1. Hooks Research Paper 1
Running Ahead: THE INTEGRATION OF MOTIVATIONAL INTERVIEWING WITH THE
STAGES OF CHANGE TO HELP CLIENTS SET GOALS
The Integration of Motivational Interviewing with the Stages of Change to Help Clients Set
Goals
John Quincey Hooks, II (Quinn)
1 March 2015
Liberty University

2. Hooks Research Paper 2
Abstract
The field of coaching is being recognized for its ability to help clients improve their work
performance and satisfaction with their quality of life. Each day, more empirical data is being
gathered to improve the quality of coaching as the field grows as people and organizations
recognize the value of it. Goal setting is one of the areas which are being explored. This paper
sets to integrate the tool of motivational interviewing with the Stages of Change as proposed by
Prochaska and Norcross (2001) as well as DiClemente (2003) to help clients set goals by
understanding which stage of change they are experiencing then using that knowledge to tailor
motivational interviewing techniques to that stage in helping clients set their goals (Pavur, 2013).

3. Hooks Research Paper 3
Coaching is a field that is growing dramatically as time progresses. Corporations see the
advantages in helping their employees be more successful since success on the individual level
usually translate to success on the cooperate level. There are two measures for success on the
personal level. These two measures are health and self-actualization. Coaches can be employed
to help clients work on their mental and physical health as well as training and development of
leadership skills (Pavur, 2013).
It is important to understand goals, motivational interviewing, and the stages of change in
helping clients set realistic and attainable goals. Goals are the foundational basis for change in
clients. There are two types of goals. The first goal is the instructional goals which are difficult
to measure because it is usually subjective in nature with the main focus being the act of
discovering new techniques, processes, and strategies for accomplishing a task. The second goal
is the performance goal which is easier to measure due to it usually having concrete results and
firm deadlines as its measure (Latham & Locke, 2007).
Coaches may determine their clients’ readiness for change through the use of the stages
of change also known as the transtheoretical model. Coaches can make a goal unique to the
clients and the stage of change which they exhibit in their actions and words. Careful screening
questions can be used in the initial session and follow-up questions in subsequence sessions to
determine the clients’ stage and their progress through the stages as they work towards their
goals (DiClemente, 2003).
DiClemente (2003) puts forth five stages of change. The first stage is precontempalation
which is the clients becoming aware of their situation. The second stage is contemplation the
stages in which clients are motivated to take action. The third stage is preparation where they
make plans to change and commit to it. The fourth stage is the action phase where the planned

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strategy for change is implemented. The final stage is maintenance the integration of the change
into clients’ lifestyle has occurred (DiClemente, 2003).
To further explore the use of the techniques of motivational interviewing with the
transtheoretical model for the stages of change, Rogers’ model for the diffusion of innovations
will be integrated with the transtheoretical model. The models share qualities in the
precontempalation, contemplation, and preparation stages which can help coaches work with
their clients to help bring about change (Hettema, et. al., 2014).
Goal Setting
Individuals are affected by their goals on many levels of their lives personally and
professionally. The attainment or lack of attainment of goals affects interpersonal relationships.
The pursuit of common goals can enhance the quality of relationships. The reason for this
enhanced quality is the feeling of closeness which common goals create. This effect has been
reported in the research done in this area. Whether a person is seen as a help or hindrance
towards achieving the desired goal affects the way the person pursuing the goal sees them
(Fitzsimons & Fishbach, 2009).
The research which has been done in recent times has been more empirical than earlier
research resulting in the Goal Setting Theory (GST). GST sees a relationship between the setting
of high goals and task performance. It recognizes the importance of the goal to the individual and
the self-confidence of the individual as being major factors in the prioritizing of goals. It is a
complex tapestry woven together by the elements of choice, effort, endurance, planning, and
complexity of the task all impacting the success achieved in reaching the goal (Latham & Locke,
2007).

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Goal setting has been shown to have a beneficial effect on clients’ self-esteem. This
aspect is especially true when difficult goals are attained. Even if the goal is not attained, the
progress towards that goal results in improved self-esteem and overall feelings of well-being in
the individuals studied. The achievement of goals has been found to create higher expectations
for success thus creating a positive cycle of goal setting, goal commitment, and goal attainment
which increases the cognitive and motivational abilities of individuals (Morisano, et. al., 2010).
Goals should be created with the clients’ strengths in mind. It has been found in research
that goals which are focused on negative aspects of the clients’ lives and their faults were less
likely to improve the clients’ quality of life or performance. It have been found that goals
focusing on the strengths of the clients build a better rapport with the coaches and clients report a
greater overall satisfaction with the coaching relationship (Welch, et. al., 2014).
Research indicates that strength based coaching and goal setting leads to the development
of transformational leaders in organizations. These leaders affect their peers as they reach their
individual goals. These transformation leaders are able to create shared vision in their teams
which enhanced the performance of the team overall. As these leaders and teams succeeded, they
were given more difficult assignments (MacKie, 2014).
The study of setting goals is growing in the area of group dynamics. It is important to
understand the goals of individuals and the relationship to group goals in competitive settings.
This element is seen in competitive areas such as sales. Seeing this factor, the achievement of
individual goals will impact the success of reaching group goals (Kleingeld, Mierlo, & Arends,
2011).

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Stages of Change
Prochaska and Norcross (2001) hold to there being six stages while DiClemente (2003)
holds to there being five stages. The extra stage for Prochaska and Norcross (2001) is the
termination phase. The Stages of Change is known as the transtheoretical model (Prochaska &
Norcross, 2001). Coaches must have a clear understanding of the stages so that they may help
their clients set goals.
The stages of change were researched and developed to help people struggling with
addictions. The information gathered by this research can be applied to helping clients achieve
their goals. It is important for coaches to adapt the information to individual clients to help them
set and reach their goals. Though initial and continuing assessment of the clients, coaches may
determine the stage which their client is experiencing and tailor the goals to that stage
(DiClemente, 2003).
The first stage of the transtheoretical model is precontempalation. This is the stage where
clients have no intention in changing a behavior. Clients in this stage are either unaware or
under-aware of their problem and need for change. Other people are aware of the client’s
problem and pressure them to seek help. If they seek help, it is due to pressure from others
(Prochaska & Norcross, 2001).
The second stage is contemplation. Clients are aware that a problem exists and have
started to think about strategies to overcome it. Clients have not yet made the commitment to
change at this point. It is possible for clients to remain stuck in this stage for long periods of
time. Those clients who state that they are thinking about making a change over the next six
months are considered to be in this stage (Prochaska & Norcross, 2001).

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The third stage is the preparation stage where clients are intending to take action. It is
during this stage that clients may take small steps by making small changes in their behaviors.
Clients in this stage have not yet committed to taking effective action to undergo change
(Prochaska & Norcross, 2001).
The fourth stage is the action stage. It is during this stage in which clients commit to
overcoming their issues. It is the undertaking of overt behavior changes and is the stage which
requires the most time and energy. The changes in this stage are observable therefore clients
receive recognition for their changes. Successful alteration of behavior in a time period of one
day to six months qualifies clients as being in the action phase (Prochaska & Norcross, 2001).
The fifth stage is the maintenance stage. It is during this stage that clients work on
integrating the change into their lifestyle to prevent relapse while consolidating their gains. The
problem behavior must be extinguished for six months for clients to be considered to be in
maintenance. In addition, clients must consistently engage in new behaviors during this same
time frame (Prochaska & Norcross, 2001).
Prochaska and Norcross (2011) added a sixth stage to the transtheoretical model which is
termination. This quite simply defined as clients having the total confidence that they will not
relapse. This confidence can be seen as clients experience formerly high risk situations and
experience no temptation to relapse into their former behaviors (Prochaska & Norcross, 2001).
It has been found that change occurs over a period of time. In research done with college
students, Sullivan (2011) found that the participants in a health challenge project reported
fluctuation between the stages. People move through the various stages at their own pace.
Relapses are common and are part of the process in change (Sullivan, 2011).

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Motivational Interviewing
Motivational interviewing is a technique used in counseling to facilitate change in clients
by the alteration of their self-talk from negative to positive. Motivational interviewing is client-
centered. The focus is on the concerns of the clients. It borrows heavily from Carl Rogers and his
counseling style. It is meant to focus on the current concerns and interests of the client (Miller &
Rollnick, 2002).
Motivational interviewing is based on three basic premises. The first premise is that
clients have an inherent desire to move towards health and wholeness. This desire is skewed by
various factors. Despite this distortion of the natural drive, it can be a powerful tool in helping
clients change. The second premise is that the client is the expert in bringing about change. The
coach acts as a resource to aid in the transformation by providing information and teaching skills
but the client is in control of the change process. The third premise is that clients’ investment and
ownership of the change process will increase the likelihood for success (Moyers, 2014).
The purpose of motivational interviewing is to strengthen clients’ motivation and
commitment to change through a collaborative conversation style. This strategy has found use in
various fields. Promising results are emerging in the area of prevention and treatment for various
health conditions. Research indicates that motivational interviewing can be a tool used for the
exploration of clients’ resistance to change (Hettema, et. al., 2014).
Motivational interviewing is directed towards dealing with solutions to resolving
uncertainty in regards to change. The technical aspect of motivational interviewing seeks to
evoke and strengthening the language of change in the clients. This language is known as
“change talk”. Coaches learn to listen for this language and reinforce it when it is manifested.
This attention to the change talk has been found to reinforce the likelihood for change in clients.

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Coaches can use careful questioning and reflection to help clients create their change talk
vocabulary. The coach reinforces the positive self-talk by helping the client to create a change
vocabulary. In this way, motivational interviewing helps the client transition into the desired
change (Moyers, 2014).
Motivational interviewing is more than techniques. It is more than just a set of tactics to
be used to get clients to move in a direction they are reluctant to go. It is a means of
communicating with clients to facilitate the desired change by building a working collaboration
with the client. Motivational interviewing focuses on the clients’ innate desire to change.
Behavioral models and motivational strategies tend to use external means to bring about change
in clients. Motivational interviewing seeks out the internal motivation for change then enhances
it. This change in the clients therefore must be consistent with their beliefs and values.
Motivational interviewing seeks out ambivalence that clients may have about change then find
solutions to deal with the ambivalence (Miller & Rollnick, 2002).
Based on this research, it can be seen that how clients view coaches can impact the
coaching alliance and the clients achieving their goals. The clarity of goals and proper planning
is a critical element of the coaching relationship. The performance of clients can be increased
through the identification of their goals and working with their coach to create a strategy for
implementation to reach the goals. Feedback is crucial to the coaching relationship (Gregory,
Beck, & Carr, 2011).
The relationship matters in coaching. Motivational interview can build a solid foundation
which can be a springboard to help clients set goals and change. Motivational interviewing
differs from other strategies in that it helps clients make the decision to change of their own
volition. Motivational interviewing is effective because it deals with the ambivalence of clients

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towards change. It can be supplemented with other strategies to build relationships and improve
social skills (Miller & Rollnick, 2009).
It is possible for clients to have several goals they are trying to reach at any one time.
Goals are reached as the brain adapts to the behaviors and attitudes necessary to reach goals.
Energy and efforts may be wasted if goals are not prioritized by clients. It is important that
coaches have a good working relationship with their clients. Working with coaches, clients can
create a hierarchy for the goals so that the most important ones are reached (Gregory, Beck, &
Carr, 2011).
Conclusion
Using the underlying premises of motivational interviewing, coaches seek to tap into the
intrinsic drive for change treating them as the expert in bringing about the change they desire so
that they will set goals which they will take ownership thus increasing the chances for success
(Moyers, 2014). Through motivation interviewing, coaches can assess the client’s stage of
change. Coaches must be careful not to assume that all clients are in the action stage. They may
be seeing the coach due to outside pressure from others. Motivational interviewing will help the
client to set realistic goals that move through the stages one at a time. Change is a process that
takes time. Motivational interviewing will help the coach to determine the best strategy to use
with the client and the best stance to take with the client while building rapport (Prochaska &
Norcross, 2001).
There are several evidence based models available to coaches to help understand how
clients make decisions about adopting changes. Rogers puts forth a model of diffusion in regards
to innovations with five stages which are knowledge, persuasion, decision, implementation, and
confirmation (Hettema, et. al., 2014). There is some continuity between Rogers’ model and the

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transtheoretical model which can be used by coaches to further enhance their ability to help their
clients.
The knowledge phase is an awareness of an innovation. Rogers held that there were many
factors involved in the knowledge phase and one of the most important factors was
communication. Motivational interviewing as a strategy to determine how much information is
provided to clients and when it should be done. It has been found learning for clients through
informal channels is much more effective than scientific books and articles. This stage
corresponds to the precontempalation stage in the transtheoretical model (Hettema, et. al., 2014).
Coaches take different stances with clients based on the transtheoretical model. Coaches
working with clients who are in the precontempalation stage may build a nurturing relationship
with the client. The coach would use motivational interviewing in this case to build rapport and
to tap into the client’s intrinsic motivations for change. (Prochaska & Norcross, 2001).
The knowledge phase in Rogers’ model is an awareness of an innovation. This stage
corresponds to the precontempalation stage in the transtheoretical model. Rogers held that there
were many factors involved in the knowledge phase and one of the most important factors was
communication. Motivational interviewing as a strategy to determine how much information is
provided to clients and when it should be done. It has been found learning for clients through
informal channels is much more effective than scientific books and articles (Hettema, et. al.,
2014).
The second stage is persuasion which the point where clients develop positive or negative
attitudes towards innovations. This stage can be compared to the contemplation stage in the
transtheoretical model. A coach working with a client in the contemplation stage may use
motivational interviewing to help clients become more aware of their situation. It is this stage

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where clients feel uncertainty about change. The clients are aware of the need for change but still
have feelings of ambivalence about it. Motivational interviewing can be used here to help clients
motivate themselves into changing through the process of self-discovery. The coach takes a
nonjudgmental and empathic stance with clients in this phase (Hettema, et. al., 2014).
The decision stage of Roger’s model compares with the preparation stage of the
transtheoretical model. The decision phase is the point in which clients make the decision either
to accept or reject the innovation. The foundation for this stage has been laid in the knowledge
and persuasion phases. It is during the decision stage that coaches can use motivational
interviewing techniques to creating an action plan in a collaborative effort with the clients.
(Hettema, et. al., 2014).
Coaches become collaborators through motivational interviewing to help clients in the
preparation stage to create an action plan so that they may progress to the next stage. In the final
stages, coaches become sojourners with the clients to offer support needed to help when they
encounter stumbling blocks (Prochaska & Norcross, 2001).
By using the stages of change and motivational interviewing, coaches can help clients
establish goals appropriate for the stage they are experiencing. Each stage has its own unique
characteristics therefore need goals unique to the client and the client’s stage of change.
Knowledge of Rogers’ model combined with the early stages of the transtheoretical model will
help the coach to determine the best stance to take with clients in setting goals. Motivational
interviewing will help find the client’s internal motivations for change allowing for the tailoring
of goals and actions to the client. Finally, motivational interviewing and understanding the stages
of change will help coach work with the clients to set goals that bring about successful change.

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