Basic Interviewing Skills



College of Menominee Nation

Course Syllabus

HUS 213 Basic Interviewing Skills

Day/Time: Fridays 9-9:50

Credit: 1

Room Number: GB 220

Prerequisites: COM 100

Instructor: Barbara Jordan, MS, LPC, CSAC

Office: Room B, Basement of SD Hall

Office Hours: 10-12:00 (Green Bay)

Telephone: 1-800-567-2344 or (920) 965-0070

E-mail: bjordan@menominee.edu

Green Bay/Oneida Campus

2733 S. Ridge Rd

Green Bay, WI 54304

Text and Required Materials:

Cummins, L., Sevel J., & Pedrick, L. Social Work Skills Demonstrated, Allyn & Bacon, 2nd Edition

Course Description:

This course provides students with a preliminary overview of the attitudes, knowledge, and skills which Human Services professionals need when they conduct interviews.

General Educational Objectives:

Analytical: Critical, level 3; Problem-solving, level 4

Communication: Written, level 2; Spoken, level 3; Multi-media, level 4

Culture/History: Native American, level 4; Personal, level 4

Human Experience: Civic, level 2; Professional, level 3; Leadership, level 4

Program Outcomes: Understand & Evaluate Complex Dynamics of Addiction, Communicate Knowledge of AODA Treatment, Pass Wisconsin AODA Counselor Certification Exams

Course Learning Objectives:

1. Understand the basic concepts of interview skills and processes.

2. Understand the relationship between interviewing skills and client interactions.

3. Identify various interviewing skills and usages.

4. Understand the impact of interviewing and investigations.

5. Understand the concepts, logic and methods of interviewing skills.

6. Increase interview skill and human service attending behavior techniques.

7. Demonstrate the use of the following interviewing skills of: lead-in responses, paraphrasing, reflection of feeling, open ended questions, closed ended questions, clarification, summarization, confrontation, and interpretation.

8. Understand and demonstrate the integration of human service skill and attending behavior.

Relationship to other courses:

This is a sophomore level course. Preferably most students will have taken general education courses prior to this course. Additionally, it is extremely useful to have completed one Internship experience prior to or simultaneous to the Interviewing Skills.

Course Evaluation Points

Mid-term 100

Interview skill workbook/journal 50

Chapter Questions (10 points each) 60

Interview Skills Demonstration/Final 100

Mid-term Exam:

The mid-term exam covers chapters 1-5; it is an in-class, closed book exam.

Final Exam:

The final exam covers chapters 6 & 7. It also includes is a cumulative interview skills demonstration.

*If you miss an exam, you are responsible for making arrangements for a make-up exam. No make-up exams will be given more than one class period after the missed exam. Make-up exams will not include the same questions as in-class exams and may provide fewer choices. Review sessions will be scheduled before regularly scheduled exams, but will not prepare you for make-up exams. Since they are a major inconvenience to the instructor, make-up exams will only be arranged when student circumstances are extenuating.

Interview skill workbook/journal:

The interview skill journal is assignment and reflection-based. Students will journal and reflect on their skill, knowledge, and application of theory throughout the course as well as document their completion of workbook exercises.

Grading Scale:

95-100%=A

90-94% = AB

85-89% = B

80-84% = BC

75-79%=C

70-74%=CD

65-69%=D

below 65% = F

Course Schedule:

|Week |Topics Discussed |Chapter |Important Assignment Dates |

| | |Readings | |

|August 29 |Introduction and Syllabus | | |

|Sept 5 |Helping process and roles |1 | |

|Sept 12 |Values and ethics |2 | |

|Sept 19 |Practice and theory |3 | |

|Sept 26 |Cultural Context |4 | |

|Oct 3 |Engagement Process |5 | |

|Oct 10 |MIDTERM REVIEW | |MIDTERM REVIEW |

|Oct 17 |MIDTERM EXAM | |MIDTERM EXAM |

|Oct 24 |Skills |6 | |

|Oct 31 |Skills |6 | |

|Nov 7 |Pitfalls |7 | |

|Nov 14 |Pitfalls |7 | |

|Nov 21 |Skills practice case study |Workbook | |

|Nov 28 | | |Thanksgiving Holiday |

|Dec 5 |FINAL EXAM/INTERVIEW SKILLS DEMO | |FINAL |

| | | |HAND IN JRNL/WORKBOOK |

The following form will be attached to your returned work. Please be informed of these criteria in advance:

Critique of Your Assignments

Possible Number Number of

Of Points Points Given

________________________________________________________________________

Content: 4

(Meets assignment directives

Answers all questions required)

________________________________________________________________________

Clarity of Communication: 3

(Written or verbal)

________________________________________________________________________

Quality of Assignment:

(Grammar, Spelling, Conciseness) 3

________________________________________________________________________

TOTAL POINTS /10

_______________________________________________________________________

Class Participation Evaluation:

A=Always participates; always in attendance

B=Participates regularly; hardly ever absent

C=Participates as much as other group members; usually present

D=Occasionally participates; absent often

F=Never participates

Relevancy of Comments in Class:

A=Comments are always related to topic

C=Comments usually pertinent, occasionally wander from topic

F=Comments ramble, distract from topic

Attitude During Class:

A=Professional attitude always shown

C=Usually attentive & shows proper business behavior

F=Distracts from class & lacks initiative

Attendance Policy:

College of Menominee Nation requires instructors to submit student attendance reports to the Vice President of Academic Affairs. Regular attendance is strongly encouraged for students to pass course examinations. It is essential that all students receive information from ALL classes. All students are required to arrive on time and attend ALL classes. The only exceptions to this policy include an official note from a professional regarding a serious illness or death in the family or an unavoidable work schedule conflict. Either of these must be approved directly by instructor, and the material must be made up through an assignment such as a short paper demonstrating that the student knows the subject material he/she has missed. Any non-documented and unapproved absence will result in 5 points off the student’s final average per class absence. Students must be on time for all classes and sign the weekly attendance sheet. If any students are chronically late, a “lateness policy” will be adopted.

Class Cancellation Due to Inclement Weather:

Closures resulting from severe weather conditions or natural disasters, or mechanical failures will be announced by the President or her designee. Campus closing will be announced on WTCH-AM 960 radio and Green Bay TV and radio stations. When in doubt, call 715-799-5600 for a recorded message. Notification of class cancellations will be posted on campus. If no announcement/posting is made, students should remain for 10 minutes after class is scheduled to begin. Campus closures, resulting from severe weather conditions, natural disasters, or mechanical failures will be announced by the President or designee (Student Handbook p. 16). Campus closings will be broadcast on two television networks (Fox11, Channel 2) and three radio stations (WTCH-AM 960, WTCH, WIXX). When in doubt, call 715-799-5600 for a recorded message.

Classroom Conduct:

Because students are enrolled in a Human Service Course and will learn how to understand and assess individuals who suffer from alcohol dependency, the students are expected to:

Demonstrate RESPECT for fellow classmates. This means being courteous and not verbally abusive or disruptive during the class.

Practice CONFIDENTIALITY with each classmate. Sometimes during discussions, classmates may share information of a personal nature. What is shared in the classroom is not to be shared outside of the classroom.

Attend class ALCOHOL FREE. See CMN Policy in Student Handbook.

Demonstrate ACADEMIC HONESTY. Cheating and plagiarizing are considered academic dishonesty. See CMN Policy in Student Handbook.

Cheating and Academic Honesty:

Academic honesty is expected of all students. Work submitted by students as their own shall be their own and materials taken from any other source shall be clearly identified as such. Plagiarism, coping from others in class, or other violations of academic honesty will be dealt with the imposition of appropriate penalties at the discretion of the instructor and the Dean of Instruction.

Plagiarism is academic theft. Confirmed plagiarism will result in a failing grade.

Academic honesty is an absolute for the fulfillment of College of Menominee Nation mission and guiding principles. Our students are proud of the work they do here and are committed to doing the best for their communities. Their grades, certificates, and degrees are their record of that work. These are used by prospective employers to make hiring decisions, by transfer colleges and universities to make admissions decisions, by funding organizations to determine eligibility for scholarships and other financial aid, and, most importantly, by family and other community members to express their pride in our students accomplishments. Therefore, College of Menominee Nation will not tolerate any form of academic dishonesty. See the Student Handbook for more information on “Academic Misconduct.”

Turn cell phones to “vibrate” or “manner mode” and limit children in classrooms to sleeping infants so as not to interfere with other students’ learning.

Students shall honor the rights and respect the dignity of fellow students. This includes refraining from distracting side conversations and turning off cell phones, pagers, and laptops (unless special learning needs exist and have been pre-approved). Students shall protect classmates’ rights to confidentiality. Students should strive to acquire the knowledge taught in class to improve their clinical skills. Students are asked to inform instructor of conditions that may interrupt their ability to learn either in- or outside the classroom. The instructor, Learning Specialist, and/or fellow students can only provide assistance if you seek it.

Academic Alerts: The academic alert form is used as a student retention tool at the College of Menominee Nation. Instructors fill out forms to identify students at risk of not completing a course or identify problems. This type of early intervention increases the opportunity for student success. Academic alerts are be submitted at any time during the semester to the Dean of Student Services. The forms are given to the student’s advisor for follow-up. Follow-up comments are returned to the instructor.

Incomplete Policy: Requests for a grade of “incomplete” must be initiated by the student to the instructor. Students may only request if at least 75% of course requirements have been met.

Assessment of Student Learning: Students entering the College of Menominee Nation in fall 2004 are required to successfully complete EDU295, Student Portfolio Seminar, for graduation. All continuing students are strongly encouraged to participate in the student portfolio process. Samples of the artifacts which demonstrate general education objectives and emphasis area objectives should be saved in order to give students selection options for the student general education portfolio. See “Student General Education Portfolio” handbook.

ADA Statement: Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the Disability Counselor in the Office of Disability Services Room 101, (715) 799-5600. Adaptation of curriculum, instruction, or assessments may be made as required to provide for equitable participation.

All students are encouraged to provide instructor with suggestions or other forms of constructive feedback regarding the class. Students can do this informally by speaking with the instructor, either in class or by appointment, and, if the instructor is unavailable, to then arrange an appointment with the Dean of Academic Affairs. This can also be done formally by completing the evaluation form distributed at the end of the course. If a student has a concern, issue, or question, the student must take responsibility to approach the instructor in a timely matter.

Special Needs Statement:

If there is any reason that would interfere with your ability to complete the requirements of this course or to participate in the activities described in this syllabus, please contact me. Reasonable requests for appropriate academic adjustments and reasonable modifications to policies and practices will be granted.

Other:

1. Ask questions. Our clear communication is extremely important. Ask for what you need.

2. Be prepared for class. Class discussions, lectures, activities, and guest speakers are based on the readings.

3. Learners are responsible for keeping copies of all materials submitted to the instructor as well as graded materials returned to learners. It is the learner’s responsibility to generate a copy of assignments that are “lost”, “missing”, or “in question”.

4. Assignments are to be handed in on time. Late assignments are generally accepted at the next assignment date with a 25% deduction.

Addendum A: Chapter Questions:

Chapter 1

1. What is the primary mission or aim of the social work profession?

2. What is fundamental to social work?

3. What is the first stage of the helping process and what types of work must we accomplish within that stage?

4. What is the second phase of the helping process and what types of work must we accomplish within that stage?

5. What is the third phase of the helping process and which factors must we assess during that phase?

6. What is the final stage of the helping process?

7. Which factors should we periodically monitor regarding the client’s progress?

Chapter 2:

1. What perspective is unique to social work?

2. List four social work values provided by the textbook.

3. Define self-determination in social work.

4. Define empowerment in social work.

5. How do we value inherent worth and dignity of clients?

6. What are three guidelines for working with clients whose behaviors appall us?

7. Define the social work value of confidentiality and list two reasons why it is so important to social work.

8. List three ethical dilemmas social workers face.

Chapter 3:

1. What is systems theory?

2. According to the authors, the social work profession recognizes the importance of addressing systems at three levels. What are they?

3. What are four goals of social work practice addressing all three of these levels?

4. List five concepts within the ecological perspective.

5. Define the life model of social work practice and list its goals.

6. What are the four factors of the PIE assessment system?

7. List three assumptions of the strengths perspective.

8. What are the three ways that Gutierrez defined power in the empowerment-based model?

Chapter 4:

1. Cummins, Sevil, & Pedrick believe that interaction with the client should be informed by what?

2. Cultures often contain subcultures. Define subcultures and give an example.

3. List three NASW Standards for Cultural Competence in social work.

4. What is the Developmental Model of Intercultural Sensitivity (DMIS)?

5. List the stages of the DMIS and briefly (in one or two sentences) define each.

6. What the a pre-requisite to building cross-cultural skills and knowledge?

7. Which traits indicate that you are on your way to building cross-cultural knowledge?

8. What do the authors list as key areas of cultural difference?

Chapter 5:

1. What is one important aspect of engaging the client, according to Cummins, Sevil, & Pedrick?

2. Briefly explain each of the elements of empathic response listed in the textbook.

3. Define counter-transference.

4. What are four warning signs of counter-transference?

5. List three differences between a friendship and a professional relationship.

6. What are three ways to build a strong professional therapeutic relationship?

7. What are the exceptions to confidentiality listed in the textbook?

8. During the first few moments of an interview, what do the authors suggest you do?

Chapter 6:

1. Define the interviewing skill of Lead-in Responses and give two examples.

2. Define the interviewing skill of Paraphrasing and give two examples.

3. Define the interviewing skill of Reflection of feeling and give two examples.

4. Define the interviewing skill of Open-ended questions and give two examples.

5. Define the interviewing skill of Closed-ended questions. Give one advantage and one precaution regarding this skill.

6. Define the interviewing skill of Clarification and give two examples.

7. Define the interviewing skill of Summarization and give two examples.

8. What is the two-part format for confronting clients provided by the authors.

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