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Professional development programme

Projective methods in work with a client.

Projective methods, a coaching approach and transformational games add to the professional toolkit of specialists in the helping professions and practitioners of esoteric methods, helping them build more effective work with a client.

Enquire about the programme Session content
  • 10sessions, each with its outcomes
  • 55sub-topics across the sessions
  • 4steps: metaphor → reflection → realisation → action
  • 6problems the programme helps to solve

The programme is built on practice: metaphor → reflection → realisation → action. In the sessions a specialist learns both the substance of the methods and how to run a session safely and ethically — one to one and in a group.

The programme does not replace a specialist's core methods; it widens their professional toolkit. It is intended for specialists in the helping professions and practitioners of esoteric methods. Scope, delivery and cost I set out in a proposal for your organisation.

  1. 1–3Foundations of projective methods, metaphorical associative cards and the principles of the work
  2. 4–5Coaching questions and the structure of a session
  3. 6–7Individual work with a client, and group work
  4. 8–10Transformational games, coaching strategies and assessing results

What the programme delivers: greater involvement and motivation from the client, more effective collaboration, a structured process of help, and more professional day-to-day practice from the specialist.

The problems this programme helps to solve

1

The client does not want to co-operate

Metaphorical associative cards help to start the conversation.

2

The client finds it hard to talk about emotions

Coaching questions open the way to reflection.

3

The client cannot see their own resources

Projective methods help them recognise those resources.

4

Goals are hard to put into words

A structured session helps goals actually be reached.

5

The same situations keep repeating

Transformational games help new solutions become visible.

6

Low motivation to change

The client becomes an active participant in the process of change.

What happens in a projective approach
  1. MetaphorAn image or a symbol makes it possible to begin the conversation.
  2. ReflectionThe client shares their associations and thoughts.
  3. RealisationAn understanding of themselves, their needs and their resources appears.
  4. ActionNew decisions and the motivation to act follow.

Projective methods do not interpret a client's experience on their behalf. They help the client, in a safe setting, to look at a situation from another point of view, recognise their own resources and arrive at their own decisions.

The content of the programme

Each session has its own content, its own outcomes and the competences a participant develops in it.

Session1

Foundations of projective methods

This session introduces participants to the world of projective methods, helping them understand what they are, where they can be applied, and their strengths and limits in professional work with clients.

Session content

  1. 1.1Introduction to the course, its aim and its objectives
  2. 1.2What projective methods are and how they work
  3. 1.3Where projective methods are applied
  4. 1.4Strengths and limits of projective methods

Outcomes

  • Understands what projective methods are, how they work and how they developed.
  • Knows where projective methods can be applied.
  • Can describe the strengths and the limits of projective methods.
  • Understands the part projective methods play in developing self-knowledge and reflection.
Competences Critical thinking Analytical thinking Self-knowledge

Session2

The history and classification of metaphorical associative cards

In this session we look at where metaphorical associative cards came from, how they developed and what kinds there are, so that you can choose the instrument that best suits a given situation.

Session content

  1. 2.1The history of metaphorical associative cards
  2. 2.2Universal and specialised decks
  3. 2.3Portrait, abstract and narrative cards
  4. 2.4Text cards and resource cards

Outcomes

  • Knows where metaphorical associative cards came from and how they developed.
  • Understands the contribution of Ely Raman and Moritz Egetmeyer to the method.
  • Can classify metaphorical associative cards by kind and by use.
  • Can choose the kind of cards best suited to a particular purpose.
Competences Analytical thinking Evaluating information Professional competence

Session3

Principles of working with metaphorical associative cards

In this session we look at how to create a safe and supportive setting, the sequence of working with the cards, and the basic principles that keep the work ethical, effective and suited to the client.

Session content

  1. 3.1Creating a safe setting
  2. 3.2The sequence of working with the cards
  3. 3.3Basic principles of session structure
  4. 3.4Practical exercise

Outcomes

  • Understands why a safe and inclusive setting matters, and what it consists of.
  • Knows the sequence of working with metaphorical cards.
  • Can plan and structure a session according to the client's needs.
  • Can hold to ethical principles and professional boundaries in work with the cards.
Competences Professional competence Relational competence Responsibility

Session4

Coaching questions in work with projective methods

In this session we take on the basic principles of a coaching approach and practise forming open, reflective and deepening questions in work with a client and with metaphorical associative cards.

Session content

  1. 4.1Basic principles of a coaching approach
  2. 4.2Forming open questions
  3. 4.3The most common mistakes in asking questions
  4. 4.4Practical work in pairs: forming and using questions

Outcomes

  • Understands the part coaching questions play in the process of reflection.
  • Knows the kinds of open, clarifying and reflective questions.
  • Can form open questions for the associative context of metaphorical cards.
  • Can adapt questions to the client's needs and to the situation.
Competences Communication Active listening Professional competence

Session5

The structure of a session and the principles of leading it

In this session we take on the structure of an effective session — the one that keeps work with a client safe, purposeful and productive when projective methods are used.

Session content

  1. 5.1Making contact and clarifying the aim
  2. 5.2Exploring the situation with the cards
  3. 5.3Bringing resources to light
  4. 5.4Closing the session and integration
  5. 5.5Examples from practice, and adapting them

Outcomes

  • Understands the stages of an effective session and what each is for.
  • Can structure an individual or a group session.
  • Can choose techniques that match the aim of the session.
  • Can adapt the structure of a session to different clients' needs.
Competences Organisational competence Planning competence Responsibility

Session6

Individual work with a client, and the skills of leading a session

In this session we look at the process of individual work with a client, the skills of leading a session and the specialist's role when projective methods are used, along with what closing the work and giving feedback mean.

Session content

  1. 6.1What is particular about individual work
  2. 6.2The specialist's role and professional position
  3. 6.3The start of a session: contact and contract
  4. 6.4The process of working with the cards
  5. 6.5Closing the session and integration
  6. 6.6Feedback and next steps

Outcomes

  • Understands the process of individual work with a client from start to close.
  • Can establish safe contact and agree the frame of the work.
  • Can lead a session using projective methods according to the client's needs.
  • Can close a session professionally and give feedback.
  • Can assess how effective the work was and plan further support.
Competences Professional competence Social and emotional competence Communicative competence Self-regulation competence

Session7

Group work with projective methods, and leading the process as it moves

In this session we take on what is particular about group work: creating a safe and inclusive setting, group dynamics and roles, and using projective methods to develop co-operation, understanding and an awareness of the group's shared resources.

Session content

  1. 7.1The strengths and the challenges of group work
  2. 7.2The stages a group goes through, and roles
  3. 7.3Creating a safe and inclusive setting
  4. 7.4Communication and co-operation within a group
  5. 7.5Using projective methods in a group
  6. 7.6Handling and resolving conflict
  7. 7.7Practical group exercise

Outcomes

  • Understands the stages of group dynamics and what roles mean.
  • Can create and hold a safe, inclusive and supportive group setting.
  • Can use projective methods to develop co-operation and understanding in a group.
  • Can recognise conflict situations in a group and resolve them constructively.
  • Can lead a group process purposefully and flexibly.
Competences Competence in co-operation Leadership competence Competence in leading a process Emotional competence

Session8

Transformational games: development, growth and supporting change

In this session we look at what transformational games are, what kinds there are and how they can be used in professional work, so as to support clients' growth, open new perspectives and help them make good decisions.

Session content

  1. 8.1What transformational games are, and their history
  2. 8.2Kinds of games and how they are classified
  3. 8.3The structure of games and their elements
  4. 8.4The course of a game and the participant's experience
  5. 8.5Using games in individual work
  6. 8.6Using games in group work
  7. 8.7A practical demonstration and a game

Outcomes

  • Understands the aims of transformational games and the principles behind them.
  • Knows the different kinds of games and how they can be used.
  • Can choose a game that matches a client's needs and goals.
  • Can lead the course of a game in line with ethical principles.
  • Can reflect on what a game brought to light and carry it into work with the client.
Competences Methodological competence Competence in personal growth Competence in leading a process Ethical competence

Session9

Coaching strategies in the context of projective methods

In this session we take on coaching approaches and strategies that work well alongside projective methods in a client's growth, in reaching goals and in developing inclusive solutions.

Session content

  1. 9.1The basic principles and values of coaching
  2. 9.2Coaching strategies and approaches
  3. 9.3Kinds of coaching questions and how to use them
  4. 9.4Active listening and reflecting back
  5. 9.5The solution-focused approach
  6. 9.6Coaching and projective methods working together
  7. 9.7Practical work in pairs and groups

Outcomes

  • Understands the principles of coaching and the part strategies play in work with a client.
  • Can ask open questions that open things up.
  • Can listen actively and reflect back what matters.
  • Can bring a coaching approach into the process of projective methods.
  • Can support a client in reaching their goals and recognising their resources.
Competences Coaching competence Communicative competence Competence in giving support Professional competence

Session10

Assessing results, the lessons drawn, and planning what comes next

In this session we assess what has been achieved, gather the conclusions drawn, set the further directions for development and work out a concrete action plan so that the changes hold.

Session content

  1. 10.1Why assessing results matters
  2. 10.2Analysis of the goals and results achieved
  3. 10.3Drawing the conclusions together
  4. 10.4Challenges and the factors behind success
  5. 10.5Setting further goals
  6. 10.6Working out an action plan
  7. 10.7Commitments and next steps

Outcomes

  • The results of the work and the sessions, and their effect, have been assessed.
  • The main lessons and conclusions have been drawn together.
  • Further directions for development and their priorities have been set.
  • A concrete action plan with goals and deadlines has been produced.
  • Readiness to put the changes into practice has been strengthened.
Competences Analytical competence Planning competence Self-regulation competence Competence in making change last

What the programme delivers

Greater involvement and motivation from the client

The client arrives at the conclusions themselves and becomes an active participant in the process of change.

More effective collaboration

A structured process of help in the work with a client.

More professional day-to-day practice

A wider set of professional instruments in everyday work.

The programme does not replace a specialist's core methods; it widens their professional toolkit, offering practical ways to develop a client's involvement, self-knowledge and motivation to change. It is intended for specialists in the helping professions and practitioners of esoteric methods.

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Enquire about the programme

The scope of the programme, how it runs and what it costs I set out in a proposal for your organisation — after a conversation about what your specialists need. I will be in touch within 24 hours.

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