Termination Process.edited

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Termination Process Introduction Termination of the supervisory relationship is an important yet often overlooked component of the field placement experience (Baum, 2007). As a student completing my placement at an elementary school working with children in kindergarten through 5th grade, I provided individual and group counseling sessions addressing family challenges, social-emotional difficulties, and academic stressors. These sessions aimed to support students' psychosocial development using a trauma-informed lens (Banhato et al., 2015). Proper termination allows for the closure of the supervisory relationship and allows me to reflect on my work with clients over the past months (Baum, 2006). It also models terminating therapeutically for clients, an essential skill for social workers to facilitate continuity of care and prevent harm (Grumbach et al., 2021). Research emphasizes the significance of termination as "the final opportunity for synthesis and integration" in the helping relationship (Anthony & Pagano, 1998); Baum (2007) found that supervisors commonly avoid discussing powerful emotions related to ending, and termination discussions tend to focus more on logistics than processing feelings (Brill & Nahmani, 1993). If handled competently, flawed termination can ensure clients' progress and make social workers well-equipped to end relationships professionally (Pumpian-Mindlin, 1958). This paper explores my termination experience from multiple perspectives. First, I introduce a client (Emily and John) as a case study to understand our work together and the factors leading to termination. Second, I describe our termination process and any transference issues that arose. Third, I examine my feelings and growth through processing termination in supervision. Finally,

I reflect on how this experience influenced my understanding of termination as a vital part of the helping relationship, not simply an administrative task. Description of a Client During my placement at the elementary school, I provided counseling services to several students experiencing social-emotional and behavioral challenges. Two clients I worked with extensively were "John", an 8-year-old boy in 2nd grade, and "Emily", a 5-year-old kindergarten student. John struggled with social interactions amongst peers, often exhibiting angry outbursts or withdrawing during free periods. He also struggled with following directions from teachers. Emily exhibited signs of anxiety and separation distress, frequently crying when their parents dropped her off in the mornings and clinging to teachers. Through individual and joint sessions, my work with John focused on developing calming strategies, modeling social skills, and developing communication techniques. With Emily, I helped her identify feelings and worked on building independence and problem-solving skills through play-based activities. Both presented with underlying family stressors like parental divorce or new siblings that may have contributed to their difficulties. My role in working with these and several other elementary-aged students was to provide supportive short-term counseling services addressing social-emotional challenges impacting their functioning at school. This included helping children process changes at home, teaching coping skills, and facilitating peer connections.

Interventions Used For John, cognitive behavioral therapy (CBT) guided my choice of interventions. CBT is based on the theory that maladaptive thoughts and behaviors can be altered through active monitoring and modification. The feelings chart aimed to improve John's emotional intelligence by targeting how he processed and communicated internal states. Role-plays were drawn from social learning theory, which posits that new behaviors are learned through modeling, practice, and feedback within interpersonal contexts. Early role-plays were challenging, as John resisted stepping outside his comfort zone. This reinforced his negative thoughts about social situations. I normalized mistakes and focused feedback on effort rather than outcomes to overcome this barrier. With time and experience trying new responses safely, John's confidence in his abilities grew. He generalized skills to other settings, lessening emotional reactivity that previously fueled conflicts. With Emily, attachment theory informed my use of child-centered play therapy to strengthen our relationship through symbolic expression and self-directed exploration. At first, separation left Emily too distressed to engage. Overcoming this challenge required patience, extra transition support, and a consistent routine. As trust developed, Emily felt comfortable independently practicing calming strategies when distressed. The non-directive approach contributed to her growing independence and ability to problem-solve uncertain social situations. Addressing barriers through supportive strategies that rebuilt perceptions of competence contributed directly to my clients' progress in using new tools to understand better and navigate their world. Termination found them well-positioned to continue developing critical socioemotional competencies. Factors Leading to Termination

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For both John and Emily, the termination of counseling was planned to coincide with the end of the school semester, as my field placement was also concluding. This type of planned termination is common for time-limited therapies in school settings. With John, factors leading to termination included meeting his individualized counseling goals surrounding emotion regulation, social skills development, and improved school engagement. We have made significant progress in these areas through our CBT and social skills-based interventions over the past four months. However, ongoing family stressors from his parents' divorce continued to be a concern for how John would manage after counseling ended. Emily also achieved her personal goals of reducing separation anxiety and acquiring self-soothing strategies. While progress was substantial, as noted in past research, termination discussions focused more on logistics than fully processing the impending changes and emotions involved (Brill & Nahmani, 1993). There was a risk that separation distress could return without sustained support systems. Both John and Emily displayed initial reluctance towards ending our counseling relationship, which is consistent with the client reactions commonly reported (Pumpian, 1958). To facilitate a smooth transition, I consulted with parents and teachers to ensure continuity of care and follow-up support. Open communication around feelings helped address clients' mixed emotions and fully prepare them to end formal sessions (Baum, 2007). For John, I was concerned about how he would manage his emotions and behaviors without our weekly counseling sessions. His home life situation had not significantly changed, so continued family stressors could potentially trigger upsets. I discussed a safety plan with John, his parents, and the teacher to help John express complicated feelings and regulate as needed. Emily was generally making progress with self-soothing, but separation from me and the counseling routine presented uncertainty. Post-termination, I worried her anxiety symptoms

could return without transitional support. To prepare Emily, I had extra goodbye sessions to practice coping skills independently. Her teacher agreed to periodic check-ins in the first few weeks to help Emily adjust. Research indicates that termination can undo client progress if not handled competently (Pumpian, 1958). Both John and Emily depended on our relationship to work through challenges. Ending could destabilize treatment gains without careful transition management. I aimed to mitigate these post-termination concerns by facilitating continuity of care, emphasizing skills developed, providing reassurance of future support systems, and openly addressing mixed feelings about changes. My hope was that they would maintain counseling impacts moving forward. Termination Process To introduce termination, I followed a standard protocol outlined in research for time- limited therapies (Anthony & Pagano, 1998). With both John and Emily, I provided advance notice by reminding them after spring break was our last scheduled session. This allowed time to process emotions around ending. During our final sessions, John seemed nervous discussing goodbyes while Emily cried hesitantly. I empathized with their visible sadness at losing our connection, a common countertransference issue for clinicians (Baum, 2007). To manage this, I validated their feelings as normal and a sign of our healthy relationship while also reinforcing independence gained. We reviewed progress toward counseling goals using their skills learned to face new challenges. I presented termination as an achievement rather than loss by framing our work together as

complete. Both clients proudly shared ways they would apply strategies in the future per stages of change models emphasizing client strengths at closure (Prochaska & DiClemente, 1984). Exchanges highlighted fond memories together and hopes for their ongoing wellness. I provided reassurance to my clients available support from others while normalizing any difficult post- termination adjustment (Brill & Nahmani, 1993). Transferring the counseling relationship involved honoring the care provided within our secure clinical framework. Open discussions supported an empowering transition, bolstering my clients' resilience through change. Cultural Considerations There were some cultural differences between my clients and me, given their identities versus mine. As a non-Hispanic male clinician, I navigated differences with Emily, who identifies as Latina. Research emphasizes the importance of culturally attuned practice, particularly for Latinx populations (Domènech Rodriguez et al., 2009). To successfully navigate differences, open dialogue establishes understanding our distinct life experiences yet common ground as humans. For example, Emily drew pictures of her family engaged in traditional cultural practices, allowing me to learn respectfully while strengthening our alliance (Horvath & Luborsky, 1993). Child-centered play granted her agency to educate me through her terms. Intersectional factors like Emily speaking English and Spanish at home also influenced our process. With familial consent, I sought basic Spanish language training and community resources respected diverse cultural practices (Grumbach et al., 2021). This helped empower Emily and gain parental trust, an element vital for Latinx clients (Banhato et al., 2015). For John, our shared identities as male did not necessitate such navigation. However, class differences as a low-income student meant addressing structural barriers like unreliable

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transportation (Hayden, 2005). Creative planning ensured continuity of counseling access. Overall, centering my clients' lived experiences optimized culturally-informed care throughout termination (Carroll et al., 1997; Engelbrecht, 1999). Common Pitfalls and Successful Techniques Key social work skills necessary for a successful termination include actively listening to and validating clients' emotions around loss and change experienced during the ending of treatment. It is important for social workers to normalize any feelings of sadness, ambivalence, or reluctance that clients express. Clinicians must also take time to highlight the progress clients have made toward their counseling goals as well as the skills and strategies they have gained to apply independently moving forward. Planning for continuity of care through available community supports and follow-up services is another important skill to address clients' needs after termination. Summarizing and reflecting on the counseling relationship and work that occurred aims to provide clients with a sense of completion and closure to facilitate the transition out of treatment. Common pitfalls social workers may fall into are related to not fully exploring and processing clients' feelings regarding the end of services. Relying too heavily on discussing logistical aspects and not focusing enough on the emotional processing can lead to incomplete closures. Clinicians also need to avoid the pitfall of not adequately preparing clients for potential challenges they may face post-termination without continued therapy support. In addition, social workers must be aware of intersectional factors like gender, culture, language, and class that could impact the termination process for clients. Failing to navigate a client's identity issues or differences from the clinician's own social locations risks negatively impacting the quality of endings achieved. For John and Emily's case specifically, ensuring a culturally-informed

approach that centered their experiences as Latinx clients from lower socioeconomic backgrounds mitigated risks to a successful termination. Addressing factors at both individual and systemic levels appeared instrumental in facilitating effective closures for them. Overall, comprehensively utilizing skills while avoiding common pitfalls through a lens of cultural humility best supports positive outcomes for clients. Feelings about Ending and Transitions Counselor: It seems like our time is coming to an end. How are you feeling about saying goodbye? Emily : Sad. I'll miss talking to you. Wipes tears Counselor: I can see this is hard for you. It's okay to feel sad when something helpful comes to an end. I've really enjoyed our time together too. But remember all the things you've learned to cope with worries, like deep breathing and talking to your mom. You're so strong, and you'll keep using those skills. Emily: I'll try. It's just different now without you to talk to every week. Counselor: I know, change can be tough. But you have so many people who care about you. And if ever you feel like talking again, you can always ask Mrs. Wilson to see the counselor. How does that sound? Emily : Okay. I'm proud of how much better I am.

Counselor: And I'm so proud of you too. You worked really hard. What do you think you'll remember most from our sessions? Emily : Drawing and playing with toys to feel better. Counselor: John, I wanted to talk a bit about this being our last meeting. How are you feeling about that? John: shrugs Okay I guess. Counselor: It's all right if you don't want to say much. Endings can be hard. I just want you to know that I'm proud of all the progress you've made dealing with anger. Remember those strategies we talked about, like taking deep breaths? John: Yeah. Counselor: Even if you don't feel like talking, I'm here to listen if you ever need someone. And Ms. Smith said you can come to the resource room for help too. How does that sound? John: nods Okay. Thanks. Processing termination with John and Emily in supervision was illuminating as I near the end of my internship. With my supervisor's guidance, I gained perspective on managing mixed feelings: Sadness emerged regarding losing regular contact with clients I'd bonded with over months. My supervisor noted this countertransference reflected my investment in clients' well-being. However, we also discussed feeling pride in their progress and how I could reframe my role as empowering independence.

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With colleagues, debriefing challenging cases provided normalization and solidarity. One peer identified their own reluctance expressing care due to perceived "unprofessionalism." I realized this parallel process echoed my hesitation fully validating clients' emotions. My supervisor encouraged empathy over detachment.Discussing transference from clients' viewpoints shed light on my own blind spots. For John, subtle resistance to communicating could reflect past relationship difficulties. Ensuring availability counteracted potential feelings of abandonment. With Emily, her enthusiasm when relating cultural traditions hinted at ways I strengthen cultural partnership. My supervision experience was invaluable in guiding my work with John and Emily. My supervisor provided guidance on selecting culturally-responsive interventions through our discussions on identities, barriers, and relationship building. Role plays practiced termination conversations to normalize emotions and emphasize strengths. Debriefing helps process complex feelings through a supportive, reflective model. Feedback strengthened my client-centered approach and supervision stimulated mindful ethical decision making. These discussions optimized skill development around cultural humility, trauma-informed perspectives, and celebrating small wins. The supervision experience cultivated my independence while prioritizing client wellness, growth, and care throughout the termination process.

References Anthony, S. and Pagano, G. (1998) ‘The therapeutic potential for growth during the ter- Banhato, E. F. C., Ribeiro, P. C. C., Guedes, D. V., Mármora, C. H. C., & Lourenço, R. A. (2015). Health self-awareness in senior citizens: focus on physical, emotional and cognitive health. Psychology , 6 (07), 846. Baum, N. (2006). End-of-year treatment termination: Responses of social work student trainees. British Journal of Social Work , 36 (4), 639-656. Baum, N. (2007). Field supervisors’ feelings and concerns at the termination of the supervisory relationship. British Journal of Social Work , 37 (6), 1095-1112. Brill, M. and Nahmani, N. (1993) ‘Clients’ responses to separation from social work Carroll, K. M., DiClemente, C. C., Longabaugh, R., & Donovan, D. M. (1997). The therapeutic alliance and its relationship to alcoholism treatment participation and outcome. Journal of Consulting and Clinical Psychology , 65 (4), 588-598. clinic setting’, American Journal of Psychotherapy, 12, pp. 455–64. Domènech Rodriguez, M. M., Donovick, M. R., & Crowley, S. L. (2009). Parenting styles in a cultural context: Observations of “protective parenting” in first‐generation Latinos. Family process , 48 (2), 195-210. Engelbrecht, L. K. (1999). Introduction to social work . Lanzo. Grumbach, G., Johnson, A. H., Engel, E., & Campos-Moreira, L. D. (2021). Virtual termination amid COVID-19: Strategies for school social work interns and field instructors. Children & Schools , 43 (4), 216-223.

Hayden, C. (2005). More than a piece of paper?: Personal education plans and ‘looked after’children in England. Child & Family Social Work , 10 (4), 343-352. Horvath, A. O., & Luborsky, L. (1993). The role of the therapeutic alliance in psychotherapy. Journal of consulting and clinical psychology , 61 (4), 561 Pumpian-Mindlin, E. U. G. E. N. E. (1958). Comments on techniques of termination and transfer in a clinic setting. American Journal of Psychotherapy, 12(3), 455-464.

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Termination Process.edited

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