PROCESS RECORDING

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					PROCESS RECORDING
Description
A process recording is a detailed written account of the interaction (process) that took
place between the student/worker, client/s or others. It can include an agency based
interview, home visit, family or group session or any other form of interaction between
the student and other people. Process recordings can be used for analysis of dialogue
between the student and service providers, administrators or colleagues.

A process recording is a learning tool which involves the student in recalling and
recording the interaction; reflecting on and documenting their subjective reactions to the
client/problem/situation; critically analysing the process with particular reference to the
intentions guiding the student’s actions and the student’s impact on the client system
and interaction. The length and focus of the recording vary according to the aspect of
practice you are analysing.

Production and Presentation of the Process Recording
Process recordings should be written as soon as possible after the client contact has
finished. Everything the student can remember from the interaction is recorded using a
verbatim style.

W (Worker): How are you, Mrs Smith?
C (Client): I’m fine, thank you.

Process recordings are written so that the student can reflect on her/his own practice and
learn from this experience. As such, they can be a record of effective and ineffective
practice. The emphasis is on the quality of the reflection and learning demonstrated
rather than on presenting good or bad practice. It is important therefore that the student
documents an accurate account of the process rather than replacing actual worker
responses with those thought to be more polished or correct.

The written process recording commences with a summary of Background
Information and Explanatory Information. The actual interaction is then recorded on
the sheets which are constructed with four columns across the page. Appropriate
content in each column is illustrated below.

The process recording is concluded with an Analytical Summary and an outline of a
Plan for future work with the client system.
SESSION                FEELINGS AND           REFLECTIVE              FIELD
CONTENT AND            RESPONSES              ANALYSIS                EDUCATOR
DIALOGUE                                                              AND FIELD
                                                                      EDUCATION
eg a word for word     eg what you were       eg now you have         COORDINATOR
account of the         thinking and           considered what         COMMENTS
interview including    feeling about the      you said and how
verbal and non         client and             you were feeling        eg positive
verbal                 interaction.           what do you think       feedback, helpful
communications                                about the               suggestions,
                                              effectiveness of        questions,
                                              your work? How          clarification
                                              do you interpret        meanings or
                                              client group            intentions
                                              feelings,
                                              behaviours, and
                                              interactions in
                                              relation to your
                                              work? Consider
                                              what knowledge
                                              has informed your
                                              analysis and
                                              identify and
                                              critique what
                                              standards you are
                                              addressing.

Issues to be Addressed in Compiling a Process Recording
Client identification: All identifying information about the client and the client group
must be changed. Please see further details about privacy in the section titled
Requirements for Presentation of Work.’
Accurate recording: Accuracy of recall diminishes over time. If you plan to write a
process recording on a particular interaction try to allocate a time as soon as possible
after the contact to compile the document.
Amount and nature of the client contact: You do not have to have had contact with a
large number of clients, nor do you need to have seen clients for a number of sessions to
write a process recording. It is possible to write a process recording based on a single
session or a specific segment of a session.

Demonstration of Standards
The process recording can be used to record your work during a full session with a
client/client system. If it is possible an audio tape might be the best way to recall a full
session, it may well be possible to demonstrate that you have achieved a number of
practice standards. It is equally valid to use a specific segment or segments of an
interaction to analyse and demonstrate the achievement of specific standards.

Utility
Process recordings are used to analyse a variety of practice related issues including :
 The social work model being used by the student (individual, family, group,
    community)
   Specific elements of the social work process
   Value based issues and how they were addressed
   Ethical dilemmas and how they were managed
   Socio / political barriers and inequalities and how they were worked with in
    practice.


Advantages
(a) Process recordings are an excellent tool for developing awareness of the
practitioner’s own practice and the ability to analyse and reflect on the effectiveness of
your interventions with clients. In this way recordings are an important learning tool in
the development of reflective practice skills.

(b) Process recordings are effective mechanisms for developing objectivity about the
practitioner’s own practice and for working through reactions to client situations.

(c) Process recordings assist with the process of transferring knowledge from the
“classroom” into the practitioner’s own interventions with client systems.

(d) Process recordings are documents that can provide direct evidence of standards
achieved to the student, field educators and university field education co-ordinators.

Disadvantages
(a) Process recordings are specialised recordings and may not be easy to write initially.
Recalling the interaction, analysing and reflection on the process and the practitioner’s
own thinking, feelings and actions takes time and attention and may be time consuming.

(b) In busy agencies/work settings there may be a delay in recording the interaction due
to other demands on the student.
Process Recording

1.   Background information: (brief summary of information available to the worker
     at the time of the interview, including client information)




2.   Explanatory information: (date, stage and purpose of the interview)
     Session Content and Dialogue     Feelings and Responses            Reflective analysis          Field Educator and Field
3.    (include non-verbal activity)    (what you are thinking    (analysis of your work, consider     Education Coordinator
                                            and feeling?)       your effectiveness, knowledge used          comments
                                                                    and what standards you are
                                                                          demonstrating)
4.   Analytical summary: (reflection on and analysis/assessment of total interview)




5.   Plan: (worker and client goals/plan for future activity)

				
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posted:11/7/2012
language:English
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