Дисертації: "Interviewing"

1

Ginley, Meredith K. "Motivational Interviewing." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8883.

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2

Larsson, Anneli S. "Interviewing child witnesses /." Göteborg : Dept. of Psychology, Göteborg University, 2005. http://hdl.handle.net/2077/150.

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3

Epps, Susan Bramlett. "Resumes and Interviewing." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/2578.

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4

Stinson, Jill D. "Motivational Interviewing With Offenders." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7982.

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5

Dunn, Sarah E. "Interviewing pre-school age victims of child sexual abuse interviewing methods and disclosure outcomes /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-11292005-200535/.

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Thesis (M.A.)--Georgia State University, 2005.
Title from title screen. Greg Jurkovic, committee chair; Sarah Cook, Julia Perilla, committee members. Electronic text (47 p.) : digital, PDF file. Description based on contents viewed June 19, 2007. Includes bibliographical references (p. 41-46).

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6

Dunn, Sarah E. "Interviewing Pre-school Age Victims of Child Sexual Abuse: Interviewing Methods and Disclosure Outcomes." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/psych_theses/13.

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Disclosure rates among pre-school age victims of alleged sexual abuse were related to the type of investigative interview (forensic evaluation or forensic interview) that they received following a report of abuse. Variables expected to affect the likelihood of the child making a valid disclosure of sexual abuse including the relationship of the child to the offender and the severity of the abuse were also examined. The results indicated that children who underwent a structured, one-time 30 minute forensic interview were significantly less likely to make a valid disclosure of sexual abuse than children who underwent a semi-structured, therapeutic style evaluation over the course of several weeks. The current findings do not suggest that either offender relationship or severity of abuse significantly moderate the relationship between interview type and disclosure status. Limitations of the current study and future directions are discussed.

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7

Cafmeyer, Helene, and Maria Carlsson. "Motivational Interviewing (MI) : en litteraturstudie." Thesis, Röda Korsets Högskola, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-46.

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Bakgrund: Rökning skapar både ett fysiskt och ett psykologiskt beroende vilket gör vanan svår att bryta. En del av sjuksköterskans ansvarsområde är att arbeta hälsofrämjande och att använda sig av kunskapsbaserade metoder. En av dessa är Motivational Interviewing (MI) som är en patientcentrerad samtalsmetod som kan användas inom omvårdnad i syfte att hjälpa patienter till hälsofrämjande livsstilsförändringar. Inga tydliga riktlinjer finns dock för metodens effektivitet vid rökavvänjning. Syfte: Att undersöka forskningsresultat som stödjer eller avfärdar MI som rökavvänjningsmetod. Design: En litteraturöversikt användes i denna uppsats. Resultat: Resultatet sammanställdes utifrån den vetenskapliga litteraturen. Stöd framkom gällande rökstopp, minskat bruk av cigaretter, motivation, minskat röksug samt kostnadseffektivitet vid återfallsprevention. Avfärdande resultat framkom gällande rökstopp och kostnadseffektivitet vid rökstopp. Slutsats: Resultaten indikerar att metoden kan användas framgångsrikt om den anpassas efter de förutsättningar som ges gällande exempelvis patientens rökvanor och aktuella motivation. Mer forskning behövs dock.
Background: Smoking creates a physiological and psychological dependence which makes the habit difficult to break. Nurses are responsible, as part of their professional duty, to work with lifestyle prevention using evidence-based methods. One of them is Motivational Interviewing, MI, a patient-centered technique, which aims to help patients with health-promoting lifestyle changes. There are no clear guidelines regarding this method's efficiency on smoking cessation. Aim: To study the research findings that support or reject MI on smoking cessation. Design: A literature review was used to perform this study. Results: The results were extracted from the scientific literature. Support were found in relation to smoking cessation, reduced smoking, motivation, reduced temptation to smoke and cost-effectiveness on relapse prevention. However, rejection emerged regarding smoking cessation and cost-effectiveness on smoking cessation. Conclusion: The results indicate that the method can be successfully used if adjusted for the conditions given, for example the patient´s smoking history and current motivation. Further research is needed.

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8

Monsen, Jeremy James. "Problem understanding within psychological interviewing." Thesis, University College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343728.

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9

Westcott, Helen L. "The investigative interviewing of children." Thesis, University of Leicester, 1996. http://hdl.handle.net/2381/34700.

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Four studies examined the investigative interviewing of children. Their purpose was to consider the way that children are interviewed, particularly about suspected sexual abuse, so that broader contextual factors were explicitly taken into account. To facilitate the research, an ecological framework was adopted. This stressed the importance of obtaining children's views and relating findings to the child's position, and of studying investigative interviewing in a wider practice and policy context than has previously taken place. In the first study, children who had been the subject of an investigative interview for sexual abuse participated in indepth interviews. The second experiment contrasted child and adult interviewers finding out what had happened during a videotaped event. Children's help-seeking behaviour in relation to bullying and parental arguing was explored through a questionnaire in the third study. Finally, training on the Memorandum of Good Practice in Area Child Protection Committees (ACPCs) was surveyed via a questionnaire. Findings from the first and final studies suggested that the Memorandum is too heavily evidential at the expense of children's welfare. In practice, investigative interviews resemble interrogations, rather than opportunities for children to talk about problems. The studies of children's help-seeking, and their experiences of investigative interviews, contained a number of pointers for individual practitioners. In particular, children want supportive and empathic professionals. However, the need to reconsider children's social networks in relation to professional intervention was highlighted by the absence of professional helpers chosen to assist with interpersonal problems. The value of interviewer training was emphasised by the study of children-as-interviewers and the survey of ACPCs' training. The research demonstrated the importance of considering the wider context of investigative interviewing, and specifically the influence of the criminal justice system. The ecological approach proved a valuable framework, but the problems of researching macro-level systems and power structures remain.

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10

Lindhe, Söderlund Lena. "Motivational Interviewing in Theory and Practice." Doctoral thesis, Linköpings universitet, Socialmedicin och folkhälsovetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-60330.

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An estimated 50% of mortality from the 10 leading causes of death is due to behaviour. Individuals can make important contributions to their own health by adopting health-related behaviours and avoiding others. Motivational interviewing (MI) has emerged as a counselling approach for behavioural change that builds on a patient empowerment perspective by supporting autonomy and self-efficacy. The overall aim of this thesis is to contribute to improved understanding of the different factors that impact on general health care professionals’ learning and practice of MI. Specific aims are; study I was to identify barriers, facilitators and modifiers to use MI with pharmacy clients in community pharmacies; study II was to identify barriers and facilitators to use MI with overweight and obese children in child welfare and school health services; study III was to evaluate the attitudes towards MI and clinical use of MI with children´s weight issues one year after child health care nurses’ participation in MI training; study IV was to systematically review studies that have evaluated the contents and outcomes of MI training for general health care professionals. Participants in study I were 15 community pharmacy pharmacists in Östergötland, Sweden. Participants in study II were five child welfare centre nurses from the county council and six municipally-employed school health service nurses, all from Östergötland, Sweden. Data for both studies were obtained through focus group interviews. Study III, participants were 76 nurses from child health care centres in Östergötland, Sweden. 1-year after MI training they answered a survey. Study IV, the material was 10 empirical studies that have evaluated different aspects of MI training. MI training for general health care providers is generally of short duration and tends to focus on specific topics such as diabetes, smoking, and alcohol. The training seems to contain more training on phase I elements, such as clients’ inner motivation, than on phase II, which involves strengthening clients’ commitment to change. MI is seen as practical and useful in work with lifestyle and health promotion issues, especially with issues that may be perceived as sensitive, such as alcohol and obesity. General health care providers have positive attitudes to MI and view MI as being compatible with their values and norms about how they want to work. Clients’ resistance reactions are difficult to handle in the first stages of learning MI, and may lead to frustration. Strategies to avoid resistance are including in the final stages of learning MI. Learning and clinical use of MI for general health care providers is influenced by interactions with their environment (colleagues, staff and organization). Unlearning of old knowledge can be a problem for general health care providers in the learning and clinical use of MI.

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11

Leahy-Harland, Samantha. "Police interviewing of serious crime suspects." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/28230.

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The research in this thesis is the first of its kind to describe in a significant level of detail the actual police interviewing of serious crime suspects, with a specific focus on who is being interviewed. The principal information source was 407 real-life audio-tape recordings of interviews with 56 different suspects. Suspects were interviewed for offences that included murder (and attempted murder), sexual assault and serious assault. Tape recordings were obtained from 11 Police Services across England and Wales and were analysed using a specially designed coding frame that captured a range of interviewer and suspect behaviour. The research described how suspects respond during police interviews and examined the interactions between suspect response, interviewer behaviour and case characteristics. Finally, the research assessed the presence and contribution of legal advisors, Appropriate Adults and interpreters. Based on this novel research, the thesis brings out some key findings, highlights where the work is limited and where further exploration is needed, and suggests where interviewing practice might be strengthened. This research is intended to be of interest and practical value to both the research community and the police service.

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12

Driskell, James. "Investigative Interviewing: A Team-Level Approach." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5930.

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To date, the tandem interview approach has yet to be scientifically vetted as an investigative interviewing technique. Specifically, it is unclear what affect the application of two interviewers has on the investigative process. This is alarming considering that this approach is regularly applied under current law enforcement operations. Despite a dearth of research examining the tandem interview approach in investigative interviews, the extensive research on teams would lead us to believe that teams should benefit the overall investigative interview process and outperform individuals in detecting lies. Consequently, the goals of this research were to investigate these potential benefits. Findings from a laboratory study consisting of 90 simulated investigative interviews (N = 225) revealed several advantages associated with the application of the tandem interview approach. First, tandem interviewers found conducting the investigative interview to be less cognitively demanding and paid more attention to diagnostic cues to deception. Second, tandem interviewers conducted superior interviews than single interviewers. Specifically, they were able to obtain more information from interviewees, asked more open-ended questions, and asked a greater total number of questions. Despite outperforming single interviewers during the interview, tandem interviewers were unable to detect deception better than single interviewers. Still, overall detection rates were better than previous research. The general findings from this study suggest that tandem interviewers that adopt a rapport-based approach throughout the investigative interview can enhance investigative interviewing outcomes. Theoretical and practical implications, limitations, and future research are discussed.
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Human Factors Psychology

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13

Stinson, Jill D. "Motivational Interviewing With Court-Ordered Populations." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8002.

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Book Summary: This book reviews how new and promising evidence-based interventions are being used with those involved in the criminal justice system. While there has been an increased emphasis on evidence-based practice within forensic treatment, there remains a disjoint between what we know works and adapting these interventions to those involved in the criminal justice system. This book seeks to bridge that gap by providing an overview of what we know works and how that information has been translated into offender treatment. In addition, it highlights avenues where additional research is needed.

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14

Hill, Celeste. "Cultivating Competence: Peer-to-peer Interviewing." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/15.

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The power of peer-to-peer teaching and learning was explored in an interviewing assignment between upper and lower classes in Human Development and Family Life Education. The freshmen and sophomores participated in a Professional Perspectives in Family Science class, whereas the juniors and seniors were completing their practicum experiences. In both classes there is a focus on professionalism and career competence. The two groups of students were pair-matched and the upperclass Practicum students interviewed the underclass Professional Perspectives students as if it were a formal graduate school admission or an employment interview. Both participants had to prepare for the mock interview by partnering with the university career development center. After the interview the upperclass participant of the pair provided feedback to the underclass student. The metacognitive learning in this task was that upperclass students had to reflect on their own performance. By being in the interviewee role, they became aware of the parameters that could be explored in more formal real-life situations, and had an opportunity to enhance their competence for future interviews.

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15

McEachern, Adriana Garcia. "Teaching employment interviewing techniques to college students." Gainesville, FL, 1989. http://www.archive.org/details/teachingemployme00mcea.

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16

Lindhe, Söderlund Lena. "Challenges of learning and practicing motivational interviewing." Licentiate thesis, Linköping University, Linköping University, Division of Preventive and Social Medicine and Public Health Science, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-17351.

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Background: The past three decades have seen a growth in health promotion research and practice, stimulated by the epidemiologic transition of the leading causes of death from infectious to chronic diseases. An estimated 50% of mortality from the 10 leading causes of death is due to behaviour, which suggests individuals can make important contributions to their own health by adopting some health-related behaviours and avoiding others. Motivational interviewing (MI) has emerged as a brief counselling approach for behavioural modification that builds on a patient empowerment perspective by supporting self-esteem and self-efficacy. MI has become increasingly popular in a variety of health care settings as well as non-health care settings.

Aims: The overall aim of this thesis is to contribute to improved understanding of the different factors that impact on the learning and practice of MI. The aim of study I was to identify barriers and facilitators to use MI with overweight and obese children in child welfare and school health services. The aim of study II was to identify barriers, facilitators and modifiers to use MI with pharmacy clients in community pharmacies.

Methods: Participants in study I were five child welfare centre nurses from the county council and six municipally-employed school health service nurses, all from Östergötland, Sweden. Participants in study II were 15 community pharmacy pharmacists in Östergötland Sweden. Data for both studies were obtained through focus group interviews with the participants, using interview guides containing open-ended questions related to the aims of the studies. Study II also included five individual interviews. Interview data were interpreted from a phenomenological perspective.

Results: In study I, important barriers were nurses’ lack of recognition that overweight and obesity among children constitutes a health problem, problem ambivalence among nurses who felt that children’s weight might be a problem although there was no immediate motivation to do anything, and parents who the nurses believed were unmotivated to deal with their children’s weight problem. Facilitators included nurses’ recognition of the advantages of MI, parents who were cooperative and aware of the health problem, and working with obese children rather than those who were overweight. In study II, pharmacists who had previously participated in education that included elements similar to MI felt this facilitated their use of MI. The opportunity to decide on appropriate clients and/or healthrelated behaviours for counselling was also an important facilitator. The pharmacists believed the physical environment of the pharmacies was favourable for MI use, but they experienced time limitations when there were many clients on the premises. They also experienced many difficulties associated with the practical application of MI, including initiating and concluding client conversations.

Conclusions: Learning and practicing MI effectively is difficult for many practitioners as it requires a new way of thinking and acting. Practitioners’ use of MI is not effective unless there is recognition that there is an important health-related problem to be solved. Practitioners feel more confident using MI with clients who have health-compromising behaviours and/or risks in which the practitioners feel they have expertise. Possessing considerable MI counselling skills does not compensate for insufficient knowledge about a targeted health-related behaviour and/or risk. Feedback from clients plays an important role for the quality and quantity of practitioners’ MI use.

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17

Jundi, Shyma. "Undercover and collective interviewing to detect deception." Thesis, University of Portsmouth, 2013. https://researchportal.port.ac.uk/portal/en/theses/undercover-and-collective-interviewing-to-detect-deception(943ffd47-308c-4019-9486-0c771d313519).html.

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This thesis aims to examine whether undercover and collective interviewing can elicit cues to deceit. Undercover interviewing is when the suspect is not explicitly informed that they are being interviewed, and collective interviewing involves one interviewer interviewing multiple suspects. In Chapter 1, the thesis is introduced. Then Experiment 1 is described in which participants were covertly interviewed about their plans for an upcoming trip. Findings indicate significant verbal differences in truth tellers’ and liars’ responses. Experiment 2 is a lie detection study, which is carried out in order to determine whether these differences could be identified by lay observers. Observers were given transcripts of undercover interviews from Experiment 1. They could correctly determine veracity significantly better than chance level. Experiment 3 examines another short undercover interview. Participants were despatched on a mission to take photographs, with truth tellers aiming to promote the square to visitors and liars surveying the area for a place to plant a decoy device. When they finished taking photographs, each participant was approached by a mime artist who asked them if they had photographed him and if he could see the photos. Results showed that truth tellers were more likely than liars to admit to having photographed him, and to allow him to see the photos. When analysing the photos, truth tellers’ photographs were more open, appealing, included more people, and central than liars’ photographs. Suspicious features were more prominent in liars' photos and liars mentioned them more frequently. The collective interviewing manipulation is tested in Experiment 4a, in which suspects were interviewed in pairs about their recent activities. Pairs of truth tellers went to lunch in a nearby restaurant, whereas pairs of liars 'stole' money from a purse in an office and were asked to use the truth tellers' activities as an alibi. Results showed that liars looked at the interview more, and exhibited less gaze aversion than truth tellers. More liars than truth tellers developed a strategy prior to the interview. In Experiment 4b, the data from Experiment 4a is analysed to assess the verbal behaviour of the suspects when being interviewed collectively. Truth tellers interrupted each other more, corrected each other more, and added more information to each other’s accounts than liars. Experiment 5 is a combination study involving undercover and collective interviewing. Participants undertook a mission in pairs, where they photographed an animal enclosure in a park. Truth tellers did this to collect material for a promotional flyer, whereas liars acted as animal rights activists. Participants were interviewed covertly and formally in pairs. Results showed that liars had less overlap than truth tellers when their responses in the covert interview were compared to their responses in the formal interview. Liars were also less likely than truth tellers to mention the undercover interviewer in the formal interview. Chapter 8 is the General Discussion. Findings are summarised, and implications, future research and limitations are discussed. The overall conclusion is that undercover interviewing and collective interviewing elicit observable cues to deceit.

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18

Agnew, Sarah Elizabeth, and mikewood@deakin edu au. "Investigative interviewing of children with intellectual disabilities." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103016.

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This research was designed to examine two broad issues in relation to the investigative interviewing of children (aged 9 to 13 years) with mild and moderate intellectual disabilities. First, how do children with intellectual disabilities perform (relative to children matched for chronological and mental age) when recalling an event in response to various questions? Second, what question types and interview strategies do police officers and caregivers use to elicit accurate and detailed accounts about an event from children with intellectual disabilities? The rationale for exploring each of these issues was to determine possible ways of improving the elicitation of evidence from children with intellectual disabilities. While children with intellectual disabilities constitute a high proportion of all child victims of abuse (Conway, 1994; Goldman, 1994; Morse, et ah, 1970), they rarely provide formal reports of abuse and of those incidents that are reported, few cases progress to court (Henry & Gudjonsson, 1999). Study 1 used a standard interview protocol containing a variety of questions and an interview structure commonly used in investigative interviews. Specifically, the memory and suggestibility of eighty children with either a mild and moderate intellectual disability (M age = 10.85 years) was examined when recalling an innocuous event that was staged at their school. The children's performance was compared with that of two control groups; a group of mainstream children matched for mental age and a group of mainstream children matched for chronological age. Overall, this study showed that children with both mild and moderate intellectual disabilities can provide accurate and highly specific event-related information hi response to questions recommended in best-practice guidelines. However, their recall was less complete and less clear in response to free-narrative prompts and less accurate in response to specific questions when compared to both mainstream age-matched groups. Study 2 provided an in-depth analysis of the types of questions and strategies used by twenty-eight police officers and caregivers when interviewing children with either mild or moderate intellectual disabilities (M age = 11.13 years) about a repeated event that was staged at their school. The results revealed that while the approach used by the police officers was generally consistent with best-practice recommendations (i.e., their interviews contained few leading, coercive or negative strategies), there were many ways in which their approach could be improved. This study also showed that the caregivers used a high proportion of direct and negative strategies to elicit information from their children. Even when caregivers used open-ended questions, their children provided less event-related information than they did to police interviewers. The results of both studies were discussed in relation to current 'best-practice' guidelines for interviewing children and recommendations were offered for improving the quality of field interviews with children who have intellectual disabilities.

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19

Birman, Sharon. "Clinical intake interviewing| Proposing LGB affirmative recommendations." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564350.

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The initial impression a client formulates about the therapist is critical to establishing a deep and meaningful working alliance. The traditional intake interview protocol is fraught with heterocentric biases and heteronormative assumptions, thereby failing to provide an affirming experience for non-heterosexual clients or potentially overlooks issues relevant to competently serve the psychological needs of LGB clients. This dissertation endeavors to respond to the growing need for the clinical application of LGB affirmative approaches. An overview of the following bodies of literature is offered: (a) consequences of heterosexism on the lives of LGB individuals, (b) heterosexism and the field of psychology, (c) perceived competence of therapists treating LGB clients, (d) current practices in working clinically with LGB clients, and (e) intersection of multiple cultural considerations. Based on a synthesis of the literature, feedback from experts in the field, and a critical review of existing intake protocols, preliminary suggestions for engaging in an LGB affirming initial therapeutic experience is offered. 4 major areas of clinical considerations for engaging in an affirmative intake process are discussed: (a) creating an affirming environment, (b) the initial intake process, (c) important considerations specific to members of the LGB community; and (d) therapist competencies. Finally, intake questions for consideration in intake forms or during the course of an intake interview are presented.

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20

Shawyer, Andrea. "Investigative interviewing : investigation, counter fraud and deception." Thesis, University of Portsmouth, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496605.

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Due to highly publicised miscarriages of justice cases towards the end of the last century in the UK, legislation and associated practice developed in an attempt to achieve more ethical investigations. Investigative interviewing as a result was developed, and progressed over the years to become one of the most ethical and fair systems of interviewing in the world. The introduction of the PEACE model in the early 1990s provided structure and form for all police interviewers, and more recently in public sector fraud interviews, and became a framework to which all interviewers should adhere.

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21

Mortimer, Anna Kimberley Olwen. "Cognitive processes underlying police investigative interviewing behaviour." Thesis, University of Portsmouth, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386953.

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22

Clarke, Colin. "A national evaluation of PEACE investigative interviewing." Thesis, University of Portsmouth, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430653.

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23

Dodd, Julia. "Theories of Behavior Change and Motivational Interviewing." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7346.

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24

Dodd, Julia. "Theories of Behavior Change and Motivational Interviewing." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7349.

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25

Stinson, Jill D. "Motivational Interviewing for Offender Rehabilitation and Engagement." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7911.

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26

Stinson, Jill D. "Motivational Interviewing: Promoting Client Collaboration and Change." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7980.

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27

Stinson, Jill D. "Motivational Interviewing for Offender Rehabilitation and Reentry." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7986.

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28

Hagen, Jutta [Verfasser], and Ralf [Akademischer Betreuer] Demmel. "Motivational Interviewing / Jutta Hagen ; Betreuer: Ralf Demmel." Münster : Universitäts- und Landesbibliothek Münster, 2010. http://d-nb.info/1141178133/34.

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29

Tross, Stuart A. "The effect of interviewee coaching on the structured experience-based interview process and outcomes." Diss., Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/29578.

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30

Wadie, Fiona Charlotte. "Craft or science? The practices of investigative interviewing." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616488.

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Investigative interviewing is a core practice within a criminal investigation and is used by police officers to gather information and evidence from suspects, victims and witnesses of crime. The research presented in this thesis examines the process of conducting investigative interviews. It investigates the factors which shape interview practices focusing on whether there is a 'science' to interviewing - characterised by factors such as the integration of research, guidance and 'best practice' - or whether it is a 'craft' developed by police officers in the context of their day-to-day working routines and cultural understanding of police work. Utilising a criminological (and sociological) approach and qualitative research methodology (semi-structured interviews and observation), this research considers the function of investigative interviewing and how legislation and guidance (formal), research, training and supervision (organisational) - all designed to improve the interview process - and cultural practices (informal), are understood and applied in practice and used operationally in police officers' day-to-day work. The overall findings of the research suggest that although there is a 'science' to investigative interviewing as evidenced in the means of the production of guidance, models of interviewing, and legislation, it is , still best understood as a 'craft' by officers. The accounts provided by officers in the course of the research suggested that investigative interviewing, or more specifically effective investigative interviewing, is a skill that is developed over time, and one which is shaped by the officers own experiences, learning from colleagues and through processes of socialisation (formal training and informal).

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31

Jeremic, Martin, and Markus Vilhelmsson. "Implementering av Motivational Interviewing : Utbildningen som inte utnyttjas." Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-33704.

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Syftet med denna studie var att undersöka hur behandlare uppfattar implementeringen av MI inom SiS-ungdomsvård. Studien utgår från en hermeneutisk forskningstradition med en kvalitativ ansats. Undersökningen bygger på semistrukturerade intervjuer med fem behandlingspedagoger där alla har erfarenhet av MI som förhållningssätt. Resultatet visar att MIs grundutbildning uppfattas som lärorik, givande och proffsigt utförd. Men när kunskapen sedan skall införas i det praktiska arbetet skapas problem. Detta framförallt med anledning av tidsbrist och avsaknad av engagemang, vilket i sin tur leder till att det inte finns en tydlig struktur för hur kunskapen skall användas och utvecklas. För att tolka resultatet har vi utgått från studiens teoretiska utgångspunkt som är implementeringsteorin. I diskussionen framgår att implementeringen av ett förhållningssätt är en komplex process vilket leder till att förklaringsfaktorerna till stor del överlappas, vilket i sin tur medför att det är svårt och urskilja vad som slutligen är avgörande i implementeringsprocessen.

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Sherr, Avrom. "Competence and skill acquisition in lawyer client interviewing." Thesis, University of Warwick, 1991. http://wrap.warwick.ac.uk/2541/.

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This study considers the competence of lawyers. in carrying out the work of interviewing their clients and the value of training and experience in acquiring client interviewing skills. Literature on legal skills is first surveyed to assist in understanding the concept and help decide on methodology. Literature on client, interviewing' and the educational value of experiencee reviewed to provide background to subsequent studies. The first study provides an overall framework for solicitors' work and monitors, through observation and questionnaire, the work of a number of solicitors over a four day period. Client interviewing is found to take up a larger proportion of solicitors' professional work than other categories noted, and observation proves to be a more sound basis for studying detail than a questionnaire approach. The second study assesses the competence of 27 new trainee solicitors at interviewing clients through a detailed monitoring of their performance over thirteen tasks using eighteen different techniques and providing thirteen heads of information. Their performance exhibited many of the deficiencies recognised in the literature. The trainees were then randomly allocated to three treatment groups. One group received full training, one received training without audio-visual feedback of first interviews and the third (control) received no training at all. They all then undertook a second interview which was similarly assessed. Training was found significantly to enhance performance over the spectrum of measurement, an audio-visual feedback) especially enhanced behavioral aspects of performance. In the final study, solicitors and trainees ranging widely in experience were videotaped interviewing their clients and similarly assessed. Experience was not found to have- the expected effect of enhancing performance significantly except in some minor respects, but it did increase the feeling of confidence in interviewing ability. In conclusion, suggestions are made for stronger linking of training with experience in the production of new lawyers.

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Soukara, Stavroula. "Investigative interviewing of suspects : piecing together the picture." Thesis, University of Portsmouth, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434748.

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Gavin, Helen Fiona. "Selection interviewing : a study in applied knowledge engineering." Thesis, Teesside University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358791.

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Guerts, Renate. "Interviewing to assess and manage threats of violence." Thesis, University of Portsmouth, 2017. https://researchportal.port.ac.uk/portal/en/theses/interviewing-to-assess-and-manage-threats-of-violence(41fa70b0-73cd-452f-9cb9-4c2ebdcf56a1).html.

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Persons who pose threats of violence can be rich sources of information for professionals charged with ensuring safety and security. The interviewing of threateners is thus considered important among such professionals, but research on the topic is scarce. This thesis seeks to advance current knowledge by proposing a scientific perspective on effective threat assessment and management (TAM) interviewing. What are the expected dynamics when interacting with persons who threaten to cause harm and, given these dynamics, which interview methods work best? A novel experimental paradigm was developed and employed in Studies I, II, and III. Participants were given a fictitious case describing two conflicting parties and were then asked to take on the role of the threatening party in a subsequent interview with the conflicting party. Study I (N = 157) examined whether individuals’ intent to actualise a threat becomes evident in how they verbalise that threat. Intent was manipulated across three conditions through the likelihood to actualise the threat: low likelihood (no intent: bluffers), medium likelihood (weak intent: conditional actualisers), and high likelihood (strong intent: decisive actualisers). Based on theory and research in cognitive psychology, it was predicted that decisive actualisers would provide the most detail about the implementation of the threat, followed by conditional actualisers, and bluffers would provide the least. The opposite trend was found: Persons more likely to actualise a threat were found to be less informative about its implementation. Study II (N = 179) tested the effect of two interview techniques (low vs. high suspicion-oriented) on the information provided by bluffers and actualisers. Drawing on psychological research examining lie detection, it was theorised that the need to be believed would be more urgent for bluffers than for actualisers. Hence, bluffers were expected to be more forthcoming when questioned about their threats and, in particular, when the questions communicated suspicion. As expected, bluffers provided more information in response to specific questions as compared to actualisers, especially with regard to implementation details (replicating Study I). However, the difference between bluffers and actualisers was not further accentuated by the use of suspicion-oriented questions. Furthermore, Study II explored whether threatening participants had used counter-interview strategies. Participants were found to be forthcoming, while also being strategic and adaptive to interviewers’ responses. Study III (N = 120) tested the hypothesis that rapport-based interviewing would be more effective for threat assessment and management purposes than direct interviewing. Against expectations, no differences were found between interview protocols pertaining to the threateners’ use of counter-interview strategies, their information provision, or their willingness to pursue/discuss the threat. Furthermore, the study advanced Study II by exploring what types of counter-interview strategies threateners employ. Again, threateners were found to be both forthcoming and strategic. The most frequently reported strategies were to prove capability and to conceal information. Study IV was an online study that investigated whether threat assessments made by professionals were of higher quality than those made by non-professionals. Threat assessment professionals, university students, and laypersons assessed the risk for violence in three fictitious cases. In alignment with the literature on expert decision-making, it was predicted that professionals (vs. students and laypersons) would agree more with one another with respect to risk assessments and that their information search would more resemble empirically supported threat cues. The results supported both hypotheses. Taking the results of the studies together, it could be concluded that threateners are semi-cooperative interviewees, whose attitudes may not be impacted by general interview approaches (e.g. rapport-based, suspicion-oriented). Instead, the findings suggest that more strategic techniques developed from the perspective of threateners (which result in their motivation to be informative prevailing over their need to be strategic) are needed.

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Bluhm, Cheyenne A. "Motivational interviewing| An online curriculum for nutrition counseling." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141529.

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The purpose of this directed project was to develop a free online curriculum on the basics of motivational interviewing intended for professionals or students in the field of dietetics. The goal was to develop a website called, “A Dietetics-Focused Motivational Interviewing Basics Course” at no cost that would be easily accessible by the target audience. This website was intended to be a resource to sharpen the skills of dietetics professionals and students in the basics of motivational interviewing by incorporating interactive learning with four PowerPoint presentations, class quizzes, written activities, example counseling videos, and a pre/post-test. The program curriculum was developed based on the most recent literature on motivational interviewing and nutrition and online curriculum development. It is the job of dietitians to promote positive behavior change of their patients or clients. Availability of a free, easily accessible MI resource, may help dietitians to maintain client-centered counseling skills.

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Moritz, Charlotta, and Hanne Kirsten. "Motiverande samtal i skolan (School based Motivational Interviewing)." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27384.

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AbstractCharlotta Moritz och Hanne Kirsten 2016 Motiverande samtal i skolan (School based Motivational interviewing). Specialpedagogprogrammet, Lärande och samhälle – Skolutveckling och ledarskap, Malmö högskola.Den svenska skolan idag lider brist på motivationskapital. Det leder till att elevernas resultat sjunker och lärarnas sjukskrivningar ökar. Skoldebatten har en tendens att inta problemfokus istället för att finna lösningar. Det är därför viktigt att skolutveckling handlar om att försöka hitta, eller utveckla och anpassa, sätt att möta de problem som finns i skolvardagen.Vi vill undersöka om samtalsmetoden MI kan vara ett användbart redskap för specialpedagoger när de möter behovet av motivation hos pedagoger och elever i skolan. Vidare vill vi problematisera kring arbetets empiri med hjälp av motivationsteori kompetensutvecklingsteori och KASAM. Detta för att, med vetenskapligt förhållningssätt, kunna bidra med underlag för överväganden kring MI i en skolkontext.Arbetet har tre huvudsakliga frågeställningar:•Vilka erfarenheter har de intervjuade specialpedagogerna av metoden MI?•Har MI bidragit till kompetensutveckling hos specialpedagogerna?•Finns skillnader mellan specialpedagogernas uppfattning av MI och upphovsmännens definition av metoden, och vad gör det i så fall med användbarheten i en skolkontext?Arbetets upplägg är induktivt. Kvalitativa intervjuer utgör empirin. Tre specialpedagoger intervjuades i ett inledningsskede, därefter intervjuades en utbildare av metoden MI. Noggranna jämförelser mellan empiri och forskning ligger till grund för resultaten. Som analysverktyg i arbetet används dels Dreyfus och Dreyfus ”Skill Acquisition” modell dels motivationsteorier: Rogers ”Client Centered Therapy”, Deci och Ryans ”Self Determination Theory”, och Banduras ”Self-efficacy Theory".Resultaten visar på breda möjligheter för användandet av MI i skolan. Resultaten visar också att skolans praktiska aspekter gör att möjligheterna kan begränsas.Kompetensutvecklingen inom MI har bidragit till en upplevd förstärkning av relations-kompetensen hos specialpedagogerna. Den tekniska delen av MI-kompetensen hos informanterna förblir, i vårt arbete, till viss del otydlig.MI som metod och förhållningssätt rimmar väl med KASAM vilket kan sägas vara en del av kärnan i specialpedagogens yrkesutövande. De specialpedagogiska implikationerna blir följaktligen att ta ställning till om den egna verksamheten har, eller kan skapa, förutsättningar som gör att MI kan leda till positiva resultat.Elevers och lärares motivation i svensk skola är ett relativt outforskat område. Kontextbunden forskning inom både motivation och MI är därför angeläget.Nyckelord: Motivation, Motivational Interviewing, samtal, relationskompetens, kompetensutveckling.

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Stinson, Jill D., and Michael D. Clark. "Motivational Interviewing with Offenders: Engagement, Rehabilitation, and Reentry." Digital Commons @ East Tennessee State University, 2017. https://www.amzn.com/1462529887.

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From experts on working with court-mandated populations, this book shows how motivational interviewing (MI) can help offenders move beyond resistance or superficial compliance and achieve meaningful behavior change. Using this evidence-based approach promotes successful rehabilitation and reentry by drawing on clients' values, goals, and strengths--not simply telling them what to do. The authors clearly describe the core techniques of MI and bring them to life with examples and sample dialogues from a range of criminal justice and forensic settings. Of crucial importance, the book addresses MI implementation in real-world offender service systems, including practical strategies for overcoming obstacles.
https://dc.etsu.edu/etsu_books/1135/thumbnail.jpg

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Tudor-Owen, Jane. "Written plans and self-evaluations in investigative interviews with witnesses." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1789.

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The PEACE model of investigative interviewing (Preparation and planning; Engage and explain; Account, clarification, and challenge [Account]; Closure; and Evaluation), has been in operation internationally since the early 1990s when it was introduced in England and Wales. The model is in operation in a number of Australian jurisdictions, including Western Australia (WA), where it was formally incorporated into interview training in 2009. While there have been a number of evaluations of the PEACE model, they have predominantly focused on the interview stages of the model; that is, Engage and explain, Account, and Closure. By comparison, the Preparation and planning and Evaluation stages of the interview process have been neglected. Further, the majority of research has originated in the United Kingdom, with limited international research specifically concerning the PEACE model, rather than interviewing generally. In addition to there being limited research in an Australian context, most research published to date has examined the interviewing of trained police officers. As such, there is a need for research examining the Preparation and planning and Evaluation stages of the PEACE model in an Australian context, with a focus on less experienced police officers. In the present research, a sample of 37 police recruits (recruits) from the WA Police Academy conducted interviews with witnesses of mock crimes on four occasions during their 26-week recruit training. The first interview was conducted in the second week of recruits’ training; the second interview was conducted following legal and procedural training; the third interview was conducted following interview training; and the final interview was conducted at the conclusion of recruits’ training. On each occasion, recruits were provided with ten minutes to prepare for the interview and given pens and paper to formulate written plans if desired. Following this time of preparation, recruits were shown into interview rooms and conducted interviews with witnesses who had viewed a film depicting a mock crime. Recruits and witnesses completed written evaluations following each interview. The aim of the present research was to examine the interviewing practices of recruits and how these change following specific points in their training at the WA Police Academy. To address the paucity of research on the Preparation and planning and Evaluation stages of the PEACE model, the focus of the present research was to examine these stages in detail. The research presented in this thesis provides an understanding of the content of recruits’ written plans, interviews, and self-evaluations in the context of interviews with witnesses, in addition to understanding how these change following specific points in training. Further, the research provides insight into the impact of plans on interviews, and the impact of self-evaluations on plans and interviews. The first empirical chapter examines recruits’ plans; the second empirical chapter examines the impact of plans on interviews; and the third empirical chapter examines the impact of self-evaluations on plans and interviews. Findings from the research indicate recruits emphasise the aspects of the interview relating to the account from the witness in their plans and interviews, but that this emphasis diminishes following specific points in training. With regard to the impact of plans on interviews, findings suggest recruits actively cover a high proportion of planned items in interviews and show a positive correlation between planned and covered items in the Engage and explain stage of the interview. Further, following interview training, there are a number of key interview components that are more likely to be covered in interviews when included in plans. These components generally relate to procedural instructions, or those components less obvious or intuitive to the recruit. Recruits were found to include small numbers of items in self-evaluations when asked how they would conduct their interview differently, and these most often related to questioning, procedural, or structural aspects of the interview. Findings showed recruits’ self-evaluations resulted in limited changes in interviewing practices. The implications of these findings largely relate to the training of recruits. While the impact of plans appeared more substantive than that of self-evaluations, it is suggested that the impact of these practices may be increased if recruits are trained specifically with regard to the use of plans and what to include in them, and how to reflect on their performance and implement feedback. While the PEACE model encourages planning and evaluating by virtue of the inclusion of the Preparation and planning and Evaluation stages, it does not appear recruits are proficient in either practice, and therefore the efficacy of those practices in their present state may be limited.

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Cherryman, Julie. "Police investigative interviewing : skill analysis and concordance of evaluations." Thesis, University of Portsmouth, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323326.

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Newlands, Pamela Jane. "Eyewitness interviewing : does the cognitive interview fit the bill?" Thesis, University of Westminster, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362662.

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Osterman, Robin Lynn. "Motivational Interviewing Intervention to Decrease Alcohol Use During Pregnancy." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243021605.

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Yi, Mi Sun. "Investigative interviewing of alleged child victims in South Korea." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708959.

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Satomi, Akira. "The efficacy of Motivational Interviewing for the criminal population /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1456295541&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Lawrie, Melanie. "Factors That Underlie Success in Child Witness Interviewing Training." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/418281.

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Research has established the knowledge and skills necessary for conducting effective interviews with children. Yet, most interviewing training programs do not enable successful long-term retention of best practices by interviewers. Training courses that do show retention of learned skills require significant amounts of time, money, and resources to complete. Some professional organisations do not have the means to undertake such costly trainings, despite the established benefits. The present studies sought to determine the learning aspects that contribute to effective interviewer training in a blended-learning design (i.e., including asynchronous self-paced online activities and synchronous face-to-face communication with trainers). This knowledge is critical to enable interview trainers to develop programs that are economical, producing the maximum benefit with the least resources (e.g., reductions in personnel time, expenses, air travel pollution, etc.). The current project is a series of four studies that establish how multiple factors including course activities, learners’ perceptions, course lengths, and learning analytics influence training outcomes. Prior to unpacking the foundational aspects of the ideal compact course, this project aimed to establish the potential efficacy of an abbreviated course. In Study 1, a compact version of an intensive vulnerable witness interviewing training (Benson & Powell, 2015) was tested to determine if a more economical version of the course would maintain the effectiveness of the original training. Participants, from a single organisation that requested a brief course, completed the training course with pre- and post-training assessment points to determine behaviour change. The results showed that, despite reducing the training content and interactive exercises by more than half, participants still experienced the intended behavioural change. With the potential for a successful abbreviated course established, the costliest training activity (the ‘mock interview’) was then examined to determine the value of the activity from the participants’ perspective. Although mock interviews on their own have been demonstrated to positively affect interviewer behaviour, little is known about how learners perceive mock interviews that are embedded in a broader training program. If this intensive activity is perceived to have minimal value to participants, more cost-efficient ways to produce the same behavioural change could be pursued. In the second study, participants’ views of the mock interview were obtained. Course participants were requested to respond to short-answer questions about their experience with, and perceptions of, the mock interview. These responses were analysed to understand whether participants viewed the activity as useful enough to properly engage with the exercise, as previous studies suggest that role-play can feel unnatural (Nestel & Tierney, 2007). The results showed that participants perceived the mock interview as helpful enough to engage with the activity and gain the behavioural benefits. The next step was to investigate what other factors impacted learning outcomes. The third study investigated the role of learner behaviours interacting with the online learning environment. Learner behaviours included length of time spent in the course, average spacing between modules, course visitation frequency, and engagement with learning activities such as quizzes and discussion board. Analyses indicated that the length of time spent in the course, in combination with time gaps between different content modules, marginally predicted participant behavioural change. No other factors were significant, suggesting that success in interview training in a blended learning environment is not well-explained by individual measures of learning analytics. An expected end goal for this project was to determine the learning elements that would be maximally effective in producing improvements in interview performance so that a ‘bare bones’ interviewer training course could be developed and tested. However, it was unclear from Study 3 the role that the learning activities played in producing positive change. As such, in the final study, change in interviewer performance was measured after professionals undertook training in a course that contained purely online learning activities. Participants with little previous interview experience, selected from a single organisation, underwent a behavioural comparison from pre- to post-training. Results demonstrated that the core learning exercises alone, without individualised interaction with a trainer, can create some limited change in participant behaviours. Such a course could be suitable for individuals who do not have the primary role in conducting interviews in their organisation, whilst those who hold key interview positions would be better served by undertaking more intensive learning coupled with opportunities for mock interviews. The intention of the present project was to create the foundation for a compact training program that could be made accessible to a variety of professionals with limited time and funding. Based on the findings from the four studies within the present project, it is concluded that a compact course containing mock interviews and spaced modules can produce beneficial outcomes, but these are limited. The results suggest that organisations will need to consider what level of training each of their staff requires and direct resources appropriately.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Crim & Crim Justice
Arts, Education and Law
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Meho, Lokman I. "E-Mail Interviewing in Qualitative Research: A Methodological Discussion." Wiley, 2006. http://hdl.handle.net/10150/105865.

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This article summarizes findings from studies that employed electronic mail (e-mail) for conducting indepth interviewing. It discusses the benefits of, and the challenges associated with, using e-mail interviewing in qualitative research. The article concludes that while a mixed mode interviewing strategy should be considered when possible, e-mail interviewing can be in many cases a viable alternative to face-to-face and telephone interviewing. A list of recommendations for carrying out effective e-mail interviews is presented.

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Burke, Brian A. "Motivational interviewing: A meta-analysis of controlled clinical trials." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280346.

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This is a meta-analytic review of controlled clinical trials investigating adaptations of motivational interviewing (AMIs), a promising approach to treating problem behaviors. For each study, descriptive characteristics were coded and individual effect sizes (Cohen's d) were computed. In order to evaluate comparative efficacy, combined effect sizes for AMIs were calculated, separated by comparison group and problem area. To test for sustained efficacy, post-treatment & follow-up effect sizes for AMIs were compared. Additional data were compiled to evaluate the clinical impact of AMIs. Finally, potential moderators were analyzed to test five specific hypotheses related to the effects of AMIs. Thirty clinical trials were included in this review, representing a wide variety of studies. AMIs were equivalent to other active treatments and yielded moderate effects (ranging from .25 to .57) compared to no-treatment or placebo controls for problems involving alcohol, drugs, and diet & exercise. These effects were sustained through an average of 67 weeks of follow-up and for as long as 4 years post-treatment. Based on four studies, there was weak evidence for AMIs in the areas of smoking cessation and HIV-risk behaviors. Overall, AMIs demonstrated considerable clinical impact, with 51% improvement rates, a mean within-group effect size of .82, a 56% reduction in client drinking, and moderate effects on social impact measures (d = .47) such as days of work lost due to substance use. Each of the five specific hypotheses in this meta-analysis was at least partially confirmed. Miller's lab (the founder of motivational interviewing) produced the best outcomes for AMIs, while AMI treatments were most efficacious for severe client samples. AMIs generated the best results when used as preludes to further clinical services rather than as stand-alone treatments. Studies of low methodological quality yielded better outcomes for AMIs than did high quality studies, although the overall picture with regards to quality was unclear. Finally. AMIs showed a significant dose-effect relationship, with higher treatment doses resulting in better study outcomes. Additional analyses provided evidence that the conclusions of this meta-analysis are reasonably immune to the effects of client attrition as well as to publication bias.

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Chambers, Cynthia R. "Applying, Interviewing, and Negotiating for a University Faculty Position." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3901.

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Pincus, Robert. "Professional School Counselors and Motivational Interviewing with Student Clients." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5773.

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Mental health counselors who counsel adolescents suffering from substance abuse and obesity issues have successfully used motivational interviewing with their clients; however there is little data that has explored motivational interviewing when it has been used to address academic concerns in schools. The purpose of this study was to explore the experiences of school counselors who have used motivational interviewing to improve student academic performance. This heuristic phenomenological qualitative study examined the perceptions and experiences of professional school counselors who had used motivational interviewing in their schools. Criterion sampling was used to recruit 9 middle and high schools counselors from across the United States. Interview data was analyzed using NVivo software and provisional coding, which revealed four specific themes: defining motivational interviewing in schools, explaining specific techniques, combining motivational interviewing with other theories, and training opportunities for school counselors. The themes that emerged from this study strengthen existing research and provide current and future school counselors with insight into the potential that motivational interviewing could bring to their school counseling programs.

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Mak, Ming-chung Mandy, and 麥明宗. "The use of hedges in news interviews." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31949587.

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