Vision College Guide to Transcription

TRANSCRIPTION USERS GUIDE

V1.4

The transcription process is a powerful tool that counsellors can use to clearly see their work with clients.
If done with curiosity, care, solid theoretic understanding and a realistic sense of self the student can more accurately perceive the depth of
their empathic engagement with their client… and gain insight into their own strengths and opportunities for growth, development and
healing.

Transcription is also the main form of assessment of counsellor efficacy used at Vision College. This guide will help you get good at it.
If you read it.
 UNDERSTANDING THE FORMAT
A ‘transcript’ is the ‘paper partner’ to your client video. In other words, you record a session of you counselling a client and then ‘transcript it
verbatim’ (meaning: in exactly the same words as were used originally) into writing. Your submission is made up of your video and its
transcript.
The Transcript itself is made in the format of a ‘Table’ (Microsoft Word> Insert >Table) and has five parts or ‘columns’. It is normal for a video
transcription to take many A4 pages. A 20 minute session might need 15-20 pages and could take a number of days to complete.
Below is the standard format we use. A downloadable template that you can use can be found on the online learning platform in the relevant
folder.

In the following pages we will explain the different use of each column so that you can maximise your submission and growth.

As you need them, new rows (horizontals) can be added to the Number your pages for
bottom. MS Word> Right click (in table)> select ‘Insert’> ‘rows easy reference.
below’.

2
COLUMN 1: TIME

TIME
In Column 1 ‘Time’ you record the ‘video time’ of relevant moments in the counselling so that they can be easily referred to
00:00
in reflections and subsequent discussions.

00:05

COLUMN 2: VERBATIM
VERBATIM In Column 2 ‘Verbatim’ you record all the in-session communication. This includes everything said and a number of
T: Hi there non-verbal components.
C: Hi (wriggles in - Use T: to denote when the therapist is speaking and C: for the client. Start a new box/section every time the speaker
her chair)* changes.
T: I’m - Include all the nuances of the language, ie everything that is voiced such as non-words (“hmmm…”, “um”, “tsk”),
swearing, slang, etc.
wondering how
- Note any relevant body language in brackets* eg (Client looks down, fiddles with a tissue), (a tear is runs down her
you might like
face), (I let out a big sigh), (client picks at her sleeve). The relevance of a particular piece of body language is
to use the time determined by its apparent meaning and communication of yet unspoken feelings or thoughts. You may chose to
today. reflect on a particular piece of body language in column 4 ‘Self-Critique & Analysis’. Your marker may question you on
(silence)* parts where important body language clues are missed.
(thinking face) - Note any significant (5+ seconds) silences ie (silence)*
C: Oh I guess I’m
really worried
about…
COLUMN 3: PROCESS
PROCESS In Column 3 ‘Process’ you record all the ‘relational processes’ that you or the client are engaged in at that moment. These
Empathic Expression:
include;
Expressing the client’s
current feeling of connective ‘PCC Interventions’ such as Empathic Expression or Congruence,
helplessness, by disconnective ‘Non-PCC’ processes such as Avoidance, Rescuing and Interrupting, and finally
reflecting back their word
“Helpless” with a general Process Observations such as Client Incongruence and Transference.
helpless/desperate
sounding tone and a drop
of my shoulders. - Name the process being seen accurately with correct Person-Centred terminology.
- Include a brief explanation (see example). Expand on this if needed in column 4 ‘Self-Critique & Analysis’.

COLUMN 4: ANALYSIS & SELF-CRITIQUE

In Column 4 ‘Analysis & Self-Critique’ in this last column you analysis and critique your work showing accurate insight and awareness, offering your Marker
ANALYSIS & SELF- a view of your ability to see yourself and offer a ‘retrospective self-supervision’.
CRITIQUE
Empathic Expression: my Empathy - Speak to your ‘Process’ (action in Column 3) and analysis what effect it had (more connective / less connective). See example opposite.
here is accurate as I can see that it - If you decide that it was less connective, show (write up) some examples of more connective options that you can now see that you could have used.
really connects with what Sally is Prove that you have learnt something from taking this closer look.
currently feeling and deepens that - Notice and comment on what was ‘happening for you’, and the relationship between you and your client. Reflect on your process and the interpersonal or
connection… tears follow and she relational process between you and your client
really gets in touch with previously - Outline what was ‘happening for you’ (what you were feeling) as you tried to connect with your client – this includes your felt experiences as well as your
avoided feelings of sadness. thinking processes. If you were feeling anxious for example, say so, why you were, and how it impacted your relational process.
I felt a bit worried here (that I’d - Show awareness of Identification, Over-Identification, Transference, Counter-Transference and Parallel Process.
pushed too hard) and was about to
- Mention any moments where you felt ‘triggered’ and explain how you think this impacted the session.
apologise (my COWS about not
- Are there times you talked too much? What was happening for you there?
being allowed to make mistakes)
but I held off and trusted Sally and - Or times that you could have spoken up but didn’t? Share any ideas you have about what that might have been about and what you can now see you
myself. So glad I did, as we can see could have said.
from her next comment (5:34) that - Talk about any long periods just doing “ums” and “ahs” (minimal encouragers) and what stopped you from giving more expressing more empathically
she really valued having her connective reflections.
sadness acknowledged by another - Share how have you been impacted by this client and/or their story? The feelings that arise for you, at all stages of the session, are important and need to
(and by herself) this was a first for be spoken to – this can include feelings of anxiousness, tiredness, fear, boredom, anger, frustration, excitement, numbness, blank, zoning out, sick,
her. The rest of the session is distracted, etc. All feelings impact how you are with your client and how the client experiences you. So, state the feeling and why you think you were
‘deeper’ from this point. feeling that.
- Notice any (meaningful) Body Language – both yours and your client’s – are you/they fidgeting? Sighing? Show curiosity about what could be happening
for you and or your client in those moments. What insights does this information offer?
- Mention anything that you could have done differently and what different effect that might have had.
- Don’t forget the positive! List what you have done well. The goal is accuracy (accurate, realistic self-awareness), being over-critical is not accurate.
SIMPLE SAMPLE EXAMPLE
Your Transcript needs to be accompanied by a

SUMMARY
Minimum one page. Answering the following 4 questions:

Why did you choose this Video?

(what were its strengths?)

What was going on for you at the start of this session?

(what were you feeling?)

What happened for your client in this session?

(what was their ‘emotional journey’ though this session?)

What have you learnt from this Session/Transcript?

- Discuss the impact it has had on you (growth, insight, new awareness, encouragement etc).
- Talk about areas of growth as a response to receiving feedback from peers and/or tutors from throughout the year. Share how such feedback has
informed your practice.

REMEMBER
- Plan and structure the time you give to Transcription, especially if you have other assignments due
around this time. Don’t underestimate how much learning you will get from transcribing and scrutinising
your videos! It’s invaluable. Or how much time it will take!

- Ensure you have support (especially if you have children) so that you can dedicate blocks of time –
distractions and interruptions usually lead to inaccurate transcribing, which affects your assessment –
accuracy is important.
 COMMON TRANSCRIPTION ERRORS

• Not allowing enough time to transcribe the video. It takes many hours of work to transcribe 15 minutes of dialogue.
• Placing the Therapists(T) PCC Processes in the Client’s (C) row. Make sure you put them next to the person they belong to.
• Labelling “mmm” and “ah” as Empathic Expression. These are just Minimal Encouragers. Minimal Encouragers do not express empathic attunement to
feeling state (demonstrate empathy), even if the therapist is feeling it, they just encourage minimally. To demonstrate empathy to the client, the
therapist needs to reflect back (express) the feeling state of the client to them.
• Missing the negative feelings and/or not reflecting them – this can be either in the video session or when you are transcribing (eg you miss reflecting
feelings in your session, and/or you miss noticing this as you transcribe and adding them to your Self-Critique. A kind of double blindness).
By end of first year you need to be able to
a) name the feeling(s) or underlying emotion(s),
b) reflect back the feeling(s), and
c) be able to hold the client in that feeling state, i.e. the counsellor doesn’t deflect, minimise, or use any other strategy to avoid staying in emotional
connection (psychological contact) with the client and/or gently encourages the client to hold that emotional connection.
• 1st Year - Counsellor and/or client not being in view of the camera – ensure both can be seen.
• 2nd Year – Client being in the view of the camera (confidentiality fail).
• Poor sound quality. Being able to hear is important, first to make transcribing as painless as possible, then to aid your Marker in any submission.
• 1st Year - Observers creating distractions – shuffling papers close to the microphone, putting cups in front of the camera, laughing at what the client is
saying, passing comments during session – the video is potentially someone’s assessment so treat the counselling space with respect.
• Not backing up your videos/transcripts.
• Incongruence. Remember congruence is our bread and butter! Not being allowed to fail is a Condition of Worth. The fear of failure can sometimes cause
student counsellors to not be congruent in their critique of themselves (eg not wanting to say that they were feeling bored, agitated, or “pissed off”
with their client). How the therapist is feeling about their client will show through in their video so by not being honest, they risk the very failure they
were trying to avoid. Congruency will always trump avoidance.
 TRANSCRIPT EXAMPLE (MARKED)
TIME VERBATIM PROCESS ANALYSIS & SELF-CRITIQUE LECTURER’S FEEDBACK
1:58 C: Ummm right now I am, earlier on I was a little bit I was feeling very empathic towards my client and her struggle. Empathy isn’t a feeling. What were you feeling
sort of… um didn’t quite know what to do and I felt like Although I was tired, due to the workload at the moment, I feel I was toward your client? Being more clear in your self-
a little bit sort of ah, I felt a little bit um…. Ah… Little bit present and attending well. critique will lead to you being more ‘emotionally
helpless? [Looking down] clear’ with your clients.
T: …..Helpless? Empathic Expression: Reflecting the I paused a moment before reflecting the word ‘Helpless’. It felt Well done.
client’s feeling with helpless sounding important.
tone.
C: Was that the right word? Umm …
T: what is, what is helpless to you? Focusing, clarifying – Voice is soft Here I feel I asked a question, without putting my own frame of Yes, so put ‘Question’ in your PROCESS column.
and encouraging. Inviting the client to reference, my tone is relaxed. However, following this I should have could
unpick the word ‘helpless’. waited and allowed more time for client to express before rephrasing Can you think of something more reflective that
to “what does it feel like?” you could have said here?
I can now see that this question ‘put her into her head’ with a kind of Agreed.
performance anxiety about getting it right for me!
C: [Silence] Um just not really… umm
T: What does it feel like? I rushed this. Maybe because I was tired, but probably just needing to Good awareness.
learn to slow down. Actually, I felt impatient here, I was glad we were
finally getting somewhere… but in this I think I pushed too hard.
C: Part of me wants to be able to… Y’know when I see She is looking for me to understand her with the “you know”.
people under stress or whatever, part me kinda, part
of me wants to help…
T: mm Minimal encourager Can you see the potential for Transference here?
Ie if she senses that you are anxious she may try
and perform and ‘make it better’ for you. Then
your emotional needs will be guiding the session
rather than hers. Interesting aye?
C: I mean you know… I need to make it better… [voice
trails off]

T: You want to make it better in that moment for Empathic Expression: Here I am I reflected the client’s words but not accurately enough. However, the Is there another way you might have wanted to
them? attuning to what client has said and client begins to unpack their own meaning and experience in the say this? Show some examples of other possible
asking for clarification at the same moment. options.
time.
2: 12 C: I think there’s… yeah yeah, it’s an internal thing Psychological Contact: I am working I recognised this challenge as something I have in myself at times. I am Nice
though for me, it’s not necessarily something that I do, towards psychological contact with trying to put that aside and focus on my client, so I don’t add my
it’s just something that I feel, I feel like… I feel like her, using Mearns description, this is frame of reference to this. She is beginning to trust me in the sharing
doing something I feel like solving something, and um… at a minimal degree; client feels I’m of her dilemma.
but then yeah… part of me also… knows that… um it’s listening, and we have begun to
not necessarily the best way forward connect more deeply.
T: It’s an internal thing…(voice soft, opens each hand Empathic Expression: Presenting the I feel I have summarised the dichotomy well. I am focused and Good job.
with the words, leaning in towards the client) on one dichotomy of the opposing concepts attending closely. I feel very engaged at this moment.
hand you feel like solving something… and on the other that the client is struggling with.
you know that it’s not necessarily for the best.
 THEORY ACCURATE LABELS FOR PROCESS COLUMN
EXAMPLE GUIDES FOR SELF-CRITIQUE COLUMN
CONCEPT GLOSSARY

CONNECTIVE PCC PROCESSES

All these concepts will have been covered in class by the end of Year 1. They will be deepened in years 2 & 3.
SIX NECESSARY AND SUFFICIENT CONDITIONS (for personality change).
PROCESS SELF-CRITIQUE (say more) ‘Sadness’ used throughout as an example. GLOSSARY
Psychological Contact Psychological Contact established (or maintained) here by my: Psychological Contact the basic foundation of any meaningful human
‘(T) therapist row’ _________. It has the effect on my client of: __ (see Effect relationship. Both people are physically and emotionally ‘present’ and focused
on ‘attending’ to each other.
Examples in following section).
Client Incongruence Client Incongruence observed here as she talks about how she Incongruence is the central issue that clients face. It arises when there is a
mismatch between a person's self-concept (how they see themselves) and
‘(C) client row’ believed that she would be successful, but is now having to
their actual experience (their real feelings, behaviors, and experiences). This
face being fired from work, the difference is creating feelings disparity causes inner tension, anxiety, dissatisfaction, and distress.
of pain and confusion. Incongruence occurs when individuals receive conditional positive regard
from significant people in their lives, meaning they feel valued only if they
Client Incongruence observed here as he says “It’s really sad.” meet certain expectations or conditions. As a result, they may suppress or
distort parts of their true self to gain acceptance or approval. Over time, this
But then laughs. Being sad is against is Conditions of Worth so leads to a gap between their authentic experiences and their self-perception.
he is unconsciously avoiding the feeling and turning to the
more comfortable and acceptable humour.

It has the effect on my client of: __ (see Effect Examples in

following section).
Unconditional Positive Regard Unconditional Positive Regard for my client’s current (or Unconditional Positive Regard is the therapist's complete acceptance and
‘(T) therapist row’ reported) experience (or content) shown though my: support of the client, regardless of what the client says or does. This non-
judgmental attitude allows the client to feel safe and valued, fostering an
__________ environment where they can openly explore their thoughts, feelings, and
It has the effect on my client of: __________ experiences without fear of rejection or disapproval. This acceptance helps
clients develop self-awareness, self-acceptance, and personal growth, and
Unconditional Positive Regard for my client’s feelings of their Self-Conditional Positive Regard (Conditions of Worth).
For Unconditional Positive Regard to be active there needs to be the presence
_sadness_ as they are expressed. Despite his own rejection of of a ‘conditional factor’ (something that is judged/rejected) to which the UPR
them. is applied.
 It has the effect on my client of: __ (see Effect Examples in
following section).
Congruent Immediacy I make known to my client my inner experience of: _________ Congruence is the alignment between a person's self-concept (how they see
themselves) and their actual experiences, thoughts, and feelings. When
‘(T) therapist row’
someone is congruent, they are authentic and true to themselves, with
It has the effect on my client of: __ (see Effect Examples in minimal discrepancy between their inner experiences and outward behaviour.
following section). In therapy, congruence also has an ‘active state’ which describes the therapist
doing authenticity and transparency with their client, which we call Congruent
Immediacy. Such well-placed and readily available honesty promotes a
trusting and open relationship.
Empathic Expression I express my empathic attunement to client’s felt experience of Empathy is the therapist's ability to deeply understand and share (attune to)
‘(T) therapist row’ __sadness*__ (my feeling of their feeling) though my active the client's feelings and experiences from the client's perspective. It involves
being fully present with the client and grasping their emotional world without
use of: ____ *reflection of feeling word, reflection of judgment or projection. This empathetic understanding helps clients feel
emotional meaning, tone (tonal matching) focus, body heard, validated, and supported, which can foster personal growth and
language (i.e leaning forward), pace (i.e slowing down), healing. Empathy is a crucial element in building a trusting, effective
intensity. therapeutic relationship.
While the counsellor can attune to and feel the client’s feelings, this empathy
doesn’t help the client until it is accurately communicated to them. We call
It has the effect on my client of: __ (see Effect Examples in this therapist action Empathic Expression, the active communication of the of
following section) the therapist’s attunement with the client’s feelings, back to the client.

Communication Received Client seems to hear my compassion for them, they pause and The final necessary and sufficient condition for personality change is that the
Communication of the counsellor’s empathic expression, congruent
‘(C) client row’ swallow, sitting back in their chair to look at me, like this
immediacy and unconditional positive regard is, to a minimal degree,
response is completely new and surprising to them. Received by the Client.
In other words; the client is aware of the things that the therapist says they
It has the effect on my client of: __ (see Effect Examples in are sending toward them.
following section)
BASICS
Reflection of Content Reflecting back story details, i.e Content Reflection is the basis for the skill of Reflective Listening. To repeat
C= “There was a black cat.” the client’s words back to them, without change, is an expression of UPR
where the therapist lays of any need to judge, improve, update or make
T= “There was a black cat.” better the client’s own words, instead just accepting them as they are.
Reflection Feeling Words Reflecting back feeling words, i.e Reflection of Feeling Words moves beyond Reflection of Content offer back
C= “it was sad” to the client the emotional content of their story, the more important ‘felt
experience’ within the story.
T= “you felt sad”

C= “I feel sad”
T= “You feel sad
Reflection of Feeling (state) Reflecting back of current feeling, i.e Reflection of Feeling moves beyond the more ‘wooden’ reflections of spoken
content or feeling words and seeks to emotionally connect with the client’s
C= actual feelings (sometimes unspoken) and express this connection with them,
T= “it’s really sad” (sounds and is sad). back to them. When this is done with accurately attuned tone etc it becomes
Empathic Expression (see above)
Reflection of Emotional Reflecting back unsaid emotional meaning though Congruent Reflection of Emotional Meaning is when the counsellor takes the
components of the client’s story, feels them, understands them, and
Meaning Empathic Expression, i.e
accurately reflects back there deeper emotional meaning.
T= “You are feeling powerlessness within your grief”.
Minimal Encourager I make encouraging sounds. A Minimal Encourager is a simple emotionally attuned sound which the
counsellor makes to encourage the client to continue talking, and/or to
It has the effect on my client of: ___ (see Effect Examples in
communicate that they are listening and emotionally with the client.
following section). Examples: “hmmm”, “ah”, “wow”…

Minimal Encourager+ I offer back to my client one of their key words. Minimal Encourager+ operates just like a Minimal Encourager, but the simple
It has the effect on my client of: ___ (see Effect Examples in sound has been replaced by the reflection of one of the client’s words.
following section).

Mirroring Mirroring of my client’s: __*tone, body language, affect__ etc Mirroring is when the Therapist accurately reflects back aspects of the Client’s
presentation (ie body language) in a way that demonstrates Empathic
Attunement and deepens connection.
Use of Silence After Client said “Gone” I remand silent, to… Therapeutic Use of Silence is when the therapist intentionally holds back from
speaking in order to support the client’s own process; often by giving it space
…underscore the importance of what they had just said.
(time), exposing it to observation by not crowding it out with words, or not
…see what they would say next. colluding with the avoidance of a verbose client.
…give them time to process more.
…show the impact on me of what they had said.
…resist my own need to fix their problem.
…support their autonomy.
It has the effect on my client of: __________
Question: Clarification I didn’t understand what the client meant and asked them this Do you need more clarification?
question to clarify their meaning.
Question: Scaling I was unsure how concerned Client was about the issue with A Scaling Question is a technique used to help clients quantify their feelings,
their daughter so asked this Scaling Question. progress, or perceptions on a particular issue or goal. The therapist will ask
the individual to rate something on a numerical scale—typically from 0 to 10,
where: 0 represents the worst possible scenario (e.g., no progress, or
It has the effect on my client of: __________ complete lack of motivation). 10 represents the best possible scenario (e.g.,
complete success, or feeling fully motivated).
Summary – content “Today you have talked about the long process of your A Summary is a concise version of the idea, information, process, or set of
Summary – emotions daughter deciding to leave home and go to university. You emotions, capturing the main points or key information in a clear and brief
format without unnecessary details. When the Therapists offers back the
Summary – theme have expressed feelings of sadness, fear and concern for how Client’s process in the form of a summary it can help them to feel heard and
she will cope living in another city, far from you. You have also understood. It can also encourage them that they are understandable and not
Summary – session (end) admitted that you will miss her at times and are worried that as chaotic as they might feel.
you might feel lonely. But you also explored how you are It can help identify and amplify core themes, order apparent random or
disordered information, identify and highlight themes, focus the clients
looking forward to new adventures with your husband once process, and offer the client clear ‘takeaways’ at the end of a session.
your last child has flown the nest and this give you feelings of
hope and excitement.”
Focusing Client appeared to be avoiding their core feeling again and Focusing skills aim to invite the client to work on the ‘most important’, often
avoided, parts of their process.
moving back into disconnected ‘story telling’.
Normalising Client appeared to believe that their experience was totally Normalising supports the client to see their experience in light of general
abnormal and could not possibly be felt by anyone else. I felt human experience, without minimalising it. It is a type of UPR, reassurance
and Empathic Expression that seeks to reconnect the disconnected client back
to connect with them by saying that I imagine that if I was in with the rest of the world (human experience).
their situation I might possibly feel that way that they do; that
is makes sense.
Empathic Rupture I broke attunement with my client here by:____________ Empathic Rupture refers disruption in the emotional connection
My client experienced me out of attunement with them when: (Psychological Contact) between the client and counsellor. It often happens
when the counsellor fails to understand or misinterprets the client's
___________________ emotions, needs, or experiences. This can leave the client feeling
It has the effect on my client of: __________ misunderstood, dismissed, or invalidated, which may temporarily undermine
the therapeutic relationship. These ruptures can occur for various reasons,
including: The therapist not being fully attuned to the client’s emotional state.
Offering interpretations or feedback that the client finds unhelpful or hurtful.
Miscommunication or mismatched expectations.
However, when addressed properly (though Empathic Repair, see below),
empathic ruptures can actually strengthen the therapeutic relationship.
Empathic Repair I was able to acknowledge the previous rupture and repair it A therapist’s acknowledgment of the rupture, followed by an open, congruent
(completely, somewhat, not at all). conversation about it, can help rebuild trust, model healthy conflict
resolution, and deepen the empathic connection.
The effect on my client was: __________
INTERMEDIATE
Psychoeducation I offer my client some Psychoeducation around ________. Psychoeducation is the process of providing clients with information and
education about psychological topics, mental health conditions, and
It has the effect on my client of: __________
treatment options. It aims to help clients better understand their conditions,
develop coping strategies, and make informed decisions about their care.
Self-Disclosure (self-involving) I decide to share with my client: ___________ Self-involving Self-Disclosure is basically Congruent Immediacy, but is listed
It has the effect on my client of: __________ here to help differentiate from Self-revealing Self-Disclosure (below). Self-
involving Self-Disclosure is when the Therapist reports their personal
experience, process and/or reaction to the client, as it happens, in the room,
during the session. It is part of working in the ‘here and now’. (Disclosure of
Counsellor’s Personal Process).
Self-Disclosure (self-revealing) I decide to share with my client: ___________ Self-revealing Self-Disclosure is when the therapist shares information about
themselves from outside the room, ie their relationship status, how many
It has the effect on my client of: __________
children they have, what they did in the weekend etc. (Disclosure of
Counsellor’s Personal Details).
Parallel Process Parallel Process Client is complaining about how much her Parallel Process refers to a phenomenon where the dynamics or issues
daughter whines and carries on. But as she talks, I notice that I occurring in one relationship are unconsciously mirrored or replicated in
another relationship. This often happens between a therapist and a
become impatient with her and experience her as ‘whining and supervisor, but it can also occur between a counselor and their client. Here’s
carrying on’. how it typically works: The client might be experiencing a certain dynamic in
their personal life, such as feeling powerless in their relationships. The
therapist might unconsciously start to feel similarly powerless in the
counseling relationship.
Identification Identification I believe I can really identify with how Client is feeling Identification occurs when the counselor is able to empathise with the client
in his loveless marriage, the sense of hopelessness, of being trapped. by imagining themselves in the client’s situation. It helps the counselor to
understand the client’s emotions, thoughts, and perspectives. This can lead to
more effective counseling as the counselor can connect with the client on a
deeper level.
Over-Identification Over-Identification I can totally identify with how Client is feeling in Over-identification happens when the counsellor becomes too emotionally
his loveless marriage, it is just like mine was, he should get out while involved with the client’s issues, to the point that they blur the boundaries
he can and take the children before she burns him off in family court! between themselves and the client. This can cause the counsellor to project
their own feelings, experiences, or unresolved issues onto the client, which
All woman are evil in the end!
can negatively affect the therapeutic process. Key points about over-
identification:
Loss of objectivity: The counsellor may lose the ability to remain neutral and
provide objective guidance.
Emotional entanglement: The counsellor’s personal emotions may interfere
with their professional judgment.
Risk of burnout: Over-identification can lead to emotional exhaustion for the
counsellor.
Hindering progress: The counsellor might make assumptions based on their
own experiences rather than focusing on the client’s unique situation,
hindering the client’s growth.
In counselling, the goal is to find a balance where identification facilitates
empathy and understanding, but without crossing into over-identification,
which can compromise the effectiveness of therapy.

INTERPERSONAL PROCESS OBSERVATIONS

Most of these Process Observations should be made in the ‘(C) client row’ (unless otherwise noted) as you observe them in the client’s process.
PROCESS SELF-CRITIQUE . GLOSSARY
Metaphor – client offers Client offers a metaphor about: _________________ A Metaphor is a figure of speech that directly compares two unlike things by
I choose to: __*explore it by…__, *ignore it etc__ stating that one is the other, without using "like" or "as." It is used to create a
symbolic meaning or to highlight similarities between the two things in a more
imaginative or impactful way. For example, in the metaphor "time is a thief,"
time is compared to a thief to suggest that it steals moments from our lives.
Client Defensiveness Client became defensive at the point where:__________ Defensiveness is a psychological response where a person reacts to perceived
(What ‘happened in me’ in reaction? What did I do in criticism, threat, or blame by protecting themselves, often through denial,
justification, or shifting blame. It can manifest as emotional resistance,
response?) as demonstrated in the following line. avoidance, or arguing, as the person attempts to guard their self-esteem or
avoid feelings of vulnerability. Defensiveness can hinder communication and
relationships by preventing open dialogue and self-reflection.
Transference At this point the client appears to… think that I am judging Transference is a psychological phenomenon where a person unconsciously
them and tries to withdraw from me emotionally saying “You redirects feelings, desires, or emotions they have about one person (often
from childhood or a significant past relationship) onto another person, often in
counsellors are all the same…” a therapeutic or close relationship. It frequently occurs in therapy when a
client projects emotions onto their therapist that are tied to other significant
In response I chose to… …as seen in my response (below). figures in their life, such as a parent or partner.
Counter-transference I start to feel frustrated with Client and see him as a silly little Countertransference is the therapist's emotional reaction to the client, often
‘(T) Therapist row’ boy… I start to feel overwhelmed, and I want to send him to his influenced by the therapist's own unconscious feelings, experiences, biases
and/or in reaction to the client’s Transference (see above). It occurs when the
room. therapist projects their own unresolved issues, feelings, or personal
experiences onto the client, which can affect the therapeutic relationship and
process. Ideally, therapists work to recognise and manage
countertransference to maintain objectivity and provide effective support.
Self-awareness At this point I noticed that I was feeling… thinking… Self-awareness is the ability to recognize and understand one's own thoughts,
‘(T) Therapist row’ emotions, behaviors, and motivations. It involves being conscious of how
these internal experiences influence one's interactions with others and the
environment. Self-awareness is crucial for personal growth, emotional
regulation, and effective communication, as it allows individuals to reflect on
their actions and responses.
Affect (deepens / reduces) Client’s felt experience of their __sadness*_ Affect refers to the observable expression of emotion or feelings. It
encompasses a range of emotional states, including happiness, sadness, anger,
intensifies/deepens/is felt more keenly/reduces/lessens….
fear, and more. In psychology, affect is often assessed in terms of its quality
(positive or negative), intensity (how strong the emotion is), and range (the
This change came about as I: _________________ variety of emotions displayed). It can be contrasted with "mood," which is
more sustained and less tied to specific stimuli or events. In clinical settings,
assessing a person's affect can provide valuable insight into their emotional
state and mental health.
Client Feedback Client reports:_ *insight, energy shift, breakthrough, growth,
connection, movement….
Catharsis Client expresses and releases strong or repressed emotions of Catharsis is the process of releasing, and thereby providing relief from, strong
or repressed emotions. It often occurs through expressing emotions, such as in
_sadness*_.
therapy, art, or other emotional outlets, leading to a sense of emotional
The effect on them was: _a feeling of relief____. We can see purification or renewal.
this in:_____________
Client Avoidance Story Telling, Rationalising (‘going into head’) Avoidance is a coping mechanism in which a person consciously or
unconsciously steers clear of uncomfortable situations, emotions, or thoughts
that they find distressing or overwhelming. It can take the form of physical
avoidance (staying away from certain places or people) or emotional
 avoidance (suppressing feelings or distractions). While it may provide short-
term relief, avoidance often prevents individuals from confronting and
resolving underlying issues, potentially leading to increased stress or anxiety
over time.

DISCONNECTIVE INTERPERSONAL PROCESSES

Non-Person Centred maybe even unhelpful/harmful processes (which you may notice yourself using)
PROCESS SELF-CRITIQUE GLOSSARY
Avoidance …me avoiding my client’s feelings of: ______________ See above
My Condition of Worth of ______________ has come into play.
It has the effect on my client of: __________
Minimising …me avoiding my client’s feelings of: ______________ Minimising is a psychological defence mechanism in which an
My Condition of Worth ______________ has come into play. individual downplays the significance or impact of a situation,
feeling, or behaviour. By belittling or trivializing their experiences or
It has the effect on my client of: __________ emotions, a person may attempt to avoid discomfort, guilt, or
anxiety. For example, someone might say, "It wasn't that big of a
deal," to dismiss the seriousness of a traumatic event. While
minimizing can provide temporary relief, it can prevent individuals
from fully processing their experiences and addressing underlying
issues, ultimately hindering emotional healing and growth.
Question - Closed I ask a direct closed question; “Do you blame your Father?” A closed question is a type of inquiry that typically elicits a short,
It has the effect on my client of: _putting them into their head as specific response, often limited to "yes" or "no," or a brief piece of
information. Closed questions are designed to gather clear and
they try to figure out the ‘right’ answer; yes or no._____ concise data without allowing for elaboration or open-ended
responses. They can be useful for obtaining straightforward facts but
may limit the depth of conversation compared to open questions,
which encourage more expansive responses and dialogue.
Collusion I agree with and reinforce the adaptive/dysfunctional parts of my Collusion refers to a secret agreement or cooperation between two
or more parties to deceive or manipulate others. In a therapeutic
client or their story.
context, collusion can occur when a therapist and client
It has the effect on my client of: __________ unconsciously reinforce maladaptive behaviours or dynamics,
hindering progress. For example, a therapist might unintentionally
support a client's avoidance of certain issues, creating an alliance
that prevents the necessary confrontation and resolution of
underlying problems.
Rescuing I collude with my client to avoid their (and my) feelings of: Rescuing refers to a behaviour in which one person intervenes to
Reassuring ______________ help another, often in a way that prevents the other person from
facing the consequences of their actions or solving their own
It has the effect on my client of: __________ problems. This can manifest in relationships where one partner
consistently takes on the responsibility of solving the other’s issues,
leading to an imbalance in the dynamic. While rescuing can stem
from a desire to help, it can ultimately be counterproductive, as it
may enable dependency and hinder the other person’s personal
growth and problem-solving abilities. In therapeutic contexts,
rescuing can interfere with a client's ability to develop self-efficacy
and independence.
Interruption My impatience… my need to __________ expressed. Interruption refers to the act of breaking into a conversation or a
It has the effect on my client of: __________ person's train of thought, often by speaking over someone else or
diverting the discussion. Interruption can occur for various reasons,
such as a desire to contribute to the conversation, misunderstanding
social cues, or a lack of awareness of the other person's need to
express themselves. In communication, interruptions can be
disruptive and may lead to feelings of frustration or resentment,
particularly if they happen frequently. Effective communication
often involves active listening and allowing space for others to share
their thoughts without interruption.
Sympathetic I express my feeling of __sadness*__ for my client. Sympathy is the feeling of compassion or understanding for
Expression It has the effect on my client of: __________ someone else's suffering or misfortune. It involves recognizing and
acknowledging the emotional pain or difficulties that another person
is experiencing and often includes a desire to provide comfort or
support. Sympathy can manifest in various ways, such as offering
condolences, expressing care, or providing assistance.
It's important to note that sympathy is distinct from empathy, which
involves not only understanding another person's feelings but also
sharing and experiencing those feelings to some extent. While
sympathy often focuses on providing support from a distance,
empathy involves a deeper emotional connection.
Metaphor – I offer I decide to share with my client: ___________ (see above)
It has the effect on my client of: __________

Leading I believe the client should go to ____________ and I attempt to take Leading in therapy is when the Counsellor, for numerous reasons
such as COWs, puts their agenda a head of the client. It often
them there.
involves the therapist exerting undue influence over the client's
My Condition of Worth ______________ has come into play. thoughts, feelings, or decisions. This can manifest in several ways:
It has the effect on my client of: __________ Imposing Views, Manipulation, Diminishing Agency, Ignoring Client
Needs and Creating Resistance.
Problem Solving I get caught up believing that my client is a problem to fix rather Problem solving is a cognitive process that involves identifying a
than a person to connect with. challenge or issue, generating potential solutions, evaluating those
options, and selecting the most effective course of action.
My Condition of Worth ______________ has come into play. Problem Solving can create problems in therapy such as
It has the effect on my client of: __________ Overemphasis on Solutions, Avoidance of Emotions,
Dependency on the Therapist.

Effect Examples
When the intervention works well
…building trust in my ability to care for them.
…building trust that I won’t abandon them.
…allowing them to know that they are deeply heard and understood.
…feeling valued. Their self-value increased.
…they felt their feelings being felt by another… allowing them to acknowledge the impact of those feelings
on themselves.
…they didn’t feel alone.
…they felt encouraged to continue exploring.
…they felt that they had the space and time to really come to terms with what they were feeling.
…it allowed them to find the words that more accurately expressed their experience.
…it demonstrated to them that this is a safe place to experiment and make mistakes.
…they came to experience themselves as someone who can be related with and enjoyed.

When the intervention does not work well

…took them ‘into their head’ (avoidance of feeling/rationalisation).
…caused them to feel unheard and alone.
…they felt judged and withdrew from the contact.
…they felt cut off and unimportant.
…they felt rushed.
…they felt ‘too much’ for me.
…they felt controlled.
…they felt glad that someone could solve their problems for them.
In other words;
- they brought into the transference,
- they colluded with my conditions of worth,
- they embraced their dependence,
- they retreated into their familiar ‘victim mindset’ etc
…their doubt that they can resolve their own struggles was reinforced.
…they felt shut down.
…they felt lost.
…they felt they needed to impress me and expressed this by:___________________
…they felt that they needed to fill the space with lots of words.