The Illinois School of Professional Psychology

The Illinois School of Professional Psychology

at Argosy University, Chicago

COURSE SYLLABUS

PP 7365

Clinical Interviewing

Spring 2012

Faculty Information

Faculty Name: Margaret Smith-Zoeller, Psy.D.

Campus: Chicago

Contact Information:

Office Phone Number: 312-777-7708

E-mail:

Office: # 1380

Office Hours: by appointment Mon through Friday 9-4

Short Faculty Bio:

Margaret Smith-Zoeller, Psy.D. is an Associate Director of Clinical Training/Assistant Professor. Prior to coming to Argosy, she was a director of training and clinical supervisor in outpatient community mental health settings. She has administrative experience working in community psychology, not-for-profit settings, program development and grant writing. Her clinical experience includes individual, family, group and couple’s therapy, high risk clients, substance abuse treatment, trauma and crisis intervention. She has clinical experience working with urban American Indians, Arab Americans, Latino Americans, African Americans, Anglo Americans, Bosnian refugees, and political asylum seekers from Albania, Liberia, Ethiopia and Congo Zaire. Her interests include culturally relevant, tailored and appropriate interventions, increasing awareness of neocolonialism and multigenerational transmission of trauma, human rights, and developing culturally competent psychologists.

Course Catalogue Description:

This course offers students the opportunity to learnbasic listening and interviewing skills, as well ashow to conduct a full clinical interview as part of aninitial assessment. Students examine directive andnondirective approaches to interviewing, and readand discuss theoretical and empirical literature.Through demonstrations, role-playing, andstructured exercises, students practice and developthese skills.

Course Pre-requisites: None

Required Texts:

Pedersen and Ivey (1993). Culture Centered Counseling. Praeger. ISBN 0-275-94669-X

Morrison (2008). The First Interview (3rd ed.). Guilford Press. ISBN 978-1-59385-636-6

Zuckerman (2005). Clinician’s Thesaurus: The Guide to Conducting Interviews and Writing

Psychological Reports (6th ed.). Guilford Press. ISBN 978-1-57230-437-6

Course length: 15 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Course Objectives:

Course Objective / Program Goal / Method of Assessment
Students will identify a repertoire of interviewing skills essential for working with clients. / Goal 2 – Intervention
Goal 5 - Scholarship / Use of Insight and Action Skills, Presentation
Students will develop basic interviewing skills to be used in their work with clients during their training experiences. / Goal 1 – Assessment
Goal 2 - Intervention / Use of Exploration Skills, Self-Critique, Use of Insight and Action Skills
Students will develop more advanced interviewing skills to be used to provide interventions in their work with clients during their training experiences. / Goal 1 – Assessment
Goal 2 – Intervention / Use of Exploration Skills, Self-Critique, Use of Insight and Action Skills
Students will develop an increased understanding of the interviewing skills and interventions that recognize and respect diversity related to race, ethnicity, gender, religion, social class, sexual orientation, and other aspects of culture. / Goal 1 – Assessment
Goal 2 – Intervention
Goal 3 – Diversity / Use of Exploration Skills, Self-Critique, Use of Insight and Action Skills, Diversity Tape, Presentation
Students will identify and demonstrate clinical interviewing skills and interventions to be used with specific diagnoses and psychosocial conditions. / Goal 1 – Assessment
Goal 2 - Intervention; Goal 3 – Diversity; Goal 5 – Scholarship / Use of Exploration Skills, Self-Critique, Use of Insight and Action Skills, Diversity Tape, Presentation
Students will evaluate their own use of interviewing skills and interventions as well as that of their peers. / Goal 1 – Assessment
Goal 2 – Intervention / Use of Exploration Skills, Self-Critique, Use of Insight and Action Skills

Instructional Contact Hours/Credit

Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a course. Instructional engagement activities include lectures, presentations, discussions, group-work, and other activities that would normally occur during class time. Instructional engagement activities may occur in a face-to-face meeting, or in the eclassroom.

In addition to instructional engagement, students can expect to complete 30 hours of outside work for every 1 semester credit hour of a course. Outside work includes preparing for and completing readings and assignments. Such outside work includes, but is not limited to, all research associated with completing assignments, work with others to complete a group project, participation in tutorials, labs, simulations and other electronic activities that are not a part of the instructional engagement, as well as any activities related to preparation for instructional engagement.

At least an equivalent amount of work as required in paragraph above shall be applied for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.

Grading Criteria:

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. (10%)

2. Four x 30 minute practice audio interviewing tapes with transcripts. Tapes submitted for previous classes or reviews will not be accepted. (40%)

3. Four x 3 page self-critique to accompany each practice tape. (20%)

4. A 20 minute video tape with transcripts and a self-critique (2-3 pages) The tapes can be submitted in a VHS or DVD format. These videotapes will be presented in class. (15%)

5. A 30 minute PowerPoint presentation on a topic related to clinical interviewing of interest to the student. (15%)

6. Attendance is required and absence is discouraged. Students missing more than two classes will fail the course. Students must notify the instructor in advance of a planned absence.

7. If a student receives 2 or more grades of below B- on the taped sessions, they will be required to submit at least 1 remediation tape. They may also have to enroll in an individual consultation with a faculty member in order to further remediate their problem areas.

8. All assignments are due at the start of class. Late assignments may be given partial or no credit at the discretion of the instructor.

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. 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.

A third criterion is the ability to identify the major core issues of the client. This does not require identifying all issues, but those most significantly related to the presenting concern. This involves helping the client move beyond the presenting complaint so as to have increased understanding of the issue, and greater awareness of motivations, thoughts, feelings, and experiences associated with their concerns. To the degree that all three areas are addressed fairly consistently, a grade of A is given.

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, and 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 and should not be with another student in the class. 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. It is advised to find someone who is a distant acquaintance, not a family member, romantic partner, or a close friend or colleague. Each audio and video interview should be with a different person.

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. 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. YOUR PERSONAL REFLECTIONS ON THIS EXPERIENCE WITH DIFFERENCE MUST BE INCLUDED IN THE CRITIQUE FOR THIS SESSION.

It is advisable to use a remote microphone for audio taped sessions. Tapes that are inaudible 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. It is advisable to practice with the camera before you tape your session.

The audiocassette to be submitted should be a standard cassette or a micro cassette. The videotape should be a standard cassette.

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 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?
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 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?

PowerPointPresentation Guidelines

A 30 minute PowerPoint presentation) on clinical interviewing skills with special populations in an area of your interest, such as suicidal/homicidal clients, substance abuse clients, violent/angry teenagers, severely mentally ill clients, children, issues of diversity such as gender, religion, social class, age, ethnicity, or issues of trauma, grief and loss, etc. There are different intervention guidelines one must use to work appropriately with these various groups. The presentation should address the potential effects of belonging to the particular group on the interviewing process, the therapist, and the therapeutic relationship.

Assignment Table:

Week / Topic / Reading / Assignment Due
1
1/12 / None
2
1/19 / Pedersen & Ivey: 1-82ChCulture Centeredness
Morrison: Ch1-40 What is interviewing?/ Openings and Introductions / Sign up for Video date and PPT date due today!
3
1/26 / Pedersen & Ivey: 83-129ChCulture-Centered Skill Development
Zuckerman: 103-198ChBehavorial observations/ Abnormal Signs, Symptoms, and Syndromes.
4
2/2 / Pedersen & Ivey: 131-165ChQuestion-Asking Skills/ Reflecting Feelings and Reflecting meaning
Morrison: 41-116ChHistory of the Present Illness- Control of the later interview.
Zuckerman: 199-227ChPersonality Patterns / Audiotape 1 w/transcripts and self-critique due!
5
2/9 / Morrison: 117-176; 181-187ChMental Status exam I:Behavioral Aspects/ Signs and Symptoms in areas of Clinical Interest, interviewing informants
Zuckerman: Ch229-256 The Person in the Environment
6
2/16 / Morrison: 177-180ChClosure
Morrison: 223-235 Ch Diagnosis and Recommendations
Zuckerman: 21-99ChConducting a Mental Health Evaluation-Standard Terms and Statements for wording Psychological Reports. / Audiotape 2 w/transcripts and self-critique due!
7
2/23 / Morrison: 236-256ChSharing your feelings with the patient-Communicating your Findings to Others.
Zuckerman: 261-333ChCompleting the Report – Useful Resources
8
3/1 / Pedersen & Ivey: 166-199ChConfrontation and Mediation Skills-Focusing, Directing, and Interpreting Skills
Morrison: 257-266 ChTroubleshooting Your Interview / Audiotape 3 w/transcripts and self-critique due!
9
3/8 / Morrison: 200-222ChSpecial or Challenging Patient Behaviors and Issues
10
3/15 / Morrison: 188-199ChMeeting Resistance / Audiotape 4 w/transcripts and self-critique due!
11
3/22
12
3/29
13
4/5
14
4/12
Week / Hour 1 / Hour 2 / Hour 3
1 / Introductions / Expectations / Practice
2 / Establishing Rapport / Non-verbal communication / Find small group and topic
3 / Cross cultural considerations / Interpreting non-verbal cues / Practice
4 / Gathering information / Essential versus non-essential / Practice
5 / Gathering information / Site and stylistic differences / Practice
6 / Gathering information / Session closure / Practice
7 / Conveying information gathered (in report, note or supervision) / Watch Video / Practice
8 / Problematic situations I / Watch Video / PPT Group 1 to present
9 / Problematic situations II / Watch Video / PPT Group 2 to present
10 / Resistance / Watch Video / PPT Group 3 to present
11 / Countertransference
Transference / Watch Video / PPT Group 4 to present
12 / Video Video / Video / Video
13 / Video Video / Video / Video
14 / Video Video / Video / Video

Grading criteria:

Your performance in this course will be based upon the assignments described above and class participation. Final grades will be determined as follows.

Grading ScaleGrading requirements

A / 100 – 93
A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
F / 69 and below
Attendance/participation / 10%
Audio tape 1-4 / 40%
Self Critiques 1-4 / 20%
Video tape + self critique / 15%
PowerPoint presentation / 15%
100%

Library Resources

ArgosyUniversity’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.All electronic resources can be accessed through the library’s website at User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at .

In addition to online resources, ArgosyUniversity’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections.Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: ArgosyUniversity’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, ArgosyUniversity requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). WashingtonDC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5thEdition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the ArgosyUniversity catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at ArgosyUniversity is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” ( an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.