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Respond to at least two colleagues by assessing and building on their strategies for addressing transference and countertransference in the identified scenario.
Make sure to provide APA citations and a reference list.
1-Chrisma-
Managing Transference in Child Therapy
Transference and countertransference are always anticipated when dealing with children since it involves so many emotions. Children unconsciously transfer feelings they possess towards significant members of their lives, like parents or caretakers, to the therapist. This is referred to as transference; it enables the child to act out the feelings in a safer environment (Brandell, 2020). Countertransference is the situation when the therapist responds to the child’s behavior or situation emotionally. This may cause the therapist to become overprotective of the child or recall their childhood, which can be counterproductive in clinical work. It is important to notice such dynamics in order to maintain a proper therapeutic relationship without boundaries.
One situation which transcends and countertransference might be observed in a session is with a neglected child. The child may feel the therapist is an authority figure and become abandoned with the therapist. In response the therapist might become over protective and see the child as abused or neglected using the therapist’s experience. This may become problematic as it allows an emotional connection with a child that may hinder the therapist in fulfilling the set objectives; the therapist may find themselves unconsciously trying to ‘rescue’ the child, rather than helping the child self-care (Keenan, 2018). In such circumstances, vigilance and sensible parameters need to be set.
In this scenario, the therapist has to be aware of transference and countertransference, which mean that the therapist has to do reflection and supervision often. Reporting child-therapist’s feelings to peers or managers may assist the therapist in identifying countertransference (Brandell, 2020). Moreover, there should be an attempt to identify transference feelings with the help of the child and make the child understand that the therapist is not sponsored by the caregiver but is there to help. These open communication leads to creating of a safe therapeutic context for both parties.
2-SHAY-
Explain why transference and countertransference are so common when working with children.
Transference and countertransference are particularly common when working with children due to developmental stages. Children often project feelings and experiences from their early attachment relationships on therapist, which aligns with the contemporary understanding that transference involves current manifestations of self/other constructions originally drawn from early life experiences (Brandell, 2020). Children’s formative relationships with caregivers strongly shape their interactions with others, these dynamics often emerge in therapy.
Countertransference is prevalent because therapists, as adults, may unconsciously project their own emotional responses and unresolved issues onto the child client. Therapist may feel protective, nurturing, or frustrated depending on their own experiences and the child’s behavior. As noted in Keenan (2018), subjective countertransference can emerge when therapists’ own issues are active, while objective countertransference may arise as therapists pick up on the child’s interpersonal strategies, such as acting out or withdrawal.
Describe a specific scenario in which transference and countertransference might arise while intervening with a child. How would you address both transference and countertransference in your work with the child client in the scenario? Explain your strategies.
Scenario: 8-year-old child who has been placed in foster care due to neglect. He has been exhibiting signs of transference, becoming increasingly attached to the therapist and viewing them as a parental figure. At the same time, the therapist feels an intense protective urge towards the child, which is subjective countertransference stemming from the therapist’s unresolved issues with childhood neglect.
Addressing Transference: To address the child’s transference, the therapist must acknowledge the therapeutic relationship as a safe space where the child can express his feelings but also guide him in understanding that the therapist is not a replacement parent. The therapist should be sure to set clear boundaries while validating the child’s emotions and helping him to explore the unmet needs from their current relationships. The therapist would use transference as a tool to understand the child’s unmet emotional needs from past relationships (Brandell, 2020).
Addressing Countertransference: Recognizing the protective feeling as subjective countertransference, the therapist should reflect on their own emotional responses and consider how these feelings might influence the therapeutic process. As Kennan (2018) suggests, therapists should differentiate between their own unresolved issues and the feelings evoked by the client. In this scenario the therapist could seek supervision or consult with a colleague to process their feelings.
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