1 / 23

İnterviewing with adolescents

İnterviewing with adolescents. Prof Dr Müjgan Alikaşifoğlu Cerrahpaşa Tıp Fakültesi Çocuk Sağlığı ve Hastalıkları Anabilim Dalı Adolesan Bilim Dalı. Developmentally oriented approach.

kawena
Download Presentation

İnterviewing with adolescents

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. İnterviewingwithadolescents Prof Dr MüjganAlikaşifoğlu Cerrahpaşa Tıp Fakültesi Çocuk Sağlığı ve Hastalıkları Anabilim Dalı Adolesan Bilim Dalı

  2. Developmentallyorientedapproach • Inthecourse of interviewingandevaluatingtheadolescent, thehealthcareprovidershould be conscious of theadolescent’sdevelopmentalprocessandtasks.

  3. Evaluativeexpectationsshould be based on thestage of emotionaldevelopmenttheadolescent has attained. • Earlyormiddleadolescents, certainlycannot be expectedtothinkandbehave as logically as adults.

  4. Thesearesamplequestionsregardingvariousadolescenttasks: Body image • “Do youhaveanyquestionsorproblemswiththephysicalchangesyouareexperiencing?” • “Do youlikeyourself as youare?”

  5. Peerrelationships • “Who is yourbestfriends?” • “Howmanyclosefriends do youhave?” • “What do you do forfun?” Independence • “Do yougetalongwithyourparent?” • “Overwhatissues do familyargumentsoccur?”

  6. Identity • “Areyousatisfiedwiththewaythingsaregoingforyou?” • “Ifyoucouldchangecertainaspects of your life, whatwouldyou do andwhy?” • “Whatareyourplansforthefuture?”

  7. Sexuality • “Areyoudating?” • “Do youhavequestionsorconcernsaboutsexualactivities, contraception….?”

  8. Weuse HEADSSS interviewtoobtainpsychosocial/developmentalinformation Itcovers: • Home • Education • Activities • Drugs • Sexuality • Suicide • Safety

  9. An advantage of thisapproach is thatthepractitionermovesfromlesspersonalquestionstomorepersonalandpotentiallythreatiningquestions.

  10. Home: • “Where is theteenliving?” • “Wholiveswiththeteen?” • How is theteengettingalongwithparentsandsiblings?” • “Havetherebeenanyrecentmoves?”

  11. Education • Is theteen at school? • What is theteengoodandbad at in school? • Whatclassesareparticularlyinterestingorboring? • Whatgradeaveragetheteenmaintain? • Has theteenrepetedorfailedanyclasses? • Has theteenreceivedanysuspansion? • How is theteengettingalongwithteachers? • Whatgoalsdoestheteenhavewhen he orshefinishesschool?

  12. Iftheteen is olderorout of school, thepractitionaireshould ask aboutemployment

  13. Activities • Whatdoestheteen do afterschool? • Whatdoestheteen do tohavefunandwithwhom? • Doestheteenparticipate in anysportsactivities? • Communityactivities? • Whatreadingdoestheteen do? • Whatmusicdoestheteenlike? • Whataretheteen’shobbies? • Doestheteenhavefriends? • A bestfriend? • Howmuch time doestheteenspendwatching TV orplayingcomputergamesorsearching internet?

  14. Drugs • Whattypes of drugsareusedbytheteen’speers? • Whattypes of drugs do familymembersuse? • Whattypes of drugsdoestheteenuseand in whatamountandfrequency?

  15. Sexuality • Is theteendating? • Whataredegreeandtypes of sexualexperiences? • Is theteeninvolvedwithanotherindividual in a sexualrelationship? • Has theteen had sexualintercourse? • Ifyes: owoldwastheteen in his or her firstsexualintercourse?

  16. Suicide • Has theteen had anypriorsuicideattempts? • Doestheteenhaveanycurrentsuicidalideation? • It is veryappropriateto ask directquestionsaboutsuicidalideation, such as “Haveyou ever thoughtaboutkillingyourself? Orhaveyou ever tried? OrWouldyoukillyourself? Or Do youhave a plan? • Directquestions do not precipitatesuicidalactionandarethebestwaytoobtainsuchinformation.

  17. Sexualorphysicalabuse. • Inanyteenwho has significantproblems in any of thepreviouslymentionedareas, it is criticalto ask aboutphysicalorsexualabuse

  18. Thisincludes: • Individualwithrunawaybehavior • Significantfamilydisfunction • Change in schoolgrades • Lack of friends • Substanceabuse • Earlyonset of sexualactivity • History of suicideattempt

  19. Physicalexamination • Thephysicalexaminationprovides an excellentopportunitytoeducatetheadolescentabout his or her changing body. Forexample, femaleadolescentmay be taughttoperformeroutinbreastexaminations • oryoungmaleadolescentmay be reassuredaboutgenitaldevelopment

  20. Whoshould be presentduringthephysicalexamination? • Someadolescentprefertohavetheparentpresent • Theteencould be askedfirstwhether he orshepreferedthattheparent be in theroomduringtheexamination. • Particularlyyoungeradolescentsanddevelopmentallydelayedadolescentsmaywishtohave a parentwiththem.

  21. Maledoctorsshoulduse a chaperonduringthebreastandgenitalexamination of femalepatients. • Theoritically, thesameconceptwouldholdfor a femaleexaminnerduringgenitalexamination of a male, althoughthisusually has not occured in clinicalpractice.

  22. Closure • At theclose of theinitialorfollow-upvisit, thehealthcareprovidershouldaddressthefollowingissues: • Provide a briefsummary of theproposeddiagnosisandtreatment, addressedprimarilytotheadolescent. • Parentwhoaccompanytheadolescenttothevisitshould be included in a final discussion of thenonconfidentialissues, sothatthey can helpsupporttheplans.

  23. Discussanyotherresourcesavailabletotheadolescent • Allowtheadolescent time todiscussany final questionsorconcerns • Schedule anyfollowupappointments • Informtheadolescentthatthehealthcareprovider is available at othertimes.

More Related