The author proposes a phenomenological description of thinking and theory in the experience of therapists, counselors, supervisors, trainers, consultants, and other helping professionals. A model of two related modes of thinking is developed to account for the transition from explicit conceptual thinking to thinking in the moment in the presence of persons and groups. Dependance of thinking on particular points of view and processes, and confrontation with experience through vigilance and evaluation, are also discussed. Finally, some consequences for training and professional evolution are suggested.As professional facilitators of psychological change, thinking (as distinguished from unthought convictions) is one of the essential dimensions of our practice, and theory is an ongoing, constant resource for our reflection and choices as well as a topic in conferences, exams, and study. This implies that we consider thinking and theory to be important and even indispensable. However, some professionals or professionals in training have unrealistic expectations of them, undervalue their potency, or consider theory and practice to be two separate fields without many mutual links. The most fundamental factor underlying these difficulties is that thinking processes differ greatly in two kinds of contexts: on one side, in teaching, reading, and reflection about situations afterward, and on the other, in the presence of persons and groups. Although the transition between these situations should be a major focus of training, far less attention is usually paid to it than to emotional and unconscious dynamics. Furthermore, the theory of facilitated psychological change seems to be torn between two ideals: scientific rigor and free communication with persons and groups. The former tends to present strict conceptual thinking as an unavoidable condition of validity, whereas the latter insists that it often results in counterproductive constraints on relationship.A phenomenological description of the thinking processes specific to facilitating psychological change could enhance a more realistic perception of thinking and theory, a better-advised use of their