ANNOUNCEMENTS AND ASSIGNMENTS PAGE FOR DHS 3300

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1. Interviews:

As the syllabus indicates, there are two external interviews that must be done in the course. One of them is due when we begin chapter 5 which is about 4 or 5 weeks into the course. Bring the interview to class with you for points. The other interview must be turned in 4 class weeks after that one which places it in later October.

A. Remember, you are to do two interviews. One of them must be from the human services domain and the other from the criminal justice domain. If you want the points for the activity (5 points per interview) you must bring to class with you a two-page typed write-up for each interview on the day identified above. At least one of the interviews must occur at the professional's work site. The report should consist of the most salient aspects of the interview for each category we developed.

B. In order to make sure we are consistent in our work, I have put the format for the interview on this page so that you can copy it and use it to guide your work. Of course, you may a copy the interview format below use it to structure your interview, which is why is it called a "structured interview!" Remember: the interviews will be graded on how well they follow the form and whether they are turned in on time. The write-up for the report must be 2 double-spaced pages with 22 lines per page and 1 inch margin in New Times Roman 12 point font. You can organize the material any way you like but all of the required sections (the numerals) must be included.

C. Please note that there is an activity form that must be signed for this portion of the course. It will be handed out early on and must be handed in before the interviews are done.

DHS 330 SEMI-STRUCTURED INTERVIEW FORMAT: (Student Name)

1. TYPE OF POSITION: Title of Position. Do not name the person and do not give identifying information about the interviewee. Instead, use the title of the position or, if that is too revealing, a general title such as "criminal justice system worker" or "mental health system worker." Be sure you let the person know that you will be sharing the information in class.

2. QUALIFICATIONS (What kind of training/credentials/experience must a person have in order to be hired?)

3. DUTIES AND RESPONSIBILITIES (What does the job consist of doing? What are the most important responsibilities?)

4. TYPICAL DAY (What is your typical day like? How about a busy day?)

5. CAREER DECISION (How did you come to do this kind of work?)

6. PERSONAL QUALITIES (Which personal qualities seem to help people do this kind of work well? Which ones seem to get in the way?)

7. REWARDS AND DISADVANTAGES (What kinds of things bring you satisfaction with your work? What kinds of things seem to make it less enjoyable at times?)

8. CHANGES (What kinds of things would you change about your position if you could? What kinds of changes have you coped with in the past?)

9. ENVIRONMENT (Either ask the "subject" about the way they think their work environment --office space, building, etc.-- impacts on their work; or observe the environment including the office, make some hypothesis about what it tells you and politely explore them with the individual.)

10. ADVANCEMENT (Career path of advancement/growth)

11. ADVICE (What kinds of advice would you give someone who was considering this kind of work or career?)

12. REACTION (What you learned by doing this interview. That can include what you learned about the kind of work the person does, your reactions to it, and doing interviews.)

Be sure to thank the individuals for their time and then remember to send them a "Thank You" note. (Remember, you are representing me and the college as well as yourself, not to mention the fact that each meeting is a "networking" opportunity for you!) As we discussed, try to set up the interview for half an hour: people need to know how much time to set aside for you. Finally, may the force be with you! CM

2. Video Activity:

This activity aims at giving you the opportunity to actually demonstrate the skills you learn in this course. It consists of the following steps and will result in 15 points if done properly.

a. Work in pairs if the class is small or in groups of three if it is large. Find a partner(s) and arrange a time for you to meet with each other in order to do the activity.

b. Develop skills: Select three listening/communicating skills that interest you from the following list: Identifying themes and patterns, validation, identifying strengths, mirroring, empathic echo, reflection, refocusing, sustaining and cushioning, reflecting discrepancies, and self-disclosure.

c. Create and script roles: (1.) First create a context for an interview, such interviewing a mental health client, social services recipient, suspected criminal, victim of a crime, a parolee, etc. (2.) Then, some issue or problem likely to occur in this field that is relatively standard, such as a depression, drug problem, abuse, interrogating a suspect, being robbed, looking for work with a mental health or criminal justice record, and so forth. (3.) Write out a basic script or scoreboard that includes the three skills you want to illustrate. (4.) Identify one person(s) as the professional and one(s) as the recipient of the interview or service.

d. Tape a demonstration of the skills. This part of the activity should be fifteen minutes long and has three parts. (1) Introduction: The interviewer briefly describes the situation that the role portrays for the viewer of the tape. The interviewer also names the particular skills that are to be demonstrated so the view knows what to look for. (2) Then, interviewer(s) conducts an interview with the recipient at least for 10 minutes. (3). Finally, the person (s) who did not act as the interviewer shall be responsible for discussing the skills demonstrated in the tape for 5 minutes. The video should be 15 minutes long when done.

e. Turn the tapes in to me by the beginning of the last week of classes. If you do not have access to a recorder, you may borrow mine but are, of course, responsible for any damage to it.

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