“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.”

“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).”

“The kind of caring that the client-centered therapist desires to achieve is a gullible caring, in which clients are accepted as they say they are, not with a lurking suspicion in the therapist's mind that they may, in fact, be otherwise. This attitude is not stupidity on the therapist's part; it is the kind of attitude that is most likely to lead to trust...”

“The type of statements to avoid are indirect, open-ended suggestions, especially about feeling, and truisms or platitudes. Such statements induce a stuck feeling in clients with a compressed structure. They are inwardly trying to achieve the attitudes or actions suggested by the statements and simultaneously resisting and resenting them, while also feeling humiliated by the expectations implied in the statements and shameful of their resistance all at the same time. This reveals why the best intentioned therapist can end up with a client who makes little progress, seems bogged down, and makes the therapist feel ineffective.”

“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 fact, the same intervention or response may even have the opposite effect on two different clients with contrasting developmental histories and cultural contexts. For example, if a client’s parent was distant or aloof, the therapist’s judicious self-disclosure may be helpful for the client. In contrast, the same type of self-disclosure is likely to be anxiety-arousing for a client who grew up serving as the confidant or emotional caregiver of a depressed parent. Greater sharing with the therapist may help the first client learn that, contrary to her deeply held beliefs, she does matter and can be of interest to other people. In contrast, for the second client, the same type of self-disclosure may inadvertently impose the unwanted needs of others and set this client back in treatment as, in her mind, she experiences herself back in her old caretaking role again—this time with the therapist. This unwanted reenactment occurs because the therapeutic relationship is now paralleling the same problematic relational theme that this client struggled with while growing up.”