Pamela Cortés Ortiz

PROCESS RECORDING FORM

1. Describe the setting.

This was a Mid-Semester report meeting set up with my new Mid-Year hired Academic Resident Assistant. This meeting took place in my office, which has
been the setting of our usual one-on-one meetings. My office is oddly shaped but I have two seating arrangements that students can choose to sit in, one
close to my desk and the other in a cozy love seat a little farther away. This meeting is required as RA selection is approaching and is meant to discuss the
areas of improvements the Mid-Year hired A/RAs can develop in the remainder of the semester.

2. Describe student:
The student is a Mid-Year Hired Academic Resident Assistant, ML. She is a sophomore, nursing major with exceptional interpersonal skills. She was hired to
work in a predominantly upper class, isolated area on campus, which initially she thought would be an issue, but is thriving in the location. ML is a student
athlete on campus, but received an injury on her knee that has affected her involvement on the team and practices. As a result, she has committed a lot of
her time to the ARA role. Individuals would classify ML as bubbly, energetic and caring, but those who meet her for the first time might judge her based on
her voice and somewhat absent-minded thoughts. ML is forgetful at times, but has developed to be more detail oriented and communicative with her
supervisor in order to improve as an ARA. ML identifies as Vietnamese American, being a first generation child of immigrants.

1. Describe yourself – as the conversation begins

As the conversation begins, I am curious to discuss what ML wrote in her Mid-Semester Report, as it was very vague. She wrote, “I want to be more serious
and professional.” I am a little confused why she thinks she needs to be more professional, as I believe she is one of the most professional staff members in
handling emergencies and completing her ARA tasks. I am open to see how this conversation will go, and possibly using some of the skills learned in the
Helping Skills course.

II: THE PROCESS RECORDING (Verbatim and Narrative)

Instructor’s Comments Analysis of conversation between you and Content Dialogue: Overt Content: What was said and who Analysis: Gut Level
student (what do you THINK about the said it in sequence? This should include both verbal and non- Feeling/Emotional Reactions
conversation-analyze student’s reactions, verbal communication (this section is for you to identify
process of the conversation, identification of your FEELINGS-therefore, feeling
student development theories, counseling words should be used.)
theories, identify helping skills--what worked
and what did not work, separate out
perspectives, theoretical framework ,and
practice models, as well as themes.

As soon as the conversation between ML and I
turned into a personal discussion about her
family, I knew that she would be opening up
more than expected. As my culture is not the
same as ML, I knew that I needed to activate a
multicultural approach to this conversation,
whilst using the counseling methods practiced
in class.
KEY: PCO - Helper & ML – Student At the beginning of the
PCO – Let’s go over your Mid-semester report. You didn’t conversation I was feeling very
write your name on it, but I could tell this one was yours. calm and I had my supervisor
ML – I’m sorry I forgot to write my name! “hat” on. I was ready to discuss
PCO – Don’t worry about it, I think I know you well enough the role as an Academic Resident
to pinpoint your form. So you’re saying that your area of Advisor, and develop techniques
improvement is to act more professional and mature. Why for ML to grow into the role
do you say this? more. As soon as ML began to
I tried to ask open ended, probing question to
help ML talk about family issues she wasn’t
used to talk about. I paid attention to her body
language and her heavy sighs, understanding
that the information may me too
overwhelming for her. I would ask simple
questions that would allow her to continue her
sentences, such as… “ What about your
parents,” inviting her to say more if she
wished. More over, There was a deep
understanding of her race negation when she
started to talk about the difference in her
upbringing at home and in school, feeling less
than in both realms… not American enough
and not Vietnamese enough. It was evident to
me that she was going through an internal
battle between being independent and her
own person, as western cultures emphasize,
and abiding by her collectivist, traditional
family values. She discussed situations oh
racism she experienced, and how she has been
unable to talk to anyone about it because non
of her friends are Vietnamese and even if they
are people of color, are usually from a different
generation with different expectations from
parents.
It was important for me to put aside my own
biases and understanding of being Asian
American, especially since Asian American is
also a broad term that is used to universally
clump people into a category western folk can
understand. I took on the approach of
understanding her intersectional identities,
being from a collectivist background,
Vietnamese, a woman in her culture and in the
United States, a college student developing her
identities, a person of color struggling to
connect with other people of color, and a
nursing major. Moreover, the underlying of
family pressure she felt in all aspects of her
identity, feeling a lack of control for ho she is. I
allowed her to speak freely in this meeting, as
she was in control of what she wanted to say
and what she wanted to identify as herself.
ML – Well, I think that I can be more professional in general. talk about her family, I felt a gut
I want to be nurse and I am going to have to be more feeling in my stomach that we
serious. would be going deeper into more
PCO – What do you mean by more professional? details of ML I didn’t know
ML – Well I curse a lot and I want to stop. As a nurse I can’t before. I felt the need to maintain
have conversations with a lot of cursing, so I need to work quiet as much as possible, excited
on that. to know more about her. In every
PCO – I don’t see much issue with cursing, and I don’t think moment I asked open ended
you cure a lot. But I can understand why you want to lessen questions, ML would discuss
the behavior. Actually, I read a study that shows that people deeper and deeper topics of her
who cure a lot access a lot more parts of their brain because upbringing, more than I could
they use the same word with different meanings. have imagined. It excited me to
ML – Wow! I didn’t know that, that’s interesting. be practicing the helping skills we
PCO – Yeah! But anyways, lets talk more about nursing. were learning in class, feeling an
What made you choose to study nursing? epiphany within me of how I
ML – My parents. could navigate the conversation
PCO – What about your parents? further with ML.
ML – (Sighs heavily) They decide everything for me. I didn’t
really have a choice in my major, like I haven’t had much of a When ML said that she had never
choice in anything in my life. shared any of this information
PCO – What are some things your parents have chosen for with anyone, I was filled with joy
you? and connection to her. I felt the
ML – Everything. They control everything I do in my life. My need to help her explore more
major, my appearance, my career. facets of herself in a patient
PCO – How do you feel about that? manner. I was so proud of myself
ML - (Heavy sigh) It’s a lot. for having accessed information
PCO – Yeah? new to both of us and feeling the
ML – Yeah… but they pay for everything, so I guess I have to positive energy ML exerted when
do what they say. I validated her.
PCO – They control a lot in your life?
ML – Yeah… it’s a lot of pressure. In the end, I wanted to give her
PCO – What is a lot of pressure? an assignment without
ML – I just feel like I cant be myself around my parents… like overwhelming her. When she
at all. They don’t care about my friends or any of the responded positively, she asked
activities I am involved in. I used to dance competitively in for a hug, and that was the bed
high school, and I am in volleyball, but they never support feeling I could have felt, as she
any of that. When I talk to them on the phone about a game felt the need to approach me for
I have had, all they say, “Oh how are schools? How are your a physical sign of care.
grades? You need to focus and not be distracted?” And it is a
lot because they don’t understand college or me. They never
have, not even growing up…. It was hard.
PCO – What’s hard?
ML – It’s hard being from a Vietnamese family that is very
traditional, and doesn’t understand what it is like being an
American interacting with other people who don’t
understand my culture. I grew up in a very white
neighborhood, and I would get bullied and teased at school
for bringing Vietnamese food. Kids on the street would yell
at me as I walked down the street awful names. So I tried to
be more American to fit in with my friends. My friends right
now don’t like talking about things like this, so I feel like I am
living two completely different lives. I can never talk about
these things with anyone, especially not my parents.
PCO – Tell me more about your relationship with your
parents.
ML – I don’t have a relationship with my dad. Like at all. I
can’t talk to him on the phone about anything. We only talk
when it has to do with money or when I am in trouble. My
mom an I are doing better than when I was young. We get
our nails done together and my mom likes to talk to be
about make-up and girl things. They didn’t let me be girly
when I was younger. One time I came home with make-up
and I got in trouble with my parents. But my mom and I now
can bond about that, since she owns a nail salon. But she
and my dad don’t talk either. My family is very traditional,
meaning that my mother is expected to do everything for
my father; clean, cook, make sure he is okay; and my father
makes most of the money. They came to the United States
with nothing, and my dad’s mom doesn’t like my mom, so
there’s a lot of negative relationships and stress always
happening in my family.
PCO – ML that’s a lot… A lot of generational stress falling on
you and a lot of expectations.
ML – Yeah it’s really overwhelming at times, but I try not to
think about it… but I guess I don’t know myself because I
don’t talk about it. This is the first time I talk about it with
anyone…
PCO – Wow, thank you for sharing this with me. I don’t take
this information lightly.
(Silence)
PCO – I want to tell you that you are one of my top
performers on staff. You are an excellent ARA, that gets the
best audience to attend programs and you are always
talking with me. You receive feedback and address issues
immediately. Also, I think you are pretty fantastic as a
person.
ML – Really?!
PCO – Yes. And there is a lot going on in your personal life I
never knew about and want to follow up on. I want us to
dive deep into who ML is. You want to do that?
ML – Yes… I don’t think I know myself a lot.
PCO – Okay. We will work on the professionalism that you
want to work on, but lets incorporate more parts of yourself
and bring the most authenticity to the work you do.
Meaning, we are going to get to know you deeper. As
homework… I want you to try to write down all these things
inside your head that you don’t share with others. Not every
day, but when thoughts of frustration and stress about
family, friends , and all that gets stuck in your head.
ML – Okay… I can do that….
 PCO – Yeah?
ML – Yes. I want to do this.
PCO – All right, I will be looking at your weekly reports and
hopefully get more insights you have been learning about
yourself. In our one-on-ones we are going to work together.
Let me know how else I can support you.
ML – Okay. Thank you PCO!
(ML reached out for a hug)

END of conversation.

III. CONCLUSION: In a brief paragraph describe:

A. As a result of this conversation, how has your understanding of this student and their problem/area of need changed?
I did not realize that there was a deeper level within the student. She was never one to share anything personal about her, and was always a quick and dependable staff
member. A lot of the characteristics I observed from her stem from her upbringing, where she is not meant to question anything provided to her. On a regular basis, I would
give her feedback and she would address the issues immediately. Her interpersonal skills are remarkable, and she was always staying that she loves talking to people. I think
that this need to connect with her residents and truly care for what they are saying originates from her need to be understood fully, even though she has never experienced
that herself.

Although ML came to my office based on a mandated meeting to determine her progress and areas of improvement, the meeting turned out to be more developmental based.
ML has grown in her understanding of others more, especially those who identify as people of color. At the beginning of the semester she had a lot of questions regarding the
passion students of color on staff shared, and how they were a little more intense than what she could relate to. I understood after this conversation that ML feels
dichotomous in this world, as in not fully Vietnamese and not fully American. As a result, ML tried to stay quiet and tried to not explore difficult topics her peers of color are
more open to discussing. Knowing this, I have shared with her that if she has any questions she is fearful of sharing with her peers, she can always come to be with open-ended
questions and expect no judgment of her lack of knowledge.

B. Evaluate your work as a helping professional by 1) analyzing the strengths and weaknesses of your analysis column; 2) evaluate your ability to follow the content and
process of the interview; and 3) identify a gut feeling or emotional reaction you had which surprised you. Consider the 3 stages of helping- trust, explore, empower in
your evaluation.

I definitely grew as a helper since m last process recording. I was very patient with ML, not taking up too much time from our space to discuss what her issues were. As a
result, my active listening skills improved tremendously. My body language was completely facing ML, emphasizing that I was listening to everything that she was saying. More over, I
asked probing and clarifying questions that would guide ML to access information she has never shared with anyone before. In my analysis column, I was able to bring in my knowledge
of multicultural counseling, and understand the multiple facets of ML that determine the intersectionality of her identities. The process of the interview was very fluid and it came very
natural to me because this was a memorable interaction with ML. Emotionally, I was very excited to get far into who ML really is, as people truly undervalue her as a person and staff
member. I want to validate ML throughout her time on staff and boost her self-esteem as if feels low and unsure, based on the battle she faces with her Vietnemese and American
cultural identity.

C. What follow-up is needed from this interaction with the student?

We have one-on-ones every week and I am looking forward to having deep conversations with ML about what she has been able to access about herself. I gave her
an assignment and I will be asking her if she has been able to continue this form of internal journaling, and most importantly if she feels comfortable sharing with me the
content of her journal. It feels as if she is seeking for people to listen to her after being used to not being heard or understood. If I do not see any information in her Weekly
Report about journaling, then I will probably address this in the one-on-one setting. I also have her personal phone number, and if I feel that I have not seen her in a while, I
will reach out and ask if we can have some coffee and a little discussion.