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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Research
	MBM 9501 - PhD Dissertation Proposal In this course, students develop their research proposal in collaboration with their dissertation chair and committee. Students continue to enroll in this course until their dissertation proposal and proposal orals are approved. Afterward, students submit an Institutional Review Board application for approval to conduct their research. Prerequisite(s): Approved Petition to Form Committee and all required coursework for degree. 3 credit(s) Offered: FA Terms A/B, SP - Terms A/B, SU. Course Length: 15 weeks (8 weeks SU). Continues each semester until the research committee approves the oral presentation and proposal document. No RC.
	MBM 9601 - PhD Dissertation Research The student obtains approval of the Saybrook Institutional Review Board to conduct the research, following guidelines to protect any human participants in the research. The student works closely with the chair and the committee to execute the research, analyze any resulting data, and formulate a written dissertation document. The dissertation process culminates with a dissertation conference and approval of the final document. Prerequisite(s): All required coursework and MBM 9501 . 3 credit(s) Offered: FA Terms A/B, SP - Terms A/B, SU. Course Length: 15 weeks (8 weeks SU). Continues each semester until the research committee approves the dissertation manuscript. No RC.
	RES xxxx - Advanced Research Methods Students select an advanced research course from a series of available courses offered each semester to further their knowledge and skills in the selected area of research design and methodology. Sample courses include: RES 1030 - Experimental Research Methods , RES 1040 - Qualitative Research Methods , RES 1050 - Applied Program Evaluation , RES 1140 - Case Study Methods in Psychology , RES 1150 - Action Research , RES 1160 - Systems Research , RES 3130 - Descriptive Phenomenological Psychological Research , RES 4005 - Narrative and Auto/Biographical Research - for specific course descriptions, see RES course listing in the Department of Humanistic and Clinical Psychology . 3 credit(s)
	RES 3xxx - Advanced Research Methods 3 credit(s)
	RES 512A - Psychophysiological Research Techniques This course covers the basic steps and time-line of a project, steps in formulating and maturing a question, research ethics, the protocol approval process, background and literature searches, and methods of determining a project’s feasibility and relevance. The logic and progression of study designs used to evaluate the efficacy of behavioral medicine studies is detailed and exemplified. Topics include single subject and single group designs - cohorts, multiple group designs, strengths and weaknesses of longitudinal and cross-sectional studies, prospective experimental vs. observational and retrospective designs. Students will learn how objective tests, surveys, and inventories are normalized in comparison with various groups, analyzed, and critiqued. The course also covers research protocol design, the consent form, and the protocol review process. This section covers subject selection techniques (sampling, inclusion - exclusion, etc.), kinds of data (dichotomous, nominal, ordinal, continuous, etc.), techniques for hardening subjective data, validity and reliability, survey and questionnaire design, as well as pilot studies and the initial power analysis - feasibility and resources. 3 credit(s)
	RES 512B - Research Experience This course is designed to teach students how to analyze data from typical study designs used in psychophysiology. It includes qualitative and quantitative data reduction and analysis, descriptive statistics, inferential statistics - parametric and non-parametric, power analysis, pattern analysis, and analysis of outcome and quality of life studies. Students use standard data analysis software to analyze practice data sets so they become familiar with the use of these programs. 3 credit(s)
	RES 512C - Statistical Evaluation in Psychophysiology Students are rarely proficient in the skills actually required to perform a research project at the level and complexity of a dissertation. This course gives students a chance to apply skills taught in the lecture portion of the research course including IRB approval, subject recruitment, data gathering, data analysis, and writing the paper based on the practice study. 3 credit(s)
	RES 573 - Dissertation Preparation A research committee must be selected and the final version of the dissertation prepared while taking this course. The student and his / her dissertation advisor, who serves as chair of the student’s 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 process from planning, writing the protocol, performing the study, analyzing the data, and writing the results. This is normally a very close relationship with frequent interactions via e-mail and phone. 3 credit(s)
	RES 580AA - Dissertation The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected and the final version of the dissertation prepared while taking CP573 - dissertation preparation. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate. 7 credits 1 credit(s)
	RES 580B - Dissertation The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected and the final version of the dissertation prepared while taking CP573 - dissertation preparation. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate. 7 credits 3 credit(s)
	RES 580C - Dissertation The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected and the final version of the dissertation prepared while taking CP573 - dissertation preparation. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate. 7 credits 3 credit(s)
	RES 1005 - Methods of Research and Disciplined Inquiry I This first course of a two-term sequence focuses on the acquisition of research competence to search and circumscribe the subject domain for human inquiry; define the research focus; formulate researchable questions; know the relevant methodological traditions to select one suitable to the question; design and plan the research study; know the procedures proposed for data collection, analysis, and synthesis; know the ethical issues of proposed research; critique research; critically review literature and propose research. The course requires completion of a research proposal that communicates the research focus, a preliminary review of literature, and the research question. (Ph.D. program only) Prerequisite(s): Doctoral program status. 3 credit(s)
	RES 1006 - Information Competency and Library Use This course is designed for students to leverage prior learning experience and acquire new resources for graduate study and lifelong learning. This course introduces students to the ethical, legal, and socio-economic issues of information and the changing environment of scholarly publishing. This course is also a preparation for information research (literature review) as it pertains to the thesis or dissertation by working through the process of defining and articulating information needs related to a specific topic, identifying, 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.). 2 credit(s)
	RES 1015 - Methods of Research and Disciplined Inquiry II This second course of a two-semester sequence continues its focus on the acquisition of research competence to search and circumscribe the subject domain for human inquiry; define the research focus; formulate researchable questions; know the relevant methodological traditions to select one suitable to the question; design and plan the research study; know the procedures proposed for data collection, analysis, and synthesis; know the ethical issues of proposed research; critique research; and critically review and propose research. Entails completion of a research proposal that communicates a research focus, review of literature, research question, choice of method, and proposed research procedures; and IRB Certificate. Prerequisites: Completion of RES 1005. (Ph.D. program only) Prerequisite(s): Successful completion of RES 1005 . 3 credit(s)
	RES 1025 - Understanding Research This course will emphasize the basic competencies to conduct research and to read and understand research done by others. Students will be introduced to the range of methods for human inquiry as well as the chief concepts for conceptualizing, designing, and critiquing both quantitative and qualitative research found in the published research literature relevant to graduate level work. The course presents a broad overview of mainstream approaches to research as well as humanistic, existential, systemic and alternative paradigms, as well as addressing ethical and multicultural issues in research. The course is designed to enable students to relate and apply research to their subject domains of study and areas of research interest. This course is required of Master’s students in their first year of graduate study. (M.A. program only) 3 credit(s)
	RES 1100A - Research Practicum The Research Practicum is considered part of the doctoral Candidacy phase along with completion of the three essays. Doctoral students may enroll in RES 1100A when they have successfully completed the advanced-level research course. Students may simultaneously enroll in one or more essays at that time if they have completed all other requisite degree program requirements. Students enrolled in RES 1100A gain further experience with the research process by conducting a pilot study. Upon completing the second-level research course, the Research Practicum commences with a written research proposal between student and instructor that defines course content in terms of the research competencies and learning activities needed. This proposal is based upon the student’s proficiency with the core areas of research competency. The course is designed to accommodate more advanced study of the range of approaches and methods included in the second-level research course. The student proposes, conducts, and reports the findings of this pilot research study utilizing specific data gathering and/or data processing research procedures of a particular methodology and research tradition. The course also is designed to familiarize students with opportunities and pitfalls in a prescribed area of doing research that enables them to continue developing research skills toward proficiency demonstrative of readiness for dissertation research. This course content must be explicit in its research focus; that is, a simple review of the literature is not acceptable. However, focus on a variety of specific areas of focus and research skill building are possible. RES 1100A entails writing a research proposal, completion of the IRB review process, execution of the pilot study, and expressing those findings within a final research report. This report is considered as an element of the Candidacy orals, and will be reviewed by all essay committee members at that time. (Ph.D. program only) Prerequisite(s): Completion of one advanced-level research course. Students embarking on a research project not involving the collection of data from human participants are expected to complete this Research Practicum within one semester; however, an IP or I may be given at the end of that term. Students who intend to complete a research pilot study involving the collection of primary data may consider RES 1100A as Part 1 of a two-part research practicum. If so, credit is granted for RES 1100A upon completion of the research proposal and clearance by the Saybrook IRB. 3 credit(s)
	RES 1100B - Research Practicum - Part II If students propose to complete a research study during the practicum that entails the collection and analysis of primary data from human participants, and cannot finish the project within RES 1100A , they will register for RES 1100B for a second semester of practicum. During RES 1100B, the student is required to complete the participant solicitation process, collect and analyze all primary data, and complete the written research practicum report. (Ph.D. program only) Prerequisite(s): Completion of RES 1100A . 3 credit(s)
	RES 1105 - Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only) This course introduces clinical students to the theory and practice of scientific psychological research; it is a companion course to Statistics 1110. Both quantitative research (positivist, statistical and measurement-based) and qualitative (descriptive, interpretive, interview and observation-based) paradigms are legitimate approaches to studying psychological phenomena. However, since the quantitative paradigm is dominant in contemporary society, science is usually envisioned exclusively in terms of measurement and causality. This course is intended to introduce students to both paradigms and their shared history and differing assumptions and methods. Qualitative research is an alternate vision of psychological science, which, while not antagonistic to empiricism, invites students to carefully examine their own unexamined assumptions about what constitutes “science” and to awaken to a radically different way of understanding psychical phenomena. Students will be introduced to the history of psychology, to the debates concerning what “psychological science” means, and will begin to learn to articulate their own areas of interest for future research. They will learn to articulate a psychological research question, conduct a preliminary literature review to investigate and summarize the existing quantitative and qualitative research concerning that question, and will be introduced to ethical issues in conducting psychological research. In addition to an overview of quantitative design, students will be introduced to three examples of qualitative approaches to psychological research-grounded theory, phenomenology, and narrative inquiry-to give students a sense of how such research is conducted. 3 credit(s)
	RES 1110 - Statistics Quantitative data analyses utilized for various research designs in basic science and applied research are addressed, including descriptive and inferential statistics, such as t-test, ANOVA, chi-square test, regressions, and nonparametric statistics. Areas covered include organizing datasets, producing descriptive statistics, testing hypothesis with inferential statistics, and interpreting the results. This course emphasizes understanding of the conceptual foundations, meanings, and interpretations of the statistics, rather than computation, but the overview and introduction to SPSS is included in the course. Prerequisite(s): RES 1105 - Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only) course. 3 credit(s)
	RES 1200A - Dissertation Proposal I (Clinical Psychology, Clinical Specialization Only) This course is the first in designing the dissertation proposal. Students formally form their dissertation committee and work closely with the chair, in consultation with the committee as needed, in authoring the first two chapters, Introduction (topic, research problem, research questions, purpose of the study) and Review of Literature. This course is a prerequisite for Proposal II. 3 credit(s)
	RES 1200B - Dissertation Proposal II (Clinical Psychology, Clinical Specialization Only) Working with the dissertation committee, student’s work on chapter 3 (methodology) of the proposal manuscript. As part of this course, students undergo Saybrook IRB review of their proposed study. A proposal conference is held with the committee, resulting in the decision to accept or reject the proposal. This course is the second in designing the dissertation proposal. Prerequisite(s): RES 1200A 3 credit(s)
	RES 1500 - Research Literacy for Practitioners Through an introduction to the library, students will learn about the production and construction of scientific knowledge and how to effectively search and critically analyze published research in their field. Research ethics and ethical standards are discussed. Students will learn how to summarize and synthesize research to support scholarly arguments and practice-based decisions. The broader application of academic and scholarly research findings is also discussed. This course is designed to prepare master’s students to be successful consumers of research related to their field. Students enrolled in a Saybrook MA to PhD pathway program should consult with their Department Chair about the possibility of enrolling in RES 2100 as an equivalent 3 credit(s)
	RES 1700 - Research Methods for Practitioners Students advance their understanding of how research is conducted and used by critically examining different types of research. A survey of qualitative, quantitative and mixed-method research approaches will be reviewed with an emphasis on identifying the fundamental components of different research designs. Critical reading and writing skills are developed through reviewing and synthesizing different types of research in one’s field. Ethical issues related to the design, publication, use and application of particular types of research are considered. Students will create a presentation that illustrates their understanding of using research to support an evidence-based practice or a scholarly argument. : Students enrolled in a Saybrook MA to PhD pathway program who have completed RES 2100 should consult with their Department Chair about the possibility of enrolling in the next PhD research course as an equivalent… Prerequisite(s): RES 1500 - Research Literacy for Practitioners or RES 2100 - Research Foundations and Literacy or MBM 1009 - Information Competency & Research Skills 3 credit(s)
	RES 2100 - Research Foundations and Literacy This course introduces basic research concepts and philosophical assumptions underlying scientific research paradigms. Through an introduction the library, students will learn about the construction of scientific knowledge and how to effectively search and critically analyze published research in their field. Research ethics and ethical standards are discussed. Students examine the role of the research question as it relates to research design. This course is designed to prepare doctoral students to be successful consumers of research related to their field and to lay the foundations to support a deeper understanding about types of research and research design in future research courses. 3 credit(s)
	RES 2300 - Qualitative Data Collection and Analysis Within the context of a survey of qualitative methods, students learn about different types of qualitative data, approaches to collecting qualitative data, and basic strategies for analyzing qualitative data. Students examine the logical alignment of research paradigms and philosophical assumptions unique to qualitative approaches to research. Ethical considerations for qualitative research are considered. This course includes skill building exercises to prepare doctoral students for the design and implementation of research that includes qualitative data. Approaches to qualitative data collection, including interviewing, observations, and artifacts, are introduced. Qualitative data analysis techniques including coding, integrating, and interpreting data are covered. Prerequisites: RES 2100, or RES 1006, or MBM 1009 & MBM 5540. 3 credit(s) Prerequisite(s): RES 2100 Research Foundations and Literacy , or RES 1006 Information Competency and Library Use , or MBM 1009 Information Competency & Research Skills and MBM 5540 Fundamentals of Research 3 credit(s)
	RES 2500 - Quantitative Data Collection and Statistics Within the context of a survey of quantitative methods, students learn about different types of quantitative data, approaches to collecting quantitative data, and basic statistical analysis techniques, such as distinctions between descriptive and inferential statistics and associated statistical tests. Students examine the logical alignment of research paradigms and philosophical assumptions unique to quantitative approaches to research. Ethical considerations for quantitative research are considered. This course includes skill building exercises to prepare doctoral students for the design and implementation of research that includes quantitative data. Introductory statistical techniques, such as one and two sample t-tests, one-way ANOVA, bivariate correlation and regression analysis are introduced and practiced. Prerequisite(s): RES 2100 Research Foundations and Literacy , or RES 1006 Information Competency and Library Use , or MBM 1009 Information Competency & Research Skills and MBM 5540 Fundamentals of Research 3 credit(s)
	RES 2700 - Statistics This course focuses on the use of quantitative data analysis to understand samples using descriptive statistics and test empirical hypotheses utilizing inferential statistics. Through the use of data sets and research problems, students will learn the application of the appropriate statistical methods based on research conditions, including understanding the nature of samples, relationship between study variables, conditions, and statistical assumptions. Statistical methods emphasized in this course will include parametric methods (Student’s t-test, analysis of variance (ANOVA), linear regression), their nonparametric equivalents, and nominal group contrasts (e.g. chi-square test). Although the emphasis will be on computation and interpretation, students will also gain familiarity with quantitative research writing. Prerequisite(s): RES 2100 Research Foundations and Literacy , or RES 1105 Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only) , or MBM 1009 Information Competency & Research Skills and MBM 5540 Fundamentals of Research 3 credit(s) Offered: FA A/B, SP A/B Course Length: 15 weeks None
	RES 3000 - Quantitative Research: Experimental and other designs Quantitative research is a structured way of collecting and analyzing data to quantify a problem and understand its prevalence using computational, statistical, and mathematical tools to derive results that can be generalized to larger populations. This course provides an in-depth understanding of experimental and other quantitative designs and the practical skills necessary to design and conduct quantitative research. Students identify how the theoretical and philosophical foundations of quantitative research align with their own philosophical orientations. Quantitative research is reviewed and critiqued. Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design a research proposal that reflects their dissertation plan. Prerequisite(s): Completion of RES 1015 - Methods of Research and Disciplined Inquiry II or MBM 5553 - Quantitative Research Overview 3 credit(s)
	RES 3010 - Case Study Research Case study research investigates a phenomenon within its real-life context. Case study research uses multiple methods of data collection and analysis in order to explore a complex process. This course provides an in-depth understanding of case study and the practical skills necessary to design and conduct case study research. Students identify how the theoretical and philosophical foundations of case study align with their own philosophical orientations. Case study research is reviewed and critiqued. Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design a research proposal that reflects their dissertation plan. (Ph.D. program only) Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis , or MBM 5556 Qualitative Research Overview , or RES 1105 Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only) and RES 1110 Statistics , or RES 1005 Methods of Research and Disciplined Inquiry I and RES 1015 Methods of Research and Disciplined Inquiry II 3 credit(s)
	RES 3020 - Narrative and Autobiographic Research This advanced research course focuses on the foundations and applications of narrative inquiry and the closely related methodologies of autobiography, narratology, and autoethnography. These research approaches are based on the premise of new knowledge as discoverable from the individual lived experience with implications for others and society. This course provides an in-depth understanding of narrative and/or self-as-subject inquiry and the practical skills necessary to design and conduct narrative, autobiographical, and/or autoethnographic research. Students identify how the theoretical and philosophical foundations of the narrative traditions align with their own philosophical orientations. Narrative, autobiographical, and/or autoethnographic research are reviewed and critiqued. Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design a research proposal that reflects their dissertation plan. Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis , or MBM 5556 - Qualitative Research Overview , or RES 1105 Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only) and RES 1110 Statistics or RES 1105 Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only) and RES 1015 - Methods of Research and Disciplined Inquiry II 3 credit(s)
	RES 3030 - Grounded Theory Research Grounded theory is a research method used to develop theory grounded in data that is practical to real world applications. This course provides students with an in-depth study of grounded theory research and the practical skills necessary to design and conduct grounded theory research. Students investigate and align their research with a specific grounded theory tradition ranging from classic to Straussian/evolved to constructivist. Students identify how the theoretical and philosophical foundations of grounded theory align with their own philosophical orientation. Grounded theory research is reviewed and critiqued. Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design a research proposal that reflect their dissertation plans. Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis , or MBM 5556 Qualitative Research Overview , or RES 1105 Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only) and RES 1110 Statistics , or RES 1005 Methods of Research and Disciplined Inquiry I and RES 1015 Methods of Research and Disciplined Inquiry II 3 credit(s)
	RES 3050 - Hermeneutic Research and IPA Hermeneutic phenomenological research is rooted in the existential philosophical tradition of hermeneutic phenomenology, the theory and method of interpreting the meaning of lived experience as presented by textual descriptions. This course provides an in-depth understanding of hermeneutic phenomenology and the practical skills necessary to design and conduct hermeneutic phenomenological research and interpretive phenomenological analysis (IPA). Students identify how the theoretical and philosophical foundations of hermeneutic phenomenology align with their own philosophical orientations. Hermeneutic phenomenological and IPA research are reviewed and critiqued. Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design a research proposal that reflects their dissertation plan. Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis , or MBM 5556 - Qualitative Research Overview , or RES 1105 Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only) and RES 1110 Statistics , or RES 1005 Methods of Research and Disciplined Inquiry I and RES 1015 - Methods of Research and Disciplined Inquiry II 3 credit(s)
	RES 3060 - Experimental and Comparative Research Quantitative experimental and comparative research is a structured way of collecting and analyzing data to quantify a problem, assess the effect of a treatment or intervention, or search for explanations of existing differences using measurement and statistical tools to derive results that can be generalized to larger populations. This course provides an in-depth understanding of true and quasi-experimental, causal comparative/ex post facto, and descriptive comparative designs and the practical skills necessary to design and conduct these types of quantitative research. Students identify how the theoretical and philosophical foundations of these approaches to quantitative research align with their own philosophical orientations. Students locate, review, and critique examples of these types of quantitative research studies. Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design a research proposal that reflects their dissertation plan. Prerequisite(s): RES 2500 Quantitative Data Collection and Statistics , or RES 2700 Statistics , or MBM 5553 Quantitative Research Overview , or RES 1110 Statistics , or RES 1005 Methods of Research and Disciplined Inquiry I and RES 1015 Methods of Research and Disciplined Inquiry II
	RES 3070 - Correlational Research Quantitative correlational research is a structured way of collecting and analyzing data to quantify a problem and understand existing and predictive relationships between variables using measurement and statistical tools to derive results that can be generalized to larger populations. This course provides an in-depth understanding of correlational designs and correlation, regression, and factor analysis and the practical skills necessary to design and conduct correlational research. Students identify how the theoretical and philosophical foundations of correlational research align with their own philosophical orientations. Students locate, review, and critique examples of correlational research studies. Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design 1research proposal that reflects their dissertation plan. Prerequisite(s): RES 2500 Quantitative Data Collection and Statistics , or RES 2700 Statistics (Clinical Psychology students), or MBM 5553 Quantitative Research Overview , or RES 1110 Statistics , or RES 1005 Methods of Research and Disciplined Inquiry I and RES 1015 Methods of Research and Disciplined Inquiry II
	RES 3080 - Action Research Action research is a methodology focused on studying social phenomena in real-world contexts. It is often described using a cyclical, four-phase process, involving planning action, taking action, analyzing evidence to make sense of the action, and then evaluating progress. This course provides an in-depth understanding of action research and the practical skills necessary to design and conduct a research study. Students identify how the theoretical and philosophical foundations of action research align with their own philosophical orientations. Examples of action research are reviewed and critiqued. Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design a research proposal that reflects their dissertation plan. Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis , or MBM 5556 Qualitative Research Overview , or RES 1105 Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only) and RES 1110 Statistics , or RES 1005 Methods of Research and Disciplined Inquiry I and RES 1015 Methods of Research and Disciplined Inquiry II
	RES 3130 - Descriptive Phenomenological Psychological Research The descriptive phenomenological psychological method is a qualitative, human science research method. Using the method, researchers interview participants regarding a psychologically meaningful experience, and then work in a caring and demanding way to make explicit the implicit psychological meanings in the data, using specific analytic steps. This course provides an in-depth understanding of descriptive phenomenology and the practical skills necessary to design and conduct phenomenological research. Students identify how the theoretical and philosophical foundations of descriptive phenomenology align with their own philosophical orientations. Descriptive phenomenological research is reviewed and critiqued. Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design a research proposal that reflects their dissertation plan. Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis , or MBM 5556 - Qualitative Research Overview , or RES 1105 Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only) and RES 1110 Statistics , or RES 1005 Methods of Research and Disciplined Inquiry I and RES 1015 - Methods of Research and Disciplined Inquiry II 3 credit(s)
	RES 3500 - Research Design and Scholarly Writing In this course students further develop, and apply, their knowledge about designing research and they begin to draft a proposal for a dissertation or other independent research project. Students advance their knowledge and experience synthesizing literature in a topic area related to their proposed dissertation study or field. Students examine the specific components of a proposal and the logical alignment of these components. Students participate in individual and collaborative exercises designed to establish expectations around reviewing, responding to feedback and rewriting scholarly work, including the development of a concept paper that outlines a study appropriate for the dissertation in one’s field. Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis and/or RES 2500 Quantitative Data Collection and Statistics , or RES 2300 Qualitative Data Collection and Analysis and RES 2700 Statistics (Clinical Psychology), depending on program’s foundational research course requirements. 3 credit(s)
	RES 6900 - Dissertation Preparation Enrollment for this course will be made under advisement of the student’s dissertation committee and program chair, in consultation with the Director of the Department of Research. Course learning outcomes will vary based on the needs to remediate or extend student knowledge of research methods and dissertation readiness as determined by the student’s dissertation chair and committee members. Course research projects and learning activities will support student readiness for their dissertation research through a practice research project, a methodological critique, or another research-focused learning experience. Prerequisite(s): All required research course must be completed, except the dissertation. 3 credit(s) Offered: FA A/B, SP A/B Course Length: 15 weeks None
	RES 7000 - Dissertation Proposal Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation course. 3 credit(s)
	RES 7000A - Dissertation Proposal Continuation Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. 0 credit(s) Offered: FA-A/B, SP - A/B Course Length: 15 weeks None
	RES 7000AA - Dissertation Proposal II (Clinical Psychology) Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. Prerequisite(s): An advanced research methods course (RES3000-RES3400) 3 credit(s) Offered: FA-A/B, SP - A/B Course Length: 15 weeks None
	RES 7000B - Dissertation Proposal Continuation Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. 0 credit(s) Offered: FA-A/B, SP - A/B Course Length: 15 weeks None
	RES 7000C - Dissertation Proposal Continuation Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. 0 credit(s) Offered: FA-A/B, SP - A/B Course Length: 15 weeks None
	RES 7000D - Dissertation Proposal Continuation Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. 0 credit(s) Offered: FA-A/B, SP - A/B Course Length: 15 weeks None
	RES 7100 - Dissertation Students enter this course with an approved dissertation research proposal. In this course, the student obtains IRB approval, if they have not done so during their proposal course, before beginning data collection. If the approved study design includes a pilot study, that phase of the research is completed first. Data collection and analysis take place following the approved study design and ethical guidelines, and in consultation with the student’s chair and dissertation committee. With all dissertation research data collected, the student completes analysis, the writing up of study results, and the dissertation, in consultation with their chair and committee. The course is concluded with an oral defense of their dissertation. Students must also have the full dissertation edited and prepared for publishing in ProQuest. The chair and committee will also work with the student to assess opportunities for future presentation, and/or publishing of the dissertation research. 3 credit(s)
	RES 7100A - Dissertation Continuation Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. 0 credit(s)
	RES 7100AA - Dissertation Continuation (Clinical Psychology) Students enter this course with an approved dissertation research proposal. In this course, the student obtains IRB approval, if they have not done so during their proposal course, before beginning data collection. If the approved study design includes a pilot study, that phase of the research is completed first. Data collection and analysis take place following the approved study design and ethical guidelines, and in consultation with the student’s chair and dissertation committee. With all dissertation research data collected, the student completes analysis, the writing up of study results, and the dissertation, in consultation with their chair and committee. The course is concluded with an oral defense of their dissertation. Students must also have the full dissertation edited and prepared for publishing in ProQuest. The chair and committee will also work with the student to assess opportunities for future presentation, and/or publishing of the dissertation research. 3 credit(s)
	RES 7100B - Dissertation Continuation Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. 0 credit(s)
	RES 7100BB - Dissertation Continuation (Clinical Psychology) Students enter this course with an approved dissertation research proposal. In this course, the student obtains IRB approval, if they have not done so during their proposal course, before beginning data collection. If the approved study design includes a pilot study, that phase of the research is completed first. Data collection and analysis take place following the approved study design and ethical guidelines, and in consultation with the student’s chair and dissertation committee. With all dissertation research data collected, the student completes analysis, the writing up of study results, and the dissertation, in consultation with their chair and committee. The course is concluded with an oral defense of their dissertation. Students must also have the full dissertation edited and prepared for publishing in ProQuest. The chair and committee will also work with the student to assess opportunities for future presentation, and/or publishing of the dissertation research. 3 credit(s)
	RES 7100C - Dissertation Continuation Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. 0 credit(s)
	RES 7100CC - Dissertation Continuation (Clinical Psychology) Students enter this course with an approved dissertation research proposal. In this course, the student obtains IRB approval, if they have not done so during their proposal course, before beginning data collection. If the approved study design includes a pilot study, that phase of the research is completed first. Data collection and analysis take place following the approved study design and ethical guidelines, and in consultation with the student’s chair and dissertation committee. With all dissertation research data collected, the student completes analysis, the writing up of study results, and the dissertation, in consultation with their chair and committee. The course is concluded with an oral defense of their dissertation. Students must also have the full dissertation edited and prepared for publishing in ProQuest. The chair and committee will also work with the student to assess opportunities for future presentation, and/or publishing of the dissertation research.
	RES 7100CC - Dissertation Continuation (Clinical Psychology) Students enter this course with an approved dissertation research proposal. In this course, the student obtains IRB approval, if they have not done so during their proposal course, before beginning data collection. If the approved study design includes a pilot study, that phase of the research is completed first. Data collection and analysis take place following the approved study design and ethical guidelines, and in consultation with the student’s chair and dissertation committee. With all dissertation research data collected, the student completes analysis, the writing up of study results, and the dissertation, in consultation with their chair and committee. The course is concluded with an oral defense of their dissertation. Students must also have the full dissertation edited and prepared for publishing in ProQuest. The chair and committee will also work with the student to assess opportunities for future presentation, and/or publishing of the dissertation research. 3 credit(s)
	RES 7100D - Dissertation Continuation Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. 0 credit(s)
	RES 9010 - Qualifying Essay 1: Dissertation Critique (Managing Organizational Systems, Psychology, Transformative Social Change Only) The course engages the student in writing a critique of a completed dissertation with particular attention to its methodology. Successful completion of all three essays and the Candidacy oral exam is a requirement in order to qualify for admission to doctoral Candidacy. The focus of this essay is on the ability to understand and think critically about the research of others. By writing a critique of a dissertation students will demonstrate that: a) they have learned to read, understand, analyze, and constructively critique the research of a colleague; b) they understand the principles, methods, and utility of research; and c) they understand how researchers select a research question, select a research method, carry out a research study, analyze data collected, interpret observations, and draw conclusions. The dissertation to be critiqued must have been published within the past seven years, and no one on the Candidacy committee may have served on that dissertation committee. Students are encouraged to select a dissertation that uses the same method being considered for their own dissertation. This will be of help in that a critique of the methods chapter in an existing dissertation may contribute to a better understanding of how related principles and research tenets may be expressed. Students are required to consult with their Essay Supervisor to determine which two essays they will enroll in first. (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
	RES 9020 - Qualifying Essay 2: Literature Review (Managing Organizational Systems, Psychology, Transformative Social Change Only) The purpose of the 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. In contrast to RES 9010 , which is focused on the critique of an existing dissertation, this essay involves a content domain focus within the degree field, including a critical review of relevant theoretical, empirical, and historical literature on the selected topic. Students are required to consult with their Essay Supervisor to determine which two essays they will enroll in first. (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
	RES 9030 - Qualifying Essay 3: Literature Review (Organizational Systems, Psychology, Transformative Social Change Only) The purpose of RES 9030 is the same as for RES 9020 . Like RES 9020 , it can explore any focus of interest within the degree field, including a critical review of relevant theoretical, empirical, and historical literature on the selected topic. This essay must be clearly different and distinct from the material covered in RES 9020 . Students are required to consult with their Essay Supervisor to determine which two essays they will enroll in first. (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
	RES 9200 - Master’s Project Research The project can be the culminating research requirement of a master’s program. Its purpose is to engage the student in integrating and organizing information gained through course work, and applying these skills to a project effort. It can explore any question of relevance to the student’s program by way of disciplined inquiry, which applies a clearly defined methodology. It often has an applied research emphasis with its aim and scope doable in one term. Entails written project prospectus, project research report, and closure session (project orals). (M.A. Psychology degree program students only) 3 credit(s)
	RES 9400 - Master’s Thesis Research The thesis can be the culminating research requirement of a master’s program. The purpose of this inquiry is to engage the student in integrating and organizing information gained through course work, and applying these skills to a research effort. Thesis research can pursue any question of relevance to student’s program by way of disciplined inquiry with a clearly defined methodology. The range of approaches available is the same as for dissertations from qualitatively oriented and experimental studies to theoretical research. Entails written thesis proposal, thesis defense, and thesis research report. (M.A. program only) 6 credit(s)
	RES 9500 - Dissertation Research The purpose of dissertation research is to demonstrate mastery of research competencies needed to do independent research and contribute to the discipline of the doctorate degree. The course is designed to engage the student in integrating and organizing information gained through earlier coursework, and applying these skills to a substantive research effort. The dissertation can explore any question of relevance to the student’s degree program by way of disciplined inquiry, which applies a clearly defined methodology. (Ph.D. program only) Prerequisite(s): Admission to doctoral Candidacy. 6-18 credit(s)
	RES 9500 - Dissertation Research (Clinical Psychology, Clinical Specialization, Managing Organizational Systems Only) The purpose of dissertation research is to demonstrate mastery of research competencies needed to do independent research and contribute to the discipline of the doctorate degree. The course is designed to engage the student in integrating and organizing information gained through earlier coursework, and applying these skills to a substantive research effort. The dissertation can explore any question of relevance to the student’s degree program by way of disciplined inquiry, which applies a clearly defined methodology. (Ph.D. program only) Prerequisite(s): Admission to doctoral candidacy. 6-18 credit(s)
Integrative Social Work
	SW 1001 - Foundations of Integrative Social Work This course presents foundational models and concepts for an integrative social work. There are a number of competing paradigms, including: 1) integrative healthcare and integrative mental healthcare, 2) interprofessionalism and multi-disciplinary care, 3) patient-centered and person-centered social work, 4) a holistic, mind-body-spirit approach, 5) lifestyle medicine, and the 6) mindfulness and compassion-based approach. This course also examines the difference the various models make for the professional practice of social work, including clinical, administrative, and consultation work, and teaching in social work education. 3 credit(s)
	SW 1002 - Advocacy: Social Justice and De-colonizing Approaches This doctoral-level course will introduce students to advocacy and social justice with the concepts and skills needed to practice integrative social work as a de-colonial praxis. This course requires a shift to a community, national, and global perspective on health and disease through the awareness of the colonization and decolonization processes. Students in this class will be prepared to lead agencies and projects impacting Indigenous communities by examining how the decolonizing approaches enhance and support their autochthony and sovereignty (self-determination). In addition, this course will enhance research in community and wider-focused intervention strategies, the development of community coalitions, community-based problem-solving, and community health intervention strategies/approaches. 3 credit(s)
	SW 1003 - Epidemiology of Health and Disease This course will introduce basic principles, methods, and uses of epidemiology. This is a doctoral level course designed to introduce epidemiology, its methods and its role in public health. The course overviews fundamental epidemiologic methods used in public health research and practice. The student will be familiarized with basic measures used in describing disease frequency in populations. The course will explore descriptive and analytic approaches to the study of disease, along with a perspective on the role of epidemiologic methods in health services planning and evaluation. At the end of the course students should have a general understanding of the uses and limitations of epidemiologic inquiry. This understanding should provide the basis for applying epidemiologic concepts in work-related settings and in other courses in the social work and public health curriculum. 3 credit(s)
	SW 1004 - Public and Community Health This doctoral-level course will familiarize social work students with the concepts and skills needed in public health and community health. This course requires a shift to a community, national, and global perspective on health and disease. Individual decisions are important in health and well-being, but cultural expectations, community practices, and widespread environmental factors shape individual behavior and health. Students in this class will gain understanding and develop skills in the following areas: diagnosing community-based health concerns and understanding the complexities of community, national, and global trends that impact on health. In addition, the course examines community and wider-focused intervention strategies, the development of community coalitions, community-based problem-solving, and community health intervention strategies/approaches. 3 credit(s)
	SW 1005 - Public Policy and Social Work This course addresses how public policy, the public health system, and the broader health care system function to promote health and treat illness, as well as how governments function to address public health issues. Major topics addressed will include the structure and function of federal and state level public policies, the public healthcare system in the United States, how those functions are provided for by law and financed by governments; the structure of the health care delivery system and how it relates to the public health system; In addition, the course will examine public policy design and implementation and the role of social work professionals in influencing that design. 3 credit(s)
	SW 1014 - Integrative Social Work in Palliative and End of Life Care This course is designed to enhance both direct advanced administrative, practice, leadership and research skills with populations served in palliative care and end of life settings. Course participation will enable the integrative social work student to become highly skilled holistic practitioners in the development of students’ understanding of palliative care and the end of life process. This course aims to provide students with the skills relevant to practice with and/or on behalf of these populations and their family members, in the community setting as developing professionals who will lead supporting agencies and perform the innovative research that will contribute to sustainable physical and social environments, as well as just public and institutional policies. 3 credit(s)
	SW 1015 - Integrative Social Work and Aging Populations This course is designed to enhance both direct practice and leadership skills in gerontology. Course participation will enable the integrative social work student to become highly skilled holistic practitioners in the development of students’ understanding of the aging process and to provide them with the skills relevant to practice with and/or on behalf of the elderly and their family members in community settings as developing professionals who will lead supporting agencies and research to serve older adults. 3 credit(s)
	SW 1016 - Integrative Social Work and Chronic Illness The major challenge for human health in the 21st century is chronic diseases and chronic conditions. This is a global problem, burdening health care systems and economies worldwide. Managing chronic illness presents a critical challenge to the social work profession, not only because of the services required by the increasing number of chronically ill elders, but also because caregivers, too, require support. Unhealthy lifestyle factors are major contributors to the incidence of chronic conditions. Community-based public health interventions, for example, initiatives to ban tobacco and alcohol advertising, replace trans fats with polyunsaturated fats, and increase breast feeding. Students will also examine emerging evidence on the individual experience of health, illness and disease. They will also review strategies to assist individuals in modifying lifestyle, acquiring self-care skills and managing or reducing their symptoms and suffering. 3 credit(s)
	SW 1020 - Disaster, Trauma, and Crisis Intervention The number of federally declared disasters - including both natural disasters and other traumatic events — increased 40% from 2000 to 2015 (FEMA, 2016). This course overviews the role of social work as a profession in the preparation and planning for potential disasters, which can serve to reduce the negative effects of disaster. Social workers contribute to the development of family, organizational, and community response plans. Social workers play a major role in emergency responding, providing support and interventions for victims of disaster and for the healthcare workers and caregivers who are also affected by the trauma of disaster. Social workers provide self-care training, crisis intervention, trauma resolution, and referrals for long term services. Social workers also play a role in research on disasters and the effectiveness of disaster intervention and trauma resolution programs. 3 credit(s)
	SW 1021 - Family Studies and Interventions The integrative social in family studies and intervention course is designed to support the student with understanding advanced theory and research methodology within a unique, client-centered ecological context. The integrative social work student will study a comprehensive range of theoretical and clinical approaches emphasizing the special needs of ethnic and multi-cultural, gay, lesbian, and transgender individuals; and single-parent and low-income families. The developing professional will lead agencies, research and academic teaching in recognizing special treatment considerations within the diverse client family delivery system 3 credit(s)
	SW 1023 - Integrative Social Work and Addiction Studies This course is designed to introduce students to the principles of integrative social work and addiction studies in developing advanced administrative, direct practice, research and leadership skills in aspects of functioning as a professional in the assessment and treatment of addiction studies. Topics will include but are not limited to role, setting of addiction assessment and treatment; history, philosophy, and trends in addiction studies; professional standards for addiction counselors; effects of crises and trauma-causing events on persons with addictions; self?care; and ethical and culturally sensitive practice of addiction counseling. The integrative social work student will also explore competencies, credentialing, and other professional issues. 3 credit(s)
	SW 1024 - Social Work with the Criminal Justice System and Incarcerated Populations This course orients students to the role of social work with incarcerated populations. Social workers have played a significant role in providing services to prisoners, since the founding of social work as a profession. Criminal justice social work has developed as a specialty in social work practice and research. The United States has incarcerated a larger portion of its population than any other developed country. Sawyer and Wagner (2019) report that the American criminal justice system holds almost 2.3 million individuals, and significant portions of that population include mentally ill, developmentally disabled, addicted, chronically ill, and aging individuals serving long term sentences. Social workers play a role in influencing prison policies, designing programs for jail and prison populations, and delivering healthcare and social services to prisoners and their families. Students in this class will explore the social, health, and mental problems of incarcerated populations, examine how law and policies shape the incarceration process, and examine current patterns of service delivery. Students will also critically evaluate current research on incarcerated populations. 3 credit(s)
Transformative Social Change
	TSC 1025 - MA Project Preparation The purpose of this course is to prepare MA students for their MA Project in Transformative Social Change. The course is a prerequisite for RES 9200 MA Project. The course is designed to support students as they move toward becoming a practitioner-scholar, engaging the student to integrate and to organize learning achieved in their previous course work and to apply those capacities to a Project effort. The course supports students in developing a successful Project proposal/petition, for review by their Project Supervisor, as well as an initial exploration of the literature that will inform their Project. 3 credit(s)
	TSC 3220 - African Diaspora: African American Cultural History & Psychology This first in a sequence of courses on the African Diaspora will focus on the definition, constituents, and historiography of the African Diaspora and greater comprehension of the cultural history and psychology of persons with African ancestry, through the lens of African and African-American psychology. Selected texts for the course have been written by African, African-Caribbean, and African-American scholars. The methodological approach to the study of the African Diaspora is interdisciplinary and draws to the foreground historiography, depth psychology, economics of capitalism, law, mythology, religion, art history, and anthropology for construction of an ancestral ethno-cultural narrative of the African Diaspora against the background of world cultural history. The course content and approach should open and cultivate, through critical thinking, a worldview and means to deconstruct, analyze, comprehend, and reconstruct complex sets of human relations in the African Diaspora from global, regional, national, and personal perspectives. It should allow us to see how the archetype of culture is actualized within institutions, living micro-systems, and psychodynamics of the Diaspora. The specific focus of this course is on African-American cultural history, psychology, and experience from origins in Africa, the Middle Passage, bondage, civil and psychological reconstruction, the Civil Rights movement, Pan-Africanism, and Negritude in America, Europe, the Caribbean, and Africa, Affirmative Action, African-American family life, demographics, health/mental health, illness, spirituality, resilience, and optimal development. Cross-listed with PSY3220, EHTP3220. 3 credit(s)
	TSC 4020 - Relationships in Health and Healing Practice This course reviews evidence on the importance of relationships in the maintenance of health, prevention of illness, and healing. The major focus is upon the ties between people; however, relationships exist at many levels including links of mental to physical processes, broader ecological or spiritual domains, and socio-cultural beliefs and practices. Evidence is provided for the use of caring relationships in the healing process. The format includes written reports and participatory activities. 3 credit(s)
	TSC 6400 - Ethics for Transformative Social Change: Thinking Like a Global Citizen The practice of ethics involves the exploration and evaluation of different values and assumptions that support alternative courses of action. This course approaches these differences from a global civic perspective that is grounded in our common humanity and recognizes our many social differences. We will practice “thinking like a global citizen” in an evaluation of the merits of a capabilities approach to human development, comparing a property-based economy with a civic-based economic vision. We will also critically examine a number of practices that address challenges that are of particular interest to participants in the course, which might include immigration, complicity in the violation of human rights, the protection of the commons, and alternative views of global finance. In these examinations, we will explore and generate potential designs for a sustainable and just framework for transformative actions on the local, regional, national, and international level. A primary goal of the course is for students to be able develop a global civic ethic that is sufficiently rigorous to face ongoing resistance to social change and flexible enough to enable relevant and effective actions to address the multiple dimensions of our global civic life. 3 credit(s)
	TSC 6500 - Ecological Psychology Humans endanger species, ecosystems, and themselves by altering, depleting, and poisoning our planet. Students of sustainability, social transformation, organizational leadership, psychotherapy, consciousness, and spirituality may benefit from developing an ecopsychological perspective. The course should serve all students concerned with how humans created the current environmental crisis and how to resolve it. The course should also be helpful to clinicians whose clients are physically and emotionally harmed by their absence of connection to their life supporting habitats, and whose behavior toward the environment adds to human suffering and to business managers intending to become more effective green leaders. Finally, the course should be useful for advocates for animals, for wildlife, environmental preservation and low impact lifestyles and local community productivity by introducing key concepts about human nature and the human capacity to influence the environmental crisis. 3 credit(s)
	TSC 6505 - Healthy Communities This course will provide students with an overview of the concepts, practice, and research in the area of Healthy Communities. The beginnings of the healthy communities’ movement took place in mid 1980s when Leonard Duhl’s concept of holistic health promotion and illness prevention captured the imagination of World Health Organization (WHO) officials. As a result of WHO initiatives, the WHO healthy communities program is now ongoing in 36 cities in Europe, between 60 and 70 cities in Canada and several in the United States. 3 credit(s)
	TSC 6510 - Theory and Practice of Nonviolence This course examines the history and basic principles of a variety of nonviolent approaches, including those of seminal figures such as Buddha, Jesus, Gandhi, and King, as well as the views of contemporary social activists and theorists, both secular and spiritual. The applications of philosophies of nonviolence to various social and political domains are critically considered. A range of methods and strategies for nonviolent social change are explored, utilizing study of historical and recent cases. 3 credit(s)
	TSC 6520 - Gender and Society This course reviews theoretical insights regarding gender from disciplines including gender studies, sociology, psychology, and international relations to consider the significance of gender as a category of social analysis. Particular attention will be given to how gender structures personal identities, families, work contexts as well as institutions such as public education and the military. Additionally, students will consider how developing a critical understanding of gender can help them in their role as change agents within their relationships, communities, workplaces, and in broader society. 3 credit(s)
	TSC 6530 - Social Impact Media: Stories for Change The aim of this course is to empower students to analyze and deconstruct media narratives and to recognize their use of visual and aural language constructs to develop and elicit empathy from the viewer. Students will critically analyze the cultural and societal influences on narrative and the importance of story to unite cultures and trigger social change. Students will apply this critical awareness to distinguish and classify storytelling strategies as they connect to specific kinds of subject matter, approach, types of media, and expected goals or outcomes. 3 credit(s)
	TSC 6535 - Social Media and Theories of Social Change The goal of this course is develop the student’s critical analysis skills as applied to the impact of social communications on social change globally. Students will examine particular social movements and their development as intersected by social media. Issues of truth, accuracy and empathy will be explored in the process of deconstructing assumptions regarding social media and its influence on groups and its ability to trigger social change. 3 credit(s)
	TSC 6540 - Assessing Digital Media Campaigns This aim of this course is to empower students to be able to critically evaluate research tools of socio and behavioral measurement, and to apply these toolsets and technologies to the analysis of specific impact outreach campaigns. Through coursework students will develop the ability to differentiate the tools of impact analysis, compare quantitative vs. qualitative techniques, and apply their strategies to real-world outreach campaigns. 3 credit(s)
	TSC 6545 - SIM Production Knowing the Tools, Distinguishing the Purpose The aim of this course is to empower students to see themselves as social change agents through the construction of personal stories in media. In this course students will demonstrate competency in skills required to construct stories in various forms of media, to determine the appropriate form and distribution strategy, and to create strong narratives illuminating relevant social causes through personal story. 3 credit(s)
	TSC 6550 - Conflict Resolution Theory and Methods The major themes and debates within the field of conflict resolution are discussed in this course. Students gain an understanding of the tools that are available to intervene in conflicts and an awareness of how to improve their capacity to analyze and resourcefully respond to conflict. Additionally, students develop a critical theoretical perspective on the general field of conflict resolution. This class assists the scholar/practitioner in addressing major challenges that call for creative formulation. Such new perspectives may enable the student to be a more effective agent of change, and the field to address the prevention of violent and destructive conflict as well as the resolution of specific disputes. 3 credit(s)
	TSC 6555 - Creating Outreach Campaigns for Social Impact Media The aim of this course is to deepen understanding and engagement around the role film and narrative can play in advancing social change. Students will explore the differences between film distribution and impact, what it means to design and manage outreach campaigns, the role of an “impact producer” in this, and the various forms of social change that are possible with film. At the completion of the course, students will be able to discern the impact potential of different narrative forms and connect them to broader opportunities for social change. 3 credit(s)
	TSC 6560 - Approaches to Socially Engaged Spirituality In the modern Western world, spirituality is often understood as private, subjective, and individual, as one’s primarily inward communion with what is seen as sacred, a communion that is not necessarily explicitly in relation to, or even connected with, one’s more outward and public life. In many traditional religious forms, the highest development of spirituality required leaving and having little to do with the everyday social world, whether as a monk or nun, hermit, wanderer, or a member of an intentional community. Socially engaged spirituality in its traditional and contemporary forms represents a different approach, in which spiritual qualities are developed in the context of involvement in family, work, community, society, and/or politics. Cross-listed CSIH 6560 3 credit(s)
	TSC 6565 - Multiplatform Journalism: Evolving Models of News Creation This course is focused on empowering a student to critically discern and differentiate forms of digital journalism from traditional journalism and documentary form, and to apply this analysis to the creation of short media pieces aimed at social issues. Students will deepen their knowledge of the history of journalism, the evolution of contemporary approaches, the challenges and opportunities within the current digital media ecosystem, better preparing them for roles as producers of dynamic forms of media. 3 credit(s)
	TSC 6570 - Race, Class, and Gender None of us lives our lives through linear or exclusive experiences of race, class, or gender. Instead, we exist through multiplicities of identity that are informed through race, class, and gender, as well as other social determinants. Human diversity, increasingly framed in terms of intersectionality - focused on the mutual interrelatedness of central social categorizations such as gender, ethnicity/race, social class and sexualit(ies) - is becoming more prominent in research, scholarship, and practice. The goal for this course is modest - to expand our awareness of how race, class, and gender shape our lives, historically and in the present day. If this heightened awareness leads to changes in the way we talk with and about each other, represent the other, provide services, and live our lives on a day-to-day basis, then the course will have more than satisfied its intent. 3 credit(s)
	TSC 6585 - The Human Right to Adequate Food Ending hunger is a deeply political issue, involving the play of power and conflicting interests. It must involve much more than the delivery of particular goods or services. It requires recognition and respect for human rights, and it may require some sort of reconfiguration of the social order, locally, nationally, and globally. Ending hunger requires serious planning, and agreement on a guiding vision. This course is designed to help participants figure out how to do that, in the contexts that interest us. This course is offered in a cooperative arrangement with the University of Sydney in Australia. The course utilizes the University of Sydney’s Blackboard online learning platform. Saybrook students enrolled in the course participate in the course together with students from the University of Sydney Peace and Conflict Studies Program. Unlike other Saybrook courses, the term of this course is twelve weeks. Students register for the course as they usually do, and will receive course log-in information directly from the instructor. 3 credit(s)
	TSC 6590 - Peace and Justice Studies This course reviews theory and data from psychology and other human sciences in the study of peace, conflict, and violence. It covers both positive (harmonious and constructive ways of living) and negative (absence of war or violent conflict) conceptualizations of peace at the interpersonal, group, national and international levels. 3 credit(s)
	TSC 6592 - Immigration and Social Justice This course seeks to provide historical context to current debates over immigration reform, integration, and citizenship. The course will cover the historical and systemic context for understanding contemporary immigration politics, including xenophobia, immigration and citizenship policy debates, and border issues. The course will explore the current experiences and needs of refugees, including the intersection of immigration policy with issues of race, and gender inequality and discrimination. Finally, the course will evaluate policy and advocacy options that provide humane, just and sustainable approaches to immigration. 3 credit(s)
	TSC 6594 - Peacebuilding The field and practice of peacebuilding utilizes nonviolent tactics to transform social conflict and to build cultures of peace. In this course, students will survey a range of roles and domains within the field of peacebuilding, including how peacebuilding is utilized in international post-conflict contexts, and how countries and communities which have experienced deep social conflict can benefit from peacebuilding. Students will also consider how peacebuilding can address structural violence and how innovative arts-based praxis can deepen peacebuilding efforts. The course will also explore the reflective practitioner skills and characteristics that are necessary to design, assess, and impact transformation in unpredictable conflict contexts. 3 credit(s)
	TSC 6610 - Social System Transformation Theory The aim of this course is to empower students to be able to critically evaluate social systems and become participants in their co-creation and transformation. The course enables students to recognize and analyze social systems and societal paradigms as they present themselves in various domains of human experience, develop a critical understanding of how humanistic values, developmental ideas and norms can be applied to social systems, and develop the ability to create strategies for changes in such systems and norms so that they will improve the well-being of the people who participate in them. 3 credit(s)
	TSC 6615 - Overview of Transformative Social Change Interventions To change the world (or some small part of it) people need to take action. However, what are the most appropriate ways to take effective action? This course is designed to introduce students to the strategies, tactics, and methods used to promote transformative social change. Students will learn how to launch a project, non-profit organization, or movement, conduct successful meetings and build consensus, develop a strategy and tactics, take effective action, and maintain the change while nurturing his or her well-being. This course will provide students with a broad overview of how to bring about transformative change in social systems on a variety of levels. 3 credit(s)
	TSC 6620 - Psychology of Disability, Rehabilitation, and Empowerment This course is designed to introduce the student to both (1) an understanding of how the community-at-large conceptualizes the role of persons with disabilities due to illness, trauma, and environmental impact (malnutrition, wars, etc.) and how that has transformed over the years given disability rights advocacy and legislation, particularly in the United States; (2) issues in treating the individual with disabilities and the differences and similarities in working with other individuals in treatment; and (3) voices of persons with disabilities and their narratives. 3 credit(s)
	TSC 7075 - Global Governance and Democratic World Federation Humanity has long been plagued by wars, disease, famine and social injustice. In recent decades, these problems, along with new challenges such as climate change, terrorism, economic disruption, pandemics, and transnational organized crime, have become global in scale, posing serious threats to humankind. There have been three primary approaches advanced for nations to address these global concerns and best meet human needs — as sovereign states working together; by creating institutions, policies, and confederations such as the United Nations; or by forming a democratic world federation. This course traces the history of these ideas, the movement toward global democracy, how our current world system may create or exacerbate these global problems, and several approaches to their solution. We will also critically assess these approaches and discuss current efforts to implement them. 3 credit(s)
	TSC 7077 - Building Sustainability: The Global Crisis Sustainability is defined as living in such a way that the capacity of future generations to meet their own needs is preserved. However, current patterns of human life are exhausting and destroying the gifts of nature that are necessary for life. To achieve sustainability, humans must refrain from depleting non-renewable resources and from polluting air, soil, and water. We must control both population and consumption and will likely need to end the extremes of wealth and poverty that are currently proving destructive to our habitats. Finally, sustainability will, we believe, require major changes in social institutions and in the way humans think and act toward each other and toward the earth. The pace at which we make these changes will determine how much of earth’s resources are left for generations yet to come. 3 credit(s)
	TSC 7079 - Building Sustainability: Present Practices in Community and Society This course explores principles, implementation, and effectiveness of selected current sustainability approaches. It provides an overview of key perspectives on sustainability: The Natural Step, Natural Capitalism, renewable energy, green building, sustainable agriculture, and population control. This course introduces information about present practices relevant to many disciplines and social domains and provides a broad base on which to build further studies and real-world projects. 3 credit(s)
	TSC 7085 - Globalism and Power This course describes different manifestations of globalization and identifies the powerful forces directing them, the costs and benefits that come with it, the evolving role of transnational groups, global NGOs, and the opportunities to find personal meaning and local purpose in a global society. 3 credit(s)

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Course Descriptions

MBM 9501 - PhD Dissertation Proposal

MBM 9601 - PhD Dissertation Research

RES xxxx - Advanced Research Methods

RES 3xxx - Advanced Research Methods

RES 512A - Psychophysiological Research Techniques

RES 512B - Research Experience

RES 512C - Statistical Evaluation in Psychophysiology

RES 573 - Dissertation Preparation

RES 580AA - Dissertation

RES 580B - Dissertation

RES 580C - Dissertation

RES 1005 - Methods of Research and Disciplined Inquiry I

RES 1006 - Information Competency and Library Use

RES 1015 - Methods of Research and Disciplined Inquiry II

RES 1025 - Understanding Research

RES 1100A - Research Practicum

RES 1100B - Research Practicum - Part II

RES 1105 - Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only)

RES 1110 - Statistics

RES 1200A - Dissertation Proposal I (Clinical Psychology, Clinical Specialization Only)

RES 1200B - Dissertation Proposal II (Clinical Psychology, Clinical Specialization Only)

RES 1500 - Research Literacy for Practitioners

RES 1700 - Research Methods for Practitioners

RES 2100 - Research Foundations and Literacy

RES 2300 - Qualitative Data Collection and Analysis

RES 2500 - Quantitative Data Collection and Statistics

RES 2700 - Statistics

RES 3000 - Quantitative Research: Experimental and other designs

RES 3010 - Case Study Research

RES 3020 - Narrative and Autobiographic Research

RES 3030 - Grounded Theory Research

RES 3050 - Hermeneutic Research and IPA

RES 3060 - Experimental and Comparative Research

RES 3070 - Correlational Research

RES 3080 - Action Research

RES 3130 - Descriptive Phenomenological Psychological Research

RES 3500 - Research Design and Scholarly Writing

RES 6900 - Dissertation Preparation

RES 7000 - Dissertation Proposal

RES 7000A - Dissertation Proposal Continuation

RES 7000AA - Dissertation Proposal II (Clinical Psychology)

RES 7000B - Dissertation Proposal Continuation

RES 7000C - Dissertation Proposal Continuation

RES 7000D - Dissertation Proposal Continuation

RES 7100 - Dissertation

RES 7100A - Dissertation Continuation

RES 7100AA - Dissertation Continuation (Clinical Psychology)

RES 7100B - Dissertation Continuation

RES 7100BB - Dissertation Continuation (Clinical Psychology)

RES 7100C - Dissertation Continuation

RES 7100CC - Dissertation Continuation (Clinical Psychology)

RES 7100CC - Dissertation Continuation (Clinical Psychology)

RES 7100D - Dissertation Continuation

RES 9010 - Qualifying Essay 1: Dissertation Critique (Managing Organizational Systems, Psychology, Transformative Social Change Only)

RES 9020 - Qualifying Essay 2: Literature Review (Managing Organizational Systems, Psychology, Transformative Social Change Only)

RES 9030 - Qualifying Essay 3: Literature Review (Organizational Systems, Psychology, Transformative Social Change Only)

RES 9200 - Master’s Project Research

RES 9400 - Master’s Thesis Research

RES 9500 - Dissertation Research

RES 9500 - Dissertation Research (Clinical Psychology, Clinical Specialization, Managing Organizational Systems Only)

SW 1001 - Foundations of Integrative Social Work

SW 1002 - Advocacy: Social Justice and De-colonizing Approaches

SW 1003 - Epidemiology of Health and Disease

SW 1004 - Public and Community Health

SW 1005 - Public Policy and Social Work

SW 1014 - Integrative Social Work in Palliative and End of Life Care

SW 1015 - Integrative Social Work and Aging Populations

SW 1016 - Integrative Social Work and Chronic Illness

SW 1020 - Disaster, Trauma, and Crisis Intervention

SW 1021 - Family Studies and Interventions

SW 1023 - Integrative Social Work and Addiction Studies

SW 1024 - Social Work with the Criminal Justice System and Incarcerated Populations

TSC 1025 - MA Project Preparation

TSC 3220 - African Diaspora: African American Cultural History & Psychology

TSC 4020 - Relationships in Health and Healing Practice

TSC 6400 - Ethics for Transformative Social Change: Thinking Like a Global Citizen

TSC 6500 - Ecological Psychology

TSC 6505 - Healthy Communities

TSC 6510 - Theory and Practice of Nonviolence