AI‑Driven transcription and analysis in psychotherapy, psychology and psychiatry

Supervision is an important part of the training and professional development of psychotherapists. It is defined as a learning process under the guidance of an experienced specialist whose task is to support and monitor the work of the therapist conducting clinical sessions. The requirement to participate in at least 150 hours of supervision, as specified by the Polish Council for Psychotherapy, emphasizes the importance of this tool in ensuring the quality of psychotherapy.

The purpose and functions of supervision

Supervision has an educational (formative), normative, and restorative function, as defined in the literature on the subject (Bernard & Goodyear, 2020; Watkins, 2011) ⁠— creating a safe space for therapists to reflect on their own practice while maintaining high professional standards. Supervision that is introduced too late or is absent increases the risk of using unproven therapeutic methods, which can lead to psychological harm to patients (Center for Good Therapy, 2024).

Emotional support (restorative): Regular consultations with a supervisor help alleviate feelings of professional isolation and counteract burnout (Milne, 2007; White & Winstanley, 2010) ⁠— creating an “emotional container” in which the therapist can safely express doubts, fears, or frustrations.
Normative control: The supervisor acts as an external “mirror,” verifying the compliance of therapeutic practice with ethical codes (APA, 2015), which protects the patient from emotional and structural abuse (Psychomedic, 2024).
Reflection and correction (formative): Stoltenberg & Delworth's model of therapist development and Bernard & Goodyear's model emphasize the importance of identifying transference and countertransference in the work of therapists (Bernard & Goodyear, 2020; Milne, 2007). Through supervision, it is possible to detect patterns that would otherwise remain unconscious, or even ineffective or harmful.

The importance of session transcription

Therapeutic session transcription involves the precise linguistic recording of the dialogue between the therapist and the patient, including paralanguage—pauses, repetitions, stutters—in accordance with the recommendations of Mergenthaler and Stinson (1992) ⁠— which makes it particularly valuable for research and clinical education. Accurate transcripts enable:

Analysis of relational nuances: by analyzing tone, rhythm, and length of utterances, it becomes possible to detect subtle emotional and communicative signals that often remain outside conscious perception (Center for Good Therapy, 2024; PIT-UK, 2021).
Identification of transference and countertransference: transcription makes it possible to notice how the patient's transference affects the relationship, as well as the extent to which the therapist is influenced by these dynamic interactions – key to psychodynamic work (Gabbard, 2017).
Development of metacommunication skills: the supervisor can precisely indicate which interventions were effective (“reflections”) and which required correction, supporting conscious improvement of clinical skills (Elliott, 2010; Orlinsky et al., 2004).

Ethical and practical requirements for transcription

According to the APA (2015) and EAP codes, recording and transcription require the patient's informed, voluntary consent, and the data must be stored anonymously and confidentially (APA Ethical Standards, 2024; Zur, 2009). Transcripts used solely for supervisory/ZD and scientific purposes are subject to rigorous control to protect patient rights and comply with GDPR requirements.

Benefits for the patient

Reliable supervision and the use of transcripts bring measurable benefits from the patient's perspective:

Increased safety: the therapist's work, evaluated in the light of supervision, reduces the risk of inadequate or harmful therapeutic interventions (Center for Good Therapy, 2024).
Deeper therapeutic relationship: through transcript analysis, transference and countertransference are revealed, deepening the understanding of the psychological mechanisms that influence the relationship (Gabbard, 2017).
Strengthening trust: the patient knows that they are under professional supervision, which creates a sense of security and stability conducive to the therapeutic process.

Benefits for the therapist

For therapists, supervision and transcript analysis are primarily about:

Self-reflection and development: therapists learn to recognize their own emotional mechanisms, communication style, and unconscious tendencies that may limit the effectiveness of therapy (Hill et al., 2007).
Protection against burnout: systematic emotional and substantive support reduces the risk of professional loneliness and fatigue resulting from intensive clinical work (Milne, 2007; White & Winstanley, 2010).
Fact-based feedback: specific analysis of transcripts appears to be a direct source of data for the supervisor, enabling effective training and corrective intervention (Orlinsky et al., 2004).

Summary

Supervision and transcription are complementary tools that support both the professional development of the psychotherapist and the safety and well-being of the patient. In light of the requirements of the Polish Council for Psychotherapy and international ethical codes (APA, EAP), supervision is not only a formal obligation, but above all an ethical commitment of the therapist towards the patient and their own professional development.

Session transcripts, as concrete and permanent records of the therapeutic process, enable precise analysis of the therapeutic relationship, transference and countertransference phenomena, and the effectiveness of interventions. They become a starting point for deep reflection on practice, serving both as educational material and a tool for clinical self-observation.

The combined use of supervision and transcription allows for the creation of an integrated model of education and supervision that not only improves the quality of services provided but also supports the therapeutic alliance—a fundamental healing factor in psychotherapy. This makes it possible to conduct therapy in a reliable, safe manner that complies with the highest professional standards.

Bibliography

Bernard, J. M., & Goodyear, R. K. (1998). Fundamentals of clinical supervision. Allyn & Bacon.
https://psycnet.apa.org/record/1997-36712-000
Centrum Dobrej Terapii. (2024). Czym jest superwizja? Jakie jest jej znaczenie w procesie psychoterapii?
https://www.centrumdobrejterapii.pl/materialy/czym-jest-superwizja-jakie-jest-jej-znaczenie-w-procesie-psychoterapii/
Elliott, R. (2010). Psychotherapy process research: Realizing the promise. Psychotherapy Research, 20(2), 123–135.
https://www.tandfonline.com/doi/abs/10.1080/10503300903470743
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Wikipedia. (2025). Clinical supervision.
https://en.wikipedia.org/wiki/Clinical_supervision
Orlinsky, D. E., Rønnestad, M. H., & Willutzki, U. (2004). Fifty years of psychotherapy process–outcome research. In M. J. Lambert (Ed.), Bergin and Garfield's Handbook of Psychotherapy and Behavior Change (5th ed.). Wiley.
https://content.e-bookshelf.de/media/reading/L-17570248-ecae8bb74a.pdf
Watkins, C. E., Jr. (2011). Does psychotherapy supervision contribute to patient outcomes? The Clinical Supervisor.
https://www.researchgate.net/publication/254361401_Does_Psychotherapy_Supervision_Contribute_to_Patient_Outcomes_Considering_Thirty_Years_of_Research
White, E., & Winstanley, J. (2010). Does clinical supervision lead to better patient outcomes in mental health nursing? Nursing Times, 106(16).
https://www.nursingtimes.net/mental-health/does-clinical-supervision-lead-to-better-patient-outcomes-in-mental-health-nursing-26-04-2010/
American Psychological Association. (2015). Guidelines for Clinical Supervision in Health Service Psychology. https://www.apa.org/about/policy/guidelines-supervision.pdf

Supervision and transcription in psychotherapy – significance for the patient and therapist