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Complete this document each time a document is changed or edited in any way by any member of the project team.
Revision Date of Issue Author(s) Brief Description of Change Number 1.0 01/06/2015 T. Pilon Creation of Document 2.0 29/06/2015 Caroline Mardon Draft 3.0 18/08/2015 Caroline Mardon After curriculum map adjustments 4.0 12/18/15 Caroline The Living Institute
Course Outline
Course Name: Transpersonal Clinical Traditions Course Code: TLI-200
Academic Year: 2015 Fall X Winter
Program Year 2 Course Hours: 40 Year: Faculty: Jim McNamara Caroline Mardon Sally Johnson
Class Hrs. Clinical Hrs. Other Hrs. Total Hours 24 24
This course is a prerequisite for:
Course Code Course Name
TLI-300 Transpersonal Clinical Methods TLI-301 Psychodynamic Clinical Methods
TLI-308 Issues and Trends in Professional Practice
Director Date: Approval: 1. Calendar Description: Students begin classroom clinical practice training using transpersonal techniques. Faculty demonstrate and students practice on each other and themselves (e.g. meditation) under faculty supervision. Students begin to synthesize the theoretical learning from Year 1 and combine, interpret and evaluate transpersonal psychotherapeutic approaches. Transpersonal clinical traditions may be applied to aspects of experience that naturally emerge in life and in therapy such as mystical and energetic experiences, non-ordinary states of consciousness, the search for wholeness, integration, meaning and spiritual transformation, which go beyond personal history.
2. Course Learning Outcomes:
Upon successful completion of this course the student will be able to meet the following College of Registered Psychotherapists competencies:
o 1.1 Integrate a theory of human psychological functioning and development o 1.2 Work within a framework based upon an established psychotherapeutic theory o 1.3 Integrate knowledge of comparative psychotherapy relevant to practice o 1.4 Integrate awareness of self in relation to professional role o 1.5 Integrate knowledge of human and cultural diversity in relation to psychotherapy practice o 2.1 Use effective professional communication o 2.2 Build and maintain effective relationship o 2.3 Contribute to a collaborative and productive atmosphere o 3.1 Comply with legal and professional obligations o 3.2 Apply ethical decision making o 3.3 Maintain self-care and level of health necessary for responsible therapy o 3.5 Obtain clinical supervision & consultation when necessary o 3.6 Provide education and training consistent with the therapist's practice. o 3.9 Provide reports to third parties o 4.1 Present psychotherapy to clients and maintain a professional frame for therapy o 4.2 Establish and maintain an effective therapeutic relationship o 4.3 Apply safe and effective use of self in the therapeutic relationship o 4.4 Conduct an appropriate risk assessment o 4.5 Structure and facilitate the therapeutic process o 4.6 Identify when and how to refer clients o 4.7 Conduct an effective closure process to end a course of therapy appropriately o 5.1 Access and apply a range of relevant professional literature o 5.2 Use research findings to inform clinical practice
Required Reading, Supplemental Reading, or Course Resources:
Note: see specific classes
Hand-outs as supplied by the instructor, posted on Living Institute intranet (CRPO link)
4. Assessment:
Students will demonstrate learning using the following assessments:
Assignment Description Course Learning Outcome(s) Assignment Weighting Assessed Experiential clinical exercises 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 20% and debriefing 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 Reflective journal 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 25% 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 Clinical practising and 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 30% debriefing 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 Oral self reflection via private 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.3, 25% self development therapy or 4.2, 4.3 spiritual counselling sessions (includes annual review based on selected CRPO competencies).
5. Other:
Self Development Sessions
As typical in psychodynamic training programs, students do a personal training therapy during their curriculum and internship. This is individually arranged as weekly or biweekly individual psychotherapy or counselling sessions, and may also include weekly group therapy. As they identify the various psychological theories and methodologies in the classroom, they analyze, evaluate and appraise these various approaches in regard to their own psychotherapeutic development as it arises in the course of their private sessions. Self Development faculty give regular feedback about their safe and effective use of self. 6. Learning Outcomes, Curriculum Delivery and Learning Plan:
Course Content
Session 1: HEP Transpersonal Integration: In this experiential class, students will apply HEP transpersonal clinical techniques that may work within a framework of established integrative psychotherapy practice. Students analyze, synthesise and evaluate their experience and predict how it may be applied to individual and group psychotherapy practice. . Students will begin to learn how to structure and facilitate the transpersonal therapeutic process.
Related Elements of Performance Learning Activities/Assessment Resources Assemble a HEP altar, based in the Western Discussion mystical tradition (including Christian, Sufi and Neoplatonic themes), Vajrayana Buddhism, Reflective Learning shamanism and archetypal depth psychology. The construction of a sacred space container within Group work which transpersonal engagement and transformation can safely and effectively take Didactic teaching place will be demonstrated and students will be asked to apply this to their personal spiritual Reading practice from TLI-101
Experiential Kundalini yoga set followed by a Star Key Readings Group meditation as taught by the Ven. Namgyal Rinpoche, Oral debriefing. The HEP Method: Psychological, Spiritual and Cosmological Themes by Jim McNamara (unpublished) Experiential clinical exercises and debriefing pg. 2-53
Clinical practising and debirfing
Course Content
Session 2: Transpersonal Therapy Skills: Students will continue to practice, synthesize and evaluate therapeutic methods within the framework of established transpersonal psychotherapy. Faculty will demonstrate how to apply and practice transpersonal methodology using classroom experiential work. Students will evaluate ways that transpersonal methods differ from other psychotherapy approaches. Students will appraise and experiment with how therapy may be explored in a transpersonal context and identify what the therapist brings to the session that makes it transpersonal as distinct from existential, humanistic, cognitive, or behavioural. Students will formulate, discriminate and experiment with transpersonal therapy skills such as transpersonal attunement and the meditative approach.
Related Elements of Performance Learning Activities/Assessment Resources Students will practice experiential scenarios with Discussion classmates under faculty direction applying, experimenting and evaluating the efficacy of Reflective Learning transpersonal therapy skills.
Experiential clinical exercises and debriefing. Group work
Clinical practising and debrieifing Didactic teaching
Assessment: Reflective Journal (1-2 pages) Technique practising
In considering what to reflect upon, you may address: Key Readings
Are you comfortable with a non-religious Instructor handouts spiritual exploration that focuses on body, soul, spirit, mind, emotions and behaviour? What is your relationship to the transpersonal within your own self development work? Do you think you will integrate transpersonal therapy skills into professional practice? What new behaviors do you plan on taking for the purpose of what action? Course Content
Session 3: Transpersonal Ways of Knowing: In this class students will explore how transpersonal ways of knowing are distinguished from more mainstream Western vehicles of inquiry, and how this might be relevant for diverse cultures and sub-cultures. Students will be required to compare modern, linear models of understanding the world with reflective and contemplative methods of inquiry from older World Wisdom traditions. The rise in the use of processes such as mindfulness practice for stress reduction in mainstream healthcare, including the work of Jon Kabat-Zinn and others who have successfully integrated Eastern meditative practices into Western health care will be appraised.
Related Elements of Performance Learning Activities/Assessment Resources This class will have an experiential component in Discussion which students explore their personal and cultural need to synthesize the various dimensions of their Reflective Learning transpersonal experiences and evaluate how they come to their sense of knowing. This day will Group work include contemplative inquiry and Council Practice (a group-based communication practice). Didactic teaching
Experiential clinical exercises and debriefing. Technique practising
Clinical practising and debriefing
Key Readings
Assessment: Reflective Journal (1-2 pages) ‘Eye to Eye: Science and Transpersonal Psychology’ – by Ken Wilber in Paths Beyond Ego, edited by R. Walsh & F. In considering what to reflect upon, you may Vaughan 1993 pg 184 – 189 address: An Integrated Approach to the Scientific Study of the What transpersonal ways of knowing is Human Spirit – by John V. Davis in Nature and the Human Spirit: Toward an Expanded Land Management your strength? What is most challenging Ethic, edited by B. Driver et al, 1996.pg. 1-18 at this time? How might you integrate this material Can Research Be Transpersonal? By William Braud in into professional practice? Transpersonal Psychology Review, Volume 2, Number 3, How did the transpersonal Council December 1993 pg. 9-17 Practice influence group dynamics? Introduction: Stress, Pain and Illness: facing the Full Catastrophe in Full Catastrophe Living, by Jon Kabat- Zinn, 1990 pg. 1-14
Contemplative Practice and the Education of the Whole Person by Deborah J. Haynes, 2005. Retrieved from www.contemplativemind.org pg. 1-7 Course Content
Session 4: HEP Shamanic Methods: The shamanic tradition identifies psychological suffering as having a component of soul loss or of being invaded by spiritual energies of significant others when we are vulnerable and unprotected. Students will compare and contrast this with psychological perspectives. HEP shamanistic work involves entering the soul space of the sufferer as taught by Eilleen Nauman (Ai Ghabda Waya). Students will learn shamanic energy therapy techniques which they will practice on each other under faculty supervision.
Related Elements of Performance Learning Activities/Assessment Resources Students will be introduced and practice shamanic Discussion energy therapy techniques which may be used in psychotherapy sessions. Reflective Learning
Experiential clinical exercises and debriefing Group work Clinical practising and debrieifing Didactic teaching Assessment: Reflective Journal (1-2 pages) Technique practising In considering what to reflect upon, you may address: Key Readings How did experimenting with these Shaman’s Path – Healing, Personal Growth and energetic shamanic techniques affect Empowerment, compiled and edited by Gary Doore your personal development of (Shambhala, 1988) transpersonal therapy skills? Chapters: What have you learned about your - Introduction pgs. 1-3 potentials for transpersonal attunement using these methods? - What is a Shaman?, by Michael Harner pgs. 7-15 What Shamanic methods do you plan on using in your psychotherapy practice? - Ecstasy and Sacrifice, by Rowena Pattee pgs. 17-31 Course Content
Session 5: Oral self reflection in individual psychotherapy or counselling sessions. Students attend regular psychotherapy and counselling sessions, where they apply aspects of the classroom experience to their own self development process.
Related Elements of Performance Learning Activities/Assessment Resources The learner will be able to: Discussion
Describe the ways that the TLI- 200 Reflective Learning classes influence your awareness of yourself. Personal therapy and counselling Identify the personal insights that emerge from this that relate to the transpersonal realm of experience. Are you aware of synchronistic events Key Readings or other transpersonal experiences that Readings from class material. affect your personal development? Have you had any non-ordinary states of consciousness or peak experiences that relate to this material? Evaluate your comfort level in talking about transpersonal areas as they relate to psychodynamics?