The literature lacks a clear mechanism, that is why theories on the process-object-duality are criticized sometimes. Anna Sfard's reification, Dubinsky's APOS and Tall's procept may help describing the situation, but hardly give specific advice what to do. (Note that Anna Sfard had suddenly stopped her work on reification and moved to commognition, a socio-constructive view on learning.) The clear strenght of these theories is, however, that they can well explain, why difficulties with seemingly simple problems occur, which build on object views. Think of power-sets or indexed variables which use the same concept twice (set of sets, variable variable) thus enforcing to think on object level.
My personal feeling from the literature and my teaching and learning experience would give you two advices: First, do not think of a clear dichotomy of process or object view. Students often can handle something more or less like an object, maybe depending on the context.
Second, give reification or encapsulation a chance. You cannot force it, but try to find contexts in which an object view would make the situation much easier.
Take the example of natural numbers. (Here, a missing object-view is often associated to discalculia.) Children start counting, this a process obviously. It is rather like saying a poem while pointing on physical objects. If they manage to not point on two objects while saying "se-ven", you may let them count two objects on each step like 2, 4, 6, ... or even three objects. Still, it is a process but the role of the numbers slightly change. You may also want to look at the reverse process like counting 5, 4, 3, ... and so on. Then you treat numbers as if they were objects, asking what is 5+2? The process-view says it is counting on two more stepts, starting from 5. Then ask, what is 2+5? As a process, it is something completely different from 5+2, but identifying the results may help students recognizing that they just coordinate counting processes which are somewhat "the same". You could go on asking for patterns (like what is 9+1, 8+2, 7+3, ...) so you essentially treat the numbers as objects but the students may still start working with a proces view. Slightly, you may move to questions like "how many numbers are there between 4 and 8?" treating numbers as objects while still students might start the counting process in answering.
You can do very similar things on higher content like in undergraduate programs. Dubinsky et al. had great success in making their students programming on computers. A function, for example, needs to be distinguished from its values and treated like an object. Similarly to kindergarten, you may just play around, chaining functions, inversing functions (if possible, discussing the impossibility if not), restricting functions, extending functions, making functions become input or/and output of functions (operators!) and so on.
You will still find the "resistance to thinking about objects rather than processes" mentioned in your question. It is natural and abstraction will always take time. But without challenging this view in demanding tasks, reification/encapsulation is very unlikely to occur.