TESTING Process recording
INFORMATION THAT SHOULD GO INTO PROCESS RECORDING
FOR MICRO WORK
There are various formats for completing a process recording. The following is an outline that covers the major areas we want included within a process recording. Please utilize the template that follows for completing a process recording with an individual, couple or family client(s).
1. Description/Identifying information: The social work student’s name, date of the interview and the date of submission to the field instructor should always be included. Identify the client, always remembering to disguise client name to protect confidentiality. Include the number of times this client has been seen (i.e., "Fourth contact with Mrs. S."). On a first contact include name and ages of the client(s) you have written about. If client is seen in location other, then the agency state where the client was seen.
2. Purpose and Goal for the interview. Briefly state the purpose of the interaction and if there are any specific goals to be achieved, the nature of the presenting issues and/or referral.
3. Verbatim Dialogue (in the table below). A word-for-word description of what happened, as well as the student can recall, should be completed. This section does not have to include a full session of dialogue but should include a portion of dialogue. The field instructor and student should discuss what portions should be included in the verbatim dialogue.
4. Assessment of the patient/client/consumer. This requires the student to describe the clients’ verbal and nonverbal reactions throughout the session. Consider everything that is occurring such as body language, facial expression, verbal outburst, etc.
5. The student's feelings and reactions to the client and to the interview (in the table below). This requires the student to put into writing unspoken thoughts and reactions s/he had during the interview e.g. "I was feeling angry at what the client was saying, not sure why I was reacting this way…”. “I wonder what would happen if I said such-and-such.”
6. Identify skills and/or theory/ conceptual frameworks used (in the table). The student should be able to identify what skills they used in an interaction, and/or what theoretical framework came to mind as they dialogued e.g. “I used the strengths perspective “I used the skill of active listening”
7. A summary assessment/analysis of the student's impressions. This is a summary of the student's analytical thinking about the entire interview and/or any specific interaction the student is unsure about. Include any client action or non-verbal activity that the student may want to discuss. (See Guided Questions at the end of the template for this section A-H)
8. Future plans. The student should identify any unfinished business and/or any short/long term goals.
Process Recording Template
Student Name: Ajibola Idowu
Date of Contact: 05-03-22
Session/Contact # and Location: Wellstar Cobb NICU
1). Description of Client(s): MOB is a 24-year-old Caucasian woman. Gail is married, lives with her husband Sean, and her 3 year old daughter Abigail in Douglasville Georgia.
1). Presenting Problem: Patient developed preclamzer in gestation of 28weeks/5days. Cesarean section was done on 05-02-22
Newborn baby boy is born pre-term, thus needing NICU.
2). Purpose of Session (why is the client being seen): TO conduct initial assessment, and address consult on new NICU parent
2). Objectives/Goals of this session: To conduct holistic assessment on MOB, accesses needs, provide needed resources, educate MOB/FOB on what to expect when a baby is in NICU, and be a liaison between family and inter-disciplinary team
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3). Verbatim Dialogue/Content
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4). Assessment of Patient/Client |
5). Student Impressions/Feelings/Thoughts/Reactions |
6). Identify Practice Skills/Theory/Conceptual Framework Used and/or thinking about using |
Supervisor: Comments/Feedback |
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Since MOB/FOB were not in the room at the time of assessment, assessment was conducted in the NICU. CC intern: I introduced myself as the CC representative. Patient was identified by CC intern using two patient identifier. Also, present at the NICU bedside was FOB. FOB introduced himself as Sean
I explained my role and the purpose of the engagement. Congratulations were extended on the birth of the baby I proceeded to ask MOB if it was ok to conduct assessment/ask question MOB nodded, and smiled |
MOB appeared tired, but still receptive. |
Although assessment was not conducted in the privacy of a room, I am still conscious of maintaining patient’s privacy as much as possible given the location of the assessment. I decided to sit closer to the patient in order to keep the conversation tone lower, also this is NICU with very vulnerable babies. Therefore, maintaining a low voice is crucial, I am also mindful that we are in the middle of Covid!, I am grateful that everyone involved is wearing a mask.
Since both MOB/FOB appeared receptive, and willing to engage, I think it will be beneficial to address them both. Educating both parents is crucial to the baby’s overall outcome. It is reassuring that the baby has a good family support, and knowing MOB is not alone is fantastic |
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I started with getting a quick background information on FOB. All required questions such as date of birth, employment status, residential address/contact information was answered by FOB
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MOB was not looking at me, all her attention rightful so was on the baby. I can see the worry look on her face |
I decided to pause on asking questions, and reassure them that their baby boy is in good hands. |
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I smiled, and I asked MOB how she is doing. MOB stated that she is stressed about the baby born early and needing NICU. I stated that I understand the feeling of uncertainty associated with an unexpected pre-term of a baby, |
Eye contact, actively listen |
Validating her feeling is important. Any parent would have this feeling too, especially with a lot of medical words been used by the doctors/nurses which also adds to parents confusion. I hope that one of my goal of reassuring them will help calm down some nerves. |
Demonstrating empathy and understanding Exploring feels |
Normalizing her anxiety about having a baby in NICU is important. We should be worried if they are not anxious especially since this is their first encounter in NICU. |
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I discussed the NICU rollercoaster with them and went on to reassure them that their baby is in good hands. I educated them on asking as many questions as possible that they need to understand the medical care been administered to their son.
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Eye contact, patient engaged |
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I went through the new NICU package that the care coordination department offers. I encouraged the parent to read the package.
I further told them that I had gone through the packet myself a couple of times, and every time I learn something new. CC intern also encouraged parents to actively sit at baby’s bedside and implement skin to skin when able.
Care coordination card was given to MOB, and I further explained that CC would be their point of contact in case baby received any HH order.
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No change in demeanor
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I am very impressed by this package. It is very informative, equips the parent on how to advocate on the behalf of their baby, explains some NICU medical terms, and potentially what to expect. I wonder how long it took to put together this much information
This is the first contact with the parent, I am grateful for their willingness to engage. It is expected from the inter-disciplinary rounds that the baby will be in the NICU for a while. Thus, needing further care coordination engagement. I want this initial assessment to be as short as possible. I have established that with 2 working parents, baby should have all needed necessities at time of discharge Any additional resources needed will be discussed as needed. |
Self-disclosure.
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Ms. Andrea has worked in the women center for more than 15 years. She stated that she is proud of all the packets According to her “it is a labor of love’’. She hopes that new NICU parents take time to read it. “ it will sure help calm some nerves”. |
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Columns/tables expand outside the table, put your cursor outside this box and hit enter to add hit enter if you need more rows; include multiple pages for session write-up |
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6). Summary Assessment/Analysis of the Session
A. Identify the stage of work with client/client system (i.e., pre-engagement, engagement, assessment, intervention, evaluation). Why?
B. What did you learn from the session that adds to your understanding of the client?
C. What were the major themes of the session?
D. What were the challenges presented during the session?
E. What was accomplished during the session?
F. What concepts or theories or interventions did you apply? And what were the results--what worked and what didn’t give the socio-cultural context of the client's presenting problem(s) and underlying issues?
G. A summary of the student’s impression:
H. Questions for Supervision:
7). Future Plans