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.