Chapter 3 Interview Flashcards
Mm-hmmm, go on, uh-huh
• Maintaining eye contact, shifting forward
• Nodding yes
Facilitation, general leads, minimal cues (Examiner’s Verbal Responses)
(clients perspective)
Waiting for response without interruption
• Sitting quietly; don’t fidget
• Counting silently 1 to 10
(Provides you with chance to observe client and note nonverbal cues)
Silence (Examiner’s Verbal Responses)
clients perspective
Client: It’s so hard having to stay in bed during my pregnancy. I have kids at home I’m worried about.
• Response: You feel worried and anxious about your children?
Reflection(Examiner’s Verbal Responses)
clients perspective
Client (sarcastically): This is just great! I own a business, direct my employees; now I can’t even go to the bathroom without help.
• Response: It must be hard—one day having so much control and now feeling dependent on someone else.
• Other responses include: This must be very hard for you or just placing hand on person’s arm
Empathy(Examiner’s Verbal Responses)
clients perspective
Response: The heaviness in your chest occurs with walking up 1 flight of stairs or more than 1 block, but it stops when you rest. Is that correct?
• Client: Yes, that’s it.
Clarification is also used to summarize the person’s words or to simplify the words to make them clearer
Clarification (Examiner’s Verbal Responses)
clients perspective
You look sad, or You sound angry.
• Earlier you said that you didn’t drink, but just now you said you go out every night after work for 1-2 beers.
• When I press here, you grimace, but you said it doesn’t hurt
Confrontation (Examiner’s Perspective)
It seems that every time you feel the stomach pain, you have some type of stress in your life.
• Client: I don’t want any more treatment, but I can’t seem to tell the doctor I’m ready to stop.
• Response: Could it be that you’re afraid of her reaction?
Interpretation (Examiner’s Perspective)
You order your dinner from the menu provided, and it takes approximately 30 minutes to arrive.
• You may not eat or drink for 12 hours before your blood test because the food may change the results. (sharing factual and objective info.)
Explanation (Examiner’s Perspective)
Review pertinent facts
• Allow client time to make corrections
Both client and examiner should be active participants
Summary (Examiner’s Perspective)
Infant learns by manipulating objects
Presymbolic
Communication largely nonverbal
Vocabulary of more than 4 words by 12 months, increase to >200 words and use of short sentences before age 2 years
Nonverbal communication is the primary method of communicating with infants.
Sensorimotor (Piaget’s Stage) stages of cognitive development
2-6 year
Beginning use of symbolic thinking
Imaginative play
Masters reversibility
simple explanation with a concrete explanation for any unfamiliar equipment that will be used on the child
Symbolic
Actual use of structured grammar and language to communicate
Uses pronouns
Average vocabulary >10,000 words by age 6 years
Then the 2-year-old begins to combine words into simple two-word phrases—“all gone,” “me up,” “baby crying.” This is telegraphic speech, which is usually a combination of a noun and a verb and includes only words that have concrete meaning.
Preschoolers (3-6) can have animistic thinking about unfamiliar objects. They may imagine that unfamiliar inanimate objects can come alive and have human characteristics (e.g., that a blood-pressure cuff can wake up and bite or pinch
Preoperational (Piaget’s Stage) stages of cognitive development
7-11 years
Logical thinking
Preschoolers are animistic; they imagine inanimate objects can come alive and have human characteristics
Masters use of numbers and other concrete ideas such as classification and conservation
Concrete operations (Piaget’s Stage) stages of cognitive development
12+ years
Near adult-like skills
Formal operations Piaget’s Stage) stages of cognitive development
presenting symptom or sign exists, ask the child about it first and then gather data from the caregiver. For the well child seeking a checkup, pose questions about school, friends, or activities directly to the child.
School-age children can decenter and consider all sides of a situation to form a conclusion
School Age (7-12)
Puberty is a time of dramatic physiologic change. It includes a growth spurt—rapid growth in height, weight, and muscular development; development of primary and secondary sex characteristics;
changing body affects a teen’s self-concept
Adolescents want to be adults, but they do not have the cognitive ability yet to achieve their goal.
Adolescents value their peers. They crave acceptance and sameness with their peers.
Respect, Be honest, stay in character, focus on adolcent not problm ask open questions
explain every step n give rationale.
SILENCE AVOIDED, & reflection
Adolescent
