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Related Concept Videos

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Humans engage in aggression when they seek to cause harm or pain to another person. Aggression takes two forms depending on one’s motives: hostile or instrumental. Hostile aggression is motivated by feelings of anger with intent to cause pain; a fight in a bar with a stranger is an example of hostile aggression. In contrast, instrumental aggression is motivated by achieving a goal and does not necessarily involve intent to cause pain (Berkowitz, 1993); a contract killer who murders for hire...
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Psychological responses to stress encompass the various cognitive and emotional reactions individuals experience when faced with challenging or threatening situations, such as a job loss. Prolonged exposure to stressors can disturb emotional balance, increasing negative emotions (e.g., anxiety and sadness) and diminishing positive emotions (e.g., joy and satisfaction). These persistent emotional shifts are associated with an increased risk of both physical illness and mental health issues, such...
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Related Experiment Video

Updated: Jun 1, 2026

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
08:09

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

Managing negative reactions in forensic trainees.

Desirae J Reeder1, Dawnelle J Schatte

  • 1Child and Adolescent Division, Department of Psychiatry and Behavioral Sciences, UT-Health, Houston, TX, USA.

The Journal of the American Academy of Psychiatry and the Law
|June 10, 2011
PubMed
Summary
This summary is machine-generated.

Treatment providers

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Published on: August 5, 2020

Area of Science:

  • Psychiatry
  • Psychology
  • Forensic Mental Health

Background:

  • Adolescent offender treatment can elicit strong emotional responses in care providers.
  • These provider emotions, known as countertransference reactions, can impede effective patient care.
  • Unacknowledged countertransference may negatively impact therapeutic alliances and treatment outcomes.

Purpose of the Study:

  • To explore countertransference reactions in the treatment of adolescent offenders.
  • To examine how acknowledging and supervising these reactions can enhance patient care.
  • To discuss pedagogical methods for training mental health professionals to manage countertransference.

Main Methods:

  • A qualitative discussion between a resident and supervisor regarding their experiences with a specific patient.
  • Exploration of countertransference dynamics within a subacute adolescent offender unit.
  • Review of training strategies for recognizing and processing countertransference.

Main Results:

  • Countertransference reactions are common when treating adolescent offenders.
  • Supervision and acknowledgment can transform negative countertransference into a therapeutic tool.
  • Effective management of countertransference is crucial for trainee development and patient well-being.

Conclusions:

  • Countertransference is an inherent aspect of treating adolescent offenders.
  • Training programs must equip clinicians with skills to manage their emotional responses.
  • Utilizing countertransference effectively can deepen understanding of the adolescent offender's internal world and improve treatment efficacy.