Intentional Interviewing and Counseling

Allen E . Ivey

University of Massachusetts

THE MICROSKILLS APPROACH Microskills are communication skill units of the interview that will help you develop a more intentional and rounded ability to interact with a client. They will provide specific alternatives for you to use with different types of clients . Micnoskills form the foundation of intentional interviewing .

- Different theories have different patterns of skill usage . - Different situations call for different patterns of skill usage . - Different cultural groups have different patterns of skill usage. / SKILL INTEGRATION Five Stages of the Interview : l . Rapport/Stntcturing 2 . Defining the Problem SKILL SEQUENCING 3 . Defining a Goal AND STRUCTURING 4 . Explorations of Alternatives THE INTERVIEW and Confronting Incongmity 5 . Generalization to Daily Life CONFRONTATION (Discrepancies, Incongruity) INFLUENCING SKILLS Directive, Logical Consequences, Interpretation, Self-Disclosure, Advice/Information/Explanation/ Instruction, Feedback, Influencing Summary FOCUSING Client, Problem, Others, "We ; ' Intewiewer, CulturallEnvironmentaUContextual REFLECTION OF MEANING BASIC ATTENDING SKILLS REFLECTION OF FEELING ENCOURAGE, PARAPHRASE, AND SUMMARIZATION OPEN AND CLOSED QUESTIONS CLIENT OBSERVATION SKILLS ATTENDING BEHAVIOR Culturally appropriate eye contact, verbal tracking, body language, and vocal qualities BASIC LISTENING SEQUENCE

Attending behavior and client observation skills form the foundation of effective communication, but are not always the appropriate place to begin training. The basic listening sequence of attending skills (open and closed questions, encouraging, paraphrasing, reflection of feeling, and summarization) is often found in effective interviewing, management, social work, physician diagnostic sessions, and many other settings. FIGURE 1-I The microskills hierardty. Copyright 1982 Allen E . Ivey, Box 641, N . Amherst, Mass. 01059

v"c~'~cg<~~~ FOCUS OO " ao INFLUENCING SKILLS ATTENDING SKILLS txf g ~'~~~<~ac~~ y O c, ~ ~. dq r"3 O .. ao "~ fP ~ p '~R b fD ~ ~ in v'

-^ ~

,n

A O p

,~za

a~~
e~O C

~c c
~ C'b

~ ~ ~' ~ ~
~ to
~

n
~~ ~ z

5
~O ~

C?
~-~'

~ ~

,~

~ a `

c ~
"rf ~ .0+, ~ 0

cn ro ~ ro ~ ,~

~~
~ n . . n

c~

,:9 ~

0~

~, ~~e ~
~~

~.~

~ ~

~x

~ ~

7.

~.

7 ~ rv

A ~ ~
~

~~+ "

~, ~, ar ~r ~~ . ..c

O [n ~

a n
Low Feelings

~ ~.

~
O O O o O O O O 0 O O O O O O O O " O " " " " " O O " O O O 0 O O O 0 O 0 p O O O O O O O O O O " O O O O o O O O O O O O 0 O O O O 0 O O O " " " " " " O 0 O O " 0 " O

^0 z
O O O O " O " O O O " O O O

7 ~
O O O O O O O " " O O O O O O O " o " O O O " " O " O O O O O O O O 0 O " O " " O O O O O " " O " O O O O O O O O " O O O O O O 0 0 O O O O

. C

N
7C

~
O O O O O " O " " O O " " O O " O 0 O O O O O O O O " O O O O 0 O O O O O O O O " O

'. ~. ~
O " O O 0 O O 0 O O O o O O " " O O O O O O O O O 0 " O " " O O O O O O O O O O " O O O O O O O O O O O O O O O O O " O O O O O O O " " O O O O O O " " O O O O " O " O

. fD O ~*, ~ a+ 04 b ~ A~ y

~ h Q~' c~ ~

N Q1 (D  ~~ . p_ ~

a d Nondirective Modern Rogerian encounter Behavioral Psychodynamic Gestalt Trait and factor Tavistock group Vocational group (such as life planning) Business problem solving Medical diagnostic interview Correctional interro ation Traditional teaching Student-centered teaching Eclectic

~~eg~y~o~ " gbo .

o v~

,~ Medium Relationship High Behavior problem solving Unconscious motivation Here and now behavior Problem solving Authority, responsibility Future plans Problem solving Diagnosis of illness Information about crime ___ Information/ facts

p y

' .'t Y A K

p1

. ~ `~ f~D f~D~ H ~~' .

Q. ~ ~ ~ 'J

~ n

Low Hi gh High Low High High High Medium High Medium Varies

UO Q O ~ ~' h.'ty

pi l~D h p

O O C <~

9 a O ~ .. . K O F ' f p ~ `t ~. f rD~' " . .~' f~9 ~' y ~. ~ ~ ti ~ C to fD

CD ,~y to r> t~-r ~C

O :~ ~ n a. c"'o

~ ~

c~' ~

c9 R'~~ ~c' 7r a~~ c~ ~* o

~~ o _ ao

Student ideas/ infolfacts Varies