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Please help grade this assignment in a short paragraph: Process Recording – Bronx Psychiatric Facility Nikki Robinson Mercy University NURS 250S : Psychiatric & Mental Health Nursing Instructor: Clara Shamatanga June 22, 2025 2 Interpersonal Process Recording Guidelines and Template Spring 2025 Description: An Interpersonal Process Recording is the formal record that documents, in detail, the verbal and non-verbal interaction between the student and another individual. It provides an opportunity for students to perform an in-depth analysis of their own thoughts, behaviors, feelings and words, as well as examining more closely, the flow of communication between themselves and another person. The Process Recording serves to help students identify places in the interaction where key cues were missed or misinterpreted and their own responses were lacking. In the space provided below document a segment of an interaction, 6 – 7 exchanges (an exchange constitutes an utterance from each participant in the interaction). For example, if the patient states “I am feeling scared about my family meeting this afternoon, I know my wife is going to say she is not ready for me to come home, that she can’t deal with having me there.” and the nurse responds “You’re feeling worried about the meeting this afternoon, concerned about your wife’s response to your discharge next week.” An exchange includes both a patient and a student utterance. As soon as you complete your interaction take some time to make some detailed notes so that when you write up your interaction for the assignment you will have the necessary information. Documentation of Interaction Analysis: Students are expected to utilize texts or handouts on therapeutic & non-therapeutic communication, defense mechanisms, etc. to document their analyses. References: Student will be expected to use 2 references, 1 from your textbook and another from a scholarly article. Scholarly articles can be found in peer-reviewed journals. It is written by experts in an academic or professional field (i.e.: Journal of Communication in Healthcare). List all sources used in preparing your Process Recording using APA 6th ed. format. 3 Interpersonal Process Recording Template Preliminary Data Sheet Please provide the following demographics: The individual’s Initial of First or Last Name: GG(Consider this a very confidential documents to be kept in a very safe and secure place at all times) Individual’s Age: _65_____ Gender/Sexual identity __Female_ Race/Ethnicity: ___White_____ Religion/Spiritual Practice: __Pentecostal______ Religion/Spiritual Practice: ___________________________________ 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): The interaction took place on the 3 North Transitional Unit, on the couch near the dining area. I first met the patient earlier in the day during med pass, where we had a brief conversation. Later, when I returned to the floor and saw her sitting nearby, I took the opportunity to reconnect and continue getting to know her. 2. Goals for this interaction and planned actions to achieve your goals: My main goal going into this interaction was to start building a connection with the patient and to create a sense of trust. I also wanted to better understand how she was feeling and how her symptoms were affecting her day. To do this, I planned to listen closely, speak in a calm and respectful way, and keep my communication simple and supportive. I made sure to give her space, avoided challenging her beliefs, and focused more on how she was feeling rather than what she was saying. 4 3. Your general thoughts and feelings preceding this interaction: Before the interaction, I was feeling a bit nervous and unsure of what to expect. It was a new environment for me, and I wanted to make sure I said the right things and showed the patient that I was listening without judgment. Even though the patient didn’t appear harmful, I still felt some anxiety about being on the floor with other patients nearby. My goal was to remain calm, be respectful, and create a safe space for open conversation. 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: The interaction was effective overall. The patient was open, talkative, and willing to share her thoughts and feelings. She expressed that she was feeling okay but uncertain about when she would be able to go home. She also shared personal details, such as the fact that she has no surviving family members and her interest in learning languages like Spanish and French. She spoke fondly of a friend who spoke French, describing how they used language to communicate with one another. At one point, she mentioned using a Spanish recording device, which was just a regular AM/FM radio, and she also expressed a belief that the government was targeting her. Although she occasionally shifted off-topic, she remained engaged in the conversation. I felt the interaction was successful because she was able to communicate freely, and I was able to listen and respond with empathy and without judgment. 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. Using Erikson’s theory of psychosocial development, it seems the patient may be struggling with unresolved issues from the Intimacy vs. Isolation stage, as well as possibly the Ego Integrity vs. Despair stage. She shared that she has no surviving family, which may contribute to feelings of loneliness and disconnection. The patient’s uncertainty about when she will be able to go home and her belief that the government is out to get her could reflect a deeper struggle with Erikson’s theory of trust and meaning. These signs suggest she may not have fully resolved the need for close relationships or found peace with her life experiences, which can impact her current mental health and outlook. 5 Directions: Use the following column format to record your exchanges. Include, by column the following detail: Student column: your verbal and non-verbal 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 Verbal: “It’s nice to meet you, how are you feeling today?” Nonverbal: Sat at an angle to respect her personal space, maintained gentle eye contact, and used a calm tone. Thoughts/Feelings: I felt nervous but wanted to come across as approachable and nonjudgmental. Verbal: “That’s interesting, you’re learning Spanish? That’s a great skill to have.” Nonverbal: Smiled and leaned forward slightly, showing genuine interest. Verbal: “I’m okay, but I don’t know when they’re going to let me go home.” Nonverbal: Made eye contact, spoke with a soft tone, appeared calm but slightly fidgety. Verbal: “Yes, I listen to a Spanish recording every day. I already know French. My friend spoke French and I would speak his language.” Nonverbal: Smiled, used hand gestures, appeared confident and engaged. Therapeutic Technique: Offering self and broad opening statements. Rationale: These techniques promote trust and encourage the patient to open up (Peplau). Effectiveness: The patient engaged in conversation, showing initial trust and openness. Alternative Strategy: Reflective listening could deepen emotional expression (e.g., “It sounds like that uncertainty is hard for you”). Therapeutic Technique: Exploring and giving recognition. Rationale: These techniques validate personal strengths and help maintain self- esteem (Peplau). Effectiveness: The patient shared openly, showing pride and interest. Alternative Strategy: Focusing—could have helped keep the conversation more structured for deeper insight. 6 Student Verbal/Nonverbal Patient Verbal/Nonverbal Analysis Verbal: “Next time I visit, maybe we can have a short conversation in Spanish together.” Nonverbal: Smiled warmly, maintained relaxed tone. Verbal: “That sounds like you’ve had a lot of interesting experiences with languages and people.” Nonverbal: Nodded and kept soft tone to maintain engagement. Verbal: “Thank you for talking with me today. I’ll see you next week.” Nonverbal: Smiled warmly, stood slowly, and walked away with a gentle wave. Verbal: “If that’s God’s plan. God makes the plan, and if He says so, it will be.” Nonverbal: Soft smile, brief eye contact, calm voice. Verbal: “Yes, but the government… they’re watching me. They don’t want me to leave here.” Nonverbal: Looked down, spoke quietly, seemed more withdrawn. Verbal: “You’re welcome.” Nonverbal: Smiled with her head tilted slightly, made warm eye contact, appeared calm and content. Therapeutic Technique: Offering hope and spiritual validation. Rationale: Acknowledging and respecting spiritual beliefs supports trust and holistic care (Peplau; holistic nursing principles). Effectiveness: Patient responded with warmth and comfort. Alternative Strategy: Encouraging expression by asking more about her beliefs could foster deeper connection. Therapeutic Technique: Validating emotions without reinforcing delusions. Rationale: Shows empathy while avoiding reinforcement of psychotic symptoms (psychotherapeutic approach in schizophrenia care). Effectiveness: Maintained trust and prevented escalation. Alternative Strategy: Presenting reality gently (e.g., “That must feel scary. I want you to know you’re safe right now.”) provides grounding. Therapeutic Technique: Closure and gratitude expression. Rationale: Ending with warmth and appreciation helps reinforce therapeutic connection and respect (Peplau’s termination phase). Effectiveness: The patient responded positively, indicating a sense of mutual respect and comfort. Alternative Strategy: Asking permission to visit again may offer a sense of empowerment and respect for autonomy (e.g., “Would it be okay if I visited again

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