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Learning through the lens: ethical considerations in videotaping psychotherapy
Amy B Funkenstein1, Katherine Ann Kessler, Cathy R Schen
1From Alpert Medical School, Brown University (Dr. Funkenstein); Rhode Island Hospital, Providence, RI (Dr. Funkenstein); Harvard Medical School (Dr. Kessler); Department of Psychiatry, Harvard Medical School (Dr. Schen).
Harvard Review of Psychiatry
|September 5, 2014
Summary
Videotaping psychotherapy sessions enhances training but requires careful informed consent. Discussing risks, data storage, and viewing is crucial for ethical practice.
Area of Science:
- Psychiatry
- Medical Education
- Psychotherapy
Background:
- Psychiatry training programs increasingly use technology to improve psychotherapy education.
- Videotaping psychotherapy sessions offers a direct view into therapeutic interactions, illustrating concepts like alliance and resistance.
Observation:
- Videotaping introduces ethical considerations, particularly regarding informed consent and therapeutic dynamics.
- Examining two cases with divergent outcomes highlights unique ethical challenges in obtaining consent for recording psychotherapy.
Findings:
- Informed consent for videotaping must be verbal and written, detailing therapy risks, benefits, and data handling (storage, viewing, destruction).
- Therapists must acknowledge their power in the physician-patient relationship when obtaining consent.
- Individualized consent procedures are essential, considering the sensitive nature of recorded therapeutic material.
Implications:
- Despite ethical complexities, videotaping provides valuable insights for improving psychotherapy teaching and supervision.
- Enhanced training through videotaping can indirectly lead to better patient care.
- Establishing clear ethical guidelines for videotaping is vital for its effective use in psychiatric education.
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