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Please help grade this assignment in a short paragraph: Interpersonal Process Recording Template Preliminary Data Sheet Please provide the following demographics: The individual’s Initial of First or Last Name: (DO NOT record full first or last name) (Consider this a very confidential documents to be kept in a very safe and secure place at all times) S.A Individual’s Age: 29 Gender/Sexual identity Female Race/Ethnicity: Hispanic/Latina Religion/Spiritual Practice: Catholic Religion/Spiritual Practice: Catholic Marital Status: Married___, Living common law___, Separated___, Divorced___, Widowed____, Single X Please provide the following information to set the context for the interaction: 1. Context of interaction (where and when it is taking place, whether you have worked with this patient on a previous day(s), whether you have interacted with the patient previously on the day of the interaction you are recording): – My interaction with Miss S. A took place on the 2 North unit right by the seating areas. I previously interacted with this patient last week on multiple occasions she was always pleasant and willing to always interact. 2. Goals for this interaction and planned actions to achieve your goals: My goal for this interaction and future ones as to learn more about the patient; her likes, dislikes, interests, and to see if she understands why she was admitted to this facility. I would also like to see if I can associate some of her verbal or nonverbal behaviors with her diagnoses. 3. Your general thoughts and feelings preceding this interaction: I am very hopeful that or interaction will go well because of how pleasant and willing the patient is to interact. I am also extremely excited to see how the conversation with go and if she will open up to me. 4. Your assessment of the effectiveness of this interaction – did it go well or was it challenging. Include the basis for that assessment, why you feel it was an effective interaction vs. an ineffective one: I would consider this interaction effective based off the fact that she was even willing to speak to me. I was grateful for the opportunity to interact with her in general. Though majority of my questions were answered, some of the more intrusive or personal questions were left on answered. This made the interview some one ineffective seen as though my main goal was to get to know her on a deeper level. The lack of response to certain questions could be due to me not using proper therapeutic communication techniques or the patient just wanting to answer certain questions at that particular time. 5. Based on your analysis, identify and briefly explain unresolved issues from earlier developmental stages using one of the following: Erikson, Piaget, Mahler, or Peplau. Erikson’s Psychosocial Theory – Stage: Identity vs. Role Confusion (Adolescence)Stephanie appears to be struggling with identity, personal stability, and connection to others. This stage focuses on developing a strong sense of self and personal identity. Due to her diagnosis and unstable living situation, it is likely that she did not fully resolve this stage, leading to disorganized thoughts and unclear self-concept. Her difficulty answering personal questions and vague awareness of her condition may reflect this unresolved developmental crisis. Directions: Use the following column format to record your exchanges. Include, by column the following detail: Student column: your verbal and nonverbal behavior, as well as your thoughts and feelings that impacted your response Patient column:the patient’s verbal and non-verbal behavior. Analysis column: name and define the therapeutic technique(s) you use, provide the rationale (theory) for your use of the technique (s), and your assessment of the effectiveness of the approach. Offer an alternative potentially effective strategy, identifying that strategy and your rationale for why you think it would be a reasonable alternative. Student Verbal/Nonverbal Patient Verbal/Nonverbal Analysis I walked up with a smile and said, “Hi Ste****, how are you doing today?” (Verbal) I maintained eye contact and sat down next to her at eye level. (Non-verbal) I felt calm and open. “What did you have for breakfast today?” “I saw you received medications this morning. Do you know what meds you are taking?” “Great.” (Flat affect, limited eye contact, looked around frequently) “Cereal… bagel… it was good.” (Flat affect, some eye contact) “I don’t know.” (Flat affect, avoided eye contact) Therapeutic Technique: Offering self, open-ended greeting. Rationale: Builds rapport, encourages openness (Peplau: orientation phase). Effectiveness: Moderate, she responded but affect was flat. Alternative: Use of silence or reflection: “You seem quiet today—what’s on your mind?” May have promoted deeper response. Technique: Broad opening question to encourage expression. Rationale: Gives patient control to talk (client-centered). Effectiveness: Minimal – answered with little emotion. Alternative: Ask about preferences: “Do you have a favorite breakfast food that they offer here?” could have made her engage more. Technique: Ask and assess feelings. Rationale: Assess insight and medication awareness. Effectiveness: Low – unable to recall or disinterested. Alternative: “How do you feel after taking your medications?” may prompt subjective experience. “Are there any side effects from the medications?” “Can you tell me some things you’re feeling?” (After silence) “Do you know why you’re here?” “Do you know when you’ll be leaving?” “Do you have any family?” “Yes.” (Stared blankly, did not elaborate) No response, looked away, appeared distracted) No.” (Brief, disengaged) “I don’t know.” (Flat affect) “My grandma and sisters. They don’t come much.” (Mild expression change) Technique: Exploring. Effectiveness: Poor – no follow-up despite attempt. Alternative: Closed-ended for clarity: “Do you feel dizzy, sleepy, or have a headache after meds?” Technique: Open-ended inquiry. Rationale: Invites discussion of emotions. Effectiveness: Ineffective – overwhelmed or responding to internal stimuli. Technique: Checking reality orientation. Effectiveness: Minimal – poor insight into hospitalization. Alternative: Gently providing info: “You’ve been feeling unwell, so the team brought you here to help you feel better.” Technique: Probing insight checking awareness. Effectiveness: Low – lacks understanding of care plan. Alternative: Provide reassurance: “The team is working to help you feel better before discharge. Technique: Encouraging expression. Effectiveness: Moderate – some disclosure. Alternative: Reflection: “It sounds like you wish they came more often.” “Would you like to get a job after you leave?” “Do you miss your family?” “Do you have kids?” “Do you miss them?” (After a pause) After long silence) “Thank you for talking with me today. I hope you have a great rest of your day.” (Stood, smiled, offered a fist bump) “Yeah, maybe fast food.” (Brief, low energy) “I miss my grandma and my sisters, Nino and Sharon.” (Brief emotional connection, then stared off) Yes, two boys and a baby.” (Slight change in tone, then steered off) (No response, distant, stared off as if she was responding to internal stimuli) Returned smile, gave a fist bump) Technique: Future-oriented. Effectiveness: Some engagement. Alternative: Build on response: “That’s a great goal. Have you worked before?” Technique: Ask and assess emotions.. Effectiveness: Moderate – slight emotional recall. Alternative: Restate and reflect: “It must be hard being away from them.” Technique: Personal exploration. Effectiveness: Short-lived connection. Alternative: Use gentle prompts: “How old are they?” or “What do you like doing with them? Technique: Showing empathy can help patient feel more comfortable. Effectiveness: Ineffective – might have been too sensitive and intrusive. Alternative: Redirect to general topic: “What are things that make you feel calm or safe here?” Technique: Building trust Rationale: Roster good relationship with patient Effectiveness: Positive – non-verbal connection.

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