Five Factors Theorized to be Important in Countertransference
countertransference and the expert therapist, this study looks at how beginning
therapists rate five factors theorized to be important in countertransference
management: (I) anxiety management, (2) conceptualizing skills, (3) empathic
ability, (4) self-insight and (5) self-integration. Using an adaptation of the
Countertransference Factors Inventory (CFI) designed for the previously
mentioned studies, 48 beginning therapists (34 women, 14 men) rated 50
statements as to their value in managing countertransference. Together, these
statements make up subscales representing the five countertransference
management factors. Beginners rated the factors similarly to experts, both rating
self-insight and self-integration highest. In looking at the personal characteristics
which might influence one's rating of the factors, males and females rated
self-insight and self-integration highest. As months in personal and/or group
psychotherapy went up, the factors' ratings went down, and an even stronger
negative correlation was found with age. Generally, beginners rated the factors
higher than the experts. Beginners who are older and/or have had more therapy
rated the factors more like the experts.
The word countertransference was coined by Sigmund Freud in approxirnately the
year 1901, at the dawning of psychoanalysis. In classical psychoanalysis,
transference was seen as a distortion in the therapeutic relationship which occurred
when the client unconsciously misperceived the therapist as having personality
characteristics similar to someone in his/her past, while countertransference
referred to the analyst's unconscious, neurotic reaction to the patient's transference
(Freud, 1910/1959). Freud believed that countertransference impedes therapy, and
that the analyst must recognize his/her countertransference in order to overcome it.
In recent years, some schools of psychotherapy have expanded the definition of
countertransference to include all conscious and unconscious feelings or attitudes
a therapists has toward a client, holding that countertransference feelings are
potentially beneficial to treatment (Singer & Luborsky, 1977). Using more specific
language, Corey (1991) defines countertransference as the process of seeing
oneself in the client, of overidentifying with the client or of meeting needs through
the client.
Common to all definitions of this construct is the belief that countertransference
must be regulated or managed. If unregulated, a therapist's blind spots may limit
his/her therapeutic effectiveness by allowing clients to touch the therapist's own
unresolved areas, resulting in conflictual and irrational reactions. With greater
awareness of the motivating forces behind one's own thoughts, feelings and
behaviors, the therapist is less likely to distort the therapeutic relationship.
Indeed, because countertransference originates in the unconscious, the more
the therapist is able to bring into conscious awareness that which was
hidden in the unconscious, the less he will find that his patient's material
stimulates countertransference reactions. (Hayes, Gelso, Van Wagoner &
Relational Dialectics concerns itself with trying to explain the intricacies of close interpersonal relationships such as those with a lover, close friend, or family. Written by two women, Leslie Baxter and Barbara Montgomery, it comes across a little more "touchy-feely" than other theories. This Humanist quality in the way it iw presented allows myself to critique Relational Dialectics in the following fashion. According to Griffin, there are five standards that are reliable to the critique of Humanist theories, and they are: New understanding of people; clarification of values; aestetic appeal; community agreement; reform society. Taking a closer look.
The authors of the article suggested that future studies should account for the client’s desires to please the therapist and have a larger sample size. The authors concluded that “it appears that a form of being-with and being-for the client cultivates a well-balanced and open human relationship where the core uncertainties and existential concerns about the meaning of the world and of being-in-the-world can not only be addressed but challenged” (Oliveira, Sousa, and Pires, 2012, p. 301). Challenging the client about how they react to the world provides a positive change in the client during therapy.
The Miller Analogies Test 60 minutes long and is composed of 120 analogies (Meagher, Pan, Wegner, & Miller, 2012a), of which only 100 contribute to the actual score. The other twenty are research questions to test for possible use in future versions of the MAT. Pearson defines an analogy as a statement identifying a relationship between two items that is equal to a relationship between two other items. For example, tall is to short as wet is to dry, which would be formatted tall:short = wet:dry. The two relationships are equal to each other because both are antonyms. In the test, however, the analogies are partial, meaning one of the items is missing and four options are presented in a multiple choice format from which the test taker has to select the correct response (Meagher, 2008b).
Shakespeare's Presentation of Contrast Relationships Theseus and Chipolata's relationship is a key element to the play as all other events and characters are centred around their wedding. For example, the mechanical's play "Pyramus and Thisby" is to be performed at their wedding; Oberon and Titania argue over each other's feelings towards Theseus and Hippolyta, and Hermia is told to "Take time to pause, and by the next new moon - the sealing day betwixt my love and me," She must wait until after Theseus wedding day before she makes the decision of whether to marry Demetrius or not. So, in a way some of the characters actions are controlled by the wedding. The wedding itself is a symbol of the ideal pattern of love and marriage in Theseus's own world, which is the court. Theseus won Hippolyta, Queen of the Amazons in battle.
The therapeutic process is an opportunity for both healing and restoration, as well as discovering new ways of being. Although exposed to a variety of psychological theories, I narrowed my theoretical orientation to a relational psychodynamic approach, drawing on attachment theory and Intersubjective Systems Theory (IST). IST describes how the subjective experiences, both embodied and affective, of an individual becomes the manner of organization, or way of being, in which the person operates in the world relationally. It is through this process of transference and countertransference, the unconscious ways of being can become explicit and through the collaborative effort of therapist and client, new ways of organizing the relational world can be discovered. I pay particular attention to enactments, which expose intra-psychic dynamics between the therapist and client, as opportunities for relational remodeling.
The five factions in Divergent’s serve as values that citizen can aspire to achieve in their fullest. The fearless are drawn to Dauntless, the intelligent to Erudite, the kind to Amity, the honest to Candor, and the selfless to Abnegation. I do not think that only these factions represent every basic personality type, nor fulfill all of people’s basic needs. To fill in the gaps, I would create factions for the selfish and manipulative, among others.
A precise problem with the third antinomy arises in the interpretation with its' antithesis and its' relationship to the thesis: a charge of triviality. The antithesis is supposed to start with the thesis, demonstrate a fallacy within the thesis in order indirectly prove the thesis. While the thesis talks about the necessity for a notion of transcendental freedom or non-natural causality, it is possible that the antithesis merely expresses that transcendental freedom is not compatible with natural causality, which is a trivial point. If the antithesis does not necessarily undermine the thesis, we are no longer unavoidably tempted to think of either the thesis or antithesis as necessary. This means that Kant's articulation of freedom as dependent on the skeptical rejection would no longer hold and his conception of freedom would be inarticulable. A valid interpretation of this third antinomy would need to guarantee that the nontrivial antithesis necessarily relates with the thesis.
Murdock (2013) identifies “free association” as being the best option for a successful therapeutic relationship (Murdock, 2013). Through the use of free association, the therapist encourages Ana to say what comes to mind regardless of the positive or negative emotions as means to open the mind to the unconscious. Strean (1944) identifies that all patients “respond to interventions in terms of transference” (Strean, 1944). With the key role transference plays in the therapeutic process it is important that Ana openly communicates and express her feelings. In doing so, it allows the therapist to interpret similar feeling and root causes. In psychoanalytic theory application, insight provides a look into the emotional and logical thought process (Strean, 1944). The goal through insight is to uncover how Ana’s depression and worries were formed, how they affect her and provide her with the opportunity to deal with these
The setting in the short story “The Most Dangerous Game” has many similarities and differences to the setting in “The Interlopers”. Though the settings differ in many ways, for example the danger of them and their contents, they are also similar in their mystery and vitality to the plot. These two pieces of writing hold many of the same ideas, but they also are original works that portray them in their own way.
Without it, transference cannot be assessed. Because of the vital role transference plays in the healing process, I recommend that Dr. House connect with his feelings about me during our sessions, and openly confront and express them. We can then begin to match these emotions with other instances of similar feelings and their root cause. In the Psychoanalytical therapeutic model, insight provides a look into the emotional and logical though process. The goal of insight is to find how Dr. House’s insecurities were formed and provide him with an opportunity to correctively deal with these experiences.
The second stage in the psychodynamic therapy process is, the transference stage. In this stage the development of treatment is set and now it is the patient’s time to let their feelings out. The patient expresses those feelings, emotions, fears, and desires to the therapist without having to worry about censorship. The feelings and behavior of the patient become more pronounced and become a vital part of the treatment itself. During this stage the therapist could experience and better understand of the patient’s past and how it impacted their behavior in the
Hispanic immigrants living in American are regularly faced with communication problems. When one’s native culture varies from the norm they are often the one expected to eliminate the disparity. Language barriers present for the Hispanic population living in America and their physical therapists can cause significant problems, not only for communication in general but also for diagnosis and treatment. In order to overcome communication barriers in the field of physical therapy, providers need to become more linguistically and culturally competent.
Three interrelated attitude of the therapist are central to the success of person-centered therapy, this include: congruence; unconditional positive regard; and empathy (Corey, 2010). Congruence represents the openness and geniuses of the therapists. Therapists who function this way does not hind behind a professional façade, and are willing to share significant emotional reactions with their clients. Unconditional positive regards refers to the therapist accepting the client totally as she or he is without disapproving particular behaviors, believes, feelings or characteristics. Therapists convey this message by their wiliness to listen without being judging, or directive. The therapist who creates a nonthreatening context allows the clients to explore and share their true feelings without fear of being judged. Empathy is the third necessary component of a therapist’s attitude. The therapist should try to see through client’s point to view, and show understanding and sensitivity to client’s feeling throughout the therapy session. When these three attitudes are conveyed by a therapist, according the Rogers, the client can freely express themselves without afraid of being
Their knowledge in the unconscious system is repressed and unavailable to consciousness without overcoming resistance (e.g., defense mechanisms). Thereby, the repression does not allow unconscious knowledge to be completely aware; rather, it is construed by means of concealing and compromise, but only interpretable through its derivatives dream and parapraxes that overcome resistance by means of disguise and compromise. Within the preconscious system, the contents could be accessible, although only a small portion at any given moment. Unconscious thought is characterized by primary process thinking that lacks negation or logical connections and favors the over-inclusions and 'just-as' relationships evident in condensed dream images and displacements. Freud asserted that primary process of thinking was phylogenetically, and continues to be ontogenetically, prior to secondary process or logical thought, acquired later in childhood and familiar to us in our waking life (1900, 1915a).
Theories of Communications, is a course that allowed me to further gain a far better perspective and has also broadened my understanding and knowledge of some of the major theories. I appreciate the fact, that during the course of the semester, this class really did an admirable job introducing me to a variety of well known and widely studied theories in the communication feild. One of the biggest things I took out of this class, was how the class impled me to learn how to apply some of the theories to my life in a practical way through some of the class activities, readings, group work, presentations, and assignments. In the following paper, there will be three main things I will be covering. I will start off by introducing all members of my family, and describing a little bit about them individually. I will then be talking about the five theories I selected that I can applyto myself and my family. I will then describe each of the five theories, give an example of my own families experiance that aplies to the theories, and give an analysis of the experiance using the theory. And lastly, I will share with you my conclucion, which will conclude basically all of the things that I learned through writing this paper.