Transference and Countertransference in Pastoral Care, Counseling and Supervision David M. Franzen INTRODUCTION ransference and counter-transference are psychodynamic phenom- ena with an uneasy history. People often seek pastoral care and pas- Ttoral counseling for painful problems in living that confound them– problems they act out through reciprocal transferences toward each other. It is commonplace for our patients and trainees to be largely or completely unaware of these dynamics because of their unconscious origin and func- tion. As transference and counter-transference dynamics occur and are then interpreted, a typical first reaction of patients, trainees and supervisors in training is to feel self-conscious, embarrassed, and ashamed. Making one- self vulnerable at deep emotional levels elicits the terror of being exposed and shamed to the core of one’s self. This fear regularly leads people to avoid situations in which a therapist or supervisor might interpret material _________________________ David M. Franzen is a diplomate in the American Association of Pastoral Counselors, a diplomate in the College of Pastoral Supervision and Psychotherapy, and a retired super- visor in the Association for Clinical Pastoral Education. He lives in Durham, North Caro- lina where his practice includes pastoral psychotherapy, supervision and consultation. Reflective Practice: Formation and Supervision in Ministry ISSN 2325-2847 (print)* ISSN 2325-2855 (online) * © Copyright 2018 Reflective Practice: Formation and Supervision in Ministry All Rights Reserved 180 TRANSFERENCE AND COUNTERTRANSFERENCE outside of the person’s awareness, and these dynamics are at the root of re- sistance to intra-psychic self-understanding. The clinical fact of flight from the intra-psychic reality of our unconscious processes is the driving force of all our defenses. Moreover, clinical pastoral supervisors are not exempt from these dy- namics, so as they emerge in our supervisory work we are also dealing with our own countertransference. Therapists and supervisors have been more comfortable talking about these phenomena as they occur in the behavior of our patients and supervisees than in ourselves. In this article I trace not only the development of our understanding of transference and coun- tertransference but also the role our aversion plays in our failure to apply knowledge of transference and countertransference to ourselves and our own clinical work. I conclude this article with some thoughts about how to mitigate our clinical and supervisory failures through a better understand- ing of resistance, both latent and manifest, in transference and countertrans- ference. New directions are also suggested for curricula in the training of persons in pastoral care, counseling and supervision. My focus is restricted to the phenomena of transference and counter- transference and to an exploration of how these phenomena emerge in three clinical cases. The first case is literally the first case: Dr. Josef Breuer’s -fa mous treatment of Anna O. The second and third cases come from my own work in pastoral care and pastoral counseling. A discussion that follows is focused on some key aspects of transference and countertransference that surface in these cases. I conclude with suggestions about the implications of this discussion for the supervisory training of chaplains and pastoral counselors. CASE ONE In 1882, Josef Breuer fled from his treatment of Anna O. in the face of her erotic transference toward him, which reached a climax in her symp- toms of an hysterical pregnancy through which she delusionally regarded him as the father of her wished-for baby.1 Equally unnerving to Breuer were his fear of his own erotic feelings, and the fact that he understood neither the upwelling of Anna O’s sexual dynamics nor his own.2 Today, we need to remind ourselves that the concepts of transference and countertransference did not yet exist in 1882; they were subsequently FRANZEN 181 described by Freud to articulate and explain what had occurred to Breuer and his abandoned patient.3 In fact, psychoanalysis itself did not yet exist at that point, but in the following years Freud’s understandings of transfer- ence and countertransference developed through his encounters with these phenomena in his own cases as he worked to develop the theory and tech- nique of psychoanalysis. It took eleven years before Breuer’s case report of his work with Anna O. was published, along with several of Freud’s earliest cases, in their book Studies on Hysteria.4 Freud’s understanding of transference (as well as his psychoanalytic theory in general) grew and developed over time as an outcome of his clini- cal experience. In the early years when he and Breuer utilized the “cathar- tic method,” Freud saw transference as a “false connection” or a “displace- ment” of the patient’s unconscious ideas about childhood relationships with parents and other early caregivers onto the person of the therapist. He also saw transference as a symptom in the patient that was an “obstacle” to the treatment and a resistance to the therapeutic work. Both men treated their patients’ transferences as symptoms, as they would treat any other symp- tom, by the use of catharsis, hypnosis and suggestion.5 Their pre-psychoan- alytic method relied on the personal influence (“suggestion”) of the doctor upon the patient and the patient’s symptom(s). Sadly, I must note that the 1880s pre-psychoanalytic practices of ca- tharsis, suggestion, hypnosis and reassurance have become staples today in the pastoral care and counseling practices of many chaplains and pastoral counselors. Raymond Lawrence has illustrated a number of examples of these pastoral care problems in his Nine Clinical Cases: The Soul of Pastoral Care and Counseling.6 Many of us seem to have lost touch with the develop- ment of psychoanalytic theory and technique that has emerged in the last one hundred and twenty-five years. For too many, it is as though the con- cepts of transference and countertransference do not exist, even though all humans act them out with each other daily. This problematic requires a more critical review, to which this paper is devoted and from which I draw some conclusions. That review begins with a case from our own era. CASE TWO A number of years ago, I worked at a major medical center where, in addition to Clinical Pastoral Education supervision, my work focused on 182 TRANSFERENCE AND COUNTERTRANSFERENCE pastoral care to Lutheran patients. One day, after a referral from her pas- tor, I entered the room of a sixty-two-year-old woman whom I will call Mrs. A. She was admitted due to a history of chronic and severe hives. When I introduced myself as “the Lutheran chaplain” she immediately burst into tears. Mrs. A sobbed and talked non-stop for nearly an hour, sharing inti- mate details about her life, as well as stories about her involvement in the life of her congregation, until I brought this initial visit to a close with an agreement that we would pick up the conversation again the next day. At her request, we had a prayer and I concluded the visit, although she would have preferred to continue for another hour or more. A rather bizarre aspect of the visit was her total idealization and desperate trust of me, a person she had never met before. This was the most disproportionately positive and idealizing transference I had ever experienced, and I mused during and af- ter the visit about what Mrs. A’s behavior meant. The second visit was more of the same: more tears, more personal rev- elation about her illness and treatment, her husband’s alcoholism, his verbal abuse, her painful relationships with his children from his previous mar- riage, her early life as the child of an alcoholic father and an abused mother, and more idealization of me. Her internal pressure to talk and cry began to subside by the end of our fourth visit as her discharge was imminent. After several days in the hospital she learned that her hives resulted from an al- lergy to acetylsalicylic acid, the active ingredient in aspirin that is also pres- ent in certain vegetables, fruits, nuts, seeds and seasonings. Armed with re- lief at a better diagnosis of her physical condition, a medical treatment plan, dietary instructions, and four sessions of feeling heard and understood by her chaplain, she was preparing for discharge. Curiously, her positive and idealizing transference toward me remained as strong and desperate as it had been in the first visit. My countertransference to Mrs. A is already implied in the above de- scription of her behavior toward me. I was amazed at the strength and te- nacity of her transference. I experienced her sudden, desperate, dependent and erotically tinged attachment to me through the lens of my internalized early relationship to my mother. My mother had been overly dependent on me for solace regarding her own problems with my father and other family members. At the unconscious level, my pastoral relationship with Mrs. A occurred at the nexus between her Oedipal situation with her chaotic alco- FRANZEN 183 holic parents and my own Oedipal situation as the oldest son of my anxious and depressed mother and father. Through my own prior psychoanalysis and clinical training, I had explored my over-involvement with my mother. This enabled me to set boundaries on my relationship with Mrs. A that were based on my self-un- derstanding. My deeper self-knowledge enabled me to deploy my counter- transference as an instrument to empathically listen to and understand the patient and her powerful transference. Mastery of my own countertransfer- ence is another way to describe my constructive “use of self” to stay in dia- logue with Mrs. A rather than fleeing the room (as Dr.