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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Psychology
	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. Cross-listed as CSIH 4050 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 component completed at the RC - PSY 8231 (requires 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, as well as those CP students whose master’s degree is not in psychology or a related field, 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 must 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 academic credits, in addition to the following courses. PSY 3045A ; PSY 6060 ; RES 2100 and RES 2300 3 credit(s)
Research
	CES 8000A - Dissertation 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. Prerequisite(s): CES 7045 Research and Publication Seminar 3 credit(s)
	CES 8000B - Dissertation 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. Prerequisite(s): CES 7045 Research and Publication Seminar 3 credit(s)
	CES 8000C - Dissertation 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. Prerequisite(s): CES 7045 Research and Publication Seminar 3 credit(s)
	CES 8000D - Dissertation This course is a continuation course utilized solely for students who did not complete in the first semester. Prerequisite(s): CES 8000C Dissertation 0 credit(s)
	CES 8000E - Dissertation This course is a continuation course utilized solely for students who did not complete in the first semester. Prerequisite(s): CES 8000C Dissertation 0 credit(s)
	CES 8000F - Dissertation This course is a continuation course utilized solely for students who did not complete in the first semester. Prerequisite(s): CES 8000C Dissertation 0 credit(s)
	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 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 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 M.A. to Ph.D. 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 M.A. to Ph.D. pathway program who have completed RES 2100 should consult with their Department Chair about the possibility of enrolling in the next Ph.D. 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. 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 statistical data analysis to understand samples using descriptive and inferential statistics, population estimates, and tests of empirical hypotheses. Using example data sets and hypothetical research problems, students will learn the selection and application of the appropriate statistical methods, considering the nature of samples, levels of measurement, relationship between study variables, and statistical assumptions. Statistical methods taught in this course will include tests of association, bivariate correlation relationships, linear regression, two-group (independent and matched pair) and multiple independent group univariate comparisons, as well as tests of significance and effect size. Students will also learn about reliability and validity of measurement. The emphasis will be on computation and interpretation of results, but students will also be expected to demonstrate familiarity with report writing in American Psychological Association (APA) format and quantitative research writing. Prerequisite(s): RES 2100 Research Foundations and Literacy. For those admitted prior to Fall 2019 (CIMHS programs) Spring 2020 (CSS programs): 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 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 develop the methods section of a research prospectus. (Ph.D. program only) Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis. In addition, all required foundational research courses (RES2xxx) as determined by student’s program must be completed. For those admitted prior to Fall 2019 (CIMHS programs) Spring 2020 (CSS programs): MBM 5556 Qualitative Research Overview, 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 Autoethnographic Research This advanced research course focuses on the foundations and applications of narrative inquiry 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 the practical skills necessary to design and conduct narrative and autoethnographic research. Students identify how the theoretical and philosophical foundations of the narrative traditions align with their own philosophical orientations. Narrative and autoethnographic research are reviewed and critiqued. Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design the methods section of a research prospectus. Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis. In addition, all required foundational research courses (RES2xxx) as determined by student’s program must be completed. For those admitted prior to Fall 2019 (CIMHS programs) Spring 2020 (CSS programs): MBM 5556 Qualitative Research Overview, 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 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 develop the methods section of a research prospectus. Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis. In addition, all required foundational research courses (RES2xxx) as determined by student’s program must be completed. For those admitted prior to Fall 2019 (CIMHS programs) Spring 2020 (CSS programs): MBM 5556 Qualitative Research Overview, 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 develop the methods section of a research prospectus. Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis. In addition, all required foundational research courses (RES2xxx) as determined by student’s program must be completed. For those admitted prior to Fall 2019 (CIMHS programs) Spring 2020 (CSS programs): MBM 5556 Qualitative Research Overview, 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 develop the methods section of a research prospectus. Prerequisite(s): RES 2500 Quantitative Data Collection and Statistics and/or RES2700 Statistics. In addition, all required foundational research courses (RES2xxx) as determined by student’s program must be completed. For those admitted prior to Fall 2019 (CIMHS programs) Spring 2020 (CSS programs): MBM 5556 Qualitative Research Overview, 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 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 develop the methods section of a research prospectus. Prerequisite(s): RES 2500 Quantitative Data Collection and Statistics and/or RES2700 Statistics. In addition, all required foundational research courses (RES2xxx) as determined by student’s program must be completed. For those admitted prior to Fall 2019 (CIMHS programs) Spring 2020 (CSS programs): MBM 5556 Qualitative Research Overview, 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 3080 - Action Research Action research is an applied research methodology that is useful for improving social circumstances through uses of interventions and measurements in collaboration with stakeholders.  The course includes in-depth understanding of the cyclical and pragmatic uses of quantitative and qualitative data collection and analyses as practical skills necessary to design and conduct action research.  Students identify how theoretical and philosophical foundations of action research align with personal philosophical orientations. Action research is reviewed and critiqued.  Students evaluate issues of research safety, ethics, and feasibility for proposed research.  Finally, students develop the methods section of a research prospectus. Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis; and RES 2500 Quantitative Data Collection and Statistics or RES 2700 Statistics. In addition, all required foundational research courses (RES2xxx) as determined by student’s program must be completed. Exceptions require Department Chair and Department of Research Director approval. For those admitted prior to Fall 2019 (CIMHS programs) Spring 2020 (CSS programs): MBM 5556 Qualitative Research Overview, 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 3090 - Heuristic Inquiry Heuristic inquiry is a type of qualitative research that aims to understand the essence of a phenomenon through the researcher’s shared reflection with a purposive sample of individuals. This course provides an in-depth understanding of heuristic inquiry and the practical skills necessary to design and conduct heuristic inquiry research. Students identify how the theoretical and philosophical foundations heuristic inquiry align with their own philosophical orientations. Heuristic inquiry research is reviewed and critiqued. Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design the methods section of a research prospectus. Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis. In addition, all required foundational research courses (RES2xxx) as determined by student’s program must be completed. For those admitted prior to Fall 2019 (CIMHS programs) Spring 2020 (CSS programs): MBM 5556 Qualitative Research Overview, 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 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 develop the methods section of a research prospectus. Prerequisite(s): RES 2300 Qualitative Data Collection and Analysis. In addition, all required foundational research courses (RES2xxx) as determined by student’s program must be completed. For those admitted prior to Fall 2019 (CIMHS programs) Spring 2020 (CSS programs): MBM 5556 Qualitative Research Overview, 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 research prospectus 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 research prospectus 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 research prospectus that outlines a study appropriate for the dissertation in one’s field. Prerequisite(s): All required foundational research courses must be completed, this includes RES 2300 Qualitative Data Collection and Analysis, RES 2500 Quantitative Data Collection and Statistics, RES 2700 Statistics as determined by student’s program. 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. Prerequisite(s): All Core degree courses 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): RES 7000 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, 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)
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)

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Course Descriptions

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

PSY 8145A - Clinical Practicum I

PSY 8145B - Clinical Practicum II

PSY 8145C - Clinical Practicum III

PSY 8230 - Cognitive Assessment

PSY 8231 - Cognitive Assessment Lab

PSY 8250 - Personality Assessment

PSY 8251 - Personality Assessment Lab

PSY 8806 - Dreams, Mythology, and Fairy Tales in Theory and Clinical Practice

PSY 8826 - The Practice of Psychotherapy and Alchemical Studies

PSY 8950 - Certificate Integrative Seminar

PSY 9020 - PSY Qualifying Essay 1: Literature Review

PSY 9030 - PSY Qualifying Essay 2: Literature Review

PSY 9200 - Master’s Project (M.A. in Clinical Psychology)

CES 8000A - Dissertation

CES 8000B - Dissertation

CES 8000C - Dissertation

CES 8000D - Dissertation

CES 8000E - Dissertation

CES 8000F - Dissertation

MBM 9501 - PhD Dissertation Proposal

MBM 9601 - PhD Dissertation Research

RES xxxx - Advanced Research Methods

RES 3xxx - Advanced Research Methods

RES 1100A - Research Practicum

RES 1100B - Research Practicum - Part II

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 3010 - Case Study Research

RES 3020 - Narrative and Autoethnographic 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 3090 - Heuristic Inquiry

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