| Course Objectives: |
The aim of the course is to ensure expert "competence" by learning theoretically supported, evidence-based interviewing rules and technical skills for clinical interviews, based on the principle of "doing no harm and providing benefit". |
| Course Content: |
Clinical Interviews are "professional, scientific, impartial and ethical" interviews based on "mutual respect, synchronicity, interest and closeness" with people who have experienced psychological or emotional difficulties and are looking for a treatment experience to strengthen and improve themselves. Within the scope of the course, the definition and types of Clinical Interview, directive and non-directive monitoring, listening and action skills required for Clinical Interview, developing self-awareness and awareness towards others, questioning skills, ethical rules, theoretically supported, evidence-based relationship variables, theoretical aspects of the interview process. Basic principles will be learned in the application of models, initial interview and report writing, mental status examination-diagnostic and treatment plan, suicide assessment and intervention, working with difficult clients, interviewing young clients, and family and couple interviews. |
The students who have succeeded in this course;
1) Students will learn technical skills in clinical interviews, from non-directive skills to directive ones, through in-class practices,
2) Will be able to ask types of questions such as therapeutic, comforting, diagnostic, change-oriented before treatment, outcome-specific, assumption, miracle and exclusion,
3) Provide physical, developmental and cultural awareness of oneself and others,
4) Will have knowledge about technical skills that should and should not be applied,
5) Professional ethics required for psychologists in clinical interviews,
6) Evidence-based relationship variables that are theoretically supported,
7) Ability to conduct initial interview, mental status examination and reporting,
8) Assessment of Suicide Risk Factors and intervention methods,
9) Principles of working with difficult clients and situations that require extra effort,
10) Students will learn the techniques necessary for clinical interviews with young clients, families and couples.
|
| Week |
Subject |
Related Preparation |
| 1) |
Introduction to Clinical Interview (Definition, Theoretical Tendencies, Rules of Professional Relationship, Setting Boundaries) |
- |
| 2) |
Introduction to Clinical Interview (Self-Awareness, Physical Environment and Room Arrangement, Note-Taking Techniques, Professional Ethics Rules for Psychologists, Informed Consent) |
- |
| 3) |
Listening and Action Skills (Non-directive Action Skills and Application: Active Listening, Use of Silence, Reflecting Emotions, Clarification, Paraphrasing, Summarizing) |
- |
| 4) |
Listening and Action Skills (Directive Action Skills and Application: Giving Assurance, Reflecting Emotions by Interpreting, Interpreting, Validating Emotions, Confrontation, Psychoeducation) |
- |
| 5) |
Question Types and Questioning Skills (Open-Ended, Closed-Ended, Relaxing, Indirect-Implication, Reflective, Therapeutic, Pre-Treatment Grading, Outcome Specific or Redefinition, Assumption, Miracle, Exclusion)
|
- |
| 6) |
Guiding Action Reactions (Explanation, Suggestion, Recommendation, Compromise-Disapproval, Encouragement, Self-Compassion, Approval-Disapproval)
|
- |
| 7) |
Theoretically Supported Evidence-Based Relationship Variables in Clinical Interviewing (Adaptability, Unconditional Positive Acceptance, Developing Empathy, Transference, Countertransference, Resolution of Resistance, Therapeutic Alliance, Expertise, Believability, Professional Attractiveness, Reciprocity, Empowerment) · Basic Professional Ethics for Psychologists in Clinical Interviewing ( Being Beneficial and Not Harming, Commitment and Responsibility, Integrity, Respect for People's Rights and Dignity, Privacy, Situations Where Confidentiality May Be Violated)
|
- |
| 8) |
Clinical Interview Process (Shea's 5-Stage Model for the First Interview) · First Interview and Report Writing (Personal History Questionnaire, Evaluation of the Client's Interpersonal Relationships, Evaluation of the Client's Current Functionality) |
- |
| 9) |
MIDTERM EXAM · Solving and discussing exam questions |
- |
| 10) |
Mental Status Examination · Diagnosis and Treatment Plan |
- |
| 11) |
Suicide Assessment and Intervention Methods |
- |
| 12) |
Working with Difficult Clients and Situations Requiring Extra Effort (Adolescents and adults who are resistant, brought in by family members or by law) |
- |
| 13) |
Interviewing Young Clients (Special Considerations When Working with Children) |
- |
| 14) |
Basic Principles and Practice in Family and Couple Interviews |
- |
| 15) |
FINAL EXAM · Solving and discussing exam questions |
- |
| |
Program Outcomes |
Level of Contribution |
| 1) |
Ability to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate qualifications. |
3 |
| 2) |
To understand the interdisciplinary interaction that clinical psychology is related to. |
2 |
| 3) |
Ability to use theoretical and practical knowledge at the level of expertise gained in the field. |
3 |
| 4) |
Ability to interpret and create new information by integrating the information acquired in the field with information from different disciplines, |
2 |
| 5) |
Ability to solve problems encountered in the field using research methods |
1 |
| 6) |
To be able to systematically convey the current developments in the field and one's own studies to groups in the field and outside the field, in writing, verbally and visually, by supporting quantitative and qualitative data. |
2 |
| 7) |
Ability to critically examine social relationships and the norms that guide these relationships, develop them, and take action to change them when necessary. |
3 |
| 8) |
Ability to communicate verbally and in writing using a foreign language at least at the European Language Portfolio B2 General Level. |
1 |
| 9) |
To be able to critically evaluate the knowledge and skills acquired at the level of expertise in the field and to direct his/her learning. |
2 |
| 10) |
Ability to supervise and teach social, scientific, cultural and ethical values during the collection, interpretation, application and announcement of data related to the field. |
3 |
| 11) |
Ability to develop strategies, policies and implementation plans on issues related to the field and evaluate the results obtained within the framework of quality processes. |
1 |
| 12) |
Ability to use the knowledge, problem solving and/or application skills they have absorbed in their field in interdisciplinary studies. |
2 |
| 13) |
Ability to independently carry out a study that requires expertise in the field. |
3 |
| 14) |
Ability to develop new strategic approaches to solve unforeseen complex problems encountered in applications related to the field and to produce solutions by taking responsibility. |
2 |
| 15) |
Ability to provide leadership in environments that require solving problems related to the field. |
1 |
ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
