COURSE NAME: Clinical Interviewing

COURSE NUMBER: PP 7365

TERM: Fall, 2007

INSTRUCTOR:

Rahul Sharma, Psy.D.

PHONE:

312-777-7707

EMAIL:

FAX:

ALT PHONE:

REQUIRED TEXTS:

Title / Helping Skills: Facilitating Exploration, Insight, and Action
Author(s) / Hill, C. E.
Copyright / (2004).
Publisher / American Psychological Association, Washington, D. C.
ISBN / 1-59147-104-4
Edition / 2nd Edition
Title / Room for Change: Empowering Possibilities for Therapists and Clients
Author(s) / McClintock, E.
Copyright / (1999).
Publisher / Allyn and Bacon
ISBN / 0205284388
Edition

RECOMMENDED TEXTS:

Title / Intentional interviewing and counseling: facilitating client development in a multicultural society
Author(s) / Ivey, A. & Ivey, M. (Eds.)
Copyright / (1999).
Publisher / Pacific Grove, CA: Brooks Cole.
ISBN / 978-0534357566
Edition / (4th ed.).

This Course Requires the Purchase of a Course Packet: YES NO

Rahul Sharma
PP7365 Clinical Interviewing
Fall 2007
COURSE SYLLABUS

Rahul Sharma, Psy.D., Instructor312.777.7707

Office Hours: Tue, 2:30-4pm; Thurs. 1-3pm; by appt.

Amanda Rios,Teaching Assistant773.485.0060

Course Description:
This course is an introduction to clinical interventions across theoretical orientations. It will cover the basic skills needed for interviewing and engaging clients in a diagnostic interview, assessment session, and therapeutic relationship. It will provide a broad range of skill development experiences for students that serve as a foundation to help students for diagnostic and therapy practica.

COURSE GOALS & OBJECTIVES:

1. Students will develop basic skills essential for interviewing as clinicians.

2. Students will learn interventions which recognize and respect diversity related to race, religion, gender, ethnicity, sexual orientation, and culture.

3. Students will develop a wide repertoire of skills on which to base their intervention in both the diagnostic and therapy practica.

4. Students will learn more advanced skills by which to foster engagement, alliance, and the therapeutic process.

5. Students will know the basic legal, ethical, and professional concerns essential for clinical practice.

6. Students will develop increased capacities for open and accurate self-evaluation and peer evaluation of their clinical interventions.

Course Format:
The class will include didactic presentations, discussion of readings, role-play, observing videotapes, class exercises, and self and peer evaluation.

Course Scope: 15 weeks, 41.25 contact hours, 3.0 credits

Performance Evaluation Criteria:
1. Students will structure a therapeutic session; opening the session, engaging and fostering self-disclosure, managing transitions and interruptions, and closing the session.
2. Students will demonstrate basic skills such as attending and listening, communicating empathy, clarification, reflection, summarization, appropriate questioning.
3. Students will demonstrate the ability to assist the client in clarification of feelings, thoughts, experiences, and communication.
4. Students will demonstrate the ability to effectively respond to a client’s strong emotional expressions (e.g. anger, crying, suicidality, personal attraction).
5. Students will model appropriate self-disclosure.
6. Students will demonstrate appropriate sensitivity to and respect for client diversity, including racial, religious, ethnic, gender and sexual orientation.
7. Students will demonstrate therapeutic responses to silence and resistance.
8. Students will demonstrate an understanding of professional therapeutic relationships and boundaries.
9. Students will be able to identify basic legal, ethical, and professional issues involved in clinical interviewing.
10. Students will become more objective in self-evaluation and peer evaluation.
11. Students will gain awareness of the impact of the variety of interventions presented throughout the course.
12. Students will demonstrate the ability to be self-reflective or self-monitoring during therapeutic interactions, and to be aware of their own emotions, thoughts, experiences, and bodily reactions, and to be aware of personal biases and issues that may foster and/or inhibit therapeutic progress in the interview.

Required Readings:
Hill, C. E. (2004). Helping Skills: Facilitating Exploration, Insight, and Action, 2nd Edition. American Psychological Association, Washington, D. C.ISBN: 1-59147-104-4

McClintock, E. (1999).Room for Change: Empowering Possibilities for Therapists and Clients. Allyn and Bacon.ISBN: 0205284388

(Chapters) Sue, D. W., & Sue, D. (2003). Barriers to Effective Multicultural Counseling and Therapy. In Counseling the Culturally Different: Theory and Practice, 4th Edition.On reserve at the library.

(Article) Lam, A. & Sue, S. (2001). Client Diversity.Psychotherapy: Theory/Research/Practice/Training. Vol. 38, Issue 4.On reserve in the library.

Recommended Texts:
-Ivey, A. & Ivey, M. (Eds.) (1999). Intentional interviewing and counseling: facilitating client development in a multicultural society (4th ed.).Pacific Grove, CA: Brooks Cole. ISBN-13: 978-0534357566

-Morrison, J. (1995). The first interview: Revised for the DSM-IV. New York: Guilford Press.

Disabilities Statement:
Students with any disability that requires accommodation are strongly encouraged to notify the instructor the 1st week of class and inform him what accommodation is needed.

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.

Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners. Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills. In addition, the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.

Evaluation:
1. Participation in class discussion and exercises. Evaluation will be based upon the quality of class discussion reflecting understanding of issues, openness to learning, and to reflect upon one’s own strengths and weaknesses. (15%)

2. A 15-25 minute audiotape will be submitted the 5th week of the term with a 2-3 page self-critique, and a complete verbatim transcript, with at least 5 responses reflecting the intentions for using a particular helping skill. These tapes will be presented in class. (15%)
NOTE: Client and therapist responses should be numbered (C1, T1, C2, T2, etc.). The specific clinical interviewing skill being used should be identified after each T statement (e.g., parroting, reflection of feelings, restatement, etc.). This applies to all audio and video tape submissions.

3. A second 20-30 minute audiotape will be submitted during the 8th week of class with a 2-3 page self-critique, and a complete verbatim transcript, with at least 5 responses reflecting the intentions for using a particular helping skill. The responses should be numbered as they were in the first tape. These tapes will be presented in class. (20%)

4. A 25-35 minute videotape will be submitted during the 12th week of the course. This is to be submitted with a self-critique (2-3 pages) and a written verbatim transcript of either the first or the last 15 minutes (depending on your preference and needs) and formatted as stated above. These videotapes will be presented in class. (30%)

5. Group presentations will take place during the final week of class. Students will be divided into 3 person groups. Each group will focus on a specific psychological disorder or relevant clinical issue.EACH PRESENTATION MUST INCLUDE: AN OVERVIEW OF THE TOPIC WITH HANDOUTS; AN INTERACTIVE ELEMENT THAT ENGAGES THE ENTIRE CLASS ON THE ISSUE; AND A Q&A WRAP-UP. Each presentation will be 30 minutes. (20%)

6. Attendance is required and absence is discouraged. Students must notify the instructor in advance of a planned absence. If 2 or more classes are missed either credit will not be given for the course or a contracted way to make up the class must be arranged. Students who are absent are required to submit a 2 page summary of the reading assignment for that session.
Criteria for Evaluation of Tapes:

The criteria for evaluation of the tapes are based on the demonstration of those skills discussed in class and the assigned readings.Grades will also reflect cumulative demonstration of learned skills discussed and practiced up to the date when the exercise is submitted. Interventions should demonstrate basic attending and listening skills and a capacity for empathy including the communication of empathy. Tone, style and content should communicate caring, concern and being present with the client. Grades will be based on the criteria described as follows: A grade of B is given to the degree that these are clearly evidenced and some good self-awareness is reflected in the self-critique. A grade of B+ is given when the above are consistently evidenced and solidly demonstrated.

A second major area of evaluation is the ability to demonstrate advanced skills that include moving the client beyond his/her initial perspective through exploration, deepening a shared understanding of the client’s underlying issues.This involves helping him/her clarify thoughts, feelings, and experiences, so as to increase their clarity of understanding regarding their conflict. Probing, questioning, advanced empathy, and challenging are part of these more advanced skills. A grade of A- is given to the degree that these are consistently evidenced in addition to the basic skills and solid self-awareness and openness reflected in the self-critique. The ability to identify and frame major core issues of the client, increasing mutual awareness of motivations, thoughts, feelings, and experiences associated with their concerns will result in an A.

An interview that reflects the criteria identified above but which evidences problematic interventions will receive a lower grade.Problematic interventions might include shifting from topic to topic, lack of clear direction, focus on advice giving, devaluing, judgmental or insensitive comments with the client, or frequent breaks in understanding.

Guidelines for Audio and Video Taped Submissions:
The session you provide should not be with a real client. It should be with an individual who wants to present a real concern or a role-play with an individual with a specific concern. It is actually easier when a real concern is presented, as the presentation is more consistent.The problem/concern should be of a mild nature and not one reflecting an individual who is lacking in reality testing or requiring crisis intervention. Do not submit a tape that is based on interviewing someone who was challenging in an undermining way, i.e. someone who seemingly wants to sabotage your project, someone who presents an extremely complex and/or intense problem that would not be addressed within the time frame, or someone who discounts your interventions. It is advised to find someone who is a distant acquaintance, not a family member, romantic partner, or a close friend or colleague.The entire session should be recorded.You are required to find a different interviewee for 2 of the assignments, while you are encouraged to have a 2nd “session” with one of those two interviewees in order to practice skills more appropriate for a 2nd session. In other words, find 2-3 interviewees.

At least one of the tapes must be an interview with a person who represents one of the following groups: a person of color, a person who is not a U.S. citizen, a person with a disability, a person who is gay, lesbian, bisexual or transgendered. Though the specific aspect of difference may not be the focus of the interview, the student must demonstrate knowledge about and sensitivity to the aspect of difference. Even though these issues of diversity may not come up in the interview, the relevance of these issues must be discussed in your case presentation. Other areas of diversity, gender, religion, social class, may be considered for this assignment, however they must be approved by the instructor ahead of time.

It is advisable to use a remote microphone for audio taped sessions.Tapes that are inaudible or with limited visibility will not be accepted and will receive no credit. It is advisable to reserve a video camera early in the term. While the library has several available, many students have found it easier to access one from outside the school.Please test the camera angle and audio before you tape your session -- in.

The audiotaped session to be submitted should be a standard cassette or a micro cassette, or an mp3 or wav file burned on to an audio CD. Similarly, the videotape should be a standard VHS cassette or burned DVD. NOTE: ANY OTHER FORMATS (mini DV, etc.) MUST BE CONVERTED TO VHS OR DVD IN ORDER TO BE ACCEPTED. When presenting in class, please make preparations with TA or instructor so that the appropriate equipment can be reserved for viewing.

Confidentiality:
Since students may present actual personal concerns as well as role-play clients, confidentiality is required in this class. Your attending this class will imply that you understand the importance of confidentiality and that you will not share any information outside of the class.

Guidelines For Taping Sessions:
1. Explain to the “client” that you are in training and will receive feedback about your clinical skills from your instructor and from peer discussion.
2. Ask if they will be willing to discuss a current issue or problem they are having. Do not discuss a problem that is severe. Also inform your “client” that he or she may terminate the session at any time if he or she feels uncomfortable and not longer wishes to participate.
3. In the first session, allow them to discuss their concern. Your task is to establish rapport and collect information regarding their experience. The second tape should include a focus on basic skills such as empathic communication. The videotape should include a demonstration of advanced skills such as challenging, summarization, emotional expression, probing, reframing of an issue, goal setting, etc.

Guidelines For The Self-Critique:
The self-critique should be 2-3 pages and address the following concerns:

1. What were your strengths in the interview?
2. What were your weaknesses/areas in need of further development in the interview?
3. Was there any time when you felt stuck or uncertain how to respond?
4. How were you impacted by the client…your emotions, thoughts, physical reactions, countertransference? How do issues of differences with or similarities to this client impact your interaction? How do issues of diversity affect your conceptualization?
5. What was your overall response to the interview? Did you feel connected to the client? Distracted? Disengaged?
6. With hindsight, what might you have done differently?
7. What was the quality of your engagement, your empathy?
8. For the final video self-critique only – If you were to continue seeing this particular client, what future directions would you take? How would you conceptualize the case and what would be some of your treatment goals? How would you pursue these goals?

GUIDELINES FOR THE GROUP PRESENTATION:
The group presentation is an important component of the course and should be approached with planning. It will be related to providing psychotherapy to individuals belonging to certain special populations. In regard to clinical interviewing skills, there are different intervention guidelines one must use to work appropriately with these various groups with different needs. Each group will address one of the following groups: suicidal clients, substance abuse clients, violent/angry clients, severely mentally ill clients, adolescents, or forensic clients. The presentation should address potential effects of belonging to the particular group on the interviewing process, the therapist, and the therapeutic relationship. Your discussion should include ways in which similarities and differences between therapists and clients might affect the therapeutic process, as well as specific intervention and interviewing suggestions for working with individuals belonging to that group. You should also select an exercise or a role play in order to heighten awareness and demonstrate various possible scenarios about the specific group.