history of psychiatric hospitalization

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.

Selective Verbatim Dialogue/Content Thinking/Feelings and Reactions

Ms. B: I’m a little disappointed because I did

not see my son after making such a long trip.

Worker: I’m really sorry that this happened but

the agency has specific visitation procedures. I

want to remind you that you are not allowed to

walk to the cottage without contacting with my

supervisor or me. You have to call before you

come.

Ms. B: I’m an old lady. I cannot make such a

long trip every week.

Worker: I understand your situation but your

son Kenny needs to see that his mother is

giving him the support that he needs right now.

He needs to see that his family cares about

him.

Ms. B: (sounding very upset) I cannot go to the

agency so many times because I have doctors’

I feel very badly for Ms. B., but I am scared to

hear her anger.

I also feel annoyed with Ms. B. because she

should have called ahead of time. I told her the

rules and hopefully this will solve the problem.

I don’t want to hear how hard it is for Ms. B. I am

upset for Kenny and I want her to understand his

needs.

appointments and I need time for myself too.

Worker: I understand what you’re going

through, but my job is to inform you about the

agency requirements.

Ms. B: I cannot visit my son every Sunday

because I have to go to church. God is the only

one that gives me the support I need. I can only

come every other Sunday.

Worker: I understand that God is very

important to you, but right now your son

Kenny needs all your support and I know God

will understand this.

Ms. B: I will come to the agency next week. I

will call you with the date and time.

Worker: Goodbye now. I look forward to your

call.

I don’t understand why she is upset with what I

said and I guess I do not want to know why.

I am feeling impatient with her excuses. Why

won’t she do what I tell her to do. I feel

incompetent that I can’t convince her.

Still another reason! I feel myself getting more

angry and insistent.

I really came on strong. I see now that I am

cutting her off and not trying to listen to her

struggle i.e. what makes it painful for her to visit.

At the moment I felt satisfied that I had

convinced her. But I think she is very upset and

just trying to end the conversation by “yessing”

me.

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

Sample Verbatim Process Recording: Community Organizing, Planning and Development

Student’s Name:

Date of Submission:

Date of the Event:

Community Member/Group (Pseudonym) and Background:

As you understand it, what was the purpose of the event:

Dialogue &

Interaction*

*In your

reflection of this

event, please

choose a

segment that was

the most

significant,

challenging

and/or

memorable to

analyze: explain

its identified

strategic purpose

and what did or

did not happen

to enhance that

purpose.

Hidden or

Multiple

Agendas

What did you

observe

‘beneath the

surface of the

encounter, if

anything?

Student’s

Feelings

What were you

feeling then?

Now? Apply

tactical self

awareness to

the encounter

Student’s

Thoughts

What were

you thinking

then related to

the

effectiveness

of the

encounter?

Now?

Reflect on the

way

intersecting

identities

influenced the

encounter?

Instructor’s

Comments

Who was present in the event?

instructor, researched client’s history, collateral contacts, etc.):

Reflect on and briefly give response to these items below:

Summarize the event.

What led you to select this segment of the event to review? At what point during the encounter

did this occur – beginning, middle or end?

What techniques and skills were used during and/or incorporated into the event? In reflecting on

the skills you employed, please explain why you chose to use them. What worked and what did

not work? What would you do differently?

Please continue to reflect on how themes of power, privilege, and social identity have affected

and continue to influence your work with this client.

Next Steps in working with this client:

Your Questions:

Sample Narrative Process Recording: Community Organizing, Planning and Development

Date of Submission:

Student’s Name:

Date of the Interview:

Community or Group’s Name (Pseudonym) and Background:

Purpose of the Interview (SW’s Point of View):

Student’s Thoughts and Feelings before the Interview:

Interview Content from Your Point of View (Include beginning, middle and end of interview):

Interview Content from the Client or Constituent’s Point of View (Include beginning, middle and

end of interview):

Skills/Technique Used /Applied During the Interview. Please make sure to comment on why

you used them:

What Worked/Didn’t Work? What Would You Do Differently?

Next Steps:

Interview (Case) Summary:

Questions:

Sample Verbatim Process Recording: Organizational Management and Leadership

Student’s Name:

Date of Submission:

Date(s) of the activity/project:

Name of the organization or unit and Background:

As you understand it, what was the purpose of the activity/project?:

Who was involved in the activity/project?

Written/verbal

Communication*

*In your

reflection of this

activity/project,

please choose

something that

was the most

significant,

challenging

and/or

memorable to

analyze: Include

its importance to

the organization

in its operations

or strategy, and

any stakeholders

who were

affected or

involved.

Apparent &

Latent

implications

What

outcomes are

expected?

Have you

identified any

difficulties?

Student’s

Feelings

What were you

feeling during

the

activity/project?

Now? Were

there constraints

or limitations

that affected

your work?

Student’s

Thoughts

How could you

have

approached or

completed the

activity/project

differently or

more

effectively?

Reflect on the

way your

intersecting

identities

influenced the

activity/project?

Instructor’s

Comments

How did you prepare for the activity/project (i.e. took suggestions or asked questions of your

field instructor, researched the organization’s history, consulted course material, etc.)?

Reflect on and briefly give response to these items below:

Summarize the activity/project.

What led you to select this segment of the activity/project to review? At what point during the

activity/project did this occur – beginning, middle or end?

What techniques and skills were used during and/or incorporated into the activity/project? In

reflecting on the skills you employed, please explain why you chose to use them. What worked

and what did not work? What would you do differently?

Please continue to reflect on how themes of power, privilege, and social identity have affected

and continue to influence your work with this activity/project, especially as these issues affect

the different stakeholders that are affected.

Next Steps in working on this activity/project:

Your Questions:

Sample Narrative Process Recording: Organizational Management and Leadership

Date of Submission:

Student’s Name:

Date of the Interview:

Organization’s or Unit’s Name (Pseudonym) and Background:

Purpose of the Interview (SW’s Point of View):

Student’s Thoughts and Feelings before the Interview:

Interview Content from Your Point of View (Include beginning, middle and end of interview):

Interview Content from the Client’s Point of View (Include beginning, middle and end of

interview):

Skills/Technique Used /Applied During the Interview. Please make sure to comment on why

you used them:

What Worked/Didn’t Work? What Would You Do Differently?

Next Steps:

Interview (Case) Summary:

Questions: