Investigating the Effects of Motivational Interviewing Compared to Action Planning in Support of the Emotional and Academic Success of Ninth Grade Students in Advanced Placement Classes

IF 2.5 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

School Mental Health Pub Date : 2024-01-19 DOI:10.1007/s12310-023-09630-w

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引用次数: 0

Abstract

High school students in accelerated curricula tend to report higher level of perceived stress compared to general education students, but often receive limited school support (Conger et al., 2021). This study explored student experiences of a targeted intervention using Motivational Interviewing (Motivation, Assessment, and Planning; MAP) compared to an Action Planning (AP) intervention through a randomized, within-subject design. Twenty ninth grade students enrolled in one advanced placement class who exhibited emotional and/or academic risks mid-year were assigned to initially receive either MAP or AP, and the other intervention second. Data collection occurred immediately after and approximately one month following each meeting. Wilcoxon Signed-Rank test showed statistically significant increase in student-reported importance to change (S = 35.5, N = 20, p = 0.04) after MAP compared to AP, but with questionable clinical significance of small differences. Although there is a significant statistical difference in interventionist-reported therapeutic alliance (S = 95, N = 20, p < 0.001) favoring MAP, students reported similar increase in therapeutic alliance (S = −18.5, N = 20, p = 0.03) after both conditions. Students also reported similar increase in confidence to change (S = 1, N = 20, p = 0.99) and progress toward goals (S = −18, N = 20, p = 0.04) after experiencing both interventions. Findings from this study suggest that both MAP and AP have the potential to improve students’ perceived importance and confidence to change, therapeutic alliance, and goal attainment. Qualitative analyses of written and verbal data provided support for high acceptability of both MAP and AP. The current study sheds light on the impact and acceptability of two targeted interventions appropriate for high school students in advanced placement classes.

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调查动机访谈法与行动规划法在帮助九年级学生在情感和学业上取得成功方面的效果比较

摘要与接受普通教育的学生相比，接受速成课程的高中生往往认为压力更大，但得到的学校支持往往有限（Conger 等人，2021 年）。本研究通过随机、受试者内设计的方法，探讨了使用动机访谈法（动机、评估和规划；MAP）与行动规划法（AP）进行有针对性干预的学生体验。20 名九年级学生就读于一个高级班，他们在年中表现出情绪和/或学业方面的风险，被分配到 MAP 或 AP 中的一个班级进行初步干预，另一个班级进行第二次干预。数据收集工作在每次会议结束后的一个月左右进行。Wilcoxon Signed-Rank 检验显示，与 AP 相比，MAP 后学生报告的对变化的重视程度在统计学上有显著提高（S = 35.5，N = 20，P = 0.04），但微小差异的临床意义值得怀疑。虽然干预者报告的治疗联盟（S = 95, N = 20, p < 0.001）在统计学上有显著差异，但学生报告说，在两种情况下，治疗联盟的增加幅度相似（S = -18.5, N = 20, p = 0.03）。学生们还报告说，在经历两种干预后，他们对改变的信心（S = 1，N = 20，p = 0.99）和实现目标的进展（S = -18，N = 20，p = 0.04）都有类似的提高。本研究的结果表明，MAP 和 AP 都有可能提高学生对改变、治疗联盟和目标实现的重视程度和信心。对书面和口头数据的定性分析支持了 MAP 和 AP 的高接受度。目前的研究揭示了两种适合高中学生的有针对性的干预措施对高年级学生的影响和可接受性。

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来源期刊

School Mental Health Multiple-

CiteScore

4.30

自引率

7.70%

发文量

期刊介绍： School Mental Health: A Multidisciplinary Research and Practice Journal is a forum for the latest research related to prevention, treatment, and assessment practices that are associated with the pre-K to 12th-grade education system and focuses on children and adolescents with emotional and behavioral disorders. The journal publishes empirical studies, quantitative and qualitative research, and systematic and scoping review articles from authors representing the many disciplines that are involved in school mental health, including child and school psychology, education, pediatrics, child and adolescent psychiatry, developmental psychology, school counseling, social work and nursing. Sample topics include: · Innovative school-based treatment practices· Consultation and professional development procedures· Dissemination and implementation science targeting schools· Educational techniques for children with emotional and behavioral disorders· Schoolwide prevention programs· Medication effects on school behavior and achievement· Assessment practices· Special education services· Developmental implications affecting learning and behavior· Racial, ethnic, and cultural issues· School policy· Role of families in school mental health· Prediction of impairment and resilience· Moderators and mediators of response to treatment