10 Jul Process Recordings A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social wo
Assignment 2: Process Recordings
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.
By Day 7
Submit your Assignment
Note: You should also share your process recordings with your field instructor during your individual supervision.
Note: Adherence to confidentiality is required during your process recordings. Do not include real names of clients, supervisors, or social workers with whom you may come into contact during your social work field education experience. Omit any personal identifiers when detailing the interaction with your social work clients.
Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.
I worked with a 24-year-old Caucasian Transgender client. They are transitioning from male to female, and she had just broken up with their partner who is also transgender (female to male). They are remaining roommates and had an open relationship. The client experienced emotional abuse from both parents as a child all the way until the present day. The client is an only child. The client moved from Texas to Michigan because her father took a job here. The client calls her parents narcissists. The client eventually wants to completely cut her parents out of her life but is not ready to cut them out completely right now. The client states that her ex is supportive, and her newfound friends are supportive. The client is also on hormone therapy pills and states they are wonderful for her. The client also tried to commit suicide two years ago and was admitted to a psychiatric hospital. She also states she is addicted to marijuana and liquor, and occasionally uses acid.
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Jacque Goode
Process Recording
Walden University
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Client information: Ms. B is a woman who is 25 years old. She is a new graduate nurse employed in a prominent healthcare organization that provides inpatient and outpatient services. She is a lesbian who is living with her partner, Ms. Z. Presenting Issue (reason for referral): Ms. B is trying to adapt to her new duties as a registered nurse in a medical facility. However, she has been facing difficulties because of her sexual orientation. Many of her workmates have been staying away from her and only talk to her when they have to. Subsequently, some patients refuse to let her care for them, claiming they prefer to be attended to by someone else. These events have been frustrating Ms. B, and she recently developed signs of depression. Goal of Session During the sessions, the central goal of the client is to acquire skills that will help her live constructively as a member of the LGBTQ+ community in a hostile environment. On the other hand, my goal is to assist the client in acquiring coping skills that help her overcome the challenges of working in a hostile environment. |
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Dialogue |
Identify 1. Theory 2. Practice Model 3. Techniques and 4. Skills |
Analysis/assessment of dialogue |
Personal reactions and self-reflection to the interaction |
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Me: Hello, Ms. B. How are you today? I am glad you could find time to see me. Ms. B: I am okay. I needed to see you. I have had a hard time lately. Me: Sorry to hear that, Tell me more about it Ms. B. Ms. B: I am feeling so low. I was so excited about my new job and the need to make a difference in the lives of humanity as a nurse, but all my dreams are going down the drain. I seem to interact well with my coworkers to get adequately orientated but Some patients reject my services. They think that I am weird because I’m a lesbian. Me: I understand your situation. How do you feel about how they treat you? |
The theory applied during the session with the client is the social learning theory, while the practice model is CBT. On the other hand, the technique used while interacting with the client is asking open-ended questions that would make the client share large amounts of information. |
The dialogue with the client went reasonably well. Ms. B was receptive and willing to share her problems with me. |
I was glad that I developed a rapport with the client from the beginning. I focused on the client and showed her I am attentive by nodding from time to time and maintaining eye contact. I will use the same techniques in future sessions because they helped in commencing the session effectively. |
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Ms. B: I feel terrible. I feel like an outsider. I wish they could judge me by my work ethic and not by my sexual orientation. Me: I agree. Unfortunately, the patients and other healthcare providers miss out on interacting with the wonderful person you are, and they miss out on the excellent services you can deliver because of personal biases. Have you tried raising the issue with upper hospital administration? Ms. B: No. I am afraid that my colleagues will dislike me even more. Me: Talking to upper administration may indeed precipitate negative emotions, but you should look at the bigger picture. You will impact the lives of many individuals from minority communities who may experience the same situation that you are going through today. Ms. B: You are correct. I hope to be brave enough to do this. |
The theory that I applied during this phase of the session is the rational choice model. On the other hand, the practice framework incorporated is CBT. The technique applied to ensure that the process proceeds effectively is active listening and empathizing with the client. |
The session with the client proceeded effectively. Although initially, she seemed downcast, my words of encouragement made her cheer up. I am hoping that she takes positive steps to ensure that her colleagues treat her better. |
I am happy with the way that the session with the client went. She seemed more at ease after unburdening her concerns and ready to deal with the issue more decisively. I would use the same strategy in future sessions because it helped in engaging the client effectively. |
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Running head: PROCESS RECORDING 1
PROCESS RECORDING 3
Process Recording
Jacque Goode
Walden University
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Week 6 Process Recording NB: For the sake of the process recording and confidentiality issues involved, the names used here are mockups and not the actual name of the people in this interaction |
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Client information and the pressing issue: Claire Gloom is an 18-year-old lesbian female who has dropped out of high school for a couple of months. She is an artistic lady, and therefore she spends most of her time at home drawing and painting portraits to relieve stress. She is involved with the Juvenile system, and she is currently on probation stemming from engaging in a fight with one of her schoolmates, whom she says was bullying her for her sexual orientation. The fight was a way of defending her dignity. She is happy that her parents have no problem with her identifying as lesbian, and they treat her as if nothing transpired, and she is grateful for it. In an attempt to make her go back to school to complete her final year, her probation officer, Amelia, suggested that she joins a social program she had recently heard of, called Casa De Change. I organized any relevant information regarding the demographics and setting: An interrogation with Claire Gloom between myself, Liam, and Amelia. The location of the meeting agreed upon was Pompano Beach in Florida, United States, where the Juvenile Justice Department is situated. Upon arrival, Liam and I were escorted, where we found Claire Gloom and Amelia seated. They stood up promptly and greeted us. The conversation takes off after the greetings had taken place and the interview started. |
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Dialogue |
Identification of Techniques, Skills and Theories |
Assessment/Analysis of the Dialogue |
Individual Reaction and Self-reaction to the interaction |
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Ava: Claire, we are not sure how much you know concerning Casa De Change. Can you share any information about what you know? Claire: To be sincere, I have heard about you guys by doing a search a few times on the internet, but I have never taken the interest to dig much, but I know you help protect the victims of sexual orientation. That's all I know. Ava: We do indeed provide a safe environment for the entire LGBTQ+ society, but there are a set of rules in place that an individual must follow. Claire: Rules? I thought the program was a place that I can get all my dignity and stretch my artistic skills without following any rules. I do not do well following rules. What kind of rules will I have to follow? Liam: Great for asking, Claire. We will help you with your talent for sure, and no one likes rules, but they are there to be followed as they make things run smoother. However, rules are there to be followed whether we like them or not. However, our laws are more straightforward and focus on making you a responsible person in the future. We require our clients to follow their dreams by getting the job they want, doing their chores and other tasks, and being at home within specified time zones and informing our staff. These are some of the rules regarding the code of conduct we expect from you. |
My chief goal was to discover how much knowledge Claire has regarding the program and make sure that she was ready to learn more about the program. This went smoothly, although we almost lost it when Claire Gloom expressed her dislike of following rules. We mentioned how we could help establish and meet her goals which were our priority. The model used is known as the task-centered approach in social works and focuses on attaining specific, attainable strategies and goals that are agreed upon by the client and the professional. We used the Cognitive Behavior theory, which plays a significant role in making the individual reflect on their behavior and think about the situation differently. |
Liam wanted to give Claire Gloom a broader view of the rules that are set in place. She wanted assurance that we will not interfere with her personal life, and in return, she will not give us a hard time. We were not surprised when she became radiant after hearing Liam say that the program focuses on supporting dreams and letting the community members be who they want. This was important to mention so that she will not feel as if she is being placed in another juvenile system and instead is a place, she would find more joy and peace. |
It was mesmerizing to see that Claire Gloom is very passionate about her talent and freedom, which she was very open about. This is important because many youths have difficulties expressing what they like and dislike. |
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Claire: (Smiling)That was not as hard as I expected, and I believe I can comply with that. But please guarantee that you will not in any way interfere with my personal life because, at that point, I can become very stubborn (Laughs) Liam: (Laughs) Trust me, I'm not too fond of it when anyone tries to get into my personal space. Therefore, the Casa De Change is all about allowing and supporting our clients to spread their wings and be whoever they want to be in their life. We are all about creating one community, and the only thing the members must do is be open, and we will not hesitate to listen to you. Claire: If that's all the program is about; I am ready to hop in. Shall we? (Laughs) Ava: Sure, let's move on! |
We had to reassure her that her freedom will be prioritized, and she had no problem expressing what it meant to her. This is perfect for our program. Casa De Change has an open-door policy where the members are encouraged to express themselves without the fear of being judged freely. |
Here, Claire becomes more responsive, and she opened up about one thing that Liam and I wanted to hear her say, "her freedom." This is important as it is an illustration that she has already discovered who she is. |
It was amazing to see that she was no longer troubled by the rule issue, and the mood was lighter and now focused on empowering her as an individual. And we glanced at each other, trying to figure out what was on her mind. |
References
Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson.
· Chapter 8, “The Social Problem Context of Practice” (pp. 87-96)
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Process Recording Week 4
For the sake of this process recording and for reasons surrounding confidentiality, all names used are pseudonyms.
Client information and presenting issue: John Doe is a 17-year-old gay male who has been homeless for a few months now. Most
of that time has been spent couch surfing between the homes of friends. He is involved with the juvenile justice system and is
currently on probation stemming from an altercation with his step-father. John Doe's mother and step-father highly disapprove of his
“lifestyle” and refuse to let him remain at home due to it. In an effort to get John Doe off the streets his probation officer, Paul,
suggested he join a program that he recently heard about, Casa De Change.
Any relevant information about setting and demographics: An interview with John Doe was arranged between myself, Sara, and
Paul. The agreed upon location was a central building in Brenham, TX where the DFPS and juvenile justice departments are both
located. Upon arrival, Sara and I were escorted into a room where John Doe and Paul were seated. They promptly stood up as they
greeted us. The following conversation picks up after the initial greetings had taken place and the interview/assessment had started.
Dialogue Identify skills , techniques and
theories,
Analysis/assessment of
dialogue
Personal reactions and self-
reflection to the interaction
Alex: John Doe, we aren't
sure what you know about
Casa De Change. Can you
share what you know, if
anything at all.
John Doe: You guys are a
home for homeless gay kids.
That's about it.
Alex: We do provide a safe
place for gay youth, and for
the rest of the LGBTQ
community. Along the way
we work with you to
establish and meet goals that
are important to you. There
are of course rules that must
be followed.
My main goal here was to find out
what John Doe's understanding of
the program was and to make sure
that he was aware of all that it would
entail. This did get sidetracked due
to John Doe's apparent disdain
towards rules. We were able to
mention how we help establish and
meet goals with our clients. This
model is often referred to as a “task-
centered approach” in social work
where specific, measurable goals,
and strategies to meet them, are
agreed upon between the client and
the professional.
During this segment of the
conversation I noticed
John Doe's mood change a
bit at the mention of rules.
He leaned back in his
chair as the expression on
his face went from an
excited one to one that
showed concern.
This is a common reaction that we
get from youth who accustomed to
doing things as a please. They are
often independent and view rules
as an attack on their independence.
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John Doe: I need a job and I
am scheduled to start my
GED work in January. What
kind of rules?
Using the Cognitive Behavior
Theory helps make his self-reflect
and think about the situation
differently.
Sara: That's great! We will
help you with those for sure.
There are a number of rules
that must be followed in
order to participate in the
program. Residents must
continue to work on their
education, complete chores,
respect staff and other
residents, be home at specific
times, and inform staff of
where they are at all times.
These are just some of them.
The others we will go
through in a bit.
John Doe: I don't do well
with rules. (laughs)
Alex: (laughs) I'm not a fan
of them myself, but they do
make things operate a bit
smoother!
John Doe: I can be stubborn
when it comes to rules…
Sara: You're aware of that
stubbornness so you are
ahead of the game.
Sara wanted to give John
Doe a broad overview of
the rules we have in place
at the house. She also
wanted him to know that
there were more that
would be discussed
further in so that there
were no surprises when
that moment came. It is
important to know that
this is not just a place to
sleep, it is a home and we
function as a community.
It was nice to see that John Doe
was aware of himself to the point
where he was honest with us by
informing us that he can be
stubborn and defiant. Most youth
we encounter are not so honest or
aware of themselves. Also, though
he is not diagnosed with
oppositional defiant disorder, I
instantly thought of it. My mind is
getting better at analyzing what is
said, as well as a person's
mannerisms, during these
assessments. It was a great feeling
to realize this as it was occurring.
https://www.coursehero.com/file/25575181/Process-recording-Samplepdf/
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John Doe: I like my
freedom.
Alex: You like your
independence?
John Doe: A lot. I've always
been independent and done
my own thing.
Alex: At Casa De Change,
we want you to remain
independent and in control of
your own destiny. That's
why we encourage residents
to be actively involved in
everything involving them.
The rules are there to ensure
that everything runs
smoothly at the house and to
help maintain your safety
and everyone else. We are a
community and the
behaviors and actions of
others have impact on
everyone them. Which is
another reason that everyone
should be on the same page
in regards to how the house
is ran.
John Doe needed to be reassured of
his right to self-determination while
at Casa De Change. He had no
problem making known what it
meant to him.
I also talked about how the actions
of one person has the potential to
disrupt the house and affect other
residents. The systems theory relates
to the house in the way that each
youth impacts the other in a positive
or negative way due to the system(s)
they are involved with. The house is
a sort of system that we all have in
common.
Here John Doe goes on to
state what Sara and I are
well aware of. Young
homeless youth become
independent at a young
age and are protective of
it. This is why we allow
them so much say in what
happens while they are in
the program. Rules must
be in place, but at the
same time, they must and
maintain some control
over their life.
I could tell that John Doe was
highly protective of his
independence. He had been in a
shelter a few months prior but had
left after a couple of days due to
all of the rules in place. This
happens a lot and is something that
we try to avoid. Had we not
stressed the control that he would
still have while in the program, I
am certain he would have not
joined?
John Doe: Oh, I get why
rules are in place. I still don't
like being controlled, but as
long as I don't feel like my
Casa De Change has an open door
policy for our residents and staff.
We are all encouraged to be open
and honest to one another. Bringing
John Doe is an honest,
upfront, sort of guy. He is
also the type of person
who appreciates the same
Sara and I both glanced at each
other trying to gauge what the
other thought of his words.
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independence is taken away,
I can deal with it.
Sara: We definitely do not
want any of our residents to
feel as though they are not in
control.
Alex: We also encourage our
youth to bring their concerns
to our attention before things
reach a boiling point.
Regarding this scenario, it is
critical that you it to our
attention when you start to
feel this way.
things to another's attention is a step
in the direction of problem solving.
Problem solving is a process that
some of our youth have never
engaged in.
Using the CBT theory he realized
that his behaviors kept adding fuel to
fire.
being given to him. We
also needed him to
understand that not only
does he have a say in his
life, but that we encourage
residents to voice their
concerns and opinions,
and that their voices are
valued.
John Doe: Deal. I can do
that. I have NO problem
letting anyone know when
something is bothering me!
(laughs)
Sara: That's a good, as long
as you are respectful about it!
(laughs)
John Doe: Of course!
Alex: Alright, shall we move
on?
John Doe: We shall!
John Doe responded well
to our conversation
surrounding rules and his
independence. Sara was
quick to point out how
respect while making
one's thoughts known, is
mandatory. From this
point we were able to
move forward with the
interview. The following
day we accepted John Doe
into the program and his
move in date is January
2nd.
The mood shifted to a lighter tone
here. Once everything was out in
the open, John Doe seemed to have
little concerns regarding the rules
of the house. This will no doubt
change once he is settled in. He
has a defiant streak in him, though
it does not seem to be cause for
major concern. When it rears its
head it will important that we
stress how he is still in control
despite there being rules in place.
I've no doubts about John Doe
joining us at Casa De Change. He
is going to do just fine here.
https://www.coursehero.com/file/25575181/Process-recording-Samplepdf/
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