This is a field education course. I am doing my flied educations at Division of Family and Children 300 Georgia Avenue Suite 100 Monroe, 30655 Walton County Week 6 Resources Readings Day 1
INFORMATION THAT SHOULD GO INTO PROCESS RECORDING
FOR MICRO WORK
There are various formats for completing a process recording. The following is an outline that covers the major areas we want included within a process recording. Please utilize the template that follows for completing a process recording with an individual, couple or family client(s).
Description/Identifying Information: The social work student’s name, date of the interview and the date of submission to the field instructor should always be included. Identify the client, always remembering to disguise client name to protect confidentiality. Include the number of times this client has been seen (i.e., "Fourth contact with Mrs. S."). On a first contact include name and ages of the client(s) you have written about. If client is seen in location other then the agency say where client was seen.
Purpose and Goal for the Interview. Briefly state the purpose of the interaction and if there are any specific goals to be achieved, the nature of the presenting issues and/or referral.
Verbatim Dialogue (in the table below). A word-for-word description of what happened, as well as the student can recall, should be completed. This section does not have to include a full session of dialogue but should include a portion of dialogue. The field instructor and student should discuss what portions should be included in the verbatim dialogue.
Assessment of the Patient/Client/Consumer. This requires the student to describe the clients’ verbal and nonverbal reactions throughout the session. Consider everything that is occurring such as body language, facial expression, verbal outburst, etc.
The Student's Feelings and Reactions to the Client System and to the Interview (in the table below). This requires the student to put into writing unspoken thoughts and reactions s/he had during the interview e.g. "I was feeling angry at what the client was saying, not sure why I was reacting this way…”. “ I wonder what would happen if I said such-and-such.”
Identify Skills and/or Theory/ Conceptual Frameworks used (in the table below). The student should be able to identify what skills they used in an interaction, and/or what theoretical framework came to mind as they dialogued e.g. “I used the strengths perspective “ “I used the skill of partializing”
Supervisor/field instructor comments (in the table below) This requires the field instructor to provide review and critique of the student’s dialogue with the client system, skill identification, and interpretation of the client interview.
A summary assessment/analysis of the student's impressions. This is a summary of the student's analytical thinking about the entire interview and/or any specific interaction the student is unsure about. Include any client action or non-verbal activity that the student may want to discuss. (See Guided Questions at the end of the template for this section A-M)
Future plans. The student should identify any unfinished business and/or any short/long term goals.
Process Recording Template
Student Name: Date of Contact:
Session number or Contact number: Location of the client interview:
Description of Client System (race/ethnicity, age, gender, employment status, education-level, ability status, military status, immigration status, marital status, household composition, religious affiliation):
Presenting Problem (Most people can tolerate a certain degree of hardship or physical/psychological discomfort before seeking help. What is the reason/problem/condition/circumstance/situation that motivates the client system to seek professional help from your field agency?):
Purpose of Session (Why is the client being seen by you at this time?):
Objectives/Goals of this session (What do you intend to do during this session to help the client system:
Centering (What did you do to be present in the moment with the client system – breathing activities, progressive muscle relaxation activities, mediating, praying, grounding activities, self-talk, removing distractions from the environment (e.g. turning ringer of telephone to vibrate/silence, silencing notifications from digital devices, turning on a white noise maker, setting the temperature to a comfortable setting, so forth).
Preparing (What did you do to prepare yourself to deliver competent practice with the client system during the interview?):
Orienting: (What information do you need to provide to inform the client system of the agency services, expectation for client sessions, average number of sessions, length of sessions, and location of sessions?):
| Columns/tables expand outside the table, put your cursor outside this box and hit enter to add hit enter if you need more rows; include multiple pages for session write-up | ||||
| 3). Verbatim Dialogue/Content | 4). Assessment of Patient/Client | 5). Student Feelings/Thoughts/Reactions | 6). Identify Practice Skills/Theory/Conceptual Framework Used and/or thinking about using | Supervisor’s Comments |
| Type the dialogue based on what you recall the social worker (if you are shadowing) or what you (if you are leading the interview) and the client system said into this column | Type the nonverbal or unspoken behaviors that you observe the client displaying throughout the client interview. This may include behaviors of fidgeting, wringing hands, downward glaze, incessant shifting in seat, etc. | Type what you are feeling, thinking, or experiencing throughout the client interview. This includes the intrapersonal dialogue (mind chatter) that you may experience while listening or speaking with the client. Examples of this would be racing thoughts, daydreaming, intrusive unrelated thoughts “what am I going to eat for lunch?”, “am I prepared enough to help this client?” or experiences of strain or stress in your body to name a few things. | Using the client description handout worksheet and your social work textbooks, list all of the social skills/techniques/practice theories you displayed with each comment to the client. Client interviewing is an intentional and systematic use of skills to engage, solicit information, and direct clients through the change process. | |
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6). Summary Assessment/Analysis of the Session
Identify the stage of work with client/client system (i.e., pre-engagement, engagement, assessment, intervention, evaluation). Why ?
What did you learn from the session that adds to your understanding of the client?
What were the challenges presented during the session?
What was accomplished during the session?
What concepts or theories or interventions did you apply? And what were the results--what worked and what didn’t given the socio-cultural context of the client's presenting problem(s) and underlying issues?
Explain how your interpretation of what occurred in the dialogue relates to the week’s lesson (ie. Week #2 – Confidentiality, Week #4 – Role of Supervision, Week #6 – Legal Considerations, Week #8 – Use of Self)
A summary of the student’s impression:
What questions do you have for your field/task instructor(s):
Field instructor’s overall impression regarding student’s display of social work skills, use of social work practice theories, and areas of improvement to be addressed during supervision:
7). Future Plans
What unfinished business remains at the conclusion of the client interview?
What are the general and specific tasks to be completed for future work with the client system? Who will complete each task?
If the client system needs additional services, what referrals will you make?
If you will no longer work with this client systeam, what are the steps you completed for service closure (i.e. termination)?
