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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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Mind-Body Medicine |
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MBM 8100 - Independent Study
The independent study course enables a student to pursue an individualized topic with an instructor that is not offered through the standard curriculum. Relevant learning outcomes and credit load will be negotiated by the student and instructor. For each assigned credit, the student must complete approximately 45 hours of directed study. To register, students must complete the independent study request form and receive an approval from the department chair. Prerequisite(s): No Prerequisite. 1-3 credit(s)
Offered: All terms. Course Length: 15 weeks12 weeks. No RC.
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MBM 9011 - Methodology Critique Candidacy Essay
In this course, students will select a published dissertation within the past seven years that is similar to their future methodological design. The purpose of the critique essay is to focus attention on the methods chapter in an existing dissertation to learn how related principles and research tenets apply to a different study. Students will be expected to constructively critique the appropriateness of the research question(s) to the selected methodological approach, data collection, analysis, interpretation of the findings, and utility of the research. Prerequisite(s): MBM 5557 - Advanced Research Methods OR any Advanced Research course offered through the Department of Research. 3 credit(s)
Offered: Offered FA/SP -Terms A/B and SU. Course Length: 15 weeks (12 weeks SU). No RC.
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MBM 9021 - Literature Review Candidacy Essay
This research elective offers students an opportunity to conduct a comprehensive literature review related to the dissertation topic. Students will explore past research, identify gaps in the published literature, and create an integrative conceptual framework on the topic of study, supported by current peer-reviewed articles and other scholarly references. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: Offered FA/SP -Terms A/B and SU. Course Length: 15 weeks (12 weeks SU). No RC.
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Marriage & Family Therapy and Professional Clinical Counseling |
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COUN 2538 - Aging and Long-Term Care
The course goal is to broaden understanding and develop effective approaches to individual and social issues associated with aging. The course emphasizes a multi-perspective approach to aging and the challenges an aging population presents to administrators and clinicians. The course explores interventions associated with aging, mentoring in society, the renewal of eldership in society, and a paradigm for aging in place. 0 credit(s)
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COUN 2539 - Child and Elder Abuse Assessment and Reporting
This course will review the signs of physical abuse, sexual abuse, emotional abuse and neglect, with special attention to cultural context. The course is designed to satisfy Child Abuse Assessment and Reporting for the LPCC in CA (7 contact hours) covering issues of elder abuse with additional emphasis on financial abuse. 7 Contact Hours; 0 credit(s)
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COUN 2544 - Mental Health Recovery
This workshop provides developing clinicians with a broader and deeper understanding of those they will be serving. By inviting mental health advocates to join the conversation, stigma and stereotypes are identified and addressed. Cultural competency, recovery-oriented care, resiliency, case management, and systems of care are emphasized. 0 credit(s)
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COUN 2639 - Severe Mental Illness & Developmental Disorders
Focusing on selected populations, these courses provide overview of pertinent research and clinical issues for clinicians.
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COUN 2640 - Partner Abuse and Domestic Violence
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Organizational Systems |
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ORG 7006 - Information Systems
This interdisciplinary course explores organizations as dynamic global enterprises which weave together people and technology into self-organizing, interactive networks. Students examine how digital technology has a) changed the nature and dynamics of socio-technical systems, b) transformed organizational information systems and enterprise-wide knowledge generation and application, and c) reshaped organizational cultures, workplace operations, business partnerships, and supply chains. Central to this course is enabling students to develop their own socio-technical organizational model, and devise approaches to effectively design, implement and manage technological information and communication systems that enhance the quality of both organizational performance and work life. Intermediate level course. 3 credit(s)
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ORG 7025 - Humanistic Foundations of Organizational Development
This course integrates learning drawn from a wide range of disciplines in the PhD program It explores theory, research, and practice in global and local organizational strategies, providing students with the opportunity to gain an in-depth understanding of strategy formulation, implementation, and evaluation for optimal organizational results. Students develop critical and conceptual thinking skills by analyzing the interplay of industry structure, competitive environments and related advantage, organizational structure and resources, talent development, and uncertainties in an organizational environment. This examination contributes to a culture of innovation and creativity. 3 credit(s)
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ORG 7030 - Leadership as a Tool for Transformation
The contemporary organization is a complex enterprise requiring managers to engage with and lead a global workforce and facilitate dynamic social networks utilizing various forms of communication and collaboration technology platforms. Using various analytical lenses this interdisciplinary course critically examines core distributed organizational characteristics, behaviors, dynamics and issues, as well as management approaches shaped by social systems, intra and inter organizational networks, and cross-cultural perspectives. Particular attention is given to exploring innovative organizational structures, cultures, operational processes, workplace environments, and sociotechnical communication systems founded in human-centric workplace and information systems principles. 3 credit(s)
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ORG 7032 - Organizational Complexity and Systems Thinking
With organizations as the focus, this introductory course provides students with a first look at systems thinking as an approach to understand complexity and identify leverage points for intervention. Through both theory and practice, students will learn to recognize the systemic nature of complex phenomena (at the personal, organizational and societal levels) and develop systems models to develop deeper understanding and communicate more effectively the interconnectedness of a social system and its implications for improvement and transformation. Systems thinking is a foundation for both understanding the current state as well as for designing the future of complex social systems and institutions in the private, public and social sectors. 3 credit(s)
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ORG 7044 - Generative Dialogue, and Strategic Discourse
Drawing upon various scholars (including Isaacs, Bohm and Deetz) and practitioners who are exploring the communication challenges of the contemporary globally distributed organization, this course critically examines communication concepts, practices and issues found in organizations. Among the many topics discussed are communication theories, generative dialogue, cross-cultural communication, social media, stakeholder dialogue, strategic dialogue, and knowledge sharing methods. 3 credit(s)
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ORG 7045 - Ethics and Social Responsibility
Leading and making responsible decisions today are complex and challenging ventures. With a human development and capabilities perspective and a foundation in stakeholder principles, this interdisciplinary course critically explores organizational integrity and professional ethics and examines the workplace and wider social challenges faced daily by organizational professionals in the business, nonprofit, and government arenas. Central to this course are the refinement of students’ professional and organizational ethics viewpoints, development of new corporate social responsibility models and practices, and how to thoughtfully integrate social justice and sustainability principles into organizational operations and decision making. 3 credit(s)
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ORG 7072 - Managing Collaborative Systems in a Global Workplace: Teams, Collaborative Systems, and Networks
With organizational communication models and globally distributed enterprises as the backdrop, this course examines various approaches to understanding and developing collaboration in organizations. Envisioning organizations as complex global systems, students examine contemporary models and practical dynamics of teams, social networks, partnerships and communities of practice. In light of current technological advancements, this interdisciplinary course will also discuss dispersed organizational structures and workforce environments, including telework, virtual teams, and workplace connectivity, and how to effectively lead and engage workers as a distance manager. Students complete an analysis of a team or social network which results in making recommendations on how to revise and enhance operational dynamics and processes. Intermediate level course. 3 credit(s)
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ORG 7074 - Issues in Sustainability
Sustainability is a broad topic rooted in social justice, human rights, global equity, and ecological stability and flourishing. Thus, it has many dimensions and applies to many aspects of organizational operations and social functioning. This interdisciplinary course builds upon principles and issues explored in ORG 7045. It critically examines the present situation in the business, economic, social, political and environmental arenas with respect to the challenges they pose to the global ecosystem, business enterprises and their workplaces, societies and nation states, as well as the injustice they are creating and the consequences they have for our collective future. The course explores the intricate links among business operations, economic activity, social dynamics and the natural environment. Students will learn to describe ways in which organizations of all kinds can more effectively address these interactions. 3 credit(s)
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ORG 7080 - Consulting Skills
Consulting Skills explores the nature of consulting as a learning and helping process between an individual and a group, focusing on the interpersonal skills and processes that make up the helping process. This course uses classic works from Peter Block and Edgar Schein as well as action research as a framework for the consulting process. Students learn how to contract, construct an inquiry or assessment process, engage in and with an organizational system, design processes appropriate to the organizational need, and provide feedback systems to ensure that learning and development is sustained. 3 credit(s)
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ORG 7083 - Leading and Developing the 21st Century
By exploring various classic and contemporary models of leadership, this course lays the foundational support necessary for learners to bridge leadership concepts to leadership practice. In this course, learners will evaluate the scaffolding that underpins the conceptual and perspectival leadership models traditionally advanced by both scholars and practitioners in the field of Leadership. By critically probing these models, learners can re-envision and remodel core leadership theoretical constructs to successfully blend with their individual practice of leadership. 3 credit(s)
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ORG 7440 - Leadership and Global Challenges
This course critically examines both how leaders lead and support transformative organizational change and how the theories and models in innovation, sustainability, systems thinking and critical thinking support its planning and process development. It investigates how leaders who initiate and direct significant global and local organizational shifts can mobilize, focus, generate commitment, and implement new directions. The course combines theory, case material, models and accounts of how and why organizations intervene in their cultures, purposes, structures, and/or operational processes. Students will undertake a detailed analysis of an global organizational challenges they have experienced, or one they have access to through interviews. 3 credit(s)
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ORG 7574 - Conflict and Innovation
The importance of conflict management as related to interpersonal encounters between two colleagues, in decision making teams, between and among work groups, in board meetings, and community engagements to leverage and encourage innovation is introduced. Students are taught conflict management strategies so that they may broaden perspectives and encourage creative and adaptive solutions. 3 credit(s)
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Psychophysiology |
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APH 4515 - 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 field of psychophysiology and discuss how they might incorporate this information into future education and/or career. Prerequisites: No more than six outstanding credits in the final semester of the program. Department chair approval required to register. 3 credit(s)
Offered: Spring, Fall (15 weeks) and Summer terms (12 weeks) No RC required.
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Psychology |
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PSY XXX - Clinical Intervention III
See the menu of courses to choose from to satisfy this requirement. Prerequisite(s): PSY 3045A and PSY 3045B 3 credit(s)
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PSY XXXX - Clinical Intervention IV
See the menu of courses to choose from to satisfy this requirement. Prerequisite(s): PSY 3045A and PSY 3045B 3 credit(s)
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PSY 1011 - Psychotherapy Proseminar: Humanistic Psychology
This proseminar provides an introduction to a range of humanistically-oriented perspectives for students to begin to develop an awareness of their own evolving professional identities in terms of their stances and beliefs about psychotherapy, psychopathology, and professional practice. 0 credits 0 credit(s)
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PSY 1012 - Skill-Building and Professional Development in Clinical Psychology
This course is required for all clinical psychology (CP) students and is delivered during the Residential Learning Experience (RLE) only, which students attend throughout their matriculation. Students will be engaged in various clinical skills-building activities, interventions, theoretical explorations, and practices, expanding the online learning experience. A variety of professional development foundational and contemporary topics will be covered. The intention of the course is to contribute to the exposure of CP students (novice to advanced) to the knowledge, guidelines, research tools, and standards that are necessary to effectively socialize them into the field of psychology. (0 credits) 0 credit(s)
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PSY 1012 - Skill-Building and Professional Development in Clinical Psychology
This course is required for all clinical psychology (CP) students and is delivered during the Residential Learning Experience (RLE) only, which students attend throughout their matriculation. Students will be engaged in various clinical skills-building activities, interventions, theoretical explorations, and practices, expanding the online learning experience. A variety of professional development foundational and contemporary topics will be covered. The intention of the course is to contribute to the exposure of CP students (novice to advanced) to the knowledge, guidelines, research tools, and standards that are necessary to effectively socialize them into the field of psychology. (0 credits) 0 credit(s)
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PSY 1080 - History and Systems of Psychology
The objective of this course is to give the student an overview of the history of modern psychology in three streams in order to place more accurately the existential-humanistic and transpersonal movements in their proper context. The student will be expected to gain proficiency in the major events and personalities associated with each of the three streams, which include: 1) experimental psychology in the universities (i.e., the history of psychophysics, behaviorism, and cognitive psychology); 2) clinical psychology as both an academic and applied field (i.e., the history of largely depth-psychology, with an emphasis on the histories of Freud, Jung, Adler, and Erikson); and 3) existential-humanistic and transpersonal psychology, exemplified by the life and work of Carl Rogers, Abraham Maslow, and Rollo May. Cross listed as EHP 1080 - History and Systems of Psychology . 3 credit(s)
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PSY 1500A - Foundations and Critique of Contemporary Psychology - Part I
The purpose of this course is to provide a solid underpinning in the foundational topics in the field of contemporary psychology. The course will cover mainstream perspectives and humanistic perspectives on the foundational themes addressed in contemporary psychology. 3 credit(s)
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PSY 1500B - Foundations and Critique of Contemporary Psychology - Part II
This is the second required course for doctoral students; to be taken consecutively following Part I. The purpose of this course is to provide a solid underpinning in the foundational topics in the field of contemporary psychology. The course will cover mainstream perspectives and humanistic perspectives on the foundational themes addressed in contemporary psychology. Prerequisite(s): Successful completion of PSY 1500A . 3 credit(s)
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PSY 2040 - Existential Psychotherapies
The existential psychotherapist works with fundamental existential themes of human existence: death and freedom, choice and responsibility, isolation, relatedness, and meaning and mystery. These themes organize the basic structures with which human life is shaped and experienced, and therefore provide the context for an existential psychotherapy. This existential psychotherapy course explores clinical applications of existential theory to the human situation in individual and group therapy. As an introduction to existential psychotherapies, this course is in three parts: Part I (theory) lays out the historical and philosophical traditions that underlie existential psychotherapeutic practice; Part II (therapy) shows how existential therapy grows out of existential theory; and Part III (application) uses the case study method to consider how existential psychotherapy can be applied to a diverse set of problems and clientele. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHP 2040 - Existential Psychotherapies . 3 credit(s)
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PSY 2047 - Existential Psychotherapies III: James Bugental and the Existential-Humanistic Tradition
This course will be of interest to students who want to explore existential-humanistic psychotherapy as understood by James Bugental, one of psychology’s most respected and talented practitioners. Bugental held that life’s existential contingencies could often overwhelm causing a loss of centeredness, agency, and self-directedness. By focusing in the here-and-now, Bugental intended to promote inner presence, agency, and responsibility assumption in a client. Bugental’s experiential approach is both powerful and effective-and is rarely found in traditional therapies. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHP 2047 - Existential Psychotherapies III: James Bugental and the Existential-Humanistic Tradition . 3 credit(s)
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PSY 2050 - Psychopathology and Diagnosis
This course provides a critical overview of theory, research and processes that have evolved into modern Western thinking about psychopathology. Attention is initially given to current diagnostic criteria and the utility of the DSM, as well as the biological, behavioral, sociocultural and intra-psychic determinant patterns of functional and dysfunctional human behavior. Students are encouraged to think broadly and dialectically about optimal development and pathology, in systems of personality and systems of modern Western cultural institutions. This course then introduces students to humanistic critiques of the current dominant DSM-based model of psychological difficulty and presents a critical evaluation of mainstream notions of psychopathology and its treatment. Positive, non-pathology-focused or strengths-based ways of viewing psychological problems and their remediation are considered, including evidence supporting the humanistic focus on a positive relationship as curative, even with disorders such as schizophrenia. The goals of the course for students are twofold: a) to provide them with a strong foundation in the current medical establishment’s views of and communications about psychopathology, and b) to make them aware of alternatives which place primary emphasis on the healing power of relationships, on treating people as whole persons, and on focusing on the positive in humans. Note: This course is open to CP students only. Prerequisite(s): PSY 6030 . 3 credit(s)
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PSY 2060 - Human Sexuality
This course presents an investigation of sexuality within the larger context of the human experience. Emphasis is placed on the study of human sexual development, dimensions of sexual behavior, sex education, health issues, sex therapy, ethical and legal aspects of sexuality and sex therapy, and art and sexuality. 3 credit(s)
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PSY 2505 - Clinical Psychopharmacology
Students develop foundational understanding in psychopharmacology, which is 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. Prerequisite(s): PSY 2050 and PSY 3025 3 credit(s)
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PSY 3015 - Cognition & Affect in Human Behavior
This course explores major theories, concepts, and current research in cognitive and affective bases of behavior, including information processing and learning, internal representational models, developmental influences, and relationships between cognition and emotion. Cognitive and affective experience and representation are addressed including conscious and unconscious, visual (including visual imagery), auditory (including inner speech), procedural (in complex skills like speaking), declarative (involving propositions about the world), and emotional processing. Individual differences and cultural factors influencing cognitive processes and affective expression are presented. 3 credit(s)
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PSY 3025 - Biological Bases of Behavior
This course is an exploration of biological bases of behavior with special emphasis on clinical examples. This course addresses questions of how the human brain and nervous system produce our range of behaviors: sensation, emotions, sleep and dreams, reproductive behavior, language, and memory. Beginning with the basic structure and function of the nervous system, we move to explore the organic bases of behavior exploring how endocrine, immune, and nervous systems contribute to homeostasis, health, and disease. Clinical examples include depression, schizophrenia, eating disorders, sleep disorders, aggression, dyslexia, and amnesias. 3 credit(s)
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PSY 3045A - Clinical Intervention I
This course is the first required course in a sequence (Interventions I - IV) for clinical psychology students and it is launched at a Saybrook Residential Learning Experience (attendance required). In this course, students begin advanced study of integrative humanistic psychotherapeutic interventions from three existential-humanistic perspectives: emotion-focused therapy, person-centered therapy, and existential therapy. Motivational Interviewing is also briefly considered. Research on existential-humanistic approaches is surveyed. The focus of this course is on the development of clinical and therapy skills, including 1) understanding of the client as the active agent of change in the therapeutic process and the therapeutic relationship, 2) understanding the therapist’s role in creating a safe therapeutic environment that includes empathy, genuineness, active listening, responsiveness, and positive regard for the client, and 3) skills necessary for working with a variety of client issues with sensitivity to the complexity of human diversity and the importance of multicultural competency in clinical practice. This course is open to CP students only. Prerequisite for MA for those coming in with BA/BS Prerequisite(s): PSY 2025 ; PSY 2050 ; PSY 6020 and PSY 6060 3 credit(s)
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PSY 3045B - Clinical Intervention II
This course is the second required in a sequence (Interventions I - IV) for clinical psychology students and it is launched at a Saybrook Residential Learning Experience (attendance required). In this course, students will continue further overview and development of intervention techniques and therapy skills as relevant to different modalities and populations: children, adolescents, adults, couples, families, groups, and communities. The course will focus on the therapist’s role in selecting and implementing intervention strategies and monitoring progress, collaborative treatments, and skills necessary for working with a variety of client issues across the lifespan with sensitivity to the complexities of human diversity and the importance of multicultural competencies in clinical practice. Note: This course is open to CP students only. Prerequisite(s): Master’s in clinical psychology or comparable degree (see Program Chair), PSY 3045A Clinical Intervention I and PSY 8145A Clinical Practicum I . Clinical experience or training required. 3 credit(s)
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PSY 3055 - Supervision in Clinical Psychology
Clinical supervision is a necessary aspect of training for clinicians. Through supervision, a clinician-in-training gains necessary clinical competencies in order to ensure that trainees’ clients receive effective and ethical service. This course critically examines methods, relationships, ethics, multiculturalism, and evaluative processes of clinical supervision. Special focus is given to establishing a meaningful supervisor/supervisee relationship. While students will learn about different theoretical orientations that may inform their supervisory experience, they will be encouraged to consider their role in these relationships from a humanistic standpoint that will foster growth in the supervisor, supervisee, and their clients. They will be asked to explore ways of navigating and growing from supervisory relationships that may be challenging or uncomfortable. In addition, students will be encouraged to reflect on their current progress, as well as goals in their own development as clinicians. Though open to all students, this course satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. This course is open to CP students only. 3 credit(s)
Offered: Spring term.
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PSY 3056 - Group Processes and Group Therapy
This clinical 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 to may be applied in a group context within a humanistic framework. 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. Check with the instructor or Program Director to learn more about residential component to course. 3 credit(s)
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PSY 3057 - Introduction to Family Therapy
This clinical course provides an introductory overview of the traditional and contemporary school of family therapy. Participants will critically review and consider various conceptualizations and approaches in the practice of family therapy, with particular attention to diverse family structures and settings. The course emphasizes case description, historical and developmental perspectives, theoretical models in systems formulations, and integration of cultural and social structures in contextual dynamics. 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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PSY 3058 - Child & Adolescent Treatment within Context
This clinical course is intended to afford learners an opportunity for advanced studies pertaining to the treatment of children and adolescents, including but not limited to, a) considerations in child/adolescent therapy, b) treatment of special populations, and c) comprehension from research to practice. The course considers developmental processes, treatment in context such as diverse systems like residential, foster care, school, healthcare, etc. There will be specific attention to considerations of multiculturalism and integrative treatment planning. Building upon and drawing from the fundamental principles for psychotherapeutic practice from a humanistic point of view, developed by the Task Force of the Humanistic Psychology Division of the American Psychological Association (Division 32 Task Force, 2001), learners will not only critique mainstream treatment approaches but strengthen clinical conceptualization for the integration of evidence-based and practice-based approaches within a humanistic stance. 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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PSY 3059 - Child Abuse Assessment and Reporting
This in-residence course provides a complete overview of the California Child Abuse Reporting Law for psychologists and provides students with clinical skills in recognizing signs of possible child physical, emotional, and sexual abuse or neglect. Upon completion of the course, students will also understand when and how to talk to parents or other caregivers about referring them to proper authorities for suspected neglect or abuse; and when, how, and to whom to report suspected child neglect or abuse in their role as mandated reporters. This course meets the 7 contact hours of training in Child Abuse Assessment and Reporting required for psychology licensure in California. It also meets that need for most states as a licensure requirement in most US jurisdictions; adaptations are possible in consultation with the instructor. 7 Contact Hours; 0 credit(s)
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PSY 3070 - Meaning-Centered Counseling and Therapy
This course provides an introduction to logotherapy and meaning therapy (MT). With meaning as its central organizing construct, MT is an integrative, person-centered, positively oriented therapy. It is a very flexible and comprehensive approach, because it can be tailor-made to meet individual needs and is capable of integrating diverse therapeutic modalities, such as CBT and existential-phenomenological therapy. Building on the philosophical foundation of logotherapy, this course will introduce the four major meaning-centered intervention strategies: 1) PURE (Purpose, Understanding, Responsibility, and Enjoyment), 2) ABCDE (Acceptance, Belief, Commitment, Discovery, and Evaluation), 3) Dual-systems (integrating approach and avoidance systems), and 4) Double-vision (seeing both the immediate situation and the big picture). In addition, the course will demonstrate the use of such meaning-centered interventions skills as attribution retraining, re-appraisal, value-clarification (identifying core values, beliefs & ultimate concerns), reflecting on self-identify (the real self vs. the ideal self), guided life review, and practicing the meaning mindset. The meaning mindset is a particularly powerful tool, because it can enhance clients’ motivation for meaningful living simply by their learning to see the meaning potential for significance in every situation, no matter how trivial. In sum, it teaches students how to make the best of people’s meaning-seeking and meaning-making capacities to facilitate healing and flourishing. It enhances well-being, resilience, and personal growth through the path of meaning. This course will teach students how to identify the challenges and opportunities of addressing clients’ deeper issues of meaning, whatever their presenting problems. One final caveat: any therapist can make good use of the meaning therapy intervention tools, but to be fully effective, the therapist needs to embrace (1) the philosophical assumption of logotherapy that life has inherent meaning, and (2) the assumption of humanistic psychology that to be fully human, people need to develop their growth potential. 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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PSY 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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PSY 3171 - Perspectives and Foundations of Traumatic Stress
Students are given an introduction to the historical and foundational aspects of trauma and complex trauma, how they are conceptualized, and their impact on a person’s psychological, social, physical and spiritual wellbeing. Specific impacts of traumatic stress at different points in the lifespan will be explored. Current psychological, alternative/complementary, and biomedical perspectives on trauma are integrated into this richly packed journey of knowledge. Multicultural factors will be incorporated throughout the different course topics. The central role of grief in trauma-due to the physical, psychological and/or social loss of a loved one or key aspects of one’s identity or memories-will be highlighted. This course is required for the Complex Trauma & the Healing Process Certificate. 3 credit(s)
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PSY 3172 - Trauma: Mind, Body, and Spiritual Dynamics
The focus upon the mind-body connection in the understanding and achievement of well-being is an approach spanning thousands of years in contemplative practices and ancient traditions. In this course, students evaluate and engage in an exploration of the theory and effects of trauma within the mind and body. Spiritual dynamics involved in traumatic stress, as well as implications for psychospiritual growth, when affected by traumatic stress are explored. This course is required for the Complex Trauma & the Healing Process Certificate. Prerequisite(s): PSY 3171 3 credit(s)
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PSY 3176 - Trauma Assessment and Treatment in Practice
Students will investigate how to assess different trauma states through both symptomatological and experiential sources. Medical diagnostic categories, such as trauma, stress and dissociative disorders, will be critically reviewed. Alternative approaches to classifying trauma experiences will be highlighted. Standardized measures of trauma assessment, with consideration placed upon important multicultural factors, will also be explored. Both common and alternative/complementary approaches to treating trauma will be identified. Risk management issues for practitioners are examined, as well as self-care techniques used to mitigate these risks. 3 credit(s)
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PSY 3177 - Traumatic Stress within Cultures and Self
This class will explore traumatic stress as experienced and understood across different multicultural identities, including race/ethnicity, gender, sexuality/attractionality, class, disabilities and religion. Historical traumas (psychological injuries experienced by cultures over extended periods of time) and their contemporary impacts on contemporary society will be reviewed. Group and individual-level resiliency and growth strategies in response to these chronic stressors will be identified. The course will also examine how a practitioner’s own general multicultural competence and awareness of historical traumas-recent and distant-can impact clinical interventions and outcomes. 3 credit(s)
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PSY 3178 - The Psychology of Trauma in Working with First Responders
This course examines the various traumas and psychological challenges faced by first responders; specifically, police, fire, and emergency medical services (EMS). The salient issues critical to comprehending, conceptualizing, preventing, and treating trauma and other psychological challenges that emerge for these special populations will be examined. First responders typically utilize formal and informal helping methods to address psychological distress and trauma. Thus, students will be exposed to these common methods of helping/coping utilized by fire, EMS and police, as well as critically review barriers to seeking help and creative solutions. Exploration of current research on positive coping strategies, professional and peer psychological interventions, as well as resilience-building skills for first responders, and their relationship to improving job performance and efficacy will be highlighted. This exploration will occur within the context of how historical and cultural professional factors, organizational dimensions, and individual experiences with trauma may both exacerbate and assist first responders in addressing psychological consequences of one-the-job stressors. Critical clinical and treatment implications will be highlighted during this exploration. This course is an elective for the Complex Trauma & the Healing Process Certificate. 3 credit(s)
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PSY 3179 - Traumatic Experiences in Relationships
In this course, students will expand their conceptualization of trauma to include the multidimensional consequences of relational trauma for individuals’ wellbeing and implications for treatment. Assaultive relational traumas occur in various contexts such as: the family, workplace, school settings, neighborhoods, military, or college campuses. Each of these settings contain a unique set of characteristics in which relational trauma is experienced by an individual. These unique characteristics, along with the associated clinical presentations, treatment, and legal considerations will also be explored. The course will also focus on the most common forms of traumas that occur in relationships: interpersonal violence such as domestic violence, incest, sexual and physical abuse, as well as psychological abuse and neglect. It will critically review how relational trauma across the lifespan can impact a person’s sense of self, relationship with her or his body, and with other people. Building upon humanistic principles, key concepts like posttraumatic growth, resiliency, and healing narratives will be considered. This course is an elective for the Complex Trauma & the Healing Process Certificate. 3 credit(s)
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PSY 3220 - The African Diaspora: African American Cultural History and Psychology
This first in a sequence of courses on the African Diaspora will focus on the definition, constituents, and historiography of the African Diaspora and greater comprehension of the cultural history and psychology of persons with African ancestry, through the lens of African and African-American psychology. Selected texts for the course have been written by African, African-Caribbean, and African-American scholars. The methodological approach to the study of the African Diaspora is interdisciplinary and draws to the foreground historiography, depth psychology, economics of capitalism, law, mythology, religion, art history, and anthropology for construction of an ancestral ethno-cultural narrative of the African Diaspora against the background of world cultural history. The course content and approach should open and cultivate, through critical thinking, a worldview and means to deconstruct, analyze, comprehend, and reconstruct complex sets of human relations in the African Diaspora from global, regional, national, and personal perspectives. It should allow us to see how the archetype of culture is actualized within institutions, living micro-systems, and psychodynamics of the Diaspora. The specific focus of this course is on African-American cultural history, psychology, and experience from origins in Africa, the Middle Passage, bondage, civil and psychological reconstruction, the Civil Rights movement, Pan-Africanism, and Negritude in America, Europe, the Caribbean, and Africa, Affirmative Action, African-American family life, demographics, health/mental health, illness, spirituality, resilience, and optimal development. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHTP 3220, TSC 3220. 3 credit(s)
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PSY 3500 - Humanistic Psychology and Psychotherapy
This course is intended to provide an introduction to and overview of humanistic psychology, including its origins and tributaries, its historical interrelations with Saybrook, and the possibilities that inhere for its future evolution and significance. We will consider, especially, humanistic psychology’s spheres of influence in the arena of psychotherapy but also in education and upon culture considered more broadly. Humanistic psychology’s critiques of alternate perspectives will be taken up, no less than those that have been leveled at humanistic psychology itself. The course will include an introduction to the writings of a triumvirate of founding parents - Carl Rogers, Abraham Maslow, and Rollo May - as well a consideration of their precursors and the ongoing work of simpatico voices in sister disciplines: Maya Angelou in literature, for example, and Robert Coles in psychiatry. One or two films resonant with core humanistic values/themes will also be included, as will John Coltrane’s sublime 1964 jazz recording, A Love Supreme. The impulse that informs humanistic psychology speaks in various voices. We shall take time in this course to savor its several expressions and callings. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHTP 3500. 3 credit(s)
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PSY 3510 - Transpersonal Psychology and Psychotherapy
Transpersonal Psychology and Psychotherapy investigates human experiences that transcend the ordinary, particularly spiritual experiences and altered states of consciousness. This course reviews the Western roots of transpersonal psychology in the works of William James, Carl Jung, and Abraham Maslow. It also examines the relationship of transpersonal psychology to spiritual traditions, including shamanism, Buddhism, and Hinduism, as well as mythology and other forms of spiritual investigations. Transpersonal clinical approaches in therapy and research methods are also addressed. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHTP 3510. 3 credit(s)
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PSY 4050 - Integrative Health Psychology
In the broadest sense, health psychology is the organized and systematic effort to apply the knowledge and skills of the behavioral sciences to human health and illness. This course emphasizes a biopsychosocial-spiritual-cultural approach to health. We will review a variety of topics, including lifestyle changes; coping with chronic pain; addressing health anxiety; chronic health conditions; health disparities; and healthcare systems. Students will explore the reciprocal relationship between psychological and medical health. This course is cross-listed as CSIH 4050. (3 credits) 3 credit(s)
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PSY 4530 - Psychology, Religion, and Spirituality in Their Cultural Contexts
This course provides an overview of the ways that religion and spirituality interact with psychology with special attention to the cultural context. This includes an exploration of various models for how religion and spirituality can relate to science and, in particular, psychology. Various models for psychology of religion and spirituality are considered, as well as models for integrating religion and spirituality with psychology. Psychology historically has had a complex relationship with religion, spirituality, and culture. The primary purpose of this course is to explore various models for the interrelationships of psychology, religion, and spirituality with special consideration given to the cultural influences upon these relationships. Consideration will be given to these domains (psychology, religion, spirituality, and culture) separately as well as from an integrated perspective. The course begins with an overview of definitions and exploration of epistemological issues relevant to how science and psychology can relate to religion and spirituality. The next section of the course explores various models for the psychology of religion, followed by a section on models for integrating psychology with religion and/or spirituality. The concluding sections of the course devote attention to the cultural contexts for the relationships between psychology, religion, and spirituality as well as consideration to applications of the psychology of religion and the integration of psychology with religion and spirituality. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as CSIH 4530. 3 credit(s)
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PSY 4535 - The Use of Poetry with Death, Loss, and Life Transition
The creative arts are often used to assist people facing death, loss, and other important life transitions. Similarly, these life events often cause individuals to reflect upon the meaning in their life and seek to create new meaning, which can be aided by poetry and the creative arts. This course focuses on the use of poetry when encountering death, loss, and life transitions. Students are encouraged to reflect upon their own use of creativity in times of difficult life transitions. Additionally, students will explore ways to facilitate the use of poetry with others facing life transitions. Poems from various cultural backgrounds are considered. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as CS 4535 and EHP 4535 - The Use of Poetry with Death, Loss, and Life Transition . 3 credit(s)
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PSY 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 health span 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, EHP, CS, and MBM. 3 credit(s)
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PSY 5620 - Basic Training and Education in Hypnosis
This course provides students with a basic skill-set to conduct simple hypnotic interventions, along with knowledge about hypnotic concepts and approaches, and a familiarity with research-based applications of hypnosis to common medical and behavioral disorders. This course provides students with an introductory level of understanding helpful for engaging in hypnosis-based clinical practice and hypnosis-oriented research in integrative health. This course introduces simple trance induction protocols, trance deepening techniques, the use of post-hypnotic suggestion, and techniques to re-alert the subject and close the trance phase. In addition, the course overviews current scientific approaches to explaining hypnotic phenomena, introduces the measurement and significance of hypnotic susceptibility, and presents several of the widely used and effective approaches for utilizing hypnosis in psychotherapy and personal transformation. Students completing this basic training sequence are equipped to begin the intermediate level training. The course is designed to follow current Standards of Training in Clinical Hypnosis as presented by the American Society of Clinical Hypnosis and the Society for Clinical and Experimental Hypnosis. Though open to all students, this course satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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PSY 6010 - The Psychology of Multiculturalism in North America
Focusing on the psychological aspects of living in a multicultural society, this course acquaints students with the variety of cultural traditions within the United States. Topics covered in Psychology of Multiculturalism include the examination of the psychological implications of being a member of a minority group, understanding the impact of ethno-cultural values upon thought and behavior, questions about the universality of the human experience and the origins of personality, and theoretical statements about multiculturalism and the balancing of conflicting and sometimes competing interests in society. 3 credit(s)
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PSY 6020 - Developmental Psychology
The processes and significant transition points for child, adolescent, and adult development are considered in this class. Classic and contemporary theories of development through lifespan, including some modern western perspectives, are contrasted by examining their principal concepts and uncovering their assumptions about what motivates and influences development. Topics such as mother-infant attachment, sex-role socialization, cognitive and moral development, reciprocal effects in parent-child interaction, higher stages of adult development, and the revolutionary impact of feminist theory and research on classic models of development are emphasized. 3 credit(s)
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PSY 6030 - Personality Theory and Research
This course provides an overview of classical and contemporary theory and research in personality. Topics include an examination of various theories including contrasts among psychoanalytic, social learning and humanistic perspectives; current theoretical controversies; the function and evolution of theory; and major methodological issues. Special attention is given to new theories and research on aspects such as intrinsic motivation, emotions, and locus of control, pro-social behavior, self-concept, and personality change. 3 credit(s)
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PSY 6050 - Mindfulness and Spirituality in Clinical Practice
Mindfulness-based therapies are now accepted as ‘empirically supported’ treatments and are often treatments of choice in mainstream clinical and medical settings. In addition, the prior mainstream taboo regarding including spiritual and/or religious dimensions of life in psychotherapy has been supplanted by the publication of a plethora of texts published by APA and others regarding the integration of these dimensions in clinical practice. This clinical course explores these recent trends that mirror aspects of the long-standing traditions of humanistic, transpersonal, and existential psychology in the integration of mindfulness-based meditation practices, spirituality, and religion and prayer in clinical practice. Through reflective inquiry, students will gain understanding regarding their own experience and views regarding these factors in therapy and how they might locate themselves in relationship to them professionally. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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PSY 6060 - Ethics and Laws in Psychotherapy and Behavioral Science Research
This course is designed to introduce students to professional ethics, standards of conduct, federal and state laws, and board of psychology rules that inform, influence, and/or regulate teaching, clinical practice, and research in professional psychology. The primary focus of the course will be on knowledge of the content and application of professional ethics, federal & state laws, and board of psychology rules. Within the context of self- reflection and examination of personal values and beliefs, students will be introduced to the professional associations and state agencies responsible for leadership, public policy, promulgation of laws, professional practice standards and rules, jurisdictional boundaries, cooperative institutional relationships, and regulatory/administrative procedures. In addition, students will be required to become familiar with federal and state legislative statutes and rules that regulate the professional practice of psychology and conducting behavioral science and biomedical research in their jurisdictions. These include but are not limited to the education and training requirements and filing complaints for misconduct. 3 credit(s)
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PSY 6070 - Cognitive Behavioral Therapy Applied within Humanistic and Integrative Approaches
This cognitive behavioral therapy (CBT) course will offer a review of key foundational theories and concepts, as well as methods of assessing, conceptualizing, and treating patients using CBT approaches. Students will also learn about the efficacy and limitation evidence for utilizing CBT in treating symptoms of several disorders. In addition to learning the key concepts of CBT and practicing core skills, students will examine how CBT can be integrated with humanistic and other integrative therapy approaches. This course will additionally integrate concepts of social justice, strengths-based approaches, wellness, and multiculturalism/diversity as it applies to the adaptation of CBT tools within a humanistic perspective. Though open to all students, this course satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
Offered: Fall Semester
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PSY 6080 - Introduction to Forensic Psychology
This course is intended to acquaint the student with the emerging field of forensic psychology. Introduced will be a range of applications that psychology offers to the legal arena. Major areas covered include civil commitments, custody evaluations, criminal application, competency to stand trial, violence risk assessments, psychologist as an expert witness, and current best practices with psychological assessment in varied legal contexts. Discussed will be the stance of the humanistic psychologist amongst the adversarial environment of the courtroom and the legal system at large. Prerequisites: Cognitive Assessment; Personality Assessment. Though open to all students, this course satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3.0 credit(s)
Offered: Spring
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PSY 6150 - Existential Psychotherapies II: Rollo May and the Existential Tradition
Rollo May was the founding parent of existential-humanistic psychology and a pivotal figure in what we may call philosophical/psychological rapprochement. His books, byproducts of a profound disposition and wide-ranging literacy and curiosity, encourage a rich dialogue between philosophy and psychology and the broader humanities. May expresses concretely what he believed from the time of his earliest work: that psychology requires a grounded, theoretically cogent, interdisciplinary approach to human nature. His books remain an auspicious place to start for those interested in learning about what psychology at its most esoteric can be. In this course, we will consider Rollo May’s work and legacy attentively, thereby glimpsing what psychology at its most visionary and rarified might be. Though open to all students, this course satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHTP 6150. 3 credit(s)
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PSY 6160 - Applied Positive Psychology
Positive psychology (PP) is the scientific study of optimal human functioning to help people flourish. This is a foundation course to help students not only understand the research on the core themes of positive psychology, but also equip students with the helpful positive interventions in various areas of professional psychology, such as clinical, health, education, organization and community. This course is unique because it advances the study of positive psychology, from the initial positive psychology (PP1.0) with narrow focus on positive emotions, positive traits and positive institutions (Seligman & Csikszentmihalyi, 2000) to second wave positive psychology (PP2.0) (Ivtzan, Lomas, Hefferon, & Worth, 2016; Kashdan & Biswas-Diener, 2014; Wong, 2011a). The second wave of positive psychology focuses on the totality of human experiences, including the dark side of life. PP2.0 is based on the dialectic principle of recognizing the downside of the bright side and the upside of the dark side. Both PP and applied PP courses are in great demand all over the world, because of their appeal to students and helping professionals (i.e., counsellors, psychologists, coaches, doctors, social workers, educators, and human resources managers). Grounded in scientific research, PP appeals to individuals who aspire to promote the well-being in themselves, their clients, and society. Applied PP seeks to develop a strength-based practice in helping professionals. This course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 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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PSY 6570 - Race, Class, and Gender
None of us lives our lives through linear or exclusive experiences of race, class, or gender. Instead, we exist through multiplicities of identity that are informed through race, class, and gender, as well as other social determinants. Human diversity, increasingly framed in terms of intersectionality - focused on the mutual interrelatedness of central social categorizations such as gender, ethnicity/race, social class and sexuality(ies) - is becoming more prominent in research, scholarship, and practice. The goal for this course is modest - to expand our awareness of how race, class, and gender shape our lives, historically and in the present day. If this heightened awareness leads to changes in the way we talk with and about each other, represent the other, provide services, and live our lives on a day-to-day basis, then the course will have more than satisfied its intent. This course is cross listed with TCS 6570. 3.0 credit(s)
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PSY 7500 - Clinical Psychology Graduate Colloquium
The clinical psychology graduate colloquium is designed to support students throughout their degree program with specific attention to fostering community of learners, preparation and support for practica and internships, preparation and support for graduate-level research, and professional development. Enrollment is a degree required throughout matriculation and affords further support from Faculty Mentor, Peer Lead, and Director of Clinical Training (DCT)/Associate Director of Clinical Training (ADCT). 0 credit(s)
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PSY 7510 - Social Psychology
Social Psychology is fundamental to the study of psychology and the human sciences. In this course, major theories, methods and research findings that comprise the discipline of social psychology are examined from a critical standpoint. The primary objective of this course is to increase students’ awareness of the social, historical, and political dimension to psychological understanding. The application of theoretical and empirical work to real world social problems is emphasized. 3 credit(s)
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PSY 8000 - CP Midterm RLE
This Residential Learning Experience (RLE) is meant to provide additional face-to-face hours to meet requirements for Washington State licensure. Students are expected to attend each term of enrollment. Students will be simultaneously enrolled in a clinical skill and professional development course and expected to participate in a number of educational opportunities during the RLE that are intended to deepen clinical skills, covering a diverse array of topics, and the socialization as a clinical psychologist. Emphasis is placed on demonstrated clinical application and conceptualization. 0 credit(s)
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PSY 8125 - Internship
This course is intended for students placed in clinical pre-doctoral internship meeting their licensure requirements and focuses on professional development and advanced clinical skills. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization from Director of Clinical Training or Associate Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. 0 credit(s)
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PSY 8145A - Clinical Practicum I
Students completing clinical practicum placement are enrolled in this course. The course is designed to provide students with a model for thinking about themselves as practitioners, their expectations and concerns, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum I focus on professional development important for beginning therapists. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization for Director of Clinical Training or Associate Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. Prerequisite(s): Authorization from Director of Clinical Training or Associate Director of Clinical Training is required to enroll in this course. 3 credit(s)
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PSY 8145B - Clinical Practicum II
Students completing clinical practicum placement are enrolled in this course. This course is designed to provide students with a model for approaching crisis and critical issues in clinical work, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum II focuses on professional development and intermediate clinical skills. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization from Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. Prerequisite(s): Authorization from Director of Clinical Training is required to enroll in this course. 3 credit(s)
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PSY 8145C - Clinical Practicum III
Students completing clinical practicum placement are enrolled in this third course if warranted. The course is designed to provide students with a model for thinking about themselves as practitioners, their expectations and concerns, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum I focuses on professional development important for beginning therapists. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization from Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. 3 credit(s)
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PSY 8230 - Cognitive Assessment
Theories of psychological measurement form the foundation of this course. Students then learn how to use the major tools of cognitive and neuropsychological assessment to view the mind at work. Students also learn how to apply statistical and measurement concepts, principles of assessment, theories of intelligence, ethic al issues, and special populations’ issues relevant to psychological assessment. Students practice administration, scoring, and writing psychological assessment reports that are a problem-focused, comprehensive integration of the historical, biological, psychological, and social aspects of the person. A collaborative, strengths-based approach is used. The course has a residential component completed at the RLE - PSY 8231 (requires concurrent enrollment). Prerequisite(s): PSY 2025 ; PSY 2050 ; PSY 3025 ; PSY 6020 and PSY 6060 3 credit(s)
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PSY 8231 - Cognitive Assessment Lab
This lab is required enrollment in the term in which the student is enrolled in PSY8230 Cognitive Assessment & Lab. Full attendance during the residential learning experience offering is required. The residential lab is designed to introduce students to the practice of cognitive assessment, including a conceptual model of cognitive functioning, domains of cognitive ability, and issues of assessments. Additionally, students will be exposed to prominent instruments such as the WAIS-IV, WRAT4, and others. 0 credit(s)
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PSY 8240 - Advanced Cognitive Assessment
This course will more rigorously examine cognitive assessment measures in both children and adults. Students will have an opportunity to refine their skills on child and adult IQ measures, learn about academic/achievement testing in children and adolescents, developmental screening measures, and be introduced to other brief cognitive screening measures for both children and adults. Performance validity methods will also be explored. Ethical and cultural considerations in cognitive assessment will also be covered. Students should be at a practicum site where they have access to clients and assessment materials. The course has a residential component completed at the RLE (Advanced Cognitive Assessment Lab) with additional hands-on training related to test administration, scoring, and interpretation. Prerequisite: Approval of the Advanced Assessment Specialization Coordinator. 3 credit(s)
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PSY 8241 - Advanced Cognitive Assessment Lab
This lab is required enrollment in the term in which the student is enrolled in Advanced Cognitive Assessment. Full attendance during the residential learning experience offering is required. The residential lab is designed to offer students more rigorous examination of child and adult cognitive assessment measures. Prerequisite: Approval of the Advanced Assessment Specialization Coordinator. 1 credit(s)
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PSY 8242 - Advanced Personality Assessment
This course will more rigorously examine personality assessment measures in both children and adults. Students will have an opportunity to refine their skills on child and adult personality measures, brief rating scales and screeners for children and adults, and preliminary training on adult projective measures. Symptom validity analysis will also be explored. Ethical and cultural considerations in personality assessment will also be covered. Students should be at a practicum site where they have access to clients and assessment materials. The course has a residential component completed at the RLE (Advanced Personality Assessment Lab) with additional hands on training related to test administration, scoring, and interpretation. Prerequisite: Approval of Advanced Assessment Specialization Coordinator. 3 credit(s)
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PSY 8244 - Integrated Advanced Assessment I
This is the first course in a two-semester sequence that should be taken in the students fourth/final year of the program. Students are expected to be at an internship or practicum placement where they have access to clients and assessment materials. This final year of assessment training will support students in refining their cognitive and personality assessment skills based on their identified areas of clinical interest and the opportunities provided to them through their training site. There will be continued training and teaching on cognitive and personality assessment measures and continued discussion regarding ethical and cultural considerations in assessment. Students will be expected to administer 1-2 test batteries each semester through their training site and will complete a case presentation each semester and obtain feedback on case presentations and consultation at training sites. This course will also cover additional assessment issues such as providing feedback to treatment teams, families, and clients after the assessment has been completed. Students will participate in a 1 day required RLE component with additional hands on training related to test administration, scoring, and interpretation. Prerequisite(s): Prerequisite: Formal acceptance to the Advanced Psychological Assessment Specialization. 3 credit(s)
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PSY 8245 - Integrated Advanced Assessment I Lab
This lab is required enrollment in the term in which the student is enrolled in Integrated Advanced Assessment 1. Full attendance during the residential learning experience offering is required. The residential lab is designed to offer students more rigorous examination of cognitive and personality assessment measures, case presentations, and practice providing feedback to treatment teams and families. Prerequisite(s): Prerequisite: Formal acceptance to the Advanced Psychological Assessment Specialization. 0 credit(s)
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PSY 8246 - Integrated Advanced Assessment II
This is the second course in a two-semester sequence that should be taken in the students fourth/final year of the program. Students are expected to be at an internship or practicum placement where they have access to clients and assessment materials. This final year of assessment training will support students in refining their cognitive and personality assessment skills based on their identified areas of clinical interest and the opportunities provided to them through their training site. There will be continued training and teaching on cognitive and personality assessment measures and continued discussion regarding ethical and cultural considerations in assessment. Students will be expected to administer 1-2 test batteries each semester through their training site and will complete a case presentation each semester and obtain feedback on case presentations and consultation at training sites. This course will also cover additional assessment issues such as providing feedback to treatment teams, families, and clients after the assessment has been completed. Students will participate in a 1 day required RLE component with additional hands-on training related to test administration, scoring, and interpretation. Prerequisite(s): Prerequisite: Formal acceptance to the Advanced Psychological Assessment Specialization. 3 credit(s)
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PSY 8247 - Integrated Advanced Assessment II Lab
This lab is required enrollment in the term in which the student is enrolled in Integrated Advanced Assessment 2 course. Full attendance during the residential learning experience offering is required. The residential lab is designed to offer students more rigorous examination of cognitive and personality assessment measures, case presentations, and practice providing feedback to treatment teams and families. Prerequisite(s): Prerequisite: Formal acceptance to the Advanced Psychological Assessment Specialization. 1 credit(s)
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PSY 8250 - Personality Assessment
This course focuses on the individual as seen through the lens of personality theories and the assessment instruments that are derived from those theories. Students learn the uses of standardized and non-standardized instruments for assessing the person-in-process including personality, strengths, values, vocational interests, spirituality, social environment, psychopathology, cognitions, and behavior. Students practice administration, scoring, and writing comprehensive, strengths-focused assessments that provide evidence-based conclusions and deal with the legal, ethical, and cultural issues in the selection, administration, and interpretation of personality tests and other instruments. Course has a residential component completed at the RLE - PSY 8251 (required concurrent enrollment). Prerequisite(s): PSY 8230 3 credit(s)
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PSY 8251 - Personality Assessment Lab
This lab is required enrollment in the term in which the student is enrolled in PSY8250 Personality Assessment & Lab. Full attendance during the residential learning experience offering is required. The residential lab experience is designed to support students in understanding the theoretical and empirical basis for a number of instruments such as the MMPI-II, MCMI-III, Rorschach and others employed in the evaluation of personality and psychological functioning. 0 credit(s)
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PSY 8802 - The Archetypes, the Collective Unconscious and Symbols of Transformation
Part I of volume 9i of the Collected Works of C.G. Jung, The Archetypes of the Collective Unconscious, consists of essays written from 1933 forward describing and elaborating the theoretical basis for the concepts of archetypes and the collective unconscious. Specific attention is given to the mother and child archetypes to ground these concepts and ideas. Specific archetypes are discussed in relation to the construct and process of individuation. The second half to the course will focus on volume 5 of the Collected Works, Symbols of Transformation. In 1912 at the age of thirty-Seven, Jung published the original version of this work, which marked his divergence from the psychoanalytic school of Freud. Entitled Wandlungen und Symbole der Libido (Transformation and Symbols of the Libido), it was translated into English in 1916 as Psychology of the Unconscious and soon became Jung’s most widely known and influential work. For Jung, it was “an extended commentary on a practical analysis of the prodromal stages of schizophrenia”; furthermore, it is a complex study of symbolic parallels, drawn from religion, mythology, ethnology, art, literature, and psychiatry. In Jung’s view, libido is not primarily sexual but is identified with psychic energy as a whole, originating in the unconscious and appearing in consciousness as symbols. In 1952 the fourth edition was rewritten and published. The symbolic parallels were even further enriched by Jung’s knowledge and insights. 3 credit(s)
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PSY 8803 - Introduction to Analytical Psychology and the Collected Works of Carl Jung
This course serves as an introduction to the life and work of Carl Gustav Jung (1875-1961). Self-reflections on his life and times are memorialized in his classic autobiography Memories Dreams and Reflections. The development of his life in cultural context is critically examined in selected biography. In Volume 7 of the Collected Works of C.G. Jung, Two Essays on Analytical Psychology, core concepts and constructs of his theory of personality are introduced and examined. Prominent essays discuss the psychology of the unconscious, the relationship between the Ego and the Unconscious, Eros theory, personal and collective unconscious; and archetypes of the collective unconscious. In volume 8 of the Collected Works, The Structure and Dynamic of the Psyche, Jung illustrates the development of conceptual foundations upon which analytical psychology rests. This work reflects the period that began when Jung broke away from the psychoanalytic school and formulated his own theoretical concepts as distinct from those of Freud. It comes up to the 1950’s, when Jung published an account of his controversial theory of synchronicity. Selected topics include essays on: Psychic Energy; The Transcendent Function; Complex Theory; Instinct and the Unconscious; The Nature and Structure of Psyche; Aspects of Dream theory; Stages of Life; The Soul and Death; and Synchronicity: An A-causal Connecting Principle. 3 credit(s)
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PSY 8804 - Post Jungian & Post-Modern Perspectives on Analytical Psychology
In this course students may elect to examine the scholarship of post Jungian scholars such as James Hillman, Edward Edinger, Maria Louise Von Franz, Andrew Samuels, John Beebe, Mara Sidoli, Sam Kimbles and Tom Singer among others. Students may also elect to study more primary source material from other volumes of the Collected Works and the Red Book. These volumes of the Collected Works may include Theory of Psychological Types, Psychology and Religion West and East, The Symbolic Life, Development of Personality, Spirit in Man Art and Literature or Civilization in Transition. Student interest should guide this election in consultation with faculty for the recommended scope of the reading. 3 credit(s)
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PSY 8806 - Dreams, Mythology, and Fairy Tales in Theory and Clinical Practice
The course will examine Jung’s theory on dreams and the method of dream interpretation and analysis in the context of depth psychotherapy and psychoanalysis. The role of mythology is considered in analytical theory, in relation to the collective unconscious and the archetypal dimension of dreams, in transference and counter transference phenomena in psychotherapy and in psychopathology. Lastly, the study of “fairy tales” reveals elemental psychological processes, the blocking and unblocking of libido, and the compensatory and healing activities of the Self in relationship to imbalances of ego operations. 3.0 credit(s)
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PSY 8826 - The Practice of Psychotherapy and Alchemical Studies
In this course we examine the development of Jung’s theory on psychotherapy and psychoanalysis. The four stages of psychotherapy are defined and discussed along with the unique nature of projection and transference. We see how reciprocal transformation occurs both in the patient/analyst and the analyst/psychotherapist. The essay entitled, “The Psychology of the Transference,” is an authoritative statement on the analytic opus. In this work Jung draws a close parallel between the modern psychotherapeutic process and the symbolic pictures in the 16th century alchemical text, the Rosarium philosophorum, which he uses to illustrate and interpret the transference phenomenon. Alchemy is viewed as a metaphor to understand the nature of projection and transformation as they occur in the analytic container. The bond between the analyst and patient is shown to be analogous to the kinship libido between the alchemist-adept and his ‘mystic sister’, a link also found in the complicated kinship marriages of certain nativist societies. 3.0 credit(s)
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PSY 8950 - Certificate Integrative Seminar
This is the cornerstone assignment for the Complex Trauma & the Healing Process Certificate program. The student is given the opportunity to tie together and integrate the most important aspects of the foundation courses by evaluating an identified issue(s) of interest, the individual, cultural, spiritual, and mind-body considerations, barriers, and key factors in assessment and healing as well as the ongoing, presenting / emerging needs in providing further assessment, intervention, and practice. This entails the student synthesizing his or her learning in conjunction with exploring research related to an area of interest among the many crucial issues now arising and impacting our national and international communities. Students will explore what can be done to mitigate this impact, areas to prevent, and promote healing through the integration of traditional and non-traditional practices. In addition, students will develop and submit a specific plan for continuing personal and professional development in relationship to their work surrounding traumatic stress. 1 credit(s)
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PSY 9020 - PSY Qualifying Essay 1: Literature Review
The purpose of this course is to write an essay that entails an exploration of an area of research interest in order to demonstrate proficiency in literature review research competency to undertake a dissertation. The essay involves a content domain focus with the degree field, including a critical review of relevant theoretical, empirical and historical literature on the selected topic. 3 credit(s)
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