Current LectureI. Problematic Questions/Suggested Don’tSocial Desirability Q’sPut pressure on interview to respond with “acceptable” infoEx: Are you a responsible global citizen who does things to better your world community?Loaded Q’sNo “right” responseAny response “incriminates”Ex: do you still steal office supplies from your job?; would you rather questionsRapid-fire or “grilling” QsString series of Q’s togetherPlaces interview on defensive or overwhelmEx: are you going to the game on Saturday? Want to watch it together? Maybe want to go to union south?Double-barrel QuestionsAsks two or more Q’s in a single QMay elicit inaccurate or limited responseEx: what are some mistakes you’ve made with questions in the past, and do you think it’s easy to make those mistakes?Double-barrel and bi-polar are differentOpen/Closed QsPose an open Q to be instantly followed by a closed QOften due to impatience or anxietyEx: Tell me about your last work supervisor? Did you get along with her?Pose overly-long QsMay confuse or prompt irrelevant or “off-target” responsePose too-short QsLacks context for responseMay be a secondary question in place of primaryEx: counselor asking simply “what?”Jargon-loaded QsUse of technical or “insider lingo”Interview may feel disrespected or ignorantCuriosity QsOff-topic or voyeuristic questionsInterviewer curiosity rather than purpose or goal of interviewEx: open, primary neutralTell me a little about your cultureEx: closed, secondary, leadingYou said you were depressed, should we start you on antidepressants this week?Ex: open, secondary, leadingI heard you saying that you think education is important, how should we go about dealing with the horrible condition of primary education?II. Effective Inquiry wrap-upInfluences relationshipImportant to balance need to elicit factual detail with relationship buildingPattern and rationale of questions importantBroad to specificReason for questionsIII. Cognitive DevelopmentJean Piaget- Explored children’s cognitive developmentThinking mind (cognitive) is constructed through interaction with the environment“intelligence is what you use when you don’t know what to do”Learning is…A dynamic processComprised of different stagesBased on basic principlesSchemasAssimilationAccommodationSchemas- “a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning”- PiagetAn organized pattern of thought or behaviorA mental framework that helps us organize social infoStructures that organize our knowledge and assumptions about something and are used for interpreting and processing informationSet of rules to understand and respond to a given situationA conceptual modelHow the world worksA guide for action“Cognitive misers” not scientific thinkersCognitive short-cutsResistant to changeEx: stereotypes, deep beliefs, beliefs central to our identitiesAssimilation-integration of new information into existing schemaSubjective process as we modify new information to “fit” into schemaAccommodation- alter of schemas based on new informationMore difficult or challenging processNew schemas resultSchemas and BiasA mental representation or schema of a certain group of peopleAssimilation of info into schema that made sense to youYou only notice info that fits your schema (assimilation) and confirms itThen you confront new info or meet people from that group and recognize (accommodation)Your new schema is completely different, not just inclusive of additional infoAssimilation- interpret new info to fit into existing schema, maintain schema, easier; ex: do not let new info change your opinion of someoneAccommodation- after our schema to account for new experience or info, paradigm shift, difficult; ex: change opinion of someone based on new infoIV. Reflection of ContentNote:Schemas will affect the way we reflect contentNeed to be willing to accommodate new info to actively listen and paraphrase what is saidTechniques for content reflectionParaphrasingReflect feelingsPurpose of paraphrasingReflect main idea of last statementConvey attention and interestCheck understandingClarify or synthesize for the interviewFocus interviewee contentKeep flow of interest goingMethod of paraphrasingProvide core aspects of interviewee’s previous message back to him/herUse own words (interviewee’s key words and phrases critical to use)Steps:Sentence stem  recall content and time  translate key content into your own words  confirm accuracyCouns Psych 650 Lecture 6Outline of Last Lecture I. Function of questionsII. Types and purposes of questionsa. Open/closedi. Purpose of openii. Typesiii. Starter points of openiv. Advantages of openv. Disadvantages of openvi. Purpose of closedvii. Starter points of closedviii. Distinction between twob. Primary/secondaryi. Types of secondaryc. Neutral/leadingIII. Questions we didn’t categorizea. Third person questionsb. Projective questionsOutline of Current Lecture I. Problematic Questions/Suggested Don’ta. Loaded Q’sb. Rapid fire Q’sc. Double-barrel Q’sd. Open/closed Q’se. Pose overly-long Q’sf. Post too short Q’sg. Jargon-loaded Q’sh. Curiosity Q’sII. Effective Inquiry Wrap-upIII. Cognitive Developmenta. Jean Piagetb. Schemasc. Assimilationd. AccommodationThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.IV. Reflection of contenta. Paraphrasingb. Reflect feelingCurrent Lecture I. Problematic Questions/Suggested Don’t- Social Desirability Q’so Put pressure on interview to respond with “acceptable” infoo Ex: Are you a responsible global citizen who does things to better your world community?- Loaded Q’so No “right” responseo Any response “incriminates”o Ex: do you still steal office supplies from your job?; would you rather questions- Rapid-fire or “grilling” Qso String series of Q’s togethero Places interview on defensive or overwhelmo Ex: are you going to the game on Saturday? Want to watch it together? Maybe want to go to union south?- Double-barrel Questionso Asks two or more Q’s in a single Qo May elicit inaccurate or limited responseo Ex: what are some mistakes you’ve made with questions in the past, and do you think it’s easy to make those mistakes?o Double-barrel and bi-polar are different- Open/Closed Qso Pose an open Q to