Select another interaction you have had with a client at your agency that would be helpful for you to analyze via process recording.BY DAY 7Using the template:Complete the agency and client...

1 © 2022 Walden University, LLC TRANSCRIPT: PROCESS RECORDING Lesson 1: Introduction to Process Recording As a social worker, you will engage in many dialogues with your clients in an effort to assess their needs and intervene in appropriate ways. Competency means being mindful of what you do and say in these dialogues—and using critical self-reflection to analyze the efficacy of your practice. Process recording allows for this analysis. What Is a Process Recording? A process recording is a written account capturing a client interaction, as well as the theories, skills, and tools applied during that interaction. It prompts the social work intern to analyze what occurred and what they were thinking and feeling during the exchange. Other ways to think of a process recording: • A document used by students, Course Instructors, and Field Instructors to record all communications (both verbal and nonverbal and observed) through an interview • An educational, teaching, diagnostic, and therapeutic tool in the development and refinement of professional skills and identity • "A snapshot” of your client engagement, application of analysis, and critical thinking How Does It Serve You? Through a process recording, you can… • Improve documentation through the identification and application of professional terminology. • Monitor and adapt your practice behaviors, resulting in an improved quality of communication and interpersonal engagement. • Build critical thinking and reflective practice, with critical analysis of communication and its impact on the thoughts, behaviors, and affect of the client. • Plan, structure, and evaluate a client interaction on a conscious level rather than an intuitive level and apply evidence-based practice to support choices. • Increase observational skills through the conscious process of critical thinking to identify specific practice models, theories, tools, and skills during the interaction. 2 © 2022 Walden University, LLC • Highlight your skills and competencies for others who may need to evaluate them. Field Instructors, Course Instructors, and students work collaboratively to identify students’ strengths and weaknesses in both analysis and application of skills. Four Main Elements of a Process Recording 1. Dialogue 2. Theories, Tools, and Skills 3. Analysis/Assessment of Dialogue 4. Personal Reaction You will learn more about each of these elements in the next lesson. Lesson 2: How to Complete a Process Recording The Steps Prepare • What do you need to do to be ready for the client? This could mean reading the chart, consulting with your Field Instructor, and getting paperwork together. • Also review the Process Recording Template and the rubric to ensure you understand expectations. Engage • What are you working on today (see SMART goal)? • What theory guides you? What practice model will you choose to facilitate your session? What practice model techniques will you use? What skills will you use to invite the client into a discussion or disclosure? Document • Fill out your process recording as soon as you can. Document all verbal and nonverbal communication. Practice confidentiality in the removal of any client- specific identifiers. • Be sure to include details of settings and relevant client details. Assess • Reflect on and analyze your feelings and responses toward the client and what you perceive as their feelings and responses toward you. Process Recording Template Section 1: Introduction 3 © 2022 Walden University, LLC The first section introduces the client and establishes the scope of practice. It provides the agency context, your role, specific reasons the client is seeking care, and the goals driving the session. Please include the following information: • Agency Information: Include the agency name and a brief description of the services you provide the client. This provides the reviewer with the context of the agency and your role. • Client Information (maintaining confidentiality, of course): Provide a mini- biopsychosocial summary. • Session Number: Is this the first visit, the fourth, etc.? • Date: Document the session date. • Presenting Issue (reason for referral): Specifically, why is the client seeing you today? • Relevant Information: What systemic or personal issues could be exacerbating or creating difficulty for your client to be engaged? What has occurred since the last visit (if a recurring client)? • Goal of Session: o Client goal: What is the client’s goal for today’s session? The client tells you what they want to work on this session, and you rephrase this into a SMART goal. o Your goal: What are your goals for yourself this session? This should be one or more of the following: assessment, engagement, intervention, planning, evaluation, or termination. Section 2: Body of the Document Column 1: Dialogue The Dialogue column should be a verbatim transcript of what occurred between you and the client in the session. Dialogue documentation essentially looks like a script for a play, with specific lines of discussion between you and the client. • Include an accurate recounting of the dialogue on both sides (both your words spoken and the client’s words). • Be complete and comprehensive. • Group the dialogue into discrete sections to facilitate analysis. A new section should begin when the topic of discussion changes. Column 2: Theories, Tools, and Skills For every section of dialogue with the client, what theory drove your interaction? What skills and tools did you use based on the identified theory? You must identify all three. • Theories and Perspectives That Explain Behavior or Phenomena Any number of theories may guide your practice with a given client. Those that appear below are good for assessment but not meant for intervention. They are 4 © 2022 Walden University, LLC used mostly in foundation (generalist practice) social work. There are no practice models or techniques for these theories. Attachment Feminism Power Systems (Ecosystems) Grief and Loss Social Support Strengths Developmental Theories of Culture Conflict Theories Integrative Theories Transpersonal Theories • Tools Tools are used to assess the client and their situation, or to facilitate your discussion. For example, tools can be intake forms, scales for mood/pain, pictures of moods, ecomaps, genograms, mental status exam forms, fidget toys, other toys, food, etc. Tools are used to gather information, build rapport, or reduce stress and anxiety. • Skills Skills are the social work abilities you use to facilitate discussion, assess engagement, or establish rapport. Basic skills can be used to build rapport, encourage engagement, and create necessary conditions for which positive change can take place. Review the Microskills Hierarchy for potential skills demonstrated. Microskills Hierarchy: A Pyramid for Building Cultural Intentionality Determining personal style Skill integration Directives, psychoeducation, stress management, decisional counseling Empathic self-disclosure and feedback Reflection of meaning and interpretation/reframing Empathic confrontation Focusing How to conduct a five-stage counseling session using only listening skills Observing and reflecting feelings Encouraging, paraphrasing, and summarizing Questions Attending, empathy, and observation skills Culturally and indvidually appropriate visuals (eye contact, vocal qualities, verbal tracking skills, and body language) Multicultural competence, ethics, neuroscience, and positive psychology/resilience 5 © 2022 Walden University, LLC Credit line: Systematic Interviewing Microskills and Neuroscience: Developing Bridges Between the Fields of Communication and Counseling Psychology by Ivey, A., and Daniels, T. in International Journal of Listening, Vol 30/Issue 3. Copyright 2016 by International Listening Association. Reprinted by permission of International Listening Association via the Copyright Clearance Center. • Understanding the Role of Theory Imagine that a woman presents at your agency looking for shelter and resources. She is the survivor of abuse by her husband of 10 years. In your assessment, you learn that as a child she witnessed her mother in an abusive relationship. Which theory best helps you conceptualize this client’s situation and assist her? Three different theories might inform a social worker’s assessment: o Attachment theory: Early childhood experiences contribute to a particular way of experiencing close relationships o Feminist theory: There is a distinct connection between abuse and oppressive social relationships o Social learning theory: People model behavior that they have been exposed to as children Column 3: Analysis/Assessment of Dialogue The prompts in this column are meant to facilitate your analysis of the dialogue and the client’s verbal and nonverbal responses to your engagement style: • What was going on?  • What were the client’s reactions to your feedback? How did the client respond verbally (i.e., quality of voice, tone, did they respond better to closed or open- ended questions?) • How did the client respond nonverbally? • How did you know they were listening? Were they distracted? Did they welcome your feedback? These writing prompts are to be addressed in every section of dialogue. Column 4: Personal Reaction The prompts in this column are meant to elicit insight and critical thinking regarding your engagement with the client: • 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 an opportunity for you to reflect on what you were thinking and feeling. Consider ethics, values, bias, and culture and how these variables affected your choices and intervention. These writing prompts are to be addressed in every section of dialogue. Example Section 6 © 2022 Walden University, LLC Dialogue Theories, Tools, Skills Analysis/Assessment of Dialogue Personal Reaction Me: Hello, how are we doing today? A.M.: Well, we’re okay. This is my husband B*** and our baby. We really need some help. Me: Hello. Nice to meet you. What are we needing assistance with today? A.M.: Well, we need help paying our rent. We are a few months behind and received a notice that if we don’t pay, were going to be evicted. Me: How far behind are you? A.M.: About $990. Me: Okay. What is your monthly payment? Theory: Social learning theory Tools: Financial eligibility form Skills: Build rapport, engage in a timely manner, assess the problem Both A.M. and her husband responded well to building rapport. The husband remained quiet while A.M. took over the conversation. A.M. was open to communicating about her situation and easily dove straight into assessing the problem. I had previously talked with this client on the phone and was informed of her situation. However, I felt that asking the client to share her story really aided in building rapport. Asking specific questions also made me more aware of the situation to provide better resources. Access the template and more examples on the MSW Field Experience webpage under “Process Recordings.” The rubric on which you will be evaluated appears in the classroom. Lesson 3: Summary Overall, the process recording should demonstrate that you used a social work perspective to apply your knowledge and skills in an appropriate manner. Closing Tips 1. Process recordings are comprehensive; they require time and effort to complete. 2. Each element of the process recording helps you to reflect and critically review your engagement with the client and the client’s response to your engagement. 3. Fill out the document completely (with no blanks). 4. Behavior (nonverbal) must be indicated within the dialogue. 5. Review for spelling, grammar, and punctuation. 6. Share with your Field Instructor for feedback and perspective. https://academicguides.waldenu.edu/c.php?g=81877&p=691183 Template 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 1. Client Goal 2. Your Goal Dialogue Please group dialogue together. Identify (for each section) 1. Theory 2. Tools 3. Skills Analysis/assessment of dialogue What was going on?  What were the patient's reactions to your feedback?  How did