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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Other Courses
	ALL 9000 - Dissertation Finalization I Dissertation Finalization is a zero credit course reserved for students who have completed all coursework. Students should enroll in the semester they anticipate they will orally defend their dissertation. It is designed to facilitate student degree completion by supporting their dissertation finalization and publication as required for degree conferral. In this course, students will work with Saybrook University’s Center for Writing and Academic Success to finalize their dissertation for publication to ProQuest. Students will be registered in this course, with the permission of their dissertation chair, until they complete their finalization requirement. This course may be repeated. Prerequisite(s): MBM 9601 PhD Dissertation Research or RES 7100 Dissertation or RES 9500D 0 credit(s)
Other Courses
	ALL 9001 - Dissertation Finalization II Dissertation Finalization is a zero credit course reserved for students who have completed all coursework. Students should enroll in the semester they anticipate they will orally defend their dissertation. It is designed to facilitate student degree completion by supporting their dissertation finalization and publication as required for degree conferral. In this course, students will work with Saybrook University’s Center for Writing and Academic Success to finalize their dissertation for publication to ProQuest. Students will be registered in this course, with the permission of their dissertation chair, until they complete their finalization requirement. This course may be repeated. Prerequisite(s): MBM 9601 PhD Dissertation Research or RES 7100 Dissertation or RES 9500D Dissertation Research (Ph.D.) Continuation 0 credit(s)
Other Courses
	ALL 9002 - Dissertation Finalization III Dissertation Finalization is a zero credit course reserved for students who have completed all coursework. Students should enroll in the semester they anticipate they will orally defend their dissertation. It is designed to facilitate student degree completion by supporting their dissertation finalization and publication as required for degree conferral. In this course, students will work with Saybrook University’s Center for Writing and Academic Success to finalize their dissertation for publication to ProQuest. Students will be registered in this course, with the permission of their dissertation chair, until they complete their finalization requirement. This course may be repeated. Prerequisite(s): MBM 9601 PhD Dissertation Research or RES 7100 Dissertation or RES 9500D Dissertation Research (Ph.D.) Continuation 0 credit(s)
	MAL 6001 - Foundations of Leadership This course will focus on leadership as an integrative discipline and examine leadership as both a role and a choice. Students will gain basic fluency in the theory and practice of leadership grounded in the NOLS Leadership Model. Through a comprehensive and historical review of leadership theory, students will explore, both experientially and conceptually, the different approaches to leadership and the opportunities, challenges, and rewards of each approach. Special emphasis will be given to the theory and practice of emotional intelligence. Each student will also examine the native and acquired qualities and attributes that constitute their own unique approach or “Signature Style” as an emerging and evolving leader demonstrated on expedition, the cohort and online learning community, and in personal and professional domains. As a foundational course, the focus is on intrapersonal and interpersonal leadership. 3 credit(s)
	MAL 6002 - Systems Thinking and Adaptive Leadership This course introduces students to systems theory, family systems theory, and their application in Adaptive Leadership. The systems thinking skills that are introduced are: cultivating non-reductionist thinking approaches; performing contextual analyses; recognizing feedback loops, stocks, and flows; emergent properties and strange attractors; and cognitive agility with self-organizing dynamics and structures. An outcome of this course will be the ability to exercise agile thinking - processing, integrating information that emerges out of complex dynamics and relationships. Adaptive Leadership is introduced as a specific leadership framework for engaging in the field of complex dynamics and emergent properties. 3 credit(s)
	MAL 6003 - Coaching and Neuro-Leadership This course will focus on the growing field and discipline of coaching and its application in a variety of leadership contexts. Coaching is a fundamental skill required of all types of leaders, whether they are leading through influence or through direct managerial responsibility. Coaching is also a growing profession and skill for those in positions of leadership development. Although the course will review the breadth of the leadership coaching field, particular emphasis will be placed on the emerging concepts from Neuroscience and their impact on coaching and leadership in general. This course builds on the emotional intelligence work from Foundations of Leadership by introducing the theory and practice of mindfulness. 2 credit(s)
	MAL 6004 - Information Competency Students will use online and printed resources to explore and discover different types of materials and sources of information for future research projects and for life-long learning. Students will learn and practice finding, citing, evaluating, and annotating online and printed information sources, will learn to use APA citation formatting, will assemble an annotated bibliography, and will be introduced to a number of online resources and tools. 2 credit(s)
	MAL 6005 - Group Dynamics and Leadership This course will focus on the theories and practices of effective group and team functioning. Models of group development will be compared and contrasted. Teams, as distinct from groups, will also be an area of focus. Specific group dynamics resulting from the tensions or inherent paradoxes of group membership will be both discussed and experienced as part of the expedition component of this course. Students will have an opportunity to both identify and practice specific leadership actions that help resolve group or team dilemmas. The development of group/team facilitation skills will be emphasized. 2 credit(s)
	MAL 6006 - Ethics and Sustainability This course will provide both a conceptual overview of ethics as well as requiring students to consider the relationships between leadership, ethics and sustainability on a personal and professional level. Students will explore theories and models of ethics as well as ethical development. They will consider the role of leader in making ethical decisions in a complex global and interdependent context, and the challenges facing the Ethical Leader. This will be grounded in present context of considering the challenges of contemporary global issues including sustainability, using the UN Sustainable Development Goals as a frame of reference. One credit of the course will occur through experiential education on a NOLS canyoneering course, which will take place in a fragile ecosystem, requiring daily decisions and actions related to ethics as sustainability by students. Students will complete a Leave No Trace master’s educator course. Students will develop a personal or professional code of ethics to guide them in their future work and lives as a part of this course. 3 credit(s)
	MAL 6007 - Diversity Inclusion and Action This course will focus on issues of diversity, inclusion, and addressing biases and discrimination in the context of leadership as well as global citizen. Students will develop empathy as a key skill in identifying, defining, and addressing micro-aggressions, with experiential practice. They will discuss the changing nature of identity, and sharpen their receptors to appreciate the experience of others. Systems of oppression, the ineffectiveness of colorblindness as a solution, and the fallacy of reverse racism will be directly addressed. Through the experiential portion of this course, the relationship between power and conflict will considered. Students will receive feedback on their interventions and other actions to effectively address statements and actions of bias in culturally and contextually appropriate means. 2 credit(s)
	MAL 6008 - Change Leadership This course will investigate the field of change at the level of individual, group and organization. Through a review of the historical roots of applied behavioral science and humanistic psychology up to the current thinking from systems and complexity science, the concepts and practices of change leaders will be explored. Resistance to change, an inherent complementary component of this topic, will be reviewed. Leadership practices and tools to promote entrepreneurship and innovation will also be covered. As a result of this review, students will develop their own “Practitioner Theory of Change” and have selected their client system for the third semester Capstone practicum. 3 credit(s)
	MAL 6009 - Managerial Leadership and Organizational Behavior This course is focused on the unique leadership challenges inherent in managerial hierarchies. Distinctions will be discussed between management and leadership. Basic management concepts and skills will be reviewed including human resource practices, financial literacy and process improvement. Basic organizational leadership concepts and skills will include the importance of values, mission, vision and goals. Stages within organizational life cycles and the impact on leadership approaches and practices will also be covered. 2 credit(s)
	MAL 6010 - Group Dynamics and Leadership II This course will build on the second semester course (Group Dynamics and Leadership I) with a more specific focus on skills application, both in the conference-based Skill Group activity and during the third expedition. Students will have numerous opportunities to assess group norms, facilitate interpersonal processes and conflict, select and effectively implement interventions appropriate to the group’s current stage of development, and receive real-time feedback on their leadership actions. Additional models concepts on group leadership will be introduced. 2 credit(s)
	MAL 6011 - Virtual Global Leadership The aim of this course is to explore the theories and methodologies that enhance leadership and management of complex global organizations with distributed and technological workplaces. Managing global organizations is complex and challenging and involves leading a staffs, teams, project groups, etc. who are not co-located. Global leaders need to build dynamic relationships across and beyond an organization to collaboratively engage with employees, shareholders, suppliers, and customers around the world. Developing innovative global organizational cultures, processes, networks, workplace platforms, etc. require an understanding of organizational communication, sociotechnical systems, knowledge sharing ecologies and virtual teams. This course provides an opportunity for students to explore these areas and to develop new knowledge and skills by learning, experimenting, evaluating and adapting useful methods to envision innovative global organizations with collaborative dispersed workplace environments. 3 credit(s)
	MAL 6012 - Social Change Theory leveraging network partners toward the accomplishment of a common goal. Building on the Systems Thinking and Adaptive Leadership course of the first semester, students will gain fluency in the practice of systems mapping grounded by field experience with NOLS on an Alaska Backpacking Expedition. They will explore, both experientially and conceptually, the domains of systems theory and its opportunities, challenges, and rewards. They will also examine leadership qualities and attributes that Systemic Facilitators require, as well as those of Sustainability Change Agents. Collaborative problem solving will be an integral component of this course, and will be demonstrated on expedition, the cohort and online learning community, and in personal and professional domains. 2 credit(s)
	MAL 6013 - Capstone Project This course will integrate the learning from all previous courses into hands-on learning. capstone practicum experiences. Students will select an appropriate capstone project based in their community, with supervision and guidance from the course instructor. As a part of the project, students will integrate concepts from previous coursework, developing goals and strategies, using a systems-based approach, and the application of change leadership theory. Students will also expand their practice of expedition leadership through co-leading with others, and increased responsibility for group and course outcomes. Each student will select an aspect of group culture that s/he would like to change, develop a plan for creating and leading this change, implement that plan in concrete actions, and evaluate the change. Students will discuss as well as reflect on both their expeditionary leadership and their efforts to lead and facilitate cultural change within an existing group. They will also examine their capacity to lead others, create change, and support the leadership of others as demonstrated on expedition, the cohort and online learning community, and in personal and professional domains. 3 credit(s)
Other Courses
	RES 9500A - 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): Prerequisite(s): Admission to doctoral Candidacy. 6-18 credit(s) 3 credit(s)
Other Courses
	RES 9500B - 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) Course code used only for students exceeding standard 18 credits for dissertation. Prerequisite(s): Prerequisite(s): Admission to doctoral Candidacy. 0 credit(s)
Other Courses
	RES 9500C - Dissertation Research (Ph.D.) Continuation This course is a continuation course utilized solely for students who did not complete in the first semester. 0 credit(s)
Other Courses
	RES 9500D - Dissertation Research (Ph.D.) Continuation This course is a continuation course utilized solely for students who did not complete in the first semester. 0 credit(s)
Across all degree programs
	ALL 0700 - Academic Writing Academic Writing is a one-credit tutorial that provides substantive support for students seeking to develop writing skills that allow them to meet APA- and graduate-level standards. Recognizing that students have diverse needs, the course has been structured to be flexible enough to accommodate each student’s experience and needs by offering three writing approaches: process, product, and personal voice. There are no prerequisites for Academic Writing 0700. Enrollment can be by student’s choice, required at admission, or recommended to the student by content course instructors at any time during the program. Students may take up to 3 credits of Academic Writing over the duration of their program at Saybrook. Enrollments beyond the 3-credit limit will be on a non-credit basis only. 1 credit(s)
	ALL 0701 - Academic Writing Academic Writing is a one-credit tutorial that provides substantive support for students seeking to develop writing skills that allow them to meet APA- and graduate-level standards. Recognizing that students have diverse needs, the course has been structured to be flexible enough to accommodate each student’s experience and needs by offering three writing approaches: process, product, and personal voice. There are no prerequisites for ALL 0700 - Academic Writing . Enrollment can be by student’s choice, required at admission, or recommended to the student by content course instructors at any time during the program. Students may take up to 3 credits of Academic Writing over the duration of their program at Saybrook. Enrollments beyond the 3-credit limit will be on a non-credit basis only. 1 credit(s)
	ALL 0702 - Academic Writing Academic Writing is a one-credit tutorial that provides substantive support for students seeking to develop writing skills that allow them to meet APA- and graduate-level standards. Recognizing that students have diverse needs, the course has been structured to be flexible enough to accommodate each student’s experience and needs by offering three writing approaches: process, product, and personal voice. There are no prerequisites for ALL 0700 - Academic Writing . Enrollment can be by student’s choice, required at admission, or recommended to the student by content course instructors at any time during the program. Students may take up to 3 credits of Academic Writing over the duration of their program at Saybrook. Enrollments beyond the 3-credit limit will be on a non-credit basis only. 1 credit(s)
	ALL 0703 - Academic Writing Academic Writing is a one-credit tutorial that provides substantive support for students seeking to develop writing skills that allow them to meet APA- and graduate-level standards. Recognizing that students have diverse needs, the course has been structured to be flexible enough to accommodate each student’s experience and needs by offering three writing approaches: process, product, and personal voice. There are no prerequisites for ALL 0700 - Academic Writing . Enrollment can be by student’s choice, required at admission, or recommended to the student by content course instructors at any time during the program. Students may take up to 3 credits of Academic Writing over the duration of their program at Saybrook. Enrollments beyond the 3-credit limit will be on a non-credit basis only. 0 credit(s)
	ALL 0704 - Academic Writing Academic Writing is a one-credit tutorial that provides substantive support for students seeking to develop writing skills that allow them to meet APA- and graduate-level standards. Recognizing that students have diverse needs, the course has been structured to be flexible enough to accommodate each student’s experience and needs by offering three writing approaches: process, product, and personal voice. There are no prerequisites for ALL 0700 - Academic Writing . Enrollment can be by student’s choice, required at admission, or recommended to the student by content course instructors at any time during the program. Students may take up to 3 credits of Academic Writing over the duration of their program at Saybrook. Enrollments beyond the 3-credit limit will be on a non-credit basis only. 0 credit(s)
	ALL 0705 - Academic Writing Academic Writing is a one-credit tutorial that provides substantive support for students seeking to develop writing skills that allow them to meet APA- and graduate-level standards. Recognizing that students have diverse needs, the course has been structured to be flexible enough to accommodate each student’s experience and needs by offering three writing approaches: process, product, and personal voice. There are no prerequisites for ALL 0700 - Academic Writing . Enrollment can be by student’s choice, required at admission, or recommended to the student by content course instructors at any time during the program. Students may take up to 3 credits of Academic Writing over the duration of their program at Saybrook. Enrollments beyond the 3-credit limit will be on a non-credit basis only. 0 credit(s)
	ALL 8100 - Independent Study At Saybrook University, we welcome the opportunity for students to engage in an in-depth exploration of topics that might not be offered within an already-approved course format within one of the degree programs. Students come to Saybrook with myriad interests, and the exploration of new and emerging topics is an exciting and stimulating endeavor. This student-driven course affords the student an opportunity to engage any Saybrook faculty regarding the topic of interest and the course can be offered for 1 - 3 credits; this is to be determined by the student in consultation with the instructor. Independent Study must be approved by student’s department chair before course can be registered. Master’s degree students may take a maximum of 6 credits of Independent Study during the master’s program. Doctoral students may take a maximum of 9 credits of Independent Study during the doctoral program. 1-3 credit(s)
	IS 600B - Global Leadership, Networking, and Cultural Intelligence Organizations of all types operate as dynamic distributed networks in a global arena. As business professionals managers are challenged to strategically engage a highly talented and culturally diverse workforce. They are to unleash their creativity so they can grapple with complex situations, establish knowledge sharing networks utilizing technology, collaboratively devise innovative solutions, make decisive decisions, and take action to enable the organization reach its goals. As ethical professionals, global leaders and managers are called to be civic global citizens who aid organizations be active responsible global community members. Through interactive face-to-face and virtual learning activities with European professionals this course provides opportunities for students to network with US and European professionals and to develop skills in: critically devising global business operations in light of their historical, economic, political, and social contexts; managing distributed teams using technology to create dynamic virtual workplaces where people meet and engage with each other; establishing collaborative workplace environments that draw upon the strengths of diverse cultural worldviews, their approaches to leadership, work relationships, problem-solving, and professional ethics, and their lifestyles and sense of recreation; and envision equitable economic and sustainable business models and practices. This course includes an in-country immersion experience. 3 credit(s)
Applied Psychophysiology
	APH 4101 - Essentials of Bioscience Teaches the fundamentals of electronic circuitry, biochemistry, human electricity, math, & human physiology as used in professional psychophysiology. Required knowledge of electronic circuitry must be sufficient to understand how a psychophysiological recording device functions and what the controls actually do including roll-off, signal to noise ratios, frequency spectrums, etc. Knowledge of biochemistry must be sufficient to understand the structure of major neurotransmitters, behavior - enzyme interactions, etc. Knowledge of human electricity must be sufficient to understand impulse propagation, direction of electric fields, etc. Knowledge of mathematics must be sufficient to understand behavioral genetics, field studies, and basic statistics. Knowledge of human physiology must be sufficient to understand synapses, motor chains, hormonal feedback cycles, respiration - SNS complexes, etc. as used in professional psychophysiology. 3 credit(s)
	APH 4201 - Psychopathology for Psychophysiologists This course provides the essential knowledge of psychopathology needed to properly assess psychophysiological dysfunctions and select the optimal interventions. Students must know the physiological bases of common psychological disorders and have sufficient skills in interviewing & assessment to determine whether patients are appropriate for psychophysiological interventions. They must be able to adequately assess normal people desiring training in optimal functioning to be reasonably certain that these people are appropriate for such training. 3 credit(s)
	APH 4301 - Essentials of Pathophysiology This course provides students with essential knowledge of the major physiological disorders / diseases whose symptoms mimic behavioral disorders. It also teaches students to recognize the basic ways both the brain and body fail either functionally or structurally to produce psychophysiological symptoms or they cannot master the field. Without this knowledge, students do not have the medical and physiological knowledge needed to perform psychophysiological assessments and interventions. 3 credit(s)
	APH 4514 - Master’s Thesis The thesis gives students a chance to apply their new skills in research design, subject recruitment, data gathering, data analysis, and writing a formal paper to actual subjects by performing a small but important research study which the students designed during APH5121 and APH5122. Producing a paper of sufficient quality to be submitted to a high quality journal serves as a milestone indicating mastery of psychophysiological principles and research. Students do not begin this course until (a) the instructor in APH5122 has approved the practice protocol and the IRB documents and (b) the IRB has approved the IRB submission. 3 credit(s)
	APH 5001 - General Biology Students needing to meet the prerequisite of having had an undergraduate course in general biology will register for General Biology. The overall objective is for students to learn material and concepts within the subject matter of the course which is needed to form a solid basis for performing graduate level work in psychophysiology. Students will become familiar with the concepts and material usually covered in the course by doing readings in the assigned standard text and other materials, individual real-time discussions with faculty via the web, and developing answers to topic related questions. Prerequisite(s): No pre-requisites. 1 credit(s) Offered: FA-Term A/B, SP-Term A/B. Course Length: 15 weeks. No RC component.
	APH 5002 - General Psychology Students needing to meet the prerequisite of having had an undergraduate course in general psychology will register for General Psychology. The overall objective is for students to learn material and concepts within the subject matter of the course which is needed to form a solid basis for performing graduate level work in psychophysiology. Students will become familiar with the concepts and material usually covered in the course by doing readings in the assigned standard text and other materials, individual real-time discussions with faculty via the web, and developing answers to topic related questions. Prerequisite(s): No pre-requisites. 1 credit(s) Offered: FFA-Term A/B, SP-Term A/B. Course Length: 15 weeks. No RC component.
	APH 5051 - Fundamentals of Psychophysiology This course explores the manifold ways the brain and body work together to produce behavior and the cycle between behavior and physiology. The course begins with a description of the body’s organizational structure and genetics as related to behavior. The basic physiological ways information is received from the external and internal environments through a variety of sensors and then processed by the hormonal / nervous system are described. Typical psychophysiological dysfunctions and interventions are also described. Prerequisite(s): Pre-requisites: Undergraduate courses in psychology and biology (or APH 5001 , APH 5002 ). 3 credit(s) Offered: FA-Term A/B, SP-Term A/B. Course Length: 15 weeks. No RC component.
	APH 5052 - Fundamentals of Psychophysiology Supplement This Supplement course is intended to bridge the gap between course material in Biological Bases of Behavior (PSY 3025) and Fundamentals of Psychophysiology (APH 5051) for students enrolled in the PhD Clinical Psychology (CP) degree program. APH 5051 provides more depth to many of the topics covered in both courses and emphasizes psychophysiological principles and practices including the psychophysiological bases upon which most psychophysiological systems and senses change and are recorded. The Supplements course also emphasizes assessments and interventions for psychophysiological dysfunctions. Students learn to integrate these principles into their client interactions to improve clinical and coaching outcomes. Each student in APH 5052 is required to review the pre-recorded lectures assigned in the APH 5051 course. The instructor in APH 5052 will assess each student for any gaps in basic knowledge and may assign specific readings from the APH 5051 texts and text files, specific review questions, and additional assignments to remediate any gaps. 0 credit(s) Course Length: 8 weeks
	APH 5053 - Introduction to Psychophysiology Recording New psychophysiology students just entering the program need to be exposed to and practice utilizing typical psychophysiological recording and biofeedback equipment so they can relate to material presented in their first term introductory courses. They also need to learn the typical process through which the equipment is utilized. This one-day laboratory experience is intended to accomplish this requirement. 0 credit(s) Offered: Held at the students’ first RC.
	APH 5071 - Anatomy and Physiology for Psychophysiologists This course provides an overview of human anatomy and physiology as applied to psychophysiology, optimal functioning, and behavioral medicine. The course emphasizes human behavioral biology. Each basic structure and organ system is discussed with regard to both anatomical structures and physiological functions as they change over time and in relation to both the external and internal environment. The main course objective is to provide the depth of knowledge required to understand the physical bases for psychophysiological problems and interventions. Interactions between the complex web of hormonal feed-back loops and dysregulation of behavior, emotions, and drives is discussed in relation to implementation of behavioral interventions. Other areas emphasized are respiratory physiology, behavioral immunology, psychophysiology of pain, interactions between pain, stress, and muscle tension, pathophysiology of headache, cardiovascular disease and hypertension, and basic kinesiological concepts. Prerequisite(s): Undergraduate courses in psychology and biology (or APH 5001 , APH 5002 ) and APH 5051 or APH 5052 . 3 credit(s) Offered: Offered FA-Term A/B, SP-Term A/B. Course Length: 15 weeks. Students taking this course must also attend the one day anatomy & physiology laboratory experience held during Saybrook University’s residential conferences and AABP’s annual meeting.
	APH 5101 - Psychophysiological Recording, Assessment, and Interventions This course provides a basic understanding of the physiology and methodology underlying common psychophysiological recording techniques used in behavioral medicine including surface electromyography, electroencephalography, respiration, blood pressure, pulse rate, skin temperature, and electrodermal responses. Sufficient knowledge about how common psychophysiological recording and biofeedback instruments function and are used is provided so students can incorporate psychophysiological aspects of assessment into their normal practices. This course also teaches the principles and applications of general biofeedback as used in educational and clinical settings. The strengths and weaknesses of evidence supporting the use of biofeedback for a variety of clinical disorders is reviewed and the techniques for actually doing biofeedback are detailed. Techniques for using biofeedback as a tool for shaping and conditioning responses to stress are emphasized. The laboratory portion of the courses provides sufficient hands on exposure to typical, clinical grade psychophysiological recording and biofeedback equipment and techniques that students will be able to recognize adequate and inadequate signals and be able to attach sensors to their patients appropriately so that good signals can be recorded. Prerequisite(s): APH 5622 3 credit(s) Offered: FA-Term A/B, SP-Term A/B. Course Length: 15 Weeks. 2 day RC Required.
	APH 5111 - Genetic Foundations of Behavior This course explores the impact of genetics on human behavior in relation to the environment. Behavioral genetics addresses questions such as: “How do genes determine behavior? How much of behavior is nature versus nurture? How do behaviors evolve?” The course and its text provide “a range of examples, such as laboratory studies on flies and mice, field observations on species as diverse as butterflies and meerkats, as well as human behavioral disorders. Students will become familiar with “genetic principles with neurobiological and ecological perspectives so they learn how to find and map genes that affect behaviors. They will also learn how the coordinated expression of ensembles of these genes enables the nervous system to express complex behaviors in response to changes in the environment.” Prerequisite(s): APH 5051 or APH 5052 . 3.0 credit(s) Offered: Summer Semester. Course Length: 12 weeks. No RC required.
	APH 5121 - Methodology in Psychophysiological Research This course covers the basic steps and time-line of a project, steps in formulating and maturing a question, research ethics, the protocol approval process, background and literature searches, and methods of determining a project’s feasibility and relevance. The logic and progression of study designs used to evaluate the efficacy of behavioral medicine studies is detailed and exemplified. Topics include single subject and single group designs - cohorts, multiple group designs, strengths and weaknesses of longitudinal and cross-sectional studies, prospective experimental vs. observational and retrospective designs. Students will learn about the strengths and weaknesses of such techniques as quantitative analysis, qualitative analysis, meta-analysis, time series analysis, and population based data analysis. The course also covers research protocol design, the consent form, and the protocol review process. This section covers subject selection techniques (sampling, inclusion - exclusion, etc.), kinds of data (dichotomous, nominal, ordinal, continuous, etc.), techniques for hardening subjective data, validity and reliability, survey and questionnaire design, as well as pilot studies and the initial power analysis - feasibility and resources. 3 credit(s) Offered: Fall - Term A/B, SP — Term A/B. Course Length: 15 weeks. No RC required.
	APH 5122 - Data Analysis in Psychophysiological Research This course covers the information students need to know how data are analyzed in typical psychophysiological studies. The course helps students understand what the typical tests are, when they should be used, and the underlying assumptions for each test. This is crucial because these are the techniques which should be seen when reading studies involving psychophysiology. If typical tests are not used in a study or the data do not meet the underlying assumptions of the tests, students will know not to trust the study’s results. Students learn how to actually perform each of the tests on a variety of types of data so they will have confidence in their abilities to use the tests in their research. 3 credit(s) Offered: Fall - Term A/B, SP - Term A/B. Course Length: 15 weeks. No RC required.
	APH 5123 - Practice Research Study in Psychophysiology The practice study gives students a chance to apply their new skills in subject recruitment, data gathering, and data analysis to actual subjects by participating in a preapproved research study designed during APH5121 and APH5122. Students must NOT begin this course until (a) the instructor in APH5122 has approved the practice protocol and the IRB documents and (b) the IRB has approved the IRB submission. 3 credit(s) Offered: Fall - Term A/B, SP — Term A/B & Summer. Course Length: 15 weeks during Fall and spring semesters. 12 weeks during summer semester. No RC required.
	APH 5123C - Research in Psychophysiology - Continuation The practice study continuation gives students a chance to complete their approved research study as begun in APH 5123. Students must not begin this course until they have completed APH 5123 and the IRB has approved the IRB submission. This course is 0 credits with an enrollment status and tuition equal to 3 credits. Course registration approved by instructor and/or Department Chair. Prerequisite(s): APH 5123 Practice Research Study in Psychophysiology 0 credit(s) Offered: Any term Course Length: 16 weeks None
	APH 5124 - Psychophysiology Department Comprehensive Exam After completion of all non-dissertation coursework and prior to the oral dissertation defense, each student has to pass a written comprehensive examination. For each comprehensive examination, each professor who has taught a lecture course to the student submits two essay questions for each of the lecture courses they teach in the program. The student selects one of the two questions for each course to answer. The questions must be designed so they can be answered within two double spaced typed pages using 12- point font size characters. The questions must test the student’s understanding of a crucial basic concept and the student’s ability to apply that concept to applied psychophysiology rather than requiring a list of facts. The examination is open book as it deals with understanding and applying concepts rather than listing facts. The facts supporting the answer must be written as part of each answer. The student being tested arranges a test date with the program’s chair. On the date of the exam, the director e-mails the exam to the student and the student has 48 hours to email the answers to the director. No answers are accepted after the 48-hour limit. The student may not contact anybody who could help with the exam in any way, including faculty members who supplied the exam questions, during the exam period without explicit, written permission from the chair. When the student emails the answered exam to the director, the director emails the answers to the faculty member who supplied the question unless the faculty member has supplied an acceptable answer. Faculty members have two weeks to grade the exam. Questions are graded only pass or fail. If an answer is rated as a failure, the faculty member must provide a brief critique explaining why the answer failed. The student must pass 80% of the questions to pass the exam. A student who fails the comprehensive may attempt questions from the failed subject areas twice with not less than one month between each attempt. Different questions are supplied to the student for each attempt. If the student does not pass on the third attempt (the original and two retries), the student is dropped from the program. The student can appeal grading of an answer first to the department chair and then to the Assistant Vice President for Student Affairs. 0 credit(s)
	APH 5125 - Individual Research Focus This course is designed to give each student majoring in psychophysiology an opportunity to explore any aspect of research not adequately covered by the department’s required research courses. The student works with her / his advisor to determine what should be accomplished during the course. Students may choose to take an advanced research course given by any department at Saybrook, take training in specific techniques not covered in any Saybrook course, perform a small study of special interest, perform an in-depth review of some aspect of the research literature related to his / her dissertation, get extra training and experience in statistical techniques related to the dissertation, perform pilot work to clarify techniques to use in the dissertation, etc. Prerequisite(s): APH 5121 , APH 5122 , APH 5123 and permission of the APH Department Chair. 3 credit(s) Offered: FA Term A/B, SP Term A/B, Summer. Course Length: 15 weeks during Fall and Spring Semesters, 12 weeks during Summer Semester. No RC Required.
	APH 5151 - Pain Assessment and Intervention This course describes the underlying psychophysiology of pain and summarizes the strengths and weaknesses of evidence supporting the efficacy of self-regulatory interventions for prevention and reduction of various pain problems. Interactions between pain, stress, and muscle tension are emphasized. Extensive examples of how to perform psychophysiological interventions for various psychophysiologically maintained and magnified pain states are provided. The pathophysiology of migraine, tension, cluster, rebound, medication induced, and other types of headaches is reviewed. Current schema for differential diagnosis of the various types of headache are discussed in relation to interactions between behavioral medicine providers, neuropsychologists, psychiatrists, neurologists, and other health care providers. The evidence supporting the efficacy of behavioral interventions for various types of headaches is reviewed. Detailed examples of patient education and training materials are provided along with typical behavioral training regimes and pathways. Prerequisite(s): APH 5051 or APH 5052 . 3.0 credit(s) Offered: Summer Semester. Course Length: 12 weeks. No RC required.
	APH 5181 - Hormonal and Perceptual Influences on Behavior Hormones have huge impacts of many aspects of our behavior ranging from instinctive sexual behaviors through identification of likely spouses, how we remember events, patterns of play, etc. Differences in our perceptual abilities result in our perceiving the world so differently that they influence many of our fears and believes about what is around us. This course explores the mechanisms through which hormones and perceptions lead to many of our most fundamental beliefs and the behaviors based on them. Prerequisite(s): APH 5051 or APH 5052 . 3 credit(s) Offered: Summer Semester. Course Length: 12 weeks. No RC required.
	APH 5201 - Principles and Theories of Stress Management This course provides the basic information on the principles and theories underlying the application of stress management techniques in a variety of settings including the workplace, schools, and clinical practice. The course provides a historical perspective on development of these practices and a comparative approach to their use among the world’s cultures. Methods for identification of stressors are emphasized. Practices reviewed include meditation, autogenic exercises, humor, progressive muscle relaxation training and many others. Evidence supporting the efficacy of these practices in preventing and correcting stress related problems is detailed. The indications, non-indications and contra-indications of relaxation therapies are discussed. The course then provides detailed instruction in how to perform these techniques including typical multi-session regimes, handout, etc. The laboratory gives students a chance to practice these techniques under supervision on each other. Prerequisite(s): APH 5051 or APH 5052 and APH 5101 . 3 credit(s) Course Length: 15 weeks. RC required.
	APH 5221 - Stimulation Technologies This course provides sufficient information on psychophysiological entrainment and stimulation for students to understand how various forms of physical stimulation are used to alter the brain and body’s functioning. Topics include (1) magnetic stimulation of the periphery to induce changes in peripheral blood flow, (2) magnetic stimulation of the brain to induce out of body experiences and control headaches, (3) physiological entrainment of breathing for control of hypertension, (4) Basics of arousal and dysarousal, (5) review of QEEG and HRV in relation to entrainment, (6) Physiology of AVE, (7) Standard Studies on AVE, (8) Cognitive Studies on AVE, (9) CES, (10) tDCS, (11) HRV - breath-work exercise, (12) Programming with the DAVID Session Editor, (13) use of “alphastim”-like devices to alter states of consciousness, and (14) neuromodulation including rTMS, etc. Prerequisite(s): APH 5051 or APH 5052 and APH 5101 . 3 credit(s) Offered: Summer Semester. Course Length: 12 weeks. 1 day RC required.
	APH 5251 - Neuropsychophysiology The course covers central and peripheral nervous system anatomy and physiology and finishes with an emphasis on nervous system pathophysiology. The brain/spinal cord plexus is discussed from both anatomical and physiological perspectives concentrating on plasticity in response to changes in the external and internal environment as well as viewing the system as an interactive organ with hormonal, nerve based, and blood flow based feedback and control systems. Current theories of memory formation and change with time and emotions are emphasized, as are effects of emotions and the environment on brain function. Psychophysiological recording methodology including EEG and scans such as MEG and PET are examined in relation to their uses in behavioral medicine. Neurological disorders centered on the CNS (such as epilepsy) are discussed in relationship to psychophysiological evaluations and behavioral interventions. The anatomy and physiology of the autonomic and somatic branches of the peripheral nervous system are discussed to provide a basic understanding how the system works in relationship with the whole body’s function and health. Emphasis is on the ever-changing balance between the sympathetic and parasympathetic portions of the autonomic nervous system that alters functions of nerves, glands, and muscles which can be trained to achieve a balanced life. The impact of the somatic nervous system on perception and action is also emphasized. Prerequisite(s): APH 5051 , APH 5101 and APH 5271 3 credit(s) Offered: Fall Semester. Course Length: 15 weeks. 1 day RC required.
	APH 5271 - EEG Biofeedback: Assessment and Intervention This course teaches the principles of recording the brain’s electrical activities through EEG, as well as other imaging techniques, that pertain to applied to psychophysiological assessments and interventions. The basic psychophysiology of the EEG signal is reviewed in relationship to educational applications and disorders (such as epilepsy and ADHD) treated with EEG biofeedback. The strengths and weaknesses of evidence supporting the use of EEG biofeedback for a variety of clinical disorders is reviewed and the techniques for actually doing EEG biofeedback are detailed. Prerequisite(s): APH 5051 . 3 credit(s) Offered: Fall A/B. Course Length: 15 weeks. 1 day RC required.
	APH 5281 - Advanced EEG Biofeedback: Theoretical and Clinical Considerations EEG Biofeedback has radically expanded over the past 10 years. As a result, the list of treatment options can seem overwhelming. Amidst the clamor of competing ideologies, manufacturers and treatment modalities, it is the responsibility of the advanced EEG biofeedback clinician to create a treatment approach that is effective and engaging for the trainee/patient/client. This class moves beyond the introduction to basic EEG feedback modalities and equipment, and into an overview of the state of the art of EEG, and the subsequent options and complex treatment decisions that are necessary in operating competently in the modern Neurofeedback climate. Prerequisite(s): APH 5271 . 3.0 credit(s) Offered: Summer semester. Course Length: 12 weeks.
	APH 5301 - Behaviorally Oriented Techniques The course covers five main areas: (a) wellness and community / group psychophysiology, (b) operant and classical conditioning, (c) imagery, (d) cognitive restructuring, and (e) meditation techniques. Wellness programs for maintaining and increasing the health of individuals and of specific communities such as students in a class, older people in an assisted living community, workers in an office or factory are becoming increasingly popular. The evidence supporting the efficacy of these programs is reviewed and ways to optimize such programs, in light of this evidence, for different groups is discussed. Classical operant and instrumental conditioning are powerful tools which can be used to shape the behavior of individuals and groups in the work/school and clinical setting. The history of, supporting evidence for, and basic techniques for each type of conditioning are presented. The standard techniques of self-hypnosis, and imagery training are described and students are taught the elements of their application. Uses of these techniques with specific types of patients and integration of these techniques into other behavioral medicine interventions is discussed. The history, supporting efficacy studies, and basis for the major meditation techniques are described in relation to self-regulation. Prerequisite(s): APH 5051 or APH 5052 . 3 credit(s) Offered: Fall semester. Course Length: 15 weeks. No RC required.
	APH 5351 - Clinical Psychopharmacology Students develop a foundational understanding in psychopharmacology important to client-oriented clinical practice in counseling. Students develop skills in forming a collaborative team with the client and the prescribing health professional. The course surveys fundamental diagnoses that may be accompanied by psychotropic medications and methods to help clients monitor medication effectiveness. The course emphasizes psychoactive medications within a biopsychosocial understanding of the client. 3 credit(s) Offered: Summer semester. Course Length: 12 weeks. No RC required.
	APH 5401 - Psychophysiological Assessment and Treatment of Sleep This course covers the basic psychophysiology of sleep and sleep disorders as well as psychophysiological and other methods of assessing sleep. The basics of sleep cannot be understood without a firm understanding of biological rhythms so this topic will be covered as it relates to sleep. Prerequisite(s): APH 5051 or APH 5052 and APH 5101 . 3.0 credit(s) Course Length: 15 weeks.
	APH 5451 - Optimal Functioning: Psychophysiological Applications in the Community, School, Sports, and Workplace Effectively working within large organizations to increase work efficiency, decrease accidents, and increase morale while decreasing stress related absences, disorders, and conflicts is a complex task being requested by more and more employers as the impact of stress on the workforce become better recognized. Optimal performance in these environments is difficult but achievable with appropriate training. The research supporting the efficacy of such efforts is reviewed and the typical techniques for interventions with diverse groups are illustrated. A wide variety of behavioral interventions have been effective in enhancing and optimizing performance in many settings. Effects include increased endurance and accuracy under many circumstances - especially within sports and the military. The evidence supporting this assertion is reviewed and examples are provided of specific interventions shown to be effective in specific circumstances. Effective presentation of behavioral medicine concepts to diverse groups is a daunting task which requires considerable training and experience. Practices are frequently augmented through communicating with peers, other health care professionals and administrators, the public, and potential patients. Effective methods for presenting to each type of group are very different but have been well worked out. Typical presentation methods for workshops, lectures, and public appearances are presented which are likely to optimize understanding of behavioral medicine techniques. Prerequisite(s): APH 5051 or APH 5052 and APH 5101 . 3 credit(s) Offered: Spring Semester. Course Length: 15 weeks. No RC required.
	APH 5470 - Optimal Functioning in the Sports and Performing Arts Environment This course provides students with the depth of knowledge and skills needed to assess athletic performance and train athletes to recognize then correct psychological and psychophysiological barriers to optimal functioning. Students will learn to apply the principles of sports psychology to psychophysiological assessments and interventions designed to detect and rectify such problems as incorrect timing and patterns of breathing, muscle acceleration tension relationships, and stress responses having impacts on performance. Students will learn about the experimental analyses elucidating how people behave in the sports environment and ways to use this information to develop performance strategies to enhance motivation, optimize team dynamics, and minimize burnout. 3 credit(s) Course Length: 15 weeks. No RC required.
	APH 5515 - Graduate Colloquium The Graduate Colloquium class is a virtual online orientation to the fundamentals of graduate study and to the field of applied psychophysiology. This course is designed to support new students as they (a) articulate personal and professional aspirations and goals, (b) develop working relationships with classmates and instructors, and (c) engage in professional learning through webinars and dialogue. The online platform provides an engaging environment for the cohort to connect and learn from each other’s experiences. 1 credit(s) Offered: FA-Term A/B, SP-Term A/B. Course Length: 15 weeks. No RC required.
	APH 5541 - Mentoring in Biofeedback This course meets the mentoring requirements for certification set by the Biofeedback Certification International Alliance (BCIA). The course has three options for mentoring. One is in neurofeedback, the second is in pelvic floor disorders, and the third is in general biofeedback. Students wishing mentoring in more than one topic must purchase an additional course. Training is conducted via go to meeting so students must have (a) a computer with a video-camera and microphone connected to the web at a high enough speed to stream video (b) access to appropriate biofeedback equipment, and (c) have completed a didactic course which meets BCIAs requirements for the topic in which they wish to be mentored. 3 credit(s) Offered: Fall, Spring, and Summer semesters. Course Length: 12 weeks during Summer, 15 weeks during Fall and spring. No RC requirement.
	APH 5551 - Neuromuscular Reeducation This course teaches the elements of kinesiological movement science and how control of movement is distorted by different clinical conditions. The course includes the elements of (a) trigger point, (b) posture, and (c) motor control / coordination assessment. Methods for using psychophysiological recording techniques for assessment of movement related disorders and postural problems are illustrated. The impact of poor posture and improper sequencing of muscle motions as well as of improper levels of tension on development and sustainment of various pain problems such as tension headaches and low back pain are discussed. Techniques for using sEMG biofeedback and other psychophysiological techniques to correct these problems are illustrated. Issues of which techniques should be applied by which types of professionals given various training and scopes of practice are discussed. Prerequisite(s): APH 5071 and APH 5101 . 3.0 credit(s) Course Length: 15 weeks. 1 day RC required.
	APH 5561 - Quantitative Electroencephalogram as an Assessment Tool Quantitative electroencephalogram (QEEG) has become an important technique for psychophysiological assessment of brain-based disorders. This course covers reading and artifacting the EEG record, montages, database comparisons, drug effects on the EEG, frequency analysis, spectral and topographic aspects and basic neuroanatomy and physiology, based upon Brodmann areas and anatomical structures. Prerequisite(s): APH 5271 . 3.0 credit(s) Offered: Spring Semester. Course Length: 15 weeks. 1 day RC required.
	APH 5571 - Heart Rate Variability Biofeedback This course meets the requirements for the Biofeedback Certification International Alliance “certificate of completion” in heart rate variability (HRV). The course emphasizes methods for evaluation and training of autonomic nervous system quieting through heart rate variability biofeedback training. HRV biofeedback has been demonstrated by extensive research to provide therapeutic benefits for a growing number of medical and mental health disorders. Topics covered in the course include: (1) Cardiac anatomy and physiology, (2) Respiratory anatomy and physiology, (3) Autonomic nervous system anatomy and physiology, (4) Heart rate variability psychophysiology, (5) biofeedback instrumentation, (6) measurement, (7) biofeedback training strategies, and (8) clinical applications. Prerequisite(s): APH 5101 . 3 credit(s) Offered: alternate Fall semesters. Course Length: 15 weeks. No RC required.
	APH 5594 - Advanced Hypnosis Practicum This course provides an immersion in advanced hypnotic technique and practice. Course readings and educational videos provide guidance and sample interventions utilizing hypnotic induction and therapeutic suggestion. Students engage in weekly hypnosis practice with volunteers and/or professional clients. The instructor(s) provide six videoconferences with discussion of strategies for hypnotic interventions for a variety of clinical and life problems, and supervision of the students’ practice. Students submit a video record of two hypnotic intervention sequences. Students complete a capstone essay, integrating their learning in the imagery and hypnosis course sequence, along with their learning in the advanced practicum course. Prerequisite(s): APH 5620 Basic Training and Education in Hypnosis and APH 5625 Intermediate Training and Education in Hypnosis 3 credit(s) Offered: Every term. (Offering depends upon enrollment numbers.) Course Length: 8 Weeks. No RC.
	APH 5595 - Advanced Biofeedback Practicum This course includes online contact with faculty and fellow students, directed readings and research in a specialty area, as well as applied practice of biofeedback and/or neurofeedback with regular group-based supervision. 3 credit(s) Offered: Every term. (Offering depends upon enrollment numbers.) Course Length: 8 Weeks No RC required
	APH 5620 - Basic Training and Education in Hypnosis This course provides students with a basic skill-set to conduct simple hypnotic interventions, along with knowledge about hypnotic concepts and approaches, and a familiarity with research-based applications of hypnosis to common medical and behavioral disorders. This course provides students with an introductory level of understanding helpful for engaging in hypnosis-based clinical practice and hypnosis oriented research in integrative health. This course introduces simple trance induction protocols, trance deepening techniques, the use of post-hypnotic suggestion, and techniques to re-alert the subject and close the trance phase. In addition, the course overviews current scientific approaches to explaining hypnotic phenomena, introduces the measurement and significance of hypnotic susceptibility, and presents several of the widely used and effective approaches for utilizing hypnosis in psychotherapy and personal transformation. Students completing this basic training sequence are equipped to begin the intermediate level training. The course is designed to follow current Standards of Training in Clinical Hypnosis as presented by the American Society of Clinical Hypnosis and the Society for Clinical and Experimental Hypnosis. 3 credit(s) Offered: Fall and Spring Semesters - Term A/B. Course Length: 15 Weeks. RC Required.
	APH 5622 - Basic Training and Education in Biofeedback This course provides students with a basic skill-set to conduct simple biofeedback interventions, along with knowledge about biofeedback concepts and approaches, and a familiarity with research-based applications of biofeedback to common medical and behavioral disorders. This course provides students with an introductory level of understanding helpful for engaging in biofeedback-based clinical practice and psychophysiological research in integrative health. This course introduces the most commonly used biofeedback instruments, the physiological systems they measure, and the applications of these biofeedback modalities to common medical and behavioral disorders. The Saybrook biofeedback training sequence covers the Blueprint of Knowledge adopted by the Biofeedback Certification International Alliance, to guide training of biofeedback professionals (BCIA, 2006). In addition, the course overviews current scientific approaches to research on biofeedback, and will discuss several approaches for utilizing biofeedback in psychotherapy, in optimal performance training in sports and the arts, and in personal transformation. 3 credit(s) Offered: Fall and Spring Semesters. Course Length: 15 weeks. RC Required.
	APH 5625 - Intermediate Training and Education in Hypnosis This course provides students with an advanced skill-set to conduct advanced hypnotic interventions, along with additional knowledge about hypnotic concepts and approaches. In addition, the student develops a sophisticated ability to learn and assess new applications of hypnosis to common medical and behavioral disorders. This course provides students with an intermediate level of understanding helpful for engaging in hypnosis-based clinical practice and hypnosis-oriented research in integrative health. This course introduces more challenging trance induction protocols, trance deepening techniques, and uses of posthypnotic suggestion. In addition, the student learns specific approaches and techniques for a number of advanced application areas, including: 1. pain management, 2. treatment of anxiety disorders, 3. habit change protocols, 4. weight management, and 5. ego strengthening hypnotic interventions. In addition, the course reviews scientific approaches to investigating hypnotic phenomena, trains students to implement a widely accepted measures of hypnotic ability, and engages the student in discussion of ethical and appropriate uses of hypnotic techniques. Prerequisite(s): APH 5620 (or equivalent training with instructor approval) 3 credit(s) Offered: Fall and Spring Semesters - Term A/B Course Length: 15 Weeks. RC Required.
	APH 5627 - Intermediate Biofeedback This course — “intermediate training and education in general biofeedback” — provides students with more advanced skills to conduct effective higher-level biofeedback interventions, along with additional knowledge about biofeedback concepts and approaches, and a more solid grounding in research on biofeedback. The knowledge and skills included in the Saybrook biofeedback training sequence follow the “Blueprint of Knowledge” developed by the Biofeedback Certification International Alliance to guide training of biofeedback professionals (BCIA, 2006). Prerequisite(s): APH 5622 3 credit(s) Offered: Fall and Spring Semesters. Course Length: 15 weeks. RC Required.
	APH 5651 - Pelvic Floor Disorders This course provides a basic understanding of pelvic floor functions and structures along with clinical etiologies of pelvic floor disorders treated by behavioral interventions. Urinary incontinence, fecal incontinence, and muscle tension related pelvic floor and vaginal pain are emphasized. Sufficient information on research supporting behavioral interventions, clinical protocols for behavioral interventions, and sufficient simulated demonstrations are presented to bring health care providers to the point where they have the knowledge base needed to provide these interventions to their clients, within their scopes of practice and expertise, after the providers gain hands-on experience by working with experienced practitioners. Prerequisite(s): APH 5101 3.0 credit(s) Offered: Summer Semester. Course Length: 12 weeks. 1/2 day RC required.
	APH 5701 - Practicum and Field Experience (Available only in those States where this is permitted.) Students identify a clinical or applied site or sites which will provide practice opportunities for two or more of the skill areas accrued as part of their PhD degree. Students may not select a practicum which only provides experience in areas the students are already certified or in which they have already established proficiency. Students may choose up to three settings, in which they will accrue a minimum of 90 practice hours. Students are responsible for making financial and administrative arrangements with the director of each clinical setting. The staff of the setting is responsible for supervising the student’s clinical work at that setting and must agree to send the Saybrook University practicum instructor a detailed report of the student’s experience, number of hours spent at the site, and success at the end of the rotation. The practicum instructor meets weekly in a videoconference with students currently in practicum settings and reviews practice experiences and skills utilized by the students in the practicum setting. A learning contract and specific learning objectives for each site are developed conjointly with the student, the Saybrook practicum instructor, and the supervising professional responsible at the clinical site. The learning contract for each site must be approved in writing by the Applied Psychophysiology Department Chair before work can begin at that site. Prerequisite(s): Students in the PhD Applied Psychophysiology, the prerequisites are APH 5051 Fundamentals of Psychophysiology and APH 5101 Psychophysiological Recording, Assessment, and Interventions Students in the MS Psychophysiology; Science and Research Specialization, the prerequisites are APH 5051 Fundamentals of Psychophysiology and APH 5101 Psychophysiological Recording, Assessment, and Interventions Students in the MS Pscyhophysiology; Optimal Performance Specialization, the prerequisites are APH 5101 Psychophysiological Recording, Assessment, and Interventions and APH 5480 Foundations of Sport and Performing Arts Physiology 3 credit(s) Offered: Fall, Spring, and Summer semesters. Course Length: 15 weeks during Fall and Spring Semesters, 12 weeks during Summer semesters. No RC required.
	APH 5751 - Professional Development Planning Seminars Students who have not yet established a clear career path need to plan how to integrate newly acquired psychophysiological skills into one’s professional life is critical to insuring that the program is worth pursuing. Students participate in Professional Development Seminars given approximately monthly spread across the program’s first year to aid in preparing a business plan which will be ready to be put into effect by the time the program has been completed. The plan is intended to be a guideline for application of psychophysiological skills in each student’s unique setting, be it private practice, an institutional setting or any other system or combination. Prerequisite(s): APH 5101 and permission of the APH department chair. 3.0 credit(s) Course Length: 12 weeks during Summer semester or 15 weeks during Fall and Spring semesters. No RC required.
	APH 5771 - Case Seminars Students meet by video conference call about twice per month for an hour and a half to discuss psychophysiologically oriented cases they have worked with. The discussion is facilitated by the course instructor(s). Students are expected to comment on each other’s cases. Students scheduled to present at a particular meeting must e-mail brief case summaries of each case to be presented to the instructor(s) and other students at least a week in advance. These discussions are intended to guide students toward an understanding of how to incorporate psychophysiological assessment and interventional techniques into their usual approaches to patient care and to provide a bridge between the theoretical material presented during the lecture courses and the realities of modern clinical, educational, and coaching applications. The instructors are BCIA certified (Biofeedback Certification Institute of America certified) in general biofeedback, pelvic floor muscle disorders, and neurofeedback. They will use the seminar to mentor students through sufficient cases so that each student meets the BCIA requirements for mentoring in any of the above specialties in which the student wishes to be certified. Prerequisite(s): APH 5101 , APH 5271 and permission of the APH Department Chair. 3 credit(s) Offered: Summer semester. Course Length: 12 weeks. No RC required.
	APH 5801 - Anomalous Phenomena: Tools for Assessment and Investigation People in the behavioral sciences frequently encounter reports by people experiencing paranormal and transpersonal events. It is very difficult to establish the reliability of these reports. Studying this problem helps us learn how to establish the reliability of people’s reports of everyday stressful, unanticipated events. It is also very difficult to assess the reliability and credibility of studies in this area without special training in common techniques for conducting such investigations. Without an understanding of the “state of the field”, it is impossible to put individual reports of anomalous phenomena into context. Topics to be covered include (1) psychophysiology of the eleven established senses (2) senses picking up inputs different from the usual (e.g. eyes responding to vibrations), (3) strategies experimenters can adopt to investigate paranormal experiences, (4) evidence supporting telepathic, clairvoyant, precognitive, and visitation experiences among human and non-human mammals, (5) studies of mystical experiences, (6) neurophysiology of consciousness and healing at a distance, (7) methods for hardening interviews of people reporting anomalous and spiritual experiences (e.g. seeing flying saucers, sea serpents, angels, dead relatives, etc.) and (8) methods for objectively assessing spiritual and anomalous experiences. Numerous Saybrook faculty and advisors considerable with expertise in the investigation of anomalous phenomena will present on these topics with emphasis on ways to asses reports concerning them, current state of the scientific literature, and methods for investigating them. 3 credit(s) Offered: Summer Semester. No RC requirement.
	APH 6300 - Professional and Ethical Issues in Sports and the Performing Arts A careful review of issues exposes students to a broad understanding of professional roles and functions, professional goals and objectives, and professional organizations and associations. This course also examines ethical and legal standards, risk management, professional credentialing, and standards for professional counselors. Prerequisite(s): None 3 credit(s)
	APH 6499 - Psychological Applications for Sports and Performing Arts This course is designed to introduce students to theory, research, and practice of sport performance enhancement for both individual and groups of performers by a variety of psychological interventions. Theoretical understanding and proficiency in the use of mental skills training techniques such as goal setting, imagery, self-talk, and arousal regulation will be a prime focus. In addition, topics such as motivation, self-confidence, and concentration will be addressed. Special attention will be given to the thorough understanding of the psychological factors necessary for optimal sport performance to aid in appropriate intervention planning. Prerequisite(s): None 3 credit(s) Course Length: 15 weeks None
	APH 8100 - Independent Study Students can use this course to learn anything within the realm of psychophysiology not covered by one of the psychophysiology courses. A faculty member has to agree to supervise the independent study. 1 credit(s) Offered: Spring, Fall, and Summer Semesters. Course Length: 12 weeks in Summer, 15 weeks in Fall nd Spring. No RC requirement.
Business
	HM 2010 - Collaborative NP Leadership Development This course explores the people and organizational potential through analysis of the external and internal issues of nonprofit organizations. Key learning modules for this course will invite the learner to evaluate an array of leadership philosophy, theories, and practice through case studies, class discussions, and personal reflection informing the leadership development plan. Key topics that will be covered include but not limited to strategic planning, team development, board relations, and community engagement, resource development (fundraising), social technical integration, and ethics, related to leadership and management principles and practices covered in the core MBA courses will be threaded throughout the learning activities for this course. 3 credit(s)
	HM 2020 - Developing Transformational NP Strategies Transformational change for nonprofit organization requires synergy between a visionary leader, an articulated strategy and the engagement of team members and stakeholders. This course will offer an opportunity for nonprofit leaders to create synergistic, sustainable, and supportive strategies aimed to produce significant transformation at the individual, organizational, and community levels. Topics include principles and practices assessing readiness for transformation as well as methodologies that supports micro-meso-macro readiness. 3 credit(s)
	HM 2030 - Sustainable Fundraising & Resource Development Successful nonprofit strategies always have a complement plan for developing the necessary resources to fuel the synergy between a visionary leader, the engagement of team members and stakeholders. This course will offer an opportunity for nonprofit leaders to create synergistic, sustainable, and supportive fundraising strategies that create incremental results that are linked to individual and organizational donors, as well as government funders. Topics include models for developing a fund development plan that includes individual and crowd sourced donor campaigns, sponsorships, grant writing, and social enterprise. 3 credit(s)
	HM 3010 - Holistic Organizational Analysis This course provides and principles and practices of organizational analysis that are informed by internal and external conditions as the basis for understanding client needs and identifying design considerations for the consulting engagement. Key topics that will be covered include but not limited to collaborative intake and needs assessment, power analysis, diversity, equity, and belonging, and facilitating stakeholder informed prioritization process. 3 credit(s)
	HM 3020 - Creative Consulting Design This course provides and principles and practices of consultancy design that are informed by the holistic organizational analysis. Key topics that will be covered include but not limited to the collaborative design and deployment processes through analysis of a number of case studies applying impact criteria creativity, equity, transformation, and sustainability. As a consultancy professional, the learner will articulate the key deliverables detailed in the consultancy work plan, time-line, and budget as the signature assignment for this course. 3 credit(s)
	HM 3030 - Sustainable Practice Development This course provides and principles and practices of developing sustainable consultancy practices. As a consultancy professional, the learner in this course will develop elements of a practice development including consultancy strategy, goal setting, service and product development, marketing, engagement with networks and communities. This course will support both internal and external practitioners alike. 3 credit(s)
	HM 4010 - Evaluating & Supporting Organizational Readiness for DEB This course provides and principles and practices of developing diversity, equity, and belonging (DEB) practices between leaders, members of organizations, and internal and external stakeholders. Key topics that will be covered include but not limited to collaborative cultural analysis, needs assessment, power analysis, and facilitating stakeholder informed exploration and prioritization process for transformative change. 3 credit(s)
	HM 4020 - Leadership & Organizational Transformation Strategies for DEB Grounded in systematic and intentional cultural assessment process, organizational change and transformatio to achieve diversity, equity, and belonging (DEB) will require thoughtfully managed synergy between a visionary leader, an articulated strategy and the engagement of team members and stakeholders. This course will offer an opportunity for learners as diversity professionals to understand the critical role of leaders in creating diverse, inclusive, and engaged system milieu. Examples from the field will serve as the medium for synergistic, sustainable, and supportive strategies aimed to produce significant transformation at the individual, organizational, and community levels to achieve equity and to promote a sense of belonging. Topics include principles and practices assessing readiness for transformation as well as methodologies that supports micro-meso-macro readiness 3 credit(s)
	HM 4030 - Sustainable DEB Systems and Praxis This course provides and principles and practices of developing sustainable diversity, equity, and belonging (DEB) practices. The learner as a diversity professional in this course will develop critical elements of DEB strategy, goal setting, education and level setting of data, program development, and leadership development plan based on whole systems approach, supported by evidenced based models and methodologies 3 credit(s)
	HM 5010 - Sustainability and Systems Thinking This introductory course to the sustainability specialization will provide a foundation in the issues, principles and frameworks of sustainability and apply systems theory to the analysis of current social, environmental, economic and business trends and events. Students will explore the operation and impact of various systems and draw conclusions about how to intervene. Additionally, students will apply both the principles of systems thinking and sustainability to a sample business, government or community situation and build a defensible case for applying sustainable development and/or sustainable business practices. This course can be used to satisfy one of the choice requirements for the Mindfulness Applications Certificate. 3 credit(s)
	HM 5020 - Planning and Measuring Sustainability Course Two takes the learner through the process of establishing a sustainability plan and a basic sustainability management system. Learners build on the outcomes of Course One to establish a vision, rationale, targets and high-level process for moving an organization towards sustainability. Students will be asked to conduct a basic impacts assessment to determine high priority opportunities for improving an organization’s operation and building a feasible and cost-effective set of actions to help them achieve the identified goals. 3 credit(s)
	HM 5030 - Integrating Sustainability into Organizations The third course in the series addresses strategies for integrating sustainability actions into an organization. Key strategies include stakeholder engagement, building and supporting task forces and coaching leadership in the actions necessary to make sustainability standard practice. Students will explore various organizational assessments which measure the extent of integration as well as problem solve round common roadblocks to implementing this type of change. 3 credit(s)
	HM 6021 - Accounting for Business Leaders Managerial accounting helps managers make better strategic and operating decisions. While financial accounting is backward- looking, managerial accounting techniques allow managers to use financial data to make decisions that impact the future direction of the organization. This course helps managers better understand cost structures and how costs behave with changes in business activity. It helps managers manage operations better using cash budgeting techniques and variance analysis. It also helps managers better evaluate investment decisions using NPV, ROI, payback, and other performance measures. Finally, managers also learn the importance of non-financial performance measures that use operating data to align organizational behavior with corporate strategy. All of these considerations are integrated with the notion of achieving the quadruple bottom line of enhancing the position positions of people, planet, profit, guided by purpose. Prerequisite(s): None 3 credit(s) None
	HM 6022 - Financial Strategies This course explores contemporary frameworks for analyzing and making financial decisions to support operations and business strategy. The student learns how organizational financial policy is developed in support of sustainable, people-centered business strategy and decision-making processes. Key aspects of fiscal practices covered in this course include managing working capital and cash flow, capital budgeting and investment decisions, and maintaining long-term capital structure. Students will examine several quantitative techniques, including discounted cash flow, cost of capital, return on investment, cash flow modeling, and managing risk in investment decisions. The course also explores important economic concepts of marginal cost/benefit, opportunity cost and Economic Value Added. Prerequisite(s): None 3 credit(s) None
	HM 6025 - Decision Models This course explores integration of Humanistic Principles as the guiding construct for applying cognitive science, statistical and economic methods to apply operational data to make decisions that impact organizational community strategy and performance. Students explore the different types of factors that distort operational decision-making. Students learn to recognize these potential problems to assess opportunities and develop solutions. They also learn to apply statistical and microeconomic models to evaluate their options critically when multiple courses of action are possible. Finally, managers also learn the importance of non-financial performance measures that use operating data to align organizational strategies and effectiveness to maximize the potential for achieving the triple bottom line: Financial, Social, and Environmental Return-On-Investments (ROI). Ethical issues related to financial management practices will be threaded throughout the learning activities for this course consistent with Humanistic Management principles and practices. Prerequisite(s): None 3 credit(s) None
	HM 6026 - Marketing Planning and Organizational Strategies Marketing is a comprehensive process for creating, communicating and delivering a value proposition for a product or service to its target audience. This course addresses key marketing plan elements, such as mission and vision statements, product/service lines; pricing models; demand analysis and forecasting; distribution; advertising and promotions, as well as the global implications of marketing. Additionally, this course examines major forces impacting marketing strategy, such as social media marketing, guerilla marketing, consumer trends, competition, ethical and legal considerations, and regulatory demands. Topics include assessing marketing challenges, identifying opportunities at operational and strategic levels, and developing a marketing plan. All of these considerations are integrated with the notion of achieving the quadruple bottom line of enhancing the position positions of people, planet, profit, guided by purpose. Prerequisite(s): None 3 credit(s) None
	HM 6027 - Leadership Innovations This course presents a model for developing Transformational leadership skills, which enables employees and community members to take leadership roles in larger, complex organizations during times of accelerated change. The course contrasts leadership and management and provides prescriptive advice for developing leadership skills and basic management skills. Students will learn how leaders align the behaviors and actions of staff with the mission, vision, values and strategy of their organization with a focus on executing to achieve results. Through the theoretical framework of adaptive leadership, students will analyze how developing vision, mentoring, motivation, and communication skills all play a role in leading organizations through change, including the behaviors, attitudes, and perspectives that distinguish successful leaders from the less successful. This course can be used to satisfy one of the choice requirements for the Mindfulness Applications Certificate. Prerequisite(s): None 3 credit(s) None
	HM 6028A - Capstone Experience in Integration This course serves as a graduated capstone to the MBA program and integrates tools and concepts central to transformation as a community business leader. Students identify strategic issues in a variety of functional areas, select the most appropriate tools and concepts from the core curriculum, and apply them to design effective community and organizational changes. Students are presented with a strategy-based problem and are tasked to design a series of humanistic solutions and a clear executable plan aligning the work setting with the strategy. The learning activities also include discussions based on case studies, and professional portfolio development. 1 credit(s)
	HM 6028B - Capstone Experience in Integration This course serves as a graduated capstone to the MBA program and integrates tools and concepts central to transformation as a community business leader. Students identify strategic issues in a variety of functional areas, select the most appropriate tools and concepts from the core curriculum, and apply them to design effective community and organizational changes. Students are presented with a strategy-based problem and are tasked to design a series of humanistic solutions and a clear executable plan aligning the work setting with the strategy. The learning activities also include discussions based on case studies, and professional portfolio development. 1 credit(s)
	HM 6028C - Capstone Experience in Integration This course serves as a graduated capstone to the MBA program and integrates tools and concepts central to transformation as a community business leader. Students identify strategic issues in a variety of functional areas, select the most appropriate tools and concepts from the core curriculum, and apply them to design effective community and organizational changes. Students are presented with a strategy-based problem and are tasked to design a series of humanistic solutions and a clear executable plan aligning the work setting with the strategy. The learning activities also include discussions based on case studies, and professional portfolio development. 1 credit(s)
	HM 6029 - Operations Operations play a critical role in executing company strategy by integrating the diverse activities representing the productive capacity of a company to create value for customers, profit for shareholders, and other stakeholder benefits. This course presents the frameworks and models that allow mid-level managers to think strategically about operations and implement systematic, world-class solutions to increase process efficiency, productivity, quality, and speed while creating strategic “fit”. Students examine organizational and analytic tools necessary to refine operational processes and develop best practices. All of these considerations are integrated with the notion of achieving the quadruple bottom line of enhancing the position positions of people, planet, profit, guided by purpose. Prerequisite(s): None 3 credit(s) None
	HM 6032 - Human Resources in Organizations This course is focused on strategic human resource management and integrates talent development and transformational organizational behavior as it relates to guiding sustainable organizational performance to achieve key social and business goals. Human resource budgeting, benefits and employee wellness integrated with the exploration and execution of holistic talent management is emphasized. Included in this overview is understanding how technology plays a pivotal role (HRIS/HRMS) in human resources, as well coordinating the assessment and formulation of policies and procedures for short- and long-range human resource planning, recruiting and selection for both domestic and internal organizations. This course can be used to satisfy one of the choice requirements for the Mindfulness Applications Certificate. Prerequisite(s): None 3 credit(s) None
	HM 6111 - Technology and Businesses This graduate course examines the role of information technology as a source of competitive advantage for a business. The course analyzes how information technology aligns with business strategy and achieves organization goals. From a practitioner’s perspective, the course examines managing information and related technology platforms to address key business issues. Topics include information technology’s role in online and mobile commerce, privacy and data security, business process automation, and network computing. Additionally, this course reviews the ethics of information technology as well as future trends in the field. All of these considerations are integrated with the notion of achieving the quadruple bottom line of enhancing the position positions of people, planet, profit, guided by purpose. Prerequisite(s): None 3 credit(s) None

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Course Descriptions

ALL 9000 - Dissertation Finalization I

ALL 9001 - Dissertation Finalization II

ALL 9002 - Dissertation Finalization III

MAL 6001 - Foundations of Leadership

MAL 6002 - Systems Thinking and Adaptive Leadership

MAL 6003 - Coaching and Neuro-Leadership

MAL 6004 - Information Competency

MAL 6005 - Group Dynamics and Leadership

MAL 6006 - Ethics and Sustainability

MAL 6007 - Diversity Inclusion and Action

MAL 6008 - Change Leadership

MAL 6009 - Managerial Leadership and Organizational Behavior

MAL 6010 - Group Dynamics and Leadership II

MAL 6011 - Virtual Global Leadership

MAL 6012 - Social Change Theory

MAL 6013 - Capstone Project

RES 9500A - Dissertation Research

RES 9500B - Dissertation Research

RES 9500C - Dissertation Research (Ph.D.) Continuation

RES 9500D - Dissertation Research (Ph.D.) Continuation

ALL 0700 - Academic Writing

ALL 0701 - Academic Writing

ALL 0702 - Academic Writing

ALL 0703 - Academic Writing

ALL 0704 - Academic Writing

ALL 0705 - Academic Writing

ALL 8100 - Independent Study

IS 600B - Global Leadership, Networking, and Cultural Intelligence

APH 4101 - Essentials of Bioscience

APH 4201 - Psychopathology for Psychophysiologists

APH 4301 - Essentials of Pathophysiology

APH 4514 - Master’s Thesis

APH 5001 - General Biology

APH 5002 - General Psychology

APH 5051 - Fundamentals of Psychophysiology

APH 5052 - Fundamentals of Psychophysiology Supplement

APH 5053 - Introduction to Psychophysiology Recording

APH 5071 - Anatomy and Physiology for Psychophysiologists

APH 5101 - Psychophysiological Recording, Assessment, and Interventions

APH 5111 - Genetic Foundations of Behavior

APH 5121 - Methodology in Psychophysiological Research

APH 5122 - Data Analysis in Psychophysiological Research

APH 5123 - Practice Research Study in Psychophysiology

APH 5123C - Research in Psychophysiology - Continuation

APH 5124 - Psychophysiology Department Comprehensive Exam

APH 5125 - Individual Research Focus

APH 5151 - Pain Assessment and Intervention

APH 5181 - Hormonal and Perceptual Influences on Behavior

APH 5201 - Principles and Theories of Stress Management

APH 5221 - Stimulation Technologies

APH 5251 - Neuropsychophysiology

APH 5271 - EEG Biofeedback: Assessment and Intervention

APH 5281 - Advanced EEG Biofeedback: Theoretical and Clinical Considerations

APH 5301 - Behaviorally Oriented Techniques

APH 5351 - Clinical Psychopharmacology

APH 5401 - Psychophysiological Assessment and Treatment of Sleep

APH 5451 - Optimal Functioning: Psychophysiological Applications in the Community, School, Sports, and Workplace

APH 5470 - Optimal Functioning in the Sports and Performing Arts Environment

APH 5515 - Graduate Colloquium

APH 5541 - Mentoring in Biofeedback

APH 5551 - Neuromuscular Reeducation

APH 5561 - Quantitative Electroencephalogram as an Assessment Tool

APH 5571 - Heart Rate Variability Biofeedback

APH 5594 - Advanced Hypnosis Practicum

APH 5595 - Advanced Biofeedback Practicum

APH 5620 - Basic Training and Education in Hypnosis

APH 5622 - Basic Training and Education in Biofeedback

APH 5625 - Intermediate Training and Education in Hypnosis

APH 5627 - Intermediate Biofeedback

APH 5651 - Pelvic Floor Disorders

APH 5701 - Practicum and Field Experience

APH 5751 - Professional Development Planning Seminars

APH 5771 - Case Seminars

APH 5801 - Anomalous Phenomena: Tools for Assessment and Investigation

APH 6300 - Professional and Ethical Issues in Sports and the Performing Arts

APH 6499 - Psychological Applications for Sports and Performing Arts

APH 8100 - Independent Study

HM 2010 - Collaborative NP Leadership Development

HM 2020 - Developing Transformational NP Strategies