Early and late recordings face identical measures in the NU672 Unit 9 comparative process recording, which finds longer silences and more clarification alongside a rescuing habit that persists. Searches like "nu 672 unit 9 assignment example", "nu672 unit 9 sample" and "nu672 unit 9 example" land here.
What a finished NU672 Unit 9 comparative process recording looks like
Two parts and a comparison table, about six pages. Part one is the late recording in the familiar column format: roughly [ten] minutes of supportive-expressive work with the electrician, whose wife received a dementia diagnosis [four] months earlier, with dialogue, nonverbal notes, the student's thoughts at the time and an analysis column. Part two sets the late excerpt beside the early one. The table carries four rows with bracketed values for each recording: longest silence held, interventions placed on Gabbard's expressive-supportive continuum, openings the client offered and the student missed, and turns spent problem-solving after a display of emotion. A discussion reads the table row by row. Silence and clarification improved, and missed openings fell from [four] to [one]. The rescuing pattern shrank but survived: the late session still ends with reassurance the client had not asked for.
How a NU672 Unit 9 example is structured
Comparison depends on measuring both sessions the same way, so the table's categories are defined before either recording is scored, and the early recording is rescored with them rather than borrowing its original analysis. Gabbard's continuum gives the intervention row its scale, from interpretation and confrontation at the expressive end, through clarification, to advice and praise at the supportive end, and each intervention is tallied into one band. The discussion treats each row separately and then asks what connects them. Differences between the two clients, a young adult early in the term and an older man grieving a living spouse, are named as a limit on the comparison. Growth, the closing section concludes, was real but partial; it quotes the late session's final reassurance and names what remains unfinished.
Measures defined first
Four categories are written out before any scoring, each with an example of what counts. Defining them in advance keeps the late recording from being judged more generously than the early one, which any comparison of this kind invites.
The early session rescored
The student returns to the first recording and scores it again with the new definitions instead of trusting the original analysis. Two interventions first called reflections are reclassified as advice, and the paper says so.
Placed on Gabbard's continuum
Each intervention falls in one band from expressive to supportive. Early work sits almost entirely at the supportive end; late work includes [five] clarifications and one gentle confrontation about his refusal of respite care.
Fourteen seconds, not six
The longest silence more than doubles. The analysis quotes what the electrician said after the pause, a sentence about grieving someone still sitting at the kitchen table, as evidence that the silence did work the student's earlier speed would have prevented.
The habit that survived
The final exchange offers reassurance he did not request. The paper presents it as the unfinished part of the term's learning rather than hiding it, and turns it into the next item for supervision.
Where marks go in NU672 Unit 9
A comparison that declares growth without a common measure is the weakness graders mark most, because two recordings analyzed on different terms cannot show change. Categories defined after the late session was written, or applied only to it, invite the same comment. Honesty about limits matters as well: two different clients, different points in treatment, and a student who knows which recording is supposed to be better. A paper claiming the early problems have vanished reads as a performance of growth rather than an analysis of it. Numbers without quotations lose credit too, since a supervisor wants to hear the silence as well as count it. Lesser deductions follow for intervention labels applied loosely, for the early recording summarized rather than rescored, and for no forward plan.
Get a NU672 Unit 9 example written to your instructions
Does your NU672 section frame the late recording against your own earlier one or against a set of criteria? Explain which, and attach the rubric with the column template. The first one is free and takes 24-48h; it compares two composite sessions on measures defined in advance. Your recordings, and the scoring of them, remain yours.
NU672 Unit 9 questions, answered
Should the comparison use the same client in both recordings?
It helps when possible, since change is easier to see against a constant. Practicum schedules often make that impossible, and a comparison across two clients is acceptable when the paper names the difference as a limit. What matters is using identical measures on both recordings, so that the comparison concerns the student's behavior rather than the clients' presentations.
What if the second recording is not better than the first?
Report it accurately. A late session that went badly, analyzed honestly with the same measures, can demonstrate more reflective skill than a triumphant comparison. Look for what differed between the sessions, such as a harder clinical moment, and say what the result means for your work. Supervisors generally value that candor more than a tidy story of progress.
Which measures work best for comparing two recordings?
Ones that can be counted or located in both transcripts: missed openings, length of silences, the balance of intervention types, turns spent problem-solving. Three to five is usually enough, each defined with an example and applied identically. If your course names the skills being assessed, those skills are the natural source for the categories.