Course Descriptions

Courses are identified and organized by degree program. Listed below are those courses for the 2019-2020 academic school year. CampusVue will list courses open for enrollment each semester, by Section if applicable. Not all courses are offered every semester.

College of Integrative Medicine and Health Sciences (CIMHS)

All courses are online. Each course description includes information about the term in which it is offered every academic year, as well as any prerequisites and residential conference (RC) requirements. Students registered for an online course that requires residential training must attend the specific RC component to remain enrolled.

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Counseling
	CES 7020 - Leadership, Advocacy, and Ethics in Counselor Education This leadership focused course will focus on current issues in counseling to include the role of ethical and legal consideration in counselor education and supervision. Focus will be on theories, skills and models of leadership as well as strategies for responding to community, national, and international crises and disasters. Students will explore current topical and political issues in counseling and how those issues affect the daily work of counselors and the counseling profession. Students must demonstrate the ability to provide leadership or contribute to leadership efforts of professional organizations and/or counseling programs and the ability to advocate for the profession and its clientele. 3 credit(s)
	CES 7025 - Instructional Theory This course prepares students to teach in Counselor Education programs. Topics covered are learning theories, retention of material, motivation, classroom instructional strategies and techniques, and assessment of learning. This course will provide an overview of the history and development of counselor education with an examination of the theoretical orientation and practice skills necessary to function effectively as a counselor educator. Students will examine their personal philosophy of teaching and learning and demonstrate the ability to design, deliver, and evaluate methods appropriate to course objectives. This course will provide students with an opportunity to co-teach a course, under supervision of the course faculty member. 3 credit(s)
	CES 7030 - Advanced Group This course focuses on a critical analysis of group counseling theories, approaches, literature, and modalities applicable to working with groups. Students will engage in experiential learning focused on in-depth exploration of their personal approach to group leadership and supervision. Students will also develop advanced group counseling leadership skills and identify strategies based upon the special needs and characteristics of diverse client groups. Students will have an opportunity to practice their group facilitation skills during our residential conference sessions. 3 credit(s)
	CES 7035 - Introduction to Counselor Education This seminar style course is designed to facilitate the student’s awareness and knowledge of current issues in the field of Counselor Education. Students will discuss and present current issues in the field, providing a format for debate and discussion. The course will increase the student’s awareness of the areas of social and educational change. This course will have a synchronous meeting component. 3 credit(s)
	CES 7045 - Advanced Research and Publication This course examines advanced topics and controversies in qualitative and quantitative counseling research; this integration of theoretical with applied counseling material will augment the department’s standard doctoral research offerings. Special focus on the process of taking a manuscript from conceptualization through publication will be discussed, and students will engage in completing a journal manuscript and conference proposal draft. 3 credit(s)
	CES 7050 - Quantitative Research Methodology This course examines advanced quantitative research models and methods of instrument design such as experimental and quasi-experimental designs to include application of advanced quantitative research skills, evaluation of research proposals from human subjects/institutional review board reviews, application of professional writing for journal and newsletter publication, and appropriate conference proposal procedures. Students will demonstrate knowledge through application of quantitative research questions appropriate for professional research and be introduced to writing for publication. This course will also address ethical and diversity issues involved in research design, measurement, implementation, and generalization of findings. 3 credit(s)
	CES 7055 - Qualitative Research Methodology This course examines qualitative research design and the development of advanced level qualitative research skills. Explores and contrasts philosophical assumptions of qualitative and quantitative research. Areas of emphasis include methodologies, such as grounded theory, ethnographic, and phenomenological and other emergent research practice and processes. Students will develop competencies in qualitative data collection, analysis, and oral and written data presentation. Various methods and approaches to qualitative research are reviewed. 3 credit(s)
	CES 7060 - Advanced Statistics This course examines univariate and multivariate statistics most frequently used in counseling research. Students will learn how to read and interpret these statistics in published research as well as how to apply them to the analysis of their own research projects. Students will learn how to select the appropriate statistical analyses, collect data in a controlled manner, analyze the data, and interpret the results. This course emphasizes skill in the application of advanced statistical techniques to social science research, interpreting results of statistical analyses, and data analyses and presentations. 3 credit(s)
	CES 7065 - Advanced Qualitative Research Methods This course provides an in-depth exploration of four qualitative research methodologies. Advanced topics in qualitative research are considered in order to foster critical thinking skills and to inform a long-term research agenda. Epistemological assumptions, theoretical considerations, data collection, and analytic procedures for grounded theory, phenomenological, narrative, and ethnographic research designs are reviewed. Additionally, this course covers coding processes, lived experience descriptions, the use of photos in data collection, field notes, and autobiographical writing, and other data sources. 3 credit(s)
	CES 7070 - Advanced Practicum This advanced supervised practicum in counseling will enable doctoral-level students to develop and/or refine advanced counseling skills and conceptually link counselor practice and supervision. The doctoral practicum focuses on additional supervised clinical counseling experience beyond the supervised experience completed in the student’s master’s degree program. Students are required to participate in a supervised doctoral-level practicum of a minimum of 100 hours in counseling, of which 40 hours must be in direct service with clients. The nature of the doctoral-level practicum experience is to be determined in consultation with the faculty advisor. Students will participate in bi-weekly group supervision with a faculty member and other practicum students. 3 credit(s)
	CES 7075/7080 - Internship I/II Students are required to complete doctoral-level counseling internships that total a minimum of 600 clock hours. The 600 hours must include supervised experiences in at least three of the five doctoral core areas (counseling, teaching, supervision, research and scholarship, leadership and advocacy). The 600 credit hours may be allocated at the discretion of the doctoral advisor and the student on the basis of experience and training. The doctoral-level internship will consist of providing individual and group supervision to master’s level students, teaching and/or co-teaching master’s level counseling courses, and participating in professional activities related to counselor education. If doctoral students have had limited clinical counseling experiences prior to beginning their doctoral work, they may also be required to complete credit hours in a counseling setting to gain more counseling experience. (6 total semester credits) 6 total semester credits credit(s)
	CES 7085 - Comprehensive Exam The Comprehensive Exam is completed in two parts:Written Comprehensive Exam: students may register for, and take their comprehensive exam starting in the second semester of their second year of the program. It is at that point that most of the academic coursework is complete. The exam is project-based, and includes the following: Students will create a community or agency based project that includes a combination of their teaching, research, and advocacy philosophy. This project can be theoretical, or could be part of their Internship coursework.Oral Comprehensive Exam: the student will submit their project to their dissertation committee for review. The committee will then schedule an oral exam. During the oral exam, the student will present their project, along with a description of their growth and development as a counselor educator. Part of this oral exam will be to explore the next steps of the project- which could include incorporating the work into Internship, or into dissertation research. 0 credit(s)
	CES 7090 - Dissertation Seminar This course focuses on developing the essential components of the student’s dissertation. This seminar is designed to assist students in making substantive progress in identifying and developing their dissertation proposal. Students will critically examine the current literature associated with their research interests and examine applicable conceptual constructs and methodologies. Students will complete the first drafts of the first three chapters of their dissertation, which will be used for their dissertation proposal. A complete review of the literature and draft of the dissertation proposal will be evaluated for methodological strengths and weaknesses. 3 credit(s)
	COUN 2010 - Structure & Dynamics of the Family This course provides theoretical and phenomenological overview of the changing nature of family structures and dynamics through lifespan and intergenerational perspectives. The course explores the dynamics of human systems, processes in adaptation, and integrative approaches in systems interventions. The course emphasizes case description, historical and developmental perspectives, theoretical models in systems formulations, and integration of cultural and social structures in contextual dynamics. 3 credit(s)
	COUN 2025 - Counseling Theories This course explores four broad categories into which the types of therapy fall: a) psychodynamic; b) behavioral and cognitive-behavioral; c) existential, humanistic, and transpersonal; and d) family systems approaches. The course surveys the history and development of each school and its views on human nature, psychological health, normal development, psychopathology, and approaches to intervention. 3 credit(s)
	COUN 2031 - Assessment & Testing This course emphasizes humanistic perspectives in administration, interpretation, and reporting of assessment measurements using standardized empirical and phenomenological approaches. The course emphasizes clinical issues in reliability and validity, standardization and instrumentation, cultural and population specificity, and individual and contextual applications. The course provides an overview of ethics, testing objectives, and clinical implications in assessment settings. The course provides an overview of historical perspectives and theoretical models in assessment formulation. 3 credit(s)
	COUN 2050 - Psychopathology and Diagnosis This course provides a critical overview of major schools of thought that have shaped modern thinking about various aspects of psychopathology (e.g. behavioral, biophysical, intrapsychic, phenomenological, and social) with attention to current diagnostic criteria of the DSM in relation to societal determinants of functional and dysfunctional behavior. Consideration is given to etiology, development, pathological patterns, psychotherapy, and critical evaluations of the field. Dysfunctional behavior is studied in the larger context of adaptation, self-actualization, and the development of human capacities. 3 credit(s)
	COUN 2060 - Human Sexuality Human Sexuality presents an investigation of sexuality within the larger context of the human experience. Emphasis is placed on the study of human sexual development, dimensions of sexual behavior, sex education, health issues, sex therapy, and cultural, ethical, spiritual and legal aspects of sexuality. The course emphasizes applications in clinical work with individuals and couples. 3 credit(s)
	COUN 2500 - Basic Counseling Skills This course develops foundational clinical skills for professional work with individuals, couples, families, and groups. The course integrates humanistic theories and techniques with emphasis on self-exploration toward cultivating professional development of the counselor and psychotherapist. The course introduces foundations in clinical theory including stages of therapy, diagnostic assessment, and therapeutic intervention. The course focuses therapeutic practices including skills in developing the therapeutic container and alliance, empathic listening and reflection, unconditional positive regard, recognition of boundaries and therapeutic frame, exploration of self, sensitivity to diversity and multicultural issues, and capacity to embody an authentic sense of self as a counselor and psychotherapist. 3 credit(s)
	COUN 2505 - Psychopharmacology Students develop foundational understanding in psychopharmacology important to client-oriented clinical practice in psychotherapy and counseling. Students develop skills in forming a collaborative team with the client and the prescribing health professional. The course surveys fundamental diagnoses that may be accompanied by psychotropic medications and methods to help clients monitor medication effectiveness. The course emphasizes psychoactive medications within a biopsychosocial understanding of the client. The course surveys the interface of psychoactive medications in the practice of psychotherapy and counseling. 3 credit(s)
	COUN 2510 - Relationship and Family Intervention This course addresses philosophies and models of therapeutic intervention with couples and families. There is also a section on working with children, emphasizing work with children that include a family perspective. This course builds theoretical understanding and therapeutic skills and enlarges foundations introduced in the pre-requisite courses “Basic Clinical Skills” and “Structures and Dynamics of the Family.” 3 credit(s)
	COUN 2531 - Group Counseling and Psychotherapy This course examines philosophies and models of group counseling and psychotherapy. The course has four fundamental goals. The first is a critical analysis of contemporary theories and models of group counseling and psychotherapy. The second is to be able to identify the theories and therapeutic group approaches that best fit the context and nature of the clinical requirements and are congruent with the personality and values of the student and clients. A third goal is developing sensitivity to the many ways in which one’s values and beliefs impact one’s choice of interventions. A fourth goal is to encourage reflection regarding how the insights of different approaches may be applied in a group context within a humanistic framework. 3 credit(s)
	COUN 2532 - Career Development and Counseling This course is designed for students to gain an overview of career development theories, procedures and techniques in career counseling and career assessment tools. Empirically-based theories and counseling interventions are reviewed and examined in the context of working with diverse populations across school and community agencies and clinical practice settings. 3 credit(s)
	COUN 2555 - Advanced Child and Adolescent Therapy This course is designed for study in greater depth of major theories of child and adolescent development and relevant lifespan issues arising in these formative years. The course emphasizes clinical skills and therapeutic interventions for working with children, adolescents and their families in clinical, school, and community settings. 3 credit(s)
	COUN 2560 - Multiculturalism and the Family This course explores psychological approaches in social constructs and emphasizes the following factors in individual and family development: language, acculturation, economics, race, class, gender, sexual orientation, sociopolitical factors, child-rearing practices, family structure, religious traditions, cultural values and attitudes. The course focuses clinical issues of cultural competence in the context of ethics, laws, and regulations that define cultural awareness in counseling and psychotherapy. 3 credit(s)
	COUN 2561 - Substance Abuse and Behavioral Addictions This course provides foundational knowledge for conceptualizing, assessing, and treating substance abuse and compulsive behavioral disorders. The course examines the neurobiology of drug use and compulsive behavior within the prevailing models of addiction. The course develops understanding of drug use and addictive behavior as a biopsychosocial phenomenon that impacts individuals and communities. The course investigates the interactive process of motivating individuals for change across models of compulsive behavior, and explores treatment approaches with individuals in addiction. The course addresses ethical issues that arise in working with individuals with addictions. 3 credit(s)
	COUN 2562 - Crisis and Trauma Intervention This course describes biological, emotional, and cognitive processes of traumatic stress and examines the nature of PTSD and other diagnoses associated with exposure to traumatic stressors. The course explores social, cultural, developmental, physiological, and psychological factors in relation to vulnerability, resiliency, and recovery. Cultural sensitivity and the importance of client advocacy and working with consumer groups in aiding recovery are emphasized. The course explores stages of assessment, intervention, and recovery in relation to early attachment, physiology, and resiliency. The course emphasizes interventions for crisis and trauma sequelae. 3 credit(s)
	COUN 2650 - Professional Orientation and Ethical Practice This course focuses understanding on ethical and legal issues involved in the conduct of working with individuals, groups, couples and families. The course emphasizes ethical and legal principles in clinical counseling, group counseling and couples and family therapy and research and evaluation. Students examine the codes of ethics of professional counseling and marriage and family therapy associations and state/provincial laws and regulations governing mental health professions. Students develop understanding of their own attitudes and perspectives on ethical dilemmas in clinical work and research. 3 credit(s)
	COUN 6020 - Lifespan Development The processes and significant transition points for child, adolescent, and adult development are considered in this class. Classic and contemporary theories of development through lifespan, including some modern western perspectives, are contrasted by examining their principal concepts and uncovering their assumptions about what motivates and influences development. Topics such as mother-infant attachment, sex-role socialization, cognitive and moral development, reciprocal effects in parent-child interaction, higher stages of adult development, and the revolutionary impact of feminist theory and research on classic models of development are emphasized. 3 credit(s)
	COUN 8152 - Practicum This is the first of three required 3-unit courses that introduce the student to field placement training. Both the approved field placement and the practicum course enrollment are required. Practicum 1 is designed to provide students with a model for thinking about themselves as practitioners, their expectations and concerns, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum 1 focuses on professional development important for beginning therapists. Students share from their practicum experience, drawing on their practicum reflections, individual and group exercises, and regular on-line threaded discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. 3 credit(s)
	COUN 8153 - Internship 1 This is the second of three required 3-unit courses that continue the field placement training. Both the approved field placement and the internship course enrollment are required. Internship 1 is designed to provide students with a model for approaching crisis and critical issues in clinical work, while also providing an arena in which to compare and contrast field placement experiences with other students. Internship 1 focuses on professional development important in issues in cultural and spiritual diversity. Students share from their internship experience, drawing on their internship reflections, individual and group exercises, and regular on-line threaded discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. 3 credit(s)
	COUN 8154 - Internship 2 This is the third of three required 3-unit courses that continue the field placement training. Internship 2 is designed to refine clinical skills in treatment formulation, evaluation of outcomes, and professional standards in documentation in clinical work. The course provides an arena in which to compare and contrast field placement experiences with other students. Internship 2 focuses on professional development important in issues in cultural and spiritual diversity. Students share from their internship experience, drawing on their internship reflections, individual and group exercises, and regular on-line threaded discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. 3 credit(s)
	COUN 8155 - Internship 3 This course is required for those students continuing in internship placement sites needing to obtain additional supervised clinical hours. Both the approved field placement and internship course enrollment are required. Internship 3 is designed to refine clinical skills in treatment formulation, evaluation of outcomes, and professional standards in documentation in clinical work. The course provides an arena in which to compare and contrast field placement experiences with other students and receive individual and group supervision during the time the student is completing field-placement hours. This internship course is required for those trainees who continue field-placement supervision to accrue pre-degree internship hours. 3 credit(s)
	COUN 8156 - Clinical Inter-Session This course is required for those students continuing in field placement sites during the Summer Inter- Session and between Fall and Spring semesters. Both the approved field placement and course enrollment are required. The Clinical Inter-Session is designed to refine clinical skills in treatment formulation, evaluation of outcomes, and professional standards in documentation in clinical work. The course provides an arena in which to compare and contrast field placement experiences with other students and receive individual and group supervision during the time the student is completing field-placement hours. This course is required for those trainees who continue field-placement supervision to accrue pre-degree practicum hours. 0 credit(s)
	COUN 9100 - Comprehensive Exam The Counseling Comprehensive Exam requires an individual tutorial with the examining faculty as a capstone for the MA in Counseling. The examination process requires demonstrated understanding of clinical foundations, therapeutic skills, and applications in clinical evaluation and crisis management; treatment plan and treatment interventions; ethics, law, and professional standards; systemic and integrative therapeutic models; and therapeutic alliance. 0 credit(s)
Creativity Studies
	CS 3010 - Arts-Based Inquiry When a form of inquiry is conceptualized and actualized in terms of creative processes in pursuit of human knowing, using as its primary means an art medium, it may be termed art- based inquiry. This course examines select forms of thinking about, and doing, art-based inquiry, inclusive of its relevance to research processes and forms of scientific inquiry. Although preference is given to the visual arts, other art forms may be pursued. 3 credit(s)
	CS 3530 - Death and Loss in Literature and Film This course will survey a number of writers and filmmakers and their respective artworks contending with questions of meaning and the poignancy to be found in life at the limits and the irrepressible passage of time. Art, we may say, is an especially rarified response to the dilemma of time and the inexorable loss that attends it. The poet Rilke put it this way: … Once everything, only once. Once and no more. And we, too, once. Never again. But having been this once, even though only once: having been on earth does not seem revocable. It is precisely this sense of impermanence, of evanescence, of life’s ultimate mystery and the potential beauty therein that will serve as our curricular touchstone. “It is not possible,” mused the ancient philosopher Heraclitus, “to step twice into the same river.” Aeschylus, younger contemporary to Heraclitus, saw suffering as inevitable, with wisdom the hard-won purchase of pain falling “drop by drop upon the heart”-words quoted, movingly, by Robert F. Kennedy in an extemporaneous eulogy on the night of Martin Luther King’s assassination. This course will inquire into these bedrock existential/humanistic/transpersonal themes-life at the limits and the place of aesthetics and creative response, with literature and film, especially, offering protection and remedy. 3 credit(s)
	CS 4500 - Dimensions of Creativity The many dimensions of scientific and artistic creativity are studied, as well as the way creativity relates to social-cultural influences, gender, family background, personality factors, and cognitive styles. This course examines the creative process, the creative person, the creative product, and the creative environment. Imagery and symbolization, intrapsychic experience, and aesthetic issues are explored. Recent creativity research and theories of creative development are considered. 3 credit(s)
	CS 4510 - Perspectives in Creativity This course is designed to deepen the understanding of creativity and utilize newly learned insights to enhance creative process as well as stimulate the creative process of others. Students develop an awareness of factors that stimulate or inhibit their own creative process and apply what they learn in an area of vital importance to them. Tapping into creativity is increasingly important for both individuals and society. The challenge of living in a world that is complex and changes at an increasing speed challenges all of us to develop our unique abilities. We advocate that human creativity is universal, and can be developed across multiple modalities and different ways of knowing. Creativity can also enhance the qualities of and offer benefits for the health of individuals and cultures (Goslin-Jones & Richards, 2018). What is valuable and transformational varies in different fields and circumstances. There is a deep important need for new and effective answers in many different areas of our culture, our work, and everyday life. Our survival as a species will require answers to new and challenging problems involving both individual and international relationships, ecology, economy, education, health, legal system, population growth, the arts, technology, workplace etc. Prerequisite(s): Successful completion of CS 4500 - Dimensions of Creativity 3 credit(s)
	CS 4520 - Art and Healing The healing aspects of art across cultures and throughout history, allows students to choose the type of art they would like focus (e.g., visual art, writing, music, humor, dance, drama, poetry, film, and the creative arts therapies). It will expand students’ capacities to perceive, benefit from, and transmit the healing aspects of art by bringing its dynamics more fully into conscious awareness. Through examining the universality of archetypes, the empowering experiences of diverse artists using creativity as a form of resilience, and the effectiveness of a variety of arts as multicultural healing modalities, students will come to understand more fully how art is integral to the human quest for wholeness. 3 credit(s)
	CS 4525 - Poetry and Holistic Health Examination of the conceptual bases for the healing potential in poetry, with study of poetry written by health practitioners, by patients, their friends, and families. Students will become familiar with poetry on such themes as cancer, Alzheimer’s disease, alcoholism, and bereavement. They will be supported in the development and refinement of original poetry on illness and wellness themes of particular interest. 3 credit(s)
	CS 4526 - Creativity and Writing This course provides an overview of the research relevant to the field of Creativity Studies and writing. Areas covered will include psychological research regarding writers and writing, the use of writing as an aid in healing trauma, understanding of the creative process in writing and aspects of the publishing process. Students will write original work based on their personal interests and goals. 3 credit(s)
	CS 4535 - The Use of Poetry with Death, Loss, and Life Transition The creative arts are often used to assist people facing death, loss, and other important life transitions. Similarly, these life events often cause individuals to reflect upon the meaning in their life and seek to create new meaning, which can be aided by poetry and the creative arts. This course focuses on the use of poetry when encountering death, loss, and life transitions. Students are encouraged to reflect upon their own use of creativity in times of difficult life transitions. Additionally, students will explore ways to facilitate the use of poetry with others facing life transitions. Poems from various cultural backgrounds are considered. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed with EHP 4535 - The Use of Poetry with Death, Loss, and Life Transition & PSY 4535 - The Use of Poetry with Death, Loss, and Life Transition . 3 credit(s)
	CS 4540 - Creativity and Social Change To address the many threats and challenges facing humanity, good intentions and familiar techniques will not be enough. New (or newly adapted) solutions are needed. Saybrook’s existing fields of Creativity and Transformative Social Change make perfect partners for blending social conscience with innovative thinking. Fascinating and ingenious inventions are already solving some of the world’s most pressing problems. Students will study readings from the fields of creativity and social change, explore an amazing assortment of newly devised solutions as well as some traditional ones that deserve a second look, make active experiments, and practice developing one viable solution of their choosing. In this course, Creativity students can practice operationalizing their ideas and Transformative Social Change students can develop their innovative sides. The course could also be of benefit to clinicians aware of the external pressures their clients face; activists tackling issues of ethnicity, sexual orientation, and gender; and mediators looking to solve entrenched hostilities. Combining the expected scholarly readings with practical assignments, the course can serve as an incubator for students’ ideas for making the world a better place. 3 credit(s)
	CS 6606 - Introduction to Expressive Arts This course provides an introduction to Expressive Arts approaches, paradigms, and theoretical concepts that aid in developing multi-modal fluency for the purposes of self-discovery. The expressive arts therapist, consultant, or educator combines and integrates visual arts, movement, drama, music, writing, and other creative processes to foster growth and transformation with individuals and groups. Person-Centered Expressive Arts and The Creative Connection® developed by Natalie Rogers will be explored through personal process, discussion, and readings. The course includes a peer coaching process using expressive arts and requires attendance at a 2-day experiential expressive arts workshop offered at the Saybrook RC. 3 credit(s)
	CS 7067 - Organizational Creativity This course gives students an understanding of both the theoretical and practical applications of organizational creativity. Organizational executives and consultants, psychologists, educators, and others who work in organizations will learn research-based information about constructing an environment that encourages creativity and innovation. Topics covered will include comprehension of creativity from a systems perspective, group creativity, creative leadership, and factors that can encourage or discourage organizational creativity. This course meets Saybrook’s mission and goals in that it provides students with a knowledge base that informs their work as leaders of organizational change and professionals who work within a global context. This course is structured into four modules, each building on the last to enlarge students’ understanding of organizational creativity. The first module will ground students’ understanding of creativity research historically so that they can understand the basics regarding individual and organizational creativity including the climates and cultures that influence creativity at work. The second module looks at key factors in group creativity with an emphasis on aspects of idea generation and context. The third module examines a variety of important aspects related to the social psychology of creativity including networking, leadership, entrepreneurship, and diversity. The final module is designed to integrate what students have learned into application. 3 credit(s)
	CS 8151 - Creativity Studies Capstone Project In this course students will critically examine, analyze, synthesize, and creatively apply theoretical and practical knowledge obtained through the previous coursework in their CS certificate program. The Creativity Studies Certificate Capstone Course requirements are fulfilled through the following options: scholarly writing, a professional presentation, a creative project, and/or creating a new product. Suitable options include those that do not require IRB approval. All options should be discussed with and approved by the course instructor and the Creativity Studies Specialization Coordinator at the beginning of the semester. This course is designed to galvanize and to capitalize upon the student’s professional goals, interests, knowledge, experience, and aspirations. 3 credit(s)
	CS 8950 - Certificate Integrative Seminar The final part of the Certificate program is the integrative paper. The purpose of the integrative paper is to give the learner an opportunity to draw together the most important aspects of the Certificate courses, to assess strengths and identify further learning needs, and to develop a specific plan for continuing personal and professional work. Prerequisite(s): Open only to students pursuing a Creativity Studies certificate. 1 credit(s)
Consciousness, Spirituality, and Integrative Health
	CSIH 3000 - Psychology of Consciousness This course introduces students to the fundamental concepts, paradigms, and current issues in studies of consciousness. It explores the field from diverse approaches including humanistic and transpersonal psychology, cognitive and affective neuroscience, cross-cultural studies, existential-phenomenological methodologies, and other related disciplines. 3 credit(s)
	CSIH 3040 - Models of Consciousness This course explores the process of model building in psychology and human science by examining a spectrum of current models that dominate the study of consciousness, including those from cognitive neuroscience, the classical depth psychologies of Freudian psychoanalysis, humanistic and transpersonal approaches, Jungian psychology, and a selection of conceptions from the classical psychologies of Asia. How to identify the logic, metaphysics, epistemology, ontology, and cosmology of a given model will be a primary focus. What relevance these models of consciousness have for humanistic and transpersonal psychology and human science will also be of concern. Because individuals often attempt a phenomenological integration of everything, based on some fusion of their readings of theoretical writings on the subject with scientific research, personal proclivities, and intuitive norms from clinical experience, attempts at the students’ own synthesis of a more adequate model of consciousness will be encouraged. 3 credit(s)
	CSIH 3070 - Eastern Psychologies This course first asks students to consider how the orientations of Eastern psychologies illuminate and are coming into relationship with Western psychology. Looking at major developments in (among others) Buddhist, Hindu/Yogic, and Taoist thought and history, students will gain a broad, working knowledge of the meaning and substance of major Eastern psychology principles as well as their potential therapeutic values. With this working knowledge in hand, the course has students consider the promise and limitations of contemporary Western applications, adaptations, and research assessments of Eastern psychologies. Finally, students are invited to participate in an experiential project from which they will gain first-hand embodied and intuitive knowledge, insight that cannot be obtained simply through studying the literature. 3 credit(s)
	CSIH 3080 - Psychology of Shamanism During most of the 20th century, the study of shamanism was virtually ignored by psychologists as a topic of investigation despite the fact that shamans were the world’s first “psychologists.” In recent years, however, a variety of perceptive books and articles on the psychology of shamanism has begun to find its way into the academic curriculum. Humanistic and transpersonal psychologists have taken an interest in the study of shamanism for several reasons. They do not subscribe to the notion that psychology has little to learn from “primitive” people (who are more appropriately referred to as “native,” “traditional,” or “indigenous” people). On the contrary, humanistic and transpersonal psychologists find sophistication in the shaman’s cultivation and use of certain procedures for altering conscious experience that go beyond what is currently available in more industrialized societies. In addition, the shaman’s use of language and art is extremely instructive with regard to the efficacy of metaphors and symbols in social interactions. Moreover, humanistic and transpersonal psychology’s interface with holistic health practitioners has benefited from a study of shamanic healing. The question of mental health and social context is at the heart of the controversy between humanistic and transpersonal psychologists on the one hand and, on the other hand, the many psychoanalytically-oriented writers, regarding whether the behavior of shamans should be considered symptomatic of psychosis or neurosis. 3 credit(s)
	CSIH 3150 - Neuropsychology of Dreams and Dreaming Welcome to one of the most fascinating areas of investigation in consciousness studies; few if any other areas bring together in one place as many aspects of neuropsychology. In this course students will learn more than brain physiology and theories of how brain function is connected to nighttime dreaming; they will also obtain a bird’s eye view of the mind and the brain working together, as beautifully exemplified in the exquisitely complex yet simple action of the sleeping brain. This course focuses on the neuropsychological aspects of dreaming. In doing so, it explores differences between activity in the waking and sleeping brain, examines the major views on how dreams are generated in the sleeping brain, and opens for discussion the implications of this knowledge for a richer understanding of the nature of waking and dreaming consciousness. 3 credit(s)
	CSIH 3160 - Personal Mythology and Dreamwork In this course, students will learn what is meant by the term “personal mythology.” They will be introduced to the idea that every person develops a particular personal mythology that guides and influences his or her perceptions, thoughts, feelings, and behaviors. They will be introduced to the primary factors that seem to be responsible for the development of particular personal mythologies (e.g., a person’s genetic inheritance, family of origin, kinship group, and social milieu). The course can be taken with an experiential emphasis, an academic emphasis, or a mixture of these. 3 credit(s)
	CSIH 3165 - Understanding and Appreciating Dreams This course offers valuable tools for individuals and groups. Engaging in dreamwork can offer personal insight and spiritual growth. The “grassroots dream movement” has initiated non- clinical uses of dream reports for purposes of creative expression, spiritual development, and group exploration. This course covers the use of recalled dreams in both clinical and non-clinical settings. It spans a variety of ideological perspectives, emphasizing those that can be quickly learned and adroitly applied with minimal risk and maximum benefit to the dreamer. 3 credit(s)
	CSIH 3200 - Seminar in Consciousness, Spirituality, and Integrative Health This course provides an introduction to the primary themes in consciousness, spirituality, and integrative health. The course includes studies in Transpersonal Psychology as an important way to address these themes. Students will be introduced to foundational definitions, concepts, and theories. This course will also serve to orient students to the Consciousness, Spirituality, and Integrative Health Specialization, including curriculum paths, vocational possibilities, and relevant professional organizations and conferences. It is recommended that students in the Consciousness, Spirituality, and Integrative Health Specialization begin with this course. It provides foundational knowledge that will be built upon in future coursework. Additionally, this course introduces various career paths in order to help students identify, at the outset, the courses that will be most relevant to meeting their future vocational aspirations. Students will also become familiar with various resources that will be useful in their future coursework. 3 credit(s)
	CSIH 3205 - Spiritual Direction This course provides a professional, academic, and personal introduction to spiritual direction (often called spiritual guidance) as a profession and as a support to other professions. The primary goal of this course is to explore the role of spiritual direction within and outside spiritual traditions. Students will be introduced to foundational definitions, concepts, dynamics, and processes in this developing field. 3 credit(s)
	CSIH 3210 - Stress Management Education “Stress management” appears to be a term that the general population as well as the scientific community has come to accept. A problem remains, however, in that the term is defined in a multitude of differing ways depending on the perspective of the presenter. Cultural, religious, spiritual, psychophysiological, and biological explanations all have valid views that focus on different aspects of stress. In addition to looking at these and many other aspects of stress management, this course also focuses on the teaching of stress management skills to those most in need of interventions for stress-related disorders. This course is intended to include interactive discussion and sharing via online discussion forums and to become a group project in the creation of stress management literature, video clips, brochures, and PowerPoint slides directed towards the teaching of stress management skills to various populations. 3 credit(s)
	CSIH 3230 - Special Topics in Spiritual Direction This course explores topics related to spiritual direction (often called spiritual guidance) as a profession and as a support to other professions. The course is in a seminar format where, with instructor’s approval, each student selects the topic they wish to pursue and creates clear learning objectives. Appropriate topics include models of spiritual development, discernment processes, and case studies in spiritual direction. With ongoing feedback from the instructor and other students, each student then develops and presents to the class an annotated bibliography and a final paper on the topic chosen and guided by one is learning objectives. 3 credit(s)
	CSIH 3235 - Essential Consulting Skills The Professional Consultant, especially one focused on health and stress management education, exercises a form of leadership without direct authority or control over an organization. Yet, consultants can play a critical role in mobilizing organizational resources, and inspiring a process of transformational change. Consultants may work in major university medical centers and hospital systems, corporate medical clinics and health systems, corporate wellness credits, health insurance organizations, and small community or privately based clinics and group practices. They can work with in small businesses, educational settings, or in almost any other setting in which stress and coping skills would benefit the client. Consultants work closely with other people who are responsible for the outcomes. Consulting can be part of any professional role such as that of a teacher, therapist, counselor, coach, or leader. A key skill is the ability to use influence and persuasion to help others get things done. This course will be a tour of the essential skills needed to function and thrive in the role of a consultant. 3 credit(s)
	CSIH 3240 - Advanced Topics in CSIH Studies This course explores advanced topics related to studies in consciousness, spirituality and integrative health. The course is in a seminar format where, with instructor’s approval, each student selects the topic they wish to pursue and creates clear learning objectives. With ongoing feedback from the instructor and other students, each student then develops and presents to the class an annotated bibliography and a final paper on the topic chosen and guided by one’s learning objectives. 3 credit(s)
	CSIH 3605 - Kabbalah and Transpersonal Psychology The objective of this course is to give an overview of the Kabbalah-the esoteric offshoot of Judaism-and its contemporary relevance for transpersonal psychology. The major teachings of the Kabbalah and Hasidism will be presented concerning human personality and growth, as well as classic methods such as meditation for awakening intuition, creativity, and other higher potentialities. 3 credit(s)
	CSIH 3610 - Transpersonal Neuroscience This course examines transpersonal states of consciousness as seen through the eyes of contemporary transpersonal psychology and brain science and the controversies that surround these topics. Sections of the course will examine the nature of consciousness itself, in brain science as well as the philosophy of mind and transpersonal psychology and explore in nontechnical ways the fundamentals of transpersonal neuroscience and consciousness, looking toward how this approach sheds light on spirituality and higher states of awareness. 3 credit(s)
	CSIH 4030 - Health Psychophysiology This course introduces scientific and experiential approaches to understanding the interaction of mind and body in health. The course surveys scientific principles of psychophysiology, introduces students to basic principles of psychophysiological measurement, and highlights research information relevant to mind/body (psychophysiological) healing, education, and wellness. The student learns to monitor physiological processes via simple biofeedback instrumentation, for clinical practice and research. The course offers an opportunity to explore mind-body relationships through an overview of theory, review of empirical findings, and experiential learning. 3 credit(s)
	CSIH 4045 - The Buddhist Path of Healing This course focuses on the foundations of “healing” the mind-body split/unification from a Buddhist perspective. After introducing basic concepts of Buddhist health and healing, it goes on to examine this field’s important contributions to contemporary Western, integrative, and global health and wellness issues. Students are invited to involve themselves experientially in a variety of healing and meditation practices. 3 credit(s)
	CSIH 4050 - Health Psychology: The Application of Psychological Concepts and Tools to Health The subject matter of health psychology as a discipline overlaps greatly with the fields of integrative health and mind-body medicine. In the broadest sense, health psychology is the organized and systematic effort to apply the knowledge and skills of the behavioral sciences to human health and illness. This course introduces health psychology as an application of psychological principles and skills to health care. It presents the framework, methodology, and applications of mainstream health psychology, and reviews common applications of health psychology, such as increasing patient compliance with well-lifestyle changes and managing chronic pain. The course introduces basic skill sets in health psychology, such as humanistic psychotherapy, cognitive-behavioral therapy, health coaching, relaxation and meditation techniques, imagery therapy, biofeedback and applied psychophysiology, and hypnosis. 3 credit(s)
	CSIH 4070 - Ethics, Spirit, and Health Care This course provides an overview of the ethical principles and codes of conduct in psychology. It will focus on the guidelines for ethical practice that integrates the spiritual, physical, and psychological dimensions into one’s professional work with individuals and groups. This core ethics course will focus then on a breadth of ethical considerations and concerns pertinent to the evolving intersections of mind-body-spirit. An introduction to ethics and the Code of Conduct created by the American Psychological Association will be provided. Ethical issues involving spirituality, faith, and medicine will be explored with an emphasis on helping students consider ethical issues related to the specific focus of their professional and academic goals. In that context students will be encouraged to explore their own personal values, beliefs, and biases pertaining to moral and legal ethics in the field. 3 credit(s)
	CSIH 4101 - Basic Training and Education in Applied Hypnosis This course provides students with a basic skill set to conduct simple hypnotic interventions, along with knowledge about hypnotic concepts and approaches, and a familiarity with research-based applications of hypnosis to common medical and behavioral disorders. This course provides students with an introductory level of understanding helpful for engaging in hypnosis-based clinical practice and hypnosis-oriented research in integrative health. This course will introduce simple trance induction protocols, trance deepening techniques, the use of post-hypnotic suggestion, and techniques to re-alert the subject and close the trance phase. In addition, the course will present an overview of current scientific approaches to explaining hypnotic phenomena, will introduce the measurement and significance of hypnotic susceptibility, and will discuss several of the widely used and effective approaches for utilizing hypnosis in psychotherapy and personal transformation. Students completing this basic training sequence will be equipped to begin the intermediate level training. The course is designed to follow the Standards of Training in Clinical Hypnosis as presented by D. Corydon Hammond and Gary R. Elkins (2005) for the American Society of Clinical Hypnosis-Education and Research Foundation. In this course, the student will complete 24 hours of basic didactic education qualifying toward eventual certification in clinical hypnosis by the American Society for Clinical Hypnosis. (Completion of the later intermediate-level training will provide an additional 20 hours of didactic education and an additional 6 hours of clinical consultation.) 3 credit(s)
	CSIH 4102 - Intermediate Training and Education in Hypnosis This course provides students with an advanced skill set to conduct advanced hypnotic interventions, along with additional knowledge about hypnotic concepts and approaches. In addition, the student develops a sophisticated ability to learn and assess new applications of hypnosis to common medical and behavioral disorders. This course provides students with an intermediate level of understanding helpful for engaging in hypnosis-based clinical practice and hypnosis-oriented research in integrative health. This course introduces more challenging trance induction protocols, trance deepening techniques, and uses of post-hypnotic suggestion. In addition, the student will learn specific approaches and techniques for a number of advanced application areas, including: 1) pain management, 2) treatment of anxiety disorders, 3) habit change protocols, 4) weight management, and 5) ego strengthening hypnotic interventions. In addition, the course reviews scientific approaches to investigating hypnotic phenomena, trains students to implement a widely accepted measure of hypnotic susceptibility, and engages the student in discussion of ethical and appropriate uses of hypnotic techniques. Students completing this intermediate training sequence will be equipped to utilize applied hypnosis skills in the course of any therapeutic process for which he or she is currently licensed. In this course, the student completes 20 hours of intermediate didactic education and 6 hours of additional clinical consultation qualifying toward eventual certification in clinical hypnosis by the American Society for Clinical Hypnosis. 3 credit(s)
	CSIH 4103 - Advanced Hypnosis Practicum and Capstone Paper This course provides an immersion in advanced hypnotic technique and practice. Course readings and educational videos provide guidance and sample interventions utilizing hypnotic induction and therapeutic suggestion. The student engages in weekly hypnosis practice with volunteers and/or professional clients. The instructor(s) provide six videoconferences with discussion of strategies for hypnotic interventions for a variety of clinical and life problems, and supervision of the student’s practice. Students submit a video record of two hypnotic intervention sequences. Students complete a capstone essay, integrating their learning in the hypnosis course sequence, along with their learning in the advanced practicum course. Prerequisite(s): Open only to students pursuing the Clinical Hypnosis certificate; completion of CSIH 4101 and CSIH 4102 . 4 credit(s)
	CSIH 4105 - Basic Training and Education in General Biofeedback This course provides students with a basic skill set to conduct simple biofeedback interventions, along with knowledge about biofeedback concepts and approaches, and a familiarity with research-based applications of biofeedback to common medical and behavioral disorders. This course provides students with an introductory level of understanding helpful for engaging in biofeedback-based clinical practice and psychophysiological research in integrative health. This course introduces the most commonly used biofeedback instruments, the physiological systems they measure, and the applications of these biofeedback modalities to common medical and behavioral disorders. The Saybrook biofeedback training sequence covers the “Blueprint of Knowledge” adopted by the Biofeedback Certification Institute of America, to guide training of biofeedback professionals (BCIA, 2006). The basic course covers the following elements of the blueprint: Orientation to Biofeedback (4 hours), Stress Coping and Illness/Models for Biofeedback Practice (4 hours), Psychophysiological Recording, Part I (4 hours), surface EMG Applications, Part I (4 hours), Adjunctive Interventions, Part I (4 hours), and Autonomic Nervous System Applications, Part I (4 hours). In addition, the course will overview current scientific approaches to research on biofeedback, and will discuss several approaches for utilizing biofeedback in psychotherapy, in optimal performance training in sports and the arts, and in personal transformation. 3 credit(s)
	CSIH 4110 - Coaching for Health and Wellness This course will provide students with an overview of the field of health and wellness, a comprehensive understanding of the principles of health and wellness coaching, an introduction to the science of lasting behavior change, and mentored practice in all of the core coaching skills and competencies defined by the International Coach Federation. In addition, this course will review current research studies documenting the effectiveness of health and wellness coaching in corporate wellness programs, hospitals, clinical practices, and through independent wellness coaching partnerships. This is a highly interactive and experiential class. Students who complete this course will have attained a basic level of competence in health and wellness coaching and will be prepared to integrate these skills into their current careers. This course will also provide those individuals interested in deepening their coaching skill set with a solid foundation to prepare them for more advanced courses in health and wellness coaching. 3 credit(s)
	CSIH 4115 - Imagery for Health This course will review the place of imagery and the imagination in traditional healing practices, and the contemporary applications of imagery in healthcare. Students will review the experimental evidence for the impact of imagery on immune function, neurochemistry, and medical illness. Students will learn to utilize imagery as a diagnostic tool, as a medical rehearsal for coping, and as a therapeutic tool for medical illness and emotional disorders. 3 credit(s)
	CSIH 4530 - Psychology, Religion, and Spirituality in Their Cultural Contexts This course provides an overview of the ways that religion and spirituality interact with psychology with special attention to the cultural context. This includes an exploration of various models for how religion and spirituality can relate to science and, in particular, psychology. Various models for psychology of religion and spirituality are considered, as well as models for integrating religion and spirituality with psychology. Psychology historically has had a complex relationship with religion, spirituality, and culture. The primary purpose of this course is to explore various models for the interrelationships of psychology, religion, and spirituality with special consideration given to the cultural influences upon these relationships. Consideration will be given to these domains (psychology, religion, spirituality, and culture) separately as well as from an integrated perspective. The course begins with an overview of definitions and exploration of epistemological issues relevant to how science and psychology can relate to religion and spirituality. The next section of the course explores various models for the psychology of religion, followed by a section on models for integrating psychology with religion and/or spirituality. The concluding sections of the course devote attention to the cultural contexts for the relationships between psychology, religion, and spirituality as well as consideration to applications of the psychology of religion and the integration of psychology with religion and spirituality. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed with CSIH 4530 - Psychology, Religion, and Spirituality in Their Cultural Contexts . 3 credit(s)
	CSIH 6560 - Approaches to Socially Engaged Spirituality In the modern Western world, spirituality is often understood as private, subjective, and individual, as one’s primarily inward communion with what is seen as sacred, a communion that is not necessarily explicitly in relation to, or even connected with, one’s more outward and public life. In many traditional religious forms, the highest development of spirituality required leaving and having little to do with the everyday social world, whether as a monk or nun, hermit, wanderer, or a member of an intentional community. Socially engaged spirituality in its traditional and contemporary forms represents a different approach, in which spiritual qualities are developed in the context of involvement in family, work, community, society, and/or politics. This course explores the ideas of socially engaged spirituality through the lenses of many world religions, spiritual traditions, and psychological perspectives. Although offering an overview from many perspectives, students can focus on particular perspectives most relevant to their interests and/or work within the framework of the course. 3 credit(s)
	CSIH 8151 - Practicum in Professional Practice This course is intended for students seeking practicum training not related to clinical practicum or the MFT program. Students are responsible for arranging the practicum and should consult their CSIH co-directors in order to identify a Saybrook faculty liaison. Prerequisite(s): Open only to students pursuing a CSIH certificate. 3 credit(s)
	CSIH 8950 - Certificate Integrative Seminar The final part of the Certificate program is the integrative paper. The purpose of the integrative paper is to give the learner an opportunity to draw together the most important aspects of the Certificate courses, to assess strengths and identify further learning needs, and to develop a specific plan for continuing personal and professional work. Prerequisite(s): Open only to students pursuing a CSIH certificate. 1 credit(s)
Elective
	MBM xxxx - Field Experience II This course is organized around a second 100-hour experience in practice, teaching, or research within the field of integrative health and wellness. Students are encouraged to explore sites such as hospitals, clinics, counseling centers, schools, nursing homes, community centers, wellness centers, homeless shelters, group homes, jails, prisons, and corporate workplaces. Global opportunities may also be explored. Contact the CIMHS Field Experience Coordinator about required paperwork and the approval process. Course expectations include participation in scheduled videoconferences, consultation calls, documented log notes of the field experience and a final Reflection Paper. Prerequisite(s): MBM 5590 - Field Experience . 0 credit(s) Offered: FA Term A/B, SP Term A/B, and SU-Term. Course Length: 15 Weeks (SU 8 Weeks). No RC.
	MBM 5507 - Graduate Level Academic Writing In this course, students will practice critical thinking skills for reading, writing, organization, and style of substantive works. Learning activities will introduce students to the application of universal intellectual standards as applied to researching and writing scholarly papers. Students will also evaluate their own writing while learning to differentiate between revising, editing, and proofreading skills. Prerequisite(s): No Prerequisite. 3 credit(s) Offered: Offered - FA Terms A/B, SP - Terms A/B. Course Length: 15 Weeks. No RC.
	MBM 5507C - Graduate Level Academic Writing Continuation After seeking the instructor’s approval, students may register for the continuation course if they need additional time to critically evaluate and edit their own writing and apply the APA writing style and formatting in academic scholarly writing. Prerequisite(s): MBM 5507 . 0 credit(s) Offered: Offered FA-Terms A/B, SP-Terms A/B, SU-Term A. Course Length: 15 Weeks (8 Weeks-SU). No RC.
	MBM 5525 - Grant Writing This course explores the process of grant proposal writing from the initial inquiry through submittal. Students completing the course will develop a grant proposal idea, identify and choose a potential funder based upon funder guidelines, and recognize each component of a proposal. The student finishes the class with a complete and thoughtfully-prepared grant proposal ready for submission. Prerequisite(s): MBM 5540 - Fundamentals of Research , or MBM 5542 - Research Literacy for Scholar - Practitioners 3 credit(s) Offered: Offered - SP - Term B. Course Length: 7 Weeks. No RC.
	MBM 5533 - Health Informatics This course introduces students to the field of health informatics with particular emphasis on evaluating the effectiveness of technology interfaces with both conventional and integrative health care practitioners as well as patients. Students will learn Federal legislative requirements for health information technology use by healthcare systems as well as individual practitioners. The electronic medical record, electronic health record, personal health record, clinical decision support systems, telemedicine, and mobile health (m-health) will be explored in detail. Patient satisfaction and increased quality of care are two of the primary reasons for the mandatory adoption of health technology. As a result, the role of the patient in health informatics is woven throughout the course. The structure of this class is designed so that students are placed in the role of consultant or manager, becoming proficient in the application of health information technology. Each student will research a health care application and its impact on a patient population. The primary purpose of the research assignment is to describe the impact of the on the larger healthcare system [this can be specific to a regional healthcare system, the U.S. national system, or global health]. Prerequisite(s): No Prerequisite. 3 credit(s) Offered: FA - Term B. Course Length: 7 Weeks. No RC.
	MBM 5569 - Consulting Skills The professional consultant in health care exercises a form of leadership without direct authority or control over an organization. Yet, consultants can play a critical role inspiring a process of transformational change. Professional consultants may work in major university medical centers and hospital systems, corporate medical clinics and health systems, corporate wellness programs, health insurance organizations, and small community or privately-based clinics and group practices. Consultants work closely with other people who are responsible for the outcomes. Consulting can be part of any professional role such as that of a teacher, HR manager, counselor, coach, or leader. An essential skill is to recognize the critical moment when a human system is ready for a change process. This course takes a humanistic approach to consulting practices: Open, positive inquiry is the primary method of consultation, with an emphasis on establishing mutual respect, equality, and joint responsibility for outcomes. The consultant facilitates a process of discovery and learning during which the client decides future directions and actions for the organization. Prerequisite(s): No Prerequisite. 3 credit(s) Offered: SP - Term B. Course Length: 7 Weeks. No RC.
	MBM 5590 - Field Experience This course is organized around a 100-hour experience in practice, teaching, or research within the field of integrative health and wellness. Students are encouraged to explore sites such as hospitals, clinics, counseling centers, schools, nursing homes, community centers, wellness centers, homeless shelters, group homes, jails, prisons, and corporate workplaces. Global opportunities may also be explored but need a 6-month lead time. Contact the CIMHS Field Experience Coordinator about the required paperwork and the approval process. Course expectations include participation in scheduled videoconferences, consultation calls, documented log notes of the field experience and a final reflection paper. Prerequisite(s): No Prerequisite. 3 credit(s) Offered: FA Terms A/B, SP Terms A/B, and SU-Term. Course Length: 15 Weeks (SU 8 Weeks) No RC.
	MBM 5590C - Field Experience - Continuation After seeking the instructor’s approval, students may register for the continuation course if they need an additional term or semester to complete 100 hours of field experience. The continuation course may not exceed 14 weeks. Prerequisite(s): MBM 5590 - Field Experience . 0 credit(s) Offered: FA Term A/B, SP Term A/B, and SU-Term. Course Length: 15 Weeks (SU 8 Weeks). No RC.
	MBM 8100 - Independent Study The independent study course enables a student to pursue an individualized topic with an instructor that is not offered through the standard curriculum. Relevant learning outcomes and credit load will be negotiated by the student and instructor. For each assigned credit, the student must complete approximately 45 hours of directed study. To register, students must complete the independent study request form and receive an approval from the department chair. Prerequisite(s): No Prerequisite. 1-3 credit(s) Offered: All terms. Course Length: 7 Weeks/15 weeks. No RC.
Existential, Humanistic, and Transpersonal Psychology
	EHP 1080 - History and Systems of Psychology The objective of this course is to give the student an overview of the history of modern psychology in three streams in order to place more accurately the existential-humanistic and transpersonal movements in their proper context. The student will be expected to gain proficiency in the major events and personalities associated with each of the three streams, which include: 1) experimental psychology in the universities (i.e., the history of psychophysics, behaviorism, and cognitive psychology); 2) clinical psychology as both an academic and applied field (i.e., the history of largely depth-psychology, with an emphasis on the histories of Freud, Jung, Adler, and Erikson); and 3) existential-humanistic and transpersonal psychology, exemplified by the life and work of Carl Rogers, Abraham Maslow, and Rollo May. Cross listed with PSY 1080 - History and Systems of Psychology . 3 credit(s)
	EHP 2000 - Foundations of Existential and Humanistic Psychology This course provides an overview of existential and humanistic psychology including its history and origins, its current manifestations, its contributions to various aspects of psychology including clinical practice, its critiques, and its possible future. Saybrook University has played an important role in the development and advancement of humanistic and existential psychology, and it remains a leading force in these fields. Special consideration is given to the relevant history of Saybrook University in these movements. Additionally, consideration of other important organizations in humanistic and existential psychology are considered. 3 credit(s)
	EHP 2040 - Existential Psychotherapies The existential psychotherapist works with fundamental existential themes of human existence: death and freedom, choice and responsibility, isolation, relatedness, and meaning and mystery. These themes organize the basic structures with which human life is shaped and experienced, and therefore provide the context for an existential psychotherapy. This existential psychotherapy course explores clinical applications of existential theory to the human situation in individual and group therapy. As an introduction to existential psychotherapies, this course is in three parts: Part I (theory) lays out the historical and philosophical traditions that underlie existential psychotherapeutic practice; Part II (therapy) shows how existential therapy grows out of existential theory; and Part III (application) uses the case study method to consider how existential psychotherapy can be applied to a diverse set of problems and clientele. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
	EHP 2047 - Existential Psychotherapies III: James Bugental and the Existential-Humanistic Tradition This course will be of interest to students who want to explore existential-humanistic psychotherapy as understood by James Bugental, one of psychology’s most respected and talented practitioners. Bugental held that life’s existential contingencies could often overwhelm causing a loss of centeredness, agency, and self-directedness. By focusing in the here-and-now, Bugental intended to promote inner presence, agency, and responsibility assumption in a client. Bugental’s experiential approach is both powerful and effective-and is rarely found in traditional therapies. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
	EHP 2048 - The Psychology of Ernest Becker and Terror Management Theory Ernest Becker was a visionary scholar whose scholarship, particularly that on death, meaning, and culture, greatly impacted existential-humanistic psychology. The development of Terror Management Theory (TMT) as an experimental social psychology was derived largely from Becker’s ideas. This course begins with a focus on the essential writing of Ernest Becker and his influence on existential-humanistic psychology. Next, the course delves into an overview of Terror Management Theory. Students are encouraged to consider applications and critiques of Becker’s work and TMT, including critiquing TMT from Becker’s own writing. 3 credit(s)
	EHP 2055 - Existential Psychology, Philosophy, and Literature Existential psychology emerged, in part, from existential psychology. Throughout its development, the various approaches to existential psychology have been profoundly influenced by philosophy and literature. This course helps students develop a deeper foundation for their psychological theory and application through exploration of the philosophical and literary roots of the existential psychology movement. The course will include discussion of the influential philosophers including Nietzsche, Kierkegaard, Sartre, Heidegger, and Hegel, amongst others. From the literary perspectives, the contributions of Camus, Kafka, and Dostoyevsky are reviewed. Contemporary philosophical and literary perspectives will also be considered. While all students will be introduced to both literary and philosophical perspectives, after the initial introduction students can elect to focus primarily on literature or philosophy for the final portion of the course. 3 credit(s)
	EHP 3075 - The Life and Work of Alan Watts This course considers the life and work of Alan Watts (1915-1973), early pioneer in the emergence of humanistic and transpersonal psychology. Students will consider Watts’s ideas in the context of his chronological biography by reading In My Own Way, his autobiographical statement, while at the same time reading and discussing Watts’s major writings during different periods of his career. Particular attention will be paid to the correlation between life events and major ideas, to Watt’s contribution to the development of humanistic and transpersonal psychology, to his contribution to East/West psychology, and to an assessment of his influence on the fields of religious studies, philosophy, on psychology at large, on the practice of psychotherapy, and to his place in the psychotherapeutic counter-culture. 3 credit(s)
	EHP 3080 - C. G. Jung: His Life, Work, and Contemporary Perspectives in Analytical Psychology The course offers an overview of the life and times of Carl Gustav Jung, in cultural context from 1875 to 1961, through autobiography and recent critical biography. It provides an introduction to the core constructs of his theories of personality, psychoanalysis and psychotherapy, and post-Jungian extensions and critiques of his work in Analytical psychology that include areas of neuroscience, attachment theory, spirituality, and cultural complex theories. The course is offered to all students interested in the life and work of C.G. Jung across degree programs and Schools. It provides a strong theoretical foundation that supports and facilitates cohesive assimilation of aspects of his theories and work found in other courses offered at Saybrook. The course serves as a bridge to the in-depth study of Jung’s classical work, the Collected Works of C.G. Jung, and the recently published Red Book. This latter work provides foreground and the background for Jung’s original work, born from his creative and critical self-analysis. The course can serve as a portal to research, theory application, and professional practice in cross-cultural and multicultural psychology. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
	EHP 3160 - Personal Mythology and Dreamwork In this course, students will learn what is meant by the term “personal mythology.” They will be introduced to the idea that every person develops a particular personal mythology that guides and influences his or her perceptions, thoughts, feelings, and behaviors. They will be introduced to the primary factors that seem to be responsible for the development of particular personal mythologies (e.g., a person’s genetic inheritance, family of origin, kinship group, and social milieu). The course can be taken with an experiential emphasis, an academic emphasis, or a mixture of these. 3 credit(s)
	EHP 3220 - The African Diaspora: African American Cultural History and Psychology This first in a sequence of courses on the African Diaspora will focus on the definition, constituents, and historiography of the African Diaspora and greater comprehension of the cultural history and psychology of persons with African ancestry, through the lens of African and African-American cultural history and psychology. Selected texts for the course have been written by African, African-Caribbean, and African-American scholars. The methodological approach to the study of the African Diaspora is interdisciplinary, intersectional, and draws to the foreground historiography, depth psychology, economics of capitalism, law, mythology, religion, art history, and anthropology for construction of an ancestral ethno-cultural narrative of the African Diaspora against the background of world cultural history. The course content and approach should open and cultivate, through narrative and critical thinking, a worldview and means to deconstruct, analyze, comprehend, and reconstruct complex sets of human relations in the African Diaspora from global, regional, national, and personal perspectives. It should allow us to see how the archetype of culture is actualized within institutions, living micro-systems, and psychodynamics of the Diaspora. The specific focus of this course is on African-American cultural history, psychology, and experience from origins in Africa, the Middle Passage, bondage, civil and psychological reconstruction, the Civil Rights movement, Pan-Africanism, and Negritude in America, Europe, the Caribbean, and Africa, Affirmative Action, African-American family life, demographics, health/mental health, illness, spirituality, resilience, and optimal development. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
	EHP 3500 - Humanistic Psychology and Psychotherapy This course is intended to provide an introduction to and overview of humanistic psychology, including its origins and tributaries, its historical interrelations with Saybrook, and the possibilities that inhere for its future evolution and significance. We will consider, especially, humanistic psychology’s spheres of influence in the arena of psychotherapy but also in education and upon culture considered more broadly. Humanistic psychology’s critiques of alternate perspectives will be taken up, no less than those that have been leveled at humanistic psychology itself. The course will include an introduction to the writings of a triumvirate of founding parents - Carl Rogers, Abraham Maslow, and Rollo May - as well a consideration of their precursors and the ongoing work of simpatico voices in sister disciplines: Maya Angelou in literature, for example, and Robert Coles in psychiatry. One or two films resonant with core humanistic values/themes will also be included, as will John Coltrane’s sublime 1964 jazz recording, A Love Supreme. The impulse that informs humanistic psychology speaks in various voices. We shall take time in this course to savor its several expressions and callings. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
	EHP 3510 - Transpersonal Psychology and Psychotherapy Transpersonal Psychology and Psychotherapy investigates human experiences that transcend the ordinary, particularly spiritual experiences and altered states of consciousness. This course reviews the Western roots of transpersonal psychology in the works of William James, Carl Jung, and Abraham Maslow. It also examines the relationship of transpersonal psychology to spiritual traditions, including shamanism, Buddhism, and Hinduism, as well as mythology and other forms of spiritual investigations. Transpersonal clinical approaches in therapy and research methods are also addressed. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
	EHP 3515 - Foundations of Phenomenological and Hermeneutical Psychology Phenomenology was influential on the development of existential philosophy and psychology , and is often considered a foundational to contemporary existential and humanistic psychology. This course begins with an overview of phenomenological philosophy and psychology, then utilizes this foundation to consider a critique of contemporary mainstream psychology. The scholarship of Husserl, Heidegger, and Giorgi will be considered. Hermeneutics, which comes from Greek ἐρμηνεύς (ermēneús, “translator, interpreter”), is the theory of textual interpretation. Hermeneutics has been influential on qualitative and humanistic perspectives in psychology. The second part of this course examines how hermeneutics relates to psychology, and considers the influences of Ricoeur, Habermas, and Zahavi, among others. Additionally, the course will compare and contrast phenomenological and hermeneutic approaches to psychology and psychological research. 3 credit(s)
	EHP 3520 - Existential and Multicultural Perspectives on Death, Loss, and Meaning Death is a given for all people. How people people experience death-facing their own and facing the death of others-is strongly influenced by culture. This course addresses the universal (i.e., existential) and particular (i.e., cultural and personal) aspects of death and meaning. Important existential perspectives, such as Ernest Becker and Irvin Yalom, will be considered along with various cultural approaches to death and meaning. Consideration is given to how those in the heping professions can help individuals facing their own death or the death of loved ones in a culturally sensitive manner. 3 credit(s)

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Course Descriptions

CES 7020 - Leadership, Advocacy, and Ethics in Counselor Education

CES 7025 - Instructional Theory

CES 7030 - Advanced Group

CES 7035 - Introduction to Counselor Education

CES 7045 - Advanced Research and Publication

CES 7050 - Quantitative Research Methodology

CES 7055 - Qualitative Research Methodology

CES 7060 - Advanced Statistics

CES 7065 - Advanced Qualitative Research Methods

CES 7070 - Advanced Practicum

CES 7075/7080 - Internship I/II

CES 7085 - Comprehensive Exam

CES 7090 - Dissertation Seminar

COUN 2010 - Structure & Dynamics of the Family

COUN 2025 - Counseling Theories

COUN 2031 - Assessment & Testing

COUN 2050 - Psychopathology and Diagnosis

COUN 2060 - Human Sexuality

COUN 2500 - Basic Counseling Skills

COUN 2505 - Psychopharmacology

COUN 2510 - Relationship and Family Intervention

COUN 2531 - Group Counseling and Psychotherapy

COUN 2532 - Career Development and Counseling

COUN 2555 - Advanced Child and Adolescent Therapy

COUN 2560 - Multiculturalism and the Family

COUN 2561 - Substance Abuse and Behavioral Addictions

COUN 2562 - Crisis and Trauma Intervention

COUN 2650 - Professional Orientation and Ethical Practice

COUN 6020 - Lifespan Development

COUN 8152 - Practicum

COUN 8153 - Internship 1

COUN 8154 - Internship 2

COUN 8155 - Internship 3

COUN 8156 - Clinical Inter-Session

COUN 9100 - Comprehensive Exam

CS 3010 - Arts-Based Inquiry

CS 3530 - Death and Loss in Literature and Film

CS 4500 - Dimensions of Creativity

CS 4510 - Perspectives in Creativity

CS 4520 - Art and Healing

CS 4525 - Poetry and Holistic Health

CS 4526 - Creativity and Writing

CS 4535 - The Use of Poetry with Death, Loss, and Life Transition

CS 4540 - Creativity and Social Change

CS 6606 - Introduction to Expressive Arts

CS 7067 - Organizational Creativity

CS 8151 - Creativity Studies Capstone Project

CS 8950 - Certificate Integrative Seminar

CSIH 3000 - Psychology of Consciousness

CSIH 3040 - Models of Consciousness

CSIH 3070 - Eastern Psychologies

CSIH 3080 - Psychology of Shamanism

CSIH 3150 - Neuropsychology of Dreams and Dreaming

CSIH 3160 - Personal Mythology and Dreamwork

CSIH 3165 - Understanding and Appreciating Dreams

CSIH 3200 - Seminar in Consciousness, Spirituality, and Integrative Health

CSIH 3205 - Spiritual Direction

CSIH 3210 - Stress Management Education

CSIH 3230 - Special Topics in Spiritual Direction

CSIH 3235 - Essential Consulting Skills

CSIH 3240 - Advanced Topics in CSIH Studies

CSIH 3605 - Kabbalah and Transpersonal Psychology

CSIH 3610 - Transpersonal Neuroscience

CSIH 4030 - Health Psychophysiology

CSIH 4045 - The Buddhist Path of Healing

CSIH 4050 - Health Psychology: The Application of Psychological Concepts and Tools to Health

CSIH 4070 - Ethics, Spirit, and Health Care

CSIH 4101 - Basic Training and Education in Applied Hypnosis

CSIH 4102 - Intermediate Training and Education in Hypnosis

CSIH 4103 - Advanced Hypnosis Practicum and Capstone Paper

CSIH 4105 - Basic Training and Education in General Biofeedback

CSIH 4110 - Coaching for Health and Wellness

CSIH 4115 - Imagery for Health

CSIH 4530 - Psychology, Religion, and Spirituality in Their Cultural Contexts

CSIH 6560 - Approaches to Socially Engaged Spirituality

CSIH 8151 - Practicum in Professional Practice

CSIH 8950 - Certificate Integrative Seminar

MBM xxxx - Field Experience II

MBM 5507 - Graduate Level Academic Writing