An Overview
“Shared joy is double joy.
Shared sorrow is half sorrow.”
(Swedish proverb)
For the past twenty years, we have been providing meaning-oriented education and psychotherapy according to the principles of Viktor E. Frankl’s Logotherapy and Existential Analysis. Our approach to psychotherapy contains a logo-educational component to help clients and students make their own decisions in response to life’s challenges.
The teaching model we follow provides opportunities for understanding logotherapy through engagement with students. The impetus for this approach is based on Viktor Frankl’s observation that a good therapist is a creative, dynamic and innovative spirit, who is well versed in their profession, and can therefore skillfully guide their clients through the vicissitudes of life, much like a skilled mountain guide, who is able to judge which terrain their travel companions can handle according to their skill level; which paths are safe, and which may hide treacherous cliffs or slippery slopes of danger. To have the skills and experience required, therapists must have an in-depth understanding of meaning-centered concepts, principles and dynamics. This is achieved when one has personal experience in applying what one has learned.
Logotherapy is tailored to the meaning of the moment which is specific to the situation and unique to the person. Thus, education in logotherapy and existential analysis has to consider principles, such as the objectivity of meaning, the will to meaning, and meaning in life, in harmony with with universal human values, for logotherapy to be applicable trans-culturally and globally, and to be relevant to students on their journey of personal and professional development.
Our research efforts focused on collecting historical documents and recordings, which are currently housed in our Archives, and which helped us to understand the evolution of logotherapy and its applications, complementing it with our own observations and insights. Frequently, research aided and enhanced our practice in response to specific challenges that arose over the years. This was the case for example when we connected with colleagues internationally about voicing a personal response to global concerns, cultivating gratitude to previous generations and its role in fostering international relations, the universal experience of the freedom of will, opportunities to find meaning in challenging situations such as during the COVID-19 pandemic, building trust in the world, defining and managing moral injury within an existential framework, and promoting hope in seemingly hopeless situations. The findings can be found in our publications, eighteen books and numerous articles in peer-reviewed journals. This helped us to conceptualize our work in the context of historical and social developments and crystallize our educational model.
Through our work, and the work of our students, meaningful education had a healing effect on vulnerable communities such as the youth, the elderly, people suffering from physical and mental illness, people in conflict zones, people who have been displaced, people affected by natural disasters, the homeless, people affected by poverty, marginalized, discriminated, traumatized, and people who have been exploited and abused in many different ways. One of the aims of our educational resources is to equip students with the skills and competencies required to guide individuals and communities who experience such difficult conditions to live universal values and find meaning in life.
Ideally, education should foster dialogue through tutoring and consultation meetings tailored to the context of the client populations served, and students’ goals. Formation can involve multidimensional and multi-sensory modes of instruction. For example, throughout our courses, students read assigned texts, watch and listen to audio visual materials, write reflective assignments, and actively participate in individual meetings through videoconference. This way, students apply what they learn in real life situations, find their voice and evaluate the results of their interventions. Through these educational experiences, they enhance competencies such as compassion, listening skills, empathy, social concern, critical thinking, analytical skills, hope, trust, and kindness. In this context, the role of the educator is to guide students to find meaningful solutions through practical engagement.
From students who are starting their educational journey, to seasoned professionals aiming to deepen their understanding of logotherapy, or sharpen their skills in meaning-centered interventions, we have developed the following educational resources and structured educational programs:
1. The textbook, “Viktor E. Frankl’s Logotherapy and Existential Analysis: Theory and Practice” (2023), by Maria Marshall and Edward Marshall, is a comprehensive review of the theory and practice of logotherapy and existential analysis with references to the original work of Viktor E. Frankl and other authors who contributed to the evidence-base of logotherapy’s effectiveness. Familiarizing oneself with the content of this textbook provides a foundational knowledge and understanding of logotherapy’s basic concepts and methods. All our courses are based on assigned readings from this textbook, complemented with other relevant literature.
2. The Video Studium (2025), by Maria Marshall, is a series of power point presentations that contain additional material helpful for expanding one’s understanding of existential issues, case conceptualization, developing a treatment plan, and the effective use of meaning-centered methods and principles. The Studium complements and enriches the textbook with illustrations, practical applications, and hands-on materials. Therefore, it is oriented towards students and professionals who are interested in applying their knowledge in conjunction with the content of the textbook.
3. The Graduate Certificate in Logotherapy and Existential Analysis is offered by the Graduate Theological Foundation. This program consists of five consecutive courses on Viktor E. Frankl’s Logotherapy and Existential Analysis, which allows students to apply fifteen credits (150 hours of study) toward the masters and doctoral programs of the Graduate Theological Foundation. It equips students to understand the foundations of meaning-centered assessments, interventions, and evaluations, and prepares them for their masters thesis or doctoral dissertation. Assigned readings, reflective written assignments, and individual tutoring meetings through video conferencing are part of this program. Readings from the textbook and videos from the Video Studium are also assigned.
4. The Advanced Professional Development Diploma in Viktor E. Frankl’s Logotherapy and Existential Analysis offered through the Ottawa Institute of Logotherapy. This course entails 120 hours of continuing education. It is designed for licensed health care professionals, coaches, and educators, and provides skills and competencies to complement and enhance their work. Assigned readings, reflective written assignments, and individual tutoring meetings through video conferencing are part of this program. Readings from the textbook and videos from the Video Studium are also assigned.
5. The Clinical Consultations through the Ottawa Institute of Logotherapy are available through videoconferencing worldwide. Consultations are suitable for professionals who have completed an accredited curriculum in Viktor E. Frankl’s Logotherapy and Existential Analysis. This is an educational opportunity whereby we discuss specific case scenarios without being involved in a supervisory capacity. Professionals who participate continue to take responsibility for their work. Consultations may involve discussing individuals, couples, families, groups, communities, and international relations.
The above educational resources are tailored toward specific audiences. They are based on an educational model that emphasizes real life experiences, collaboration, and dialogue, which we believe is essential within a meaning-centered framework. The current overview of our educational model is an evolving project which continues to develop in response to future opportunities.