What are the advantages and disadvantages of recording client information on the computer while conducting the intake interview? How does using a computer during the interview chan
What are the advantages and disadvantages of recording client information on the computer while conducting the intake interview? How does using a computer during the interview change the process? What about using a recording device (i.e. video camera or voice recorder)?
In response to your peers, describe situations where you or a friend or family member have been recorded in some manner or you recorded yourself. What was the experience like? How does it compare to what your peers wrote? What can you add to the advantages and disadvantages?
Resources: https://work.chron.com/social-work-interviewing-skills-16544.html
· Four-step writing process for professional practice. (2018). In Weisman, D., & Zornado, J. L., Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
Chapter 7: Effective Intake Interviewing Skills
Chapter Introduction
· Chapter Seven addresses Social Work Case Management Standard 5, Assessment.
· Chapter Seven addresses Human Service–Certified Board Practitioner Competency 2, Interviewing and Intervention Skills.
For clients, like those at Adult Community Support, or if someone wants to go into counseling services, there is a number to call that’s advertised on the website. If people drop in and want to get engaged in services, we will direct them through the intake line. They will call the intake line and describe what’s going on for them. The intake specialist will gather some initial information about eligibility through Medicare, Medicaid, those sorts of things. Then, we will assign that person to a case manager who is capable of doing intakes.
From Ellen Carruth, 2012, text from unpublished interview. Used with permission .
Attitudes and Characteristics of Interviewers
· List two reasons why the attitudes and characteristics of the case manager are important to the interview process.
· Describe four populations of clients that may require the case manager’s approach to be culturally sensitive.
· Name five characteristics that make a good interview.
· Describe a physical space that encourages positive interactions between the client and the case manager.
· List barriers that discourage a positive interview experience.
Essential Communication Skills
· List the essential communication skills that contribute to effective interviewing.
· List three interviewing skills.
· Support the importance of listening as an important interviewing skill.
· Offer a rationale for questioning as an art.
· Write a dialogue illustrating responses that a case manager might use in an intake interview.
Interviewing Pitfalls
· Name four interviewing pitfalls.
· Describe each of these pitfalls.
7-1Introduction
Interviewing is described in Assessment Phase of Case Management as directed conversation or professional conversation. Many helpers consider it an art as well as a skilled technique that can be improved with practice. In case management, the intake interview is a starting point for providing help. Its main purpose is to obtain an understanding of the problem, the situation, and the applicant. A clear statement of the intentions of the interview helps the case manager and the client reach the intended outcomes.
Intake in our agency occurs on a regular basis, every Monday morning. We get clients from lots of sources, from the courts primarily. These are parolees or sometimes they are clients on probation and they are about to be released. Several of us conduct the intake; it is one of my favorite parts of my job. In my setting, many clients come in with handcuffs on and with armed guards if they are still in the custody. So my job during the intake is to assess attitudes for release, health, communicable diseases, and their history of violence. Because of the underlying danger to self and others, this intake is critical.
—Director, homeless shelter and recue mission, Miami, Florida
—Director and case manager, children’s services, New York, New York
I like to listen carefully to what the individuals being interviewed say about themselves. Listening is the key here. I don’t think that I can tell clients as much as they can tell me. Once clients begin talking, they even surprise themselves, because they actually know so much about their situations. For instance, they will ask a question and then they will answer it. They are the experts in their own lives. Just be with them. That is important.
—Caseworker, family services, Bronx, New York
These quotations from case managers illustrate some important skills that are needed during the interviewing process. At the homeless shelter and rescue mission in Florida, the interviewer screens by seeking specific information about attitude, communicable diseases, and violent behavior. The director/case manager at the children’s services agency begins her contact with families by using questions to grasp the big picture. She makes a distinction between questions in general and the right questions. The caseworker at family services in the Bronx emphasizes listening as a critical skill in the interviewing process. It is her belief that clients will tell their problems if given an opportunity. Each of these professionals describes interviewing in a different way, but a common thread is respect for the considerable skills involved in using the interview to gain an understanding of the client’s situation.
A number of factors influence interviewing in the helping professions. Some factors apply directly to the interviewer, such as attitudes, characteristics, and communication skills. In addition, factors such as gender, race, ethnicity, and power influence the process. Others are determined by the agency under whose auspices the interview occurs: the setting, the purpose of the agency, the kinds of information to be gathered, and recordkeeping. This chapter explores many of these factors.
The intake interview is usually the first face-to-face contact between the helper and the applicant. In some agencies, the person who does the intake interview will be the case manager; other agencies have staff members whose primary responsibility is intake interviews. Interviews are also a part of the subsequent case management process, and some of the skills used in the intake interview apply there, too. This chapter uses the term case manager to refer to the helping professional who is conducting the interview.
7-1aAttitudes and Characteristics of Interviewers
The case manager’s attitudes and characteristics as an interviewer are particularly important during the initial interview because this meeting marks the beginning of the helping relationship. Research supports the view that the personal characteristics of interviewers can strongly influence the success or failure of helping (Sommers-Flanagan & Sommers-Flanagan, 2015). In fact, they concluded after a review of numerous studies that these personal characteristics are as significant in helping as the methods that are used.
One approach to the attitudes and characteristics of interviewers is a framework that looks at two sets of critical attitudes: one related to self and the other related to how one treats another person. Consistent research confirms this approach (Brammer & McDonald, 2003; Combs, 1969; Sommers-Flanagan & Sommers-Flanagan, 2015). Those related to self include self-awareness and personal congruence, whereas respect, empathy, and cultural sensitivity are among the attitudes related to treatment of another person. Elsewhere in the literature, other perspectives on helping attitudes and characteristics have as common themes the ability to communicate, self-awareness, empathy, responsibility, and commitment (Woodside & McClam, 2015).
The case manager communicates helping attitudes to the applicant in several ways, including greeting, eye contact, facial expressions, and friendly responses. The applicant’s perceptions of the case manager’s feelings are also important to his or her impression of the quality of the interview. Communicating warmth, acceptance, and genuineness promotes a climate that facilitates the exchange of information, which is the primary purpose of the initial interview. The following dialogue illustrates these qualities.
Interviewer:
(STANDS AS APPLICANT ENTERS) HELLO, MR. JOHNSON (SHAKES HANDS AND SMILES). MY NAME IS CLYDE DUNN—CALL ME CLYDE. I’LL BE TALKING WITH YOU THIS MORNING. PLEASE HAVE A SEAT. DID YOU HAVE ANY TROUBLE FINDING THE OFFICE?
Applicant:
NO, I DIDN’T. MY DOCTOR IS IN THE BUILDING NEXT DOOR, SO I KNEW THE GENERAL LOCATION.
Interviewer:
GOOD. SOMETIMES THIS COMPLEX IS CONFUSING BECAUSE THE BUILDINGS ALL LOOK ALIKE. HAVE YOU ACTUALLY BEEN TO THE HARD ROCK CAFE IN CANCUN (POINTING TO THE APPLICANT’S SHIRT)?
Applicant:
NO, I HAVEN’T. A FRIEND BROUGHT ME THIS T-SHIRT. I REALLY LIKE IT.
Interviewer:
THEY CERTAINLY ARE POPULAR. I SEE THEM ALL OVER THE PLACE. WELL, I’M GLAD YOU COULD COME IN THIS MORNING. LET’S TALK ABOUT WHY YOU’RE HERE.
The case manager communicates respect for the applicant by standing and shaking hands. It is also easy to imagine that Clyde Dunn is smiling and making eye contact with Mr. Johnson. Clyde takes control of the interview by introducing himself, suggesting how Mr. Johnson might address him, and asking him to have a seat. His concern about Mr. Johnson finding the office and his interest in the T-shirt communicate warmth and interest in him as a person. Clyde also reinforces Mr. Johnson’s request for help in a supportive way. All these behaviors reflect an attitude on Clyde’s part that increases Mr. Johnson’s comfort level and facilitates the exchange of information.
The positive climate created by such a beginning should be matched by a physical setting that ensures confidentiality, eliminates physical barriers, and promotes dialogue. It is disconcerting to the applicant to overhear conversations from other offices or to be interrupted by phone calls or office disruptions. He or she is sharing a problem, and such events may lead to worries about the confidentiality of the exchange. Physical barriers between the client and the case manager (most commonly desks or tables) also contribute to a climate that can interfere with relationship building. As much as the physical layout of the agency allows, the case manager should meet applicants in a setting where communication is confidential and disruptions are minimal. It is preferable to have a furniture arrangement that places the case manager and the applicant at right angles to one another without tables or desks between them and that facilitates eye contact, positive body language, and equality of position.
One barrier that a case manager may confront is the reluctance of those coming for help to believe that another individual may understand their problems. For instance, for many people, life is difficult, and they have few places to turn for help. Many individuals live in poverty, have inadequate educational opportunities, have a disproportionate chance of getting involved in the criminal justice system (as either a victim or a perpetrator), possess few useful job skills, are unemployed, and/or suffer major health problems (Factline, 2012). Since the economic downturn and beyond, many individuals and families have continued to experience economic insecurity (Burns & Russonello, 2015). This means fewer individuals are graduating from high school, there is a decrease in the number of high school graduates attending college, and even fewer are finding employment. Results include fewer resources for housing, food, and health care. Taking time to listen to and explore with those seeking help for the difficulties they experience may begin to build the relationship needed for both the interview and the subsequent case management work.
A sensitive case manager is also cognizant of other kinds of barriers, such as sexism , racism , ethnocentrism , ageism , and attitudes toward sexual orientation. We introduced the importance of this type of sensitivity in Chapter Five. Problems inevitably arise if the case manager allows any biases or stereotypes to contaminate the helping interaction. To help you think about your own biases and stereotypes, indicate whether you believe each of the following statements is true or false.
|
T |
F |
Boys are smarter than girls when it comes to subjects like math and science. |
|
T |
F |
Men do not want to work for female bosses. |
|
T |
F |
Mothers should stay home until their young children are in school. |
|
T |
F |
Women cannot handle the pressures of the business world. |
|
T |
F |
Asians are smarter than other ethnic groups. |
|
T |
F |
People on welfare do not want to work. |
|
T |
F |
People who do not attend church have no moral principles. |
|
T |
F |
A mandatory retirement age of 65 is necessary because people at that age have diminished mental capacity. |
|
T |
F |
The older people get, the lower their sexual interest and ability becomes. |
|
T |
F |
Gays are incapable of commitment in relationships. |
Class Discussion
Checking Your Biases
As we indicated in the text, paying attention to your own cultural biases is important during the case management process, especially during the intake interview. Take a few moments as a class, in small groups, or as an individual and note your responses to these aforementioned statements. How did you respond to these statements? Each statement reflects an unjustified opinion that is based solely on a stereotype of gender, race, age, or attitude toward sexual orientation. Talk about any difficulties you encountered. How do you think these reactions would influence how you conduct an intake interview? How would your reactions influence the client participating in the intake?
Share these thoughts with your classmates.
Even though we discussed a multicultural perspective by studying about diverse populations in Chapter Five, we now present some ideas about working with diverse clients during an intake interview. As we discussed, sensitivity to issues of ethnicity, race, gender, age, and sexual orientation is important for the case manager when conducting interviews. Many clients and families have backgrounds very different from that of the case manager.
Each Client Is Unique
It is easy to stereotype cultural, racial, gender, or age groups, but clients cannot be understood strictly in terms of their particular culture. For example, poverty-stricken homeless clients share values and experience similar life events, but they are not all the same. During interviews, case managers must take special care to get to know each individual client rather than categorizing him or her as a member of one particular group. For example, one case manager at a housing development for the homeless in New York City explained how she struggles to see each individual as unique: “I work on seeing individuals as unique every day. It is easy to see one client and then see a whole host of clients that have the ‘same’ issue or problem. I try to look for what makes a person unique.”
Language has Different Meanings
Do not assume that words mean the same thing to everyone who is interviewed. When the case manager asks interview questions, clients sometimes do not understand the terminology. Likewise, words or expressions that clients use may have a very different meaning for the interviewer. For example, questions about family and spouse are familiar subjects in an intake interview. When clients talk about “partners” or “family,” these terms can have various meanings, depending on the cultural background and life experiences of the individual being interviewed. For example, in the Native American culture, the family is an extended one that includes many members of the clan. For gay men and lesbian women, the word partner has the special meaning of “significant other.”
Another example of language having different meanings arises when working with a client who is deaf. One general rule of thumb is to avoid idioms and figurative language, such as “Cat got your tongue?” Someone who is hearing impaired may respond, “Where is the cat?” after interpreting the phrase literally. A second general rule is to be aware of words with multiple meanings. For example, hard may mean difficult—or it could mean rigid or unyielding. Words with multiple meanings are difficult for individuals with hearing impairment.
The barrier of language for non–English-speaking individuals is still relevant. Frequently, interpreters are not available. Even with interpreters present, clients indicate that they still do not understand what information is provided. They do not feel understood (Factline, 2012). This hinders how those interviewed ask questions, answer questions, and engage with the intake interview process.
Explain the Purpose of the Intake Interview and the Case Manager’s Role
Clients may show up for the interview without understanding its purpose or the role of the interviewer in the helping process. Confidentiality may also be an important issue for them—sharing information about themselves and others may be contrary to the rules of their culture. For example, for many people raised in Asian cultures, to describe a problem to someone who is not in the family implies making the matter public, which is considered to bring shame to the family.
7-1bClients may be Different from You
In Chapter Five we introduced diverse populations as a way of emphasizing the importance of recognizing the uniqueness of your client.
As we focus on the intake interview, it is important for you to recognize that the individual comes from a culture different from yours. There are several aspects of culture that are important to note.
These include how the client identifies himself or herself according to the following aspects: culture and race, the family of origin of the client, the social institutions that are important for the client, and the use of technology in the client’s world (Woodside, 2018), see Figure 7.1.
Figure 7.1Aspects of Culture
We have assembled some suggestions for developing sensitivity in interviewing individuals with certain cultural backgrounds (Brammer, 2012; Choudhuri, Santiago-Rivera, & Garrett, 2012; Duan & Brown, 2016; Sue & Sue, 2012). These are meant to be guidelines and points of awareness; they should be consulted with discretion. As we mentioned, individuals seldom exhibit all the characteristics of their cultural group. Again, some of this information introduces new ideas because it focuses on the intake interview.
Interviewing Clients of Native American Origin
In many Native American cultures, sharing information about oneself and one’s family is difficult. It is important not to give others information that would embarrass the family or imply wrongdoing by a family member. Listening behaviors such as maintaining eye contact and leaning forward are considered inappropriate and intrusive in some Native American cultures. For many Native Americans, trust increases as you become more involved in their lives and show more interest in them. Making home visits and getting to know the family can significantly improve an interviewer’s chances of getting relevant information. Native Americans tend not to make decisions quickly. The slowness of the process could influence how soon the client is willing to share information or make judgments (Lee, 2013).
Native American cultures sometimes incorporate a fatalistic element—a belief that events are predetermined. During the initial stages of the process, the client may not understand how his or her responses and actions can influence the course of service delivery.
Interviewing Clients with a Common Background of Spanish Language and Hispanic Customs
Individuals living in the United States who are of Mexican, Central and South American, or Caribbean ancestry are often referred to as Hispanic, Latino, or Chicano. There is actually little agreement on the appropriate term for identification across groups and even within subgroups. Although they share some commonalities, they may differ in appearance, country of origin, date of immigration, location and length of time in the United States, customs, and proficiency in English. Case managers should be sensitive to terminology and avoid stereotypes (Duan & Brown, 2016).
Many cultures with this common background view informality as an important part of any activity, even the sharing of information. Taking time to establish rapport with the client before direct questioning begins is helpful.
Some people of this origin may be perceived as submissive to authority because they appear reticent or reluctant to answer questions. Their behavior, in fact, may be shyness or the natural response to a language barrier.
The father may be seen as aloof as he performs his roles of earning a living for the family and establishing the rules. The mother and other members of the family tend to assume more nurturing roles. Questions that do not take these roles into consideration may be misinterpreted by the clients or may suggest to them that the interviewer is an outsider incapable of understanding their culture or of helping them.
Interviewing African Americans
Many African Americans do not believe that they receive the same treatment from social service agencies and professionals as White Americans. Reactions to this belief include a distrust of the human service delivery system, anger about discriminatory treatment, or both. This distrust may result in a reluctance to share information during the intake interview. During the intake interview, it is important to focus on concrete issues that can be connected to services. This approach shows respect for the client’s right to expect fair treatment and quality services (Sue & Sue, 2012).
When being interviewed by a White professional, an African American may feel powerless or believe that his or her input does not matter. Consideration of cultural values such as family characteristics, extended family and friends, educational orientation and experiences, spirituality, and racial identity may help demonstrate to the client that his or her input does matter (Sue & Sue, 2012).
Interviewing Women
Many women do not know how to talk about the difficulties that they are experiencing, and they may not know how to respond to the questions they are asked. Some have had few opportunities to discuss their problems and may believe they do not have the right to complain. Listening carefully is very important.
Anger may play a part in the initial interview. Many women come to the helping process frustrated, either because their efforts have been unrecognized or because they believe that others expect them to be perfect. Often this anger must be expressed before any information can be gathered.
Women often feel powerless and do not expect the bureaucracy to serve them well. They may be reluctant to communicate and doubtful that the interview or the process as a whole can make a difference (Brammer, 2012).
Women may also fill different roles in their lives that may conflict or cause confusion. When interviewing about client strengths, women from some traditional cultures in the United States may defer to males and elders and subordinate their own individuality, yet at work and at school, they may be assertive and confident. Without exploration, these differences may be perceived as weaknesses but, in fact, the flexibility and role shifts may be strengths. Learning about roles and demands contributes to an understanding of the client’s situation.
Women may be overly dependent as clients and assume that the case manager will take complete control of the interview. They may want the interviewer to be the one to identify problems and possible goals. In such cases, care should be taken to give the woman opportunities and encouragement to respond more fully (Sue & Sue, 2012).
Interviewing Elderly Clients
In this so
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