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Process Recording Form

The document discusses process recording, which involves recording details of client interviews for educational purposes in social work field instruction. Process recording provides benefits such as allowing instructors to evaluate students' skills and identify areas for improvement. It also helps students conceptualize their approach, increase self-awareness, develop assessment abilities, and receive guidance on handling client situations. Process recording forms are included as a template for students to record client interviews, noting the content of worker-client exchanges, student reactions and analysis, and instructor feedback.

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Angel Louise T. Olfindo
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© Attribution Non-Commercial (BY-NC)
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Download as RTF, PDF, TXT or read online on Scribd
126 views

Process Recording Form

The document discusses process recording, which involves recording details of client interviews for educational purposes in social work field instruction. Process recording provides benefits such as allowing instructors to evaluate students' skills and identify areas for improvement. It also helps students conceptualize their approach, increase self-awareness, develop assessment abilities, and receive guidance on handling client situations. Process recording forms are included as a template for students to record client interviews, noting the content of worker-client exchanges, student reactions and analysis, and instructor feedback.

Uploaded by

Angel Louise T. Olfindo
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as RTF, PDF, TXT or read online on Scribd
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BACCALAUREATE SOCIAL WORK PROGRAM University of Maryland, Baltimore County

PROCESS RECORDING: A TOOL FOR STUDENT EDUCATION

Process Recording is a specialized, highly detailed form of recording everything that takes place in an interview, as opposed to a summary recording where only highlights are noted. Process recording is used almost exclusively as a teaching/learning tool in field instruction. Some purposes and uses of process recording include: 1. 2. 3. 4. 5. 6. 7. 8. 9. it allows the field instructor to get an idea of how the student is functioning and to identify where effective techniques are being used and where guidance may be needed; it helps the student conceptualize his/her approach to professional practice; it increases the student's self-awareness and helps him/her differentiate between factual data and his/her own gut-level reactions and judgments as to what is occurring in relation to the client; it provides students with an opportunity to develop an objective analysis of what took place during an interaction with a client; it assists students in concentrating on what clients say and how they behave throughout the interview; it helps develop student's assessment skills and conscious use of self; it helps alleviate some student anxiety about having responsibility for a client by keeping the field instructor informed of work with clients; it permits the field instructor to be aware of key dynamics that may affect the entire case situation if the beginning student is required to record even transactions that she/he considers to be unimportant; it permits the field instructor to intervene in situations that a beginning student may be unable to handle;

10. it allows student, field instructor, and faculty liaison to observe and evaluate the student's progress over time.
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PROCESS RECORDING FORM


Students Name Clients Name -

1. Identifying information:

2. Presenting problem(s):

3. Purpose of the interview

DATE:

Number of times you have seen this client:

Note: students- type worker (you) and client content in spaces provided. Cells will grow as you enter more and more words.
Skills Used Interview Content Students Feelings/Reactions Students Analysis Field Instructors Comments

w c w c w c w c w c w c w c w c w c w c w c w c w c w c w c w c w c w c 4

w c w

Plan for next interview with client:

What part did client play (if any) in planning the next session?

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