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Assignment 1: Interview and Reflection

Ashley Rimler

Department of Social Work, Metropolitan State University of Denver

SWKM: 5650-040 Generalist Practice II

Dr. Ann Sullivan

March 10, 2024

Preparing

I reviewed our prior interaction to prepare for this session and build upon our previous

conversation where my client effectively builds savings yet experiences distress and insecurity

when unexpected expenses necessitate withdrawals. In considering the clients’ expressed anxiety

around these withdrawals, I determined that integrating psychoeducation could be helpful. My

goal was to address the normalcy of unforeseen expenses, reframe savings as a buffer rather than

a static goal, explore cognitive reframing techniques for negative thought patterns associated

with spending, and introduce proactive financial planning and stress management strategies. This

approach was chosen to directly address the client's anxiety, which seemed rooted in interpreting

any depletion of her savings as a threat to her security. To ensure a client-centered approach, I

prioritized actively eliciting her input on the information shared to present information she could

integrate into her understanding and coping mechanisms.

The client's initiative in building savings indicates a desire for financial security and a

capacity for planning. However, her emotional response to using those savings highlights a

potential area for developing self-regulation skills, particularly in managing thoughts and

feelings related to financial setbacks. Possible themes for our session include exploring her

definition of "security," identifying specific triggers for stress, fostering cognitive flexibility, and

building distress tolerance.

In adopting a client-centered approach, my reflections before the session focused on

establishing a non-judgmental space, practicing active listening and empathy, guiding her

exploration through open-ended questions rather than direct advice, observing her emotional

regulation, and being mindful of my own tendencies to offer solutions. Based on my reflection, I
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lean towards centering the session on thoroughly exploring the identified problem: the client's

stress and feelings of insecurity when unexpected expenses arise and necessitate using her

savings. While I have considered potential areas for psychoeducation and self-regulation skills, I

believe it is crucial to first develop a deeper understanding of her specific experience, triggers,

and goals for addressing this challenge. Depending on the session's progression and her

openness, I might introduce a basic cognitive reframing technique as a potential self-regulation

skill. However, the primary focus will be on collaborative problem exploration. By

understanding her unique experience and desired outcomes, we can collaboratively identify

relevant self-regulation skills that align with her needs.

Teaching Self-Regulation

Upon reflection, I observed that my speaking time likely exceeded that of the client

during this session. While some of this imbalance stemmed from my role in guiding the session

and introducing a specific self-regulation skill, I recognize an opportunity for a more balanced

exchange in future interactions. Specifically, the initial stages of introducing the skill and

providing necessary context naturally required more verbal input from me. However, I could

have more explicitly invited the client to actively participate and verbalize their understanding or

reactions throughout the process. This realization emerged organically during the session,

highlighting an area for pre-session planning and intentionality. Moving forward, I aim to

incorporate clearer invitations for the client to share their thoughts and experiences aloud, even

during the instructional phase. Maintaining a structured approach to introducing skills, which

seemed to provide a sense of direction, is something I would keep the same. However, I will

prioritize creating more deliberate pauses and prompts to ensure the client's voice is more

consistently integrated into the dialogue, fostering a more collaborative and client-centered pace.
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I believe the client responded positively and receptively to the chosen approach. They

appeared engaged and demonstrated a willingness to participate in the exercise actively. Notably,

the client explicitly articulated that the self-regulation skill presented held value beyond the

immediate context of our session. Their feedback indicated that they could envision applying this

skill to navigate a broader range of future challenges, suggesting the learned technique's

perceived utility and transferability. This openness and the client's positive verbal feedback

reinforce the suitability of the chosen approach for this individual and their presenting concern.

Teaching self-regulation skills proved to be a comfortable and grounding experience for

me as the practitioner. I noticed a distinct sense of calm and confidence in offering a tangible

tool for the client's use. This heightened comfort level, in retrospect, likely stemmed from the

preparation involved in selecting and understanding the skill beforehand. Unlike the often-

unpredictable nature of clinical conversations where emergent topics can introduce elements of

uncertainty, having a structured framework for teaching a specific skill provided a sense of

preparedness and control. This familiarity seemed to mitigate any potential self-doubt that might

occasionally surface in less structured interactions, allowing me to focus more fully on the

client's learning process and engagement with the skill.

I believe I successfully navigated the problem exploration phase without resorting to

direct advice-giving. My primary strategy involved maintaining a focused presence and

remaining grounded in a client-centered orientation throughout the session. Having a clear

understanding of the follow-up topic from our previous meeting significantly contributed to my

ability to stay aligned with the client's perspective and avoid imposing my own solutions or

opinions. By prioritizing active listening, reflective questioning, and summarizing the client's
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experiences and feelings, I aimed to facilitate her insights and potential pathways forward, rather

than dictating specific actions or recommendations.

The client's overall response to the session appeared optimistic and indicated a sense of

increased regulation regarding her financial concerns. Several specific moments stand out.

Firstly, when we initially discussed the unexpected expenses, the client's tone was marked by a

noticeable level of anxiety and frustration. However, as we progressed through the session and

particularly after engaging with self-regulation skill, her demeanor seemed to shift towards a

calmer and more hopeful state. Secondly, during the feedback portion about the utility of the

skill, the client's enthusiastic articulation of its broader applicability ("I can see myself using this

when other things come up that stress me out") suggested a genuine sense of empowerment and

acquisition of a valuable coping mechanism. Finally, at the end of the session, the client

expressed feeling "more in control" and "less overwhelmed" by the thought of future unexpected

expenses, indicating a positive impact of the session on her immediate emotional state and her

outlook.

Self-reflection

This session felt more integrated than previous ones. I also grounded myself beforehand,

which lessened pre-session anxiety. It’s interesting because I do some breathing exercises before

stress-induced exercises like this but this time I was more intentional about the grounding work. I

believe this helped as during the session I felt more present and responsive and explaining self-

regulation skills to the client seemed to reinforce my own. After the session, I experienced less

overall tension which shows me that these techniques helped help me self-regulate.
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While still somewhat uncomfortable, reviewing the video was less distressing than

before. I approached viewing more objectively, which facilitated deeper reflection. I feel proud

of myself and the progress I’ve made since last semester, particularly in managing my own

discomfort and applying skills. I was also comfortable acknowledging that this growth was

confidence-building for me.

I am most proud of guiding the client toward a practical strategy for managing

challenging emotions. I felt connected and at ease, building on rapport from our previous

interaction. I also navigated my own anxieties to remain present and focused on the client.

Incorporating Feedback

Colleagues and my supervisor offered some really helpful insights into my strengths and

areas where I could use a bit more development as a practitioner. Regarding my strengths,

several peers pointed out my nonverbal communication skills. They noted things like my relaxed

posture and how I mirrored the client's tone with my body language and facial expressions. One

peer put it nicely, saying my presence felt "grounded and in a relaxed posture". My ability to

listen and show empathy also came through, with comments like "You validated the client's

experience very well" and that I made the client feel heard. It was also brought up that I did a

good job explaining self-regulation skills and making them accessible, with one peer

highlighting that I "provided a succinct, clear overview that allowed the client to decide which

tool she may want to try". My supervisor agreed, noting how I gave the client options and used

good examples.

In terms of areas for growth, some common themes emerged. Peers suggested I could dig

a little deeper with clients, like eliciting more information at the beginning of a session or using
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more open-ended questions to get a fuller picture. For instance, a peer wondered if I could have

asked the client more about what was going well when they said they were "good". Also, during

skill practice, a peer suggested checking in with the client to ensure they followed along. My

supervisor echoed the sentiment about digging deeper and suggested I become more comfortable

with silence in sessions.

Looking at this feedback, I think it's spot-on. I feel confident in nonverbal

communication and connecting with clients, but I can also see where I could improve. I

sometimes rush to fill silences or ask better questions to draw people out more.

Skill Development Plan

To deepen client exploration, I will employ more open-ended questions during sessions,

such as "What else comes to mind?" or "How did that make you feel, exactly?". I also plan to

intentionally increase my pauses after a client speaks to provide them with ample space for

reflection. Furthermore, I will actively work on exploring their thoughts, feelings, and

background to cultivate a more comprehensive understanding of their experiences. My progress

in this area will be measured by tracking the frequency of open-ended questions, the duration of

session pauses, and the level of detail clients share, as evidenced in session recordings and

supervisor feedback.

To increase client participation, I aim to actively involve them in skill-building by asking

them to recap steps, generate their own examples, and provide input throughout the process to

ensure understanding and personal relevance. When introducing new skills, I will also inquire

about their past experiences. Based on my session notes and supervisory observations, I will
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gauge their engagement by observing their questions, offered ideas, and sense of ownership over

the skills.

Finally, to enhance client input, I will begin sessions by intentionally inviting clients to

share recent experiences, perhaps by asking, "What's been a highlight for you this week?". I will

also practice techniques to encourage elaboration on positive experiences and progress, focusing

on reflective listening to validate their statements and explore their strengths and resources. The

achievement of this objective will be evaluated by analyzing the frequency and depth of client

disclosures, their reported sense of feeling understood, and the degree to which they articulate

their strengths and available resources, as evidenced through session recordings and feedback

obtained from peer and supervisory consultations.

Conclusion

This session marked growth, with pre-session grounding enhancing my presence and the

client effectively engaging with a helpful self-regulation skill. Positive client feedback and my

increased comfort underscore the approach's suitability. Supervisor and peer feedback

highlighted strengths in empathy and nonverbal communication, alongside areas for

development in deeper exploration and comfort with silence. My skill development plan directly

addresses these areas, focusing on open-ended questions, increased pauses, active client

involvement, and attention to their strengths. Overall, this session and the feedback provided a

clear path for continued refinement in my client-centered practice.