Interviewing and Interviewing and Building Rapport with Building Rapport with Adolescents and AdultsAdolescents and Adults

The “How”:The “How”:Communication SkillsCommunication Skills

Step 1: How to Ask QuestionsStep 1: How to Ask QuestionsOpen-ended: best choice for building

rapport and gathering information “What does it mean to you to be…?”

Close-ended/structured choice: when you need to get a direct answer or give a direction“Was that the first time someone

had said that to you?”“ Did you see that as a positive or

negative experience?”

Step 2: Descriptive Step 2: Descriptive StatementsStatements

Summarize: show you are listening

•“So, elementary school went fine for you—it wasn’t until middle school that the problems started.”

•“Your mother was from Bangladesh and your father was from Spain, and you moved here when you were five years old.”

Step 2: Descriptive Step 2: Descriptive StatementsStatements

Clarify: double-check

•“It sounds like you have 2 sisters and 3 brothers. Is that right?”

•“Oh, I misunderstood… I thought your sister was overweight, but it was actually your brother.”

•“I think I missed that last part... You were saying that the kids in your neighborhood were…”

Step 2: Descriptive Step 2: Descriptive StatementsStatements

Elaborate: encourage expansion

•“I wonder what part of being Muslim you like the most?”

•“I’m curious if you ever wished your religion was different than it is?”

•“What was the hardest part about growing up without a father?”

Step 3: Reflection StatementsStep 3: Reflection Statements

Acknowledging emotions: say the emotion you think the person felt at the time

•“That must have really hurt to hear that.”

•“You probably felt really angry.”

•“Seems like you were confused.”

Step 3: Reflection StatementsStep 3: Reflection Statements

Validating the person’s experience: allowing yourself to connect with support and empathy

•“It makes me feel upset hearing what happened to you.”

•“I am really impressed with how you managed that situation.”

•“I would have felt really alone if that happened to me.”

ANTICIPATING ANTICIPATING CHALLENGES…CHALLENGES…

Dealing with emotionsDealing with emotions

•What should you do if the person is showing a negative emotion?

Behavioral ChallengesBehavioral Challenges

•The withdrawn/quiet person

•The energetic person

•The aggressive/controlling person

•The bored person

•The anxious person

•Others?

Things to ObserveThings to Observe

• General attitude and behaviorAppearanceMood and affectAge-appropriate behaviorsDegree of cooperation and complianceAttention/concentrationAmount of effort put forthExtent of responses - short vs.

elaborateSpeech and languageThought processes

Strategies for PreventionStrategies for Prevention

•Follow the person’s lead

•Make eye contact (don’t take notes)

•Show empathy (not sympathy!)

•Make reflection statements

•Constantly evaluate the person’s needsTake breaksAdjust as needed

Activity: Anticipating Activity: Anticipating ChallengesChallenges

•Work in small groups to make a plan for dealing with situations that you are concerned about

IDENTITY AND ETHNICITYIDENTITY AND ETHNICITY

IDENTITYIDENTITY

Identity:

•who you are

•what you value

•the directions you choose to pursue in life

4 IDENTITY STATUSES 4 IDENTITY STATUSES (MARCIA)(MARCIA)1) Achievement: commitment after

exploration2) Moratorium: exploration w/o

commitment

Higher self-esteem More abstract & critical

thinking skills More advanced moral

reasoning

4 IDENTITY STATUSES4 IDENTITY STATUSES3) Foreclosure: commitment w/o exploration

Inflexible, intolerant, fear rejection At-risk for joining extremist groups

4) Diffusion: no exploration or commitment Apathetic & impulsive Time-management & academic probs At-risk for depression, suicide, drug use

4 IDENTITY STATUSES 4 IDENTITY STATUSES (MARCIA)(MARCIA)

• Can differ across domains

• Progress improves over time (in college)

INFLUENCES ON INFLUENCES ON IDENTITYIDENTITY

•Personality/temperament:

•Family/parents

•Peers

•School

ETHNIC IDENTITYETHNIC IDENTITYEthnic identity: sense of belonging

to an ethnic group3 stages:1) Unexamined ethnic identity

2) Ethnicity identity search 3) Achieved ethnic identity

•Exploration increases with age

ETHNIC IDENTITYETHNIC IDENTITY•Conflict between ethnic & majority culture

•Strong ethnic identity promoted by:Parents encourage explorationEffective parentingSociety’s respect of cultureContact w/same-group peers

•Bicultural identity: exploring & adopting values from subculture & dominant culture