ABSTRACT
This chapter is concerned with countertransference in the supervisory and teaching environments. It illustrates that approaching the countertransference in supervision and teaching can facilitate personal growth and new relational experiences. Transference and countertransference are equally alive and co-created between trainers and trainees. Egle Meistaite suggests, supervised practice is much more than teaching, but less than treatment. However, it is still the case that the focus is all too often on learning for the trainee, or what supervision might produce in the service of the trainee's patient. The scope of the enquiry ensures that there is a fine line between what the trainer should and should not say to the trainee about the trainee's unconscious defences or "blind spots" or the trainer's own countertransference, and that line relates to the task of learning, which is not necessarily the aim of analysis itself.
