CHAPTER 4 SKILLS AND TECHNIQUES FOR INTERVIEWING AND COUNSELING

I. GENERAL SUGGESTIONS

4. Don’t let people wander—if they do:

Haynes & Pindzola 2012: What they said earlier What they just said right now

For example: ** When you mentioned that Joey stutters more on the playground, it reminded me that you talked about his sister teasing him at home. Can you tell me more about this situation?” When you mentioned that Joey stutters more on the playground, it reminded me that you talked about his sister teasing him at home. Can you tell me more about this situation?”

Another example: ** “You talking about your husband’s moodiness after his stroke reminds me of something you said earlier. You had talked about the fact that before his stroke, he had a really calm personality. Tell me more about the difference you see between him before the stroke and him now.” “You talking about your husband’s moodiness after his stroke reminds me of something you said earlier. You had talked about the fact that before his stroke, he had a really calm personality. Tell me more about the difference you see between him before the stroke and him now.”

5. Double-check inconsistencies tactfully** NOT: “Earlier, you said something different. Which fact is accurate?” NOT: “Earlier, you said something different. Which fact is accurate?” INSTEAD: “I’m confused. Earlier, I thought I heard you say that ABC. Now I am hearing XYZ. Can you help me understand which one is correct?” INSTEAD: “I’m confused. Earlier, I thought I heard you say that ABC. Now I am hearing XYZ. Can you help me understand which one is correct?”

6. If you don’t know the answer to a question, or are unfamiliar with certain information: ** “I am not as familiar with that particular therapy technique, but I will do some research on it and get back to you. Why don’t we discuss it then?” “I am not as familiar with that particular therapy technique, but I will do some research on it and get back to you. Why don’t we discuss it then?”

7. If you run out of time and the person still wants to talk:** “I’m so sorry—I have another meeting in 5 minutes. Why don’t we set up another appointment so I can hear the rest of what you want to say?” “I’m so sorry—I have another meeting in 5 minutes. Why don’t we set up another appointment so I can hear the rest of what you want to say?” “I hate to cut this short, but there is another parent waiting for a meeting. Here is my business card and address—please feel free to me and we can discuss this further.” “I hate to cut this short, but there is another parent waiting for a meeting. Here is my business card and address—please feel free to me and we can discuss this further.”

Remember the psychology of

II. BEHAVIORS IN AN INTERACTION A. General Behaviors A. General Behaviors

Research shows that:

2. Guggles and Interruptions** We try not to interrupt, but sometimes we have to We try not to interrupt, but sometimes we have to “I’m sorry, Ms. Jones, I hate to interrupt, but we only have 10 minutes left and I wanted to be sure we discussed your concern about Jimmy’s vocabulary. What specifically worries you about his vocabulary?” “I’m sorry, Ms. Jones, I hate to interrupt, but we only have 10 minutes left and I wanted to be sure we discussed your concern about Jimmy’s vocabulary. What specifically worries you about his vocabulary?”

Guggles…

B. Verbal Behaviors 1. 1.

For example: ** Let’s say that the mother of Precious P. begins talking about Precious’ worthless father who ran off Let’s say that the mother of Precious P. begins talking about Precious’ worthless father who ran off You can say “I’m so sorry that happened. Being a single parent has to be so challenging. It must be especially challenging when Precious doesn’t seem to follow the directions you give her. Let’s get back to talking about the results of the language testing I conducted. When I asked Precious to follow directions, she…” You can say “I’m so sorry that happened. Being a single parent has to be so challenging. It must be especially challenging when Precious doesn’t seem to follow the directions you give her. Let’s get back to talking about the results of the language testing I conducted. When I asked Precious to follow directions, she…”

2. Encouragers

3. Interpretations

Example of an interpretation:** With Oscar’s mother, who is “too depressed” to take him for a necessary orthodontia evaluation, you can say: With Oscar’s mother, who is “too depressed” to take him for a necessary orthodontia evaluation, you can say: “It would be very natural to be depressed when the baby is always sick, your husband is gone a lot, and you feel so alone. I’m wondering too if the idea of braces right now feels really overwhelming, given everything else that you are dealing with.” “It would be very natural to be depressed when the baby is always sick, your husband is gone a lot, and you feel so alone. I’m wondering too if the idea of braces right now feels really overwhelming, given everything else that you are dealing with.”

When we provide interpretations:

One trick I use…

C. Nonverbal Behaviors

2. Facial Expressions

3. Eye contact

4. Head nodding

5. Body posture and leaning

III. FUNDAMENTAL TECHNIQUES** 1. Summaries at the end of a session to highlight and review major points 1. Summaries at the end of a session to highlight and review major points (with Cody’s grandma) “Dolores, thanks so much for coming. During this meeting, our school nurse Mike Wong shared that it is important to see Cody’s pediatrician about possible juvenile diabetes. I said that I will continue seeing Cody for speech to work on his sounds. Lastly, Judy Wynn, our resource specialist, will test Cody’s reading and writing skills next month to see if he needs resource assistance. Are there any questions?” (with Cody’s grandma) “Dolores, thanks so much for coming. During this meeting, our school nurse Mike Wong shared that it is important to see Cody’s pediatrician about possible juvenile diabetes. I said that I will continue seeing Cody for speech to work on his sounds. Lastly, Judy Wynn, our resource specialist, will test Cody’s reading and writing skills next month to see if he needs resource assistance. Are there any questions?”

Summaries** VERY useful for keeping things moving! VERY useful for keeping things moving! “Mr. Brown, thanks so much for sharing about how you felt when you stuttered as a child. As I just said, Neil is very embarrassed about his stuttering just as you were. Again, my testing revealed that he is a moderately severe stutterer. Let’s talk about some specific strategies that will help him become more fluent.” “Mr. Brown, thanks so much for sharing about how you felt when you stuttered as a child. As I just said, Neil is very embarrassed about his stuttering just as you were. Again, my testing revealed that he is a moderately severe stutterer. Let’s talk about some specific strategies that will help him become more fluent.”

2. Reflections

3. Confrontations

One I had to use with a mom:** “You said that you want Alicia to well in school, but she is absent and tardy a lot.” “You said that you want Alicia to well in school, but she is absent and tardy a lot.” Then, to soften it “My son struggles with some things in school too, and it is hard to send him when he begs me to stay home. Do you want to talk about some things we can do to help Alicia do better in school so she won’t want to stay home?” Then, to soften it “My son struggles with some things in school too, and it is hard to send him when he begs me to stay home. Do you want to talk about some things we can do to help Alicia do better in school so she won’t want to stay home?”

4. Self Disclosure

Recently, with a mom whose son was struggling in 3 rd grade:** “My own Mark received 2 years of occupational therapy and 1.5 years of vision therapy because his fine motor and reading comprehension skills were so low. I know how hard it is to see your child struggle to read basic books when all his classmates are reading Harry Potter. I think that an evaluation by a neurodevelopmental optometrist might be helpful for Sam.” “My own Mark received 2 years of occupational therapy and 1.5 years of vision therapy because his fine motor and reading comprehension skills were so low. I know how hard it is to see your child struggle to read basic books when all his classmates are reading Harry Potter. I think that an evaluation by a neurodevelopmental optometrist might be helpful for Sam.”

Another example:** “I know how hard it is to see a loved older family member with dementia. I remember when my grandma had Alzheimer’s—it was so sad to see her deteriorate.” “I know how hard it is to see a loved older family member with dementia. I remember when my grandma had Alzheimer’s—it was so sad to see her deteriorate.”

5. Repetitions

For example: ** (early in meeting) “Cody’s teacher told me that he struggles to follow directions in the classroom.” (early in meeting) “Cody’s teacher told me that he struggles to follow directions in the classroom.” (later) “As we said, Cody has difficulty following directions in the classroom; I found the same thing in my assessment.” (later) “As we said, Cody has difficulty following directions in the classroom; I found the same thing in my assessment.” (end of meeting) Because both Cody’s teacher and I have noted his challenges with following directions, we will work on this skill in therapy” (end of meeting) Because both Cody’s teacher and I have noted his challenges with following directions, we will work on this skill in therapy”

IV. QUESTIONS IN AN INTERVIEW A. Primary questions A. Primary questions B. Secondary questions B. Secondary questions

C. Closed Questions

Closed questions….

Youtube…** Sheldon asks too many questions Sheldon asks too many questions These are all closed questions These are all closed questions He is interviewing a potential new neighbor He is interviewing a potential new neighbor

D. Open questions Allow a lot of latitude Allow a lot of latitude Draw a client out Draw a client out Encourage answers that may be more accurate Encourage answers that may be more accurate Can be time- consuming Can be time- consuming