Deepen and expand knowledge of psychosynthesis as a core theoretical model, and to apply it to work in contexts involved with social change, such as working organisations, educational and community settings, and the creative arts.

At the end of the Programme, students will have:

Knowledge

• Started to analyse pathologies and defence mechanisms, in relation to the expression of the sublime;
• Explored, analysed and compared the seven Ways to Transpersonal Realisation model, learning to conceptualise their own and others’ experience to facilitate appreciation of difference;
• Acquired understanding of families, systems and groups, from a psychosynthesis perspective;
• Been able to conceptualise and evaluate psychosynthesis theory and methodology of the process of development, differentiation and psychological maturity, comparing them critically with other developmental models of human nature;
• Learnt to differentiate mild and moderate neurotic conditions from severe psychological disturbance, as well as to differentiate between psychopathology and spiritual crisis;
• Acquired an understanding of organisations from a transpersonal perspective, with a framework for identifying and working with dysfunctionality in teams and systems.

Thinking skills

• Examined and analysed the various stages and types of use of the Will, to create a strategy for the development of their own and others' healthier autonomy;
• Demonstrated an increasing capacity to think contextually, hypothesise underlying themes, identify creative elements in crisis and struggle, and to envision emerging purpose;
• Learnt to relate developments and processes in individual therapy to critical reflection on being a change agent;
• Learnt to analyse and work creatively with intra-personal and inter-personal dynamics, becoming familiar with concepts of transference and countertransference;
• Developed the capacity to recognise, analyse and work with the inter-relationship between the individual and the greater whole, and the ability to hold a global context within which to offer individual consultancy;
• Analysed the impact of diversity and other 'social context variables', and assessed the implications for the application of psychosynthesis theory and practice;
• Demonstrated a mature capacity to think contextually about psychospiritual development;
• Acquired the ability to consider and evaluate complex applied and ethical situations from a variety of standpoints, and to arrive at solutions that synthesise different perspectives.

Subject-Based Practical skills

• Identified, analysed and devised strategies to work in individual therapy with issues that may interfere with effectiveness as a change agent in applied settings;
• Begun to assess if the needs of the applied setting are being met, and to acquire the skills to review this;
• Become familiar with the principles of working contractually within a recognised ethical framework, applying these to the creation and maintenance of safe applied practice
• Deepened the capacity to establish, analyse and work constructively to maintain and repair a consultancy relationship, within their own unique identity and style as a change agent;
• Enhanced their capacity to analyse, hypothesise and work creatively with issues of transference and Countertransference, working imaginatively with resistance, and evoking the will and motivation for change;
• Been able to make use of supervision collaboratively, taking responsibility for material chosen for presentation, and contributing to the supervision of their peers;
• Been able to apply insights from individual therapy to their own applied practice.

Skills for life and work (general skills)

• Learnt to relate in a sensory and physiological way to psychological process;
• Recognised and begun to explore the relevance of the body and sexuality to personal experience, and its impact on therapeutic work;
• Enhanced writing skills for essays and applied case studies
• Continued a personal, in-depth exploration by means of ongoing individual therapy, group process and reflective writing, so as to be able to integrate the personality and achieve a measure of personal synthesis;
• Identified, addressed and taken responsibility for the impact of personal issues and crises upon professional capability and effectiveness;
• Examined, analysed and reflected on their own values and influence on perception and applied practice, including their own attitudes to 'difference' in relation to race, religious and cultural identity, gender, sexual orientation, disability, age and social class.

The typical duration of this programme is two years, part time.

Our academic year consists of two semesters with breaks during August and the Christmas holiday period.  We have two course intakes each calendar year starting in February and in September. 
The programme is divided into two years (also known as modules).  Each academic year covers two semesters.  The semesters run as follows:

• Spring: 1 Feb – 31 August
• Autumn: 1 Sept – 31 Jan

All components of assessment from Year One must be passed in order to progress to Year Two.  If students complete Year One and do not wish to proceed to Year Two, they may be eligible for an intermediate award but cannot then rejoin the programme at a later date.

• In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level M.
• In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level M.
• In order to obtain a Masters, you will need to obtain 180 credits at Level M. These credits will include a 60 credit Level M core module of advanced independent research.

Knowledge is developed through

• Thematic seminars
• Lectures
• Group and individual tutorials
• Individual study

Thinking skills are developed through

• Structured experiences
• Discussions
• Theoretical essay writing

Practical skills are developed through

• Practicums and practice
• Supervision of applied practice
• Live demonstrations

Skills for life and work (general skills) are developed through

• Individual therapy
• Relational dynamics groups
• Psychological journal

Knowledge is assessed by

• Theoretical essays
• Tutor and trainer assessment
• Research projects

Thinking skills are assessed by

• Theoretical essays
• Self and peer assessment
• Tutor and training assessment
• Training Workbook

Practical skills are assessed by

• Supervisor assessment
• Self and peer assessment
• Applied case study papers
• Training Workbook

Skills for life and work (general skills) are assessed by

• Demonstration of psychological journal
• Tutor and trainer assessment