Interviewing Resource Guide

The process of interviewing is important to psychologists in different fields of
psychology. Whether one is practicing as a forensic psychologist or as a child psychologist,
interviewing helps create and maintain a good rapport between the professional and the
interviewee. It is also important in the provision of therapy, collecting evidence in the case of
forensic psychology, as well as helping people change in non-clinical settings, such as when
using motivational interviewing. There are different interviewing stages and skills that are
appropriate for each stage. A practitioner’s effective use of these skills facilitates success in the
process. It helps achieve the goals of the interview and achieve the goals of the interviewing
process. This paper provides an interviewing resource guide that includes an overview of the
exploration, action, and termination interviewing stages, appropriate skills to be sued in each
stage, and a brief reflection of how the content covered in this course had evoked my emotions
and fostered self-awareness.
Exploration
The interview process in the field of psychology demands that a professional has the
relevant skills, knowledge, and abilities. There are three main stages that are important in the
interview process. The stages are exploration, action, and termination. The structure of the
interview process depends on the goals as well as the client population. At the exploration stage,
the interviewer establishes a relationship with the interviewee (Nogueiras, Iborra & Kunnen,
2019). It creates a helping relationship, and the goals of the interview are laid down. The
interviewer must also ensure that they create an appropriate climate that will foster trust and
mutual respect. In addition, at this stage, open and free communication between the interviewer

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and the interviewee is established. The aim is to shift the responsibility of taking charge of the
interview from the interviewer to the interviewee.
At the exploration stage, the interviewer must possess the techniques to relieve tension
and anxiety as well as foster open communication. The interviewer must also have the necessary
verbal communication skills that enable smooth communication between them and the
adolescents. Another key skill is listening and understanding. The psychologist must be able to
listen attentively and understand the message being passed through by the interviewee. A strong
relationship between the two is based on empathy and genuineness (Nogueiras, Iborra &
Kunnen, 2019). At the exploration stage, the interviewer has an opportunity to create a strong
interpersonal relationship. The aim is to meet the needs of the individual and not the interviewer.
As a result, the psychology expert must possess the skills to make the interviewee feel
comfortable and, in so doing, able to express their thoughts freely.
After the establishment of a strong relationship between the interviewer and the
interviewee, the interview has to proceed to the stage of understanding the problem. The success
of the interview is based on attitudes adopted by both the professional and the interviewee. The
psychology professional must be sensitive to the needs of the interviewee. They must ensure that
they are not judgemental and instead are patient with the individual as well empathetic to their
needs. They must also suspend any form of criticism as well as intruding thoughts and ideas.
Both verbal and non-verbal communication skills must be geared towards communicating
intense interest in the interviewee’s thoughts and feelings (Guerrero et al., 2019). They must thus
adopt appropriate behavior such as proper body language and nonverbal cues such as nodding to
show interest in the process. The interviewer must also ensure that they maintain eye contact.
Eye contact is one of the ways through which an interviewer shows that they are invested in the

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interview process. Appropriate facial expressions also help in responding to the thoughts and
feelings being expressed by the interviewee.
In my experience, the exploration stage is the most important stage. When I was
conducting an interview, I had to ensure that I established a strong foundation between the
interviewee and me. I was keen on ensuring that the interview process was founded on a strong
foundation. I ensured that the interviewee felt comfortable when the interview began.
Exploration set the stage for other subsequent stages. It sets the tone for the interview process
and is one of the most challenging stages for an interviewer. I felt that I was strong in various
interpersonal skills and was able to make the interviewee comfortable. However, I struggled a
little on verbal and nonverbal cues aimed at ensuring that the interview was a success. I was not
aware of which nonverbal cues were appropriate for the interview and realized that culture plays
a huge role in defining which nonverbal cues are appropriate and which ones are not. I realized
that the foundation of a successful interview is the interviewer maintaining interest and avoiding
being judgmental. Should the interviewer shift their interest, the interview is likely to fail in
achieving its objectives. On the other hand, should an interviewer establish a climate of open
communication, the interview is likely to be a success. A psychology professional must adopt an
appropriate presentation since this creates an excellent environment that facilitates exploration.
The interview process has to be culturally responsive. As a result, the use of each skill
during the exploration stage largely depends on the cultural background of the client. When
dealing with clients from different cultures, it is important to recognize that they will be hesitant
to establish a strong relationship with the interviewer (Guerrero et al., 2019). The interviewer has
to ensure that they bridge the gap that may hinder the establishment of a personal relationship.
The psychology professional has to ensure that they are culturally competent. They must

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undertake in-depth research on the culture of the interviewee to ensure that they adopt
appropriate verbal and nonverbal cues. Handshakes, eye contact, and facial expressions should
be designed based on the cultural background of the interviewee.
During the exploration stage, interviewees have a tendency of feeling scared and
vulnerable. They may also be uncertain whether the interview will yield any fruits. It is
important to ensure that the individuals feel hopeful and understood. The psychologist must be
culturally sensitive and ensure that they do not reach premature conclusions at the exploration
stage (Nogueiras, Iborra & Kunnen, 2019). There are various strategies that have been suggested
at the exploration stage. They include slowing down and using plain language. The practitioner
must be keen on ensuring that the language used is appropriate and that it does not scare the
client or create an impediment to the interview process. In addition, the interviewer must define
the appropriate amount of information that they give to the client (Guerrero et al., 2019). In so
doing, a shame-free environment that fosters openness will be created. The participant should be
encouraged to participate in the interview.
At the explorations stage, the interviewer must apply micro counselling skills after
learning about the background of the participant (Guerrero et al., 2019). They must adjust space
appropriately since different cultures have different beliefs on personal distance. They must also
adopt an appropriate level of eye contact. A natural conversation environment should be
enhanced. It is important for the practitioner to seek appropriate information on the participant’s
demographic background during the exploration stage (Guerrero et al., 2019). Such an action
will help the interviewer integrate the client into the mainstream. The content of the interview
should be adjusted based on the demographics of the client.
Action Stage

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The action interviewing stage entails implementing a change plan. Individuals at this
stage recognize that they are responsible for changing their behavior (Gutnick et al., 2014). In
most cases, a little assistance from external sources is necessary. The interviewer observes that
there is an effort from the interviewee to change. In motivational interviewing, the aim is to help
individuals change behavior and adopt a more desirable behavior (Naar & Suarez, 2021). The
interviewer must identify hurdles such as sustain talk and help the individual define coping
strategies. For instance, when it comes to changing one’s diet and adopting a healthy diet, some
hurdles may include that the fridge is always full of junk, and they do not know how to avoid the
temptations. The hurdle here is the junk food in the fridge, and the interviewer can help the
individual know how to overcome it. For instance, donate the junk food and stock the fridge with
healthy foods, avoid stores that stock junk foods and visit stores that sell vegetables and other
healthy foods.
The action stage entails identifying new sources of support (Gutnick et al., 2014). For
example, the interviewer may help an individual struggling with remaining physically engaged
by having them subscribe to a gym near them and join a group there for accountability purposes.
The stage also entails tracking progress. For instance, a person who has been physically active
for a week or one that has stayed away from junk food for a month has made some progress.
Tracking progress helps in the continuation of the changed behavior (Naar & Suarez, 2021). It
also helps in unlearning undesirable behavior. When an individual is in the action stage, new
behaviors have not yet been formalized (Gutnick et al., 2014). Thus, support systems are
necessary. It is also important to track changes and identify potential situations that could trigger
a relapse so that the individual can avoid them.

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The action stage requires the interviewer to possess four critical communication skills.
These are necessary to support and strengthen the conversation and elicit change talk, which is a
pillar in the action stage (Gutnick et al., 2014). One of the skills include the use of open-ended
questions allows the interviewer to find more about the individual’s point of view and their
perspective about change (Gutnick et al., 2014). Open-ended questions encourage the
interviewee to provide more information that is necessary for the interviewer to understand and
offer the necessary support. These questions also help build a collaborative relationship, and this
is important to ensure that the interviewee’s motivation for change is evoked (Naar & Suarez,
2021). Further, since this is the action stage, the interviewee has an opportunity to explain and
provide as many details as they can regarding the steps they will take to adopt the changed
behavior and drop the problem behavior.
Another skill is affirming, and this entails recognizing and commenting on the
interviewee’s abilities and strengths. For instance, an interviewee may say, “I do not know
whether I can manage to exercise for a week without fail”. When using the affirming skill, the
interviewer will say, “Yes, you are capable of engaging in regular exercise and sustain the
behavior for one week”. Additionally, the use of affirmations in interviewing helps build
excellent rapport (Gutnick et al., 2014). It is possible to strengthen the relationship further by
employing other techniques, such as validating the client’s emotions. Validation in a
motivational interview may appear like this, “I feel excited when I consume healthy meals for a
full day” the interviewer may say, “that is great progress. I am happy for you”. Sharing in the
individual’s happiness helps them get encouraged to sustain the changed behavior and work
towards adopting the desirable behavior as a lifestyle.

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Another important communication skill that is important in the action stage is reflective
listening which is applied effectively through summarizing. When a psychologist repeats what an
individual has said using their own words, and in the form of a statement as opposed to using a
question format, the interviewee is encouraged to share more details (Naar & Suarez, 2021). The
practitioner also has an opportunity to clarify meaning and ensure that they understand what the
individual is saying. Summarizing helps in reflecting back on what the interviewer has said. In
motivational interviewing, summarizing at the action stage helps the individual consider a
change. It is considered as one of the strongest characteristics in evoking the change process
(Gutnick et al., 2014). Further, reflective listening helps the practitioner to build engagement,
particular when they are emotional, and it helps calm them down. The summarizing skill helps in
identifying the core elements of a client’s story (Naar & Suarez, 2021). It is necessary for
engaging in change talk and sustain such statements as this is when the interviewee shows their
commitment to change.
During the interviews, I conducted in weeks one and two of the course, I used the above
communication skills. I widely used open-ended questions. This helped me get as much
information from the teenager that I was interviewing as possible. Affirming helped build and
strengthen a rapport with the individual that I was interviewing. I struggled with reflective
listening and summarizing. It was emotional to engage in reflective listening and to summarize.
Some of the things that the teenager was going through were intense emotionally. When the
individual has experiences that entail intense emotions, it is important to take short breaks, breath
and allow the interviewee to also go through the emotions—also, affirming help. For instance, a
professional may tell the individual, “That sounds like a lot. No wonder you feel overwhelmed”.

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The above skills used in the action stage can be used with any client regardless of their
cultural background. The skills are aimed at evoking change and helping the client sustain the
changed behavior (Naar & Suarez, 2021). The communication skills are more directive and
goal-oriented. They can apply to clients with a wide variety of goals. The practitioner, however,
needs to tailor their use accordingly to meet the diverse needs.
Termination Stage
Individuals reach the termination stage when they have fully integrated the changed
behavior into their lifestyle (Miller & Rollnick, 2013). In other words, the person has a new
image. For example, if they were smoking, they have gone through two years successfully
without smoking. At this point, the practitioner is certain that the individual has graduated from
the maintenance stage and is now in the rumination stage. The person can overcome new
obstacles, even some not envisioned during the intervention phase. The individual may, however,
remain part of support groups. For example, if they were part of the Alcoholics Anonymous
(AA) group, they may continue attending the meetings and watching their sobriety. The point is
that at this stage, the individual has changed their behavior, maintained the new behavior for a
considerable long period of time, and is now moving forward and continuing with the new
lifestyle.
In the termination stage, strength-based skills should be employed. The individual has
proven that they have adopted the new lifestyle and integrated the change behavior into their
routine. They have faced obstacles and still managed to resist them. In this case, then, the
practitioner should use strength-based approaches that entail focusing on strengths. At this stage,
the practitioner should be positive and optimistic (Lenzen et al., 2017). They should show the
client that it is possible to continue with the new lifestyle for as long as they live or is necessary.

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Focusing on the positive side does not imply overlooking the challenges (Patterson et al., 2018).
However, it entails showing the client that it is possible to even provide support to other people
and share their journey as a way of inspiring others. The practitioner should apply this skill to
support the client and encourage them not to consume support passively but to also do be
actively engaged in the community in offering support to others. This is necessary for the
termination stage as there is a probability of relaxing and relapsing if the individual is not
actively engaged in the positive or newly acquired behavior.
Another important strength-based skill in fostering resilience. The practitioner and the
client should be goal-oriented. The most crucial element in the termination stage is setting goals
(Okun & Kantrowitz, 2014). The goal here is not to adopt the change behavior as this has
already been done, and the client has already managed to integrate the new behavior into their
lives. However, the client should set goals that they want to achieve in their new lifestyles. For
example, a person that has lost weight and has managed to adopt a healthy lifestyle may set a
goal that would sound like this, “each year, I would climb a mountain or each year, I will go for
a hike”. The aim of the goal is to make use of available resources within the environment and
make the new lifestyle change exciting. It helps avoid stagnation as this is an obstacle that can
hinder progress and easily lead to relapse.
The termination stage may appear as if it is the end of the change journey (Okun &
Kantrowitz, 2014). However, it is not as one is not immune to relapse simply because they have
been in the maintenance stage for long and have sustained the change. From experience, I have
seen people relapse after ten years of being alcohol-free. It is sad, but it shows that relapse can
occur regardless of the period one has stayed after the exiting maintenance stage. As such, it is

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important to ensure that one’s actions are goal-oriented and avoid settling as this can affect ones
progress.
Reflection
This course has impacted me with a lot of skills that I will use in my career. I have
mastered the skill of reflecting content and feelings. It is a skill that seemed difficult to grasp at
the beginning, I took time to understand what it entailed, but I can comfortably say that I have
mastered the skill. It is a two in one skill. It entails being able to pick the most important
elements of the information as said by an interviewee and then using one’s own words to feed it
back to the interviewee. The skill of reflecting feelings entails reflecting the perceived emotional
effects of the interviewee’s words. It is picking the emotions expressed in an interviewee’s words
or picking the emotions expressed non-verbally through their body language. After going
through the content of this course and interacting with several journal articles and other
resources, I have mastered the art of reflecting content and reflecting emotions. I think that it is a
very important skill in my career in psychology. I know that I can hold the mirror to the
interviewee and show them that they have my full attention, and I understand their words and
well as their feelings. The double-sided reflection on content is very useful as it helps an
interviewer to recognize the interviewee’s change statements and sustain talk. Miller & Rollnick
(2013) asserts that employing double-sided reflections help the interviewee see that they can
progress and adopt the change they want if they overcome their sustain talk. When the approach
is used by an interviewer, the interviewee is shown that the change they want to implement is
possible, and they are guided into identifying how they want to go about it.
I have also mastered the skill of interviewing, specifically forensic interviewing, using
the PEACE forensic interviewing technique. The technique entails five steps which include

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preparation and planning, engaging, accounting, closure, and evaluation (Farrugia et al., 2019).
When using this interview technique, the interviewee should be clearly informed of the purpose
of the interview and the role of each of the interviewing officers in the event that more than one
interviewer is involved. During the interview, the interviewer should make use of simple
language to ensure that the interviewee understands. The language used should also be
appropriate. For instance, when dealing with a child, it is important to select the words used
carefully to enhance understanding as well as ensure that the child is comfortable enough to
provide all the necessary information. Further, I know that it is important to use a flexible
approach and create a relaxed atmosphere as this will be enough motivation for the interviewee
to cooperate and provide more information.
PEACE provides an ethical approach to interviewing. The communication between the
interviewer and the interviewee is enhanced, and its use has led to remarkable improvements and
a decline in undesirable outcomes. It is a departure from the use of coercive interviewing
techniques, and I put in more effort to master its application because I felt that it is a technique
that aligns with my values. It is a technique that allows for the collection of valid and reliable
information, and this facilitates accurate decision making. In forensic interviewing, the use of
this technique avoids wrong judgments and, consequently, wrongful convictions. The probability
of having inadmissible statements is minimized (Roycroft & Brine, 2021). It ensures that public
confidence is not undermined and that the interviewee’s legal rights are upheld. It is a technique
that ensures that accusatorial techniques are not used, and this makes it one of the best tools to
use in forensic interviews.
Based on my experiences in this course, I possess excellent interviewing skills. I am also
good at interviewing children and adolescents. I possess values that will undoubtedly serve me

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well when interviewing. For instance, I exude genuine concern and empathy. During the few
interviews that I have conducted for purposes of assignments in this course, I have noticed
nuances in the body language and voice tones of the individuals that I was interviewing. I also
possess skills such as reflection and active listening, and this is necessary for reflection of
content and reflection of feelings during interviewing. I can communicate an understanding of
the powerful emotions being discharged by the interviewee, and this, I believe, makes me a very
good interviewer in my career as a psychologist. Further, I possess a solid ethical core and have
internalized the ethical standards that guide psychologists in their practice. I demonstrate
transparency, honesty, and openness, and these will work for me in my professional field.
However, there are a few areas that I need to work on in my journey as a psychologist.
For instance, I need to work on my patience with interviewees. I need to work on the process of
guiding the interviewee into providing information without suggestibility, as my shortcomings in
this area can easily lead to suggestibility. For instance, I have work to do in the area of letting the
interviewee complete their won sentences without filling in the blacks for them as this can affect
the quality and accuracy of information provided. This is an area that I am working on, and with
practice, I will be able to get better at it.
Overall, I have acquired a lot of knowledge and skills from this course. Specifically, I
have gained knowledge on the various interviewing techniques and the strengths and weaknesses
of each. Thus, depending on the context, I know the technique that is most effective. For
instance, I know that the PEACE interviewing technique is very effective and appropriate for use
in forensic interviewing. Further, I know that motivational interviewing is effective for use in
counselling. It provides an empathetic approach to counselling and an egalitarian “way of being”
(Dasgupta et al., 2012). Its communication style is characterized by change talk and reflective

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listening. Thus, when in a non-clinical setting, it is effective in helping people employ change
such as engage in physical activity or change their diet. Evidently, this course has helped me
acquire knowledge and skills that have transformed me into an all-around interviewer. These
skills will come in handy in my professional development.

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References

Dasgupta, K., Hajna, S., Joseph, L., Da Costa, D., Christopoulos, S., & Gougeon, R. (2012).
Effects of meal preparation training on body weight, glycemia, and blood pressure:
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Nutrition and Physical Activity, 9(1), 1-11.
Farrugia, L., Oxburgh, G., & Gabbert, F. (2019). Effective evaluation of forensic interviews:
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Practice, 10(1), 20-31.
Guerrero, E. G., Khachikian, T., Frimpong, J. A., Kong, Y., Howard, D. L., & Hunter, S. (2019).
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Naar, S., & Suarez, M. (2021). Motivational interviewing with adolescents and young adults.
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