inTuition taster: Getting transpersonal

According to the Health and Safety Executive, teaching staff and education professionals report the highest rates of work-related stress, depression and anxiety in the UK (Ofsted, 2019). More recently, a National Education Union (NEU, 2025) survey found almost two-thirds (62 per cent) of teachers feel stress affects them more than 60 per cent of the time. They suggest this is the result of high workloads, lack of work/life balance, a perceived lack of resources and, in some cases, a perceived lack of support from institutions.

This article outlines the findings of a research project aimed at evaluating the impact of transpersonal counselling interventions on teaching staff, with the goal of improving overall sense of wellbeing. The research had three objectives:

1. To explore the perceived effectiveness of some transpersonal interventions – for example, tarot cards, plastic animals, guided visualisations in reducing stress and improving emotional wellbeing and resilience.
2. To identify the mechanisms through which transpersonal interventions could potentially contribute to personal reflection, emotional regulation and professional practice.
3. To evaluate the feasibility and acceptability of implementing transpersonal interventions as part of institutional wellbeing strategies across a further education (FE) college.

By addressing feasibility and acceptability, we felt the research could provide actionable recommendations for integrating transpersonal interventions into broader institutional strategies to support teacher wellbeing (Guss, 2020).

The research

Transpersonal methods often work by fostering self-awareness, emotional expression and metaphorical thinking. For example, according to research, they can help people externalise stress, reframe challenges or develop new perspectives on their professional role (Johnson and Naidoo, 2013).

Transpersonal counselling – which integrates spiritual, existential and psychological dimensions – can offer a holistic approach to enhancing wellbeing, particularly for individuals in high-stress professions such as teaching (Buckler, 2012). One key strength of transpersonal counselling is its ability to help people reconnect with their core values and sense of purpose, which can be diminished in high-stress environments (Beames et al, 2023; Turner and Rankine, 2025).

There are many types of transpersonal interventions including mindfulness, guided visualisation and projection. Many of the most commonly used examples are visual in nature and require the user to respond to visual or pictorial stimuli such as tarot and angel cards or animal figures, either verbally or physically such as in drawing, writing or tactile manipulation of object clients (Butler, 2013).

Researchers suggest that these can enable people to ‘project’ their own unconscious and hidden emotions, personal histories and internal conflicts onto the stimuli and to process stress in a constructive and reflective way (Johnson and Naidoo, 2017 and 2013; Rowan, 2014).

However, some have argued that its effectiveness can depend on its alignment with the teacher’s world view. Some educators may find spiritual or existential approaches less accessible or relevant, particularly if they prioritise evidence-based, practical strategies for managing stress. Despite this, research suggests that when it is tailored to individual preferences, transpersonal interventions can significantly enhance teachers’ emotional wellbeing, professional satisfaction and sense of balance (Rowan, 2014).

Key takeaways

• The use of transpersonal interventions, such as tarot cards and plastic animals, can provide unique and creative ways to help teachers and administrative staff with stress relief, creative problem-solving and self-reflection. For example, regular workshops or drop-in sessions can provide a safe space for staff to reconnect with their purpose, manage work-related stress and build emotional resilience (Buckler, 2012).
• Teachers could also integrate transpersonal methods into teaching practices to encourage creative thinking and emotional engagement. For example, reflective exercises using symbolic objects or metaphors could help learners connect more deeply with course content, explore their personal values or work through academic challenges. These approaches could foster deeper learning and self-awareness.
• For leaders and managers, transpersonal interventions can support reflective leadership practices. Workshops on decision-making, emotional intelligence and team dynamics could include tools such as guided imagery, symbolic mapping or metaphorical storytelling to encourage innovative problem-solving and deeper self-awareness (Beames et al, 2023). 

The approach

Four FE teachers who identified experiencing work-related stress (including myself) and were open to exploring alternative methods for emotional wellbeing met weekly for 30-minute sessions in a private, supportive office setting over two terms. A series of experimental and creative tasks based on transpersonal strategies was used in an attempt to reconnect us with our inner selves, process emotions and cultivate resilience.

Each session focused on one intervention; sand trays, angel cards, animal toys or tarot cards and Russian dolls, designed to encourage self-reflection, emotional expression and personal growth (Guss, 2020). Sessions gave us the room to engage with the tools in ways that resonated with us individually and we each kept individual reflective accounts.

Findings

We found that using transpersonal interventions can have the following impacts on other staff and their wellbeing. They can:

• Help to ‘ground’ them and make them feel less anxious and more in the present before the class starts (Rowan, 2014)

“The tactile nature of the sand immediately creates a grounding effect. There’s something soothing about the sensation of running my fingers through the grains, shaping the landscape or simply letting my hands move freely. It helps me step out of my overactive, racing mind and into the present moment. For someone constantly juggling lesson plans, student needs and administrative pressures, this pause to focus on something physical and creative feels restorative” (Ethel).

• Recontextualise personal issues and place them into a more balanced perspective, making them feel less onerous and less stressful (Roeser, 2016)
  
  
• “As a stressed teacher trying to balance the demands of the classroom with the complexities of family life, I’ve found working with Russian nesting dolls (matryoshka) self-therapeutically to be a surprisingly profound and healing experience. At first glance, these simple wooden dolls might seem like mere decorative objects, but as I’ve worked with them they’ve become a powerful metaphor for unpacking and understanding the layers of my family dynamics” (Diedra).
• Redefine their emotional intelligence and help them to evaluate their stresses in a more constructive way and find ways to manage it (Beames et al, 2023)

“Angel cards and tarot cards introduced a spiritual and intuitive dimension to our sessions. Drawing a card and reflecting on its imagery and message encouraged me to think creatively about my challenges and possible solutions. While I don’t view these tools as predictive, their symbolic nature helped me reframe my stressors in a more hopeful and empowering way” (Diedra).

“Selecting animals to represent aspects of my personality or relationships provided unexpected insights and helped me reconnect with my sense of humour and creativity, both of which are essential for stress relief. I began working with plastic animal toys as a self-therapeutic tool, and it has profoundly impacted how I explore and process emotions, especially when words feel insufficient” (Ethel).

• Retune their intuition, making them more responsive to their learners’ and colleagues’ less overt needs (Buckler, 2012)
  
  
• “This practice has helped me reconnect with my intuition, a quiet voice that is often drowned out by the noise of my busy life. By regularly working with tarot and angel cards, I’ve learned to approach my stress with curiosity rather than judgement. They’ve become a tool for grounding and self-awareness, allowing me to navigate my challenges with greater clarity and mindfulness. In a profession that demands so much, this practice has been a gift of self-renewal” (Diedra).

In conclusion

On the whole, we felt that the research had met its three objectives. We successfully explored the perceived effectiveness of a range of interventions such as sand trays, tarot cards and angel cards over the academic year and tried to identify the mechanisms through which they could potentially contribute to our personal reflection, emotional regulation and professional practice.

In the final analysis, we evaluated the feasibility and acceptability of implementing some of them as part of future wellbeing strategies in our college. We concluded that by embedding transpersonal interventions across the college, an institution can foster a culture of emotional wellbeing, creativity and holistic growth that can not only benefit individuals, but also contribute to a more connected and supportive college community.

Do you feel that you would benefit from transpersonal interventions such as those identified here? Visit the link to answer the question.

Dr Paul Demetriou is lecturer in post-compulsory education at NCC London.

Views expressed are those of the author and do not necessarily reflect those of SET.