ABSTRACT
In this, and the subsequent two chapers, we shall look at examples which teachers brought from their work experience. Many instances of idealisation were brought by teachers to our work discussion group. The problem of idealisation is so complex and has so many facets that it might be helpful to focus on one of them at a time. In some cases, the idealisation of the teacher-counsellor was particularly evident. In others, a child or young adult was exerting great pressure to be idealised by the teacher. Those two aspects are usually closely related, but I have tried to select examples where one or the other predominates.
