SEMINAR

ON

SOCIOMETRY

AND

ANECDOTAL

RECORD

SUBMITTED TO,

MRS,SATHYA

M.SC(N), LECTURER

SUBMITTED BY,

M.SHOBA

M.SC(N) I YEAR

MASTER PLAN

Name of the students Teacher : Ms . M . Shoba

Name of the evaluator : Mrs . Sathya M.sc(N) Lecturer.

Name of the Subject : NursingEducation

Unit : V

Topic : Sociometry , Anecdotal Record

Level of the students : M.Sc(N) I year

Number of students : 19

Method of Teaching : Lecture cum discussion

Audiovisual Aides : Black board, chart, OHP, Flannel, Handout Pamplet

Class room : M.sc (N) I year class room

S.No

Content Page No

1.

2.

3.

4.

5.

6.

7.

8.

i)

ii)

iii)

Introduction

Terminology1. Sociometry.2. Anecdotal record.

Etymological meaning.

Definition - (JACOB MOREND).

Purposes

Branches of socio metry:

Research socio metry Applied sociometry

Moreno ‘s criteria for sociometric Test.

Other Approaches & Software

Pyschodrama

Psychological use

Group psychotherapy

Yalom’s Therapeutic Factors

Universality

Altruism

Institution of Hope

Imparting Information

Correction Recapitulation of the

primary family experience

Development of Socializing

Techniques

Initiative Behaviors

iv

v)

vi)

vii)

viii)

ix)

x)

xi)

1)

Cohesiveness

Existential Factor

Catharsis

Interpersonal Learning

self understanding

Gestalt Therapy

History

Objective

Notable Issues

Change

Play therapy

Indicate to whom?

Sanitary or sand box Therapy

Therapy – procedure

Play Back Theatre

Drama Therapy

Therapy History

Attachment Therapy

Criticism

ANECDOTAl RECORD

Definition

2) Meaning - Anecdotal Record

3)

4)

5)

6)

7)

8)

9)

10)

11)

12)

13)

14)

15)

Characteristics

Merits

Demerits

Principles

Descriptive Report

Format for Anecdotal

Anecdotal Notes

Illustration for use of anecdotal notes

Recommendation

Conclusion

Journal Abstract

Bibliography

AV . AIDS used Chalk board Over head projector Chart Pamplets Flannel board

BIBLIOGRAPHY:

B.T. Basavanthappa (2003), Nursing Education”, 1st

edition, New Delhi, Jaypee brothers, Pp: 359-384, 515-522.

Jean Barrette (2004), “Ward Management and

Education”, 14th edition, komark publishers Pp: 357-368.

K.P. Neeraj (2003) “Textbook of Nursing Education” 1st

edition, Newdelhi, Jaypee brothers, Pp: 315-317.

NET REFERENCE:

www.wikiepeida.co.in

SOCIO METRY

INTRODUCION :The realization of educational goals and objectives in the

educative process is based on the accuracy of the judgments

and in inferences made by at a good decision the test,

measurements and evaluations are being used in all

educational situations. The evaluation has become a part and

parcel of every system of education to determine the

achievement of goals by the students in a given period.

SOCIOMETRY :

Sociometry is a quantitative methods for

measuring social relationship.

ETIOLOGICAL MEANING :

The word derived from Latin word “Socious”

meaning companion “metrom” meaning measure .

JACOB MORENO DEFINES:

Sociometry as “The enquiry in to the evolution and

organization of groups and the position of individuals with in

them.

He goes on to write “ As the, science group organization

if attacks the problem not from the outer structure of the

group, the group surface, but from the inner structure.

Sociometric explorations reveals the hidden structures

that gives a group it forms; the alliances, the subgroups, the

hidden belief, the forbidden agendas the ideological

agreements, the stars of the show.

PURPOSE

It enables the teacher to get a comprehensive picture of

the structure of social relationship in the entire class by

means of certain instrument and methods of interpreting

and applying the results obtained

It is a special methods of obtaining the information

through oral questions written responses and analyzing

the records in studying.

It is a technique where by each member is asked to state

the kind of relationship. Which he holds towards other

members these responses have been recorded graphically

and represented in sociogram.

The sociometric status , his relationship with other

members in a group perception of other members, etc

will be revealed in sociometry.

It is a method used to determine the degree to which

individuals are accepted [or] rejected in a group and

group structure, sub divisions of the group / based on sex,

age caste, family procession culture affinity etc. group

positions [popular stars, leaders isolates, rejects etc and

so on ].

The technique is simple in use and speedy in

administrations.

The curricular and co- curricular formation of groups,

choosing companions, partners for specific activities [or]

occuasion can be drawn in sociometry.

BRANCHES OF SOCIOMETRY:

Research sociometry.

Applied sociometry.

RESEARCH SOCIOMETRY:

Research sociometry in actions research with groups

the socio emotional networks of relationships using specified

criteria [e.g ] . who in this group do you want to sit beside you

at work? who in the group do you go to for advice in a work

problem? who in the group do you se providing satisfying

leadership in the pending project? sometimes called network

explorations research sociometry is concerned with relational

patterns in small {individual and small groups} and larger

populations such as organization and neighbor hoods .

APPLIED SOCIOMETRY:

It utilize a range of methods to assist people and

groups review, expand of develop their existing psycho - social

network of relationship.

Both fields of sociometry exist to produce through their

application greater spontaneity and creativity of both

individuals and groups .

MORENO’S CRITRIA FOR SOCIOMETRIA TEST :

In “sociometry”, experimental method and the

science of society .An approach to a new political orientation .

“ moreno describes the depth to which a group needs to go for

the method to be “sociometry “ the form for him had a

qualitative meaning and did not apply unless some group

process. Criteria were met one of there is that there is

acknowledgement if the differences between process dynamics

and the manifest content. To quote morena there is a deep

discrepancy between the official and the secret behavior of

members Moreno advocates that before any “ social program

can be proposed, the sociometrist has to take in to account the

actual constitution of the group .

OTHER APPROACHES AND SOFTWARE :

Other approaches were developed in last decades ,

such as social network analysis {or} socio mapping free ware

as well as commercial software was developed for analysis of

group and there structure such as pajek {or} in flow .All there

approaches shave lot of their basic principles with

sociometry .

Moreno’s criteria for a sociometric approach are not

easily adhered to using software methods that are divorced

from groups work .A sociogram is a graphic representation of

social links that a person has sociograms were developed by

Jacob . L moren to analysis choices[or} perferences with in a

group . They can diagram the structure and patterns of groups

interaction . A sociogram can be drawn on the basis of many

differences criteria social relations channels of influence lines

of communication etc.

Those points on a sociogram who have many choices are

called stars . Those with few or no choices are called

isolates .Individuals who choose each other are know to have

to have made a mutal choice one way choice refers to

individuals who choose some one but the choice is not

reciprocated . Cliques are groups of three {or} more people

within a large group who all choose each other .

Sociograms are the charts {or} tools used to find the

sociometry of a social space .

Under the social discipline model. Sociograms are

sometimes used to reduce misbehavior in a classroom

environment. A sociogram is constructed after students

answer a series of questions probing for social acceptance for

misbehaving, are known as a friendship chart, often the most

important person/ thing is in a bigger bubble most important

and the smallest representing the least important.

Different from their own role - playing also known as

RP to some , is being in an improvisational drama {or} free

form theater, in which the participate are the actors who are

playing parts and the audience .

People use the phase “role - playing” in atleast 3 distinct ways.

To refer to the playing of roles generally such as in a

theater{or} educational setting .

To refer to a wide range of games including computer

role - playing games , play by games and more .

To refer specifically to role playing games .

PSYCHODRAMA :

Psychodrama is a form of human development which

explors, through dramatic action , the problems , issues

concerns drams and highest aspiration of people , groups

systems and organizations. It is mostly used as a group work

method , in which each person in the group can become a

therapeutic agent for each others in the group developed by

Jacob L. Morenno.

In psychodrama has strong elements of theater often

conducted on a stage where props can be used the audience is

fully involved with the dramatic action. Audience involvement

is either through personal interest in the concerns of the

leading actor, called the protagonist {or} through playing

some roles of the drama which helps the protagonist {or}

taking the form of some of the other elements of the drama

which can give voice to the rest of our wide {or} through

active engagement as an audience member.

Psychodrama’s core functions is the raising of

spontaneity in an adequate and functional manner, It is

through the raising of spontaneity that a system, whether and

internal human system {or} an organizational system, can

begin to become creative life filled and develop new solutions

to old and tired problems {or} adequate solution to new

situations and concerns.

A psychodrama is best conducted and produced by a

person trained in the method {or} learning the method called

a psychodrama director.

There are many psychodrama training institutes in

many countries around the world.

[Eg] Australian and New Zealand psychodrama association,

the American society of group psychotherapy and

psychodrama.

Psychological use:

Participants explore internal conflicts through acting out

their emotions and interpersonal interaction on stage .

A given psychodrama session {90min - 2 hrs} focuses

principally on a single participate known as the protagonist .

Protagonist examine their relationship by interacting with

the other actors and the leader , known as the director . This is

done using specific techniques including doubling role

reversals , mirrors ,soliloquy and sociometry .

Psychodrama attempts to create an internal restructuring

of dysfunctional mindset with other people, and it challenge

the participate to discover new answer to some situations.

Become more spontaneous and independent there are

over 10,000 practitioners internationally.

It is one form of group psychotherapy a method of

communication in which the communications express him/her

themselves in action.

Role playing is an important method in it widely used in

business and industry.

Psychodrama offers a powerful approach to teaching and

learning as well as to training interrelationship skills.

The action techniques of psychodrama also offers a

means of discovering and community information concerning

events and situations in which the communications has been

involved.

GROUP PSYCHOTHERAPY :

Is a form of psychotherapy in which one {or} more

therapists treated a small group of clients together as a

group

The term can legitimately refer to any form of

psychotherapy when delivered in a group format

including

- Cognitive behavioral therapy.

- Interpersonal therapy.

But it is usually applied to psychodynamic group therapy

where the-group content and group process is explicitly

utilized as a mechanism of change by developing exploring

and examining interpersonal relationship with in the group.

The broader concepts of group therapy can be taken any

helping process that takes place in a group including support

group , skill training group {such as anger management,

mindfulness and psycho education {programme} groups.

Other specialized forms of group therapy would include

non verbal expressive therapy, dance therapy music.

group therapy would include non verbal expressive

therapy, dance therapy music.

YALOM’S THERAPEUTIC FACTORS :

UNIVERSALITY:

The recognition of shaved experiences and feelings

among group members and that there may be widespread

{or} universal human concerns , serves, to remove a group

members sense of isolation, validate their experiences and

raise self esteem .

AITRUSIM:

The groups is a place where members can help each

other and the experience of being able to give something to

another person can lift the members self esteem and help

developed more adaptive coping styles and interpersonal

skills.

INSTILLUTION OF HOPE :

In a mixed group has members of various stager of

development {or} recovery a member can be inspired and

encouraged by another member who less overcome the

problems that they are still struggling with .

IMPARTING INFORMATION :

While this is not strictly speaking a psychotherapeutic

process members often report that it has been very helpful to

learn factual information from others members in the group

for ex: Their treatment {or} about access to services.

PRIMARY CORRECTIVE RECAPITULATION OF THE FAMILY

EXPERIENCE :

Members often unconsciously identify the group

therapist and other groups members with their own parents

and sittings in a process which is a form of transference

specific to group psychotherapy , the therapist’s

interpretations can help group members gain understanding of

the impact of child experiences on their personality and they

may learn to avoid unconsciously repeating un helpful past

interactive parents in present day relationship .

DEVELOPMENT OF SOCIALIZING TECHNIQUES:

The group setting provides a safe and supportive

environment for members to take risks by extending their

repertoire of interpersonal behaviour and improving their

social skills.

IMITATIVE BEHAVIORS :

One way in which group members can develop social

skills is through a modeling process observing and imitating

the therapist and other group members for example sharing

personal feeling, showing concern, supporting others.

COHESIVENESS:

It has been suggested that their is a primary

therapeutic factor from which all other flow humans are hard

animals with an instinctive need to belong to groups, and

personal development can only take place in an interpersonal

context. A cohesive groups is one in which all members feel a

sense of belonging , acceptance validation.

EXISTENTIAL FACTOR:

Learning that one has to take responsibility for one’s

own life and the consequences of ones decisions.

CATHARSIS:

Catharsis is the experience of relief from emotional

distress through the free and uninhibited expression of

emotion. When members tell their strong to a supportive

audience, they can obtain relief from chronic feeling of shame

guilt.

INTERRPERSONAL LEARNING

Group members achieve a greater level of self awareness

through the process of interacting with other in the group who

give feel back on the members behaviors and impact on

others.

SELF UNDERSTANDING

This factor overlaps with interpersonal learning but

refers to the achievement of greater levels of insight into the

genesis of one’s problems and the unconsciousness

motivations which underlie one’s behaviors.

GESTALT THERAPY

HISTORY

Rose from its beginning in the middle of the 20th

century to rapid and widespread popularity during the deduce

of the 1960’s and early 1970’s.

During the 70’s and 80’s gestalt therapy training centers

spread globally, but they were, for the most part, not aligned

with formal academic settings. As the cognitive revolution

eclipsed gestalt therapy in psychology, many came to belief

gestalt was an anachronism. In the hands of gestalt

practitioners, gestalt therapy became an applied discipline in

the fields of psychotherapy, organizations, development, and

social action and eventually coaching until the concern of

research to and so, largely ignored the need to utilize research

to further developed.

Gestalt therapy is methods of awareness by which

perceiving feeling and acting are understand to be separate

from interpreting explaining and judging using old attitudes.

Gestalt therapy focuses more an process {what is

happening} than content {what is being discussed}, the

emphasis is on what is being done, thought felt at the moment

rather than on what was, might be, could be {or} should be.

This distinction between direct experience and indirect

{or} secondary interpretations is developed in the process of

therapy the client learns to become aware of what they are

doing psychologically and how they can change it.

By becoming aware of and transforming their process

they develop sell acceptances and the ability to experience

more in the “now” without so much interference from baggage

of the past.

OBJECTIVE:

Helping the client overcome symptoms.

Enable him / her become more fully and creatively alive

and unfinished issues that may diminish,“ optimum satisfaction

fulfillment and growth , thus it falls in the

Category of humanistic psychotherapies.

NOTABLE ISSUES :

Field theory, self is a phenomenological concepts and is a

comparison with “other”, without other there is no self and

how I experience self.

The continuity of selfhood {personality functions } is

some thing achieved rather then something inherent “ inside “

the person, and has own advantage & disadvantage.

At one end of spectrum, there is not enough self

continuity to be able to make meaningful relationship {or} to

have a workable sense of who I am.

The approach is not the self of the client being helped {or}

healed by the fixed self of therapist, but the exploration of the

here and now of the theory.

There is not the assumption that the client act in al other

circumstances as her {or} she does in the therapy.

Rigid self definition in some area of functioning that

denies spontaneity and makes deal with situation impossible

experience of the therapist.

Change:

Has now become a “classic“ of gestalt therapy literature

Arnold beisscr {1970} describe paradoxical the same.

PLAY THERAPY :

Generally employed with children 3toll play provides a

way for children to express their experience and feeling

through a natural self guided.

As children experience and knowledge are often

communicated through play it becomes on important vehicle

for them to know and accept themselves and others.

Play therapy is the systematic use of a theoretical model

to establish on interpersonal process where on play therapists

use the therapeutic powers of play to help clients prevent {or}

resole psycho social

Challenges and achieve optional growth and

development. A working definition might be a form of

counseling {or} psychotherapy that therapeutically engages

the power of play to communicate with and help people,

especially children, to engender optimal integration and

individuations.

Play therapy is often used as tool of diagnose, a play

therapist observes a client playing with toys { play houses,

pets dolls etc } to determine the cause of the disturbed

behaviors the objects and pattern of play a well as the

willingness to interred with therapist can be used to

understand the underlying rationale for behaviors both inside

and outside the session according to the psychodynamic view,

people {especially} children will engage in play behaviors in

order to work through their interior obfuscation and anxieties

an this way play therapy can be used as a self help

mechanism, as long as children are allowed time for “free

play“ {or} “unstructured play“ from a developmental point of

view, play has been determined to be an essential component

of healthy child development play has been directly linked to

cognitive development.

Indicate to whom ?

one approach to treatment is for play therapists use a

type of systematic desensitization {or} relearning therapy to

changes the distributing behavior either systematically {or} in

less formal social settings.

These processes are normally used with children but also

applied to ,

Preverbal

Non verbal {or] verbally impaired

persons .

Slow learners.

Brain injured

Drug affected

Mature adults usually need much, “group permissions“

before indulging in the relaxed spontaneity of play therapy so

a very skilled group workers is needed to deal with such

guarded individuals.

Many mature adults fined the “Child’s play” is so different

and taboo, that most experienced group workers need

specially tailored “play” strategies to reach them.

Competent adults group workers will use there play

strategies to enable more unguarded spontaneity to develop in

the non - children student.

SANITARY {OR} SAND BOX THERAPY:

Is a form of experimental workshop which allows greater

exploration of deep emotional issues sand play therapy is

suitable for children and adults and allows them to reach a

deeper insight into and resolution of a range of issues in their

lives such as deep anger, depression, abuse {or} grief.

Through a safe their world using a sand tray and a

collection of miniatures. Accessing hidden previously

unexplored arras is often possible using this expressive and

creative way of working which does not rely on “lack“ therapy.

THERAPY -PROCEDURE:

Sand tray participants are invited to create a diorama {a

story {or} miniature world by arranging toy people, animals,

and other items in the sand tray. The therapist evaluates the

participant’s choice and use of objects to draw various

conclusions choice the subject psychological health.

This non invasive method works especially well with those

individuals who are young {or} have trouble comprehending

and talking about difficult issues, such as domestic {or} child

abuse, incest {or} death of a family member.

PLAY BACK THEATRE:

Is an original forms of improvisational theatre in which

audience {or} group members tell stories from their lives and

watch them enacted on the spot play back theatre is

sometimes considered a modality drama therapy improvisation

theatre in which the actors use improvisational acting

techniques to perform spontaneously actors typically use

audience suggestions to guide the performance as they, create

dialogue setting and plot extend courageously, improvisational

theatre, performances tend to be comedy, although some

forms including play back theatre & theatre of the oppressed

are not necessarily intended to be comedy.

Many improvisational actors also work as scripted

actors , and “improve” techniques are often taught in standard

acting classes the basic skills of listening, clarity, confidence

and performance instinctively and spontaneously are

considered important skill for actors to develop.

DRAMA THERAPY :

Is an expressive therapy modality used in a wide variety

of selling , including, hospital, schools, mental health centers,

Prisons and business Drama therapy exist in many forms and

can be applicable to individuals, couples, families and various

groups.

The use of dramatic process and theater as a

therapeutic intervention began with psychodrama the field has

expanded to allow many forms of theatrical interventions as

therapy including role play theater games group, dynamic

games mime, pupperty and other improvisational techniques

often drama therapy is utilized to help a client.

o Solve a problem.

o Achieve a catharsis.

o Delve into truths about self.

o Understand the meaning of personally images.

o Explore and transcend unhealthy patterns of

interaction.

Drama therapy is extremely varied in its use based

on the practioner, the setting and the client from fully fledged.

Performance to empty chair role play, the sessions may involve

many variables including the use of a troupe of actors

THERAPLAY :

Is a therapeutic approach that uses elements of play

therapy with the intention of helping parents and children build

better attachment relationship through attachment based play.

Therapy is a therapeutic approach was developed in

1967 in Chicago by Ann. M .Jernburg.

History:

Ann Jernburg, PhD become 1967 the director pf

psychological services for the new Chicago heed start program

with one of her assistants Phyllis booth. She and her team

were asked to identify children in need of psychological

services and refer them to existing centre .

However they were very few resources for children

mental health’s at the time , and the exiting ones could not

possibly handle the hundreds of children identified as needing

help. From that staring point Ann. Jernburg started to create

her own program that would treat children at the head start

centers rather than at outlying clinics and could use para -

professionals supervised by mental health professional to do

the actual work the result was a model based on healthy

parent infant attachment and interaction that borrowed

elements from the attachments theory, developed by john

bowl by, is the theoretical basis of there play.

ATTACHMENT THERAPY :

Is originating in the work of john browl by, is a

psychological, evolutionary and etiological theory that provides

a descriptive & explanatory frame work for understanding

interpersonal relational between human beings attachment

theorist consider the humans infant to have a need for a

secure relationship with adult caregivers, without which normal

social & emotional development will not occur, however

different relationship experience can lead to different

developmental outcomes.

With in attachments theory infant behaviors associated

with attachment is primarily a process of proximity seeking to

an identified attachments figure in stressful situation, for the

purpose of survival infants become attached to adults to are

sensitive and responsive in social interaction with the infant,

and who remain as consistent care givers for some months

during the period from about 6 months - 2 yrs age. During the

later part of this period, children beg in to are attachment

figures (familiar people) as a secure base to explore from and

return to parental responses lead to the development of

patterns of attachments which in turn lead to internal looking

models which will guide the individuals feelings, thoughts &

expectations in later relationships separation anxiety {or} grief

following serious loss are normal and natural responses in an

attachments infant.

An extreme deficit in appropriate parenting can lead to a

lack of attachment behaviour in a child and may result in the

rare disorder known as reactive attachment disorders.

Developmental psychologist many Farnsworth an

important figure in the formulation and development of

attachments theory, developed a theory of a number of

attachment pattern (or) styles in infants in which distinct

characteristics were identified :b these were,

Secure Attachment

Avoidant attachment

Anxious attachment

Disorganized attachment

Other theorist subsequently extended attachments

theory to adults methods axist for measurement of attachment

in middle childhood is problematic, in addition to care seeking

by children. One may construe other interaction as including

some components of attachments behaviors these include

peer relationship of all ages romantic and sexial attraction and

response to the cave needs of infants (or) sick (or) elderly

adults.

In order to formulate a comprehensive theory of early

attachments, bowl by explored a range of fields. Including

evolution, by natural selection object relations theory

(psychoanalysis) control systems theory evolutionary biology &

the fields of ethnology and cognitive psychology. In early days

academic psychologist

Criticized bowl by and the psychoanalytic community

ostracized him, attachment theory has become the dominant

approach to understanding early social development and given

rise to a great surge of empirical research into the information

of children’s close relationship these have been significant

modification as a result of empirical research but attachments

concepts have become generally accepted .

CRITICISM :

Theory has been sporadic

Some of it relating to an early precursor hypothesis called

(maternal deprivation)

More recent criticism relates to the complexity of social

relationship within family setting & limitation of discrete

pattern for classification.

There are current efforts to evaluate a number of

intertextures and treatment approaches that are based on

applications of attachments theory.

ANECDOTAL DECORD :

Anecdotal record is a record of some significant item of

conduct a record of an episode in the life of student, a word

picture of the students in action a word snaps hot at the

moment of the incident, any narration of events in which may

be signified about his personality.

Randall.

Anecdotal record, as the name implies, involves setting

down an anecdote concerning some aspects of students

behaviors which seems significant to the observer.

-Tandler.

MEANING :

An anecdotal record is a running description of actual

examples of behaviors of a students as observed by teacher

and the counselor it is followed by his comments these are

descriptive accounts of episodes (or) occurrences in the daily

life of the student.

CHARACTERISTICS :

These are records of specific incidents, factual

description of import ant and meaningful event (or) behaviors

of students on informal occasions each event (or) behaviors is

described shortly after it occurs.

They should contain a factual description of what

happened, when it happened and under what circumstances

that behaviors occurred. The interpretations and

recommended actions should be noted separately from the

description each anecdotal record should contain a record of a

single incident.

The incident recorded should be that is considered to be

significant to the students growth and development of

example.

MERITS:

These records help in clinical service practices if

properly used they provide a factual record of our observations

of a simple, significant incident in the student behaviors.

They stimulate teacher to use the records and

contribute in them.

They record critical incident of spontaneous behaviors

in natural setting.

They provide the teacher with objective description.

They are very good for young children, who are unable

to use paper pencil test.

They direct the teacher’s attention to single student.

They provide cumulative record of growth &

developments

They can be used by the counselor as a source of

information for giving evidence.

They provide specific and exact description of

personality and minimizes generalization.

They provide more complete description of behaviors

better suited to understanding and guiding student than the

other observational stools available can be used as a

supplement to quantitative tool.

They new members may use these records and

acquaint themselves with the students.

DEMERITS :

They tend to be less reliable than other observational

tool as they tend to be les formal & systematic.

They are time consuming to write

It is difficulty for the observes to maintain objectively

when he / she record the incident observer.

When incidents are noted and read out of context they

may lose their meaning.

The observer tends to record only undesirable incidents

and neglect the positive incidents

They present only a verbal description of the incident

they do not reveal causes.

PRINCIPLES :

Restrict observation to those aspects of behavior which

can’t be evaluated by other means.

Concentrate on only one - 2 behaviors observation should

be selective.

An observation blue print (or) guide should be prepared in

advance. Record should be complete.

They should be kept by all teachers and not only by the

students teachers.

Record the incident (or) action as soon as possible after it

has happened.

They should be complied and filed.

They should have an interpretative value they must be

available to specified school (or) college personnel.

They should be emphasized as an educational resources.

They should not be confined to recording negative

behavior pattern.

They should be regardless of the directions of behaviors.

They teacher’s should have practice and training in main

observation & writing anecdotal records.

Anecdotal record is a brief account of a critical incident.

Anecdotal records of critical incidents that occur during a

clinical experience quite useful provided focus is an incidents

that reflect effective behavior and in effective behaviors both

incident recorded clearly.

1) The first part of an anecdotal record should be

factual, simple and clear name of student unite /

ward / department date and time brief report of

what happened.

2) Second part include additional comments, analytic

and conclusion based on interpretations and

judgments. The first part answer who was involved

where did it take place when did occurred what

happened 2nd part how and why the behaviors

occurred follow “ABC rule“ in writing anecdotal

record.

A - ACCURACY

B - BREVITY

C - CLARITY.

DESCRIIPTIVE REPORTS :

The instructor writes a brief report on students nurses

performance over a given period.

There reports are quite useful it instructor highlights

student’s strengths & weakness in a systematic way.

Instructor decides what to include in a report and she

may quite in consistent unless she is guided by some kind of a

structure otherwise these types of reports than out to be

subjective assessment.

FORMAT FOR ANECDOTAL RECORD

Name of the school/ college :

Name of the student observed class subject :

Name of the observer :

Date and place :

Objective Description :

Comments of the observer :

Signature of the observer :

ANECDOTAL NOTES :

Mostly used in inuring education about students practice

and Reliability .

The concerns expressed relate to the format of the note,

the system of collecting the notes, and the use made of the

information collected.

Perhaps some teacher’s expect too much from anecdotal

notes simply because they don’t understand fully their

function.

Learner’s activities & behaviors during a particular

performance of short duration it is a vignette of the learner’s

practical experience.

Written informally without modifying expressions &

contains only data that clarity the image of the event.

Some individuals enlarge the scope of the anecdotal

note by including an interpretations of it (or) by making

inferences from the event this approach detracts from the

principles functions of anecdotal notes.

When behavioral objective has identified for clinical

practice teacher should take decision how to be evaluated.

Some behaviors should selected & should followed for

all the students.

Illustration for use of anecdotal notes :

Uses auscultation in there cut of 4 observation technique

accurately recorded on anecdotal notes, the students use

auscultation note accurately criteria for evaluation

o Identify the proper landmark.

o Use stereoscope properly.

o Distinguish should properly.

Carryout the procedure in time based on it teacher &

learner evaluate recorded behavior according to stated criteria

this process is most effective in formative evaluation.

Recommendation:

These supplement other records and should not be

considered as substitutes.

The objective descriptions of the behaviors should not

mixed up with the subjective comments.

Any significant behaviors of the students should be

recorded, inferences, guesses (or) assumptions must be

avoided unless it signifies.

The facts presented in all the anecdotes must be shifted

and arranges so that they may be studied in relations to one

another.

The record should be regarded as confidential it should

not fall into irresponsible hands words and phrases are

employed that are definable in terms of things rather than

other words concrete statements are preferred to abstract

ones.

CONCLUSION:

From this I understand about socio metric evaluation. Its

importance how to apply to the students. Assure that will help

us to impale the interpersonal relationship between students.

BIBLIOGRAPHY :

B.T Basavanthappa (2003), “Nursing Education“ Ist

edition, published by Jaypee brothers, New Delhi. Pp No:

515 - 522.

Jean Barrette (2004), “Ward Management and

Education”, 14th edition, komark publishers Pp: 357-368.

K.P. Neeraja , ( 2003 ) “ vText book of Nsg education “ Ist

edition , by Jaypee brothers , New Delhi , Pp No : 315 -

317 .

NET REFERENCE:

www.wikiepeida.co.in