Process Recordings Assignment | Homework Help Websites
Week 4
Resources Readings Day 1 Savaya, R., & Gardner, F. (2012). Critical reflection to identify gaps between espoused theory and theory-in-use. Social Work, 57(2), 145–154.
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.
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 or theories, and explain how it might relate to assessment 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.
Please note that this is a master level Social Work program. I am currently doing my flied educations at Division of Family and Children 300 Georgia Avenue Suite 100 Monroe, 30655 Walton County I am doing my flied education has a Adoption ProcessThe timeframe of the adoption process varies depending on the circumstances of the child or children to be adopted and the family interested in adopting. Almost all adoptions follow the steps outlined below.Step 1: InquiryTo make an initial inquiry, a prospective adoptive family should contact DFCS by calling 1.877.210.KIDS (5437) or complete the Homes for Georgia’s Kids inquiry form. After initial contact, the prospective adoptive family will receive a packet of information from a local DFCS office containing details about upcoming information sessions.Step 2: Information SessionA prospective adoptive family should attend an information session to gain insight into the adoption process and the requirements for adopting via DFCS. After attending the information session, a Resource Development Worker visits the home of the prospective adoptive family to conduct an initial visit prior to Pre-Service Training. During this step, DFCS asks that prospective adoptive families please carefully consider the information provided and their interest and ability to adopt. Step 3: Pre-Service Training When a prospective adoptive family has decided that adoption is the right choice for expanding their family, the prospective adoptive family will need to participate in the Adoption Preparation Program offered through a local County Department of Family and Children Services or a comparable program offered by a private licensed adoption agency under contract with DFCS. (Private licensed adoption agencies or Child Placing Agencies, provide orientation and information sessions, pre-service training, family evaluations, and placement and supervision services similar to those offered by DFCS.) The DFCS Adoption Preparation Program or IMPACT (Initial Interest, Mutual Selection, Pre-Service Training, Assessment, Continuing Development, and Teamwork) consists of 23 classroom hours of training. For more information about IMPACT Family Centered Practice (FCP) Pre-Service Training, click here.During IMPACT training, a Case Manager will meet with the prospective adoptive family to complete the assessment process and to begin a Family Evaluation. The Family Evaluation includes home visits, information gathering (medical reports, criminal records checks, financial statements, etc.), and discussions about views on adopting. Step 4: Family EvaluationAfter successful completion of an Adoption Preparation Program, the Family Evaluation of prospective adoptive parents will be forwarded to the Adoption Exchange. At this point, prospective adoptive parents are now considered an available resource for a child waiting to be adopted.Step 5: Pre-PlacementThe time between being approved as adoptive parents and having a child placed in an adoptive home varies from family to family, although, identifying a child available for adoption might decrease the waiting period. During this time, prospective adoptive parents can also attend adoption parties and match meetings. Resource Workers can also provide information about support groups for prospective adoptive parents. Step 6: PlacementIf a prospective adoptive family identifies a child of interest or a county DFCS office identifies a prospective adoptive family as a possible resource, all have the opportunity to review detailed information about the child, and then agree or disagree about the feasibility of the proposed match. If the proposed match is feasible, pre-placement visits will be scheduled. After a series of pre-placement visits, prospective adoptive parents will sign a Placement Agreement, placing the child within the family. If a special needs child is placed with a prospective adoptive family, a Resource Development Worker will assist with an application for Adoption Assistance. Step 7: FinalizationUpon receiving a release from DFCs, the attorney of prospective adoptive parents will file an adoption petition, after which a hearing will be held for a county Superior Court Judge in order to finalize the adoption procedure. The cost of this hearing is nominal and may be reimbursable when adopting a child with special needs. Be sure to support with specific references to this week’s resources and provide full APA citations for your references.
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).
- 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 say where client was seen.
- Purpose and Goalfor 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.
- 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.
- 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.
- 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.”
- 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 partializing”
- 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)
- 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 number or Contact number: Location of the client interview:
- Description of Client System (race/ethnicity, age, gender, employment status, education-level, ability status, military status, immigration status, marital status, household composition, religious affiliation):
- Presenting Problem (Most people can tolerate a certain degree of hardship or physical/psychological discomfort before seeking help. What is the reason/problem/condition/circumstance/situation that motivates the client system to seek professional help from your field agency?):
- Purpose of Session (Why is the client being seen by you at this time?):
- Objectives/Goals of this session (What do you intend to do during this session to help the client system:
- Centering (What did you do to be present in the moment with the client system – breathing activities, progressive muscle relaxation activities, mediating, praying, grounding activities, self-talk, removing distractions from the environment (e.g. turning ringer of telephone to vibrate/silence, silencing notifications from digital devices, turning on a white noise maker, setting the temperature to a comfortable setting, so forth).
- Preparing (What did you do to prepare yourself to deliver competent practice with the client system during the interview?):
- Orienting: (What information do you need to provide to inform the client system of the agency services, expectation for client sessions, average number of sessions, length of sessions, and location of sessions?):
| 3). Verbatim Dialogue/Content
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4).Assessment of Patient/Client | 5). Student Impressions/Feelings/Thoughts/Reactions | 6). Identify Practice Skills/Theory/Conceptual Framework Used and/or thinking about using |
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6). Summary Assessment/Analysis of the Session
- Identify the stage of work with client/client system (i.e., pre-engagement, engagement, assessment, intervention, evaluation).Why ?
- What did you learn from the session that adds to your understanding of the client?
- What were the major themes of the session?
- What were the challenges presented during the session?
- What was accomplished during the session?
- What concepts or theories or interventions did you apply? And what were the results–what worked and what didn’t given the socio-cultural context of the client’s presenting problem(s) and underlying issues?
- Explain how your interpretation of what occurred in the dialogue relates to the week’s lesson (ie. Week #2 – Engagement, Week #4 –Assessment, Week #6 – Intervention, Week #8 – Evaluation)
- A summary of the student’s impression:
- Questions for supervision with field/task instructor:
- Supervisor’s comments regarding student’s display of social work skills, use of social work practice theories, and areas of improvement to be addressed in supervision:
7). Future Plans
