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Related Experiment Video

Updated: Jun 6, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Countertransference as a prototype: The development of a measure.

Christy D Hofsess¹, Terence J G Tracey

¹Department of Counseling Psychology, Arizona State University, USA.

Journal of Counseling Psychology

|December 8, 2010

Summary

This study used prototype theory to define countertransference (an unconscious emotional reaction to a patient). Findings suggest a prototype exists, aiding perception but not management of countertransference in trainees.

Related Experiment Videos

Last Updated: Jun 6, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Psychology
Psychoanalysis
Cognitive Science

Background:

Countertransference is a widely recognized psychoanalytic concept.
Lack of definitional consensus hinders research and training in countertransference.
Prototype theory offers a framework for understanding ill-defined constructs.

Purpose of the Study:

To apply prototype theory to define and investigate countertransference.
To establish a prototype of countertransference based on expert consensus.
To examine the relationship between the countertransference prototype and trainee perception and management.

Main Methods:

Study 1: Experienced psychologists rated the prototypicality of 104 countertransference examples.
Study 2: Assessed trainee use of the established prototype in relation to their ability to perceive and manage countertransference in a case vignette.
Utilized prototype theory (Rosch, Mervis & Rosch) to operationalize countertransference.

Main Results:

High agreement among experienced psychologists supported the existence of a countertransference prototype.
Trainee use of the prototype correlated positively with their ability to perceive countertransference.
No significant correlation was found between prototype usage and trainees' self-reported ability to manage manifest countertransference.

Conclusions:

The findings provide empirical support for a prototype theory of countertransference.
The established prototype can enhance trainees' perception of countertransference.
Further research and training modifications are needed to improve the management of countertransference.