Clinical Interview

El presente artículo de reflexión se deriva de la investigación denominada Estandarización de pruebas Neurocognitivas en sujetos normales colombianos, y desarrolla las características de la entrevista en el proceso de evaluación, diagnóstico e intervención dentro de la Neuropsicología clínica. Los hallazgos bibliográficos retoman ciertas sutilezas de la historia clínica o anamnesis, otros se concentran en analizar los factores de riesgo que deban identificarse como información crucial para el diagnóstico, pero se evidencia un vacío en publicaciones relacionadas con las especificidades de la clínica neuropsicológica en las fases de evaluación, diagnóstico e intervención. Tras la escasez de investigaciones y literatura que explique y analice la importancia de este pilar fundamental en las diferentes fases de la clínica neuropsicológica, el artículo busca analizar y profundizar sobre la estructuración de la entrevista clínica en las fases ya referidas, sus características y funcionalidades para cumplir con el objetivo primordial de la neuropsicología clínica, que radica en establecer una evaluación ideográfica, para llegar a un diagnóstico (probablemente nomotético) que marque la línea para establecer un plan de tratamiento acorde y a la medida, con relación a la información que se obtiene del paciente a través de las sesiones de evaluación y tratamiento. Los autores asumimos una posición que posibilite visualizar las especificidades y generalidades de la entrevista para el proceso clínico neuropsicológico. Abstract
This theoretical article develops the interview's features in the assessment process, diagnostic and intervention in clinical neuropsychology. The findings bibliographic retake certain subtleties of the clinical history or anamnesis, others concentrate on analyzing the risk factors to be identified as crucial information for diagnostics, but it shows a gap in publications related to clinical Neuropsychological specificities in stage of assessment, diagnostic and intervention. Because of the shortage of research and literature to explain and analyze the importance of this fundamental pillar in several stages of neuropsychologi-cal clinic, the article attempts to analyze and deepen about clinical interview structuration in stage of assessment, diagnostic and intervention, its characteristics and functionalities to reach with the primordial objective elaborates on the structure of clinical interviews, features and functionalities to reach the primary objective of clinical Neuropsychology, which emerges on setting up a ideographical assessment, to get a diagnostic (probably nomothetic) which indicates the line to set up a treatment plan, consistent and tailored to the nomothetic relation and ideographical, which comes from the patient through assessment sessions and treatment. Authors assume a position that enables the specific and general view of the interview for clinical neuropsychological process.

Objectives. The negative impact of pre-treatment patient perfectionism on therapeutic
alliance and outcomes has been well documented. However, there is much to learn about how patient perfectionism impacts the development of the therapeutic alliance. Our study addressed this by examining the extent to which trait and self-presentational
components of perfectionism influence clinician’s perceptions of patients during an initial interview.

Design. In a re-analysis of data from Hewitt et al., 2008, Psychiatry, 71, 93–122,
participants were 90 treatment-seeking adults (aged 19–64, Mage = 36.2; 40 men)
recruited from outpatient mental health clinics. Each patient had a one-on-one, semistructured interview with a clinician that lasted approximately 50 min.

Method. Patients completed self-report measures assessing trait perfectionism,
perfectionistic self-presentation, and symptom distress before the interview. Patients
were then invited to discuss reasons for seeking treatment and to reflect on the two most challenging situations in their lives in which they had not coped well. Following the interview, clinicians indicated their overall impressions of patients by responding to three self-report questions and rated patients’ distress and hostility via nine adjectives.

Results. After controlling for patients’ symptom distress, other-oriented perfectionism
and non-display of imperfection had small positive relationships with clinician-rated
hostility; self-oriented perfectionism, socially prescribed perfectionism, and non-disclosure of imperfection had small-to-moderate negative relationships with clinician
impressions. Additionally, path analysis revealed other-oriented perfectionism and
non-display of imperfection indirectly predicted less favourable clinician impressions
through clinician-rated hostility.

Conclusions. Findings highlight the importance of evaluating and addressing trait and
self-presentation components of perfectionism early in the therapeutic process.

This research targets children’s informal strategies and knowledge of fractions by examining their ability to create, interpret, and connect representations in doing and communicating mathematics when solving fractions tasks. Our research group followed a constant comparative method to analyze clinical interviews of children in grades 2-6 solving fraction tasks. Several
iterations of coding yielded an emergent coding scheme that helps capture the nuances of children’s reasoning with multiple types of fractions representations. Initial results from the
interview analyses suggest variation in children’s reasoning across four categories: (a) model types, (b) children use of representations and representational fluency, (c) connectedness of children’s informal to formal reasoning type, and (d) meanings of fractions. We discuss the challenges of negotiating first-order versus second-order models of children’s meaning of
fractions, and the relationship between children’s representational fluency and conceptions of fractions

Researchers in the science education community make extensive use of cognitive clinical interviews as windows into student knowledge and thinking. Despite our familiarity with the interviews, there has been very limited research addressing the ways that students understand these interactions. In this work we examine students’ behaviors and speech patterns in a set of clinical interviews about chemistry for evidence of their tacit understandings and underlying expectations about the activity in which they are engaged. We draw on the construct of framing from anthropology and sociolinguistics and identify clusters of behaviors that indicate that students may alternatively frame the interview as Inquiry, an Oral Examination, or an Expert Interview. We present two examples of students shifting between frames during the course of individual interviews. By examining the surrounding interaction we identify both conceptual and epistemological interviewer cues that facilitate and constrain frame shifts. We discuss the implications of dynamic student framing, that is identifiable in student behaviors and discourse,
for researchers who use clinical interviews to map student’s intuitive science knowledge.