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This paper focuses on a central element in researching and practicing projective methods: the way in which the institutional framework influences the administration of projective tests. The assessment of this influence is performed by treating the collected data according to a specific and rigorous methodology. After a short introduction based on J. Bleger and R. Kaës’s work on institutional contexts, three such contexts will be studied since they each imply peculiar clinical ties to the patient: the school, the “home,” and the jail. Clinical examples will illustrate the hypothesis that intimate resonance can influence the projective production.