• Creates a safe and well contracted ‘container’ for the work.

• Encourages the Client’s ownership of and agency for the work.

• Is comfortable working with ‘trialogue’, ie where the Client and the Rethinkly World can be a primary learning mechanism.

• Explains to clients the reasons for using Rethinkly, and signals the potential benefits and risks.

• Contracts clearly with the Clients about ownership of the data (Clients Worlds: storage and access)

• Supports a Client in their learning and use of Rethinkly, eg builds confidence with warm up exercises.

• Demonstrates flexibility in Rethinkly‐based interactions, eg encourages playful and spontaneous exploration, sensitive

• and supportive exploration of more difficult issues, non-judgemental observation, proposing alternatives, etc to suit Client’s preference and ability to process.

• Pays close attention to the actual words used by the Client, and supports them in use of these words and phrases in labelling their World.

• Helps Client create imagery that represents their thoughts and feelings.

• Notices and brings attention to Client’s use of metaphor or symbols in their language.

• Can, if needed, suggest potential props and avatars, or locations in the world.

• Encourages the naming of all avatars and props.

• Encourages labelling via use of postures, positioning in the landscape, use of captions, emoticons, inner voices, etc.

• Helps the Client to reflect on and review the words used.

• Understands the importance of moving avatars and props, and can propose this.

• Identifies opportunities where viewing from different avatars may provide greater understanding, empathy or new insights.

• Sets up / suggests the use of roaming view to help the client deepen understanding of the situation.

• Is aware of the various settings and how they can be applied to help the Client.

• Is familiar with User Management functions, eg setting up Worlds, enabling Registration, etc

• Comfortable in own use, and can support and train ‘first time’ Client in their navigation and use of Rethinkly.

• Identifies and proposes when it is helpful for the Client to work with, for example: the use of time (past, present, future, life changes/transitions etc); multiple scenes in a world; inter‐personal situations, and associated dynamics/relationships; intra‐personal dynamics.

• Using guides/protocols, and making appropriate use of guided self‐help (where applicable).

Can integrate the use of Rethinkly into Facilitator’s practice, for example: Coaching, Consulting, Therapy, Counselling, Supervision, Youth counsellor.

• Is able to diagnose and resolve commonly experienced technical issues (eg forgotten password, download and installation, browser issues etc).

• Knows where to get further technical support if required.

• Can answer FAQ’s on security and privacy, eg access, data security, deletion of worlds, etc.

• Knows how to work with Clients with limited computer skills or confidence.

• Understands the importance of preparation and set up, eg use of VoIP, headsets, location, etc. and can manage communication interruptions.

• Can coach Client’s first use navigation skills remotely.

• Pays attention to non-verbal responses.

• Confirms active engagement and understanding, eg clarifies views being used, confirms labelling, etc.

• Is able to propose alternative roaming view perspectives.

• Creates a safe and well contracted ‘container’ for the group work.

• Is able to work at a narrative, interpersonal and intra-personal levels.

• Applies phases of work to the group process.

• Understands the core principles of use Rethinkly in groups.

• Sets up the multiuser World in the UMS and communicates clearly with the team about how to arrive at the first session ready to use the software.

• Facilitates pre-World contracting and warm-up to engage the group with a sense of purpose and to build the ‘container’ in a style that encourages both safety and playfulness.

• Facilitates learning cycles of both structured and unstructured activity.

• Is able to move easily from Facilitator directed to co-created and autonomous group learning.

• Is able to maintain the ‘container’ without knowing what may happen next and work spontaneously with the group.

• Notices the group dynamics and helps involve less active participants.

• Is able to provide the objective commentary to describe the bigger picture during group led creative work.