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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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Existential, Humanistic, and Transpersonal Psychology |
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EHP 3515 - Foundations of Phenomenological and Hermeneutical Psychology
Phenomenology was influential on the development of existential philosophy and psychology , and is often considered a foundational to contemporary existential and humanistic psychology. This course begins with an overview of phenomenological philosophy and psychology, then utilizes this foundation to consider a critique of contemporary mainstream psychology. The scholarship of Husserl, Heidegger, and Giorgi will be considered. Hermeneutics, which comes from Greek ἐρμηνεύς (ermēneús, “translator, interpreter”), is the theory of textual interpretation. Hermeneutics has been influential on qualitative and humanistic perspectives in psychology. The second part of this course examines how hermeneutics relates to psychology, and considers the influences of Ricoeur, Habermas, and Zahavi, among others. Additionally, the course will compare and contrast phenomenological and hermeneutic approaches to psychology and psychological research. 3 credit(s)
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EHP 3520 - Existential and Multicultural Perspectives on Death, Loss, and Meaning
Death is a given for all people. How people people experience death-facing their own and facing the death of others-is strongly influenced by culture. This course addresses the universal (i.e., existential) and particular (i.e., cultural and personal) aspects of death and meaning. Important existential perspectives, such as Ernest Becker and Irvin Yalom, will be considered along with various cultural approaches to death and meaning. Consideration is given to how those in the heping professions can help individuals facing their own death or the death of loved ones in a culturally sensitive manner. 3 credit(s)
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EHP 3525 - Microaggressions: An Existential, Humanistic, and Transpersonal Perspective
One of the most difficult feelings to rid oneself of is the emotional turmoil associated with being denigrated by a person or group in a position of power. Feelings of anger and confusion are often followed with those of inferiority. The internal struggle is exacerbated when it seems obvious that the perpetrator had no ill-intent in conveying the denigrating message. Society is replete with these microaggressions that more often than not go unnoticed yet have a lasting impact on the recipient. This course will define and explore common microaggressions, how they are manifested, and how to respond. Particular attention is given to existential, humanistic, and transpersonal perspectives on microaggressions as well as ways even these perspectives may, at times, also inadvertently perpetuate microaggressions. 3 credit(s)
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EHP 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. 3 credit(s)
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EHP 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 CS 4535 and PSY 4535. 3 credit(s)
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EHP 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, CS, and MBM. 3 credit(s)
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EHP 6150 - Existential Psychotherapies II: Rollo May and the Existential Tradition
Rollo May was the founding parent of existential-humanistic psychology and a pivotal figure in what we may call philosophical/psychological rapprochement. His books, byproducts of a profound disposition and wide-ranging literacy and curiosity, encourage a rich dialogue between philosophy and psychology and the broader humanities. May expresses concretely what he believed from the time of his earliest work: that psychology requires a grounded, theoretically cogent, interdisciplinary approach to human nature. His books remain an auspicious place to start for those interested in learning about what psychology at its most esoteric can be. In this course, we will consider Rollo May’s work and legacy attentively, thereby glimpsing what psychology at its most visionary and rarified might be. Though open to all students, this course 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 8151 - Practicum in Professional Practice
This course is intended for students seeking practicum training not related to clinical practicum or the MFT program. Students are responsible for arranging the practicum and should consult the director of the EHP Specialization in order to identify a Saybrook faculty liaison. Prerequisite(s): Open only to students pursuing an EHP certificate. 3 credit(s)
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EHP 8950 - Certificate Integrative Seminar
The final part of the Certificate 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 an EHP certificate. 1 credit(s)
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Integrative Functional Nutrition |
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IFN 5514 - Virtual Community in Nutrition
This semester-long course introduces students to Saybrook University, the Integrative & Functional Nutrition Program, and each other. Students will become acclimated to Saybrook’s on-line learning environment while developing best practices for student success as they learn about a variety of topics in nutrition, health, and wellness. Through active exploration of contemporary integrative health issues, students will be challenged to question their preconceived theories, consider opposing perspectives, and theorize about topics from a more global and humanistic perspective. Prerequisite(s): None 1 credit(s)
Offered: FA-Term A/B and SP-Term A/B Course Length: 15 weeks No RC required
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IFN 5520 - Nutritional Science
This course covers the fundamentals of nutrition science, including the physiological processes of digestion, absorption, and metabolism of essential nutrients; the basic chemical structures, functions, requirements, and food sources of nutrients; and the causes and consequences of nutrient deficiencies and toxicities. This course meets the IFN department’s Nutrition Science requirement for those who have not had at least three credits of a college or graduate-level nutrition science course prior to admission. Prerequisite(s): None 3 credit(s)
Offered: FA-Term A and SP-Term A Course Length: 7 weeks No RC required
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IFN 5522 - Nutritional Genomics
Nutritional Genomics personalizes and individualizes nutritional strategies based on a person’s unique DNA map (gene variants) which can affect a person’s nutrient requirements, digestion, absorption, and utilization of constituents found in foods. This course 1) differentiates between genetic mutations versus gene variants, 2) examines how a gene variant can either up-regulate or down-regulate gene expression and its impact on metabolic function, 3) studies the clinical interaction(s) between gene variants and macro- and micro-nutrients using a polygenic model and, 4) illustrates using case histories and functional medicine biomarkers how the results of nutritional genomic testing optimizes cellular biochemistry, metabolic pathways, and biological systems, preventing chronic diseases such as heart disease, osteoporosis, immune dysregulation and cancer. Additionally, this course identifies methods to determine which nutritional genomic testing company is best for your needs. Prerequisite(s): IFN 5688 Advanced Nutritional Biochemistry—Macronutrients and IFN 5689 Advanced Nutritional Biochemistry—Micronutrients 3 credit(s)
Offered: FA-Term A/B Course Length: 15 weeks No RC required
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IFN 5611 - Therapeutic Diets and Menu Planning
This course explores the use of whole foods, traditional dietary patterns, and therapeutic meal plans to prevent and treat health concerns. Students learn when and how to apply the science of “food as medicine” by reviewing research supporting health outcomes from therapeutic diets. Students develop, analyze and share practical whole-foods based menus and recipes that comply with the dietary instructions of restrictive diets, exchanged-based diets, elimination diets and cultural meal patterns. Knowledge areas explored include benefits of bioactive food compounds, effects of acculturation on diet and health, sustainable food production, and economic and social constraints of healthy diets. Prerequisite(s): IFN 5520 (or evidence of college-level nutrition course) 3 credit(s)
Offered: SU-Term A Course Length: 8 weeks No RC required
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IFN 5661 - Nutritional Foundations of Mental Health
This course provides an overview of the practical and scientific approaches to understanding the impact that food has on mental health. Topics in this course will include learning about the quality and variety of food that is available to us, its impact on mental health, and the influence that nutrition has on brain development and maintenance throughout the life cycle. 3 credit(s)
Offered: FA-Term A/B Course Length: 15 weeks. No RC.
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IFN 5663 - Sports and Exercise Nutrition
This course explores the roles of macro and micronutrients in fueling energy systems and applies this knowledge to make nutritional recommendations for physically active persons, with considerations for intense training and competition. Examination of popular performance enhancing/ergogenic aids and the fundamentals of energy balance, exercise and weight control are discussed. Prerequisite(s): IFN 5520 (or evidence of an undergraduate or graduate level nutrition science course). 3 credit(s)
Offered: SU - Term A Course Length: 8 weeks No RC requirement
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IFN 5670 - Foundations of Integrative and Functional Nutrition
Students taking this course will expand upon their knowledge of basic nutrition science and gain a foundational understanding of the integrative and functional approach to nutrition. The course reviews the fundamental principles and perspectives of conventional, traditional, integrative, and functional medical models to identify best practices for nutritional care. Students learn about the concepts and tools used within these practices and how they align with the integrative practitioner’s goal for personalized, whole-person, relationship-centered, and environmentally sensitive care. Prerequisite(s): IFN 5520 (or proof of previous nutrition coursework) 3 credit(s)
Offered: FA-Term A, SP-Term A Course Length: 7 weeks No RC Required
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IFN 5673 - Integrative Approaches to the Digestive System
Proponents of integrative and functional medicine recognize digestive health is often the necessary first step in the healing process. Nutritional interventions through food, eating, and mind/body skills are essential parts of the holistic healing process. This course will focus on the structure and function of the digestive tract and the impact and influence of food and eating on health and disease. Topics include: eating and digesting, optimal nutrient assimilation, intestinal barrier defense, the influence of gut microbiota on health, the gut-brain axis, adverse food reactions, autoimmune disorders, and other systemic illnesses and digestive diseases. Prerequisite(s): IFN 5520 (or proof of previous nutrition coursework), IFN 5704 (or proof of previous Anatomy/Physiology coursework) 3 credit(s)
Offered: FA-Term A, SP-Term A Course Length: 7 weeks No RC Required
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IFN 5681 - Systems Biology I
Systems Biology explains the physiology, pathophysiology and applicable biochemistry that underlie the seven core imbalances within functional medicine. Understanding the physiological systems, and how they become unbalanced, is key to identifying and supporting interventions that address chronic disease. In Systems Biology I, students explore cardiovascular function; immunity and inflammation; digestion, absorption, and elimination. They examine how core imbalances within these systems contribute to chronic conditions such as cardiovascular disease, autoimmunity, food allergy and intolerance, and gastrointestinal disorders. Prerequisite(s): IFN 5520 , IFN 5688 , IFN 5703 , IFN 5704 3 credit(s)
Offered: Fall A/B, Spring A/B Course Length: 15 weeks No RC required
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IFN 5682 - Systems Biology II
Systems Biology II is an extension of the concepts learned in Systems Biology I. In Systems Biology II, students explore the endocrine system, nervous system, musculoskeletal system, liver and mitochondrial function. They learn how core imbalances within these systems apply to chronic disorders related to blood glucose regulation, cortisol and stress response, depression, chronic pain, and fatigue.
Prerequisite(s): IFN 5520 , IFN 5681 , IFN 5688 , IFN 5703 , IFN 5704 3 credit(s)
Offered: SU Course Length: 8 weeks No RC required
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IFN 5684 - Capstone Seminar in Integrative and Functional Nutrition
This course is the culmination of the Master of Science in Integrative & Functional Nutrition. Students will complete a Capstone project that displays competencies in Program Learning Outcomes and demonstrates the ability to synthesize evidence to guide practice. Prerequisite(s): Must have completed all required IFN coursework for the MS IFN degree, or with approval from Director of IFN 2 credit(s)
Offered: Fall A, Spring A, Summer A Course Length: 8 weeks No RC required.
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IFN 5686 - Functional Nutrition Laboratory Testing
Advances in nutritional laboratory science and genetics continue to generate new methods to evaluate nutritional status. In this course, students learn how to apply functional nutrition testing to evaluate and assess core imbalances in the digestive system, immune system, blood glucose regulation and mitochondrial function, hormonal status, stress response, and mood modulation. Prerequisite(s): IFN 5681 Systems Biology I 3 credit(s)
Offered: Spring A/B Course Length: 15 weeks No RC required
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IFN 5688 - Advanced Nutritional Biochemistry—Macronutrients
Understanding root cause of disease requires an understanding of cellular metabolism and the network of pathways that connect systems. This course takes an applied approach to studying how biochemical reactions of carbohydrates, lipids and proteins within the cell affect whole body health. Homeostatic mechanisms regulating macronutrient metabolism and the cellular and systemic responses to nutritional imbalances are studied in the context of several common diseases. Methods to assess macronutrient requirements and status are incorporated throughout the course. Prerequisite(s): IFN 5520 (or documentation of 3 credits of college-level nutrition coursework), IFN 5703 (or documentation of 3 credits of college-level biochemistry or organic chemistry, IFN 5704 (or documentation of 3 credits of college-level Anatomy/Physiology). 3 credit(s)
Offered: Fall A/B, Spring A/B Course Length: 15 weeks No RC required.
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IFN 5689 - Advanced Nutritional Biochemistry—Micronutrients
This course studies the molecular, cellular and metabolic functions of vitamins and minerals and how they affect health. Clinical methods of assessing micronutrient status and the effects of deficiency or toxicity will be studied, as will the influence of genetic variability on micronutrient requirements and functions. Prerequisite(s): IFN 5520 (or documentation of 3 credits of college-level nutrition coursework), IFN 5703 (or documentation of 3 credits of college-level biochemistry or organic chemistry), IFN 5704 (or documentation of 3 credits of college-level Anatomy/Physiology). 3 credit(s)
Offered: Fall A/B, Spring A/B Course Length: 15 weeks No RC required.
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IFN 5694 - Nutrition-Focused Physical Exam
This course prepares students for subjective nutrition assessment, including identifying systems, signs, and symptoms that are associated with subclinical or latent disease states, and nutrition-focused physical exam indicators of macronutrient and micronutrient adequacy, insufficiency, deficiency, and excess/toxicity. Prerequisite(s): IFN 5520 (or documentation of 3 credits of college-level nutrition coursework, IFN 5703 (or documentation of 3 credits of college-level biochemistry or organic chemistry), IFN 5704 (or documentation of 3 credits of college-level Anatomy/Physiology). 3 credit(s)
Offered: SU Course Length: 8 weeks No RC required.
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IFN 5703 - General Biochemistry
This course provides a comprehensive overview of biochemistry, including structure, molecular function, and the regulation of cellular metabolism of proteins, carbohydrates, lipids, nucleic acids, and other biologically important compounds, with integration into overall anabolic and catabolic metabolic processes. IFN 5703 General Biochemistry satisfies the General Biochemistry basic sciences requirement for the master’s degree program in Integrative and Functional Nutrition, and the course prerequisite for IFN 5688 and IFN 5689 Advanced Nutritional Biochemistry Macronutrients and Micronutrients, respectively. Prerequisite(s): None. 3 credit(s)
Offered: FA-Term B, SP-Term B Course Length: 7 weeks No RC required.
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IFN 5704 - Anatomy and Physiology
This course provides a structural and functional overview of the body’s organs and systems. Students will learn about the anatomical organization, physiological processes, and homeostatic mechanisms throughout the body. This course satisfies the Anatomy and Physiology basic sciences requirement for the MS and PhD programs in Integrative and Functional Nutrition, and fulfills the course prerequisite for various advanced IFN courses. Prerequisite(s): None 3 credit(s)
Offered: FA-Term A/B and SP - Term A/B Course Length: 15 weeks No RC required
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IFN 5705 - Psychobiology of Eating
What to eat? When to eat? What not to eat?… The act of eating is a result of a complex interaction of biological, psychological, and social systems. For some, daily decisions about food and eating are easily made. For others, they become an arduous and challenge-filled activity. This course bridges the gap between the human physiology of nutrition and the psychology that influences our food preferences, food/mood connections, and the pathways towards disordered eating patterns. Students will develop a foundational understanding of the behavior of eating and mechanisms that help people make choices that are essential to health and well-being. It explores the continuum of eating behavior, from healthy eating practices to problematic and disordered habits, as well as identifies contributors of unhealthy eating practices and uncovers potential interventions to restore health and balance from an integrative perspective. Prerequisite(s): None. 3 credit(s)
Offered: SP-Term B Course Length: 7 weeks No RC.
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IFN 5900 - Integrative Approaches to Chronic Disease
Obesity, heart disease, and diabetes are among the leading causes of morbidity and mortality, globally. In this course, students will learn about the multi-faceted causes and consequences of these conditions. Through evaluation of research, students will develop an evidence-based integrative approach to prevent and manage these chronic diseases. Prerequisite(s): IFN 5670 , IFN 5688 3 credit(s)
Offered: SU - Term A Course Length: 8 weeks No RC required
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IFN 6100 - PhD IFN Seminar
Students enrolled in the PhD IFN seminar will develop and give professional, evidence-based presentations and respond to questions from those in attendance. Prerequisite(s): Completed 50% of coursework 1 credit(s)
Offered: Fall A/B; Spring A/B Course Length: 15 weeks No RC required
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IFN 8100 - Independent Study in Nutrition
This course gives students the opportunity to gain knowledge in a nutrition-related topic that is not offered through the standard curriculum. Students must propose the topic of study and explain its relevance to their degree. They must identify an instructor with subject matter expertise who is willing to supervise the work. A proposal, drafted by the student, with the course description, learning outcomes, instructional format, and assessment methods must be signed by the student and the instructor and approved by the department chair prior to registration. To pursue an independent study, students must be in good academic standing and have completed most of their required coursework. For each assigned credit unit, the student must complete approximately 45 hours of directed study. The course may be taken during any term. Prerequisite(s): Completed 50% of coursework. 1 - 4 credit(s)
Offered: Any Term Course Length: 8/16 weeks No RC required.
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Integrative Social Work |
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SW 1001 - Foundations of Integrative Social Work
This course presents foundational models and concepts for an integrative social work. There are a number of competing paradigms, including: 1) integrative healthcare and integrative mental healthcare, 2) interprofessionalism and multi-disciplinary care, 3) patient-centered and person-centered social work, 4) a holistic, mind-body-spirit approach, 5) lifestyle medicine, and the 6) mindfulness and compassion-based approach. This course also examines the difference the various models make for the professional practice of social work, including clinical, administrative, and consultation work, and teaching in social work education. 3 credit(s)
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SW 1002 - Advocacy: Social Justice and De-colonizing Approaches
This doctoral-level course will introduce students to advocacy and social justice with the concepts and skills needed to practice integrative social work as a de-colonial praxis. This course requires a shift to a community, national, and global perspective on health and disease through the awareness of the colonization and decolonization processes. Students in this class will be prepared to lead agencies and projects impacting Indigenous communities by examining how the decolonizing approaches enhance and support their autochthony and sovereignty (self-determination). In addition, this course will enhance research in community and wider-focused intervention strategies, the development of community coalitions, community-based problem-solving, and community health intervention strategies/approaches. 3 credit(s)
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SW 1003 - Epidemiology of Health and Disease
This course will introduce basic principles, methods, and uses of epidemiology. This is a doctoral level course designed to introduce epidemiology, its methods and its role in public health. The course overviews fundamental epidemiologic methods used in public health research and practice. The student will be familiarized with basic measures used in describing disease frequency in populations. The course will explore descriptive and analytic approaches to the study of disease, along with a perspective on the role of epidemiologic methods in health services planning and evaluation. At the end of the course students should have a general understanding of the uses and limitations of epidemiologic inquiry. This understanding should provide the basis for applying epidemiologic concepts in work-related settings and in other courses in the social work and public health curriculum. 3 credit(s)
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SW 1004 - Public and Community Health
This doctoral-level course will familiarize social work students with the concepts and skills needed in public health and community health. This course requires a shift to a community, national, and global perspective on health and disease. Individual decisions are important in health and well-being, but cultural expectations, community practices, and widespread environmental factors shape individual behavior and health. Students in this class will gain understanding and develop skills in the following areas: diagnosing community-based health concerns and understanding the complexities of community, national, and global trends that impact on health. In addition, the course examines community and wider-focused intervention strategies, the development of community coalitions, community-based problem-solving, and community health intervention strategies/approaches. 3 credit(s)
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SW 1005 - Public Policy and Social Work
This course addresses how public policy, the public health system, and the broader health care system function to promote health and treat illness, as well as how governments function to address public health issues. Major topics addressed will include the structure and function of federal and state level public policies, the public healthcare system in the United States, how those functions are provided for by law and financed by governments; the structure of the health care delivery system and how it relates to the public health system; In addition, the course will examine public policy design and implementation and the role of social work professionals in influencing that design. 3 credit(s)
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SW 1014 - Integrative Social Work in Palliative and End of Life Care
This course is designed to enhance both direct advanced administrative, practice, leadership and research skills with populations served in palliative care and end of life settings. Course participation will enable the integrative social work student to become highly skilled holistic practitioners in the development of students’ understanding of palliative care and the end of life process. This course aims to provide students with the skills relevant to practice with and/or on behalf of these populations and their family members, in the community setting as developing professionals who will lead supporting agencies and perform the innovative research that will contribute to sustainable physical and social environments, as well as just public and institutional policies. 3 credit(s)
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SW 1015 - Integrative Social Work and Aging Populations
This course is designed to enhance both direct practice and leadership skills in gerontology. Course participation will enable the integrative social work student to become highly skilled holistic practitioners in the development of students’ understanding of the aging process and to provide them with the skills relevant to practice with and/or on behalf of the elderly and their family members in community settings as developing professionals who will lead supporting agencies and research to serve older adults. 3 credit(s)
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SW 1016 - Integrative Social Work and Chronic Illness
The major challenge for human health in the 21st century is chronic diseases and chronic conditions. This is a global problem, burdening health care systems and economies worldwide. Managing chronic illness presents a critical challenge to the social work profession, not only because of the services required by the increasing number of chronically ill elders, but also because caregivers, too, require support. Unhealthy lifestyle factors are major contributors to the incidence of chronic conditions. Community-based public health interventions, for example, initiatives to ban tobacco and alcohol advertising, replace trans fats with polyunsaturated fats, and increase breast feeding. Students will also examine emerging evidence on the individual experience of health, illness and disease. They will also review strategies to assist individuals in modifying lifestyle, acquiring self-care skills and managing or reducing their symptoms and suffering. 3 credit(s)
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SW 1020 - Disaster, Trauma, and Crisis Intervention
The number of federally declared disasters - including both natural disasters and other traumatic events — increased 40% from 2000 to 2015 (FEMA, 2016). This course overviews the role of social work as a profession in the preparation and planning for potential disasters, which can serve to reduce the negative effects of disaster. Social workers contribute to the development of family, organizational, and community response plans. Social workers play a major role in emergency responding, providing support and interventions for victims of disaster and for the healthcare workers and caregivers who are also affected by the trauma of disaster. Social workers provide self-care training, crisis intervention, trauma resolution, and referrals for long term services. Social workers also play a role in research on disasters and the effectiveness of disaster intervention and trauma resolution programs. 3 credit(s)
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SW 1021 - Family Studies and Interventions
The integrative social in family studies and intervention course is designed to support the student with understanding advanced theory and research methodology within a unique, client-centered ecological context. The integrative social work student will study a comprehensive range of theoretical and clinical approaches emphasizing the special needs of ethnic and multi-cultural, gay, lesbian, and transgender individuals; and single-parent and low-income families. The developing professional will lead agencies, research and academic teaching in recognizing special treatment considerations within the diverse client family delivery system 3 credit(s)
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SW 1022 - Technology in Social Work Practice
This course overviews the role of social work as a profession in the preparation, planning, and application of technology. As society continues to turn towards technology-based services it is essential that the social work profession develops tools, resources, and skills to address this growing need. This course will explore the ethical and legal implications of technology, application of telehealth, the impact of technology on mental health including social isolation, and the development of online social work interventions to address inequity. 3 credit(s)
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SW 1023 - Integrative Social Work and Addiction Studies
This course is designed to introduce students to the principles of integrative social work and addiction studies in developing advanced administrative, direct practice, research and leadership skills in aspects of functioning as a professional in the assessment and treatment of addiction studies. Topics will include but are not limited to role, setting of addiction assessment and treatment; history, philosophy, and trends in addiction studies; professional standards for addiction counselors; effects of crises and trauma-causing events on persons with addictions; self care; and ethical and culturally sensitive practice of addiction counseling. The integrative social work student will also explore competencies, credentialing, and other professional issues. 3 credit(s)
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SW 1024 - Social Work with the Criminal Justice System and Incarcerated Populations
This course orients students to the role of social work with incarcerated populations. Social workers have played a significant role in providing services to prisoners, since the founding of social work as a profession. Criminal justice social work has developed as a specialty in social work practice and research. The United States has incarcerated a larger portion of its population than any other developed country. Sawyer and Wagner (2019) report that the American criminal justice system holds almost 2.3 million individuals, and significant portions of that population include mentally ill, developmentally disabled, addicted, chronically ill, and aging individuals serving long term sentences. Social workers play a role in influencing prison policies, designing programs for jail and prison populations, and delivering healthcare and social services to prisoners and their families. Students in this class will explore the social, health, and mental problems of incarcerated populations, examine how law and policies shape the incarceration process, and examine current patterns of service delivery. Students will also critically evaluate current research on incarcerated populations.
3 credit(s)
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SW 1025 - Social Work Field Experience
The generalist social work field experience provides supervised practice-related and/or research-focused assignments designed to develop comprehensive helping perspective and skills in working with diverse client systems: individuals, families, groups, organizations, and communities. This course includes an educationally supervised internship in a social services organization or an educational institution, either domestically (US) or internationally. 3 credit(s)
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SW 1026 - Social Work Education
The purpose of this course is to enable the students to critically examine seminal and contemporary works in pedagogy/andragogy. This course will seek to provide students with an opportunity to explore seminal works from a historical perspective and critically evaluate theories of teaching and learning in social work. Students will be exposed to best practices in social work education, including field education, with students from diverse and marginalized backgrounds. The content elements include underlying theories, research, practice wisdom, etc. that students will need to communicate to future students. This course is designed to have students practice on what should be helpful in thinking about issues that are central to effective teaching regardless of the practice models students will present to future students. 3 credit(s)
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SW 1027 - Advanced Pedagogy in Social Work
This course will give students an overview of the critical pedagogy used in teaching in social work programs at the graduate level. Although some philosophies of teaching are incorporated and resources made available, the focus will be on how to engage future social work practitioners in education. A secondary focus will be on having the student to consider the issues that will fundamentally impact their own teaching philosophy as they begin to develop. Students will explore the critical skills necessary to effectively guide students in the social work (and other professional) education arena and how to assure competence in those same students as they become clinicians. The gate-keeping functions of social work education cannot be ignored. Students will also explore anti-oppressive context focused on social justice in addition to the nuanced and complex thinking involved. Students will review the basic elements of course design, from global, over-arching goals, choosing content, creating assignments, to measuring student learning gains in knowledge, skills and values. As part of course design, students will consider a variety of teaching methods and strategies to enhance their teaching. Techniques for leading effective discussions, constructing successful group assignments, and dealing with difficult subject matter will be covered in the course. 3 credit(s)
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SW 1028 - Health Informatics
This course introduces students to the field of health informatics with particular emphasis on evaluating the effectiveness of technology interfaces with both conventional and integrative healthcare practitioners as well as patients. Students will learn Federal legislative requirements for health information technology use by healthcare systems as well as individual practitioners. The electronic medical record, electronic health record, personal health record, clinical decision support systems, telemedicine, and mobile health (m-health) will be explored in detail. Patient satisfaction and increased quality of care are two of the primary reasons for the mandatory adoption of health technology. As a result, the role of the patient in health informatics is woven throughout the course. 3 credit(s)
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Integrative Wellness Coaching |
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COA 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), National Board for Health and Wellness Coaching (NBHWC), and Center for Credentialing and Education (Board Certified Coach). 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)
Offered: SP - Term A/B Course Length: 15 weeks. RC Required.
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COA 5632 - Intermediate Coaching
This intermediate level coaching course is designed to strengthen the core coaching competencies taught in the foundational COA 5628 Evidence-Based Coaching course. Throughout the duration of the course, students will (a) discuss and practice intermediate coaching skills and competencies , (b) identify and use various health and wellness assessments related to coaching, (c) identify opportunities and approaches to integrate mind-body-spirit techniques within coaching sessions, (d) strengthen self-coaching skills and self-care practices, and (e) investigate coaching opportunities within the integrative healthcare field (e.g., medical, community health and wellness, private practice, corporate wellness). This is the second of three required courses in the Integrative Wellness Coaching Certificate program. Prerequisite(s): COA 5628 3 credit(s)
Offered: SU - Term A Course Length: 8 weeks. No RC.
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COA 5707 - Positive Psychology Applications
Students will learn about and apply primary positive psychology theories to enhance their work with individuals and organizations focusing on human strengths and values, eudemonic wellbeing, and quality of life. This course emphasizes the psychosocial underpinnings related to human flourishing as well as empirically validated assessments and interventions to use with clients in various settings. Finally, students will be presented with tools for empowering individuals towards optimal wellbeing, engagement, and productivity. 3 credit(s)
Offered: SP - Term A/B Course Length: 15 Weeks No RC required
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Legal Studies |
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LAW 8200S - Introduction to Education Law
In this course, students will examine foundational education law principles, including laws and policies affecting free speech, privacy, student discipline, and special education, and identify barriers and pathways to positive change. 3 credit(s)
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LAW 8201S - Family Law and Courts
In this course, students will examine and analyze legal issues related to the formation, maintenance, and dissolution of family relationships, including state and federal regulation of marriage, consequences of marriage and divorce, and processes for resolving family disputes. 3 credit(s)
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LAW 8202S - Social Work and the Law
Whether navigating the juvenile justice, immigration, or welfare systems, social workers and their clients confront critical legal issues every day. This course will introduce students to the often-invisible complex system of laws and procedures that shape and impact social work practice and the clients that social workers serve. Students will gain an increased understanding of the purpose and scope of the law so that they are better able to identify issues, to make informed decisions, and to act. 3 credit(s)
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LAW 8203S - Mediation
This course is intended for those who want to improve their skills in dealing with conflict. Students will discover different models of mediation and explore effective strategies and techniques to resolve disputes. Students will also discuss case studies from several real mediation cases and practice their newly acquired skills in simulated mediation exercises. Finally, students will learn the ethical and legal principles essential to mediation. 3 credit(s)
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LAW 8204S - Mental Health Law
This course will explore timely issues surrounding mental health law and the intersection of mental health and the law. Students will examine how the laws surrounding mental health, such as civil commitments, red flag laws, and the American with Disabilities Act as well as how mental health intersects with the law, such as within policing and the criminal justice system. 3 credit(s)
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LAW 8205S - Foundational Legal Skills
In this course, students will identify and distinguish sources of law, examine the differences between state and federal court systems, and research, analyze, and synthesize legal materials to write about issues, including the use of law as an instrument of social change. 3 credit(s)
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LAW 8206S - Legal Process and Advocacy
The National Association of Social Workers’ Code of Ethics requires social workers to challenge social injustice. The law provides an avenue to fulfill this mandate. This course will introduce students to the complex and intersecting systems of the judicial, administrative, and government policies and procedures at the local, state, and federal level that directly and indirectly impact clients’ lives. Students will explore the various avenues available to advocate for their clients as well as to seek systemic change. 3 credit(s)
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LAW 8207S - Educational Rights and Advocacy
In this course, students will examine, interpret, and analyze how sociodemographic variables and other factors impact a student’s educational experience and rights, identify the benefits of a multidisciplinary approach to supporting diverse students, and evaluate opportunities to create a more inclusive K-12 education system. 3 credit(s)
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LAW 8208S - Special Education Law
In this course, students will examine the development of special education and civil rights for students with disabilities, analyze special education legislation and litigation, and evaluate the role and impact of sociodemographic variables and other factors in this context. 3 credit(s)
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LAW 8209S - Student Discipline and Due Process
In this course, students will examine substantive and procedural matters affecting student discipline, including conduct subject to discipline and the disciplinary hearing process, and evaluate the impact of sociodemographic variables and other factors on student discipline. 3 credit(s)
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LAW 8210S - Child Welfare Law
In this course, students will examine child welfare system interventions to protect children from abuse and neglect, analyze the philosophy and values that drive child welfare law, policy and practice, and address the importance of culture and relationship in child welfare matters. 3 credit(s)
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LAW 8211S - Domestic Violence and Elder Abuse
In this course, students will examine and analyze domestic violence and elder abuse laws, identify intervention and prevention programs for abusers and survivors, and evaluate the causes and effects of such violence through multiple lenses. 3 credit(s)
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LAW 8212S - Juvenile Law and Juvenile Courts
In this course, students will examine the legal framework, structure, and process of juvenile courts, analyze crucial differences between the juvenile and adult systems, and evaluate how sociodemographic variables and other factors impact juvenile justice. 3 credit(s)
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Mind-Body Medicine |
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MBM 0505 - Mind-Body-Spirit Integration Seminar
The Mind-Body-Spirit Integration (MBSI) Seminar is organized around a series of lectures, experiential exercises, and small group sessions that are led by expert facilitators. Students will be introduced to the research and principles supporting the use of mind-body-spirit practices and self-care. Throughout the sessions, students will practice the skills, discuss their experiences within the group, and discover ways to integrate these approaches personally and professionally.
The MBSI is a requirement for the Mind-Body Medicine and Integrative Social Work degrees’ programs. New students are expected to participate in the first semester and attend all sessions. The seminar is offered at the start of the semester during two consecutive days (virtual or in-person for 7 hours) and continues every Saturday for four weeks (via 4-hour virtual sessions). Virtual sessions are held via Zoom.
0 credit(s)
Offered: FA-Term A, SP-Term A, SU-Term A (8 weeks virtual only) RC Required.
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MBM 5000 - Interdisciplinary Foundations for Vibrant Longevity, Part 1
This course will examine theoretical considerations and interdisciplinary research in, as well as evidence-based foundations for, healthspan and vibrant longevity. It will assist students with exploring healthful and vibrant longevity as a biopsychosocial-spiritual phenomenon; as a creative architectural design; and as a meaning-making process, practice, path, and destination. Importantly, this course is designed to (a) enrich students’ scholar-practitioner knowledgebase, vision, values, goals, experiential insight, and self-care and (b) galvanize their emergent/emerging interests germane to contemplating, cultivating, and supporting healthful longevity. Prerequisite(s): NONE. 3 credits. Cross-listed with CSIH, PSY, EHP, and CS. 3 credit(s)
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MBM 5500 - Ethics in Healthcare
This course presents the ethical standards and codes of conduct that formulate the guidelines for integrative health professionals. Issues such as cultural competency, health equity, and diversity will be explored within the field of integrative medicine. Students will reflect on their own personal values, beliefs, and biases pertaining to ethical dilemmas and decision-making. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA - Terms A/B, SP - Terms A/ B, and SU-Term. Course Length: 15 Weeks (SU 12 weeks) No RC Required.
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MBM 5507 - Graduate Level Academic Writing
In this course, students will practice critical thinking skills for reading, writing, organization, and style of substantive works. Learning activities will introduce students to the application of universal intellectual standards as applied to researching and writing scholarly papers. Students will also evaluate their own writing while learning to differentiate between revising, editing, and proofreading skills. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA Terms A/B, SP - Terms A/B, and SU-Term. Course Length: 15 Weeks (SU 12 weeks) No RC.
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MBM 5507C - Graduate Level Academic Writing Continuation
After seeking the instructor’s approval, students may register for the continuation course if they need additional time to critically evaluate and edit their own writing and apply the APA writing style and formatting in academic scholarly writing. Prerequisite(s): MBM 5507 . 0 credit(s)
Offered: Offered FA-Terms A/B, SP-Terms A/B, SU-Term A. Course Length: 15 Weeks (8 Weeks-SU). No RC.
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MBM 5510 - Imagery for Health
This course presents the use of imagery in traditional healing practices, and the contemporary applications of applications in healthcare. Students will review the literature and examine the evidence supporting the benefit of imagery on immune function, neurochemistry, and on medical illness. Throughout the course, students will utilize imagery as a diagnostic tool; as a medical rehearsal for coping; and as a therapeutic tool for promoting health, healing, psychospiritual wellness, and a sense of wholeness.
Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA - Terms A/B. Course Length: 15 Weeks. RC Required.
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MBM 5516 - Contemplative Approaches to the Chronically Ill, Dying, and Their Families
This course examines philosophical concepts and current scientific knowledge, including current neuroscience research, for end-of-life care and palliative care. Subject matter will include the importance of cultural humility and community building in the care of dying persons and their families. Students will explore philosophical approaches to human suffering and deepen their personal understanding of the dying process. The course will challenge them to cultivate a courageous presence with the ill, the dying, and their loved ones, encompassing compassion, resilience, and self-care. Prerequisite(s): None 3 credit(s)
Offered: Fall A/B.
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MBM 5517 - Contemplative Approaches to Grief and Loss
Contemplative approaches to grief and loss support individuals in navigating the deep territory of loss, grief and the bereaved. According to Barbezat and Bush (2014), “contemplative pedagogy empowers students to integrate their own experience into the theoretical material they are being taught in order to cultivate and develop attention, deepen their understanding, foster greater connection to and compassion for others, and engender engaged inquiry into their most profound questions.” (Retrieved from https://www.contemplativemind.org/book)
In this course, students examine and integrate elements of several theoretical models of grief, as well as explore how contemplative approaches can enhance both the one who is serving and being served when providing and receiving mindful grief support. Prerequisite(s): None 3 credit(s)
Offered: Spring A/B. No RC
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MBM 5518 - Evidence-Based Skills in Contemplative End of Life Care
This course introduces evidence-based skills for palliative and end-of-life care that are foundational to the specialization and certificate. Engaged in a service-learning model throughout their semester, students will examine, integrate, and demonstrate evidenced-based skills in the following areas: values, ethics, knowledge, communications, and professionalism in the practice of providing contemplative end-of-life care. Prerequisite(s): MBM 5516 Contemplative Approaches to the Chronically Ill, Dying, and Their Families , MBM 5517 Contemplative Approaches to Grief and Loss and MBM 5596 Contemplative Inquiry and Creativity in the End of Life Relationship 3 credit(s)
Offered: Summer 12 weeks No RC
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MBM 5521 - Reflective Leadership in Healthcare
This course is designed to explore how organizational leaders, coaches, and consultants apply mindfulness practices and principles to enhance their individual leadership experience. Intertwining scholarly conversations and experiential components, students examine research and applications of contemplative and mindfulness practices in the context of the individual leader, their experience, and their impact on coworkers and colleagues. Discussions and assignments examine how the individual leader can reorient dispositions toward reflective postures and practices to serve as a foundation for transforming healthcare towards integrated approaches, integrative models, and patient-centered systems. The course’s objectives include the students’ cultivation of their own contemplative styles as well as developing strategies to introduce reflective practices to community and organizational settings.
This course satisfies one of the core requirements for the Mindfulness Applications Certificate.
Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SP -Terms A/ B. Course Length: 15 Weeks. No RC.
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MBM 5525 - Grant Writing
This course explores the process of grant proposal writing from the initial inquiry through submittal. Students completing the course will develop a grant proposal idea, identify and choose a potential funder based upon funder guidelines, and recognize each component of a proposal. The student finishes the class with a complete and thoughtfully-prepared grant proposal ready for submission. Prerequisite(s): Any foundational research course 3 credit(s)
Offered: Offered - SU Course Length: 12 Weeks. No RC.
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MBM 5555 - Doctoral Research Pilot Study
In the pilot study course, students should complete a small-scale project to practice implementing a specific component of the research design they intend to use in their dissertation. For this course, “pilot” study is meant to include projects that allow the student to practice components of their research design to include sampling and/or recruitment strategies, data collection approaches and/or analysis techniques. Such projects must be limited in scope, and, if the project involves data collection from human participants, the pilot project may not involve protected or vulnerable populations, sensitive topics, and should present no more than minimal risk to participants. Instructors may utilize sample data to satisfy the practice component.
If the pilot project involves the collection of data from human participants, students will be expected to complete an IRB application for an exempt or expedited IRB review process, and after IRB approval, implement the protocol, which may include collecting and analyzing data. The course concludes with the reflective report on the pilot study conducted, to include a discussion of strengths and limitations, ethical considerations, and identified opportunities to enhance the protocol in future dissertation research. The protocol for the pilot study should be designed in such a way that most students should be able to complete the course in one semester. Students should consult with the Registrar’s office to best understand financial implications if they do not complete the course in one semester. Students may enroll in MBM5555C for one additional semester if they have completed the protocol and IRB application. If they have not completed these elements of the course, they must re-enroll in MBM 5555. Prerequisite(s): MBM 5557 - Advanced Research Methods OR any Advanced Research course offered through the Department of Research. 3 credit(s)
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MBM 5555c - Doctoral Research Pilot Study Continuation
After seeking the instructor’s approval, students may register for the continuation course for one additional semester if they have completed the protocol and IRB application. Prerequisite(s): MBM 5555 or MBM 5554 0 credit(s)
Offered: FA-Term A/B, SP-Term A/B, SU-Term A. Course Length: 15 Weeks (SU 12 Weeks) No RC Required
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MBM 5569 - Consulting Skills
The professional consultant in health care exercises a form of leadership without direct authority or control over an organization. Yet, consultants can play a critical role inspiring a process of transformational change. Professional consultants may work in major university medical centers and hospital systems, corporate medical clinics and health systems, corporate wellness programs, health insurance organizations, and small community or privately-based clinics and group practices. Consultants work closely with other people who are responsible for the outcomes. Consulting can be part of any professional role such as that of a teacher, HR manager, counselor, coach, or leader. An essential skill is to recognize the critical moment when a human system is ready for a change process.
This course takes a humanistic approach to consulting practices: Open, positive inquiry is the primary method of consultation, with an emphasis on establishing mutual respect, equality, and joint responsibility for outcomes. The consultant facilitates a process of discovery and learning during which the client decides future directions and actions for the organization.
This course can be used to satisfy one of the choice requirements for the Mindfulness Applications Certificate. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SP - Term A/B Course Length: 15 Weeks. No RC.
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MBM 5588 - MS Capstone Seminar
This course provides students with a forum and guidance for reviewing and integrating the knowledge they have gained throughout the master’s degree program. In a culminating essay, students will write a literature review on a relevant topic in the integrative health and wellness field, as well as discuss how they will utilize the principles of mind-body practices in their current and future careers. Prerequisite(s): No more than six outstanding credits in the final semester of the program. Department chair approval required to register. 3 credit(s)
Offered: Offered FA Terms A/B, SP Terms A/B, and SU-Term. Course Length: 15 Weeks (SU 12 Weeks). No RC.
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MBM 5588C - MS Capstone Seminar Continuation
After seeking the instructor’s approval, students may register for the continuation course for an additional term or semester to complete the final capstone essay. The continuation course may not exceed a total of 15 weeks. Prerequisite(s): MBM 5588 - MS Capstone Seminar 0 credit(s)
Offered: FA Terms A/B, SP Terms A/B, and SU Term. Course Length: 15 weeks (SU 12 weeks). No RC.
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MBM 5596 - Contemplative Inquiry and Creativity in the End of Life Relationship
The science of creativity asserts that engaging in creative activities can lead to personal and professional fulfillment. In this course, students will explore ways in which cultivating creativity with contemplative inquiry can deepen their capacities for navigating the conditions intrinsic to end-of-life relationships. Furthermore, by activating their creative potential, students will design innovative community projects that can impact their personal, societal and global relationships. 3 credit(s)
Offered: SP A/B. Course Length: 15 weeks No RC
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MBM 5599 - Professional Projects
This course is organized around a professional project that students may apply in practice, teaching, or research within the field of integrative health and wellness. Examples of projects include developing online resources, writing a manual or handbook, creating an e-book or online publication, building a home garden, organizing online mindfulness groups, creating and/or facilitating workshops, pursuing consulting work, developing and/or implementing organizational programs, or building a professional website. 3 credit(s)
Offered: FA Term A/B, SP Term A/B, and SU-Term Course Length: 15 Weeks (SU 12 Weeks). No RC required
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MBM 5616 - Movement Modalities for Wellness
This course reviews the importance of physical movement and exercise in the development of self-awareness, as well as the maintenance and restoration of health. Students will examine research supporting the use of movement modalities such as yoga, tai chi/qigong, Feldenkrais Awareness Through Movement, martial arts, aerobic exercise, dance, and others as interventions for optimal health and wellness. Students will also experience several of these modalities at the residential conference, as well as exploring and writing about their experience practicing one approach. 3 credit(s)
Offered: Offered SP - Terms A/B. Course Length: 15 weeks. RC required.
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MBM 5635 - Spirituality and Health
This course presents the principles and skills of spiritual and religious practices, ceremony, and ritual in whole person integrative healthcare. Within this context, students will explore the historical, cultural, and individual belief systems, and explain how these factors impact individual health outcomes and wellbeing. The experiential component of the class introduces several techniques that can be used to deepen self-awareness and commitment to a personal spiritual practice as well as to create a ritual ceremony of healing. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SU Term A. Course Length: 12 Weeks. No RC.
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MBM 5645 - The Human Energy Field and Energy Medicine
This course explores health and healing from an energetic perspective that has roots in ancient healing practices. Today energy medicine, which involves sensing the human energy field and applying low-level energetic therapies, is experiencing rapid growth, including a proliferation of novel energetic therapies. An overview of the human energy field, the scientific foundations of energy medicine, and key energy medicine modalities, diagnostic and therapeutic, are the main themes of this course. The course will cover the main systems of energy medicine from indigenous medicine, including hands-on and distant healing; the energetics underlying Oriental medicine; homeopathy; healing with light; as well as philosophical concepts of life energy. We will also examine some contemporary modalities and their foundations including pulsed electromagnetic field applications; phototherapy; as well as the measurement of subtle energies and the health effects of electromagnetic pollution. The course also includes an experiential component of incorporating energy medicine modalities into enhanced self-care. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SU - Term A. Course Length: 12 Weeks. No RC.
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MBM 5666 - Mind-Body Spirit Applications in Psychotherapy
In this course, students examine integrative approaches to psychotherapy. Topics to be explored include: the historical, biopsychosocial-spiritual, cultural, and global contexts to promoting positive mental health outcomes; therapist-client relationship; non-ordinary states of consciousness; trauma and addictions; and the obstacles and ethical considerations in applying these approaches. Students will have an opportunity to compose an academic paper on a relevant topic and formulate a treatment plan illustrating mind-body spirit application. 3 credit(s)
Offered: Offered FA Terms A/B Course Length: 15 Weeks RC required
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MBM 5668 - Body-Oriented Approaches to Psychotherapy
Body-oriented psychotherapy uses the pathway of connection with the body to approach psychological issues. This course provides students with a basic skill-set to bring a somatic focus to their therapy sessions along with introductory knowledge of several body-oriented psychotherapy modalities. Students will explore experiential exercises from some of the techniques with each other and with a volunteer, as well as study the history and theories underlying these practices and the research done on these mind-body approaches to healing and well-being. Prerequisite(s): Must be a licensed mental health care practitioner to enroll. 3 credit(s)
Offered: FA - Terms A/ B. Course Length: 15 weeks. RC required.
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MBM 5674 - Ayurvedic Medicine
This course provides an overview of the medical traditions and medical practices of India. The course provides an opportunity for students to study ayurvedic medicine as a lifestyle and as a healing tradition, and to consider the relationship between ayurvedic medicine and Western biomedicine. Students study the conceptual paradigm of ayurvedic medicine, historical foundations, the typical physician-patient relationship, and commonly used interventions in current practice. Special emphasis will be placed on the psycho-emotional aspects of traditional ayurvedic medicine, and available outcome studies assessing efficacy for common mental health disorders. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SU- Term A. Course Length: 12 Weeks. No RC.
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MBM 5681 - Psychophysiology of the Human Stress Response
This course introduces the basic principles of psychophysiology as they relate to several systems in the body. Students will critically review the science underlying the human stress response and the impact on the nervous, cardiovascular, gastrointestinal, and immune systems. Students will also examine various research strategies used to investigate the complex interactions throughout the body, including the use of psychophysiological monitoring, neuro-imaging, and biological markers. 3 credit(s)
Offered: SU-Term A Course Length: 12 weeks No RC.
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MBM 5690 - Complementary and Integrative Medicine
This survey course introduces integrative professions and practices within a system for health, wellness, and healing. Throughout the term, students will critically investigate the research literature supporting the paradigms, practices, and services associated with complementary systems including naturopathy, structural and traditional medicine. In addition, specific modalities within the systems will also be explored. These topics include homeopathy, herbal medicine, chiropractic, massage therapy and bodywork, Traditional Chinese Medicine, acupuncture, and ayurvedic medicine. The final module concludes with an examination of trends and opportunities in the field of integrative health and wellness. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA - Term A/B, SP - Term A/B Course Length: 15 Weeks. No RC.
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MBM 5710 - Mind-Body Therapies and Practices
This course provides a foundational introduction to the principles and approaches of mind-body-spirit wellness. Students will be introduced to the research and the practices that support health, wellness, and healing outcomes. Through readings, discussions, and practices, students will have opportunities to integrate these principles and techniques personally and professionally. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: FA - Term A/B, SP - Term A/B, and SU-Term. Course Length: 15 week (SU 12 weeks) No RC.
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MBM 5720 - Narrative Approaches in Healthcare
This course presents a framework for the use of narrative approaches in clinical, research, and educational settings. Beginning with a brief overview of the history of Narrative Based Medicine (NBM), the curriculum introduces the relevant competencies, skills, and best practices within the field of NBM. Throughout the modules, students will learn how to collect and interpret narrative-based information as an approach to bridging the gap between patient/practitioner experience and the mechanization of healthcare practice. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: Summer. Course Length: 8 weeks. No RC.
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