EDA3013 Assign 2 / Sem 2

STUDENT NO: 55920330
STUDENT NAME: SONJA DAVIES
SUBJECT: EDA3013 – Guidance Counselling & Life Skills
ASSIGNMENT: 2 (TWO) Semester 2 (TWO)
UNIQUE ASSIGNMENT NO: 685330
DATE DUE: 12 Sept 2018



TABLE OF CONTENT

CONTENT PAGE
Student details 1
Declaration regarding Plagiarism 1
QUESTION 1 2&3
QUESTION 2 3&4
QUESTION 3 4-9
QUESTION 4 10




DECLARATION REGARDING PLAGIARISM

NAME: Sonja Davies
STUDENT NUMBER: 55920330
ASSIGNMENT No: TWO
UNIQUE ASSIGNMENT NUMBER: 685330

I declare that this assignment is my own original work. Where secondary material has
been used (either from a printed source or from the internet), this has been carefully
acknowledged and referenced in accordance with departmental requirements. I
understand what plagiarism is and am aware of the department’s policy in this regard. I
have not allowed anyone else to borrow or copy my work



Signature:




Date: 02 Sept 2018




1

, QUESTION 1
Study guide for EDA3013 discusses THREE (3) different methods of interviewing. Name and
explain these interview methods in your own words.


INTERVIEWING METHODS.

INTRODUCTION

To know the methods of an interview, one must first have a clear understanding of what an
interview actually is.
Although the word ‘interview’ often implies a very formal communication between two
people or parties, the pedagogic interview between an educator or counsellor and a learner,
requires that the interview process be a two-way discussion, which allows the learner to feel
comfortable and safe in the interview environment. The purpose of an interview in a school
environment is to gather information from the learner, in order to either make a diagnosis,
establish ability and/or decide on appropriate treatment. There are three methods to
interview by, which are directly linked to the aims and objectives of the interview.

THE DIRECT (STRUCTURED) APPROACH
The objective of this approach is to gather information for something specific. The interviewer
takes the lead and asks relevant questions, whereas the person being interviewed simply
needs to answer questions. (The Direct (structured) Approach 3.10.1 Pg. 104) This method is
most suitable when making a selection for something in particular e.g. the interviewing of
learners for prefect positions. The interviewer’s approach is very direct and implies that
he/she has pre-conceived ideas about what the information they are looking for.

THE NONDIRECT (UNSTRUCTURED) APPROACH

This method of interviewing encourages the person being interviewed to elaborate on issues
or matters, enabling the interviewer to uncover underlying causes or sources of a problem at
hand. The interviewer asks open ended questions which require the interviewed person to
share more information about the matter. This non-direct approach is a ‘softer’, less harsh
way of getting to the core of an issue, which is necessary especially when emotions and
personal circumstances are at risk. E.g. the interviewer (counsellor) treats the learner as an
equal, without enforcing any kind of structure on the interview process. In this way the learner
is more inclined to spontaneously ‘open up’ about his/her deep feelings. This is a process
which works well if a learner chooses to see a counsellor but since this is not a common
occurrence, this method is not considered ideal. In addition this process is seen to reduce the
interviewer/counsellor’s role to that of a ‘sympathetic listener’, as opposed to someone who
should be advising the learner, who invariably has to solve their own problems in this process.
(The Nondirect (Unstructured) Approach 3.10.2 Pg. 105)

COMPOSITE APPROACH

This interview method is a process made up of a combination of the best aspects of the Direct
and Nondirect approaches. It is not learner-centred nor interviewer-centred. This process

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