The Use of Audio and Videotape Recordings of Therapy Sessions in the Supervision and Practice of Dynamic Psychotherapy

Abstract

SUMMARY. The use of audio and videotape recordings in supervision of dynamic psychotherapy is controversial. Recordings give direct, factually correct access to the therapy session which cannot be matched by the common, indirect method in supervision of recollection. The arguments for and against taping are presented and the conclusion is reached that tapes are an essential aid in supervision. They facilitate the close examination of process and technique. Discrepancies between the recollected account and the record are highlighted, not with the purpose of showing up the deficiencies of the therapist but as phenomena that have meaning and significance. How the therapist deals with transference and emotionally‐charged issues can be seen and discussed. Perhaps their greatest value is in private review by the therapist. The meaning of being taped needs to be carefully considered and monitored by the therapist. Taping should be used selectively and sensitively. Careful attention needs to be given to consent, confidentiality and the security of the tapes. Advice is given on how to make recordings. Tapes may also be used in teaching, research and clinical audit.

The Use of Video in Psychotherapy Supervision

“…In addition, Aveline (1992) explores the idea that it is advantageous for the supervisor to also ‘practise what we preach’ and have supervisors show video recordings of their own work to their supervisees as well. This serves several purposes.…”

“…Supervision has been referred to as a ‘cardinal element in training’, while ‘professional education depends on the supervisory process to facilitate the development of the student from the novice to the autonomous functioning professional’ (Holloway, 1992, p. 177). Aveline (1992) states that supervision facilitates the ‘exercise of natural abilities and acquired skills to the best effect’ (p. 347). Others have also commented on the importance of adequate supervision early in one's career (Muslin et al ., 1981; Winer & Klamen, 1997).…”

A meta-analysis of psychodynamic psychotherapy outcomes: Evaluating the effects of research-specific procedures.

“…As an educational experience, video playback enables microanalysis of key insession events (Aveline, 1992;Binder, 1993;Levenson, 2006), and the opportunity to expose less experienced therapists to treatment nuances. Using recordings, therefore, may help trainees overcome rigid adherence to technique, which can occur at the expense of the therapeutic alliance (Strupp, Butler, & Rosser, 1988).…”

“…Beyond providing a resource that can supplement and facilitate the supervisory process, session recording also facilitates the ability of therapists to conduct self-analysis (Alpert, 1996;Aveline, 1992;Huhra, Yamokoski-Maynhart, & Prieto, 2008;Wolberg, 1954). More generally, therapists' exposure to videotapes of their own sessions and those of others promotes increased selfawareness and improved anxiety tolerance (Abbass, 2004).…”

Clinical case studies: their place in evidence-based practice

“…On the debit side, there are problems with intrusion upon the therapy space, the potential to alter the therapy and be abusive, and security of the recordings. But these are offset by the value of direct access to what transpired in the session, unfiltered by the therapist's recollection, the opportunity to examine non-verbal communication, and the facility to replay interactions for close study (Aveline, 1992).…”