Family Tree Magazine


How to Plan and Host a Successful Family History Interview

Sign up for the Family Tree Newsletter Plus, you’ll receive our 10 Essential Genealogy Research Forms PDF as a special thank you!

Get Your Free Genealogy Forms

" * " indicates required fields

family interview assignment

Family members are one of the best sources of genealogy information you can find. Their personal experiences are unique and intimate views of the past that you can’t get anywhere else.

Here, we’ll provide our tips for successful family history interviews so that you can preserve your relatives’ unique experiences for generations to come.

family interview assignment

How to Set Up and Prepare for Your Interview

First, you will need to decide which family members you’d like to interview and in what order. It’s usually best practice to start with your oldest family members (grandparents, great aunts and uncles, parents, etc.)

Decide on the scope of your interview

Focusing your scope will make writing your questions easier and make your interview more efficient. Some common interview themes are:

  • Family history
  • Personal histories
  • Historical events

Invite your interviewees

Reach out to your subjects and invite them to the interview. If you and the subject aren’t close, be sure to introduce yourself by saying “I’m such-and-such’s oldest daughter” or something similar. Explain that you are interested in family history and why you want to do an interview. It helps put people at ease (and make it more likely they’ll say yes!) if you give them an idea of what to expect.

it’s also courteous to let your interviewee know if you’ll be recording an interview. If you’re doing the interview via phone, check the call-recording laws in your state to make sure your recording is legal.

Prepare and practice your questions

Before the interview, prepare and practice your questions. It’s best to ask open-ended questions (rather than ones with yes or no answers), and to focus on people’s memories and experiences.

Anticipate problems (listed below) and how you’ll respond to them. Don’t send questions ahead of time. It’s helpful to do some preliminary research on your subject so that you can prepare more specific questions and be able to help your interviewee if they struggle to remember a name or a date.

Gather your supplies

We recommend recording family history interviews, and there are several helpful apps you can use to do so. Be sure that your device is charged and that you have sufficient storage space. It never hurts to bring a backup option in case you have technical difficulties! Be sure to have your list of questions and something to take notes with.

Bring photos or other memorabilia! It’s true what they say, a picture is worth a thousand words. Photos and other items can help jog your subject’s memory and reveal details, memories and stories that would have otherwise gone unmentioned.

family interview assignment

Sample Questions

Below are our suggested questions for three different kinds of family history interviews. Use them as a springboard to create your own list of questions.

Family History

  • Tell me about your family growing up (grandparents, aunts, uncles, etc.)
  • Have you done any family history research? What did you learn?
  • What surnames do you you know?
  • Tell me about the oldest relative.
  • What family stories were you told growing up?
  • What traditions did you grow up with? Where did they come from?
  • Do you have any heirlooms, scrapbooks, home movies?
  • How has family changed over your lifetime?

Personal History

  • What’s your first memory?
  • How did your parents meet
  • Tell me about your childhood home.
  • What were your favorite subjects in school?
  • Who was your favorite teacher?
  • How did meet you your spouse?
  • Tell me about your wedding day.
  • Tell me about the day your first child was born.
  • Tell me about your friends. How did you meet?
  • Describe your first job.
  • What was your favorite job and why?
  • Tell me about your coworkers.
  • What did you do with your first paycheck?
  • Who are your heroes?
  • What was your experience with computers?
  • What were your favorite books, songs, etc?
  • Where and when have you been the happiest?

Historical Events

  • Where were you when this happened?
  • What to you remember about that day/event?
  • How did it affect your life? Life of others and community?
  • How did you feel about it? How have your feelings changed or not?
  • What do you remember about other people’s reactions?
  • How did life change for you after this event, if at all?

family interview assignment

Tips for During the Interview

Throughout the interview, be attentive and show that you’re listening. Try not to spend the whole time scribbling notes. It’s up to you to set the initial tone of the interview, so try to be calm and positive.

Shy or Resistant Interviewees

It usually takes a while for interviewees to feel comfortable and start opening up, so don’t be surprised if their answers are a little short to begin with. Plan for asking some “warm-up” questions to start the interview ( “Tell me about the house where you grew up.” ) and don’t be afraid to ask clarifying or follow-up questions (“ What was the surrounding neighborhood like? ”).

It is also helpful to pause for 1-2 seconds after the interviewee has finished talking to see if they add anything else. Sometimes people will open up more if you give them an extra opportunity to do so.

Staying Focused

Sometimes the challenge isn’t getting your subject to talk, but getting your them to stay on track. If you know they are a talker, it can be helpful to remind them of the goal of the interview before you get started “ Thanks so much for talking with me today. In this interview I’m hoping to learn more about xyz ”.

If your interviewee gets off track, don’t tune out. You don’t have to be held hostage! Listen and affirm the last thing they said and then try to gently bring them back to the question. (“ It sounds like you really love your cat, Fluffy. Did you or any of your have pets growing up? ”)

If your interviewee talks without pause, try to interrupt them as tactfully as you can, affirm you are listening and then ask to finish up the your last question before moving on. (“ Sorry to interrupt, I do want to hear about xyz. Can we quickly wrap up talking about your great-grandfather before we move on? ”)

Not every tangent is a bad tangent. If your interviewee starts to go off track, see where they are headed before correcting them. Often, the best stories are the ones you didn’t think to ask about.

Ending the Interview

Plenty of interviews wrap up naturally. If you find yourself at the end of your time and need a way to wrap-up, you can ask “ What haven’t we talked about that you’d like to discuss in the time we have left? ”

If you’ve made it to the end of your questions and you still have a decent amount of time left, think about something that piqued your interest during the interview. “ I was really intrigued by xyz, can you tell me more about that? ”

Try to stick to your allotted time and be sure to thank your interviewee before you leave.

family interview assignment

After the Interview

You did it! You now have a valuable piece of oral history to pass on to future generations. After the interview, make sure that you’ve properly organized and preserved the information you gathered.

If you recorded the interview, be sure to download the file and save it in multiple places. Remember, LOCKSS (lots of copies keeps stuff safe). You should also create a transcription of the interview. Some recording apps like Rev may include a transcription feature.

Also be sure to organize and back up any notes you took during the interview. As you organize, look for any information you might have missed. You can reach out to your interviewee for clarification or ask for a follow-up interview if you feel it’s appropriate.

It’s a nice gesture to send your interviewee a thank you note, either in the mail or via email.

Last updated, Oct 2023

Related Reads

family interview assignment

Family Tree Editors

related articles

How to record an interview on your smartphone.

family interview assignment

Apps, Interviewing

6 genealogy questions to ask your relatives before it’s too late.

family interview assignment


Quick tips for interviewing family members about historic events.

family interview assignment

28 Best Family History Interview Tips You Need to Know

family interview assignment

50 Questions to Ask Relatives About Family History

ThoughtCo / Nusha Ashjaee

  • Genealogy Fun
  • Vital Records Around the World
  • American History
  • African American History
  • African History
  • Ancient History and Culture
  • Asian History
  • European History
  • Latin American History
  • Medieval & Renaissance History
  • Military History
  • The 20th Century
  • Women's History
  • Certificate in Genealogical Research, Boston University
  • B.A., Carnegie Mellon University

A great way to uncover clues to your family history or to get great quotes for journaling in a heritage scrapbook is a family interview. By asking the right open-ended questions, you're sure to collect a wealth of family tales . Use this list of family history interview questions to help you get started, but be sure to personalize the interview with your own questions as well.

Questions About Their Childhood

  • What is your full name? Why did your parents select this name for you? Did you have a nickname ?
  • When and where were you born?
  • How did your family come to live there?
  • Were there other family members in the area? Who?
  • What was the house (apartment, farm, etc.) like? How many rooms? Bathrooms? Did it have electricity? Indoor plumbing? Telephones?
  • Were there any special items in the house that you remember?
  • What is your earliest childhood memory?
  • Describe the personalities of your family members.
  • What kind of games did you play growing up?
  • What was your favorite toy and why?
  • What was your favorite thing to do for fun (movies, go to the beach, etc.)?
  • Did you have family chores? What were they? Which was your least favorite?
  • Did you receive an allowance? How much? Did you save your money or spend it?
  • What was school like for you as a child? What were your best and worst subjects? Where did you attend grade school? High school? College?
  • What school activities and sports did you participate in?
  • Do you remember any fads from your youth? Popular hairstyles? Clothes?
  • Who were your childhood heroes?
  • What were your favorite songs and music genres?
  • Did you have any pets? If so, what kind and what were their names?
  • What was your religion growing up? What church, if any, did you attend?
  • Were you ever mentioned in a newspaper?
  • Who were your friends when you were growing up?

Questions About the Family

  • What world events had the most impact on you when you were a child? Did any of them personally affect your family?
  • Describe a typical family dinner. Did you all eat together as a family? Who did the cooking? What were your favorite foods ?
  • How were holidays (birthdays, Christmas, etc.) celebrated in your family? Did your family have special traditions?
  • How is the world today different from what it was like when you were a child?
  • Who was the oldest relative you remember as a child? What do you remember about them?
  • What do you know about your family surname ?
  • Is there a naming tradition in your family, such as always giving the firstborn son the name of his paternal grandfather?
  • What stories have come down to you about your parents? Grandparents? More distant ancestors?
  • Are there any stories about famous or infamous relatives in your family?
  • Have any recipes been passed down to you from family members?
  • Are there any physical characteristics that run in your family?
  • Are there any special heirlooms , photos, bibles, or other memorabilia that have been passed down in your family?

Questions About Their Adult Life

  • What was the full name of your spouse? Siblings? Parents?
  • When and how did you meet your spouse? What did you do on dates?
  • What was it like when you proposed (or were proposed to)? Where and when did it happen? How did you feel?
  • Where and when did you get married?
  • What memory stands out the most from your wedding day?
  • How would you describe your spouse? What do (did) you admire most about them?
  • What do you believe is the key to a successful marriage?
  • How did you find out you were going to be a parent for the first time?
  • Why did you choose your children's names?
  • What was your proudest moment as a parent?
  • What did your family enjoy doing together?
  • What was your profession and how did you choose it?
  • If you could have had any other profession, what would it have been? Why wasn't this your first choice?
  • Of all the things you learned from your parents, what do you feel was the most valuable?
  • What accomplishments are you most proud of?
  • What is the one thing you most want people to remember about you?

While these questions make great conversation starters, the best way to uncover the good stuff is through more of a storytelling session than a Q&A. 

  • College Interview Questions
  • Discussion Questions to Use in English Conversation
  • 50 General Book Club Questions for Study and Discussion
  • 24 Journal Prompts for Creative Writing in the Elementary Classroom
  • Fun Family History Activities for Family Reunions
  • Common Application Essay Option 3 Tips: Challenging a Belief
  • Asking Questions in English
  • Celebrate Family History Month and Explore Your Lineage
  • Make a Memory Book for Your Family
  • 10 Interview Questions You Can Ask the Interviewer
  • Fun March Writing Prompts for Journaling
  • The Importance of Answering Questions in Complete Sentences
  • What Is an Autobiography?
  • 'To Kill a Mockingbird' Book Club Discussion Questions
  • February Writing Prompts
  • How to Keep a Reading Log or Book Journal

Exploring and Sharing Family Stories

family interview assignment

  • Resources & Preparation
  • Instructional Plan
  • Related Resources

In this lesson, students are encouraged to explore the idea of memory in both large- and small-group settings. Students access their own life experiences and then discuss family stories they have heard. After choosing a family member to interview, students create questions, interview their relative, and write a personal narrative that describes not only the answers to their questions but their own reactions to these responses. These narratives are peer reviewed and can be published as a class magazine or a website.

From Theory to Practice

  • The topic of memory can engage students in both reading and writing, especially if those activities act as a bridge between school and family.
  • Students can be encouraged to view their own life history and that of other family members as a composition that is created through memory and that is therefore subject to constant revision and documentation.
  • Requiring students to pay attention to and craft both their own memories and those of other people can help them become more thoughtful readers and writers in other contexts.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

  • 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  • 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
  • 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
  • 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

  • Video or tape recorders (optional)
  • Chart paper
  • Note to Families
  • Personal Narrative Assignment Sheet
  • Oral History Questions worksheet
  • How to Interview a Relative worksheet
  • Peer Review Worksheet
  • "Mixing Memory and Desire: A Family Literacy Event" by Mark Faust
  • Family Memories Narrative Rubric


Student objectives.

Students will

  • Access personal and family memories by discussing them in large- and small-group settings
  • Demonstrate comprehension by reviewing other personal narratives and discussing how they might apply some of the same techniques to their own work
  • Apply critical-thinking skills by translating what they see in these narratives into potential interview questions
  • Practice knowledge acquisition by learning how to best conduct an interview and taking notes during their interview to use for their future personal narrative.
  • Work collaboratively by peer reviewing each other's work
  • Practice synthesizing information and writing by assembling their notes into a personal narrative

Homework (due by Session 3): Students should bring home the Note to Families and talk about interviewing an older relative. With help, they should determine whom they are going to talk to for this assignment and how the interview will be conducted (for example, over the phone or email or by visiting the relative). Students should contact the relative and should come to Session 3 with a name and the format their interview will take.

Homework (due before Session 4): Write at least five interview questions.

Note: Students need to have finalized their interview questions by this session. You may need to leave time for them to turn in several drafts.

Homework: Students should complete their interviews and write drafts of their personal narratives by Session 5. The amount of time you give students to complete this work is up to you, but it should be a minimum of a week.

Sessions 5 and 6

Homework: Students should revise their personal narratives using the feedback from the peer review sheets. They should turn in these sheets along with their interview questions and notes when they hand in their final personal narrative. You may want to give them time (and encourage them) to contact their relatives for further questioning or clarification after the peer review sessions.

Bring the class back together for a final discussion about memory and what they learned by interviewing their relative and writing the personal narrative. Questions for discussion include:

  • When reading other people's narratives, did you see any similarities with your own narrative? What were they?
  • What was unique to your own narrative?
  • Did you see any differences in experiences based on where people lived?
  • Why do you think it is important for people to share their life stories?
  • If you were writing your own life story, what are some things you would include?
  • Publish the student narratives as a magazine or website. If you do this, you might collect family photos from each student. Allow students time in class to review the publication.
  • Have students share their stories with younger classes. A class "author's night" could also be arranged to share stories with family members (including interview subjects).
  • Have students read the novel The Autobiography of Miss Jane Pittman by Ernest Gaines (Bantam, 1982). Have students compare this fictional personal narrative with the ones they wrote.

Student Assessment / Reflections

  • Assess student participation during both whole-class discussions and small-group work using your observations and anecdotal notes.
  • Evaluate the interview questions and the notes from the actual interview. How well were students able to use the materials you provided (the Oral History Questions worksheet and the How to Interview a Relative worksheet) to develop their interview questions and conduct their interviews? Did students choose thoughtful and appropriate questions? Did they use these questions during the interview? Did they take opportunities to ask related questions while interviewing their relative?
  • Use the Family Memories Narrative Rubric to evaluate the completed personal narratives and peer review forms.

Students imagine they have been asked to participate in a museum exhibit, take photos/videos of a significant location, and write or record reflections. Students can also create an exhibit from something they have read.

Students interview a parent or another adult about the Challenger and hypothesize about differences. Students can also write about the Columbia disaster in 2003.

Add new comment

  • Print this resource

Explore Resources by Grade

  • Kindergarten K

The Family Assessment Interview: The Narrative, Formulation, and Discussion of Treatment Options

  • Open Access
  • First Online: 01 October 2020

Cite this chapter

You have full access to this open access chapter

Book cover

  • Kasia Kozlowska 6 ,
  • Stephen Scher 7 &
  • Helene Helgeland 8  

Part of the book series: Palgrave Texts in Counselling and Psychotherapy ((PTCP))

15k Accesses

The clinical encounter with the mental health clinician—or multidisciplinary team—typically begins in the family assessment interview, where engagement and rapport building between the clinician and the family take place through a series of therapeutic processes. First comes the process of generating a narrative. The child or adolescent and family present, roughly chronologically, the family genogram (which gives a bird’s-eye view of the family story across three generations), the child’s developmental history, and the story of the child’s symptoms. This process provides the clinician with key information: the story of the family’s adverse experiences and those of the child (ACEs); how the family and child managed such experiences; and a working understanding of the factors that have shaped the child’s stress system. This therapeutic conversation also provides the child and family with the experience of being listened to and heard. Second comes the process of co-constructing a formulation: the narrative told by the child and family is framed through the lens of the stress-system model. Thus interpreted within the neurobiology of brain, body, and mind, the child’s symptoms take on new meaning. They come to be understood by the child and family as reflecting activation or dysregulation of the stress system in response to physical and psychological stress. Third come the discussion and rationale regarding the mind-body interventions that are needed to target the identified areas of dysfunction. Fourth comes the therapeutic contract. Once the family interview has been completed—and rapport and a shared understanding of the problem have been established—the clinician and family are in a good position to work together as a team to enable the child to get back on the road to health.

You have full access to this open access chapter,  Download chapter PDF

The Family Assessment Interview

For the mental health clinician, the family assessment interview is usually the first encounter with the child (including the adolescent) presenting with functional somatic symptoms and with her family (Kozlowska et al. 2013 ). Some children and families will come to the assessment in the wake of a positive experience within the health care system. They will have seen a doctor or paediatrician who completed the medical assessment with skill and empathy, and who, in a timely manner, provided the child and family with a clear diagnosis and explanation. In this scenario, the paediatrician has already created a secure base from which the child, family, and mental health clinician can feel safe enough to explore the various factors that contributed to the child’s presentation (see Chapter 2 ). These families will come to the family interview with an open stance keen to do whatever is necessary to help the child get better.

Other children and families will come to the assessment in the wake of a negative experience within the health care system (see the vignette of Samantha in Chapter 2 ). They will have seen a doctor or paediatrician who did not understand functional somatic symptoms, who was irritated by them, or who felt too anxious to give a positive diagnosis and talked only about the diagnoses that the child did not have (diagnoses of exclusion). Alternatively, the child and family may have experienced throwaway remarks made by an ambulance driver, nurse, or accident and emergency doctor who perceived the symptoms as not being part of ‘real medicine’ (see the vignette of Samantha in Chapter 2 ). In this scenario, the child and family may have been knocked about in the medical system and may bring with them memories of negative interactions with health care providers, as well as experiences of feeling unheard, dismissed, or even derogated (see Text Box  3.1 ). They will come to the family interview with a defensive stance, ready to defend the child or themselves from further put-downs. The secure base from which the child, family, and mental health clinician can feel safe enough to explore the various factors that contributed to the child’s presentation has yet to be established.

Text Box 3.1. Examples of derogatory comments made by health care workers—Reported by families to the first and third authors’ clinical teams, or reported in the literature

‘They are false seizures’

‘She’s faking it’

‘Stop looking for attention’

‘She is just making it up for attention’

‘Attention seeker’

‘Drama queen’

‘Putting on episodes’


‘Leave her at home on the bed and let her have it [the episode]’

‘The problem is supratentorial’

‘It’s all in the head’

‘He’s doing his dying-swan act again’

‘I know you’re are faking it; snap out of It’

‘Life is a bucket of shit; put a lid on it’

‘Wanting attention from mummy and daddy’

‘Waste of government time and funding’

‘I am grabbing my coworker and walking out’

‘To save her [the patient] the embarrassment, I will take her [in the ambulance]’

‘Time wasters’ (Worsely et al. 2011 )

‘Fakers’ (Worsely et al. 2011 )

‘Should be shot’ (Worsely et al. 2011 )

To make things more complicated, the family may find the family assessment interview challenging for other reasons. The interviewer may touch upon events that the family would prefer to leave in the past. The interviewer may see temporal connections between events in the family story and patterns of response in the child’s body—phenomena that may have, to date, been uncoupled and that, in some cases, the family would prefer to remain that way. Connecting the story of the child’s body to the story of the challenges and adversities in her life can be difficult and emotionally painful. Because families differ in their inherent capacities and preparedness to manage the interview process and to make connections between the family story and the story of the child’s body, the process of generating a narrative—and engaging with the family—may be straightforward, fraught with difficulty, or anywhere in between.

In this context, establishing rapport—the therapeutic relationship—and a secure base with the child and family should be considered the primary goals of the family assessment interview. The clinician (or in some settings, the multidisciplinary team) needs to engage the child and family, and to connect with them in a constructive way that looks to the future. While the first interview with the child and family can be set up and run in many different ways—the way we run the interview being just one possible way (Kozlowska et al. 2013 )—the sections below highlight some key elements. The overarching goal is to increase the probability that the assessment process will set the stage for the child, family, and clinician to work together with ‘mutual confidence, respect and acceptance’ (Sattler 1992 , p. 404). For a discussion of different assessment formats, see Online Supplement 3.1.

When Repair Is Needed

When the family steps into the clinic room, the clinician can make no assumptions about the family’s experience through the health care system. To highlight just how difficult the situation might be, we pick up the story of Samantha (see Chapter 2 ). In the normal course of events, any repair pertaining to adverse experiences in the health care system takes place as part of the normal assessment process (see following sections). Samantha’s story highlights how the repair process may need to take priority and may need to be dealt with upfront.

Samantha entered the clinic room with her father, younger brother, and paternal grandparents (who lived with the family). They were glaring at the clinician—and other members of the multidisciplinary team—with hostility, and Samantha’s father stated outright, ‘There is nothing wrong with our family, and we won’t be answering any of your stupid questions.’ It was clear from the outset that the family were hurt and angry, and that the assessment interview could not proceed in the usual manner. In this context, the clinician made a statement acknowledging that many families whose child was seeking treatment for non-epileptic seizures (NES) had reported horrendous experiences in the medical system. She invited Samantha and her family to tell her what had happened to them. Samantha wept with anger as she recounted how different professionals had treated her. The ambulance officer had sternly told her, ‘Stop it! I know you’re putting it on.’ The emergency department doctor had taken her father aside and told him that ‘Samantha is faking it.’ A nurse had told Samantha that life was a ‘bucket of shit’ and that she should ‘put a lid on it’. The paediatrician who examined her concluded that the seizures—he called them pseudoseizures and said they were psychogenic —functioned as a means of avoiding school. Samantha’s impression was that the paediatrician thought she was not quite right in the head . When the family was subsequently interviewed by the local mental health service, they were grilled in an effort to elicit a history of sexual abuse . The clinician (and team) listened to the above story—calmly, patiently, and with no effort to hurry it or avoid the unpleasant details. Gravely, and with sadness, the clinician told the family that most medical and paramedical staff knew little or nothing about NES because this area of medicine had been largely neglected. The clinician then explained that the word pseudoseizure referred to the fact that NES could look just epileptic seizures but that on the electroencephalogram (EEG) they did not have the signature spike pattern of epilepsy. So, the word pseudo did not mean fake . It just meant not epileptic . The clinician also explained that the word psychogenic was still used by some neurologists and others because—in the past—it had been thought that NES were psychological in origin. But now we know better. NES are caused by stress on the body and brain. The stress could be physical (e.g., an illness or pain) or psychological (e.g., bullying at school, stress in relationships, or painful or stressful memories about past events). For this reason NES have also been referred to as stress seizures . They were very common, and the team saw a new patient with NES every one or two weeks. Now, Samantha and her family were listening. The clinician also told Samantha that the words malingering and factitious , referred to people who were putting it on. But neither of these words applied to Samantha. Her diagnosis was NES and chronic/complex pain. At this point in the interview, an hour had passed, and the clinician decided to offer the family a formulation based on the information that the family had offered on their own, without being directly asked. The clinician began the formulation from the most biological factor that she could identify since the family had expressively communicated that they found discussion of family issues difficult. The clinician said that from what the family had told her, it seemed that several biological factors were contributing to Samantha’s NES. First, Samantha had reached puberty, and it was well known that female sex hormones increased risk for NES. In all available studies, females have been more prone than males to develop NES. The reason is that female stress hormones up-regulate the stress system, which is made up of the various brain-body systems that activate in response to stress. Second, the clinician had noticed that Samantha had been breathing very fast during the assessment, at 28 breaths or more per minute. The clinician said that some kids hyperventilated when their stress systems were switched on. She explained that in a study that the team had completed, 50 percent of the children with NES triggered their symptoms with hyperventilation. The family told the clinician that they had also noticed that Samantha hyperventilated. The grandfather said that he was always telling her to calm herself down. Third, the clinician—a doctor—asked Samantha if it was OK if she felt her neck and back for any tension patterns. This examination elicited significant discomfort and identification of trigger points in the muscles of the neck and shoulder region (for references see Online Supplement 1.3). Everyone could see Samantha’s response to the palpation of her tense muscles. The clinician told Samantha and the family that chronic tension in the muscles of the head and neck contributed to chronic headache and needed to be addressed if Samantha’s headache was to get better. Fourth, Samantha had been suffering from chronic pain. The clinician noted that pain can also up-regulate the brain-body stress systems and contribute to NES. The family nodded and said that Samantha had been in a lot of pain and that they had noticed that the pain made her distressed. At this point in the interview the family volunteered yet another stress. They said that the Samantha had been very traumatized by her mother’s violent outbursts and that memories of that trauma continued to play on her mind. When these memories were triggered, Samantha was unable to sleep, and the family thought that this lack of sleep could also be contributing to her NES. The clinician confirmed that both the trauma-related memories and the lack of sleep functioned to up-regulate the brain-body stress systems, making Samantha even more prone to NES. The team then offered the family either a place in the inpatient Mind-Body Program or, if they preferred, outpatient therapy in their local community (in which case the Mind-Body Program could serve as a backup). Samantha was relieved that the NES could be treated. The family chose the outpatient option. The team did a careful handover of the case, and Samantha—after some hard work with her psychologist—returnedto healthand well-being.

The Narrative: Building a Therapeutic Relationship via the Storytelling Process

In the normal course of events—when the usual interview structure can be used—the therapeutic relationship can be built via the storytelling process. For the first author (KK) and her team, the storytelling process begins with the construction of the family genogram. The genogram gives a bird’s-eye view of the family story across three generations. It identifies the family medical history, mental health history, and key family events, including births, deaths, separations, feuds, illnesses, and hospitalizations, along with their impact on the child. As the interview progresses, it is the clinician’s job to make sure that key family events that were identified in the genogram are woven into the fabric of the narrative. The genogram brings into focus—through visual representation—key points in the family story that may need to be further discussed (McGoldrick et al. 2008 ). For example, if the genogram shows that the child’s parents separated when the child was five, then—when the story reaches age five, and if the family fails to mention the separation—the interviewer needs to ask a question about the separation and its impact on the child and family.

Once the genogram is complete, the clinician conducting the interview asks the family to tell the story of the child’s development and her symptoms. The clinician tracks the child’s story in temporal order, starting with a brief account—usually from the child’s mother—of the child’s early developmental history, starting from conception. Was the child a planned child? How was the pregnancy? Was the family generally doing well, or was it, for example, conflicted, disrupted, or unsettled, during the pregnancy? Did the delivery go well? Did self-regulation milestones—feeding, sleeping, settling, connecting with others—go well in the first year of life? Were other milestones normal? Was the family doing well also? Did the child have any separation anxiety as a preschooler? What was she like in the preschool years? Did she make friends? Were there any family events or health issues? And so on, and so on. In the normal course of events, the family will take over the telling of the story, with the interviewer asking the odd question, to help the family think about the manner in which the child and her body responded to family events.

As the story moves into the school years, the clinician involves the child—and siblings—in the storytelling process more and more. From the time that the child attended preschool or kindergarten, the clinician tracks the story by school years to scaffold the child’s memory and to anchor life events in the context of school years marked by specific teachers, classes, or classroom friends. At some point, the story merges into the story of the child’s functional somatic symptoms. Throughout the storytelling process, the clinician maintains the story’s temporal order—‘put that on hold, we haven’t gotten to year 5 yet’—and encourages the child to tell as much of the story as possible. Along the way, the clinician obtains additional details about the symptoms and asks questions that connect the symptoms to the context in which they occurred—to the year at school, to any important events at school, at home, or in the broader family or social context, and to the family’s experience with the medical system. The questions help the family—while they are telling their story—to make connections between the child’s symptoms and context.

The storytelling process has a number of important functions. First, the family need to know that their concerns have been heard and that the clinician fully appreciates the child’s clinical presentation and the worries about the child’s health. Being heard and being understood are particularly important for families who have been dismissed by the health care system. It is common for these families to have experienced distress in their efforts to obtain health care, and these adverse experiences need to be heard and acknowledged, enabling the events to be put into the past so that healing can take place.

Second, the story needs to include sufficient details about possible adverse childhood experiences (ACEs) that took place before the child’s symptoms began to appear. This information is essential if the interviewer is to put together a picture—from the perspective of the child’s body—of the factors that have shaped the child’s stress system over time.

Third, the story needs to include sufficient details about the child’s symptoms and the associated medical investigations. Only against that background can the interviewer be confident that the requisite medical assessment is complete and be in a position to think about the symptoms from a neurobiology perspective (see Chapters 4 – 12 ). In a multidisciplinary team, the clinician with a medical background is likely to be best suited to pursue this aspect of the assessment.

Fourth, using the child’s body as the beacon, the interviewer needs to ask questions about the symptoms that help build a context around the symptoms: what was happening in the child’s life when the symptoms arose? The process of context building is facilitated if the clinician has helped the family tell the story in temporal order, enabling the symptoms to be ordered along a time line that also marks other events in the child’s and family’s lives. In this context, the clinician needs to keep control of the temporal order of the interview, asking family members to put information on hold, until the correct time frame is reached in the storytelling process. Maintaining the time line is crucial in helping the family make connections—in making meaning—between events in the child’s life and the child’s symptoms. Most families compartmentalize and medicalize the symptoms, and fail to connect them with the distress associated with adverse life events. Through this process the story often shifts from a story of the symptoms to a story of how the child’s body responded—via the symptoms—to various events in the child’s and family’s life stories.

Fifth, if the child’s symptoms are longer-standing rather than acute, the interviewer needs to determine how the child and family have been managing or adapting to the illness, including such matters as the attention given to the symptoms and the impact of the illness on school attendance, physical activity, and engagement with peers.

We see all of these factors at work in the following case study of Paula, the 15-year-old bed-bound girl with a four-year history of functional somatic symptoms whom we first met in Chapter 2 .

Case Study: Paula

Establishing a therapeutic relationship.

The hospital’s Pain Team referred Paula to Psychological Medicine, to be assessed for admission into the Mind-Body Program run by the first author.

Paula came to the family assessment interview with her older brother and her parents. The interview took two hours and involved construction of a family genogram (including medical history across three generations), the family telling the story of Paula’s development and Paula’s symptoms, the formulation, and a conversation about a treatment contract for the mind-body admission.

The genogram signalled that the family constellation was uncomplicated, that there was a history of terminal cancer on both sides of the family, and that Paula and her brother were very close to the maternal grandfather, who was dying. There was also a mental health history on the mother’s side of the family (see Fig.  3.1 ), signalling a potential risk for Paula. The interviewer noted that the illnesses of both grandfathers in a time frame that intersected with Paula’s own illness would need to be woven into the family story, as would the impact of those illnesses not only on Paula but on the family. The interviewer also noted that the miscarriage that had occurred before Paula had been conceived, coupled with Paula’s need to be admitted to the neonatal intensive care unit (NICU) after she was born—may have set up a dynamic in which Paula’s mother was acutely sensitive about health issues that came up with Paula.

A genogram demonstrates the medical history of family members of Paula across 3 generations. It displays that the paternal sides have Bowl cancer and Crohn's disease while the maternal sides have terminal cancer and bipolar disorder.

(© Kasia Kozlowska 2019)

Paula’s genogram

The storytelling processing itself, as briefly summarized above, began with a question about Paula’s conception. Everyone laughed and said that Paula was a very wanted baby. Paula’s mother was asked briefly about the pregnancy and delivery. Paula had been a premature baby (30 weeks gestational age) and had spent one week in the NICU. On discharge from the NICU and in the first year of life, Paula had been able to regulate in terms of sleeping, feeding, and eating (breastfed for two years). She had demonstrated short-lived separation anxiety on going to preschool at three years of age.

The family gave the story clearly, and they conveyed the sense that everything had been tracking well right into primary school. As school came into focus, the interviewer suggested that Paula should now be able to access memories; progressively, and assisted when necessary by her parents and brother, Paula became the main storyteller. Paula related that she had been a physically active school-age child who enjoyed the outdoors. Although she always had some difficulties with making friends, she managed to maintain a friendship group who, like her, were interested in reading and in writing scripts for movies and plays. The interviewer then tracked Paula’s health concerns by using her body as a beacon. In addition to asking detailed questions about Paula’s symptoms, the interviewer made sure that the family saw how the symptoms were related to the context in which they had occurred (e.g., physical injury, illness concerns regarding the two grandfathers, and bullying).

When Paula told about the fracture in the lateral epicondyle of her right femur—at 11 years of age (year 5 in school)—the interviewer commented, ‘Physical injuries are a stress for the body, so the fracture was the first major stress that your body had to deal with.’ When Paula teared up when her maternal grandfather’s illness was mentioned, the interviewer took time to explore the impact of the illness on all members of the family. When Paula teared up again when alluding to the bullying at school, the interviewer asked her to describe the bullying in detail to make sure that everyone in the family was aware of the extent of her distress. The interviewer also asked for details about how Paula’s body had responded to the bullying. At the appropriate moments in the story, the interviewer interwove questions about the death of the paternal grandfather, the deteriorating health of the maternal grandfather, and the emotional responses of the family. The emergence of multiple symptoms—limb weakness, persistent headache, intermittent abdominal pain, and musculoskeletal pain that migrated all over her body—suggested that Paula’s body had not been coping with the cumulative stress. Then the interviewer tracked the family’s interactions with the medical system, their increasing anxiety and confusion pertaining to the many different diagnoses given by different medical specialists (see Chapter 2 ), the efforts by Paula and the family to manage her symptoms, Paula’s being bullied at school, and her increasing functional impairment. Finally, taking into account Paula’s decreased exercise and her withdrawal to her bed, the interviewer tracked symptoms of autonomic dysregulation and fatigue, as well as the emergence of panic attacks.

Co-constructing a Formulation

During the assessment process the ongoing effort to consolidate the therapeutic relationship continues via the process of co-constructing the formulation. In this context, the narrative told by the child and family is framed through the lens of the stress-system model (see Chapters 4 – 12 ). What happens, in effect, is that the story told by the family (i.e., what the child and the family know) is melded together with the meaning of that story from the perspective of the body (i.e., what the clinician knows). The two narratives, brought together, merge into a new, shared formulation. In the case of Paula and her family, the formulation was both articulated verbally and shown visually using visual metaphors. This example shows how the clinician (KK) went about the process of weaving the family story into a formulation picking up on the issues that she (the clinician) had marked as being relevant (and that, along with many other issues, will be discussed in much more detail in Part II on the neurobiology of functional somatic symptoms).

The formulation, which incorporates material that the reader will encounter in Part II, went as follows:

Thank you all for telling us the story of the symptoms so clearly. So now let me share with you my understanding of Paula’s symptoms. Even though Paula’s presentation is very complex, all of Paula’s symptoms reflect activation and dysregulation of the brain-body stress systems. The stress system includes all the systems in the brain and body that activate when the body senses threat and danger. The body does not distinguish between stress that is physical (like Paula’s epicondyle fracture and the physical bullying that Paula experienced) and emotional stress (like the verbal bullying that Paula experienced and her distress about her maternal grandfather’s illness and physical deterioration). The body responds to all types of stress with activation of the stress system. So, I am going to draw the stress system for you (circles metaphor of the stress system; see Fig.  3.2 ). Fig. 3.2 (© Kasia Kozlowska 2013) Circles metaphor of the stress-system model for functional somatic symptoms. Online Supplement 4.4 depicts a version of the circles metaphor that can be printed out Full size image First, the bottom circle represents the hypothalamic-pituitary-adrenal (HPA) axis. The HPA axis activates with stress. It uses signal molecules—hormones—to communicate. The final product of activating the HPA axis is the release a stress hormone called cortisol. Cortisol is involved in energy regulation and adaptation to stress. It ensures that the body system has sufficient energy resources to deal with the stress. We know that Paula’s HPA axis got switched on because activation of the HPA axis disturbs sleep. And Paula described really clearly how her sleep was disturbed both after the fracture and at the time of the bullying. Cortisol also facilitates stress responses in the brain, which we shall talk about in a bit. The coloured circles on the left represent the autonomic nervous system—another component of the stress system (circles metaphor of the stress system; see Fig.  3.2 ). The autonomic system regulates body arousal on a second-by-second basis. It regulates all the organs inside the body, including the heart. Let me show you [the interviewer draws and explains the functional diagram of the autonomic system and the symptoms associated with its activation; see Fig.  6.1 ]. We know that Paula’s autonomic system is activated and dysregulated because the diagnosis of postural orthostatic tachycardia syndrome (POTS) (see Chapter 6 ) involves too little blue/restorative-parasympathetic activity (allowing heart rate to increase) and too much red/sympathetic activity (through which heart rate increases even more on standing). This is why Paula feels dizzy when standing up. And Paula’s symptoms of nausea are activated by the purple/defensive parasympathetic, which switches on the gut’s defensive programs, including the nausea program. The loss of regular bowel function also shows that the blue/restorative parasympathetic is not working well and that the red/sympathetic is switched on too high: the red/sympathetic switches off the gut and can cause constipation. Now here things get even more complicated. The red/sympathetic system works hand in hand with the motor respiratory system (part of the motor system, the pink ball in the circles metaphor of the stress system; see Fig.  3.2 ). During the interview—when Paula got teary—I counted her respiratory rate. It was 35 breaths per minute. This means that when Paula’s body gets aroused—when the sympathetic system gets switched on—she also switches on the respiratory muscles, and she hyperventilates (as confirmed later on a hyperventilation challenge; see Fig.  3.3 ). Activation of the sympathetic system (which causes the heart to thump and the sweatiness that Paula experiences), as well as hyperventilation (which contributes to Paula’s dizziness), also occurs during Paula’s panic attacks. Hyperventilation contributes to dizziness because when people hyperventilate, they blow off too much carbon dioxide and lower the carbon dioxide concentration in the blood. The brain hates this. Low carbon dioxide makes the brain arteries constrict. This decreases blood flow and causes dizziness. Some people will even faint from hyperventilation. Fig. 3.3 (© Kasia Kozlowska 2019) Paula’s hyperventilation challenge. This figure shows that in the resting state she was breathing at a healthy respiratory rate that kept her arterial CO 2 , or pCO 2 , within the homeostatic range. When Paula was asked to hyperventilate voluntarily, her pCO 2 dropped, as it should. However, when Paula was asked to stop hyperventilating, she was unable to do so. She continued to hyperventilate, and her pCO 2 did not return to baseline (the homeostatic range). The hyperventilation challenge was consistent with clinical observations that Paula hyperventilated when thinking about distressing life events, that she had trouble regulating her breathing when her system was activated as part of a panic attack, and that the poorly regulated breathing contributed to her symptoms of dizziness and fatigue Full size image Now we still need to talk about Paula’s other symptoms: weakness in the limbs; intermittent loss of vision; chronic migrating pain; and pervasive sense of fatigue. In our diagram of the stress system, these symptoms involve the brain stress systems, which are represented by the top circle (circles metaphor of the stress system; see Fig.  3.2 ). Within the brain a number of regions activate in response to stress, threat, and danger—whether the threat is physical or emotional (see Chapter 11 ). The stress systems in the brain also activate in response to the negative emotions such as those that emerged, for example, when Paula was being bullied or when she was thinking about her grandfather who is dying (see Chapter 12 ). Then we also have the brain regions that process other experiences: Pain maps process pain. Motor - processing regions process motor function. Sensory - processing regions process sensory function. Energy - and fatigue - processing regions , also known as the fatigue alarm system or fatigue alarm (and still not well defined), regulate the use of energy (including feelings that represent fatigue). Now, the brain stress systems are supposed to switch on when the danger occurs and then to switch off once the danger has passed. However, we know from imaging studies of patients with chronic pain, functional neurological symptoms, or other functional somatic symptoms that the brain stress systems fail to switch off . What happens, instead, is that these regions become overactive and over-dominant [the interviewer draws a large red ball]. In this state, the brain stress systems can disrupt motor-processing regions and cause motor symptoms—like the weakness in the legs that Paula has experienced (see Fig.  11.2 ). The brain stress systems can also disrupt sensory-processing regions and cause sensory symptoms—like the visual loss that Paula has experienced (see Fig.  11.3 ). And they can amplify pain by keeping the pain map switched on (see Fig.  11.5 ). In this way, the pain becomes chronic and can be triggered by a minor physical or emotional stress, and the pain can do odd things like migrate all over the body. That’s something you all already know because you have observed the pain migrating around Paula’s body. In addition, activation of the brain stress systems involves an increased use of energy, and many patients experience increased feelings of fatigue. We are almost done. But I have forgotten to tell you about three things. This clock image represents the circadian clock (see Fig.  3.2 ). The circadian clock regulates the sleep cycle. When the circadian clock is dysregulated—as it is in Paula’s case—it means that the brain misses out on all the restorative processes that are supposed to take place at night. Disturbed sleep also contributes to activation of the stress system—nothing is ever allowed to switch off—plus disturbed sleep increases pain. So, sorting out sleep is going to be very important. And then, we have the immune-inflammatory system—the last component of the stress system (see Fig.  3.2 ). This system is very important because it contributes to chronic pain. In chronic pain this system is switched on, and immune-inflammatory cells in the body secrete pro-inflammatory substances that keep pain nerves activated, thereby signalling pain. One such cell type is the macrophage (see Fig.  9.1 ). Macrophages normally go around the body cleaning up debris and secreting anti-inflammatory molecules. But when they are switched into defensive mode—as happens in chronic pain—they secrete pro-inflammatory molecules that maintain pain. Exercise helps macrophages to switch into healthy restorative mode, in which they secrete anti-inflammatory molecules that decrease pain. But lack of exercise causes macrophages to switch into defensive mode. So, the fact that Paula is so deconditioned and that she is not doing any exercise is contributing to activation of the immune-inflammatory system—cells like the macrophage—and is keeping the pain maps activated. Reintroducing exercise is therefore going to be very important, too. Finally, we come to the role of the mind. The way we use our minds can either switch on the stress system or help it settle (see Chapter 12 ). Paula told me that she worries about the symptoms. Sometimes she even worries that she will be sick forever. She can even visualize herself as an invalid in a wheelchair when she grows up. Every time she worries or brings up that image, she uses her mind to switch on the stress system top-down. This top-down activation of the stress system just makes things worse. Another factor that makes symptoms worse is attention. Every time Paula pays attention to the pain, it will intensify. Every time mum asks about the pain, watches out for it, or is experienced by Paula as worrying about it, the pain will also intensify. So, changing how we all focus our attention will be another important part of the intervention. Now that we have finished our explanation of the stress system and its interactions with other brain regions, you can see that, although the different specialists have used different names for different symptoms, all the symptoms arise from an interrelated process: the activation and dysregulation of the stress system. [At this point the interviewer may write down the different words different specialists use and include some other words that the family is likely to run across.] Next, we are going to talk about treatment options. But before we go on, do you have any other questions?

Depicting the Treatment Process via Visual Metaphor

If the child and family accept the formulation—the story of their child’s illness through the lens of the stress-system model—then the conversation moves onto treatment. The family’s acceptance (or lack thereof) is usually communicated quite clearly. The tension in the room suddenly disappears. A parent may let out a sigh of relief. Faces brighten. Often someone in the family articulates their felt sense of relief: the relief that comes with understanding what is happening for the child and her body. Sometimes, if someone in the family had an aha! moment , they will share this new understanding. Sometimes the family will acknowledge that the neurobiology is very complex and thank the clinician for taking the time to explain it to them.

For some families it can be helpful to depict the process of treatment via a visual metaphor. In Figs.  3.4 and 3.5 , the treatment process is represented visually using the circles metaphor and the castle-fortress metaphor, respectively. The figures depict that the clinician—and child and family—will be working together to choose interventions that will shift the child’s stress system from an activated, dysregulated, incoherent state (a stress system in defensive mode) back to a more regulated, more coherent state, and to a more healthy way of functioning (a stress system in restorative mode). The stress system in defensive mode supports the generation of functional somatic symptoms, whereas a stress system in restorative mode supports health and well-being and is not compatible with the generation of functional somatic symptoms.

2 sets of metaphoric illustrations of the stress system model in which the illustration on the left has 4 overlapping circles with uneven peripheries. On the right are the four overlapping circles that are perfectly round.

(© Kasia Kozlowska 2017)

Treatment depicted using the circles metaphor of the stress-system model for functional somatic symptoms. Using the circles metaphor, the treatment process can be conceptualized as involving a shift from a dysregulated state—with stress-system components being overactivated, underactivated, out of harmony with other components, or out of synchrony with the circadian rhythm—to a regulated state that supports health and well-being

An illustration with two castles in red and green. They are labeled castle in a defensive mode and castle in a restorative mode respectively.

Treatment depicted using the castle-fortress metaphor of the stress system model for functional somatic symptoms. Using the castle-fortress metaphor, the treatment process can be conceptualized as involving a shift from a castle-fortress in defensive mode (denoted by the colour red)—where battle towers are manned to protect the castle-fortress from attack—to a castle-fortress in peace time (denoted by the colour blue)

If specific factors have been identified as contributing to stress-system activation, these can be written in above the visual representation, with large arrows that depict their role in activating the stress system. For example, in Paula’s case, bullying at school, worry about the deterioration of her maternal grandfather, ruminating and catastrophizing about school, and parental attention to the symptoms would all be written into the visual representation, highlighting the role of these factors in activating Paula’s stress system.

Rationale for the Interventions That Make Up Treatment

The conversation then moves onto the rationale for using certain interventions in the treatment program. The treatment rationale builds directly on the neurobiology of the stress system, as previously discussed with the family. Sometimes, the rationale for certain interventions has already been addressed during the formulation itself, as when we discussed with Paula the need for her to start mobilizing again. In offering Paula an admission into our inpatient program, we also explained the various other interventions that would be implemented as part of the program. The conversation went as follows:

Now let’s talk about treatment—what needs to happen for Paula to get well. As you know, the Pain Team are really keen that Paula is given a place in our Mind-Body Program. And we are happy to offer Paula two weeks in the program. But let us tell you about the program so that Paula can decide if it is something she wants to do. [The program is described in detail by a member of the team.] Paula will come into the adolescent medicine ward for two weeks to learn the program. After completing those two weeks, she will then need to take the program home and continue it, with the support of the family, for the next 12 months, or even longer. She will need to build some components of the program—for example, the regulation strategies and the regular exercise—into her life for the long term. Earlier, when we discussed the neurobiology of Paula’s symptoms, we saw that they all involve the activation and dysregulation of the stress system. Treatment of functional somatic symptoms—using body-mind interventions—aims to help Paula switch off the stress system and to regulate the stress system better. Because Paula has been sick such a long time, we shall use every intervention and strategy we know—at the same time—to help her stress system regulate better. Here is the plan that I have in my mind: Right after admission, we shall do a blood test to check Paula’s iron level, vitamin B12, vitamin D, and a few other things that weren’t checked before. We shall also perform a hyperventilation challenge to see how significant Paula’s hyperventilation is and how well she is able regulate her breathing. Paula will also do a standing test for the POTS, so we can see how her body regulates heart rate and blood pressure when she stands up from a lying-down position on waking up in the morning. We always make sure that the medical assessment is complete and that all the boxes are ticked. [This final set of tests found that Paula was iron deficient—ferritin level 4 μg/L (reference range 10–150 μg/L). This iron deficiency contributed to her fatigue. The hyperventilation challenge confirmed Paula’s hyperventilation (see Fig.  3.3 ). The standing test for POTS revealed that the autonomic dysregulation was severe and needed active treatment to stabilize (see Table  3.1 ). Paula’s standing test showed (1) a minimum heart rate increase of 38 beats per minute, and a maximum increase of 64 beats per minute, on standing, and (2) no substantial change in blood pressure within ten minutes. In children, an increase in heart rate of >40 beats per minute is consistent with orthostatic intolerance.] Table 3.1 Paula’s heart rate and blood pressure values on the Standing Orthostatic Tolerance Test. © Kasia Kozlowska 2019 Full size table Our first immediate intervention will be to stabilize Paula’s sleep—the circadian clock—to harness all the restorative processes that take place at night. Good sleep will help Paula’s body regulate. No one can regulate without good sleep. Paula can start the sleep intervention at home while she is waiting for a bed in the Mind-Body Program. You need to put together a timetable that marks bedtime and getting up time. Paula will need to go to bed at the same time every day and also get up at the same time. She will need to sit in the sun in the morning—on waking up—for about an hour. We shall also use melatonin—the natural substance that the brain secretes—to help regulate her sleep. If these measures are not sufficient, there are other things we can do (see Chapter 5 ). [In the end, Paula’s sleep was regulated with 9 mg melatonin and 25 mg quetiapine.] Our second intervention during the admission will be to treat the POTS (the dysregulation of the autonomic system) with body strategies: increasing fluid intake, taking salt tablets, using stockings, and implementing slow-breathing strategies that help increase blue/parasympathetic function and decrease red/sympathetic function [point out the relevant nerves on Fig.  6.1 ]. If these strategies are not enough, there are other things we can do (e.g., treatment with propranolol) (van der Zalm et al. 2019 ). The treatment should help Paula’s symptoms of dizziness on standing and, over time, her energy levels. [In the end, treatment for POTS included salt tablets, increased water intake, and pressure stockings; the slow-breathing strategies were incorporated into the broader strategy for improving Paula’s capacity for self-regulation (see next item).] Paula will work with [name of psychologist] to work out what mind-body strategies she is able to use to help regulate her body and her stress system. [In the end, Paula’s key bottom-up strategies were slow breathing, muscle relaxation, and shifting attention away from pain to sensations that were pleasant.] Paula will also need to work with [name of psychologist] to determine how she contributes to the symptoms with her mind, as by worrying, ruminating, catastrophizing, and so on. [Basic cognitive-behavioural interventions were used to address these issues and, in combination with mindfulness interventions, were continued with a psychologist after discharge.] During the first week of the admission—as we get to know Paula better—we shall also decide if Paula will need medication (a selective serotonin reuptake inhibitor [SSRI]) to treat her severe anxiety, or whether mind-body strategies will be sufficient. We are raising the potential need for medication now because Paula is very ill and because we know—from the information about Paula’s panic attacks—that her anxiety is quite severe. You also need to know that anti-anxiety medication can be helpful in treating POTS (Rowe 2014 ). [We found that Paula’s anxiety was overwhelming and completely incapacitating. Alongside mind-body strategies, she was treated with fluoxetine 20 mg (increased slowly from 2.5 mg in the morning, in 2.5 mg increments) and quetiapine 6.25 mg in the morning, which helped take the edge of her anxiety and helped her get to the hospital school.] Paula will work with the physiotherapist on a daily basis to set up an exercise program that she can take home. The exercise will help the POTS, anxiety, and deconditioning, and it will help shift Paula’s macrophages into restorative mode—which, in the long term, will help decrease Paula’s pain. [Paula continued an exercise program that was monitored by an external physiotherapist and that her parents also continued to oversee.] Paula will go to the hospital school every morning. During the afternoon, she can either attend school or the adolescent group—whichever she prefers. She can use the school to practice her strategies for the pain and fatigue, and to build up her energy levels, enabling her to resume attending her own local school. [Paula returned to her own school, full time, on discharge.] There is no visiting during the day, when Paula is busy with the program. Visiting hours are limited to the hours after she has completed that day’s program. There is no program on the weekend; Paula will have a gate pass from hospital to go home for Saturday night. Because attention to symptoms makes the symptoms worse, we ask the family, when together with Paula, to practice not asking about symptoms but to ask about what Paula did that day (if in the hospital) or to engage in some other activities. Paula is also to practice not talking about the symptoms. She can, however, boast to everyone about what she is doing to manage the symptoms. We will have a weekly family meeting to track how Paula is doing and to begin the process of helping everyone in the family make the necessary changes that will support Paula’s health and well-being in the long term. We expect that at some point during the admission, Paula might have some difficult days—might feel exhausted and unable to go on. If that happens, we shall use it as opportunity for the family to see how Paula (and they) will manage days that are difficult and that feel like a setback. [Paula’s temporary setback came after she jarred her arm while travelling on a bus with her father while returning home from a Saturday night concert. The bus had stopped suddenly, activating high-intensity back pain and panic attacks, and Paula wanted to retreat to bed. While recovering from this setback, Paula was encouraged to use her various strategies (as described above) with increased frequency, and she attended the hospital school in a wheelchair, soon graduating to pushing it herself. Within a few days, she returned to the point of progress where she had been a few days earlier. The episode also functioned as a trial run for Paula’s mother—a coaching exercise—as to what she needed to do when Paula had a setback at home.] Finally, Paula’s present diet is low in fruit, vegetables, yogurt, and meat. So, Paula needs to start improving her diet while she is waiting for the hospital admission. A healthy diet has to be part of any program for getting well. [The family also opted to incorporate probiotics into Paula’s daily intake.]

Therapeutic Contract

After the treatment has been discussed, a therapeutic contract needs to be agreed, including the following: confirmation that the child wants to come into the Mind-Body Program and that the parents consent to all components of the program; the goals that the child has to meet before the admission itself; the time frame of the admission; the program structure; and discussion and negotiation of any potentially ‘sticky’ points. The contract also involves discussion as to what will happen with outpatient treatment afterward—for example, with referral or handover back to local services. At this time of negotiating a therapeutic contract, the family has the option of deciding whether they want to take up the offer of inpatient treatment or, instead, whether they would like the team to help them set up a program with resources from their local community. The team also has the option of withdrawing the offer of an inpatient admission if the family do not agree to core components of the treatment program or if the child or family are not sufficiently motivated. In the latter situation, the offer of the program—with its specific, defined conditions—remains open to the child and family in the future.

Occasionally, we admit a child into our Mind-Body Program with only the parents’ consent (and contract)—even if the child does not want to come into the program. This is sometimes necessary because the child, due to severe anxiety, will not cooperate with any aspect of treatment or because the lack of cooperation is part of the presenting picture. In this scenario the intervention begins by establishing a therapeutic environment in which the child is given multiple opportunities to engage with different therapists within the program—the nursing staff, psychotherapist, physiotherapist, and school staff—on a daily basis. In these scenarios, the child is, if necessary, taken to the school classroom on her bed.

The Outcome of the Mind-Body Admission for Paula

The overall treatment program involved both a preadmission intervention—Paula had to reach some goals before admission into the hospital program—and a two-week admission to the Mind-Body Program itself, which was extended to three weeks because of Paula’s significant level of deconditioning (since she had been sick for so long). The interventions implemented prior to admission included the following: re-establishing a normal sleep-wake cycle, along with an hour of sun exposure immediately after arising; establishing a healthy diet, with regular meals; and establishing an exercise routine as part of the process of gradual reconditioning (initially, for example, by implementing short walks outside the house to the front gate of the garden). The interventions implemented during her program are those that were discussed with the family above. After completion of the hospital program, Paula took the program home with her and continued to implement it with the help of her parents, a psychologist, a local physiotherapist, and her general practitioner. Her pain and fatigue resolved to a large extent; her anxiety continued to be challenging to manage; and she had a number of time-limited relapses of functional neurological symptoms (leg weakness and vision loss). But she continued to persevere with the program and to attend school—and stay connected to her friendship group—just as she had donein the hospital setting.

In this chapter we have examined how multidisciplinary teams engage with children with functional somatic symptoms and their parents through the therapeutic process of a family assessment interview. As we have seen through our discussion of Paula, the assessment interview serves multiple purposes. Among other things, it assists the family in telling the story of the symptoms in relation to the broader story of the events and challenges that occurred in the life of the child and family; it facilitates a shared understanding of those events and challenges; it enables the co-construction of a formulation by looking at the information provided by the family through the lens of the stress-system model; it provides a rationale for treatment; and it facilitates the articulation of a therapeutic contract through which everyone agrees to work together before, during, and after the period of the mind-body intervention. We hope that clinicians working in a broad range of clinical settings will be able to adapt some of the ideas presented in this chapter to their own way of working and to the needs of their own clinical contexts and practice

Kozlowska, K., English, M., & Savage, B. (2013). Connecting Body and Mind: The First Interview with Somatizing Patients and Their Families. Clinical Child Psychology and Psychiatry, 18, 223–245.

Article   Google Scholar  

McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms: Assessment and Intervention . New York: Norton.

Google Scholar  

Rowe, P. C. (2014). General Information Brochure on Orthostatic Intolerance and Its Treatment . Baltimore, MD: Chronic Fatigue Clinic, Johns Hopkins Children’s Center. .

Sattler, J. M. (1992). Assessment of Children . San Diego, CA: Jerome M Sattler, Publisher.

Van Der Zalm, T., Alsma, J., Van De Poll, S. W. E., Wessels, M. W., Riksen, N. P., & Versmissen, J. (2019). Postural Orthostatic Tachycardia Syndrome (POTS): A Common but Unfamiliar Syndrome. Netherlands Journal of Medicine, 77, 3–9.

Worsely, C., Whitehead, K., Kandler, R., & Reuber, M. (2011). Illness Perceptions of Health Care Workers in Relation to Epileptic and Psychogenic Nonepileptic Seizures. Epilepsy & Behavior, 20, 668–673.

Download references

Author information

Authors and affiliations.

The Children’s Hospital at Westmead Disciplines of Child & Adolescent Health, and of Psychiatry, University of Sydney Medical School, Sydney, NSW, Australia

Kasia Kozlowska

McLean Hospital, Department of Psychiatry, Harvard Medical School, Belmont, MA, USA

Stephen Scher

Department of Child and Adolescent Mental Health in Hospitals, Oslo University Hospital, Oslo, Norway

Helene Helgeland

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Kasia Kozlowska .

Electronic Supplementary Material

Below is the link to the electronic supplementary material.


Online Supplement 3.1 (PDF 115 kb)

Rights and permissions

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License ( ), which permits any noncommercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if you modified the licensed material. You do not have permission under this license to share adapted material derived from this chapter or parts of it.

The images or other third party material in this chapter are included in the chapter’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Reprints and permissions

Copyright information

© 2020 The Author(s)

About this chapter

Kozlowska, K., Scher, S., Helgeland, H. (2020). The Family Assessment Interview: The Narrative, Formulation, and Discussion of Treatment Options. In: Functional Somatic Symptoms in Children and Adolescents. Palgrave Texts in Counselling and Psychotherapy. Palgrave Macmillan, Cham.

Download citation


Published : 01 October 2020

Publisher Name : Palgrave Macmillan, Cham

Print ISBN : 978-3-030-46183-6

Online ISBN : 978-3-030-46184-3

eBook Packages : Behavioral Science and Psychology Behavioral Science and Psychology (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

  • Publish with us

Policies and ethics

  • Find a journal
  • Track your research
  • Degree Completion Plans
  • Course Guides
  • Supplemental Instruction
  • IT Helpdesk
  • Academic Departments
  • Doctoral Degrees
  • Communications
  • Criminal Justice
  • Public Policy
  • Strategic Leadership
  • Worship Studies
  • More Programs >
  • Masters Degrees
  • Applied Psychology
  • Business Administration
  • Clinical Mental Health Counseling
  • Executive Leadership
  • Healthcare Administration
  • Political Science
  • Public Administration
  • Social Work
  • Bachelor's Degrees
  • Graphic Design
  • Information Technology
  • Paralegal Studies
  • Sports Management
  • Associate Degrees
  • Christian Counseling
  • Creative Writing
  • Early Childhood Education
  • Information Systems
  • Interdisciplinary Studies
  • Medical Office Assistant
  • STEM Mathematics
  • Undergraduate
  • Christian Ministry
  • Data Networking
  • Project Management
  • Biblical Studies
  • Educational Tech. & Online Instruction
  • General Business
  • Health Promotion
  • Theological Studies
  • Curriculum and Instruction
  • Instructional Design
  • Higher Ed. Administration
  • Special Education
  • New Programs
  • Biblical Counseling (BS)
  • Chaplaincy (MA)
  • Christian Leadership – Faith-Based Consulting (PhD)
  • Educational Research (PhD)
  • Fire Administration – Emergency Medical Services (BS)
  • Geographic Information Systems – Commercial Logistics (MS)
  • Healthcare Law and Compliance (MBA)
  • Instructional Design and Technology (EdS)
  • Interdisciplinary Research (MA)
  • International Relations – Human Rights (MS)
  • Philosophy, Politics, and Economics (BS)
  • Special Education (EdD)
  • Who Are We?
  • Our Three A's
  • Virtual Tour of Liberty's Campus
  • What is a Nonprofit University?
  • Why Choose Liberty?
  • Accreditation
  • Top 10 Reasons to Choose Liberty University
  • Video Testimonials
  • Annual Security Report
  • Annual Security Report 2023
  • Admission Information
  • Getting Started With Liberty
  • Admission Process
  • Admission FAQs
  • Academic Calendar
  • Admission Resources
  • Common Forms and Documents
  • Technical Requirements
  • Official Transcript Request Form
  • Textbooks and Software
  • Transferring to Liberty
  • Transfer Students
  • Experience Plus – Credit for Life Experience
  • Transfer FAQs
  • University Transcript Request Links
  • Tuition Assistance
  • First Responder Discount
  • Military Tuition Discount
  • Small Business Discount
  • Corporate Tuition Assistance
  • Corporate Tuition Affiliates
  • Financial Basics
  • Tuition & Fees
  • Payment Plans
  • Military Benefits
  • Financial Check-In
  • Financial Aid
  • Financial Aid Process
  • Financial Aid FAQs
  • Grants & Loans
  • Scholarship Opportunities
  • Military Homepage
  • Military Benefits Guide
  • Discount on Tuition
  • Doctoral Military Rate
  • Veterans Benefits
  • Academics and Programs
  • Military Programs and Partnerships
  • Military Benefits and Scholarships
  • Community and Resources
  • Top Used Links
  • Upcoming Events
  • Academic Advising
  • Jerry Falwell Library
  • Policies and Deadlines
  • Liberty University Academic Calendar Online
  • Academic Policies
  • Information Technology (IT)
  • Online Writing Center
  • Honor Societies
  • Student Advocate Office
  • Flames Pass (Student ID)
  • Online Student Life
  • Office of Disability Accommodation Support
  • Commonly Used Forms

Language and Literacy for Diverse Populations – EDUC 651

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 09/05/2023

Request Info

Course Description

This course examines the foundational skills and knowledge necessary to foster language and literacy development in students from diverse populations (early childhood education, early childhood special education, and second language acquisition). Emphasis is on instructional techniques to assist students with diverse learning needs to achieve reading, writing, and oral language skills. 

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

This course addresses instructional strategies and practices that promote language and literacy development in children who may be diverse culturally, linguistically, or socioeconomically. Effective reading strategies and curricula for individuals with disabilities will also be reviewed.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the candidate will complete the related checklist found in the Course Overview.

Discussions (3)

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for Discussion. Each thread must be 400 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to two other classmates’ threads. Each reply must be 150 words.  (CLO: A, C, F)

IRIS Case Study Assignments (2)

The candidate will complete two separate case studies through . Full credit is earned when evidence of completion of all assigned parts are submitted using the case study completion chart. No partial credit will be given for case studies. All the questions on the chart should be answered in complete sentences. The answers need to be 1 to 3 sentences long depending on the question. (CLO: A, B, C, D, E, F)

IRIS Case Study: PALS Strategy Assignment

This module outlines the benefits of implementing PALS for Grades K–1, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials (est. completion time: 1 hour). 

IRIS Case Study: Classroom Diversity Assignment

This module has considerations for diverse student populations and offers a broad overview of how diversity (i.e., culture, language, exceptionality, and socioeconomic status) affects learning and how teachers can better meet the needs of all their students in their classes (est. completion time: 1 hour). 

Reading Rockets Module Assignments (2)

The candidate will independently complete nine Reading Rockets modules comprising of in-depth information, classroom strategies, assignments, and additional resources on the building blocks of teaching reading and writing — including phonological and phonemic awareness, phonics, print awareness, fluency, vocabulary, spelling, writing and text comprehension. Full credit is earned when there is evidence of completion of all assigned modules. (CLO: C, D, E)

Lesson Plan Assignment

The candidate will complete a lesson plan focusing on early literacy concepts.  The edTPA lesson plan template will be used. Differentiated strategies and assessments to measure student learning will be included in the lesson plan. (CLO: B, C, D, E)

My Family Interview Assignment

The candidate will locate a family member to interview that has a child from 2–10 years old who is an English language learner or has a language/communication delay or related disability (can have both). The candidate will create an interview protocol to use for an informal interview about the child. This assignment is not a field experience in a school system; locating a family member is the candidate’s responsibility. The candidate will write a summary of the family interview and include recommendations for teaching this child citing at least 2 peer-reviewed journals as references. The paper will include a title page, introduction of family, summary of interview, teaching strategies and recommendation, conclusion, reference list, and appendix with interview protocol. The paper will use APA format and be 8-10 pages in length. (CLO: A, B, D)

Spotlight Diversity Presentation Assignment

The candidate will design a PowerPoint presentation with a minimum of 10 slides. The PowerPoint presentation has 2 parts. In Part 1, the candidate will use words and pictures to describe a “spotlight diverse student” in preK-2. This diverse learner’s spotlight focus can be cultural, linguistic, socioeconomic, academia-focused, such as a specific learning disability, speech/language delays or other learning delays. In Part 2, the candidate will articulate a teaching philosophy of literacy by identifying key background knowledge an educator needs to know about this student population, potential strengths and weaknesses of this student population in the literacy areas, one intervention for each of the literacy categories--reading, writing, and language, as well as accommodations in the learning environment to meet the needs of this diverse group of learners with at least 3 references. (CLO: B, C, F) 

Speech and Language Delays Brochure Assignment

The candidate will create an informational brochure about the speech language development of children with a specific delay, disorder, or medical condition. The brochure will include a brief description of the medical condition or disability, background information and research, possible effects on speech and language development, suggested interventions and learning environments promoting speech and language development (including augmentative and alternative communication devices), issues and controversies as well as professional and support organizations including 2 references from current research or other relevant sources to support the conclusions. The audience for the brochure is for parents or teachers. The candidate will align with current APA format. (CLO: F)

Note: The reading specialist candidate will gather information from special education leader(s) in the school district as an additional resource. Three references are needed for reading specialist brochure.

Discovery Diversity Project Assignments (2)

The candidate will complete 4 components in the Discovery Diversity Project, which are separated into two parts. For the project, the candidate will apply the readings related to the following major domains: Discovery Diversity Project: Reading-Writing Connections and Word Recognition Assignment ; and Discovery Diversity Project: Vocabulary and Comprehension Assignment .  The candidate will complete a project for each literacy component. The candidate will write a summary of the chapter (300 words or more), list components of a learning environment to promote literacy learning in the particular literacy area, create an instructional strategy related to the literacy component (original work) targeting at least 3 diverse learners, and create a CBM, progress monitoring or informal assessment, to measure growth. The candidate will write a reflection about why he/she believes these tasks will impact student literacy development for diverse learners (250 words). The candidate will do this for all 4 literacy components. (CLO: A, B, C, D, E, F)

Note: The reading specialist candidate will include a literacy leadership component demonstrating strategies of how their advocacy at the community and district level ensure the school environments have the resources needed to reach the specific diverse learners.

Quiz: Comprehensive

The quiz will cover the material from the course textbook. (Chapters 1-11). The quiz is open-book/open-notes, contains 50 multiple-choice questions, and has a 1-hour and 30-minute time limit. (CLO: A, B, C, D, E, F)

Almost there! How may we contact you?

Our Admissions team is ready to answer any additional questions you may have.

By submitting contact information through this form, I agree that Liberty University and its affiliates may call and/or text me about its offerings by any phone number I have provided and may provide in the future, including any wireless number, using automated technology.

Message and data rates may apply. For additional information, text HELP to 49595 or 49596. You may opt-out at any time by sending STOP to 49595 or 49596. Visit for Terms & Conditions and Privacy Policy.

  • Get My Results

Discover what Liberty can do for you!

Get your personalized guide on how to start with liberty..

In 60 seconds or less!

Become a Champion for Christ

Estimate your Cost

Cost Per Credit Hour Per Semester for 7 to 15 Credits* Per Semester for 9 to 15 Credits* i Visit the Tuition and Financing page for more information.

Additional program fees may apply. See program page for details.

Disclaimer: This calculator is a tool that provides a rough estimate of the total cost of tuition, and should not be relied upon to determine overall costs, as pricing may vary by program and tuition/fees are subject to change. Estimates are not final or binding, and do not include potential financial aid eligibility.

Your Cost Estimate:

View All Tuition & Fees Go Back

For eligibility requirements for military discounts at the doctoral level, please review the online benefits page .

Request Information

Learn More About Liberty University Online

You will be automatically taken to the application once you submit your request for information

Message and data rates may apply. For additional information, text HELP to 49595 or 49596. You may opt-out at any time by sending STOP to 49595 or 49596. Visit for Terms & Conditions and Privacy Policy .

You have to have a lot of self-motivation and self-discipline when you are going to school online, but the amazing thing is at Liberty you do not need to do it by yourself. You really do have resources like someone who is going to school on campus.

– Janae Fleming ’15, B.S. in Education


  1. How to Assign a Family Interview Project

    family interview assignment

  2. PPT

    family interview assignment

  3. Family Interview Project by Jenifer Bazzit

    family interview assignment

  4. Family Interview Assignment .docx

    family interview assignment

  5. Family interview paper. Family Interview Response Paper. 2022-10-15

    family interview assignment

  6. PPT

    family interview assignment


  1. PSYCH491: Interview Assignment

  2. interview assignment

  3. Interview Assignment

  4. News Interview Assignment

  5. INVESTIGATIVE INTERVIEWING & REPORT WRITING(DEM2523) Investigative Interview Assignment…

  6. political Science Interviews



    FAMILY INTERVIEW ASSIGNMENT By this point, hopefully the way we expect the paper to be written is pretty clear. Continue address the why and how when answering the future questions. As you can see, the way I have answered these is how this should be formatted, but your answers will be much longer.

  2. Interview Project

    Family Interview Assignment Subject Description: The person that I interviewed for this assignment is a friend that I met while staying in the dorms my freshman year. She is a 20-year-old female who is single, and her family structure consists of her mom, older sister, and stepdad. I chose this person because she is someone that I felt ...

  3. SFL 160 Writing Assignment #1 Family Interview ...

    1. Family Interview Assignment. Ondine Mikelle Morgan Garner. Brigham Young University SFL 160 Dr. Jenet Erickson January 28th, 2020. 2. Family Interview Assignment Throughout the process of interview and observation, I have identified strengths and weaknesses within my origin family that have been influenced by the patterns and formations of previous generations.

  4. Family Interview Assignment

    Family Interview Assignment. What is one strength or weakness discussed in the interview that stood out to you? Why did this one stand out to you? One strength that stood out to me in this interview is the strength of service. It is important to recognize the needs and trials of others and serve in ways that portray our love towards them.

  5. PDF Family Interview Worksheet

    Family Interview Worksheet A family interview worksheet is one of the best ways to start researching your family tree! You can interview: Parents Grandparents Aunts/Uncles Older cousins Siblings and other relatives! This worksheet will help you ask the right questions to help your relatives ...

  6. How to Plan and Host a Successful Family History Interview

    Prepare and practice your questions. Before the interview, prepare and practice your questions. It's best to ask open-ended questions (rather than ones with yes or no answers), and to focus on people's memories and experiences. Anticipate problems (listed below) and how you'll respond to them. Don't send questions ahead of time.

  7. PDF Family Interview Project Purpose: Throughout the 1

    family/close friends. I hope the project is an enjoyable way to involve the students' family or close friends in their ESOL class. For that reason, students have a choice as to whether they want to speak with their family/friend in English or another language. The final written part of the interview however, must be written in English. Directions:

  8. 50 Questions to Ask Relatives About Family History

    A great way to uncover clues to your family history or to get great quotes for journaling in a heritage scrapbook is a family interview. By asking the right open-ended questions, you're sure to collect a wealth of family tales.Use this list of family history interview questions to help you get started, but be sure to personalize the interview with your own questions as well.

  9. How to Assign a Family Interview Project

    First, I created a commitment form for students and parents to fill out. On this commitment form, I listed some ideas for interview topics. This form was helpful because I was able to see what topics students would be using to interview their family members. Second, I sent parents a note to explain the project, provide due dates, and outline ...

  10. Exploring and Sharing Family Stories

    Overview. In this lesson, students are encouraged to explore the idea of memory in both large- and small-group settings. Students access their own life experiences and then discuss family stories they have heard. After choosing a family member to interview, students create questions, interview their relative, and write a personal narrative that ...

  11. PDF Family Assessment Interview

    The following interview was created specifically for the Deakin Family Options project, a trial of therapies for young people with depression, anxiety or substance abuse issues. The interview is intended for use with youth aged 12-25, and their parent/s or carer/s. Prior to the interview the assessor should have already collected basic ...

  12. 100 Family History Interview Questions + Free Printable

    Below, we've put together a list of 100 family history interview questions to bring along to your next gathering. We've also included printables of these interview questions for the sake of convenience. One is in the form of a fillable questionnaire and the other version is a simple list of the questions. You can choose to use all 100 ...

  13. PDF Assignment

    Assignment - Interview With a Relative Instructions: 1. In full sentences, answer the questions below 2. Type your answers in a Word document 3. Save your document as .doc, .docx, or .rtf 4. Submit your completed document to Blackboard in the "Interview With a Parent or Family Member Assignment" area. 5.

  14. Free Printable Family Interview Questions

    These fun family interview questions are a great way to get to know grandparents (or aunts and uncles) better. And right now when people are doing virtual scavenger hunts instead of real ones, playing math game s with classmates over Zoom, and celebrating birthdays at home - getting to know family members over a phone call or FaceTime is a ...

  15. Devona Jackson w09 Family Interview Proposal (docx)

    Devona Jackson FAML 360: Family Stress and Coping Sister Hicken W9 Assignment: Family Interview and Assessment Proposal I have known the family I have chosen to conduct my interview with for approximately three years, in which they are currently on assignment in Cambodia for the United States Embassy. The father works for the embassy as a Homeland Security Officer; they have been married for ...

  16. Interview Question: "Can You Tell Me About Your Family ...

    Emotional response. As you answer a question about your family background, the interviewer may be taking note of emotional factors, such as your enthusiasm and willingness to share. Some interviewers might interpret these nonverbal cues as indicators of your personality traits. A happy and generous answer, for instance, could suggest an ...

  17. The Family Assessment Interview: The Narrative, Formulation ...

    For the mental health clinician, the family assessment interview is usually the first encounter with the child (including the adolescent) presenting with functional somatic symptoms and with her family (Kozlowska et al. 2013).Some children and families will come to the assessment in the wake of a positive experience within the health care system.

  18. Wo3 Assignment- Family Interview

    Wo3 Assignment: Family Interview. I conducted my interview with Faith Tolwalase whom I was opportune to ask her few questions about her relationship with her grandfather when he was still alive. According to her, she narrated that he was a chief commander of the army in the 90s and he was a man who never always let a week or weeks go by without ...

  19. Family Interview

    Family Interview. Use this family interview to learn about your student's family, such as languages spoken, important holidays, and how to best help their child meet their goals. ... Add to assignment. Grade. Preschool. Kindergarten. First Grade. Second Grade. Third Grade. Fourth Grade. Fifth Grade. Subject. Teacher Resources. View aligned ...

  20. LTranN3352 Module 1 Assignment 1 Family Interview Plan

    N3352 Family Interview Plan Assignment Module 1: Family Interview Plan Name: Lien N Tran Date: 7/6/23 Overview: Family Interview Plan The major assignment for this course is an interview of a Family and an assessment of Family characteristics which is due in Module 5/Week 5. You must schedule an interview to perform a family assessment during Module 1/Week 1.

  21. Family Interview Assignment .docx

    Family Interview Assignment For this assignment, I interviewed my mom. It was really fun to talk to her, and listen to her thoughts on our family tree. I think the thing that stood out to me when discussing strengths and weaknesses in our family tree, is one of the weaknesses that my mom discussed was how being an alcoholic is common on her side of the family.

  22. family interview assignment

    1 It was an interesting and impressive experience for me to interview families. In the process, I felt I was closer with their children through knowing more about them. The two families I chose are both nuclear families. The first family is from Saudi Arabia. The interviewee was the child's mother called Maryam. We had the conversation in her building's lobby on January 25.

  23. Language and Literacy for Diverse Populations

    My Family Interview Assignment. The candidate will locate a family member to interview that has a child from 2-10 years old who is an English language learner or has a language/communication ...