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2021-2022 Academic Catalog and Student Handbook with Spring addendum [Archived Catalog]
Course Descriptions
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Courses are identified and organized by degree program. Listed below are those courses for the 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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MA in Management |
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MAM 8030 - Program Capstone: Strategically Leading People, Projects, and Innovation
With project management in distributed organizations and work-life integration as its focus, this course concludes the MAM program, tying together all of the business, management and organizational concepts, skill sets and workplace applications studied and developed throughout the various courses. The Capstone project enables students to articulate your own forward thinking vision and practice of empowering and ethical global management, demonstrate your empowering management and problem solving skills through analyzing and resolving a case study, and chart your career path through a professional portfolio. 3 credit(s)
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Mind-Body Medicine |
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MBM 0505 - Mind-Body-Spirit Integration Seminar
The Mind-Body-Spirit Integration (MBSI) Seminar is organized around a series of lectures, experiential exercises, and small group sessions that are led by expert facilitators. Students will be introduced to the research and principles supporting the use of mind-body-spirit practices and self-care. Throughout the sessions, students will practice the skills, discuss their experiences within the group, and discover ways to integrate these approaches personally and professionally.
The MBSI is a requirement for the Mind-Body Medicine and Integrative Social Work degrees’ programs. New students are expected to participate in the first semester and attend all sessions. The seminar is offered at the start of the semester during two consecutive days (virtual or in-person for 7 hours) and continues every Saturday for four weeks (via 4-hour virtual sessions). Virtual sessions are held via Zoom.
0 credit(s)
Offered: FA-Term A, SP-Term A, SU-Term A (8 weeks virtual only) RC Required.
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MBM 5000 - Interdisciplinary Foundations for Vibrant Longevity, Part 1
This course will examine theoretical considerations and interdisciplinary research in, as well as evidence-based foundations for, healthspan and vibrant longevity. It will assist students with exploring healthful and vibrant longevity as a biopsychosocial-spiritual phenomenon; as a creative architectural design; and as a meaning-making process, practice, path, and destination. Importantly, this course is designed to (a) enrich students’ scholar-practitioner knowledgebase, vision, values, goals, experiential insight, and self-care and (b) galvanize their emergent/emerging interests germane to contemplating, cultivating, and supporting healthful longevity. Prerequisite(s): NONE. 3 credits. Cross-listed with CSIH, PSY, EHP, and CS. 3 credit(s)
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MBM 5500 - Ethics in Healthcare
This course presents the ethical standards and codes of conduct that formulate the guidelines for integrative health professionals. Issues such as cultural competency, health equity, and diversity will be explored within the field of integrative medicine. Students will reflect on their own personal values, beliefs, and biases pertaining to ethical dilemmas and decision-making. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA - Terms A/B, SP - Terms A/ B, and SU-Term. Course Length: 15 Weeks (SU 8 weeks) No RC Required.
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MBM 5507 - Graduate Level Academic Writing
In this course, students will practice critical thinking skills for reading, writing, organization, and style of substantive works. Learning activities will introduce students to the application of universal intellectual standards as applied to researching and writing scholarly papers. Students will also evaluate their own writing while learning to differentiate between revising, editing, and proofreading skills. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA Terms A/B, SP - Terms A/B, and SU-Term. Course Length: 15 Weeks (SU 12 weeks) No RC.
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MBM 5507C - Graduate Level Academic Writing Continuation
After seeking the instructor’s approval, students may register for the continuation course if they need additional time to critically evaluate and edit their own writing and apply the APA writing style and formatting in academic scholarly writing. Prerequisite(s): MBM 5507 . 0 credit(s)
Offered: Offered FA-Terms A/B, SP-Terms A/B, SU-Term A. Course Length: 15 Weeks (8 Weeks-SU). No RC.
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MBM 5510 - Imagery for Health
This course presents the use of imagery in traditional healing practices, and the contemporary applications of applications in healthcare. Students will review the literature and examine the evidence supporting the benefit of imagery on immune function, neurochemistry, and on medical illness. Throughout the course, students will utilize imagery as a diagnostic tool; as a medical rehearsal for coping; and as a therapeutic tool for promoting health, healing, psychospiritual wellness, and a sense of wholeness.
Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA - Terms A/B. Course Length: 15 Weeks. RC Required.
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MBM 5516 - Contemplative Care of the Chronically Ill, Dying, and Their Families
This course examines philosophical concepts and current scientific knowledge, including current neuroscience research, for end-of-life care and palliative care. Subject matter will include the importance of cultural humility and community building in the care of dying persons and their families. Students will explore philosophical approaches to human suffering and deepen their personal understanding of the dying process. The course will challenge them to cultivate a courageous presence with the ill, the dying, and their loved ones, encompassing compassion, resilience, and self-care. Prerequisite(s): None 3 credit(s)
Offered: Fall A/B.
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MBM 5517 - Mindful Approaches to Grief and Loss
Contemplative approaches to grief and loss support individuals in navigating the deep territory of loss, grief and the bereaved. According to Barbezat and Bush (2014), “contemplative pedagogy empowers students to integrate their own experience into the theoretical material they are being taught in order to cultivate and develop attention, deepen their understanding, foster greater connection to and compassion for others, and engender engaged inquiry into their most profound questions.” (Retrieved from https://www.contemplativemind.org/book)
In this course, students examine and integrate elements of several theoretical models of grief, as well as explore how contemplative approaches can enhance both the one who is serving and being served when providing and receiving mindful grief support. Prerequisite(s): None 3 credit(s)
Offered: Spring A/B.
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MBM 5518 - Evidence-Based Skills in Contemplative End of Life Care
This course introduces evidenced-based skills for palliative and end of life care in accordance with the National End of Life Doula Alliance. Students will examine, integrate, and demonstrate evidenced-based skills in the following areas: values, ethics, knowledge, communications, and professionalism in the practice of providing contemplative end of life care. Prerequisite(s): None 3 credit(s)
Offered: Summer (8 weeks).
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MBM 5521 - Reflective Leadership in Healthcare
This course is designed to explore how organizational leaders, coaches, and consultants apply mindfulness practices and principles to enhance their individual leadership experience. Intertwining scholarly conversations and experiential components, students examine research and applications of contemplative and mindfulness practices in the context of the individual leader, their experience, and their impact on coworkers and colleagues. Discussions and assignments examine how the individual leader can reorient dispositions toward reflective postures and practices to serve as a foundation for transforming healthcare towards integrated approaches, integrative models, and patient-centered systems. The course’s objectives include the students’ cultivation of their own contemplative styles as well as developing strategies to introduce reflective practices to community and organizational settings.
This course satisfies one of the core requirements for the Mindfulness Applications Certificate.
Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SP -Terms A/ B. Course Length: 15 Weeks. No RC.
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MBM 5525 - Grant Writing
This course explores the process of grant proposal writing from the initial inquiry through submittal. Students completing the course will develop a grant proposal idea, identify and choose a potential funder based upon funder guidelines, and recognize each component of a proposal. The student finishes the class with a complete and thoughtfully-prepared grant proposal ready for submission. Prerequisite(s): Any foundational research course 3 credit(s)
Offered: Offered - SP - Term B. Course Length: 15 Weeks. No RC.
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MBM 5555 - Doctoral Research Pilot Study
In the pilot study course, students should complete a small-scale project to practice implementing a specific component of the research design they intend to use in their dissertation. For this course, “pilot” study is meant to include projects that allow the student to practice components of their research design to include sampling and/or recruitment strategies, data collection approaches and/or analysis techniques. Such projects must be limited in scope, and, if the project involves data collection from human participants, the pilot project may not involve protected or vulnerable populations, sensitive topics, and should present no more than minimal risk to participants. Instructors may utilize sample data to satisfy the practice component.
If the pilot project involves the collection of data from human participants, students will be expected to complete an IRB application for an exempt or expedited IRB review process, and after IRB approval, implement the protocol, which may include collecting and analyzing data. The course concludes with the reflective report on the pilot study conducted, to include a discussion of strengths and limitations, ethical considerations, and identified opportunities to enhance the protocol in future dissertation research. The protocol for the pilot study should be designed in such a way that most students should be able to complete the course in one semester. Students should consult with the Registrar’s office to best understand financial implications if they do not complete the course in one semester. Students may enroll in MBM5555C for one additional semester if they have completed the protocol and IRB application. If they have not completed these elements of the course, they must re-enroll in MBM 5555. Prerequisite(s): MBM 5557 - Advanced Research Methods OR any Advanced Research course offered through the Department of Research. 3 credit(s)
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MBM 5555c - Doctoral Research Pilot Study Continuation
After seeking the instructor’s approval, students may register for the continuation course for one additional semester if they have completed the protocol and IRB application. Prerequisite(s): MBM 5555 or MBM 5554 0 credit(s)
Offered: FA-Term A/B, SP-Term A/B, SU-Term A. Course Length: 16 Weeks (SU 12 Weeks) No RC Required
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MBM 5569 - Consulting Skills
The professional consultant in health care exercises a form of leadership without direct authority or control over an organization. Yet, consultants can play a critical role inspiring a process of transformational change. Professional consultants may work in major university medical centers and hospital systems, corporate medical clinics and health systems, corporate wellness programs, health insurance organizations, and small community or privately-based clinics and group practices. Consultants work closely with other people who are responsible for the outcomes. Consulting can be part of any professional role such as that of a teacher, HR manager, counselor, coach, or leader. An essential skill is to recognize the critical moment when a human system is ready for a change process.
This course takes a humanistic approach to consulting practices: Open, positive inquiry is the primary method of consultation, with an emphasis on establishing mutual respect, equality, and joint responsibility for outcomes. The consultant facilitates a process of discovery and learning during which the client decides future directions and actions for the organization.
This course can be used to satisfy one of the choice requirements for the Mindfulness Applications Certificate. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SP - Term A/B Course Length: 15 Weeks. No RC.
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MBM 5588 - MS Capstone Seminar
This course provides students with a forum and guidance for reviewing and integrating the knowledge they have gained throughout the master’s degree program. In a culminating essay, students will write a literature review on a relevant topic in the integrative health and wellness field, as well as discuss how they will utilize the principles of mind-body practices in their current and future careers. Prerequisite(s): No more than six outstanding credits in the final semester of the program. Department chair approval required to register. 3 credit(s)
Offered: Offered FA Terms A/B, SP Terms A/B, and SU-Term. Course Length: 15 Weeks (SU 8 Weeks). No RC.
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MBM 5588C - MS Capstone Seminar Continuation
After seeking the instructor’s approval, students may register for the continuation course for an additional term or semester to complete the final capstone essay. The continuation course may not exceed a total of 15 weeks. Prerequisite(s): MBM 5588 - MS Capstone Seminar 0 credit(s)
Offered: FA Terms A/B, SP Terms A/B, and SU Term. Course Length: 15 weeks (SU 8 weeks). No RC.
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MBM 5590 - Field Experience
This course is organized around an experience in practice, teaching, or research within the field of integrative health and wellness. The field experience may be tailored to the student’s individual interests in the application and/or practice of mind-body medicine. Students have the option of choosing to pursue a field placement or project. The placement or project must consist of new professional activity and experiences, not a continuation of current employment. Many students have described their experiences as life changing and some have secured new full-time jobs and/or developed their dissertation research. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA Terms A/B, SP Terms A/B, and SU-Term. Course Length: 15 Weeks (SU 12 Weeks) No RC.
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MBM 5590C - Field Experience - Continuation
After seeking the instructor’s approval, students may register for the continuation course if they need an additional term or semester to complete the field experience. The continuation course may not exceed 14 weeks. Prerequisite(s): MBM 5590 - Field Experience . 0 credit(s)
Offered: FA Term A/B, SP Term A/B, and SU-Term. Course Length: 15 Weeks (SU 12 Weeks). No RC.
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MBM 5591 - Field Experience II
This course is organized around a second experience in practice, teaching, or research within the field of integrative health and wellness. MBM 5590 and MBM 5591 will be cross listed in Canvas, following the MBM 5590 syllabus. Prerequisite(s): MBM 5590 - Field Experience . 0 credit(s)
Offered: FA Term A/B, SP Term A/B, and SU-Term. Course Length: 15 Weeks (SU 12 Weeks). No RC.
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MBM 5616 - Movement Modalities for Wellness
This course reviews the importance of physical movement and exercise in the development of self-awareness, as well as the maintenance and restoration of health. Students will examine research supporting the use of movement modalities such as yoga, tai chi/qigong, Feldenkrais Awareness Through Movement, martial arts, aerobic exercise, dance, and others as interventions for optimal health and wellness. Students will also experience several of these modalities at the residential conference, as well as exploring and writing about their experience practicing one approach. 3 credit(s)
Offered: Offered SP - Terms A/B. Course Length: 15weeks. RC required.
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MBM 5635 - Spirituality and Health
This course presents the principles and skills of spiritual and religious practices, ceremony, and ritual in whole person integrative healthcare. Within this context, students will explore the historical, cultural, and individual belief systems, and explain how these factors impact individual health outcomes and wellbeing. The experiential component of the class introduces several techniques that can be used to deepen self-awareness and commitment to a personal spiritual practice as well as to create a ritual ceremony of healing. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SU Term A. Course Length: 8 Weeks. No RC.
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MBM 5645 - The Human Energy Field and Energy Medicine
This course explores health and healing from an energetic perspective that has roots in ancient healing practices. Today energy medicine, which involves sensing the human energy field and applying low-level energetic therapies, is experiencing rapid growth, including a proliferation of novel energetic therapies. An overview of the human energy field, the scientific foundations of energy medicine, and key energy medicine modalities, diagnostic and therapeutic, are the main themes of this course. The course will cover the main systems of energy medicine from indigenous medicine, including hands-on and distant healing; the energetics underlying Oriental medicine; homeopathy; healing with light; as well as philosophical concepts of life energy. We will also examine some contemporary modalities and their foundations including pulsed electromagnetic field applications; phototherapy; as well as the measurement of subtle energies and the health effects of electromagnetic pollution. The course also includes an experiential component of incorporating energy medicine modalities into enhanced self-care. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SU - Term A. Course Length: 8 Weeks. No RC.
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MBM 5666 - Mind-Body Spirit Applications in Psychotherapy
In this course, students examine integrative approaches to psychotherapy. Topics to be explored include: the historical, biopsychosocial-spiritual, cultural, and global contexts to promoting positive mental health outcomes; therapist-client relationship; non-ordinary states of consciousness; trauma and addictions; and the obstacles and ethical considerations in applying these approaches. Students will have an opportunity to compose an academic paper on a relevant topic and formulate a treatment plan illustrating mind-body spirit application. 3 credit(s)
Offered: Offered FA Terms A/B Course Length: 15 Weeks 2 day RC required
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MBM 5668 - Body-Oriented Approaches to Psychotherapy
Body-oriented psychotherapy uses the pathway of connection with the body to approach psychological issues. This course provides students with a basic skill-set to bring a somatic focus to their therapy sessions along with introductory knowledge of several body-oriented psychotherapy modalities. Students will explore experiential exercises from some of the techniques with each other and with a volunteer, as well as study the history and theories underlying these practices and the research done on these mind-body approaches to healing and well-being. Prerequisite(s): Must be a licensed mental health care practitioner to enroll. 3 credit(s)
Offered: FA - Terms A/ B. Course Length: 15 weeks. RC required.
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MBM 5674 - Ayurvedic Medicine
This course provides an overview of the medical traditions and medical practices of India. The course provides an opportunity for students to study ayurvedic medicine as a lifestyle and as a healing tradition, and to consider the relationship between ayurvedic medicine and Western biomedicine. Students study the conceptual paradigm of ayurvedic medicine, historical foundations, the typical physician-patient relationship, and commonly used interventions in current practice. Special emphasis will be placed on the psycho-emotional aspects of traditional ayurvedic medicine, and available outcome studies assessing efficacy for common mental health disorders. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SU- Term A. Course Length: 12 Weeks. No RC.
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MBM 5681 - Psychophysiology of the Human Stress Response
This course introduces the basic principles of psychophysiology as they relate to several systems in the body. Students will critically review the science underlying the human stress response and the impact on the nervous, cardiovascular, gastrointestinal, and immune systems. Students will also examine various research strategies used to investigate the complex interactions throughout the body, including the use of psychophysiological monitoring, neuro-imaging, and biological markers. 3 credit(s)
Offered: SU-Term A Course Length: 8 weeks. No RC.
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MBM 5690 - Complementary and Integrative Medicine
This survey course introduces integrative professions and practices within a system for health, wellness, and healing. Throughout the term, students will critically investigate the research literature supporting the paradigms, practices, and services associated with complementary systems including naturopathy, structural and traditional medicine. In addition, specific modalities within the systems will also be explored. These topics include homeopathy, herbal medicine, chiropractic, massage therapy and bodywork, Traditional Chinese Medicine, acupuncture, and ayurvedic medicine. The final module concludes with an examination of trends and opportunities in the field of integrative health and wellness. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA - Term A/B, SP - Term A/B Course Length: 15 Weeks. No RC.
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MBM 5710 - Mind-Body Therapies and Practices
This course provides a foundational introduction to the principles and approaches of mind-body-spirit wellness. Students will be introduced to the research and the practices that support health, wellness, and healing outcomes. Through readings, discussions, and practices, students will have opportunities to integrate these principles and techniques personally and professionally. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA - Term A/B, SP - Term A/B, and SU-Term. Course Length: 15 week (SU 8 weeks) No RC.
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MBM 5720 - Narrative Approaches in Healthcare
This course presents a framework for the use of narrative approaches in clinical, research, and educational settings. Beginning with a brief overview of the history of Narrative Based Medicine (NBM), the curriculum introduces the relevant competencies, skills, and best practices within the field of NBM. Throughout the modules, students will learn how to collect and interpret narrative-based information as an approach to bridging the gap between patient/practitioner experience and the mechanization of healthcare practice. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: Summer. Course Length: 8 weeks. No RC.
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MBM 8100 - Independent Study
The independent study course enables a student to pursue an individualized topic with an instructor that is not offered through the standard curriculum. Relevant learning outcomes and credit load will be negotiated by the student and instructor. For each assigned credit, the student must complete approximately 45 hours of directed study. To register, students must complete the independent study request form and receive an approval from the department chair. Prerequisite(s): No Prerequisite. 1-3 credit(s)
Offered: All terms. Course Length: 7 Weeks/15 weeks. No RC.
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MBM 9011 - Methodology Critique Candidacy Essay
In this course, students will select a published dissertation within the past seven years that is similar to their future methodological design. The purpose of the critique essay is to focus attention on the methods chapter in an existing dissertation to learn how related principles and research tenets apply to a different study. Students will be expected to constructively critique the appropriateness of the research question(s) to the selected methodological approach, data collection, analysis, interpretation of the findings, and utility of the research. Prerequisite(s): MBM 5557 - Advanced Research Methods OR any Advanced Research course offered through the Department of Research. 3 credit(s)
Offered: Offered FA/SP -Terms A/B and SU. Course Length: 15 weeks (8 weeks SU). No RC.
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MBM 9021 - Literature Review Candidacy Essay
This research elective offers students an opportunity to conduct a comprehensive literature review related to the dissertation topic. Students will explore past research, identify gaps in the published literature, and create an integrative conceptual framework on the topic of study, supported by current peer-reviewed articles and other scholarly references. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: Offered FA/SP -Terms A/B and SU. Course Length: 15 weeks (8 weeks SU). No RC.
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Marriage & Family Therapy and Professional Clinical Counseling |
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COUN 2538 - Aging and Long-Term Care
The course goal is to broaden understanding and develop effective approaches to individual and social issues associated with aging. The course emphasizes a multi-perspective approach to aging and the challenges an aging population presents to administrators and clinicians. The course explores interventions associated with aging, mentoring in society, the renewal of eldership in society, and a paradigm for aging in place. 0 credit(s)
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COUN 2539 - Child and Elder Abuse Assessment and Reporting
This course will review the signs of physical abuse, sexual abuse, emotional abuse and neglect, with special attention to cultural context. The course is designed to satisfy Child Abuse Assessment and Reporting for the LPCC in CA (7 contact hours) covering issues of elder abuse with additional emphasis on financial abuse. 7 Contact Hours; 0 credit(s)
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COUN 2544 - Mental Health Recovery
This workshop provides developing clinicians with a broader and deeper understanding of those they will be serving. By inviting mental health advocates to join the conversation, stigma and stereotypes are identified and addressed. Cultural competency, recovery-oriented care, resiliency, case management, and systems of care are emphasized. 0 credit(s)
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COUN 2639 - Severe Mental Illness & Developmental Disorders
Focusing on selected populations, these courses provide overview of pertinent research and clinical issues for clinicians.
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COUN 2640 - Partner Abuse and Domestic Violence
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Organizational Systems |
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ORG 7006 - Sociotechnical Information Systems and Distributed Organizations: Organizational Communication, Information Flow, and Technology
This interdisciplinary course explores organizations as dynamic global enterprises which weave together people and technology into self-organizing, interactive networks. Students examine how digital technology has a) changed the nature and dynamics of socio-technical systems, b) transformed organizational information systems and enterprise wide knowledge generation and application, and c) reshaped organizational cultures, workplace operations, business partnerships, and supply chains. Central to this course is enabling students to develop their own socio-technical organizational model, and devise approaches to effectively design, implement and manage technological information and communication systems that enhance the quality of both organizational performance and work life. Intermediate level course. 3 credit(s)
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ORG 7025 - Humanistic Foundations of Organizational Development
This course is an introduction to the origins and evolution of Organizational Development (OD). OD grew into early coherence in the late 1950s and early 1960s, arising from the same antecedents as humanistic psychology. It is practiced today, in many forms, around the entire globe. This course provides readings and writing assignments that serve as a vehicle for becoming more appreciative of the core values and the historical roots of OD theory and practice and its long-standing humanistic tradition. 3 credit(s)
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ORG 7028 - Talent Development and Strategic Human Resource Management
Central to business organization success is its talent, its multifaceted workforce. Organizational leaders must consciously leverage their human resources, unleash their workforce’s creativity, and tap into their organization’s intellectual capital. This course drawing upon various disciplines including organizational psychology critically discusses both domestic and critical international human resource management concepts, principles, practices, issues, and challenges, as well as the core characteristics and practices of engaging workplaces and the attributes of the current global organizations that are rated the best places to work. Students develop their own human resource or talent development vision, as well as their core best practices. 3 credit(s)
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ORG 7030 - Envisioning Leadership as a Tool for Transformation
The contemporary organization is a complex enterprise requiring managers to engage with and lead a global workforce and facilitate dynamic social networks utilizing various forms of communication and collaboration technology platforms. Using various analytical lenses this interdisciplinary course critically examines core distributed organizational characteristics, behaviors, dynamics and issues, as well as management approaches shaped by social systems, intra and inter organizational networks, and cross-cultural perspectives. Particular attention is given to exploring innovative organizational structures, cultures, operational processes, workplace environments, and sociotechnical communication systems founded in human-centric workplace and information systems principles. 3 credit(s)
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ORG 7032 - Analyzing Complex Organizational Situations: A Systems Perspective
With organizations as the focus, this introductory course provides students with a first look at systems thinking as an approach to understand complexity and identify leverage points for intervention. Through both theory and practice, students will learn to recognize the systemic nature of complex phenomena (at the personal, organizational and societal levels) and develop systems models as a way to develop deeper understanding and communicate more effectively the interconnectedness of a social system and its implications for improvement and transformation. Systems thinking is a foundation for both understanding the current state as well as for designing the future of complex social systems and institutions in the private, public and social sectors. 3 credit(s)
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ORG 7035 - Sustainable Economics and Supply Chains
Global economies are interdependent challenging businesses to operate in a competitive but sustainable manner that benefits a diverse set of stakeholders, does not exploit or harm the environment, and provides for the development of a sustainable future for the generations that follow. Critically examining existing economic systems, business operation practices, and marketing strategies, this courses enable students to envision innovative economic systems that lead to the emergence of new business strategies, financial management principles, collaborative forms of inter-organizational partnerships and alliances, and sustainable operational processes. This includes discussing new approaches to gaining and serving global markets, managing global supply chains, and reaching business goals. 3 credit(s)
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ORG 7036 - Strategic Management, Data Analysis & Decision Making: A Systems Perspective
With strategic analysis, planning, decision making, and organizational alignment in distributed organizations as the core focus, this interdisciplinary course enables students to expand their practical skills as strategic leaders and managers who face complex situations and have to make challenging decisions which have far-reaching economic ramifications for organizations, as well as the well-being of society and the environment. Particular attention is given to planning processes, implementing and evaluating organizational strategic initiatives, and to gathering and analyzing data from a systems perspective. 3 credit(s)
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ORG 7037 - Transformative Learning
The purpose of this course is to introduce you to the exciting body of work that resides within the community of scholars interested in understanding transformative learning on the individual, community, and organizational level. Sparked by the theory of Jack Mezirow, this field incorporates the work of Freire, Haberma.s, Kegan, Cranton, and others who seek to understand and facilitate learning that results a significant perspective shift in individuals, and cultural and paradigm shifts at collective levels. This course enables you to apply your understanding of the importance of the encounter with the “other” and the role of language to creating the conditions for transformative learning in organizations. 3 credit(s)
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ORG 7042 - From Evolutionary Consciousness to Conscious Evolution
This course engages a systemic understanding of evolution with the possibility of engaging in conscious evolution at the socio-cultural level. Three levels of inquiry are introduces: First, at the individual level, the notion of Evolutionary Leadership in introduced to connect the learning needs to develop mental models, skills and sensitivities necessary to enable evolutionary inquiry. Second, at the community and organizational level, Evolutionary Learning Communities are explored as spaces where evolutionary leaders can come together to engage in dialogue, learning, design and action. Lastly, at the societal level, the notion of Evolutionary Development is explored as a framework for conceptualizing and linking diverse strategies to enable systemic transformation and conscious evolution. This course is a space to explore what lies beyond sustainability as well as to contextualize in a wide and expansive view of change the work that the learner is committed to do as an organizational systems scholar-practitioner. 3 credit(s)
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ORG 7044 - Communication, Generative Dialogue, and Strategic Discourse
Drawing upon various scholars (including Isaacs, Bohm and Deetz) and practitioners who are exploring the communication challenges of the contemporary globally distributed organization, this course critically examines communication concepts, practices and issues found in organizations. Among the many topics discussed are communication theories, generative dialogue, cross-cultural communication, social media, stakeholder dialogue, strategic dialogue, and knowledge sharing methods. 3 credit(s)
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ORG 7045 - Critical Systems Inquiry, Ethics and Social Responsibility
Leading and making responsible decisions today are complex and challenging ventures. With a human development and capabilities perspective and a foundation in stakeholder principles, this interdisciplinary course critically explores organizational integrity and professional ethics and examines the workplace and wider social challenges faced daily by organizational professionals in the business, nonprofit, and government arenas. Central to this course are the refinement of students’ professional and organizational ethics viewpoints, development of new corporate social responsibility models and practices, and how to thoughtfully integrate social justice and sustainability principles into organizational operations and decision making. 3 credit(s)
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ORG 7052 - Systems Based Approaches to Participatory Change
This course contextualizes the Saybrook legacy around the work of Banathy on social systems design and modeling within the richer lineage of systems science in general and soft systems thinking in particular. The work of seminal social systems thinkers such as Ackoff on idealized systems design, Checkland on soft systems methodology, and Jackson on emancipatory and critical systems thinking will be explored to gain a wider and richer understanding of the diversity and complementarity of systems based approaches to participatory change. Soft systems thinking, as a branch of systems science, considers social and organizational systems as “purposeful systems,” i.e., complex human activity systems capable of defining their own purpose and creating their future by embracing human will, values and issues of diversity and inclusion at the core of the inquiry. 3 credit(s)
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ORG 7055 - Theory and Practice of Appreciative Inquiry
Appreciative Inquiry is an approach to working within organizations that utilizes a positive theory of change. As an alternative to a problem solving approach, AI is a co-evolutionary search to bring forth the best in people and organizational systems. This course provides a theoretical and practical understanding of AI to support its application in multiple contexts. The course also offers a critical view of how AI resides within the context of other interpretative theories and participative change methodologies such as Action Research. 3 credit(s)
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ORG 7065 - Family Business Consulting
(offered by request only) The course explores the personal, business and interpersonal issues that pertain to growing up within, owning and managing a family business. It is a course about business, but about how personal and family issues impact on the business, and how the personal and the business aspects of life can work in harmony. The course will allow students to connect personal concerns to business issues, to see how the personal dimension affects the conduct of business, and to learn how to move between a personal and a business perspective. It is meant for students who have been, or who may become, part of a family business, or who as consultants or professionals, will be working with clients who are operating family businesses. 3 credit(s)
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ORG 7070 - Leading Organizational Innovation, Change, and Transformation
This course critically examines both how transformative organizational change can be conceptualized and how the theories and models that support its planning and process development can be implemented. It investigates how leaders who initiate and direct major organizational shifts can mobilize, focus, generate commitment, and implement new directions in an organization. The course combines theory, case material, models and accounts of how and why organizations change their cultures, purposes, structures, and/or operational processes. Students will undertake a detailed analysis of an organizational change they have experienced, or one they have access to through interviews. Intermediate level course. 3 credit(s)
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ORG 7072 - Managing Collaborative Systems in a Global Workplace: Teams, Collaborative Systems, and Networks
With organizational communication models and globally distributed enterprises as the backdrop, this course examines various approaches to understanding and developing collaboration in organizations. Envisioning organizations as complex global systems, students examine contemporary models and practical dynamics of teams, social networks, partnerships and communities of practice. In light of current technological advancements, this interdisciplinary course will also discuss dispersed organizational structures and workforce environments, including telework, virtual teams, and workplace connectivity, and how to effectively lead and engage workers as a distance manager. Students complete an analysis of a team or social network which results in making recommendations on how to revise and enhance operational dynamics and processes. Intermediate level course. 3 credit(s)
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ORG 7073 - Executive Coaching
This course offers a thoughtful, reflective, professional approach to one type of coaching-the coaching of organizational leaders. Students learn concepts, models and practices they can apply in management or consulting positions. Personal assessment instruments such as 360 are discussed as means to support development. Students engage in coaching pairs throughout the course to practice the development of skills and to gain insight into their strengths and areas for improvement. 3 credit(s)
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ORG 7074 - Present Issues in Sustainability
Sustainability is a broad topic rooted in social justice, human rights, global equity, and ecological stability and flourishing. Thus, it has many dimensions and applies to many aspects of organizational operations and social functioning. This interdisciplinary course builds upon principles and issues explored in ORG 7045. It critically examines the present state of affairs in the business, economic, social, political and environmental arenas with respect to the challenges they pose to the global ecosystem, business enterprises and their workplaces, societies and nation states, as well as the injustice they are creating and the consequences they have for our collective future. The course explores the intricate links among business operations, economic activity, social dynamics and the natural environment. Students will learn to describe ways in which organizations of all kinds can more effectively address these interactions. 3 credit(s)
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ORG 7075 - Designing Sustainable Global Economic and Organizational Systems
This interdisciplinary course critically examines the current global economic order in light of a range of economic theories, including the human development and capabilities approach (economics as development), social economics, behavioral economics, etc. A central focus of the course is to envision how professionals from all sectors can collaboratively contribute meaningfully and significantly to the emergence of a sustainable and livable future for all. This course provides students an interdisciplinary learning experience that guides them in understanding and analyzing current mainstream and alternative economic models, to envision new ones rooted in the human development and capabilities approach, sustainability principles, and social justice, to devise ways to practically implement them in organizations, and to design ways to facilitate economic change in the wider global arena. 3 credit(s)
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ORG 7078 - Sustainable Management and Organizational Operations: Emerging Models, Practices, and Strategies
In general, organizations are challenged to operate in a more equitable and sustainable manner. Then there are social entrepreneurs who focus on addressing global issues. Other establish and manage benefit corporations. This course critically examines current and emerging sustainable business and community models, and practices in light of organizational stakeholder needs, community engagement, and the future social ramifications of a business’ operation. It presents models, challenges, opportunities and practices for managing sustainability inside corporate and non-profit organizations, including the product life cycle, accountability and reporting frameworks. It also explores approaches to social entrepreneurship and being a benefit corporation. It concludes by students designing a sustainable organization model and a start-up business plan. 3 credit(s)
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ORG 7080 - Consulting Skills
Consulting Skills explores the nature of consulting as a learning and helping process between an individual and a group, focusing on the interpersonal skills and processes that make up the helping process. This course uses classic works from Peter Block and Edgar Schein as well as action research as a framework for the consulting process. Students learn how to contract, construct an inquiry or assessment process, engage in and with an organizational system, design processes appropriate to the organizational need, and provide feedback systems to ensure that learning and development is sustained. 3 credit(s)
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ORG 7081 - Leading Organizational Learning and Advancement: Adaptive and Integrative
Engaging in a generative dialogue, this course critically examines the many divergent perspectives on leadership and organizational development in search of innovative ways to support continued organizational learning and growth of contemporary organizations which exist in complex global situations and need to function in a sustainable manner. Foundational to this search is the perspective that leadership is a phenomenon that requires multiple levels of analysis. This interdisciplinary course draw upon many points of view including adaptive leadership principles, learning organization models, integrative perspectives of organizations and leadership, adult development theory, and social systems theory. 3 credit(s)
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ORG 7082 - Value-Driven Leadership, Stakeholder Networks, and Social Innovation
Building upon ORG 7083, this course critically examines leadership qualities, skills and practices rooted in stakeholder theory and dialogue, authentic leadership principles, and servant leadership approaches. Students will explore how to build partnerships across diverse organizations, cultures, and sectors, and to envision organizations as a web of stakeholders and as members of the communities in which they exit and operate. Such leadership requires inspiring shared values and vision, building trusting open relationships, dialoguing with critical stakeholders, and supporting the identification of and critically reflection upon commonly held assumptions about business principles, organizational goals, shared power, teams and collaborative workplaces, corporate social responsibility, stakeholder benefits, competitive advantage. Students are also challenged to devise practical ways to lead in this manner and to link organizational goals with social well-being. 3 credit(s)
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ORG 7083 - Leading and Developing the 21st Century
By exploring various classic and contemporary models of leadership, this course lays the foundational support necessary for learners to bridge leadership concepts to leadership practice. In this course, learners will evaluate the scaffolding that underpins the conceptual and perspectival leadership models traditionally advanced by both scholars and practitioners in the field of Leadership. By critically probing these models, learners can re-envision and remodel core leadership theoretical constructs to successfully blend with their individual practice of leadership. 3 credit(s)
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ORG 7096 - Global Organizational Cultures and Inter-Cultural Management
This course provides the context to understand organizations from a cultural perspective. As human systems, organizations develop cultures reflective of the diverse people who work within them and the communities they serve. Our ability to create environments where people thrive within the complexity of cultural differences is predicated on our understanding and appreciation of those differences. Through assessing an organizational culture and interviewing leaders about cross-cultural management challenges and practices, students learn how to create the conditions that support organizational cultures that thrive on cultural diversity and manage a global workforce. Intermediate level course. 3 credit(s)
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ORG 7100 - Introduction to Humane Education
Introduction to the field through exploration of innovative educational philosophies and methods, exciting and effective ways to approach teaching and learning, and positive communication skills and conflict resolution. As a foundational course, students examine how they can more fully model their message as an educator, citizen, and role model, and bring the underlying concepts of good communication and teaching to bear on important issues of human rights, environmental ethics, animal protection, and culture. 3 credit(s)
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ORG 7105 - Complexity in Educational Systems
Required for Humane Education Specialization
This course is an introduction to systems thinking and complexity as it relates to educational systems. The focus is on learning basic systems and complexity theories in order to apply them for the critical evaluation and creative exploration of educational challenges and opportunities. An evolutionary perspective to understand the assumptions and values that gave rise to educational systems will be used in order to appreciate the need for truly systemic transformation of many educational systems as well as for designing new learning systems that respond to the turbulent socio-ecological context of our contemporary global society. Students will be able to practice their systems thinking by working with an educational system of their choice, either real or potential, formal or not formal. 3 credit(s)
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ORG 7110 - Environmental Ethics
Required for Humane Education Specialization
Discussion of a wide range of environmental issues including global climate change, population, endangered species, pollution, and resource and energy use. The course offers a solution-oriented approach, balancing the study of environmental problems with positive ideas for creating sustainable and restorative systems that benefit people, animals, and the earth itself. The course examines how we might learn and teach about environmental issues in a manner that encourages people to approach challenges in ways that foster solutions that work for all. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
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ORG 7115 - Animal Protection
Required for Humane Education Specialization
Discussion of animal issues including animal agriculture, experimentation, hunting and trapping, companion animal concerns, and more. The course explores different philosophies regarding the inherent rights of sentient animals to be free from exploitation and abuse, and encourages students to grapple with and determine their own ethics regarding nonhuman animals. The course further examines ways in which humans, animals, and ecosystems can be protected for the good of all and helps students develop techniques for learning and teaching about complex issues in a positive manner that invites dialogue and positive solutions. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
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ORG 7120 - Human Rights
Required for Humane Education Specialization
Examination of a range of human rights issues including escalating worldwide slavery, child and sweatshop labor, and genocide, as well as civil, GLBTQ, disability, women’s, and other rights. This course also examines acts of human courage, compassion, and kindness and invites students to find in themselves and others sources of deep and abiding humaneness, both as a model of human goodness, and as examples for exploring with others the ways in which humans can solve our conflicts and stop oppressing and exploiting others. Finally, the course examines links between forms of cruelty and oppression and uncovers solutions that will benefit all people, while also benefiting the environment and other species. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
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ORG 7125 - Culture and Change
Required for Humane Education Specialization
This course explores the many ways in which cultural norms influence ideas, beliefs, and actions and explores how change-making happens. Covering social psychology, consumerism, media, advertising, globalization, public relations, economics, and politics, this course provides a foundational overview for understanding the ways in which people are shaped by their culture. This course enables students to become aware of the influences in their own lives and to become effective at giving others the tools they need to think critically and creatively as well. By recognizing the ways in which our thoughts and behaviors are often molded by culture, students gain the ability to determine more consciously their behaviors and actions and create positive change. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
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ORG 7150 - Humane Education Residency
Required for Humane Education Specialization
Students in the M.Ed. and M.A. programs in Humane Education gather together in the summer for an intensive week (five days) of training. Students learn and practice important techniques for bringing humane education into traditional and non-traditional educational settings. Residency week is conducted at the Institute for Humane Education in Surry, ME (on 28 oceanfront acres overlooking Acadia National Park). The summer residency includes practical, hands-on learning, and offers students an opportunity to work with their fellow students and practice humane education activities and techniques. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
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ORG 7570 - Issues in Higher and Postsecondary Education: Leadership and Practice
Theories and practices pertaining to curriculum and teaching in U.S. higher education are introduced. Institutional and societal influences, as well as their impact on college and university classrooms, are examined in concert with key trends and developments, with a focus on the impact of technology in teaching throughout the course. 3 credit(s)
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ORG 7571 - Transformational Management and Change in Higher and Postsecondary Education
Leadership theories geared toward improving practice and promoting greater access, equity, and accountability in higher education are introduced. Students evaluate, select, and apply transformational, social justice-oriented, change management, and entrepreneurial strategies to specific case-study situations and their current work environments. 3 credit(s)
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ORG 7572 - Strategic Planning and Implementation in Higher and Postsecondary Education
Current higher education planning and implementation models are introduced. Students collect, analyze, and interpret data to inform and support short-term and long-term decisions and plans, and develop strategic plans for institutions or departments in order to achieve an overall vision and mission. 3 credit(s)
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ORG 7573 - The Community College
The ever-increasing role of community colleges with the higher education landscape is introduced. Topics including the history and philosophy of the community college movement, governance and fiancé, teaching, student personnel work, and the future of community colleges, are examined. 3 credit(s)
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ORG 7574 - Productive Conflict Management
The importance of conflict management as related to interpersonal encounters between two colleagues, in decision making teams, between and among work groups, in board meetings, and the overall higher education landscape is introduced. Students are taught conflict management strategies so that they may, in turn, teach them to prospective students and trainees. 3 credit(s)
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ORG 7576 - Introduction to p-12 Educational Leadership
This course examines various aspects of effective educational leadership in the preschool-to-high school setting. Effective practices include those related to leadership, ethical behavior and change management. Additional topics will include school organization, cultural diversity, reform efforts, school law, human resources, and resource allocation as applicable to educational leadership that will prepare individuals for principal positions. 3 credit(s)
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ORG 8151 - Practicum in Professional Practice
This course is intended for students seeking practicum training not related to clinical practicum or the MFT program. Students are responsible for arranging the practicum and should consult their Specialization director in order to identify a Saybrook faculty liaison. Prerequisite(s): Open only to students pursuing a ORG certificate 3 credit(s)
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Psychophysiology |
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APH 5480 - Foundations of Sport and Performing Arts Physiology
This course will cover basic concepts and knowledge utilized in applying physiological applications in sport and performing arts interventions. The course will include central nervous system, autonomic nervous system, musculoskeletal system, cardiovascular system, and respiratory system physiology. Students will master the physiological systems and discuss practical applications specific to various sports and performing arts. Students will practice specific physiological interventions and observe the effects on their own physiology. 3 credit(s)
Course Length: 15 weeks none
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APH 9501 - Dissertation Preparation
The student and his / her dissertation advisor, who serves as chair of the studentfs dissertation committee, work closely together planning the dissertation and gathering the other members of the committee. The advisor guides the student through all of the parts of the dissertation protocol development process from planning, writing the protocol, performing any required pilot work,and writing the protocol. This is normally a very close relationship with frequent interactions via e-mail and phone over a period of years. By the end of this course, the student’s dissertation committee will have been formed, the committee will have approved the dissertation protocol, and the preliminary dissertation protocol will have been submitted to Saybrook’s IRB. 3 credit(s)
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APH 9601 - Dissertation Performance
The student and his / her dissertation advisor, who serves as chair of the studentfs dissertation committee, work closely together planning the dissertation and gathering the other members of the committee. The advisor guides the student through all of the parts of the dissertation protocol development process from planning, writing the protocol, performing any required pilot work, and writing the protocol. This is normally a very close relationship with frequent interactions via e-mail and phone over a period of years. By the end of this course, the student’s dissertation committee will have been formed, the committee will have approved the dissertation protocol, and the preliminary dissertation protocol will have been submitted to Saybrook’s IRB. 3 credit(s)
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Psychology |
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PSY XXX - Clinical Intervention III
See the menu of courses to choose from to satisfy this requirement. Prerequisite(s): PSY 3045A and PSY 3045B 3 credit(s)
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PSY XXXX - Clinical Intervention IV
See the menu of courses to choose from to satisfy this requirement. Prerequisite(s): PSY 3045A and PSY 3045B 3 credit(s)
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PSY 1011 - Psychotherapy Proseminar: Humanistic Psychology
This proseminar provides an introduction to a range of humanistically-oriented perspectives for students to begin to develop an awareness of their own evolving professional identities in terms of their stances and beliefs about psychotherapy, psychopathology, and professional practice. 0 credits 0 credit(s)
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PSY 1012 - Skill-Building and Professional Development in Clinical Psychology
This course is required for all clinical psychology (CP) students and is delivered during the Residential Learning Experience (RLE) only, which students attend throughout their matriculation. Students will be engaged in various clinical skills-building activities, interventions, theoretical explorations, and practices, expanding the online learning experience. A variety of professional development foundational and contemporary topics will be covered. The intention of the course is to contribute to the exposure of CP students (novice to advanced) to the knowledge, guidelines, research tools, and standards that are necessary to effectively socialize them into the field of psychology. (0 credits) 0 credit(s)
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PSY 1012 - Skill-Building and Professional Development in Clinical Psychology
This course is required for all clinical psychology (CP) students and is delivered during the Residential Learning Experience (RLE) only, which students attend throughout their matriculation. Students will be engaged in various clinical skills-building activities, interventions, theoretical explorations, and practices, expanding the online learning experience. A variety of professional development foundational and contemporary topics will be covered. The intention of the course is to contribute to the exposure of CP students (novice to advanced) to the knowledge, guidelines, research tools, and standards that are necessary to effectively socialize them into the field of psychology. (0 credits) 0 credit(s)
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PSY 1080 - History and Systems of Psychology
The objective of this course is to give the student an overview of the history of modern psychology in three streams in order to place more accurately the existential-humanistic and transpersonal movements in their proper context. The student will be expected to gain proficiency in the major events and personalities associated with each of the three streams, which include: 1) experimental psychology in the universities (i.e., the history of psychophysics, behaviorism, and cognitive psychology); 2) clinical psychology as both an academic and applied field (i.e., the history of largely depth-psychology, with an emphasis on the histories of Freud, Jung, Adler, and Erikson); and 3) existential-humanistic and transpersonal psychology, exemplified by the life and work of Carl Rogers, Abraham Maslow, and Rollo May. Cross listed as EHP 1080 - History and Systems of Psychology . Prerequisite(s): PSY 6030 for Clinical Psychology students. 3 credit(s)
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PSY 1500A - Foundations and Critique of Contemporary Psychology - Part I
The purpose of this course is to provide a solid underpinning in the foundational topics in the field of contemporary psychology. The course will cover mainstream perspectives and humanistic perspectives on the foundational themes addressed in contemporary psychology. 3 credit(s)
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PSY 1500B - Foundations and Critique of Contemporary Psychology - Part II
This is the second required course for doctoral students; to be taken consecutively following Part I. The purpose of this course is to provide a solid underpinning in the foundational topics in the field of contemporary psychology. The course will cover mainstream perspectives and humanistic perspectives on the foundational themes addressed in contemporary psychology. Prerequisite(s): Successful completion of PSY 1500A . 3 credit(s)
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PSY 2025 - Systems of Psychotherapy
This course explores four broad categories into which the types of therapy fall: a) psychodynamic; b) behavioral and cognitive-behavioral; c) existential, humanistic, and transpersonal; and d) family system approaches. The course surveys the history and development of each school and its views on human nature, psychological health, normal development, psychopathology, and approaches to intervention. 3 credit(s)
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PSY 2040 - Existential Psychotherapies
The existential psychotherapist works with fundamental existential themes of human existence: death and freedom, choice and responsibility, isolation, relatedness, and meaning and mystery. These themes organize the basic structures with which human life is shaped and experienced, and therefore provide the context for an existential psychotherapy. This existential psychotherapy course explores clinical applications of existential theory to the human situation in individual and group therapy. As an introduction to existential psychotherapies, this course is in three parts: Part I (theory) lays out the historical and philosophical traditions that underlie existential psychotherapeutic practice; Part II (therapy) shows how existential therapy grows out of existential theory; and Part III (application) uses the case study method to consider how existential psychotherapy can be applied to a diverse set of problems and clientele. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHP 2040 - Existential Psychotherapies . 3 credit(s)
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PSY 2047 - Existential Psychotherapies III: James Bugental and the Existential-Humanistic Tradition
This course will be of interest to students who want to explore existential-humanistic psychotherapy as understood by James Bugental, one of psychology’s most respected and talented practitioners. Bugental held that life’s existential contingencies could often overwhelm causing a loss of centeredness, agency, and self-directedness. By focusing in the here-and-now, Bugental intended to promote inner presence, agency, and responsibility assumption in a client. Bugental’s experiential approach is both powerful and effective-and is rarely found in traditional therapies. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHP 2047 - Existential Psychotherapies III: James Bugental and the Existential-Humanistic Tradition . 3 credit(s)
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PSY 2050 - Psychopathology and Diagnosis
This course provides a critical overview of theory, research and processes that have evolved into modern Western thinking about psychopathology. Attention is initially given to current diagnostic criteria and the utility of the DSM, as well as the biological, behavioral, sociocultural and intra-psychic determinant patterns of functional and dysfunctional human behavior. Students are encouraged to think broadly and dialectically about optimal development and pathology, in systems of personality and systems of modern Western cultural institutions. This course then introduces students to humanistic critiques of the current dominant DSM-based model of psychological difficulty and presents a critical evaluation of mainstream notions of psychopathology and its treatment. Positive, nonpathology-focused or strengths-based ways of viewing psychological problems and their remediation are considered, including evidence supporting the humanistic focus on a positive relationship as curative, even with disorders such as schizophrenia. The goals of the course for students are twofold: a) to provide them with a strong foundation in the current medical establishment’s views of and communications about psychopathology, and b) to make them aware of alternatives which place primary emphasis on the healing power of relationships, on treating people as whole persons, and on focusing on the positive in humans. Note: This course is open to CP students only. Prerequisite(s): PSY 6030 . 3 credit(s)
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PSY 2060 - Human Sexuality
This course presents an investigation of sexuality within the larger context of the human experience. Emphasis is placed on the study of human sexual development, dimensions of sexual behavior, sex education, health issues, sex therapy, ethical and legal aspects of sexuality and sex therapy, and art and sexuality. 3 credit(s)
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