Learning ResourcesRequired ReadingsBirkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.Chapter 2, “Socialization into the Social Work Profession” (pp. 34-61)Gerdes, K. E., & Segal, E. (2011). Importance of empathy for social work practice: Integrating new science. Social Work, 56(2), 141–148Murdach, A. D. (2011). What happened to self-determination? Social Work, 56(4), 371–373.Optional ResourcesClick the following link to access the MSW home page, which provides resources for your social work program:MSW home page Assignment 2: Application: Process RecordingA 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 engagement 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.
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