Towards a research tradition in Gestalt therapy
Parallel processes in counseling for schools
Gestalt psychotherapyResearchQualitative researchEnglish
Book Chapter - Paid access
AbstractThe crucial importance of the therapeutic relationship to the outcome of counseling is well documented. This realization implies the need to pay attention to the relationship between the counselor and the client in the counseling situation. In a counseling relationship in which teachers are the clients, there is a double relational focus (teacher-student and teacher-counselor) that requires attention. The term parallel processes describes this double focus and is of great interest. Parallel processes address the fact that the dynamic between the teacher and their student is reflected in the relationship between the teacher and the counselor (and the other way around) and is played out in the counseling situation. This chapter presents a qualitative study of parallel processes during teacher counseling within a Gestalt theoretical framework, based on a doctoral project. The project focused on counseling provided by the Educational Psychological Counseling Service (EPCS) to preschools and schools regarding childrenwith special needs and posed the following research question: In what ways do parallel processes appear within a counseling relationship? A secondary research question was also formulated: How is contact evident in parallel processes? To answer these questions, both counseling relationships and the relationships between teachers and their students that emerged during the counseling sessions were studied. The aim was to identify the dominant contact mechanisms in these fields to determine how they may have been played out in parallel processes. This chapter will present selected parts of the project, such as its research questions, theories of parallel processes, methods, results and discussions. and the counselor (and the other way around) and is played out in the counseling situation.
(2016). Parallel processes in counseling for schools. In J. Roubal (Ed.), Towards a research tradition in Gestalt therapy (pp. 271-289). Newcastle upon Tyne, United Kingdom: Cambridge Scholars Publishing..