Module 2 Flashcards
What is an interview?
An interview is a purposeful exchange between 2 or more people
An interview can also be a directed conversation that proceeds in an orderly fashion
The interview has purpose
There is more than one person
The people interact
There is a plan
What do we hope to accomplish by completing an interview?
Get information
Give information
Establish clinical relationship
In some cases, provide limited counseling
Who should participate in the clinical interview
and what are their roles?
Clinician
- Establish rapport/ set the tone
- Lead the discussion
- Ask questions
- Provide information/ responds to questions
Client and or/ family members
- Participate in the discussion
- Respond to questions
- Seek information or clarification
What should you plan to bring to the interview?
Read and study the case-history intake form
Identify any relevant facts
Identify any informational gaps (what do you still need to know, clarify)
Write down questions (make family friendly)
Identify relevant and irrelevant questions
Eliminate irrelevant questions
Reword questions so that they are family friendly
New clinicians- rehearse
Understand the case well enough to ask your questions in a natural way
Something to take notes with (clip board, paper, pen, computer, recording device)
How do you conduct yourself during the interview?
Conversational tone that invites response Flexible about order of questions Take notes Listen carefully Use appropriate eye contact
What is your focus during the interview?
Focus on understanding and addressing the communication problem
What if…
the client thinks I’m not qualified
because of my young age or inexperience?
Focus on your goal of helping the child, not on the question
Should you refer the person to your supervisor: NO
Should you tell parent about your qualifications and expertise: NO
What if..
the client becomes defensive/ aggressive when I ask
sensitive questions?
First make sure you need to know the answer
First consider whether your tone or the question is intrusive, offensive, or unnecessary
Adjust if needed or come back to it
Make a sincere effort to understand the exact nature of the problem
Should you apologize?: NO
Should you explain the reason for the question
What if…
the client starts asking me questions?
Expect this to happen, questions are a natural dynamic that should happen during an interview?: Will want to know if they have a comm. Disorder, prognosis, and recommendations
Any question can be tabled, so don’t feel pressure to answer on the spot
should you tell them you’ll ask your supervisor or look it up: NO
What if…
I don’t know the answers to the questions?
Have a plan for how you will respectfully defer the questions until later
Don’t forget to follow up
TYPES OF QUESTIONS CLIENTS/FAMILIES ASK:
I want to know something and I hope you have
the right information
“Will my child ever be able to speak like other children his/ her age”?
Focus on the desire to know something about the child’s future
Talk about the next steps needed
Acknowledge interest in progress & make no promises
This person needs info
TYPES OF QUESTIONS CLIENTS/FAMILIES ASK:
I want information to support my opinion
“You think that my child will outgrow his speech problem, do you”?
Acknowledge the parent’s opinion and can even compliment the parent
Allow the parent to express the opinion completely, even seeking clarification you want the parent to feel “heard”
Then, redirect (person needs redirection not reassurance) the parent away from the opinion toward the kinds of recommendations you will be making
TYPES OF QUESTIONS CLIENTS/FAMILIES ASK:
I’m looking for emotional support and reassurance
“How can this happen to my child?” (The Why Me question)
Acknowledge parent’s pain
Allow the parent to fully express the pain, within reason. Seek clarification, the parent needs to feel heard in order to accept your input
Begin talking about the plan of care as soon as the person is able to hear it
Connect the family to support resources
This person needs to know you care
TYPES OF QUESTIONS CLIENTS/FAMILIES ASK:
I want help; but I don’t want to change
“I Know you say I should stop correcting my child, but isn’t that the lazy way?
Find out what’s objectionable about the changes you suggest. This may take time
Find out what the parent thinks is a better approach to the problem and why is this better?
Educate them with family- friendly rationale for the suggestions
This person has to be won over!
Principles for Responding to Questions
Focus on sharing
Avoid advising or lecturing
Use common language
Use many examples and illustrations
Repeat and rephrase for emphasis
Anticipate that emotions may surge
Repeat a comment or question in a clarified form to demonstrate connection
_% of the total message is nonverbal
80%
Focus on being professional and connecting with the patients
Look for patterns,
Not isolated symbols
The opening interview establishes:
a foundation and sets the tone for a clinical relationship
How to proceed
with the opening interview
Start with small talk (weather, parking)
Explain purposes and procedures
Always express a sincere interest in their perspective
Make a genuine effort to understand
Blend empathy with clinical expertise (don’t ask why questions)
Be professional, but not stuffy
Asking questions
Spontaneous, meaningful questions
Start with general questions, less likely to provoke anxiety
Funnel Approach or inverted funnel approach
“what brings you here today?” and “what can we do for you?” important first question; general
Funnel approach: general to specific
“tell me about a typical day for Jimmy?” -> “tell me the time she spends watching tv”
Inverted funnel: specific to general
“Does your grandmother or Zoe’s grandmother care for her during the day?” -> “What kinds of activities do they do together?”
Strategies to encourage talking
Long pause: makes people feel uncomfortable and make them want to say something
Puzzled look
“tell me more”
Summary probe: “what I think I hear you saying is” they will try to clarify and help
Stumbling probe: “so you’re saying…um…i thought” dont constantly do this
The closing interview: purpose
Tie it all together: all the conclusions ready, have enough information to tell them results of testing, they are more interested in knowing the disorder than test scores
Communicate preliminary information relative to impending clinical decisions: does this person have a comm. Disorder? Do we recommend therapy? Will they make progress? Plan of care?
Let the family know what will happen next
the closing interview: what to tell the family
Is there a communication disorder?: Respond to original concern
Evidence: Results of Informal and formal testing and observations
Nature and Severity: mild, moderate, severe, profound?
Diagnosis
Prognosis
Recommendations: numbered list
- do you recommend speech therapy and why? - Additional testing to be completed - referrals to outside professionals - address all their questions or give a plan for addressing questions
The closing interview: limited counseling role
Help Sort out confusing choices
Provide a safe place to talk about problems and feelings
Empathize, don’t criticize
For example, express that you understand the importance of the issues
No attempt to persuade or debate
Acknowledge the sadness;
Encourage the person to express it;
Use sadness as a bonding experience;
Don’t try to convince the person to be happy
Is your role as a SLP to tell the clients what the consequences of their lifestyle choices are. Tell them there is a relationship between voice nodules and singing career.
The closing interview: giving information
simple non- technical language: make sure whatever you are recommending or diagnosing is in your scope of practice (orthodontist work is not scope of practice)
Clearly summarize any new information: summarize diagnosis, prognosis, and recommendations and repeat in a different way
Provide information in writing if needed: write down an informal list of recommendations, don’t put date
