We investigate the innovations actually enacted in an organisational research intervention, to identify double loop learning instances, as a counsellor-facilitator engages in therapeutic co-construction with the client. The case is situated in a paediatric clinic for children with developmental differences. Ethnography lasted three month of full immersion of the researcher-facilitator-counsellor. Followed by a co-construction process between counsellor and client to let emerge innovation design ideas. A number of double loop learning instances came to modify the practice culture of the clinic. Outstanding was the focus emerged on the intersubjective dialogue as the key element to boost impact of relational emotional interaction experiences with the child and with the parent. Other crisp concepts include attention to: breakdown in the relation with parents; dead or live speech as intentional communication style used with parents; more articulated and structured treatment notes reporting therapy sessions; first and second order cybernetic assessments; plus a variety of advices. The onset of focus on intersubjective dialogue, to further develop the clinical practice, the most striking outcome, contributed by the client. The impulse applied to therapist training, its greatest consequence. Significative the thrust towards assessing impact and nature of the clinical practice.