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DClinPsy Portfolio Volume 1 of 3 - University of Hertfordshire ...

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The therapist must also be aware <strong>of</strong> their own narcissism and not forget their humanity<br />

and empathy. Explaining the therapy rationale is one <strong>of</strong> the most important ways <strong>of</strong><br />

negotiating the therapy alliance in CBT. The therapist needs to respond to how the<br />

individual is experiencing any intervention at all points in the therapy.<br />

PCP is a process <strong>of</strong> reconstruction by firstly achieving a good therapeutic relationship.<br />

This is achieved by demonstrating acceptance, attempting to use the clients’ constructions<br />

(belief systems) and being credulous (taking what the client says at face value). Respect<br />

is conveyed by conducting therapy in an invitational mood rather than prescribing better<br />

ways <strong>of</strong> thinking and behaving. The client works with the therapist as a co-experimenter,<br />

formulating and testing hypothesis. ‘Primary transference’, which refers to the therapist<br />

being construed in a particular way by the client, is not encouraged. A ‘secondary<br />

transference’, which refers to previous role constructs being transferred onto the<br />

therapist, is allowed in order to test out hypothesis.<br />

Early sessions in PCP are an important opportunity for the therapist to explain the<br />

expectations <strong>of</strong> therapy, i.e. that the client would ultimately take the initiative in solving<br />

their problems. Therapists would also point out that the therapeutic relationship is<br />

different from other relationships which the client has previously experienced and that<br />

this situation is one where they can feel free to express issues without risk <strong>of</strong> criticism.<br />

This is done early, which is in keeping with evidence that suggests that early<br />

establishment <strong>of</strong> alliance leads to better outcome. As regards working with people across<br />

the lifespan, it was not advised that adults discuss the sessions with anyone other than<br />

their therapist. This is because constructs that they were working on may not be ready for<br />

use to make decisions. With regards to children, it was accepted that they could speak<br />

with their parents if they so wished, (Winter, 1992).<br />

Conclusion<br />

Hyer, Kramer & Sohnle (2004) emphasised that a great deal <strong>of</strong> research has been<br />

conducted on the therapeutic alliance.<br />

15

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