Helping Individuals, Families, and Groups with Stressful Life Transitions 105 As the worker: 1. Overall, how well do you think you did with this interview? 2. Were there things that the client said or did that you missed or didn’t understand? 3. What were your reactions as you conducted the session? 4. Were there things that you could have done differently? As the reader: 1. Overall, how well did your fellow student do with this interaction? 2. Were there things that the client said or did that the worker missed? 3. Were there skills, actions, or behaviors that the worker could have used that might have been more helpful? 4. Were there skills, actions, or behaviors that were not helpful? Have the student and readers evaluate interventions from the clients’ perspectives (i.e., as if they were the clients). Because this may be the first time that students have provided feed- back to one another, you may have to help them provide constructive and honest criticism. If you already have created a climate of safety in the class- room, where honest discussion has been promoted and modeled, this will make the assignment easier. It also is important to encourage students to be honest in their assessment of themselves when they were engaged with their clients. This means encouraging them to be honest not only about what they could have done differently, but also what they think they did well. We believe that students will be more honest in the process recording itself and in their self-criticism and critique of their classmates if this assign- ment is not graded. Instead, collect the process recordings once the assignment is completed and provide feedback to students in both their role of the worker and the peer providing feedback. Include a question that every student must answer: “What are your reactions and feelings about engaging in this assign- ment, which is referred to as peer consultation?” 2. A related and different option is to help students complete a Record of Service or Critical Incident Report on their efforts to help an individ- ual, family, or group to deal with a life transition. The first teaching task is to help students clearly formulate a life-transitional stressor. It is import- ant to provide students with life-transitional stressor formulations. Several examples follow.