Conducting video interviews: A guide for staff

Children and families often share personal details about their lives with organisations. These stories contribute substantially to effective practice, but it is vital that their wellbeing is prioritised throughout the sharing process.

Getting the foundations right

Before conducting a video interview, provide partners with enough information to make an informed decision about participating. You may like to adapt this Things to consider before doing a video interview information sheet for partners. It can also be used as a checklist for staff when talking with potential interviewees.

The pre-interview planning process requires discussion about the purpose and topics of the interview, the partner’s current circumstances or readiness to undertake the task, and privacy issues for themselves and their family. You may want to adapt the Talking about children and family publicly resource, for your organisation noting that it is designed for staff to work through with interviewees and should not be given to partners to review on their own.

Ensure partners understand the time commitment required, along with remuneration and reimbursement amounts and procedures.

If your partner agrees to go ahead with the interview after the above discussions, consider the following suggested processes.

Prior to the interview

• Where possible, use professional camera operators and video editors who are used to working with participants in the context of sensitive interview content.
• Provide the interviewee with questions or discussion topics before the interview, and provide them with the option to suggest any changes. Check if they need help preparing for the interview, for example, talking through anything they would like to share and subjects they may want to keep private.
• Invite them to bring a support person with them.
• Invite them to come as themselves, dressed in what they feel comfortable wearing.
• Always provide a drink and consider providing a meal (or morning or afternoon tea) to show you have considered their needs.
• Ensure partners are able to travel to and from the venue easily, and ask if they need any assistance. This may include providing reimbursement for petrol or providing taxi vouchers, and waiting with them for the taxi after the interview.
• Be mindful of time. Allow enough so the interview is not rushed, and advise the interviewee how long you expect the interview will take, especially if it is likely to be over one hour.
• Consider if you need a translator or Auslan interpreter, and arrange if necessary.
• Provide the interviewee with support such as this self-care tip sheet , which you can adapt for your own use) and ensure they know they can ask you for help to support their participation.
• Ensure the interviewee understands they can withdraw from the interview at any time for any reason, and that all they need do is say that they would like the interview to stop.
• Ensure they understand they can say ‘no’ or ‘pass’ if they don’t wish to answer certain questions.

Consent

• Have the interviewee complete a consent form for recording and use of the footage and transcript, which clearly explains how this material will be used. Make sure they have an opportunity to include any special conditions in their consent form.
• If the interviewee is under 18 years of age, their parent or guardian must complete the consent form on their behalf and understand the purpose of the interview. You might like to consider a child assent process.
• Ensure that consent forms are appropriate for your organisation and include any relevant legal requirements.

During the interview

Their comfort

• Ensure the interviewee can sit comfortably, and consider flattering lighting and camera positioning.
• Let the interviewee know they can use their phone as required should their families need to contact them.
• Make sure they are offered adequate opportunities to take breaks for any reason (an emotional break, a toilet break, or time to contact their family if needed).

Your approach

• Be genuine, authentic and kind. Some people may become emotional when recalling an experience; this is OK and you can hold space and provide support for them through this.
• Get to know the interviewee as an individual and respect their ideas and opinions without judgement.
• Interviewees will come from a range of backgrounds and will have different experiences, some of which may have been traumatic. Remember to use trauma-informed approaches in your work and interactions, as outlined in Beginning the connection in this toolkit.
• Use language that is easily understandable; don’t isolate people by using jargon or acronyms. Don’t assume people will always know what you are talking about; stop and check with them if you are unsure they have understood.
• Listen to the partner and ask them to elaborate on the parts of the interview that are relevant to your project. Often when you are interviewing a partner for the first time, they may want to tell you their story and not necessarily stick to the prescribed questions. This is an important process for some interviewees, and you will need to carefully balance respectfully hearing and learning from their story with learning the information that aligns with your project and any time constraints.
• Be culturally aware when working with and those from the global majority or culturally and linguistically diverse You may need to do some research into working with cultural humility if it this new to you. Keep in mind that no one knows everything about other cultures and learning for all of us is life-long; treat participants as individuals and if you are unsure about something, ask them.

During the process

• If necessary, give people multiple opportunities to clearly articulate what they are wanting to say. A professional video editor will be able to edit footage into a usable format.
• Use your interview questions as a guide. It is important that you have a conversation with the interviewee, meaning you may not be able to stick entirely to your prepared questions. You will still be able to get the information you need, but in a different order or format than you might have planned. Be flexible and responsive to your interviewee and consider their needs before the needs of the project.
• Interviewees who require interpreters should feel that their feedback is valued as much as anyone else’s input. Break questions down so the interpreter can more easily explain what you are saying. Make sure you look at the participant and not the interpreter when speaking.
• Use your observation skills. If you notice the partner is showing signs of being uncomfortable, or getting upset or distressed, ask them how they are going. Ideally, you will have already discussed how they can let you know if they need a break or to stop.

After the interview

Check-in and gather feedback

• At the end of the interview, check if there was anything said that the interviewee would like to be left out of the final video.
• Provide positive and constructive feedback, pointing out what insightful or unique points they contributed and how these will benefit the project.
• Ask the partners how the interview experience was for them and if they have any suggestions for improvement.
• If the interviewee feels overwhelmed by the process, ensure you can spend some time supporting them, or that they have alternative self-nurturing or supportive plans in place.

Administration

• Where possible, pay participants for their time (including any preparation time) as well as travel, parking, childcare or other expenses.
• Ensure you provide them an avenue for feedback such as an online survey, or a hard copy feedback form with a stamped return addressed envelope. Ensure they know their feedback is valuable and will help you to continually improve your lived experience projects.

Later

• Be available to chat with the interviewee about how they are feeling and ensure they know they can contact you over the coming days or weeks if they need to. Check they have access to the self-care tip sheet.
• Follow up with a phone call a day or two after the interview, when they have had time to reflect – ask them what day/time they would prefer the call. It is important to check-in and see how they are going in addition to seeking their feedback about the process.
• Provide feedback to the interviewee about the outcome of their involvement. Take the time to inform them how their input was used and about the result. This includes sending them the final project when completed.

Time to reflect

• Remember, it is important to centre the wellbeing of partners in lived experience partnership work. Mistakes will sometimes happen. Take time to reflect, learn, seek to repair any harm when needed, and continue improving your practice.