A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social
A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.
For this Assignment, you will submit a process recording of your field education experiences specific to this week.
Note: You are submitting a written transcript, not an audio or video recording.
The Assignment (2–4 pages):
- Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.
- Explain your interpretation of what occurred in the dialogue, including social work practice theories, and explain how it might relate to diversity or cultural competence covered this week.
- Describe your reactions and/or any issues related to your interaction with a client during your field education experience.
- Explain how you applied social work practice skills when performing the activities during your process recording.
The Case of Shannel
Intake Date: August 2021
DEMOGRAPHIC DATA: This was a voluntary intake for this 28-year-old single African American female. Shannel lives with a 24-year-old female roommate in New York City. She has a bachelor’s degree in Art History and is employed by a major New York museum. Shannel was born and raised in Virginia and moved to New York 4 years ago for employment.
CHIEF COMPLAINT: “My roommate suggested I go to therapy. I do not agree. I can handle my life, but she threatened to move out and I cannot afford the apartment by myself.”
HISTORY OF PRESENT ILLNESS: Shannel admitted to purging and frequent use of laxatives to try and keep her weight down. Shannel reported her weight was being monitored by a nutritionist and she had lab work done to be sure she remained healthy. Shannel reports that she was much heavier as a teenager and wants to confirm she doesn’t get like that again.
Shannel reported that she has a very stressful job. She stated that approximately one month ago she started to have difficulty concentrating at work. She had several altercations with coworkers as well. Several weeks ago Shannel reported that a coworker “said something nasty and I lost it.” Shannel reported that she was angry and “hit everything I knew I could—but that did not help.” Shannel also reported being under stress due to applying for her master’s degree in art history and difficulties with her boyfriend.
Shannel complained of depression with insomnia and sleeping only a few hours per night, feeling confused, decreased concentration, irritability, anger, and frustration. She admitted to suicidal ideation. She complained of feeling paranoid over the past few weeks and believed the police were after her and that she heard them outside her door. This was another reason her roommate wanted her to seek treatment. Shannel reported she was emotionally abused as a child and suffered from post-traumatic stress disorder, but she denied a history of flashbacks or nightmares or any avoidance of the person who she says emotionally abused her..
Shannel noted that at times over the past year she has very strange experiences of being overwhelmed with fear. At these times she begins sweating, has chest pains and chills, and thinks she is going crazy. It concerns her terribly that these may happen at inappropriate times. Reluctantly, Shannel admitted to bingeing several times per month since she was 17-years-old.
PAST PSYCHIATRIC HISTORY: Shannel denies any history of psychiatric problems in the past. Shannel admits to using alcohol periodically but rarely to excess.
MEDICAL HISTORY: Shannel is allergic to penicillin and has a lactose intolerance. She wears glasses for reading.
PSYCHOSOCIAL AND DEVELOPMENTAL HISTORY: Shannel’s parents were married when her mother was 19-years-old, and Shannel was born the following year. Two years later, Shannel’s sister was born. Shannel reports her mother stated Shannel’s personality changed; she became stubborn and difficult. Shannel’s mother said that Shannel began biting, having temper tantrums, and has been moody since then. Shannel states she “adores her father” because he was never the disciplinarian. When Shannel was 12-years-old, her parents separated for 2 weeks. Shannel reported her mother quit college after Shannel’s birth and returned to college after her sister’s birth. She said her father worked all the time, and there was a housekeeper who cared for the children.
Shannel reports that when she was in high school, her maternal aunt, who was dying of cancer, came to live with the family and this was very stressful for the family. During those years, Shannel told the school counselor that her mother was abusive, and school officials visited the family. During the visit, Shannel had a temper tantrum and there was no further investigation.
Currently, Shannel is friendly with her roommate but does not have many other friends. “I don’t trust anybody.” Shannel states that when she lived in Connecticut during college, she had many friends.
Shannel worked during summer vacation while in high school. She baby sat during college and worked as a graduate assistant. Since graduating from college, Shannel has been employed by a museum. Shannel reports she currently has financial problems due to living in New York.
MENTAL STATUS EXAMINATION: Shannel presented as a slightly overweight, somewhat disheveled, African-American female. She was relaxed but very restless during the interview. Her facial expression was mobile. Her affect during the initial interview was constricted and her mood dysphoric. Shannel’s speech was pressured, and she spoke in a loud voice. At times, her thinking was logical; and at other times, it was illogical. Shannel denied hallucinations but complained of hearing policemen outside her door sometimes. She denied homicidal ideation. She initially admitted to suicidal ideation but then denied it.
Shannel was oriented to person, place, and time. Her fund of knowledge was excellent. Shannel was able to calculate serial sevens easily and accurately. Shannel repeated 7 digits forward and 3 in reverse. Her recent and remote memory was intact, and she recalled 3 items after five minutes. Shannel was able to give appropriate interpretations for 3 of 3 proverbs. Her social and personal judgment was appropriate. Shannel’s three wishes were: “To be skinny, to have a big house where I can take in all the stray cats, and for a million more wishes.” When asked how she sees herself in 5 years, Shannel replied, “Hopefully graduating from graduate school.” If Shannel could change something about herself, she would “make myself thin.”
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Process Recording
Tolulope I. Moses
Master of Social Work, Walden University
SOCW 6311
Dr. Ashley Nazon
1). Description of Client(s): The client lives with her mother, stepfather, and 16-year-old sister.
2). Presenting Problem: The client, a young adult, is a junior at Madison High School. Currently, the client is in 9th grade and attends virtual class three times a day. The patient has been diagnosed with a dissociative personality disorder. The patient has also tested positive for teen pregnancy. Family history shows that her mother has bipolar disorder, which increases her unborn child’s risk. She has exhibited signs related to that indicated extremity regarding behavior, citing the need for early intervention.
3). Purpose of Session (why is the client being seen). The purpose of the session was to establish the nature of the client’s health status considering the demanding health factors at her age. Being a teenager and showcasing signs of dissociative personality disorder, it is important to closely monitor the client’s health status and provide the best care for her and the unborn child.
4). Objectives/Goals of this session: To ascertain the provision of comprehensive and holistic care to the client and improve the client’s overall health.
5. After spending time with the client’s nurse, I took part in the session as it commenced with a casual introduction.
|
Dialogue/Content |
Skills/Theory/Conceptual Framework Used |
Assessment of Patient/Client (Dialogue Analysis) |
Student's impressions, feelings, and reactions to the client’s interview |
|
The clinician commenced with the usual introduction to the client. The clinician inquired from the client if she was okay with me taking part in the session. |
Engagement and Empowerment |
Frist, formally asking for the client’s consent before commencing the session was important to assure her of the confidentiality. Second, it is important to empower the client and provide guidance which is vital in social work. |
The nurse played a crucial role by allowing me to participate in the session through the formal introduction and ensuring the client was willing to share her feelings in my presence. |
|
The clinician started by asking if the client participated in extracurricular activities which she responded with a ‘no’ response. The client further states that she has performed exceptionally well in her academics with straight ‘As’ and ‘Bs.’ |
Open-ended questions communication strategy (Kim et al., 2019). |
Asking the client whether she participates in extracurricular activities sets the direction of the conversation, making her open up about things she loves. For instance, her academic performance. |
This allows me to know more about the client and her prowess in her studies. |
|
Active communication is essential in getting information from the client. The clinician enquired further from the client whether she was aware of BC, which said she does not but knows about condoms. |
Communication Approach: Active Listening |
At this point, the client can freely disclose personal information regarding her sex life. And although she aspires to become a mortician, she keeps abreast with changes in other areas, especially things that affect teens. |
An active listening approach is ideal for understanding the client’s perception, especially through nonverbal cues. |
|
As the clinician engages the client and educates her about the BC shot, the client shows interest and states that she would like to get the shot. |
Further exploration of the Client’s feelings |
Focusing on the positive things that the client associates with is essential in boosting her morale. |
Reflecting on the client’s experiences, I realized that she is an above-average student with plans for her future. She mentions that she would like to complete school and get a job and an apartment to take care of the newborn. |
|
Considering the overwhelming symptoms of mental health and family history of ADHD, it is important to set goals in the session to help the client overcome these problems b provide needed care and support. |
Setting Goals and Self-Motivation |
Encouraging the client to continue her studies and pursue her career is a great point to boost her self-esteem. |
I agree with the clinician to continue monitoring the client’s condition and recommend the best care and support for her as she deals with her health condition and pregnancy. |
Summary Assessment/Analysis of the Session
A. Identify the stage of work with the client/client system (i.e., pre-engagement, engagement, assessment, intervention, evaluation). Why?
Intervention; at this point, the client needs medication and behavioral therapy to help her cope with pressures associated with teen pregnancy and ADHD (Faraone & Larsson, 2019).
B. What did you learn from the session that adds to your understanding of the client?
I learned that despite the client being young, she is ambitious and looks forward to taking control of her life.
C. What were the major themes of the session?
The clinician educates the client on teen pregnancy and dissociative personality disorder. The client needs to understand the risks of engaging in teen sex as it can disorient the direction of her life.
D. What were the challenges presented during the session?
The client does not confide in her mother as she thinks her mother told doctors she likes to play dress up and act like different people. This further complicates her situation since she has a small circle of people close to her.
E. What was accomplished during the session?
The clinician empowered the client by educating her on teen pregnancy and dissociative personality disorder and encouraging her to pursue her career dreams.
F. What concepts or theories, or interventions did you apply? And what were the results–what worked and didn't give the socio-cultural context of the client's presenting problem(s) and underlying issues?
I employed strength and empowerment theories to aid the client in overcoming low self-esteem. The strength theories are effective in counseling the client by leveraging positive things accomplished or looking forward towards (Kirst-Ashman & Hull., 2019).
G. A summary of the student’s impression
The clinician was direct in her approach and employed practical skills and tools to communicate, counsel, motivate and inspire the client.
H. Questions for Supervision
The parent’s relationship lacks; thus, the client does not have the necessary family support. How frequently should the client’s ADHD be monitored? Should the client continue with her studies or take some time off to care for the newborn? Should the client consider other maternal options to take care of her unborn child?
Future Plans
The client should be scheduled for regular checkups regarding her pregnancy and psychotherapy sessions for the next month to establish her she is coping and provide any other needed care and support.
References
Faraone, S. V., & Larsson, H. (2019). Genetics of attention deficit hyperactivity disorder. Molecular psychiatry, 24(4), 562-575. https://www.nejm.org/doi/full/10.1056/NEJMra1917069
Kim, S., Krishna, A., & Dhanesh, G. (2019). Economics or ethics? Exploring the role of CSR expectations in explaining consumers' perceptions, motivations, and dynamic communication behaviors about corporate misconduct. Public Relations Review, 45(1), 76-87 http://creativecommons.org/licenses/by‐nc‐nd/4.0/
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2019). Understanding Generalist Practice (8th ed.). Cengage Learning.
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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).
1. 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 state where the client was seen.
2. 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.
3. 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.
4. 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.
5. The student's feelings and reactions to the client 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.”
6. Identify skills and/or theory/ conceptual frameworks used (in the table). 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 active listening”
7. 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-H)
8. 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/Contact # and Location:
1). Description of Client(s):
1). Presenting Problem:
2). Purpose of Session (why is the client being seen):
2). Objectives/Goals of this session:
|
3). Verbatim Dialogue/Content |
4). Assessment of Patient/Client |
5). Student Impressions/Feelings/Thoughts/Reactions |
6). Identify Practice Skills/Theory/Conceptual Framework Used and/or thinking about using |
Supervisor: Comments/Feedback |
|
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 |
6). Summary Assessment/Analysis of the Session
A. Identify the stage of work with client/client system (i.e., pre-engagement, engagement, assessment, intervention, evaluation). Why?
B. What did you learn from the session that adds to your understanding of the client?
C. What were the major themes of the session?
D. What were the challenges presented during the session?
E. What was accomplished during the session?
F. What concepts or theories or interventions did you apply? And what were the results–what worked and what didn’t give the socio-cultural context of the client's presenting problem(s) and underlying issues?
G. A summary of the student’s impression:
H. Questions for Supervision:
7). Future Plans
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