9
Process Recording
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The first section is for introducing the client. Please include the following information: Agency Information: Department of Social Services Client information (confidentiality of course) CS Session Number 4 Date Presenting Issue (the reason for referral): the client had been referred to the Department of Child Services following the neglect of her 2-year-old son. The client is the custodian of that child but she is required to receive services to improve the well-being of the child. Relevant Information The client is a 24-year-old and unemployed single mother living in the West side of Harlem, New York The goal of Session Client Goal: Understand the services that she can access. Your Goal A follow-up to ensure that the client is receiving the help she needs to take care of her son. |
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Dialogue Please group dialogue |
Identity (for each section) Theory Practice Model Techniques and Skills |
Analysis/assessment of dialogue What was going on? What were the patient's reactions to your feedback? How did the client respond verbally (quality of voice, tone, did the respond better to closed or open-ended questions?) How did the client respond non-verbally (how did you know they were listening? were they distracted? Did they welcome your feedback?) |
Personal reactions and self-reflection to the interaction What were you thinking? How do you feel the session went? What could you have done better? What will you do differently/the same next time? |
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I said: How have you been since I last saw you? She said: Things are just the same as last week. There is little progress, but hey we have survived. |
Skill: Information Gathering Practice Model: Crisis intervention |
The client is ready to accept that things are not always okay but there should be a reason to live. |
I am glad to meet her again. She is exuding much positivity. |
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I said: Did you enroll in the parenting class as we agreed? She said: No. I had a lot of issues this week. I know I had agreed to it but Neil was sick for most of the week. I hardly had time to make arrangements for the class. |
Skill: Communication Practice model: Narrative Therapy. |
The client’s tone indicates that she is overwhelmed |
I am anticipating positive feedback. It must have been terrible. |
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I said: Well, it seems that you had a rough week. Is it possible to organize with the coordinator so that you can attend next week? She said: I would like to but I lost her contacts. Would you please give it to me? |
Skill: Empathy Practice model: Cognitive behavioral therapy |
She is not bothered that she did not call the coordinator. |
I am empathetic but I will not relent until she takes up the offer Oh. That is why she has not called yet. |
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I said: Sure. (I am writing the contact and giving it to CS). Make sure to keep it safe and call her. She said: Thank you. I will ensure that I make that call to show my commitment to the cause. |
Skill: Organization Practice model: Problem-solving |
Her tone says otherwise as she appears uneasy. | She sounds convincing. I hope that she will fulfill the promise |
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I said: This session is yours, what would you like to say? She said: Not much. Things are just the same, not much change around here. |
Skill: Exploration Practice model: Solution-focused therapy |
The client keeps on nodding her head and looking outside. | |
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I said: Oh, I see. Well, let me know what you have learned from last week’s experiences. You told me that you did not make calls because Neil was sick. Do you think that you could do things differently? I remember that a few weeks ago you told me that want to have an easier life and attending parenting classes was going to help you achieve this objective. The class would teach better ways of disciplining Neill so that he relates well with his peers. She said: I understand, but last week was so demanding because of Neil’s illness. However, I will ensure that I call the coordinator and arrange a session. |
Skill: Persuasion Practice model: Crisis intervention/task-centered Theory: Social exchange |
She becomes alert at the mention of her son, meaning that is concerned about him. | I am providing CS with an opportunity to explore her obligations and alternatives so that she shares in her journey to becoming a better parent. I would like her to learn from her experiences that she makes better decisions. |
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I said: You should remember that you should have taken the class before your next hearing. She said: I know. As I said I am committed to the cause. It is just that last week was not favorable. |
Skill: Persuasion Practice model: Task centered |
She maintains eye contact to indicate her commitment | |
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I said: I understand. I am a parent too and I know that responsibilities can be overwhelming at times. However, when it comes to your children you have to create time to attend to their needs. This is one of those times. Right? She said: I am not sure if I will come. My sister Is not around to watch Neil and I do not trust anyone else to babysit her. |
Technique: Advocacy Practice model: Solution-focused Theory: Rational Choice |
She is back to being restless since she does not know who will take care of her son |
I am showing her that I understand the challenges of motherhood to show that I do not only view her as a client but a woman who can be much more if she wants CS is making excuses. It appears that she is not interested in becoming a good mother. |
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I said: I see. Why are you here then? She said: I don’t know. I hope you can tell me since you seem to know more about parenting than I do. |
Skill: Critical thinking Practice model: Solution-focused therapy |
She is elusive, it appears that she is angry at her situation. | I can sense her frustration. |
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I said: Is anything else that you would want us to discuss: She said: No. I am fine. |
Skill: Cooperation Practice model: Crisis intervention |
She is tired of the session signaling that I should end it | |
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I said: See. We can reschedule this session to Tuesday next week if you will not be available on Friday. She said: It is fine. Whichever day you are available I will come. |
Skill: Time management Practice model: Crisis intervention |
She agrees with me so quickly, happy that the session is over. | I am not convinced that she will come. She may be cooperating for the sake of it. |
| I said: OK. Then our next meeting will be on Friday. After all, it is the day we meet. Remember to call the parenting class and organize a session. | I will have ample time to consult with my field instructor on what step to take. | ||
E xplain your interpretation of what occurred in the dialogue
The dialogue was an opportunity, for assessing the client's preparedness to improve her parenting skills to enhance her chances of retaining her two-year-old son's custody. From the beginning, I felt that the client was reserved about enrolling in a parenting class despite it being her ticket of showing her commitment to the Department of Child Services. In a bid to convince her of the importance of this venture, I applied several social work practice models and theories. At the beginning of our conversation, I used the crisis intervention model, which is normally used on clients who require help to cope with adverse situations (O'Hare, 2019). Apart from being unemployed and single, the client was under observation to ensure that she was a good parent. A failure to prove that she was a good parent would force DSS to take her son and place him in foster care. Neil's illness exacerbated the crisis since the client could not attend parenting classes, which would have improved her chances of maintaining custody of her child. Later in the conversation, I applied narrative therapy, a practice model that allows social workers to remove individuals from their problems and help them see that they can change their situation (Hook, 2019). In the previous session, I had informed my client that she could retain custody of her son by proving that she is a capable parent. I have been advising her to empower herself by attending parenting classes and, in this way, change her situation for the better.
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Describe your reactions and/or any issues related to your interaction with a client during your field education experience
The dialogue was sensitive, considering that it centered on the client's ability to take care of her son amidst her frustrations due to unemployment and custody hearing. I would not help empathize with her as her fellow woman, but I still needed to emphasize that she must be strong for her son. I was overly frustrated by her excuses for not attending parenting classes despite being her ticket to full custody. I could see that she was not committed when she claimed that she had no one to look after Neil so that she could attend our next session. At some point, I felt as if she did not need my help and that I was wasting time and effort trying to convince her to attend parenting classes. However, I still hope that she will see the importance of this undertaking and stop thinking that I am doing it because I know too much.
Explain how you applied social work practice skills when performing the activities during your process recording
The process recording allowed me to apply various social work practice skills that I have been learning in the course. The topic of this interview was a by sensitive as it revolved around child custody while the client presented with a financial crisis. These aspects made me apply empathy by letting her know that I understood what she was going through, considering that I am a mother. According to Ratka (2018), empathy is a crucial skill in social practice and other disciplines since it assures others that they are not alone. The client needed to know that she has what it takes to become a better mother to Neil despite her inadequacies. The other skill that I explored in the process recording is time management since I was working under a tight schedule. Time management is a crucial skill that helps individuals complete numerous tasks within specified and strict deadlines (Sainz et al., 2019). I understood that my client was slated for a custody hearing in a few weeks, and the classes would improve her chances of being considered to stay with her child. In this case, she did not have an option but to enroll and attend parenting classes before the hearing.
References
Hook, M. P. (2019). Social work practice with families: A resiliency-based approach . Oxford University Press.
O'Hare, T. (2019). Essential skills of social work practice: Assessment, intervention, and evaluation . Oxford University Press.
Ratka, A. (2018). Empathy and the development of affective skills . American Journal of Pharmaceutical Education, 82 (10),7192-7206. DOI: https://doi.org/10.5688/ajpe7192
Sainz, M. A., Ferrero, A. M., & Ugidos, A. (2019). Time management: Skills to learn and put into practice. Education and Training 4 (3), 23-37. DOI: 10.1108/ET-01-2018-0027
