Post Secondary Curriculum:
Clinical Hypnotherapy Academic Degree Program (CHADP)


The International Hypnosis Research Institute, LLC, supports and promotes the inclusion of hypnotherapy curricula in mainstream, accredited universities and colleges. This document discusses the proposed Clinical Hypnotherapy Academic Degree Program (CHADP). We will also cover some of the considerations and controversies regarding hypnotherapy being included in academic degree programs.

The recommended CHADP bachelors through doctorate degree programs are designed to meet widely-accepted accreditation standards while supporting entry into the field of clinical and research hypnotherapy as an occupation (i.e. BS - technician-level; MS - mental health counselor) or profession (PhD - Medical Hypnotherapist). The recommended coursework also meets the standards of numerous mental health licensure programs. The intention is to create a credible curriculum that will lead to employment in positions that will have cultural authority.

Emerging Field Considerations: Although hypnotherapy has its roots in practices that are older than those related to modern medicine and much older than psychology, academically it is still an emerging field. This means that like the early days of psychology, initially exceptions must be made when considering conventional and accepted accreditation standards and policies. For instance, ideally bachelors-level students must be instructed by someone who has a master's degree in hypnotherapy, masters-level and doctoral-level students should be instructed by a doctor with hypnotherapy credentials. Also, preferably these instructors should have obtained their degrees from institutions sanctioned by the same accreditation authority to which the current review is being submitted. However, as with the early years of psychology, exceptions must be made. Nevertheless, instructors must ideally be considered by a majority of their peers to be qualified at that level. The fact that an instructor has a master or PhD (even in psychology) should not be de facto criteria for automatic approval.

Credit for "life experiences:" Even though the United State Department of Education recognizes that life experiences may be readily translated into credit hours, they simultaneously state that any institution that awards them should be automatically suspected of being a "diploma mill," which means that they sell degrees rather than requiring students to complete adequate academic work in order to receive such diplomas. (As in the United States post-secondary degrees can only be awarded by properly licensed institutions and such activities should be considered misleading and fraudulent, it is hard to believe that actual diploma mills exist.) Nevertheless, the practice of awarding academic credit for "life experiences" must be avoided by any institution that seeks to develop credible clinical and research hypnotherapy academic programs. This is especially important since as an emerging field several influential people and institutions will use this practice as a way of destroying the credibility of our efforts.

No matter how accomplished and experienced a practitioner may be, when it involves teaching academic hypnotherapy courses, this Institute does not recognize masters or doctoral level degrees that were awarded primarily or substantially based upon credits obtained through "life experiences." We will recognize degrees that include up to six credit hours of "equivalent course credit" provided that the number of instructor-contact course hours was substantially approximate to a normal graduate-level course and that the instructor had a minimum of a masters degree and experience applicable to that course. This should be one course translating to a corresponding academic course rather than an accumulation of several short courses being translated to an academic course. For instance, a year long Practitioner certification course in Neurolinquistic Programming taught by a Licensed Clinical Social Worker could result in credit for a 3 semester hour academic course on NLP. This would not be the case if the instructor did not have a relevant mental health masters degree or if the non-academic course was not the same subject as the academic one. Conversely, a person who has spent 30 years practicing and teaching hypnotherapy is an example of "life experience" and not "equivalent course credit." Such a person should be given the opportunity to demonstrate the depth of their knowledge by "CLEPing" academic courses. Merely giving that person a degree based upon their years of experience without translating non-instructor supervised experience to a set of regular instructor supervised academic courses does not meet the intentions of academic recognition and leaves the granting institution open to the charge of readily selling degrees. (Note: In cases where an institution wishes to recognize a respected colleague, who has substantially contributed to the field, they should resort to the awarding of honorary degrees as is done quite frequently by mainstream institutions.)

Diploma Mills: As just implied, any institution that offers hypnotherapy academic degrees, absolutely must avoid any opportunities to allow others to claim that they are operating primarily as profit-making diploma mills. However, the methods for defining such an operation are not absolutely clear cut. (Note: The fact that in institution is organized as for-profit versus non-profit should not be used as de facto evidence for determining that it is a diploma mill.)

Several accreditation website and self-appointed experts have attempted to provide a definition as to what constitutes a diploma mill. Too often greed and jealousy are major factors in casting this aspersion toward sometimes legitimate educational efforts. Furthermore, the United States Department of Education officially recognizes that it is possible for an educational institution to meet high or at least adequate quality guidelines even though for some reason they choose not to participate in federal student financial programs, which require accreditation by one of the recognized organizations. Thus in the early stages of a new post secondary institution may not be able to afford regional and specialty accreditation reviews. Regardless, in these cases such institutions should take extra precautions to make sure that they meet reasonably strict standards when it comes to curricula, course content, instructor qualifications, and student admissions and evaluation.

The DOE provides two primary requirements that they suggest are indicative that a college, university, or school is most likely a diploma mill. First, they are awarding degrees without requiring the same level of effort or instruction that is normally associated with what is considered a minimum for that degree. (This is why credit for "life experiences" is a factor.) Secondly, the school is not accredited by an organization or association that is on their approved list - regarding federal student funding - or other credible accreditation operations. Note that the word "and" is always used. This means that both below minimum standards AND a lack of respectable accreditation are required if a school is to be properly labeled as a diploma mill. Ironically, following the DOE's definition, a school could maintain less than average (i.e. mediocre) standards, yet be acceptably accredited and not be a diploma mill. Or, they could have brilliant academics, yet not be recognized by a respectable accreditation operation and still not be a diploma mill. Frankly, this means that the diploma mill aspersion is still way too subjective and thus in the "eye of the beholder."

Nevertheless, all non-mainstream educational institutions that offer hypnotherapy degrees must be absolutely committed to first and foremost assure that their academic programs maintain standards that are no less than those offered by mainstream regionally accredited schools. Unfortunately, too often hypnotherapy-degree-awarding schools have tried too aggressively to attract students by cutting standards - to include flagrantly promoting credit for life experiences - while attaining accreditation from questionable sources. (Incidentally, numerous 2nd and 3rd tier regionally accredited colleges - while maintaining on the surface what appears to be acceptable programs - flagrantly pressure professors and instructors to be lenient when it comes to grades. This has the same affect that weak curricula have when it comes to producing less than ideal graduates.) This Institute believes that all hypnotherapy degree granting institutions must follow the standards substantially similar to regionally accredited schools.

The fact that there are a few degree-awarding, licensed post-secondary institutions awarding hypnotherapy degrees bothers some people. This normally includes those who have achieved hypnotherapy "credentials" from other sources, which include professional development and licensed or unlicensed trade schools, or members of other professions that object to hypnotherapy being a stand-alone field. Unfortunately, when such institutions become lax in their standards, essentially they vindicate these concerns.

CLEP: The College Board's College-Level Examination Program (CLEP) should be considered acceptable and on par with courses transferred from similarly accredited institutions - although it is reasonable that an institution should set a limit on the number of transferred or CLEPed credit hours, which may be applied to degrees that it awards. However, in regards to clinical hypnotherapy, CLEP or similar testing has not been established.

As professional and trade organizations and their affiliated trade schools and other training efforts have been ongoing for over a hundred years, there exist numerous practitioners who are very talented in various aspects of clinical hypnotherapy. It is very reasonable that such individuals should be allowed to "CLEP" various hypnotherapy academic courses. Thus, our field should endeavor to create CLEP-like testing mechanisms, which can be accepted by institutions that wish to seek accreditation for their academic clinical hypnotherapy programs.

Academic/Educational or Trade/Training: Although the distinction in meaning between academic/education and trade/training has been increasingly blurred in practice by various accredited entities, the proposed program is intended to be academic and educational in the strictest sense. In the United States state departments of education normally make a clear distinction between how they regulate and license post-secondary education institutions versus trade schools.

Academic and trade schools have different orientations. An academic institution focuses on discussing and imparting a body of knowledge that continues be developed. While their students may learn particular skills that should ideally qualify them for employment at the occupational or professional levels, they are being educated on how to think within the field and how to contribute thereto. Conversely, trade schools specifically train their students on how to perform particular procedures and tend to avoid the evolution of theory in their field. As an academic program, the instructors and students are expected to explore, contribute, and develop hypnotherapy as a concept and as a practice. If it were to remain only as a trade skill - much like venipuncture, which is the process of obtaining blood from patients in human and animal medical clinics - primarily the focus would be on teaching procedure rather than developing and testing theory.

A major difference between academic and trade programs is the type of recognition students receive upon completion. Academic institutions are authorized by their state to award academic degrees ranging from associate to doctorate. Trade schools award certifications, which should qualify the holder to work in a specific field or job. Typical hypnotherapy associations award certifications that may or may not be recognized by other organizations or by the state.

Professional development certifications are neither academic degrees nor trade certifications leading to job qualifications and thus are rarely regulated by the state. Traditionally, academic institutions frequently cross over into trade school activities rather than lose revenue to those schools, which concentrate on that level of training. This is primarily a profit or revenue generation action on their part.

Accreditation: This concept is widely misunderstood and the term most often misused when attacking legitimate institutions that a person may not like. Accreditation is a credibility-establishing system that has too often done little to assure that students of academic or trade schools are adequately prepared. Accreditation groups and associations are either for-profit or non-profit entities, which claim - for a fee - to review and issue a statement of approval or disapproval of a particular program or institution. Although some of them - such as for business schools or college departments, or particular trades - are specialized, most of them are very general. As such, entities known as regional accrediting associations or authorities oversee programs ranging from kindergarten to post-doctoral programs. Essentially, they want to make sure that an institution or program conducts themselves and issues degrees or certifications within certain norms - such as the number of hours for a particular degree and/or the acceptable instructor qualifications - reviews financial management, and may address other issues such as the confidentiality of student records, policies regarding Equal Opportunity and students, with disabilities, and advertising. While currently mainstream, regional accreditation associations are very well qualified to judge whether a clinical hypnotherapy academic program follows a general model at a particular level, they are not sufficiently knowledgeable regarding the full spectrum of our field to issue a specialty accreditation opinion. Therefore, for schools that offer such a program, there may be a need to design the program to appeal both to regional associations as well as the currently non-existent specialty hypnotherapy accreditation association(s).

Contrary to the belief of many people, there is no such thing as an "accredited degree."

Like schools, the existence and perpetuation of accreditation entities is based upon their perceived credibility. Most of these competing associations will dedicate space on their websites not only touting their credentials, but also warning the public - and their potential customers, which are educational and training institutions and programs - against what they call diploma mills and un-credible, fly-by-night accreditation operations. Often they will cite that they are on the U.S. Department of Education approved list as evidence that those organizations not listed thereon must be shady and should be automatically regarded as fraudulent. However, even though the accreditation system may provide consumers - and the DOE - some solace and confidence when choosing a degree or certification program, even DOE sanction of the accrediting organization is no guarantee that the institution will meet the students' ultimate expectations, which are to ensure their competitiveness and suitability for a job.

We do not recommend offhandedly dismissing the validity of hypnotherapy schools that lack regional accreditation or recognized specialty accreditation. A school that pays an non-DOE listed accreditation association may merely not see the current need to participate in federal student financial programs or do not feel that they are presently financially well off enough to pay the extremely high fees charged by the major accreditation entities.

Too often a post secondary institution's ability to write a large check - which is too often tantamount to buying credibility - is not indicative of the value or quality of the educational entity. And, regarding schools that do have regional accreditation, the media has been increasingly investigating problems with unjustifiably high tuition and fees, exorbitant student loan debts, and the all too frequent problem high drop out rates and the low probability of students finding employment within their major area of study. It is only in the most extreme cases that the accreditation of such schools is suspended or revoked. The problem might reside with the obvious conflict of interest between the accredited school and the accreditation authority, which receives an extremely large fee that will cease should the school's accreditation be pulled.

It appears that a state's department of education post secondary authority is a much more objective arbiter when it comes to the regulation of degree-awarding institutions. The state government authorities are the ones, which actually provide the license that allows a post secondary school to exist. Accreditation organizations do not control which institutions are allowed to award degrees. On the other hand, being able to advertise to potential students that they have been approved by one or more relevant accreditation authorities indicates that the student may receive a superior and more marketable degree than their competitors. Of course, should the student wish to apply for federal financial aid, attending a school that is accredited by an association that is on the DOE list is a must. However, the reader should not be misled by claims that it is the accreditation authority that controls the legitimacy of the degrees. The license for an institution to award degrees is completely controlled by the state government where the institution operates. (Note that other industries, such as real estate, are regulated by the state and do not have an outside entity from which brokers can purchase credibility. Instead, their licensing fees cover the cost of supervision directly by the state. Thus they maintain a much closer quality control system that actually protects the public much more than our post secondary education systems.)

Another aspersion that is too often unjustifiably used when deriding newer schools is the formality of their facilities. This is unfair and completely irrelevant. Many well-known accredited schools started out humbly by either renting little used classroom space at other institutions or renting conference rooms or ballrooms at hotels. On the other hand, too many "fully accredited" (i.e. recognized by regional accreditation associations) all too frequently fail when they are evaluated by standards such as the number of entering freshmen who drop out of their program without achieving a degree or the number of students who fail to attain employment in their field within a five year period. Additionally, many of these schools also regularly offer designer degrees - such as in BS degrees in comic books, masters degrees in lawn care management, and PhD's in transatlantic leadership - which present few or no job opportunities outside of academia. In short, the business world cannot absorb the high number of poets, anthropologists, and racial gender studies students who are produced by major brick-and-mortar schools. Yet, the institutions that produce these debt-ridden graduates regularly maintain their "fully accredited" status.

The primary purpose the accreditation system is to protect the public. In fact, that should be the only purpose. However, it also serves the role of limiting competition and helping the revenue and/or profit capabilities of those schools that can pay their high fees. By artificially limiting the availability of courses, schools that offer already available programs stand to make much more money. If this is the main motivation or result of making accreditation too expensive, accreditation is too often a conflict-of-interest system rather than a public protection one. Auditing programs to make sure that they are providing the required hours, using qualified instructors, maintaining adequate records and privacy, and checking for financial stability can be accomplished without the expenditure of tens or hundreds of thousands of dollars annually.

Why does our government allow this abuse to continue? As long as politicians require donations to fund their expensive campaigns, this system will remain flawed and insufficiently regulated. Nevertheless, we still believe that there is a place for the accreditation system as long as it is ethical. Regardless, playing the "accreditation game" is a necessary expense until a better alternative is found.

The United State Department of Education: Established in 1979, the DOE serves as the federal agency that administers federal student loan and grant programs. They do not mandate curriculum or accredit institutions or programs. However, as the overseer of federal education financing programs, they do maintain a list of accrediting entities that they recognize as authorities regarding the quality of an institution that may or may not participate in federal education funding programs. Recently, the relevance of their current approach has come under fire as the system that they supervise results in students receiving extensive student debts that neither result in a degree or certification nor qualify them for an available job. Thus, while DOE warns the public about the worthlessness of degrees from diploma mills, they in fact play a major role in a system that results in millions of students each year receiving similarly worthless degrees from accredited institutions in addition to having to bear the heavy burden of student loans that they now cannot satisfy.

Resistance to clinical hypnotherapy academic programs: It most certainly should be expected that there will be considerable resistance to inclusion of clinical hypnotherapy programs in mainstream universities and colleges as well as covering such programs by the well-established and cited regional accreditation associations. Additionally, there are other occupations and professions that see the emergence of the field as a threat to their dominance and revenue. However, despite interest by other occupations and professions regarding various aspects of the applications of hypnosis in mental health and medicine, the comprehensive nature of the field has not been given the same respect and emphasis while serving as a secondary specialty within their academic theories and practices.

The anticipated reluctance to support the surfacing of hypnotherapy as a recognized academic field is no different from the resistance by the medical community to the emergence of the psychology back in the early 1900's. That resistance continues in the form of psychiatry, which involves medical doctors practicing a form of psychology in conjunction with medicine.

Ironically, psychologists have traditionally led the fight against the emergence of the field of hypnotherapy. They either dismiss the relevance of hypnosis in their university textbooks by stating that it is invalid or they usurp it by claiming that the involved process can only be properly called hypnosis if it is performed by a licensed psychologist - thereby implying that the same procedure used by a social worker, counselor, life coach, NLP practitioner, or "lay person" must be something else.

This Institute promotes a distinct stand-alone hypnotherapy field that serves as an integral component of mental health and medicine while not threatening the vital role served by the psychology or medical professions.

Why should clinical hypnotherapy or hypnotherapy be considered a separate field? Hypnotherapy, which includes research hypnotherapy and clinical hypnotherapy, is a very distinct body of knowledge that emanates from the medical profession. Its modern history goes back to the late 18th century when Dr. Anton Mesmer charismatically used what he called magnetism to cure medical and mental maladies. From that point, there is a long history of medical professionals who used very similar techniques to resolve physiological and mental problems. This medicine-centric emphasis on hypnosis continued into the early 20th century with notable pioneering medical doctors such as Hippolyte Bernheim and Henry Munro. Then suddenly about one hundred years ago within the medical establishment, the field's emphasis waned. Note that it was not until the beginning of the last century that William James, a physiologist on Harvard University's faculty began the movement that was in the Unites States to become known as psychology.

Hypnosis, which has been referred to as mesmerism and hypnopedia, has always focused on the role of suggestion and altered states on both the subject's body and the mind and behavior. This is different from the current focus of medicine, which concentrates on physiological processes chiefly as a reaction to physical interventions such as medications, surgery, and radiation. Psychology, which is commonly described as the "science of the mind," has typically studied human behavior without fully considering the role of the client's physiology. (We know of several licensed psychologists who are the exception and true pioneers in the area known as mind/body or integral medicine.)

Lately, both medicine and psychology have tangentially covered and/or studied hypnosis as a secondary adjunct while many of their professionals have openly discouraged its use even well after the controversy surrounding Milton H. Erickson resulted in it receiving limited acceptance. At best, this precipitated a rather limited approach to a small set of hypnosis skills, while creating an environment where numerous highly-credentialed practitioners with low confidence in their skills attempted to restrict who could practice hypnosis and how hypnosis was practiced. This inadequacy will be rectified when hypnotherapy is fully accepted as a distinct field of study.

Two other more recent developments further justify why hypnotherapy needs to be a distinct field. These are the emergence of mind/body concepts and numerous advances in neurology (and artificial intelligence). The conclusions of a vast body of research published both in medical and psychological journals have clearly documented the efficacy of hypnosis in the realm of mind/body medicine even when the employed techniques have been questionable. Despite several attempts to converge medical and psychological theory and practice into an integrative whole-body approach, the competitive and traditional forces within those two fields have prevented the appropriate marriage of mind/body approaches. They also tend to discredit and call into question the purely medical or purely psychological approaches.

Discoveries in neuroscience - and numerous advances in artificial intelligence theory - have given us a whole different way of looking at how the mind and body work. When coupled with the mind/body approaches and theories just mentioned, a radically different paradigm emerges considering physical and mental health. This is an additional opportunity to justify the emergence of the hypnotherapy field.

To some a reasonable approach would be to alter the fields of medicine and psychology to fully integrate the concepts found in hypnotherapy. This should be logical as hypnotherapy started within medicine long before psychology became acceptable and psychology is essentially a derivative of medicine. However, over two hundred years after modern hypnotherapy began to increasingly play a role in medicine, medical doctors and their schools still have failed to adequately integrate hypnosis into their mainstream thought - which is probably because, unlike modern pharmacology, there is much less profit in hypnosis than in prescribing pills. Psychology on the other hand has hardly fully embraced hypnotherapy while inadequately defining it and severely limiting its scope. It is due to the failures of these fields to embrace the power of hypnotherapy while likewise failing to integrate mind/body, neurological, and artificial intelligence lessons that an independent field of hypnotherapy is justified.

What will be the fate of the existing hypnotherapy organizations and associations? The existing organizations and associations currently fulfill the role of providing entry trade-level training, continuing education, and "professional" development training for certification, not degrees. As CHADP becomes fully implemented their roles will change somewhat.

Trade-level, occupational certificants will be eventually replaced by state-licensed Clinical Hypnotherapy Technicians. In turn, these technicians should be providing services that will have much more credibility and will more readily qualify for medical insurance reimbursement. This change will affect those organizations that have traditionally played the role of bringing new practitioners into the clinical hypnotherapy occupation. However, as universities will begin satisfying this role, these organizations should shift their emphasis to that of becoming continuing education providers and offering a forum for communication and networking, which they do very well currently.

Organizations that have focused almost exclusively on the role of providing initial hypnotherapy training to medical and mental health practitioners will most likely not see much change. They will continue to provide initial skills training to "lay practitioners" (i.e. lay to the hypnotherapy occupation and trade) while also providing continuing education to mental health licensees who are engaged in a limited practice of hypnotherapy. (It is our intention that medical and mental health professionals will focus on their primary identification even after they have enhanced their skill-base with minimal hypnotherapy training. However, as they will not have the same extensive hypnotherapy training of a CHADP graduate, it would be misleading for them to hold themselves out to the public as "hypnotherapists.") Again, these organizations will provide communication and networking opportunities to their members. (Such hypnotherapy practitioners have always provided a significant developmental contribution to the field. The fact that these individuals identify themselves primarily as professionals in other fields such as medicine and the various mental health disciplines in no way means that they deserve nothing less than the highest respect for their contributions to hypnotherapeutic theory and practice.)

What will be the role of specialty schools and universities that have traditionally trained occupational and even professional-level hypnotherapists? For many years there have been a few high quality trade school-level licensed institutions that have regularly produced very competent occupational hypnotherapy technicians. These schools should transform into post-secondary institutions and continue their contributions. This will require an adaptation of their curriculum and either the addition of core topics to their course offerings, an appropriate transfer credit program, or a partnership with other academic institutions.

For years the field of hypnotherapy has been served by several for-profit specialty, licensed post-secondary schools. Many of them have not lasted or have changed their names or course offerings. Due to their small size and narrow scope, rarely have they been able to afford the type of accreditation received by major brick-and-mortar universities or the major for-profit institutions. Therefore, even though they have produced many influential contributors to the field, they have not had a common and agreed upon set of standards beyond the minimum required by their state licensure. By adopting CHADP, small specialty universities and colleges can move toward a common standard as the precursor for accreditation - even if they cannot afford full regional accreditation. This would be further supported by an industry or field wide specialty accreditation association that could then apply for DOE recognition. There are numerous examples of other specialty associations being recognized by DOE.

What will happen to the current practitioners who have already attained post secondary degrees from state licensed schools, but who don't meet the CHAPD course requirements? While many of these practitioners may contribute substantially to the academic staff during the transition years, they will not qualify automatically for the technician, counselor, or professional level certifications without considerable effort.

We propose that those already holding a graduate level degree be given the opportunity and assistance as they prepare - if desired - to take the technician examination. For many of them, counselor-level attainment will require that they take numerous mental health courses from a regionally accredited school. Medical hypnotherapy certification could be achieved by those who already have a PhD. However, extending their practice to include mental health would be restricted without the additional mental health courses just mentioned. We propose that those already holding a graduate degree in hypnotherapy be allowed to continue to practice as a non-mental health practitioner for a 20 - 30 year period as long as they refrain from activities that require a license. (This is not much different from how they operate currently.)

What is CHADP's primary objective? Over the past century, numerous individuals and organizations have contributed to the field of hypnotherapy. However, a lack of standards and the desire for some organizations to impose their narrow interpretations on others have hurt the ability to have hypnotherapeutic skills widely accepted by the public, the members of other occupations and professions, and mainstream academic institutions. The CHADP's primary objective is to fix those problems so that the general public can more readily take advantage of the healing and transformative power of hypnosis.

The general public needs the services of a fully trained and educated hypnotherapy field that encompasses a full spectrum of research and clinical skills. Occupational practitioners (i.e. BS and MS-level) and professional practitioners (PhD-level) would be found in private practices, in multi-practitioner practices to include with professionals from other disciplines, and in hospitals. As a result of a respected (and accredited) academic program, their skills would be much more in demand and their income generating opportunities would vastly increase. They would also provide a body of practitioners suited to teach at the post-secondary level and to work in research facilities. By adhering to standards that have become traditional in other occupations and professions, they will rightfully have the opportunity to serve the general public and academia.

CHADP Curricula

The proposed Clinical Hypnotherapy Academic Degree Program (CHADP) consists of three degrees. The first is the Bachelor of Science (BS) degree, which is intended to produce Clinical Hypnotherapy Technicians, who are qualified to work in mental health and medical establishments under the supervision of Hypnotherapeutic Counselors or Medical Hypnotherapists, respectively. A Clinical Hypnotherapy Technician should be tested and certified at the state level. The second is a Master of Science (MS) degree, which is intended to qualify the holder to provide hypnotherapy as part of a mental health counseling practice. The recipient would be qualified to take further mental health exams at the state-level and be subject to licensure as a mental health practitioner. The third level is that of a professional Medical Hypnotherapist, who would be qualified as a mental health practitioner specializing in the use of hypnosis for both behavioral and medical applications and for teaching at the Bachelor, Masters and Doctoral levels.

Degree Programs


BS Hypnotherapy Requirement for: Clinical Hypnotherapy Technician certificate Semester Hours: 120

Core Courses (60 hours; 20 courses)
English Composition
Computer Science
Math Electives, 2 courses
Principles of Management
Principles of Linguistics
Psychology Intro
Abnormal Psychology
Psychology electives, 2 courses

Electives (15 hours)

Hypnotherapy (45 Semester hours; 15 courses)
101 Fundamentals of Hypnotherapy
102 Rapid Hypnotherapy (Elman, Stage)
201 Conversational Hypnotherapy
202 Neurology of Suggestion
203 Mind/Body Integration
204 Hypno-Coaching
301 Hypnotherapy for Mental Health
302 Neuro-Linguistic Programming Practitioner
303 Neuro-Linguistic Programming Master Practitioner
304 Hypnotherapeutic Medicine I
305 Hypnotherapeutic Medicine II
401 Energy Psychology/Energy Medicine
402 Space/Time Based Interventions
403 Future Directions for Hypnotherapy
404 Internship (100 hours)


MS Hypnotherapeutic Counseling Requirement for: Clinical Hypnotherapy Counselor (CHC) license

Semester Hours: 48 Hours

501 Counseling Theory
502 Human Growth & Development
503 Social/Multicultural Counseling
504 Helping Relationship
506 Group Dynamics
507 Lifestyle/Career Development
508 Testing/Appraisal
509 Research & Evaluation
510 Professional Orientation
511 Practicum (100 hrs/40 direct service)
512 Internship (600 hrs/240 direct service)

501 Brain and Behavior
502 Hypnotherapeutic Techniques (Rapid, conversational, space/time, energy-based)
503 Neurology of Suggestion
504 Hypnotherapeutic Medicine
505 Hypnotherapy and Mental Pathologies


PhD Medical Hypnotherapy Requirement for: Medical Hypnotherapist (MH) license (mental health) Semester Hours: 36

601 Research Design and Methods
602/603 Hypnotherapeutic Medicine, 2 courses
604/605 Clinical Techniques, 2 courses
606 Hypnotherapy Education Techniques
607 Emergency Hypnotherapy
608/609 Advanced Hypnotherapy Applications, 2 courses
610 Clinical Supervision Practicum
611 Dissertation*, 2 courses

*The doctoral dissertation must demonstrate primary or secondary research skills as well as present a significant contribution to the field of hypnotherapy.



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