Reflecting on Therapeutic Relating in Expressive Therapies: Insights for Counsellors Working with Young Clients
My clinical supervisor, Cheryl Taylor, often refers to Mark Pearson’s work and I am drawn to deepening my knowledge of Expressive Therapies, particularly as I provide clinical supervision to university students studying Counselling. As counsellors working with children and adolescents, we often find ourselves navigating the delicate balance between building trust and facilitating meaningful change and that constant internal question, “Am I being effective?’. The article by Mark Pearson and Helen Wilson, "Therapeutic relating in expressive therapies: Reflections on being with young clients," offers valuable insights into this aspect of our work. Their exploration of Expressive Therapies (ET) provides a fresh perspective on how we can enhance our therapeutic relationships and outcomes with young clients. The full text can be found here. I encourage you to read it and look more closely at the website Expressive Therapies Australia.
A Holistic Framework
One of the most pertinent aspects of the article is its emphasis on the paradox young clients often face when entering therapy, and my current supervisees have brought this to supervision. The young people arrive with a desire to be heard, yet struggle to articulate their thoughts and feelings. Pearson and Wilson remind us that our primary task is not to immediately dive into problem-solving, but to create a safe space where these young individuals can gradually unfold their inner worlds.
The authors’ focus on the three foundational components of ET – how to be, how to connect, and what to do – offers a holistic framework for approaching our work. As counsellors, we often place great emphasis on techniques and interventions, but this article serves as a powerful reminder that our way of being with clients is equally, if not more, important. The concept of "therapeutic presence" highlighted in the piece encourages us to reflect on our own state of mind and emotional regulation when working with young clients. We are encouraged to take a moment before sessions to centre ourselves, to ensure we're fully present and attuned to the needs of the child or adolescent before us.
Understanding Trust
The discussion on trust-building resonated particularly strongly with me. As the authors point out, trust is not automatic, especially for young clients who may have experienced an unsafe or unhelpful world. The distinction between "outer trust" (with the therapeutic environment and counsellor) and "inner trust" (the client's capacity to feel safe with themselves) provides a nuanced understanding of the trust-building process. It challenges us to consider how we can create an environment that fosters both types of trust, recognising that this may be a gradual and delicate process for many of our young clients.
The article's exploration of rapport-building techniques, particularly through the use of expressive therapies, offers exciting possibilities for enhancing our practice. I am so keen to delve into this further. University students will often ask me if it’s ok to play games with their young clients, with an underlying intent to build rapport and trust. I say a resonant ‘Yes’. The idea that creative arts-based activities can serve as catalysts for trust to flourish and allow young clients to reflect on their situation is both intuitive and supported by research.
The 5-Step Model
The 5-step ET Session Model outlined in the article provides a structured yet flexible framework for working with young clients. What I find particularly valuable about this model is its emphasis on building rapport and trust as the crucial first step. In our eagerness to address presenting problems, it's easy to rush past this foundational stage. The model reminds us of the importance of taking time to establish a strong therapeutic alliance before diving into deeper work. The authors' emphasis on "being" rather than always "doing" in therapy sessions is a powerful reminder of the healing potential of a genuinely attuned therapeutic relationship. It invites us to trust in the process, to create space for our young clients to explore and express themselves in ways that feel safe and meaningful to them.
The integration of creative arts-based activities in ET offers an exciting avenue for engaging young clients who may struggle with traditional talk therapy. As counsellors, we're encouraged to expand our toolbox, to consider how drawing, music, movement, or the use of miniatures might open up new pathways for communication and self-expression with our young clients.
Reimagining Therapeutic Practice
However, the article also reminds us that these activities are not magic solutions in themselves. Their effectiveness always rests on the quality of our therapeutic presence and our ability to attune to the unique needs of each young client. We invite our young clients to ‘formulate their own strategies, action steps and ways of seeking support.’ This balance between technique and presence is a valuable lesson for all counsellors, regardless of their theoretical orientation.
In conclusion, Pearson and Wilson's article offers rich insights for counsellors working with young clients. It challenges us to reflect on our therapeutic stance, to consider how we can create inviting and safe spaces for exploration and growth. As we integrate these insights into our practice, we have the opportunity to deepen our connections with young clients, fostering therapeutic relationships that are not just effective, but transformative.
Thank you, Mark Pearson and Helen Wilson, for your contributions to ET and Professional Learning. I will be joining the Professional Development opportunities as soon as I can.