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2018-2019 Academic Catalog and Student Handbook with Spring Addendum [Archived Catalog]
Course Descriptions
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Courses are identified and organized by degree program. Listed below are those courses for the 2018-2019 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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Research |
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RES 9400 - Master’s Thesis Research
The thesis can be the culminating research requirement of a master’s program. The purpose of this inquiry is to engage the student in integrating and organizing information gained through course work, and applying these skills to a research effort. Thesis research can pursue any question of relevance to student’s program by way of disciplined inquiry with a clearly defined methodology. The range of approaches available is the same as for dissertations from qualitatively oriented and experimental studies to theoretical research. Entails written thesis proposal, thesis defense, and thesis research report. (M.A. program only) 6 credit(s)
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RES 9500 - Dissertation Research
The purpose of dissertation research is to demonstrate mastery of research competencies needed to do independent research and contribute to the discipline of the doctorate degree. The course is designed to engage the student in integrating and organizing information gained through earlier coursework, and applying these skills to a substantive research effort. The dissertation can explore any question of relevance to the student’s degree program by way of disciplined inquiry, which applies a clearly defined methodology. (Ph.D. program only) Prerequisite(s): Admission to doctoral Candidacy. 6-18 credit(s)
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RES 9500 - Dissertation Research (Clinical Psychology, Clinical Specialization, Managing Organizational Systems Only)
The purpose of dissertation research is to demonstrate mastery of research competencies needed to do independent research and contribute to the discipline of the doctorate degree. The course is designed to engage the student in integrating and organizing information gained through earlier coursework, and applying these skills to a substantive research effort. The dissertation can explore any question of relevance to the student’s degree program by way of disciplined inquiry, which applies a clearly defined methodology. (Ph.D. program only) Prerequisite(s): Admission to doctoral candidacy. 6-18 credit(s)
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Seattle Counseling |
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COUN 2010S - Structure and 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. 3.0 credit(s)
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COUN 2025S - 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. 3.0 credit(s)
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COUN 2031S - Assessment and 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. 3.0 credit(s)
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COUN 2050S - 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 3.0 credit(s)
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COUN 2060S - 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. 3.0 credit(s)
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COUN 2400S - Pre-Practicum Pro-Seminar
This course introduces and follows the student through pre-degree Practicum search and preparatory coursework. The course addresses issues in practicum placement with emphasis in professional development. Emphasis is placed on the individual student’s clarification of licensing requirements and formulation of degree course plan. This course emphasizes acculturation of the student into the clinical mental health profession. Students enroll in this course in multiple semesters: A, B, C, D. The course is required each semester the student is enrolled in pre- practicum courses. 15 Contact Hours. 0.00 credit(s)
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COUN 2401S - Practicum/Internship Pro-Seminar
This course provides a residential experience to accompany students’ field experiences in Practicum, Internship 1, 2 and 3. The course addresses issues in practicum and internship training with emphasis in professional development. This course emphasizes acculturation of the student into the clinical profession of clinical mental health counseling. Additionally, the course addresses issues that emerge during practicum and internship in an intensive face-to-face group training environment. Supervision around ongoing cases, practice and refinement of clinical skills and opportunities for development of self-as-counselor are provided. Students enroll in this course in multiple semesters: A,B,C,D corresponding to each semester the student/trainee is enrolled in Practicum or Internship courses. 15 Contact Hours 0.00 credit(s)
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COUN 2500S - 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. 3.0 credit(s)
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COUN 2505S - Psychopharmacology
Students develop a foundational understanding in psychopharmacology important to client-oriented clinical practice in 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. 3.0 credit(s)
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COUN 2510S - 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 COUN 2500S ”Basic Counseling Skills” and COUN 2010S ”Structure and Dynamics of the Family.” Prerequisite(s): COUN 2500S and COUN 2010S 3.0 credit(s)
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COUN 2531S - 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 counselor and the 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. 3.0 credit(s)
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COUN 2532S - 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 counseling settings. 3.0 credit(s)
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COUN 2538S - 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. 15 Contact Hours. 3.0 credit(s)
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COUN 2539S - Child 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 MFT and Clinical Psychology (7 contact hours) and requirements for MFT licensure (3 contact hours) covering issues of elder abuse with additional emphasis on financial abuse. 7 Contact Hours. 0.00 credit(s)
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COUN 2544S - 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. 15 Contact Hours. 0.00 credit(s)
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COUN 2555S - Advanced Child and Adolescent Therapy
This course is designed to build upon the Lifespan course. In this course, students will explore how development, families, and sociopolitical issues impact children and adolescents. The course emphasizes clinical skills and therapeutic interventions for working with children, adolescents and their families in clinical, school, and community settings. 3.0 credit(s)
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COUN 2560S - Multiculturalism and the Family Assessment
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 identity, 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. 3.0 credit(s)
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COUN 2561S - 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. 3.0 credit(s)
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COUN 2562S - 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. 3.0 credit(s)
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COUN 2640S - Partner Abuse and Domestic Violence
This course 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. 15 Contact Hours. 0.00 credit(s)
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COUN 2650S - 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. 3.0 credit(s)
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COUN 2701S - Experiential: Basic Counseling Skills
The course provides experiential focus for basic parameters and clinical skills needed in preparation for professional work with individuals, couples, families, and groups. The course presents foundations of growth-oriented therapeutic theories and techniques further developed in the co-required course: COUN (CO) 2500, Basic Counseling Skills. The course emphasizes personal and interpersonal practices including building therapeutic relationship, creating the therapeutic container, developing empathic listening and reflection, recognizing boundaries, developing multicultural sensitivity, and embodying authentic sense of self in the therapeutic alliance. 15 Contact Hours. Co-requisite(s): COUN 2500S 0.00 credit(s)
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COUN 2702S - Experiential: Structure and Dynamics of the Family
This course supports the course description for COUN 2010: 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. 15 Contact Hours. Co-requisite(s): COUN 2010S 0.00 credit(s)
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COUN 2703S - Experiential: Crisis and Trauma Intervention
This course supports the co-required course COUN 2562. 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. This experiential course will also provide time to reflect on individual responses to trauma and ways to be authentic when working with clients in trauma. 15 Contact Hours. Co-requisite(s): COUN 2562S 0.00 credit(s)
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COUN 2704S - Experiential: Relationship and Family Intervention
This course is the companion course to COUN 2510. It addresses philosophies and models of therapeutic intervention with couples and families. This course builds theoretical understanding and therapeutic skills and enlarges foundations introduced in the pre-requisite courses “Basic Counseling Skills” and “Structure and Dynamics of the Family.” 15 Contact Hours. Prerequisite(s): COUN 2500S and COUN 2510S 0.00 credit(s)
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COUN 2705S - Experiential: Group Counseling and Psychotherapy
This course is the required course for the full semester course COUN 2531. During this RC experiential, students will have an opportunity to be a part of a group in order to gain a broader understanding of the group process, how it feels to be a group member, and what it is like to facilitate group work. 15 Contact Hours. 0.00 credit(s)
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COUN 2706S - Experiential: Child and Adolescent Counseling
This course is designed to add to the full semester course, COUN 2555S . In this course, students will explore how development, families, and sociopolitical issues impact children and adolescents. The course emphasizes clinical skills and therapeutic interventions for working with children, adolescents and their families in clinical, school, and community settings. 15 Contact Hours. 15 0.00 credit(s)
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COUN 2707S - Experiential: Counseling Theories
This experiential provides hands on practice with viewing cases through multiple theoretical lenses, practice with applying theory-based interventions and initiates early reflections on students’ personal models of counseling. 15 residential contact hours. Co-requisite(s): COUN 2025S 0.00 credit(s)
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COUN 2709S - Overview of Mental Health Counseling
This course introduces students to the field of Mental Health Counseling. Topics covered include the basics of clinical work, case notes, consolation, and types of environments counselors often work in. Attention will also be paid to reviewing the ACA ethical code, the different organizations within the field. Students will also have an opportunity to explore the type of counseling they might want to do, how they seem themselves working in the field, and any roadblocks they may face. 15 Contact Hours. 0.00 credit(s)
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COUN 6020S - 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. 3.0 credit(s)
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COUN 8152S - Practicum
This is the first of three required 3-unit field experience training courses. An approved field placement, liability insurance and enrollment in the practicum course are required. This is the first major field experience in the MA in Counseling program that requires students to provide direct counseling services at an approved mental health site. It is expected that Practicum students will work under close supervision at all times and that they will have the opportunity to work with individuals, couples, families and groups whenever possible. Practicum consists of a minimum of 100 hours of field experience including provision of 40 hours of direct counseling services. The Practicum also includes a minimum of 1 hour of weekly individual or triadic on-site supervision (one hour for every five direct hours for CA students), an average of 1.5hrs/week of university supervision, and periodic consultations between site supervisor and university faculty to assess progress and refine goals. The primary emphasis of the Counseling Practicum is on professional identity development and the development and application of counseling skills. 3.0 credit(s)
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COUN 8153S - Internship 1
This is the second of three required 3-unit field experience training courses. An approved field placement, liability insurance and enrollment in the internship course are required. It is expected that Internship students will work under close supervision at all times and that they will have the opportunity to work with individuals, couples, families and groups whenever possible. Internship 1 consists of a minimum of 300 hours of field experience including provision of 120 hours of direct counseling services. Internship 1 also includes a minimum of 1 hour of weekly individual or triadic on-site supervision (one hour for every five direct hours for CA students), an average of 1.5hrs/week of university supervision, and periodic consultations between site supervisor and university faculty to assess progress and refine goals. The primary emphasis of Internship 1 is on a more complete immersion in the role of mental health counselor, continued self-reflection, and refinement of ethical and multiculturally competent practice. 3.0 credit(s)
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COUN 8154S - Internship 2
This is the third of three required 3-unit field experience training courses. An approved field placement, liability insurance and enrollment in the internship course are required. It is expected that Internship students will work under close supervision at all times and that they will have the opportunity to work with individuals, couples, families and groups whenever possible. Internship 2 consists of a minimum of 300 hours of field experience including provision of 120 hours of direct counseling services. Internship 1 also includes a minimum of 1 hour of weekly individual or triadic on-site supervision (one hour for every five direct hours for CA students), an average of 1.5hrs/week of university supervision, and periodic consultations between site supervisor and university faculty to assess progress and refine goals. The primary emphasis of Internship 2 is to continue to refine the goals of Internship 1, and to evidence more sophisticated case conceptualization and integration of theory in to practice and increasingly evidence competence for more independent practice. 3.0 credit(s)
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COUN 8155S - Internship 3
This course is required for those students needing to accrue additional field placement hours to meet the pre-degree field experience requirements for their home state. An approved field placement, liability insurance and enrollment in the internship course are required. It is expected that Internship students will work under close supervision at all times and that they will have the opportunity to work with individuals, couples, families and groups whenever possible. The hours required for Internship 3 are determined in consultation with the Director of Clinical Training to assure alignment with state requirements. Internship 3 also includes a minimum of 1 hour of weekly individual or triadic on-site supervision (one hour for every five direct hours for CA students), an average of 1.5hrs/week of university supervision, and periodic consultations between site supervisor and university faculty to assess progress and refine goals. The primary emphasis of Internship 3 is to continue to refine the goals of Internship 2, and to increasingly evidence competence for more independent practice. 3.0 credit(s)
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COUN 8156S - Clinical Inter-Session
This course is required for students who have not completed their hours during the regular fall, spring, or summer semester and have less than 60 hours remaining to complete. An approved field placement, liability insurance and enrollment in the clinical inter-session course are required. It is expected that Clinical Inter-session students will work under close supervision at all times and that they will have the opportunity to work with individuals, couples, families and groups whenever possible. The hours required for Clinical Inter-session are determined in consultation with the course instructor to assure completion of outstanding hours. Clinical Inter-Session also includes a minimum of 1 hour of weekly individual or triadic on-site supervision (one hour for every five direct hours for CA students), an average of 1.5hrs/week of university supervision, and periodic consultations between site supervisor and university faculty to assess progress and refine goals. The primary emphasis Clinical Inter-session is to provide continuity and a supportive educational environment for students who do not complete required hours during the regular academic semester. 0.00 credit(s)
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COUN 9100S - 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. 0.00 credit(s)
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SCO 5064 - Group Therapy
Studies of theoretical and experiential understandings of group purpose, development, dynamics, counseling theories and methods. Theoretical and practical emphasis on group process, interpersonal dynamics in the group, and the development of group leadership competencies based on both interpersonal skills and an awareness of depth psychology and group process. 2 credit(s)
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SCO 5065 - Counseling Theory
Studies of basic theories, principles and techniques of counseling and their application to professional counseling settings. Attention particularly given to the systems approach and models of therapy based on the systems paradigm. Review of the “common factors” of different counseling models also examined. 2 credit(s)
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SCO 5066 - The Helping Relationship
Studies that provide an understanding of counseling/consultant characteristics that influence the helping process (age, gender, ethnic factors, etc.); essential interviewing and counseling skills for developing a therapeutic relationship, set goals, maintain boundaries, evaluate client outcome and termination. Focus on the basic intrapersonal and interpersonal skills of facilitating an effective and safe relational conversation in therapy. 2 credit(s)
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SCO 5067 - The Self of the Therapist I
There has been a considerable emphasis on the “self of the therapist.” This course examines the conventional process of counter-transference in therapy, highlighting the importance of studying one’s family of origin history. The primary focus of this course is on the interpersonal relationship between the therapist and the client-the competencies, process, skills critical in helping therapy move effectively toward a good outcome. Dealing with resistant clients and other therapeutic challenges are examined. This course is conducted at every residential conference through the two years. 1 credit(s)
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SCO 5068 - Group Leadership I
This course emphasizes the leadership skills and competencies of the group leader. A review of core group membership skills and frameworks for understanding group process and development are also emphasized. Developing general competencies of interpersonal behavior in group members is considered a core developmental challenge. 1 credit(s)
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SCO 5069 - Human Growth, Development, and the Family Life Cycle
Studies that provide an understanding of the nature and needs of individuals at all developmental levels, from birth to old age. Different developmental models are reviewed with an emphasis on development within the family life cycle. Stresses the complex developmental relationships among individuals in the family. Individually oriented content adapted to a systems paradigm. Stress on the life-cycle of the family and its modifications over time (first child, adolescent sexual development, leaving home, etc.) The clinical implications of using developmental models in treatment planning are emphasized. 2 credit(s)
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SCO 5070 - Couple and Family Therapy-Theory I
This is the first of three clinical theory courses in the “clinical sequence” which includes both theory courses and technique courses focusing on the application of theory in clinical practice with individuals, couples, and families. The three “theory” sections in the clinical sequence review primary models in clinical practice such as cognitive behavior therapy, solution focused therapy, narrative therapy, Bowen therapy, contextual therapy, structural therapy, experiential symbolic therapy, psychoanalytic therapy, and other models. The underlying systemic paradigm shapes the thinking and practice of all the models presented. 2 credit(s)
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SCO 5071 - Couple and Family Therapy-Technique I
This is the first of three clinical “technique” courses in the “clinical sequence” which includes both theory and technique courses. In the “technique” courses, the models discussed in the theory sections are examined for the clinical principles and techniques associated with each of the models. Multiple practica are used to practice the models in working with individuals, couples, and families with all age groups-children, adolescents, and adults-and with a variety of developmental and clinical challenges. The link between assessment and interventions is utilized in designing treatment strategies. 2 credit(s)
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SCO 5072 - Professional Ethics and Law
Studies of the following aspects of professional functioning: history and philosophy of the counseling profession; professional roles and relationships with other human service providers, credentialing, advocacy processes, ethical and legal considerations in professional Counseling. Emphasis will be placed on the fundamental ethics and laws governing clinical practice, including some of the new developments in technology and its use in clinical practice. 2 credit(s)
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SCO 5073 - The Self of the Therapist II
There has been a considerable emphasis on the “self of the therapist.” This course examines the conventional process of counter-transference in therapy, highlighting the importance of studying one’s family of origin history. The primary focus of this course is on the interpersonal relationship between the therapist and the client-the competencies, process, skills critical in helping therapy move effectively toward a good outcome. Dealing with resistant clients and other therapeutic challenges are examined. This course is conducted at every residential conference through the two years. 1 credit(s)
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SCO 5074 - Social and Cultural Diversity II
Studies that provide an understanding of the cultural context of relationships, issues and trends in a diverse society. Includes such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, family values, education, religious and spiritual values, socio-economics status, etc. 1 credit(s)
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SCO 5075 - Psychopathology
This course briefly reviews the history of mental illness as described across time and different social contexts. Attention is given to the major classifications of mental illness, diagnostic criteria, differential diagnoses, and controversies around the use of diagnostic classifications. The use of the DSM is explained with brief training on how to use the DSM in clinical practice. A systemic paradigm is used to help elucidate a multi-modal approach in assessing individuals within a social and familial context. 2 credit(s)
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SCO 5076 - Research Methods and Statistics
Studies that provide an understanding of research methods, statistical analysis, needs assessment and program evaluation. Research methodology and data analysis, computer research skills, critical evaluation of professional research reports, with emphasis on research relevant to clinical practice. 2 credit(s)
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SCO 5077 - Diagnosis and Assessment of Individuals
Studies that provide an understanding of individual & group approaches to assessment and evaluation (standardized and non-standardized testing, performance assessment, individual and group test and inventory methods, etc.). 2 credit(s)
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SCO 5078 - Couple and Family Therapy-Theory II
The emphasis in this section is on models of therapy that expand the repertoire of therapeutic models from Theory I with a particular emphasis on the “self of the therapist.” Given that the relationship system between therapist and client is the most critical “instrument of change,” the therapist’s mindfulness about the self, including family of origin history, countertransference, differentiation and attunement, etc. all constitute an effective and present “therapeutic self.” The models reviewed in this course include Bowen Therapy, Jungian Therapy, Contextual Therapy, and Group Leadership Theory, and Strategic Therapy. The link between assessment and interventions is utilized in designing treatment strategies. 2 credit(s)
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SCO 5079 - Couple and Family Therapy-Technique II
This “technique” section includes a series of practica focusing on work with individuals, couples, and families including children, adolescents, and adults. The practica will integrate the therapeutic models from “Theory I” and “Theory II” in a variety of clinical enactments using a small group format with feedback from student colleagues and faculty. The standard clinical skills of joining, assessment, clinical conceptualization, treatment planning, interventions and feedback, measuring progress, adjusting the clinical focus, and so on will be emphasized using a systemic model that includes both an intrapsychic and interpersonal dimension. 2 credit(s)
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SCO 5080 - The Self of the Therapist III
There has been a considerable emphasis on the “self of the therapist.” This course examines the conventional process of counter-transference in therapy, highlighting the importance of studying one’s family of origin history. The primary focus of this course is on the interpersonal relationship between the therapist and the client-the competencies, process, skills critical in helping therapy move effectively toward a good outcome. Dealing with resistant clients and other therapeutic challenges are examined. This course is conducted at every residential conference through the two years. 1 credit(s)
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SCO 5081 - Group Leadership II
This course emphasizes the leadership skills and competencies of the group leader. A review of core group membership skills and frameworks for understanding group process and development are also emphasized. Developing general competencies of interpersonal behavior in group members is considered a core developmental challenge. 1 credit(s)
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SCO 5082 - Professional Seminar I
Development of a professional attitude and identity. Studies of professional socialization and the role of professional organizations; licensure; legal responsibilities and liabilities of clinical practice and research; family law; confidentiality issues, codes of ethics, etc. This seminar complements the clinical practicum as students present clinical cases in a case presentation format along with videotape examples. Feedback on these cases is provided by both faculty and students in a small group format. 1 credit(s)
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SCO 5083 - Counseling Practicum I
Direct client contact hours, supervision, staff meetings, community relations, record keeping, supervised in-house practica and off-campus site placement. 5 credit(s)
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SCO 5084 - Couple and Family Therapy-Theory III
This is the third of three clinical theory courses in the “clinical sequence” which includes both theory courses and technique courses focusing on the application of theory in clinical practice with individuals, couples, and families. The three “theory” sections in the clinical sequence review primary therapeutic models in clinical practice. The models reviewed in this course include Somatic Therapies, Experiential Symbolic Therapy, Neurobiological Models, Models of Crisis and Suicide Intervention, and The Common Factors in Therapy. The underlying systemic paradigm shapes the thinking and practice of all the models presented. 2 credit(s)
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SCO 5085 - Couple and Family Therapy-Technique III
This course integrates the therapeutic models, application techniques, and ethics and laws taught in the program. Students develop and report on their own therapeutic models and clinical applications with specific examples. Students are assessed on their Clinical Theory papers and their application skills. The integration emphasis continues in the Clinical Orals where the focus is on clinical vignettes that highlight the link between theory, application, clinical intervention, ethics, and laws. The emphasis in this course is the overall integration of theory, practice, and specific clinical skills with attention to the diverse methods of integration within the student population. 2 credit(s)
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SCO 5086 - Human Sexuality
The study of human sexuality reviews sexual development using a multi-cultural, diverse perspective. Sexual behavior is examined from the perspective of the therapist including methods of assessment, how to conduct conversations focused on sexuality, and how to identify sexual dysfunction with possible referral sources. 2 credit(s)
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SCO 5087 - The Self of the Therapist IV
There has been a considerable emphasis on the “self of the therapist.” This course examines the conventional process of counter-transference in therapy, highlighting the importance of studying one’s family of origin history. The primary focus of this course is on the interpersonal relationship between the therapist and the client-the competencies, process, skills critical in helping therapy move effectively toward a good outcome. Dealing with resistant clients and other therapeutic challenges are examined. This course is conducted at every residential conference through the two years. 1 credit(s)
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SCO 5088 - Social and Cultural Diversity II
Studies that provide an understanding of the cultural context of relationships, issues and trends in a diverse society. Includes such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, family values, education, religious and spiritual values, socio-economics status, etc. 1 credit(s)
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SCO 5089 - Professional Seminar II
Development of a professional attitude and identity. Studies of professional socialization and the role of professional organizations; licensure; legal responsibilities and liabilities of clinical practice and research; family law; confidentiality issues, codes of ethics, etc. This seminar complements the clinical practicum as students present clinical cases in a case presentation format along with videotape examples. Feedback on these cases is provided by both faculty and students in a small group format. 1 credit(s)
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SCO 5090 - Counseling Practicum II
Direct client contact hours, supervision, staff meetings, community relations, record keeping, supervised in-house practica and off-campus site placement. 5 credit(s)
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SCO 5098 - The Integrated Therapist: Tending the Body, Mind, Heart, and Spirit of Psychotherapy
This one credit class will provide an opportunity for the developing practitioner to deepen their commitment to tending the “Self of the Therapist” through an integrative exploration that includes somatic, collaborative, and depth explorations and clinical application. 1 credit(s)
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Seattle Leadership Program |
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SLO 5221 - Adaptive Leadership: Theory & Practice
The course prepares students to address “wicked problems” that simultaneously involve “system-process” issues and “cultural” issues. This course introduces students to systemic perspective, basics of emotional intelligence (self-awareness, self-management, social awareness, and relationship management), organizational justice, character (Authentic Presence), and development (lifelong learning, developing others). 3 credit(s)
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SLO 5222 - Systems Thinking: Theory & Application
This course introduces students to critical thinking (reflective analysis practice), systems theory, family systems theory, consulting theory, and organizational systems coaching. The systems thinking skills that are introduced are: developing a relational perspective (interconnectedness) including layered, nested and embedded systems views; cognitive agility with non-reductionist thinking approaches; performing contextual analyses; cognitive agility with nonlinear modeling relationships and feedback loops, stocks, and flows; prototyping and progressive approximation; 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. 3 credit(s)
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SLO 5223 - Leadership Psychology I: Group Membership & Cultural Intelligence
This course focuses on the development of personal mastery in terms of emotional-social skills and competencies. These skills include self-awareness, relational attunement, helping skills, conflict management, and relational process work. Students learn how to develop interventions that optimize the effectiveness of interpersonal interactions, and how to work with power, authority, and influence issues. This course includes the examination of the emergence and fluidity of leadership roles and the psychological dynamics between leaders and leaders, leaders and followers, and followers and followers. 3 credit(s)
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SLO 5224 - Optimizing Innovation I: Lean Theories, Tools and Practices
Lean theories, tools and practices have proven to be a highly effective performance optimization approach across multiple industry sectors by providing organizations a data-driven, disciplined approach to reducing waste and minimizing defects as means of being responsive to market disruptions and the drive towards greater innovation and productivity. This course teaches students how to apply Lean as a practice of continuous identification and elimination of waste in planning, design, and operations while increasing innovation and overall productivity and end-to-end product and service quality. This course focuses on learning the Lean theories, tools and practices and uses the context of innovation to develop competencies in designing and implementing performance optimization interventions using Lean Thinking, Lean Production, Value Streams, and Gemba Kaizen. 3 credit(s)
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SLO 5225 - Research Informatics I: Theory & Methods
An essential skill for moving organizations towards meeting their goals is the ability to effectively analyze and take wise action based on financial, technological, and socio-cultural data/information. This course introduces students to the theory and methodologies behind research methods, statistics, and business informatics. The course focuses on the acquisition of research competence to search and circumscribe the subject domain for human inquiry; define the research focus; formulate researchable questions; know the relevant methodological traditions to select one suitable to the question; design and plan the research study; know the procedures proposed for data collection, analysis, and synthesis; know the ethical issues of proposed research; critique research; critically review literature and propose research. This focus includes defining and articulating information needs, identifying and selecting the appropriate resources, formatting and executing research strategies, and then critically interpreting and analyzing the result and presenting it in a professional (APA) style. 3 credit(s)
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SLO 5226 - Organization Development I: Strategic Leadership, Change Management & Cross-Functional Teaming
Essential skills for moving organizations towards meeting their goals are strategic leadership, leading change, and cross-functional teaming. Students explore strategic leadership as the theories and skills of forming and implementing an organization’s vision, goals, strategies, and structure. A critical task of leadership is to assess the strategic environment of the organization so that a future direction may be charted that will enable it to achieve significant competitive advantage in the marketplace. Students are taught to develop visions, missions, core values and strategic goals that allow their own leadership intentions to be realized. They implement and operate a “B-Corp” for the majority of their second year. 3 credit(s)
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SLO 5227 - Leadership Psychology II - Authentic Leadership & Cultural Intelligence
This course focuses on the development of personal mastery in terms of cultural skills and competencies. The primary skill is the ability to simultaneously hold and examine multiple perspectives. This skill is refined through the examination of Family-Of-Origin (FOO) and Cultures-Of-Origin (COO) experiences and issues, and is used as an entry point to developing greater self-awareness, sympathy, empathy and compassion for oneself and others. Students learn how to work with implicit narrative methods to bring clarity to thoughts and feelings that are not voiced but implicit in actions and behavior. The methods work with undeclared stances and the beliefs, values, or stories that are implicit in how they experience, react and respond to certain situations. Students learn how to function effectively in multi-cultural situations including contexts as diverse as spiritual beliefs, gender, physical abilities and attributes, ethnicity, income, sexuality, race, age, class, leadership experience, organizational acculturation, education, etc. This course includes learning processes for identifying and navigating cultural protocols. 3 credit(s)
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SLO 5228 - Optimizing Innovation II: Innovation Practicum
This course is designed to enhance the student’s learning experience through in-depth reflection and application of Lean theories, tools, and practices and focused on innovation in the work environment. The course provides students with professional and academic hands-on experience in an integration laboratory context. Students explore important issues involved with applying Lean to increase innovation within the planning, development and implementation processes. Students experience people, technology, process and information in the context of effective Lean practices. Particular emphasis will be placed on the integration of leadership competencies (emotional, social, cultural, and cognitive intelligences) and Lean theories, tools, and practices demonstrated in the context of optimizing innovation. 3 credit(s)
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SLO 5229 - Research Informatics II: Statistics & Informatics Practicum
This Research Informatics Practicum course is designed to enhance the student’s learning experience through in-depth reflection and application of research, statistics, and informatics theories, tools, and practices focused on eldership competency and performance optimization. The course provides students with professional and academic hands-on experience in an integration laboratory context. Students explore important issues involved with applying research, statistics, and informatics to increase leadership effective. organizational leadership capacity. 3 credit(s)
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SLO 5230 - Organization Development II: Organization Development: Executive Coaching and Training & Facilitation
An essential skill for moving organizations towards meeting their goals is coaching executives/leaders to increase their effectiveness in working with their teams. In this course the phases of coaching are discussed and practiced, including contracting, assisting executives/leaders in setting goals for business improvement, team effectiveness and personal growth, and preparation of the leader for “live-action” coaching. The importance of identifying systemic patterns of behavior is emphasized throughout all phases of the coaching and consulting process. ICF Core Competencies are integrated into the phases of coaching. Students also learn the fundamentals of conducting successful trainings and meetings, including the identification of desired outcomes, the creation of appropriate designs, the delivery of effective presentations, and leading productive meetings. 3 credit(s)
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SLO 5231 - Leadership Psychology III - Group Leadership, Organizational Trauma, & Conflict Management
This course focuses on the development of personal and organizational mastery in terms of skills and competencies to address ethics and organization trauma. These skills include moral compass and ethical discernment; and the ability to recognize and acknowledge trauma; develop emotionally safe relational containers for addressing trauma and the underlying anxiety and fears; examine the underlying mental models and emotional triggers, and determine appropriate interpersonal and organizational interventions. This course includes use of survey feedback assessment processes. 3 credit(s)
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SLO 5232 - Leadership Mastery Capstone Projects: Training & Facilitation, Research Presentation, and Practitioner Theory
This course provides students with opportunities to demonstrate their leadership mastery and refine their leadership competencies. Students design and implement a professional capstone training and facilitation event that is focused on leadership and performance optimization along with a capstone education conference that is focused on group leadership, performance optimization, and sustainability through a Triple Bottom Line strategy and operations. The final capstone project is participation in a Practitioner Theory Seminar to deliver the results of their own practitioner theory research project in the form of a paper and presentation. The course includes an oral exam. 6 credit(s)
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Transformative Social Change |
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TSC 3220 - African Diaspora: African American Cultural History & 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 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 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 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. Cross-listed with PSY3220, EHTP3220. 3 credit(s)
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TSC 4020 - Relationships in Health and Healing Practice
This course reviews evidence on the importance of relationships in the maintenance of health, prevention of illness, and healing. The major focus is upon the ties between people; however, relationships exist at many levels including links of mental to physical processes, broader ecological or spiritual domains, and socio-cultural beliefs and practices. Evidence is provided for the use of caring relationships in the healing process. The format includes written reports and participatory activities. 3 credit(s)
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TSC 6400 - Ethics for Transformative Social Change: Thinking Like a Global Citizen
The practice of ethics involves the exploration and evaluation of different values and assumptions that support alternative courses of action. This course approaches these differences from a global civic perspective that is grounded in our common humanity and recognizes our many social differences. We will practice “thinking like a global citizen” in an evaluation of the merits of a capabilities approach to human development, comparing a property-based economy with a civic-based economic vision. We will also critically examine a number of practices that address challenges that are of particular interest to participants in the course, which might include immigration, complicity in the violation of human rights, the protection of the commons, and alternative views of global finance. In these examinations, we will explore and generate potential designs for a sustainable and just framework for transformative actions on the local, regional, national, and international level. A primary goal of the course is for students to be able develop a global civic ethic that is sufficiently rigorous to face ongoing resistance to social change and flexible enough to enable relevant and effective actions to address the multiple dimensions of our global civic life. 3 credit(s)
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TSC 6500 - Ecological Psychology
Humans endanger species, ecosystems, and themselves by altering, depleting, and poisoning our planet. Students of sustainability, social transformation, organizational leadership, psychotherapy, consciousness, and spirituality may benefit from developing an ecopsychological perspective. The course should serve all students concerned with how humans created the current environmental crisis and how to resolve it. The course should also be helpful to clinicians whose clients are physically and emotionally harmed by their absence of connection to their life supporting habitats, and whose behavior toward the environment adds to human suffering and to business managers intending to become more effective green leaders. Finally, the course should be useful for advocates for animals, for wildlife, environmental preservation and low impact lifestyles and local community productivity by introducing key concepts about human nature and the human capacity to influence the environmental crisis. 3 credit(s)
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TSC 6505 - Healthy Communities
This course will provide students with an overview of the concepts, practice, and research in the area of Healthy Communities. The beginnings of the healthy communities’ movement took place in mid 1980s when Leonard Duhl’s concept of holistic health promotion and illness prevention captured the imagination of World Health Organization (WHO) officials. As a result of WHO initiatives, the WHO healthy communities program is now ongoing in 36 cities in Europe, between 60 and 70 cities in Canada and several in the United States. 3 credit(s)
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TSC 6510 - Theory and Practice of Nonviolence
This course examines the history and basic principles of a variety of nonviolent approaches, including those of seminal figures such as Buddha, Jesus, Gandhi, and King, as well as the views of contemporary social activists and theorists, both secular and spiritual. The applications of philosophies of nonviolence to various social and political domains are critically considered. A range of methods and strategies for nonviolent social change are explored, utilizing study of historical and recent cases. 3 credit(s)
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TSC 6520 - Gender and Society
This course reviews theoretical insights regarding gender from disciplines including gender studies, sociology, psychology, and international relations to consider the significance of gender as a category of social analysis. Particular attention will be given to how gender structures personal identities, families, work contexts as well as institutions such as public education and the military. Additionally, students will consider how developing a critical understanding of gender can help them in their role as change agents within their relationships, communities, workplaces, and in broader society. 3 credit(s)
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TSC 6530 - Social Impact Media: Stories for Change
The aim of this course is to empower students to analyze and deconstruct media narratives and to recognize their use of visual and aural language constructs to develop and elicit empathy from the viewer. Students will critically analyze the cultural and societal influences on narrative and the importance of story to unite cultures and trigger social change. Students will apply this critical awareness to distinguish and classify storytelling strategies as they connect to specific kinds of subject matter, approach, types of media, and expected goals or outcomes. 3 credit(s)
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TSC 6535 - Social Media and Theories of Social Change
The goal of this course is develop the student’s critical analysis skills as applied to the impact of social communications on social change globally. Students will examine particular social movements and their development as intersected by social media. Issues of truth, accuracy and empathy will be explored in the process of deconstructing assumptions regarding social media and its influence on groups and its ability to trigger social change. 3 credit(s)
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TSC 6540 - Impact Analysis: Developing the Tools for Impact
This aim of this course is to empower students to be able to critically evaluate research tools of socio and behavioral measurement, and to apply these toolsets and technologies to the analysis of specific impact outreach campaigns. Through coursework students will develop the ability to differentiate the tools of impact analysis, compare quantitative vs. qualitative techniques, and apply their strategies to real-world outreach campaigns. 3 credit(s)
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TSC 6545 - SIM Production Knowing the Tools, Distinguishing the Purpose
The aim of this course is to empower students to see themselves as social change agents through the construction of personal stories in media. In this course students will demonstrate competency in skills required to construct stories in various forms of media, to determine the appropriate form and distribution strategy, and to create strong narratives illuminating relevant social causes through personal story. 3 credit(s)
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TSC 6550 - Conflict Resolution Theory and Methods
The major themes and debates within the field of conflict resolution are discussed in this course. Students gain an understanding of the tools that are available to intervene in conflicts and an awareness of how to improve their capacity to analyze and resourcefully respond to conflict. Additionally, students develop a critical theoretical perspective on the general field of conflict resolution. This class assists the scholar/practitioner in addressing major challenges that call for creative formulation. Such new perspectives may enable the student to be a more effective agent of change, and the field to address the prevention of violent and destructive conflict as well as the resolution of specific disputes. 3 credit(s)
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TSC 6555 - Creating Outreach Campaigns for Social Impact Media
The aim of this course is to deepen understanding and engagement around the role film and narrative can play in advancing social change. Students will explore the differences between film distribution and impact, what it means to design and manage outreach campaigns, the role of an “impact producer” in this, and the various forms of social change that are possible with film. At the completion of the course, students will be able to discern the impact potential of different narrative forms and connect them to broader opportunities for social change. 3 credit(s)
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TSC 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. Cross-listed CSIH 6560 3 credit(s)
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TSC 6565 - Multiplatform Journalism: Evolving Models of News Creation
This course is focused on empowering a student to critically discern and differentiate forms of digital journalism from traditional journalism and documentary form, and to apply this analysis to the creation of short media pieces aimed at social issues. Students will deepen their knowledge of the history of journalism, the evolution of contemporary approaches, the challenges and opportunities within the current digital media ecosystem, better preparing them for roles as producers of dynamic forms of media. 3 credit(s)
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TSC 6570 - Race, Class, and Gender
None of us lives our lives through linear or exclusive experiences of race, class, or gender. Instead, we exist through multiplicities of identity that are informed through race, class, and gender, as well as other social determinants. Human diversity, increasingly framed in terms of intersectionality - focused on the mutual interrelatedness of central social categorizations such as gender, ethnicity/race, social class and sexualit(ies) - is becoming more prominent in research, scholarship, and practice. The goal for this course is modest - to expand our awareness of how race, class, and gender shape our lives, historically and in the present day. If this heightened awareness leads to changes in the way we talk with and about each other, represent the other, provide services, and live our lives on a day-to-day basis, then the course will have more than satisfied its intent. 3 credit(s)
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TSC 6585 - The Human Right to Adequate Food
Ending hunger is a deeply political issue, involving the play of power and conflicting interests. It must involve much more than the delivery of particular goods or services. It requires recognition and respect for human rights, and it may require some sort of reconfiguration of the social order, locally, nationally, and globally. Ending hunger requires serious planning, and agreement on a guiding vision. This course is designed to help participants figure out how to do that, in the contexts that interest us. This course is offered in a cooperative arrangement with the University of Sydney in Australia. The course utilizes the University of Sydney’s Blackboard online learning platform. Saybrook students enrolled in the course participate in the course together with students from the University of Sydney Peace and Conflict Studies Program. Unlike other Saybrook courses, the term of this course is twelve weeks. Students register for the course as they usually do, and will receive course log-in information directly from the instructor. 3 credit(s)
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TSC 6590 - Peace and Justice Studies
This course reviews theory and data from psychology and other human sciences in the study of peace, conflict, and violence. It covers both positive (harmonious and constructive ways of living) and negative (absence of war or violent conflict) conceptualizations of peace at the interpersonal, group, national and international levels. 3 credit(s)
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TSC 6592 - Immigration and Social Justice
This course seeks to provide historical context to current debates over immigration reform, integration, and citizenship. The course will cover the historical and systemic context for understanding contemporary immigration politics, including xenophobia, immigration and citizenship policy debates, and border issues. The course will explore the current experiences and needs of refugees, including the intersection of immigration policy with issues of race, and gender inequality and discrimination. Finally, the course will evaluate policy and advocacy options that provide humane, just and sustainable approaches to immigration.
3 credit(s)
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TSC 6594 - Peacebuilding
The field and practice of peacebuilding utilizes nonviolent tactics to transform social conflict and to build cultures of peace. In this course, students will survey a range of roles and domains within the field of peacebuilding, including how peacebuilding is utilized in international post-conflict contexts, and how countries and communities which have experienced deep social conflict can benefit from peacebuilding. Students will also consider how peacebuilding can address structural violence and how innovative arts-based praxis can deepen peacebuilding efforts. The course will also explore the reflective practitioner skills and characteristics that are necessary to design, assess, and impact transformation in unpredictable conflict contexts.
3 credit(s)
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TSC 6610 - Social System Transformation Theory
The aim of this course is to empower students to be able to critically evaluate social systems and become participants in their co-creation and transformation. The course enables students to recognize and analyze social systems and societal paradigms as they present themselves in various domains of human experience, develop a critical understanding of how humanistic values, developmental ideas and norms can be applied to social systems, and develop the ability to create strategies for changes in such systems and norms so that they will improve the well-being of the people who participate in them. 3 credit(s)
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