ended Questions > Closed Ended Questions
Reflections > Opened Ended Questions
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21. Use the OARS to elicit change talk. This is the goal
Use the OARS to elicit change talk. This is the goal. We want change talk so we can then reflect it and support the change.
Follow change talk with questions and reflections
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22. MIFORCAMPUSPOLICE.COM Affirm CAT
Sustain talk aka resistance. what to do;
Emphasize personal choice
Ask about action
Reflect
Agree but with a twist
Offer to help
Reflecting resistance shows them you hear them!
Avoid the righting reflex
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24. (Timpf, 2014) MIFORCAMPUSPOLICE.COM Union College RA’s
BMIs at Union College
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(Timpf, 2014)

25. MI and Campus Police MIFORCAMPUSPOLICE.COM
Just like before - Start with WHY
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26. MIFORCAMPUSPOLICE.COM Mallett et al (2008)
Motivation is already elevated. Compare to speeding example
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27. Arrest State Citation Student Conduct Verbal Warning
Close the Time Gap
Court is minimum 30 days out, then later referred to alcohol education/treatment
Student conduct, few weeks until they get in the office, then longer until their class.
Friday night – Saturday night…life goes on. Compare to speeding, go slow for a little while but then right back to speeding.
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28. 3. Consistency MIFORCAMPUSPOLICE.COM Consistent MI
Compare the newer corrections/probation style.
Reflect back on the Stages of change. MI in the field with the police, MI in student conduct, MI in sanctioning class……….
More support throughout = better results
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29. 4. The Style of Interaction
Collaboration
Students are their own expert.
Create an atmosphere that is conducive rather than coercive.
Think partnership.
Evocation
Students have the resources, knowledge and motivation to change within.
Work to evoke this from the student.
Autonomy
Self-direction; the student has the right and capacity.
Respect and affirm
New generation of students like MI
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30. 4. The Style of Interaction
Value diversity
Manage the dynamics of difference
Acquire and incorporate cultural knowledge
Adapt to diversity and the cultural contexts of the individuals they serve.
Value diversity, Manage the dynamics of difference, Acquire and incorporate cultural knowledge, Adapt to diversity and the cultural contexts of the individuals they serve. * According to the National Center for Cultural Competence
Reflect back on the spirit and fundamental skills for MI
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31. MI and Campus Police Drug Task Force Officers
Crime Prevention Officers
Community Policing
Crisis Intervention
Alcohol Enforcement Officers
U of I example
Student standards class, presentations, alcohol programming
Football game story, lobby stories
CIT training example
Illinois State University Example
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32. Challenges & Obstacles
Too intoxicated
Won’t talk/stone walling
Time constraints
“Showing activity” to your supervisor
Department culture
Too touchy feely
Some times you have to shut up and be the police. This is not a cure all or meant for every situation.
I know it’s tempting with time constraints and other limitations (what if you don’t see this person again to jump in and offer quick solutions!
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33. MIFORCAMPUSPOLICE.COM My training workshops!
Building an online course this summer
Already had a few requests for train the trainer….. I will be doing that this summer/fall. Anticipated roll out of December.
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34. Contact Information
Dave Closson
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