INTERVIEW METHOD

-VARDAAN ABROL
CLASS: XI-C
 INDEX
•What is a case study?
•Methods used
•Introduction
•Preliminary observation
•Birth history
•Current health
•Family history
•Acknowledgement
•Establishment of rapport
•Childhood history
•Adolescence
•Relationships
•Current hobbies, interests & aspirations
•My observation
 ACKNOWLEDGEMENT

I would like to thank my psychology teacher

Meenu Arora ma’am for guiding me through
this project and my subject for their
cooperation and their openness during the
interviews conducted.
 WHAT IS A CASE STUDY?
In the social sciences and life sciences, a case study is a research method involving an
up-close, in-depth, and detailed examination of a subject of study (the case), as well as
its related contextual conditions.
Case studies can be produced by following a formal research method. These case
studies are likely to appear in formal research venues, as journals and professional
conferences, rather than popular works. The resulting body of 'case study research' has
long had a prominent place in many disciplines and professions, ranging from
psychology, anthropology, sociology, and political science to education, clinical science,
social work, and administrative science.
In doing case study research, the "case" being studied may be an individual,
organization, event, or action, existing in a specific time and place. For instance, clinical
science has produced both well-known case studies of individuals and also case studies
of clinical practices. However, when "case" is used in an abstract sense, as in a claim, a
proposition, or an argument, such a case can be the subject of many research methods,
not just case study research.
Another suggestion is that case study should be defined as a research strategy, an
empirical inquiry that investigates a phenomenon within its real-life context. Case study
research can mean single and multiple case studies, can include quantitative evidence,
relies on multiple sources of evidence, and benefits from the prior development of
theoretical propositions.
Case studies should not be confused with qualitative research and they can be based on any mix
of quantitative and qualitative evidence. Single-subject research provides the statistical framework
for making inferences from quantitative case-study data.
Case studies may involve both qualitative and quantitative research methods.
Under the more generalized category of case study exist several subdivisions, each of which is
custom selected for use depending upon the goals of the investigator. These types of case study
include the following:
•Illustrative case studies. These are primarily descriptive studies. They typically utilize one or
two instances of an event to show the existing situation. Illustrative case studies serve primarily to
make the unfamiliar familiar and to give readers a common language about the topic in question.
•Exploratory (or pilot) case studies. These are condensed case studies performed before
implementing a large scale investigation. Their basic function is to help identify questions and
select types of measurement prior to the main investigation. The primary pitfall of this type of
study is that initial findings may seem convincing enough to be released prematurely as
conclusions.
•Cumulative case studies. These serve to aggregate information from several sites collected at
different times. The idea behind these studies is that the collection of past studies will allow for
greater generalization without additional cost or time being expended on new, possibly repetitive
studies.
•Critical instance case studies. These examine one or more sites either for the purpose of
examining a situation of unique interest with little to no interest in generalization, or to call into
question a highly generalized or universal assertion. This method is useful for answering cause
and effect questions.
 METHODS USED
•INTERVIEW METHOD
•An interview is a conversation where questions are asked and answers are given. In common
parlance, the word "interview" refers to a one-on-one conversation between an interviewer and
an interviewee. The interviewer asks questions to which the interviewee responds, usually so
information may be transferred from interviewee to interviewer (and any other audience of the
interview). Sometimes, information can be transferred in both directions. Communication, unlike a
speech, which produces a one-way flow of information.
Interviews usually take place face to face and in person, although modern communications
technologies such as the Internet have enabled conversations to happen in which parties are
separated geographically, such as with videoconferencing software, and telephone interviews can
happen without visual contact. Interviews almost always involve spoken conversation between two
or more parties, although in some instances a "conversation" can happen between two persons
who type questions and answers back and forth. Interviews can range from unstructured or free-
wheeling and open-ended conversations in which there is no predetermined plan with prearranged
questions, to highly structured conversations in which specific questions occur in a specified
order.[ They can follow diverse formats; for example, in a ladder interview, a respondent's answers
typically guide subsequent interviews, with the object being to explore a respondent's subconscious
motives. Typically the interviewer has some way of recording the information that is gleaned from
the interviewee, often by writing with a pencil and paper
•sometimes transcribing with a video or audio recorder, depending on the context and
extent of information and the length of the interview. Interviews have duration in time, in
the sense that the interview has a beginning and an ending.
Psychologists use a variety of interviewing methods and techniques to try to understand
and help their patients. In a psychiatric interview, a psychiatrist or psychologist or nurse
asks a battery of questions to complete what is called a psychiatric assessment.
Sometimes two people are interviewed by an interviewer, with one format being
called couple interviews.[11] Criminologists and detectives sometimes use cognitive
interviews on eyewitnesses and victims to try to ascertain what can be recalled
specifically from a crime scene, hopefully before the specific memories begin to fade in
the mind.

•OBSERVATION METHOD:
The term observational research is used to refer to several different types of non-
experimental studies in which behaviour is systematically observed and recorded. The
goal of observational research is to describe a variable or set of variables. More
generally, the goal is to obtain a snapshot of specific characteristics of an individual,
group, or setting. As described previously, observational research is non-experimental
because nothing is manipulated or controlled, and as such we cannot arrive at causal
conclusions using this approach. The data that are collected in observational research
studies are often qualitative in nature but they may also be quantitative or both
(mixed-methods). Naturalistic observation is an observational method that
involves observing people’s behavior in the environment in which it typically
occurs. Thus naturalistic observation is a type of field research (as opposed to a
type of laboratory research).
Another approach to data collection in observational research is participant
observation. In participant observation, researchers become active
participants in the group or situation they are studying. Participant observation
is very similar to naturalistic observation in that it involves observing people’s
behavior in the environment in which it typically occurs. As with naturalistic
observation, the data that is collected can include interviews (usually
unstructured), notes based on their observations and interactions, documents,
photographs, and other artifacts. The only difference between naturalistic
observation and participant observation is that researchers engaged in
participant observation become active members of the group or situations they
are studying. The basic rationale for participant observation is that there may
be important information that is only accessible to, or can be interpreted only
by, someone who is an active participant in the group or situation.
•QUESTIONNAIRE METHOD

A questionnaire is a research instrument consisting of a series

of questions (or other types of prompts) for the purpose of
gathering information from respondents. The questionnaire was
invented by the Statistical Society of London in 1838.
Although questionnaires are often designed for statistical analysis
of the responses, this is not always the case.
Questionnaires have advantages over some other types
of surveys in that they are cheap, do not require as much effort
from the questioner as verbal or telephone surveys, and often
have standardized answers that make it simple to compile data.
However, such standardized answers may frustrate users.
Questionnaires are also sharply limited by the fact that
respondents must be able to read the questions and respond to
them. Thus, for some demographic groups conducting a survey by
questionnaire may not be concrete.
While questionnaires are inexpensive, quick, and easy to
analyze, often the questionnaire can have more problems than
benefits. For example, unlike interviews, the people conducting
the research may never know if the respondent understood the
question that was being asked. Also, because the questions are
so specific to what the researchers are asking, the information
gained can be minimal. Often, questionnaires such as the Myers-
Briggs Type Indicator, give too few options to answer;
respondents can answer either option but must choose only one
response. Questionnaires also produce very low return rates,
whether they are mail or online questionnaires. The other
problem associated with return rates is that often the people who
do return the questionnaire are those who have a really positive
or a really negative viewpoint and want their opinion heard. The
people who are most likely unbiased either way typically don't
respond because it is not worth their time.
 INTRODUCTION

The subject is suffering through slight depression

due to lack of supportive friends. She feels sad and
lonely, as she thinks there are people against her and
hate her. She has a very small group of close friends
out of which most are not in school and are elder to
her. She needs people who will stand by her all the
time, not judge her and make her happy in school as
well as outside school. She has good friends but she
tends to focus a little more on the negative things in
her life.
 PRELIMINARY OBSERVATION

•Name: Diana Prince

•Age: 16

•Sex: Female

•Education: Grade 11
 BIRTH HISTORY
•Weight: 6 pounds 4 ounces.

•Mother was healthy during pregnancy

CURRENT HEALTH
•Height: 165 cms

•Weight: 55 kgs

•Genetic Disorder: Diabetes, but subject is not

suffering from it.
 FAMILY HISTORY

•Father: M.Arch from NYC, Entrepreneur

•Mother: BA from DU, Interior Designer

There are ten members in her house as

subject lives in a joint family. Four members in
nuclear family. (Father, Mother, Brother,
Subject)
 ESTABLISHMENT OF RAPPORT
I chose the subject as I’m an old friend of hers and she
trusts me enough to tell me about her life. I’m not too close
so the things I got to know were new and I could observe
and analyze it without any factors affecting my interview.
I established the rapport by giving a detailed
explanation of what the project was, made her feel
comfortable while answering personal questions
and made sure she trusted me enough to keep her
identity confidential. I’ve been friends with her for a
year so she trusts me enough to give me the
answers.
 CHILDHOOD HISTORY

The subject has a younger brother. She always

participated in school co-curricular activities
and was a teachers’ pet. She always scored
excellent marks till middle school and loved
playing chess and baking. The subject was
afraid of oceans, cockroaches and lizards.
 ADOLESCENCE
According to the subject, like every kid, she also went
through a tough time during adolescence. She felt that
the world was against her, felt sad that she couldn’t
count on most of her friends. She feels she hasn’t really
got a good set of friends but she has a small group
which she’s really comfortable with in which most are
outside school. They’ve been there for her and kept her
going. The subject still has a fear of reptiles but now
she also fears losing someone she loves or cares about
a lot. The subject aspires to be successful, to be happy
and to be content. High school academics have been
tough for her but she’s managed to do really well in
class 9th and 10th boards
 RELATIONSHIPS
The subject is very close to her mother, she feels they are
the best of friends and share everything together. She is
also very close to her father who keeps giving her advices
and makes sure she is doing well in life and is happy. The
subject feels she has a really weird relationship with her
brother. They are really close and he shares everything
with her but she feels she barely gets to see him as he’s on
his phone all the time. The rest of the family members are
on good terms with her but aren’t really as close as her
nuclear family. The subject has had problems making
friends that stand by her even though she has a small
group of close friends.
 CURRENT HOBBIES,INTERESTS &
CAREER ASPIRATIONS
The subject currently loves to bake, play chess
and do kickboxing. She spends her free time
reading, painting and solving riddles. Her
career aspiration is to start her own business
and make a lot of money and retire by the
time she’s 30 and live a good life. She wants to
be independent and self-sufficient without
having to worry about anything in life.
 MY OBSERVATION
Overall the subject is focused when it comes to
academics and does well, knows what she wants to
do when she graduates. She is close to her family
and shares everything with them as they are very
supportive. She needs more supportive people of
her age that will make her happy and help her as
she sometimes feels like the world is against her.
The subject has a good set of productive hobbies
and interests and wants to be independent and self-
sufficient.