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Phonics is well established in the English-speaking world, but to date it has been implemented to only a limited extent in contexts where English is a foreign language. This study aimed at evaluating the appropriateness of phonics for developing literacy skills of Spanish learners of English. An experimental pre-test – post-test design was used to de- termine the method’s added value. The sample consisted of two equivalent groups in a Span- ish bilingual state primary school, a control and a treatment group, where a phonic method was implemented by the researcher. Data were collected through tests measuring emergent Spanish and English literacy skills. Non-parametric tests and correlations were used for data analysis. The treatment group presented a significant improvement in phonological aware- ness, naming and letter and pseudo-word reading in the Spanish and English post-test. These 7-year-old children attained a level in English literacy skills equivalent to English children aged 5.8. The findings also suggested a positive transference of skills between English word reading and Spanish pseudo-word reading. The present study can serve as a possible pro- posal to help improve our Spanish bilingual programmes through the use of phonics in the early years in order to increase learners’ English reading level. El método fónico está implantado en el mundo anglosajón, pero hasta ahora se ha aplicado de forma limitada en contextos donde el inglés es una lengua extranjera. El obje- tivo era evaluar la eficacia del método fónico para desarrollar habilidades lectoras en inglés en un colegio público bilingüe de Educación Primaria en España. Se utilizó un diseño expe- rimental para determinar el valor añadido del método. La muestra la formaron dos grupos equivalentes, uno control y otro experimental, donde se implementó el método fónico por el investigador. Los datos recogidos sobre las habilidades de alfabetización bilingüe se analiza- ron a través de pruebas no paramétricas y correlaciones. El grupo experimental mostró una mejora mayor en conciencia fonológica, denominación y lectura de letras y pseudopalabras en español e inglés. Este alumnado de siete años alcanzó habilidades de alfabetización en inglés equivalente a niños nativos de 5,8 años. Se encontró una transferencia positiva entre la lectura de palabras en inglés y de pseudopalabras en español. Este estudio presenta impor- tantes implicaciones para la enseñanza de la alfabetización temprana en inglés en contextos donde el inglés no es la primera lengua, concretamente un mayor nivel de lectura en inglés del alumnado y la mejora de los programas bilingües.

This paper illustrates the beneficial effect of a positive benevolent transference in the development of an internalized representation of the therapist/analyst in a variety of patients in psychodynamic treatments ranging from consultation to psychoanalysis itself. This is described in patient presentations. In those who have had substantial early nurturant life experience and now find themselves in a dysphoric state due to crisis, the effect lies in the transference reactivation of these positive object relations that relieve their distress. In those who have been deprived of such early experience, the positive transference may emerge during the intensive work of psychoanalysis and may lead to the internalization of a new positive object representation of the analyst generated in the transference that persists after termination of treatment. In both of these situations, the patient discovers a sense of greater harmony with self and the world. The special conditions that permit and facilitate this process are described since this does not occur in all psychodynamic interventions.

The importance of the "therapeutic alliance", "therapeutic relationship" or "working alliance" in psychotherapy has long been recognized, first in clinical practice and theory and latterly in a wealth of quantitative research. In referring to positive transference as "the vehicle of success in psychoanalysis exactly as it is in other methods of treatment", Sigmund Freud clearly conceived it as not exclusive to psychoanalysis. The role of non-verbal empathy and attunement is seen as curative in self-psychological and independent approaches, while in Kleinian psychotherapy, the relative importance of insight and "the corrective object relationship" as mutative factors is unresolved. The findings of the meta-analyses, then, are clearly being driven by two factors in particular, affective bonds and collaboration. The working alliance, then, might draw on either transferential or realistic elements of the relationship, which it would put to the use of furthering the work of the analysis.

As most clinicians soon discover, children unlike adults seldom come to the child guidance clinic through their own volition, and seldom do they come equipped with sufficient "intrinsic" motivation to participate willingly in a psychotherapeutic experience. There is a class of behavior, however, that actually may be dangerous to the child and the entire family, and cannot be allowed the luxury of continuing for the next three to six months while the therapist establishes rapport and a good positive transference. Such is the case with the juvenile "firebug," and the early successful removal of the fire-setting behavior obviously has priority regardless of the therapist's orientation. Comparative psychologists have been aware of the phenomenon of stimulus satiation for a number of years. The most salient finding from the clinical evaluation was the patient's utter fascination with and rapt attention to a lighted match.

Through a case study, the importance of supporting the positive transference is stressed—from both a psychological and neurobiological perspective. The article argues that the neurobiology of expectation underlies transference. This neurobiology has been investigated particularly over the past several decades in work concerning the placebo effect. By understanding the neurobiology of expectation, one gains a better understanding of the neurobiology of the transference. This enables clinical predictions—and decisions—that are informed not just by the teachings of psychology but also by the science of biology.

© Medwell Journals, 2016.The study is devoted to defining methodological approaches to the formation of students' Foreign language communicative competence in multilingual environment. This research is of current interest due to the worldwide tendency towards integration in the economic, cultural and political spheres and due to the need to develop multilingual personality. The modernization of Russian society, including education, defines the overall learning concept and methodology and sets the scientists the task of developing the particular methodological issues of teaching certain disciplines in order to create the most effective strategies and methods of teaching. We consider this issue using the example of French teaching in Tatarstan Republic, one of the regions of the Russian Federation where the language situation is represented by two state languages, Russian and Tatar. In our opinion, an urgent need to develop new methodological teaching approaches and to write textbooks and teaching aids on their basis is due to the need to use a positive transference of language and speech skills of native tongues while learning other languages for effective students' communicative competence formation.

The psychological phenomenon of erotic transference and countertransference within the framework of pastoral careThis article aims to discuss the psychological phenomenon of transference and countertransference in therapeutical relationships. This phenomenon often leads to a sexual relationship resulting in emotional and psychological damage to both partners. The cause of this destructive sexual relationship is based on the therapist’s misunderstanding of positive transference within the therapeutic relationship. The therapist, unknowingly in most instances, misuses his or her position of trust for sexual exploitation of the client. This phenomenon also manifests in pastoral relationships. This article describes the phenomenon and provides possible guidelines to the pastor in order to identify and prevent the occurrence of “sex in the forbidden zone.”

This case study examines the collaborative problem-solving characteristics employed by some upper primary school students during their construction of an interactive multimedia project. The study is set within the constructivist paradigm where students construct their learning and build on their knowledge as their project progresses. The evaluation of the study was also set within the constructivist paradigm, using Fourth Generation Evaluation (4GE) (Guba & Lincoln, 1989). Two groups of students included four students from Year 5 who produced a module on whales, and four from Year 6 who produced a module on dogs. Both groups had access to Authorware 4, Microsoft Word, Works 4 and Photoshop. Six of the students were able to transfer strategies for problem- solving and utilise them while working on multimedia programs. This confirmed that positive transference had taken place for students while working with multimedia programs. Based on the findings it is recommended that problem-solving strategies be provided for multimedia students in primary schools.

The paper discusses Frieda Fromm-Reichmann's theoretical contributions on the psychotherapy of psychoses and refers it to other authors' views. Today widely accepted, she stressed transference and countertransference as essential issues in the treatment of severely disturbed patients. She disagreed with authors like Federn who interpreted the concept of regression in a way that to treat schizophrenics means to treat children of different ages. Different from Federn, she advocated interpretations also of the positive transference to show the patient where he stands in life. Later on, Fromm-Reichmann opposed John Rosen and his direct analysis interpreting first the contents of the psychotic's speech. She stressed the form of the interaction and of the everyday behaviour where she saw where the patient stands in the world. The discussion shows that Fromm-Reichmann developed her theories and practice in cooperation and discussion with other psychoanalysts working with psychotic patients.

A psychoanalytically oriented treatment of a middle-aged male schizophrenic patient is described. The therapy lasted for ten years, with a follow-up period of four years. The frequency of sessions was once a week throughout. The patient had been chronically psychotic for five years hearing voices accusing him of masturbation. From the beginning a positive transference with idealization developed. Mutual trust and a sense of communion was an important feature of the therapeutic relationship. Humour played an important part even during the most difficult periods of the patient's psychosis. He came regularly to sessions and was able to finish his studies soon after starting in therapy. The psychosis continued for many years. The pivotal point occurred after six year's of therapy when the patient dared to travel abroad alone and realised that the voices, speaking to him in Finnish, must be hallucinations, as he was surrounded by foreigners who did not know his native language. The economic recession forced th...

Este artículo reflexiona sobre la enseñanza de la pronunciación a estudiantes irlandeses de ELE. Si queremos que estos aprendices consigan un buen nivel de dominio fonético, debemos fijarnos en la distancia fonético-fonológica inglés-español; sin embargo, es la distancia entre la región dialectal del hablante y el español (variedad que se ofrece realmente como modelo productivo) la que más influirá. Tras la comparación de las particularidades del inglés (RP) y del geolecto de la República de Irlanda con las del español (castellano), se analiza la interlengua de aprendices irlandeses y se estudian las transferencias positivas y negativas. Al final se aportan ejercicios de fonética combinatoria para corregir las interferencias., This paper deals with the teaching of Spanish pronunciation to Irish students. If we want learners to achieve a good command of the sounds of Castilian Spanish, we must focus on the phonetic/phonological distance between English and Spanish; however, it is the phonetic/phonological distance between the regional variety of the L1 of the speaker and Castilian Spanish (the variety that we adopt as the target model) that will have the biggest influence in this learning process. After comparing linguistic peculiarities of the English language (RP), and of the variety of the Republic of Ireland, with those of Castilian Spanish, we proceed to analyse the interlanguage of Irish learners and we study in it the positive and negative phonetic/phonologic transferences. Finally, we propose exercises based on coarticulatory processes to correct these interferences.

Este artículo trata una de las áreas más olvidadas en ELE: la enseñanza de la pronunciación. La distancia fonético-fonológica entre la L1 y la L2 de los aprendices es un factor de gran relevancia a la hora de dominar los sonidos de la lengua extranjera; sin embargo, es la distancia fonético-fonológica entre la región dialectal en L1 (RD1) y la L2 del hablante la que influirá más en este aprendizaje. Tras comparar particularidades lingüísticas del inglés en general, y del dialecto escocés y norirlandés en particular, con las del español castellano, y analizar la interlengua de estudiantes de español de Escocia e Irlanda del Norte, se pueden ver las transferencias positivas y negativas en el campo fonético-fonológico. Se presenta una lista de las interferencias que deben ser corregidas y se aportan ejercicios basados en fonética combinatoria para corregir las interferencias de los hablantes de esta región dialectal del Reino Unido. This paper deals with one of the most frequently forgotten areas in the teaching of Spanish as a foreign language: pronunciation. The phonetic/phonological distance between the L1 and the L2 of the learners is of paramount importance to master the sounds of the L2; however, it is the phonetic/phonological distance between the dialectal region of the speaker’s L1 (DR1) and the L2 of the speaker that will have the biggest influence in this learning process. After comparing linguistic peculiarities of the English language in general, and of the Scottish and Northern Irish variety in particular, with those of Castilian Spanish, we proceed to analyse the interlanguage of students of Spanish from Scotland and Northern Ireland. This enables us to understand the positive and negative transferences and assist us in creating a catalogue of the interferences to be corrected. Finally, to eliminate the interferences present in speakers of this regional variety of British English, we present a list of exercises based on coarticulatory processes.

This paper deals with one of the most frequently forgotten areas in the teaching of Spanish as a foreign language: pronunciation. The phonetic/phonological distance between the L1 and the L2 of the learners is of paramount importance to master the sounds of the L2; however, it is the phonetic/phonological distance between the dialectal region of the speaker’s L1 (DR1) and the L2 of the speaker that will have the biggest influence in this learning process. After comparing linguistic peculiarities of the English language in general, and of the Scottish and Northern Irish variety in particular, with those of Castilian Spanish, we proceed to analyse the interlanguage of students of Spanish from Scotland and Northern Ireland. This enables us to understand the positive and negative transferences and assist us in creating a catalogue of the interferences to be corrected. Finally, to eliminate the interferences present in speakers of this regional variety of British English, we present a list of exercises based on coarticulatory processes. Este artículo trata una de las áreas más olvidadas en ELE: la enseñanza de la pronunciación. La distancia fonético-fonológica entre la L1 y la L2 de los aprendices es un factor de gran relevancia a la hora de dominar los sonidos de la lengua extranjera; sin embargo, es la distancia fonético-fonológica entre la región dialectal en L1 (RD1) y la L2 del hablante la que influirá más en este aprendizaje. Tras comparar particularidades lingüísticas del inglés en general, y del dialecto escocés y norirlandés en particular, con las del español castellano, y analizar la interlengua de estudiantes de español de Escocia e Irlanda del Norte, se pueden ver las transferencias positivas y negativas en el campo fonético-fonológico. Se presenta una lista de las interferencias que deben ser corregidas y se aportan ejercicios basados en fonética combinatoria para corregir las interferencias de los hablantes de esta región dialectal del Reino Unido.

The path from narcissism to self pathology is described through five case vignettes. In Analysis Terminable and Interminable Freud presented a case illustration to argue that when a negative transference is not present, it can not be analyzed. After Freud, some analysts seem to have taken this argument a step further. They assumed that a patient's admiration of the analyst invariably conceals devaluation and therefore, beneath the positive transference there always lurks a negative transference. In this same paper Freud also described two “bedrocks”, which psychoanalysis can not penetrate. A man must accept his passive, feminine attitute toward another man. A woman must accept that she lacks a penis. Subsequently, these clinical and theoretical narcissistic issues have been reconceptualized within self pathology. The diagnosis of narcissism was based on an inability to relate to other people due to a fixation to an early stage of development. Additionally, narcissism signified defenses against ra...

This article considers three related questions: (a) Are positive transference and countertransference feelings imitations of true loving feelings or are they real? (b) What is the difference between a loving analytic relationship and an ordinary loving relationship? (c) What is the nature of the tension created in the analyst by the opposing tendencies of the relatively anonymous asymmetry in the analytic relationship and the self-revealing mutuality in an ordinary loving relationship?

As the analyst makes the correct interpretations of resistance in the opening phase of an analysis, the patient begins to feel understood, often for the first time. This feeling allays anxiety and depressive affects, and the patient comes to experience the analyst as a soother. These initial exchanges may lay the foundation for a positive transference which acts as a buffer against turbulent transferences. In some patients this positive transference develops rapidly, often with prompt symptom remission. In others--children as well as adults--the analyst must persistently interpret defensive regressions before a stable, positive transference can emerge. In either case, in order to avoid the analysis of conflict, some patients become resistant to the analysis of the wish to be soothed. Many of these patients have had a childhood filled with traumatic parental stimulation or rejection. Two clinical accounts illustrate these contentions.

A psychodynamic model of supportive therapy is described. The therapist by communicating his awareness of the experience of the patient shares it in a limited way and becomes a presence in the patient's life, thereby muting the experience of loneliness associated with internal conflict or crisis. In this respect, the aim is to "be with the patient" rather than to "act on the patient." Techniques to accomplish this engagement are outlined. The positive transference that develops under these circumstances does not obviate the possibility of the use of interpretation that may lead to substantive change. The model is illustrated by case examples.

Coach and issue often enter into an interesting interaction with each other. This often begins right at the start of coaching: for example, if the coachee presents an issue and an opinion on it, or an interpretation of it. Issue and issue holder become entangled and one wonders where to begin in a coaching conversation — with the issue, with the relationship between coachee and issue, or with the coachee? Just as issue and issue holder in coaching often enter into these patterns and play out recurring ‘scripts’, the coachee often plays fascinating games with his or her coach — games which are normally related to the initial issue(s) and to the subject matter of the coaching. For the coach, the dynamic of the coaching relationship may give clues to the relationship between the coachee and others and to the relationship between the coachee and his/her issues. For the coachee, the coaching relationship may develop into something meaningful — into a significant relationship which frequently springs to mind even outside the coaching conversations. More than enough reason to enter into, develop and wind down the coaching relationship as carefully as possible, and to take regular time out to consider the nature of the evolving relationship. In addition, minor frustrations in this relationship can have significant consequences for the results of the coaching. For a consideration of really difficult relationships between coach and coachee, and how to interpret and handle them, see Chapter 9.

In the previous chapter we have looked at the meaning of the client’s experience and behaviour through an investigation of the internal world and object-relations. There is one particular kind of object relationship to which both client and counsellor have immediate access, the relationship between client and counsellor. All forms of psychodynamic therapy are distinguished from other therapeutic approaches by their focus on the nature of this relationship, known as the transference. Turning one’s attention directly onto the nature of the relationship between client and counsellor, focusing on what goes on in the room between the two, is an essential part of the psychodynamic approach, as we can see again in the case of Mrs A.

Applications that run on top of web browsers dominate the Internet today. Given the many similarities among these applications' features, positive transference from one to another is often seen as an important source of ease-of-use for such applications. This paper examines the many differences in the way similar features are implemented in different browser-based applications, analyzing the way these inconsistencies can lead to negative transference (interference) that degrades rather than enhances usability.

Yet despit e th e need for esta blishme nt of ra pport an d positive transference th e ph ysician onl y too frequently, eve n in th e best ins t it ut ion s, ope nly di spl ays a cynica l, unreali stic and hostile a tt itude towa rd s th c addic t; he is indifferent to th e latter's ge nuine compla in ts, ass umes in adva nce th at he is a liar and maintains that it is a was te of effort a nd mon ey to a tte mpt a cure. (Ausubel, 1958; quoted in Imh of, 1993, p. 494)

The author describes his contact with Bion over a twenty-year period, from Bion's supervision of his control case in London in 1960 to the period from 1968 to 1978 when they were both working in Los Angeles. He outlines Bion's views on the use of 'instinct' and intuition in patient observation, the depressive position in patient and analyst, and memory and desire as impediments to knowledge of 'ultimate reality'. Some case material is presented, illustrating how Bion's ideas, particularly concerning attacks on linking, informed the course of the treatment. The author then discusses Freud's, Klein's and Bion's approaches to the problem of resistance, Bion's expansion of some of Klein's ideas, his definitions of psychosis and his formulation concerning thoughts that develop before thinking. The author then argues how essential it is for the analyst to differentiate between primitive projections from the patient that are pre-verbal attempts to communicate a state of mind and those that are an expression of hostility or control. He then discusses the importance of understanding idealizing projections and differentiating these from a healthy positive transference. He concludes by characterising Bion's way of working in terms of his humility, his courage and, fundamentally, his use of his intuitive binocular mind.

Bipolar disorder is a chronic, recurrent disorder, and its dysfunction has been correlated with poor outcomes and increased risk of recurrence. The main purpose of the family therapy model at issue is to prevent the bipolar patient against recurrent episode.The focuses of the therapy sessions are on the apples drawn by the patient(DDAA), the patient, and the patient-parent relationship. Keywords are gathered from every participant during the therapy session. Besides, the subjects to have verbalized meaningful ideas or successful experiences are immediately, intensely praised by applause during the session. DAILY DRAW AN APPLE(DDAA) homework is that the patient has drawn an apple on a calendar everyday and shares with parents about the apple as well as the patient's feelings of the day. The participants of the family therapy are the patient, parents, and the therapists. The frequency of the model is once monthly. Each session consists of the 10 minutes pre-session, the 60 minutes family therapeutic session, and the 30 minutes post-session. It needs to be emphasized that the frequency of re-hospitalization definitely decreased after receiving therapy.Finally, positive transference was demonstrated in the high attendance rate, in their excitement in receiving the applause, and in their collaboration in presenting the keywords. With the aid of the family therapy, they have been almost free from affective symptoms, and the hostile dependent tie with their parents having been steadily improved. To prevent the bipolar patient against recurrent episode has been achieved in the five cases family therapy presented here.

An invitation to the Balint Society’s annual dinner provided a welcome opportunity to revisit and review the enduring legacy of Michael Balint on British general practice and psychiatry. I was one of the smallish band of “Balint boys” (and girls) who were lucky enough to be in his seminars for medical students at University College Hospital, London, which ran for a couple of years in the mid-1960s. Several of us ended up as psychiatrists. I remember that first electrifying seminar well. He instantly reminded me of my maternal grandfather, a powerful influence in my life: stocky, bull necked, with thin, swept back hair, myopic, intriguingly deformed hands, and a bossy yet an acute listener. In retrospect, the resemblance was probably only superficial, but Balint, like all charismatic people, had the ability to evoke strong transference reactions. One could not help projecting onto him significant aspects or figures from one’s life: the father one wanted to please, the feared critic, the Goliath figure one would have to slay to find one’s manhood, the encyclopaedic polymath that one admired and envied, the attentive and protective lover. As for the last: an acquaintance who had been a patient of his always referred to him as “my darling Balint.” She was still seeing him at the time of his premature death and, like many others, was not given time to resolve her positive transference. His skill with medical students was to persuade us that we—role-less nothings in the medical hierarchy then prevailing in hospital medicine, even in a liberal institution like UCH—were the “experts” on our patients. Only we, not the consultants and other gods, had the time, he insisted, to sit and talk with our patients, to hear their fears and hopes. He taught us …

(1987). The Objectionable Positive Transference. Contemporary Psychoanalysis: Vol. 23, No. 3, pp. 491-502.

Milton Erickson's approaches, including utilization techniques, were integrated with psychodynamically oriented psychotherapy in the treatment of a woman with a hospital phobia. The patient was a 28-year-old married woman who met the criteria for both Somatoform Disorder and Dependent Personality Disorder, and who had a variety of obsessive and compulsive personality traits. In trance the patient was given permission to replace many aspects of the hospital setting (e.g., driving to the hospital, checking in, talking with nurses, etc.) with interactions with certain emotionally meaningful people from her past. The outcome was that the hospital experience was quite pleasurable, as have been subsequent hospitalizations. Two years later, the patient discussed her hypnotic experience and reported an increase in positive transference and also an increase in her ability to cope with other difficult aspects of her life.

A study covering three years was made of an on-ward follow-up program for patients discharged from their original ward, in contrast to the usual off-the-ward, follow-up programs. It was found that readmissions (the “revolvingdoor syndrome”) diminished markedly. The return of the ward patient for treatment to a follow-up clinic on his original ward was a prime catalyst in sustaining basic contact and supporting a positive transference which maintained the patient outside of the hospital.

The authors present their observations of adolescents hospitalized on a short-term psychiatric ward over a four-year period. Three stages of adjustment are identified in the course of hospitalization, reflecting a gradual formation and dissolution of a strong emotional attachment on the part of the adolescent patients to the ward staff. Evidence that a positive transference to staff does occur during short-term hospitalization lends support to the trend toward community-based mental health care.

This is a clinical report on the use of hypnotic imagery to reduce pain and discomfort in cancer patients. Deep relaxation, ego strengthening, imagery, and suggestions for changes in perception and awareness are the principal techniques used to reduce suffering and to produce a sense of well-being among cancer patients treated at different stages of disease. Hypnotic intervention involving six patients is described, with emphasis on the ease with which positive transference is established and the effectiveness with which it may be used to enhance therapeutic effects.

The psychotherapy of 25 normal weight bulimic adolescent and late adolescent women (age 15-32 years, mean = 21 years), was reviewed to evaluate developmental and diagnostic precursors and the outcome of psychoanalytically oriented long-term therapy (mean = 33 sessions). Psychotherapy outcome was scored in these categories: bingeing and purging; food obsession; school/work satisfaction; equilibration with family of origin, and achievement of heterosexual closeness. On factor analysis, all factors loaded highly and a global outcome score was derived which was used as the dependent variable in a step-wise regression analysis with 18 family factors as independent variables. To identify family patterns that predicted degree of improvement, a multiple regression analysis was performed. Results indicated that family variables associated with maternal warmth explained an appreciable proportion of the variance in outcome. Such a finding is consistent with the formulation that patients with benign archaic maternal representations were better able than their counterparts with less benign maternal images to form a positive transference and better working alliance with the (female) therapist.

The adjunctive use of hypnosis in the treatment of 20 patients on a burn unit is described, including its effectiveness in paving the way toward positive transference, trust, support, and a generally psychotherapeutic environment. The author also discusses the reactions (both positive and negative) of patients and relatives to hypnosis, the attitude of the staff, counter-transference on a burn unit, and the need to guard against omnipotent fantasies.

There is perhaps no more useful a place for a child psychiatrist to work than in the kindergarten through ninth grade school area as a consultant. It is a two-way situation in that while offering assistance there are rewards for the physician in seeing vast numbers of children through the eyes of caring and intelligent people. In the office or clinic, no matter how devoted, the clinician can see only a relative handful of patients whereas in the school area working through the teachers, large numbers of youngsters can be reached and helped.

It should be emphasized that positive transference feelings usually predominate at the beginning of STAPP. This is primarily due to the extensive work which has been done by the evaluator and the patient and which has given the patient an early taste of what he can expect will take place during the course of therapy. In addition, having a high motivation for change, the patient is eager to settle down and get to work. Because of these factors, therefore, the therapist must discuss with the patient any positive transference feelings which may appear quite early rather than wait for the transference to appear as a resistance and then to interpret it later on.

Step 6: Relationship. Describe developments of the therapist-patient relationship over time in terms of self-images and role models. Include description about the social relationship, therapeutic alliance, transference tests, transferences, and countertransferences traced in time over the therapy. Describe how the relationships effect previously warded-off memories, ideas, emotions, and controls, as well as experience, change in attitudes, and creation of situations of threat or safety. Include continuation of process after therapy if data are available, effects of new relationships or separations in the patient’s environment, and cover social, group, ideological and other help systems when relevant.

In a single case study of a psychoanalytically oriented treatment, the associative distance between patient and therapist concerning the subject of the session was rated. This distance was operationalized by the so-called 'latent thematic concordancy' (LCON) and measured after each session. With the aid of a modified form of the 'therapy session check sheet' (TSCS) of Graff and Luborsky, a constellation of low manifest and low positive transference together with high resistance was isolated which was linked with low LCON with a high prediction rate. This transference constellation resembles the resistance against transference as described by Gill. It seems to be related to a great distance between the associations of patient and therapist concerning the subject of therapy sessions.