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2019-2020 Academic Catalog and Student Handbook [Archived Catalog]
Course Descriptions
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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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Existential, Humanistic, and Transpersonal Psychology |
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EHP 3525 - Microaggressions: An Existential, Humanistic, and Transpersonal Perspective
One of the most difficult feelings to rid oneself of is the emotional turmoil associated with being denigrated by a person or group in a position of power. Feelings of anger and confusion are often followed with those of inferiority. The internal struggle is exacerbated when it seems obvious that the perpetrator had no ill-intent in conveying the denigrating message. Society is replete with these microaggressions that more often than not go unnoticed yet have a lasting impact on the recipient. This course will define and explore common microaggressions, how they are manifested, and how to respond. Particular attention is given to existential, humanistic, and transpersonal perspectives on microaggressions as well as ways even these perspectives may, at times, also inadvertently perpetuate microaggressions. 3 credit(s)
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EHP 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 CS 4535 and PSY 4535. 3 credit(s)
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EHP 6150 - Existential Psychotherapies II: Rollo May and the Existential Tradition
Rollo May was the founding parent of existential-humanistic psychology and a pivotal figure in what we may call philosophical/psychological rapprochement. His books, byproducts of a profound disposition and wide-ranging literacy and curiosity, encourage a rich dialogue between philosophy and psychology and the broader humanities. May expresses concretely what he believed from the time of his earliest work: that psychology requires a grounded, theoretically cogent, interdisciplinary approach to human nature. His books remain an auspicious place to start for those interested in learning about what psychology at its most esoteric can be. In this course, we will consider Rollo May’s work and legacy attentively, thereby glimpsing what psychology at its most visionary and rarified might be. 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)
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EHP 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 the director of the EHP Specialization in order to identify a Saybrook faculty liaison. Prerequisite(s): Open only to students pursuing an EHP certificate. 3 credit(s)
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EHP 8950 - Certificate Integrative Seminar
The final part of the Certificate 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 an EHP certificate. 1 credit(s)
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MA Leadership/NOLS |
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MAL 6001 - Foundations of Leadership
This course will focus on leadership as an integrative discipline and examine leadership as both a role and a choice. Students will gain basic fluency in the theory and practice of leadership grounded in the NOLS Leadership Model. Through a comprehensive and historical review of leadership theory, students will explore, both experientially and conceptually, the different approaches to leadership and the opportunities, challenges, and rewards of each approach. Special emphasis will be given to the theory and practice of emotional intelligence. Each student will also examine the native and acquired qualities and attributes that constitute their own unique approach or “Signature Style” as an emerging and evolving leader demonstrated on expedition, the cohort and online learning community, and in personal and professional domains. As a foundational course, the focus is on intrapersonal and interpersonal leadership. 3 credit(s)
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MAL 6002 - Systems Thinking and Adaptive Leadership
This course introduces students to systems theory, family systems theory, and their application in Adaptive Leadership. The systems thinking skills that are introduced are: cultivating non-reductionist thinking approaches; performing contextual analyses; recognizing feedback loops, stocks, and flows; emergent properties and strange attractors; and cognitive agility with self-organizing dynamics and structures. An outcome of this course will be the ability to exercise agile thinking - processing, integrating information that emerges out of complex dynamics and relationships. Adaptive Leadership is introduced as a specific leadership framework for engaging in the field of complex dynamics and emergent properties. 3 credit(s)
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MAL 6003 - Coaching and Neuro-Leadership
This course will focus on the growing field and discipline of coaching and its application in a variety of leadership contexts. Coaching is a fundamental skill required of all types of leaders, whether they are leading through influence or through direct managerial responsibility. Coaching is also a growing profession and skill for those in positions of leadership development. Although the course will review the breadth of the leadership coaching field, particular emphasis will be placed on the emerging concepts from Neuroscience and their impact on coaching and leadership in general. This course builds on the emotional intelligence work from Foundations of Leadership by introducing the theory and practice of mindfulness. 2 credit(s)
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MAL 6004 - Information Competency
Students will use online and printed resources to explore and discover different types of materials and sources of information for future research projects and for life-long learning. Students will learn and practice finding, citing, evaluating, and annotating online and printed information sources, will learn to use APA citation formatting, will assemble an annotated bibliography, and will be introduced to a number of online resources and tools. 2 credit(s)
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MAL 6005 - Group Dynamics and Leadership
This course will focus on the theories and practices of effective group and team functioning. Models of group development will be compared and contrasted. Teams, as distinct from groups, will also be an area of focus. Specific group dynamics resulting from the tensions or inherent paradoxes of group membership will be both discussed and experienced as part of the expedition component of this course. Students will have an opportunity to both identify and practice specific leadership actions that help resolve group or team dilemmas. The development of group/team facilitation skills will be emphasized. 2 credit(s)
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MAL 6006 - Ethics and Sustainability
This course will provide both a conceptual overview of ethics as well as requiring students to consider the relationships between leadership, ethics and sustainability on a personal and professional level. Students will explore theories and models of ethics as well as ethical development. They will consider the role of leader in making ethical decisions in a complex global and interdependent context, and the challenges facing the Ethical Leader. This will be grounded in present context of considering the challenges of contemporary global issues including sustainability, using the UN Sustainable Development Goals as a frame of reference. One credit of the course will occur through experiential education on a NOLS canyoneering course, which will take place in a fragile ecosystem, requiring daily decisions and actions related to ethics as sustainability by students. Students will complete a Leave No Trace master’s educator course. Students will develop a personal or professional code of ethics to guide them in their future work and lives as a part of this course. 3 credit(s)
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MAL 6007 - Diversity Inclusion and Action
This course will focus on issues of diversity, inclusion, and addressing biases and discrimination in the context of leadership as well as global citizen. Students will develop empathy as a key skill in identifying, defining, and addressing micro-aggressions, with experiential practice. They will discuss the changing nature of identity, and sharpen their receptors to appreciate the experience of others. Systems of oppression, the ineffectiveness of colorblindness as a solution, and the fallacy of reverse racism will be directly addressed. Through the experiential portion of this course, the relationship between power and conflict will considered. Students will receive feedback on their interventions and other actions to effectively address statements and actions of bias in culturally and contextually appropriate means. 2 credit(s)
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MAL 6008 - Change Leadership
This course will investigate the field of change at the level of individual, group and organization. Through a review of the historical roots of applied behavioral science and humanistic psychology up to the current thinking from systems and complexity science, the concepts and practices of change leaders will be explored. Resistance to change, an inherent complementary component of this topic, will be reviewed. Leadership practices and tools to promote entrepreneurship and innovation will also be covered. As a result of this review, students will develop their own “Practitioner Theory of Change” and have selected their client system for the third semester Capstone practicum. 3 credit(s)
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MAL 6009 - Managerial Leadership and Organizational Behavior
This course is focused on the unique leadership challenges inherent in managerial hierarchies. Distinctions will be discussed between management and leadership. Basic management concepts and skills will be reviewed including human resource practices, financial literacy and process improvement. Basic organizational leadership concepts and skills will include the importance of values, mission, vision and goals. Stages within organizational life cycles and the impact on leadership approaches and practices will also be covered. 2 credit(s)
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MAL 6010 - Group Dynamics and Leadership II
This course will build on the second semester course (Group Dynamics and Leadership I) with a more specific focus on skills application, both in the conference-based Skill Group activity and during the third expedition. Students will have numerous opportunities to assess group norms, facilitate interpersonal processes and conflict, select and effectively implement interventions appropriate to the group’s current stage of development, and receive real-time feedback on their leadership actions. Additional models concepts on group leadership will be introduced. 2 credit(s)
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MAL 6011 - Virtual Global Leadership
The aim of this course is to explore the theories and methodologies that enhance leadership and management of complex global organizations with distributed and technological workplaces. Managing global organizations is complex and challenging and involves leading a staffs, teams, project groups, etc. who are not co-located. Global leaders need to build dynamic relationships across and beyond an organization to collaboratively engage with employees, shareholders, suppliers, and customers around the world. Developing innovative global organizational cultures, processes, networks, workplace platforms, etc. require an understanding of organizational communication, sociotechnical systems, knowledge sharing ecologies and virtual teams. This course provides an opportunity for students to explore these areas and to develop new knowledge and skills by learning, experimenting, evaluating and adapting useful methods to envision innovative global organizations with collaborative dispersed workplace environments. 3 credit(s)
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MAL 6012 - Social Change Theory
leveraging network partners toward the accomplishment of a common goal. Building on the Systems Thinking and Adaptive Leadership course of the first semester, students will gain fluency in the practice of systems mapping grounded by field experience with NOLS on an Alaska Backpacking Expedition. They will explore, both experientially and conceptually, the domains of systems theory and its opportunities, challenges, and rewards. They will also examine leadership qualities and attributes that Systemic Facilitators require, as well as those of Sustainability Change Agents. Collaborative problem solving will be an integral component of this course, and will be demonstrated on expedition, the cohort and online learning community, and in personal and professional domains. 2 credit(s)
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MAL 6013 - Capstone Project
This course will integrate the learning from all previous courses into hands-on learning. capstone practicum experiences. Students will select an appropriate capstone project based in their community, with supervision and guidance from the course instructor. As a part of the project, students will integrate concepts from previous coursework, developing goals and strategies, using a systems-based approach, and the application of change leadership theory. Students will also expand their practice of expedition leadership through co-leading with others, and increased responsibility for group and course outcomes. Each student will select an aspect of group culture that s/he would like to change, develop a plan for creating and leading this change, implement that plan in concrete actions, and evaluate the change. Students will discuss as well as reflect on both their expeditionary leadership and their efforts to lead and facilitate cultural change within an existing group. They will also examine their capacity to lead others, create change, and support the leadership of others as demonstrated on expedition, the cohort and online learning community, and in personal and professional domains. 3 credit(s)
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MA in Management |
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MAM 8000 - Organizational Systems & Culture
Leaders in all sectors encounter complex systems that directly impact culture in organizations. They are challenged to co-create models and systems that sufficiently address the complexity while poising the organization to meet future challenges. This course explores the leadership and organization behaviors through multiple lenses and in various contexts. It critically examines the dimensions of system and culture that leaders must navigate. 3 credit(s)
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MAM 8001 - Global Economies, Markets, and Supply Chains
With the emergence of interdependent worldwide economies, business organizations are shifting from envisioning themselves as highly competitive international businesses to profitable sustainable global enterprises. This mindset gives rise to new business strategies, financial management principles, collaborative forms of inter-organizational partnerships and alliances, and innovative operational processes, including sustainable approaches to gaining and serving global markets, managing global supply chains and reaching business goals. 3 credit(s)
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MAM 8002 - Foundations of Leadership & Management
This course grounds students in classic and emerging theories of leadership and management. They will explore a range of core concepts required to move from theory to skillful practice. Students will be encouraged to explore and expand their understanding of their own practices of leadership and management. Further, they will consider the concepts in a variety of organizational settings. 3 credit(s)
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MAM 8003 - Dispersed Workforce Characteristics, Environments, and Issues
Managing a global workforce requires a wide variety of leadership qualities and talent management skills including the ability to identify, understand, analyze, and address complex workplace issues from a social systems perspective. It also involves developing a cosmopolitan mindset and understanding how world issues impact the organization’s operations and workplace dynamics. This course examines the core characteristics of a global workforce and the complex business, political, economic and social issues that managers routinely face while developing students’ leadership and managerial skills in creatively resolving challenging workplace situations in an ethical and sustainable manner. 3 credit(s)
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MAM 8004 - Talent Management Principles, Practices & Contemporary Issues
While technology has a commanding presence in the business landscape, leaders recognize that the organization’s talent is its most valuable asset. This course introduces the fundamental theories and practices of talent management. This includes a focus on essential elements including employee development, succession planning, and employee engagement. Students will be introduced to best practices in talent management that they will be able to apply in their practice of leadership and management. 3 credit(s)
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MAM 8005 - Managing Across Cultures
While critically examining inter-cultural managerial concepts and challenges, this course has a “practical application” format, providing students an opportunity to creatively experiment with and practically apply the concepts and practices examined in MAM 8003 & 8008 to organizational settings. It enables the further development of students’ own global leadership perspectives while integrating new learning into their professional management approaches and workplace practices. With emotional and cultural intelligence as a background, there is a particular focus on how to realistically address the challenges created by distributed organizations and a global workforce, including how to effectively communicate across cultures, develop vibrant intercultural work environments, collaborative work relationships and teams, and address cross-cultural workplace conflict. 3 credit(s)
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MAM 8006 - Organizational Communication Systems & Strategic Partnerships
Organizations are complex, ever-evolving systems of networks, partnerships and alliances. Leaders are responsible for both navigating and co-creating these webs. This course examines the many facets organizational communication systems and the ways in which they impact the formation and furtherance of strategic partnerships. The course will explore the roles that leaders play in the dissemination of information and creation of dialogue. Students will delve into the critical role that strategic partnerships play in organizations of all types. They will learn how to formulate and leverage partnerships that advance their organizations’ missions. 3 credit(s)
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MAM 8007 - Strategic Information Systems, Knowledge Ecologies, and Technology
A business enterprise has to structure consciously its communication, information, decision support, and knowledge management systems and processes so they support a distributed organizational structure and way of conducting business in a global context. This includes managing an organization’s supply chain, plus building and maintaining customer relationships and providing customer service. Utilizing an inter-organizational perspective and knowledge ecology framework, this course examines how to design innovative intra- and inter-organizational business structures and work systems. It also explores how to deploy information, communication and collaboration technology to engage business partners and motivate knowledge workers, how to foster collaborative organizational networks and cross-cultural teams, and how to promote efficient and effective decision making and daily operations. 3 credit(s)
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MAM 8008 - Social Network Analysis, Partnership Facilitation, and Conflict Resolution
While critically examining managerial concepts and challenges related to establishing engaged social networks in a distributed organization, this course has a “practical application” format, providing students an opportunity to creatively experiment with and practically apply the concepts and practices examined in MAM 8003 & 8005 to organizational settings. It enables the further development of students’ own virtual global perspectives while integrating new learning into their existing professional management approaches and workplace practices. With organizational behavior and social psychology as the background, there is a particular focus on how managers can develop vibrant knowledge sharing organizational dynamics, establish organizational partnerships, analyze organizational networks, implement innovative virtual work environments and meetings, and handle organizational conflict. 3 credit(s)
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MAM 8010 - Communication & Group Dynamics
Organizations function through networks of formal and informal communication and group dynamics. This course exposes students to the complexity of social systems and networks of relationships within organizations. The course explores the nature of group behavior and group dynamics. Theories of communication and group dynamics are examined through a critical lens. Students examine approaches to managerial communication and the impact of those approaches on outcomes. They examine challenges inherent in building sustainable collaboration. 3 credit(s)
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MAM 8011 - Transforming Organizations: Principles of Change & Development
Forward-focused leaders must be able to advance successful change agendas and build the requisite alliances for transformations to occur. In this course students explore the interplay between organizational learning, innovation and transformation. They learn multiple theoretical approaches to change and the challenges that each approach presents in actual practice. Further, students explore the role of individual and organizational resilience. The course addresses the impact of resistance, resource allocations, and conflict on organizational transformations. 3 credit(s)
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MAM 8012 - Socially Responsible Accounting and Financial Management
This course provides managers with a background to aid in making decisions about the management of assets and the financing of organizational growth. It sets foundations in current economic perspectives, organizational integrity, and sustainability principles, and examines financial principles to inform study about key accounting practices for operational purposes. 3 credit(s)
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MAM 8013 - Marketing in a Global Internet Age
This course critically examines marketing as an integrative process. To do so, it takes into account the global marketplace, consumer behavior patterns, and how the Internet and social media have revolutionized the way customers communicate and engage with businesses. Within that context, the course explores the issues in key analytical areas of global markets, consumer behavior, and planning and product strategies. These foundations enable managers to develop a balance in marketing decisions that consider prices, channels of distribution, physical movement of goods, communications, advertising, personal sales, and other factors. Customer relationship management systems are also discussed. 3 credit(s)
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MAM 8014 - Sustainable Operations and Organizational Systems
The course covers the fundamentals of effective supply chain management from an organizational systems standpoint. A key focus is on the design of global supply chain networks and how they are strategically managed. The course introduces a framework that identifies the key drivers of supply chain performance: facilities, inventory, transportation, information, sourcing, and pricing. Students acquire practical managerial concepts and skills that enable them to examine and improve supply chain performance. 3 credit(s)
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MAM 8015 - Project Management and Execution: A Social Systems Approach
With organizational systems and collaborative management principles and practices as the foundation, this course examines the fundamental nature of both project management and enterprise relationship management. With the global workplace as the context, it introduces the core concepts of project management, and critically examines related issues and practices. Among other topics, it explores how effective project management entails consistently communicating with internal and external stakeholders associated with various aspects of project, recruiting team members, managing the relationships with project managers and team members, and procuring the needed financial resources and materials. 3 credit(s)
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MAM 8016 - Managing Cost, Resources, and Vendors
Project management involves overseeing a portfolio of interrelated tasks that must be aligned with the enterprise’s strategic goals and operational processes to ensure successful and timely completion of the project. Essential preliminary tasks are identified, including the creation of budgets, realistic timelines, reporting procedures, and vendor arrangements. Utilizing a systems approach, this course examines effective approaches for (a) clearly scoping the project, (b) charting its components and processes, (c) identifying factors that can impact its progress, (d) obtaining the resources needed for success, (e)managing the project budget, and (f) managing vendors. 3 credit(s)
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MAM 8017 - Project Schedule, Quality Control, and Risk Management
Risk management, benchmarking and outcomes assessment are critical to successful project planning and progress measurement. This course focuses on understanding core quality management principles and approaches and how to manage risk. Central to the course is an understanding of the nature of risk and its impacts. The course applies a systems and collaborative management perspective to critically examine how to design and use the appropriate assessment strategies, tools, and processes throughout a project. It addresses how to integrate them as key components of the project structure, execute them, and use assessment findings to make effective corrections. 3 credit(s)
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MAM 8020 - Collaborative Work Systems & Teams
This course examines the vital role that teams play in contemporary organizations. The theories of team development, team leadership and collaboration will be analyzed with an emphasis on testing practical utility. The role of culture, diversity and identity are surfaced so that students develop and understanding of principles of inclusion. Students are tasked with identifying various types of teams, including virtual, and the characteristics of each. They will identify leadership and followership skills required to work successfully in collaborative systems. 3 credit(s)
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MAM 8025 - Systems Thinking, Analytics and Ethical Decision Making
Business enterprises daily face new and complex situations that call for “out-of-the-box” thinking and entrepreneurial problem solving. Individuals and teams need organizational intelligence, the knowledge and practical wisdom contained in the workforce and the networks in which they participate, to make well informed and innovative decisions. With systems thinking, transdisciplinary analysis and integrative principles as a foundation, this course examines the art of solving problems collaboratively, making organizational decisions and taking sustainable, ethical action, as well as promoting innovation and taking the risk to try new ideas and approaches in a distributed intercultural work environment. The course also explores effective use of technology to accomplish this. 3 credit(s)
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MAM 8026 - Conflicting and Corroborating Models of Adaptive Leadership
Leaders of change in organizations and in community need a wide range of tools to address diverse environments and challenges. This specialization course for the Executive and Community Leadership program brings focus to how the tools of Distributed Adaptive Leadership mesh with other management and leadership models. Participants in this course will learn to assess dynamic systems to determine the appropriate leadership models to apply, and analyze the effects and efficacy of those models. 3 credit(s)
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MAM 8027 - Thrival for Distributed Adaptive Leadership
In the context of the Executive and Civic Leadership Specialization, “thrival” is held in contrast to “survival.” The VUCA (volatile,uncertain, complex, and ambiguous) nature of the environments in which leaders, teams, enterprises, and communities of interest frequently operate tends to increase stress and degrade performance. Participants in this specialization course learn individual and collective practices for nurturing self-awareness and vital emotional/relational engagement through taking responsibility for personal safety, inclusion of multiple perspectives, management of triggers and hungers; and clarity of values and purpose. 3 credit(s)
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MAM 8028 - ECL Practicum
Students demonstrate application of Distributed Adaptive Leadership (DAL) skills within an enterprise or community setting. The practicum integrates academic learning with practical experience, calling on all aspects of DAL curriculum to design, deploy, and evaluate a specific solution while leading a team. Each practicum is conducted by the student in their own chosen space (distributed enterprise or community of interest), with peer consultation and supervision by the instructor. The end product of the practicum is deployment of a strategic set of adaptive interventions (meetings, committees. events, policy changes and/or adaptive solutions) in a distributed system of the student’s choosing. 3 credit(s)
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MAM 8030 - Program Capstone: Strategically Leading People, Projects, and Innovation
With project management in distributed organizations and work-life integration as its focus, this course concludes the MAM program, tying together all of the business, management and organizational concepts, skill sets and workplace applications studied and developed throughout the various courses. The Capstone project enables students to articulate your own forward thinking vision and practice of empowering and ethical global management, demonstrate your empowering management and problem solving skills through analyzing and resolving a case study, and chart your career path through a professional portfolio. 3 credit(s)
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Mind-Body Medicine |
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MBM 5588C - MS Capstone Seminar Continuation
After seeking the instructor’s approval, students may register for the continuation course for an additional term or semester to complete the final capstone essay. The continuation course may not exceed a total of 15 weeks. Prerequisite(s): MBM 5588 - MS Capstone Seminar 0 credit(s)
Offered: FA Terms A/B, SP Terms A/B, and SU Term. Course Length: 15 weeks (SU 8 weeks). No RC.
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Mind-Body Science |
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MBM 5524 - Contemporary Neuroscience-Psychology and the Brain
This course investigates the brain and nervous system with special emphasis on clinical examples and mind body interactions. Beginning with the basic function of nerve cells (neurophysiology), students will be introduced to the process of cellular communication (the synapse and clinical neurochemistry) the structure of the nervous system (neuroanatomy), and the most current neuroimaging techniques. Throughout the semester, students will also explore neuroscience of the senses, emotion, arousal, and stress. Furthermore, there will be opportunities to investigate contemporary neuroscience of eating/eating disorders, sleep/sleep disorders, hormones and sex, language, and memory. Class discussions involve the neuroscience of major depressive disorder, schizophrenia, ADHD, and autism spectrum disorders. The course concludes with a discussion of contemporary neuroscience of consciousness. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: Offered FA - Term B. Course Length: 15 Weeks. No RC.
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MBM 5645 - The Human Energy Field and Energy Medicine
This course explores health and healing from an energetic perspective that has roots in ancient healing practices. Today energy medicine, which involves sensing the human energy field and applying low-level energetic therapies, is experiencing rapid growth, including a proliferation of novel energetic therapies. An overview of the human energy field, the scientific foundations of energy medicine, and key energy medicine modalities, diagnostic and therapeutic, are the main themes of this course. The course will cover the main systems of energy medicine from indigenous medicine, including hands-on and distant healing; the energetics underlying Oriental medicine; homeopathy; healing with light; as well as philosophical concepts of life energy. We will also examine some contemporary modalities and their foundations including pulsed electromagnetic field applications; phototherapy; as well as the measurement of subtle energies and the health effects of electromagnetic pollution. The course also includes an experiential component of incorporating energy medicine modalities into enhanced self-care. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SU - Term A. Course Length: 8 Weeks. No RC.
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MBM 5674 - Ayurvedic Medicine
This course provides an overview of the medical traditions and medical practices of India. The course provides an opportunity for students to study ayurvedic medicine as a lifestyle and as a healing tradition, and to consider the relationship between ayurvedic medicine and Western biomedicine. Students study the conceptual paradigm of ayurvedic medicine, historical foundations, the typical physician-patient relationship, and commonly used interventions in current practice. Special emphasis will be placed on the psycho-emotional aspects of traditional ayurvedic medicine, and available outcome studies assessing efficacy for common mental health disorders. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SU- Term A. Course Length: 8 Weeks. No RC.
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Marriage & Family Therapy and Professional Clinical Counseling |
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COUN 2538 - Aging and Long-Term Care
The course goal is to broaden understanding and develop effective approaches to individual and social issues associated with aging. The course emphasizes a multi-perspective approach to aging and the challenges an aging population presents to administrators and clinicians. The course explores interventions associated with aging, mentoring in society, the renewal of eldership in society, and a paradigm for aging in place. 0 credit(s)
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COUN 2539 - Child and Elder Abuse Assessment and Reporting
This course will review the signs of physical abuse, sexual abuse, emotional abuse and neglect, with special attention to cultural context. The course is designed to satisfy Child Abuse Assessment and Reporting for the LPCC in CA (7 contact hours) covering issues of elder abuse with additional emphasis on financial abuse. 7 Contact Hours; 0 credit(s)
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COUN 2544 - Mental Health Recovery
This workshop provides developing clinicians with a broader and deeper understanding of those they will be serving. By inviting mental health advocates to join the conversation, stigma and stereotypes are identified and addressed. Cultural competency, recovery-oriented care, resiliency, case management, and systems of care are emphasized. 0 credit(s)
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COUN 2639 - Severe Mental Illness & Developmental Disorders
Focusing on selected populations, these courses provide overview of pertinent research and clinical issues for clinicians.
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COUN 2640 - Partner Abuse and Domestic Violence
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MFT 6530 - Domestic Violence: Abuse in Intimate Relationships
This workshop provides an overview of intimate partner violence, the development of violence against women as a social issue, and the responses developed by activists, therapists, and community and government agencies. It covers important issues and controversies, including obstacles in determining rates of prevalence; theories and research about causation, especially with regard to gender and culture; and individual and societal intervention and prevention efforts. Understanding these topics is important for advocates, community organizers, and researchers and demonstrating competency in many of these areas is required by various licensing boards for therapists and counselors. Students can focus on research and/or practice in various areas: men’s violence against women, female perpetrators, same sex or adolescent relationship violence, victim and family services, programs for perpetrators, and community-based prevention programs.
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Organizational Systems |
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ORG 7006 - Sociotechnical Information Systems and Distributed Organizations: Organizational Communication, Information Flow, and Technology
This interdisciplinary course explores organizations as dynamic global enterprises which weave together people and technology into self-organizing, interactive networks. Students examine how digital technology has a) changed the nature and dynamics of socio-technical systems, b) transformed organizational information systems and enterprise wide knowledge generation and application, and c) reshaped organizational cultures, workplace operations, business partnerships, and supply chains. Central to this course is enabling students to develop their own socio-technical organizational model, and devise approaches to effectively design, implement and manage technological information and communication systems that enhance the quality of both organizational performance and work life. Intermediate level course. 3 credit(s)
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ORG 7025 - Humanistic Foundations of Organizational Development
This course is an introduction to the origins and evolution of Organizational Development (OD). OD grew into early coherence in the late 1950s and early 1960s, arising from the same antecedents as humanistic psychology. It is practiced today, in many forms, around the entire globe. This course provides readings and writing assignments that serve as a vehicle for becoming more appreciative of the core values and the historical roots of OD theory and practice and its long-standing humanistic tradition. 3 credit(s)
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ORG 7028 - Talent Development and Strategic Human Resource Management
Central to business organization success is its talent, its multifaceted workforce. Organizational leaders must consciously leverage their human resources, unleash their workforce’s creativity, and tap into their organization’s intellectual capital. This course drawing upon various disciplines including organizational psychology critically discusses both domestic and critical international human resource management concepts, principles, practices, issues, and challenges, as well as the core characteristics and practices of engaging workplaces and the attributes of the current global organizations that are rated the best places to work. Students develop their own human resource or talent development vision, as well as their core best practices. 3 credit(s)
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ORG 7030 - Envisioning Leadership as a Tool for Transformation
The contemporary organization is a complex enterprise requiring managers to engage with and lead a global workforce and facilitate dynamic social networks utilizing various forms of communication and collaboration technology platforms. Using various analytical lenses this interdisciplinary course critically examines core distributed organizational characteristics, behaviors, dynamics and issues, as well as management approaches shaped by social systems, intra and inter organizational networks, and cross-cultural perspectives. Particular attention is given to exploring innovative organizational structures, cultures, operational processes, workplace environments, and sociotechnical communication systems founded in human-centric workplace and information systems principles. 3 credit(s)
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ORG 7032 - Analyzing Complex Organizational Situations: A Systems Perspective
With organizations as the focus, this introductory course provides students with a first look at systems thinking as an approach to understand complexity and identify leverage points for intervention. Through both theory and practice, students will learn to recognize the systemic nature of complex phenomena (at the personal, organizational and societal levels) and develop systems models as a way to develop deeper understanding and communicate more effectively the interconnectedness of a social system and its implications for improvement and transformation. Systems thinking is a foundation for both understanding the current state as well as for designing the future of complex social systems and institutions in the private, public and social sectors. 3 credit(s)
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ORG 7035 - Sustainable Economics and Supply Chains
Global economies are interdependent challenging businesses to operate in a competitive but sustainable manner that benefits a diverse set of stakeholders, does not exploit or harm the environment, and provides for the development of a sustainable future for the generations that follow. Critically examining existing economic systems, business operation practices, and marketing strategies, this courses enable students to envision innovative economic systems that lead to the emergence of new business strategies, financial management principles, collaborative forms of inter-organizational partnerships and alliances, and sustainable operational processes. This includes discussing new approaches to gaining and serving global markets, managing global supply chains, and reaching business goals. 3 credit(s)
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ORG 7036 - Strategic Management, Data Analysis & Decision Making: A Systems Perspective
With strategic analysis, planning, decision making, and organizational alignment in distributed organizations as the core focus, this interdisciplinary course enables students to expand their practical skills as strategic leaders and managers who face complex situations and have to make challenging decisions which have far-reaching economic ramifications for organizations, as well as the well-being of society and the environment. Particular attention is given to planning processes, implementing and evaluating organizational strategic initiatives, and to gathering and analyzing data from a systems perspective. 3 credit(s)
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ORG 7037 - Transformative Learning
The purpose of this course is to introduce you to the exciting body of work that resides within the community of scholars interested in understanding transformative learning on the individual, community, and organizational level. Sparked by the theory of Jack Mezirow, this field incorporates the work of Freire, Haberma.s, Kegan, Cranton, and others who seek to understand and facilitate learning that results a significant perspective shift in individuals, and cultural and paradigm shifts at collective levels. This course enables you to apply your understanding of the importance of the encounter with the “other” and the role of language to creating the conditions for transformative learning in organizations. 3 credit(s)
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ORG 7040 - Organizations and Social Systems Design
Focusing on organizations, this course explores Social Systems Design as developed by Banathy, Ackoff and others. Social systems design is a participatory, collaborative and disciplined way of engaging in future creating inquiry. The learner will address questions such as: What is design in a social context? What is a design culture and how does it relate to the sciences, the humanities, and organizational behavior and development? Building upon these notions, the course will also examine: How do organizations and workplaces respond to change? How organizational managers can facilitate the design of social systems in their enterprises? Design principles such as “form follows function, and the ethics of designing with those that will live the consequences of the choices made are explored. Social Systems Design shares core assumptions with participatory action research. The learner will be able to explore the usefulness of social systems design for the creation of new organizations or for the transformation of existing ones. 3 credit(s)
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ORG 7042 - From Evolutionary Consciousness to Conscious Evolution
This course engages a systemic understanding of evolution with the possibility of engaging in conscious evolution at the socio-cultural level. Three levels of inquiry are introduces: First, at the individual level, the notion of Evolutionary Leadership in introduced to connect the learning needs to develop mental models, skills and sensitivities necessary to enable evolutionary inquiry. Second, at the community and organizational level, Evolutionary Learning Communities are explored as spaces where evolutionary leaders can come together to engage in dialogue, learning, design and action. Lastly, at the societal level, the notion of Evolutionary Development is explored as a framework for conceptualizing and linking diverse strategies to enable systemic transformation and conscious evolution. This course is a space to explore what lies beyond sustainability as well as to contextualize in a wide and expansive view of change the work that the learner is committed to do as an organizational systems scholar-practitioner. 3 credit(s)
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ORG 7044 - Communication, Generative Dialogue, and Strategic Discourse
Drawing upon various scholars (including Isaacs, Bohm and Deetz) and practitioners who are exploring the communication challenges of the contemporary globally distributed organization, this course critically examines communication concepts, practices and issues found in organizations. Among the many topics discussed are communication theories, generative dialogue, cross-cultural communication, social media, stakeholder dialogue, strategic dialogue, and knowledge sharing methods. 3 credit(s)
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ORG 7045 - Critical Systems Inquiry, Ethics and Social Responsibility
Leading and making responsible decisions today are complex and challenging ventures. With a human development and capabilities perspective and a foundation in stakeholder principles, this interdisciplinary course critically explores organizational integrity and professional ethics and examines the workplace and wider social challenges faced daily by organizational professionals in the business, nonprofit, and government arenas. Central to this course are the refinement of students’ professional and organizational ethics viewpoints, development of new corporate social responsibility models and practices, and how to thoughtfully integrate social justice and sustainability principles into organizational operations and decision making. 3 credit(s)
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ORG 7052 - Systems Based Approaches to Participatory Change
This course contextualizes the Saybrook legacy around the work of Banathy on social systems design and modeling within the richer lineage of systems science in general and soft systems thinking in particular. The work of seminal social systems thinkers such as Ackoff on idealized systems design, Checkland on soft systems methodology, and Jackson on emancipatory and critical systems thinking will be explored to gain a wider and richer understanding of the diversity and complementarity of systems based approaches to participatory change. Soft systems thinking, as a branch of systems science, considers social and organizational systems as “purposeful systems,” i.e., complex human activity systems capable of defining their own purpose and creating their future by embracing human will, values and issues of diversity and inclusion at the core of the inquiry. 3 credit(s)
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ORG 7055 - Theory and Practice of Appreciative Inquiry
Appreciative Inquiry is an approach to working within organizations that utilizes a positive theory of change. As an alternative to a problem solving approach, AI is a co-evolutionary search to bring forth the best in people and organizational systems. This course provides a theoretical and practical understanding of AI to support its application in multiple contexts. The course also offers a critical view of how AI resides within the context of other interpretative theories and participative change methodologies such as Action Research. 3 credit(s)
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ORG 7065 - Family Business Consulting
(offered by request only) The course explores the personal, business and interpersonal issues that pertain to growing up within, owning and managing a family business. It is a course about business, but about how personal and family issues impact on the business, and how the personal and the business aspects of life can work in harmony. The course will allow students to connect personal concerns to business issues, to see how the personal dimension affects the conduct of business, and to learn how to move between a personal and a business perspective. It is meant for students who have been, or who may become, part of a family business, or who as consultants or professionals, will be working with clients who are operating family businesses. 3 credit(s)
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ORG 7070 - Leading Organizational Innovation, Change, and Transformation
This course critically examines both how transformative organizational change can be conceptualized and how the theories and models that support its planning and process development can be implemented. It investigates how leaders who initiate and direct major organizational shifts can mobilize, focus, generate commitment, and implement new directions in an organization. The course combines theory, case material, models and accounts of how and why organizations change their cultures, purposes, structures, and/or operational processes. Students will undertake a detailed analysis of an organizational change they have experienced, or one they have access to through interviews. Intermediate level course. 3 credit(s)
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ORG 7072 - Managing Collaborative Systems in a Global Workplace: Teams, Collaborative Systems, and Networks
With organizational communication models and globally distributed enterprises as the backdrop, this course examines various approaches to understanding and developing collaboration in organizations. Envisioning organizations as complex global systems, students examine contemporary models and practical dynamics of teams, social networks, partnerships and communities of practice. In light of current technological advancements, this interdisciplinary course will also discuss dispersed organizational structures and workforce environments, including telework, virtual teams, and workplace connectivity, and how to effectively lead and engage workers as a distance manager. Students complete an analysis of a team or social network which results in making recommendations on how to revise and enhance operational dynamics and processes. Intermediate level course. 3 credit(s)
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ORG 7073 - Executive Coaching
This course offers a thoughtful, reflective, professional approach to one type of coaching-the coaching of organizational leaders. Students learn concepts, models and practices they can apply in management or consulting positions. Personal assessment instruments such as 360 are discussed as means to support development. Students engage in coaching pairs throughout the course to practice the development of skills and to gain insight into their strengths and areas for improvement. 3 credit(s)
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ORG 7074 - Present Issues in Sustainability
Sustainability is a broad topic rooted in social justice, human rights, global equity, and ecological stability and flourishing. Thus, it has many dimensions and applies to many aspects of organizational operations and social functioning. This interdisciplinary course builds upon principles and issues explored in ORG 7045. It critically examines the present state of affairs in the business, economic, social, political and environmental arenas with respect to the challenges they pose to the global ecosystem, business enterprises and their workplaces, societies and nation states, as well as the injustice they are creating and the consequences they have for our collective future. The course explores the intricate links among business operations, economic activity, social dynamics and the natural environment. Students will learn to describe ways in which organizations of all kinds can more effectively address these interactions. 3 credit(s)
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ORG 7075 - Designing Sustainable Global Economic and Organizational Systems
This interdisciplinary course critically examines the current global economic order in light of a range of economic theories, including the human development and capabilities approach (economics as development), social economics, behavioral economics, etc. A central focus of the course is to envision how professionals from all sectors can collaboratively contribute meaningfully and significantly to the emergence of a sustainable and livable future for all. This course provides students an interdisciplinary learning experience that guides them in understanding and analyzing current mainstream and alternative economic models, to envision new ones rooted in the human development and capabilities approach, sustainability principles, and social justice, to devise ways to practically implement them in organizations, and to design ways to facilitate economic change in the wider global arena. 3 credit(s)
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ORG 7078 - Sustainable Management and Organizational Operations: Emerging Models, Practices, and Strategies
In general, organizations are challenged to operate in a more equitable and sustainable manner. Then there are social entrepreneurs who focus on addressing global issues. Other establish and manage benefit corporations. This course critically examines current and emerging sustainable business and community models, and practices in light of organizational stakeholder needs, community engagement, and the future social ramifications of a business’ operation. It presents models, challenges, opportunities and practices for managing sustainability inside corporate and non-profit organizations, including the product life cycle, accountability and reporting frameworks. It also explores approaches to social entrepreneurship and being a benefit corporation. It concludes by students designing a sustainable organization model and a start-up business plan. 3 credit(s)
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ORG 7080 - Consulting Skills
Consulting Skills explores the nature of consulting as a learning and helping process between an individual and a group, focusing on the interpersonal skills and processes that make up the helping process. This course uses classic works from Peter Block and Edgar Schein as well as action research as a framework for the consulting process. Students learn how to contract, construct an inquiry or assessment process, engage in and with an organizational system, design processes appropriate to the organizational need, and provide feedback systems to ensure that learning and development is sustained. 3 credit(s)
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ORG 7081 - Leading Organizational Learning and Advancement: Adaptive and Integrative
Engaging in a generative dialogue, this course critically examines the many divergent perspectives on leadership and organizational development in search of innovative ways to support continued organizational learning and growth of contemporary organizations which exist in complex global situations and need to function in a sustainable manner. Foundational to this search is the perspective that leadership is a phenomenon that requires multiple levels of analysis. This interdisciplinary course draw upon many points of view including adaptive leadership principles, learning organization models, integrative perspectives of organizations and leadership, adult development theory, and social systems theory. 3 credit(s)
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ORG 7082 - Value-Driven Leadership, Stakeholder Networks, and Social Innovation
Building upon ORG 7083, this course critically examines leadership qualities, skills and practices rooted in stakeholder theory and dialogue, authentic leadership principles, and servant leadership approaches. Students are explore how to build partnerships across diverse organizations, cultures, and sectors, and to envision organizations as a web of stakeholders and as members of the communities in which they exit and operate. Such leadership requires inspiring shared values and vision, building trusting open relationships, dialoguing with critical stakeholders, and supporting the identification of and critically reflection upon commonly held assumptions about business principles, organizational goals, shared power, teams and collaborative workplaces, corporate social responsibility, stakeholder benefits, competitive advantage. Students are also challenged to devise practical ways to lead in this manner and to link organizational goals with social well-being. 3 credit(s)
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ORG 7083 - Leading and Developing the 21st Century
By exploring various classic and contemporary models of leadership, this course lays the foundational support necessary for learners to bridge leadership concepts to leadership practice. In this course, learners will evaluate the scaffolding that underpins the conceptual and perspectival leadership models traditionally advanced by both scholars and practitioners in the field of Leadership. By critically probing these models, learners can re-envision and remodel core leadership theoretical constructs to successfully blend with their individual practice of leadership. 3 credit(s)
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ORG 7096 - Global Organizational Cultures and Inter-Cultural Management
This course provides the context to understand organizations from a cultural perspective. As human systems, organizations develop cultures reflective of the diverse people who work within them and the communities they serve. Our ability to create environments where people thrive within the complexity of cultural differences is predicated on our understanding and appreciation of those differences. Through assessing an organizational culture and interviewing leaders about cross-cultural management challenges and practices, students learn how to create the conditions that support organizational cultures that thrive on cultural diversity and manage a global workforce. Intermediate level course. 3 credit(s)
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ORG 7100 - Introduction to Humane Education
Introduction to the field through exploration of innovative educational philosophies and methods, exciting and effective ways to approach teaching and learning, and positive communication skills and conflict resolution. As a foundational course, students examine how they can more fully model their message as an educator, citizen, and role model, and bring the underlying concepts of good communication and teaching to bear on important issues of human rights, environmental ethics, animal protection, and culture. 3 credit(s)
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ORG 7105 - Complexity in Educational Systems
Required for Humane Education Specialization
This course is an introduction to systems thinking and complexity as it relates to educational systems. The focus is on learning basic systems and complexity theories in order to apply them for the critical evaluation and creative exploration of educational challenges and opportunities. An evolutionary perspective to understand the assumptions and values that gave rise to educational systems will be used in order to appreciate the need for truly systemic transformation of many educational systems as well as for designing new learning systems that respond to the turbulent socio-ecological context of our contemporary global society. Students will be able to practice their systems thinking by working with an educational system of their choice, either real or potential, formal or not formal. 3 credit(s)
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ORG 7110 - Environmental Ethics
Required for Humane Education Specialization
Discussion of a wide range of environmental issues including global climate change, population, endangered species, pollution, and resource and energy use. The course offers a solution-oriented approach, balancing the study of environmental problems with positive ideas for creating sustainable and restorative systems that benefit people, animals, and the earth itself. The course examines how we might learn and teach about environmental issues in a manner that encourages people to approach challenges in ways that foster solutions that work for all. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
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ORG 7115 - Animal Protection
Required for Humane Education Specialization
Discussion of animal issues including animal agriculture, experimentation, hunting and trapping, companion animal concerns, and more. The course explores different philosophies regarding the inherent rights of sentient animals to be free from exploitation and abuse, and encourages students to grapple with and determine their own ethics regarding nonhuman animals. The course further examines ways in which humans, animals, and ecosystems can be protected for the good of all and helps students develop techniques for learning and teaching about complex issues in a positive manner that invites dialogue and positive solutions. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
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ORG 7120 - Human Rights
Required for Humane Education Specialization
Examination of a range of human rights issues including escalating worldwide slavery, child and sweatshop labor, and genocide, as well as civil, GLBTQ, disability, women’s, and other rights. This course also examines acts of human courage, compassion, and kindness and invites students to find in themselves and others sources of deep and abiding humaneness, both as a model of human goodness, and as examples for exploring with others the ways in which humans can solve our conflicts and stop oppressing and exploiting others. Finally, the course examines links between forms of cruelty and oppression and uncovers solutions that will benefit all people, while also benefiting the environment and other species. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
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ORG 7125 - Culture and Change
Required for Humane Education Specialization
This course explores the many ways in which cultural norms influence ideas, beliefs, and actions and explores how change-making happens. Covering social psychology, consumerism, media, advertising, globalization, public relations, economics, and politics, this course provides a foundational overview for understanding the ways in which people are shaped by their culture. This course enables students to become aware of the influences in their own lives and to become effective at giving others the tools they need to think critically and creatively as well. By recognizing the ways in which our thoughts and behaviors are often molded by culture, students gain the ability to determine more consciously their behaviors and actions and create positive change. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
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ORG 7150 - Humane Education Residency
Required for Humane Education Specialization
Students in the M.Ed. and M.A. programs in Humane Education gather together in the summer for an intensive week (five days) of training. Students learn and practice important techniques for bringing humane education into traditional and non-traditional educational settings. Residency week is conducted at the Institute for Humane Education in Surry, ME (on 28 oceanfront acres overlooking Acadia National Park). The summer residency includes practical, hands-on learning, and offers students an opportunity to work with their fellow students and practice humane education activities and techniques. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
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ORG 7570 - Issues in Higher and Postsecondary Education: Leadership and Practice
Theories and practices pertaining to curriculum and teaching in U.S. higher education are introduced. Institutional and societal influences, as well as their impact on college and university classrooms, are examined in concert with key trends and developments, with a focus on the impact of technology in teaching throughout the course. 3 credit(s)
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ORG 7571 - Transformational Management and Change in Higher and Postsecondary Education
Leadership theories geared toward improving practice and promoting greater access, equity, and accountability in higher education are introduced. Students evaluate, select, and apply transformational, social justice-oriented, change management, and entrepreneurial strategies to specific case-study situations and their current work environments. 3 credit(s)
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ORG 7572 - Strategic Planning and Implementation in Higher and Postsecondary Education
Current higher education planning and implementation models are introduced. Students collect, analyze, and interpret data to inform and support short-term and long-term decisions and plans, and develop strategic plans for institutions or departments in order to achieve an overall vision and mission. 3 credit(s)
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ORG 7573 - The Community College
The ever-increasing role of community colleges with the higher education landscape is introduced. Topics including the history and philosophy of the community college movement, governance and fiancé, teaching, student personnel work, and the future of community colleges, are examined. 3 credit(s)
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ORG 7574 - Productive Conflict Management
The importance of conflict management as related to interpersonal encounters between two colleagues, in decision making teams, between and among work groups, in board meetings, and the overall higher education landscape is introduced. Students are taught conflict management strategies so that they may, in turn, teach them to prospective students and trainees. 3 credit(s)
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ORG 7576 - Introduction to p-12 Educational Leadership
This course examines various aspects of effective educational leadership in the preschool-to-high school setting. Effective practices include those related to leadership, ethical behavior and change management. Additional topics will include school organization, cultural diversity, reform efforts, school law, human resources, and resource allocation as applicable to educational leadership that will prepare individuals for principal positions. 3 credit(s)
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ORG 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 Specialization director in order to identify a Saybrook faculty liaison. Prerequisite(s): Open only to students pursuing a ORG certificate 3 credit(s)
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MBM 5510 - Imagery for Health
This course presents the use of imagery in traditional healing practices, and the contemporary applications of applications in healthcare. Students will review the literature and examine the evidence supporting the benefit of imagery on immune function, neurochemistry, and on medical illness. Throughout the course, students will utilize imagery as a diagnostic tool; as a medical rehearsal for coping; and as a therapeutic tool for promoting health, healing, psychospiritual wellness, and a sense of wholeness. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: Offered FA - Term A. Course Length: 7 Weeks. RC Required.
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MBM 5521 - Reflective Leadership in Healthcare
This course is designed to help organizational leaders and coaches to apply mindfulness to enhance leadership reflectivity on an individual and collective basis. Content will explore applications of reflective practices to enhance leadership effectiveness and instill innovation and compassion in collective settings. Course readings and assignments assess diverse meditative and contemplative theory and practices drawn from Eastern and Western traditions as well as modern secular teachings to explore how mindful practice can convey to reflective leadership style. In addition, discussions and papers examine how reorienting organizational dispositions toward reflective postures can serve as a foundation for transforming healthcare towards integrated, integrative, and patient-centered systems. Its objectives include the student’s cultivation of their own contemplative styles as well as developing strategies to introduce reflective practices to larger organizational settings. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA-Term B. Course Length: 7 Weeks. No RC.
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MBM 5523 - Mindfulness and Compassion-Based Leadership in Healthcare
This course explores an emerging orientation in leadership theories and practice: to intentionally incorporate mindfulness and compassion-based perspectives into practices. Students will assess the characteristics and intended outcomes of various contemporary paradigms that introduce mindful and compassion principles for developing individual leadership capacities as well as shifting organizational culture to a more sustainable environment. Course assignments will focus on identifying how related principles can address issues in modern healthcare and adapting such corresponding practices to healthcare organization settings. This course provides methods for healthcare consultants, administrators, and researchers to evaluate leadership styles, processes and outcomes in holistic and humanistic ways through the use of mindful-oriented approaches, particularly in integrated settings. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SP-Term A. Course Length: 7 Weeks. RC Required
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MBM 5616 - Movement Modalities for Wellness
This course reviews the importance of physical movement and exercise in the development of self-awareness, as well as the maintenance and restoration of health. Students will examine research supporting the use of movement modalities such as yoga, tai chi/qigong, Feldenkrais Awareness Through Movement, martial arts, aerobic exercise, dance, and others as interventions for optimal health and wellness. Students will also experience several of these modalities at the residential conference, as well as exploring and writing about their experience practicing one approach. 3 credit(s)
Offered: Offered SP - Term A. Course Length: 8 weeks. No RC.
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MBM 5635 - Spirituality and Health
This course presents the principles and skills of spiritual and religious practices, ceremony, and ritual in whole person integrative healthcare. Within this context, students will explore the historical, cultural, and individual belief systems, and explain how these factors impact individual health outcomes and wellbeing. The experiential component of the class introduces several techniques that can be used to deepen self-awareness and commitment to a personal spiritual practice as well as to create a ritual ceremony of healing. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SU Term A. Course Length: 8 Weeks. No RC.
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MBM 5655 - Mindfulness, Meditation and Health
Mindfulness is the ability to have non-judgmental awareness of events as they unfold moment by moment. Mindfulness is a fundamental and ancient component of many Eastern and Western spiritual traditions. In recent years, there has been substantial research on the use of mindfulness in the treatment of medical conditions and mental disorders, as well as its application in healthcare, education, and the workplace. This course is both theoretical and experiential. Students learn about and discuss the origins of mindfulness practices, the modern scientific underpinnings of mindfulness research, and multiple applications of mindfulness in medicine, healthcare, and society. Students learn and are supported in the personal development of a simple mindfulness practice. Students’ personal experiences are the basis for understanding mindfulness as a tool for stress management, self- awareness and self- efficacy. Students are also be encouraged to assess the appropriateness of mindfulness in their own lives as a spiritual practice and a way of life. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA - Term A. Course Length: 7 Weeks. RC Required.
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MBM 5663 - Advanced Integrative Psychotherapy
The Advanced Integrative Psychotherapy course provides advanced, leading-edge perspectives on mind-body medicine and integrative health. The course honors a biopsychosocial-spiritual perspective to psychotherapeutic care. It gives respectful attention to an expanded cartography of the human psyche, to its architecture and its rich experiential territories, and to the healing potentials of the non-ordinary (expanded) states of consciousness. In addition, the course (a) employs a character-based, archetypally-informed developmental model of human personality and (b) explores advanced, archetypally-informed integrative psychotherapeutic interventions and ways of tending to the mind-body-psyche during various psychospiritual processes, including spiritual emergence and spiritual emergencies. Prerequisite(s): Must be a licensed mental health care practitioner to enroll. 3 credit(s)
Offered: SP - Term B. Course Length: 7 Weeks. RC Required in Term A.
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MBM 5668 - Body -Oriented Approaches to Psychotherapy
Body-oriented psychotherapy uses the pathway of connection with the body to approach psychological issues. This course provides students with a basic skill-set to bring a somatic focus to their therapy sessions along with introductory knowledge of several body-oriented psychotherapy modalities. Students will explore experiential exercises from some of the techniques with each other and with a volunteer, as well as study the history and theories underlying these practices and the research done on these mind-body approaches to healing and well-being. Prerequisite(s): Must be a licensed mental health care practitioner to enroll. 3 credit(s)
Offered: Offered FA - Term B. Course Length: 7 weeks. RC required in Term A.
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