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orientation and Rapport in the interview process

orientation and Rapport in the interview process. Presenters: Team Simplicity. INTERVIEW PROCESS. Focuses on relationship building Throughout the interview the counselor attends to the clients’ behaviors

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orientation and Rapport in the interview process

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  1. orientation and Rapport in the interview process Presenters: Team Simplicity

  2. INTERVIEW PROCESS • Focuses on relationship building • Throughout the interview the counselor attends to the clients’ behaviors • Develops a beginning picture of the client’s cultural context, circumstances, values, needs, aspirations, and goals • The interview is by far the most frequently used assessment procedure in rehabilitation and related medical, mental health, and human service settings

  3. BENEFITS OF ORIENTATION • Inform clients of the agency or program purpose • Educate clients about the available services • Assure client of the confidentiality in the interview process • Try to put the client at ease • Explain counselor role and functions • Explain client rights and responsibilities

  4. AREAS OF ORIENTATION • Involving the client in the interview process by: • Orienting • Giving instructions • Requesting information • Demonstrating understanding throughout the interview • Information collected is utilized to help the client’s understanding and ownership of the assessment results.

  5. CONFIDENTIALITY • Confidentiality should be addressed at the initial session with the client. • In order to build trust, it is important that the client understands that the information shared during sessions are strictly confidential. • Trust is the cornerstone of the counseling relationship • Failing to convey the term of confidentiality could lead to the following: 1. Resistance on the part of the client 2. Client may not be forthcoming with information relevant to their case 3. Lack of trust (which lead to a break down in the counselor-client relationship.)

  6. BENEFITS OF RAPPORT BUILDING - Rapport is a relationship of mutual understanding or trust and agreement between people. - Beyond professional level, get to a friend level as well. - Becoming aware of certain actions client performs. - Becoming personal allows you to truly help out the client. - Continued practice will lead to success. - Understanding a student’s home life and where they come from allows you to truly understand a student’s situation.

  7. FACTORS • Basic Listening Sequence • Empathy • Additive Empathy • Positive regard • Nonjudgmental attitude (including cultural awareness and sensitivity)

  8. FACTORS (continued) • Respect & Warmth • Concreteness • Immediacy • Authenticity & Congruence (SOURCE: E.I. Allen, M.B. Ivey, and C.P. Zalaquett)

  9. INTERVIEW STYLE • Attending Behaviors for Interviewers • This includes eye contact, vocal qualities, verbal tracking, and body language • Authenticity – be “real” with the client

  10. Interview Style • Basic listening sequence • Empathy • Additive • Subtractive empathy • Nonjudgmental attitude • Positive regard • Respect and warmth • Concreteness • Immediacy • Authenticity and congruence

  11. MULTICULTURAL ISSUES • Counselors must take the time to educate themselves about various culture groups • Cultures establish rapport in various ways Examples: Eye contact and body language • Issues related to culture should be addressed early on in the counseling relationship

  12. SUMMARY • The orientation and rapport is the foundation to the counseling relationship. • Orientation includes: agency’s purpose, services and eligibility criteria; client rights; counselor’s function; and client’s responsibilities. • Rapport can include counselor’s preparation, interview style and multicultural awareness.

  13. CASE STUDY • Roxy is an 18-year old female with an intellectual disability who will be participating in a comprehensive vocational evaluation soon. To date, Roxy has never participated in any aspect of vocational evaluation and is completely unfamiliar with vocational evaluation agency policies and procedures. Needless to say, she is very nervous and has prepared numerous questions in advance regarding the entire vocational evaluation process. When Roxy meets with the vocational evaluation team for the first time, the evaluators inform Roxy that they have an unusually large number of clients to evaluate that day. Therefore, the vocational evaluators would like to “skip” the standard admissions process and begin test administration immediately. Roxy is also told that she will be done and out the door in no time. As a result, Roxy is not able to ask service-related questions. What aspects of the interview process, if any, are missing in this example? What ethical issues are involved in this situation? Could the vocational evaluator’s treatment of Roxy impact the services she received? If impacted, in what ways?

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