Thesis (M.S.)--Central Connecticut State University, 2002. / Thesis advisor: Glynis Fitzgerald. " ... in partial fulfillment of the requirements for the degree of Master of Science in Organizational Communication." Includes bibliographical references (leaves 61-67). Also available via the World Wide Web.

Thesis--University of Washington. / Vita. Bibliography: leaves [83]-90.

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The primary objective of this research was to initiate exploratory research into the challenges that trainee therapists face in the first interview. This research focused on determining what aspects of the first interview the trainee therapists found challenging and exploring what it was about these aspects which made them challenging to the trainees. Further the research sought to explore what coping mechanisms the trainees employed during the first interview in order to negotiate these challenges as well as what effect these challenges had on the experience of the trainees. The research sought to gain an understanding of what it was about these challenges which made them difficult for the trainees. The research is situated within Ronnestad and Skovholt?s (2003) model of professional therapist development whereby the difficulties faced by the novice/trainee therapist can be understood within the framework of the developmental path of the professional therapist. This framework was used to understand the nature of the difficulties encountered at this stage of training. Interpersonal Process Recall (IPR) (Kagan, 1976; Kagan, 1980; & Kagan, 1984) was employed in interviews with 8 Masters first year students following the completion of a first interview with a role play client. The data was analysed using Grounded Theory Analysis and Strauss and Corbin?s (1990, as cited in McLeod, 2001) method of qualitative analysis was employed to analyse and interpret the data. The main findings indicated the pervasive presence of anxiety in novice therapists? experiences of the first interview. In particular this anxiety was generated through a preoccupation with the evaluative component of the exercise which brought to the fore the dynamic internal conflict between the personal, private self and the professional self as the novice attempts to establish a working professional identity. This conflict is played out in the context of the first interview with specific reference to issues around self focus, management of the interview and difficulties with the role-played nature of the exercise. The difficulties encountered tended to generate further anxiety forming a negative feedback loop. Positive coping strategies were employed using „self talk? which led to an increased perception of self-efficacy. Negative coping strategies such as reverting to rigid structured processes resulted in a negative experience and escalated anxiety resulting in perceptions of poor selfefficacy. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2010.

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The purpose of this study was to examine the interview processes and techniques used in selected Indiana school corporations. More specifically, answers were sought to these questions:1. How are interviews presently conducted in selected Indiana school corporations to obtain pertinent information needed to select the most competent candidate for each position?2. How can interviews be conducted so that applicants can relate personal philosophy, preparation, and abilities in greater depth than the usual written confidential papers provide?3. What kinds of questions are asked the candidate which lead to information needed in making decisions for employment of teachers?4. How confident do personnel administrators feel when making judgments concerning the employment of potential teacher candidates?A questionnaire was developed to obtain information on the processes and techniques used by personnel administrators when interviewing teacher candidates. The study waslimited to school corporations having an administrator who spends half time or more in supervision and administering the personnel programs. The study was further limited tosixteen school corporations identified by Dr. Robert Cowan in his 1967 "Study of Personnel Administrators in Selected Indiana School Corporations."Questionnaire results from the sixteen selected personnel administrators were recorded in table form. Review of data led to the following conclusions:The initial teacher candidate interviews, in selected Indiana school corporations, were conducted by administrators with experience in supervising the personnel program. Personnel administrators generally spend at least thirty minutes in the initial teacher candidate interview. In addition, the optimum upper limit on the number of teacher candidates to be interviewed in succession would appear to be no more than four candidates.Personnel administrators indicated that the interviewee should do most of the talking during the initial teacher candidate interview. In an effort to achieve this objective, most administrators use a warm and friendly approach during the interview. Even if the interviewer is successful in putting the candidate at ease during the interview, no real depth of conversation can be achieved unless the setting allows freedom from outside interruptions.The director of personnel should be able to ask questions of the interviewee which reveal answers to questions that the applicant might not reveal in any other manner. More specifically, questions which solicit narrative answers would appear to be an effective method for obtaining information necessary to make intelligent employment decisions.Personnel administrators appear to be, at least moderately confident concerning personal ability to assess selected indicators of teacher competency. However, the administrators place greatest confidence in personal ability to judge personality, sense of humor, friendliness, enthusiasm, poise, and self-confidence.

Syftet med denna studie var att undersöka hur behandlare uppfattar implementeringen av MI inom SiS-ungdomsvård. Studien utgår från en hermeneutisk forskningstradition med en kvalitativ ansats. Undersökningen bygger på semistrukturerade intervjuer med fem behandlingspedagoger där alla har erfarenhet av MI som förhållningssätt. Resultatet visar att MIs grundutbildning uppfattas som lärorik, givande och proffsigt utförd. Men när kunskapen sedan skall införas i det praktiska arbetet skapas problem. Detta framförallt med anledning av tidsbrist och avsaknad av engagemang, vilket i sin tur leder till att det inte finns en tydlig struktur för hur kunskapen skall användas och utvecklas.  För att tolka resultatet har vi utgått från studiens teoretiska utgångspunkt som är implementeringsteorin. I diskussionen framgår att implementeringen av ett förhållningssätt är en komplex process vilket leder till att förklaringsfaktorerna till stor del överlappas, vilket i sin tur medför att det är svårt och urskilja vad som slutligen är avgörande i implementeringsprocessen.