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Relevant bibliographies by topics / Interviews in psychology

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Academic literature on the topic 'Interviews in psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Interviews in psychology"

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Lievens, Filip, and Helga Peeters. "Interviewers’ Sensitivity to Impression Management Tactics in Structured Interviews." European Journal of Psychological Assessment 24, no. 3 (2008): 174–80. http://dx.doi.org/10.1027/1015-5759.24.3.174.

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This study examines interviewers’ sensitivity to impression management in structured interviews by determining the relative importance that interviewers attach to (verbal and nonverbal) impression management as compared to the relative importance that they attach to predetermined competencies. Two samples of interviewers (55 Master I/O psychology students and 18 professional interviewers) watched and evaluated videotaped interviewees who were instructed to put their best foot forward. Results of relative weight analyses showed that the importance of verbal and nonverbal impression management tactics was relatively small as compared to the importance attached to job-related competencies. The type of interview format had some effect on interviewers’ sensitivity to impression management tactics. In particular, in behavior description interviews the interviewers in both samples attached most relative weight to self-focused verbal tactics. Interviewer experience was not related to interviewers’ sensitivity to impression management tactics.

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White, Charles S. "Role-Played Relationships between Assertiveness and Mock Interviewing Success." Psychological Reports 59, no. 2 (1986): 563–69. http://dx.doi.org/10.2466/pr0.1986.59.2.563.

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122 undergraduate business and psychology students conducted mock screening interviews in a laboratory setting. Interviewees' assertiveness was associated with this interviewing success. The interviewers' assertiveness was unrelated to interview success.

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Lopes, Joana, and Clive Fletcher. "FAIRNESS OF IMPRESSION MANAGEMENT IN EMPLOYMENT INTERVIEWS: A CROSS-COUNTRY STUDY OF THE ROLE OF EQUITY AND MACHIAVELLIANISM." Social Behavior and Personality: an international journal 32, no. 8 (2004): 747–68. http://dx.doi.org/10.2224/sbp.2004.32.8.747.

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This study focused on the use of Impression Management (IM) in employment interviews from the perspective of interviewees and investigated possible antecedents of their perceptions regarding what is fair interviewee IM. Its rationale was largely based on the tenets of equity theory (Adams, 1963; 1965). Data from 163 potential interviewees (college students) approached in the UK and Portugal showed that, as expected, they tended to perceive as fair interviewee IM those IM tactics they also saw as fair for interviewers to use. Gender did not predict IM fairness perceptions, but IM use by the organization, Machiavellianism and Country did. Results regarding the influence of experience of job interviews were inconclusive. Finally, based on these findings, suggestions are made for further research and for the education of both interviewees and interviewers regarding behavior in the employment interview.

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Furnham, A., and E. Burbeck. "Employment Interview Outcomes as a Function of Interviewers' Experience." Perceptual and Motor Skills 69, no. 2 (1989): 395–402. http://dx.doi.org/10.2466/pms.1989.69.2.395.

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Metropolitan police officers conducting recruit-selection interviews were asked to rate each of the candidates they interviewed on a 32-item scale and also to indicate how much confidence they had in their judgement of the candidate. Rank of interviewer had no effect on how the interviewers rated the candidate, but the greater the interviewers' job experience (in years) or interviewing experience, the stricter (less generous) were the markings. Chief Superintendents had more confidence in their judgements of the candidates than Superintendents. Job and interview experience had no effect on confidence. Results are discussed in terms of the social psychology of the interview.

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Goodman, Gail S., and Jodi A. Quas. "Repeated Interviews and Children's Memory." Current Directions in Psychological Science 17, no. 6 (2008): 386–90. http://dx.doi.org/10.1111/j.1467-8721.2008.00611.x.

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A crucial issue in the study of eyewitness memory concerns effects of repeated interviews on children's memory accuracy. There is growing belief that exposure to repeated interviews causes increased errors. In some situations, it may. Yet, several studies reveal increased accuracy with repeated interviewing, even when the interviews include misleading questions. We review repeated-interview research in relation to event veracity, interviewer bias, and delay. We conclude that when and how children are interviewed is at least as important for their accuracy as is how many times they are interviewed.

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McGroarty, Allan, and James S. Baxter. "Interviewer behaviour, interviewee self-esteem and response change in simulated forensic interviews." Personality and Individual Differences 47, no. 6 (2009): 642–46. http://dx.doi.org/10.1016/j.paid.2009.05.024.

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Clark, Jennifer R., Catherine A. Miller, and Erin L. Garwood. "Rethinking the Admissions Interview: Piloting Multiple Mini-Interviews in a Graduate Psychology Program." Psychological Reports 123, no. 5 (2019): 1869–86. http://dx.doi.org/10.1177/0033294119896062.

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Health profession programs routinely utilize traditional interviews in admissions as a means of assessing important non-academic characteristics (e.g., critical thinking, interpersonal skills, judgment) of candidates. However, the reliability and validity of traditional interviews is highly questionable. Given this, multiple health profession programs (e.g., medicine, nursing, pharmacy, physical therapy) have implemented multiple mini-interviews as an alternative for assessing non-academic characteristics. This paper describes the development and implementation of multiple mini-interviews in the admissions process for a doctoral clinical psychology program, one of the health professions yet to use multiple mini-interviews. This paper also examines the feasibility and acceptability of the multiple mini-interviews in this program. Results of a mixed-method survey of all 120 candidates who participated in admissions days are presented along with discussion of factors associated with satisfaction and dissatisfaction. Recommendations for program refinement and application to other graduate psychology programs for improved admissions processes are discussed.

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Schwanenflugel, Paula J. "An Interview Method for Teaching Adolescent Psychology." Teaching of Psychology 14, no. 3 (1987): 167–68. http://dx.doi.org/10.1207/s15328023top1403_9.

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This article describes an interview method for teaching adolescent psychology. Each student interviews an adolescent on the topic to be covered the following week and writes a report of that interview. The interviews are then used as the basis of classroom discussion. This technique is useful in encouraging students to consider the topic before class and in highlighting the relevance of psychological research for understanding the adolescent.

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Hershkowitz, Irit, Michael E. Lamb, Uri Blasbalg, and Yael Karni-Visel. "The dynamics of two-session interviews with suspected victims of abuse who are reluctant to make allegations." Development and Psychopathology 33, no. 2 (2021): 739–47. http://dx.doi.org/10.1017/s0954579420001820.

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AbstractSupportive forensic interviews conducted in accordance with the National Institute of Child Health and Human Development Revised Protocol (RP) help many alleged victims describe abusive experiences. When children remain reluctant to make allegations, the RP guides interviewers to (a) focus on rapport building and nonsuggestive support in a first interview, and (b) plan a second interview to allow continued rapport building before exploring for possible abuse. We explored the dynamics of such two-session RP interviews. Of 204 children who remained reluctant in an initial interview, we focused on 104 who made allegations when re-interviewed a few days later. A structural equation model revealed that interviewer support during the first session predicted children's cooperation during the rapport-building phase of the second session, which, in turn, predicted more spontaneous allegations, which were associated with the interviewers’ enhanced use of open-ended questions. Together, these factors mediated the effects of support on children's free recall of forensically important information. This highlighted the importance of emphasizing rapport with reluctant children, confirming that some children may need more time to build rapport even with supportive interviewers.

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Corcoran, Katja, Michael Häfner, Mathias Kauff, and Stefan Stürmer. "A Reflection on Crucial Periods in 50 Years of Social Psychology (in Germany)." Social Psychology 50, no. 1 (2019): 1–6. http://dx.doi.org/10.1027/1864-9335/a000372.

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Abstract. In this article, we reflect on 50 years of the journal Social Psychology. We interviewed colleagues who have witnessed the history of the journal. Based on these interviews, we identified three crucial periods in Social Psychology’s history, that are (a) the early development and further professionalization of the journal, (b) the reunification of East and West Germany, and (c) the internationalization of the journal and its transformation from the Zeitschrift für Sozialpsychologie to Social Psychology. We end our reflection with a discussion of changes that occurred during these periods and their implication for the future of our field.

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Dissertations / Theses on the topic "Interviews in psychology"

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Holmberg, Ulf. "Police interviews with victims and suspects of violent and sexual crimes : interviewees' experiences and interview outcomes." Doctoral thesis, Stockholm : Dept. of Psychology [Psykologiska institutionen], Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-64.

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Pruss, Nicole. "The effects of using a scripted or unscripted interview in forensic interviews with interpreters." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Condon, Emily. "The Effects of Interview Length on Gender and Personality Related Bias in Job Interviews." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/536.

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The proposed study explores the cognitive miser approach to perception formation in job interviews, as well as factors that may motivate people to not act as cognitive misers. Personality type (introverted and extraverted) and gender are characteristics of people that are associated with many stereotypes (Heilman, 2001; Andersen & Klatzky, 1987), and can have a large influence on an employer’s perception of an applicant, particularly when the employer is acting as a cognitive miser. It is hypothesized that in longer interviews, employers will be motivated to not act as cognitive misers, because they have more information about the applicant, have more of an opportunity to disconfirm any biases they may hold about the applicant, and experience greater liking toward the applicant. To test this, participants will conduct interviews with job applicants (who are actually confederates) and rate their perceptions of the applicants’ expected job performance. Participants will either conduct a long or short interview with a male introvert, a female introvert, a male extravert, or a female extravert. Job applicants will provide participants with the same information, although the information about personality type and the amount of information given will depend on the condition. It is predicted that participants who conduct shorter interviews will rate the applicants in line with popular stereotypes that favor extraverts over introverts, and males over females. Conversely, participants in longer interviews will be motivated to thoroughly think through their evaluations of the applicants, and there will be no significant difference in their ratings of male extraverts, female extraverts, male introverts, and female introverts.

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Kieckhaefer, Jenna M. "Understanding rapport-building in investigative interviews: Does rapport's effect on witness memory and suggestibility depend on the interviewer?" FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1250.

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Most investigative interviewing protocols, including the National Institute of Justice’s 1999 guidelines on collecting eyewitness evidence, recommend building rapport with cooperative witnesses to increase the quality and quantity of details obtained at recall. To date, only three published articles have empirically addressed the effects of rapport-building on adult witness memory, and all suggest an increase in witness accuracy under certain conditions. However, to our knowledge no research has addressed the importance of the investigator when building rapport and whether rapport can increase witness susceptibility to suggestive-leading questions – the aim of the current research. Specifically, this project examined the effects of change in interviewer between rapport and retrieval, and the effects of interviewer suggestion after rapport eyewitness memory accuracy. Participant witnesses (N=198) viewed a videotaped mock convenience store robbery followed by rapport-building or a standard police interview about non-crime related details (rapport manipulation). One week later all participants were interviewed about the mock crime they witnessed either by the same or a different interviewer (interviewer manipulation). All witnesses were interviewed about the mock crime using open-ended questions about the event, witnesses, suspect, and location followed by a series of specific suggestive questions containing both correct- and incorrect-leading information about the crime. Videotaped and transcribed witness reports were scored for accurate and false information by two independent raters. Findings indicated that, contrary to all hypotheses, neither rapport-building on day 1 nor change in interviewer on day 2 (one week later) manipulations resulted in significant effects on the primary accuracy dependent measures on day 2, including open-ended and suggestive-leading questions. The present study was the first to investigate the effect of rapport-building on eyewitness recall after a delay, whether changing interviewers across the investigation impacts recall, and whether rapport can act as a safeguard by inoculating witnesses against investigator-provided misinformation. These null findings further suggest that future research should disentangle the specific conditions under which rapport-building facilitates witness recall need to be disentangled in future research.

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Hole, L. "Microcomputer-based diagnostic interviews in mathematics." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382518.

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Kaminsky, Samuel E. "Video-Recorded Vs. Synchronous Interviews| Equivalence and Applicant Reactions." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13805623.

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<p> Organizations have begun to use <i>video-recorded interviews</i> as an applicant-screening tool; however, their impact on hiring processes has not yet been fully investigated by researchers. Video-recorded interviews are meant to provide interview-like experiences with greater flexibility for applicants and enhanced efficiencies for the hiring organization. Despite their promise, researchers are just beginning to examine this technology to determine how usage might affect important outcomes like applicant test performance and reactions. Drawing from justice theories and Potosky's (2008) conceptual framework of assessment media, the current study examines the relationship between interview type (i.e., video-recorded interview vs. synchronous online interview), applicant reactions, and interview performance in order to extend our theoretical understanding of technology mediated interviewing and provide practical recommendations for organizations interested in video-recorded interviewing. Results suggest that video-recorded interviews lead to less cognitive load, fewer impression management behaviors, and improved perceptions of procedural justice. Moreover, interview performance was found to be invariant across administration media. The results of the current study generally support the use of video-recorded interviewing as a replacement for initial structured online interviews.</p><p>

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Holmberg, Ulf. "Police Interviews with Victims and Suspects of Violent and Sexual Crimes : Interviewee's experiences and interview outcomes." Doctoral thesis, Stockholm University, Department of Psychology, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-64.

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<p>The police interview is one of the most important investigative tools that law enforcement has close at hand, and police interview methods have changed during the twentieth century. A good police interview is conducted in the frame of the law, is governed by the interview goal, and is influenced by facilitating factors that may affect the elicited report. The present doctoral dissertation focuses on police interviews in cases of very serious crimes of violence and sexual offences. Results reveal crime victims’ and perpetrators’ experiences of being interviewed and police officers’ attitudes towards conducting interviews related to traumatizing crimes. Study 1 revealed that when police officers interviewed <i>murderers</i> and <i>sexual offenders</i>, the interviewees perceived attitudes characterized by either <i>dominance</i> or <i>humanity</i>. Police interviews marked by dominance and suspects’ responses of <i>anxiety</i> were mainly associated with a higher proportion of denials, whereas an approach marked by humanity, and responses of being <i>respected</i> were significantly associated with admissions. In line with Study 1, the victims of rape and aggravated assault in Study 2 also revealed the experience of two police interview styles, where an interviewing style marked by <i>dominance </i>and responses of <i>anxiety</i> was significantly associated with crime victims’ omissions of information. Moreover, a <i>humanitarian</i> interviewing style, and crime victims’ feelings of being <i>respected</i> and <i>co-operative,</i> was significantly related to crime victims providing all information from painful events. Special squad police officers’ attitudes towards<i> interviewing</i> <i>crime victims</i>, in Study 3, also showed a <i>humanitarian</i> approach and <i>two dominant approaches</i>, one affective and the other refusing. The attitude towards <i>interviewing suspects</i> of crimes in focus revealed <i>humanitarian</i> and <i>dominant</i> interviewing attitudes, and an approach marked by <i>kindness</i>. The present thesis shows that, during their entire career, an overwhelming majority of the special squad police officers have experienced stressful events during patrol as well as investigative duty. Results show that symptoms from stressful event exposures and coping mechanisms are associated with negative attitudes towards interviewing suspects and supportive attitudes towards crime victim interviews. Thus, experiences from stressful exposures may automatically activate ego-defensive functions that automatically generate dominant attitudes. Moreover, it is important to offer police officers who have been exposed to stressful events the opportunity to work through their experiences, for example, through debriefing procedures. After debriefings, police officers are better prepared to meet crime victims and suspects and, through conscious closed-loop processes, to conduct police interviews without awaking ego-defensive functions. </p>

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Holmes, Joshua T. "Reverie and research interviews : a theoretical and empirical investigation." Thesis, University of Essex, 2015. http://repository.essex.ac.uk/15529/.

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Research procedures can create emotional distance between researchers and participants, thereby rendering inaccessible the information which the research seeks to elicit. Qualitative researchers look to psychoanalysis for solutions. The thesis falls into three parts. The first traces an intellectual journey establishing the notion of 'relational reverie'. In Bion's theory of maternal reverie inner awareness becomes the pathway to relational understanding. Ogden developed the notion of reverie as a co-created intersubjective phenomenon, distinct from both analyst and patient. The thesis turns to consider reverie can be used in qualitative research. Reverie - preconscious waking dreaming - is ineffable and spontaneous, and could be seen as inherently antithetical to the defined and systematic ethos of research. Conceptualising the interview as an emotional entanglement of personalities, leads to the idea of it as an arena for 'reverie conversations' (both verbal and imagic). The third aspect of the thesis is empirical. The data start from the author's own reverie. Two studies are presented. First, in two face-to-face interviews with adolescents who had received therapy for depression, reverie is shown to help overcome impasse, and instigate hypotheses about the origins of the depression. Second, in analysis of interview scripts, visualised reverie introduced symbolism into impoverished narratives. These experiences raise the question of whether reverie as a research adjunct can be taught and used by researchers. The third study looked at 'reverie teaching groups', exploring how researchers understand, and attempt to bring reverie into their research repertoire. Using reverie in this way tapped into intersubjective communication, giving voice to unspoken narratives. This provided data for further conceptualising the nature of adolescent depression. Theoretically, the thesis develops the concept of 'relational reverie', and suggests a methodology for the enrichment of qualitative research which stays close to clinical realities.

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Feltham, Robert T. "An evaluation of Home Office extended interviews for police personnel." Thesis, Aston University, 1986. http://publications.aston.ac.uk/12304/.

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In this thesis the validity of an Assessment Centre (called 'Extended Interview') operated on behalf of the British police is investigated. This Assessment Centre (AC) is used to select from amongst internal candidates (serving policemen and policewomen) and external candidates (graduates) for places on an accelerated promotion scheme. The literature is reviewed with respect to history, content, structure, reliability, validity, efficiency and usefulness of ACs, and to contextual issues surrounding AC use. The history of, background to and content of police Extended Interviews (Els) is described, and research issues are identified. Internal validation involved regression of overall EI grades on measures from component tests, exercises, interviews and peer nominations. Four samples numbering 126, 73, 86 and 109 were used in this part of the research. External validation involved regression of three types of criteria - training grades, rank attained, and supervisory ratings - on all EI measures. Follow-up periods for job criteria ranged from 7 to 19 years. Three samples, numbering 223, 157 and 86, were used in this part of the research. In subsidiary investigations, supervisory ratings were factor analysed and criteria intercorrelated. For two of the samples involved in the external validition, clinical/judgemental prediction was compared with mechanical (unit-weighted composite) prediction. Main conclusions are that: (1) EI selection decisions were valid, but only for a job performance criterion; relatively low validity overall was interpreted principally in terms of the questionable job relatedness of the EI procedure; (2) Els as a whole had more validity than was reflected in final EI decisions; (3) assessors' use of information was not optimum, tending to over-emphasize subjectively derived information particularly from interviews; and (4) mechanical prediction was superior to clinical/judgemental prediction for five major criteria.

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Young, Matthew E. "Comparison of Diagnostic Interviews for Children Accessing Outpatient Mental Health Services." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274748739.

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Books on the topic "Interviews in psychology"

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Roulin, Nicolas. The Psychology of Job Interviews. Routledge, 2017. http://dx.doi.org/10.4324/9781315627649.

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Soudijn, K. A. Psychologie in uitvoering: 15 interviews. Swets & Zeitlinger, 1992.

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1947-, Schumm Jeanne Shay, and Sinagub Jane M, eds. Focus group interviews in education and psychology. Sage Publications, 1996.

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Canadian Broadcasting Corporation. Ideas interviews : Douglas R. Hofstadter. CBC Transcripts, 1985.

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Cote, Maureen. Russian psychology in transition: Interviews with Moscow psychologists. Nova Science, 1998.

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Oberman, Michelle. When mothers kill: Interviews from prison. New York University Press, 2008.

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Oberman, Michelle. When mothers kill: Interviews from prison. New York University Press, 2008.

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Oberman, Michelle. When mothers kill: Interviews from prison. New York University Press, 2008.

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Woodman, Marion. Conscious femininity: Interviews with Marion Woodman. Inner City Books, 1993.

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Andrews, Molly. Lifetimes of commitment: Aging, politics, psychology. Cambridge University Press, 1991.

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Book chapters on the topic "Interviews in psychology"

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Patnoe, Shelley. "Interviews." In Recent Research in Psychology. Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4757-2012-9_5.

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Patnoe, Shelley. "Interviews." In Recent Research in Psychology. Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4757-2012-9_8.

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Patnoe, Shelley. "Interviews." In Recent Research in Psychology. Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4757-2012-9_6.

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Patnoe, Shelley. "Interviews." In Recent Research in Psychology. Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4757-2012-9_7.

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Nicholls, Adam R. "Conducting Intake Interviews." In Psychology in Sports Coaching, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003201441-6.

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Poole, Debra Ann, and Jason J. Dickinson. "Investigative Interviews of Children." In Child Forensic Psychology. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29251-3_7.

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Silverman, Wendy K. "Structured Diagnostic Interviews." In Issues in Clinical Child Psychology. Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-1498-9_15.

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Roberts, Karl A., and Victoria Herrington. "Police Interviews With Suspects." In Handbook of Police Psychology. Routledge, 2019. http://dx.doi.org/10.4324/9780429264108-20.

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Huffcutt, Allen I., and Satoris S. Culbertson. "Interviews." In APA handbook of industrial and organizational psychology, Vol 2: Selecting and developing members for the organization. American Psychological Association, 2011. http://dx.doi.org/10.1037/12170-006.

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Carr, Stuart C. "Quo Vadis Interviews in Practice – Demand." In Humanitarian Work Psychology. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137015228_8.

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Conference papers on the topic "Interviews in psychology"

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Cook, Darren, Miri Zilka, Simon Maskell, and Laurence Alison. "A Psychology-Driven Computational Analysis of Political Interviews." In Interspeech 2021. ISCA, 2021. http://dx.doi.org/10.21437/interspeech.2021-2249.

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Baskaeva, O. "Children And Punishments (Russian Preschoolers Interviews Analysis)." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.10.

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Cirillo, Michelle, and Jenifer Hummer. "Exploring secondary students’ proving competencies through clinical interviews with smartpens." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-139.

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Margolis, Claudine, Michael Ion, Patricio Herbst, Amanda Milewski, and Mollee Shultz. "Understanding instructional capacity for high school geometry as a systemic problem through stakeholder interviews." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-94.

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Possoly da Silva Alves, Daianne, Franciele Therezinha Magno Calidoni, Mariana Sales de Oliveira, et al. "The psychosocial impacts of remote education on black youth: an intersectional debate on the COVID-19 pandemic, gender, race and class." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212452.

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The Covid-19 pandemic has moved scientists from different areas of knowledge worldwide to bring reflections on the impacts caused by it, whose scope goes beyond human health in its physical and psychological aspects and affects the economy, politics, social relations at work, the educational system, etc. Therefore, this project, promoted by the Laboratory for the Study of Stigmatization Processes (LEPE) in partnership with the Racism Studies Line (LER) of the Psychology Course of the Higher Education Institutes at CENSA -ISECENSA, aims to promote the debate on the psychosocial effects of remote education on black youth, through an intersectional analysis between Covid-19 pandemic, gender, race and class. The objective of this research is to understand the ways in which black youth was affected in the psychosocial dimension with the establishment of remote education in the public state network with the Covid-19 pandemic. This is an exploratory research, in which a bibliographic review will be carried out to support the researchers' views on the proposed theme, using books and scientific articles on social psychology, remote education in the Covid-19 pandemic, racism and intersectionality. Besides field research, using the semi-structured interview technique. We intend to conduct group interviews, through Google Meet, with black students graduating from Liceu de Humanidades de Campos high school and from other public schools.. We hope to foster the discussion on structural racism that affects the Brazilian society focusing on the psychosocial vulnerability of black youth in the face of remote education established by the Covid-19 pandemic, and, finally, to publish two scientific articles in “Revista Perspectivas Online” with the obtained results

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Surma-aho, Antti, Claudia Chen, Katja Hölttä-Otto, and Maria Yang. "Antecedents and Outcomes of Designer Empathy: A Retrospective Interview Study." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97483.

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Abstract A growing body of research suggests that to uncover key needs and create successful designs, designers must holistically and empathically understand end-users. However, despite the existence of empathy frameworks and guides in design, little empirical work has investigated what influences and results from empathy, i.e. its antecedents and outcomes, at the project level. Further, the distinct roles of affective and cognitive empathic processes are rarely recognized in design, even though they are commonly addressed in psychology research. To begin filling these research gaps, this paper presents a thematic analysis of 10 semi-structured interviews with product and service designers. The designers described a variety of techniques and situations that had enabled them to cognitively understand their users’ perspectives and that had caused affective reactions, ranging from consciously searching for analogous experiences in the designer’s own life to feeling concern for users after observing difficulties in their everyday lives. While cognitive empathy and the resulting accuracy of user understanding was perceived to motivate design changes and thus the creation of more beneficial designs, affective empathy was connected to increased acknowledgement of user problems and motivation to help users. The results describe empathy in a design context and highlight differences between distinct components of empathy.

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Galkina, Ekaterina. "Psychological barriers of the initial stage of professional activity of the self–employed." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-20.

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The problem of the study is that it is not sufficiently studied what psychological barriers people face at the initial stage of professional activity as self-employed. The aim of the study is to study the features of psychological barriers at the initial stage of professional activity of self-employed people. Research hypothesis: at the initial stage of professional activity as self-employed people face psychological barriers in the organizational and creative areas of entrepreneurial activity. The problem of psychological barriers was considered in their works by S. Rubinstein, N. Podymov, I. Pavlov, R. Shakurov and others. The article formulates particular definitions of the main concepts. Methodology: analysis of an individual case using interviews with processing in the framework of interpretive phenomenology. Respondent: female, 34 years old, self-employed as a psychologist for 1 year. Results: psychological barrier of accepting financial responsibility, barrier of adherence to a certain professional culture, barrier of competence in the profession. Certain psychological barriers can arise in connection with certain underlying medical conditions. The conclusions are that psychological barriers are a complex mental education, can be overcome in stages, and motivation of the subject is important for overcoming barriers.

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Helmy Elshemy, Radwa Atef. "A Clinical Study to Address the Negative Impacts of Exposure to Violence on Adolescents with Disabilities." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.792.

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Using case studies and interviews, this study investigated the negative effects of violence against disabled individuals. Twenty girls who were visually and physically disabled completed a questionnaire designed to investigate the consequences that resulted from exposure to violence. The research was conducted in June 2019. The study participants were visually and physically disabled girls who had been exposed to violence. The participants were from the “Alaml Institute” in Misr Elgdida area, Cairo, Egypt. The two participants studied in this paper were deliberately chosen because their previous exposure to violence has resulted in behavioral and psychological disorders. The researcher pursued a clinical approach to study each individual’s personality in-depth. The results revealed that the most harmful effects and psychological problems resulting from exposure to violence were social withdrawal, aggression, tension, anxiety, bitterness, and hatred. The researcher recommends that psychological support, including counseling and psychotherapy, be offered to disabled girls who are exposed to external aggression. Furthermore, there is a need for reinforcing the psychological culture among adolescents, especially the psychology of adolescent girls with disabilities.

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Di Maso, Rosa, and Maria Beatrice Ligorio. "An example of innovative university teaching: the model of Constructive and Collaborative Professional Participation." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9293.

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This contribution presents a blended course model called Constructive and Collaborative Professional Participation (CCPP), developed since 2005. We will describe theories of reference, course structure, activities performed and methods adopted. Starting from a socio-constructivist framework, both online individual and group activities and offline individual and group activities were organized together with Role Taking, "expert" and "Jigsaw" groups inspired by the Aronson method, web-forum and in presence discussions aimed at building various products. The model has been implemented in university courses about Psychology of e-learning and involves companies from the field to professionalize the activities. Academic and business tutors have been purposely trained, to support student participation. Following the Design Based Research methodology, at the end of each edition various kinds of data were collected: questionnaires, interviews, and focus groups with the students and feedback from the tutors and the companies involved. The course trained students on skills related to the syllabus, together with communication, organizational and self-assessment skills. Our results also showed how it was possible to develop identity positioning, in particular the transition from positions as students towards professional positioning.

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Vodopyanova, N. E., O. O. Gofman, A. N. Gusteleva, and D. V. Serezin. "Analysis of the difficulties of distance learning of students and search for ways to coping with them." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.419.435.

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Changes taking place in the world transform the usual way of life and force one to adapt to new forms of work, training, leisure, etc. Despite the fact that information and communication technologies have been a popular educational tool for a long time, the transition of students from full-time to distance learning (DL) in connection with the coronavirus pandemic created a situation of high tension for a number of objective and subjective reasons: uncertainty, a threat to health, lack of real communication, technical difficulties of the DL. All of this in aggregate is considered by us as a stressful situation (SS) and determines the relevance of the study of personality factors that contribute to coping with new stresses. The purpose of the study is to identify factors of SS and resources to control it from the standpoint of maintaining the health and vitality of students. Methods: semi-standardized expert interviews with teachers, author’s questionnaire «Difficulties and resources to overcome them», questionnaire «Health» a short version of the vitality test (Osin & Rasskazova, 2013), assessment of motivation and attitude towards professional activity students (Krylova & Ignatkova, 2017). The study was carried out online in May 2020 during the transition exclusively to DUO. Sample: expert interviews with 30 teachers from universities in St. Petersburg, Tver, Yuzhno-Sakhalinsk; 82 students (age 18 — 30 years) of the Faculty of Psychology of St. Petersburg State University, College of Physical Culture and Sports of St. Petersburg State University, Sakhalin College of Arts. Results. Among the most stressful factors of emergency situations, students included social isolation, new conditions and requirements for self-organizing training, the cognitive difficulties of control tasks in an online format, an epidemiological threat to health, and an experience of anxiety and uncertainty. From the perspective of the subject-resource approach, the personal resources of coping with emergencies are determined. The obtained results formed the basis for recommendations and reconstructions of the educational process.

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Reports on the topic "Interviews in psychology"

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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.

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