Videoed Interview Report

The practical experience gained from the videoed interview has proven valuable in identifying what I need to improve in order to be able to competently work with clients in an interview situation. The four stages addressed in this reflection include story and strengths, goals, restory and action, as well as important skills involving attending, empathic relationship, listening responses and influencing skills. While the time requirement for the interview was fifteen minutes, the interview I conducted went for eleven minutes, suggesting that I did not spend enough time in each of the stages. However, I felt that while there is much room for improvement, I was able to demonstrate an understanding for each of the required components during the

59; Kirst-Ashman & Hull 2006, p. 47; Staniforth 2015, p. 286). Accordingly, being consistent in demonstrating these qualities helps to facilitate trust and develop rapport with the client and enhances the interviewer’s ability to connect and respond to the client’s emotional state (Staniforth 2015, p. 286). Methods of enhancing rapport and developing an empathic relationship with the client include engaging the client in small talk prior to delving into their issue (Kadushin & Kadushin 2013, pp. 140-142; Kirst-Ashman & Hull 2006, p. 53). In addition, using the client’s name often during the session conveys warmth and respect (Ivey, Bradford Ivey & Zalaquett 2016, p. 135). Although I (social worker (SW)) did not engage Katia (client) in small talk, I used Katia’s name repeatedly during our interaction and consistently demonstrated respect, understanding and genuineness in a warm and nonjudgmental manner. Ivey, Bradford Ivey and Zalaquett (2016 p. 60) describe three levels of empathy: subtractive empathy, basic/interchangeable empathy and additive/positive empathy. Notably, subtractive empathy should be avoided as it is generally the result of poor listening and influencing skills. On the other hand, interchangeable and positive empathy are demonstrated through appropriate use of attending, listening and influencing skills to

6; Egan 2010, p. 72; Ivey, Bradford Ivey & Zalaquett 2016, p. 136). Specifically, the information collected during this stage of the interview will enable an understanding of the change that the client wants in order to set goals and strategies (Cormier, Nurius & Osborn 2013, p. 6). I realised during the interview with Katia that I asked a lot of questions instead of applying listening skills to encourage Katia to offer information. I believe this is something that I will continue to develop with experience by applying the skills and knowledge gained from this course. At about 3 minutes and 39 seconds into the interview, I asked Katia a number of questions to draw out Katia’s resources and strengths. We effectively identified that Katia enjoyed exercising on her own and that she had the space and equipment to do this from home. Once Katia had provided all the relevant information, I summarised what Katia had told me and transitioned into stage