Junhaoran LI (Oliver)

Introduction

When a newly qualified young counsellor works with a significantly older client, distinct relational challenges may arise. In Chinese culture, traditional status hierarchies often bestow greater authority on elders, while the competence of younger people—even professionals—is frequently questioned (Bond, 1991; Yang & Kleinman, 2008). This makes it harder for young therapists to build trust and authority with older clients. In addition, many older Chinese still stigmatise psychological counselling, fearing loss of “face” or doubting its efficacy (Chen & Mak, 2008). This article examines the challenges from four angles: (1) establishing authority and professionalism; (2) client distrust or suspicion; (3) the role of age differences in transference–countertransference; and (4) culturally specific coping strategies. We also consider how humanistic therapy, CBT, and psychoanalysis can be adapted to address structural gaps and relational tensions in this context.

1. Establishing professionalism

For young therapists, establishing professional authority with experienced older clients is the primary challenge. A 50-year-old client with rich life experience may perceive a 25-year-old counsellor as lacking life wisdom. In Chinese settings, elders expect deference and attentive listening and are unaccustomed to being guided by those younger than themselves (Leong & Lee, 2006). Literature points to concrete norms: expectations of deference and avoidance of overt disagreement (Yeh & Bedford, 2003; Sue & Sue, 2008), the salience of face (mianzi面子) for self-disclosure and help-seeking (Yang et al., 2007), and a preference for indirect, relationship-preserving communication (Hwang, 2006). Within this frame, older clients may initially assign less authority to a much younger clinician—reading deference as respect and assertiveness as potential disrespect unless calibrated to role expectations (Yeh & Bedford, 2003; Sue & Sue, 2008).

Practical stance in Chinese contexts: Young therapists can offset status gaps through a clear therapeutic frame (reliable boundaries and transparent contracting) and consistent demonstration of core clinical competencies (Hill, 2004; Norcross & Lambert, 2018). Opening the session with a combination of respectful honorifics and professional leadership is a suggested way to start—including briefly orienting clients to registration, supervised practice and confidentiality, then collaboratively setting goals and roles (Evans, 2007; Hill, 2004).

Competency signals: Counsellors can begin to build their professional image with new clients by showing core counselling competencies—such as sound case formulation grounded in theory, reliable ethical conduct, and demonstrating skilful micro-skills (attending, reflecting, summarising)(Corey et al., 1998; Hill, 2004; Rogers, 1957). Holding the frame—punctuality, confidentiality, and a jointly defined agreement about goals and roles—communicates stability and earns trust (Hill, 2004; Norcross & Lambert, 2018).
Relational tone: When interacting with older clients, communication should be confident and humble—this confidence can be drawn from competence in counselling methods; and humility drawing from explicit respect for the client’s life experience (Sue & Sue, 2008).

2. Client distrust and doubts

Distrust toward young therapists is common. Many older clients equate age with competence and therefore doubt a young counsellor’s capability (Robiner, 1987). In Chinese contexts, this scepticism is amplified by face concerns and stigma around help-seeking (Chen & Mak, 2008; Yang et al., 2007). A culturally responsive way to meet this is to invite concerns openly and frame the first meetings as a short trial (“let’s try 3–5 sessions and then review together”). In that trial, co-set a few small, observable targets that matter to the client—e.g., more nights of steady sleep, a daily walk, or a set number of calm conversations with a family member. Tracking these small wins provides visible evidence that therapy is helping without forcing anyone to “admit” the therapist knows more, which protects face. Reviewing goals together strengthens the working alliance and naturally recasts the young counsellor as effective and reliable (Gelso & Hayes, 2007; Norcross & Lambert, 2018).

Confidentiality in family systems: It is important to address privacy explicitly in everyday scenarios valued by older Chinese—what to say if relatives ask, how messages are handled—and by linking this to professional ethics and legal limits (Chen & Mak, 2008). Doing so protects face and can reduce client anxiety while reinforcing the therapist’s authority.

3. Age differences, transference and countertransference

Marked age gaps between counsellors and clients can organise transference–countertransference patterns. Older clients may relate to younger practitioners as to a junior family member, showing protective, admonishing or “testing” stances (Robiner, 1987; Sue & Sue, 2008). Young therapists may countertransfer with over-deference or defensive assertion. Naming the dynamic respectfully (e.g. acknowledging seniority while returning to collaborative goals) can turn tension into therapeutic material (Gelso & Hayes, 2007; Leong & Lee, 2006). Regular supervision and brief reflective notes also help to maintain neutrality and cultural attunement (Bernard & Goodyear, 2019).

4. Coping Strategies for Young Therapists/Counselor

Young therapists can use the following strategies tailored to older Chinese clients:

• Continuous professional training: Beyond geriatric knowledge, include training on Chinese cultural norms—e.g., filial piety and face—and their clinical implications; this strengthens culturally responsive formulation and therapist confidence (Corey et al., 1998; Sue & Sue, 2008).
• Regular supervision and peer support: Use supervision to monitor countertransference specific to elder–junior dynamics (over-deference or reactive assertion) and to rehearse culturally attuned language for negotiating status and respect (Bernard & Goodyear, 2019; Gelso & Hayes, 2007).
• Self-awareness and psychological support: Journaling and personal therapy help therapists notice when face-threat, shame, or authority concerns are shaping their stance, and to recalibrate toward steady, respectful leadership (Hill, 2004; Yang et al., 2007).
• Clear therapeutic boundaries: A well-defined frame—session frequency/duration, roles, and confidentiality—reduces status ambiguity in hierarchically organised relationships and builds credibility with older clients (Hill, 2004; Sue & Sue, 2008).
• Adapt communication to cultural expectations: Prefer indirect, option-giving questions; use honorifics and culturally resonant examples or proverbs; and align goals with valued family roles (e.g., energy for grandparenting/rituals), which leverages reciprocal filial piety to increase engagement (Yeh & Bedford, 2003; Hwang, 2006; Sue & Sue, 2008).
• Open communication (including confidentiality): Invite concerns explicitly and address privacy and stigma/face issues up front; combine empathic listening with appropriate, concrete indicators of progress (Gelso & Hayes, 2007; Yang et al., 2007; Chen & Mak, 2008).

Ethical note: All examples in this article are derived from published literature or are fictionalised composite vignettes; no identifiable clinical material is used (Corey et al., 1998).

5. Comparison of Perspectives from Different Therapeutic Schools

Humanistic therapy: emphasises authenticity, empathy, and unconditional positive regard while explicitly validating seniority (e.g., “I respect your life experience”), so that collaboration does not feel like disrespect. High-context listening and culturally resonant metaphors help reduce perceived status threat and deepen alliance with older Chinese clients (Rogers, 1957; Sue & Sue, 2008).

Cognitive Behavioral Therapy (CBT): retains structured agendas and collaborative empiricism but adapts questioning style and homework to protect face—e.g., stepwise hypothesis-testing and private written tasks. Goals can be framed around valued family roles; cognitive work can target face-loss appraisals using culturally meaningful evidence and reframes (Beck, 2012; Hwang, 2006; Evans, 2007).

Psychoanalytic: Expect transference in the register of “elder–junior” (protective or admonishing parental positions) and countertransference of over-deference or defensive assertion in younger therapists. Making these meanings explicit and using supervision supports neutrality and therapeutic use of these dynamics with older Chinese clients (Gabbard, 2014; Gelso & Hayes, 2007).

Conclusion

In Chinese cultural contexts, young therapists can effectively engage older clients by combining respectful acknowledgement of seniority with a clear therapeutic frame, cultural knowledge about face and filial piety, and adapted methods from humanistic therapy, CBT and psychoanalysis. These strategies are intended specifically for younger clinicians working with older Chinese clients, to bridge gaps in life experience and cultural expectations and to promote achievable, face-preserving outcomes.

References

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Author Biography

Junhaoran LI (Oliver) is a Sydney-based registered art therapist (ANZACATA, AThR) and counselor (PACFA, ACA Level 2) with multidisciplinary degrees in fine arts, veterinary medicine, publishing, and art therapy. As a member of the Miao ethnic minority and an openly gay man in a same-sex marriage, Oliver is committed to providing culturally responsive and trauma-informed care for LGBTQ+ and CALD communities. His clinical experience spans dementia care, ADHD/ASD support, and long-term trauma therapy.

Oliver is also an exhibiting artist dedicated to promoting Chinese intangible cultural heritage, particularly lacquer art. He integrates traditional crafts into expressive therapies and curates exhibitions that bridge contemporary healing with ancient aesthetics. His Chinese-language paper on animal-assisted therapy has been accepted by Psychology Monthly for publication.

With nearly 100,000 followers across Chinese-speaking platforms, Oliver plays a central role in demystifying art therapy through bilingual public workshops, social media education, and academic outreach. His work has been featured by SBS Mandarin and multiple Chinese media outlets, affirming his influence in shaping public understanding of art therapy in the Sinosphere.