The Need and Use of Process Recording in Policy Practice: A Learning and Assessment Tool for Macro Practice

Abstract

This article proposes the use of a structured process recording format for policy practice students, field instructors, and social work faculty as a learning, teaching, and assessment tool. Traditionally, casework and group work have used process recording to facilitate students learning in the field practicum to assess both the process and content of student‐client interactions. Since policy practice is concerned with achieving a preferred course of action to shape policies and interactions affecting large numbers of people, process recordings offer a method to assess tasks, competency skills, and learning needs while examining process and conscious use of self in action.

Keywords:

• Field education
• assessment
• competency skills
• self‐awareness
• student learning

Notes

The author extends thanks and appreciation to Dr. Nancy Humphreys, who is the founder of the Policy Practice Institute at the University of Connecticut, and to Jillian Spies, a graduate student who shared her work to make this article meaningful.