Quiz #2 (20 points)
HSP 325- Interviewing for Human Services
Honor Code: You are able to use all course readings, resources (handouts and
lectures on Blackboard), and internet searches during this quiz. However, you are not
allowed to work with a partner, email, or discuss this quiz with anyone (other than
Jackie) before submitting responses.
Instructions: Answer all questions. Quizzes must be submitted to Jackie via
Blackboard. Save this file by including your last name and test2: “Sennetttest2”
If you have questions while taking the test contact Jackie by email or cell phone
(318.5451).
Make sure to cite text readings (author, page) and class lectures (week). Use bullet
points. There is no need to write in full sentences/paragraphs.
NAME: THEARRY DEAP
1.
Watch http://www.youtube.com/watch?v=-xxzqufzs7A&feature=mfu_in_order&list=UL
Considering stages of change: as a HS professional how might you effectively
respond to this client? Include your rationale, i.e. Why would you respond this way?
(To support your rationale cite specific readings with pages, references to
presentations and/or handouts, URLs)
This client is in the Contemplation Stage of the cycle (class lecture Oct. 26th). To effectively
respond to this client, I would first, do a simple reflection (HSP 325: Motivational Interviewing,
Rolling with Resistance) with them. This is to say, I wouldn’t argue with them or disagree, I would
just tell them what I heard. I chose this technique because perhaps, when they hear what they
said aloud, they will recognize the problem we’re speaking of. It also gives them a chance to
hear how it sounds. Maybe they’ll correct me and say, “okay, I guess it is as bad as everyone
else is saying because I have bronchitis and all.” I really just think this is a good technique
because it allows the client to correct themselves, giving the client the power rather than the
interviewer guiding change. Since she seems like she’s a habitual user, I would ask her how
much she smokes in a day (Flanagan pgs. 325-326). After that, you could use the scaling
technique (Varying Your Questions handout). This takes the heat off of trying to pressure her into
setting a specific date to stop. The client obviously has a problem with setting a date, so instead
of setting a date, what would it take for her to get to 1 carton instead of 2? Rather than
concentrating on stopping cold turkey, the scaling makes it possible for little steps towards
change. I could also combine simple reflection with the ICAN technique (Stuck in the Middle with
You, HSP 325: Follow-Up to the 5-Stage Interview handout). The ICAN technique then puts the
client in the front seat of change. It allows the client to take themselves where they would like to
go. An important part of this interview was that the client stated, “I just don’t want to set a date,
yet,” which leads me to believe that there might’ve been some failed attempts before. In this
case, I would also use Support Self Efficacy (Motivational Interviewing 4 Principles handout).
When we acknowledge and look at change as a positive thing, perhaps the client would be more
willing to commit to a date. Since she’s reluctant to set a specific date, I would also
2.
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Watch http://www.youtube.com/watch?v=tXWjyWptNkM&NR=1. As a Human
Services professional how might you effectively respond to this client? Include your
rationale, i.e. Why would you respond this way? (To support your rationale cite
specific readings with pages, references to presentations and/or handouts, URLs)
This client is currently in the Pre-Contemplation Stage (lecture Oct. 26th).
Shifting Focus (Rolling with Resistance handout). I would shift focus with this client right
at the beginning because she’s obviously upset. She thinks I’m going to be “telling” her
what to do, so this allows me to build rapport with her as well as let her know, I’m not out
to get her.
I would also validate her feelings. (Flanagan pg. 318-319)
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Quiz #2 (20 points)
HSP 325- Interviewing for Human Services
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3.
I’d also, use open ended questions, such as, “why do you think you’re here today?” This
gives the power back to the client so she doesn’t feel as if she’s here because someone
else made her come.
I’d also say something like, “okay, well, you’re here, since you’re here, what would YOU
want from me?” This allows the client to take the interview wherever she’d like to bring it.
After validating their feelings, I would also try, using a solution-based question. Like,
“obviously you’re upset and don’t want to be here. I appreciate you telling me how you
feel rather than lying to me. If we were to have a meeting that helped you, what would
that look like?” (Flanagan pg. 319) This again allows the client to feel empowered and
puts them at the center fold of change.
The client in the video clip you will watch has been diagnosed with Traumatic Brain
Injury, (specifically a frontal lobe head injury). Some of the major symptoms of a
frontal lobe head injury include:
 Loss of spontaneity in interacting with others.
 Loss of flexibility in thinking.
 Persistence of a single thought (Perseveration).
 Inability to focus on task (Attending).
 Mood changes (Emotionally Labile).
 Changes in social behavior.
 Changes in personality.
 Difficulty with problem solving.
a. Watch only the first 4 minutes of this video. (Enjoy the music!)
http://www.youtube.com/watch?v=dObG_j6G_3M .
Based on this video segment, describe two strengths and two weaknesses
of the interview.
STRENGTHS:
1. The interviewer really takes advantage of OARS (O.A.R.S: 4 Strategies of
motivational interviewing in the early stages of treatment handout). She asked great
OPEN questions which allows the client to say whatever she needs to, so she can
get her point across.
2. Using the information she was given (the head trauma part) but, also, running it by
the client. If she just saw that and ASSUMED the client had head trauma, it could
also be the case that it wasn’t true, which could be a SERIOUS problem when trying
to help the client find resources.
WEAKNESSES:
1. The interviewer really lacked in the introduction. She didn’t build any rapport nor
did she give the client informed consent. Especially in a situation like this, maybe
something the client
2. I don’t think it was appropriate to call the clients problem an “issue”. Perhaps the
client didn’t see this problem as an “issue”. I also feel like it then causes the client to
feel abnormal. As an interviewer, we’re not supposed to give the impression that
there is something wrong with the person or what has been said (Lecture- Road
Blocks to Effective Listening Sept. 21st).
b. Provide feedback to the interviewer regarding how she might rephrase two of her
interview questions. Use the time codes (minutes and seconds) when referring to
specific parts of the video.
1. At 0:28 AND 0:40, you used the word issue, when using that word, it
could make the client feel as if they’re abnormal which could cause
them to withdraw from the rest of the interview. Instead of issue, I
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Quiz #2 (20 points)
HSP 325- Interviewing for Human Services
would recommend saying something like, “since you came to see me
at a critical time, we’re just going to go straight ahead into some
questions.”
2. At 1:53, you asked “what is your boss saying?” Instead of asking
what the boss said, I would first ask, “do you know how your boss
feels?” That way, I’m not assuming that the boss has already said
something.
4a.
Read the summary of the interview with Shayla below. If you were interviewing
Shayla what kinds of additional information would you obtain during this initial interview? Why
would you want to obtain this information?
 What is she doing when she hears the voices? Certain stressful times could trigger
her to hear the voices.
 I would ask her if she knows her name, where she is and what’s today’s date (Mental
Status Observations-Gerry and Walter handout). Because she speaks with people
who aren’t present today, it could be a clue into what kind of condition she has.
 I would also test her memory (Mental Status Observations-Gerry and Walter
handout). She said she hasn’t been able to attend school recently, so her short term
memory seems fine, however, she hasn’t said anything about past experiences. She
could be recalling just current experiences as a coping mechanism of some sort.
 If she’s has attempted to hurt herself or anyone else. That would be the difference
between different scores on the Children’s Global Assessment Scale.
4b.

You are asked to provide input on an Axis V diagnosis (Children’s Global
Assessment of Functioning Scale) based on the DSM-IV-TR. Given the information
that is available provide a scaled score and justify why you gave this score.
I would give her a score of 50-41 because of her past school difficulties as well as not
being able to attend school regularly. Also because she has been aggressive at
home. She hasn’t had any attempts at violence, from what I know. Which keeps her
away from the 40-31. However, her conversations with people from the past must
make it hard for her to be able to successfully use her social skills. She also has
demonstrated a lot of anxiety.
Summary of Interview With Shayla
Shayla is a 14-year-old female who was born to a single teenage mother. Her father moved to
the U.S. from Trinidad; Shayla has never had contact with him. Shayla’s next-door neighbor who
once attended a parenting group at the Whatcom Community Mental Health Clinic referred
Shayla there. The neighbor told Shayla, “It’s a real good place to go and get help.”
Shayla and her mother, Beth Shafer, both attended the interview. Shayla is a petite teen who
had difficulty completing sentences, and she appeared unkempt and disheveled. Shayla’s
mother seemed quite distraught. She urgently wanted someone to help her daughter. Mrs.
Shafer described Shayla’s childhood as one exemplified by a host of difficulties including poor
school performance, aggressive behavior at home, speaking in “funny voices,” hearing people
talk to her (not validated by others), and being in contact with “beings from outer space.” Mrs.
Shafer stated, “You know, Shayla’s father use to talk to himself, too. He had to be put in a mental
institution a time or two.” Mrs. Shafer was unable to provide information regarding Shayla’s father
other than, “He was just a crazy old coot a lot of the time. ” She added, “I just love my baby, and I
don’t want anything to happen to her.”
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Quiz #2 (20 points)
HSP 325- Interviewing for Human Services
During the interview Shayla responded to questions with the same answer several times, “I can’t
answer that or I’ll become paralyzed. Step on a crack, break your mother’s back.” During the
interview Shayla indicated that she has daily conversations with George Washington, Abraham
Lincoln, and Cleopatra. Shayla stated that she is not feeling sad or depressed and she does not
drink or use drugs. Shayla indicates that she has been unable to attend school regularly, and she
has no friends other than her neighbor and mother.
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