SW 212

COMMUNICATION
AND
DOCUMENTATION
AND
SOCIAL WORK
 PROCESS RECORDING
Process recording is a tool used by the student, the field instructor, and the faculty advisor to
examine the dynamics of a particular interaction in time. 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 selfawareness (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.
Students in the BSW WOW degree program are required to submit 12 process recordings to
the assigned faculty advisor during the senior year field placement. Students in the BSW
degree program are required to submit 7 process recordings per semester to the assigned
faculty advisor each term during the senior year. Students in the MSW degree program are
required to submit 7 process recordings per semester to the assigned faculty advisor during
the Foundation Year. In the Advanced Year, students who selected the interpersonal
concentration are required to submit 7 process recordings per semester to the assigned
faculty advisor; students who select the Innovation in Community, Policy and Leadership
concentration are required to submit 7 PRACSIS instead.
EXPLANATION When creating a process recording, use this format:
Field Instructor’s (supervisor) Comments: statements provided by the field instructor to help
the student grow and develop. Because the process recording serves as a tool for self-
discovery 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 one’s self, 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: word-for-word description of what happened (to the extent that it can be recalled)
Student’s Gut-Level Feelings: describes feelings about the specific dialogue. Use feeling words,
such as anxious or happy. These help 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. Analysis: describes what has happened and why. This
section allows you to identify type of response and reason for selecting the response. Student
should state what they think client may be thinking or feeling and also to analyze the feelings
described in the student’s gut-level feelings column.
Analysis: describes what has happened and why. This section allows you to identify type of
response and reason for selecting the response. Student should state what they think client
may be thinking or feeling and also to analyze the feelings described in the student’s gut-level
feelings column.
 Records and Recording
DEFINITION OF RECORD
• A record is an abstraction of what happened in a social situation between client and the
worker in the process of the former’s seeking help and the latter responding to the
former’s needs.
• It is a reproduction of the significant things that happened in a particular social situation
which can be used to define the problem of the client, his/her capacities for
relationships, ability to use one’s own resources and from immediate environment, and
the influence of feelings and thinking on his/her problems.
REASON FOR RECORDING THE PROCESS OF HELPING
• A record is not only needed for communication. It is also guides the worker in self-
appraisal on past and present processes. The record helps the worker see his/her role
vis-à-vis the client and the situation and reflect on what is to be done together with the
client.
• A record helps the worker see through one’s own involvement in the process of giving
help and, therefore, affords him/her opportunities to learn more about the client, to
develop insight about one’s practice and to develop more skills to improve service.
PURPOSES OF RECORDS
• 1. Practice
• 2. Administration
• 3. Supervision
• 4. Teaching
• 5. Research
STYLES OF RECORDING
1. Narrative – Good for reporting of facts in a descriptive manner and the sequence of the
interview.
• Facts do not only include description of events that are happening and an understanding
of circumstances in the case but also the client’s behavior, gestures or movement.
2. Summarized Recording- A good device for organizing and analyzing facts. Summaries
include social histories, diagnostic summaries, periodic evaluation, transfer and closing
summaries as well as case abstracts from other records of the client.

• This type includes either topical or condensed chronological summaries. Summaries not
only bring attention to facts but to the meaning and relative importance of the material
gathered as well.
Interpretative Style (Diagnosis and Evaluation): The record not only presents the facts but
tells the nature and condition of these facts (assessment).
• This type already includes the opinion of the worker as to the meaning of the facts
gathered. The record reflects the goal towards social ends and gives an evaluation of
social situations and social values of a person.
TYPES OF RECORDS
• Intake Forms, also called face sheet, admission form, application form
• Summary records/entries of data obtained during the stage of gathering information
for problem solving; usually included in the record are date, place, and source of data

• Survey Report – contains findings about community situation; included in the record
are date, place, and source of data
• Case Study - includes brief identifying information, a synthesis of the data obtained
from various sources, the definition of the problem, the goals/objectives to be achieved
and the specific means to their achievement
• Summarized Process Recordings - provides details about the content of interviews,
conferences and other contacts with the client, in the sequence in which they took
place, including the reactions and responses of both client and worker. At the end of
the record is the worker’s assessment/analysis of what transpired.
• Periodic Evaluative Summaries - describes the major developments that have occurred
• Transfer Summaries -provides recommendations on future courses of action
 • Final Evaluative Statement - focuses on the extent to which goals/objectives spelled
out in the case study have been accomplished, reasons if not accomplished,
recommendations for termination or continuation of service

Sample Verbatim Process Recording: Clinical Practice with Individuals, Families, and Small
Groups
Verbatim recording should only be used for selected parts of an interview
Student name: Linda Talbot Date of session: Dec. 1 Number of
session: 3

Client Identifying Info: Ms. B. is a 58-year-old West Indian woman. She is the biological
mother of a nine-year-old boy, Kenny, in the Residential Treatment Center.
Reason(s) for referral, presenting problem(s or relevant background information): Kenny has
a history of psychiatric hospitalization and was allegedly abused by his father. He arrived at
our program in September. The agency requires that I see Ms. B. twice a month, however she
only comes monthly and she offers different reasons why she cannot come more frequently.
Focus of this session: In this excerpt, I'm talking with Ms. B. on the telephone regarding her
visits to the Agency. In the first part of the call, she expressed her disappointment that she
came all the way from Brooklyn (a 2 hour trip) to the agency to see Kenny, but a unit
supervisor denied her the right to see her son because she didn't follow the correct visiting
procedure. Then we spoke about her future visits to Kenny and other agency requirements. I
began by telling her that she has to visit Kenny more frequently and that she has to contact us
beforehand.
PROFESSIONAL & PERSONAL IMPRESSIONS/REFLECTIONS
I was really very upset after this call. I felt the unit supervisor made a very unkind decision.
Finally Ms. B. comes and she keeps her out and does not let Kenny see her. He could have
been flexible just this one time.
I also felt pulled in two directions during this telephone call. I felt pressured to handle the rules
with Ms. B. but at the same time I felt the agency was unfair. I became so preoccupied that I
did not try to explore what was going on for Ms. B. and instead I turned on her.
QUESTIONS/ISSUES FOR DISCUSSION
1. I would like to use the record to discuss what triggered my impatience with Ms. B.
2. I want to follow up with the unit supervisor on his decision. Can you help me develop a
strategy for speaking with him?
3. I want to call Ms. B. back. We ended on a bad note. Can you help me to prepare for the
call? I need to “tune in” into her perceptions and feelings.
4. Theoretical perspectives used with the client.
Sample Narrative Process Recording: Clinical Practice with Individuals, Families, and Small
Groups
BACKGROUND INFORMATION
Jasmin is a pregnant 14 year old Hispanic female who attends a junior high school in upper
Manhattan. Jasmin has been in a special education class for children with learning disabilities
for the past 6 years. She lacks reasoning and social skills. She currently lives with her mother
and 7 year old brother.
Date of Contact: Nov 1st Initial Interview Pre-engagement comments:
Jasmin and her mother were referred to the school social worker by her teacher who
contacted the Social Work Department to report that Jasmin is pregnant and the alleged
father was a 14 year old boy at a neighboring school. The teacher told us she offered Jasmin
and her mother a chance to meet with a social worker. After some hesitation, they reportedly
agreed and the teacher brought them to our office.
Narrative: I went to the waiting area and asked Jasmin and her mother to come into my office.
They both seemed agitated and sat down at a distance from each other, without speaking. I
introduced myself as the social worker intern in the school. I told them, “I talk to lots of kids
and families in the school who are having problems with school or in their families.” I added
that the teacher had told me a little about their situation; I could imagine the family must be
going through a really hard time.
I asked if they could tell me how they viewed the problem. In angry tones, Mrs. C. told me that
Jasmin was pregnant; she was too young to have a baby and should have an abortion. Jasmin
sat with her head down and hands in her lap. I gently asked her to tell me what her thoughts
were about this. Looking away, she said, “I don’t want to have an abortion.” When I asked her
what bothered her about having an abortion, she shrugged and said, “It just doesn’t seem
right.” Her mother interrupted by saying that she was too young and that such an attitude was
foolish. I pointed out to Mrs. C. that, even though Jasmin was not far along in the pregnancy,
she was already feeling attached, which might account for her reluctance to have an abortion.
I acknowledged that they were both in a rough position and faced with a very difficult
decision. While I couldn’t make the decision for them, I wanted to ask them some questions to
understand their situation better. I asked Mrs. C. how she and Jasmin got along. She shrugged
and said, “All right. But she doesn’t trust me. She doesn’t confide in me or tell me about her
problems.
” I turned to Jasmin and asked, “Is what your Mom says true, that it’s hard for you to talk to
her? She looked down and softly said, “I don’t know.” I asked Mrs. C. if she had known about
Jasmin’s relationsip with her boyfriend. Looking somewhat embarrassed and helpless, she
shrugged and said, “Yes, I knew. He was a nice boy.” She quickly changed the subject and
repeated that Jasmin should have an abortion I commented that I could see how strongly she
felt about this. She said,
“Yes, I had one and it’s not so terrible.” I was somewhat surprised. I commented, “So you feel
from your own experience that sometimes that is the best choice.” She nodded in agreement.
She then stated, “Jasmin’s not even fourteen and not developed enough.” With her hand, she
gestured toward her own abdominal area and asked, “Couldn’t it be dangerous for her?” I said
that, with young girls of Jasmin’s age, there was a somewhat higher rate of problems but many
young girls could give birth without any difficulty. I added that, if she were to have the baby,
she would need regular medical attention to watch for any possible problems.
I then asked Jasmin how she was feeling during the pregnancy and whether she had been
sleeping and eating well. She said that she didn’t sleep too well because she had been hearing
voices at night. She said softly, I hear my grandmother who died. She tells me to have the
baby.” I asked Mrs. C. what she thought about what Jasmin had described. She responded in a
rather off-handed way that an aunt believed in spirits and had scared Jasmin by telling her that
if she had an abortion, the grandmother’s ghost would come back to haunt her. I commented,
“So your family is involved in spiritualism.” Mrs. C. said that they were. I told her that I felt this
was probably why Jasmin was “hearing voices” but if this increased, it would be important for
them to let me know, so that I could decide if she needed any further medical attention.
I then asked Jasmin if she had thought much about how she would manage with a baby. She
answered, “not really.” I asked her who would take care of the baby when she returned to
school. She glanced at her mother, saying, “I don’t know.” When I asked Mrs. C. if she would
be willing to take care of the baby, she said, adamantly, looking away from Jasmin, “No, I
wouldn’t.” I asked Jasmin if she understood what her mother said. Looking down at her hands
folded in her lap; she shrugged, and seemed unable to respond.
I could see how hard this was on both of them and suggested that they think about what we
had discussed; I offered to meet with them a second time if they thought that would help.
Mrs. C. abruptly asked me, “What do you think she should do?”, leaning forward in her chair. I
said Jasmin was young to have a baby, but I conveyed that I couldn’t tell them what to do.
Mrs. C. asked, “Couldn’t I insist, you know, force her to have an abortion?” I told her that I
didn’t see how that would be possible and I didn’t think that would be a good idea. Mrs. C.
seemed ready to reconsider her position and said that if Jasmin were to continue with the
pregnancy, she would want her to continue at her school.
The interview ended by my making an appointment to meet individually with Jasmin the
following day to discuss her concerns further.
Impression: I felt uncomfortable with the tension between Jasmin and her mother. My
thoughts kept drifting to my worry about how Jasmin could manage as such a young mother,
especially since her own mother did not seem willing to offer support to her daughter. Mrs. C.
came on strong and that seemed to make it harder for Jasmin to talk and reflect more openly.
I understood her position, but I think I felt she should be less harsh.
Questions/Issues: I have a lot of reactions and questions to address in conference. On the
whole, I felt I tried to show both Jasmin and her mother that I was interested in hearing about
where each of them was in regard to the pregnancy at this moment. Yet, I wonder if either felt
if I might be taking sides. I wanted them to try to talk together without so much tension, but I
don’t think I did a very good job at facilitating that dialogue. I also became anxious when
Jasmin said she was “hearing voices” and in looking back, I think I didn’t listen well. Can we
look at that part of my record?
Record excerpted from “Jasmin,” prepared by Susan Concecaio for Social work practice with
maternal and child health: Populations at risk, a Casebook.
 ACTIVE LISTENING