Interview as a Diagnostic Method
Pedagogic-psychological diagnostics
Katedra pedagogiky

Interview
̶Diagnostic (cognitive) interview – focuses on personal motives, beliefs, experiences,
preconceptions, opinions, and values of the individual; it reveals facts about personal, health,
family or social history; the course, methods, and outcomes of learning. It makes it possible to
obtain information based on direct personal contact between the interviewer and the speaker.
̶Research interview – contributes to exploring a particular issue in order to better understand or
get to know social reality; it contextualizes an individual’s subjective view of a given process or
phenomenon.
̶The boundaries between the individual types of interview are permeable.

The diagnostic interview and its stages
̶Preparatory phase
Before the interview; basic information (e.g. the anamnesis) of the pupil/parent (family situation,
school results and grades, health situation, extracurricular activities, etc.).
To conduct the interview; the goal of the interview; estimate the approximate length of the
interview; ecide on how to record the interview (recording, notes, observation sheet, etc.)
̶Introductory phase
The confidentiality of the provided information; The option not to respond; it is better to proceed
from the relatively positive characteristics to those less favorable; enough space to express
themselves;
Enough space to express themselves; a positive atmosphere and to encourage the respondent with
active listening (nonverbal communication).

The diagnostic interview and its stages
̶Developing the interview
In the later stages of the interview, cognitively or emotionally more challenging questions usually
continue; the interviewer should be able to respond to the speaker's personality and tailor the
order of the questions, language or wording to fit the given situation.
̶Conclusion
Each interview should be concluded in such a manner that further contact with the respondent can
follow later.
The teacher strives for emotional closure.

Principles of conducting the interview
̶The context of the interview should be reflected as well as the relationship between the speakers
(e.g. Is the pupil maybe upset after a failed test? Would the pupil prefer to spend the break with
their classmates?)
̶A clear goal for the interview should be set.
̶It should be actively sought after establishing a relationship of trust (e.g. not talking with the
pupil in a lofty tone, maintaining eye contact, nodding, using words like hmm..., etc.).
̶A suitable place should be chosen to conduct the interview.
̶Simple language should be used, without technical terms, and adjusted to the age of the pupil.

Principles of conducting the interview
̶The order of the question and the dramaturgy of the interview should be well designed (at the
beginning, more general and fewer personal questions should be asked).
̶Positive feedback should be provided ("your answers help me to understand what is going on..." or,
"I think I learned a lot of new information from you...”).
̶Nonverbal communication should be noted (voice intonation, accent, pace, any changes in facial
expressions, blushing, looks, sweating, tearfulness, folding arms across the chest, coughing).
Changes are important, e.g. the pupil starts to crumple up a handkerchief, etc.
̶Own beliefs and stereotypes about the pupil should be reflected to avoid the halo effect (the
so-called first impression error).

Anamnesis and the anamnestic interview
“Anamnesis is one of the methods that helps us to gain such information from the pupil’s previous
life that could contribute to clarify the current situation.” (Zelinková; 2001, 31-34)
Anamnesis types according to their focus:
Personal (Developmental) – includes data about the prenatal and perinatal development of the
individual
Family (Related to upbringing) – includes basic information about the family
School – monitors the development of the individual within the institutional education, behavior
towards classmates and teachers, reactions to school etc.
Social – examines the development of the individual from the viewpoint of integrating into peer
groups, the individual’s interests, and leisure time activities.

Family anamnesis
̶Family (Related to upbringing) –
̶includes basic information about the family (e.g. family structure, number of family members, age
of parents, etc.).
̶It also reflects the relationships between family members, type and style of upbringing, behavior
of the individual in the family, difficulties in upbringing, and the socio-economic situation of
the family.

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School anamnesis
̶School – monitors the development of the individual within the institutional education
̶e.g. entering nursery or primary school, adaptation
to the (pre-)school environment, etc.),
̶behavior towards classmates and teachers, reactions to school routines and standards, lists of
schools attended.

Social anamnesis
̶Social – examines the development of the individual from the viewpoint of integrating into peer
groups, the individual’s interests, and leisure time activities.