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Actualising Love: Reflections From Humanistic Therapeutic Encounters

Hunt, Lauren ORCID logoORCID: https://orcid.org/0009-0009-0869-1137, Smith, Penn ORCID logoORCID: https://orcid.org/0000-0001-7522-4461 and Charura, Divine ORCID logoORCID: https://orcid.org/0000-0002-3509-9392 (2026) Actualising Love: Reflections From Humanistic Therapeutic Encounters. MultiPsych, 1 (3).

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Abstract

Love in therapy remains taboo perhaps due to the libidinal and transferential/counter‐transferential implications embedded within psychoanalytical research which highlight the potential dangers of unethical practice and potential harm to clients. Alternatively, many voices within humanistic literature echo the importance and potential curative power of love in therapy and yet there remains a paucity of research to support such claims. Through qualitative semi‐structure interviews with three qualified, relational humanistic counsellors this exploratory study examined their unique lived experiences and perceptions of love within the therapeutic process. Data were analysed using Interpretive Phenomenological Analysis (IPA). Findings revealed that participants engaged in an ongoing tension of working with experiences of love alongside the therapist–client relationship. This was characterised by themes of embodied understanding, unconditionality and a relational orientation towards growth. Love was experienced as ethically contained within professional boundaries and communicated through Rogers' core conditions, particularly Unconditional Positive Regard, which participants associated with an embodied expression of agape . The therapist's use of self, emerged as central to cultivating and conveying love, fostering safety, vulnerability and deeper client engagement. Significantly, findings suggest that such love can be developed within short‐term humanistic therapy, potentially supporting the effectiveness of relational practice in brief therapeutic work.

Item Type: Article
Status: Published
DOI: 10.1002/mps2.70016
School/Department: School of Education, Language and Psychology
URI: https://ray.yorksj.ac.uk/id/eprint/15825

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