Motivational Interviewing (MI) techniques have been shown to be effective with young people in secondary education. The techniques have increased pupils’ self-efficacy, self-esteem and motivation towards learning. The literature search revealed that there is no published research that has investigated MI techniques with children aged between nine and eleven but some informal evidence suggests there are potential benefits. The aim of this study was to investigate whether MI techniques can be used successfully with nine and ten year old children, attending mainstream primary schools and who had been identified as disengaged by the class teacher. A multiple case study analysis was conducted with 3 nine and ten year old pupils, identified as disengaged by the class teacher. The pupils took part in 3/4 sessions of an MI package specifically produced for younger children. Each pupil and their teacher took part in a semi-structured interview, which were recorded and transcribed verbatim. A researcher diary was used to record researcher observations. All data were analysed using thematic analysis. An assessment sheet was formulated by the researcher and used to assess adherence to the MI aims and principles. Results showed that adapted MI techniques had a significant impact on the pupils’ motivation to learn and on their behaviour in the classroom. Implications of the findings are discussed in relation to the use of school-based therapeutic interventions by school psychologists.
|Contributors||Woods, Kevin; Squires, Garry|
|Publisher||University of Manchester|
|Source Sets||Ethos UK|
|Type||Electronic Thesis or Dissertation|
Page generated in 0.0058 seconds