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AE-7 QUESTION BANK

RESEARCH AND FACILITATION TOOLS FOR FACILITATORS

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The Question Bank is a training space for facilitators.

Drawing on real-life situations presented in the PC Cases, we can explore different questions, observe the possibilities they open up, and compare different approaches to facilitating and supporting others.

The aim is not to find the right question or discover a single explanation.

The same behavior can have very different meanings. A strategy may be attempting to protect something important. An apparent emotional prison may be the expression of something deeper. And a capacity developed under difficult circumstances may remain a valuable resource.

In each case, we can investigate:

  • What is happening: the person’s experience and what it means to them.
  • What sustains the experience: possible emotional prisons, roots, emotions, and strategies.
  • What it is trying to protect: the function a particular behavior may be serving.
  • What the person already possesses: resources, capacities, strengths, and lessons learned.
  • What could change: new possibilities that expand their freedom of choice.

This approach does not offer diagnoses or definitive interpretations. It proposes paths of inquiry that must always be explored and checked against the person’s own experience.

THE MAP PROVIDES GUIDANCE. THE PERSON REVEALS THE MEANING.

A GOOD QUESTION DOES NOT SEEK TO CONFIRM WHAT THE FACILITATOR BELIEVES THEY ALREADY KNOW. IT OPENS A SPACE TO DISCOVER WHAT WE DO NOT YET KNOW.

WE ARE NOT ONLY SEEKING TO DISCOVER WHAT LIMITS A PERSON. WE ALSO WANT TO RECOGNIZE WHAT SUSTAINS THEM, WHAT THEY HAVE DEVELOPED, AND WHAT THEY WISH TO PRESERVE.

QUESTION BANK · AE-7 TRAINING

EMOTIONAL ARCHITECT · AE-7 MODEL · PC CASES

ENTER THE THREE-CASE LABORATORY →

A library of questions for facilitators, developed from the published PC Cases.

The purpose is not to teach a rigid sequence of questions, but to develop the facilitator’s ability to listen, investigate, recognize emotional architecture, and accompany the person without imposing interpretations.

The questions are organized into five main families:

TYPE A · INVESTIGATING EMOTIONAL ARCHITECTURE

Questions designed to explore meanings, emotional prisons, essential roots, strategies, functions, and self-confirming cycles.

TYPE B · EMOTIONAL AND BIOGRAPHICAL EXPLORATION

Questions that help us approach earlier experiences, acknowledge what was lived, and explore the resources available in the present.

TYPE C · FACILITATOR SELF-INQUIRY

Internal questions that help distinguish observation from interpretation, avoid premature conclusions, and decide how to proceed.

TYPE D · FAMILY AND PERSONAL CONSTELLATIONS

Questions focused on observation, listening, movements, encounters, and recognition, while preserving the autonomy of both approaches.

TYPE E · RECOGNIZING RESOURCES, CAPACITIES, AND FREEDOM OF CHOICE

Questions designed to identify strengths, recognize learning, distinguish capacities from obligations, and expand the possibilities for choice.

 

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TYPE A · INVESTIGATING EMOTIONAL ARCHITECTURE

Questions designed to explore meanings, emotional prisons, essential roots, strategies, functions, and self-confirming cycles.

What is this person really experiencing?

A · Experience and Meaning

  • What does what is happening mean to you?
  • What would have to be true for living this way to make sense?
  • What conclusion have you drawn about yourself from this experience?
  • What worries you most about what might happen?

A · Function and Protection

  • What function is this serving?
  • What do you need to do this for?
  • What is this strategy trying to avoid or protect?
  • What would it mean to you not to do it?
  • What are you afraid might happen if you stopped doing it?

A · Desire and Outcome

  • What do you hope to gain when you achieve what you want?
  • What are you asking that outcome to do for you?
  • How would achieving it change the way you see yourself?
  • What would it mean to you if you did not achieve it?
  • Could you still feel worthy even without achieving that outcome?

A · Questioning and Freedom

  • Is that an absolute truth?
  • How do you know that conclusion is true?
  • What happens when you believe that conclusion?
  • Who could you be without having to prove that?
  • What new possibility emerges if that conclusion no longer has to govern your life?

TYPE B · EMOTIONAL AND BIOGRAPHICAL EXPLORATION

Questions that help us approach earlier experiences, acknowledge what was lived, and explore the resources available in the present.

B · Earlier Experiences

  • What was that child or adolescent feeling?
  • How did they experience what was happening?
  • Was there something they were unable to express?
  • What did they need at that time?
  • What did they do to keep going?

B · Adaptation and Resources

  • What did they learn to do to cope with that situation?
  • What conclusion might they have drawn at the time?
  • What capacities did they develop during that stage of life?
  • Which of those capacities are still valuable today?
  • What can the adult person offer them today, drawing on the resources they now have?

B · Recognition and the Present

  • What would you like that child to know that you can now recognize?
  • Can you approach that experience without demanding that it should have been different?
  • What resources do you have now that you did not have then?
  • What is still necessary today, and what is no longer necessary?
  • Can you preserve the capacity without preserving the obligation?

TYPE C · FACILITATOR SELF-INQUIRY

Internal questions that help distinguish observation from interpretation, avoid premature conclusions, and decide how to proceed.

C · Investigation and Discernment

  • Am I listening to the person, or am I trying to confirm my interpretation?
  • Is the emotional prison I have identified a root issue, or a response to something deeper?
  • Which essential root might this lead us toward?
  • Am I confusing a behavior with a strategy or an emotional prison?
  • What other explanations might make sense?

C · Cycles and Strategies

  • What strategies might this emotional prison generate?
  • How might those strategies contribute to confirming it?
  • What evidence actually supports this hypothesis?
  • What valuable capacities might I be overlooking?
  • What new experiences might restore the person’s ability to choose?

C · Presence and Facilitation

  • Does the person feel heard and seen?
  • Am I paying attention to their emotional experience as well as their words?
  • Am I asking open-ended questions, or am I suggesting answers?
  • Is this the right moment to explore more deeply, or does the person need more space and safety?
  • What question might open up a new possibility without imposing a conclusion?

TYPE D · FAMILY AND PERSONAL CONSTELLATIONS

Questions focused on observation, listening, movements, encounters, and recognition, while preserving the autonomy of both approaches.

D · Observation and Representatives

  • What do you notice while standing in that place?
  • How do you feel in this position?
  • What sensations arise in your body?
  • Where do you feel drawn to look or move?
  • What do you notice when you look at that person or representation?

D · Movements and Encounters

  • What has changed after this movement?
  • What remains the same?
  • How do you feel now standing in front of them?
  • Is there anything you feel like saying or doing?
  • What do you notice when observing yourself at different ages?

TYPE E · RECOGNIZING RESOURCES, CAPACITIES, AND FREEDOM OF CHOICE

Questions designed to identify strengths, recognize learning, distinguish capacities from obligations, and expand the possibilities for choice.

E · Recognizing Capacities

  • What have you learned to do particularly well throughout your life?
  • What capacities have helped you through difficult situations?
  • What qualities do people who know you well recognize in you?
  • What have you managed to face that once seemed impossible?
  • What capacities do you use naturally, without having to make too much effort?
  • What strengths might you be taking for granted?

E · Available Resources

  • What helps you regain a sense of calm when facing difficulties?
  • Who can you rely on at this point in your life?
  • When do you feel most connected to yourself?
  • What experiences remind you that you are capable of facing life’s challenges?
  • What do you need in order to feel accompanied, supported, or cared for?
  • What resources do you have today that were not available before?

E · Capacity and Obligation

  • Which part of what you do comes from choice, and which part comes from feeling that you have to do it?
  • What would happen if you could preserve your capacity without feeling obliged to use it all the time?
  • Can you be responsible without taking responsibility for everything?
  • Can you be sensitive to others without losing touch with yourself?
  • Can you work toward something important without having to prove your worth?
  • What quality would you like to preserve even if your way of living changes?

E · Exceptions and Alternative Experiences

  • Can you remember a situation in which you were able to act differently?
  • What was different on that occasion?
  • What resources did you draw upon then?
  • What allowed you to feel freer to choose?
  • What does that experience teach us about your possibilities today?

E · Integration and Freedom

  • What do you want to preserve from your history?
  • What do you want to develop?
  • What do you want to do differently?
  • What can you appreciate or acknowledge about what you learned without feeling obliged to continue living in the same way?
  • What small choice could you make now using the resources you already have?
  • What would it be like to use that capacity because you want to, rather than because you feel you have no other choice?

RECOGNIZING AN EMOTIONAL PRISON DOES NOT MEAN REJECTING THE CAPACITIES THAT DEVELOPED ALONGSIDE IT.

FREEDOM DOES NOT ALWAYS MEAN STOPPING SOMETHING. SOMETIMES IT MEANS BEING ABLE TO CHOOSE WHEN, HOW, AND WHY WE DO IT.

FROM THE QUESTION BANK TO PRACTICE

Becoming familiar with the questions is a first step. Learning how to choose them, understand their purpose, and recognize when they may be useful is part of the facilitator’s development.

In the PC CASES LABORATORY, you can work with specific experiences, select different paths of inquiry, compare questions, and explore the person’s resources and capacities.

ENTER THE THREE-CASE LABORATORY →

THE GOAL IS NOT TO MEMORIZE WHICH QUESTION TO ASK IN EACH CASE, BUT TO DEVELOP THE ABILITY TO RECOGNIZE WHAT NEEDS TO BE INVESTIGATED.

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