SOWK 493 Aerosim Flight Academy Sanford Process Recording Worksheet PROCESS RECORDING is one method by which you can record the content of an interview. It

SOWK 493 Aerosim Flight Academy Sanford Process Recording Worksheet PROCESS RECORDING is one method by which you can record the content of an interview. It involves a written record of all communication both verbal and non-verbal (based on the one’s best collections), and a record of the one’s feelings and reflection throughout the interview. See the attached PDF for the video and entire Process Recording directions. GUIDELINES FOR PROCESS RECORDING ASSIGNMENT
PROCESS RECORDING is one method by which you can record the content of an interview.
It involves a written record of all communication both verbal and non-verbal (based o the
worker’s best collections), and a record of the worker’s feelings and reflection throughout
the interview.
Please review the following video: https://www.youtube.com/watch?v=BJqHW4rzUfE.
Upon completion of watching the video, please complete a process recording, discussing
both verbal and non-verbal communication on behalf of both the client and social
worker. In addition, try to determine any emotion you witness and also document it on
the process recording sheet.
PROCESS RECORDINGS SERVE THE FOLLOWING FUNCTIONS:
A. They are primarily useful as a teaching-learning tool. The process recording helps
the student to recall the interview in an objective manner, and to see the interview
in a different light. By providing an approximate text of the interview, the process
recording allows the Field Instructor to follow the interview, see the steps taken by
the student, and then either affirm the process or suggest alternative approaches for
future reference. A Field Instructor may see problems or issues that a student does
not have awareness of, and thereby alert the student to different directions for the
future.
B. Process recordings do give the pertinent information that assures appropriate
follow-up in case the student is not available in a time of crisis.
C. An important learning experience for students is learning about themselves
particularly in their relationships with other people. Through process recording, the
student learns how they relate to other people. Space is reserved in the process
recording format for the student to identify their feelings relating to interactions
with clients. Through the use of the process recording, the Field Instructor can assist
the student in understanding their feelings and behavior in interactions with clients.
WHAT SHOULD BE INCLUDED IN THE PROCESS RECORDING?
EVERYTHING! Everything that you can remember that was either said, or done during the
interview should be included. You should also include setting, pertinent observations and
descriptions, and intrusions such as ringing phones, etc. When including descriptions, be
sure to give significant “evidence” involved. (i.e.: The client looked nervous and chain
smoked throughout the interview). Process recording includes selective memory-but try to
be objective.
Compiled from Social Casework, 46, No. 5 (May 1965): 283 and Recording: Guidelines for Social
Workers.
Each process recording is concluded with a summary. This summary contains the
student’s questions, reflections, and evaluations of the interview. In other words, the
summary allows the student to assess their performance critically. It is also a means of
helping the student plan for the next interview.
A process recording should begin with:
•
•
•
Identifying the client, while preserving confidentiality,
The worker’s name, and the date of the interview.
The process recording should contain the entire content of the interview as
described above. This content should be reported in the following format:
SOME PRACTICAL CONSIDERATIONS:
A. Process recordings should be done as soon as possible after the interview so that
the recording will as accurate and complete as possible. If observing, take notes.
B. Process recording documentation is a very time consuming task, and should be done
with thoughtfulness. Documentation is SHORT and abbreviated. Narratives should
be concise. (e.g. this isn’t a term paper or thesis).
C. Process recordings should be shared and discussed with the Agency Supervisor
before your next interview with the client, if at all possible, in order to help your
clients.
D. Lastly, process recordings do not become part of the permanent record of the client.
(Wilson, p. 55, 1976 Ed.)
EXAMPLE: Document Version
Interview Content:
Worker: “how long have you worried about this problem?”
Client: “For a very long time, even before my son was born. That’s when I found I
couldn’t stop smoking.”
Objective Observation:
Client Observation: “Seemed nervous as indicated by her beginning to look
hurriedly look in her bag for her cigarettes to show the worker.
Worker: The worker seemed patient while the client was distracted indicated by
their calm expression, open posture, and statement that the client could “take their
time.”
Compiled from Social Casework, 46, No. 5 (May 1965): 283 and Recording: Guidelines for Social
Workers.
Subjective Observation
Client: I really dislike that this client admits to smoking while pregnant and doesn’t
seem to think this is wrong.
Worker: Are they really this non-judgmental or just acting this way in front of me
because I’m a student?
For the above version, there must be a content dialogue, objective observation, and
subjective observation for each content question. If you are unsure, please ask before
turning the assignment in.
Example: Form version
Interview Content
Objective Observation
Content
Subjective Thoughts and
Feelings Content
Agency Supervisor’s
Feedback Content
Worker question: How long
have you worried about this
problem?
Client observation: Seemed
nervous as indicated by her
beginning to hurriedly look in
her bag for her cigarettes to
show the worker
Subjective thoughts/feelings
– client: I really dislike that
this client admits to smoking
while pregnant and doesn’t
appear to think this is wrong
Supervisor comments:
Worker observation: Seemed
patient while the client was
distracted, indicated by their
calm expression, open posture
and statement that the client
could “take her time.”
Worker: Is my supervisor
really this non-judgmental or
just acting this way in front of
me because I’m a student?
Client response: For a very
long time, even before my son
was born. That’s when I found
I couldn’t stop smoking.
What was discussed? Identify
both what the worker stated
and what the client stated.
Use both summary and specific
quotes of what was said and
responses given
What did I see and hear
beyond the statements?
What body language was
observable (e.g. did the client
smile, tear up, laugh, etc.…)
What did I observe about the
worker – were they congruent
with the client, how did I
know they were attending to
the client (what did I see)?
What is my visceral reaction
to what the client is saying
and doing. What are my
feelings and thoughts about
what is being shared?
What is my gut level reaction
to the client’s emotions,
thoughts, ideas and
expressions?
What are my gut level
reactions to the worker’s
engagement, assessment and
rapport building with the
client?
Student appears to grasp
key issue of the client and
documents the content
accurately.
Student tuned into
accurately to the client and
worker’s observable
feelings.
Student is transparent in
discussing own possible bias
and whether the worker has
similar thoughts and
feelings. In process, student
strengths were continued
honesty and transparency.
Area of growth – waiting to
solidify judgements until the
whole story has been
obtained from the client.
This will come with time and
experience.
Supervisor, give your
Compiled from Social Casework, 46, No. 5 (May 1965): 283 and Recording: Guidelines for Social
Workers.
feedback on how the
student documented the
main components of the
interview
Your thoughts on the
student’s objective
observations (what key
areas did they get? What
key areas were missed)/
Areas of strength and
growth for the student’s
subjective thoughts and
feelings?
SUMMARY:
This client came to services referred by her medical doctor for anxiety and depression. The client
was seen by Agency Supervisor Adams and observed by the undersigned during the initial
assessment interview.
The client has a three-year-old who has health problems directly linked to the client smoking during
gestation. Client expressed feelings of guilt and negative thoughts on being a good parent, due to her
child having health problems. Client is discouraged due to her inability to cease smoking and
expressed feelings of worthlessness, hopelessness and poor self-esteem. Her primary concern is to
cease smoking and provide a cleaner, healthier environment for her child to live in that is smoke free.
Initially I felt mild anger towards the client, due to what I deemed as irresponsible behavior during
her pregnancy. After processing with my agency supervisor, I realized that I made a premature
judgement about this client. This is important to recognize as it can interfere with my building a
positive rapport and connection with her during our follow-up meeting next week. The plan is to
engage with the client by focusing on discussing positive life situations that exist for her, examine
how she has overcome other life obstacles in the past, highlight strengths that the client possesses
and develop a plan to address her desire to quit smoking and provide a healthier environment for
her child.
Super Social Work Student Extraordinaire
Compiled from Social Casework, 46, No. 5 (May 1965): 283 and Recording: Guidelines for Social
Workers.

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