Chapter 2: The History and Interviewing Process PDF

CHAPTER 2 The History and Interviewing Process T his chapter discusses the development of relationships with patients and the building of histories or healthcare narratives. We write of it as “building” a history rather than “taking” one because you and your patient are involved in a joint effort, a partnership, which should have, among other outcomes, a history that truly reflects the patient’s perspectives and unique status (Haidet, 2010; Haidet and Paterniti, 2003). In essence, you are capturing the patient’s story. This chapter discusses the context of the relationship in emotional, physical, and ethical terms and offers suggestions in verbal and nonverbal behavior that you may adapt to your individual comfort and style. Finally, we offer widely accepted, time-tested approaches to the structure of a history with suggested adaptations for children, adolescents, pregnant persons, older adults, and patients with disabilities. The history is vital to guiding the physical examination and to interpreting physical exam findings. The first meeting with the patient sets the tone for a successful partnership as you inform the patient that you really want to know all that is needed and that you will be open, flexible, and eager to deal with questions and explanations. You can also explain the boundaries of your practice and the degree of your availability in any situation. Trust evolves from honesty, candor, and demonstrating dignity and respect toward the patient. A primary objective is to discover the details about a patient’s concern, explore expectations for the encounter, and display genuine interest, curiosity, and partnership. Identifying underlying worries, believing them, and trying to address them optimizes your ability to be of help. You need to understand what is expected of you. If successful, the unique and intimate nature of the interview and physical examination will be reinforced. You will savor frequent tender moments with patients when you recognize that your efforts are going well and that trust is there. We want to help ensure those moments occur. Developing a Relationship With the Patient In this chapter we offer instruction in learning about the well and the sick as they seek care. History and physical examination are at the heart of this effort. It is not easy to get the sense of another person or to fully appreciate someone else’s orientation in the world. You and the patient may seem to have a similar experience but may in all likelihood interpret it differently (see Clinical Pearl, “‘Unique,’ Originally Derived From Latin ‘Unus,’ Meaning ‘One’”). On the other hand, you and your patient may come from very different backgrounds without any shared experiences. To prevent misinterpretations and misperceptions, you must make every effort to sense the world of the individual patient as that patient senses it. (See Chapter 1 for additional discussion.) CLINICAL PEARL “Unique,” Originally Derived From Latin “Unus,” Meaning “One” We use “unique” in that sense of being the only one. Each of us is unique, incomparably different from anyone in the past, present, or future. No relationship, then, has an exact counterpart. Each moment is unique, different from the time before with the same patient. From Merriam-Webster’s learner’s dictionary, 2016. 12 CLINICAL PEARL The Patient Relationship You will, in the course of your career, have numerous relationships with patients. Never forget that each time they are having an experience with you, it is important to them. Much has been written about technology replacing the history and physical examination in some part, but personalized care of patients goes far beyond any scientific or technical advances. Appropriate care satisfies a need that can be fully met by a human touch, intimate conversation, providing education, and respect for privacy. Personal interactions and physical examination play an integral role in developing meaningful and therapeutic relationships with patients (Kugler and Verghese, 2010). This actual realization of relationships with patients, particularly when illness compounds vulnerability, cannot be replaced (see Clinical Pearl, “The Patient Relationship”). Because cost containment is also essential, the well- performed history and physical examination can justify the appropriate and cost-effective use of resources. This underscores the need for judgment and the use of resources in a balance appropriate for the individual patient. At a first meeting, you are in a position of authority and your patients are vulnerable. You may not have similar perspectives, lifestyles, sexual orientation, or gender identity but you need to understand the patient’s if you are to establish a meaningful partnership. This partnership has been conceptualized as patient-centered care, identified by the Institute of Medicine (IOM) as an important element of high- quality care. The IOM report defined patient- centered care as “respecting and responding to patients’ wants, needs and preferences, so that they can make choices in their care that best fit their individual circumstances” (IOM, 2001). Box 2.1 identifies questions that represent a patient-centered approach in building a history. Your own beliefs, attitudes, and values cannot be discarded, but you do have to discipline them. You have to be aware of your cultural beliefs, faith, and conscience so that they do not inappropriately intrude as you discuss with patients on a variety of issues. That means knowing yourself (Curlin et al., 2007; Gold, 2010) (see also Chapter 1). You react differently to different people. Why? How? Do you want to be liked too much? Does thinking about how you are doing get in the way of your effort? Why does a patient make you angry? Is there some frustration in your life? Which of your prejudices may influence your response to a patient? Bias is an example of mental associations that can influence behavior or feelings toward an individual, and encompasses attitudes, stereotypes, and prejudices. Possible sources of bias include race, ethnicity, religion, sexual orientation, gender identification, socioeconomic status, and disabilities. In medicine, these constructs can affect how we care for a patient. If providers are unaware of these biases, then the biases are considered implicit. Implicit biases can be further confounded by stigmatizing diagnoses such as physical handicap, HIV, obesity, psychiatric illness, and substance use disorders. In total, implicit bias is an attribution of certain qualities (prejudices and perceived stigma) by an individual to a person. Implicit bias can be shaped by experience (Greenwald and Banaji, 1995). Implicit bias, if not taken into consideration with each encounter, can lead to discriminatory care without conscious intent (Narayan et al., 2019; Pritlove et al., 2019). Discuss and reflect on potential bias with others you trust rather than make this an introspective effort. You will better control possible barriers to a successful outcome. Effective Communication Establishing a positive patient relationship depends on communication built on courtesy, comfort, connection, and confirmation (Box 2.2). Be courteous; ensure comfort, both physical and emotional; be sure that you have connected with the patient with trust and candor; and confirm that all that has happened during the interaction is clearly understood and your patient is able to articulate the agreed-on plan. That is communication. BOX 2.1 The History and Interviewing Process 13 Patient-Centered Questions The following questions represent a patient-centered approach in building a history. How would you like to be addressed? How are you feeling today? What would you like for us to do today? What do you think is causing your symptoms? What is your understanding of your diagnosis? Its importance? Its need for management? How do you feel about your illness? Frightened? Threatened? Angry? As a wage earner? As a family member? (Be sure, however, to allow a response without putting words in the patient’s mouth.) Do you believe treatment will help? How are you coping with your illness? Crying? Drinking more? Tranquilizers? Talking more? Less? Changing lifestyles? Do you want to know all the details about your diagnosis and its effect on your future? How important to you is “doing everything possible”? How important to you is “quality of life”? Have you prepared advance directives? Do you have people you can talk with about your illness? Where do you get your strength? Is there anyone else we should contact about your illness or hospitalization? Family members? Friends? Employer? Religious advisor? Attorney? Do you want or expect emotional support from the healthcare team? Are you troubled by financial questions about your medical care? Insurance coverage? Tests or treatment you may not be able to afford? Timing of payments required from you? If you have had previous hospitalizations, does it bother you to be seen by teams of physicians, nurses, and students on rounds? How private a person are you? Are you concerned about the confidentiality of your medical records? Would you prefer to talk to an older/younger, male/female healthcare provider? Are there medical matters you do not wish to have disclosed to others? We suggest that use of these questions should be determined by the particular situation. For example, talking about a living will might alarm a patient seeking a routine checkup but may relieve a patient hospitalized with a life-threatening disease. Cognitive impairment, anxiety, depression, fear, or related feelings as well as racial, gender, ethnic, or other differences should modify your approach. Seeking Connection. Examine your habits and modify them when necessary so that you are not a barrier to effective communication. Stiff formality may inhibit the patient; a too-casual attitude may fail to instill confidence. Do not be careless with words—what you think is innocuous may seem vitally important to a patient who may be anxious and searching for meaning in everything you say. Consider intellectual and emotional constraints related to how you ask questions and offer information, how fast you talk, and how often you punctuate speech with “uh- huh.” The interaction requires the active encouragement of patient participation with questions and responses THE HISTORY AND INTERVIEWING PROCESS CHAPTER 2 THE HISTORY AND INTERVIEWING PROCESS 14 CHAPTER 2 BOX 2.2 The History and Interviewing Process Communication Courtesy, Comfort, Connection, Confirmation Courtesy Knock before entering a room. Address, first, the patient formally (e.g., Miss, Ms., Mrs., Mr.) It is all right to shake hands. Meet and acknowledge others in the room and establish their roles and degree of participation. Learn their names. Ensure confidentiality. Be in the room, sitting, with no effort to reach too soon for the doorknob. If taking notes, take notes sparingly; note key words as reminders but do not let note-taking distract from your observing and listening. If typing in the electronic medical record, type briefly and maintain eye contact with patient, if possible. Respect the need for modesty. Allow the patient time to be dressed and comfortably settled after the examination. Follow-up discussion with the patient still “on the table” is often discomfiting. Comfort Ensure physical comfort for all, including yourself. Try to have a minimum of furniture separating you and the patient. Maintain privacy, using available curtains and shades. Ensure a comfortable room temperature or provide a blanket—a cold room will make a patient want to cover up. Ensure good lighting. Ensure necessary quiet. Turn off the television set. Try not to overtire the patient. It is not always necessary to do it all at one visit. Connection Look at the patient; maintain good eye contact if cultural practices allow. Watch your language. Avoid professional jargon. Do not patronize with what you say. addressed to social and emotional issues as much as the physical nature of health problems. At the start, greet the patient. If it is your first meeting, introduce yourself, share the pronouns you use, ask the patient how they would like to be addressed, and what pronouns they use. This introduction (for use with every patient) forms the foundation of the rest of the interaction. By stating how you want to be addressed and your pronoun, you invite the patient to share this information about themselves and avoid assumptions on your part. For transgender and gender-diverse patients, this helps create a welcoming and supportive environment. Welcome others and ask how they are connected to the patient. Begin by asking open-ended questions (“How have you been feeling since we last met?” “What are your expectations in coming here today?” “What would you like to discuss?” “What do you want to make sure we cover in today’s visit?”). Resist the urge to interrupt in the beginning. You will be amazed how many times a complete history is provided without prompting. Later, as information accumu- D o not dominate the discussion. Listen alertly. Let the patient order priorities if several issues are raised. Do not accept a previous diagnosis as a CC. Do not too readily follow a predetermined path. Find out whether the patient has turned from other healthcare providers to come to you. Take the history and conduct the physical examination before you look at previous studies or tests. Consider first what the patient has to say. Avoid leading or direct questions at first. Open-ended questions are better for starters. Let specifics evolve from these. Avoid being judgmental. Respect silence. Pauses can be productive. Be flexible. Rigidity limits the potential of an interview. Assess the patient’s potential as a partner. Seek clues to problems from the patient’s verbal behaviors and body language (e.g., talking too fast or too little). Look for the hidden concerns underlying CCs. Never trivialize any finding or clue. Problems can have multiple causes. Do not leap to one cause too quickly. Define any concern completely: Where? How severe? How long? In what context? What soothes or aggravates the problem? Confirmation Ask the patient to summarize the discussion. There should be clear understanding and uncertainty should be eased. Allow the possibility of more discussion with another open-ended question: “Anything else you want to bring up?” If there is a question that you cannot immediately answer, say so. Be sure to follow up later if at all possible. If you seem to have made a mistake, make every effort to repair it. Candor is important for development of a trusting partnership. Most patients respect it. lates, you will need to be more specific. However, early on, it is entirely appropriate to check the patient’s agenda and concerns and let the information flow. It is important not to interrupt the patient at the start of the interview. By initially remaining silent and then asking whether there is “anything else” a few times you will be amazed how the patient’s primary concerns are identified early in the visit. Thus, you and the patient can collaboratively set the visit’s agenda. Having clear and agreed-upon goals for each interaction leads to successful communication. You must be a skilled listener and observer with a polished sense of timing and a kind of repose that is at once alert and reassuring. Your nonverbal behavior complements your listening. In the absence of infectious control issues, your face should not be a mask. Be expressive and nod in agreement. It is better to avoid the extremes of reaction (e.g., startle, surprise, or grimacing). Eye contact should be assured and comfortable, and your body language should show that you are emotionally present, open to and engaged with the patient. You should be comfortably seated close to the patient and, if using an electronic medical record, so you and the patient can both visualize the screen. Do not stand and do not reach for the doorknob (see Clinical Pearl, “Professional Dress and Grooming”). Remember that patients also communicate nonverbally, and understanding this is advantageous to both you and the patient (Henry et al., 2012). CLINICAL PEARL Professional Dress and Grooming Appropriate dress and grooming go a long way toward establishing a first good impression with the patient. Although clean fingernails, modest clothing, and neat hair are imperative, you need not be formal to be neat. You should avoid extremes so that appearance does not become an obstacle in the patient’s response to care. Confidentiality, which is important in all aspects of care, is another essential element. The patient should provide the information. It is important to identify everyone in the room to be sure the patient is comfortable and wants others to participate in the visit. You may want to ask the parent, spouse, or other person to step out of the room so you can have a confidential discussion with the patient. If language is a barrier, a professional interpreter, rather than a family member, should be used (Fig. 2.1A and B). Gentle guidance and polite redirection are sometimes necessary to keep the visit focused and moving forward (e.g., “Now let’s also talk about …” or “I’m sorry to interrupt, but let me make sure I understand …”). Be prepared with questions you think are important to address based on the patient’s history and main concerns. If the patient touches on something that does not seem immediately A The History and Interviewing Process 15 relevant to your purposes (e.g., introducing a possible problem not previously mentioned), be flexible enough to clarify at least the nature of the concern. Some apparent irrelevancies may contain clues to the care-seeking behaviors or concerns that may be hidden beneath the primary concern or concerns may be held until a certain level of trust has developed between you and the patient. The patient’s body language will also suggest the intensity of an underlying feeling. Although too many digressions can lead to misspent time, paying attention may save a lot of time later, and information learned may be important to the future plan of care. Enhancing Patient Responses. Carefully phrased questions can lead to more accurate responses. Ask one question at a time, avoiding a barrage that discourages the patient from being complete or that limits answers to a simple yes or no: T he open-ended question gives the patient discretion about the extent of an answer: “Tell me about …” “And then what happened?” “What are your feelings about this?” “What else do you need to talk about?” T he direct question seeks specific information: “How long ago did that happen?” “Where does it hurt?” “Please put a finger where it hurts.” “How many pills did you take each time?” and “How many times a day did you take them?” T he leading question is the most risky because it may limit the information provided to what the patient thinks you want to know: “It seems to me that this bothered you a lot. Is that true?” “That wasn’t very difficult to do, was it?” “That’s a horrible-tasting medicine, isn’t it?” When asking how often something happened, allow the patient to define “often,” rather than asking, “It didn’t happen too often, did it?” B FIG. 2.1 (A) Interviewing a patient with the help of a live interpreter. (B) Interviewing a patient with the help of a video interpreter. Someone other than a family member should act as interpreter to bridge the language difference between the healthcare provider and the patient. An interpreter can be live, on video, or available telephonically. THE HISTORY AND INTERVIEWING PROCESS CHAPTER 2 THE HISTORY AND INTERVIEWING PROCESS 16 CHAPTER 2 The History and Interviewing Process Sometimes the patient does not quite understand what you are asking and says so. Recognize the need when it is appropriate to: Facilitate—encourage your patient to say more, either with your words or with a silence that the patient may break when given the opportunity for reflection. Reflect—repeat what you have heard to encourage more detail. Clarify—ask, “What do you mean?” Empathize—show your understanding and acceptance. Do not hesitate to say “I understand,” or “I’m sorry” if the moment calls for it. Confront—do not hesitate to discuss a patient’s disturbing behavior. Interpret—repeat what you have heard to confirm the patient’s meaning. What you ask is complemented by how you ask it. Take the following actions, if necessary, to clarify the patient’s point of view. Do not assume you know what a patient is thinking: Ask what the patient thinks and feels about an issue. Make sure you know what the chief concern (CC) is. Ask about the patient’s life situation, so that nothing seemingly extraneous to the CC and present illness has gone unnoticed. Suggest at appropriate times that you have the “feeling” that the patient could say more or that things may not be as well as they are reported. Suggest at appropriate times that it is all right to be angry, sad, or nervous, and it is all right to talk about it. Make sure that the patient’s expectations in the visit are met and that there are no further questions. Make sure your questions are clearly understood. Define words when necessary and choose them carefully. Avoid technical terms if possible. Adapt your language when necessary to the patient’s education level. Adapt your terminology, particularly in reference to how a patient identifies or how they describe their anatomy or illness, to mirror the patient’s language. Ask the patient to stop you if he or she does not understand what you are talking about. Similarly, do the same if you do not grasp the patient’s meaning. For example, a patient may report that he had “low blood” (anemia), “high blood” (hypertension), “bad blood” (syphilis), and “thin blood” (he was taking anticoagulants). It can take a bit of exploring to sort it all out. Do not assume every question needs a complex and technical answer. Avoid medical jargon with all patients, even those who are in the healthcare field. Moments of Tension: Potential Barriers to Communication Curiosity About You. Patients will sometimes ask about you. Although you are not the point, you may be comfortable revealing some relevant aspects of your experience (“I have trouble remembering to take medicines too” or “I remember when my children had tantrums”). A direct answer will usually do. Often, simply informing your patients that you have experienced similar life events (e.g., illness, pregnancy, and childbirth) can help alleviate fears and, with further exploration, can help in the identification of the patient’s concerns. The message that you are a “real” person can lead to a trust-enhancing or even therapeutic exchange. At the same time, it is wise to exercise caution and remain professional in what and how much you disclose (Lussier and Richard, 2007). Anxiety. Anxiety has multiple sources, such as an impending procedure, risk-exposure, or anticipated diagnosis. Some disorders will be more likely to cause an intense response, such as those associated with crushing chest pain or difficulty in breathing; with other disorders, just seeing a healthcare professional can cause anxiety. You can help by avoiding an overload of information, pacing the conversation, and presenting a calm demeanor. Silence. Sometimes intimidated by silence, many healthcare providers feel the urge to break it. Be patient. Do not force the conversation. You may have to move the moment along with an open-ended question (“What seems to worry you?”) or a mild nudge (“And after that?”). Remember, though, that silence allows the patient a moment of reflection or time to summon courage. Some issues can be so painful and sensitive that silence becomes necessary and should be allowed. Most people will talk when they are ready. The patient’s demeanor, use of hands, facial expressions, or teary eyes will help you interpret the moment. For the teary eyes, be prepared to offer a tissue. Silence may also be cultural: for example, some cultural groups take their time, ponder their responses to questions, and answer when they feel ready. Do not push too hard. Be comfortable with silence and give it reasonable bounds. Depression. Being sick or thinking that you are sick can be enough to provoke situational depression. Indeed, serious or chronic, unrelenting illness or taking certain prescription medications (e.g., steroids) is often accompanied by depression. A sense of sluggishness in the daily experience; disturbances in sleeping, eating, and social contact; and feelings of loss of self-worth can be clues. In addition to screening for depression at every visit, pay attention. First ask, “When did you start feeling this way?” Then ask, “How do you feel about it?” “Have you stopped enjoying the things you like to do?” “Do you have trouble sleeping?” “Have you had thoughts about hurting yourself?” “Are you depressed?” A patient in this circumstance cannot be hurried and certainly cannot be relieved by superficial assurance. You need not worry about introducing the idea of suicide (see Clinical Pearl, “Adolescent Suicide”). It has most often been considered, if only briefly (see Chapter 7, Risk Factors box, “Suicide”). CLINICAL PEARL Adolescent Suicide Suicide is a major cause of mortality in the preteen and teen years, more often in boys. If the thought of it occurs to you, you can be quite sure that it has to the patient too. You can mention it and thus give permission to talk about it. You will not be suggesting anything new. You may actually help prevent it. Crying and Compassionate Moments. People will cry. Let the emotion proceed at the patient’s pace. Resume your questioning only when the patient is ready. If you suspect a patient is holding back, give permission. Offer a tissue or simply say, “It seems like you’re feeling sad. It’s OK to cry.” Name the emotion. Be direct about such a tender circumstance, but gently, not too aggressively or insistently. Do not hesitate to say that you feel for the patient, that you are sorry for something that happened, and that you know it was painful. At times, the touch of a hand or even a hug is in order. Sometimes, a concern—a difficult family relationship, for example—must be confronted. You may have to check an assumption and hope that you have guessed correctly in bringing the patient’s feelings to the surface. If uncertain, ask without presupposing what the response might be. Physical and Emotional Intimacy. It is not easy to be intimate with the emotions and the bodies of others. Cultural norms and behaviors are at once protective of and barriers to trusting relationships. The patient is in a dependent status as well. You cannot be sure of the degree to which a given patient has been “desensitized” to the issues of intimacy. You also cannot be sure of the patient’s trauma history. You can acknowledge this while explaining clearly and without apology what you must do for the patient’s benefit while ensuring your care is patient-centered and allows for the patient to maintain control. Be careful about the ways in which you use words or frame questions. Box 2.3 discusses a trauma informed care (Roberts et al., 2019). Mirror the patient’s language about their anatomy, and respect modesty, using covers appropriately without hampering a complete examination. By being calm and asking questions with professional poise and by being empathetic yet straightforward, explaining the consequences of not performing an examination, such as skipping examination of the genitals, due to modesty or past-t rauma concerns, may help keep the necessary from becoming too big an issue. Inappropriate Attraction. Some patients can be excessively flattering and manipulative and even seductive. Their illness and insecurity beg for extra-special attention. Do not be taken in by this. There are limits to BOX 2.3 CAGE and CAGE-AID Questionnaire The CAGE questionnaire was developed in 1984 by Dr. John Ewing, and it includes four interview questions designed to help screen for alcoholism. The CAGE questions were adapted by Dr. Richard Brown in 1991 to include illicit drugs. It is a screening questionnaire to help determine if a more complete assessment is needed. The CAGE acronym helps practitioners quickly recall the main concepts of the four questions (Cutting down, Annoyance by criticism, Guilty feeling, Eye-openers). The CAGE-AID Questionnaire is publicly available and can be downloaded at http://www.integration.samhsa. gov/clinical-practice/screening-tools. The History and Interviewing Process 17 warmth and cordiality. Certainly not all touch is sexually motivated; a heartfelt hug is sometimes just right. Nevertheless, beware of that trap. Avert it courteously and firmly, delivering the immediate message that the relationship is and will remain professional. It takes skill to do this while maintaining the patient’s dignity, but there is no room for sexual misconduct in the relationship, and there can be no tolerance for exploitation of the patient in this regard. Anger. Sometimes the angriest patients (or persons with them) are the ones who may need you the most. Of course, it can be intimidating. Confront it. It is all right to say, “It seems like you’re angry. Please tell me why. I want to hear.” Speak softly and try not to argue the point. You may not know if or why you made someone angry. Most often, you have done nothing wrong, and the patient’s emotion is unrelated to you or the visit. Still, the stress of time, heavy workload, and the tension of caring for the acutely—even terminally—ill can generate your own impatience and potential for anger. Avoid being defensive but acknowledge the problem. Only when appropriate, apologize and ask how to make things better. Explore the feelings. Often, you can continue on a better footing after anger is vented. On occasion, nothing will seem to help. It is then all right to defer to another time or even to suggest a different professional (Thomas, 2003). Afterward, do not hesitate to talk about the episode with a trusted colleague. It helps. Discussing the incident later may lend insight into behaviors and help prevent the occurrence again. Better ways of responding can be explored. Avoiding the Full Story. Patients may not always tell the whole story or even the truth, either purposely or unconsciously. Dementia, illness, substance abuse, past experience of, or fear of, discrimination because of sexual orientation or gender identity in healthcare settings, intimate partner violence (IPV), and child abuse are among some of the reasons. Do not push too hard when you think this is happening. Allow the interview to go on and then come back to a topic with gentle questioning. You might say, “I think that you may be more concerned than you are saying” or “I think you’re worried about what we might find out.” Unless there is concern about the safety of the patient or another individual, learning all that is necessary may not come in one sitting. You may have to pursue the topic at a later visit or perhaps with other members of the family or friends or your professional associates. Financial Considerations. The cost of care and the resulting drain on resources (and the potential impact on employment or insurance coverage) are often sources of stress for the patient. Talk about them with candor and accurate knowledge. Provide resources (social worker or financial counselor). Otherwise, an appropriate care plan acceptable to the patient cannot be devised or implemented. Pressing circumstances and obligations may still THE HISTORY AND INTERVIEWING PROCESS CHAPTER 2 THE HISTORY AND INTERVIEWING PROCESS 18 CHAPTER 2 The History and Interviewing Process present barriers to appropriate care. (See Clinical Pearl, “Social Determinants of Health”) CLINICAL PEARL Social Determinants of Health Social determinants of health (SDOH) are conditions and environments where people live, learn, worship, work, play, and age. SDOH have a major impact on health, functioning, well-being, and quality of life. SDOH contribute to health disparities and inequities. For example, people without access to healthy foods/grocery stores are less likely to have good nutrition and are more likely to have heart disease, diabetes, and obesity. As a result, these individuals have a shorter live expectancy. SDOH can be divided into five domains: 1. Economic stability 2. Education access and quality 3. Healthcare access and quality 4. Neighborhood and working environment 5. Social and community context Modified from https://health.gov/healthypeople/objectives-and-data/social-determinants- health, https://www.who.int/gender-equity-rights/understanding/sdh-definition/en/, and https ://www.cdc.gov/socialdeterminants/index.htm. The Patient History A first objective in building the history is to identify those matters the patient defines as problems, the subtle as well as the obvious. You need to establish a sense of the patient’s reliability as an interpreter of events. Consider the potential for intentional or unintentional suppression or underreporting of certain experiences that may give context to a problem that is at odds with your expectation. Constantly evaluate the patient’s words and behavior. The history is built on the patient’s perspective and story, not yours. Make modifications as required for the patient’s age and his or her physical and emotional disabilities. There are times that collateral information is needed to fully appreciate the patient’s narrative. problems that need attention and priority. A widely accepted approach is provided that can and should be modified to fit the individual circumstance: First, the identifiers: name, date, time, age, sex assigned at birth, sexual orientation, gender identity, preferred language, race, source of information, and referral source Chief concern (CC) History of present illness or problem (HPI) Past medical history (PMH) Family history (FH) Personal and social history (SH) Review of systems (ROS) The CC is a brief statement about why the patient is seeking care. Direct quotes are helpful. It is important, however, to go beyond the given reason and to probe for underlying concerns that cause the patient to seek care. If the patient has a sore throat, why is help sought? Is it the pain and fever, or is it concern caused by past experience with a relative who developed rheumatic heart disease? Many interviewers include the duration of the problem as part of the CC. Understanding the present illness or problem requires a step-by-step evaluation of the circumstances that surround the primary reason for the patient’s visit. A complete history includes an exploration of the patient’s overall health before the CC, as well as past medical and surgical experiences. The spiritual, psychosocial, and cultural contexts of the patient’s life are essential to an understanding of these events. The patient’s family also requires attention—their health, PMH, illnesses, deaths, and the genetic, social, and environmental influences. Careful inquiry about the personal and social experiences of the patient should include work habits and the variety of relationships in the family, school, and workplace. Finally, the ROS includes a detailed inquiry of possible concerns Setting for the Interview Regardless of the setting, make everyone as comfortable as possible. Position yourself so that there are no bulky desks, tables, computer screens, or other electronic equipment between you and the patient (Fig. 2.2). If possible, have a clock placed where you can see it without obviously looking at your watch (preferably behind the patient’s chair). Sit comfortably and at ease, maintaining eye contact and a conversational tone of voice. Your manner can assure the patient that you care and that the patient is your primary focus. You can do this only by concentrating on the matter at hand, giving the encounter primacy in your life and putting aside both personal and professional distractions. Structure of the History You build the history to establish a relationship with the patient, so that you jointly discover the issues and FIG. 2.2 Interviewing a young adult. Note the absence of an intervening desk or table. in each of the body’s systems, looking for complementary or seemingly unrelated symptoms that may not have surfaced during the rest of the history. Flexibility, the appreciation of subtlety, lack of judgement, and the opportunity for the patient to ask questions and to explore feelings are explicit needs in the process. Think About It One question should underlie all of your inquiry: Why is this happening to this particular patient at this particular time? In other words, if many people are exposed to a potential problem and only some of them become ill after the exposure, what are the unique factors in this individual that led to that outcome? For example, if 100 people wake up with a bad headache, and 97 go to work while 3 seek care, what underlying dimension prompted those decisions? Building the History Introduce yourself to the patient and accompanying persons if you have not already met, clearly stating your name and your role. If you are a student, say so. Be certain that you know the patient’s full name and that you pronounce it correctly. Ask if you are not certain. Ask the patient how they would like to be addressed, and then address the patient properly (e.g., as Mr., Miss, Mrs., Ms., Mx.) or the manner of address preferred by the patient) and repeat the patient’s name at appropriate times. Avoid the familiarity of using a first name when you do not expect familiarity in return. Do not use a surrogate term for a person’s name; for example, when the patient is a child, do not address the parent as “Mother” or “Father.” It is respectful and courteous to take the time to learn each name. It is respectful to look at the patient and not at the electronic medical record. Use it if you must but position it so that it does not distract you from the patient. More and more electronic devices for documentation and educational purposes (e.g., capturing a picture of a lesion to follow overtime, demonstrating the findings on an imaging study, showing the trend of a laboratory result over time, or reviewing a website together) are used. Unless you already know the patient and know that there is urgency, proceed at a reasonable pace, asking for the reason for the visit with the intent of learning what their specific expectations of the visit are. Listen, and do not be too directive. You will often be surprised at how much of the story and details you will hear without pushing. Let the patient share his or her full story and reasons for seeking care. You have begun to give structure to the present illness or problem, giving it a chronologic and sequential framework. Unless there is urgency, go slowly, hear the full story, and refrain from interrupting with what seems the obvious course of questioning. The patient will take cues from you on the leisure you will allow. You must walk a fine line between permitting this leisure and meeting the many time constraints you are sure to have. Fix your atten- The History and Interviewing Process 19 tion on the patient, avoid interjecting as much as possible, and do not ask the next question before you have heard the complete answer to the prior one. The patient’s responses may at times be unclear. Seek certainty: “Of what you’ve told me, what concerns you the most?” “What do you want to make sure we pay attention to today?” “Do you have any ideas about what we ought to do?” Or a leading question sometimes, “I think _________ worries you the most. Am I right? Shall we talk about that first?” As the interview proceeds, thoroughly explore each positive response with the following questions: Where? Where are symptoms located, as precisely as possible? If they seem to move, what is the range of their movement? Where is the patient when the complaint occurs—at work or play, active or resting? When? Everything happens in a chronologic sequence. When did it begin? Does it come and go? If so, how often and for how long? What time of day? What day of the week? What? What does it mean to the patient? What is its impact? What does it feel like? What is its quality and intensity? Has it been bad enough to interrupt the flow of the patient’s life, or has it been dealt with rather casually? What else happened during this time that might be related? What makes it feel better? Worse? How? The background of the symptom becomes important in answering the “how” question. How did it come about? Are other things going on at the same time, such as work, play, mealtime, or sleep? Is there illness in the family? Have there been similar episodes in the past? If so, how was it treated or did it resolve without treatment? Is there concern about similar symptoms in friends or relatives? Are there spouse complaints or concerns? How is the patient coping? Are there social supports? Nothing ever happens in isolation. Why? Of course, the answer to “why” is the solution to the problem. All other questions lead to this one. Once you have understood the patient’s CC and present problem and you have a sense of underlying issues, you may go on to other segments of the history: the family and past medical histories; emotional, spiritual, and cultural concerns; and social and workplace accompaniments to the present concerns. Remember that nothing in the patient’s experience is isolated. Aspects of the present illness or problem require careful integration with the medical and FH. The life of the patient is not constructed according to your outline, with many factors giving shape to the present illness and with one CC possibly involving more than one illness. A visit should conclude with a review: Ask the patient to try to satisfy gaps in your understanding. Ask for questions. Interpret and summarize what you have heard. Ask the patient to summarize for you to ensure complete understanding. THE HISTORY AND INTERVIEWING PROCESS CHAPTER 2 THE HISTORY AND INTERVIEWING PROCESS 20 CHAPTER 2 The History and Interviewing Process R epeat instructions and ask to hear them back. Explain the next steps: needed examinations and/or studies, appointment times, keeping in touch. Sensitive Issues Sensitive issues, which may be difficult to discuss (e.g., sex, sexual orientation, gender identity, drug or alcohol use, concerns about death) are important to address. The following guidelines, keys to any successful interview, are essential in an approach to sensitive issues. Provide privacy. Do not waffle. Be direct and firm. Avoid asking leading questions. Do not apologize for asking a question. But ensure you are asking an appropriate question, in an appropriate manner, for an appropriate reason, at an appropriate time. Do not preach. Avoid confrontation. You are not there to pass judgment or proselytize. Use language that is understandable to the patient, yet not patronizing (see Clinical Pearl, “Watch the Use of Jargon”). Do not push too hard. Afterward, document carefully, using the patient’s words (and those of others with the patient) whenever possible. It is all right to take notes, but try to do this sparingly, especially when discussing sensitive issues. CLINICAL PEARL Watch the Use of Jargon Unfortunately, many of us may too often lapse into the use of jargon, the language of our profession that is not accessible to the patient. Patient- demeaning words are worse. Stress, frustration, fatigue, and anger are common underlying causes for these lapses. Know yourself. Understand why you might fall into the habit, and do your best to avoid it. You must always be ready to explain again why you examine sensitive areas. A successful approach will have incorporated four steps: 1. An introduction, the moment when you bring up the issue, alluding to the need to understand its context in the patient’s life. 2. Open-ended questions (that are free of assumptions) that first explore the patient’s feelings about the issue— whether, for example, it is alcohol, drugs, sex, cigarettes, education, or problems at home—and then the direct exploration of what is actually happening. 3. A period in which you thoughtfully attend to what the patient is saying and then repeat the patient’s words or offer other forms of feedback. This permits the patient to agree that your interpretation is appropriate, thus confirming what you have heard. 4. Finally, an opportunity for the patient to ask any questions that might be relevant. Alcohol and Drugs. TAPS (Tobacco, Alcohol, Prescription medication, and other Substance use Tool) (https://www.drugabuse.gov/taps/#/), is a two-component screening BOX 2.4 AUDIT-C Questionnaire The three-question AUDIT-C questionnaire is scored on a scale of 0–12 (0 = no alcohol use). In men, a score of 4 or more is considered positive and in women, a score of 3 or more is considered positive (Bradley et al., 2003). The greater the score, the more likely it is that drinking is affecting the patient’s health. The AUDIT-C is a modified version of the 10-item Alcohol Use Disorders Identification Test (AUDIT) developed by the World Health Organization and published in 1998. The AUDIT-C is available for use in the public domain at https://apps.who.int/iris/bitstream/handle/10665/67205/WHO_ MSD_MSB_01.6a.pdf;jsessionid=639B0C845389D0FF2EBF9D53 3A61917F?sequence=1. tool. The first is TAPS-1, and if this is positive it is followed by TAPS-2. TAPS-2 screens for risk level for the substance that was identified in TAPS-1. This tool can be self-administered by an adult patient or given as part of an interview. TAPS is one of several tools on the NIDAMED portal (https://www.drugabuse.gov/nidamed-medical- health-professionals) that can help providers choose brief, evidence-based substance use screening tools. The CAGE- AID questionnaire (Brown and Rounds, 1995) is one model for discussing the use of alcohol (see Box 2.3). CAGE is an acronym for Cutting down, Annoyance by criticism, Guilty feeling, Eye- openers. CAGE–AID is the CAGE questionnaire Adapted to Include Drugs. Its use does not ensure absolute sensitivity in the detection of a problem. Another common screening tool is the AUDIT-C (Bush et al., 1998) (Box 2.4). It can be used to screen for hazardous drinking or for alcohol use disorders. These Screens can be complemented or supplemented by the TACE model (Box 2.5), particularly in the identification of alcoholism in a pregnant patient (because of the potential for damage to the fetus), or by CRAFFT, for identification of an alcohol problem in adolescents (Box 2.6). There is similarity in all of these questionnaires. You can adapt them to your style and to the particular patient. You can also adapt them to concerns about drugs or substances other than alcohol (see Clinical Pearl, “Screening”). CLINICAL PEARL Screening There is a difference between a screening and an assessment interview. The goal of screening is to find out if a problem exists. They are effective, but they are only the start, and assessment continues after a positive screen. Discovering a problem early may lead to a better outcome. Intimate Partner Violence. We frequently underestimate the incidence of IPV in the experience of our patients of any age, sexual orientation, or gender identity. IPV includes a range of abusive behaviors perpetrated by someone who is or was involved in an intimate relationship with the victim. It affects primarily women, children, and dependent older adults as victims and, in lesser frequency, men. Intimate BOX 2.5 TACE Model The following questions are included in the TACE model: T How many drinks does it Take to make you feel high? How many when you first started drinking? When was that? What do you prefer: beer, wine, or liquor? (More than two drinks suggests a tolerance to alcohol that is a red flag.) A Have people Annoyed you by criticizing your drinking? C Have you felt you ought to Cut down on your drinking? E Have you ever had an Eye-opener drink first thing in the morning to steady your nerves or get rid of a hangover? An answer to T alone (more than two drinks) or a positive response to two of A, C, or E may signal a problem with a high degree of probability. Positive answers to all four signal a problem with great certainty. From Sokol et al. (1989). BOX 2.6 CRAFFT Questionnaire The CRAFFT questionnaire was developed in 2002 as a screening tool for alcohol and substance abuse in adolescents. The CRAFFT acronym helps practitioners remember the main concepts of the six questions: Car, Relax, Alone, Forget, Friends, Trouble. The exact wording of the CRAFFT questions can be found here: Knight JR, Sherritt L, Shrier LA, Harris SK, Chang G: Validity of the CRAFFT substance abuse screening test among adolescent clinic patients, Arch Pediatr Adolesc Med 156:607–614, 2002. Available at: http://archpedi.jamanetwork.com/article.aspx?articleid=203511. partners are usually the perpetrators. Same-sex partners probably have the same prevalence, although underreporting may be more of a problem in this population. Alcohol is a common facilitator. Children exposed to IPV are at increased risk for social and emotional problems. There is significant overlap between IPV and child abuse, so when IPV is detected, child abuse should be considered. Reluctance to screen for fear of offending patients and families is a misplaced concern. This is occasionally compounded by an inappropriate response to an abused person, such as making too little of their experience or even laying the blame on them. They are twice a victim. Although IPV affects both men and women as victims and perpetrators, more women experience IPV (Nelson et al., 2012), and transgender women are at higher risk of physical and psychological IPV than are cisgender adults (Pitts et al., 2006). Likewise, lesbian, gay, bisexual, and transgender (LGBT) youth are at high risk for being victims of IPV (Whitton et al., 2016; Whitton et al., 2019). Few victims will discuss IPV willingly with a healthcare provider, and the patient is usually the initiator of the discussion. We recommend all individuals be screened. A validated brief Partner Violence Screen (PVS) uses three questions to detect partner violence (MacMillan et al., 2006): 1. Have you been hit, kicked, punched, or otherwise hurt by someone within the past year? 2. Do you feel safe in your current relationship? 3. Is there a partner from a previous relationship who is making you feel unsafe now? The History and Interviewing Process 21 These cover two dimensions of partner violence, and a positive response to any one of them constitutes a positive screen. The first question addresses physical violence. The latter two questions evaluate the individual’s perception of safety and estimate their short-term risk of further violence and need for counseling. Additionally, you may see something suggestive on physical examination and ask the following: “The bruises I see. How did you get them?” Positive answers require accurate documentation, using words, drawings, and, if possible, photographs and the preservation of any tangible evidence. Positive answers require that the patient’s safety be ensured. Ask the following: Are you afraid to go home? Are there guns or knives at home? Is alcohol (or other drugs) part of the problem? Has it gotten worse lately? Are children involved? A “yes” answer mandates an intervention that requires utilization of other healthcare professionals such as social workers and mental health providers who may be able to provide more in-depth assessment and linkage to resources. Get the patient’s viewpoint. Let them speak; assure them that they are not alone and that you will do your best to help. A “no” answer may still leave you uncomfortable. Get permission from the patient to document your concern and your suspicion of injury. Be unafraid to ask direct questions about your suspicion (“Where did that bruise come from?”). Ask them to come back to see you again. Evidence-Based Practice in Physical Examination Screening for Abuse and Intimate Partner Violence Data from a systematic review indicate that screening practices by healthcare professionals are inconsistent for several reasons, including the existence of a variety of screening instruments, a lack of consensus on which instrument to use, lack of specificity of risk factors, lack of training, lack of effectiveness studies about what to do if violence is identified, discomfort with screening, and time constraints. Several instruments have been developed for IPV screening, and their diagnostic accuracy has been evaluated in studies of different populations using various reference standards. Six instruments with one to eight items demonstrated sensitivity and specificity greater than 80% in clinical populations of asymptomatic women; results varied between studies and across instruments. The Feldhaus PVS three-item screening instrument had a higher sensitivity and specificity compared with two longer instruments. The HITS (Hurt-Insult-Threaten-Scream) four-item screening instrument for abuse (Box 2.7) demonstrated 86% sensitivity and 99% specificity (English version) and 100% percent sensitivity and 86% specificity (Spanish version). Studies to develop and evaluate tools are generally lacking to assess screening older and vulnerable adults for abuse. Existing instruments to detect child abuse are not designed for direct administration to the child, missing opportunities to screen older children in the context of usual healthcare. Data from Chen et al. (2005), Kliegman et al. (2016), and Nelson et al. (2004). THE HISTORY AND INTERVIEWING PROCESS CHAPTER 2 THE HISTORY AND INTERVIEWING PROCESS 22 CHAPTER 2 BOX 2.7 The History and Interviewing Process rief Screening Tool for Domestic B Violence: HITS Verbal abuse is as intense a problem as physical violence. HITS stands for Hurt, Insult, Threaten, or Scream. The wording of the question is, “In the past year, how often did your partner: Hurt you physically?” Insult or talk down to you?” Threaten you with physical harm?” Scream or curse at you?” This approach works for all persons. Infants and children have the protection of the legal mandate for you to report your suspicions. Questioning a child about abuse suffered or witnessed at home can be problematic because you want to avoid suggestion. In general, open- ended questions are comfortably asked of the young or of a parent in their presence: Why did you come to see me today? (Do not mention the concern directly.) Tell me everything that happened to you, please. (No leading questions.) With infants, a bruise or burn with an odd shape or unexpected location is very concerning for child abuse. It is difficult for an infant who is not yet crawling or toddling to break a femur or to have fingerprint-size bruises on the arms, for example. Adolescents may endure violence, particularly sexual, at home or away. The clue may be changes in behavior, such as dress and makeup, school effort, sleeping, and eating. Routinely screen adolescents for partner violence. Alcohol or drug use can become an issue. Former friends may be avoided. Most important, take your time and ask the following questions: What sexual experiences have you had? When did you start? Did you want to, or were you forced or talked into it? Do the people you are with ever scare you? Did anyone ever touch you in a sexual way? Always be available for more conversation. The questions are just a start. Note that the young may also witness as well as endure violence at home, with a profound effect on their lives and behavior. These problems should be dealt with as if the patient were the direct victim. Additionally adolescents may be victims of human trafficking (see below). The risk of abuse of older adults, often underreported, is greater if the older adult has had a history of mental illness, is physically or cognitively impaired, or is living in a dependent situation with inadequate financial resources. The abusers may have similar risks, perhaps alcohol or drug related. Both groups may have a past history of domestic violence. Human Trafficking. “Human trafficking involves the use of force, fraud, or coercion to obtain some type of labor or commercial sex act” (https://www.dhs.gov/blue- campaign/what-human-trafficking). It is a significant problem that is often not considered, and adolescents and adult patients should be screened to help identify trafficking victims or people at risk for trafficking victimization. There are guides to help providers use trauma-informed and survivor-informed practices with their screening (https://www.ncjrs.gov/pdffile s1/nij/grants/246713.pdf and https://www.acf.hhs.gov/sites/ default/files/otip/adult_human_trafficking_screening_tool _and_guide.pdf). Examples of the screening tools and associated provider guides are: Trafficking Victim Identification Tool (TVIT), The Adult Human Trafficking Screening Tool (AHTST) and the Human Trafficking Screening Tool (HTST) (Dank et al., 2017) screening tool for youth (between the ages of 12 and 24 years). Before using these screening tools with persons who may be victims of human trafficking, the victim’s personal safety and comfort should be assured; try not to be judgmental or shocked by details they may reveal and to be understanding when victims do not wish to repeat the details. Trafficking victims have often endured profound physical and psychological injuries. Spirituality. The basic condition that life imposes is death. It often stirs in us a spiritual or “sacred” feeling—always with us, frequently sublimated, sometimes not. Illness, however mild, may stir that feeling and may carry with it a sense of dread. Faith may be an intimate contributor to one’s perspective. An understanding of “spirituality” is, then, integral to the care we offer, but it is complicated by the fact that there is no universally agreed-on definition; each of us brings our own understanding to the care provided. Many patients want attention paid to spirituality, and faith can be a key factor in the success of a management plan. Others may prefer that you not broach the subject. This requires the same degree of sensitivity and caution as talking about drugs, cigarettes, sex, and alcohol. The questions suggested by Puchalski and Romer (2000) with the acronym FICA and adapted by us suggest an approach: Faith, Belief, Meaning What is your spiritual or religious heritage? Is the Bible, the Quran, or similar writings important to you? Do these beliefs help you cope with stress? Importance and Influence How have these beliefs influenced how you handle stress? To what extent? Community Do you belong to a formal spiritual or religious community? Does this community support you? In what way? Is there anyone there with whom you would like to talk? Address/Action in Care How do your religious beliefs affect your healthcare decisions (e.g., choice of birth control)? How would you like me to support you in this regard when your health is involved? Answers to these questions may guide you to involve clergy or other spiritual care providers or to become more deeply involved. There is some evidence that prayer can aid in healing. You may, if you are asked and are inclined, pray with a patient, although it is best that you not lead the prayer. You may even suggest it if the patient is sorely troubled and you understand the need. There are, however, boundaries. Except for very few of us, we are not theologians, and it is inappropriate to go beyond the limits of our professional expertise. Auster (2004) suggests sensitivity on our part when patients ask about our personal beliefs and express their wish to talk only with someone of their own faith. You might say, “I want to help you as best I can, so please tell me why you ask about my faith” or, more directly, “I understand your feeling. Would it help if I found another person for you?” Let your sense of the situation guide you (Fosarelli, 2003; Puchalski and Romer, 2000). Sexuality and Gender Identity Patients should be told that discussion is routine and confidential. Questions about the patient’s sexual history may first be indirect, addressing feelings rather than facts. “Are you satisfied with your sexual life, or do you have worries or concerns? Many people do.” Although this is a leading question, it does not suggest what the patient’s feelings should be. Rather, if there are concerns about sex, it may be comforting to know that one is not alone. The age of the patient should not deter discussion. Do not assume sexual practices or concerns for anybody, particularly older adults. It is also important to ask questions about a patient’s sexual orientation and gender identity. Identity. You should directly ask about patient’s sexual orientation and gender identity. In general, patients support healthcare providers asking questions related to sexual orientation and gender identity and understand the importance of healthcare providers’ knowing their patients (Cahill et al., 2014). The sexual orientation and gender identity of a patient must be known if appropriate continuity of care is to be offered. About 10% of the individuals you serve are likely to be other than heterosexual and/or cisgender (i.e., gay, lesbian, bisexual, or transgender) (Makadon, 2011; Ward et al., 2014). Working with sexual and gender minorities (SGM) demands knowing yourself regarding any potential feelings about cisgender- heteronormativity, homophobia, biphobia, and transphobia that you may have. Apprehension these patients may feel in revealing their information should be respected. Reassuring, nonjudgmental words help: “I’m glad you trust me. Thank you for telling me.” It is also supportive if the healthcare setting offers some recognition of the patients involved (e.g., by making relevant informational pamphlets available in waiting areas). Trust can be better achieved if questions are “gender neutral”: Tell me about your living situation. Are you sexually active? In what way? The History and Interviewing Process 23 R ather than: Are you married? Do you have a boyfriend/girlfriend? If you use a nonjudgmental approach, a variety of questions applicable to any patient understanding the patient’s situation becomes possible. The patient’s vernacular may be necessary. Once the barrier is broken, you can be more direct, asking, for example, about frequency of sexual intercourse, problems in achieving orgasm, variety and numbers of “partners” (a non–gender-linked term), masturbation, and particular likes and dislikes. Identifying risk factors for unintentional pregnancy and sexually transmitted infections (STIs) are an important part of the sexual history. Outline of the History The outline offered is a guide derived from multiple sources. It is not rigid, and you can decide what meets the needs of your patient and your style. Take advantage of patient’s photographs and videos that complement what you learn in the history. Chief Concern or the Reason for Seeking Care. This answers the question, “Why are you here?” (See Clinical Pearl, “Chief Complaint or Chief Concern?”). Follow- up questions ask about duration (e.g., “How long has this been going on?” or “When did these symptoms begin?”). The patient’s age, gender identity, sexual orientation, marital status, previous hospitalizations, military/veteran status, and occupation should be noted for the record. Other concerns may surface. A seemingly secondary issue may have greater significance than the original concern because the driving force for the CC may be found in it. What really made the patient seek care? Was it a possibly unexpressed fear or concern? Each hint of a care-seeking reason should be thoroughly explored (Box 2.8). CLINICAL PEARL Chief Complaint or Chief Concern? Many of us do not view patients as “complainers” and prefer to express the “chief complaint” differently, adopting “chief concern,” “presenting problem,” or “reason for seeking care” as a more appropriate term. Feel free to use the words that suit you best or are most appropriate in your healthcare setting. History of Present Illness or Problem. You will often find that it is easiest to question the patient on the details of the current problem immediately after hearing the CC. Sometimes it may be of value to take the patient’s past and FH before returning to the present. The specific order in which you obtain the patient’s story is not critical. You want the patient’s version without the use of leading questions. Box 2.9 suggests many of the variables that can influence the patient’s version. THE HISTORY AND INTERVIEWING PROCESS CHAPTER 2 THE HISTORY AND INTERVIEWING PROCESS 24 CHAPTER 2 BOX 2.8 The History and Interviewing Process The Basis of Understanding The following are vital questions that probe the unique experience of each patient: Why is this happening with this particular person at this time? How is this patient different from other patients? Can I assume that what is generally true for others is true for this patient? How does this bear on my interpretation of possible problems and solutions? BOX 2.9 actors That Affect the Patient’s F Expression of Illness Disease is a real condition that prevents the body or mind from working normally (Merriam-Webster.com). Illness is the unique way in which a disease is expressed by the afflicted individual. An infinite number of variables come into play and may even cause illness without disease: Recent termination of a significant relationship because of death, divorce, or other stressors such as moving to a new city Physical or emotional illness or disability in family members or other significant individuals Inharmonious spousal or family relationships School problems and stresses Poor self-image Drug and alcohol misuse Poor understanding of the facts of a physical problem and its treatment Influence from social media Peer pressure (among adults as well as adolescents and children) Secondary gains from the complaints of symptoms (e.g., indulgent family response to complaints, providing extra comforts or gifts, solicitous attention from others, distraction from other intimidating problems) At any age, such circumstances can contribute to the intensity and persistence of symptoms or, quite the opposite, the denial of an insistent, objective complaint. The patient may then be led to seek help or, at other times, to avoid it. A complete HPI will include the following: C hronologic ordering of events State of health just before the onset of the present problem Complete description of the first symptoms. The question “When did you last feel well?” may help define the time of onset and provide a date on which it might have been necessary to stop work or school, miss a planned event, or be confined to bed. Symptom analysis: Questions in the following categories assist the patient in specifying characteristics of the presenting symptom(s): location, duration, intensity, description/character, aggravating factors, alleviating factors. Description of a typical attack, including its persistence. If the present problem involves intermittent attacks separated by an illness-free interval, ask the patient to describe a typical attack (e.g., onset, duration, variation in intensity and associated symptoms, such as pain, chills, fever, jaundice, hematuria, or seizures) and any variations. Then ask the patient to define inciting, exacerbating, or relieving factors such as specific activities, positions, diet, or medications. Possible exposure to infection, toxic agents, or other environmental hazards Impact of the illness on the patient’s usual lifestyle (e.g., sexual experience, leisure activity, ability to perform tasks or cope with stress), an assessment of the ability to function in the expected way with an indication of the limitations imposed by illness Immediate reason that prompted the patient to seek care, particularly if the problem has been long-standing Appropriate relevant system review Medications: current and recent, including dosage of prescription, home remedies, and nonprescription medications Use of complementary or alternative therapies and medications A review, at the end of the interview, of the chronology of events, seeking the patient’s confirmations and corrections (If there appears to be more than one problem, the process should be repeated for each one.) Past Medical History. The PMH is the baseline for assessing the present concern. General health Gender identity: as described by the patient (e.g., male, female, non-binary, queer, among many other terms); the sex they were assigned at birth; pronouns; history of gender-affirming care (e.g. hormones and/or gender- affirming surgeries) Childhood illnesses: measles, mumps, pertussis, chickenpox, scarlet fever, acute rheumatic fever, diphtheria, poliomyelitis, asthma Major adult illnesses or chronic diseases: tuberculosis, hepatitis, diabetes, hypertension, myocardial infarction, heart disease, stroke, respiratory disease, tropical or parasitic diseases, other infections; any nonsurgical hospital admissions Immunizations: polio; diphtheria, pertussis, and tetanus toxoid; influenza; hepatitis A; hepatitis B; rotavirus, measles, mumps, rubella; varicella; herpes zoster vaccine; pneumococcus; meningococcus; human papillomavirus; bacille Calmette-Guérin; last tuberculosis or other skin tests; annual influenza; unusual reactions of any sort to immunizations or travel-related immunizations (e.g., typhoid, yellow fever) Surgery: dates, hospital, diagnosis/indication, complications Serious injuries and resulting disability; obtain complete details if present problem has potential medico- legal relation to an injury Limitation of ability to function as a result of past events Medications: past, current, and recent medications, including dosage of prescription, home remedies and nonprescription medications (when not mentioned in present problem); ask the patient why they take each medication; this allows for an opportunity to identify education gaps if the patient does not understand why the medication is prescribed/recommended. Allergies and the nature of reactions, especially to medications, but also to environmental allergens and foods Transfusions: reactions and the nature of reactions, date, and number of units transfused Recent screening tests (e.g., cholesterol, Pap smear/ human papilloma virus (HPV) testing, colonoscopy, mammogram) Emotional status: mood disorders, psychiatric problems Evidence-Based Practice in Physical Examination History Taking There is evidence that the risk for type 2 diabetes or cardiovascular disease is detectable in childhood and that the diseases share risk factors, including obesity and dyslipidemia. Other studies suggest that these risks can be reduced in childhood. The pathway to detecting risk is the FH. Adults with one or more second-degree relatives with diabetes or cardiovascular disease are at high risk. So, too, are children with similar histories. The FH provides insight into the genetic effects on health and disease and offers clues that can lead to prevention strategies. From Yang et al. (2010). Family History. Blood relatives in the immediate or extended family with illnesses with features similar to the patient’s are an immediate concern. If a disease “runs in the family,” such as sickle cell disease, ask about everyone from grandparents to cousins and children. A pedigree diagram helps illustrate the family members with the disorder (see Chapter 5). A thorough and well-done FH is the essence of genetics (Pyeritz, 2012). Determine the health and, if applicable, the cause of death of first-degree relatives (parents, children, and siblings), including age at death; after that, second-degree relatives (grandparents, grandchildren, aunts, nieces, uncles, and nephews); and then third-degree relatives (first cousins). There should be at least three generations in the pedigree. Include the following in your list of illnesses: heart disease, high blood pressure, cancer (including the type), tuberculosis, stroke, sickle cell disease, cystic fibrosis, epilepsy, diabetes, gout, kidney disease, thyroid disease, asthma or other allergic condition, forms of arthritis, blood diseases, STIs, familial hearing, visual or other sensory problems. In particular, determine whether cancers have been multiple, bilateral, and occurring more than once in the family and at a young age (younger than age 50 years). Note the age and outcome of any illness. Note the ethnic and racial background of the family. Note the age and health of the patient’s spouse/partner or the child’s parents. The History and Interviewing Process 25 Personal and Social History Personal status: birthplace, where raised, home environment when young (e.g., parental divorce or separation, socioeconomic class, cultural and ethnic background), education, position in family, marital status, general life satisfaction, hobbies and interests, occupation, activities, sources of stress or strain (see Clinical Pearl, “Who Are You?”) CLINICAL PEARL Who Are You? We cannot assume how patients define themselves, e.g. gender, ethnically or cultural affiliation, without asking them. “Male,” “Female,” “Cisgender,” “Transgender,” or “Hispanic,” “non-Hispanic,” “black,” “white,” “Latino,” and “Asian,” among many other designations, are subject to a variety of interpretations. Just ask, “How do you see yourself?” “How do you define yourself?” “I respect your values and beliefs; what do I need to know to provide care for you?” Remember not to stereotype just because a patient is a member of a culture. Each person is his or her own unique culture. H abits: nutrition and diet; regularity and patterns of eating and sleeping; quantity of coffee, tea, tobacco, alcohol; use of street drugs (e.g., frequency, type, and amount); ability to perform activities of daily living (ADLs) (see Functional Assessment for All Patients). The extent of cigarette use can be reported in “pack- years,” the number of packs a day multiplied by the number of years (e.g., 1.5 packs per day × 10 years =15 pack- years; see Evidence- Based Practice in Physical Examination, “Smoking Cessation”). Self-care: exercise (quantity and type), use of home, herbal, natural, complementary or alternative therapies Sexual history: concerns with sexual feelings and performance, frequency of intercourse, ability to achieve orgasm, number and variety of partners, specific sexual practices, modes of birth control, protection against STIs and past STIs. (“Partner” is a gender-free term, appropriate in the early stages of discussion; see Clinical Pearl, “The Five Ps of a Sexual History.”) CLINICAL PEARL The Five Ps of a Sexual History The five Ps stand for: Partners Practices Protection from STIs Past history of STIs Prevention of pregnancy (if necessary) These are the areas that you should openly discuss with your patients. You will need to ask additional questions that are appropriate to each patient’s special situation or circumstances. From Centers for Disease Control and Prevention (2012): Guide to taking a sexual history. Available at: http://www.cdc.gov/std/treatment/SexualHistory.pdf. THE HISTORY AND INTERVIEWING PROCESS CHAPTER 2 THE HISTORY AND INTERVIEWING PROCESS 26 CHAPTER 2 The History and Interviewing Process H ome conditions: housing, economic condition, types of furnishings (e.g., carpeting and drapes), pets and their health Occupation: description of usual work (and present work if different); list of job changes; work conditions and hours; physical or mental strain; duration of employment; present and past exposure to heat and cold or industrial toxins (especially lead, arsenic, chromium, asbestos, beryllium, poisonous gases, benzene, and polyvinyl chloride or other carcinogens and teratogens); any protective devices required (e.g., ear plugs, goggles or masks); excessive screen time Environment: travel and other exposure to contagious diseases, residence in tropics, water and milk supply, other sources of infection if applicable Military service: branch of service, military occupational specialty/job in the military, dates and geographic area of assignments/deployments, current status (active duty, reserves, retired, veteran). Box 2.10 highlights veteran specific histories to assess for common problems and unique risks for people that have served in the Military. Religious and cultural preferences: any religious proscriptions concerning food, medical care; spiritual needs Access to care: transportation and other resources available to patient, type of health insurance coverage (if any), worries in this regard, primary care provider, customary pattern of seeking care Social needs: insurance/medication coverage, food insecurity, housing instability, employment assistance needs It is important to have candid discussion of issues. Evidence-Based Practice in Physical Examination Smoking Cessation Abundant evidence indicates that patients in a trusting relationship with nurses, physicians, or other health professionals will respond positively to even brief, simple advice about smoking cessation. Pooled data from 17 trials of brief advice versus no advice (or usual care) detected a significant increase in the rate of quitting (relative risk [RR] 1.66). Among 11 trials where the intervention was more intensive, the estimated effect was higher (RR 1.84), but there was no statistical difference between the intensive and minimal subgroups. Direct comparison of intensive versus minimal advice showed a small advantage of intensive advice (RR 1.37). The bottom line is that it pays to offer even minimal advice if given respectfully and earnestly. Simple advice has an effect on cessation rates. The challenge is to incorporate smoking cessation interventions as part of standard practice. From Stead et al. (2013). Review of Systems. Identify the presence or absence of health-related issues in each body system. You may not ask all of the questions relevant to each system each time you take a given patient’s history. Nevertheless, many should be asked, particularly at the first interview. A targeted ROS is appropriate in some circumstances. More BOX 2.10 Have You Ever Served? “Have you ever served” is an initiative to address special health needs of military veterans. It provides specific histories to assess veterans for both common health concerns and unique healthcare risks encountered by them. Initial Intake Questions Have you or has someone close to you ever served in the military? When did you serve? Which branch? What did you do while you were in the military? Were you assigned to a hostile or combative area? Did you experience enemy fire, see combat, or witness casualties? Were you wounded, injured, or hospitalized? Did you participate in any experimental projects or tests? Were you exposed to noise, chemicals, gases, demolition of munitions, pesticides, or other hazardous substances? Have you ever used Veterans Affairs (VA) for healthcare? When was your last visit to the VA? Do you have a service-connected disability or condition? Do you have a claim pending? If so, what is the nature of the claim? Do you have a VA primary care provider? Do you have a safe place to go when you leave today? Do you need assistance in caring for yourself or members of your household? General Areas of Concern for All Veterans Post-Traumatic stress Military Sexual Trauma Blast Concussions/Traumatic Brain Injury Suicide risk Unique Health Risks These relate to exposures experienced by veterans at specific times or locations which increase their risk for development of cancers, Hepatitis C, respiratory illnesses, and other health conditions. Modified from American Academy of Nursing. For further information, specific history questions and additional resources visit https://www.haveyoueverserved.com/ comprehensive questions for particular circumstances in each system are detailed in subsequent chapters. Negative responses to ROS questions are as important as positive responses. General constitutional symptoms: pain, fever, chills, malaise, fatigue, night sweats, sleep patterns, weight (i.e., average, preferred, present, change) Skin, hair, and nails: rash or eruption, itching, pigmentation or texture change; excessive sweating, abnormal nail or hair growth Head and neck General: frequent or unusual headaches, their location; dizziness, syncope, severe head injuries; concussions, periods of loss of consciousness (momentary or prolonged) Eyes: visual acuity, blurring, diplopia, photophobia, pain, recent change in appearance or vision; glaucoma; use of eye drops or other eye medications; history of trauma E ars: hearing loss, pain, discharge, tinnitus, vertigo, infections Nose: sense of smell, frequency of colds, obstruction, epistaxis, postnasal discharge, sinus pain T hroat and mouth: hoarseness or change in voice, frequent sore throats, bleeding or swelling of gums, recent tooth abscesses or extractions, soreness of tongue or buccal mucosa, ulcers, disturbance of taste, dental care Lymph nodes: enlargement, tenderness, suppuration Chest and lungs: pain related to respiration; dyspnea, cyanosis, wheezing, cough, sputum (character and quantity), hemoptysis, night sweats, exposure to tuberculosis; indication, date and result of last chest x-ray Breasts: development, pain, tenderness, discharge, lumps, galactorrhea, presence of implants, mammogram results Heart and blood vessels: chest pain or distress, precipitating causes, timing and duration, relieving factors, palpitations, dyspnea, orthopnea (number of pillows needed), edema, hypertension, previous myocardial infarction, estimate of exercise tolerance, past electrocardiogram or other cardiac tests and their results Peripheral vasculature: claudication—frequency, severity, tendency to bruise or bleed, thromboses, thrombophlebitis Hematologic: anemia, bruising, any known abnormality of blood cells Gastrointestinal: appetite, digestion, intolerance for any class of foods, dysphagia, heartburn, nausea, vomiting, hematemesis; regularity of bowels, constipation, diarrhea, change in stool color or contents (e.g., clay- colored, tarry, fresh blood, mucus, undigested food); flatulence, hemorrhoids; jaundice, history of ulcer, gallstones, polyps, tumor; previous diagnostic imaging (indication, where, when, results) Diet: appetite, likes and dislikes, restrictions (e.g., preferential, religious, allergy, or other disease), vitamins and other supplements, use of caffeine- containing beverages (e.g., coffee, tea, and cola); an hour- by- hour detailing of food and liquid intake (sometimes a written diary covering several days of intake may be necessary) Endocrine: thyroid enlargement or tenderness, heat or cold intolerance, unexplained weight change, diabetes, polydipsia, polyuria, distribution and changes in facial or body hair, increased hat and glove size, skin striae Genitourinary: dysuria, flank or suprapubic pain, urgency, frequency, nocturia, hematuria, polyuria, dark or discolored urine, hesitancy, dribbling, loss in force of stream, passage of stone; edema of face; stress incontinence; hernias; STIs (type, and treatment); presence of implants/implant functionality Musculoskeletal: joint stiffness, pain, restriction of motion, swelling, redness, heat, bony deformity Neurologic: syncope, seizures, weakness or paralysis, abnormalities of sensation or coordination, tremors, loss of memory The History and Interviewing Process 27 P sychiatric: depression, mood changes, difficulty concentrating, anxiety, agitation, tension, suicidal thoughts, irritability, sleep disturbances People Assigned Female at Birth Menses: age at menarche, regularity, duration and amount of flow, dysmenorrhea, last menstrual period (LMP), intermenstrual discharge or bleeding, itching, date of last Pap smear and/or HPV test and result, age at menopause, libido, frequency of intercourse, pain during intercourse, sexual difficulties, infertility Pregnancies: number, living children, multiple births, miscarriages, abortions, duration of pregnancy, each type of delivery, any complications during any pregnancy or postpartum period or with neonate; use of oral or other contraceptives People Assigned Male at Birth Puberty onset, difficulty with erections, emissions, testicular pain, libido, infertility Concluding Questions. Give the patient further opportunity. “Is there anything else that you want me to know?” If there are several issues, ask, “What problem concerns you most?” When situations are vague, complicated, or contradictory, it may be helpful to ask “What do you think is the matter with you?” or “What worries you the most about how you are feeling?” Adaptations for Age, Pregnancy, and Possible Disabilities There are pervasive concerns common to all patients, particular concerns common to some, and unique concerns that distinguish any one individual. Infants and Children Many young children love it when you get down on the floor to play with them. They often have anxieties and fears that must be eased (Fig. 2.3). Use language that they understand. When they are old enough, allow them to actively participate in the interview. Starting at age 7 years, children can be dependable reporters on some aspects of their health (Olson et al., 2007). The older the child, the more productive it becomes to ask questions and to give information directly. The older child and the adolescent may seem passive and sometimes appear resistant to some degree. This may suggest a wish to be alone with you, which may help to get a more accurate history. Be proactive and arrange for this routinely (see Clinical Pearl, “Twins or More”). CLINICAL PEARL Twins or More Your patients may be twins, triplets, or more! Each is an individual entitled to separate consideration. Ensure that each has confidential and separate time with you. THE HISTORY AND INTERVIEWING PROCESS CHAPTER 2 THE HISTORY AND INTERVIEWING PROCESS 28 CHAPTER 2 The History and Interviewing Process BOX 2.11 Consent by Proxy Infants, children, and many adolescents are minors. They may come to you accompanied by someone other than their custodial parent or guardian, often a grandparent or other member of their extended family. Sometimes your informant might be a babysitter, an au pair or nanny, or, in the event of divorce and remarriage, a noncustodial parent, stepparent, or friend. Does that person have the right to consent to your care for the child? Learn about the policy and procedure for consent in your healthcare setting. FIG. 2.3 Interviewing a child with his parent. Note that the interviewer is sitting close to the patient and that the child is secure on his parent’s lap. Family dynamics become evident during history taking and may even lead to clues that a parent is in need of help. For example, an excessively tearful parent who does not seem to be having much pleasure in a child or seems self-absorbed, unresponsive, and uncommunicative—or even hostile—may be depressed. Your responsibility goes beyond the child. It is appropriate to screen the mother for depression (Weiss-Laxer et al., 2016) and suggest ways to help (see Chapter 7). Respect parental concerns about their children and do what is needed to ease worry. There are aspects of the history concerning the young that may complement the approach suggested for adults or vary from it. They are as follows. Chief Concern. A parent or other responsible adult (Box 2.11) often makes a threesome. The relationship of that person should be recorded. However, the child should be included as much as possible and as is age appropriate. The latent fears underlying any CCs of the adults and children should be explored. History of Present Illness. The degree and character of the reaction to the problem on the part of parent/guardian and child should be noted. Past Medical History Note general health: age of the child and/or the nature of the problem determine the approach to questioning Patient’s health during pregnancy: General health as related by the patient if possible, extent of prenatal care, gravidity, parity Specific diseases or conditions: infectious disease (approximate gestational month), weight gain, edema, hypertension, proteinuria, bleeding (approximate gestational month), preeclampsia Medications, hormones, vitamins, special or unusual diet, general nutritional status Quality of fetal movements and time of onset Emotional and behavioral status (e.g., attitudes toward pregnancy and children) Radiation exposure Use of illicit drugs B irth Duration of pregnancy Place of delivery Labor: spontaneous or induced, duration, analgesia or anesthesia, complications Delivery: presentation, forceps, vacuum extraction, spontaneous, or cesarean section; complications Condition of infant, time of onset of cry, Apgar scores if available Birth weight of infant Patient Safety Putting Prevention Into Practice Take time to consider prevention. Consider how you can include prevention-related advice when talking with your patient or surrogate. For example, infants should sleep alone on their backs in a crib or bassinet to decrease the risk of sudden infant death syndrome. Additionally, child safety seats are frequently used incorrectly. Their correct use should be reviewed. N eonatal period Congenital anomalies; baby’s condition in hospital, oxygen requirements, color, feeding characteristics, vigor, cry; duration of baby’s stay in hospital and whether infant was discharged with the patient who gave birth; bilirubin phototherapy; prescriptions (e.g., antibiotics) First month of life: jaundice, color, vigor of crying, bleeding, convulsions, or other evidence of illness Degree of early bonding: opportunities at birth and during the first days of life for the parents to hold, talk to, and caress the infant (i.e., opportunities for both parents to relate to and develop a bond with the baby) T he feelings of the patient after giving birth: loss of laughter; unreasonable anxiety or sense of panic; excessive crying and sadness; sleeplessness; feelings of guilt; suicidal ideation, clues singly but most often in combination may be related to postpartum depression Feeding Formula or breast milk, reason for changes, if any; type of formula and how it is prepared, amounts offered and consumed; frequency of feeding and weight gain P resent diet and appetite; age of introduction of solids; age when child achieved three feedings per day; present feeding patterns, elaboration of any feeding problems; age weaned from bottle or breast; type of milk and daily intake; food preference; ability to feed self; cultural variations Development: Obtain the age when the child achieved common developmental milestones: Holds head erect while in sitting position Rolls over from front to back and back to front Sits alone and unsupported Stands with support and alone Walks with support and alone Uses words Talks in sentences Dresses self Expand the list when indicated. Parents may have baby books, which can stimulate recall, or photographs may be helpful. Additional developmental information to inquire about includes the following: Age when toilet-trained: approaches to and attitudes regarding toilet training School: grade, performance, problems Dentition: age of first teeth, loss of deciduous teeth, eruption of first permanent teeth; last dental visit Growth: height and weight in a sequence of ages; changes in rates of growth or weight gain Pubertal development: present status. In females, development of breasts, nipples, sexual hair, menstruation (onset, cycle, regularity, pain, description of menses), acne; in males, development of sexual hair, voice changes, acne, nocturnal emissions Puberty suspension/suppression in gender-diverse or transgender minors Illnesses: immunizations, communicable diseases, injuries, hospitalizations Family History Pregnant patient’s gestational history listing all pregnancies, together with the health status of living children. For deceased children, include date, age, cause of death, and dates and duration of pregnancies in the case of miscarriages. Patient’s health during pregnancies and the ages of parents at the birth of this child. Are the parents consanguineous? Again, a pedigree diagram helps (see Chapter 5). Personal and Social History Behavioral status: child care or school adjustment; masturbation, nail biting, thumb sucking, breath holding, temper tantrums, pica, tics, rituals; bed wetting, constipation or fecal soiling of pants; playing with fire; reactions to prior illnesses, injuries, or hospitalization An account of a day in the life of the patient (from parent, child, or both) is often helpful in providing BOX 2.12 The History and Interviewing Process 29 Adoption and Foster Care Patients who are adopted or in foster care may not have a sufficient history available. Learn as much as you can. Our outline for history taking is a starter and should be filled out by an exploration of the circumstances that led to adoption or foster care. Do this with care. Some adoptive parents may not yet have shared the knowledge with their children. The trials of the adoptive parents as they sought a child, the process of adoption, the country of origin of the adoptee, and the particular concerns of all involved must be explored. The needs of foster children vary considerably from those who are adopted. The history may be offered by a social worker, and the issues you encounter will differ in variety and intensity. Foster parents have varying experience, and foster children have often lived in more than one home. Invariably, difficult social circumstances underlie the separation from their parents. The probable lack of stability and security and incomplete knowledge of past illnesses or other conditions make it more difficult to understand the full range of the child’s complex and urgent needs. insights. Box 2.12 emphasizes the particular needs of children who are adopted or are in foster care. Family circumstances: parents’ occupations, the principal caretakers of the child, whether parents are divorced or separated, educational attainment of parents; spiritual orientation; cultural heritage; food preparation and by whom; adequacy of clothing; dependence on relief or social agency Setting of the home: number of rooms in house and number of persons in household; sleep habits, sleeping arrangements available for the child, possible environmental hazards Review of Systems. In addition to the usual concerns, inquire about any past medical or psychologic or education testing of the child (Box 2.13). Ask about the following: Skin: eczema, seborrhea, “cradle cap” Ears: otitis media (frequency, laterality) Nose: snoring, mouth breathing, allergic reaction Teeth: dental care Genitourinary: bedwetting Adolescents Adolescence, the time from puberty to maturity, is different from childhood and adulthood both physically and psychosocially. It is a time made vulnerable by a tendency to experiment with risky behaviors. Adolescents may be reluctant to talk and have a clear need for confidentiality. All adolescent patients should be given the opportunity to discuss their concerns with you privately. At the start of the visit, it is wise to let the parent or other caregiver know you will be asking them to step out of the room to provide this important opportunity for the adolescent. The visit can be an opportunity to provide a safe space for teens to talk with their caregivers about sensitive issues with your support. Every effort should be made to maintain confidentiality. The limits regarding confidentiality should be clearly THE HISTORY AND INTERVIEWING PROCESS CHAPTER 2 THE HISTORY AND INTERVIEWING PROCESS 30 CHAPTER 2 BOX 2.13 The History and Interviewing Process iolence or Traumatic Events in V Childhood Witnessing or experiencing violence or injury is a fact of life for many children and is a barrier to appropriate growth and development. Talk about the event in a straightforward, simple, and direct fashion: Can you tell me what happened? What did you see? What did you hear? What scared you the most? What were you doing when it happened? Do you ever dream about it? Do you think about it during the day? Do you worry it will happen again? Whom do you talk to when you feel worried or scared? Why do you think it happened? For the older child and adolescent: How do you think it changed your life? These questions are not value-laden and are not too constraining. The child is free to talk if you can be comfortable with the silences that may often ensue. Parents can also respond to the same questions to fill out the story, and you can then learn how they dealt with the circumstance and what they observed in their child’s behavior. Modified from Augustyn et al., 1995. Reprinted with permission from Contemporary Pediatrics, vol 12, 1995. Contemporary Pediatrics is a copyrighted publication of Advanstar Communications Inc. All rights reserved. discussed. Information that suggests the adolescent’s safety or the safety of another is at risk may be reasons to “break” confidentiality. If a parent/guardian is present, acknowledge the patient first. In the beginning it is helpful to talk about what is happening in the patient’s day-to-day experiences. Do not force conversation because adolescents do not respond readily to confrontation. On the other hand, you will often sense a need to talk and an inability to get the words out. Silences can be long, sometimes sheepish, occasionally angry, and not always constructive. The peer group and the desire to be like peers take on a dominant role during middle adolescence. Experimentation with risky behaviors begins, and frequent arguments with parents are common. Immature decision making can lead to destructive, life-changing experiences and lifelong bad habits. During late adolescence with approaching adulthood, a more thoughtful consideration of consequences ordinarily occurs, along with a more secure sense of self and an ability to establish intimate relationships and to start planning a career. The adoption of risky behaviors depends on a number of factors: Peer pressure Loosening attachment to parents Poor school performance Nonparticipati

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