FPsychosynthesis Coaching: The Psychology of What Matters

Training Program Policies

The following applies to our Psychosynthesis Coaching: The Psychology of What Matters Program, as well as guiding all our organizational conduct and other program offerings.

We are committed to:

  • showing up to others with kindness and acceptance – with good, strong and skillful will – treating others in the ways they want to be treated
  • respecting the privacy of personal or professional information shared in the context of the cohort training
  • attending to our personal, self care needs
  • coming in aligned with purpose and ready to commit time, curiosity, compassion, energy and presence to this work.

 

Our Program Policies:

A. Confidentiality

B. Inclusivity

C. Policy on Disability and Accessibility

D. Complaints and Disputes Resolutions

E. Tuition Refund Policy

 

A. Confidentiality

Confidentiality and privacy will be respected by the teachers and facilitators and all members of our team – and we ask this of all other group members in all our trainings.Confidentiality and privacy within our group and in co-guiding is a shared responsibility for all of us – and is based on mutual trust and respect.

Faculty and facilitators are committed to professional, legal, and ethical guidelines of confidentiality established by our individual professional organizations and for some, by state law. Legal and ethical exceptions to confidentiality include: a clear or present danger to harm yourself or another, knowledge of the abuse or neglect of a minor, a dependent adult or and elder, or in responses to a court subpoena or as otherwise required by law.

Confidential information generally consists of non-public information about a person or an entity that, if disclosed, could reasonably be expected to place either the person or the entity at risk of criminal or civil liability, or damage the person or entity’s financial standing, employability, privacy or reputation. As a members of this program group, we ask that each of us agree to not disclose to anyone outside the group any information that may help to identify another group member. This includes, but is not limited to, names, physical descriptions, biological information, and specifics to the content of interactions with other group members. 

B. Inclusivity

Roberto Assagioli developed psychosynthesis as a “a dynamic and synthetic conception of the human being.” He described self-realization on the personal level as a stage towards inter-individual “right relations” and ultimately unification of all humanity. As psychosynthesis coaches (and coaches in training), our work with clients includes guiding our clients journey of self-realization as both we, and our clients, continue to move towards, what Assagioli described, in stages, as “the psychosynthesis of humanity.”

I. Psychospiritual self-realization; II. Psychosynthetic therapy; III. Psychosynthetic education IV. Inter-individual psychosynthesis; 1. Right human relations 2. Human groups – their formation – development and functioning
3. The psychosynthesis of humanity
~ Roberto Assagioli, handwritten note from Archivio Assagioli

We value and appreciate differences among people including those of race, gender, sexual orientation, ethnicity, national origin, functional ability, socio-economic status, age, religious or spiritual identification, and other aspects that comprise identity. We believe that valuing cultural diversity facilitates human growth and development as well as enhances the quality of life for us all. We are committed to expanding and enhancing our own awareness and understanding of cultural diversity and to find ways to infuse these into our programs and to being and actively becoming an antiracist organization in service of universal psychosynthesis.

Consistent with this, we believe that every person should be treated with dignity and respect. In our guidelines we invite everyone to show up to live webinars and online sharing and discussion with good and skillful will, treating others with kindness and acceptance, respecting the privacy of personal or professional information shared in the context of the cohort training, coming into training aligned with your purpose and ready to commit your time, energy and presence to this work. We are committed to the respect for the autonomy and self-determination of our team, students and clients, with the only exception being when in our teams’ judgement, a students’ actions or potential actions pose a serious, foreseeable, and imminent risk to themselves or others.

C. Policy on Disability and Accessibility

The Synthesis Center and Synthesis Center San Francisco are committed to providing access to all individuals under the terms of the Americans with Disabilities Act (ADA) of 1990 as amended, Section 504 of the Rehabilitation Act of 1973 (Section 504). The term “disability” may include learning, physical, sensory, psychological, medical, and certain temporary disabilities.  Our programs offer students, team members of our organizations, and others with reasonable accommodations in accordance with the ADA/Section 504 and applicable state law.

Definitions

A disability is a physical or mental impairment that prevents the normal exercise of any bodily or mental functions or is demonstrable by accepted clinical or laboratory diagnostic techniques.  Under applicable law, individuals are protected from discrimination based on a disability if they have such an impairment; have a record of such an impairment; or are regarded as having such an impairment.

Accommodations are modifications or provisions made for an individual with a disability to provide access or enable them to perform the essential functions of a role.  Depending on the specific circumstances and the documentation received, accommodations may include:

  • Training accommodations;
  • Modifications to policies, guidelines and processes as applied to the individual;
  • Environmental adjustments when applicable to in-person offerings, such as the removal of architectural, communication, or transportation barriers;
  • Accommodation for auxiliary aids and services;
  • Modified assignment schedules;
  • When applicable for in-person special events: Housing and dining accommodations.

Discrimination, harassment and retaliation are prohibited under this policy. 

We are committed to providing students with disabilities equal access to the educational opportunities and programs we provide. We provide students with reasonable accommodations in a timely manner when such accommodations are necessary to afford goods, services, facilities, privileges, advantages, or accommodations to individuals with disabilities, unless providing the accommodation would fundamentally alter the nature of the goods, services, facilities, privileges, advantages, or accommodations.

Students should submit all disability accommodation requests to the Program Lead. We use an interactive process of consulting with the student and will conduct an individualized assessment of each student to determine whether and what accommodations can be made to allow students with disabilities to be set up for successful participation in our programs.

We will apply our best efforts to make programs and events reasonably accessible to individuals with disabilities.  For special events , we request an individual contact the event planner at a minimum of two weeks in advance the event for any special accommodations regarding a disability.

A student who believes that we have not follow edits procedures in the determination regarding a disability accommodation or did not consider relevant information during the process may request a reconsideration of the decision through our “Complaints, Disputes, Resolutions Policy”.

Confidentiality

Individuals choose to self-identify as having a disability. A student seeking accommodations must register with the Program Lead. We respect the sensitive nature of the disclosure and work to provide appropriate accommodations for students while maintaining the highest level of confidentiality possible.

Digital Accessibility

We recognize the need to develop and provide digital resources and platforms that are useable and accessible for our participants and team members.

As we develop and offer programming we commit to making our resources and training work with accessibility in mind. To the maximum extent practicable, we strive to:

  • Create and update digital resources and programming in compliance with best practices to build in accessibility by design.
  • Respond to inquiries and complaints regarding difficulty accessing programming and resources due to accessibility issues with due speed.

D. Complaints and Disputes Resolutions

We expect that all participants in our programs, trainers, students, team members and guests, participate with good and skillful will, treating others with kindness and acceptance, respecting the privacy and confidentiality of personal or professional information shared in the context of the cohort training, with a readiness to commit time, energy and presence to this work.

It is our intent to be responsive to our students and team members. We understand that concerns and disputes in the context of training or program operations are possible and we are committed to providing responsive effective and timely process and resolution to complaints brought by a student or team member regarding training and/or any aspect of our operations.  Complainants will not be subject to any form of retaliation in filing a complaint.

Because problems are best resolved on an individual basis, the following conflict resolution process may be initiated only by individual students/team members.  All complaints must be made in good faith.

If a concern or grievance arises, the following policy and procedures described below will be the process to resolve or clarify concerns. The purpose of this policy process is to provide a quick, effective and consistently applied method and opportunity to resolve disputes in a fair and equitable manner.

Procedures

Step 1: When a concern arises, the student/team member with the concern is encouraged to  address the issue with the person most directly involved.

Step 2: If there is not satisfaction with the outcome at this discussion, or if they do not feel comfortable with this direction, the concern should be put in writing within 10 days of the initial incident and delivered it to the Managing Director who will respond in writing to set up a time to discuss the issue that gave rise to the complaint with expediency, within five working days. If the concern involves the Managing Director the issue may be presented in writing to the Program Lead who will review the concern and offer options for a resolution within five working days.

Step 3: The necessary review of the complaint will be completed and documented in writing no later than 15 working days following the receipt of the written concerns.

If it has been determined the concerns are substantiated in whole or in part, the Managing Director or Program Lead will provide in writing a proposed resolution of the substantiated concern and will provide the reasons for the determination and the consideration and the reconsideration (if any) to the student/team member within 30 days after the date on which the complaint has been filed.

If the student/team member is not satisfied with the determination of the Managing Director or Program Lead, a third party mediator may be requested and provided to assist in the resolution of the determination and/or dispute.

Step 4: Following completion of all the above steps, if the complainant is dissatisfied with the outcome they may file a complaint with the Center for Credentialing and Education within 60 days of the date they completed, were dismissed from, or withdrew from the program.

Additional Guidance:

If complainant fails to appeal from one level to the next level of this procedure within the time limits set forth above, the problem should be considered settled on the basis of the last decision, and the problem should not be subject to further consideration.

We reserve the right to respond and take action regarding any conduct we consider to be disruptive or inappropriate. The circumstances of each situation may differ, and the level of action may also vary, depending on factors such as the nature of the concern, whether it is repeated, legal reporting responsibilities and the impact of the conduct on the organization.

We are required to adhere to CCE’s Provider Complaint Reporting Requirements, as follows:

The Provider must report to CCE each complaint, dispute, or other grievance (complaint matter) concerning the Provider that directly or indirectly relates to this Policy, including all complaint matters received from a trainee, another organization, or a government agency or authority. Such complaint matters must be reported to CCE within sixty (60) days of the Provider’s initial knowledge of the complaint matter ( https://www.cce-global.org).

E. Tuition Refund Policy

Students who enroll in our programs receive and agree to a tuition policy that includes their chosen tuition tier, payment arrangements and a non-refundable deposit.  Students who withdraw from our Psychosynthesis Life Coach Training Program:

  • Before the fourth week of the program are eligible for a 50% refund of tuition paid, less their non-refundable deposit.

  • After the fourth week, students are not eligible for a tuition refund, however they may apply tuition paid towards a future program.
  • Students are expected to pay their tuition and fees by the agreed terms of their tuition agreement. A student who withdraws by the appropriate deadline and is eligible for a partial refund is still held to the official payment schedule.

It is critical that the student take responsibility for knowledge of these deadlines, as enrolling in any course(s) is both a financial and time commitment.