Process recorder

Process recorder Order Description If the course in" rel="nofollow">instructor fin" rel="nofollow">inds that the process recordin" rel="nofollow">ing does not demonstrate expected competency and analysis, the student may be given an opportunity to redo the assignment. In this case, a new in" rel="nofollow">interview is required. Please note Important: This should help you with the first page: I would like to in" rel="nofollow">interview an 80 year old Hispanic male in" rel="nofollow">in his home located in" rel="nofollow">in Houston, Texas. He has been diagnosed with late onset Alzheimer’s. Patient is a 90 year old, Hispanic male that is a US Citizen. Patient currently resides with his wife and two granddaughters. He is under hospice care at his home in" rel="nofollow">in Houston, Texas. Patient suffers from late onset- Alzheimer’s disease. He requires round-the-clock assistance with daily activities and personal care. Patient has difficulty communicatin" rel="nofollow">ing and walkin" rel="nofollow">ing. He has difficulties controllin" rel="nofollow">ing his bladder, and bowels. There have been changes in" rel="nofollow">in the patient sleep patterns, such as sleepin" rel="nofollow">ing durin" rel="nofollow">ing the day and becomin" rel="nofollow">ing restless at night. He is prescribed and takes Exelon 6mg. Interview purpose: Identify the needs of the patient and seek resources that would assist the patient and provide assistant to relieve his wife as his caregiver. Provide appropriate care plannin" rel="nofollow">ing that will in" rel="nofollow">involve given in" rel="nofollow">information about specialized care, treatment options for dementia, respite, life goals, and wishes. Discover in" rel="nofollow">intervention that would help the patient and his wife as his caregiver. The patient his wife the social worker in" rel="nofollow">intern who is myself (in" rel="nofollow">interviewer) and my field in" rel="nofollow">instructor is present in" rel="nofollow">in the home. The template attached This is the only admissible form! Please type all comments in" rel="nofollow">into this “Process Recordin" rel="nofollow">ing” template. Submit as Word document (except where noted in" rel="nofollow">in Section VI). Guidelin" rel="nofollow">ines: 1.Interviewin" rel="nofollow">ing requires active listenin" rel="nofollow">ing, takin" rel="nofollow">ing cues from the client, usin" rel="nofollow">ing open-ended questions, and so forth. Therefore, the process recordin" rel="nofollow">ing should not origin" rel="nofollow">inate from an in" rel="nofollow">intake form that may be overly scripted. 2. You may not record the in" rel="nofollow">interview used for the process recordin" rel="nofollow">ing; therefore, pre-arrange time immediately after the in" rel="nofollow">interview to complete the form while the in" rel="nofollow">interview is fresh. 3. In advance, discuss this assignment with your field in" rel="nofollow">instructor to determin" rel="nofollow">ine requirements for consent, if needed, and in" rel="nofollow">information to in" rel="nofollow">include in" rel="nofollow">in your in" rel="nofollow">introduction if a prior relationship with the client does not exist. 4. The field in" rel="nofollow">instructor is a silent observer durin" rel="nofollow">ing the process recordin" rel="nofollow">ing in" rel="nofollow">interview. The purpose of their presence is to be able to provide constructive feedback to you based on their direct observation and to take notes that can be recorded in" rel="nofollow">in the “Field Instructor’s Comments” column. Therefore, before the in" rel="nofollow">interview, develop a repertoire of statements (1) for in" rel="nofollow">informin" rel="nofollow">ing the client of this prior to in" rel="nofollow">initiation of the in" rel="nofollow">interview and (2) for havin" rel="nofollow">ing a statement ready to redirect a client back to you if the client tries to engage the field in" rel="nofollow">instructor durin" rel="nofollow">ing the process recordin" rel="nofollow">ing in" rel="nofollow">interview. 5. Prior to the in" rel="nofollow">interview, allow time to review the followin" rel="nofollow">ing which will better prepare you for the in" rel="nofollow">interview: a. Franks, Cheryl (2009). Handbook for Student Social Work Recordin" rel="nofollow">ing. Columbia University School of Social Work b. Process Recordin" rel="nofollow">ing Handbook. Fordham University Graduate School of Social Service c. Garthwait Table 7.1 Effective Interpersonal Communication d. Students often confuse the two columns entitled “Your Reactions” and “Your Assessment.” Reviewin" rel="nofollow">ing these handbooks and the examples before your process recordin" rel="nofollow">ing will clarify how what you record is connected and meanin" rel="nofollow">ingful to your learnin" rel="nofollow">ing. These are guides only so refrain" rel="nofollow">in from mimickin" rel="nofollow">ing content in" rel="nofollow">in the handbooks to your own process recordin" rel="nofollow">ing. The process recordin" rel="nofollow">ing in" rel="nofollow">includes the followin" rel="nofollow">ing components/sections: 1. Orientin" rel="nofollow">ing Information – Information that is relevant to understandin" rel="nofollow">ing the context of the in" rel="nofollow">interview, e.g. age, ethnicity. 2. Verbatim Dialogue – The dialogue (verbal and nonverbal communication), your “gut-level” reactions, thoughts and evaluations as the in" rel="nofollow">interview was occurrin" rel="nofollow">ing, skills used, and your Field Instructor’s comments; 3. Interview Analysis – A narrative of both the in" rel="nofollow">interview process and product. Referencin" rel="nofollow">ing practice textbooks, describe your use of generalist practice techniques, that is, demonstrate in" rel="nofollow">intentional application of practice skills and knowledge. As you critically self-assess your in" rel="nofollow">intentional application of skills and knowledge, identify issues that are revealed for you (e.g. in" rel="nofollow">interviewin" rel="nofollow">ing by seat of pants rather than in" rel="nofollow">intentionally usin" rel="nofollow">ing skills, overidentifyin" rel="nofollow">ing with client, redirectin" rel="nofollow">ing in" rel="nofollow">interview due to reasons that were associated with countertransference or your own discomfort, and so forth) that represent areas to attend to in" rel="nofollow">in the future in" rel="nofollow">in order to professionally develop. To facilitate your competency, identify these and then list actions you can take for each item in" rel="nofollow">in order to address each concern. 4. Social Service Plan/Intervention Plan – This analysis should in" rel="nofollow">include a plan of action for the next in" rel="nofollow">interview session. If you will not have future contact with the client, you will still articulate a possible plan of action.