Preparation
Personal Information and Situation
The interviewee is a 21-year-old university student. The interview took place in an empty
classroom at the Vrije Universiteit Amsterdam.
A Priori Information
The interviewee faces challenges in asserting herself and setting boundaries, leading to a
tendency to be a pushover. Growing up as an introverted individual, she often prioritized
fitting in over expressing her needs. Despite finding a supportive group of friends in
university, she believes there is still room for personal growth in this area.
Possible Angles to Address
In this interview, we will explore the problem of being a pushover and its impacts. The
discussion will focus on four key themes: past influences, personal boundaries, coping
mechanisms, and future goals.
Two Personal Learning Goals
I struggled with silence and rushed through questions, potentially conveying inauthenticity in
my responses. This may be attributed to my natural fast-paced speaking and excessive focus
on the pre-planned interview structure, hindering my immersion in the interview. My goal is
to establish a strong connection with the interviewee, ensuring they feel genuinely heard. I
aim to have more authentic and meaningful conversations that foster a deeper connection. To
achieve this, I aim to reflect the interviewee's emotions at least three times. Tracking the
frequency of emotional reflection will gauge my progress. Successful achievement of my
learning goal will be marked by increased genuine emotional reflection.
Additionally, I encounter difficulty generating follow-up questions, leading to anxiety and
hindering engagement. My goal is to actively participate in conversations while seamlessly
producing relevant follow-up questions. To address this, I will practice thinking aloud during
interviews, allowing reflection and involving the interviewee in shaping the discussion.
Evaluating the quality of my follow-up questions by examining whether they are derived
from the interviewee's responses will indicate improvement. Successful achievement of my
goals involves observing an increased number of relatable follow-up questions that contribute
1
, to deepening the interview and fostering a more engaging and meaningful exchange of
information.
Summary
Growing up in a dominant family with assertive personalities, the interviewee found herself
becoming increasingly shy and reserved. The interviewee mentioned heated arguments and
emotional discussions within the family dynamic, leading her to adopt the role of the quiet
one to compensate for the intensity. She also discussed her friendships, where she tended to
attract dominant and assertive friends. The interviewee admitted that she sought to please
others and fit in, often disregarding her own opinions and boundaries to avoid losing those
connections.
When asked about her self-perception, the interviewee described herself as shy and quiet. She
credited an assertive individual for helping her realize her worth and providing the
confidence to break free from toxic relationships. Regarding personal boundaries, the
interviewee acknowledged that she had strict principles regarding certain aspects of her life
but struggled with emotional boundaries. Fear of not being accepted without compliance was
a significant factor preventing her from asserting herself and setting clear boundaries.
Looking to the future, the interviewee expressed a desire to become more assertive. She
observed confident individuals in her life who exuded a strong sense of self and had clear
principles, deterring others from taking advantage of them. She hopes to adopt similar
behaviors. All in all, she aimed to find a balance between having strong opinions and being
open to discussion and growth.
Evaluation
Evaluation of Content
The interviewee's past influences were explored, revealing the impact of her upbringing on
her less-assertive personality. Growing up in a dominant family shaped her shy and reserved
disposition. Her relationships with friends in middle and high school were also touched upon,
which reflected the manifestation of her upbringing as well as provided basis for the further
development of her character.
2
Personal Information and Situation
The interviewee is a 21-year-old university student. The interview took place in an empty
classroom at the Vrije Universiteit Amsterdam.
A Priori Information
The interviewee faces challenges in asserting herself and setting boundaries, leading to a
tendency to be a pushover. Growing up as an introverted individual, she often prioritized
fitting in over expressing her needs. Despite finding a supportive group of friends in
university, she believes there is still room for personal growth in this area.
Possible Angles to Address
In this interview, we will explore the problem of being a pushover and its impacts. The
discussion will focus on four key themes: past influences, personal boundaries, coping
mechanisms, and future goals.
Two Personal Learning Goals
I struggled with silence and rushed through questions, potentially conveying inauthenticity in
my responses. This may be attributed to my natural fast-paced speaking and excessive focus
on the pre-planned interview structure, hindering my immersion in the interview. My goal is
to establish a strong connection with the interviewee, ensuring they feel genuinely heard. I
aim to have more authentic and meaningful conversations that foster a deeper connection. To
achieve this, I aim to reflect the interviewee's emotions at least three times. Tracking the
frequency of emotional reflection will gauge my progress. Successful achievement of my
learning goal will be marked by increased genuine emotional reflection.
Additionally, I encounter difficulty generating follow-up questions, leading to anxiety and
hindering engagement. My goal is to actively participate in conversations while seamlessly
producing relevant follow-up questions. To address this, I will practice thinking aloud during
interviews, allowing reflection and involving the interviewee in shaping the discussion.
Evaluating the quality of my follow-up questions by examining whether they are derived
from the interviewee's responses will indicate improvement. Successful achievement of my
goals involves observing an increased number of relatable follow-up questions that contribute
1
, to deepening the interview and fostering a more engaging and meaningful exchange of
information.
Summary
Growing up in a dominant family with assertive personalities, the interviewee found herself
becoming increasingly shy and reserved. The interviewee mentioned heated arguments and
emotional discussions within the family dynamic, leading her to adopt the role of the quiet
one to compensate for the intensity. She also discussed her friendships, where she tended to
attract dominant and assertive friends. The interviewee admitted that she sought to please
others and fit in, often disregarding her own opinions and boundaries to avoid losing those
connections.
When asked about her self-perception, the interviewee described herself as shy and quiet. She
credited an assertive individual for helping her realize her worth and providing the
confidence to break free from toxic relationships. Regarding personal boundaries, the
interviewee acknowledged that she had strict principles regarding certain aspects of her life
but struggled with emotional boundaries. Fear of not being accepted without compliance was
a significant factor preventing her from asserting herself and setting clear boundaries.
Looking to the future, the interviewee expressed a desire to become more assertive. She
observed confident individuals in her life who exuded a strong sense of self and had clear
principles, deterring others from taking advantage of them. She hopes to adopt similar
behaviors. All in all, she aimed to find a balance between having strong opinions and being
open to discussion and growth.
Evaluation
Evaluation of Content
The interviewee's past influences were explored, revealing the impact of her upbringing on
her less-assertive personality. Growing up in a dominant family shaped her shy and reserved
disposition. Her relationships with friends in middle and high school were also touched upon,
which reflected the manifestation of her upbringing as well as provided basis for the further
development of her character.
2
