1. HN 499 BACHELOR’S CAPSTONE FOR HUMAN SERVICES
Unit 2 Seminar
Cathy R. Moore

2. Unit 2 Project - INTAKE
In each of your projects, you will select the path that relates to your specific concentration of study.
The project assignment and grading rubric are the same regardless of emphasis area though the actual scenario content differs.
Use your knowledge of ethics and best practices to identify the main issue presented by the client and develop a 3-page paper.
In the paper, you will create a detailed portrait of your client, his/her main problems, and a plan for the next session.
Choose the path of your career interest. Completing this exercise brings you one step closer to graduation!

3. Unit 2 Project - INTAKE
Write a paper using your notes from past reading and discussions to:
Create a scenario related to your area of concentration (one page)
Don’t worry about using one of the three prompts in the project description.
Identify the client’s main problem (half page).
Propose best practice solutions and justify your ideas (one page).
Discuss some of the ethical problems that might be present in these situations (half page).
Project for Unit 3 will build upon this one

4. Due by midnight on Tuesday
Unit 2 project (cont.)
Due by midnight on Tuesday
Review late policy
One letter grade or 15 points deducted per week late
1 day to 1 week = 15 points; 1 week and 1 day to 2 weeks = 30 points; 2 weeks and 1 day to 3 weeks = 45 points)
No projects accepted more than 3 weeks/units late
Questions?

5. What is an intake?
An initial interview used to gather data about a client.
An intake interview is the first step to understanding, and then diagnosing the problem.
Used to provide information to guide diagnosis and selection of a treatment plan.
Helps to match the client to a counselor.

6. What to do during Intake Interviews?
Have a clear idea of why the individual is being interviewed.
Be concerned about the physical setting or environment.
Empathize and be warm to help establish good rapport with the client.
Be alert to verbal and nonverbal behavior.
Be in charge and keep the goals of the interview in mind.

7. Information Obtained During Intake
Demographic Information
Presenting Problem
Past Psychiatric History
Medical History
Mental status
Personal & Social History
* Pay attention to how the client speaks, thinks, feels, and evaluates situations.

8. How to Obtain Information: Models of Clinical Assessment
During an intake, there are two ways of gathering information, or two models of assessment to help diagnose the client.
Psychodiagnostic Model---holistic and intended to describe the client in a variety of ways.
Psychometric Model---emphasizes more objective use of tests and assessment instruments.

9. Types of Intake Interviews
Structured---A set of specific questions. Each client is asked exactly the same questions in the same manner.
Unstructured---Does not follow any specific format. Allows the client to determine what is important to talk about.

10. Intake Interview
What are the client’s immediate reasons for coming into treatment?
When did the presenting complaint become a problem and who defined it as such?
What does the client know about you or your service and how does this relate to their expectations for treatment?
Are there physical/medical problems present? If so, consider consulting a physician for further information.

11. Intake Interview
What are the client’s theories about the problem(s) and their causes?
What has the client done in an attempt to solve the problem?
What strengths does the client possess that might prove helpful?
Do I (therapist) possess the necessary competencies to work with this client?

12. Characteristics of Good Interviewing Skills
Convey to the interviewee that you understand their feelings and attitudes
Use language that is understandable and not offensive
Use open-ended rather than close- ended questions to extract more information

13. Characteristics of Good Interviewing Skills
Avoid excessive talking about personal experiences during the interview
Allow the interviewee to use silence for reflection
Set an agenda for the interview
Structuring skills

14. Components of Good Listening
Elimination of distractions
Alertness
Concentration
Patience
Open-mindedness

15. Protecting Confidentiality Rights
Fisher’s (2008) 6-step ethical practice model for protecting confidentiality rights:
Preparation
Tell clients the truth “up front”
Obtain truly informed consent before making a disclosure
Respond ethically to legal requests for disclosure
Avoid the “avoidable” breaches of confidentiality
Talk about confidentiality

16. Limits of Confidentiality
When clerical assistants handle confidential information
When a counselor consults
When a counselor is being supervised
When a client has given consent
When a client poses danger to self or others
When a client discloses intention to commit a crime
When a counselor suspects abuse or neglect of a child or vulnerable adult
When a court orders counselor to make records available

17. Question for discussion
When might confidentiality issues come up during or as a result of the intake interview? What information might you gather in the intake interview that would prompt you to break confidentiality? Are there any situations where it would be appropriate (legal and ethical) to break confidentiality?