Showing papers on "Semi-structured interview published in 1985"

A Beginner's Guide to the Problem-Oriented First Family Interview†

Abstract: The large volume and diversity of family therapy resources can often confuse trainees who are in need of more abbreviated guidelines for managing their clinical responsibilities. This paper presents a structured outline of a problem-oriented first family interview for the family therapy supervisor and the beginning family therapist. We view the first interview as an integrated process including the important tasks preceding and following the initial family meeting. After the goals that shape the work of the first interview are described, a step-by-step guide to the twelve phases of the interview is presented: telephoning; forming hypotheses; the greeting; the social phase; identifying the problem; observing family patterns; defining goals; contracting; checklist; revising hypotheses; contacting the referral person; and gathering records. This approach to the first interview integrates a variety of structural and strategic procedures. The guide, intended for use in conjunction with close supervision, may serve as a foundation on which beginning therapists can build their unique styles.

The reactions of youth to diagnostic interviews.

Abstract: Data were obtained on 612 youths aged 9–18 years regarding their feelings and attitudes toward a psychiatric interview schedule administred by trained lay interviewers. The overwhelming majority of respondents reported experiencing no ill effects from the interview. Moreover, with regard to the very few youths ( N = 10) who were observed by the interviewer to have been upset during the interview, not one parent reported any negative effects subsequent to the interview. The findings indicate that lay interviewers, when sufficiently trained, may be used in similar epidemiological studies using a structured psychiatric interview.

A model for teaching the brief psychosocial interview.

Abstract: A technique to teach first-year medical students to conduct brief interviews that focus on how medical illness affects the daily life of patients is described. The technique includes a conceptual model of the interview and an explicit teaching method for instructors and students. With the conceptual model, the structure, goals, and techniques of interviewing are identified, and an operational definition of empathic interviewing is provided. The teaching methods include a manual and a seminar for faculty members, a syllabus for students, workshops for students using live patient volunteers, and evaluations of the students' interviews based on the conceptual model.

Rules, roles and communicative performance in qualitative research interviews

Abstract: Denzin has noted that the interview is a ‘conversational production, anticipated in the investigator's mind and imagination, but realised only in the world of conversational interaction’ (1970:188) This article aims to examine the processes involved in the production of a sociological interview especially, although not exclusively, at the level of conversational interaction By focussing attention on to one specific piece of empirical work,(1) I hope to provide a balance to other more general appraisals of the interview method (eg Richardson, 1965; Denzin, 1970; Brenner, 1978) The article attempts to further our understanding of the contextual production of sociological data

An Interview: Constructing Reality

Abstract: Peter R. Day is a social work tutor at Hull University and he maintains his contact with social work practice through his work with a social services department district office. He previously worked as a professional adviser (mental health) with the same department and has also been a psychiatric social worker in child and adult psychiatry. His interests include communication processes in casework and counselling.

How to Be Interviewed: The Selection Interview

Abstract: This is the first of three articles on interviewing with the general title of ‘Both Sides of the Table’. It takes the candidate through the five stages of the pattern for success: Applying for the job, preparation, arriving for the interview, the interview itself, and the conclusion of the interview. Subsequent articles in this series will discuss ‘How to Interview’, and will include the selection interview, the appraisal interview, the counselling interview, and the disciplinary interview.

Factors in interview training.

Abstract: Summavy.-Paraprofessionals and videotape were used to improve the interpersonal interviewing skills of medical students. Training improved rap port building, questioning skills, and interviewing techniques as assessed by students, paraprofessionals, and medical students. As rapport is influenced by complexity of the medical history, a greater focus on psychosocial factors in professional education is needed. The patient interview may well be the professional's most valuable source of valid data (1). The development of the interpersonal skills necessary for effective interviewing, however, has often been neglected (2). A common training paradigm for the development of interpersonal skills utilizes videotaped interviews with trained paraprofessionals simulating parents. Introduced by Helfer in 1970 (3), this method has been effective in improving interviewing techniques (4, 5, 6, 7). There are several advantages to videotaped simulated interviews over traditional lectures, observation, or critique by preceptors. Replay of the interview allows immediate feedback and comment. Trained paraprofessionals provide more consistent histories than real patients. The permanency of videotape allows the interview to be evaluated by students, paraprofessionals, preceptors, and faculty. There were two goals to the present study, to clarify the effectiveness of the training technique and to examine possible intervening factors that may affect interview training. Subjects were 28 third and fourth year medical students (24 men, 4 women) who completed an interview training program as part of a selective course in ambulatory pediatrics. Students conducted two videotaped interviews approximately two weeks apart. Paraprofessionals randomly presented one of three medical histories which differed in medical and psychosocial complexity. The taped interviews were reviewed by the students, paraprofessionals, and one of three pediatric residents. All rated each student's performance utilizing the Arizona Clinical Interview Rating Scale (6) of 16 items which examines questioning skills, rapport building, and interviewing techniques and has been utilized in a number of other invesrigations (4, 5, 6, 7).