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PEP-Easy Tip: To save PEP-Easy to the home screen

PEP-Web Tip of the Day

To start PEP-Easy without first opening your browser–just as you would start a mobile app, you can save a shortcut to your home screen.

First, in Chrome or Safari, depending on your platform, open PEP-Easy from You want to be on the default start screen, so you have a clean workspace.

Then, depending on your mobile device…follow the instructions below:


  1. Tap on the share icon Action navigation bar and tab bar icon
  2. In the bottom list, tap on ‘Add to home screen’
  3. In the “Add to Home” confirmation “bubble”, tap “Add”

On Android:

  1. Tap on the Chrome menu (Vertical Ellipses)
  2. Select “Add to Home Screen” from the menu


For the complete list of tips, see PEP-Web Tips on the PEP-Web support page.

Mikardo, J. (1996). Hate in the Countertransference. J. Child Psychother., 22(3):398-401.

(1996). Journal of Child Psychotherapy, 22(3):398-401

Hate in the Countertransference

Julia Mikardo

I first came into contact with Winnicott's ideas when, as a fresh-faced graduate, I went to work at the Cotswold Community, a therapeutic community for 10-18-year-old boys in Wiltshire. Some time beforehand, the Community had been painfully transformed from an approved school through the hugely impressive work of Richard Balbernie, the Principal, and Barbara Dockar-Drysdale, a child psychotherapist who had been powerfully influenced by her contact with Winnicott. I was placed in a household with the youngest boys, those who had been assessed as ‘unintegrated’ (Winnicott, 1945) — that is, whose sense of self was extremely fragile. In order to provide them with the ‘good-enough’ mothering it seemed they had missed out on, the culture was geared towards encouraging the ‘regression to dependence(Winnicott, 1954). This did not consist of providing concrete manifestations of infancy — such as bottles and nappies — which, one heard, did happen in other settings. Instead, we assumed a level of symbolization had been reached, and responded to infantile needs through something symbolic — for example, a food to be regularly offered by the key-worker at bedtime, until it seemed right for weaning to take place.

In practice, the collectively low level of ego functioning in the group meant that I and other staff members spent many days (and nights) attempting to bring boys down from the roof, where they had retreated from ‘unthinkable anxiety(Winnicott, 1962) in a state of raucous delinquent merger.

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