Your students learn the profession. They can leave with a tool the others do not have.
Fifteen minutes, no questionnaire, online or in person.
The synthesis comes ranked: what weighs most sits at the top.
No account, no card. You see what it gives, on yourself.
A reading of themselves, then a tool they take with them
A reading of themselves, in the first hour
They take the test on themselves, in class. Someone who enrols in these courses came because these questions concern them: the first thing the tool gives them is a reading of themselves. It is also the best way to learn to read an assessment.
A technology they take with them
When they set up their practice, in a town that already counts twelve practitioners of their discipline, they have a tool, a way to open a first session, and something to show a client for what they claim.
Practice, not a demo
Three real case studies during the course, with written consent and the frame that goes with it. By the end, they have already run the test on people.
A line the school next door does not have
Four hours, taught by your own trainer
We train them for half a day at the first session, and they are autonomous afterwards. A module that depends on us to be taught does not hold.
01 · The frame, and the test on oneself
What the tool is and is not, taught first. Then each student takes the test and reads their own map.
02 · What the test reads
The protocol, what it contains, and the eight reading blocks.
03 · Reading a synthesis
Three questions, two anonymised maps, and a first session played out in front of the group.
04 · The client, consent, what follows
How to run the test, what the client takes away, and the neuro-regulation that extends the reading.
It comes after the fundamentals of the profession: a student who cannot yet lead an interview will not know what to do with a synthesis.
Enough to start without building anything
- The outline of the module, for your trainer to adapt
- A half-day hands-on session with your trainer
- An invitation link in your name, for your students to come in through
- An allocation of assessments for case studies
- Access to the technology during the course, which the student keeps on leaving
- The standard consent form for case studies
It comes before the tool, and it is written into the agreement
We ask the school to teach it at the opening of the module, not as a conclusion.
Case studies are run on adults, with written consent, and the results belong to the person tested.
The recurring questions
How many hours in the programme?
Four, in four one-hour sessions. It comes after the fundamentals of the profession.
Who teaches it?
Your trainer. We train them for half a day at the first session, and they are autonomous afterwards.
Do our students have to install anything?
No. The test runs in a browser, on their own device.
What happens to access at the end of the course?
They do not end. The access belongs to the student, not to you, and they keep it when they set up, on preferential terms. A tool learnt during training is a tool you take with you.
What does it cost?
Let us talk: the answer depends on the size of your cohort and the place the module takes in your programme.
Does it replace one of our courses?
No, and it would be a bad idea. It is an addition.
Do it on yourself first
Fifteen minutes, free, no account. It is the only way to judge, and it is exactly what your students will do in the first hour of the module. Then, if it speaks to you, we look together at what it would give on your cohort.
No account, no card. You see what it gives, on yourself.