Professional Documents
Culture Documents
Pre-interview Instructions:
1. Act casually and encourage candidate to be relaxed.
2. Disclose information that can be conducive to candidate comfort such as this
being the first time you are interviewing people for a job.
3. Talk about your experience at MHANC; about its mission, various work and
organizational culture; and about the responsibilities of the position for which the
candidate is interviewing.
Interview Instructions:
1. Ask the candidate each item (i.e., each provided question or command). Speak
slowly for long items.
a. Try to elicit a more comprehensive, detailed, or categorically better
response by clarifying as needed, by using relatable analogies such as
ones about other roles in the workforce or in life in general, and by asking
follow up questions as needed. In doing so, do not lead the candidate to a
more valuable response by giving examples herein.
b. Score each response by discerning the most analogous rating for the
candidates response based on the evaluative criteria that accompany
each item.
p. 1 of 10
CLP Structured Interview, Part-Time Counselor
2. Add the points together then turn to the scoring page. On the scoring page, write
the total score (i.e., total points) and refer to the scoring key to learn the
candidates quantified suitability for the position (i.e., interview performance).
Scoring Instructions:
1. [Optional Notation] Circle any examples in the evaluative criteria with which the
candidate responds. Write in the margin (next to the respective evaluative level
of criteria) any keyword(s) the candidate answers with that are categorically
qualifying for the evaluative criteria level. Write in the margin a summation of
their response.
2. Score an insufficient response with one (1) point. Score a standard response with
two (2) points. Score three (3) points to responses that exceed the standard. For
accurate results, ensure every item is answered and scored.
3. Write the score of each item in the margin next to the respective item number.
Items:
1. Tell us about any experience working with people who are mentally ill.
A. What population(s) have you worked with?
B. How long did you work in the relevant field(s)?
p. 2 of 10
CLP Structured Interview, Part-Time Counselor
Insufficient:
Does not express more than three good qualities of a mental health
worker.
Standard:
Expresses four or five good qualities of a mental health worker such as
compassion or empathy, patience, kindness, sensitivity, encouragement,
persistence, congruency, honesty, sincerity, acceptance, provides
unconditional positive regard, listens well, has ability to manage time
strategically, has ability to multitask, is confidential/discreet or respectful of
clients privacy, is open to learning or seeks to learn more.
p. 3 of 10
CLP Structured Interview, Part-Time Counselor
Exceeds Standard:
Expresses six or more good qualities of a mental health worker.
4. This position requires working well in teams and not assuming details in
important areas like client medications. What would you do if you do not know
how to perform a task at work that you are responsible for completing?
5. An ADL is an common and standard task most people perform daily, weekly or
otherwise regularly. Examples include cooking, showering, and doing laundry.
How would you show people how to be more functional in an ADL in which they
have a problem doing? You can pick an example like doing laundry to explain
your answer.
Insufficient:
Does not express teaching or a hands-on approach.
Examples:
Show them a video on Youtube.com on how to be more functional.
Tell them to try to ignore their deficit(s) and instruct them to perform
the ADL.
Standard:
Expresses a hands-on or tailored approach, and patience.
p. 4 of 10
CLP Structured Interview, Part-Time Counselor
Examples:
Demonstrate desired behavior and encourage them to copy and
regularly practice it. Show, hands-on, how to do something with
which they needs help.
Role model for them. Lead by example.
Exceeds Standard:
Expresses the standard and beyond.
Examples:
Consistently explain to them how to be productive in the problem
ADL.
Consistently encourage conducive thinking, behavior, and
environmental or social factors that can help mitigate the problem.
6. Part of the job is encouraging people to do things. Every week in a CR like this,
the residents have a meeting and decide who cooks on which night and who is in
charge of which chore for the next week. Cooking and chore charts are hung on a
wall at the start of each new week. How would you encourage people with SMI to
do a chore assigned to them.
p. 5 of 10
CLP Structured Interview, Part-Time Counselor
7. How would you encourage people with SMI to eat or drink more nutritiously?
p. 6 of 10
CLP Structured Interview, Part-Time Counselor
8. How would you manage a situation in which a resident was violating a house
rule such as by smoking indoors or by stealing property of another resident?
9. How would you manage a situation in which a client is having very severe
symptoms? E.g., they may be sad and crying, paranoid and angry, and having
homicidal or suicidal ideation.
p. 7 of 10
CLP Structured Interview, Part-Time Counselor
Examples:
1. Try to mitigate symptoms by using or teaching therapeutic skills
or techniques.
2. Build upon current strengths and strategies.
10. How would you manage a situation in which two residents are verbally
fighting loudly?
11. How would you encourage people with body odor to bathe?
p. 8 of 10
CLP Structured Interview, Part-Time Counselor
12. How would you manage a situation in which a resident is aggressive and
attempts to intimidate you? E.g., the client may be cursing, disrespectful and
invading your personal space.
p. 9 of 10
CLP Structured Interview, Part-Time Counselor
Scoring Page
Notes:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Scoring is configured for twelve (12) well-explored responses. Adjust in accordance with
the following.
Quantity of items (#) times (x) three (3) equals (=) maximum score (max.).
Divide (/) maximum score (max.) into three (3) tiers that are equal or nearly equal
in range (i.e., quantity of possible scores).
If the three tiers are not equal in range, to give the candidate the benefit of the
doubt, assign the Insufficient total score tier with the least range or (if any two
tiers have a difference in range greater than two (2), assign the Standard total
score tier with the most range and adjust accordingly).
p. 10 of 10