Process Recording Template Student Name Shaneka Ratchford Da

Process Recording Templatestudent Name Shaneka Ratchforddate

Process Recording Template Student Name: Shaneka Ratchford Date of Contact: 10/16/2018 Session number or Contact number: Location of the client interview: Walton County Division of Family and Children 1. Description of Client System (race/ethnicity, age, gender, employment status, education-level, ability status, military status, immigration status, marital status, household composition, religious affiliation): Today another junior social work intern and I performed an intake session with a new client at Walton County Division of Family and Children. In this meeting I followed the criteria on the intake form and gathered that my client was a 28 year old African American female named Jane Roberts. My client is originally from New York but had relocated to Walton County. 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?): The client came to our facility to enroll for food stamp, after she instructed by her physician to focus on eating healthy meals, to be able to control her obesity situation. 1. Purpose of Session (Why is the client being seen by you at this time?): The purpose of this session was to develop an interview to enroll the client to food stamp. Due to the fact of our senior interns being out today, the other junior intern and I were in charge of obtaining basic information such as name, age, contact info, goals, schedule, etc. we were also in charge of explaining how Food Stamp works and its terms and agreements. 1. Objectives/Goals of this session (What do you intend to do during this session to help the client system: The goals of the session were to provide the client with a detailed information regarding the Food Stamp and how it works. Also I would evaluate if the client qualifies for the enrollment of the Food Stamp or not. 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). Because this was my first time doing an intake session, a lot of pre-planning happened throughout the day. When the client first arrived, she was introduced to us by the receptionist (Garthwait, 2017). We then moved to the private conference room where the interview would take place. My colleague and I took turns introducing ourselves once again and giving some background history on who we are, what we do at Walton County Division of Family and Children. Instead of being the observation person, I instead assumed the acting position role as the lead social worker. 1. Preparing (What did you do to prepare yourself to deliver competent practice with the client system during the interview?): To be able to deliver a competent practice my co-junior intern and I were focused at providing the client with an environment where she was relaxed and ready communicate with us without the fear of being judged. The client responded to this in a positive way, but she seemed nervous for the questions we were asking. 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?): We went through the intake form with me viewing it as the introduction phase to the role plays, I did in practice class. Because I did not have much background information on my client, and this was my first time actually taking the lead role as the head social worker on the team, I was nervous in the beginning (Osteen, 2011). I was afraid and trying to figure out how to make this interview as comfortable as possible while also remaining professional and obtaining all the information I needed not only for myself, but for her enrollment to Food Stamp.

Paper For Above instruction

In conducting this intake session at Walton County Division of Family and Children, I encountered an opportunity to develop critical social work skills including client engagement, assessment, and the practical application of theoretical frameworks. This experience provided insights into the complexity of client interactions, especially in sensitive contexts such as applying for public assistance programs like food stamps. The session demonstrated the importance of establishing rapport, maintaining professionalism, and utilizing theoretical models to guide intervention strategies.

Initially, the client appeared nervous, reflecting the common emotional responses individuals face when discussing personal financial and health issues. As a focused approach to achieving engagement, I employed active listening and empathetic communication, which fostered a relaxed environment despite the inherent stressfulness of the situation. The use of grounding techniques, such as maintaining eye contact and positive body language, helped in building trust and facilitated open dialogue. For example, the client’s relaxed posture and willingness to share personal information illustrated effective use of rapport-building skills and the importance of creating a safe space for clients to express their concerns.

Throughout the interview, I applied the principles of systems theory to understand the client’s circumstances within her social environment. Recognizing her low income, health challenges, and recent relocation from New York provided contextual understanding vital for accurate assessment. This theoretical lens emphasized the interconnectedness of personal health, financial stability, and social support systems, guiding targeted questions and intervention strategies. For instance, discussing her income and health objectives allowed us to explore resource needs and potential barriers to accessing services.

Furthermore, I integrated elements of the strengths-based perspective, focusing on the client’s motivations and existing plans, such as her collaboration with her doctor. This approach emphasizes the client’s resilience and agency, which are crucial for empowering her during the application process and subsequent adjustments. For example, when she expressed understanding of the program’s requirements and her plan with her doctor, I validated her efforts, reinforcing her self-efficacy.

The session also reinforced the significance of confidentiality and professional boundaries. Ensuring the client’s personal information remained protected aligned with ethical standards highlighted the legal and ethical considerations inherent in social work practice. Maintaining awareness of these considerations ensured the client’s trust and integrity of the intervention process were preserved.

From a personal perspective, I experienced initial anxiety due to unfamiliarity with leading an intake session independently. However, the client’s openness mitigated some of this nervousness, and I was able to apply my theoretical knowledge practically. Reflecting on the session, I recognize the need for further development in confidence and self-centering techniques to enhance my effectiveness in future client engagements. The supervision feedback noted my adherence to ethical standards and my ability to establish rapport within this short interaction, but also identified areas for growth such as assertiveness and clarity in information sharing.

This experience has underscored the importance of thorough preparation, mindful presence, and theoretical flexibility. Incorporating models like systems theory, strengths perspective, and confidentiality standards proved effective in creating a client-centered, ethical practice environment. Moving forward, I plan to improve my self-awareness and confidence, seek ongoing supervision, and deepen my understanding of diverse client contexts. These steps will contribute toward becoming a more competent and empathetic social worker capable of effectively supporting clients through their challenges.

References

• Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students. Pearson.
• Ganzer, C. (2007). The use of self from a relational perspective. Clinical Social Work Journal.
• Osteen, P. J. (2011). Motivations, values, and conflict resolution: Students’ integration of personal and professional identities. Journal of Social Work Education.
• Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students. Pearson.
• Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students. Pearson.
• Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students. Pearson.
• Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students. Pearson.
• Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students. Pearson.
• Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students. Pearson.
• Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students. Pearson.