In defense of process recording

Urdang, Esther

doi:10.1080/00377317909516529

Cited by 16 publications

(4 citation statements)

References 3 publications

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“…Preparing PR sharpens students' memories of sessions (Neuman & Friedman, 1997;Kagle, 1995). Other recognized benefits of PR include providing greater satisfaction in the supervision (Abramson & Fortune, 1990), promoting therapeutic dialogue (Urdang, 1979), and enabling practitioners to use different types of communication techniques (Urdang, 1979). PR allows supervisors to assess client's progress (Childs & Timberlake, 1995).…”

Section: Review Of Literaturementioning

confidence: 99%

Student Process Recording in Practice with Children

Canning

Mullin

2008

The Clinical Supervisor

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Section: Review Of Literaturementioning

confidence: 99%

Student Process Recording in Practice with Children

Canning

Mullin

2008

The Clinical Supervisor

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“…At times, learners might wish to appear more skilled than they actually are. However, those who are relative novices in particular areas are not necessarily aware of potential shortcomings or errors, and so areas for development are still often observable for teachers (Urdang, 1979;Wilson, 1980). Most importantly, process recording requires that the instructor create a respectful context with an emphasis on learning and development rather than achievement of specific performance levels, as this can enhance trust and authentic engagement with the activity (Walsh, 2002).…”

Section: Potential Challenges and Benefits Of Process Recordingmentioning

confidence: 99%

Exploring process recording in behavioural ethics education

Simola

2019

JARHE

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Purpose The purpose of this paper is to introduce, illustrate and explore the use of process recording as a pedagogical tool in behavioural ethics education. Design/methodology/approach An overview of the nature and components of process recording as a pedagogical tool is provided. Potential challenges and benefits associated with its use are described. The particular relevance of process recording for behavioural ethics education is highlighted. Illustrative examples of ethics-related process records are discussed. Findings Process recording shows promise as a pedagogical technique for meeting three goals of behavioural ethics education (i.e. Chugh and Kern, 2016). These include: enhancing literacy with research-supported concepts and principles such that these can be applied in “real-world” settings; increasing student awareness of gaps that might exist between their intended and actual ethical behaviour; and, fostering the sense that ethical skills are not static, but rather, open to development. Research limitations/implications This paper introduces, illustrates and explores the use of process recording in behavioural ethics education. Additional, more systematic study of process recording in ethics education would be useful. Practical implications Process recording shows promise as a tool for supporting learning about behavioural ethics. Practical information on its use and concrete examples are provided. Originality/value Despite the need for pedagogical tools in behavioural ethics education, as well as the previously identified relevance of process recording as a potential tool in ethics education, there has been no prior exploration or illustration of process recording within this realm.

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“…Process recording furthers self-reflection (Urdang, 1979;Spence, 1986;Graybeal and Ruff, 1995), and allows for the process of active integration as the student emotionally and cognitively relives the interview. There is an opportunity for analytical reflection .…”

Section: Process Recordingmentioning

confidence: 99%