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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 intera

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 intera

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.

Note: You are submitting a written transcript, not an audio or video recording.

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 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.
By Day 7

Submit your Assignment

Note: You should also share your process recordings with your field instructor during your individual supervision.

Note: Adherence to confidentiality is required during your process recordings. Do not include real names of clients, supervisors, or social workers with whom you may come into contact during your social work field education experience. Omit any personal identifiers when detailing the interaction with your social work clients.


Process Recording


Walden University

Process Recording

Client Information/ Presenting Issue

Client is a 16-year-old Hispanic and African American male from Jacksonville, Fl. He lives with his mother and has a younger sister. His step father and mother are divorcing. The daughter is the step father’s child and will be living with him, while client stays with his mother. He joined the dentention center due to charges of substance use/diagnosis/ possession and theft. I joined therapist, Mr. Sanchez in an individual session to follow up on a suicide precaution assesment. Right now Client is on a one to one precaution where staff signs off that he is okay every 30 minutes. Mr. Sanchez is meeting with him to see if he needs to be taken off or continue to be watched. During this session the client displayed symptoms of depression over the choices that he has made in the past. He is afraid that his step father doesn’t love him any more due to these choices and the present circumstances at home. Also during the session he switched his answer when asked if he continued to have thoughts of suicide. His appearance showed that he was either having a rough morning or a rough night. His eyes were red. Not the eyeballs, but his skin. This could possibly happen due to crying, rubbing, or lack of sleep. After analysing his responses and appearance, I believe that is was necessary to continue to keep a watchful eye on him.


Identify skills, techniques and theories

Analysis/assessment of dialogue

Personal reactions and self-reflections to the interaction

Therapist: Hey do you know Mrs. Green

Client: Yes

I have seen this youth and recognized that he is fairly new. I’m not sure if he would let me sit in on his session.

Therapist: Do you mind if she joins us in our session today?

Client: No. I don’t mind

Therapist: Great let’s go to the control room and talk

Therapist: How are you feeling today?

Client: (Smirks) I’m straight.

Therapist: Are you still thinking of harming yourself?

Client: Yes

Therapist: Why are you wanting to harm yourself?

Client: My dad doesn’t love me anymore.

His mouth is shaking. I hope he doesn’t cry because my eyes are getting watery just watching him.

Intern: The word “love” is an action word. Has your dad done anything to show you that he doesn’t love you?

Client: No. I guess not.

Engagement Skills

Providing Information

Intern: I believe he still loves you based on your response.

Therapist: Tell me two positive things about yourself.

Engagement Skills

Strengths perspective


Client: I am loyal and support my family

Therapist: That’s good that you support your family.

Therapist: Have you been thinking of harming yourself today?

Client: No. Not today.

Therapist: How is your sleep? Having you been sleeping well?

Client: No. I constantly wake up in the middle of the night.

He looks depressed and his eyes are extremely red.

Intern: I see that your eyes are red. Is it due to the lack of sleep or rubbing?

Client: yes

Intern: What do you do when you’re awake in the night.

Client: I write about how I’m feeling and what I’ve done in the past.

Intern: What are some of those decisions that you’ve made that bother you?

Client: I would go steal stuff with friends or if I ask my mom for something and she doesn’t give it to me then I would go out and get it.

Intern: Do you think your mom isn’t able to give you what you want or that she just won’t do it?

Client: She don’t give me stuff because of my behavior.

Engagement Skills

Building rapport

Therapist: So, you have trouble with impulse. Why do you think you have trouble with just taking things?

Client: I don’t have any patience and I should be punished for the things that I’ve done.

Engagement skills

Building rapport

Intern: Everyone makes mistakes. No one is perfect. I have done things that I regret. I’m sure Mrs. Sanchez has too.

Therapist: Yes. I have done many bad things.

Engagement Skills


Intern: It is normal for people to make poor decisions, but we must learn from them and continue, not allow them to beat us up and leave us unhappy.

Client: (Shakes his head to say yes.)

Engagement Skills


Therapist: Are we going to try to be positive today?

Client: yes

Therapist: Would you like to call your father.

Client: (smiles) Yea.

Therapist: Why are you smiling.

Client: Because I love talking to my dad. He’s the only one that understands me.

Therapist: What do you think Mrs. Green, should we keep him on precautions?

Intern: Yes, because I want to make sure you’re doing okay because we care about you Client.

Clients: (starts laughing and shakes his head that he understands)

Therapist: I agree.

I believe that he is a good kid. From our conversation, he is unsure of his future, but wants to do great things. He just needs a little push.



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


I am interning at an LGBTQ+ community center. The client I had came in was a Caucasian male age 39, because he was homeless and looking for shelter, he stated he was HIV positive and positive for tuberculosis. His medications are expensive, but he needs them to stay alive. He used to be a teacher and traveled in over 50 countries and stated that is how he contracted tuberculosis. The client is mentally drained and has no support.

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