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