2016-2017 Academic Catalog and Student Handbook with Spring Addendum

Saybrook University

Apr 18, 2024

2016-2017 Academic Catalog and Student Handbook with Spring Addendum [Archived Catalog]

Course Descriptions

Courses are identified and organized by degree program. Listed below are those courses that may be offered through the Department of Humanistic & Clinical Psychology for the Psychology degree program as well as the Human Science degree program for the 2015-2016 academic school year. CampusVue will list courses open for enrollment each semester, by Section if applicable.

Courses are identified and organized by degree programs: Clinical Psychology, PhD. Courses listed are offered as online cohort (CO), residential (R), or individually-mentored online (IO). Not all courses are offered every semester. See Program Descriptions and Requirements section of the College of Social Sciences section of this catalog and the Saybrook University website for updates and/or changes to courses.

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Other Courses
	MAM 8009 - Innovative Organizational Leadership: Qualities and Skills Organizational effectiveness is grounded in leaders who are adaptive, entrepreneurial, decisive, and ethical. Caring about co-workers at all levels of the organization, leaders empower members of the workforce to be innovative and to take ownership of their jobs so the organization can reach its target goals at the same time their job satisfaction increases. This course critically analyzes the core qualities and skills that contemporary leaders need, explores the characteristics of various leadership styles, and assesses their strengths and limitations. Particular attention is given to the vital roles of innovative vision, emotional intelligence and sustainable principles and values for in collaborative management, organization change efforts, and sustainable business operations. 3 credit(s)
Other Courses
	MBM 5628 - Evidence-Based Coaching This course provides students with an extensive overview of the foundational coaching competencies and skills as defined by the International Coach Federation (ICF), National Consortium for Credentialing Health and Wellness Coaches (NCCHWC), and Board Certified Coach (BCC) organizations. The coaching skills and competencies learned in this class can be applied to diverse contexts such as integrative health and wellness, leadership and business, and life coaching. In addition, students will gain a deeper understanding of the theories and evidence-based practices underlying various coaching approaches. This course will also provide students with basic level knowledge and skill development in group coaching and facilitation. Students who complete this course will be prepared to utilize and apply their coaching and facilitation skills within their chosen profession. 3 credit(s) Offered: Offered SP - Term A Course Length: 8 weeks RC Required Relevant Learning Outcomes: 1.4 (3), 2.1 (3), 2.3 (4), 2.4 (3), 3.2 (4), 3.3 (5), 5.1 (3), 5.2 (2), 7.1
Across all degree programs
	ALL 0700 - Academic Writing Academic Writing is a one-credit tutorial that provides substantive support for students seeking to develop writing skills that allow them to meet APA- and graduate-level standards. Recognizing that students have diverse needs, the course has been structured to be flexible enough to accommodate each student’s experience and needs by offering three writing approaches: process, product, and personal voice. There are no prerequisites for Academic Writing 0700. Enrollment can be by student’s choice, required at admission, or recommended to the student by content course instructors at any time during the program. Students may take up to 3 credits of Academic Writing over the duration of their program at Saybrook. Enrollments beyond the 3-credit limit will be on a non-credit basis only. 1 credit(s)
	ALL 0701 - Academic Writing Academic Writing is a one-credit tutorial that provides substantive support for students seeking to develop writing skills that allow them to meet APA- and graduate-level standards. Recognizing that students have diverse needs, the course has been structured to be flexible enough to accommodate each student’s experience and needs by offering three writing approaches: process, product, and personal voice. There are no prerequisites for ALL 0700 - Academic Writing . Enrollment can be by student’s choice, required at admission, or recommended to the student by content course instructors at any time during the program. Students may take up to 3 credits of Academic Writing over the duration of their program at Saybrook. Enrollments beyond the 3-credit limit will be on a non-credit basis only. 1 credit(s)
	ALL 0702 - Academic Writing Academic Writing is a one-credit tutorial that provides substantive support for students seeking to develop writing skills that allow them to meet APA- and graduate-level standards. Recognizing that students have diverse needs, the course has been structured to be flexible enough to accommodate each student’s experience and needs by offering three writing approaches: process, product, and personal voice. There are no prerequisites for ALL 0700 - Academic Writing . Enrollment can be by student’s choice, required at admission, or recommended to the student by content course instructors at any time during the program. Students may take up to 3 credits of Academic Writing over the duration of their program at Saybrook. Enrollments beyond the 3-credit limit will be on a non-credit basis only. 1 credit(s)
	ALL 0703 - Academic Writing Academic Writing is a one-credit tutorial that provides substantive support for students seeking to develop writing skills that allow them to meet APA- and graduate-level standards. Recognizing that students have diverse needs, the course has been structured to be flexible enough to accommodate each student’s experience and needs by offering three writing approaches: process, product, and personal voice. There are no prerequisites for ALL 0700 - Academic Writing . Enrollment can be by student’s choice, required at admission, or recommended to the student by content course instructors at any time during the program. Students may take up to 3 credits of Academic Writing over the duration of their program at Saybrook. Enrollments beyond the 3-credit limit will be on a non-credit basis only. 0 credit(s)
	ALL 0704 - Academic Writing Academic Writing is a one-credit tutorial that provides substantive support for students seeking to develop writing skills that allow them to meet APA- and graduate-level standards. Recognizing that students have diverse needs, the course has been structured to be flexible enough to accommodate each student’s experience and needs by offering three writing approaches: process, product, and personal voice. There are no prerequisites for ALL 0700 - Academic Writing . Enrollment can be by student’s choice, required at admission, or recommended to the student by content course instructors at any time during the program. Students may take up to 3 credits of Academic Writing over the duration of their program at Saybrook. Enrollments beyond the 3-credit limit will be on a non-credit basis only. 0 credit(s)
	ALL 0705 - Academic Writing Academic Writing is a one-credit tutorial that provides substantive support for students seeking to develop writing skills that allow them to meet APA- and graduate-level standards. Recognizing that students have diverse needs, the course has been structured to be flexible enough to accommodate each student’s experience and needs by offering three writing approaches: process, product, and personal voice. There are no prerequisites for ALL 0700 - Academic Writing . Enrollment can be by student’s choice, required at admission, or recommended to the student by content course instructors at any time during the program. Students may take up to 3 credits of Academic Writing over the duration of their program at Saybrook. Enrollments beyond the 3-credit limit will be on a non-credit basis only. 0 credit(s)
	ALL 8100 - Independent Study Master’s degree students may take a maximum of 6 credits of Independent Study during the master’s program. Doctoral students may take a maximum of 9 credits of Independent Study during the doctoral program. Students in the Individualized Doctoral Programs are exempt from this rule. Criteria for Independent Study (ALL 8100) Course Offerings At Saybrook University we welcome the opportunity for students to engage in an in-depth exploration of topics that might not be offered within an already-approved course format within one of the degree programs. Students come to Saybrook with myriad interests, and the exploration of new and emerging topics is an exciting and stimulating endeavor. However, in order to ensure that ALL 8100 offerings are appropriate, the following guidelines have been established. When petitioning to enroll in an ALL 8100 offering, • The student must compose a one- to two-page description of the proposed ALL 8100 course. This must include 1) a description of the content to be explored, 2) the number of equivalent semester credits associated with such new learning (i.e., 1 credit = 45 hours of directed study), 3) a list of learning objectives associated with the proposed new learning, 4) a discussion of ways in which new learning will occur (e.g., reading in the relevant literature, interviews with experts in the field, use of other media, etc.), 5) a discussion of ways in which the student will demonstrate that new learning has occurred (e.g., written papers, presentation of ideas at a professional conference, etc.), 6) the proposed instructor’s necessary expertise in the topic area, 7) how this ALL 8100 topic is different from other already-established courses that are currently offered through Saybrook University, and 8) a preliminary bibliography of scholarly sources to be consulted during the proposed ALL 8100 course. Any ALL 8100 course should be student initiated • The proposed instructor must accept responsibility for oversight of such approved ALL 8100 courses. The instructor must be able to 1) support his or her content area expertise to direct such an independent study, 2) ensure that the course content is not offered within an already-established course format, and 3) set clear boundaries with the student about completion expectations. When the student has created the above rationale and it has been approved by the proposed instructor, such requests for ALL 8100 courses are to be sent to the degree program director for review. If approved, the degree program director will then request that the Registrar’s office finalize the ALL 8100 registration. This course affords students the opportunity to design a course based on their specific interests and needs that is not offered under the regular curriculum. Students should begin by consulting with the intended instructor. Students may not duplicate an existing Saybrook course using Independent Study. 1-3 credit(s)
Counseling
	COUN 2010 - Structure & Dynamics of the Family This course provides theoretical and phenomenological overview of the changing nature of family structures and dynamics through lifespan and intergenerational perspectives. The course explores the dynamics of human systems, processes in adaptation, and integrative approaches in systems interventions. The course emphasizes case description, historical and developmental perspectives, theoretical models in systems formulations, and integration of cultural and social structures in contextual dynamics. 3 credit(s)
	COUN 2025 - Counseling Theories This course explores four broad categories into which the types of therapy fall: a) psychodynamic; b) behavioral and cognitive-behavioral; c) existential, humanistic, and transpersonal; and d) family systems approaches. The course surveys the history and development of each school and its views on human nature, psychological health, normal development, psychopathology, and approaches to intervention. 3 credit(s)
	COUN 2031 - Assessment & Testing This course emphasizes humanistic perspectives in administration, interpretation, and reporting of assessment measurements using standardized empirical and phenomenological approaches. The course emphasizes clinical issues in reliability and validity, standardization and instrumentation, cultural and population specificity, and individual and contextual applications. The course provides an overview of ethics, testing objectives, and clinical implications in assessment settings. The course provides an overview of historical perspectives and theoretical models in assessment formulation. 3 credit(s)
	COUN 2040 - Advanced Research Methods This course will function as a supplement to other research courses within the program. During the course, students will have an opportunity to explore a variety of research methods, and to connect those methods to clinical practice, social justice, and advocacy work; within a clinical mental health setting. Potential methods of exploration may include, but are not limited to, action research, single subject case study, and others. 1 credit(s)
	COUN 2050 - Psychopathology and Diagnosis This course provides a critical overview of major schools of thought that have shaped modern thinking about various aspects of psychopathology (e.g. behavioral, biophysical, intrapsychic, phenomenological, and social) with attention to current diagnostic criteria of the DSM in relation to societal determinants of functional and dysfunctional behavior. Consideration is given to etiology, development, pathological patterns, psychotherapy, and critical evaluations of the field. Dysfunctional behavior is studied in the larger context of adaptation, self-actualization, and the development of human capacities. 3 credit(s)
	COUN 2060 - Human Sexuality Human Sexuality 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, and cultural, ethical, spiritual and legal aspects of sexuality. The course emphasizes applications in clinical work with individuals and couples. 3 credit(s)
	COUN 2400 - Pre-Practicum Pro-Seminar This course introduces and follows the student through pre-degree Practicum search and preparatory coursework. The course addresses issues in practicum placement with emphasis in professional development. Emphasis is placed on the individual student’s clarification of licensing requirements and formulation of degree course plan. This course emphasizes acculturation of the student into the clinical mental health profession. Students enroll in this course in multiple semesters: A, B, C, D. The course is required each semester the student is enrolled in pre- practicum courses. 15 Contact Hours; 0 credit(s)
	COUN 2401 - Practicum/Internship Pro-Seminar This course introduces and follows the student/trainee through pre-degree Practicum training. The course addresses issues in practicum and internship training with emphasis in professional development. This course emphasizes acculturation of the student into the clinical profession of clinical mental health counseling. The course also prepares the student for the capstone Project/Thesis and/or Comprehensive Examination. Students enroll in this course in multiple semesters: A, B, C, D. The course is required each semester the student/trainee is enrolled in Practicum or Internship courses. 15 Contact Hours; 0 credit(s)
	COUN 2500 - Basic Counseling Skills This course develops foundational clinical skills for professional work with individuals, couples, families, and groups. The course integrates humanistic theories and techniques with emphasis on self-exploration toward cultivating professional development of the counselor and psychotherapist. The course introduces foundations in clinical theory including stages of therapy, diagnostic assessment, and therapeutic intervention. The course focuses therapeutic practices including skills in developing the therapeutic container and alliance, empathic listening and reflection, unconditional positive regard, recognition of boundaries and therapeutic frame, exploration of self, sensitivity to diversity and multicultural issues, and capacity to embody an authentic sense of self as a counselor and psychotherapist. 3 credit(s)
	COUN 2505 - Psychopharmacology Students develop foundational understanding in psychopharmacology important to client-oriented clinical practice in psychotherapy and counseling. Students develop skills in forming a collaborative team with the client and the prescribing health professional. The course surveys fundamental diagnoses that may be accompanied by psychotropic medications and methods to help clients monitor medication effectiveness. The course emphasizes psychoactive medications within a biopsychosocial understanding of the client. The course surveys the interface of psychoactive medications in the practice of psychotherapy and counseling. 3 credit(s)
	COUN 2510 - Relationship and Family Intervention This course addresses philosophies and models of therapeutic intervention with couples and families. There is also a section on working with children, emphasizing work with children that include a family perspective. This course builds theoretical understanding and therapeutic skills and enlarges foundations introduced in the pre-requisite courses “Basic Clinical Skills” and “Structures and Dynamics of the Family.” 3 credit(s)
	COUN 2531 - Group Counseling and Psychotherapy This course examines philosophies and models of group counseling and psychotherapy. The course has four fundamental goals. The first is a critical analysis of contemporary theories and models of group counseling and psychotherapy. The second is to be able to identify the theories and therapeutic group approaches that best fit the context and nature of the clinical requirements and are congruent with the personality and values of the student and clients. A third goal is developing sensitivity to the many ways in which one’s values and beliefs impact one’s choice of interventions. A fourth goal is to encourage reflection regarding how the insights of different approaches may be applied in a group context within a humanistic framework. 3 credit(s)
	COUN 2532 - Career Development and Counseling This course is designed for students to gain an overview of career development theories, procedures and techniques in career counseling and career assessment tools. Empirically-based theories and counseling interventions are reviewed and examined in the context of working with diverse populations across school and community agencies and clinical practice settings. 3 credit(s)
	COUN 2555 - Advanced Child and Adolescent Therapy This course is designed for study in greater depth of major theories of child and adolescent development and relevant lifespan issues arising in these formative years. The course emphasizes clinical skills and therapeutic interventions for working with children, adolescents and their families in clinical, school, and community settings. 3 credit(s)
	COUN 2560 - Multiculturalism and the Family This course explores psychological approaches in social constructs and emphasizes the following factors in individual and family development: language, acculturation, economics, race, class, gender, sexual orientation, sociopolitical factors, child-rearing practices, family structure, religious traditions, cultural values and attitudes. The course focuses clinical issues of cultural competence in the context of ethics, laws, and regulations that define cultural awareness in counseling and psychotherapy. 3 credit(s)
	COUN 2561 - Substance Abuse and Behavioral Addictions This course provides foundational knowledge for conceptualizing, assessing, and treating substance abuse and compulsive behavioral disorders. The course examines the neurobiology of drug use and compulsive behavior within the prevailing models of addiction. The course develops understanding of drug use and addictive behavior as a biopsychosocial phenomenon that impacts individuals and communities. The course investigates the interactive process of motivating individuals for change across models of compulsive behavior, and explores treatment approaches with individuals in addiction. The course addresses ethical issues that arise in working with individuals with addictions. 3 credit(s)
	COUN 2562 - Crisis and Trauma Intervention This course describes biological, emotional, and cognitive processes of traumatic stress and examines the nature of PTSD and other diagnoses associated with exposure to traumatic stressors. The course explores social, cultural, developmental, physiological, and psychological factors in relation to vulnerability, resiliency, and recovery. Cultural sensitivity and the importance of client advocacy and working with consumer groups in aiding recovery are emphasized. The course explores stages of assessment, intervention, and recovery in relation to early attachment, physiology, and resiliency. The course emphasizes interventions for crisis and trauma sequelae. 3 credit(s)
	COUN 2650 - Professional Orientation and Ethical Practice This course focuses understanding on ethical and legal issues involved in the conduct of working with individuals, groups, couples and families. The course emphasizes ethical and legal principles in clinical counseling, group counseling and couples and family therapy and research and evaluation. Students examine the codes of ethics of professional counseling and marriage and family therapy associations and state/provincial laws and regulations governing mental health professions. Students develop understanding of their own attitudes and perspectives on ethical dilemmas in clinical work and research. 3 credit(s)
	COUN 2701 - Experiential: Basic Counseling Skills This series of hands-on courses focuses on development of clinical skills. 15 Contact Hours; 0 credit(s)
	COUN 2702 - Experiential: Structure & Dynamics of the Family This series of hands-on courses focuses on development of clinical skills. 15 Contact Hours; 0 credit(s)
	COUN 2703 - Experiential: Crisis & Trauma Intervention This series of hands-on courses focuses on development of clinical skills. 15 Contact Hours; 0 credit(s)
	COUN 2704 - Experiential: Relationship & Family Intervention This series of hands-on courses focuses on development of clinical skills. 15 Contact Hours; 0 credit(s)
	COUN 2705 - Experiential: Group Counseling & Psychotherapy This series of hands-on courses focuses on development of clinical skills. 15 Contact Hours; 0 credit(s)
	COUN 2706 - Experiential: Child & Adolescent Counseling This series of hands-on courses focuses on development of clinical skills. 15 Contact Hours; 0 credit(s)
	COUN 2707 - Experiential: Advanced Counseling Skills 1 This series of hands-on courses focuses on development of clinical skills. 15 Contact Hours; 0 credit(s)
	COUN 2708 - Experiential: Advanced Counseling Skills 2 This series of hands-on courses focuses on development of clinical skills. 15 Contact Hours; 0 credit(s)
	COUN 2709 - Experiential: Introduction to Mental Health Counseling This course introduces students to the field of Mental Health Counseling. Topics covered include the basics of clinical work, case notes, consolation, and types of environments counselors often work in. Attention will also be paid to reviewing the ACA ethical code, the different organizations within the field. Students will also have an opportunity to explore the type of counseling they might want to do, how they seem themselves working in the field, and any roadblocks they may face. 0 credit(s)
	COUN 2710 - Special Topic Workshop: Criminalization of the Mentally Ill This course will provide an overview of the significant and overwhelming problems of the criminalization of the mentally ill in the U.S. The course will explore the historical contexts and mental health policies that have left persons with severe mental illness undertreated and at an increased risk for incarceration. Cases will be reviewed to illustrate the complexity of the issue as well as to examine the potential opportunities for clinical interventions. 10 Contact Hours; 0 credit(s)
	COUN 6020 - Lifespan Development The processes and significant transition points for child, adolescent, and adult development are considered in this class. Classic and contemporary theories of development through lifespan, including some modern western perspectives, are contrasted by examining their principal concepts and uncovering their assumptions about what motivates and influences development. Topics such as mother-infant attachment, sex-role socialization, cognitive and moral development, reciprocal effects in parent-child interaction, higher stages of adult development, and the revolutionary impact of feminist theory and research on classic models of development are emphasized. 3 credit(s)
	COUN 7500 - Graduate Colloquium This course serves as a resource and advising cohort and mentoring colloquium to provide support for students who are beginning their graduate program. The course is divided into Part A for first semester students and Part B for second semester students. 0 credit(s)
	COUN 8152 - Practicum This is the first of three required 3-unit courses that introduce the student to field placement training. Both the approved field placement and the practicum course enrollment are required. Practicum 1 is designed to provide students with a model for thinking about themselves as practitioners, their expectations and concerns, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum 1 focuses on professional development important for beginning therapists. Students share from their practicum experience, drawing on their practicum reflections, individual and group exercises, and regular on-line threaded discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. 3 credit(s)
	COUN 8153 - Internship 1 This is the second of three required 3-unit courses that continue the field placement training. Both the approved field placement and the internship course enrollment are required. Internship 1 is designed to provide students with a model for approaching crisis and critical issues in clinical work, while also providing an arena in which to compare and contrast field placement experiences with other students. Internship 1 focuses on professional development important in issues in cultural and spiritual diversity. Students share from their internship experience, drawing on their internship reflections, individual and group exercises, and regular on-line threaded discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. 3 credit(s)
	COUN 8154 - Internship 2 This is the third of three required 3-unit courses that continue the field placement training. Internship 2 is designed to refine clinical skills in treatment formulation, evaluation of outcomes, and professional standards in documentation in clinical work. The course provides an arena in which to compare and contrast field placement experiences with other students. Internship 2 focuses on professional development important in issues in cultural and spiritual diversity. Students share from their internship experience, drawing on their internship reflections, individual and group exercises, and regular on-line threaded discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. 3 credit(s)
	COUN 8155 - Internship 3 This course is required for those students continuing in internship placement sites needing to obtain additional supervised clinical hours. Both the approved field placement and internship course enrollment are required. Internship 3 is designed to refine clinical skills in treatment formulation, evaluation of outcomes, and professional standards in documentation in clinical work. The course provides an arena in which to compare and contrast field placement experiences with other students and receive individual and group supervision during the time the student is completing field-placement hours. This internship course is required for those trainees who continue field-placement supervision to accrue pre-degree internship hours. 3 credit(s)
	COUN 8156 - Clinical Inter-Session This course is required for those students continuing in field placement sites during the Summer Inter- Session and between Fall and Spring semesters. Both the approved field placement and course enrollment are required. The Clinical Inter-Session is designed to refine clinical skills in treatment formulation, evaluation of outcomes, and professional standards in documentation in clinical work. The course provides an arena in which to compare and contrast field placement experiences with other students and receive individual and group supervision during the time the student is completing field-placement hours. This course is required for those trainees who continue field-placement supervision to accrue pre-degree practicum hours. 0 credit(s)
	COUN 9100 - MFT Comprehensive Exam The MFT Comprehensive Exam requires an individual tutorial with the examining faculty as a capstone for the MA in Counseling. The examination process requires demonstrated understanding of clinical foundations, therapeutic skills, and applications in clinical evaluation and crisis management; treatment plan and treatment interventions; ethics, law, and professional standards; systemic and integrative therapeutic models; and therapeutic alliance. 0 credit(s)
	COUN 9200 - MFT Master’s Project The MFT Project is designed for students who wish a capstone specialty study in a chosen topic under the mentorship of a faculty chair. The project is designed as a review of literature and examination of applications and evidence-based practice in a chosen area of inquiry. Students who wish to conduct a research study requiring participant interviews must register for RES 9200 - Master’s Project Research or RES 9400 - Master’s Thesis Research . 3 credit(s)
Creativity Studies
	CS xxxx - In Development: “Creativity Coaching” Creativity Coaching provides students with an introduction to the coaching field and explores the application of coaching for creative expression and living a more creative life. This course will provide students with an academic foundation in the basic principles of sustained change and exposure to research on the effectiveness and uses of coaching in the fields of life coaching and enhancing creativity. This course provides students with the knowledge and practical skills to work effectively with people to support and empower them in optimizing their everyday creativity through increased awareness of physical, emotional, and spiritual well-being. Students will strengthen their ability to “self-coach” and facilitate their own creativity. Each student will develop a personal creative living plan and have opportunities for peer coaching. 3 credit(s)
	CS 3010 - Arts-Based Inquiry When a form of inquiry is conceptualized and actualized in terms of creative processes in pursuit of human knowing, using as its primary means an art medium, it may be termed art- based inquiry. This course examines select forms of thinking about, and doing, art-based inquiry, inclusive of its relevance to research processes and forms of scientific inquiry. Although preference is given to the visual arts, other art forms may be pursued. 3 credit(s)
	CS 3530 - Death and Loss in Literature and Film This course will survey a number of writers and filmmakers and their respective artworks contending with questions of meaning and the poignancy to be found in life at the limits and the irrepressible passage of time. Art, we may say, is an especially rarified response to the dilemma of time and the inexorable loss that attends it. The poet Rilke put it this way: … Once everything, only once. Once and no more. And we, too, once. Never again. But having been this once, even though only once: having been on earth does not seem revocable. It is precisely this sense of impermanence, of evanescence, of life’s ultimate mystery and the potential beauty therein that will serve as our curricular touchstone. “It is not possible,” mused the ancient philosopher Heraclitus, “to step twice into the same river.” Aeschylus, younger contemporary to Heraclitus, saw suffering as inevitable, with wisdom the hard-won purchase of pain falling “drop by drop upon the heart”-words quoted, movingly, by Robert F. Kennedy in an extemporaneous eulogy on the night of Martin Luther King’s assassination. This course will inquire into these bedrock existential/humanistic/transpersonal themes-life at the limits and the place of aesthetics and creative response, with literature and film, especially, offering protection and remedy. 3 credit(s)
	CS 4500 - Dimensions of Creativity The many dimensions of scientific and artistic creativity are studied, as well as the way creativity relates to social-cultural influences, gender, family background, personality factors, and cognitive styles. This course examines the creative process, the creative person, the creative product, and the creative environment. Imagery and symbolization, intrapsychic experience, and aesthetic issues are explored. Recent creativity research and theories of creative development are considered. 3 credit(s)
	CS 4510 - Perspectives in Creativity This course is designed to deepen their understanding of creativity and utilize newly learned insights to enhance their creative process as well as stimulate the creative process of others. Students develop an awareness of factors that stimulate or inhibit their own creative process and apply what they learn in an area of vital importance to them. Tapping into creativity is increasingly important for both individuals and society. The challenge of living in a world that is complex and changes at an increasing speed challenges all of us to develop our unique abilities. Creativity is defined here as “the production of relevant and effective novelty” (Cropley, 1999). What is effective varies in different fields and circumstances. There is a deep important need for new and effective answers in many different areas of our culture, our work, and everyday life. Our survival as a species will require answers to new and challenging problems involving both individual and international relationships, ecology, education, health, the arts, population growth, and the economy. This course is designed to deepen their understanding of creativity and utilize newly learned insights to enhance their creative process as well as stimulate the creative process of others. Students will develop awareness of factors that stimulate or inhibit their own creative process and apply what students learn in an area of vital importance to students. Prerequisite(s): Successful completion of CS 4500 . 3 credit(s)
	CS 4520 - Art and Healing ing aspects of art across cultures and throughout history, allows students to choose the type of art they would like focus (e.g., visual art, writing, music, humor, dance, drama, poetry, film, and the creative arts therapies). It will expand students’ capacities to perceive, benefit from, and transmit the healing aspects of art by bringing its dynamics more fully into conscious awareness. Through examining the universality of archetypes, the empowering experiences of diverse artists using creativity as a form of resilience, and the effectiveness of a variety of arts as multicultural healing modalities, students will come to understand more fully how art is integral to the human quest for wholeness. 3 credit(s)
	CS 4525 - Poetry and Holistic Health Examination of the conceptual bases for the healing potential in poetry, with study of poetry written by health practitioners, by patients, their friends, and families. Students will become familiar with poetry on such themes as cancer, Alzheimer’s disease, alcoholism, and bereavement. They will be supported in the development and refinement of original poetry on illness and wellness themes of particular interest. 3 credit(s)
	CS 4526 - Creativity and Writing This course provides an overview of the research relevant to the field of Creativity Studies and writing. Areas covered will include psychological research regarding writers and writing, the use of writing as an aid in healing trauma, understanding of the creative process in writing and aspects of the publishing process. Students will write original work based on their personal interests and goals. 3 credit(s)
	CS 4535 - The Use of Poetry with Death, Loss, and Life Transition The creative arts are often used to assist people facing death, loss, and other important life transitions. Similarly, these life events often cause individuals to reflect upon the meaning in their life and seek to create new meaning, which can be aided by poetry and the creative arts. This course focuses on the use of poetry when encountering death, loss, and life transitions. Students are encouraged to reflect upon their own use of creativity in times of difficult life transitions. Additionally, students will explore ways to facilitate the use of poetry with others facing life transitions. Poems from various cultural backgrounds are considered. 3 credit(s)
	CS 4540 - Creativity and Social Change To address the many threats and challenges facing humanity, good intentions and familiar techniques will not be enough. New (or newly adapted) solutions are needed. Saybrook’s existing fields of Creativity and Transformative Social Change make perfect partners for blending social conscience with innovative thinking. Fascinating and ingenious inventions are already solving some of the world’s most pressing problems. Students will study readings from the fields of creativity and social change, explore an amazing assortment of newly devised solutions as well as some traditional ones that deserve a second look, make active experiments, and practice developing one viable solution of their choosing. In this course, Creativity students can practice operationalizing their ideas and Transformative Social Change students can develop their innovative sides. The course could also be of benefit to clinicians aware of the external pressures their clients face; activists tackling issues of ethnicity, sexual orientation, and gender; and mediators looking to solve entrenched hostilities. Combining the expected scholarly readings with practical assignments, the course can serve as an incubator for students’ ideas for making the world a better place. 3 credit(s)
	CS 6606 - Introduction to Expressive Arts This course provides an introduction to Expressive Arts approaches, paradigms, and theoretical concepts that aid in developing multi-modal fluency for the purposes of self-discovery. The expressive arts therapist, consultant, or educator combines and integrates visual arts, movement, drama, music, writing, and other creative processes to foster growth and transformation with individuals and groups. Person-Centered Expressive Arts and The Creative Connection® developed by Natalie Rogers will be explored through personal process, discussion, and readings. 3 credit(s)
	CS 7067 - Organizational Creativity This course gives students an understanding of both the theoretical and practical applications of organizational creativity. Organizational executives and consultants, psychologists, educators, and others who work in organizations will learn research-based information about constructing an environment that encourages creativity and innovation. Topics covered will include comprehension of creativity from a systems perspective, group creativity, creative leadership, and factors that can encourage or discourage organizational creativity. This course meets Saybrook’s mission and goals in that it provides students with a knowledge base that informs their work as leaders of organizational change and professionals who work within a global context. This course is structured into four modules, each building on the last to enlarge students’ understanding of organizational creativity. The first module will ground students’ understanding of creativity research historically so that they can understand the basics regarding individual and organizational creativity including the climates and cultures that influence creativity at work. The second module looks at key factors in group creativity with an emphasis on aspects of idea generation and context. The third module examines a variety of important aspects related to the social psychology of creativity including networking, leadership, entrepreneurship, and diversity. The final module is designed to integrate what students have learned into application. 3 credit(s)
	CS 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 Creativity Studies Specialization in order to identify a Saybrook faculty liaison. Prerequisite(s): Open only to students pursuing a Creativity Studies certificate. 3 credit(s)
	CS 8950 - Certificate Integrative Seminar The final part of the Certificate program is the integrative paper. The purpose of the integrative paper is to give the learner an opportunity to draw together the most important aspects of the Certificate courses, to assess strengths and identify further learning needs, and to develop a specific plan for continuing personal and professional work. Prerequisite(s): Open only to students pursuing a Creativity Studies certificate. 1 credit(s)
Consciousness, Spirituality, and Integrative Health
	CSIH 3000 - Psychology of Consciousness This course introduces students to the fundamental concepts, paradigms, and current issues in studies of consciousness. It explores the field from diverse approaches including humanistic and transpersonal psychology, cognitive and affective neuroscience, cross-cultural studies, existential-phenomenological methodologies, and other related disciplines. 3 credit(s)
	CSIH 3040 - Models of Consciousness This course explores the process of model building in psychology and human science by examining a spectrum of current models that dominate the study of consciousness, including those from cognitive neuroscience, the classical depth psychologies of Freudian psychoanalysis, humanistic and transpersonal approaches, Jungian psychology, and a selection of conceptions from the classical psychologies of Asia. How to identify the logic, metaphysics, epistemology, ontology, and cosmology of a given model will be a primary focus. What relevance these models of consciousness have for humanistic and transpersonal psychology and human science will also be of concern. Because individuals often attempt a phenomenological integration of everything, based on some fusion of their readings of theoretical writings on the subject with scientific research, personal proclivities, and intuitive norms from clinical experience, attempts at the students’ own synthesis of a more adequate model of consciousness will be encouraged. 3 credit(s)
	CSIH 3070 - Eastern Psychologies This course first asks students to consider how the orientations of Eastern psychologies illuminate and are coming into relationship with Western psychology. Looking at major developments in (among others) Buddhist, Hindu/Yogic, and Taoist thought and history, students will gain a broad, working knowledge of the meaning and substance of major Eastern psychology principles as well as their potential therapeutic values. With this working knowledge in hand, the course has students consider the promise and limitations of contemporary Western applications, adaptations, and research assessments of Eastern psychologies. Finally, students are invited to participate in an experiential project from which they will gain first-hand embodied and intuitive knowledge, insight that cannot be obtained simply through studying the literature. 3 credit(s)
	CSIH 3080 - Psychology of Shamanism During most of the 20th century, the study of shamanism was virtually ignored by psychologists as a topic of investigation despite the fact that shamans were the world’s first “psychologists.” In recent years, however, a variety of perceptive books and articles on the psychology of shamanism has begun to find its way into the academic curriculum. Humanistic and transpersonal psychologists have taken an interest in the study of shamanism for several reasons. They do not subscribe to the notion that psychology has little to learn from “primitive” people (who are more appropriately referred to as “native,” “traditional,” or “indigenous” people). On the contrary, humanistic and transpersonal psychologists find sophistication in the shaman’s cultivation and use of certain procedures for altering conscious experience that go beyond what is currently available in more industrialized societies. In addition, the shaman’s use of language and art is extremely instructive with regard to the efficacy of metaphors and symbols in social interactions. Moreover, humanistic and transpersonal psychology’s interface with holistic health practitioners has benefited from a study of shamanic healing. The question of mental health and social context is at the heart of the controversy between humanistic and transpersonal psychologists on the one hand and, on the other hand, the many psychoanalytically-oriented writers, regarding whether the behavior of shamans should be considered symptomatic of psychosis or neurosis. 3 credit(s)
	CSIH 3150 - Neuropsychology of Dreams and Dreaming Welcome to one of the most fascinating areas of investigation in consciousness studies; few if any other areas bring together in one place as many aspects of neuropsychology. In this course students will learn more than brain physiology and theories of how brain function is connected to nighttime dreaming; they will also obtain a bird’s eye view of the mind and the brain working together, as beautifully exemplified in the exquisitely complex yet simple action of the sleeping brain. This course focuses on the neuropsychological aspects of dreaming. In doing so, it explores differences between activity in the waking and sleeping brain, examines the major views on how dreams are generated in the sleeping brain, and opens for discussion the implications of this knowledge for a richer understanding of the nature of waking and dreaming consciousness. 3 credit(s)
	CSIH 3160 - Personal Mythology and Dreamwork In this course, students will learn what is meant by the term “personal mythology.” They will be introduced to the idea that every person develops a particular personal mythology that guides and influences his or her perceptions, thoughts, feelings, and behaviors. They will be introduced to the primary factors that seem to be responsible for the development of particular personal mythologies (e.g., a person’s genetic inheritance, family of origin, kinship group, and social milieu). The course can be taken with an experiential emphasis, an academic emphasis, or a mixture of these. 3 credit(s)
	CSIH 3165 - Understanding and Appreciating Dreams This course offers valuable tools for individuals and groups. Engaging in dreamwork can offer personal insight and spiritual growth. The “grassroots dream movement” has initiated non- clinical uses of dream reports for purposes of creative expression, spiritual development, and group exploration. This course covers the use of recalled dreams in both clinical and non-clinical settings. It spans a variety of ideological perspectives, emphasizing those that can be quickly learned and adroitly applied with minimal risk and maximum benefit to the dreamer. 3 credit(s)
	CSIH 3200 - Seminar in Consciousness, Spirituality, and Integrative Health This course provides an introduction to the primary themes in consciousness, spirituality, and integrative health. Students will be introduced to foundational definitions, concepts, and theories. This course will also serve to orient students to the Consciousness, Spirituality, and Integrative Health Specialization, including curriculum paths, vocational possibilities, and relevant professional organizations and conferences. It is recommended that students in the Consciousness, Spirituality, and Integrative Health Specialization begin with this course. It provides foundational knowledge that will be built upon in future coursework. Additionally, this course introduces various career paths in order to help students identify, at the outset, the courses that will be most relevant to meeting their future vocational aspirations. Students will also become familiar with various resources that will be useful in their future coursework. 3 credit(s)
	CSIH 3205 - Spiritual Direction This course provides a professional, academic, and personal introduction to spiritual direction (often called spiritual guidance) as a profession and as a support to other professions. The primary goal of this course is to explore the role of spiritual direction within and outside spiritual traditions. Students will be introduced to foundational definitions, concepts, dynamics, and processes in this developing field. 3 credit(s)
	CSIH 3210 - Stress Management Education “Stress management” appears to be a term that the general population as well as the scientific community has come to accept. A problem remains, however, in that the term is defined in a multitude of differing ways depending on the perspective of the presenter. Cultural, religious, spiritual, psychophysiological, and biological explanations all have valid views that focus on different aspects of stress. In addition to looking at these and many other aspects of stress management, this course also focuses on the teaching of stress management skills to those most in need of interventions for stress-related disorders. This course is intended to include interactive discussion and sharing via online discussion forums and to become a group project in the creation of stress management literature, video clips, brochures, and PowerPoint slides directed towards the teaching of stress management skills to various populations. 3 credit(s)
	CSIH 3230 - Special Topics in Spiritual Direction This course explores topics related to spiritual direction (often called spiritual guidance) as a profession and as a support to other professions. The course is in a seminar format where, with instructor’s approval, each student selects the topic they wish to pursue and creates clear learning objectives. Appropriate topics include models of spiritual development, discernment processes, and case studies in spiritual direction. With ongoing feedback from the instructor and other students, each student then develops and presents to the class an annotated bibliography and a final paper on the topic chosen and guided by one is learning objectives. 3 credit(s)
	CSIH 3235 - Essential Consulting Skills The Professional Consultant, especially one focused on health and stress management education, exercises a form of leadership without direct authority or control over an organization. Yet, consultants can play a critical role in mobilizing organizational resources, and inspiring a process of transformational change. Consultants may work in major university medical centers and hospital systems, corporate medical clinics and health systems, corporate wellness credits, health insurance organizations, and small community or privately based clinics and group practices. They can work with in small businesses, educational settings, or in almost any other setting in which stress and coping skills would benefit the client. 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, therapist, counselor, coach, or leader. A key skill is the ability to use influence and persuasion to help others get things done. This course will be a tour of the essential skills needed to function and thrive in the role of a consultant. 3 credit(s)
	CSIH 4030 - Health Psychophysiology This course introduces scientific and experiential approaches to understanding the interaction of mind and body in health. The course surveys scientific principles of psychophysiology, introduces students to basic principles of psychophysiological measurement, and highlights research information relevant to mind/body (psychophysiological) healing, education, and wellness. The student learns to monitor physiological processes via simple biofeedback instrumentation, for clinical practice and research. The course offers an opportunity to explore mind-body relationships through an overview of theory, review of empirical findings, and experiential learning. 3 credit(s)
	CSIH 4045 - The Buddhist Path of Healing This course focuses on the foundations of “healing” the mind-body split/unification from a Buddhist perspective. After introducing basic concepts of Buddhist health and healing, it goes on to examine this field’s important contributions to contemporary Western, integrative, and global health and wellness issues. Students are invited to involve themselves experientially in a variety of healing and meditation practices. 3 credit(s)
	CSIH 4050 - Health Psychology: The Application of Psychological Concepts and Tools to Health The subject matter of health psychology as a discipline overlaps greatly with the fields of integrative health and mind-body medicine. 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 introduces health psychology as an application of psychological principles and skills to health care. It presents the framework, methodology, and applications of mainstream health psychology, and reviews common applications of health psychology, such as increasing patient compliance with well-lifestyle changes, and mind-body interventions to reduce irritable bowel or asthma symptoms. The course introduces basic skill sets in health psychology, such as brief dynamic psychotherapy, humanistic psychotherapy, cognitive-behavioral therapy, health coaching, relaxation and meditation techniques, imagery therapy, biofeedback and applied psychophysiology, and hypnosis. Finally, it introduces divergent approaches to health psychology including optimal health and wellness programs, humanistic and existential psychology, energy psychology, and transpersonal/spiritual approaches. 3 credit(s)
	CSIH 4070 - Ethics, Spirit, and Health Care This course provides an overview of the ethical principles and codes of conduct in psychology. It will focus on the guidelines for ethical practice that integrates the spiritual, physical, and psychological dimensions into one’s professional work with individuals and groups. This core ethics course will focus then on a breadth of ethical considerations and concerns pertinent to the evolving intersections of mind-body-spirit. An introduction to ethics and the Code of Conduct created by the American Psychological Association will be provided. Ethical issues involving spirituality, faith, and medicine will be explored with an emphasis on helping students consider ethical issues related to the specific focus of their professional and academic goals. In that context students will be encouraged to explore their own personal values, beliefs, and biases pertaining to moral and legal ethics in the field. 3 credit(s)
	CSIH 4101 - Basic Training and Education in Applied 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 will introduce 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 will present an overview of current scientific approaches to explaining hypnotic phenomena, will introduce the measurement and significance of hypnotic susceptibility, and will discuss several of the widely used and effective approaches for utilizing hypnosis in psychotherapy and personal transformation. Students completing this basic training sequence will be equipped to begin the intermediate level training. The course is designed to follow the Standards of Training in Clinical Hypnosis as presented by D. Corydon Hammond and Gary R. Elkins (2005) for the American Society of Clinical Hypnosis-Education and Research Foundation. In this course, the student will complete 24 hours of basic didactic education qualifying toward eventual certification in clinical hypnosis by the American Society for Clinical Hypnosis. (Completion of the later intermediate-level training will provide an additional 20 hours of didactic education and an additional 6 hours of clinical consultation.) 3 credit(s)
	CSIH 4102 - Intermediate Training and Education in Hypnosis This course provides students with an advanced skill set to conduct advanced hypnotic interventions, along with additional knowledge about hypnotic concepts and approaches. In addition, the student develops a sophisticated ability to learn and assess new applications of hypnosis to common medical and behavioral disorders. This course provides students with an intermediate level of understanding helpful for engaging in hypnosis-based clinical practice and hypnosis-oriented research in integrative health. This course introduces more challenging trance induction protocols, trance deepening techniques, and uses of post-hypnotic suggestion. In addition, the student will learn specific approaches and techniques for a number of advanced application areas, including: 1) pain management, 2) treatment of anxiety disorders, 3) habit change protocols, 4) weight management, and 5) ego strengthening hypnotic interventions. In addition, the course reviews scientific approaches to investigating hypnotic phenomena, trains students to implement a widely accepted measure of hypnotic susceptibility, and engages the student in discussion of ethical and appropriate uses of hypnotic techniques. Students completing this intermediate training sequence will be equipped to utilize applied hypnosis skills in the course of any therapeutic process for which he or she is currently licensed. In this course, the student completes 20 hours of intermediate didactic education and 6 hours of additional clinical consultation qualifying toward eventual certification in clinical hypnosis by the American Society for Clinical Hypnosis. 3 credit(s)
	CSIH 4103 - Advanced Hypnosis Practicum and Capstone Paper This course provides an immersion in advanced hypnotic technique and practice. Course readings and educational videos provide guidance and sample interventions utilizing hypnotic induction and therapeutic suggestion. The student engages in weekly hypnosis practice with volunteers and/or professional clients. The instructor(s) provide six videoconferences with discussion of strategies for hypnotic interventions for a variety of clinical and life problems, and supervision of the student’s practice. Students submit a video record of two hypnotic intervention sequences. Students complete a capstone essay, integrating their learning in the hypnosis course sequence, along with their learning in the advanced practicum course. Prerequisite(s): Open only to students pursuing the Clinical Hypnosis certificate; completion of CSIH 4101 and CSIH 4102 . 4 credit(s)
	CSIH 4105 - Basic Training and Education in General Biofeedback This course provides students with a basic skill set to conduct simple biofeedback interventions, along with knowledge about biofeedback concepts and approaches, and a familiarity with research-based applications of biofeedback to common medical and behavioral disorders. This course provides students with an introductory level of understanding helpful for engaging in biofeedback-based clinical practice and psychophysiological research in integrative health. This course introduces the most commonly used biofeedback instruments, the physiological systems they measure, and the applications of these biofeedback modalities to common medical and behavioral disorders. The Saybrook biofeedback training sequence covers the “Blueprint of Knowledge” adopted by the Biofeedback Certification Institute of America, to guide training of biofeedback professionals (BCIA, 2006). The basic course covers the following elements of the blueprint: Orientation to Biofeedback (4 hours), Stress Coping and Illness/Models for Biofeedback Practice (4 hours), Psychophysiological Recording, Part I (4 hours), surface EMG Applications, Part I (4 hours), Adjunctive Interventions, Part I (4 hours), and Autonomic Nervous System Applications, Part I (4 hours). In addition, the course will overview current scientific approaches to research on biofeedback, and will discuss several approaches for utilizing biofeedback in psychotherapy, in optimal performance training in sports and the arts, and in personal transformation. 3 credit(s)
	CSIH 4110 - Coaching for Health and Wellness This course will provide students with an overview of the field of health and wellness, a comprehensive understanding of the principles of health and wellness coaching, an introduction to the science of lasting behavior change, and mentored practice in all of the core coaching skills and competencies defined by the International Coach Federation. In addition, this course will review current research studies documenting the effectiveness of health and wellness coaching in corporate wellness programs, hospitals, clinical practices, and through independent wellness coaching partnerships. This is a highly interactive and experiential class. Students who complete this course will have attained a basic level of competence in health and wellness coaching and will be prepared to integrate these skills into their current careers. This course will also provide those individuals interested in deepening their coaching skill set with a solid foundation to prepare them for more advanced courses in health and wellness coaching. 3 credit(s)
	CSIH 4115 - Imagery for Health This course will review the place of imagery and the imagination in traditional healing practices, and the contemporary applications of imagery in healthcare. Students will review the experimental evidence for the impact of imagery on immune function, neurochemistry, and medical illness. Students will learn to utilize imagery as a diagnostic tool, as a medical rehearsal for coping, and as a therapeutic tool for medical illness and emotional disorders. 3 credit(s)
	CSIH 4530 - Psychology, Religion, and Spirituality in Their Cultural Contexts This course provides an overview of the ways that religion and spirituality interact with psychology with special attention to the cultural context. This includes an exploration of various models for how religion and spirituality can relate to science and, in particular, psychology. Various models for psychology of religion and spirituality are considered, as well as models for integrating religion and spirituality with psychology. Psychology historically has had a complex relationship with religion, spirituality, and culture. The primary purpose of this course is to explore various models for the interrelationships of psychology, religion, and spirituality with special consideration given to the cultural influences upon these relationships. Consideration will be given to these domains (psychology, religion, spirituality, and culture) separately as well as from an integrated perspective. The course begins with an overview of definitions and exploration of epistemological issues relevant to how science and psychology can relate to religion and spirituality. The next section of the course explores various models for the psychology of religion, followed by a section on models for integrating psychology with religion and/or spirituality. The concluding sections of the course devote attention to the cultural contexts for the relationships between psychology, religion, and spirituality as well as consideration to applications of the psychology of religion and the integration of psychology with religion and spirituality. 3 credit(s)
	CSIH 6560 - Approaches to Socially Engaged Spirituality In the modern Western world, spirituality is often understood as private, subjective, and individual, as one’s primarily inward communion with what is seen as sacred, a communion that is not necessarily explicitly in relation to, or even connected with, one’s more outward and public life. In many traditional religious forms, the highest development of spirituality required leaving and having little to do with the everyday social world, whether as a monk or nun, hermit, wanderer, or a member of an intentional community. Socially engaged spirituality in its traditional and contemporary forms represents a different approach, in which spiritual qualities are developed in the context of involvement in family, work, community, society, and/or politics. This course explores the ideas of socially engaged spirituality through the lenses of many world religions, spiritual traditions, and psychological perspectives. Although offering an overview from many perspectives, students can focus on particular perspectives most relevant to their interests and/or work within the framework of the course. 3 credit(s)
	CSIH 8151 - Practicum in Professional Practice This course is intended for students seeking practicum training not related to clinical practicum or the MFT program. Students are responsible for arranging the practicum and should consult their CSIH co-directors in order to identify a Saybrook faculty liaison. Prerequisite(s): Open only to students pursuing a CSIH certificate. 3 credit(s)
	CSIH 8950 - Certificate Integrative Seminar The final part of the Certificate program is the integrative paper. The purpose of the integrative paper is to give the learner an opportunity to draw together the most important aspects of the Certificate courses, to assess strengths and identify further learning needs, and to develop a specific plan for continuing personal and professional work. Prerequisite(s): Open only to students pursuing a CSIH certificate. 1 credit(s)
Existential, Humanistic, and Transpersonal Psychology
	EHTP 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. 3 credit(s)
	EHTP 2000 - Foundations of Existential, Humanistic, and Transpersonal Psychology This course provides an overview of existential, humanistic, and transpersonal psychology including its history and origins, its current manifestations, its relation to Saybrook University, its contributions to various aspects of psychology including clinical practice, its critiques, and its possible future. 3 credit(s)
	EHTP 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. 3 credit(s)
	EHTP 2045 - Existential-Humanistic Therapy: Experiential I istential-Humanistic Institute website at www.ehinstitute.org and click on “Certificate programs.” This skill development course and the next has specific learning objectives: (a) how to cultivate personal and relational presence, (b) how to attend to intrapsychic and interpersonal processes, (c) how to illuminate personal life meanings, (d) how to cultivate a therapeutic relationship that effects change, (e) how to work with transference and counter transference within an existential context, (f) how to work existentially with resistance, and (g) how to recognize and work with existential life issues which may be present but disguised. Instructors will teach the principles of the e-h approach through live and video demonstrations, experiential exercises, and dyad work. 3 credit(s)
	EHTP 2046 - Existential-Humanistic Therapy: Experiential II This course is the second of two four-day experiential courses given by Existential-Humanistic Institute/Saybrook instructors as part of the Certificate program leading to a Certificate in the Foundations of Existential-Humanistic Practice. This Certificate program requires that both Part I and Part II be taken sequentially. The courses will be held off site, EHTP 2045 in October and EHTP 2046 in March. For specific dates and more information visit the Existential-Humanistic Institute website at www.ehinstitute.org., click on “Certificate programs.” Experiential courses I and II will offer some theory but will primarily focus on skill development. The existential- humanistic approach will be taught in live and video demonstrations, experiential exercises, and dyad work. An overarching assumption of the e-h approach is that it is the client’s in the moment experiencing that forms both the underlying and actual process of therapy. This assumption anchors the existential practitioner in the principles of practice that focus on experience over explanation and process over content. This skill development, experiential course EHTP 2046 builds on experiential course EHTP 2045 by deepening the student’s ability to cultivate therapeutic presence, to attend to both intrapsychic and interpersonal processes, to recognize and illuminate personal life meanings, to cultivate a safe and intimate therapeutic relationship, to work with transference and counter transference within an existential context, to work existentially with resistance, and to recognize and work with existential life issues which may be present but disguised. By gaining competency in these fundamental principles, the student will have a solid skill set for effective practice and have a foundation from which additional approaches such as a cognitive-behavioral one can be employed. The Certificate program is intended as a mentoring experience that emphasizes the development of the practitioner as a whole person, appreciating that clinical practice is an art as much as a science. 3 credit(s)
	EHTP 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. This course may be taken independently but is also a part of the curriculum leading to a Certificate in the Foundations of Existential-Humanistic Practice (a Certificate offered by the Existential-Humanistic Institute in partnership with Saybrook). Three courses comprise the academic component of the Existential-Humanistic Institute/Saybrook Certificate Program, EHTP 2040 , EHTP 6150 , and EHTP 2047. Two experiential courses, EHTP 2045 - Existential-Humanistic Therapy: Experiential I , and EHTP 2046 - Existential-Humanistic Therapy: Experiential II complete the required coursework for the Certificate. For more information on the Certificate program, go to the Existential-Humanistic Institute website: www.ehinstitute.org and click “Certificate programs.” 3 credit(s)
	EHTP 2048 - The Existential/Humanistic/Transpersonal Psychology of Ernest Becker The cultural anthropologist Ernest Becker was an astonishingly brilliant thinker and writer who was interdisciplinary in the truest sense. With a surpassing fund of knowledge and a uniquely passionate and penetrating mind, Becker roamed freely through seeming libraries of works in sociology, anthropology, political science, ethology, psychoanalysis, psychology, religion, and the broader humanities so as to articulate stunning cultural, existential-humanistic, and spiritual truths. Becker understood, like William James and Otto Rank before him, that the fundamental problems in life are existential rather than instinctive. Human beings are conflicted not so much because of sexual or aggressive drives but because we know too much. We have evolved into creatures who think, a simultaneously mortifying and exhilarating occurrence when we consider the implications of what it means to be briefly alive on a planet that spins on the periphery of a single galaxy within the Infinite. We are, in a sense, effete animals who strive interminably to limit overexposure. Although the risks are self-evident, the untold possibilities are ultimately uppermost in Becker’s searching and visionary mind. In reading Becker’s seminal works, we will consider the universal mind and pervasive humanism of one of the most original and ethically-attuned native psychologists of our time. 3 credit(s)
	EHTP 2049 - Terror Management Theory: Foundations, Critique, and Applications Terror Management Theory (TMT) developed as a social psychological theory emerging out of the work of the social anthropologist, author, and Pulitzer Prize recipient Ernest Becker. TMT, considered an existential approach to social psychology, has garnered considerable support in the research literature and has been applied to a number of important social issues—terrorism, violence, and religious prejudice among them. This present course will review the theory of and research on terror management and will incorporate a critique of its limitations as well. Consideration will be given to TMT understood in the broader context of Ernest Becker’s overarching work as well as resonant other existential theorists and theories. Students will be encouraged to consider ways that TMT can be meaningfully applied to research and contemporary social issues. 3 credit(s)
	EHTP 2055 - Existential Psychology and Philosophy Existentialism has its beginnings in the deepest recesses of recorded time. It begins with wonder or awe (what the philosopher Gabriel Marcel once called “the mystery of being”) and, also, anxiety or dread. All who have pondered in earnest what it means to be briefly alive on a planet that spins around ceaselessly without verifiable destination or import have partaken, wittingly or otherwise, of the existential inquiry and quest. “Where have I come from? What am I doing here and where am I going? What and whom do I value and love? What is possible in the way of becoming or self-creation? And what, given an apparently makeshift setup, is possible for the greater world?” These are the bedrock preoccupations of existentialism. It is, in a sense, a sensibility more than a codified theory or system. In addition, it has been wryly observed that the one thing that bound its founding spirits together was their disavowal of the term. The 19th century Danish philosopher Søren Kierkegaard was pervasively existential in his themes: Who am I? How did I come into the world? Why was I not consulted? … Moreover, if I am to be compelled to take part in it, where is the director? I should like to make a remark to him. Is there no director? Whither shall I turn with my complaint? This, of course, is only one aspect of the story. Kierkegaard, despite the brevity of his life, left behind astonishing works of philosophical, literary, and spiritual genius that continue to shock and mesmerize discerning minds. Existentialism at its most sublime is typified by a feeling for the uncanny, even paradoxical, nature of things. “The ultimate paradox,” muses Rollo May, “is that negation becomes affirmation.” In this course, we shall survey the landscape of existential psychology with an especial eye to the rarified body of philosophy by which it has been underwritten and inspired. 3 credit(s)
	EHTP 2065 - International Psychology This course provides an overview of international psychology, including practicing psychology in an international context and the importance of knowledge derived from international psychology for local practice. Students will be prepared to critique Western psychology from an international perspective and adapt knowledge and skills derived from Western psychology to be practiced in a culturally sensitive manner in an international context. Students will develop knowledge relevant to ethical and cultural issues in conducting psychology in an international setting. 3 credit(s)
	EHTP 2066 - Practicum in International Psychology This course provides students with practical experience and mentoring in the application of international psychology. Students will participate in an international trip with a focus of psychology that is a minimum of one week in length. The trip may be with a Saybrook faculty member or a trip they have organized that will be mentored by a Saybrook faculty member. The practicum includes 1) preparing for the trip, 2) the international trip, and 3) debriefing of the trip after returning. Students are expected to provide their own funding for the trip. 3 credit(s)
	EHTP 3075 - The Life and Work of Alan Watts This course considers the life and work of Alan Watts (1915-1973), early pioneer in the emergence of humanistic and transpersonal psychology. Students will consider Watts’s ideas in the context of his chronological biography by reading In My Own Way, his autobiographical statement, while at the same time reading and discussing Watts’s major writings during different periods of his career. Particular attention will be paid to the correlation between life events and major ideas, to Watt’s contribution to the development of humanistic and transpersonal psychology, to his contribution to East/West psychology, and to an assessment of his influence on the fields of religious studies, philosophy, on psychology at large, on the practice of psychotherapy, and to his place in the psychotherapeutic counter-culture. 3 credit(s)
	EHTP 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. 3 credit(s)
	EHTP 3110 - Psychoneurology of Learning Disorders This course focuses on learning disabilities from a psychoneurological perspective. It is also designed to help develop a humanistic perspective on learning disabilities and better understand the behavior of individuals who have been given the “learning disabilities” label. 3 credit(s)

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Course Descriptions

MAM 8009 - Innovative Organizational Leadership: Qualities and Skills

MBM 5628 - Evidence-Based Coaching

ALL 0700 - Academic Writing

ALL 0701 - Academic Writing

ALL 0702 - Academic Writing

ALL 0703 - Academic Writing

ALL 0704 - Academic Writing

ALL 0705 - Academic Writing

ALL 8100 - Independent Study

COUN 2010 - Structure & Dynamics of the Family

COUN 2025 - Counseling Theories

COUN 2031 - Assessment & Testing

COUN 2040 - Advanced Research Methods

COUN 2050 - Psychopathology and Diagnosis

COUN 2060 - Human Sexuality

COUN 2400 - Pre-Practicum Pro-Seminar

COUN 2401 - Practicum/Internship Pro-Seminar

COUN 2500 - Basic Counseling Skills

COUN 2505 - Psychopharmacology

COUN 2510 - Relationship and Family Intervention

COUN 2531 - Group Counseling and Psychotherapy

COUN 2532 - Career Development and Counseling

COUN 2555 - Advanced Child and Adolescent Therapy

COUN 2560 - Multiculturalism and the Family

COUN 2561 - Substance Abuse and Behavioral Addictions

COUN 2562 - Crisis and Trauma Intervention

COUN 2650 - Professional Orientation and Ethical Practice

COUN 2701 - Experiential: Basic Counseling Skills

COUN 2702 - Experiential: Structure & Dynamics of the Family

COUN 2703 - Experiential: Crisis & Trauma Intervention

COUN 2704 - Experiential: Relationship & Family Intervention

COUN 2705 - Experiential: Group Counseling & Psychotherapy

COUN 2706 - Experiential: Child & Adolescent Counseling

COUN 2707 - Experiential: Advanced Counseling Skills 1

COUN 2708 - Experiential: Advanced Counseling Skills 2

COUN 2709 - Experiential: Introduction to Mental Health Counseling

COUN 2710 - Special Topic Workshop: Criminalization of the Mentally Ill

COUN 6020 - Lifespan Development

COUN 7500 - Graduate Colloquium

COUN 8152 - Practicum

COUN 8153 - Internship 1

COUN 8154 - Internship 2

COUN 8155 - Internship 3

COUN 8156 - Clinical Inter-Session

COUN 9100 - MFT Comprehensive Exam

COUN 9200 - MFT Master’s Project

CS xxxx - In Development: “Creativity Coaching”

CS 3010 - Arts-Based Inquiry

CS 3530 - Death and Loss in Literature and Film

CS 4500 - Dimensions of Creativity

CS 4510 - Perspectives in Creativity

CS 4520 - Art and Healing

CS 4525 - Poetry and Holistic Health

CS 4526 - Creativity and Writing

CS 4535 - The Use of Poetry with Death, Loss, and Life Transition

CS 4540 - Creativity and Social Change

CS 6606 - Introduction to Expressive Arts

CS 7067 - Organizational Creativity

CS 8151 - Practicum in Professional Practice

CS 8950 - Certificate Integrative Seminar

CSIH 3000 - Psychology of Consciousness

CSIH 3040 - Models of Consciousness

CSIH 3070 - Eastern Psychologies

CSIH 3080 - Psychology of Shamanism

CSIH 3150 - Neuropsychology of Dreams and Dreaming

CSIH 3160 - Personal Mythology and Dreamwork

CSIH 3165 - Understanding and Appreciating Dreams

CSIH 3200 - Seminar in Consciousness, Spirituality, and Integrative Health

CSIH 3205 - Spiritual Direction

CSIH 3210 - Stress Management Education

CSIH 3230 - Special Topics in Spiritual Direction

CSIH 3235 - Essential Consulting Skills

CSIH 4030 - Health Psychophysiology

CSIH 4045 - The Buddhist Path of Healing

CSIH 4050 - Health Psychology: The Application of Psychological Concepts and Tools to Health

CSIH 4070 - Ethics, Spirit, and Health Care

CSIH 4101 - Basic Training and Education in Applied Hypnosis

CSIH 4102 - Intermediate Training and Education in Hypnosis

CSIH 4103 - Advanced Hypnosis Practicum and Capstone Paper