Transpersonal Counselling and Psychotherapy

Certificate curriculum

Certificate in the Transformational Ageing: Grateful Ageing Programme

This one-year certificate programme is considered part-time and includes three modules, spanning four months each.

The Programme offers an immersive and intensive learning odyssey, designed to invite you to experience deep and lasting transformation in your life and work.

You can expect to spend approximately 10-12 hours per week:

Studying learning resources
Partaking in webinars
Communicating in forums
Preparing assignments
Engaging in peer coaching
Attending supervision sessions

The course structure should be manageable alongside your other responsibilities. We will provide you with comprehensive schedule information, so you can plan ahead.

Module 1 Developing Personal Competence

This first module provides an opportunity to explore your own worldview on ageing through academic and experiential learning.

You will be required to undertake at least 100 hours of integral practice over a three-month period. The term ‘integral’ implies that 1- bodily, 2- intellectual, 3- emotional, 4- spiritual, and 5- interpersonal modalities are represented in the practices chosen.

You are asked to engage in at least one practice of your choice in each of the five modalities - examples will be provided.

Your assignment in this module will take the form of a written assignment - 2,500 words - which will include:

Reflecting on your personal journey
Commenting on your experience of integral practice - involving each of the five modalities
Reporting on your experiences in your roles as both professional and client
Each student will keep a learning journal and have regular checks with the professor.

Module 1 involves engaging in three live webinars and three live sharing circles. A Q&A forum for each of the main themes will run for the duration of this module.

Module 2: The Move from Me to We

In this module, you will investigate what the criteria are that promote transformation in the ageing process, with a focus on what transpersonal perspectives can contribute.

This will include identifying transpersonal states that can be leveraged for positive change, as well as detecting and dealing with psychospiritual challenges in the context of your professional work.

Topics include:

Coaching
Social-emotional intelligence
Non-violent communication
Legacy planning

You will work in small groups to engage in interpersonal skill-building from this Module. Additionally, you will have the opportunity to explore how a grateful ageing worldview can be of value in the progression of self-actualization and self-transcendence.

Module 2 involves:

Engaging in three live webinars
Three live sharing circles
Participating in three interactive forums
Making use of various videos that illustrate aspects of the GAP

At the end of this module, you are asked to submit a written assignment - 2,500 words - which can be done in the context of a small group project.

Module 3: Work Based Project

This module entails conducting an individual project in GAP. The project involves completing at least 10 hours of facilitating the key steps of the Grateful Ageing Path - as the leader.

You will no longer be limited to peer interactions only, as in the previous module. On the contrary, you will be encouraged to facilitate the steps for different clients in a variety of contexts - within your range of competency.

You will receive supervision from the course faculty and there will be bi-monthly group meetings to discuss common challenges, as well as share ideas and resources.

Module 3 involves:

Engaging in three live webinars
Three live sharing circles
A 2,500-word report, reflecting on your learning journey on the programme, tying in case study analysis of your work with one or more clients

Options for this module include facilitating the GAP, working with seniors’ groups, conducting research on GAP in partnership with the programme leader, or other related projects.

Course Activities to Meet Learning Outcomes

Participate in pre and post journaling exercises
Engage in live forums with the Professor
Watch and listen to recorded lectures by the Professor and guest lectures
Engage in centring practices that can be shared with others
Read and study chapters assigned from required textbooks and assigned journal articles
Write reflective essays and post on a shared forum
Conduct an individual project on the Grateful Ageing Programme, including:
- 10 hours of interviews
- Theme analysis
- A 2,500-word report reflecting on your learning from the programme and how it informed your project
Discuss posts from fellow students
Engage in live webinars and live sharing circles

Disclaimer of Liability

Students studying on the Psychedelics, Altered States and Transpersonal Psychology certificate programme offered by Alef Trust CIC are required to abide by a set of responsibility statements that are included on the application form, to which they sign their agreement. Alef Trust CIC disclaims liability for any eventualities that may occur following student behaviour that breaks the areas of responsibility. In particular, within the context of activities undertaken as part of the programme, students must not engage in any illegal activity involving the use of substances that are controlled in the geographical region that they are in at the time. Possession or supply of a controlled drug in the UK exemplifies such an illegal activity. Alef Trust CIC accepts no liability for activities undertaken by students for personal exploration of altered states, when these are not sanctioned by the Programme Leader. It is the responsibility of the student to pursue only those activities that adhere to local legal requirements, and to ensure their own safety and wellbeing at all times.

Principles of the Grateful Ageing Programme (GAP)

Living with meaning and purpose is a basic need and motivation, throughout the lifespan
A transpersonal perspective can enhance self-actualization and transcendence through self-awareness, engaged practice, and real-world applications
Participating in a shared learning community invites insights and transformation
Social and emotional competencies offer useful skill-sets for addressing complex issues and represent literacies that can be learned and shared
Practices of self-reflection and perspective-taking prepares us for a more inclusive worldview that celebrates social and cultural differences
An integral philosophy includes the fullness of lived experiences, including expanded states of consciousness that reveal our unique qualities and fundamental points of interconnection
Developing resilience and agility in the face of rapidly changing circumstances helps move us from surviving to thriving in our complex world
Pluralism that values open-minded inquiry with a spirit of mutual collaboration and respect provides the basis for trust and deep sharing

Certification and Accreditation

The Certificate Awakening to the Grateful Aging Programme is awarded by Alef Trust upon successful completion of the learning tasks (such as forum participation and personal experiential work). This certificate is suitable for candidates taking the programme for personal enrichment and for those wishing to go on to applying the GAP to their work and lives. By completing all three modules of this course, students will have received a sufficient amount of training and will have accumulated enough practical experience to move their work into applied settings.

Certification

The Certificate in Psychedelics, Altered States and Transpersonal Psychology is awarded by Alef Trust upon successful completion of the learning tasks (such as assignments and personal experiential work).

Psychedelics Certificate Curriculum

Module 1: Psychedelics & Altered States

In this module you will explore the transpersonal nature of the psychedelic experience, drawing upon transpersonal psychology, parapsychology, cross-cultural psychiatry, neurobiology, cognitive neuroscience, anthropology, ethnobotany and the study of religions, among other disciplines. The module covers the applications and implications of transpersonal psychedelic experience, and the varieties of altered states of consciousness. You will also explore the history, culture and resources of the altered states community.

The first half of the module is co-taught with the 10-credit Psychedelics & Entheogens Open Learning course. Overall, the module involves engaging in a minimum of five live webinars and participating in four interactive forums. It is assessed with a 2500-word essay and reflective account.

Module 2: Altered States & Transpersonal Psychology

The first part of this module focuses on transpersonal psychology and altered states. In the second part, we will go deeper into the mystical experience, before branching out in the third part into other exceptional experiences in altered states and their challenges and potential for personal growth. The final part provides an opportunity to start researching and exploring transformative experience.

This module also involves engaging in a minimum of five live webinars and participating in four interactive forums. It is assessed with a 2500-word essay and a practice/experience module plan.

Module 3: Exploring Exceptional Human Experience

This is a practice-based/ experiential module, based on the reflexive engagement in some (ongoing or new) activity that includes the observation of, and/or communication with individuals (self or other) that are pursuing an activity that often reliably induces altered states of consciousness (mild or otherwise), and takes the form of an ethnographic or auto-ethnographic report (e.g., using interviews, observations, journaling and commentary in relation published literature and research). The module could also be approached as a simple research project (e.g., case study, interviews, or survey) with participants engaged in an altered state of consciousness-inducing practice. Guidance, supervision, and, in some cases, introductions and directions towards appropriate organisations will be given by the course leader.

The module includes an introductory webinar, an initial and final forum, and ongoing online supervision of your project through emails and forum dialogue. The final assessment consists of a 4000-word report and short online video presentation report.

Psychedelics Certificate Course FAQ

What is the course structure?

This one-year course is considered part time. It includes three modules, spanning four months each. The course offers an immersive and intensive learning journey that is designed to stretch you. You can expect to spend approximately 10-12 hours per week studying learning resources, partaking in webinars, communicating in forums, preparing assignments, and engaging in peer dialogue, as well as supervision sessions. The course structure should be manageable alongside your other responsibilities. We will provide you with comprehensive schedule information, so you can plan ahead.

What are Psychedelics and Entheogens?

Psychedelics (“mind/soul manifesting”) or entheogens (“creating the divine within”) are substances that stimulate profound qualitative changes to one’s state of consciousness. These substances, in the form of flora, fungi, and occasionally fauna, have been used by humans for millennia in their magico-spiritual practices, often termed ‘shamanic’. More recently these substances have been explored scientifically and medically for their potentially beneficial properties in the treatment of psychological and, increasingly, physical health problems, as well as in the catalysis of creative problem solving and spiritual insight, and for personal growth.

What is an Exceptional Human Experience?

Core to the psychedelic and altered states journey is the enhanced occurrence of ‘exceptional human experiences’ – a range of psychic manifestations that have largely been ignored, pathologized or demonised within Western culture – but which can be a wellspring of personally transformative events that can lead to psychological, philosophical, moral, spiritual, ecological and inter-personal reorientation, insight, healing and growth, albeit dependent to a large extent upon of a culture and community of understanding, preparation, integration and acceptance.

What is the importance of psychedelic research?

In the current era of what has been called the psychedelic research renaissance, it is becoming increasingly important to explore, study and understand the transpersonal dimension of psychedelic experiences, and concomitantly other altered states of consciousness, as these have been shown to go hand in hand with these experience and they have important implications for the treatment of psychological conditions in clinical research. Furthermore, much can be learned about the nature of consciousness and its underlying neurobiology from examining the transpersonal nature of psychedelic experiences and other altered states and this research is at the cutting edge of consciousness research.

What is the vocational need in the human community for psychedelics and entheogens?

Now that psychedelics are once again on the menu as mental health treatments, and as more and more people take psychedelics and explore other altered states for personal growth, psychological healing, creativity, insight, and spiritual, intellectual and philosophical stimulation there will become an increasing need for people to understand, embrace and deal with the transpersonal dimensions of human consciousness.

Can I use or work with people who are using psychedelic substances in the experiential/practice-based component of Module 3, ‘Exploring Exceptional Human Experiences’?

It is a strong assertion that students do not participate in any illegal activity (e.g., some psychedelics are controlled substances in some countries) nor endanger themselves mentally or physically beyond their normal activities, experience or ability, and that they take responsibility for themselves, nor put anyone else at risk. Any proposal for reflexive study that is considered a risk in this regard, beyond that individual’s current experience and activity will be rejected. All research-based projects must be ethically sound to be accepted

What examples of kinds of experiential practice could I do for the Module 3 project in ‘Exploring Exceptional Human Experiences’?

Examples could be ongoing altered states practice or retreats including meditation, yoga, martial arts, deep nature emersion, pilgrimage, floatation tanks, dream journaling and lucid dreaming, mediumship, participatory religious practice, darkroom retreats, intense and wilderness sports, and shamanic activities (with/without plant medicines).

What examples of a simple research project/ observation could I do for the Module 3 project in ‘Exploring Exceptional Human Experiences’?

Observation can either be one’s personal activity (example pursuits above), or the research (e.g., ethnography, online survey, case report) of others’ experience. Examples of observation and research of others’ activities could include reflexive reports of working with people having psychedelic experiences (e.g., as a therapist, a retreat experience ‘sitter’/facilitator, or as a festival drug welfare volunteer, e.g., with PsyCareUK), ethnographic research (e.g., interviews, live observation) with trance mediums, neo-shamanic practitioners, meditators, yoga practitioners, etc., or anonymous online surveys exploring telepathic experiences among MDMA users.

GAP Certificate Course FAQ

Does this program really bring about spiritual awakening for students and their clients?

Our transpersonal approach to Grateful Aging helps clients to transcend ego-based states by assisting them in loosening their identification with the aspects of themselves that experience the suffering or blockage.

The process includes guiding students and their clients to access a more expanded and interconnected sense of self. Helping achieve a broader perspective and a more resourceful approach to finding meaning and purpose throughout the lifespan.

This approach does not necessarily lead to a complete or permanent spiritual awakening, as this is not the objective of transpersonal psychology.

However, our transpersonal grateful ageing model is designed to help any students - and their clients - who experience spiritual crisis make sense of and integrate such experiences into everyday life.

Every one of the techniques and practices taught in this course is about providing practical solutions to real-life experiences.

What sets our approach aside from traditional approaches to ageing is that we seek to facilitate consciousness transformations that can shift fear to hope.

Given that transcending the ego and expanded states can take time, how does this approach help clients who want results quickly?

The GAP is very pragmatic, offering tools and skills to address one of the most pressing needs of our times. That is the emotional and cultural needs of our ageing population as they seek to redefine their lives in their third act.

It is evidence-based, grounded on decades of research on individual and social transformation.

As elders and their caregivers search for greater meaning and purpose, GAP offers an integral approach that speaks to growth from multiple perspectives.

Our approach fits as well in executive boardrooms as it does in living rooms where caregivers live and work. The GAP methods can be facilitated via phone or online media.

Does the course provide an opportunity for the students to experience the method first-hand as a client?

Yes, during the second and third modules you will be engaging in peer-to-peer exchanges with the other students on the course.

Module 2 includes life coaching, authentic communication, and social engagement skills.

There are monthly sharing circles (in addition to the lectures) where we come together as a group to connect and discuss emerging themes and/or issues.

Does the course offer practical training in how to apply the GAP program in my work?

In the live lectures, you will be provided with all the steps of the GAP model, along with its accompanying skills and principles.

You will also be given with 45 videos featuring case studies, the latest scientific insights, and applications for self and society.

At the end of the course, will I be able to practice as a GAP facilitator?

Yes, the course has a vocational component well-grounded in theory and personal practice. Course participants report that, as the course progresses, they gain the expertise and confidence to work with individuals and groups, as well as grow within themselves.

We take the competence, maturity and ethics of our qualified facilitators very seriously, and we are confident to wholeheartedly recommend anyone who has completed our year-long course.

Is this course considered full time or part-time?

This one-year course is considered part-time. It includes three modules, spanning four months each. The course offers an immersive and intensive learning journey that is designed to stretch you.

You can expect to spend approximately 10-12 hours per week:

Studying learning resources
Partaking in webinars
Communicating in forums
Preparing assignments
Engaging in peer coaching
Supervision sessions

The course structure should be manageable alongside your other responsibilities. We will provide you with comprehensive schedule information, so you can plan ahead.

Do you have any research that speaks to its success with clients?

The GAP program is based on two decades of research on worldview transformation from which the model was developed.

This research shows that transformative practices improve people’s mental, social, and physical health. Several scholarly papers have been published in health-related journals that apply the model to ageing and end of life, showing a move to self-actualization and self-transcendence. A bibliography is available upon request.

Is there a lot of theory or academics?

The course is thorough and accommodates all aspects and styles of learning and discovery.

There is engagement with models and theory, as well as assignments that involve writing, referencing and analysis. But there is a balance with experience, practice and experimentation.

We believe that GAP facilitators should not only be good at working with others, but they should also be grounded in the underlying thinking and theory.

They should also be open to discourse, innovation and a full understanding of their chosen discipline.

Will the experience of this course change the way I am in this world, how I practice and work with others, and how I behave?

Yes. This can be considered a transformational learning journey grounded in a well-calibrated model that speaks to growth across the lifespan.

TCP Certificate Course FAQ

Does this coaching method really bring about spiritual awakening for clients? Many people work for years and years using various traditional practices to achieve such outcomes. Can this coaching model really be so effective when traditional methods can take a lifetime? In today’s world where clients with real life problems wanting practical solutions, does this method meet those needs?

Our transpersonal coaching approach helps clients to transcend ego-based states by assisting them to loosen their identification with the aspects of themselves that experience the suffering or blockage. The process includes guiding the client to access a more expanded and interconnected sense of self and a broader perspective, and from there elicit a more resourceful approach to resolving the issue (if a resolution is still seen as necessary). This approach does not necessarily lead to a complete or permanent spiritual awakening, as this is not the objective of transpersonal coaching. However, in the cases where clients experience spiritual crisis, our transpersonal coaching model is designed to help them make sense of and integrate such experiences into everyday life. Every one of the coaching techniques that we teach in this course is about providing practical solutions to 'real life problems'. What sets our approach aside from traditional coaching methods, is that we, when suitable for the client, include processes that leverage transpersonal states and perspectives in order to establish solutions that don't occur to us in our 'regular' modes of thinking and problem solving.

How does this approach help the pragmatic executive client who wants results quickly - given that transcending the ego and expanded states can take time to awaken?

Our transpersonal coaching approach is very pragmatic and does not include any concepts or processes that are too far out for any individuals to follow and make sense of. On the other hand, for clients who are spiritually inclined, our approach can meet them where they are and help them to go further or to embody their spiritual experiences more fully, depending on the client's desired outcome. Our approach is client-and-process centred. It fits as well in the executive boardroom as it does in all coaching contexts, and can be facilitated via phone or online media.

Does the course provide an opportunity for the students to experience the method first hand as a client?

Yes, during the second and third modules you will be engaging in peer-to-peer coaching with the other students on the course. The tutors provide one-to-one supervision and there are also monthly sharing circles (in addition to the lectures) where we come together as the entire group to connect and discuss emerging themes and/or issues.

Does the course offer a practical training in how to do transpersonal coaching?

In the live lectures we will provide you with all the steps of the transpersonal coaching model along with its accompanying skills and principles. You will also be provided with 45 training videos in which Jevon Dangeli teaches the techniques of this coaching specialization.

Do you have any research that speaks to its success with clients?

There isn't yet any formal research (that we are aware of) involving a scholarly investigation into the value of transpersonal coaching, however, Jevon Dangeli’s own research has explored the value of our fundamental transpersonal coaching skill (open awareness) in terms of its benefit to people who experience stress and burnout.

Is this course considered full time or part time? What is the typical time investment that students need to put in?

This one-year course is considered part time. It includes three modules, spanning four months each. The course offers an immersive and intensive learning journey that is designed to stretch you. You can expect to spend approximately 15 hours per week studying learning resources, partaking in webinars, communicating in forums, preparing assignments, and engaging in peer coaching, as well as supervision sessions. The course structure should be manageable alongside your other responsibilities. We will provide you with comprehensive schedule information, so you can plan ahead.

The first module explores the value of a transpersonal perspective in coaching. It includes how to identify the transpersonal phenomena that can arise spontaneously in coaching and distinguishes between these states and psychosis. This module includes webinars where we will teach a variety of ways (suited to coaching) in which transpersonal states can be intentionally accessed and anchored in the context in which we (or our clients) seek to resolve a challenge. In the first module you will also have the opportunity to engage in these topics through discussions in different forums where your specific interests can be explored with input from your peers on the course, including the tutors.

In the second module you will continue learning about our transpersonal coaching approach, while engaging in a three-month integral practice (of your own design), as well as begin peer coaching with your colleges on the course.

In the third module you will learn how to facilitate our Integrative Coaching Programme and you will begin pro bono coaching sessions, while receiving guidance and supervision from myself.

At the end of each module you are to submit an assignment (2500-word essay) on the topics covered in that module.

By the end of the course (having completed all tasks successfully) you will obtain the Alef Trust Certificate in Transpersonal Coaching Psychology and be eligible for coach accreditation from the International Association of Coaches, Therapists & Mentors (IACTM).

At the end of the course, will I be able to practice as a Transpersonal Coach?

Yes, the course has a vocational component well-grounded in theory and personal practice. Course participants report that as the course progresses, they gain the expertise and confidence to work with clients as well as grow within themselves. We take the competence, maturity and ethics of our qualified coaches very seriously, and we are confident to wholeheartedly recommend anyone who has completed our year long course.

Is there a lot of theory or academics?

The course is thorough and accommodates all aspects and styles of learning and discovery. There is engagement with models and theory, as well as assignments that involve writing, referencing and analysis, but there is a balance with experience, practice and experimentation. We believe that transpersonal coaches should not only be good at coaching, but they should also be grounded in the underlying thinking and theory, as well as be open to discourse, innovation and a full understanding of their chosen discipline.

Will the experience of this course change the way I am in this world, how I practice and work with others, and how I behave?

Yes. This can be considered a transformational learning journey.

TCP Certificate Curriculum

Module 1: Developing Theoretical Knowledge

In this 15-week module you will investigate what are the criteria are that promote transformation in coaching, with a focus on what transpersonal perspectives can contribute. This will include identifying transpersonal states that can be leveraged for positive change, as well as detecting and dealing with psychospiritual crises in the context of coaching. Additionally, you will have the opportunity to explore how transpersonal coaching psychology can be of value in the context of transforming crisis into awakening.

Module 1 includes engaging in three live webinars and three live sharing circles, as well as participation in three interactive forums, after which you can submit a written essay (2500 words). Along with all the course reading materials and other resources, including the Transpersonal Coaching Handbook, you will be provided with 45 transpersonal coach training videos.

Module 2: Developing Personal Competence

This 15-week module provides an opportunity to explore the area of transpersonal coaching through experiential learning. You will be required to undertake at least 100 hours of integral practice over a three-month period. The term ‘integral’ implies that 1- bodily, 2- intellectual, 3- emotional, 4- spiritual, and 5- interpersonal modalities are represented in the practices chosen.

While the central aspect of this module will involve peer-to-peer coaching (paired with fellow students on the course), you are also required to engage in at least one practice of your choice in each of the five modalities (examples will be provided). Your assignment in this module will take the form of a written essay (2500 words) -where you reflecting on your personal journey, commenting on your experience of integral practice (involving each of the five modalities), as well as reporting on your experiences in your roles as both coach and client. Each student will keep a learning journal and have regular checks with a supervisor (one of the course tutors).

Module 2 includes engaging in three live webinars and three live sharing circles. A Q&A forum for each of the main themes will run for the duration of this module.

Module 3: Work Based Project

This 15-week module entails conducting an individual project in transpersonal coaching. The project involves completing at least 10 hours of coaching (as the coach). You will no longer be limited to peer coaching only (as in Module 2). On the contrary, by the time you reach this module you will be encouraged to coach different clients in a variety of contexts (within your range of competency). You will receive supervision from the course tutors and there will be monthly group meetings to discuss common challenges, as well as share ideas and resources.

Module 3 involves engaging in three live webinars and three live sharing circles. The assignment in this module involves a 2500-word report, reflecting on your learning journey on the programme, tying in an analysis (case study) of your work with one or more clients.

Certification and Accreditation

The Certificate in Transpersonal Coaching Psychology (TCP) is awarded by Alef Trust upon successful completion of the learning tasks (such as forum participation and personal experiential work). This certificate is suitable for candidates taking the programme for personal enrichment and for those wishing to achieve coach accreditation with the International Association of Coaches, Therapists & Mentors (IACTM). By completing all three modules of this course, students will have a sufficient amount of training and will have accumulated enough coaching hours, in order to be eligible for coach accreditation with IACTM. The title students will gain upon completion of the course is TCP Certified Coach.

TRANSPERSONAL COUNSELLING AND PSYCHOTHERAPY

MSc Course Module

What has influenced the development of transpersonal approaches to psychotherapy and counselling and how do these approaches influence current therapeutic thinking and practice?

What types of transformation and experiences do transpersonal approaches to psychotherapy and counselling aim to facilitate?

What is the role of the therapist in transpersonal psychotherapy and counselling?

What are the challenges therapists face when drawing on transpersonal perspectives and approaches within practice and the contexts in which they work?

Develop an understanding of transpersonal perspectives and developments within psychotherapy and counselling and consider current influences on therapeutic practice

Explore a range of techniques and practices used within psychotherapeutic practice which evolved from transpersonal concepts and experiences

Consider ethical and professional issues relating to applying transpersonal principles and practices within a variety of contexts

Discuss your own approach to practice with peers and the course tutor and explore how transpersonal perspectives might enhance personal development and be integrated into wider interests and engagement

Join live webinars and combine academic discussion with experiential reflections

Open Learning

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