Empathy Interview
Empathy Interview
Embedded Files
Using an empathy interview...
Promotes application of empathy
Increases perspectives
Establishes connection/partnerships
Implementation
Implementation
Overview
Empathy interviews should be conducted in a 1:1 setting with a student.
The framing of the interview is to seek to understand their experiences on a specific problem/issue.
Possible questions include...
What is one word you would use to describe how you feel about X?
Tell me about a time when you felt successful in X…
What happened? What made this a success? (What did you do? What did others do?)
Tell me about a time when you X was hard…
What happened? How did that feel? Why was that hard? What do you wish would have happened?
What advice would you give another student/person about X?
What advice would you give to me about X?
What do you wish others knew about X?
Suppose you could have three wishes to make X the best it could be. What would they be, and why?
What do you wonder about X, or wish you knew?
Draw me a picture of what you think about when you hear X… (then “Tell me about what you drew.”)
Take notes and reconvene to uncover patterns in the data to determine possible areas to target.
Core Components
Happens in a 1:1 coaching setting
Withhold judgements, assumptions, or generalizations
Forces reflection
Collaborative in nature
Proactive Implementation
Proactivley implementing an empathy interview requires practice. Students can practice conducting interviews with others and the supervising adults. The goal is to get familiar with the process for eventual implementation in an elevated state.
Responsive Implementation
Responsively implementing empathy interviews typically happens after a behavior of concern is demonstrated and harm must be repaired. Students should do so privately.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the empathy interview may be conducted with a person holding a strong relationship with the student prior to meeting with someone impacted.
Skills Training
If the need is skill building then the student may discuss a specific skill as the foundation of the interview.
Awareness
If the need is awareness then the student may have restorative questions intertwined into the empathy interview.
Emotional Regulation
If the need is regulation then the student may have an empathy interview conducted as a regulation tool.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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