Master of Physiotherapy

RS5305 Rehabilitation Psychology

Interviewing Skills Assessment by Role Play (updated 22 August 2022)

The aim of the role-play assessment is to help you develop better skills to interview patients in
future. You need to practice interviewing skills according to some case scenarios, and then
record a 10-minute video of the simulated session and upload it to e-learning site for grading.
We would grade your performance according to assessment rubrics (see attached) and give you
feedback on your attitude and skills as an interviewer. You can choose to conduct the interview
in either Cantonese or English.

Form a dyad and sign-up with a partner. You and your partner will take turns to be the
interviewer and client, and record the role-play.

To prepare for this assessment, please work in pairs or small working groups for practice. We
would send you six case scenarios for skills practice soon. We would assign one of the six cases
to each student randomly, and you would need to record a role-play with your partner who plays
the role of the client in the assigned case scenario.

The general GOALS of the interviewing role-play session is to help the client:
 To clarify and understand more about the client’s concerns and the context of issues.
 To develop a focus on what to further work on in interviewing or counseling.

We do NOT require you to help the client make therapeutic changes, such as facilitating change
talk, educating/advising, or problem solving with the client within 10 minutes.

Please record 10 minutes of the interview in mp4 format, and submit the video by uploading
the video through the link on Blackboard (will send you further instructions for the upload link).
Reading from (drama) scripts during the role-play is NOT allowed.

You may go to PolyU Library to book studio for video recording:

https://libguides.lb.polyu.edu.hk/i-Space/videotips#sthash.FlPrhsix.wh17EVDf.dpbs

We would assess your interviewing skills in several areas:

1. Interviewing skills: How well you apply the skills that we practiced in this subject,
including attending, OARS.
2. Values of Helping: How well you present yourself in following the key principles of
respect, presence, genuineness, and empowerment, which could help you build trust with
the client and help the person to open up and disclose more.
3. Interview process: how well you could help the client clarify, elaborate, understand, and
reflect on his/her psychosocial issues and problem situation.

The assessment rubric and grading form is on the next two pages. The deadline for submitting
the video is Monday, 31 October 2022 (at or before 17:00).

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 RS 5305 Rehabilitation Psychology
Rubrics for Interviewing Skills Assessment (20%)

Marks will be lowered by a sub-grade for tutorial attendance less than 85%
Assignment will NOT be marked for tutorial attendance less than 60%

Criteria Excellent (A) Good (B) Satisfactory (C) Marginal (D) Fail (F) Grade
Interviewing Master of attending Used several Used eye contact Closed uninviting Inattentive with no
skills: Attending skill, including eye questions that are occasionally, facial posture with little eye eye contact. The
skills, Open contact, facial effective for expression or contact. The facial facial expression, tone
Questions & expression & gestures, exploration and nonverbal behavior expression, tone of of voice, gesture made
Probing, physical distance and clarification. showing not too voice, gesture made no connection with
Affirmation, tone of voice. interested or attentive little connection with the client.
Reflection & Use mainly questions in conversation the client.
Empathy, Used different forms in probing. Only used probing
Summary of questions and Occasionally, some Used probing or Used probing and and questions not
(14%) probing effectively for questions are not questions that are questions too effective for
exploration, relevant or helpful. more than closed- frequently that are exploration and
clarification. ended for exploration not quite effective for clarification. All
Use affirmation in and clarification. exploration and questions are too
Use affirmation in suitable situations to Questions are clarification. lengthy, complicated
suitable situations to address client’s sometimes lengthy Questions are often and distracting from
address client’s strengths Affirmation and cannot help to too lengthy, main issues.
strengths are occasionally achieve clarity and complicated, are
indirect or not concreteness. distracting from main Never used
Used reflective or addressing client’s issues, focus too much affirmation even when
empathy statements strengths. Used one or two on contents rather there are suitable
effectively to address affirmations. Try to than processes scenarios to do so.
feelings and core Often used reflective use affirmations and
message of client or empathy statements affirmation are Seldom used Never used empathy
throughout the to address client’s indirect, incomplete, affirmation even when statements to reflect
session. feelings and or inappropriate. there are suitable on feelings or core
concerns. Some scenarios to do so. message of
The counselor used empathy response are Used one or a few interviewee. Unable to
paraphrasing and incomplete or reflective or empathy Seldom used empathy use empathy skills.
summarizing inaccurate statements in response statements to reflect
meaningfully and to client’s feelings or on feelings or core Never give a
effectively at the Give summary more concerns. Many message of summary on what the
than once. empathy response are

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Criteria Excellent (A) Good (B) Satisfactory (C) Marginal (D) Fail (F) Grade
right time to facilitate Paraphrased and incomplete or interviewee. Unable to interviewee was
the session. summarized often inaccurate use empathy skills. saying.
and consistently
without parroting the Give summary only Give summary only
client words. once with some once, but it was not a
parroting the client good summary e.g.
words with some parroting,
and it is unclear or
too lengthy
Values of Demonstrates an Adept in conveying Shows some ability in Shows limited ability Client likely feel
Helping (4%) ability to develop and positive regard, establishing helping in establishing helping distant or alienated,
deepen the warmth, non- relationship. relationship. difficult to connect
relationship by judgmental attitude, with or put his/her
displaying empathy, empathy, trust on the
respect, positive genuineness, and interviewer.
regard, authenticity, congruence
and congruence

Interview The interview was The interview was The interview was The interview was The interview was
Process (2%) able to achieve its able to achieve its partially successful. barely able to achieve unable to achieve its
goals of helping the goals of helping the Able to achieve its its goals of helping the goals of helping the
client clarify, client clarify, goals of helping the client clarify, client clarify,
examine, and reflect examine, and reflect client clarify, examine, and reflect examine, and reflect
on his/her on his/her examine, and reflect on his/her on his/her
psychosocial issues psychosocial issues on his/her psychosocial issues psychosocial issues
and problem situation, and problem situation. psychosocial issues and problem situation and problem situation
able to identify or Sometimes able to and problem situation
focus on one key issue facilitate change talk
for further follow-up. in the client
Often able facilitate
change talk.

Main Grade (solid): student generally performed at this level

+: student consistently performed at this level and exceeded the expectations of this level in some regards, but not enough to claim mastery at the next level
-: student basically performed at this level, but the performance was inconsistent or fell slightly short in some regards

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