Chapter 6 INTRODUCTION TO CLINICAL PSYCHOLOGY, THIRD CANADIAN EDITION by John Hunsley and Catherine M. Lee

Questions Ethical issues: Limits of confidentiality Unstructured assessment interviews Structured diagnostic interviews General issues in interviewing Problem definition exercise Observations Self-monitoring For next class Overview

Protection from harm – Self-harm – Harm to others – Child in need of protection – Ontario: Sexual abuse by health professional When required by law – Legal obligations to disclose to a judge when requested – Psychologists in Canada do not have ‘client privilege’ like lawyers do Ethical issues: Limits of confidentiality

Safe environment Positive relationship Gathering pertinent information Unstructured interviews

Clarifying, reflecting & paraphrasing Asking open & closed questions; pursuing a line of questioning Setting context The role of the psychologist in an unstructured conversation

What are the major differences between assessment interviews and conversations with friends? Class Discussion

Structured diagnostic interviews Structured Clinical Interview for Axis I Disorders (SCID): Most widely used in North America Watch segment: SCID: September 2013, released draft of DSM-5 research version modules for feedback

Skills in questioning Skills in listening Asking about sensitive issues Cultural sensitivity Adapting to: – Children – Couples – Families – Older adults General issues in interviewing

What are the pros and cons of unstructured and structured interviews? Class Discussion

Tell me more about… Can you explain what you mean by… Give me an example…. What does depressed mean to you? I want to be sure I understand… Help me understand what you mean by out of control…. Pursuing a line of questioning

Tell me what you mean by…. – What happens when – Give me an example – Describe what it is like when – Tell me about the last time that…. Problem definition questions

Frequency? – How often does this happen? – Are there times when it is better or worse? Intensity? – How hard is it to do? – What is the effect? Duration? – When did this start? – How long has it been going on? Problem definition questions

Problem definition exercise In groups of 5-6 take roles of: – Interviewee: plays the role of child, adolescent, adult, or older adult – Interviewer 1: asks question to elicit description of problem in behavioural terms – Interviewer 2: asks questions to determine the intensity of the problem – Interviewer 3: asks questions to establish the frequency of the problem – Interviewer 4: asks questions to assess the duration of the problem – Observers who notice the impact of different types of question and prompt interviewers if they are struggling

Aden is 7 years old. He is having difficulty concentrating in school – Interview his teacher to understand ‘difficulty concentrating’ Kayla is 14. Her father thinks she is cranky and unwilling to do her homework. – Interview Kayla’s father to understand the problem of crankiness and unwillingness to do homework Boris (age 48) has difficulty managing his temper. – Interview Boris to understand what he means by ‘difficulty managing his temper’ Clara (age 84) seems to be withdrawing from activities – Interview Clara’s son to understand what he means by ‘withdrawing from activities’ Shawna is 28. She reports that she binges – Interview Shawna to understand her bingeing. Problem definition exercise:

ChallengesBenefits Problem definition exercise, what were the…

Clinic School Home What types of behaviours might occur most frequently in these different settings? Should you expect consistency in behaviours across these settings? What factors might lead to inaccurate or invalid observations in these settings? Observations

ChallengesAdvantages Self-monitoring

Should we trust data from self-monitoring diary procedures? Why might some clients decide to misrepresent their experiences when completing self-monitoring tasks? Self-monitoring

For next class

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