The primary objective of this study was to determine the incidence rate of boundary violations (BV) in forensic inpatient treatment settings, the extent and the nature of the violations, and the characteristics of individuals at risk to commit them. The Client-Staff Interactions (C-SI) survey was developed and used for these purposes. The survey was administered to 154 staff members in three inpatient settings. The tool demonstrated good internal consistency. Preliminary principal components analysis of the 10 summed section scores suggested three orthogonal higher-order components (Boundary Violations, Interfering Factors, and Supportive Factors). The results confirmed that while BV were occurring within the treatment settings, nonsexual violations were reported more frequently than sexual BV, and staff reported significantly less BV for themselves compared to their peers. The data supported the hypothesis and the proposed model, The Continuum of Boundary Domains (Daniels & Wong, 2007) that BV could be located on a continuum with underinvolvement at one end of the continuum and overinvolvement at the other end. It appears that some staff interpreted boundary crossings (BC) as BV rather than an acceptable therapeutic approach. <p> Reports of negative emotions were positively correlated with reports of BV, such that staff members who experienced higher levels of negative emotions also reported more BV. Supportive factors, such as seeking supervision and being engaged in activities that support the team, were correlated only with BC; however, engaging in these supportive activities did not decrease staff members negative emotional experiences. Staff under the age of 40 reported more disinterest (DIS) than staff who were over the age of 50, and degree-level prepared staff reported more DIS than diploma-level prepared staff. Some post-hoc explanations were offered for these observations. <p> It is recommended that continuing in-service education and discussions about appropriate boundaries are necessary to increase staff members knowledge regarding various types of BV, in particular disinterest (DIS) as a form of BV. The Continuum of Boundary Domains model can be used to conceptualize the various forms of BV.

The primary objective of this study was to determine the incidence rate of boundary violations (BV) in forensic inpatient treatment settings, the extent and the nature of the violations, and the characteristics of individuals at risk to commit them. The Client-Staff Interactions (C-SI) survey was developed and used for these purposes. The survey was administered to 154 staff members in three inpatient settings. The tool demonstrated good internal consistency. Preliminary principal components analysis of the 10 summed section scores suggested three orthogonal higher-order components (Boundary Violations, Interfering Factors, and Supportive Factors). The results confirmed that while BV were occurring within the treatment settings, nonsexual violations were reported more frequently than sexual BV, and staff reported significantly less BV for themselves compared to their peers. The data supported the hypothesis and the proposed model, The Continuum of Boundary Domains (Daniels & Wong, 2007) that BV could be located on a continuum with underinvolvement at one end of the continuum and overinvolvement at the other end. It appears that some staff interpreted boundary crossings (BC) as BV rather than an acceptable therapeutic approach. <p> Reports of negative emotions were positively correlated with reports of BV, such that staff members who experienced higher levels of negative emotions also reported more BV. Supportive factors, such as seeking supervision and being engaged in activities that support the team, were correlated only with BC; however, engaging in these supportive activities did not decrease staff members negative emotional experiences. Staff under the age of 40 reported more disinterest (DIS) than staff who were over the age of 50, and degree-level prepared staff reported more DIS than diploma-level prepared staff. Some post-hoc explanations were offered for these observations. <p> It is recommended that continuing in-service education and discussions about appropriate boundaries are necessary to increase staff members knowledge regarding various types of BV, in particular disinterest (DIS) as a form of BV. The Continuum of Boundary Domains model can be used to conceptualize the various forms of BV.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 37-38).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 89-92).

Thesis (M.S.W.)--Smith College School for Social Work, 2008. / Typescript. Includes bibliographical references (leaves 176-184).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 80-84).

Thesis (Ph. D. (Psychology))--Rhodes University, 2005. / "A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychotherapy" -T.p.

This thesis focuses on the trainee counsellor’s experience of speaking a second language in counselling practice. It is based on a single in-depth case study, examining the author’s experience of practice during her training and in her first post-qualification years. Through a detailed exposition of the practitioner’s countertransference experience in relation to her use of a second language, it identifies three positions, termed ‘Worrying and Stumbling’, ‘Connecting and Attuning’ and ‘Relaxing and Playing’. Detailed practice examples are provided to illustrate each position. Like Klein’s use of the term, positions are conceptualised not as chronological or fixed stages, but as ways of being in relation which can dominate or recede at any time. In contrast to the problem-focused perspective that characterises existing research on second language use in counselling, this thesis provides evidence of the opportunities that arise in the therapeutic relationship when the counsellor is working in a second language, even arguing that second language use can be an asset. As counselling and psychotherapy become increasingly globalised, with counsellors and clients often no longer sharing the same native tongues, this thesis makes a timely contribution to research focused on the counsellor’s experience in this setting. Shedding new light on the experience of trainees working in a second language, it offers insights to counselling educators, researchers, practitioners and trainees.

This paper discusses the different perspectives that exist in psychoanalysis about the status of the countertransference in the therapeutic process. On the one hand, for those who follow the classical tendency this should be radically repressed to protect the ideal of an aseptic neutrality. On the other hand, for those who follow the humanistic tendency, this should be incorporated to consolidate the externa! and real aspects of the therapeutic alliance. Together with the classical work uf Theodor Reik and the modero work of Harold Searles, the author proposes that countertransference feelings and reactions could be used as legitime tools to monitor both the relationship with the patient, as well as the interpretation phase. / El artículo discute las distintas perspectivas que dentro del mismo psicoanálisis existen sobre el estatuto de la contratransferencia en el proceso terapéutico. Mientras que para unos (la tendencia clásica) ésta debe ser radicalmente reprimida para salvaguardar el ideal de una neutralidad aséptica, para otros (la tendencia humanista) ésta puede ser incorporada para consolidar los aspectos externos y reales de la alianza terapéutica. Junto con la postura clásica de Theodor Reik y la más moderna de Harold Searles, el autor plantea que los sentimientos y reacciones contratransferenciales pueden ser usados como un instrumento legítimo que oriente tanto la relación con el paciente como la labor interpretativa.

M.A. / It is widely known that countertransference that is not understood or managed can result in ineffective treatment, inaccurate diagnosis and premature termination of counselling by the client or student social worker. This dissertation seeks to answer the question: “How do social work students experience and manage countertransference with their clients in their counselling process in the absence of former knowledge of this phenomenon?” A qualitative, phenomenological research design was used. There were five participants in the study, all of whom were third year social work students at the University of Johannesburg. This study was exploratory in nature and used semi-structured interviews to expose the students‟ personal countertransference experiences with as much richness and depth as possible. The history of countertransference is outlined, followed by a review of how to understand and use this construct. The participating students‟ experience of unrecognised countertransference forms the data, from which a better understanding of this phenomenon is gained. It is observed throughout this study that the students were distressed by their countertransferential experience, which left them feeling overwhelmed and confused. Such a response is understandable, given that the students had inadequate knowledge of countertransference and therefore could not understand the dynamics of countertransference or effectively manage and utilise countertransference in counselling. Five themes emerge that are consistent with the prior literature on countertransference in the therapeutic milieu. Findings from this study may broaden insight on the various ways in which the lack of training and knowledge of managing countertransference affect the social work student-client dynamic. The study concludes that (1) countertransference clearly affects the counselling process, and when students have little former knowledge or understanding of countertransference, they often feel overwhelmed. (2) Students do struggle with their unmanaged countertransference, which produces feelings of incompetence and ineffectiveness. (3) The students showed ability and interest in understanding how their countertransference impacted on themselves and the counselling process. Supervision can be a helpful tool to foster openness and understanding, so that students can explore their countertransferential experience. (4) The need for education and training in management of countertransference in students‟ internship programme is critical. While more research is indicated, the results of this study provide a deeper understanding of countertransference, and the importance of teaching this phenomenon as part of undergraduate students‟ learning process.