Examining the Feasibility and Acceptability of a Motivational Interviewing Early Intervention Program to Prevent High School Dropout

Iachini, Aidyn L.; Rogelberg, Sandra; Terry, John R.; Lutz, Amy

doi:10.1093/cs/cdw033

Cited by 7 publications

(5 citation statements)

References 19 publications

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“…Similar to prior acceptability research on school-based MI programs (Iachini et al, 2016; Snape & Atkinson, 2017), acceptability data from students participating in MAP suggest they viewed the meetings positively. MAP provided them with supports to help identify areas for growth and create a plan of action to help them academically and/or emotionally.…”

Section: Discussionsupporting

confidence: 62%

“…In a mixed-methods study of student perceptions of an MI intervention, Snape and Atkinson (2017) found that students ( n = 3) who took part in a brief MI intervention reported it being enjoyable and helpful in making positive behavior change and thinking about their future goals. Similarly, Iachini, Rogelberg, Terry, and Lutz (2016) examined the acceptability and feasibility of a MI Tier 3 drop-out prevention program (Aspire) implemented with ninth-grade students. All 13 participating students reported a positive working alliance with the interventionist, noting they “worked together collaboratively” and “the time spent was effective and productive” (p. 215).…”

Section: A New Selective Intervention Based In Motivational Interviewmentioning

confidence: 99%

“…The MAP intervention is fashioned in line with other promising school-based applications of MI (Snape & Atkinson, 2016, 2017; Strait et al, 2012; Terry et al, 2013) including those utilized with high school students at-risk for dropping out of school (Iachini et al, 2016; Iachini, Lee, DiNovo, Lutz, & Frey, 2018). Based on published literature, MI—though grounded in strong theory—has not been used as a selective intervention with adolescents taking accelerated coursework.…”

Section: Study Purposementioning

confidence: 99%

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

O’Brennan

Suldo

Shaunessy-Dedrick

et al. 2019

Gifted Child Quarterly

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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.

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Section: Discussionsupporting

confidence: 62%

Section: A New Selective Intervention Based In Motivational Interviewmentioning

confidence: 99%

Section: Study Purposementioning

confidence: 99%

See 1 more Smart Citation

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

O’Brennan

Suldo

Shaunessy-Dedrick

et al. 2019

Gifted Child Quarterly

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“…Widely applied in mental health and substance use interventions, a motivational interviewing approach may be useful in helping cross-systems youth gauge their own readiness and motivation to set and pursue education, employment, and housing goals in emerging adulthood (Foxcroft, Coombes, Wood, Allen, & Almeida Santimano, 2014; Sanci et al, 2012). It is also increasingly used in school settings to address academic motivation and prevent school dropout (Frey et al, 2011; Iachini, Rogelberg, Terry, & Lutz, 2016). Motivational interviewing engages service users as experts in their own lives and encourages people to explore motivations for change and as well as motivations for not changing (W.…”

Section: Discussionmentioning

confidence: 99%

Striving and Dreaming: A Grounded Theory of the Transition to Adulthood for Cross-Systems Youth

et al. 2018

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The transition to adulthood is an underresearched topic for cross-systems youth, defined as young people who have experienced homelessness, child welfare system involvement, and educational challenges. This qualitative study explored processes of resilience in the transition to adulthood for cross-systems youth aged 18 to 24 ( n = 20). Analysis of in-depth interviews using a grounded theory open coding process revealed two thematic concepts, striving and dreaming. As illustrated in two case studies, striving was characterized by participants having specific educational and career goals and making strategic choices about programs and resources. In contrast, the dreaming concept indicated participants having little understanding of the steps and resources needed to achieve their goals. Implications for practice include the importance of helping cross-systems youth maintain supportive relationships with families of origin and peers to enhance striving, and the use of motivational interviewing to assist emerging adults in gauging their readiness and motivation to set and pursue goals.

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“…The relationship between motivational interviewing and self-determination theory has been documented (Markland, Ryan, Tobin, & Rollnick, 2005). A handful of recent studies have also demonstrated the applicability of motivational interviewing interventions for promoting positive outcomes among student populations (e.g., Iachini, Rogelberg, Terry, & Lutz, 2016); however, more research is needed to assess the application of this approach with transition-age students with disabilities.…”

Section: Implications For Practicementioning

confidence: 99%

Transition Engagement of African American Youth With Disabilities: A Serial Mediation Model

Dutta

Kundu

Iwanaga

et al. 2019

Exceptional Children

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The purpose of this study was to draw from self-determination and self-efficacy theories to evaluate psychological constructs (autonomous motivation, competency, and outcome expectancy) as mediators of the relationship between working alliance and engagement in transition–vocational rehabilitation (VR) services among African American students with disabilities. A serial multiple mediation analysis was computed to evaluate the mediators of transition-VR service engagement in a sample of 88 African American high school students with disabilities. We found that working alliance was positively associated with active engagement in transition-VR services (total effect), whereas the direct effect of working alliance on engagement was not significant after controlling for the effects of autonomous motivation, competency, and outcome expectancy, supporting significant mediation effects. Findings suggest that a strong working alliance between students and rehabilitation counselors and transition specialists can foster autonomous motivation, competency, and outcome expectancy, resulting in higher levels of engagement in transition-VR services.

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Examining the Feasibility and Acceptability of a Motivational Interviewing Early Intervention Program to Prevent High School Dropout

Cited by 7 publications

References 19 publications

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

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

Striving and Dreaming: A Grounded Theory of the Transition to Adulthood for Cross-Systems Youth

Transition Engagement of African American Youth With Disabilities: A Serial Mediation Model

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