Assignment 2: Prepare For An Interview By Wednesday, Novembe

Assignment 2 Prepare For An Interviewbywednesday November 18 2015co

Assume you are employed as a counselor at your local high school. You need to conduct a 30-minute interview with a student who has suddenly had a dramatic decline in her grades. Prior to conducting any interview, it is extremely important to plan its structure, the type of information you hope to acquire, the timing and sequencing of the interview, and the types of questions you might want to ask. To prepare for the interview, analyze the structure of the interview and present a summary including the following reasons for your choices: Purpose of your interview Discuss the topics you plan to cover and the sequence in which you will cover them Questions you will use to obtain the information Opening techniques to build rapport with the volunteer Types and examples of questions you want to avoid In your discussion, please be sure you cite, at a minimum, the online course and the text book for the course.

Your paper should be 2–3 pages (not counting the cover and reference pages), be APA formatted, and include a reference page. Submit your assignment to the M2: Assignment 2 Dropbox.

Paper For Above instruction

Conducting an effective and empathetic interview with a student experiencing a sudden decline in academic performance requires careful planning and thoughtful execution. As a high school counselor, the primary purpose of this interview is to identify underlying issues—be they emotional, social, or academic—that are contributing to the student's performance decline and to develop a supportive plan of action. A well-structured interview not only facilitates information gathering but also fosters trust and rapport, which are essential for honest and open communication.

Purpose of the Interview

The main purpose of the interview is to understand the factors affecting the student's academic performance and emotional well-being. It aims to identify specific issues such as mental health challenges, peer relationships, family problems, or school-related stressors. This understanding can guide appropriate interventions, support strategies, and referrals to other professionals if necessary. The goal is to create a safe space where the student feels heard, valued, and supported.

Topics to Cover and Their Sequence

The interview should follow a logical progression, starting with establishing rapport and moving towards more sensitive topics. Initially, topics such as the student's general well-being, recent changes in personal or family circumstances, and school experience should be addressed. This sets a foundation of trust. Once comfort is established, the discussion can shift to specific issues like peer interactions, engagement with coursework, motivation levels, and any emotional or mental health concerns. Finally, the conversation can explore potential support systems, coping strategies, and areas where the student feels they need help.

Questions to Obtain Information

Effective questions are open-ended to encourage detailed responses, yet focused enough to gather relevant information. Examples include: "Can you tell me how you've been feeling lately?" "What has changed recently in your life?" "How do you feel about your classes and your relationships with teachers and classmates?" "What do you find most challenging right now?" "Have you noticed any particular situations that make you feel more stressed or upset?" "How do you usually cope with difficult feelings or situations?" "Are there people in your life you trust and talk to?" "What would help you feel more supported at school?" "Have you encountered any specific incidents that upset you or made you feel overwhelmed?" "What are your goals for the future, and how do you feel about achieving them?" These questions are selected to promote openness, build rapport, and gather comprehensive insights.

Opening Techniques to Build Rapport

Building rapport at the beginning of the interview is crucial. Techniques include starting with a warm, friendly greeting, expressing genuine interest in the student's well-being, and explaining the purpose of the interview in a non-threatening manner. Small talk about neutral topics, such as hobbies or interests, can ease initial tension. Demonstrating active listening through eye contact, nodding, and maintaining an open posture also promotes trust. Clarifying confidentiality boundaries reassures the student that their responses are private and valued.

Questions to Avoid

Questions that are closed, leading, or confrontational should be avoided. For example, "You’re not really upset about your grades, are you?" or "You don’t have any problems at home, do you?" can shut down honest communication. Also, avoid overly personal or intrusive questions that might cause discomfort or embarrassment. Questions that imply judgment, such as "Why didn’t you tell anyone about your problems?" or "Are you sure you’re doing everything you can?" should be refrained from. The focus should remain on empathetic, supportive, and non-judgmental inquiry.

Conclusion

A successful interview hinges on clear purpose, logical structure, effective questioning, and rapport-building techniques. By carefully planning the topics, sequencing questions appropriately, and establishing a trusting environment, a counselor can facilitate an open dialogue that yields meaningful insights. This approach not only assists in understanding the student's challenges but also demonstrates genuine care and support, encouraging positive engagement and meaningful intervention.

References

• Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy (10th ed.). Cengage Learning.
• Nelson-Jones, R. (2014). Practical Counseling and Helping Skills: A Student Guide. Sage Publications.
• American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.).
• Rogers, C. R. (1961). On Becoming a Person: A Therapist's View of Psychotherapy. Houghton Mifflin.
• Knapp, S., & McManus, B. (2014). Counseling Children: A Developmental Approach. Cengage Learning.
• Hill, C. E. (2014). Helping Skills: Facilitating Exploration, Insight, and Action. American Psychological Association.
• Kaslow, N. J. (2015). Supervision of the Counseling Process. Routledge.
• Gascoigne, M., & Norcross, J. C. (2014). Psychotherapy Relationships that Work: Evidence-Based Responsiveness. Oxford University Press.
• Textbook for the course (Insert specific textbook title, author, year, if applicable).
• Online course module on Counseling Interview Techniques (Insert specific course details, URL, or platform).