regarding culture:

• learn from different cultures
• communicate his/her own culture
• lead a discourse on cultures, personal development, human rights and responsibilities
• mobilize community engagement through artistic project

regarding communication:

• interact with an open mind in an interdisciplinary mode
• improve his/her language skills developing a precise vocabulary

regarding relational skills:

• develop sensitivity to and develop capacity with other learners
• learn to respect the abilities of those within the learning community
• be conscious between solitary reflection and social interaction
• recognize existing resources within a community
• integrate the environment into his/her studies

regarding expressive arts theory and application:

• increase the knowledge and understanding on the EXA theory
• learn with intermodal expressive arts method and make the transfer into principles and practice for his/her own context
• practice literary criticism of texts
• engage in productive theoretical discourse
• develop further his/her own innovative thinking skills
• integrate theory, the arts  and practice
• present theory and discourse in a meaningful and logical way
• find ways of documenting information in an effective way
• use lectures as an inspiration to integrate into ones own discourse, and to widen the range of thinking
• perform critical analysis on a phenomenological base
• know about the different coaching and consulting schools, and reflect its relevance for current practice 
• distill relevant ‘Menschenbilder’ and ‘Weltbilder’ regarding the principles and practices of coaching and consulting and demonstrate their relationship to the expressive arts coaching and consulting
• reflect social and developmental issues and resources in a theoretical frame, and integrate their relevance to the coaching and consulting practice 
• learn to think poetically and philosophically
• appreciate the value of imagination and the relevance of the alternative world experience
• learn to construct cogent arguments on a given philosophical based theme

regarding regarding personal development and goal reaching:

• compare, distill differences and essences of the different schools of coaching and consulting, i.e. systemic, resource- and solutionfocussed, and understand the expressive arts theory in context

regarding communication:

• present cases in a concise and biased way, and assess them in a context of expressive arts coaching and consulting 
• understand language formation, world view and thinking relevant to the coaching and consulting context

regarding expressive arts coaching and consulting practice:

• reflect coaching / consulting situations and themes from internship, or own professional practice

regarding principles and practice of expressive arts coaching and consulting:

• assess the course of a coaching and consulting process
• draw from personal case study regarding their own issues and frame it within a coaching and consulting discourse
• understand social and developmental issues in psychology relevant to the expressive arts coaching and consulting, and integrate them into one’s own context
• understand intervention techniques, and methods of asking question
• reflect the artistic processes individually and collectively

regarding theoretical understanding and practice of an expressive arts session:

• practice expressive arts coaching and consulting methods and integrate critical feedback on his/her performance
• develop his/her own style of coaching and consulting
• know how to structure a session, in an individual, team, and group context
• observe faculty demonstrations and learn to enhance one’s own coaching and consulting practice
• is able to make oneself available for demonstrations and put the process in a methodological and didactic context
• actively make use of practical situations to train his/her skills to lead and process a session

regarding the architecture of a session:

• understand the architecture of a session and its phases, make the transfer from the learning event frame to his/her own context
• participate in coaching session with faculty and learn from this interaction
• switch roles from a learner to a professional in training

regarding arts based interventions:

• demonstrate aesthetic response in varying contexts
• practice intervention techniques and aesthetic analysis with peers
• know how to address conflict and crisis using expressive arts <meta charset="utf-8" />coaching and consulting methods
• recognize group processes, and to actively contribute to the group hygiene

regarding professional language skills:

• to practice him/herself language skills, to lead in a one to one, in a team or in a group context
• expand communication skills within an artistic context
• practice solution oriented language skills relevant to leading a session

regarding one’s own resources and capacities:

• distinguish between personal issues, social contexts and theory
• be willing to stay committed to an intense learning process for 22 days
• cultivate balance, endurance, self care, and building fruitful and supportive relationship
• use all the offered learning events and explore new ideas
• develop a practice of self care that is energizing and sustaining
• validate and cultivate one’s own resources
• identify role clichés, and cultivate an open and curious attitude
• learn to develop one’s own style of learning
• be engaged in art making, and develop artist commitment
• sharpen one’s own senses
• gain insight about own weaknesses and explore new competences

regarding the artistic process and the work:

• engage in art-making projects on an on-going basis
• train one’s own aesthetic sensibility by attending to the work of others
• learn new artistic skills and expand one’s range of possibilities in the arts
• focus on one artistic modality to develop a deeper understanding of the art-making process

regarding team:

• use the group context for one’s own professional learning and personal growth
• engage with concerns, feelings, thoughts in an autonomous manner
• give and receive constructive feedback
• use all the learning events to practice social skills
• serve communal projects
• contribute to the larger learning community
• recognize one’s own boundaries and those of others
• be realistic about own boundaries, and train optimism within the range of the possible