Week 3 MI Continued Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

What are the interview types?

A

1) A fully-structured interview - all questions are delivered to each respondent consistently, regardless of their responses.
2) A semi-structured interview - there are some set questions that are delivered to all respondents. However, other questions vary depending on earlier responses.
3) An un-structured interview - an exploratory interview with few or no set questions. The interviewer has the complex task of trying to work through multiple issues, which can result in bias if they assume that one issue is more important (or easier to talk about, or piques their own curiosity), and fails to discuss the other issues.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Clarifying the objectives of the interview

A

What is it you want to know and why?
What is the information being used for?
What direction do you want to take?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Specifying the information needed to achieve those objectives

A

Will different responses affect the direction taken?
Is it important, or are you just curious?
Have you made any assumptions?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Formulate concrete questions designed to obtain the information

A

Serves as a guide to stay on track
Open-ended or closed?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What are the 3 Interview stages

A

Opening - Introductions, credentials, start will small talk to build rapport then into the more difficult questions.

Main Body - Main themes and exploring responses, move to more specific questions, again easiest to hardest questions.

Closing - Wind down, recap, thank the individual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Open-ended or Close-ended questions?

A

Open-ended questions

  • are useful when the interview is exploratory
  • is motivational by allowing free association, allows interviewer to be a sympathetic listener
  • The disadvantage is that the interviewer will receive irrelevant information and may miss some details

Close-ended questions

  • Use when objectives of the interview are known
  • Useful for reluctant respondents
  • Usually proceeded by open questions to provide context

Recommendations

  • Start broad with open-ended questions
  • Then move to more specific close-ended questions when necessary
  • A combination of both is required to get the bigger picture and clarification of important details
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Probing Questions

A

Follows up a previous question/s used to:

  • Clarify or search for reasons behind previous answers
  • Search for inconsistencies
  • Help the respondent deal with a topic that has been difficult to speak about
  • Revisit responses from earlier in the interview
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Motivating Questions

A

There are factors than can influence a respondent’s motivation to respond. Threatening their ego with decrease their motivation, whilst making them feel better or good or recognising the importance of their response will increase motivation. It is important to choose words that do not prejudice or imply anything unintended.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Minimising Ego-Threat

A
  • Contextual prefacing can reduce threat –by indicating you are aware of the issue
  • E.g., “We are trying to understand the way in which an individual ends up in a certain course at university. A student may find themselves in a course that was not their first choice, because of things like grades, influence of family and friends, or financial considerations. So let me start by asking….How did you end up studying law?”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Maximising Recognition

A
  • One way to motivate a response is to demonstrate you recognise the respondent’s view as unique.
  • E.g., “There are many studies looking at how university students end up in a particular course. However, these studies do not adequately ask the student their perspective. As a first year student, who has just been through the process, I’m sure you can give an accurate analysis, and I would therefore like to hear your view”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Loaded Questions

A

Loaded questions are phrased in a way that evoke a different response from what was intended (Framing)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Biased Questions

A

These questions elicit a skewed answer. Should be avoided as they can affect the structure of the interview, as they may lead to a biased or hostile response. It is the interviewer’s responsibility to avoid bias.

Examples:

· “You don’t…, do you?”

· “You don’t support gay marriage…., do you?”

· “You know smoking causes cancer, don’t you?”

These questions suggest there is a ‘correct’ response, which most people would endorse.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Communication style

A

In the case of an interview, which often is between strangers, there can be a mismatch between the communication style of the interviewer and the respondent. The communication style needs to be considered so that clear understanding occurs between both parties. The interviewer often needs to adjust the complexity of their language, their vocabulary, and their use of jargon, to build rapport and trust.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Language Complexity

A

If you are interviewing a layperson, it is better to use a simple level of language, and avoid technical jargon and confusion (e.g., ‘Commanding officer’, instead of CO). Conversely, in a specialised population, it is better to use their terminology to gain rapport and show understanding (mirroring).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Methods of building rapport

A

Commonality - The technique of deliberately finding something in common with a person or a customer in order to build a sense of camaraderie and trust. This is done through shared interests, dislikes, and situations (i.e., small talk).

Emotional Mirroring - Empathizing with someone’s emotional state by being on ‘their side’. It involves listening for key words, and then using similar valence words to show you understand what they have said. Both too little and too much emotional expression by the interviewer results in less disclosure by the respondent

Posture Mirroring - Matching the tone of a person’s body language through mirroring the general message of their posture and energy. (do NOT use direct imitation, as this can appear as mockery)

Tone and Tempo Mirroring - Matching the tone, tempo, inflection, and volume of a person’s voice.

Non-judgemental attitude – the respondent will not open up if they feel as they are being judged

Inviting behaviour - If anxious, make them feel invited by inviting gestures/body language. If they are intrusive into your personal space, you can use more control e.g., “why don’t you sit over there? That way we can talk more comfortably?”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Non-verbal cues

A

Be aware of an individual’s non-verbal cues to detect their mood at the beginning. Things to look out for include:

·Territorial – avoid shaking hands, seat by the door, invading your space

·Behavioural – eye contact, fiddling with pencils, relaxed

·Emotional (expressive) – posture, gestures, facial expression, eye contact, tone of voice

17
Q

Maximising Empathy

A

Empathy can be shown by verbal and non-verbal communication. One popular approach is to use a contextual statement to show you understand e.g., “I know some of the questions I ask may be difficult for you to answer in detail…Just take your time”. However, be careful saying that you ‘understand’ the respondent’s predicament, as it could lead to a negative

reaction, as can be seen by this dialogue between an oncology patient (CP) and a researcher (R).

CP: “…I constantly feel awful from the chemotherapy”

R: “I understand”

CP: “Have you ever had chemotherapy?”

R: “No”

CP: “Then you don’t understand!”

18
Q

Levels of Listening

A

Level 1. Non-listening “It looks like I’m listening, I’m not really… I’m somewhere else in my mind.”

Level 2. Passive listening (conversational) I can hear what you’re saying, but I’m not engaging with what you are saying. I am waiting to say my bit.”

Level 3. Active listening “I’m fully engaged in what you are saying (verbally and non-verbally), and am attempting to see things from your point of view.”

19
Q

Reflecting (response)

A

A verbal response to the respondent’s emotion

Respondent: “So many things are going on right now: another hectic semester has started, my dog’s sick, and my mum’s ill too. I find myself running around trying to take care of everything. I’m not sure I can take it anymore. ”

Interviewer: “You’re feeling pretty overwhelmed by all the things that are going on right now.”

Helps respondents:

· Feel understood

· Express more feelings

· Manage feelings

· Discriminate among various feelings

20
Q

Active Listening

A

Active listening is a communication technique that requires the listener to understand, interpret, and evaluate what they hear. When interacting, people often are not listening attentively. They may be distracted, thinking about other things, or thinking about what they are going to say next. Active listening is a structured way of listening and responding to others, focusing attention on the speaker. Suspending one’s own frame of reference, suspending judgment and avoiding other internal mental activities are important to fully attend to the speaker.

21
Q

Paraphrasing

A

To paraphrase, the interviewer chooses the most important details of what the client has just said and reflects them back to the client in the interviewer’s own words. Paraphrases can be just a few words or one or two brief sentences.

Helps respondents:

· To convey that you are understanding him/her

· Help the respondent by simplifying, focusing and crystallizing what they said

· May encourage the client to elaborate

· Provide a check on the accuracy of your perceptions

22
Q

Summarising

A

Summaries are brief statements of longer excerpts from the interview. In summarising, the interviewer attends to verbal and non-verbal comments from the client over a period of time, and then pulls together key parts of the extended communication, restating them for the client as accurately as possible.

A collection of two or more paraphrases or reflections that condenses the client’s messages or the session

· To tie together multiple elements of client messages

· To identify a common theme or pattern

· To interrupt excessive rambling

· To start a session

· To end a session

· To pace a session

· To review progress

· To serve as a transition when changing topics

23
Q

Factors that affect active listening

A

· Focus is not on client (distracted, lose attention, interrupt, shift attention to oneself)

· Emotional responses (criticise the client, share personal opinion)

  • One needs to be non-judgemental and minimise personal biases. It is good to think about one’s prejudices, and be mentally prepared for an interview.