None / Introductions / Expectations / Practice
1:1-82
2:1-40 / Establishing Rapport / Non-verbal communication / Find small group and topic / Sign up for Video date and PPT date due today!
1:83-129
3:103-198 / Cross cultural considerations / Interpreting non-verbal cues / Practice
1:131-165
2:41-116
3:199-227 / Gathering information / Essential versus non-essential / Practice / Audiotape 1 w/transcripts and self-critique due!
2:117-176 2:181-187
3: 229-256 / Gathering information / Site and stylistic differences / Practice
2:177-180
2:223-235
3:21-99 / Gathering information / Session closure / Practice / Audiotape 2 w/transcripts and self-critique due!
2:236-256
3:261-333 / Conveying information gathered (in report, note or supervision) / Watch Video / Practice
1:166-199
2:257-266 / Problematic situations I / Watch Video / PPT Group 1 to present / Audiotape 3 w/transcripts and self-critique due!
2:200-222 / Problematic situations II / Watch Video / PPT Group 2 to present
2:188-199 / Resistance / Watch Video / PPT Group 3 to present / Audiotape 4 w/transcripts and self-critique due!
Countertransference
Transference / Watch Video / PPT Group 4 to present
Video Video / Video / Video
Video Video / Video / Video
Video Video / Video / Video
Key for readings:
1=Culture Centered Counseling and Interviewing Skills
2=The First Interview
3=Clinicians Thesaurus
Therefore, in reading column, if it says 2:9-40 this means the First Interview book, pages 9-40.
1
Argosy University
COURSE SYLLABUS
PP 7365
CLINICAL INTERVIEWING
Spring 2010
Faculty Information
Faculty Name: Margaret Smith-Zoeller, Psy.D.
Campus: Chicago
Contact Information: ; 312-777-7708
Office: # 1380
Office Hours: by appointment Mon through Friday 9-4
Short Faculty Bio: Margaret Smith-Zoeller, Psy.D. is an Associate Director of Clinical Training/Assistant Professor. Prior to coming to Argosy, she was a director of training and clinical supervisor in outpatient community mental health settings. She has administrative experience working in community psychology, not-for-profit settings, program development and grant writing. Her clinical experience includes individual, family, group and couple’s therapy, high risk clients, substance abuse treatment, trauma and crisis intervention. She has clinical experience working with urban American Indians, Arab Americans, Latino Americans, African Americans, Anglo Americans, Bosnian refugees, and political asylum seekers from Albania, Liberia, Ethiopia and Congo Zaire. Her interests include culturally relevant, tailored and appropriate interventions, increasing awareness of neocolonialism and multigenerational transmission of trauma, human rights, and developing culturally competent psychologists. She is currently working with the Association of State and Provincial Psychology Boards (ASPPB) Practice Analysis Task Force to review competency clusters and emphasis for the Examination for Professional Practice in Psychology (EPPP).
Course description:
This course is an introduction to 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 to help students for diagnostic and therapy practica
Course Pre-requisites: None
Required Textbooks:
Title / Culture Centered CounselingAuthor(s) / Pedersen and Ivey
Copyright / 1993
Publisher / Praeger
ISBN / 0-275-94669-X
Edition / First
Title / The First Interview
Author(s) / Morrison
Copyright / 2008
Publisher / Guilford Press
ISBN / 978-1-59385-636-6
Edition / Third
Title / Clinician’s Thesaurus: The Guide to Conducting Interviews and Writing Psychological Reports
Author(s) / Zuckerman
Copyright / 2005
Publisher / Guilford Press
ISBN / 978-1-57230-437-6
Edition / 6th
Course length: 15 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Course Objectives:
1. Students will develop basic skills essential for interviewing as clinicians.
2. Students will develop a wide repertoire of skills on which to base their intervention in both diagnostic and therapy practica.
3. Students will learn more advanced skills by which to foster engagement, alliance, and the therapeutic process.
4. Students will know the basic legal, ethical, and professional concerns essential for clinical practice.
5. Students will learn interventions that recognize and respect diversity related to race, religion, gender, ethnicity, sexual orientation and culture.
6. Students will develop increased capacities for open and accurate self-evaluation and peer evaluation of their clinical interventions.
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, 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.
Grading Criteria:
1. Participation in class discussion and exercises. 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. (10%)
2. Four x 30 minute practice audio interviewing tapes with transcripts. Tapes submitted for previous classes or reviews will not be accepted. (40%)
3. Four x 3 page self-critique to accompany each practice tape. (20%)
4. A 20 minute video tape with transcripts and a self-critique (2-3 pages) The tapes can be submitted in a VHS or DVD format. These videotapes will be presented in class. (15%)
5. A 30 minute PowerPoint presentation on a topic related to clinical interviewing of interest to the student. (15%)
6. Attendance is required and absence is discouraged. Students missing more than two classes will fail the course. Students must notify the instructor in advance of a planned absence.
7. If a student receives 2 or more grades of 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.
8. All assignments are due at the start of class. Late assignments may be given partial or no credit at the discretion of the instructor.
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, and devaluing, judgmental or insensitive comments with the client, or frequent breaks in understanding.
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. 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 should be with 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. The videotape should be a standard cassette.
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 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?
PowerPoint Presentation Guidelines
A 30 minute PowerPoint presentation) on clinical interviewing skills with special populations in an area of your interest, such as suicidal/homicidal clients, substance abuse clients, violent/angry teenagers, severely mentally ill clients, children, issues of diversity such as gender, religion, social class, age, ethnicity, or issues of trauma, grief and loss, etc. There are different intervention guidelines one must use to work appropriately with these various groups. The presentation should address the potential effects of belonging to the particular group on the interviewing process, the therapist, and the therapeutic relationship.
Grading Scale Grading requirements
A / 100 – 93A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
D+ / 69 – 68
D / 67 – 63
D- / 62 – 60
F / 59 and below
Attendance/participation / 10%
Audio tape 1-4 / 40%
Self Critiques 1-4 / 20%
Video tape + self critique / 15%
PowerPoint presentation / 15%
100%
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at .