Chat with us, powered by LiveChat A process recording is a written tool field education experience students, field instructors, and faculty use to examine the dynamics of social work interactions in time. Process re - Wridemy Bestessaypapers

A process recording is a written tool field education experience students, field instructors, and faculty use to examine the dynamics of social work interactions in time. Process re

Application: Process Recordings

A process recording is a written tool field education experience students, field instructors, and faculty use 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.

7

Process Recording

Student

Walden University

Process Recording

Client Information/ Presenting Issue

The client is a 33-year woman who identifies as a lesbian. She is Half Mexican, Half White, and Half German. The client is seeking services because eight months ago, she and her partner of 8 years broke up; she was sober and relapsed after the breakup, and she and her ex were working at a job together. She lost her job because she couldn't function because of the breakup and them still working together. The client wants to learn how to be independent and thrive by herself. The client Had to move back in with her parents, and they were alcoholics when she was younger. She attends AA meetings every morning and is currently staying in an adult home. I joined therapist Mr. Wilson Jackson, a therapist, to follow up on the client's behavioral activation and her cognitive behavioral therapy. The client is on behavioral activation therapy, where Mr. Wilson is meeting up with her to check whether she is progressing fine with her therapy. The therapist needs to examine the results of the CBT therapy sessions to examine whether there is any notable improvement in the therapy on issues related to dependency. Therapists anticipate seeing a decrease in dependency and a trend towards independent life with signs of anticipated success in the offing. During the session, the client displayed signs of improved behavioral performance, with the client stating that she anticipates a brighter future. she is positive that with a change in behavior and habits and adopting a new attitude towards life, she will succeed and eventually become independent and thrive as she desires.

During the therapy sessions, she showed signs of depression due to her past choices, especially the relapse, which led her to lose her job. She further displayed signs of anxiety over what the future held for her. The client thinks that her parents' alcoholic behavior when she was younger may have caused certain levels of anxiety within her, although she denies that anxiety is a real issue.

The purpose of the session was to check on the client's progress in terms of behavioral activation as part of her cognitive behavioral therapy. After a two-hour session and observation, the therapist noted that the client was doing well and advised the client to continuously write down her talents and hobbies and identify which she desires most. She needs to pick one and analyze it further and find ways in which she can service economic benefits from it.

Dialogue

Identify skills, techniques and theories

Analysis/assessment of dialogue

Personal reactions and self-reflections to the interaction

Therapist: hello Ms. Camilla, how is your day? 

Client: Hello, doc. My day is fine. 

Theory: Cognitive Behavior Theory

Practice Model: behavioral activation therapy

Techniques: Engagement skills, and assessment of the client's mood. 

Skills: Active listening and Establishing rapport. 

Ms. Camilla seems bubbly and cheerful. Maybe she is in a great mood today.

Therapist: how have you been since the last session? 

Client: great, I think I’m doing fine. 

Therapist: Okay, let's talk about your progress.

Theory: Cognitive Behavior Theory

Practice Model: behavioral activation therapy

Techniques: Engagement skills, and assessment of the client's mood. 

Skills: Active listening and Establishing rapport. 

Therapist: are you still attending AA sessions? 

Client: Yes, doc. I’m finding them to be helpful. I think it will help solve my relapse.

Engagement skills

Building rapport

Therapist: do you still feel depressed, or have you had any depression episodes lately?

Client: yes, although I think anxiety is taking over. I’m more anxious about my future. 

Engagement skills

Building rapport

Intern: could you please describe more specifically what you are more anxious about?

Client: I’m more anxious about how I will establish myself and finally become independent. As an LGBTQ woman, I desire to find a new relationship as it will help me move on from the past relationship. 

Engagement Skills

Providing Information

Ms. Camilla appears rather anxious when mentioning her anxiety issues. I think she is troubled.

Intern: please tell me what you desire to do to become more independent. 

Client: I am still analyzing my talents and hobbies to get a suitable and appealing hobby that I can convert to become an economic venture. 

Engagement Skills

Strengths perspective

Providing information

Therapist: That’s good. How do you identify your greatest talents and hobbies?

Client: I write down what I’m more passionate about, although I’m yet to identify my passion. 

Engagement skills

Strength perspective

Intern: that's great.  

Therapist: Mrs. Camilla, continue writing down what you think you are more passionate about. By attending the next session, ensure you have narrowed down and identified your greatest passion. 

Client: (nods) sure, I will. (smiles). 

Encouragement

She appears comfortable and is quite receptive to the therapist's directions.

END

References

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2015). Understanding generalist practice (6th ed.). Stamford, CT: Cengage Learning

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The client is a 33-year-old Caucasian female who identifies as a lesbian. Eight months ago, she got out of a relationship with her girlfriend of 8 years, who was verbally abusive; she also depended on her ex for things such as making meals. The client is now trying to be more independent. The client is facing social anxiety issues, she doesn’t like talking to others in person or on the phone, but after us having sessions for the past three months, the client is now making friends in her AA meetings. The client has been going to get coffee with a member at her AA meetings, she likes the woman, but she said it isn’t appropriate to date another member in the AA meeting. The client has also been going on the woman she likes social media accounts.

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Critical Reflection to Identify Gaps between Espoused Theory and Theory-in-Use Savaya, Riki;Gardner, Fiona Social Work; Apr 2012; 57, 2; ProQuest One Academic pg. 145

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

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