Running head: SOCIAL WORK 1 SOCIAL WORK 7 Social Work Introduction I am doing my field ED at Walton County Division of Family and Children Services in Georgia where I get to interact with different persons of different interests. I was allocated a number of roles some of which include; interviewing clients for renewal and recertification of benefits Medicaid/ Food stamps, assisting in the preparation for new placement and reviewing services and history of children from the foster care department and finalizing and processing applications. In my field ED, I have met a number of individuals who I got to serve and interact with. One of my best experience was an encounter with a client two weeks ago who I found to have an intriguing personality. Below is a summary of my interaction with a client. Process recording Students name: Shaneka Ratchford Date of Contact: 9/27/2018 Session/contact number: Location of the client interview: Walton County Division of Family and children services The client was a 36-year-old white woman. She resides in the state of Georgia. I was the only social worker at the institute not busy with a client. I, therefore, attended to this client. She was driven by the desire to make a change in the society, and since she was in no position to do anything in the case presented, she had to seek professional assistance. Verbatim Dialogue Assessment of the client Students impressions/feelings/thoughts/ Reactions Skills/theory/ conceptual framework used Social work intern: Good evening? How can I be of assistance? Smiling Showing the client to have a seat through gestures (stretching out my hand pointing at the seats). Non-verbal communication put to use. Client: Evening. I have been sent here by your supervisor. I have made a number of complaints in relation to mistreatment of a child in foster care along my street of residence and I have received no feedback yet. While taking a seat. In a distressed state, answers the question. Attentively listening, while taking some minor notes. Cognitive behavioral theory. Good listening skills. Social work intern: How long ago did you make this complaint? Intuitively thinking Maintaining eye contact with the client. Effective engagement with the client. Client: This was about a month ago, and for the previous one week I have been camping here to at least get a solution. She seemed to have wandered off for some time as she tried to count using her fingers. Wondering how this could be the case since the office is never left unattended. Practice theory. Social work intern: We are sorry for the delay. We’ll see to it that something has been done. Nodding her head lightly (up and down movement) In a smooth apologetic tone, while noting something down. Social behavioral theory. Client: Okay. How soon can you, therefore, take a look at this case? The little boy is in a really bad state fr.

1. Running head: SOCIAL WORK
1
SOCIAL WORK
7
Social Work
Introduction
I am doing my field ED at Walton County Division of Family
and Children Services in Georgia where I get to interact with
different persons of different interests. I was allocated a number
of roles some of which include; interviewing clients for renewal
and recertification of benefits Medicaid/ Food stamps, assisting
in the preparation for new placement and reviewing services and
history of children from the foster care department and
finalizing and processing applications.
In my field ED, I have met a number of individuals who I got to
serve and interact with. One of my best experience was an
encounter with a client two weeks ago who I found to have an
intriguing personality. Below is a summary of my interaction
with a client.
Process recording
Students name: Shaneka Ratchford
Date of Contact: 9/27/2018
Session/contact number:
Location of the client interview: Walton County Division of
Family and children services
The client was a 36-year-old white woman. She resides in the
state of Georgia. I was the only social worker at the institute
not busy with a client. I, therefore, attended to this client. She

2. was driven by the desire to make a change in the society, and
since she was in no position to do anything in the case
presented, she had to seek professional assistance.
Verbatim Dialogue
Assessment of the client
Students impressions/feelings/thoughts/
Reactions
Skills/theory/ conceptual framework used
Social work intern: Good evening? How can I be of assistance?
Smiling
Showing the client to have a seat through gestures (stretching
out my hand pointing at the seats).
Non-verbal communication put to use.
Client: Evening. I have been sent here by your supervisor. I
have made a number of complaints in relation to mistreatment
of a child in foster care along my street of residence and I have
received no feedback yet.
While taking a seat. In a distressed state, answers the question.
Attentively listening, while taking some minor notes.
Cognitive behavioral theory.
Good listening skills.
Social work intern: How long ago did you make this complaint?
Intuitively thinking
Maintaining eye contact with the client.
Effective engagement with the client.
Client: This was about a month ago, and for the previous one
week I have been camping here to at least get a solution.
She seemed to have wandered off for some time as she tried to
count using her fingers.
Wondering how this could be the case since the office is never
left unattended.
Practice theory.
Social work intern: We are sorry for the delay. We’ll see to it
that something has been done.

3. Nodding her head lightly (up and down movement)
In a smooth apologetic tone, while noting something down.
Social behavioral theory.
Client: Okay. How soon can you, therefore, take a look at this
case? The little boy is in a really bad state from all the physical
torture and needs urgent medical attention.
She seems not to be satisfied with the response. She feels
something should be done ASAP.
In shock due to the situation of the boy.
Systems theory.
Social work intern: The case is now our priority. We will start
the required procedure to see through that the boy is in safe
hands and receives medical attention as well.
She wore a smile as she heard this.
Glad and happy that she could be of help.
Rational choice theory.
Problem-solving skills applied.
Client: Thank you. I appreciate the role you, as an institute,
play in Georgia.
Seemed content with the promise of getting something done
regarding the issue at hand.
Smiling.
Respecting and appreciating the work of the institute to the
society.
Social work intern: Thank you too. It is with such information
that we are able to serve the people of Georgia better,
improving the society one step at a time.
Smiling.
Grateful.
Effective communication skills generally applied.
Interpretation of the dialogue
The dialogue was a complaint brought forth by a client about a
neglected child in foster care. The client was specifically
concerned with the health of the child. A social practice theory
in close relation to this situation is systems theory. According

4. to Garthwait (2017), systems theory “describes human behavior
in terms of complex systems”. In relation to this theory,
members of the society are directly involved in resolving a
problem. My client, from the dialogue above, was concerned
about a member of the community and sought to find help.
My reaction
The situation gained my attention, especially because the boy in
foster care was little. Under no circumstance should any
individual experience such torture (Laureate Education, 2013).
The situation left me gloomy for the rest of the day. I was
unable to rest until I received confirmation that the required
procedure has started.
Social work practice skills present during the dialogue
As a social worker, it is important to illustrate some practical
skills to ensure that we effectively serve our clients. In the
dialogue above, I applied a number of social work practice
skills. To serve the clients better, I listened effectively and
attentively. With the implementation of active listening, I
establish trust and respect with my clients. Another skill
implemented is effective communication. Interacting with
different individuals forces social workers to always be
transparent while communicating with them. It was important
that I was clear when communicating with my client to ensure
that I receive the information he/she intends to pass through
(Garthwait, 2017).
References
Garthwait, C. L. (2017). The social work practicum: A guide
and workbook for students (7th ed.). Upper Saddle River, NJ:
Pearson.
Laureate Education. (Producer). (2013). Legal considerations
[Audio file]. Retrieved from https://class.waldenu.edu

5. 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 say
where client was seen.
2. Purpose and Goalfor 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

6. outburst, etc.
5. The Student's Feelings and Reactions to the Client System
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 below). 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 partializing”
7. Supervisor/field instructor comments (in the table below)
This requires the field instructor to provide review and critique
of the student’s dialogue with the client system, skill
identification, and interpretation of the client interview.
8. 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-M)
9. Future plans. The student should identify any unfinished
business and/or any short/long term goals.
Process Recording Template
Student Name: Date of
Contact:
Session number or Contact number:
Location of the client interview:
1. Description of Client System (race/ethnicity, age, gender,

7. employment status, education-level, ability status, military
status, immigration status, marital status, household
composition, religious affiliation):
1. Presenting Problem (Most people can tolerate a certain
degree of hardship or physical/psychological discomfort before
seeking help. What is the
reason/problem/condition/circumstance/situation that motivates
the client system to seek professional help from your field
agency?):
1. Purpose of Session (Why is the client being seen by you at
this time?):
1. Objectives/Goals of this session (What do you intend to do
during this session to help the client system:
1. Centering (What did you do to be present in the moment with
the client system – breathing activities, progressive muscle
relaxation activities, mediating, praying, grounding activities,
self-talk, removing distractions from the environment (e.g.
turning ringer of telephone to vibrate/silence, silencing
notifications from digital devices, turning on a white noise
maker, setting the temperature to a comfortable setting, so
forth).
1. Preparing (What did you do to prepare yourself to deliver
competent practice with the client system during the
interview?):
1. Orienting: (What information do you need to provide to
inform the client system of the agency services, expectation for
client sessions, average number of sessions, length of sessions,
and location of sessions?):
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
3). Verbatim Dialogue/Content
4). Assessment of Patient/Client
5). Student Feelings/Thoughts/Reactions
6). Identify Practice Skills/Theory/Conceptual Framework Used

8. and/or thinking about using
Supervisor’s Comments
Type the dialogue based on what you recall the social worker (if
you are shadowing) or what you (if you are leading the
interview) and the client system said into this column
Type the nonverbal or unspoken behaviors that you observe the
client displaying throughout the client interview. This may
include behaviors of fidgeting, wringing hands, downward
glaze, incessant shifting in seat, etc.
Type what you are feeling, thinking, or experiencing throughout
the client interview. This includes the intrapersonal dialogue
(mind chatter) that you may experience while listening or
speaking with the client. Examples of this would be racing
thoughts, daydreaming, intrusive unrelated thoughts “what am I
going to eat for lunch?”, “am I prepared enough to help this
client?” or experiences of strain or stress in your body to name
a few things.
Using the client description handout worksheet and your social
work textbooks, list all of the social skills/techniques/practice
theories you displayed with each comment to the client. Client
interviewing is an intentional and systematic use of skills to
engage, solicit information, and direct clients through the
change process.
Social work intern:
Client:
Social work intern:

9. Client:
Social work intern:
Client:
Social work intern:
Client:
Social work intern:
Client:

10. Social work intern:
Client:
Social work intern:
Client:
Social work intern:
Client:
Social work intern:

11. Client:
Social work intern:
Client:
Social work intern:
Client:
Social work intern:
Client:

12. Add rows as needed to represent the entirety of the client
interview by placing mouse pointer beside the left edge of the
last horizontal line in the row to reveal a encircled plus sign
that adds rows.
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 challenges presented during the session?
D. What was accomplished during the session?
E. What concepts or theories or interventions did you apply?
And what were the results--what worked and what didn’t given
the socio-cultural context of the client's presenting problem(s)
and underlying issues?
F. Explain how your interpretation of what occurred in the
dialogue relates to the week’s lesson (ie. Week #2 –
Confidentiality, Week #4 – Role of Supervision, Week #6 –
Legal Considerations, Week #8 – Use of Self)
G. A summary of the student’s impression:

13. H. What questions do you have for your field/task instructor(s):
I. Field instructor’s overall impression regarding student’s
display of social work skills, use of social work practice
theories, and areas of improvement to be addressed during
supervision:
7). Future Plans
A. What unfinished business remains at the conclusion of the
client interview?
B. What are the general and specific tasks to be completed for
future work with the client system? Who will complete each
task?
C. If the client system needs additional services, what referrals
will you make?
D. If you will no longer work with this client systeam, what are
the steps you completed for service closure (i.e. termination)?