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Process Recording Guidelines and Outlines
Why should a student do a process recording?
Ø converge listening skills and self awareness
Ø review the conversation in detail and therefore possibly identify patterns
Ø to write clearly and coherently about the complex thoughts, actions and feelings that comprise their human services practice
Ø reflect on their work, integrating theoretical concepts, skills and values that are being taught in the curriculum
Ø process a meeting, planning session, budget review, or other administrative session
Ø provides objective documentation of the student's work. Process recordings show student deficiencies as well as strengths
Ø identifies any problems in accessing appropriate learning activities
Ø provides a focus point for instruction between the student and Site Adjunct Instructor/Site Supervisor
Neuman, K.M. & Friedman, B.D.(1997). Process recordings: Fine-tuning an old
instrument. Journal of Social Work Education, 33(2). 237-243.
Urdang, E.(1979). In defense of process recording. Smith College Studies in Social
Work, 50(1), 1-15.
Wilson, S.J. (1980). Recordings: Guidelines for social workers. New York: Free Press.
Process Recording Outline for Human Services Practice with Individuals, Couples or Families
A. Identifying Information
1. Write a clear, concise statement about the client(s) and why they are seeking help.
2. Include a brief statement about the age, gender, role, and other pertinent information for each person present in the session.
3. If relevant, include a brief statement about other people involved in the situation, who is not present, and how they influence the situation.
1. In a clear, concise statement, discuss the purpose of the session.
b. Indicate what you, as human services intern, consider the purpose of the session to be.
c. Indicate how these perceptions of purpose are similar or different. If different, briefly discuss the implications of this difference.
1. Describe briefly, in general terms, the physical and emotional climate of the client(s) at the beginning of the session.
2. Describe your initial impressions of the attitudes and feelings of the client(s) at the beginning of the session.
3. Describe the feelings, attitudes, and value set you brought to the session.
4. Describe any significant changes in the client(s)' appearance and surroundings that occurred since the previous session.
1. Describe how the session began.
2. Describe the actual interaction between the client(s) and you, during the session. The content should be selective and focus on what is significant and pertinent.
3. Specify pertinent information (content) communicated by the client(s) during the session.
4. Describe how both you and the client(s) responded to this information (content).
5. Describe the "feeling" content of the session, as it occurred, both on your part and the part of the client(s).
6. Describe how the session ended.
1. What is your current assessment of this client(s)? Include client(s)' strengths and weaknesses.
b. Indicate the theory or other information, learned in your other courses, that helps you to understand the process and content of this session, e.g., what knowledge of human behavior or the human condition applies in this practice situation?
F. Plan for the Next Session
1. Write objectives and plans for the next session with the client(s).
b. Explain how the plan relates to the problem for which the client(s) sought help.
c. Identify your role and the client’s role in carrying out the plan.
1. 1. Discuss your use of human services knowledge and skills during the interview or family session.
b. What specific human services skills and/or techniques, learned in your practice courses, could you have used during the session?
c. What were the strengths and weaknesses in your practice during the session?
NOTE: We request that full names not be used in recordings, only initials, in order to protect confidentiality. Student recordings do not become the property of the student. They should be destroyed at the end of the semester, as the material is confidential.
Process Recording Outline for Human Services Practice with Small Client Groups
Meeting Number Date
Group Members Present
B. Purpose of the Group or Meeting
1. Write a brief statement on the overall purpose of the group. This statement is included only in the first process recording, or if there is an agreed upon change in the group's overall purpose.
2. Write a concise statement about the goals of the meeting of the group being recorded.
b. What role did you have in formulating those goals?
c. How were these goals perceived by the group?
d. How did you perceive these goals?
e. What are the similarities or differences between the group's perception of these goals and yours?
C. Group Process at the Meeting
1. 1. Initial Observations
b. Describe briefly your initial impressions of the attitudes and feelings of the group members at the beginning of the meeting.
c. Describe any significant changes in the appearance or feelings or attitudes of the group members since the last meeting.
(1) Describe the means of interaction, e.g., program activity, discussion, debate, tasks, etc.
(2) Describe the feeling reactions of the members to this interaction.
(3) Describe your feeling reactions to this interaction.
c. Describe your role in the group's interaction.
d. Describe the ways the group moved toward attainment of its goals.
e. Describe how the group's members dealt with obstacles to attainment of the meeting's goals.
f. Describe how your interpersonal style affected the group and how the group’s interaction affected you.
1. Describe your understanding of the nature of the interaction of the group members, including you, at this group meeting.
2. Indicate the theoretical or other information, learned in your other courses, that helps you to understand the process and content of this group meeting.
3. On the basis of your analysis, what is your current assessment of:
a. The stage of the group's development;
b. The commitment of the group members to the group's purpose;
c. The climate and tone of the group;
d. If relevant, discuss specific roles played by individual group members and how they impact the group process. Include the impact of your role on the group process as well.
1. Write a brief statement of the plan for the next meeting of the group.
b. Explain how the plan relates to the purpose of the group.
1. 1. Discuss your use of human services practice, knowledge, and skills during the group meeting.
b. What were the strengths and weaknesses in your practice during the group meeting?
Process Recording Outline for Human Services Practice with Community and Organizational Groups
A. Identifying Information
1. Name of the Group (Committee, Task Force, Board, etc.)
2. Overall purpose of the group (committee, task force, board, etc.)
3. Date of the meeting or activity being process recorded.
4. Roles/Titles of persons present and absent at the meeting or activity.
5. Name of the person who coordinated the meeting or activity.
b. Indicate the method of notification for the meeting or activity.
c. Indicate how much time was allowed between notification and the date of the meeting or activity.
B. Pre-Meeting or Pre-Activity Goals and Perceptions
1. Describe briefly the goals stated for the meeting or activity.
b. Include a discussion of the task and process goals specified for the meeting or activity in your description.
1. Describe the role played by the chairman or leader.
b. Indicate the impact/influence of the chairman or leader on the actions of the others present, including you.
b. Describe any cliques, leadership patterns, or other factors that develop during the interaction.
c. Describe the atmosphere of the meeting or activity.
4. Describe plans for the next meeting or activity of this group, e.g., future agenda items. Include a brief discussion of how the group decided on this plan(s).
1. Analyze the actions, decisions, conclusions or other interactions that occurred in the group and indicate why you think they occurred.
b. Include a consideration of the cliques, leadership patterns, or other significant variables that influenced the interaction in your analysis.
c. Consider the personal motivations of members in regard to the roles, cliques, patterns and other behavior that emerged in the meeting or during the activity and how these personal motivations might be influencing the interaction.
b. The motivation of the community or agency people involved to achieve this purpose;
c. Evaluate the growth of leadership in this committee or activity, including the group's capacity to solve the problems or tasks facing it.
d. Discuss how conflicts were handled, including your own reactivity to the conflict
E. Analysis of the Human Services Intern’s Practice
1. Identify and analyze your feelings during the meeting or activity.
b. Describe briefly and analyze your feelings about the content of the meeting or activity, e.g., apprehension, elation, anger, fear, frustration, etc.
3. Were your goals for the meeting or activity attained? Explain how you attained them or why they were not attained.
b. What specific human service skills and/or techniques, learned in your practice courses, do you think you could have used during the meeting or activity?
c. What were the strengths and weaknesses in your practice during the meeting or activity
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This page was last modified: Wed, 18 May 2005 07:16 PM EST