ABSTRACT
The written description of the dynamic interaction that has taken place in an
interview.
(Dwyer and Urbanowski 1965: 283)
Process recording is a widely used but little discussed supervisory tool. It offers a
unique focus on students’ ‘soft’ personal qualities such as sensitivity and intuition,
their ability to use emotional antennae to sense the need for a change of pace or
direction and their preparedness to act on hunches during an interview. These and
other such qualities have been called ‘emotional intelligence’ (Goleman 1996) and
are central to the transfer of learning (Cree et al. 1998). Interestingly, such qualities
are often associated with women (e.g. ‘women’s intuition’) and it is these qualities
that have been most sidelined during the present shift towards a more technicist
(and macho?), outcomes-based, competency-driven model of social work education.
This chapter is concerned first with providing a practical outline of the principles,
