MICROSKILLS HIERARCHY



HSP 325: Test #1

Test #1

INSTRUCTIONS: Watch the following video and provide specific recommendations to the interviewer to help him enhance his interviewing skills. To answer this question you will need to draw on the microskills hierarchy (Ivey, 2007) to determine what is effective and what isn’t effective in the interview.

THE VIDEO:

STRUCTURING YOUR ANSWERS: Your responses should be specific, suggesting new dialogue (when appropriate) and citing pages in the text (S/F, page. #) and/or class notes (Week #) to demonstrate that you are able to draw on expert recommendations and best practices when conducting an interview. When referencing the video include time codes (minutes:seconds; 2:47)

CONTACTING JACKIE: I can be reached by email or cell phone (360.318.5451) during the test. You can also come talk to me in our classroom (MH 235) until 7:30pm.

SUBMIT YOUR TEST IN BLACKBOARD BY 7:30pm. If you have difficulty submitting, you can email the test (bakersj@wwu.edu) or print a copy and bring to me in our classroom.

Areas within the microskills hierarchy that you will focus on include:

A. Ethics and Multicultural Competence (3 points)

B. Attending Behavior (3 points)

C. Questions: open, closed, and variations (3 points)

D. The Basic Listening Sequence (3 points)

E. The Five Stage Interview Process (3 points)

TEST #1 (15 points)

NAME: Morgan Reay

Academic Honesty: I understand that this is an open book, open notes, open Blackboard test. I can work on this test any place on the WWU campus. However, I cannot talk to anyone (other than Jackie) during the test. I also understand that completed responses are due by 7:30pm, with a minimum 10% penalty for late submissions.

NEIL: interviewee

DEAN: interviewer

A. Ethics and Multicultural Competence (3 points)

As part of conducting an ethical interview, the interviewee would need to go over informed consent and what that entails. In the interview, Dean (interviewer) does not go over informed consent, confidentiality, or an explanation of his credentials. This seemed to be okay, as there were a few indications that there had been prior sessions, therefore this step should have already taken place. Had this been a first time interview, Dean would have wanted to talk to Neil (interviewee) and make sure that he understood that everything in that would stay between them with a few exceptions (S/F, 41). These exceptions would include talking to the proper authorities if Neil indicated he has/will hurt another/himself; if there is discussion of any other types of abuse by another person; or if Dean needs to discuss the case files with another professional for guidance . Furthermore, it is important that Dean make sure that all the professional jargon used in the paperwork Neil had to sign (ex: HIPAA, confidentiality, etc.).

Dean demonstrated good ethics in the clip we saw because he did not cross any professional boundaries. He did not divulge any details about his personal life, but stuck to a respectful client/professional relationship.

As for multicultural competence, it is important to use because every client we deal with is unique and is different than we (the interviewers) are (PPT, week 2). They may not respond to how we are in the way we think they will. We need to be sensitive to these differences. Culture is not just race, it can be gender, religion, backgrounds, experiences, etc. Dean did not really exemplify multicultural competence, nor did he seem to have offended his client. Dean could have improved the interview by implementing cultural competence into the interview by realizing that he, Dean, is a scholarly individual and has probably had years of formal education to obtain a year in counseling. Never did Dean consider that maybe his client does not like school and he should ask his client if he even wants to continue at university. That may be part of the reason Neil is having difficulties.

B. Attending Behavior (3 points)

Positive attending behaviors:

Throughout the video, Dean kept eye contact with his client, even when Neil did not reciprocate. He also leaned forward throughout, indicating his interest in what his client was saying and alert. His hands were not fidgety or distracting in anyway, but stayed nicely in his lap. Furthermore, his legs were not crossed, but rather relaxed and facing toward his client, another indication of Dean’s attention to Neil. In times when Neil needed encouragement to keep speaking, Dean did a nice job of giving supportive head nods and saying “uh-huh”, yet not over using them to the point of having negative attending behaviors. These are forms of empathy, which are a necessity in active listening (PPT, week 2).

Negative attending behaviors:

On the whole, I felt that Dean could have improved the interview by not having such a monotone voice. To me, it came across as boredom and could make the client uneasy if Dean was varying his tone. Furthermore, Dean did not summarize what Neil was saying, so Dean did not have a chance to find out if they were both on the same page. Continual paraphrasing and summarizing could have enhanced the interview. For example, when Neil indicated he was feeling more stress (00:15), Dean could have responded by saying “I hear you are feeling more strained. On a scale of 1-10, what is this stress like?”. Using the word “strained” is a great synonym to use to see if Dean has got his story right.

C. Questions: open, closed, and variations (3 points)

1. How has it been with the stress? (00:15)

a. Open-ended

b. A great variation or addition to this question would have been to ask a scaling question, such as “On a scale of 1-10, how stressed were you last time we met? Where are you on that scale now? What has changed to make it more stressful?” Using scale ended questions, which are close-ended, allow the interviewer to get a specific answer out of their client. Then the interviewer can follow it up by an open-ended question asking why they gave that answer.

2. How would you like things to be? (00:42)

a. Open-ended

b. I think this question should not be tweaked. By asking Neil how he wants things to be, it is allowing Neil to envision a perfect, non-stressful life; an ideal situation. When the client can visualize what they want, the client can start to make a plan on how to achieve it. He could, during that interview or in the future, ask Neil how he plans to get to those ideals, and if he has a support group to help him get there. Asking about a support group will show Neil he has strengths in other places (strength-based approach to working with clients).

3. What made you think about forcing yourself? (1:13)

a. Open-ended

b. This was a fine question, but perhaps could have been rephrased

4. How are you doing that? (1:55)

a. Open-ended

5. When was there a time you were able to get the work done? (2:22)

a. Minimally open-ended (S/F, 95)

b. Because Dean only asked for a specific time when the work could get done, it would not illicit a very in-depth response. Instead, he could have used an indirect or implied question (S/F, 87). An example would be: I wonder how your life was different when you were able to get the work done. This takes a bit of pressure of the client from responding, but could also lead to more questions.

6. When does this work have to be done by? (3:05)

a. Minimally open-ended

b. I didn’t see much of a point to this question as the session was just about end. This would only put more stress on the client of the upcoming deadlines. He could have asked how the client was trying to work through getting through the next deadline.

You can see here that there are overwhelmingly more open-ended questions than close-ended questions. I would recommend to Dean that he vary his questioning style. Above, I described alternative or additional questions that would strengthen his interview with Neil. I also recommend that instead of only asking questions, that Dean take on a style that would include paraphrasing and summarizing. If Dean does not do so, he may be on the wrong track and guiding the interview away from the true problem and away from what Neil is trying to go.

D. The Basic Listening Sequence (3 points)

Asking Open and Closed Questions: *This was described in detail above.*

• Dean could have done well to ask “checking-in” questions with his client, meaning how the client felt about how the interview was going, or if he was taking the interview in the right direction. Dean never even asked what he wanted to get out of that session. By not checking-in with the client, it may come across to the client that they are not truly caring, which would affect the rapport building process.

Active Listening (paraphrasing and summarizing)

• Unfortunately, this section was almost completely lacking from interview process. The professor only asked questions, but did not take the time to make sure that he was on track with what Neil wanted to get across in the interview. For example, when Neil indicated his stress levels had increased, Dean could have used that as an opportunity to show his understanding and support for Neil by making “feeling statements” such as “I hear that you are more anxious than before and I can see that you are frustrated with the situation…”. The he could have followed up with his question. I would have also liked to have seen summarizing throughout the interview and then at the end, just to touch base. This may look like:

o So I hear that you are feeling stressed, which is causing you to almost shut-down and not get what you need done in a timely manner. You have deadlines approaching, which seems to make you even more anxious. Whenever you “force” yourself to get going, all you can do is start by opening a document and the rest feels like an uphill battle.

Observing

Dean had a few good points in his interview when he observed his client. His observing was done through verbal tracking (PPT, week 2). Verbal tracking means that an interviewer is letting the whole store unfold, and Dean did so by staying silent when he needed to and not interrupting. He also was observant when Neil started to get uncomfortable by encouraging and nodding.

Dean could have observed the fact that he is still in school despite his high levels of anxiety and commented on that he was courageous for staying (strength-based approach). He also could have asked if school was the right setting for him, and if he was happy there.

Reflecting of feeling

Dean was lacking in this section. He did not reflect on the feelings of his client, which could have been done by summarizing and paraphrasing. If you don’t check-in to see how the client is feeling, you are not showing empathy.

E. The Five Stage Interview Process (3 points)

1. Introduction

a. One part of the introduction that was not displayed was how Dean greeted his client. We do not know if there were any rituals such as a handshake or a greeting at the door. Furthermore, as I discussed earlier, it can probably be assumed that the client has already heard the spiel on informed consent, so it needn’t be repeated. What would have helped the interview immensely would have been a time limit to the session (PPT, week 2). Without a set time, it makes the interviewer look unprofessional. Dean could have also used the intro to acknowledge that Neil came to the clinic and that was a great feat (S/F, 155). This would help Dean build rapport.

2. Opening

a. Openings are a great place to ask a direct question such as “Why are you here today?” or “How would you like me to help you?” (PPT, week 2). Dean and Neil went straight into the interview without any sort of introduction, besides saying hello. This made for somewhat of an awkward start for Neil; he had to just jump right into spilling his concerns with no prior rapport building.

3. Body

a. The purpose of the body is to gather information about the client (S/F, 160). The body was very “question” then “answer”. There was no variation to the interviewer’s style. Although he gathered information from his client from the types of question he asked, he neglected many of the microskills that are required for an ideal interview. He did, however, effectively use silence to make sure Neil said what he needed to say. The reflection, paraphrasing, and summarizing were nonexistent. Suggestions for paraphrasing and summarizing were made previously. I would have also have liked to have seen Dean ask for clarifications about when Neil expressed there was a time when he was not as stressed. Clarifications are great to show the client that Dean was indeed listening. It also shows that he is acknowledging the clients struggle.

4. Closing

a. Again, there were no summaries as to what Dean heard Neil say. Without a summary, you cannot make a plan of action. Furthermore, there were no goals for the week ahead. Sommers-Flanagan would suggest that Dean reassure your client what they are doing is the right step (page 165). At the end, Dean could have said they cover a lot of ground and he appreciates Neil was willing to open up.

5. Termination

a. The most awkward part of the interview was the termination. Basically, Dean just said he was out of time and they would continue during their next session. The end just felt as if it came out of nowhere. It did not help that Dean never told Neil his time limit.

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