As this journal is about controversy I took the chance to offer my thoughts with the hope that Fred Busch might consider them. Different points of view are often growth promoting. My paper was a critique and not an attack.
I was responding to the problem Fred so clearly elucidated, believing that he was mystified about it. My effort was to suggest a way to handle such situations where a student chooses not to cooperate. I also mentioned the displaced transference reaction from analyst to class room teacher, and commiserated with Fred about the way teachers are not treated with respect by some progression committees. I think that Mark Leffert's article in this journal is most apposite here.
Even clear ideas are just that—ideas. Such ideas need questioning. ‘Received wisdom’ has not always been helpful—and oft times wrong, leading many to impose theory on patients rather than having an open mind and respecting differences.
In discussing a vignette from Fred's book, I merely shared another possible way to think about the material you presented in what I'm sure is an interesting book. I did this to promote the open mind.