identify some strategies you might use to address both transference and countertransference in your work with children.

Specific skills and knowledge are essential for a social worker working with children. Understanding transference and countertransference is crucial to a healthy therapeutic relationship. Both transference and countertransference can be evident in any client–therapist relationship, but are especially important in working with children because of a common instinct among adults to protect and nurture the young. The projection or relocation of one’s feelings about one person onto another, otherwise known as transference, is a common response by children (Gil, 1991). Countertransference, a practitioner’s own emotional response to a child, is also common.

For this Discussion, review the Malawista (2004) article.

Post your explanation why transference and countertransference are so common when working with children. Then, identify some strategies you might use to address both transference and countertransference in your work with children.

Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.

Respond to at least two colleagues who identified strategies different from your own by proposing alternative strategies.

Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.

Required Readings

Chiesa, C. (2012). Scripts in the sand: Sandplay in transactional analysis psychotherapy with children. Transactional Analysis Journal, 42(4), 285–293.
Note: Retrieved from Walden Library databases.

Malawista, K. L. (2004). Rescue fantasies in child therapy: countertransference/transference enactments. Child & Adolescent Social Work Journal, 21(4), 373–386.
Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Working with Children and Adolescents: The Case of Claudia (pp. 15–17)

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Ruffolo, M. C., & Allen-Meares, P. (2013). Intervention with children. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 41–69). Hoboken, NJ: Wiley.

Taylor, E. R. (2009). Sandtray and solution-focused therapy. International Journal of Play Therapy, 18(1), 56–68.
Retrieved from Walden Library databases.

Christogiorgos, S., & Giannakopoulos, G. (2015). Parental presence and countertransference phenomena in psychoanalytic psychotherapy of children and adolescents. Psychoanalytic Social Work, 22(1), 1-11.
Retrieved from Walden Library databases.

Optional Resources

Gil, E. (1991). The healing power of play: Working with abused children. New York, NY: Guilford Press:

Chapter 2, “The Child Therapies: Application in Work With Abused Children (pp. 26–36) (PDF)

Chapter 3, “The Treatment of Abused Children” (pp. 37–82) (PDF)

van der Kolk, B. A. (2003). The neurobiology of childhood trauma and abuse. Child and Adolescent Psychiatric Clinics, 12, 293–317. Retrieved from http://www.traumacenter.org/products/pdf_files/neurobiology_childhood_trauma_abuse.pdf

van der Kolk, B. A. (2005a). Child abuse & victimization. Psychiatric Annals, 35(5),374–378. Retrieved from http://www.traumacenter.org/products/pdf_files/neurobiology_childhood_trauma_abuse.pdf

van der Kolk, B. A. (2005b). Developmental trauma disorder. Psychiatric Annals, 35(5), 401–408.
Retrieved from Walden Library databases.