MOTIVATIONAL INTERVIEWING IN EDUCATION
Several studies have now showed that Motivational Interviewing in Education improve outcomes for parents, teachers, and students (see Reinke, Herman, & Sprick, 2011, 2010; Stormshak & Dishion, 2002; Strait et al., 2012). Furthermore, because it can be used alone or as a tool for connecting parents, teachers, and students to other evidence-based interventions, Motivational Interviewing is a value-added method. Simply increasing participation in high-quality services (such as teacher or parent training programs) by fostering motivation to do so is a valued outcome in itself. Finally, the use of Motivational Interviewing as a strategy for promoting everyday conversations about change is supported by the wealth of research on the importance of the helping relationship. Over 1,500 studies conducted during the past fifty years have repeatedly confirmed that the most important determinant of successful consultation or helping interventions is the quality of the relationship between the consultant and the consultee (see Bergin & Garfield, 1994). It is one of the most consistent findings in research. The effect of the relationship quality on outcomes dwarfs the effects of other factors, including the model or type of approach (e.g., behaviorism, cognitive, psychodynamic). As you will see, the foundation of Motivational Interviewing is a collaborative, respectful relationship in line with these findings.