Perils and Pitfalls of Memory-Based Reporting: How Case Histories Can Become More Evidence-Based

Spence, Donald P.

doi:10.1080/07351690701468132

Cited by 2 publications

(3 citation statements)

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“…Similarly, Spence (2007) emphasised the importance of "listening between the lines" (p. 605), noting that the "interior context of the hour is just as important as what was said" (p. 614).…”

Section: Arguments Against: the Intrusive Impact Of Recordingmentioning

confidence: 99%

“…Many have argued against uncritical use of recordings and transcripts, asserting that they cannot capture the unobservable relational processes within psychotherapy (Carmichael, ), and that we “cannot record the nature of silence” (Cooper, , p. 574). Similarly, Spence () emphasised the importance of “listening between the lines” (p. 605), noting that the “interior context of the hour is just as important as what was said” (p. 614).…”

Section: Introductionmentioning

confidence: 99%

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Recording client sessions during psychotherapy training: From “an absurd idea” to “potent learning”

McMahon

Ledden

2019

Couns and Psychother Res

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Background Audio‐ or video‐recording of client sessions is often used in psychotherapy training to develop practitioner skills and improve client services. However, opinion on the value and ethics of this practice is divided, with limited empirical research and no published research in an Irish context. This study aimed to add to the literature, asking two main questions: To what extent are client sessions recorded during psychotherapy training in the Republic of Ireland, and what are Irish psychotherapists’ experiences and attitudes regarding this practice? Methodology An online survey was distributed to members of the Irish Association of Humanistic and Integrative Psychotherapy (IAHIP) who subscribe to IAHIP web adverts (30% response rate; N = 120). Data were analysed using SPSS and thematic analysis. Findings Just under half these Irish psychotherapists reported recording client sessions during training; this practice being significantly less common amongst recent graduates. While a small majority agreed with recording during training, a sizeable one‐third disagreed, with others uncertain. Those with regular experience of recording were most supportive of the practice. Positive themes regarding recording were as follows: “strongly enables learning,” “captures reality,” “invaluable opportunity for trainees to have a witness,” and “accountability and protection for clients,” while negative themes were as follows: “an anxious, inhibiting experience,” “distorts/misses reality,” “trainees’ needs impinging on the therapeutic relationship” and “a breach of confidentiality.” Conclusion Irish psychotherapists have strong yet mixed views about recording, reflecting the power of this practice and its ethical complexity. A recommended training protocol for recording client sessions is offered.

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Section: Arguments Against: the Intrusive Impact Of Recordingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Recording client sessions during psychotherapy training: From “an absurd idea” to “potent learning”

McMahon

Ledden

2019

Couns and Psychother Res

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“…It is therefore a particular problem for psychoanalysis that much of what passes for knowledge in the discipline is actually the result of a procedure that is of necessity conducted in private and the content of which is made public in highly processed case reports, without recourse to transcripts or recordings that can be discussed and critiqued by the community of scholars. It is too often a hermeneutics without access to actual texts (Siegel, Josephs, & Weinberger, 2002) but with analyst recollections that are almost of necessity biased, fragmented, misremembered, or highly inferential (Spence, 1986, 1998, 2002, 2007). This mode of transmission of knowledge, especially in combination with the overvaluation of one’s training analyst as the crucial marker of the legitimacy of one’s descent in the psychoanalytic world (Arlow, 1972; Kernberg, 1986; Kirsner, 2001), results in an overvaluation of received authority and is one of the main factors in the psychoanalytic world’s conservatism and rigidity, its imperviousness to scientific findings from other disciplines (Kernberg, 1986, 2000; Kirsner, 2009).…”

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confidence: 99%

Sidney J. Blatt’s contributions to psychoanalytic psychology: Introduction to the special section.

Auerbach¹

2019

Psychoanalytic Psychology

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This special section honors the 5-decade career of Sidney J. Blatt and his multiple contributions to psychoanalytic theory, research, and practice. Each of the 6 contributions to this section was authored or coauthored by mentees and colleagues of Sid Blatt. Together, they speak to the wide range of his intellect and to his vision of psychoanalysis as a theory capable of capturing both the breadth and the depth of human experience. It is also proposed in this context that the power of Sid Blatt's contributions depended in significant part on his recognition of the importance of collecting intersubjectively shareable findings that could be subjected to public critique.

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Perils and Pitfalls of Memory-Based Reporting: How Case Histories Can Become More Evidence-Based

Cited by 2 publications

References 4 publications

Recording client sessions during psychotherapy training: From “an absurd idea” to “potent learning”

Recording client sessions during psychotherapy training: From “an absurd idea” to “potent learning”

Sidney J. Blatt’s contributions to psychoanalytic psychology: Introduction to the special section.

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