Affirmations: What they are and why they might motivate students to reduce their drinking
This issue of Conversations that Matter uses affirmations as a technique to motivate students to reduce their drinking. Please send your questions, comments, or requests for new topics to Katie Hippen at khippen@umd.edu.
***The first three people to send feedback on this issue will receive an AMAZON E-GIFTCARD in appreciation for your contribution!***
Conversations with Students Who Minimize Their High-Risk Alcohol Use
WHAT ARE AFFIRMATIONS?
Affirmations are positive complimentary statements that can help motivate behavior change by letting students know that they are valued and on the right track by making their health a priority.
WHAT THE RESEARCH SAYS:
Affirmations are an essential component of “change talk”, things a person might say that favor positive change (Apodaca, 2016). A good time to use affirmations is in situations where you detect that a student is feeling ambivalent about changing their behavior.
A student goes to the bar each week to reduce stress from juggling classes and a job. Their GPA is dropping, jeopardizing their scholarship.
| If the student says… | Affirmation | Here’s why |
| I’m just really stressed and getting tired of trying. | You’ve got a lot on your plate and it is ok to feel overwhelmed | This is a more empathic response than “Keep trying!” because it validates the student’s feelings |
| Even if I finish studying for this one thing, then it’s just right on to the next. It never ends. | You’re capable of taking on a lot of responsibilities by managing school and a job. What has helped you get everything done so far? | Thanking the student for sharing their thoughts with you is a simple affirmation. Paraphrasing what they’ve said helps them self-reflect on the good and not-so-good things about their behavior. |
| I am not willing to give up my night out at the bar with friends. It’s great stress relief. | I’m glad you’re honest about that. It sounds like you enjoy going to the bar, but it is making it harder to balance your time with school and other priorities. Does that sound right? | Thanking the student for sharing their thoughts with you is a simple affirmation. Paraphrasing what they’ve said helps them self-reflect on the good and not-so-good things about their behavior. |
| Worst case scenario, I can transfer to a college closer to home. | It’s great that getting an education is a priority for you. What would be some advantages to staying in school here rather than transferring? What would be some drawbacks? | Even with extreme statements like this, you can provide positive reinforcement. You can help the student identify other things that are important to them (e.g., keeping their scholarship, staying in touch with friends). |
Reference: Apodaca, T. A., Jackson, K. M., Borsari, B., Magill, M., Longabaugh, R., Mastroleo, N. R., & Barnett, N. P. (2016). Which individual therapist behaviors elicit client change talk and sustain talk in motivational interviewing? Journal of Substance Abuse Treatment, 61, 60-65. doi:10.1016/j.jsat.2015.09.001
Affirmations: What they are and why they might motivate students to reduce their drinking
This issue of Conversations that Matter uses affirmations as a technique to motivate students to reduce their drinking. Please send your questions, comments, or requests for new topics to Katie Hippen at khippen@umd.edu.
***The first three people to send feedback on this issue will receive an AMAZON E-GIFTCARD in appreciation for your contribution!***
Conversations with Students Who Minimize Their High-Risk Alcohol Use
WHAT ARE AFFIRMATIONS?
Affirmations are positive complimentary statements that can help motivate behavior change by letting students know that they are valued and on the right track by making their health a priority.
WHAT THE RESEARCH SAYS:
Affirmations are an essential component of “change talk”, things a person might say that favor positive change (Apodaca, 2016). A good time to use affirmations is in situations where you detect that a student is feeling ambivalent about changing their behavior.
A student goes to the bar each week to reduce stress from juggling classes and a job. Their GPA is dropping, jeopardizing their scholarship.
| If the student says… | Affirmation | Here’s why |
| I’m just really stressed and getting tired of trying. | You’ve got a lot on your plate and it is ok to feel overwhelmed | This is a more empathic response than “Keep trying!” because it validates the student’s feelings |
| Even if I finish studying for this one thing, then it’s just right on to the next. It never ends. | You’re capable of taking on a lot of responsibilities by managing school and a job. What has helped you get everything done so far? | Thanking the student for sharing their thoughts with you is a simple affirmation. Paraphrasing what they’ve said helps them self-reflect on the good and not-so-good things about their behavior. |
| I am not willing to give up my night out at the bar with friends. It’s great stress relief. | I’m glad you’re honest about that. It sounds like you enjoy going to the bar, but it is making it harder to balance your time with school and other priorities. Does that sound right? | Thanking the student for sharing their thoughts with you is a simple affirmation. Paraphrasing what they’ve said helps them self-reflect on the good and not-so-good things about their behavior. |
| Worst case scenario, I can transfer to a college closer to home. | It’s great that getting an education is a priority for you. What would be some advantages to staying in school here rather than transferring? What would be some drawbacks? | Even with extreme statements like this, you can provide positive reinforcement. You can help the student identify other things that are important to them (e.g., keeping their scholarship, staying in touch with friends). |
Reference: Apodaca, T. A., Jackson, K. M., Borsari, B., Magill, M., Longabaugh, R., Mastroleo, N. R., & Barnett, N. P. (2016). Which individual therapist behaviors elicit client change talk and sustain talk in motivational interviewing? Journal of Substance Abuse Treatment, 61, 60-65. doi:10.1016/j.jsat.2015.09.001