Columbia Univ. School of Social Work: Student Social Work Process Recording Handbook, Schemes and Mind Maps of Social Work

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COLUMBIA UNIVERSITY SCHOOL OF SOCIAL WORK Department of Field Education Handbook for Student Social Work Recording 3 Contents Overview of Process Recording 2 Logs 4 Direct Practice, Clinical Practice and AGP&P (when indicated): Sample Process Recording: Narrative Model #1 9 Sample Process Recording: Narrative Model #2 14 Narrative Process Recording Outline 18 Sample Process Recording: Narrative Model #3 19 Sample Process Recording: "Verbatim" with Columns #4 22 "Verbatim" with Columns Outline 27 AGP&P Recordings 29 Model 1-A: Process Recording (Verbatim Model) 36 Model 1-B: Process Recording (Narrative Model) 44 Model II: Reflective Journal 47 Model III: The Project Log 49 Social Enterprise Administration Recordings 51 Sample Logs 54 Policy Practice Recordings 58 Sample Products for Portfolio 58-61 Reflective Log Entries 58-61 6 VIII. Requirements for Process Recordings A. Students must complete two to three full process recordings per week. Keep copies of all process recordings for yourself. B. Process recordings must maintain confidentiality. All clients should be identified only by initials or a pseudonym. C. Students must submit copies of their process recording weekly to their field instructor. D. Process recordings should be discussed in supervision after the field instructor has read them. E. Once a month students must submit one or more process recordings to their field advisor for review of the learning process. F. Practice courses also frequently have assignments that involve submission of process recordings. See individual courses for expectations. IX. Practical Concerns A. How do I remember all that stuff? Although your recall will improve as you have more experience, the purpose of process recordings is not perfect recall. All interactions are reconstructed in the reporting process. Your impressions of significant events are most relevant. It can help to write notes of the interaction after the session. If you want to take notes during the session to remember factual information, you must clear it with your agency and field instructor, as different agencies have different policies about this. B. How much should I tell? The more information you are willing to provide, the more opportunity you will have to learn. Omitting or changing the process to fit what you think is your field instructor's expectation is not helpful. Everyone makes mistakes in this kind of work, even experienced practitioners, and it is in examining your mistakes that you will generally learn the most. C. Should I type or hand write? This again is up to you and your field instructor and field advisor. The legibility of your handwriting is a factor, as is accessibility of a computer. D. How do I respect confidentiality? Omit all names but yours from process recordings. Do not leave process recordings in public areas where other clients or agency staff has access to them. X. Groups, family sessions and committee meetings may also be the subject of a Process Recording. Record verbal and non-verbal behaviors engaged in by specific members of the group. Guide your observations by the statements and questions included below. Focus on the process that emerged in the meeting rather than on the content of what is said. A. DESCRIPTION OF THE SETTING: context, type of group/meeting B. STRUCTURE: How does the group organize to accomplish its task? 7 What group rules emerged? What leader behaviors are displayed? How are decisions made? How is information treated? C. CLIMATE: the psychological/emotional atmosphere of the meeting. How are feelings (as opposed to points-of-view dealt with? What non-verbal behavior indicates changes in the climate? How do members' voices denote feeling tone? D. FACILITATION: How do group members influence the development of the group? Does the group process or run itself? What group building behaviors (bringing in silent members, harmonizing conflict, reinforcing participation, etc.) are utilized by whom? E. DYSFUNCTION: What behaviors emerge that hinder the accomplishment of the group's task. For example, what anti-group behaviors (blocking, recognition-seeking, dominating, withdrawing, etc.) are seen? What communication patterns develop that is dysfunctional to the group task? F. CONVERGENCE: How does the group move from independence to collective judgment? What behaviors promote agreement? What consensus-seeking behaviors are observed? What false consensus behaviors (such as "me too," "I'll go along with that") are displayed? G. ASSESSMENT OF THE NEXT STEPS: What possible next steps would be recommended? What changes or plans might be feasible? XI. Logs may be used for more Macro Level assignments: A. Brief description of the assignment--a few sentences providing background, origin, and context of the assignment. B. Task Plan--the assignment purpose and need being addressed, "steps" or primary activities required to complete the assignment listed in the order in which they will occur with the project completion dates (e.g. MBO, GNATT chart, PERT may be used). Resources both from within and outside the agency which must be obtained to complete the project. C. Obstacles--initial ideas about the problems anticipated. D. Progress summary--a detailing of activities completed and progress achieved to date. E. Student assessment of activity--questions raised in the process of attempting to complete tasks, associated apprehensions or uncertainties; retrospective evaluation of practice and observations about how it might have been improved F. Agenda--questions, issues for discussion in supervision. G. Subsequent entries: The following format may be utilized for assignments which are in progress and for which an initial description and task plan have been submitted in a previous entry. 8 H. Brief assignment description--a few sentences providing background, origin, and context of assignment. I. Activity Summary--a description of primary project activities completed during the week; and identification of problems or barriers encountered. J. Revised Task Plan--modifications in task plan and timetable as a result of problems encountered or experience gained during conduct or work. If there is a major revision, a new plan should be described. K. Student assessment of activity- (as above). L. Agenda- (as above). 11 Then he returned to his daughter, muttering that she wanted to send them to a nursing home. She didn't even have room for her own parents. I told Mr. B. that it was too soon yet to make plans for their discharge, we had to wait to see how quickly they healed. I said I didn't know if they would be able to return to their own home -I hoped so, because I knew they both wanted to do so very much. If that was not possible, then we'd deal with that too. In either event, I was going to be available to help them sort out their plans and help them deal with any problems they encountered with discharge. Mr. B. seemed somewhat reassured--at least he didn't look angry. At that point, an aide came in to take Mr. B. to his p.t. session. I told him I would see him after the session to say good-bye and I remained in the room with Mrs. B. I moved over to stand by her bedside, and we talked for the next 10 minutes or so. Some of the conversation was about trivialities, some about her background as an Englishwoman, some about her daughter's education and career. (During this conversation, we were interrupted by the nurses who had to put drops in Mrs. B's eyes. I did not feel so flustered by a nursing interruption as in earlier meetings, and we continued our conversation after they left.) I wanted to touch base with Mrs. B., feeling uncomfortable that the conversation among the three of us was difficult with the shouting, repetitions, hard stares, etc. She was important too, and despite the physical impairments, perhaps the more dynamic of the two of them, and I wanted her to know that I regarded her as capable and intelligent. She asked me whether or not I was a social worker, and I said yes, and she asked what school I went to, and I told her. She said she had heard of Columbia. She said, you know, I don't know if it does any good to talk about your problems and how you feel, but I think maybe it does. I answered what sounded to me like a hope, a question, and a challenge all in one, that I thought it did help me to talk about what was troubling me and that I thought that was true for a number of people. Also, I said, that sometimes talking about difficulties leads to new ways of looking at them and maybe even ways of solving them or at least dealing with them. She nodded and smiled at me. I told her that I would leave my card with my name and phone number with her, and if she or Mr. B. should want to talk about difficulties, if they were upset or feeling worried about their future plans, they could call me and I would also come talk to them a couple of times a week. At this point Mr. B. returned from p.t. He turned to me and said, I need a straight answer to a question. How long are we going to be here? I told them that I did not have the medical knowledge to make an expert judgment about that, but that I knew from discussion with medical staff that he and Mrs. B. were expected to be at the center for 2-3 months. I said I could not guarantee that time period; to some extent it depended on their rate of recovery. But that was our best guess at this point. Mr. B. sighed, with relief, apparently, and said "That's not so bad. I was 12 afraid it would be much longer." It's always harder he said, not knowing. I agreed that that was very difficult. I added that I understood how important it was for them to have an idea about their length of stay here. I told Mr. B. about the card I had left with Mrs. B., my availability to discuss their feelings and concerns, and said good-bye. I returned to my office where 5 minutes later the phone rang. It was Mr. B. and it had occurred to his wife as they were talking things over that they might be separated at some future point. She was very upset, he said; he himself sounded shaky. I told them I would come back to their room to talk to them, which I immediately did. Their concern was that Mr. B. would be ready for discharge before Mrs. B., since the severity of her injuries was so much greater. Then, she might be in Long Island, and he might be in New Jersey. I told them I could understand how upsetting that thought would be to them. Then I said that, again, I couldn't predict rates of recovery, but that what I could do was work with them to try to arrange things in the best way possible. If Mr. B. was ready to go home and Mrs. B. was not, then we would explore the possibilities of Mr. B. remaining temporarily in town--or of Mrs. B. at that juncture moving to a facility in New Jersey. I didn't know what the possibilities were, but if there were such a need I would work with them to see what we could do. They seemed reassured. Again good-byes were said, we scheduled another appointment, and I left the room. Impressions The couple seems comfortable with my presence, and I attempted to make somewhat clearer today the kinds of concerns with which I can deal. Today Mrs. B. seemed quite sharp, witty, less frightened and Mr. B. was somewhat depressed. Tears were very near the surface today for him and any touching upon the areas of loneliness or disappointment with his only child triggered those tears. The two seem very close to each other and very supportive of each other. I think the B's would benefit from continued opportunities to discuss their present and future situations. Also, the information gathered from these meetings could be very useful in assessing how realistic are the plans that the B's propose for their discharge. Generally, I felt this interview went well. Hopefully, I will become more skilled at dealing with the difficulties posed by Mrs. B's hearing incapacity and more confident in focusing the conversation in helpful ways. I am still suffering from uncertainly regarding my role and uncertainty regarding the aging - i.e. degree of frailty, etc., my own fears--(to be infirm, to be unable to hear, to have to rely on my child to do for me.) I wonder if Mrs. B. is angry with her husband for his role in the accident. 13 I don't know how to respond and help when they complain about their daughter or the doctor, especially since they may be neglected and I feel upset about that. I would also like to discuss future plans. 16 At this point Mark was screaming and cursing. When I hung up, he said that I was an f' bitch and that he did not want me as his social worker anymore. He said he wanted Ms. Loya back and that he did not want to talk with me anymore. He told me I was not his friend and that he did not do anything wrong. I told him that he was going to Transition because he left the classroom without getting permission from his teacher. He said that was bullshit that I did not even ask his teacher. He was crying and every word out of his mouth was the "f" word. He was yelling at me and the man. When Transition got there, he told him he was not going. The worker told him he was and Mark said he would go with him. He held his hand and they left. This interaction was very intense and I had never seen him so angry and upset. How did I feel? Very dumbfounded and astonished at what had occurred. I could not believe that he had turned around in his personality so quickly. I was so shocked at the language that I had just heard and the anger had come fr0om a thirteen-year-old boy. I also felt badly that in some way. I was to blame for this and that I had let him down. I basically felt horrible. I felt like I had lost any engagement that I had made with him and that he would never trust me again. Along with this, I felt like I needed to do something, even though there was nothing I could do at that point. I had never experienced anything like that before so it came as a big surprise. I guess I never really thought that he would curse me out, even though I had read and heard that he has a bad mouth and gets very mouthy. I was not sure what to do and the staff meeting had been canceled, so I had time to really think about what happened. Around three, there was a knock on my door. In came Mark who apologized to me. My first reaction was to ask him if anybody know he was there. He said yes, that he was at the Health Center to get his meds. I told him we could talk about this on Friday during our session. He also asked if he could borrow one of the drawing pencils that I had brought in. I politely told him no, maybe another time. I said this because I did not want him to think that I would reward him for his behavior that had occurred only a couple hours earlier. When he left, I questioned if maybe I should have pushed to talk about it then, but I thought it may have been better to give him some time to think about things. Assessment of the Client/Assessment of your Own Work I am beginning to learn that I cannot think that everyone is going to respond to me right away. I also know that I am going to have to mend the rapport that Mark and I had begun to establish. I realized how much anger he has and that he does not know what to do about it. I also think that I need to keep the session focused right from the start and then maybe allow him to talk freely and draw for the last five or ten minutes. But, I noticed that he talks more when he is doing something, so I am not sure that this would be beneficial. I am not sure how I can get him to talk about everything and I do not want him to get the same way when I try to. I feel I may need a different way to approach and 17 engage him in the matter. I also saw how angry he can get when he does not get his way. He can say very hurtful things to people, not caring because he just wants them to be upset. Next Steps I believe it is imperative to talk about this with Mark and work to mend whatever needs to be fixed. This is a good way to talk about dealing with anger in a healthy was. We could use this as an example and talk about what he may have done differently to address his anger. He has to learn that there are people you should respect and that there are rules that need to be followed. I am just not sure how we can bring this up, but I know that he is fully aware that this is gong to be our main topic of conversation. 18 PROCESS RECORDING OUTLINE Narrative Model Student's Name: Date of Interview: Client's Name (Masked): TUNE IN (THINKING/PLANNING BEFORE THE INTERVIEW): FOCUS FOR WORK/CONNECTION TO OVERALL PURPOSE: CONTENT OF INTERVIEW: ASSESSMENT OF THE CLIENT/ASSESSMENT OF YOUR OWN WORK: NEXT STEPS: 21 to plan next steps. 4. I think I ought to call Milly's mother, but I don't know what to say since we didn't talk much about Milly or his note. 22 Sample Process Recording #4 "Verbatim" with Columns Narrative Gut Level Feelings Analysis Supervisor's Comments Krystal and I are seated on my office floor, making a journal. In this journal, Krystal can record her feelings about her frequent temper tantrums, what triggers them, and how she feels after. J: So, Krystal how was school today? K: OK. I learned why the I feel bad for Krystal--no kids tease me. child should have to be teased. J: Why? How stupid! I learned in I keep using open- class "how" is better than ended questions. "why." K: Because they are jealous of me. I heard them talking during lunch about me. J: What did they say about you? K: They said that they Krystal is very mature to didn't like me because I have realized that children was the teacher's pet. often tease others because of jealousy and their own insecurities. J: What kind of things do you do that would make them feel that way? K: I help the teacher clean up the classroom and wash the board sometimes. J: But that is a very good thing to do. Do you think you might stop helping the teacher because of what the kids say? K: No-I feel better about 23 going to school now that I know why I get teased. J: I am glad you are more comfortable with going to school. I am very proud of you for realizing that sometimes kids tease out of jealousy. K: They also tease me about my clothes. J: How does that make you feel? K: Sad. I can't help it if I have bad clothes. I don't have money to spend on clothes. J: Do you wish you had more money for clothes and other things you want? K: Sometimes. I really wish I had enough money for a kitten. I really love cats! J: So do I. What do you like best about them--they are friendly, soft, what is it? K: They are cuddly and cute. J: Have you ever had a kitten before? K: Yes, but we had to give Oh my God! Hasn't this her away because the girl had enough landlord said we couldn't disappointment in her life? keep her. But, my dad said when we lived on 47_______Avenue in _____ that I could get another one if I behaved. J: You said you don't have a kitten now, does that mean your dad thinks you 26 can talk to him about his established relationship lying and how it makes you feel. Is that what you want? K: Yes. Thank you. 27 PROCESS RECORDING OUTLINE "Verbatim" with Columns Student's Name: Date of Interview: Client's Name (Masked): Narrative Gut Level Feelings Analysis Supervisor's Comments 28 Narrative Gut Level Feelings Analysis Supervisor's Comments ASSESSMENT OF THE CLIENT/ASSESSMENT OF YOUR OWN WORK NEXT STEPS THAT YOU PLAN TO DO/QUESTIONS 31 b. Feelings that emerged c. Analysis- including case to cause issues that emerge. d. Field Instructor’s comments 6. Impressions/Assessment of client 7. Assessment of session/work 8. Planning/Next steps 9. My agenda 10. Future considerations/questions See Model I-A. The Process Recording (verbatim) Attached The Process Recording (Narrative Model) 1. Student Name 2. Date of Interview 3. Client Identifying/Background Information 4. Purpose/ goals of session 5. Narrative of session (entire or excerpts) 6. Impressions/Assessment of client 7. Assessment of session/work 8. Planning/Next steps-- including case to cause issues that emerge. 9. My agenda 10. Future considerations/questions See Model I-B. The Process Recording (narrative) Attached II. The AGP& P Reflective Journal The AGP&P Reflective Journal, described below, is designed to be used in an ongoing fashion. Its purpose is to help AGP&P students integrate the varied dimensions of social work that they are called upon to perform in responding to clients' concerns. To assist AGP&P students with integrating their AGP&P practice in its many, interrelated forms, CUSSW requires its AGP&P students in field placements to write reflectively and regularly about their practice. AGP&P integrates direct practice with individuals, families and groups; the assessment of the needs of populations, groups and neighborhoods; program planning; program evaluation; supervision; community social work; advocacy; the creation of coalitions; and the evaluation of the efficacy of social work practice and programs. There are two types of reflective journals—from case to cause and case and cause. The second type will accommodate students learning the AGPP model when their direct practice and programming experiences are not directly related. A field instructor may want to begin by assigning the student Process Recordings. Then, sometime later, may want to shift to the format for reflective 32 writing on field practice that is suggested below, the AGP&P Reflective Journal. Or the field instructor may choose to design, together with the AGP&P student, another format for reflective writing on integrative AGP&P practice that suits well the agency's context, pace, and activities. Or the field instructor may prefer to start with the AGP&P Reflective Journal at the beginning of the field placements. One suggestion concerning the format of an integrating writing tool follows. If it is off the mark for the student and setting, another should be assigned. Contact the field advisor assigned to the agency by the School of Social Work at Columbia University if help is needed in devising the best format for the student and situation. In a given week, a student should write both process recordings and a reflective journal. The reflective journal could be an assignment to be done along with process recordings. Some field instructors may prefer to use process recordings, instead of the reflective journal, with a particular student at certain points of the year or throughout the year. If so, that's fine with us at the School. Usually students will do both until they move, later in the year to the logs. Second year students should generally not be required to do more than one or two process recordings per week. One Possible Format: THE AGP&P REFLECTIVE JOURNAL Keep a reflective journal (in a loose-leaf binder, spiral notebook) in which you: 1. Briefly summarize cases from process recordings to ground your move from case to cause. 2. Write a narrative of salient moments, activities, or events during this past week in your work with clients and colleagues and in your work on programmatic assignments. a. Compare your direct practice with your programmatic work b. Discuss the case to cause or case/cause parallels emerging in your work c. What have you learned from these tasks that you can apply to new situations; what is transferable d. What would you have done differently based on what you now know e. How does this all relate to the overall assignment? 3. Examine next steps in terms of programmatic tasks. a. What opportunities for programming are suggested by your work that would benefit your service users. b. Identify and discuss any emerging program needs that you may identify c. Have you identified areas or issues that suggest a needs assessment d. Discuss next steps of strategies for work. e. Discuss possible obstacles and alternatives that need to be considered. 33 f. Discuss your plan and timetable 4. Create an agenda for supervision from the issues presented in your reflective journal. a. Identify the skills have you used in the past week in your different levels of work b. Discuss the strengths and weaknesses you have observed about your use of self in both your direct practice and programming work. c. Reflect on the conscious use that you have made of your professional self in the moments, activities, or events you have identified. Pay particular attention to your best uses of self and those you would like to improve over the year. d. Comment on any parallels that you notice between your way of working with clients, your way of working on programmatic tasks, your way of working with colleagues, and your use of supervision. e. Comment on any contradictions that you notice between your way of working with clients, your way of working on programmatic tasks, your way of working with colleagues, and your use of supervision. f. Invite and incorporate feedback from the supervisory session. g. Reflect on what you have learned and discovered about yourself, the people you have worked with and the activities you have participated in. See Model II: The AGP& P Reflective Journal Attached. III. The Project Log The third kind of writing, the Project Log, which follows, is an assignment intended to help students plan, begin, and monitor periodically, the development and implementation of programs or projects. Once a project is identified, a Project log should be used to track the course of the work done on that project. For each project, a separate project log should be kept. We propose the particular formats that follow as suggestions only. Field instructors may, at any point, use substitutions for the proposed models. Many field instructors may want, for example, to begin with process recordings and then shift later to the format of the reflective journal and/or the project log as students are spending more of their time developing and implementing their programmatic assignments. One possible format: The Project Log 1. Describe in brief the task to be processed in this log entry. Specify your particular interaction/intervention. a. Why did you choose this one? b. What led up to this week's development? For example: 36 Model I-A: Process Recording (Verbatim Model) Social Work Intern Name: ________________________________ Date: ___________________ Identifying/Background Information Client: A, 17 y/o, female, born in the United States, first language is English (fluent in Spanish—both written and verbal), lives with her mother and older sister in a two bedroom apartment, both caretakers receive public assistance appeared very distraught, concerned, and anxious Referral Source and Reason: Services were self-selected by client; in need of counsel in regards to possible medical situation Location of Session/Event: Counseling office Date of Session: September 17, 2007 Purpose/Goals for the session SWI’s Session Purpose: -Engage client; Continue to develop a counseling relationship -Identify areas of strengths of and challenges faced by client -Discuss client goals and objectives Client’s Session Purpose: -Discuss possible medical situation -Explore possible options concerning medical situation Verbatim transcript (entire session/excerpt of session) SWI’s feelings, thoughts Analysis- Include case to cause issues. Sup’s comments, feedback A: I am mad stressed! I was a bit concerned b/c A had an extremely troubled look on her face. N: What’s going? 37 A: I may have a problem. She rubbed her stomach as she said this. N: What’s the problem you think you may have? I think she may be pregnant. In my head I was thinking, “Oh my Gosh. She cannot be pregnant. She is only 17 and a bit immature!” I notice that this is the third pregnant student this semester and begin to wonder if a group could be developed for support and information. A: I think I am pregnant. N: Why do you think you may be pregnant? Have you taking a pregnancy test? A: No. I can’t go to my doctor b/c I don’t have my card yet. Plus, I am not going to my doctor. My mom and my sister go there. Mom is very traditional and religious. A and her sister have a good relationship. I need to probe this connection a bit. N: Have you ever heard of the __________ Clinic? A: No. What’s that? N: It is a clinic that you can go to and you don’t need a Medicaid card. It only cost $5. Would you like the information? A: Yeah. N: How do you feel about this? I can only imagine how she is feeling. Her face is telling a lot. She looks stressed, disappointed, and scared. 38 A: I’m stressing out. I cannot be pregnant! N: This can be an extremely stressful thing to deal with, especially someone your age. I wanted her to feel that I understand that she is in a scary and stressful situation. A: I really messed up! What am I going to do? She needs to know all options available to her. N: You don’t know for sure yet. Do you have time tomorrow before classes to go to the clinic? I could tell by her tone and facial expressions that she was blaming herself. I really didn’t know how to ease that for her. A: Well, I don’t really want to go yet. I haven’t missed anything yet. I’m just scared. N: What makes you think you may be pregnant? I am hoping she is not pregnant. This will be a hard situation for her and her family. Neither her mother nor her sister work and she does not have the financial ability or stability to have a child. A: I just have that feeling. I’ve been getting headaches and feeling really sick and really tired. I won’t be late until next week. Should I wait to take a test? N: If you think you’re not late you can wait until next week and 41 moments?” judging her. A: No. N: Would you like some? A: You have some to give me? N: Yes I do. Keep them with you and if the situation comes up where you need them you will have them. I hope she uses them! A: Do you think I am a bad person for not wanting to keep it if I am? N: No, not at all. Like I said before, this can be a hard situation to be in and you have to make the best decision for you. You can’t make decisions for other people or based on what you think other people may think of you. And I know that is a hard concept to grasp, especially being 17. But, you have to make the decision that is best for you and one that you can live with. It is hard. I cannot tell you not to worry and everything will be okay. I am going to tell you the truth, give you as much information as I can, and be here when you need someone to talk to no matter what decision you make. A: Ok. I guess I have a lot to 42 think about huh? N: Yes. There are things you have to definitely think about. I am not going to tell you not to worry and stress over the next week, b/c I know you are going to, but try not to let it overwhelm you. If you find yourself really stressing next week where you can’t focus come and talk to me so we can discuss next steps. How does that sound? A: I’m going to try, but I don’t know. N: That’s all I am asking you to do, is try. Impressions/Assessment A responded well to the session. She is often abrasive and confrontational when discussing personal topics, but there has been progress. This was not our first meeting and she felt comfortable enough to come and share this with me. At first she was very tense, but, by the end of the session, though still stressed, she was a bit more relaxed. I am very worried for A. I am concerned about her age and maturity level. A has a very strong personality. She is able to communicate her feelings without much probing. However, A does have challenges in establishing healthy relationships. She is extremely trusting of men in particular and at time does not use good judgment. The session went well. The first goal was achieved. However, due to the client’s objective for session the second was not met (but will be revisited in another session). A was responsive and engaged in the dialogue. I was understanding and non-judgmental of her situation. The questioning was non-threatening and non-critical. 43 Planning/Next Steps A may go to the Clinic next week to take a pregnancy test. After the appointment, A will report back to me the results of the test. From the results we will determine the next steps to take. If she is pregnant we will discuss her options, which will include the opportunity to have a meeting with her older sister. If she is not pregnant, we will discuss safe sex practices, as well as the consequences of risky behavior. We will also discuss the possibility of A joining the upcoming “Safe Sex” discussion group. My Agenda • To develop focus groups (girls, boys, coed) to discuss topics regarding safe sex, facts and myths about sex, and teenagers’ knowledge and values around sex (Part of Needs Assessment) • Create a proposal for a student designed, implemented, and managed Sex Education Program • Collaborate with __________ Health Van personnel • Establish training sessions for “Safe Sex Educators”—students Future Considerations/Questions • Can we discuss birth control options with the clients? • If A is pregnant and decides to have an abortion should I discuss other options? • Because of her relationship with her mother and her mother’s beliefs would bringing in her family/sister be beneficial of detrimental? • The possible child’s father is also a client. If it is determined she is pregnant, how should we proceed? 46 session). A was responsive and engaged in the dialogue. I was understanding and non-judgmental of her situation. The questioning was non-threatening and non-critical. Next Steps • Determine if A will go to _____ Clinic for a pregnancy test • Determine the next steps to take after results are known • Discuss A’s options if she is pregnant • Discuss safe sex practices/consequences of risky behavior • Offer opportunity to join the upcoming “Safe Sex” discussion group Agenda • To develop focus groups (girls, boys, coed) to discuss topics regarding safe sex, facts and myths about sex, and teenagers’ knowledge and values around sex (Part of Needs Assessment) • Create a proposal for a student designed, implemented, and managed Sex Education Program • Collaborate with __________ Health Van personnel • Establish training sessions for “Safe Sex Educators”—students Future Considerations/Questions • Can we discuss birth control options with the clients? • If A is pregnant and decides to have an abortion should I discuss other options? • Because of her relationship with her mother and her mother’s beliefs would bringing in her family/sister be beneficial of detrimental? • The possible child’s father is also a client. If it is determined she is pregnant, how should we proceed? 47 Model II: Reflective Journal Date of Entry: ___________________ Summary of Cases Approximately 60% of my clients have a common theme of risky sexual behavior and attitudes. There is a representation of both males and females, between the ages of 17-22, within my client group demonstrating these behaviors. The topics range from a lack of negotiating skills, the misuse or non-use of condoms, different characterization of what constitutes sexual acts, exposure to casual sex, and multiple sex partners. Approximately 35% of my clients are parents, expecting parents, or intimately connected to pregnancies that have not been carried to term. Approximately 50% of my clients have received at least one positive result for contracting an STI and at least 2 of my clients are HIV positive. There is currently no nurse or health educator located on school premises. Presently, there is no program designated to the topic of safe sex or sex education. Through my counseling of individual students, there is a desire to create such a program and/or discussion group. Narrative of Salient moments/activities/events This week I have had sessions and held group meetings with students who share similarities in terms of their lack of safe sex education. From the information (needs assessment) I have received from my cases I have been meeting with my supervisor as well as the agency director to discuss the possibility of creating a sex education program, sponsored by the agency and utilizing school space. I have noticed that the use of my engagement and contracting skills with my clients has been very helpful in terms of those skills transferring over to my programmatic work. There are clear parallels drawn between my direct practice and programmatic work. Through discussions with key staff and case sessions I can visual how my casework/group work is influencing my programmatic work as well as how the development of the program will affect my work with my individual clients. Next Steps Through my work with clients I have determined that a sex education program may be beneficial to the clients served. Clients need education regarding safe sex practices, information on STI’s and how they are contracted, and to develop empowerment strategies. Initially, I will complete a literature review by next week on teenage sexual behaviors and attitudes, as well as evidence regarding successful programs and strategies with this population. Also, I will conduct focus groups to assess needs in the following areas: 1) the most important sex education topics to the clients; 2) the presentation approaches most suited to the population to impart the information, and; 3) the person(s) to disseminate the 48 information to whom this population would be most responsive. These groups can be held within the next three weeks during the three lunch periods. Participants will be self-selected through a referral process from agency staff. Social work interns will conduct these focus groups. Interns, from information gathered from process recordings and literature review can develop focus group questions. Because we have a significant truancy rate and many students eating lunch off campus, a possible obstacle may be students not attending the focus groups. Another obstacle we may face with the focus group is students feeling uncomfortable discussing in groups various topics concerning sexual attitudes and behaviors. Also, because space is very limited in the school, finding accommodations for the focus groups may prove to be difficult, especially if administration and staff—both from the school and the agency—are not vested in this program. Agenda for Supervision (This can be adapted to your specific assignment/agency) The skills I have utilized during this week, both programmatically and in direct practice are negotiation, contracting, engagement, developing a needs assessment, and conducting a literature review. I saw a clear strength this week was my ability to connect with both clients in terms of direct practice as well as key staff for my programmatic work. An area of improvement I feel, at this point in my educational attainment would be that I still need to get a better handle on identifying the barriers I may face while in the developing phases of program development. 51 SOCIAL ENTERPRISE ADMINISTRATION RECORDINGS Field Education recording requirements in the Social Enterprise Administration area will involve the weekly maintenance of a student log. This log serves as an instrument for student assessment of weekly activities as well as a document for discussion and consideration in weekly supervision. Two to three entries should be submitted each week utilizing the following format: Format for Social Enterprise Administration Log Entry I. Identifying Information Overall Assignment: Date of Log Entry: Specific Task to be Processed: 1. Describe in brief the task to be processed in this log entry. Specify your particular interaction/intervention. 2. Why did you choose this one? 3. What led up to this week's development? For example: -collateral contact -telephone calls -committee or other meetings -supervisory feedback II. Practice skills 1. Record what transpired, then identify which Social Enterprise Administration practice skills you worked with in this task/intervention/interaction (Describe the 3 or 4 most relevant skills). Social Enterprise Administration skills can include, but not be limited to, those involved in managing organizational processes, exerting influence, conducting interpersonal relations, designing, expediting and implementing. 2. Describe your observations of both verbal and non-verbal content. 3. Briefly analyze why you chose these particular skills. III. Assessment As an outside observer of yourself, record your impression of the 52 task/interaction/intervention. Comment on your reactions and assess your personal impact. Think about these and other reflective questions as you write this section: 1. What is my role in the organization, meeting, committee? - Is there precedent for this or is it new? - Is it understood and accepted? - Does my function conflict or overlap with that of others? 2. Did I bring both an explicit and an implicit agenda? What are they? Did others? - Are these unstated but commonly understood? - Do they accommodate systemic discrepancies, gaps in leadership, academic requirements, etc.? 3. What interventions can I perform that will result in a success ful outcome? Have I sought the support of other constituencies? - Who are my allies in this effort and what will I have to do to continue eliciting their support? - Where may the resistance come from, what forms will it take, what will be the most constructive response? - What can I do to anticipate and offset negative reactions? 4. To what extent were my goals met? - If they were not, what could I have done differently and what could I do next time to reinstate these goals? - Should the goals be amended given new information? - How do I understand/explain why my goals were accomplished? - Were there unexpected factors which contributed to this end? - Could I achieve my outcome in a more efficient/effective manner? If so, what would I have done differently? 5. How did all of this make me feel and what impact did my feelings have on my actions and observations? 6. In summary, what did I learn about myself in the context of the organization? IV. Reflective Agenda for Supervision 1. Create an agenda for supervision from the issues presented in this log entry. 2. Discuss next steps of strategies for work. 3. Discuss possible obstacles and alternatives that need to be considered. 53 4. Discuss any modifications in your plan and timetable, and the reasons for the modification. 5. What have you learned from this task that you can apply to new situations; what is transferable? 6. What would you have done differently based on what you now know? 7. How does this relate to your previous work? 8. How does this all relate to the overall assignment? V. Some Questions For Field Instructors to Think About as They Review the Log Entry: 1. Does student understand his/her role? 2. Does student know what his/her agenda is? 3. Does student perceive where his/her actions fit, as part of a programmatic goal-oriented process? 4. Does student understand the possible consequences and impact of his/her actions? 5. Does student anticipate the likely resistances to his/her actions? 6. Does student mobilize adequate support for his/her actions? 7. Does student reassess and redefine his/her objectives or agenda when new circumstances arise? 8. Does student perceive growth and gain new insights as a consequence of his/her actions? 9. Does the student understand the function of self reflection and are they able to demonstrate this in their log entries? 56 Political considerations and Obstacles While clarifying some things, David was not able to give me a definite answer on which strategy to use. He suggested I decide which one I think is best to present to BT in Central Office when he returns from Washington D.C. next week. I was hoping to get a final decision on this issue this week and not have to go through Central Office, but David made me think about the political ramifications of proceeding without first discussing it with Central Office Progress So far I have compiled a list of 32 churches and 4 religious organizations whose statements might be pertinent to the compendium. I have decided to present a strategy of developing a committee made up of representatives from NCA (critical actors) to advise us on the selection process. This should help mitigate any political problems over which statements are chosen for the compendium. Next Week’s Task Plan Get input from BT on the advisory committee idea. If this strategy is acceptable to all concerned, select advisory committee members and set up meeting. Self Assessment I am concerned that I am spending too much time alone in my office which keeps me from interacting with others who might be able to help me on the project. I want to get better at networking with others. I am becoming much more aware that I isolate as a way of handling the anxiety I feel when I have to work with others. Agency for Supervision 1) Discuss ways to network with others in the department, even when I may not have any immediate business to transact with them. 2) discuss which office I should report to next week. 3) Get feedback on whether my log entries are on the right track. 57 ENTRY ON COMMITTEE MEETING (Meeting Analysis) Assignment: Conduct Advisory Meeting on Selection Process Week of: November 21st I felt anxious and impatient as the meeting seemed to be dragging on and on. People kept asking questions or making suggestions that had already been explored. however many new and valuable suggestions kept emerging, so I allowed it to continue. In retrospect, I think my attitude was all wrong. I reflected on other advisory meetings I have attended and noticed that I tend to go to meetings thinking I have all the information and it is just a matter of dispersing it. But that is not the case. A committee meeting is really a time to bring u p issues, tell what we know, and solicit further ideas or confirmation--a crucial piece of planning. Clearly, judging by all the active participation from the committee and useful suggestions, you cannot depend on yourself to plan alone. What’s more, I have to encourage participation and be sure it happens. Otherwise, I get no validation of my own work and defeat the political purpose for calling the meeting in the first place. Instinctively, I tend to just give out information and have doing so be the last work. But that is not working together, cooperating. Nor does it give me any indication of whether I am doing my job satisfactorily. Now I am realizing that half the job of planning is soliciting, listening to, and acting on the group’s ideas--depending on them even. Now that I think about it, this is where I get edgy. I am not comfortable depending on others, which may be why I tend to go into meetings and just flatly give out information without expecting or being receptive to new ideas and input. I’m so used to working alone that bringing others into my work cramps my style. Yet, it helps me too. I’d miss so much, so many facets of the program, if I did it all myself. it’s not just these meeting either. It’s a trend with me. But, not that I see that it may be a result of the fear-of-depending-on-others phenomenon and now that I see the importance of groups process and input (the feeding-off-of-each-other phenomenon), maybe I can use this consciousness at future meetings so that I won’t have to feel so impatient with the process. 58 Policy Practice Recordings During the course of the year, students in Policy Practice are expected to have assignments that support aspects of 7 learning objectives. Each objective has its own recording requirements. (Please see the Field Education Manual for much more information on the objectives.) Learning Objectives and Recording Possibilities Learning Objective 1: Define social policy issues Sample products for portfolio: • Summary and analysis of social, political, economic attention to, and framing of a policy issue • Critical analysis of news coverage and other evidence of a policy issue over time • Summary and critical analysis of community concerns about social conditions • Stakeholder analysis Reflective log entries: Student should identify the social condition or issue to be studied and the specific steps in analysis. Student should critically reflect on which groups are affected by the condition or its solution; the extent to which their interests are organized and reflected in media and political processes; the consequences of alternative definitions of the problem for the choice of policy solutions; and the dimensions of the problem that are reflected (and ignored) in the media, formal political processes, community activities, and so on. Students should reflect on their own understanding of the problem definition process, their ability to use this understanding to influence outcomes, and areas for additional learning. Learning Objective 2: Identify and analyze prior efforts to solve a policy issue Sample products for portfolio: • Stakeholder analysis • Legislative history of program or policy area • Critical review of evaluation literature • Analysis of political, social ,economic history of a program • Evidence that analyses were used in program development, strategic plans, and advocacy efforts • Summaries/analyses of interviews • Evaluations and presentations of existing programs