Page 74 - Nutrition Counseling and Education Skills: A Guide for Professionals

3C H A P T E R

Summary

In summary, interviewing is a skill and as with other skills, it takes practice to develop. The interviewer needs
to plan in writing the topics to be covered. Various types of questions can be prepared in an appropriate
sequence for the three parts of the interview. Physical surroundings and freedom from interruption should be
planned. These conditions put the professional in a better position to concentrate on the interviewee and on
the process of developing rapport, noting the verbal and nonverbal responses, and providing understanding
responses with empathy.

Review and Discussion Questions

1. What are the possible purposes of a diet history or nutrition interview? Of a preemployment interview?
2. What conditions facilitate an interview?
3. Explain the three parts of an interview. What occurs in each part?
4. Differentiate between the following types of questions: open and closed; primary and secondary; and neutral and leading.
5. Explain the six types of responses.

Suggested Activities

1. Watch an interview on television noting the parts of the interview, techniques used, and verbal and nonverbal responses. Write up your
reactions and analysis.

2. Make a list of what you consider to be the characteristics of a good interview. Then observe a television interview show, such as the Tonight
Show, Dr. Phil, Shark Tank, or others. What types of questions are asked? What kinds of responses does the interviewer obtain? What was
the level of rapport between the two parties? How well did the interview meet your criteria? Construct an interview guide from the questions
asked with their sequence.

3. Plan an interview guide specifying the content and sequence of questions. Write examples of various kinds of questions, such as open and
closed, primary and secondary, and neutral and leading. Which kinds of questions do you prefer to answer?

4. Divide into groups of two for role-playing using the 24-hour recall, with each person interviewing the other in turn. Use various types of
responses, such as probing, paraphrasing, and understanding. If three people are available, the third may serve as an evaluator.

5. Using an interview guide, make an audiotape of a simulated or actual interview using the usual daily food intake, if the participant’s
permission is granted. Complete an evaluation.

6. Using an interview guide, make a videotape of a simulated or actual interview, if the participant’s permission is granted. This will show both
the verbal and nonverbal behaviors as well as any personal idiosyncrasies. Complete an evaluation.

7. Turn on the television set without the sound. Try to interpret the nonverbal behavior you are seeing.
8. Visit three offices and observe the physical surroundings. Which is most comfortable and conducive to communication? Why? Which is least

comfortable? Why? Arrange the furniture in a room or office for an optimum interviewing setting.
9. Change the following technical words that are used by professionals into terms that will help a client to understand their meanings: fiber,

nutrients, sodium, lipids, protein, serum glucose, carbohydrates, low-density lipoproteins, polyunsaturated fatty acids, saturated fatty acids,
colitis, gastric ulcer, hypertension, fluid intake, osteoporosis.
10. Directions: Read the lettered statements below. Identify both the thought the person is expressing and the feelings the person may be
experiencing. Write a paraphrased statement reflecting the thought or content of the message:
A. “I’ve had diabetes for 6 years. They put me on a diet and insulin injections when I first found out about it, and I check my blood sugar

sometimes. The diet isn’t too bad.”
B. “I’m expecting my second baby. I never paid any attention to what I ate during my first pregnancy and my baby was healthy.”
C. “The doctor told me that I can go home tomorrow, but I live alone so I have no one to help me with a diet, and I’m in no hurry to leave.”
D. “Joan talks to people all day long and doesn’t get her work done. The rest of us have to finish for her or we get yelled at.”
E. “I’ve been working here for 10 years. Now you come in as a new supervisor and want to change everything around. What’s wrong with

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