Using sequence analysis to explore the role of motivational talk in consultation
Within the literature, school-based consultation has been conceptualised as an adult behaviour change process (Noell & Gansle, 2014). This study examined the process of consultation through the lens of Motivational Interviewing (MI). To do this, an adapted form of the Motivational Interviewing S...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
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2020
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| Online Access: | https://eprints.nottingham.ac.uk/63665/ |
| _version_ | 1848800047340191744 |
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| author | Giles, Grace |
| author_facet | Giles, Grace |
| author_sort | Giles, Grace |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Within the literature, school-based consultation has been conceptualised as an adult behaviour change process (Noell & Gansle, 2014). This study examined the process of consultation through the lens of Motivational Interviewing (MI). To do this, an adapted form of the Motivational Interviewing Sequential Code for Observing Process Exchanges (MI-SCOPE; Martin et al., 2005) was used to code the interaction in consultation between educational psychologists (EPs) and teachers. In total, 1610 verbal utterances were parsed, coded, and analysed over the course of two consultations.
Frequency analyses revealed that different kinds of motivational talk occur in consultations, and EPs communicate during consultation in ways that are consistent with the principles of MI. A sequential analysis of the interaction that occurred during consultation showed that different kinds of EP talk during consultation evoke different kinds of teacher response in a predictable way. Findings were used to create a state transition map of the interaction in consultation. Transitions of interest in the consultation were then considered in relation to the consultative literature, and theoretical and empirical learnings from Motivational Interviewing, Self-Determination Theory, and Self-Efficacy.
The findings of this study may be used to optimise the consultative practice of EPs, and thus implications are potentially far-reaching, albeit tentative given the early stage of research in this area. The cross-pollination of ideas from MI to school-based consultation appears to be a worthy area of study for EPs which warrants further research to expand upon the findings presented here. |
| first_indexed | 2025-11-14T20:45:21Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-63665 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T20:45:21Z |
| publishDate | 2020 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-636652025-02-28T12:23:54Z https://eprints.nottingham.ac.uk/63665/ Using sequence analysis to explore the role of motivational talk in consultation Giles, Grace Within the literature, school-based consultation has been conceptualised as an adult behaviour change process (Noell & Gansle, 2014). This study examined the process of consultation through the lens of Motivational Interviewing (MI). To do this, an adapted form of the Motivational Interviewing Sequential Code for Observing Process Exchanges (MI-SCOPE; Martin et al., 2005) was used to code the interaction in consultation between educational psychologists (EPs) and teachers. In total, 1610 verbal utterances were parsed, coded, and analysed over the course of two consultations. Frequency analyses revealed that different kinds of motivational talk occur in consultations, and EPs communicate during consultation in ways that are consistent with the principles of MI. A sequential analysis of the interaction that occurred during consultation showed that different kinds of EP talk during consultation evoke different kinds of teacher response in a predictable way. Findings were used to create a state transition map of the interaction in consultation. Transitions of interest in the consultation were then considered in relation to the consultative literature, and theoretical and empirical learnings from Motivational Interviewing, Self-Determination Theory, and Self-Efficacy. The findings of this study may be used to optimise the consultative practice of EPs, and thus implications are potentially far-reaching, albeit tentative given the early stage of research in this area. The cross-pollination of ideas from MI to school-based consultation appears to be a worthy area of study for EPs which warrants further research to expand upon the findings presented here. 2020-12-11 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en arr https://eprints.nottingham.ac.uk/63665/1/Thesis%20Final%20v%20with%20Amendments%20.pdf Giles, Grace (2020) Using sequence analysis to explore the role of motivational talk in consultation. DAppEdPsy thesis, University of Nottingham. Consultation Process Motivational interviewing Educational psychology Teacher Conceptual Behaviour Change Sequence analysis. |
| spellingShingle | Consultation Process Motivational interviewing Educational psychology Teacher Conceptual Behaviour Change Sequence analysis. Giles, Grace Using sequence analysis to explore the role of motivational talk in consultation |
| title | Using sequence analysis to explore the role of motivational talk in consultation |
| title_full | Using sequence analysis to explore the role of motivational talk in consultation |
| title_fullStr | Using sequence analysis to explore the role of motivational talk in consultation |
| title_full_unstemmed | Using sequence analysis to explore the role of motivational talk in consultation |
| title_short | Using sequence analysis to explore the role of motivational talk in consultation |
| title_sort | using sequence analysis to explore the role of motivational talk in consultation |
| topic | Consultation Process Motivational interviewing Educational psychology Teacher Conceptual Behaviour Change Sequence analysis. |
| url | https://eprints.nottingham.ac.uk/63665/ |