MENTAL HEALTH
ANYONE WHO CAN DO FOR 10.00
I PROVIDED THE EXAMPLE AND THE TEMPLATE AND JUST FOLLOW INSTRUCTIONS
Introduction
Interpersonal Process Analysis (IPA) is a way to identify patterns in student and patient communication. It is not an intake assessment nor question and answer session but a time to listen and demonstrate caring concern, and a time to recognize and identify a patients emerging feelings. IPA is a written record of a segment of the nurse-patient conversation that reflects as closely as possible the verbal, non-verbal, coping, and defense mechanisms utilized during the interaction. IPA has some disadvantages because it relies on memory and is subject to distortions, however, it can be a useful tool for identifying communication patterns. The purpose of the conversation is to give an opportunity to identify and practice communication strategies correctly. Note that the goal is not to solve the patients problems but to explore and use interactive therapeutic communication.
The student selects goals prior to the interactions that are realistic and measurable. Topics include such areas as behavioral issues (triggers like getting angry when called or made to feel stupid), replacing negative with positive coping mechanisms (reframing), identification of feelings (hungry, angry, lonely, tired, happy, etc.), plans for discharge, presence/absence delusions/hallucinations, etc. Therapeutic Communication demonstrates the use of mostly broad open-ended questions, clarification, confronting, reflecting, empathy, immediacy, focusing, etc. Identify the techniques used with rationales for use, and the effect of these techniques. Read and follow guidelines (template and rubric) and chapters on therapeutic communication. Is the patient able to answer? Are responses congruent with your statements?
Instructions
Select a patient to participate. Do not use a script for this interaction. Listen and respond to the patient without taking notes. Taking notes is distracting for both the student and the patient and the patient may resent or misunderstand the students intent or feel like a project. Write out and analyze a segment of the nurse-patient interaction using quotation marks around what both you and the patient said. Identify non-verbal actions such as body position changes, mood/affect changes, or conversation factors (looking down when discussing an uncomfortable subject). Describe the environmental setting where the interaction took place did they contribute to a therapeutic (ease of conversation) or non-therapeutic setting (too cold, smoky, etc.). The interpretation sections will be completed later because these sections take time and reflection. Utilize ATI or the textbook for communication and defense/coping strategies.
The selected interaction is based upon the parts of the conversation most meaningful or therapeutic. Allow the interaction to flow, documented so that the Instructor can easily follow the content. As soon as the interaction is completed, thank the patient and excuse yourself. Begin to write the conversation verbatim (word for word) to the best of your recollection. Document both parties non-verbal behaviors. During documentation, insert information about any discontinuity, i.e. patient needed to get ready for group therapy; patient left to use the bathroom; or we agreed to meet up directly after group. If the student continues a conversation later and wishes to include parts of both conversations, identify the change or time lapse. (Always account for how an interaction ended when it is unplanned and abrupt, i.e., patient stood up and said he didnt want to talk about this anymore.)
Steps:
1. Complete the patient demographic information and the environmental setting. (Was the setting conducive to talking?). In the patient description section, the patient should be described in such a way that no one can identify him or her (first and last initials only). Never use patients name in your papers.
2. Include grooming, affect, posture, and mood.
3. Quote both sides of the conversation and the non-verbal information. Verbal communication is concerned with the spoken word, including inflection and tone of voice. Non-verbal communication is concerned with gestures, body movements, posture and other unspoken forms of relaying ideas and feelings.
4. Identify student thoughts and feelings during the interaction. For example, I was feeling nervous and scared. He had attempted suicide and I didnt know if what I said would hurt him. Focus on what is happening to you and the patient that has communication value.
5. The rest of the template will be completed later with time to analyze. Once all columns are complete, the student will have gained insight needed to look back and decide if the technique was therapeutic or non-therapeutic. If the patient responded favorably, yet a non-therapeutic statement was used such as closed statements (why did you do that?), document what could have been said that was more therapeutic. For example, I could have said, Tell me more about what happened.
6. The ability to look back and analyze conversation errors/ non-therapeutic responses is as valuable as providing therapeutic responses during the conversation and can provide insight into what is customarily used in your conversations.
7. Complete the type of communication techniques used and identify whether therapeutic or non-therapeutic. (Therapeutic communication is defined as a face-to-face process of interacting, focusing on advancing the patients physical and emotional well-being, and is used to support or inform.)
8. Identify coping or defense mechanisms the patient probably used in this interaction and whether these were adaptive or maladaptive.
9. Evaluate the effectiveness of this interaction.
a. Evaluate the goals. Are the responses relevant to the goal?
b. Did the patient initiate the conversation or did you?
c. Did you or the patient change the subject due to discomfort with the topic (like self-harm or abuse)? Did the patient answer you, look away, or hesitate?
d. Were only meaningless/social topics discussed (football teams, music, food, etc.)? Did you use closed communications, and if so was it because the patient was not cognitively communicative (Alzheimer, stroke, or dementia patient)? What communication techniques were used the most?
e. Is there congruence between the verbal and nonverbal communications?
f. Interpret behaviors. These relate to the perception of meaning behind the words.
g. Identify feelings involved. When possible, document the reasoning behind the feelings.
h. Identify and evaluate themes and strategies.
i. What did the communication mean to you and the patient? If you were to redo this interaction, what would you change?
10. These assignments are typed. Extra pages/rows may be added as needed for the conversation. Include a reference page in APA form.
REV 5/2017
INTERPERSONAL PROCESS ANALYSIS
Student: Date:
Clinical Instructor:
Name (initials only): Unit:
Current Legal Status (Vol., 5150, 5250, 30 day, T-Con, LPS-Conservatorship):
Multiaxial Diagnostic System: Axis I (Clinical Disorder):
Axis II (Personality Disorder / Mental Retardation):
Axis III (General Medical Conditions):
Axis IV (Psychosocial and Environmental Problems):
Axis V (Global Assessment of Functioning Scale):
1. Description of the patient: Age? Sex? Ethnicity? Marital Status? What precipitated hospitalization? Number of days in the hospital? Mental Status, etc.
2. Description of environmental setting where interaction took place. Explain the reasons for a supportive or non-supportive environment. (e.g. noise, distractions, light, temperature, etc.)
Course Number and Name
Course: NURS 223L
INTERPERSONAL PROCESS ANALYSIS & RUBRIC
Revision Date: Month, Year (i.e. February, 2010) Page 1
Page 1 of 8
Version Update: January 2018
INTERPERSONAL PROCESS ANALYSIS
NAME: DATE:
Student:
Verbal (quotes) and Nonverbal Communication (behavior, tone of voice, eye contact, mannerisms, etc.)
Document at least 5 interactions
Goal for each interaction (realistic and measurable)
Patient:
Verbal (quotes) and Nonverbal Communication (behavior, tone of voice, eye contact, mannerisms, etc.)
Communication Techniques
Identify communication technique used then define your communication techniques
Was the communication therapeutic or non- therapeutic?
Which defense and coping mechanisms didthe patient use? Rationale based on your patient.
Critique and Analysis
(effective or not effective? Could have said) Document your thoughts and feelings during the interaction.
Was your goal met?
Goal:
Verbal:
Nonverbal:
Verbal: Nonverbal:
Goal:
Verbal:
Nonverbal:
Verbal: Nonverbal:
Goal:
Verbal:
Nonverbal:
Verbal: Nonverbal:
Goal:
Verbal:
Nonverbal:
Verbal: Nonverbal:
Goal:
Verbal:
Nonverbal:
Verbal: Nonverbal:
INTERPERSONAL PROCESS ANALYSIS SUMMARY
1. Evaluation: After analyzing the interaction, provide a description on how the interaction progressed. Identify the reasons for successful process or unsuccessful process. What did you learn from the interaction with your patient?
2. How did you personally feel about the interaction? What would you change if you had to redo the interaction?
INTERPERSONAL PROCESS ANALYSIS RUBRIC
Program Learning Outcome #7: Utilize effective communication to interact with patients, families, and the interdisciplinary health team.
Course Learning Outcome #3: Initiate therapeutic nurse-client relationship then analyze verbal and non-verbal interactions, defense mechanisms, and coping mechanisms.
Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcome.
CRITERIA
4
(Exceeds Expectations)
3
(Meets Expectations)
2
(Approaching
Expectations)
1-0
(Does Not Meet
Expectations)
Score
Environment
Description
Clearly and accurately describes the environment with clear detail of where the interaction took place.
Adequately describes the environment with adequate detail where the interaction took place.
Vaguely describes the environment with some detail regarding where the interaction took place.
Lack description of the environment and presents no detail of where the interaction took place.
Client Description
Clearly and accurately describes the clients description in detail.
Adequately describes the clients description with adequate detail.
Vaguely describes the client description with some detail.
Lack description of the client and presents no detail.
Communication
Goals
Clearly and accurately identifies realistic and measurable communication goals.
Adequately identifies realistic and measurable communication goals.
Vaguely identifies realistic and measurable communication goals.
Fails to identify to identify realistic and measurable communication goals.
Student
Communication
Clearly and accurately identifies all verbal and non-verbal communications.
Adequately identifies verbal and non-verbal communications.
Vaguely identifies some, but not all of the verbal and non-verbal communications.
Fails to identify either the verbal and non-verbal communications.
CRITERIA
4
(Exceeds Expectations)
3
(Meets Expectations)
2
(Approaching
Expectations)
1-0
(Does Not Meet
Expectations)
Score
Client
Communication
Clearly and accurately identifies all verbal and non-verbal communications.
Adequately identifies clients verbal and non- verbal communications.
Vaguely identifies some but not all of the clients verbal and non-verbal communications.
Fails to identify either clients verbal and non- verbal communications.
Communication
Techniques
Clearly and accurately identifies therapeutic and non-therapeutic communication techniques. Consistently able to explain the rationale for using selected techniques.
Progressively identifies therapeutic and non- therapeutic communication techniques. Progressively able to explain majority of the rationale for using selected techniques.
Vaguely identifies some, but not all therapeutic and non- therapeutic communication techniques. Able to explain some of the rationale for using selected techniques.
Fails to identify any of the therapeutic and non- therapeutic communication techniques used. Fails to explain the rationale for using the selected communication techniques.
X 2
Defense
Mechanism
Clearly and accurately identifies clients defense mechanisms.
Progressively identifies clients defense mechanisms.
Vaguely identifies some but not all defense mechanisms.
Fails to identify clients defense mechanisms.
X2
Coping
Mechanism
Clearly and accurately identifies clients coping mechanisms.
Progressively identifies clients coping mechanisms.
Vaguely identifies some but not all coping mechanisms.
Fails to identify clients coping mechanisms.
X2
Critique and
Analysis
Clearly and accurately interprets if the communication technique was effective or not. Clearly interpretation of thoughts and feelings regarding statements.
Progressively interprets if the communication technique was effective or not. Identifies interpretation of thoughts and feelings regarding statements.
Vaguely interprets if the communication technique was effective or not. Vague interpretation of thoughts and feelings regarding statements.
Fails to interpret if the communication technique was effective or not. Lack justification of ones analysis and interpretation of feelings regarding his or her statements.
X2
CRITERIA
4
(Exceeds Expectations)
3
(Meets Expectations)
2
(Approaching
Expectations)
1-0
(Does Not Meet
Expectations)
Score
Evaluation
Expresses clear and precise point of view. Responds strongly regarding personal feelings regarding the interaction.
Progressively expresses own point of view and own personal feelings during the interaction.
Difficulty expressing own point of view, vague response regarding personal feelings during the interaction.
Fails to clearly express own point of view and describe personal feelings during the interaction.
X2
General Organization
Accurate APA format,
appropriate citations and references.
No spelling or grammar errors.
Adequate APA format.
Minimal citations and references are appropriate.
Few spelling or grammar errors.
Numerous APA format errors,
inaccurate citations and references.
Few spelling and grammar errors.
Fails to utilize APA format.
No citations or references included
numerous spelling and grammar errors.
Total
/64 = %
STUDENT SIGNATURE: DATE:
INSTRUCTOR SIGNATURE: DATE:
COMMENTS: _______ Student: Date: 04/27/2020
Clinical Instructor: Jessica Jun
Name (initials only): SL Unit: Mental Health
Current Legal Status (Vol., 5150, 5250, 30 day, T-Con, LPS-Conservatorship): Voluntary
Multiaxial Diagnostic System: Axis I (Clinical Disorder): Attention Deficit Hyperactivity Disorder
Axis II (Personality Disorder / Mental Retardation): none
Axis III (General Medical Conditions): none
Axis IV (Psychosocial and Environmental Problems): social anxiety
Axis V (Global Assessment of Functioning Scale): 60
1. Description of the patient: Age? Sex? Ethnicity? Marital Status? What precipitated hospitalization? Number of days in the hospital? Mental Status, etc.
S.L is a 24 year old Caucasian female. Patient is single. She lives her parents. Patient was admitted to Swift River Hospital on April 25th, 2020 for attention deficit hyperactivity disorder. S.L. understands her condition. She has family support at home, but often gets frustrated by family. S.L. was noncompliant with medications, mother states she was threatening to end her life. S.L is alert and oriented x4 to person, place, time, and situation.
2. Description of environmental setting where interaction took place. Explain the reasons for a supportive or non-supportive environment. (e.g. noise, distractions, light, temperature, etc.)
Interview took place in a quiet environment with no distractions. The interaction lasted about 30 minutes. The patient was sitting on a chair fidgeting with her fingers. There was no one else around. The environment was supportive allowing us to converse privately.
Course Number and Name
Course: NURS 223L
INTERPERSONAL PROCESS ANALYSIS TEMPLATE
Revision Date: Month, Year (i.e. February, 2010) Page 1
Page 1 of 5
INTERPERSONAL PROCESS ANALYSIS
NAME: Kadie Levy DATE: 04/27/2020
Student:
Verbal (quotes) and Nonverbal Communication (behavior, tone of voice, eye contact, mannerisms, etc.)
Document at least 5 interactions
Goal for each interaction (realistic and measurable)
Patient:
Verbal (quotes) and Nonverbal Communication (behavior, tone of voice, eye contact, mannerisms, etc.)
Communication Techniques
Identify communication technique used then define your communication techniques
Was the communication therapeutic or non- therapeutic?
Which defense and coping mechanisms didthe patient use? Rationale based on your patient.
Critique and Analysis
(effective or not effective? Could have said) Document your thoughts and feelings during the interaction.
Was your goal met?
Goal: utilizing therapeutic communication of silence
Verbal: You are anxious, is there something you would like to talk about?
Nonverbal: Maintain eye contact
Verbal: Yes, I just dont like being in the hospital Nonverbal: She looked down at the ground
Communication was therapeutic, using open-ended questions allowing for patient to expand on thoughts.
Effective because I was able to use therapeutic communication and allowed the patient to open up
goal met.
Goal: To gain the patient trust and continue with conversation
Verbal: I would like to talk more about you.
Nonverbal: Eye contact, empathetic tone.
Verbal: I am scared to talk about my problems
Nonverbal: Patient makes eye contact, but looks away often
Communication technique used was exploring to have patient elaborate. The communication was therapeutic
Not effective because patient was not able to open up about what brought them in. Could ask open ended questions.
Goal was not met.
Goal: Find reason why patient was admitted to hospital.
Verbal: What brought you into the hospital.
Nonverbal: Active listening, sitting upright
Verbal: I was brought in because I was getting angry and not taking my medication
Nonverbal: Patient uses eye contact, tapping feet
Communication technique used was exploring. Communication was therapeutic
Effective because patient opened up. Could of used more empathy because patient was tapping feet making them nervous.
Goal met.
Goal: Engage patient in conversation to elaborate on their feelings
Verbal: How do you feel when talking with me
Nonverbal: Eye contact, sitting upright, facing patient
Verbal: I feel good, opening up and talking to someone Nonverbal: Maintains eye contact
Communication technique used was open ended questions allowing for patient to tell me how they feel. Communication was therapeutic
Effective because patient feels safe and trusts me
Goal: To use therapeutic communication of active listening
Verbal: Ask questions that allow patient to open up
Nonverbal: Maintain eye contact
Verbal: Patient opened up to me and shared how they are coping
Nonverbal: Eye contact
Communication technique used was active listening. Communication was therapeutic
Effective because patient relaxed and shared how they are feeling.
INTERPERSONAL PROCESS ANALYSIS SUMMARY
1. Evaluation: After analyzing the interaction, provide a description on how the interaction progressed. Identify the reasons for successful process or unsuccessful process. What did you learn from the interaction with your patient?
After introducing myself to S.L. I explained what I was going to be doing to gain trust from the patient. From the interaction I learned how the patient attempts to deal with her disorder. The interaction was successful because I feel as I gained trust from the patient. I learned that the patient sometimes feel her medication does not help.
2. How did you personally feel about the interaction? What would you change if you had to redo the interaction?
The interaction with S.L was productive. I would change the way I started the conversation about what is going on and what my intentions were such as being more upfront instead of working around the main issue at hand. Course: NURS 223L
PSYCHIATRIC NURSING PROCESS WORKSHEET: Daily Charting 1
Student Name: Andcherla Marcelin __ Date: 09/08/2020
Name (initials only):N.J_ Age: __81_Gender: __F_ Unit: Nursing home___ Date of Admission: __09/08/2020__
Client History:
Norma James is 81 years old. She has been in a nursing home for 8 months following time in hospital with a fractured right ankle after a huge fall. She lost her husband about 4 year ago. The only person who comes to see her is her youngest sister, who had a heart attack 9 weeks ago and has not been able to visit her since. N.J has become increasingly quiet and withdrawn. It has been reported that she is not eating and do not want to come out of her room. Her weight has dropped by 5lbs in the last month or so.
Current Legal Status (Vol., 5150, 5250, Conservatorship, T-Con): Volunteer
Psychiatric Diagnosis: Depression disorder
Medical and (or) physical problems: Hypertension, Diabetes, fracture RT ankle from fall, osteoarthritis, macular degeneration.
Psychosocial and Environmental Problems:
(problems with primary support group, education, occupational, housing, economic, access to health care). Patient has problem with primary support group. Her sister is unable to visit her because she suffered from a heart attack.
Presenting Problem: patient has become increasingly quiet and withdrawn and she is not eating and has lost 5 pounds in a month or so.
Reason for hospitalization (Clients own words): I not fit to be by myself because of my fracture Rt ankle. Everyone that I know is dead or moved away. The only piece of joy that I left was my sister coming to visit me. I do not want to come out my room and interact with people. Please leave me alone. I do not want to eat or take a shower. I am not sleeping very well and do not have an appetite. Im ready for Good to call me home.
Current stressors: Her sister not able to visit her
Mental Status Examination
Appearance (e.g. showered & groomed, wearing clean clothes, bizarre, inappropriate, disheveled, heavy makeup): not showered, clothing is scruffy, hair uncombed
Behavior & Motor Activity (Calm, hyperactive, bizarre gestures, mannerisms, tics, tremors, psychomotor retardation, restlessness, repetitive behavior, other): very restless and very irritable.
Attitude (cooperative, uncooperative, friendly, hostile, guarded, suspicious, belligerent): cooperative
Affect (blunted, flat, guarded, labile, expansive, sad, or other): Flat
Mood (euthymic, angry, anxious, expansive, euphoric, irritable, apathetic, sad, or other): apathetic, sad and irritable
Speech (normal rate, rhythm & tone, slowed, prolonged, speech latency, soft, loud, spontaneous, slurred, pressured, or other): Slow soft speech with pause
Thought Content:
Suicide Ideation (plan and/or intent): denies
Homicidal Ideation (plan and/or intent): denies
Hallucinations (auditory, visual, olfactory, gustatory, tactile): denies
Delusions (bizarre, jealous, somatic, persecutory, paranoid, control, grandiose, religious, erotomania): denies
Perception (ideas of reference, ideas of influence, thought insertion, thought withdrawal, thought broadcasting, depersonalization, phobias, illusions, other): denies
Thought Process (logical, coherent, goal directed, illogical, circumstantial, tangential, flight of ideas, loose association, preservation, rumination, confabulations, confusion, other): logical
Cognition (orientation, memory recall, concentration, attention span): oriented
Insight: Good. Judgment: good she does not feel like harming herself
Coordination/gait/notable movement: patient is using a walker
Cultural issues, familial concerns and religious affiliation that may affect his/her care: N/A
Support System: nursing home.
Current Physical Health:
Vital Signs – T: 97.6 F P:81 R: 14 BP: 138/90 Pulse Oximeter reading: 98%
Pain (Numeric 1-10): 3/10 Location: Right ankle Character: dull and sharp join pain
How would you describe your health: Poor
Nutritional Status:
Diet: normal Feeding supplement: none Swallowing / Chewing difficulty: no
Elimination Pattern: Normal
Activity-Exercise-Sleep-Rest Pattern: 5-6 hours of sleep
Group Attendance and Level of Participation: Poor
Substance Abuse: N/A
Substance
Amount / Frequency
Duration
Last Used
N/A
N/A
N/A
N/A
Withdrawal symptoms: N/A
Other Addictions (gambling, sex, internet, shopping, internet, etc.):
Discharge Plans: nonejm
Potential Nursing Diagnosis (Risk / Actual): Impaired social interaction R/T lack of support system AEB remain in seclusion, lost appetite, sleep poorly
Planning (patient goals): Patient will participate in 1 or 2 community social activity (e.i ice cream parlor, breakfast/lunch/dinner with other residents, bingo) within 24 hours
Nursing Interventions (include patient education):
Assess patients past and current coping skills.
Help patient to identify alternative courses of action to cope with depression.
Encourage the patient to identify other support system other than his brother
Encourage the patient to express her feelings about social interactions
Evaluation (patient response to interventions and teachings): Goal met patient joined other residents for breakfast and lunch at the dining hall.
MEDICATION LIST
Medication
(Generic / Trade)
Dose / Route / Frequency / Range
N/A
Side Effects
Food and Drug Interaction
N/A
Purpose / Rationale for the Patient
N/A
Medication
(Generic / Trade)
Dose / Route / Frequency / Range
Side Effects
Food and Drug Interaction
Purpose / Rationale for the Patient
Medication
(Generic / Trade)
Dose / Route / Frequency / Range
Side Effects
Food and Drug Interaction
Purpose / Rationale for the Patient
Medication
(Generic / Trade)
Dose / Route / Frequency / Range
Side Effects
Food and Drug Interaction
Purpose / Rationale for the Patient
Laboratory Report:
LAB
DATE
RESULTS
REERENCE RANGE
DEPAKOTE
LITHIUM
TEGRETOL
DILANTIN
WBC
Date:
Hour
Focus / Nursing Diagnosis
D Data A Action R – Response
D
Patient is 84 years old. She has been in a residential home for four months following time in hospital with a fractured femur after a fall. She is a widow and her only visitor has been her younger brother, who suffered a stroke six weeks ago and has not been able to visit her since. She looks sad and gets tearful when discussing her feelings with the GP. She admits she is very lonely since her brother stopped coming to see her and is worried that he may never be fit enough to come again. She says that she is sleeping poorly, has lost her appetite and cant be bothered to sit with other people in the care home
A
Physical assessment was done, and the GP conducts a PHQ-9 (ThePHQ-9is the depression module, which scores each of the9DSM-IV criteria as 0 (not at all) to 3 (nearly every day) with V, and her score is 20. A physical examination (including chest and abdomen) is normal, her BP is 146/82 and a dipstick urine test is negative.
R
Patient expressed her feelings about wanting to get better and agrees on treatment plan
West Coast
University
Patient Care Notes
Patient Identification
Student Daily Journal
Personal goals for the day:
Finish my nursing process and find a zoom meeting for AA meeting. Potentially start my community experience paper.
Experience and activities of the day:
The AA meeting was really interesting. Participants shared their struggles and success in overcoming alcohol addiction.
Thoughts about your experience today: (How did you meet your goal?)
Your feelings about today: (How can you utilize your experience in the future?)
Today, I heard testimonies from people who suffered from alcoholic addiction and how they successfully overcome their addiction. I can utilize this experience by spreading the information that AA meeting is an effective means of helping an alcoholic to stop drinking.
Page 1 of 8 Student: Date:
Clinical Instructor:
Name (initials only): Unit:
Current Legal Status (Vol., 5150, 5250, 30 day, T-Con, LPS-Conservatorship):
Multiaxial Diagnostic System: Axis I (Clinical Disorder):
Axis II (Personality Disorder / Mental Retardation):
Axis III (General Medical Conditions):
Axis IV (Psychosocial and Environmental Problems):
Axis V (Global Assessment of Functioning Scale):
1. Description of the patient: Age? Sex? Ethnicity? Marital Status? What precipitated hospitalization? Number of days in the hospital? Mental Status, etc.
2. Description of environmental setting where interaction took place. Explain the reasons for a supportive or non-supportive environment. (e.g. noise, distractions, light, temperature, etc.)
Course Number and Name
Course: NURS 223L
INTERPERSONAL PROCESS ANALYSIS TEMPLATE
Revision Date: Month, Year (i.e. February, 2010) Page 1
Page 1 of 3
INTERPERSONAL PROCESS ANALYSIS
NAME: DATE:
Student:
Verbal (quotes) and Nonverbal Communication (behavior, tone of voice, eye contact, mannerisms, etc.)
Document at least 5 interactions
Goal for each interaction (realistic and measurable)
Patient:
Verbal (quotes) and Nonverbal Communication (behavior, tone of voice, eye contact, mannerisms, etc.)
Communication Techniques
Identify communication technique used then define your communication techniques
Was the communication therapeutic or non- therapeutic?
Which defense and coping mechanisms didthe patient use? Rationale based on your patient.
Critique and Analysis
(effective or not effective? Could have said) Document your thoughts and feelings during the interaction.
Was your goal met?
Goal:
Verbal:
Nonverbal:
Verbal: Nonverbal:
Goal:
Verbal:
Nonverbal:
Verbal: Nonverbal:
Goal:
Verbal:
Nonverbal:
Verbal: Nonverbal:
Goal:
Verbal:
Nonverbal:
Verbal: Nonverbal:
Goal:
Verbal:
Nonverbal:
Verbal: Nonverbal:
INTERPERSONAL PROCESS ANALYSIS SUMMARY
1. Evaluation: After analyzing the interaction, provide a description on how the interaction progressed. Identify the reasons for successful process or unsuccessful process. What did you learn from the interaction with your patient?
2. How did you personally feel about the interaction? What would you change if you had to redo the interaction?
