Twenty-two exchanges from interpersonal psychotherapy sit beside columns of reasoning, and this NU672 Unit 2 process recording turns on one unanswered comment about a sister. Searches like "nu 672 unit 2 assignment example", "nu672 unit 2 sample" and "nu672 unit 2 example" land here.
What a finished NU672 Unit 2 process recording looks like
Six columns run across a wide page for about [nine] minutes of dialogue: line numbers, the client's words, the student's words, nonverbal observations, what the student was thinking and feeling, and an analysis that names the technique intended, judges it and proposes an alternative. A header gives the session number, the treatment frame, interpersonal psychotherapy for depression with role transition as the agreed problem area, and a note that the client is a composite and that recording consent was obtained. At line [14] she says that she has stopped calling her sister back. The student replies by asking about sleep. The analysis column names this as a missed opening, the one comment in the excerpt belonging to her problem area, and writes out a reflection that would have stayed with it.
How a NU672 Unit 2 example is structured
The excerpt is chosen for its turning point rather than its polish, and the header says why these nine minutes were selected. Columns are kept strictly apart: what was said, what was seen, what the student felt then and what the student thinks now never share a cell, so a supervisor can separate the session from the hindsight. The analysis column names each intervention in the vocabulary of the treatment frame, clarification, encouragement of affect, communication analysis, and says whether it served the role transition focus the pair agreed in session one. Alternatives are written as actual words the student could have said, never as labels. A closing half page summarizes three patterns across the excerpt, including a habit of retreating to symptom questions when feeling rises, and turns the most persistent of them into a question for the next supervision hour.
Nine minutes chosen for a reason
The header explains the selection: the stretch holds the session's one real turning point, not its smoothest exchanges. Supervisors tend to read that choice as the first sign of whether a student can find what matters in a session.
Then and now kept apart
Feelings recorded at the time sit in one column and present judgment in another. Merging them lets hindsight rewrite the session, and the separation shows what the student actually knew at line fourteen compared with what the recording reveals afterward.
Named in the treatment's own terms
Each intervention carries an interpersonal psychotherapy label, such as clarification or encouragement of affect, and a verdict on whether it served role transition. Generic labels like active listening would fit any recording and tell a supervisor nothing about the frame.
The sister, followed up
The alternative written beside line fourteen is a full sentence reflecting what the unreturned calls might mean, which would have opened the losses tied to the move. The analysis also notes that she mentioned the sister again, briefly, at line [20].
A retreat that repeats
The closing summary finds a pattern rather than listing errors: three times, when her voice thickened, the student turned to sleep, appetite or scores. The summary names that retreat and carries it forward as an open question.
Where marks go in NU672 Unit 2
Graders read the analysis columns before the dialogue, and a recording whose right-hand side merely paraphrases what was said earns little however faithful the transcript. Missing the significant moment matters nearly as much; when the client offers something that belongs to the treatment focus and neither the reply nor the analysis catches it, the omission is usually the first comment on the paper. Columns that blend feelings at the time with judgment afterward make the student's in-session reasoning impossible to assess. Interventions labeled in generic terms, with no link to the model being practiced, suggest the frame never reached the room. Deductions also follow for alternatives written as labels instead of words, an excerpt too long to analyze closely, and identifying detail, since an exhibit designer in a small city could be recognized from very little.
Get a NU672 Unit 2 example written to your instructions
Send your NU672 section's recording template, its column headings especially, along with the treatment model you are practicing and the rubric. A free first sample comes back in 24-48h, built around an invented client, with an excerpt chosen for its turning point and analysis written in the model's own terms. Your own session material stays with you.
NU672 Unit 2 questions, answered
Should the process recording use a real session transcript?
Your submitted recording will draw on your own session, de-identified under the site's and the course's rules, and that material is yours alone. A sample is built on a composite client so it can show the format without exposing anyone. What transfers from it is the discipline of the columns: dialogue in one place, feeling in another, judgment in a third.
What goes in the nonverbal column?
Observable behavior only: posture shifts, pauses with their length, tears, a glance at the clock, changes of tone. Interpretation belongs in the analysis column. A note that she looked away for about [four] seconds before answering is data; a note that she was ashamed is a hypothesis, and keeping the two apart lets a supervisor test the hypothesis against what was seen.
How many alternative responses should the recording offer?
One for each moment worth changing, which is rarely every line. Alternatives on routine exchanges add length without insight. Graders look for alternatives at the points where the session could have turned, written as words the student could actually say, and consistent with the model being practiced rather than borrowed from a different therapy.