Teaching qualitative research interviewer skills: A developmental framework for social justice psychological research teams.

Given the importance of qualitative methods to social justice psychological research, qualitative methods training needs to begin at the undergraduate level. Faculty-led research projects are a prime opportunity for ongoing faculty supervision and extensive student growth. Based on our review of the literature and our teaching of 3 undergraduate students, we describe procedures for how to provide instruction for qualitative interview skills in 3 domains: procedural, interpersonal, and reflexive. Procedural learning is specific to practical issues, such as scheduling and recording. Interpersonal skills are about the human-to-human connection in the interview and maintaining rapport. Reflexive skills include the interviewer’s continued reflection on all aspects of the research. Based on real-life examples (captured via field notes, journals, and peer debriefing), the authors propose training procedures based on an emerging developmental framework across the 3 skill domains: procedural, interpersonal, and reflexivity. The developmental framework is derived from the observational data and includes 3 recursive phases that describe students’ learning trajectory: Phase 1: Directed Interviewer; Phase 2: Guided Interviewer; and Phase 3: Collegial Interviewer. At each developmental phase, we recommend student learning objectives and corresponding teaching strategies. The recommended teaching strategies serve to bolster qualitative research’s future impact in psychology. (PsycINFO Database Record (c) 2018 APA, all rights reserved)