The touchstones for learning, which arise at the interface of affect and intellect, mark our encounters with the unexpected. This experience of discrepancy then leads us to ask what has happened, and why? How do we deal with the discrepancy? In this sense our action frameworks, as discussed in Chapter 6 , have a fundamental, dual role in clinical experience—first as shaping the background expectations against which incoming experience is assessed as expected or unexpected/discrepant, and second as shaping how we interpret and respond to that experience.