Process recording is a reflective tool used by the student, the practicum instructor, and the faculty liaison to examine the dynamics of a particular interaction in time, to create greater awareness and skills for self-reflection. The process recording is an excellent teaching device for learning and refining interviewing and intervention skills. The process recording helps the student conceptualize and organize ongoing activities with client systems, * to clarify the purpose of the interview or intervention, to improve written expression, to identify strengths and weaknesses, and to improve self-awareness (Urbanowski & Dwyer, 1988). The process recording is also a useful tool in helping to explore the interplay of values operating between the student and the client system, through an analysis of the filtering process used in recording the session.

* Per NASW, the client system includes both the client and their support network (such as family, friends, religious communities, or service providers).

When creating a process recording, use the following format (example of full process recording):

Explanation

When creating a process recording, use this format:

Practicum Instructor's (supervisor) Comments: This section is for statements provided by the practicum instructor to help the student grow and develop. Because the process recording serves as a tool for self-discovery, reflection, and continued growth, there are no right or wrong answers. The process recording is a powerful tool for analyzing difficult situations; a way of stepping outside oneself, recording a situation on paper, and analyzing it with the assistance of an objective person. This section is for comments by that objective person. There are no requirements as to the length, type of interview, etc. of a process recording. It is solely detailing a point in time that is analyzed to strengthen student growth and development. The process recording should be complete and thorough. You need not record an entire interview, meeting, or interaction; however, the portion that is recorded should include a “beginning, middle, and end phase” that completely addresses one problem or issue.

Dialogue: A word-for-word description of what happened (to the extent that it can be recalled). If observing a meeting, training, or orientation, describe the event in detail and/or focus on a specific part that impacted you.

Student's Gut-Level Feelings: This section describes feelings about the specific dialogue. Use feeling words, such as anxious or happy. This helps identify some of the non-verbal messages that may be affecting the interaction between the student and the client system, thus helping the student develop a better conscious use of self. If not involving a client, focus on your feelings during whatever the situation entails (e.g. orientation, meeting, training, or shadowing another staff from the agency). Did you find yourself feeling scared, happy, anxious, or excited as you learned information about the new role you will be serving at the placement site?

Analysis: Describes what has happened and why. This section allows you to identify the type of response and reason for selecting the response. Students should state what they think the client may be thinking or feeling and also analyze the feelings described in the Your Feelings (student’s gut-level feelings) column. If you were shadowing a staff’s interactions with a client, identify and evaluate the skills you observed.

Content

The introduction includes:

• Client name (use a pseudonym and identify it as such). If not involving a client, describe the training, meeting, or situation in detail.
• Age of the client
• Marital/Relationship status of the client
• Occupation/Education of the client
• Number of times you have seen client prior to this session/contact
• Goals for the session/contact

Body of the process recording: The following needs to be in the body of the process recording. 

• Dialogue needs to be the exact dialogue as the student remembers it. It will read like a script for a play. If observing a meeting, training, or orientation, describe the event in detail and/or focus on a specific part that impacted you.
• Feelings need to be your FEELINGS not what you THINK is going on with your client.
• Analysis will:
  • Identify your understanding of what is going on with your consumer. If your process recording does not involve a client, focus on the situation as it relates to client systems, and/or your role as a social work student at your practicum.
  • Identify the skill you are using in a particular response. Tip: skills could include your actions, body language, or listening skills. If you are observing another staff’s interactions, what tips or skills did you learn from the staff’s interactions with the client(s), and what skills did you observe being implemented? Consider what skill you would have chosen.
  • Explain the reason for selecting that skill or intervention at that point. If you are observing another staff’s interactions, analyze why you think they chose that skill and what outcome were they hoping to achieve. If participating in a meeting or training, analyze the purpose of the information, and what impact it will have on the client or client systems.
  • Explain where you are heading with this client.
  • Self-evaluate the effectiveness of the skill or intervention used. If observing a staff, analyze how effective (or not effective) the outcome of the intervention was.
  • Identify what might work better in the future if the current intervention did not work.
  • Self-evaluate the reasons behind why a particular feeling was evoked from the situation. Did you feel embarrassed, anxious, scared, or excited? Explain the reason and thinking behind the emotion.
  • Include anything else you think might be relevant to your consumer, your skill development, or questions you have that you want feedback on from your practicum instructor. 

Wrap-up

• Provide an evaluation of your overall skill during the session: 
  • If you observed another staff’s interactions with a client, reflect on the role you played as a guest observer. Were you an active listener? Describe how you may have had an impact on the client’s experience. For example, what message might your body language have displayed to the client? What tips or skills did you learn from the staff’s interactions with the client(s)?
  • If your situation involved an orientation, training, or meeting, evaluate how you learned the client or client system will be impacted, and how you will incorporate this information or skills at your placement.
• How do you see yourself as being effective during the session? What skills would you like to improve?
  • If more applicable, what information did you learn during the meeting/training that will be effective in your role as a social work student at your placement? How might you use this new information effectively in your role as a future professional social worker?
• What questions do you have for the reader so you can receive feedback on your skills? (Note: General questions are not acceptable they must be specific questions and they must have depth).
  • Or, what questions do you have about your experience, observations, perceptions, and take away from the meeting, training, or shadowing of another staff?
• Please identify the theory/theoretical perspective(s) or intervention model that you used in your work with this client/client system. In order to demonstrate your understanding of the application of theory to social work practice, please identify and explain the specific theory-based interventions you used with the client/client system. Discuss why you used each intervention. 
  • If you were observing another staff, list what interventions you observed. This could include observations about skills they used to build and/or maintain rapport with the client. Include why you believe the intervention was or wasn’t effective or describe what intervention(s) you would have used in the situation instead.
  • If your situation involved an orientation, training, or a particular meeting at your agency site, evaluate what you learned and how you plan to incorporate this information into skills you want to use at your placement.

Updated 11.21.23