Abstract
This chapter defines and explains parallel processing, countertransference, and resistance among counselors and supervisors working with children and adolescents. Children and adolescents communicate, process, and express feelings differently than adults; therefore, increasing the likelihood that counselors and supervisors may experience parallel processing, countertransference, and resistance. Additionally, this chapter also provides case examples to illustrate these three processes supervision as well as identify play, creative arts, and mindfulness interventions to help understand and mediate these processes for both supervisees and supervisors.
TopBackground
Understanding the parallel processes, countertransference, and resistance that occur in the counseling relationship and supervision relationship are paramount in counselor development and improving client outcomes (Baehr, 2004; Hayes et al., 2011; Strupp, 1980). Often, we think of these concepts as negative or something that counselors should be able to manage so they do not occur. However, these processes are inevitable (Gelso & Hayes, 2007); if acknowledged and managed appropriately, counselors and supervisors can learn from the parallel processes, countertransference, and resistance that may be occurring (Hayes et al., 2011). Additionally, if managed appropriately, clients can also benefit. These topics are even more important for counselors working with children and adolescents as these populations process experiences at varying developmental levels and provide different challenges than working with adults (Landreth, 2011; Piaget, 1962). Supervision is considered a “three-person system” (Bernard & Goodyear, 2014) including the supervisor, supervisee, and client. The counselor-client and supervisor-supervisee relationships impact the client as the supervisor acts as a channel for information and processing between both relationships. Therefore, addressing parallel processes, countertransference, and resistance and how they impact both counselor-client and supervisor-supervisee relationships is not only important in supervision, it is necessary.
Key Terms in this Chapter
Positive Countertransference: Often includes positive feelings towards clients and/or an over-identification with clients and their situation that can lead to countertherapeutic behaviors.
Countertransference: An inevitable and unresolved conflicts that can be triggered by (a) the client’s content expressed in session, (b) the client’s personality, or (c) even the client’s appearance, which leads to misdirected feelings towards the client.
Resistance: A self-protecting behavior exhibited in response to perceived threats.
Negative Countertransference: Is considered under-involvement with the client including negative feelings or reactions the counselor experiences towards the clients (i.e., avoidant behavior, withdrawal, criticism, anxiety, anger, disgust, etc.).
Mindfulness: A process of engaging in acute attention on the here-and-now or present moment.
Therapeutic Relationship: Essential element to the counseling process, the bond between the client and counselor including goal agreement and collaboration on tasks.
Parallel Processing: Mirroring or reflecting of dynamics within the supervision triadic relationship that occur within another relationship.