How the use of transference and countertransference, particularly in parent–infant psychotherapy, can inform the work of an education or childcare practitioner

Abstract

The article describes how an early years teacher was able to use her understanding of the history of transference and countertransference, and in particular its usage today in parent–infant psychotherapy, to inform her practice and develop her role in a children's centre1. Vignettes describe the author's struggle to make sense of her experiences with disturbed children in the classroom and track her attempts to use the concepts of transference and countertransference to support childcare practitioners. It is concluded that, while work in the transference and countertransference is risky and complicated, childcare and education practitioners are working in the mire of infantile projections whether we recognise this fact or not. It is proposed that support should be provided to help all early years practitioners own and scrutinise the difficult feelings the work inevitably stirs up. The use of ‘psychoanalytic infant observation’ and ‘work discussion groups’, as a means of providing this support, are discussed.