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Motivating Student Change. It Is So Hard When they have to, but Easy When They Want To Robert J. Chapman, PhD Associate Clinical Professor Behavioral Health Counseling Drexel University. Sometimes if you give students what they want. you get the chance to give them what they need.

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motivating student change

Motivating Student Change

It Is So Hard When they have to, but Easy When They Want To

Robert J. Chapman, PhD

Associate Clinical Professor

Behavioral Health Counseling

Drexel University

sometimes if you give students what they want

Sometimes if you give students what they want

you get the chance to give them what they need

most people do not listen with the intent to understand

Most people do not listen with the intent to understand…

…they listen with the intent to reply.

Stephen Covey

nail

getting started
Getting Started
  • Students are more likely to share their stories than to tell us their business.
    • Explore your Student’s views on being seenAsk permission to start the interview
    • Use open ended questions to prompt spontaneity and demonstrate listening
recognizing the true student expert
Recognizing the True Student Expert
  • You are the medical expert, but your Student knows what she or he has learned and learned what has been taught. 
try asking
Try Asking…
  • What are the good things about use?
  • What are the less good things about use?
  • Where do “good things/less good things” intersect with use?
so what s the point
So, What’s the Point?
  • You can lead a horse to water, but you can’t make it drink…
  • …but you can make it thirsty
  • Ask when good things happen when using…
  • …when less good things happen
fostering awareness but of what
Fostering Awareness…but of what?
  • Help Students to see typical behavior through a new set of lenses
    • Revisit “how much” is consumed or spent related to using one’s usual amount
where do we direct student attention
Where do We Direct Student Attention?
  • Students are more likely to move towards what they want than away from what we challenge or question
remember do not argue
Remember: Do Not Argue
  • No point is worth arguing if the result is a Student feeling humiliated or coming to see the practitioner as a know-it-all
  • An argument (with a Student) to avoid risk may actually become his/her argument for continuing a risky course of action
when does change become possible
When Does Change Become Possible?
  • When one can differentiate “I want” from “I need”
  • You can hasten the process with decisional balance exercises
facilitating the ah ha experience
Facilitating the “Ah-ha” Experience
  • It is so hard when I have to and so easy when I want to.

Sondra Anise Barnes

how does behavior change
How Does Behavior Change

Behavior ABehavior B

the trick in motivating change
The Trick in Motivating Change
  • To recognize where on the continuum of readiness to change the Student is
  • Strive to move to the next stage of readiness
  • Use a “stage appropriate” intervention