Hi John
apologies - obviously I should have said more about Interpersonal
Process Recall. I've just checked and there is some stuff on the web. As
the name says, it focuses on interpersonal processes ('interpersonal
skills'). A video (or audio) recording is made of the focal person
(client, trainee, student, novice, 'learner') engaged in some
interpersonal activity (eg a presentation, an interview, a meeting, a
counselling session). Then, the focal person reviews the recording,
aided by a trained facilitator (called 'inquirer'). Crucially, only the
focal person controls the playback, stopping at any point that s/he
considers important. The inquirer uses questioning to assist them in
their review/ reflections. The inquirer does *not* offer advice or make
comment - but guides by using questions. Questions might include 'Is
this something you have found yourself doing before?', 'Can you recall
how you felt when you did/ said that?', 'Can you think of something
different that you might have done/ said then?', 'How does it make you
feel now?'. The inquirer may move between different time orientations
(present, past, future), and between focus on thinking or on feeling, in
response to how the person is talking (eg if mainly talking about
'thoughts', the inquirer might ask a question about how they feel, felt,
or imagine they would feel if ...).
There is a good, brief article at
http://www.ericdigests.org/1995-1/recall.htm
The method was developed by Norman Kagan and colleagues at Michigan
State University, in the 60s and 70s, at the time of the person-centred,
humanistic shift in the 'human services' fields (counselling,
psychotherapy, education, etc). But I think its practical value does not
depend on acceptance of the humanistic perspective, and can easily be
translated into a practices/ identity frame.
It *is* a very labour-intensive and time-consuming method. But if a
course-wide/ programme-wide approach approach were adopted to
undergraduate education (as opposed to the currently dominant
modular/unitised and fragmented approach), we might consider eg students
themselves being trained as IPR inquirers, so they can help each other
(as was part of the original co-counselling style approach by Kagan)
over their programmes. Perhaps with digital video there might be some
ways of developing computer-aided approach. Just some thoughts.
hope this helps
Len
John Hilsdon wrote:
>Hi Len
>
>Fascinating range of issues you raise ... much to think about -
>colleagues here were talking at lunch today about Alison's posting and
>the justification for requiring assessment of spoken presentations,
>unless in a specific 'vocationally' relevant context .... or the case
>for offering alternative forms of assessment for those with particular
>needs or issues (e.g. the case in point: severe distress/anxiety).
>
>On a practical level, list members (me, certainly) might like to know
>more about the 'Interpersonal Process Recall' method you mention ... can
>you elaborate on this or suggest sources?
>
>John Hilsdon
>Co-ordinator, Learning Development
>
>
>
--------------------------------------------------------
Dr Leonard Holmes
Manager, Management Research Centre
London Metropolitan University
Holloway Road, London N7 8DB
tel. +44 (0)20 7133 3032
email: [log in to unmask]
websites:
http://www.re-skill.org.uk
http://www.odysseygroup.org.uk
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