ABSTRACT
Different modalities use different 'lenses' to understand the intricate combination of spoken and unspoken messages within psychotherapeutic practice. Concordant countertransference is about 'those psychological contents that arise in the analyst by reason of the empathy achieved with the patient and that really reflect and reproduce the latter's psychological contents'. Double-loop learning invites the practitioner to consider underlying assumption behind their expressed goals and strategies. A significant problem with single-loop learning is the suggested tendency to consider ourselves as adhering to an 'espoused' or officially committed- to theory whilst actually acting on a different theory-in-action. Reflective practice theory has been criticised as being 'both too nebulous and too difficult to quantify and evaluate'. ACCTT always starts in a problem, and can be helpful to conceptualise the 'engine that drives' us with a transformative learning structure in mind.
