Process Recording Guidelines and Formats

Why should a student do a process recording?
Process recordings allow human services professionals to

Ø enhance their ability to attend to a conversation with a client and remember it without relying on recording devices
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

How are process recordings useful to the Site Supervisor or Site Adjunct Instructor?
Reviewing an intern’s process recording

Ø provides the supervisor with an objective point of reference in working with an intern
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

Process: Several formats are presented for use by the student and Site Adjunct Instructor. Each process recording should begin with IDENTIFYING INFORMATION, PURPOSE OF THE INTERVIEW OR CONTACT, and the student’s INITIAL OBSERVATIONS. This information sets the objective and subjective aspects of the interaction into context for the Site Supervisor and Site Adjunct Instructor as well as demonstrating the student’s growing understanding of the cognitive and affective components as well as the uniquenesses of each practice situation. In addition, regardless of whether the student uses the sample formats below, it is critical that a section on ASSESSMENT or ANALYSIS and PLANNING be included in the process recording.

Sample: The following format can be used to help students differentiate and integrate the cognitive and affective components of their interactions with clients.

Supervisor's Comments	Content- Dialogue	Gut-Level Feeling/Response	Student's Analysis/ Assessment
The Site Adjunct Instructor can make comments and give feedback right opposite the interaction or feelings/reactions the student records.	Student uses this space to record interaction word-for-word. This is to include verbal and non-verbal components. Include all others present, communications such as silence, interruptions, and other interactions which may not be part of the planned intervention or interview.	Record how you were feeling as the dialogue, activity, or interaction was taking place. Be as open and honest as you can. Use this to look at your feelings and not to analyze the client's reactions.	Analyze your interventions; identify skills you are using; assess your work.

Selected References
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.

B. Purpose of the Session

1. In a clear, concise statement, discuss the purpose of the session.
a. Indicate what the client or family considers the purpose of the session to be.
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.
2. Discuss the relationship between this session and the previous one(s).

C. Initial Observations of the Client(s)

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.

D. Content of the 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.

E. Assessment

1. What is your current assessment of this client(s)? Include client(s)' strengths and weaknesses.
a. How is your current assessment the same as or different from your original assessment?
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).
a. Explain how you and the client(s) engaged in a mutual process to formulate the plan.
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.
2. If relevant, specify what you and the client(s) are to do between the end of the current interview or session and the next time you meet (i.e., what do both of you have to do to prepare for the next session)

G. Analysis of the Human Services Intern’s Practice

1. 1. Discuss your use of human services knowledge and skills during the interview or family session.
a. What specific human services skills and/or techniques, learned in your practice courses, did you use during the 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?
2. 2. Was the purpose of the session accomplished?

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.

A. Information about the Group

Group Name or Type

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.
a. How were these goals formulated at the beginning?
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
a. Describe briefly, in general terms, the physical and emotional climate at the beginning of the group meeting.
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.
2. Group Member Interaction (Group Process)
a. Describe what went on within the group during its meeting. For example:

(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.

b. Describe the effectiveness, vitality, and responsibility of the group's members during the 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.

D. Analysis of the Group Meeting

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.

E. Plan for the Group's Next Meeting

1. Write a brief statement of the plan for the next meeting of the group.
a. Explain how the members of the group, including you, arrived at this plan.
b. Explain how the plan relates to the purpose of the group.
2. Describe what you and the other group members are to do prior to, and in preparation for, the next group meeting.

F. Analysis of the Human Services Intern’s Practice

1. 1. Discuss your use of human services practice, knowledge, and skills during the group meeting.
a. What specific human service skills and/or techniques, learned in your practice courses, did you use 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.
a. Indicate this person's position.
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.
a. Attach an agenda, if there is one, changing identifying information.
b. Include a discussion of the task and process goals specified for the meeting or activity in your description.
2. Describe briefly your own goal expectations, as a human services intern, for this meeting or activity. Include a brief statement of your own task and process goals in your description.

C. Meeting or Activity Process

1. Describe the role played by the chairman or leader.
a. Indicate how he or she assumed this role(s).
b. Indicate the impact/influence of the chairman or leader on the actions of the others present, including you.
2. Summarize the overall interaction of those present.
a. Indicate the interactional roles played by different group members, including yourself.
b. Describe any cliques, leadership patterns, or other factors that develop during the interaction.
c. Describe the atmosphere of the meeting or activity.
3. Describe any decisions made or actions taken during the meeting or activity: how they were introduced and how the decisions were made.
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).

D. Analysis of the Meeting or Activity

1. Analyze the actions, decisions, conclusions or other interactions that occurred in the group and indicate why you think they occurred.
a. Include a brief discussion of roles that members played that were significant to the interaction.
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.
2. On the basis of your analysis, what is your current assessment of:
a. The commitment of the people involved in this committee, task force, board, etc. to the group's purpose;
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.
a. Describe briefly, and analyze your feelings about specific people 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.
2. Analyze how your feelings influenced the actions and course of the meeting or activity, including your own action or non-action. Identify the reasons why you did or did not participate in the actions of the meeting.
3. Were your goals for the meeting or activity attained? Explain how you attained them or why they were not attained.
a. What specific human service skills and/or techniques, learned in your practice courses, did you use during the meeting or activity?
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