PP 7365

Clinical Interviewing

Fall 2008

INSTRUCTOR:

Dawn Santucci, Psy.D.

PHONE:

630-251-7815

EMAIL:


ALT PHONE:

630-893-9014

REQUIRED TEXTS:

Title / Helping Skills: Facilitating Exploration, Insight and Action
Author(s) / Hill, C.E. & O’Brien, K.M.
Copyright / 2004
Publisher / Washington, D.C.: American Psychological Association
ISBN / 1591471044
Edition / 2nd
Title / Room for Change: Empowering Possibilities for Therapists and Clients
Author(s) / McClintock, E.
Copyright / 1999
Publisher / Allyn and Bacon
ISBN / 0205284388
Edition
Title / Clinical Interviews for Children and Adolescents
Author(s) / McConaughy, S.
Copyright / 2005
Publisher / The Guildford Press
ISBN / 1593852053
Edition

Any other special testing materials, etc? YES NO

This Course Requires the Purchase of a Course Packet: YES NO

Page 1

ArgosyUniversity

COURSE SYLLABUS

PP 7365

Clinical Interviewing

Faculty Information:

Faculty Name: Dawn Santucci, Psy.D.

Campus:Chicago

Contact Information: or 630-251-7815

Office Hours:By appointment

Short Faculty Bio: I earned a B.S. in Psychology and Sociology from ElmhurstCollege and a M.A. in Counseling Psychology and Psy.D. in Clinical Psychology from the AdlerSchool of Professional Psychology. I hold certification in Neuropsychological Assessment and Clinical Hypnosis. My primary interest is assessment, particularly neuropsychological and forensic assessment. My other interests includetraumatic brain injury, developmental disorders, juvenile delinquency, foster care, child custody, and parent/family education.

Course Description:

This course is an introduction to clinical interventions across theoretical orientations. It will cover the basic skills needed for interviewing and engaging clients in a diagnostic interview, assessment session, or therapeutic relationship. It will provide a broad range of skill development experiences for students that serve as a foundation for diagnostic and therapy practica. The class will include didactic presentations, discussion of readings, role-play, observing videos, class exercises, and self and peer evaluation.

Course Pre-requisites: None

Required Textbooks:

Hill, C. E. & O’Brien, K. M. (1999). Helping Skills: Facilitating Exploration, Insight, and Action. American Psychological Association, Washington, D. C. ISBN: 1591471044

McClintock, E. (1999).Room for Change: Empowering Possibilities for Therapists and Clients. Allyn and Bacon. ISBN: 0205284388

McConaughy, S. (2005). Clinical Interviews for Children and Adolescents. The Guildford Press. ISBN:1593852053

Technology:

Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.

Course length: 15 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes:

The Doctoral program in Clinical Psychology at ArgosyUniversity, Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

  • Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
  • Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
  • Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
  • Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
  • Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
  • Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
  • Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
  • Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
    Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
  • Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
  • Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
  • Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

Course Objectives:

1. Students will develop basic skills essential for interviewing as clinicians.

  1. Students will develop a wide repertoire of skills on which to base their intervention in both diagnostic and therapy practica.
  2. Students will learn more advanced skills by which to foster engagement, alliance, and the therapeutic process.
  3. Students will know the basic legal, ethical, and professional concerns essential for clinical practice.
  4. Students will learn interventions that recognize and respect diversity related to race, religion, gender, ethnicity, sexual orientation and culture.
  5. Students will develop increased capacities for open and accurate self-evaluation and peer evaluation of their clinical interventions.

Class Expectations:

  1. To be present, punctual, prepared, and attentive during each class. Willingness to participate positively and constructively in class discussion and exercises.Attendance is required and absence is discouraged. Students must notify the instructor in advance of a planned absence. If 2 or more classes are missed either credit will not be given for the course or a contracted way to make up the class must be arranged. Students who are absent are required to submit a 2 page summary of the reading assignment for that session. Evaluation will be based upon the quality of class discussion reflecting understanding of issues, openness to learning, and to reflect upon one’s own strengths and weaknesses. (15%)
  2. A 10-15 minute audiotape will be submitted the 5th week of the term with a 2-3 page self-critique, and a verbatim transcript with extra space following each of your responses. These tapes will be presented in class. (15%)

NOTE: Client and therapist responses should be numbered (C1, T1).The specific clinical interviewing skill being used should be identified after each T statement. This applies to all audio and video tape submissions.

  1. A second 10-15 minute audiotape will be submitted during the 8th week of class with a 2-3 page self-critique, and a verbatim transcript with extra space following each of your responses. The responses should be numbered as they were in the first tape. These tapes will be presented in class. (20%)
  2. A 20-25 minute videotape will be submitted during the 12th week of the course. This is to be submitted with a self-critique (2-3 pages) and a written verbatim transcript of either the first or the last 15 minutes (depending on your preference and needs) and formatted as stated above. The tapes can be submitted in a VHS or DVD format. These videotapes will be presented in class. (35%)
  3. A group presentation will take place during the 12-14th weeks of class. Students will be divided into 3 person groups. Each group will focus on a specific psychological disorder. One member will serve as the client, another as the interviewer, and the other as the reporter. Following the interview, the client and interviewer will report on their experience of conducting the role play. The reporter will discuss the important issues to be considered when interviewing a client with the designated disorder. Each presentation will be 45 minutes. (15%)

The following pages provide more detailed information about each of these assignments.

Assignment Table:

Week / Topics / Readings / Assignments
1. 9/5 / Introduction to clinical interviewing; 3 stage model of helping / Hill: Chapters 1 & 2
McClintock: Chapter 1
2. 9/12 / Variables of change; goals of the initial interview; ethical issues; enhancing interview validity & reliability / Hill: Chapters 34
McClintock: Chapters 2 & 3
3. 9/19 / Mental status exam; exploration stage; attending & listening; restatement / Hill: Chapters 5, 6 & 7
McClintock: Chapter 4
4. 9/26 / Open ended questions; reflection of feelings; process vs. content / Hill: Chapters 8, 9 & 10
McClintock: Chapter 5
5. 10/3 / Developing hypotheses; difficult situations / Hill: Chapter11
McClintock: Chapter 6 / Audiotape #1 with transcript & critique
6. 10/10 / Insight stage; defense mechanisms; challenging / Hill: Chapters 1213
McClintock: Chapter 7
7. 10/17 / Interpretation; self-disclosure, immediacy / Hill: Chapters 14, 15 & 16
McClintock: Chapter 8
8. 10/24 / Differential diagnoses; case conceptualization / Hill: Chapter 17
McClintock: Chapter 9 / Audiotape #2 with transcript & critique
9. 10/31 / Action stage; providing information; direct guidance / Hill: Chapters 18, 19 & 20
McClintock: Chapter 10
10. 11/7 / Beginning and ending sessions; setting and maintaining boundaries / Hill: Chapters 21 & 22
McClintock: Chapter 11
11. 11/14 / Interviewing special populations (psychotic clients, couples, families...) / McClintock: Chapters 12 & 13
McConaughy: Chapters 1 & 2
12. 11/21 / Interviewing children and adolescents / McClintock: Chapter 14
McConaughy: Chapters 3 & 4 / Videotape with transcript & critique
13. 11/28 / Thanksgiving Break  / ------/ ------
14. 12/5 / Gathering supplementary info; assessing for suicide & violence / McClintock: Chapters 15 & 16
McConaughy: Chapters 5, 6, 8 & 9 / Group Presentations
15. 12/12 / interpreting clinical interviews; intervention planning / McClintock: Chapter 17
McConaughy: Chapters 7 / Group Presentations

Performance Evaluation Criteria:

  1. Students will structure a therapeutic session; opening the session, engaging and fostering self-disclosure, managing transitions and interruptions, and closing the session.
  2. Students will demonstrate basic skills such as attending and listening, communicating empathy, clarification, reflection, summarization, and appropriate questioning.
  3. Students will demonstrate the ability to assist the client in clarification of feelings, thoughts, experiences, and communication.
  4. Students will demonstrate the ability to effectively respond to a client’s strong emotional expressions (e.g. anger, crying, suicidality, personal attraction).
  5. Students will model appropriate self-disclosure.
  6. Students will demonstrate appropriate sensitivity to and respect for client diversity, including racial, religious, ethnic, gender and sexual orientation.
  7. Students will demonstrate therapeutic responses to silence and resistance.
  8. Students will demonstrate an understanding of professional therapeutic relationships and boundaries.
  9. Students will be able to identify basic legal, ethical, and professional issues involved in clinical interviewing.
  10. Students will become more objective in self-evaluation and peer evaluation.
  11. Students will gain awareness of the impact of the variety of interventions presented throughout the course.
  12. Students will demonstrate the ability to be self-reflective or self-monitoring during therapeutic interactions, and to be aware of their own emotions, thoughts, experiences, and bodily reactions, and to be aware of personal biases and issues that may foster and/or inhibit therapeutic progress in the interview.

Criteria for Evaluation of Tapes:

The criteria for evaluation of the tapes are based on the demonstration of those skills discussed in class and the assigned readings. Grades will also reflect cumulative demonstration of learned skills discussed and practiced up to the date when the exercise is submitted. Interventions should demonstrate basic attending and listening skills and a capacity for empathy including the communication of empathy. Tone, style, and content should communicate caring, concern and being present with the client. Grades will be based on the criteria described as follows: A grade of B is given to the degree that these are clearly evidenced and some good self-awareness is reflected in the self-critique. A grade of B+ is given when the above are consistently evidenced and solidly demonstrated.

A second major area of evaluation is the ability to demonstrate advanced skills that include moving the client beyond his/her initial perspective. This involves helping him/her clarify thoughts, feelings, and experiences, so as to increase their clarity of understanding regarding their conflict. Probing, questioning, advanced empathy, and challenging are part of these more advanced skills. A grade of A- is given to the degree that these are consistently evidenced in addition to the basic skills and solid self-awareness and openness reflected in the self-critique.

A third criterion is the ability to identify the major core issues of the client. This does not require identifying all issues, but those most significantly related to the presenting concern. This involves helping the client move beyond the presenting complaint so as to have increased understanding of the issue, and greater awareness of motivations, thoughts, feelings, and experiences associated with their concerns. To the degree that all three areas are addressed fairly consistently, a grade of A is given.

An interview that reflects the criteria identified above but which evidences problematic interventions will receive a lower grade. Problematic interventions might include shifting from topic to topic, lack of clear direction, focus on advice giving, devaluing, judgmental or insensitive comments with the client, or frequent breaks in understanding. If a student receives 2 or more grades below B- on the taped sessions, they will be required to submit at least 1 remediation tape. They may also have to enroll in an individual consultation with a faculty member in order to further remediate their problem areas.

Guidelines for Audio and Video Taped Submissions:

The session you provide should not be with a real client and should not be with another student in the class. It should be with an individual who wants to present a real concern or a role-play with an individual with a specific concern. It is actually easier when a real concern is presented, as the presentation is more consistent. The problem/concern should be of a mild nature and not one reflecting an individual who is lacking in reality testing or requiring crisis intervention. The entire session should be 10-15 minutes for audiotapes and 20-25 minutes for the videotape; not the first ten, the last ten or the best ten minutes of a longer session. Do not submit a tape that is based on interviewing someone who was challenging in an undermining way, i.e. someone who seemingly wants to sabotage your project, someone who presents an extremely complex and/or intense problem that would not be addressed within the time frame, or someone who discounts your interventions. It is advised to find someone who is a distant acquaintance, not a family member, romantic partner, or a close friend or colleague. Each audio and video interview may be with the same or a different person.

At least one of the tapes must be an interview with a person who represents one of the following groups: a person of color, a person who is not a U.S. citizen, a person with a disability, a person who is gay, lesbian, bisexual or transgendered. Though the specific aspect of difference may not be the focus of the interview, the student must demonstrate knowledge about and sensitivity to the aspect of difference. Other areas of diversity, gender, religion, social class, may be considered for this assignment, however they must be approved by the instructor ahead of time. YOUR PERSONAL REFLECTIONS ON THIS EXPERIENCE WITH DIFFERENCE MUST BE INCLUDED IN THE CRITIQUE FOR THIS SESSION.

It is advisable to use a remote microphone for audio taped sessions. Tapes that are inaudible will not be accepted and will receive no credit. It is advisable to reserve a video camera early in the term. While the library has several available, many students have found it easier to access one from outside the school. It is advisable to practice with the camera before you tape your session.

The audiocassette to be submitted should be a standard cassette or a micro cassette.If you choose to use a digital recorder, it is highly advisable to copy the recording to a CD, and then submit the CD for grading. You should always make a back up copy of your digital recording if you choose to turn in your digital recorder for grading. Dr. Santucci will not be responsible for lost or stolen recorders. The videotape should be a standard cassette or should be turned in with a standard cassette converter. A DVD may also be turned in for the final assignment.

Confidentiality:

Since students may present actual personal concerns as well as role-play clients, confidentiality is required in this class. Your attending this class will imply that you understand the importance of confidentiality and that you will not share any information outside of the class.

Guidelines for Taping Sessions:

  1. Explain to the “client” that you are in training and will receive feedback about your clinical skills from your instructor and from peer discussion.
  2. Ask if they will be willing to discuss a current issue or problem they are having. Do not discuss a problem that is severe. Also inform your “client” that he or she may terminate the session at any time if he or she feels uncomfortable and not longer wishes to participate.
  3. In the first session, allow them to discuss their concern. Your task is to establish rapport and collect information regarding their experience. The second tape should include a focus on basic skills such as empathic communication. The videotape should include a demonstration of advanced skills such as challenging, summarization, emotional expression, probing, reframing of an issue, goal setting, etc.

Guidelines for the Self-Critique:

The self-critique should be 2-3 pages and address the following concerns:

  1. What were your strengths in the interview?
  2. What were your weaknesses/areas in need of further development in the interview?
  3. Was there any time when you felt stuck or uncertain how to respond?
  4. How were you impacted by the client…your emotions, thoughts, physical reactions, countertransference?
  5. What was your overall response to the interview? Did you feel connected to the client? Distracted? Disengaged?
  6. With hindsight, what might you have done differently?
  7. What was the quality of your engagement, your empathy?
  8. For the final self-critique only – If you were to continue seeing this particular client, what future directions would you take? How would you conceptualize the case and what would be some of your treatment goals? How would you pursue these goals?

Grading Criteria