Write A Process Recording Of A Field Education Session ✓ Solved

Write a process recording of a field education session. This

Write a process recording of a field education session. This is a written recording of a 10–15 minute conversation between a social work intern and a client who is a 9-year-old child with ADHD and aggression. This is the fourth session with this child (do not present as the first session). Complete Sections I–VII of the process recording. Provide a transcript of the dialogue that occurred during the session. Explain your interpretation of what occurred in the dialogue, referencing social work practice theories and relating it to diversity and cultural competence. Describe your reactions and any issues related to your interaction with the client. Explain how you applied social work practice skills during the session. Required readings to inform your work: Gallina (2010); Kimball & Kim (2013); National Association of Social Workers Code of Ethics (2017).

Paper For Above Instructions

Session Overview and Sections I–VII Summary

Client: "Sam" (pseudonym), male, 9 years old, diagnosed with ADHD and presenting aggressive behaviors at school and home. Session number: 4. Setting: outpatient community clinic playroom. Session length: approximately 12 minutes. Sections I–VII completed: I) Identifying information and presenting problem; II) Session goals and objectives; III) Summary of prior sessions and interventions; IV) Transcript of current session; V) Theoretical interpretation; VI) Cultural/diversity considerations; VII) Self-reflection and practice skills.

Transcript (Section IV)

Therapist (T): "Hey Sam, good to see you. Last week you said the teacher gave you some time-out. Can you tell me what happened?"

Sam (S): "He kept telling me to stop shouting, but Lucas kept poking me. I got mad and shoved him. He fell and hit his head." (Sam's voice is flat then quickens.)

T: "Sounds like you were really angry and hurt. What did you do after Lucas fell?"

S: "I ran out. Ms. H put me in time-out. Mom got the call. I don't want to go to school." (S hugs a stuffed animal and avoids eye contact.)

T: "You ran out because you felt overwhelmed. Last time we practiced a cool-down. Do you remember the 'bubble breath'?"

S: "Yeah. I blow bubbles. It works sometimes." (S breathes slowly with the therapist.)

T: "Let's try it together now. Breathe in slowly, blow a big bubble. What did you feel when you did that?"

S: "Calmer. But Lucas still laughs at me. He calls me 'space cadet'." (S looks sad.)

T: "That must feel bad. When kids tease, your body can get ready to fight. We can make a plan so you have choices next time." (T offers two visual choices: 'ask teacher for a break' or 'use bubble breath'.)

S: "I can try asking but the teacher might not listen." (S shrugs.)

T: "We will practice asking. I can help you role-play with me. Also, we’ll talk with your mom and teacher about a break card you can use." (T uses supportive praise.)

S: "Okay...can I bring my spaceship sticker if I use the breath?"

T: "Yes, let's add that reward to your plan." (Session ends with co-creating a brief coping plan and a parent-teacher communication plan.)

Interpretation and Theoretical Framework

The transcript shows dysregulated arousal characteristic of ADHD compounded by peer provocation and limited emotion-regulation skills (American Psychiatric Association, 2013). From a behavioral perspective, Sam's aggression is a learned response reinforced by escape from aversive stimulation (Kazdin, 2005). Attachment and developmental considerations also inform understanding: at nine years, children learn self-regulation through scaffolding from adults (Bronfenbrenner, 1979). The therapist used evidence-based behaviorally oriented strategies: skill rehearsal (role-play), contingency planning (reward sticker), and co-regulation techniques (guided breathing) consistent with Parent Management Training and social skills interventions (Eyberg et al., 2001; Barkley, 2014).

Diversity and Cultural Competence

Cultural and contextual factors were considered when assessing Sam’s behavior. Social stigma associated with ADHD, potential teacher bias, and family stressors influence presentation (Gallina, 2010). The clinician acknowledged cultural meaning in discipline and school responses and planned collaborative communication with the family and school rather than unilateral directives, aligning with NASW ethical principles of cultural humility and client self-determination (NASW, 2017). The intervention respected Sam’s preferences (spaceship sticker) and integrated culturally relevant motivators and school-based accommodations (AAP guidelines) to enhance engagement (American Academy of Pediatrics, 2011).

Self-Reflection and Ethical Considerations

During the session I observed countertransference of frustration when Sam minimized his role in the incident; I addressed this by focusing on curiosity rather than judgment, maintaining NASW ethical standards (NASW, 2017). Ethical tensions between honesty with the school and protecting client confidentiality were managed through informed parental consent and planned teacher communication with parental involvement (Kimball & Kim, 2013). Gallina’s (2010) discussion of conflicts between ethics and practice demands informed careful balancing of professional obligations and pragmatic advocacy for Sam.

Practice Skills Applied

Skills used included active listening, validation, affect regulation modeling, use of child-centered language, and collaborative problem-solving. The therapist used short directives, visual supports, and tangible reinforcement to match Sam’s developmental level and attention capacity (Landreth, 2012). Role-play targeted communication skills with the teacher and alternatives to aggression, consistent with evidence-based behavioral interventions (Eyberg et al., 2001; Kazdin, 2005). The therapist also engaged in brief parent/teacher liaison planning to generalize skills across settings, applying systems-level intervention (Bronfenbrenner, 1979).

Recommendations and Plan

Short-term goals: (1) Sam will use bubble breath or ask for a break in 3 of 5 classroom incidents; (2) Mom and teacher will implement a consistent break card and token reward system. Long-term goals: reduction in aggressive incidents and improved peer relationships. Follow-up will include brief role-play practice, check-ins with teacher, and parent coaching sessions to reinforce contingencies (Eyberg et al., 2001).

Conclusion

This process recording documents a focused 12-minute intervention consistent with best practices for school-aged children with ADHD and aggression. The clinician integrated behavioral and developmental theories, attended to cultural and ethical issues, used developmentally appropriate techniques, and planned systemic supports. Continued collaboration with caregivers and school staff is essential to generalize skills and reduce aggressive incidents while respecting the child's dignity and diversity.

References

• American Academy of Pediatrics. (2011). ADHD: Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Barkley, R. A. (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). Guilford Press.
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
• Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2001). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child Psychology.
• Gallina, N. (2010). Conflict between professional ethics and practice demands: Social workers' perceptions. Journal of Social Work Values and Ethics, 7(2), 1–9.
• Kazdin, A. E. (2005). Parent management training: Treatment for oppositional, aggressive, and antisocial behavior in children. Oxford University Press.
• Kimball, E., & Kim, J. (2013). Virtual boundaries: Ethical considerations for use of social media in social work. Social Work, 58(2), 185–188.
• Landreth, G. L. (2012). Play therapy: The art of the relationship (3rd ed.). Routledge.
• National Association of Social Workers. (2017). Code of ethics of the National Association of Social Workers. NASW Press.