This Master’s of Science Second-Degree Program focuses on the scientific aspects of Clinical and Experimental Parapsychology in regards to Extrasensory Experiences & Phenomena. For and in-depth overview of what is included in this program, please visit Course Overviews below, as they outline everything that is taught throughout the program. Courses in the program vary on focus including:

• Mechanics/Dynamics of Psychical Phenomena: Learn about the how’s, why’s, when’s – and when not’s – of an ability as a means to optimize for frequency of occurrence and quality of performance.)
• Phenomenology: Learn detailed information to differentiate between types and sub-types of psychical phenomena.
• Categorical Classification: Learn how to divide extrasensory experiences into types based on criteria sets with defining features.
• Dimensional Classification: Learn how to classify extrasensory experiences through a number of independent dimensions and traits of phenomena.
• Comparison & Differentiation: Learn to compare and differentiate between mental disorder symptoms and extrasensory experiences.
• Psychological Measures: Learn about and become familiar with current measures utilized for exceptional extrasensory experiences.
• Treatment Options: Learn about current therapy treatment options utilized to treat experients in distress (e.g. mental instability and/or decrease social functioning due to negative extrasensory experiences). In addition, Learn about the scientific study of the actions of drugs and their effects that are conducive and unconducive to genuine ESP, and drugs known to produce ESP-like (pseudo-ESP) experiences/hallucinations.
• Experimental Research: Learn about current experimental research in regard to extrasensory phenomena including current designs and methods that can be utilized in a clinical and/or laboratory setting.

And more!

Second-Degree Program Objectives:

• To promote and raise the professional standards, practices, and ethics of those engaged in the field.
• To effectively inform clinical practitioners on how to approach, measure, and treat experients of distressing extrasensory phenomena.
• To promote replications of current research and improve upon current experimental designs and methods.
• To foster professional counseling contributions to the field of scientific parapsychology.
• To foster professional research contributions to the field.

Students who complete this program will:

• Demonstrate a knowledge of classifications, measures, and treatment options currently utilized clinically to address exceptional extrasensory experiences.
• Utilize classification methods, explicit and implicit measures, and differentiate between genuine ESP and pseudo-ESP experiences in order to evaluate the validity of claims.
• Demonstrate knowledge on how ESP experiences can cause personal, interpersonal, and occupational issues and decreased functioning.
• Comprehension and the ability to identify and address ESP cause and prevention factors (e.g. protective, predisposing, precipitating, and perpetuating).
• Competence in interpreting, addressing, and encouraging the pursuit experiential skills in regard to extrasensory phenomena (e.g. Telepathy, Clairvoyance, Empathy, Precognition, etc.).
• Demonstrate a knowledge base of major experimental findings and theoretical perspectives in parapsychology.
• Apply basic and applied research methods, including research design, data analysis, interpretation, and measurement.

Benefits of Second-Degree Program:

• Develops a profound sense of professional satisfaction.
• Demonstrates a profound commitment to excellence in the field of scientific clinical parapsychology and experimental parapsychology.
• Provides profound growth of professional knowledge and expertise.

Models of Psi Mediation: 101-A

Addresses both classical and quantum mechanical modeling approaches to psi phenomena including those pertaining to the role of psi phenomena such as the psi-mediated instrumental response (PMIR) and relative need-serving qualities of psi, psychokinesis as a primary psi process, and psi as a product of evolution via Darwinian theory. Addresses classical models including electromagnetic models, energy field models, and the zero-point field model. Addresses associations of psi phenomena with quantum theory, and new approaches to such phenomena via quantum mechanical modeling. Addresses an elaboration on the essential role of quantum information theory in regards to psi phenomena, the view of computational living systems, the macroscopic challenge for quantum computation and psychical research, the quantum efficiency of psi, and the non-local communicative nature of psi. Addresses the part played by Nature in regards to the mediation of psi via a hypothesis addressing Nature as an experient accessible universal information processing and storage system with features of four dimensionalism. Addresses Geomagnetic entanglement, permanent and seemingly macroscopic entanglement, and quantum non-local communication in regards to psi.

Models of the Experiential Phase of Psi: 101-B (Content Created, Course in Development)

Addresses the psychological aspects of how and when human beings are able to utilize psi through promising models including models involving quantum mechanical approaches to cognition, and memory models. Such models of psi manifestation attempt to explain how extrasensory information enters the central nervous system or information processing center, and how the system deals with that information. In regards to psychokinesis, such models attempt to explain what manner of information processing is taking place, and what the requirements for the information to be transmitted into the environment are. Addresses the biological utilization of non-local communication, the reverse direction problem, the binding problem, the human brain and neuro-quantum interactions, and brain stimulation via circumcerebral magnetic fields. Addresses the question whether a quantum-like approach is actually more advantageous over classical approaches, and addresses quantum mechanical principles, properties, and features resulting in cognitive effects related to content sensitivity, association, the human lexicon, and psychological function in general. Addresses quantum-like mental entanglement, how this new quantum mechanical approach is shedding light on an array of anomalous experimental results composed over the greater portion of a century, pseudo-sensory models, memory models involving memory theory and associated phenomenology, receptive psi processes, memory and psi processes, the first sight model, psi requirements, and the part played by the default mode network.

Total Hours (Reading): 2.75 | Total Hours (Assignments): 3.0 | Total Hours (Video Lectures): Optional: 4.0

Extrasensory Phenomenology (General): 102-A

Addresses the psychical influence of information via an experients influence over the biological basis of consciousness and the mental process by which we perceive, act, learn, and remember (Telepathy), the influence of our objective environment (Clairvoyance), the stages of sensory processing i.e. sensation and perception, sensory systems, and sensory modalities, and the four stages of extrasensory perception including the sensory anticipation of the event, subliminal registration of the sensation, experience of a collection of sensations that the brain attempts to construe, and the attributed understanding of the experience. Addresses a biophoton model in regards to ESP involving ultra weak biophoton (bio-light) emissions (light from within and emanating from human beings capable of cooperation and communication throughout the entire mind and body), biophotonic processes and effects, the measurement utilization for indicating cellular and overall health, emissions as a by-product of cellular metabolism and an overall regulating field, and the “master conductor” role of DNA as the most fundamental source of biophoton emissions capable of emitting a wide range of frequency-based communication at the quantum level internal and possibly external to the body. Addresses additive and subtractive extrasensory information, changes in direction of orientation, or intention, requirement of uncertainty, metaphorical and fragmentation issues, our extension beyond space-time, the bimodal nature of psi, psi-unconducive states (e.g. disinterest, distraction, anxiety, and conscious work), and psi-conducive states (e.g. uncertainty, confusion, and disorientation). Addresses predispositions to psychical experiences including intention, extraversion, motivation, creativity, innovation, and experiential skills. Addresses the phenomenological approach to extrasensory including Telepathy vs. clairvoyance, temporal features, general extrasensory perception, realistic and unrealistic dreams, intuitive impressions, and hallucinations.

Telepathy Phenomenology: 102-B

Addresses telepathic association in regards to instructive forms of hallucinatory telepathic experience, the evolution of telepathic phenomenology over the last century, and the four modes of Telepathy. These include; Telepathic Cognition, which is defined as “the phenomenologically direct knowledge of another person’s thoughts or mental states; ” Telepathic Interaction, which is defined as “the causal influence of one mind on another without the intervention of the five senses,” with an overview of Hypnogenic Telepathic Interaction and Hypnotic Telepathy; Telepathic Simulation, or Ostensible Telepathic Content-Simulation, which involves idea sharing, or described as when the mental states of two or more individuals instantaneously become qualitatively identical; and Precognitive Telepathy, which is defined as “the phenomenologically indirect knowledge of another person’s future thoughts or mental states,” and is addressed as a mode of Clairvoyance, rather than Telepathy due to its temporal features. In addition, the course includes the descriptive analysis of all modes, and addresses information telepathically received pertaining to tense information per mode, and the mechanistic properties of each mode.

Clairvoyance Phenomenology: 102-C

Addresses the four modes of Clairvoyance. These include Clairvoyant Cognition, which is defined as the phenomenologically indirect knowledge of an object or event via Nature; including Metal Mediumship, which is defined as the anomalous communication with immaterial entities most commonly referred to as discarnate spirits (i.e. ghosts) or spirit guides, which are believed to have a form of consciousness and element of personality, or the anomalous communication with Nature, which some believe to be an aggregate of consciousness, or “universal consciousness,” assumed “friendly,” but possessing a neutral personality (i.e. behaviors, temperament, emotions, etc.), an topics on the Survival Hypothesis, Super-Extrasensory Perception Hypothesis, the Mediumistic Search-Based System Model, and touch on features of Clairvoyance including Claircognizance, Clairvoyance, Clairaudience, Clairsentience, Clairsentinence, Clairalience, and Clairgustance; Clairvoyant Interaction, which is defined as “the causal influence of an entities mind” onto an experient without the intervention of the five senses;” including Trance Mediumship, Channeling, and Possession. Additional topics include Automatism, Xenoglossy, Physical Mediumship, Ectoplasm, and Psychopomps; Clairvoyant Simulation, which is defined as a case in which an experients mental or physical state appears to produce an accommodating effect in Nature, or Nature produces an accommodating effect within itself or the experient to satisfy the needs of the experient; including Probability Shifting.

In addition, the course addresses the temporal facets of Clairvoyance including Retrocognition or Postcognition, which is defined as “the purported paranormal transfer of information about an event or object in the past,” including the topics of Cryptomnesia, Psychometry, and the Recorded Search-Based System Model; Contemporaneous Clairvoyance, which is defined as the “perception of information about places or events through paranormal means during the time at which they are occurring,” including the topics of Remote Viewing and Remote Sensing, and the Real-Time Search-Based System Model; and Precognition, which is defined as “a form of extrasensory perception wherein a person is said to perceive information about places or events through paranormal means before they happen,” including the topics of the Arrow of Time, and Principle of Causality, Premonitions and Presentiment, Precognitive Dreams, Déjà vu, Selection Bias, Unconscious Perception, Self-fulfilling Prophecy and Unconscious Enactment, the Probabilistic Search-Based System Model, Determinism and Indeterminism, Heisenberg Uncertainty Principle, and Entropy.

Empathy Phenomenology: 102-D

Addresses the Phenomenology of Empathy, i.e. the three modes of Empathy. These include: Empathic Simulation, which is defined as “a case in which an individual’s emotional experience appears to directly produce a similar emotional experience in someone else without the intervention of the five senses,” includes the topics of Emotional Contagion, Mood Linkage, Tense Information, and the Mechanistic Properties of “Sharing”: Empathic Interaction, which is defined as “the direct causal influence of an emotional experience of another individual without the intervention of the five senses:” and the topics of Tense Information, and the Mechanistic Properties of “Compelling;” and Empathic Clairvoyant Cognition, which is defined as “the phenomenologically indirect knowledge of the collective emotional experience of a large group or population via Nature,” and includes the topics of Emotional Climate, Tense Information, and the Mechanistic Properties of “Knowing.” In addition, this course addresses the Temporal Phenomenology of Empathy i.e. Contemporaneous/Real-Time Clairvoyant Empathy, and includes the topics of a Real-Time Search-Based System Model, and Neurophysiological Correlates and Empathy.

Total Hours (Reading): 5.5 | Total Hours (Assignments): 6.5

The co-presence of purported extrasensory experiences with psychiatric symptoms raises not only issues for the clinician in regard to diagnosis, but also in regard to the cause of a mental disorder and its connection between the experience of extrasensory perception and the onset of a mental disorder. These additional issues have been broken down into three primary topics: (1) how stress and/or trauma can lead to distressing extrasensory experiences, (2) how distressing extrasensory experiences can lead to a mental disorder, and (3) how a mental disorder can lead to distressing extrasensory experiences.

This course addresses these three primary topics by providing detailed case examples that include recommended treatment options and a brief summary pertaining to treatment results. In addition, this chapter also seeks to assist the clinician in identifying cause and prevention factors in order to reduce the negative and distressing nature of particular extrasensory experiences. Identifying cause and prevention factors in general, and specific to extrasensory experience subtypes, can provide the clinician with a beneficial framework to assist in understanding the cause of extrasensory experiences (i.e. triggers) and how to prevent negative or distressing extrasensory experiences from occurring both currently and long-term.

Total Hours (Reading): 2.0 | Total Hours (Assignments): 0.5

This course presents detailed co-diagnosis case examples and looks at the results of recommended treatment options. It also seeks to assist the clinician in identifying cause and prevention factors in order to reduce the negative and often distressing nature of particular extrasensory experiences. Identifying these factors can provide the clinician with a beneficial framework to assist in understanding the cause of extrasensory experiences (i.e. triggers) and how to prevent negative or distressing extrasensory experiences from occurring both currently and long-term.

Total Hours (Reading): 2.0 | Total Hours (Assignments): 0.75+

Dimensional Approach to Extrasensory Classification: 105-B

Addresses the Dimensional Classification of Extrasensory Experiences through a number of episodic factor dimensions that are dimensions and traits of phenomena. Includes: Phenomenological Dimensions (e.g. valence, dangerousness, arousal, impact, vividness, association, and temporal dimensions), Onset/Course Dimensions (e.g. awareness, volition, control, functional, and episodic dimensions.), and suggested Supplemental Data (e.g. description, location, date and time, duration, factors, other diagnoses, and including a working hypothesis). 0.5

Categorical Approach to Extrasensory Classification: 105-A

Addresses the classification of extrasensory experiences into types based on criteria sets with defining features. Includes: Telepathy (e.g. telepathic cognition, telepathic interaction, telepathic simulation), Clairvoyance (e.g. clairvoyant cognition, mediumship, psychometry, precognition, postcognition, and remote viewing/contemporaneous clairvoyance), and Empathy (e.g. empathic cognition, empathic interaction, empathic simulation). Information included: Phenomenological Features, Severity Specifiers (e.g. stable/functional, mild, moderate, severe), Associated Laboratory Findings, Specific Culture, Age, and Gender Features, Familial Patterns, Associated Terminology, Phenomenological Criteria (e.g. characteristic phenomenology, social/occupational need, validation, exclusions), Subtypes, Intention Specifiers (e.g. spontaneous, intentional, adaptive, decisive, directive), Course Specifiers (e.g. single episode, episodic, continuous), Modality Specifiers (e.g. dream, intuitive impressions/emotional, auditory hallucinations, visual hallucinations, tactile hallucinations, somatic hallucinations, olfactory hallucinations, gustatory hallucinations, compound), Associated Mental Health Findings, Associated Medical Conditions, Course, and Differential Classification.

Total Hours (Reading): 5.5 | Total Hours (Assignments):1.75

Recovery, Prevention, and Co-Diagnosis: 106-A

Addresses treatment options for a wide variety of distressing extrasensory experiences in regard to recovery and prevention. Topics include the importance of Psychotherapy and Psi, Normalizing the Experience, Sharing and Support, Process-Orientated Education and dealing with issues of identity, direction, and purpose. Topics also include differentiating extrasensory “Ability” versus Experiences. In addition, this course addresses treatment options of Co-occurring Distress cases (i.e. where an individual is diagnosed with a mental disorder, but also has genuine extrasensory experiences) which may lead to Extrasensory Conflict or Withdrawal. Each extrasensory sub-type is addressed in regard to the pathological and parapsychological presentation of Conflict and Withdrawal and treatment options are provided in-depth. Topics also include Obstacle to Treatment and Protective Strategies for each sub-type, and recommends, outlines, and provides examples of recommended process-orientated education forms per sub-type group centered on phenomenological errors and corrections.

Extrasensory Diffidence and Dissonance | Fallacies and Content Anxiety: 106-B

This course also addresses Extrasensory Diffidence and Dissonance topics along with case examples and suggested treatment options including: Religious and Spiritual Dissonance, and Experience-Specific Dissonance (e.g. Precognitive Diffidence, Cassandra Complex, Quasi-Cassandra Complex, Crisis Notification Diffidence and Dissonance, Mediumship Diffidence, and Discarnate Communication Dissonance. In addition, this course addresses common Extrasensory Fallacies and issues with Content Anxiety including case examples and suggested treatment options (e.g. Manifestation Fallacy, Causal Determinism Fallacy, Out of Body Experience Fallacies, Psychical Sensation Fallacy, General Content Anxiety, Vulnerability-Initiated Content Anxiety, and Unfamiliar Content Anxiety).

Extrasensory Vividity, Grandiosity, and Dependence: 106-C

Lastly, this course addresses issues and suggested treatment options for issues in regard to Extrasensory Vividity (i.e. increased , decreased or the cessation of extrasensory experiences) due to: [Increase] Altered States of Consciousness, Childhood Onset, Adolescent Onset or Branching, Affectional Bonding, Telepathic Victimization (and a more in-depth looks at differentiating Telepathic Interaction from Thought Insertion), Environmental Association, [Decrease or Cessation] Recovery from Conflict or Withdrawal, Life Changes and Challenges, Medication or Supplement, Cessation of Drug Use, Reduction of Cognitive Distortions, Subconscious Desires, and in regard to Extrasensory Grandiosity and Dependence due to: [Grandiosity] Prevalence Misconceptions, Confounding Experience with Expertise, Irrational Social Enabling and Support, Magical Thinking, Religiosity, and Imagination, Other Cognitive Distortions, Psychotic Disorders, [Dependence] …(Content in Development)

Total Hours (Reading): 4.0 | Total Hours (Assignments): 1.5+

Clinical Research Methods and Designs: 107-A

In the parapsychological research area, past research studies have utilized various psychological measures to address the connection between (1) mental health and paranormal belief, and (2) mental health and paranormal experiences.  This course provides an overview of these findings and addresses research methods and approaches for extrasensory research, including ESP type-specific research designs.

Clinical Research Psychological Measures: 107-B

Addresses psychological profiling in parapsychology in regards to ESP and PK performance. Addresses increased reactivity to psychical stimuli due to anxiety, psychical and Myers-Briggs personality type correlations, physiological health profiling involving physiological response to psychical stimuli per type, and cognitive correlations. (1.4 Reading)

Addresses current structured measures and instruments utilized for exceptional extrasensory experiences to assess and identify client/patient ESP-based experiences (e.g. Schizotypy Personality Questionnaire, Anomalous Experiences Inventory, Short Boundary Questionnaire, Child Abuse and Trauma Scale, Extrasensory Perception Subscale, etc.), asses the likelihood for the development of experiential skills, and assess the risk of psychical instability (i.e. direction of cessation vs. enhancement). (Content in development)

Addresses and Telepathy associated personality types (e.g. Type I – Typical, Type II – Typical 2, Type III – Atypical). Clairvoyance associated personality types (e.g. Type I – Typical 1, Type II – Typical 2, Type III – Atypical). and Empathy associated personality types (e.g. Type I – Typical, Type II – Typical 2, Type III – Atypical, and Type IV – Atypical 2). Topics include associated psychological effects, and MBTI associated information. (1.0 Reading)

Additional Research Methods and Applications: 107-C

This course addresses experimental Extrasensory Perception including experimental effects such as; the experimenter effect, position and decline effects, differential effects, displacement, effects in post hoc analysis, and addresses the improvement role of feedback. In addition, research methods are addressed including qualitative research analysis, quantitative research analysis, and probabilistic research analysis. Also addressed are: experimental targets for Telepathy including intuition-based targets, hallucination-based targets such as; visual targets, audio targets, olfactive targets, and tactile targets; targets for Clairvoyance including intuition-based targets, hallucination-based targets such as; visual targets, audio targets, olfactive targets, and temporal targets; and targets for Empathy including intuition-based targets for emotions and affective phenomena, and emotional evoking targets. Experimental applications addressed include a brief overview of procedural techniques and methods followed by computer simulation, joint meditation involving dual visual testing, synchronized chanting, rhythmic music, brainwave entrainment, and dual emotionally evoking visual testing, sensory deprivation, which addresses the five levels of hallucination (i.e. visual noise, light/dark flashes, colorful visuals and hypnagogic hallucinations, objects and environments, and overriding of physical perception). Also addressed are reversed rehearsal, random event shifting, forced-choice methods including: Emotion Wheels and Emotion Appraisal Questionnaires, and free -response methods including: Affective Label Coders, psychophysiological experiments involving cortical measures and autonomic nervous system measures, the Ganzfeld simulation experiment, a dream state experiment, a Peripheral Physiological experiment, and EEG-based experiments such as the; photic simulation experiment, video image stimulation experiment; and for the exploration of emotional processing.

Coming soon.