Course structure and content
The Interactive Cooperation is basically a 3-day course for a small group of participants, usually up to 12 people. There are also shorter versions that are given as digital live courses. Regardless of the format, the course has a clear practical focus: participants will be given tools, practice skills and reflect on their professional role in meeting people who are difficult to work with.
Practical, concrete and rooted in everyday life
The course combines theory, reflection and practice in a form that is both safe and challenging. It is not a role-playing course, but we work with real-life situations and create simple scenarios as a starting point for analysis and supervision.
The goal is that you walk away with something that actually works – not just in theory, but in your everyday life.
(above: Cooperation? That's when thet do as I say, right?)
Overview – what we do during the course:
🔹 Stress, cognition and collaboration problems
We begin with a common orientation on why collaboration is sometimes difficult. What do we know about cognitive difficulties, psychiatric symptoms and the impact of stress? How can they be expressed in the meeting?
🔸 Clarity, role expectations and division of responsibilities
We explore how we function under pressure, what thought patterns we have, and how we understand our own and others' limits. The course leader helps the group define important concepts such as:
– Disability, functional variation
– Diagnosis, stress, addiction, personality syndrome
– Distribution of responsibilities in asymmetrical relationships
🔹 The toolbox: practical models
You will have access to several tools that can be used directly in conflict situations:
– The risk scale (a step-by-step action model)
– Who owns the problem?
– Positioning: What do I want to achieve?
– Goal analysis and collaboration assessment
– Cognitive understanding of the other's capacity
The tools are visual, easy to remember and can be used both for personal reflection and in guiding others.
🔸 Analysis of participants' own situations
A central part of the training is that participants contribute their own examples – situations from real work that they want to understand better. We analyze them step by step using the tools, in a safe and respectful conversational climate.
🔹 Fictional exercises and interactive elements
In addition to real examples, we do fictional exercises to examine how you function in interaction, e.g. when you want to control a conversation or respond to suspicion. The feedback from other participants is usually a much appreciated feature.
🔸 Non-verbal and paralinguistic communication
We talk about body language, facial expressions, voice tone and word choice – and how this is perceived in stressful situations, especially when cognitive difficulties are involved. When is it not what we say, but how we say it, that matters?
Personal goals and development
Towards the end of the course, each participant formulates their own goal – something they want to develop or test in their work. This could be about:
– To become clearer in setting boundaries
– Using a new tool in a concrete situation
– To face certain problems in a different way
The goal is personal, but participants often choose to share it with the group. The final part provides structure and motivation for continued development.
Course certificate
After completing the training, the participant receives a personal course certificate . In the case of customer training, the certificate can be adapted to internal requirements, e.g. for documentation of competence-enhancing efforts.
🔜 Next page: Theory, research and results →