phd jungian psychology

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Course Descriptions

Course descriptions: m.a./ph.d. program in depth psychology with specialization in jungian and archetypal studies, traditions, theories, and trajectories.

This portion of the curriculum grounds students in the trajectory of depth psychology from its ancient roots to its modern manifestations. Students learn about the psychoanalytic, Jungian, post-Jungian, archetypal, and developmental lineages of depth psychology, paying special attention to the cultural and historical contexts in which they arose. Commentaries and critiques of these fields are discussed, and controversies are explored in order for students to develop a critical and reflective eye about depth psychology, both its strengths and its limitations.

Introduction to Depth Psychology DJA 700, 3 units

Although depth psychology formally began with the work of Freud, Adler, and Jung at the turn of the 20th century, it has multiple antecedents reaching far back into the history of human thought. This course serves as a general introduction to the background and fundamentals of depth psychology, helping to situate the field within an historical context and in relation to other areas of thought and the wider culture.

C. G. Jung in Context DJA 710, 3 units

In order to fully appreciate, understand, and critique Jungian psychology, it is necessary to understand the personal, social, cultural, religious, and historical context in which it arose. This necessarily entails studying the life and times of C.G. Jung himself, for as Jung knew, the psychology one professes can never be separated from the context and milieu of the psychologist.

Jungian Psychology: The Individuation Journey DJA 720, 3 units

The central process in Jungian psychology is the individuation process, which can be defined as the psyche’s journey toward wholeness, an embodiment of the archetype of the Self. In Jungian psychology, this is done in large part by balancing or uniting the opposites within the psyche, including the feminine and masculine principles, known as the anima and animus. This course explores the centrality of the individuation process to Jungian psychology, reviewing terms such as the ego-Self axis, the persona and the shadow, the transcendent function, and the personal and collective unconscious.

Archetypes: Universal Patterns of the Psyche DJA 800, 3 units

Considering first the place of archetypes in the history of the Western thought—especially Greek mythology, Platonism, and German Romanticism—this course then traces the evolution of Jung’s understanding of the concept, drawing especially on The Archetypes and the Collective Unconscious. Students will explore a number of the major archetypes identified by Jung—including the shadow, anima, animus, rebirth, the wise old man, the mother, the hero, the spirit, the child, the trickster, and the Self—examining the evidence he gave in support of them from psychopathology, myth, religion, philosophy, literature, art, and culture. The course will also address the main characteristics of archetypes, and the different ways they can be conceptualized and described.

Archetypal Psychology DJA 730, 3 units

Archetypal psychology is one of the central strands of post-Jungian theory. As envisioned by its main proponent, James Hillman, it emphasizes the development of a mythic sensibility in confronting the complexity and multiplicity of psychological life. Students learn the history and central ideas of this psychology, and become conversant with its four basic moves: personifying, or imagining things; pathologizing, or falling apart; psychologizing, or seeing through; and dehumanizing, or soul-making.

Psychoanalytic Openings: Evolving Understandings of the Human Personality in Psychoanalysis and Analytical Psychology DJA 740, 3 units

The first conversation between Sigmund Freud and C.G. Jung lasted over 13 hours, and explored many places of convergence and divergence. In many ways, this conversation continues today, with places of convergence and divergence in post-Freudian and post-Jungian theory and practice. Students will study the psychodynamics of early development and psychopathology and examine the influence of the object-relations, self-psychology, and other modern psychoanalytic theories on contemporary Jungian theory and practice. More broadly, this course is concerned with changing perspectives on human nature and the evolution of depth psychology over the course of the last century.

Post-Jungian Critiques and Perspectives DJA 770, 3 units

Depth psychology after Jung both has and has not exploited his deep-rooted commitment to cultural criticism as expressed as early as 1933 in the English publication of Modern Man in Search of a Soul. This course explicitly takes up this dimension of Jung’s work as it engages a range of perspectives that extend the application of Jungian and/or archetypal psychology into various fields of inquiry, which may include cultural history and cultural criticism, technology, deconstructive postmodernism, queer theory, gender theory, ecocriticism, politics, film theory, mythological studies, and more. It draws on key contributions of a selection of prominent figures in depth psychology, such as James Hillman, Jacques Lacan, Wolfgang Giegerich, Andrew Samuels, Rafael Lopez-Pedraza, Peter Cushman, Patricia Berry, and Michael Fordham. The course invites students and scholars to explore together the leading edges of depth psychology, and, thus, the specific choice of topics may vary from year to year.

The Alchemy of Transformation DJA 865, 3 units

When Jung realized that the arcane texts of alchemy symbolically portray the process of transformation inherent to individuation, he called it “a momentous discovery,” one that provided an historical precedent for his model of individuation and a framework within which to better understand his “confrontation with the unconscious.” This course explores Jung’s interpretation of alchemy through a detailed study of three volumes of his collected works: Psychology and Alchemy, Alchemical Studies, and Mysterium Coniunctionis.

Synchronicity and the New Sciences DJA 855, 3 units

Jung’s exploration of synchronicity or “meaningful coincidence” was of critical significance for him personally, preoccupying him throughout much of his life. Indeed, the concept of synchronicity is arguably among the most important and controversial theoretical contributions of his life’s work, with far-reaching implications not only for depth psychology, but for the basis of the modern Western worldview and our understanding of the nature of reality. In this course, students will examine the complex relationship between synchronicity and the so-called new sciences, including modern physics (relativity theory and quantum theory), systems theory, complexity and chaos theory, organicist biology, and the “new cosmology.”

PRINCIPLES AND PRACTICES

These courses focus on the theories, concepts, and principles primarily arising from the Jungian and archetypal traditions which are most applicable to working with the individual and collective psyche today. Here the psyche is envisioned as having mythological, spiritual, political, archetypal, creative, mystical, erotic, and embodied dimensions. Students are exposed to practices of working with these multiple dimensions of psyche, such as dream-tending, active imagination, typology, authentic movement, art-making, and image work. Mentored by faculty and with the support of their peers, students are encouraged to adapt or refine these practices, or develop new practices most suited to their work in and with the world.

Mythopoetic Imagination: Viewing Film, Art, and Literature from a Jungian Perspective DJA 805, 3 units

Symbols are one of the ways the unconscious speaks to us and through us, its visual language for conveying the deep mysteries of life. After exploring the psychological importance of symbols, we turn our focus to the manifestation of symbol-making in literature, film, and art. In addition, students will explore and amplify a symbol that speaks to their psyches through artistic creations of their own.

Complexes: Jung’s “Royal Road” to the Unconscious DJA 810, 3 units

In his seminal essay “A Review of the Complex Theory,” Jung calls complexes the via regia, or royal road, to the personal and collective unconscious. The course explores complexes on multiple levels—personal, familial, group, workplace, cultural, and political—looking at their phenomenology, their autonomy, and their biology. Jung’s and Freud’s relationship and subsequent separation will be viewed in light of the complexes that gripped the men, leading to a discussion of the relationship between the psychological theories we may develop or be drawn to and our personal complexes. Andrew Samuel’s concept of the political psyche will be discussed, and the theory of cultural complexes laid out by Thomas Singer and Samuel Kimbles will be applied to a particular cultural or organizational group of interest to the student, and assessed for its efficacy in depotentiating the complex.

Depth Psychology and the Mythic Tradition DJA 815, 3 units

James Hillman wrote,” Psychology shows myths in modern dress and myths show our depth psychology in ancient dress.” Understanding the connection between mythology and psychology, Jung argued that it is important to our psychological health to know the myth we are living. The course will focus on archetypal motifs in fairy tales and myths as they appear in our personal and collective psychological lives. Students will study Jungian and post-Jungian mythological theory and interpretation; in addition, they will choose one author who has successfully brought the mythological psyche before the public eye, such as Joseph Campbell, Clarissa Pinkola Estes, Jean Shinoda Bolen, Marion Woodman, Robert Bly, etc., critically reviewing his or her contribution.

Imaginal Ways of Knowing: Active Imagination, The Red Book, and Psychic Creativity DJA 820, 3 units

Active imagination is the name given to the technique Jung pioneered for working with unconscious material in the psyche, often through working with an image or through dialogue with an inner figure. The Red Book contains 16 years of Jung’s active imagination within its covers, and thus is the text par excellence for exploring this powerful technique and its relationship to psychic creativity and consciousness.

Dreamwork: Tending the Living Images DJA 825, 3 units

Ever since Freud released The Interpretation of Dreams in 1900, these mysterious nocturnal visitors have been of seminal importance to the field of depth psychology. In this course, students learn historical and cultural approaches to dreams, and practice a variety of dreamwork methods including working with dreams in groups, drawing upon Freudian, Jungian, post-Jungian, and archetypal theories.

Psychological Types DJA 835, 3 units

Jung is probably best known in mainstream culture for his theory of psychological types, the basis for the Myers-Briggs Type IndicatorTM which is now known and used throughout the world. Students learn about Jung’s theory, including the rational and irrational functions, the eight basic types of people, and the importance of developing the inferior function. Various typological assessment tools are introduced, and discussions center around their reliability and validity, ethical use, and their contemporary and cross-cultural applicability. Attention will be paid to primary applications of typology, such as increasing self-awareness, decreasing stress by living “in type,” increased understanding of and appreciation of others, type development over the lifespan, and fostering tolerance in groups and organizations.

Psyche and Eros: The Psychology and Mythology of Relationships DJA 840, 3 units

Romantic relationships are often laden with psychological expectations of mythic proportions. This course examines key relationship fairy tales and myths, including the myth of Psyche and Eros, as it mines the treasures of depth psychological thinking about love, desire, sexuality, and marriage. Concepts such as libido, anima and animus, projection, transference, and the influence of typology on relationships will be discussed.

Somatic Studies: The Psyche-Soma Connection DJA 845, 3 units

Jung wrote, “The spirit is the life of the body seen from within, and the body the outward manifestation of the life of the spirit—the two really being one.” This course explores this interrelationship between psyche and soma. Topics may include the body as shadow in depth psychology; the body as a site of trauma, healing, and contact with the divine; bodywork practices like dance, authentic movement, yoga, and breathwork; non-Western and indigenous healing traditions; the relationship of the body with the collective unconscious, including concepts like cellular memory, morphic fields, and archetypes as bodily-based inherited images; an exploration of various depth psychologists who have championed the importance of the psyche-soma connection; or the current interest in the intersection of neuroscience and psychology.

Depth Psychology and the Sacred: Approaching the Numinous DJA 850, 3 units

This course begins by contrasting Freud’s and Jung’s views of the psychology of religion. Though Freud was dismissive of religion, Jung explored it extensively from the beginning to the end of his life, arguing unequivocally for its psychological importance, going so far as to declare that all psychological problems are essentially spiritual problems which can be cured through an encounter with the numinosum, or god-image. This course focuses on the spiritual function of the psyche though key Jungian and post-Jungian works, exploring the variety of ways people approach and experience the divine.

Ecopsychology: The Psyche in Nature DJA 860, 3 units

As Jung saw it, “Natural life is the nourishing soil of the soul.” In this course, students will explore archetypal and mythological motifs that emerge from the ensouled world, including differing natural landscapes and the animal world. The importance of place to the psyche will provide rich discussion material, including an observation of the natural world as it appears in our dreamscapes. Means of (re)connecting psyche and nature will be discussed, including traditional and contemporary wilderness rites of passage and nature-based healing practices from indigenous cultures. This course also includes an experiential engagement with nature.

The Poetic Basis of Mind DJA 870, 3 units

This course addresses a pivotal dimension of archetypal studies, which Hillman called the poetic basis of mind, as well as the closely affiliated aesthetic dimension of soul. The topic requires attention to modes of expression characteristic of soul’s interiority and to the style of language we employ in soulful writing, in order to catch psyche in the act. The course will forge connections between archetypal perspective and the work of poets, artists and visionaries of the instructor’s choice.

Archetypal Cosmology and Astrological Hermeneutics DJA 880, 3 units

With connections to virtually every aspect of Jungian psychology, astrology was envisaged by Jung as an example of “synchronicity on a grand scale,” a form of divinatory practice, and a symbolic interpretive system for portraying and illuminating the workings of the psyche. This course critically considers Jung’s lifelong interest in and study of astrology, exploring its relevance to the traditions and future directions of depth psychology as a hermeneutic practice and archetypally informed cosmology.

Working with examples from religious and literary texts, individual experience (personality, biography), cultural history, and the arts, the course introduces astrology as symbolic approach to understanding the movements of the psyche. Students will learn to apply astrological techniques to inform the “archetypal eye” and consider astrology’s relevance to individuation and soul making as a form of spiritual practice and an aid to psychotherapy. The course traces the development of psychological and mythic approaches to astrology in the twentieth century, in relation to Jungian thought, and explores the emergence of the academic field of archetypal cosmology, with its roots in myth and Platonism and modern antecedents in archetypal and transpersonal psychology.

Technology and Psyche DJA 882, 3 units

Technology, the application of knowledge that leads to mechanical order, has determined the shape of modern existence. In the post-industrial Information Age, the artifacts of technology are less elective tools and more necessary facets of reality, giving rise to significant psychological implications. This course applies Jungian depth psychology to our relationship with machines. It engages topics such as the archetypal roots of invention, the coincidence of modern depth psychology and industrialization, the ties between automation and existential disorientation, and the overlap of postmodernism and the advent of cyberspace. Such topics background an exploration of the psychological impact of present and prospective innovations.

The goal of the course is to employ theories of the unconscious and the archetypal basis of mind in the study of such pressing phenomena as artificial intelligence, living online, virtual and augmented reality, and post humanism. Special emphasis is placed on exploring utopian and dystopian fantasies associated with these and other expressions of the urge to remake the world and redesign ourselves.

RESEARCH AND REFLECTION

The curriculum incorporates a number of courses specifically designed to cultivate essential skills in deep reflection, critical thinking, and research that prepare students for dissertation writing and their future vocations.

Our Soul’s Code: Depth Psychological Views of Vocation DJA 910, 3 units

Freud claimed that love and work are the cornerstones of our humanness. And yet, compared to love, relatively little has been written in the depth psychological literature about our work in the world, with the exception of James Hillman’s most popular book, The Soul’s Code, where he views work as vocation, our calling in the world. This course explores Hillman’s seminal text, then asks, what other depth psychologists have contributed to our thinking about vocation? Turning to the vocation of depth psychology itself, this course also asks, outside of psychotherapy, what vocations call to/call for a depth psychologist, and how does one work with the psyche of others both efficaciously and ethically?

Reflective Studies I: Foundations for Research DJA 920, 3 units

This course introduces students to the distinctive theory and practice of research in depth psychology, with its unique demands-and rewards-that come from working in partnership with the autonomous psyche. This course raises the all-important question: if we take seriously the existence of the personal and collective unconscious, what are the implications for our research? Special attention is paid to the vocational and transferential aspects of research, as research is conceived as a path to both personal and collective healing and transformation. Students are introduced to the dissertation process at Pacifica, and begin exploring potential ideas for research topics and learning about a variety of qualitative research methodologies. The course encourages reflection in three main ways: students will integrate the coursework they have completed in the past, reflect on their learning process in the present, and articulate how they are being called to work with the material in the future. Pass/No Pass

Reflective Studies II DJA 930, 3 units

Taken in the final quarter of the of the second year, this course serves as the container for the written comprehensive examinations, which assess how well students have met the program’s learning objectives. Students wishing to advance into the third year must meet the required standard of examination pass. In addition, during this course students make an oral presentation of a scholarly journal article developed from a term paper from a previous course, and then turn in the written article for formal evaluation. To take this course, students must have successfully completed six full quarters of coursework during the first two years of the program. Prerequisite: DJA 920. Pass/No Pass

Reflective Studies III DJA 940, 3 units

Taken in the final quarter of the third year of the program, this course serves as a container for the oral comprehensive examination where students articulate the conceptualization of their dissertations based on their concept papers (see Dissertation Development, below). During this course, students continue to develop their concept papers, incorporating faculty feedback from the oral examinations, as they submit their concept papers for final approval—a prerequisite for beginning dissertation writing. Prerequisite: DJA 920, 930, 950. Pass/No Pass

Dissertation Development DJA 950, 3 units

Writing a dissertation is arguably the most rigorous and ultimately rewarding work of any doctoral student’s academic life. This course prepares students for the task, guiding them through the crafting of a research project, with the aim of developing a concept paper for approval in Reflective Studies III, the next quarter. In Dissertation Development, students learn how to navigate through the dissertation landscape, including forming a committee, organizing a project of such magnitude, and confronting psychological roadblocks along the way. Prerequisite: Student must be in good academic standing and have successfully remediated all failing grades prior to beginning to this class.

Dissertation Writing DJA 960, 15 units

During this course, the student assembles a committee, submits a proposal, writes the dissertation, and defends the dissertation in a public forum. This course traditionally follows the completion of all other coursework and successful completion of the comprehensive exams. However, a student who demonstrates readiness may choose to apply for this course while enrolled in regular coursework. This option requires approval from the Program Chair. Additional fees are required for this course. Pass/No Pass. Prerequisites: Successful completion of the three years of coursework and an approved concept paper.

Self-Directed Studies DJA 970, 3 units

The purpose of Self-Directed Studies is to allow students to explore areas of interest in depth psychology outside the boundaries of the curriculum. This may take the form of attending conferences, workshops, lectures, and/or seminars; engaging with an analyst or other practitioner/s for personal therapy or healing work; or seeking training in a modality that augments their practice of depth psychology. Students must complete a total of 30 hours and submit a reflective paper; this may occur anytime during the course of the program, and is required for the awarding of the Ph.D. All hours must be pre-approved through discussion with the program’s self-directed studies coordinator. Pass/No Pass

Pacifica Graduate Institute is accredited by the WASC Senior College and University Commission (WSCUC), 985 Atlantic Avenue, Suite 100, Alameda, CA 94501, 510.748.9001, and is approved by the State of California Board of Private Postsecondary Education (BPPE) and the U. S. Department of Education.

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Begun in 1995 by Jungian analyst Don Williams, The Jung Page provides online educational resources for the Jungian community around the world. With the cooperation and generosity of analysts, academics, independent scholars and commentators, and the editors of several Jungian journals, The Jung Page provides a place to encounter innovative writers and to enter into a rich, ongoing conversation about psychology and culture. You can join the site for free - click "Create an account" in the Login Form above. Join the mailing list by providing your email address below and receive notifications of new articles, blog posts, as well as online education offerings from The Jung Center of Houston's McMillan Institute for Jungian Studies The Jung Page is hosted and edited by The Jung Center of Houston. Click here to learn more about The Jung Center.

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• Association of Independent Psychotherapists
• Association of Jungian Analysts
• Birbeck University of London School of Psychosocial Sciences
• British Association of Psychotherapists (BAP)
• Centre for Psychoanalytic Studies – University of Essex, UK
• Centre  for Psychoanalysis, Middlesex University to the links on the IAJP website. The MA Psychoanalysis includes a considerable element of Jung. It is also possible to undertake PhD research…
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• Join a teleconference on Wednesday, February 20, 4 p.m. PST, to learn more about Pacifica’s specialization in  Community Psychology, Liberation Psychology, and Ecopsychology.
• Participate in a teleconference on Thursday, March 7, at 4 p.m. PST for the  Jungian and Archetypal Studies  specialization. Core faculty member Dr. Selig will answer your questions about the program, its curriculum, and the many creative ways students and alumni are bringing this work out into the world.
• Attend  the Pacifica Experience  on March 23, 2013, for a One-Day Introduction to Pacifica’s graduate degree programs

THE JUNGIAN PERSPECTIVE ON THE PSYCHE

If you desire to deepen your understanding of the dynamics of the psyche, add a depth dimension to your clinical work, or explore psycho-dynamics as a catalyst for personal and professional growth, our specialization in Jungian Studies is for you.  With an MA, PhD, or  certificate program  focusing on Jungian psychology, you can augment your clinical practice or expand your knowledge of C.G. Jung, one of the seminal leaders in psychological theory and history.

The Jungian Studies program is designed for those who wish to have a deeper understanding of analytical psychology and its applications in the world. Our students include physicians, psychologists, social workers, counselors, organizational consultants, engineers, artists, writers, teachers, entrepreneurs, and those in  other professions .

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Michael Conforti, PhD

Dr. Michael Conforti  is a Jungian analyst and the Founder and Director of the Assisi Institute. He is a faculty member at the C.G. Jung Institute of Boston, the C.G. Jung Foundation of New York, and for many years served as a Senior Associate faculty member in the Doctoral and Master’s Programs in Clinical Psychology at Antioch New England. A pioneer in the field of matter-psyche studies, Dr. Conforti is actively investigating the workings of archetypal fields and the relationship between Jungian psychology and the New Sciences.

He has presented his work to a wide range of national and international audiences, including the C.G. Jung Institute – Zurich and Jungian organizations in Australia, Canada, Colombia, Denmark, Ecuador, Italy, Russia, South Africa, the Ukraine and Venezuela.

He is the author of  Threshold Experiences: The Archetype of Beginnings  (2007) and  Field, Form and Fate: Patterns in Mind, Nature and Psyche  (2002). His articles have appeared in  Psychological Perspectives ,  The San Francisco Jung Institute Library Journal ,  Roundtable Press, World Futures: The Journal of General Evolution , and  Spring Journal . His books have been translated into Italian, Russian, and includes a soon to be released Spanish edition of his work.

Dr. Conforti maintains a private practice in Mystic, CT and consults with individuals and corporations around the world.  He provides his insights as a sought-after consultant to businesses, government institutions, and the film industry. He has served as script consultant on the films Pride and Glory and Elvis Anabelle and is currently working on a script for a new TV series. He has also been asked to consult on the application of field theory to the understanding and resolution of international border disputes. He was selected by The Club of Budapest and the University of Potsdam to be part of a 20 member international team of physicists, biologists, and dynamical systems theorists to examine the role and influence of informational fields. He is a recipient of the Vision Award presented by the Association for the Advancement of Psychoanalysis.

Dr. Conforti has served as a Senior Fellow of the James MacGregor Burns Academy of Leadership at the University of Maryland. He is currently working on a new book,  Hidden Presence: Archetypes, Spells, Possessions and the Complex .

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MA Jungian and Post-Jungian Studies

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Entry requirements

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Whether you are looking to improve your prospects of training as a Jungian analyst or psychotherapist, or learn the skills to carry out research in a related area of analytical psychology, our unique and internationally acclaimed MA Jungian and Post-Jungian Studies will give you a deep academic grounding in Jungian and post-Jungian theory and practice.

By completing the MA course, you will develop key employability skills including thinking analytically, effective essay-writing, research methods in analytical psychology and a broader understanding of depth psychological thinking, applicable to clinical and academic work. Our course could lead you to study for a PhD in Psychosocial and Psychoanalytic Studies/Jungian and Post-Jungian Studies or to work in clinical or non-clinical settings.

Topics covered on the course include:

Our Pre-Sessional course in ‘Basic Jungian Concepts' allows you to start our MA course with a firm foundation in Jungian concepts.

Did you know we have an online version of our MA Jungian and Post-Jungian Studies? The course is taught through distance learning meaning the entire course is taught online with no face-to-face, in-person teaching (This applies to both the full and part-time variant.) You will graduate with the same qualification as our campus based MA, the only difference being you will attend all teaching virtually and not on campus.

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• Work with leading academics from across the spectrum of Jungian theory and practice
• Work around your commitments – our modules are specifically timetabled with commuters in mind
• We take an interdisciplinary approach with links to sociology, philosophy, literature and business

Our expert staff

Our Department of Psychosocial and Psychoanalytic Studies is internationally recognised as one of the leading departments for work that focuses on the role of the unconscious mind in mental health, as well as in culture and society generally. Our research and teaching is deeply grounded in knowledge deriving from clinical practice, to which our highest standards of academic thinking are then applied. You will gain the opportunity to work with and be taught by senior clinicians and world-class scholars in their fields.

Specialist facilities

If you are studying within our Department of Psychosocial and Psychoanalytic Studies, you will have access to our extensive facilities to aid your learning and research. In particular, our Albert Sloman Library is well stocked with books, journals, electronic resources and major archives relevant to our work and, in addition, we have our own library of specialist books and journals.

We hold free evening Open Seminars on topics relevant to psychoanalysis which are open to students, staff and members of the public.

Your future

Our graduates go on to a number of different destinations, including further study and training in psychoanalysis, Jungian analysis, or psychoanalytic psychotherapy.

Many of our students are already professionals, clinical and non-clinical, so return to their existing fields, either in jobs or further training, and use study with us to deepen their understanding of their work.

"I absolutely loved Jungian and Post-Jungian studies, as the experience had a profound impact on my personal and professional development, and I will cherish the memories of it for years to come. One of the things that I appreciated most was the professors' approach, as they encouraged fruitful debates during seminars, which facilitated the exchange of ideas and fostered a culture of learning and intellectual curiosity. This approach made me feel valued as an individual, and it encouraged me to fully embrace the learning experience. Another aspect of the course that I really appreciated was how the professors encouraged us to build our own understanding and opinions on Jungian psychology. It was inspiring to see how everyone in the class was able to build their own image of what Jung and Jungian theories meant to them. By encouraging us to think critically and engage in thoughtful discussions, the professors empowered us to take ownership of our learning and build our own knowledge. Thanks to the skills and knowledge that I gained through this course, I was able to pursue my dream of studying at the C.G. Jung Institute in Zürich (Switzerland) to become a certified Jungian psychoanalyst. Overall, the course was a transformative experience that I'll always look back on fondly. I feel so fortunate to have had the opportunity to learn from both the professors and my fellow students, as this aspect of higher education is truly invaluable." Pia, MA Jungian and Post-Jungian Studies

UK entry requirements

We will consider those with requisite experience in the field on a case-by-case basis..

This course requires an interview.

International & EU entry requirements

We accept a wide range of qualifications from applicants studying in the EU and other countries. Get in touch with any questions you may have about the qualifications we accept. Remember to tell us about the qualifications you have already completed or are currently taking.

Sorry, the entry requirements for the country that you have selected are not available here. Please contact our Graduate Admissions team at [email protected]  to request the entry requirements for this country.

English language requirements

If English is not your first language, we require IELTS 6.5 overall with a minimum score of 5.5 in all components.

If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.

Additional Notes

The University uses academic selection criteria to determine an applicant’s ability to successfully complete a course at the University of Essex. Where appropriate, we may ask for specific information relating to previous modules studied or work experience.

Course structure

Our research-led teaching is continually evolving to address the latest challenges and breakthroughs in the field. The following modules are based on the current course structure and may change in response to new curriculum developments and innovation.

We understand that deciding where and what to study is a very important decision for you. We'll make all reasonable efforts to provide you with the courses, services and facilities as described on our website and in line with your contract with us. However, if we need to make material changes, for example due to significant disruption, we'll let our applicants and students know as soon as possible.

Components are the blocks of study that make up your course. A component may have a set module which you must study, or a number of modules from which you can choose.

Each component has a status and carries a certain number of credits towards your qualification.

The modules that are available for you to choose for each component will depend on several factors, including which modules you have chosen for other components, which modules you have completed in previous years of your course, and which term the module is taught in.

Modules are the individual units of study for your course. Each module has its own set of learning outcomes and assessment criteria and also carries a certain number of credits.

In most cases you will study one module per component, but in some cases you may need to study more than one module. For example, a 30-credit component may comprise of either one 30-credit module, or two 15-credit modules, depending on the options available.

Modules may be taught at different times of the year and by a different department or school to the one your course is primarily based in. You can find this information from the module code . For example, the module code HR100-4-FY means:

COMPONENT 01: CORE

What interests you? Do you want to deepen your knowledge, build invaluable research skills and develop your academic freedom? Your dissertation lets you study a topic of your choosing, in depth, with supervision and guidance from our world-leading academics.

View Research Methods and Dissertation on our Module Directory

COMPONENT 02: CORE

What are the central theoretical concepts of analytical psychology and how have these been developed by Post-Jungians? How can these ideas be located within critical, comparative and experiential perspectives? This module is taught by internationally recognised clinicians and will foster a deeper understanding of the psyche as it has emerged through the analytic encounter.

View Key Concepts in Jungian and Post-Jungian Analytical Psychology on our Module Directory

COMPONENT 03: CORE

What political and social roles can psychotherapists employ? How does depth psychology add value to a particular debate or discipline? Can you construct a multi-disciplinary approach to gender? Analyse the applicability of Jungian and post-Jungian thought through a range of problems in contemporary Western society while evaluating current controversies regarding Jungian and post-Jungian psychology.

View Selected Applications of Analytical Psychology on our Module Directory

COMPONENT 04: COMPULSORY

What do you know about Jung’s theories on myth? How do you position this writing within his work as a whole? And how did Jung deploy his psychological theories to critique science, religion and society? Examine key Jungian texts in depth, critically exploring and analysing his work and its application.

View Key Texts of C G Jung on our Module Directory

COMPONENT 05: COMPULSORY

What do you understand about Jung’s collaborative relationship with Freud and about their divergence? Explore the historical, philosophical, cultural and religious background of analytical psychology. This module focuses on issues specific to Jung and how this led to developments in analytical psychology, while building a comparative and contextual view of the subject.

View Jung in Contexts: Historical, Philosophical, Cultural on our Module Directory

Dissertation

Home/uk fee.

£10,000

International fee

£21,700

Masters fees and funding information

Research (e.g. PhD) fees and funding information

What's next

We hold Open Days for all our applicants throughout the year. Our Colchester Campus events are a great way to find out more about studying at Essex, and give you the chance to:

• tour our campus and accommodation
• find out answers to your questions about our courses, student finance, graduate employability, student support and more
• meet our students and staff

If the dates of our organised events aren’t suitable for you, feel free to get in touch by emailing [email protected] and we’ll arrange an individual campus tour for you.

2024 Open Days (Colchester Campus)

• Saturday 21 September 2024 - September Open Day
• Saturday 26 October 2024 - October Open Day

You can apply for this postgraduate course online . Before you apply, please check our information about necessary documents that we'll ask you to provide as part of your application.

We aim to respond to applications within two weeks. If we are able to offer you a place, you will be contacted via email.

For information on our deadline to apply for this course, please see our ‘ how to apply ' information.

Visit Colchester Campus

Set within 200 acres of  award-winning  parkland - Wivenhoe Park  and located two miles from the  historic city centre of Colchester – England's oldest recorded development. Our Colchester Campus is also easily reached from London and Stansted Airport in under one hour.

Virtual tours

If you live too far away to come to Essex (or have a busy lifestyle), no problem. Our 360 degree virtual tour allows you to explore the Colchester Campus from the comfort of your home. Check out our accommodation options, facilities and social spaces.

At Essex we pride ourselves on being a welcoming and inclusive student community. We offer a wide range of support to individuals and groups of student members who may have specific requirements, interests or responsibilities.

The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include, but are not limited to: strikes, other industrial action, staff illness, severe weather, fire, civil commotion, riot, invasion, terrorist attack or threat of terrorist attack (whether declared or not), natural disaster, restrictions imposed by government or public authorities, epidemic or pandemic disease, failure of public utilities or transport systems or the withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications . The University would inform and engage with you if your course was to be discontinued, and would provide you with options, where appropriate, in line with our Compensation and Refund Policy.

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Download the new jungian & archetypal specialization information guide.

Complete the form to access the Jungian and Archetypal Studies Specialization Information Guide. 

• archetypes and the process of individuation
• the unique coursework in this specialization
• an academic format designed for the working student and the meaning behind the hybrid learning model
• the ways in which students are bringing this work into the world professionally and personally

Download Information Guide

• Humanistic Psychology and Humanistic Clinical Psychology

Saybrook University’s humanistic and clinical psychology programs are designed for those who wish to contribute creatively to improving the human condition. Students are encouraged to explore different approaches through interdisciplinary programs that combine complementary approaches–including meditation, nutrition, energy medicine, biofeedback, and spirituality—with more traditional forms of care.

• Areas Of Study

Online Graduate Degree Programs in Psychology

Saybrook University offers flexible online graduate programs in the field of psychology. Both our Humanistic Psychology and Humanistic Clinical Psychology degree programs are offered online or in an online hybrid format. Our master’s and Ph.D. online clinical psychology programs allow students to work while continuing their education. 

• Military Benefits
• International Students

The Differences Between Psychology and Clinical Psychology

While psychology and clinical psychology share similar elements, the differences between these psychological specialties may determine which degree program you pursue.

Clinical psychology, one of the largest specialties within the field, addresses a wide range of mental, behavioral, and spiritual health issues using a variety of evidence-based and evidence-informed interventions and approaches. Students enrolled in clinical psychology programs focus on the knowledge and practical skills needed to enter professional clinical practice.

Our online graduate degree in psychology programs offer interdisciplinary graduate education that crosses and merges multiple disciplines within the diverse field of humanistic psychology. Through this approach, exploration of what it means to be human in the 21st century is expanded beyond traditional definitions. Humanistic psychology incorporates the entirety of the human experience into interventions, essentially addressing the whole individual within their unique context.

Culture, personal experiences, and supportive networks are just some of the considerations we train students to explore. Our online clinical psychology program’s curriculum helps students develop the ability to conduct ethical and effective psychotherapy, consultation, education, and training based on psychological research rooted in the intersectionality of multicultural, mind-body-spirit, and humanistic-existential psychology.

The main difference between our psychology graduate degree programs boils down to this: The psychology programs can support the expansion of knowledge and application in various settings, while clinical psychology goes further to include providing direct mental health services as clinical practitioners (preparing students for licensure eligibility in certain states.)

“We can help a person to be himself by our own willingness to steep ourselves temporarily in his world, in his private feelings and experiences. By our affirmation of the person as he is, we give him support and strength to take the next step in his own growth.” — Clark Moustakas, psychologist

The Department of Humanistic Psychology

Saybrook offers the following M.A. programs in humanistic psychology:

• M.A. Psychology
• M.A. Psychology, Consciousness, Spirituality, and Integrative Health Specialization
• M.A. Psychology, Creativity, Innovation, and Leadership Specialization
• M.A. Psychology, Existential and Humanistic Psychology Specialization

We offer several Ph.D. programs as well. These include:

• Ph.D. Psychology
• Ph.D. Psychology, Consciousness, Spirituality, and Integrative Health Specialization
• Ph.D. Psychology, Creativity, Innovation, and Leadership Specialization
• Ph.D. Psychology, Existential and Humanistic Psychology Specialization
• Ph.D. Psychology, Psychophysiology Specialization

We also offer several professional certificates that offer a more streamlined experience:

• Creativity Studies
• Complex Trauma and the Healing Process
• Foundations in Existential-Humanistic Practice
• Multiculturalism and Social Justice

These programs focus on professional psychology and practice while integrating complementary, holistic practices—such as meditation, nutrition, biofeedback, and spirituality—that help students improve patient wellness and mental health.

There are several benefits of earning a psychology certificate in addition to a graduate degree whether it is with your master’s or Ph.D. The online psychology certificates are available for working professionals looking to further their education and bolster their resume as well as their expertise in the field. Choose an online graduate psychology degree, a certificate, or both, depending on your needs

What Can You Do With a Graduate Degree in Psychology?

With a graduate degree in psychology, students will work more creatively with humanistic theories and practices to enhance their effectiveness. Our online graduate degree programs will prepare you to work in a variety of fields, such as (not limited to):

• Entrepreneurship
• Pastoral care
• Developmental psychology
• Social psychology
• Social work
• Life Coaching
• Community activism
• Spiritual healing and guidance
• Consultation

Building humanistic approaches can be challenging, but when students have the proper instruction, a strong foundation in human theory, and an understanding of the self, they will be ready to engage in client-centered therapy.

The Department of Humanistic Clinical Psychology

Saybrook offers the following online clinical psychology programs:

• Ph.D. Clinical Psychology
• Ph.D. in Clinical Psychology, Advanced Assessment Specialization*
• Ph.D. in Clinical Psychology, Consciousness, Spirituality, and Integrative Health Specialization
• Ph.D. in Clinical Psychology, Complex Trauma and the Healing Process Specialization
• Ph.D. in Clinical Psychology, Creativity, Innovation, and Leadership Specialization
• Ph.D. in Clinical Psychology, Existential and Humanistic Psychology Specialization
• Ph.D. in Clinical Psychology, Jungian Studies Specialization
• Ph.D. in Clinical Psychology, Applied Psychophysiology Specialization

*Advanced Assessment Specialization is open to clinical psychology students only

What Can You Do With Your Degree in Clinical Psychology?

With an online graduate degree in clinical psychology, students will work more creatively with humanistic theories and practices to enhance their methods. Students learn to mentor and treat clients toward inner healing and capacity building. Our online psychology degree program will prepare you to work in a variety of fields and settings, such as (not limited to):

• Private practice therapy

“One can choose to go back toward safety or forward toward growth. Growth must be chosen again and again; fear must be overcome again and again.” — Abraham Maslow, psychologist

What Sets Saybrook’s Psychology and Clinical Psychology Programs Apart?

Saybrook University was founded by scholars who understood human beings to be interconnected with the world around them, to help us relate better to one another by exploring human behavior in responsible and curious ways. The uniqueness of Saybrook’s psychology and clinical psychology degree programs lies in our heritage of humanistic, existential, transpersonal, and phenomenological inquiry. Saybrook faculty, alumni, and students continue to question, critique, and offer alternatives to many of the axioms of mainstream academic psychology and professional practice, including those of the now predominant biomedical model. Through creativity, spiritual commitment, sound research, scholarly writing, and integrative professional practice, members of the Saybrook community keep alive the spirit of innovative and creative approaches to the increasingly complex issues of our times.

The psychology and clinical psychology degree programs both offer students a foundation of scholarship and practice based on the tradition of existential, humanistic, and transpersonal psychology. Learning encompasses a course of study that takes the student beyond traditional field-specific boundaries to focus on such subjects as consciousness, spirituality, integrative health, creativity, innovation, leadership, and existential and humanistic psychology.

Saybrook’s programs are offered online or through a hybrid online format, making them accessible anywhere in the world. With this flexibility, Saybrook offers graduate students the opportunity to impact the world through positive outcomes in their own communities.

Our Shared Humanistic Legacy

The Department of Humanistic Clinical Psychology and the Department of Humanistic Psychology in Saybrook’s College of Social Sciences together comprise the heart of the legacy of the Old Saybrook Conference held in Connecticut in 1964. Luminaries such as Carl Rogers, Abraham Maslow, Gordon Allport, and Rollo May came together at that time to articulate the need for a psychology of the whole human being to address what was lacking in other emerging approaches to psychotherapy and psychological research. They, and other innovative thinkers including James Bugental, Henry Murray, Viktor Frankl, Charlotte Bühler, and Virginia Satir, realized an approach to psychotherapy and human science that did not reduce human beings to fragments of their life experience.

Under May’s original guidance and inspiration, what is now Saybrook University evolved as a distance learning institution over the past five decades, expanding on and giving birth to vibrant and creative offshoots of the original vision. Today, these two departments embody and impart through their curriculum a truly expansive view of the prosocial human being seeking meaning and wholeness in the context of multicultural, global social justice, ecological sustainability, and deeper spiritual awareness and connection. Our psychology graduate degree programs affirm cultural humility and respect for indigenous sources of our cherished notions about healing and living the good life.

Find Your Community at Saybrook

Saybrook University embodies distance learning, but nothing can substitute for the joy of sharing an in-person experience with your community. Our Residential Learning Experience bring students, faculty, and impactful speakers together for a week of safe and supportive academic, professional, and personal exploration that can change your life.

Listen to Unbound: Saybrook Insights Podcast

For those interested in our online humanistic psychology and humanistic clinical psychology programs, we recommend checking out Unbound: Saybrook Insights podcast which covers topics relevant to both graduate students and prospective students. The second episode below, in particular, features a fascinating discussion with Kelly Serafini, Ph.D. from our clinical psychology program.

Discover more

For more information on humanistic psychology, we invite you to complete the form below and our admissions counselors will reach out to you.

• Request Info

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Master of Arts

MA in Clinical Psychology, Spiritual and Depth Psychology Specialization

Are you an International Student? Get more information here.

Are you a Military Connected Student? Get more information here.

Integrating applied mindfulness, analytic therapy, and diversity consciousness.

The Spiritual and Depth Psychology Specialization explores the intersections between mindfulness-based therapy, Jungian-based analytic psychology, and socio-cultural diversity consciousness. Students are supported in developing integrative psychotherapy techniques rooted in both traditional and evidence based practices of the East and West honoring body-mind-spirit wellness.

This degree is offered by Antioch University’s Los Angeles Campus.

Program Overview

Founded in 2010, the Spiritual and Depth Psychology (SDP) Specialization provides you with a forum to investigate, study, and practice tools for personal growth, discovering your own voice and gifts as a therapist, as well as furthering your appreciation of social and cultural identities. Spiritual and depth psychological therapeutic techniques are able to compassionately reach unconscious levels of family, community, and cultural trauma, helping to restore mental wellness that can be both meaningful and sustaining. Courses are taught by instructors who are active contributors in the field of Spiritual and Depth Psychology, committed to advancing effective, inter-culturally informed psychotherapeutic practices. The faculty embrace proactive engagement in dialogue on diversity, which specifically includes the affirmation of women, people of color, LGBTQ communities, socio-economically vulnerable, and others often underrepresented in the mental health field and in the training of psychotherapists. The Spiritual and Depth Psychology Specialization supports our students’ professional development through:

• Core courses (in Applied Mindfulness and Intercultural Depth Psychological techniques), field work, and course-related research that support you in developing your own voice and unique strengths as a training integrative psychotherapist.
• Learning in skills and theoretical knowledge that enhance clinical training and often allow for distinctive abilities such strategic uses of mindfulness applied to anxiety and stress reduction, advanced abilities to meaningfully engage underlying emotional content, deep historical material, helpful in trauma and addiction recovery.
• Building connections with the larger SDP community of current students, alumni, and professionals through regular community dinners and networking as well as professional speaking events by leaders in the field.
• Augmenting core skills through our elective courses such as Equine Assisted Therapy, Jungian Dreamwork, and Mindfulness-based Relapse Prevention.

This program is designed to lead to state licensure.

Additional Licensure Information

Degree Requirements

Specialization courses (17 units).

• Intercultural Transpersonal and Depth Psychology
• Frontiers in Integrative Depth Psychology
• Life as Practice: Inner Work/Social Resp/Comm Srvc
• Mindfulness in Clinical Practice
• Transference/Countertransference & Psyche
• SDP Electives (3 quarter units)

For detailed curriculum and degree requirements, please visit the AULA catalog .

Admissions / Cost / Aid

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Core Faculty

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Ph.D. in Jungian Psychology

RP 400 Essentials of Distance Education

This course is often the student’s first opportunity to try a distance learning format. It is designed to aid the student through his or her distance education journey. It will help the student know what is expected for distance learning and aid the student in finding the answers needed to accomplish this goal. Finally, this course will prepare the student on how to begin college writing.

MP 600 HUNA: Metaphysics of the Ancient Polynesians

This course looks into the theories of the origins of the Polynesian people, the breakdown of the ten elements of man, the prime directives of consciousness, and the three levels of Mana: three aka bodies, healing, and prayer.

MP 602 Wisdom from the East: Unlocking the Mystery of the Bible through Seven Keys

This course is designed to educate the student in Ancient Christian Scripture based on the Peshitta text (the most ancient Holy Bible). The student will gain a thorough understanding of the Bible through Seven Keys which are the combination lock for a new enlightenment. The student will learn the difference between the historical and spiritual significance of these ancient writings.

JP 606 Collected Works of Carl Jung

This course is designed to expose the student to an examination or a re-evaluation of the basic writings of Carl Jung.

MP 610 The Law of Your Higher Potential

Everything in nature conforms to basic law: the Law of Division and Growth. Since the beginning of time, the only method of increasing knowledge in nature has been to divide and grow. We all have a power inside of us that can bring us anything we really desire. The subconscious mind has a unique way of attracting to us whatever we hold near and dear to our hearts. This source has been called many names: the god within, inner wisdom, the superconscious, etc. This course is designed to teach the student the principles of higher potential and how to teach others to reach their highest potential.

PT 601 Psychopathology and Psychological Appraisal

The student will work with Theodore Millon’s masterwork on Psychopathology and the DSM-IV. The student will present clinical formulations based on case studies from the student’s actual practice. These formulations are developed into Theory Base Exposition Essays which demonstrate the application of personal, and professional expertise in the clinical setting.

PT 605 Clinic Practice: Dual Diagnosis

The use of Integrative Psychotherapy is examined in the context of Therapeutic Psychology in the contemporary clinic and private practice setting. The student will review interviewing, assessment, treatment, and survey patient variables, including personality traits and styles.

PT 607 Vocational Counseling

A vocation is the ultimate expression of a life’s work as well as the culmination of the individual psyche in its association with the world and others. This course examines the existential aspects of work as related to psychological health and psychopathology. A special emphasis is paid to psychopathic professions and an examination of psychopaths.

PT 608 Neuropsychology of Human Development

Neuroscience, the Medical Model and Biology are examined in this survey of the implications of contemporary neuropsychology. Human behavior and development adaptation are reviewed with an emphasis on clinical treatment models. The neurocognitive theory is explored.

PY 608 Death, Dying and Bereavement

One of the most difficult times in an individual’s life is the time of death. This course explores surviving the death of a loved one. It is about understanding and coping with loss. This course is both for the bereaved and the helping professional and it combines supportive personal case histories with step-by-step approaches to recovery.

RP 600 Data Gathering and Analysis

This course focuses on data collection from the standpoint of knowledge dissemination and utilization. This focus requires students to understand the process of data gathering from the perspectives of research and development, social science, and problem formation and solution. This course also reviews statistical inference and description. These competencies are addressed by topic in the course presentation.

RP 601 Research Methods

This is a survey course on research in the managerial, natural, and social sciences. It focuses on the whys and hows of doing research including the areas of experimental design, data collection, types of data analysis, and presentation of results. While we explore the kinds of analysis data are subjected to and when each kind is most useful for enabling us to draw reliable conclusions, there is no actual statistical analysis in this course.

RP 602 Professional Publishing Methods

Publishing one’s work in books, journals, or magazines can boost one’s career, but having an advanced degree does not guarantee that a person will be published. In this course, the student will learn how to develop ideas for publication in books, and professional and popular journals, how to sell those ideas to editors, and how to write books and articles in plain and understandable English.

RP 605 Research Project

The Ph.D. candidate will demonstrate, using standard research methods, new knowledge in a field of study that represents his/her degree path. A Précis, outlining the topic and a specific problem to be solved, must be submitted to the candidate’s committee for pre-approval. Depending on the nature of the research, the candidate will be required to prove or disprove a stated solution or theory through documented research, data gathering, and data analysis. A summation of the findings must be submitted in written form. The written research project will be included in the candidate’s dissertation as an appendix, with its own bibliography.

TH 610 Ph.D. Dissertation – 25,000 word minimum

Upon completion of the required credits of core curriculum courses at the 600 level, the student will prepare a 25,000-word dissertation in a publishable format following Westbrook University’s published guidelines. The dissertation will reflect the student’s theoretical and practical understanding necessary for their field of concentration. The dissertation will reflect the student’s newly acquired direction in his / her techniques and a presentation of a preferred approach in the field. Findings will be based upon the core curriculum of the course, however, the student will have ample latitude in using other sources as well. The goal of the dissertation will be for the student to bring in his contributions to the field of their concentration. The required research project will be an addendum to the dissertation.

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© 2024 · Westbrook University

  Stiftung Jung'sche Psychologie  

The Foundation has its main office at Linderbergstrasse 15, in 8700 Küsnacht, from where it manages its literary inheritance from Marie-Louise von Franz and Barbara Hannah, along with the Marie-Louise von Franz library.

The house at Lindenbergstrasse 15 in Küsnacht is in private property and not open to the public. (similar to the access to the library).

According to Article 3 of its statutes, the purpose of the Foundation is to support the research and dissemination of knowledge in the field of Jungian Psychology. This involves, in particular,

• the organization of conferences for analysts and postgraduates in the field of Jungian Psychology together with representatives of other scientific fields;
• conducting symposiums on special problems in psychology in line with the work of C. G. Jung;
• helping to bring scientific work that creatively furthers insights into the field of Jungian Psychology into fruition;
• publishing valuable work done in the field of Jungian Psychology through its own publishing house;

The core tasks of the Foundation for Jungian Psychology, Küsnacht. When the Foundation for Jungian Psychology was established in 1974 by Marie-Louise von Franz and four friends, its purpose was to disseminate and deepen the knowledge of analytical psychology according to C. G. Jung. We fulfill this purpose by exploiting various possibilities. These include in particular the organization of lectures, guided tours, excursions, interdisciplinary events and further training for qualified analysts and interested parties in Switzerland and abroad. We support the publication of valuable works with financial contributions.  In 1988, we established our own publishing house. This publishing house publishes several series of publications. The first volume of the journal Jungiana Series A appeared in 1989. Series A is reserved for short articles by various authors (Jungiana A/21 is now in preparation). In the same year, the first volume of Series B was published. Series B consists of monographs by individual authors on special topics (13 volumes have now been published). In addition, a separate series was established for the works of Marie-Louise von Franz. The rights to publish her writings were transferred to the Foundation upon her death in 1998. To date, most of her books and essays have been republished in revised editions as part of her complete works (15 volumes are available) and others are still being prepared for publication. Marie-Louise von Franz's extensive library of over 8,000 books, manuscripts and antiquarian rarities also went to the Foundation, as did the collection of works by the painter and author Barbara Hanna, with whom she lived and worked in the house they shared on Lindenbergstrasse in Küsnacht. We are also responsible for maintaining the three websites and sending out newsletters. We have employed up to 20 part-time staff in Switzerland and abroad to manage these varied tasks. We work closely with Fotorotar, Egg, which assists us with the design of the books and prints and binds them. Medio-Ingeno AG, Meilen, helps us to optimize the File Maker program for the operation of the library. Quantum Digital, Zurich, supports us in designing the websites. Peter and Paul Fritz's literary agency in Zurich handles the contracts with licensees. This is necessary because Marie-Louise von Franz's works are now published in 23 world languages and we have to negotiate with over 100 publishers. Her collected works in English are published by Chiron, Ashville, US, for whom we translate the fully edited new editions into English. The Brunau Foundation, Zurich, has taken over the storage, shipping and accounting of our books. The revised edition of Marie-Louise von Franz's complete works in German will be completed in the next few years. Individual, previously unpublished writings will follow. Series A of Jungiana will continue to appear at irregular intervals. In Series B, the following monographs are currently being prepared for publication: a German translation of the English title Striving toward Holness by Barbara Hannah, a biography of Emma Jung by Emelda Gaudissart, a study of the history, culture and religion of the peoples of ancient Mexico by José Zavala and an interpretation of the last oil painting by the Renaissance artist Guillaume Pierre de Marcillat by Hansueli Etter in terms of depth psychology and cultural history. Publications in the form of electronic media (off- and online) are in preparation. The organization of events will continue according to our possibilities and spontaneous opportunities. Information on this can be found on our website. Küsnacht, April 24, 2024

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Jung 101: Introduction to Jungian Psychology

Swiss psychiatrist carl gustav jung is one of the most influential figures in 20th century depth psychology. the course instructor, james newell, ph.d., will introduce students to the foundational principles, methods, and terms of jung’s psychology., learn the core concepts of c.g. jung's psychological theory, if you're interested in gaining a deeper understanding of classical jungian psychology, then look no further.

Jung's writings often challenge his readers in many ways. This course will guide you step-by-step through the core principles, methods, and terms of Jung’s psychology. What distinguishes Jung’s psychology from other depth psychologies is Jung’s assertion that the deep unconscious of every human being is structured in a similar way. These deep structures steward psychological energy through both the conscious and unconscious aspects of personality. Through the eight modules of this course Dr. James Newell will introduce you to the essentials of Jungian thought in a way that will make his ideas accessible and easy to understand. Enroll now

Your Instructor

Senior Instructor

James r. newell, ph.d., what others are saying....

Dr. James Newell is a gifted teacher

Bonnie bright, phd, founder of the depth psychology alliance.

Jung 101 gave me a deeper understanding of Jung’s theory

Monica flores, ed.d.

James is a knowledgeable and caring instructor with an engaging teaching style

Ann amberg, mcs, transpersonal leadership consultant.

The courses I have taken with Dr. Newell have perfectly prepped me for my graduate studies in psychoanalysis

Nirlap bettenhauser, student, jung 101 will guide you step-by-step through the basics of jung's theory, there is no easier way to become grounded in the innovative theory of carl jung. this college-level course will make this otherwise complex theory easy to understand., course curriculum, welcome to jung 101.

• Free 1 - Welcome to the Introductory Module of Jung 101! FREE PREVIEW
• Free 2 - Jung's Copernican Revolution: A Free Introductory Video Lesson FREE PREVIEW
• Free 3 - Optional Quiz on the Free Introductory Video Lesson FREE PREVIEW
• Free 4 - Introductory Module: Suggested Readings and Additional Resources. FREE PREVIEW
• Free 5 - Additional Video Resource: An Introduction to Depth Psychology FREE PREVIEW
• Free 6 - Before moving on...Thank you! FREE PREVIEW

Module 1: The Ego and the Unconscious

• M1/1: Learning and Assessment Activities
• M1/2: Video Lesson: The Ego and the Unconscious
• M1/3: Video Lesson Quiz
• M1/4: Readings Quiz - (All questions are based on chapter 1 in the textbook)
• M1/5: Suggested Readings and Additional Resources
• M1/6: An Additional, Optional Resource for Study

Module 2: The Complexes

• M2/1: Learning and Assessment Activities
• M2/2: Video Lesson: The Complexes
• M2/3: Video Quiz
• M2/4: Readings Quiz - (All questions are based on chapter 2 in the textbook)
• M2/5: Suggested Readings and Additional Resources
• M2/6: An Additional, Optional Resource for Study
• M2/7: Additional, Optional Video Resource: James Hollis on Complexes

Module 3: Psychic Energy

• M3/1: Learning and Assessment Activities
• M3/2: Video Lesson: Jung's Understanding of Psychic (Psychological) Energy.
• M3/3: Video Lesson Quiz
• M3/4: Readings Quiz - (All questions are based on chapter 3 in the textbook)
• M3/5: Suggested Readings and Additional Resources.
• M3/6: An Additional, Optional Resource for Study
• M3/7: Additional, Optional Video Resource: Carl Jung - BBC Interview - 1959

Module 4: Archetypes and the Collective Unconscious

• M4/1: Learning and Assessment Activities
• M4/2: Video Lesson: Archetypes and the Collective Unconscious
• M4/3: Video Lesson Quiz
• M4/4: Readings Quiz - (All questions are based on chapter 4 in the textbook)
• M4/5: Suggested Readings and Additional Resources
• M4/6: An Additional, Optional Resource for Study
• M4/7: Additional, Optional Video Resource: A Discussion of Archetypes

Module 5: The Persona and the Shadow

• M5/1: Learning and Assessment Activities
• M5/2: Video Lesson: The Persona and the Shadow
• M5/3: Module 5 Video Quiz
• M5/4: Module 5 Readings Quiz - (All questions are based on chapter 5 in the textbook)
• M5/5: Suggested Readings and Additional Resources
• M5/6: Additional, Optional Resource for Study
• M5/7: Additional, Optional Video Resources: James Hollis on Projection, and on the Shadow

Module 6: The Anima and the Animus

• M6/1: Learning and Assessment Activities
• M6/2: Video Lesson: The Anima and the Animus
• M6/3: Module 6 Video Lesson Quiz
• M6/4: Module 6 Readings Quiz - (All questions are based on chapter 6 in the textbook)
• M6/5: Suggested Readings and Additional Resources
• M6/6: An Additional, Optional Resource for Study

Module 7: The Archetype of the Self

• M7/1: Learning and Assessment Activities
• M7/2: Module 7 Video Lesson: The Archetype of the Self
• M7/3: Module 7 Video Lesson Quiz
• M7/4: Module 7 Readings Quiz (All questions are based on chapter 7 in the textbook).
• M7/5: Suggested Readings and Additional Resources
• M7/6: An Additional, Optional Resource for Study
• M7/7: Additional, Optional Video Resource: Edward Edinger on the Archetype of the Self

Module 8: Individuation and the Ego-Self Axis

• M8/1: Learning and Assessment Activities
• M8/2: Module 8 Video Lesson: Individuation and the Ego-Self Axis
• M8/3: Module 8 Video Lesson Quiz
• M8/4: Module 8 Readings Quiz - (All questions are based on chapter 8 in the textbook)
• M8/5: Suggested Readings and Additional Resources.
• M8/6: Additional, Optional Resource for Study
• M8/7: Additional, Optional Video Resource: Edward Edinger on Individuation

Enroll now and become fluent in the terms and concepts of Jung's theory

There is no time like the present to gain deeper insights into the structure and dynamics of the unconscious as articulated by c.g. jung..

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Jungian Psychology, Active Imagination and Personal Transformation Volume 3-2 CG Jung and the Transformative Image

2021, Jungian Psychology, Active Imagination and Personal Transformation

This volume presents the bricolage of Philemon, depicted as a superannuated white beard, a prophet, and a sage who links and mediates the relationship between the living (i.e., Jung's ego image) and the dead (i.e., non-ego images). Philemon is communicative, knowledgeable, and wise. He gave voice to Jung's mythopoetic cosmology, which Jung conceptually elaborated in his Collected Works. In contrast to research participants who pursued imaginal beings to realize transpersonal dimensions of consciousness, Imaginal beings and overwhelming imagery pursued Jung relentlessly. It was as if the objective psyche sought to enlist Jung as a medium to give voice to its radical cultural imperative to restore a symbolic sensibility lost in the shift from a religious to a scientific world view and reinstate humanity's place in the natural order. These seeker/sought dynamics distinguish between participants' experiences of Consonance and Calm vs. Jung's Confrontation and Conflict with the unconscious. Shared superordinate themes include: Positive Qualities of Advisors. Personal Transformation. Positive Effects of Imagery. Parallel Methods. Transpersonal/Spiritual/Numinous imagery.

Related Papers

Jungian Psychology, Active Imagination, and Western Philosophy: Volume 2, C.G. Jung and the Philosophical Imagination

Brian D . Dietrich, PhD, LMFT

Countervailing the Industrial Revolution’s spiritual alienation and loss of symbolic perspective, a romantic current arose in German Idealism that elevated human imagination to a superordinate, world-making power. In this context, Jung’s analytical psychology and his method of active imagination compensated the prevailing scientific rationalism of the day and legitimized that imagery, images, and imagination can produce knowledge. This volume situates Jungian and archetypal psychological views of images and imagination in the context of Western philosophy, and it traces the various ways imagination has been imagined through its polysemous evolution in Western thought.

Salma Tarek

Tommaso A. Priviero

Jungian Psychology Active Imagination and the Healing Image: Volume 1 C.G. Jung and Guided Imagery in Psychotherapy

This volume situates contemporary guided imagery practices within the tradition of Jungian depth psychology; It offers practitioners of guided imagery with 1) an imaginal ontology supporting phenomenological exploration of the inner world and 2) an empirically based epistemological foundation valorizing Inner Guide techniques, and 3) offers Jungian depth psychology a more clearly articulated structure for accessing, exploring, and integrating imaginal experiences in a relational context.

Ronald Teague

Reviews the book, Dream Interpretation Ancient and Modern: Notes From the Seminar Given in 1936–1941: Reports by Seminar Members With Discussions of Dream Series by C. G. Jung, edited by John Peck, Lorenz Jung, Maria Meyer-Grass, translated by Ernst Falzeder, and in collaboration with Tony Woolfson (see record 2014-16249-000). Dream Interpretation Ancient and Modern contains 14 presentations of 12 seminar participants (two participants presented twice). Jung’s comments for each presentation are included, although in some cases it seems that some of his comments are missing or are highly abbreviated. The book is organized in four sections: Older Literature on Dream Interpretation, The Enlightenment and Romanticism, The Modern Period, and Visions and Dreams. The older literature consists of an investigation of three Hellenic thinkers and one Reformation theorist: Macrobius (flourished CE 400), Artemidorus (flourished third century CE), Synesius of Cyrene (CE 373–414), and Caspar Peucer (1525–1602). This book can be very useful for readers who have little or no understanding that dreams were interesting to well-educated scholars for thousands of years before Freud and Jung began their investigations. These readers would do well to remember that none of the papers or Jung’s commentaries are exhaustive, systematic treatises on these historical ideas about the meaning of dreams. (PsycINFO Database Record (c) 2014 APA, all rights reserved)

Eduard C Heyning

A reflection on the eleventh chapter of Memories, Dreams, Reflections, the Jung autobiography, titled Life After Death. The essay is based on my lecture for the IVAP, the Dutch Jung Society, on November 15th 2014. The essay is about Jung’s private life, his convictions as told in the memoirs and the fantasies, now made public. Apart from Jung's ideas I reflect on the Sacred Tree symbol, the Mysteries of Eleusis, the I Ching and on Frederic Myers. Jung seems to have believed in the continuation of life after death of the body and in some form of reincarnation. And so, if you ask me, I think he is still here, and he might be ‘just around the corner’.

Journal of Analytical Psychology

laura david

Remo F. Roth, PhD

In Part 5 I show how the unsolved conflict between Neoplatonicism and Hermeticism in C.G. Jung shows also in his early work "Symbols of Transformation" (first published as Transformations and Symbols of the Libido) in 1911/1912. Jung tends much more to Neoplatonism symbolized as the liberation of the sun-hero from the earth mother, but then, in 1913 suffers an unconscious and thus dangerous enantiodromia into Hermeticism, his "night-sea journey" which I will present in the following parts.

The Journal of Religion

Glenn McCullough

Northrop Frye and C. G. Jung both attempted to summarize their respective life’s work in the form of a grand diagram. Remarkably, these two diagrams are virtually identical in both form and content, and they seem to have been formulated independently. Both diagrams take the dual form of an axis mundi with four segments, and a circle with four quadrants, and both are defined using the eastern concept of the mandala. The diagrams attempt to map the development of the western psyche (Jung) and its expression in myth and literature (Frye) over some two thousand years of the common era. While the scope of these schemas offers a stunning panorama, at their heart are four religious symbols. Frye, following biblical symbolism, called them (1) the Mountain, (2) the Garden, (3) the Cave, and (4) the Furnace. Jung, following certain gnostic sources, called them (1) Anthropos, (2) Shadow, (3) Paradise, and (4) Lapis. We will journey through this fourfold kaleidoscope and conclude with some reflections on the narrowing of horizons in the contemporary academy of religion. Our current methods, and the objects they reveal, have become largely restricted to only one quadrant in this grand schema: the fourth quadrant, which saw the rise of modern scientific thinking. By using a subordinate category (modern science) to try to understand a superordinate category (religion), it is not surprising that our discipline has lost its way.

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A Pacifica Graduate Institute Global Summit: Will Jungian Psychology Survive in the 21st Century?

Home » A Pacifica Graduate Institute Global Summit: Will Jungian Psychology Survive in the 21st Century?

June 6, 2023

Global summit | offered live via zoom, program description, course description.

We live in an era when the abundance of psychologically informed material has never before been so prevalent and accessible, yet this reality exists side by side with the statistically documented profile of a mental health crisis that reaches across national borders and socio-economic divides. In a recent CNN poll, 9 out of 10 US adults said they believed there is a mental health crisis in the US today, with over half of those respondents saying they were experiencing a severe mental health crisis in their own families.  According to a recent CDC report, feelings of hopelessness as well as suicidal thoughts among young people have increased by 40% in the last decade.

In his book, A New Therapy for Politics , (2015), author Andrew Samuels presciently writes: “To be honest, the possible contribution of psychotherapy to society beyond the alleviation of individual distress has not been much welcomed. The world did not show up for its first session.” The questions demand to be asked: Why didn’t the world show up for its first session? Why are we in the throes of a mental health crisis when psychological modalities and interventions have never been more prevalent and accessible? How does Jungian psychology speak to the current epoch of polycrisis and the evolving understanding of cultural complexes and a pluralistic psyche?

It’s commonly known that C.G. Jung expressed more than a bit of resistance if not outright skepticism towards the formation of any type of Jungian institute. However, today, almost 62 years after his death, his work continues to live on through the work of scholars and analysts who are evolving his foundational psychoanalytic concepts to address the challenges of a much more diverse and pluralistic world.

Pacifica Graduate Institute is pleased to invite you to join us along with Jungianeum, for this complimentary global summit that brings together internationally recognized thought leaders, authors and analysts to take a hard look at the relevancy of Jungian Psychology for the challenges of the 21st century and explore the trajectory of moving from Jungian to Post-Jungian to Neo-Jungian studies in order to bring the scholarship of C.G. Jung to the challenges of the 21 st century.

This complimentary Global Summit is offered as an introduction to a soon to be released PGI Graduate Certificate Course: Contemporary Analytical Psychology and Neo-Jungian Studies: The Relevance of C.G. Jung to the Socio-Cultural Challenges of the 21 st Century.

Program Details

Noon – 1:30 PST, 3:00 – 4:30 PM EST

4:00 – 5:30 PM Brazil, 8:00 – 9:30 PM London, 9:00 – 10:30 PM Berlin

Registration

• Free to register

The program link will be sent out prior to the event. For those unable to attend live, the presentation will be recorded and the link shared after the event.

About the Panelists

Ursula Brasch, M.A. studied sinology, history, and politics in Freiburg and Tübingen, Germany. She is a training analyst and supervisor at the C.G. Jung Institutes of Zürich and Stuttgart, as well as a member of the Curatorium of the C.G. Jung Institute Zürich. She has engaged in many years of teaching and lecturing on analytical psychology, clinical psychology, and the I Ching.

• General Information

Hosted Online

Cancellations

Cancellations 14 days or more prior to the program start date receive a 100% refund of program registrations. After 14 days, up to 7 days prior to the program start date, a 50% refund is available. For cancellations made less than 7 days of program start date, no refund is available.

For additional information, including travel, cancellation policy, and disability services please visit our  general information section.

Registration Details

• Number of Classes: 1 Webinar
• Class Length: 90 min.
• Class Time:  Noon – 1:30 PST
• Total Duration: 1.5 Hours  

805.969.3626 | [email protected]

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› Podcast/Blog Topics › Archetypes › Boundaries of the Soul: The Practice of Jung’s Psychotherapy

Boundaries of the Soul: The Practice of Jung’s Psychotherapy

In this talk June Singer gives an overview of Jungian Psychology, describes how the Jungian relationship to the unconscious differs from other forms of depth psychology, a goes on to discuss archetypal theory, typology, and the ego-Self axis. This talk also includes a question and answer session. Note: During her response to a question, there is a 5-second gap in audio while the cassette was changed.

June Singer, PhD  was a major figure in the development of the Jungian movement in the United States.  She earned a PhD in Psychology from Northwestern University and completed training as a Jungian analyst in Zurich, Switzerland.  During the 1960′s, Dr. Singer founded the Analytical Psychology Club of Chicago, which eventually became the C.G. Jung Institute of Chicago, in order to provide interested individuals an opportunity to study the works of Carl Jung. June Singer was a gifted analyst and a distinguished author and lecturer.  Her text, Boundaries of the Soul , is considered to be one of the best introductions to Jungian thought. She also wrote two books about sexuality, and a Jungian study of the poet William Blake.

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For more by June Singer, CLICK HERE

• Archetypes , Individuation , Jungianthology Radio , Self and Self-Psychology , Seminars , Singer, June , Typology
• Analytical Psychology , Archetypes , Individuation , June Singer , Jungian Psychology , Typology

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We discuss the ideas and life of Swiss psychiatrist Carl Jung (pronounced YOONG), and all things Jungian. We like to discuss symbols, myths, dreams, culture, alchemy, and Jung's unique contributions to psychology such as archetypes, personality types, dream analysis, the collective unconscious, and synchronicity. Welcome! Please note this forum cannot provide a substitute for professional advice or one to one therapy.

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Jungian Perspective on the Tarot

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Deepen your understanding of the Tarot and learn how to read it from a Jungian perspective

In this beautiful course Jungian Analyst and teacher Ken James will take you on a tour through the world of the Tarot. You will be able to read the tarot and work with it from a Jungian lens gaining insights about the Tarot and about your own inner process.

What you will receive

5 Video & 5 Audio recordings

Access to your own Jung Platform account where all the content you've purchased will be stored.

Course Description

This course examines the Tarot not only as a tool of divination, meditation, and active imagination but also as a way to explore the structure and dynamics of the psyche as understood in Jungian psychology. The set of 78 cards which comprise the Tarot will be examined using significant concepts from Jungian Psychology, including the Self, archetypes and complexes, the structure of the dream, and the synthesis of personal and collective energies in life. Participants will move between the Tarot and Jung’s Model of the Psyche as they increase their understanding of both. 

The course will also explore both the enactive and receptive uses of the Tarot for personal growth and to facilitate the process of individuation. Correspondences between the various “sub-decks” of the Tarot and arenas of personal experience will be described, and the major aspects of personality as understood by Jungian psychology will be explored through the major and minor arcana. 

The suits of the minor arcana (cups, wands, swords, and pentacles) will be compared to Jung’s typological categories and the quaternity of medieval elements, and an exploration of the underlying implications of the “challenge” and the “gift” cards will be discussed. 

In each class, participants will be given various activities to perform with the cards in between sessions to deepen their understanding and insights both into the Tarot and into their inner process. 

Beginning with a Tarot journal, activities will include discerning one’s court card, constructing a life narrative, and generating a synchronistic autobiography. Various Tarot spreads (arrangement of cards) will be explored, and ways to read the cards for oneself and others will be considered. 

Participants were requested to bring their own Rider-Waite-Smith Tarot deck to each class. This will be the deck that will be used for instructional purposes.

This course is ideal if

• Use a synchronistic tool of divination as a means of understanding Jung’s Model of the Psyche.
• Recognize how the phenomena of luck, fate, and hazard are important contributors to a clearer understanding of Jung’s Model of the Psyche and our own individuation process.
• Feel more comfortable accessing non-rational means of understanding our lives and each other.
• You are new or already experienced with the tarot, and want to learn to work with it, using a Jungian perspective.

Course Overview

Class 1. The Tarot and Jungian Psychology: Connections

Available Now

In the first class, we will cover the structure of the Tarot deck and compare it with the structure of the psyche. The layers of psyche (ego, personal unconscious, collective unconscious) will be compared to the Major Arcana, Minor Arcana, and other subdivisions of the Tarot deck. 

Exercises include starting a daily Tarot journal and working with the card sequences to generate a short narrative.

Class 2. Using the Tarot to work on oneself

In the second class, various ways of employing the Tarot to do inner work will be explored. Enactive and Receptive modalities of Tarot work and an introduction to pathworking will be considered. The relationship of the Tarot to Jung’s concept of synchronicity will also be examined.

Exercises include continuing the Tarot journal and using the Tarot to begin an exploration of one’s autobiography. 

Class 3.  Using the Tarot to enhance discernment of personality, typology, and life situations

In the third class, a deeper exploration of the Court cards as well as the numbered (“pip”) cards will be conducted. We will also consider how the Court cards depict different aspects of the personality and typology. The Pips will be explored as a means of understanding both the challenges and gifts that are inseparable parts of everyone’s life.

Exercises include conducting review using the Pips and the Court cards.

Class 4. Reading the Tarot: Part One

In the fourth class, we will begin to use the cards to do basic readings. The importance of formulating a question or intention for readings will be explained, as well as instructions on how to query the cards appropriately. Arrangements of the cards, called “spreads” will be explored, including the “Yes/No” spread, and the “Past-Present-Future” spread. 

Exercises include doing three spreads throughout the week, and recording what cards appeared in each spread, the question/intent of the reading and providing a summary of the response.

Class 5 Reading the Tarot: Part Two

In the fifth class, further instruction on readings will be provided. We will learn how to do two additional readings: the “Overview-Challenge-Action” spread, and a glimpse into the “Celtic Cross” spread. We will also learn how to construct “narratives of insight” based on the cards that appear in the spreads in conjunction with the question/intent brought to the reading.

Exercises include different ways of continuing the Tarot-centered autobiography.

By the end of this course you will

• Be able to use the Tarot as a tool to deepen your inner work and your own individuation process.
• Deepen your understanding of the structure and dynamics of the psyche as understood by Jung’s Analytical Psychology paradigm.
• Establish and maintain a relationship to your inner and outer growth through journaling with and reading the Tarot with intent and openness.
• Better understand the role and significance of synchronicity and how to use synchronistic experiences as a means of living with greater consciousness in the present moment.

Scholarships

We here at Jung Platform want to make these programs available to anyone. If you would love to participate yet can’t pay for the full course, then please send us an email at [email protected] and describe why you feel you qualify for a scholarship, how much you can pay, and what you will do to help the Jung Platform promote this and other programs.

The Jung Platform Guarantee

We stand by our programs. If within 30 days of your purchase or the live course start, you're not satisfied, we offer a replacement or a full refund.

About the Teacher

Kenneth James, Ph.D. is a Jungian analyst in private practice in Chicago, Illinois. He received a Ph.D. in Communicative Sciences and Disorders from Northwestern University, and a Diploma in Analytical Psychology from the C.G. Jung Institute of Chicago. Along the way, he studied vocal music at the American Conservatory of Music, and learned a modality of music therapy known as The Bonny Method of Guided Imagery and Music at the Institute for Consciousness and Music in Baltimore, Maryland.

More by this Teacher

Active Imagination

Jungian Perspective on the Tarot (level 2)

Tarot Reader Certificate Program 2025

Death and the Devil in Tarot

Complexes & Archetypes

Introduction to Synchronicity

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biography or autobiography definition

Analyze the differences: biography vs autobiography. Includes descriptions & examples of each. We've even highlighted key differences for easy reference.

Biography vs Autobiography 1. Biography. A biography is a detailed account of a person's life, scripted by an author who is not the person who is featured in the text itself.. This type of life story focuses both on factual events in the person's life, such as birth, education, work, and death, but often also delves into personal aspects like experiences, relationships, and significant ...

autobiography: [noun] the biography of a person narrated by himself or herself.

Definition of Autobiography. An autobiography is the life sketch of a person written by that person himself or herself. The word auto means 'self.' Therefore, autobiography contains all the elements of a biography but composed or narrated by the author himself. He/She may write on their own or may hire ghostwriters to write for them.

autobiography, the biography of oneself narrated by oneself. Autobiographical works can take many forms, from the intimate writings made during life that were not necessarily intended for publication (including letters, diaries, journals, memoirs, and reminiscences) to a formal book-length autobiography. Formal autobiographies offer a special ...

AUTOBIOGRAPHY definition: 1. a book about a person's life, written by that person: 2. the area of literature relating to…. Learn more.

Autobiographies are in the first person; biographies are (typically) in the third person. 3. Biographies don't require the permission of the subject. 4. Autobiographies can include the subject's thoughts and feelings. 5. Autobiographies are more subjective; biographies are meant to be more objective. 6.

An autobiography, sometimes informally called an autobio, is a self-written biography of one's own life. Definition The word "autobiography" was first used deprecatingly by William Taylor in 1797 in the English periodical The Monthly Review , when he suggested the word as a hybrid, but condemned it as "pedantic".

Autobiography definition: a history of a person's life written or told by that person.. See examples of AUTOBIOGRAPHY used in a sentence.

biography: [noun] a usually written history of a person's life.

Definition & Examples. I. What is Autobiography? An autobiography is a self-written life story. It is different from a biography, which is the life story of a person written by someone else. Some people may have their life story written by another person because they don't believe they can write well, but they are still considered an author ...

Definition of Autobiography Autobiography is one type of biography , which tells the life story of its author, meaning it is a written record of the author's life. Rather than being written by somebody else, an autobiography comes through the person's own pen, in his own words.

Autobiography Definition. An autobiography (awe-tow-bye-AWE-gruh-fee) is a self-written biography. The author writes about all or a portion of their own life to share their experience, frame it in a larger cultural or historical context, and/or inform and entertain the reader. Autobiographies have been a popular literary genre for centuries.

The term fictional autobiography (or pseudoautobiography) refers to novels that employ first-person narrators who recount the events of their lives as if they actually happened. Well-known examples include David Copperfield (1850) by Charles Dickens and Salinger's The Catcher in the Rye (1951). Some critics believe that all autobiographies are ...

Moreover, the biography is written in the third person point of view like he, she, him, her. The author is the subject of the story. Moreover, the autobiography is written from a first person point of view like I, me, my. Scope. A biography portrays the life of another person. An autobiography focuses on the author's own life.

Writers can choose from a few common biography types, including: Authorized biographies, which received the subject's input and/or permission. Unauthorized biographies, which were written without the subject's approval or input. Biographical novels, which were inspired by a real person's life, but feature embellishments that may make the ...

Definition of autobiography noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more. ... In his autobiography, he recalls the poverty he grew up in. compare biography Topics Literature and writing b2.

AUTOBIOGRAPHY meaning: 1. a book about a person's life, written by that person: 2. the area of literature relating to…. Learn more.

A biography is a story of a person's life written by someone other than the story's subject. An autobiography is a story written by the subject of the story. Autobiographies are more authentic ...

Learn the definition of nonfiction biography and autobiography. See types of literary nonfiction, and review the difference between biography and...

A biography is an account of a person's life, written by someone else. An autobiography is an account of a person's life, written by that person. A memoir is a special type of autobiography in which the person writes about a specific part of their life. This guide was designed to help you find both biographical and autobiographical information ...

Biography vs. autobiography. The main difference between an autobiography and a biography is the author. An autobiography is self-written, while a biography is a detailed account of a person's life, authored by someone else. Biographies include information about the subject's life, achievements, and impact on the world.

This fact is highlighted in her biography on WhiteHouse.gov and she has spoken about her ethnicity on many occasions. Harris wrote in her autobiography, "The Truths We Hold: ...

"Playboy magazine hailed me 'the best new comedian of the decade,'" Mr. Newhart wrote in his autobiography, "I Shouldn't Even Be Doing This: And Other Things That Strike Me as Funny ...

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Admission Steps

Professional/clinical psychology - psyd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Prerequisites

Additional standards for non-native english speakers, additional standards for international applicants.

For the 2025-2026 academic year

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Final submission deadline: December 2, 2024

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:

A cumulative 2.5 on a 4.0 scale for the baccalaureate degree.

A cumulative 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree.

An earned master’s degree or higher from a regionally accredited institution or the recognized equivalent from an international institution supersedes the minimum GPA requirement for the baccalaureate.

A cumulative GPA of 3.0 on a 4.0 scale for all graduate coursework completed for applicants who have not earned a master’s degree or higher.

Program GPA requirement: The minimum undergraduate GPA for admission consideration for this program is a cumulative 3.0 on a 4.0 scale. Please visit for more details on the program specifc GPA requirement.

Applicants WITHOUT a psychology background (major or minor), must meet the department's psychology prerequisite prior to matriculation.  The psychology prerequisite can be met either through psychology coursework or by obtaining a score of at least 660 or higher on the psychology subject GRE exam. Applicants should state how they plan to meet the psychology prerequisite in their application. For the psychology coursework prerequisite, applicants must complete four (4) psychology courses earning a 'B' or better in these classes from a regionally accredited institution. Applicants offered admission should be aware that all psychology classes must be completed before registration in September.

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

Two (2) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Essay instructions.

Please respond to both essay prompts below and upload one PDF document, which should include your two essay responses, to your online application. The word limit for each essay is 500 words. Please number or label your essays. • We do not require a personal statement. • Both essay responses are required. **Note: Please read the essay prompts carefully and be sure to align your response with what is requested in the prompts.** Essay 1 Describe someone you know, other than a parent or guardian, about whom you have strong ambivalent or conflicting feelings. Describe the person in such a way that they “come alive” for the reader. How do you understand your reactions to this person? How might your personal history influence how you react? Essay 2 What life experiences and personal motives have most influenced your decision to pursue graduate study in psychology in GSPP’s PsyD Program? *This question is about your personal motives and requires a degree of self-disclosure. *Avoid writing about the wish to help others or about how you want to contribute to society. *There is no need to list your credentials or professional experience (this is already on your CV/resume which will be read).

Résumé Instructions

The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Faculty review completed applications December through early February.  We will notify applicants via email with an admissions status update sometime in late January/early February.  If invited to interview, interviews will be held online in late February. For more information about the programs that the Graduate School of Professional Psychology (GSPP) offers, please refer to GSPP's admissions webpage.  If you have any questions or concerns regarding admission requirements, deadlines, and late application materials, please contact [email protected] or call (303) 871-3736.

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Financial Aid Information

Start your application.

Your submitted materials will be reviewed once all materials and application fees have been received.

Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.

Application Fee: $65.00 Application Fee

International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.

Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.