Emergent roots', the experience of counter-transference among Maltese PSD teachers

Abstract

This dissertation focuses on the subjective experiences of the phenomenon of Counter-transference amongst Maltese Personal and Social Development (PSD) teachers and the possible implications such phenomenon could potentially reserve with regards to both experiential methodology and PSD teachers' professional development. Research and literature concerning counter-transference were either extrapolated substantially from research within the therapeutic setting or retrieved from relevant educational literature through systematic application to the PSD setting. As direct derivatives of this dissertation's main question, How Maltese PSD teachers' experience counter-transference and what value would it represent for their professional development? Analysis will resonate established variables in the study of this phenomenon (Hayes & Gelso, 2001), including; potential triggers, manifestations, employed strategies and/or skills and possible inferred influences on experiential methodology. Research was performed through qualitative methodology and findings gathered from five extensive semi-structured interviews. Utilization of such method in conjunction to thematic analysis was conducive to the dissertation's aim and thus to focus on subjective experiences as contributed by participants. Findings indicate PSD teachers experience counter-transference as a reaction; predominately an internal reaction contingent on the type of trigger and/or manifestation levels. Qualitative professionalism and creativity were emblematic to all interviewees as they conveyed appropriate strategies from an eclectic amalgamation of various psychological techniques. Yet in such regard, two deliberative demands were established, addressing supplementary practical training dealing with appropriate managing skills of the phenomenon as analogous to sensitive training and a direct provision of professional support networks.