Eyler and Giles (1999, 2002) developed the Problem-Solving Interview
Protocol for their research on outcomes of service-learning.
After some initial study of Herbert Ginsburg's ideas about conducting clinical interviews (1) and some discussion of working closely with students, each prospective teacher conducted a one-on-one problem-solving interview with an individual focus student.
After conducting these problem-solving interviews with their focus students, the preservice teachers and the methods instructor examined the children's responses and discussed the strategies the children used to solve number problems, as well as any confusions and misconceptions that arose.
Problem "tacklers" and problem "avoiders" were identified through the use of the Problem-Solving Interview
(PSI), through which individuals were also classified as "identifiers" or "nonidentifiers" of a breast lump as a problem.
The qualitative portion of the present study described the beliefs of students exposed during problem-solving interviews
, and a survey instrument provided a quantitative measure of the students' beliefs.
The remainder of the book devotes a chapter to each of the following interviews in a specific, detailed format that pertains to the interviewer as well as the interviewee: information-giving and information-gathering interviews, employment interviews, appraisal interviews, exit interviews, problem-solving interviews
, and persuasive interviews.