chapter  9
Pages 21

Dryden (1981) discussed some of the advantages of employing audio-tape procedures in counselling and supervision. It was pointed out in that article that listening to trainee counsellors' accounts of their counselling sessions and hearing audio-tapes of these sessions often reveals important discrep­ ancies. For example, in a group supervision session, one trainee told the group about the interventions she employed with a client experienc­ ing extreme examination anxiety. She stated that she covered a number of important concepts with the client. She discussed with him: a) the important healing qualities of unconditional self-acceptance; b) the mediating effects that cognitions have on emotional experience; c) the value of focusing on task - relevant cognitions and editing out task - irrelevant thoughts in evaluative situations; d) the benefit of concentrating on one piece of revision at a time rather than on the entire revision schedule; and e) the importance of taking regular short breaks from study. She indicated that the client understood these concepts and received great benefit from the discussion. How­ ever, while listening to the tape of the session, it emerged that the trainee covered all of these points in one long ninety-second statement. While the client claimed to understand these concepts, it was obvious to all that he was confused. The value of recording counselling sessions is there­ fore apparent.