Course Descriptions

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

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Organizational Systems
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
	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)
Practice
	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: FA - Terms A/B. Course Length: 15 Weeks. RC Required.
	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. The course’s objectives include the students’ 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-Terms A/ B. Course Length: 15 Weeks. No RC.
	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-Terms A/B Course Length: 15 Weeks. 2 day RC
	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 - Terms A/B. Course Length: 15weeks. RC required.
	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.
	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.
	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: FA - Terms A/ B. Course Length: 15 weeks. RC required.
	MBM 5720 - Narrative Approaches in Healthcare This course presents a framework for the use of narrative approaches in clinical, research, and educational settings. Beginning with a brief overview of the history of Narrative Based Medicine (NBM), the curriculum introduces the relevant competencies, skills, and best practices within the field of NBM. Throughout the modules, students will learn how to collect and interpret narrative-based information as an approach to bridging the gap between patient/practitioner experience and the mechanization of healthcare practice. Prerequisite(s): No Prerequisite. 3 credit(s) Offered: Summer. Course Length: 8 weeks. No RC.
Psychophysiology
	APH 4514C - Masters Thesis Continuation The masters thesis continuation course enables students a chance to complete the process of their Masters Thesis. To complete APH 4514-C students must implement their research design, and complete a small but important research study. Producing a paper of sufficient quality to be submitted to a high-quality journal serves as a milestone indicating mastery of psychophysiological principles and research. Students do not begin this course until (a) they have been in APH 4514 for one semester, and (b) the IRB has approved the IRB subission. Prerequisite(s): APH 4514 Master’s Thesis 0 credit(s) Offered: Any term Course Length: 16 weeks None
	APH 9501 - Dissertation Preparation The student and his / her dissertation advisor, who serves as chair of the studentfs dissertation committee, work closely together planning the dissertation and gathering the other members of the committee. The advisor guides the student through all of the parts of the dissertation protocol development process from planning, writing the protocol, performing any required pilot work,and writing the protocol. This is normally a very close relationship with frequent interactions via e-mail and phone over a period of years. By the end of this course, the student’s dissertation committee will have been formed, the committee will have approved the dissertation protocol, and the preliminary dissertation protocol will have been submitted to Saybrook’s IRB. 3 credit(s)
	APH 9601 - Dissertation Performance The student and his / her dissertation advisor, who serves as chair of the studentfs dissertation committee, work closely together planning the dissertation and gathering the other members of the committee. The advisor guides the student through all of the parts of the dissertation protocol development process from planning, writing the protocol, performing any required pilot work, and writing the protocol. This is normally a very close relationship with frequent interactions via e-mail and phone over a period of years. By the end of this course, the student’s dissertation committee will have been formed, the committee will have approved the dissertation protocol, and the preliminary dissertation protocol will have been submitted to Saybrook’s IRB. 3 credit(s)
Psychology
	PSY 1011 - Psychotherapy Proseminar: Humanistic Psychology This proseminar provides an introduction to a range of humanistically-oriented perspectives for students to begin to develop an awareness of their own evolving professional identities in terms of their stances and beliefs about psychotherapy, psychopathology, and professional practice. 0 credits 0 credit(s)
	PSY 1080 - History and Systems of Psychology The objective of this course is to give the student an overview of the history of modern psychology in three streams in order to place more accurately the existential-humanistic and transpersonal movements in their proper context. The student will be expected to gain proficiency in the major events and personalities associated with each of the three streams, which include: 1) experimental psychology in the universities (i.e., the history of psychophysics, behaviorism, and cognitive psychology); 2) clinical psychology as both an academic and applied field (i.e., the history of largely depth-psychology, with an emphasis on the histories of Freud, Jung, Adler, and Erikson); and 3) existential-humanistic and transpersonal psychology, exemplified by the life and work of Carl Rogers, Abraham Maslow, and Rollo May. Cross listed as EHP 1080 - History and Systems of Psychology . Prerequisite(s): PSY 6030 for Clinical Psychology students. 3 credit(s)
	PSY 1500A - Foundations and Critique of Contemporary Psychology - Part I The purpose of this course is to provide a solid underpinning in the foundational topics in the field of contemporary psychology. The course will cover mainstream perspectives and humanistic perspectives on the foundational themes addressed in contemporary psychology. 3 credit(s)
	PSY 1500B - Foundations and Critique of Contemporary Psychology - Part II This is the second required course for doctoral students; to be taken consecutively following Part I. The purpose of this course is to provide a solid underpinning in the foundational topics in the field of contemporary psychology. The course will cover mainstream perspectives and humanistic perspectives on the foundational themes addressed in contemporary psychology. Prerequisite(s): Successful completion of PSY 1500A . 3 credit(s)
	PSY 2025 - Systems of Psychotherapy This course explores four broad categories into which the types of therapy fall: a) psychodynamic; b) behavioral and cognitive-behavioral; c) existential, humanistic, and transpersonal; and d) family systems approaches. The course surveys the history and development of each school and its views on human nature, psychological health, normal development, psychopathology, and approaches to intervention. 3 credit(s)
	PSY 2040 - Existential Psychotherapies The existential psychotherapist works with fundamental existential themes of human existence: death and freedom, choice and responsibility, isolation, relatedness, and meaning and mystery. These themes organize the basic structures with which human life is shaped and experienced, and therefore provide the context for an existential psychotherapy. This existential psychotherapy course explores clinical applications of existential theory to the human situation in individual and group therapy. As an introduction to existential psychotherapies, this course is in three parts: Part I (theory) lays out the historical and philosophical traditions that underlie existential psychotherapeutic practice; Part II (therapy) shows how existential therapy grows out of existential theory; and Part III (application) uses the case study method to consider how existential psychotherapy can be applied to a diverse set of problems and clientele. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHP 2040 - Existential Psychotherapies . 3 credit(s)
	PSY 2047 - Existential Psychotherapies III: James Bugental and the Existential-Humanistic Tradition This course will be of interest to students who want to explore existential-humanistic psychotherapy as understood by James Bugental, one of psychology’s most respected and talented practitioners. Bugental held that life’s existential contingencies could often overwhelm causing a loss of centeredness, agency, and self-directedness. By focusing in the here-and-now, Bugental intended to promote inner presence, agency, and responsibility assumption in a client. Bugental’s experiential approach is both powerful and effective-and is rarely found in traditional therapies. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHP 2047 - Existential Psychotherapies III: James Bugental and the Existential-Humanistic Tradition . 3 credit(s)
	PSY 2050 - Psychopathology and Diagnosis This course provides a critical overview of theory, research and processes that have evolved into modern Western thinking about psychopathology. Attention is initially given to current diagnostic criteria and the utility of the DSM, as well as the biological, behavioral, sociocultural and intra-psychic determinant patterns of functional and dysfunctional human behavior. Students are encouraged to think broadly and dialectically about optimal development and pathology, in systems of personality and systems of modern Western cultural institutions. This course then introduces students to humanistic critiques of the current dominant DSM-based model of psychological difficulty, and presents a critical evaluation of mainstream notions of psychopathology and its treatment. Positive, nonpathology-focused or strengths-based ways of viewing psychological problems and their remediation are considered, including evidence supporting the humanistic focus on a positive relationship as curative, even with disorders such as schizophrenia. The goals of the course for students are twofold: a) to provide them with a strong foundation in the current medical establishment’s views of and communications about psychopathology, and b) to make them aware of alternatives which place primary emphasis on the healing power of relationships, on treating people as whole persons, and on focusing on the positive in humans. Note: This course is open to CP students only. Prerequisite(s): PSY 6030 3 credit(s)
	PSY 2060 - Human Sexuality This course 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, ethical and legal aspects of sexuality and sex therapy, and art and sexuality. 3 credit(s)
	PSY 2505 - Clinical Psychopharmacology Students develop foundational understanding in psychopharmacology important to client-oriented clinical practice in psychotherapy and counseling. Students develop skills in forming a collaborative team with the client and the prescribing health professional. The course surveys fundamental diagnoses that may be accompanied by psychotropic medications and methods to help clients monitor medication effectiveness. The course emphasizes psychoactive medications within a biopsychosocial understanding of the client. The course surveys the interface of psychoactive medications in the practice of psychotherapy and counseling. Prerequisite(s): PSY 2050 and PSY 3025 3 credit(s)
	PSY 3015 - Cognition & Affect in Human Behavior This course explores major theories, concepts, and current research in cognitive and affective bases of behavior, including information processing and learning, internal representational models, developmental influences, and relationships between cognition and emotion. Cognitive and affective experience and representation are addressed including conscious and unconscious, visual (including visual imagery), auditory (including inner speech), procedural (in complex skills like speaking), declarative (involving propositions about the world), and emotional processing. Individual differences and cultural factors influencing cognitive processes and affective expression are presented. 3 credit(s)
	PSY 3025 - Biological Bases of Behavior This course is an exploration of biological bases of behavior with special emphasis on clinical examples. This course addresses questions of how the human brain and nervous system produce our range of behaviors: sensation, emotions, sleep and dreams, reproductive behavior, language, and memory. Beginning with the basic structure and function of the nervous system, we move to explore the organic bases of behavior exploring how endocrine, immune, and nervous systems contribute to homeostasis, health, and disease. Clinical examples include depression, schizophrenia, eating disorders, sleep disorders, aggression, dyslexia, and amnesias. 3 credit(s)
	PSY 3045A - Clinical Intervention I This course is the first required course in a sequence (Interventions I - IV) for clinical psychology students and it is launched at a Saybrook Residential Conference (attendance required). In this course, students begin advanced study of integrative humanistic psychotherapeutic interventions from three existential-humanistic perspectives: emotion-focused therapy, person-centered therapy, and existential therapy. Motivational Interviewing is also briefly considered. Research on existential-humanistic approaches is surveyed. The focus of this course is on the development of clinical and therapy skills, including 1) understanding of the client as the active agent of change in the therapeutic process and the therapeutic relationship, 2) understanding the therapist’s role in creating a safe therapeutic environment that includes empathy, genuineness, active listening, responsiveness, and positive regard for the client, and 3) skills necessary for working with a variety of client issues with sensitivity to the complexity of human diversity and the importance of multicultural competency in clinical practice. Note: This course is open to CP students only. Prerequisite(s): PSY 2025 ; PSY 2050 ; PSY 6020 and PSY 6060 3 credit(s)
	PSY 3045B - Clinical Intervention II This course is the second required in a sequence (Interventions I - IV) for clinical psychology students and it is launched at a Saybrook Residential Conference (attendance required). In this course, students will continue further overview and development of intervention techniques and therapy skills as relevant to different modalities and populations: children, adolescents, adults, couples, families, groups, and communities. The course will focus on the therapist’s role in selecting and implementing intervention strategies and monitoring progress, collaborative treatments, and skills necessary for working with a variety of client issues across the lifespan with sensitivity to the complexities of human diversity and the importance of multicultural competencies in clinical practice. Note: This course is open to CP students only. Prerequisite(s): Masters in Clinical Psychology or comparable degree (see Program Chair), PSY 3045A 3 credit(s)
	PSY 3055 - Supervision in Clinical Psychology Clinical supervision is a necessary aspect of training for clinicians. Through supervision, a clinician-in-training gains necessary clinical competencies in order to ensure that trainees’ clients receive effective and ethical service. This course critically examines methods, relationships, ethics, multiculturalism, and evaluative processes of clinical supervision. Special focus is given to establishing a meaningful supervisor/supervisee relationship. While students will learn about different theoretical orientations that may inform their supervisory experience, they will be encouraged to consider their role in these relationships from a humanistic standpoint that will foster growth in the supervisor, supervisee, and their clients. They will be asked to explore ways of navigating and growing from supervisory relationships that may be challenging or uncomfortable. In addition, students will be encouraged to reflect on their current progress, as well as goals in their own development as clinicians. Though open to all students, this course satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Note: This course is open to CP students only. 3 credit(s) Offered: Spring term.
	PSY 3056 - Group Therapy This clinical course examines philosophies and models of group counseling and psychotherapy. The course has four fundamental goals. The first is a critical analysis of contemporary theories and models of group counseling and psychotherapy. The second is to be able to identify the theories and therapeutic group approaches that best fit the context and nature of the clinical requirements and are congruent with the personality and values of the student and clients. A third goal is developing sensitivity to the many ways in which one’s values and beliefs impact one’s choice of interventions. A fourth goal is to encourage reflection regarding how the insights of different approaches to may be applied in a group context within a humanistic framework. 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. Check with Instructor or Program Director to learn more about residential component to course. 3 credit(s)
	PSY 3057 - Introduction to Family Therapy This clinical course provides an introductory overview to the traditional and contemporary school of family therapy. Participants will critically review and consider various conceptualizations and approaches in the practice of family therapy, with particular attention to diverse family structures and settings. The course emphasizes case description, historical and developmental perspectives, theoretical models in systems formulations, and integration of cultural and social structures in contextual dynamics. 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)
	PSY 3058 - Child & Adolescent Treatment within Context This clinical course is intended to afford learners an opportunity for advanced studies pertaining to the treatment of children and adolescents, including but not limited to, a) considerations in child/adolescent therapy, b) treatment of special populations, and c) comprehension from research to practice. The course considers developmental processes, treatment in context such as diverse systems like residential, foster care, school, healthcare, etc. There will be specific attention to considerations of multiculturalism and integrative treatment planning. Building upon and drawing from the fundamental principles for psychotherapeutic practice from a humanistic point of view, developed by the Task Force of the Humanistic Psychology Division of the American Psychological Association (Division 32 Task Force, 2001), learners will not only critique mainstream treatment approaches but strengthen clinical conceptualization for the integration of evidence-based and practice-based approaches within a humanistic stance. 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)
	PSY 3059 - Child Abuse Assessment and Reporting This in-residence course provides a complete overview of the California Child Abuse Reporting Law for psychologists and provides students with clinical skills in recognizing signs of the possible child physical, emotional, and sexual abuse or neglect. Upon completion of the course, students will also understand when and how to talk to parents or other caregivers about referring them to proper authorities for suspected neglect or abuse; and when, how, and to whom to report suspected child neglect or abuse in their role as mandated reporters. This course meets the 7 contact hours of training in Child Abuse Assessment and Reporting required for psychology licensure in California. . It also meets that need for most states as a licensure requirement in most US jurisdictions; adaptations are possible in consultation with the instructor. 7 Contact Hours; 0 credit(s)
	PSY 3070 - Meaning Centered Counseling and Therapy This course provides an introduction to logotherapy and meaning therapy (MT). With meaning as its central organizing construct, MT is an integrative, person-centered, positively oriented therapy. It is a very flexible and comprehensive approach, because it can be tailor-made to meet individual needs and is capable of integrating diverse therapeutic modalities, such as CBT and existential-phenomenological therapy. Building on the philosophical foundation of logotherapy, this course will introduce the four major meaning-centered intervention strategies: 1) PURE (Purpose, Understanding, Responsibility, and Enjoyment), 2) ABCDE (Acceptance, Belief, Commitment, Discovery, and Evaluation), 3) Dual-systems (integrating approach and avoidance systems), and 4) Double-vision (seeing both the immediate situation and the big picture). In addition, the course will demonstrate the use of such meaning-centered interventions skills as attribution retraining, re-appraisal, value-clarification (identifying core values, beliefs & ultimate concerns), reflecting on self-identify (the real self vs. the ideal self), guided life review, and practicing the meaning mindset. The meaning mindset is a particularly powerful tool, because it can enhance clients’ motivation for meaningful living simply by their learning to see the meaning potential for significance in every situation, no matter how trivial. In sum, it teaches students how to make the best of people’s meaning-seeking and meaning-making capacities to facilitate healing and flourishing. It enhances well-being, resilience, and personal growth thorough the path of meaning. This course will teach students how to identify the challenges and opportunities of addressing clients’ deeper issues of meaning, whatever their presenting problems. One final caveat: any therapist can make good use of the meaning therapy intervention tools, but to be fully effective, the therapist needs to embrace (1) the philosophical assumption of logotherapy that life has inherent meaning, and (2) the assumption of humanistic psychology that to be fully human, people need to develop their growth potential. 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)
	PSY 3080 - C. G. Jung: His Life, Work, and Contemporary Perspectives in Analytical Psychology The course offers an overview of the life and times of Carl Gustav Jung, in cultural context from 1875 to 1961, through autobiography and recent critical biography. It provides an introduction to the core constructs of his theories of personality, psychoanalysis and psychotherapy, and post-Jungian extensions and critiques of his work in Analytical psychology that include areas of neuroscience, attachment theory, spirituality, and cultural complex theories. The course is offered to all students interested in the life and work of C.G. Jung across degree programs and Schools. It provides a strong theoretical foundation that supports and facilitates cohesive assimilation of aspects of his theories and work found in other courses offered at Saybrook. The course serves as a bridge to the in-depth study of Jung’s classical work, the Collected Works of C.G. Jung, and the recently published Red Book. This latter work provides foreground and the background for Jung’s original work, born from his creative and critical self-analysis. The course can serve as a portal to research, theory application, and professional practice in cross-cultural and multicultural psychology. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHTP 3080. 3 credit(s)
	PSY 3171 - Perspectives and Foundations of Traumatic Stress Students are given an introduction to the historical and foundational aspects of trauma and complex trauma, how they are conceptualized, and their impact on a person’s psychological, social, physical and spiritual wellbeing. Specific impacts of traumatic stress at different points in the lifespan will be explored. Current psychological, alternative/complementary, and biomedical perspectives on trauma are integrated into this richly packed journey of knowledge. Multicultural factors will be incorporated throughout the different course topics. The central role of grief in trauma-due to the physical, psychological and/or social loss of a loved one or key aspects of one’s identity or memories-will be highlighted. This course is required for the Complex Trauma & the Healing Process Certificate. 3 credit(s)
	PSY 3172 - Trauma: Mind, Body, and Spiritual Dynamics The focus upon the mind-body connection in the understanding and achievement of well-being is an approach spanning thousands of years in contemplative practices and ancient traditions. In this course, students evaluate and engage in an exploration of the theory and effects of trauma within the mind and body. Spiritual dynamics involved in traumatic stress, as well as implications for psychospiritual growth, when affected by traumatic stress are explored. This course is required for the Complex Trauma & the Healing Process Certificate. Prerequisite(s): PSY 3171 3 credit(s)
	PSY 3176 - Trauma Assessment and Treatment in Practice Students will investigate how to assess different trauma states through both symptomatological and experiential sources. Medical diagnostic categories, such as trauma, stress and dissociative disorders, will be critically reviewed. Alternative approaches to classifying trauma experiences will be highlighted. Standardized measures of trauma assessment, with consideration placed upon important multicultural factors, will also be explored. Both common and alternative/complementary approaches to treating trauma will be identified. Risk management issues for practitioners are examined, as well as self-care techniques used to mitigate these risks. 3 credit(s)
	PSY 3177 - Traumatic Stress within Cultures and Self This class will explore traumatic stress as experienced and understood across different multicultural identities, including race/ethnicity, gender, sexuality/attractionality, class, disabilities and religion. Historical traumas (psychological injuries experienced by cultures over extended periods of time) and their contemporary impacts on contemporary society will be reviewed. Group and individual-level resiliency and growth strategies in response to these chronic stressors will be identified. The course will also examine how a practitioner’s own general multicultural competence and awareness of historical traumas-recent and distant-can impact clinical interventions and outcomes. 3 credit(s)
	PSY 3179 - Traumatic Experiences in Relationships In this course, students will expand their conceptualization of trauma to include the multidimensional consequences of relational trauma for individuals’ wellbeing and implications for treatment. Assaultive relational traumas occur in various contexts such as: the family, workplace, school settings, neighborhoods, military, or college campuses. Each of these settings contain a unique set of characteristics in which relational trauma is experienced by an individual. These unique characteristics, along with the associated clinical presentations, treatment, and legal considerations will also be explored. The course will also focus on the most common forms of traumas that occur in relationships: interpersonal violence such as domestic violence, incest, sexual and physical abuse, as well as psychological abuse and neglect. It will critically review how relational trauma across the lifespan can impact a person’s sense of self, relationship with her or his body, and with other people. Building upon humanistic principles, key concepts like posttraumatic growth, resiliency, and healing narratives will be considered. This course is an elective for the Complex Trauma & the Healing Process Certificate. 3 credit(s)
	PSY 3220 - The African Diaspora: African American Cultural History and Psychology This first in a sequence of courses on the African Diaspora will focus on the definition, constituents, and historiography of the African Diaspora and greater comprehension of the cultural history and psychology of persons with African ancestry, through the lens of African and African-American 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. 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 as EHTP 3220, TSC 3220. 3 credit(s)
	PSY 3500 - Humanistic Psychology and Psychotherapy This course is intended to provide an introduction to and overview of humanistic psychology, including its origins and tributaries, its historical interrelations with Saybrook, and the possibilities that inhere for its future evolution and significance. We will consider, especially, humanistic psychology’s spheres of influence in the arena of psychotherapy but also in education and upon culture considered more broadly. Humanistic psychology’s critiques of alternate perspectives will be taken up, no less than those that have been leveled at humanistic psychology itself. The course will include an introduction to the writings of a triumvirate of founding parents - Carl Rogers, Abraham Maslow, and Rollo May - as well a consideration of their precursors and the ongoing work of simpatico voices in sister disciplines: Maya Angelou in literature, for example, and Robert Coles in psychiatry. One or two films resonant with core humanistic values/themes will also be included, as will John Coltrane’s sublime 1964 jazz recording, A Love Supreme. The impulse that informs humanistic psychology speaks in various voices. We shall take time in this course to savor its several expressions and callings. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHTP 3500. 3 credit(s)
	PSY 3510 - Transpersonal Psychology and Psychotherapy Transpersonal Psychology and Psychotherapy investigates human experiences that transcend the ordinary, particularly spiritual experiences and altered states of consciousness. This course reviews the Western roots of transpersonal psychology in the works of William James, Carl Jung, and Abraham Maslow. It also examines the relationship of transpersonal psychology to spiritual traditions, including shamanism, Buddhism, and Hinduism, as well as mythology and other forms of spiritual investigations. Transpersonal clinical approaches in therapy and research methods are also addressed. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHTP 3510. 3 credit(s)
	PSY 4000 - Comprehensive Exam Broadly, this exam affords the student the opportunity to demonstrate skills and knowledge related to clinical conceptualization, theory, research, and ethics, as well as competency in practice and cultural sensitivity. It also affords students self-assessment opportunities in reflecting upon their training and development as a clinical psychologist. The instructor serves as a coach during the semester, prompting activities for students to draw upon previous course learning experiences and clinical training in exam preparation. The exam is administered in the first half of the term and is reviewed by a panel of faculty, allowing the department to review the student’s progression as a clinical psychologist. Satisfaction of the Comprehensive Exam is required in order for the student to proceed with the advanced program requirements of the dissertation, internship, and other degree requirements. Pre-requisite: Satisfactory completion of all core degree requirement courses. Note: This course is open to CP students only. 1 credit(s)
	PSY 4050 - Integrative Health Psychology In the broadest sense, health psychology is the organized and systematic effort to apply the knowledge and skills of the behavioral sciences to human health and illness. This course emphasizes a biopsychosocial-spiritual-cultural approach to health. We will review a variety of topics, including lifestyle changes; coping with chronic pain; addressing health anxiety; chronic health conditions; health disparities; and healthcare systems. 3 credit(s)
	PSY 4530 - Psychology, Religion, and Spirituality in Their Cultural Contexts This course provides an overview of the ways that religion and spirituality interact with psychology with special attention to the cultural context. This includes an exploration of various models for how religion and spirituality can relate to science and, in particular, psychology. Various models for psychology of religion and spirituality are considered, as well as models for integrating religion and spirituality with psychology. Psychology historically has had a complex relationship with religion, spirituality, and culture. The primary purpose of this course is to explore various models for the interrelationships of psychology, religion, and spirituality with special consideration given to the cultural influences upon these relationships. Consideration will be given to these domains (psychology, religion, spirituality, and culture) separately as well as from an integrated perspective. The course begins with an overview of definitions and exploration of epistemological issues relevant to how science and psychology can relate to religion and spirituality. The next section of the course explores various models for the psychology of religion, followed by a section on models for integrating psychology with religion and/or spirituality. The concluding sections of the course devote attention to the cultural contexts for the relationships between psychology, religion, and spirituality as well as consideration to applications of the psychology of religion and the integration of psychology with religion and spirituality. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as CSIH 4530. 3 credit(s)
	PSY 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 as CS 4535 and EHP 4535 - The Use of Poetry with Death, Loss, and Life Transition . 3 credit(s)
	PSY 6010 - The Psychology of Multiculturalism in North America Focusing on the psychological aspects of living in a multicultural society, this course acquaints students with the variety of cultural traditions within the United States. Topics covered in Psychology of Multiculturalism include the examination of the psychological implications of being a member of a minority group, understanding the impact of ethno-cultural values upon thought and behavior, questions about the universality of the human experience and the origins of personality, and theoretical statements about multiculturalism and the balancing of conflicting and sometimes competing interests in society. 3 credit(s)
	PSY 6020 - Developmental Psychology The processes and significant transition points for child, adolescent, and adult development are considered in this class. Classic and contemporary theories of development through lifespan, including some modern western perspectives, are contrasted by examining their principal concepts and uncovering their assumptions about what motivates and influences development. Topics such as mother-infant attachment, sex-role socialization, cognitive and moral development, reciprocal effects in parent-child interaction, higher stages of adult development, and the revolutionary impact of feminist theory and research on classic models of development are emphasized. 3 credit(s)
	PSY 6030 - Personality Theory and Research This course provides an overview of classical and contemporary theory and research in personality. Topics include an examination of various theories including contrasts among psychoanalytic, social learning and humanistic perspectives; current theoretical controversies; the function and evolution of theory; and major methodological issues. Special attention is given to new theories and research on aspects such as intrinsic motivation, emotions, and locus of control, pro-social behavior, self-concept, and personality change. 3 credit(s)
	PSY 6050 - Mindfulness and Spirituality in Clinical Practice Mindfulness-based therapies are now accepted as ‘empirically supported’ treatments and are often treatments of choice in mainstream clinical and medical settings. In addition, the prior mainstream taboo regarding including spiritual and/or religious dimensions of life in psychotherapy has been supplanted by the publication of a plethora of texts published by APA and others regarding the integration of these dimensions in clinical practice. This clinical course explores these recent trends that mirror aspects of the long-standing traditions of humanistic, transpersonal, and existential psychology in the integration of mindfulness-based meditation practices, spirituality, and religion and prayer in clinical practice. Through reflective inquiry, students will gain understanding regarding their own experience and views regarding these factors in therapy and how they might locate themselves in relationship to them professionally. 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)
	PSY 6060 - Ethics and Laws in Psychotherapy and Behavioral Science Research This course is designed to introduce students to professional ethics, standards of conduct, federal and state laws, and board of psychology rules that inform, influence, and/or regulate teaching, clinical practice, and research in professional psychology. The primary foci of the course will be on knowledge of the content and application of professional ethics, federal & state laws, and board of psychology rules. Within the context of self- reflection and examination of personal values and beliefs, students will be introduced to the professional associations and state agencies responsible for leadership, public policy, promulgation of laws, professional practice standards and rules, jurisdictional boundaries, cooperative institutional relationships, and regulatory/administrative procedures. In addition, students will be required to become familiar with federal and state legislative statutes and rules that regulate the professional practice of psychology and conducting behavioral science and biomedical research in their jurisdictions. These include but are not limited to the education and training requirements and filing complaints for misconduct. 3 credit(s)
	PSY 6070 - Cognitive Behavioral Therapy Applied within Humanistic and Integrative Approaches This cognitive behavioral therapy (CBT) course will offer a review of key foundational theories and concepts, as well as methods of assessing, conceptualizing, and treating patients using CBT approaches. Students will also learn about the efficacy and limitation evidence for utilizing CBT in treating symptoms of several disorders. In addition to learning the key concepts of CBT and practicing core skills, students will examine how CBT can be integrated with humanistic and other integrative therapy approaches. This course will additionally integrate concepts of social justice, strengths-based approaches, wellness, and multiculturalism/diversity as it applies to the adaptation of CBT tools within a humanistic perspective. Though open to all students, this course satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s) Offered: Fall Semester
	PSY 6080 - Introduction to Forensic Psychology This course is intended to acquaint the student with the emerging field of forensic psychology. Introduced will be a range of applications that psychology offers to the legal arena. Major areas covered include civil commitments, custody evaluations, criminal application, competency to stand trial, violence risk assessments, psychologist as an expert witness, and current best practices with psychological assessment in varied legal contexts. Discussed will be the stance of the humanistic psychologist amongst the adversarial environment of the courtroom and the legal system at large. Prerequisites: Cognitive Assessment; Personality Assessment. Though open to all students, this course satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3.0 credit(s) Offered: Spring Course Length: 16 weeks
	PSY 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 satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHTP 6150. 3 credit(s)
	PSY 6160 - Applied Positive Psychology Positive psychology (PP) is the scientific study of optimal human functioning to help people flourish. This Applied PP course is a foundation course to help students not only understand the research on the core themes of positive psychology, but also equip students with the helpful positive interventions in various area areas of professional psychology, such as clinical, health, education, organization and community. Both PP and applied PP courses are in great demand all over the world, because of their broad appeal to students and helping professionals (i.e., counsellors, psychologists, coaches, doctors, social workers, educations, and human resources managers.). PP is the 21^st century in much the say way humanistic-existential psychology (HE) was in the 70s. Both appeal to individuals who aspire to promote the well-being in themselves, their clients, and society; both seek to develop a strength-based practice in helping professionals. What makes this course unique is that it has moved from the initial positive psychology narrow focus on positive emotions, positive traits and positive institutions (Seligman & Csikszentmihalyi, 2000) to positive psychology 2.0 (Kashdan & Biswas-Diener, 2014; Wong, 2011) which focuses the totality of the person and the positive potentials in both positive and negative conditions. Another distinctive of this course is that it integrates the best from PP and HP to help people become authentic and fully functioning individuals (Wong, 2010b, in press-b). Advocating a holistic approach towards research, it recommends the triangulation of scientific research findings, time-tested wisdom, and personal experiences as the basis for truths. In sum, this course has the flexibility to meet the career needs and aspirations of individual students through the choice of special projects. 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)
	PSY 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 sexuality(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. Course is cross listed with TCS 6570. 3.0 credit(s)
	PSY 7500 - Clinical Psychology Graduate Colloquium The clinical psychology graduate colloquium is designed to support students throughout their degree program with specific attention to fostering community of learners, preparation and support for practica and internships, preparation and support for graduate-level research, and professional development. Enrollment is a degree required throughout matriculation and affords further support from Faculty Lead, Peer Lead, Academic Advisor and Director of Clinical Training (DCT). 0 credit(s)
	PSY 7510 - Social Psychology Social Psychology is fundamental to the study of psychology and the human sciences. In this course, major theories, methods and research findings that comprise the discipline of social psychology are examined from a critical standpoint. The primary objective of this course is to increase students’ awareness of the social, historical, and political dimension to psychological understanding. The application of theoretical and empirical work to real world social problems is emphasized. 3 credit(s)
	PSY 8125 - Internship This course is intended for students placed in clinical pre-doctoral internship meeting their licensure requirements and focuses on professional development and advanced clinical skills. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization from Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. 0 credit(s)
	PSY 8145A - Clinical Practicum I Students completing clinical practicum placement are enrolled in this course. The course is designed to provide students with a model for thinking about themselves as practitioners, their expectations and concerns, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum I focuses on professional development important for beginning therapists. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization for Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. Prerequisite(s): Authorization from Director of Clinical Training is required to enroll in this course. 3 credit(s)
	PSY 8145B - Clinical Practicum II Students completing clinical practicum placement are enrolled in this course. This course is designed to provide students with a model for approaching crisis and critical issues in clinical work, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum II focuses on professional development and intermediate clinical skills. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization from Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. Prerequisite(s): Authorization from Director of Clinical Training is required to enroll in this course. 3 credit(s)
	PSY 8145C - Clinical Practicum III Students completing clinical practicum placement are enrolled in this third course if warranted. The course is designed to provide students with a model for thinking about themselves as practitioners, their expectations and concerns, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum I focuses on professional development important for beginning therapists. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization from Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. 3 credit(s)
	PSY 8230 - Cognitive Assessment Theories of psychological measurement form the foundation of this course. Students then learn how to use the major tools of cognitive and neuropsychological assessment to view the mind at work. Students also learn how to apply statistical and measurement concepts, principles of assessment, theories of intelligence, ethic al issues, and special populations’ issues relevant to psychological assessment. Students practice administration, scoring, and writing psychological assessment reports that are a problem-focused, comprehensive integration of the historical, biological, psychological, and social aspects of the person. A collaborative, strengths-based approach is used. Course has a residential compnent completed at the RC - PSY 8231 (required concurrent enrollment). Prerequisite(s): PSY 2025 ; PSY 2050 ; PSY 3025 ; PSY 6020 and PSY 6060 3 credit(s)
	PSY 8231 - Cognitive Assessment Lab This lab is required enrollment in the term in which the student is enrolled in PSY8230 Cognitive Assessment & Lab. Full attendance during the residential conference offering is required. The residential lab is designed to introduce students to the practice of cognitive assessment, including a conceptual model of cognitive functioning, domains of cognitive ability, and issues of assessments. Additionally, students will be exposed to prominent instruments such as the WAIS-IV, WRAT4, and others. 0 credit(s)
	PSY 8250 - Personality Assessment This course focuses on the individual as seen through the lens of personality theories and the assessment instruments that are derived from those theories. Students learn the uses of standardized and non-standardized instruments for assessing the person-in-process including personality, strengths, values, vocational interests, spirituality, social environment, psychopathology, cognitions, and behavior. Students practice administration, scoring, and writing comprehensive, strengths-focused assessments that provide evidence-based conclusions and deal with the legal, ethical, and cultural issues in the selection, administration, and interpretation of personality tests and other instruments. Course has a residential component completed at the RC - PSY 8251 (required concurrent enrollment). Prerequisite(s): PSY 8230 3 credit(s)
	PSY 8251 - Personality Assessment Lab This lab is required enrollment in the term in which the student is enrolled in PSY8250 Personality Assessment & Lab. Full attendance during the residential conference offering is required. The residential lab experience is designed to support students in understanding the theoretical and empirical basis for a number of instruments such as the MMPI-II, MCMI-III, Rorschach and others employed in the evaluation of personality and psychological functioning. 0 credit(s)
	PSY 8806 - Dreams, Mythology, and Fairy Tales in Theory and Clinical Practice The course will examine Jung’s theory on dreams and the method of dream interpretation and analysis in the context of depth psychotherapy and psychoanalysis. The role of mythology is considered in analytical theory, in relation to the collective unconscious and the archetypal dimension of dreams, in transference and counter transference phenomena in psychotherapy and in psychopathology. Lastly, the study of “fairy tales” reveals elemental psychological processes, the blocking and unblocking of libido, and the compensatory and healing activities of the Self in relationship to imbalances of ego operations. 3.0 credit(s)
	PSY 8826 - The Practice of Psychotherapy and Alchemical Studies In this course we examine the development of Jung’s theory on psychotherapy and psychoanalysis. The four stages of the psychotherapy are defined and discussed along with the unique nature of projection and transference. We see how reciprocal transformation occurs both in the patient/ analysand and the analyst/ psychotherapist. The essay entitled, “The Psychology of the Transference,” is an authoritative statement on the analytic opus. In this work Jung draws a close parallel between the modern psychotherapeutic process and the symbolical pictures in the 16th century alchemical text, the Rosarium philosophorum, which he uses to illustrate and interpret the transference phenomenon. Alchemy is viewed as a metaphor to understand the nature of projection and transformation as they occur in the analytic container. The bond between the analyst and patient is shown to be analogous to the kinship libido between the alchemist-adept and his ‘mystic sister’, a link also found in the complicated kinship marriages of certain nativist societies. 3.0 credit(s)
	PSY 8950 - Certificate Integrative Seminar This is the cornerstone assignment for the Complex Trauma & the Healing Process Certificate program. The student is given the opportunity to tie together and integrate the most important aspects of the foundation courses by evaluating an identified issue(s) of interest, the individual, cultural, spiritual, and mind-body considerations, barriers, and key factors in assessment and healing as well as the ongoing, presenting / emerging needs in providing further assessment, intervention, and practice. This entails the student synthesizing his or her learning in conjunction with exploring research related to an area of interest among the many crucial issues now arising and impacting our national and international communities. Students will explore what can be done to mitigate this impact, areas to prevent, and promote healing through the integration of traditional and non-traditional practices. In addition, students will develop and submit a specific plan for continuing personal and professional development in relationship to their work surrounding traumatic stress. 1 credit(s)
	PSY 9020 - PSY Qualifying Essay 1: Literature Review The purpose of this course is to write an essay that entails an exploration of an area of research interest in order to demonstrate proficiency in literature review research competency to undertake a dissertation. The essay involves a content domain focus with the degree field, including a critical review of relevant theoretical, empirical and historical literature on the selected topic. 3 credit(s)
	PSY 9030 - PSY Qualifying Essay 2: Literature Review The purpose of this course is to write an essay that entails an exploration of an area of research interest in order to demonstrate proficiency in literature review research competency to undertake a dissertation. The essay involves a content domain focus with the degree field, including a critical review of relevant theoretical, empirical and historical literature on the selected topic. 3 credit(s)
	PSY 9200 - Master’s Project (M.A. in Clinical Psychology) This course is required for clinical psychology students who entered with a B.A. or B.S. degree and is designed as a master’s degree culminating project that will not involve the use of human participants in any way (e.g., an expanded literature review; developing an intervention or program, but without implementation or piloting in any way; writing a training manual based on theory only, etc.). For PSY 9200, no committee is formed; that is, the course has one instructor only. As there is no data collection from human participants, students are required to complete the shore form: Institutional Review Board Application for Theoretical Studies. In addition, there are no project orals for this course. If opting for PSY 9200, the course supervisor must be a member of the Clinical Psychology degree program faculty or someone approved by the degree program director. Prerequisite(s): Successful completion of at least 30 degree credits. PSY 3045A ; PSY 6060 ; RES 1006 and RES 1105 3 credit(s)
Research
	MBM 1009 - Information Competency & Research Skills This course is designed for students to leverage prior learning experience and acquire new skills for graduate/doctoral study and lifelong learning. This course introduces students to the process of defining and articulating information needs related to a specific topic: identifying, evaluating, and selecting the appropriate resources; developing and executing research strategies; critically interpreting and analyzing results; and presenting them in a professional style (APA, 6th ed.). Prerequisite(s): No Prerequisite. 3 credit(s) Offered: Offered FA - Term A, SP - Term A. Course Length: Course Length: 8 Weeks No RC Required.
	MBM 5540 - Fundamentals of Research This course is a foundational “research literacy course” in the doctoral program which provides an overview of quantitative and qualitative research. Students will learn about the elements of a research study. Students will learn to read and evaluate research studies to support their individual research interests based on current scholarship. Prerequisite(s): MBM 1009 3 credit(s) Offered: FA - Terms A/B, SP - Terms A/B. Course Length: 15 Weeks. No RC Required.
	MBM 5553 - Quantitative Research Overview This course introduces students to the characteristics and various approaches to designing and conducting quantitative research. It provides an overview of the research process beginning with the identification of a research topic and question, reviewing literature, selecting a study approach, and proceeding through the collection and analysis of data and writing up findings. Students will identify a topic for their pilot study and review relevant literature. They will also begin to develop a research question and identify other aspect of the research design that they may include in their pilot study and dissertation. Prerequisite(s): MBM 5540 - Fundamentals of Research . 3 credit(s) Offered: FA - Terms A/B, SP - Terms A/B. Course Length: 15 Weeks. No RC.
	MBM 5555 - Doctoral Research Pilot Study In the pilot study course, students should complete a small-scale project to practice implementing a specific component of the research design they intend to use in their dissertation. For this course, “pilot” study is meant to include projects that allow the student to practice components of their research design to include sampling and/or recruitment strategies, data collection approaches and/or analysis techniques. Such projects must be limited in scope, and, if the project involves data collection from human participants, the pilot project may not involve protected or vulnerable populations, sensitive topics, and should present no more than minimal risk to participants. Instructors may utilize sample data to satisfy the practice component. If the pilot project involves the collection of data from human participants, students will be expected to complete an IRB application for an exempt or expedited IRB review process, and after IRB approval, implement the protocol, which may include collecting and analyzing data. The course concludes with the reflective report on the pilot study conducted, to include a discussion of strengths and limitations, ethical considerations, and identified opportunities to enhance the protocol in future dissertation research. The protocol for the pilot study should be designed in such a way that most students should be able to complete the course in one semester. Students should consult with the Registrar’s office to best understand financial implications if they do not complete the course in one semester. Students may enroll in MBM5555C for one additional semester if they have completed the protocol and IRB application. If they have not completed these elements of the course, they must re-enroll in MBM 5555. Prerequisite(s): MBM 5557 - Advanced Research Methods OR any Advanced Research course offered through the Department of Research. 3 credit(s)
	MBM 5555c - Doctoral Research Pilot Study Continuation After seeking the instructor’s approval, students may register for the continuation course for one additional semester if they have completed the protocol and IRB application. Prerequisite(s): MBM 5555 or MBM 5554 0 credit(s) Offered: FA-Term A/B, SP-Term A/B, SU-Term A. Course Length: 16 Weeks (SU 8 Weeks) No RC Required
	MBM 5556 - Qualitative Research Overview This course introduces the characteristics of qualitative research and a variety of methodological approaches used in designing and conducting qualitative studies. Throughout the semester, students will identify a topic of interest, develop a research question, review the literature, and select an appropriate methodology to use in their pilot study and dissertation. Prerequisite(s): MBM 5540 . 3 credit(s) Offered: FA-Terms A/B, SP - Terms A/B. Course Length: 15 Weeks. No RC.
	MBM 9011 - Methodology Critique Candidacy Essay In this course, students will select a published dissertation within the past seven years that is similar to their future methodological design. The purpose of the critique essay is to focus attention on the methods chapter in an existing dissertation to learn how related principles and research tenets apply to a different study. Students will be expected to constructively critique the appropriateness of the research question(s) to the selected methodological approach, data collection, analysis, interpretation of the findings, and utility of the research. Prerequisite(s): MBM 5557 - Advanced Research Methods OR any Advanced Research course offered through the Department of Research. 3 credit(s) Offered: Offered FA/SP -Terms A/B and SU. Course Length: 15 weeks (8 weeks SU). No RC.
	MBM 9021 - Literature Review Candidacy Essay This research elective offers students an opportunity to conduct a comprehensive literature review related to the dissertation topic. Students will explore past research, identify gaps in the published literature, and create an integrative conceptual framework on the topic of study, supported by current peer-reviewed articles and other scholarly references. Prerequisite(s): No Prerequisite. 3 credit(s) Offered: Offered FA/SP -Terms A/B and SU. Course Length: 15 weeks (8 weeks SU). No RC.

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Course Descriptions

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ORG 7075 - Designing Sustainable Global Economic and Organizational Systems

ORG 7078 - Sustainable Management and Organizational Operations: Emerging Models, Practices, and Strategies

ORG 7080 - Consulting Skills

ORG 7081 - Leading Organizational Learning and Advancement: Adaptive and Integrative

ORG 7082 - Value-Driven Leadership, Stakeholder Networks, and Social Innovation

ORG 7083 - Leading and Developing the 21st Century

ORG 7096 - Global Organizational Cultures and Inter-Cultural Management

ORG 7100 - Introduction to Humane Education

ORG 7105 - Complexity in Educational Systems

ORG 7110 - Environmental Ethics

ORG 7115 - Animal Protection

ORG 7120 - Human Rights

ORG 7125 - Culture and Change

ORG 7150 - Humane Education Residency

ORG 7570 - Issues in Higher and Postsecondary Education: Leadership and Practice

ORG 7571 - Transformational Management and Change in Higher and Postsecondary Education

ORG 7572 - Strategic Planning and Implementation in Higher and Postsecondary Education

ORG 7573 - The Community College

ORG 7574 - Productive Conflict Management

ORG 7576 - Introduction to p-12 Educational Leadership

ORG 8151 - Practicum in Professional Practice

MBM 5510 - Imagery for Health

MBM 5521 - Reflective Leadership in Healthcare

MBM 5523 - Mindfulness and Compassion-Based Leadership in Healthcare

MBM 5616 - Movement Modalities for Wellness

MBM 5635 - Spirituality and Health

MBM 5655 - Mindfulness, Meditation and Health

MBM 5668 - Body -Oriented Approaches to Psychotherapy

MBM 5720 - Narrative Approaches in Healthcare

APH 4514C - Masters Thesis Continuation

APH 9501 - Dissertation Preparation

APH 9601 - Dissertation Performance

PSY 1011 - Psychotherapy Proseminar: Humanistic Psychology

PSY 1080 - History and Systems of Psychology

PSY 1500A - Foundations and Critique of Contemporary Psychology - Part I

PSY 1500B - Foundations and Critique of Contemporary Psychology - Part II

PSY 2025 - Systems of Psychotherapy

PSY 2040 - Existential Psychotherapies

PSY 2047 - Existential Psychotherapies III: James Bugental and the Existential-Humanistic Tradition

PSY 2050 - Psychopathology and Diagnosis

PSY 2060 - Human Sexuality

PSY 2505 - Clinical Psychopharmacology

PSY 3015 - Cognition & Affect in Human Behavior

PSY 3025 - Biological Bases of Behavior

PSY 3045A - Clinical Intervention I

PSY 3045B - Clinical Intervention II

PSY 3055 - Supervision in Clinical Psychology

PSY 3056 - Group Therapy

PSY 3057 - Introduction to Family Therapy

PSY 3058 - Child & Adolescent Treatment within Context

PSY 3059 - Child Abuse Assessment and Reporting

PSY 3070 - Meaning Centered Counseling and Therapy

PSY 3080 - C. G. Jung: His Life, Work, and Contemporary Perspectives in Analytical Psychology

PSY 3171 - Perspectives and Foundations of Traumatic Stress

PSY 3172 - Trauma: Mind, Body, and Spiritual Dynamics

PSY 3176 - Trauma Assessment and Treatment in Practice

PSY 3177 - Traumatic Stress within Cultures and Self

PSY 3179 - Traumatic Experiences in Relationships

PSY 3220 - The African Diaspora: African American Cultural History and Psychology

PSY 3500 - Humanistic Psychology and Psychotherapy

PSY 3510 - Transpersonal Psychology and Psychotherapy

PSY 4000 - Comprehensive Exam

PSY 4050 - Integrative Health Psychology

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

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

PSY 6010 - The Psychology of Multiculturalism in North America

PSY 6020 - Developmental Psychology

PSY 6030 - Personality Theory and Research

PSY 6050 - Mindfulness and Spirituality in Clinical Practice

PSY 6060 - Ethics and Laws in Psychotherapy and Behavioral Science Research

PSY 6070 - Cognitive Behavioral Therapy Applied within Humanistic and Integrative Approaches

PSY 6080 - Introduction to Forensic Psychology

PSY 6150 - Existential Psychotherapies II: Rollo May and the Existential Tradition

PSY 6160 - Applied Positive Psychology

PSY 6570 - Race, Class, and Gender

PSY 7500 - Clinical Psychology Graduate Colloquium

PSY 7510 - Social Psychology

PSY 8125 - Internship