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Complaints Policy

The Alef Trust University Student Complaints Procedure

The Alef Trust Complaints Procedure for non-university students

The Alef Trust University Student Complaints Procedure

  1. General Principles and Information

    1. The Alef Trust is committed to providing a rich learning experience to all its students and strives to ensure that eventualities that could give grounds for complaint will not arise. However, we recognise that from time-to-time students may wish to raise issues where they feel that their experience falls below the standards that might reasonably be expected.
    2. In accordance with the OIA Good Practice Framework (Paragraph 14), we define a complaint as an expression of dissatisfaction by one or more students about the Organisation’s action or lack of action, or about the standard of service provided by or on behalf of the Organisation.
    3. The Alef Trust operates a 3 Stage Student Complaints Procedure:
      • Stage 1 — local resolution;
      • Stage 2 – formal complaint to the Academic Dean of the Alef Trust;
      • Stage 3 – final review at a Board of the university with which the Alef Trust is partnered.
    4. The Alef Trust is committed to managing student complaints in a way that:
      • Is timely and efficient, to facilitate a speedy resolution
      • Is fair and transparent to all parties
      • Promotes informal conciliation such as mediation, where appropriate
      • Promotes feedback and best practice to ensure the quality of the student experience
    5. The complaints procedure operates on the principles of natural justice:
      • There are two sides to every dispute
      • All parties are given the opportunity to provide evidence to substantiate their version of the issue / incident
      • Full disclosure of any allegations or evidence will be made to those parties involved in the complaint
      • All parties involved in a complaint have the right to be accompanied by a friend or appropriate representative at each stage of the procedure.
    6. Students are expected to have met their obligations and responsibilities with regard to:
      • Meeting their academic commitments;
      • Acting in accordance with the regulations of the university with which the Alef Trust is a partner;
      • Behaving with consideration for other students and staff.
    7. All complaints are taken seriously, and students are not penalised for making a genuine complaint.
    8. The Alef Trust expects that students will not submit false statements, falsified evidence or frivolous or vexatious complaints. Examples of such complaints include:
      • Complaints which contain false allegations or falsified evidence.
      • Complaints which are obsessive, harassing, or repetitive
      • Insistence on pursuing complaints in an unreasonable manner.
      • Complaints which are designed to cause disruption or annoyance.
      • Demands for redress which lack any serious purpose or value.
    9. The Alef Trust reserves the right to end consideration of a complaint if it is deemed frivolous, vexatious, or as defined in 1.7 above. The decision to end consideration of a complaint will be taken by the Academic Dean in consultation with one or more other member of the Directorate (Director of Creative Development and Director of Professional Development).
    10. All information provided regarding a complaint will remain confidential for use within the complaints process and is subject to the requirements of the Data Protection Act. Only those staff directly involved with the complaint will be given access to confidential information.  In exceptional circumstances it may be necessary for the Alef Trust to provide information to a third party with or without a student’s consent. Examples of such exceptional circumstances are detailed in the Student Governance Confidentiality Statement available at https://www.ljmu.ac.uk/about-us/public-information/student-regulations/guidance-policy-and-process. 
    11. Where more than one individual is named in a complaint, normally, those individuals will be party only to the matter(s) of complaint and outcome(s) that are directly specific to them.
    12. The Student Complaints Procedure is approved and endorsed by the Alef Trust Directorate and conforms to the Quality Assurance Agency (QAA) Quality Code B9 www.qaa.ac.uk and the Office of the Independent Adjudicator’s (OIA) Good Practice Framework for Handling Complaints and Academic Appeals http://www.oiahe.org.uk/default.aspx
    13. The Student Complaints Form and Guidance Notes on the Student Complaints Procedure is available on the Community Site on our CLE.

  2. Who can complain?

    1. This complaints procedure is open to all Alef Trust students who are pursuing a postgraduate course of study and are currently registered with the partner university that makes the award.
    2. Where a concern or issue of complaint has affected a number of students, those students can submit a complaint as a group complaint. In such circumstances, all complainants are required to put their name, signature and student number on the statement of complaint to confirm that they agree to the details of the complaint. In order to manage the progression of the complaint, The Alef Trust will usually request that one student is nominated as a group representative.
    3. Anonymous complaints will not normally be accepted; complaints that are not made openly cannot be investigated in keeping with the principles of natural justice outlined in section 1.3.
    4. Third Party complaints are not accepted, unless the third party is acting as the complainant student’s representative and the student has authorised such representation in writing.

  3. What is a Complaint?

    1. The Alef Trust recognises that from time-to-time students may wish to raise issues regarding the academic, administrative, support or other services provided.
    2. Examples of complaints include:
      • Failure by the Alef Trust to meet its obligations as specified in the Student handbook.
      • Misleading or incorrect information in documentation provided by the Alef Trust.
      • Concerns about the delivery of a programme, associated teaching or administration.
      • Poor quality of facilities, learning resources or services provided directly by the Alef Trust.
      • The behaviour of a member of staff.
      • The behaviour of another student.
    3. Where a student submits an Academic Appeal and a Formal Complaint at the same time (and where the substance of the Academic Appeal and the Formal Complaint refer to the same issues), the Alef Trust will normally suspend consideration of the Academic Appeal until the complaint has been investigated. This is because the outcome of the complaint investigation may inform consideration of the appeal.
    4. Although the Alef Trust encourages students to try to resolve any issues locally in the first instance, we recognise that where the complaint relates to a member of staff, this many not always be possible. In such circumstances, the student can submit a formal complaint under Stage 2 of the procedure.

  4. Time Limits

    1. There are strict time limits for submitting Student Complaints and progressing to each stage of the process. This is to ensure that matters can be investigated when the circumstances are still fresh in people’s minds and evidence is available to support a timely and appropriate resolution. The submission deadlines for each stage of the process are identified below.
    2. Discretion for late submissions will be given only where there are exceptional reasons supported by relevant evidence.
    3. The Alef Trust reserves the right not to progress complaints that are submitted outside of the specified time limits.
    4. The Alef Trust endeavours to complete the processing of a formal complaint and any associated review (Stage 2 and Stage 3) within 90 calendar days. This timeframe requires students to meet any deadlines for the submission of material.
    5. If, for good reason, such as the availability of essential witnesses, the Alef Trust needs to extend the timeframe, the student will be notified and kept regularly informed of the progress of the complaint.

  5. Stage 1 – Local Resolution

    1. In order to resolve concerns as quickly as possible, students are expected to try and resolve complaints directly with those involved, in the first instance.
    2. First point of contact may include the Personal Tutor or the Programme Leader.  Students should state that they wish their complaint to be considered as a Stage 1 Student Complaint.
    3. All Stage 1 complaints should be made within 30 calendar days of the alleged incident, matter or concern. Alef Trust staff (see 5.2) can be contacted in writing or by email and should respond in writing to the complainant within 30 calendar days.  Where this is not possible for valid reasons, the staff member should advise the student of the anticipated timescale.
    4. Students should keep a record of any action they take to resolve the complaint and keep copies of all relevant correspondence.
    5. Stage 1 Student Complaint responses may include the following:
      • Providing information, advice and explanations
      • Suggesting solutions
      • Apologies and resolution
      • Referral to other appropriate support services
      • Referral to the Formal Student Complaints procedure (Stage 2)
    6. If it is not possible to resolve the complaint locally at Stage 1 or if the student is dissatisfied with the outcome of their Stage 1 complaint and believes that the matter has not been properly addressed, then students can submit a formal complaint under Stage 2 of the Student Complaints procedures. (see 6 below)
    7. The Alef Trust also recognises that there can be exceptional circumstances where it may not be appropriate to raise the matters locally (for example if the complaint involves complex, multiple issues or where the complaint relates to the conduct of staff or other students). In such cases students should submit a formal complaint under Stage 2, within 3 calendar months of the alleged incident, matter or concern.N.B. If the issues that a student wishes to raise relate solely to the actions of LJMU and not the Alef Trust, the student should complain directly to LJMU, and any complaint will be dealt with at all stages by LJMU.

  6. Stage 2 – Formal Complaint

    1. Where the complaint has not been resolved or satisfactorily dealt with locally or where it is not appropriate to be considered locally then a student can submit a formal complaint.  Students will be expected to provide details of their efforts to resolve the matter locally at Stage 1 and attach any relevant correspondence or provide reasons why it was not appropriate for their complaint to be considered locally.
    2. All formal complaints should be made to the Academic Dean within 3 calendar months of the alleged incident, matter or concern, using the Student Complaint Form.
    3. If a complaint is submitted outside the advertised deadlines, then the complaint will be deemed out of time, and the Alef Trust reserves the right not to progress the complaint any further.
    4. Students should complete all sections of the complaint form, clearly and concisely describing their concerns and summarising the key events with relevant dates. Failure to complete all sections of the form clearly and legibly may lead to a delay in responding to the complaint, or the complaint not being progressed.
    5. Students need to provide appropriate and relevant evidence to support any allegations they make (evidence may include signed witness statements, letters, emails and any other relevant information).  The Alef Trust cannot guarantee the return of original documents. Students should retain copies of the complaints form and any documentary evidence they submit.
    6. Where a student fails to provide reasonable evidence to substantiate their allegations, the Alef Trust reserves the right not to progress the complaint further.
    7. Students are also required to specify the remedy they seek and/or the desired outcome to their complaint.
    8. Completed Student Complaint Forms and relevant evidence should be submitted to the Academic Dean by email (les.lancaster@aleftrust.org). In cases where supporting documentation cannot be scanned, they should be sent to the Alef Trust, Somersby, Dibbinsdale Road, Bromborough, Wirral CH63 0HJ, UK.  Students using the postal service are advised to obtain proof of posting.
    9. Students will normally receive a formal acknowledgement within 5 working days of submitting a complaint form to the Academic Dean.
    10. On receipt of a formal Student Complaint, the Academic Dean will undertake an initial assessment and consider whether:
      • The complainant has submitted the form within the specified deadline.
      • The complainant has set out clearly what the complaint is about, providing information relating to the key events and key dates.
      • The issues of concern may be more appropriately considered under alternative processes rather than the Student Complaints Procedure.
      • The complainant has provided reasonable evidence to substantiate their complaint.
    11. Based on the initial assessment Academic Dean will determine whether the complaint will be rejected or accepted and progressed.
    12. If the complaint is rejected, for example if the complaint was submitted late or was submitted without reasonable evidence, the complainant will be notified in writing of the reasons for the decision. 
    13. If the complaint is accepted, the Academic Dean will inform the student of the action taken. Such action may include:
      • A request for further information or clarification.
      • An advisory interview with any parties involved
      • Appropriate reprimands to any parties involved. (This may involve, in the case of students, referring them to the Student Charter, and in the case of staff, emphasising whether contractual commitments have been breached.)
    14. Wherever possible the Alef Trust will seek to facilitate an early resolution of the complaint.  The Alef Trust aims to provide a response within 30 calendar days of submission of the complaint.  Should this not be the case, then students will be kept informed of any likely delay and the reasons for the delay, at the earliest opportunity.
    15. Students will receive written notification of the outcome of their complaint from the Academic Dean.  This will include whether the complaint is upheld or not, the rationale for the decision and any further action to be taken.

  7. Stage 3 – Final Review

    1. Students have the right to request a review of their formal complaint by the Board of the partner university at which Alef Trust staff attend (Assessment Board). This Stage 3 of the Student Complaint procedure may be actioned where students believe and can substantiate that:
      • the formal (Stage 2) Student Complaint procedure has not been followed correctly and/or
      • the formal complaint has not been appropriately addressed and/or
      • the decision regarding the outcome of their formal complaint is unreasonable in all the circumstances.
    2. The grounds for the student wishing to embark on Stage 3 should be clearly stated in writing and sent with full supporting evidence, within 30 calendar days of the date of the Stage 2 outcome letter to the Academic Dean. Students using the postal service should use the Recorded Delivery Service.
    3. An acknowledgement of the Stage 3 complaint will normally be sent to the student within 5 working days.
    4. Stage 3 of the Procedure is not a re-opening of the complaint and will not consider the issues afresh or involve a further investigation. A complaint must have been considered at Stage 2 before it can be escalated to Stage 3.
    5. New evidence will not be considered, unless the student can demonstrate valid reasons why they were unable to provide this evidence earlier in the process.
    6. The student will be formally notified in writing of the decision of the Board, normally within 30 calendar days. The Board will determine whether the Stage 3 Complaint should be Upheld, Upheld in Part or Not Upheld and provide the reasons for this decision and specify if any appropriate action or remedy is required.
    7. The decision of the Board is final, and this represents the completion of The Alef Trust procedures. The Alef Trust will provide the student with a Completion of Procedures letter.
    8. Students, who are dissatisfied with the outcome of the appeal and believe that the Alef Trust has failed to follow this procedure correctly, may take their case to the Office of the Independent Adjudicator for Higher Education http://www.oiahe.org.uk.
    9. The decision of the Office of the Independent Adjudicator for Higher Education is binding on the Alef Trust.  The Alef Trust will ensure that any actions required from the final ruling of the Office of the Independent Adjudicator for Higher Education will be completed within two weeks.
    10. All records from complaints will be securely stored for a period of one year, after which they will be destroyed.

  8. LJMU Advice and Support

    1. Students can obtain advice relating to the complaint’s procedure from the Student Governance office {+44 (0)151 904 6102}. Email StudentGovernance@ljmu.ac.uk.
    2. Students who need specific assistance or reasonable adjustments made in order to access the Partner Student Complaints Procedure should contact the Student Governance office. Telephone +44 (0)151 904 6102, Email StudentGovernance@ljmu.ac.uk.  Further Information on reasonable adjustments in Student Governance procedures is available at https://www.ljmu.ac.uk/about-us/public-information/student-regulations/guidance-policy-and-process.  
    3. The John Moores University Students’ Union (JMSU) operates an Advice Centre and will provide professional and independent advice regarding complaints. Telephone {+44 (0)151 231 4900}, Email: JMSUadvice@ljmu.ac.uk.  You can also book an appointment online at www.jmsu.co.uk/advice.  
    4. Students can obtain advice on equality and diversity issues from the LJMU Equality and Diversity Officer {Telephone +44 (0)151 231 8141, Email M.M.Akinsanya@ljmu.ac.uk}. 
    5. Students can obtain advice on Data Protection Issues from the University’s Data Protection Officer at DPO@ljmu.ac.uk. 

The Alef Trust Complaints Procedure for non-university students

  1. General Principles and Information

    1. The Alef Trust is committed to providing a rich learning experience to all its students and strives to ensure that eventualities that could give grounds for complaint will not arise. However, we recognise that from time-to-time students may wish to raise issues where they feel that their experience falls below the standards that might reasonably be expected.
    2. The Alef Trust operates a 2 Stage Student Complaints Procedure:
      • Stage 1 — local resolution;
      • Stage 2 — formal complaint to the Academic Dean of the Alef Trust.
    3. The Alef Trust is committed to managing student complaints in a way that:
      • Is timely and efficient, to facilitate a speedy resolution
      • Is fair and transparent to all parties
      • Promotes feedback and best practice to ensure the quality of the student experience
    4. The complaints procedure operates on the principles of natural justice:
      • There are two sides to every dispute
      • All parties are given the opportunity to provide evidence to substantiate their version of the issue / incident
      • Full disclosure of any allegations or evidence will be made to those parties involved in the complaint
      • All parties involved in a complaint have the right to be accompanied by a friend or appropriate representative at each stage of the procedure.
    5. Students are expected to have met their obligations and responsibilities with regard to:
      • Meeting their commitments as students.
      • Behaving with consideration for other students and staff.
    6. All complaints are taken seriously, and students are not penalised for making a genuine complaint.
    7. The Alef Trust expects that students will not submit false statements, falsified evidence or frivolous or vexatious complaints. Examples of such complaints include:
      • Complaints which contain false allegations or falsified evidence.
      • Complaints which are obsessive, harassing, or repetitive.
      • Insistence on pursuing complaints in an unreasonable manner.
      • Complaints which are designed to cause disruption or annoyance.
      • Demands for redress which lack any serious purpose or value.
    8. The Alef Trust reserves the right to end consideration of a complaint if it is deemed frivolous, vexatious, as defined in 1.7 above. The decision to end consideration of a complaint will be taken by the Academic Dean in consultation with one or more other member of the Academic & Applied Programme Management Team.
    9. All information provided regarding a complaint will remain confidential for use within the complaints process and is subject to the requirements of Data Protection Act 1998-2018 (DPA) and General Data Protection Regulation (GDPR) and relevant legislation. Only those staff directly involved with the complaint will be given access to confidential information.  In exceptional circumstances it may be necessary for the Alef Trust to provide information to a third party with or without a student’s consent.
    10. The Student Complaints Form and Guidance Notes on the Student Complaints Procedure is available on request from the Alef Trust Registrar.

  2. Who can complain?

    1. This complaints procedure is open to all Alef Trust students who are pursuing a programme of study promoted through the Alef Trust website.
    2. Where a concern or issue of complaint has affected a number of students, those students can submit a complaint as a group complaint. In such circumstances, all complainants are required to put their name, signature and student number on the statement of complaint to confirm that they agree to the details of the complaint. In order to manage the progression of the complaint, The Alef Trust will usually request that one student is nominated as a group representative.
    3. Anonymous complaints will not normally be accepted; complaints that are not made openly cannot be investigated in keeping with the principles of natural justice outlined in section 1.3.
    4.  Third Party complaints are not accepted, unless the third party is acting as the complainant student’s representative, and the student has authorised such representation in writing.

  3. What is a Complaint?

    1. The Alef Trust recognises that from time-to-time students may wish to raise issues regarding the academic, administrative, support or other services provided.
    2. Examples of complaints include:
      • Failure by the Alef Trust to meet its obligations as specified in the any relevant guides.
      • Misleading or incorrect information in documentation provided by the Alef Trust.
      • Concerns about the delivery of a programme, associated teaching or administration.
      • Poor quality of facilities, learning resources or services provided directly by the Alef Trust.
      • The behaviour of a member of staff.
      • The behaviour of another student.
    3. Where a student submits an Academic Appeal and a Formal Complaint at the same time (and where the substance of the Academic Appeal and the Formal Complaint refer to the same issues), the Alef Trust will normally suspend consideration of the appeal until the complaint has been investigated. This is because the outcome of the complaint investigation may inform consideration of the appeal.
    4. Although the Alef Trust encourages students to try to resolve any issues locally in the first instance, we recognise that where the complaint relates to a member of staff, this many not always be possible. In such circumstances, the student can submit a formal complaint under Stage 2 of the procedure.

  4. Time Limits

    1. There are strict time limits for submitting Student Complaints and progressing to each stage of the process. This is to ensure that matters can be investigated when the circumstances are still fresh in people’s minds and evidence is available to support a timely and appropriate resolution. The submission deadlines for each stage of the process are identified below.
    2. Discretion for late submissions will be given only where there are exceptional reasons supported by relevant evidence.
    3. The Alef Trust reserves the right not to progress complaints that are submitted outside of the specified time limits.
    4. The Alef Trust endeavours to complete the processing of a formal complaint and any associated review (Stage 2) within 90 calendar days. This timeframe requires students to meet any deadlines for the submission of material.
    5. If, for good reason, such as the availability of essential witnesses, the Alef Trust needs to extend the timeframe, the student will be notified and kept regularly informed of the progress of the complaint.

  5. Stage 1 – Local Resolution

    1. In order to resolve concerns as quickly as possible, in the first instance students are expected to try and resolve complaints directly with those involved.
    2. The first point of contact may include a relevant tutor or the Programme Leader.  Students should state that they wish their complaint to be considered as a Stage 1 Student Complaint.
    3. All Stage 1 complaints should be made within 30 calendar days of the alleged incident, matter or concern. Alef Trust staff (see 5.2) can be contacted by email and should respond in writing (email) to the complainant within 30 calendar days.  Where this is not possible for valid reasons, the staff member should advise the student of the anticipated timescale.
    4. Students contemplating making a formal complaint may seek appropriate guidance.
    5. Students should keep a record of any action they take to resolve the complaint and keep copies of all relevant correspondence.
    6. Stage 1 Student Complaint responses may include the following:
      • Providing information, advice, and explanations
      • Suggesting solutions
      • Apologies and resolution
      • Referral to the Formal Student Complaints procedure (Stage 2)
    7. If it is not possible to resolve the complaint locally at Stage 1 or if the student is dissatisfied with the outcome of their Stage 1 complaint and believes that the matter has not been properly addressed, then students can submit a formal complaint under Stage 2 of the Student Complaints procedures. (See 6 below.)
    8. The Alef Trust also recognises that there can be exceptional circumstances where it may not be appropriate to raise the matters locally (for example if the complaint involves complex, multiple issues or where the complaint relates to the conduct of staff or other students). In such cases students should submit a formal complaint under Stage 2, within 3 calendar months of the alleged incident, matter, or concern.

  6. Stage 2 – Formal Complaint

    1. Where the complaint has not been resolved or satisfactorily dealt with locally or where it is not appropriate to be considered locally then a student can submit a formal complaint.  Students will be expected to provide details of their efforts to resolve the matter locally at Stage 1 and attach any relevant correspondence or provide reasons why it was not appropriate for their complaint to be considered locally.
    2. All formal complaints should be made to the Academic Dean within 3 calendar months of the alleged incident, matter, or concern, using the Student Complaint Form.
    3. If a complaint is submitted outside the advertised deadlines, then the complaint will be deemed out of time and the Alef Trust reserves the right not to progress the complaint any further.
    4. Students should complete all sections of the complaint form, clearly and concisely describing their concerns and summarising the key events with relevant dates. Failure to complete all sections of the form clearly and legibly may lead to a delay in responding to the complaint, or the complaint not being progressed.
    5. Students need to provide appropriate and relevant evidence to support any allegations they make (evidence may include signed witness statements, letters, emails and any other relevant information).  The Alef Trust cannot guarantee the return of original documents. Students should retain copies of the complaints form and any documentary evidence they submit.
    6. Where a student fails to provide reasonable evidence to substantiate their allegations, the Alef Trust reserves the right not to progress the complaint further.
    7. Students are also required to specify the remedy they seek and/or the desired outcome to their complaint.
    8. Completed Student Complaint Forms and relevant evidence should be submitted to the Academic Dean by email (les.lancaster@aleftrust.org). In cases where supporting documentation cannot be scanned, the Dean should be informed of this by email.  Students using the postal service are advised to obtain proof of posting.
    9. Students will normally receive a formal acknowledgement within 5 working days of submitting a complaint form to the Academic Dean.
    10. On receipt of a formal Student Complaint, the Academic Dean will undertake an initial assessment and consider whether:
      • The complainant has submitted the form within the specified deadline.
      • The complainant has set out clearly what the complaint is about, providing information relating to the key events and key dates.
      • The issues of concern may be more appropriately considered under alternative processes rather than the Student Complaints Procedure.
      • The complainant has provided reasonable evidence to substantiate their complaint.
    11. Based on the initial assessment, the Academic Dean will determine whether the complaint will be rejected or accepted and progressed.
    12. If the complaint is rejected, for example if the complaint was submitted late or was submitted without reasonable evidence, the complainant will be notified in writing of the reasons for the decision.
    13. If the complaint is accepted, the Academic Dean will inform the student of the action taken. Such action may include:
      • A request for further information or clarification.
      • An advisory interview with any parties involved
      • Appropriate reprimands to any parties involved.
    14. Wherever possible the Alef Trust will seek to facilitate an early resolution of the complaint.  The Alef Trust aims to provide a response within 30 calendar days of submission of the complaint.  Should this not be possible, then students will be kept informed of any likely delay and the reasons for the delay, at the earliest opportunity.
    15. Students will receive written notification of the outcome of their complaint from the Academic Dean.  This will state whether the complaint is upheld or not, the rationale for the decision and any further action to be taken.
    16. Students who are dissatisfied with the outcome may take their case to the Office of the Independent Adjudicator for Higher Education http://www.oiahe.org.uk.
    17. The decision of the Office of the Independent Adjudicator for Higher Education is binding on the Alef Trust. The Alef Trust will ensure that any actions required from the final ruling of the Office of the Independent Adjudicator for Higher Education will be completed within two weeks.
    18. All records from complaints will be securely stored for a period of one year, after which they will be destroyed.
Alef Trust

Curriculum: year One

20 credits each
Approaches to Consciousness

Offers you a broad introduction to consciousness studies, cognitive neuroscience of consciousness, consciousness and spiritual traditions.

Find our more: Approaches to consciousness

Learning Through Integrative Practice

An 8-month experiential immersion in a personal programme of integrative practice, with the aim to foster whole-person development.

Individual needs and aspirations are considered in the development of the practice plan, and critical engagement with the practices is encouraged through regular webinars and reflective sessions.

Find out more: Learning Through Integrative Practice

Spiritual Psychology

Module leader: Dr. Ellis Linders

This module explores the changing meaning of spirituality in contemporary secular culture. Moreover, it identifies and examines the relationship between psychology and spirituality as a change in psycho-spiritual paradigm. The module is titled ‘spiritual psychology’ to reflect this relationship. Although there are many correspondences, spiritual psychology differs from transpersonal psychology in that it specifically draws on spiritual traditions and new or ‘neo’ spiritual expressions. 

As a student, you will choose two specialist options (see SPECIALIST OPTIONS tab for all courses) to explore which each reflect an expression of contemporary spiritual engagement. They also exemplify approaches in which spiritual traditions and their practices are viewed through the lens of contemporary psychology. The psychological lens allows issues of definition, measurement, and frameworks concerning spiritual experience to be critically evaluated according to scientific principles.

Specialist options for the Spiritual Psychology module - Select two
Embodied Presence

Tutor: Dr. Tamara Russell

This module option provides an exploration of embodied presence and what it means to live our human experience in a body. In an increasingly disconnected and disembodied world, true embodied presence is becoming a scarcity. Even in the transpersonal world, a fixation with “up and out” (out of body, psychedelics and a move away from the material) means that the wisdom and grounding of the body is easily lost, and the possibility of spiritual bypass is very real. In most spiritual traditions, a deep connection with, and examination of, the body (in stillness and movement) is fundamental to the spiritual path.

Find out more: Embodied Presence

Entheogens and Psychedelics

Tutor: Pascal Michael, PhD

Taking a cross-disciplinary and multi-cultural approach, this module option explores transpersonal and transformative qualities of the psychedelic experience, illuminating its meanings and implications for individuals and communities.

Find out more: Entheogens and Psychedelics

Feminine Spiritualities

Tutor: Dr. Kendra Ford

Feminine Spiritualities refers to a spectrum of perspectives, practices, histories, and cultures that balance on the fine edges of feminism, contemporary spirituality, psychological theory, and mystical traditions. This option is an embodied and critical exploration of the feminine principle within psychological, religious and spiritual contexts.

Find out more: Feminine Spiritualities

Shamanistic Psychology

Tutor: Dr. Steven Schmitz

Shamanism is the oldest spiritual tradition known to humankind and continues to be relevant in our contemporary world. For tens of thousands of years shamans have developed and used their technologies (knowledge, tools, skills) for shifting consciousness and for accessing the spirit realms for guidance, healing, and transformation.

Find out more: Shamanistic Psychology

Spirituality and the Imaginal

Tutor: Dr. Lila Moore

This module option explores the imaginal as an evolving phenomenon that has shaped the human spiritual experience: from Paleolithic cave art, altered states, and mythic rituals to the intersection of modern esoteric and spiritual movements, the creative arts and healing arts.

Find out more: Spirituality and the Imaginal

Transpersonal Dreaming

Tutor Dr. Tadas Stumbrys

In this module option, we study transpersonal dimensions of dreaming, drawing on scientific research and historical/spiritual traditions. We will explore the world of lucid dreaming and its potentials for growth and transformation.

Find out more: Transpersonal Dreaming

Curriculum: year two

20 credits each
Transpersonal Psychology

Transpersonal psychology (TP) studies phenomena beyond the ego and their transformative and healing potential. Adopting the perspective that the human being is intimately interconnected to the cosmos in many ways, TP acknowledges the relevance and value of spiritual, mystical, and other exceptional human experiences.

The course covers the major theoretical orientations within TP, and the models they propose to understand these experiences and situate them in the larger context of human transformation and spiritual development.

The course also covers other complementary topics which reflect the growing edges of TP as a vibrant and multifaceted field.

Find out more: Transpersonal Psychology

Research Design

Our Research Design module provides a grounding in qualitative research methods.

Students venture into transpersonal approaches to research, offering you an introduction to methods which embrace embodied, intuitive and creative ways of expanding the human knowledge base.

Research Design allows students to work with these methods in a research project, tackling the philosophical and ethical issues surrounding transpersonal psychology methods.

Such as:

  • The centrality of transformation for both researcher and participants
  • Issues that arise when participants’ most meaningful experiences may be scrutinised
  • Issues where practices may be evaluated for efficacy, and ideas concerning changing paradigms in psychological science

Find out more: Research Design

Applied Transformative Psychology

Module leader: Dr. Jessica Bockler

Applied transformative psychology focuses on the ways in which transpersonal, integrative, and spiritual perspectives can be applied in practice, considering personal and professional pathways and ethics of transformation. The concept of inner development is examined in the context of evolving ideas and theories exploring personal and systemic/collective change; and questions of ethical engagement in contemporary contexts are considered in the light of the evolving meta-crises of our times. 

Students are encouraged to explore their own professional practice in relation to two of the specialist options (see SPECIALIST OPTIONS tab for all courses).

Specialist options for the Applied transformative psychology module — Select two
Creativity and Transformation

Tutor: Dr. Jessica Bockler

In this option we explore the nature of creativity and its relationship to human development and growth, as well as its relevance for social change. The evolving crises of our time call for inner and outer changes in our ways of being and doing. In Together, we consider how we can draw on our creativity to enable and support generative change processes in ourselves and in those we work with.

Find out more: Creativity and Transformation

Integrative Medicine

Tutor: Dr. Hennie Geldenhuys

This option explores the mind-body-spirit paradigm and its implications for an integrative and holistic approach to wellness and healthcare. Health, disease, healing and the psychosomatic are viewed through a transpersonal but pragmatic lens.

Find out more: Integrative Medicine

Multidimensional Trauma & Transformation

Tutor: Dr. Regina U. Hess

We will explore multidimensional applications for the transformation of individual, transgenerational, and ecological trauma drawing on clinical, transpersonal, indigenous, and psychedelic-assisted psychotherapy approaches and research. The goal is to support the person’s innate capacity to restore the mind-body-spirit-balance and eventually wholeness, including such dimensions as interpersonal relationships and relationships with nature, the cosmos, culture, and the community.

Find out more: Multidimensional Trauma & Transformation

Transpersonal Coaching Psychology

Tutor: Jevon Dängeli

Transpersonal Coaching Psychology (TCP) can be described as the theory and practice of coaching that takes a holistic and integrative approach to support client growth and transformation. In this option we explore the basis and value of a transpersonal approach to coaching.

Find out more: Transpersonal Coaching Psychology

Transpersonal Ecopsychology

Tutor: Paul Maiteny

We are living in extremely destabilised times. We humans are undermining life-support ecosystems essential to life itself, ecological, social and personal. It is a tragic irony that we have been doing so with the aim of making our lives better. We have now reached the threshold point where the destructive results of our priorities and action is confronting us full-on. Yet, we are continuing to seek technological ‘solutions and fixes’ using the same motivations and types of thinking as have caused the devastation in the first place. 

Transpersonal Ecopsychology provides a new way of thinking about and understanding human meaning and purpose as embedded participants in the ecosystem, rather than in the binary way of thinking of ourselves as ‘other’ to ‘nature’ and ‘the environment’. 

Find our more: Transpersonal Ecopsychology: Knowing your role in a conscious Earth

Transpersonal Counselling and Psychotherapy

Tutor: Dr. Gabriel Fernandez Borsot

Transpersonal approaches to psychotherapy situate the process of psychological healing and maturation in the wider context of spiritual development. This option explores the main features of these approaches, and their associated techniques and models.

Find out more: Transpersonal Counselling and Psychotherapy

Curriculum: year THREE

60 credits

The curriculum in the first two years of study provides students with the necessary skills to conduct a research project in their third year of study. Under the supervision of a faculty member, students choose an area of interest to explore in depth through an original study.

Research projects often adopt experiential and introspective approaches as well as traditional scientific approaches while exploring topics that emphasise the interrelationships between the somatic, psychological, social and spiritual levels of explanation.

Goods and Services Tax (GST)

We at Alef Trust believe that education is a fundamental human right, which should accordingly not be subject to taxation. Moreover, education is key to building communities, societies, and cultures, which we also believe places it in a category for which taxation is counterproductive. Unfortunately, the legislative powers in many countries do not agree with our perspective.

Recent changes in rules governing taxation, especially in the EU, have meant that students on our online programmes resident in some countries will have to pay GST on top of the programme fee. The UK, which is the jurisdiction in which Alef Trust is located, does not impose GST (known as VAT in the UK) on educational fees. However, legislative changes mean that the determining factor for GST is no longer the country in which education is delivered but the country in which the “consumer”—in our case, the student studying on an Alef Trust programme—resides. Consequently, students who are resident in countries which impose GST on educational fees will be charged the GST by Alef Trust since Alef Trust is responsible for paying the tax in their country of residence.

The treatment of GST on distance learning is an evolving situation in many countries, if tax is deemed to be chargeable part way through your course this could be added to your future course fees. We will not apply GST to invoices that have previously been issued. Alef Trust will not levy any charge on top of the tax liability; any administrative cost will be covered by Alef Trust

At the time of writing, the table below indicates some of the countries charging GST on educational fees and the tax rate. The situation remains fluid and there may be changes to this table in the future. We will update the information as soon as we are able to determine the current situation. You are strongly advised to check the current situation in your country. Some countries allow exemptions for certain kinds of online educational programmes. Our MSc and PhD programmes, for example, may be exempt for GST purposes in your country. You must check—a local tax office should be able to advise you. Alef Trust will not levy any charge on top of the tax liability; any administrative cost will be covered by Alef Trust.

WEBINAR SCHEDULE

A main feature of our online teaching environment is that required webinars are taught live and also recorded, which allows for synchronous involvement in content and lively discussions during the question-and-answer portions of webinars for those in attendance.

Webinars are generally scheduled well in advance, and are held on a varied schedule between 9:00-21:00 UK time.

Although we cannot commit to accommodate all time zones for all webinars, we hope for students in our global community to have the opportunity for synchronous participation throughout the programme. When live attendance is not possible, recordings of webinars are available almost immediately and can be viewed at a convenient time, making the programme accessible regardless of location in the world. 

One-to-one and group meetings with personal tutors are scheduled at mutually convenient times.

Please note that whilst we do our utmost to give you advance notice, some flexibility in accommodating schedule changes and additional dates may be needed as and when they become available. This programme weaves a complex tapestry of asynchronous and live events befitting Master’s level study with a wide range of teachers. We therefore advise you that some flexibility will be needed on your part to join this programme and make the most of what it has to offer.

LEARNING APPROACHES

Our students enjoy a rich and interactive learning experience. Transformative learning methods are utilised in all our modules, which support a deep level of self-inquiry while fostering connection with experiential learning of programme content, research skills, and academic, professional and personal growth. 

INTERACTIVE EXPERIENCES

 

  • Live teaching webinars
  • Live sessions involving experiential practices
  • Student presentations

A SHARED LEARNING JOURNEY 

 

  • Reflective group meetings
  • Peer group work
  • Individual and group supervision

STUDY AT YOUR OWN PACE

 

  • Written discussion forums
  • Study of course materials
  • Personal practice and projects

WHOLE-PERSON SUPPORT

 

  • Personal tutor support
  • Academic skills support
  • Wellbeing support

CONTENT DELIVERY
The programme is 100% online and presented via synchronous and asynchronous webinars where students engage with faculty and each other. All coursework is taught on our learning management system, Canvas.

ONBOARDING
To support students in gaining foundational skills for MSc study, the Alef trust offers an introductory online course in APA referencing and academic writing skills, which incoming students are invited to take prior to the start of term. This enables those who are unfamiliar with APA formatting, as well as those who have been out of education for some time, to feel more prepared for embarking on their MSc.

ASSESSMENT

Course assessments are mainly in the form of written essays and reports. Several assignments encourage use of creative media to express the learning journeys, and students can choose to do this in ways that meet their creative skills and interests. Examples include visual art, music, creative writing, and videos. A number of modules include asynchronous forum participation. Some modules also include group project assessments which involve live presentations and attendance at presentations by peers.

Your schedule will require some flexibility to accommodate these in all three years of the programme.

In the final year, you conduct your own research project under supervision. Assessment of this final-year module involves a research dissertation, online presentation, and a blog-style post.

Depending on the nature and weighting of the assignment, these are either 2,000, 3,000 or 4,500 words in required length, and the final dissertation is 10,000-12,000 words, depending on the methodology used.

LIBRARY ACCESS

As a student enrolled on a collaborative programme with Liverpool John Moores University (LJMU) you have access to a range of LJMU’s electronic library resources.

This includes an extensive selection of relevant books and journals, as well as academic learning resources oriented towards the ongoing development of skills such as scholarly writing.

Visual Map of the MSc PROGRAMME

Year 1
Orientation
7503ALEFTP Learning Through Integrative Practice (20 Credits)
7501ALEFTP Approaches to Consciousness (20 Credits)
7502ALEFTP Spiritual Psychology (20 Credits)
Year 2
7504ALEFTP Transpersonal psychology (20 Credits)
7506ALEFTP Research Design (20 Credits)
7505ALEFTP Applied Transformative Psychology (20 Credits)
Year 3
7503ALEFTP Learning Through Integrative Practice (20 Credits)
SEPT

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APR

MAY

JUN

Visual Map of the MSc PROGRAMME

Year One
Orientation
7503ALEFTP Learning Through Integrative Practice (20 Credits)
7501ALEFTP Approaches to Consciousness (20 Credits)
7502ALEFTP Spiritual Psychology (20 Credits)
+ Two Specialist Options
Year Two
7504ALEFTP Transpersonal psychology (20 Credits)
7506ALEFTP Research Design (20 Credits)
7505ALEFTP Applied Transformative Psychology (20 Credits) + Two Specialist Options
Year Three
7500ALEFTP Research Dissertation (60 Credits)

Alternative track: 1-year Postgraduate Certificate

Students wishing to gain a Postgraduate Certificate can enrol on the MSc route and complete their studies after gaining 60 credits in year 1.

Alternative track: 2-year Postgraduate Diploma

Students wishing to gain a Postgraduate Diploma can enrol on the MSc route and complete their studies after gaining 120 credits by the end of year 2.

Alternative track: 2-year MSc

The Alef Trust MSc in Consciousness, Spirituality and Transpersonal Psychology is validated by Liverpool John Moores University in two programme formats. Students normally take the three-year part-time programme, although a two-year part-time programme is also available. Obviously, the primary difference between these programmes concerns the duration of study. However, there are additional considerations that applicants must take into account when deciding on their preferred programme of study:

Your qualifications: In order to be considered for the two-year programme, you must have a degree in psychology or a cognate science discipline, with a minimum grade of 2:1 (UK university system) or equivalent (non-UK universities).

Time availability: In order to be considered for the two-year programme, you must clearly demonstrate that you are able to commit to studying for approximately 25-35 hours per week.

Maturity: Our MSc is not simply an exercise in academic learning. The ethos underpinning the programme – confirmed by reflections from graduates – is one of students embarking on a developmental journey that entails deep maturation of their aspirations, relationships, and inner quests. In the experience of both staff and graduates this journey is most effective when taken over three years. In evaluating applications for the two-year programme, the admissions team will explore with the applicant their readiness to achieve the programme goals in only two years.

Shared experience: The journey is one in which forming bonds with those in your cohort can be highly beneficial. A student on the two-year pathway will straddle two cohorts, which may make this aspect of the experience more difficult. Again, the applicant’s resilience in this regard will be considered by the admissions team. Structurally, the arrangement of modules is broadly similar across the two pathways in years 1 and 2. The critical difference for those on the two-year pathway is that the Research Design module comes in year 1, and the Research Dissertation in Year 2.

Readiness to undertake research: The deeply reflective experiential, whole-person, learning which is at the core of this programme takes time to gestate during the first two years for most students, and culminates with the research dissertation in the third year. Applicants for the two-year programme will be expected to demonstrate to the admissions team that they have a preliminary plan about their potential research. If you wish to be considered for the two-year pathway, please indicate this in the application form. Our admissions team will contact you to arrange an interview to discuss whether this could be a suitable option for you.

If you wish to be considered for the two-year pathway, please indicate this in the application form. Our admissions team will contact you to arrange an interview to discuss whether this could be an appropriate option for you.

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