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Abstract
The video lab allows students to enact an interview and then to reflect upon and critique this videotaped encounter within a tutorial framework. This contributes to students' clinical learning, including: (1) processing the interview: engaging in a dialogue between student-as-client, student-as-therapist, and instructor; (2) learning to cope with relationship issues and intersubjectivity; (3) experiencing “mutual discovery” and “playfulness” in therapy and in learning; (4) observing their own strengths and difficulties as clinicians; and (5) sharpening skills in observing nonverbal communication. This is illustrated by excerpts from a video of two students participating in a video lab.
