| 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.
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| 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) |
They have specialized knowledge about the science of psychology. |
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| 2) |
Students have knowledge of application processes in the field of psychology |
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| 3) |
They can follow current issues and research in the field of psychology. |
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| 4) |
Students can comprehend theories and studies in the psychology field. |
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| 5) |
Students can be part of studies in applied psychology area. |
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| 6) |
Students will recognize, understand, and respect the complexity of sociocultural and international diversity |
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| 7) |
Students will demonstrate information competence and the ability to use computers and other technology for many purposes |
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| 8) |
Students will be able to tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a discipline |
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| 9) |
Students apply evidence based scientific studies. |
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| 10) |
Students will understand and apply psychological principles to personal, social and organizational issues. |
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| 11) |
Students actively engage in team work and collaborate with others and can show leadership skills. |
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| 12) |
Students can critically evaluate the knowledge and skills acquired in the field of psychology and direct their learning |
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| 13) |
Students can systematically transfer current developments in the field of psychology and their own studies to groups in and out of the field, in written, verbal and visual formats, by supporting them with quantitative and qualitative data. |
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| 14) |
Students are able to interpret and create new information by integrating the knowledge gained in the field of psychology with the knowledge from different disciplines. |
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ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
