[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595005-105":59,"doc-detail-595005-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","whats-bred-in-the-bone-transference-and-countertransference-in-teachers","What’s Bred in the Bone - Transference and Countertransference in Teachers","","Countertransference and transference are widely studied in the client-therapist setting, yet fewer works examine these unconscious processes in education. Using a hermeneutic phenomenological approach, the study explores how classroom teachers understand and experience transference and countertransference. Interviews with four teachers generated themes: schema, relationship, context, unconscious background experience, self-awareness, and self-reflection. Findings inform implications for teachers and counsellors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/whats-bred-in-the-bone-transference-and-countertransference-in-teachers/595005/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/whats-bred-in-the-bone-transference-and-countertransference-in-teachers/595005.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What methodology does the study use to examine transference and countertransference in teachers?","Question",{"text":112,"@type":113},"The study uses a hermeneutic phenomenological methodology to investigate how these unconscious processes are understood and experienced by classroom teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many teachers participated in the interviews, and what was the output of the analysis?",{"text":117,"@type":113},"Four school teachers were interviewed. Themes were derived from the transcribed interviews for transference and countertransference.",{"name":119,"@type":110,"acceptedAnswer":120},"Which themes were identified regarding teachers’ experiences of transference and countertransference?",{"text":121,"@type":113},"The identified themes include schema, relationship, context, unconscious background experience, self-awareness, and self-reflection.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595005,1792208588,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","What’s Bred in the Bone: Transference and Countertransference in Teachers  \nA journal of educational research and practice 2021 Vol. 30 (1) 136-154  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nJohn Sherry, Leslie Warner, Andrew Kitchenham * University of Northern British Columbia  \nAbstract  \nCountertransference and transference have been well researched in the context of the clienttherapist relationship, but the few studies look at these unconscious processes in other helping professions, such as teaching. Utilizing a hermeneutic phenomenological methodology, we investigated how transference and countertransference are understood and experienced by classroom teachers. We interviewed four school teachers on their understanding and management of the two concepts in the classroom and arrived at the following themes derived from the transcribed interviews for transference and countertransference, respectively: schema, relationship, context, unconscious, background experience, self-awareness, and self-reflection. We conclude with implications for teachers and counsellors alike.  \nKeywords: teacher reflection, transference, countertransference, relationship building, hermeneutic phenomenology  \n* [Andrew.Kitchenham@unbc.ca](Andrew.Kitchenham@unbc.ca)  \nBion (1994) suggests that “when two personalities meet, an emotional storm is created” (p. 321) . Transference and countertransference are indicators of that emotional storm. Both concepts have been well researched, with foci ranging from role reversal in the client-therapist relationship (Borgogno & Vigna-Taglianti, 2013), to repetition compulsion in nurses (Jones, 2005), to unconscious displacement in the college classroom (Robertson, 1999), to expert teachers (Slater et al. , 2013), to nonverbal cues in clinical practice settings (Jacobs, 2013) . Recognizing that transference and countertransference have been well researched in counselling settings, we set out to investigate both their recognition and management in public-school teachers.  \nMost teachers experience countertransference and transference daily in the classroom with limited understanding of how these crucial ideas impact their relationship development with students, consequently impacting their teaching. To this end, our aims are to provide examples from the extant literature on these two psychoanalytic phenomena and then provide field examples from practising teachers in one region of one Canadian province. We believe our study is unique as it provides data on elementary and secondary teachers ’ understanding of the phenomena and their roles in teaching and learning.  \nPsychoanalysis is one of the oldest psychological theories, beginning with the work of Sigmund Freud in the early 1880s. In general terms, the unconscious indicates that there are parts of us, as human beings, that are unknown and therefore are not responsible for logical or rational thinking. These parts are primitive and may be experienced as emotions, anxieties, and physical urges and unnameable pressures that impact the way we go about our daily lives and connect with others (Boldt, 2009) .  \nFreud popularly referred to teaching as the “impossible profession ,” thus acknowledging the complicated unconscious emotional dynamics present in the teacher-student relationship and anxiety felt by teachers to effect change in their students (Britzman, 2009; Farley, 2013) . Since this connection, psychoanalytic theory has been used to further understand the emotional and relational dynamics within the classroom and the student-teacher relationship. To exemplify the diversity of psychoanalytic educational literature, one need only look to a small sample of the literature.  \nSpecifically, in education—which is largely dominated by educational psychology and in which psychoanalysis is often marginalized—Boldt (2009) used psychoanalytic understanding of the unconscious feelings of love to better identify the way in","cbCaiceHygTX31Wk","https://ap.wps.com/l/cbCaiceHygTX31Wk","pdf",332196,"English","# Abstract\n# Introduction and Background\n# Psychoanalytic Foundations of the Concepts\n# Literature Review in Education\n# Transference and Countertransference in Teacher-Student Relationships\n# Study Aims and Method Overview","[{\"question\":\"What methodology does the study use to examine transference and countertransference in teachers?\",\"answer\":\"The study uses a hermeneutic phenomenological methodology to investigate how these unconscious processes are understood and experienced by classroom teachers.\"},{\"question\":\"How many teachers participated in the interviews, and what was the output of the analysis?\",\"answer\":\"Four school teachers were interviewed. Themes were derived from the transcribed interviews for transference and countertransference.\"},{\"question\":\"Which themes were identified regarding teachers’ experiences of transference and countertransference?\",\"answer\":\"The identified themes include schema, relationship, context, unconscious background experience, self-awareness, and self-reflection.\"}]","What’s Bred in the Bone - Transference and Countertransference in Teachers | PDF",1792080258,48]