Week 3 Discussion

Choices in Engaged Interviewing

Interviewing clients requires a constellation of skills, including attending to personal issues, active listening, focusing and encouraging more talk, summarizing, empathy and support, and setting clear boundaries (Gelman & Frankel, 2004). In HUMN 4002, you had the opportunity to analyze and evaluate the various types of interviews, consider techniques for crisis situations, and examine challenges related to human services interviewing. Additionally, you actively applied structured and unstructured interviewing techniques for a specific scenario.

In this Discussion, you think about strengths and limitations of both structured and unstructured interviews. Once again, you put yourself in the role of a human services professional as you explore which type of interview will most benefit the client whom you have selected.

To Prepare for this Discussion:

• Review your coursework from HUMN 4002: Effective Human Services Interviewing.
• Review the article, “Use of Structured Interviews by Psychiatrists in Real Clinical Settings: Results of an Open-Question Survey.”
• Review the article, “Popular or Unpopular? Therapists’ Use of Structured Interviews and Their Estimation of Patient Acceptance.”
• Review the article, “The Unstructured Clinical Interview.”
• Review the article, “Toward a Cognitive Model of Ethnic/Racial Biases in Clinical Judgment.”
• Review the media, “Case Management,” from Week 2 and select one of the clients presented for your Discussion. Be sure to choose a different client from last week.
• Think about whether you would use structured or unstructured interviews with this client.

With these thoughts in mind:

Post  a brief description of the client you selected, including his or her demographic information and situational context. Then, explain the life challenges presented by the client. Finally, explain whether a structured or unstructured interview might be most appropriate for that client and why. You are required to support your postings with references to the Learning Resources and current literature.

Be sure to support your postings and responses with specific references to the Learning Resources.

HUMN 4920 Capstone

Introduction

Assessment, planning, and implementation of various services for clients are fundamental skills of the human services practitioner. Therefore, solid case management skills are crucial to the functioning of effective human services delivery. You will be presented with three clients and their current cases. Read through each case and then decide with whom you would like to work. As you reread the case management notes of the client whom you have selected, think about which resources and services might be beneficial. How might you collaborate with those resources to provide services for your client, and how might those resources work together to do the same?

Sean Brody

Eight-year-old Sean Brody is a third grader with many challenges. Due to his parents’ impending divorce, for the past 6 months, he has had to split his time between their separate householdsas they negotiate a custody agreement.

Before the separation, Sean’s biggest obstacle was his hearing impairment. He is currently enrolled in a self-contained classroom for the hearing impaired where the teacher and students arefluent in American Sign Language (ASL). Another risk factor has been the presence of consistently elevated lead levels.

He has increasingly shown aggression with his peers in situations where he is both provokedand unprovoked. Minor teasing by his classmates ends in physical fights. Being paired with others to work on projects results in Sean acting irritably and giving up. Lack of participation in the classroom has resulted in lack of nthusiasm for his homework. Thus, he is failing most of his classes.

Last week, Sean threw a chair at his tablemate, and he is now facing expulsionas he has already been suspended twice.Realizing that Sean’s problems are much larger than he can handle, the school guidance counselor has referred Sean and his parents to you for further assessment and treatment.

Lanie Rosado

Lanie is a 22-year-old “Operation Enduring Freedom” veteran who was born in the United Statesbut raised in San Juan, Puerto Rico. After serving in the military for 4 years, she has returned from deployment with an honorable discharge due to an injury. While Lanie was on patrol, her Humvee hit a roadside bomb and her dominant right hand was severely injured.She now has limited mobility in that hand.

Six months removed from Afghanistan, she is enrolled full-time in her local community college, pursuing a bachelor’s degree inbusiness administration while going through weekly physical therapy sessions for her injured hand.

Lanie, who was once very close to her family in Puerto Rico, has become withdrawn and rarely calls to update them on her well-being. Her relationship with her boyfriend also isstrained.She has been having erratic mood swings, and they are causing instability in her other personal relationships with friends and classmates.

Although she is only in her first semester of college, Lanie is already failing.She has missed many classes. Her mood swings have not endeared her to her classmates, so teamingwith them to catch up on notes and group assignments has been difficult.

With encouragement from her boyfriend, Lanie has contacted military personnel for a psychologist referral.The psychologist, after reviewing Lanie’s case, has referred her to you for additional testing.

Emma Kinch

Emma Kinch is a 78-year-old native of Barbados who has spent the last 68 years living in the United States. Her husband of 60 years died 3 months ago.Emma has been blind since she developed severe cataracts at age 60, and her relationship with her husband was the main way in which she connected with the world beyond her immediate family.

More recently, she has been exhibiting signs of deep sadness and irritability.She has become very withdrawn and no longer takes part in social circles such as church and the gardening club, both of which she and her husband were active members.Also, her children have noticed that she is having difficulty remembering and seems confused when faced with daily routines.

Emma also has begun to have aggressive outbursts.Last month, her doctor diagnosed her as having hypothyroidism, and this condition combined with the mood changes and mental confusion has resulted in her children bringing her to you for additional assessment and treatment.

Presenting Problems

Sean Brody

Age – 8

Race – White

Gender – Male

Ethnicity – Jewish

Veteran Status – None

Immigrant Status – American citizen

Language – English, American Sign Language

Sensory Impairment – Hearing impaired

Motor Impairment – None

Medical Conditions – High lead levels

Presenting Problem – Behavioral and academic problems in school

Poor peer relationships

Aggression

Affective Symptoms – Irritability

Behavioral Symptoms – School failure

Suspensions and expulsions due to aggression

Isolation from peers

Cognitive Symptoms – Poor concentration and attention in school

Family and Support Systems – Only child

Split custody

Lanie Rosado

Age – 22

Race – Hispanic

Gender – Female

Ethnicity – Puerto Rican

Veteran Status – Operation Enduring Freedom veteran

Immigrant Status – American citizen

Language – English, Spanish

Sensory Impairment – None

Motor Impairment – Fine and gross

Medical Conditions – Severely injured dominant hand

Presenting Problem – Failing in college

Affective Symptoms – Mood swings

Behavioral Symptoms – Impulsivity

Unstable relationships

Cognitive Symptoms – Failing first semester of school

Family and Support Systems – Conflict with family and partner

 

Emma Kinch

Age – 78

Race – Black

Gender – Female

Ethnicity – Bajan

Veteran Status – None

Immigrant Status – Bajan citizen

Language – English

Sensory Impairment – Blind

Motor Impairment – None

MedicalConditions – Hypothyroidism

Presenting Problem – Sad

Withdrawn

Irritable

Affective Symptoms – Depressed

Low energy

Behavioral Symptoms – Aggression

Cognitive Symptoms – Memory impairment

Family and Support Systems – Isolated

Recent death of husband

For this Assignment, you will evaluate the validity of a qualitative research study and examine the role of qualitative research in special education.

To prepare:

· Review a selection of the qualitative studies listed in this module’s Learning and Additional Resources. Examine the findings of the studies to determine the appropriateness for special education.

· Consider how validity threats in the studies you review could be minimized to increase the contributions of qualitative research for special education.

· Select one study from the Learning Resources or the Additional Resources to evaluate its validity.

Develop a 3–4 page paper that includes the following sections:

Note: The Validity of the Findings should refer to the study you selected and The Role of Qualitative Research should address the larger issues concerning qualitative research and special education.

1. The Validity of the Findings

a. How valid is this study? Explain what you believe supports the validity of this study, citing specifically from your selected study.

b. What are the threats to the internal and external validity of the study? Explain what might prevent you from trusting the results and generalizing the findings to other people or situations. Then, explain how you might minimize threats to validity in the study.

2. The Role of Qualitative Research

a. What are the inherent benefits and challenges of qualitative research? Support your response with specific reference to the Learning Resources and outside resources.

b. What role does qualitative research play in supporting the field of special education? Be sure to explain whether qualitative research benefits the field of special education.

Cite specific references to your selected study and at least 3–5 peer-reviewed outside resources.

Note: For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete assignments.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Rumrill, P. D., Cook, B. G., & Wiley, A. L. (2011). Research in special education: Designs, methods, and applications. Springfield, IL: Charles C. Thomas.

• Chapter 7, “Qualitative Research Designs” (pp.      153–178)

  Focus onthe major assumptions of qualitative research. Reflect on      ethnography, case study, multisite, phenomenological, and grounded theory      approaches. Look carefully at methodological issues and the role of      qualitative research in studies in special education.

Bettez, S. C. (2015). Navigating the complexity of qualitative research in postmodern contexts: Assemblage, critical reflexivity, and communion as guides. International Journal of Qualitative Studies in Education, 28(8), 932–954.

Focus on the ethical dilemmas that social justice-oriented qualitative researchers may encounter as a result of conflicting multiplicities of difference among researcher(s), participants, and readers.

Trainor, A. A., & Graue, E. (2014). Evaluating rigor in qualitative methodology and research dissemination. Remedial and Special Education, 35(5), 267–274.

Focus on the different elements of rigor required in qualitative methods.

Consult the following readings for work on your course project component during this module:

O’Neill, R. E., McDonnell, J. J., Billingsley, F. F., & Jenson, W. R. (2011). Single case research designs in educational and community settings. Upper Saddle River, NJ: Pearson.

• Chapter 8, “Changing      Criterion Designs” (pp. 117–136)

  Focus onthe characteristics of changing criterion designs. Review      defining the behavior, setting a goal, and implementation techniques.      Consider variations, such as changing criterion with a multiple baseline.

• Chapter 9, “Multiple Treatment Designs” (pp.      137–150)

  Focus onthe characteristics of multiple treatment designs. Study      the guidelines for implementing such an approach. Pay particular attention      to design variations.

Additional Resources

Although not required, it is highly recommended that you read all of the Additional Resources.

Note: The resources were selected for the quality of the information and examples that they contain and not the date of publication.

Case Study

Angelides, P., Antoniou, E., & Charalambous, C. (2010). Making sense of inclusion for leadership and schooling: A case study from Cyprus. International Journal of Leadership in Education, 13(3), 319–344.

Retrieved from the Walden Library databases.

Focus on the characteristics of the multiple-probe design. Reflect on the number of behaviors that were evaluated in this study.

Content Analysis

Vostal, B. R., Hughes, C. A., Ruhl, K. L. Benedek-Wood, E., & Dexter, D. D. (2008). A content analysis of learning disabilities research & practice: 1991–2007. Learning Disabilities Research & Practice, 23(4), 184–193.

Retrieved from the Walden Library databases.

Focus on the analysis of the content of learning disability research and practice. Reflect on the designs, participants, strategies, and settings. Pay particular attention to reading, assessment and identification, and inclusion.

Discourse Analysis

Vehmas, S. (2010). Special needs: A philosophical analysis. International Journal of Inclusive Education, 14(1), 87–96.

Retrieved from the Walden Library databases.

Focus on the description of needs, special, and exceptional. Consider the extent to which separating students into ordinary and special is discriminatory. Reflect on improving individuals’ capabilities.

Ethnography

Brown, S. (2009). Learning to read: Learning disabled post-secondary students talk back to special education. International Journal of Qualitative Studies in Education, 22(1), 85–98.

Retrieved from the Walden Library databases.

Focus on the experiences of those previously identified as learning disabled. Recognize the meanings and experiences of students. Read about the work of these students.

Field Study

Dexter, D. D., Hughes, C. A., & Farmer, T. W. (2008). Responsiveness to intervention: A review of field studies and implications for rural special education. Rural Special Education Quarterly, 27(4), 3–9.

Retrieved from the Walden Library databases.

Focus on the summaries of field studies. Study the style to classifying studies. Recognize that findings must be met with reservation.

Narrative Research

Applequist, K. L. (2009). Parent perspectives of special education: Framing of experiences for prospective special educators. Rural Special Education Quarterly, 28(2), 3–16.

Retrieved from the Walden Library databases.

Focus on the use of a narrative approach and semi-structured interviews. Study the descriptions provided by subjects. Read about their concerns.

Hillel, L. R. (2015). Masters of weaving: The complex role of special education teachers. Teachers and Teaching: Theory and Practice, 2(1), 103–126.

Retrieved from the Walden Library databases.

Life History

Madriaga, M., & Goodley, D. (2010). Moving beyond the minimum: Socially just pedagogies and Asperger’s syndrome in UK higher education. International Journal of Inclusive Education, 14(2), 115–131.

Retrieved from the Walden Library databases.

Focus on the design of this longitudinal study. Read about the selection of eight students. Consider the extent to which the analysis expands to identify specific pedagogies.

Phenomenological

Stamp, R., & Loewenthal, D. (2008). Can counseling/psychotherapy be helpful in reducing barriers to learning for the person with specific learning disabilities? Counselling Psychology Quarterly, 21(4), 349–360.

Retrieved from the Walden Library databases.

Focus on the use of an empirical phenomenological research approach. Recognize how the study includes an exploration of understanding. Consider next steps for continued research.