Description
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 diversity and cultural competence.
The Assignment (2–4 pages): Please use sub-heading for each section of the assignment
- 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.
Process recording Template with explaniation for process recording included.
Guide to Process Recordings and Analysis
Objectives: The successful student will:
1. Develop a conscious awareness of therapeutic communication methods used to help an
individual suffering from mental illness.
2. Accurately chart the interaction with verbatim recording.
3. Identify the congruency between verbal and nonverbal communication.
4. Analyze the significance of the communication.
5. Describe the milieu and the client.
6. Analyze the effects of the milieu on the interaction.
7. Identify own feelings in relation to the interaction.
8. Identify themes that the client has expressed.
9. Identify the goal of the interaction.
Methods: The successful student will:
Try to spend at least 30 minutes with assigned client each clinical day (Does not have to be
in one setting). Complete a process recording in this manner:
A. Record descriptive data at top of Process Recording sheet.
B. Record as much of the nurse-client interaction as possible (at least 10 minutes).
Include verbal and non-verbal communication of both the nurse and the client.
C. Describe nurse’s thoughts and feelings about the interaction.
1. What were you feeling?
2. What were you thinking?
3. What needs might the client be expressing?
4. What feelings were being expressed by the client?
5. What thoughts were being expressed by the client? Were they congruent with the
feelings or were they not?
6. Evaluate the non-verbal communication for both the nurse and client.
D. Analysis of the interaction
1.
2.
3.
4.
Evaluate the non-verbal communication for both nurse and client.
Label each nurse response according to the various communication techniques used.
Label each nurse response “T” for therapeutic or “U” for un-therapeutic.
Suggest alternative interactions (verbal or nonverbal) which might have enhanced the
interaction.
5. Analyze the phase of the nurse-patient relationship.
6. Identify a theme/s of client’s concern/s during the interaction. A theme is an issue and
its accompanying feeling tone which dominates an interaction.
7. Utilize the Reflective Narrative Client-Centered Analysis to evaluate your therapeutic
communication experience.
8. Show students example of well-done process recording.
SAMPLE PROCESS RECORDING
NURSE’S THOUGHTS &
FEELINGS ABOUT
INTERACTION
Feeling a little uncomfortable
Always a hard question to
ask.
NURSE (VERBAL &
NONVERBAL)
PATIENT (VERBAL &
NONVERBAL)
Do you still have thoughts
about harming yourself?
(Sitting facing the client,
looking directly at client)
Not. really. I still feel sad, but
I don’t want to die (Looking
at hands in lap).
Tell me what you were
feeling before you took all
the pills the other night.
(Still using SOLAR
techniques of active listening
I was just so angry! To think
my husband wants a divorce
now that he has a good job.
I worked hard to put him
through college. (Fists
clenched. Face and neck
reddened.) I
You wanted to hurt him
because you felt betrayed.
(SOLAR)
Yes! If I died, maybe he’d
realize that he loved me
more than that other woman.
(Tears starting to well up
in her eyes.)
Starting to feel sorry for her.
Therapeutic. Attempting to
translate words into feelings
Seems like a pretty drastic
way to get your point across
(Small frown)
I know. It was a stupid thing’
to do. (Wiping eyes.)
Trying hard to remain
objective.
Non-therapeutic. Sounds
disapproving. Better to
have pursued her feelings.
How are you feeling about
the situation now ?
(SOLAR)
I don’t know. I still love him.
I want him to come home.
I don’t want him to marry
her. (Starting to cry again)
Wishing there was a easy
way to help relieve some
of her pain.
Therapeutic. Focusing
on her feelings.
Yes, I can understand that
you would like things to be
the way they were before.
(Offer client a tissue).
(Silence. Continues to cry
softly)
I am starting to feel some
anger toward her husband.
Sometimes it is so hard to
remain objective.
Therapeutic. Conveying
empathy.
What do you think are the
chances of your getting back
together? (SOLAR)
None. He’s refused marriage
counseling. He’s already
moved in with her. He says
it’s over. (Wipes tears. Looks
directly at nurse)
Relieved to know that she
isn’t using denial about’
the reality of the situation.
Therapeutic. Reflecting.
Seeking client’s perception
of the situation.
So how are you preparing to
deal with this inevitable
outcome? (SOLAR)
I’m going to do the things
we talked about: join a
divorced women’s support
group; increase my job
hours to full time; do some
volunteer work; and call
you if I feel like taking pills
again. (Looks directly at
nurse. Smiles.
Positive feeling to know that
she remembers what we
discussed earlier and plans
to follow through.
Therapeutic. Formulating
a plan of action.
It won’t be easy. But you
have come a long way, and
I feel you have gained
strength in your ability to
cope. (Standing. Looking
at client. Smiling.)
Yes, I know I will have hard
times. But I also know I have
support, and I want to go on
with my life and be happy
again. (Standing, smiling,
at nurse).
Feeling confident that the
session has gone well;
hopeful that the client will
succeed in what she wants
to do with her life.
Therapeutic. Presenting
reality.
‘
Beginning to feel more
comfortable. Client seems
willing to talk and I think she
trusts me.
ANALYSIS OF THE
INTERACTION
Therapeutic. Asking a direct
question about suicidal
Intent.
Therapeutic. Exploring.
Delving further into the
experience.
Sample process recording. From Townsend, M.C. (2015). Psychiatric Mental Health Nursing: Concepts of
Care in Evidence-Based Practice. Philadelphia, PA: F.A. Davis Co.
Purchase answer to see full
attachment
Objectives: The successful student will:
1. Develop a conscious awareness of therapeutic communication methods used to help an
individual suffering from mental illness.
2. Accurately chart the interaction with verbatim recording.
3. Identify the congruency between verbal and nonverbal communication.
4. Analyze the significance of the communication.
5. Describe the milieu and the client.
6. Analyze the effects of the milieu on the interaction.
7. Identify own feelings in relation to the interaction.
8. Identify themes that the client has expressed.
9. Identify the goal of the interaction.
Methods: The successful student will:
Try to spend at least 30 minutes with assigned client each clinical day (Does not have to be
in one setting). Complete a process recording in this manner:
A. Record descriptive data at top of Process Recording sheet.
B. Record as much of the nurse-client interaction as possible (at least 10 minutes).
Include verbal and non-verbal communication of both the nurse and the client.
C. Describe nurse’s thoughts and feelings about the interaction.
1. What were you feeling?
2. What were you thinking?
3. What needs might the client be expressing?
4. What feelings were being expressed by the client?
5. What thoughts were being expressed by the client? Were they congruent with the
feelings or were they not?
6. Evaluate the non-verbal communication for both the nurse and client.
D. Analysis of the interaction
1.
2.
3.
4.
Evaluate the non-verbal communication for both nurse and client.
Label each nurse response according to the various communication techniques used.
Label each nurse response “T” for therapeutic or “U” for un-therapeutic.
Suggest alternative interactions (verbal or nonverbal) which might have enhanced the
interaction.
5. Analyze the phase of the nurse-patient relationship.
6. Identify a theme/s of client’s concern/s during the interaction. A theme is an issue and
its accompanying feeling tone which dominates an interaction.
7. Utilize the Reflective Narrative Client-Centered Analysis to evaluate your therapeutic
communication experience.
8. Show students example of well-done process recording.
SAMPLE PROCESS RECORDING
NURSE’S THOUGHTS &
FEELINGS ABOUT
INTERACTION
Feeling a little uncomfortable
Always a hard question to
ask.
NURSE (VERBAL &
NONVERBAL)
PATIENT (VERBAL &
NONVERBAL)
Do you still have thoughts
about harming yourself?
(Sitting facing the client,
looking directly at client)
Not. really. I still feel sad, but
I don’t want to die (Looking
at hands in lap).
Tell me what you were
feeling before you took all
the pills the other night.
(Still using SOLAR
techniques of active listening
I was just so angry! To think
my husband wants a divorce
now that he has a good job.
I worked hard to put him
through college. (Fists
clenched. Face and neck
reddened.) I
You wanted to hurt him
because you felt betrayed.
(SOLAR)
Yes! If I died, maybe he’d
realize that he loved me
more than that other woman.
(Tears starting to well up
in her eyes.)
Starting to feel sorry for her.
Therapeutic. Attempting to
translate words into feelings
Seems like a pretty drastic
way to get your point across
(Small frown)
I know. It was a stupid thing’
to do. (Wiping eyes.)
Trying hard to remain
objective.
Non-therapeutic. Sounds
disapproving. Better to
have pursued her feelings.
How are you feeling about
the situation now ?
(SOLAR)
I don’t know. I still love him.
I want him to come home.
I don’t want him to marry
her. (Starting to cry again)
Wishing there was a easy
way to help relieve some
of her pain.
Therapeutic. Focusing
on her feelings.
Yes, I can understand that
you would like things to be
the way they were before.
(Offer client a tissue).
(Silence. Continues to cry
softly)
I am starting to feel some
anger toward her husband.
Sometimes it is so hard to
remain objective.
Therapeutic. Conveying
empathy.
What do you think are the
chances of your getting back
together? (SOLAR)
None. He’s refused marriage
counseling. He’s already
moved in with her. He says
it’s over. (Wipes tears. Looks
directly at nurse)
Relieved to know that she
isn’t using denial about’
the reality of the situation.
Therapeutic. Reflecting.
Seeking client’s perception
of the situation.
So how are you preparing to
deal with this inevitable
outcome? (SOLAR)
I’m going to do the things
we talked about: join a
divorced women’s support
group; increase my job
hours to full time; do some
volunteer work; and call
you if I feel like taking pills
again. (Looks directly at
nurse. Smiles.
Positive feeling to know that
she remembers what we
discussed earlier and plans
to follow through.
Therapeutic. Formulating
a plan of action.
It won’t be easy. But you
have come a long way, and
I feel you have gained
strength in your ability to
cope. (Standing. Looking
at client. Smiling.)
Yes, I know I will have hard
times. But I also know I have
support, and I want to go on
with my life and be happy
again. (Standing, smiling,
at nurse).
Feeling confident that the
session has gone well;
hopeful that the client will
succeed in what she wants
to do with her life.
Therapeutic. Presenting
reality.
‘
Beginning to feel more
comfortable. Client seems
willing to talk and I think she
trusts me.
ANALYSIS OF THE
INTERACTION
Therapeutic. Asking a direct
question about suicidal
Intent.
Therapeutic. Exploring.
Delving further into the
experience.
Sample process recording. From Townsend, M.C. (2015). Psychiatric Mental Health Nursing: Concepts of
Care in Evidence-Based Practice. Philadelphia, PA: F.A. Davis Co.
Purchase answer to see full
attachment
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