Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTERVIEW TECHNIQUES and ETHICS | - | Fall Semester | 3+0 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Gökçen DUYMAZ |
| Name of Lecturer(s) | Assist.Prof. Gökçen DUYMAZ |
| Assistant(s) | |
| Aim | he purpose of this course is to acquaint first-year graduate learners with the role of the interview in Clinical Psychology. Learners will practise skills and build a repertoire of intentional and diagnostic interviewing responses. Learners will also begin to familiarize themselves with several critical practice issues that impact on the interviewing process. Upon successful completion of the course learners will be able to: 1. competently conduct a mock intake interview and a diagnostic interview, 2. integrate findings of these interviews into a psychological report, 3. begin to understand one’s own interviewing style, including strengths and areas of difficulty, 4. and appreciate the impact of critical practice issues on the interviewing process. |
| Course Content | This course contains; INTRODUCTION AND OVERVIEW,General principles in clinical interviewing Description of a clinical interview Physical environment Professional and ethical subjects,Basic listening skills,Asking questions in interview,The variables in clinical interviewing,Skill putting it all together: The intake interview. ,First interview and writing a report,Mental Examination,ROLE PLAY,Treatment planning,ETHICAL ISSUES IN CLINICAL SETTINGS,Family and Couple Counselling,Role play exercises. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 15, 37, 9 | A | |
| 11, 15, 37 | H | |
| 11, 15, 37 | H | |
| 11, 15 | H | |
| 9 | A, F | |
| 11, 15 | A, H | |
| 11, 15 | H | |
| 9 | A | |
| 9 | A |
| Teaching Methods: | 11: Demonstration Method, 15: Role Play and Drama Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | INTRODUCTION AND OVERVIEW | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2009). Clinical interviewing (4th ed.). John Wiley & Sons Inc. |
| 2 | General principles in clinical interviewing Description of a clinical interview Physical environment Professional and ethical subjects | Topic: Evidence-Based Practice (EBP). American Psychological Association Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61(4), 271-285. Beck, J. G., Castonguay, L. G., Chronis‐Tuscano, A., Klonsky, E. D., McGinn, L. K., & Youngstrom, E. A. (2014). Principles for training in evidence‐based psychology: Recommendations for the graduate curricula in clinical psychology. Clinical Psychology: Science and Practice, 21(4), 410-424. doi:http://dx.doi.org/10.1111/cpsp.12079 Lilienfeld, S. O., Ritschel, L. A., Lynn, S. J., Cautin, R. L., & Latzman, R. D. (2013). Why many clinical psychologists are resistant to evidence-based practice: Root causes and constructive remedies. Clinical Psychology Review, 33(7), 883-900. doi:http://dx.doi.org/10.1016/j.cpr.2012.09.008. |
| 3 | Basic listening skills | Topic: The culturally competent clinician. Read chapter 11 (Interviewing in a Diverse and Multicultural World) by Sommers-Flanagan & Sommers-Flanagan (2014). Brown, L.S. (2009). Cultural competence: A new way of thinking about integration in therapy. Journal of Psychotherapy Integration, 19, 340-353. Sue, S. (2006). Cultural competency: From philosophy to research and practice. Journal of Community Psychology, 34(2), 237-245. Tao, K. W., Owen, J., Pace, B. T., & Imel, Z. E. (2015). A meta-analysis of multicultural competencies and psychotherapy process and outcome. Journal of Counseling Psychology, 62(3), 337-350 doi:http://dx.doi.org/10.1037/cou0000086. Skill: Basic attending skills. Read chapter 3 (Basic Attending, Listening, and Action Skills) by Sommers-Flanagan & Sommers-Flanagan (2014). |
| 4 | Asking questions in interview | Topic: Therapeutic alliance. Read chapter 5 (Evidence-Based Relationships) by Sommers-Flanagan & Sommers-Flanagan (2014). Del Re, A.C., Fluckiger, C, Horvath, A.O., Symonds, D., & Wampold, B.E. (2012). Therapist effects in the therapeutic alliance-outcome relationship: A restricted-maximum likelihood meta-analysis. Clinical Psychology Review, 32, 642-649. Horvath, A. O. (2000). The therapeutic relationship: From transference to alliance. Journal of Clinical Psychology, 56(2), 163-173. Horvath, A. O., Del Re, A. C., Flückiger, C., & Symonds, D. (2011). Alliance in individual psychotherapy. Psychotherapy, 48(1), 9-16. doi:10.1037/a0022186 |
| 5 | The variables in clinical interviewing | Topic: Countertransference Hayes, J. A., Gelso, C. J., & Hummel, A.M. (2011). Managing countertransference. Psychotherapy, 48(1), 88-97. Hayes, J. A., & Gelso, C. J. (2001). Clinical implications of research on countertransference: Science informing practice. Journal of Clinical Psychology, 57(8), 1041-1051. Hayes, J. A., Nelson, D. L. B., & Fauth, J. (2015). Countertransference in successful and unsuccessful cases of psychotherapy. Psychotherapy, 52(1), 127-133. doi:http://dx.doi.org/10.1037/a0038827 Lingiardi, V., Tanzilli, A., & Colli, A. (2015). Does the severity of psychopathological symptoms mediate the relationship between patient personality and therapist response? Psychotherapy, 52(2), 228-237. doi:http://dx.doi.org/10.1037/a0037919 Zerubavel, N., & Wright, M.O.D. (2013) The dilemma of the wounded healer. Psychotherapy, 49(4), 482-491. Skill: Directive action responses. Read chapter 4 (Directives: pp.116-134) and chapter 6 (An Overview of the Interview Process) by Sommers-Flanagan & Sommers-Flanagan (2014). |
| 6 | Skill putting it all together: The intake interview. | Read chapter 7, Flanagan |
| 7 | First interview and writing a report | Topic: Emotional experiencing Berggraf, L., Ulvenes, P. G., Øktedalen, T., Hoffart, A., Stiles, T., McCullough, L., & Wampold, B. E. (2014). Experience of affects predicting sense of self and others in short-term dynamic and cognitive therapy. Psychotherapy, 51(2), 246. doi:10.1037/a0036581 Greenberg, L. S., & Pascual-Leone, A. (2006). Emotion in psychotherapy: A practice-friendly research review. Journal of Clinical Psychology, 62(5), 611-630. [2] Kramer, U., Pascual-Leone, A., Despland, J., & de Roten, Y. (2015). Lane, R. D., Ryan, L., Nadel, L., & Greenberg, L. (2015). Memory reconsolidation, emotional arousal, and the process of change in psychotherapy: New insights from brain science. Behavioral and Brain Sciences, 38, e1, 1-19 (only). doi:http://dx.doi.org/10.1017/S0140525X14000041 Skill: Overview of the diagnostic interview. Read chapter 8 (The Mental Status Examination) and chapter 10 (Diagnosis and Treatment Planning, pp. 329-347) by Sommers-Flanagan & Sommers-Flanagan (2014) |
| 8 | Mental Examination | Mental Status Examination Sheet |
| 9 | ROLE PLAY | Spontenous examples |
| 10 | Treatment planning | Topic: Assessing risk for suicide [no discussant questions need be submitted]. Read chapter 9 (Suicide Assessment) by Sommers-Flanagan & Sommers-Flanagan (2014). Ellis, T. E., & Patel, A. B. Client suicide: What now? (2012). Cognitive and Behavioral Practice, 19(2), 277-287. Linehan, M.M. (2009) University of Washington Risk Assessment Action Protocol: UWRAMP, University of WA, Unpublished Work. Download this form-fillable pdf now called Linehan Risk Assessment & Management Protocol (LRAMP) available at http://blogs.uw.edu/brtc/publications-assessment-instruments Linehan, M. M., Comtois, K. A., & Ward-Ciesielski, E. F. (2012). Assessing and managing risk with suicidal individuals. Cognitive and Behavioral Practice, 19(2), 218-232. O’Connor, R. C., Smyth, R., Ferguson, E., Ryan, C., & Williams, J. M. (2013). Psychological processes and repeat suicidal behavior: A four-year prospective study. Journal of Consulting and Clinical Psychology, 81(6), 1137-1143. doi:http://dx.doi.org/10.1037/a0033751 [4] |
| 12 | ETHICAL ISSUES IN CLINICAL SETTINGS | Clinical Interviewing, Chapter 11 |
| 13 | Family and Couple Counselling | Clinical interviewing, Chapter 12 |
| 14 | Role play exercises | Spontanous examples |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Based on their undergraduate level competencies, to be able to develop and deepen their knowledge at the level of expertise in Clinical Psychology, and to comprehend the field's interactions with other disciplines | X | |||||
| 2 | To be able to use the theoretical and practical knowledge at the level of expertise acquired in Clinical Psychology, to interpret the acquired knowledge by integrating it with knowledge of different disciplines, and to create new knowledge | X | |||||
| 3 | To be able to independently conduct a work that requires expertise, to develop new strategic approaches to solve problems encountered in field applications, and to take responsibility in generating solutions | X | |||||
| 4 | To be able to adopt a critical approach in evaluating the knowledge and skills acquired in Clinical Psychology and in directing their learning process | X | |||||
| 5 | To be able to transfer current developments and their own studies in the field to the groups in and out of the field in written, verbal and visual forms by supporting them with quantitative and qualitative data | X | |||||
| 6 | To be able to teach and care about social, cultural and ethical values in the stages of collection, interpretation, application and announcement of data, and to use the acquired knowledge of the field and the problem solving and / or application skills in interdisciplinary studies | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 16 | 3 | 48 | |||
| Guided Problem Solving | 3 | 10 | 30 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 60 | 120 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 15 | 1 | 15 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 4 | 4 | |||
| General Exam | 1 | 4 | 4 | |||
| Performance Task, Maintenance Plan | 14 | 1 | 14 | |||
| Total Workload(Hour) | 235 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(235/30) | 8 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTERVIEW TECHNIQUES and ETHICS | - | Fall Semester | 3+0 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Gökçen DUYMAZ |
| Name of Lecturer(s) | Assist.Prof. Gökçen DUYMAZ |
| Assistant(s) | |
| Aim | he purpose of this course is to acquaint first-year graduate learners with the role of the interview in Clinical Psychology. Learners will practise skills and build a repertoire of intentional and diagnostic interviewing responses. Learners will also begin to familiarize themselves with several critical practice issues that impact on the interviewing process. Upon successful completion of the course learners will be able to: 1. competently conduct a mock intake interview and a diagnostic interview, 2. integrate findings of these interviews into a psychological report, 3. begin to understand one’s own interviewing style, including strengths and areas of difficulty, 4. and appreciate the impact of critical practice issues on the interviewing process. |
| Course Content | This course contains; INTRODUCTION AND OVERVIEW,General principles in clinical interviewing Description of a clinical interview Physical environment Professional and ethical subjects,Basic listening skills,Asking questions in interview,The variables in clinical interviewing,Skill putting it all together: The intake interview. ,First interview and writing a report,Mental Examination,ROLE PLAY,Treatment planning,ETHICAL ISSUES IN CLINICAL SETTINGS,Family and Couple Counselling,Role play exercises. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 15, 37, 9 | A | |
| 11, 15, 37 | H | |
| 11, 15, 37 | H | |
| 11, 15 | H | |
| 9 | A, F | |
| 11, 15 | A, H | |
| 11, 15 | H | |
| 9 | A | |
| 9 | A |
| Teaching Methods: | 11: Demonstration Method, 15: Role Play and Drama Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | INTRODUCTION AND OVERVIEW | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2009). Clinical interviewing (4th ed.). John Wiley & Sons Inc. |
| 2 | General principles in clinical interviewing Description of a clinical interview Physical environment Professional and ethical subjects | Topic: Evidence-Based Practice (EBP). American Psychological Association Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61(4), 271-285. Beck, J. G., Castonguay, L. G., Chronis‐Tuscano, A., Klonsky, E. D., McGinn, L. K., & Youngstrom, E. A. (2014). Principles for training in evidence‐based psychology: Recommendations for the graduate curricula in clinical psychology. Clinical Psychology: Science and Practice, 21(4), 410-424. doi:http://dx.doi.org/10.1111/cpsp.12079 Lilienfeld, S. O., Ritschel, L. A., Lynn, S. J., Cautin, R. L., & Latzman, R. D. (2013). Why many clinical psychologists are resistant to evidence-based practice: Root causes and constructive remedies. Clinical Psychology Review, 33(7), 883-900. doi:http://dx.doi.org/10.1016/j.cpr.2012.09.008. |
| 3 | Basic listening skills | Topic: The culturally competent clinician. Read chapter 11 (Interviewing in a Diverse and Multicultural World) by Sommers-Flanagan & Sommers-Flanagan (2014). Brown, L.S. (2009). Cultural competence: A new way of thinking about integration in therapy. Journal of Psychotherapy Integration, 19, 340-353. Sue, S. (2006). Cultural competency: From philosophy to research and practice. Journal of Community Psychology, 34(2), 237-245. Tao, K. W., Owen, J., Pace, B. T., & Imel, Z. E. (2015). A meta-analysis of multicultural competencies and psychotherapy process and outcome. Journal of Counseling Psychology, 62(3), 337-350 doi:http://dx.doi.org/10.1037/cou0000086. Skill: Basic attending skills. Read chapter 3 (Basic Attending, Listening, and Action Skills) by Sommers-Flanagan & Sommers-Flanagan (2014). |
| 4 | Asking questions in interview | Topic: Therapeutic alliance. Read chapter 5 (Evidence-Based Relationships) by Sommers-Flanagan & Sommers-Flanagan (2014). Del Re, A.C., Fluckiger, C, Horvath, A.O., Symonds, D., & Wampold, B.E. (2012). Therapist effects in the therapeutic alliance-outcome relationship: A restricted-maximum likelihood meta-analysis. Clinical Psychology Review, 32, 642-649. Horvath, A. O. (2000). The therapeutic relationship: From transference to alliance. Journal of Clinical Psychology, 56(2), 163-173. Horvath, A. O., Del Re, A. C., Flückiger, C., & Symonds, D. (2011). Alliance in individual psychotherapy. Psychotherapy, 48(1), 9-16. doi:10.1037/a0022186 |
| 5 | The variables in clinical interviewing | Topic: Countertransference Hayes, J. A., Gelso, C. J., & Hummel, A.M. (2011). Managing countertransference. Psychotherapy, 48(1), 88-97. Hayes, J. A., & Gelso, C. J. (2001). Clinical implications of research on countertransference: Science informing practice. Journal of Clinical Psychology, 57(8), 1041-1051. Hayes, J. A., Nelson, D. L. B., & Fauth, J. (2015). Countertransference in successful and unsuccessful cases of psychotherapy. Psychotherapy, 52(1), 127-133. doi:http://dx.doi.org/10.1037/a0038827 Lingiardi, V., Tanzilli, A., & Colli, A. (2015). Does the severity of psychopathological symptoms mediate the relationship between patient personality and therapist response? Psychotherapy, 52(2), 228-237. doi:http://dx.doi.org/10.1037/a0037919 Zerubavel, N., & Wright, M.O.D. (2013) The dilemma of the wounded healer. Psychotherapy, 49(4), 482-491. Skill: Directive action responses. Read chapter 4 (Directives: pp.116-134) and chapter 6 (An Overview of the Interview Process) by Sommers-Flanagan & Sommers-Flanagan (2014). |
| 6 | Skill putting it all together: The intake interview. | Read chapter 7, Flanagan |
| 7 | First interview and writing a report | Topic: Emotional experiencing Berggraf, L., Ulvenes, P. G., Øktedalen, T., Hoffart, A., Stiles, T., McCullough, L., & Wampold, B. E. (2014). Experience of affects predicting sense of self and others in short-term dynamic and cognitive therapy. Psychotherapy, 51(2), 246. doi:10.1037/a0036581 Greenberg, L. S., & Pascual-Leone, A. (2006). Emotion in psychotherapy: A practice-friendly research review. Journal of Clinical Psychology, 62(5), 611-630. [2] Kramer, U., Pascual-Leone, A., Despland, J., & de Roten, Y. (2015). Lane, R. D., Ryan, L., Nadel, L., & Greenberg, L. (2015). Memory reconsolidation, emotional arousal, and the process of change in psychotherapy: New insights from brain science. Behavioral and Brain Sciences, 38, e1, 1-19 (only). doi:http://dx.doi.org/10.1017/S0140525X14000041 Skill: Overview of the diagnostic interview. Read chapter 8 (The Mental Status Examination) and chapter 10 (Diagnosis and Treatment Planning, pp. 329-347) by Sommers-Flanagan & Sommers-Flanagan (2014) |
| 8 | Mental Examination | Mental Status Examination Sheet |
| 9 | ROLE PLAY | Spontenous examples |
| 10 | Treatment planning | Topic: Assessing risk for suicide [no discussant questions need be submitted]. Read chapter 9 (Suicide Assessment) by Sommers-Flanagan & Sommers-Flanagan (2014). Ellis, T. E., & Patel, A. B. Client suicide: What now? (2012). Cognitive and Behavioral Practice, 19(2), 277-287. Linehan, M.M. (2009) University of Washington Risk Assessment Action Protocol: UWRAMP, University of WA, Unpublished Work. Download this form-fillable pdf now called Linehan Risk Assessment & Management Protocol (LRAMP) available at http://blogs.uw.edu/brtc/publications-assessment-instruments Linehan, M. M., Comtois, K. A., & Ward-Ciesielski, E. F. (2012). Assessing and managing risk with suicidal individuals. Cognitive and Behavioral Practice, 19(2), 218-232. O’Connor, R. C., Smyth, R., Ferguson, E., Ryan, C., & Williams, J. M. (2013). Psychological processes and repeat suicidal behavior: A four-year prospective study. Journal of Consulting and Clinical Psychology, 81(6), 1137-1143. doi:http://dx.doi.org/10.1037/a0033751 [4] |
| 12 | ETHICAL ISSUES IN CLINICAL SETTINGS | Clinical Interviewing, Chapter 11 |
| 13 | Family and Couple Counselling | Clinical interviewing, Chapter 12 |
| 14 | Role play exercises | Spontanous examples |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Based on their undergraduate level competencies, to be able to develop and deepen their knowledge at the level of expertise in Clinical Psychology, and to comprehend the field's interactions with other disciplines | X | |||||
| 2 | To be able to use the theoretical and practical knowledge at the level of expertise acquired in Clinical Psychology, to interpret the acquired knowledge by integrating it with knowledge of different disciplines, and to create new knowledge | X | |||||
| 3 | To be able to independently conduct a work that requires expertise, to develop new strategic approaches to solve problems encountered in field applications, and to take responsibility in generating solutions | X | |||||
| 4 | To be able to adopt a critical approach in evaluating the knowledge and skills acquired in Clinical Psychology and in directing their learning process | X | |||||
| 5 | To be able to transfer current developments and their own studies in the field to the groups in and out of the field in written, verbal and visual forms by supporting them with quantitative and qualitative data | X | |||||
| 6 | To be able to teach and care about social, cultural and ethical values in the stages of collection, interpretation, application and announcement of data, and to use the acquired knowledge of the field and the problem solving and / or application skills in interdisciplinary studies | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |