Pointers on Doing Therapy

An excerpt from Understanding Baffling Psychotherapy Clients

Many techniques can cause change. Mike Rutherford’s Equation for Change is explained as one scheme.

Indirect communication, homework assignments, and the example you are setting are also tools.

Discover Mike Rutherford’s Equation for Change.

You may have learned a specific set of techniques associated with the particular school of therapy that trained you. Having a foundation to build upon is an excellent thing. While I hope that this book increases your expertise in doing therapy, I will not advocate one school of therapy over another. Each offers valuable techniques. Instead, I would like to discuss what you might want to accomplish in therapy and how that affects the tools you use in your toolbox.

Employ Rutherford’s equation to create a compelling vision and first steps toward change.

The history taken at the first visit acquainted you with the client. It likely suggested some ideas about what should be accomplished. Let us look at some treatment goals and valuable tools.

The heart of therapy is helping the client change. The first visit highlighted the client’s dissatisfaction with the status quo. Now, it’s time to help the client imagine how different circumstances can be.

The initial interview focused on finding out what was wrong.

You looked for signs and symptoms of things being wrong. The client revealed mistakes, shortcomings, deficits, and problems. Efforts were made to mitigate the negative content by reviewing the client’s strengths and expressing your optimism that something can change.

On the second visit, reframe events positively. Stop asking why the client acted a certain way. Now ask them how they might create successful outcomes.

I am reminded of the behavioral shaping techniques experimenters used to get a bird to peck for seeds in the left direction. They ignore every movement the bird makes in the right direction, then drop grain each time the bird looks to the left. They shape the bird’s behavior by reinforcing the desired behavior and ignoring the negative. S. G. Friedman, PhD, explains this in “Shaping New Behaviors” in Good Bird Magazine, reprinted on https://www.behaviorworks.org/files/ articles/Shaping%20New%20Behaviors.pdf

In the first session, negative behaviors were identified; now, selectively reinforce the positive, hopeful behaviors and leave negative ones alone for now. In conversation with the client, your nod, smile, or short utterance, like “Yes” or “Uh-huh,” is reinforcing. Look for early, not-yet-significant signs that something is better, then comment on it. Ask the client what they learned from the first session or what is different.

Reframe their wrongdoings as missing the mark in the process of getting better with practice. Focus on incremental change by dividing a long-term goal into a series of more manageable short-term goals. Help them develop a growth mindset and give up having to defend themselves as a static being.

When you hear of their shortcomings, your heartfelt acceptance, grace, and mercy model what you want them to experience toward themselves.

When a child feels known and loved by their parents, it makes it easier to accept that they are okay and frees them up to focus on caring for others as they have been cared for. They are also more comfortable recognizing their mistakes because they have a sense of being fundamentally okay.

This initial focus on the self in therapy could feel to the client like you are encouraging self-centeredness. But self-love is not selfishness. Being genuinely able to accept their own humanity frees them to become less self-conscious and connect with others. For those who were not so lucky as children, learning to accept their own humanity lovingly requires first focusing on self-understanding.

Identify factors amenable to change.

Look for and point out evidence of your client’s value and resilience in the face of their situation. Encourage them to be curious about everyday life’s more changeable elements.

Where could they introduce some slight differences? Help them find a minor problem and develop a plan to change it. The idea is to show them that problems are not permanent.

Seek good circumstances in their current life to show them that, while some situations are bad, not everything in their life is going wrong.

They may think they have been singled out or are endlessly unlucky. While not minimizing how much their difficult circumstances have affected them, look for ways to normalize the parts of their situation they may have in common with others. For example, they did poorly on a difficult chemistry test, along with half their class. You might point out that they weren’t the only student who did poorly while at the same time underscoring that you share their concern about passing the course.

Look for examples of how they have connected with others and help them identify when others have responded positively.

This article from Positive Psychology covers using positive therapy in more detail and offers active listening and exercise techniques: “How to Practice Active Listening:16 Examples and Techniques” https://positivepsychology.com/active-listening-techniques/

Like the Alcoholics Anonymous (AA) sponsor, your own example can be a vision of what change looks like for the client.

You can also use yourself as an example to help your client develop a compelling vision of change. Just as a child learns from watching their parents’ behaviors, clients learn from observing yours.

Alcoholics Anonymous is a Twelve-Step program in which alcoholics meet anonymously to share their experience, strength, and hope to maintain their sobriety and live in recovery. In AA, alcoholics go to meetings where they see people in recovery and have regular contact with their sponsors, who are like mentors. They see how the sponsor can regulate their impulses and live in a way that makes their life manageable.

The alcoholic experiences the sponsor valuing them and sacrificing time and effort toward their well-being. When they relapse in their efforts toward sobriety, they experience the sponsor’s mercy and forgiveness. The sponsor’s tenacity in caring about them is a living statement of the belief that they, too, can recover. The sponsor’s life embodies the inspiring vision of things being different.

When I think about AA sponsors, I am reminded of what Father Jim Finley said in an interview with Gary Moon of the Martin Institute in discussing his book Christian Meditation: Experiencing the Presence of God:

We are most powerless in being powerless to be anything else other than infinitely loved by God. That it is coming to the realization that nothing we do or say can make God love us more and nothing we do or say can make God love us less. The sole measure is the measureless expanse of Himself given to us whole and complete in and as who we simply are as precious in our brokenness (Moon 2016).

I have seen AA sponsors show that same redemptive love to the people they sponsor. That modeling and caring are also redemptive in therapy.

But the sponsor does more than care. They also set limits, boundaries, expectations, and norms. The same is true in therapy. Remember that therapy does not begin until acting out ends. Then, the client internalizes the conflict and feels the urge to start the change process. As I have mentioned, clients learn frustration tolerance by being frustrated and tolerating it in digestible, age-appropriate amounts.

Different therapists use different techniques to bring about change.

Next, in Mike Rutherford’s equation for change, the first minor, successful steps are made. This is the how-to part. It is not enough to be dissatisfied and have hope; there needs to be a means to effect change.

Part of the how-to is helping the client examine what values they hold important. What do they see as the purpose of their life? Who and what have been important to them and have meaning? Reminding them of their core beliefs helps them build a base to make the first steps toward that interesting vision. They might draw on their spirituality and their parents’ and mentors’ teachings as sources of strength.

In the first step, you may educate and help the client build social skills. The client practices the new skills between sessions and returns to review how it went. These skills involve social learning and connecting with others as the client develops self-worth and confidence. You may teach mindfulness and affective containment techniques to help clients calm themselves. As the client undergoes trial and error, you respond with encouragement. Your support shows the client that failing is okay and part of the growth process.

Sometimes, you can carefully use humor to lighten the mood. For example, when a client tells me about a socially awkward moment, I might tell them how awkward I felt at a medical school prom in the early spring when I was wearing my cousin’s hand-me-down white dinner jacket and everyone else was still wearing black tuxedoes. I then point out that both the client and I lived to tell our tales.

Another aspect of helping clients with the first steps is helping them get out of their own way.

Cognitive-behavioral therapy techniques help clients when they make mistakes in their thinking. It helps them make better decisions. And that can lead to changed behaviors.

Psychodynamic insight-oriented therapy uses techniques to help the client discover the unconscious conflicts that create resistance to change and paralyze their drive activity. You may help the client see how the repetition compulsion works to repeat past conflicts in their present life. They look for examples in the present of the most recent repetition.

These are just two of many therapies that help clients take those first steps. Suppose you have determined that a medical problem is also impairing their ability to take the first steps. In that case, you will want to do what you need to help them get medication to treat that impairment. If you believe your client has a borderline personality disorder, remember that dialectical behavior therapy (DBT) has been proven to help.

Do what you can to control the treatment setting.

You may not have much control over the setting where you see your client. If possible, try to make it comfortable and warm. Your environment should reflect thoughtfulness, client consideration, and professionalism. You are trying to help your client feel emotionally safe.

Make some space between you and the client. Chairs should reflect equality. There should be privacy and quiet, but the client should know someone else is in the vicinity, like a symbolic monitor. A managed care company employee told me they looked at how old the magazines were in the waiting room to indicate quality care.

In treating trauma survivors, it is best not to wear cologne because the abuser might have worn that kind of cologne. It could trigger the client. Ask yourself if your clothing is appropriate. Evaluate the risks and benefits of wearing anything that shows your religious or political beliefs. Bumper stickers might also reveal something that puts off your client.

It is likely that some methods I am about to discuss do not fit your therapy situation. That’s okay. Take what is helpful.

Choose your words carefully and consider asking clients to repeat what they have just been told.

I have had clients come up to my wife and me in a store and tell my wife how I had changed their lives by telling them to dye their hair cobalt blue and how it made all the difference. I could not imagine what they thought I had said because I knew I had not told them to dye their hair cobalt blue. The lesson is to be careful about what you say and what you put up in your office. Clients may misunderstand you.

If my wife tells me to get milk on the way home from work, I have no particular feeling about it. Then I forget the milk. My wife is mad. I have no milk for breakfast. The next time my wife tells me to get milk, I have some emotion attached to it. It has what is called a limbic valence. In therapy, the situation’s urgency may lend some limbic valence to what the therapist says. However, I suspect it would surprise you to know that the client does not retain much of what you say.

If the client were a student listening to a lecture and not taking notes, you would not expect them to remember everything the lecturer said. The same is true in sessions. What if the lecturer prefaced their following remark with “This is going to be on the test”? Then your student is all ears.

So, there are times in your work with clients when you need to emphasize something important by repeating it or saying it in a way that lets the client know you believe it is important. If it is a direction related to a task, you might ask the client to repeat or write down what you just said. I’ve asked clients with attention deficit disorder or short-term memory difficulties to start a list of things they are going to need to remember to do after the session. Try not to overload your client’s short-term memory, as I do now with yours.

While teaching has its place in therapy, therapy more often consists of the therapist fostering the client’s efforts to do their own thinking about their situation with active listening, which might include occasionally restating elements of what the client just said in a way that clarifies it.

The client’s conclusions are sometimes more memorable than those the therapist introduces. They have taken the time to stop, think, and absorb what has been discussed before reaching their conclusion. Their revelation may represent insight into what was previously an unconscious dynamic, and they may be freed up from having to repeat the pattern.

Sometimes, you do not have time to wait for the client to draw a conclusion or identify a pattern because the therapy is so abbreviated. It may be the last of only a few visits. In that case, you need to weigh the risk of their intellectualizing or denying what you told them against their never having a chance to hear the interpretation at all.

Using active listening and positive communication, carefully choose your words and reframe things to help your client imagine how things could be better and justify their hope. You remind them about their support system of friends, family, and faith. You identify times when they succeeded in working with others and using their self-discipline. Discuss available support groups and other resources for people who lack a support system.

As mentioned earlier, if you must confront a mistake they have made, try to sandwich the criticism between two positive remarks. For example, you might first say that you know what an effort they have made to be on time despite their busy schedule. They were late the last two times, but you feel like they will renew their efforts to be on time.

If you find yourself needing to set a limit on your client, it is helpful to explain your reasoning and how your expectation is a vote of confidence in their ability to tolerate the frustration of respecting it. Setting limits helps clients build ego strength as they practice patience, frustration tolerance, and waiting.

If you determine that your client is a visual learner, ask them if they get the picture. If they are an auditory learner, ask them if your words are clear as a bell. Match your vocabulary to their primary mode of learning whenever possible.

When you ask an oppositional client to do something they are reluctant to do, introduce an element of choice. Pretend you are trying to get your two-year-old child to put on their socks. Do they want to put it on the left or right foot first? Does your client want to start with 25 mg or 50 mg of medication, and how long do they want to try it before they raise the dose? There are two choices slanted in their favor.

You may not think a client knows your thoughts, but your body language can give you away. You may be unwittingly reinforcing something. When you are dealing with a potential abuse history, make sure you don’t ask leading questions that suggest things to the client, and be careful with your body language.

Assigning homework can augment the treatment.

Sometimes, I have assigned homework tasks to clients. I may ask them to sit down with their parents or extended family members and review the family albums or pictures on their phones. I am trying to give them a way to be together and do something. But I also want to show them that they had some positive times together.

If I feel the client does not understand their parent’s life or struggles, I will ask them to sit down with the parent and have the parent help them complete a structured life sketch. I show them that each line includes the date, the year of the parent’s life, personal events, family life, health, and global events.

They have a line for each year of the parent’s life. Clients are often surprised by what they didn’t know about their parents. This exercise can be an icebreaker.

Using indirect communication may reduce resistance.

If you need to confront a client, you might use indirect communication. For example, I may know from what I have read about a college student that they get drunk in the downtown bars every Thursday night. I pick a brief article on binge drinking as part of my reading selection that I ordinarily use to test their memory and reading comprehension. It seems to the client that I use it for all clients, but it indirectly conveys information and may be a conversation starter.

My gastroenterologist friend treated alcoholics with cirrhosis of the liver in a general hospital. Just before he discharged them to their family doctor, he would have the nurse come into their hospital room and adjust the blinds to darken the room. When he came in, he would visit them briefly. Then, as he walked just a bit away from their bed, he would say he was calling their family doctor. In hushed tones, just loud enough for the patient to hear, he would pretend to tell the family doctor how bad their lab studies were and what their prognosis would be if they didn’t give up alcohol and get treatment for their alcoholism.

He had learned from his experience that patients listened more closely to what he was saying to someone else than they would if he put them in a position to defend themselves. He would later call the family doctor and say much the same thing.

Group therapy is beyond the scope of this book. If you want to learn more about groups, you might enjoy the chapter titled “Wilfred Bion’s Theories about Groups” in Search: A Guide to College and Life. I wrote this book with my wife (Roquemore 2020

Notice Obstacles in the Treatment of Baffling Clients

An excerpt from Understanding Baffling Psychotherapy Clients

It might be a mistake to assume clients see therapy like you do. Differences lead to delays in treatment, erratic or surprising progress, and possibly the need to set limits.

Clients differ in when they need treatment.

My patient was a frail woman in her late sixties who was frightened to be in a big hospital in a big city far from her farm. Her chart noted that she had been having auditory hallucinations and frequently talked to the trees. I asked her husband how long it had been going on. He told me she had been talking to the trees for four years. I asked him what led him to bring her in for treatment. He said that she had stopped cooking a week earlier.

That was a lesson in how what is clinical to one person is not to another. You may hear your client tell you about a horrible situation, such as domestic abuse, and assume they would not have tolerated it for long. Clients may be embarrassed to tell you how long it has been happening.

Adults may take longer to notice children with attention deficit disorder without hyperactivity than they would children with hyperactivity. Children without the hyperactivity can stay in their chairs and not aggravate teachers or parents. Their inattentiveness can be dismissed as laziness or a lack of motivation. They are no trouble. If they are doing well in school, no one notices that they must study twice as hard.

Fear and stigma can delay treatment.

When I was a kid, I was afraid of what the doctor would do to me. Now I fear what he will tell me is wrong. Clients may delay treatment when they fear what they may discover. They may delay because of costs or because they don’t understand the significance of their symptoms. Sometimes, they delay because they’re in denial or want to avoid stigma.

I have seen clients whose parents had mental illnesses that were improperly treated. The children delayed seeking treatment because they were skeptical about what a profession that failed their parents could do for them.

As I have mentioned, different cultures may regard seeking treatment as a sign of a lack of religious faith.

Misinformation can be an obstacle in treatment. In 1982, I had a client in a rural area who had to lock herself in her home’s bathroom to avoid her neighbors trying to perform an exorcism to remove a demon. The neighbors believed she had a demon as a result of seeing a psychiatrist. They had bought into the idea that educated people are not God-fearing and that the secret nature of our meetings hid a kind of brainwashing with sinful intent.

My wife and I allowed the neighbors’ church to baptize members in our creek. But when we moved away, one of those neighbors told my wife, “We don’t need your kind around here.”

The rooster on our farm had a bad habit of getting into my neighbor’s henhouse. She would call me and insist that I come and get him. Unfortunately, he was too fast for me to catch during the daytime, so I had to wait until he roosted at night. I can’t help but think that part of our outcast status was due to her still being upset about our rooster getting into her henhouse.

Clients dump revelations on their way out the door.

Time limitations can impede treatment. Before letting your client go out the door at the end of the session, quickly ask yourself if you have forgotten to do or ask something that will later come back and bite you. Make sure you have considered PODS. Could your client be psychotic, organic (like a brain tumor that is primarily a physical cause of illness), drug-affected/depressed, or suicidal? Is there some important information you have not gathered? Is that weapon still secure, as you were told earlier?

The last few minutes of the session can have special meaning. Sometimes, a client who wants to reveal something but does not want to deal with it will wait until they are holding onto the door to leave. Then they say, “By the way, I found out my husband has a second family. See you next week.”

A client may see the end of the session as a signal that you believe you have helped them enough. It can feel like a mini termination. It is evidence that you don’t recognize how much they are hurting. You are setting a limit on them and challenging their special neediness. You might see it as a vote of confidence that they can wait until their next visit to continue the work. Some clients, however, see it as you throwing them over for the next client. A client may be reminded of how their parents passed them over for a younger sibling.

Ideally, the end of the session might come with a synthesis of what your client has been saying, framed positively and reflecting your understanding. The end of the session is crowded with tasks, like reviewing directions, making an appointment, and maybe writing a prescription. Try to allow enough time for these tasks by paying attention to the clock. Make time to write your note. It bears repeating that if you don’t write it down and document it, you have no evidence that it happened if you go to court.

Sometimes, clients will surprise you with what they can do.

Remember the waiting list effect, where the client starts feeling better just knowing they will see someone. Then there is the placebo effect, when someone feels better taking a sugar pill because they expect it to work. Don’t demean these effects. The client needs every advantage possible.

You may have noticed that some clients who see novices do better than expected despite their severe illness because the novice did not know the client was not supposed to get that much better. Their collective hope inspired the client to make changes.

I had a revelation while studying neurological literature for my psychiatry board exams. I realized that I have attention deficit hyperactivity disorder. All those years, I thought it was as hard for everybody else as it was for me. I went to school during the Vietnam War era, and I had a low draft number. Failing out of medical school and getting killed in Vietnam was a palpable fear that kept me motivated. Oddly, I owe my career to the Vietnam War and to not knowing that finishing medical school was supposed to be almost unachievable for me.

Client progress may not be linear.

A client told me it might seem like she was going in circles with her growth. She said that, in fact, she was going around in spirals. She was still repeating behaviors but could now see them better from above.

In school, your grades reflected your progress. As a therapist, you might seek confirmation of your abilities by looking at your client’s progress. They are not the same. Check yourself to be sure you are not unconsciously pressuring your client to get well. Sometimes, your clients may show no overt signs of improvement, but they may be gaining insight, as my client described it, in spirals. On other occasions, you are planting seeds that take time to bloom.

Clients may also regress to regroup after an unusual stressor. Consider discussing your treatment and diagnosis with a supervisor or colleague when you feel your client is not progressing.

Remember, you may be a client’s transitional object.

Your client benefits from you being a steady, consistent, dependable, separate person, just like a child can count on the teddy bear they use as a transitional object in their efforts to relate to a “non-me.” When you feel that a client is kicking you around, remember that the teddy bear, though loved, is also dragged through the dirt. It is about persisting in being there for the client.

Some clients are adept at splitting care systems.

Some character-disordered clients can disrupt systems in a way that reflects their own dynamics.

Nursing staff used to come to me to explain that a particularly manipulative, impulsive patient would be too much for the staff to deal with and set limits on. Staff memories of her last hospitalization were widely different from each other, but all could agree that her stay had been disruptive to the therapeutic community.

I went to my director, explained what the nursing staff had told me, and asked if we could refuse the woman’s admission. He put a limit on me and told me that he expected me to admit her, treat her, and help the staff. I returned to the staff and told them that I expected them to handle her and set limits on her. They returned to the patient and said they would admit her, but they expected her to control herself and abide by the limits. My boss realized the limits had to be set at all three levels.

Overdoing may be a defense.

Sometimes, clients with a parent who is a failure will resolve to not be like their parent. Because they have internalized part of that parent, they naturally worry about being just like them. They have a deep fear of falling apart and not functioning, like their parent who fell apart.

This fear makes objective success and accomplishment, as well as reassurance, very important. The client may be tired of having to be so aggressive and unconsciously wishes to be passive. They may want to stop and relax. But they fear that passive wish because it feels like if they give in to it, they can never get back on the treadmill and will become their parent.

Sometimes, regression in the service of the ego is a necessary part of progress. In that situation, the client momentarily uses older coping techniques when under tremendous stress because it takes less effort. They need all their energy to regroup. Clients who must overdo it struggle to accept healthy regression.

People who overdo it also have trouble taking vacations. You may remember that going on vacation rates as a thirteen-point stress on the Social Readjustment Rating Scale, often called the Holmes and Rahe Stress Scale. Saul McLeod explains the Social Readjustment Rating Scale in Simply Psychology at this link: https://www.simplypsychology.org/ srrs.html

Other times, overdoing it is a way of avoiding feelings. One client became depressed some months after losing her son. She had stayed busy and run away from the despair until she broke her leg and literally could not keep running.

Group Dynamics Affect Your Client as a Couple or Family Member

An excerpt from Understanding Baffling Psychotherapy Clients

With your client before you, imagine standing beside them, all the groups that have a claim on them, and the dynamics that could be involved.

Thomas Fogarty’s concepts spell out family dynamics.

I have found Thomas Fogarty’s concepts helpful in working with families. Below is a link to his collected papers: http:// cflarchives.org/thomasfogartymdcollectedpapers.html

This article is one of his seminal articles: http://cflarchives. org/images/Triangles.pdf

Triangulation is one of the topics Thomas Fogarty discusses. As you listen to how your client relates to those around them, look for ways they may triangulate a third party to create a comfortable distance. The third party could be a person, a group of people, work, alcohol, or a hobby.

Arty explained that he had enjoyed having his own apartment for some years, making a good living working as an architect, and dating casually. Then, as he began to lose his hair and saw age thirty approaching, Arty felt like the oldest guy at the bar. He decided he needed to settle down. He had joined a Sunday school class at a large church nearby. There he met Lydia, who seemed like a perfect mate.

Now, after eight months of marriage, he felt like he was not very good at being married. Arty was an only child and had always been close to his parents. Lydia and his parents got along okay, but she insisted on cocooning herself and Arty away from his parents for the first months of the marriage. She said she wanted to feel like a couple rather than one part of an extended family.

Arty felt like Lydia was asking him to be emotionally intimate in a way the girls he had dated before didn’t require of him. Luckily, he still had his golf buddies from college he could spend time with. Suddenly, golf became a preoccupation, and he played several times a week, much to Lydia’s dismay. The arguments that followed led him to see me.

In treatment, he came to understand that he was using golf as a way to create a more comfortable distance between him and Lydia. I helped him reframe his difficulty with closeness as coming from a lack of practice rather than a sign that he was not meant to be married. Lydia accepted his early attempts, and they worked through this developmental phase of their marriage.

Family abuse dynamics can be surprising.

Much has been written about the dynamics of abuse. I want to mention one thing that surprised me because I believe it was not typical. People may relate to each other in ways that don’t fit our preconceived notions of how things should be. In those instances, we can make errors because of confirmation bias.

For a thirteen-year-old, Ronnie dressed in a surprisingly bland style. I expected at least an outrageous saying on his T-shirt, since Ronnie was admitted to the psychiatric unit because his parents felt they could not control his behavior. It seemed curious that Ronnie was a model patient after admission, followed the rules, and got along well with the other patients and staff. After some time, he explained that he did not misbehave as a result of wanting to do something forbidden or an inability to control himself.

Ronnie saw misbehavior as a means to an end. He would misbehave provocatively. Exasperated over being unable to control him, Ronnie’s mom would lose control and become violent toward him. Then she would become overcome with guilt at what she had said and done, embrace him, and tell him how much she loved him and how much he meant to her. She would promise that she would never do it again. Ronnie sought this intimate moment of closeness and love and was willing to do all the other behaviors to get it.

I would say that verbal abuse is the most common form of abuse and often goes unrecognized because it can be subtle. Suzette Hayden Elgin has written several books about recognizing and defending yourself from verbal abuse. Her first is called The Gentle Art of Verbal Self-Defense. She is a linguist, and the book teaches readers to recognize that when specific word structures are used, it is more likely to be verbal abuse. Elgin shows how people respond to the superficial content of the abuse without recognizing the abusive implications of how it is said. Then, she offers ways to counter the verbal abuse. For example, if someone says, “When are you ever going to take the trash out?” most people would devise an excuse rather than see the accusation of laziness, etc., that comes with the statement (Elgin 1985).

Because of how frequently therapists hear clients describe unrecognized verbal abuse, Dr. Elgin’s book should be required reading.

Parent-child dynamics are fluid because all are continuously growing older.

A discussion of parenting dynamics is beyond the scope of this book. Nonetheless, I would like to make some observations from my own clinical experiences of how group dynamics can affect parent-child interaction.

As parents are raising their children, they and their children are continually growing older, making parenting more complex. When children become parents of their own children, they may appreciate their own parents more.

Eventually, children may take on a more parental role in their parents’ lives when parents grow older. Large families may make group dynamics even clearer as siblings take on different roles in response to family group phenomena.

As children grow and think for themselves, they may develop religious, political, or philosophical beliefs the parents find unacceptable. This development can generate guilt and conflict. Parents may feel they have failed if their child does not ascribe to their beliefs and may fear for their child’s soul.

Some parent-child dynamics are not apparent at first. Clients have often complained about controlling mothers not providing enough freedom or respect. Initially, I believed the one-sided picture the client presented. Then I saw evidence that the client had attention deficit hyperactivity disorder and realized the mother was likely perpetually keeping her child from putting their hand into the fire and telling them to put down that fragile vase they were holding.

I once heard one mother described as controlling and overprotective. Later, I discovered she had lost a child and was willing to do anything to prevent that from happening again.

A teen might complain that their parents are like police officers. More history might reveal that the teen continually breaks house or community rules. In treatment, they are told they cannot expect their parents to stop acting like police officers until they stop acting like criminals. Change can begin when the teen finds the locus of control within themselves.

I heard complaints from adults who felt they had not been given direction and structure growing up because their parents were too permissive and not authoritarian enough. They said they were surprised that the world did not let them do what they wanted to do. They voiced dismay that parents had not helped them develop the resilience or self-control they needed to cope with adulthood. If a child’s birth altered a parent’s hopes for their future, the child might sense they have the task of fulfilling that parent’s unmet ambition.

Addicts may profoundly regret the effect their addictive behaviors have had on their family.

I want to mention a couple of things about how people suffering from addiction might feel about how their addiction has affected their families. What seems at first to be individually oriented behavior is later seen to be behavior driven by concern for the family group.

I was working in an alcohol inpatient unit when the Salvation Army brought in large bags of presents one December. In the Salvation Army’s wisdom, they had not brought presents for the patients. Instead, they brought them for the patients’ children. They knew how sad the patients were to not be able to get presents for their kids.

Regret is hard to bear.

On another occasion, a patient with an alcohol problem came into an inpatient facility after a suicide attempt. When I talked with him about his attempt, he explained that he was not tired of living, did not look forward to death, and was not depressed. He said he was just so tired of letting his family down and felt that if he were dead, he would not keep doing that to them. As he saw it, it would have been an altruistic suicide. He did not know how devastating suicide can be for a family.

Tackling a family problem from an angle may work better than the frontal approach.

Sometimes, clients have made progress, yet their families can’t see it. The stories in this chapter all involve some sneakiness. Families come to therapy expecting the therapist to be all about change, and they don’t like the therapist to rock the boat. The therapist can use their understanding of this dynamic to free the family from maladaptive patterns.

Juanita, a seventeen-year-old girl, was very responsible and had good social skills. She was ready to date, but her mom was worried about losing her closeness to her daughter. The family therapist working on my unit insisted that if Juanita were to date, she would have to come in at nine p.m. and tell her mom about the date. Juanita did precisely that. Then the therapist scolded her for not talking long enough with her mom and not giving more details. Mom was reassured that the therapist understood her. So the therapist assigned Juanita to go on another date and come in at ten p.m. Juanita was happy to have the extra hour. The therapist repeated the process with variations. Mom eventually realized she would not lose her daughter, and the therapist’s insistence on the closeness was reassuring.

Uncovering Baffling Sexual Dynamics

An excerpt from Understanding Baffling Psychotherapy Clients

Multiple determinants go into sexual behaviors, and it is important to avoid drawing premature conclusions about them.

Sexual behaviors may not be primarily about sexual drive.

My experience working with teenagers and college students has taught me how vulnerable young women can be.

One of the most poignant examples of vulnerability was Sandra, a sixteen-year-old girl who had recently transferred to another high school because of her reputation for promiscuity. Her modest dress and pleasant appearance made her look wholesome rather than sexual. But Sandra didn’t know much about sex, didn’t have much sexual drive, and didn’t find the sex act enjoyable.

She did eventually identify a vicious cycle. She would feel worthless and unlovable. A boy would flirt with her. Then she’d begin to believe she could be cared for. Sandra would do anything the boy wanted her to do sexually. For a brief moment, she’d feel wanted, desirable, and loved. She’d so rarely felt that and would have so much hope associated with it that when she realized she had been complicit in being used, it was all the more devastating. She felt betrayed and degraded. She had been fooled and abandoned once more. Her self-loathing was intense. She resolved not to be fooled again.

The boy would talk to his peers, who would speak to their girlfriends. The girls at the school were fearful of her taking away their boyfriends, so they ostracized her. It felt like everyone knew, and people at school would shy away from her. This situation made Sandra feel even more needy for validation. And this set her up to give in to the next boy. When a person is emotionally starving for love, validation, and acceptance, they are at risk of being exploited.

In my work with children and teens in a residential treatment center, I worked with children who were perpetrators of sexual abuse. I found it hard to believe that, at eleven years old, a child could be a sexual predator. One child was very skilled at spotting other children who had been abused and who could become their victims. They could identify the one abused child in a room of sixty potential victims.

Sometimes, revenge, the excitement of the forbidden, or competitive strivings are the motives behind what appear on the surface to be simply sexually motivated behaviors.

For example, some men have mothers who were cold and unsatisfied with anything their children did when growing up. These men find themselves seducing women and leading them on, unaware that their motive is to let them down. It is not the sex they seek but the opportunity to turn the tables on the women and make them feel they are not enough, just like their mother made them feel when they were children.

Clients’ interpersonal dynamics may manifest in their sexual behaviors.

Nowhere are dynamics more reductionist than when we try to understand the motives behind some sexual behaviors.

Nonetheless, I will describe some of the dynamics that I believe were behind affairs.

Different sexual needs may be the dynamic behind some affairs. For example, clients have explained that sometimes, they want their partner to be tender and loving, and other times, they want passionate, lusty sex that does not make time for tenderness. One may have an affair when the other is consistently absent from their sexual relationship.

Ernesto’s difficulty with being able to love resulted in an affair.

Having never experienced love or seen examples of it, Ernesto did not know how to love or form an intimate attachment. He equated the initial, perhaps pheromone-driven, infatuation with mature love. Ernesto fell in love with the idea of love.

When infatuation stopped, the need for joint everyday problem-solving began. He could not build the give-and-take, interdependent caring about each other that loses “me “and “you” in favor of “us.” Having sex did not grow into making love. Emotional intimacy eluded Ernesto, and he was stuck with sex without love.

Habituation became a problem for Ernesto. Habituation is seen in different situations. For example, when a person repeatedly views pornography, the stimulus that is initially exciting grows less exciting over time. The viewer needs to seek something novel to achieve the same level of excitement. Then they become habituated to the new stimulus, and so on.

Ernesto had an affair and explained to himself that it was because his sex life had become routine. Because he was just having sex, he had become habituated. The enduring emotional intimacy that would have sustained him and given him relationship depth was missing. He and his partner lacked the contentment that can serve as a buffer against the difficulties associated with the ups and downs of sexual performance and life.

There are other people who don’t become unfaithful; they never were faithful to begin with. They are not capable of fidelity. The cause may be a lack of impulse control. Other people may be unable to form attachments. Perhaps they are sociopaths who marry for money or political advancement.

Some people marry to convince themselves that they are not gay or lesbian, but it does not work. They have difficulty ignoring their sexuality and may have an affair. Their partners may feel unattractive and seek reassurance outside the relationship as well. Often, there is more love between the couple than there is in the average marriage, along with a basis for a friendship that lasts beyond the divorce. Both parties may have a long history of kindness toward each other

and want the best for each other, but the process is still painful and confusing to the kids.

The dynamics of naivete and overconfidence may lead to an affair.

I once heard a minister deliver a sermon on adultery. He said that an affair dilutes or adulterates the energy necessary for a relationship. He spoke about how naive people overestimate their impulse control and put themselves in situations that set them up to give in.

I have taken advantage of his concept of stages to talk to people dealing with impulse control. The minister said it starts with a look at an attractive person. At that point, if the person looking is aware of the process, this is when it’s easiest to change the behavior—to look away and try to think about something else.

Next comes the lust stage, in which the person allows themselves to develop fantasies about the object of their attention.

In the lingering stage, the person will create a way to be around the attractive person. In the lingering stage, they trust their impulse control and tell themselves it is just an innocent interaction.

In the lure stage, the two people find themselves in a more seductive situation, alone and lacking deterrents to acting on their impulses. Then, the impulse is acted on. It seems the act happened suddenly, but both parties ignored the warning signs that would have made it easier to prevent it.

I’ve had several clients who could relate to this situation. They told me that work compounded the temptations by throwing them and the other party together on work projects, where they worked long hours. That tired them out, lowered their impulse control, and isolated them. At other times, work resulted in employees being assigned away from home for extended periods.

Dahlia’s husband’s affair extricated her from a loveless marriage.

Dahlia had come to understand that leaving her dysfunctional husband would make her life much easier, but it would take time, energy, and money. She had just enough to hold things together and take care of her kids. She lacked the added energy needed for transformation. Even if her religious beliefs had allowed her, she was too tired to have an affair.

When Dahlia met her husband, she’d felt needed. She mistakenly equated that with being loved. But over time, she felt used. She was ambivalent about the idea of leaving her husband, but she convinced herself that there were some things she could do to improve her life without committing herself to making that decision. Having a plan made her more optimistic, even though there was no immediate relief in sight.

She set about getting more education, finding a better job, saving money, and getting her kids through school. Dahlia was not a manipulative person. I doubt it occurred to her that her diminished sexual interest would lead her husband to have an affair. But, over time, it did. Then Dahlia could justify a divorce. And by that time, she was prepared. She felt his affair just happened, but it was actually the culmination of an unconscious war of attrition.

Some affair dynamics revolve around affirmation. Men have told me that their wives belittled them in public and demeaned them sexually in private. These men found a “testimonial woman” to have an affair with until they could feel good enough about themselves to leave their abusive wives.

I have treated testimonial women who rehabilitated men, only to be left for less nurturing but more physically attractive women. I suspect that the nurturing and mothering these women provided turned these men off because men want a partner, not a mother.

There are also baffling sexual dynamics related to actual inadequacy. Women have often complained of having to over-function and mother their inadequate, dependent husbands who refused to grow up. Their sex life suffered in part because these women did not want to sleep with a “son,” and the men did not want to sleep with a “mother.” When I hear this part of the story, I am listening for any clue that the inadequate husband slept with a victim in the vicinity, like a child or the wife’s best friend. Some men are too lazy or inadequate to pick up someone at a bar or seek someone online.

Some affair dynamics involve a client’s unwillingness to lose marital advantages. Clients may have convinced themselves that they loved a partner who offered them and their kids security and kindness, only to realize later that it was need and not love. They find the partner does not excite them sexually or romantically. Rather than end the marriage and lose their security, they have an affair.

Men have told me they stopped caring about their relationship with their wives years before the divorce. It did not matter if a wife learned how to communicate better, was more appreciative, offered sex more, or understood the husband better.

It took me a while to realize that when I was treating the wives of these men, I was wasting the wives’ money trying to help them communicate better. But sometimes, a wife needed to make that effort before she could believe she had tried everything. Then she could drop her denial, grieve, and regain agency over her future. Some baffling sexual dynamics involve affair dynamics in which an unconscious contract is broken. I have not seen many trophy wife couples, but I believe these marriages are in trouble if the wife gains weight or the husband loses money. If the relationship develops into a meaningful, loving one over time, the trophy wife must adapt to becoming a nurse to her much older mate.

I treated an older man who had dominated and mistreated his younger wife over the years. The wife’s life and family situation prevented her from leaving. She was unusually fit, and it seemed she had decided that staying healthy and outliving him would ultimately give her a life of her own. Eventually, the older man needed his wife to care for him, but she used the opportunity to withhold care as a kind of torture. When you see contempt in the eyes of your elderly male client’s wife, ask yourself if he is getting his medication and the treatment he needs.

Being loved nurtures the remarkable person a partner has stunted.

Rose’s partner was well known for his compassion and selfless behavior. Her partner was a genuinely good person and parent. On the other hand, Rose, who was a teacher, was seen as somewhat distant in her relationships with her colleagues. I wondered whether they felt subtly intimidated by Rose’s trim figure, the understated elegance of her clothes, and her fine facial features.

Sometimes, her students’ parents would ask the principal to move their children to a different class. Most students and their parents would begrudgingly acknowledge that Rose was an excellent teacher who took a special interest in needy students. But her aloofness made her seem cold.

It was a puzzle to me that Rose’s partner would be so dismissive and undermine her when he was so lovely to everyone else. Eventually, I learned that his mother gave him up as a small child. And he took out his anger on Rose. She tried many things but found her character being subtly attacked daily. She described it as soul-destroying.

Rose described her affair as lifesaving. What baffled me the most was how she almost became another person. Others noticed a warmth and openness they had not seen before in Rose. She was not just in love; she had discovered that she could be loved and valued for herself.

I felt sad that two good people couldn’t get along, but I was blown away by how much a person can blossom when they’re loved and how that person had been there all along, pushed down inside. It was like love had melted the iciness.


Eventually, Rose left her partner, and it felt like she was making a statement about her worth.

The best book I have ever read on developing and sustaining intimacy in marriage is A Lifelong Love Affair: Keeping Sexual Desire Alive in Your Relationship by Joseph Nowinski.

The Interplay of Transference and Countertransference

An excerpt from Understanding Baffling Psychotherapy Clients

Therapists use their understanding of transference, countertransference, and client dynamics to identify the sources of the client’s compulsive, repetitive behaviors.

Underneath the happenings in therapy is an unconscious process. It may differ from the superficial content.

In the interaction between you and the client, the content is apparent, but the process is not always obvious. This reminds me of a story about a mother and her schizophrenic son who were eating in the hospital cafeteria. Staff overheard the mother telling her son how important it was for him to become mature and independent. Her words surprised the staff because she was cutting up his meat for him as she spoke. The content of her speech contradicted her actions, leaving the son with a mixed message.

The therapist examines the unconscious sources of resistance.

Transference and countertransference are part of the process of psychotherapy. Ralph Greenson states, “Transference refers to all the feelings the client is experiencing toward the therapist, which are displaced from figures in the past.” He adds that “some feelings are appropriate and realistic based on the actual behavior of the therapist.”

He goes on to explain, “Countertransference is based on the unconscious conflicts in the therapist’s past which make him react to the client as though the client was a significant figure in the therapist’s past” (Greenson, pp 1399–1415, 1959).

The word counter is misleading. The countertransference is not against the client’s transference.

To understand the client’s resistance to developing a more rational ego, the therapist explores the transference and the countertransference.

Psychoanalytic technique is designed to elucidate the transference and use that to understand the nature of the client’s resistance to developing a more rational ego. (Very simply put, in theory, the ego is that part of the personality that is aware of the self and tries to make realistic compromises between wishes and learned rules of behavior.)

While a nonanalytic therapist would not necessarily focus on this, understanding how transference, resistance, and countertransference work helps them understand the client.

Identifying the significant figures in a client’s past and their emotional response to them helps you understand what the client is reliving in the present. The repetition compulsion is the tendency to recreate and repeat conflictual situations to relive rather than remember the original one.

The positive transference works toward therapeutic progress. The negative transference, with its anger, mistrust, and hostility, hinders it. For example, in a negative transference, the client may see you as judgmental, like earlier significant figures, and feel reluctant to trigger your critical judgment by disclosing shortcomings.

I encourage you to read Dr. Greenson’s article to get a more precise, less simplified discussion of transference and countertransference. You might also want to read Dr. J. D. Gill’s refreshingly lucid explanations in her book Doing Psychotherapy: A Primer.

I want to look broadly at reactions or assumptions that you and a client can make about each other based not only on past figures but also on different experiences and cultural influences. Technically, that is not transference or countertransference. These reactions may be a mixture that includes or is shaped by transference/countertransference. Behavior is multi-determined. So, multiple influences, both conscious and unconscious, shape behavior.

Bret’s and Myrtle’s cases illustrate how transference and countertransference operate in therapy.

I entered my waiting room to hear the loud voice of my new client, Bret, who was chatting up my secretary. I noticed her taking in how tightly his tailored shirt and khaki slacks accentuated his build. He was dropping the names of prominent townspeople who had gone with him to see his team play in the national football championship. He took his eyes off my secretary long enough to look up and say, “Hi, Doc.” (I hate being called “Doc” almost as much as the character Doc Martin did on TV. It feels demeaning.) I could feel the muscles in my jaw tighten a bit, but I was determined to remain courteous anyway.

As he entered my office, Bret immediately remarked on the size of my desk. It was a large piece of wood that I’d had a local carpenter finish and lacquer. It rested on two short filing cabinets. Bret seemed put off by my lack of an executive-style desk. I detected a slight grimace when he had to sit down in one of my rocking chairs. He was sizing up the competition and trying to assess my status.

I was a loser.

Bret explained he was a successful business executive who, at fifty-five, had a young wife he was trying to keep happy. It was her idea that he go to therapy. She had told him he wasn’t himself, as if he was losing a step.

As I asked about symptoms, I was careful to couch my language in noncritical words, even though I’d already felt put off by Bret’s behavior. Nonetheless, he was defensive and seemed to think he needed to compete with me. He noted my college diploma and reminded me that his school had defeated mine in an important basketball game. Eventually, he seemed to realize that I was not a threat and had been pointing out some of his strengths.

Over time, it became more apparent that Bret had a very critical father who expected success from his son, whom he saw as an extension of himself. Bret could never please him. And now, as he got older, he was having problems pleasing his wife. His transference feelings about me involved seeing me as a critical authority figure who was an opponent he would have to compete against.

My countertransference involved my feelings about the jocks in my high school who had picked on me, an eighth-grade student council nerd who was unsuccessfully trying to keep them from smoking in the school bathroom. In my gut, I felt Bret was subtly going to bully me for not being an athlete.

Knowing I was most certainly a nerd and not a jock put my masculinity in question and played into my adolescent issues with self-worth.

So, Bret had been bullied by his father, and jocks had bullied me. In time, Bret became more accepting of himself, understood how his father’s insecurities affected their relationship, felt less compelled to always be a winner, and realized that his wife loved him for who he was. As I got to know him better, I found myself more sympathetic to his vulnerability and able to be genuinely accepting of him.

The conscious process was talking about solving Bret’s problem of not feeling like himself, but the unconscious process involved the transference/countertransference issues around bullying and self-acceptance.

You’ll be glad to know that I got over my issue with jocks. My wife is a jock who played college basketball and coached high school basketball. I won’t let her smoke in the bathroom.

Like Bert, Myrtle was defensive

Another transference and countertransference occurred when I saw Myrtle, a forty-five-year-old single woman who worked for our local veterinarian. She had unkempt hair and wore drab, loose-fitting scrubs from work. Her appearance seemed to be saying, “Not interested.”

She told me she got along better with animals than people and was having problems with her coworkers, whom she described as sneaky, two-faced bitches. She said she felt like there were two kinds of people: bad people and bad people pretending to be good.

It did not take long for me to see that Myrtle suspected I was the latter. After all, she was paying me to be nice. It was not so much that she was paranoid (thinking people were out to get her) as it was that she saw people as simply bad and uncaring.

Eventually, she could tell me that her father had abused her when she was an early adolescent and that her mother hadn’t believed her. Her transference to me was to suspect that I would eventually abuse her and discount what she told me.

My countertransference was feeling irritated, as I had with a girlfriend who questioned the intent behind everything I did. If I did something nice for her, she thought I wanted something from her or had ulterior motives.

Deirdre’s, Selma’s, and Harriet’s cases illustrate how clients unconsciously repeat behaviors to master them.

When someone sees a spotted four-legged animal coming at them quickly from three hundred yards away, they sort through profiles of animals—four-legged animals, fast-moving animals, and spotted animals—to decide if it is a leopard.

Then they become terrified and run. Their minds assume things based on experience and reading, and they react accordingly. They have benefited from what they learned in the past.

When a small child uses trial and error to learn how to pour milk, they repeat their behavior and eventually learn from the repetitions to pour milk without spilling it.

In both instances—seeing the leopard and pouring the milk—the person is consciously trying to apply what they learned in the past to deal with the present task. Sometimes, there are unconscious processes outside awareness that are factors in that behavior.

Sometimes, people unwittingly feel compelled to repeat their behavior to master an unconscious conflict. Each time they repeat the behavior, they try to benefit from what they learned the previous time.

The repetition compulsion is a friend to the investigating therapist, but not to the client’s progress. In the transference, the client recreates the most recent compulsive repetition of the earlier conflictual relationship. The therapist then uses the most recent example of the behavior to look back in time for analogous situations—earlier repetitions. The client may show similar behaviors toward other people and in different situations.

Take Deirdre, for example. Faultlessly dressed and with artful makeup, my thirtyish client told me she regularly worked out, tried to stay fit, and was sexually available to her boyfriend. Despite this, her boyfriend was constantly distant and self-absorbed. She wondered whether she had been attentive enough to his needs, yet she also felt he should reciprocate her affection.

Deirdre’s girlfriends had warned her that he was just like her last boyfriend, whom they described as creepy and cold. They had pushed another guy on her, but she said he was just too sweet, and she didn’t feel any spark of attraction.

Her mom and dad had divorced after her mom had an affair, claiming she had finally found a man who could love her. Her dad had spent more time in the garage than with his family and seemed to care more about his Mustang than them. To no avail, Deirdre had taken an automotive class in high school, hoping they could work on the car together.

Deirdre was trying to master the unconscious conflict of getting someone unloving and distant to love her. She sought distant men to recreate the situation and master it. But she was only vaguely aware of this. The clue was that nice guys did not excite her. In the transference, she discounted any positive thing I said because I was a nice guy and not distant. She did not want acceptance from me. Deirdre wanted it from someone aloof and indifferent.

Some of the mixed feelings clients have toward therapists and the assumptions they make about them come from popular culture.

Therapists are depicted as benign but lacking common sense, sociopathic, powerful mind readers, wise but different, boundary violators, greedy, clueless, arrogant, and amazingly insightful about others but deeply flawed themselves.

In your first meeting with a client, you will orient the client to what therapy is and explain your standard procedures. That may reassure them that you don’t fit into one of those stereotypes. Don’t give in to the temptation to explain more about yourself than you need to. It may feel like you are rudely withholding part of yourself. But you are declining to show your hand for a therapeutic reason. The more concrete things the client knows about you, the more artifacts you introduce into the transference. For example, if they know you have a child, they can’t imagine that you are unable to have children.

They may already have information about you, especially if you live in a small town or if they found you through a friend or the internet. You may not avoid them seeing your wedding ring, but think twice about putting family pictures on your desk or stickers on your car.

Besides looking for a wedding ring, clients may look at what you are wearing to see if how you dress is signaling sexual interest. So, avoid wearing anything that could be perceived as sexual.

Clients have preconceived notions about therapists based on what others have told them.

Clients may have culturally based prejudices against you because of sex, gender, sexual orientation, race, relationship status, ethnicity, religion, age, appearance, and other characteristics.

When I worked at the US Public Health Service Hospital in Baltimore, my boss required us to wear our uniforms once a week. I had seen Selma, the wife of a retired army sergeant, for several Tuesdays. She had remarked about how easy it was to talk to me.

Then Selma came on a Wednesday and saw me wearing an officer’s uniform. All her feelings about officers, which had grown out of listening to her husband talk about officers for years, surfaced. Her husband had portrayed officers as snobbish know-it-alls who were clueless about how things should be run yet always found fault in the recruits. Selma suspected that I looked down on her after hearing her admit to her shortcomings. She thought I had cynically feigned my acceptance of her. She felt I had somehow tricked her into talking to an officer. Our sessions were never the same after that.

Clients may unconsciously count on you to be invulnerable, as they

counted on their parents as children.

There will be times over your career when you miss work because of illness, accidents, family illness, or a death in the family. Clients may be surprised. They may be realistically concerned and show compassion and thoughtfulness to you and your family. Let them know you are thankful.

Here is an example of how you can learn something from your client’s reactions.

Getting over an awful cold, I came to work one day feeling worn out, coughing, and frequently blowing my nose.

My appointment was with Harriet, a young woman who often came late to sessions and frequently wore something she had worn the day before and had just thrown on as she ran out the door. Scatterbrained, Harriet usually fumbled through sessions like she fumbled through life, seemingly without direction. But on this day, she was organized and goal-directed, putting together the things we had discussed in previous sessions and talking about her optimism. I wondered why there had been such a change.

Harriet had a mom who struggled with chronic depression and had difficulty being a mother. Harriet loved her mom and wished her mother could get it together to mother her better. Harriet saw I was having difficulty and had been trying to act in a way that made me feel better so I could better

mother her.

My client’s caring behavior was multi-determined. It reflected her human kindness, but her behavior also gave me insight into the mother-daughter relationship and her strong wish for a functional mother.

The first clue you might get about the transference is how you feel about the client. So, ask yourself, “What do I feel about the client?”

Discerning Clients’ Treatment Resistance

This is an excerpt from Understanding Baffling Psychotherapy Clients.

Multiple elements go into a client’s resistance to change, including major mental illness, physical factors, medication effects, protective denial, lack of skills and knowledge, immaturity, passive-aggressiveness, and oppositional tendencies.

Multiple forces go into a client’s resistance to change.

Many of your clients might belong to the “worried well” and have skills and maturity. They are willing to look at themselves. These attributes make therapy easier. But as excited as clients are about changing, some things may stand in their way.

Imagine you are using your hand to prop up a pencil against a clipboard that is held at a sixty-degree angle. Your hand is just beneath the pencil, and the force of gravity holds the pencil against it. The force you exert upward against the pencil keeps it from sliding downward. Cohesive forces in the pencil keep it from falling apart. Air flows by the pencil. The sum of the forces on it is equal, causing it to stay put. It is stuck. The pencil appears to be inactive, yet many forces are at work. If we ascribe a motive to the pencil, we might say it is a lazy pencil that does not want to move. We might say that the forces on it conflict with one another. The pencil moves when you remove one of those forces by taking your hand away. It is no longer resistant to change.

Clients are aware of some behavioral determinants, but not others.

Multiple forces also affect people’s resistance to change. We describe behavior as “multi-determined.” Clients are unaware of some of these behavioral determinants.

Current research shows that our brains have billions of nerve cells. So, much activity goes on at the same time. We can’t be aware of all the multiple psychological processes in our brains, both waking and sleeping, that affect our behavior.

We cannot be sure what someone is thinking or why they feel what they do. This uncertainty is part of our challenge in trying to understand and help others.

The unconscious is not located in a specific part of the brain. The term refers to that part of the mind that is not accessible. Over the years, people have developed mental constructs to understand what is happening in the unconscious. We call these constructs “psychodynamics,” or “dynamics” for short. We try to understand the client’s dynamics by examining how one thought leads to another. When they repeat behaviors, we look for themes in the patterns. We examine how their view of us recreates past conflictual relationships.

Clients defend against recognizing their dynamics.

Understanding the unconscious dynamics allows us to help the client become aware of them, make better choices, and avoid repeating maladaptive behaviors. Removing resistance is like taking your hand away from the pencil and freeing it up to move. Freed from the effort needed to remain unaware, they develop a more accurate understanding of themselves.

And that leads to change.

The process of becoming aware of dynamics can make a client anxious. Developing an excellent client-therapist relationship is essential because the client needs to feel safe and have a caring, competent, and careful therapist they can talk freely to. Ideally, you will have helped the client develop techniques to deal with the anxiety and contain the generated affect.

“The process of psychotherapy is to strengthen the ego to be able to hear what one does not want to hear—the worst thing one could hear—what one’s defenses were erected to prevent” (Dill 2022).

Clients may feel they are paying a lot to see you and want to get into the heavy stuff right away. They may expect a quick fix. Let them know that you will work with them to develop the skills they need to cope with the resultant anxiety and difficult emotions. Explain the importance of developing skills and a

sense of safety before diving into the more challenging material.

Clients use different defense mechanisms to avoid the anxiety that comes with becoming aware. These defenses include some combination of denial, projection, displacement, regression, rationalization, reaction formation, repression, or sublimation.

Ryan Baily and Jose Pico discuss these and other defense mechanisms in StatPearls at https://www.ncbi.nlm.nih.gov/ books/NBK559106/ (Bailey and Pico 2025).

Resistance is not just a roadblock. It’s also the stuff of therapy and not just the roadblocks. If you have ever played the game Battleship, you know that if you accidentally set off a mine planted by your opponent, you also discover where their battleship is. You know they put their mines near their battleships to protect them. Similarly, when you encounter your client’s resistance, you know that something there is important.

Let’s look at how clients may resist treatment. They may have varying degrees of awareness of their resistance.

Reluctance to change may not be because of psychological resistance.

If your client does not understand what you are saying or misunderstands you, they may have a subtle hearing deficit. Hearing impairment is not always related to age. Hunters, service members, and rock concert fans are at risk. Clients may fill in the gap with assumptions based on what they expect you to say. Sometimes, they may look a little paranoid. Do you often have to repeat what you say?

English may be the client’s second language. When I am in another country and don’t quite understand what a salesclerk is saying, I smile and act like what I missed was not essential. Clients may also misread your behavior and manners.

When a client looks unmotivated, they may have a physical illness that makes them tired. Everything, including therapy, is more challenging when fatigued. Consider whether they may benefit from a workup for long-term COVID-19, anemia, hypothyroidism, diabetes, hepatitis, sleep apnea, mononucleosis, heart disease, poor nutrition, or low testosterone.

Marijuana can cause amotivational syndrome. Anergia (extreme persistent fatigue) can be a symptom of clinical depression and several other diseases. Apathy can be a symptom of several diseases, including neurological disease.

Robert van Reekum et al. have written an excellent article on apathy titled “Apathy: Why Care?” (Reekum 2005). Here is the link: https://psychiatryonline.org/doi/full/10.1176/jnp.17.1.7.

Sometimes, clients feel that if they talk, they risk being rejected by their family. Families may not approve of therapy or medications that affect the brain. They may feel threatened, knowing that secrets about abuse, addiction, infidelity, sexual abuse, or mental illness may come out. Family members may also believe that a client who needs therapy lacks faith in God.

Some people lack opportunities that would lead to a sense of personal agency. It seems life will not work out for them no matter what they do. Because they’re in pain, these clients may try therapy anyway. You may be the first person to believe in them, see their worth, or want to hear what they have to say. They may continue therapy, but it may be more because they like you than because they think they will succeed. They don’t want to let you down because it seems to matter to you how well they do.

Some people are reluctant to do therapy due to realistic, common-sense reasons. You may not know that the things they need to change are monumental and personally costly to change. If that client makes a change, they may be going against their family or culture. In another example, a woman may not want to realize her spouse is unfaithful because that would mean having to leave him and become a single parent.

Too little or too much medication hinders therapy.

If a client is too nervous, they may not do psychotherapy. Conversely, overmedicated clients may lack the motivation to do psychotherapy.

Some clients don’t recognize their maladaptive behaviors.

A client may see smoking or doing drugs as part of who they are and not a problem. They see the behaviors as ego-syntonic. Something that is ego-syntonic is thought to be consistent with the client’s fundamental view of themselves and their beliefs.

Clients may feel that your focus on change implies that they are not good enough as they are. In reality, you are showing them that you accept them as a person, encourage their self-acceptance, and help them change maladaptive ways of thinking and behaving. You want them to see those maladaptive parts of themselves as ego-dystonic, or not consistent with their identity. Your compassion shows them that you accept them as they are. For example, you accept the smoker but not the behavior of smoking.

Your client’s values may be different from yours, and your client may not have a concept of the value of therapy. Instead of being psychologically minded, maybe they have a superficial view of life. Because they see things concretely, they aren’t aware of the psychological process. They don’t consider personal growth an essential value. Clarifying these clients’ goals for treatment may help you see how and where to begin.

Different situations require different approaches to denial.

When a client sees maladaptive behaviors as part of themselves, this is just one form of denial. Denial is an unwillingness to accept reality and acknowledge what others can see as fact. It’s a defense mechanism against anxiety, but it also leads to resistance to change. If a client can’t conceptualize a problem as a problem, they don’t see it and can’t address it.

Their brain may have repressed something by pushing the anxiety-producing thought into their unconscious. The memory is not available to let them put a piece in the puzzle.

Imagine a half-ton pickup truck. How much manure can it haul? The answer is an infinity of manure, but only an average of three thousand pounds at a time. If you pile too much manure on it, it will break down from the load.

Sometimes, a person feels so bad about themselves, their life, and what they have done or not done that they already have three thousand pounds of emotional manure on their pickup truck. You may need to help them remove some of the more reachable emotional manure and reinforce the pickup truck before you consider breaking through their denial.

Prematurely breaking through their denial is like reminding a tightrope walker how high up they are.

When I was working in a senior intensive outpatient program, I met a woman who, as a child, had to wear worn-out, hand-me-down clothes to school. Her lifelong sense of shame manifested as an inability to protect herself from being used by others. When she entered treatment, confrontation was not part of her treatment.

Instead, she took part in group therapy several times weekly with other clients from her community. She discovered similarities with other group members and made strong connections. She witnessed them being cared about and accepted for who they were. In time, she came to feel accepted for herself. It was only then that her denial broke. Then she could see how shame had compromised her ability to set limits on others. Being accepted by others opened the way for her to accept the orphaned parts of herself.

On the other hand, my experiences in inpatient addiction treatment emphasized the need to break through denial more quickly because the denied behaviors were dangerous. These clients were in a supervised, safe setting with supportive staff, and intensive treatment was readily available. Staff carefully monitored the treatment effects. Clients were encouraged to see the big picture, remember their strengths, and be aware of their support network as they examined the consequences of their behaviors.e

Clients may not have developed the personal skill set to do therapy or initially see its value.

Ideally, children learn frustration tolerance by having to tolerate incrementally more difficult, age-appropriate frustration. If their parents do not provide them with opportunities to develop this tolerance, they may lack ego strength. People with ego strength can tolerate frustration, compromise, reflect on themselves, and see the big picture. These are the very skills clients need to do therapy successfully.

Clients who have a dim awareness of their skills gaps prefer to maintain the status quo and avoid taking on responsibilities they cannot manage. Instead, they expect others to change.

Beneath their voiced entitlement is an unrecognized feeling of inadequacy. By providing emotional support and using parent-like therapy techniques, you could gradually empower them by patiently helping them develop the ego strength they need to do the work in small steps.

Clients lacking self-reliance may be reluctant to accept responsibility for themselves.

Some people have a stronger aggressive drive than others. They have agency, take ownership of their therapy, and actively participate in the process. Other people are more passive and feel they are not the hero of their life story. They don’t want to be the alpha dog and prefer being taken care of. They want someone else to be responsible. Their situation growing up may not have supported their incremental growth toward self-reliance.

If you are feeling unusually maternal, ask yourself if the client is encouraging you to take care of them and do the work of therapy. They may think that doing the work themselves will risk you abandoning them, as they will no longer need you.

Passive-aggressive clients express their aggression by withholding progress.

When people are not comfortable expressing their aggression directly, they may express it passively by withholding, like a two-year-old child who withholds pooping in the toilet during toilet training. If a client consistently comes late, forgets their credit card, and requires you to pull teeth to get them to talk, they may be passive-aggressive. They may show subtle contempt by not bothering to bathe or change clothes. (Some depressed clients find activities of daily living to take too much effort. So make sure your client is not depressed.)

Do you feel irritated? Do they seem to get some pleasure from defeating you, the person they see as their opponent in the tug-of-war? Hearing them talk about how their boss or spouse is frustrated with them may make it clear that understanding the passive-aggressive behavior is central to the therapy.

Set limits on your passive-aggressive client so they can’t externalize their conflict by putting their feelings into behavior. When they can’t act out, they will internalize the conflict and make progress. When I worked in a prison setting, I noticed how depressed prisoners became when the acting out was limited and they realized their internal conflicts.

Clients become defensive if they believe you are telling them what to do or think.

Even when you listen carefully, ask open-ended questions, and pose your statements as ideas to consider, the client may feel you are telling them what to do. They resent it. Clients who had controlling parents may believe that you also think you know best and that you want to impose your opinion on them.

Victims of prejudice may expect you to act superior and discount their views. Their reflex opposition may reflect growing self-worth.

To avoid looking pretentious and authoritarian, I dress plainly in clothes that might have come off the rack at Walmart. My standard garb is an old, gray button-up sweater reminiscent of Mr. Rogers. It makes me look kind and nonthreatening. I want my clients to think it is going to be a “wonderful day in the neighborhood” and not a day at the office with a competitive male coworker or sexually abusive boss. I operate from a one-down position to be approachable and encourage emotional comfort.

In other settings, I might wear a suit because upscale clients would consider me unprofessional if I dressed otherwise and discount what I said.

I want my clients to feel safe. I speak softly, move slowly, and sit comfortably back in my chair. My responses to their comments are not rapid and may include a pause that shows I am carefully considering what they just said. I recognize that I might seem threatening, so my verbal and nonverbal behaviors anticipate that.

Oppositional behavior may have several explanations.

Occasionally, a client will loudly object to everything you say, including your recommendations. If they have a history of this exact behavior over time, consider whether they have oppositional defiant disorder (ODD). Clients with ODD tend to be grumpy, argumentative, and even spiteful at times.

Sometimes, clients who are manic can’t listen and are very sure of their own opinions.

Some people with schizophrenia are negativistic, and that negativism can look superficially like ODD.

While autistic clients vary widely, some have pathological demand avoidance, which results in them perceiving requests as a threat to their autonomy. Occasionally, autistic clients think your requests are illogical and should not be followed.

Don’t equate opposition or rigidity with invulnerability. Some rigid clients are fragile.

There is a group of people who come across as very rigid. Because they are so very inflexible, you may at first think they are solid. In fact, behind their rigid defenses, they are fragile. You need to treat them gently and work hard to avoid saying anything that could feel like a slight. They are easily narcissistically wounded. They are like peanut brittle. Brittle things are both rigid and fragile. They break easily.

Involuntary clients may have trouble changing due to serious mental illness.

Your voluntary outpatient client has made some effort to get up, dress, travel to your office, set aside time, and prepare to pay you. These behaviors suggest motivation to change and a desire for something to be different.

On the other hand, involuntary clients may lack the motivation and even partial insight that outpatient clients have. Some involuntary clients are, by definition, a potential danger to themselves or others. They may be psychotic, intoxicated, manic, profoundly depressed, suicidal, or unbearably anxious. Hopefully, medical interventions, medications, close observation, and support will make them more amenable to therapy at some point.

A discussion of serious mental illness (SMI) and inpatient treatment is beyond this book’s scope. Your first exposure to severe mental illness can be overwhelming. Harry Stack Sullivan said, “We are all more simply human than otherwise.”That is a good thing to remember as you see clients who are on the wrong side of the locked door.