An evaluation of interview training for adolescents
The effectiveness of interview training was investigated in a study involving seventy-two lesser-qualified school-leavers, allocated to the following groups: (1) interview training (IVT); (2) interview training + videotape feedback (IVT + Video); (3) videotape feedback - 3 sessions (3 Video); (4) videotape feedback - 1 session (1 Video); (5) discussion (3 Disc.); (6) handout (Handout); (7) attention-only control (Att.C). For the IVT group a combination of modelling, coaching, roleplay, feedback and discussion was used to train both verbal and non-verbal interview skills in 3 sessions. This programme was modified to include videotape feedback for the IVT + Video group. Videotape feedback without the other components was administered to 3 Video, and 1 Video. The 3 Disc. group spent 3 sessions discussing problems at interview and how to resolve them (without the active components included in the IVT programme). The Handout group received only the written material used with the IVT group, together with a brief description of the appropriate use of such information. The Att.C group had 3 sessions of discussion of leisure interests etc., to control for the non-specific effects of being in therapy. Subjects were assessed using videotaped roleplayed interviews. Analyses of verbal and general items demonstrated the superiority of the two experimental groups (IVT, and IVT + Video) over the alternative procedures. A good degree of social validation was achieved, there was evidence of generalisation and at follow-up the post-training improvements were well-maintained. Interview training was shown to be effective irrespective of the subject's level of intelligence. The interview training programme was extended to eight clinical single case studies. The programme was found to be effective with this population also, especially for subjects without wider social skills problems. Training in verbal skills was particularly important, as was generalisation training. In contrast, relaxation training, and training of non-verbal skills contributed little. Videotape feedback had less effect than expected, however, this was possibly due to the adoption of a random allocation procedure.