1. MODULE 02 conducting interviews
Welcome to Module 02 of Working with LGBTI Persons in Forced Displacement.
The focus of this module is on conducting respectful interviews with persons of diverse sex, sexual orientation and gender identity.
The interview is one of the most important parts of our work with LGBTI people, whether we’re engaged in protection, refugee status determination or durable solutions.
It is critical that any information you require is gathered in a way that is supportive and non-judgmental and maintains the humanity, dignity and respect of the individual you are interviewing.
If you’re working in protection, durable solutions or another area, you do this with a view to gather only the information that is necessary in a non-invasive and comfortable manner for the individual.
If you are conducting Refugee Status Determination (RSD) interviews, you do this with a view to elicit a full and truthful account relating to the individual's profile and experiences in the country of origin.
There are two units in Module Two.
The first unit of Module 02 is Interviewing Basics, which will provide us with some basic guidance on the questions you should and should not ask LGBTI people depending on the type of interview your are conducting. We will also discuss working with interpreters.
We will then look at the Difference, Stigma, Shame, Harm (DSSH) Model and learn why it is the preferred model for interviewing LGBTI people, especially for RSD.
During the second unit, Interview Techniques, you'll have the opportunity to practice asking interview questions.
Throughout the day, we’ll discuss various substantive and procedural issues in depth.
Facilitation Note – Text in Italics: Text that is in italics is the spoken version of what is written on the slides. Text that is not in italics is not written on the slides. It is intended to be spoken by the Facilitator.
Facilitation Note – Refugee Status Determination (RSD) Variation of this Module: This Module has two variations: a standard variation for training participants who do not conduct RSD interviews or for mixed audiences where some training participants conduct RSD interviews or oversee staff members who conduct RSD interviews, and a RSD variation for training participants who only conduct RSD interviews. The RSD variation is noted in slides, exercises and discussions throughout this module. As a Facilitator, you should present the variation that will best serve the profiles of your training participants.
MODULE 02
conducting interviews

2. 1 interview basics The first unit of Module 02 is Interview Basics.
Total Unit Time: 195 minutes (3 hours 15 minutes).

3. Learn to conduct respectful interviews by exploring what questions to ask and avoid, and other factors
Understand the Difference, Stigma, Shame, Harm (DSSH) model of conducting interviews
In Module 02, we will:
Learn to conduct respectful interviews by exploring what questions to ask and avoid, and other factors.
Understand the Difference, Stigma, Shame, Harm (DSSH) model of conducting interviews.
Review ways to create a safe space within the interview environment and encourage open and dignified communication.
Review ways to create a safe space within the interview environment and encourage open and dignified communication 2 1

4. Use of the Terms Different & Difference
A Note on Language
Use of the Terms Different & Difference
Before we start our exercise for this unit, I’d like to take a couple minutes to address two of the terms we’ll be using, different and difference, and talk about what they mean in this context.
In the context of the model of interviewing we are about to learn, the terms “difference” and “different” do not represent an individual being inferior to another person or other persons. Rather, they acknowledge that everyone has characteristics of difference, whether they are related to gender, ethnicity, nationality, sexual orientation, gender identity, age, ability or other factors. In societies around the world, some differences are celebrated, some are treated neutrally and some become the target of stigma, marginalization and persecution. Approaches to difference may depend on a number of factors, such as whether the society is urban or rural, and may change over time.
The use of the words different and difference in this context is not intended to mark LGBTI people as inferior to or socially partitioned from the majority of individuals from whom they are different – keep in mind that sexual orientation, gender identity and sex are only three of the numerous ways in which individual human beings are different from one another. Rather, the use of these terms is meant to acknowledge that LGBTI persons have characteristics in relation to sexuality, gender identity and sex that are not always the same as others, and, that, in some cases, this difference results in them being stigmatized, marginalized or targeted for harassment or persecution.   
If you feel uncomfortable using this word because it is stigmatized in your culture, it is useful to first explore the reason – does the stigma only apply to LGBTI people? Or does it apply to all instances of characteristics of difference in people? Is the stigma a result of negative attitudes towards LGBTI people, or is it the result of a belief that everyone is equal and no one should be singled out for any reason?
If you feel the words different and difference should not be used, think about whether there is an alternate word that has the same usefulness in interviews but avoids causing discomfort to the interviewer or individual being interviewed or if you would rather rely on the word the individual uses to describe themselves. Both options are suitable to the DSSH model.
With that in mind, we’ll move to the exercise.
Facilitation Note: See the Facilitation Guide page 17 for more information on teaching the Difference, Stigma, Shame, Harm model.
Time: 05 minutes. 2 1

5. Mock Interview Exercise Scripts Workbook page 2 2 1
The focus of this unit is an exercise called the Mock Interview Scripts.
Facilitation Note: See the Facilitation Guide page 4 for exercise instructions.
Time: 80 minutes (1 hour 20 minutes). 10 minutes to read each script; 30 minutes to discuss each script.
Scripts
Workbook
page 2 2 1

6. working with interpreters
Let's now imagine that these mock interviews had utilized interpreters.
with interpreters

7. Key Challenges Discomfort Discrimination Reluctance Misunderstandings1
Discomfort 3
Discrimination
Discomfort due to the attitude of the interpreter. .
Discrimination or abusive language on the part of the interpreter, especially if they are not trained.
There are several key challenges to successful interpretation.
The first is the discomfort of an individual due to the attitude of the interpreter,
or discomfort of the interpreter due to the diverse sex, sexual orientation or gender identity of the person being interviewed. An interpreter may demonstrate through non-verbal cues or words that they are not comfortable working with the individual.
The second is reluctance of an individual to share information based on factors like the gender, nationality or the attitude of the interpreter or assumptions the individual makes about the interpreter.
This is especially common when the interpreter is from the same cultural community as the individual. The individual may assume, due to experiences with that community, that the interpreter will be prejudiced or not maintain confidentiality.
The third challenge is discrimination or abusive language on the part of the interpreter, especially if they are not trained.
A staff member who does not speak the language of the individual may not realize the interpreter is using words or phrases that are disrespectful, and the individual may feel unable to speak up.
The fourth challenge is misunderstandings or incorrect language.
Even if an interpreter is not using abusive or derogatory language, they may lack an understanding of terminology related to sex, sexual orientation and gender identity, and they may lack training on the subject in general. They thus may not correctly interpret what the individual is saying, which can lead to a host of challenges in assisting the individual.
The final challenge is breaches of confidentiality by the interpreter.
This is a real concern if the interpreter is not committed to the organization and its code of conduct in a sustained manner, or if the interpreter is prejudiced. 2
Reluctance 4
Misunderstandings
Reluctance of individual to share information based on the gender, nationality or attitude of interpreter or their assumptions about interpreter.
Misunderstandings or incorrect language. 5
Breaches
Breaches of confidentiality by interpreter. 2 1

8. Operational Barriers COMMUNITY NON STAFF CHANGE CIRCUMSTANCES 1 3 2 4
Community members are at times the only interpreters available. .
Interpreters may not be staff members, meaning they do not always adhere to the same standards of conduct.
There are also several operational barriers to successful interpretation.
First, community members are at times the only interpreters available.
This can lead to the individual being reluctant to share information.
Second, interpreters may change often, which makes training difficult.
Sometimes, you use different interpreters every time you visit a location. It can be difficult to retain quality interpreters and hire new interpreters.
Third, interpreters may not be staff members, meaning they do not always adhere to the same standards of conduct.
Finally, rare circumstances may require using a family member as an interpreter.
An example is a location where the family is the only group that speaks the language in question and telephonic interpretation is not an option. 2
CHANGE
CIRCUMSTANCES
Interpreters may change often, making training difficult. 4
Rare circumstances may require using a family member as an interpreter. 2 1

9. Should interpreters be allowed to “opt out” of LGBTI interviews?
Group Discussion 1 2
What impact could the gender, nationality, ethnicity or linguistic group of an interpreter have on an interview?
How can we confirm interpreters are comfortable interpreting for LGBTI people? How can we provide adequate training?
Let's discuss these questions as a group.
Facilitation Note: See the Facilitation Guide page 16 for suggested answers to these discussion questions.
Time: 30 minutes. 3 4 5
What are the challenges you’ve faced using interpreters, and what are the best practices you’ve used to address those challenges?
What alternatives are available if an individual will not interview with an interpreter from their community?
Should interpreters be allowed to “opt out” of LGBTI interviews? 2 1

10. DSSH Model Guidance page 7
Now we will learn about the Difference, Stigma, Shame, Harm model. This model is useful in conducting interviews related to sex, sexual orientation and gender identity.
This model was created by UK barrister S Chelvan, who is a preeminent expert on asylum cases involving sexual orientation claims.
Among many others, he was involved in the landmark case HJ (Iran) and HT (Cameroon), which is discussed in detail in Module 04 Unit 02, Leading Case Law. He was also involved in many other watershed cases in the UK.
Facilitation Note: See the Facilitation Guide page 17 for guidance on teaching the DSSH Model.
Standard Variation Time: 30 minutes.
RSD Variation Time: 45 minutes.
RSD Variation Note: For the RSD variation of this teaching segment, 15 minutes should be added to allow time for questions, with the Facilitator reminding training participants that they will have further time to discuss interview questions and the DSSH Model in Unit 02 during the Group and Paired Role-Play exercises. Note the RSD variation of this module instructs the Facilitator to skip the 15-minute group discussion on Appropriate Lines of Questioning (slide 29) so the module thus runs the same length of time overall for either variation.
The DSSH Model was created by S Chelvan. All DSSH material presented in this training has been adapted from his publicly available work. For more information about S Chelvan, see: MODELDSSH
Guidance page 7

11. Based upon open questions and a non-adversarial approach.
DSSH MODEL
OVERVIEW
Created by UK barrister S Chelvan, the DSSH Model is premised upon the idea that LGBTI people have nearly universal characteristics and histories of stigma and difference.
It is an alternative means of assessing credibility for individuals who are not “out” or have not engaged in same-sex partnerships.
Created by UK barrister S Chelvan, the DSSH Model is premised upon the idea that LGBTI people have nearly universal characteristics and histories of stigma and difference,
and that the vast majority of the individuals you interview will be able to discuss these topics in some capacity.
Many people will additionally have experienced shame and harm.
It is a method of obtaining an individual’s account in a way that is non-judgmental and non-intrusive, and maintains dignity and respect by avoiding questions of a sexual or invasive nature.
It is an alternative means of assessing credibility for individuals who are not “out” or have not engaged in same-sex partnerships.
And it's based upon open-ended questions and employs a non-adversarial approach.
It is a method of obtaining an individual’s account in a way that is non-judgmental and non-intrusive, and maintains dignity and respect by avoiding questions of a sexual or invasive nature.
Based upon open questions and a non-adversarial approach. 2 1

12. DIFFERENCE DSSH Model Overview
Difference begins with the recognition that the individual is not like other “boys and girls” or “men and women” with respect to sex and gender role development.
Gradual realization or identification of gender difference from the sex they have been assigned (in relation to gender identity).
Gradual realization or identification of attraction to person(s) of the same sex (in relation to sexual orientation).
Gradual realization or identification of bodily difference (in relation to being intersex).
We'll begin by considering difference.
Difference begins with the recognition that the individual is not like other “boys or girls” or “men and women” with respect to sex and gender role development.
The individual then usually experiences a gradual realization or identification of attraction to person(s) of the same sex (in relation to sexual orientation).
Or, they experience a gradual realization or identification of gender difference from the sex they have been assigned (in relation to gender identity).
Intersex people may experience a gradual realization or identification of bodily difference (in relation to being intersex). 2 1

13. DIFFERENCE DSSH Model Overview
Recognition that this “difference” sets them apart.
Potential association with other LGBTI people.
Recognition that they are not living a “heterosexual” narrative.
They may then have a recognition that this “difference” sets them apart from people who are not LGBTI.
They may form associations with other LGBTI people.
This is sometimes called group differentiated identification.
They may have a recognition that they are not living a “heterosexual” narrative.
Keep in mind that individuals expressing sexual orientation claims may or may not have engaged in same-sex conduct.
As we've discussed, engaging in sex is irrelevant to establishing a claim based on sexual orientation. 2 1

14. STIGMA DSSH Model Overview
Recognition that close family members and/or friends disapprove of LGBTI conduct or identity.
Recognition that the “majority” does not approve of LGBTI conduct or identity.
Recognition of state, cultural and religious mores or laws directed towards LGBTI people.
After difference, we see that individuals often experience stigma.
Stigma stems from a recognition that close family members and/or friends disapprove of LGBTI conduct or identity.
It also stems from a recognition that the “majority” does not approve of LGBTI conduct or identity,
or a recognition of state, cultural and religious mores or laws directed towards LGBTI people. 2 1

15. shame DSSH Model Overview
Impact of stigma.
Feelings associated with isolation.
Impact of being the “other” rather than the “same.”
Next we have shame.
Shame is the impact of stigma.
Shame is often a result of feelings associated with isolation.
It is the impact of being the “other” rather than the “same.” 2 1

16. HARM DSSH Model Overview
State Agent harm: can include criminalization, targeting by the police or military, forced medical treatment, arrest, detention, prosecution, long-term imprisonment, torture and denial of access to state infrastructure and public services.
Non-state Agent harm: can include mob violence, rape, on-going harassment, extortion, public outing and denial of or discrimination within employment, health care and social services.
Family harm: can include harassment, abuse, sexual and gender-based violence, rape, honour killing, forced marriage and being deprioritized for goods within the family.
The individual may then experience harm, especially if they choose to share their difference – or their sex, sexual orientation or gender identity – with others.
State agent harm can include criminalization, targeting by the police or military, forced medical treatment, arrest, detention, prosecution, long-term imprisonment, torture and denial of access to state infrastructure and public services.
Non-state agent harm can include mob violence, rape, on-going harassment, extortion, public outing and denial of or discrimination within employment, health care and social services.
Family harm can include harassment, abuse, sexual and gender-based violence, rape, honour killing, forced marriage and being deprioritized in the family. 2 1

17. Foundation questions Standard Variation:
Let's discuss some of the questions you might ask that are related to the topics of difference, stigma, shame and harm.
These are the questions that were introduced in the Mock Interview Scripts exercise. I hope that understanding the DSSH model will now put them into perspective.
Note that this list is not exhaustive, but is rather illustrative of the types of questions you can ask.
Keep in mind that what is appropriate to ask will depend on the type of interview you are conducting. Not all the questions we will review in this section are appropriate to ask in all types of interviews. For instance, you may explore issues related to childhood in a RSD interview with an adult, but you would not address this topic in a protection-related interview.
You must use caution and careful consideration when deciding what questions are appropriate in each context.
RSD Variation:

18. Foundation Questions Difference Sample Questions 1 2 3
If someone articulates an experience of difference: 1 2 3
When did you know you were different? realize you were gay (or lesbian, bisexual, non-heterosexual, transgender or intersex)?
When did you start feeling different?
Can you tell me about your experience of feeling different?
In what ways did you feel different?
What does that difference mean to you?
If someone articulates their SSOGI identity:
Tell me about your experiences as ---.
For difference, the main question is:
When did you know you were different? When did you start feeling different?
Recall that, while some asylum countries might ask when someone realized they were LGBTI, we discourage asking that question because it is too specific.
Instead, asking about when someone knew they were different or when they started feeling different is a more generalized way to chronologically begin at the start of their narrative but not require specific dates or information about attraction.
Additionally, the individual may not use the same language as you use due to cultural or linguistic differences.
For instance, if someone has a claim based on having been persecuted for a same-sex relationship, but has not specifically identified themselves to you as gay or lesbian, it is not be helpful to ask them, "When did you first realize you were gay or lesbian?”
It is also difficult to pinpoint exactly when one realizes one’s sexual orientation.
We might also ask:
Can you tell me about your experience of feeling different?
In what ways did you feel different?
What does that difference mean to you?
If someone articulates their SSOGI identity: Tell me about your experiences being ---.
For instance, if someone says, “I identify as lesbian,” you might say, “Tell me about your experiences as a lesbian.” 2 1

19. Foundation Questions Stigma, Shame, Harm Sample Questions 1 2 3 4
Are you able to be open about who you are in your home country?
Why or why not?
What do you think would happen if it became known in your community that you are [how the individual identifies]?
Do you know other people like you in your home country?
Can you describe how they are treated?
Have you heard about other people like you?
Can you describe how they are treated?
Stigma, shame and harm are closely entwined with one another, so we have grouped these questions together.
Are you able to be open about who you are in your home country? Why or why not?
What do you think would happen if it became known in your community that you are ---- [how the individual identifies]?
Do you know other people like you in your home country? Can you describe how they are treated?
Have you heard about other people like you? Can you describe how they are treated? 2 1

20. Foundation Questions Stigma, Shame, Harm Sample Questions 5 6 7 8
Have you been in a relationship?
If so, how did you meet?
Are you still together?
Are you able to be open about it?
How do people who are LGBTI [like you] meet in your country?
Do you have organizations for LGBTI people [people like you] in your country?
Do you belong to any?
Do any associations, networks or community centers provide you support in your home country?
Have you been in a relationship? If so, how did you meet? Are you still together? Are you able to be open about it?
What you're seeking to find out is, has the individual been able to engage in a relationship, or is it too difficult or dangerous? What are the related issues?
How do people who are LGBTI [like you] meet in your country?
Can you meet without fear, like heterosexual couples?
Do you have organizations for LGBTI people [people like you] in your country? Do you belong to any?
Do any associations, networks or community centers provide you support in your home country?
These questions are related to both support networks and potential stigma or harm associated with being an advocate or activist. 2 1

21. Foundation Questions Stigma, Shame, Harm Sample Questions 9 10 11 12
You indicated you experienced harm because you are XXX. Can you please tell me more about that?
Did you tell anyone you were different, or have you told anyone?
Why or why not?
If yes, when?
How did they react?
How did that make you feel?
Does your family know you’re XXX [term individual uses to self- identify]?
If yes, what was their reaction when you told them?
You indicated you experienced harm because you are XXX. Can you please tell me more about that?
Did you tell anyone you were different, or have you told anyone? Why or why not? If yes, when?
In other words, were you afraid to tell? Did you fear stigma or harm?
How did they react? How did that make you feel?
Does your family know you’re XXX [term individual uses to self-identify]? If yes, what was their reaction when you told them?
What we are exploring here, among other things, is, were you stigmatized? Did you feel ashamed or fear harm? 2 1

22. Examples of thematic areas that might be explored
Foundation Questions
thematic topics to explore…
How has difference, stigma, shame or harm affected your daily life? 13
Ability to obtain and maintain dignified employment
Ability to attend and/or complete school
Ability to access housing and medical care
There are many questions you might ask regarding how the difference, stigma, shame and harm someone has experienced has affected or is affecting their daily life.
Here are some examples of thematic areas related to daily life that you might explore in the context of DSSH:
Ability to attend and/or complete school Ability to obtain and maintain dignified employment
Ability to access housing and medical care Ability to form and maintain social relationships Affect on family bonds and access to cultural, public and community life Safe access to goods and services Physical safety and security and access to justice
Examples of thematic areas that might be explored
Affect on family bonds and access to cultural, public and community life
Ability to form and maintain social relationships
Physical safety and security, and access to justice
Safe access to goods and services 2 1

23. questions
to avoid
Let's now discuss some of the questions you should avoid.

24. Questions to Avoid
What happened to make you LGBTI? Did something traumatic happen to you?
Do you like men or women more?
There are a number of questions you should avoid asking because they are inappropriate.
Again, this list is illustrative, not exhaustive. The questions you should avoid include:
What happened to make you LGBTI? Did something traumatic happen to you?
Don’t assume being LGBTI is the result of an incident or external factors. Don’t assume someone can pinpoint a specific moment in time when they realized they had a specific orientation or identity.
Why do you choose to be LGBTI, if you’re being persecuted? If you’re being harmed, can’t you just be like everyone else?
Don’t assume being LGBTI is a choice, any more than you would assume that a heterosexual individual chooses to be straight.
Can you prove to us you are LGBTI?
There is no test one can undergo or report they can submit to “prove” sexual orientation or gender identity. Note that asking someone to submit a video or photos of themselves having sex is absolutely prohibited.
Do you like men or women more?
This is an irrelevant question and has no bearing on a sexual orientation claim, especially for people who have testified they are bisexual.
If you’re gay, why are you married?
This question is problematic in form. Many lesbian and gay people, especially women, marry different-sex people for cultural, religious or other personal reasons. Especially in the case of lesbians, marriages may be forced and involve marital rape. Do not assume that marriage undermines or negates a claim or ask questions that sound judgmental.
This question could be rephrased to, “Please tell me about being married.”
Have you tried having sex with someone of a different sex?
This implies the individual has not tried hard enough to be heterosexual.
Why do you choose to be LGBTI, if you’re being persecuted? If you’re being harmed, can’t you just be like everyone else?
If you’re gay, why are you married?
Have you ever tried having sex with someone of a different sex?
Have you ever had sex with someone of the same sex or gender? 2 1

25. Questions to Avoid
Was your attacker gay or straight?
Can you prove to us you are LGBTI?
How many sexual partners have you had?
Was your attacker gay or straight?
If an individual was attacked, sexually abused or raped, there is no need to inquire about the sexual orientation of the abuser or attacker.
For the remaining questions, asking for details of sexual activity is extremely inappropriate in an interview.
First, sexual details are irrelevant. As you recall from the Terminology unit, sexual behaviour is different than sexual orientation.
A particular kind of sexual interaction does not prove sexual orientation. Questions about sexual interaction are thus not useful within the scope of an interview and do not “prove” sexual orientation.
Also recall that one does not need to have had sex to know one’s sexual orientation. Some people will have had limited or no sexual interaction at all.
And most importantly, asking about sexual interaction is invasive and demeaning, and could be psychologically damaging to the individual.
It will undermine your ability to gather information or establish a claim in a respectful and dignified way, as well as break your trust with the individual. Utilize other methods of gathering information, such as exploring thematic areas related to daily life.
How do you have sex? What do you do in bed? Who is the “man” and who is the “woman”?
Have you ever had sex with someone of the same sex or gender?
Are you a “top” (active / giver) or “bottom” (passive / receiver) participant? Do you use lubricant or sexual devices?
What position were you in when you were caught? 2 1

26. Questions to Avoid What do you think about homosexuality?
What are you, a man or a woman?
Can you describe the gay community in this country?
What are you, a man or a woman?
This is inappropriate, especially for transgender or intersex individuals. If you need to clarify which pronoun you should use, ask the individual respectfully what they prefer.
You said you are transgender – so are you gay or straight?
Transgender individuals may identify as gay, straight or in another way. There is no reason to ask someone about their sexual orientation unless they offer the information first. Likewise, if someone shares they are a person of diverse sexual orientation, it is not appropriate to assume they are also a person of diverse gender identity. And finally, we should not make any assumptions about the sexual orientation or gender identity of intersex people.
What do you think about homosexuality?
An individual’s opinion on homosexuality is irrelevant to an interview.
Can you describe the gay community in this country?
There is no one “gay community” and use of this term should be avoided. Rather, you want to ask about any support networks the individual can access.
Keep in mind, that some LGBTI people will not engage with any LGBTI people or organizations in their country of asylum. They may be isolated or focused on other needs, such as asylum, housing or employment.
Regardless of being LGBTI, they are a foreigner in the country of asylum and may not easily integrate with local communities.
Can you tell me the name of gay authors?
What kind of music do you listen to?
What kind of art do you like?
The interests of LGBTI people are as diverse as the individuals themselves. LGBTI people do not all listen to the same kind of music, read the same authors and like the same kind of art.
Asking such questions is invoking a stereotype and will not illicit useful information for the interview.
What kind of music do you listen to?
What do you think about homosexuality?
You said you are transgender – so are you gay or straight
Can you tell me the name of gay authors?
What kind of art do you like? 2 1

27. contextual
questions
Some questions may be asked depending on the context.
When you ask these questions, ensure the context is appropriate and that you are asking them for the correct reason.
Also ensure you are not employing personal bias or stereotypes when you asking these questions, and that they do not sound judgmental.

28. Contextual Questions Have you sought medical attention?1 2 3 4
Have you sought medical attention?
Have you been tested for HIV?
Do you receive money for sex?
Why did you get married?
Have you sought medical attention?
The most critical factor to remember is that being LGBTI is not a medical condition. However, LGBTI people may seek medical assistance related to their LGBTI status in several different instances:
In particular contexts, some LGBTI individuals may seek medical attention if they have been harmed and need medical attention as a result.
Some transgender individuals seek medical consultation in relation to transition. Their experience accessing medical care may be important to the interview, since LGBTI people experience much discrimination in health care systems. Remember that bodily modifications are irrelevant to an individual’s self-determined gender identity and that many transgender people do not wish to change their gender expression or physical body. If a transgender individual does not plan to transition, that does not mean they are not transgender.
Intersex individuals may visit a medical professional in relation to being intersex. Medical reports may also be used to corroborate an intersex claim, but a lack of medical reports does not undermine a claim.
Have you been tested for HIV?
Only discuss HIV status if the individual mentions it.
If you are required to ask everyone you interview whether they have been tested for HIV, be sure you notify the individual that you are required to ask everyone so they understand you are not making assumptions about them.
Do you receive money for sex?
Be careful you are not employing the stereotype that all gay and transgender people are sex workers. As with any individual, only ask exploratory questions about sex work if there is a basis for the exploration.
Why did you get married?
Be careful that this question does not rely on bias or stereotypes and that you do not sound judgmental. LGBTI people get married due to a wide variety reasons, including societal, cultural and religious norms and pressures.
While the topic of marriage may be explored depending on the type of interview you are conducting, simply being married does not undermine an LGB claim. Additionally, recall that individuals who are transgender or intersex do not necessarily have a diverse sexual orientation.
Many other thematic areas may or may not be relevant to the interview, depending on the specific context and individual.
Many other thematic areas may or may not be relevant to the interview, depending on the specific context and individual. 2 1

29. group discussion appropriate lines of questioning
Let’s now discuss ensuring we employ appropriate lines of questioning.
We do many different types of interviews with persons of concern in the course of our daily work. We may interview people for the purposes of registration, RSD, assessing protection needs or determining durable solutions.
We’ve just reviewed the DSSH model, which offers numerous questions you might ask persons of concern.
What types of questions do you think are appropriate for various types of interviews? Let’s discuss.
Suggested questions:
Q. When are lines of questioning about childhood or past events appropriate?
A. RSD or USRAP RSC resettlement casework interviews, but possibly not in other interviews.
Q. When are lines of questioning about current circumstances appropriate?
A. Protection and durable solutions interviews, for instance.
Q. How should we approach questions about trauma or SGBV?
A. With extreme caution, as in all other interviews.
Q. What types of questions might we ask in a health assessment?
A. In-depth questions about the challenges the individual currently faces and needs related to health care, housing, counselling, etc.
Standard Variation Time: 15 minutes.
RSD Variation Time: 0 minutes.
RSD Variation: Skip this slide when presenting the RSD variation of Module 02. All questions in the DSSH Model may be applied to RSD interviews if deemed appropriate in that particular interview. Note the DSSH presentation RSD variation is 15 minutes longer that the standard variation so the module overall runs the same length of time for either variation.
appropriate lines of
questioning

30. Situational Exercise Awareness Workbook page 12 2 1
We'll now do an exercise that will allow you to consider common situations that occur in relation to interviews with LGBTI people.
Facilitation Note: See the Facilitation Guide page 18 for exercise instructions.
Time: 30 minutes. 15 minutes for description and team activity; 15 minutes for small group discussions.
Awareness
Workbook
page 12 2 1

31. key
Let's review the key learning points from this unit.
These key learning points form the basis of asking appropriate questions when interviewing LGBTI people.
Time: 03 minutes.
learning points

32. Key Learning Points
Ensure your interview is a safe space. Review confidentiality policies with the individual. 1
Acknowledge your own biases and avoid relying on stereotypes. 2
Ensure your interview establishes a safe space. Review confidentiality policies with the individual.
Acknowledge your own biases and avoid relying on stereotypes.
Avoid questions of a judgmental nature and questions about sex or anatomy – they are invasive.
For persons of diverse gender identity, ask their preferred name, gender and pronoun and about transition. See the Successful Communications Unit for guidance.
Recognize the purpose of your interview and appropriate limits to your lines of questioning.
Avoid questions of a judgmental nature and questions about sex or anatomy – they are invasive. 3
For persons of diverse gender identity, ask their preferred name, gender and pronoun and about transition. (See the Successful Communications Unit for guidance.) 4
Recognize the purpose of your interview and appropriate limits to your lines of questioning. 5 2 1

33. 2 interview techniques The next unit is Interview Techniques.
Standard Variation Total Unit Time: 120 minutes (2 hours).
RSD Variation Total Unit Time: 225 minutes (3 hours 45 minutes).

34. Review best practices for interviewing LGBTI people
Highlight key thematic areas that can be explored during the course of the interview
The objectives of this unit are to:
Review best practices for interviewing LGBTI people.
Highlight key thematic areas that can be explored during the course of the interview.
Practice asking respectful and appropriate questions.
Time: 02 minutes.
Practice asking respectful and appropriate questions 2 2

35. best
Let’s first recall several best practices related to conducting an interview. We covered these best practices in Unit 01, so this is a brief review.
Facilitation Note: If during the training this unit is being done directly after Unit One with no break in between, you may wish to skip this teaching segment since it is repetitive of the previous unit. If you have a break of significant length between the units, however (such as a lunch break), you may wish to review this information as a refresher for participants before they enter the role play exercises.
Time: 10 minutes.
practices

36. breaks and words supportive environment legal Best Practices
Supportive environment LGBTI people may require a more supportive environment and have greater difficulty articulating claims.
Confidentiality Trust and confidentiality is key.
Breaks Start slowly and take breaks.
Interpreters Offer different interpreters when appropriate.
Body language and words Don’t express judgement; monitor personal biases.
Legal standards Use them as your guide.
Perception LGBTI protection issues may be about perception.
Questions Be careful about the sequencing and content.
breaks
body language
LGBTI people may require a more supportive environment and have greater difficulty articulating claims, so establishing trust and confidentiality is key.
Start slowly and provide plenty of time for breaks.
Remember that LGBTI people may have greater fear of the interpreter, or the interpreter may be less comfortable with LGBTI issues. Offer an alternate profile of interviewer or interpreter, when appropriate.
Do not express judgment through body language or words. Acknowledge and monitor personal biases.
and words
PERCEPTION
legal
interpreters
confidentiality
STANDARDS
supportive
questions
environment 2 2

37. addressing credibility concerns
When conducting RSD interviews, there may be issues raised that cause credibility concerns.
Time: 30 minutes, which includes time for the Facilitator to elaborate upon slide text and hold a Q&A, particularly on the topics of concealment, credibility and corroborating evidence, keeping in mind these topics are further addressed in Module 05: Refugee Status Determination.
Standard Variation Note: This Teaching Segment section should be skipped if presenting the standard variation of this Module to training participants who do not conduct RSD interviews and who do not oversee anyone conducting RSD interviews. If presenting the standard variation to a mixed audience that includes persons working in RSD, you may retain this section only if you are not presenting Module 05. If you are presenting Module 05, you should skip this segment and discuss credibility during Module 05.
credibility concerns

38. Addressing Credibility Concerns
CONCEPTS AND EXPERIENCES Explore what the concepts and experiences the person has shared mean to them.
SUFFICIENT DETAIL Gather sufficient detail to clarify inconsistencies.
Standard Variation: This slide may be omitted if presenting the standard variation of this Module to training participants who do not conduct RSD interviews or oversee anyone conducting RSD interviews.
RSD Variation:
One should assess credibility concerns in an LGBTI interview as one would do in any interview. You should:
Gather sufficient detail to clarify inconsistencies.
Explore what the concepts and experiences the person has shared mean to them.
Recall that LGBTI claims may take more time and attention because they will have to be drawn out more delicately.
Consider each claim on an individual basis. The experiences of LGBTI people vary extremely widely.
MORE TIME AND ATTENTION Recall that LGBTI claims may take more time and attention because they will have to be drawn out more delicately.
LGBTI CASES VARY Consider each claim on an individual basis. The experiences of LGBTI people vary extremely widely. 2 2

39. Addressing Credibility Concerns
REASONABLE EXPLANATIONS There may be reasonable explanations as to why the individual didn’t disclose information about their SSOGI earlier – for example, traumatic experiences, fear of the consequences, discomfort in the interview or that they have never told anyone.
FOLLOW UP QUESTIONS Follow-up questions should be asked to clarify uncertainties and credibility concerns must be put to the applicant to give them an opportunity to explain.
Standard Variation: This slide may be omitted if presenting the standard variation of this Module to training participants who do not conduct RSD interviews or oversee anyone conducting RSD interviews.
RSD Variation:
Also remember that:
There may be reasonable explanations as to why the individual didn’t disclose information about their SSOGI earlier – for example, traumatic experiences, fear of the consequences, discomfort in the interview or that they have never told anyone.
It may take someone many meetings to feel comfortable sharing the reason for flight. “Hiding” coping mechanisms include isolation, adopting “masculine” or “feminine” mannerisms or living closeted lives, which can reinforce low self-esteem.
Follow-up questions should be asked to clarify uncertainties and credibility concerns must be put to the applicant to give them an opportunity to explain.
MAY TAKE MANY MEETINGS BEFORE DISCLOSURE It may take someone many meetings to feel comfortable sharing the reason for flight. “Hiding” coping mechanisms include isolation, adopting “masculine” or “feminine” mannerisms or living closeted lives, which can reinforce low self-esteem. 2 2

40. Concealment
NOT LIVING OPENLY Many LGBTI people have had to keep aspects of their lives secret and may have not lived openly or had intimate relationships before.
SUPRESSION AND CREDIBILITY Having suppressed in the past, or possessing an ability to do so in the future, is not a reason to question their credibility.
Standard Variation: This slide may be omitted if presenting the standard variation of this Module to training participants who do not conduct RSD interviews or oversee anyone conducting RSD interviews.
RSD Variation:
There are several issues to note related to concealment:
Many LGBTI people have had to keep aspects of their lives secret and may have not lived openly or had intimate relationships before.
Many people have suppressed their SSOGI to avoid persecution.
Having suppressed in the past, or possessing an ability to do so in the future, is not a reason to question their credibility.
Remember the individual cannot be expected to change their sexual orientation or gender identity to avoid persecution, as it is fundamental to their human dignity. Concealment can cause psychological harm.
CONCEALMENT CAN CAUSE HARM Remember the individual cannot be expected to change their sexual orientation or gender identity to avoid persecution, as it is fundamental to their human dignity. Concealment can cause psychological harm.
SUPRESSING SSOGI Many people have suppressed their SSOGI to avoid persecution. 2 2

41. Corroborating Evidence
SHARED BURDEN In general, there is a shared burden on the individual and the interviewer.
CORROBORATING DOCUMENTS ARE LESS LIKELY TO OBTAIN Because of the personal nature of LGBTI claims, individuals are much less likely to have corroborating documents.
Standard Variation: This slide may be omitted if presenting the standard variation of this Module to training participants who do not conduct RSD interviews or oversee anyone conducting RSD interviews.
RSD Variation:
In relation to corroborating evidence:
In general, there is a shared burden on the individual and the interviewer.
The applicant discharges their burden by providing a full and truthful account of their experience. This may be more difficult in LGBTI cases due to the personal nature of claims.
Because of the personal nature of LGBTI claims, individuals are much less likely to have corroborating documents.
This may result in a greater burden on the officer to assist the individual in articulating their claim. Again, questions related to DSSH and thematic areas of daily life should be explored.
TRUTHFUL ACCOUNT The applicant discharges their burden by providing a full and truthful account of their experience. This may be more difficult in LGBTI cases due to the personal nature of claims.
MAY NEED MORE ASSISTENCE FROM OFFICER This may result in a greater burden on the officer to assist the individual in articulating their claim. Again, questions related to DSSH and thematic areas of daily life should be explored. 2 2

42. Group Exercise Role-Play 2 2
Now that we have covered the basic questions you should and should not ask, how to open an interview and how to respond sensitively, we'll do two exercises that will let you practice interview techniques. The first is a Group Role-Play Exercise.
Facilitation Note: See the Facilitation Guide page 20 for exercise instructions.
Standard Variation Time: 45 minutes. 45 minutes. 05 minutes for description; 20 minutes for one role-play; 20 minutes for discussion.
RSD Variation Time: 105 minutes (1 hours 45 minutes). 05 minutes for description; 50 minutes for one role-play; 50 minutes for discussion OR 05 minutes for description; 25 minutes for each for two role-plays; 25 minutes for each for two discussions (if using both role-plays.)
Role-Play 2 2

43. Paired Role-Play Exercise Workbook page 13 Guidance
Now we practice interview techniques by doing another role-play exercise.
Facilitation Note: See the Facilitation Guide page 26 for exercise instructions.
Standard Variation Time: 60 minutes. 05 minutes for description; 20 minutes for role-play one; 20 minutes for role-play two; 15 minutes for group discussion.
RSD Variation Time: 75 minutes (1 hour 15 minutes). 05 minutes for description; 25 minutes for role-play one; 25 minutes for role-play two; 20 minutes for group discussion.
Workbook page 13
Guidance
pages 7-11 and 17
Module One Guidance
page 23 2 2

44. key
Let's review the key learning points from this unit.
These key learning points form the basis of good interviewing techniques when working with LGBTI people.
Time: 03 minutes.
learning points

45. Key Learning Points
Focus on creating a supportive and welcoming space. Approach the individual in a non-judgmental manner. 1
Focus on discussing issues related to daily life in a respectful way using the DSSH model and thematic areas. 2
Focus on creating a supportive and welcoming space. Approach the individual in a non-judgmental manner.
Focus on discussing issues related to daily life in a respectful way using the DSSH model and thematic areas.
Recall that gathering information from LGBTI persons of concern may be more difficult due to the intimate and personal nature of the information.
Recall that gathering information from LGBTI persons of concern may be more difficult due to the intimate and personal nature of the information. 3 2 2

46. Key Learning Points – RSD
Remember that some efforts employed to “prove” SSOGI may violate the applicant's human rights. Focus on eliciting testimony in a respectful way and observing whether it is detailed and consistent. 1
Focus on the identity of the individual and the perception of the persecutor(s). 2
Standard Variation: This slide may be omitted if presenting the standard variation of this Module to training participants who do not conduct RSD interviews or oversee anyone conducting RSD interviews.
RSD Variation:
Remember that some efforts employed to “prove” SSOGI may violate the applicant's human rights. Focus on eliciting testimony in a respectful way and observing whether it is detailed and consistent.
Focus on the identity of the individual and the perception of the persecutor(s).
Remember that COI may be lacking and testimony may the primary evidence used to determine credibility.
Recall that testimony can be more difficult to draw out in LGBTI claims due to the intimate and personal nature of the information.
As in other interviews, examine reports or discuss with the individual what happens to people like them in their country.
Remember that COI may be lacking and testimony may the primary evidence used to determine credibility. 3
Recall that testimony can be more difficult to draw out in LGBTI claims due to the intimate and personal nature of the information. 4
As in other interviews, examine reports or discuss with the individual what happens to people like them in their country. 5 2 2

47. wrap up

48. The development of this training package was made possible through the generous support of the American people through the Bureau of Population, Migration and Refugees (PRM) of the United States Department of State as part of the project, “Sensitization and Adjudication Training on Refugees Fleeing Persecution Based on Sexual Orientation and Gender Identity.” The content does not necessarily reflect the views of PRM or the United States. 2

49. ACKNOWLEDGMENTS
UNHCR and IOM would like to thank Jennifer Rumbach for authoring this training package, LK Napolitano for the package design, Gabriel Schirvar for their contributions to editing and on the topics of health and SGBV, and the numerous experts from UNHCR who have been involved in providing feedback on the content of this training package to ensure a high quality resource.  2

50. ! IMPORTANT! THIS PRESENTATION HAS NOTES
Much of the text the Facilitator speaks during this training is represented on the presentation slides. However, the slide notes also contain critical information, including additional text for the Facilitator to speak (represented in the notes as non-italicized text), guides to unit and exercise timing and references to the corresponding page numbers in the Facilitation Guide. It is important that you read the slide notes in full before facilitating this training package. You may also wish to print them to use while facilitating the training.
The notes should appear in the dock below the image of the slide when View is set to Normal. If you do not see the notes, hold your cursor on the thin gray bar at the bottom of the window and drag the bar upwards. The notes section will appear.
To view the slides with the notes in large text below them, move your cursor to the top of the window and click View, then Notes Page. To print the slide notes with images of the slides (handy for facilitating for the first time, especially for lengthy teaching segments), click Print, then under Print Layout, choose Notes Pages. 2