“We have also seen that they give clients feedback about the impact they are having on the therapist—and others. It can be a gift when therapists use process comments to provide interpersonal feedback, and therapists can find constructive, noncritical ways to help clients see themselves from others’ eyes and learn about the impact they are having on others (such as regularly making others feel bored, intimidated, impatient, overwhelmed, confused, and so forth).”

“Toward the end of the first session, no matter how well it seems to have gone, the therapist is encouraged to ask clients how the session felt to them and whether they have any concerns about the treatment process or the therapist.”

“When clients relinquish symptoms, succeed in achieving a personal goal, or make healthier choices for themselves, subsequently many will feel anxious, guilty, or depressed. That is, when clients make progress in treatment and get better, new therapists understandably are excited. But sometimes they will also be dismayed as they watch the client sabotage her success by gaining back unwanted weight or missing the next session after an important breakthrough and deep sharing with the therapist. Thus, loyalty and allegiance to symptoms—maladaptive behaviors originally developed to manage the “bad” or painfully frustrating aspects of parents—are not maladaptive to insecurely attached children. Such loyalty preserves “object ties,” or the connection to the “good” or loving aspects of the parent. Attachment fears of being left alone, helpless, or unwanted can be activated if clients disengage from the symptoms that represent these internalized “bad” objects (for example, if the client resolves an eating disorder or terminates a problematic relationship with a controlling/jealous partner). The goal of the interpersonal process approach is to help clients modify these early maladaptive schemas or internal working models by providing them with experiential or in vivo re-learning (that is, a “corrective emotional experience”). Through this real-life experience with the therapist, clients learn that, at least sometimes, some relationships can be different and do not have to follow the same familiar but problematic lines they have come to expect.”

“In closing, new therapists are encouraged to be themselves with clients rather than trying to fulfill the role of a therapist. Perhaps Kahn says it best: When all is said and done, nothing in our work may be more important than our willingness to bring as much of ourselves as possible to the therapeutic session.... One of the great satisfactions of this work comes at the moment students realize that when they enter the consulting room, they don’t need to don a therapist mask, a therapist voice, a therapist posture, and a therapist vocabulary. They can discard those accouterments because they have much, much more than that to give their clients.”

“A way to do this is to "hand back" the projection to the client. For example, if the client says, "You're making me feel really jumpy today," the therapist could say, "Are you feeling jumpy today?" If the client says, "You must be feeling really tired after doing so many massages," the therapist can ask the client, "How are you feeling? Are you feeling tired?" If the client seems to be anticipating the future, the therapist can ask, "Is this what you are expecting will happen?" These responses must be made in a casual and nonchallenging manner. Asking in a manner that is too penetrating makes the client feel self-conscious and possibly judged. Handing back a projection is a good strategy because projections are a way a person puts, displaces, gets rid of, or abandons something of him- or herself into the environment and away. By handing it back, the therapist gives the client an opportunity to become more aware of it as belonging to him- or herself.”

“For example, in order to identify these schemas or clarify faulty relational expectations, therapists working from an object relations, attachment, or cognitive behavioral framework often ask themselves (and their clients) questions like these: 1. What does the client tend to want from me or others? (For example, clients who repeatedly were ignored, dismissed, or even rejected might wish to be responded to emotionally, reached out to when they have a problem, or to be taken seriously when they express a concern.) 2. What does the client usually expect from others? (Different clients might expect others to diminish or compete with them, to take advantage and try to exploit them, or to admire and idealize them as special.) 3. What is the client’s experience of self in relationship to others? (For example, they might think of themselves as being unimportant or unwanted, burdensome to others, or responsible for handling everything.) 4. What are the emotional reactions that keep recurring? (In relationships, the client may repeatedly find himself feeling insecure or worried, self-conscious or ashamed, or—for those who have enjoyed better developmental experiences—perhaps confident and appreciated.) 5. As a result of these core beliefs, what are the client’s interpersonal strategies for coping with his relational problems? (Common strategies include seeking approval or trying to please others, complying and going along with what others want them to do, emotionally disengaging or physically withdrawing from others, or trying to dominate others through intimidation or control others via criticism and disapproval.) 6. Finally, what kind of reactions do these interpersonal styles tend to elicit from the therapist and others? (For example, when interacting together, others often may feel boredom, disinterest, or irritation; a press to rescue or take care of them in some way; or a helpless feeling that no matter how hard we try, whatever we do to help disappoints them and fails to meet their need.)”