Handbook For Student Social Work Recording
COLUMBIA UNIVERSITYSCHOOL OF SOCIAL WORKDepartment of Field EducationHandbook forStudent Social WorkRecording
ContentsOverview of Process Recording2Logs4Direct Practice, Clinical Practice and AGP&P (when indicated):Sample Process Recording: Narrative Model #19Sample Process Recording: Narrative Model #214Narrative Process Recording Outline18Sample Process Recording: Narrative Model #319Sample Process Recording: "Verbatim" with Columns #422"Verbatim" with Columns Outline27AGP&P Recordings29Model 1-A: Process Recording (Verbatim Model)36Model 1-B: Process Recording (Narrative Model)44Model II: Reflective Journal47Model III: The Project Log49Social Enterprise Administration RecordingsSample LogsPolicy Practice Recordings515458Sample Products for Portfolio58-61Reflective Log Entries58-613
PROCESS RECORDINGI.What is a Process Recording? A process recording is a written record of aninteraction with a client.II.Why are Process Recordings required?Process recording is a major learning tool in social work. Social work is uniquein its heavy reliance on process recording to teach intervention skills. Because insocial work the practitioner’s major tool is one's self and one's ability to interacteffectively with clients and other professionals, training must focus on the interactiveskills necessary to be effective. Process recordings require that the student attendto interactions on a level not required by verbal review or theoretical analysis. Theyencourage integration of the multiple levels of learning that a student is exposed toin field and class. Finally, they allow for close oversight of students' work by bothagency and school.III.WhatA.B.C.D.E.F.IV.How do you learn from them?A.Writing a process recording allows you to pay attention and to reflecton and analyze your own workB.Reviewing process recordings with your field instructor allows you toidentify learning patterns, access your field instructor's factual andclinical knowledge and experience, recognize results of interventionsV.WhatA.B.C.D.E.F.VI.do you learn from them?To pay attentionTo be aware of your own experienceTo describe behavior, affect, content and recognize its significanceTo analyze your responses and those of your clientsTo recognize the consequences of an interventionTo develop the ability to intervene purposefullyis appropriate to process in a recording?A face to face session with an individual clientA telephone contact with a clientA brief interaction in a waiting room, hall, community room, etc.with a clientA group sessionA contact with a family member or a family meetingA contact with a service providerElements of Process RecordingsAll process recordings must contain certain elements. Models are variantswith different foci of attention and learning. They should include at least thefollowing:4
A. IB.C.D.E.F.G.H.I.VII.dentifying pertinent information: The student's name, date of theinterview and the client's initials of identifying number (remember:always disguise client name to protect confidentiality). It is helpful tostate who was present during the contact and the number of theinterview (i.e., "Fourth contact with Mrs. S; Mrs. S and Johnny werepresent"). On a first contact, it may also be helpful to include nameand ages of the client system under consideration.Objectives for the interview. Briefly state whether there are anyspecific goals to be achieved, the nature of the referral, the nature ofthe initial or presenting issues, the student's plans, and the client'sagenda.A word-for-word description of what happened as well as the studentcan recall.A description of any action or nonverbal activity that occurred.The student's feelings and reactions to the client and to the interviewas it took place. This requires the student to put in writing unspokenthoughts and reactions as the interview is going on. (E.g., "At thispoint I began to feel uneasy. I was a little frightened and wonderedwhat to do next.")The student's observations and analytical thoughts regarding what hasbeen happening during an interview. (E.g., "I wondered what wouldhappen if I said such-and-such. I chose not to but I wonderedwhether I should have raised it," or "Mrs. S. said she felt happy butthis seemed to contradict what she said earlier. I didn’t think shelooked very happy so I asked her to explain further.")A summary of the student's impressions. This is a summary ofthe student's analytical thinking about the entire interview.Future plans. Identification of unfinished business, identification ofshort and longer-term goals.Identification of questions for field instruction. This provides thestudent with the opportunity to build upon their ability to becomeautonomous workers.Models of Process RecordingsA.There are a variety of models of process recordings, all of whichare useful. Each has its own advantages and disadvantages.B.In the Columbia University Field Education Manual, the model used isthe narrative/verbatim model.C.Students should use whatever model is suggested by theirfield instructors.D.The model you use may change as your learning needs change. Asyou progress, your field instructor may suggest audio or video tapingas well. Any questions about recordings should first be addressed toyour field instructor then to your field advisor.5
VIII. Requirements for Process RecordingsA.Students must complete two to three full process recordings perweek. Keep copies of all process recordings for yourself.B.Process recordings must maintain confidentiality. All clients shouldbe identified only by initials or a pseudonym.C.Students must submit copies of their process recording weekly totheir field instructor.D.Process recordings should be discussed in supervision after thefield instructor has read them.E.Once a month students must submit one or more processrecordings to their field advisor for review of the learning process.F.Practice courses also frequently have assignments that involvesubmission of process recordings. See individual courses forexpectations.IX.Practical ConcernsA.How do I remember all that stuff? Although your recall will improve asyou have more experience, the purpose of process recordings is notperfect recall. All interactions are reconstructed in the reportingprocess. Your impressions of significant events are most relevant. Itcan help to write notes of the interaction after the session. If youwant to take notes during the session to remember factualinformation, you must clear it with your agency and field instructor, asdifferent agencies have different policies about this.B.How much should I tell? The more information you are willing toprovide, the more opportunity you will have to learn. Omitting orchanging the process to fit what you think is your field instructor'sexpectation is not helpful. Everyone makes mistakes in this kind ofwork, even experienced practitioners, and it is in examining yourmistakes that you will generally learn the most.C.Should I type or hand write? This again is up to you and your fieldinstructor and field advisor. The legibility of your handwriting is afactor, as is accessibility of a computer.D.How do I respect confidentiality? Omit all names but yours fromprocess recordings. Do not leave process recordings in public areaswhere other clients or agency staff has access to them.X.Groups, family sessions and committee meetings may also be the subject of aProcess Recording. Record verbal and non-verbal behaviors engaged in by specificmembers of the group. Guide your observations by the statements and questionsincluded below. Focus on the process that emerged in the meeting rather than onthe content of what is said.A.DESCRIPTION OF THE SETTING: context, type of group/meetingB.STRUCTURE: How does the group organize to accomplish its task?6
C.D.E.F.G.XI.What group rules emerged? What leader behaviors are displayed?How are decisions made? How is information treated?CLIMATE: the psychological/emotional atmosphere of the meeting.How are feelings (as opposed to points-of-view dealt with? Whatnon-verbal behavior indicates changes in the climate? How domembers' voices denote feeling tone?FACILITATION: How do group members influence the development ofthe group? Does the group process or run itself? What group buildingbehaviors (bringing in silent members, harmonizing conflict, reinforcingparticipation, etc.) are utilized by whom?DYSFUNCTION: What behaviors emerge that hinder theaccomplishment of the group's task. For example, what anti-groupbehaviors (blocking, recognition-seeking, dominating, withdrawing,etc.) are seen? What communication patterns develop that isdysfunctional to the group task?CONVERGENCE: How does the group move from independenceto collective judgment? What behaviors promote agreement?What consensus-seeking behaviors are observed? What falseconsensus behaviors (such as "me too," "I'll go along with that")are displayed?ASSESSMENT OF THE NEXT STEPS: What possible next steps wouldbe recommended? What changes or plans might be feasible?Logs may be used for more Macro Level assignments:A.Brief description of the assignment--a few sentencesproviding background, origin, and context of theassignment.B.Task Plan--the assignment purpose and need being addressed, "steps"or primary activities required to complete the assignment listed in theorder in which they will occur with the project completion dates (e.g.MBO, GNATT chart, PERT may be used). Resources both from withinand outside the agency which must be obtained to complete theproject.C. Obstacles--initialideas about the problems anticipated.D. Progresssummary--a detailing of activities completed andprogress achieved to date.E.Student assessment of activity--questions raised in the process ofattempting to complete tasks, associated apprehensions oruncertainties; retrospective evaluation of practice and observationsabout how it might have been improvedF.Agenda--questions, issues for discussion in supervision.G.Subsequent entries: The following format may be utilized forassignments which are in progress and for which an initial descriptionand task plan have been submitted in a previous entry.7
H.Brief assignment description--a few sentences providingbackground, origin, and context of assignment.I. ActivitySummary--a description of primary project activitiescompleted during the week; and identification of problems or barriersencountered.J.Revised Task Plan--modifications in task plan and timetable as a resultof problems encountered or experience gained during conduct or work.If there is a major revision, a new plan should be described.K.Student assessment of activity- (as above).L. Agenda(as above).8
SAMPLE PROCESS RECORDING #1Narrative ModelINTERVIEW WITH CLIENTRelevant Background DataMr. and Mrs. B., both 79, were in a car accident, in which Mr. B was driving.Mr. B. suffered a fractured left leg and Mrs. B had two fractured legs. Mrs. B. alsolost her right eye and suffered partial hearing loss in one ear.They are located in the same room in a rehabilitation center. The studentmet each client briefly alone once, prior to this first joint interview. Each wasreported by the nurse to be anxious about recovery, each fearing forhimself/herself and for each other.Worker's PurposeClarify services worker (or other hospital personnel) might provide;evaluate areas of strength and difficulty; help clients with adjustment torehabilitation center, any interpersonal needs or tensions, discharge plan.Interview with Mr. & Mrs. BAs I entered the room, Mrs. B. was half-lying, half-sitting in bed, working ona small pile of correspondence. Mr. B. was sitting in his wheelchair, beside her bed.As I said hello, Mrs. B. looked up, grinned, and said hello, Ms. Jones (pleased atshowing that she remembered my name, I think) and Mr. B. turned his wheelchairso that he could face me. I sat down in the available chair, telling them I hadwanted to talk with them to find out how they were doing and if they were worriedabout anything that perhaps they'd like to talk about.Mr. B. immediately began a fairly long complaint about the boredom of hisdiet, the low sodium diet he was on, his "wasting away". I asked if he had spokento the dietitian about this matter, and he said yes, many times. She was being veryhelpful and doing all she could, but he hated this food, and the restrictions on thediet imposed upon him. I asked if he had spoken with his M.D. re: the need forthese dietary restrictions. He answered rather vaguely that he hadn't seen thedoctor since shortly after they arrived at the center. How could he ask him if henever saw him? And his daughter, Carol, was too busy to take time out to help herown family. Carol had said that they should come here because they would havethe finest doctors available. And they had been here seven days and seen a doctoronly once.9
I commented that Mr. B. sounded very upset with his daughter. He said no,he wasn't upset, that Carol was too busy even to help "this poor girl" (referring tohis wife) get a hearing aid.At this point Mrs. B., who had been working on her letter at times, listeningto her husband at other times, sometimes understanding what was being said,sometimes not from the look on her face, entered the conversation. (It seems thepattern is for Mr. B. to do most of the talking, and to translate as necessary for hiswife. If she cannot understand or hear what he is saying, he tells her he will tell herabout it later, and she nods and seems content. Whether or not this is so I do notknow, but during Mr. B's outpouring of feelings, it did not seem advisable to attemptto draw Mrs. B. into the conversation.) In any event, Mrs. B. burst in at this pointwith a comment addressed to me that their daughter Carol worked very hard andwas very busy. Mr. B. interrupted her saying, "You're defending her again, stickingup for her!" Mrs. B. looked at me, asking me what her husband was saying. I saidthat it seemed as though Mr. B. was quite angry with their daughter Carol andseemed upset that she was speaking positively about the daughter when he wasfeeling so angry with her.Mr. B. said he was not angry with her. I said that perhaps "disappointed"more accurately described his feeling. At this, he broke down into tears, sayingyes, he was disappointed; it was very hard. Then he began to make excuses forhis daughter; she really did work hard and didn't have much time.I said I thought it must be very difficult for them being so far away from theirhome, their neighbors and friends. Mr. B. said yes, it was very hard. He went on todescribe the visits and general helpfulness of his fellow church members, hisneighbors, etc., when he and his wife were in the hospital. He spoke of many cardsand letters they had received in the hospital. Then he looked at his wife, noddedand told me proudly how she had written a letter to all their friends. Indeed, hesaid, every Christmas his wife would write a long letter on all their Christmas cards-150 of them. I said that was quite a job. He nodded, smiling at her.Mrs. B. caught the look and asked me what was going on. I told her that herhusband was bragging about her and her letter-writing ability. She said "Is he,"smiling and seeming pleased. Mr. B. returned to talk about New Jersey, theirfriends, how nice it was. I said that it must be lonely for them out here in LongIsland, away from all of those friends. At this, Mr. B. again started to cry, thenbegan to speak of the accident that had hurt them so. He described how carefullyhe had driven, how careful he always was, how he'd never gotten a ticket until justa few months ago. He was still tearful and clearly very upset. I said that it must bevery hard and rather scary to be so very careful and still not be able to avoid suchan accident. After a quiet minute or so, he stopped crying, looked at me and saidwe're alive, we're going to get better, we're going to get out of here and go home.10
Then he returned to his daughter, muttering that she wanted to send themto a nursing home. She didn't even have room for her own parents. I told Mr. B.that it was too soon yet to make plans for their discharge, we had to wait to seehow quickly they healed. I said I didn't know if they would be able to return totheir own home -I hoped so, because I knew they both wanted to do so verymuch. If that was not possible, then we'd deal with that too. In either event, I wasgoing to be available to help them sort out their plans and help them deal with anyproblems they encountered with discharge.Mr. B. seemed somewhat reassured--at least he didn't look angry. At thatpoint, an aide came in to take Mr. B. to his p.t. session. I told him I would see himafter the session to say good-bye and I remained in the room with Mrs. B. I movedover to stand by her bedside, and we talked for the next 10 minutes or so. Some ofthe conversation was about trivialities, some about her background as anEnglishwoman, some about her daughter's education and career. (During thisconversation, we were interrupted by the nurses who had to put drops in Mrs. B'seyes. I did not feel so flustered by a nursing interruption as in earlier meetings, andwe continued our conversation after they left.) I wanted to touch base with Mrs. B.,feeling uncomfortable that the conversation among the three of us was difficultwith the shouting, repetitions, hard stares, etc. She was important too, and despitethe physical impairments, perhaps the more dynamic of the two of them, and Iwanted her to know that I regarded her as capable and intelligent. She asked mewhether or not I was a social worker, and I said yes, and she asked what school Iwent to, and I told her. She said she had heard of Columbia. She said, you know, Idon't know if it does any good to talk about your problems and how you feel, but Ithink maybe it does. I answered what sounded to me like a hope, a question, and achallenge all in one, that I thought it did help me to talk about what was troublingme and that I thought that was true for a number of people. Also, I said, thatsometimes talking about difficulties leads to new ways of looking at them andmaybe even ways of solving them or at least dealing with them. She nodded andsmiled at me. I told her that I would leave my card with my name and phonenumber with her, and if she or Mr. B. should want to talk about difficulties, if theywere upset or feeling worried about their future plans, they could call me and Iwould also come talk to them a couple of times a week.At this point Mr. B. returned from p.t. He turned to me and said, I need astraight answer to a question. How long are we going to be here? I told them that Idid not have the medical knowledge to make an expert judgment about that, butthat I knew from discussion with medical staff that he and Mrs. B. were expected tobe at the center for 2-3 months. I said I could not guarantee that time period; tosome extent it depended on their rate of recovery. But that was our best guess atthis point.Mr. B. sighed, with relief, apparently, and said "That's not so bad. I was11
afraid it would be much longer." It's always harder he said, not knowing. I agreedthat that was very difficult. I added that I understood how important it was for themto have an idea about their length of stay here.I told Mr. B. about the card I had left with Mrs. B., my availability to discusstheir feelings and concerns, and said good-bye.I returned to my office where 5 minutes later the phone rang. It was Mr. B.and it had occurred to his wife as they were talking things over that they might beseparated at some future point. She was very upset, he said; he himself soundedshaky. I told them I would come back to their room to talk to them, which Iimmediately did. Their concern was that Mr. B. would be ready for discharge beforeMrs. B., since the severity of her injuries was so much greater. Then, she might bein Long Island, and he might be in New Jersey. I told them I could understand howupsetting that thought would b
Process recording is a major learning tool in social work. Social work is unique in its heavy reliance on process recording to teach intervention skills. Because in social work the practitioner’s major tool is one's self and
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan
service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största
Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid
LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .
och krav. Maskinerna skriver ut upp till fyra tum breda etiketter med direkt termoteknik och termotransferteknik och är lämpliga för en lång rad användningsområden på vertikala marknader. TD-seriens professionella etikettskrivare för . skrivbordet. Brothers nya avancerade 4-tums etikettskrivare för skrivbordet är effektiva och enkla att
Den kanadensiska språkvetaren Jim Cummins har visat i sin forskning från år 1979 att det kan ta 1 till 3 år för att lära sig ett vardagsspråk och mellan 5 till 7 år för att behärska ett akademiskt språk.4 Han införde två begrepp för att beskriva elevernas språkliga kompetens: BI
**Godkänd av MAN för upp till 120 000 km och Mercedes Benz, Volvo och Renault för upp till 100 000 km i enlighet med deras specifikationer. Faktiskt oljebyte beror på motortyp, körförhållanden, servicehistorik, OBD och bränslekvalitet. Se alltid tillverkarens instruktionsbok. Art.Nr. 159CAC Art.Nr. 159CAA Art.Nr. 159CAB Art.Nr. 217B1B
