A Comparison of Audio Recordings and Therapist's Process Notes in Child and Adolescent Psychoanalytic Psychotherapy

Therapistsʼ process notes - written descriptions of a session produced shortly afterwards from memory - hold a significant role in child and adolescent psychoanalytic psychotherapy. They are central in training, in supervision, and in developing oneʼs understanding through selfsupervision and forms of psychotherapy research. This thesis examines such process notes through a comparison with audio recordings of the same sessions. In so doing, it aims to generate theory that might illuminate the causes of significantly patterned discrepancies between the notes and recordings, in order to understand more about the processes at work in psychoanalytic psychotherapy and to explore the nature of process notes, their values and limitations. The literature searches conducted revealed limited relevant studies. All identified studies that compare process notes with recordings of sessions seek to quantify the differences between the two forms of recording. Unlike these, this thesis explores the meaning of the differences between process notes and recordings through qualitative data analysis. Using psychoanalytically informed grounded theory, in total nine sets of process notes and recordings from three different psychoanalytic psychotherapists are analysed. The analysis identifies eight core categories of findings. Initial theories are developed from these categories, most significantly concerning the role and influence of a ʻcore transference dynamicʼ between therapist and patient. Further theory is developed on the nature and function of process notes as a means for the therapistʼs conscious and unconscious processing of the session, as well as on the nature of the influence of the relationships – both internal and external – within which they are written. In the light of the findings, a proposal is made for a new approach for learning about the patient and clinical work, ʻthe comparison methodʼ (supervision involving a comparison of process notes and recordings), and, in particular, for its inclusion within the training of psychoanalytic psychotherapists. Further recommendations for research are also made.

Coping with emotional labour in tennis coaching

A tennis coach works in a social environment, employed in a service based economy with the outcome of client-customer interactions significantly impacting on the consumer experience. Research conducted outside of sport has shown that positive affective displays during interactions, which in a tennis situation may include providing support through displays of warmth, empathy, positivity and compassion as the client attempts to master a new technique, have shown positive associations with customer satisfaction. Hochschild (1983) coined the term ‘emotional labour’ to describe the process of, and demands resulting from adjusting one’s demeanour, language and tone during social encounters in a planned and strategic manner in order to facilitate a positive outcome. Hochschild proposed that individuals in jobs which require a high degree of face-to-face interaction with the public are particularly at risk of experiencing potentially deleterious effects that result from dealing with emotional labour demands on a daily basis. It would appear that tennis coaches work in environments that make them susceptible to experiencing emotional labour and as such the intention of this article is to first introduce the concept and then to provide suggestions for how a coach may cope with these demands.