Professional Practitioner and Future Accredited¹ Curriculum Departments, Modules and Themes

Healing Energy Awareness is an integrated collection of subtle energy facilitation techniques. The multicultural ancestral origins as well as the modern time experiences of the following themes have been thoroughly researched during the last 4 years. From this research and past experience, it is very noticeable that subtle energy is lived differently for each person.

Different theme models, concepts and principles will be presented to demonstrate the wide variety of possibilities of experience available for each person. The goal is to facilitate the exploration, discovery and presence of each person’s unique experience of subtle energy whether it is to help oneself or others.

The Beingness Institute curriculum is an up-to-date cutting edge multi disciplinary learning experience.  It is presented here as an academic departmental and modules structure.  This is the basis of the teachings for all 3 cycles of Professional Practice and Accredited programs that the BI offers:

  1. Professional Healing Energy Facilitator (PHEF)
    • A 3-year Professional Practitioner diploma
    • An undergraduate 3-year multidisciplinary bachelor’s degree program (Future program)
  2. Professional Healing Energy Therapist (PHET)
    • A 2-year Professional Practitioner diploma
    • A post-graduate 2-year master’s degree program (Future program)
  3. Professional Healing Energy Psychotherapist (PHEP)
    • A post-graduate 3-5 year PhD program (Future program)

The following departments and modules will be covered throughout the 8-10 years of study from the PHEF to the PHEP level. They have been structured to offer you a total of 1200 total hours per year for the PHEF and PHET programs. These are a combination of in-class and in-between class studies. This is the equivalent number of hours required for the accreditation regulations in the UK, the EU or North America.

¹ – See Future programs.
IMPORTANT: The PHEF and PHET Professional Practitioner diplomas are not subject to the accreditation process.
  • Click on each choice below for Departments, Modules, Subjects and Themes details.

1. Subtle Energy Sciences Department

Healing Energy Awareness recognizes the unique aspect of each individual’s experience of subtle energy. The goal of the Beingness Institute is to offer a learning process and environment for each student to be able to clearly experience, define, express and use their subtle energy in their unique way to facilitate wellbeing for themselves and others.

Full coverage of the controversy regarding subtle energy concepts and principles, extra sensory perception and paranormal abilities in the World are also part of the curriculum.

The following 4 themes will be introduced and taught in the first three years then refined and deepened in the fourth and fifth year of the curriculum. They will be researched and further developed in the third cycle. Specific segments are added to complement the 2-year PHET curriculum.*

1. Healing Energy Awareness Concepts and Principles (HEACP)

This theme is a series of segments where you will explore Subtle Energy Concepts and Principles integrated into hands-on and non-local healing techniques as well as in-person and distant subtle energy psychotherapeutic facilitation for yourself or your clients’ wellbeing.

  • Introduction, Premise, Hypothesis
  • States of Being – The Multidimensional Subtle Energy Experience
    • There is an infinity of States of Being. For the purpose of introducing, exploring and teaching subtle energy concepts and principles the BI will focus on the following;
      • The physical Body
      • The Electromagnetic Field (Aura)
      • The Purpose of Life – Intention
      • Essence – Pure Energy
      • Unmanifest
      • Infinity
      • Allness
  • Physics and Mechanics of Subtle Energy
  • Quantum Physics Basis of Subtle Energy
  • Metaphysics of Subtle Energy
  • * Psychological Subtle Energy Dynamics (Added specifically for the PHET program)
  • * Group Subtle Energy Dynamics (Added specifically for the PHET program)

2. Subtle Energy Facilitation Techniques (SEFT) 

Different techniques from a variety of models, concepts and principles will be taught. The focus of the BI model is to support you to develop each your unique Subtle Energy Techniques. The main reason for this is that each moment-to-moment encounter with self or with someone, with the intention for wellbeing, is a unique creative moment that can invite a specific technique for that specific situation. Therefore subtle energy mechanics and physics teaching, learning, practice and mastery will be prioritized to assure that you can be constantly open to the moment of creation. Specific techniques such as chelation, balancing, energy surgery, connectivity (cord healings), past life healings, etc., will be taught to enable the faculty to evaluate students’ facilitation techniques and mastery of the physics and mechanics of subtle energy. These techniques will be taught and practiced using applied laying of hands, hands-on and non-local distant sessions (PHET) as well as in-person and distant subtle energy psychotherapeutic facilitation (PHET) for self or clients’ wellbeing. 

  • Neutral
  • Restructuring
  • Stabilizing
  • Synchronizing
  • Clearing
  • Charging (Push)
  • Removing (Pull)
  • Replacing
  • Opening
  • Closing
  • Expanding
  • Balancing
  • Inviting
  • Inducing
  • Transmitting
  • Harmonizing
  • Creating
  • Subtle Energy Surgery
  • Effortlessness

*The following are specific SEFT added for the PHET program.

  • Introduction, Tracking, Perceiving, Sensing Psychological Aspects of Subtle Energy
  • Tracking, Perceiving, Sensing Individual Psychological Subtle Energy Dynamics
  • Tracking, Perceiving, Sensing Group Psychological Subtle Energy Dynamics
  • Facilitating Individual Psychological Subtle Energy Dynamics
  • Facilitating Group Psychological Subtle Energy Dynamics

3. Extra Sensory Perception Techniques (ESPT)

Extra Sensory Perception Techniques are also know as psychic abilities (PSI), High Sense Perception (as per Brennan Healing Science). ESP is also considered sometimes as paranormal science, the 6th sense. The HEA curriculum recognizes the difference between ESP and Paranormal Abilities therefore teaching these as two distinct themes. The following senses are considered ESP and will be studied, experienced and practiced in all years. ESP is an open door to subtle energy awareness.

  • Physical
  • Kinaesthesia
  • Emotional
  • Intuition
  • Love
  • Hearing
  • Guidance
  • Tasting
  • Smelling
  • Seeing
  • Clear mental concepts
  • Remote viewing
  • Direct Knowing
  • Symbolism
  • Archetypal
  • Mythological
  • Metaphorical
  • Mystical
  • Sacred Geometry
  • Shamanic
  • Tracking, Perceiving, Sensing, Facilitating with Intention

*The following are specific ESPT added for the PHET program.

  • Integrating the full spectrum of ESPT into individual psychotherapeutic facilitation process
  • Integrating the full spectrum of ESPT into a group psychotherapeutic facilitation process

4. Paranormal Abilities (PA) Techniques

Paranormal Abilities are timeless and not necessarily related to a specific energy vortex (chakra) or state of being (energy frequency, level, plane or dimension). You will be introduced to these using theoretical and experiential learning so you can clearly identify your unique Paranormal Abilities for your personal wellbeing or your client’s wellbeing. PAs are another open door to subtle energy awareness. HEA recognizes that there are many different “doors” that can facilitate a live experience of Subtle Energy and is open to receive everyone’s unique experience.

  • Telepathy
  • Clairvoyance
  • Clairsentience
  • Telekinesis
  • Psychokinesis
  • Clairaudience
  • Distant, Non-local Subtle Energy Facilitation (Healing)
  • Proprioception
  • Placebo/Nocebo Effect
  • Full Sensorium Perception
  • Tracking, Perceiving, Sensing, Facilitating with Intention

*The following are specific PAs added for the PHET program.

  • Integrating the full spectrum of PA into individual psychotherapeutic facilitation process
  • Integrating the full spectrum of PA into a group psychotherapeutic facilitation process

2. Psychotherapy Techniques Department

These Subtle Energy Psychotherapeutic Techniques have been integrated to offer you a Personal Development, Transformation and Wellbeing experience for yourself to begin with. In this aspect of the HEA training there is an emphasis on a balance of positive and negative life experience exploration, analysis, identification and evolution.

All these techniques are divided into different themes and subjects. These are introduced and taught in the PHEF first 3 years for the your self-analysis and understanding. They are also used to help the subtle energy facilitator (PHEF) establish clearly what subtle energy healing response is needed in the moment for themselves and/or their client. These are dedicated to the identification, self analysis and exploration of the ego, personality, psychology, psyche and transpersonal beingness.

In the 2 years PHET program they are explored more in depth to continue the individual personal journey as well as to be able to facilitate the psychotherapeutic subtle energy process of a client or group.

In the PhD program these techniques are refined by research and clinical applications to support a psychotherapy practice and participate in the development of a HEA Compendium.

The themes are taught from both a Healing Energy Awareness and a psychological perspective using an integration of many different psychotherapeutic modalities such as Humanistic, Transpersonal, Spiritual, and Positive Psychology, Parapsychology, Movement, Art and Play Therapy to name a few.

1. Personal Development, Transformation and Wellbeing

The following are techniques used to help facilitate the inner journey into your ego, psyche, true self, your no self.

  • Subtle Energy Waves & Life Pulses concepts, Principles and Practice
  • Traumas and Wounds
  • Child Consciousness Concepts and Principles
  • Belief Systems including Epistemological Concepts
  • Images and Idealized Self-Images
  • Masks
  • Shadows, Positive, Negative
  • Higher Self, Lower Self, No Self
  • Positive, Negative and Effortless Purpose and Intention
  • Positive and Negative Ego, Internalized Authorities (Superego), No Ego
  • Letting Go
  • Joy, Negative Pleasure
  • Innate Natural Abilities and Qualities Full integration and Presence

2. Psychological Defences, Uniqueness and Essential Qualities

In these segments you will be invited to explore and consciously become aware of your natural, innate and unique qualities and abilities. You will learn different models defining how these Essential Qualities we all have, are at the core of the human condition defining your life experiences.

  • Identifying your Essential Qualities
  • Reich/Lowen 5 characterologies
  • Johnson’s 7 character styles
  • Myers-Briggs’ 16 type of personalities
  • Embodying your Essential Qualities
  • The Big Five
  • 12 types corresponding to the 12 acupuncture meridians
  • 12 Jungian Archetypes
  • Presencing and Expressing your Essential Qualities
  • John Rowan’s Sub personalities
  • Riso and Hudson’s Personality types
  • The Wisdom of the Enneagram
  • Personality Tests

3. Creative Arts and Play Therapy

Different Art and Play therapy techniques will be presented and experienced. (Drawing, painting, comedy, dancing, theatre, multimedia, games, etc.)

  • Art as Healing
  • Play as Healing
  • Art as Healing in Relationships
  • Play as Healing in Relationships
  • Art as Healing from a Transpersonal and Parapsychological Perspective
  • Play as Healing from a Transpersonal and Parapsychological Perspective

4. Movement Therapy

  • Movement as Healing
    • Physical exercises
    • Hara
    • Yoga
    • Tai Chi
    • Chi Gong
    • Continuum
    • Other
  • Movement as healing in Relationships
  • Movement as Healing from a Transpersonal and Parapsychological Perspective

5. Meditation Therapy

The difference between each of the following will be presented, explored and experienced.

  • Introduction to Mediation, Contemplation and Mindfulness
  • The Science of Meditation, Contemplation and Mindfulness
  • The Metaphysics of Meditation, Contemplation and Mindfulness
  • Meditation
  • Contemplation
  • Mindfulness

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The following psychotherapy themes and subjects are specifically added to the PHET program for you to develop your unique subtle energy psychotherapeutic style for individual and group process facilitation.

6. One-on-One and Group Psychotherapeutic Facilitation Practice and Supervision 

  • Concepts and Principles – Introduction
  • Overview of group facilitation models in the World
  • Directive, Exploratory, Delegating, Participative actions – Recognizing group templates
  • Group facilitation techniques
    • Transference
    • Counter transference
    • Projections
    • Projective identification
    • Sub Grouping
    • Cohesiveness
    • Scapegoating
    • Behavioural Adjustments
    • Body Posture
    • Bridging
    • Emotional communication and awareness
    • Dealing with resistance and difficulties
    • Reconstructive questioning
    • Silences
    • Inclusion – Exclusion
    • Temenos – Therapeutic Safety and Security
    • Holding
    • Tracking
    • Interpreting
    • Directive, Non Directive
    • Storytelling
    • Not Knowing
    • Termination

3. Relational and Professional Practice Department

During the first 3 years PHEF program these following themes and subjects are focused on your personal development and mostly on the development of your abilities to be with and support a client’s healing journey from a clinical practice perspective.

During the 2 years PHET program these themes and subjects will be used to focus the teaching, exploration, practice and supervision of students’ individual and group psychotherapeutic facilitation techniques. The differences between coaching, counselling, psychotherapy, psychology and psychoanalysis will also be studied.

1. Client – Facilitator Relational Dynamics

  • Introduction and techniques practice
  • Listening
  • Contact
  • Empathy
  • Compassion
  • Unconditional Love
  • Altruistic presence
  • Non verbal techniques, Interpreting, Analyzing
  • Body and Hands language
  • Transference – Countertransference, What’s Real and What Isn’t?
  • Boundaries and Healthy Limits
  • The Unattached Observer – Tracking
  • Interpreting
  • Questioning techniques – Reconstructive questioning
  • Communicating with Supportive, Integrative Language

2. Subtle Energy and Psychological Concepts and Principles of Emotions

Emotions will be presented, explored and practiced using a HEA perspective including experiential learning and practice using a variety of models.

  • Major Emotions – Introduction
  • Exploring different models such as Shaver et al.
  • Eros, Sensuality, Sexuality and Spirituality
  • Table of emotions as devised by Plutchik
  • Map of Consciousness as devised by Dr D. R. Hawkins

3. Client – Practitioner Supervision

You will have to present a client session in-class at least once each year during the 3-year PHEF program and once each year during the 2-year PHET program. These segments will be supervised by a faculty member.

      In-Person Supervised Practitioner/Client Sessions by the Faculty

  1. 3-year PHEF diploma and bachelor program
    • For the first 2 years, supervised hands-on healing energy awareness facilitation sessions with clients are in group settings, with many practitioners working at the same time with teachers facilitating the practice and evaluation process
    • In year 3, students will be supervised and observed alone, one at a time, with a client in a regular hands-on healing energy awareness facilitation session set-up, by a teacher and fellow students. You will be asked to write about your experience in your in-between class papers.
  2. 2-year PHET diploma and master program
    • Each class, individual students will be facilitating subtle energy awareness psychotherapeutic process one-on-one. Each student will get a chance to be observed and supervised by the faculty and other students, alone one-on-one with a client.
  3.   PhD
    • There are no in-person supervised practitioner/client sessions by the faculty.

4. Social and Communal Development

These segments include whole school gatherings for sharing, social gatherings for dancing, art and play, project presentations as well as collective creations presented either by the faculty, students, guests or a combination of any of these.

  • Healing Energy Awareness of Society
  • Integration into Society
  • Healing Energy Awareness of Communal Creativity and Manifestation
  • Concepts and Principles of Ceremony and Rituals
  • Integration into a Communal Creative Process

5. Clinical Practice

     On-Site In-Class Clinical Practice hours

      PHEF 3-year program

  • Clinical practice includes 3 segments of 2 hours per on-site in-class week where you will be using all the techniques you have learned to explore and practice and explore your unique subtle energy facilitation techniques (healings) with a client. Starting in year 2, you will also practice non-local distant healings.

      PHET 2-year program

  • You will have 1 segment of 2 hours per on-site in-class weeks using all the techniques you have learned to explore and practice subtle energy facilitation techniques (healings) with a client.

     Guided Independent Learning Modules (GILM) In-Between classes Clinical Practice hours

      PHEF 3-year program

      Year 1 – Class 2 to 4  – 2 x 1-hour Client/Practitioner in-person practice sessions per in-between class weeks starting after class 1. One of these in-between class sessions will be used by the student to do a short case write-up to send to a faculty member before each class between classes 2 to 5. Year 1 students are required to do a minimum of 64 practice sessions in between classes  2 to 5. This is an average of about 2 sessions per week. These are hands-on subtle energy facilitation techniques (healings) practice sessions with an in-person client. This is a minimum.

      Year 2 – 2 x 1-hour Client/Practitioner in-person practice sessions per in-between class weeks starting after the end of year 1. One of these in-between class sessions will be used by the student to do a short case write-up to send to a faculty member before each class between classes 1 to 5. Year 2 students are required to do a minimum of 80 practice sessions in between classes between the end of year 1 and class 5 of year 2. This is an average of about 2 sessions per week. These are 1 hands-on subtle energy facilitation techniques (healings) practice sessions with an in-person client per week and 1 non-local distant session per week starting after class 1. This is a minimum.

      Year 3 – 2 x 1-hour Client/Practitioner in-person practice sessions per in-between class weeks starting after the end of year 2. One of these in-between class sessions will be used by the student to do a short case write-up to send to a faculty member before each class between classes 1 to 5. Year 3 students are required to do a minimum of 80 practice sessions in between classes between the end of year 2 and class 5 of year 3. This is an average of about 2 sessions per week. These are 1 hands-on subtle energy facilitation techniques (healings) practice sessions with an in-person client and 1 non-local distant session per week minimum.

      PHET 2-year program

      Year 1 – 2 x 1-hour Client/Practitioner subtle energy psychotherapeutic practice sessions per in-between class weeks 1 to 5 starting after class 1. One in person and one non-local distant session out of these in-between class sessions will be used by the student to do a short case write-up for each to send to a faculty member before each class between classes 2 to 5. Year 1 advanced students are required to do a minimum of 80 practice sessions in between classes. 25 of these need to be distance sessions. This is a minimum.

      Year 2 – 2, 1-hour Client/Practitioner Subtle energy Psychotherapeutic practice sessions per in-between class weeks 1 to 5 starting after the end of year 4. One in person and one distant session out of these in-between class sessions will be used by the student to do a short case write-up for each to send to a faculty member before each class between classes 1 to 5. Year 2 advanced students are required to do a minimum of 80 practice sessions in between classes. 25 of these need to be distance sessions. This is a minimum.

6. Group Psychotherapeutic Process

These are open group therapy segments for students facilitated by one or more faculty members using a wide variety of body oriented psychotherapeutic modalities including HEAM concepts and principles. Each student is required to process at least once a year. Many different psychotherapeutic modalities are used for group process by different group facilitators. The list is enormous. This is a unique aspect of the HEAM curriculum and its capacity to integrate many modalities within a Healing Energy Awareness Model.

  1. 3-year PHEF diploma and bachelor program and 2-year PHET diploma and master program
    • Students will be participating in group process and asked to write about their experience in the GILM papers needed to be completed between classes. Each student is required to process at least once a year.
  2.  PhD
    • There are no group psychotherapeutic process sessions facilitated by the faculty.

4. Applied & Biomedical Sciences Department

1. Anatomy, Physiology & Pathology

The A, P & P course has 2 levels of learning;

  1. Students for both the Professional Practitioner and Bachelor’s degree are required to do an external Anatomy, Physiology & Pathology course. This is external of the Beingness Institute’s in-class curriculum. The A, P & P course needs to be completed before the start of the second year. The A,P&P course can be taken in any accredited University or College on campus or on-line. If the Pathology course is not integrated in the Anatomy & Physiology course it must be taken separately.
  2. The external A, P & P will be supported by in-class segments scheduled for all 5 years, one segment for the A&P theme and a separate segment for the Pathology theme;
    1. Healing Energy Awareness Model of Anatomy and Physiology
      • The Subtle Energy Dynamics of the Human Body
      • The Electromagnetic Energy Field Defences and the Human Body
      • Physics and Chemical Foundations of Life
      • The Cell
      • Tissues
      • Integumentary System
      • Squeletal System
      • Muscular System
      • Nervous System Introduction
      • Neurons
      • Synapses and Receptors
      • Central Nervous System
      • Peripheral Nervous System
      • Autonomous Nervous System
      • Senses
      • Endocrine System
      • Circulatory System – The blood
      • Circulatory System – The heart
      • Blood Vessels and the Lymphatic System
      • Physiological Defences
      • Respiratory System
      • Digestive System – Anatomy and Mechanics
      • Digestive System – Chemical Mechanics and Absorption
      • Urinary System
      • Water and Electrolytic Balance, acid-Alkaline Balance, Homeostasis
      • Reproductive System
      • Pregnancy, Foetal Development and Heredity
    2. Healing Energy Awareness Model of Pathology
      1. The Subtle Energy Dynamics of Health and Disease
      2. The Electromagnetic Field Defences of Health and Disease
      3. Being with Clients Who are Healthy
      4. Being With Clients in Crisis and/or Who Are Ill
      5. Determining Possible Life-Threatening Illnesses
      6. Working with Specific Diseases – Introduction
      7. Working with Bones Diseases
      8. Working with Clients Undergoing Surgery
      9. Working with the Muscular System
      10. Working with the Nervous System and Mental Illness
      11. Working with the Endocrine System, Diabetes, Shock and Trauma
      12. Working with the Circulatory System, Heart Disease
      13. Working with the Respiratory System, Death and Dying
      14. Working with the Digestive System
      15. Working with Pregnant Woman
      16. Working with Medication, Supplements, Prothesis, Transplants
    3. Healing Energy Awareness Model of Psycho Pathology  (PHET specific)
      • Introduction to the DSM-V, The Divided Brain, Neuroscience and Process
      • Applying the HEAM model to the DSM-V major personality disorders
      • Neurodevelopmental Disorders
      • Schizophrenia
      • Bipolar and Related Disorders
      • Depressive Disorders
      • Anxiety Disorders
      • Obsessive-Compulsive and Related Disorders
      • Trauma and Stressor-Related Disorders
      • Dissociative Disorders
      • Somatic Symptom and Related Disorders
      • Feeding and Eating Disorders
      • Elimination Disorders
      • Sleep-Wake Disorders
      • Sexual Dysfunctions
      • Gender Dysphoria
      • Disruptive, Impulse-Control, and Conduct Disorders
      • Substance-Related and Addictive Disorders, Multi media dependencies
      • Neurocognitive Disorders
      • Personality Disorders
      • Paraphilic Disorders
      • Other Mental Disorders
      • Medication-Induced Movement disorders and Other Adverse Effects of Medication
      • Other conditions that may be a focus of clinical attention – Residential School Syndrome

Suggested Optional External Courses

  1. Biology
  2. Biochemistry
  3. Physics
  4. Quantum physics
  5. Statistics

5. Self-Care and Traditional, Complementary and Conventional Medicine Integration Department

1. Introduction To Other Healing Modalities

Many Traditional, Complementary, Conventional and Integrative Medicine modalities will be introduced using a conference model. They will be presented throughout the 5 years of the first and second cycle of the curriculum at a rate of about 2 modalities per class week for a possible total of 50 modalities over 5 years.

  • Traditional Medicine – Local Cultural Medicine; the most popular modality used in the World as demonstrated by the World Health Organization
  • Complementary Medecine – Natural Health, Alternative Therapies
  • Conventional Medicine – Modern Scientific Medicine
  • Integrative Medicine
  • Naturopathy
  • Homeopathy
  • Body Manipulation Therapies
    • Physiotherapy
    • Osteopathy
    • Massage
    • Chiropractic
    • Myofacial Release
    • Others
  • Herbology – From different regions and cultures around the World
  • Vitamins, Minerals and Supplements
  • Orthomolecular Therapy
  • Delayed Food Allergies
  • Neutraceutics
  • Energy Medicine (Acupuncture, acupressure, etc.)
  • Others

2. Creating Self-Care and Wellness

  • Introduction to an HEA of Self-Care and Wellness
  • Basic Human Needs Models – Identifying your needs
  • Creating a Self-Care and Wellness Team
  • Healing the Practitioner
  • Movement as Self-Care
  • Nutrition as Self-Care
  • The Effects of Stress
  • Relaxation and Meditation, Contemplation and Mindfulness in Daily Life
  • Cleansing and Detoxication
  • Water and Its Role In Health
  • Creativity in Daily Life
  • Play in Daily Life
  • Love in Daily Life

6. Research Science Department

Projects, Thesis and Dissertations

These papers will be investigated, explored, studied, prepared and completed by students during their Guided Independent Learning Modules (GILM) hours in-between on-site classes. All “Guided Independent Learning” in-between class practices and papers are coordinated to support the elaboration of project papers for each year. This is a blend of research and case studies teaching and learning for the purpose of graduating practitioners and researchers.

  1. 3 years PHEF program projects

The first 2 years projects of the PHEF program are a build-up preparation for a major project in the 3rd year. 

  • 1 short project paper (7 pages double spaced) in year 1 about the student’s general first year experience of the HEA sent to a faculty member for class 4.
  • 1 short project paper (7 pages double spaced) in year 2 about a new discovery the student has made about the HEA sent to a faculty member for class 4.
  • 1 full research project paper (15-20 pages doubled spaced) in year 3 about a service the student has offered including HEA techniques or a scientific research project related to HEA with a first draft completed for class 2, a 2nd draft for class 3 and the final paper for class 4 sent to a faculty member.

      2. 2 years PHET program projects and thesis

  • 1 full research project (40-50 pages doubled spaced) to be finished for class 4 of the second year. This project paper is the study of a specific DSM-V psycho pathology from a HEA perspective with the objective to start an HEA compendium.
  • Full academic master thesis to be completed for the second year (Master degree only)

      3. PhD post graduate research program

  • Full research project with doctoral dissertation presentation and publication
  • Contribution to the HEA Compendium

Research Techniques

These research techniques will be studied during in-class segments specifically during the 2-year PHET program. They can be applied very specifically to HEA.

  1. Quantitative & Qualitative Research Techniques
  2. Organic, Intuitive & Integral Inquiry Research Techniques

7. Business & Administration Department

Since the Professional Practitioner Programs are dedicated to graduate professionals that will mostly be self-employed, the BI is including the following business themes and subjects to assure you will be able to start your own professional practice. This module is specifically for the 3-year PHEF program and is covering all 3 years.

1. Self-Employment Business Techniques 

  • Introduction to Business
  • Forms
  • The Interview and Client Intake Form
  • Client Files’ Management
  • Ability to Present Self
  • Ethics, Protocols and Principles of Professional Practice
  • Comprehensive Assessment and Documentation
  • Communications
  • Spacial Environment, Office Space
  • Marketing
  • Supervision
  • Building a business plan, Accounting, Finances, Budgets, Laws & Legal structures, Insurances
  • Ability to integrate and adapt into any environment (Ecopsychology principles)
  • Building a Marketing Plan, Protocols for Referrals
  • Ability to present the subtle energy facilitation concepts and principles
  • Starting Your Practice

2. Business Integration Techniques

This segment is reserved for BI’s administrative forms signatures by students for their assessment process at the end of each class weeks 3 to 5 of each year. This time will also include discussions about the administration process of the BI and how students would like to improve it.

8. Case Studies

Case Studies are part of the Relational and Professional Practice Department – Module. Case studies are clinical practice sessions for you to explore, experience and create your unique facilitation techniques during your GILM in-between class time.

Case Studies

  1. 3-year PHEF diploma and bachelor program
    • Year 1 – 4 short case write ups, one per class GILM, with a different client for each write-up. Each write-up should take a maximum of 2 hours to write and will be part of the GILM write-ups to be sent to a faculty member for review and evaluation before each class.
    • Year 2 – 4 short  case write ups, one per class for classes 1 to 3 & class 5 GILM, with a different client for each and different from the full case client. Each write-up should take a maximum of 2 hours to write and will be part of the GILM write-ups to be sent to a faculty member for review and evaluation before each class.
      • 1 full case write up, for class 4, 10 sessions minimum with one client. 20 hours total for this write-up.
    • Year 3 – 4 short case write ups, from classes 1 to 5 GILM, with a different client for each and different from the case client. Each write-up should take a maximum of 2 hours to write and will be part of the GILM write-ups to be sent to a faculty member for review and evaluation before each class.
      • 1 full case write up and presentation (during in-classes 1-4), 10 sessions minimum with one client. 20 hours total for this write-up.
      • Case presentations will be held on day per on-site class week from class 1 to 4. Students presenting their case will not have to do a regular case write-up for the class week they are presenting.
      • All full case write-ups and presentations in year 3 have to be completed for class 4.
  2. 2-year PHET diploma and master program
    • Year 1 – 8 short case write ups, two per class (one in-person and one distant session) for classes 2, 3 & 5 GILMs, with a different client for each and different from the full case client. Each write-up should take maximum 2 hours to write and will be part of the GILM write-ups to be sent to a faculty member for review and evaluation before each class.
      • 1 full case write up, for class 4, 10 sessions minimum with one client. 20 hours total for this write-up to be sent to a faculty member for class 4.
    • Year 2 – 8 short case write ups, two per class (one in-person and one distant session) for classes 1 to 3 & 5 GILMs, with a different client for each and different from the full case client. Each write-up should take maximum 2 hours to write and will be part of the GILM write-ups to be sent to a faculty member for review and evaluation before each class.
      • 1 full case write up, 10 sessions minimum with one client. 20 hours total for this write-up to be sent to a faculty member for class 4.
  3. PhD
    • The PhD student must present a research dissertation and publication, and participate in the development of a Healing Energy Awareness Compendium.

9. Personal Psychotherapeutic Process Requirements

At the BI we consider your psychotherapeutic personal exploration as a future graduate to be of utmost importance. We recognize this as a key requirement to be able to facilitate someone’s personal journey. Having lived personally this healing process yourself, as a graduate this can bring an empathic, altruistic, humane quality to your “Art of Facilitation” for yourself and for a client’s personal healing and transformation.

These individual in-person sessions with a qualified therapist are included in the Relational and Professional Practice module credits-hours. They are mandatory for all 3 cycles.

  1. Individual psychotherapy
    1. First 3 years, 2 individual private sessions per month during 10 months, 20 sessions per school year, for a total of 60 sessions in 3 years starting after class 1 of year 1.
    2. 2-year PHET diploma and master degree, 20 individual private sessions per school year for a total of 40 sessions, giving a total of 100 cumulated hours/sessions of psychotherapy over a 5-year period.
    3. For the PhD degree, a total of 100 hours of supervision sessions over a minimum of 3 years is required.

In a regular psychotherapeutic setting, a normal psychotherapy schedule is at least 40 sessions per year. The BI schedule set up offers a total of 120 hours of combined individual and group therapy sessions over a period of 3 years, for a total of 40 hours per year for the PHEF program. For the PHET program this gives the student 280 hours of combined individual and group therapy sessions for an average of 56 hours per year over 5 years. For the PhD program this gives a total of 400 hours of combined individual, group and supervision sessions over a period of 8-10 years for an average of 50-40 sessions per year.

10. Guided Independent Learning Modules

Guided Independent Learning Modules are hours that you are required to spend on your studies in-between on-site classes. The basic standard accreditation rule is to have 4 hours of GILM hours per in-class hour. GILMs includes all clinical practice sessions, reading, research, written papers, personal psychotherapeutic process sessions, meditation, movement, creative arts, play therapy, etc. Each theme or subject that has in-class time will have GILM corresponding hours.

3-year PHEF diploma and bachelor degree

  • 14 GILMs during 3 years covering all departments, modules, subjects.

As a Professional Practitioner PHEF diploma student, you will have to do an average of 26 hours per week of independent work at home between classes during the school year. During the summer in-between classes weeks, this will come down to about 13 hours per week over a period of 16 weeks.

As a first year student, you will do 32 weeks of GILM hours since you will have only 4 GILMs between classes 2 & 5. You will also have to do the AP&P 200 hours between the end of class 1 of year 1 and the start of class 1 of year 2. The AP&P external course must be completed to start the second year.

As a second and third year student, you will do an average 26 hours per week for 40 weeks per year between classes 1 and 5. In coming Second & Third year students will have to complete one GILM between the end of a year and the start of a new year between June until September at a rate of 13 hours per week.

      Year 1

  • 32 in-between classes weeks @ 30 hours per week between classes 2 – 5 including AP&P hours.
  • 1st year students have 4 GILMs for the year starting after class 1.
  • AP&P 200 hours external of BI curriculum starting after class 1 until the start of  Year 2 over 48 weeks at an average of 4 hours per week.

      Year 2

  • 40 in-between classes weeks @ 26 hours per week.
  • 2nd year students have 5 GILMs for the year including one summer GILM before the start of year 2.
  • In-coming Second years students will therefore have to do one GILM between the end of year 1 and the start of their year 2 between June until September.

      Year 3

  • 40 in-between classes weeks @ 26 hours per week.
  • 3rd year students have 5 GILMs per year including summer GILM before the start of year 3.
  • In-coming Third years students will therefore have to do one GILM between the end of a year 2 and the start of their year 3 between June until September.

2-year PHET diploma and master degree

  • 10 GILMs over 2 years including summer GILMs covering all departments, modules, themes and subjects.

As an Advanced Professional Practitioner PHET diploma student, you will have to do an average of 25 hours of independent work alone at home between classes during the 2 years. During the summer in-between on-site class weeks, this will come down to about 12 hours per week.  As an in-coming student to the advanced program, you will therefore have to do one GILM before the beginning of the first year of the on-site in-class PHET program between June until September at a rate of 12 hours per week.

      Year 1 

  • 40 in-between classes weeks @ 25 hours per week
  • 1st year advanced students have 5 GILMs for the year including a summer GILM before the start of year 4.
  • In-coming 1st year advanced students will therefore have to do one GILM between the end of year 3 and the start of their year 4 between June until September.

      Year 2

  • 40 in-between classes weeks @ 25 hours per week.
  • 2nd year advanced students have 5 GILMs per year including summer GILM before the start of year 5.
  • In-coming 2nd year advanced students will therefore have to do one GILM between the end of a year 4 and the start of their year 4 between June until September.

PhD program

There are no scheduled GILM hours for the PhD program. Each doctorate student will be establishing their own hours schedule with the approval and supervision of their doctoral mentor.

11. General Education Department

The Beingness Institute is offering all its programs in English to begin with. Basic written and spoken English is a prerequisite to be able to attend the BI. Nevertheless our faculty members are fluent in many different languages. Therefore it is possible to receive support in different languages. The BI projects to offer its programs in different languages in the future. Meanwhile we encourage you to refine your learning abilities with the following optional external of the BI complementary courses.

Suggested Optional External General Education Courses

  1. English
  2. English Composition
  3. Speed Reading

12. Social and Human Sciences Department

The Beingness Institute curriculum is a multi disciplinary learning model. Many basic social and human science concepts and principles are already integrated in its different themes and subjects. Nevertheless we are suggesting optional external courses if you wish to further deepen your studies.

Suggested Optional External Social and Human Sciences Modules

  1. Society, Culture and Environment
  2. Sociology and Demography
  3. Philosophy
  4. Psychology
  5. Ecology

13. Credits and Hours Distribution

Curriculum Credits and Hours Distribution

The Professional Healing Awareness Facilitator (PHEF) and Professional Healing Awareness Therapist (PHET) programs have been created following accreditation protocols for the United Kingdom, the European Union and North America. The Beingness Institute aspires to have its curriculum accredited in the future by the UK, EU and North American educational university systems. Our organization is being professionally advised by an academic accreditation consultant in the process of creating its programs.

Each on-site in-class week has 49 hours of teaching for a total of 245 in-class hours per year. Each year has an average of 960 in-between GILM hours for a total of little more than  1200 combined learning hours per year as required for accreditation. The 3-year PHEF program aims at being a multi-disciplinary Bachelor Honours degree while the PHET aims at being a multi-disciplinary Master’s degree.


3-year Professional Healing Energy Facilitator Program

7 Modules per year for a total of 369,5 CATS or ECTS 184,75 credits equivalency and 3695 total hours over 3 years

1. Subtle Energy Sciences Module I, II & III – 9 in-class hours per week, 22,5 CATS and 11.25 ECTS credits equivalency
2. Psychotherapy Techniques Module I, II & III – 12 in-class hours per week, 22 CATS and 11 ECTS credits equivalency
3. Relational & Professional Practice Techniques Module I, II & III – 19 in-class hours per week, 41,5 CATS and 20,75 ECTS credits equivalency including Clinical Practice
4. Biomedical & Applied Sciences Module I, II & III – 2 in-class hours per week, 35 CATS and 12,5 ECTS credits equivalency over 3 years not including external A,P&P course
5. Traditional, Complementary and Conventional Medicine Integration Module I, II & III – 5,5 in-class hours per week, 12,75 CATS and , 6.38 ECTS credits equivalency including Self-Care
6. Research Science Module I, II & III – no in-class time, 8 CATS and 4 ECTS credits equivalency through GILM in-between class hours
7. Business & Administration Module I, II & III – 1,5 in-class hours per week, 2,75 CATS and 1.38 ECTS credits equivalency
 – Guided Independent Learning Modules I, II & III – 2960 in-between class hours covering each separate module over 3 years

PHEF 3-year Detailed Credits and Hours Distribution

For a detailed list of all Departments, Modules, Subjects and Themes in-class hours and Guided Independent Learning Module (GILM) hours, for the 3-year PHEF curriculum, please consult the file link below.


2-year Professional Healing Energy Therapist Advanced Program

6 Modules per year for a total of 123,5 CATS or 61,75 ECTS credits equivalency for a total of 1235 hours over 2 years.

1. Subtle Energy Sciences Module IV & V – 6 in-class hours per week, 15 CATS and 7,5 ECTS credits equivalency
2. Psychotherapy Techniques Module IV & V – 20,5 in-class hours per week, 43,25 CATS and 21,63 ECTS credits equivalency
3. Relational & Professional Practice Techniques Module IV & V – 14 in-class hours per week, 33 CATS and 16,50 ECTS credits equivalency including Clinical Practice
4. Biomedical & Applied Sciences Module IV & V – 2 in-class hours per week, 7 CATS and 3,5 ECTS credits equivalency
5. Traditional, Complementary and Conventional Medicine Integration Module IV & V – 5,5 in-class hours per week,  12,75 CATS and 6.38 ECTS credits equivalency including Self-Care
6. Research Science Module IV & V – 1 in-class hours per week, 10 CATS and 5 ECTS credits equivalency
 – Guided Independent Learning Modules IV & V – 1980 in-between class hours covering each separate module over 2 years

PHET 2-year Detailed Credits and Hours Distribution

For a detailed list of all Departments, Modules, Subjects and Themes in-class hours and Guided Independent Learning Module (GILM) hours, for the 2-year PHET curriculum, please consult the file link below.