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Interviewing and Building Rapport with Adolescents and Adults The “How”: Communication Skills Step 1: How to Ask Questions Open-ended: best choice for building rapport and gathering information “What does it mean to you to be…?” Close-ended/structured choice: when you need to get a direct answer or give a direction “Was that the first time someone had said that to you?” “ Did you see that as a positive or negative experience?” Step 2: Descriptive Statements Summarize: show you are listening • “So, elementary school went fine for you—it wasn’t until middle school that the problems started.” • “Your mother was from Bangladesh and your father was from Spain, and you moved here when you were five years old.” Step 2: Descriptive Statements Clarify: double-check • “It sounds like you have 2 sisters and 3 brothers. Is that right?” • “Oh, I misunderstood… I thought your sister was overweight, but it was actually your brother.” • “I think I missed that last part... You were saying that the kids in your neighborhood were…” Step 2: Descriptive Statements Elaborate: encourage expansion • “I wonder what part of being Muslim you like the most?” • “I’m curious if you ever wished your religion was different than it is?” • “What was the hardest part about growing up without a father?” Step 3: Reflection Statements Acknowledging emotions: say the emotion you think the person felt at the time • “That must have really hurt to hear that.” • “You probably felt really angry.” • “Seems like you were confused.” Step 3: Reflection Statements Validating the person’s experience: allowing yourself to connect with support and empathy • “It makes me feel upset hearing what happened to you.” • “I am really impressed with how you managed that situation.” • “I would have felt really alone if that happened to me.” ANTICIPATING CHALLENGES… Dealing with emotions • What should you do if the person is showing a negative emotion? Behavioral Challenges • The withdrawn/quiet person • The energetic person • The aggressive/controlling person • The bored person • The anxious person • Others? Things to Observe • General attitude and behavior Appearance Mood and affect Age-appropriate behaviors Degree of cooperation and compliance Attention/concentration Amount of effort put forth Extent of responses - short vs. elaborate Speech and language Thought processes Strategies for Prevention • Follow the person’s lead • Make eye contact (don’t take notes) • Show empathy (not sympathy!) • Make reflection statements • Constantly evaluate the person’s needs Take breaks Adjust as needed Activity: Anticipating Challenges • Work in small groups to make a plan for dealing with situations that you are concerned about IDENTITY AND ETHNICITY IDENTITY Identity: • who you are • what you value • the directions you choose to pursue in life 4 IDENTITY STATUSES (MARCIA) 1) Achievement: commitment after exploration 2) Moratorium: exploration w/o commitment Higher self-esteem More abstract & critical thinking skills More advanced moral reasoning 4 IDENTITY STATUSES 3) Foreclosure: commitment w/o exploration Inflexible, intolerant, fear rejection At-risk for joining extremist groups 4) Diffusion: no exploration or commitment Apathetic & impulsive Time-management & academic probs At-risk for depression, suicide, drug use 4 IDENTITY STATUSES (MARCIA) • Can differ across domains • Progress improves over time (in college) INFLUENCES ON IDENTITY • Personality/temperament: • Family/parents • Peers • School ETHNIC IDENTITY Ethnic identity: sense of belonging to an ethnic group 3 stages: 1) Unexamined ethnic identity 2) Ethnicity identity search 3) Achieved ethnic identity • Exploration increases with age ETHNIC IDENTITY • Conflict between ethnic & majority culture • Strong ethnic identity promoted by: Parents encourage exploration Effective parenting Society’s respect of culture Contact w/same-group peers • Bicultural identity: exploring & adopting values from subculture & dominant culture