Process recording workshop
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Transcript of Process recording workshop
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It Is Still All About the Relationship:
Improving Self Reflection and the Use of Process Recordings in Supervision
Mike Langlois, LICSW1158 Massachusetts Ave.Cambridge, MA 02138(617) 776-3409http://www.mikelanglois.com
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Who I AmWho Are You?A Tale of Parallel Process
Introduction
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Supervisors are often ambivalent about assigning and reading process recordings, because we don't like having extra work.
We remember our Field Experience and over-identify with students.
We are frightened of our students (their getting angry at us, reporting us to the school, being a time-suck.)
What Gets In the Way
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Supervisor need to model the expectations for profession/placement
Process recordings are ways we model clear expectations of our students, and form partnerships with them.
It is ok to tell students that we don't always enjoy reading them!
It is ok to tell students we expect them to write them.
Great Expectations
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Progress Note Clinical Formulation Process Recording Make explicit the differences “Your Self is your scalpel.”
Helping Students Understand What the PR is and isn’t
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Post-vention to meetings with stakeholders Clarify student reactions Track group process Identify allies and power brokers in the
system Strategize
Helping Macro Students
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Process recordings are narcissistic displays, our students want to be admired, recognized, understood, and inspired.
To not insist on process recordings is to say you don't insist on seeing their work, recognize it, understand it.
Supervisory struggles around commenting often reflect their own unmet supervisory needs and insecurities
A Self Psychological Perspective on Process
Recordings
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Mirroring (Reflect the Affect you see explicitly or implicitly in the PR)
Idealizing (offer interpretations, your perspective, pointed questions.)
Twinship (share a vignette, or jot a note to remind the two of you to discuss a similar experience you have had.)
A Self Psychological Perspective on Process
Recordings
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Psyche & The Supervisory Triad
Supervisor
Intern
Patient
http://allpsych.com/images/iceberg.gif
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Process recordings allow us to see and re-enact the parallel process:
Enactment: The Patient’s Words & Behavior Analysis: The Observation by the Student Interpretation: Reflections, Interventions by
the Student to the Patient.
The Parallel Process
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Process recordings allow us to see and re-enact the parallel process:
Enactment: The Writing by Student Analysis: The Reading by Supervisor Interpretation: Comments & Discussion
The Parallel Process
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Legal Pad Style
iPad Style
Style and Technology
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New Book! Available at Amazon. :-)
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Canning, J. J., & MulIin, W. J. (2008). Student process recording in practice with children. The Clinical Supervisor, 27(1), 61-75. Canning, James J., Springfield College 263 Alden Street, Springfield, MA, US, 01109-3797, [email protected]: Haworth Press. Retrieved from 10.1080/07325220802221496
Cohen, M. B., & Garrett, K. J. (1995). Helping field instructors become more effective group work educators. Social Work with Groups: A Journal of Community and Clinical Practice, 18(2-3), 135-145. US: Haworth Press. Retrieved from 10.1300/J009v18n02_11
Deal, K. H. (2000). The usefulness of developmental stage models for clinical social work students: An exploratory study. The Clinical Supervisor, 19(1), 1-19. US: Haworth Press. Retrieved from 10.1300/J001v19n01_01
Furniss, T., Bentovim, A., & Kinston, W. (1983). Clinical process recording in focal family therapy. Journal of Marital and Family Therapy, 9(2), 147-170. US: American Assn for Marriage & Family Therapy. Retrieved from 10.1111/j.1752-0606.1983.tb01496.x
Littner, N. (1974). An Intuitive Clinician But a Poor Theoretician. PsycCRITIQUES, 19(8), 616-617. US: American Psychological Association. Retrieved from 10.1037/0012895
Omand, L. (2010). What makes for good supervision and whose responsibility is it anyway? Psychodynamic Practice: Individuals, Groups and Organisations, 16(4), 377-392. Omand, Liz, [email protected]: Taylor & Francis. Retrieved from 10.1080/14753634.2010.512124
Silverman, M. A. (1987). Clinical material. Psychoanalytic Inquiry, 7(2), 147-165. US: Analytic Press. Retrieved from 10.1080/07351698709533667
Urdang, E. (1979). In defense of process recording. Smith College Studies in Social Work, 50(1), 1-15. US: Haworth Press. Retrieved from 10.1080/00377317909516529
Urdang, E. (2010). Awareness of self—a critical tool. Social Work Education, 29(5), 523-538. Urdang, Esther, 57 Dana Street, Providence, RI, US, 02906, [email protected]: Taylor & Francis. Retrieved from 10.1080/02615470903164950
References