Social Work Intern Process Recording

Required Readings

Ganzer, C. (2007). The use of self from a relational perspective. Clinical Social Work Journal, 35(2), 117–123

Osteen, P. J. (2011). Motivations, values, and conflict resolution: Students’ integration of personal and professional identities. Journal of Social Work Education, 47(3), 423–444.

Please note that this is a master level course so master level work. Please check grammar and you have to use the reading that I have provided to you. You must answer all the questions that I post.  I have uploaded the process recording template that you have to use a must. Thank you.

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.

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.

******NOTE***** PLEASE READ THE DOCUMENT THOROUGHLY, THIS IS TO BE COMPLETED AS A SOCIAL WORK INTERN PROVIDING A 10-15 SESSION TO ADDRESS AGGRESSION USING THE STOP, THINK, ACT METHOD. THE CLIENT HAS BEEN DIAGNOSED WITH ADHD AND AUTISM.

PROCESS RECORDING TEMPLATE

Student’s Name: Seantelle Hill Client’s Name: RB

Interview Date: 10/7/2020 Session #: 1

I. PURPOSE OF THE SESSION:

II. OBSERVATION: Client is an 8 year old male previously diagnosed with ADHD and Autism. His mother expressed behavioral concerns that included aggression, non-compliance and throwing things on a daily basis. The client is very active, has difficulty remaining seated, fidgets frequently, and has poor social boundaries.

III. CONTENT:

IV. IMPRESSIONS/ASSESSMENT: 1) What did you observe throughout the session — behavior and affect; 2) was the behavior/affect appropriate, explain; 3) how does this behavior/affect fit with what you know about the client’s past behavior/affect; and 4) identify the major themes/issues that emerged.

· Based on my observations the Client was not being sensitive towards his mother’s feelings.

V. USE OF PROFESSIONAL SELF: Choose two significant interventions you made: 1) identify/describe; 2) what was your impression of your effectiveness; and 3) what would you change.

VI. PLANS: (Brief statement of your plans for the next session, long range goals, short range goals that are relevant for this client.)

VII. ISSUES, QUESTIONS OR PROBLEMS: (To explore in supervisory sessions.) Areas to explore in your supervisory conference: include issues of diversity, value dilemmas, counter-transference etc.

Dilemmas: I had difficulty with this session because the client was very emotional and kept breaking down in tears.

EXPLANATION OF PROCESS RECORDING SECTIONS

Interview Content: Begin this section with a short description of where and when (the date and time) the interview took place, (e.g. standing in a hallway, meeting in an office, etc.), who was present, and its purpose. For purposes of confidentiality, change the name of your client or use initials only.

Select a 10-15 minute exchange and record word for word what happened during the interview including verbal and non-verbal content, which may include silence, gestures, and other details that occurred during the interview. The goal is to write the exchange as closely as possible to the actual interview.

Skills Used: Identify the social work skills utilized throughout the interview. Identify the skills you learned from your social work courses. Include the theory behind your practice and why you chose a particular technique, and what knowledge of human behavior helps you to understand this interaction. This section will raise your awareness of the techniques you are using in your practice.

Your Thoughts/Feelings/ Reactions: Record how you were feeling as the interaction was taking place. Before you write this section, take a few moments to read through your exchange section by section and then reflect back to how you felt during that time. Describe your subjective reactions (thoughts, feelings, sensations) to your own words during this exchange. How did you respond to your own words or those of your client? Analyze why you think your interaction with the client unfolded in the manner it did. What is your assessment of your client’s reaction(s)? Reflect on the strengths and weaknesses of your intervention and identify an area you would like to improve upon for your next session.

Client Feelings Affect: Interpret the interview. Include detail about the tone and climate of the setting, your initial impressions of attitudes and feelings of the client, what attitudes and feelings you brought to the interview, what significant changes in the client occurred during the interview in terms of appearance, gestures, and posture?

Field Supervisor Comments: Supervisor provides critical feedback in writing to the student, and discusses their review of the process recording with the student during supervision. The focus of the Field Supervisor’s analysis should be written in clear language so that the student understands the educational value of the feedback, including references to social work knowledge, values and skills.