THE DEVELOPMENT OF SELF-AWARENESS IN COUNSELLING STUDENTS:
A WORKSHOP

by
Doriana Pantuso

B.Sc., University of Northern British Columbia, 2012

PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF EDUCATION
IN
COUNSELLING

UNIVERSITY OF NORTHERN BRITISH COLUMBIA
April 2016

© Doriana Pantuso, 2016

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Abstract

The purpose of this project is to develop a workshop to train counselling students or
individuals in the helping field, the process of self-reflection and introspection. A review of
the literature on counsellor development and introspection is provided, including the process
of becoming a counsellor; counsellor development and introspection; attachment theory and
counsellor development; and supervision in counsellor training. The format of the workshop,
the target audience, and ethical concerns are described. Finally, a detailed description of the
workshop, outlining the intended schedule, activities and lectures is presented.

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Abstract

Table of Contents
11

Table of Contents

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Acknowledgements

V

Chapter 1: Introduction

1

Purpose and Rationale
Clarification of Terms
Personal Location
My Unconscious Motivation to Becoming a Counsellor.
The Beginning of My Journey
Family Influence and Experiential Learning
My Shift to a Place of Awareness
Summary of Chapter One

2

7
8
10
11

Chapter 2: Literature Review

12

The Process of Becoming a Counsellor
Reflective practice
Trust
Self-reflection
Process vs. content
Professional vs. personal self
Counsellor Development and Introspection
Cognitive models
Developmental models
Countertransference
Countertransference in Supervision
Transference
Emotional intelligence and the Observing Ego
Experiential Learning
The Johari Window
Attachment Theory and Counsellor Development
Attachment Theory in Adulthood
Attachment Theory in Counselling Sessions
Supervision in Counsellor Training
Models of Supervision.
Psychodrama and Supervision
Peer Supervision

4
5
6

12
13
14
15
17
19
21
21

22

24
26

28

29
31
31
33
34

35

37
37
41
42

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Chapter 3: Project Description
Target Audience
Workshop Goals
Trauma Informed Approach to Learning
Ethical Considerations and Confidentiality
Group Norms and Expectations
Workshop Outline
Workshop Topic List
Summary of Chapter Three
Chapter Four: The Workshop
Day One
Day Two
Day Three

45
45
45
45
46
46
47
48
49
50
50
85

103

References

122

Appendix A: The Johari Window

129

Appendix B: The Johari Window Questionnaire

130

Appendix C: The Johari Window Scoring Sheet

136

Appendix D: Feeling Card Exercise

138

Appendix E : Fishing For Value Exercise

140

Appendix F: Video Resources

141

Appendix G: Attachment Diagrams

142

Appendix H: Sue Johnson Video Case-Study

144

Appendix I: Sue Johnson Written Case-Study

145

Appendix J: Sue Johnson Written Case-Study Discussion

146

Appendix K : Attachment Case Scenario 1

147

Appendix L: Attachment Case Scenario 2

148

Appendix M : Attachment Case Scenario 3

149

Appendix N: Countertransference Case Scenario 1

150

Appendix 0: Countertransference Case Scenario 2

151

Appendix P: Countertransference Case Scenario 3

152

Appendix Q: Countertransference Case Scenario 4

153

V

Appendix R: Workshop Evaluation

154

Appendix S: Referral Services Prince George

155

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Acknowledgements
I would like to express my sincere gratitude and appreciation to my supervisor, Dr.
John Sherry, for his continuous inspiration, support and encouragement throughout my
counselling journey. His contribution to my personal development has been tremendous. He
has inspired me to continue my own personal growth as I continue in this field of work.
Deep appreciation goes to my committee members, Dr. Linda O' Neill and Dr. Cindy Hardy,
for their time, input, and support. I appreciate all the ongoing support that they have both
provided me throughout my journey. Finally, the completion of this project would have never
been possible without the help and loving support I have received from my parents Filomena
and Angelo Pantuso as well as from my sister, Daniela Sorrell. Words cannot express how
much your support has meant to me.

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Chapter 1: Introduction

The counselling process is often ambiguous and uncertain, which can create
vulnerability and anxiety for counsellors. Because the counsellor acts as the primary tool to
facilitate growth and change in clients, developing awareness of one ' s own blind spots and
weaknesses may be significant (Chang, 2011). There is often a level of uncertainty, fear and
anxiety most counsellors face before entering the field, so it may be helpful to provide them
with opportunities to learn about appropriate ways of processing and developing awareness.
Developing an understanding of the self involves a unique process of experiential and
emotional learning. This introduction elaborates on the importance of developing selfawareness in the early stages of counsellor development and how understanding the self
assists novice counsellors with challenges in the client-counsellor relationship.
Developing self-awareness is a major component of effective reflective practice. It
may be helpful for counsellors to not only be aware of their skills, knowledge, and
performance as professionals, but also be aware of any personal factors that may hinder their
ability to be present with clients. Though the importance of self-reflection is expressed in
research (Hollihan, 1994), it may be difficult for students to safely express themselves, and it
takes time and effort for students to be able to express vulnerability when appropriate. Most
students are afraid of judgement not only from themselves, but from others; however,
reflective practice is vital to professional counsellor development and this process facilitates
positive change and builds professional confidence that is effective in long-term counselling
practice (Skovholt & Ronnestad, 2003).
Prior to entering the professional world of counselling, students may be unaware of
the complexity and emotional nature of the work. As counselling students, they become

2

familiar with succeeding academically and gathering information logically in order to learn
theories, skills and techniques that will prepare them in their work with clients (De Stefano,
Overington & Bradley, 2014). Although academic counselling programs teach the
importance of being present, empathetic, reflective and non-judgmental in session, it may be
difficult for students to engage in self-reflection. For example, what does it feel like to be
unsure and at a loss for words in front of a client? What does it feel like to be at loss for
words in a session? Students may become defensive and project negative feelings toward
their clients (Levitt & Jacques, 2005). Self-reflection teaches students to be aware of what is
occurring for them, including how they are coping with their own frustrations in session
without damaging the relationship with their clients. Therefore, it is important for counsellor
education to focus on ways to facilitate effective reflective practice in students. There are
many ways to accomplish this form of learning, whether it is by developing specific skills or
processing ambiguity and challenges.
These observations and experiences have developed my interest in pursuing an indepth review of counselling students and how the use of experiential activities facilitates
introspection and development. I will begin with the purpose of the project, followed by a
clarification of terms, a literature review with a focus on counsellor development and
introspection, and finally, an overview of a workshop.
Purpose and Rationale
The journey of becoming a counsellor can be both intimidating and inspiring. There
are many bumps and hurdles students encounter along the way to becoming a helper
(Christopher & Maris, 2010). Skovholt and Ronnestad (2006) state it is common for
students to feel unsure of themselves in the beginning stages of the journey. Because
students may lack experience, they may have unrealistic expectations from themselves and

3
the counselling process; they may feel incompetent or personalize client challenges
(Skovholt and Ronnestad, 2006). If not processed early in training, being overwhelmed may
come forth in negative ways causing a sense of detachment from their work with clients.
Research suggests that many counselling training programs focus heavily on content
rather than process (Hill & Lent, 2006). Although student self-awareness is identified as
important, there remains minimal focus on this process. In many training programs, students
develop a strong knowledge of counselling theory, ethics, and assessment, but self-reflection
may not be emphasized (Hill & Lent, 2006). Wong-Whylie (2007) stated that counselling
programs focus primarily on the "outer world of therapy", which includes theories, methods,
and techniques for doing therapy (e.g., diagnosis, treatment outcomes, standards and
organization). However, Michael, Kramer, and DeRoten (2011) identified a deeper process
of counselling known as the "inner world", which focuses on the subjective understanding of
thoughts, feelings, and experiences. This inner world may prepare students to work with
vulnerable populations and clients they are triggered and challenged by.
Allowing students to process their own emotions can assist with understanding
countertransference and transference that emerges in sessions. Some of the strategies
provided in training programs endorsed in the literature include: collaboration and
supervision; shifting personal expectations regarding the change process; and engaging in
experiential activities to shift students from content to process (Hill & Lent, 2006; Markus &
King, 2003). Therefore, there is a need to engage new counsellors in an open dialogue and
process that normalizes their experience and helps them realize that in order to grow as
counsellors, it is important to address challenges.
The purpose of this project is to design a three-day experiential workshop for
counselling students to provide them with the opportunity for self-reflection and insight.

4

The workshop is entitled Th e Development of Self Awareness in Counselling Students.
Despite the current focus on theories, research, and ethics in counselling training programs,
little attention is given to the unique importance of counsellor development and introspection
(Hill & Lent, 2006). This project provides some background information regarding the
development of novice counsellors and suggests effective activities and support to become
more connected with their own intuition. In particular, this guide serves to educate the
importance of self-awareness among novice counsellors and mental health practitioners
within northern British Columbia.
Clarification of Terms

As definitions vary throughout the literature, defining terms used throughout this
manual increases clarity. The term reflective practice refers to the process of examining
personal experience (Wong-Wylie, 2007). Research suggests that counsellors who examine
this process have a better understanding of their thoughts and actions, which shapes personal
growth. Reflective practice allows counsellors to develop personal awareness beneficial for
the client-counsellor relationship, nurturing positive change and building professional
stamina and sustaining power.
Introsp ection and self-awareness are other terms mentioned throughout the manual.
Introsp ection is when individuals look inward to examine thoughts, feelings, and motives
(De Stefano et al. , 2014). Self-awareness is similar in essence that it is the ability to reflect
upon personal experience to develop a professional understanding of the work. Both
activities are fundamental in counsellor training and practice and can be integrated in several
models of clinical supervision (Stinchfield, Hill, & Kleist, 2007).
Th e exp eriential approach to group training is a process-oriented approach in which
students are encouraged to explore experiences and emotion from a first-hand perspective

5

(Shumaker, Ortiz & Brenninkmeyer, 2011). Skill-development and enhancing of empathy
for clients are critical features of experiential training. This particular type of training
requires students to self-disclose and work on personal issues relevant to their work as
counsellors. Students are encouraged to be honest and open to feedback they receive from
other students and supervisors. The goal of experiential groups is for students to reflect
inward and strive for change (Yalom & Leszcz, 2005).
Throughout the project the terms counselling student, student in training, counsellor
in training, novice counsellor and supervisee are used. All refer to an individual student

who is undergoing the process of counsellor development.
Personal Location

My experience as a counsellor in training inspired me to explore my own blind spots
and learn about self-reflection in counsellor development. From my own process, this
period of development has been a time of growth and self-discovery. I noticed this
awareness enhanced my self-understanding, and allowed me to appreciate the complexity of
the client/counsellor relationship. Although I have learned many lessons, I can honestly say
that developing deeper self-awareness has challenged me in many ways. In writing about
self-reflection and counsellor development, I hope to understand it more fully and speak
about it more openly to normalize the experience for counselling students. This personal
location focuses on my unconscious motivation to become a counsellor, the beginning of my
journey, family influence and experiential learning and finally, what helped me come to a
place of awareness.
When I consider the unique factors in Prince George, I notice there is a limited
number of counsellor supervision services that solely focus on the importance of
introspection and counsellor development. The Community Counselling Center [CCC],

6
located in Prince George, BC, has inspired me to pursue the development of this workshop
as they are a training program that offers the support and guidance of novice counsellor
development and self-awareness. Further, my experience at the CCC and work with my
supervisors, Ryan James and Dr. John Sherry, has enhanced my passion in introspection and
counsellor development.

My unconscious motivation to becoming a counsellor. I approached the
development of this workshop with my own, unconscious motivation to become a
counsellor. Unconscious motivation refers to hidden and unknown desires that are the real
reasons for things that individuals do (Freud, 1912). Often, human behaviour occurs as a
result of desires, impulses, and repressed memories. For me, most of my unconscious
journey was discovering what drew me into the helping profession. On one of my first days
of my counselling journey, my mentor asked me, "Why did you choose this field?" Finding
it difficult to express a "reason", I answered from a standpoint that made sense to me at that
time. I am interested in helping people, I enjoy learning about counselling, and I find it

fascinating. My undergraduate degree is in Psychology so this seemed like the next step ...
Spending some time reflecting upon this question, I thought of my past and what motivated
me to enter this line of work. Coming from an Italian background, seeking counselling was
not an option in my culture due to shame, confusion, and fear. This shame stemmed from
the idea that, "If I share my problems with the public, I am considered wea~' or "We should

not share our business with strangers". Ultimately, any concern or struggle in the family
was shared with immediate family only in order to reduce anxiety. Growing up in this type
of dynamic, my sister and I often fell into a caretaker role. When there was a conflict or
crisis in the family, we would often support and mediate in order to ensure everything was
okay and attempt to soothe the anxiety of both my mother and father. We were always

7

informed when conflict was occurring and often found ourselves trying to "fix" the situation.
This type of dynamic continued throughout my life and I believe at an unconscious level, I
always took the initiative to "help" others and provide a listening ear. This may have
influenced my interest to pursue this type of work at a conscious level, where I learn to
reflect and provide support to vulnerable populations.
The beginning of my journey. I considered my previous experience working in the
field and what made me curious about my own development prior to this workshop. My
counselling journey began as a Mental Health Clinician at Northern Health in acute care. I
was challenged in many ways both by the patients and staff, and was often questioned about
my ability as a clinician. As a result, I began to question my ability as a helping individual
and continued to seek external validation from my colleagues and clients. When (and if) I
was given praise by others, I believed I was doing my work "right"; if not, I believed I was a
failure. Further, my work with challenging clients was especially difficult as I often
personalized interactions or conflicts. Being challenged by clients put me in a place where I
questioned my ability and felt incompetent. My work in acute care was very challenging, as
initially I was not aware of these challenges. I often questioned myself, sitting in immense
feelings of doubt and anxiety. I continued to work hoping for acceptance and support from
others, seeking praise both from clients and staff.
My undergraduate degree in psychology provided me with the framework and
knowledge of psychological disorders, treatment, and research in the related field. It was a
competitive process where I was often compared to others and rewarded for performing well
academically. I viewed myself as a failure if I did not achieve a desired grade. I believed
the Master of Counselling program at the University of Northern British Columbia [UNBC]
would be a similar process in which I would learn and develop my knowledge of counselling

8
theories, skills, and techniques in order to be a "successful" and "knowledgeable"
counsellor. I believed I needed to succeed academically, perform to my highest standards,
and impress my professors and colleagues in order to accomplish this goal. These beliefs
developed from my earlier experiences in the education system where success and
achievement were valued and opened doors for future opportunities. I believed this was true
of all programs, especially in a graduate setting. I realized this was not what becoming a
counsellor was about, as it was about knowing myself and my own vulnerabilities. Who am
I? What do I want? What are my triggers? It was very difficult to explore my emotions at a

deeper level because I was unfamiliar with this process. When asked questions such as what
feelings are coming up for you? I wondered why these questions were asked and how I was

going to answer them. I wondered how the work had anything to do with me. I often had
difficulty answering and over-explained why I felt or responded in a certain way.
Family influence and experiential learning. I explored deeper into my past and
reasons why I struggled with my own self-confidence and trust as my journey continued.
Throughout my learning experience within the program, I became curious about my need for
external validation and reassurance. It was not until my experience in a process group that I
developed some insight. Growing up in an Italian family, I was the youngest and often well
cared for and protected. This dynamic sometimes made it difficult to make my own
decisions and be independent without constant reassurance as I continued into my adulthood.
I felt safe when I was reassured because I did not fully trust my own decisions. The idea of
trusting myself became a developmental process and I began to recognize when I was
seeking reassurance and why I now understand and create space for myself through
acceptance due to my personal experience in process group, and my own reflection.

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In my counselling program, I participated in an interpersonal process group with my

peers, and was often challenged. As a result of being challenged, I reacted defensively,
which left me confused, anxious, and vulnerable. Sometimes being vulnerable in this group
was a fearful process for me as it meant loss of control over my emotions or a pending
conflict. It was difficult for me to speak complete truth in the group because I was afraid of
hurting feelings or losing close relationships. I eventually learned that I didn't have to take
responsibility for others' emotions and that speaking my true feelings was a healthy way to
process. It was important to understand the difficulty I was having with sharing experiences
and being vulnerable.

If I was feeling this way, how were my clients feeling? This group

allowed me to develop a better understanding of my own blind spots, which often included
projecting my fears onto my peers. As a result, my peers felt the need to take care of me,
which was similar to my relationship with my family. As this exploration continued, I was
unsure of myself and how others would react to receiving such honest feedback. I was often
wanting to say "the right" thing, and as a result, I would respond carefully in order to protect
myself. Processing in such a way allowed me to know myself in a way that I was not aware
of before. Being the tool of change in a therapeutic relationship, I learned that self-reflection
allowed me to understand my relationship with my clients at a deeper level.
In my earlier training, I did not openly discuss unsettling, anxiety provoking parts of

learning and development. Perhaps as students we do not feel safe to do so or we feel
judged by others, maybe we are competing with each other, or afraid of vulnerability. I
feared saying the "wrong thing" and my professors and peers judging me. If I was
vulnerable, what would they think of me? What would they think if they saw me cry? I would
look stupid ... How would I be able to do this work if I did not present as a strong person? I
was often concerned about evaluation, performing well and being the "best" counsellor I

10

could be. I often compared my development to others. Being a younger student, I wondered
why I was not as transparent as some of my peers. I learned it was not safe for me to do so in
the particular time in my life. Developmentally, I was learning new things about myself that
I found scary, and reassuring all at the same time. I learned I protected myself well, by
"pushing down" my emotion and using humor to overcome discomfort.
My shift to a place of awareness. I became more aware of challenges and areas I

needed to work on through my practicum, coursework, and ongoing supervision. With the
help and encouragement of my peers and supervisors, I recognized both areas of strength and
weakness. Furthermore, I have been inspired by my supervisor Dr. John Sherry and my
clinical supervisor, Ryan James. They encouraged me to speak openly and honestly about
the challenges faced in my work and how to work through them. Most importantly, they
taught me the importance of becoming aware of my own blind spots in order to change and
grow as a novice counsellor.
I participated in an active reflection workshop that involved teaching medical
students the practice of self-reflection when working with challenging patients during my
practicum. Observing the level of anxiety and difficulty some students had intrigued me and
I became interested in what students would need in order to self-reflect and share openly. I
realized the importance of self-reflection and how foreign this process is to some through
identifying with these students. It is with this understanding that I realized many graduate
programs focus on the evaluation of academics without much focus and acknowledgment of
emotional development in students. The process group that I participated in was helpful for
me as it explored my feelings in the moment and how they related to my work with clients,
allowing me to develop better awareness of how I respond when I feel challenged or
uncertain.

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I learned to pay attention to my own feelings when I am sitting with clients through
process group and supervision. As I am challenged by a particular client, I ask myself,

"What is coming up for me?" and "Why am !feeling this way?" I also became more
comfortable receiving feedback. The most significant shift for me has been learning about
my attachment style and how it relates to myself as a counsellor. Receiving ongoing
supervision and feedback helped me better understand my thoughts and feelings toward
specific clients. In order for me to become open to receiving feedback, it was important that
I felt safe in my environment and trusted my supervisors. In order for me to gain trust, I
needed time and space to better understand my own needs and feelings toward myself.
Trusting myself is something I continue to work on to this day. I learned I often seek
reassurance and acceptance from my colleagues, supervisors, and peers, which prevents me
from trusting my own intuition. As I continue with clinical supervision, I work through
challenges that I am faced with in my work with clients. Having a space to openly process
and explore these feelings has been very helpful.
Summary of Chapter One

Overall, in exploring my own experience with counsellor development, I realized the
importance of implementing a self-reflective training workshop for graduate education
through my own training and counsellor development. The intent of this workshop is to help
novice counsellors learn more about self-awareness, introspection, and counsellor
development. Next, Chapter 2 will provide a literature review of counsellor development and
introspection. Chapter 3 will describe the workshop format, ethical considerations, and
specific aspects of experiential learning in student counsellor training. Finally, Chapter 4
will present a detailed description of each of the three days of the workshop.

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Chapter 2: Literature Review
In order to understand the need for a workshop focusing on counsellor development,

it is necessary to explore the realities of helping and the spectrum of counsellor selfawareness and introspection. Counsellors are exposed to stories of great growth,
transformation, and self-discovery yet, also exposed to stories of hopelessness and tragedy
(Reeves & Mintz, 2001). Oftentimes, challenges may arise in the client/counsellor
relationship that, if not processed appropriately, can be harmful to both the client and
counsellor. This literature review discusses the process of becoming a counsellor; counsellor
development and introspection; attachment theory and counsellor development; and
supervision in counsellor training; this review provides readers with an enhanced
understanding of counsellor development and how early attachment experiences influence
counsellors' connection to clients.
The Process of Becoming a Counsellor
Throughout the years, research in counsellor development has focused on several
different perspectives of counsellor training and supervision (Levitt & Jacques, 2005).
Research regarding therapy outcomes indicate that therapeutic alliance has a greater
influence than technique or structure within each session (Lambert, 1992). In order for
counsellors to understand the importance of therapeutic alliance and rapport, it is helpful to
develop a better understanding of themselves both as individuals and as counsellors
(Lambert, 1992). Clients play a major role in enhancing and facilitating growth in
counselling students as well as acknowledging interpersonal qualities of counsellors in
training (De Stefano, Mann-Feder, & Gazzola, 2010). Therefore, the use of the self in the
therapeutic relationship highlights the benefit of self-understanding and reflection
throughout counsellor development. Becoming a counsellor involves a multi-layered

13
process that involves supervision and experiential growth. This particular section of the
literature review outlines the following: (1) reflective practice, (2) trust as a developmental
process, (3) self-reflection and development, (4) process vs. content, and (5) professional vs.
personal self.

Reflective practice. The quest for self-awareness is a major component of effective
reflective practice (Wong-Wylie, 2007) . Within many counsellor training programs, student
counsellors are not only encouraged to be aware of their skills, knowledge and performance
as professionals, but also mindful of any personal factors that may interfere or impede their
ability to connect and work with a diverse range of clients (Auxier, Hughes, & Kline, 2003).
In other words, by reflecting on their own belief system, counsellors may be better able to

reflect on differences that emerge between themselves and their clients. Processing feelings
that come up between the client and counsellor can provide the client with a foundation on
how to reflect and become aware of personal feelings. In order for counsellors to achieve
such skill, they must have a firm understanding of their own reflective process (Auxier et al.,
2003). Reflective practice can often shift the counsellors' perception of what is occurring in
the present moment and facilitate awareness and reflection, possibly improving further
practice.
As a novice counsellor, reflective practice may be challenging and cause feelings of
discomfort. Researchers argue for the importance of safety and trust when working with
fellow-classmates, instructors, and supervisors (Wong-Wylie, 2007), so it is important that
students develop a level of confidence and trust in themselves in order to trust the process of
reflection and personal awareness. Therefore, it may be important to provide students with
ways in which they may interact and connect with one another in a safe, trusting
environment.

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Trust. Students are often faced with apprehension during self-analysis on a deeper
level (De Stefano,et al. , 2014). Part of beginning this journey is understanding the
importance of self-reflection and how it contributes to the developmental phases of
becoming a counsellor. The practice of self-reflection involves a complex, ambiguous
process where students are faced with vulnerability and fear (De Stefano et al. , 2014).
Students are familiar with a more structured approach to academia that allows them to focus
on skills and knowledge with less emphasis on using the self as a tool for learning and
change. Without structure or concrete approaches to learning, student counsellors may
experience uncertainty and fear so the process of trusting one ' s own intuition becomes
important. As trust in the self develops, students learn to incorporate intuition with
appropriate skills and knowledge of building healthy relationships in the counselling process
(Granello, 2002). Students can work through vulnerabilities through experiential activities
and supervision, allowing them to connect their inner feelings and experiences to how they
work as counsellors. As students become familiar with vulnerability and processing their
experiences with clients, trust in the self may begin to form.
Using the self as a major tool in counsellor development can create judgment and
internal self-defeating thoughts, preventing them from exploring and reflecting at a deeper,
authentic level (Heller, Levitte, & Jacques, 2005). Trust in oneself as well as the process of
counselling can assist in the exploration of the self while interacting with fellow peers and
supervisors. In a qualitative study by Wong-Wyle (2007), five doctoral counselling students
shared their experiences of self-reflection and trust, identifying factors that both developed
and hindered open reflection. Factors that encouraged self-reflection were a trusting
relationship, opening up with fellow students, having self-trust, and engaging in reflective
tasks; factors that hindered self-reflection were experiencing mistrust, receiving

15
unsupportive feedback, and interacting with non-reflective fellow students. Students
conveyed that trust with another person allowed them to open up and feel supported. They
also felt that trust was "a leap of faith" they took when connecting with instructors and
supervisors. One student reported, "I knew that, in my own growth, I needed to become
more able to talk about who I am without being embarrassed or scared. And so that was just
another step along that journey" (p. 70). Findings suggest that trust is central in students
benefitting the most from reflective assignments, since students would not share as much if
they did not trust their supervisor or instructor.

Self-reflection. Self-reflection is the process ofreflecting upon one' s own process of
offering therapy (Torres-Rivera, Phan, Maddux, Wilbur, & Garrett, 2001), which develops
through time and experience. In various studies, self-reflection was related to becoming
one' s own supervisor and integrating the personal and professional self (Arthur &
Januszkowski, 2001). Students used self-reflective processes by reframing unsuccessful
experiences into learning opportunities. Arthur and Januszkowski (2001) found that
awareness and reflection encouraged "abstract" thinking in students. Essentially, selfreflection allows counsellors to develop a greater understanding of feelings that arise around
the client and counsellor relationship. With an understanding of one ' s own feelings, the
counsellor may be able to better process what is occurring in session in a unique way.
In literature focusing on self-reflection, Schon (1987) outlined two ways of

reflecting: reflecting on action and reflecting in action. Reflecting on action is processing
past behaviours (or actions). For example, a client may express concern over a fight with
his/her mother and while reflecting on the experience, the counsellor might assist the client
to explore what occurred in the dispute while processing how communication with his/her
mother can be different in the future. Reflecting in action is reflecting on a past behavior

16
while focusing on the here and now. For example, when hearing the client' s story of his/her
dispute with mother, the counsellor may encourage the client to explore what feelings are
coming up for the client while he/she shares the story. In doing so, the counsellor may
explore how the client feels toward the counsellor (e.g., transferred feelings) . Reflecting-inaction involves using analysis of observation, listening, and/or touch or "feel" to problem
solve. Reflecting-in action is a more complex form of reflection that takes place in the
moment. By reflecting in the moment, the counsellor processes inward while experiencing
the world around them (Schon, 1987). In these particular moments, Schon (1987) found
clients to use more critical thinking, flexibility and, reactivity. According to Schon (1987),
the ability to reflect in the here and now involved a significant amount of self-awareness;
however, such awareness becomes a developmental process in the individual student
counsellor. Fry and Kolb ' s (1975) stage model of counsellor development suggested
gaining self-awareness is a developmental process, and that experiential learning and
counselling experience contributed to developing reflexive practice. They described an
experiential learning cycle that moved from concrete experiences to observations to
experiences to forming abstract concepts and to testing in new situations. Fry and Kolb
(1975) argued supervision and personal counselling encourages inner exploration, which
allows students to explore and test new situations.
In addition, Griffiths and Frieden (2000) interviewed 63 counselling students to

determine the process of development and how to facilitate reflective thinking. The
majority of these students reported their own psychotherapy was helpful in developing
reflective learning as they developed a personal understanding of the therapy process and
were more enthusiastic about doing therapy themselves. They also reported experiencing the
process of reflexivity while attending psychotherapy groups, where they connected to inner

17
thoughts and feelings while verbally processing with fellow students. For example,
interpersonal process groups provided students with the space to process emotions while
receiving feedback from other group members. Students also reported that having a
supportive environment facilitated participation in reflective activities (e.g., experiential
activities and role plays). This process helped by facilitating encounters with the self and
looking inward. Such learning was reported as valuable in the beginning stages of
development as students were better able to process inward and discuss particular feelings
that emerged in their work with clients.

Process vs. content. In order to develop an understanding of what therapy looks like
in practice, it may be helpful to attend to both "content" and "process". Yalom (2009) refers
to process and content as two major aspects of therapy discourse, "content is just what it
says - the precise words spoken, the substantive issues addressed. Process refers to an
entirely different and enormously important dimension: the interpersonal relationship
between the patient and therapist" (xvii). When focusing on the process, a counsellor
focuses not only on the client's words, but also the nonverbal behaviours and what each tells
them about the nature of the relationship
Counsellors can process what it is like for clients to be in session with them, as well
as how connected they feel to their counsellor. These feelings become similar to how they
experience the world outside of session. Therefore, process and drawing awareness to
specific feelings facilitates growth and vulnerability in clients (Torres-Rivera et al., 2001).
Processing also creates space to explore transferred feelings. In early training, novice
counsellors are taught the importance of content and what clients say during session. Novice
counsellors are then encouraged to find a theoretical orientation that fits for them ( e.g.,
cognitive behavioral therapy or person-centered therapy) (Hill & Lent, 2006). Focusing only

18

on the content of counselling can take away from being present and processing with clients.
Therefore, combining both process and content can be valuable learning early on in
counsellor training.
While learning the importance of process, student counsellors become aware of the
ambiguity around what is needed to effectively help vulnerable populations (Norcross,
2001). Students are often admitted into graduate programs because they excelled at
developing concrete skills, knowledge, and intellectual content in their previous academic
classes (Granello, 2002). Such skills can assist students with developing a theoretical
orientation and framework as therapists. While counsellor education involves learning new
facts, theories, and techniques, there is also a significant emotional development component
for which many students are unprepared (Ronnestad & Skovholt, 2003).
Torres-Rivera and his colleagues (2001) found that a strong sense of personal
awareness contributes to a better understanding of multicultural counselling as well as the
overall counselling process. In order to understand various levels of counseling, a unique
kind of attention and supervision is required and they hypothesized that personal awareness
can be established by group supervision. The research team explored this using 17 student
counsellors who were enrolled in a 14-week internship course. Throughout this course,
students answered a variety of questions related to their beliefs about human nature and their
experiences working with diverse populations. Results show that many students in the
beginning phases of their training did not have a strong grasp of human nature and their own
emotional reactions. As students received supervision, viewed counselling tapes of
themselves, and engaged in group supervision, they were better able to connect to concepts
regarding human nature and express their thoughts and feelings in an open, honest manner.
This study supports the idea that personal development should be present in supervision as

19
this allows students to respond better to challenges and diverse expenences m the
counselling session.

Professional vs. personal self. Personal development can be seen as a continual
process of growth and learning. As students begin practicum and working with clients, they
learn the significance of self-awareness. This process begins with the exploration of the
"professional" and the "personal" self, a concept that corresponds to Roger' s (1957)
interpretation of authenticity and congruence. Rogers referred to congruence as "the unity"
between various aspects of the self and incongruence as the root to many challenges (Corey,
Corey, & Corey, 2013). Despite the importance of self-understanding in counsellor
development, it may be difficult to achieve complete authenticity if counsellors are not
aware of their own vulnerabilities, thoughts, and feelings that emerge when interacting with
clients or individuals in society (Kottler, 2010). Kottler (2010) revealed that a counsellor's
greatest gift yet most difficult burden is facing unresolved issues and personal struggles in
client stories. He suggests that personal therapy and supervision can provide a space to
process these challenges since the process of achieving congruence between the professional
and personal self involves a level of learning and vulnerability. Kottler states, "Clearly, the
boundaries between the realms of the personal and the professional are not as discrete as
they would seem" (p. 52) and outlines the challenges of maintaining a sense of congruence
between the selves.
As mentioned previously, counsellors should develop a state of congruency between
the personal and professional self. This includes developing a sense of professional identity.
Van-Zandt ( 1990) described professional identify as attitudes and feelings towards one's
professional role. A therapist' s professional identify is shaped by many factors including
self-confidence and self-worth. As students emerge through graduate school and develop a

20
sense of identity, the professional self merges into an extension of the self or self-concept
(Van-Zandt, 1990). Throughout this process, developing positive relationships with peers
and supervisors most likely assists in the transformation process of their development.
Ultimately, the training environment is viewed as an important piece for nurturing healthy
development and exploration of the self in counsellor development.
Khan (1991) suggested it is helpful for a therapist to achieve a level of genuineness
when working with clients. He defined genuineness as having ongoing access to one' s own
feelings, attitudes, and moods. If counsellors do not develop their own sense of awareness
of their personal selves, then they will likely have difficulty helping clients develop
awareness of their own feelings and thoughts (Khan, 1991). As a way to avoid their own
pain and anxiety, counsellors tend to focus solely on the client's internal process.
Awareness is not the only helpful process in developing congruence between the
professional and the personal self. Rogers (1957) believed it is helpful for counsellors to be
aware of their own feelings that come up in session and maintain a sense of transparency.
For instance, it is important for therapists to not project personal experiences or beliefs onto
their clients, but rather remain a sense of presence and transparency without hiding who they
are as a person. Understanding one 's own feelings in session can be valuable to the
therapeutic relationship and connection. As Rogers (1957) states, "I have to let myself be a
person-real, imperfect in my relationship with my clients" p. 98). Developing a congruence
between one's personal self and professional self is a unique process that would be
beneficial to begin early on in counsellor development.
Overall, learning is an ongoing process that allows students to develop a sense of
self-reflection and awareness (Chang, 2011). According to Van-Zandt (1990), training
institutions are viewed as holding environments responsible for nurturing healthy

21
development. Therefore, appropriate training and mentorship is critical in the development
of a counsellor. Ongoing supervision and professional development is helpful in exploring
personal growth, challenges and vulnerabilities. Attending clinical supervision while
working with clients, may be provide novice counsellors with insight into how to work
through challenges. As Kottler (2010) states, "My professional colleagues taught me, I
taught them, and it is still happening " (p. 150).
Counsellor Development and Introspection

This section provides an understanding of how counsellors develop by reviewing
cognitive and developmental models of counsellor development, exploring transference and
countertransference, exploring emotional intelligence, discussing experiential learning, and
reviewing the Johari Window.
Cognitive models. Cognitive developmental research focuses on the understanding

of how counsellors develop in cognitive complexity as they progress through stages
(Borders, 1989). Further, cognitive models examine the process of how counsellors
transition from factual to procedural knowledge, in other words, what connects knowing and
doing (Furr & Carroll, 2003). According to Fontaine and Hammond (1994), this is a critical
gap involving the integration of both content and process which most training programs fail
to connect.
Fong, Boarders, Ethington, and Pitts (1997) conducted a quantitative, longitudinal
study of cognitive development in counsellor trainees. The study followed 48 students and
lasted for the duration of the master' s program. Cognitive development was split into
thoughts, cognitive processes, and schemas and these areas were assessed at four intervals
during training. They found changes in discrete thoughts at beginning (didactic learning)
stages, followed by more complex client conceptualizations and changes in cognitive

22
processes, such as self-appraisal, following practicum experiences. Several other studies
also focused on specific aspects of cognitive development. For instance, Borders (1989)
investigated the effect of ego development on in-session cognitions and changes in attitudes,
such as self-efficacy, at different levels of training have been studied. Cognitive models
propose that to work with greater depth, counsellors must move beyond skill development.
However, the cognitive models suggest that this greater depth will be achieved by
developing a stronger, more complex cognitive base that allows counsellors to work with
greater abstraction (Cummings, Haliberg, Martin, Siemon & Hiebert, 1990).
Developmental models. Developmental models of counsellor development
suggests that counsellors pass through a number of predictable, universal stages in their
growth as student counsellors (Eckler-Hart, 1987). Each stage is characterized by particular
needs, conflicts, or tasks that counsellors must resolve in order to continue their growth.
Further, according to Eckler-Hart (1987), counsellor development is a period of infancy.
This model suggests that graduate school training in counselling refers to a process wherein
the individual enters with limited professional awareness, skills, and understanding, which
creates an undeveloped sense of identity (Eckler-Hart, 1987). The process and development
of becoming a counsellor relates to the process of child development such that the child
begins to develop at the hands of their parents. The role of "the parent" in this case refers to
the supervisor assisting and providing guidance to the individual counsellor similar to how
parents would attend to their child. According to developmental models of counsellor
development, training institutions are viewed as a place where it is the role of faculty and
staff to nurture and promote growth (Bruss & Kopala, 1993).
Winnicotts ' ( 1965) model of development in counselling students indicates
counsellors begin in a "dependence" phase. This suggests that students are provided with a

23
vast number of expectations and demands in which they may be unfamiliar. The model
suggests that students enter graduate school feeling uncertain about what to expect and are
likely to depend on their supervisors and mentors to guide them through their development.
Mentoring may have long-term effects on professional development of the counsellor as it
marks the beginning of self-image development in students. Mentoring, support, and
supervision are parallel to the first stages of life as they resemble the importance of parenting
and guidance for children. Similar to the first stage of life, counselling students need to be
encouraged to trust their own experiences as they progress though their development. As
they move through the dependence phase of their development, students learn to connect to
their environment and their peers. As they experience others undergoing similar
experiences, they develop a level of trust for themselves and their environment (Winnicott,
1965). Developing objective relationships is also an important developmental milestone. As
students learn to adapt and feel safe in their learning environment, they begin to connect
with peers undergoing similar transitions. This allows them to develop a sense of connection
and belonging which is helpful in developing trust.
Perhaps the most comprehensive study to date has been Ronnestad and Skovholt' s
(2003) cross-sectional and 15 year longitudinal study of 100 counsellors. The authors
describe 14 themes that emerge across the career lifespan, from the beginning lay helper to
the experienced professional. Development is referred to as cyclical and continuous with
similar themes revisited at different phases. Several characteristics of new counsellors are
described in detail including feelings of anxiety, uncertainty and fear of evaluation;
unrealistic expectations for client change; a lack of conceptual maps to base practice on; and
an emerging and fragile professional identity.

24
Countertransference. Countertransference is commonly known as feelings a
therapist has towards a client (Freud, as cited in Kottler, 2010). Later theorists (late 50's and
early 60's) defined transference as a natural and normal process for development and a
source for significant understanding of the patient (Herman, 1950; Kemberg, 1965; Racker,
1968). Like other processes in therapy, countertransference can be classified in terms of
whether the reactions are induced, displaced, or projected (Rowan & Jacobs, 2002). In each
particular case, there is a likelihood of distortions that can lead to treatment difficulties and
challenges in the therapeutic relationship. However, in some cases, having awareness of
such personal reactions can lead to turning points in therapy (Gelso & Hayes, 2001).
Turning points may include offering feedback and impressions that might otherwise be
withheld. According to Kottler (2010), any interpretation or feedback offered by a therapist
contains a statement not only about the client but also about the therapist. Kottler (2010)
refers to this process as "the subjective inner world of the practitioner" (p. 146). Oftentimes,
therapist reactions to a client act as the greatest tool as well as the greatest obstacle (Freud,
1912). Therefore, awareness of therapist feelings toward clients are important to explore and
process early on in a therapist's journey.
Countertransference is known as a complex process that includes the internal and
external reactions (i.e., unresolved conflict) projected onto the client. There are three main
manifestations of countertransference: Affective, cognitive, and behavioral. In group
therapy, there are four main manifestations of countertransference: repetitive, reparative,
matched, and complimentary.

Affective. Affective countertransference includes anxiety and avoidance of what the
client is presenting. As a result, the counsellor reacts by presenting as over-involved with
clients. For example, a client discloses she has been engaging in sexual behavior and is

25
wanting to explore the emotional reactions to her relationship. As a counsellor, you
disregard her need to explore her relationship, and instead begin providing advice for safe
sex and regular check-ups.

Cognitive. Cognitive countertransference includes poor recall of content and
misperception of what the client is discussing in session. For example, a client begins to
express his story, but is tangential and had difficulty identifying a main problem he is
wanting to focus on. Instead, he begins talking about others in his family. When he asks
you what you think, you are unable to recall what the client has shared and instead attempt to
summarize what he shared. The client reports to you that it is not what he shared and is
wondering if you have been paying attention to him.

Behavioural Behavioural countertransference consists of the counsellor
withdrawing and feeling disconnected from clients. For example, a counsellor struggles
with a hostile client who demands the counsellor "fix" him/her. As a result, the counsellor
withdraws as a way of coping with hostility.

Repetitive. In group therapy, repetitive countertransference refers to when the group
leader repeats or enacts his/her own life challenges. For example, if a client questions the
group leader's ability and becomes frustrated, the group leader responds defensively as a
way of protecting him/herself.

Reparative. Reparative countertransference refers to when the group therapist not
only replays a past experience, but attempts to repair the damage from his/her past. For
example, when a client reacts hostile toward a group leader, instead of responding
defensively, the group leader remains neutral and asks the client what is coming up for
him/her. As a result. Feelings of hostility are processed within the group creating a
reparative process.

26

Matched. Matched countertransference refers to when group therapists experience
similar feelings as individual group members. This results in the leader mirroring the group.
For example, if members in the group are presenting as anxious and confused, the group
leader may become anxious and overwhelmed while facilitating the group.

Complementary. In group therapy, complementary countertransference refers to
when the group leader feels and takes on specific roles that group or individual members
project onto him/her. For example, if a group member is unconsciously seeking validation
and reassurance from the group member, the group member provides advice and reassurance
to the client taking on the role of a mother or father.
It may be helpful for counsellors to understand what type of countertransference they
are experiencing with clients. Also, it is helpful for counsellors to understand that
countertransference is the expression of authentic feelings and verifies the reality of the
impact that some clients may have on counsellors (Gelso & Hayes, 2001). It may also be
helpful for counsellors not to deny any feelings that come up for them during sessions, but to
rather pay attention to them as a way of informing them (induced feeling).
Countertransference in supervision. Supervisors encourage counselling students to
understand the various aspects of the client as well as their own inner processes. Therapists
unaware of triggers and emotions may struggle with specific clients and project anger and
frustrations onto the client (Gelso & Hayes, 2001). Therefore, it is important to help
therapists become aware of their concerns and struggles within the therapeutic process.
Howard, Inman, and Altman (2006) investigated various critical incidences from the
perspectives of novice counsellors. For the purpose of this particular study, critical
incidences were defined as, "significant learning moments, turning points, or moments of
realization that were identified by the trainees as making a significant contribution to their

27
professional growth" (p. 90). Participants in this study were nine graduate students (eight
women and one man), ranging in age from 23-30 years. Each trainee received one hour of
weekly individual supervision, which involved reviewing counselling tapes and discussing
the counselling process. Further, journals were kept by the trainees, which were reviewed by
researchers. Five categories emerged: professional identity, personal reactions, competence,
supervision, and philosophy of counselling. The most common category among trainees was
personal reactions. This reflected trainees ' significant reactions to their clients, either during
or following counselling sessions. Students wrote of their reactive moments with vivid
detail. One student wrote, "A mental picture formed in my head as to the way this man may
appear. Thin, pale, with sores on his skin? I thought I might find it difficult to see a client
who is dying" (Howard et at. , p. 94). Another specifically mentioned challenges with
countertransference, which involved a deeper level of awareness of how reactions to clients
affect trainee behavior, "I was hugely disappointed ... in myself for not being able to work
through my countertransference in supervision. I felt like I understood [my client] because I
was like him as a teenager. I guess that I didn' t try to get to know him well enough for that
reason- because I felt like I already knew him" (p. 95).
Overall, findings in this particular study outline the importance of awareness and
obtaining supervision in order to process and better understand difficulties students
encounter with countertransference. Furthermore, findings suggest learning to be a
counsellor includes both theory and practice; because beginning trainees have had little
exposure to the realities of counselling, these adjustments can reflect important turning
points in their professional development (Howard et al. , 2006). Although this study reflects
the importance of inward reflection and awareness of personal reactions in trainees,
participants ' journals may not have reflected all of the incidents that trainees considered as

28
critical to their growth. The study noted that trainees may have excluded writing about some
experiences due to external concerns such as evaluation or judgment from course instructors.

Transference. While being aware of personal feelings toward a client, it is also
important to gain awareness of feelings projected onto a therapist by the client. According
to Freud (1912) when clients enter therapy, the way they see the therapist and reactions they
set out to provoke can be influenced by how they view previous relationships and how they
engender replays of early difficult situations. Furthermore, Freud believed transference was
a simple repetition of how the client has experienced original relationships (a replay of how
the client had wished it were). For example, if a client experienced their father to be
disapproving then he or she may see the counsellor in that way as well, or might see them as
warm and loving, thus, seeing the counsellor as the "father" they always wanted (Freud,
1912). Importantly, transference phenomena is very powerful, as mostly major relationships
get transferred onto the therapist (male or female).
In counsellor training, having awareness of when transference is coming up can be an
important part of learning. Freud (1912) believed transference not only applies to clients and
therapists, but also applies to all relationships. He reports, "Everywhere we go, we are
ceaselessly replaying some aspect of our early life" (Freud, 1912, p. 29). Khan (1991)
supports Freud ' s idea of transference by stating, "Becoming sensitive to the phenomena of
transference doesn ' t only make us better clinicians; it also gives us a new appreciation for
the astonishing design of our relationships" (p. 28). Despite developing awareness of
transferred feelings, unconsciously, individuals continue to cling to old beliefs and
perceptions such that they react in ways most familiar to them (e.g. , defensive). According
to Freud (1912) maintaining an understanding of clients ' transference does not ensure "real
change" in a therapeutic session. This suggests that having insight of transference is not

29
enough and should include how the insight is used and worked through to provide a model
of how clients can integrate feelings from sessions, into their personal lives. Therefore,
addressing transference encourages clients to respond to early experiences that are shaped
later in life.
Because transference is a reaction that arises frequently in session, it is important to
ensure appropriate supervision for students working through difficult experiences, especially
early in their journey. Hovarth (2000) suggested supervision and engagement in
interpersonal process groups are important in enhancing awareness of transference. He
further argued process groups assist with awareness of transferred feelings. An
understanding of transference and interpersonal relationships tend to strengthen the
therapeutic alliance with clients and provide a safe place to process difficult situations with
clients. Acceptance, awareness, and respect are key tools to a successful understanding of
transference and countertransference (Horvath, 2000), which can be used with the intent of
honestly and sincerely helping clients to forn1 an effective therapeutic relationship.
Furthermore, Hovat1h (2000) suggested it is important that students learn to accept client's
transference tendencies as well as develop their own awai·eness of counte11ransference, while
keeping vigilant in maintaining clear boundaries/objectives that are relative to the
counselling relationship.

Emotional intelligence and the observing ego. Emotional intelligence refers to the
ability to identify, understand, and use emotions positively in order to manage stress,
communicate well, empathize, and manage conflict. It is about perceiving, evaluating, and
managing emotions within oneself and others (Goleman, 1995). There are four levels of
emotional intelligence: self-awareness, self-regulation, internal motivation and empathy. In
counselling, emotional intelligence allows the therapist to assess not only their own

30
emotions, but the emotions of their clients. Emotional intelligence also allows counsellors to
tap into their emotions in a healthy manner so that therapists can manage their own
reactions. This self-awareness could enable counsellors to process feelings transferred onto
them and use them as teachable moments for clients by relating back to how triggered
reactions relate to life outside of session.
Despite interest to define emotional intelligence over the past years, studies suggest
this has been difficult (Goleman, 1995; Salovey & Mayer, 1990). Emotional intelligence is
a complex term that consists of two major concepts: emotion and intelligence. In counsellor
development, the central focus seems to be counsellors ' self-awareness, which helps them to
understand the clients ' viewpoint and thus, interact with clients in an emotionally
appropriate manner. Goleman (1995) suggests an important form of emotional intelligence
is, "knowing thyself' (p. 46). Understanding the development of emotional intelligence
provides students with a foundation for building effective relationships both in and out of
session. Further, it provides them with the ability to process emotions and behaviour by
bringing the focus to the here and now. Goleman states, "Some psychoanalysts call it the
"observing ego", the capacity of self-awareness that allows the analyst to monitor his own
reactions to what the patient is saying" (p. 47). Investigating the idea of awareness as a
sense of emotional intelligence, Rennie, Brewster, and Toukmanian (1985) expanded on the
idea of the "observing ego" by investigating whether receiving personal counselling in
counselling training programs is helpful. They argued that this was important in developing
a better understanding of the self, which would facilitate emotional intelligence. Openness
to and expressiveness of inner processing relates to the individual ' s ability to be sensitive
and accepting of others (Rennie et al. , 1985). Awareness is important in understanding
emotions that surface in students when working with specific situations. Goleman refers to

31
emotional intelligence as, "The core of interpersonal intelligence" (p. 39). Having access and
awareness to one ' s own feelings and the ability to reflect and understand such feelings plays
an essential role in guiding behaviour.
Experiential learning. According to the literature, experiential training groups can
be very helpful in encouraging students to reflect at an emotional level (Y alom & Leszcz,
2005). Through the use of various experiential activities such as psychodrama, individuals
can connect thoughts to feelings by moving away from content. Students can learn at an
emotional level what may have been exposed to them at only an intellectual level prior to the
experiential training group. Ieva, Ohrt, Swank, and Young (2009) conducted a study on an
experiential personal growth group of 15 master' s level counselling students. The purpose
of this group was to foster personal growth and development. Study results consisted of
three themes: personal self-awareness, professional development, and program requirements.
This group was helpful in three ways: facilitated growth in students, helped students gain
insight into themselves and their work as counsellors, reinforced concepts taught in group
courses. They found being in the process of a group was beneficial in seeing and
experiencing group dynamic, "In the personal growth group you actually go through stages,
instead of you know, instead ofreading off the map, you actually drive on the road" (leva et
al. , 2009, p. 361). Therefore, experiential groups and process can be helpful in counsellor
training.
The Johari window. As counsellors undergo various phases of development and
become familiar with self-reflection, it is useful to draw awareness to specific techniques
that facilitate looking inwards. One well known technique is named the Johari window,
which is known as "a venerable personality paradigm used in teaching group members about
self-disclosure and reflection" (Yalom, 2009, p. 111 ). The Johari window consists of four

32
quadrants: public, blind, secret, and unconscious. Each quadrant contains and represents
information (e.g., feelings or emotions) in terms of whether the information is known or
unknown to the individual. Quadrant one is "the public self", which is an area known to the
self and others (Yalom, 2009). The second quadrant refers to "the blind self', which is an
area unknown to the self but known to others. The third quadrant is referred to "the known
self," an area referred to as the "secret self' (known to the self but not to others). Lastly, the
fourth quadrant refers to the "unconscious self' which is unknown both to the self and to
others.
Depending on the level of awareness in the individual, quadrants may vary in size.
In therapy or therapy training programs, the goal is to encourage the growth of the public

quadrant, while encouraging the secret self to shrink (Kotler, 2010). This can be done
through the process of self-disclosure and reflection using various experiential techniques.
Oftentimes, the "blind self' quadrant is targeted, which encourages students to see
themselves as others see them. Therefore, feedback is important during this process. It
allows students and other individuals to reflect on their blind spots. Further, as students
share information, the open quadrant expands vertically and the hidden quadrant becomes
smaller. As peers or other individuals (supervisors, mentors) provide feedback, personal
learning begins. Done well, the process of give and take, sharing, and open communication
can build trust within the group and among fellow students.
As well, Luke and Kiweewa (2010) used grounded theory methodology to
investigate the process of personal growth and awareness in an experiential group composed
of 14 master' s level counselling students. Students reflected on blind spots by providing
open feedback to one another and weekly reflection journals. Students identified 30 factors
as significant to personal growth and awareness within completion of the experiential group,

33
such as genuineness, authenticity, active participation, personality, safety, validation,
connecting with others, shared experiences, structure, group norms, and composition.
Students discussed the importance of being open in the group, even though it was difficult,
"Looking back, I'm glad I let myself feel all that I felt because I know I don ' t always do
that" (p. 37 5). Further, students suggested the most significant aspects of reflective learning
involved other members ' modelling risk-taking and inter-personal courage. One student
described this as, " Willingness to let down personal barriers and walls and to share
experiences" (p.377). Students described this process as "awakening". Overall, this study
suggests the unique experience of experiential learning in reflection. Although this study
reflects on the importance of experiential groups in counsellor education, it does not touch
on specific developmental processes that take place for students through their training
programs. Therefore, it is suggested that future researchers investigate factors of
significance within a group developmental model. Although Luke & Kiweewa (2010) did
not specifically use the Johari ' s window as an activity to teach self-reflection, they outlined
what students needed in order to develop a sense of openness, which may be crucial in
understanding the awareness of one' s specific quadrants in the Johari window.
Attachment Theory and Counsellor Development
Attachment theory is based upon the work of two main theorists, John Bowlby and
Mary Ainsworth (Bowlby, 1973). Bowlby proposed the purpose of attachment behaviour in
infants is to maintain closeness to his or her mother in order to feel safe and protected.
Second, he proposed that early childhood experiences with the attachment figure (usually the
mother) helped the child form a model of self and others. Bowlby suggested models of self
are developed based upon actual childhood experiences with attachment figures.
Additionally, he suggested the level of confidence an individual has in the availability and

34
responsiveness of an attachment figure determines his or her level of fear or exploration in
given situations. Bowlby proposed that these models are stable over an individual's lifespan
and influence how an individual forms relationships and perceives the behaviour of others.
He suggested that there is a link between secure attachment in childhood and the
development of a healthy self-concept and an appropriate level of independence in
adulthood. Attachment theory is applied and used to describe relationships across the
lifespan, so it is important to consider the significance of human attachment when working
with clients as well as one's own attachment experiences. This section of the literature
review will provide an overview of attachment theory in adulthood and then provide a
discussion on how attachment in early childhood influences the client/counsellor
relationship.
Attachment theory in adulthood. Formulations of adult attachment describe an
individual's level of comfort in close relationships. For example, is the adult anxious or
withdrawn? How does he/she connect in order to form close relationships? According to
Mikulincer, Shaver, and Pereg (2003), such feelings are referred to as dimensions: secure
(low anxiety, low avoidance), preoccupied (high anxiety, low avoidance), dismissing (low
anxiety, high avoidance) and avoidant-fearful (high anxiety, high avoidance). Secure adult
attachment is characterized by feelings of worthiness and positive feelings toward others.
Preoccupied attachment refers to a negative model of self and positive model of others,
which indicates such individuals strive for self-acceptance by gaining acceptance through
others. Fearful attachment includes a negative model of self and others. Therefore, those
who are fearful avoid creating close relationships in order to protect themselves. Individuals
who are dismissive have a positive model of themselves, but feel negative about others.

35
Such individuals avoid closeness and deny the importance of connecting and creating close
relationships with others.
The application of attachment theory to adulthood may be important to understand in
order to better grasp the concept of connecting to clients and building therapeutic
relationships. Studies conducted by Hazan and Shaver (1987) were the first empirical studies
of attachment theory in adulthood. They hypothesized that romantic love and connection
could be viewed as an attachment process, and individuals in romantic relationships have
similar attachment patterns to those found between children and their parental attachment
figures. In other words, the attachment individuals have with their parents predicts how they
will connect in future relationships. For example, one with secure attachment (low avoidant,
low anxiety), in childhood is more likely to develop healthy interpersonal relationships.
Whereas, individuals with "fearful " attachment (high avoidance, high anxiety), may struggle
maintaining close relationships. It may be helpful to understand ones ' own attachment in
order to better understand how to connect with others, particularly clients.
Attachment theory in counselling sessions. Attachment theory serves as a solid

foundation for understanding the development of coping strategies and the underlying
dynamics of an individual ' s emotional difficulties. The role of the counsellor is to assist
those with attachment anxiety and avoidance to understand how past experiences with
caregivers or significant others have shaped their coping patterns and ways of connecting
with others (Rubino, Barker, Rother, & Pearson, 2000). Furthermore, it may be helpful for
counsellors to be aware of the various insecure attachment patterns and how individuals cope
with life difficulties.
As mentioned previously, security of attachment is a significant predictor of
therapeutic alliance and therapy success (Rubino et al. , 2000). Client attachment difficulties

36
appear to play an important role in positive relationships and events in therapy. Further, the
types of interventions that occur within a therapy session differ depending on the attachment
style of the therapist and client. In a study conducted by Janzen, Fitzpatrick, Drapeau, and
Blake (2010), intervention styles and client attachment were explored. They suggested that
the responsiveness of the caregiver in times of distress is a major contributor to individual
differences in attachment. Therapy in this particular study was conducted by 24 master'slevel student therapists who saw clients for approximately 12-15 sessions. Overall, therapist
interventions related to client attachment. Results suggested specific therapy processes were
influenced by different therapist interventions that depended upon clients' attachment
orientation. When students worked with securely attached clients (low avoidance, low
anxiety), students found that the clients responded positively to feedback. Therefore,
students used more exploratory interventions. Because of clients' willingness to explore and
engage, students felt more confident taking an exploratory approach to therapy (Janzen et al.,
2010). When working with clients with dismissive attachment (low anxiety, high
avoidance), students found clients responded better to support and reflection. Also, Janzen
et. al. (2010) found that self-disclosure or sharing personal opinions was helpful to the
clients. Overall, this study outlines the importance of understanding how the responsiveness
of the client's caregiver during times of distress contributes to differences in attachment style
functioning in counselling sessions.
Understanding attachment in past relationships and how clients respond in session
may encourage students to become mindful when making intervention decisions. Students
may benefit from being aware of the interpersonal differences in attachment styles and their
own tendencies to reduce their own anxieties when working with diverse individuals. Such

37
awareness of internal reactions may assist students in creating positive relationships with
their clients.
Supervision in Counsellor Training
Clinical supervision in counsellor training is a helpful part of the training process
(Morgan & Spreckle, 2007). If supervision combines formal teaching of the counselling
process along with personal therapy, then it may help counsellors process emotions and
reactions that emerge during sessions with clients. Supervision may differ in focus. For
instance, it may focus on the clinical competence of the student or counsellor, or discuss
challenges that arise in session. The relationship between the supervisor and supervisee will
also vary from a collaborative to a more directive relationship depending on the supervisor's
approach to supervision (Morgan & Spreckle, 2007). Regardless of the focus, reflection
remains an important aspect of supervision literature. This section of the literature will focus
on different models used in supervision, the parallel process between the supervisor and
supervisee relationship, peer supervision, challenges in supervision, and safety.
Models of supervision. The exploration of self along with the application of clinical
skills is an essential component to counselling training (Harvey & Stuzzio, 1999).
Supervision is a complex, dynamic process that involves many interactions. Bernard and
Goodyear (1999) identified a range of theoretical models of supervision expressed in the
literature. Various models will be briefly reviewed, with the view toward contribution to the
development of counsellor identity and self-reflection.

Cognitive-Behavioural Supervision. Cognitive-behavioural supervision focuses on
the observation of cognitions and behaviours, particularly of the supervisee's professional
identity and his/her reaction to the client (Hayes, Corey, & Moulton, 2003). Cognitivebehavioural techniques used in supervision include setting an agenda for supervision

38
sessions, bridging from previous sessions, and assigning homework to the supervisee related
to his/her own thoughts, feelings and behaviours.

Person-centred supervision. Person-centred supervision assumes that the supervisee
has the resources to effectively develop as a counsellor (Hayes, Corey, & Moulton, 2003).
The supervisor is not the expert in this model , but rather a "collaborator" with the
supervisee. The supervisor' s role is to provide an environment in which the supervisee can
be open to his/her experience and fully engaged with clients.

Developmental models. In general, developmental models of supervision are
referred to as progressive stages of supervisee development from novice to expert (Haynes,
Corey, & Moulton, 2003). In the beginning, a supervisee may present with limited skills and
lack of confidence. As the supervisee transitions into the expert phase, they are likely to
develop independence and utilize good problem-solving skills. For supervisors employing a
developmental approach to supervision, it is helpful if they identify the supervisee ' s current
stage and provide feedback and support appropriate to that developmental stage, while at the
same time facilitating the supervisee ' s progression to the next stage (Stoltenberg &
Delworth, 1987).

Psychodynamic models. Psychodynamic models of supervision are prominent in
counselling, particularly in counsellor development. According to this model, the
counsellor/ client relationship is often replicated in training relationships (Falander, 2014).
The concept of countertransference and transference represents a dynamic orientation that
can be helpful in understanding the student' s perception of the supervisory process.
Psychodynamic models of supervision are process oriented with a focus on resistance in
both counseling and supervisory relationships. A process oriented approach is likely to
assist students in understanding how clients function in interpersonal relationships as well as

39
their own relationships with clients and supervisors. Process may focus on the supervisee's
resistances, anxieties, and learning challenges (Falender, 2014). Supervisee-centered
supervision may stimulate growth for the supervisee as a result of gaining an understanding
of his/her own psychological processes. Supervision with this approach is relational and the
supervisor's role is to participate and reflect on process enactments and interpret themes that
arise within either the therapeutic or supervisory relationship (Bomba, 2011). This includes
an examination of the parallel process.
A main theory used in supervision connected the psychodynamic model is parallel
process. Parallel process within clinical supervision relationships are when dynamics of the
relationship between a mental health professional or student (supervisee) and a client are reenacted with the supervisor (Luborsky & Critis-Christoph, 1998). Furthermore, parallel
process is an extension of the concept of transference. In the counsellor/client relationship,
transference is referred to as the re-enactment by the client of unresolved needs. In the
context of supervision, past relationships or challenges are subsequently re-enacted by the
supervisee with his/her supervisor (Luborsky & Crits-Christoph, 1998). Similar to how past
patterns and experiences are transferred onto a therapist, supervision is a similar experience
such that patterns may be transferred onto a supervisor. Feelings that come up in
supervision are interesting to process as one can relate it to the work and how it applies to
the connection one has with clients.
Morrissey and Tribe (2001) referred to the parallel process as the supervisee having
the experience of being the client. They argued that parallel process is a way of learning by
working through challenging situations with clients. Interestingly, they found when
supervisors use empowerment focused practices during supervision (e.g., being supportive,
less directive) practices are more likely to be applied in the therapeutic relationship. Such

40
processes highlight the importance of attending to and understanding the specific
relationship dynamics that occur in the therapeutic relationships with clients, and how they
may be presenting as part of the supervisory relationship. Furthermore, recognizing how
supervisees present in supervision allows these dynamics to be worked through.
Along with providing a place to process transferred feelings and work through
challenges, supervisors also must be aware of the relationship between themselves and
supervisees (Hinkle, 2008). For example, a supervisee who seeks answers from his/her
supervisor may be reacting the same scene with his/her client where the client is seeking
similar demands. The challenge for supervisors is to notice when unconscious re-enactments
might be occurring and their own reactions to the presenting relational dynamics such as
potential counter-transference (Van Wagoner, Gelso, Hayes, & Diemer, 1991). Further, if
supervisors fail to notice re-enactments, they may respond how the supervisees responded to
their client. For example, this often represents a "stuck point" that supervisees may be
similarly experiencing with their client. Consequently, frustration may arise in supervisees,
creating an unresolved dynamic that may threaten or rupture the supervisory alliance in a
manner that reflects the working alliance between supervises and their client. As a result,
supervisors might try to "fix" or "teach" supervisees, mirroring the supervisee's assessment
of their clients (Cassoni, 2007). Developing an awareness for when this process occurs is
likely to be helpful for future learning by providing awareness into how supervisees react in
session.
Developing awareness into transferred feelings and interactions between the
supervisee and supervisor allows students to better understand how learning can be
integrated into their work with clients (Cassani, 2007). Also, it may be helpful for students
to determine that counseling and supervision are interconnected through similar patterns of

41
communication. Addressing the parallel process can aid the supervisee into developing
better awareness and enhance reflective thinking (Hinkle, 2008). However, it may be
difficult for supervisors to notice when parallel processing arises as this process is
unconscious. Because it is an unconscious process, Hinkle (2008) discussed the importance
of creativity and using experiential groups in supervision in order to enhance awareness in
supervisors. He suggested that group supervision is helpful because having multiple
observations and reactions assists in noting when the parallel process is occurring. Hinkle
also suggested experimental groups are helpful in bringing the focus to the here and now and
processing feelings as they come up.

Integrative models. Given the large number of theories and methods that exist with
respect to supervision, it may be important to consider how various theories can be
integrated. Because most counsellors practice what they describe as "integrative
counselling", integrative models of supervision are widely practiced (Haynes, Corey, &
Moulton, 2003).

Psychodrama and Supervision. An intense focus on the here and now can be
explored through the use of psychodrama. Psychodrama is defined as a form of
psychotherapy that encourages clients to re-enact specific events in their lives instead of
discussing them (Hinkle, 2008). For example, clients enact various parts of their lives either
real or imagined. This is done through dramatization, role-plays, and dramatic selfpresentations both verbally and non-verbally. Psychodrama often involves three specific
phases: warm-up, action, and sharing. The warm-up phase involves the selection of the
protagonist or main character. The action phase involves exploring new methods of
resolving a problem. Lastly, sharing involves exploring and processing the protagonist's
work. Psychodrama often helps students gain perspective and ways to integrate emotions

42

and creativity (Lawrence, 2015). In group settings, sociometry is often used to explore the
formation of the group. This process often reveals connections among group members and
encourages a sense of belonging, cooperation, and openness (Lawrence, 2015). This may be
important to consider when working with counselling students because it may help connect
them to one another and build a sense of comfort in exploring vulnerability. By interacting
and gaining comfort in the group, Hinkle (2008) suggested the parallel process becomes
helpful and patterns become evident; also, when a parallel process occurs in supervision, it
can be acted out through role plays or dramas. Through the use of role plays, the protagonist
(main character) becomes the supervisee when discussing a case. Through enactment,
suppressed feelings may emerge and protagonists often discover they are mimicking the
same behaviours or emotions as their clients. It may be interesting to consider various
approaches that can be helpful in the supervision process. Experiential activities allow
students to process in a creative way and identify the parallel process.
Peer supervision. Peer supervision can be defined as, "reciprocal arrangements in

which peers work together for mutual benefit where developmental feedback is emphasised
and self-directed learning and evaluation is encouraged" (Wheeler & Richards, 2007, p. 55).
Peer supervision refers to a less traditional form of supervision that does not require the
presence of a more qualified, identified supervisor. This process involves peers or
colleagues who are undergoing similar experiences and working with clients. This selfdirected approach provides individuals with the space to process and explore their reactions,
feelings, or experiences in their work with clients.
Peer supervision may be helpful for students to process and understand various
challenges or concerns that come up in session. According to Borders (1991 ), some of the
benefits of peer supervision include frequent learning through sharing experiences, increased

43
skills, and responsibility for self-assessment. Borders argued that peer supervision can play
a valuable role in giving students and counsellors' access to frequent supervision which can
assist in their work with clients.
Although peer supervision can be a helpful process for counsellors, research suggests
that not all students or counsellors are in favour of accepting supervision from their peers or
colleagues (Prieto, 1996). It may be important to consider various challenges such as the
quality of effectiveness (e.g., Do students feel safe to share challenges or concerns with their
peers? Are the discussions valuable and helpful? Do peers have enough knowledge base to
provide effective, well-designed supervision tools?). Prieto (1996) suggested it may be
helpful to provide a structure that can create safety and assist members with maintaining
appropriate boundaries. This model of supervision requires supervisees to be self-directed
learners, which puts them in charge of their supervision needs and choosing tools that will
meet their needs. The integration of various perspectives and viewpoints that emerge from
individuals present in the group assist students and counsellors with developing selfreflective learning. Wagner and Smith (1979) noted that participation in peer supervision
results in greater self-confidence, increased self-direction, improved goal setting and
direction in counselling sessions, greater use of modelling as a teaching and learning
technique, and increased mutual, co-operative participation. These qualities are consistent
with how counsellors work in session.

Safety and supervision. Supervision may be considered a significant factor in
facilitating growth in counselling students therefore, safety becomes an important part of the
process. In an article that represented reflections of students ' counsellor training
experiences, Liddle (1986) found students who reported having a positive relationship with
their supervisor reported memorable learning experiences. Although students reported

44

supervision as valuable learning, Liddle (1986) also reviewed challenges faced by students.
Students reported safety increased willingness to risk and hear feedback. Feeling safe
allowed students to explore difficult clients without fear of criticism. Students reported
when safety was not provided, they were more likely to withdraw and avoid expressing
concerns or challenges. Ultimately, establishing a healthy rapport in supervision allowed
students to feel safe and explore challenges in a healthy way. Therefore, in working with
students, it is important to consider what students need to feel safe, and how to build healthy
relationships with students in order to enhance learning and development
Summary of Chapter Two
This chapter discussed the relevant research regarding counsellor development. It
outlined important topics in which students, novice counsellors, and supervisors should be
familiar: the process of becoming a counsellor, counsellor development and introspection,
countertransference and transference, attachment theory, and supervision in counselling
training. Each of these topics will be discussed in detail during the workshop. Chapter 3
provides a description of the experiential workshop being proposed to help counselling
students move from the head to the heart through gaining insight into introspective work,
experiencing the group process, and building self-awareness.

45

Chapter 3: Project Description
This chapter provides information for the facilitators regarding preparation and
implementation of the workshop.

Target Audience
The workshop is aimed toward master level counselling students who are entering
their practicum placement after completing required coursework. This workshop is also
geared towards individuals who are entering one of the helping professions and interested in
introspective work.

Workshop Goals
There are three primary goals for the workshop. The first goal is to provide counselling
students with an in-depth understanding of self-reflection and introspection. The second
goal is to help students learn and develop improved skills in the area of self-awareness and
insight into themselves prior to beginning their practicum and working with clients. The
third goal is for students to have completed basic required course work such as counselling
theory and practice. Students will then have a general understanding of key concepts (e.g.,
transference, countertransference, and attachment). Throughout the workshop, it is important
for the facilitator(s) to provide healthy boundaries and to understand students are all at
different places in their journey. Therefore, on several occasions, alternative exercises that
have more structure and are less threatening will be provided; it is important to meet students
where they are at by not pushing them to explore at a deeper level when they are not ready.

Trauma Informed Approach to Learning
Throughout the workshop, it may be helpful to consider the various needs of each
student. There are a number of concerns that could come up around vulnerability and
exploring feelings. Exercises around vulnerability and process could bring up disclosures of

46
abuse and also trigger symptoms of traumatic stress. Students may also be uncomfortable
with sharing in a group environment. A trauma-informed lens means that the workshop and
process group will be facilitated with the assumption that every member may have
experienced traumatic events in their lives (Herman, 1997). This lens considers traumatic
stress as an explanation for mental health symptoms and can also be used to interpret
interactions within the group. For those who believe an unstructured situation may be too
triggering, they are invited to take necessary breaks or can decline to participate. Further, a
handout will be provided that includes resources for clinical supervision and personal
counselling (Appendix S).

Ethical Considerations/Confidentiality
The risk of psychological or physical harm is minimal during this workshop;
however, because students may disclose personal information of themselves and their own
growth, it is important for the facilitator(s) to discuss the importance of confidentiality and
safety at the beginning of the first session and throughout their time together. Students will
be encouraged to take care of themselves and participate in activities as long as they feel
comfortable. A pass rule will be established such that, students are able to pass at any time
if they do not feel comfortable sharing. The workshop facilitator(s) should discuss the
importance of confidentiality and safety during the beginning of the first day. Participants
may share personal information during the workshop and their privacy should be respected.
Although the facilitator(s) cannot ensure confidentiality, it is important to encourage it
among the group.

Group Norms and Expectations
This particular workshop consists of three consecutive 5-hour days that includes small
breaks and one hour lunches. Consistent attendance is necessary in order to achieve

47
effective results and therapeutic rapport. Students will be invited to participate and detailed
information about the program will be provided and received again during the beginning of
the program. A schedule will be provided and any concerns will be addressed before
moving forward with the program. Students will be informed of when breaks and lunches
will occur. The facilitator(s) also needs to model healthy boundaries and create safety for
student processing. Finally, the facilitator(s) will ask students if there are any additional
concerns or issues they wish to address.
Workshop Outline

Each day of the workshop focuses on different activities. The first day of the
workshop focuses on information about counsellor development, introspection, and selfawareness. It will also include an overview of what introspection is and why it is important
to implement this in their work as future counsellors. For better understanding, various icebreaker/warm-up activities will be presented to students in order to begin facilitating
connections and better understanding of experiential learning. The second, third, and fourth
days focus on topics such as transference/countertransference, attachment, and supervision.
For example, one exercise will provide students with the opportunity to complete the Johari
Window in order to develop a better understanding of their blind-spots. At the end of each
day participants will take part in a structured working group which will allow them to reflect
and discuss concepts discussed.
Workshop Topic List
Day One
• Welcome and Introductions
• Ethics, group norms, participant rights, and confidentiality
• Overview of the workshop
• Discuss workshop goals and topics to be covered
• Warm-up Activities

48
•
•
•
•
•
•

What is Introspection?
Why Counselling?
Looking Inward using Experiential Activities
Emotional Awareness
Personal Reflection Group
Closing Exercises/ Debrief

Day Two
• Family Portrait
• Introduction to Attachment
• Ice-Breaker Activities relating to
Attachment
• Sue Johnson Attachment Video Clip
and Discussion
• Attachment role-plays and case
scenanos
• Personal Reflection Working Group
Part 2
• Closing Exercise/Debrief
Day Three
• Introduction to Countertransference
• Role-plays/case scenarios relating to understanding one's own countertransference
• Self-reflection working group part 3
• Closing activities/ evaluations

49

Summary of Chapter Three
This chapter briefly described the format of the workshop. It describes the audience,
relevant principles of introspection, ethical issues to consider, and topics that will be
covered. Chapter 4 provides a detailed description of the workshop. Main topics in this
workshop include: introduction to introspection, attachment and introspection; and
countertransference and introspection. The literature highlighted how each concept was
helpful in building self-awareness and personal growth. The integration of these topics with
counsellor development is often missed from counselling programs. Therefore, the
combination of each topic is used to develop a workshop focusing on growth and
introspection in novice counsellors.

50

Chapter Four: The Workshop
This chapter provides the objectives, outline, materials needed, and a detailed
description of each day of the workshop .

Day One Outline
Objectives of Day One

•!• To identify participants' interest in this area along with goals to work on
•!• To establish confidentiality guidelines.
•!• To provide participants with an overview of the workshop
•!• To provide participants with the opportunity to get to know themselves and each
other.

•!• To provide participants with an understanding of introspection.
•!• To help participants understand why they are drawn into the counselling profession

•!• To provide an atmosphere conducive to sharing
•!• Suggested times for workshop activities provided below

Day One Topic Outline
Part I: Overview
Introduction to the Workshop

5 minutes

Workshop Ethics and Group Norms

20 minutes

Overview of the Workshop

5 minutes

Icebreaker Activity 1: Who are you?

15 minutes

Icebreaker Activity 2: Getting to know Each

10 minutes

Other

51

Icebreaker Activity 3: Connection and Bondin!

15 minutes

Break (10 minutes)

Part II: Introduction to Introspection
Discussion: What is Introspection?

20 minutes

Activity: The Johari Window

30 minutes

Lunch (60 minutes)
Part III: Looking Inward Continued
Discussion: Why Counselling?
30 minutes
Discussion: Emotional Awareness

20 minutes

Activity 4: Feeling Card Exercise

20 minutes

Break (10 minutes)

Part IV: Looking Inward Continued
Activity: Continuum Exercise Exploring Emotional Awareness

15 minutes

Discussion: Looking Inward Activities

20 minutes

Activity: Personal Reflection Group 1

60 minutes

Activity: Closing Exercise

10 minutes

52

Preparation for the Day:
Prepare lectures according to outlines.
Materials needed: Chart paper and pens.
Handouts: Appendix A: Johari Window; Appendix B: Johari Window Questionnaire;
Appendix C: Johari Window Calculating Scores; Appendix D: Feeling Card Exercise;
Appendix E: Fishing with Feelings Exercise; and Appendix F: Video Clip Links/ Resources

53
Day One Description
Part I: Overview

Introduction to the Workshop:

5 minutes

o

Materials needed: Name tags, felt marker

o

Goal: Provide an introduction to workshop and to obtain a better understanding of
what paiticipants would like to gain from this workshop.

o

Purpose: To allow participants to get to know one another prior to beginning the
workshop.

Description of Introduction:
o

Encourage participants to provide their name, past experience in the helping
field, and what they hope to gain from the workshop

o

After introductions, facilitator can begin discussion of group n01ms

Workshop Ethics and Group Norms:

10 minutes

•

Materials needed : None

•

Goal: To provide an introduction to the workshop

•

Purpose: Explain and discuss participant rights, confidentiality, and group norms.

Description of Ethics and Group Norms:
o

Participant Rights - Some of the topics and activities (introspection,
attachment, family dynamics, and countertransference) could induce anxiety
or discomfort. An opportunity will be provided for participants to discuss
concerns and express their feelings around this type of work, and they are
able to stop participation at any time.

54

o

Participants are encouraged to be open and curious about feelings coming up
for them.

o

Dming each activity, it is important for paiticipants to honour their own
stories without discussing past traumatic events as disclosme may retraumatize students and cause discomfort. Therefore, it is important to
encourage participants to focus on the here and now while relating their
feelings to their work as counsellors.

o

Confidentiality - It is important to express that everything shared in this
workshop should be kept confidential, but confidentiality cannot be
guaranteed.

o

Group Norms-Paiticipants will be informed of when breaks and lunchtime
will occur. This particular workshop consists of three 5 hour days. Each day
includes two IO-minute breaks (one in the morning, one in the afternoon) and
an hour-long lunch.

o

It is important to encourage on-going in order for participants to establish
comfort, boundaries, and rapport. If participants are unable to attend or must
arrive late, it is important they let the facilitator(s) know.

o

Paiticipants will have the opportunity to add anything to the above group
norms. The facilitator(s) will explore any concerns that participants have
about participating in the workshop.

o

Alternate activities will be provided for numerous exercises throughout the
workshop.

55

Overview oftlte Works/top:
•

Materials needed: None

•

Goal: Provide introduction to workshop

•

Purpose: Explain and discuss workshop content and schedule

5 minutes

Description of Overview:
o Explain to pmticipants that the purpose of this workshop is to increase their
own awareness, and how to use this insight to respond therapeutically when
working with clients. Convey that this process may help them to better
understand themselves as it relates to their position as a counsellor.
o Convey that various experiential activities will be used as a framework to
understand the effects of interpersonal events that occur when working with
clients and will be related to the context provided.
o Convey to participants that they have the opportunity to engage in alternative
more structured activities should they not feel comfortable sharing with the
group. In doing so, encourage a curious stance as they move through these
activities.
o Explain to participants that throughout the course of the workshop, they will
have the opportunity to engage in a personal growth process group at the end
of each day. This group will aim at preparing participants for here-and-now
interactions and promote immediacy while learning the general principles of
self-reflection and process therapy.

o Process questions following activity:
o

Any questions or concerns coming up for you?

56

o How are you feeling about participating?
o What concerns do you have about participating?
o Any sense of what you need to participate?
o What hopes/goals do you have for the workshop?
Icebreaker Activity I: Who are you?

15 minutes

•

Materials needed: List of questions (see below or create your own)

•

Goals: Establish connections within group and encourage participants to become
more aware of their own thoughts, feelings, and behaviours.

•

Purpose: This activity facilitates the process of looking inward as counsellors as
well as encouraging personal sharing. It is impo1tant to encomage participants to be
aware and not judge what thoughts, feelings, or behaviours coming up.

Description of Activity:
o Ask participants to form one large circle in the middle of the room. Ask them to step
inside the circle if the question asked applies to them. Examples of questions that can
be used: Step in the middle if. ...
o You speak more than one language
o You have children
o You play a musical instrument
o You are an only child
o You are a youngest child
o You are an oldest child
o You are a middle child
o You have travelled outside of North America

57

o You have travelled outside of British Columbia
o

You have a tattoo

o You have a pet
o You are from Prince George
o

You work in mental health

o You want to work with adults
o You want to work with children
o You are a helper
o You tend to want to fix things in times of conflict
o You want to work with family counselling
o
o

You would like to pursue a career in addictions counselling

Process questions following activity:

o What was that like for you?
o What did you learn about yourself? Your colleagues?
o What else are you curious about with each other?
o What did you enjoy?

58

Icebreaker Activity 2: Getting to Know Your Colleagues

15 minutes

•

Materials needed: List of questions (see below or create your own)

•

Goals: To provide participants with an opportunity to get to know each other, and
establish group cohesion.

•

Purpose: Encourage participants to experience what it is like for them to share in a
personal way. Encourage participants to be aware and to reflect on the thoughts,
feelings, or behaviours that emerge.

Description of Activity:
o

Ask participants to fo1m two circles, an inner and an outer circle, with an equal
number of participants in each. Pai1icipants should be facing each other. Ask them to
take turns answering. Give approximately two minutes per person before asking the
outer circle to rotate clockwise one space (this gives participants a new conversation
for each question). Examples of questions that can be used:
o If you could travel anywhere in the world, where would you go and why?
o If you could become any famous person in the world, who would you be
and why?
o If you had a time machine, what time in your life would you like to go
back to and why?
o What is your most desired travel destination in the world, and why?
o

What is the best thing that happened to you this week? What is the worst
thing?

o Name one thing you really like about yourself?

59

o Are you an oldest, middle, or youngest child? How does birth order play
out in your life today?
o What compelled you to become a counsellor?
o What do you think would be your most challenging client population and
why?
o What do you think your most desired client population is and why?
o What are you hoping to gain from this experience?
o What would make this a good experience?
o What would make this a bad experience?
o What do you need to make this a positive experience?
o

Process questions following activity:

o What was this exercise like for you
o What did you learn about yourself from the exercise
o What questions were difficult to answer
o What questions were easy to answer
o What was it like to share with your colleagues
Icebreaker Activity 3: Establishing Connection and Bonding

15 minutes

•

Materials needed: List of questions (See below or create your own)

•

Goals: Establish bonding in the group and understanding of vulnerabilities.

•

Purpose: Encomage participants to connect with one another. Encomage

participants to pay attention to feelings coming up for them as they share and connect
with their colleagues.

60
Description of Activity:
o Ask participants to move around the room and find others to connect with based on
what the description provided. Participants will find a partner that matches the
description provided below and share their response with their partner. Participants
will have approximately 2-3 minutes per question.
o Examples of questions that can be used .. .
o Find someone with the same hair color as you and ask them: What was
your favorite tradition growing up? Why?
o Find someone who speaks another language and ask them: Have you ever
reflected on how personal sharing has made you feel?
o Find someone who has children and ask them: How do you handle
conflict?
o Find someone who likes the same pizza topping and ask them: What are
your fears around becoming a counsellor?
o Find someone who has travelled to the same place as you and ask them:
What do you look forward to most in becoming a counsellor?
o Find someone who has siblings and ask them: What is your ethnicity?
How do you think your background will impact your role as a counsellor?
o Find someone who has the same favourite food as you and ask them: Of
all the difference - race, class, gender, religion, and ethnicity- what seems
to bring up the most conflictual feelings for you? What is the easiest to
work with? What is the most difficult?

61
o

Find someone who has a name that begins with the same letter as yours
and ask them: How do you know when you are avoiding an issue? What
comes up?

o

Find someone who has the same eye colour as you and ask them: What
causes you to confront or challenge an individual or client?

o

Process questions following activity:
o

What came up for you during these exercises? Thoughts?
Feelings? Behaviours?

o

Did you experience any discomfort in sharing? If so, what came
up and how did you know?

o

What did you learn about yourself as a result of each exercise?

o

Did you experience any surprises in doing these exercises?

o

What were your expectations from these activities?

o

What was it like for you to share and learn more about your
classmates?

o

What did each activity mean to you?

10 minutes

Break
Part II: Introduction to Introspection

Discussion: What is introspection?

20 minutes

•

Materials needed: Lecture script

•

Goal: To introduce introspection

•

Purpose: To provide participants with an understanding of what introspection is and
how it is relevant to their work as counsellors.

62
Lecture Script:
o

Begin the lecture by relating to earlier activities. Convey to participants
that by understanding how they feel while sharing information with
colleagues, they can understand how clients feel when they come into
session. Recognizing their own vulnerability can help relate to the
vulnerability clients may be feeling. Begin lecture by conveying that in
order to develop a bigger picture of self-reflection and how it is relevant
to participants ' work as counsellors, it is helpful to have a background of
introspection.

o The term introspection can be used to describe an informal reflection
process. This involves the process of informally examining one ' s own
thoughts and feelings. For example, when individuals reflect on their own
thoughts, emotions, and memories, they are engaging in introspection.
o The te1m introspection is also used to describe a research technique that
was first developed by psychologist Wilhelm Wundt (Hockenbury &
Hockenbury, 2006). Also known as experimental self-observation,
Wundt's technique involved training people to carefully and objectively as
possible analyze the content of their own thoughts.
o Clients can evoke powerful feelings for counsellors both in individual and
group counselling. For example, you may feel frustrated, or connected to
your clients. As a result, it may be helpful to understand the process of
self-awareness in order to better understand your own emotions that come
up while working with clients. Looking inward and learning from

63
feedback can assist a counsellor' s ability to create the conditions for
effective counselling.
o

Within many counsellor training programs, student counsellors are
encouraged to be mindful of personal factors that may interfere or impede
their ability to connect and work with a diverse range of clients (Auxier,
Hughes, & Kline, 2003). Through self-reflection, counsellors may be
better able to reflect on differences that emerge between themselves and
their clients.

o Processing feelings that emerge between the client and counsellor can
provide the client with a foundation on how to reflect and become aware
of personal feelings . In order for counsellors to achieve such skill, it is
helpful to have a firm understanding of their reflective process (Auxier et
al., 2003).
o

Introspection can often shift the counsellor' s perception of what is
occurring in the present moment. It may facilitate awareness and offer the
ability to evaluate and reflect on knowledge in the present moment as well
as improve future practice based on what was identified while reflecting.

o There are two types of reflection that can enhance introspection in
everyday life and in counselling sessions: Reflection-on-action and
reflection-in-action.
o

Reflection-on-action: Reflecting on action refers to the idea of
processing past behaviours (or actions). For example, a client may
express concern over a fight with his/her mother, and while
reflecting on the experience, the counsellor might assist the client

64
to explore what occurred in the dispute while processing how
communication with his/her mother can be different in the future.
o

Reflecting in action: Reflecting on a past behavior while focusing
on the here and now. For example, when hearing the client's story
of his/her dispute with mother, the counsellor may encourage the
client to explore what feelings are coming up for the client while
he/she shares. In doing so, the counsellor may explore how the
client feels toward the counsellor (e.g., transferred feelings) .

o

Reflecting-in-action involves using analysis of observation,
listening, and/or touch or ' feel ' to problem solve. Reflecting-in
action is identified as a more complex form of reflection which
takes place in the moment.

o

Understanding the process of reflection and how it works can be helpful
when working with clients. As we will see in the next activity,
identifying different dimensions of self, using the Johari Window, can be
helpful in identifying how insight informs working as a counsellor.

65

Activity: The Johari Window

30 minutes

Adapted from: (Luft & Ingham, n.d).
•

Materials needed: Johari Window Template (Appendix A), Johari Window
Questionnaire (Appendix B), and Johari Window scoring sheet (Appendix C).

•

Goals: Help participants understand the process of introspective work by looking at
their own blind spots as counsellors.

•

Purpose: This activity helps participants look at how open they are to feedback and
how comfo1table they are with self-disclosure. These are all important skills and part
of introspective work.

Description of Activity:
o

This activity was developed by Joseph Luft and Harry Ingrham. This
model looks at explores the process of exploring, and receiving feedback,
and self-disclosure.

o

Explain the activity by stating that each quadrant represents an aspect of
one's personality (Refer to Appendix A for Johari Window template). The
top left quadrant is known as the open area. More specifically, things
individuals know about themselves (e.g., height, weight, and name). The
bottom left comer is called the hidden area and includes things only
known to the self and hidden from others (e.g., insecurities, feelings).
This represents things that are personal and private to the individual. The
top right comer is called the blind spot. This area represents things one
does not know about one 's self, but other people know (e.g. , kind,
friendly, funny, a good listener, defensive, or angry). The bottom right

66
comer is the unknown area. This includes information that is unknown
both to the self and others (e.g. , difficulty building relationships, or
strnggle with trnsting others).
o Convey to participants that this activity is helpful because it may
encourage them to shift to smaller blind spots, hidden areas, and unknown
areas. Gaining awareness of these pieces is important in work with clients.
Process questions for after activity:

o

o What came up for you when completing this activity?
o What did you learn about yourself as a counsellor?
o What did you learn about others in the group?
o Did you experience any surprises or insights when completing this
activity?
o What makes this important in counselling?
o How will you use what you learned in this exercise?
o When working with students or individuals in the helping profession, they
may have blind spots in different areas of counselling. For example, a
counsellor who strnggles with conflict may avoid challenging the client in
order to avoid conflict. Fmther, a counsellor might take a more
educational approach and "teach" clients about how they should work
through certain conflicts as opposed to sitting with them and processing
feelings.
Alternate Activity:

o

Once the activity is completed, have participants process where they are
at in terms of their blind spots individually rather than a group. Have

67
paiticipants write down their responses as a journal to themselves. Allow
them to process the following questions once they have completed the
Johari Window Questionnaire.
o

What was this like for you?

o

What did you notice about yourself as a result of filling out this
questionnaire?

o

How do you see this type of activity as helpful for you in tenns of
your work as a counsellor?

o

What did you learn about yourself from this activity?
60 minutes

Lunch
Part III: Looking Inward
Discussion: Why Counselling?

20 minutes

•

Materials: Lecture script

•

Goal: To explore reasons why paiticipants enter the counselling field

•

Purpose: The purpose of this activity is to encourage participants to think
about their motivations for entering the counselling field. This discussion can
stimulate inner awareness as to what drives and motivates students to enter
this field. What ai·e the unconscious motivations to the helping profession?

Lecture Script:
o

Convey to participants that many of the activities they have taken part in throughout
the day are to help them understand their own vulnerabilities and self-reflection.
Self-reflection is helpful for participants because it allows them review effectiveness,
and reflect on their own feelings that arise while they sit with clients.

68

o

As they move through the morning, it is helpful to explore what drew them into the
field of counselling:
o

Understanding why individuals enter the field of counselling is an ongoing
journey. They may have personal urges that drew them toward helping others
or motives toward saving themselves. Though practicing in the profession
provides many of the needs and interests one is looking for initially, over time
enthusiasm in individuals may shift, which creates the field of work to
become challenging. It is through continual supervision, training, and
personal therapy that individuals will continually work on their personal
growth and learning.

o Many motives for becoming a counsellor are unconscious and involve past
experiences. For example, one might have been inducted into a caretaker role
in childhood and so are doing the same role in adulthood.
o

Sometimes becoming a counsellor is related to intimacy, control, or selfacceptance. According to Kottler (2010), one experienced clinician admitted
that focusing on the problems of others helped her avoid her own and that is
what initially drew her to the field. Sometimes being a therapist means
enjoying intimacy without the loss of control that intimacy requires.

o Engaging in therapy produces an altered state of consciousness not only in
clients but also in counsellors. It provides counsellors with a "second sight"
that leads to greater awareness, known as "unconscious" motivations to
pursuing work in the helping field.

69
o

It may be helpful to understand personal motives for becoming a counsellor
in the early stages of development. Understanding one ' s motives can help
one become aware of reactions to clients and increase self-awareness.

o

Once participants are provided with background information regarding
motivations to becoming a counsellor, invite them to join the middle of the
room for a continuum exercise related to an earlier discussion. Encourage
participants to reflect on a number of personal benefits that they enjoy as a
result of being a counsellor. Invite participants to rate on a scale of 1-10 how
important the following items are to their satisfaction in this work (10 very
important; 1 not important at all).
o

How important do you believe it is to have access to people's private
lives?

o

How important is it to you to feel as though you are making a
difference in someone ' s life?

o

How important is it to you to enjoy close connections?

o

How important is it to be challenged and stimulated to confront one's
own unresolved issues?

o

How important is it to be pa1t of someone ' s journey toward growth
and development?

o

How important is it to enjoy the excitement and intensity of
therapeutic encounters?

o

Process questions following activity:
o

What comes up for you around this discussion?

o

Have you ever thought about why you were drawn to this field?

70
o

Is reflecting on your motives for entering this field new for you?

o

How much or your own childhood/past experiences affected your
motivation for becoming a helping professional?

o

What is it like for you to reflect on your past in this way?

o

What is it like to hear others' responses to why they were drawn to
this field?

o

How do you think understanding your motivation will help you in
your work with clients?

Discussion: Emotional Intelligence

20 minutes

•

Materials needed: Lecture script

•

Goal: Introduce emotional intelligence to participants

•

Purpose: To discuss how emotional intelligence contributes to work as
counsellors, and how emotional intelligence and emotional regulation play an
important role in counsellor development and working with clients.

Lecture Script:
o

In the previous discussion, personal motives toward becoming a counsellor were

discussed. There are a number of different reasons why one chooses to become a
helper. Regardless of the personal as well as professional motives of becoming a
helper, there are many challenges counsellors face in early training years (Yalom,
1999). Therefore, an understanding of your own emotional awareness is helpful
in preventing burnout. Emotional intelligence in counsellors assists in
understanding the feelings that emerge when working with clients. By doing so, a
counsellor can you can develop a better sense of how your client may be feeling.

71
o

Emotional intelligence refers to the ability to identify, understand, and use
emotions positively in order to manage stress, communicate well, empathize, and
manage conflict. It is about perceiving, evaluating, and managing emotions
within oneself and others (Goleman, 1995).
o

Emotional intelligence also refers to the ability to recognize and regulate
emotions in oneself and others.

o

There are four levels of emotional intelligence: Self-awareness, selfregulation, internal motivation, and empathy. In counselling, emotional
intelligence allows the therapist to assess not only their own emotions, but the
emotions of their clients (Goleman, 1995).

o

Emotional intelligence allows counsellors to regulate emotions in a healthy
manner so that they can manage their own reactions. This self-awareness
could enable counsellors to process feelings transferred onto them and use
them as teachable moments for clients by relating back to how triggered
reactions relate to life outside of session.

o

Despite interest to define emotional intelligence over the past years, studies
suggest this has been difficult (Goleman, 1995; Salovey & Mayer, 1990).
Emotional intelligence is a complex term that consists of two major concepts,
emotion and intelligence.

o

In counsellor development, the central focus seems to be counsellors' selfawareness, which helps them to understand client viewpoints and thus,
interact with clients in an emotionally appropriate manner.

o

Goleman suggests an important form of emotional intelligence is, "knowing
thyself' (p. 46). Understanding the development of emotional intelligence

72

provides participants with a foundation for building effective relationships
both in and out of session. Further, it provides them with the ability to
process emotions and behaviour by bringing the focus to the here and now.
o

Investigating the idea of awareness as a sense of emotional intelligence,
Rennie, Brewster, and Toukmanian (1985) expanded on the idea ofreceiving
personal counselling while completing a counselling training program. They
argued that this was important in developing a better understanding of the
self, which would facilitate emotional intelligence.

o

Openness to and expressiveness of inner processing relates to the individual ' s
ability to be sensitive and acceptant of others (Rennie et al., 1985).

o Awareness is important in understanding emotions that surface in participants
when working with specific situations. Goleman ( 1991) refers to emotional
intelligence as, "The core of interpersonal intelligence" (p. 39). Having access
and awareness to one' s own feelings and the ability to reflect and understand
such feelings plays an essential role in guiding behaviour.

73

Activity: Feeling Card Exercise

20 minutes

Adapted from (Dayton, 1999):
•

Materials needed: Feeling cards (see Appendix D) and list of questions (see below
or create your own)

•

Goal: To allow participants to identify, label, express, and assess the intensity of
their feelings and stimulate self-awareness. To teach and develop emotional
intelligence.

•

Purpose: This exercise will allow participants to explore their own emotions through
movement.

Description of Activity:
o

The previous discussion covered emotional intelligence and the importance of
recognizing emotions when working with clients. The cwrent exercise is
designed to facilitate learning to do so. The feeling floor check allows
participants to get in touch with what they are feeling and make sense of their
inner world, which can help them better identify with the inner world of clients.

o

Explain to pa1ticipants that this activity assists in exploring their own emotion
and vulnerability. Encourage participants to pay attention to how they are feeling
as they are engaging in this activity. Explain the purpose of moving from their
"head to their heart" with the use of movement around the room.

o

Cut up feeling cards and distribute around the room (Appendix D)

o

Place words a couple of feet apart from each other, scattered around the floor

o

Ask participants to "stand on or near'' the feeling that best describes their mood at
the moment

74
o Repeat the process and ask them to stand on another feeling they might be
experiencing. (Note: learning to "hold" more than one feeling at a time helps
participants to tolerate living in the "gray" rather than "black and white"). As
previously noted, participants are free to pass on sharing at any point during this
exercise. Encourage participants to focus on how they are feeling in the moment.
o Repeat and ask them to stand near the feeling card based on the feeling you avoid
in yourself.
o

Repeat and ask them to stand near a feeling that you avoid in others.
o Alternate questions:
o

How were you feeling before coming here today?

o

How are you feeling right now?

o What would you like to be feeling?
o How does sharing to the group make you feel?
o How do you feel about conflict?
o What would you like to feel about conflict?
o How do you feel about anger?
o How would you like to feel about anger?
o What type of feeling comes up for you when working with a client
experiencing sadness?
o

How do you feel about ambiguity?

o

How do you feel about change?

o

What feeling do you think describes you most?

o What word describes how you would like to feel?
o How do you feel about beginning the counselling program?

75

o Process questions following activity:
o What was this activity like for you?
o Were there any surprises or insights during this activity?
o What was it like for you to name your emotion?
o How you think this activity will benefit your work as a
counsellor?
o What was it like for you to share your emotion to the group?
o What did you learn about yourself?
o Important to relate activity to counte1transference. Convey to participants
that recognizing their feelings is helpful in identifying any
countertransference that is occurring. Countertransference is defined as a
reaction to feelings that are projected onto you as a counsellor. By
identifying countertransference reactions, counsellors may be able to
work through them with their client, and this can be a reparative process.

Alternate Activity: Fishing For Value Exercise

20 minutes

Adapted from (Fishing Exercise, n. d.):
•

Materials needed: Appendix E

•

Goal: To increase awareness of emotions

•

Purpose: This exercise allows participants to explore their own emotions and
better understand emotions that are of most value to them.

Description of Activity:
o Provide participants with exercise (Appendix E). Explain to them that this
exercise requires them to process their own emotions, especially emotions of

76
most value to them. Explain that they are to imagine they are going on a fishing
trip, but they catch emotions rather than fish. Begin the exercise by allowing
participants to circle five fish they hoped to catch (circle 5 values). Later, two
fish get away (cross off two values). Then, along comes a friend and she/he is
hungry, so you give her one of your fish (cross of the values). While you talk, a
cat sneaks up and runs off with another fish (cross off the values). You are now
left with one fish. Which value is it?
o

Explain to participants that the value they are left with is the one they
value the most. Ask them to process what it is like for them to see this
value and ask them how much time is spent in activities that are likely to
provide them with this particular emotion.

o Process questions following activity:
o

What was this exercise like for you?

o

Were you surprised by the emotion that you were left with?

o

What feelings came up around this exercise?

o What did you learn about yourself from this exercise?
Alternate Activity: Freeze Photo

20 minutes

Adapted from (Dayton, 1999):
•

Materials needed: List of questions (see below or create your own).

•

Goal: To provide participants the ability to express emotions through body

movement and identify emotions in others.
•

Purpose: Encourage students to express emotions in a creative way.

77

Description of Activity:
o Begin the activity by explaining to paiticipants that the activity encourages them to
become in tune with their emotions as well as the emotions of others. Invite
participants to pair up with somebody in the room. Once they are paired, provide
them with a series of questions. Explain to participants they are to physically express
the emotion they are feeling in relation to the question provided. Each partner will
have a chance to physically express their emotion. Each participant will have about
five each per question.
o List of questions provided or create your own:
o How are you feeling right now?
o How do you feel about expressing emotions to the group?
o How do you feel when you are alone?
o How do you feel about working with angry clients?
o How do you feel in new situations?
o Express how you would like to feel about new situations?
o How does vulnerability make you feel?
o

Process questions following activity:

o What was it like for you to express emotions through body movement?
o What came up for you when trying to determine your partner' s emotion?
o What challenges came up around this activity?
o What surprises or insights came up around this activity?
o How do you feel this activity stimulates self-awareness?
o How do you think these types of activities contribute to your work with
clients?

78
o

What did you learn about yourself?

Break

10 minutes

Activity: Continuum Exercise Exploring Emotional Awareness

15 minutes

•

Materials needed: List of questions (See below or create your own)

•

Goal: To increase familiarization of emotions

•

Description: Encourage discussion from participants ' responses in order to
facilitate deeper awareness and better understand themselves and what they
need to feel comfortable when working with clients.

Description of Activity:
o Explain to pai1icipants that they are now going to engage in a continuum exercise
that is related to emotional awareness. Prior to beginning the exercise, convey that
identifying and exploring their own emotions is helpful when working with clients.
This exercise helps individuals get in touch with how they work, and what they may
need in order to feel comfo11able with themselves and in their work with clients.
o

Invite participants to stand in the middle of the room. Ask participants to form a line
and stand where they see themselves on the continuum. Explain that you will ask a
series of questions related to their own emotional awareness. Ask the following
questions:
o

On a scale of 1-10 ( 1 being no control and 10 being a lot of control), how
much control do you feel like you need?

o

On a scale of 1-10 ( 1 being not comfortable at all and IO being very
comfortable), how comfortable are you with conflict?

79
o

On a scale of 1-10 ( 1 being not comfortable and 10 being very comfortable)
are you with ambiguity?

o Process questions following activity:
o

Any surprises or insights come up as a result of the exercise?

o

What was it like seeing where you are compared to your colleagues?

o Have you ever had a relationship with someone who was opposite
(needs more/less control), and if so, what was that like for you?
o

What would it be like for you to work with a client who needs (more
or less) control than you do?

o What would it be like to work with someone who was more/less
comfortable with ambiguity than you?
o What would it be like to work with someone who was more/less
comfortable with conflict than you?

Discussion: Looking Inward Using Experiential Activities

20 minutes

•

Materials needed: Lecture script

•

Goal: To introduce experiential activities to participants.

•

Purpose: To discuss how psychodrama and experiential activities stimulate
self-awareness and increases personal insight in counselling patticipants.

Lecture Script:
o

Explain to participants that the activities they have been engaging in throughout
the day help begin the process of looking inward and get to know themselves as
counsellors. These types of activities are known as experiential activities.

80
o

Experiential activities can provide participants with the opportunities to observe
and practice the skills they have read about in literature. For example, this can be
done through use of role-plays or groups .

o

Pederson (2000) noted that experiential activities are powerful means to stimulate
personal awareness and can be used to help individuals confront and overcome
challenges when working with specific clients or client populations.

o

Games can be defined as activities with specified rules and rewards that are
engaged in for amusement. The use of games in the field of counselling, and
particularly as a tool to positively influence the counselling process, has a long
history of effectiveness (Pederson, 2000; Shumaker, Ortiz, & Brenninkmeyer,
2009).

o

Through the use of various experiential activities, participants can begin to
connect thoughts to feelings, adding to their theoretical understanding of a
concept. Participants can expand their intellectual understanding of a topic, and
reflect on things on an emotional level.

o

A type of experiential group that can be used for training or therapeutic purposes
is called "process groups". Process groups engage in process and maximize
cohesion among group members. Process groups are helpful because they prepare
members for here-and-now interactions and allow them to experience
interpersonal processing with other group members. These types of groups can be
used to train group leaders in initiating and establishing effective and therapeutic
here-and-now group dynamics. Members of interpersonal process groups are
able to explore their own vulnerabilities and blind-spots. For more information
on becoming a therapist and processing inward, refer to Appendix F.

81
o

Ieva, Ohrt, Swank, and Young (2009) conducted a study on an experiential
personal growth group of 15 master' s level counselling participants. The purpose
of this group was to foster personal growth and development. Study results
consisted of three themes : personal self-awareness, professional development,
and program requirements. This group was helpful in facilitating growth and
interpersonal relationships; participants gained insight into themselves and
related it to their work as counsellors; and experiential components of the group
reinforced concepts taught in group courses.

o

Another well-known example of experiential therapy is psychodrama.
Psychodrama is a powerful action method with specific techniques that can be
effective in releasing pent-up emotions and learning new insights and behaviours.

o

Psychodrama is a form of psychotherapy that encourages clients or participants to
re-enact specific events in their lives instead of discussing them (Hinkle, 2008).
For example, clients enact various parts of their lives either real or imagined.
This is done through dramatization, role-plays, and dramatic self-presentations
both verbally and non-verbally. Psychodrama often involves three specific
phases (warm- up, action, and sharing). The warm-up phase involves the
selection of the protagonist or main character (identified client). The action
phase involves exploring new methods of resolving a problem. Lastly, the
sharing phase involves exploring and processing the protagonist' s work.
Psychodrama often helps participants gain perspective and ways to integrate
emotions and creativity (Lawrence, 2015). For more information see Appendix F
for resources on what psychodrama looks like in action.

82
o

By better understanding the purpose of experiential activities and how this way of
learning contributes to inner reflection, participants are now going to engage in a
"personal growth working group". This group allows participants to get a sense
of what it is like to take part in a group and reflect on personal growth.
10 minutes

Break
Part IV: Looking Inward Continued
Personal Growth Working Group: Introduction

60 minutes

•

Materials: List of questions (see below), group topics (see below)

•

Goal: To become aware of group dynamics and increase self-awareness

•

Purpose: To provide participants with the opportunity to take place in a

structured group in order to explore internal feelings and gain awareness
related to specific issues brought up in group. Also, purpose is to provide
participants with opportunity to reflect on the day with their colleagues.

Description of Group:
o Prior to beginning the group, arrange participants in the middle of the room.
Explain to them that for the next hour, they will be engaging in a "personal
growth working group" in order to begin their process of looking inward as
counsellors. Inform pai1icipants that the group will take place over the next
three days, for one hour at the end of each day. The purpose of this group is to
reflect on what they learned during the day while being in a group .
o Explain to participants that the focus of this group is on their own personal
growth and development as counselling professionals. Encourage participants
to be attentive and responsive as well as be willing to give and receive

83
feedback effectively. Also encourage participants to pay attention to diversity
in the group and how they are feeling in response to group differences.
o Explain to participants that they will have the opportunity to reflect on
specific topics with their colleagues; as they are reflecting on the topic
provided, encourage participants to reflect on feelings that emerge. Convey
that understanding their own feelings in a group setting can help them to
better understand client vulnerabilities.
o Topics for group discussions:
o What are some of the things you hope for in being a therapist?
o What are some aspects of your lifestyle that are healthy/unhealthy?
What do you do for self-care?
o What does personal growth mean to you?
o What did you learn about today?
o What stood out for you today?
Closing Exercise

JO minutes

•

Materials: None

•

Goal: Debrief with participants after the first day of activity.

•

Purpose: Participants will reflect on the activities and complete an evaluation

form to provide feedback for the following days.

Description of Activity:
o Let participants know that this is the last activity of the day. Ask them to form a
group in the middle of the room and ask each person to share something they

84
have learned from the day. Below are a few questions that can be used in your
discussion.
o

When I first started today I thought - --

about self-reflection

and introspection.
o

The strength I bring to my own counsellor development is

o

An area of myself that I would like to know more about is

o

An area I would like to work on is - --

85

Day Two Outline
Objectives of Day Two
•!• Help participants understand the link between attachment and introspection
•!• Provide participants with the understanding of how past relational experiences help
interpret present experiences in both individual and group counselling

•!• Give participants an opportunity to explore attachment relationships by viewing and
working through case-scenarios and discussions

•!• Suggested times for workshop activities are provided below
Day Two Topic Outline

Part I: Attachment and Introspection
Activity 1: Family Portrait

10 minutes

Discussion: Introduction to Attachment

20 minutes

Activity 2: Button Exercise

20 minutes

Break (10 minutes)
Activity 3: Sue Johnson Video Clip Review

45 minutes

Midterm Workshop Evaluation

10 minutes

Lunch (60 minutes)

Part II: Attachment and Introspection Continued
Discussion: What's Your Attachment Style?

Break (10 minutes)

30 minutes

86

Part III: Understanding Attachment
Activity 4: Attachment Style Role-Play

60 minutes

Break (10 minutes)

Part IV: Personal Reflection and Attachment
Activity 5: Personal Growth Working Group Part Two

60 minutes

Closing Exercise

10 minutes

Preparation for the Day:
Prepare lecture notes
Chart paper and pens
Buttons
Handouts: Appendix G: Attachment Diagrams, Appendix H: Sue Johnson Video Case
Study, Appendix I: Sue Johnson Written Case Study, Appendix J: Sue Johnson Case Study
Discussion Worksheet, Appendix K: Attachment Case Scenario #1, Appendix L: Attachment
Case Scenario # 2, Appendix M: Attachment Case Scenario # 3

87
Day Two Description
Part I: Attachment and Introspection

Activity 1: Family Portrait

10 minutes

Adapted from (Dayton, 1999):
•

Materials: Paper, pens, pencils

•

Goal: To encourage participants to reflect on their own family dynamic

•

Purpose: Encourages participants to obtain background information about
their own family relations

Description of Activity:
o

Prior to beginning this exercise, explain that you are now moving into
attachment and how early attachment relationships relate to introspection.

o

Gather participants in the middle of the room and introduce focus of the
day. Explain that it is helpful for participants to be aware of their own
attachment style in order to understand the relationship they have with
clients.

o

Provide participants with material (pen, pencil, paper). Ask them to draw
pictures of themselves and each member of family (participants define
family how they like). When doing so, get students to place themselves in
relationship to members of their family. Allow them to think about their
feelings toward each member.

o

Provide participants with the opportunity to share how they felt about this
exercise and what they learned about themselves and their family. Remind

88
participants to reflect back on their emotions throughout the day when
thinking about attachment.
o

Process questions following activity:

o

What was this activity like for you?

o

What was it like for you to reflect on your family?

o What did you notice about family patterns?
o What was it like to observe your family in relation to yourself?
o Did any feelings come up around this activity?
o

How do you feel this activity connects to working with clients?

Discussion: Introduction to Attachment

30 minutes

•

Materials: Lecture script, Appendix G

•

Goal: To introduce attachment styles

•

Purpose: The purpose of this discussion is to provide an introduction to

attachment and how it relates to working with clients

Lecture Script:
o Prior to beginning attachment discussion, explain that on Day 1 participants
discussed introspection and engaged in various activities that encouraged
them to explore their own emotions and reflect on themselves as counsellors.
Explain to participants that today' s focus will be on introspection while
exploring their own attachment styles. Understanding their own attachment
style can help them better understand the attachment of their client and how
to connect with them. Attachment styles are related to his/her relationship
with their primary caregiver. Relate the discussion back to the previous

89
activity in which participants were asked to reflect on their relationships with
immediate family members. By reflecting on these primary relationships they
may be able to get a sense of their own attachment style. For example, were
their parents distant, overprotective, or supportive?
o

It is impo11ant to note that as participants sit with clients both individually and
in group, they may be influenced by past relational experiences. These
experiences may influence how we regulate emotions, empathize, provide
nm1urance, express, and appreciate conflict.

o

It may be helpful for participants to reflect on their own earlier relational
experiences and how their own attachments are affecting their work as
counsellors.

o

Attachment theory is based upon the work of two main theorists, John
Bowlby and Mary Ainsworth (Bowlby, 1973).

o

Bowlby proposed the purpose of attachment behaviour in infants is to
maintain closeness to their mother in order to feel safe and protected.
Second, he proposed that early childhood experiences with the attachment
figure (usually the mother) helped the child form a model of self and others.

o

Bowlby suggested models of self are developed based upon actual childhood
experiences with attachment figures. Additionally, he suggested the level of
confidence an individual has in the availability and responsiveness of an
attachment figure determines his or her level of fear or exploration in given
situations.

o

Bowlby proposed that these models are stable over an individual's lifespan
and influence how individuals form relationships and perceive the behavior of

90
others. He suggested that there is a link between secure attachment in
childhood and the development of a healthy self-concept and an appropriate
level of independence in adulthood.
o Attachment theory is applied and used to describe relationships across the
lifespan, so it is important to consider the significance of human attachment
when working with clients as well as one ' s own attachment experiences.
o There are two main dimensions of attachment: anxiety and avoidance.
o Anxiety relates to how fearful individuals are in relationships or about
connecting to others, and avoidance refers to how emotionally vulnerably an
individual wants to be in a relationship.
o Depending on whether one is high or low on these two dimensions, one' s
attachment style can be more secure (low anxiety, low avoidance), more
preoccupied (high anxiety and low avoidance), more dismissing-avoidance
(low anxiety-high avoidance) and more fearful-avoidant (high anxiety, and
high avoidance) .
o Ultimately, internal models are shaped by early experiences with primary care
providers (Refer to Appendix G).
o Secure: Provider was good enough, mostly available and responsive to
attachment needs
o Preoccupied: Care provider was inconsistently available and
responsive
o Dismissing: Care provider was consistently unavailable and poorly
responsive
o Fearful-avoidant: Care provider was frightening or frightened.

91

o

Keeping the various attachment styles in mind, ask paiticipants to move to an
activity relating to their own family relationships .

Activity 2: Button Exercise

25 minutes

Adapted from (Button exercise, n.d.):
•

Materials: Buttons, list of questions

•

Goal: To provide participants with an oppo11unity to explore feelings
regarding family relational patterns

•

Purpose: Allows participants to observe how they position family
members based on their attachment relationships.

Description of Activity:
o

Provide participants with an assortment of buttons. Provide them with the
opportunity to choose buttons that best represent members of their
immediate family and themselves. Let them know it is important for them
to choose different buttons for each member.

o Once this is complete, ask participants to pair up with a partner in the
room, or tum to the person sitting next to them. Once in pairs, ask
participants to describe each button and why they chose specific buttons.
Encourage participants to discuss what feels comfortable to them.
o Provide participants with a list of questions. As they reflect on each
question, get them to position their buttons to how it corresponds to their
family dynamic.

92
o

Provide participants with a list of questions (see below or create your
own). Encourage participants to reflect on these questions from an early
expenence.
o

Using your buttons, what does your family look like at its best,
worst?

o

Using your buttons, what does your family look like during a
memorable vacation?

o

Using your buttons, what does your family look like during
family dinners?

o

Using your buttons, what does your family look like during
conflict?

o

Using your buttons, what does your family look like during a
happy moment?

o

Using your buttons, with whom would you say you have a
bonded relationship?

o

Using your buttons, with whom would you say you were most
distant with growing up?

o

Using your buttons, who did you feel you could tum to at any
time?

o

Using your buttons, who did you feel rejected by the most?

o

Using your buttons, who do you have something to say to?

o

Using your buttons, who would you like to be more open with
and why?

93
o

Using your buttons, what would you say to yourself at the age
represented here from where you are today?

o Process questions following activity:
o

What was this activity like for you?

o

What came up for you around your own attachment?

o

What did you notice about yourself in terms of your own
attachment?

o

What feelings did you notice come up for you?

o

What did you notice about your family?

o

How does this relate to your relationships today?

o

How does this relate to your work with clients?

Break

10 minutes

Activity 3: Sue Johnson Video Clip Review

45 minutes

•

Materials: Sue Johnson Emotion Focused Couples Therapy (EFT) in Action
Video. The URL address is found in Appendix H (video clip and summary).

•

Goal: To provide participants with the opportunity to view attachmentfocused therapy and to identify attachment principles

•

Purpose: Allow participants to develop an understanding of attachmentfocused therapy and how early attachment relationships contribute to current
romantic relationships.

Description of Activity:
o

Explain to participants that they will watch a short video-clip and then
participate in some group work.

94
o

Show the video to the group. This will take approximately five minutes.

o

After the group has watched the video, ask participants to imagine
themselves as the therapist in the clip. Request that they write down a few
notes about how they would feel working with this couple and what types
of questions they would like to ask. This should take approximately five
minutes.

o Following this brief individual reflection exercise, divide paiticipants into
small groups or three or four.
o

State that Emotion-Focused work focuses on early attachment bonds and
current relationships. This type of therapy focuses on the individual ' s
attachment and what they need from his/her partner as a result of early
bonding. For example, does the client need reassurance and validation?
Are they withdrawing from their partner as a way of coping with fear of
intimacy?

o Ask the small groups to answer the following questions:
o What was the counsellor trying to accomplish? What were the
counsellor' s goals?
o

How was the counsellor trying to accomplish the goals (in #1
above)?

o

What was the theoretical basis for what the counsellor was doing?

o Do you think the theory was applied skillfully?
o

Do you think the therapy was helpful to the group/person? If so,
what about it was helpful? If not, why do you think it wasn ' t?

95

o If you were looking for a therapist, would you consider going to
the one in the video? Why or why not?
o Allow groups approximately 20 minutes to brainstorm any ideas.
o After 20 minutes, begin a discussion with the larger group. In this
discussion, ask each of the smaller groups to take turns sharing an idea.
This should take approximately 20 minutes.
o If there is additional time, you could ask participants to share some of the
emotions they wrote down after watching the Sue Johnson video.
Alternate Activity:

45 minutes

o Provide participants with an attachment case study (Appendix Q and a
case study discussion worksheet (Appendix J).
o Explain that the purpose of this exercise is to demonstrate the experience
of client attachment by using examples.
o Provide participants with approximately 10 minutes to read through the
case study. Once they have read through the case study, allow them to
work through the case study discussion worksheet.
o After the participants have read the case study and completed each section
on their worksheet, invite participants to discuss the questions provided in
the case study discussion worksheet.
o

Process questions following activity:

o What did you enjoy about the case study?
o What did you not enjoy?
o What did you notice about yourself as you read through the case?
o What did you notice about your own attachment style?

96

o What feelings came up around this activity?
Midterm Evaluation

10 minutes

•

Materials: None

•

Goal: To check understanding of participants after the first days of
activities

•

Pmpose: Participants will reflect on the activities and complete an
exercise to provide feedback for the following days

Description of Activity:
o Ask participants to fonn small groups of three people and ask each person to
share something he/she has learned from the workshop this far. Below are a few
questions that can be used in the discussion.
o When I first started today I thought - - - - - about counsellor
development and now I know _ _ __
o

Something I learned about myself is _ _ _ __

o The area I would like to work on is - - - - 0

I would like to know more about - - - - -

Lunch
PART II: Attachment and Introspection Continued

60 minutes

97
Discussion: What's your Attachment Style?

30 minutes

•

Materials: Lecture script

•

Goal: Introduce attachment styles

•

Purpose: Purpose of discussion is to provide participants with
understanding of how attachment relates to the individual counsellor.

Lecture Script:
o

Begin the discussion by explaining that previous activities help
counsellors develop a better sense of attachment and how it relates to
them. It is important for counsellors to reflect on their own earlier
relational experiences and how their own attachments affect their
relationship with clients.

o

As previously mentioned, there are four different attachment styles:
secure, preoccupied, dismissive, and fearful.

o A securely attachment individual is low on avoidance and anxiety. These
individuals tend to neither avoid intimacy, nor fear rejection or
abandonment.
o

Securely attached counsellors may not take what the clients project onto
them personally (e.g., anger, frustration, or anxiety). They are
comfortable in session, and are responsive and present with their clients.

o A preoccupied attached individual is low on avoidance but high on
anxiety. These individuals are often described as clingy and needy. They
report anxiety in relationships and are hypersensitive to signs of rejection
and abandonment.

98
o

Preoccupied attached counsellors might feel insecure in session, and feel
they are "doing something wrong" . Counsellor who are preoccupied may
constantly seek reassurance from colleagues or clients. They may also
want to please their clients in order to be liked and accepted. As a result
counsellors may avoid challenging clients as they fear rejection.

o

A dismissive-avoidant individual is high on avoidance but low on anxiety.
They often keep to themselves and appear self-reliant. They tend to deny
fears of being alone and do not seek out emotional support from others.

o

Counsellors with a dismissive style of attachment may respond
defensively when challenged by clients, and will often project their
frustrations onto their clients. Counsellors with a dismissive style often
do not feel comfortable reflecting on their own feelings, so avoid the
same with clients. A dismissing-avoidant counsellor may engage in
deactivation and avoid the client.

o

Afearful-avoidant individual is high on both dimensions of avoidance and
anxiety. Individuals who are fearful-avoidant tend to seek reassurance
from others and display a longing for closeness. They tend to get close to
others and then withdraw.

o

A counsellor with a fearful-avoidant attachment style is more likely to get
pulled into the push and pull dynamics of more fearful-avoidant clients.
They are also more easily emotionally activated and inclined to detect
subtle nonverbal expressions of emotions and become overwhelmed.

o

The application of attachment theory to adulthood may be important to
understand in order to better grasp the concept of connecting to clients

99
and building therapeutic relationships. Studies conducted by Hazan and
Shaver (1987) were the first empirical studies of attachment theory in
adulthood.
o

Understanding attachment in past relationships and how clients respond in
session may encourage participants to become mindful when making
intervention decisions. Participants may benefit from being aware of the
interpersonal differences in attachment styles and their own tendencies to
reduce their own anxieties when working with diverse individuals. Such
awareness of internal reactions may assist participants in creating positive
relationships with their clients.

10 minutes

Break
Part III: Understanding Attachment
Activity 4: Attachment Style Role-Play

60 minutes

•

Materials: Role-Plays (Appendix K, Appendix L, Appendix M)

•

Goal: To recognize attachment style

•

Purpose: To provide participants with the opportunity to identify particular
traits or characteristics that determine which attachment style best suits the
individual in the role-play. Participants are encouraged to focus on feelings
that arise as a result of the role-plays.

Description of Activity:
o Provide students with role-plays (Appendix K-M) .
o

Divide students up into groups of three: a counsellor, a client, and an observer.
Take participants playing the client role outside of the room to explain the case

100
scenano. Next, tell the counsellors they are going to have a session with a client
displaying a particular attachment style. The goal is for the counsellor to tune
into what feelings they are experiencing as they sit with the client. Then, ask
observers to observe the counsellor and client relationship and how the session is
going. Allow ten minutes for each role-play. Each participant will get a chance
to play the role of the counsellor, client, and observer. At the end of 10 minutes,
invite participants to switch roles. Provide the next counsellor with a new case
scenario, and so on.
o

Discussion: Following the role-play, process the activity by asking the following
questions:

o

Questions for counsellors:
o What came up for you as a counsellor?
o

What are you going to reflect on?

o

What made you feel uncomfortable?

o What attachment styles did you notice come in the situation?
o

What made you feel connected or disconnected with your client during
this activity?

o

o

What did you notice about your own attachment?

o

How did you respond to the client?

Questions for clients:
o

What did you think you needed from this counsellor?

o

How did you feel experiencing each attachment style?

o

Were your needs met?

o

Did you feel understood?

101

o

o

What did this activity bring up for you?

o

What did you notice in terms of your own attachment?

Question for observers:
o

What did this activity bring up for you?

o

What did you notice about the counsellor?

o

What did you notice about the client?

o

What did you notice about the relationship between the counsellor and
client?

o

What did you notice about your own feelings and attachment?

Personal Growth Working Group: Part Two

60 minutes

•

Materials: List of questions (see below)

•

Goal: To become aware of group dynamics and increase self-awareness.
Focus of group is on topic of attachment.

•

Purpose: To provide participants with the opportunity to take place in a more
structured group in order to explore internal feelings and gain awareness
related to specific issues brought up in group.

Description of group:
o

Arrange participants in middle of room. Explain to them that for the next
hour, they will be engaging in a "structured self-reflection group" . Explain
that the focus of this group is part two from previous day. This group will
focus on attachment and reflection from day.

102

o

Convey that understanding their own feelings in a group setting can help
them to better understand the vulnerabilities of clients.

o Remind students of group norms discussed in previous day.
o

Optional topics for group discussions:

o What does attachment mean to you?
o What type of attachment style best resonates with you?
o What role do family relationships play in your life?
o What does secure, fearful , preoccupied, and dismissive attachment
mean to you and how do you see yourself working with these types of
clients?
o How do you think some of this comes up in your work as a
counsellor?
Activity 4: Closing exercise

10 minutes

•

Materials: None

•

Goal: Provide closure for the end of the day

•

Purpose: To encourage participants to share feelings that came up from the

day as a way to debrief/close events.

Description of activity:
o Go around in a circle and ask each participant to share one thing they learned
during the day and one thing they learned about themselves as counsellors.
o End the circle with one thing the group took away from the day.

103

Day Three Outline
Objectives of Day Three

•!• Provide participants with an overview of counte1transference and transference and
how it relates to them as counsellors.

•!• Provide participants with the opportunity to understand their own transference.
•!• Provide closure and provide participants with an opportunity to evaluate the
workshop.

•!• Suggested times for workshop activities are provided below

Day Three Topic Outline
Part I: Introduction to Countertransference
Activity 1: The Denial Buster

30 minutes

Discussion: Introduction to Countertransference

20 minutes

Break (10 minutes)

Part II: Transference in Action
Activity 2: In Treatment Video Discussion

60 minutes

Lunch (60 minutes)

Part III: Manifestations of Countertransference
Discussion: Types of Countertransference

30 minutes

Activity 3: Case Discussion Role Plays

30 minutes

104

Break (10 minutes)

Activity 4: Talking About Diversity

30 minutes

Activity 5: Personal Growth Working Group Part 3

60 minutes

Part V: Closing
Closing Activity: Write a Post-dates Letter to Yourself

5 minutes

Evaluation of Workshop

5 minutes

Preparation of Day:
Prepare lecture notes
Paper
Pens
You Tube Video Clip In Treatment
Handouts: Appendix N: Countertransference Case Scenario 1,
Appendix 0: Countertransference Case Scenario 2. Appendix P:
Countertransference Case Scenario Q: Countertransference Case

Scenario 4, Appendix R: Workshop Evaluation, Appendix S: Referral
Services Prince George

105
Day Three Description
Part I: Introduction to Countertransference and Transference

Activity 1: The Denial Buster

30 minutes

Adapted from (Coleman, 2012):
•

Materials: Chairs

•

Goal: To explore self-talk, inadequacies, and areas of growth

•

Purpose: Encourage participants to explore their own self-talk, understand

internal dialogue, and reflect on feelings.

Description of Activity:
o

Prior to beginning activity, explain that the focus of the day is to understand
countertransference and how it comes up when working as counsellors. Explain
that countertransference is often defined as instances in which the counsellor acts
out in some way as a result of unresolved personal issues, biases, or exaggerated
reactions to a client' s behavior. Convey to participants the importance of
understanding their own feelings . This particular activity helps individuals reveal
where they stand on a particular issue relating to their own self-growth (for
example, doubt, fear, or anxiety).

o

Gather eight chairs in the middle of the room. Position chairs in a V-shape
arrangement with the participant positioned at the apex of the V-shape. Ask a
volunteer from the group to sit in the " issue" chair which is positioned across
from the apex chair. This person is open to doing work around their "self-talk"
issue. Then, ask the participant to think of something they would like to work on

106
as part of his/her counselling journey (for example, self-talk, anxiety). This
person moves to the "apex chair" and a volunteer will sit in the " issue chair".
o

If the issue is "anxiety", the selected volunteer assumes the role of "anxiety" . Key
questions for those observing to ask are: how long have you been in his/her life?
Have you heard that he/she wants to get rid of you? What do you do for him/her?
Once the interview is complete, the protagonist (person in the "apex chair") will
switch chairs with the person in the issue chair. Explain how the participant is
going to explore the future with regard to the issue, and invites the participant to
sit in the first chair on his/her left. Explain that this chair represents six months
into the future, that that he/she has not made any progress dealing with the issue;
in fact, it has gotten worse. The participant is then asked to move up one chair
and a volunteer sits in the chair they just vacated. This is the inside voice that
repeats what the participant just stated. Once this individual is seated, ask the
participant to imagine that another six months have passed and now the issue has
gotten even worse. Again, the participant moves up a chair and a volunteer taking
on the role of the inside voice occupies that chair. In the final chair, ask the
participant to imagine that it is yet another six months into the future and that the
issue has completely taken over his/her life. The process is repeated. Invite the
participant to return to the apex chair and listen while each of the individuals in
each chair repeats their lines. The entire process is repeated in the chairs to the
right. This time the situation has gotten better. Once all the chairs are occupied
with volunteers. The participant returns to the apex chair and listens as the
volunteers repeat their lines.

o

For more information regarding activity see:

107
Coleman, B. (2012). The Denial Buster, A structured psychodrama: An
illustrated description. The Journal of Psychodrama, Sociometry, and Group
Psychotherapy, 60(2), 31-35.
o

Process questions following activity:
o What feelings came up around this activity?
o What was it like for you?
o

What did you learn about yourself as you engaged in the activity?

o

What were your concerns?

o What did you enjoy?
o What did you not enjoy?
Discussion: Introduction to Countertransference

30 minutes

•

Materials: Lecture notes

•

Goal: To introduce countertransference

•

Purpose: To discuss countertransference and how it relates to working as
counsellors

Lectw-e Script:
o

This is a helpful topic to explore as participants enter the field as
counsellors because although therapists are willing to explore difficult
topics with clients (e.g., death, sex, and relationships), they often do not
take the time to reflect on how these difficult topics impact their lives and
professional work.

108
o

Countertransference is known as a complex process that includes the
internal and external reactions (i.e., unresolved conflict) which are
projected onto the client.

o Freud (1910) originally considered countertransference to be the
therapist's unconscious reaction to the client's transference and was
viewed as a hindrance.
o

Herman (1950), Racker (1968), and Kemberg (1965) reconsidered
Freud's definition and found countertransference to be more of a natural
and normal part of development. In their view, countertransference
includes all the therapist's responses toward a client.

o

Like other processes in therapy, countertransference can be classified in
terms of whether the reactions are induced, displaced, or projected
(Rowan & Jacobs, 2002). In each particular case, there is a likelihood of
distortions that can lead to treatment difficulties and challenges in the
therapeutic relationship.

o

Often, countertransference is interactive, which refers to the therapist
verbal and nonverbal reactions to the client. The internal and external
reactions are often unresolved conflicts of the therapist.

Break

10 minutes

109

Part II: Countertransference in Action
Activity 2: In Treatment Video (Paul and Laura)

•

40 minutes

Materials: Paul and Laura Session Youtube URL:
https://www.youtube.com/watch?v=lvOYLrEKSkO&list=PLjj1MG3SU7feOv
XrqdyioaElhRi6nfHuz&index=28

•

Goal: Provide participants with the opportunity to experience the
client/counsellor transference relationship.

•

Description: This activity will allow participants to witness
countertransference/transference that comes up between therapist Paul and
client Laura. Encourage participants to focus on their own reactions while
viewing the clip.

Description of Activity:
o Explain to the group that they will watch a short video-clip followed by a
discussion.
o

Show the video to the group. This will take approximately eight minutes.

o

After the group has watched the video, ask participants to note what they
noticed about their own feelings that came up for them while watching the
clip (Were you surprised by your reactions? What were some of your
concern that came up? What did you notice about your own feelings
toward either Paul or Laura?). Once they have noted this, they may share
their interpretation (if comfortable) to the larger group. This should take
approximately 10 minutes.

110

o Following this brief individual reflection exercise, divide participants into
small groups (three or four) .
o Ask the small groups to brainstorm and record on their chart paper
anything they noticed about Paul ' s approach to Laura' s transference.
o In processing strong countertransference reactions toward clients,
participants can gain insight by asking themselves several questions:
o What did you notice about Paul's countertransference?
o What did you notice about how Paul reacted to what was going on
between him and Laura?
o What might Paul be expecting from Laura that she is unwilling or
unable to do?
o How much of Paul's own projected feelings may be distorting his
work with Laura?
o

What needs of Paul's (to be appreciated, respected, validated,
loved, etc) are not being met in his relationship with Laura?

o What feelings does this scenario bring up for you?
o How would you work with a client like Laura? What feelings
come up for you?
o What has been helpful to you when exploring working with
challenging clients? What are your strengths? What are your
weaknesses?
o What did you notice about yourself while watching the clip?
o What feelings came up for you while you were viewing the clip?

111

o There are a few challenges shown in the clip based on the perception of
transference and how people may interact. Laura forms romantic feelings
toward her therapist "Paul" based on previous sessions and the intimate
relationship they have formed . Paul struggles with Laura's romantic
feelings projected onto him. He explains to Laura that ethically, he cannot
pursue their relationship as he is her therapist. Laura continues to
challenge this belief as she believes Paul is in love with her as well.
o

Allow groups approximately 20 minutes to brainstorm any ideas.

o After 20 minutes, begin a discussion with the larger group. In this
discussion, ask each of the smaller groups to take turns sharing an idea.

60 minutes

Lunch
Part III: Manifestations of Countertransference
Discussion: Types of Countertransference

30 minutes

•

Materials: Lecture Script

•

Goal: To develop a deeper understanding of countertransference

•

Purpose: To provide participants with a thorough understanding of various
manifestations of countertransference and how they relate to practice

Lecture Script:
o Affective Counte1transference: Anxiety and consequent avoidance of client
material or over involvement with clients.
o Cognitive Countertransference: Poor recall of content and tendency to
misperceive the frequency with which clients talked about topics.

112
o

Behavioral Countertransference: Not becoming personally involved with clients.

o

Erotic Countertransference: An intense, vivid, irrational erotic preoccupation
with the therapist characterized by ove1t demands for love and sexual fulfillment.
The client is unable to focus on developing appropriate insights and attends the
sessions for the opportunity to be close to the therapist, with the hope that the
therapist will reciprocate love.

o

Repetitive Countertransference: In group therapy, repetitive countertransference
refers to when the group leader repeats or enacts his/her own life challenges.

o

Reparative Countertransference: Refers to when the group therapist not only
replays a past experience, but attempts to repair the damage from his/her past.

o

Matched Counte1transference: Matched countertransference refers to when group
therapists experience similar feelings as individual group members. This results
in the leader mirroring the group.

o

Complementary Countertransference: In group therapy, complementary
counte1transference refers to when the group leader feels and takes on specific
roles that group or individual members project onto him/her.

o

It may be helpful for counsellors to understand what type of countertransference
they are experiencing with clients. Fmther, it is helpful for counsellors to
understand that countertransference is the expression of authentic feelings and
verifies the reality of the impact that some clients may have on counsellors
(Gelso & Hayes, 2001). It may also be helpful for counsellors not to deny any
feelings that come up for them during sessions, but to rather pay attention to them
as a way of informing them (induced feeling).

113

Activity 3: Case Discussion and Role Plays

30 minutes

•

Materials: Appendix K

•

Goal: Increase awareness of own countertransference

•

Purpose: To provide participants with opportunity to process and identify
feelings that comes up in role-play. This can help them to understand their own
counte1transference.

Description of Activity:
o

Provide participants with Appendix K (role-plays).

o

Divide participants up into pairs; allow them to detennine roles (role of the
therapist vs. role of the client). Partners will be able to reverse roles after 10
minutes.

o

Clients will read scenario 1 (Appendix K) and play out the role in session. As the
therapist sits with the client, it is encouraged that he/she tune into any feelings
that are coming up for him/her. For example, feelings of shame, guilt, anger,
excitement, confusion, frustration or inadequacy.

o

After 10 minutes, participants may debrief what feelings came up for them and
what they noticed about themselves working with their clients.

o

Reverse roles and do this for scenario 2.

o

Once each partner has had a chance to play the therapist, bring participants to the
larger group to debrief activity.

o

Process questions following activity:
o

What did you notice about yourself as a result of the activity?

o

What was it like for you to recognize these feelings?

114

o Did you notice any discomfort if so, what was that like?
o

What types of countertransference did you notice came up for you?

o What is it that first brought the strong feelings to your attention?
o How are you reacting to what is going on between you and this client?
o How might you be attempting to disown the problem by blaming the
client?
o Who does this person remind you of?
o How might your own projected feelings be distorting the way my client
appears to me?
o What needs of yours (to be appreciated, respected, validated, loved) are
not being met in this relationship?
o How is your competence being challenged?
o It is important to note that these questions are often challenging to consider
without the assistance of a colleague or supervisor to process what is going on for
you and the client.
Alternate Activity:

o Depending on the level of comfort among group members, this activity can also
be completed individually rather than in pairs.
o Provide each participant with Appendix K. Allow them to spend some time
reading each case scenario. Upon reading each scenario, have participants write
down their own emotional reactions to each client. Provide them with questions
to process following the scenario:
o What did you notice about yourself as a result of the activity?
o What was it like for you to recognize these feelings?

115
o

Did you notice any discomfort?

o

What types of countertransference did you notice came up for you? What
was this like for you?

o

What would it be like for you to work with each client highlighted in the
scenarios?

Break

10 minutes

Activity 4: Talk about Diversity

30 minutes

•

Materials: None

•

Goal: To engage discussion on diversity and how it relates to countertransference

•

Purpose: Encourage participants to explore feelings that come up around
diversity and countertransference

Description of Activity:
o

Prior to beginning the activity, convey to participants that understanding their
reactions to diverse clients helps them understand their own counte11ransference.
In reviewing the role plays participants previously engaged in, they discussed the

diversity and differences that came up in each scenario. For this activity, explain
that throughout their counselling career there will be particular clients who they
will find challenging, appealing, frustrating, etc. Clients come from diverse
backgrounds ranging in race, socioeconomic status, gender, cultural background,
generational differences, etc. So therefore it may be helpful to discuss these
differences and personal feelings that emerge.

116

o

In order to begin the activity, ask participants to form a group. Once the group is
formed, participants may converse with one another and discuss diversity in
relation to countertransference.

o Process Questions Following Activity:
o What are your group 's diverse elements?
o What are you noticing about the members of the group in terms of
cultural identities? What are you least aware of?
o Did you feel comfortable asking the individuals in your group questions?
o What were your fears?
o What did you notice about your own counte11ransference?
o

What feelings came up around your own countertransference?

o What was this experience like for you?
Personal Growth Working Group: Part Three

60 minutes

•

Materials: List of questions (See below)

•

Goal: To increase self-awareness of one's interpersonal process

•

Purpose: Introduce interpersonal processing to participants to facilitate

self-awareness and introspection. Focus of group is on participants own
personal growth and development as counsellors. Integrate learning from
all three days particularly focusing on countertransfence.

Description of Group:
o Explain to paiticipants that for the next hour, they will be engaging in the
third part of their working personal growth group. Explain that this is part
three of group discussion.

117
o

As trus group is the last of three groups, encourage participants to reflect on
what they have learned through the process as a result of these groups.

o

Encourage participants to be curious about their feelings, this will assist them
in establishing effective here-and-now group dynamics wrule looking inward
and exploring their own vulnerabilities.

o

Remind participants of group norms from previous day group.

o

Bring up topics/themes discussed in previous group from Days 1 and 2.

o

Some questions to bring up in group discussion:
o

Did anything come up from last group?

o

What stood out for you in terms of your own countertransference?

o

What did you learn about yourself throughout the groups?

o

What is it like for the group to be ending?

o

What did you take away from the group?

Part V: Closing

Activity: Write a Postdated Letter to Yourse(f

5 minutes

•

Materials: Paper, pen, envelope, and postage stamps.

•

Goal: Promote self-reflection and reflect on self-learning six months from
now .

•

Purpose: Encourage participants to end the workshop by reflecting on
their journey in the last three days. Exercise is to encourage participants to
reflect on what they have learned about themselves through the workshop.

118
Description of Activity:
o

Ask patticipants to write a letter to themselves six months from now highlighting
what they have done differently over the last six months as a result of attending
this workshop. For example "I've been more aware of x when I work with clients
and have done z when that happens".

o

Once the letter has been written it will be placed in a self-addressed envelope and
this letter will be mailed to students six months from the date of the workshop.
The letter will remain confidential and will only be viewed by those who wrote
the letter.

o

Once participants have written the letter, invite them to join in the middle of the
room. Invite participants to form a circle.

o

Ask participants the following discussion questions to reflect on the last three
days of learning.

o

o

Before I started this workshop I felt _ _ _ around counselling.

o

The insight I gained in terms of this work is _ _ __

o

The work I still need to do around introspection is - - - -

0

What I learned about myself is _ __ _

o

Part of the workshop I found difficult was _ _ _ __

o

What stood out for me the most this workshop was _ _ __

Allow students to write down their thoughts, if they feel comfortable; provide
them with the opportunity to share with the rest of the group.

119
Activity: Workshop Evaluations
•

5 minutes

Goal: To provide participants with the opportunity to provide feedback on the

workshop. This will provide valuable information on the strengths of the workshop
and how to improve for next facilitation.
•

Materials: Appendix S

Description of Activity:
o

Provide participants with Appendix S (approximately 5 minutes).

o

Then, provide participants with resources for counselling services in Prince George
that they can access for their own counselling, and supervision.

120

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Appendix (A)
Johari Window
Known Self

Hidden Self

Things we know about ourselves and others
know about us

Things we know about ourselves that others
do not know

Blind Self

Unknown Self

Things others know about us that we do not
know

Things neither we nor others know about us

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Appendix (B):
The Johari Window Questionnaire
(Adapted by Joseph Luft and Harry Ingham, n.d).

Instructions:
-Carefully read each numbered item and its statements marked "A" and "B"
-Assign a point value to the A and B statements
-The total point value for A and B added together is five (5)
-If statement A is most similar to what you would do, mark 5 for A and O for B
-If A is not wholly satisfactory, but in your judgment better than B, mark 4 or 3 for A
and 1 or 2 for B
-The converse is true: if B is best, mark 5 for B and O for A and so on

Questions:
1. If a friend of mine had a "personality conflict" with a mutual acquaintance of ours with
whom it was important for him/her to get along, I would:
_ _ A. Tell my friend that I felt s/he was partially responsible for any problems with
this other person and try to let him/her know how he was affecting the person.
_ _ B. Not get involved because I wouldn't be able to continue to get along with both
of them once I had entered in any way.
2. If one of my friends and I had a heated argument in the past and I realized that s/he was
ill at ease around me from that time on, I would:
_ _ A. A void making things worse by discussing his/her behavior and just let the
whole thing drop.
_ _ B. Bring up his/her behavior and ask him/her how s/he felt the argument had
affected our relationship.

131
3. If a friend began to avoid me and act in an aloof and withdrawn manner, I would:
_ _

A. tell him/her about his/her behavior and suggest that s/he tell me what was on

his/her mind.
_ _ B. Follow his/her lead and keep our contact brief and aloof since that seems to be
what s/he wants.
4. If two of my friends and I were talking and one of my friends slipped and brought up a
personal problem of mine that involved the other friend, of which s/he was not yet
aware, I would:
_ _ A. Change the subject and signal my friend to do the same.
_ _ B. Fill my uniformed friend in on what the other friend was talking about and
suggest that we go into it later.
5. If a friend of mine were to tell me that, in his/her opinion, I was doing things that made
me less effective than I might be in social situations, I would:
_ _ A. Ask him/her to spell out or describe what s/he has observed and suggest
changes I might make.
_ _ B. Resent his/her criticism and let him/her know why I behave the way I do.
6. If one of my friends aspired to an office in our organization for which I felt s/he was
unqualified, and ifs/he had been tentatively assigned to that position by the leader of
our group, I would:
_ _ A.Not mention my misgivings to either my friend or the leader of our group and
let them handle it in their own way.

_ _ B. Tell my friend and the leader of our group of my misgivings and then leave
the final decision up to them.

132
7. If I felt that one of my friends was being unfair to me and his/her other friends, but none
of them had mentioned anything about it, I would:
_ _ A. Ask several of these people how they perceived the situation to see if they felt

s/he was being unfair.
_ _ B. Not ask the others how they perceived our friend, but wait for them to bring it
up with me.
8. If were preoccupied with some personal matters and a friend told me that I had become
irritated with him/her and others and that I was jumping on him/her for unimportant
things, I would:
_ _ A. Tell him/her I was preoccupied and would probably be on edge for a while

and would prefer not to be bothered.
_ _ B. Listen to his/her complaints but not try to explain my actions to him/her.
9. Ifl had heard some friends discussing an ugly rumor about a friend of mine which I
knew could hurt him/her and s/he asked me what I knew about it, if anything, I would:
_ _ A. Say I didn't know anything about it and tell him/her no one would believe a

rumor like that anyway.
_ _ B. Tell him/her exactly what I had heard, when I had heard it, and from whom I
had heard it.
10. If a friend pointed out the fact that I had a personality conflict with another friend with
whom it was important for me to get along, I would:
A. consider his/her comments out of line and tell him/her I didn't want to discuss

the matter any further.
_ _ B. Talk about it openly with him/her to find out how my behavior was being

affected by this.

133
11 . If my relationship with a friend has been damaged by repeated arguments on an issue of
importance to us both, I would:
_ _ A. Be cautious in my conversations with him/her so the issue would not come up

again to worsen our relationship.
_ _ B. Point to the problems the controversy was causing in our relationship and
suggests that we discuss it until we get it resolved.
12. If in a personal discussion with a friend about his/her problems and behaviours/he
suddenly suggested we discuss my problems and behavior as well as his/her own, I
would:
_ _ A. Try to keep the discussion away from me by suggesting that other, closer

friends often talked to me about such matters.
_ _ B. Welcome the opportunity to hear whats/he felt about me and encourage
his/her comments.
13. If a friend of mine began to tell me about his/her hostile feelings about another friend
whom s/he felt was being unkind to others (and I agreed wholeheartedly), I would:
_ _ A. Listen and also express my own feelings to me/her so s/he would know where

I stood.
_ _ B. Listen, but not express my own negative views and opinion because s/he
might repeat what I said to him/her in confidence.
14. If I thought an ugly rumor was being spread about me and suspected that one of my
friends had quite likely heard it, I would:
_ _ A. Avoid mentioning the issue and leave it to him/her to tell me about it ifs/he

wanted to. _ _ B. Risk putting him/her on the spot by asking him/her directly what
s/he knew about the whole thing.

134
15. Ifl had observed a friend in social situations and thought thats/he was doing a number
of things which hurt his/her relationships, I would:
_ _ A. Risk being seen as a busy body and tell him/her what I had observed and my

reactions to it.
_ _ B. Keep my opinion to myself rather than be seen as interfering in things that are
none of my business.
16. If two friends and I were talking and one of them inadvertently mentioned a personal
problem, which involved me, but of which I knew nothing, I would:
_ _ A. Press them for information about the problem and their opinions about it.

_ _ B. Leave it up to my friends to tell me or not tell me, letting them change the
subject if they wished.
17. If a friend seemed to be preoccupied and began to jump on me for seemingly
unimportant things, and became irritated with me and others without real cause, I would:
_ _ A. Treat him/her with kid gloves for a while on the assumption that s/he was

having some temporary personal problems, which were none of my business.
_ _ B. Try to talk to him/her about it and point out to him/her how his/her behavior
was affecting people.
18. Ifl had begun to dislike certain habits of a friend to the point that it was interfering with
my enjoying his/her company, I would:
_ _ A. Say nothing to him/her directly, but let him/her know my feelings by ignoring

him/her whenever his/her annoying habits were obvious.
_ _ B. Get my feelings out in the open and clear the air so that we could continue our
friendship comfortably and enjoyably.
19. In discussing social behaviour with one of my more sensitive friends , I would:

135
_ _ A. A void mentioning his/her flaws and weaknesses so as not to hurt his/her
feelings. _ _ B. Focus on his/her flaws and weaknesses so s/he could improve his/her
interpersonal skills.
20. If I knew I might be assigned to an important position in our group and my friends'
attitudes toward me had become rather negative, I would:
_ _ A. Discuss my shortcomings with my friends so I could see where to improve.
_ _ B. Try to figure out my own shortcomings by myself so I could improve.

136

Appendix (C): Calculating Your Score
Copy your point values from the questionnaire to the appropriate spaces below. Add
up the total points for each column.

2B
3A
5A
7A
8B
lOB
12B
14B
16A
20A

Willingness to
Disclose/ Give
Feedback
lA
4B
6B
9B
llB
13A
15A
17B
18B
19B

Total= - -

Total= - -

Solicits
Feedback

137

-..
Q,>

.e:

Q

u

.....
Q

....
Q

r,11!
\Ill;

IU

§i
,..

·-=
e
~

0
5
10
15
20
25
30
35

40

0

Open

5

10

Solicits Feedback
15 20 25 30 35

I

40

45

Blind

50

Hidden

Unknown

Uid
.

I

138

Appendix (D): Feeling Cards
BITTER

TENSE

, SARCASTIC
INADEQUATE
MAD

SHY

STIMULATED

SERENE

SURPRISED

OPTIMISTIC

THANKFUL

TRUSTING

CRITICAL

TRUSTING

ENERGETIC

RELAXED
BEWILDERED

CHALLENGED

139

WHOLE
,.......................................................................................+-········-------------------··--·-------------·-------------------····-

PARANOID
ALONE

UNCOMFORTABLE

. ·····,f···--··-····-··-····································--········

, AWKWARD

BAFFLED

APPRECIATED

EAGER

EMPTY

OPEN

-~

. .....

· VULNERABLE

. CONTENT

DETERMINED

HAPPY

FRUSTRATED

- EXCITED

HATEFUL

THRILLED

EXCITED

INFURIATED

PRESSURED
. WORRIED

LOVING

..

STUPID
FEARFUL

FRIGHTENED

NICE

DISTRACTED
INSPIRED

JOYOUS
EAGER

140

Appendix E: Fishing for Values (Fishing Exercise n.d.)

wisdom

happiness

faith

popularity

health

fame

honesty

courage

love

power

friends

skill

creativity

excitement

beauty

wealth

You've had a good day and you have caught the five fish you'd hoped to catch. Circle these.
However, while you doze off on the bank of the river, two get away. Cross out these two
from your catch. Then, along comes your best friend, and she/he's hungry, so you give her
one of your fish. Cross this off. And while you talk, a cat sneaks up and runs off with
another fish. Cross this off. Leaving you with just one.

It is probable what you value most .... What are you doing to see to it that your time is spent
in activities likely to provide you with this?

141

Appendix (F): Resources
1. Alexander Street: Becoming a Therapist: Inside the Learning Curve
This link leads to a video that involves the process of what is it like for individuals to talk
about their experience of beginning counsellors.
http: //search.alexanderstreet.com/preview/work/bibliographic entity% 7Cvideo work% 7
C2542863
Most universities have access to Alexander Street, please see the link below for more
information.
http: //alexanderstreet.com/

2. Brene Brown: The Power of Vulnerability
Brene Brown, a doctor in Social Work, discusses individuals' ability to
empathize, belong, and love. She shares deep insight from her research which shares what
one needs in order to get to know themselves as well as understand humanity.
https://www.youtube.com/watch?v=iCvmsMzlF7o

3. Jean Campbell: Voices Together (Psychodrama)
As a result of her own personal journey, Jean has brought both bodywork and spirituality
into her work with others, allowing them to heal on all levels. In so doing, she facilitates her
student's and trainee's discovery and nurturing of the presence of Spirit and intuition into
their lives.
https://www.youtube.com/watch?v=OdvErKtIVUE

142

Appendix (G): Attachment Chart Diagrams
(Adapted from Bartholomew & Shaver, 1998)
'TI1oughts
of Self

Positive

Positive
Thoughts
of Partner

Low
Avoidance

Secure
Comfortable with
intimacy and autonomy

Negative

Preoccupied
Preoccupied with
relationships

Low
Anxiety
Negative

High
An.·dety
..
Dismissive
Dismissing of intimacy
Strongly independent
High
Avoidance

Fearful
Fearful of intimacy
Socially avoidant

143

LOW
AVOIDANCE

,,
'

PREOCCUPIED

SECURE

;i

~

LOW
ANXIETY

"·

HIGH

ANXIETY

FEARFUL.·
AVOIDANT

DISMISSING-

AVOIDANT

HIGH

AVOIDANCE

144
Appendix (H): Sue Johnson Emotionally Focused Couples Therapy (EFT) in Action
Video Clip and Summary

Video: Sue Johnson Emotionally Focused Couples Therapy (EFT) in Action Video
URL: https://www.youtube.com/watch?v=xaHms5z-yuM
Video length: 3:49.
The video begins in the middle of the session where the therapist is working with a
couple named Matt and Rhea. Prior to entering therapy, the couple were struggling with
communicating which created distance and frustration toward one another. These fights were
noted as "dispirited" and "frequent". During the clip, Rhea appears to be distressed and
emotional. The therapist struggles to contain the heated conflict in order to help them
reconnect with positive feelings. After serving in Iraq as a helicopter pilot, Matt has returned
with a PTSD diagnosis and finds himself shutting down emotionally, leaving Rhea to feel
hurt. Interactions between the couple has been escalating in anger leaving Matt feeling
overwhelmed and wanting to withdraw further from Rhea. The therapist explores Rhea's
needs and underlying emotion. Rhea suggests she needs reassurance from Matt and wants to
be heard and loved. The therapist intervenes, exploring Rhea's attachment needs and
longings (love, belonging and reassurance). Through the session, the therapist attempts to
address these attachment needs by bringing them into the moment.

145

Appendix (I): Sue Johnson Emotionally Focused Couples Therapy in Action Written

Case Study
Matt and Rhea have been together for approximately 5 years. Prior to entering
therapy, the couple were struggling with communicating which created distance and
frustration toward one another. These fights were noted as "dispirited" and "frequent".
During the clip, Rhea appears to be distressed and emotional. The therapist struggles to
contain the heated conflict in order to help them reconnect with positive feelings. After
serving in Iraq as a helicopter pilot, Matt has returned with a PTSD diagnosis and finds
himself shutting down emotionally, leaving Rhea to feel hurt. Interactions between the
couple which has been escalating in anger leaving Matt feeling overwhelmed and wanting to
withdraw further from Rhea. The therapist explores Rhea's needs and underlying emotion.
Rhea suggests she needs reassurance from Matt and wants to be heard and loved. The
therapist intervenes, exploring Rhea's attachment needs and longings (love, belonging and
reassurance). Through the session, the therapist attempts to address these attachment needs
by bringing them into the moment.

146

Appendix (J): Video Case Study Discussion Worksheet
Part I - Case Study Worksheet
Case Study
Discussion, Matt and
Rhea

What attachment
styles do you
recognize in this
couple?

What did you notice
about the therapists
approach?

What feelings came
up for you when
watching this video?

147

Appendix (K): Attachment Case Scenario 1

Scenario 1: Tim and Sandy have been in a relationship for about five years. Tim is a
physician and often works late hours. Sandy stays home and spends time caring for their
children. Sandy is independent and often cares for her husband and children without any
complaints. She often feels satisfied when she provides for her family. Tim works very late
hours in the hospital and often needs to leave family time in order to attend to the needs of
his patients. Sandy is often supportive with Tim and understands that he is busy with his
work. When Sandy feels overwhelmed with the demands of being a wife and a mother she
often approaches Tim openly and expresses her concerns. She is open and honest in her
feelings to Tim, as a result, Tim responds to Sandy and she feels heard. Lately, Sandy has
felt alone and isolated as she is left with many demands around her home. She misses being
at work and socializing with friends. She would like to attend counselling in order to get to
know herself better and reflect on her role as a mother, and wife. She has invested a lot of
her time supporting her husband and now figures it is time for her to care for herself. She is
looking for a safe space to explore her feelings and understand her own personal growth.
How would you work with Sandy?

148

Appendix (L): Attachment Case Scenario 2
Scenario 2: Donna was raised in India and grew up in a family where role, rules and values
were very important. Growing up, there was a lot of protection and anxiety around what
Donna was doing and where she was going. As a result, Donna often stayed home in order to
avoid feeling guilty. Recently, Donna decided to pursue her own life and moved to Canada
to attend University. Recently, she was finding herself lonely and anxious. She finds herself
wanting to connect to others in order to receive comfort and support. She also notices it is
easy for her to meet friends , but often finds herself worrying about what others are thinking,
and if her friends like her. She is also experiencing guilt for moving away from home.
Donna attends counselling to discuss her anxiety of developing a new life in Canada. She
would like to discuss her relationships and need for reassurance. How would you help
Donna?

149
Appendix (M): Attachment Case Scenario 3
Scenario 3: Kerry is very engaged in her job as a lawyer. She finds herself working late
hours, and does not care to engage with her colleagues and others around her office. From
an early age, Kerry has lived in multiple foster homes and had an unstable upbringing. As a
result of her childhood, Kerry learned what was important for her to care for herself and be
independent. Kerry enjoys being around others, but does not care to develop any close
relationships with her colleagues. In her romantic life, Kerry has had a few relationships,
she often finds herself in multiple short-term relationships as she finds herself losing interest
as soon as a partner displays intimacy and affection. Kerry was referred to counselling
through work in order to work through conflict resolution. Kerry does not feel she needs
counselling and feels very angry that she was referred to counselling. She feels angry
towards her counsellor and feels as though it is the counsellor's fault she is attending
counselling. How would you help Kerry?

150

Appendix (N): Countertransference Case Scenario 1
You have been working with Bill for a few months; he is the president of a major
corporation. He has a tremendous amount of power and responsibilities. He hires and fires
people very frequently, and he has let you know that you may be fired as well. You think
about how great it would be to win this man over and help him; you think maybe he would
invite you to work for his company as he has offices all over the world. He attends his
appointments every week but each week, he states he does not want to sit and process, he
needs things to help him overcome his anxiety quickly as he needs to get back to work. He
has stated that what you have been doing in therapy with him has not yet been helpful but he
continues to attend hoping each week will be different.

151

Appendix (0): Countertransference Case Scenario 2
Raj en is a 20 year old Inda-Canadian male and a first-year student at a community college.
Recently, he suffered from a psychotic break and had to be placed on antipsychotic
medications. Rajen's parents have not been supportive and are verbally and often physically
abusive to Raj en. They also do not believe Rajen should be on any medication as they
believe it is not helpful for him. Currently, Raj en is living with his grandmother who is very
supportive ofRajen. However, he has become very dependent on his grandmother and his
grandmother feels it is important for him to develop skills to care for himself. You have
been assigned to work with Raj en and help foster his independency.

152

Appendix (P): Countertransference Case Scenario 3
You have been working with a man who you feel very frustrated towards. He tends to
complain about everything. You find him hopeless, incompetent, and needy. You are having
difficulty connecting with each other. Your client is often disliked by others, so he does not
feel your relationship with him is any different. You feel lost with this client and do not
know how to help him, as his depression persists each session. You end up feeling helpless
like him because he refuses to change or do anything to help himself. You start feeling guilty
as you find yourself losing compassion toward this client.

153
Appendix (Q): Countertransference Case Scenario 4

You are a male counsellor working at a private agency. You have been seeing a young
woman for a few months. She suffers from anxiety and is struggling with returning back to
work. You find her very attractive, and you notice she begins to flirt with you in session.
One day, she attends session early and invites you to dinner. You become stuck and find
yourself not knowing how to respond.

154

Appendix (R): Workshop Evaluation

How did you find the overall content of the workshop?

What did you like best about the workshop?

What did you like least about the workshop?

How could the workshop be improved?

155
Appendix (S): Referral Services Prince George

Community Response Unit (CRU)Northern Health

1705 3rd Ave, Prince George, BC V2L
3G7
Phone: 250-565-2668

24-hour Crisis Line Information
250-563-1214 or

-CRU provides brief assessments, short
te1m supportive counselling and crisis
intervention. CRU is the access point for
Northern Health Mental Health and
Addictions services such as the
Developmental Disabilities Mental Health
(DDMH), Community Acute Stabilization
Team (CAST) and the Community
Outreach and Assertive Services Team
(COAST) as well as other Mental Health
and Addictions Services. Can self-refer to
CRU.
-24-hour Crisis Line Information provides
crisis support and referral information for
services in Prince George, BC.

1-888-562-1214
24-hour Suicide Support Line
1-800-SUICIDE or

-24-hour Suicide Support Line provides
suicide intervention and emotional support.

1-800-784-2433
Community Care Centre
1310 3rd Avenue,
Prince George, BC
Phone: 250-960-6457

-Low-cost ($10/sesion) confidential
counselling provided by supervised
graduate students from UNBC's M.Ed. in
Counselling program. Can self-refer.
-Provides supervision for individuals
working in the field of counselling