The motivational interviewing practice of UK educational psychologists

Abstract

Aim:This paper sought to explore UK educational psychologists’ (EP) practice in relation to motivational interuiewing (MI), a counselling style for resolving ambivalence and supporting change.Method:An online survey was circulated to practitioner EPs via professional fora containing questions about EPs’ knowledge and use of MI. One hundred and nineteen complete responses were received. Quantitative data were analysed using descriptive statistics and qualitative data via thematic analysis.Findings:MI was used across a range of EP functions with d{[ferent client groups. Generally, the most experienced EPs reported greater confidence in their knowledge of MI, had received the most training and used it more in practice. EPs were cognisant with contemporary MI theory, surTOunding the key el,ements – the spirit, skills and processes. Active listening was central to practice. Barriers to using MI included the narrowing of sen,ice delivery through trading and statutory pressures.Limitations:Respondents were selfsel,ecting and the number reporting recent use of MI (n = 60) was reasonably small. Using a mainly quantitative survey potentially limited the richness of data captured. EPs working in UK countries other than England were under 0 represented in the suruey.Conclusions:EPs are demonstrating effective practice in MI, although this appears to be determined by opportunity and experience. Future consideration could be given to supporting MI development amongst less experienced EPs, maintaining MI delivery within the face of other pressures, and coordinating this at a more strategic or whole-sen Ji ce level.