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Interviewing Skills. Format of Role Play. 30 to 40 minute interview Interviewer Initiates questioning Collects information through semi-structured questions and prompts for more information Terminates session Interviewee Provides information on questions posed

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Interviewing Skills

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Interviewing Skills

Interviewing Skills


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Format of Role Play

  • 30 to 40 minute interview

  • Interviewer

    • Initiates questioning

    • Collects information through semi-structured questions and prompts for more information

    • Terminates session

  • Interviewee

    • Provides information on questions posed

    • Determines pace of interview

    • Prepares for background information

  • Role of interviewer or interviewee will be chosen randomly.

Interviewing Skills


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Grading

  • On thoroughness of preparation

  • On flexibility

  • On rapport – connection to interviewee

  • On notes used to prepare for the session (please make a photocopy of either your typed or clearly handwritten notes)

  • Performance: 15%, Notes: 5% (a transcript will not be required)

  • You will not be graded on your acting ability, ability to shock, or humour

Interviewing Skills


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Recommended Chapter

  • Photocopy of chapter 2 from Hersen, M., & Van Hesselt, V. B. (Eds.). (1998). Basic Interviewing: A Practical Guide for Counselors and Clinicians. New Jersey: Lawrence Erlbaum Associates.

    Reserves Desk: RC 480.7 B37 1998

  • Use as a guideline for asking questions, generating prompts, and dealing with silences.

Interviewing Skills


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Role of interview

  • First step in getting to know a client

  • May lead to further assessment or treatment

  • assume that it will be a treatment relationship

  • A way to establish rapport

  • A chance to explain further sessions (not necessary for the assignment)

Interviewing Skills


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Diagnostic Interview

  • Presenting problem

  • Symptoms

  • Associated (neuropsychological) deficits

  • Background history

Interviewing Skills


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Client characteristics

  • For the assignment, assume the client is:

  • Nonviolent

  • Moderately to fluently verbal

  • Compliant

  • Hoping for further help (may or may not be self- referred)

Interviewing Skills


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Client Variables

  • Clients can vary in:

  • Education

  • Insight into problem

  • Opportunity to access services (income, living situation)

  • Referral source (self, doctor, parent, child, spouse)

Interviewing Skills


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Client Variables

  • Assume this is the clients first visit to a practitioner for their presenting problem

  • They should not be assumed to know their diagnosis (in reality, they probably won’t)

  • Can start with a vague complaint if you like and the interviewer can push with questions – e.g. I feel nervous, I can’t concentrate

Interviewing Skills


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Interviewee

  • Sources to use for preparation of simulation:

  • DSM – don’t choose every single one of the criteria (pick and choose, but make sure to include defining criteria)

  • Internet – case studies, basic articles

  • Personal contacts

  • Texts for case studies, presenting symptoms

Interviewing Skills


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Structure of Interview

  • Greeting and making client comfortable (small talk okay)

  • Opening question – from chapter, examples

  • Ignore section in chapter on Ground Rules (we are not doing therapy after the interview)

  • Assessing the presenting problem – how?

Interviewing Skills


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Structure of Interview

  • No note taking necessary for simulation (unless you want to follow up on a particular point – brief note)

  • Assessment of clients’ understanding of problem – how?

Interviewing Skills


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Structure of Interview

  • Explain the purpose

  • Questions to ask – see later slides

  • Determine if the client has further questions

  • Termination of interview – how?

Interviewing Skills


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Pointers for the Interviewer

  • Sensitivity – knowing when to push for more information and when not to

  • Silence is okay

  • Confidentiality

    • explain limits (suicide/ homicide – duty to report)

    • should be mentioned a few minutes in, not at end.

Interviewing Skills


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Pointers for the Interviewer

  • Be curious – don’t be afraid to ask difficult questions when called for

  • Be aware of cultural differences

  • Prompting is good if you need more information

    • Tell me more about that

    • Give me an example of that

    • Others?

Interviewing Skills


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Sensitive Information

  • How to ask difficult questions about:

    • Sexual history

    • Abuse

    • Drug use or abuse

  • If clients don’t volunteer information, don’t ask flat out.

  • Some things may come out in further sessions (for the assignment, how can you ask these questions?)

Interviewing Skills


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General Questions

Both the interviewer and interviewee should minimally prepare for the following questions:

  • To what extent are symptoms triggered by the environment, rooted in history, or related to physiology (nurture and nature)?

  • Does the client gain from their symptoms?

  • What coping skills does the client have?

Interviewing Skills


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General Questions

  • To what extent are symptoms triggered by the environment, rooted in history, or related to physiology (nurture and nature)?

  • Does the client gain from their symptoms?

  • What coping skills does the client have?

Interviewing Skills


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How and what do we ask about:

  • Psychiatric History

  • Medications

  • Medical History

  • Developmental History

  • Family history

  • Recreational History

  • Relationships – significant others, friends

  • Educational and work history

  • Sexual history (if relevant)

Interviewing Skills


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Information: Duty to report

  • Abuse History (if part of case)

  • History of suicide or homicide (if necessary)

Interviewing Skills


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Ending the interview

  • Approaches to ending?

Interviewing Skills


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Guidelines

  • Interviewer

  • Be prepared to ask questions in any of these domains

  • Be flexible – you will not know what the client is preparing (naturalistic interview)

  • Don’t overscript your questions

  • At end, you will be asked to guess what the diagnosis is (you won’t be graded, so it is okay to be wrong)

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Guidelines

  • Interviewee

  • Research the disorder and decide what presenting problems you will show

  • Prepare some information in relevant questioning domains but not necessarily all of them

  • Assume you don’t meet criteria for comorbid problems (don’t make the case too complex)

Interviewing Skills


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