Module 1
Counselor Identity and Self Care
a. Introduction
A primary issue in the helping professions is the role of the counselor as a
person in the therapeutic relationship. As counselors we ask clients to look honestly at
themselves and to decide what they want to change or improve upon. It is important
for us to be willing to challenge ourselves as we do our clients. Some questions we
might ask ourselves include the following: “What strengths do I have that assist me in
helping others as well as myself?” “Do I possess any qualities that are barriers for me
in being helpful to others or myself?” “How might I create a plan to address these
barriers?” “Am I doing in my own life what I ask others to do in their life?” When we
invite our clients to change, we must be willing to do the same in our lives.
Counselors in training acquire an extensive theoretical and practical knowledge as a
basis for their practice. They also bring their human qualities and life experiences to
every therapeutic session.
Living in alignment with our teachings serves as a cornerstone for becoming
effective agents of change. This principle underscores the essence of authenticity and
integrity in our actions, amplifying our impact on the world around us. When we
embody the values we espouse, we cultivate a sense of credibility and trust, fostering
deeper connections with those we seek to influence.
Compassion for others is not merely a virtue but a guiding force that propels
us toward meaningful change. It is the ability to empathize with the struggles and
aspirations of fellow beings, transcending barriers of difference and fostering
solidarity. In essence, compassion serves as the catalyst for transformative action,
igniting the flame of altruism within us and inspiring acts of kindness and service.
Dedication to serving others encapsulates the essence of selflessness and
commitment to the greater good. It entails a willingness to expend time, energy, and
resources in pursuit of positive change, even in the face of adversity. Through
dedicated service, we become catalysts for empowerment and upliftment, channeling
our efforts toward building a more just and equitable society.
As change agents, our effectiveness lies not only in our ability to articulate
ideals but in our capacity to embody them in our daily lives. By integrating our beliefs
into our actions, we exemplify the change we wish to see in the world, inspiring
others through our lived example. In doing so, we create ripple effects that extend far
beyond our immediate sphere of influence, seeding a legacy of compassion,
dedication, and service for generations to come.
In this we deal with some of the ways therapists’ personal needs and problems
can present ethical issues for the client–therapist relationship. It is difficult to talk
about the counselor as a professional without considering the counselor’s personal
qualities because a practitioner’s personal life affects his or her professional behavior.
A clinician’s beliefs, values, personal attributes, level of personal functioning, and
ways of living inevitably influence the way he or she carries out a professional role,
which to us is central to ethical practice.
In the realm of counseling, the exploration of topics closely intertwined with
the counselor's personal and professional identity is both enriching and essential for
fostering effective therapeutic relationships and facilitating personal growth. Delving
into areas such as self-awareness, the influence of counselor's personality traits, goals,
and personal needs not only enhances the counselor's understanding of themselves but
also augments their capacity to empathize and connect with clients on a deeper level.
Self-awareness serves as the cornerstone of effective counseling practice,
allowing counselors to recognize their own biases, limitations, and emotional triggers
that may impact their interactions with clients. Through introspection and ongoing
self-reflection, counselors can cultivate a deeper understanding of their strengths,
weaknesses, values, and belief systems, thereby enhancing their ability to navigate
complex therapeutic dynamics with authenticity and empathy.
The influence of the counselor's personality traits on the therapeutic process is
a multifaceted aspect that merits exploration. Each counselor brings a unique blend of
personality traits, experiences, and perspectives to their practice, which inevitably
shapes the therapeutic environment and interactions with clients. By acknowledging
and understanding how their personality traits may influence their therapeutic
approach, counselors can adapt their techniques and interventions to better meet the
diverse needs of their clients.
Setting and pursuing professional goals is not only integral to the counselor's
personal development but also vital for maintaining motivation, direction, and a sense
of purpose in their career. Whether striving to enhance clinical skills, pursue further
education, or contribute to the advancement of the counseling profession, goal-setting
provides counselors with a roadmap for growth and professional fulfillment.
Personal needs, although often overlooked, play a significant role in the
counselor's overall well-being and effectiveness. Balancing the demands of the
counseling profession with personal needs for rest, relaxation, and fulfillment is
essential for preventing burnout and maintaining sustainable practice. By prioritizing
self-care activities, nurturing meaningful relationships, and cultivating hobbies and
interests outside of work, counselors can replenish their energy reserves and sustain
their passion for helping others.
Transference and countertransference, while inherent in the therapeutic
relationship, can present both challenges and opportunities for growth. By recognizing
and addressing the unconscious feelings, attitudes, and projections that arise in the
therapeutic encounter, counselors can harness these phenomena as valuable sources of
insight and understanding. Through supervision, consultation, and ongoing self-
exploration, counselors can navigate transference and countertransference dynamics
with awareness and skill, fostering therapeutic alliances built on trust and authenticity.
Personal dynamics, including family relationships, cultural background, and
life experiences, inevitably influence the counselor's worldview and therapeutic
approach. By embracing diversity and recognizing the intersectionality of identity
factors, counselors can create inclusive and affirming spaces for clients from diverse
backgrounds to explore their concerns and aspirations.
Job stress is an occupational hazard inherent in the counseling profession,
stemming from the emotional demands, vicarious trauma, and ethical dilemmas
encountered in practice. By implementing stress management strategies, seeking peer
support, and engaging in regular self-care practices, counselors can mitigate the
impact of job stress and cultivate resilience in the face of adversity.
Balancing the multiple roles and responsibilities inherent in both personal and
professional life is a perpetual challenge for counselors. By establishing clear
boundaries, practicing time management, and prioritizing self-care, counselors can
achieve a harmonious integration of their various life roles, thereby fostering overall
well-being and fulfillment.
In essence, the exploration of topics closely linked to the counselor's personal
life and professional identity is an ongoing journey of self-discovery, growth, and
self-care. By embracing self-awareness, acknowledging the influence of personality
traits, setting meaningful goals, attending to personal needs, navigating transference
and countertransference dynamics, honoring personal dynamics, managing job stress,
and balancing life roles, counselors can cultivate resilience, authenticity, and
effectiveness in their practice, ultimately enhancing their capacity to facilitate healing
and transformation in the lives of their clients.
b. Self-Awareness and the Influence of the Therapist’s Personality and Needs
Professionals who work intimately with others have a responsibility to be
committed to awareness of their own life issues. Without a high level of self-
awareness, mental health professionals can obstruct the progress of their clients as the
focus of therapy shifts from meeting the client’s needs to dealing with the
inadequacies of the therapist. Consequently, practitioners must be aware of their own
needs, areas of “unfinished business,” personal conflicts, defenses, and vulnerabilities
and how these influence their therapeutic work. In this section we consider two
specific areas we think you need to examine if you are going to be a helping
professional: personal needs and unresolved conflicts.
Ask yourself these two questions: “What motivates me to become a
counselor?” and “What are my rewards for counseling others?” There are many
answers to these questions. You might experience a sense of satisfaction from being
with people who are struggling to achieve self-understanding and who are willing to
experience pain as they seek a healthier lifestyle. Addiction counselors who are
themselves in recovery, for example, may appreciate being part of the process of
change for others with substance abuse problems. Indeed, many counselors have been
motivated to enter the field because of their own struggles in some aspect of living. It
is crucial to be aware of your motivations and to recognize that your way of coping
with life’s challenges may not be appropriate for your clients. In many ways
therapeutic encounters serve as mirrors in which therapists can see their own lives
reflected.
As a result, therapy can become a catalyst for change in the therapist as well as
in the client. Of course, therapists do have their own personal needs, but these needs
cannot assume priority or get in the way of a client’s growth. Therapists need to be
aware of the possibility of working primarily to be appreciated by others instead of
working toward the best interests of their clients. Therapeutic progress can be blocked
if therapists use their clients, even unconsciously, to fulfill their own needs. Although
therapists may meet some of their needs through their work, this should be a by-
product rather than a primary aim.
Out of an exaggerated need to nurture others or to feel powerful, professional
helpers may come to believe that they know how others ought to live. Some
counselors may be tempted to use their value system as a template for their clients,
but giving advice and directing another’s life encourages dependence and promotes a
tendency for clients to look to others instead of to themselves for solutions. Part of the
therapist’s job is to empower clients so they can function independently and discover
their own unique solutions. Therapists who need to feel powerful or important may
begin to think that they are indispensable to their clients or, worse still, try to make
themselves so.
The goals of therapy also suffer when therapists with a strong need for
approval focus on trying to win the acceptance, admiration, and even awe of their
clients. When we are unaware of our needs and personal dynamics, we are likely to
satisfy our own unmet needs or perhaps direct clients away from exploring conflicts
that we ourselves fear. Some clients may feel a need to please their therapist, and they
are easily drawn into taking care of their therapist’s psychological needs. Relying too
heavily on personal self-disclosure when working with clients moves the focus away
from our clients and puts the spotlight on the therapist.
Mental health professionals can and should be aware of their unresolved
problems and conflicts. Personal therapy may reduce the intensity connected with
these problems, yet it is not realistic to believe that such problems are ever fully
resolved. Clearly, then, we are not implying that therapists should have resolved all
their personal difficulties before they begin to counsel others. Indeed, such a
requirement would eliminate most of us from the field. In fact, a counselor who rarely
struggles may have real difficulty relating to a client who feels desperate or is caught
in a hopeless conflict. The critical point is not whether you happen to be struggling
with personal problems but how you are dealing with problems you face. Reflect on
the following questions: Do you recognize and try to deal with your problems, or do
you invest a lot of energy in denying that you have problems? Do you find yourself
blaming others for your problems? Are you willing to consult with a therapist, or do
you tell yourself that you can handle it, even when it becomes obvious that you are
not doing so?
When you are in denial of your own problems, you will most likely be unable
to pay attention to the concerns of your clients, especially if their problem areas are
similar to yours. Suppose a client is trying to deal with feelings of hopelessness and
despair. How can you explore these feelings if in your own life you are denying them?
Or consider a client who wants to explore her feelings about her sexual orientation.
Can you facilitate this exploration if you feel uncomfortable talking about sexual
identity issues and do not want to deal with your discomfort? Sometimes it can be
difficult to identify strengths and weaknesses. We encourage you to ask colleagues,
peers, and your personal counselor for honest feedback as to how they perceive you
and what they see as your strengths and areas needing further work for you as a
person and a professional. Asking for this type of feedback requires courage, yet
doing so can be an illuminating experience and well worth the effort.
Engaging in discussions about topics related to personal and professional
identity in counseling requires a willingness to suspend defensiveness and approach
the information shared with an open mind and heart. It's an opportunity for counselors
to embrace humility, vulnerability, and a commitment to ongoing growth and
development.
To truly benefit from these discussions, counselors can adopt a reflective
stance, actively seeking to understand and internalize the insights shared. This
involves not only acknowledging the information but also examining how it resonates
with their own experiences, beliefs, and practices. By cultivating a spirit of curiosity
and self-inquiry, counselors can uncover blind spots, challenge assumptions, and
expand their perspective on themselves and their work.
Creating a plan to learn from the information shared involves several key
steps. Firstly, counselors can commit to continuous education and self-improvement,
seeking out resources such as books, workshops, and online courses that delve into
the topics discussed. Additionally, they can actively engage in supervision,
consultation, or peer support groups to gain feedback and guidance from colleagues
with diverse perspectives and experiences.
Integrating the insights gained from these discussions into practice requires a
deliberate and intentional approach. Counselors can begin by identifying specific
areas where they can apply new knowledge or skills in their work with clients. This
might involve implementing new therapeutic techniques, adjusting communication
styles, or incorporating self-care practices into their daily routine. By experimenting
with these changes and reflecting on their effectiveness, counselors can gradually
integrate them into their professional identity and practice.
Making changes based on the information shared involves a willingness to
step outside of one's comfort zone and embrace growth-oriented behaviors. This
might entail challenging ingrained habits or beliefs, overcoming resistance to change,
and taking calculated risks in the pursuit of personal and professional development.
Counselors can set specific goals for change, track their progress over time, and
celebrate milestones along the way.
Moving forward with newfound insights and changes requires a commitment
to ongoing self-reflection and course correction. Counselors can periodically revisit
the topics discussed, reassess their progress, and make adjustments as needed. By
cultivating a growth mindset and embracing the journey of continuous learning and
improvement, counselors can navigate the complexities of their personal and
professional identity with courage, resilience, and authenticity.
In summary, engaging in discussions about topics related to personal and
professional identity in counseling offers a valuable opportunity for growth and self-
discovery. By suspending defensiveness, reflecting on the information shared,
creating a plan to learn from it, integrating insights into practice, making changes, and
moving forward with intention, counselors can cultivate a deeper understanding of
themselves and their work, ultimately enhancing their effectiveness and impact in the
lives of their clients.
You will have difficulty helping a client in an area that you are reluctant to
look at in your own life. It is important to recognize the topics that make you
uncomfortable, not just with clients, but in your personal life as well. Knowing that
your discomfort will most probably impede your work with a client can supply the
motivation for you to change and to realize that you also have an ethical responsibility
to be present with your clients. One of the gifts of being a counselor is that it is a
career choice that can lead us to becoming better versions of ourselves.
c. Personal Therapy for Counselors
Throughout this we stress the importance of counselors’ self-awareness. A9
closely related issue is whether those who wish to become counselors should
experience their own personal psychotherapy, and also whether continuing or periodic
personal therapy is valuable for practicing professionals. We strongly support the
value of personal therapy for counselors in training because it provides a window into
what counseling might be like for clients. Wise and Barnett (2016) identify engaging
in personal psychotherapy on a periodic basis as a self-care strategy and as a form of
positive self-development. Personal therapy can be one of the ways to maintain self-
care and competence throughout one’s career. We recommend that you involve
yourself in therapeutic experiences that increase your availability to your clients.
There are many ways to accomplish this goal: individual therapy, group counseling,
consultation with trusted colleagues, continuing education (especially of an
experiential nature), keeping a personal journal, and reading.
Other less formal avenues to personal and professional development are
reflecting on and evaluating the meaning of your work and life, remaining open to the
reactions of significant people in your life, traveling to experience different cultures,
taking a yoga or a meditation class, practicing mindfulness in daily living, engaging in
spiritual activities, enjoying physical exercise, spending time with friends and family,
and being involved with a hobby. The common theme throughout these activities is
that they focus on your own self-care and physical and emotional health. Taking care
of yourself is paramount in helping you guide others through their therapeutic
journey.
Experiential learning is a basic component of many counseling programs,
providing students with the opportunity to share their values, life experiences, and
personal concerns in a peer group. Many training programs in counselor education
recognize the value of having students participate in personal-awareness groups with
their peers. Such a group experience does not necessarily constitute group therapy;
however, it can be therapeutic in that it provides students with a framework for
understanding how they relate to others and can help them gain a deeper insight into
their shared concerns. A group can be set up specifically for the exploration of
personal concerns, or such exploration can be made an integral part of training and
supervision.
Whatever the format, students will benefit most if they are willing to focus on
themselves personally and not merely on their clients. Beginning counselors tend to
focus primarily on client dynamics, as do many supervisors and counselor educators.
Being in a group affords students the opportunity to explore questions such as these:
“How am I feeling about being a counselor?” “How do I assess my relationships with
my clients?” “What reactions are being evoked in me as I work with clients?” “Can I
be open with my own reactions as a counselor?” “Am I willing to appropriately self-
disclose in my work as a counselor?” By being personally invested in their own
therapeutic process, students can use the training program as an opportunity to expand
their abilities to be helpful.
It is important for counselor educators and supervisors to clarify the fine line
between training and therapy in the same way that fieldwork agencies must maintain
the distinction between training and service. Although these areas overlap, it is clear
that the emphasis for students needs to be on training in both academic and clinical
settings, and it is the educator’s and supervisor’s responsibility to maintain that
emphasis. It is essential that students be informed at the outset of the program of any
requirement for personal exploration and self-disclosure. Students have a right to
know about the nature of courses that involve experiential learning. The informed
consent process is especially important in cases where the instructor also functions in
the role of the facilitator of a group experience.
Personal therapy can be a valuable component for the growth of clinicians. In
many theoretical traditions, and particularly in the psychodynamic tradition, personal
therapy is deemed essential in the development of therapists (Ronnestad, Orlinsky, &
Wiseman, 2016). An assumption of many training programs is that personal
counseling should be a requirement for students planning to go into the counseling
profession. Gold and Hilsenroth (2009) demonstrated that graduate clinicians who had
personal therapy felt more confident in their role and delivered treatments that were
twice as long as those of graduate clinicians who did not experience personal therapy.
Their study also found that graduate clinicians who had experienced personal therapy
developed strong agreement with their clients on the goals and tasks of treatment.
Dearing, Maddux, and Tangney (2005) emphasized the responsibility of faculty,
supervisors, and mentors in educating trainees about appropriate pathways to self-care
and prevention of impairment. Students are more likely to seek personal therapy when
faculty members convey favorable and supportive attitudes about student participation
in therapy. Faculty can provide modeling for students by appropriately sharing their
own experiences with therapy during their training and later. Dearing and colleagues
indicate that confidentiality issues, general attitudes about therapy, and the importance
of personal therapy for professional development were key predictors for trainees
seeking their own therapy.
They suggest that students consider the potential benefits, both personally and
professionally, of psychotherapy during their training, including alleviation of
personal distress, a means of gaining insight into being an effective therapist, and
development of healthy and enduring self-care habits. Ronnestad and colleagues
(2016) report that studies pertaining to the influence of psychotherapy on therapists as
people include “positive increments in self-awareness, self-knowledge, self-
understanding, self-care, and self-acceptance as well as reduction in symptoms and
improved relationships and personal growth generally” (p. 230). Furthermore,
personal therapy can teach us more about the profession as we observe and learn new
strategies by participating as a client. Our capacity for empathy increases as we begin
to understand how challenging it may be for clients to come to us and the courage it
takes to share intimate details with a helping professional.
Counselor education programs would do well to work with therapy providers
outside the program or at their university’s counseling center to offer psychological
services to graduate students in their programs. Because of the ethical problems of
counselor educators and supervisors providing therapy for their students and
supervisees, faculty members have an obligation to become advocates for their
students by identifying therapeutic resources students can afford. Some training
programs provide a list of practitioners who are willing to see students at a reduced
fee. There are both practical and ethical reasons to prefer professionals who are not
part of a program and who do not have any evaluative role in the program when
providing psychological services for trainees. Practitioners from the community could
be hired by a counselor-training program to conduct therapeutic groups, or students
might take advantage of either individual or group counseling from a community
agency, a college counseling center, or a private practitioner.
When trainees begin to practice psychotherapy, they sometimes become aware
that they are taking on a professional role that resembles the one they played in their
family. They may recognize a need to preserve peace by becoming caretakers. When
trainees become aware of concerns such as these, therapy can provide a safe place to
explore them. Trainees are likely to struggle with creating a sustainable balance
between caring for clients and caring for others. Personal therapy can help trainees
become aware of the interplay between care of the self and care of the other (Wise,
Hersh, & Gibson, 2012). It is important for graduate programs to provide a safe
context for training, and the rights and welfare of students must be considered.
However, we believe counselor educators can go too far in the direction of protecting
the rights of counselor trainees, for example, by not requiring any form of self-
exploratory experience as part of their training program. Educators must also be
concerned about protecting the public.
The ethics codes of various professions state that it is not appropriate for
supervisors to function as therapists for their supervisees. However, good supervision
is therapeutic in the sense that the supervisory process involves assisting supervisees
in identifying their personal problems so that clients are not harmed. Both trainees and
experienced therapists must recognize and deal effectively with their
countertransference, which can be explored in personal therapy. Consider the situation
of a therapist who himself is a veteran with a disability working with other disabled
veterans. He may be experiencing a great deal of anger and frustration over the lack of
attention to the basic needs of his clients, but he may be suffering from the same
neglect. As a result, the therapist’s personal problems may get in the way of focusing
on his clients’ needs. Countertransference reactions also need to be considered for
addiction therapists, especially for therapists who are in recovery themselves. For
example, in inpatient substance abuse treatment programs, the daily intensity of
treatment may affect both client and therapist. In this kind of environment, ongoing
supervision is required. Participating in one’s own recovery group is often expected,
and personal therapy can be most useful.
Experienced practitioners can profit from therapy that provides them with
opportunities to reexamine their beliefs and behaviors, especially as these factors
pertain to their effectiveness in working with clients. In a study examining the
personal therapy experiences of more than 4,000 psychotherapists of diverse
theoretical orientations in more than a dozen countries, Orlinksy and Ronnestad
(2005) found that more than 88% rated the experience as positive. Another large-scale
study (3,995 psychotherapists in six English-speaking countries) found that personal
therapy among therapists is a common practice and that it is considered beneficial. In
a meta-analysis, more than three-quarters of therapists across multiple studies
believed that their personal therapy had a strong positive influence on their
development as clinicians has gathered self-reported outcomes of personal therapy
that reveal positive gains in multiple areas, including self-understanding, self-esteem,
work functioning, social life, emotional expression, and intrapersonal conflicts. The
most frequent long-lasting benefits to practitioners pertained to interpersonal
relationships and the dynamics of psychotherapy. Some of the lessons learned are the
centrality of warmth, empathy, and the personal relationship; having a sense of what it
is like to be a therapy client; the need for patience in psychotherapy; and learning how
to deal with transference and countertransference.
d. Transference and Countertransference
Transference is the process whereby clients project onto their therapists past
feelings or attitudes they had toward their caregivers or significant people in their
lives. Transference is understood as having its origins in early childhood and
constitutes a repetition of past themes in the present. How the clinician deals with a
client’s transference is crucial. If therapists are unaware of their own dynamics, they
may miss important therapeutic issues and be unable to help their clients resolve the
feelings they are bringing into the therapeutic relationship. The client’s feelings are
rooted in past relationships, but those feelings are now felt and directed toward the
therapist.
This pattern causes a distortion in the way clients perceive and react to the
therapist. By bringing these early memories to the relationship with the therapist,
clients are able to gain insight into how their past relationships with significant others
have resulted in unresolved conflicts that influence their present relationships. Safran
and Kriss (2014) explain how therapists can assist clients in understanding how their
past plays out in the present: “Because transference involves a type of reliving of
clients’ early relationships in the present, the therapist’s observations and feedback
can help them to see, understand, and appreciate their own contributions to the
situation”
Transference is not a catch-all concept intended to explain every feeling
clients express toward a therapist. Many reactions clients have toward counselors are
based on the here-and-now style the counselor exhibits. If a client expresses anger
toward you, it may or may not be transference. If a client expresses positive reactions
toward you, likewise, these feelings may or may not be genuine; dismissing them as
infantile fantasies can be a way of putting distance between yourself and your client.
It is possible for therapists to err in either direction—being too quick to explain away
negative feelings or too willing to accept positive feelings. To understand the real
import of clients’ expressions of feelings, therapists have to actively work at being
open, vulnerable, and honest with themselves. Although ethical practice implies that
therapists are aware of the possibility of transference, they also need to be aware of
the potential of discounting the genuine reactions their clients have toward them.
So far we have focused on the transference feelings of clients toward their
counselors, but counselors also have emotional reactions to their clients, some of
which may involve their own projections. It is not possible to deal fully here with all
the possible nuances of transference and countertransference. Instead, we focus on the
ethical implications of improperly handling these reactions in the therapeutic
relationship. In the past, countertransference was considered as any projections by
therapists that distort the way they perceive and react to a client.
The phenomenon described, often referred to as countertransference, is a
multifaceted and nuanced aspect of the therapeutic relationship that warrants careful
consideration and exploration. Countertransference encompasses a spectrum of
reactions and responses that clinicians may experience in their interactions with
clients, ranging from subtle shifts in emotional tone to more overt displays of
defensiveness or discomfort.
At its core, countertransference manifests when clinicians' personal
experiences, unresolved conflicts, or unconscious biases are triggered by the content,
emotions, or behaviors presented by their clients. This can result in a range of
reactions, including inappropriate affect, defensive responses, or a loss of objectivity,
all of which have the potential to impact the therapeutic process and the quality of
care provided.
Inappropriate affect refers to instances where clinicians' emotional responses
to clients' disclosures or presentations are disproportionate or misaligned with the
clinical context. This may manifest as expressions of anger, sadness, or anxiety that
are not commensurate with the client's situation, indicating that the clinician's own
emotional landscape is influencing their perception and response.
Defensive responses in countertransference occur when clinicians feel
personally attacked, challenged, or criticized by clients' words or actions, leading
them to react defensively or dismissively. These responses can impede effective
communication, erode trust, and undermine the therapeutic alliance, ultimately
hindering progress and growth in therapy.
Furthermore, the loss of objectivity in countertransference occurs when
clinicians' ability to maintain a neutral, impartial stance in the therapeutic relationship
is compromised by their own unresolved issues or biases. This can result in a skewed
perception of the client, leading to misinterpretations, premature judgments, or the
imposition of personal values onto the therapeutic process.
It's important to recognize that countertransference is a natural and inevitable
aspect of the therapeutic encounter, stemming from the inherent human dynamics and
vulnerabilities present in any interpersonal interaction. Rather than viewing
countertransference as inherently negative or problematic, clinicians can approach it
as a rich source of information and insight into both their own inner world and the
dynamics of the therapeutic relationship.
By cultivating self-awareness, practicing mindfulness, and engaging in regular
supervision or consultation, clinicians can effectively navigate and manage
countertransference reactions, turning them into opportunities for growth and deeper
understanding. This may involve exploring the underlying triggers and meanings
behind countertransference responses, developing strategies for self-regulation and
boundary maintenance, and fostering a culture of openness and vulnerability in the
therapeutic relationship.
In summary, countertransference represents a complex interplay of clinicians'
personal experiences, emotions, and biases that can profoundly influence the
therapeutic process. By acknowledging its presence, understanding its manifestations,
and actively engaging in reflection and self-care, clinicians can harness the power of
countertransference to enhance their effectiveness, deepen their empathy, and foster
meaningful connections with their clients.
Freud considered a therapist’s countertransference as an obstacle to therapy;
the therapist’s task was to work through these reactions in supervision and personal
therapy. In current practice, countertransference is viewed differently. It refers to all of
the therapist’s reactions, not only to the client’s transference reactions. In this broader
perspective, countertransference involves the therapist’s total emotional response to a
client including feelings, associations, fantasies, and fleeting images. Examples of
countertransference reactions include the arousal of guilt from unresolved personal
problems, inaccurate interpretations of the client’s dynamics because of projection on
the therapist’s part, experiencing an impasse with a client and frustration over not
making progress, and impatience with a client.
e. Client Dependence
Many clients experience a period of dependence on counseling or on their
counselor. This temporary dependence is not necessarily problematic, especially
during the early phase of therapy. Some clients see the need to consult a professional
as a sign of weakness. When these clients finally allow themselves to need others,
their dependence does not necessarily mean that the therapist is unethical. There are
ethical implications, however, when counselors encourage and promote dependency.
This may happen for any number of reasons. Counselors may keep clients longer than
necessary for financial reasons. Some therapists in private practice fail to challenge
clients who show up and pay regularly, even though they appear to be stymied.
Clinicians can foster dependence in their clients in subtle ways.
Dependency in the therapeutic relationship can manifest in various forms,
ranging from reliance on the counselor for guidance and direction to an idealization of
the counselor as an all-knowing authority figure. Clients who exhibit dependency
tendencies may seek reassurance, validation, and solutions from their counselors,
particularly when faced with difficult decisions or challenging circumstances in their
lives.
When clients insist on receiving answers or guidance from their counselors, it
can create a dilemma for therapists who may feel pressure to provide solutions in
order to alleviate the client's distress or maintain the therapeutic alliance. In some
cases, counselors may succumb to this pressure and offer advice or directives in an
attempt to meet the client's perceived needs for certainty and direction.
However, this pattern of providing answers to dependent clients can
inadvertently reinforce and perpetuate their reliance on the counselor, preventing them
from developing autonomy, self-efficacy, and problem-solving skills. Clients may
come to view their counselors as possessing superior wisdom or insight, thereby
reinforcing a dynamic of dependency and undermining the client's sense of agency
and self-reliance.
Furthermore, therapists who have a need to be perceived as wise or
authoritative may collude with their clients in maintaining dependency, thereby
perpetuating a power imbalance in the therapeutic relationship. This can hinder the
client's growth and development, as they may become increasingly reliant on the
counselor's validation and approval, rather than cultivating their own internal
resources and resilience.
To address this dynamic effectively, counselors must remain vigilant and
attuned to signs of dependency in the therapeutic relationship. This involves fostering
a collaborative and empowering therapeutic environment where clients are
encouraged to explore their own values, beliefs, and strengths, rather than seeking
external validation or solutions from the counselor.
Therapists can facilitate this process by adopting a client-centered approach
that emphasizes empathy, active listening, and unconditional positive regard. By
affirming the client's autonomy and intrinsic worth, counselors can empower clients to
take ownership of their own lives and decisions, thereby reducing dependency and
fostering self-reliance.
Additionally, counselors can employ techniques such as motivational
interviewing, solution-focused therapy, and cognitive-behavioral strategies to help
clients develop problem-solving skills, increase self-awareness, and build confidence
in their ability to navigate challenges independently.
In summary, the phenomenon of counselors providing answers to dependent
clients can perpetuate a dynamic of reliance and hinder the client's growth and
development. By fostering a collaborative and empowering therapeutic environment,
therapists can help clients cultivate autonomy, self-efficacy, and resilience, thereby
promoting lasting change and well-being.
When therapists offer quick solutions to clients’ problems, they could impede
clients’ empowerment. With the growth of managed care in the United States as an
alternative to traditional fee-for-service delivery systems, the client–counselor
relationship is changing in many ways. In the relatively brief treatment and the
restricted number of sessions allowed in most managed care plans, client dependence
is often less of an issue than it might be with long-term therapy. However, even in
short-term, problem-oriented therapy aimed at solutions, clients can develop an
unhealthy dependence on their therapist. When this happens, it is the therapist’s duty
to deal with it therapeutically and not to blame the client. Whether therapists are
encouraging dependence in clients is often not clearcut. To help you to think of
possible ways that you might foster dependence or independence in your clients,
consider the following case.
Most professional codes have guidelines that call for termination whenever
further therapy will not bring significant gains, but some therapists have difficulty
doing this. They run the risk of unethical practice because of either financial or
emotional needs. Therapists who become angry with clients when they express a
desire to terminate therapy are showing signs of problematic countertransference.
Obviously, termination cannot be mandated by ethics codes alone; it rests on the
honesty of the therapist and the willingness to include the client in a collaborative
discussion about the client’s readiness for ending therapy. Termination of a
professional relationship can be a complex process, and problems often occur during
termination. A successful termination calls for a blending of clinical, practical, and
ethical factors that become the foundation for the termination process.
Rather than viewing termination as a discrete event that marks the end of
therapy, it is best viewed as a process for ending therapy over a period of time. Open-
ended treatments over a long period of time without clear and identifiable goals are
especially difficult to end. In our view, the ultimate sign of an effective therapist is his
or her ability to help clients reach a stage of self-determination wherein they no longer
need a therapist. Essentially, it is our goal to work ourselves out of a job by
empowering our clients and helping them achieve their goals in therapy.
Ethical guidelines across various professional bodies emphasize the
importance of terminating counseling services responsibly and ethically, with the
well-being and best interests of the client at the forefront. While the decision to
terminate services may arise from multiple factors, including completion of treatment
goals, lack of progress, or external limitations, it represents a critical juncture in the
therapeutic process that requires careful consideration and planning.
The principle that practitioners should terminate services to clients when such
services are no longer required underscores the importance of goal-directed and
outcome-oriented practice. Counseling is inherently goal-driven, with clients seeking
assistance to address specific concerns, develop coping skills, or achieve desired
outcomes. As clients progress toward their goals and demonstrate increased self-
efficacy and autonomy, the need for ongoing therapeutic support may diminish,
signaling readiness for termination.
Similarly, when it becomes reasonably clear that clients are not benefiting
from therapy despite concerted efforts and interventions, ethical guidelines advocate
for a reassessment of the therapeutic approach and consideration of alternative
options. This may involve exploring new treatment modalities, seeking consultation
or supervision, or collaboratively discussing the possibility of referral to another
provider or service better suited to meet the client's needs.
External factors such as agency or institutional limitations can also influence
the decision to terminate counseling services. In cases where funding constraints,
staffing shortages, or policy restrictions preclude the provision of further counseling
services, practitioners are obligated to advocate for clients' access to appropriate care
and resources while navigating the complexities of the healthcare system.
However, the decision to terminate counseling services should never be made
unilaterally or arbitrarily. Instead, it should be guided by a thorough assessment of the
client's progress, ongoing clinical needs, and the ethical principles of beneficence,
nonmaleficence, and autonomy. Practitioners are encouraged to engage clients in
transparent and collaborative discussions about the rationale for termination, ensuring
that they feel heard, respected, and empowered throughout the process.
Furthermore, ethical guidelines underscore the importance of providing clients
with adequate support and resources during the transition out of counseling. This may
include developing relapse prevention plans, facilitating referrals to appropriate
community resources or support groups, or offering follow-up sessions to monitor
progress and address any lingering concerns.
In summary, the ethical imperative to terminate counseling services
responsibly and ethically reflects a commitment to client well-being, autonomy, and
the highest standards of professional practice. By adhering to ethical guidelines,
engaging in transparent communication, and prioritizing client needs and preferences,
practitioners can navigate the process of termination with integrity, compassion, and
respect for the therapeutic relationship.
f. Stress in the Counseling Profession
Helping professionals engage in work that can be demanding, challenging, and
emotionally taxing. Students often are not given sufficient warning about the hazards
of the profession they are about to enter. Many counselors in training look forward to
a profession in which they can help others and, in return, feel a deep sense of self-
satisfaction. Students may not be told that the commitment to selfexploration and to
inspiring this search in clients can be fraught with difficulties. The counselor, as a
partner in the therapeutic journey, can be deeply affected by a client’s pain. Effective
practitioners use their own life experiences and personal reactions to help them
understand their clients and as a method of working with them. As you will recall, the
process of working therapeutically with people can open up personal issues in the
therapist’s life, and countertransference may result. If you find yourself struggling,
seek consultation to ensure that the client’s best interests are at the forefront and that
your practice is ethically sound.
Graduate training programs in the helping professions need to prepare students
for the work that lies ahead for them. Self-care education should start at the beginning
of a graduate program to prevent future problems in students’ careers. Emphasize the
importance of self-care and encourage students to create a self-care action plan for
their graduate school journey. This action plan could be revisited throughout their
program of study and again when students begin their clinical experience and prepare
to enter the profession. Self-care principles and practices extend beyond graduate
school to encompass the entire span of one’s career (Wise & Barnett, 2016). If
students are not adequately prepared, they may be especially vulnerable to early
disenchantment, distress, and burnout due to unrealistic expectations. Training
programs have an ethical responsibility to design strategies to assist students in
dealing effectively with job stress, in preventing burnout, and in emphasizing the role
of self-care as a key factor in maintaining vitality. Ideally, the faculty in graduate
training programs will model self-care attitudes and practices for students. Newsome,
Waldo, and Gruszka (2012) state that learning to deal with stress to prevent burnout
and compassion fatigue is a critical aspect of professional development. They contend
that training programs do not do enough to educate trainees about the negative effects
of job-related stress, how to prevent burnout, or how to develop self-compassion.
Newsome and colleagues’ study offers compelling evidence for including mindfulness
groups as part of the training program for counseling students: “Significant and
sustained gains in stress reduction, mindfulness, and self-compassion argue that
mindfulness groups offer significant benefits for future helping professionals”
When therapists assume full responsibility for their clients’ lack of progress,
they are not helping clients to be responsible for their own therapy. Practitioners who
accept too much responsibility sometimes experience their clients’ stress as their own.
It is important to recognize when this is happening. Signs to look for are irritability
and emotional exhaustion, feelings of isolation, abuse of alcohol or drugs, having a
relapse from recovery, reduced personal effectiveness, indecisiveness, compulsive
work patterns, drastic changes in behavior, and concerned feedback from friends or
partners. Stress is an event or a series of events that leads to strain, which can result in
physical and psychological health problems.
These stories are saturated with themes of grief, loss, anxiety, depression, and
traumatic stress. When these stories mirror therapists’ own personal struggles too
closely, empathy fatigue may result, which shares some similarities with other fatigue
syndromes such as compassion fatigue, secondary traumatic stress, vicarious
traumatization, and burnout. The symptoms of empathy fatigue are common to
professionals who treat survivors of stressful and traumatic events; who treat people
with mood, anxiety, and stress-related disorders; and who work in vocational settings
with people with mental and physical disabilities. Stebnicki believes that monitoring
our empathy fatigue is critical for maintaining our emotional, physical, and spiritual
well-being. Linnerooth, Mrdjenovich, and Moore (2011) contend that human service
professionals who experience and demonstrate empathy toward their clients are at
greater risk for compassion fatigue, a condition that escalates when professionals fail
to recognize and attend to their own needs.
They add, “paradoxically, the more empathic providers are toward their
clients, the more likely they are to internalize their clients’ trauma” (p. 88). Skovholt
(2012) suggests that counselors need “to learn to be both present and separate and also
to be able to strategically attach, detach, and reattach” (p. 128). Skovholt and Trotter-
Mathison (2016) write about empathy balance, which involves being able to enter the
client’s world without getting lost in that world. Too little empathy results in the
absence of caring, but too much empathy may result in practitioners losing themselves
in the stories of their clients. The challenge is learning to balance caring for others
with caring for self.
The work of professional counselors, while rewarding and fulfilling, is
inherently demanding and emotionally taxing. Counselors are regularly exposed to
clients' experiences of trauma, grief, loss, and emotional distress, which can take a toll
on their own well-being and resilience over time. This accumulated stress can
manifest in various forms, including physical, mental, emotional, and spiritual fatigue,
compromising counselors' ability to provide effective care and support to their clients.
The stress experienced by counselors is often exacerbated by the nature of the
therapeutic relationship itself. Clients may disclose deeply personal and distressing
experiences during therapy sessions, eliciting empathic responses from counselors and
triggering their own emotional reactions. Moreover, counselors may feel a sense of
responsibility or urgency to alleviate clients' suffering, leading to heightened levels of
stress and burnout if their efforts are not met with immediate success.
Additionally, the stress that clients experience and discuss in therapy can have
a significant impact on counselors' own experience of stress, particularly if they are
not practicing adequate self-care. Counselors may internalize their clients' struggles
and carry them with them outside of the therapy room, leading to vicarious trauma
and compassion fatigue. Without proper boundaries and self-care practices in place,
counselors may find themselves overwhelmed by the emotional burden of their work,
compromising their ability to maintain a healthy work-life balance and sustain their
passion for helping others.
Furthermore, the inherent power dynamics in the therapeutic relationship can
contribute to counselors' experience of stress. Counselors may feel pressure to
perform and meet clients' expectations, fearing judgment or criticism if they fall short
of perceived standards of competence or effectiveness. This fear of failure can fuel
perfectionism and self-doubt, further exacerbating counselors' stress and undermining
their confidence in their abilities.
To effectively manage stress and prevent burnout, counselors must prioritize
self-care as an integral aspect of their professional practice. Self-care encompasses a
range of strategies and activities aimed at nurturing physical, emotional, mental, and
spiritual well-being, thereby replenishing counselors' energy reserves and enhancing
their capacity to cope with the demands of their work.
Self-care practices may include regular exercise, mindfulness meditation,
journaling, engaging in hobbies and creative pursuits, seeking social support, and
setting healthy boundaries around work and personal life. Additionally, counselors can
benefit from supervision, consultation, and peer support groups, where they can
process their experiences, gain perspective, and receive validation and encouragement
from colleagues.
In summary, the work of professional counselors can lead to significantly
increased levels of stress, impacting counselors' physical, mental, emotional, and
spiritual well-being. By prioritizing self-care and implementing strategies to manage
stress effectively, counselors can mitigate the negative impact of their work on their
own health and resilience, thereby ensuring their continued ability to provide
compassionate and effective care to their clients.
Other sources of stress are associated with working in managed care and
educational systems. For mental health professionals who deal with managed care,
pressures involve getting a client’s treatment approved, justifying needed treatment,
quickly alleviating a client’s problem, dealing with paperwork, and the anxiety of
being put in an ethical dilemma when clients are denied further clinically necessary
treatment. For school counselors, in addition to the expectation that they can
immediately solve the behavioral problems of children, there is the added stress of
dealing with the frustrations of the family, the teachers, and the administrators in the
school system. Although a multiplicity of demands are placed on school counselors,
they often must function alone with little opportunity for their own supervision or for
talking about how their work is affecting them personally.
This is equally true for clinicians in private practice who practice in isolation
and do not have the benefits of working with colleagues. Therapists in private practice
can connect with other colleagues in the field at regularly scheduled consultations or
supervision groups. Even if you work in an office with other therapists, you may not
see them often because they are busy with clients, which leaves little time for
interacting on a personal or professional basis. Therapists who work with violent and
suicidal clients are particularly vulnerable to stress, and it is essential that they
develop self-care strategies to avoid burnout. At times, demands may be placed on
clinicians that are contrary to their training.
Probation officers, the courts, and other stakeholders may view therapists
treating sex offenders as an extension of the law enforcement team, creating particular
expectations and some role ambiguity. A stressful work environment may not only
lead to burnout among the staff but also have a negative impact on clients. If you fail
to recognize the sources of stress that are an inevitable part of helping, you will not
have developed effective strategies to combat these stresses. You cannot expect to
eliminate all the strains of daily life, but you can develop practical strategies to
recognize and cope with them. Doing so is a key part of being an ethical practitioner.
Some professional organizations and state licensing boards have impaired
professional or peer support programs. These programs can be a significant resource
for dealing with the impacts of stress.
g. Counselor Burnout and Impairment
Stress, distress, burnout, and vicarious traumatization are ongoing challenges
associated with the work of helping professionals. It is essential for therapists to
practice selfcare to protect their effective functioning and provide clients with the
competent services they deserve (Wise & Barnett, 2016). Clinicians who do not
engage in self-care practices are at risk of not being able to competently fulfill their
professional duties. Neglecting self-care “can undermine our confidence and hurt our
ability to practice ethically. It can sink us in discouragement, compassion fatigue, and
burnout”. Burnout is a state of physical, emotional, intellectual, and spiritual depletion
characterized by feelings of helplessness and hopelessness. Maslach (2003) identifies
burnout as a type of job stress that results in a condition characterized by physical and
emotional exhaustion, depersonalization, and a reduction of personal
accomplishments. Long work hours, seeing difficult clients, heavy involvement in
administrative duties, and the perception of having little control over work activities
can place practitioners at high risk for emotional exhaustion and depersonalization.
Although some level of involvement with clients provides a sense of personal
accomplishment, overinvolvement requires extra time and depletes emotional energy,
which puts clinicians at risk for experiencing the negative components of burnout.
In recent years Fried and Fisher (2016) have found that clinicians and
researchers are calling attention to the negative consequences of prolonged and9
extreme emotional stress among practitioners who work with vulnerable and at-risk
populations. Professional work with people who are diagnosed with mental health
conditions can be rewarding, yet it is highly stressful as well. In a study of the
antecedents and consequences of burnout in psychotherapists, Lee, Lim, Yang, and
Lee (2011) found that emotional exhaustion was most closely related to job stress and
excessive involvement with clients. Vilardaga and his colleagues (2011) list some
difficult conditions that lead to burnout among addiction and mental health
counselors: funding cuts, restrictions on the delivery of services, changing
certification and licensure standards, mandated clients, special needs clients, low
salaries, staff turnover, agency upheaval, and limited career opportunities.
If practitioners do not take steps to remedy burnout or make changes in how
they deal with stress, the eventual result is likely to be impairment. Impairment is the
presence of a chronic illness or severe psychological depletion that can prevent a
professional from being able to deliver effective services and often results in
consistently functioning below acceptable practice standards. A number of factors can
negatively influence a counselor’s effectiveness, both personally and professionally,
including substance abuse, chronic physical illness, and burnout. Impaired
professionals are unable to effectively cope with stressful events and are unable to
adequately carry out their professional duties.
Therapists whose inner conflicts are consistently activated by client material
may respond by distancing themselves, which clients may interpret as a personal
rejection. In a survey of work–family conflict and burnout among practicing
psychologists, Rupert, Stevanovic, and Hunley (2009) found evidence supporting the
interdependence of family- and work-life domains. Family support is related to well-
being at work and to lower levels of burnout. Conflict between the work and family
domains has a significant impact on how psychologists feel about their work. Rupert
and colleagues (2009) contend that strategies to reduce burnout among psychologists
must extend beyond the work setting to consider the quality of family life and the
integration of work and family life. Rupert and colleagues (2015) report that
minimizing conflict between the demands of work and family life is of central
importance in reducing the risk of burnout. They note that the positive psychology
movement focuses less on negative aspects of stress and more on building job
engagement and positive attitudes toward work. This positive focus is a primary
prevention approach that rests on internal and external resources.
In their recommendations for preventing burnout among professionals, Rupert
and colleagues emphasize the importance of taking a proactive approach and striving
to maximize alignment between work demands and personal strengths. This proactive
stance involves not only identifying areas of challenge and stress in one's work
environment but also actively seeking out opportunities to leverage strengths, talents,
and passions in pursuit of professional fulfillment and satisfaction.
To achieve this alignment, professionals can engage in ongoing self-
assessment and reflection to identify their core values, interests, and strengths, and
how these align with the demands and expectations of their work roles. By cultivating
a deep understanding of their own capabilities and preferences, professionals can
make informed decisions about career pathways, job responsibilities, and work
environments that are conducive to their well-being and success.
Moreover, Rupert and colleagues advocate for the development of resources
both at work and at home to support professionals in managing stress and maintaining
resilience. This may involve seeking out training opportunities to enhance skills and
competencies relevant to one's profession, building supportive relationships with
colleagues and mentors, and accessing resources such as employee assistance
programs or counseling services to address personal and work-related challenges.
In addition to cultivating resources in the workplace, it is essential for
professionals to establish a balance between their work and personal lives to prevent
burnout. This balance entails setting boundaries around work hours, prioritizing
leisure activities and hobbies outside of work, and nurturing meaningful relationships
with family and friends. By honoring the need for rest, relaxation, and recreation,
professionals can replenish their energy reserves and foster a sense of fulfillment and
well-being beyond the confines of their professional roles.
Furthermore, Rupert and colleagues highlight the importance of fostering a
supportive organizational culture that values employee well-being and promotes
work-life balance. Employers can play a crucial role in preventing burnout by
implementing policies and practices that support flexible work arrangements, promote
open communication and feedback, and provide opportunities for professional
development and growth. By creating a supportive work environment where
employees feel valued, respected, and empowered, organizations can mitigate the risk
of burnout and enhance overall job satisfaction and productivity.
In summary, Rupert and colleagues' recommendations for preventing burnout
emphasize the importance of taking a proactive approach, maximizing alignment
between work demands and personal strengths, developing resources both at work and
at home, and establishing a balance between work and personal lives. By
implementing these strategies, professionals can safeguard their well-being, maintain
resilience, and sustain a sense of fulfillment and satisfaction in their work.
h. Maintaining Vitality Through Self-Care
Self-care refers to positive actions that promote wellness and effective coping.
Stated broadly, “self-care includes routine positive practices and mindful attention to
one’s physical, emotional, relational, and spiritual selves in the context of one’s
personal and professional lives”. Professional work suffers when self-care is
neglected, which makes self-care a basic tenet of ethical practice. Competence is an
ethical obligation and provides a major link between ethics and self-care (Wise et al.,
2012). To work in a competent and ethical manner, clinicians need to acquire and
regularly practice self-care and wellness strategies. Ongoing self-care is an essential
part of a therapist’s professional competence and personal wellness program.
Awareness of our current wellness state is a fundamental component in maintaining
personal wellness and promoting wellness in others. Our ability to serve others as
counselors is connected to our ability to promote wellness in our own life (Blount,
Lambie, & Kissinger, 2016). People who take care of themselves and maintain social
and personal networks are more likely to demonstrate concern for others. Good self-
care is associated with improved ethical behavior (Knapp et al., 2015). If we take care
of ourselves, we are more able to take care of our clients (Barnett, 2017a). If we do
not practice self-care, eventually we will not have the stamina required to be present
with our clients. “Becoming and being a resilient practitioner is about wellness. Our
own wellness is necessary so we can marshal the enormous energy necessary for the
work with our clients”
A proliferation of recent literature emphasizes that it is critical for mental
health professionals to incorporate proactive self-care strategies in their life. In a key
article in the American Psychologist, Walsh (2011) outlined a comprehensive review
of therapeutic lifestyle changes (TLCs) to promote wellness for clients. Walsh’s self-
care strategies are an extremely useful wellness approach for mental health
practitioners as well. Considerable research and clinical evidence supports these
therapeutic lifestyle changes: exercise, nutrition and diet, time in nature, relationships,
recreation, relaxation, stress management, religious or spiritual involvement, and
service to others. Walsh states that TLCs are sometimes as effective as either
psychotherapy or pharmacotherapy, and they offer significant therapeutic advantages
such as enhancing health and well-being. Although there is evidence for the efficacy
of therapeutic lifestyle changes, Walsh contends that TLCs are insufficiently
appreciated, taught, or used. This model specifically incorporates elements of
mindfulness, spirituality, and positive psychology as ways to promote physical and
psychological health.
Mindfulness, acceptance and commitment therapy, and positive psychology all
stress positive principles and practices for self-care (Wise et al., 2012). Mindfulness
refers to a way of being aware of our thoughts, emotions, and sensations as they arise
in us. A nonstriving attitude, which is accessible through various mindfulness
techniques, reduces reactivity to distressing emotions and thoughts, leading to a more
adaptive mode of consciousness. . Mindfulness practices helped counselor trainees
relate to themselves and others with increased authenticity, acceptance, and empathy,
and these practices fostered compassion for self and empathy for others (Campbell &
Christopher, 2012). Clients can benefit from a counselor’s mindfulness practices even
though clients are not practicing mindfulness themselves and are unaware that the
counselor is practicing mindfulness (Brown et al., 2013). Through the practice of
mindfulness, counselors learn the pathway to compassion, which embodies the
personal characteristics associated with therapeutic presence.
Patsiopoulos and Buchanan (2011) point out that little research addresses self-
compassion, which involves developing attitudes of caring, being nonjudgmental,
being accepting, and being kind to ourselves. Self-compassion can enhance counselor
well-being, counselor effectiveness in the workplace, and therapeutic relationships
with clients. Patsiopoulos and Buchanan conclude: “Our hope is that the practice of
self-compassion by counselors will facilitate compassionate and healing workplace
environments, in which counselors care for themselves and each other, while
providing quality client care” (p. 306). Neff’s (2011) work on self-compassion
strongly suggests that people who are more self-compassionate lead healthier, more
productive lives than those who are self-critical. Neff’s research shows that self-
compassion enables us to see ourselves clearly and to make changes that lead to
fulfillment. If we are able to create a compassionate way of being for ourselves, we
stand a good chance of demonstrating compassion toward our clients. If you are
interested in reading more on self-compassion, we recommend Self-Compassion: Stop
Beating Up on Yourself and Leave Insecurity Behind by Kristin Neff (2011).
