Recordings and self reflection OR process recording and CSS #1

Instructions

Students are required to identify a client who is willing to have at least two of their sessions recorded (either audio or video). A consent form for taping can be found in D2L.  For sites where recording of clients is not allowed, the site supervisor must provide live supervision and the practicum student must submit through D2L a Process Recording (in lieu of live recording) of their work in the session and a CSS form signed by the supervisor.  Audio/Video recordings and/or process recordings will be reviewed during university supervision.  For each of the recorded sessions, the practicum student is required to write a self-critique/reflective evaluation paper.  The self-critique/reflective evaluation paper should be submitted to D2L.

Self-Critique/Reflective Evaluation Paper:

Write a brief summary and evaluation of your work in this session (2-3 paragraphs).  Describe your strengths and limitations in the session, a description of the skills you used in working with this client, and what you learned about your counseling style from this particular session. Explore the ways in which your client’s interpersonal process was demonstrated within the session, as well as any transference or countertransference that emerged. Include your personal thoughts, feelings, and perceptions related to the counseling session and the overall counseling process.  Provide an assessment of how the session went and what changes you would make in order to better meet the client’s needs.  

Process Recording Outline (when necessary, in lieu of live recording):

• Client’s first name or initials (do not include client’s last name)
• Session date
• Purpose of session
• Observations: Include a general impression of the environment in which the session took place and its impact on the client.  Significant changes in the client’s appearance and surroundings of the session are important and should also be included.
• How the session began
• Brief summary, description, and observations/clinical insights about factual information discussed
• Brief summary, description, and observations/clinical insights about the feeling content discussed
• Brief summary, description, and observations/clinical insights about the client’s non-verbal behaviors
• How the session terminated
• Treatment Plan (community counseling students) or Ongoing Counseling Plan (school counseling students) for upcoming counseling session and/or interventions, e.g.: teacher contact, parent call, referral to other service provider, or specific interventions/approaches or areas to explore in future sessions.

Your grade for the recorded sessions will be based on your ability to 1) demonstrate basic counseling skills, including process/immediacy responses 2) begin and end a session successfully, 3) incorporate feedback, 4) show improvement, 5) evaluate yourself accurately, 6) demonstrate insight and self awareness into how your own issues, values, thoughts, and feelings impact the counseling relationship, and 6) reflect upon your clients’ interpersonal process dynamics, including any transference or countertransference.

If an adequate level of skill is not exhibited on the first two recordings and self-critique/reflective evaluation, you may be required to submit additional recordings/self-critiques until your skills are at an acceptable beginning level. 

Your counseling sessions will be evaluated using the following criteria:

1. Demonstration of developing skills:  
2. Are you incorporating what you’re learning in class/supervision into your session?
3. Do you have a growing level of understanding of basic skills such as paraphrasing, summarizing, reflecting feelings, and using open, non-directive questioning and a beginning level of skills such as immediacy, self-involving statements, and emphasis on interpersonal process throughout the session?  
4. Can you communicate your understanding to your client and develop a working alliance?

1. Self-Critique:  
2. Are you able to accurately assess your developing skills as a counselor? 
3. Do you have an understanding of your strengths and areas for growth?  
4. Does your critique incorporate what you’re learning in class with your personal experiences, thoughts, feelings, and reactions? 
5. Does your paper demonstrate self-awareness through self-reflective writing?
6. Is your paper well written and organized?

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