Applications · 8 minute read
What the five sessions look like in a real programme
A walk through Assessment, Cause, Detachment, Change and Consolidation as they happen across a real programme, including what I do when a session goes sideways.
By Prof. Catalina A. Oprea · 11 September 2026

Assessment: agree what this is
I begin with the boring part, because the boring part is protection. What we are doing, what we are not doing, what I keep in records, and when I refer somebody elsewhere.
If something in that conversation suggests medical or psychological care is needed, that becomes the plan instead. Otherwise, the client describes the problem in their own words and we agree a named pattern, a direction, and three markers we can count. Not calmer. How many times, how long, and what happened next.
Cause: how it actually runs
Here we look at the structure of the pattern: the trigger, the sequence, and the function it once served. The exception, the time the usual thing did not happen, is often the most useful minute of the hour.
- What happens immediately before it starts?
- What do you see or say to yourself?
- When did it not happen, and what was different?
Detachment: working distance
This is quiet, focused work. I check working distance, agree hand signals, and keep the client in charge of stopping at any moment, while they observe the response as it starts rather than being carried by it.
Change: rehearsal, not installation
The new response is practised, not installed. We rehearse the specific moment, attach it to a cue the client will actually meet this week, and repeat it until the client has performed it themselves and it feels ordinary.
Consolidation: one small practice and a review
We finish with cues, one daily practice small enough to survive a bad week, and a date to re-count the markers. The aim is an independent client. Small and repeated beats ambitious and abandoned.
When a session goes sideways
Sometimes a client becomes uncomfortable, or something appears that belongs with a healthcare professional. Then the sequence stops. I return to Assessment, we slow down, and I make the referral clearly rather than pushing through.
Knowing when to stop is not a failure of the method. It is the method working.
