20190926_040830638.pdf - response “…she had said ‘no other people I have worked with have allowed this’”(PB L9723 This positive boundary

20190926_040830638.pdf - response “…she had said ‘no...

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response. “…she had said, ‘no other people I have worked with have allowed this’” (PB, L972- 3). This positive boundary feedback (in conjunction with feedback from her supervisor – “I talked to my supervisor, and she thought that was fantastic” (PB, L957- 8)) influenced PB in her boundary attitude – “so I learned a huge thing from there” (PB, L965). This section has considered the Boundary Process Map which is evidenced in the participants’ accounts. I have detailed new terminology to articulate this model including Boundary Understanding, Boundary Attitude, Boundary Experience, Boundary Response and Boundary Feedback. I have highlighted some important aspects including the importance of the feelings of shame and fear of a counsellor’s boundary experience in determining how they will respond to boundary issues; including the impact on potentially defensive practice. The next section considers the participants responses to boundary issues in more detail through the Boundary Response Model. 210 Chapter Six: The Boundary Response Model The Boundary Response Model (BRM) has been constructed from the experiences of qualified and practicing counsellors. This model aims to represent how participants respond to boundary issues within their counselling practice. To understand the model, it is important to understand some of the themes that inform it and the reasons why. The themes which have informed this model as detailed earlier in the previous chapter are: counsellors boundary understanding and boundary attitude towards boundaries is idiosyncratic; a counsellor’s boundary attitude is mainly informed by their own values and beliefs; shame and fear are often part of a counsellor’s boundary experience when presented with a boundary issue; boundaries are often part of a counsellor’s defensive practice; counsellors view boundaries as useful in achieving therapeutic outcomes; and boundaries need to be considered in context.
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  • Fall '16
  • Patrick
  • Boundary Experience, positive boundary feedback

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