Interviewing and Assessment Class Notes

Class Context

• This session is focused on an interviewing class in HSW 200 (Health and Social Work 200).

Initial Instructions

• Students are warned to leave if they are not in the correct class.

• The instructor prompts students to find partners they do not know for an interview exercise.

Interview Activity Overview

• Purpose: Engage in paired interviews to foster connection and communication skills.

• Each student will:

  • Ask their partner:

  • Their preferred name (if they have a nickname).

  • Future career aspirations.

  • Three fun facts about themselves.

• After interviews, students will introduce their partners to the class, alleviating pressure to discuss themselves directly.

Interview Questions

1. What is your name, and what would you like to be called?

2. What do you want to be when you grow up?

3. Share three fun facts about yourself.

Time Allocation

• Students are given approximately 10 minutes for the interview activity.

Student Interactions

• Various student interactions reflect on nerves, previous classroom experiences, and personal anecdotes.

• Students share their aspirations within the realm of social work and therapy.

Participant Profiles Shared During the Activity

• Princess (Bajoko)

  • Aspiration: Social work and possible future in politics (influenced by her mother).

  • Fun Facts: Speaks three languages, enjoys social activities and music, and has traveled to Italy.

• Courtney McDougall

  • Aspiration: Social work; considering neuropsychology path.

  • Fun Facts: Allergic to chocolate, mom to a nine-year-old, dog owner (corgi-chihuahua mix named Mabel).

• Samantha (Twitch) Twitchell

  • Aspiration: Social work with a focus on art therapy.

  • Fun Facts: Enjoys various art forms; deeply interested in religion, especially Catholicism.

Insight into Instructor Qualification

• Instructor with extensive teaching background and experience in psychology and clinical psychology.

• Provides insights on transitioning from psychology to social work, emphasizing broader career opportunities.

Discussion on Art Therapy

• Importance of proper credentials in art therapy.

• Instructor mentions local educational pathways for certification.

Personal Stories and Contexts of Participants

• Students share personal backgrounds, interests, and personal challenges.

• Focus on understanding different perspectives in therapy and social work, highlighting the value of personal experience in the field.

Attendance and Class Structure

• Instructor emphasizes the importance of attendance and participation based on the small class size (11 students).

• Classes balance lectures with interactive discussions to foster active participation and connection among students.

Course Materials and Expectations

• Textbook Information:

  • Recommended, but not mandatory for success in the class.

  • Suggested alternatives for obtaining the textbook at lower costs.

• Assignments:

  • Students need to submit various papers throughout the semester, primarily based on assigned readings.

  • Requirements for assignments: 12 font, double-spaced, adhering to APA style.

Instructor Availability and Communication

• The instructor clarifies how to contact them effectively and the best practices for ensuring communication is met in a timely manner.

Grading and Participation

• Participation points are awarded based on engagement in class discussions.

• Students miss points for disengagement.

• Provides a clear outline on attendance policy—students can miss up to two classes without penalty, with options for makeup opportunities through assignments.

Need for an Understanding of APA Style

• Essential for all written assignments. Students are expected to gain competency in APA formatting by the end of the semester.

Final Remarks

• Overall environment is designed as an engaging learning space prioritizing student connection and effective communication skills necessary for future social work practice.