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2022-2023 Academic Catalog and Student Handbook with Spring Addendum [Archived Catalog]
Course Descriptions
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Courses are identified and organized by degree program. Listed below are those courses for the 2019-2020 academic school year. CampusVue will list courses open for enrollment each semester, by Section if applicable. Not all courses are offered every semester.
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Core |
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MBM 5586 - Ph.D. Practicum
This course is structured to allow students to explore real-world situations and issues that emerge related to future practice. Students apply mind-body skills, instructional strategies, and facilitation techniques in clinical, community, and professional settings. The appropriate student-identified site allows the student to engage practicum clients in mind-body counseling and education approaches and techniques for individuals and groups. The practicum can also be set to pursue mind-body research and/or organizational development activities. Possible settings include: hospitals, clinics, counseling centers, schools, nursing homes, community centers, wellness centers, homeless shelters, group homes, jails, prisons, and corporate work places. Requirements: 100 hours of practicum experience and weekly video conference participation. (Note: This course requires several weeks preparation before course begins.) Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA Term A/B, SP Term A/B, and SU-Term. Course Length: 16 Weeks (SU 8 weeks) No RC Required.
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Counseling |
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CES 7000 - Advanced Theories and Practice
This course examines several major counseling theories in the context of counselor education and supervision. Students will have an opportunity to explore, compare, and integrate counseling theories in pedagogy and practice. Students will demonstrate knowledge and application of major theories pertaining to the principles and practices of counseling and counselor education, this will include the conceptualization of clients from multiple theoretical perspectives. 3 credit(s)
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CES 7010 - Supervision and Consultation
This course provides an opportunity for students to learn, synthesize, and apply knowledge of supervision theory, and the consultations process as they develop their personal style for supervision and consultation. Students will be exposed to current theories, models, and topics related to supervision and consultation. Ethical and legal issues in supervision and consultation will be addressed. This course will include an opportunity to supervise Master’s level field work - under the supervision of a faculty member. 3 credit(s)
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CES 7015 - Cultural Responsiveness and Advocacy
This course will provide students with an opportunity to explore identity, and intersectionality a multicultural and diverse society. Emphasis will be placed on delivering culturally relevant counseling in multiple settings, conducting supervision, and conducting research. The role of racial, ethnic, and cultural heritage; nationality; socioeconomic status; family structure; age; gender; sexual identity; religious and spiritual beliefs; occupation; physical and mental status; local, regional, national, and international perspectives will be explored- as they related to individual identity, access to services, and culturally competent counseling. Finally, equity issues in counselor education programs, counseling supervision, and counseling research will be explored. 3 credit(s)
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CES 7020 - Leadership, Advocacy, and Ethics
This leadership focused course will focus on current issues in counseling to include the role of ethical and legal consideration in counselor education and supervision. Focus will be on theories, skills and models of leadership as well as strategies for responding to community, national, and international crises and disasters. Students will explore current topical and political issues in counseling and how those issues affect the daily work of counselors and the counseling profession. Students must demonstrate the ability to provide leadership or contribute to leadership efforts of professional organizations and/or counseling programs and the ability to advocate for the profession and its clientele. 3 credit(s)
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CES 7025 - Instructional Theory and Practice
This course prepares students to teach in Counselor Education programs. Topics covered are learning theories, retention of material, motivation, classroom instructional strategies and techniques, and assessment of learning. This course will provide an overview of the history and development of counselor education with an examination of the theoretical orientation and practice skills necessary to function effectively as a counselor educator. Students will examine their personal philosophy of teaching and learning and demonstrate the ability to design, deliver, and evaluate methods appropriate to course objectives. This course will provide students with an opportunity to co-teach a course, under supervision of the course faculty member. 3 credit(s)
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CES 7027 - Community Leadership and Engagement
Counselor educators engage as leaders across a range of community levels (local, state, regional, national, international). During this course, students will integrate theory and practice as they engage in a community-based initiative or process with the goal of providing a tangible service while deepening their conceptual understanding and skill development related to service leadership and social change. 3 credit(s)
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CES 7035 - Introduction to Counselor Education
This seminar style course is designed to facilitate the student’s awareness and knowledge of current issues in the field of Counselor Education. Students will discuss and present current issues in the field, providing a format for debate and discussion. The course will increase the student’s awareness of the areas of social and educational change. This course will have a synchronous meeting component. 3 credit(s)
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CES 7045 - Research and Publication Seminar
This course examines advanced topics and controversies in qualitative and quantitative counseling research; this integration of theoretical with applied counseling material will augment the department’s standard doctoral research offerings. Special focus on the process of taking a manuscript from conceptualization through publication will be discussed, and students will engage in completing a journal manuscript and conference proposal draft. 3 credit(s)
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CES 7050 - Quantitative Research Methodology
This course examines advanced quantitative research models and methods of instrument design such as experimental and quasi-experimental designs to include application of advanced quantitative research skills, evaluation of research proposals from human subjects/institutional review board reviews, application of professional writing for journal and newsletter publication, and appropriate conference proposal procedures. Students will demonstrate knowledge through application of quantitative research questions appropriate for professional research and be introduced to writing for publication. This course will also address ethical and diversity issues involved in research design, measurement, implementation, and generalization of findings. 3 credit(s)
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CES 7055 - Qualitative Research Methodology
This course examines qualitative research design and the development of advanced level qualitative research skills. Explores and contrasts philosophical assumptions of qualitative and quantitative research. Areas of emphasis include methodologies, such as grounded theory, ethnographic, and phenomenological and other emergent research practice and processes. Students will develop competencies in qualitative data collection, analysis, and oral and written data presentation. Various methods and approaches to qualitative research are reviewed. 3 credit(s)
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CES 7060 - Advanced Statistics
This course examines univariate and multivariate statistics most frequently used in counseling research. Students will learn how to read and interpret these statistics in published research as well as how to apply them to the analysis of their own research projects. Students will learn how to select the appropriate statistical analyses, collect data in a controlled manner, analyze the data, and interpret the results. This course emphasizes skill in the application of advanced statistical techniques to social science research, interpreting results of statistical analyses, and data analyses and presentations. 3 credit(s)
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CES 7065 - Advanced Qualitative Research Methods
This course provides an in-depth exploration of four qualitative research methodologies. Advanced topics in qualitative research are considered in order to foster critical thinking skills and to inform a long-term research agenda. Epistemological assumptions, theoretical considerations, data collection, and analytic procedures for grounded theory, phenomenological, narrative, and ethnographic research designs are reviewed. Additionally, this course covers coding processes, lived experience descriptions, the use of photos in data collection, field notes, and autobiographical writing, and other data sources. 3 credit(s)
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CES 7070 - Advanced Practicum
This advanced supervised practicum in counseling will enable doctoral-level students to develop and/or refine advanced counseling skills and conceptually link counselor practice and supervision. The doctoral practicum focuses on additional supervised clinical counseling experience beyond the supervised experience completed in the student’s master’s degree program. Students are required to participate in a supervised doctoral-level practicum of a minimum of 100 hours in counseling, of which 40 hours must be in direct service with clients. The nature of the doctoral-level practicum experience is to be determined in consultation with the faculty advisor. Students will participate in bi-weekly group supervision with a faculty member and other practicum students. 3 credit(s)
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CES 7075/7080 - Advanced Internship I/II
Students are required to complete doctoral-level counseling internships that total a minimum of 600 clock hours. The 600 hours must include supervised experiences in at least three of the five doctoral core areas (counseling, teaching, supervision, research and scholarship, leadership and advocacy). The 600 credit hours may be allocated at the discretion of the doctoral advisor and the student on the basis of experience and training. The doctoral-level internship will consist of providing individual and group supervision to master’s level students, teaching and/or co-teaching master’s level counseling courses, and participating in professional activities related to counselor education. If doctoral students have had limited clinical counseling experiences prior to beginning their doctoral work, they may also be required to complete credit hours in a counseling setting to gain more counseling experience. (6 total semester credits) 6 total semester credits credit(s)
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CES 7085 - Comprehensive Exam
The Comprehensive Exam is completed in two parts:Written Comprehensive Exam: students may register for and take their comprehensive exam starting in the second semester of their second year of the program. It is at that point that most of the academic coursework is complete. The exam is project-based and includes the following: Students will create a community or agency-based project that includes a combination of their teaching, research, and advocacy philosophy. This project can be theoretical or could be part of their Internship coursework. Oral Comprehensive Exam: the student will submit their project to their dissertation committee for review. The committee will then schedule an oral exam. During the oral exam, the student will present their project, along with a description of their growth and development as a counselor educator. Part of this oral exam will be to explore the next steps of the project- which could include incorporating the work into Internship, or into dissertation research. 0 credit(s)
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COUN 1023 - Understanding Research and Evaluation
This course emphasizes competencies in research and evaluation foundational to clinical counseling and psychotherapy. The course introduces inquiry in quantitative and qualitative methods with emphasis on conceptualization, design, basic statistical principles and analysis, and critique of research. The course presents an overview of approaches to research and evaluation, including humanistic, existential, systemic, and alternative paradigms; evidence-based treatment and empirically supported practice; needs and outcomes assessment and program evaluation; and ethical and multicultural issues in research. 3 credit(s)
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COUN 2010 - Structure & Dynamics of the Family
This course provides theoretical and phenomenological overview of the changing nature of family structures and dynamics through lifespan and intergenerational perspectives. The course explores the dynamics of human systems, processes in adaptation, and integrative approaches in systems interventions. The course emphasizes case description, historical and developmental perspectives, theoretical models in systems formulations, and integration of cultural and social structures in contextual dynamics. 3 credit(s)
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COUN 2025 - Counseling Theories
This course surveys “schools” or groups of theories and developments in therapeutic interventions. Theorists associated with each school illustrate differing approaches in psychotherapy. The course explores four broad categories of psychotherapy: psychodynamic; behavioral and cognitive-behavioral; existential, humanistic, and transpersonal; and systems and family systems approaches. The course surveys the history and development of these perspectives toward human nature, psychological health, normal development, psychopathology, and approaches to intervention. 3 credit(s)
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COUN 2031 - Assessment & Testing
This course emphasizes humanistic perspectives in administration, interpretation, and reporting of assessment measurements using standardized empirical and phenomenological approaches. The course emphasizes clinical issues in reliability and validity, standardization and instrumentation, cultural and population specificity, and individual and contextual applications. The course provides an overview of ethics, testing objectives, and clinical implications in assessment settings. The course provides an overview of historical perspectives and theoretical models in assessment formulation. 3 credit(s)
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COUN 2050 - Psychopathology and Diagnosis
This course provides a critical overview of diagnosis and the DSM with attention to historical perspectives that shaped the current understanding of psychopathology. Topics in this course are approached through development, biological, trauma-informed, and culturally responsive lens. This course provides the necessary skills to understand and identify the etiology, symptoms, and DSM criteria necessary to make ethical and culturally responsive diagnosis. Diagnosis and treatment planning take into account working within continuums of care and interfacing with health systems. Prerequisite(s): COUN 2650 Professional Orientation and Ethical Practice 3 credit(s)
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COUN 2060 - Human Sexuality
This course explores human sexuality through a holistic wellness model including developmental, psychological, physiological, relational, and cultural contexts. Students develop awareness of biases and stigma towards sexuality within themselves, the field of counseling, and socio-cultural contexts. Emphasis is placed on understanding the diversity of human sexual experience as well as gender and sexual/affectional identity with individuals and in relational structures. Students develop skills to assess and treat sexual dysfunction as well working with clients through a positive sexuality lens. 3 credit(s)
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COUN 2500 - Basic Counseling Skills
This course develops foundational clinical skills for professional work with individuals, couples, families, and groups. The course integrates humanistic theories and techniques with emphasis on self-exploration toward cultivating professional development of the counselor and psychotherapist. The course introduces foundations in clinical theory including stages of therapy, diagnostic assessment, and therapeutic intervention. The course focuses therapeutic practices including skills in developing the therapeutic container and alliance, empathic listening and reflection, unconditional positive regard, recognition of boundaries and therapeutic frame, exploration of self, sensitivity to diversity and multicultural issues, and capacity to embody an authentic sense of self as a counselor and psychotherapist. 3 credit(s)
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COUN 2505 - Psychopharmacology
Students develop foundational understanding in psychopharmacology important to client-oriented clinical practice in psychotherapy and counseling. Students develop skills in forming a collaborative team with the client and the prescribing health professional. The course surveys fundamental diagnoses that may be accompanied by psychotropic medications and methods to help clients monitor medication effectiveness. The course emphasizes psychoactive medications within a biopsychosocial understanding of the client. The course surveys the interface of psychoactive medications in the practice of psychotherapy and counseling. 3 credit(s)
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COUN 2510 - Relationship and Family Intervention
This course addresses philosophies and models of therapeutic intervention with couples and families. There is also a section on working with children, emphasizing work with children that include a family perspective. This course builds theoretical understanding and therapeutic skills and enlarges foundations introduced in the pre-requisite courses “Basic Clinical Skills” and “Structures and Dynamics of the Family.” Prerequisite(s): COUN 2010 Structure & Dynamics of the Family 3 credit(s)
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COUN 2531 - Group Counseling and Psychotherapy
This course examines philosophies and models of group counseling and psychotherapy. The course has four fundamental goals. The first is a critical analysis of contemporary theories and models of group counseling and psychotherapy. The second is to be able to identify the theories and therapeutic group approaches that best fit the context and nature of the clinical requirements and are congruent with the personality and values of the student and clients. A third goal is developing sensitivity to the many ways in which one’s values and beliefs impact one’s choice of interventions. A fourth goal is to encourage reflection regarding how the insights of different approaches may be applied in a group context within a humanistic framework. Prerequisite(s): COUN 2500 Basic Counseling Skills 3 credit(s)
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COUN 2531A - Group Lab
This group lab is a 10-hour group experience that is a companion to the Group Counseling and Psychotherapy course. 0 credit(s)
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COUN 2532 - Career Development and Counseling
This course is designed for students to gain an overview of career development theories, procedures and techniques in career counseling and career assessment tools. Empirically based theories and counseling interventions are reviewed and examined in the context of working with diverse populations across school and community agencies and clinical practice settings. 3 credit(s)
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COUN 2555 - Advanced Child and Adolescent Therapy
This course is designed for study in greater depth of major theories of child and adolescent development and relevant lifespan issues arising in these formative years. The course emphasizes clinical skills and therapeutic interventions for working with children, adolescents and their families in clinical, school, and community settings. Prerequisite(s): COUN 6020 Lifespan Development 3 credit(s)
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COUN 2560 - Cultural Humility and Responsiveness
This course prepares students to engage in cultural humility and develop the skills necessary for culturally responsive counseling practice. Students develop knowledge and awareness of how White supremacy, oppression, and liberation affects clients’ lived experiences and can be addressed in the counseling profession. Cultural identity is explored from an intersectional lens to include but is not limited to race, ethnicity, immigration, disability, gender, sexual/affectional, spirituality/religion, and social class. This course provides the foundation for understand one’s own cultural identity and positionality as a counselor as well as how to apply cultural-centered and liberation-focused modalities within the counseling process. Students develop the neccessary skills for social action and advocacy to address the barriers of racism, systemic oppression, and White supremacy that impede client progress and wellness. 3 credit(s)
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COUN 2561 - Substance Abuse and Behavioral Addictions
This course provides foundational knowledge for conceptualizing, assessing, and treating substance abuse and compulsive behavioral disorders. The course examines the neurobiology of drug use and compulsive behavior within the prevailing models of addiction. The course develops understanding of drug use and addictive behavior as a biopsychosocial phenomenon that impacts individuals and communities. The course investigates the interactive process of motivating individuals for change across models of compulsive behavior and explores treatment approaches with individuals in addiction. The course addresses ethical issues that arise in working with individuals with addictions. 3 credit(s)
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COUN 2562 - Crisis and Trauma Intervention
This course describes biological, emotional, and cognitive processes of traumatic stress and examines the nature of PTSD and other diagnoses associated with exposure to traumatic stressors. The course explores social, cultural, developmental, physiological, and psychological factors in relation to vulnerability, resiliency, and recovery. Cultural responsiveness and the importance of client advocacy and working with consumer groups in aiding recovery are emphasized. The course explores stages of assessment, intervention, and recovery in relation to working in clinical settings and in disaster response. Students develop skills in assessment and intervention for suicidal ideation and other crisis scenarios. 3 credit(s)
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COUN 2650 - Professional Orientation and Ethical Practice
This course focuses understanding on ethical and legal issues involved in the conduct of working with individuals, groups, couples and families. The course emphasizes ethical and legal principles in clinical counseling, group counseling and couples and family therapy and research and evaluation. Students examine the codes of ethics of professional counseling and marriage and family therapy associations and state/provincial laws and regulations governing mental health professions. Students develop understanding of their own attitudes and perspectives on ethical dilemmas in clinical work and research. 3 credit(s)
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COUN 6020 - Lifespan Development
The processes and significant transition points for child, adolescent, and adult development are considered in this class. Classic and contemporary theories of development through lifespan, including some modern western perspectives, are contrasted by examining their principal concepts and uncovering their assumptions about what motivates and influences development. Topics such as mother-infant attachment, sex-role socialization, cognitive and moral development, reciprocal effects in parent-child interaction, higher stages of adult development, and the revolutionary impact of feminist theory and research on classic models of development are emphasized. 3 credit(s)
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COUN 8152 - Practicum
This is the first of three required 3-unit courses that introduce the student to field placement training. Both the approved field placement and the practicum course enrollment are required. Practicum 1 is designed to provide students with a model for thinking about themselves as practitioners, their expectations and concerns, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum 1 focuses on professional development important for beginning therapists. Students share from their practicum experience, drawing on their practicum reflections, individual and group exercises, and regular on-line threaded discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. 3 credit(s)
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COUN 8153 - Internship 1
This is the second of three required 3-unit courses that continue the field placement training. Both the approved field placement and the internship course enrollment are required. Internship 1 is designed to provide students with a model for approaching crisis and critical issues in clinical work, while also providing an arena in which to compare and contrast field placement experiences with other students. Internship 1 focuses on professional development important in issues in cultural and spiritual diversity. Students share from their internship experience, drawing on their internship reflections, individual and group exercises, and regular on-line threaded discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. 3 credit(s)
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COUN 8154 - Internship 2
This is the third of three required 3-unit courses that continue the field placement training. Internship 2 is designed to refine clinical skills in treatment formulation, evaluation of outcomes, and professional standards in documentation in clinical work. The course provides an arena in which to compare and contrast field placement experiences with other students. Internship 2 focuses on professional development important in issues in cultural and spiritual diversity. Students share from their internship experience, drawing on their internship reflections, individual and group exercises, and regular on-line threaded discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. 3 credit(s)
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COUN 8155 - Internship 3
This course is required for those students continuing in internship placement sites needing to obtain additional supervised clinical hours. Both the approved field placement and internship course enrollment are required. Internship 3 is designed to refine clinical skills in treatment formulation, evaluation of outcomes, and professional standards in documentation in clinical work. The course provides an arena in which to compare and contrast field placement experiences with other students and receive individual and group supervision during the time the student is completing field-placement hours. This internship course is required for those trainees who continue field-placement supervision to accrue pre-degree internship hours. 3 credit(s)
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COUN 8156 - Clinical Inter-Session
This course is required for those students continuing in field placement sites during the Summer Inter- Session and between Fall and Spring semesters. Both the approved field placement and course enrollment are required. The Clinical Inter-Session is designed to refine clinical skills in treatment formulation, evaluation of outcomes, and professional standards in documentation in clinical work. The course provides an arena in which to compare and contrast field placement experiences with other students and receive individual and group supervision during the time the student is completing field-placement hours. This course is required for those trainees who continue field-placement supervision to accrue pre-degree practicum hours. 0 credit(s)
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Creativity Studies |
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CS 3010 - Arts-Based Inquiry
When a form of inquiry is conceptualized and actualized in terms of creative processes in pursuit of human knowing, using as its primary means an art medium, it may be termed art- based inquiry. This course examines select forms of thinking about, and doing, art-based inquiry, inclusive of its relevance to research processes and forms of scientific inquiry. Although preference is given to the visual arts, other art forms may be pursued. 3 credit(s)
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CS 3160 - Personal Mythology and Dreamwork
In this potentially life-transforming course you will learn what is meant by the term personal mythology. You will be introduced to the idea that every person develops a particular personal mythology that guides and influences his or her perceptions, thoughts, feelings, and behaviors. You will be introduced to the primary factors that seem to be responsible for the development of particular personal mythologies, for example, a person’s genetic inheritance, family of origin, kinship group, and social milieu. The course can be taken with an experiential emphasis, an academic emphasis, or a mixture of these. 3 credit(s). Cross-listed with CSIH 3160 & EHP 3160 3 credit(s)
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CS 3240 - Advanced Topics in CSIH and CS
This course explores advanced and special topics of interest to students related to studies in consciousness, spirituality integrative health, and creativity studies. The course is in seminar format where, with instructor’s approval, students select their topic and create clear learning objectives. With ongoing feedback from the instructor and other students, each student then develops and presents to the group an annotated bibliography and a final paper on the topic chosen and guided by one’s objectives. 3 credit(s)
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CS 3530 - Death and Loss in Literature and Film
This course will survey a number of writers and filmmakers and their respective artworks contending with questions of meaning and the poignancy to be found in life at the limits and the irrepressible passage of time. Art, we may say, is an especially rarified response to the dilemma of time and the inexorable loss that attends it. The poet Rilke put it this way:
… Once everything, only once. Once and no more. And we, too, once. Never again. But having been this once, even though only once: having been on earth does not seem revocable.
It is precisely this sense of impermanence, of evanescence, of life’s ultimate mystery and the potential beauty therein that will serve as our curricular touchstone. “It is not possible,” mused the ancient philosopher Heraclitus, “to step twice into the same river.” Aeschylus, younger contemporary to Heraclitus, saw suffering as inevitable, with wisdom the hard-won purchase of pain falling “drop by drop upon the heart”-words quoted, movingly, by Robert F. Kennedy in an extemporaneous eulogy on the night of Martin Luther King’s assassination. This course will inquire into these bedrock existential/humanistic/transpersonal themes-life at the limits and the place of aesthetics and creative response, with literature and film, especially, offering protection and remedy. 3 credit(s)
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CS 4500 - Dimensions of Creativity
The many dimensions of scientific and artistic creativity are studied, as well as the way creativity relates to social-cultural influences, gender, family background, personality factors, and cognitive styles. This course examines the creative process, the creative person, the creative product, and the creative environment. Imagery and symbolization, intrapsychic experience, and aesthetic issues are explored. Recent creativity research and theories of creative development are considered. 3 credit(s)
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CS 4510 - Perspectives in Creativity
This course is designed to deepen the understanding of creativity and utilize newly learned insights to enhance creative process as well as stimulate the creative process of others. Students develop an awareness of factors that stimulate or inhibit their own creative process and apply what they learn in an area of vital importance to them. Tapping into creativity is increasingly important for both individuals and society. The challenge of living in a world that is complex and changes at an increasing speed challenges all of us to develop our unique abilities.
We advocate that human creativity is universal, and can be developed across multiple modalities and different ways of knowing. Creativity can also enhance the qualities of and offer benefits for the health of individuals and cultures (Goslin-Jones & Richards, 2018; Richards, 2018). What is valuable and transformational varies in different fields and circumstances. There is an important need for new and effective answers in many different areas of our culture, our work, and everyday life. Our survival as a species will require answers to new and challenging problems involving both individual and international relationships, ecology, economy, education, health, legal system, population growth, the arts, technology, workplace etc. Prerequisite(s): Successful completion of CS 4500 - Dimensions of Creativity 3 credit(s)
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CS 4520 - Art and Healing
The healing aspects of art across cultures and throughout history, allows students to choose the type of art they would like focus (e.g., visual art, writing, music, humor, dance, drama, poetry, film, and the creative arts therapies). It will expand students’ capacities to perceive, benefit from, and transmit the healing aspects of art by bringing its dynamics more fully into conscious awareness. Through examining the universality of archetypes, the empowering experiences of diverse artists using creativity as a form of resilience, and the effectiveness of a variety of arts as multicultural healing modalities, students will come to understand more fully how art is integral to the human quest for wholeness. 3 credit(s)
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CS 4525 - Poetry and Holistic Health
Examination of the conceptual bases for the healing potential in poetry, with study of poetry written by health practitioners, by patients, their friends, and families. Students will become familiar with poetry on such themes as cancer, Alzheimer’s disease, alcoholism, and bereavement. They will be supported in the development and refinement of original poetry on illness and wellness themes of particular interest. 3 credit(s)
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CS 4526 - Creativity and Writing
This course provides an overview of the research relevant to the field of Creativity Studies and writing. Areas covered will include psychological research regarding writers and writing, the use of writing as an aid in healing trauma, understanding of the creative process in writing and aspects of the publishing process. Students will write original work based on their personal interests and goals. 3 credit(s)
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CS 4535 - The Use of Poetry with Death, Loss, and Life Transition
The creative arts are often used to assist people facing death, loss, and other important life transitions. Similarly, these life events often cause individuals to reflect upon the meaning in their life and seek to create new meaning, which can be aided by poetry and the creative arts. This course focuses on the use of poetry when encountering death, loss, and life transitions. Students are encouraged to reflect upon their own use of creativity in times of difficult life transitions. Additionally, students will explore ways to facilitate the use of poetry with others facing life transitions. Poems from various cultural backgrounds are considered. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed with EHP 4535 - The Use of Poetry with Death, Loss, and Life Transition 3 credit(s)
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CS 4540 - Creativity and Social Change
To address the many threats and challenges facing humanity, good intentions and familiar techniques will not be enough. New (or newly adapted) solutions are needed. Saybrook’s existing fields of Creativity and Transformative Social Change make perfect partners for blending social conscience with innovative thinking. Fascinating and ingenious inventions are already solving some of the world’s most pressing problems. Students will study readings from the fields of creativity and social change, explore an amazing assortment of newly devised solutions as well as some traditional ones that deserve a second look, make active experiments, and practice developing one viable solution of their choosing. In this course, Creativity students can practice operationalizing their ideas and Transformative Social Change students can develop their innovative sides. The course could also be of benefit to clinicians aware of the external pressures their clients face; activists tackling issues of ethnicity, sexual orientation, and gender; and mediators looking to solve entrenched hostilities. Combining the expected scholarly readings with practical assignments, the course can serve as an incubator for students’ ideas for making the world a better place. 3 credit(s)
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CS 5000 - Interdisciplinary Foundations for Vibrant Longevity, Part 1
This course will examine theoretical considerations and interdisciplinary research in, as well as evidence-based foundations for, healthspan and vibrant longevity. It will assist students with exploring healthful and vibrant longevity as a biopsychosocial-spiritual phenomenon; as a creative architectural design; and as a meaning-making process, practice, path, and destination. Importantly, this course is designed to (a) enrich students’ scholar-practitioner knowledgebase, vision, values, goals, experiential insight, and self-care and (b) galvanize their emergent/emerging interests germane to contemplating, cultivating, and supporting healthful longevity. Prerequisite(s): NONE. 3 credits. Cross-listed with CSIH, PSY, EHP, and MBM. 3 credit(s)
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CS 6606 - Introduction to Expressive Arts
This course provides an introduction to Expressive Arts approaches, paradigms, and theoretical concepts that aid in developing multi-modal fluency for the purposes of self-discovery. The expressive arts therapist, consultant, or educator combines and integrates visual arts, movement, drama, music, writing, and other creative processes to foster growth and transformation with individuals and groups. Person-Centered Expressive Arts and The Creative Connection® developed by Natalie Rogers will be explored through personal process, discussion, and readings. The course includes a peer coaching process using expressive arts and requires attendance at a 2-day experiential expressive arts workshop offered at the Saybrook RC (3 credits) 3 credit(s)
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CS 7067 - Creativity at Work
This course provides students an understanding of both the theoretical and practical applications of creativity at work. Organizational leaders and consultants, psychologists, educators, and others who work in organizations will evaluate, discuss, and apply research-based knowledge regarding individual, group, and organizational creativity. Topics covered include exploration of creativity within individual and group creativity, creative leadership, entrepreneurship, innovation, systems perspective, and organizational creativity. Subtopics include appreciative Inquiry, authentic leadership, diversity, group flow, meaning at work, social media, and Theory U. 3 credit(s)
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CS 8151 - Creativity Studies Capstone Project
In this course students will critically examine, analyze, synthesize, and creatively apply theoretical and practical knowledge obtained through the previous coursework in their CS certificate program. The Creativity Studies Certificate Capstone Course requirements are fulfilled through the following options: scholarly writing, a professional presentation, a creative project, and/or creating a new product. Suitable options include those that do not require IRB approval. All options should be discussed with and approved by the course instructor and the Creativity Studies Specialization Coordinator at the beginning of the semester. This course is designed to galvanize and to capitalize upon the student’s professional goals, interests, knowledge, experience, and aspirations. 3 credit(s)
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CS 8950 - Certificate Integrative Seminar
The final part of the Certificate program is the integrative paper. The purpose of the integrative paper is to give the learner an opportunity to draw together the most important aspects of the Certificate courses, to assess strengths and identify further learning needs, and to develop a specific plan for continuing personal and professional work. Prerequisite(s): Open only to students pursuing a Creativity Studies certificate. 1 credit(s)
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Consciousness, Spirituality, and Integrative Health |
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CSIH 3000 - Psychology of Consciousness
This course introduces students to the fundamental concepts, paradigms, and current issues in studies of consciousness. It explores the field from diverse approaches including humanistic and transpersonal psychology, cognitive and affective neuroscience, cross-cultural studies, existential-phenomenological methodologies, and other related disciplines. 3 credit(s)
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CSIH 3040 - Models of Consciousness
This course explores the process of model building in psychology and human science by examining a spectrum of current models that dominate the study of consciousness, including those from cognitive neuroscience, the classical depth psychologies of Freudian psychoanalysis, humanistic and transpersonal approaches, Jungian psychology, and a selection of conceptions from the classical psychologies of Asia. How to identify the logic, metaphysics, epistemology, ontology, and cosmology of a given model will be a primary focus. What relevance these models of consciousness have for humanistic and transpersonal psychology and human science will also be of concern. Because individuals often attempt a phenomenological integration of everything, based on some fusion of their readings of theoretical writings on the subject with scientific research, personal proclivities, and intuitive norms from clinical experience, attempts at the students’ own synthesis of a more adequate model of consciousness will be encouraged. 3 credit(s)
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CSIH 3150 - Neuropsychology of Dreams and Dreaming
Welcome to one of the most fascinating areas of investigation in consciousness studies; few if any other areas bring together in one place as many aspects of neuropsychology. In this course students will learn more than brain physiology and theories of how brain function is connected to nighttime dreaming; they will also obtain a bird’s eye view of the mind and the brain working together, as beautifully exemplified in the exquisitely complex yet simple action of the sleeping brain. This course focuses on the neuropsychological aspects of dreaming. In doing so, it explores differences between activity in the waking and sleeping brain, examines the major views on how dreams are generated in the sleeping brain, and opens for discussion the implications of this knowledge for a richer understanding of the nature of waking and dreaming consciousness. 3 credit(s)
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CSIH 3160 - Personal Mythology and Dreamwork
In this potentially life-transforming course you will learn what is meant by the term personal mythology. You will be introduced to the idea that every person develops a particular personal mythology that guides and influences his or her perceptions, thoughts, feelings, and behaviors. You will be introduced to the primary factors that seem to be responsible for the development of particular personal mythologies, for example, a person’s genetic inheritance, family of origin, kinship group, and social milieu. The course can be taken with an experiential emphasis, an academic emphasis, or a mixture of these. Cross-listed with CS 3160 and EHP 3160. 3 credit(s)
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CSIH 3165 - Understanding and Appreciating Dreams
This course offers valuable tools for individuals and groups. Engaging in dreamwork can offer personal insight and spiritual growth. The “grassroots dream movement” has initiated non- clinical uses of dream reports for purposes of creative expression, spiritual development, and group exploration. This course covers the use of recalled dreams in both clinical and non-clinical settings. It spans a variety of ideological perspectives, emphasizing those that can be quickly learned and adroitly applied with minimal risk and maximum benefit to the dreamer. 3 credit(s)
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CSIH 3200 - Seminar in Consciousness, Spirituality, and Integrative Health
This course provides an introduction to the primary themes in consciousness, spirituality, and integrative health. The course includes studies in Transpersonal Psychology as an important way to address these themes. Students will be introduced to foundational definitions, concepts, and theories. This course will also serve to orient students to the Consciousness, Spirituality, and Integrative Health Specialization, including curriculum paths, vocational possibilities, and relevant professional organizations and conferences. It is recommended that students in the Consciousness, Spirituality, and Integrative Health Specialization begin with this course. It provides foundational knowledge that will be built upon in future coursework. Additionally, this course introduces various career paths in order to help students identify, at the outset, the courses that will be most relevant to meeting their future vocational aspirations. Students will also become familiar with various resources that will be useful in their future coursework. 3 credit(s)
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CSIH 3205 - Spiritual Direction
This course provides a professional, academic, and personal introduction to spiritual direction (often called spiritual guidance) as a profession and as a support to other professions. The primary goal of this course is to explore the role of spiritual direction within and outside spiritual traditions. Students will be introduced to foundational definitions, concepts, dynamics, and processes in this developing field. 3 credit(s)
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CSIH 3220 - The African Diaspora: African American Cultural History and Psychology
This first in a sequence of courses on the African Diaspora will focus on the definition, constituents, and historiography of the African Diaspora and greater comprehension of the cultural history and psychology of persons with African ancestry, through the lens of African and African-American psychology. Selected texts for the course have been written by African, African-Caribbean, and African-American scholars. The methodological approach to the study of the African Diaspora is interdisciplinary and draws to the foreground historiography, depth psychology, economics of capitalism, law, mythology, religion, art history, and anthropology for construction of an ancestral ethno-cultural narrative of the African Diaspora against the background of world cultural history. The course content and approach should open and cultivate, through critical thinking, a worldview and means to deconstruct, analyze, comprehend, and reconstruct complex sets of human relations in the African Diaspora from global, regional, national, and personal perspectives. It should allow us to see how the archetype of culture is actualized within institutions, living micro-systems, and psychodynamics of the Diaspora. The specific focus of this course is on African-American cultural history, psychology, and experience from origins in Africa, the Middle Passage, bondage, civil and psychological reconstruction, the Civil Rights movement, Pan-Africanism, and Negritude in America, Europe, the Caribbean, and Africa, Affirmative Action, African-American family life, demographics, health/mental health, illness, spirituality, resilience, and optimal development. Cross-listed with EHP, PSY, and TSC 3 credit(s) 3 credit(s)
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CSIH 3230 - Special Topics in Spiritual Direction
This course explores topics related to spiritual direction (often called spiritual guidance) as a profession and as a support to other professions. The course is in a seminar format where, with instructor’s approval, each student selects the topic they wish to pursue and creates clear learning objectives. Appropriate topics include models of spiritual development, discernment processes, and case studies in spiritual direction. With ongoing feedback from the instructor and other students, each student then develops and presents to the class an annotated bibliography and a final paper on the topic chosen and guided by one is learning objectives. 3 credit(s)
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CSIH 3240 - Advanced Topics in CSIH and CS
This course explores advanced and special topics of interest to students related to studies in consciousness, spirituality integrative health, and creativity studies. The course is in seminar format where, with instructor’s approval, students select their topic and create clear learning objectives. With ongoing feedback from the instructor and other students, each student then develops and presents to the group an annotated bibliography and a final paper on the topic chosen and guided by one’s objectives. Cross-listed with CS 3240. 3 credit(s)
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CSIH 3605 - Kabbalah and Transpersonal Psychology
The objective of this course is to give an overview of the Kabbalah-the esoteric offshoot of Judaism-and its contemporary relevance for transpersonal psychology. The major teachings of the Kabbalah and Hasidism will be presented concerning human personality and growth, as well as classic methods such as meditation for awakening intuition, creativity, and other higher potentialities. 3 credit(s)
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CSIH 3610 - Transpersonal Neuroscience
This course examines transpersonal states of consciousness as seen through the eyes of contemporary transpersonal psychology and brain science and the controversies that surround these topics. Sections of the course will examine the nature of consciousness itself, in brain science as well as the philosophy of mind and transpersonal psychology and explore in nontechnical ways the fundamentals of transpersonal neuroscience and consciousness, looking toward how this approach sheds light on spirituality and higher states of awareness. 3 credit(s)
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CSIH 4045 - The Buddhist Path of Healing
This course focuses on the foundations of “healing” the mind-body split/unification from a Buddhist perspective. After introducing basic concepts of Buddhist health and healing, it goes on to examine this field’s important contributions to contemporary Western, integrative, and global health and wellness issues. Students are invited to involve themselves experientially in a variety of healing and meditation practices. 3 credit(s)
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CSIH 4050 - Integrative Health Psychology
In the broadest sense, health psychology is the organized and systematic effort to apply the knowledge and skills of the behavioral sciences to human health and illness. This course emphasizes a biopsychosocial-spiritual-cultural approach to health. We will review a variety of topics, including: lifestyle changes; coping with chronic pain; addressing health anxiety; chronic health conditions; health disparities; and healthcare systems. Students will explore the reciprocal relationship between psychological and medical health. This course is cross-listed as PSY4050. (3 credits) 3 credit(s)
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CSIH 4070 - Ethics, Spirit, and Health Care
This course provides an overview of the ethical principles and codes of conduct in psychology. It will focus on the guidelines for ethical practice that integrates the spiritual, physical, and psychological dimensions into one’s professional work with individuals and groups. This core ethics course will focus then on a breadth of ethical considerations and concerns pertinent to the evolving intersections of mind-body-spirit. An introduction to ethics and the Code of Conduct created by the American Psychological Association will be provided. Ethical issues involving spirituality, faith, and medicine will be explored with an emphasis on helping students consider ethical issues related to the specific focus of their professional and academic goals. In that context students will be encouraged to explore their own personal values, beliefs, and biases pertaining to moral and legal ethics in the field. 3 credit(s)
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CSIH 4520 - Art and Healing
This course, which explores the healing aspects of art across cultures and throughout history, allows students to choose the type of art they would like focus (e.g., visual art, writing, music, humor, dance, drama, poetry, film, and the creative arts therapies). It will expand students’ capacities to perceive, benefit from, and transmit the healing aspects of art by bringing its dynamics more fully into conscious awareness. Through examining the universality of archetypes, the empowering experiences of diverse artists using creativity as a form of resilience, and the effectiveness of a variety of arts as multicultural healing modalities, students will come to understand more fully how art is integral to the human quest for wholeness. Cross-listed with CS 4520. 3 credit(s)
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CSIH 4530 - Psychology, Religion, and Spirituality in Their Cultural Contexts
This course provides an overview of the ways that religion and spirituality interact with psychology with special attention to the cultural context. This includes an exploration of various models for how religion and spirituality can relate to science and, in particular, psychology. Various models for psychology of religion and spirituality are considered, as well as models for integrating religion and spirituality with psychology. Psychology historically has had a complex relationship with religion, spirituality, and culture. The primary purpose of this course is to explore various models for the interrelationships of psychology, religion, and spirituality with special consideration given to the cultural influences upon these relationships. Consideration will be given to these domains (psychology, religion, spirituality, and culture) separately as well as from an integrated perspective. The course begins with an overview of definitions and exploration of epistemological issues relevant to how science and psychology can relate to religion and spirituality. The next section of the course explores various models for the psychology of religion, followed by a section on models for integrating psychology with religion and/or spirituality. The concluding sections of the course devote attention to the cultural contexts for the relationships between psychology, religion, and spirituality as well as consideration to applications of the psychology of religion and the integration of psychology with religion and spirituality. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed with PSY 4530 Psychology, Religion, and Spirituality in Their Cultural Contexts
3 credit(s)
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CSIH 5000 - Interdisciplinary Foundations for Vibrant Longevity, Part 1
This course will examine theoretical considerations and interdisciplinary research in, as well as evidence-based foundations for, healthspan and vibrant longevity. It will assist students with exploring healthful and vibrant longevity as a biopsychosocial-spiritual phenomenon; as a creative architectural design; and as a meaning-making process, practice, path, and destination. Importantly, this course is designed to (a) enrich students’ scholar-practitioner knowledgebase, vision, values, goals, experiential insight, and self-care and (b) galvanize their emergent/emerging interests germane to contemplating, cultivating, and supporting healthful longevity. Prerequisite(s): NONE. 3 credits. Cross-listed with PSY, EHP, CS, and MBM. 3 credit(s)
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CSIH 5510 - Imagery for Health
This course presents the use of imagery in traditional healing practices, and the contemporary applications of applications in healthcare. Students will review the literature and examine the evidence supporting the benefit of imagery on immune function, neurochemistry, and on medical illness. Throughout the course, students will utilize imagery as a diagnostic tool; as a medical rehearsal for coping; and as a therapeutic tool for promoting health, healing, psychospiritual wellness, and a sense of wholeness. 3 credit(s)
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CSIH 5569 - Consulting Skills
The professional consultant in health care exercises a form of leadership without direct authority or control over an organization. Yet, consultants can play a critical role inspiring a process of transformational change. Professional consultants may work in major university medical centers and hospital systems, corporate medical clinics and health systems, corporate wellness programs, health insurance organizations, and small community or privately-based clinics and group practices. Consultants work closely with other people who are responsible for the outcomes. Consulting can be part of any professional role such as that of a teacher, HR manager, counselor, coach, or leader. An essential skill is to recognize the critical moment when a human system is ready for a change process. This course takes a humanistic approach to consulting practices: Open, positive inquiry is the primary method of consultation, with an emphasis on establishing mutual respect, equality, and joint responsibility for outcomes. The consultant facilitates a process of discovery and learning during which the client decides future directions and actions for the organization. Cross-listed with MBM 5569. 3 credit(s)
Course Length: 15 weeks
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CSIH 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): CSIH 5620 Basic Training and Education in Hypnosis and CSIH 5625 Intermediate Training and Education in Hypnosis 3 credit(s)
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CSIH 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 the Standards of Training in Clinical Hypnosis as presented by D. Corydon Hammond and Gary R. Elkins for the American Society of Clinical Hypnosis- Education and Research Foundation (2005). Cross-listed with APH 5620. 3 credit(s)
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CSIH 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. Cross-listed with APH 5622. 3 credit(s)
2-day RC Required.
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CSIH 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 measure of hypnotic susceptibility, and engages the student in discussion of ethical and appropriate uses of hypnotic techniques. Cross-listed with APH 5625. Prerequisite(s): CSIH 5620 Basic Training and Education in Hypnosis (or equivalent training with instructor approval) 3 credit(s)
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CSIH 5628 - Evidence-Based Coaching
This course presents a comprehensive overview of the foundational coaching competencies and skills as defined by the International Coach Federation (ICF) and the National Board for Health and Wellness Coaching (NBHWC). Throughout the duration of the course, students will (a) learn about the similarities and differences between coaching, counseling, and consulting; (b) apply the coaching framework and skills to facilitate effective coaching conversations and processes; (c) review the theories and evidence-based approaches that support the coaching process and its outcomes; and (d) discuss career opportunities within the coaching profession. This is the first of three required courses in the Integrative Wellness Coaching Certificate program. 3 credit(s)
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CSIH 5635 - Spirituality and Health
This course presents the principles and skills of spiritual and religious practices, ceremony, and ritual in whole person integrative healthcare. Within this context, students will explore the historical, cultural, and individual belief systems, and explain how these factors impact individual health outcomes and wellbeing. The experiential component of the class introduces several techniques that can be used to deepen self-awareness and commitment to a personal spiritual practice as well as to create a ritual ceremony of healing. 3 credit(s)
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CSIH 5645 - The Human Energy Field and Energy Medicine
This course explores health and healing from an energetic perspective that has roots in ancient healing practices. Today energy medicine, which involves sensing the human energy field and applying low-level energetic therapies, is experiencing rapid growth, including a proliferation of novel energetic therapies. An overview of the human energy field, the scientific foundations of energy medicine, and key energy medicine modalities, diagnostic and therapeutic, are the main themes of this course. The course will cover the main systems of energy medicine from indigenous medicine, including hands-on and distant healing; the energetics underlying Oriental medicine; homeopathy; healing with light; as well as philosophical concepts of life energy. We will also examine some contemporary modalities and their foundations including pulsed electromagnetic field applications; phototherapy; as well as the measurement of subtle energies and the health effects of electromagnetic pollution. The course also includes an experiential component of incorporating energy medicine modalities into enhanced self-care. 3 credit(s)
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CSIH 5655 - Mindfulness, Meditation, and Health
Mindfulness is the ability to have non-judgmental awareness of events as they unfold moment by moment. Mindfulness is a fundamental and ancient component of many Eastern and Western spiritual traditions. In recent years, there has been substantial research on the use of mindfulness in the treatment of medical conditions and mental disorders, as well as its application in healthcare, education, and the workplace. This course is both theoretical and experiential. Students learn about and discuss the origins of mindfulness practices, the modern scientific underpinnings of mindfulness research, and multiple applications of mindfulness in medicine, healthcare, and society. Students learn and are supported in the personal development of a simple mindfulness practice. Students’ personal experiences are the basis for understanding mindfulness as a tool for stress management, self- awareness and self- efficacy. Students are also encouraged to assess the appropriateness of mindfulness in their own lives as a spiritual practice and a way of life. 3 credit(s)
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CSIH 5681 - Psychophysiology of the Human Stress Response
This course introduces the basic principles of psychophysiology as they relate to several systems in the body. Students will critically review the science underlying the human stress response and the impact on the nervous, cardiovascular, gastrointestinal, and immune systems. Students will also examine various research strategies used to investigate the complex interactions throughout the body, including the use of psychophysiological monitoring, neuro-imaging, and biological markers. Cross-listed with MBM 5681. 3 credit(s)
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CSIH 5700 - Foundations of Lifestyle Medicine
This course presents a comprehensive overview of lifestyle medicine and optimizing pathways toward greater wellbeing. As a foundations course, students will be introduced to holistic approaches to assess various dimensions of personal wellness. Each week, students will explore a new dimension of wellness by reviewing and critiquing literature and assessment in positive health, lifestyle medicine, health promotion, and cultural humility and sensitivity. This class is fundamental for students preparing for a career in wellness coaching and consulting. 3 credit(s)
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CSIH 6560 - Approaches to Socially Engaged Spirituality
In the modern Western world, spirituality is often understood as private, subjective, and individual, as one’s primarily inward communion with what is seen as sacred, a communion that is not necessarily explicitly in relation to, or even connected with, one’s more outward and public life. In many traditional religious forms, the highest development of spirituality required leaving and having little to do with the everyday social world, whether as a monk or nun, hermit, wanderer, or a member of an intentional community. Socially engaged spirituality in its traditional and contemporary forms represents a different approach, in which spiritual qualities are developed in the context of involvement in family, work, community, society, and/or politics. This course explores the ideas of socially engaged spirituality through the lenses of many world religions, spiritual traditions, and psychological perspectives. Although offering an overview from many perspectives, students can focus on particular perspectives most relevant to their interests and/or work within the framework of the course. Cross-listed as TSC 6560. 3 credit(s)
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CSIH 8151 - CSIH Capstone Project
This course is intended for students seeking practicum training not related to clinical practicum or the MFT program. Students are responsible for arranging the practicum and should consult their CSIH co-directors in order to identify a Saybrook faculty liaison. Prerequisite(s): Open only to students pursuing a CSIH certificate. 3 credit(s)
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CSIH 8950 - Certificate Integrative Seminar
The final part of the Certificate program is the integrative paper. The purpose of the integrative paper is to give the learner an opportunity to draw together the most important aspects of the Certificate courses, to assess strengths and identify further learning needs, and to develop a specific plan for continuing personal and professional work. Prerequisite(s): Open only to students pursuing a CSIH certificate. 1 credit(s)
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Existential, Humanistic, and Transpersonal Psychology |
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EHP 1080 - History and Systems of Psychology
The objective of this course is to give the student an overview of the history of modern psychology in three streams in order to place more accurately the existential-humanistic and transpersonal movements in their proper context. The student will be expected to gain proficiency in the major events and personalities associated with each of the three streams, which include: 1) experimental psychology in the universities (i.e., the history of psychophysics, behaviorism, and cognitive psychology); 2) clinical psychology as both an academic and applied field (i.e., the history of largely depth-psychology, with an emphasis on the histories of Freud, Jung, Adler, and Erikson); and 3) existential-humanistic and transpersonal psychology, exemplified by the life and work of Carl Rogers, Abraham Maslow, and Rollo May. Cross listed with PSY 1080 - History and Systems of Psychology . 3 credit(s)
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EHP 2000 - Foundations of Existential and Humanistic Psychology
This course provides an overview of existential and humanistic psychology including its history and origins, its current manifestations, its contributions to various aspects of psychology including clinical practice, its critiques, and its possible future. Saybrook University has played an important role in the development and advancement of humanistic and existential psychology, and it remains a leading force in these fields. Special consideration is given to the relevant history of Saybrook University in these movements. Additionally, consideration of other important organizations in humanistic and existential psychology are considered. 3 credit(s)
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EHP 2040 - Existential Psychotherapies
The existential psychotherapist works with fundamental existential themes of human existence: death and freedom, choice and responsibility, isolation, relatedness, and meaning and mystery. These themes organize the basic structures with which human life is shaped and experienced, and therefore provide the context for an existential psychotherapy. This existential psychotherapy course explores clinical applications of existential theory to the human situation in individual and group therapy. As an introduction to existential psychotherapies, this course is in three parts: Part I (theory) lays out the historical and philosophical traditions that underlie existential psychotherapeutic practice; Part II (therapy) shows how existential therapy grows out of existential theory; and Part III (application) uses the case study method to consider how existential psychotherapy can be applied to a diverse set of problems and clientele. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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EHP 2047 - Existential Psychotherapies III: James Bugental and the Existential-Humanistic Tradition
This course will be of interest to students who want to explore existential-humanistic psychotherapy as understood by James Bugental, one of psychology’s most respected and talented practitioners. Bugental held that life’s existential contingencies could often overwhelm causing a loss of centeredness, agency, and self-directedness. By focusing in the here-and-now, Bugental intended to promote inner presence, agency, and responsibility assumption in a client. Bugental’s experiential approach is both powerful and effective-and is rarely found in traditional therapies. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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EHP 2048 - The Psychology of Ernest Becker and Terror Management Theory
Ernest Becker was a visionary scholar whose scholarship, particularly that on death, meaning, and culture, greatly impacted existential-humanistic psychology. The development of Terror Management Theory (TMT) as an experimental social psychology was derived largely from Becker’s ideas. This course begins with a focus on the essential writing of Ernest Becker and his influence on existential-humanistic psychology. Next, the course delves into an overview of Terror Management Theory. Students are encouraged to consider applications and critiques of Becker’s work and TMT, including critiquing TMT from Becker’s own writing. 3 credit(s)
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EHP 2055 - Existential Psychology, Philosophy, and Literature
Existential psychology emerged, in part, from existential psychology. Throughout its development, the various approaches to existential psychology have been profoundly influenced by philosophy and literature. This course helps students develop a deeper foundation for their psychological theory and application through exploration of the philosophical and literary roots of the existential psychology movement. The course will include discussion of the influential philosophers including Nietzsche, Kierkegaard, Sartre, Heidegger, and Hegel, amongst others. From the literary perspectives, the contributions of Camus, Kafka, and Dostoyevsky are reviewed. Contemporary philosophical and literary perspectives will also be considered. While all students will be introduced to both literary and philosophical perspectives, after the initial introduction students can elect to focus primarily on literature or philosophy for the final portion of the course. 3 credit(s)
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EHP 3075 - The Life and Work of Alan Watts
This course considers the life and work of Alan Watts (1915-1973), early pioneer in the emergence of humanistic and transpersonal psychology. Students will consider Watts’s ideas in the context of his chronological biography by reading In My Own Way, his autobiographical statement, while at the same time reading and discussing Watts’s major writings during different periods of his career. Particular attention will be paid to the correlation between life events and major ideas, to Watt’s contribution to the development of humanistic and transpersonal psychology, to his contribution to East/West psychology, and to an assessment of his influence on the fields of religious studies, philosophy, on psychology at large, on the practice of psychotherapy, and to his place in the psychotherapeutic counter-culture. 3 credit(s)
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EHP 3080 - C. G. Jung: His Life, Work, and Contemporary Perspectives in Analytical Psychology
The course offers an overview of the life and times of Carl Gustav Jung, in cultural context from 1875 to 1961, through autobiography and recent critical biography. It provides an introduction to the core constructs of his theories of personality, psychoanalysis and psychotherapy, and post-Jungian extensions and critiques of his work in Analytical psychology that include areas of neuroscience, attachment theory, spirituality, and cultural complex theories. The course is offered to all students interested in the life and work of C.G. Jung across degree programs and Schools. It provides a strong theoretical foundation that supports and facilitates cohesive assimilation of aspects of his theories and work found in other courses offered at Saybrook. The course serves as a bridge to the in-depth study of Jung’s classical work, the Collected Works of C.G. Jung, and the recently published Red Book. This latter work provides foreground and the background for Jung’s original work, born from his creative and critical self-analysis. The course can serve as a portal to research, theory application, and professional practice in cross-cultural and multicultural psychology. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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EHP 3160 - Personal Mythology and Dreamwork
In this potentially life-transforming course you will learn what is meant by the term personal mythology. You will be introduced to the idea that every person develops a particular personal mythology that guides and influences his or her perceptions, thoughts, feelings, and behaviors. You will be introduced to the primary factors that seem to be responsible for the development of particular personal mythologies, for example, a person’s genetic inheritance, family of origin, kinship group, and social milieu. The course can be taken with an experiential emphasis, an academic emphasis, or a mixture of these. Cross-listed with CS3160 & CSIH 3160 3 credit(s)
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EHP 3220 - The African Diaspora: African American Cultural History and Psychology
This first in a sequence of courses on the African Diaspora will focus on the definition, constituents, and historiography of the African Diaspora and greater comprehension of the cultural history and psychology of persons with African ancestry, through the lens of African and African-American cultural history and psychology. Selected texts for the course have been written by African, African-Caribbean, and African-American scholars. The methodological approach to the study of the African Diaspora is interdisciplinary, intersectional, and draws to the foreground historiography, depth psychology, economics of capitalism, law, mythology, religion, art history, and anthropology for construction of an ancestral ethno-cultural narrative of the African Diaspora against the background of world cultural history. The course content and approach should open and cultivate, through narrative and critical thinking, a worldview and means to deconstruct, analyze, comprehend, and reconstruct complex sets of human relations in the African Diaspora from global, regional, national, and personal perspectives. It should allow us to see how the archetype of culture is actualized within institutions, living micro-systems, and psychodynamics of the Diaspora. The specific focus of this course is on African-American cultural history, psychology, and experience from origins in Africa, the Middle Passage, bondage, civil and psychological reconstruction, the Civil Rights movement, Pan-Africanism, and Negritude in America, Europe, the Caribbean, and Africa, Affirmative Action, African-American family life, demographics, health/mental health, illness, spirituality, resilience, and optimal development. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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EHP 3500 - Humanistic Psychology and Psychotherapy
This course is intended to provide an introduction to and overview of humanistic psychology, including its origins and tributaries, its historical interrelations with Saybrook, and the possibilities that inhere for its future evolution and significance. We will consider, especially, humanistic psychology’s spheres of influence in the arena of psychotherapy but also in education and upon culture considered more broadly. Humanistic psychology’s critiques of alternate perspectives will be taken up, no less than those that have been leveled at humanistic psychology itself. The course will include an introduction to the writings of a triumvirate of founding parents - Carl Rogers, Abraham Maslow, and Rollo May - as well a consideration of their precursors and the ongoing work of simpatico voices in sister disciplines: Maya Angelou in literature, for example, and Robert Coles in psychiatry. One or two films resonant with core humanistic values/themes will also be included, as will John Coltrane’s sublime 1964 jazz recording, A Love Supreme. The impulse that informs humanistic psychology speaks in various voices. We shall take time in this course to savor its several expressions and callings. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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EHP 3510 - Transpersonal Psychology and Psychotherapy
Transpersonal Psychology and Psychotherapy investigates human experiences that transcend the ordinary, particularly spiritual experiences and altered states of consciousness. This course reviews the Western roots of transpersonal psychology in the works of William James, Carl Jung, and Abraham Maslow. It also examines the relationship of transpersonal psychology to spiritual traditions, including shamanism, Buddhism, and Hinduism, as well as mythology and other forms of spiritual investigations. Transpersonal clinical approaches in therapy and research methods are also addressed. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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