HSE 123 01 Interviewing Techniques

Fall 2004

MW 5:30 a.m. to 7:20 p.m.

B101

Instructor: Sheri Narin

Office: L130

Office Hours: Posted by office door or by appointment

Phone: (336) 599 – 1181 ext. 424

Email: narins@piedmont.cc.nc.us

Textbooks: De Jong, P. & Berg, I.K., Interviewing for Solutions, second edition, 2002, Brooks/Cole, ISBN: 0-534-58473-X

De Jong, P. & Berg, I.K., Learner’s Workbook: Interviewing for Solutions, second edition, 2002, Brooks/Cole, ISBN: 0-534-58474-8

Other Materials: A blank videotape and a large three ring binder, with four dividers.

Course Description:

This course covers the purpose, structure, focus, and techniques employed in effective interviewing. Emphasis is placed on observing, attending, listening, responding, recording, and summarizing of personal histories with instructor supervision. Upon completion, students should be able to perform the basic interviewing skills needed to function in the helping relationship.

Prerequisite/Corequisites:

None

Course Objectives:

Student will demonstrate skills in focusing and following, effective inquiry, reflecting feelings and content, communicating feelings and immediacy, confronting, self-disclosing appropriately, interpreting, structuring the session for information and action and enlisting cooperation, through role playing, homework, and videotaped interviews.
Student will describe the theoretical basis for the skills of focusing and following, effective inquiry, reflecting feelings and content, communicating feelings and immediacy, confronting, self-disclosing appropriately, interpreting, structuring the session for information and action and enlisting cooperation through assignments and examinations.
Student will identify (list) areas of their life/ personal characteristics that may add challenges to learning interviewing skills, through journal questions, homework, and practicing interviewing skills.
Student will develop plans to facilitate changes that will help them overcome their personal barriers that interfere with learning interviewing skills, through journal entries and homework.
Student will demonstrate an understanding of cultural factors and how these factors impact the interviewing process through role paying both interviewer and client with varied ethnic and psychosocial backgrounds.
Student will integrate the various skills as demonstrated in a final 30 minute interview that includes all the skills learned.

Evaluation:

Grades are based on a point system. Points are earned through examinations, homework, lab assignments, participation, and projects. You will earn a certain number of points out of the total points for that assignment. For example, you complete a journal assignment and receive 15 points out of a possible 20 points. Your grade would be 15. You can translate this into a percentage or letter grade by dividing the top number (15) by the bottom number (20). This would give you a percentage of 75, or a “C.” Grades in this class will include assignments, examinations, in-class exercises, journals, and a midterm and final role-playing examination. These are explained in more detail below. The specific information given below is subject to change.

Portfolio

You will maintain a portfolio in a three ring binder with several sections. The portfolio will be submitted approximately once a month. Section one will involve a report on one hour of practice of interviewing skills, and will be done on a specific worksheet, one for each week. Section Two will include reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class. Section Three will answer questions that will be given to you in each class. Section Four will include weekly homework assignments, primarily from the workbook. These assignments will be due in the class period after the homework is assigned. The binder will have dividers to separate the four sections. Each section’s entry will be worth approximately 5 points per week for a total of 20 points per week. Some homework assignments will be worth 10 points for a total of 25 points that week.

Written Exams

There will be frequent written exams, which will involve applying the skills learned to specific situations and demonstrating theoretical knowledge of interviewing skills. Exams will total approximately 100 points.

Role Play Exams

There will be a midterm and final role-playing exam. The midterm will be the week of October 20, 2004. This will be worth approximately 80 points. The final exam will be the week of December 8, 2004 and be worth approximately 120 points.

In-class Activities

In-class activities will include frequent role-plays and small group activities. Some activities will be graded.

Points Total (Subject to change)

Portfolio: 500 points

Written Exams: 100 points

Role Play exams: 200 points

In-Class Activities: 200 points

Total: 1000 points

Grading Scale:

Grades will be based on a point system with a scale of approximately 1000 points (Subject to change). Thus, a cumulative total of 900 points or above would equal an “A.” A total of between 899 and 800 points would result in a “B.” A total of between 799 and 700 points would result in a “C.” A total of between 699 and 600 points would result in a “D.” A total that is below 600 points would result in an “F”.

Attendance:

From the Piedmont Community College Catalog:

Regular attendance at all class meetings is necessary for students to learn important concepts. In this regard, the following class attendance policy is established:

1. A student is expected to be regular and punctual in meeting all classes. To receive credit for a course, the student must attend prior to the census point and a minimum of 80 percent of classes, labs and shop hours. Failure to attend class is an absence, regardless of the reason. Absences are counted from the first scheduled meeting of the class, not the first day the student attends. All work missed during absences must be made up to the satisfaction of the instructor. Failure to complete required assignments will negatively affect the student's final grade.

2. A student who exceeds the 20 percent limit of absences may be dropped by the instructor through the eighth week of the semester. If a student exceeds the 20 percent limit after the eighth week, the instructor is authorized to award the student the "I" or "F" grade as warranted by the student's performance.

3. Any exceptions to this policy must be authorized by the instructor.

Attendance Policies for this class:

Attendance and participation are important components of learning. In addition to the Piedmont Community College attendance policy, the following policies will apply: Perfect attendance in class at the end of the semester will raise your overall grade by 1.5% points. Thus, if your average at the end of the class is an 88.5 % and you have perfect attendance, your grade will be increased to a 90%, or an A. Being on time for every class will result in another .5% grade increase. After six absences, every subsequent absence will result in an overall grade reduction of 3%. Every fifteen minutes missed due to being late, leaving early, or not returning from breaks within the designated time will count as 1/3 absence. For example, if you have 5 absences, were late three times, and left early three times, this would count as 7 absences and your final grade would be reduced by 3% points, such as an 82% being reduced to a 79%.

Class Policies

1. You are expected to be on time and prepared for class. If you are unable to be in class, you are expected to let the instructor know by leaving a message by phone or email before the class period.

2. Assignments are to be turned in on the date due and at the beginning of the class period due. You are responsible for making up any missed in-class assignments; however, some assignments cannot be made up.

3. As noted in the attendance policy, excessive absences will reflect negatively on your grade.

4. The ability to write well is an important skill for your professional development. Assignments that are difficult to read due to handwriting will be returned with one opportunity to redo the assignment, within 2 days. Typing is strongly recommended. Some assignments require typing and will not be accepted if not typed. Assignments with excessive grammatical or spelling errors (excessive as subjectively defined by the instructor) will be returned with one opportunity to make corrections.

5. Respect other students’ opinions, even if you do not agree with them

6. Respect confidentiality. Being actively involved in class may involve some level of sharing of personal information. You are expected to treat the classroom with the same level of ethical responsibility with which you would treat a job or internship. Do not share personal information about other students outside of the classroom. This includes discussing this information with your fellow classmates.

7. If you choose to drop the class, you are responsible for completing and turning in the withdrawal slip. If you have stopped coming to class but not turned in a withdrawal slip or contacted the instructor to discuss this, you will receive an "F” for the class.

8. Cell phones and beepers should be turned off or on vibrate in class. If you do get a call, please leave the classroom before answering the call.

9. Please see plagiarism policy below, and note that it will be strictly followed with no exceptions.

Plagiarism Policy

PLAGIARISM

Whether intentional or unintentional, plagiarism is “the wrongful act of taking the product of another person's mind and presenting it as one's own" (Alexander Lindey, Plagiarism and Originality, 1952).

The following acts are examples of intentional plagiarism:

	Copying material from a published source to avoid having to devise one’s own ideas.
	Failing to give clear and proper credit to an idea, phrase, or quotation taken from a source.

Purchasing a pre-written paper.

Having someone other than the stated author complete an assignment, or part of an assignment.

Unintentional Plagiarism occurs when a student provides sources for his or her work, but the sources are cited incorrectly or inadequately. Handbooks with documentation rules for Modern Language Association (MLA) and American Psychology Association (APA), two source documentation styles, are housed in the Caswell County Campus Resource Center and in the Person County Campus Learning Resource Center. Students are also encouraged to speak with their instructors when they are uncertain about documenting their sources in class assignments.

Plagiarism will result in disciplinary action, and repeated offenses will lead to increased penalties that may ultimately result in expulsion from the College, as set out below:

	A student who unintentionally plagiarizes will receive a warning and instruction on proper citation, style, and usage for the first offense.
	A student who unintentionally plagiarizes a second time in a single course will receive a course grade of F in the course in which the student plagiarized.
	A student who intentionally plagiarizes will receive a course grade of F in the course in which the student plagiarized.
	If a student receives a course grade of F due to plagiarism, the course instructor will notify the Dean of Student Development using the Plagiarism Incident Report Form.
	If a student receives three course grades of F due to plagiarism, as determined by records kept in the office of the Dean of Student Development, he or she will be expelled from the College.

Legal Reference: G.S. 115 D-20

History Note: Effective January 20, 2004

Location Schedule:

All classes will meet in B101, unless otherwise noted.

Student Success Center

Piedmont Community College now offers a comprehensive package of services to assist students with their academic success. The Student Success Center, located in Room G-204, provides a variety of free learning support services including computer access, tutoring, supplemental instruction, study groups, and other academic services. Visit or call Gloria Bennett, Coordinator of the Student Success Center, at 599-1181 ext. 276 to access this valuable student resource.

Students with Disabilities

If you have a disability that may affect your academic performance and need accommodations, you may contact the Special Needs Counselor, Shelley Stone in E-Building. It is important to request accommodations early in order to give the counselor adequate time to consider your request and recommend reasonable accommodations. Information provided to Ms. Stone will be kept confidential.

The last day to drop this class with a "W" is October 13, 2004.

Class Schedule:

(Homework Assignments are subject to change)

Monday, August 16, 2004 Chapter One: From Problem-Solving to Solution Building

q Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

q Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.

q Question (Section Three): Think about a time someone has helped you. What characteristics did that person demonstrate that were the most helpful? What characteristics would you like to develop or enhance that you saw in this person?

q Homework (Section Four): Practice Silence. This does not mean you don’t say anything but that you practice resisting talking a lot while encouraging the other person to talk with encouragers such as “mmhmm” or other encouraging noises. Find three situations in which you would normally be talking a lot and practice saying little. This may be when your child tells you about their day and you pepper them with questions, or may be with a coworker or friend. Write a paragraph about how each experience was different than it might normally have been.

2. Wednesday, August 18, 2004

3. Monday, August 23, 2004 Chapter Two: Solution Building

q Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

q Question (Section Three): Which stage in the solution building process seems most difficult to you? What makes that stage the most difficult? How will you work to overcome that?

q Homework (Section Four): Complete workbook page 13, exercise 3.

4. Wednesday, August 25, 2004

5. Monday, August 30, 2004 Chapter Three: Skills For Not Knowing

q Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

q Question (Section Three): Think about a time when someone has questioned you. What kind of questions did that person ask? What was the type of question that was the most uncomfortable for you? What type of question was the easiest to answer? Write about this experience.

q Homework (Section Four): Complete workbook pages 17 to 20, exercise 20.

6. Wednesday, September 1, 2004

7. Wednesday, September 8, 2004 Journals Due Chapter Four: Getting Started: How to Pay Attention to What the Client Wants

q Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

q Question (Section Three): After reading the case of “Beth”, before looking at what happened in the interviews, what are your personal reactions to Beth? What assumptions do you make from the information you have (before meeting her). Honestly assess your feelings and reactions that you might bring into your first encounter with Beth.

q Homework (Section Four): Complete exercise # 11, pages 26 to 27. (It says in the workbook that this will be done in class, but it is actually a homework assignment)

8. Monday, September 13 2004 Chapter Four, continued

q Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

q Question (Section Three): From the list of types of relationships in chapter four, which relationship type do you think will be easiest for you? Which will be most difficult? Clearly explain why for each answer.

q Homework (Section Four): Describe the difference between visitor-type and customer-type relationships. Discuss and illustrate what a practitioner can do in an interview to invite the client to move from the former to the latter.

9. Wednesday, September 15, 2004

10. Monday, September 20, 2004 Chapter Five: How to Amplify What Clients Want – The Miracle Question

q Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

q Question (Section Three): Ask yourself the miracle question. Then, interview yourself, and break it down several times until you get to three small changes you would like to have in your life. Develop a plan for implementing those changes.

q Homework (Section Four): Write a hypothetical dialogue beginning with a client stating what his or her problem is. In the dialogue, have the practitioner move the conversation from problem talk to goal formulation talk. Include the miracle question and ten or more follow-up questions by the practitioner that illustrate ways to invite the client to expand their vision of the miracle. Include hypothetical answers by the client to the questions.

11. Wednesday, September 22, 2004

12. Monday, September 27, 2004 Chapter Six (Exploring for Exceptions: Building on Client Strengths and Successes)

q Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

q Question (Section Three): Think about a time that you were having some struggles. What went right during those3 times? What strengths did you use to help the resolution of that situation?

q Homework (Section Four): Interview someone you know well and someone you don’t know as well (This is separate from the weekly practice report). Talk with each person about what is going on in their life, and identify at least five strengths for each person. Write about the process of identifying strengths and what was surprising to you in that process.

13. Wednesday, September 29, 2004

14. Monday, October 4, 2004 Chapter Six (Exploring for Exceptions: Building on Client Strengths and Successes) Journals Due

Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

q Question (Section Three): Steve de Shazer of BFTC (see your textbook) has stated that exception dialogues between a practitioner and client amount to working toward “a difference that makes a difference.” Define the concept of exception, identify types of exceptions, and explain their relationship to the idea of working toward a difference that makes a difference.

q Homework (Section Four): Using the following example, write down compliments that you might realistically make in the relationship, including 1) Direct compliment, 2) an indirect compliment, 3) Self-compliments (what kind you might hear from the client and how you might respond), 4) Using Client Reactions, and 5) Downplay/rejection (complimenting a client who is likely not to believe you, thus, the way you would compliment the client). The example: You are working with a 15 year old girl, Donna, who has been kicked out of her house because she fights with her mother all the time. She is living in foster care but would like to live with her grandmother in another state. She has been doing okay in school with B/C grades and staying out of trouble, but she gets in trouble in the foster home because of her quick temper and talking back to the foster mother. The grandmother is interested in custody but not sure she can provide the supervision Donna needs.

15. Wednesday, October 6, 2004

16. Wednesday, October 13, 2004 Chapter Six, continued

q Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

q Question (Section Three): On a scale of ) to 10, where 0 means “no chance” and 10 means “every chance,” what do you think the chances are that you will master the following skills in this semester: 1) SOLER, 2) Greeting the client, 3) Explaining Confidentiality, 4) Open-ended questions, 5) Reflecting and Paraphrasing, 6) Use of Silence, 7) Use of Direct Compliments, 8) Use of indirect compliments, and 9) Staying focused.

q Homework (Section Four): Examine the ratings and consider what areas you feel that you need to put the most effort. Pick out the three skills in which you gave yourself the lowest ratings. Formulate a specific goal for each skill and then break down the goal into specific objectives that address how to build this skills.

17. Monday, October 18, 2004 Chapter Seven: Formulating Feedback for Clients

q Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

q Question (Section Three): Explain how you would go about making a decision about whether and which type of task to assign in end-of-session feedback in solution-focused interviewing.

q Homework (Section Four): Identify the three components of end-of session feedback. Explain each and write an example of a message which incorporates each of the components, identifying each as it occurs.

18. Wednesday, October 20, 2004

19. Monday, October 25, 2004 Midterm Exams

q Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

q Question (Section Three): You’ve survived the midterm! Take a deep breathe, and relax. Once you have relaxed, write about your perceptions about how you did on the midterm exam, including what you feel you did well, and what areas you believe you need to practice more.

q Homework (Section Four): No Homework, since you are recovering from the midterm exam.

20. Wednesday, October 27, 2004

21. Monday, November 1, 2004 Chapter Seven, continued

o Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

o Class Reflections (Section Two): This section involves reflections from each class, including the areas that were the most difficult for you and the areas that were easiest for you, and other thoughts about the class. This will need to be done for each class period. If you are not in class, you can still receive credit for writing about what was going on that kept you from being in class, and how you will catch up what you missed in class.

o Question (Section Three): Give an example of and explain in what circumstances a practitioner would assign the formula first session task and the overcoming the urge task.

o Homework (Section Four): Note: This is slightly different from what is suggested by the textbook. When ending a meeting, it may be helpful for the client to return. It is important for you to invite the client to return rather than assuming they will return. Write a dialogue for the following three scenarios talking about the end of session tasks on which you have both agreed and invite these clients to return. For each scenario, you have discussed the concern that brought the client in, asked the miracle question, discussed exceptions, and come up with a task. You are now inviting the client to return for another session. 1) Jimmy Smith is an unemployed mill worker who is concerned about finding employment. He has been unemployed for over a year. 2) Alisa Maplewood is a 25 year old married woman who finds herself attracted to the wife of her next door neighbor. 3) Theresa Edwards is a seventeen year old runaway, living with her boyfriend, and considering trying to get pregnant.

22. Wednesday, November 3, 2004

23. Monday, November 8, 2004 Chapter Eight: Later Sessions: Finding, Amplifying, and Measuring Client Progress.

o Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

o Question (Section Three): This chapter emphasizes that suggestions in the session are just that, suggestions and that the client is the expert and knows if a task would be helpful. How do you believe you might react to a client that repeatedly ignores the tasks you have suggested? Honestly evaluate your reactions and discuss how you can put the above philosophy into practice when tasks are not accomplished.

o Homework (Section Four): Explain each element in the acronym EARS. Give examples of the solution-focused questions and statements than an interviewer can use to accomplish the interviewing task represented by each element.

24. Wednesday, November 10, 2004

25. Monday, November 15, 2004 Chapter Nine: Interviewing the Involuntary: Children, Dyads, and Mandated Clients

o Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

o Question (Section Three): When you feel pressured or forced in to something that you do not want to do, how do you react? What behaviors are most evident in this situation? How can you relate this to possible behaviors on the part of the “resistant” clients?

o Homework (Section Four): Complete workbook exercise # 28(pages 53 to 54). The exercise states that your instructor will interview you and other class members,, however, for this exercise, you will do it as though you were interviewing yourself.

26. Wednesday, November 17, 2004

27. Monday, November 22, 2004 Chapter Eleven: Outcomes

o Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

o Question (Section Three): What do you think are the reasons for the differences in outcomes for the problem-solving approach and for the solution-building approach? Please be specific.

o Homework (Section Four): Develop an outline of the key points in chapter eleven.

28. Wednesday, November 24, 2004

29. Monday, November 29, 2004 Chapter Twelve: Professional Values and Human Diversity

o Practice Report (Section One): This is a report on one hour of practice of interviewing skills each week, and will be done on a specific worksheet

o Question (Section Three): What skills have you gained this semester? What skills do you need to continue to practice? How have you changed, personally and professionally, this semester?

o Homework (Section Four): Select four of the professional values discussed in this chapter and indicate how solution-focused procedures effectively or ineffectively operationalize each.

30. Wednesday, December 1, 2004

31. Monday, December 6, 2004: Portfolios are due.