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11-2 Ramírez cárdenas valentina
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142 views10 pages

Transference 217 225

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11-2 Ramírez cárdenas valentina
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Psychodynamic Psychotherapy: A Clinical Manual Dae Core L. Gebaniss and Sabrina Cherry, Carolyn J. Douglas, Anna R. Schwartz one ete em ene e DS eo ee ee Se Lee eet ee ee ae Se ae en ee ee ee Wiiten by experienced educators and based on a red and tested slabs, this ook describes Ce ee ee eg eee eee ree eee eT sole exercises tha allow readers to practice what they lam in each section, en ee te ee eaten Cee ee ee ee eee ee ee Deca ts een eee ee ee pore te See ee ee ee te eee ee Ce eee eres This book is valuable guide for psychiatry residents, prychoogy students, and socal work ee ee en eee ee one pThe practical approach and guided exercises make tis an exceptional tool See eee ee aes ee eee ee Cee ‘Wallvrcen, concise and erstal clea for any clinician who wishes to undestand al practice eee een Cee eee ey ee tT ‘undetstanding how co ase, inrouce and begin psychotherapy with a patient, Extaonlinaly Sea ees een ke yee een en ets eee ee eer book Finally slowed them to understand what paycholyesamic psychotherapy ill abou! hte rae ed eed ee Cee an ae Sree eee es Se ith the “Listening Exe” for Chapter 16 (Learning to Listen). This is ashore recording See eee eee Ce CV Z1b Wael 4108 Seer Coe ve merce} Tu BToLe VCore may tataiaey (fe) or | PURSE ey 616.8914 Po74s Psychodynamic Se slolestareleyy | | Deborah L. Cabaniss Ett ibrina Cherry, Carolyn J. Douglas, Anna R. Schwartz AV ALb PNG QOne PART 5: TECHNIQUE (0) What does Ms A's response to your confrontation of the resistance suggest? (©) What technique might you use going forware? Comment Ms A gets very defensive, suggesting that she isnot reedy to be curious about her ‘behavior with the therapist or her husband. Going forward you might switch to a supporting approach designed to build her sl-esteem. Overtime, the increased self ‘teem may lassen her defensiveness, improve her functioning in relationships, and make interpretive worle more feasible, 2 1 Transference Key concepts “Transference refers othe sum ofthe elng that paint has about the therapist Understanding the ranfeenceinpsychodjname psychotherapy elps us to understand how patents think about themselves andl how they relate o athe prope ina supporting mode, we use the infomation that we ge rom the transference ‘© indrstan the paint without ringing i othe patients attention. We may also hae 10 limit rt contain he wansference when we Support an uncovering mode, we interpret Vansference inorder to help patients olen ino abut themselves andthe lavorships with hes Patients can tell us over and over how they feel about their bosses, their partners, and their parents, but when they tell us how they fee! about us we have a unique ‘opportunity to see how they really relate to others. Patients will inevitably experience the same feelings about the therapist that they experience toward other people in their lives, We eal these feelings the transference, What is transference? ‘Transference is the sum of the feelings that a patient has about the therapist. Some of those feelings have to do with real characteristics of the therapist. Some of these feelings relate to feelings that the person had for people in his/her past that are now displaced onto the therapist. As we discussed in Chapter 1, thinking about all of those feelings is often a focus of psychodynamic psychotherapy Why do we care about transference? In psychodynamic psychotherapy, transference feelings are a way to learn about the important relationships in a patient's life. Ifa patient reacts to us in certain way, ‘we can bet that they react that way to other people in their lives. Making these reactions conscious and linking them to their rightful source frees patients up to ‘make choices about how they react to people in their daily life. In addition, once ‘a transference reaction is observed, it serves as a gateway to exploring memories. “Here's an example: Aor esssion in which Mr A byga otal about guting i hgh poying jo ho ny his hand at eortngftion, he mised to seins: When the therapist ask about Shs, Mr A sid ta ‘Bids Ping A Cina Meals Cat Sia Chey Cay Dog dame © 4 fm ey an28 PART 5: TECHNIQUE he assed that the therapist would ty total him out ofthis en. As they discussed this, i bere cer tha Mr A made this ssumption becuse his parents wre very dismissive of etic urs, and ad comand hi to ake a business job ater than ring to make aifeasa writer Here, Mr A makes an assumption about the therapist that really belongs to his feclings about his parents. Helping Mr Ato see that this assumption is displaced onto the therapist enabled Mr A to understand more about his expectations of people in his current life Is it reality or is it transference? Frequently, therapists got sidetracked trying to decide whether a patient's reaction is “realistic” or “transference.” This is not an either/or question ~our patients have feelings about us that are related both to our real characteristics and to the ‘characteristics of other people in ther lives. Here are two examples: _Afler Mr B's mother died, elt ery supported by his erp, oh called hoa the phone and ta attentoe ois eng of mourning. Here, Mr B has warm feelings about things that his therapist actually did. He is responding tothe therapist's real characteristics. (Ms C ft that her therapist's tradition of taking a teo-ack summer oaction indicated that she to iatfentine to the noo er patients Since a two-week vacation is not inappropriate for a therapist, Ms C's feeling that her therapist is inattentive is probably related to expectations established earlier inher life. ‘To work effectively with the transference, patients have to understand the “as if” ‘quality of their feelings towards the therapist, That is, the patient experiences the therapist “as if” he/she were someone from their past. For example: [Ms Disa 22-year-old woman in peytoterapy who says that she i fai o tll you shameful ‘hinge Barus hey ould “change her life fone.” You inquire farther and ask rheter reveling ‘eyes evr ied 19 a ad outcome. She remembers that her mother once discovered her plying “doctor” witha young cousin. Her mother “rele out, took Ms Doth pris o cones and score ts with he cousin's prt ofthe fy, ‘Your patient's fear that reporting a secret will be humiliating and have dire conse- ‘quences probably relates to this early history. Thus, telling you a potentially shameful ‘Sete i ey ml er apron yon f yon wee eer roy Talking about the transference portant since “you were there” A patient's hostile reaction toward us is very different than one toward a bus driver or boyfriend because we are there and can corroborate the details of what CCHDI: TRANSFERENCE 219 transpires, In general, itis helpful to explore the details of your patient’ transference reactions, since you are a direct observer. Sorting out transference feelings within the real therapy relationship can be therapeutic in itself, since it offers the patient ‘an opportunity to become comfortable talking about complex feelings while they are happening, Itis important to be open and non-

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