Week 6 - Interview Testing PDF

Week 6 - Interview Testing Tuesday, 8 October 2024 8:11 PM Continuation from week 5 Concept check ○ Example 1 § Modification □ More time benefits everyone = modification § Extra time improves test scores ○ Example 2...

Week 6 - Interview Testing Tuesday, 8 October 2024 8:11 PM Continuation from week 5 Concept check ○ Example 1 § Modification □ More time benefits everyone = modification § Extra time improves test scores ○ Example 2 § Accommodation allows for full potential of the individual but not for the entire test parties § Accommodation □ No benefits for everyone across the board ○ Those without an accommodation, even if given, shouldn't affect the results or potential of the construct you are measuring § Accommodation should not change what you are measuring The interview as a test Similarities between an interview and test ○ Method for gathering data ○ Used to make predictions ○ Evaluation in terms of reliability and validity § Especially when thinking about structured interviews ○ Group or individual ○ Structured or unstructured § Wide range of types of interviews Reciprocal nature of interviewing Interviewer and interviewee influence one another Interviewers must be aware of their influence in the interview setting and work to set and appropriate tone and atmosphere ○ Need to work to not necessarily react to the interviewee's actions or responses Social facilitation ○ When we experience this in everyday lives, we can also become agitated reciprocally ○ Interviewers need to make sure not to get into the same feedback loop Principles of effective interviewing Effective  ○ When we experience this in everyday lives, we can also become agitated reciprocally ○ Interviewers need to make sure not to get into the same feedback loop Principles of effective interviewing Effective ○ Gathering useful information in an assessment from the person, information should be as honest as possible and useful ○ Level of detail can allow for best picture of the person Interviewer attitude is crucial ○ Warmth ○ Genuineness ○ Acceptance ○ Openness ○ Honesty ○ Understanding ○ Fairness Types of responses to generally avoid: ○ Judgmental or evaluative statements ○ Probing statements § Digging, interrogative ○ Hostile responses ○ False reassurance § Invalidating participant response when it is important to the assessment Probing statements Important interview skill ○ Ability to rephrase questions to help elicit information in an effective manner, be creative with probing questions or statements Why haven't you gone back to school yet? ○ Is there something holding you back from going back to school? ○ What are some factors getting in the way of going back to school? ○ What has your academic journey been so far? Why are you not working? ○ Have your concussion symptoms been getting back into work? ○ Are there factors that contributed to taking a break from work? ○ What challenges are you currently experiencing that are impacting your ability to work? ○ How do you feel about returning to work? ○ What value have you had from not working right now? is going back to work something you want to talk about? Why do you think you get easily frustrated? ○ Tell me about what happens when you get frustrated? ○ Tell me what's going on? (when participant gets frustrated during the interview)  ○ work something you want to talk about? Why do you think you get easily frustrated? ○ Tell me about what happens when you get frustrated? ○ Tell me what's going on? (when participant gets frustrated during the interview) ○ Use a specific example: "tell me about a time when you felt…" People may become defensive in response to "why?" questions ○ May elicit anxiety, guardedness, anger, etc. Effective responses Interviewer makes efforts to keep the interview flowing appropriately Open vs. close-ended questions ○ Very different impact on flow of the interview ○ Close-ended = yes or no; open = allows to answer more Close-ended ○ Have you been feeling overwhelmed? ○ Are you having difficulties concentrating? ○ It sounds like this has been a challenging time for you. ○ Do you get along with your parents? ○ Are you worried about going back to school? Open-ended ○ How have you been feeling lately? Tell me about some times when you have recently felt overwhelmed. ○ Were there times you had difficulty concentrating? Tell me more. What is your concentration/attention span like these days? ○ How has this time been for you? ○ How is your relationship with your parents? Responses to keep the interaction flowing Not completely distinct from one another, there is a spectrum Transitional phrases ○ Go on, mhm, tell me more Verbatim playback ○ Saying what the person just said ○ If someone tells you something hard, tell them "it's been really hard" § Tone and intonation really matter, empathic active way Paraphrasing and restatement ○ Closer to what the person just said Summarizing ○ "just making sure I got this right" ○ Connections to the previous statement Clarification response ○ To get underlying theme of what they are saying Empathy and understanding ○ "wow, sounds like you are having a hard time" ○ Offering understanding  ○ Connections to the previous statement Clarification response ○ To get underlying theme of what they are saying Empathy and understanding ○ "wow, sounds like you are having a hard time" ○ Offering understanding Concession ○ Statement that concedes the reality of the client's assertion § "you're absolutely right. I can't make you talk in here" Redirection ○ Shift to a less threatening topic § "how about we just talk for a while about whatever you like to do" Particular populations may present (on average) with specific types of challenges in interview scenarios ○ Important to develop skills to work with different populations, such as adolescents Sommers-Flanagan and Bequette also highlight the different types of goals that a therapist may have in conducting an interview, variety of strategies that might be used to try and achieve goals ○ Importance of being flexible, able to try out different things, think on your feet Types of interviews Psychologists (and others) use interviews for variety of objectives: ○ Learning about someone's background and life story ○ Assessment of symptoms ○ Assessment of functioning ○ Making a diagnosis ○ Getting to know someone at the start of therapy Sources of error in interviews Importance of interviewers to be aware Number of potential sources and types of interviewer bias exist ○ Interviewers need to be as aware as possible, recognize limitations of interview data Cultural issues in interviewing ○ Want to avoid stereotypes, while also recognizing the importance of cultural variations and potential biases § E.g. eye contact, emotional expression, ways of describing symptoms, etc. Highly structured interviews provide higher validity and reliability, as compared to less structured interviews ○ Structure helps to provide tighter control, address some influence of biases Important to take any interview data in context, ideally combine with other sources and types of information  Highly structured interviews provide higher validity and reliability, as compared to less structured interviews ○ Structure helps to provide tighter control, address some influence of biases Important to take any interview data in context, ideally combine with other sources and types of information Midterm details Covers all lecture material until this week Out of 62 points ○ 32 MCQ (1 point), 2 short answer questions out of 3 options (15 points) § MCQ more likely to be based on textbook § Short answer questions more likely to be based on lecture content Sample MCQ ○ One standard deviation above the mean; z-score = 1.0 ○ Test-retest reliability to be an appropriate approach for examining reliability of a measure of testing effort? § No; effort is expected to change over time ○ In sample of 30 people, 29 have annual income between 25k and 100k § Positively skewed distribution (review) ○ Deviations from standardized testing procedures… § May be necessary for particular populations ○ Which of the following is an accurate statement regarding informed consent during the assessment process? § Requires disclosure on part of the clinician § Competence, voluntariness, disclosure Sample SAQ ○ Structured clinical interviews are a commonly used type of interview in clinical settings. Describe one advantage and one limitation of structured clinical interviews. ○ Read the question, don't overthink it § 1 point each for an advantage and a limitation Criteria reference test vs. norm reference test