Diploma of Transpersonal Counselling (51942)

Course Accreditation & Content

Government Accreditation

1. The Diploma of Transpersonal Counselling (51942) is nationally recognised and are part of the National Training Information Service (NTIS). This Diploma course is equivalent to a TAFE Diploma.

2. Phoenix Institute is registered on the Commonwealth Register of Institutes and Courses for Overseas Students (CRICOS code 02701K). The 1 year delivery format is approved for international students.

Professional Accreditation

1. The Diploma is accredited by the International Institute for Complementary Therapists (IICT). IICT provides membership and professional indemnity insurance for practitioners. (www.iict.com.au)

2. The Diploma is accredited by the Australianian Association of Holistic and Transpersonal Counsellors (AAHTC). AAHTC provides membership and professional indemnity insurance for practitioners (www.aahtc.org.au).

Course Structure

The Diploma of Transpersonal Counselling (51942) requires the successful completion of 6 competencies.

For effective training and assessment the Diploma is delivered in 12 Modules containing aspects of each unit of competency as indicated in the table below. Students must successfully complete all 12 Modules to complete all 6 competencies. The following table indicates the location of the 6 competencies in the delivery of the 12 modules.

The Diploma is delivered in the following 12 modules:

1. Foundations of Transpersonal Studies: The Spectrum of Consciousness Content: History of transpersonal concepts, theory, research and practice from 19th century to present. Analysis of differences between the transpersonal and other major healing paradigms in psychotherapy and counselling. Presentation of the shamanic model of practice as a foundation paradigm.

Exploration of the notion of a ‘spectrum' pf consciousness through psychobiology, religious, psycho-spiritual and philosophical systems.
Practical exploration of the spectrum of consciousness in relation to the phenomenology of experience.
Application of findings to personal life transitions utilizing transpersonal concepts.
Understanding the nature of healing [versus curing].

2. State-Specific Knowledge and Techniques 1: Dreams, Images and Symbols: 

A detailed examination of some major dream work processes, and including the history of dream work and current trends in dream research and application [e.g., neuro-psychology of dreams].

Content: History of modern dream work
Current research and practice in dreams applied to therapy
Experiential, psychoanalytic and shamanic dream work for individuals and groups.
The nature of symbolic process
Mental imagery as process and healing resource; Contemporary imagery/symbol therapy [e.g., symboldrama]

3. State-Specific Knowledge and Techniques 2: Mind Technologies: 

Covers meditation, focusing, hypnosis and related states.

Content: The psychology and psychobiology of meditation
Meditation within religious and psycho-spiritual traditions
Meditiation explored within the ‘spectrum’ concept
State enhanced exploration and learning
Focusing as an uncovering and exploration tool
Imagery and symbol therapies: Shamanic work

4: Ritual, Myth and Healing Content: The nature of metaphor and metonymy Psychosomatics, sociosomatics, psychologics and sociologics Myth and story defined Understanding story, myth and symbolic process in human consciousness and society Ritual defined The relationship between myth and ritual The relationship between symbolic process, myth, ritual and healing What is meant by healing outcomes Shamanic perspectives on ritual, myth and healing

5: Healing and Human Potentials:

Exploring the contribution which parapsychology and consciousness research have made to the understanding of human experience and behaviour and especially in relation to healing. Coverage of the nature of Psi phenomena, mediumistic and other state-specific phenomena, healing and energetic systems.

Content: Defining human potentials: Parapsychology and contemporary consciousness research
What are psi phenomena?
Psi phenomena and the shamanic approach to healing
State-specific approaches to healing: Meditation, mediumistic and shamanic formats.
Psychoenergetics and healing
Contemporary research on psi, healing and consciousness

6. Mental Health and the Transpersonal Perspective 1: Mental Health Paradigms:

Coverage of the major, mainstream 20th century paradigms of mental health, the models of human beings and society implicit in them and their principal critics. The rise of DSM and the diagnostic process. Anti-psychiatry, existentialism and humanism.

Content: Introduction to the history of abnormal psychology and psychiatry
Psychoanalytic, humanistic, existential, behavioural, and anti-psychiatry approaches to understanding mental illness
Introducing DSMIV
Biological psychiatry and psychology
Social constructionism
Transpersonal perspectives on mental illness … Laing and Weir-Perry

7: Mental Health and the Transpersonal Perspective 2: Transpersonal Emergence and Crises: 

Approaches to illness, suffering, life transitions and problems with living from a transpersonal perspective. Detailed coverage of the spiritual crisis and emergence literature and practice implications. Process versus diagnosis.

Content: Introduction to the history of transpersonal thinking about madness
The psyche as a self-organizing and creative adaptive system
Madness in a cross-cultural context: Lessons for practice
What is meant by spiritual emergence
What is a spiritual or transpersonal crisis
Differential diagnosis in transpersonal practice
Managing spiritual emergence and crisis situations

Modules 8: Communication and Counselling Skills 1 Combined group Content: Fundamentals of effective communication in counselling practice Basic counselling techniques The phenomenology of human experience Transpersonal counselling: self-realization as primary outcome State-specific techniques in counselling Extended empathy and encounter in transpersonal work Transpersonal resources and exchange

Modules 9: Communication and Counselling Skills 11
(Continuation of module 8 content)

10: Paradigms of TPC Practice: 

Detailed analysis of major approaches to transpersonal counselling practice e.g., Wilber, Grof, Krippner, Rowan. Developing a personal style. Individual and group work modalities. Case studies and practical work.

Content: Core concepts in transpersonal practice
Kinds of clients, problems and strategies
Major transpersonal thinkers concerning transpersonal practice
Practice with individuals, groups and communities
Case studies
Role playing simulations
Demonstrations of practice techniques
Healing strategies

11: Professional Practice Issues: 

Current climate of professional practice in Australia. Ethico-legal matters. Inter-professional relationships in referrals and in integrative practice. Case studies and practical work.

Transpersonal counselling as a practice option in Australia
Professional and academic responses to the transpersonal approach
Relationships with other professions and professionals
Networking
Duty of care legislation
Ethical parameters of practice
Professional indemnity, public liability and other legal issues.

12: Practicum

(Dates: Placement, will commence in 2007)
Content: Placement in an appropriate agency for acquisition of experience and skills concerned with agency structure, service delivery protocols, legislative framework [where relevant]
Experience in direct service delivery to individuals and/or groups and/or communities.
Supervision by appropriate agency personnel
Assessment of performance by appropriate agency personnel
Analysis of agency work in terms of a written report
Specific and separate report on case work


Transpersonal Counselling Module Outcomes

In every case, for both courses, a required outcome is as follows:
Students must:
• Show competence in knowledge of the core concepts, theory and research in the module
• Show competence in utilising materials and skills taught in the module
• Be able to demonstrate initiative and flexibility in the application of knowledge and skills
• Understand the conditions under which skills and strategies are applied; limits and boundary conditions
• Be able to express their competences both practically and in verbal and written forms
• Pursue self-development in the use and mastery of relevant transpersonal techniques

Requirements to achieve a qualification

In order to qualify for the diploma, students must fulfil the following requirements:
• Attendance at all lectures, tutorials and practical sessions. Where attendance is not possible through circumstances beyond the student’s control, then suitable makeup work must be completed according to a set schedule. Minimum attendance, allowing for valid excuses [e.g., medical certificates] is 90% of all class sessions.
• Completion of all written assignments.
• Completion of all case studies relate to both work with individuals, clinically, and work with groups.
• Completion of agency placement [practicum: 50 hours]
• Demonstration of appropriate appropriate interpersonal skills and mental health status in class and clinical sessions, which allow competent professional practice.

There are no age, gender or ethnicity restrictions.

Assessment 
The process of assessment throughout the course is continuous and addresses students’ performance in the following ways:

• Through evaluation of written assignments which address the concepts, theory and practice of transpersonal work and which are required for very module throughout the course.
• Through evaluation of written case studies which are required for practice-oriented modules.
• Through observations and ratings of interpersonal skills and development of professional counselling skills in role playing and clinical practice sessions.
• Through observations and ratings of students’ performance in tutorials in written and verbal modalities.
• Through observation and assessment of students’ performance in workplace environments …for example, relevant agencies.
• Through written and oral examinations at the end of the course.

RPL (Prior learning)
This is conducted on a case-by-case basis in which the content of prior learning, whether it is formal academic or other industry training, is assessed and can be translated into course credit. This based on detailed transcripts, curriculum statements, course notes and readings and job descriptions as well as examples of workplace reports produced.

Students must complete an RPL Application Form

Transpersonal study is a self development course as well as a professional training.  IKON aims to produce new kinds of practitioners who not only deliver superior services but also offer leadership in social change, community building and creating bridges between cultures within Australia and internationally. Students find their horizons expand and they either find more satisfying ways of working with what they are already doing or gain a new career.

Graduates work in a wide range of different areas including:
• Children and youth
• Aboriginal health
• Mental health
• Schools
• Correction and
• Community art

The majority of graduates are employed in government and non-government agencies, such as schools, welfare and human services. About 1/3 of students are self-employed, primarily in their own practice.

Phoenix staff and graduates have contributed to breakthroughs in a range of areas including:

• The development of new approaches to youth work

• Innovations in health and healing programs aimed at addictions in Aboriginal and non-Aboriginal communities

• Research and development of education and self-care programs with respect to Multiple Sclerosis, Diabetes and other chronic states

• Research and development on new understandings of spiritual crisis and emergence processes in relation to mental health

• Innovations on health and human development in the form of major self-care programs

• Extensive cross-cultural, corporate, community and individual consulting within Australia and internationally;

Phoenix has established a national and international network of imaginative and active people to share knowledge, vision, strategies and support in addressing common human problems and the invention of the future (Visionary Practice Network).

There is a great need in modern life for practitioners with the skills to facilitate true healing. The courses provide a full life enrichment experience not only strong technical skills. Graduates feel empowered to make the most of their lives. 

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