He remains vitally engaged with the world of collective history and is capable of interpreting the contexts and frameworks that shape interpersonal relations and individual processes.

He is able to help others reconnect any emerging content with its biographical roots, inviting them into the self‑reflective attitude proper to narrative and autobiographical writing.

He knows how to be present in relationships, aware of what flows and takes shape between self and other, drawing upon the emotional states and cognitive capacities sedimented in the participants’ histories. In this sense, he knows how to work within the transference and counter‑transference dynamic.

He can discern, and help others discern, psychopathological dimensions that require forms of treatment distinct from his own field of work. He knows how to refer explicit or implicit questions to other professionals when they fall beyond his competence.

He accepts his own limits and experiences of impotence as opportunities for learning rather than as defeats, regarding them as valuable exercises that recall the measure proper to all beings and realities, and that point toward interdependence with others and with the external world of nature.

He values both imaginative and rational forms of thought and knows how to integrate them. In particular, he can work with dreams, with imaginative narratives, and with play.

He is attuned to his body and his gestures with participatory awareness, cultivating them as essential dimensions of expression and relationship. He can guide others in discovering bodily practices that hold meaning for their biographical development.

He is able to formulate rules and techniques for structuring encounters—both internally and externally—while remaining open to studying their individualized application.

He understands that he embodies an ever‑present educational and pedagogical function within relationships. Aware that he must always remain a learner before any situation or encounter, he teaches by encouraging the search for the inner teacher.

He is capable of showing the potential to “imagine otherwise” the situations, communications, resistances, and obstacles that emerge.

He can inhabit silence and empathic participation whenever experience touches what exceeds language or evokes a sense of the irreparable.

He helps others glimpse, in a living and biographical manner, with attention and participation[ii], the possibilities of transcending the egoic perspective: the search for a truthful discourse capable of sustaining the complexity of reality; the transcendence of self‑interest in favor of the common good; the transcendence of one’s limited horizon into the knowledge and feeling of life’s cosmic dimension; and the transcendence of any external master through fidelity to the inner figure of wisdom.

Finally, and above all, he strives to remind himself daily that all the preceding guidelines—as every rule, purpose, competence, or recognition—remain infinitely small before the living feeling of life they are meant to nourish and by which, in turn, they should be nourished. Yet, precisely because every declaration of intent and every rule is intrinsically limited and provisional, they must be understood and respected with utmost care before one may consider oneself free to move beyond them.