Human Impact On The Carbon Cycle

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Post two or more paragraphs that evaluate whether your carbon footprint impacts the carbon cycle. In this Discussion, be sure you:

  • Explain how your carbon footprint relates to the carbon cycle, the atmospheric history of CO2, and a national or global average
  • State whether you think decreasing your carbon footprint can impact the carbon cycle
    • If you agree, suggest two ways you can decrease your carbon footprint and explain how these suggestions will help
    • If you disagree, provide at least two reasons for your position
  • Include references to at least two sources outside the Required Resources
  • Cite all references in APA format

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Foundation Of Health Communication

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  • Week 2 DiscussionDiscussion Topic Task: Reply to this topic Overdue – 1 hour agoDiscussing Information with the Public
    The discussion assignment provides a forum for discussing relevant topics for this week on the basis of the course competencies covered.
    For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.
    To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
    Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates.
  • Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Complete your participation for this assignment by the end of the week.
    Read two different articles from the MMWR developed by the CDC. Complete a SOCO worksheet for each of the articles you read.
    Once you are done with the above activity, answer the following questions:

    • Was it easy to determine the SOCO for the articles you read? Give reasons to substantiate your answer.
    • What could the authors have done to more easily convey their message?

current practice problem relevant in a current agency

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Evidence based practice is essential to effective social work practice. You are required to (a) identify a current practice problem relevant in your current agency (LGBTQ+ Community Center) (i.e., working with resistant clients, engaging clients when they don’t talk much, having negative perceptions about your client, counter transference, etc.), (b) after identifying your practice problem, conduct an extensive literature search as it relates to your practice problem that provides you with a complete understanding of the practice problem.

Based on your findings in the literature, what did you discover that will help you address your practice problem? How might your research guide your work in your field agency?  After reviewing the literature/research and comparing it to the practice problem, the student is expected to do the following:

By Day 7

Submit a 1-2 pages that:

  1. Briefly;
  2. discusses the literature identifies the practice problem (The agency has been closed the past year due to COVID-19 AND clients are having a hard time opening up to counselors over the phone & zoom because they prefer in person sessions)
  3.  explains how the literature will be used to address the practice problem while engaging in the agency.

creative component.

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The Final Integrative Project consists of three components: an analytical, integrative written component; an experiential, embodied component; and an aesthetic, creative component.

 

Written Component

This is the most traditionally essayistic part of the assignment, wherein you will be using the skills practiced in the Group Inquiries to present an integrative argument for what constitutes the good life. To complete this component, you must:

· Pick two prompts from the course

· Present the main arguments for the good life that each prompt makes

· Use any contextual sources that your groups found for question three of the respective group inquiries to provide nuance, complicate, or challenge these arguments. Do not do any additional research.

· Make your own argument of what makes the good life, based on the integration of the premises and arguments that you cite.

This section will have the rough structure of the following, where each lines indicates a paragraph:

[Prompt A] argues that [p].

[Prompt B] argues that [q].

[Context a] clarifies/complicates/challenges that [r].

[Context b] clarifies/complicates/challenges that [s].

Therefore, I argue that [t].

This structure can be abbreviated like this:

p + q and r + s → t.

or,

If p and q, and if r and s, then t.

Be extra careful not to simply restate the premises of your sources for your own argument. The point of an integrative analysis is to produce new knowledge (signified here by t). If your argument has the following structure, it is not integrative:

p + q and r + s → p + q and r + s.

or,

If p and q, and if r and s, then p and q and r and s.

Don’t do this! Show me your argumentative abilities by using your sources to make a strong, unique argument t. It is handy that t is the symbol we are using here, because this argument is also the argument you want to present as your thesis. Once you have thought through each of the logical steps above, you should have arrived at your thesis. This what you state in the final sentence of your introduction, and it is what you return to after making your argument as shown above at the end of your essay.

 

Experiential Component

The next part of your assignment is to do something experiential and embodied, and integrate that experience with the argument that you made in the first part.

You should begin this section by restating your concluding argument, t. What is the good life? What do you think the good life is, based on the sources you have presented and your own reasoning? Keep this section short.

Then, you are going to report on a new experience. This means that, at some point during the semester, you need to go and do something new so that you have an experience to report back on. This should not be something from the past, nor should it be something from class. The emphasis is on a new experience. Possible experiences could be:

· Listen to a new genre of music

· Watch a new genre of movie

· Try cooking a new recipe

· Play a new game

· Try a new art practice like drawing or painting, learning a new language with an app like Duolingo, a new fitness practice like yoga or bicycling

· Go on a new walk or hike

These are all activities that can be completed without breaking COVID-19 restrictions. If you choose to do something that is not on the list, please make sure you are safe. You are encouraged to come up with other experiences! Just make sure that experience is new for you.

Once you have had your experience, you will report on it. The report should have the following structure:

In my integrative analysis, I argue that [t].

I had a new experience [e], and I learned that [u].

Describe [e]: who? what? when? where? why?

Make observations of [e]: thoughts, feelings, questions.

Expand what you learned, [u].

Integrate what you learned with what you argued before. Does your experience clarify, complicate, or challenge your argument?

Community Or Coalition Meeting Analysis

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First, take a moment to think about what is going on in your own community. Is there a new housing ordinance that the city government will be voting on soon?  Is there a proposal going before the school board that would impact families? Have you seen any notices about protests, marches, or meetings in your area? Identify a current issue or movement (e.g., Women’s March, Black Lives Matter, immigration rights) about which you would like to learn more.  This topic should be something in which you are not currently involved and therefore can observe without becoming personally invested.

local coalition meeting

Second, you will need to attend and observe a local coalition meeting, a community meeting, a city council meeting, school board meeting, information session for that movement, etc. Be sure to take thorough notes, so that you can answer the following questions.

  • Who appears to be in charge? How are leaders selected? If there are no leaders, describe the structure of the movement or organization.
  • Which stakeholders are represented? Whose interests are most prominently represented? Who appears to be left out?
  • Think about the six core values in the Social Work Code of Ethics. To what extent does this movement encompass these values?
  • Does the movement/coalition address an issue identified within the Grand Challenges for Social Work? If so, which one(s)?
  • In what ways do you believe the movement could be made more equitable?
  • If you had been hired as a consultant to help restructure, what goals would you consider to help create change? Are these goals based on best practices?

After you have attended the meeting, record a 7-8 minute presentation using Zoom or Panapto and share the link or upload it here. Create power point slides that address the key points you would like to share with your peers about what you observed.

Social Inequality In My Community Video

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Imagine that you have recently been hired to work at your local health clinic. Part of your role is to act as a social justice liaison and identify potential areas of improvement in your community.

From a social justice perspective, create a 5-minute video illustrating one example of social inequality in your local community. Address the areas below in a video medium of your choosing (narrated slide presentation, direct video, animation, etc.).

  • What the social inequality of focus is.
  • The reason why you focused on this social inequality.
    • Incidence and prevalence information, if known.
    • Impact on the person and community.
    • Social influences on the social inequality.
    • Biological influences on the social inequality.
  • What public health programs, if any, currently exist for this issue in your area.
  • Possible social justice avenues for prevention and intervention locally.

Canvas video tool

Please review the Canvas Video Submission Instructions (Links to an external site.) in order to get started. This guide will familiarize you with the Canvas video tool and review how to record your video to the classroom.

As an alternative, you may use an external platform such as Screencast-O-Matic (Links to an external site.) or PowerPoint. Please review the Screencast-O-Matic Quick-Start Guide (Links to an external site.) instructions if you prefer this option. This guide will familiarize you with the tool and highlight how to upload your video to the classroom. If you choose to use another video recording tool for your submission, please follow the guide instructions to upload an MP4 video file into your classroom using the same steps.

Important note: Please make certain you upload a video to the classroom board. A submission of a link to a video does not fulfill the submission requirements as your classmates may not be able to successfully access your video for a response. For advice and information on the dos and don’ts of webcam presentations, please review the Web Recording Do’s and Don’ts (Links to an external site.) resource.

Videos will be judged based on creativity, as well as on your ability to educate and inform viewers about the disparity identified.

  • Create your video in the classroom video tool.
  • In the Discussion Forum, upload your video to the classroom.

Health Disparities Report

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Activities In Progress To Reduce Health Disparities Report

The purpose of this project is to identify and critique activities in progress (research, intervention programs, policies, etc.) for the elimination of inequalities that directly impact health such as racism, sexism, poverty, social exclusion, substandard housing, in California.

Please use the MEDICAL and answer these questions in a  format.

 

The next section  focuses on your interpretation and research of the agency and/or program:

  • What are the strengths of the agency and/or program?
  • What are the limitations of the agency and/or program?
  • Do you think the activity they discussed will reduce the inequality?
  • What might be needed to improve effectiveness by year 2025?
  • What would you recommend to the professional for improving effectiveness on elimination of social inequality?

Include some background on the way that the inequality affects health outcomes, including any relevant medical, social, etiologic, and epidemiologic information; a detailed description of the agency, its activities, goals, and operational structure; and the professionals’ thinking on its relevance to other health outcomes.

The Role Of An Athletic Director

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Assignment 2

Please read ALL directions below before starting your assignment. You may find it helpful to print a copy and cross off or highlight as you complete each expectation. Good luck!

HRMN300 Assignment 2 – Summer 2021

 

INSTRUCTIONS:

 

· Please submit your assignment as an attachment in your assignments folder.

· Your assignment cannot be accepted via messages or email.

· You must submit to the assignment link by the due date stated in the syllabus for credit. A missing assignment will be assigned a 0.

· Respond to all three questions below on a new, blank word processing document (such as MS Word).

· Develop each answer to the fullest extent possible, discussing the nuances of each topic and presenting your arguments logically.

· In addition, include citations from the class content resources in weeks 1-6 to support your arguments.

· Each answer should be robust and developed in-depth.

· You are expected to demonstrate critical thinking skills as well as an understanding of the issues identified. Some questions may also require personal reflection and practical application Your responses will be evaluated for content as well as grammar and punctuation.

· All writing must be your original work. PLEASE do not copy or quote anything. Sources are just that, a reference. Once you locate the information, read and interpret the data. What does it mean to you? Type your own thoughts and own words. Then, include in-text citations to support your ideas. This is not a research paper.

FORMAT:

· Include a Cover Page with Name, Date, and Title of Assignment. o Do not include the original question, only the question number.

· Each response should be written in complete sentences, doublespaced and spell-checked. Use 12-point Times New Roman font with 1-inch margins on all sides. Include page numbers according to APA formatting guidelines.

· In addition, you will want to include citations in APA format at the end of each answer. Include a minimum of 3 references for each answer. References must be from class materials.

 

 

Question 1:

A) Mentoring and coaching are two different types of relationships used to develop employees. Discuss (compare and contrast) the roles of mentor and coach. How are they similar? How are they different? How are they relevant to the career development process? Do you believe these programs should be formal or informal and why?

B) Discuss your experience with or observation of coaching and mentoring. How does your organization use coaching and mentoring programs to support the talent management strategy? Did you (or would you) find them effective in helping you achieve your career goals? How so?

Question 2:

A) Imagine that you are preparing for your first performance feedback session with your employee. You want the session to be effective for the employee, so he/she will have the motivation and knowledge to improve performance. You also want to provide a valid, accurate evaluation of the employee’s performance.

· What are the steps that you would take to prepare for the session?

· What sources of data would you consider?

· Finally, outline how you would conduct the feedback and evaluation.

B) Assume the role of the employee. How would you need to prepare for your performance evaluation meeting? How would you prepare yourself to respond to any negative or constructive feedback?

 

 

Question 3:

A) Define and discuss in detail the two types of sexual harassment found in the workplace. Your answer should include the actions employers can take to create a legal defense and the actions a person subject to this type of treatment or who witnesses these actions can take.

B) Evaluate the sexual harassment policies of your organization and the role of the human resource manager. How were these policies communicated? How were employees trained? Discuss three ideas to improve effectiveness in reducing cases of sexual harassment.

 

REFERENCES TO USE:

· Mahew (n.d)  The  Strategic  Role   of  HR  Managers

· Heathfield (2021).  The 3 New Roles of the Human Resources Professional

· Mohd (2011).  The Evolution of HR

· Lumen Learning (n.d).   The Changing Role of Strategic Human Resource Management   Retrieved from  https://courses.lumenlearning.com/principlesmanagement/chapter/16-2-the-changing-role-of-strategic-human-resource-management-in-principles-of-management/

· Lumen Learning (nd).  Purpose of Human Resource Management  Retrieved from  https://courses.lumenlearning.com/suny-principlesmanagement/chapter/purpose-of-human-resource-management/

· Lumen Learning (n.d).   Recruitment  Retrieved from  https://courses.lumenlearning.com/wmintrobusiness/chapter/reading-recruitment/

· Lumen Learning (n.d).   Selection and Placement Strategies  Retrieved from  https://courses.lumenlearning.com/principlesmanagement/chapter/16-4-effective-selection-and-placement-strategies/

· Juneja (n.d).  Human Resource Information System

· Heathfield (2021).  Human Resource Information System

· Brooks (2019).  How to Select Human Resources Information Technology

· Vulpen (n.d.)  14 HR Metrics Examples

· Schneider (2018).  11 HR Metrics every Manager Should Know

· Sullivan (2017).  Top 10 HR and TA Metrics

· Society for Human Resource Management (n.d.)  Understanding and Developing Organizational Culture

· Abreu (2014)  The Myriad Benefits of Diversity in the Workplace

· Leonard (2019)  Contemporary Issues faced by Human Resource Managers Today 

· The U.S. Equal Employment Opportunity Commission’s  “Overview of the U. S. Equal Employment Opportunity Commission”  (HTML) Retrieved from:  http://www.eeoc.gov/eeoc/index.cfm  (U.S. EEOC government Web site)

· The U.S. Equal Employment Opportunity Commission’s  “Laws Enforced by the EEOC”  Retrieved from   http://www.eeoc.gov/laws/statutes/index.cfm  (EEOC government Web site listing and describing laws enforced by EEOC)

· The U.S. Equal Employment Opportunity Commission’s  “Types of Discrimination”  Retrieved from  http://www.eeoc.gov/laws/types/index.cfm   (EEOC Web site)

· Heathfield (2021).  How to Demonstrate Respect in the Workplace

· Washington and Patrick (2018)  3 Requirements for a Diverse and Inclusive Culture

· Heathfield (2019).  3 Ways your Unconscious Bias affects your Workplace

· Lumen Learning (n.d).   Perception  Retrieved from https://courses.lumenlearning.com/principlesmanagement/chapter/2-3-perception/

· Lumen Learning (n.d).  The War for Talent  Retrieved from https://courses.lumenlearning.com/principlesmanagement/chapter/16-3-the-war-for-talent/

· Lumen Learning (n.d).  Globalization and Principles of Management  Retrieved from https://courses.lumenlearning.com/principlesmanagement/chapter/3-5-globalization-and-principles-of-management/

· Chapter 6 “ Compensation and Benefits “, we discuss how you compensate individuals through pay, benefits, vacation time, and other incentives.

· Chapter 7 “ Retention and Motivation “, discusses the talent management approach—that is, how you can retain the best employees through retention strategies and motivation techniques.

· Adhyatmika, Kynam, Tantia (2011) on Driving Employee Motivation through Compensation and Benefits Retrieved from:  http://www.slideshare.net/tantia90/compensation-benefit-presentation-final   (Short graphic slide presentation about compensation and benefits)

· Lumen Learning (n.d).  Motivating Employees  Retrieved from  https://courses.lumenlearning.com/principlesmanagement/chapter/chapter-14-motivating-employees/

· Lumen Learning (n.d).  Compensation  Retrieved from  https://courses.lumenlearning.com/boundless-business/chapter/compensation/

· Rice University (n.d).  Employee Compensation and Benefits  Retrieved from  https://opentextbc.ca/businessopenstax/chapter/employee-compensation-and-benefits/

· Lumen Learning (n.d).  Employee Compensation Incentive and Benefits Strategies  Retrieved from  https://courses.lumenlearning.com/suny-principlesmanagement/chapter/employee-compensation-incentive-and-benefits-strategies/

 

Training and Developmen

 

Managing Employee Performance

 

Employee Assessment

 

· Liraz (n.d) BizMove Business Guides:  “Employee Training and Development”  (HTML) Retrieved from:  http://www.bizmove.com/personnel/m4d.htm  (General discussion about training and development)

· Heathfield (2019)  “4 Ways to Make Training and Development Pay Off ”  (HTML)  http://humanresources.about.com/od/trainingtransfer/a/training_work.htm   (General article on how to make training work)

· Springer (2011) Academic Earth:   “Protecting Human Capital”  (YouTube) Retrieved from  http://www.youtube.com/watch?v=P-fgNdk99Vw  (Short video regarding making best use of employees)

· The Importance of  KSAs (Knowledge, Skills, and Abilities)”  (2009) Retrieved from  http://www.va.gov/JOBS/hiring/apply/ksa.asp 

· Juneja (n.d).  Career Development Overview

· Juneja (n.d).  Benefits of a Career Development System

· Heathfield (2021).  Steps to Create a Career Development Plan

· Heathfield (2021).  5 Tips to Improve your Career Development

· Heathfield (2019).   Lateral Move Provides a Career Path for an Employee

· Lucas (2019).  10 Things HR Departments Do to Help Their Employees Succeed

· Lucas (2019).  How to Provide Constructive Feedback to Develop Employee Skills

· Gendron (2016)  Employee Career Development is Good Business

· Gomez (2014).  How Career Development Programs Support Employee Retention

· Wroblewski (2020).  Distinction between Employee Development and Career Development

· Ferrazzi (2015).  7 Ways to Improve Employee Development Programs

· Conway (n.d).  Managers Guide to Creating an Employee Career Development Plan

· Compa (2014)  Collective Bargaining in the United States

· Bureau of Labor Statistics (2020).  Union  M embers  Summary  Retrieved from:  https://www.bls.gov/news.release/union2.nr0.htm

· Silverman (n.d).  “How Labor Unions Work”  (HTML) Retrieved from:  http://money.howstuffworks.com/labor-union.htm   (7 page article on labor unions)

· The U.S. Equal Employment Opportunity Commission’s  “Overview of the U. S. Equal Employment Opportunity Commission”  (HTML) Retrieved from:  http://www.eeoc.gov/eeoc/index.cfm  (U.S. EEOC government Web site)

· The U.S. Equal Employment Opportunity Commission’s  “Laws Enforced by the EEOC”  (HTML) Retrieved from:  http://www.eeoc.gov/laws/statutes/index.cfm   (EEOC Web site)

· The U.S. Equal Employment Opportunity Commission’s  “Types of Discrimination”  Retrieved from  http://www.eeoc.gov/laws/types/index.cfm   (EEOC Web site)

· View this YouTube on the History of Unions  History  of  Unions

· Lumen Learning (n.d).  U nderstanding  Communication  Retrieved from  https://courses.lumenlearning.com/principlesmanagement/chapter/12-2-understanding-communication

· Lumen Learning (n.d).  Work Behaviors  Retrieved from  https://courses.lumen-learning.com/principlesmanagement/chapter/2-6-work-behaviors/

· Wilkie (2020).  Today’s Young Worker is Stressed Out and Anxious

· Folz (2018).  What to say when Investigating Sexual Harassment Claims

· Wilkie (2020).   Just Because Your Workers Feel Loyal Doesn’t Mean They’ll Stay

· Wilkie (2018).   Top 10 Ways People Get Revenge at Work

· Heathfield (2021)  Progressive Discipline in the Workplace

· Heathfield (2021)  How to Deal with a Bully at Work

· Heathfield (2021)  Workplace Conflict Resolution

 Theory – CVD Cardio Vascular Disease

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SOCW 6530 wk 8 peer responses

Respond to the blog posts of three colleagues in one or more of the following ways:

Share an insight from having read your colleague’s posting.

Validate an idea in your colleague’s post with your own experience.

MUST RESPOND TO EACH ONE SEPARATELY CITE EVERYTHING AND FULL REFERENCES

PEER 1: David Jones 

An Explanation of Potential Challenges for Evaluation During Your Field Education Experience

Evaluation occurs in different ways during the field education experience. I receive evaluation from my field instructor on my performance at the therapy office. I also evaluate the clients that I have interactions with while interning. Both of which can pose separate types of challenges. Receiving constructive criticism can be difficult for some. A potential challenge with receiving the evaluation. And criticism from my field instructor would be my inability to do so in a short period and apply it.

However, it is imperative to use this feedback to critique and affirm my own practice (Garthwait, 2017, p.36). A potential challenge that I face in my evaluation of the clients is that it may be difficult to measure outcomes in such a short amount of time. We only have 11 weeks in each semester to get involved in our client interventions and many of the circumstances require much longer than that.

An Explanation of Personal Action Plans You Might Take to Address Evaluation in Your Field Education Experience

I believe an action plan for the potential challenges faced with the evaluation from the instructor is to take notes on the information being shared and allow processing time. I write notes with questions to ensure I understand what is being said, and ask any questions I may have about improving my practice. As far as an action plan for the potential challenge of evaluating the clients, I can conduct a pre/post survey of the clients I was able to work with to see what they have learned and utilized from the class currently and again at the final weeks. I can also follow up with my field instructor after I stop interning. To see how influential I have been on them.

reference

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson.

PEER 2  Candise Mitchell

Sometimes complex social problems require complex interventions. And sometimes they respond well to simple interventions (Thyer, 2013). This simplicity also applies to social worker procedures and protocol. Being a social worker is not an easy task. It is easy to think that it consists of just talking to others. But the interventions, research. And paperwork can be more challenging than a defiant client. Within my internship I have learned a great deal regarding client care and interactions for with adults and couples regarding trauma, domestic violence, couples counseling, anger management. And self-care just to name a few. However, the challenges within my placement largely consisted of communication.

timesheets and monthly reports

There was a serious mix-up regarding timesheets and monthly reports. They were being completed but due to a lack of communication and direction. They were being sent to the wrong department. This caused a lot of tension between several departments regarding communication, time management. And organization skills. The fall through of communication was a major challenge that could have been avoided; however, it is important to understand that these challenges are teachable moments within internship placements. The paperwork has been completed and each department is happy. But moving forward I will not rely on the communication of others but conduct my own department check-ins. And communication to ensure that client cases are being reported properly.

Thyer, B. A. (2013). Evidence-based practice or evidence-guided practice: A rose by any other name would smell as sweet [Invited response to Gitterman & Knight’s “evidence-guided practice”]. Families in Society, 94(2), 79–84.

PEER 3 Seshna Ritchie

Reliable and valid standardized instruments, such as the geriatric depression scale. Are not commonly used by hospice social workers (Parker Oliver, Wittenberg-Lyles, Washington, & Sehrawat, 2009). Unlike the numeric pain scale or other tools for pain assessment supporting the nurses. Hospice social workers have not agreed upon ways to measure the psychosocial issues facing their clients. While some within the hospice social work community have developed standardized assessment tools –the Social Work Assessment Tool (Reese et al., 2006). Is one example–their adoption has been limited. The lack of standardized assessment often results in an unfocused intervention (Parker Oliver, et al., 2009).

hospice social workers

Unfocused interventions can leave hospice social workers with an ambiguous identity on the team. Unable to articulate their role in terms understood by the medical team members. And unable to determine the effectiveness of their work. And difficultly in evaluating the social work scope of work in hospice. At Infinity Hospice, data for the work social workers do are tracked through a metric system. Each time the social worker provides therapeutic emotional support. Or helps to connect the patient to community resources we document in our EMR system. The task completed. And update the metric which is measured in percentages 0-100%.

The social worker records and updates their percentages after each interaction. The issues with this type of measurement tool are that it does not fully capture the efforts done by the social worker as typically 100 is never reach by time of death. However. The company reports the data to Medicare to stay in compliance. Evaluation is done differently in hospice social work. And we do not complete individual evaluations but other documents. And records to measure outcomes overall as an interdisciplinary team that met the Plan of Care for the patient upon death or discharge.

Reference

Parker Oliver D, Wittenberg-Lyles E, Washington K, Sehrawat S. (2009). Social Work role in hospice pain management: A national survey. Journal of Social Work in End of Life and Palliative Care. 2009;5(1–2):61–74. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2814550/

Reese DJ, Raymer M, Orloff SF, Gerbino S, Valade R, Dawson S, et al. (2006). The Social Work Assessment Tool (SWAT) Journal of Social Work in End-of-Life and Palliative Care. 2006;2(2):65–95. [PubMed] [Google Scholar]

Application: Process Recordings

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my internship is with  Jasmine Trangucci-clinical social worker in private practice

A process recording is a written tool field education experience students, field instructors, and faculty use to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.

For this Assignment, you will submit a process recording of your field education experiences specific to this week.

The Assignment (2–4 pages):

  • Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.
  • Explain your interpretation of what occurred in the dialogue, including social work practice or theories, and explain how it might relate to evaluation covered this week.
  • Describe your reactions and/or any issues related to your interaction with a client during your field education experience.
  • Explain how you applied social work practice skills when performing the activities during your process recording.

By Day 7

Submit your Assignment.

Note: You should also share your process recordings with your field instructor during your individual supervision.

Note: Adherence to confidentiality is required in your process recordings. Do not include real names of clients, supervisors, or social workers with whom you may come into contact during your social work field education experience. Omit any personal identifiers when detailing the interaction with your social work clients.

Required Readings

Thyer, B. A. (2013). Evidence-based practice or evidence-guided practice: A rose by any other name would smell as sweet [Invited response to Gitterman & Knight’s “evidence-guided practice”]. Families in Society, 94(2), 79–84.

Wharton, T. C., & Bolland, K. A. (2012). Practitioner perspectives of evidence-based practice. Families in Society, 93(3), 157–164.

Process Recording

Today I met with the client and the client expressed that she was very depressed and  was experiencing severe mood swings. The client informed me that last month she increased her Lexapro  medication to 20 mg  which was done by her  last psychiatrist.   At the present time the client does not have a psychiatrist because once a year the psychiatrist rotate.  The client is very frustrated and has been dealing with depression from lack of sleep.

The client also expressed that she has been very dehydrated lately as she thinks her  lithium 1200 mg medication is causing her to be dehydrated. Client family is very concerned that it might be a side effect from the lithium medication. And client expressed to me that her father wanted her to move out but she has no place to go. She became very emotional and felt that her dad doesn’t love her. The client doesn’t have a father-daughter relationship with her dad. The client has not been happy for a long time and doesn’t know what it’s like to be happy.