Process Recording Tips-Foundation

Hi all

This quarter, you begin to start posting your process recordings very quickly into the required assignments. This is
a friendly reminder that there is a "PROCESS RECORDING FORM" that must be used for this assignment. The form
is located with your field documents. This is the link I used to find the form, you may have to access the form in
another way. [Link]

There are four (4) columns:

1. Dialogue
2. Identify skills, techniques and theories,
3. Analysis/assessment of dialogue
4. Personal reactions and self-reflection to the interaction

1. Dialogue- is the verbatim discussion that occurred. Please separate the discussion in sections for analysis
(see example)
2. Identify theory, skills and tools- you must use all three (3)- what theory drove your interaction- what
skills and techniques did you use based on the identified theory. Remember there are also skills in basic
rapport building

a. Theories and Perspectives that explain Behavior (good for assessment-not meant for
intervention) These are used mostly in Foundation (generalist practice) social work. There are
no Practice Models or Techniques for these. There are tools.

Attachment Feminism Power

System (Eco-system) Grief & Loss Social Support
Strengths Developmental Theories of Culture
Conflict Theories Integrative Theories Transpersonal Theories

b. Tools: These are the “physical” items used to facilitate the discussion/assessment/intake. For
example, Intake forms, scales for mood/pain, pictures of moods, ecomap, genogram, mental
status exam forms, “fidget toys”, toys in general, food, etc.. They are used to gather
information, build rapport or reduce anxiety or stress
c. Skills: These are the social work abilities you use to facilitate discussion, assess engagement or
build rapport. A list of these skills can be found at Microskills Hierarchy:
[Link]

3. Analysis/assessment of dialogue- what was going on? What were the patient's reactions to your
feedback? How did the client respond verbally (quality of voice, tone, did the respond better to closed or
open-ended questions?) How did the client respond non-verbally (how did you know they were listening?
were they distracted? Did they welcome your feedback?)
4. Personal reaction- What were you thinking? How do you feel the session went? What could you have
done better? What will you do differently/the same next time?

This is a quick overview of how to complete a process recording. I want you to think of this assignment as my way
to evaluate your competency in field (if I read this- would I be convinced that you did what you were supposed to
do and that using a social work perspective, applied your knowledge and skills in an appropriate manner?) Please
review the form and include the tips I have provided for you in this announcement.
 Here is an example of the format- please use this for formatting only. Use the above a guide for the filling out
the process recording

Template

Agency: Regency/Southern Hospice

Client: Mary Black, age 55, White American female, single, unemployed
Presenting Issues: Stage 4 lung cancer
Date: July 14, 2018

Presenting Issue

Mary Black (MB), age 55, White American female, single, unemployed in hospice care for the last four months. Ms. Black lives
in a nice, clean, cozy two bedroom in her daughter’s basement. There was a long tube approximately 6ft that connects from
the oxygen tank (OT), which was leaning in a corner near her bathroom door to MB’s nose unto her bed. Her daughter (Pat),
the second of four children, her husband and three children, lives on the other two floors of the house which is situated in an
upscale neighborhood. Ms. Black health is slowly declining, but she is fighter and promised to fight to the very end. Along with
her diagnosis, MB suffers from shortness of breath, hypertension and she uses oxygen 24 hrs daily. Pat has a full-time job, so,
her eldest daughter (Sandra), of three children who works at nights, take very good care of (MB).

Goal of Meeting

I was assigned to (MB) case by my field supervisor, to do a routine check twice and sometimes three times per week, along with
telephone calls. My role includes, making sure that MB has all the necessary supplies, her pain is under control and she is getting
her medication on time. One of the principles of Regency Southern Hospice (RSH) to care for the person, and not the disease,
whereby, (RSH) offers comfort, compassion, and dignity to the patient and family as well.

Observation

Upon arriving at MB address, I rang her door bell, and she told me it was unlock since she was expecting me. Her hair was well
groomed, and she was wearing a pair of pink and white pajamas. It was visible, that she was experience excruciating pain; she
crossed her legs and pulled her knees upward which was actually touching her cheeks. MB face looked, marginally thinner and
her jawbones sunken from the last time I saw her which was two days prior.
 Dialogue Identify (for each Analysis/assessment of Personal reactions and
Please group dialogue together. section) dialogue self-reflection to the
1. Theory What was going on? What interaction
2. Tools were the patient's What were you
3. Skills reactions to your thinking? How do you
feedback? How did the feel the session
client respond verbally went? What could you
(quality of voice, tone, did have done
the respond better to better? What will you
closed or open-ended do differently/the same
questions?) How did the next time?
client respond non-verbally
(how did you know they
were listening? were they
distracted? Did they
welcome your feedback?)
Me: Hello, how are we doing today? Theory: Social Both A.M and her husband I had previously talked
A.M: well we’re okay. This is my Learning Theory responded well to building with this client on the
husband B*** and our baby. We really rapport. The husband phone and was informed
need some help. remained quite while A.M of her situation. However,
Me: Hello, nice to meet you. What are Tools: depression took over the conversation. I felt that asking the client
we needing assistance with today? scale A.M was open to to share her story really
A.M: Well we need help paying our communicating about her aided in building rapport.
rent. We are a few months behind and Skills: Build rapport, situation and easily dove Asking specific questions
received a notice that if we don’t pay, engage in a timely straight into assessing the also made me more
were going to be evicted. manner, assess the problem. aware of the situation to
Me: How far behind are you? problem provide better resources.
A.M: About $990 dollars.
Me: Okay. What is your monthly
payment?
A.M: It’s about $300 but we haven’t Theory: Conflict A.M presented anxious during The communication
been able to pay because my husband Theory beginning of session as seen strategy I utilized of
had a job working under the table and by quick talking and nervous getting straight to the
they decided not to pay him. Tools: eco-map laughing. A.M appeared to point of gathering
Me: And do you work? enjoy my excited emotion of information was
A.M: No not right now. My husband Skills: Gain further her husband getting a job due beneficial because it
just got a job though but were not sure understanding of to matching that same assured I was giving the
when he starts. situation, assess emotion. client’s the best
Me: That is great news! sources of income, assistance. However, I
A.M: yeah we’re pretty excited! assess client’s use of could have addressed the
Me: And have you guys utilized Center community resources employment situation of
of Hope? A.M in a more polite
A.M: yes we used them in July I believe manner to continue
Me: Okay. Well, I looked at our system building positive rapport.
and it appears that we helped you with
rent two months ago as well.
I understand this is a learning process and we can review during supervision if you have any questions
 Process Recording Tips- Advanced

Hi all

This quarter, you begin to start posting your process recordings very quickly into the required
assignments. This is a friendly reminder that there is a "PROCESS RECORDING FORM" that must be used
for this assignment. The form is located with your field documents. This is the link I used to find the
form, you may have to access the form in another way.
[Link]

The first section is for introducing the client. Please include the following information:
• Agency Information
• Client information (confidentiality of course)
• Session Number
• Date
• Presenting Issue (reason for referral)
• Relevant Information
• Goal of Session

There are four (4) columns:

1. Dialogue
2. Identify a) Theory b) Practice Model (new to form) c) Techniques d) Skills
3. Analysis/assessment of dialogue
4. Personal reactions and self-reflection to the interaction
Column 1: Dialogue- is the verbatim discussion that occurred.

Column 2: Identify Theory, Practice Model, Technique and Skills- you must use all four (4)- what theory
drove your interaction- what specific practice model was used, what specific techniques (from the
practice model) were implemented and what skills you used (from the microskills
hierarchy). Remember there are also skills in basic rapport building
Theories (not an exclusive list): (Some theories have multiple- be specific in your choice)

A. Theories and Perspectives that explain Behavior (good for assessment-not meant for
intervention) These are used mostly in Foundation (generalist practice) social work. There are no
Practice Models or Techniques for these. There are tools for these.

Attachment Feminism Power

System (Eco-system) Grieff & Loss Social Support
Strengths Developmental Theories of Culture
Conflict Theories Integrative Theories Transpersonal Theories

B. Advanced Clinical Intervention Model Examples (each theory has practice models. Each practice
model has techniques). These are used in advanced practice internships

THEORY examples PRACTICE MODELS examples

Psychodynamic Psychoanalysis (Therapy)
Rational Choice Theory Solution Focused Therapy
 Behavioral Cognitive-Behavioral Therapy
Cognitive Crisis Intervention Therapy
Integrative Rational Emotive Therapy
Person-Centered
Task-Centered Theory

C. Techniques: Techniques are specifically connected to Practice Models. Please take a moment
to look up some of the examples of practice models above and research the techniques that
associated with them. For example: Psychoanalysis (Practice Model) uses the identification of
defense mechanisms. Cognitive Therapy- identifies cognitive distortions.
D. Skills: These are the social work abilities you use to facilitate discussion, assess engagement or build
rapport. A list of these skills can be found at Microskills Hierarchy: [Link]

Column 3: Analysis/assessment of dialogue- what was going on? What were the client's reactions to
your feedback? How did the client respond verbally (quality of voice, tone, did the respond better to
closed or open-ended questions?) How did the client respond non-verbally (how did you know they
were listening? were they distracted? Did they welcome your feedback?)

Column 4: Personal reaction- What were you thinking? How do you feel the session went? What could
you have done better? What will you do differently/the same next time?

Here is an example of the formatting. Please use this for only formatting.
Client information/ presenting issue and any relevant information about setting and demographics.
Agency: Regency/Southern Hospice
Client: Mary Black, age 55, White American female, single, unemployed
Presenting Issues: Stage 4 lung cancer
Date: July 14, 2018

About the Clients: This is a third-grade group of students, usually consisting of three students, but one student was
absent for the session. One of the students, Phoebe, is in the emotional support program and the other student,
Noah, is placed within the regular education setting. Both students enjoy coming to social work sessions and are
slowly learning that they can utilize this service as a support for themselves.

Presenting Issue: Each of the students have been identified for social work services within the school setting. Phoebe
is placed in the emotional support program, where students always receive social work services. To be placed within
the emotional support setting, an individual has social, emotional, and behavioral challenges that are impeding
his/her learning – which is how Phoebe was identified. Thus far in the school year, we have not seen any of the
previous behaviors that were being seen during second grade (hiding under the tables, screaming, refusal, etc.),
however Phoebe has displayed “shutting down” where she will no longer speak with her teacher, as well as escaping
situations when feeling anxious by going to the nurse (these typically surround public speaking/reading aloud). Noah
was identified by his teachers for having emotional/behavioral outbursts within the academic setting surrounding
unstructured activities. These outbursts were identified primarily when playing a game and losing/not being good at
it. Noah appears aware that he struggles to control his emotions, as he has expressed this through stating “my anger
is like a volcano, I just erupt.”

Relevant Information: The purpose of the session was to help the students to focus inward on themselves by
identifying things that they love about themselves and discussing self-esteem. This can sometimes be challenging
because the students are so young, which is why we frequently do activities that correspond to other things
happening within the academic setting (this time we utilized a worksheet beginning to transition into Valentine’s
Day). The students know that they come to the social work office to work on things, such as peer conflicts, anger,
emotions, etc. so it is important that they are also being able to share the good things about themselves (from their
perspective) and also allows for the social worker to gauge where they are at in the process. We allowed the
students to name materialistic items, as they are only in third grade, then discussed characteristics as they came up
or after they had finished their own list.

Session Goal: The goal of the session was to help the students to identify the things that they are happy with in their
life, as opposed to identifying the things that they are struggling with or are challenging for them. This allows them to
experience different perspectives, while still remaining on a level they can understand in the third-grade. The
students’ overarching goal within their IEP is to be able to identify a problem/situation, be able to identify a solution,
and its consequences.

Dialogue Identify (for each Analysis/assessment of Personal reactions and self-

Please group dialogue section) dialogue reflection to the interaction
together. 4. Theory What was going on? What What were you
5. Practice Model were the patient's reactions thinking? How do you feel
6. Techniques and to your feedback? How did the session went? What
Skills the client respond verbally could you have done
(quality of voice, tone, did the better? What will you do
respond better to closed or differently/the same next
open-ended questions?) How time?
did the client respond non-
verbally (how did you know
 they were listening? were
they distracted? Did they
welcome your feedback?)
Me: Hi Phoebe! How’s the Theory: Behavior This was an introduction and I was feeling very
rest of your day been?! (we Theory transition into the social work comfortable and excited to
had seen her earlier that session setting. I like to ask begin this activity with the
morning for a crisis) Practice Model: how the students’ days are group. I was looking
Rational Emotive going, which allows me to forward to doing the
Phoebe: Better! Behavioral Therapy assess participation, behavior, activity with the group. This
etc. within the session more group typically responds
Noah: *walking into the Techniques: appropriately. We had seen well to me and looks
office* Hi. Engaging with clients Phoebe first thing that forward to coming to the
in a timely manner, morning, but worked out a sessions.
Me: What’s going on Noah, Meeting the clients challenge she was having in a
How’s your day been? where they were at, special area class.
Assessing the clients
Noah: Well, *looks down* it for mood
was not so good, I don’t
really want to talk about it. Skills: Establishing
rapport, active
listening, setting
boundaries
Social Worker: Hm, you know Theory: Behavior This part of the session was I felt comfortable during
you don’t get in trouble in Theory rather unexpected. However, this part of the session as
here. This is where we come we had seen the student well, but the social worker
to talk about our problems Practice Model: within the previous couple had developed the plan
and try to solve them. Did Rational Emotive days to work out a plan for during a crisis with the
you have gym today? Behavioral Therapy when he begins to become student. I was able to follow
frustrated/upset during these this section as well because
Noah: Yeah *makes a face, Techniques: games that many of the I was within the session that
looking toward the ground Challenging the classes play. We talked to him was a crisis session with
again* it’s just we played a negative about it, letting him know him. I felt like this tied into
stupid game – Satellite Ball that he was able to request a the beginning of the session
Skills: Active break, as well as letting his to display perspective
Social Worker: And what listening, teachers know that if they taking to the students with
happened in Satellite Ball? Communication recognize that he is becoming their own situations.
(verbal, nonverbal), escalated that they can tell
Noah: Well – I’m better at Empathy, Critical him to “take five” and radio
team games and this IS NOT a Thinking for the social worker. This
team game. It’s just, you piece did play nicely into the
have to fend for yourself! So session and was easy to
everyone was coming at me transition into the topic at
and I just lost it. *looking hand after his feelings and
down again* processing was handled.

Social Worker: So let’s think

about what you could have
done differently, Do you
remember our plan from the
other day? (referencing a
plan we devised with him to
ask to “Take Five” and come
see her to “cool down”)

Noah: Well, I try to hold it in;

he didn’t ask me to take five.

Social Worker: Can you ask to

take five?

Noah: Yeah – OR I could have

done like I did with
dodgeball, I was dodging to
the rhythm of the music.

This is a quick overview of how to complete a process recording. I want you to think of this assignment
as my way to evaluate your competency in field (if I read this- would I be convinced that you did what
you were supposed to do and that using a social work perspective, applied your knowledge and skills in
an appropriate manner?) Please review the form and include the tips I have provided for you in this
announcement.

I understand this is a learning process and we can review during supervision if you have any questions

Have a great