Advanced Diploma in Neurosomatic Psychotherapy

From Cell to Soul – the next step in pioneering training that combines neuroscience, physiology and psychotherapy


Dates: January 2022 – December 2022

Neurosomatic Psychotherapy supports emotional, psychological, and spiritual alignment in the client with targeted awareness of the body and brain’s contributions to the process.

The training comprises 40 weekly online meetings of 3 hours each, totalling 120 contact hours.

We welcome applications for this specialised psychotherapy training that:

  1. Provides exposure to cutting-edge neuroscience and neuropsychology principles and research to provide underpinning for psychotherapeutic interventions
  2. Encourages idiosyncratic mastery in each trainee in the live application of the above
  3. Builds on the two-year Neurosomatic Psychotherapy training at NAOS Institute for graduates wanting to apply for UKAHPP and UKCP registration


For Whom is This Training

– Applicants must have the ability to work at Level 7 (see Educational level outcome below), proven through previous training(s) at Level 5 as a minimum
– Applicants must hold a qualification as a counsellor, psychotherapist, mental health worker, social worker, minister of faith or similar
– Applicants must be in active practice with clients, so contributions can be made to group supervision
– Applicants may be located anywhere in the world so long as they speak and write fluent English and have a stable and fast internet connection available

Course accreditation

NCP (National Council of Psychotherapists)
Graduates can gain Member accreditation at NCP based on completion of a brief reflective portfolio and a minimum of 450 hours over 3 years of supervised practice following graduation from their initial psychotherapy training. Students are encouraged to apply for Trainee Membership at NCP during their studies if they are not already Members or Accredited Members.

Educational level outcome
Holder reformulates and uses practical, conceptual or technological knowledge and understanding of a subject or field of work to create ways forward in contexts where there are many interacting factors. Holder critically analyses, interprets and evaluates complex information, concepts and theories to produce modified conceptions. Holder understands the wider contexts in which the area of study or work is located. Holder understands current developments in the area of study or work. Holder understands different theoretical and methodological perspectives and how they affect the area of study or work.
Holder can use specialised skills to conceptualise and address problematic situations that involve many interacting factors. Holder can determine and use appropriate methodologies and approaches. Holder can design and undertake research, development or strategic activities to inform or produce change in the area of work or study. Holder can critically evaluate actions, methods and results and their short- and long-term implications.

Student progression
A further two years of training can be arranged at NAOS Institute following this Advanced Diploma, if there is sufficient demand, to reach the 900 taught hours required to application with the Association for Humanistic Psychology Practitioners (AHPP) as a Psychotherapist and subsequently register with UKCP.


Marcus Sorensen
Marcus Sorensen
Core Tutor
Marcus is a multimodal therapist, neuropsychologist and PhD researcher. He works to bring a biological basis of understanding to socio-psychological processes, while also maintaining a transpersonal perspective. In short, he enjoys working from cell to soul.
He has a busy private practice combining talking therapy, energy therapy and neuropsychological interventions. As an Interfaith minister, he also provides spiritual counselling services, ceremony and ritual for groups and individuals.

Marcus is an Associate Lecturer in Cognitive Psychology at the University of Kent, where his PhD research is on interoception: our ability to sense our inner environment in terms emotions and body sensations, which is profoundly influenced by the outer world.
His research aims to contribute to a deeper understanding of how we can develop and maintain this sensing ability throughout life, so we can feel more connected to ourselves and others.

Marcus holds an MSc in Cognitive Psychology, a BSc in Psychology with Medical Sciences, Diplomas in Trauma Therapy, Cognitive-Behavioural Hypnotherapy and Professional Energy Healing, as well as an MA in Architecture, and a BA in Commercial Languages. When not working or teaching, Marcus enjoys spending time with his wife and young daughter, watching the wonder of life unfolding.


Angelika Wienrich
Supervision Leader

Angelika’s passion for Gestalt began with reading Fritz Perls’ books in the late 70’s and finding the theory and philosophy of Gestalt as well as its practical application life-changing. After a decade of teaching and research in academic psychology as well as delivering courses in personal development,  Angelika began her formal training in Gestalt therapy in 1985,  combining it with body-oriented approaches as well as a 5 year study of psychoanalytical thinking and transpersonal approaches. 

She worked for two years as a staff counsellor in a London teaching hospital, taught counselling in various training institutions and became a staff member at the Gestalt Centre London in 1995. Since then she has been involved with training and delivering short courses. Angelika also developed an approach to creative writing based on Gestalt principles which she has been teaching for 25 years.

During her 33 years of practicing, she has developed a deeply embodied approach in working with others. She integrates a firm grounding in Gestalt philosophy, theory and practice with an appreciation of analytic thinking related to attachment and object relations, as well as an awareness of energy healing and findings from neuroscience and quantum science. This integration has resulted in her working increasingly with other practitioners in a mentoring and supervisory role. She also runs regular process groups, support groups for practitioners, and has a thriving personal therapy practice.



Total over 40 weeks: 120 contact hours
Teaching hours: 12-3pm on Tuesdays in term time (TBC)

Final dates to be confirmed.

Weekly teaching will take place online in a block of 3 hours, on a weekday within working hours, overlapping with lunch time, to facilitate students being able to participate alongside their private practice.

Each weekly teaching is scheduled to comprise of:

  • a group supervision segment with a focus on neurosomatic psychotherapy work
  • a formal teaching on an advanced neurosomatic psychotherapy topic
  • practice in duos or trios to apply theoretical learning and techniques from the topic of the week



£4,250 per year
(includes 20% VAT)

Payments can be made monthly by standing order over 12 months. Applicants who wish to pay for the year a one-off payment are offered a 2.5% reduction in fees.

Some bursaries will be available once the minimum enrolment of 12 students has been reached. Please speak with us to discuss your needs.

Student group size: 12 to 20


Online via Zoom, delivered around midday in GMT timezone
International students welcome with fluent spoken and written English

Full course content

Indicative overview of weekly study themes:

1. Cognitive domains & their use in therapy
(incl. classification systems of cognitive domains, neurophysiological connections between domains, typical client presentations with weaknesses in different domains)

2. Brain health maintenance and improvement
(incl. from exercise, hand-eye coordination, social interaction, brain stimulation)

3. Neuroplasticity mechanisms and rehabilitation
(incl. support for brain plasticity with BDNF, recovery from stroke, TBI, etc.)

4. Selected neuroanatomical and neurophysiological pathologies
(incl. problems from amygdala enlargement (in trauma, eating disorders, etc.), lack of grey matter pruning in childhood (conduct disorder), lack of frontal lobe and limbic system connections (emotional dysregulation), issues with white matter connectivity (psychosis), etc.)

5. Brainwaves – and their use for learning and unlearning
(incl. induction methods into slower brainwave states for insights, then “resurfacing” into faster brainwaves for application to current life situation)

6. Interoception mechanisms and improvement
(incl. embodied emotion and embodied cognition, facial / body feedback, changes over lifetime, and traits like alexithymia and synaesthesia, clinical instruments for diagnosis)

7. Mirror neurones & mimicry and their use in therapy
(heart rate synchronisation, selective endocrine coordination, pupil dilation matching, and more)

8. Placebo mechanisms, ethics and psychotherapeutic application
(incl. endogenous endorphin and CCK modulation)

9. Neuroscience of spiritual experience & awakening
(incl. meditation, spoken and body prayer, ritualistic movement, momentary and enduring enlightenment)

10. Working neurosomatically with gender & relationship
(incl. neuroanatomical development of gender identity, individual gender mosaic, gender dysphoria,  neurochemistry of relationship stages, longer-term mirroring within couples, etc.)

11. Supporting creativity in the psychotherapeutic process (in therapists and clients)
(incl. neural networks involved with creativity, methods for improving lateral and parallel thinking, etc.)

12. Exploring neurosomatic mechanisms behind psychotherapeutic phenomena
(incl. transference, countertransference, introjects, projection, projective identification, shadow, etc.)

13. Neuroscience and physiology of chemical and behavioural addictions
(incl. role of dopamine and associated receptors, genetic propensity, impact of recovery programmes, etc.)

14. Neuroimaging and neurofeedback techniques and their use in psychotherapy
(incl. introduction to established and emerging neuroimaging modalities, neurofeeedback deployment as adjunct to psychotherapy)

15. The Importance of Breath
(incl. physiology of breathing, neuropsychological connections & implications, and research-evidenced breathing practices for therapy use)

16. The Gut Brain
(incl. impact on brain health and behaviour by microbiome, enteric nervous system and brain connections, considerations for therapy clients)

17. Chronic Pain and Disrupted Early Attachment
(incl. neural networks for processing social, emotional and physical pain, pain tolerance for different attachment styles in loved one’s presence / absence)

…and more.


• Therapist skillset evaluated in online class against a list of competencies
• Extended client case study featuring a neurosomatic approach (5000+ words)
• Extended essay on a choice of 3 neurosomatic topics (5000+ words)


Learning outcomes

  1. Explore the possibility of neurosomatic psychotherapy with the client
  2. Enable the client to understand your neurosomatic approach to therapy
  3. Enable the client to determine their therapeutic focus in neurosomatic psychotherapy
  4. Maintain a space for exchange, learning and growth in neurosomatic psychotherapy
  5. Develop the neurosomatic therapeutic relationship
  6. Choose and adapt ways of working with the client within a neurosomatic approach
  7. Maintain authenticity in the neurosomatic therapeutic relationship
  8. Engage in issues of diversity and difference in neurosomatic therapy
  9. Enable the client to understand their relational difficulties through their immediate experience within neurosomatic psychotherapy
  10. Enable the client to express feelings and emotions within neurosomatic psychotherapy
  11. Enable the client in neurosomatic psychotherapy to make sense of their experiences
  12. Manage the conclusion of the neurosomatic therapeutic relationship
  13. Enable the client in neurosomatic therapy to become aware of unconscious aspects of their experience


All course participants will be provided with an extensive course handbook, including handouts, code of ethics, assessment forms, learning outcome checklist, a reading list, and more.


Course Format
The course is offered online over 1 year, comprising a total of 120 hours over 40 weeks of learning in term time


Entry requirements
Applicants must have previously completed training at Level 5 or higher (see National Qualifications Framework for more information and some international equivalents) so they can successfully engage with Level 7 learning requirements.

Applicants must hold a qualification as a counsellor, psychotherapist, mental health worker, social worker, minister of faith, or similar, and be in active practice in a therapeutic capacity. This can be as a volunteer in a charitable counselling service or in private practice with a minimum of 5 clients per month.

Applicants may be located anywhere in the world, and must speak and write fluent English, and have a stable and fast internet connection.

This qualification is not suitable for those who are currently in a state of severe emotional difficulty and/or severe psychological confusion. The course involves experiential elements that will involve considerable personal disclosure and associated personal developmental activities.


Student Support

Personal therapy requirement: Minimum 10 hours per year (ideally 20 hours per year, ideally every fortnight) with an integrative psychotherapist

Supervision requirement: a minimum of 1.5 hours per calendar month with a supervisor able to hold a body-mind focus within broader expertise

Peer support: small groups of 3-4 students will be invited to provide peer support throughout the training and engage in formative activities together


£4,250 per year
(includes 20% VAT). Payments can be made monthly by standing order over 12 months. Applicants who wish to pay for the year a one-off payment are offered a 2.5% reduction in fees.

Some bursaries will be available once the minimum enrolment of 12 students has been reached. Please contact us to discuss your needs.

Student group size: 12 to 20


Enquiries and Application
If you require more information or are ready to apply, please fill in an application form. We will respond to you as soon as possible.

All applicants are required to complete the application form and then go through the application process which comprises a written portfolio submission and, if the portfolio is deemed sufficient, an interview in person. If offered a place, a course contract will have to be completed and an initial non-refundable deposit of £250 to secure a place will be required.

If a portfolio or interview is not successful, constructive guidance will be provided for those who wish to re-submit or interview again later.

Application process

Application process

For the application form, click here.

Applicant background:
Applicants may have participated in different kinds of workshops in the complementary health therapy world, following their own philosophy; they may have certificates in various wellbeing approaches, or supported troubled people in a carer-oriented way, such as an addict or a trauma victim through one or more stages of recovery.

The key quality that applicants will need is an exposure to and meaning-making from the challenges of life in intensive or prolonged ways, such as a personal or professional history with trauma, addictions, bullying, destructive family patterns, or search for identity (manifested in sexual orientation, a process of gender confirmation, mixed heritage ethnicity, cultural belonging a 1st or 2nd generation immigrant, etc.). This will likely have involved one or more courses of personal therapy. All of this will be evidenced through accreditation of prior learning (APL) via the application process.

This qualification is not suitable for those who are currently in a state of severe emotional difficulty and/or severe psychological confusion. The course involves experiential elements that will involve considerable personal disclosure and associated personal developmental activities.

Applicants must be intending (and actively seeking) to begin work with clients during Year One of the programme in order to gain the necessary experience to continue into Year Two. This can be as a volunteer in a charitable counselling service, or in private practice from their home or external premises.

Application process:
Portfolio submission with structured sections that allow applicants to showcase what they have learnt —from official institutions and from the school of life — in a clear way:

  1. Personal philosophy & how you derived it (up to 200 words)
  2. Examples of your ability to work with difference and diversity, and to respond sensitively and empathically to others (emphasising essential listening and communications skills, and exposure to people from different backgrounds) (up to 500 words)
  3. Examples of personal qualities of imagination, intuition, openness, and ability to benefit from self-development (emphasising how you allow space for creativity and continued learning) (up to 500 words)
  4. Examples of ability to challenge and be challenged (emphasising how you handle difficult conversations) (up to 500 words)
  5. Self-reflective essay on strengths and challenges in being with self and others, discussing your levels of current self-awareness, insight, honesty and the ability to make links (emphasising how you show up as your authentic self with others and when you choose not to or are unable to) (up to 1500 words)
  6. Self-reflective essay on your encounters with therapists or counselling / mental health support agencies: what is fair to expect as a client, and what is not? (emphasising therapy contracts with clients, duty of care, confidentiality and when breaking of confidentiality is required) (up to 600 words)
  7. Critical reflection on the three main counselling approaches ( what benefit(s) and disadvantage(s) can you discern in each of these? (400 to 600 words)
  8. References from two referees who have known you in a personal or professional capacity for at least 2 years (must include duration of knowing you, their role in your regard, and their reflections on your potential as a therapist)

Applicants whose portfolios are accepted as evidence of sufficient prior learning will be invited to an interview to secure their place on the course. If a portfolio or interview is not successful, constructive guidance will be provided for those who wish to re-submit or interview again later.