Essentials of Intentional
Interviewing
Counseling in a
Multicultural World
Allen E. Ivey
University of Massachusetts, Amherst
University of South Florida at Tampa
Mary Bradford Ivey
University of South Florida at Tampa
and Microtraining Associates, Inc.
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Chapter 1
Skilled Interviewing
and Counseling
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Chapter Goals
Define and discuss interviewing,
counseling and psychotherapy.
Assess yourself as holistic and a
unique multicultural being.
Recognize the importance of a
positive approach.
Define cultural intentionality and
intentional competence.
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Slide One
Chapter Goals
Slide Two
Gain knowledge of the microskills
hierarchy.
Recognize that microskills are used in
all counseling theories.
Record/document your natural style.
Compare your natural style with your
subsequent skill development.
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Interviewing
Basic process for gathering
information, problem solving and
advice giving.
Interviewers may be:
Guidance and counseling staff
Medical personnel
Business people
Wide variety of helping professionals
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Counseling
Counseling is more intensive and
personal than interviewing.
Counselors help people with normal
problems / opportunities.
Counseling most often associated with:
Social work
Guidance
Pastoral counseling
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Psychology
Psychiatry, to a limited
extent
Psychotherapy
Psychotherapy is more intense than
counseling.
Focuses on deep-seated personality
or behavioral difficulties.
Intentional interviewing skills are
equally important for effective
psychotherapy.
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Interrelationships
Interviewing
Counseling
Psychotherapy
Figure 1-1 The interrelationship of interviewing, counseling, and psychotherapy
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Clinical Counseling
New Terminology
Covers the same areas as shown
in Figure 1.1
Engages in therapeutic practice.
Demands competence:
Interviewing
Counseling
Diagnosis
Treatment
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Multicultural World
Slide One
“As all behaviors are learned and
displayed in a cultural context, all
interviewing and counseling are
multicultural.”
Paul Pedersen (2006)
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Multicultural Trust
World
Is the Issue, Slide Two
Account for cultural differences.
Ensure minorities receive mental
health care tailored to their needs.
Discuss obvious multicultural
differences early in the session.
Use common sense and skilled
judgment.
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RESPECTFUL Model
Multicultural Review Issues, D’Andrea & Daniels, 2001
R Religion/spirituality
E
Economic/class background
S Sexual identity
P Personal style
E
Ethnic/racial identity
C Chronological/lifespan challenges
T
Trauma
F
Family background
U Unique physical characteristics
L
Location of residence/language
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Positive Orientation
Focus on Strengths and Wellness
Story: As told by the client.
Positive Assets: Build on positive aspects
and client’s strengths.
Restory: Generate new ways for the
client to talk about themselves.
Action: Help the client bring new ways
of thinking and being into action.
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Positive Orientation
Drawing Out Client Stories
Listening
Strength Development
New Perspectives
Action Planning
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Cultural Intentionality
Alternative for Cultural Differences
Cultural Intentionality is assessing
client cultural background and flexing
microskill application to achieve
specific results. Recognize that the
result achieved from use of specific
microskills may vary widely among
clients from different cultures.
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Cultural Intentionality
Alternatives for Cultural Differences
Know and integrate communication
styles and relationship experiences of
diverse cultural groups into your own
personal helping style.
Age
Ethnicity
Health
Race
Individuality
Ability
Gender
Lifestyle
Sexual Orientation
Religion / Spirituality
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Disability
Development
Intentionality
Developing Multiple Responses
Intentionality is acting with a
sense of capability. Choosing
from among a range of
alternative actions, thoughts,
and behaviors in responding to
changing life situations.
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Intentionality
Developing Multiple Responses
Listen first; solve problems later.
Avoid “perfect” solutions.
Avoid jumping to the “right”
response too soon.
Adapt your style to suit different
individuals / cultures.
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Intentional Competence
Developing Multiple Responses
Intentional Competence is integrating
your natural style, self-understanding,
and artistic abilities with the somewhat
predictable client responses from your
use of the microskills, allowing you to
flex and change direction in order to be
with your client in new ways, required
for their development.
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Intentional Prediction
Expect Specific Results From Specific Use of Microskills
As an example…
Open Questions
Begin an interview.
Open new topics and pinpoint/clarify details.
Identify specifics.
Assist with client / situation assessment.
Closed Questions
Focus the interview
Reveal specific details.
Close down client talk.
Increase interviewer control.
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Predicted Result
Expect Specific Results From Specific Use of Microskills
As an example…
Open Questions
Encourage more pertinent detail.
Clients talk more and give more detail.
Closed Questions
Encourage more focused client talk.
Encourage more pertinent detail
Encourage less wandering.
Clients provide specific information.
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Microskills Approach
Intentional Client Interaction
Foundation of intentional interviewing
Communication skill units of the
interview
Summarizes successive steps
Provides different alternatives for use
with different clients and in different
situations
See Figure 1-2, p. 13
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Microskills Approach
Five-Step Model for Microskill Develoment
1.Define the skill, central features, and
purpose.
2.Observe the skill in action.
3.Learn the skill and its implications.
4.Practice the skill in role-play.
5.Plan for generalization.
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Microskills Approach
Intentional Client Interaction
Expect results.
Practice is essential.
Multicultural differences are real.
Different theories have different
patterns of skill usage.
Consistently, specific microskills
result in predictable client
responses.
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Chapter 1
Skills Practice
What is Your Natural
Helping Style?
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Baseline Interview
Finding Your Natural Style
Audio- or videotape a baseline
interview using your natural style.
Helpful to acquire a written
transcript of the interview for a
study script.
Compare baseline with subsequent
skills practice and development.
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Guidelines
For Baseline Audio- or Videotape Recording, Slide One
Find a volunteer client willing to role-play a
concern, problem, opportunity, or issue.
Interview the volunteer client for at least 15
minutes. Seek to avoid sensitive topics.
Use your own natural communication style.
Ask the volunteer client, “May I record this
interview?”
Inform the client that the tape recorder may
be turned off at any time..
Copyright ©2008 Brooks/Cole, a division of Thomson Learning
Guidelines
For Baseline Audio- or Videotape Recording, Slide Two
Select a topic. You and the client may choose
multicultural dimensions, interpersonal
conflict, a specific issue selected by the
client, or one of the elements from the
RESPECTFUL model.
Follow ethical guidelines.
Request that your volunteer client complete
the Client Feedback Form. (Box 1-3, p. 19)
Compare this baseline with subsequent
recordings of your work later in this course.
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Self-Assessment
Ask Yourself the Following Questions
What did you do that was effective
and helpful?
What did you learn from the Client
Feedback Form?
Identify one thing you would like
to improve.
What strengths do you bring to
interviewing overall?
Copyright ©2008 Brooks/Cole, a division of Thomson Learning