Perception and inquiries have revealed that not all vocational guidance teachers possess the necessary interviewing skills. The aim of the research was to identify generally applicable interviewing skills, as well as those specific interviewing skills which are characteristic of the vocational guidance provided to a pupil leaving school. The aim was furthermore to determine to what extent vocational guidance teachers in Transvaal secondary schools are grounded in these skills. It has been indicated that vocational guidance actually culminate in the interview. After the interview has been analysed from an educational perspective, attention has been given to the validity and reliability of the interview. Further attention has been given to the trainability in interviewing of vocational guidance teachers. The following most important, generally applicable interviewing skills were then identified. * Communication as interviewing skill - There is a distinction between verbal and non-verbal communication. * Listening as interviewing skill - A distinction is drawn between marginal listening, evaluative listening and projective listening. * Establishment of report as interviewing skill - A favourable emotional climate is a requirement for a successful interview. * "Silence" as interviewing skill - The following distinction applies: that between silence initiated by the interviewer, and silence initiated by the client. * Perception as interviewing skill - For the interviewer to correctly interpret that which he percepts is equally important, if not more important, than sensory perception. * Empathy as interviewing skill - It is essential for the interviewer to place himself in the position of the client without becoming emotionally involved. * Attitude as interviewing skill - Success will be determined by the interviewer's attitude towards the client. * Questioning as interviewing skill - There is a distinction between an openended and closed question. Questions should be put with utmost circumspection because it could influence the outcome of the interview. * The use of synopsis as interviewing skill - Through synopsis the client gets the opportunity to verify the information revealed to the interviewer. The specific interviewing skill characteristic to the vocational guidance situation has been identified as: The skilful interpretation of reports. The vocational guidance teacher has a lot of information about the school leaver from the guardian's file, accumulative card and vocational guidance file. The planning and application of an empirical research has been done. The research was mainly aimed at determining how important the vocational guidance teachers regard the interviewing skills and to what extent these teachers are grounded in interviewing skills. From the research it seemed that the training vocational guidance teachers received in interviewing, was inadequate. The most important conclusions were: * The importance of these interviewing skills to the interviewer can't be stressed enough. * The majority of vocational guidance teachers don't possess the basic qualifications to act as such. * Some vocational guidance teachers tend to underestimate the importance of the interviewing skills and they furthermore don't have the ability to handle• these interviewing skills adequately. The most important recommendations are: * That high priority be given to the training of interviewing skills to vocational guidance teachers. * That the Transvaal Education Department only appoint qualified vocational guidance teachers at secondary schools. * That attention should be given to the practical exercise of these skills. * That universities, in co-operation with the Transvaal Education Department present further courses in interviewing to acting vocational guidance teachers. / Thesis (MEd)--PU vir CHO, 1986

Perception and inquiries have revealed that not all vocational guidance teachers possess the necessary interviewing skills. The aim of the research was to identify generally applicable interviewing skills, as well as those specific interviewing skills which are characteristic of the vocational guidance provided to a pupil leaving school. The aim was furthermore to determine to what extent vocational guidance teachers in Transvaal secondary schools are grounded in these skills. It has been indicated that vocational guidance actually culminate in the interview. After the interview has been analysed from an educational perspective, attention has been given to the validity and reliability of the interview. Further attention has been given to the trainability in interviewing of vocational guidance teachers. The following most important, generally applicable interviewing skills were then identified. * Communication as interviewing skill - There is a distinction between verbal and non-verbal communication. * Listening as interviewing skill - A distinction is drawn between marginal listening, evaluative listening and projective listening. * Establishment of report as interviewing skill - A favourable emotional climate is a requirement for a successful interview. * "Silence" as interviewing skill - The following distinction applies: that between silence initiated by the interviewer, and silence initiated by the client. * Perception as interviewing skill - For the interviewer to correctly interpret that which he percepts is equally important, if not more important, than sensory perception. * Empathy as interviewing skill - It is essential for the interviewer to place himself in the position of the client without becoming emotionally involved. * Attitude as interviewing skill - Success will be determined by the interviewer's attitude towards the client. * Questioning as interviewing skill - There is a distinction between an openended and closed question. Questions should be put with utmost circumspection because it could influence the outcome of the interview. * The use of synopsis as interviewing skill - Through synopsis the client gets the opportunity to verify the information revealed to the interviewer. The specific interviewing skill characteristic to the vocational guidance situation has been identified as: The skilful interpretation of reports. The vocational guidance teacher has a lot of information about the school leaver from the guardian's file, accumulative card and vocational guidance file. The planning and application of an empirical research has been done. The research was mainly aimed at determining how important the vocational guidance teachers regard the interviewing skills and to what extent these teachers are grounded in interviewing skills. From the research it seemed that the training vocational guidance teachers received in interviewing, was inadequate. The most important conclusions were: * The importance of these interviewing skills to the interviewer can't be stressed enough. * The majority of vocational guidance teachers don't possess the basic qualifications to act as such. * Some vocational guidance teachers tend to underestimate the importance of the interviewing skills and they furthermore don't have the ability to handle• these interviewing skills adequately. The most important recommendations are: * That high priority be given to the training of interviewing skills to vocational guidance teachers. * That the Transvaal Education Department only appoint qualified vocational guidance teachers at secondary schools. * That attention should be given to the practical exercise of these skills. * That universities, in co-operation with the Transvaal Education Department present further courses in interviewing to acting vocational guidance teachers. / Thesis (MEd)--PU vir CHO, 1986

The interview is considered to be a critical technique in the therapeutic process. The effective (and by implication, the ineffective) use thereof determines to a great extent the outcome of the therapeutic process. Training in therapeutic interviewing forms an integral part of the training of counsellors and therapists. This study was prompted by BEd (Specialisation in Guidance and Counselling) students' need for a structured and systematic approach to training in therapeutic interviewing skills. A literature study of the phenomenon therapeutic interviewing revealed firstly that the skills needed for effective therapeutic interviewing can be identified and operationally defined and secondly that these skills can be systematically trained. Having a repertoire of interviewing skills is however not a guarantee that therapy or counselling will have a positive outcome. The therapist must be able to create a therapeutic relationship with the client and in this regard the therapist's personality and attitudes, including empathy, warmth, respect, genuineness and unconditional positive regard for the client, are of major importance in helping to create an atmosphere wherein the client can feel free to discuss his problems and innermost feelings and thoughts. In the design of a model to train therapeutic interviewing, consideration must be given to both content and procedure. Not only were interviewing skills addressed in this model, but also skills to communicate empathy, warmth, respect, genuineness and unconditional positive regard. For the purposes of this study, the therapeutic interview was divided into six stages. Skills used in each stage were identified, defined and discussed. A pilot study was conducted to evaluate the effectiveness of the training model. Subjects were trained in accordance with the proposed training procedure. In order to evaluate the subjects' progress and thus also the effectiveness of the training procedure, each subject's pre- and post-training interviews were compared. An evaluation scale was designed for this purpose. The results of the pilot study indicated an improvement in the subjects' interviewing skills. It is hoped that this study will pave the way for innovation in the training of counsellors and therapists in therapeutic interviewing. / Die onderhoud word as 'n kritieke tegniek in die terapeutiese proses beskou. Die effektiewe (en by implikasie, die oneffektiewe) gebruik daarvan bepaal tot 'n groot mate die uitkoms van die terapeutiese proses. Opleiding in terapeutiese onderhoudvoering vorm 'n integrale deel van die opleiding van terapeute en voorligters. BEd (Spesialisering in Skoolvoorligting)studente het 'n bepaalde behoefte aan 'n gestruktureerde en sistematiese benadering tot die opleiding van terapeutiese onderhoudvoeringsvaardighede uitgespreek. 'n Literatuurstudie oor die fenomeen terapeutiese ondemoud het eerstens aan die lig gebring dat vaardighede onderliggend aan die terapeutiese onderhoud geidentifiseer en operasioneel gedefinieer kan word en tweedens dat hierdie vaardighede sistematies aangeleer kan word. 'n Repertoire van onderhoudvoeringsvaardighede is egter nie 'n waarborg dat terapie 'n positiewe uitkoms sal he nie. Die terapeut moet 'n terapeutiese verhouding met die klient kan stig en in hierdie opsig is die terapeut se persoonlikheid en sy houding van empatie, warmte, respek, egtheid en onvoorwaardelike agting van kritieke belang in die skep van 'n atmosfeer, waarbinne die klient vry kan voel om sy probleme, diepste gevoelens en gedagtes te kan bespreek. In die ontwerp van 'n model vir opleiding in terapeutiese onderhoudvoeringsvaardighede moet aandag aan beide inhoud en opleidingsprosedure geskenk word. In hierdie model word nie net die vaardighede vir terapeutiese onderhoudvoering aangespreek nie, maar ook vaardighede om empatie, warmte, respek, egtheid en onvoorwaardelike positiewe agting aan die klient te kommunikeer. Vir die doeleindes van hierdie studie is die terapeutiese onderhoud in ses fases verdeel. Vaardighede wat in elke fase gebruik word, is gerdentifiseer, gedefinieer en bespreek. 'n Loodsondersoek is ondemeem om die effektiwiteit van die opleidingsmodel te evalueer. Proefpersone is aan die hand van die voorgestelde opleidingsprosedure opgelei. Ten einde die proefpersone se vordering en so ook die effektiwitieit van die model te evalueer, is elke proefpersoon se voor- en naopleiding onderhoude vergelyk. 'n Evalueringsskaal is vir hierdie doel ontwerp. Die resultate van die loodsondersoek het getoon dat die proefpersone se onderhoudvoeringsvaardighede verbeter het. Die hoop word uitgespreek dat hierdie studie die weg sal baan vir vernuwing in die opleiding van voorligters en terapeute in terapeutiese onderhoudvoering. / Psychology of Education / D. Ed. (Psychology of Education)

The interview is considered to be a critical technique in the therapeutic process. The effective (and by implication, the ineffective) use thereof determines to a great extent the outcome of the therapeutic process. Training in therapeutic interviewing forms an integral part of the training of counsellors and therapists. This study was prompted by BEd (Specialisation in Guidance and Counselling) students' need for a structured and systematic approach to training in therapeutic interviewing skills. A literature study of the phenomenon therapeutic interviewing revealed firstly that the skills needed for effective therapeutic interviewing can be identified and operationally defined and secondly that these skills can be systematically trained. Having a repertoire of interviewing skills is however not a guarantee that therapy or counselling will have a positive outcome. The therapist must be able to create a therapeutic relationship with the client and in this regard the therapist's personality and attitudes, including empathy, warmth, respect, genuineness and unconditional positive regard for the client, are of major importance in helping to create an atmosphere wherein the client can feel free to discuss his problems and innermost feelings and thoughts. In the design of a model to train therapeutic interviewing, consideration must be given to both content and procedure. Not only were interviewing skills addressed in this model, but also skills to communicate empathy, warmth, respect, genuineness and unconditional positive regard. For the purposes of this study, the therapeutic interview was divided into six stages. Skills used in each stage were identified, defined and discussed. A pilot study was conducted to evaluate the effectiveness of the training model. Subjects were trained in accordance with the proposed training procedure. In order to evaluate the subjects' progress and thus also the effectiveness of the training procedure, each subject's pre- and post-training interviews were compared. An evaluation scale was designed for this purpose. The results of the pilot study indicated an improvement in the subjects' interviewing skills. It is hoped that this study will pave the way for innovation in the training of counsellors and therapists in therapeutic interviewing. / Die onderhoud word as 'n kritieke tegniek in die terapeutiese proses beskou. Die effektiewe (en by implikasie, die oneffektiewe) gebruik daarvan bepaal tot 'n groot mate die uitkoms van die terapeutiese proses. Opleiding in terapeutiese onderhoudvoering vorm 'n integrale deel van die opleiding van terapeute en voorligters. BEd (Spesialisering in Skoolvoorligting)studente het 'n bepaalde behoefte aan 'n gestruktureerde en sistematiese benadering tot die opleiding van terapeutiese onderhoudvoeringsvaardighede uitgespreek. 'n Literatuurstudie oor die fenomeen terapeutiese ondemoud het eerstens aan die lig gebring dat vaardighede onderliggend aan die terapeutiese onderhoud geidentifiseer en operasioneel gedefinieer kan word en tweedens dat hierdie vaardighede sistematies aangeleer kan word. 'n Repertoire van onderhoudvoeringsvaardighede is egter nie 'n waarborg dat terapie 'n positiewe uitkoms sal he nie. Die terapeut moet 'n terapeutiese verhouding met die klient kan stig en in hierdie opsig is die terapeut se persoonlikheid en sy houding van empatie, warmte, respek, egtheid en onvoorwaardelike agting van kritieke belang in die skep van 'n atmosfeer, waarbinne die klient vry kan voel om sy probleme, diepste gevoelens en gedagtes te kan bespreek. In die ontwerp van 'n model vir opleiding in terapeutiese onderhoudvoeringsvaardighede moet aandag aan beide inhoud en opleidingsprosedure geskenk word. In hierdie model word nie net die vaardighede vir terapeutiese onderhoudvoering aangespreek nie, maar ook vaardighede om empatie, warmte, respek, egtheid en onvoorwaardelike positiewe agting aan die klient te kommunikeer. Vir die doeleindes van hierdie studie is die terapeutiese onderhoud in ses fases verdeel. Vaardighede wat in elke fase gebruik word, is gerdentifiseer, gedefinieer en bespreek. 'n Loodsondersoek is ondemeem om die effektiwiteit van die opleidingsmodel te evalueer. Proefpersone is aan die hand van die voorgestelde opleidingsprosedure opgelei. Ten einde die proefpersone se vordering en so ook die effektiwitieit van die model te evalueer, is elke proefpersoon se voor- en naopleiding onderhoude vergelyk. 'n Evalueringsskaal is vir hierdie doel ontwerp. Die resultate van die loodsondersoek het getoon dat die proefpersone se onderhoudvoeringsvaardighede verbeter het. Die hoop word uitgespreek dat hierdie studie die weg sal baan vir vernuwing in die opleiding van voorligters en terapeute in terapeutiese onderhoudvoering. / Psychology of Education / D. Ed. (Psychology of Education)