2008-2009 Institute of Transpersonal Psychology Catalog by Sofia University

The Institute of Transpersonal Psychology

Academic Catalog 2008-2009 1069 East Meadow Circle Palo Alto CA 94303 650-493-4430 www.itp.edu Effective July 1, 2008-June 30, 2009

This catalog has been prepared by the Office of the Registrar using Adobe InDesign®. The Institute of Transpersonal Psychology has made every reasonable effort to determine that everything stated in this catalog is accurate. Courses and programs offered, together with other matters stated herein, are subject to change without notice by the administration of the Institute, for any reason, at the discretion of the President or the Board of Trustees. Such changes will be published in an addendum to this catalog; therefore, the catalog should always be read in conjunction with the current addendum, available on the Institute’s web site. Go to http://www.itp.edu to view the current addendum. In the event of a conflict, the addendum is always correct. The catalog is printed on recycled paper using Earth-friendly ink. The body text is Adobe Garamond Pro. Headings are Century Gothic and Avant Garde Condensed The body text is set in black. The purple used throughout is PANTONE 269. ©Copyright 2008 by the Institute of Transpersonal Psychology Photo on page 1 by Rosa y Dani. Used under Creative Commons license.

Welcome from the President Imagine a place where a community of world class scholars and scientists take the spiritual dimension of life seriously; a place where disciplined inquiry into the frontiers of psychology and spirituality help create life changing educational experiences. Now imagine two thousand graduates of this place fanning out across the globe and helping individuals, families, organizations, and whole societies move toward greater wisdom, health, and wholeness. This is the place:

The Institute of Transpersonal Psychology…

Where Spirit Changes Lives.

The Institute is widely recognized as the global leader in transpersonal education. Our continued commitment to academic excellence is reflected in the groundbreaking research of our core faculty. A mere sampling of faculty research interests includes transcendent experiences, the nature of consciousness, grief, forgiveness, social justice, trauma, feminism, creativity, Jungian psychology, and various forms of Eastern and Western spiritual experience. Faculty and student academic prowess is reflected in an impressive array of publications in peer-reviewed journals and presentations at prestigious conferences, such as the annual meetings of the American Psychological Association (APA), the European Transpersonal Association (EUROTAS), and the Association of Transpersonal Psychology (ATP). Importantly, the APA has continually recognized the school’s strong academic performance. In the past decade, 15 Institute students received APA awards for their dissertation research. Recently, Dr. Robert Frager, the institute’s founder and core faculty member received the Charlotte and Karl Buehler Award from the APA for “outstanding and lasting contributions to Transpersonal and Humanistic Psychology;” and core faculty Dr. Charles Tart received the APA Abraham Maslow Award for his “numerous contributions to the profession and practice of Humanistic Psychology.” This outstanding foundation of core transpersonal values and demonstrated academic excellence allows us to expand our influence in the world. We continue to develop professional alliances with groups such as the Association of Transpersonal Psychology, the C. G. Jung Institute of San Francisco, the Stanford University Center for Family and Community Medicine, and the Ravenswood School District in East Palo Alto, California. Our Global students are involved in work with AIDS patients in South Africa, consultation on Indigenous Culture in Mexico, Transpersonal Education in Macau, and Caregiver Wellbeing research in Hong Kong. We continue to add new programs to meet student needs such as an M.A. in Women’s Spirituality. Again, I thank you for your interest and hope the pages of this catalog provide a better sense of the opportunities and challenges you would face as a member of our unique and creative community. Sincerely, Tom Potterfield, President iii

Introduction

Mission Statement In 2007, the Institute’s Board of Trustees adopted the following Mission and Values statement:

Through disciplined scholarly inquiry into the frontiers of spirituality and psychology, ITP seeks to foster the development of individuals, organizations, and societies toward their fuller potential for wisdom, health and wholeness. We strive to achieve our purpose via three deeply interrelated activities: • Our distinctive educational model, which engages the fuller range of human experiences, including spiritual, intellectual, emotional, creative, physical, and social dimensions; • Our groundbreaking research and scholarship through which we continue to expand the boundaries of the field of transpersonal psychology; • Our professional training programs that prepare students for an ever widening breadth of career opportunities grounded in transpersonal theories and practices. Because we value the qualities of mindfulness, discernment, compassion, and appreciation of differences, we embrace wholeperson education that supports personal and community transformation. Because we value diversity, we seek to impart knowledge and skills that empower people to live together in peace within multicultural communities, and we embrace and support a global community of learners. Because we value the inherent unity of our world, we seek to foster a sense of the interconnectedness of all beings, and the accompanying values of love, empathy, and concern for the welfare of all. We encourage and promote service to local, national and international communities. Because we value all of life, we educate in a way that treats all beings with respect and encourages us to live in harmony with all of nature. Because we value consciousness and its evolution, we engage in rigorous research that includes multiple ways of knowing.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Introduction

Programs Residential Programs At the Palo Alto campus, The Institute provides the opportunity to earn a Doctor of Philosophy in Transpersonal Psychology or in Clinical Psychology. An interim Master of Arts in Psychology is available in both doctoral programs. A Master of Arts in Counseling Psychology or in Transpersonal Psychology is offered through the Residential Master’s Program. The Ph.D. in Clinical Psychology meets the current academic requirements for licensing as a psychologist in the state of California. The Master of Arts in Counseling Psychology meets current academic requirements for California licensure as a Marriage and Family Therapist (MFT). Completion of any degree does not guarantee receipt of the license, but rather satisfies the current academic requirements to apply for the license. Laws governing the licensing of the psychological professions vary from state to state. Persons intending to pursue licensing outside California should consult with the local licensing body for requirements to practice in that state.

Global Programs The Institute affords students the opportunity to study at home with a thoughtful, well-structured curriculum. Students from forty-five states and over 26 countries have participated in our distance learning programs. Students can earn a Certificate in Transpersonal Studies in one year or a Master of Transpersonal Psychology in two years. Five professional specializations are available to Master’s students. The Global Program also offers a Ph.D. in Psychology with a concentration in Transpersonal Psychology. Students who already have a Master’s degree in psychology or who have completed a Master’s in either the Global or Residential Programs may apply to enter the Ph.D in Psychology with advanced standing (Year 3). In the absence of other course work, Global Programs offerings are not designed to fulfill the requirements for any state license to practice psychology. Global Programs provide worldwide transpersonal education to students wishing to pursue personal, educational, or professional advancement through the study of transpersonal psychology. Courses are available using online and traditional distance learning formats. Each program has been designed for mature Institute of Transpersonal Psychology Academic Catalog 2008–2009

Introduction

students having the desire, ability, and motivation to work independently. Global students make their homes in over forty-five states, and over twenty-six countries, including Argentina, Australia, Canada, China, Columbia, Denmark, Dominican Republic, Dubai, Estonia, France, Ghana, Italy, Israel, Japan, Mexico, Poland, Portugal, Qatar, Russia, South Africa, South Korea, Switzerland, and Syria. Getting Started Global study programs begin with a seminar taught by Institute faculty in either California or New York. Subsequent course work is completed in the student’s home. Certificate and Master’s students work with one or two faculty mentors and a community of learners online. Ph.D. students are also taught online by core and adjunct faculty and are assigned a faculty advisor. Certificate and Master’s students begin their course of study at the beginning of a term (summer, autumn, winter, or spring). Students interested in the Professional Training in Transformational Coaching may begin their program in the summer or winter. Students entering the Global Ph.D. must begin their study in the summer term. Seminars are held three times a year at the beginning of the summer, autumn and winter terms. Students are required to attend a seminar at the beginning of their first term as their Opening Seminar. If this is not possible, Certificate and Master’s students must attend an Opening Seminar no later than the start of their second term. Seminar attendance is mandatory for all Ph.D. students, except for the winter seminar in the 5th year.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Introduction

To: Prospective Residential Ph.D. Students From: Residential Core Ph.D. Faculty The Residential Ph.D. Programs at ITP educate wellrounded future leaders in the field of Transpersonal Psychology. Through our integrative pedagogical model, we nurture the intellectual, spiritual, physical, creative, emotional, and relational aspects of human experience. Both of our doctoral tracks, the Ph.D. in Transpersonal Psychology and the Ph.D. in Clinical Psychology, incorporate disciplined scholarly inquiry with selfdiscovery in a supportive community setting and are founded upon the core values of the Institute at large: mindfulness, discernment, compassion, and appreciation of differences. The Ph.D. in Transpersonal Psychology is a course of study designed for transpersonal scholars, consultants, researchers, and educators, as well as professionals from any field who seek to incorporate transpersonal theories and methods into their careers. The Ph.D. in Clinical Psychology prepares our students to become licensed clinicians who can bring sound clinical and transpersonal practices into a variety of treatment settings. Depending upon your focus, through close working relationships with the faculty at the Institute you may participate in ground breaking research endeavors, gain important clinical experience in a variety of therapeutic modalities, or contribute to the manifold applications of transpersonal theory in real-world settings. Our faculty are dedicated to careers that incorporate both compassion with social action and consciousness with clarity of purpose. We invite you to join our educational community to participate in a creative, holistic, and truly transformational learning process. Sincerely, The Residential Ph.D. Core Faculty

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

vii

Introduction

To: Prospective Global Students From: Global Core Faculty and Mentors Learning at the Institute of Transpersonal Psychology is truly a transformational journey. Our Global Programs are professional and offer a solid foundation in transpersonal study. The curriculum, which incorporates the wisdom psychologies of the East, West, and indigenous peoples, as well as ecological and metaphysical systems, is holistic and exploratory. The learning process requires you to attend to your own personal growth and transformation, as well as to the social implications of this journey. In our Global Programs, we encourage you to explore professional opportunities that express your authentic voice in the world. We want you to follow your transpersonal interests and your own path, to be scholarly, creative, to find alternative ways of knowing, and to explore who you are within the context of the world at large. In our Global Programs, you will cultivate qualities such as mindfulness, discernment, creativity, compassion, and appreciation of differences; and find ways to give back to the world. You will learn through scholarly pursuits, creative exploration, case study, analysis and synthesis, spiritual practice, self-reflection, journaling, active imagination, and research. The faculty and staff at the Institute value collaborative connection. Students are connected to a personal faculty mentor or advisor who guides academic learning and who witnesses and supports personal process. Finally, in our Global Programs, learning is relevant to life and life is relevant to learning. while self-reflection on oneâ&#x20AC;&#x2122;s personal journey is intrinsic to learning at the Institute, students apply their learning to their personal and professional lives. We cordially invite you into the process of transpersonal education at the Institute of Transpersonal Psychology, where authenticity, aliveness, creativity, and transpersonal practice are the guiding values. Sincerely, The Global Core Faculty and Mentors

viii

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Introduction

1 Residential Master of Arts in Women’s Spirituality

9 Residential Master of Arts in Psychology Programs

Table of Contents

23 Residential Ph.D. in Transpersonal Psychology 35 Residential Ph.D. in Clinical Psychology 51 Residential Programs Specializations 63 Global Certif icate in Transpersonal Studies 67 Global Master of Transpersonal Psychology 79 Global Ph.D. in Psychology with a concentration in Transpersonal Psychology 91 Admissions 113 Enrollment and Graduation 131 Tuition and Fees 151 Financial Aid 161 People at the Institute 193 Student Life at the Institute 205 Academic Policies 237 Administrative Policies 255 Course Descriptions Institute of Transpersonal Psychology Academic Catalog 2008–2009

Introduction

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Residential Master of Arts in Women’s Spirituality

he Master of Arts in Women’s Spirituality program provides a women-centered innovative education for personal transformation and social activism based on the values of the Sacred Feminine found in the wisdom psychologies of the world’s spiritual, religious, and philosophical traditions. The program’s primary goals are to inspire social action and spiritual activism and to teach students how to think critically and work in ways that allow for personal transformation and consequent social change. The goals of the program are the generation of internalized awareness and increased consciousness, development of skills, and application of the program’s teachings.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Goals and Outcomes

Master of Arts in Women’s Spirituality

We seek: • To teach that women are part of a historical past and present which includes the female as sacred and that women have had a central role in creating and sustaining culture. • To teach the tradition of women who have used and continue to use spiritual practices as change agents to help promote gender equality and social, economic, and ecological justice. • To value and teach the empathy, compassion, and understanding one can get from creating community and collaborating across differences. • To provide knowledge of techniques which promote healing, reflection, self-authorization for individuals and their communities. • To increase oral and written communication skills. • To apply critical theories and perspectives to a variety of issues and to suggest strategies to address personal, community and global needs with compassion and effectiveness. Expectations for learning outcomes are that students will: • Gain a broad understanding of the theories and practices of Women’s Spirituality. • Develop interdisciplinary perspectives to identify specific historic and contemporary contributions by women in creating spiritual culture. • Gain the ability to reflect critically and appreciatively on their own intellectual, historical, emotional and spiritual lives as well as the lives of others. • Learn and add to the existing body of knowledge in women’s spirituality in six areas: intellectual & theoretical, emotional, physical, spiritual, community & relational, and creative expression. • Be able to clearly articulate their understanding of the material studied through reflection, scholarly writing, creative expression, and community practice.

Program Vision Designed for adult learners who have a passionate interest in the historical, cultural, philosophical and theoretical roots of a women-centered spirituality as well as the practical applications that its research, personal exploration, and creative expression inspire, the program looks to enroll students who have an intellectual capacity to learn theory and engage in critical thinking, and the 2

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Master of Arts in Women’s Spirituality

emotional maturity to work within a cohort-learning structure that relies upon personal integrity and mutual respect. The program content and group experience empower students to find direction, self-authorization, connection to female roots, authenticity and fulfilling life’s work. The program’s approach to learning appeals to students who find value in the use and celebration of ritual, creative expression, and community within an academic context. Students use this learning as a catalyst for change within themselves and their communities. The curriculum and the learning community built through the cohort and weekend intensive model would most benefit those students who are looking to enhance their career or professional work through the study of a women-centered spirituality that promotes whole-person learning and encourages their spirited engagement with local communities. These students, many of whom are therapists, social workers, business women and lawyers, nurses, teachers, mothers, and artists, as well as individuals working within the non-profit sector, look to deepen their knowledge and develop their competency in these areas through the expertise they gain in the program. The program is open to men who want to experience and participate in a women-centered curriculum. The program schedule allows students the time to reflect and apply what they learn to their lives and their current work situations.

Overview

Schedule

The Master of Arts in Women’s Spirituality program is a 54.0 unit degree, including a required thesis project, designed to be completed in two years. Students begin the fall quarter with an orientation which familiarizes them with the school and its learning principles, and which provides experiences intended to facilitate the formation of a student community. All required classes meet on one or two weekends a month for three quarters each year. The classes usually meet from 9:00 am to 6:00 pm on Saturday and Sunday.

Year 1 Core classes are held in a cohort model with all students taking the same coursework together. Most of the core or foundational courses are taken the first year.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Master of Arts in Women’s Spirituality

Year 2 The second year is devoted to the electives, practicum (community service), and thesis. A completed thesis project as a culmination of students’ studies is required. Electives Electives strengthen and deepen understanding of both the field of women’s spirituality and areas of special interest. Elective courses vary from year to year. Generally one or two electives are offered each quarter. Elective courses include: 1.5 MWSP6502 Advanced Metaformic Theory 2.0 MWSP3002 Ancient & Contemporary Female Shamanism 1.5 MWSP1001 Creative Writing Workshop I 1.5 MWSP1002 Creative Writing Workshop II 1.5 MWSP3501 Goddess Is Alive! Lecture Series I 1.5 MWSP3502 Goddess Is Alive! Lecture Series II 1.5 MWSP2010 Lifecycle Rituals 1.5 MWSP2013 The Ancestral Journey: African and African-American Spiritual Culture in the West African Diaspora 2.0 MWSP3504 The Priestess: Sacred Women in Ancient, Tribal, & Contemporary Cultures 1.5 MWSP1501 Visioning for Your Life’s Work 2.0 MWSP3503 Women’s Psychology and Rituals See the Course Description chapter for more details. Thesis A completed thesis or equivalent major creative project as a culmination of students’ studies is required. The completed Thesis Project represents a body of knowledge, grounded in a student’s coursework and research, which expands the possibilities for the student’s life work. Students initiate work on their final thesis project in close consultation with faculty. The Thesis Project may take any of the following forms. These various forms are intended to address the diverse interests of students and serve to prepare students for their future work in the field, opening up possibilities for meaningful livelihood. Projects not listed here will be considered by the Core Faculty. Each of these forms must include a literature review. 1. An academic research thesis of 60 to 75 pages. 2. A shorter written thesis project, supported by original artwork, video, film, or photographs. 4

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Master of Arts in Women’s Spirituality

3. A cohesive body of original fine artwork or a theatrical performance, presented to the public. This is supported by documentation, a curatorial or critical essay, and an artist’s statement, presented in the form of an exhibition catalogue or theater playbill. The curatorial or critical essay situates the artwork or performance within a cultural and historical context, and includes a theoretical framework. The artist’s statement focuses on the creative process, and includes autobiographical material. 4. A book of skillfully written poetry, including an extensive theoretical introductory essay, end notes and references. 5. An article suitable for publication in a professional journal. Students choosing this option are required to submit the article to at least one journal for consideration for publication. 6. A creative non-fiction project of between 60-75 pages. 7. A guidebook, handbook, manual, or video describing an original theory and practice of bodywork, movement, community activist work or ritual. This must be accompanied by the scholarly research which supported the production of the student’s project. 8. A curriculum project or series of classes which contribute to the field of women’s spirituality. Students are invited to present artwork, performances, colloquia, and rituals to the public.

Community Service Practicum Students also participate in a community service practicum of their own design which is intended to enrich thesis research work and model a spiritually grounded approach to scholarship and social change. The practicum is arranged by the student and approved by the faculty and consists of 40 hours of community service. It may take place in a social service agency, a school, or other institution, or may be a series of courses or workshops developed and offered by the student to the larger community. The practicum may be arranged as a traditional internship or take place outside of any institution, to address a perceived community need. It is supervised and assessed by a faculty supervisor and someone from the outside agency or organization, if applicable.

Non-Course Degree Requirements

Personal Therapy Preparation for a professional role within the helping, teaching and other professions involves the whole person. Whole person Institute of Transpersonal Psychology Academic Catalog 2008–2009

Master of Arts in Womenâ&#x20AC;&#x2122;s Spirituality

learning involves all aspects of the student and, when coupled with personal disclosures, may raise heretofore unexamined issues, which must be attended to respectfully and individually. Psychotherapy provides a valuable opportunity for such attention and is strongly recommended.

Graduation Requirements

To graduate, students must: 1. Successfully complete required course work. 2. Complete their Thesis Project and submit the signed paperwork approving the work. 3. Complete 40 hours of Community Service. 4. Pay all tuition and fees. 5. Receive the recommendation of the core faculty. Upon completion, the degree will be recorded on an official transcript of record and each graduate receives a diploma.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Master of Arts in Women’s Spirituality

Year 1 Quarter 1 Fall (7.5 units total) 1.5 MWSP 1011 Art as a Sacred Practice I 3.0 MWSP 2003 Spiritual Autobiography 3.0 MWSP 6001 Women, Religion, and Social Change

Year 1 Quarter 2 Winter (9.0 units total) 3.0 MWSP 3008 Embodied Spirituality 3.0 MWSP 6002 Metaformic Theory/Feminist Theory 3.0 MWSP 6007 Archaeomythology: Origin Stories

Year 1 Quarter 3 Spring (9.0 units total) 1.5 MWSP 1511 Art as a Sacred Practice II 1.5 MWSP 2009 Uncommon Kinship I 3.0 MWSP 6006 Organic Inquiry and Critical Analysis: Feminist Research 3.0 MWSP 6501 Feminist Perspective on Transpersonal Psychology

The writing of the thesis is preceded by a 2.0 unit course during which students write a proposal for the thesis work they will be doing. A total of 6.0 additional units is given for the completion of the thesis.

Year 2 Quarter 1 Fall (4.0 units total) 2.0 MWSP 5004 Community Service Practicum I 2.0 MWSP 6081 Thesis Preparation

Year 2 Quarter 2 Winter (8.0 units total) 2.0 MWSP 5504 Community Service Practicum II 3.0 MWSP 6010 Women’s Sacred Texts 3.0 MWSP 6082 Thesis Writing Workshop

Year 2 Quarter 3 Spring (3.0 units total) 3.0 MWSP 6083 Thesis Completion

54.0 units required

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Master of Arts in Womenâ&#x20AC;&#x2122;s Spirituality

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Residential Master of Arts in Psychology Programs

he Residential Psychology Master’s Program offers two degrees: the Master of Arts in Counseling Psychology (MACP) and the Master of Arts in Transpersonal Psychology (MATP).

Master of Arts in Counseling Psychology The Master of Arts in Counseling Psychology curriculum is a combination of transpersonal course work and specialized counseling courses, covering traditional and transpersonal approaches. Personal integration of the course material is emphasized, which gives an opportunity for both personal transformational work and improved counseling abilities. The MACP is designed for students wishing to apply for licensure in California as Marriage and Family Therapists (MFT) and is available in both the Day and Evening Master’s programs. Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Psychology Master Of ARTS

The MACP program is designed to meet all educational and practicum standards for the MFT license through the Board of Behavioral Sciences (BBS) as described in sections 4980.37 and 4980.40 of the California Business and Professions Code. In addition to the course work requirements, the BBS requires students to have approved, supervised traineeship and practicum hours. Upon successful completion of the program, graduates will be eligible to register as interns with the BBS and work toward a Marriage and Family Therapy (MFT) license in California. Handbooks covering MFT licensing requirements are available to students from the Clinical Coordinator.

Master of Arts in Transpersonal Psychology The Master of Arts in Transpersonal Psychology addresses itself to those who wish to pursue graduate studies in transpersonal psychology but do not intend to apply for a counseling license. The MATP curriculum provides the opportunity, through experiential learning, for growth and personal transformation in the company of other students of like interests. Entering students go through the program together as a group, which facilitates communication, enhances in-depth learning, and provides a sense of community. It is available only through the Evening Master’s program.

Goals and Outcomes

The goals of the Psychology Master’s degree program are: • To provide knowledge and understanding of transpersonal psychology in the context of the broader field of psychology. • To increase student self-awareness and the opportunities for transformative experiences as an integral part of the educational process. • To provide counseling training for those who wish to meet the California state educational requirements for the MFT license. The expected learning outcomes include: • Students will demonstrate the ability to think psychologically and to use transpersonal concepts. • Students will demonstrate the capacity to relate to others in both interpersonal and professional settings. • Students will apply transpersonal and other techniques within written work and in practicum settings with professional skill and ethical awareness. Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Psychology Master Of ARTS

Overview

Schedule

Students begin work in September with an orientation, which familiarizes them with the school and its learning principles, and which provides experiences intended to facilitate the formation of a student community. Attendance at courses on some weekends each quarter will also be required in both the Daytime and Evening programs. The Daytime MACP Program The Daytime Master’s program meets three days a week for three 10 week quarters each academic year. The program requires two years to complete. The Daytime MACP program is designed to take two years to complete with the bulk of the courses completed in the first year and a practicum in Year 2. Part-time enrollment is not available to Daytime Master’s students. The Evening MACP Program The Evening Master’s program meets a minimum of two evenings a week for three years. Students in the non-counseling Master of Arts in Transpersonal Psychology graduate after two years.

Foundational Course Work Daytime Year 1 and Evening Year 1 & Year 2 In Year 1 of the Daytime Master’s Program and Year 1 and Year 2 of the Evening Master’s Program, students focus on foundational course work in transpersonal psychology and counseling skills. Year 2 of the Daytime Master’s Program and Year 3 of the Evening Master’s Program focus on clinical skills and the required Practicum.

Counseling Practicum Daytime Year 2 and Evening Year 3 Students in the MACP program are required to complete a practicum in a clinical setting before graduating. Any incomplete course work must be resolved before a Master’s student may begin work on the practicum.

Supervision Policy To protect our students, the Institute, and the public, all Institute students who are working with clients (with or without pay, including working with other Institute students) as a psychotheraInstitute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Psychology Master Of ARTS

pist, counselor, or spiritual guide in training must be in supervision. The supervisor must be approved by the director of the student’s area of specialization. The Institute provides training and supervision in psychotherapy, counseling, and spiritual guidance. It is only for supervised work done in these specific programs that students may identify themselves as connected to the Institute. If students are working with individuals in areas outside the purview of their training, they must refrain from implying in any way that they are doing so under the supervision, training, or guidance of the Institute of Transpersonal Psychology. Failure to comply with this policy is a serious violation of the Institute’s ethical code and may result in suspension or dismissal.

Part-Time Evening MACP Completion Some Evening students elect to delay completion of the Clinical Practicum until a fourth year. This generally provides a more relaxed schedule since extensive outside hours are required to complete the Practicum. Part-time Master’s degree students take all required counseling classes except MSLN 2079 Clinical Practicum in the third year and take the practicum class in a fourth year. Students considering this option should be aware that in addition to adding a year of course work, completing the program on a part-time basis will slightly increase their total cost. See PartTime Enrollment for additional information. Part-time enrollment is not available to students in the Daytime Master’s program.

Non-Course Degree Requirements

In addition to the courses, students must complete other specific requirements to receive a degree.

Personal Therapy Preparation for a professional role within the helping professions involves the whole person. Knowledge and skills in foundational areas of psychology emerge from the Institute’s curriculum. The experiential component can be fulfilled through personal psychotherapy in which the student gains understanding of the client role as a preparation for the therapist role. Individual therapy can demonstrate the impact of personal experience on professional endeavors, as therapy explores life. In addition, whole person learning involves all aspects of the student and, when coupled with personal disclosures, may raise heretofore unexamined

Institute of Transpersonal Psychology Academic Catalog 2007-2008

Residential Psychology Master Of ARTS

issues, which must be attended to respectfully and individually. Psychotherapy provides a valuable opportunity for such attention and is a prerequisite to being a provider of psychological services. As a condition for receiving the Master of Arts through the Master’s program, a minimum of 20 hours of individual psychotherapy from a licensed therapist (Psychologist, Marriage and Family Therapist, Licensed Clinical Social Worker, or Psychiatrist) is required, 10 hours of which can be obtained in couples, family, or group therapy. At least 5 additional hours of spiritual guidance, with a guide approved by the Spiritual Guidance Director, are also required (see below). The 20 hours of individual psychotherapy must be completed at the student’s expense during the first year of the program. If necessary, a student may be requested to complete additional hours of therapy or spiritual guidance to meet the minimal professional standards for their development as therapists. If additional hours are required, these will also be at the student’s expense. Students must complete a form attesting fulfillment of the required therapy and spiritual guidance, have it signed by the student’s therapist and spiritual guide, and return the form to the Program Chair for approval prior to beginning the second year of the degree program. Any student who does not complete their required hours of psychotherapy and spiritual guidance by the appropriate deadlines will be placed on Gate Status. Applicability of Therapy Towards Licensure Under BBS rules in effect as of the printing of this catalog, 100 hours of personal therapy with a licensed clinician may be counted towards the supervised hours required for licensure. In calculating these hours, the Board multiplies each hour of personal therapy by a factor of three, so 100 hours of therapy may be used to fulfill 300 of the required 3,000 hours.

Institute of Transpersonal Psychology Academic Catalog 2007-2008

Residential Psychology Master Of ARTS

Candidates for the Master’s degree need to receive at least 5 hours of spiritual guidance in their first or second years of training. This is required for graduation with the MATP and for progress to practicum in the MACP. The director of the Spiritual Guidance specialization maintains a list of approved providers of spiritual guidance to fulfill this requirement. These persons have been formally trained in the process of spiritual guidance. Meeting with rabbis, priests, spiritual teachers, transpersonal therapists, or any other person who has not completed this training will not fulfill the requirement.

Graduation Requirements

Upon completion, the degree will be recorded on an official transcript of record and each graduate receives a diploma.

Master of Arts in Counseling Psychology Daytime Program The Daytime MACP is a 74.0 unit program over twenty-one months, designed to meet the current academic requirements of the Board of Behavioral Science for licensure as a Marriage and Family Therapist. Daytime Master’s students may take a maximum of three years to complete the MACP. To graduate, students must: 1. Successfully complete required course work. 2. Complete at least two academic years in residence. 3. Pay all tuition and fees. 4. Complete 20 hours of therapy in the first year of training. 5. Complete 5 hours of spiritual guidance in the first or second year of training. 6. Receive the recommendation of core faculty. Evening Program The Evening MACP is a 74.0 unit program over thirty-three months, designed to meet the current academic requirements of the Board of Behavioral Science for licensure as a Marriage and Family Therapist. Evening Master’s students may take a maximum of six years to complete the MACP. To graduate, students must: 1. Successfully complete required course work. 2. Complete at least three academic years in residence. 3. Pay all tuition and fees. 4. Complete 20 hours of therapy in the first year of training.

Institute of Transpersonal Psychology Academic Catalog 2007-2008

Residential Psychology Master Of ARTS

5. Complete 5 hours of spiritual guidance by the end of Year 2. 6. Receive the recommendation of core faculty. Master of Arts in Transpersonal Psychology The MATP is a 48.5 unit course of study over twenty-one months. Students may take a maximum of four years to complete the MATP. This degree is available to Evening Master’s students only. Students who have enrolled in the Daytime Master’s program who wish to pursue the MATP are required to transfer to the Evening Master’s program. To graduate, students must: 1. Successfully complete required Evening Master’s course work. 2. Complete at least two academic years in residence. 3. Pay all tuition and fees. 4. Complete 20 hours of therapy in the first year of training. 5. Complete 5 hours of spiritual guidance by the end of Year 2. 6. Receive the recommendation of core faculty. The professional practice of counseling psychology is regulated by law in each state. The requirements for the license are subject to change by action of the state’s legislature or by the licensing body. Students intending to practice outside California should consult the licensing body of that state before beginning study to ensure completion of all requirements.

Licensure

California Marriage and Family Therapist License (MFT) In the State of California, counseling is regulated by the Board of Behavioral Science (BBS). Counseling practice requires a Marriage and Family Therapist (MFT) license (or appropriate prelicense training status). Marriage and Family Therapists are authorized to employ psychotherapeutic techniques with individuals, couples, families, and groups to improve the clients’ interpersonal functioning. The BBS mandates specific course requirements for inclusion in the curriculum of a program leading to Master of Arts in Counseling Psychology. Receipt of the MACP does not guarantee receipt of the MFT, but rather fulfills the current academic requirements to apply for the state license.

Institute of Transpersonal Psychology Academic Catalog 2007-2008

Residential Psychology Master Of ARTS

To apply for the MFT license, students must complete a Master of Arts in Counseling Psychology as well as all other applications, practicums, and examinations required by the BBS. All requirements, laws, and standards concerning licensure are posted on the BBS website (www.bbs.ca.gov) along with registration forms and additional information. Students should consult the BBS website for current information. Questions about MFT licensure may also be addressed to the BBS at: Board of Behavioral Science 1625 N Market Blvd Suite S-200 Sacramento, CA 95834 (916) 574-7830 www.bbs.ca.gov

Institute of Transpersonal Psychology Academic Catalog 2007-2008

Residential Psychology Master Of ARTS

Evening Master of Arts in Counseling Psychology

Year 1 Quarter 1 Fall (9.0 units total) 2.0 MRES 2120 Transpersonal Growth Psychologies: Psychosynthesis 1.5 MRES 2400.15A Group Process 1.0 MRES 4300 Psychology of Body Discipline: Aikido 1.0 MRES 5004 Orientation 0.5 MRES 5501 Mindfulness/Awareness Training 3.0 MRES 6202 Transpersonal Psychology: Theory & Research

Year 1 Quarter 2 Winter (8.5 units total) 3.0 MRES 1000 Creative Expression 1.5 MRES 2400.15B Group Process 3.0 MRES 6016 Personality and Psychotherapy Theories 1.0 MRES 6303 Introduction to Jung’s Psychology

Year 1 Quarter 3 Spring (7.0 units total) 3.0 MLSN 2116 MFT6 Lifespan Development and Aging 1.0 MRES 2121 Transpersonal Growth Psychologies: Poetry Therapy 3.0 MRES 4018 Mind-Body Approaches

Gate to Year 2: Complete 20 Hours Personal Therapy

Year 2 Quarter 1 Fall (8.0 units total) 3.0 MRES 2002 Psychotherapeutic Skills 1.0 MRES 2010 Human Sexuality 1.0 MRES 2051 Psychodrama 3.0 MLSN 2111 MFT1 Systems Theory Introduction

Year 2 Quarter 2 Winter (9.0 units total) 3.0 MRES 2021 Psychopathology and Diagnosis 3.0 MRES 2028 Counseling Skills: Across Cultural and Spiritual Traditions 1.0 MRES 2086 Death and Dying 2.0 MRES 2303B Group Theory and Practice

Year 2 Quarter 3 Spring (7.0 units total) 3.0 MRES 2053 Law and Ethics 3.0 MLSN 2112 MFT2 Couples and Family Therapy 1.0 MRES 3068 Spiritual Emergence

Gate to Year 3: Complete 5 Hours Spiritual Guidance

Institute of Transpersonal Psychology Academic Catalog 2007-2008

Residential Psychology Master Of ARTS

Year 3 Quarter 1 Fall (7.5 units total) 1.5 MLSN 2023 Alcohol and Chemical Dependency 0.0 WRKS 2026 Child Abuse Assessment, Reporting and Treatment 0.0 WRKS 2048 Spousal Abuse Assessment and Reporting 3.0 MLSN 2079A Clinical Practicum Seminar 3.0 MLSN 2113 MFT3 The Child in the System Year 3 Quarter 2 Winter (9.0 units total) 3.0 MLSN 2077 Psychopharmacology 3.0 MLSN 2079B Clinical Practicum Seminar 3.0 MLSN 2115 MFT5 Advanced Clinical Applications of Marriage, Family, and Child Therapies Year 3 Quarter 3 Spring (9.0 units total) 3.0 MLSN 2078 Psychological Testing 3.0 MLSN 2079C Clinical Practicum Seminar 3.0 MLSN 2114 MFT4 The Adolescent in the System

74.0 units required

Institute of Transpersonal Psychology Academic Catalog 2007-2008

Residential Psychology Master Of ARTS

Evening Master of Arts in Transpersonal Psychology

Year 1 Quarter 1 Fall (8.0 units total) 2.0 MRES 2120 Transpersonal Growth Psychologies: Psychosynthesis 1.0 MRES 2300A Group Process 1.0 MRES 4300 Psychology of Body Discipline: Aikido 1.0 MRES 5004 Orientation 3.0 MRES 6202 Transpersonal Psychology: Theory & Research

Year 1 Quarter 2 Winter (8.5 units total) 3.0 MRES 1000 Creative Expression 1.0 MRES 2300B Group Process 0.5 MRES 5501 Mindfulness/Awareness Training 3.0 MRES 6016 Personality and Psychotherapy Theories 1.0 MRES 6303 Introduction to Jung’s Psychology

Year 1 Quarter 3 Spring (8.0 units total) 3.0 MLSN 2116 MFT6 Lifespan Development and Aging 1.0 MRES 2121 Transpersonal Growth Psychologies: Poetry Therapy 1.0 MRES 2300C Group Process 3.0 MRES 4018 Mind-Body Approaches

Gate to Year 2: Complete 20 hours of Personal Therapy. 5 hours of Spiritual Guidance required for Graduation.

Year 2 Quarter 1 Fall (8.0 units total) 3.0 MRES 2002 Psychotherapeutic Skills 1.0 MRES 2010 Human Sexuality 1.0 MRES 2051 Psychodrama 3.0 MLSN 2111 MFT1 Systems Theory Introduction

Year 2 Quarter 3 Spring (7.0 units total) 3.0 MRES 2053 Law and Ethics 3.0 MLSN 2112 MFT2 Couples and Family Therapy 1.0 MRES 3068 Spiritual Emergence

48.5 units required

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Psychology Master Of ARTS

Daytime Master of Arts in Counseling Psychology

Year 1 Quarter 1 Fall (12.5 units total) 3.0 MLSN 2116 MFT6 Lifespan Development and Aging 1.0 MRES 2121 Transpersonal Growth Psychologies: Poetry Therapy 1.0 MRES 2300A Group Process 3.0 MRES 4018 Mind-Body Approaches 1.0 MRES 5004 Orientation 0.5 MRES 5501 Mindfulness/Awareness Training 3.0 MRES 6202 Transpersonal Psychology: Theory & Research

Year 1 Quarter 2 Winter (17.0 units total) 3.0 MRES 2002 Psychotherapeutic Skills 1.0 MRES 2086 Death and Dying 3.0 MLSN 2111 MFT1 Systems Theory Introduction 3.0 MLSN 2112 MFT2 Couples and Family Therapy 2.0 MRES 2120 Transpersonal Growth Psychologies: Psychosynthesis 1.0 MRES 2300B Group Process 1.0 MRES 4300 Psychology of Body Discipline: Aikido 3.0 MRES 6016 Personality and Psychotherapy Theories

Year 1 Quarter 3 Spring (15.5 units total) 3.0 MRES 1000 Creative Expression 1.0 MRES 2010 Human Sexuality 3.0 MRES 2021 Psychopathology and Diagnosis 1.5 MLSN 2023 Alcohol and Chemical Dependency 0.0 WRKS 2026 Child Abuse Assessment, Reporting and Treatment 3.0 MRES 2028 Counseling Skills: Across Cultural and Spiritual Traditions 0.0 WRKS 2048 Spousal Abuse Assessment and Reporting 3.0 MRES 2053 Law and Ethics 1.0 MRES 2300C Group Process

Gate to Year 2: Complete 20 hours of Personal Therapy Complete 5 hours of Spiritual Guidance

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Psychology Master Of ARTS

Year 2 Quarter 1 Fall (9.0 units total) 3.0 MLSN 2078 Psychological Testing 3.0 MLSN 2079A Clinical Practicum Seminar 2.0 MRES 2303 Group Theory and Practice 1.0 MRES 3068 Spiritual Emergence

Year 2 Quarter 2 Winter (10.0 units total) 3.0 MLSN 2077 Psychopharmacology 3.0 MLSN 2079B Clinical Practicum Seminar 3.0 MLSN 2114 MFT4 The Adolescent in the System 1.0 MRES 6303 Introduction to Jung’s Psychology

Year 2 Quarter 3 Spring (10.0 units total) 1.0 MRES 2051 Psychodrama 3.0 MLSN 2079C Clinical Practicum Seminar 3.0 MLSN 2113 MFT3 The Child in the System 3.0 MLSN 2115 MFT5 Advanced Clinical Applications of Marriage, Family, and Child Therapies

74.0 units required

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Psychology Master Of ARTS

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Residential Ph.D. in Transpersonal Psychology

he Ph.D. in Transpersonal Psychology combines theory, research, professional practice, and the opportunity for in-depth personal growth. True learning is a process of experience and assimilation, leading to change in the learner. The Institute serves as both a model and a laboratory for this transpersonal education. The goals for the Ph.D. in Transpersonal Psychology include: • To produce graduates who possess advanced knowledge of transpersonal psychology, including a mastery of research, critical evaluation, and contribution to the field in the context of psychology and related disciplines. • To produce graduates who possess the skills and ability to apply the principles and practices of transpersonal Institute of Transpersonal Psychology Academic Catalog 2008–2009

Goals and Outcomes

Residential Ph.D. Transpersonal Psychology

psychology to specific activities, such as research, education, and administration, as well as spiritual and other helping professions. • To provide experiential training and personal integration of the principles and practices of transpersonal psychology. The expected learning outcomes are: • Ability to engage in doctoral level study and research. • Excellence in broad and general scholarship. • Doctoral level scholarly writing and critical thinking. • Acquisition of skills and ability to apply transpersonal education. • Skills for providing leadership in advancing the field of transpersonal psychology. • Growth in mindfulness, discernment, compassion, and appreciation of differences.

Schedule

Overview The Residential Ph.D. in Transpersonal Psychology requires a minimum of four years of full-time work to complete. A minimum of 150.0 units, including units earned for practicum and dissertation research, is required for graduation. Typically, students in the Ph.D. program are enrolled in fulltime course work for three years and then take at least two years to complete the dissertation. A maximum of ten calendar years, including periods of leave, is allowed to complete the Residential Ph.D. Year 1 and Year 2 include a core curriculum consisting of foundational work in the six areas of study, research courses, and courses in areas of special interest. These years also include experientially oriented courses designed to foster personal growth and personal integration of transpersonal principles and practices. Students formulate their dissertation research topic during the first two years. Year 3 includes core curriculum course work in addition to professional practicums and research groups. Specialized course work in transpersonal education and research, spiritual guidance, and creative expression is available for students pursuing specialization in these areas. After completing the requirements of the first three years of the program, including the mini-proposal, students may elect to apply for the interim Master of Arts in Psychology.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Transpersonal Psychology

Students may not take more than 18.0 units per quarter in Year 1, Year 2, or Year 3 without the written permission of their faculty advisor. Year 4 is devoted to intensive work on the dissertation. Students who do not complete the dissertation by the end of Year 4 must enroll as full-time students in Continuation status until the dissertation is complete.

Year 1 The core courses of Year 1 establish a foundational knowledge that is broad enough to support a student’s specialization. Each incoming class takes all core courses as a group. This structure is an integral part of the learning process. An atmosphere of trust is created, which encourages the sharing of personal reflection and collegial discussion of the course material. In Year 1, students are expected to take core courses in each of the six areas of study: • creative expression • emotional and clinical • spiritual • physical • community • theory and research The courses emphasize foundational knowledge, personal exploration and development, and experiential learning. Mind-Body Integration All doctoral students are required to take Aikido in Year 1 (students with physical limitations should consult their advisor). Year 2 students are also required to continue with a Mind-Body Integration class; however, students may choose to shift to a different discipline such as Yoga or Tai Chi. Electives Electives strengthen and deepen understanding of both the field of transpersonal psychology and areas of special interest. Elective courses vary from year to year. Generally, four to six electives are offered each quarter. Intensives Intensive courses and workshops on specific topics are scheduled on weekends and during breaks in the regular schedule.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Transpersonal Psychology

Year 2 In Year 2, students continue the core curriculum with additional emphasis on research. Prior to the start of the Fall quarter, students must complete a Doctoral Qualifying Paper. Building on the foundation of the core courses, students normally focus research and application studies in a specific direction. Students may concentrate their study in such areas as transpersonal theory and research, wellness psychology, spiritual psychology, spiritual guidance, psychology of consciousness, cross-cultural healing, art and transpersonal psychology, or organizational transformation. Doctoral Qualifying Paper (DQP) Course 6122 Doctoral Qualifying Paper (DQP) is not a content course. Units are earned for satisfactorily completing an academic paper demonstrating the skills necessary to advance to the predissertation portion of the Ph.D. in Transpersonal Psychology. The DQP is an opportunity for the student and faculty to assess the student’s ability to integrate pertinent research of the literature and critical thinking into a sustained, scholarly discussion of a topic relevant to transpersonal psychology. It must be written in journal article format using APA style and be approximately 20 pages in length (exact specifications for the paper are distributed upon registration for the course credit). This paper is used to qualify for the pre-candidacy phase of the program. Students enroll in this course in the fall quarter of their second year. Students work on this paper over the summer between their first and second year of the program. Papers must be received prior to the beginning of the fall quarter (deadline date noted in the DQP Guidelines). Review of doctoral qualifying papers is conducted by a rotating faculty committee on a pass/fail basis. The DQP is initially reviewed by one core faculty member assigned at random from the committee pool. The student’s name is removed from the paper prior to evaluation. Passing or failing papers receive a single review upon initial submission. If a paper is marginal, it will be reviewed by another core faculty member. Papers that have not demonstrated the required level of scholarship receive feedback from the reader and are returned to the student for revision. This procedure can be repeated twice, as an iterative process in which the student is guided by the reader in creating a scholarly paper. The DQP may be submitted up to three times, the initial submission and two revisions. Students must make initial submission of the DQP by the Fall quarter of their second year. Failure 26

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Transpersonal Psychology

to submit a paper by the deadline date will result in failure of the course. Students who submit an unsatisfactory paper by the deadline will receive a grade of “Incomplete” for course 6122 until the paper is revised and accepted. Students who do not turn in a paper on time will receive a grade of “No Pass.” Students who receive a grade of “No Pass” will be required to enroll in another section of course 6122. All doctoral students must successfully complete the DQP before enrolling in Year 3. If a student’s paper has not passed by the last day of the Spring quarter in Year 2, the student will be placed on GATE status for Fall quarter. Students whose DQP is not satisfactory by the last day of the quarter after entering GATE status may not continue in the Residential Ph.D. Program and will be withdrawn. The DQP must be passed before the student can enroll in course PRES 6124 Doctoral Research: Mini-Proposal.

Year 3 All Ph.D. in Transpersonal Psychology students are required to complete a practicum of not less than 9.0 units during the third year of the Residential Ph.D. The courses associated with the practicum and their requirements will depend upon the student’s area of specialization. Practicums and Specialization Students pursuing a Ph.D. in Transpersonal Psychology will select a practicum appropriate to their area of focus. Supervision Policy To protect our students, the Institute and the public, all Institute students who are working with clients (with or without pay, including working with other Institute students) as a psychotherapist, counselor, or spiritual guide in training must be in supervision. The supervisor must be approved by the director of the student’s area of specialization. This includes those with training in any psychotherapeutic or related modality, such as hypnotherapy, psychosynthesis, shamanic counseling, or movement therapy. In the cases of coaching, consulting, bodywork, and similar activities, some practitioners clearly work in a psychotherapeutic mode while others do not. If a student includes elements of psychotherapy in work with clients, the student must be in supervision. Failure to comply with this policy is a serious violation of the Institute’s ethical code and may result in suspension or dismissal. Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Transpersonal Psychology

Mini-Proposal The purpose of the Mini-proposal course is to provide an opportunity for group and individual study so that participants can complete the steps necessary for outlining the research they will carry out in their dissertations. The plan for this course is for students to draft the essentials of an introduction to their research question, place it within the context of the existing literature to establish how it will advance the field and contribute to the greater good, and design a way to explore the question in order to meet those objectives. Students who fail to complete the mini-proposal by the end of Year 3 will be placed in GATE status for one quarter. Students who fail to complete the mini-proposal by the end of the first quarter of GATE status may, if all other requirements are complete, request a waiver of the mini-proposal and exit the program with a Master of Arts in Psychology (MAP). They may not continue in the Ph.D. program.

Yearâ&#x20AC;Ż4 In this final phase of the Residential Ph.D., the student completes a dissertation. Under faculty guidance, the student has the opportunity to become highly knowledgeable in a specialized topic, conduct original research, and further the field of transpersonal psychology. A maximum of ten calendar years from initial enrollment is allowed to complete the Residential Ph.D. This includes periods of leave. Advancement to Candidacy Advancement to Candidacy is a process in which students are required to fulfill certain requirements as an indication of their level of academic writing and critical thinking skills in order to do research at the graduate level and complete a dissertation according to the Instituteâ&#x20AC;&#x2122;s standards. To complete the Advancement to Candidacy process, students must do the following: 1. Student must have an approved and signed off proposal (after the proposal meeting, Research Ethics Committee Review, the editorial process, and after all changes have been made to the proposal). When all changes have been made and approved, the Chairperson signs off on the proposal. The student is then sent a letter announcing their Advancement to Candidacy and that they can now begin their research. 2. Completion of all first and second year courses. 28

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Residential Ph.D. Transpersonal Psychology

It is expected that candidacy will occur for most students later in Year 3 or early in Year 4. Students are expected to make continuous academic progress throughout their enrollment at the Institute, including once they have begun work on their dissertation. Failure to complete any step of the dissertation process may result in the student being required to exit the doctoral program. Withdrawal in Good Standing (WIGS) Once Ph.D. students have entered Candidacy, they are required to make continuous progress in completing their dissertation. If students anticipate a gap in completion of the dissertation, they may be required to withdraw from the program until it becomes possible to complete the dissertation. For further details on Withdrawal in Good Standing, see the Enrollment and Graduation chapter.

Specialization All students in the Ph.D. in Transpersonal Psychology must have a specialization at the doctoral level. Students may select a Specialization in Transpersonal Education and Research, Creative Expression, or Spiritual Guidance. See the Specializations chapter for details on each area.

Non-Course Degree Requirements

Residential Ph.D. Transpersonal Psychology

licensed therapist (Psychologist, Marriage, Family Therapist, Licensed Clinical Social Worker, or Psychiatrist) is required, with 20 hours completed in the first residential year and 20 hours completed in the second residential year. Students must complete a form attesting fulfillment of the required psychotherapy hours at the end of Year 1 and Year 2. The form is signed by the student’s therapist and returned to the Program Chair for approval prior to beginning the next year of the degree program. At least 10 additional hours of spiritual guidance are also required (see below). Any student who does not complete their required hours of psychotherapy and spiritual guidance by the appropriate deadlines will be placed on Gate Status. Spiritual Guidance Spiritual guidance explores the spiritual aspects of being human. It helps us awaken to our sense of spirit in everyday life, and have a deeper relationship with spirit through all phases of our lives. It is a process of accompanying people on their spiritual journey, founded on the understanding that spirit lives within each of us and permeates creation. Trained spiritual guides can be found in almost every religious tradition. Spiritual guidance is not limited to any particular faith or theology, nor does it require religious belief or affiliation. The director of the Spiritual Guidance specialization maintains a list of approved providers who have been formally trained in the process of spiritual guidance. Meeting with rabbis, priests, spiritual teachers, transpersonal therapists, or any other person who has not completed this training will not fulfill the requirement.

Graduation Requirements

Upon completion, degrees will be recorded on an official transcript of record and each graduate receives a diploma.

Master of Arts in Psychology To complete the interim MAP, a student must: 1. Successfully complete all core course requirements through Year 3. 2. Complete 40 hours of personal psychotherapy and 10 hours of spiritual guidance during the first two years of the program. 3. Receive the recommendation of core faculty. 4. Pay all tuition and fees.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Transpersonal Psychology

Doctor of Philosophy in Transpersonal Psychology To complete the Ph.D. in Transpersonal Psychology, a student must: 1. Successfully complete all course requirements and fulfill the non-course degree requirements for the MAP. 2. Successfully complete a minimum of 150.0 units of core course work and electives related to the studentâ&#x20AC;&#x2122;s area of specialization. 3. Be granted advancement to Candidacy. 4. Complete an approved dissertation. 5. Receive the recommendation of core faculty. 6. Pay all tuition and fees.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Residential Ph.D. Transpersonal Psychology

Doctor of Philosophy in Transpersonal Psychology

Year 1 Quarter 1 Fall (16.0 units total) 3.0 PRES 1001 Proseminar in Creative Expression 3.0 PRES 2116 Lifespan Development and Aging 2.0 PRES 2300A Group Process 1.0 PRES 2302 Experiential Immersion: Inner Work II 1.0 PRES 4000A Mind-Body Integration: Aikido 0.0 PRES 5004 Orientation 3.0 PRES 6007 History and Systems of Psychology 3.0 PRES 6202 Proseminar in Transpersonal and Spiritual Psychology

Year 1 Quarter 2 Winter (13.0 units total) 3.0 PRES 2021 Psychopathology and Diagnosis 3.0 PRES 2053 Law and Ethics 1.0 PRES 2301 Experiential Immersion: Inner Work I 1.0 PRES 2303 Experiential Immersion: Psychodrama Intensive 1.0 PRES 4000B Mind-Body Integration: Aikido 3.0 PRES 4030 Proseminar in Somatic Psychology 1.0 PRES 5501 Appreciation of Differences

Year 1 Quarter 3 Spring (12.0 units total) 1.0 PRES 2304 Experiential Immersion: Meditation 1.0 PRES 4000C Mind-Body Integration: Aikido 3.0 PRES 5401 Proseminar in Social and Community Process: Culture & Consciousness 3.0 PRES 6033 Transpersonal Theory and Research 2.0 PRES 6121 Scholarly Writing 2.0 PRES 6504 Critical Theories/Critical Thinking

Gate to Year 2: 20 hours of Personal Therapy

Year 2 Quarter 1 Fall (6.0 units total) 1.0 PRES 4xxxA Required 2nd Year Mind-Body Integration 3.0 PRES 6036 Research Methods A: Quantitative 2.0 PRES 6122 Doctoral Qualifying Paper

Year 2 Quarter 2 Winter (7.0 units total) 1.0 PRES 4xxxB Required 2nd Year Mind-Body Integration 3.0 PRES 6037 Research Methods B: Qualitative 3.0 PRES 6341 Cognitive and Affective Psychology

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Transpersonal Psychology

Year 2 Quarter 3 Spring (6.0 units total) 2.0 PRES 2010 Human Sexuality 1.0 PRES 4xxxC Required 2nd Year Mind-Body Integration 3.0 PRES 6136 Research Methods C: Advanced Quantitative and Qualitative

Gate to Year 3: Total of 40 hours of Personal Therapy 10 hours of Spiritual Guidance

Year 3 Quarter 1 Fall (6.0 units total) 3.0 PRES 214xA Transpersonal Practicum in Area of Specialization 3.0 PRES 6124 Doctoral Research: Mini-Proposal

Year 3 Quarter 2 Winter (6.0 units total) 3.0 PRES 2087 Biological Bases of Behavior: Neuropsychology 3.0 PRES 214xB Transpersonal Practicum in Area of Specialization

Year 3 Quarter 3 Spring (5.0 units total) 3.0 PRES 214xC Transpersonal Practicum in Area of Specialization 2.0 PRES 6123 Dissertation Seminar

Year 4 Quarter 1 Fall (5.0 units total) 5.0 PRES 6047A Dissertation

Year 4 Quarter 2 Winter (5.0 units total) 5.0 PRES 6047B Dissertation

Year 4 Quarter 3 Spring (5.0 units total) 5.0 PRES 6047C Dissertation

150.0 units required

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Transpersonal Psychology

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Residential Ph.D. in Clinical Psychology

he doctorate in Clinical Psychology includes most courses required for licensing in the State of California, as well as courses designed to meet APA standards for clinical doctoral degrees. The goals for the Ph.D. in Clinical Psychology are: 1. To develop clinicians who possess the necessary knowledge, skills, and abilities to competently practice as entry-level Ph.D. clinical psychologists. 2. To produce scholarly clinicians and clinical researchers who contribute original research to the field of psychology that helps identify and solve human problems. 3. To produce clinicians who understand and appreciate individual and cultural differences and legal and ethical Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Goals and Outcomes

Residential Ph.D. Clinical Psychology

boundaries as critical for the profession and therapeutic success. 4. To produce mindful, discerning, and compassionate clinical psychologists who understand and practice from a transpersonal perspective by building on the foundational knowledge of psychology. 5. To instill in our graduates an eagerness for life-long personal, psychological, spiritual, and professional development. The expected learning outcomes include: For Goal #1 Students will: Acquire knowledge of subject matter of psychology. Deepen relationship/interpersonal skills. Develop psychological assessment skills. Develop interventions skills. Develop practical skills to maintain effective clinical practice. • Develop supervision skills. • Develop consultation skills. • • • • •

For Goal #2 Students will: • Develop the ability to critically analyze research and learn to be discerning consumers of research. • Acquire knowledge of quantitative and qualitative research methods. • Plan and execute original clinical research for dissertation. • Develop an understanding of evidence-based practice. For Goal #3 Students will: • Develop an understanding of and appreciation for individual and cultural differences. • Learn to do research and practice within legal and ethical boundaries. For Goal #4 Students will: • Learn the tenets of psychoanalytic, behavioral, and humanistic approaches to psychology. • Develop the ability to self-reflect and to become increasingly mindful, discerning, and compassionate. 36

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

• Acquire the knowledge of transpersonal psychology. • Develop mind-body integration of a student practitioner. • Acquire knowledge of creative expression. • Acquire knowledge of somatic psychology. For Goal #5 Students will: • Develop an ongoing personal understanding of the psychotherapy process. • Develop an ongoing understanding of the spiritual dimension of their lives and of their work as clinicians and researchers. • Develop an understanding of the value and means of professional development.

Overview

Schedule

The Ph.D. in Clinical Psychology requires a minimum of five years to complete because both a dissertation and a full one year (1500 hour) internship are required. Typically, students are enrolled in full-time course work for three years and then take at least two additional years to complete the dissertation and internship. A maximum of ten calendar years, including periods of leave, is allowed to complete the program. A minimum of 150.0 units, including units earned for practicum and dissertation research, is required for graduation. Of these, 131.5 are required core courses, and a minimum of 18.5 additional elective units is required. Students may take no more than 18.0 units per quarter in Year 1, Year 2, and Year 3 without the written permission of their faculty advisor.

Year 1 The core courses of Year 1 and Year 2 establish a foundation that is broad enough to support a student’s clinical and transpersonal orientation. Each incoming class takes all core courses as a group. This structure is an integral part of the learning process. An atmosphere of trust is created, which encourages the sharing of personal reflection and collegial discussion of the course material.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

In Year 1, students take core courses in each of the six areas of study: • theory and research • emotional and clinical • community • spiritual • physical • creative expression The courses emphasize foundational knowledge, skills, and abilities; personal exploration; and experiential learning. Basic clinical skills and theory courses are taken in the spring quarter. Mind-Body Integration All doctoral students are required to take Aikido in Year 1 (students with physical limitations should consult their advisor). Year 2 students are also required to continue with a Mind-Body Integration class; however, students may choose to shift to a different discipline such as Yoga or Tai Chi. Electives Electives strengthen and deepen understanding of both the field of transpersonal psychology and areas of special interest. Elective courses vary from year to year. Generally, four to six electives are offered each quarter. Intensives Intensive courses and workshops on specific topics are scheduled on weekends and during breaks in the regular schedule.

Year 2 In Year 2, students continue the core curriculum with emphasis on clinical theory, assessment, research methods, and the first clinical practicum experience. Prior to the start of the Fall Quarter, students must complete a Doctoral Qualifying Paper. Students formulate their dissertation research topic during the first two years. Doctoral Qualifying Paper (DQP) T he purpose of the Doctoral Qualifying Paper is to assess the student’s ability to present a sustained, scholarly discussion on a topic relevant to transpersonal psychology. The student’s critical thinking and ability to integrate relevant research will be the key facets of the evaluation. The DQP will be approximately 20 pages in length. Students receive the exact specifications for the paper upon registering for PRES 6122 Doctoral Qualifying Paper. 38

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

This course number assumes no class attendance. Students work on this paper over the summer between Year 1 and Year 2 of the program and submit it before the beginning of the fall term of Year 2. Up to two revisions to the original submission are permitted and the DQP must be approved by the end of spring term of Year 2 without enrollment implications. The DQP must be passed before the student can enroll in course PRES 6124 Doctoral Research: Mini-Proposal. The full DQP Guidelines are available in the Student Handbook.

Year 3 In Year 3, students continue the core curriculum with emphasis on the doctoral research mini-proposal, the advanced clinical practicum, and advanced clinical skills courses. Mini-Proposal The purpose of the Mini-proposal course is to provide an opportunity for group and individual study so that participants can complete the steps necessary for outlining the research they will carry out in their dissertations. The plan for this course is for students to draft the essentials of an introduction to their research question, place it within the context of the existing literature to establish how it will advance the field and contribute to the greater good, and design a way to explore the question in order to meet those objectives. Students who fail to complete the mini-proposal by the end of Year 3 will be placed in GATE status for one quarter. Students who fail to complete the mini-proposal by the end of the first quarter of GATE status may, if all other requirements are complete, request a waiver of the mini-proposal and exit the program with a Master of Arts in Psychology (MAP). They may not continue in the Ph.D. program.

Year 4 Year 4 is devoted to intensive work on a clinically relevant dissertation. Under faculty guidance, the student has the opportunity to become highly knowledgeable in a specialized topic, conduct original research, and further the field of transpersonal and clinical psychology. Continuation is a full-time status for students actively engaged in the dissertation process beyond Year 4, which allows additional time for completion of the dissertation. A maximum of ten calendar years from initial enrollment is allowed to complete the Residential Ph.D. in Clinical Psychology. This includes periods of leave.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

Advancement to Candidacy Advancement to Candidacy is a process in which students are required to fulfill certain requirements as an indication of their level of academic writing and critical thinking skills in order to do research at the graduate level and complete a dissertation according to the Institute’s standards. To complete the Advancement to Candidacy process, students must do the following: 1. Student must have an approved and signed off proposal (after the proposal meeting, Research Ethics Committee Review, the editorial process, and after all changes have been made to the proposal). When all changes have been made and approved, the Chairperson signs off on the proposal. The student is then sent a letter announcing their Advancement to Candidacy and that they can now begin their research. 2. Completion of all first and second year courses. It is expected that candidacy will occur for most students later in the 3rd year or early in the 4th year. Failure to complete any step of the dissertation process may result in the student being required to exit the doctoral program. Students are expected to make continuous academic progress throughout their enrollment at the Institute, including once they have begun work on their dissertation. Withdrawal in Good Standing (WIGS) Once Ph.D. students have entered Candidacy, they are required to make continuous progress in completing their dissertation. If students anticipate a gap in completion of the dissertation, they may be required to withdraw from the program until it becomes possible to complete the dissertation. For further details on Withdrawal in Good Standing, see the Enrollment and Graduation chapter.

Year 5 Year 5 is devoted to the one full year (1500 hour) clinical internship. The internship must be CAPIC or APPIC approved and may be started in Year 4. The internship may be completed in one year working full-time or in two years at half-time hours. A maximum of ten calendar years from initial enrollment is allowed to complete the Ph.D. in Clinical Psychology. This includes periods of leave.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

Specialization Students in the Ph.D. in Clinical Psychology are not required to declare a specialization; however, students with an interest in another subject area may pursue specialization in Creative Expression, Spiritual Guidance, or Transpersonal Education and Research. For details, see the sections on each specialization in the Specializations chapter.

Non-Course Degree Requirements

Personal Therapy and Spiritual Guidance Preparation for a professional role within the helping professions involves the whole person. Knowledge and skills in foundational areas of psychology emerge from the Institute’s curriculum. The experiential component can be fulfilled through personal psychotherapy in which the student gains understanding of the client role as preparation for the therapist role. Individual therapy can demonstrate the impact of personal experience on professional endeavors, as therapy explores life. In addition, whole person learning involves all aspects of the student and, when coupled with personal disclosures, may raise heretofore unexamined issues, which must be attended to respectfully and individually. Psychotherapy provides a valuable opportunity for such attention and is a prerequisite to being a provider of psychological services. Personal Therapy As a condition for receiving the Ph.D. in Clinical Psychology, a minimum of 40 hours of individual psychotherapy from a licensed therapist (Psychologist, Marriage, Family Therapist, Licensed Clinical Social Worker, or Psychiatrist) is required, with 20 hours completed in the first residential year and 20 hours completed in the second residential year. Students must complete a form attesting fulfillment of the required psychotherapy hours at the end of Year 1 and Year 2. The form is signed by the student’s therapist and returned to the Program Chair for approval prior to beginning the next year of the degree program. At least 10 additional hours of spiritual guidance are also required (see below). Any student who does not complete their required hours of psychotherapy and spiritual guidance by the appropriate deadlines will be placed on Gate Status.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

Spiritual Guidance Spiritual guidance explores the spiritual aspects of being human. It helps us awaken to our sense of spirit in everyday life, and have a deeper relationship with spirit through all phases of our lives. It is a process of accompanying people on their spiritual journey, founded on the understanding that spirit lives within each of us and permeates creation. Trained spiritual guides can be found in almost every religious tradition. Spiritual guidance is not limited to any particular faith or theology, nor does it require religious belief or affiliation. The director of the Spiritual Guidance specialization maintains a list of approved providers who have been formally trained in the process of spiritual guidance. Meeting with rabbis, priests, spiritual teachers, transpersonal therapists, or any other person who has not completed this training will not fulfill the requirement.

Clinical Training

Faculty Review In each year of the Clinical Psychology Program, the Faculty Council will review each student for academic, interpersonal, and professional development. The student’s advisor will meet with the student to present the written summary of the Faculty Council Review and to discuss the annual evaluation with the student. When necessary, students will meet with appropriate faculty members, advisor, Chair of the Clinical Ph.D. program, and the Director of Clinical Training for further discussion and recommendations.

Clinical Practicum Beginning in Year 2, students have supervised field placements to gain practical clinical training and experience. Concurrently with the site placement, students enroll in the year-long Clinical Practicum Seminar in Year 2 and the Advanced Clinical Practicum Seminar in Year 3. A minimum of 800 hours of practicum experience is required with a minimum of 300 hours in the first and minimum of 500 hours in the second practicum. A licensed psychologist will conduct the supervision on site. Students must be in good academic standing in order to start the clinical practicum. The focus of the clinical practicum seminars is to supplement the training that is given on site and to help students to develop a more professional identity as clinicians. In Practicum I, students

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

must pass the Written Case Report. In the Advanced Practicum, students must pass the Oral Competency Evaluation. The Institute expects the highest standards of professional conduct at practicum sites. This includes openness to supervision and willingness to resolve issues or problems that interfere with professional development. Appropriate representatives of the program may review such conduct. Students can be dismissed from their practicum site if the program representatives deem this to be necessary and if a student-trainee’s conduct clearly and demonstrably: • Impacts the performance, development, or functioning of the student-trainee. • Raises questions of an ethical nature. • Represents a risk to public safety. • Damages the representation of psychology to the profession or public. Students are expected to complete the terms of the site contract and continue with one instructor in all three quarters of practicum seminar. Not fulfilling the terms of the contract with the training site can be grounds for dismissal from the program. If a student needs medical leave, they must exercise due diligence with their training site.

Internship Students in the Clinical Psychology degree program must complete one full year (1500 hours) of clinical internship. To advance to internship, students must have completed all required coursework for Year 1 through Year 3, including successful completion of the Clinical Practicum Seminar and the Advanced Clinical Practicum Seminar. The internship must be CAPIC or APPIC approved and may be started in Year 4. The internship may be completed in one year working full-time or in two years at halftime hours. Students must register for the internship course and submit appropriate forms and internship contract. The same standards of professional conduct as stated in the Clinical Practicum section above apply to internship placements. Supervision Policy Students may not represent themselves as Institute trainees in doing any clinical work that is not supervised through the Institute. To protect our students, the Institute, and the public, all Institute students who are working with clients (with or without pay, including working with other Institute students) as a psychotherapist, counselor, or spiritual guide in training at the Institute must be in supervision. The supervisor must be approved by Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

the Director of Clinical Training, or the director of the student’s area of specialization. This includes those with training in any psychotherapeutic or related modality, such as hypnotherapy, psychosynthesis, shamanic counseling, or movement therapy. In the cases of coaching, consulting, bodywork, and similar activities, some practitioners clearly work in a psychotherapeutic mode while others do not. If a student includes elements of psychotherapy in work with clients, the student must be in supervision. Failure to comply with this policy is a serious violation of the Institute’s ethical code and may result in suspension or dismissal. APA Ethics Standard on Student Self-Disclosure The professional training philosophy of the program in Clinical Psychology maintains that an effective therapist must be considered as a whole person because it is the person of the therapist that is a major component of healing within the counseling relationship. As a result of this conviction, the program requires students to demonstrate self-reflection as a foundation for the empathy needed for psychotherapy. Such personal reflection is a significant component of professional development. Therefore, it is customary that in the clinical training program at the Institute, students are regularly assigned work that involves self-disclosure and study of the content and process of that disclosure. Students are expected to consider their personal experiences in oral and written assignments. The Institute respects each student’s right to privacy, and does not require any particular information to be revealed. Moreover, the Institute does not evaluate a student’s progress in the program based on disclosures. This philosophy provides a rich and superlative educational experience, involving more aspects of student experience than do standard lectures or written material, which may not include the whole person of the trainee. Evaluation of student relationship skills is another noteworthy component of the clinical psychology program. Because the therapeutic role hinges on the person of the therapist, the quality of interpersonal relationships remains one of the most important competencies of the program. As such, the relationship competency is evaluated. Inadequate relationship skills may be grounds for dismissal from the program.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

Master of Arts in Psychology The Master of Arts in Psychology (MAP) may be awarded as an interim degree. To complete the MAP, a student must: 1. Successfully complete all core course requirements through Year 3. 2. Receive the recommendation of core faculty. 3. Complete 40 hours of personal psychotherapy and 10 hours of spiritual guidance during the first two years of the program. 4. Pay all tuition and fees.

Graduation Requirements

Doctor of Philosophy in Clinical Psychology To complete the clinical doctorate, a student must: 1. Successfully complete all course requirements and the non-course degree requirements for the MAP. 2. Successfully complete a minimum of 150.0 units. 3. Complete the full year (1,500 hours) internship contract at a CAPIC or APPIC approved site. 4. Be granted Advancement to Candidacy. 5. Complete an approved dissertation. 6. Receive the recommendation of core faculty. 7. Pay all tuition and fees. Upon completion, the degree will be recorded on an official transcript of record, and each graduate receives a diploma. The professional practice of clinical psychology is regulated by law in each state. Requirements differ for the respective licenses, and the requirements are subject to change by action of the state’s legislature or by the licensing bodies. Students intending to practice outside California should consult the licensing body of that state before beginning study to ensure completion of all requirements.

Licensure

California Psychologist License The Psychology License, administered by the California Board of Psychology (BOP), is the highest nonmedical mental health practitioner license available in the State of California. To apply for a predoctoral internship, a student must have completed a minimum of 72.0 quarter hours of BOP eligible psychology course work. The current Ph.D. curriculum makes Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

possible the completion of this course work within the first three years of the program. A detailed booklet on both academic and internship requirements, as well as the course sequence at the Institute designed to meet those requirements, is available from the Clinical Coordinator. A doctorate is required to apply for the Psychology License. The BOP requires course work in a variety of clinical areas in preparation for the psychology examination. The clinical psychology Ph.D. program offers training in all of these required areas of study. Completion of any course work or degree does not guarantee licensure. The Psychology License is granted at the sole discretion of the BOP. Contact the BOP with questions about licensure. Board of Psychology 2005 Evergreen Street Suite 1400 Sacramento, CA 95815-3831 (916) 263-2699 â&#x20AC;˘ (866) 503-3221 bopmail@dca.ca.gov www.psychboard.ca.gov

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Residential Ph.D. Clinical Psychology

Doctor of Philosophy in Clinical Psychology

Year 1 Quarter 3 Spring (14.0 units total) 1.0 PRES 2304 Experiential Immersion: Meditation 3.0 PTCP 2401 Clinical Skills: Psychotherapeutic Techniques 3.0 PTCP 2425 General Psychotherapy Theory and Approaches I 1.0 PRES 4000C Mind-Body Integration: Aikido 3.0 PRES 5401 Proseminar in Social and Community Process: Culture & Consciousness 3.0 PRES 6033 Transpersonal Theory and Research

Gate to Year 2: 20 hours Personal Therapy

Year 2 Quarter 1 Fall (15.0 units total) 3.0 PTCP 2115 Diversity Issues in Clinical Practice 3.0 PTCP 2149A Clinical Practicum Seminar I 1.0 PRES 4xxxA Required 2nd Year Mind-Body Integration 3.0 PTCP 6027 Psychological Assessment I 3.0 PRES 6036 Research Methods A: Quantitative 2.0 PRES 6122 Doctoral Qualifying Paper

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

Year 2 Quarter 2 Winter (15.0 units total) 2.0 PRES 2010 Human Sexuality 3.0 PTCP 2149B Clinical Practicum Seminar I 1.0 PRES 4xxxB Required 2nd Year Mind-Body Integration 3.0 PTCP 6028 Psychological Assessment II 3.0 PRES 6037 Research Methods B: Qualitative 3.0 PRES 6341 Cognitive and Affective Psychology Year 2 Quarter 3 Spring (13.0 units total) 3.0 PTCP 2149C Clinical Practicum Seminar I 3.0 PTCP 2426 General Psychotherapy Theory and Approaches II 1.0 PRES 4xxxC Required 2nd Year Mind-Body Integration 3.0 PRES 6136 Research Methods C: Advanced Quantitative and Qualitative 3.0 PTCP 6229 Psychological Assessment III

Gate to Year 3: Total of 40 hours of Personal Therapy 10 Hours Spiritual Guidance

Year 3 Quarter 1 Fall (11.0 units total) 3.0 PTCP 2179A Advanced Clinical Practicum Seminar 3.0 PTCP 2427 General Psychotherapy Theory and Approaches III 2.0 PRES 6123 Dissertation Seminar 3.0 PRES 6124 Doctoral Research: Mini-Proposal

Year 3 Quarter 2 Winter (9.0 units total) 3.0 PRES 2087 Biological Bases of Behavior: Neuropsychology 3.0 PTCP 2x5x(1) Select a Section of Advanced Clinical Skills 3.0 PTCP 2179B Advanced Clinical Practicum Seminar

Year 3 Quarter 3 Spring (10.5 units total) 3.0 PTCP 2077 Biological Bases of Behavior: Psychopharmacology 3.0 PTCP 2x5x(2) Select a Section of Advanced Clinical Skills 3.0 PTCP 2179C Advanced Clinical Practicum Seminar 1.5 PTCP 2423 Treatment of Chemical Dependency

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

Year 4 Quarter 1 Fall (5.0 units total) 5.0 PRES 6047A Dissertation 0.0 PTCP 6096A Internship I

Year 4 Quarter 2 Winter (5.0 units total) 5.0 PRES 6047B Dissertation 0.0 PTCP 6096B Internship I

Year 4 Quarter 3 Spring (5.0 units total) 5.0 PRES 6047C Dissertation 0.0 PTCP 6096C Internship I

Students must enroll in Continuation status after Year 4 until their dissertation is complete. When the Dissertation is complete, Clinical Ph.D. students may enroll in a full-time Internship status until the pre-doctoral Internship hours are completed.

Year 5 Quarter 1 Fall (0.0 units total) 0.0 PTCP 6196A Internship II

Year 5 Quarter 2 Winter (0.0 units total) 0.0 PTCP 6196B Internship II

Year 5 Quarter 3 Spring (0.0 units total) 0.0 PTCP 6196C Internship II

150.0 units required

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Ph.D. Clinical Psychology

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Residential Programs Specializations

n addition to the Doctoral and Master’s degrees offered through the Residential Programs, students wishing to focus on a particular subject area have the option of completing a specialization in conjunction with a Residential degree. Specialization is offered in three areas: • Creative Expression • Spiritual Guidance • Transpersonal Education and Research (Ph.D. only) Students pursuing the Ph.D. in Transpersonal Psychology must select at least one area of specialization. It is possible to pursue more than one specialization, but doing so may result in Excess Unit charges. Courses satisfying elective requirements for specialization will be indicated as such in the quarterly class schedule. Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Specializations

Creative Expression Specialization

Residential Master’s and doctoral students may pursue specialization studies in the use of creative expression and the arts as a focus of transpersonal experience, learning, research, professional practice, and application. As well as completing creative expression and transpersonal psychology required courses and electives, students are invited to explore creative avenues more deeply within other courses and in their personal and professional practices.

Schedule Master’s Program Specialization The Master’s level Creative Expression specialization is available to all students in the Residential Master’s Programs. Specialized requirements include 15.0 units of required and elective courses, a portfolio, and a special project. Students seeking this specialization may incur Excess Unit charges. Doctoral Level There are two phases of the Creative Expression specialization available to doctoral students. Students may complete Phase I alone or Phase I and Phase II. Students must complete Phase I in order to pursue Phase II. Phase I of the doctoral specialization is identical to the Master’s Program: 15.0 units of required and elective courses, a portfolio, and a special project. Students seeking Phase I of the specialization may need to take additional courses. Phase II of the specialization requires a creative expression emphasis in the dissertation and is granted concurrent with the doctoral degree. No additional courses are required. A program handbook available from the Creative Expression Program Coordinator fully describes the requirements of the Creative Expression Specialization.

Practicum Creative Expression Transpersonal Practicum Transpersonal psychology students taking this course will be applying the expressive arts in spiritual guidance, community and/ or personal practice in a supervised independent study with a faculty member approved by the Creative Expression Director for 9.0 units (generally fulfilled in the third year of the program). Please consult the Creative Expression Program Handbook

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Specializations

for recommendations of practicum placements and additional guidelines to fulfill this requirement. Creative Expression Clinical Practicum This is a supervised clinical placement in which the student conducts individual, family or group counseling, or any combination of the three, with an expressive arts therapy emphasis. Students in the Clinical Psychology program will be able to receive full clinical practicum credit for this course, with the added benefit of applied expressive arts applications and supervision. Clinical students pursuing the creative expression specialization must take 9.0 units of clinical practicum, 3.0 of which must be the section with a creative expression emphasis. This course also meets the practicum supervision requirement to apply as a Registered Expressive Arts Therapist (REAT).

Certification from Professional Organizations Students seeking certification from outside professional bodies, such as the International Expressive Arts Therapy Association (IEATA) and the National Association for Poetry Therapy (NAPT), need to complete additional course work beyond the requirements of the specialization. Consult the Creative Expression office for information on fulfilling these requirements using the Creative Expression specialization.

Graduation Requirements Creative Expression Specialization: Master’s Level • Graduation with a psychology Master’s degree. • Completion of 6.0 units of the required core classes (including a practicum) and 9.0 of approved electives. • Completion of a portfolio. • Completion of special project. Creative Expression Specialization: Residential Ph.D. Phase I • Completion of 15.0 units of required core classes (including a practicum) and 9.0 of approved electives. • Completion of a portfolio. • Completion of special project.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Specializations

Creative Expression Specialization: Residential Ph.D. Phase II • Completion of the Ph.D. Phase I specialization requirements. • Graduation with a doctorate. • Dissertation including a significant creative expression content and/or research orientation.

Electives fulfilling the Creative Expression Requirement Master’s Courses

3.0 1.0 1.0 1.0 0.5 1.0

MRES 1000 MRES 2051 MRES 2121 MRES 3068 MRES 5101 MRES 6303

Creative Expression Psychodrama Transpersonal Growth Psychologies: Poetry Therapy Spiritual Emergence Multicultural Awareness Training Introduction to Jung’s Psychology Doctoral Courses

3.0 2.0 2.0 2.0 1.0 1.0 1.0 2.0 2.0 3.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0

PRES 1001 PRES 1020 PRES 1401 PRES 2117 PRES 2301 PRES 2302 PRES 2303 PRES 3003 PRES 3006 PRES 3039 PRES 3068 PRES 3070 PRES 3103 PRES 3246 PRES 3301 PRES 3401 PRES 3402

3.0 2.0 2.0 3.0 3.0 2.0

PRES 4030 PRES 4031 PRES 6121 PRES 6168 PRES 6202 PRES 6298B

Proseminar in Creative Expression Transformative Fiction Arts Diversity and the “Other” Psychosynthesis Experiential Immersion: Inner Work I Experiential Immersion: Inner Work II Experiential Immersion: Psychodrama Intensive African Spirituality Spiritual Psychology: Sufism Methods in Spiritual Guidance: Dreams Spiritual Emergence Dark Goddess Goddess Spirituality and the Divine Female Force Spiritual Psychology: Wicca Integralizing Goddess Psychology of Women’s Spirituality Shamans, Mystics, & Saints: Expressions of Ecstasy, Love, and Yearning for the Divine Proseminar in Somatic Psychology Somatic Psychology II Scholarly Writing Advanced Topics in Research Proseminar in Transpersonal and Spiritual Psychology Research Group

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Specializations

3.0 PTCP 2157 3.0 PTCP 2159 3.0 PTCP 2256

Advanced Clinical Skills: Counseling Children Advanced Clinical Skills: Expressive Arts Therapy Advanced Clinical Skills: Power of Symbols and Imagery

Receiving one’s own spiritual guidance and supporting others in that same search is a critical endeavor in all spiritual traditions. Unlike most spiritual guidance programs, the Institute’s specialization does not work within a specific tradition, but draws from a wide variety of spiritual paths and transpersonal approaches. Two types of specialization are offered: the Master’s level, which focuses on studies in spiritual guidance, and the Residential Ph.D. level, which combines those studies with training and research. Both programs require completing a Residential degree and additional approved courses. Students may receive only one of the two Spiritual Guidance specializations, the Master’s level in the M.A. program or the Ph.D. level in the doctoral program.

Spiritual Guidance Specialization

Master’s Spiritual Guidance Specialization Required Classes Required Courses The Master’s spiritual guidance specialization requires 12.0 units of core course work. Spiritual guidance course offerings in the Residential Master’s program are limited. Master’s students seeking the Spiritual Guidance Certificate will need to take additional courses through the Residential Ph.D., which may result in excess unit charges. A letter of intent must be submitted before beginning the practicum. Retreats and Workshops Students must attend at least one of the spiritual guidance workshops or retreats every year after declaring their specialization. These events are offered throughout the regular academic year. Graduation Requirements • Attend one 2.0 unit course in feminine spirituality (either taken at the Institute or transferred). • Graduate with a MATP or MACP degree from the Residential Psychology Master’s Program. • Receive a minimum of 25 hours of spiritual guidance from an approved Spiritual Guide. • Attend one of the Spiritual Guidance specialization retreats or workshops each year. Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Specializations

Residential Ph.D. Spiritual Guidance Specialization Required Classes The Residential Ph.D. Spiritual Guidance Specialization has 34.5 units of required course work, which must be completed in addition to the Residential Ph.D. required core courses. Retreats and Workshops Students must attend at least one of the spiritual guidance workshops or retreats every year after declaring their specialization. These events are offered throughout the regular academic year. Qualifying Electives Residential Ph.D. students are expected to take additional courses that focus on a specific spiritual tradition or practice to satisfy elective requirements. Qualifying electives will be indicated in the quarterly schedule. A total of 6.0 qualifying elective units is required. Any course identified in the schedule as a spiritual guidance elective may count towards the required 6.0 units. Additional Ph.D. Spiritual Guidance Specialization Requirements Students who wish to pursue the Spiritual Guidance specialization must: • Submit a Letter of Intention before beginning the specialization. • Complete a required course work in spiritual guidance. • Graduate with a Residential Ph.D. degree, with a dissertation that advances some aspect of spiritual guidance or spiritual development and its relationship to transpersonal psychology. • Receive at least 30 hours of spiritual guidance from an approved spiritual guide. • Provide at least 100 hours of approved and supervised spiritual guidance sessions. • Receive 10 hours of supervision in spiritual guidance. • Attend one of the Spiritual Guidance specializations retreats or workshops each year. See the Spiritual Guidance handbook for complete details.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Specializations

Master’s Specialization in Spiritual Guidance

Year 1 Quarter 2 Winter (2.0 units total) 2.0 PRES 3xxx Elective in Feminine Spirituality

Year 2 Quarter 1 Fall (3.0 units total) 3.0 PRES 3081 Psychology of Spiritual Guidance

Year 2 Quarter 2 Winter (3.0 units total) 3.0 PRES 3080 Psychology of Spiritual Development

Year 3 Quarter 2 Winter (3.0 units total) 3.0 PRES 2143B Spiritual Guidance Transpersonal Practicum

Attend one course in feminine spirituality. Complete 25 hours of personal spiritual guidance. Attend one Spiritual Guidance retreat or workshop per year.

11.0 units required Doctoral Specialization in Spiritual Guidance

Year 1 Quarter 1 Fall (5.0 units) 2.0 PRES 3xxx Qualifying Spiritual Elective 3.0 PRES 3081 Psychology of Spiritual Guidance

Year 1 Quarter 2 Winter (6.0 units) 3.0 PTCP 2401 Clinical Skills: Psychotherapeutic Techniques 3.0 PRES 3080 Psychology of Spiritual Development

Year 1 Quarter 3 Spring (5.0 units) 2.0 PRES 3xxx Qualifying Spiritual Elective 3.0 PRES 3039 Methods in Spiritual Guidance: Dreams

Year 2 Quarter 1 Fall (2.0 units) 2.0 PRES 3xxx Qualifying Spiritual Elective

Year 2 Quarter 2 Winter (0.0 units) 0.0 WRKS 2026 Child Abuse Assessment, Reporting and Treatment 0.0 WRKS 2048 Spousal Abuse Assessment and Reporting

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Specializations

Year 2 Quarter 3 Spring (3.5 units) 2.0 PRES 2010 Human Sexuality 1.5 PTCP 2158 Advanced Clinical Skills: Treatment of Chemical Dependency

Year 3 Quarter 1 Fall (7.0 units) 3.0 PRES 2143A Spiritual Guidance Transpersonal Practicum 2.0 PTCP 2151 Advanced Clinical Skills: Psychosynthesis 2.0 PRES 3068 Spiritual Emergence

Year 3 Quarter 2 Winter (3.0 units) 3.0 PRES 2143B Spiritual Guidance Transpersonal Practicum

Year 3 Quarter 3 Spring (3.0 units) 3.0 PRES 2143C Spiritual Guidance Transpersonal Practicum

35.5 units required Qualifying Electives are noted in the quarterly schedule. Complete 30 hours of personal spiritual guidance. Attend one spiritual guidance retreat or workshop.

Recommended Clinical Electives

3.0 PTCP 2115 3.0 PTCP 2154 3.0 PTCP 2157

Diversity Issues in Clinical Practice Advanced Clinical Skills: Couples and Family Therapy Advanced Clinical Skills: Counseling Children

Students in the Spiritual Guidance specialization are encouraged to take the 9.0 units of Clinical course work listed above in addition to the 34.5 units required.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Specializations

Electives fulfilling the Spiritual Guidance Requirement

2.0 2.0 1.0 2.0 2.0 3.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0

PRES 1401 PRES 2117 PRES 2304 PRES 3003 PRES 3006 PRES 3039 PRES 3068 PRES 3070 PRES 3079 PRES 3101 PRES 3103 PRES 3246 PRES 3301 PRES 3401 PRES 3402

2.0 2.0 2.0 2.0 3.0

PRES 3403 PRES 6298A PRES 6298B PRES 6298C PTCP 2160A

3.0 PTCP 2256

Arts Diversity and the “Other” Psychosynthesis Experiential Immersion: Meditation African Spirituality Spiritual Psychology: Sufism Methods in Spiritual Guidance: Dreams Spiritual Emergence Dark Goddess Mindfulness Introduction to the Goddess Goddess Spirituality and the Divine Female Force Spiritual Psychology: Wicca Integralizing Goddess Psychology of Women’s Spirituality Shamans, Mystics, & Saints: Expressions of Ecstasy, Love, and Yearning for the Divine Pathways of the Soul: Exploring the Human Journey Research Group Research Group Research Group Advanced Clinical Skills: Psychospiritual Integration and Transformation Advanced Clinical Skills: Power of Symbols and Imagery

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Specializations

Transpersonal Education and Research Specialization

The Transpersonal Education and Research Specialization (TERS) prepares professional educators and researchers in transpersonal psychology and related fields. The program provides special skills in research and education in human science, innovative research in psychology, consciousness studies, spirituality and human development. It emphasizes development of expertise in conducting and guiding interdisciplinary research of the full range of human experience. Graduates of the program are trained to use transformative approaches to learning and inquiry in academic, public and business settings. Flexibility of the program enables students to focus in chosen areas of interest.

Course Requirements The TERS specialization requires completion of 24.0 units of core curriculum courses, and 24.0 to 26.0 specific TERS units, taken as electives. The latter consists of 15.0 units of research courses, 3.0 units of TERS advanced training, 2.0 units of practicum supervision, and 4.0 to 6.0 flexible units, which can be taken as research groups or practicum (see the TERS handbook for specification of requirements, based upon degree program).

Graduation Requirements To complete the TERS specialization, a student must: • Complete a minimum of 48.0 units of course work including 2.0 units of practicum as a TA or RA (PRES 2145A-C), and 3.0 units of Advanced Training (PRES 2272). • Graduate with a Residential Ph.D. degree. • Present two scholarly papers, related to the student’s research at professional conferences. See the Transpersonal Education and Research Handbook for complete details.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Specializations

Specialization in Transpersonal Education and Research

Year 2 Quarter 1 Fall (2.0 units total) 2.0 PRES 6298A Research Group

Year 2 Quarter 2 Winter (5.0 units total) 3.0 PRES 2272 Advanced Training 2.0 PRES 6298B Research Group

Year 2 Quarter 3 Spring (2.0 units total) 2.0 PRES 6298C Research Group

Year 3 Quarter 1 Fall (4.0 units total) 1.0 PRES 2446A TERS Practicum 3.0 PRES 6168 Advanced Topics in Research

Year 3 Quarter 2 Winter (6.0 units total) 1.0 PRES 2446B TERS Practicum 3.0 PRES 6168 Advanced Topics in Research 2.0 PRES xxxxTERS TERS Elective selection

Year 3 Quarter 3 Spring (5.0 units total) 3.0 PRES 6168 Advanced Topics in Research 2.0 PRES xxxxTERS TERS Elective selection

24.0 units required

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Residential Specializations

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Global Certif icate in Transpersonal Studies

he Certificate in Transpersonal Studies program is a 12 month, 21.0 unit program that offers a theoretical foundation in the principles, practices, and philosophies found within transpersonal psychology. The goals for the Global Certificate Program in Transpersonal Studies are to: • Provide a strong background in theories, practices, and applications of transpersonal psychology. • Cultivate higher consciousness and human potential for wisdom, health, and wholeness. • Prepare students to apply principles and practices of transpersonal psychology in both their personal and professional lives. Institute of Transpersonal Psychology Academic Catalog 2008–2009

Goals and Outcomes

Global Certificate in Transpersonal Studies

• Expand the field of transpersonal psychology into the ever-widening global community. The expected learning outcomes of the Global program include transpersonal qualities, skills, and competencies that support personal and professional development. Students in this program will: • Integrate and apply transpersonal theory, practices, and applications, into their everyday lives and professional work arena. • Cultivate transpersonal qualities such as mindfulness, discernment, compassion, appreciation of differences, and creativity in both inner and outer life. • Acquire transpersonal skills that can enhance human potential and leadership.

Schedule

Overview The Certificate program contains 21.0 units of course work and is designed to be completed in one year. Eligible students may apply for advancement into the Global Master’s Program upon completion of the Certificate. Please contact the Admissions Office for further details.

Academic Calendar There is one six week course in the summer term, two six week courses in the autumn term, one six week course in the winter term, and two six week courses in the spring term. Specific dates of the courses in each term are available on the Institute’s website in the academic calendar.

Seminars Seminars are an exciting and integral part of the Global Programs Certificate. Seminars are generally six to seven days in length and are designed to provide maximum exposure to key aspects of the program. Daily presentations on major concepts of transpersonal theory and practice are interspersed with meditation, movement, body awareness processes, group interaction, creative expression, and ritual. Seminar venues are generally at retreat centers operated by institutes and organizations that have a “transpersonal” nature. Most rooms and bathroom facilities are shared and respect and mindfulness of neighbors is encouraged. The Institute finds these environments deeply representative of the transpersonal teach64

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Certificate in Transpersonal Studies

ings the Institute aspires toward as students are introduced to collaborative and cooperative styles of being together.

Online Learning The Global Program uses the Angel Learning Management System (LMS) for online classes. Students unfamiliar with online learning environments will receive Angel training either at their opening seminar or online. Technical support and additional training will also be available to students throughout their time in the program. This online environment provides threaded discussions, whiteboard, community groups, an online journal, integrated email, virtual office hours, desktop sharing, chat and instant messaging, podcasting, wikis, blogs, and ePortfolio.

Faculty Mentors Students entering their first year of the Certificate Program will be grouped with their incoming class which will be led by two faculty mentors. Faculty mentors are experts in the field of Transpersonal Psychology and provide academic guidance and counsel throughout the program. Faculty mentors also assess how the student understands course content; meets emotional challenges that arise with the material; and integrates the academic material into their personal lives, writing and professional development.

Course Format The online instruction and discussions are augmented by course modules authored by transpersonal scholars and experts in the field. These modules contain supplementary readings, author notes on the subject, assignments, and suggested readings. All modules and online courses require students to complete regular assignments and submit papers according to the academic calendar. Most of the Certificate courses are 3.0 units. Each course requires approximately fifteen to twenty hours of study per week and is to be completed in six weeks. Courses have outlined requirements with specific goals and include a written study guide, supplemental readings, audio lectures, and written or other creative assignments. Completed assignments are posted online and evaluated by a faculty mentor.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Global Certificate in Transpersonal Studies

Graduation Requirements

The Certificate is a 21.0 unit course of study over twelve months. To graduate, students must: 1. Successfully complete required course work. 2. Submit a written self-reflection review of work. 3. Pay all tuition and fees. Upon finishing the Global Programs Certificate, the completion will be recorded on an official transcript of record. Students finishing all certificate requirements will receive a certificate confirming completion of the program. This foundational Certificate also serves as an ideal advancement gateway into our Global and Residential Masterâ&#x20AC;&#x2122;s degree programs.

Global Certificate in Transpersonal Studies

Quarter 1 1.0 GLBM 7201A 3.0 GLBM 7300

(4.0 units total) Opening Seminar Spiritual Perspectives

Quarter 2 3.0 GLBM 7400 3.0 GLBM 7600

(6.0 units total) Psychology of the Body Introduction to Transpersonal Theory

Quarter 3 3.0 GLBM 7100

(3.0 units total) Transpersonal Approaches to Creative Expression

Quarter 4 1.0 GLBM 7201B 3.0 GLBM 7394

(8.0 units total) Closing Seminar Spiritual Dimensions of Human Behavior: Spiritual Wholeness Across the Lifespan Self-Reflection Paper Theories of Personality

1.0 GLBM 7650 3.0 GLBM 8670

21.0 units required Schedule assumes a Summer or Winter start date. Distribution of courses within each quarter will be different for students beginning in Fall or Spring.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Global Master of Transpersonal Psychology

he Master of Transpersonal Psychology (MTP) provides an opportunity for students to study the theories and practices of transpersonal psychology and to apply wisdom principles to their personal and professional development. The program attracts educators, health care professionals, business leaders, organizational developers, therapists, alternative practitioners, entrepreneurs, and cultural creatives who wish to find more expansive ways to enhance their current profession. It also gives students opportunities to explore and engage in new career paths. This program emphasizes transformational learning and realization of our higher human potentials. The Global Masterâ&#x20AC;&#x2122;s program values multiple ways of knowing. The curriculum is intellectually rigorous, yet transformative, and expansive. Creativity, diversity, world wisdom psychologies,

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Global Master of Transpersonal Psychology

and ecological consciousness are valued. Students learn in fully embodied ways that honor uniqueness and differences.

Goals and Outcomes

The goals for the Global Master’s degree in Transpersonal Psychology are to: • Provide a strong background in theories, practices, and applications of transpersonal psychology. • Bridge transpersonal theories, practices, and applications with a chosen area of specialization. • Cultivate higher consciousness and human potential for wisdom, health, and wholeness. • Prepare students to competently and enthusiastically apply principles and practices of transpersonal psychology in both their personal and professional lives. • Expand the field of transpersonal psychology into the ever-widening global community. • Offer experiential-transformational training that enhances the application of transpersonal psychology in every aspect of life. The expected learning outcomes of the Global Master’s program include transpersonal qualities, skills, and competencies that support personal and professional development. Students in this program will: • Integrate and apply transpersonal theory, practices, and applications, into their everyday lives and professional work arena. • Cultivate transpersonal qualities such as mindfulness, discernment, compassion, appreciation of differences, and creativity in both inner and outer life. • Acquire transpersonal skills that can enhance human potential and leadership. • Competently apply transpersonal psychology to a unique, professional specialization. • Experience personal transformation and professional development. • Access wisdom, health, and wholeness in a fully embodied way that utilizes multiple ways of knowing. • Embrace world wisdom traditions, diversity, and ecological consciousness. • Provide opportunities to create ePortfolios that help them to showcase their abilities as a professional leader in the field of transpersonal psychology.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Master of Transpersonal Psychology

Overview

Schedule

The MTP program is a 45.0 unit plan of study that requires a minimum of two years. Year 1 of the Global Master’s program consists of 21.0 units, while Year 2 includes 24.0 units of study.

Year 1 During their first year of study, students enrolled in the MTP will receive a foundation in transpersonal psychology. Students may receive a Certificate of Transpersonal Studies upon completion of Year 1.

Year 2 During the second year of study, students focus on an area of specialization that builds upon the courses presented in the first year. An integrative paper and a practicum experience is required to complete the MTP. Professional Specialization Year Students in the Masters of Transpersonal Psychology (MTP) program choose a Professional Specialization during their second year that reflects the lens in which they plan to apply their studies in their professional life. Students choose from the following specializations: • Transpersonal Health and Wellness • Creativity and Innovation • Spiritual Psychology Professional Specialization Requirements Each Professional Specialization has a 9.0 unit set of unique requirements that provides a background in that specialization. Required course work includes theoretical and scholarly courses, a survey of experiences or approaches in that area, and professional application of the material. Professional Specialization Electives Students are required to complete six units of electives that support the selected Professional Specialization. They can choose from a list of existing course modules or complete an Independent Study in a specialized area. Practicum The Practicum experience provides students with an opportunity to apply transpersonal principles in a professional setting. Practicum experiences should be chosen which can help inform and prepare the student for future professional work or provide new Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Master of Transpersonal Psychology

tools for use in the student’s present professional work. Students will propose a practicum to the Master’s Chair for approval. Students are also responsible for paying for practicum supervision. Transpersonal or Spiritual Practice Students will select and participate in a year long transpersonal or spiritual practice.

ePortfolio Students will develop individual electronic portfolios referred to as ePortfolios during their MTP program. ePortfolios are webbased documents that show evidence of student’s knowledge, competencies, and professional experiences. These are displayed on individual web sites maintained by the student. With Angel ePortfolio, students collect and organize their work from both inside and outside the classroom. From their latest class essay to photos and comments posted during practicum, ePortfolio enables students to integrate classroom, co-curricular, life, and work experiences. ePortfolio supports all common file types—from documents and spreadsheets to sound recordings, photographs, and video clips as well as the unique concept of “certified” artifacts. When imported from the learning management system, learning objects, grades and instructor comments are locked from editing and certified for assessment purposes. Blogging capabilities woven throughout ePortfolio enhance course requirements and enable the self-evaluation that reinforces understanding, engages learners, and places learning in a broader context.

Faculty Mentors Students entering their first year of the Master’s Program will be grouped with their incoming class, which will be led by two faculty mentors. Faculty mentors are experts in the field of Transper70

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Master of Transpersonal Psychology

sonal Psychology and provide academic guidance and counsel throughout the program. Faculty mentors also assess how the student understands course content; meets emotional challenges that arise with the material; and integrates the academic material into their personal lives, writing and professional development. In the second year of the Master’s Program, students are grouped by their chosen specialization and led by faculty mentors with specialized training and professional experience in this area of expertise.

Course Format The online instruction and discussions are augmented by course modules authored by transpersonal scholars and experts in the field. These modules contain supplementary readings, author notes on the subject, assignments, and suggested readings. All modules and online courses require students to complete regular assignments and submit final papers according to the academic calendar. Most of the Master’s courses are 3.0 units. Each course requires approximately fifteen to twenty hours of study per week and is to be completed in six weeks. Courses have outlined requirements with specific goals and include a written study guide, supplemental readings, audio lectures, and written or other creative assignments. Completed assignments are posted online and evaluated by a faculty mentor.

Transferring to Other Institute Programs Please contact the admissions office for the most current information about requirements for transferring to other Global or Residential degree programs. Students are required to apply separately to each of these programs. Acceptance is not guaranteed. Master’s students are required to select a Professional Specialization in Year 2 of the program.

Professional Specialization in Transpersonal Health and Wellness

Professional Specializations

Students interested in providing services to people and organizations that help them move toward wholeness, optimal functioning, and balance through the integration of body, mind, and spirit might be interested in selecting the Professional Specialization in Transpersonal Wellness. Career possibilities in this area include Life Coach; Wellness Coach; Wellness Consultant to organizations, communities, Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Master of Transpersonal Psychology

and schools; Transpersonal Coach; Hospital/Hospice Worker; Workshop Facilitator; Researcher/Writer; and Holistic Practitioner (in combination with outside training). This pathway could also serve as an academic home for students in qualified training programs such as Yoga therapy, bodymind consciousness, transpersonal approaches to stress reduction, and shamanic practitioner training. Courses required for the Transpersonal Health and Wellness professional specialization are: 3.0 GLBM 8241 Introduction to Integrative Health and Wellness 3.0 GLBM 8242 Science, Spirituality, & Healing 3.0 GLBM 8451 Approaches to Transpersonal Healing Practices Electives for Transpersonal Health and Wellness may be selected from any Elective Cluster.

Professional Specialization in Creativity and Innovation Students in this specialization will learn how to help others to work with creativity through the arts, to use creative thinking skills, and to “think outside of the box” to solve problems or make decisions. Students interested in creativity and working with individuals, organizations, corporations, hospitals, and schools to use creative process and innovative thinking might choose to specialize in Creativity and Innovation. They will gain expertise in the areas of creativity, creative problem solving, innovation, and applied imagination. They will be able to assist individuals, groups, and institutions to develop their potential and to augment existing programs or to develop new programs. Career possibilities through this pathway include Creativity Coach, Corporate Consultant in Creative/Innovative Functioning, Educator, Workshop Facilitator, Curriculum Designer, and Peace Worker. This is a good choice for practicing health workers, business consultants, and educators who wish to integrate creative processes into their existing work or for change agents who wish to find alternative ways to approach groups and organizations. This is also a good choice for many students who see themselves as Cultural Creatives and who want to find new and original ways for changing the world. This pathway can serve as an academic home for students in qualified programs that focus on the expressive arts, poetry therapy, creativity coaching, authentic movement, consultation, peace work, and entrepreneurial endeavors. 72

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Master of Transpersonal Psychology

The required courses for Creativity and Innovation are: 3.0 GLBM 8142 Creative Expression and Transformation 3.0 GLBM 8141 Inquiry into Creative and Innovative Processes 3.0 GLBM 8143 Creative Process: Alternate Ways of Knowing Electives for Creativity and Innovation may be selected from Cluster A, Cluster B, Cluster C, or Cluster E.

Professional Specialization in Spiritual Psychology Students who are interested in working in the field of spirituality or spiritual guidance or who wish to bring spirituality into organizations or into their existing careers may be interested in following the Professional Specialization in Spiritual Psychology curriculum path. Career possibilities include Spirituality Coach, Spiritual Director (with spiritual guidance training), Retreat Center Facilitator, Hospital/Hospice Worker, and Peace Worker. Health care professionals and educators might choose this track to enhance existing careers. This pathway could also serve as an academic home for students in qualified programs such as interfaith ministry, spiritual guidance, hospice training, death education, organizational leadership, and spirituality. The required courses for Spiritual Psychology are: 3.0 GLBM 8342 Self Cultivation 3.0 GLBM 8341 Introduction to Spiritual Psychology 3.0 GLBM 8343 Spirituality in the Workplace Electives for Spiritual Psychology may be selected from any Elective Cluster. Professional training options are available within the Global Master’s for an additional cost. Professional training substitutes for the two elective courses in Year 2.

Professional Training

Professional Training Transformational Coaching Students may choose to enhance their Master’s degree by signing up for the Transformational Coaching training. The Professional Training Program in Transformational Coaching at the Institute of Transpersonal Psychology is designed to provide the educational background necessary to apply for coach certification through the International Coach Federation (ICF). It prepares students to enter into a professional Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Master of Transpersonal Psychology

coaching relationship with clients and to establish a specialized coaching practice. The courses in the Coaching sequence are: 3.0 GLBM 7551 Introduction to Transformational Coaching 3.0 GLBM 8233 Transformational Coaching Process 3.0 GLBM 8234 Practicum in Transformational Coaching 3.0 GLBM 8235 Professional Application of Transformational Coaching Students taking this sequence will be required to pay the quarterly tuition associated with this training in addition to their program’s Block Tuition.

External Professional Training Programs Students may also choose an independent study option to attain specialized professional training in a field related to their Professional Specialization. For example, a student in the Spiritual Psychology specialization might decide to train as a Yoga therapist, shamanic practitioner, spiritual director, interfaith minister, or spiritual coach. The student would be required to seek Master’s Chair approval and write a paper that bridges external professional training with transpersonal psychology. Students interested in the External Professional Training must fill out an independent study form, obtain the required signatures and submit to the Registrar’s Office.

Graduation Requirements

Upon finishing a Global Programs degree, the completion will be recorded on an official transcript of record. Students finishing the Master’s degree will receive a diploma confirming completion of the degree. The Master of Transpersonal Psychology is a 45.0 unit course of study over two years. To graduate, students must: 1. Successfully complete required course work. 2. Pay all tuition and fees. 3. Successfully complete a Master’s paper in the application and integration of transpersonal theory and practice. 4. Receive the recommendation of core faculty and approval of the Global Chair of Certificate/Master’s.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Master of Transpersonal Psychology

The Masterâ&#x20AC;&#x2122;s degree offered through the Global Programs is not designed to meet any stateâ&#x20AC;&#x2122;s licensing requirements for counselors. Students interested in licensing in California should consider entry into the Residential Programs Master of Arts in Counseling Psychology. Students may apply for entry to the Residential program with Advanced Standing upon completion of the Global MTP. Students who want to practice in other states should check on the licensing requirements in that state before entering any Institute program.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Licensure

Global Master of Transpersonal Psychology

Master of Transpersonal Psychology

Year 1 Quarter 1 1.0 GLBM 7201A 3.0 GLBM 7300

(4.0 units total) Opening Seminar Spiritual Perspectives

Year 1 Quarter 2 3.0 GLBM 7400 3.0 GLBM 7600

(6.0 units total) Psychology of the Body Introduction to Transpersonal Theory

Year 1 Quarter 3 3.0 GLBM 7100

(3.0 units total) Transpersonal Approaches to Creative Expression

Year 1 Quarter 4 1.0 GLBM 7201B 3.0 GLBM 7394

(8.0 units total) Closing Seminar Spiritual Dimensions of Human Behavior: Spiritual Wholeness Across the Lifespan Self-Reflection Paper Theories of Personality

1.0 GLBM 7650 3.0 GLBM 8670

Year 2 Quarter 1 3.0 GLBM PSE1 3.0 GLBM 8300

(6.0 units total) Professional Specialization: Elective Course 1 Transpersonal Discipline and Practice (Second Year Level)

Year 2 Quarter 2 3.0 GLBM PSR1 3.0 GLBM PSR2 3.0 GLBM 8040

(9.0 units total) Professional Specialization: Required Course 1 Professional Specialization: Required Course 2 Professional Specialization Practicum

Year 2 Quarter 3 3.0 GLBM PSR3

(3.0 units total) Professional Specialization: Required Course 3

Year 2 Quarter 4 3.0 GLBM PSE2 2.0 GLBM 8041 1.0 GLBM 8042

(6.0 units total) Professional Specialization: Elective Course 2 Transpersonal Integration Paper Showcase e-Portfolio

45.0 units required Schedule assumes a Summer or Winter start date. Distribution of courses within each quarter will be different for students beginning in Fall or Spring.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Master of Transpersonal Psychology

Elective Clusters

Cluster A: Power of the Imagination 3.0 GLBM 7330 Archetypes, Myths, and Symbols 3.0 GLBM 7380 Psychology of Shamanism 3.0 GLBM 7610 Creative Problem Solving 3.0 GLBM 7620 Basic Concepts of Jungian Psychology 3.0 GLBM 8142 Creative Expression and Transformation 3.0 GLBM 8251 Transpersonal Approaches to Dreams and Dreaming

Cluster B: Conscious Living 3.0 GLBM 8220 3.0 GLBM 8230 3.0 GLBM 8310 3.0 GLBM 8315 3.0 GLBM 8314 3.0 GLBM 8350 3.0 GLBM 8394 3.0 GLBM 8630

A Transpersonal Approach to Family Systems Parapsychology Cross Cultural Values and Transpersonal Experiences Cross Cultural Approaches to Death and Dying Opening the Gifts of Death and Grieving Psychology of Meditation Creative and Conscious Aging Psychology of States of Consciousness

Cluster C: Earth Consciousness and Wellness 3.0 GLBM 7380 Psychology of Shamanism 3.0 GLBM 8644 Ecopsychology: Remembering Our Place in the Natural World 3.0 GLBM 8645 Ecospirituality: Our Spiritual Connection to Gaia

Cluster D: Wisdom Traditions 3.0 GLBM 7344 Creation Centered Spirituality 3.0 GLBM 7360 Psychology of Sufism 3.0 GLBM 7370 Psychology of Christian Mysticism 3.0 GLBM 7380 Psychology of Shamanism

Women’s Spirituality Courses

3.0 GLBM 7340 3.0 GLBM 7540 3.0 GLBM 8210

Women’s Mysteries, Women’s Wisdom Feminine in World Spiritual Traditions Women’s Psycho-Spiritual Development

Cluster E: External Training Program 3.0 GLBM 8991 Independent Study: External Professional Training Program Elective 1 3.0 GLBM 8992 Independent Study: External Professional Training Program Elective 2 3.0 GLBM 8993 Independent Study: External Professional Training Program Practicum

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Master of Transpersonal Psychology

Professional Training Courses

Coaching Training Sequence (12.0 units total) 3.0 GLBM 7551 Introduction to Transformational Coaching 3.0 GLBM 8233 Transformational Coaching Process 3.0 GLBM 8234 Practicum in Transformational Coaching 3.0 GLBM 8235 Practical Application in Transformational Coaching

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Global Ph.D. in Psychology with a concentration in

Transpersonal Psychology

he Global Ph.D. in Psychology provides a unique opportunity for working adults to study transpersonal psychology in an online format for personal, educational, or professional advancement. The program is a low unit, flexible program combining online classes, residential seminars, and innovative research. It is designed for mature students who have the ability to work independently and the desire and motivation to parlay the principles and practices of transpersonal psychology into personal, creative, and professional applications. The goals of the Global Ph.D. program are: â&#x20AC;˘ To emphasize and help foster the personal growth and transformation of the student.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Goals and Outcomes

Global Ph.D. in Psychology

• To help students appreciate the maturity and uniqueness of transpersonal psychology as a field of study. • To emphasize epistemologies of the heart as well as of the intellect as ways of knowing, and to help students develop and use these skills in research, professional applications, and in their lives. • To honor the wisdom psychologies of the world’s spiritual, religious, and philosophical traditions. • To support the expansion of psychology to encompass interpersonal, communal, and global systems. • To create a spacious and collaborative learning environment for students, faculty, and staff. • To foster the application of transpersonal principles to service in the world. The expected learning outcomes of the Global Ph.D. program include skills that help students actualize the foundational principles in their academic, personal, and professional lives: • Academic skills. Students will demonstrate familiarity and facility with the content, approaches, and methods of psychology and transpersonal psychology, critical thinking, analysis, comprehension, conceptualization, communication, scholarly writing, and the capacity for conducting original research. • Personal skills. Students will demonstrate ongoing development of such transpersonally relevant skills and attitudes as mindfulness, discernment, compassion, appreciation of differences, and environmental awareness. • Professional skills. Professional skills always include exercising knowledge of psychology and transpersonal psychology; but they will vary in the Global programs, according to students’ particular specialties. Students gain facility with the knowledge content and practical approaches of their field (e.g., education, research, creative expression, or expanding an already licensed clinical expertise [since the Global Ph.D. is not clinical] through applying their newly gained knowledge of the transpersonal).

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Ph.D. in Psychology

Overview

Schedule

Enrollment into the Global Ph.D. program begins once a year in the summer. Classes begin with an in-person, face-to-face seminar and continue in an online conferencing environment. The length of classes is seven weeks. During each seven week term students take either one or two courses at any given time, with breaks between sessions.

Year 1, Year 2, and Year 3 The first three years of the Global Ph.D. program are focused on course work covering foundational transpersonal principles and research. Course Format Students take the required classes as a cohort during their regular course work years. A group of 18-24 students will typically be led by core and adjunct faculty during this time. Ph.D. students are also assigned a faculty advisor to oversee their academic progress. Courses are based upon Study Guides or syllabus assignments assembled by members of the Institute’s faculty. The Study Guides contain overviews of the course content, annotated bibliographies, questions, experiential exercises, application and practice exercises, assignments, suggestions for further study, and additional resources. Students should expect to spend between 20-25 hours a week on their studies. Course load responsibilities include reading assignments, writing projects, internet research, online course participation, and different types of collaborative work with faculty and fellow students. Courses maintain a balance of intellectual content, personal integration, and praxis. Class Participation Global Ph.D. students who are absent for more than two classes (more than two weeks) will receive a “No Pass” for the course. Delivery Format The Global Program uses the Angel Learning Management System (LMS) for online classes. Students unfamiliar with online learning environments will receive Angel training either at their opening seminar or online. Technical support and additional training will also be available to students throughout their time in the program. This online environment provides threaded discussions, whiteboard, community groups, an online journal, integrated Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Ph.D. in Psychology

email, virtual office hours, desktop sharing, chat and instant messaging, podcasting, wikis, blogs, and ePortfolio. With Angel ePortfolio, students collect and organize their work from both inside and outside the classroom. From their latest class essay to photos and comments posted during practicum, ePortfolio enables students to integrate classroom, co-curricular, life, and work experiences. ePortfolio supports all common file types–from documents and spreadsheets to sound recordings, photographs, and video clips as well as the unique concept of “certified” artifacts. When imported from the learning management system, learning objects, grades and instructor comments are locked from editing and certified for assessment purposes. Blogging capabilities woven throughout ePortfolio enhance course requirements and enable the self-evaluation that reinforces understanding, engages learners, and places learning in a broader context.

Interim Master’s Degree Students in the Ph.D. program may apply to receive the MATS degree when the required course work is completed at the end of the last quarter in Year 2. Ph.D. students who have requirements outstanding at the close of eight quarters of enrollment in the Ph.D. program (the end of Year 2) must remain enrolled as Ph.D. students and pay quarterly Ph.D. tuition and fees in order to receive a Master of Arts in Transpersonal Studies. Students with outstanding course work at the end of twelve quarters of enrollment will be withdrawn from the program and will not be eligible to receive the interim degree.

Year 4 and Year 5 Building upon the foundation of work done in Year 1, Year 2, and Year 3, students begin to work in earnest on the dissertation. Dissertation During the last half of Year 4, and throughout Year 5, the student works with three faculty members, one from the Institute and two from elsewhere, to: • Prepare preliminary and formal proposals. • Conduct an original, independent research project. • Write a dissertation describing this work. If the dissertation is not completed by the end of Year 5, the student registers for Continuation until the project is completed.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Ph.D. in Psychology

Relatively few research studies finish on schedule, and time requirements invariably are underestimated. Frequent setbacks are almost inevitable. This is one aspect of the research process that is learned during the research experience. Haste in research is lethal to both quality of the product and worth of the experience. If you cannot spend the time, deciding to initiate a research project endangers the area of inquiry, your advisor, your institution, your education, your reputation, and any satisfaction you might take in completing the task. In short, if you can’t afford the time, then don’t do it at all.

Proposals That Work: A Guide for Planning Dissertations and Grant Proposals, 5th edition, by Locke, Spirduso, and Silverman (2007)

Application of Transpersonal Practices and Skills In addition to mastery of the philosophical, theoretical, and research foundations of Transpersonal Psychology, the Global Ph.D. program emphasizes a research component that involves translating the transpersonal skills students are learning throughout their course of study into research tools and the practical application of these research tools. Specifically, students apply principles and practices of mindfulness, compassion, discernment, appreciation of differences, intuition, other sense modalities, and other ways of knowing to various areas or contexts familiar to them, including individuals, small groups, organizations, and the global community. These areas of research may intersect with a student’s professional life, personal relationships, volunteer experience, or internship. These areas are seen as the proper contexts or “fields” in which to apply the transpersonal skills the student is learning (see section on Transpersonal Practicum below for more details). In a very practical way, students are encouraged to translate transpersonal skills into research skills. For example, students may be asked: • How might you use the skill of discernment when working within an organization? • What role does the appreciation of differences have on your experience with small groups, either as a leader or as a participant? • What effect can the practice of mindfulness have on your work with individuals? • What practical purpose can compassion serve when working within much larger systems, such as a global community?

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Ph.D. in Psychology

Practical Research and Program Evaluation Research will be applied to practical issues and questions, with an important emphasis on program evaluation. Both conventional and transpersonal research skills will be devoted to addressing real-life issues and concerns, and to assessing the effectiveness of various practices and programs in the four possible application areas of individuals, small groups, organizations, and the global community. Students will have opportunities to plan and conduct research in their present or future work settings. For example, if the student works primarily with individuals, assessing the outcomes of a particular psychological intervention could be the focus of the research. A similar individual-level project could explore the role and impact of various spiritual practices in people’s lives. Beneficial dynamics within family systems could also be examined. A student working or planning to work in an educational or medical setting could examine the effectiveness of a particular service-providing program within that organizational setting. At a global level, the student might research the nature and effectiveness of certain ecological principles or practices. Many projects will have the flavor of action research in which the student studies how well one actually accomplishes the desired outcomes of the services provided.

Transpersonal Practicum A Practicum is required for all students in Year 4 of the program. This Practicum is comprised of three components: Purpose, Design, and Evaluation. Students who entered the program in Year 1 will receive an introduction to practicum in Year 2. Purpose The purpose of the Practicum is to provide students with an opportunity to apply transpersonal principles to living systems. It may also serve as an opportunity for students to begin doing research that will have relevance to a dissertation topic. Ideally, a Practicum experience should be chosen which can help inform and prepare the student for future professional work or provide new tools for use in the student’s present professional work. Design The Practicum component of the Global Doctoral Program will begin in the middle of Year 4 and be spread over two terms. For this requirement students will design and implement a Practi84

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Ph.D. in Psychology

cum experience in their home locale. These experiences will offer students hands-on opportunities for practical work and applications in their areas of emphasis (topical areas) and in one of the four main application contexts (individual, small group, larger group/organization, or global community/ ecology). Starting at the winter seminar in Year 4, students will undertake a practical application project, with a social, political, ecological, wellness, transformational, or other focus. Students will generally contract with a local agency or group to perform services, or participate in activities designed to implement transpersonal principles. A formal written contract will be signed between the student and the agency or organization. The contract will identify specific outcomes of the project, to be used as guidelines for the implementation and evaluation. Students will be expected to spend a minimum of 3 hours per week on their Practicum work. If a student’s Practicum is done independent of any agency or group, then the student will sign a contract with the course instructor to identify the specific areas of emphasis, what will be done, and which application context will be used. There are three possible ways to set up a practicum. 1. The student may choose to carry out the practicum within a local agency or organization with which the student already is connected, such as through employment or volunteer work. In this case, someone within that present organization will serve as supervisor for the Practicum work. 2. The student may seek out some local agency or organization, with which she or he is not yet involved, in order to establish a new practicum experience. In this case, someone within that newly-approached organization will serve as Practicum supervisor. 3. The student may create a new application, working independently. The practicum experience will take place in the student’s local geographical setting. In this case, Institute core faculty other than the Transpersonal Practicum course instructor, faculty mentor, or an appropriate local professional can serve as Practicum supervisor only with the agreement of the Professor responsible for teaching the course. The student will prepare a plan for practicum activities, which the course instructor must read and approve before the practicum activities begin. It may also be possible to combine two or more of the above practicum scenarios. This option should be discussed with the Chair of the Ph.D. program. Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Ph.D. in Psychology

In any of these practicums, the student will be doing applied work in one of the four application contexts (e.g., organization). However, while doing this, the student should be thinking about ways in which similar work might be applied in one of the other three application contexts (e.g., individuals, small groups, global community). Students are responsible for paying their practicum supervisor.

Evaluation Each quarter students will be required to complete a self-evaluation of the project, including any outcomes. This self-evaluation should be submitted to the Practicum Supervisor and to the Transpersonal Practicum course instructor. A final written report will be submitted to the supervisor and to the course instructor at the end of the entire practicum sequence. The supervisor of the student’s Practicum will review the completed work and reports, compare what was accomplished with what had been planned, and will submit an evaluation of the student’s Practicum work to the Transpersonal Practicum course instructor at the end of one or both of the Practicum terms.

Non-Course Degree Requirements

Seminars The Global Ph.D. seminars are six to seven days in length and comprise important community building and experiential aspects of the curriculum, both of which are essential to the Institute’s pedagogical approach to transpersonal education. Group and individual advising, dissertation consultation, and the beginning sessions of online courses also occur at the seminars. Seminars are held twice a year (summer and winter), with the exception of Year 5. During this year students are required to attend only the summer seminar. Attendance at a total of nine onsite seminars is mandatory. Each seminar is held locally in the San Francisco Bay Area. Students will receive a seminar brochure with detailed information two months prior to each seminar. Global Ph.D. Seminar Registration Policy All Global Ph.D. students will be registered automatically for the seminar course which they are required to attend. In addition, these Ph.D. students will also be automatically registered for a shared room and a shared bath. If the student desires other accommodations it is the student’s responsibility to report this to the Seminar Coordinator at least two weeks before the seminar and include payment if required or the student’s account will be charged accordingly.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Ph.D. in Psychology

Upon finishing the Global Programs degree, completion will be recorded on an official transcript of record. Students will receive a diploma confirming completion of the degree.

Graduation Requirements

Interim Master’s Degree The Master of Arts in Transpersonal Studies is a 45.0 unit course of study over two years. To graduate, students must: 1. Successfully complete required course work. 2. Be in good standing, including payment of tuition and all relevant fees. 3. Successfully complete all course work and non-course degree requirements. 4. Receive the recommendation of core faculty.

Ph.D. in Psychology with a concentration in Transpersonal Psychology The Ph.D. is a 120.0 unit course of study over five years, 75.0 units beyond the Master’s. To graduate, students must: 1. Successfully complete required course work. 2. Be in good standing, including payment of tuition and all relevant fees. 3. Successfully complete a doctoral dissertation and dissertation defense. 4. Receive the recommendation of core faculty.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Ph.D. in Psychology

Doctor of Philosophy in Psychology with a concentration in Transpersonal Psychology

Year 1 Term 1 3.0 GLBP 7300 3.0 GLBP 7600 1.0 GLBP 9461

(7.0 units total) Spiritual Perspectives Introduction to Transpersonal Theory Doctoral Seminar I

Year 1 Term 2 3.0 GLBP 7100 3.0 GLBP 7400

(6.0 units total) Transpersonal Approaches to Creative Expression Psychology of the Body

Year 1 Term 3 3.0 GLBP 7394

3.0 GLBP 8670 1.0 GLBP 9462

(7.0 units total) Spiritual Dimensions of Human Behavior: Spiritual Wholeness Across the Lifespan Theories of Personality Doctoral Seminar II

Year 1 Term 4 1.0 GLBP 7651

(1.0 units total) Preliminary Topic Research Paper

Year 2 Term 1 3.0 GLBP 8151 3.0 GLBP 8203 1.0 GLBP 9463

(7.0 units total) Creative Approaches to Scholarly Writing Approaches to Transpersonal Psychotherapy Doctoral Seminar III

Year 2 Term 2 3.0 GLBP 8553

3.0 GLBP 8640

(6.0 units total) Spiritual and Social Applications of Transpersonal Principles Critical Thinking in Transpersonal Psychology

Year 2 Term 3 3.0 GLBP 8551 3.0 GLBP 8552 1.0 GLBP 9464

(7.0 units total) Beginning Practicum Transpersonal Leadership Doctoral Seminar IV

Year 2 Term 4 2.0 GLBP 8750 2.0 GLBP xxxx.2

(4.0 units total) Ph.D. Year 2 Final Paper Elective: Global Ph.D.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Ph.D. in Psychology

Year 3 Term 1 1.0 GLBP 9465 3.0 GLBP 9610

(7.0 units total) Doctoral Seminar V Integral Research Skills: Advanced Topics in Transpersonal Psychology History and Systems of Psychology

3.0 GLBP 9671A

Year 3 Term 2 3.0 GLBP 9671B 3.0 GLBP 9741

(6.0 units total) Self, Collective, and Global Psychologies Lifespan Development Psychology

Year 3 Term 3 1.0 GLBP 9466 3.0 GLBP 9630 3.0 GLBP 9671C

(7.0 units total) Doctoral Seminar VI Qualitative Research Methods Cognition and Affect: Contemporary and Wisdom Psychologies

Year 3 Term 4 0.0 GLBP 9621 3.0 GLBP 9640

(3.0 units total) Doctoral Qualifying Paper (DQP) Quantitative Research Methods and Statistics

Year 4 Term 1 1.0 GLBP 9467 3.0 GLBP 9760 3.0 GLBP 978x

(7.0 units total) Doctoral Seminar VII Psychopathology and Diagnosis Cultural Psychology: Topic TBA

Year 4 Term 2 3.0 GLBP 9211 3.0 GLBP 9650

(6.0 units total) Biological Dimensions: Neuropsychology Doctoral Research and Process: Mini-Proposal

Year 4 Term 3 2.0 GLBP 9281A 1.0 GLBP 9468 3.0 GLBP 9790 3.0 GLBP 988x

(9.0 units total) Advanced Practicum I Doctoral Seminar VIII Research Group: Part I Research Specialization: Selected Topics

Year 4 Term 4 2.0 GLBP 9281B 3.0 GLBP 9810 3.0 GLBP 9841

(8.0 units total) Advanced Practicum II Research Group: Part II Dissertation Research: Tracking

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Global Ph.D. in Psychology

Year 5 Term 1 1.0 GLBP 9469 3.0 GLBP 9841 3.0 GLBP 988x

(7.0 units total) Doctoral Seminar IX Dissertation Research: Tracking Research Specialization: Selected Topics

Year 5 Term 2 3.0 GLBP 9231 3.0 GLBP 9841

(6.0 units total) Professional Ethics Dissertation Research: Tracking

Year 5 Term 3 3.0 GLBP 9841

(3.0 units total) Dissertation Research: Tracking

Year 5 Term 4 3.0 GLBP 9841 3.0 GLBP 9xxx

(6.0 units total) Dissertation Research: Tracking Elective: Global Ph.D. Upper Phase

120.0 units required

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Admissions

nstitute programs are designed to impart knowledge of transpersonal theory, encourage the development of strong dialogical, analytical, clinical, and critical thinking skills, and promote professional development and self-awareness. The Institute seeks students who have already developed a clear sense of their own capabilities and are prepared to make a strong commitment to their own intellectual, professional, spiritual, and emotional growth. Each of our students is expected to have spent time in self exploration, either through therapy, spiritual practice, or both.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Admissions

General Admission Requirements

Academic Requirements A Bachelor’s degree from an accredited college or university is required for admission to all degree and certificate programs. Although a degree in psychology or a related field is preferred, applicants with a background in other fields are also welcome to apply. A minimum Grade Point Average of 3.0 is required. Applicants with lower than a 3.0 GPA will be considered on a case-bycase basis.

Life and Work Experience Potential students should have work experience beyond their formal schooling. Generally, students who possess life experience in the six areas of study gain more from their work at the Institute.

The Institute’s six areas of study: • Creative Expression. While prospective students are not expected to have particular artistic ability, applicants should be open to exploring inner processes through creative expression. • Emotional. Previous therapeutic experience is encouraged and applicants are expected to be familiar with psychological dynamics. • Spiritual. Applicants should have some involvement with a spiritual practice or tradition, and a familiarity with at least one spiritual philosophy. • Physical. Applicants are expected to have a general awareness of health and experience in a sport or body discipline. Accommodation will be made for students with physical limitations. • Community. Prior exposure may include administrative experience, work in groups or communities, or volunteer work. • Intellectual. Prospective students are evaluated on their intellectual competence as evidenced by academic transcripts, clarity of writing in the application materials, and pursuit of study beyond formal education.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Admissions

Students who do not have a background in psychology should be aware that graduate level preparation requires a working knowledge of introductory psychology as adequate preparation at the graduate level. Therefore, at the recommendation of the Admissions Committee, some students might be asked to do specific course work to prepare for entrance into and success in our graduate programs.

Prerequisites for All Programs

Additional Psychology Courses Examples of prerequisite courses that might be required by the Admissions Committee include but are not limited to the following: Introduction to Psychology, Personality Theory, Abnormal Psychology, History and Systems of Psychology, and/or English Composition. These courses may be taken at any accredited undergraduate school, university, or community college. You may also take the Institute’s Foundation in Psychology prerequisite course or test out of the required course(s) (see Options for Completing Prerequisite Requirements below). In addition to the General Prerequisites, students must fulfill the requirements for the specific program they are applying to.

Residential Programs

Program Prerequisites

Residential Master’s and Ph.D. students must complete all prerequisite course work prior to enrolling in their first year of study, or by the date specified in the admission letter.

Global Programs Global Master’s students must complete prerequisite courses by the end of the first quarter. However, students are strongly encouraged to complete all prerequisites prior to enrolling into their first year of study. Global Ph.D. students must complete prerequisite courses prior to the program start date. Students who do not complete their prerequisites in the required time frame will be subject to academic probation. Applicants without an academic background in transpersonal psychology who have been accepted with advanced standing into the Global Ph.D. must complete two foundational courses: Introduction to Transpersonal Theory and Approaches to Transpersonal Healing Practices. These may be taken as Global Single Courses at the non-credit rate of tuition. Global Certificate students are not required to complete any prerequisites. However, should a Certificate graduate choose to advance to the second year of either the Global or Residential Institute of Transpersonal Psychology Academic Catalog 2008–2009

Admissions

Master’s program, the student will be required to fulfill any program prerequisites specified by the Admissions Committee.

Options for Completing Prerequisite Requirements Please Note: Applicants may apply to any program before completing their prerequisites. They may also be admitted into a degree program without having completed the required course work. Their admission, however, will be conditional, and all course work must be completed within the time frame specified in the admissions letter. Prerequisite Fulfillment Course The Institute offers a non-credit preparation for entry into the Institute’s degree programs for students without a sufficient background in psychology. The course, Foundation in Psychology, gives students a grounding in the key concepts and terminology in three important areas: developmental psychology, abnormal psychology, and history and systems of psychology. Successful completion of the course may be substituted for some or all prerequisite course work. These sessions are not part of the Institute’s regular course offerings and no transcript is available upon completion. This course is designed exclusively to satisfy Institute prerequisite requirements and is not transferable. Contact the Admissions Office for details. Testing Out of the Psychology Prerequisite Course Requirements Applicants may also meet some prerequisite course requirements by passing a qualifying exam with the College Level Exam Program (CLEP) or with Excelsior College Examinations (ECE). Please contact an Admissions Counselor for further information.

Transfer of Units

Some credit may be granted for graduate study completed prior to admission to an Institute program. Transfer units must have been completed through an accredited institution. Limits on transfer units into each Institute program are listed with the program admission requirements. No academic credit is available for prior experiential learning or life experience. The subjects must be clearly relevant to the student’s program, and students must submit a syllabus of the course so that the content can be evaluated. Institute of Transpersonal Psychology Academic Catalog 2008–2009

Admissions

Only official transcripts will be accepted to validate credit. All transfer units must have been completed with a minimum passing grade of “B” or its equivalent and taken within the last ten years. Transfer units do not lead to a reduction in Institute tuition, but may allow students to take additional elective courses or complete their studies earlier. Institute Residential Programs degrees are based on experiential learning. This has proven to be transformative and life-changing in a positive way for most students and graduates. This model of whole person education is designed for well-functioning, mature, self-directed individuals who are able to participate in their own learning in ways that are sometimes personally, emotionally, physically, and spiritually challenging. It is not, however, a substitute for psychotherapy, nor is it a personal growth group. It would be inappropriate to expect to resolve personal issues or emotional problems within the classroom setting. While the school makes an effort to ensure that the students accepted into its programs are academically qualified and personally prepared for this unique educational experience, the process of growth and self-exploration always involves some risk and should not be entered into lightly. It is recognized that some issues and vulnerabilities surface only when triggered by a specific experience, and there is no way to reliably predict this ahead of time. While enrolled at the Institute, if any physical or emotional problems occur that affect a student’s ability to function effectively in a course or in the program, the student is expected to communicate them and to seek out appropriate professional resources for support in coping with them. The administration and faculty of the Institute hope that you will take the above considerations into account when deciding whether this is the right graduate program for you.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Some Risks in Experiential Learning

Admissions

Residential Programs Admission Requirements

Students are admitted to the Residential Programs based on an evaluation of academic qualifications in conjunction with an evaluation of capacity and intention to complete the degree.

Master of Arts in Women’s Spirituality All applicants must have a Bachelor’s degree from an accredited college or university. A minimum Grade Point Average of 2.5 is required.

Master of Arts in Transpersonal Psychology & Master of Arts in Counseling Psychology All applicants must have a Bachelor’s degree from an accredited college or university. A minimum Grade Point Average of 3.0 is required. Exceptions are made on a case-by-case basis. Accepted applicants may also be required to complete psychology pre requisite course work. Unit Transfer Limits Students may transfer up to 9.0 quarter units into the Residential Programs Master’s degree. Classes for transfer must have been taken at the graduate level with a minimum passing grade of “B” or its equivalent and have been completed within the last ten years. Transfer units have no effect on tuition charges. Advanced Standing Applicants who have completed 21.0 units through the Global Programs Certificate in Transpersonal Studies or 23.0 units through the Residential Programs Master’s in Women’s Spirituality may apply for advanced standing into the second year of the Residential Programs Evening Master’s degree. Two years of on-campus study will then be required to complete the M.A. in Counseling Psychology. The Chair of the Residential Master’s Programs has final authority for all advanced standing applications to the Master’s degree program. Note to Advanced Standing Applicants: Completion of some first year Residential Master’s degree courses not offered by the Global Programs Certificate or Residential Master’s in Women’s Spirituality may be required before the granting of a degree. Please consult the Admissions Office for further details. 96

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Admissions

Ph.D. in Transpersonal Psychology & Ph.D. in Clinical Psychology All applicants must have a Bachelor’s degree from an accredited college or university. A minimum Grade Point Average of 3.0 is required. Exceptions are made on a case-by-case basis. Accepted applicants may also be required to complete psychology prerequisite course work. Graduate Transfer Credit Students who have completed relevant graduate level coursework at another school, within the past 10 years, may apply for Graduate Transfer Credit by completing a “Transfer Credit Form” available from the Admissions Office and submitting the form with syllabi of the courses for which they wish to receive credit. The residential Ph.D. program chair will review student petitions to determine transfer credit and course waivers. Students entering in Year 1 may receive up to 12.0 units of transfer credit. Students entering with Advanced standing may receive up to 45.0 units of transfer credit. Advanced Standing From other Institute Programs Students who have completed any of the Institute’s Master’s Programs in Psychology within the last five years and students who are in the final year of the MTP, MATP, or MACP program may apply for Advanced Standing. The Master’s in Women’s Spirituality does not qualify a student to apply for advanced standing in any of the Instutite’s Ph.D. programs. Entry into the program is contingent upon the approval of the Program Chair. With advanced standing, a maximum of 45.0 units of previous course work may be transferred into the Residential Ph.D. Students entering with advanced standing will enter as Year 2 students, but may be required to take some first year courses to satisfy core requirements not met by the transfer units. Prior to applying for advanced standing, students may wish to consider the following scenarios: • Students may complete the course work for the Institute’s MACP and then apply to the Residential Ph.D. However, only 45.0 units of course work will be transferred into the Residential Ph.D. to count towards completion of the Ph.D. Students will still be

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Admissions

required to complete all the course work required for the doctorate (a minimum of 150.0 units). • Students admitted with advanced standing in the Ph.D. in Transpersonal Psychology will be required to pay three years of block tuition and complete all required course work in order to receive a doctorate. • Students admitted with advanced standing in the Ph.D. in Clinical Psychology will be required to pay three years of block tuition and complete all required course work and internship in order to receive a doctorate. Any applicant considering advanced standing should consult with the Admissions Director. From another Master’s Degree Program Applicants who have completed a Master’s in psychology or a related field may request Advanced Standing placement in either of the Residential Ph.D. programs. Students granted entry with Advanced Standing will enter the program in Year 2 and will be responsible for three years of Block Tuition. Upon acceptance to the program, the doctoral Chair will review the student’s transcript and assess which required courses in the Institute curriculum may be waived. Although Advanced Standing students have an enrollment status of Year 2, they may take courses with Year 1 students since most of the transpersonally oriented courses are offered in Year 1. The Chair may also require that an applicant complete prerequisite course work in the transpersonal or other subject areas not covered in the applicant’s Master’s program. Prior to applying for advanced standing, students may wish to consider the following scenarios: • An applicant with a Master’s degree in Counseling Psychology is admitted with a transfer of 45.0 units. Most of the equivalent courses are offered in Year 2 and Year 3 of the Ph.D. in Clinical Psychology, so the student will take all courses in the first year with the Year 1 cohort. • An applicant with a Master’s degree in Social Work is admitted with 30.0 units transferred. This student will be required to take more than 18.0 units in two of the first six quarters of enrollment and will be assessed Excess Unit charges due to the load. Applicants for Advanced Standing with Master’s degrees from non-Institute programs should be aware that their schedule for all three years of required enrollment will be developed in 98

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Admissions

conjunction with the program Chair at the time of admission. Deviation from the plan may result in higher tuition and delayed graduation. Students applying for admission into the Global Programs must be sufficiently motivated and self-directed to function within an independent study program and must demonstrate sufficient maturity to remain self-directed throughout their course of study.

Single Course Requirements

Global Programs Admission Requirements

Non-Credit Single Course There are no requirements for single non-credit courses. Single Course for Credit Students requesting to take a single course for credit must submit proof of a Bachelor’s degree or equivalent prior to enrollment and TOFEL score if English is not your first language.

Global Certificate in Transpersonal Studies All applicants must have a Bachelor’s degree from an accredited college or university. A minimum Grade Point Average of 3.0 is required. No prerequisite course work is required for the Certificate Program. Transfer of Units Units may not be transferred into the Certificate Program.

Master of Transpersonal Psychology All applicants must have a Bachelor’s degree from an accredited college or university. A minimum Grade Point Average of 3.0 is required. Accepted applicants may also be required to complete psychology prerequisite course work. Transfer of Units A maximum of 6.0 quarter units may be transferred into the Global Master of Transpersonal Psychology. Transfer of units has no effect on tuition charges.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Admissions

Ph.D. in Psychology with a concentration in Transpersonal Psychology All applicants must have a Bachelor’s degree from an accredited college or university. A minimum Grade Point Average of 3.0 is required. Accepted applicants may also be required to complete psychology prerequisite course work. Transfer of Units A maximum of 6.0 quarter units may be transferred to satisfy requirements for the Ph.D. in Psychology. Transfer of units has no effect on tuition charges. Advanced Standing Applicants with a Master’s in psychology or a related field such as social work from another institution may transfer up to 45.0 units of course work into the Global Programs Ph.D. and apply for Advanced Standing. Students accepted for Advanced Standing will enter into Year 3 of the program. Advanced standing applicants from another school are required to complete two transpersonal psychology prerequisite courses. These courses can be taken at the non-credit rate. Applicants with a Master’s degree from the Global Master’s Program, the Residential Master’s in Transpersonal Psychology Program, or the Residential Master’s in Counseling Psychology Program may transfer up to 45.0 units of course work into the Global Programs Ph.D. and apply for advanced standing into Year 3. Applicants with a Master’s degree must complete a separate application for advanced standing to enter the Global Ph.D. in Year 3.

Application Process

100

Application forms are available from the Admissions Office. Applications may also be downloaded from the Institute’s website: www.itp.edu All application materials submitted to the Institute become the property of the Institute. No application materials will be returned nor will copies be provided. In addition to the application form, the following items must be submitted (not necessarily with the application): • A non-refundable application fee of $55.00 (must be submitted with the application form) • Autobiography (5 pages maximum) Institute of Transpersonal Psychology Academic Catalog 2008–2009

Admissions

• • • •

Goal statement (2 pages maximum) Résumé or c.v. Three letters of recommendation All official academic transcripts Global applicants are required to submit their autobiography, goal statement, and résumé digitally. Residential applicants are encouraged to do the same. Doctoral applicants Applicants to all Ph.D. programs must submit the above as well as the following: • Academic writing sample that demonstrates research and writing skills as well as a capacity for critical thinking. All writing samples should be a minimum of five pages. APA style is preferred. International applicants International applicants must submit the above as well as: • Credential Evaluation Report from World Education Services (WES) for all degrees earned outside the United States • TOEFL exam results if English is a second language

Deadlines Because the size of each incoming class is limited, early application is recommended. Residential Programs The priority application deadline for admission in the Residential Programs is February 1. However, applications continue to be processed after the deadline has passed and students are admitted until the program is full. Students admitted when there is no space available will be placed on a waiting list. If an opening in the desired Residential program does not become available, admitted students will be offered the option of deferring entry until the next academic year or transferring their application to another program. All Residential degree programs begin in September. Applications for admission to each program are processed on a first come, first served basis. Approved Residential Programs applicants will be contacted by the Admissions Office to schedule the personal interview required of all candidates before admission. In-person interviews are required except for international students.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

101

Admissions

Global Programs Certificate and Master’s The Global Certificate and Master’s programs start in Summer, Fall, Winter, and Spring terms. The application deadline is two months prior to the start date. Applications received after the deadline will be processed on a space available basis. Approved applicants will be contacted by the Admissions Office to schedule the personal interview required of all candidates before admission. Interviews for the Global programs may be done in person or over the phone. Global Doctoral Program For the Global Ph.D., the priority application deadline is February 1. Applications are accepted until the enrollment cap has been reached; therefore, prospective students are encouraged to apply early. The program starts once a year in August. Approved applicants will be contacted by the Admissions Office to schedule the personal interview required of all candidates before admission. Interviews for the Global programs may be done in person or over the phone.

Acceptance

Applicants to all programs will be notified of the admission decision within two weeks following the completion of their interview. If accepted into an Institute program, students must return written notification of their intention to enroll along with a nonrefundable acceptance deposit of $400.00 ($490.00 for Residential Advanced Standing students). $300.00 of the deposit will be applied to the first quarter tuition. The degree program a student is accepted into is specified in the acceptance letter. Changing to a different degree program requires a new application. Acceptance to another degree program is not automatic for previously enrolled students.

Declining Acceptance Application materials from admitted applicants who do not enter an Institute program will be retained in the Admissions Office for one calendar year. All application materials will then be destroyed.

File Reactivation Applicants who decline admission but who later (within one year of declining) wish to enroll in the program they were accepted 102

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Admissions

into must submit a $40.00 File Reactivation Fee and a one-page addendum to their autobiography accounting for both the decision to decline and the later decision to accept the Institute’s offer. The Program Chair then reviews the file, and, if approved, the student must submit the Acceptance Form and Deposit to Admissions.

Incomplete Applications Applicants who wish to postpone consideration of their application until the next admission cycle should submit a written Request for Application Transfer along with a $40.00 fee. Applicants will have their records held until the next admission cycle begins. At that time, the applicant will be contacted and asked to complete the previously submitted application. These applications will be evaluated along with those of new applicants.

Conditional Acceptance Some applicants are accepted conditionally into a program, pending completion of prerequisite courses or receipt of the remainder of the application materials. If prerequisite courses are needed, the applicant is required to submit an Action Plan provided by the Admissions Office detailing how these requirements will be completed. The Action Plan should accompany the applicant’s acceptance letter and must be returned to the Admissions Office along with the Acceptance Form and deposit. Failure to adhere to the timetable of the Action Plan will result in Academic Probation, Suspension, and ultimately Administrative Withdrawal from the program.

Deferral of Entry Applicants who have been accepted into a program but wish to delay their enrollment must submit their acceptance form and acceptance deposit along with a written request to defer admission for up to one year. Residential Programs For all Residential Program applicants, entry may be deferred for one year only. Global Programs Applicants to the Global Certificate and Master’s degree programs may defer entry only one time within one calendar year. Entrance into the Global Programs Ph.D. may be deferred for one year only.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

103

Admissions

Accepted applicants who choose not to enter after deferring will be required to begin the application process from the start should they choose to apply for entry again.

Re-Admission Policy

104

Withdrawn students are required to adhere to the following readmission policy regardless of when they withdrew from the Institute and regardless of the number of courses they have to complete to earn their degree. Students who have withdrawn from one program and who wish to enroll into a different program should contact the Admissions Office for details about their re-admission. The following application materials are required of all students seeking re-admission: • Completed application form and $55.00 application fee • 1 page goal statement • 1-2 page addendum to their original autobiography • Letter of recommendation from either a core faculty member or a faculty mentor Applications for re-admission will be considered under the same criteria as new applicants with the following modifications: • Certificate and Master’s students who withdrew in good standing may be required to submit a sample of scholarly writing. • Doctoral students who achieved candidacy but withdrew in good standing should contact the Chair of the Ph.D. program to begin their re-admission process. Students will need to demonstrate that they are now ready to complete their dissertation. The Chair may also require the student to complete additional course work upon acceptance back into the program. Following the meeting with the Chair, the applicant should follow the above procedure for re-application. • Students who were asked to leave following a period of academic probation must also submit a letter of reference from the Chair of the degree program they left. The student may also be required to submit additional documentation demonstrating how the issue surrounding the academic probation has been resolved. • Students who were withdrawn due to non-payment of tuition must also receive the written permission of the CFO to re-apply. Generally, payment of outstanding obligations and demonstration of ability to pay will be required before the student is allowed to re-enroll. Institute of Transpersonal Psychology Academic Catalog 2008–2009

Admissions

• Students dismissed as a result of a grievance finding must also request a letter of permission from the Dean or Director of Student Services in consultation with the Program Chair to re-apply. A letter describing how the situation surrounding the finding has been addressed should be provided to the Dean or Director. The Dean or Director will then determine if the applicant is eligible for re-admission. • Applications from permanently dismissed students will not be considered. Once all materials have been submitted to Admissions, the applicant’s file will be forwarded to the Program Chair, who will review the file and, if needed, contact the applicant for a meeting. Students who are re-admitted into their program will be required to submit a non-refundable acceptance deposit of $400.00 to confirm their re-admission. This deposit will be applied toward a $100.00 acceptance fee. $300.00 of the deposit will be applied to the first quarter tuition. Please note, students who re-enter the program will be subject to the graduation requirements in place at the time of re-entry. Tuition will be charged at the current published rate. Any questions regarding this policy should be directed to the Admissions Office. Note that previously enrolled students who apply for advanced standing are not guaranteed admission to another Institute program.

Residential

Advanced Standing Application

Global Programs students contemplating application to a Residential degree program should carefully review the following recommended course sequences. Residential Master’s in Counseling Psychology Advanced Standing Track Current Global Programs students or graduates may apply for Advanced Standing in the Residential Evening Master of Arts in Counseling Psychology programand, if accepted, may enroll upon completion of the Certificate in Transpersonal Studies. A minimum of two years of on-campus study is then required for the Master of Arts in Counseling Psychology. To apply for Advanced Standing in the Residential Evening M.A. in Conuseling Psychology, applicants must complete an application form and submit the application fee, a new goal Institute of Transpersonal Psychology Academic Catalog 2008–2009

105

Admissions

statement, one letter of recommendation from their Mentor, and a one to two page update of their autobiography. Additional Course Requirements Students advancing to the Residential Programs Evening M.A. in Counseling Psychology must complete a graduate level course in Psychosynthesis prior to advancing to their third year of study. This course is not offered as part of the Global Certificate curriculum. See the Admissions Department for more information. Additional Psychotherapy Requirement Students admitted into the Residential Programs Evening Master’s degree with Advanced Standing must also complete 20 hours of psychotherapy with a licensed therapist prior to fall enrollment. Residential Ph.D. Programs Advanced Standing Track Applicants with a Master’s degree in psychology or a related field such as social work may apply for Advanced Standing into either of the Residential Ph.D. programs. Students accepted with Advanced Standing will be allowed to transfer up to 45.0 units of credit and enter the program as a Year 2 student, although some Year 1 course work might need to be taken. Units taken at the Institute may only be used to complete one Master’s degree. Global students transferring to the Residential Ph.D. program must decide if they want to apply for the MTP prior to transferring or if they will wait to receive the Residential MAP degree at the end of Year 3. The Residential Programs Ph.D. ordinarily takes a minimum of four to six years to complete. Of those years, the equivalent of the first year can be taken off-campus through Global Programs course work in the MTP degree program (two years of study). Two years on campus will be required to complete the Ph.D. course work. One to three additional years will be required to complete the dissertation, internship (for clinical students), and other requirements. Entering the Global Ph.D. with Advanced Standing Applicants may request advanced standing into the Global Programs Ph.D. if they have completed one of the following: • A Master’s degree through the Institute’s Global or Residential Programs.

106

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Admissions

• A Master’s degree from another graduate school that specializes in the transpersonal. • A Master’s degree in psychology, social work, divinity or a related field with a strong emphasis or specialization in psychology. Students enrolling with advanced standing will begin their program in Year 3 of the Global Programs Ph.D. Pursuing a Global Ph.D. following completion of a Global Master’s Students with a Global Master’s desiring advanced standing in the Global Ph.D must submit a new application form and fee as well as one letter of recommendation from their Faculty Mentor, a one to two page update of their autobiography, a new goal statement, and an academic writing sample. Pursuing a Global Ph.D. following completion of Residential Master’s Graduates of the Residential Programs who possess a Master of Arts in Transpersonal Psychology or Counseling Psychology may apply for admission into the third year of the Global Ph.D. Program. Students lacking any required courses may be admitted conditionally with the requirement to complete the missing course work within two quarters of commencing work on the Ph.D. They must submit a new application form and fee as well as one letter of recommendation from a core faculty member, a one to two page update of their autobiography, a new goal statement, and an academic writing sample. Pursuing a Global Ph.D. following completion of a non-Institute Master’s Applicants for advanced standing with a Master’s degree from another graduate school are required to submit the same application materials as those applying for regular admission. If they have not previously studied transpersonal psychology, they will be required to complete two courses in transpersonal theory and practice through the Global Programs prior to commencing work on the Ph.D. Contact the Admissions Office for details.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

107

Admissions

Changing Degree Objectives

Sometimes, after a period of enrollment in one program, students will discover that another Institute degree more closely fits their ultimate goals.

Transferring Programs Students currently enrolled in an Institute program who wish to change degree objectives (e.g., move from the Ph.D. to the evening MACP program), must apply for a transfer to the new program through the Admissions Office. This is a new application, and students are not automatically admitted to another degree program. The application process consists of completing the Program Transfer form and submitting a $40.00 transfer fee and a new goal statement. Upon acceptance into the new degree program, the Chair will document the course work equivalences from the studentâ&#x20AC;&#x2122;s previous enrollment applicable to the new degree. Any issues concerning missing requirements should be resolved at this time. If approved and accepted by the student, a change of program is final. If a student decides to return to the original program of enrollment, this would require a new request to change programs.

Moving Between Ph.D. Programs Once the student has achieved candidacy for the Ph.D., transfer between programs will not be granted under any circumstances.

Degree Completion Through Another Institute Program Students near completion of a degree program (less than 9.0 units remaining) and who are unable to attend the final quarter of required class work may request that the Chair of their program allow them to complete the outstanding requirements through another Institute degree program. Such requests are evaluated on a case-by-case basis by the Chair of the program in which the student is matriculating. If the Chair finds that the integrity of the degree can be preserved through the completion of equivalent course work in another Institute program, the Chair will grant written permission to the student to proceed. This permission will include the specific courses to be completed and a timeline for completion. Note that permission to complete a degree program through alternate course work will only be given in extraordinary circumstances, for instance, if a family emergency will require that the student be physically absent from campus for several months. 108

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Admissions

If permission is not granted, the student will be required either to complete the scheduled courses or to withdraw from school and reapply when circumstances will allow completion of the degree. This school is authorized under federal law to enroll nonimmigrant aliens as students. Final authority to grant entry into the United States rests solely with the U.S. Bureau of Citizenship and Immigration Services (BCIS).

International Students

Transcript Evaluation Transcripts from schools outside the United States must be evaluated by World Education Services (WES): www.wes.org Any questions about this requirement should be directed to the Admissions Office.

English Proficiency Students must have sufficient English language proficiency in both written and oral communication to complete graduate studies in English, including the writing of a thesis or doctoral dissertation. All applicants for whom English is a second language must complete the Test of English as a Foreign Language (TOEFL). The minimum required score for admission depends upon the version of the test taken. • A score of 600 or above is required on the old format written exam. • A score of 250 or above is required on the old format computerized exam. • A score of 20 is required for each of the four parts of the new Internet-based exam. The test score submitted must have been taken within the last year. The Institute’s TOEFL school code is 9770.

Proof of Financial Support Federal regulations require incoming students to provide proof of financial support for one academic year prior to issuance of the paperwork for entry into the United States. For details about the dollar amount required, refer to form A701 Request for I‑20. Proof of financial support must be a bank record or some other certified document showing access to funds. This documentation may represent personal funds; family funds, with a statement from the holder of the funds that the student may use them Institute of Transpersonal Psychology Academic Catalog 2008–2009

109

Admissions

for educational expenses; or funds from other sources (specify type and source). The Registrar, who serves as the Designated School Official, will send a properly executed document upon receipt of all required information and the non-refundable enrollment deposit. Please note that the deposit is charged to all students entering the Institute and serves as confirmation of acceptance. It is not for the issuance of the entry document.

I-901 Fee A separate fee must be paid in accordance with the published policy of the United States BCIS. See www.ice.gov/sevis to pay the I-901 Fee. Payment of this fee is generally required prior to the issuance of a visa stamp by a State Department office.

Your Name Because of the increasing cross-linking of databases, it is very important that you list your name consistently on all official documents. It is best to use your name exactly as it appears on your passport when completing paperwork for any government agency or for legal documents, such as a lease or driver’s license. Check your passport to ensure it matches the name on your I‑20. Family name is also known in the U.S. as “last name,” however, in many cultures, particularly in Asia, the family name is used first. For instance, in the U.S. an example of a common name is John Doe or Jane Doe (Doe is the family name). In Japan, this pair might be known as Yamada Taro or Yamada Hanako (Yamada is the family name). Of course, in informal settings such as classes, you may use whatever name you prefer.

Spouses and Dependents A student’s spouse and dependent children are allowed to enter the United States under an F-2 visa while the student is enrolled as a full-time student. Please notify the Institute in writing if you will bring dependents into the United States with you. You must complete a supplemental A701 Request for I‑20 so that each person entering the U.S. may be issued a document.

Visas Canadian and Mexican citizens may enter the United States without a visa stamp in their passport. Students from other coun-

110

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Admissions

tries should contact the nearest United States Consulate or the Institute’s Registrar to determine if a visa will be required.

Initial Entry International students should have the following documentation with them at the time of initial entry into the United States: • Valid Passport • Visa (if required) • Form I‑20 • Acceptance Letter • Proof of English proficiency • Evidence of Financial Support Students may enter the United States not more than 30 days prior to the start of the school session. Warning: Entering The U.S. Before Receiving an I‑20 If you visit the school and do not have your entry documents, be sure to indicate at the point of entry that you are a potential student. Failure to do so may result in your being admitted under a status that is not eligible for change at a later time. If you are admitted to the United States under a visa waiver, you will be required to return to your country of origin within 90 days. No exception is possible.

Extension of Stay Students are admitted to the United States for a specific period known as the duration of status or D/S. If a student changes programs or encounters research difficulties which prevent timely completion, contact the Registrar’s Office prior to the expiration of the current D/S and request an extension of stay.

Maintenance of Status Changes in immigration law have made maintenance of visa status more important than ever. Failure to abide by the requirements of maintaining the F class student status may result in deportation and permanent exclusion from the United States. Contact the Registrar’s Office with any questions concerning your status. Always check in with the Registrar before exiting the United States or changing enrollment status.

International Global Students International students applying for admission to the Global Programs who are not living in the United States may be issued an I‑20 for attendance at any required Seminars. If you already travInstitute of Transpersonal Psychology Academic Catalog 2008–2009

111

Admissions

el to the U.S. and possess a travel visa, check to see if the visa status you currently use allows study. If it does, you do not need to request an I‑20. Global students will be treated as a new entry for each seminar. At the end of the seminar, Global students’ records in SEVIS will be updated to “complete.” A new request for I‑20 must be filed for each seminar. Students who wish to remain in the United States while enrolled in the Global programs may not be granted F‑1 student status for this purpose.

Employment in the United States International students should be aware that opportunities for employment of any kind while in the country on an F‑1 visa are severely limited under United States law. While advanced Residential students may be eligible to participate in curricular practical training for which they may be compensated in some way or in part-time on-campus employment, it is not possible to earn money to pay for school while in the United States on a student visa. Work authorization is not possible under any circumstances for family members present on an F‑2 visa.

112

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Enrollment and Graduation

ach student enrolled at the Institute is assigned an enrollment status. Status is used to track progress through the program and to determine billing.

Residential All Residential Programs students are expected to go through their degree enrolled on a full-time basis. All students are billed according to the block tuition schedule. Enrollment beyond the stated quarterly maximum requires the written permission of the studentâ&#x20AC;&#x2122;s Chair.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Full-Time Status

113

Enrollment and Graduation

Global All enrollment categories in the Global Programs, except “on leave” and “single course” students, are considered full-time enrollment by the Institute. For the purposes of certifying financial aid applications and requests for financial aid deferrals, Global students will be classified as “half-time” as required by federal law for students enrolled in a distance learning program.

Part-Time Status

Residential Building community is a vital component of transpersonal theory and the Institute curriculum. Residential students are expected to attend the same courses in the same time frame as those who entered the program with them. Students demonstrating need to take a reduced course load may enroll as part-time students with the written permission of their program Chair. Part-time status is available only to Residential Programs students in the final year of the Evening Master’s degree program or in Year 2 of the Residential Ph.D. Part-time status is not available to Daytime Master’s students, Women’s Spirituality students, or doctoral students in Year 1 or Candidacy. Residential students enrolled on a part-time basis are billed at the per unit rate of the program in which they are matriculating.

Global Part-time status is not available in any Global Program. As noted above, for purposes of reporting enrollment for federal financial aid, all Global students are defined by law as half-time.

Special Status Classes

114

Leave of Absence Leave status is designed for students who need to temporarily interrupt their studies. Leave status insures that space will be available to re-enter the student’s program. Leave of absence is considered less than half-time enrollment and requires payment of the appropriate leave tuition. Students on leave are considered withdrawn when the Institute reports enrollment status for Title IV Federal Financial Aid eligibility See the Leave of Absence section for more details.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Enrollment and Graduation

Closing Residential Closing is a part-time status designed for students exiting the Institute with a degree who require an additional quarter of enrollment to finish any missing course requirements. Students may enroll for no more than one quarter of Closing status and may not graduate if they fail to meet the necessary deadlines for course completion. This status is generally available only with the permission of the Dean of Student Services to graduating students with outstanding requirements that cannot be resolved until the next quarter has begun, Residential Ph.D. students exiting the program with the interim Master’s degree, or Master’s degree students who change their degree objective from the MACP to the MATP at the end of the second year. Global Closing status is a less than half-time status designed for students who have submitted all course work but the final paperwork required for graduation has not been filed. Students missing course requirements will be required to enroll in Continuation if all course work has not been submitted on time; however, if the only pieces missing are final evaluation and paperwork, the student will be moved to Closing status pending final submission of graduation paperwork.

Residential Master’s in Women’s Spirituality Students in the Master of Arts in Women’s Spirituality who require time after the second year of course work to finish their Thesis must maintain their enrollment in Thesis Completion status. This is a part-time status available only to students in the Residential Women’s Spirituality program.

Enrollment Beyond Scheduled Completion

Residential Program Day and Evening Master’s Master’s students in the Evening Counseling Psychology program who enroll past Year 3 or in the Day program past Year 2 will be billed as part-time students on a per unit basis. This usually happens only to students who need an additional quarter to complete their practicum, students pursuing a Institute of Transpersonal Psychology Academic Catalog 2008–2009

115

Enrollment and Graduation

specialization, or students seeking licensure outside California in states that require additional courses beyond the California requirements. Residential Ph.D. Continuation Residential doctoral students who do not complete the dissertation by the end of Year 4 are required to enroll in Continuation until the dissertation is complete. Continuation is a full-time status. Continuation students are entitled to the same services as any other full-time student. Tuition for Continuation increases each year the student remains enrolled. Doctoral students on Continuation should remember that the Ph.D. must be completed within ten calendar years of entering the program, including periods of leave and part-time enrollment. Ph.D. in Transpersonal Psychology Year 4 is scheduled for Ph.D. students to complete the dissertation. Students who require additional time to complete the dissertation or other requirements must enroll in Continuation status. Ph.D. in Clinical Psychology The Ph.D. in Clinical Psychology requires a minimum of five years to complete. Students are scheduled to complete their dissertation in Year 4. Students still working on their dissertation beyond Year 4 must enroll in Continuation. Ph.D. in Clinical Psychology Internship Status Clinical Ph.D. students who have completed their dissertation and course work but not internship must enroll in a full-time internship status. There is no tuition associated with this status, but students must enroll in the Internship course each quarter and pay the associated fee.

Global Programs Certificate and Master’s Global Programs students who need additional time to complete their stated program requirements are enrolled in Continuation status. Tuition for Continuation is charged at the current tuition rate for either the Certificate or Master’s degree. The maximum time allowed on Continuation is one year for completion of 116

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Enrollment and Graduation

the certificate year, and one year for completion of the Masterâ&#x20AC;&#x2122;s degree. Ph.D. in Psychology with a concentration in Transpersonal Psychology Global doctoral students who do not complete the dissertation by the end of Year 5 must enroll in Continuation until the dissertation is complete. This is a half-time status. Tuition for Continuation status in the Global Ph.D. is 70% of the current full time tuition. Doctoral students in the Global program are allowed up to two years of Continuation status.

Gate Status Gate status is a one quarter probationary status for students who have not made academic progress sufficient to advance to the next year of the program or have failed to complete any Non-Course Degree Requirements. Students must satisfy the deficiencies by the end of the Gate quarter or they will be required to withdraw from school. Students who successfully resolve the deficiency will be allowed to continue on schedule with the quarter of Gate status credited towards their Block Tuition.

Probationary Statuses

Academic Part-Time Students who are not making satisfactory academic progress may be placed on Academic Part-time status. Students in Academic Part-time status are provided a list of courses for the quarter. They must enroll in these courses and only these courses. Students on Academic Part-time status will also be provided with a written description of requirements that must be fulfilled to satisfy their lack of progress (e.g., completion of outstanding incomplete course work). Students must reestablish satisfactory progress through the program within one quarter or they will be withdrawn. Academic Part-time is a half-time status with a minimum enrollment of 0.5 units.

Suspension Suspension means that a student has been placed on leave involuntarily for a violation of school policy. Suspended students may not attend classes or make use of the Institute facilities. Suspended students may appeal the suspension using the procedures described in the Academic Appeals Process.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

117

Enrollment and Graduation

Withdrawing from School

Withdrawing means that all services offered by the school are terminated. No fee is charged for the processing of a request to withdraw. Grades of “Incomplete” change to a grade of “No Pass” when a student withdraws from school. Withdrawn students must apply through the Admissions Office to return.

Voluntary Withdraw Students may withdraw from the Institute at any time by giving notice to the Registrar. Once given, this notice is not revokable. Students may not withdraw by contacting any other office or by ceasing class attendance. Written notice is preferred. A simple statement to the effect “I am withdrawing from the Institute effective on <date>” emailed to registrar@itp.edu is sufficient. This letter may be hand delivered, emailed, faxed, or mailed to the attention of the Registrar. See Cancellation and Refunds for information about tuition refunds. Withdrawal in Good Standing Once Ph.D. students have entered Candidacy, they are required to make continuous progress in completing their dissertation. Under no circumstances will a committee be allowed to remain idle for more than two consecutive quarters. Students who anticipate a gap in completion of the dissertation will be required to withdraw. Assuming all obligations to the Institute are current and the student has no outstanding course work or other requirement, this will be classified as a “Withdrawn in Good Standing.” The student’s dissertation committee will be dissolved upon the student’s withdrawal from the program. WIGS students may apply to reenter when it becomes possible for them to complete the dissertation. Applications for readmission must be submitted to the Admissions Office with the required fee. Reentry will require review by the Ph.D. program Chair and, upon acceptance, restarting the dissertation process from the formation of the committee. Additional course work may be required at the discretion of the Chair. Voluntary Academic Withdraw Students who are not progressing academically may be counseled to withdraw from the program. If the student is near completion of a degree (usually this will be a non-counseling Master’s), a specific timeline may be laid out to allow the student to finish a degree prior to withdrawing. This may require the completion of some course work in a final quarter of Closing status.

118

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Enrollment and Graduation

Implied Withdraw Students may not withdraw by ceasing class attendance. Students who stop attending classes without notifying the Registrarâ&#x20AC;&#x2122;s Office will have their refund calculated based on when the Registrar became aware of their departure. This will most likely reduce the amount of the refund. Returning After Voluntary Withdrawal On occasion, students who have left an Institute program decide to return at a later date. To resume study, a student must reapply as described in the Admissions section of this catalog.

Involuntary Withdraw (IW) Involuntary withdraw is initiated by the Institute for violation of Institute policy, inappropriate behavior, or for academic reasons. Withdrawal for Non-Payment Payment is due at the start of each enrollment period. Students whose tuition and fees are past due will be barred from class registration. Students who fail to make timely payment will be withdrawn from school. Academic records will be held until any outstanding balance is settled. Academic Withdraw Students who are not progressing academically will be placed on Academic Probation. Students on Academic Probation who are unable to meet the terms of their action plan will be withdrawn from school. Dismissal Under exceptional circumstances such as academic dishonesty, criminal action, or unethical behavior, the faculty may request that a student be immediately dismissed from the Institute. This will be recorded on the student record as an involuntary withdrawal from study. Students may also be dismissed for not completing a dissertation within ten calendar years from initial enrollment in the doctoral program, including periods of leave. Dismissed students have a right to appeal as described in the Academic Appeals process. Returning After Involuntary Withdrawal Students who are involuntarily withdrawn for any reason may not return until the issues surrounding their departure have been resolved. To resume study, a student must reapply as described in the Admissions section of this catalog. Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

119

Enrollment and Graduation

Leave of Absence

Residential Programs All Residential leaves must be approved by the Chair of the studentâ&#x20AC;&#x2122;s program. Tuition for leave must be paid in full each quarter. To be eligible for leave a student must be current on tuition and fee payments. There are four types of leave available to Residential Programs students, and each program has specific requirements concerning the availability of leave to students. To request a leave of absence, students must submit a written request for leave (except for emergency or administrative leave). A student who receives a leave of absence is still bound by the enrollment time limit within the program (e.g., ten years to complete the Residential Ph.D.). Students on leave are not entitled to the services provided under other enrollment categories. This includes faculty advising and use of the ITP Library. Students receiving Title IV financial aid should be aware that entering leave status will mean that any outstanding financial aid will be canceled and that previously disbursed loans will enter the repayment cycle. For financial aid reporting purposes, leave of absence status is treated as a withdrawal.

Types of Leave (Residential) General Leave A request for general leave is always initiated by the student. This class of leave is designed for students wishing to take a break between program segments. The length of leave granted ranges between one quarter and one year. Students should specify the amount of leave time desired when submitting a Request for Leave form. General leave must be requested prior to the start of the quarter. General leave is not available to Year 4, Continuation, or Global Programs students. While on general leave, students may not enroll in classes. Medical Leave In cases of serious health needs, a student may apply for a medical leave. Medical leave will be approved on a quarter by quarter basis by the designated person in the studentâ&#x20AC;&#x2122;s program. Each quarter, the student is required to provide written documentation from a state licensed health practitioner (e.g., M.D., psychologist, MFT, etc.) stating that for health reasons, the student should not attend classes. 120

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Enrollment and Graduation

A student may not take medical leave for more than three consecutive quarters or for more than four quarters in any three year period. If a studentâ&#x20AC;&#x2122;s health prevents returning to school within that time frame, then the student must withdraw from school. A student on medical leave may have the time allowed for completion of incomplete classes extended beyond the one quarter limit. Emergency Leave Emergency leave is initiated by the student and is the only form of leave which does not require written application. This class of leave is designed for students with an immediate, urgent personal crisis such as a family emergency or a health crisis. Students who will be unable to return to school because of an emergency situation should contact the Registrar at the earliest opportunity to request emergency leave. If applicable, the Late Status Change Fee will be waived. No student may receive more than one quarter of emergency leave for any given emergency. If after one quarter of leave the situation has not resolved, the student must meet with the Dean of Student Services to determine the most appropriate plan for continued enrollment. This is the only type of leave available to students in Candidacy for the Ph.D. (in the case of a medical emergency, one quarter of Medical Leave may be granted following a quarter of Emergency Leave). In the case of Emergency Leave granted within the quarter, any applicable refund will be based on the Refund Policy pro rata formula used for withdrawal (e.g., if a student requests leave after 50% of the quarter is over, 50% of the quarterly tuition will be refunded). Students going on leave after Week 6 will receive no refund. Administrative Leave Administrative leave is always initiated by the Institute. This class of leave is designed for students who are experiencing academic or personal problems that will require a period of leave to resolve. Administrative leave is generally assigned to students who have been placed on Academic Probation and have been unable to resolve the issues due to outside circumstances of short term duration. The length of leave and requirements for return to active enrollment will be specified when the student is placed on administrative leave. Students on Administrative Leave are required to pay the quarterly leave fee. Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

121

Enrollment and Graduation

Restrictions on Leave (Residential) Residential Ph.D. Leave Year 1, Year 2 and Year 3 General leave may only be requested between quarters. Leave must be requested prior to the start of the quarter in which the leave will be taken. Only emergency leave will be granted once the quarter has commenced. The maximum amount of time allowed for a leave of absence is two years during the whole course of enrollment. Students who are unable to continue the program after accruing two years of leave time must withdraw. If at a later time it becomes possible for the student to return, a new application must be made and the student must fulfill the degree requirements in place at the time of reenrollment. Year 4 and Continuation Once Ph.D. students have formed a dissertation committee, they are required to make continuous progress in completing their dissertation. If a student has formed a dissertation committee and is unable to continue work on the dissertation, one quarter of Emergency Leave is available (in exceptional circumstances, an additional quarter of Medical Leave is allowed if the student is reasonably expected to commence active work on the dissertation by the beginning of the next quarter). No more than six months of Leave is allowed for students working on the dissertation for any reason. Students who will require more time must request Withdrawal in Good Standing. Leave does not stop the ten calendar year clock between initial enrollment and the required completion of the dissertation. Residential Master’s Program Leave General leave is available only to students at the end of the second year of enrollment in the Evening Master’s program. Students who are experiencing a medical or family crisis may petition for emergency leave at any time. Leave status will initially be awarded for one quarter, and a timetable for return will be determined after the emergency has passed. Master’s degree students may not go on leave for more than two years total. Students unable to return after two years will be required to withdraw from the program. A new application will be required for re-entry.

122

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Enrollment and Graduation

Restrictions on Leave (Global) All Global programs permit leave for personal or medical emergencies only. Students must have finished a phase of the program or be at the end of a course before going on leave, and they must be current on tuition and fee payments. Leave begins on the first day of the quarter after the request is approved. Students are not entitled to faculty mentor or faculty advisor services while on leave. Ph.D. students in the dissertation phase are not eligible for leave. Students should request leave through the Student Services Office. Requests for leave are subject to approval by the Program Chair. The maximum leave is one quarter.

Residential Programs Students To request a revision to enrollment status after the quarter has started, complete a Form 166 Change of Status and submit it to the Registrar’s Office. Requests for change made after the second week of the quarter are subject to a Late Status Change Fee. Students changing status after Week 6 will receive no refund.

Changing Enrollment Status

Global Programs Students Changes in status will become effective on the first day of the quarter. No retroactive change in status will be granted. See the Leave of Absence section for further details and requirements concerning leaves. Non-students who wish to audit a Residential course or enroll in a Global single course should register for the course with the Registrar’s Office.

Residential Programs

NonMatriculating Students

Residential courses at the Institute are offered for the benefit of the Institute community. However, certain courses may be open to non-students, particularly those of general interest to the public and courses in clinical or counseling skills. All non-Institute students are charged for courses at the Residential Ph.D. per unit rate (see Tuition). Non-matriculating students may also audit classes at the Residential Programs audit rate. Priority registration in classes with limited enrollment is always given to Institute students. This includes Global Programs Institute of Transpersonal Psychology Academic Catalog 2008–2009

123

Enrollment and Graduation

students who are able to attend a Residential Programs class offering. Non-students interested in taking a class at the Institute should consult the quarterly schedule for class times and availability.

Global Programs Individual courses are available for personal development and professional training. Students may enroll in one single course for credit without undergoing formal admission to the Global Programs. Single courses may also be taken on a non-credit basis. In order to take a course for credit, the student must submit proof of a Bachelor’s degree and a TOFEL score if the student’s first language is not English. Completion of a single course does not guarantee admission. Alumni The Global Program also offers refresher courses to alumni at a 35% discount. Some limitations apply. Contact the Global office for details.

124

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Enrollment and Graduation

Required Enrollment for Full-Time Status by Residential Program

Master of Arts in Women’s Spirituality Year 1 5.0-12.0 units Year 2 5.0-12.0 units Thesis Completion 3.0 units

Daytime Master of Arts in Counseling Psychology Year 1 12.0-18.0 units Year 2 8.0-12.0 units

Evening Master of Arts in Transpersonal Psychology and Counseling Psychology Year 1 6.5-10.0 units Year 2 6.5-10.0 units Year 3 6.5-12.0 units

Part-time enrollment available in Evening MACP Year 3 Must enroll for between 3.0 and 6.0 units

Ph.D. in Transpersonal Psychology Year 1 11.5-18.0 units Year 2 11.5-18.0 units Year 3 11.5-18.0 units Year 4 5.0-8.0 units Continuation 5.0 units

Part-time enrollment available in Year 2 Must enroll for between 6.0 and 11.0 units

Ph.D. in Clinical Psychology Year 1 11.5-18.0 units Year 2 11.5-18.0 units Year 3 11.5-18.0 units Year 4 5.0-8.0 units Continuation 5.0 units Internship 0.0 units

Part-time enrollment available in Year 2 Must enroll for between 6.0 and 11.0 units

Institute of Transpersonal Psychology Academic Catalog 2008–2009

125

Enrollment and Graduation

Graduation

Upon completion of the requirements for a degree or certificate, students must apply for graduation. This application is required in order to have the degree or certificate posted to the studentâ&#x20AC;&#x2122;s academic record. Any questions about the process of graduation should be addressed to the Registrar. Students may apply for graduation in any quarter, but applications for Spring graduation are due by March 31. The application for graduation is time-sensitive, and students should request a degree be posted at the time they complete the requirements. Degree offerings are subject to change by action of the Board of Trustees. If a degree is eliminated, it will not be posted retroactively.

Award Date Unless otherwise requested, degrees, certificates, and specializations will be posted with an award date of the last day of the quarter in which both course and non-course degree requirements are completed.

Requesting an Earlier Graduation Date Students who fulfill the requirements and want to have their degree posted with a date earlier than the end of the quarter must complete a Form 126 Request for Alternate Graduation Date. This form must be reviewed by the Registrar who will determine the date course work was completed. See the examples on the chart at the end of this chapter for additional information. Dissertation All required materials must be submitted to the Dissertation Office. The earliest date available for certification is the date the committee approved the dissertation. The Ph.D. may be awarded on this date, but it will not be posted to the studentâ&#x20AC;&#x2122;s academic record until all materials, including copies of the final dissertation, approval of the edit checks, and all completion forms have been accepted by the Dissertation Office. The Dissertation Office will then certify the date the dissertation requirement was satisfied. Internship Clinical students must complete a minimum of one year of clinical internship. Internships are generally scheduled using a contract between the student and the site. Students are obligated to fulfill the full term of their contract, even if they have completed the required pre-doctoral hours in advance of the end of the contract. This means that even if the dissertation and required hours 126

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Enrollment and Graduation

are complete, a student under contract with a site may not graduate until the contract is complete. Upon completion of the Internship, the student must submit all required paperwork to the Clinical Coordinator. The Clinical Coordinator will then certify the date all clinical requirements were satisfied. Filing the Final Dissertation Paperwork Upon submission of the committee approved dissertation and related paperwork, the Dissertation Office will send the document through for final editing. When the editor has completed the last review, the Dissertation Office will provide the student with deadlines to revise and submit the final copy of the dissertation and any related outstanding paperwork. The Ph.D. cannot be awarded until all of the final paperwork has been completed. Students who do not meet these deadlines will be required to enroll in an additional quarter of Continuation. It is important to stay in close contact with the Dissertation Office and to fully complete your dissertation process in a timely manner. In June of each year, the Institute holds a graduation ceremony and celebration. All students who have completed a degree in the current academic year are welcome to participate. Although students who have completed a Global Certificate are honored at their closing seminar and do not walk in the ceremony, they are welcome to attend the June gathering. Alumni are always invited to attend. Residential and Global students who wish to graduate with a degree or certificate in the current academic year must submit Form 125 and Form 125C to the Registrar by March 31. Late submission of the graduation form may prevent participation in the ceremony until the following year. There is an additional form, which collects information to order academic garb, that must be filed by March 31 for students participating in the graduation ceremony. Students must complete all requirements before graduation (refer to the Graduation section of the degree or certificate chapter for specific details). No student may participate in the graduation ceremony unless all course requirements are complete or the Chair has given written approval by May 15. In addition, all tuition and fee payments must be settled.

The Annual Graduation Ceremony

Dissertation Ph.D. students are expected to have completed all of their requirements in order to participate in the ceremony. The deadline Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

127

Enrollment and Graduation

for submission of the committee approved dissertation is set by the Dissertation Office. Refer to their current deadline sheet for the exact date. Only students with completed dissertations may participate in the Graduation Ceremony. There is generally no exception to this policy.

Internship Clinical students with completed dissertations who are still under contract with an internship site may participate in the ceremony if their internship contract will complete no later than August 31. Clinical students with a later completion date must participate in the following yearâ&#x20AC;&#x2122;s ceremony.

Walking in the Graduation Ceremony with Missing Requirements Participation in the ceremony does not mean that a degree has been awarded. Graduation is not official until the Registrar has posted a degree to your academic record. If the course requirements will not be met before graduation, a student must develop a timeline for completing the requirements. The Chair may not approve a plan for meeting graduation requirements after the graduation date if: 1. The plan involves completing more than 6.0 units of outstanding course work. This includes finishing incomplete courses. 2. The date of completion of all requirements is later than August 31st. 3. The student is requesting a Ph.D. and the dissertation has not been approved by the spring deadline. If the Chair approves the completion timeline by May 15, permission may also be granted for the student to participate in the graduation ceremony. The degree will not be posted until the outstanding requirements are completed.

128

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Enrollment and Graduation

Alternate Graduation Date Examples All examples assume the student has completed all required course work.

Student

Dissertation Complete Date

Internship Complete Date

Standard Graduation Date

Earliest Possible Graduation Date

Earliest Date the Degree can be Posted

Can walk in Graduation Ceremony?

11/15

End of Fall quarter

11/15

1/6

Yes

6/15

End of Spring Quarter (backdated)

End of Spring Quarter

8/1

No (may walk in the following June ceremony)

4/10

8/1

End of Summer Quarter

8/1

8/17

Yes (with Chairâ&#x20AC;&#x2122;s permission)

1/20

1/31 (following year)

End of Winter Quarter (one year after dissertation completed)

1/31 (following year)

3/15

Yes (June following completion of Internship)

10/25

9/30

End of Fall Quarter

12/1

12/21

Yes

4/15

9/15

End of Fall Quarter

9/15

10/4

Yes (June following completion of Internship)

A) Student A is in the Ph.D. in Transpersonal Psychology program and has her final committee meeting on November 15. The committee accepts the dissertation. The student turns in the final copy to the Dissertation Office on January 6. B) Student B is in the Ph.D. in Transpersonal Psychology program and has her final committee meeting on May 30. The committee requests edits to be reviewed by the Chair only before final sign off of the dissertation. The student submits the final copy to the chair on June 10. The chair accepts the changes on June 15. The student turns in the final copy to the Dissertation Office on August 1. C) Student C is in the Ph.D. in Clinical Psychology program and has her final committee meeting on April 10. The committee accepts the dissertation. The student is contracted with an Internship site through August 1. The student submits the final evaluation from the site on August 17. D) Student D is in the Ph.D. in Clinical Psychology program and has his final committee meeting on January 20. The committee accepts the dissertation. The student then begins his Internship on February 1 and is contracted through January 31 of the following year. The student submits the final evaluation for the Internship site on March 15. E) Student E is in the Ph.D. in Clinical Psychology program and has completed one year of Internship on September 30. The final internship evaluation is submitted to the Clinical Office on October 3. She submits a dissertation, which is accepted, on December 1. The student has renewed her contract with the site for October through September of the following year. She submits the final dissertation paperwork to the Dissertation Office on December 21. F) Student F is in the Ph.D. in Clinical Psychology program and has his final committee meeting on April 15. The committee accepts the dissertation. The student is contracted with an Internship site through September 15. The student submits the final evaluation from the site on October 4.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

129

Enrollment and Graduation

130

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Tuition and Fees

uition and fee rates are set by the Board of Trustees based upon the recommendation of the President and the Finance Committee of the Board. Tuition and fees are usually announced in the Spring for the following academic year. Students should anticipate annual increases in tuition and fees. All dollar amounts refer to US funds. Payment in full is due on or before the stated deadline each quarter. Students who use a Stafford Loan to finance their tuition should be aware that total of tuition and fees in some quarters of the program exceeds the maximum amount of Stafford loan funds available. Students are responsible for covering the full amount of tuition. The Financial Aid Office can assist you in planning how to meet your tuition obligations.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

131

Tuition & Fees

2008-2009 Tuition

Residential Programs Ph.D. in Transpersonal Psychology and Ph.D. in Clinical Psychology Enrollment Status

Tuition per quarter

Year 1......................................................... $8,181.00* Year 2......................................................... $8,181.00* Year 3......................................................... $8,181.00* Year 4......................................................... $8,181.00* Part-Time .......................................... $577.00 per unit The Residential Ph.D. program requires enrollment in three quarters per year for a total of $24,543.00 per year. Part-Time enrollment is available in Year 2 and Year 3 only. Enrollment Status

Tuition per quarter

Continuation - Year 1 (Con 1-3).................... $4,091.00 Continuation - Year 2 (Con 4-6).................... $4,909.00 Continuation - Year 3 (Con 7-9).................... $5,727.00 Continuation - Year 4+ (Con A-D).................. $6,545.00 Ph.D. students who have not completed a dissertation by the end of Year 4 are required to enroll in Continuation status each quarter until the dissertation is done. Master of Arts in Women’s Spirituality Enrollment Status

Tuition per quarter

Year 1 ....................................................... $4,680.00 Year 2 ....................................................... $4,680.00 Thesis Only (after Year 2)..............................$2,340.00 The Master of Arts in Women’s Spirituality program requires enrollment in three quarters per year for a total of $14,040.00 per year in Year 1 and Year 2. Part-Time enrollment is not available in the Master’s in Women’s Spirituality program. Excess units are billed at a $546.00 per unit rate. Daytime Master of Arts in Counseling Psychology Enrollment Status

* Exceeds maximum available Stafford loan.

132

Tuition per quarter

Year 1 ....................................................... $6,555.00 Year 2 ....................................................... $6,555.00 The Daytime Residential Master’s program requires enrollment in three quarters per year for a total of $19,665.00 per year in Year 1 and Year 2. Part-Time enrollment is not available in the Daytime Master’s program. Excess units are billed at a $551.00 per unit rate.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Tuition & Fees

Evening Master of Arts in Transpersonal Psychology and Master of Arts in Counseling Psychology Enrollment Status

Tuition per quarter

Year 1 ........................................................ $4,197.00 Year 2 ........................................................ $4,197.00 Year 3......................................................... $4,718.00 Part-Time............................................ $551.00 per unit The Evening Residential Master’s program requires enrollment in three quarters per year for a total of $12,591.00 per year in Year 1 and Year 2 and $14,154.00 in year 3. Part-Time enrollment is available in Year 3 only. Residential Master’s and Ph.D. Programs Enrollment Status

Tuition per quarter

On Leave........................................................ $212.00 Audit.................................................. $359.00 per unit Excess units................................. program per unit rate Part-Time Enrollment..................... program per unit rate Residential Programs Tuition Due Dates Residential tuition payments are due on:

Fall Quarter • September 22, 2008 (Fall)

Winter Quarter • December 12, 2008 (Winter)

Spring Quarter • March 20, 2009 (Spring)

Global Programs Ph.D. in Psychology with a concentration in Transpersonal Psychology Enrollment Status

Tuition per quarter

Year 1......................................................... Year 2......................................................... Year 3......................................................... Year 4......................................................... Year 5......................................................... Continuation................................................ Quarterly Fee

$4,062.00 $4,062.00 $5,103.00* $5,103.00* $5,103.00* $3,572.00 Fee per quarter

Online fee...................................................... $365.00 The Global Ph.D. program requires enrollment in four quarters per year for a total of $16,248.00 per year in Year 1 and Year 2 and $20,412.00 per year in Year 3, Year 4, and Year 5. Institute of Transpersonal Psychology Academic Catalog 2008–2009

* Exceeds maximum available Stafford loan.

133

Tuition & Fees

Certificate Program Enrollment Status

Tuition per quarter

Year 1.......................................................... $3,067.00 Continuation................................................ $3,067.00 Quarterly Fee

Fee per quarter

Online fee...................................................... $365.00 The Global Certificate requires four quarters of enrollment or a total of $12,268.00 in tuition per year. Master’s of Transpersonal Psychology Enrollment Status

Tuition per quarter

Year 1 ........................................................ $3,067.00 Year 2......................................................... $3,067.00 Continuation................................................ $3,067.00 Quarterly Fee

Fee per quarter

Online fee...................................................... $365.00 The Global Master’s of Transpersonal Psychology requires four quarters of enrollment each year or a total of $12,268.00 in tuition per year. On Line Fees Online fees are charged to Global students in each quarter of enrollment, including students on Continuation. This fee will be waived for teach-out Certificate and Master’s program students. Teach-out MTP & MTS Master’s of Transpersonal Psychology (old program) Enrollment Status

Tuition per quarter

Year 1.......................................................... $3,067.00 Year 2 ........................................................$2,945.00 Continuation.................................................$2,945.00 The old Global Master’s of Transpersonal Psychology requires five quarters of enrollment in the second year or a total of $14,725.00 in tuition per year. Master’s of Transpersonal Studies (old program) Enrollment Status

Tuition per quarter

Year 1.......................................................... $3,067.00 Year 2 ........................................................ $3,067.00 Continuation................................................. $3,067.00

134

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Tuition & Fees

All Global Programs Enrollment Status Tuition per quarter On Leave...................................................... $316.00 Continuation Students requiring more than the designated time to complete the program in which they are enrolled may complete on a Continuation basis for a maximum of one year. Continuation fees are payable quarterly as listed in the degree and certificate tuition schedule. Enrollment Status

Maximum time on Continuation

Ph.D. Year 1 though Year 5................... 12 months each Certificate ................................................... 12 months Master’s...................................................... 12 months Single Course ..................................................6 weeks Non-matriculating students Enrollment Status

Tuition per course

Single Course.................................. $1,243.00 (credit) Single Course............................... $368.00 (non-credit) Prerequisite Course......................................... $368.00 (not including fees) Alumni Refresher Course...........................35% discount on single courses & seminar tuition (limitations may apply) Course Fee............................................ Fee per course Single Course Online Fee.................................. $115.00 Single Course Registration Fee............................ $27.00 Seminars Enrollment Status

Tuition per course

Seminar Tuition (credit) ................................ $1,243.00 Seminar Tuition (non-credit)..............................$750.00 Late Seminar Registration Fee......................... $100.00 Seminar pricing does NOT include travel, room, board, or commuter costs. Tuition costs for required seminars are included in Block Tuition for degree and Certificate students. Matriculating students who choose to attend an additional seminar will be billed at the credit rate.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

135

Tuition & Fees

Professional Training in Transformational Life Coaching Enrollment Status

Tuition per quarter

4 Course Sequence......................................$2,045.00 Continuation.................................................$2,045.00 The four course sequence can be completed in 3 quarters for a total of $6,135.00. However, if course work is not completed within 3 quarters the continuation rate will apply. Students enrolled in the second year of the MTP program who are also enrolled in the training will have four quarters to complete the sequence and the total amount due in addition to block tuition is capped at $6,135.00 for the training. Should additional time be required, the student will be billed at the MTP Continuation rate. The Coaching sequence is available independently of any other Global program, but students taking the four course sequence outside a degree program are not eligible for federal financial aid. Global Programs Tuition Due Dates

Fees For All Programs

Quarter 1 • August 1, 2008

Quarter 2 • October 1, 2008

Quarter 3 • January 15, 2009

Quarter 4 • March 15, 2009

The following is a listing of all Institute fees in alphabetical order. Unless otherwise noted, fees are not refundable.

Acceptance Deposit The acceptance deposit after admission is $400.00. The deposit is non-refundable, but $300.00 will be applied to the first quarter of tuition when a student enrolls. This deposit must be paid prior to the awarding of financial aid.

Advanced Standing Fee Upon acceptance into a Residential degree program, students who apply for advanced standing will be charged a non-refundable fee of $90.00 for review of records and determination of required classes that will be waived.

136

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Tuition & Fees

Application Fee A non-refundable application fee of $55.00 must accompany the completed Institute application. Applications for admission cannot be considered prior to payment of the application fee.

Application Transfer Fee Applicants who wish to postpone consideration of their application until the next admission cycle should submit a written Request for Application Transfer form along with the non-refundable $40.00 fee. The applicant’s records will be held until the next admission cycle begins (or up to one year for Global Programs applicants). At that time, the applicant will be contacted and asked to update the previously submitted application. Contact the Admissions Office for details.

Books and Supplies The Institute does not have a bookstore on campus, however an online bookstore is available at the Institute’s web site. Students generally purchase books online or from local bookstores. Global students generally spend between $500.00 and $700.00 per year for books (Year 4 and Year 5 of the Ph.D. may be less). Global Certificate and Master’s students should also anticipate $80.00 to $275.00 per year in textbook shipping costs. Ph.D. shipping costs may run between $80.00 and $400.00. International shipping and priority delivery will increase these costs. Residential students spend approximately $275.00 for books and supplies each quarter. Some courses may have a packet of readings compiled by the instructor. Cost for these packets will vary from course to course. Individual classes (such as Creative Expression) may require the purchase of supplies by the student. Again, the costs of any materials required for class are the responsibility of the student.

Psychological Assessments Series Fee Students in the Ph.D. in Clinical Psychology will be charged a non-refundable fee at the beginning of Year 2 of their program. This fee of $100.00 will cover the cost of testing materials to be used in the Psychological Assessment courses.

Coaching Sessions Students completing the Transformational Life Coaching Training will be expected to complete 10 coaching sessions. These Institute of Transpersonal Psychology Academic Catalog 2008–2009

137

Tuition & Fees

sessions will be paid directly to the student’s coach and not the Institute.

Computers It is expected that all students attending the Institute will have a computer for their own use. Computer hardware costs are entirely the responsibility of the student. Global Technology Requirements The Global Program requires students to use technology for learning, researching, completing assignments, communicating regularly with Faculty, Mentors, and Staff and connecting with fellow students. Therefore the following computer hardware and software is the minimum required: Windows The Institute uses a Windows standard platform, therefore if you are considering purchasing a new computer, purchasing a Windows based PC may reduce cross-platform obstacles. • Intel Pentium III processor or better • Windows 2000 (XP or Vista highly recommended) • Microsoft Office 2000 (2003 or 2007 recommended) Apple • Apple Power PC G4 or better • Mac OS9 (OSX version 10.2 or higher recommended) • MS Office 2001 (2004 or 2008 recommended) Common Minimum Elements • Internet Connection: 56K dialup accepted, broadband (DSL or cable) highly recommended • Internet Browser: Internet Explorer 7.x or Firefox 2.x • Backup and Storage: CD-RW or DVD-R or External Hard Drive • Printer • Dedicated email account (10+ MB storage recommended) • 256 MB RAM (512+ MB recommended) • 10+ GB hard drive • 8+ MB video RAM • 17” SVGA monitor recommended • Adobe Acrobat Reader 7.0 (free download available on Internet) • Adobe Flash Player

138

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Tuition & Fees

• Anti-virus software and personal firewall (e.g. McAfee, Symantec, etc.) • PDF creator software Computer Network Fees There are additional costs, such as an Internet service provider. Unlimited Internet access is available from most providers. All charges are subject to change by these companies. The Institute has no operational relationship with any online provider.

Counseling Workshops The 2026 Child Abuse Assessment and Reporting Workshop is 7.5 hours and has a fee of $100.00. 2048 Spousal Abuse Assessment and Reporting is 15.0 hours and costs $150.00. The two workshops are required for graduation with the MACP, or the Spiritual Guidance Certificate. Workshop fees may be refunded if a student withdraws from the workshop at least 72 hours in advance. Fees from students who do not attend and do not withdraw prior to the workshop will not be refunded.

Dissertation Expenses All costs associated with research and preparation of the dissertation are the responsibility of the student. Dissertation Research and Preparing the Document Specific costs associated with carrying out dissertation research will vary for each student. Such costs include, but are not limited to: • long distance telephone calls • conference calls • advertising for participants • photocopying and binding • mailing and postage • editorial assistance • statistical analysis • extra staff and facilities • Copyright Upon completion of the dissertation, students have the option of copyrighting the document through ProQuest, a service providing dissertation microfilms and abstracts. The cost of copyrighting is $45.00. Copyrighting is optional but highly recommended.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

139

Tuition & Fees

Gi Fee Aikido class requires appropriate attire. A gi, the traditional clothing of Aikido students, will be available for purchase at the first class meeting. Cost is $45.00 and is payable to the instructor.

Graduation The following fees will be charged upon application for graduation with the degree listed: Residential Master’s degree (all)........................................ $85.00 Ph.D. ............................................................ $190.00 Global Master’s.......................................................... $85.00 Master’s (with thesis)...................................... $190.00 Ph.D. ............................................................ $190.00 Students are expected to complete in the quarter they apply for graduation; however, if something prevents the student from graduating, the graduation fee does not have to be paid again provided the student remains enrolled and is making progress toward completing the degree. If the student leaves the program without graduating, the fee is not refundable.

Internship Fee Students in the Ph.D. in Clinical Psychology program must complete an internship of one full year (1,500 hours) of supervised professional experience. Students are assessed a fee of $200.00 per quarter as long as they are in the internship. Students must enroll in Internship and pay the Internship fee every quarter they are under contract at their site. This includes the Summer if a student’s placement runs between July 1 and July 31. Students who drop Internship before the Census date will have the fee refunded. After the start of Week 3, the Internship Fee is not refundable.

MFT Trainees Students intending to sit for the MFT license will be expected to pay a one-time, non-refundable fee of $50.00 to the school when their application to proceed toward the MACP degree is accepted. This will be at the point in the program when they have accrued sufficient graduate credits to qualify as MFT trainees in 140

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Tuition & Fees

approved settings, and begin to accrue the required practicum hours for MFT licensure.

MFT Materials Fee Students in the MACP program will be charged a fee upon application to the program for the Assessment course materials. This non-refundable fee of $50.00 will cover the cost of testing materials to be used in the course. The nonrefundable fee will be paid upon submission of the request to enter the MACP program.

Orientation Retreat Fee A non-refundable fee of $135.00 will be charged to Residential Ph.D. and Masterâ&#x20AC;&#x2122;s students at the start of orientation to cover retreat expenses.

Parking The Institute does not charge a parking fee.

Part-Time Registration Residential part-time students may add and drop without penalty through the second week of classes. Corrections to part-time billing will be made only at the end of the second week. While classes may be dropped after this date, the part-time student is obligated to pay in full for this class. Adds by part-time students are not permitted after the second week.

Practicum Supervision (Global) Global students enrolled in a practicum course are required to pay their practicum supervisor directly.

Rental Deposit There are no equipment rental or deposit fees required.

Returned Check Fee Checks submitted for payment must be honored upon initial deposit. A fee of $15.00 per check will be charged for any check which is returned to the Institute.

Room and Board Residential The Institute does not have on-campus housing or food service. A resource booklet to assist in locating housing is available from the Admissions Office as a courtesy. The Institute assumes no reInstitute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

141

Tuition & Fees

sponsibility to find or assist students in finding housing; however, the Community Web can provide useful information. Students should be aware that housing costs in the Bay Area are among the highest in the country. Monthly costs for apartments in the area of the Institute currently range as follows: Studio........................................... $750.00-$1,200.00 1 Bedroom.................................... $900.00-$1,500.00 2 Bedroom . ............................. $1,500.00-$2,500.00 Some students also take advantage of alternative housing arrangements such as sharing larger homes, living in small in-law units, or performing light housekeeping or child care in exchange for rent. Global Transportation, housing, meal, and commuter costs for Global seminars are the responsibility of the student. Seminars traditionally take place at retreat-style venues where room and meals are inclusive. Costs vary by location. A student should plan to spend in the range of $500.00 to $1,000.00 for housing and meals during a seminar. Alternative arrangements, such as staying with friends or relatives, may reduce this cost. However, if a student chooses to stay off site, they will be charged a Commuter Fee. More information, including details about refund of housing fees, is available on the Institute website.

Single Course Registration Non-matriculating students taking a Global single course or prerequisite course will be charged a non-refundable $27.00 registration fee.

Stop Payment Fee A Stop Payment Fee of $25.00 will be charged for each Financial Aid Refund check that has to be reissued.

Therapy and Spiritual Guidance Personal and group therapy is required for graduation in all Residential Programs, as is spiritual guidance The expenses associated with the required hours are the responsibility of the student and will vary depending on the provider selected by the student. Residential Masterâ&#x20AC;&#x2122;s degree students should expect to incur charges of at least $2,500.00-$3,000.00 (20 hours @ $100.00$150.00 per hour) in the first year for personal therapy.

142

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Tuition & Fees

Residential Ph.D. students should expect to incur charges of between $4000.00 and $6000.00 for personal therapy or a combination of group and personal therapy. Spiritual Guidance is usually charged on a sliding scale between $25.00 and $85.00 per hour. Residential Master’s degree students will spend between $125.00 and $425.00, and Residential Ph.D. students will spend between $250.00 and $850.00 for spiritual guidance. Note that these figures are for guidance only. Actual costs will vary. Refer to your program’s therapy requirement for guidelines.

Thesis All costs associated with the research and preparation of the thesis are the responsibility of the student.

Transcript An official transcript of academic records is available from the Office of the Registrar upon written request. Official transcripts are $5.00 per copy. Draft transcripts are available upon written request at no charge.

Transportation The Institute does not operate any form of transportation to or from the campus. Consequently, there are no transportation fees associated with attending the Institute. Students are responsible for making their own arrangements to attend class, including attendance at regional seminars or overseas travel-study with the Global Programs.

Fees listed in this section are only charged to students who have not taken a required action to maintain enrollment or failed to make payment in a timely fashion. Except in extraordinary circumstances, these fees will not be waived. A suspension policy shall be enforced for accounts overdue for more than 30 days without any significant payment activity. Late fees and interest will continue to apply. For accounts overdue 60 days without payment activity we will institute withdrawal for non-payment. Late fees and interest will continue to apply.

Late Fees

Monthly Finance Charge For all programs, tuition is due in full on the dates stated. If an account is not paid in full, an 8% per annum interest charge will accrue monthly on any outstanding balance. Institute of Transpersonal Psychology Academic Catalog 2008–2009

143

Tuition & Fees

Monthly Late Fee For all programs, if an account is not paid in full, partial payment is required. If an account balance is outstanding and partial payment is not received by the fifth business day after the due date a late fee of $30.00 will be charged. This late fee will be applied on a monthly basis to accounts with an outstanding balance.

Late Registration Fee Students are required to make proper payment by the announced deadline each quarter for registration to be complete. Failure to complete registration by the deadline will result in the assessment of a $100.00 late registration fee.

Late Seminar Registration Fee All seminar registration must be received at least two weeks before the beginning of the seminar. If the two week period falls on a holiday, the deadline may be earlier. Please refer to the seminar section of the ITP website for details. Failure to submit registration by the deadline will result in a $100.00 late fee being added to the student’s tuition (non-enrolled students) or to the student’s account (enrolled students).

Late Status Change Fee Requests for a revision in enrollment status for all programs must be submitted in writing. These fees will be applied as described to all status changes with the exception of requests for Emergency Leave or Medical Leave. Residential In the Residential Programs, any change to quarterly enrollment status must be made no later than the end of the second week of the quarter. Any change after this period will be charged a Late Status Change Fee of $150.00. This fee will be assessed on all status changes after the second week of a quarter. Global Status in the Global Programs will not be revised after the start of the quarter except in cases of emergency.

Late Class Add Fee In the Residential Programs, full-time students may add and drop classes without penalty through the third week of a quarter. After the third week, a dropped class will appear on the student’s 144

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Tuition & Fees

transcript with a grade of “W.” Courses with a grade of “W” will be included in the calculation of excess units. Add forms, including Independent Study forms, submitted after the third week will be charged a fee of $50.00 per class. This fee is applicable to Global Programs students only if they are registered for Residential Programs courses.

Late Graduation Application Fee Students intending to receive a degree must apply for graduation by March 31. Students who file late will be assessed a late fee of $100.00. All Institute programs charge Block Tuition, which means total cost of the program is spread over the length of the program, and full-time students do not pay based on the number of units taken in an individual quarter.

Block Tuition

Residential Master of Arts in Women’s Spirituality The MAWS is a two year, 54.0 unit course of study. Two years of Block Tuition are required. Master of Arts in Transpersonal Psychology The MATP is a two year, 48.0 unit course of study. Two years of Block Tuition are required. Master of Arts in Counseling Psychology The MACP is a three year, 74.0 unit course of study. Three years of Block tuition are required. Students may elect to split the final year of the MACP program into two years of part-time enrollment. This usually involves taking the required clinical courses in the third year and completing the Practicum in a fourth year. Students following this path must have paid for the equivalent of at least 74.0 units total (three years of Block Tuition). Ph.D. in Transpersonal Psychology The Ph.D. in Transpersonal Psychology is a four year, 150.0 unit course of study. Students in Continuation must enroll in the 5.0 unit Dissertation class and will pay for any additional classes on a quarter by quarter basis. “Unused” units may not be carried into the Continuation phase. It is expected that students will comInstitute of Transpersonal Psychology Academic Catalog 2008–2009

145

Tuition & Fees

plete all course work for the Ph.D. within the four years scheduled for the program. Ph.D in Clinical Psychology The Ph.D. in Clinical Psychology is a four year, 150.0 unit course of study with an additional requirement of an Internship of one full year (1,500 hours) of supervised professional experience prior to graduation. Block tuition is charged in the first four years of the program. Students in Continuation must enroll in the 5.0 unit Dissertation class and will pay for any additional classes on a quarter by quarter basis. “Unused” units may not be carried into the Continuation phase. It is expected that students will complete all course work for the Ph.D. in Clinical Psychology within the four years scheduled for course work prior to Internship. It is strongly recommended that students complete their dissertation prior to commencing Internship to avoid additional Continuation tuition, which ceases upon completion of the dissertation.

Global Global tuition covers the annual program curriculum divided into four payments. Students who wish to take course work in excess of the degree requirements or who need to retake courses will be assessed Excess Units.

Excess Units

Students in all degree programs may take a maximum number of units each term. Enrollment in excess of the stated maximums will result in Excess Unit charges, which must be paid when they are billed.

Global Programs Excess Course Units are matriculating units taken above the general quarterly unit requirements covered by Block Tuition for the student’s specific program. Explanation Students may need to take excess units for the following reasons: • To make-up a “no-pass” course (i.e., repeat a required course). • To accelerate their program (e.g., complete a two year program in one and a half years). • To take an additional course of interest beyond their program unit requirements.

146

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Tuition & Fees

Financial Global students taking Excess Course Units are billed at the per unit rate of the program in which they are matriculating. Excess Units must be paid in addition to quarterly Block Tuition. The cost is as follows: Certificate.......................................... $545.00 per unit Master’s............................................ $545.00 per unit Ph.D................................................... $851.00 per unit If a student pays less than the total program block tuition, the student must pay the difference in order to graduate in good standing. If it costs the student more than the total program block tuition, the Institute will not reimburse the difference. Examples of Excess unit Scenarios Repeating a Required Course Example A student repeating a required course does not have the luxury of taking the course for no-credit and is therefore required to pay the excess unit price listed above. For example, a Master’s student receives a No Pass in Spiritual Perspectives and is required to retake this course. This student would then pay $3,067.00 for the quarterly block tuition, plus $1,635.00 ($545.00 x 3.0) to retake the course for a total quarterly tuition of $4,702.00. If the student is eligible to take the course at the end of their program and chooses to do so, they would pay the quarterly continuation rate instead. Accelerated Program Example If a MA student wished to accelerate their program and finish in six quarters instead of eight, they would need to squeeze 45.0 units into the new timeframe. Any course taken in addition to the MA timeline would be charged $1,635.00 ($545.00 x 3.0). Additional Course of Interest Example If a student is interested in taking an additional course of interest beyond their program unit requirements it is more cost effective to take the course as a non-credit course. If for some reason it is important for the student to receive credit for the course, the student will pay the excess unit price in addition to their current block tuition for their respective program. Process If students are interested in taking Excess Course Units, they must fill out an “Excess Course Unit Form” and submit it to their Program Chair for approval. If approved, the Program Chair will Institute of Transpersonal Psychology Academic Catalog 2008–2009

147

Tuition & Fees

forward the form to the Registrar’s Office, who will then contact the student for payment. Once payment is received, the student will be enrolled.

Residential Programs Master’s in Women’s Spirituality Full-time Women’s Spirituality Master’s students in Year 1 may enroll for a maximum of 14.0 units per quarter. Students in Year  2 may enroll for a maximum of 11.0 units per quarter. Enrollment beyond these limits will result in excess unit charges at the per unit rate. Daytime Master’s Full-time Psychology Master’s students in Year 1 MACP program may enroll for a maximum of 18.0 units per quarter. Students in Year 2 may enroll for a maximum of 11.0 units per quarter. Enrollment beyond these limits will result in excess unit charges at the per unit rate. Evening Master’s Full-time Master’s students in Year 1 and Year 2 of the MATP and MACP degree programs may enroll for a maximum of 10.0 units per quarter. Students in Year 3 may enroll for a maximum of 11.0 units per quarter. Enrollment beyond these limits will result in excess unit charges at the per unit rate. Residential Ph.D. Programs Full-time students in Year 1, Year 2, and Year 3 of the Ph.D. in Transpersonal Psychology and Ph.D. in Clinical Psychology may enroll for a maximum of 18.0 units per quarter. Students in Year 4 may enroll for a maximum of 8.0 units per quarter. Continuation students may enroll for a maximum of 5.0 units per quarter before incurring Excess Units charges. Note that Continuation students are required to register for 5.0 units (course PRES6147 Dissertation), so any additional course work will result in Excess Unit charges. Enrollment beyond these limits will result in excess unit charges at the per unit rate.

148

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Tuition & Fees

Cancellation

To cancel enrollment in an Institute program, you must officially withdraw from school. A brief letter addressed to the Registrar stating that you are withdrawing from the Institute is preferred. You should not simply stop attending class. Failure to withdraw officially will result in a grade of “No Pass” for all outstanding classes and will impact the date used to calculate any refund.

Financial Aid Recipients Students who receive Title IV financial aid will have their refund calculated as required by statute and regulation as well as using the institutional methodology. Under the most recent reauthorization of the Higher Education Act of 1964, the return of federal funds has been separated from the calculation of refund for institutional charges. The percentage of the return is based on the number of calendar days completed within an enrollment term. This calculation will be based upon the official withdrawal date. All applicable refunds to students receiving Title IV will be distributed as required under applicable federal statutes and regulations.

Veterans Receiving VA Benefits In compliance with CFR§21.4255(a)(5), a student receiving veteran’s benefits will be refunded all tuition and fees on a prorated basis. $10.00 of the Acceptance Fee is not refundable. Refunds for all other students remain as shown. If you elect to withdraw from the program, you are entitled to a refund of the current quarter’s tuition on a pro rata basis according to the total number of hours of class time elapsed for the Residential Program and number of days of instruction for the Global Program, up to 60%. Withdrawal prior to the first day of quarter entitles you to a 100% refund (less the acceptance fee for first time enrollees and Global Additional Deductions if applicable). No refund will be given for withdrawal after 60% of the quarter is complete.

Refunds

Seminar Refunds Seminar tuition will be refunded in full if written notification is received at least two weeks prior to the beginning of the seminar. After the two week limit no refund is guaranteed.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

149

Tuition & Fees

Room and Board Room and Board refunds are at the discretion of the party (the Institute or retreat venue) who took the reservation.

Additional Deductions to Global Refunds Global Seminar Deduction Students who complete a seminar before withdrawal from any Global program are responsible for the seminar tuition payment at the for-credit rate. This means that if you have attended a seminar and withdraw, you are responsible for at least this amount of tuition regardless of the withdrawal date. Global Course Material Deduction Students who elect to withdraw from the program after access to the course has been given will have $300.00 deducted from their refund. Single Courses and Prerequisite Course Refunds There are no refunds for single or prerequisite courses.

Refund Examples

Residential A student enrolls in classes totaling 150 hours of class instruction. At the end of the second week, the student withdraws from the program after 30 of the 150 hours of class time have passed. 120 hours of class remain in the quarter at the time of withdrawal. quarter tuition x 120/150 = $8,181.00

80%

refund $6,545.00

Global A student enrolls in classes totaling 105 days (15 weeks) of instruction. At the end of the third week, the student withdraws from the program after 21 of the 105 days have passed. The student has already accessed their course online and its materials. quarter tuition x 21/105 = base refund â&#x20AC;&#x201C; deduction = refund $3,067.00 80% $2,454.00 $300.00 $2,154.00 Note in the example above if the student had attended a seminar in this quarter, the final refund would have been $911.00 after application of the seminar deduction.

150

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Financial Aid

inancial aid is available to all eligible students. There are several financial aid sources available to qualified students: loans through the Federal Student Aid program, scholarships through the Institute, benefits through the Veterans Administration, and Canadian student loans. Not all students will qualify for all aid programs.

Eligibility To be eligible for this program you must meet all of the following criteria: • Be a citizen of the United States or an eligible non-citizen. • Be registered with Selective Service (if required). • Be working toward a degree or certificate. Institute of Transpersonal Psychology Academic Catalog 2008–2009

Title IV Federal Financial Aid

151

Financial Aid

• Be making satisfactory academic progress toward a degree or certificate. • Not owe a refund on a federal grant or be in default on a federal education loan. • Not have filed for bankruptcy. Title IV loans are available to students enrolled at least halftime in all Institute degree and certificate programs. Students taking single courses or the Coaching Certification are not eligible for Title IV aid.

Application To apply for Title IV aid, you must first complete the Free Application for Federal Student Financial Aid (FAFSA). To complete the FAFSA, you will need: • Your previous year’s tax return (or W-2 forms if you are not required to file a return). • W-2 forms and other records of money earned in the previous year. • Records of untaxed income such as welfare, social security, AFDC or ADC, or veterans’ benefits. • Green card (eligible non-citizens) • Driver’s license and social security card. The FAFSA is filed electronically. For details, visit the Department of Education web site at: www.fafsa.ed.gov Be sure to include the Institute’s school code when completing the FAFSA. The Institute’s code is G22676. A Student Aid Report (SAR) will be returned to you when the FAFSA has been processed. The Institute will receive an electronic version called an ISIR if you have designated the school on your FAFSA. All students must also complete an Institute Application for Financial Aid, which is available through the Financial Aid Office.

Awarding Aid The Institute awards federal aid to all eligible students on a first come, first served basis. An award letter describing eligibility for aid will be returned to the student.

152

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Financial Aid

Deadlines Deadlines for Title IV Financial Aid are as follows: Global • One month prior to initial enrollment is the minimum lead time to submit the FAFSA, receive an award and complete the loan application process. Practically, this means you should apply no later than 12/15, 3/15, 6/15, or 9/15 for entry in the subsequent quarter. • June 3, 2009: Last day to submit FAFSA for processing for the 2008-2009 year. Residential • May 15, 2008: Last day to submit a loan application and have funds available before the start of the academic year. • May 1, 2009: Last day to submit loan applications for the 2008-2009 academic year.

Loss of Eligibility Students who are on Academic Probation may continue to receive Title IV financial aid for one quarter of the probation. At the end of the quarter, an evaluation of the student’s progress must be made by the Dean or Director of Student Services before the first day of class in the new quarter. If the student has made adequate progress in clearing the probation, the student will maintain eligibility for federal financial aid. If, in the opinion of the Dean or Director of Student Services, the student has not made progress in clearing the probation, the student will lose eligibility for financial aid until such time as the probation is removed. Students who are suspended or withdrawn involuntarily immediately lose eligibility for financial aid. Eligibility may be restored upon successful appeal of the suspension or withdrawal or upon re-admission to the program.

Stafford Loans Stafford Loans must be repaid with interest following withdrawal or graduation from school. The Stafford Loan and Need There are two types of Stafford Loan available: subsidized and unsubsidized.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

153

Financial Aid

Interest on the subsidized Stafford loan is paid by the Department of Education while the student is enrolled. Interest on the unsubsidized Stafford loan is either paid by the student while in school or deferred and added to the principle balance of the loan. Paying the interest as it accrues is strongly recommended, as it substantially lowers overall loan repayment. To receive a Subsidized Stafford loan, you must demonstrate financial need. Unsubsidized Stafford loans are available to any qualified applicant. Receipt of Stafford Loans Stafford loans must be distributed in multiple payments. Generally, aid funds are distributed during the first week of each quarter of the enrollment period. Funds are sent to the Institute, and aid is then distributed to students. Refund checks for any loan funds not applied to charges on the student account are distributed three days after the quarter start date. For additional information about Stafford Loans, including repayment calculators, visit: www.mygreatlakes.com www.edfund.com Limits on Aid The maximum total Stafford loan is $20,500.00 annually. If a loan does not cover the full amount of tuition (loans will not fully cover most quarters of regular enrollment in any Ph.D. program), students must pay the difference out of pocket by the published deadline. Students who do not pay in full will be withdrawn from school. Post-Withdrawal Disbursement Under the last reauthorization of Title IV, a provision for postwithdrawal disbursement was added. What this means is that if a student could have received aid that did not arrive until after the student withdrew, the school is required to offer the portion of the disbursement earned under Department of Education guidelines to the student. The most plausible situation in which this circumstance might arise is if a student applied late for financial aid, enrolled for a brief period, then withdrew prior to the receipt of funding from the lender. In this case, we recommend that you either decline the disbursement or that you return the disbursement to the school for return to the lender. You are not required to do this; however, if the school returns all of your disbursement, any origination fees will be credited to your account. 154

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Financial Aid

If you accept the portion of the loan that you earned, you are still obligated to repay the loan under the terms of the promissory note, and the lender will retain the loan origination fees. These fees are deducted from the gross amount of your loan at the time of disbursement and must be repaid along with any net funds actually received.

Federal Work Study The Federal Work Study Program was established by Congress to assist students in earning money to meet their educational costs while providing experience related to the student’s academic major or career interests. Students are allowed to have flexible work schedules, which permits academics to be their first priority. Participation in the Federal Work Study Program is limited. It is determined by the student’s financial need and is awarded on a first come, first serve basis. Students must re-apply for financial aid each year and remain eligible for Federal Work Study in order to continue working in a work study position. Students are awarded from $750.00 to $5,000.00 in available work study funds per year. This award simply authorizes a maximum earnings limit for the academic year. Students work approximately 10 to 37.5 hours a week. It is the student’s responsibility to work enough hours to reach the earnings limit. Some position titles that may be funded through Federal Work study have included: • Library Assistant • Research Assistant • Teaching Assistant • Special Project Coordinator On Campus student employment positions are limited and not all available positions are funded through Federal Work Study. Consult the job announcement for details, and contact the Financial Aid Office with any questions about how accepting a position may impact your financial aid award.

Disclaimer The terms of the Title IV program are subject to change without notice by the Department of Education or by action of the Congress of the United States. The Institute assumes no responsibility for changes to the Title IV program.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

155

Financial Aid

Institute Scholarship

The Institute awards a limited number of need-based scholarships. Funds for these scholarships are appropriated annually by the Board of Trustees as part of the annual operating budget. The scholarship program is intended as a bridge to assist needy students in managing tuition increases. It has never been intended to be a primary source of funding. Consult the Financial Aid Office for the current application procedures.

Eligibility Any student who is not starting the final quarter of enrollment may apply for a scholarship. Check the Institute website for details about the scholarships available including eligibility and deadlines.

Application Students wishing to apply for an Institute Scholarship should submit a completed scholarship application by the announced deadline.

Awarding Aid A Scholarship Committee made up of Institute personnel convenes to award the available funds. The awards for the scholarship are need-based, with secondary consideration given to diversifying the student body and to students demonstrating high potential to advance the field of transpersonal psychology. All scholarships for the coming year are awarded once a year. Students will be notified of the Committeeâ&#x20AC;&#x2122;s decision in writing approximately one month after the application deadline.

Receipt of Aid Scholarships are awarded as tuition reduction in equal installments, three for Residential, four for Global. No cash award will be made. In the event of a shortage of qualified applicants, all available funds may not be awarded. If a student elects to withdraw from the program the remaining scholarship money will be considered forfeited.

156

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Financial Aid

Eligible veterans and eligible persons may receive benefits for work in degree programs: • Doctor of Philosophy in Transpersonal Psychology • Doctor of Philosophy in Clinical Psychology • Doctor of Philosophy in Psychology with a concentration in Transpersonal Psychology • Master of Arts in Transpersonal Psychology • Master of Arts in Counseling Psychology • Master of Transpersonal Psychology • Master of Arts in Transpersonal Studies

Veterans Benefits

Eligibility Eligibility and rules governing receipt of benefits vary according to enlistment dates and length of service. Contact the Benefits Office of the Department of Veterans Affairs for details by calling 888-GIBILL1 (888-442-4551) or visit the VA web site at: www.gibill.va.gov

Loss of Eligibility Students not making Satisfactory Academic Progress will be placed on Academic Probation for one quarter. If at the end of the probation period the student is still not meeting Satisfactory Academic Progress requirements but is allowed to continue in the program, Veterans Benefits will be terminated. Once the student has achieved Satisfactory Academic Progress, benefits can be reinstated.

Application To apply, visit the VA benefits website: vabenefits.vba.va.gov

Awarding Aid Eligible veterans and eligible persons must notify the Registrar’s Office of their eligibility so an enrollment certification may be submitted to the Department of Veteran’s Affairs.

Receipt of Aid Eligible students will receive benefits directly from the Department of Veterans Affairs.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

157

Financial Aid

Canadian Students

Citizens of Canada may be eligible to receive student benefits from their provincial or territorial Ministry of Education.

Eligibility Canadian students attending an approved institution may receive grants or loans through the provincial or territorial Ministry of Education. Contact your provincial or territorial Ministry of Education for application information.

Application The Instituteâ&#x20AC;&#x2122;s Canadian institution code is MPZZ for all provinces and territories except Quebec. Canadian students should contact their local Ministry of Education for application information.

Receipt of Aid Students generally receive an aid cheque directly from the Education Ministry. Consult your local Ministry for details.

Alternate Funding Sources

In addition, education loans are available to Canadian students through lenders in the United States. For additional information about alternate loan programs for Canadian students, contact the Institute Financial Aid Office.

Alternate Financial Aid Resources While the federal government is the primary source of educational funding in the United States, a multitude of other resources exist. Some other areas to investigate for school funding include the following.

Religious, Social, and Professional Organizations If you are a member of a religious organization, such as a church, synagogue, or mosque; a community organization (Rotary Club, Elks, Moose, etc.); or you have been a member of a professional organization (APA, ABA, AMA, etc.), ask if they offer any student assistance programs and if so what are the award criteria.

Employer Some companies offer tuition reimbursement for employees. Consult your Human Resources or Benefits Office to see what programs might be available to you. 158

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Financial Aid

World Wide Web The most current information about financial aid can be found on the World Wide Web. The following sites contain information about Federal and alternate financial aid including access to several scholarship search engines: www.finaid.org www.fastweb.com

Alternate Loans Additional loan funds may be available through other loan providers. Consult the Financial Aid Office for current information about alternate loans. Participation in a supplemental loan program will require completion of additional loan counseling. A Word About Predatory Lenders There is a segment of the loan market advertised as private loans for students that is largely unregulated. Not all lenders offering student loans are scrupulous. There are virtually no lenders who can offer better terms than those available on the Stafford loans. Eligible students should apply for federal loans before taking out additional loans from private sources. If you are considering taking out a loan from a private source, be sure to read and understand the repayment terms. Do not sign anything until you are satisfied that you understand what you are committing to repay. If you have questions about the terms of a private loan or the reputation of a lender, contact the Financial Aid Office.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

159

Financial Aid

Financial Aid Refunds And Return Of Federal Funds

Students who receive aid for which they are later determined to be ineligible will be responsible for timely repayment of this aid to the appropriate source.

Title IV Students who receive Title IV financial aid will have their refund calculated as required by regulation. Under the most recent reauthorization of the Higher Education Act of 1964, the return of federal funds has been separated from the calculation of refunds for institutional charges. The percentage of the return is based on the number of calendar days completed within an enrollment term. The calculation will be based upon the official withdrawal date (see Withdrawing). Because students on leave are classified as withdrawn when certifying enrollment status for federal financial aid, any aid you received must be subjected to the federal R2T4 return of funds formula. This means that if you received a refund check from the school, all or part of those “unearned” funds may need to be returned to the lender. Under federal regulations, the calculation of your aid earned is made independently of the Institute’s refund policy. Because the Institute must return the amount specified by the R2T4 methodology, we will collect any part of the refund due back to the lender from you. Contact the Accounting Office to arrange payment. For instance: If you borrowed $8,500.00 and paid $5,000.00 in tuition and received a refund check for $3,500.00 and the R2T4 calculation requires us to return $6,375.00 (75% of your total loan) to the lender, we would bill you for $2,625.00 (75% of the refund you received). This would need to be paid upon entering leave. Contact the Financial Aid Office if you have any questions. The Institute must perform R2T4 (Return to Title IV Funds) calculation no later than 30 days after it determines that the student has withdrawn.

Scholarships Institute Scholarships are awarded only as tuition reductions. No cash refund of scholarship awards will be made under any circumstances. To find more scholarship search engines, please go to: itp.docutek.com Click on the Financial Aid link from the front page for the most current information.

160

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

he Instituteâ&#x20AC;&#x2122;s most prized resource is its faculty, which includes many leaders in the field of transpersonal psychology. The Institute endeavors to hire faculty from diverse backgrounds, teaching methods, and spiritual practices. Our core faculty carry the major responsibility of ensuring the success and integrity of the Instituteâ&#x20AC;&#x2122;s programs. They conduct research and classes throughout the academic year, assist in curriculum and program development, serve on dissertation committees, and are available to the student body for advising. Collectively they have published over four hundred professional articles and books.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Core Faculty

161

People at the Institute

Global Executive Core Faculty

Rosemarie Anderson M.Div. (Theology), Graduate Theological Union, 1983 Ph.D. (Psychology), University of Nebraska, 1973 B.A. (Psychology), Central College, 1969 Rosemarie is Professor of Psychology in the Institute’s Global Doctoral Program. Before joining the Core Faculty in 1992, she taught at the University of Nebraska-Lincoln, Wake Forest University, the University of Maryland’s Asian and European Divisions, and the Graduate Theological Union (Berkeley, CA). From 198387, she also served as Dean for the University of Maryland’s graduate and undergraduate programs in Germany. Rosemarie is co-author, with William Braud, of Transpersonal Research Methods for the Social Sciences (Sage Publications, 1998), a book that has established a standard for research in the field of transpersonal psychology. She has published extensively in social psychology, feminist studies, and research methods since 1973. In recent years, she has developed an interpretive research method known as Intuitive Inquiry and edited a 2004 issue of The Humanistic Psychologist focused solely on the method. In collaboration with Institute students, she has developed a style of writing for data collection known as Embodied Writing that invites descriptions formed from the “sense-scape” of the body. She is currently developing a Body Intelligence Scale (BIS) and a Varieties of Intuition Scale (VIS). Her current research interests include ongoing refinements of Intuitive Inquiry and the development of a Multi-method Approach to Scale Development. Also interested in mythology, she is author of Celtic Oracles (Random House, 1998).

William Braud Ph.D. (Experimental Psychology), University of Iowa, 1967 M.A. (Experimental Psychology), University of Iowa, 1966 B.A. (Psychology), Louisiana State University, New Orleans, 1964 William holds the rank of Professor. He was a tenured Associate Professor at the University of Houston before devoting 17 years to full-time research at the Mind Science Foundation in San Antonio. His research interests include studies in parapsychology and the effects of psychological exercises such as relaxation, attention, intention, and visualization on the immune system, behavior, and experience. He is studying and researching exceptional human experiences (psychic, mystical, intuitive) and their meanings and life 162

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

impacts, personal and spiritual change and transformation, alternative ways of knowing, and the development and promotion of more complete and inclusive methodologies for transpersonal studies. He has written 241 professional articles, book chapters, and books, and he has produced tapes on mind-body relationships. He co-authored, with Rosemarie Anderson, Transpersonal Research Methods for the Social Sciences: Honoring Human Experience (1998, Sage Publications), which proposes expanded approaches to research and disciplined inquiry. His most recent book is Distant Mental Influence: Its Contributions to Science, Healing, and Human Interactions (2003, Hampton Roads).

Mark L. McCaslin M.A. (Transpersonal Studies), Institute of Transpersonal Psychology, 2004 Ph.D. (Community and Human Resource Development), University of Nebraska-Lincoln, 1993 M.S. (Vocational Education), University of Wyoming, 1989 B.S. (Animal Science), University of Wyoming, 1983 B.S. (Wildlife Conservation and Management), University of Wyoming, 1982 Mark is an Associate Professor in the Global Ph.D. Program. As a career educator, he has a rich history of teaching, educational programming, and administration. His personal and professional interests flow around the development of philosophies, principles, and practices dedicated to the full actualization of human potential. The focus of his research has centered upon organizational leadership and educational approaches that foster a more holistic approach towards the actualization of that potential. In that regard he has examined in great detail humanistic, transformative, and transpersonal approaches to teaching and learning in higher education as well as organizational development. At the apex of his current research is the emergence of transpersonal leadership. As a research methodologist Mark has taught quantitative, qualitative, and mixedmethod approaches to research. He has published several articles on research techniques and approaches. In direct connection to his interest in full actualization of human potential he is developing an ontologically centered approach to research called transformative inquiry. Transformative inquiry applies itself at the intersection of disciplines, namely: eudaimonistic philosophy (the philosophy of human potential), transpersonal psychology (the psychology of human potential), and transformative teaching and learning (the learning of and about human potential). Transformative inquiry is co-situated as the inquiry into the natures of human potential and into the characteristics of human goodness.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

163

People at the Institute

Kartik Patel Ph.D. (Philosophy and Religion), California Institute of Integral Studies, 1998 M.A. (Philosophy of Mind), Leeds University, United Kingdom, 1989 B.A. (Philosophy), Maharaja Sayajirao University, India, 1986 Kartikeya is an associate professor in the Global Programs. He has formerly taught at the California Institute of Integral Studies, John F. Kennedy University, and the New College of California. Kartikeya brings with him the richness of experience gained from living in three different cultures. Kartik’s recent articles have appeared in Hypatia: A Journal of Feminist Philosophy, Asian Philosophy, and Indian Philosophical Quarterly. He has also contributed book chapters and has extensively presented papers at national and international conferences including the American Philosophical Association, the American Academy of Religion, and the International Association of Buddhist Studies. He is proficient in Sanskrit, Pali, Dhodafu (an Indian tribal language), Hindi and Gujarati as well as Web based computer languages. Kartik’s current research include cross-cultural issues in transpersonal psychology, Eastern spiritual traditions (notably Hinduism and Buddhism), and the Internet and education.

Ana Perez-Chisti Ph.D. (Religion and Philosophy), California Institute of Integral Studies, 1998 M.A. (Psychology and Spirituality), Holy Names College, 1991 B.A. (Music), Mills College for Women, 1984 M.H. (Herbal Medicine), Dominican College, 1974 Ana is an Associate Professor and serves as Chair of the Global Ph.D. program. She also is a Professor at Naropa University in Boulder, Colorado, teaching in the Distant Learning Program in the Department of Religion and Philosophy. She specializes in subjects such as Comparative World Religions, the Mystical Traditions, Ethics, Eastern and Western Philosophy, Women Saints and Prophets-East and West, Jungian Psychology, Psycho-spiritual Synthesis, Culture and Consciousness, and Contemporary and Wisdom Psychologies. Ana has worked as a counselor in the field of homeless shelter support, hospice care, prison reform and emergency food distribution in areas of the world where extreme conditions of natural disaster, war, and political upheaval have occurred. She is an ordained minister, lineage teacher (Murshida), and National Representative of the Sufi Movement International of the USA, which displays a website at the address of: www.sufimovement.net 164

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

Ana has directed a World Religions program for ministerial ordination for over thirty years preparing hundreds of students in spiritual ethics and counseling procedures that permit them to move into Chaplaincy and Directorial positions around the globe. She is an international lecturer, writer and a phenomenological/hermeneutic researcher with interests in French, Pali, Hebrew, Arabic and Chinese languages. She has maintained a private counseling practice in the East Bay for 15 years and has studied Dance, Yoga, Kendo (Martial Art of the Sword) and holds a black belt in Shorin-Ryu Karate. Her latest academic interest is to publish her two major texts, which are: Foundations of the Buddha’s Teachings-Abhidhamma and its Causation, Correlation and Liberation and Sufi Akbar-The First Mogul Interfaith King.

Henry Poon Ph.D. (East-West Psychology), California Institute of Integral Studies, 1995 M.A. (Counseling Psychology), California Institute of Integral Studies, 1985 B.S. (Psychology), Santa Clara University, 1982 Henry is the Chair of the Global Certificate and Master’s Programs and holds the rank of Assistant Professor. He is licensed in California as well as in Japan. Henry’s emphasis is on the practice of Self-cultivation as an East-West integrative life approach towards the study of Transpersonal Psychology. This enlivening approach of Self-cultivation and integration has been introduced as a learning method through M.A. and Ph.D. courses such as Psychology of Spirituality, Personality and Psychotherapy, Psychopathology and Psychodiagnosis, and Cross-cultural Psychology and Counseling. Henry’s primary goal is to inspire students to actively cultivate their own sense of integration and integrity in relation to their everyday life by practicing newly discovered psycho-spiritual guiding principles and methods from their coursework. Each coursework is a fresh attempt to integrate multiple fields of knowledge, wisdom, and practice in order to facilitate students to develop their original model and application of transpersonal psychology. He is a dedicated clinician and practitioner in the field of Multicultural Psychology and Counseling. He has worked with clients and students from around the world, countries including Argentina, Brazil, Columbia, Canada, China, England, Germany, India, Iran, Israel, Japan, Korea, Mexico, Peru, and U.S. He is researching two major works: How Confucianism can Contribute to Modern Transpersonal Psychology, and How Tao Te Ching can Contribute to Modern Clinical Psychology. He maintains private practice in the Bay Area, providing East-West integrative life therapy for clients with multicultural background and needs.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

165

People at the Institute

Ryan Rominger Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2004 M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2000 B.A., Gonzaga University, 1998 Ryan holds the rank of Assistant Professor in the Global Programs and is currently the Associate Dissertation Director. Ryan graduated from the Residential Program and quickly became an integral part of the Global Programs as the Dissertation, Thesis, and Academic Coordinator from 2004-2008. During this time Ryan also served as Adjunct Faculty in both the Residential and Global Programs for a variety of courses. Prior research includes romantic acts and the priming effect in research, integration of exceptional experiences through the use of group spiritual guidance and group expressive arts, transformation of students in a coaching training program, and assessing both diversity within higher education and institutional change due to research on diversity within higher education (recently presented at the National Conference on Race and Ethnicity in Higher Education). Ryan is currently focusing on diversity in transpersonal psychology, transformation, the integration of exceptional experiences, working with research methods that honor the expressive arts and social action, and the use of online technology in transpersonal higher education. Ryan is also co-founder of a research consulting practice called Multiple Angles for Creative Solutions. This practice arose from awareness of the need for support during the ‘inner dissertation process’ among Ph.D. students. Multiple Angles has expanded into facilitation of online research (including online data collection and online advertisement of research) and is being used by students and faculty from the Institute as well as companies such as Yahoo and Stanford University.

Nancy Mangano Rowe M.T.P. (Transperonal Psychology), Institute of Transpersonal Psychology, 1994 Ph.D. (Curriculum and Instruction), Texas A&M University, 1982 M.Ed. (Education), Texas A&M University, 1978 B.S. (Elementary Education), University of Texas at Austin, 1973 Nancy is an Associate Professor who served fourteen years as a Faculty Mentor where she has thoroughly enjoyed mentoring students, teaching courses, facilitating on-line learning communities and connecting with kindred spirits. She also has a heart centered coun166

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

seling practice in the Hudson Valley and has had extensive training in creativity, expressive arts therapy, authentic movement, psychosynthesis, marriage/family and play therapy, spiritual direction, spiritual studies, and hospice. Prior to her work in psychology, Nancy was a teacher educator at Kansas State University, Rhode Island College, SUNY Oswego, SUNY New Paltz, and Marist College. Nancy enjoys the writing process whether it is for refereed journals, creative process, informal sharing or curriculum development and has authored numerous publications in the areas of creativity, sand play process, language arts, gender equity, multicultural education and research. Her most recent publications include an article, “Called to Greece: Reflections on a Sand Play Process,” a book chapter entitled, “Listening through the Body” published in M. Brady’s book, Wisdom of Listening, and a course module: Theories of Personality: Eastern, Indigenous, Ecological and Western Perspectives on Being Human, and Listening to the Natural World. Nancy’s current interests include creative process, eco-spirituality, earth consciousness, arts as meditation, intuition, the imagination, alternative ways of knowing, shamanism, and pilgrimage. She is most interested in helping others to reconnect to Earth, to their imaginations, and to their creative, intuitive selves. Her devotion to Earth is expressed through her spiritual practice, in the retreats and workshops that she facilitates, in her writing and photography, and through her work with the Woodstock Land Conservancy.

Judy Schavrien Ph.D. (Psychology History and Systems (Committee on Social Thought)), University of Chicago, 1973 M.A. (Psychology History and Systems (Committee on Social Thought)), University of Chicago, 1971 B.A. (General Studies in Humanities), University of Chicago, 1966 Before joining the Institute as an Associate Professor, Judy helped found, as Core Faculty at California Institute of Integral Studies, a Master’s and Ph.D. degree in Women’s Spirituality. She is a former member of the GAYLESTA Board (LGBT psychotherapists of the Bay Area) and the Executive Committee of the AHP Board. She began working with incest survivors early on, helping to bring the issue to national attention. She served as an ongoing audience consultant to the Oprah Winfrey show and appeared in the show “Lesbian Couples.” Judy is a longtime feminist activist, and has spoken and given workshops in Europe and the States. As Senior Staff, she helped run the Carl Rogers clinic in Chicago, and served with Eugene Gendlin as a trainer for his International (body-mind) Focusing Workshops. Judy, who had been treating post-trauma stress in others, contracted it after a mugging in which she was shot in the face. But she had foreseen the event in a dream: there was awe to stare down the despair. Her healing journey, which led to residence in India and the Far East, filled out her transpersonal understanding. So did pursuant years of practice with the Ven. Sogyal Rinpoche, a Tibetan teacher of Dzogchen (akin to Zen), who is known as the Institute of Transpersonal Psychology Academic Catalog 2008–2009

167

People at the Institute

laughing lama. As a result, she created and taught at California Institute of Integral Studies including such courses as: Reincarnation and Past Life Therapy, Feminist Transpersonal Psychology and Writing Spiritual Autobiography. Her scholarship builds on knowledge of the Greek classics and clinical expertise in PTSD: Published in the Journal of Transpersonal Psychology are articles such as “On being shot awake and the dreams that foresaw it: A transpersonal self psychology view of PTSD recovery” and “The rage, healing, and daemonic death of Oedipus: A self-in-relation theory.” She also translated from Dutch and wrote a cultural history introduction to What Rhymes with Cancer? As a published painter and critic, and an anthologized poet, she received 14 national and international prizes. She is listed in Who’s Who in American Women.

Residential Executive Core Faculty

Christine Brooks Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2007 M.T.P (Transpersonal Psychology), Institute of Transpersonal Psychology, 2006 B.F.A. (Acting), New York University, 1992 Christine Brooks is an Assistant Professor and Chair of the Residential Ph.D. in Transpersonal Psychology Program. She brings more than 15 years of experience in the corporate world to her current work including expertise as a book editor at Bantam Books and project manager of an online personal growth website. These past work experiences inform her current interest in transformational education and leadership. Christine’s research is focused in three areas: intentional childlessness as a life path; archetypal expressions of gendered identities; and the reconciliation of long-term discord via social networking websites. She has presented at major national and international conferences in the social and human sciences on intentional childlessness and her own original qualitative research technique, Embodied Transcription. Additional areas of scholarly interest include the intersections of transpersonal psychology with feminist and queer theories and psychologies, postmodern and poststructural theories such as social constructionism and advocacy/participatory worldviews, diversity issues in psychology, queer spirituality, qualitative research methods including grounded theory and intuitive inquiry, and adult identity.

168

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

D. Christopher Dryer M.B.A. (Management), Santa Clara University, 2004 Ph.D. (Psychology), Stanford University, 1993 B.A. (Psychology and Communication), University of Pennsylvania, 1989 Christopher is an Assistant Professor in the Residential doctoral programs. He is an experienced management consultant and industrial psychologist, having served many of Silicon Valleyâ&#x20AC;&#x2122;s leading companies, including IBM, Adobe Systems, and Microsoft. His scholarly interests include research methods, transcendent experiences, team dynamics, human-computer interactions, and leadership and service. Christopher has received two international patents for his innovations in interface technologies. He has taught at Santa Clara University, UCLA, and Stanford University, where he also studied as a postdoctoral fellow at the School of Medicine and the Center for Language and Information. His academic honors include membership to both Phi Beta Kappa and Beta Gamma Sigma.

Jan Fisher Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1996 M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 1993 B.S. (Business Administration), University of California Berkeley, 1982 Jan is Chair of the Ph.D. in Clinical Psychology program, an Assistant Professor in the Residential doctoral program, and currently serves as the Director of Clinical Training. She maintains a private practice in Mountain View, working with individual adults and groups as a transpersonally oriented psychologist and expressive arts therapist. She supports clients in the practice of Authentic Movement, long-term depth work, and working with issues of shyness, anxiety, depression, relationship concerns, caregiver demands, spiritual exploration, and trauma recovery. In her research, Jan has explored the experience of dance as a spiritual practice. In her individual work, Jan continues her exploration of authentic movement and creative expression. Areas of research interest include creative expression, trauma recovery, movement/dance, and clinical psychology. Methodologies include phenomenology, organic inquiry, feminist, intuitive inquiry, and using creative expression in data collection, analysis or presentation. Since graduating from the institute in 1996, Jan has served as Clinical Director at the Shyness Clinic in Palo Alto, studied cognitive-behavioral therapy, and served as the Director of Creative Expression at the Institute. Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

169

People at the Institute

Robert Frager Ph.D. (Social Psychology), Harvard University, 1967 B.A. (Psychology), Reed College, 1961 Bob is the founder and a past President of the Institute. He was trained in Aikido in Japan where he was a personal student of the founder of Aikido; he holds a 7th degree black belt. He is a transpersonal psychologist and educator and a spiritual teacher in the Sufi tradition. He holds the rank of Professor and is Director of the Spiritual Guidance Specialization. Before founding the Institute, Bob taught psychology and religious studies for seven years at University of California Berkeley and University of California Santa Cruz. He coauthored Personality and Personal Growth (6th edition), a personality theory textbook, and Who am I? Personality Typologies for Self Discovery, an anthology of personality typologies. He also edited Love is the Wine, an introduction to Sufism and Essential Sufism, an anthology of Sufi teaching materials. He is the author of Heart, Soul and Self: The Sufi Psychology of Growth, Balance & Harmony and The Wisdom of Islam. He is past President of the Association for Transpersonal Psychology.

Deborah J. Grenn Ph.D. (Integral Studies/Concentration: Women’s Rituals), California Institute of Integral Studies, 2003 M.A. (Humanities: Women’s Spirituality), New College of California, 1998 B.A. (Integral Studies), California Institute of Integral Studies, 1996 Deborah is an Assistant Professor and co-director of the Women’s Spirituality Master’s Program. In 1997, she founded The Lilith Institute, A Center for the Study of Sacred Text, Myth & Ritual, and in 1998 created Voice of the Spirit, a San Francisco Bay Area women’s spirituality/study circle and lecture series. She has been adjunct faculty at Napa Valley College since 2003, teaching courses such as Women’s Ethnic Heritage and Comparative Religion. In 2007, she became the founding kohenet/priestess of Mishkan Shekhinah, a sanctuary honoring and celebrating the Sacred Feminine in all, which is a concept and a community rather than one specific place. Its ceremonies, conducted in a variety of sacred spaces, are grounded in Afro-Semitic practices and those of other earth-based spiritual traditions, and offer a reframing/reconstruction of Jewish thealogy, liturgy and ritual. Her dissertation “For She Is A Tree Of Life: Shared Roots Connecting Women To Deity” was an Organic Theological Inquiry Into Identities, Beliefs And Practices Among South African Lemba And European-American Jewish Women. Deborah’s writings include Lilith’s Fire: Reclaiming Our Sacred Lifeforce (Universal Publishers, 2000) and “How Women Construct And Are Formed By Spirit: She Who Is Everywhere In Women’s Voices” 170

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

in She Is Everywhere (iUniverse, 2005). She presented her research exploring the role of the ancient and contemporary priestess at the University of Liverpool’s Women and the Divine conference in a paper titled, “Claiming The Title Kohenet : Examining Goddess Judaism and the Role of the Priestess.” She has published “Connecting With Deity Through a Feminist Metaformic Theology” in the online journal Metaformia (www.metaformia.org), and her article “Lilith’s Fire: Re-Reading Sacred Texts as Transformative Theological Practice” appeared in Feminist Theology journal (September 2007.) Deborah recently published the anthology Talking To Goddess, a collection of blessings, meditations and invocations by women of diverse spiritual traditions. She has presented papers at a number of conferences, including “Who is a Jew? Defining Spiritual and Cultural Identities” at the Facing A Challenge Within: Anti-Semitism and the Left conference, and “The Use of Prayer, Oral Tradition and Ritual as Educational Tools Among the Lemba of South Africa,” on the Indigenous Religious Traditions Group panel, national American Academy of Religion conference in Atlanta. Deborah is a member of the Domestic Violence Task Force, Napa Valley Interfaith Council, and has been involved as an independent advocate/ community speaker with with two domestic violence organizations, Shalom Bayit of San Francisco and The Center for Domestic Violence Prevention on the Peninsula.

Arthur Hastings Ph.D. (Public Address and Small Group Communications), Northwestern University, 1962 M.A. (Public Address), Northwestern University, 1958 B.A. (Speech and Drama), Tulane University, 1957 Arthur is Research Director of the Institute and a former faculty Chair for the Residential master’s and doctoral programs, former Dean and President of the Institute, and a Past President of the Association for Transpersonal Psychology. He holds the rank of Professor, and is Director of the William James Center for Consciousness Studies. His areas of specialization are transpersonal theory, research methods, altered states of consciousness, and parapsychology. Prior to his arrival at the Institute in 1975, Arthur taught at Stanford University, the University of Nevada, and the University of California at Santa Barbara. He is the author of With the Tongues of Men and Angels: A Study of Channeling, co-author of Argumentation and Advocacy, Changing Images of Man, and senior editor of Health for the Whole Person, an award winning book on holistic medicine. He has conducted research on remote viewing; hypnosis, dreams, and bereavement. His recent publications include articles on transpersonal theory, scientists’ resistance to belief, a diversity bibliography, and hypnosis and non-drug altered states. He is the book review editor of the Journal of Transpersonal Psychology. Hastings and a student team have developed and are currently researching the psychomanteum mirror gazing process for bereavement feelings, creativity, and self awareness. Institute of Transpersonal Psychology Academic Catalog 2008–2009

171

People at the Institute

Their study shows significant decreases in grief, sadness and other bereavement as a result of this experiential process. Findings have been published in Omega, a professional journal, and presented at scientific conferences. Hastings has received a $100,000 grant to further the research. Participation in this project is now open to the Institute community and the public. Arthur has had postdoctoral studies with M.H. Erickson (hypnosis), F.S. Perls (gestalt therapy), and Sogyal Rinpoche and Tarthang Tulku (Buddhism). He is also a semi-professional magician, and has been known to do magic for Institute events and celebrations. Information for the psychomanteum project will be found on the website: www.psychomanteum.org.

Dianne Jenett Ph.D. (Integral Studies, Concentration in Women’s Spirituality), California Institute of Integral Studies, 1999 M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1995 B.A., Colorado State University, 1969 Dianne is assistant professor and co-director in the Masters of Arts in Women’s Spirituality Program. She teaches research in the Depth Psychology Program at Sonoma State University and taught for many years in the New College of California’s Women’s Spirituality Program. Her current research focus is women-centered rituals in Kerala, India, qualitative research methods and women’s psycho-spiritual development. Dianne’s publications, which have been published in the U.S., U. K. and India include “Menstruating Women/ Menstruating Goddesses: Sites of Sacred Power in South India” in Menstruation: A Cultural History (ed. Andrew Shail, Palgrave Macmillan Ltd., 2005) and “A Million Shaktis Rising: Pongala, A Woman’s Festival in Kerala, India” in Journal of Feminist Studies in Religion, 21, no. 1 (2005). Her dissertation documented the largest women’s festival in the world, Pongala at Attukal Temple, from the viewpoint of thirty Hindu, Moslem and Christian women. She used ethnographic material and Organic Inquiry, the research approach she helped develop, to enable her to explicitly incorporate the sacred wisdom and practices of this tradition in her work. Dianne and Judy Grahn lead educational trips in which students participate in Pongala with hundreds of thousands of Indian women and explore the sacred arts and rituals of South India. She is co-founder, along with Judy Grahn, of Serpentina, an organization which sponsors women’s cutting edge research. Dianne has presented numerous papers at the American Academy of Religion and the National Women’s Studies Association. She also works with mothers and their young children at a transitional housing community in Alameda. She has served on the board of the Association of Transpersonal Psychology and is on the board of the Center for the Divine Feminine.

172

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

Patrick Marius Koga M.P.H. (International Health), Tulane University, 1999 M.D. (Medicine), University of Timisoara, Faculty of Medicine, Romania, 1984 Marius is a Professor at the Institute and Chair of the Institute’s Trauma Center pilot project. A psychiatrist and a former political prisoner, torture survivor, and refugee from communist Romania, Marius’ professional interest focuses on the cultural, religious, and spiritual dimensions of PTSD in war refugees from Eastern Europe and the Middle East who have resettled in California. His spiritual path unfolds out of over two decades of practice of Advaita Vedanta, Zen Buddhism, martial arts (5th degree black belt in Karate-Do, 4th degree black belt in Judo and Jujutsu) and out of several years of monastic living as an initiated disciple of the Ramakrishna Order of India. For the past ten years Marius has also been promoting cultural, religious, and spiritual competencies in medical student education in various capacities such as Dean of International Medicine & Development, Cambridge Overseas Medical Training Programme, Cambridge, UK, Course Director for Transcultural Mental Health and Spirituality at Tulane School of Medicine in New Orleans, and currently as an Associate Clinical Professor of International Health at the UC Davis School of Medicine. Marius believes that in an increasingly globalized world, ridden with disparities, conflicts, and violence, the Institute has a unique opportunity to partner its expertise and leadership in transpersonal psychology with public health, medicine, government, policy makers, donors, educators, and factors of social change to reduce suffering and mental illness, and to promote individual and collective growth and well-being.

Charlotte W. Lewis Ph.D. (Clinical Psychology), California Institute of Integral Studies, 1991 M.A. (Counseling Psychology), California Institute of Integral Studies, 1984 B.A. (Psychobiology and Neuropsychology), University of California Los Angeles, 1970 Charlotte is a half-time core clinical faculty member and Assistant Professor in the Residential Ph. D. program. She taught as an adjunct faculty member from 1986 to 1995 and has returned in 2007. She was co-founder and clinical director of Stillpoint Counseling Center for Psychological and Spiritual Growth in Los Altos 1994-1996. She maintains a full time clinical practice as a Spiritual Psychologist in San Francisco. Some of her primary interests include the development of a psychospiritual assessment tool for spiritual directors and Holy Orders candidates, the management of inflation in spiritual development and working with auInstitute of Transpersonal Psychology Academic Catalog 2008–2009

173

People at the Institute

tistic barriers in depth psychoanalytic psychotherapy. She also has a long time interest in neuroscience. She has trained as an intern at the San Francisco Jung Institute and has done four years of training in body psychology including breathwork, bioenergetics and acupressure. In her spiritual training Charlotte identifies with the mystical wings of Christianity, Judaism and Sufism. She has studied Greek and Latin, which have given her tools to understand some of the original texts and the difficulties of translation of spiritual ideas. This has also piqued her interest in the “language of psychotherapy” and the actual vibrational healing energies of the “words” themselves.

Olga Louchakova Specialization in Psychotherapy, Bechterev Psychoneurological Institute, 1991 Ph.D. (Neuroimmunology), USSR Academy of Medical Science, Russia, 1989 M.D. (Medicine), St. Petersburg Pediatric Medical Institute, Russia, 1980 Olga is an associate professor. Before coming to U.S. as a visiting professor at the Graduate Theological Union in Berkeley, she was the research medical scientist in the Pavlov Institute of Physiology of the Russian Academy of Sciences. Her pioneer work in the early biotechnological diagnostics of the autoimmune diseases of the nervous system was published in 36 articles and included three Russian patents. After participating in the spiritual underground groups in Russia before the Perestroika period, she completed her career as a medical scientist and was ordained as a minister in the V. Antonov’s school of human development. She taught internationally, and founded two successful non-profit corporations in Russia and the U.S. (Hridayam® School) for transformative psychospiritual learning. Olga is a scholar of comparative religions, and has teaching mandates in Kundalini Yoga /Shakta Vedanta lineage and the Hesychastic Prayer of the heart. Since 1992, she introduced Hesychasm and Kundalini Yoga psychology courses to the University of California Berkeley extension program, California Institute of Integral Studies, John F. Kennedy University, and the Rosebridge School of Professional Psychology. She taught spiritual development and meditation in the Mercy Center of Burlingame, Esalen Institute, and Hridayam® School. Her research interests are in phenomenological psychology of spiritual awakening, indepth study of meditation (Samadhi practice) and characterological transformation resulting from the spiritual practice; development of the alternative treatment modalities; integration of spiritual and cultural psychology; and the further discipleship in Kundalini Yoga, Vedanta, and Sufism. She is working on the book Awakening to Spiritual Consciousness in Times of Religious Violence. She has maintained a private spiritual guidance practice in the Bay Area since 1994.

174

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

David Lukoff Ph.D. (Clinical Psychology), Loyola University of Chicago M.A. (Social Anthropology), Harvard University B.A. (Civilizations), University of Chicago David is a Professor at the Institute, teaching clinical, research, and spiritual guidance courses. Involved in transpersonal psychology for over 35 years, David serves on several editorial boards for major transpersonal journals, has been a board member of the Association for Transpersonal psychology for 10 years, and has been ATP co-president for 6 years. He was elected a fellow of APA in 2005 after being nominated by the APA’s Humanistic Psychology Division 32. David has published regularly in the Journal of Transpersonal Psychology, and has published over 70 additional articles and chapters, including two in the Textbook of Transpersonal Psychiatry and Psychology, and one in Spiritually-Oriented Psychotherapies published by the American Psychological Association Press. An article he co-authored on religious and spiritual problems published in the Journal of Nervous and Mental Disease won the Exemplary Paper award from the Templeton Foundation. David’s work in co-authoring the DSM-IV diagnostic category Religious or Spiritual Problem has had national impact and contributed to the recent opening of the mental health field to serious consideration of spiritual issues in clinical practice. In addition to being a licensed psychologist for 24 years, David has presented at dozens of conferences and lectures internationally on spirituality in mental health and mental disorders.

Frederick Luskin Ph.D. (Counseling and Health Psychology), Stanford University, 1999 M.S. (School Psychology), San Jose State University, 1987 B.S. (Psychology), State University of New York, 1976 Fred is an Associate Professor at the Institute, where he teaches tests and measurement and forgiveness classes. He is the Director of the Stanford Forgiveness Projects, a series of research projects affirming his forgiveness training methodology. He has taught and lectured on forgiveness worldwide and has been featured for his forgiveness work on most major media outlets. In addition he is a licensed psychologist, Marriage and Family Counselor, and a Nationally Certified School Psychologist. He also holds a California License as an Educational Psychologist. Fred is the author of Forgive for Good: A Proven Prescription for Health and Healing (Harper San Francisco, 2002), and co-author with Ken Pelletier, Ph.D., of Stress Free for Good (Harper San Francisco, 2005). Institute of Transpersonal Psychology Academic Catalog 2008–2009

175

People at the Institute

Rebecca C. Mandeville M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 2004 B.A. (Hemanities—Far Eastern Studies), San Francisco State University, 1985 A.A., Diablo Valley College, 1982 Rebecca serves as Executive Core Faculty in the Residential Master’s Program in the roles of Clinical Instructor and student advisor. She has taught at the Institute since 2005 within both the Global and Residential departments, and has worked within the fields of Mental Health and Social Services for over twelve years. She also spent several years working in the high-tech corporate arena in Silicon Valley where she served as Executive Director in the areas of Business Development, Marketing, and Consulting. Rebecca is a California State Licensed Marriage and Family Therapist maintaining private practice in Menlo Park and San Carlos, California. Her areas of specialty include Family Systems; treating individuals, couples, and families recovering from addictive processes; and couples and families impacted by cross-cultural issues and concerns. In addition, she facilitates consulting groups for MFT interns interested in furthering their development in transpersonal approaches to Psychotherapy and Family Systems. Rebecca recently co-authored a pre-published work that introduces a novel theory addressing life-span development from a trans-integrative, “nonsplit” perspective. Other areas of interest include Eastern Wisdom Traditions as applied to Western Psychotherapeutic Practice; Dream-Work; Depth Psychology; True-Self Cultivation; Creative Expression; Intuitive Awareness; Attachment Theory; Object-Relations; Psychosynthesis; and Nondual Wisdom.

Genie Palmer Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1999 M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1995 M.S., University of North Texas, 1989 B.S., University of Texas Health Science Center, 1985 Genie is the Dissertation Director and holds the rank of Assistant Professor. She is also actively involved in the Institute’s Spiritual Guidance Certificate program, assisting in the facilitation of the Spiritual Guidance Council and serving as a supervisor for spiritual guidance interns. Prior to moving to California in 1992, Genie worked as a Registered Nurse for thirty years and as a Gerontologist for seven years in Texas. As a gerontology counselor and educator, she worked with well, healthy older adults around issues of successful aging, bereavement, spirituality, and 176

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

lifestyle changes. Her dissertation research, for which she received the Sidney M. Jourard Award for excellence in student research, centered on individuals who have exceptional human experiences (psychic, mystical, intuitive). Her research interests include the study of the meanings and life impacts of non-ordinary and transcendent experiences and other exceptional human experiences, the connection between psychology and spirituality, spiritual development, change and transformation, and group spiritual guidance, particularly from cross cultural and cross traditional perspectives. Genie maintains a private practice in spiritual guidance, working with individuals and groups to foster spiritual growth and development and to facilitate assimilation and integration of varieties of exceptional human experiences.

Shani Robins Ph.D. (Clinical Psychology (respecialized)), California School of Professional Psychology, 2002 Ph.D. (Experimental Cognitive Psychology), University of California, Santa Barbara, 1996 M.A. (Experimental Cognitive Psychology), University of California, Santa Barbara, 1993 B.A. (Psychology & Philosophy), University of California, Los Angeles, 1989 Shani is an Assistant Professor and Core Faculty member of the Instituteâ&#x20AC;&#x2122;s Residential Programs. His research and personal interests focus on the development of wisdom across the lifespan, the emotion-cognition interactions associated with wisdom, an instrument for measuring wisdom, and the applications of this research to clinical settings and organizational consulting. He is also investigating metaphor as a tool for cognitive reframing. He holds a clinical license from the California Board of Psychology (PSY 18795), is the pioneer of the field of Wisdom Therapy and is the founder and president of the Institute for Wisdom Therapy (www.wisdomtherapy.com). Shani has published and consulted extensively, has given numerous invited talks and national and international conference presentations, and has taught for 14 years (UCSB, UCI, CSULB, AIU, Stanford University) on the topics of wisdom, cognition-emotion interactions, emotional intelligence, anger, anxiety, stress & coping, cognitive psychology, evolutionary psychology, positive psychology, philosophy of ethics, lifespan & cross cultural development, organizational conflict resolution, virtual reality, and research methods. He has also developed a wide variety of clinical interventions, workshops, and organizational programs for dealing with anger, anxiety, stress, and conflict resolution. In addition to his academic research, teaching, and consulting, Shani has conducted individual and group clinical work for several years. He currently maintains a clinical practice at the Institute of Wisdom Therapy as well as the VR Medical Center in Palo Alto, California (www.vrphobia.com), where he is helping spearhead the application of Virtual Reality technology as an adjunct tool to Cognitive-Behavioral Therapy. He has also initiated, developed, and currently maintains a web page that serves as a central resource and Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

177

People at the Institute

information hub for the field of integrative psychology (www.integrativepsychology.net). He is a member of the American Psychological Association, the American Psychological Society, the Association for Humanistic Psychology, and the American Association for the Advancement of Science. Shani’s other interests include the practices of martial arts, Tai Chi, and meditation. His recreational activities include running marathons, racquetball, chess, GO, piano, salsa dancing, skiing, rollerblading, quotes/parables, and humor.

Patricia Sohl M.P.H., Harvard University School of Public Health, 1975 M.D., Tufts University School of Medicine, 1975 B.A., Sarah Lawrence College, 1971 Patricia is an Associate Professor and Director of the Creative Expression Program. She is a certified Jungian Analyst (graduate of the C.G. Jung Institute, Zurich, Switzerland, and a member of I.A.A.P.) whose special interest is in the role of symbolic expression in healing. She is Curator of the Archive for Research in Archetypal Symbolism collection (ARAS) at the C.G. Jung Institute in San Francisco, where she also serves as Associate Director of the Clinic. After living in Denmark for twenty-five years, Patricia and her husband have settled in Palo Alto. In Copenhagen she was on the research and teaching staff at the University’s Institute for Social Medicine. She also practiced as physician-psychotherapist at RCT, the first clinic in the world dedicated to the rehabilitation of ex-political prisoners who survived torture and live in exile. Patricia has broad international teaching experience; for thirteen years she was Visiting Lecturer in Health Policy and Ethics at Harvard University’s School of Public Health. She enjoys using the Socratic method and a case approach when introducing young clinicians to the historical and philosophic heritage of their profession. Creative expression, an active respectful dialogue with the psyche, is integral to both her academic and analytic practice. Scholarly interests include the aesthetic response as an aspect of the transcendent function; the spiritual aspects of archetypal images as they appear in the dreams of individuals, and in the arts and rituals of cultures; the deeply unconscious nature of somatic symptoms; and the use of “landscapes of childhood” in healing trauma.

178

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

Charles Tart Ph.D. (Psychology), University of North Carolina, 1963 M.A. (Psychology), University of North Carolina, 1962 B.A. (Psychology), University of North Carolina, 1961 Charles holds the rank of Professor. He has published many books including Living the Mindful Life; Open Mind, Discriminating Mind: Reflections on Human Possibilities; Waking Up: Overcoming Obstacles to Human Potential; and Altered States of Consciousness. He has not only been a laboratory researcher, but a student of Aikido, in which he holds a black belt. A student of meditation, he has studied Tibetan Buddhism, G. I. Gurdjieff ’s work, and other psychological and spiritual disciplines. His primary goal is to build bridges between the scientific and spiritual communities and to bring about a refinement and integration of Western and Eastern approaches for knowing the world to promote personal and social growth.

Jenny Wade Ph.D. (Human Development), The Fielding Institute, 1993 M.A. (Human Development), The Fielding Institute, 1993 B.A. (English), Texas Christian University, 1964 Jenny is an Associate Professor and returns to the Institute Ph.D. program as a former Chair of the program. She is a research psychologist and organization development consultant whose practice is dedicated to the maximization of human potential individually and collectively. Jenny’s career has ranged over three broad areas: academia, organization development, and business. Her scholarly pursuits focus on the extension and application of developmental theory and nonordinary states of consciousness to facilitate transformation. A noted author and speaker on a wide variety of topics, her lifespan theory, Changes of Mind: A Holonomic Theory of the Evolution of Consciousness (State University of New York Press, 1996) places developmental psychology in the post-Newtonian paradigm of the “new physics,” tracing personal awareness from prenatal memories to after-death experiences. Her most recent book, Transcendent Sex: When Lovemaking Opens the Veil (Paraview/Pocket Books 2004) is the first study of the innate human capacity for profoundly life-changing altered states evoked by ordinary sexual activity. Jenny uses developmental theory to optimize organization design to meet performance objectives through the highest actualization of employee talent and stakeholder interests. An expert in systems diagnostics and large-scale change, she is a principal of Nova Consulting, Inc., working with Fortune 500 companies and other large organizations in a wide variety of industries. She is also the originator of the Wade Mindsets System of assessing and applying differentials in adult awareness to leadership and organization design. Institute of Transpersonal Psychology Academic Catalog 2008–2009

179

People at the Institute

In the business world, Jenny was founding partner of The Research Advantage Corp., an investment management consulting and research firm. Her background in marketing communications spans many industries, including advertising, printing and the graphic arts, oil and gas, chemicals, mining, water and waste-water treatment, foundry, plant engineering, etc. She has worked in the international arena for US-based corporations and has assisted foreign companies to enter markets in the United States. In addition to an independent consulting practice, she was Corporate Director for Advertising and Public Relations for the East Asiatic Company, a Danish firm that is one of the largest trading companies in the world. She previously had worldwide corporate and division marketing responsibilities for Harris Corporation, and corporate North American marketing responsibilities for Dresser Industries.

Kathleen Wall Ph.D. (Counseling Psychology), University of Miami, 1977 M.A. (Counseling and School Psychology), Central Washington University, 1968 B.A./B.Ed. (Psychology), Western Washington University, 1962 Kathleen holds the rank of Associate Professor. She has served as past faculty chair of the Residential Programs Master’s degree from 1995-2000, as well as Acting Residential Dean in 2000-2001. She is a licensed psychologist and a certified Mental Health Administrator. She was the founding Executive Director of the Mental Health Resource Center, Jacksonville, Florida, and she was the Director of Counseling Services at San Jose State University. Her writings include “Evolution of Consciousness in Response to Terrorist Attacks: Toward a Transpersonal Theory of Cultural Transformation” in the Journal of Humanistic Psychology (October 2002), Lights of Passage: Rites and Rituals for the Problems and Pleasures of Modern Life, and Rites of Passage: Celebrating Life’s Changes. Co-founder of the group for integral consciousness as a student of Integral Yoga [Sri Aurobindo and the Mother (Mira Alfassa)], her expertise is in spiritual integration in psychotherapy and transpersonal methods in healing. She is developing a clinical area research project for the Institute with Stanford Center for Education in Family and Community Medicine.

Kate Wolf-Pizor M.A. (Marriage and Family Therapy), Santa Clara University, 1986 B.A. (Philosophy and Religion), New York University, 1971 Kate is the faculty Chair of the Residential Programs Master’s degree and the holds the rank of Senior Clinical Instructor. She has taught at the Institute since 1997 and began chair180

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

ing the Residential Programs Masterâ&#x20AC;&#x2122;s in January 2001. She has also taught at Santa Clara University and National University. She is a member of the Spiritual Guidance Council at the Institute. Kate is a licensed Marriage and Family Therapist in California. She is past president of the California State Division of the American Association for Marriage and Family Therapy and is currently a member of the state elections council. She is currently on the AAMFT-CA task group for the Board of Behavioral Science. Kate has a strong interest in ritual and a background in Western mystical traditions. She works with the Goddess in her various manifestations and leads groups about Goddess traditions. She is a trained labyrinth facilitator and an elder in an earth-based tradition. Kate maintains a private practice in Mountain View and works with individuals, couples, families and groups. She is also a certified hypnotherapist. Associate Adjunct Faculty are members of the adjunct faculty who have been connected with the Institute for many years, have been integral to the development of the current degree programs, and have special responsibilities in the present academic year.

Associate Adjunct Faculty

James Fadiman Ph.D. (Psychology), Stanford, 1965 M.A. (Psychology), Stanford, 1962 B.A. (Social Relations), Harvard, 1960 James is a Professor and teaches Sufism and transformative fiction. He focuses his support by teaching courses in both the Residential and Global Programs, by acting as liaison between the school and other related individuals and groups, and by being available for consultation. He is an international management consultant. nature photographer and author. He has authored numerous books and articles including: Personality and Personality Growth (with Robert Frager), The Proper Study of Man, Health for the Whole Person, and Unlimit Your Life. His first novel, The Other Side of Haight, was published in 2001.

Robert Schmitt Ph.D. (Spirituality), Fordham University, 1974 M.A. (Counseling), Santa Clara University, 1987 S.T.M. (Theology), Santa Clara University, 1968 Ph.L. (Philosophy), Gonzaga University, 1961 Bob has held the positions of core faculty, academic dean, co-president, and president at the Institute. Before that his Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

181

People at the Institute

work as a faculty member included directing a spiritual formation program (novitiate), being founding director of a spiritual direction graduate program, and acting director of a pastoral counseling program. Besides teaching and consulting, Bob is now a Chaplain for Hospice of the Piedmont in North Carolina. As Associate Adjunct Faculty Bob serves on dissertation committees for the Residential and Global Programs and both teaches and authors courses for the Global Program. Bob’s interests and research focus on themes where spirituality and psychology intersect.

Residential Associate Core Faculty Ann Gila

M.A. (Psychology), California State University at Sonoma, 1973 B.A. (Psychology and Political Science), San Jose State University, 1966

Judy Grahn

Ph.D. (Integral Studies with a Concentration in Women’s Spirituality), California Institute of Intergral Studies, 1999 B.A. (Women’s Studies), San Francisco State University, 1984

Myrtle Heery

Ph.D. (Psychology), California Institute of Integral Studies, 1987 M.S. (Psychology), Troy State University, 1978 B.A. (Sociology), Queens College Charlotte, North Carolina, 1964

Lisa Herman

Ph.D. (Integral Studies: Concentration in Transformative Learning and Change), California Institute of Integral Studies M.Sc. (Educational Psychology), California State University, Hayward B.A. (Psychology), University of California, Berkeley B.A. (English Literature), York University, Toronto

John R. Mabry

Ph.D. (Philosophy and Religion), California Institute of Integral Studies, 1997 M.A. (Spirituality), Institute in Culture and Creation Spirituality, Holy Names College, 1990 B.A. (English Literature), California Baptist College, 1988

Global Adjunct Faculty Mark Gonnerman

Ph.D. (Religious Studies), Stanford University, 2004 M.A. (Religious Studies), Stanford University, 1989 M.Div. (Theology and East Asian Studies), Harvard University, 1987 B.A. (History and Philosophy), St. Olaf (Paracollege), 1980

Mary Goodman

Ph.D. (Psychology), Institute of Transpersonal Psychloogy, 2008 M.A. (Psychology), Naropa Institute, 1981 B.A. (English), University of Oregon, 1978

182

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

Rosie Kuhn

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2001 M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1997 M.S.W. (Social Work), Dalhousie University, 1991 M.A., California Family Study Center, 1983 B.A., Brock University, 1974

Valentine McKay-Riddell

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2006 M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 2003 B.F.A., San Francisco Art Institute, 1978

Bahman A.K. Shirazi

Ph.D. (East-West Philosophy), California Institute of Integral Studies, 1994 M.S. (Educational Psychology), California State University Hayward (East Bay), 1983 B.S. (Psychology), Iowa State University, 1980

Residential Adjunct Faculty Rochelle L. Adams

M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 2006 B.A. (English), University of Wyoming, 1995

Susan Anvin

Ph.D. (Clinical Psychology), Pacific Graduate School of Psychology, 2005 B.A. (Psychology and Theatre), Bucknell University, 1999

Michael Bala

M.A. (Counseling Psychology), Pacifica Graduate Institute, 1995 B.A. (Humanities), New School University, 1970

Leilani Birely

M.A. (Womenâ&#x20AC;&#x2122;s Spirituality), New College of California, 2000 B.S. (Business and Finance), George Mason University, 1986

Helene Brun

M.S. (Clinical Psychology), San Jose State University, 1987 B.A. (Psychology), San Jose State University, 1984

Sarah Burdge

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2006 M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 2003 B.S. (Natural Resources), University of Michigan, 1983

Kathy Buys

M.A. (Counseling Psychology), College of Notre Dame, 1994 B.A. (Music Therapy), University of the Pacific, 1989

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

183

People at the Institute

Sherry Cassedy

M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2006 J.D. (Law), Georgetown Law, 1983 B.A. (Human Biology), Stanford University, 1978

Linda Chrisman

M.A. (Philosophy and Religion), California Institute of Integral Studies, 1987 B.A. (Psychology), Stanford University, 1975

Richard Cicinelli

M.D. (Psychiatry), University of California Los Angeles, 1972 B.A. (Zoology), University of California Los Angeles, 1968

Lynne Conlon

Ph.D. (Clinical Psychology), Professional School of Psychology, San Francisco, 1993 M.A. (Transpersonal Psychology and Clinical Psychology), John F. Kennedy University, 1982 B.F.A., Virginia Commonwealth University, 1976

David Dahl

M.P.E.C., College of Executive Coaching, 2007 Ph.D. (Clinical Neuropsychology), Pacific Graduate School of Psychology, 2000 M.Sc. (Clinical Neuropsychology), Pacific Graduate School of Psychology, 1994 M.Div. (Pastoral Counseling), Luther Theological Seminary, St. Paul, MN, 1980 B.A. (German and English), University of Minnesota, Minneapolis, 1973

Virginia Dennehy

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1987 M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1984 M.S., Creighton University, 1970 M.A., Manhattanville College, 1962 B.A., Maryville College, 1957

Eric FitzMedrud

M.T.P. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2006 B.A. (Religion), Colorado College, 2000

John Fox

Certificate in Poetry Therapy, The National Association of Poetry Therapy, 1991 B.A. (Creative Writing and English), Bard College, 1978

Rosa Granadillo

Ph.D. (Clinical Psychology), Center for Psychological Studies, 2001 M.A. (Clinical Psychology), John F. Kennedy University, 1985 B.A. (Psychology), Universidad Central de Venezuela, 1980

Gloria Gregg

Ph.D. (Clinical Psychology), Pacific Graduate School of Psychology, 1993 M.S. (Marriage, Family, Child Counseling), San Francisco State University, 1983 B.A. (English Literature), San Diego State University, 1969

184

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

People at the Institute

Susie Herrick

M.A. (Counseling Psychology), Santa Clara University, 1988 B.S. (Psychology), Santa Clara University, 1984

Rob Hopcke

M.S. (Clinical Counseling), California State University, 1986 M.A.Th. (Pastoral Care), Pacific Lutheran Theological Seminary, 1983 B.S. (French and Italian), Georgetown University, 1980

Loic Jassy

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1985 M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1980 B.A. (Psychology), SUNY Buffalo, 1971

Koen P. Kallop

D.C. (Chiropractic), Palmer College of Chiropractic-West, 1984 B.A. (Sociology), State University of New York at Binghamton, 1970

Stacey Kupersmith

M.A. (Coutseling Psychology), Institute of Transpersonal Psychology, 2008 B.A. (Criminal Justice), California State University Stanislaus, 2004

Ann Langley

Ph.D. (Transpersonal Pschology), Institute of Transpersonal Psychology, 1988 M.A. (Transpersonal Pschology), Institute of Transpersonal Psychology, 1981 B.A. (Psychology and English), Notre Dame, 1979

Diana Linn

M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 1995 M.A., University of California San Francisco, 1984 B.A., University of California Berkeley, 1981

Jaclyn Long

M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 2004 A.B., Princeton University, 1998

Sue Ann McKean

5th Dan (5th Degree Black Belt), Hombu Dojo, 2003

David Mineau

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1990 M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1986 M.A., California State University Chico, 1973 B.A., California State University Chico, 1969

Manuela Mischke-Reeds

M.A. (Counseling Psychology with emphasis on Somatic Psychology), California Institute of Integral Studies, 1995 B.A. (Movement Therapy), Naropa University, 1991 B.A. (Social Economic History), Univeristy of Hamburg, Germany, 1985

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

185

People at the Institute

Robert Mitchell

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2007 M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 2002 B.A. (Computer Science), Fordham University, 1987

James Neafsey

D.Min. (Art and Spirituality), Graduate Theological Foundation, 1995 M.Div. (Divinity), Weston School of Theology, 1976 B.A. (Religious Studies), University of Detroit, 1971

Vicki Noble

M.A. (Creative Inquiry ( focus in textiles)), New College, 2007 B.A. (Women’s Studies), Colorado College, Colorado Springs, 1976

Steven Nouriani

Ph.D. (Clinical Psychology), California Institute of Integral Studies, 1996 M.S. (Clinical Psychology), Virginia State University, 1987 B.A. (Psychology), George Washington State University, 1982

Naomi O’Keefe

Ph.D. (Clinical Psychology), California Institute of Integral Studies, 1994 M.A. (German Language and Literature), University of Iowa, 1967 B.A. (English Literature and History), University of Iowa, 1965

Chris Olsen

M.A. (Teaching), Towson University, 1991 B.A. (Interdiscipinary Studies), Covenant College, 1990

Marguerite Rigoglioso

Ph.D. (Humanities), California Institute of Integral Studies, 2008 M.A. (Philosophy and Religion (concentration in Women’s Spirituality)), California Institute of Integral Studies, 2007 A.B. (Psychology), Vassar College, 1984

Valerie Sher

Ph.D. (Clinical Psychology), Institute of Transpersonal Psychology, 2007 M.A. (Psychology), Institute of Transpersonal Psychology, 2004 B.S. (Computer Science), University of Maryland, 1992

Ivana Steigman

Ph.D. (Clinical Psychology), Institute of Transpersonal Psychology, 2008 M.A. (Psycohlogy), Institute of Transpersonal Psychology, 2006 M.A. (Pastoral Counseling), Loyola University, 2001 M.D. (General Medicine), Charles University Medical School Prague, 1995 B.A. (Doctor of General Medicin), Gymnarium Prague, 1995

Jeremy Taylor

D. Min., University Of Creation Spirituality, 2001 M.A. (American Studies), State University of New York Buffalo, 1973 B.A. (Sociology), State University of New York Buffalo, 1967

186

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

Luisah Teisch

Ph.D. (Spiritual Therapeutics), Open International University School of Complimentary Medicine, 1993

Alex Thomas

M.A. (Counseling Psychology), California Institute of Integral Studies, 1988 M.A. (Comparative Literature), University of Maryland, 1983 B.A. (English), University of Maryland, 1980

Helene Vosters

M.F.A. (Experimental Performance), New College of California, 2007 M.A. (Social and Cultural Anthropology), California Institute of Integral Studies, 2003 B.A. (Art and Social Change/Community ond Global Studies), New College of California, 2000

Mari Ziolkowski

Ph.D. (Womenâ&#x20AC;&#x2122;s Spirituality), California Institute of Integral Studies, 2003 M.S.W. (Social Work), University of Michigan, 1983 B.A. (Sociology), University of Notre Dame, 1981

Residential Post-Doctoral Research Fellow Glenn Hartelius

Ph.D., California Institute of Integral Studies, 2008 M.A. (Religious Studies), Loma Linda University, 1988 B.A. (Interdisciplinary), Pacific Union College, 1984

Global Mentors Guy Albert

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2005 M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 2000 B.A., New College of California, 1995

Judith Blackstone

Ph.D. (Psychology), Union Institute and University, 2005 M.A. (Transpersonal Psychology), John F. Kennedy University, 1990 B.P.S. (Dance), SUNY Empire State College, 1979

Mark Brady

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1991 M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1982 M.S., University of Bridgeport, 1979 B.A., State University of New York, 1977

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

187

People at the Institute

Merry Coburn

Ph.D. (Psychology with a concentration in Transpersonal Psychology), Institute of Transpersonal Psychology, 2006 M.S. (Education), Alfred University, 1979 B.A. (History/Political Science), Alfred University, 1969

Jeanne Denney

M.T.P. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2006 B.S. (Civil Engineering), Cooper Union School of Engineering, 1983

Nancy Fagen

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1995 M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 1992 M.A. (English Bible), Presbyterian School of Christian Education, 1957 B.A. (English), Florida State University, 1955

Robert Ferrer

M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 2008 B.A. (Psychology), San Diego State University, 1997

Karen Gallant

M.A. (Transpersonal Studies), Institute of Transpersonal Psychology, 1999 B.A. (Art/Art Education), Antioch College, 1970

Zoran Josipovic

Ph.D. (Cognitive Neuroscience and Asian Philosophy), Union Institute & University, 2006 M.A. (Transpersonal Psychology), John F. Kennedy University, 1990 B.A. (Asian Religions), SUNY Empire State College, 1985

Ruth Judy

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1984 M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1982 M.L.S., Texas Women’s University, 1974 B.A., Southern Methodist University, 1967

Tara McAvoy

M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 2003 B.A. (Psychology and Women’s Studies), Simmons College, 1997

Katherine McIver

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2001 M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1999 M.A. (Institute of Culture and Creation Spirituality), Holy Names College, 1993 B.A. (Psychology), University of Michigan, 1966

Dorit Netzer

Ph.D. (Psychology), Institute of Transpersonal Psychology, 2008 M.A. (Creative Art Therapy), Hofstra University, 1997 B.F.A. (Photography), School of Visual Arts, 1991

188

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

Nicole Paquet

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1997 M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1989 M.A. (Art Therapy), Lesley College, 1987 B.A. (Visual Arts), UniversitĂŠ Laval, 1985

Karen Rossie

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2002 M.A. (Counseling Psychology), Institute of Transpersonal Psychology, 2000 M.S. (Pathology), Ohio State University, 1985 D.D.S., Case Western Reserve University, 1980 B.S. (Biology), Cleveland State University, 1976

Annick Safken

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1998 M.A. (Transpersonal Psychology), Institute of Transpersonal Psychology, 1993 D.E.S.S. (Psychology), University de Aix en Provence, 1983 M.A. (Psychology), University de Aix en Provence, 1982 License in Psychology, University de Aix en Provence, 1979

Ingrid Sell

Ph.D. (Transpersonal Psychology), Institute of Transpersonal Psychology, 2001 M.A. (Transpersonal Studies), Institute of Transpersonal Psychology, 1997 B.F.A. (Media and Performing Arts), Massachusetts College of Art, 1981

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

189

People at the Institute

Adjunct Research Faculty

Adjunct Faculty provide expertise for the enhancement of the academic program. The Faculty Senate approves all Adjunct Research Faculty appointments. Adjunct Research Faculty are appointed because of the specific research practice and experience that qualify them to sit on dissertation committees. Christopher M. Aanstoos, Ph.D. Suzanne Lawless, Ph.D. Jeanne Achterberg, Ph.D. Michael Leiter, Ph.D. Carlos Alvarado, Ph.D. Larry Leitner, Ph.D. Sophie Arao-Nguyen, Ph.D. Rick Levenson, Ph.D. John Astin, Ph.D. Helen Marlo, Ph.D. Greg Bogart, Ph.D. Nancy Miller, Ph.D. Art C. Bohart, Ph.D. Terri O’Fallon, Ph.D. Sheri Bortz, M.D. Sean O’Laoire, Ph.D. Kirk Brown, Ph.D. John Osborne, Ph.D. Patricia G. Campbell, Ph.D. Russell Park, Ph.D. Candice Chase, Ph.D. Michael Piechowski, Ph.D. Arne Collen, Ph.D. Marc Pilisuk, Ph.D. Allan Combs, Ph.D. Julian Rappaport, Ph.D. John Creswell, Ph.D. Peter Raynolds, Ph.D. David Daniels, M.D. Thomas Roberts, Ph.D. LeAnna DeAngelo, Ph.D. Will Roscoe, Ph.D. Daniel Deslauriers, Ph.D. Todd Schachtman, Ph.D. Jay Dufrechou, Ph.D. Charles E. Schaefer, Ph.D. Charles L. Fisher, Ph.D. Marilyn Schlitz, Ph.D. Philip Friedman, Ph.D. Kirk Schneider, Ph.D. Jayne Gackenbach, Ph.D. Milton Schwebel, Ph.D. Kenneth Gergen, Ph.D. Sandy Sela-Smith, Ph.D. Marti Glenn, Ph.D. Shauna Shapiro, Ph.D. Velma Guillory-Taylor, Ph.D. Rev. Archie Smith, Ph.D. Erlendur Haraldsson, Ph.D. Robert Stahl, Ph.D. Beth Hedva, Ph.D. James A Swan, Ph.D. Lynne Henderson, Ph.D. Barbara Tedlock, Ph.D. Janice M. Holden, Ed.D. Ronald Valle, Ph.D. Harry Hunt, Ph.D. Cassandra Vieten, Ph.D. Lee Jampolsky, Ph.D. Lynn Waelde, Ph.D. Sue Johnson, Ph.D. Jerome Wagner, Ph.D. Dwight Judy, Ph.D. Hannah Wilder, Ph.D. Jurgen Kremer, Ph.D. John P. Wilson, Ph.D. Kevin C Krycka, Ph.D. Ruth Anne Woodruff, Ph.D. Les Lancaster, Ph.D. Jonathan Young, Ph.D. Jodi Lang, Ph.D. 190

Institute of Transpersonal Psychology Academic Catalog 2008–2009

People at the Institute

Paul J. Roy Ph.D., Clinical Psychology, California School of Professional Psychology, 1985 S.T.L, Theology, Weston School of Theology, 1987 M.A., Clinical Psychology, California School of Professional Psychology, 1981 M.Div., Jesuit School of Theology, 1975 M.Ed., Counselor Education, Boston College, 1971 B.A., Philosophy, Boston College, 1970 Paul is Academic Vice President and Chief Academic Officer. He has served as Dean of the Residential Programs, Clinical Training Director, and Director of the Transpersonal Counseling Center. He maintains a private practice as a Psychologist in Santa Clara where he has practiced since 1989. Prior to that, he was Assistant Professor of Pastoral Counseling at the Weston Jesuit School of Theology in Cambridge, Massachusetts. He has also taught classes in the graduate psychology program at National University in San Jose. Paul has an extensive theological background and over thirty years of experience as a spiritual director. His interests have focused on the connection between spirituality and psychology; the integration of spiritual development; and work for justice, peacemaking, and mind-body healing.

Paula Yue Ph.D., Transpersonal Psychology, Institute of Transpersonal Psychology, 1995 M.A., Transpersonal Psychology, Institute of Transpersonal Psychology, 1990 M.A., Philosophy, San Francisco State University, 1984 B.S., Philosophy and Religion, Towson State University, 1975 Paula has been Dean of Student Services since 1997. She served as Director of the Doctoral Program at the Institute from 1995-1996. She is the Career Resource Center Director and is a founding member of the Center for the Divine Feminine (CDF). She remains active on the CDF board. Paula has been in higher education administration for more than twenty-five years, serving on the staff at San Francisco State University, University of San Francisco, San Jose State University, and Pacific Graduate School of Psychology. Paula has been a licensed Religious Science Practitioner for eighteen years. She has taught Science of Mind classes and has a spiritual counseling practice. She was the first graduate of the Institute to receive a certificate in Spiritual Guidance. She wrote her dissertation on Spiritual Mind Treatment, a form of affirmative prayer, and the evolution of consciousness in Religious Science Practitioners. Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

191

People at the Institute

Board of Trustees Erline Belton

CEO, Belton’s Crossing, LLC

Christian von Bogdandy Director, Cisco Systems

Aneel Chima

Institute Ph.D. Student

Core Faculty Institute of Transpersonal Psychology

Ben Mancini

Former President Institute of Transpersonal Psychology

Terrence Connelly

Marilyn Manning

Richard Davison

M. Lynn Myhal

Robert Frager

Tom Potterfield

Reynolds-Anthony Harris

Paul Roy

Dean, Ageno School of Business Former Business Executive, Private Investor Founding President, Core Faculty Institute of Transpersonal Psychology Chief Catalyst, inResonance

J. Manuel Herrera

Trustee, East Side Union High School District

Loïc Jassy

Licensed Psychologist

Jeff Keimer

Director, Stanford Investment Group, Inc.

David Kirkpatrick

Chair of the Board of Trustees Attorney- at- law

192

Fred Luskin

Management Consultant Executive Coach Associate Principal, The Myhal Group President Institute of Transpersonal Psychology Academic Vice President Institute of Transpersonal Psychology

Conchita Serri

HR/EEO Compliance Consultant Change Management Diversity Strategist

Elaine Schmitz

Business Area Manager (Ret.), SBC

Barbara Butts Williams

Associate Dean, School of Business & Technololgy, Capella

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Student Life at the Institute

nstitute students come from diverse backgrounds including teachers, engineers, bodyworkers, homemakers, lawyers, health caregivers, nurses, therapists, managers, and members of the clergy. The Residential Programs Masterâ&#x20AC;&#x2122;s degree draws students from throughout California, the United States, and internationally. Students seek a Masterâ&#x20AC;&#x2122;s degree to become counselors, to further a teaching or a business career, or for their own educational growth. The Residential Ph.D. Programs students range in age from the twenties to the seventies. Some are beginning a career in clinical psychology, teaching, spiritual guidance, business or health, while others are exploring new life avenues of personal growth, career change, and community contribution.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

193

Student Life at the Institute

The Global Programs student body includes individuals studying transpersonal psychology while holding careers and raising families. Students are located throughout the United States and on six continents. The Institute encourages the educational, professional, and personal growth of our students and strives to create a thoughtprovoking and empowering environment.

Facilities

The Institute is located at 1069 East Meadow Circle in Palo Alto, California. The Institute occupies approximately 23,500 square feet in the one-story building including classrooms, office space, and the Transpersonal Counseling Center. There are two entrances to the Institute: the reception area, which faces East Meadow; and, the classroom area entrance, which is accessed from the parking lot. The building features an open air central courtyard, which affords the school a circular flow to the floor plan, like an oroboros. Moving clockwise from the reception area, management offices are to the left as you enter the building. One of the three restrooms is located on this side as well. Continuing along the left side of the building are the student lounge, dojo, and classrooms. At the left rear are the Counseling Center and the William James Research Center. At the rear of the building is the largest multipurpose classroom, which can be subdivided into smaller spaces. The ITP Library is at the right rear of the building. Restrooms are available in the library. Faculty and administrative offices occupy the right side of the building. Student service offices, including accounting, financial aid, and the registrar are in the front right. Additional restrooms are available in this area, which adjoins the lobby.

On the Naming of the Rooms The Dojo is the only classroom named for its function. The classrooms were named through a process of community survey and feedback, meditation, ritual, research, and prayer, by a committee of students. The names of the rooms are more than merely designations for the spaces; these names embody energies for the Institute’s field of consciousness. • Gaia (Greek Mythology/Modern) Gaea (Greek Mythology): The Goddess of the Earth; she came into being after Chaos and brought forth of herself the sky, the mountains, and the sea. Gaia (Modern): The 194

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Student Life at the Institute

theory that views the earth as one large living organism of which we are a part. • Samadhi (Sanskrit): The highest stages of Yoga concentrative meditation; Self-realization; Absorption. States of super-consciousness, trance (Hindu and Buddhist). • Kiva (Hopi/Zuni): The name of the Tribe’s sacred ceremonial, assembly, and lounging chamber. A place of gathering, community and tribal consciousness. • Sophia (Hebrew Scriptures): Meaning wisdom expressed as ethical activities that further the goals of human existence, Sophia functions as a veil dividing humankind from that which is above. • Ubuntu (Bantu): Pronounced /ùbúntù/ is an ethic or humanist ideology focusing on people’s allegiances and relations with each other. The word has its origin in the Bantu languages of Southern Africa. Ubuntu is seen as a traditional African concept. Ubuntu carries the theme of the collective aspect of ourselves, and the African sudanic psychology. There are many possible translations in English for ubuntu, including: “Humanity towards others” “I am because we are” “I am what I am because of what we all are” “A person ‘becomes human’ through other persons” “A person is a person because of other persons” A popular definition of ubuntu is, “the belief in a universal bond of sharing that connects all humanity.” The community need for the Gaia room reflected a desire for nature and spaciousness. The community need for the Samadhi room reflected a feeling of being in a fishbowl and a desire for more inward focus. After searching the Indigenous languages to complete our naming trilogy-Eastern, Western, Indigenous-the name Kiva, the Hopi and Zuni word for tribal gathering place, emerged and claimed the room. Sophia is equipped with movable walls. The Sophia 1 and Sophia 2 classrooms open and combine with the Kiva classroom to form the Great Sophia, the feminine aspect of the divine. As our school grows, we offer the spirit and energies of these names to nurture and mirror our face and our journey; to bring together the names of the East, the West, and the Native Peoples; and to honor the inner search, the outer search, the male and female, and the search for each other.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

195

Student Life at the Institute

Student Services

The Institute provides a variety of services to students enrolled in both Residential Programs and Global Programs.

Academic Counseling Global In the Certificate and Master’s each student is assigned a personal faculty mentor who acts as primary academic counselor and follows the student’s development throughout enrollment at the Institute. Ph.D. students are carefully matched to a faculty advisor. When work begins on the dissertation, the student’s primary advisor is the student’s Dissertation Committee Chair. In addition to the faculty mentor, the Global Programs Chairs, and Ph.D. faculty provide academic counseling on general planning, as does the Director of Student Services. Residential Master’s In the Residential Programs Master’s degree, academic counseling is offered by the Chair and MA faculty, assisted by the Dean of Student Services. In addition, each student has an advisor who is a member of the core faculty. The Chair is the key person for advising students on making appropriate choices to further their degree program and career plan. Residential Ph.D. Each student in Year 1 through Year 3 of the Residential Ph.D. programs has an advisor who is a member of the core faculty. The purpose of this advising process is to offer the student support, counsel, and advice regarding academic matters and personal issues related to the academic program. Selected faculty is available for counseling on specific specializations and tasks. Each faculty member has regularly scheduled office hours and is accessible to the student by appointment. Students in Year 1, Year 2, or Year 3 may also consult the Dean of Student Services and their respective Residential Ph.D. Chairs with academic counseling questions. Year 3 of the Ph.D. in Transpersonal Psychology requires a practicum experience. Each specialization area has a coordinator for completion of the required practicum. Students should consult the coordinator for information about a practicum within a specific area. When work begins on the dissertation, the student’s primary advisor is the student’s Dissertation Committee Chair.

196

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Student Life at the Institute

Alumni The Institute has an active, well-organized alumni association dedicated to the support of the Institute and the furtherance of transpersonal psychology in service to the world.

Computers The Institute requires that all students have a computer, Internet access, and an email address. A wireless network is available throughout the campus. The Institute is committed to expanding our capabilities to offer electronic communication wherever possible. Students are expected to visit the online Community Web regularly to stay current with events. Particularly urgent or personal messages are most frequently relayed through email.

Career Resource Center The Career Resource Center (CRC) was created to support students and alumni in their desire for greater success and prosperity by helping them offer their unique gifts with purpose, confidence and joy. The CRC is committed to building working relationships with the surrounding community. The CRC offers the following services to students and alums: resume and curriculum vitae review; informational guides on career search and preparation; books and resources on careers in the ITP Library; links to relevant websites, an on-line newsletter, workshops (i.e., getting your career off the ground); and yearly presentations (i.e., networking, the secrets of publishing, interviewing techniques, using the internet to build a career, etc). For more information contact CRC@itp.edu.

Disabled Students The Institute is committed to working with enrolled students who have disabilities as defined under section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA). The Dean of Student Services will work on an individual, case-by-case basis to create a plan of reasonable accommodation for any student who, through recent assessment and diagnosis, can document a disability. Requesting Accommodations The Institute makes services available for any student who, through a recent assessment and diagnosis (within the last three years), can document a disability. The student is responsible for

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

197

Student Life at the Institute

all assessment expenses. The Institute will provide the following services: Confidential, individual counseling sessions with the Dean of Student Services (the designated Disability Service Administrator) to build strategies and determine effective accommodations for each individual. At the student’s written request, the Dean will notify individual faculty members of the student’s disability and of the accommodations the Institute has agreed to provide. Students with disabilities who need accommodations or related assistance must contact the Dean in writing at least ten business days prior to their need of such services. The Institute makes every attempt to accommodate individuals with disabilities, but a delay in a request can affect the Institute’s ability to provide on-time accommodations. Institute policy allows reasonable academic adjustments for students with disabilities on an individualized case-by-case basis. The Institute has the right to refuse an unreasonable accommodation, adjustment, and/or auxiliary aid service that imposes a fundamental alteration of a program or activity of the Institute. A student who is refused accommodations by the Dean of Student Services (designated Disability Service Administrator) may follow the grievance procedures as outlined in the academic catalog.

Diversity Action Team/Diversity Committee The Diversity Action team was formed by students, faculty, and staff in the 2005-06 academic year to respond to concerns raised in the Institute community regarding diversity. This team makes recommendations to the Faculty Council, the Academic Leadership Group, and the Management Team on issues of cultural competency. The Diversity Committee is composed primarily of students committed to supporting diversity at the Institute through various activities and events.

Health and Safety Students are encouraged to create a balanced life amidst a rigorous academic program. Workshops which could offer opportunity for insight and growth in a healthy, holistic life are posted on the community bulletin board. Occasionally students themselves design activities and experiences that are shared with other students. A list of transpersonal therapists (alumni and others) who offer services to students on a sliding scale is available through the Clinical Coordinator’s Office or on Docutek. 198

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Student Life at the Institute

Health Insurance The Institute does not provide or require students to maintain health insurance. Since every student’s health needs are unique, we recommend that students research health insurance options carefully and select a program that best meets their needs. The Dean of Student Services has packets of literature available from providers of student heath insurance.

Housing Housing is not available on campus. The Admissions Office can provide students who need information on housing with a list that describes available housing in the immediate area, including prices; however, the Institute assumes no responsibility to find housing for students. Temporary housing at a minimal fee is available through the Institute’s hosting program. There is a bulletin board on campus for students who are looking for housing as well as a topic area on the Community Web.

Student Governance Students participate in the planning and decision making activities of the Institute in various ways. Board of Trustees One student serves as a member of the Board of Trustees. This student attends all board meetings and retreats, submits reports to the student body, and brings the views of the students to the Board. Student Liaison Board (SLB) The Student Liaison board was formed to provide a quick and appropriate manner to disseminate information. One student is chosen from each Residential Programs cohort (Ph.D. Year 1, Year 2, Year 3, Continuation and MA Year 1, Year 2, and Year 3) to serve on this board as well as representatives from the Global Programs. The members serve as the primary link between the administration and the class groups. Global Programs For the Global Programs, the main arenas for student input are: • Through their faculty mentors and faculty advisors. • Through course and instructor evaluations. • Through online dialog with each other and faculty.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

199

Student Life at the Institute

• Through representation on the Student Liaison Board. When possible, this group includes one Global student representative who meets regularly with the SLB to discuss Institute-wide issues and policies. • In person at seminars and through seminar evaluations.

Tutorial Assistance There is no formal tutorial assistance program at the Institute. The Institute does make available peer tutors on an informal basis to support students in their writing. If the faculty determines that a student needs special work (e.g., to improve writing skills), the faculty advisor works out a plan of action, time frame, and means of evaluation with the student. The student is responsible for any extra costs involved in such a plan (e.g., a special course on writing).

Library

The Institute’s commitment to quality academic instruction and excellence in research is reflected by the variety of resources available from the Library. This research center for residential and global students at the Institute contains approximately 15,000 books, 170 journal titles, over 300 dissertations and Master’s theses completed at the Institute, and an increasing number of audio tapes, CDs, videos and DVDs, in addition to electronic resources. The strength of the collection is in the six major areas of the Institute’s curriculum: transpersonal theory and research, spiritual psychology, emotional and clinical psychology, bodywork disciplines, expressive arts, and the social aspects of the transpersonal.

Staffing The library is staffed by a Library Director, Cataloging Librarian, Reference Librarian, Library Technician, Cataloguing Specialist, Circulation Clerk, and several work study assistants. The library is open 68 hours a week, seven days a week. The staff offers library patrons a variety of services such as reference assistance, research instruction, and online research tutoring.

Professional and Local Resources The ITP Library belongs to the Northern California Consortium of Psychology Libraries (NCCPL). NCCPL joins together sixteen psychology/mental health institutes from around the Bay Area. Students have access to the book collections of the NCCPL member libraries via on-site visits or the interlibrary loan process. 200

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Student Life at the Institute

Interlibrary Loan Services The ITP Library is a full service library. Most journal articles and books not held by the ITP Library may be obtained through interlibrary loan. Library staff can locate and borrow materials from libraries worldwide.

Information Technology To assist in curriculum and doctoral research, the library provides access to numerous research databases with many full text links: • ATLA Religion: Index to theology, etc. • ERIC: Materials in the field of education • Medline: Index to medical literature • Philosopher’s Index: Index to books and journals in philosophy • PsycARTICLES: Full text from APA • PsycINFO: Index to 1800 journals in psychology and related disciplines • Social Services Abstracts: Index to social work, human services, etc. • Sociological Abstracts: Index to sociological literature • ProQuest Psychology: Articles from 500 psychology journals • ProQuest Religion: Articles on religious issues • ProQuest Research Library: General reference articles on many subjects • ProQuest Dissertation and Theses: Full text from 1997 to the present • Annual Reviews in Clinical Psychology • Annual Reviews in Psychology • ebrary • Journal of Transpersonal Psychology • Mental Measurements Yearbook • PsycBooks • SpringerLink Online Journals

Library Web Site For current information about the library, visit: www.itp.edu/library The site includes general library information, the online catalog, access to online journal indexes, access to full text articles, online request forms, and links to other research sites useful for transpersonal research.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

201

Student Life at the Institute

Services Library patrons may use the library Computer Lab that houses both PC and Mac computers. All computer workstations have Internet access, updated software, and are connected to a laser printer. Wireless Internet access is also available. The library also provides audio/video listening stations and a photocopier.

Hours During the academic year the ITP Library is open seven days a week including four evenings. Library Hours are: Monday – Thursday • 9:00 am to 9:00 pm Friday • 9:00 am to 5:00 pm Saturday • 10:00 am to 4:00 pm Sunday • 12:00 pm to 6:00 pm

The William James Center for Consciousness Studies

202

Named in honor of the illustrious American psychologist, philosopher, and writer, the William James Center for Consciousness Studies was established in 1994 as the research arm of the Institute of Transpersonal Psychology. The Center’s projects emphasize: • Exceptional human experiences, both psychic and mystical. • Psychospiritual transformation. • Physical and psychological wellbeing and growth. These themes were of keen interest to William James throughout his life, and today, more than ever before, they provoke farreaching questions for humanity. James advocated “radical empiricism” in which no meaningful source of evidence was to be ignored or discounted, and he viewed “reality” as “anything which we find ourselves obliged to take into account in any way.” The Center’s research emphasis challenges our socialized view of “reality” and demands that we embrace new and unconventional ways of knowing. We encourage the use of broad, pluralistic methodologies which, by their nature, contribute a new depth to the field of scholarly research. The aim of the Center is to foster and support studies that have clear implications for the field of transpersonal psychology. Researchers at the Center are encouraged to develop, initiate, and evaluate practical applications of the principles emerging from their work (for example, in education, business, wellness, counseling, therapy, and spiritual guidance). Research projects are designed and conducted primarily by Institute faculty, and Institute of Transpersonal Psychology Academic Catalog 2008–2009

Student Life at the Institute

doctoral and post-doctoral students; however, the Center is also designed to provide an umbrella for work by adjunct and visiting researchers and by outside investigators. Work at the William James Center for Consciousness Studies is carried out through narrative, empirical, and theoretical investigations; meetings and discussions; sponsorship of special projects; and funding applications. In addition, the Center is planning a public outreach program which includes lectures, seminars, and other educational presentations as well as reports, a newsletter, and special publications. The Center may become part of a research consortium with other individuals, institutions, and organizations who share the Instituteâ&#x20AC;&#x2122;s values and interests in exploring the nature, capabilities, and experiences of humanity from a transpersonal perspective. The Transpersonal Counseling Center provides clinical training internships for advanced doctoral students, as well as psychotherapy to the public. The Center is a member of the California Psychology Internship Council (CAPIC) and is operated as a professional outpatient psychotherapy facility. Intern therapists adhere to APA guidelines for ethical practice and maintain complete case and financial records. They make oral and written case presentations and have the opportunity to learn and practice a variety of psychotherapy approaches. Clinical services are offered on a sliding fee scale and include individual therapy for adults, couples, adolescents, and children. Traditional models of assessment and treatment are combined with transpersonal approaches. Various kinds of groups are also offered. Interns are selected on the basis of their training, personal maturity, and readiness to assume a professional position. Center internships are open to graduate students from any school who have completed program requirements as defined by the State of California Board of Psychology. Neither completion of the requirements nor current enrollment at ITP guarantees acceptance as an intern at the Center. It is expected that all applicants for internship have some practicum experience and at least fifty hours of personal psychotherapy. It is also expected that they will continue their personal work while at the Center. Intern selection is performed according to CAPIC guidelines. Applications are accepted in early Spring for internships beginning in the Summer/Fall.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

The Transpersonal Counseling Center

203

Student Life at the Institute

Positions with the Center require a minimum of 20 hours per week comprising: client contact, supervision, formal teaching and study, and administrative work. A one year internship at the Center provides up to 750 hours of experience toward the California Psychologist licensing requirements. A two year internship may provide up to 1,500 hours of supervised practice (maximum allowed toward the psychology license at a predoctoral level). Each intern at the Center receives weekly didactic training, individual, and group supervision. A particular strength of the small group supervision is the opportunity for interns to work together as colleagues, learning from each other’s diverse backgrounds and skills.

The Center for the Divine Feminine

204

The Center for the Divine Feminine (CDF) at the Institute of Transpersonal Psychology is a resource to Institute students, alumni, staff, and faculty, as well as to the local and global communities. Its mission is to support the exploration, education, and embodiment of the Feminine face of the divine in women’s and men’s lives. The Center’s focus is on education through workshops, speaker events, articles, and newsletters; support of student and faculty research for dissertations and papers; networking and communication between students, faculty, alumni, and other community organizations as they work in this area; and embodiment of the sacred Feminine through rituals, circles, and celebrations in a variety of traditions in order to raise consciousness of the sacredness of the Feminine aspect of life and its implications for how we live. Students may benefit from participating in the CDF scholarship awards and educational programs. Participation in CDF activities and events is open to the general public. The Center for the Divine Feminine is privately funded. For more information and donation information, please visit: www.centerforthedivinefeminine.com.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

cademic policies are formulated by the Academic Vice President in conjunction with the Faculty Senate. Student input concerning school policy is welcomed and encouraged. Suggestions or concerns about academic policies should be referred to either the Dean of Student Services or the Director of Student Services who will in turn refer comments to the appropriate person or committee. The Institute is committed to ensuring that faculty, staff, and students follow the appropriate principles and standards of professional ethics, including academic freedom. The following is the Instituteâ&#x20AC;&#x2122;s policy statement on academic freedom: The Institute is fully committed to the protection of academic freedom-the freedom to inquire into and express truth-wherever and in whatever form it is found. A diversity of opinion, of Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Academic Freedom

205

Academic Policies

course content, and of teaching methods is welcomed and is seen as contributing to a spirit of healthy skepticism combined with unprejudiced openness to innovative approaches. Disputes involving academic freedom will be resolved through the Grievance Procedure. Academic freedom principles apply not only to teaching and the development and conduct of research projects, but also apply to the reporting of the results of research projects through conference presentations and professional publications. Also covered under academic freedom principles are the formation and continuation of special interest or affinity groups appropriate to transpersonal psychology; these may be suggested by faculty or by students in order to provide information about topics which are of significant interest to faculty and students, but which are not yet included in the formal curriculum. Policies and procedures to safeguard academic freedom include: • Any person may bring a concern about a violation of academic freedom to the Faculty Senate. • Significant changes in any curriculum or the development of a new curriculum must be reviewed and approved by the Faculty Senate and the Academic Vice President. The Chair of each program reviews the objectives for courses within that program. If there is a dispute between the faculty person and Chair, the faculty person can use the Grievance Procedure. Normally in such a case, the Academic Vice President would refer the matter either to the entire Faculty Senate or to a subcommittee of the Senate. Each core faculty member can negotiate with the Academic Vice President on goals for the following year and on how time is to be divided between research/scholarship, instruction, service, etc. Faculty is entitled to an evaluation that is fair, careful, and has explicit procedures. The Academic Policies and Procedures Guide describes the evaluation process. Any behavior on the part of Institute faculty, students, or staff that violates American Psychological Association (APA) ethical standards or the California State Business and Professional Code regarding the practice of psychology is grounds for immediate suspension or dismissal from the Institute. Copies of the APA standards and of the California State Business and Professional Code are available in the ITP Library. APA Ethical guidelines are also available on the APA website: www.apa.org/ethics 206

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

The Student Academic Honor Code is the Institute’s statement on academic honesty and integrity written by the student representatives from the SLB (Student Liaison Board), faculty and administration during the academic year 2006-2007 and has as its foundation the APA ethics code (approved by the Institute Board of Trustee in 1983 and noted in full in the student handbook). Any standing law in the state of California supersedes the APA Ethics Code and the Institute’s Graduate Students Academic Honor Code. The four basic transpersonal values that faculty want students to “grow in” during their Institute education are: mindfulness, discernment, compassion, and appreciation of differences along with the highest standards in academic work which include honesty (no cheating or plagiarism), professional behavior in the classroom and at practicum and internship sites, and respectful personal communication with staff, faculty and other students. No Academic Honor Code could cover all possible violations. The Institute reserves the right to determine in a given instance what action constitutes an infringement of academic honesty and integrity. The Institute informs students of the expectations of academic honesty during orientation and in its publications. The Institute investigates claims of violations of academic honesty and integrity. The spirit of this code is a shared commitment to the Institute’s values of integrity, honesty, fairness, and the integration of transpersonal values into its teaching, research, and business practices. The Student Academic Honor Code is to help foster student, faculty and staff collegiality within a professional academic environment. Students will do their share and take an active part in seeing to it that others as well uphold the spirit and letter of this Code. • A graduate student will uphold the Institute’s academic honor code. • A graduate student behaves ethically as a valued member of the Institute community. • A graduate student leads and teaches ethical behavior setting an example for the Institute community. • A graduate student is responsible for preserving the integrity of the academic atmosphere at the Institute. Therefore: • A graduate student will take an active role in upholding the integrity of the Institute‘s professional reputation (i.e., professional behavior in the classroom and in practicum, and internship sites). Institute of Transpersonal Psychology Academic Catalog 2008–2009

Graduate Students Academic Honor Code

207

Academic Policies

• A graduate student will not engage in multiple/dual relationships (e.g., become romantically/sexually involved with a core faculty member, current instructor or supervisor in a practicum or internship setting). • A graduate student will not give or receive unpermitted aid in examinations or in any work that is used by the instructor as the basis for grade evaluation. • Graduate students will not submit another’s work as their own. • A graduate student will report violations to the appropriate Institute designee.

Definitions More detailed definitions of Multiple/dual relationships, professional behavior, email etiquette, and plagiarism are noted below: Multiple/Dual Relationship Policy A student is not to date or become romantically or sexually involved with a core faculty member, current practicum or internship supervisor, current instructor or psychotherapist. A student is not to enroll for credit in a class whose instructor has been or is their therapist. For an expanded policy on multiple/dual relationships, consult the APA ethical guidelines. Professional Behavior Some examples of professional behavior in the classroom, practicum sites, and internship sites include: • Treat others with respect, dignity, consideration and welcome. • Be on time and be prepared. • Exhibit a realistic view of self including strengths and weaknesses. • Perceive accurately the view of others and the impact of your actions on others. • Express respectful appreciation for diverse points of view even when disagreeing. Email Etiquette including the Institute’s Virtual Campus Email is used to extend education beyond the classroom providing a common communication tool for students, faculty, and staff. The system provides an internal link for the community as well as a link to regional, national, and global communication through the Internet. 208

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

Messages transmitted by email must not contain material that may reasonably be considered offensive. Offensive material includes, but is not limited to, any comments, jokes or images that would offend someone on the basis of The Instituteâ&#x20AC;&#x2122;s four transpersonal values: mindfulness, discernment, compassion, and appreciation of differences. Anonymous emails are prohibited. Plagiarism Plagiarism is an act of academic dishonesty and is a serious ethical and scholarly violation unless the words, phrases, sentences are in quotation marks and the sources are given in full. These sources might be written, they may be electronic (such as computer files, the World Wide Web or Internet) or they may be audio disks, musical scores, or film and video materials. Any material written by another that is incorporated into a paper must be properly acknowledged using APA style. The most frequent violation of the Honor Code arises when a student submits anotherâ&#x20AC;&#x2122;s work as his or her own (plagiarism), or gives or receives unpermitted aid.

Introduction Academic integrity and ethical behavior refers to the ethical standards and policies that govern how students work and interact in the academic environment at the Institute. These standards and policies attempt to do more than define what is dishonest or unethical; they also attempt to provide a foundation for the mutual trust and individual responsibility necessary in a healthy academic community. Faculty members and students as well as staff have the responsibility of upholding the principles of academic integrity and ethical behavior. Faculty and staff members should create an environment in which honesty and ethical behavior is encouraged, dishonesty and ethically inappropriate behavior is discouraged and integrity is openly discussed. Faculty members should follow the principles of academic integrity and ethical behavior in their own work and conduct. Students are obligated not only to follow these principles, but also to take an active role in encouraging other students to respect them. If students suspect a violation of academic integrity and ethically inappropriate behavior, they should make their suspicions known to a faculty member or Dean or Director of Student Services. Students reporting dishonesty and ethically inappropriate behavior must be prepared Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Maintaining Student Academic Integrity and Ethical Behavior at the Institute and the Resolution Process

209

Academic Policies

to give evidence in a hearing before the Standing Ethics Committee (SEC), which consists of one faculty member, one student, and one staff member. Many faculty members ask students to work collaboratively with others on written projects, oral presentations, revisions, labs, or other course work. The guidelines for collaborative work differ substantially from course to course, but in most cases part or all of a collaborative project must be completed independently. Faculty members should make clear, in writing, their expectations for collaborative work. Students should make sure they understand what is expected of them; they are responsible for knowing when collaboration is permitted, and when not. Handing in a paper, lab report, or take home exam written entirely by a member of one’s collaborative group, except when given explicit permission to do so by the instructor of the course, is an act of academic dishonesty. Almost all the types of academic dishonesty and ethically inappropriate behavior described below (this list does not cover all possible violations) have to do with working with others (on campus or in practicum/ internship sites) or using the work of others. This is not to suggest that working with others or using their work is wrong. Indeed, the heart of the academic enterprise, learning itself, is based on using the ideas of others to stimulate and develop your own. In this sense, all academic work is collaboration, and therefore academic integrity focuses on those acts that demean or invalidate fruitful collaboration.

Types of Academic Dishonesty and Ethically Inappropriate Behavior • Cheating. Using or attempting to use unauthorized materials in any academic exercise or having someone else do work for you. Examples of cheating include looking at another student’s paper during a test, bringing an answer sheet to a test, obtaining a copy of a test prior to the test date or submitting homework borrowed from another student. • Fabrication. Inventing or falsifying information. Examples of fabrication include inventing data for an experiment you did not do or did not do correctly or making reference to sources you did not use in a research paper. • Facilitating academic dishonesty. Helping someone else to commit an act of academic dishonesty. This

210

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

•

includes giving someone a paper or homework to copy from or allowing someone to cheat from your test paper. Plagiarism. Using the words or ideas of another writer without attribution, so that they seem as if they are your own. Plagiarism ranges from copying someone else’s work word for word, to rewriting someone else’s work with only minor word changes (mosaic plagiarism), to summarizing work without acknowledging the source. These sources might be written, they may be electronic (such as computer files, the World Wide Web or Internet) or they may be audio disks, musical scores, or film and video materials. Any material written by another that is incorporated into a paper must be properly acknowledged using APA style. Carelessness. When does carelessness become dishonesty? Students sometimes make minor mistakes in completing academic assignments. Mistyping one of many endnotes in a long paper, for example, may in most cases be considered a careless mistake, rather than an act of deliberate dishonesty. When students make multiple mistakes in acknowledging sources, however, these mistakes cannot be considered simply careless. Students who copy long passages from a book or a Web source, for example, make a deliberate choice to do so. Such students have taken a short cut; instead of explaining the source of their ideas, they have simply stolen ideas from others. In such cases, carelessness is a form of dishonesty. Students are responsible for knowing the Graduate Student Honor Code and what constitutes plagiarism and may not use ignorance of the code as an excuse for dishonesty. Multiple Submission. Submitting work you have done in previous classes as if it were new and original work. Although instructors may occasionally be willing to let you use previous work as the basis of new work, they expect you to do new work for each class. Abuse of academic materials. Harming, appropriating or disabling academic resources so that others cannot use them. This includes cutting tables and illustrations out of books to use in a paper, stealing books or articles and deleting or damaging computer files intended for others’ use. Deception and misrepresentation. Lying about or misrepresenting your work, academic records or credentials. Examples of deception and misrepresentation include forging signatures, forging letters of recommendation and falsifying credentials in an application. Of particular concern, given the current popularity of collaborative projects, is taking credit for group work to which you did not contribute significantly or Institute of Transpersonal Psychology Academic Catalog 2008–2009

211

Academic Policies

•

212

meet your obligations. In a collaborative project, all members of the group are expected to do their share. Group members may work together on each phase of the project or they may divide the tasks — one person might do background research; another might take charge of the lab experiments; another might be responsible for drafting the report. Even in a modular project, however, each member of the group is responsible for being familiar and involved with the entire project. Be sure to get clear instructions on your individual and collective responsibilities from each faculty member for each course. Electronic dishonesty. Using network access inappropriately, in a way that affects a class or other students’ academic work. Examples of electronic dishonesty include using someone else’s authorized computer account to send and receive messages, breaking into someone else’s files, gaining access to restricted files, disabling others’ access to network systems or files, knowingly spreading a computer virus or obtaining a computer account under false pretenses. Email Etiquette: Email is used to extend education beyond the classroom providing a common communication tool for students, faculty, and staff. The system provides an internal link for the community as well as a link to regional, national, and global communication through the Internet. This etiquette includes any postings to the Institute’s Virtual Campus. Messages stored and/or transmitted by email must not contain material that may reasonably be considered offensive. Offensive material includes, but is not limited to, any comments, jokes or images that would offend someone on the basis of the Institute’s four transpersonal values: mindfulness, discernment, compassion, and appreciation of differences. Anonymous emails are prohibited. Multiple/Dual Relationship Policy: A student is not to date or become romantically or sexually involved with a core faculty member, current practicum/internship supervisor, current instructor or psychotherapist. A student is not to enroll for credit in a class whose instructor has been or is their therapist. For an expanded policy on multiple/dual relationships, consult the APA ethical guidelines. Professional Behavior in the classroom, practicum and internship sites: Some examples of professional behavior include: Treat others with respect, dignity, consideration and welcome; be on time and be prepared; exhibit a realistic view of self including strengths and weaknesses; perceive accurately the view of others and the impact of your actions on others;

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

express respectful appreciation for diverse points of view even when disagreeing. The list above is a partial one. Instructors may explain in their syllabi (or supervisors in practicum/internship sites) other types of academic dishonesty and ethically inappropriate behavior relevant to the work in particular courses or sites.

Overview of the Process Cases of student academic dishonesty/ethically inappropriate behavior reported by faculty members are settled through the process outlined below. Faculty members may not impose a grade penalty for academic dishonesty/ethically inappropriate behavior except through the process outlined below. The process is designed 1) to provide prompt resolution of cases, 2) to help the student understand both the charge and penalty, and 3) to allow the student to discuss what happened and/or contest the charge or penalty being made. At all stages of the process, the focus should be on education, and open, frank discussion should be encouraged. This settlement process gives faculty members and students a chance to discuss why academic integrity and ethical behavior is so important to the community. In the process of investigating the charge, the instructor may discuss her or his suspicions with the student. In cases of cheating on exams, it may be appropriate to confront the student during the exam or immediately after; however, even in cases when the student admits to the violation verbally, a formal conference to review and sign the written settlement form should be arranged. In confronting students with charges of academic dishonesty or ethically inappropriate behavior, instructors may choose to have a colleague present to act as an observer. That colleague should be someone knowledgeable about the Instituteâ&#x20AC;&#x2122;s Graduate Student Honorâ&#x20AC;&#x2122;s Code.

The Resolution Process Academic Dishonesty/Inappropriate Behavior Resolution Form When an instructor becomes aware of a possible case of academic dishonesty or ethically inappropriate behavior, the instructor should move quickly (within ten days) to investigate the violation and to contact the student. If suspected violations occur at the end of the quarter, the instructor may assign a grade of Incomplete and arrange to confer with the student at the start of the following quarter. Reports must be made before the end of the quarter following the violation. Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

213

Academic Policies

The formal process of initiating a charge and resolution involves the following steps, with occasional minor variations depending on the nature and timing of the case: 1. The instructor arranges to confer with the student to discuss the violation and the evidence supporting it. During or shortly after the instructor’s conversation with the student, the instructor presents the student with a written statement of the charge and the proposed penalty. The instructor’s written statement must be attached to the Resolution form. 2. The student has the opportunity to respond to the charge. After listening to the student, the instructor may decide to revise the charge or penalty, or drop the charge all together. If, for any reason, the faculty member believes that the violation deserves a penalty more severe than failure in the course, the instructor may refer the case to the Standing Ethics Committee (SEC). Submit the Resolution Form and all documentation to the Dean of Student Services within ten (10) business days. 3. The student has ten (10) business days to respond to the charge, either by assenting to the charge and penalty by signing the Resolution form, or by requesting a hearing before the Standing Ethics Committee (SEC). At that hearing, the student may either dispute the charge or the severity of the penalty. While considering how to respond to a charge, students are encouraged to seek advice from someone knowledgeable in matters of academic integrity, such as a faculty advisor or another trusted advisor. If a student charged with a violation does not respond in the specified time, the matter is immediately turned over to the SEC for a hearing. 4. Once the Resolution form has been signed, it is forwarded to the Dean of Student Services office to be kept for five years. If this proves to be a second violation of the Graduate Student Honor Code, the Dean of Student Services will convene a disciplinary hearing of the SEC. Note: Once a student has been charged with a violation of the Graduate Student Honor Code, the student may not withdraw from the course in question. A hold is placed on the student’s transcript until the charge has been settled.

214

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

Penalties for Academic Dishonesty/ Ethically Inappropriate Behavior While the degree of penalty varies according to the judgment of the instructor, a first offense is usually penalized in three ways: 1. The Resolution form, which when signed, is filed in the Dean of Student Services office (if the student is clinical, it is also filed with the Director of Clinical Training); 2. The student is assigned a grade of No Pass on the relevant assignment and may be required to do additional assignments. 3. The student may be assigned a grade of No Pass (NP) in the course. If the grade is a NP in a required course, the student will need to enroll in the course again in a different quarter. If a more severe penalty is called for, the instructor may request a hearing of the Standing Ethics Committee (SEC). Academic dishonesty outside of a particular class (forged signatures and fabricated résumés, for example) or inappropriate behavior outside a class (ethically inappropriate behavior at a practicum or internship site, for example) may also lead to penalties. Students will be asked to sign the Resolution form. Either the accused student or the faculty/staff/student making the charge may request a hearing before the Standing Ethics Committee (SEC). A second violation of the Graduate Student Honor Code leads automatically to a disciplinary hearing before the SEC, and may result in suspension or dismissal.

Student Records First Offenses Signed Resolution forms for first offenses are filed in the Dean of Student Services office for five years (for clinical students, forms will also be kept with the Director of Clinical Training). The name of the student is kept confidential. The Resolution form does not become part of the student’s permanent record, except if the student is found responsible for a second violation of the Graduate Student Honor Code. Second Offenses In cases where a student is found to be responsible for a second violation of the Graduate Student Honor Code, a note about the violations will be placed in the student’s permanent record (kept in the Registrar’s office). Institute of Transpersonal Psychology Academic Catalog 2008–2009

215

Academic Policies

The Standing Ethics Committee (SEC) Hearing The Standing Ethics Committee (SEC): The SEC consists of a pool of nine (9) volunteers: 3 faculty, 3 students, and 3 staff members. The term for membership is two years. Only three committee members, one from each constituency, will hear a charge and review a case. From the pool of SEC volunteers, the Dean of Student Services will choose three members, one from each constituency. The Dean of Student Services observes and tape records the hearing, but does not participate in SEC deliberations. Reporting a Violation of the Graduate Student Honor Code: Any faculty of the Institute community may file a violation of the Graduate Student Honor Code by completing the Academic Dishonesty/Ethically Inappropriate Behavior Resolution Form (referred to as the Resolution Form) which is located in the Dean of Student Services Office. If a hearing before the Standing Ethics Committee (SEC) is necessary, either because the charge or penalty is disputed or because this is a second offense by the student, the SEC will be convened by the Dean of Student Services at a time when the participants (one member from each constituency) can attend. The three committee members will be provided copies of the case documentation submitted by the instructor and a copy of the Resolution Form. The SEC meeting will take place within 15 business days from the time the case is referred to the SEC. The membership of this committee is made known to parties involved prior to a hearing. Either party can request the Dean of Student Services to replace a committee member hearing the case because of bias or conflict of interest (this request must be made in writing). The Dean of Student Services shall decide if there are sufficient grounds to honor this request. If a committee member is unable to attend the hearing, or if a member is excluded because of potential bias or conflict of interest, an alternate will be asked to serve from the constituencyâ&#x20AC;&#x2122;s pool of volunteers. Nature of the hearing There are two types of academic hearings: one to decide a disputed charge or penalty, the other to consider disciplinary matters following a second offense. A hearing of the SEC is intended to be an orderly, fair inquiry into the facts bearing on the case. It is not intended to be a trial concerned with technical formalities. If the accused student fails to appear after proper notice of the 216

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Academic Policies

hearing date (within three (3) business days prior to the hearing date), the hearing will go forward and the committee will reach its conclusion on responsibility and the appropriate penalty on the basis of evidence presented at the hearing. Confidentiality Hearing proceedings are confidential. SEC members, advisors, and witnesses are enjoined from mentioning names of those involved or details that might reveal the identity of the student or faculty member, and from discussing presentations or committee deliberations outside of the hearing. Documentation Once a date is set for a hearing, all documentation (4 copies) relevant to the case hearing must be submitted to the Dean of Student Services at least five (5) business days prior to the hearing date to be distributed to the SEC members. Presentation/Burden of Proof/Rights When the Committee is convened to hear a disputed charge or penalty, the faculty member referring the case presents the evidence of the offense to the SEC. The student may present counter-evidence if the student wishes. During the case hearing, either party may have a faculty, staff, or student advisor, and each party has the right to call and question witnesses. The burden of proof is on the faculty member, who must establish the responsibility of the student by the evidence. (In matters of academic integrity, the evidence does not have to constitute overwhelming, irrefutable proof of responsibility, but only has to convince the SEC that the violation took place.) Faculty members may refer cases based on the testimony of other students; in doing so, however, the faculty member should make sure either that the students who provided the testimony are willing to appear as witnesses at the hearing or that there is corroborating evidence that substantiates the charge. Other procedures for due process shall be followed, and records (including a tape recording of the hearing) shall be kept. Tapes and written records will be destroyed after five years.

Standing Ethics Committee Penalties The SEC imposes penalties for dishonesty or ethically inappropriate behavior according to the nature of the violation. SEC penalties may include a letter of warning, a grade of No Pass in the class, suspension, or dismissal. If the SEC finds that there has been no violation, or if the SEC does not find substantial Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

217

Academic Policies

evidence that a violation has taken place, the student will be exonerated.

Second Offense When a hearing is convened to consider and recommend disciplinary penalties related to a second offense, the Program Chair reviews the offenses, as put forth in the Academic Dishonesty/ Ethically Inappropriate Behavior forms or in previous hearing reports, and asks the student if there are any comments the student would like to make in regard to these offenses. Since these cases have already been decided, either through resolution or previous hearing, there is no need to reconsider them. In most cases, it is unnecessary to call witnesses, unless the committee or the student feels the reports are unclear in some respect that a witness can clarify. The sole consideration of the SEC at a second offense hearing is whether further disciplinary sanctions (usually suspension or dismissal) should be applied.

Timing of Hearing The SEC hearing will be appropriately 1.5-2 hours depending on the nature of the case and the witnesses provided. The SEC will continue to meet for 1-2 hours after the hearing to discuss the case and decide on the penalty.

Notification of Outcome The Dean of Student Services will notify all parties involved in writing of the SEC decision on the case within five (5) business days of the hearing.

Appeals Either the instructor or the student may appeal the decision of the SEC. Appeals must be made in writing to the Academic Vice President (AVP) within ten (10) business days of receiving the written notification of the decision. Appeals will be considered only if they are based on one or more of the following criteria: 1. new evidence not reasonably available at the time of the original hearing; or 2. procedural error that can be shown to have affected the outcome of the hearing; or 3. appropriateness of sanction (only in cases of suspension or dismissal). The AVP will decide whether or not there is a basis for appeal, and, if so, upon consideration of the appeal, may revise the deci-

218

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Academic Policies

sion or the penalty. The decision of the Academic Vice President is final. If you believe the Appeals Process was not conducted correctly, you may use the Grievance Process to have the appeal process reviewed by upper management. The Grievance must deal with the process, not the case or the outcome. Students in all Institute programs are expected to maintain Satisfactory Academic Progress (SAP) toward their degree. Students who fail to maintain Satisfactory Academic Progress are subject to Academic Probation.

Satisfactory Academic Progress

Residential Year 1, Year 2, and Year 3 In the Residential Programs, Satisfactory Academic Progress means completion of all required courses and timely resolution of any incomplete classes. Student progress is reviewed at least once a quarter by the Dean of Student Services, yearly by the Core Faculty at a faculty meeting, and in an annual meeting with the student’s advisor. Residential Ph.D. students with more than 6.0 units Incomplete will be placed on Academic Probation. Residential Master’s degree students with more than 5.0 units Incomplete will be placed on Academic Probation. Any Student who receives a grade of “NP” (No Pass) in 20% or more of the total quarter’s enrollment will be placed on Academic Probation. Any student with grades of “NP” (No Pass) in any two required core classes may be placed on Academic Probation. This applies when an NP is received in a second required class regardless of when the first NP was received. See Grading for more detail about the grade “Incomplete.” Year 4 and Continuation Every quarter dissertation phase students must register for Dissertation Research and will be assigned a grade. Students on continuation must register for this course each quarter until the dissertation is completed. Students are expected to continue to make academic progress throughout the dissertation phase of their work. Dissertation Chairpersons are expected to give a pass or no pass grade for the dissertation research to indicate whether the student is making appropriate progress with the dissertation research project. Adequate progress is defined here as students Institute of Transpersonal Psychology Academic Catalog 2008–2009

219

Academic Policies

are making progress in the dissertation work and are staying in regular contact with the dissertation Chairperson and committee members, the Dissertation Department, including the Dissertation Director, and other school staff as necessary. In addition, the student and the Chairperson will make a Learning Agreement and timeline for dissertation completion and adequate progress based on this information will be used to assess the course grade. The dissertation is expected to be completed in a timely manner. See the dissertation resource packets for complete policy.

Global In the Global Programs, Satisfactory Academic Progress means timely completion of courses according to the academic calendar.

220

Remediation Policy

The purpose of our remediation policy is to identify and address student’s problematic behaviors, incompetence, and/or ethical violations that occur during the course of their graduate education. Identifying issues for remediation early on can assist in the development of students and prevent more serious problems later on. Also, remediation plans are designed to help students avoid Academic Probation. When a problem has been identified, the student’s advisor will develop a written remediation plan, in consultation with the student, and other Institute staff and faculty. If the student wishes to appeal the faculty’s decision, he or she may follow the appeal procedures outlined in the Academic Catalog. When a remediation plan has been developed, the student’s advisor will schedule a follow-up meeting with the student to evaluate the student’s adjustment to the review process, and recommend potential sources of guidance and assistance when necessary. If the student does not exhibit appropriate remediation, the student may be referred for Academic Probation.

Academic Probation

Students who fail to maintain Satisfactory Academic Progress will be placed on Academic probation. A student placed on Academic Probation will be notified in writing. Students must produce a plan of remediation within ten days of notification. This plan must be approved by the appropriate program office. A time will be mutually agreed upon for review of the student’s performance. There are four possible outcomes of the review meeting:

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

• The conditions are satisfied and the academic probation is removed. • The conditions are not satisfied; however, extenuating circumstances exist, and the academic probation is continued through the following quarter. In this case, the student will remain eligible for enrollment but will lose eligibility for Title IV Aid and Veteran’s Benefits. • The conditions are not satisfied, and there appear to be significant issues that must be dealt with. The student is placed on Administrative Leave with the condition that all outstanding incomplete courses be completed before the student returns to class. • The conditions are not met and the student demonstrates significant deficiencies that will likely prevent successful completion of the program. The student will be administratively withdrawn and will lose eligibility for aid until readmission to the program. Some examples of significant deficiencies include: • excessive incomplete course work • excessive unsatisfactory course work • failure to adhere to the program timeline • difficulty with written and/or spoken English • unprofessional/inappropriate behavior • failure to make progress on the dissertation • failure to attend required remediation • emotional problems • breaking probation counseling appointments Students who are administratively withdrawn from the school may appeal the decision using the Grievance Policy. Students who leave the Institute as a result of Academic Probation must obtain permission to re-apply. Notification and Resolving Probation A student placed on Academic Probation will be notified in writing by the Dean or Director of Student Services. A face-to-face meeting with the Dean/Director or Chair may also be required. A time will be mutually agreed upon for review of the student’s performance. Students placed on Academic Probation will receive a written description of the issue that triggered the probation. This may be a Warning Letter for excessive incomplete course work; a Learning Contract for concerns around clinical training issues, or progression with program timeline, or concerns that arise during the dissertation process; or Behavior Agreement if there are issues that arise during the course or the practicum that call attention Institute of Transpersonal Psychology Academic Catalog 2008–2009

221

Academic Policies

to those areas of personal and professional experience which may need strengthening. The document will be signed by the Dean or Director of Student Services and the Chair of the student’s program. Students will be reviewed not later than the end of the first full quarter in which the student attended school on Academic Probation. If the contract or agreement is not followed, the student will be withdrawn from the program.

Appropriate Behavior

Adding and Dropping Classes

222

All those who inhabit or visit the Institute of Transpersonal Psychology are to be treated with courtesy, dignity, consideration, and welcome. Disagreement in this context is to be expected and is part of our development. Abuse, verbal or physical, is not acceptable. Every student in every class has an equal right to participate whether they are in the cohort or not. Increasingly, classes will be shared with students from other cohorts or contexts. As time goes by the cohort identity will include the entire Institute including faculty and staff, and eventually, hopefully, a more global perspective. The cohort facilitates cooperation and not in-group exclusion. Every instructor is entitled to courtesy and a genuine effort on the part of the students to make their contribution as faculty a success for all involved. At the close of each course (and usually in the middle) there is an opportunity to make judgments on effectiveness and needed improvements. There is a shared responsibility to create the best possible atmosphere for all participants, even if challenged.

Residential Prior to the start of the quarter, students have the opportunity to register for class. By the first day of the quarter, students will receive a list of classes for which they are registered. Changes may be submitted using this list during the first week of class. Beginning in the second week, changes to registration must be submitted using a Form 108 Add/Drop. An Instructor’s signature is required to add a class after the first meeting. There is a fee to add a class after the third week of class. Part-time students may not add a class after the third week. Weekend intensives and workshops should be added by the end of Week 3 (part-time students may not add any class after Week 3). Seminars and workshops must be dropped at least one Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

week prior to the start date, or they will remain on the transcript with a grade of “W” for withdrawn. After the third week of the quarter and up until the last week of classes, students wishing to leave a course must withdraw from a class in consultation with the instructor, who will sign the withdrawal form. A “W” will appear as a grade on the student’s transcript. Students who leave a course during the last week of the quarter may receive a “No Pass” grade at the discretion of the instructor. Students may not withdraw from a class by ceasing attendance. Students not attending class who appear on the roster may be assigned a grade of “No Pass” at the discretion of the instructor if a drop form has not been submitted in a timely fashion.

Global Each Global Programs course in the Certificate and Master’s Program is scheduled according to the academic calendar. Students are registered in courses and access to their online course is given. Global students generally do not add or drop courses during the quarter, but work out revisions to their schedules well in advance of the scheduled start date. As a graduate curriculum, Institute courses are designed to address specific areas of knowledge in a whole person learning mode, with each class contributing to the completion of the objectives. This means that presence in each class meeting is essential for student learning and instructor evaluation.

Attendance and Timely Completion

Residential Absences Students are expected to attend all course meetings and complete all assigned course work. If an absence is expected during the quarter, the student should ask permission from the instructor ahead of time and arrange to make up class work. Students cannot receive credit if more than two classes are missed unless arrangements are made ahead of time with the course instructor. Such arrangements are available at the discretion of the instructor. Instructors may require extra assignments for missed classes. Health Issues Absences due to health problems should be reported to the instructor at the next class meeting. Two consecutive absences due to heath problems must be documented by a health care professional. Institute of Transpersonal Psychology Academic Catalog 2008–2009

223

Academic Policies

Tardiness All Institute classes begin at the scheduled time and students should be in the classroom at the announced starting time, ready to begin. Students who enter class late should exercise common courtesy so as not to disturb the class. Chronic tardiness may be treated as an unexcused absence by the course instructor, or may be referred to the Dean of Student Services who will recommend appropriate action to the Chair. Possible actions include verbal reprimand, written reprimand, or in extreme cases, Academic Probation. Class Cuts Any absence not arranged in advance or not documented as an emergency will be considered a cut. Instructors are not required to allow make-up work for cut classes so cutting a single class may result in credit being withheld. Make-up Work In courses that involve experiential learning methods, make-up assignments may not be possible due to the nature of the class (e.g., group process); therefore, it may be necessary for students to take the course at another time rather than miss class meetings. The instructor determines whether make-up work is acceptable and, when acceptable, the instructor assigns the plan for make-up work. Unsatisfactory Attendance Students who have unsatisfactory attendance in a class are required to drop or withdraw from the class prior to the end of the quarter. Students will not be automatically withdrawn from a class if they stop attending. Instructors have the option of assigning a grade of “NP” (No Pass) to students who fail to withdraw from a class, or to students who miss more than 20% of regular class meetings.

Global Global Certificate and Master’s students have six weeks to complete a course. Failure to do so will result in a grade of No Pass for the course, and the student will be required to retake the course. This will result in Excess Unit charges. Absences Global Ph.D. students who are absent for two or more weeks will receive a grade of “No Pass” for the course.

224

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

Course Blueprint Students follow a blueprint arranged in conjunction with the academic calendar. Revisions to the blueprint should be discussed with faculty mentors and submitted to the Registrar. Seminar Attendance Policy Seminars are an integral part of the Global Programs’ curriculum and therefore full attendance of the seminar is required for successful completion of this one unit course. Please schedule travel appropriately so that you are able to attend the full seminar. If you leave the seminar early and do not sign-out on the final day of the seminar, you will not receive credit for the seminar course. Furthermore, you will be required to make up the hours required by enrolling in an additional seminar at a later date. Seminar credit tuition, room and board and travel expenses will apply. Independent Study Mentors and the Program Chair must approve plans for independent study work prior to the registration period. Students must submit completed contracts to the Registrar at the end of the independent study. Independent study projects are to be included in the course blueprint. In some courses it is appropriate to discuss material of a personal nature. In these courses it is expected that the instructor and students will respect the confidentiality of that portion of the class content. The instructor is responsible for discussing and clarifying rules of confidentiality at the first class meeting. A statement on confidentiality is to be included in the course description. Violation of confidentiality may be construed as a violation of ethical standards and may result in suspension or dismissal.

Confidentiality

Group Process Normally, personal content and behavioral responses in group process should be held in confidence. Examples of personal content would be: • Considering dropping out of school. • Having trouble with an instructor. • Having been a survivor of incest. • Examples of behavioral responses would be: • Crying. • Refusing to answer a question.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

225

Academic Policies

• Expressing anger in a way that does not harm oneself, others, or group process (e.g., shouting). Since group process is not group therapy and is sponsored by the Institute, and is part of the curriculum, there are certain exceptions to confidentiality besides the usual ones. The usual exceptions to confidentiality are: • When one is a danger to self or others. • When one wishes to talk in confidence to an advisor about matters that pertain to one’s self but involve events in group process. Other exceptions to confidentiality include: • Students giving feedback on the performance of an instructor (here the group leader) through the 110 forms and/or interviews with students. Normally, the group leader should not be asked about any student behavior in group. Exceptions may be made when there are concerns about one of the following: • If a student’s behavior in group is so disruptive that it impairs the working of the group. This decision to break confidentiality should be made only if the incident is very serious and needs to be acted on quickly or if other steps can and have already been taken. • If there are significant indications that it would be harmful to the student or to others if the student continues in the program. • If there are significant behaviors that contra-indicate the student’s becoming a transpersonal agent of change (e.g., therapist, teacher, spiritual counselor). • If an individual student or small group complains about another student’s behavior in group process, the first step is to encourage the student(s) to take this back to the group (especially if this has not already been done). The second step would be a discussion by the students with the group leader. Only if there is clear indication that the group leader and group cannot work this through, or that this situation is disruptive of the course educational process, would the Chair or Dean of Students become involved. Experiential Course Work Normal confidentiality for personal material should apply. However, in any course there is a need for the instructor to evaluate what a student has learned and how well the student is able to personally integrate the material. If a student’s behavior is disrup226

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

tive of others or is indicative of unresolved problems that would impact the student’s professional goals or further participation in the program, then confidentiality does not apply. Moreover the instructor must use what happens in class to evaluate the student’s meeting of the academic/professional goals of the course and program. Student Information about Another Student If a student offers information about another student that could lead to questioning the student’s readiness to continue in the program or which would impact the educational process, such information should not be used in making a decision about the student in question without efforts being made to hear the involved student’s side. The practice of counseling and psychotherapy is regulated by the State of California and the American Psychological Association (APA) Code of Ethics. These laws and professional guidelines apply to students in training as well as to graduates. This has been emphasized by a resolution adopted by the Institute Board of Trustees at a meeting on June 9, 1983: It is a matter of Institute of Transpersonal Psychology school policy that any behavior on the part of Institute faculty, students, or staff that violates the APA Ethical Standards and/or California State Business and Professions Code regarding the practice of psychology is grounds for immediate suspension or dismissal from the Institute.

Ethics Statement Regarding Psychological and Educational Practices

In light of this Board policy, it is essential that the Institute community be familiar with the APA Ethical Standards, reprinted in the Student Handbook. A copy of the Casebook on Ethical Standards of Psychologists is available in the ITP Library or may be obtained by writing to: American Psychological Association 1200 Seventeenth St., NW Washington, DC 20036 Many valuable resources about ethics are available on the APA website: www.apa.org

Institute of Transpersonal Psychology Academic Catalog 2008–2009

227

Academic Policies

Grading

All Institute courses are graded on a Pass/No Pass basis. To receive a grade of “Pass” a student must have completed all required course work at the level of a “B” or better. “Grade of B” is used in the traditional sense of graduate study and indicates above average execution of the course work and integration of the material. Students may also elect to audit a class without receiving credit towards graduation. Classes taken in this fashion are recorded on the transcript with a grade of “AU.” Grade Key P Pass (work completed at the equivalent of a “B” or better) NP No Pass (work unsatisfactory, “C” or below) AU Audit + Currently enrolled I Incomplete IX Incomplete with Extension W Withdrawn (dropped after mid-quarter) X Grade not received from Instructor

Residential A narrative evaluation of each course is filed on a form 103B. One copy of this form is placed in the student’s academic record and another is returned to the student. The evaluation is based on the learning objectives described on the course syllabus. Residential students who drop a class after the third week of class will receive a grade of “W” (Withdrawn). Changing Grades Revisions to a previously assigned grade are made using the Form 103C Change of Grade. This form is generated at the end of the quarter with the student grade report. The 103C should be submitted to the course instructor along with any outstanding work when requesting a change of grade. If the course instructor is unavailable (i.e., a contract faculty member who taught one quarter and is not available subsequently), the Chair of the program has the authority to revise an incomplete. This is not the same as appealing a grade. The Chair will only sign off on a grade revision if the original instructor is unavailable and the Chair is able to evaluate the outstanding work.

228

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

Incomplete Course Work Students who do not complete course requirements by the end of the quarter may be assigned a grade of “Incomplete.” This grade is granted solely at the discretion of the course instructor. Faculty who elect not to grant “Incomplete” will indicate this on the course syllabus. Incomplete course work must be resolved by the student no later than the end of the quarter following the quarter in which the incomplete was received or the grade will change automatically to a “No Pass.” Up to one additional quarter is allowed to complete course requirements with the written permission of the instructor. Outstanding incomplete courses with extensions appear on grade reports with the grade “IX.” Incomplete courses that remain unresolved after two quarters are permanently changed to “No Pass.” Excess “Incomplete” grades will result in the student being placed on Academic Probation. The Chair of a student’s program may change an “Incomplete” to “Pass” if the instructor of the course is no longer with the Institute at the time the course requirements are completed. Incomplete course work changes to a grade of “No Pass” when a student withdraws from school.

Global A narrative evaluation of each course is filed on a form 203B/403B. One copy is placed in the student’s academic record and one is returned to the student. In addition to the narrative evaluation, the 203B form also contains checkboxes for instructors to evaluate student performance in three areas: • course mastery • integration of material • writing skills There are three levels of notation, Satisfactorily Completed, Some Concern, and Needs Improvement. All 203Bs with concern boxes checked are given to the Chair for review. If there is an area of concern that appears consistently, the Chair will review this with the student’s mentor or advisor. Global Incomplete and No Pass Students who have satisfactorily completed all of their course work on time may receive a “Pass”. Students who do not successfully complete all of their course work on time due to a genuine life emergency, may receive an “Incomplete”. The decision between a “No Pass” and an “IncomInstitute of Transpersonal Psychology Academic Catalog 2008–2009

229

Academic Policies

plete” is at the sole discretion of the mentor or instructor. If the student does not complete the course work exactly one “Academic Term” after the “Incomplete” was granted the grade will automatically turn into a “No Pass.” Students who do not successfully complete their entire course work on time and who do not have a genuine life emergency, will receive a “No Pass”. The student is then responsible for retaking this course.

230

Independent Study

Refer to the Student Handbook for the specifics of independent study in each program. Each certificate and degree program has a limit on the total number of independent study units which may be applied toward graduation. Generally, 1.0 units of credit will be awarded for a minimum of ten hours of instructor contact plus twenty hours of outside preparation (a total of thirty hours), thirty hours of independent study, or thirty hours of supervised practicum. No more than 3.0 units will be awarded for a single independent study project. Course work taken as independent study will not be used to certify enrollment load for the purpose of Veterans Benefits. Academic credit is available to students for work done outside the Institute. To receive credit, a student must complete the appropriate Independent Study form. Independent study requires the permission of the Chair and the supervision of a core faculty member or faculty mentor. Credit for Independent Study will not be awarded until the student has submitted a final paper for the independent study to the faculty supervisor. Students who want to waive a required class using an Independent Study must obtain the prior permission of the Chair. Upon completion of the Independent Study, the student must then submit a Form 123 Waiver of Required Class to the Chair for approval.

Academic Appeals

The following procedure is to be used to appeal grades, academic disciplinary actions, determination of unsatisfactory progress or academic probation, and any other academic sanction. If you believe the appeals process was not conducted correctly, you may use the Grievance Procedure to have the appeal process reviewed by the upper management. The grievance must deal with the appeal process, not with the outcome.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

Appeals of Academic Sanctions You must make a written appeal to the Program Chair or, if action was initiated by the Program Chair, to the Academic Vice President. This must be done within two weeks of the notification of the academic sanction. Include a copy of the notice, any material that is in dispute, and a brief summary of your reasons for believing the action is not appropriate. Upon receiving all materials, the Program Chair (or Academic Vice President if initiated by the Chair) will review the appeal in conjunction with the Director/Dean of Student Services and any other appropriate parties. Within two weeks, the Chair (or Academic Vice President) will notify you in writing how the review was conducted and the result of your appeal. This result may be appealed to the Academic Vice President using the same procedure and timeline. The Academic Vice President is the final arbitrator of all academic appeals. A grade appeal is exclusively to request a revision of an assigned grade. Numeric evaluation provided under the Course Objectives is not subject to appeal nor is an indication of Pass with Concerns or with Confidence. This information does not appear on your transcript and is provided as a means of ongoing feedback. Before initiating the appeal process, you must contact the instructor. Based upon the work you have completed and the evaluations you have received, explain why you disagree with the grade assigned. The faculty member will provide an explanation of why the grade was assigned. If the two of you are unable to reach a satisfactory resolution, you may make a written appeal to the Program Chair or, if the instructor is the Program Chair, to the Academic Vice President. This must be done within two weeks of the receipt of the grade from the instructor (return of the yellow copy of the 103B form to you). Include a copy of your 103B and any course work that is in dispute. In your brief summary explain why you believe the grade assigned is not appropriate and list the instructorâ&#x20AC;&#x2122;s concerns as stated to you. Within two weeks, you will be notified in writing of the result of your grade appeal. If the appeal to the Chair does not resolve the grade dispute to your satisfaction, you may repeat the appeals process with the Academic Vice President. Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Appealing a Grade

231

Academic Policies

The Academic Vice President is the final arbitrator of all grading disputes. This decision is final. No further appeal of the assigned grade is possible.

232

Protection of Human Subjects in Research

In all cases where human beings are subjects of research, participants must be accorded ethical and moral treatment as specified in the American Psychological Association (APA) Ethical Principles for Psychologists. Additionally, other standards may be applied when it is believed that the research may impact the participantsâ&#x20AC;&#x2122; mental, physical, or spiritual wellbeing, and/or compromise confidentiality. Policies and procedures for the protection of human subjects in research are administered by a review committee, known as the Research Ethics Committee. This committee consists of a faculty member who serves as chair of the committee, along with teams of faculty members and students, all of whom will have received special training in ethics review procedures.

Registration Bars

Students whose tuition and fees are past due will be barred from class registration and will not receive grades until payment is current. Academic records will also be held pending payment on student accounts. Students with long-standing tuition delinquencies may be involuntarily withdrawn from the program.

Dissertation

Every quarter dissertation students must register for Dissertation Research and will be assigned a grade. Students on continuation must register for this course each term until the dissertation is completed. Students are expected to continue to make academic progress throughout the dissertation phase of their work. Dissertation Chairpersons are expected to give a Pass or No Pass grade for the dissertation research to indicate whether the student is making appropriate progress with the dissertation research project. Adequate progress is defined here as students are making progress in the dissertation work and are staying in regular contact with the dissertation Chairperson and committee members. In addition, the student and the dissertation Chairperson will make a Learning Agreement and timeline for dissertation completion and adequate progress based on this information will be used to assess the course grade. The dissertation is expected to be completed in a timely manner. See appropriate dissertation resource packets for complete policy.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Academic Policies

It is the policy of the Institute to fully comply with the Federal Family Educational Rights and Privacy Act of 1974. Student academic records and transcripts are currently maintained by the Institute in perpetuity. Non-academic student records are destroyed according to the Institute’s record retention policy.

Student Records

The ITP Writing and Style Handbook is the standard for all written work submitted at the Institute of Transpersonal Psychology. This includes citations and reference lists. Where necessary, the Publication Manual of the American Psychological Association (5th edition) is the preferred secondary style reference.

Style of Written Work

Writing Error Policy All faculty-directed writings having academic content (for example, mini-proposals, proposals, dissertation drafts, theses, second year final papers, formal final papers for courses, doctoral qualifying papers) must be in APA style and carefully edited. This policy may not apply to certain self-reflection papers (determined by the instructor) and online communications such as posts on the Virtual Campus or electronic mail. At the discretion of the reading faculty members: • If a paper contains extensive errors of any type, faculty may return the paper for revision without a review of the content being completed. The paper must be resubmitted within a deadline specified to the class or student (normally within 2 weeks of reception of the original paper). • Error types tend to be repeated and therefore increase the total number of errors in a document. Even a total of 5 to 10 error types (grammatical, spelling, typographical, or departures from APA guidelines) found within the document is considered unacceptable. It is likely that the paper will be returned under these circumstances. If English is not a student’s first language, the chair of the committee should advise the student to get the needed editing support, being aware that all editing expenses are paid by the student. Graduate students are expected to write correctly and well. It is a misuse of the faculty’s time to expect them to read the paper through the errors or even correct extensive errors. If outside help is needed, it is the student’s responsibility to secure that help (e.g., an editor) and pay any related expenses. This revised policy

Institute of Transpersonal Psychology Academic Catalog 2008–2009

233

Academic Policies

is effective February 2006 and applies to all students in any Institute degree program.

Waiver of Required Class

234

As a rule, program requirements cannot be waived. In exceptional circumstances, students may petition for the waiver of a required course using the Waiver of Required Class Form. The decision to permit waiver of a required class is made by the program Chair and, where needed, with appropriate faculty. Waiving a class will not have an impact on the total amount of tuition or the total number of units required for graduation. It is the student’s responsibility to demonstrate an acceptable level of proficiency in the course learning objectives. This demonstration can be done in one of two ways: • Passing, with a B or better grade, a similar graduate level course at an accredited institution and within the last ten years. Proof of the grade must come from an official transcript. • If the course title on the transcript does not demonstrate to the instructor and Chair that the material in the previously completed course matches the material in the course to be waived, then additional proof of similarity in content and learning objectives must be supplied by the student. Proof must include either a syllabus indicating material studied or a description of the course from the school’s catalog. Knowledge of the material demonstrated through some form of test. This may be through a written or oral test or through a paper discussing key points in the course material. The format will be determined by the Chair and, where needed, with appropriate faculty in dialogue with the student. Any exceptions to the above procedure must be approved by the Chair. Even if a student can demonstrate equivalent knowledge, the Chair may determine that the student still must take the course because of its importance within the curriculum. Reasons for this include: • The experiential components in the course contribute to a class dynamic that impacts other courses. • The course presents material from a transpersonal perspective or includes material that is not covered in a standard curriculum. • The course needs to be on the transcript to fulfill certain external requirements (e.g., certain courses are required by the State of California to award the Institute of Transpersonal Psychology Academic Catalog 2008–2009

Academic Policies

MACP, to fulfill the academic requirements for Marriage and Family Therapist, or for licensing as a clinical psychologist).

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

235

Academic Policies

236

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Administrative Policies

The Institute of Transpersonal Psychology is accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC), an institutional accrediting body recognized by the Counsel on Postsecondary Accreditation and the U.S. Department of Education. Copies of the Instituteâ&#x20AC;&#x2122;s proof of accreditation by WASC are available for inspection in the ITP Library. Contact information for WASC is as follows: Western Association of Schools and Colleges 985 Atlantic Avenue, Suite 100 Alameda, CA 94501 Phone: (510) 748-9001 Fax: (510)748-9797 wascsr@wascsenior.org www.wascweb.org Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Accreditation

237

Administrative Policies

Affiliations

Authority

238

The Institute is a member of: • AACRAO: The American Association of Collegiate Registrars and Admissions Officers • AGB: The Association of Governing Boards • AHEAD: The Association on Higher Education and Disability • ALA: The American Library Association (ALA) • ATP: The Association for Transpersonal Psychology • BAGAP: The Association of Bay Area Graduate Admissions Professionals • CAPED: The California Association for Post-Secondary Education and Disability • CAPIC: The California Psychology Internship Council • CASFAA: The California Association of Student Financial Aid Administrators • CDPP: The Consortium for Diversified Psychology Programs (Affiliate Member) • COGDOP: Council of Graduate Departments of Psychology • IOA: The International Ombudsman Association • NACUBO: The National Association of College and University Business Officers • NAFSA: The National Association of Foreign Student Advisors • NASFAA: The National Association of Student Financial Aid Administrators • NCCLP: The Northern California Consortium of Psychology Libraries • NCNMLG: The Northern California and Nevada Medical Library Group • NCSPP: Northern California Society for Psychoanalytic Psychology • PCDRC: The Private College Disability and Resource Centers of Northern California The Institute began educational operations in the Fall of 1975 under the name California Institute of Transpersonal Psychology. Articles of Incorporation were filed with the Secretary of State for the State of California on February 26, 1976. The Institute changed its name to Institute of Transpersonal Psychology by filing the required paperwork with the Secretary of State on February 19, 1986. The Institute of Transpersonal Psychology is a private, independent, not-for-profit graduate school of transpersonal psychology, exempt from Federal Income Tax under Section 501(c)(3) of the Internal Revenue Code. It is incorporated under the laws of the State of California as a not-for-profit educational institution. Completion of a degree does not guarantee the awarding of a professional license by the State of California or any authorized agency. Institute of Transpersonal Psychology Academic Catalog 2008–2009

Administrative Policies

Background In response to concerns about the health and public safety risks associated with the misuse and abuse of illicit drugs (“controlled substances”) and alcohol, the Congress of the United States passed the Drug Free Work Place Act of 1988 and the Drug Free Schools and Communities Act Amendments of 1989. The acts describe various deleterious physical and mental consequences (including addiction, severe disability, and death) among the health risks associated with the use of illicit drugs and the abuse of alcohol. “Controlled substances” are those defined in 21 U.S.C. 812 and include, but are not limited to, such substances as marijuana, heroin, cocaine, cocaine derivatives, barbiturates, amphetamines, PCP, tranquilizers, and inhalants. Generally, as of September 1990, it is a criminal offense: • To illegally manufacture, sell, distribute, or possess controlled substances (those listed in Schedules I through V of the Controlled Substances Act [21 U.S.C. secs. 812, 282, 841, 844, 845, 845a]). • To unlawfully possess or possess for sale, controlled substances specified in the California Health & Safety Code, secs. 11054, 11055 (California Health & Safety Code secs. 1135011351). • To transport, sell, or distribute marijuana to a minor or to use a minor to transport, sell, or distribute marijuana (California Health & Safety Code sec. 11361). • To provide an alcoholic beverage to a person under 21 or to any obviously intoxicated person (California Business & Professions Code secs. 25658, 25602). • To be under the influence of alcohol in a public place and unable to exercise care for one’s own safety or that of others (California Penal Code sec. 647). • To operate a motor vehicle while under the influence of alcohol or other intoxicants or with a blood alcohol level of .08 or higher (California Vehicle Code sec. 23152). • To have an open container of alcohol in a motor vehicle and for a person under 21 to drive a vehicle carrying alcohol or to possess alcohol while in a motor vehicle (California Vehicle Code secs. 23223, 23224). Therefore, the Board of Trustees of the Institute of Transpersonal Psychology has enacted the following policy in compliance with the law, applicable to all employees and students.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Alcohol and Controlled Substances Policy

239

Administrative Policies

Policy Statement It is the policy of the Institute of Transpersonal Psychology to maintain a drug free workplace and campus. The unlawful distribution, possession, and/or use of controlled substances or the unlawful possession, use, or distribution of alcohol is prohibited on the Institute campus or in the workplace. The workplace and campus are presumed to include all Institute premises where the activities of the Institute are conducted. Violation of this policy may result in disciplinary sanctions up to and including termination of employment or expulsion of students. Violations may also be referred to the appropriate authorities for prosecution. This policy will be reviewed at least biannually by the CEO to determine its effectiveness, and needed changes to the program will be implemented.

Students Students, who unlawfully distribute, possess or use controlled substances or alcohol in the workplace, on the campus, or as part of any Institute activity may be subject to discipline up to and including expulsion.

Staff and Faculty As a condition of employment, all Institute employees are required to follow this policy. Employees who unlawfully manufacture, distribute, dispense, possess, or use controlled substances or unlawfully use, possess, or distribute alcohol in the workplace or on campus shall be subject to discipline up to and including discharge from employment. Individuals who are not employees, but who perform work at the Institute for its benefit, (e.g., independent contractors, job shoppers, temporary employees provided by agencies, visitors engaged in joint projects at the Institute, and volunteers) are required to comply with this policy. Such individuals who unlawfully manufacture, distribute, dispense, possess, or use controlled substances or unlawfully use, possess, or distribute alcohol in the Instituteâ&#x20AC;&#x2122;s workplace may be barred from further work at the Institute.

Rehabilitation Successful completion of an appropriate rehabilitation program (including participation in aftercare) may be considered as evi-

240

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Administrative Policies

dence of eligibility for continued or future employment or for reinstatement of student status.

Getting Help Anyone who is concerned about substance use, abuse, and rehabilitation is strongly encouraged to contact either a physician or the Transpersonal Counseling Center, which can provide referrals to the appropriate resources (community or private agencies) that provide complete, confidential substance abuse counseling. Seeking confidential help from or being referred to these services will not, by itself, result in disciplinary action. Individual privacy will be respected in the counseling process. Students (including employees who are also Institute students) are encouraged to contact the Transpersonal Counseling Center with any questions concerning local resources. While the Center does not provide crisis intervention for substance abuse, it can provide information as to what public and private resources are available in the area.

Legal Sanctions The unlawful manufacture, distribution, dispensation, possession, and/or use of controlled substances or alcohol are regulated by a number of federal, state, and local laws. The laws impose legal sanctions for both misdemeanor and felony convictions. Criminal penalties for convictions can range from fines and probation to denial or revocations of federal benefits (such as student loans) to imprisonment and forfeiture of personal and real property. Persons interested in accessing data available through the California State Sex Offender Registry may obtain access information at: caag.state.ca.us/megan/info.html Persons required to register are reminded that registry status must be updated to reflect enrollment or employment on a school campus (CSCPA).

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Jacob Wetterling Crimes Against Children and Sexually Violent Offender Registration Act 241

Administrative Policies

Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act

Security Policies The Institute does not maintain a security or police force as part of our general operations. Any suspicious or criminal activity should be reported to the Palo Alto Police Department. In the event of an emergency, dial 911 on the nearest phone. To report a situation of a non emergency nature, use the general Palo Alto Police number, (650) 329-2406, from 8:00am to 6:00pm Monday through Friday, or (650) 329-2413 after hours. Also, any suspicious activity or criminal incident should be reported to the Facilities Office. The Facilities Director will ensure that the proper authorities are notified and that the Management Committee is made aware of the incident. Access to Institute facilities is limited to authorized personnel, students, and guests. Facilities are generally locked when not in use. Building keys are issued to authorized parties by the Facilities Director.

Campus Crime Statistics Number per Year

242

Offence Category

2004

2005

2006

2007

Murder

Sex Offenses (forcible)

Sex Offenses (nonforcible)

Robbery

Aggravated Assault

Burglary

Motor Vehicle Theft

Liquor Law Violations

Drug Abuse Violations

Weapons Possessions

Hate Crimes (all classes)

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Administrative Policies

Informational Programs on Crime Prevention and Campus Security Students will be informed of any recent problems, including incidents of note occurring in the Palo Alto area, at their class meeting or by email. Reporting and prevention procedures will be reviewed with students annually either at orientation or through the annual orientation packet. Likewise, at least one annual staff and one annual faculty meeting will include the topic of crime prevention on the agenda. Should a crime occur on campus, an ad hoc committee consisting of student, staff, and faculty representatives will be convened by the Executive Management Committee and coordinated by the Facilities Director. This committee will be charged with coordinating appropriate dissemination of incident and prevention information to the Institute community. The committee will be required to meet within five working days of the incident and make a report to the community within ten working days of the incident. It is the policy of the Institute to comply with all applicable federal and state laws and regulations governing the operation of an institution of higher education and the administration of federal financial aid. In addition to the specific implementation of regulations described herein, this includes but is not limited to: Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; Executive Order 11246, as amended; Section 504 of the Rehabilitation Act of 1973; the Age Discrimination Act of 1975; the Pregnancy Discrimination Act of 1978; the Americans with Disabilities Act; the Immigration Act of 1990, as amended; the Family Medical Leave Act of 1993; the Digital Millennium Copyright Act; and applicable laws of the United States and the State of California.

Compliance

Trustees, faculty, and staff members should avoid actions where there is a conflict, or appearance of conflict, between their personal interests and their responsibilities to the Institute and their profession. This includes financial conflicts (self-dealing), and conflicts between roles in relation to students or those who are supervised (dual role relationships). Financial contributions from business, industry, government, and private donors will not be accepted if they threaten any aspect of academic freedom at the Institute. If an exception is

Conflict of Interest, SelfDealing, and Dual Role Relationships

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

243

Administrative Policies

believed warranted, the individual should submit a written petition with justification to the President prior to the action. At the President’s discretion, or in the case of an unresolved conflict between the President and the petitioner, the Board of Trustees will make the final decision. A more detailed discussion of this policy as it applies to faculty may be found in the Institute’s Faculty Procedures and Policy Manual.

244

Consumer Information

Students and prospective students are entitled under federal and state law to consumer information concerning the Institute. Any member of the admissions staff is available to assist you in obtaining consumer information about the Institute.

Diversity in Curriculum and Teaching

The Institute of Transpersonal Psychology is committed to diversifying its faculty, staff, and student body; to promoting diversity in its curriculum, educational policies, administrative policies, and teaching methods; and to mindful consideration of organizational structures, policies, and values which promote participation by a diverse community. Diversity in this context refers to people of any race, color, religion, national origin, ethnic origin, gender, age, physical impairment, or sexual orientation. Across the curriculum and as appropriate to particular classes, the Institute faculty is expected to present and make available to students theories and scholarly works in transpersonal psychology that represent a wide range of diverse cultural perspectives. This includes, but is not limited to, class presentations, required readings, reading lists, outside speakers, and other teaching materials. Faculty will also strive to teach in a manner that renders class presentations and materials relevant to its diverse student constituency. Individual classes may be devoted to one particular school or view, but will be contextualized and critiqued from a variety of cultural perspectives.

The Federal Family Educational Rights and Privacy Act of 1974

The Federal Family Educational Rights and Privacy Act of 1974 define the Institute’s responsibility to protect the privacy of parents and students. Specifically the statute governs: (1) access to educational records maintained by the Institute, and (2) the release of such records. In brief, the statute provides that the educational institution must provide student access to official educational records directly related to the student and an opportunity for a hearing to challenge such records on the grounds that they are inaccurate, misleading, or otherwise inappropriate. Institute of Transpersonal Psychology Academic Catalog 2008–2009

Administrative Policies

The right to a hearing under the act does not include any right to challenge the appropriateness of a grade as determined by the instructor. The act generally requires that written consent of the student be received before releasing personally identifiable data about the student from records to other than specifically designated officers of the Institute. Schools are authorized under the act to release public information concerning students. Such information includes the students’ name, address, telephone listing, email address, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, degrees and awards received, and most recent previous educational agency or institution attended by the student. The above designated information is subject to release unless the educational institution has received prior written request from the student specifying information which should not be released. The Registrar’s Office implements this federal legislation, and will not release information if confidentiality is requested in writing. The Board of Trustees A Board of Trustees is responsible for the Institute’s corporate, business, and financial affairs, including the setting of broad educational policies and long-range planning. The Board consists of prominent members of local and nearby communities as well as representatives from the Institute community. The President, as executive head of the Institute, exercises a general superintendence over all of the educational and administrative affairs of the Institute. The President is responsible to the Board of Trustees and the executive agent of the Board, implementing its policies. Responsibility for all academic affairs rests with the Academic Vice President. The Vice President exercises this responsibility at the direction of the President and with the assistance and advice of the Faculty Senate and the Global and Residential Faculty Councils. In this capacity, the Academic Vice President is responsible for the content, quality, and execution of all academic programs and for the maintenance of the Institute’s academic standards.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Governance

245

Administrative Policies

Academic Leadership Group The Academic Leadership Group is comprised of the Director of Admissions, Dean of Student Services, Director of Student Services, Director of Clinical Training, and all program Chairs and is chaired by the Academic Vice President. This group takes an overview of all of the academic programs and creates the communication link between programs. The ALG decides what issues need to be brought to the Faculty Councils, Faculty Senate, Diversity Action Team, or the Management Team for review.

Grievance Policy

Guiding Principle In any grievance procedure, the guiding principle is that any action such as reprimand, expulsion, suspension, probation, or termination must be done in good faith and in a fair and reasonable manner. Whenever possible, grievances and conflicts should be resolved and settled where they occur; therefore, another party should not be brought in unless efforts have first been made to resolve the issue among the people involved. Either party may, at their discretion, request the presence of a facilitator not involved in the conflict.

Initiating the Grievance Process Should direct communication between the parties fail, the following procedures should be followed: Faculty/Student Issues In matters involving faculty, students should contact the Chair of their degree program. If the grievance involves the Chair, the matter should be referred immediately to the Academic Vice President. The Chair may determine a finding independently or seek the recommendation of an ad hoc committee that includes advocates for both parties. Staff/Student Issues Matters involving Institute staff should be brought to the Dean of Student Services. The Dean of Student Services may determine a finding independently or seek the recommendation of an ad hoc committee that includes advocates for both parties. Depending upon the issue, the Dean of Student Services may refer the grievance to the Academic Vice President for input and resolution or vice versa. 246

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Administrative Policies

Issues Involving Students In any case where the subject of a complaint is a student, including concerns originating outside the Institute for a current student’s behavior in a professional setting, the matter should be directed to the Chair. The Chair will consult with the Academic Vice President on an appropriate course of action.

Grievance Findings Following review of the grievance, all involved parties will receive written notification of the grievance finding. Notification of any action to be taken including reprimand, expulsion, suspension, probation, or termination, must include a description of the action and the reasons. The recipient must be informed of any conditions related to the actions, the right to appeal, to whom that appeal should be made if the person wishes to appeal, that it must be made in writing, and the length of time available to appeal the finding. Generally, an appeal must be made within five days, not counting the day of notification.

Appealing a Grievance Finding In the case of a faculty/student issue, if the Academic Vice President is involved in the decision then appeal is made to the President’s Office. If the Academic Vice President is not involved, then the appeal is made to the Academic Vice President. In the case of a faculty/staff issue, if the Academic Vice President is involved in the decision then appeal is made to the President’s Office. If the Academic Vice President is not involved, then the appeal is made to the Academic Vice President. Normally, the decision involving corrective action is effective two weeks after notification; however, in cases that involve unethical or illegal behavior, the action, such as suspension, may be immediate. In such cases the person still has the right to appeal. A determination will be made on a case-by-case basis by the person hearing the appeal as to whether a student may remain in school, or a faculty or staff member may remain at work, while the appeal is being conducted. The finding letter in a case involving dismissal will contain what circumstances, if any, would allow reapplication or return to the Institute.

The Highest Level of Appeal In general, any aggrieved party may address their appeals to successively higher levels of the Institute’s management including the Board of Trustees. Institute of Transpersonal Psychology Academic Catalog 2008–2009

247

Administrative Policies

The Board of Trustees constitutes the highest level of institutional appeal. The Board has the following options to resolve a grievance: • Resolve the matter directly by Board action. • Refer the problem to a committee established by the Board. The committee is charged with recommending appropriate action for Board approval. • Delegate the responsibility to the President who then has final authority to resolve the problem. The President, in turn, may form a committee charged with recommending appropriate action. A Note Concerning the Use of the Grievance Process Grievance is not intended as an appeal for complaints that have been reviewed and acted upon. The grievance process is available in these cases only if the petitioner can demonstrate that the review was flawed for some reason. Matters concerning disputes over grading or academic progress are to be resolved as described in the Academic Appeals Process. The steps taken in conducting an academic review may be challenged through the grievance process; however, only in extraordinary circumstances will the outcome of the review be subject to revision. In the case of complaints about administrative policy, including tuition and fees, the grievance process will only be used to assess if the issue was given a fair hearing in the responsible offices. The Institute strives to maintain transparency in its administrative reviews. This does not guarantee the outcome will be in line with the desires of all parties.

Institutional Research

248

Institutional Research refers to research conducted within an institution of higher learning in order to provide information which supports planning, policy formation, and decision making. The mission of the Institute’s Institutional Research (IR) program is to create a comprehensive data collection program that will serve three purposes: • measure customer satisfaction and educational effectiveness • gather and archive all governmental and regulatory required data elements (WASC, APA, IPEDS) • inform all aspects of operational policy making, program development, and strategic planning

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Administrative Policies

One of the main functions of IR is to actively solicit the feedback of its customers, carefully analyze the data derived from these surveys, summarize these findings into an annual report, and integrate these findings into operational and strategic planning. The IR function also supports the Institute’s academic programs by helping to create reliable instruments for student assessment, faculty evaluation, and course satisfaction. The Office of Institutional Research will design and direct the data collection, analysis, and reporting of data for course, student, faculty, and school performance measures. IR will involve various analyses in support of enrollment management efforts and academic review and assessment, development and maintenance of IR information systems, and preparation of reports in response to the needs and requirements of the school. It is the Institute’s policy to extend equal opportunities to all members of the faculty, staff, student body, and to applicants for admission or employment, without regard to race, religion, color, sex, handicap, national origin, or sexual orientation.

NonDiscrimination

Proposals for changes in policy or for new policies can be initiated by the Board, by the various committees, or by individual faculty, staff members, and students. Policy proposals initiated by staff are addressed to the Executive Management Committee. Faculty policy recommendations are submitted to the Faculty Council. Students make their recommendations to the Dean of Student Services or Director of Student Services, who forward these with comments to the appropriate committee or council. Final approval of all policies rests with the Board of Trustees, except as delegated to the President.

Policy Formulation

The Institute affirms its commitment to an educational and work environment free of sexual harassment. While there exists an atmosphere for freedom of expression, it must always be in conjunction with a responsibility to observe the rights of one another. In such a setting there is no place for conduct that diminishes, uses, or abuses another person. It is the Institute’s policy that any behavior on the part of faculty, students or staff that violates American Psychological Association Ethical Standards regarding the practice of psychology is grounds for immediate suspension or dismissal from the Insti-

Sexual Harassment and Assault

Institute of Transpersonal Psychology Academic Catalog 2008–2009

249

Administrative Policies

tute. Information on these guidelines can be found on the APA website: www.apa.org/ethics/code2002.html Below are excerpts of the APA’s latest (2002) ethical guidelines. ɶɶ 3.02 Sexual Harassment Psychologists do not engage in sexual harassment. Sexual harassment is sexual solicitation, physical advances, or verbal or nonverbal conduct that is sexual in nature, that occurs in connection with the psychologist’s activities or roles as a psychologist, and that either (1) is unwelcome, is offensive, or creates a hostile workplace or educational environment, and the psychologist knows or is told this or (2) is sufficiently severe or intense to be abusive to a reasonable person in the context. Sexual harassment can consist of a single intense or severe act or of multiple persistent or pervasive acts. (See also Standard 1.08, Unfair Discrimination Against Complainants and Respondents.) ɶɶ 3.03 Other Harassment Psychologists do not knowingly engage in behavior that is harassing or demeaning to persons with whom they interact in their work based on factors such as those persons’ age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, or socioeconomic status. ɶɶ 3.04 Avoiding Harm Psychologists take reasonable steps to avoid harming their clients/patients, students, supervisees, research participants, organizational clients, and others with whom they work, and to minimize harm where it is foreseeable and unavoidable. ɶɶ 3.05 Multiple Relationships a) A multiple relationship occurs when a psychologist is in a professional role with a person and (1) at the same time is in another role with the same person, (2) at the same time is in a relationship with a person closely associated with or related to the person with whom the psychologist has the professional relationship, or (3) promises to enter into another relationship in the future with the person or a person closely associated with or related to the person. b) A psychologist refrains from entering into a multiple relationship if the multiple relationships could reasonably be expected to impair the psychologist’s objectivity, competence, or effectiveness in performing his or her functions as 250

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Administrative Policies

a psychologist, or otherwise risks exploitation or harm to the person with whom the professional relationship exists. c) Multiple relationships that would not reasonably be expected to cause impairment or risk exploitation or harm are not unethical. d) If a psychologist finds that, due to unforeseen factors, a potentially harmful multiple relationship has arisen, the psychologist takes reasonable steps to resolve it with due regard for the best interests of the affected person and maximal compliance with the Ethics Code. e) When psychologists are required by law, institutional policy, or extraordinary circumstances to serve in more than one role in judicial or administrative proceedings, at the outset they clarify role expectations and the extent of confidentiality and thereafter as changes occur. (See also Standards 3.04, Avoiding Harm, and 3.07, Third-Party Requests for Services.)

APA Ethical Guidelines. American Psychological Association (2002).

ɶɶ 3.06 Conflict of Interest Psychologists refrain from taking on a professional role when personal, scientific, professional, legal, financial, or other interests or relationships could reasonably be expected to (1) impair their objectivity, competence, or effectiveness in performing their functions as psychologists or (2) expose the person or organization with whom the professional relationship exists to harm or exploitation ɶɶ 7.07 Sexual Relationships with Students and Supervisees Psychologists do not engage in sexual relationships with students or supervisees who are in their department, agency, or training center or over whom psychologists have or are likely to have evaluative authority. (See also Standard 3.05, Multiple Relationships.)

Institute of Transpersonal Psychology Academic Catalog 2008–2009

251

Administrative Policies

The Institute of Transpersonal Psychology Policy on Sexual Harassment Sexual harassment is defined as unwanted sexual advances of a visual, verbal, or physical nature. The following is a partial list: • offering employment benefits or grades in exchange for sexual favors • making or threatening reprisals after a negative response to sexual advances • verbal sexual advances or propositions • physical conduct: unwarranted touching, assault, impeding or blocking movements.

Reporting Incidents Incidents of sexual harassment experienced by any student, staff, or faculty member should be promptly reported as follows: • Students report incidents to the Dean or Director of Student Services. • Staff report incidents to their supervisor or manager. • Residential faculty, Global core faculty, adjunct faculty and faculty mentors report incidents to the Academic Vice President. • In a case where the complaint may involve the supervisor, advisor, or Dean, the Director of Human Resources should be contacted.

Procedures First, every effort should be made to resolve sexual harassment problems on an informal basis outside the Grievance Procedure. This should be done confidentially, in the least disruptive way, suited to individual circumstances. Assistance may be obtained from the Director of Human Resources, who has been designated as the school’s Sexual Harassment Counselor for staff, Academic Vice President for faculty and the Dean or Director of Student Services for Residential and Global students. A sincere attempt will be made to thoroughly investigate all complaints and to assure preservation of the reputation and the integrity of involved individuals. If the complainant does not wish to talk with the alleged harasser, the Sexual Harassment Counselor, with the complainant’s permission, may contact the alleged harasser. The complainant may be advised to write a formal letter to the alleged harasser. If these actions are unsuccessful, a written statement may be taken, with the complainant’s permission, to the Sexual Harass252

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Administrative Policies

ment Counselor with the intent of bringing the situation to the attention of the appropriate administrators. If informal methods are unsuccessful, formal procedures exist which allow both parties an opportunity to pursue a resolution. Investigation of a complaint will be conducted by the Sexual Harassment Counselor in conjunction with the supervisor, chair of the program, faculty advisor or Academic Vice President as appropriate and necessary. An individual will have up to 180 days after the alleged occurrence to file a complaint. An investigation will be conducted in an expeditious manner, assuring maximum confidentiality, consistent with principles of due process and fairness as follows: The complaint must be in writing with sufficient specificity. â&#x20AC;˘ A person bringing a complaint founded in good faith will suffer no retaliation. â&#x20AC;˘ The person charged will be promptly notified and given an opportunity to respond.

Disciplinary Action If at the conclusion of a formal process a complaint is found to be valid, the offender will be subject to disciplinary action, which may include suspension, dismissal, or other penalty consistent with the degree of seriousness of the sexual harassment so ascertained. Appropriate counseling will be made available to all parties involved, if desired. When an incident is found to have occurred, regardless of the degree of severity of the harassment, reasonable action will be taken to stop the harassment from recurring. If the complaint is judged to be invalid and malicious in intent, the accuser may be subject to disciplinary action, which may include suspension, dismissal, or other penalty. Appropriate counseling for the false accuser may be made available or suggested.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

253

Administrative Policies

254

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Course Descriptions

Global Certificate and Master’s Courses GLBM 7100: Transpersonal Approaches to Creative Expression This course explores archetypal themes, psychospiritual development, and healing processes through creative expression and self-reflection. Students will participate in a variety of media including clay, the visual arts, creative writing, collage, drama, and movement, letting the creative process inform their inner processes. GLBM 7201A: Opening Seminar Seminars offer a variety of transpersonal approaches to personal and professional growth in a group setting, providing the

opportunity for students to meet with ITP faculty. This seminar is taken at the beginning of the certificate year. GLBM 7201B: Closing Seminar This seminar is taken at the end of the certificate year and is required for all students. GLBM 7204A: Global Seminar Seminars offer a variety of trans personal approaches to personal and professional growth in a group setting, providing the opportunity for students to meet with Institute faculty. GLBM 7300: Spiritual Perspectives This experiential course explores psychological, mythical, and

spiritual perspectives of personal growth and development. It includes readings, activities, and explorations that help students to reflect deeply on how each moment is a spiritual moment. Exercises are included that stimulate application of principles learned. GLBM 7330: Archetypes, Myths, and Symbols This course explores archetypes, myths, and symbols as living energies that transcend time and culture. Students will reflect both personally and conceptually on themes from several different cultures, and express their insights in writing and symbolic art.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

255

Course Descriptions

GLBM 7340: Women’s Mysteries, Women’s Wisdom This course explores psychological and spiritual developmental themes in women’s lives, including childhood experiences of the sacred, the search for identity, resacralization of the female body, and life-long initiations into women’s wisdom from menarche to menopause. GLBM 7351: Introduction to Spiritual Psychology The course is the foundational course for those integrating spiritual psychology with professional applications. Participants will study key themes in spiritual development, including the relationships between spirituality and psychology, spiritual experiences and stages of development, culture and spirituality, a variety of religious perspectives, ethical considerations and listening skills. Students will develop a spiritual assessment inventory and make other applications of spiritual psychology to specific professional issues, e.g. management, health professions, spiritual direction, counseling. GLBM 7360: Psychology of Sufism An introduction to classical Sufism, its teachings of inner life development and practices. This course includes sections on Sufi stories and dreamwork as well as the role of women. GLBM 7370: Psychology of Christian Mysticism This course provides a rich and fertile experience of meditative prayer and psychology of inner life of the Christian mystic. It focuses on themes of inner transformation and purification, death and resurrection, and a creative life of service. GLBM 7380: Psychology of Shamanism This course teaches tools for selfgrowth and explores the universal processes that are inherent to 256

indigenous peoples and shamanic traditions. Students discover how these principles appear in modern times and will work with journeying and soul retrieval. This is an experiential course that invites exploration of creativity and connection to Earth. GLBM 7394: Spiritual Dimensions of Human Behavior: Spiritual Wholeness Across the Lifespan This course presents a psychospiritual approach to the questions of spiritual life development and explores how psychospiritual evolution informs all aspects and stages of our personal and professional lives throughout our lifespan. In this course, you will explore universal themes that can transcend specific spiritual traditions and apply them to yourself personally as a spiritual follower and professionally as a spiritual guide. GLBM 7400: Psychology of the Body This course provides an experiential, historical, and theoretical base for body psychology and the field of body psychotherapy. Through readings and experiential activities, students will explore the mind/body split and find ways to move toward deeper integration of mind, body, and spirit. Students will further reflect upon their personal lifestyle, and implement strategies for continued healthy living. GLBM 7500: Social Applications of Transpersonal Psychology This course surveys global issues and available resources, after which the student selects an issue on which to do further research, or an issue about which to develop and implement a plan of action which contributes to the transformation of the world community using personal interests, values, and assets.

GLBM 7540: Feminine in World Spiritual Traditions This course explores the common historical and cultural patterns and cross-cultural images of the feminine in the world’s spiritual traditions. GLBM 7551: Introduction to Transformational Coaching This course introduces students to the transpersonal approaches to personal and professional coaching. It emphasizes various transformational coaching models, skills, and practices; empowering individuals to be at choice in regard to how they want to be in their lives. GLBM 7600: Introduction to Transpersonal Theory This course introduces theories and concepts of transpersonal psychology. Students will learn about the origins of transpersonal psychology, the contributors to the field, the research that is being conducted, and the applications of transpersonal studies to personal growth, counseling, education, society, and human welfare. GLBM 7610: Creative Problem Solving Designed to challenge preconceptions, this course evokes innate problem-solving capacities and offers experience with a variety of tools for increasing effective problem-solving ability through creative means. GLBM 7620: Basic Concepts of Jungian Psychology This course teaches Jung’s unique insight into the nature of the psyche and the creative wisdom of its archetypal dimension. Through academic inquiry as well as creative processes such as painting, moving, dream work and active imagination, students will learn about and engage in the body-mind-spirit journey towards wholeness from Jung’s perspective. Students will explore

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Course Descriptions

the experience of human individuality as the paradoxical mystery at the core of one’s being in which the unique and the universal merge. GLBM 7650: Self-Reflection Paper The self-evaluation paper is designed to help the student integrate learning throughout the first year both professionally and personally. The paper is written at the end of Certificate and Ph.D. Year 1 by all students, and is presented for peer review at the closing seminar. GLBM 7990: Independent Study (Certificate Level) In consultation with the faculty mentor and Global MA Program Chair, students may substitute independent study for subject areas not available through Global Programs course material. (3.0 units maximum) GLBM 8031: Thesis A research paper demonstrating a thorough understanding of transpersonal principles and their application to a selected topic of study. GLBM 8040: Professional Specialization Practicum In this course you will design and implement a practicum experience in your home locale that is relevant and appropriate for your area of specialization. This course will facilitate your professional development and help you to apply your transpersonal education in this area. The practicum can have an educational, social, political, ecological, wellness, transformational, or other focus. It should offer you hands-on opportunities for practical work with individuals, small groups, larger groups/organizations, or the global community/ecology. GLBM 8041: Transpersonal Integration Paper This 30-page integration paper provides you with the opportu-

nity to bridge your transpersonal knowledge and wisdom with your professional experiences and aspirations in considering how your transpersonal education will contribute to a more conscious world. It illustrates that you are able to integrate and apply transpersonal principles and practices in a professional arena. It assumes that you have explored your area of specialization in depth, have considered your unique contributions, and can place your professional objectives within the larger context of what already exists in the world. GLBM 8042: Showcase e-Portfolio This course helps students to highlight their unique learning journey and innate competencies through an electronic portfolio. Students will create electronic portfolio suitable for assessment and to showcase their skills.

the world by exploring one topic of interest in this area as well as observe your own creativity. GLBM 8142: Creative Expression and Transformation This experiential course explores the relationship between creative process psycho-spiritual awareness, and wholeness both in self and in community. You will participate in creative explorations using art, music, movement, writing, and Earth’s inspiration around a variety of themes that you may also wish to apply or explore with others. You will read material related to creativity, creative process, and healing through the arts and choose one professional application project designed to integrate creativity more fully into your work life.

GLBM 8105: Art Process: Slowing and Quieting This course will explore the use of the arts as a way to connect with Spirit, Self and Primordial Consciousness. In the sacred, creative space of Art as a Spiritual Practice, students will slowly and contemplatively nurture their being, and thus quiet the world around them.

GLBM 8143: Creative Process: Alternate Ways of Knowing This course explores various ways of knowing and constructing meaning including: sensory, transpersonal, and collective approaches. Students in this course will be able to engage more flexibly with their outer world and develop self-awareness in a fully embodied, multimodal fashion. They will broaden their ability to access information and express themselves.

GLBM 8141: Inquiry into Creative and Innovative Processes The course focuses on the theories, models, and practices of creative and innovative processes using an Intuitive Inquiry approach. You will immerse yourselves in a personal and collective exploration of creativity and innovation through a number of lenses including: a) the literature; b) contemplative practices; c) autobiographical accounts of people; d) visualization, writing, and creative exploration. You will begin to gain a deeper appreciation of creativity as a transpersonal and natural process inherent in

GLBM 8203: Approaches to Transpersonal Psychotherapy This course provides a basic overview of the field of transpersonal psychotherapy. Although there are many different theories and approaches to transpersonal psychotherapy, they all consider spirituality to be intrinsic to psychological healing and maturity. Transpersonal Psychotherapy is the melding of the world wisdoms with psychology. This course explores various approaches to transpersonal psychotherapy, and requires that you consider questions about the integration of psychotherapy and

Institute of Transpersonal Psychology Academic Catalog 2008–2009

257

Course Descriptions

spirituality and the nature of the spirit, psyche, and diverse ways of being in the world. In this course you will explore one theory of transpersonal psychotherapy in depth and cultivate the transpersonal quality of empathic holding. GLBM 8210: Women’s PsychoSpiritual Development Featuring the creative work of Jungian Dr. Marion Woodman, women’s psycho-spiritual development is explored focusing on the symbols, issues and challenges particular to women. GLBM 8220: A Transpersonal Approach to Family Systems This course is an exploration and application of a family systems theory, providing students with an opportunity to search for patterns in their own family history through the generations. The transpersonal tools of dreamwork and journaling will further the exploration. Feminist revisions of family systems theory are presented as well. GLBM 8230: Parapsychology This course explores what one has learned, through careful scientific research, about the paranormal processes of telepathy, clairvoyance, precognition, and psychokinesis, as well as evidence bearing on the possibility of survival of physical death. Theories, implications, and possible applications of these findings are discussed--with emphasis on their relevance to human interconnectedness, healing, consciousness, and other transpersonal concerns. GLBM 8233: Transformational Coaching Process The course will be informational, didactic, and experiential. Students will gain a solid foundation in the coaching process, have an opportunity for extensive practice, and be given feedback about coaching skill. The course is taken 258

in conjunction with practicum in Transformational Coaching. GLBM 8234: Practicum in Transformational Coaching Students will work with others to master the International Coaching Federation (ICF) core Competencies that were discussed previously. This course focuses on specific coaching issues that arise through the process of coaching. Students will consider in more depth the underpinnings of the coach’s issues, as well as clients’ survival strategies and mechanisms, which act as obstacles to their desired results. GLBM 8235: Practical Application in Transformational Coaching This course will help students to bridge previously acquired specialized knowledge and skills with transpersonal coaching strategies. A Faculty Mentor who understands the nuances of coaching will guide students in creating a plan for the development of a specialized transformational coaching practice. GLBM 8241: Introduction to Integrative Health and Wellness This course offers an integral vision of healing and wellness. It presents theories and practices that are based on the assumption that health is a condition of the whole person. Integral Health assumes that the person is not just as a body, but as an interdependent multi-dimensional process that includes body, ‘heart’, mind and spirit and that humans are capable of achieving wholeness. GLBM 8242: Science, Spirituality, & Healing Science-based approaches to healing are one way to approach this important topic. By having spiritual perspectives inform our scientific understanding, we begin to develop a dynamic, wideranging understanding of health and healing. In this course we present a broad spectrum of re-

search that has science and spirit at its core. We also invite you to identify those areas of personal interest and find and discuss research to support and deepen those interests. By the end of the course you will have a significantly expanded understanding of current scientific thinking about the health and spiritual issues that interest you most. GLBM 8251: Transpersonal Approaches to Dreams and Dreaming This course, written by renowned dream master, Jeremy Taylor, offers an overview of the history and current status of dreams as a means of apprehending multiple levels of non-material truths in the lives of individuals, and also as a means of detecting and observing larger collective, social, and cultural patterns of human action, and the evolution of human consciousness itself. During this course, you will keep a dream journal, work alone and with others to gather greater insight into your dreams, and deepen your understanding how dreams can facilitate transpersonal awareness. GLBM 8300: Transpersonal Discipline and Practice (Second Year Level) The transpersonal discipline and practice is designed as an experiential course to help students integrate transpersonal practice more fully into life. It is a practicum that uses self-observation and reporting in the pursuit of a spiritual discipline, along with the theoretical and psychological basis for the practice. GLBM 8310: Cross Cultural Values and Transpersonal Experiences This course explores the relationship between self knowledge and change, healing and disease, relationships, and spirituality. It addresses the values and experiences that transcend cultural and na-

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Course Descriptions

tional boundaries, describing underlying human nature. GLBM 8314: Opening the Gifts of Death and Grieving This is a foundational course for students seeking to apply their studies in Transpersonal Psychology in the area of death and dying. Participants will study key psycho-spiritual issues related to death and dying, including one’s own feelings and assumptions. Issues related to supporting a patient and family include: making sense of death, dealing with pain and loss of control, supporting different grieving styles, and making end-of-life decisions. Students will pursue their study from a cross-cultural perspective and practice applying what they have learned to specific cases and situations. GLBM 8315: Cross Cultural Approaches to Death and Dying This is a foundational course for students seeking to apply their studies in Transpersonal Psychology in the area of death and dying. Participants will study key psycho-spiritual issues related to death and dying, including one’s own feelings and assumptions. Issues related to supporting a patient and family include: making sense of death, dealing with pain and loss of control, supporting different grieving styles, and making end-of-life decisions. Students will pursue their study from a cross-cultural perspective and practice applying what they have learned to specific cases and situations. GLBM 8341: Introduction to Spiritual Psychology The course is the foundational course for those integrating spiritual psychology with professional applications. Participants will study key themes in spiritual development, including the relationships between spirituality and psychology, spiritual ex-

periences and stages of development, culture and spirituality, a variety of religious perspectives, ethical considerations and listening skills. Students will develop a spiritual assessment inventory and make other applications of spiritual psychology to specific professional issues, e.g. management, health professions, spiritual direction, counseling. GLBM 8342: Self-Cultivation This course engages students in the study, practice, and application of true Self-cultivation and completion of all things. In the spirit of appreciation of differences, the course content inquires into world wisdom approaches to the higher art of living and deepening way of being. In this course we will learn specific methods, skills, and practices to enliven the development of psycho-spirituality of another person. In addition to the required readings and exercises, students will apply their learning towards professional fields such as spiritual guidance. GLBM 8343: Spirituality in the Workplace The course provides a basic overview of the field of spirituality in the workplace. This course will review the trends that have led to an interest in spirituality in the workplace, and will explore its many definitions. Course participants will assess the application of spirituality in the workplace at four levels of analysis: individual, group, organizational, and societal. Topics covered will include work as a spiritual path, spirituality in teams, and systemic organizational approaches to creating holistic organizations. GLBM 8394: Creative and Conscious Aging The Creative and Conscious Aging module is about elderhood, primarily in the United States. This topic is of great importance, both to the elders in our

society and to those of us coming into our own time of aging in the coming years. It asks the questions: What does it mean to age consciously and creatively? Is it for everyone? And how can we assist ourselves and others so that we can reach out and help our culture in new and vital ways? GLBM 8451: Approaches to Transpersonal Healing Practices This course provides a basic overview of the field of transpersonal healing practices. Although there are many different theories and methods of transpersonal healing, they all consider spirituality to be intrinsic to healing and maturity. The integration of psychotherapy, body therapies, and spirituality raises many interesting questions about the nature of both the spirit and the psyche. Are they one and the same? Do we need to overcome personal suffering in order to achieve spiritual enlightenment? Do spiritual practices help alleviate limiting beliefs? GLBM 8630: Psychology of States of Consciousness This course explores alternative ways of transpersonal knowing, issues in the definition and functional valuation of altered states, as well as criteria for the correlation and comparison of these states cross-culturally. GLBM 8644: Ecopsychology: Remembering Our Place in the Natural World This course is an introduction to the field of ecopsychology. Through readings, experiences in nature, and conscious reflections we will explore the theoretical, psychological, and philosophical underpinnings of the field and practical ways that we can actively bring ecological consciousness into our personal, service and professional lives.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

259

Course Descriptions

GLBM 8645: Ecospirituality: Our Spiritual Connection to Gaia This introductory course explores the concepts, theories, and principles of ecospirituality. People who practice ecospirituality are concerned with the interconnectedness of all of life from a spiritual perspective. Students will read articles form diverse perspectives, write reflectively, participate in creative explorations, spend considerable time in nature, and study the creative process of prominent nature writers/artists to deepen their understanding of ecospirituality. They will be expected to apply their new understanding to their outer world.

GLBM 8670: Theories of Personality Theories of Personality lays the foundation for personality theory, psychological inquiry, and the understanding of psychological concepts. This course surveys eastern, indigenous, ecological, and western perspectives on being human and emphasizes an integration of personality theories and transpersonal practices as preparation for identifying one’s own beliefs about human development. GLBM 8990: Independent Study (Second Year Level) In consultation with the faculty mentor and the Global Programs Dean, the student may substitute independent study for subject areas not available through Global Programs course material.

GLBM 8991: Independent Study: External Professional Training Program Elective 1 In consultation with the faculty mentor and the Global Master’s Program Chair, the student may substitute independent study related to a training program not available through the Global Master’s program. GLBM 8992: Independent Study: External Professional Training Program Elective 2 In consultation with the faculty mentor and the Global Master’s Program Chair, the student may substitute independent study related to a training program not available through the Global Master’s program.

Global Ph.D. Courses

260

GLBP 7100: Transpersonal Approaches to Creative Expression This course explores archetypal themes, psychospiritual development, and healing processes through creative expression and self-reflection. The student will participate in a variety of media including clay, the visual arts, creative writing, collage, drama, and movement: letting the creative process inform their inner processes.

throughout the certificate year. It is designed to deepen one’s understanding of the power of creative process.

GLBP 7110: Creative Expression Portfolio The creative expression portfolio is developed to explore how creative process informs the student over time. Under the guidance of the Creative Expression mentor, the student will develop a portfolio of work and a written response to this work that reflects a multi-media approach to creative expression, and highlights personal journey and insights

GLBP 7290: Mind/Body Interventions in Health and Medicine This course explores a variety of approaches in alternative healing and psychoneuroimmunology studies.

GLBP 7210: Dreams, Intuition, and ESP Transpersonal processes such as dreamwork enhance personal growth and sometimes change attitudes. This course is designed to enhance understanding of dreams, ESP, and intuition in order to deepen understanding of self and others.

GLBP 7300: Spiritual Perspectives This experiential course explores psychological, mythical, and spiritual perspectives of personal growth and development. It in-

cludes readings, activities, and explorations that help students to reflect deeply on how each moment is a spiritual moment. Exercises are included that stimulate application of principles learned. GLBP 7320: Spiritual Psychology Application Project Under the guidance of the faculty mentor, student designs and completes a project in spiritual direction. GLBP 7330: Archetypes, Myths, and Symbols This course explores archetypes, myths, and symbols as living energies that transcend time and culture. Students will reflect both personally and conceptually on themes from several different cultures, and express one’s insights in writing and symbolic art. GLBP 7340: Women’s Mysteries, Women’s Wisdom This course explores psychological and spiritual developmental

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Course Descriptions

themes in women’s lives, including childhood experiences of the sacred, the search for identity, resacralization of the female body, and life-long initiations into women’s wisdom from menarche to menopause. GLBP 7360: Psychology of Sufism An introduction to classical Sufism, its teachings of inner life development and practices. This course includes sections on Sufi stories and dreamwork as well as the role of women. GLBP 7370: Psychology of Christian Mysticism This course provides a rich and fertile experience of meditative prayer and psychology of inner life of the Christian mystic. It focuses on themes of inner transformation and purification, death and resurrection, and a creative life of service. GLBP 7380: Psychology of Shamanism This course teaches tools for selfgrowth and explores the universal processes that are inherent to indigenous peoples and shamanic traditions. Students discover how these principles appear in modern times and will work with journeying and soul retrieval. This is an experiential course that invites exploration of creativity and connection to Earth. GLBP 7391: Spiritual Dimensions of Human Behavior: Lifespan and Aging This course explores spiritual dimensions of human development across lifespan, including the aging process. It emphasizes existing maps, theories, patterns, and emergence of spiritual and transpersonal development. GLBP 7394: Spiritual Dimensions of Human Behavior: Spiritual Wholeness Across the Lifespan This course presents a psychospiritual approach to the questions of spiritual life development and ex-

plores how psychospiritual evolution informs all aspects and stages of our personal and professional lives throughout our lifespan. In this course, students will explore universal themes that transcend specific spiritual traditions and apply them personally as a spiritual follower and professionally as a spiritual guide. GLBP 7400: Psychology of the Body This course provides an experiential, historical, and theoretical base for body psychology and the field of body psychotherapy. Through readings and experiential activities, students will explore the mind/body split and find ways to move toward deeper integration of mind, body, and spirit. Students will further reflect upon their personal lifestyle, and implement strategies for continued healthy living. GLBP 7440: Health Psychology This course presents an overview of optimal health and well-being. Students understand how physical health is impacted by psychological states. GLBP 7540: Feminine in World Spiritual Traditions This course explores the common historical and cultural patterns and cross-cultural images of the feminine in the world’s spiritual traditions. GLBP 7551: Introduction to Transformational Coaching Coaching as a life transformational tool. GLBP 7600: Introduction to Transpersonal Theory This course introduces theories and concepts of transpersonal psychology. Students will learn about the origins of transpersonal psychology, the contributors to the field, the research that is being conducted, and the applications of transpersonal studies to personal growth, counsel-

ing, education, society, and human welfare. GLBP 7610: Creative Problem Solving Designed to challenge preconceptions, this course evokes innate problem-solving capacities and offers experience with a variety of tools for increasing effective problem-solving ability through creative means. GLBP 7620: Basic Concepts of Jungian Psychology This course teaches Jung’s unique insight into the nature of the psyche and the creative wisdom of its archetypal dimension. Through academic inquiry as well as creative processes such as painting, moving, dream work and active imagination, students will learn about and engage in the body-mind-spirit journey towards wholeness from Jung’s perspective. Students will explore the experience of human individuality as the paradoxical mystery at the core of one’s being in which the unique and the universal merge. GLBP 7650: Self-Reflection Paper The self-evaluation paper is designed to help the student integrate learning throughout the first year both professionally and personally. The paper is written at the end of Certificate and Ph.D. Year 1 by all students, and is presented for peer review at the closing seminar. GLBP 7990: Independent Study: Certificate Level In consultation with the faculty mentor and Global Programs Dean, students may in some cases substitute independent study for subject areas not available through Global Programs course material. (3.0 units maximum)

Institute of Transpersonal Psychology Academic Catalog 2008–2009

261

Course Descriptions

GLBP 8011: Application and Integration of Transpersonal Theory Project Students may choose to combine the Application Project and Integration Paper into a longer work with a single focus that also integrates transpersonal theory. This opportunity may be especially appealing to students wanting to begin a major writing project. GLBP 8151: Creative Approaches to Scholarly Writing This course will introduce students to their “Inner Author,” instilling self-confidence and enthusiasm for writing in general, for scholarly writing in particular, and for the benefits of peer review. After reading the works of contemporary authors in several fields, students will use what they have learned in their own work, applying their innate creativity and passion to the work. GLBP 8203: Approaches to Transpersonal Psychotherapy This course provides a basic overview of the field of transpersonal psychotherapy. Although there are many different theories and approaches to transpersonal psychotherapy, they all consider spirituality to be intrinsic to psychological healing and maturity. Transpersonal Psychotherapy is the melding of the world wisdoms with psychology. This course explores various approaches to transpersonal psychotherapy, and requires that you consider questions about the integration of psychotherapy and spirituality and the nature of the spirit, psyche, and diverse ways of being in the world. In this course you will explore one theory of transpersonal psychotherapy in depth and cultivate the transpersonal quality of empathic holding.

262

GLBP 8210: Women’s PsychoSpiritual Development Featuring the creative work of Jungian Dr. Marion Woodman, women’s psycho-spiritual development is explored focusing on the symbols, issues and challenges particular to women. GLBP 8220: A Transpersonal Approach to Family Systems This course is an exploration and application of a family systems theory, providing students with an opportunity to search for patterns in their own family history through the generations. The transpersonal tools of dreamwork and journaling will further the exploration. Feminist revisions of family systems theory are presented as well. GLBP 8230: Parapsychology This course explores what one has learned, through careful scientific research, about the paranormal processes of telepathy, clairvoyance, precognition, and psychokinesis, as well as evidence bearing on the possibility of survival of physical death. Theories, implications, and possible applications of these findings are discussed--with emphasis on their relevance to human interconnectedness, healing, consciousness, and other transpersonal concerns. GLBP 8233: Transformational Coaching Process The course will be informational, didactic, and experiential. Students will gain a solid foundation in the coaching process, have an opportunity for extensive practice, and be given feedback about coaching skill. The course is taken in conjunction with practicum in Transformational Coaching. GLBP 8234: Practicum in Transformational Coaching Students will work with others to master the International Coaching Federation (ICF) core Competencies that were dis-

cussed previously. This course focuses on specific coaching issues that arise through the process of coaching. Students will consider in more depth the underpinnings of the coach’s issues, as well as clients’ survival strategies and mechanisms, which act as obstacles to their desired results. GLBP 8235: Professional Application of Transformative Coaching This course will help students to bridge previously acquired specialized knowledge and skills with transpersonal coaching strategies. A Faculty Mentor who understands the nuances of coaching will guide students in creating a plan for the development of a specialized transformational coaching practice. GLBP 8300: Transpersonal Discipline and Practice (Second Year Level) The transpersonal discipline and practice is designed as an experiential course to help students integrate transpersonal practice more fully into life. It is a practicum that uses self-observation and reporting in the pursuit of a spiritual discipline, along with the theoretical and psychological basis for the practice. GLBP 8310: Cross Cultural Values and Transpersonal Experiences This course explores the relationship between self knowledge and change, healing and disease, relationships, and spirituality. It addresses the values and experiences that transcend cultural and national boundaries, describing underlying human nature. GLBP 8320: A Transpersonal Investigation into Death and Grief This course begins to prepare us for the moment of death by examining how the deaths of others have informed and shaped our lives; by inviting an examination of our current relationship to grief and the inevitability of

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Course Descriptions

death; and by looking at the possibilities of living consciously up to and through our final breath. GLBP 8551: Beginning Practicum This course introduces the basic concepts of social activism and the bridging of transpersonal theory and community involvement. Students will write a proposal for involvement in a brief practicum site, participate in a visit to the proposed practicum site, and provide reflection upon the experience. GLBP 8552: Transpersonal Leadership This course will delve into the characteristics of personal philosophies held by transpersonal leaders, peer evaluation of leadership approaches, and the development and presentation of models of potential leadership held within the scope of transpersonal psychology. The aim of transpersonal leadership is to create a deep ecological wisdom in recognition and in understanding of the diverse human potentials held within the community of potential. GLBP 8553: Spiritual and Social Applications of Transpersonal Principles Our course will explore the transformative power of the American Civil Rights Movement with attention to the leadership of Martin Luther King, Jr. and the women and men who worked with him to turn vision into action for positive social change. We will reflect on the observation by William James that, “The Community stagnates without the impulse of the individual. The Impulse dies away without the sympathy of the community.” GLBP 8603: Introduction to Research Methods and Design This course introduces a framework, a process, and compositional approaches for understanding research methodologies and design for the discipline

of transpersonal psychology. Unique to this course is the comparison of three approaches to transpersonal inquiry: quantitative–including an introduction to descriptive statistics; qualitative–including an introduction to transpersonal approaches to naturalistic inquiry; and mixed methods approaches–including an introduction to integral inquiry. One of the primary purposes of the course is to lead the student toward the completion of their research proposal by way of exploring the design process for the dissertation project. GLBP 8630: Psychology of States of Consciousness This course explores alternative ways of transpersonal knowing, issues in the definition and functional valuation of altered states, as well as criteria for the correlation and comparison of these states cross-culturally. GLBP 8643: Critical Thinking and Scholarly Writing in Transpersonal Psychology This course is designed to enhance student’s critical thinking skills and scholarly writing ability. Students will be asked to read about and reflect on strategies that enhance critical thinking and analyze scholarly papers and methods using these skills. The course also supports initial planning for the Transpersonal Application/Integration Paper. This course will help the student write more authentically, and, hopefully, to develop a love for the writing process. Students will participate in a daily writing practice. GLBP 8650: Ecopsychology and Deep Ecology Ecopsychology combines an understanding of how the psyche is influenced by the environment, with how psychological orientation influences interaction with the environment. Deep ecology extends that sense to include

how people can extend an identification with the environment, in order to work toward planetary healing. GLBP 8660: Transpersonal Ecology Transpersonal Ecology explores the connection of Nature and the Sacred. Exploring the ways that transpersonal experiences in nature and with nature both expand the human, and help to reweave our sacred connection in the world. Transpersonal ecology explores how our spirituality interfaces with the world ecological crisis. Prerequisite is course 8650. GLBP 8670: Theories of Personality Theories of Personality lays the foundation for personality theory, psychological inquiry, and the understanding of psychological concepts. This experiential course surveys eastern, indigenous, ecological, and western perspectives on being human and emphasizes an integration of personality theories and spiritual practices as preparation for identifying one’s own beliefs about human development. GLBP 8990: Independent Study (Second Year Level) In consultation with the faculty mentor and the Global Ph.D. Program Chair, the student may in some cases substitute independent study for subject areas not available through Global Programs course material. GLBP 8992.1: Independent Study In consultation with the faculty mentor and the Global Programs Dean, the student may in some cases substitute independent study for subject areas not available through Global Programs course material. GLBP 9211: Biological Dimensions: Neuropsychology This course is a review of the biological foundations of consciousness and behavior, including the

Institute of Transpersonal Psychology Academic Catalog 2008–2009

263

Course Descriptions

latest brain research, psychoneuroimmunology, clinical applications and transpersonal approaches to stress prevention. GLBP 9231: Professional Ethics This course is an introduction to the fundamental issues in psychology with focus on the moral philosophy underlying legal and ethical principles. There is an exploration of the practical application of these principles to psychotherapy, research, education, and other areas of practice. GLBP 9281A: Advanced Practicum I This course is designed to provide students with an opportunity to apply transpersonal guiding principles and methods to living systems and application areas that include: individual, group, community, and global. The practicum experience should be chosen which can help inform and prepare the student for future professional work or provide new tools for use in the student’s present professional work. GLBP 9281B: Advanced Practicum II This course is designed to provide students with an opportunity to apply transpersonal guiding principles and methods to living systems and application areas that include: individual, group, community, and global. The practicum experience should be chosen which can help inform and prepare the student for future professional work or provide new tools for use in the student’s present professional work. GLBP 9281C: Advanced Practicum III This course is designed to provide students with an opportunity to apply transpersonal guiding principles and methods to living systems and application areas that include: individual, group, community, and global. The practicum experience should be chosen 264

which can help inform and prepare the student for future professional work or provide new tools for use in the student’s present professional work. GLBP 9302: Ignatian Spirituality This course explores the spirituality and spiritual practice of St. Ignatius of Loyola, a 16th century soldier turned Christian mystic, and founder of the religious order known as the Society of Jesus (“the Jesuits”). The course also considers transpersonal psychological constructs that underlie the spirituality of St. Ignatius, such as the role of memory, imagination, intellect, and desire in prayer and meditation; the role of affect in the process of spiritual discernment and decision-making; and Ignatius’s notion of the intimate interpersonal quality of communion with the divine. GLBP 9340: Eastern Meditation Practices This course in Eastern Meditation Practices explores the theoretical and experiential issues in Buddhist and Hindu meditation practices. In this course we will discuss the nature of meditation practices of mindfulness, awareness, insight, equanimity, yoga, loving kindness and their relationship to health and healing. In addition to the required readings, primary as well as secondary, students will be asked and encouraged to self-reflect on their own practice(s) and bring their experiential knowledge to on-line discussions. GLBP 9341: Introduction to Integral Yoga and Psychology This introductory online course will begin with a brief introduction to the lives, work and world views of the founders of integral yoga, Sri Aurobindo and Mother Mirra and their principal exponent in the U.S., Haridas Chaudhuri. After a brief introduction

to the meaning, goal and various types of yoga, we will examine the key elements of integral yoga, philosophy, and their implication for integral psychology. In addition, principal tenets and a number of central concepts of integral psychology will be explored to present the basic premises underlying transformation of ego, self, personality, and consciousness in the process of integral self-realization. GLBP 9461: Doctoral Seminar I Seminars offer a variety of transpersonal approaches to personal and professional growth in a group setting, providing the opportunity for students to meet with ITP faculty. This seminar is taken at the beginning of Ph.D. Year 1 and is required for all students. GLBP 9462: Doctoral Seminar II Seminars offer a variety of transpersonal approaches to personal and professional growth in a group setting, providing the opportunity for students to meet in seminar settings with Institute faculty. The advanced standing students will also be introduced to the online classes at seminars. GLBP 9463: Doctoral Seminar III Seminars offer a variety of transpersonal approaches to personal and professional growth in a group setting, providing the opportunity for students to meet in seminar settings with Institute faculty. The advanced standing students will also be introduced to the online classes at seminars. GLBP 9464: Doctoral Seminar IV Seminars offer a variety of transpersonal approaches to personal and professional growth in a group setting, providing the opportunity for students to meet in seminar settings with Institute faculty. The advanced standing students will also be introduced to the online classes at seminars.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Course Descriptions

GLBP 9465: Doctoral Seminar V Seminars offer a variety of transpersonal approaches to personal and professional growth in a group setting, providing the opportunity for students to meet in seminar settings with Institute faculty. The advanced standing students will also be introduced to the online classes at seminars. GLBP 9466: Doctoral Seminar VI Seminars offer a variety of transpersonal approaches to personal and professional growth in a group setting, providing the opportunity for students to meet in seminar settings with Institute faculty. The advanced standing students will also be introduced to the online classes at seminars. GLBP 9467: Doctoral Seminar VII Seminars offer a variety of transpersonal approaches to personal and professional growth in a group setting, providing the opportunity for students to meet in seminar settings with Institute faculty. The advanced standing students will also be introduced to the online classes at seminars. GLBP 9468: Doctoral Seminar VIII Seminars offer a variety of transpersonal approaches to personal and professional growth in a group setting, providing the opportunity for students to meet in seminar settings with Institute faculty. The advanced standing students will also be introduced to the online classes at seminars. GLBP 9469: Doctoral Seminar IX Seminars offer a variety of transpersonal approaches to personal and professional growth in a group setting, providing the opportunity for students to meet in seminar settings with Institute faculty. The advanced standing students will also be introduced to the online classes at seminars.

GLBP 9470: Doctoral Seminar Elective Global doctoral students who choose to attend an additional seminar after completing the required seminars register using this course number. GLBP 9610: Integral Research Skills: Advanced Topics in Transpersonal Psychology In this course, students will learn to apply the integral research skills (including working with intentions, quieting and slowing, playing, focusing attention, auditory skills, visual skills, kinesthetic skills, proprioceptive skills, direct knowing and intuition, and accessing unconscious processes and materials) to research. Students are expected to evaluate their own means of integral knowing and apply them directly to research. GLBP 9621: Doctoral Qualifying Paper (DQP) A 25 to 40 page paper in which the student demonstrates the scholarly and professional writing skills necessary to advance to the more research-oriented portion of the doctoral program. Each paper is read by one or more members of the Institute’s faculty. GLBP 9630: Qualitative Research Methods Qualitative methods provide means to study the qualities, features and narratives of human experiences. For the transpersonal researcher, qualitative methods provide valuable theoretical frameworks and procedures for conducting research on psychospiritual-somatic development and transformation. The course explores case study, phenomenological, heuristic/intuitive, narrative/discourse and feminist/cultural approaches to research.

GLBP 9640: Quantitative Research Methods and Statistics This course familiarizes students with quantitative approaches to research emphasizing both traditional and non-traditional methods to facilitate a clear understanding of the major concepts of quantitative research and statistics. GLBP 9650: Doctoral Research and Process: Mini-Proposal The student learns about the ITP dissertation process, the “inner and outer dissertations,” and the expected content and format of proposals and dissertations. The student focuses the research topic, questions, hypotheses, and methods, and prepares a preliminary proposal (“mini-proposal”). Extensive structure, support, and feedback are provided for this work. GLBP 9651: Technical Approaches to Online Learning This course focuses on the variety of technological tools (in addition to the Institute’s online learning management system) used in online education, as well as the various pedagogies that might use these tools. In particular, Web 2.0 elements including WIKIs, podcasting, and related online collaborative community endeavors will be covered. Coverage of this material facilitates further in-depth knowledge and skill-based experience with online learning, encouraging development into the online teaching arena GLBP 9652: Feminist Approaches to Transpersonal Psychology You will study transpersonal feminist and womanist texts to arrive at a research theory and approach that furthers the pursuit of social justice. At the same time, you will pursue creative, communal, and/or body-mind transpersonal practices that help produce and ground your insights. The body-

Institute of Transpersonal Psychology Academic Catalog 2008–2009

265

Course Descriptions

mind practice, Focusing, which also furthers creativity—allowing you to write, paint, or dance from the felt sense—will be taught in early sessions. All genders are welcome and promise to contribute to a rich dialog. GLBP 9653: Transpersonal Approaches to Diversity This course focuses on the diversity of philosophy within transpersonal theory, introduces aspects of cultural relativism, and social activism, and invites the students to revision their own perspectives on transpersonal psychology to include diverse personal aspects of culture, race/ethnicity, religion, sex/gender, sexual orientation, ability, region, nationality, etc. GLBP 9660: Research Specialization: Dissertation Seminar Support and assistance for students in the process of researching and writing dissertations. GLBP 9671A: History and Systems of Psychology The first course in a three-part sequence examines foundational systems in classical psychology, covering such theorists as Freud, the Object and Self object psychologists, Jung, and the humanistic and transpersonal psychology theorists. Psychological premises are re-examined in the light of the historical arc of science, culminating in the New Physics, as well as in the light of Eastern approaches to self, society and spirit. GLBP 9671B: Self, Collective, and Global Psychologies The second course in a three-part sequence highlights the social bases of psychology-the psychospiritual health of the individual, the family, religious institutions, the body politic and the planet. Gender and multi-cultural perspectives are brought to bear.

266

GLBP 9671C: Cognition and Affect: Contemporary and Wisdom Psychologies The third course in a three-part sequence surveys theorists of cognition and affect, whether in the contemporary psychological mode or the indigenous, Middle Eastern, and Far Eastern modes. It utilizes transpersonal/ integral theorists who establish an overview of various psychological and spiritual approaches-such as Fritjof Capra or Frances Vaughan-to bring organization to the considerable array of knowledge accumulated throughout this threecourse sequence. GLBP 9672: Jungian Psychology This course will cover six aspects of C.G. Jung’s contribution to analytical psychology: 1) Personality Theory, 2) the depths of the Collective Unconscious, 3) the Archetypes as a template to organize an individual’s interaction with the world, 4) Dreams, 5) Visions and 6) Mandalas. Continual posting, Didactic and Experiential components will form the online course structure.GLBP 9721A: Global Online Transpersonal Community This course provides experiential learning of an online transpersonal community. Course content will include basics on structure, etiquette, and flow of an online community. Participation will include continual posting within an online community for the full academic year of the program. GLBP 9721B: Global Online Transpersonal Community: Second Year Level This course is a continuation of GLBP/GLBM 9721A with experiential learning within an online community. Whereas 9721A presents and focuses on basics of community participation, 9721B focuses on more in-depth awareness of online communication and flow within the communi-

ty, as well as utilizing the online community as a container for distance learning. Participation will include continual posting within an online community for the full academic year of the program. GLBP 9741: Lifespan Development Psychology This course examines major Western theories of human development, and explores alternative Eastern theories of true Selfdevelopment. It is designed to integrate East-West theories and practices of human development from several transpersonal psychology perspectives. GLBP 9760: Psychopathology and Diagnosis This course examines our decision-making process in how we decide upon what is psychopathology and what is not. From a transpersonal psychology’s perspective, psychodiagnosis can serve as a concrete psycho-spiritual and clinical practice of integration of life for students, clients, clinicians, and healing practitioners. GLBP 9781: Cultural Psychology: Culture and Consciousness This course in cultural psychology explores the theoretical and experiential issues in emotion theories as presented in the traditions of East and West. In this course we will discuss the nature of emotions, the cultural, and psychological significance of emotions in human life, human emotions and the divine, the relation between emotion and other psychological states, emotion and meditation, dispassion, and enlightenment. More importantly, we will discuss the worldviews and underlying presuppositions which shape the emotional worlds of individuals from diverse cultures. GLBP 9790: Research Group: Part I The first of a three-course sequence designed to give students

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Course Descriptions

hands-on practice in conducting research. Following the classic European model, small groups of faculty and students work together in the same research area, with students gradually developing their own projects. Topics and research locations to be arranged. GLBP 9810: Research Group: Part II The second of a three-course sequence designed to give students hands-on practice in conducting research. Following the classic European model, small groups of faculty and students work together in the same research area, with students gradually developing their own projects. Topics and research locations to be arranged. GLBP 9820: Elective - Ph.D. Year 4 Doctoral elective with the specific subject selected by the cohort in consultation with the Program Coordinator and Chair. GLBP 9830: Research Group: Part III The third of a three-course sequence designed to give students hands-on practice in conducting research. Following the classic

European model, small groups of faculty and students work together in the same research area, with students gradually developing their own projects. Topics and research locations to be arranged. GLBP 9841: Dissertation Research: Tracking This is a five-part sequence of courses (15.0 units total) in which students receive credit for all of their dissertation work beyond the mini-proposal. Credit is given for establishing the dissertation committee, developing the proposal, conducting the research, analyzing data, writing the dissertation, having appropriate formal meetings, and gaining necessary approvals. GLBP 9850: Transpersonal Integration Practicum This course emphasizes balanced growth and development in the six areas. Students will meet with a practicum committee of peers, plus a faculty member 2 to 3 times a year to review past work and future plans regarding their personal and professional development.

GLBP 9880: Research Specialization: Dissertation Seminar Support and assistance for students in the process of researching and writing dissertations. GLBP 9881: Research Specialization: Narrative Research This advanced research course focuses on the exploration of the foundational constructs of naturalistic inquiry. Research procedures of data collection and analysis processes, the role of literature critique, and ethical issues will be examined within a transpersonal context. GLBP 9882: Research Specialization: Intuitive Inquiry In this advanced research elective, faculty and students will explore the philosophic contributions of hermeneutics to transpersonal research and scholarship and learn to apply a hermeneutical method known as intuitive inquiry to student research projects. Students will apply intuitive inquiry or aspects of intuitive inquiry to research projects of their own choosing either to advance current dissertation research or other professional or scholarly endeavors.

Residential M.A. in Psychology Courses MLSN 2023: Alcohol and Chemical Dependency The purpose of this class will be to examine and discuss the various forms of addictive behaviors (alcoholism, cocaine, speed, crack, relationships, work, etc.). We will examine and discuss the causes of these addictive behaviors and the psychological, physiological, emotional, and spiritual consequences of these addictive behaviors. Various methods of treatment are examined and discussed.

MLSN 2077: Psychopharmacology Provides a basic understanding of neuro-chemical mechanisms of drug action. Topics include: sites of drug action, uptake mechanisms, the chemistry of neurotransmitters, tolerance, and course of drug action. Evaluation of drug literature and common classes of psychiatric drugs will also be covered. MLSN 2078: Psychological Testing Overview and introduction to research and practice in psychological assessment.

MLSN 2079A: Clinical Practicum Seminar In the course, students will gain experience in the applied psychotherapy techniques. Students will practice self-observations through supervisory experience to enhance their skills as therapists in training. Students will focus on and refine further therapeutic tools and practices. Students will also practice both case presentation and planning and constructive professional feed-

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

267

Course Descriptions

back in a weekly case consultation group.

assessment, diagnosis, and treatment will be applied.

MLSN 2079B: Clinical Practicum Seminar In the course, students will gain experience in the applied psychotherapy techniques. Students will practice self-observations through supervisory experience to enhance their skills as therapists in training. Students will focus on and refine further therapeutic tools and practices. Students will also practice both case presentation and planning and constructive professional feedback in a weekly case consultation group.

MLSN 2113: MFT3 The Child in the System This class will provide an overview of the treatment of children with an emphasis on the child in the system. In children the inner life matures from within, then expands from experience with the outer world of family, neighborhood, school, and society. The systems, e.g., families, schools, and societies, in which children grow are also an integral part of their development and, as such, will be considered. The interaction between the interior world and the exterior world provides the focus of study and will be examined from a clinical as well as a developmental point of view. Practical application of assessment, diagnosis, and treatment from case material will be included.

MLSN 2079C: Clinical Practicum Seminar In the course, students will gain experience in the applied psychotherapy techniques. Students will practice self-observations through supervisory experience to enhance their skills as therapists in training. Students will focus on and refine further therapeutic tools and practices. Students will also practice both case presentation and planning and constructive professional feedback in a weekly case consultation group. MLSN 2111: MFT1 Systems Theory Introduction The history and development of systemic thinking and its applications. Systemic theory led to the development of family therapy (MFT) as a discipline. The family is seen as the smallest unit of society and thus as the site of intervention. This course draws from the works of Bateson, Bowen, Satir, Minuchin, Haley, and others. MLSN 2112: MFT2 Couples and Family Therapy Specific techniques and theories devoted to working with couples using a systems theory approach. Various theories will be discussed. Practical applications of 268

MLSN 2114: MFT4 The Adolescent in the System This class will provide an overview of the treatment of adolescents with an emphasis on the person in the system. In adolescents the inner life matures from within, then expands from experience with the outer world of family, neighborhood, school, and society. The systems, e.g., families, schools, and societies, in which adolescents grow are also an integral part of their development and, as such, will be considered. The interaction between the interior world and the exterior world provides the focus of study and will be examined from a clinical as well as a developmental point of view. Practical application of assessment, diagnosis, and treatment from case material will be included. MLSN 2115: MFT5 Advanced Clinical Applications of Marriage, Family, and Child Therapies Students will practice family therapy diagnosis and interven-

tion. Emphasis will be placed on building skills and working as a reflecting team within class. MLSN 2116: MFT6 Lifespan Development and Aging Survey of theory and research related to biological, cognitive and psycho-social aspects of individual and family growth across the life-span. Students will be introduced to key developmental theorists and will be encouraged to apply basic life-span concepts to support their own ongoing personal growth and development as well as the growth and development of others. Consideration will be given to spiritual development and transpersonal growth within the cycle of development and emergence. Ten hours will be focused on aging. MRES 1000: Creative Expression An experiential review of the contribution of creative expression to psychospiritual development and healing processes. The course introduces a variety of media including claywork, water media, creative writing, and movement to explore archetypal themes. MRES 2002: Psychotherapeutic Skills This course will allow students to discover, develop, and refine their abilities to practice the art of individual psychotherapy. The core of this class will thus involve students practicing their art with each other. Each class meeting will devote a significant period to a practicum: students will work with each other in small groups; will take turns being the therapist, client, and observer; and then will examine and discuss their experience. MRES 2010: Human Sexuality This course will present psychological and transpersonal aspects of human sexuality. Topics will include male and female sexuality, sexual communication, sexu-

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Course Descriptions

al orientations, relationships, sexual attitudes and behaviors (i.e., sexuality and spiritual practices), and commonly-seen sexual problems. Coverage will also include material from the DSM on sex and gender; laws pertaining to the practice of psychotherapy with respect to human sexuality; and ethical principles from the primary professional organizations. MRES 2021: Psychopathology and Diagnosis A course designed to increase clinical skills in assessment, case formulation, and writing, differential diagnosis with the DSM IV, and development of treatment goals. MRES 2028: Counseling Skills: Across Cultural and Spiritual Traditions This course will embrace a multicultural paradigm to understand the sociocultural, psychological, and spiritual aspects of counseling across different cultures. Students will gain an understanding of differences in worldviews and how diverse views shape personality, intercultural communication, behavior, values, and attitudes. Some of the issues that will be discussed are cultural universals and relativism, racism, discrimination, ethnocentrism, immigration, acculturation, cultural values, risk factors, adjustment, resilience, identity formation, poverty, war, and their communication, behavior, values, and attitudes. Students will critically evaluate Western-European and indigenous models to understand clinical issues, spirituality, and treatment. The multi cultural paradigm will be embodied in the pedagogy utilized in this course. The theory of care, mutual respect, intersubjectivity, and validation of diversity are critical approaches in this course. The development of a safe base in which to explore sensitive issues such as

cultural biases will be give special emphasis. Students will enhance critical thinking skills and will be active and reflective learners, applying knowledge to self, practical situations, therapeutic contexts, and problems. MRES 2035: Indigenous Psychology This class explores some of the major themes in indigenous psychology and spirituality such as cultural appropriation, marginalization of indigenous people, the current world situation and our collective responsibility, the restoration of the nation’s hoop and the world tree. Students will gain an understanding of how indigenous people view psychology and spirituality. Emphasis will also be placed on understanding, applying, and working with some indigenous practices, in particular with the Medicine Wheel as a tool for personal, community, and global transformation. MRES 2051: Psychodrama Intensive course, providing experience with therapeutic and educational uses of scripted roles to increase flexibility and effectiveness in interpersonal relationships. MRES 2053: Law and Ethics Overview of current laws and ethical issues that pertain to Marriage and Family Therapists and the practice of psychotherapy. Focus is on application of legal and ethical considerations that arise for clinicians including scope of practice, informed consent, limits of confidentiality, multiple relationships, conflicts of interest and recent legal mandates pertaining to therapy with individuals, families and groups. MRES 2059: Psychosynthesis This course intends to provide students with a beginning understanding of psychosynthesis theory and practice, especially as it applies to their own personal

and professional experience. The seminal work of Assagioli will be presented and subsequent theoretical developments in the field will be discussed, with the intention of providing a historical and contemporary understanding of this evolving approach. MRES 2086: Death and Dying This course is designed to provide an overview and to deepen participants’ understanding of the challenging issues associated with death and dying, grief and loss across the human lifespan. The class will investigate Western culture’s denial of death, how differing cultural and spiritual perspectives influence one’s dying experience, and the potential for the dying and grieving experience to become a catalyst for personal and spiritual transformation. There will be opportunity and encouragement to reflect on personal issues related to death and dying, grief and loss, as well as identification of the therapeutic stance and specific skills required in counseling relationships where grief or traumatic loss is an essential feature. The course will include lecture, discussion, videos, work in dyads and small groups, and a number of experiential exercises including drawing, insight log entries, sharing of portions of the Personal Death Awareness Survey, a “glass window” exercise, and a group sand-tray experience. MRES 2120: Transpersonal Growth Psychologies: Psychosynthesis This experiential course explores transformations of the self through various transpersonal systems of growth and development. For example: emphasis may be placed on psychosynthesis practice, dream work, psychospiritual integration, creative expression, and others as applied to personal experience and development.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

269

Course Descriptions

MRES 2121: Transpersonal Growth Psychologies: Poetry Therapy This experiential course explores transformations of the self through various transpersonal systems of growth and development. For example: emphasis may be placed on psychosynthesis practice, dream work, psychospiritual integration, creative expression, and others as applied to personal experience and development. MRES 2300A: Group Process This experiential class introduces students to group process in vivo within their own cohort. Experience will be anchored with theory. MRES 2300B: Group Process This experiential class introduces students to group process in vivo within their own cohort. Experience will be anchored with theory. MRES 2300C: Group Process This experiential class introduces students to group process in vivo within their own cohort. Experience will be anchored with theory. MRES 2303: Group Theory and Practice In this course, students will enhance and deepen their experiential knowledge of group psychology. Topics include: group theory, purpose and goals of a group, types of groups, types of group leadership, and the relevancy of group psychotherapy in clinical practice. MRES 2400.15A-C: Group Process This experiential class introduces students to group process in vivo within their own cohort. Experience will be anchored with theory. MRES 3068: Spiritual Emergence Crises developing from spiritual experiences and transpersonal growth; diagnosis, types of transformative experience, sup270

port and counseling for spiritual emergence and emergencies. MRES 4000A-C: Psychology of Body Discipline: Aikido A study of the history and theory of Aikido and the martial arts. Practical training in maintaining center and inner awareness under pressure, and learning to blend and harmonize with others. Emphasis on relationship between spiritual discipline and daily life. MRES 4018: MindBody Approaches The psychology of somatic healing, including biofeedback, use of imagery, body therapies, energy work, pain control, stress reduction, and mind-body techniques. MRES 4300: Psychology of Body Discipline: Aikido A study of the history and theory of Aikido and the martial arts. Practical training in maintaining center and inner awareness under pressure, and learning to blend and harmonize with others. Emphasis on relationship between spiritual discipline and daily life. MRES 5004: Orientation A structured period of meeting classmates, sharing spiritual autobiographies, meeting the faculty, and learning about Institute programs and procedures. MRES 6002: Transpersonal Psychology, Theory, and Research The course is an overview of the transpersonal orientation, offering an engaging inquiry into the intricate relationship between psychology and spirituality. The course includes a theoretical overview, the practice of discernment and making distinctions regarding transpersonal theory and practice, experiential practices, and a fieldwork assignment. This class also supports students in the skills of critical thinking, research and writing on transpersonal topics. The

course will draw from the works of Wilber, Washburn, Grof, Welwood and others. MRES 6016: Personality and Psychotherapy Theories This course will explore the transpersonal dimensions of personality and psychotherapy theories from the perspective of creativity and an understanding of the transpersonal self. The major approaches to personality and psychotherapy theory will be covered, including the study of Humanistic, Transpersonal, Psychodynamic, Behavioral, and other approaches, with an emphasis on the study and understanding of authenticity, and selftransformation. Both theory and application will be explored from the current cultural perspective of postmodernism and cultural diversity. MRES 6202: Transpersonal Psychology: Theory & Research The course is an overview of the transpersonal orientation, offering an engaging inquiry into the intricate relationship between psychology and spirituality. The course includes a theoretical overview, the practice of discernment and making distinctions regarding transpersonal theory and practice, experiential practices, and a fieldwork assignment. This class also supports students in the skills of critical thinking, research and writing on transpersonal topics. The course will draw from the works of Wilber, Washburn, Grof, Welwood and others. MRES 6303: Introduction to Jungâ&#x20AC;&#x2122;s Psychology This course will provide, in intensive format, an overview of the most important concepts in the theory of psychology as developed by C. G. Jung with emphasis on how these concepts have come to be applied in actual clinical work by Jungian analysts and Jungian-oriented clinicians.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Course Descriptions

Residential M.A. in Women’s Spirituality Courses MWSP 1001: Creative Writing Workshop I Students bring their own creative writing work to the group to be read and discussed by the cohort and the instructor. Students develop performance skills, self confidence and the skill of critiquing by workshopping each other’s writing and presentation. MWSP 1002: Creative Writing Workshop II Students bring their own creative writing work to the group to be read and discussed by the cohort and the instructor. Students develop performance skills, selfconfidence and the skill of critiquing by workshopping each other’s writing and presentation. Students have the freedom to delve into any subject, and any style. MWSP 1011: Art as a Sacred Practice I This class is a visionary painting workshop that teaches students how to access their internal imagery and articulate it in the form of narrative painting. Using the medium of acrylic paint, visioning and active imagination, and personal storytelling, students explore their own image/interpretation of their personal medicine woman, or healer woman. This is a process that encourages prayer, meditation, and intention as the root of their art making. The class facilitates each student to journey to an inner dimension where they may have access to insightful personal content. MWSP 1501: Visioning your Life’s Work The purpose of this class is to empower students to choose, activate, and take action on their Life Work and teach them how

to help others create a vision plan. Students will design a visionary Life/Business Plan, create a Foundation for their work, and set goals and timelines. MWSP 1511: Art as a Sacred Practice II Students deepen their practice by designing a personal spiritual discipline through writing and then creating the image that represents their visionary selves. Students develop a personal legend and explore the ways they see themselves manifested in art and story informs their decision making and can shift their perceptions. Course work addresses how to continue to deepen a spiritual art practice, techniques for creative visualization, how to set up a studio space at home, how to work with the community through arts, and how through the creation and support of positive female media we are reclaiming the image fro the popular media and making our own. This course also includes information about using imagery in the promotion of one’s life work for business cards, web-design, illustrated thesis, etc. MWSP 2003: Spiritual Autobiography Spiritual Autobiography focuses on the role of story-as inspiration and as a component of feminist research. Each student traces her spiritual lineage, awakening within herself a sense of perspective, personal integrity and a ground of being. This course explores psychological and spiritual development themes in women’s lives including childhood spiritual experiences of the sacred, the search for identity, and life-long initiation into women’s wisdom.

MWSP 2009: Uncommon Kinship I Uncommon Kinship class teaches students methods to transform cultural differences into common practices that cultivate kinship. The class is designed to give the students tools and methods to work for social change. Students engage in experiential and ritual methods for reaching across diversity to find kinship. We engage in deep dialogue about issues which potentially separate us. Students create new rituals for community healing, continuing the development of their leadership skills by leading groups of people through a potentially transformative process to create personal and social change. MWSP 2010: Lifecycle Rituals This course explores some of the reasons humans construct ritual, and why lifecycle rituals in particular are so important in this culture. Students are given a sense of the basic elements of creating a ritual, both personal and communal, so that they have the building blocks for establishing their own sacred spaces. Readings and research introduce how life passages of womanhood have been ritualized in different cultures. Through ceremony and personal storytelling, students co-create rituals as a class to develop their sensibilities around doing cooperative ventures in their communities. MWSP 2013: The Ancestral Journey This course offers an overview of the formulation of spiritual culture in the Diaspora, encompassing what has been retained in contemporary practice from Yoruba, Akan and Congolese traditions. Students learn how these traditions formed the basis of spiritual belief and practices in Bra-

Institute of Transpersonal Psychology Academic Catalog 2008–2009

271

Course Descriptions

zil, Cuba, Haiti, the Caribbean and the southern United States. Students also receive teachings on ancestor reverence and an introduction to the orishas. The final project is a ritual entirely conceived and created by the student, which is brought into the classroom on the last day. MWSP 2509: Uncommon Kinship II This elective course follows the required Uncommon Kinship I class, which is designed to give the students tools and methods to work for social change. Students learn to use the languages of reflection/action and activism to create new rituals for community healing, continuing the development of their leadership skills by leading groups of people through a potentially transformative process to create personal and social change. MWSP 3002: Ancient & Contemporary Female Shamanism Drawing on the historical and anthropological research on shamanism, this class examines shamanism using feminist and post-colonial theory. What is a shaman, and what in particular makes a “female shaman”? Is there a difference in what men do and what women do as shamans? This course explores women in sacred roles from ancient times to the present and the long, unbroken lineage of shamanism around the world. MWSP 3008: Embodied Spirituality Women’s spirituality is grounded in a woman’s body. A woman’s body is sacred and the site of encounter with the Sacred Feminine-the creative life-force manifesting as female. For thousands of years women priestesses, healers and shamans have used movement and dance to embody and celebrate the energetic presence of the Sacred Feminine for the transformation and healing of themselves and their communities. With the gradual evolution 272

of the patriarchal worldview, this practice was lost to most of Western culture. During the past century new forms of inner-directed, intrinsic movement practices have been developed which women use to experience the divine, transformation, and healing. This course also explores the issue of trauma in relation to the impact on the individual’s body experience and spirituality. MWSP 3089: Independent Studies Independent studies are courses designed with the student and their faculty advisor. The student and faculty advisor fill out a form giving a statement of work and expectations for each independent study, and a paper is submitted at the end of the study. Students must also file a Learning Option agreement with the Registrar. MWSP 3501: Goddess Is Alive! Lecture Series I Students are introduced to many aspects of the Sacred Feminine as presented by leading women scholars, psychologists, authors, artists, and ritualists. Lectures explore the rich tradition of the Sacred Feminine as it is grounded and expressed in history, archaeology, anthropology, mythology, psychology, literature and philosophy. Many of the guest speakers have spent decades gathering images, information, stories, fact, theories, translations, theo/thealogies, films, slides, dances and ritual. Their work has profoundly changed, connected and deepened not only their personal relationship to the Sacred Feminine, but the relationship of many others who have been touched by their work. Reflection and academic papers required. MWSP 3502: Goddess Is Alive! Lecture Series II Students are introduced to many aspects of the Sacred Feminine as presented by leading women

scholars, psychologists, authors, artists, and ritualists. Lectures explore the rich tradition of the Sacred Feminine as it is grounded and expressed in history, archaeology, anthropology, mythology, psychology, literature and philosophy. Many of the guest speakers have spent decades gathering images, information, stories, fact, theories, translations, theo/thealogies, films, slides, dances and ritual. Their work has profoundly changed, connected and deepened not only their personal relationship to the Sacred Feminine, but the relationship of many others who have been touched by their work. Reflection and academic papers required. MWSP 3503: Women’s Psychology and Rituals Feminist therapists and women’s spirituality ritualists have both used women-centered myths in their work with women. This class explores the use of womencentered stories and mythology, the psychological issues this material addresses in women’s psycho-spiritual development, and the construction of rituals based upon these stories. Students will have the opportunity to choose a myth and work collaboratively to prepare and hold a ritual. MWSP 3504: The Priestess: Sacred Women in Ancient, Tribal, & Contemporary Culture Healing, divination, ritual, and ceremony are functions carried out by women in many cultures around the world and over the course of many millennia. Oftentimes these activities are hidden from view by virtue of being carried out in the “domestic” sphere, as part of the “family life.” We will look at the way that women have functioned as “natural shamans” in the everyday life of their communities and we will attempt to understand this as a remnant of an ancient collective way of life that did not separate

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Course Descriptions

“sacred” from “mundane.” Crosscultural, interdisciplinary, and experiential. MWSP 5004: Community Service Practicum I The Practicum gives the student an opportunity to utilize and deepen the knowledge, skills, and insights developed in the Women’s Spirituality Program, while gaining new experiences and widening vision. It is an occasion for the flowering of the student’s abilities, a labor of transformation and a gift of creative change. The practicum consists of forty (40) hours of community service. It is arranged by the student, and may take place in a social service agency, a school, or other institution. It may be arranged as a traditional internship, or may be created by the student, with approval of her advisor, outside of any institution, to fulfill a perceived community need. Section I helps the student select and design a practicum. MWSP 5504: Community Service Practicum II The Practicum gives the student an opportunity to utilize and deepen the knowledge, skills, and insights developed in the Women’s Spirituality Program, while gaining new experiences and widening vision. It is an occasion for the flowering of the student’s abilities, a labor of transformation and a gift of creative change. The practicum consists of forty (40) hours of community service over two quarters. It is arranged by the student, and may take place in a social service agency, a school, or other institution. It may be arranged as a traditional internship, or may be created by the student, with approval of her advisor, outside of any institution, to fulfill a perceived community need. Section II Students are supervised and issues and concerns of the practicum are addressed in a group setting.

MWSP 6001: Women, Religion, and Social Change Women’s claim to their own experience of divinity, of the sacredness of their own bodies and sexuality, of their own spirituality has challenged traditional religions, creating new feminist theology and changing leadership roles worldwide. Readings from some of the most articulate, passionate voices of women in religion strive to redress the imbalance and Eurocentrism of earlier feminist perspectives on religion and include Islam, the spiritual systems of Asia and some indigenous traditions throughout the world. Course content includes critiques of patriarchal religions and feminist revisioning as women attempt to reform existing traditions and create new religions. Reading and lectures reveal the powerful connections between women’s oppression and religious symbols and practice, between religious visions of liberation and the quest for social, economic, and ecological justice. MWSP 6002: Metaformic Theory/Feminist Theory Judy Grahn’s metaformic theory is a contribution from the developing field of Women’s Spirituality, a new origin story that addresses questions of human reality, behavior and capacity to change. Using lecture, new research, video, slides and applications from South India, Australia and Africa, this course reclaims menstruation and women’s rituals as central contributors to human culture and as prototypes of men’s rituals. Metaformic thinking suggests new directions for the transformation of Western practices and philosophical direction. The history of the development of feminist thought provides tools for critical analysis and introduces the historical splits and dialogues on issues of race, class and sexual orientation.

The course includes an examination of sources of feminist theory, the status of its international and multi-cultural dialogue, and young feminists’ provocative call for revisioning political directions. MWSP 6006: Organic Inquiry and Critical Analysis: Feminist Research This class introduces the theory and application of research methodologies and approaches appropriate for topics in women’s spirituality, including feminist methods, organic inquiry, heuristic research, and autoethnography. Readings introduce topics of epistemological stance, power dynamics, critical analysis, research design, and specific research methods. Exercises give students a subjective as well as objective understanding of the values of empathy, relatedness, integrity, and openness to personal transformation. MWSP 6007: Archaeomythology: Origin Stories The word “Archaeomythology” was invented by archaeologist Marija Gimbutas to describe her interdisciplinary scholarship and her method of interpreting her marvelous finds--the thousands of female/goddess figures, pots, sculptures, and buildings she unearthed from the matrifocal Neolithic cultures she named Old Europe. These and other archaeological finds from the Ancient Middle East, Asia, Africa, Australia, India, and the Americas are radically revisioning stories of human cultural origins. We examine images and mythologies of the Sacred Feminine attached to specific places on earth. MWSP 6010: Women’s Sacred Texts Women’s Sacred Texts reveals that the female has been conceptualized as divine in diverse cultures around the world, includ-

Institute of Transpersonal Psychology Academic Catalog 2008–2009

273

Course Descriptions

ing cultures that preceded and were the basis for the cultures and religions of Europe and the Middle East which we conceptualize as “Western civilization”. This understanding, in addition to tools for critiquing text and reclaiming women’s lost place in history, provides a positive place to stand in appreciating women’s own cultures and history. We examine women-centered mythology and literature including such texts as those written by the first poet of record Enheduanna, a priestess of Inanna from Mesopotamia, Gnostic texts, and literature from South India. These stories of descent and re-emergence integrate the immanent and transcendent, and honor the fullness of human experience. Class discussion and discussion of students assignments also take place on-line. MWSP 6081: Thesis Preparation Students can take up to 2.0 units of thesis which covers their thesis work with their thesis advisor working on exploring and selecting their topic, gathering and presenting their material in a literature review, organizing and presenting the material in the form of a thesis or thesis project. Each student has a committee made up of two faculty members and one student who review, comment on, and give their approval of a thesis or thesis project.

274

MWSP 6082: Thesis Writing Workshop Students can take up to 3.0 units of thesis which covers their thesis writing. Students bring their thesis to the cohort and the instructor. Students develop the skills of organizing, proper citing, preparing literature reviews, and developing abstracts. MWSP 6083: Thesis Writing Completion Students can take up to 3.0 thesis units which covers their thesis completion. MWSP 6085: Thesis Completion Students can take up to 3.0 thesis units which covers their thesis comlpetion. MWSP 6501: Feminist Perspective on Transpersonal Psychology This course serves as an introductory inquiry into transpersonal psychology and its relationship to women’s spirituality and women’s psycho-spiritual development. This course defines transpersonal psychology; looks at the history of transpersonal psychology; explores the scope of transpersonal psychology; and delves into specific fields of integration or application. We will introduce principle concepts, assumptions, and developmental theories. There will be space given for direct exploration and experience of the subject matter in

an integrated manner. This class explores transpersonal and psychological theories with a feminist lens. The course will be divided into 3 sections with each section addressing the major areas of transpersonal theory and theorists. The sections include: an introduction to Transpersonal Psychology; Key theorists and feminist response to them; Archetypal and Jungian Applications; Revisioning transpersonal psychology through a feminist lens. The final section will invite us to co-create a new vision. MWSP 6502: Advanced Metaformic Theory For those students who have mastered the rudimentary principles of Metaformic Philosophy presented in the required Metaformic Theory course, and who want to delve into deeper layers of this new origin story, the advanced class supports both research and practical community application. We read dissertations, study articles, watch videos, and discuss questions incorporating menstrual logic, cultural obversity, metaformic construction of gender and braided evolution. Each student undertakes a project, applying the theory to a subject of her or his own interest, with the guidance of faculty.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Course Descriptions

Residential Ph.D. Courses PRES 1001: Proseminar in Creative Expression An experiential review of the contribution of creative expression to psychospiritual development and healing processes. The course introduces a variety of media including claywork, water media, creative writing, and movement to explore archetypal themes. PRES 1020: Transformative Fiction Students will write, edit and revise their own original fiction. Basic skills for plot, character, and themes will be presented. We will also see how fiction writing supports personal development. PRES 1060: Poetry Workshop Students will use poetic elements and make poems that explore the deep roots of feeling, the playfulness of language, the blessings of common things, and the presence of paradox and mystery. PRES 1089: Independent Study: Creative Expression Self-directed faculty supervised study of some aspect of creative expression. PRES 1401: Arts, Diversity, and the “Other” Students seek to acquire a critical analytical understanding of how to use the arts to explore and learn basic concepts on diversity as the “Other” and look into its relationship with their personal/ professional life. PRES 2010: Human Sexuality This course will present psychological and transpersonal aspects of human sexuality. Topics will include male and female sexuality, sexual communication, sexual orientations, relationships, sexual attitudes and behaviors (i.e., sexuality and spiritual practices), and commonly-seen sexual problems. Coverage will also

include material from the DSM on sex and gender; laws pertaining to the practice of psychotherapy with respect to human sexuality; and ethical principles from the primary professional organizations. PRES 2011: Hypnosis Clinical Hypnosis Intensive is an introduction to Transpersonal Hypnotherapy. This Intensive offers an understanding of the essence of the Transpersonal approach, the history of hypnosis, the language of hypnosis, and the application of hypnosis to psychotherapy. The course covers several hypnotic inductions, provides instruction on how to monitor trance states, and how to prepare for and utilize self-hypnosis. Students will have the opportunity to learn and practice journeywork in a supportive environment, where each individual has the opportunity to be a student-client and a student-therapist. Feedback to student-therapists from student-clients and the teaching staff offers each student the opportunity to enhance their therapeutic skills, languaging and effectiveness working with clients in the hypnotic state. PRES 2020: Transpersonal Growth Psychologies This experiential course explores transformations of the self through various transpersonal systems of growth and development. For example: emphasis may be placed on psychosynthesis practice, dream work, psychospiritual integration, creative expression, and others as applied to personal experience and development. PRES 2021: Psychopathology and Diagnosis This advanced graduate course will cover clinical assessment,

written clinical evaluation, use of differential psycho-diagnostics, development of treatment objectives and goals, and clinical analysis of outcome data from the perspective of transpersonal systems. Students will acquire differential diagnostic skills and an understanding of the use of current clinical paradigms in an understanding and classification of psychopathology from a crosscultural perspective. PRES 2028: Forgive for Good The primary focus of this class is to learn and practice a research proven method of training forgiveness. In this class forgiveness will be explored first for forgiving others and secondarily for forgiving oneself. The forgiveness method taught is based from behavioral medicine practices that include journaling, breath meditation, heart centered meditation, changing narratives and using cognitive disputation. In addition, forgiveness as it relates to both clinical practice and political violence will be explored. The course includes readings, lecture, discussion and in depth personal practice of the “Forgive for Good” methodology. PRES 2035: Indigenous Psychology and the Medicine Wheel Covers the major themes of indigenous psychology and spirituality such as cultural appreciation, marginalization of indigenous people, the current world situation and our collective responsibility, and the restoration of the nation’s hoop. Students will gain an understanding of how indigenous people view psychology and spirituality. Special emphasis will be placed on understanding, applying, and working with the Medicine Wheel as a tool for transformation.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

275

Course Descriptions

PRES 2037: Spiritual Emergence and Transpersonal Psychology Exploration of spiritual emergence, and how our ongoing psychological and spiritual development, when considered in tandem, can illuminate unexamined aspects of each other. PRES 2053: Law and Ethics Overview and decision-making problems that arise out of ethical standards and legal issues in the practice of psychotherapy. Focus is on legal and ethical issues that arise for therapists and clinicians, including confidentiality, multiple relationships and conflicts of interest, and informed consent. PRES 2073: Parapsychology This intensive course surveys case studies, laboratory research, and clinical applications of psychic phenomena. PRES 2087: Biological Bases of Behavior: Neuropsychology An exploration into the biological dimensions of clinical psychology from a transpersonal perspective. A review of scientific research and study in neuro-psychology will be considered, including: the sleep/wakefulness cycle, the neuro-psychology of consciousness, psychopathology, clinical neuro-anatomy and physiology, altered states of consciousness, immunology, and the neurophysiology of stress. Clinical and counseling applications will be considered in the context of a transpersonal perspective. PRES 2089: Independent Study: Clinical Self-directed faculty-supervised topic. PRES 2116: Lifespan Development and Aging Enhanced graduate level understanding of content, context, skills, and applications within a lifespan psychology perspective, with special attention to life transition interventions and develop276

mental autobiography. Traditional child psychology focus is balanced with added units on prenatal/birth and adult phases of life and death, and transpersonal aspects of human development. PRES 2117: Psychosynthesis This course intends to provide students with a beginning understanding of psychosynthesis theory and practice, especially as it applies to their own personal and professional experience. The seminal work of Assagioli will be presented and subsequent theoretical developments in the field will be discussed, with the intention of providing a historical and contemporary understanding of this evolving approach. PRES 2140A-C: Transpersonal Practicum Practicum for non-clinical, nonspecialized doctoral students. PRES 2141A-C: Creative Expression Transpersonal Practicum Three course series for creative expression students. If the student is also clinical, the 3-course advanced clinical practicum may serve to fulfill this requirement as well as long as creative expression is used and documented throughout the course series. If the student is not pursuing a clinical degree, the creative expression field study can be pursued within a spiritual emphasis, a personal-practice emphasis, or with a professional application emphasis PRES 2218: Advanced Psychosynthesis This course will allow students to begin to apply psychosynthesis to the practice of individual psychotherapy. PRES 2235: Indigenous Psychology and Spirituality This course will cover some of the major themes in indigenous psychology and spirituality such as cultural appropriation, mar-

ginalization of indigenous people, the current world situation and our collective responsibility, and the restoration of the nationâ&#x20AC;&#x2122;s hoop. Students will gain an understanding of how indigenous people view psychology and spirituality. Special emphasis will be placed on understanding, applying, and working with the Medicine Wheel as a tool for transformation. PRES 2272: Advanced Training TERS advanced training course establishes professional skills in teaching and research methodologies in academia, emphasizing skills of leading transformative education and transpersonal psychological research. Two variants of the course, offered on alternate years, differ in predominance of educational or research focus. PRES 2300A-C: Group Process Study and experience of various forms and uses of groups. Includes study of human communication including transpersonal dimensions of communication in group settings. Opportunities to develop transpersonal group theory. Interpersonal group process and basics in leading a variety of groups. PRES 2301: Experiential Immersion: Inner Work I Topics vary and are designed for positive personal growth and understanding. PRES 2302: Experiential Immersion: Inner Work II Topics vary and are designed for positive personal growth and understanding. PRES 2303: Experiential Immersion: Psychodrama Intensive Intensive course, providing experience with therapeutic and educational uses of scripted roles to increase flexibility and ef-

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Course Descriptions

fectiveness in relationships.

interpersonal

PRES 2304: Experiential Immersion: Meditation Topics vary and are designed for positive personal guidance and development. PRES 3006: Spiritual Psychology: Sufism Sufism, usually defined as the esoteric part of Islam, contains a well developed psychology with personal, theoretical and clinical applications which has been developed and refined for at least the last 1200 years. In class we will read, work with, and discuss stories, poems and short selections from a wide range of Sufi sources. Students are expected to read and write about additional stories and poems as well as to observe their own reactions to these materials. PRES 3021: Spirituality in Everyday Life This course is designed to provide students with a variety of experiential “re-framing” exercises to facilitate their recognition of the potential spiritual value and significance of a number of “mundane” daily chores and experiences. There is also an emphasis on the recollection and application of the deeper spiritual energy and multiple levels of meeting in dreams as well as daily waking encounters. PRES 3039: Methods in Spiritual Guidance: Dreams Organized religious and spiritual practice all over the planet reveals certain archetypal consistencies. Among these patterns of intuition and praxis we can find a thread of suggestion that evolved spiritual life most often reflects itself in an elevated and intensified quality of consciousness associated with the most mundane and “ordinary” tasks and experiences. The religious and spiritual traditions of the world also speak

with one voice in their unanimous assertion that people are in more direct communion with “the Divine”, (for lack of a better term), in our sleeping dreams than in any other ordinary state of consciousness. PRES 3068: Spiritual Emergence Crises developing from spiritual experiences and transpersonal growth; diagnosis, types of transformative experience, support and counseling for spiritual emergence and emergencies. PRES 3070: Dark Goddess Exploration of the psychological aspects of the Dark Goddess. PRES 3079: Mindfulness Exploration of the concept of Mindfulness as a psychological process employed in everyday life for lessening the effects of consensus trance. PRES 3080: Psychology of Spiritual Development A study of the views of several traditions on the stages of spiritual development; criteria for discernment; and helps and hindrances to spiritual development. PRES 3081: Psychology of Spiritual Guidance Focuses on different aspects of spiritual guidance. Topics include: the role and importance of spiritual guidance, activities involved, relationship between involved parties, qualifications of one offering and one receiving spiritual guidance, and skills and knowledge needed to offer spiritual guidance. Includes in-class spiritual guidance practice. PRES 3082A-C: Spiritual Guidance Practicum Students will learn spiritual guidance through giving and receiving spiritual guidance sessions and through weekly group practice and discussion. In addition, students will learn different styles of spiritual guidance approaches and techniques and gain experi-

ence both as spiritual guide and guidee. PRES 3089: Independent Study: Spiritual Faculty-supervised and approved self-directed study of spiritual topics. PRES 3101: Introduction to the Goddess Spider Woman, the Divine Female is a powerful and empowering force, one that remains with us today through both living traditions and reclaimed spiritualities despite negative patriarchal overlays of meaning and active subjugation/suppression of preChristian beliefs and practices. Using ritual, small group engagement, class discussion, personal exploration, story, myth, literature, poetry and spiritual techniques for uncovering Her embodied presence, we will explore what Goddess means to us as individuals and communities gathered for the work of finding meaning, truth and beauty through the transpersonal. Specifically, we will study the nature of the Four-fold Goddess through phases of Maid, Mother, Crone and Muse across cultures. Learnings will be immediately applicable to students’ daily lives and practices for self-restoration, relationship, growth and renewal. By revaluing concepts of the sacred to include women and the Sacred Female, we will together help catalyze the motion of personal and planetary healing. PRES 3103: Goddess Spirituality and the Divine Female Force A psycho-spiritual and cultural introduction to both the ancient and modern traditions of Goddess. PRES 3246: Spiritual Psychology: Wicca This course will focus on WICCA as a living spiritual tradition. Students will learn the history and basic beliefs of the Craft. Rit-

Institute of Transpersonal Psychology Academic Catalog 2008–2009

277

Course Descriptions

ual will be incorporated into each class meeting as a way of experiencing the process.

the variety of voices and experience that currently fall under the rubric Women’s Spirituality.

PRES 3301: Integralizing Goddess This course will explore the ancient and modern roots of goddess spirituality with an emphasis on archetypes, esoteric traditions, and personal experience in order to foster new understanding and create new meanings through the transpersonal for elucidation of problems affecting women in religion, feminist theology, the men’s movement, the evolution of consciousness, and the various crises of our time (ecological, spiritual, economic).

PRES 3402: Shamans, Mystics, & Saints: Expressions of Ecstasy, Love, and Yearning for the Divine For many people, culture, tradition, and religion provide boundaries for what is considered an acceptable relationship with the unseen world. However, a special yearning for the Divine (God/ess), or special search for divine healing has often taken shamans, mystics, and saints, both men and women, into ecstatic states of consciousness that lead to alternative behavior. This course seeks to engage students through historical review, literature, poetry, discussion, and reflection to develop and deepen awareness of ecstatic trance states and divine madness as they occur on the path of the shaman, mystic, and saint.

PRES 3383: Advanced Spiritual Guidance This course is for students who have completed the basic academic and practicum courses in spiritual guidance. Three themes will be explored in depth: the art of spiritual discernment; “dark nights” and the role of the guide in these key transitions; the relationship between personal spiritual development and social transformation. PRES 3401: Psychology of Women’s Spirituality This course serves as an introductory inquiry into womencentered spirituality and women’s spiritual development. Evaluation of women’s participation and female representation in established religious traditions as well as emergent women-centered spiritual practices (to be determined collectively by the core interests of the class participants) as core elements of the course. Utilizing feminist, transpersonal, and psychological theories, as well as exploring sacred texts and art from the traditions and practices that are the foci of class discussion, this course seeks to establish foundational understanding of, theoretical and critical analysis of, and personal connection to 278

PRES 3403: Pathways of the Soul: Exploring the Human Journey Psychospiritual development doesn’t have to be a static, linear, or hierarchical process; rather, it can be a dynamic, spiraling journey from the personal to a more transpersonal way of being and living. In this class, we will make use of Hillevi Ruumet’s “Soul Map” model to guide us “through some common pathways of the human journey.” Here, we will explore, experience, and embody various stages and cycles of personal growth and spiritual development as a way to discover, uncover, or recover our unique path to wholeness and self-realization. PRES 3503: African Spirituality This course begins with an overview of the Spiritual Cultures of the West African Diaspora (Brazil, Haiti, Cuba, and New Orleans specifically). Students will become familiar with the concepts of Ache, Ori, and Orisha, three important Elements of the

Spiritual Culture and its rituals. Students will be introduced to practices such as altar building, praise poetry, and the sacred arts of, music and dance. PRES 3505: Sacred Sexuality Spiritual feminist as well as transpersonal analysis of the post modern world indicates there has been a split between mind and body - a split between male and female, a split in perspective on the interdependence of humans and the earth in the western experience. Is it no wonder then that sexuality and spirituality - often linked in the sacred traditions of other cultures - have lost their interconnection in the west? How do we make meaning of our own intertwining experiences of the sacred and erotic in a world which disallows their connection? To begin the journey, we will explore theories about how and why the West has lost this integral connection. To continue - we will review sacred sexual practices across time and culture - including ancient goddess cultures, western mystery traditions, tantric and Taoist traditions, and neo-pagan traditions. PRES 4000A-C: Mind-Body Integration: Aikido The practice and theory of Aikido. Practical training in maintaining center and awareness under pressure, and learning to blend and harmonize with others. Emphasis on relationship between Aikido, daily life, teaching, and counseling. PRES 4001A-C: Mind-Body Integration: Tai Chi A study of the history and theory of Tai Chi. Practical training in maintaining center, relaxation, health, and self-defense through learning and practicing Tai Chi Chuan.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Course Descriptions

PRES 4006A-C: Mind-Body Integration: Hatha Yoga Yogic body/mind postures and exercises are taught to enable students to free body energies and to develop greater flexibility. Advanced Mind-Body alternative course.

PRES 4031: Somatic Psychology II This class will focus on experiential, embodied dynamics of our many personalities; of the interaction of ourselves with others in a family system , and the interaction and awareness of ourselves with the transpersonal realm.

PRES 4016A-C: Mind-Body Integration: Advanced Aikido Advanced study of the practice and theory of Aikido. Practical training in maintaining center and awareness under pressure, and learning to blend and harmonize with others.

PRES 4059: Enneagram This course covers the Enneagram theory of personality and provides opportunities to experience the nine personality styles through the mind, the emotions, and the body.

PRES 4018: Mind-Body Approaches Examines the psychology of somatic (body/mind/spirit integrative) healing. It includes not only an introduction to a variety of body psychotherapies and their origins, but also energy work, pain control, stress reduction, and mind-body techniques. Ethical considerations for using this type of somatic integrative healing are addressed. PRES 4028: Mind-Body Integration: Chi Gung Participants experience exercises in the Chi Gung systems such as: meditation, imagery, stretches, and movement that directly affect the organs, muscle, and the bodyâ&#x20AC;&#x2122;s energy pathways (meridians). Alternative advanced course. PRES 4030: Proseminar in Somatic Psychology Examines the major principles and the history of somatic psychology or what is currently developing into body/mind/spirit integrative psychotherapy. Experiential opportunities with concurrent theoretical reflections are part of the learning process. Ethical considerations for using this type of somatic integrative psychotherapy are addressed.

PRES 4089: Independent Study: Physical Faculty-supervised and approved self-directed study of body topics. PRES 4232: Somatic Psychology III Body and Soul: Family Constellations and Myths: In this class we will explore in an experiential way the Intra-personal, Inter-personal and Transpersonal Dimensions of family systems. The instructor will draw from the theory and practice of Virginia Satir, Bert Hellinger and other system theorists and practitioners. This class will focus on experiential, embodied dynamics of our many personalities; of the interaction of ourselves with others in a family system , and the interaction and awareness of ourselves with the transpersonal realm. PRES 5004: Orientation Doctoral program orientation for incoming students. PRES 5052: Systems Theory and Group Dynamics Survey of various approaches to group facilitation and exploration of the dynamics of how groups function. PRES 5089: Independent Study: Community Faculty-supervised and approved self-directed study of community.

PRES 5301: Psychology of Transformative Teaching and Learning This course will address core elements of working as an instructor in higher education including developing a teaching style, creating effective learning environments, developing curriculum, maintaining ethics in research, developing leadership skills, and forming collegial relationships. Each class will serve as a laboratory for exploring new ideas and how students can bring transpersonal and transformational elements into any teaching environment. PRES 5401: Proseminar in Social and Community Process: Culture & Consciousness This course integrates the two perspectives on the social aspects of the person: social psychology, i.e. behavioral perspective, and the cultural psychology, i.e. the constructivist, consciousness oriented perspective. Integration of these two approaches allows a bridge of the socio-cultural view on human self with the explorations of the mind beyond the ego, essential for transpersonal psychology. It will also explore the potential creative alliance between social psychology and transpersonal psychology. PRES 5501: Appreciation of Differences Post-modern schools of thought continue to underscore the socially-constructed nature of identity and the importance of making visible the fluid nature of power, privilege, and cultural context in which we all, as individuals and communities, live. This foundational course invites students to explore their own attitudes and viewpoints related to personal and social identities. Through group dialogs, readings, and applied learning exercises, this course seeks to create an environment in which all students may broaden and deepen aware-

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

279

Course Descriptions

ness and appreciation of differences and commonalities related to the complex intersectionality of aspects of identity such as race, ethnicity, ability, social economic status, religion, politics, gender, spiritual or religious affiliation, or sexual orientation. PRES 6007: History and Systems of Psychology This course examines the foundational roots of modern psychological thought and methodology. It reviews the theory, research, and paradigm assumptions associated with the Psychoanalytic, Humanistic, Existential, Behavioral, Cognitive, and Transpersonal schools of thought and the western and eastern philosophical traditions from which they originated. It evaluates the impact of these ideas on our understanding of human development and potential, as well as our perception of psychopathology and healing. The course also examines the cultural, political and scientific Zeitgeist within which these theories emerged and the pioneers that gave rise to those ideas, such as William James, Carl Jung, Wundt, B.F. Skinner, Abraham Maslow, Sigmund Freud and many others. PRES 6025: Positive Psychology This course is an introduction to the new field of Positive Psychology. This field advocates a shift from the traditional focus on clinical dysfunction, to an emphasis on human potential and the building of strengths as a method for ameliorating dysfunction. Students will be introduced to the theoretical models and empirical research in this field, as well as its applications to clinical, organizational, and everyday settings. The relationships to traditional and transpersonal models and research will be explored.

280

PRES 6033: Transpersonal Theory and Research The course is an overview of the transpersonal orientation, offering an engaging inquiry into the intricate relationship between psychology and spirituality. The course includes a theoretical overview, the practice of discernment and making distinctions regarding transpersonal theory and practice, experiential practices, and a fieldwork assignment. This class also supports students in the skills of critical thinking, research and writing on transpersonal topics. The course will draw from the works of Wilber, Washburn, Grof, Welwood and others. PRES 6036: Research Methods A: Quantitative This course familiarizes students with quantitative approaches to research emphasizing both traditional and non-traditional methods to facilitate a clear understanding of the major concepts of quantitative research and statistics. PRES 6037: Research Methods B: Qualitative This course provides an overview of the qualitative research traditions and methods used in many fields of psychology with emphasis on and application to transpersonal psychology. Among the methods covered are interviewing, case study, integral inquiry, intuitive inquiry, heuristic inquiry, phenomenology, biography, grounded theory, ethnography, hermeneutics, narrative analysis, systems theory, and complexity/chaos theory. An emphasis will be placed on the integration of these methods with quantitative methods to provide converging evidence for particular hypotheses.

PRES 6047A-C: Dissertation 5.0 units credit per quarter for dissertation work under faculty guidance. PRES 6068: Advanced Topics in Transpersonal Psychology In-depth study of a specific topic in one of the six areas of transpersonal study. Course content varies. Course may be repeated. PRES 6070: Altered States of Consciousness Survey of various states of consciousness including: hypnosis, sleep, dreaming, lucid dreaming, meditation, and psychedelic experiences. PRES 6078: Psychology of Men This course will be both didactic and experiential. It will be an overview of men’s psychology that will have powerful practical implications while set in an expansive transpersonal context. It has been theorized that the 20th century will be remembered for the liberation of women and the 21st century will be the time for the New Male to awaken. Often in transpersonal psychology men’s issues have been overlooked. This course is for men and women to gather and honor men’s sacred journey through life. PRES 6089: Independent Study: Theoretical Topics Faculty-supervised and approved self-directed study of theoretical topics. PRES 6121: Scholarly Writing This course will assist the student in the selection of topics, formulation of research questions, use of APA format, drafting of a perspective, and organization of scientific concepts. Lecture, discussion, writing exercises, and sharing of personal work will be used to develop and sustain creative interest, personal growth, and scholarly development. Students are encouraged to collaboratively

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Course Descriptions

work on research papers assigned for other classes in this course.

research, and practice of contemporary psychology.

PRES 6122: Doctoral Qualifying Paper A twenty page scholarly (DQP) paper that demonstrates the students ability to write in a clear professional, scholarly style. Each paper is read by one or more members of the core faculty.

PRES 6298A-C: Research Group Lead by individual faculty members, several research groups are offered every quarter. They are open to doctoral students after the first quarter of the program and thereafter. Following the classic mentor model, small groups of faculty and students collaborate on the same research projects, with students learning the methods of research on a first-hand basis. The group works together in research planning, developing research questions, research design, conducting procedures and collecting data, and analyzing the results. Frequently students will develop dissertation projects aligned with the research group, and participate in presentations at professional conferences.

PRES 6123: Dissertation Seminar Support and assistance in the process of dissertation research and writing. PRES 6124: Doctoral Research: Mini-Proposal Exploration of the dissertation process. Selection of a dissertation topic, identification of a committee, literature search, development of a research hypotheses, and preparation of a preliminary written proposal is required. PRES 6136: Research Methods C: Advanced Quantitative and Qualitative This course integrates both quantitative and qualitative methods in the context of both published and graduate student dissertation research, applying the best methodology to address a specific research question. PRES 6147: Dissertation 5.0 units credit per quarter for dissertation work under faculty guidance for Continuation students. This course does not carry credit towards graduation. PRES 6168: Advanced Topics in Research In-depth study of a specific research topic. Course content varies. PRES 6202: Proseminar in Transpersonal and Spiritual Psychology Continued development of fluency in Transpersonal and Spiritual perspectives in the theory,

PRES 6301: Ken Wilber’s Integral Philosophy This course will be an in-depth exploration of Ken Wilber’s Integral Philosophy and the ways that the theory can be applied to practical situations, both individual and social. Case studies will be used to highlight applications. The course will emphasize how taking a “full spectrum” and multiperspectival view of human growth can aid in being effective and compassionate. Critiques and alternative views of Integral theory will be included. PRES 6302: Organizational Psychology In this discussion-based course, students will investigate the application of psychology to the challenges faced by organizations. How can psychologists use their skills to inform such issues as leadership, teamwork, and human resources management? Special attention is paid to transpersonal perspectives on the workplace.

PRES 6330: The Internet & Scholarly Research This course will explore the current impact of the information revolution on scholarly research practices. Particular emphasis will be placed on adapting to emerging technologies that expand the scholar’s ability to locate, manage, assimilate, and present academic material. Students who take this course will: use the Internet to locate hard to find scholarly information; develop skills for coping with information overload; discover sophisticated, yet simple and free tools for managing information; gain proficiency in utilizing blogs and websites and understanding their academic uses; expand their information literacy skills; learn how advanced features and sophisticated strategies can turn an Internet search engine into a powerful scholarly tool; explore ways that the fields of scholarly research and the Internet inform each other. This course will foster a warm, encouraging environment designed to provide experiences of mastery and success for students struggling with technophobia. Advanced technical experience beyond basic computer skills is not required. PRES 6341: Cognitive and Affective Psychology This course provides a comprehensive survey of the theories and empirical research evidence of cognitive and affective psychology. Additionally, it provides concrete examples and opportunities to apply these topics to both each student’s ongoing research interests as well as to his or her personal development interests. Bridges between these cognitive processes and transpersonal phenomena will be actively explored as will be the transpersonal aspect of the processes themselves.

Institute of Transpersonal Psychology Academic Catalog 2008–2009

281

Course Descriptions

PRES 6501: Critical Thinking in Transpersonal Psychology Students will develop and apply critical thinking and analytic skills to the evaluation of transdisciplinary literature that informs contemporary movements in transpersonal psychology. Works will be drawn from critical theory, postmodern theory, social justice and activism literature, wisdom traditions, as well as cutting-edge transpersonal theory and research. PTCP 2077: Biological Bases of Behavior: Psychopharmacology Provides a basic understanding of neuro-chemical mechanisms of drug action. Topics include: sites of drug action, uptake mechanisms, the chemistry of neurotransmitters, tolerance, and course of drug action. Evaluation of drug literature and common classes of psychiatric drugs will also be covered. PTCP 2089: Independent Study: Clinical Topics Self-directed faculty-supervised in depth study of a clinical topic. PTCP 2115: Diversity Issues in Clinical Practice Social-psychological aspects of counseling within different ethnic subcultures, including the Asian-American, African-American, Hispanic, Native American, and Caucasian. Specific counseling techniques and treatment paradigms are reviewed for each ethnic group. PTCP 2149A-C: Clinical Practicum Seminar I An introduction to the field of Clinical Psychology and its standards of professional practice. This three quarter class creates a foundation for future clinical development. Three elements comprise this year: (a) introduction and practice of basic psychotherapeutic skills essential for therapy, (b) participation in selected practicum settings that provide 282

experience and training appropriate to skill level of the students, and (c) integration of the clinical practice into a professional role. This section will also address legal and ethical issues required for clinical practice. Registration for Practicum assumes completion of Year 1 coursework and accrual of 20 hours of psychotherapy. PTCP 2150: Advanced Clinical Skills Three directed clinical elective courses may be chosen by advanced clinical students from a range of offerings. Covers major schools of psychotherapeutic practice and in-depth study of treatment issues. Specific topic choices will vary from quarter to quarter. PTCP 2154: Advanced Clinical Skills: Couples and Family Therapy Specific techniques and theories devoted to working with couples and families using a systems theory approach. PTCP 2156: Advanced Clinical Skills: Forgiveness, a Cognitive-Behavior Method An elective for advanced clinical training in therapeutic skills working with forgiveness of self and others. PTCP 2157: Advanced Clinical Skills: Counseling Children This course covers psychotherapeutic methods, as applied to counseling interventions for children. This course emphasizes the practical acquisition of clinical skills in childhood interventions, including art and play therapy with consideration to diverse ethnicity and culture. Scientific methodologies for research and scientific data collection are included, in the context of transpersonal theory and practice.

PTCP 2159: Advanced Clinical Skills: Expressive Arts Therapy Emphasizes the considerations relevant to becoming an expressive arts professional, whether therapist or educator/counselor. PTCP 2160A-C: Advanced Clinical Skills: Psychospiritual Integration and Transformation Develops counseling skills to work with clients seeking the sacred in their lives, ultimate meanings and reality, and aspiration for purposeful lives. Integrates multiple psychological methods with a unique cosmology based on the evolution of consciousness and on principles of Integral Yoga (Aurobindo and The Mother, Mira Alfasa), Psychosynthesis (Assagioli) and Structures of consciousness (Gebser). Clinical/guiding skills are developed using models, exercises and papers reflecting studentsâ&#x20AC;&#x2122; understanding and experience. Psycho-spiritual readings encourage reading contemplatively and integration of the meditative reading experience with writing in a spiritually attuned mode. Close, live supervision of role-playing exercises assist in the skill development and the preparation of the student as a guide/therapist. Students are taught to work with personality dynamics that both facilitate and frustrate the process of psycho-spiritual integration and transformation. The essential intent is to develop skills to help clients cultivate lived spiritual transformation experiences into embodied psychologically integrated life. Open to students in all specialties. PTCP 2179A-C: Advanced Clinical Practicum Seminar This 3-term 3rd year Ph.D. course is taken in conjunction with an advanced supervised practicum experience following prior coursework in clinical diagnosis, interview techniques, clinical interventions, and pro-

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Course Descriptions

fessional ethics. While the primary experiential component is in the directly supervised clinical work outside this course, the teaching method will include didactic, interactive, and experiential aspects. The goal is an integration of contemporary clinical approaches in multidisciplinary settings for diverse clients and client issues with the student’s developing professional identity including focused special applications and interventions within the scope of the field. PTCP 2253: Advanced Clinical Skills: Somatic This class provides the opportunity to learn and practice basic therapeutic skills within the context of somatic psychotherapy, to learn and practice basic psychosomatic skill, to become familiar with and to grow in using basic metaskills so important in acquiring the art of psychotherapeutic practice, and to become familiar with the various uses of touch in somatic psychotherapy, the ethics of using touch and the contraindications of using touch in psychotherapeutic practice. PTCP 2256: Advanced Clinical Skills: Power of Symbols and Imagery This graduate clinical seminar gives clinicians the opportunity to explore in depth the psychological phenomenon of symbolic expression in their work with clients. Careful attention to the current “state of the art” and theoretical understanding will be the subject of the didactics and readings. The larger context of the course will be the transpersonal aspects of symbol formation such as the Jungian ego- SELF axis and the transcendent function. PTCP 2401: Clinical Skills: Psychotherapeutic Techniques This course will allow students to discover, develop, and refine their abilities to practice the art

of individual psychotherapy. The core of this class will thus involve students practicing their art with each other. Each class meeting will devote a significant period to a practicum: students will work with each other in small groups; will take turns being the therapist, client, and observer; and then will examine and discuss their experience. PTCP 2423: Treatment of Chemical Dependency Introduction to the treatment of alcohol dependency and drug abuse. Diagnosis, treatment, codependency, families and children of alcoholics, and physiological effects of addiction are examined within a holistic framework. PTCP 2425: General Psychotherapy Theory and Approaches I A graduate level introduction to the study of psychodynamic theories including Freud, Jung, Winnicott, Bion, Kohut, Kernberg and others. PTCP 2426: General Psychotherapy Theory and Approaches II A graduate level introduction to the study of the effects of systems-family, organizational and cultural-on psychotherapy. PTCP 2427: General Psychotherapy Theory and Approaches III A graduate level introduction to transpersonal perspectives on psychotherapy. PTCP 2451: Advanced Clinical Skills: Cognitive Behavioral Therapy Cognitive-Behavioral Therapy implements methods that explicitly address the expectations and beliefs that tend to contribute to anxiety, anger, depression, and other emotions that are at clinical levels of frequency, intensity, and duration. A system perspective will be introduced to evaluate the social, interpersonal, cultural, and transpersonal compo-

nents that interact with those cognition-emotion interactions across the life-span. An Evolutionary Psychology perspective will be introduced to discuss the adaptive functions of particular emotion-cognition interactions in particular contexts. A Positive Psychology perspective will be introduced in terms of viewing therapy from the perspective of building strengths rather than focusing solely on pathology. Other related therapies will be discussed such as Dialectical Behavior Therapy and Wisdom Therapy, which incorporate CBT with other components such as Mindfulness Meditation and Humility Training. PTCP 2452: Advanced Clinical Skills: Adolescents This course covers critical thinking with respect to diagnosis, treatment planning, and the use of interventions with adolescents (youth approximately 1218 years of age). This includes understanding an individual adolescent’s development of self, as well as their role in their environment (family, school, employment, peers, culture, etc.). PTCP 2453: Advanced Clinical Skills: Group Psychotherapy A graduate level introduction to skills involved in facilitating group psychotherapy. PTCP 2454: Advanced Clinical Skills: Psychodynamic Psychotherapy A graduate level introduction to the skills of listening and using symbolic process, transference, and countertransference as psychotherapy skills. PTCP 2455: Advanced Clinical Skills: Jung The course integrates classical, modern, and post-modern contributions in analytical psychology, and provides an overview of Jungian theory, methods, and applications in psychologi-

Institute of Transpersonal Psychology Academic Catalog 2008–2009

283

Course Descriptions

cal, cultural, and historical contexts. The course emphasizes a phenomenological approach to processes, functions, structures, and dynamics of the psyche. The course surveys archetypal constellation and the process of individuation through personal and transpersonal consciousness studies. The course provides focused concentration in the theory and methods of Jungian-oriented psychotherapy. PTCP 2480A-C: Advanced Clinical Practicum Seminar II A 10 month long (500 hour) additional advanced practicum conducted at an off-campus setting that is approved by the Institute. May be taken the year after initial Advanced Practicum completed. PTCP 2551: Advanced Clinical Skills: Wisdom Therapy Wisdom Therapy in an integration of modern Cognitive-Behavioral Therapy (CBT), Mindfulness Meditation (MBSR), and Humility. It has grounding in Lifespan Development, Systems Theory, Positive, Humanistic, Evolutionary, and Transpersonal Psychologies. This course will review these theoretical constructs, as well as related models, such as DBT, their integration, and the empirical outcome studies of their application as Wisdom therapy. Moreover, each meeting will have an experiential component using concrete cases and role playing as practical application to clinical settings as well as everyday life health and well-being. PTCP 6027: Psychological Assessment I This class will teach basic proficiency in test and measurement theory as well as the use of cognitive testing instruments. Included will be guided practice in the WISC, WAIS, WASI. In addition this class will include begin284

ning instruction in neuropsychological evaluation. PTCP 6028: Psychological Assessment II The second class in the testing sequence will continue the use of psychosocial evaluation and will explore projective and non-projective assessment related to psychological, social and emotional functioning, both adaptive and dysfunctional. PTCP 6096A-D: Internship I A year-long (1500 hour) internship conducted at an off-campus setting that is approved by the Institute. PTCP 6196A-D: Internship II A year-long (1500 hour) internship conducted at an off-campus setting that is approved by the Institute. May be taken the same year as Internship I. PTCP 6229: Psychological Assessment III This course will help students develop the ability to use a variety of cognitive and psychological assessment tools and to present the information gained from psychological assessment with intellectual rigor and interpersonal concern.

WRKS 2048: Spousal Abuse Assessment and Reporting This fifteen-hour workshop fulfills the state of California requirements for training in spousal/partner abuse. Course content includes theoretical explanations of intimate violence, assessment and intervention strategies, heterosexual and same sex dynamics, cultural factors, counter-transference issues, legal options, and use of adjunctive resources. WRKS 2430: Aging and Long-Term Care The aging process affects the physical, social, cognitive, emotional, economic and spiritual dimensions of our lives. In this 10hour intensive course, the individual, familial and social implications of aging will be examined from clinical, cross-cultural, biopsychosocial, and transpersonal perspectives.

WRKS 2026: Child Abuse Assessment, Reporting and Treatment This seven-hour certificate course fulfills the state of California requirements for training in child abuse assessment, reporting and treatment. Course content includes a review of the mandatory reporting law, legal definitions and clinical indicators of child abuse, cross-cultural concerns, crisis intervention guidelines, treatment issues of abused children and their families, counter-transference issues, and use of adjunctive resources.

Institute of Transpersonal Psychology Academic Catalog 2008â&#x20AC;&#x201C;2009

Index

Index A Academic Appeals, 230 Academic Counseling, 196 Academic Dishonesty, 210 Academic Freedom, 205 Academic Probation, 220 Acceptance, 102 Accreditation, 237 Adding and Dropping Classes, 222 Adjunct Faculty, 182 Adjunct Research Faculty, 190 Administrative Leave, 121 Admission Requirements, 92 Admissions Requirements Global Certificate in Transpersonal Studies, 99 Master of Arts in Counseling Psychology, 96 Master of Arts in Transpersonal Psychology, 96 Master of Arts in Women’s Spirituality, 96 Master of Transpersonal Psychology, 99 Ph.D. in Clinical Psychology, 97 Ph.D. in Psychology, 100 Ph.D. in Transpersonal Psychology, 97

Advanced Standing, 97, 105 Affiliations, 238 Alcohol and Controlled Substances Policy, 239 Alternate Funding Sources, 158 Alumni, 197 Appealing a Grade, 231 Appeals SEC, 218

Application Deadlines, 101 Application Process, 100 Appropriate Behavior, 222 Associate Adjunct Faculty, 181 286

Associate Core Faculty, 182 Attendance, 223 Authority, 238

B Block Tuition, 145 Board of Trustees, 192

C Campus Crime Statistics Act, 242 Cancellation, 149 Career Resource Center, 197 Center for the Divine Feminine, 204 Clinical Training, 42 Compliance, 243 Conditional Acceptance, 103 Confidentiality, 225 Core Faculty, 161 Course Descriptions Global Certificate and Master’s, 255 Global Ph.D., 260 Residential M.A. in Psychology, 267 Residential M.A. in Women’s Spirituality, 271 Residential Ph.D., 275

Curriculum Daytime Master of Arts in Counseling Psychology, 20 Doctor of Philosophy in Clinical Psychology, 47 Doctor of Philosophy in Transpersonal Psychology, 32 Evening Master of Arts in Counseling Psychology, 17 Evening Master of Arts in Transpersonal Psychology, 19 Global Certificate in Transpersonal Studies, 66 Master of Arts in Women’s Spirituality, 7 Master of Transpersonal Psychology, 76

D Daytime MACP Program, 11 Deferral of Entry, 103 Disabled Students, 197 Dissertation, 232 Diversity Action Team, 198 Diversity Committee, 198 Diversity in Curriculum and Teaching, 244

E Email Etiquette, 208 Emergency Leave, 121 Ethical Behavior, 209 Ethically Inappropriate Behavior, 210 Ethics Statement Regarding Psychological and Educational Practices, 227 Evening MACP Program, 11 Excess Units, 146

F Facilities, 194 Faculty Adjunct Faculty, 182 Adjunct Research, 190 Associate Adjunct, 181 Associate Core Faculty, 182 Core, 161 Mentors, 187

Faculty Review, 42 Federal Family Educational Rights and Privacy Act, 244 Federal Work Study, 155 Fees Acceptance Deposit, 136 Advanced Standing, 136 Application, 137 Application Transfer, 137 Books, 137 Coaching, 137 Computers, 138 Counseling Workshops, 139 Dissertation, 139

Institute of Transpersonal Psychology Academic Catalog 2008–2009

Course Descriptions

Gi, 140 Graduation, 140 Internship, 140 Late, 143 MFT Materials, 141 MFT Trainees, 140 Orientation Retreat, 141 Parking, 141 Practicum Supervision (Global), 141 Psychological Assessments Series, 137 Returned Check, 141 Room and Board, 141 Single Course Registration, 142 Spiritual Guidance, 142 Stop Payment, 142 Supplies, 137 Therapy, 142 Thesis, 143 Transcript, 143 Transportation, 143

Financial Aid Alternate Funding Sources, 158 Canadian, 158 Institute Scholarship, 156 Refunds, 160 Title IV Federal Aid, 151

Full-Time Status Global, 114 Residential, 113

Governance, 245 Grading, 228 Graduation, 126 Graduation Ceremony, 127 Graduation Date, 126 Graduation Requirements Certificate in Transpersonal Studies, 66 Doctor of Philosophy in Clinical Psychology, 45 Doctor of Philosophy in Psychology, 87 Doctor of Philosophy in Transpersonal Psychology, 31 Master of Arts in Counseling Psychology, 14 Master of Arts in Psychology (interim Master’s), 30, 45 Master of Arts in Transpersonal Psychology, 15 Master of Arts in Women’s Spirituality, 6 Master of Transpersonal Psychology, 74 Master of Transpersonal Studies (interim Master’s), 87

Grievance Policy, 246

H Health and Safety, 198 Health Insurance, 199 Honor Code, 207

G General Leave, 120 Global Mentors, 187 Goals and Outcomes

Certificate in Transpersonal Studies, 63 Master of Arts in Counseling Pyschology, 10 Master of Arts in Transpersonal Psychology, 10 Master of Arts in Women’s Spirituality, 1 Master of Transpersonal Psychology, 68 Ph.D. in Clinical Psychology, 35 Ph.D. in Psychology, 79 Ph.D. in Transpersonal Psychology, 23

Independent Study, 230 Institutional Research, 248 International Students, 109 Employment, 112 Global Students, 111 Visas, 110

Internship, 43

J Jacob Wetterling Crimes Against Children and Sexually Violent Offender Registration Act, 241 Jeanne Clery Disclosure of Campus Security

Policy, 242

L Late Fees, 143 Late Class Add, 144 Late Graduation Application, 145 Late Registration, 144 Late Seminar Registration, 144 Late Status Change, 144 Monthly Finance Charge, 143 Monthly Late Fee, 144

Leave of Absence, 114 Residential Programs, 120 Restrictions, 122

Library, 200 Licensure California Psychologist License, 45 Marriage and Family Therapist, 15

M Master of Arts in Counseling Psychology, 9 Master of Arts in Transpersonal Psychology, 10 Master of Arts in Women’s Spirituality, 1 Medical Leave, 120 Mission Statement, iv Multiple/Dual Relationship Policy, 208

N Non-Course Degree Requirements Master of Arts in Counseling Psychology, 12 Master of Arts in Transpersonal Psychology, 12 Master of Arts in Women’s Spirituality, 5 Ph.D. in Clinical Psychology, 41 Ph.D. in Psychology, 86 Ph.D. in Transpersonal

Institute of Transpersonal Psychology Academic Catalog 2008–2009

287

Index

Schedule

Psychology, 29

Non-Discrimination, 249 Non-Matriculating Students, 123

P Part-Time Evening MACP Completion, 12 Part-Time Status, 114 Penalties, Academic Dishonesty and Ethically Inappropriate Behavior, 215 Plagiarism, 209 Policy Formulation, 249 Prerequisites, 93 Probationary Status, 117 Professional Behavior, 208 Professional Specialization Creativity and Innovation, 72 Spiritual Psychology, 73 Transpersonal Health and Wellness, 71

Professional Training, 73 Protection of Human Subjects in Research, 232

R Re-Admission, 104 Refund Examples, 150 Refunds, 149 Registration Bars, 232 Remediation, 220 Residential Specialization Creative Expression, 52 Spiritual Guidance, 55 Transpersonal Education and Research, 60

Resolution Process, Academic Integrity and Ethical Behavior, 209 Risks in Experiential Learning, 95

S Satisfactory Academic Progress, 219

288

Certificate in Transpersonal Studies, 64 Master of Arts in Counseling Psychology, 11 Master of Arts in Transpersonal Psychology, 11 Master of Arts in Women’s Spirituality, 3 Master of Transpersonal Psychology, 69 Ph.D. in Clinical Psychology, 37 Ph.D. in Psychology, 81 Ph.D. in Transpersonal Psychology, 24

Scholarships, 156 Sexual Harassment, 249 Institute of Transpersonal Psychology Policy on, 252

Stafford Loans, 153 Standing Ethics Committee (SEC) Hearing, 216 Standing Ethics Committee Penalties, 217 Student Academic Integrity, 209 Student Governance, 199 Student Records, 233 Student Services, 196 Style of Written Work, 233

T Thesis Master of Arts in Women’s Spirituality, 4

Evening Master of Arts in Counseling Psychology, 133 Evening Master of Arts in Transpersonal Psychology, 133 Master’s of Transpersonal Psychology, 134 Master of Arts in Women’s Spirituality, 132 Non-matriculating students (Global), 135 Ph.D. in Clinical Psychology, 132 Ph.D. in Psychology, 133 Ph.D. in Transpersonal Psychology, 132 Professional Training in Transformational Life Coaching, 136 Seminars, 135

Tuition Due Dates Global, 136 Residential, 133

Tutorial Assistance, 200

V Veterans Benefits, 157

W Waiver of Required Class, 234 William James Center for Consciousness Studies, 202 Withdrawing from School, 118

Timely Completion, 223 Title IV Federal Financial Aid, 151 Transfer of Units, 94 Transferring Programs, 108 Transformational Coaching, 73 Transpersonal Counseling Center, 203 Tuition Certificate, 134 Daytime Master of Arts in Counseling Psychology, 132

Institute of Transpersonal Psychology Academic Catalog 2008–2009