Our Values

As an organisation, we value the so called “light triad” personality traits of Humanism, Kantianism, and faith in humanity. Humanism is defined as believing in the inherent dignity and worth of others, whilst Kantianism, which gets its name from philosopher Immanuel Kant, means treating people as ends unto themselves rather than as unwitting pawns in a personal game of chess. Lastly, “faith in humanity” is about believing that other humans are fundamentally good. We have the deepest respect and love for people, and recognise that as humans, we are all prone to making mistakes and lapses in judgement. Through our compassion we try to see the potential for goodness and grace within us all. Accordingly, within the Institute, there is no intention to bully, belittle or control, even when our principles are expressed in the strongest terms. 

We value you, our greatest and most precious asset. 

Think you might embody our values? Find out for yourself HERE.

Our values

Our Ethics

Ethics underpin the nature and course of actions taken within the Institute, and help ensure we operate for the good of others, and not for self. Ethical practice and good governance are therefore central to our mission to provide quality training, and CPD. As an Institute, our ethical framework aligns with the open code of practice currently being developed by the Scottish Psychedelic Research Group for working with altered states of consciousness in psychotherapeutic contexts. The framework is currently in draft form. A copy is available on request. 

See below for a summary of our principles.

Community Accountability and Support

Because being part of one or more therapeutic communities does not guarantee a person will feel connected to others within those communities, at the Institute we aim to reduce loneliness and increase connection by encouraging our all our tutors and students to connect and form relationships with each other, and colleagues in allied fields. Using this approach, we encourage tutors and students to form separate peer support groups which can provide the basis for community-based accountability and support. 

Wellbeing and doing no harm

As an Institute we centralise the welfare of our tutors, students and members and commit to providing a high quality, ethical experience which avoids causing disproportionate distress. As many therapeutic practices involve some degree of distress (e.g. contact with thoughts and emotions that might in the short-term be difficult), this involves balancing the benefits of experiential exercises against the risks and costs involved. Approached as opportunities for personal growth, contact with difficult thoughts and emotions can be opportunities for healing. Any distress should not be disproportionate to the benefits of the experience.  

Informed consent is critical. Tutors and students should discuss the potential benefits and costs involved through open and honest discussion about the reasonably foreseeable risks entailed in the work, and how these can be mitigated against. Importantly, to avoid the causation of distress, we should only use techniques and approaches falling within scope of tutors practice and competence. 

Being trustworthy, congruent and responsible

As an Institute we aim to establish and build trust with tutors and students, as well as the communities within which they live. Effective communication, feedback, and transparency helps to strengthen trust, build connection, and leads to greater engagement with peers. These qualities are essential in professional work, as well as study. What builds trust is the space (emotional, mental, and spiritual) that you are able to create or provide for each other when engaging in the activities of the Institute. We aim for the Institute to be a safe space for your you to experience and express thoughts and emotions while being supported and held without fear of shame or abandonment.

Our commitment as an Institute to this principle is reflected in being honest and clear with tutors and students about what we will and won’t accept. Such boundaries represent the frame within which psychospiritual work takes place, and clear boundaries promote trust and provide clarity about the purpose and nature of the relationship. We believe that trust builds relationships, relationships drive action, and action creates change. This means change always moves at the speed of trust. 

Respect for personal autonomy

As an Institute we value each person as unique, and we acknowledge that tutors and students have the right to dignity and self-determination. This includes being shown dignity and respect for making lawful decisions during practice, as well as taking all reasonable steps to protect confidentiality and privacy. 

As we adopt an open psychospiritual framework within the Institute, we expect tutors and students to avoid imposing their own values, beliefs and wants on others. Such value imposition is a type of boundary violation that can undermine a persons psychospiritual exploration, as well as in professional psychotherapeutic contexts, interfere with a client’s progress in therapy. Thus, all tutors and students must respect each others spiritual autonomy, and practice due vigilance in not letting their own attitudes or beliefs discount or pathologise another persons unique experiences. 

Within the Institute, we ask tutors and students to hold and cultivate an expanded paradigm which embraces the diversity of human experience, particularly in relation to working with altered states of consciousness. We encourage tutors and students to lean into difficulty, and be willing to be challenged outside of their comfort zones, and see such experiences as opportunities for our personal growth as professionals. When in distress or facing conflict between personal and professional values, we encourage people to seek appropriate help and support from tutors.  


Common to most organisations of a similar nature, the Institute of Psychospiritual Therapy aims to treating individuals, equitably and foster fairness and equality. As such we are compliant with The Equality Act 2010, which address the disadvantage and discrimination experienced by particular groups of people and provides a legal framework for addressing these inequalities. For example, the Equality Act 2010 uses the term 'protected characteristics', to indicate that it is against the law to discriminate against someone because of age, disability, gender reassignment, pregnancy and maternity (which includes breastfeeding), race, religion or belief, sex or sexual orientation. 

As an institute we also place emphasis on studying the history of any practices and techniques we use. This includes studying the history of techniques and practices in the West (including scientific research and cultural uses to understand controversies), as well as the history of practice in various indigenous cultures. 

Integrity and self-responsibility

We ask tutors and students to be as honest, truthful, and accurate as possible when participating in the activities of the Institute. Fundamentally, each person is responsible for looking after their own personal needs and health, which is why we discourage people from rescuing each other during experiential exercises. We ask people to only engage with experiential and other exercises if their health and wellbeing permits.