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2016-2017 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 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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Mind-Body Medicine |
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MBM 5640 - Psychophysiology
This course introduces the scientific study of psychophysiology, and a variety of approaches to investigating mind-body phenomena. The course reviews the psychophysiology of the human stress response, and the applied fields of cardiovascular behavioral medicine and psychoneuroimmunology. Students will learn basic principles in psychophysiology and review psychophysiological research on several systems in the body. Students will learn a variety of research strategies for investigating mind-body interactions, including the use of psychophysiological monitoring, neuro-imaging, and biological markers, such as salivary cortisol, Interleukin 1-B, and blood sugar. Students will review representative research studies in several areas of psychophysiology, understand the research strategies, and learn to critically evaluate the research findings. Students will complete a research paper on a self-selected topic in psychophysiology. The course offers an opportunity to explore mind-body relationships through an overview of theory and a review of empirical findings. 3 credit(s)
Offered: Offered SU - Term A. Course Length: Course Length: 8 Weeks. No RC. Relevant Learning Outcomes: Relevant Learning Outcomes: 1.2 (3), 2.1 (3), 2.2 (3), 7.1 (3), 7.3 (3).
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MBM 5645 - The Human Energy Field and Energy Medicine
This course explores health and healing according to an energetic perspective that has roots in ancient healing practices. Today this field, known as energy medicine, is experiencing rapid growth, including a proliferation of energetic therapies and an accumulation of research. An overview of the human energy field and a presentation of some of the key energy medicine modalities, both diagnostic and therapeutic, constitute most of the course. The course reviews the main systems of energy medicine from indigenous medicine, including hands-on and distant healing, the energetics of Oriental medicine and Ayurveda, homeopathy, healing with light and color, and sound therapy, as well as historical and philosophical concepts of a life energy. The course also examines contemporary modalities and their scientific foundations including electromagnetic field applications, phototherapy, energy psychology, and measurement of subtle energies and bioenergetic effects. The biofield, the role of emotions and conscious intent, and living systems theory are developed as scientific explanatory concepts underlying energy medicine. 3 credit(s)
Offered: Offered SU - Term A. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: 4.1 (4), 4.1 (5), 4.2 (3), 4.3 (4), 7.1 (4).
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MBM 5655 - Mindfulness and Meditation in Health
Mindfulness is the ability to have non-judgmental awareness of events as they unfold moment by moment. Mindfulness is a fundamental and ancient component of many Eastern and Western spiritual traditions. In recent years, there has been substantial research on the use of mindfulness in the treatment of medical conditions and mental disorders, as well as its application in healthcare, education and the workplace. This course is both theoretical and experiential. Students learn about and discuss the origins of mindfulness practices, the modern scientific underpinnings of mindfulness research, and multiple applications of mindfulness in medicine, healthcare and society. Students learn and are supported in the personal development of a simple mindfulness practice. Students’ personal experiences are the basis for understanding mindfulness as a tool for stress management, self awareness and self efficacy. Students are also be encouraged to assess the appropriateness of mindfulness in their own lives as a spiritual practice and a way of life. 3 credit(s)
Offered: Offered FA - Term A. Course Length: Course Length: 8 Weeks. RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: 1.2 (4), 2.2 (4), 2.4 (4), 3.2 (4), 3.4 (4), 4.2 (4), 5.3 (4).
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MBM 5660 - Foundations of Integrative Mental Health
This course introduces mental health professionals to the conceptual foundations and practical clinical methods of integrative mental health care. The course begins with a review of trends and perceptions in complementary, alternative, and integrative healthcare and how they are affecting the practice of mental healthcare. The intersecting movements of integrated care and integrative mental healthcare will be introduced. We then discuss emerging paradigms in biomedicine and non-allopathic systems of medicine, the basic sciences and consciousness research, and implications for the evolution and future of mental healthcare. Practical issues in integrative mental healthcare are then discussed including safety, cost, ethical, and legal issues. The course concludes with a review of emerging methodologies in research and clinical practice focusing on practical issues involved in planning assessment and treatment in integrative mental healthcare. At the end of this course students will understand the foundations of integrative mental healthcare and be able to develop effective, safe, and appropriate integrative strategies for evaluating and treating common mental health problems. The content of this course assumes no prior specialized knowledge or training and is intended for doctoral-level psychologists, social workers, and other mental health professionals. 3 credit(s)
Offered: Offered FA - Term A, SP - Term A. Course Length: Course Length: 8 Weeks. RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 4.1, 7.1, 7.2, 7.5
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MBM 5661 - Nutritional Foundations of Mental Health
This course provides an overview of the practical and scientific approaches to understanding the impact that food has on mental health. Topics in this course will include learning about the quality and variety of food that is available to us, its impact on mental health, and the influence that nutrition has on brain development and maintenance throughout the life cycle. Prerequisite(s): MBM 5660 . 3 credit(s)
Offered: Offered FA - Term B. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 5662 - Whole Medical Systems: Traditional Chinese Medicine and Ayurveda
This course provides an overview of Chinese and Indian medical traditions. The course provides an opportunity for students to study Chinese Medicine and Ayurveda, and consider the relationship between these traditional medical systems and biomedicine. Students study the conceptual paradigm of each system, historical foundations, the typical physician-patient relationship, commonly used interventions in current practice, and available outcome studies assessing efficacy for common mental health disorders. This course includes a two day residential component, video conferences with faculty and students, and online discussion of assigned readings. This course will specifically look at medical traditions from the perspective of culture, including systematic correspondence and philosophical structures. How do early medical systems describe the natural world? The image of the body? Holism? What are the characteristics of Traditional Chinese Medicine and Ayurveda that inform and contribute to the modern concept of wellness? Special emphasis will be placed on the psycho-emotional aspects of Traditional Chinese Medicine and Ayurveda. 3 credit(s)
Offered: Offered SU - Term A. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: 1.4, 2.1, 3.1, 3.4., 4.1
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MBM 5663 - Advanced Integrative Psychotherapy
The Advanced Integrative Psychotherapy course provides advanced, leading-edge perspectives on mind-body medicine and integrative health. The course honors a biopsychosocial-spiritual perspective to psychotherapeutic care. It gives respectful attention to an expanded cartography of the human psyche, to its architecture and its rich experiential territories, and to the healing potentials of the non-ordinary (expanded) states of consciousness. In addition, the course (a) employs a character-based, archetypally-informed developmental model of human personality and (b) explores advanced, archetypally-informed integrative psychotherapeutic interventions and ways of tending to the mind-body-psyche during various psychospiritual processes, including spiritual emergence and spiritual emergencies. Prerequisite(s): MBM 5660 . 3 credit(s)
Offered: Offered SP - Term A. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 4.1, 4.2, 5.1, 6.1, 7.1
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MBM 5664 - Somatics: Body-Oriented Approaches to Mental Health
The field of somatics includes diverse modalities, some focused on healing disease or trauma, while others direct their attention to the promotion of well-being through awareness and integration for those with or without a specific diagnosis. Some approaches are primarily physical, though they may enter emotional and psychological realms as the memories and experiences stored in the body are touched and released. Other approaches, often referred to as somatic psychotherapy, purposely use the pathway of connection with the body to approach psychological issues. This 8-module course provides students with a basic skill-set to bring a somatic focus to their therapy sessions along with introductory knowledge about the concepts and approaches of several somatic modalities. Students will explore experiential exercises from some of the techniques with each other and with a volunteer, as well as studying the history and theories underlying these practices and the research done on these mind-body approaches to healing and well-being. 3 credit(s)
Offered: Offered FA - Term A. Course Length: Course Length: 8 Weeks. RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: 1.2 (4), 2.2 (4), 2.4 (3), 3.1 (4), 3.2 (5), 5.1 (4), 7.1 (3).
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MBM 5667 - Psychopharmacology
The course addresses the effects of psychoactive medications used in current mental health practice. The course emphasizes presenting problems and symptoms as they interface with psychoactive medications in clinical assessment, symptom evaluation, and psychotherapy, as well as referral and consultation requirements in clinical practice. The course addresses traditional and alternative integrative approaches to psychopharmacology with sensitivity to diversity and multicultural issues. 3 credit(s)
Offered: Offered SP - Term B. Course Length: Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 5670 - Foundations of Integrative and Functional Nutrition
This course presents the foundations of integrative and functional medicine- biochemical individuality, uncovering root-cause nutritional imbalances, promotion of organ reserve, food as a trigger/mediator for health conditions, personalized nutrition, and whole person-centered care. A functional approach is taken to the role of macronutrient and micronutrient sources, absorption, functions, therapeutic considerations, and safety and toxicity in health and disease. The conceptual frameworks of the nutrition care process (NCP) of assessment, diagnosis, intervention, and monitoring and evaluation (ADIME), and integrative and functional medical nutrition therapy (IFMNT), will be taught as foundational approaches to nutrition problem solving and care. This course will differentiate between the traditional, integrative, and functional medical models, as they relate to food and nutrition therapies and health and disease. Students will be asked to apply a critical inquiry framework to evaluate the medical models for best practices, scope of practice, legal and regulatory perspectives, and bioethics of applying integrative and functional nutrition in practice. Residential conference includes a four-day Professional Training Program in mind- body skills and a one-day integrative and functional nutrition agenda. 3 credit(s)
Offered: Offered FA Term A, SP - Term A. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 5671 - Advanced Nutritional Biochemistry
Nutritional biochemistry is the study of nutrition and metabolism on the cellular and molecular level. Clinicians involved in integrative and functional nutrition therapy must become well versed in nutritional biochemistry in order to understand the importance of nutrients in the functions of metabolic pathways and networks, as well as their role in clinical imbalances and the pathway to aging and pathology. This course introduces the concepts in the IFMNT radial to link cellular and molecular metabolism with the integrative and functional nutrition care process. This course prepares students for MBM 5678 that will incorporate nutrition and cellular metabolism with systems biology/physiology, genetics, and biochemical individuality. Prerequisite(s): General Biochemistry. 3 credit(s)
Offered: Offered SP - Term B and Fall - Term B. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: 2 (3), 2.3 (2)
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MBM 5672 - Nutritional Perspectives from Ayurvedic Medicine
This course provides an overview of nutritional perspectives of Ayurvedic medicine. Students study Ayurvedic medicine conceptual paradigm, historical foundation, the typical physician patient relationship, commonly used interventions in current practice, and outcome studies assessing efficacy for common health disorders. Students further explore this traditional medicine system via a research paper using Ayurvedic dietary and herbal medicine interventions for the management of a specific condition or disorder. 3 credit(s)
Offered: Offered TBA Term. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 5673 - Integrative Approaches to the Digestive System
The health of the digestive system is critical to the health of the entire body. Ancient healing traditions introduced the concept of “disease begins with the gut” and integrative and functional medicine propose “starting with the gut” as digestive health is often the necessary first step in the healing process. Food and nutrition therapy are essential parts of this process. This course builds upon MBM 5671 and MBM 5678 and focuses on the structure and function of the digestive tract in health and disease and as it relates to food and nutrition therapy. Topics include microbiota and health and disease, gut- brain axis and health and disease, adverse food reactions (food allergies and food intolerances), autoimmune disorders as well as other systemic illnesses and digestive diseases. Prerequisite(s): MBM 5670 MBM 5688 MBM 5678 3 credit(s)
Offered: Offered FA - Term B, SP - Term B. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 5675 - Laboratory Assessment in Integrative and Functional Nutrition
This course introduces students to (a) advanced nutritional diagnostics and laboratory assessment, (b) the assessment of traditional lab reports from an integrative and functional nutrition perspective, and (c) highlights the role of laboratory assessment in detecting core clinical imbalances and subclinical defects that affect optimal health and healing. Students will learn to analyze and evaluate laboratory results from an integrative and functional nutrition perspective and use them as a tool for developing a nutrition care plan using case-simulation examples.
Offered: Offered SP - Term B. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 5676 - Dietary Supplements and Herbal Medicine
This course examines the disease-specific and etiology-driven use of dietary supplements and herbal medicine. Students learn how to develop a risk characterization framework for clinical decision-making and patient/client informed shared decision-making. Students critically appraise the strength of the research, conduct risk-benefit analysis, and evaluate ethical considerations for use of dietary supplements and herbal medicine with adults, children, and diverse and vulnerable populations. Key knowledge areas explored include quality, purity and identity of dietary supplements, scope of practice, legal and regulatory perspectives, and bioethics of dietary supplementation. 3 credit(s)
Offered: Offered FA - Term B. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 5677 - Integrative and Functional Nutrition: Therapeutics
This course examines chronic disease pathophysiology, as it relates to integrative and functional nutrition therapy. The course prepares students to apply the nutritional care process towards restoring function and managing core clinical imbalances and symptoms. Students learn to evaluate and compose nutrition care plans using case-simulation examples. Prerequisite(s): MBM 5670 , MBM 5671 OR MBM 5688 ; MBM 5689 ; and MBM 5678 3 credit(s)
Offered: Offered FA - Term A, SU - Term A. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 5678 - Advanced Nutritional Physiology
This course builds upon MBM 5671 - Advanced Nutritional Biochemistry by connecting nutrition and cellular metabolism with human physiology/systems biology and genetics. The role of macro- and micro-nutrients in the structure and function of the body, body systems, and gene expression are discussed. Nutrigenetics and nutrigenomics in health and disease will be introduced. The concept of biochemical and genetic individuality is introduced. Concepts included in the integrative and functional medical nutrition therapy (IFMNT) radial continue to be incorporated in order to link the basic and nutritional sciences to the integrative and functional nutrition care process. Prerequisite(s): documentation of college-level Anatomy and Physiology. 3 credit(s)
Offered: Offered SP - Term A, FA Term A. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 5679 - Practicum in Integrative and Functional Nutrition
This course is structured to allow students to explore real-world situations related to future practice in integrative and functional nutrition. The appropriate student-identified clinical site allows students to engage practicum clients in integrative and functional nutrition therapy, dietary and nutritional counseling, and health education approaches and techniques for individuals or groups. The practicum can also be arranged to pursue community nutrition, research, food systems, industry and policy practice areas. Possible practice settings include: hospitals, clinics, schools, nursing homes, community centers, wellness and fitness centers, homeless shelters, prisons, food systems, farm programs, and industry and corporate work places. A total of 100 supervised practice hours are required, however, students can choose how they would like to complete these hours over the course of the 8-week term period. 1 credit(s)
Offered: Offered FA - Term A, SP - Term B. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 5680 - Capstone Seminar in Integrative and Functional Nutrition
This course provides students with a forum and guidance for development of their professional identity in integrative and functional nutrition. Key knowledge areas explored include future directions in integrative and functional nutrition, entrepreneurism, volunteerism, leadership, mentoring, and preparing for post-master’s life. Students review and critically evaluate their master’s degree coursework and their practice of integrative and functional nutrition to date. Students are challenged to identify their achievements, to set goals for continued learning and professional development, and to develop a future-focused vision of their role as a scholar-practitioner in the advancement of integrative and functional nutrition from a socio-ecological model perspective. 3 credit(s)
Offered: Offered FA - Term A, SP - Term B. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 5688 - Advanced Nutritional Biochemistry - Macronutrients
Understanding root cause of disease requires an understanding of cellular metabolism and the network of pathways that connect systems. This course takes an applied approach to studying how biochemical reactions of carbohydrates, lipids and proteins within the cell affect whole body health. Homeostatic mechanisms regulating macronutrient metabolism and the cellular and systemic responses to nutritional imbalances are studied in the context of several common diseases. Methods to assess macronutrient requirements and status are incorporated throughout the course. Prerequisite(s): Documentation of college-level biochemistry or MBM 5703, and MBM 5670 3 credit(s)
Offered: SP- Term B and Fall - Term B Course Length: 8 weeks No RC Required Relevant Learning Outcomes: 2 (3), 2.3 (2)
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MBM 5689 - Advanced Nutritional Biochemistry - Micronutrients
This course studies the molecular, cellular and metabolic functions of vitamins and minerals and how they affect health. Clinical methods of assessing micronutrient status and the effects of deficiency or toxicity will be studied, as will the influence of genetic variability on micronutrient requirements and functions Prerequisite(s): Documentation of college-level biochemistry or MBM 5703; MBM 5670 3 credit(s)
Offered: Sp Term B Course Length: 8 weeks No RC Required Relevant Learning Outcomes: 2 (3), 2.3 (2)
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MBM 5690 - Complementary and Integrative Medicine
The Complementary and Integrative Medicine course extends and deepens the student’s understanding of integrative medicine and health. The course reviews the professions that comprise complementary and integrative medicine and health, the treatments they provide, and their fields of practice. Several of these professions developed originally as autonomous approaches to health and healing, yet now lend themselves to a collaborative and integrative treatment approach. The 21st century patient may benefit from the most advanced mainstream medical care, supplemented by treatments adapted from any of the complementary professions. Among these professions are: naturopathy, homeopathy, chiropractic medicine, energy medicine and energy psychology, Traditional Chinese Medicine and acupuncture, Ayurveda and massage therapy and bodywork.
Offered: Offered FA - Term B. Course Length: Course Length: 8 Weeks. No RC. Relevant Learning Outcomes: Relevant Learning Outcomes: 1.2 (4), 2.1 (3), 2.1 (4), 2.2 (4), 2.4 (2), 3.1 (3), 3.1 (4), 3.2 (3), 4.1 (2), 5.3 (3), 7.2 (2).
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MBM 5694 - Nutrition Focused Physical Exam.
This course prepares students for subjective nutrition assessment, including identifying systems, signs, and symptoms that are associated with subclinical or latent disease states, and nutrition-focused physical exam indicators of macronutrient and micronutrient adequacy, insufficiency, deficiency, and excess/toxicity. Prerequisite(s): MBM 5670, MBM 5688, evidence of undergraduate Anatomy and Physiology course or MBM 5704. 3 credit(s)
Offered: Offered SU. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 5695 - Advanced Practicum in Integrative and Functional Nutrition
This course is designed to allow students to apply didactic learning in integrative and functional nutrition in a variety of clinical, culinary, community, research, education, or industry practice areas and professional settings to derive experiential knowledge prior to career entry. Appropriate student-identified sites may include: food systems, hospitals or clinics, counseling centers, schools and universities, nursing homes, community centers, fitness centers, wellness and yoga centers, homeless shelters, group homes, prisons, research settings, and industry settings. A total of 200 supervised practice hours are required for this course, however, students can choose how they would like to complete these hours over the course of the 8 week term period. 1 credit(s)
Offered: Offered Term TBA. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning. Outcomes: TBA.
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MBM 5703 - General Biochemistry
This course provides a comprehensive overview of biochemistry, including structure, molecular function, and the regulation of cellular metabolism of proteins, carbohydrates, lipids, nucleic acids, and other biologically important compounds, with integration into overall anabolic and catabolic metabolic processes. MBM 5703 - General Biochemistry satisfies the General Biochemistry basic sciences requirement for the master’s degree program in Integrative and Functional Nutrition, and the course prerequisite for MBM 5688 and MBM 5689 Advanced Nutritional Biochemistry Macronutrients and Micronutrients, respectively. 3 credit(s)
Offered: Offered: TBA Term. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: 2.4 (2), 6.1 (2), 6.3 (2), 10. (2), 10.1 (3), 10.2 (2), 10.3 (2), 10.4 (2).
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MBM 5704 - Anatomy and Physiology
This course provides a comprehensive overview of the anatomy and physiology of the skeletal, muscular, cardiovascular, digestive, endocrine, nervous, respiratory, immune, urinary, reproductive, and integumentary systems, and their interrelationships. MBM 5704 - Anatomy and Physiology satisfies the Anatomy and Physiology basic sciences requirement for the master’s degree program in Integrative and Functional Nutrition, and the course prerequisite for MBM 5678 - Advanced Nutritional Physiology . 3 credit(s)
Offered: Offered: FA — Term A and SP — Term A Course Length: Course Length: 8 Weeks. RC: No. Relevant Learning Outcomes: Relevant Learning Outcomes: 4.1 (3)
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MBM 5705 - Psychobiology of Eating
What to eat? When to eat? What not to eat?… The act of eating is a result of a complex interaction of biological, psychological, and social systems. For some, daily decisions about food and eating are easily made. For others, they become an arduous and challenge-filled activity. This course bridges the gap between the human physiology of nutrition and the psychology that influences our food preferences, food/mood connections, and the pathways towards disordered eating patterns. Students will develop a foundational understanding of the behavior of eating and mechanisms that help people make choices that are essential to health and well-being. It explores the continuum of eating behavior, from healthy eating practices to problematic and disordered habits, as well as identifies contributors of unhealthy eating practices and uncovers potential interventions to restore health and balance from an integrative perspective. 3 credit(s)
Offered: Offered SP- Term B Course Length: Course Length: 8 Weeks No RC required Relevant Learning Outcomes: Relevant Learning Outcomes: TBD
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MBM 8100 - Independent Study
This course facilitates an individualized course of study for a student, outside the standard curriculum. The course objectives, readings, and assignments are negotiated between an instructor and a student, and approved by the Dean of the College. The credit load for this course is also negotiated between the student and the instructor, and approved by the Dean. The student must complete approximately 45 hours of directed studies for each assigned credit hour. 1-4 credit(s)
Offered: Offered: TBA Term. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 9021 - Literature Review Candidacy Essay
This course provides the MBM student who will complete a dissertation with the opportunity to conduct a comprehensive literature search to investigate the student’s intended dissertation topic, explore past research, identify gaps in the published literature, and create an integrative conceptual framework for understanding the topic, supported by the best documented research. This literature review also sharpens the students’ research skills, and allows him/her to refine the formulation of a credible research question. 3 credit(s)
Offered: Offered all terms. Course Length: Course Length: 8 Weeks. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 9401 - MS Thesis Research
The student forms an MS thesis committee, consisting of a chair and one committee member. The student develops a proposal for a research-based thesis in the field of mind-body medicine, integrative health, or related field. The student presents the proposal to the MS Committee for approval, submits an application to the Saybrook Institutional Review Board assuring that any human participants are safeguarded, implements the research, and presents a written thesis document to the MS Committee, summarizing the research design, implementation process, and research results. The thesis process culminates with a thesis conference and approval of the final document. (MS Theses involve human subjects as participants or key/expert informants. See MBM 9201 - MS Project Research if not including human subjects in the research design.). Prerequisite(s): All required coursework and MBM 5583 . 3 credit(s)
Offered: Offered all terms. Course Length: Course Length: Varies. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 9501 - PhD Dissertation Proposal
The student forms a doctoral dissertation committee, composed of a chair and two committee members, including faculty members with relevant area knowledge or research knowledge. Working closely with the dissertation chair, the student develops a dissertation proposal, which is reviewed and approved by the committee. Prerequisite(s): MBM 5584 . 3 credit(s)
Offered: Offered all terms. Course Length: Course Length: Varies. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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MBM 9601 - PhD Dissertation Research
The student obtains approval of the Saybrook Institutional Review Board to conduct the research, following guidelines to protect any human participants in the research. The student works closely with the chair and the committee to execute the research, analyze any resulting data, and formulate a written dissertation document. The dissertation process culminates with a dissertation conference and approval of the final document. Prerequisite(s): All required coursework and MBM 9501 . 3 credit(s)
Offered: Offered all terms. Course Length: Course Length: Varies. No RC Required. Relevant Learning Outcomes: Relevant Learning Outcomes: TBA.
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Marriage & Family Therapy and Professional Clinical Counseling |
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MFT 2011 - Advanced Systems Theory
This course provides an in-depth study of systems theories and transformational models applicable to community and family life. Students will learn to think in systems terms on a number of levels across a wide variety of family structures and a range of presenting problems, taking into account external societal influences. Skills in systemic and transformational interventions within an intercultural context will be acquired. 3 credit(s)
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MFT 2402 - Clinical Case Conference
This course introduces and follows the student/trainee through pre-degree Practicum training. The course emphasizes clinical competency skills as described by ACA, AAMFT and Program objectives. The course addresses steps in clinical diagnosis, case formulation, treatment planning, and documentation; issues in ethical, legal, and risk-management; decisions in theoretical approaches and interventions; and evaluation of evidence-based practice and client outcomes. The course emphasizes issues in professional development. Students may enroll in this course in multiple semesters: A, B, C, and D. The course is required each semester the student is not enrolled in a Residential Conference Special Populations intensive. 15 Contact Hours; 0 credit(s)
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MFT 2533 - Special Populations: Working with Couples and Families.
Focusing on selected populations, these courses provide overview of pertinent research and clinical issues for clinicians. 1 credit(s)
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MFT 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. 10 Contact Hours; 0 credit(s)
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MFT 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 MFT and Clinical Psychology (7 contact hours) and requirements for MFT licensure (3 contact hours) covering issues of elder abuse with additional emphasis on financial abuse. 10 Contact Hours; 0 credit(s)
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MFT 2540 - Advanced Couples Therapy
This course is designed for study in greater depth of major theories of couple relationships and relevant issues arising in partnering and parenting. The course emphasizes clinical skills and therapeutic interventions for working with couples in clinical and community settings. 3 credit(s)
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MFT 2541 - Professional Standards in Counseling and Psychotherapy
This workshop provides foundations in professional standards in counseling and psychotherapy. The workshop emphasizes issues in development of competencies as outlined by the American Association of Marriage and Family Therapists. The workshop addresses professional expectations for practicum training and intern requirements. The workshop emphasizes professional development for students at beginning as well as advanced levels of competency skills. 5 Contact Hours: 0 credit(s)
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MFT 2542 - Mental Health Services Act
This workshop provides resources to support county mental health programs for children, youth, adults, elders, and families in a continuum of prevention, early intervention, community services, and collaborative support. Intervention approaches emphasize cultural competency, consumer and family inclusion, wellness and recovery models of care. 10 Contact Hours; 0 credit(s)
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MFT 2543 - Case Formulation, Diagnosis, and Intervention
This workshop provides foundations in developing an overview of clinical issues important in diagnosis, goals and outcomes, treatment planning, and formulation and documentation of client experience in therapy and counseling. Students may enroll in this course in multiple semesters: A, B, C. 10 Contact Hours: 0 credit(s)
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MFT 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. 10 Contact Hours; 0 credit(s)
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MFT 2550 - Advanced Family Therapy
This course is designed for study in greater depth of major theories of family therapy and relevant issues arising in intergenerational relationships. The course emphasizes clinical skills and therapeutic interventions for working with families in clinical and community settings. 3 credit(s)
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MFT 2627 - Special Populations: Work with the Older Generation.
Focusing on selected populations, these courses provide overview of pertinent research and clinical issues for clinicians. 1 credit(s)
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MFT 2639 - Special Populations: Severe Mental Illness & Developmental Disorders.
Focusing on selected populations, these courses provide overview of pertinent research and clinical issues for clinicians. 1 credit(s)
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MFT 2640 - Special Populations: Partner Abuse and Domestic Violence.
Focusing on selected populations, these courses provide overview of pertinent research and clinical issues for clinicians. 1 credit(s)
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MFT 2641 - Special Populations: Working with Children and Adolescents.
Focusing on selected populations, these courses provide overview of pertinent research and clinical issues for clinicians. 1 credit(s)
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MFT 2642 - Special Populations: Diversity in Social and Cultural Context.
Focusing on selected populations, these courses provide overview of pertinent research and clinical issues for clinicians. 1 credit(s)
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MFT 6530 - Domestic Violence: Abuse in Intimate Relationships
This course provides an overview of intimate partner violence, the development of violence against women as a social issue, and the responses developed by activists, therapists, and community and government agencies. It covers important issues and controversies, including obstacles in determining rates of prevalence; theories and research about causation, especially with regard to gender and culture; and individual and societal intervention and prevention efforts. Understanding these topics is important for advocates, community organizers, and researchers and demonstrating competency in many of these areas is required by various licensing boards for therapists and counselors. Students can focus on research and/or practice in various areas: men’s violence against women, female perpetrators, same sex or adolescent relationship violence, victim and family services, programs for perpetrators, and community-based prevention programs. 3 credit(s)
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Organizational Systems |
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ORG 0700 - Academic Writing Support
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. Enrollment can be by student’s choice, required at admission, or recommended to the student by 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 University. Enrollments beyond the 3-credit limit will be on a noncredit basis only. 1 credit(s)
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ORG 0701 - Academic Writing Support
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. Enrollment can be by student’s choice, required at admission, or recommended to the student by 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 University. Enrollments beyond the 3-credit limit will be on a noncredit basis only. 1 credit(s)
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ORG 0702 - Academic Writing Support
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. Enrollment can be by student’s choice, required at admission, or recommended to the student by 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 University. Enrollments beyond the 3-credit limit will be on a noncredit basis only. 1 credit(s)
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ORG 0703 - Academic Writing Support
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. Enrollment can be by student’s choice, required at admission, or recommended to the student by 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 University. Enrollments beyond the 3-credit limit will be on a noncredit basis only. 1 credit(s)
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ORG 0704 - Academic Writing Support
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. Enrollment can be by student’s choice, required at admission, or recommended to the student by 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 University. Enrollments beyond the 3-credit limit will be on a noncredit basis only. 1 credit(s)
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ORG 0705 - Academic Writing Support
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. Enrollment can be by student’s choice, required at admission, or recommended to the student by 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 University. Enrollments beyond the 3-credit limit will be on a noncredit basis only. 1 credit(s)
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ORG 7006 - Organizations as Socio-Technical Systems
Organizations are explored as information-driven and knowledge-powered systems which weave together people and technology into self-organizing, interactive networks. Drawing upon Gareth Morgan’s notion of using image as interpretive lenses, this seminar examines how digital technology has a) radically changed the nature and dynamics of socio-technical systems, b) transformed how organizations self-organize, collaborate, communicate, share information, and generate and apply knowledge, c) reshaped organizational cultures, work relationships and business partnerships, d) given rise to dispersed organizational structures and workforce environments, creating the notions of telework, virtual teams, distance managers, and workplace connectivity. Using critical inquiry and dialogue, students develop their own socio-technical organizational image, and devise approaches to effectively design and implement technological systems that enhance the quality of both performance and work life. 3 credit(s)
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ORG 7025 - Humanistic Foundations of Organizational Development
Required for MA and PhD program
This course is an introduction to the origins and evolution of Organizational Development (OD). OD grew into early coherence in the late 1950s and early 1960s, arising from the same antecedents as humanistic psychology. It is practiced today, in many forms, around the entire globe. This course provides readings and writing assignments that serve as a vehicle for becoming more appreciative of the core values and the historical roots of OD theory and practice and its long-standing humanistic tradition. 3 credit(s)
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ORG 7032 - Dealing with Complexity: The Foundations of Systems Thinking
Required for MA and PhD programs
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 as a way 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 7035 - Developing a Systems View
This course introduces the student to a rigorous way of applying systems thinking through the use of systems models. Systems thinking involves moving from a limited awareness of complex phenomena to the ability to perceive, influence, transform and create social systems. This course introduces the student to the three systems models developed by Banathy as a systemic tool to describe the multidimensional nature of interconnected systems either in their current or ideal state. These three systems models (or systems lens) are: 1) the systemic environment model, 2) the functions and structures model, and 3) the process model. Combined, these three models provide a deeper understanding of current organizational dynamics and can also be used to guide the comprehensive design of healthy communities and organizations. 3 credit(s)
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ORG 7036 - Critical Systems Inquiry
The course, first of all, provides a brief overview of the historical and conceptual foundations of systems thinking. Second, it explores many of the issues that make up the rationale for systemic interventions. Third, it provides an overview of the methodological alternatives to consider for interventions and experience in applying CSI principles in social or organizational settings; principles that are offered in the service of humanity, i.e., finding solutions to urgent social problems that are both effective and ethical. 3 credit(s)
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ORG 7037 - Transformative Learning
The purpose of this course is to introduce you to the exciting body of work that resides within the community of scholars interested in understanding transformative learning on the individual, community, and organizational level. Sparked by the theory of Jack Mezirow, this field incorporates the work of Freire, Haberma.s, Kegan, Cranton, and others who seek to understand and facilitate learning that results a significant perspective shift in individuals, and cultural and paradigm shifts at collective levels. This course enables you to apply your understanding of the importance of the encounter with the “other” and the role of language to creating the conditions for transformative learning in organizations. 3 credit(s)
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ORG 7040 - Social Systems Design
The course introduces Social Systems Design, as developed by Banathy, Ackoff and others. Social systems design is a participatory, collaborative and disciplined way of engaging in future creating inquiry. The learner will address questions such as: What is design in a social context? What is a design culture and how does it relate to the sciences and the humanities? How do people relate to change? Who should be the designers of social systems? How do we engage in social systems design? Design principles such as “form follows function, and the ethics of designing with those that will live the consequences of the choices made are explored. Social Systems Design shares core assumptions with participatory action research. The learner will be able to explore the usefulness of social systems design for the creation of new organizations or for the transformation of existing ones. 3 credit(s)
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ORG 7042 - From Evolutionary Consciousness to Conscious Evolution
This course engages a systemic understanding of evolution with the possibility of engaging in conscious evolution at the socio-cultural level. Three levels of inquiry are introduces: First, at the individual level, the notion of Evolutionary Leadership in introduced to connect the learning needs to develop mental models, skills and sensitivities necessary to enable evolutionary inquiry. Second, at the community and organizational level, Evolutionary Learning Communities are explored as spaces where evolutionary leaders can come together to engage in dialogue, learning, design and action. Lastly, at the societal level, the notion of Evolutionary Development is explored as a framework for conceptualizing and linking diverse strategies to enable systemic transformation and conscious evolution. This course is a space to explore what lies beyond sustainability as well as to contextualize in a wide and expansive view of change the work that the learner is committed to do as an organizational systems scholar-practitioner. 3 credit(s)
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ORG 7044 - Generative and Strategic Dialogue
Incorporating the work of Bohm, Issacs, and others, this course offers students an opportunity to explore how to engage and facilitate dialogue. Generative dialogue is used in an intentional community to establish common ground and create a shared value system base on which to make decisions. Based on the self-created and shared common ground, a learning community can engage in strategic dialogue. Strategic dialogue is the communication method of choice in seeking solution to problem situations and designing or redesigning social systems and organizations. This course is offered in conjunction with an experiential workshop at a residential conference. 3 credit(s)
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ORG 7045 - Ethics and Social Responsibility
Required for MA and PhD programs
The Ethics and Social Responsibility course has three purposes: to learn about current practices in organizational ethics and corporate social responsibility; to learn how to assess and improve an organization’s response to five challenges of corporate integrity: the cultural challenge of openness to others, the interpersonal challenge of secure civic reciprocal relationships, the organizational challenge of a worthwhile purpose, the social challenge of civic cooperation and the environmental challenge of natural prosperity; and to learn how to use ethical standards in the process of organizational decision making. 3 credit(s)
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ORG 7052 - Systems Based Approaches to Participatory Change
This course contextualizes the Saybrook legacy around the work of Banathy on social systems design and modeling within the richer lineage of systems science in general and soft systems thinking in particular. The work of seminal social systems thinkers such as Ackoff on idealized systems design, Checkland on soft systems methodology, and Jackson on emancipatory and critical systems thinking will be explored to gain a wider and richer understanding of the diversity and complementarity of systems based approaches to participatory change. Soft systems thinking, as a branch of systems science, considers social and organizational systems as “purposeful systems,” i.e., complex human activity systems capable of defining their own purpose and creating their future by embracing human will, values and issues of diversity and inclusion at the core of the inquiry. 3 credit(s)
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ORG 7055 - Theory and Practice of Appreciative Inquiry
Appreciative Inquiry is an approach to working within organizations that utilizes a positive theory of change. As an alternative to a problem solving approach, AI is a co-evolutionary search to bring forth the best in people and organizational systems. This course provides a theoretical and practical understanding of AI to support its application in multiple contexts. The course also offers a critical view of how AI resides within the context of other interpretative theories and participative change methodologies such as Action Research. 3 credit(s)
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ORG 7065 - Family Business Consulting
(offered by request only) The course explores the personal, business and interpersonal issues that pertain to growing up within, owning and managing a family business. It is a course about business, but about how personal and family issues impact on the business, and how the personal and the business aspects of life can work in harmony. The course will allow students to connect personal concerns to business issues, to see how the personal dimension affects the conduct of business, and to learn how to move between a personal and a business perspective. It is meant for students who have been, or who may become, part of a family business, or who as consultants or professionals, will be working with clients who are operating family businesses. 3 credit(s)
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ORG 7070 - Leading Organizational Transformation
This course describes how transformational organizational change can be conceptualized and the techniques, models and theories that support planning for and implementing a change process. It investigates how leaders who initiate and direct major organizational shifts can mobilize, focus, generate commitment, and implement new directions in an organization. The course combines theory, case material, models and accounts of how and why organizations change their cultures, purposes, and/or structures. Students will undertake a detailed analysis of an organizational change they have experienced, or one they have access to through interviews. 3 credit(s)
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ORG 7072 - Team Development and Collaborative Systems
This course recognizes the importance and challenge of teamwork and collaboration in organizations and communities and helps students develop the knowledge and skills to develop and lead teams to achieve the desired results. It recognizes that while many people enjoy working collaboratively, doing so can create significant challenges, especially in our society that highly values individualism and in organizations that tend to reward individual performance. The course presents both a behavioral approach to teambuilding, focusing on how to motivate and facilitate individuals working together, and a transformative approach which recognizes the importance of working with individual and collective beliefs and assumptions, individual and group patterns of actions, and organizational support structures. 3 credit(s)
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ORG 7073 - Executive Coaching
This course offers a thoughtful, reflective, professional approach to one type of coaching-the coaching of organizational leaders. Students learn concepts, models and practices they can apply in management or consulting positions. Personal assessment instruments such as 360 are discussed as means to support development. Students engage in coaching pairs throughout the course to practice the development of skills and to gain insight into their strengths and areas for improvement. 3 credit(s)
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ORG 7074 - Present Issues in Sustainability
This is the introductory course to the sustainability suite in the Organizational Systems Program. It is intended for all students wishing to pursue the implications for the present state of affairs around the world with respect to challenges to our global ecosystems and the consequences of social injustices for our collective future. The course explores the intricate links among 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 7075 - Sustainability and Organizational Systems
This course explores how you, as an Organizational Systems professional, can contribute meaningfully and significantly to the emergence of a sustainable and livable future for all. How to generate commitment based on hope rather than fear; how to facilitate collaboration across sectors and disciplines; how to generate a compelling vision of a common desirable future; how to translate this vision into action -these are some of the questions that we will explore to support the design and implementation of systemic and radical sustainability initiatives. The purpose of the course is to provide you with an interdisciplinary learning experience and to guide you in developing the essential knowledge, skills and sensitivity for stimulating and guiding sustainability and social responsibility programs in organizations and communities of all kinds. ORG 7074 or a demonstration of basic but comprehensive understanding of the current state of sustainability movement is a prerequisite for this course. 3 credit(s)
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ORG 7076 - Self and Organization: Cultivating the “Spirit” in Organizations
The overall theme of the course is creating an understanding of self in relationship through an opportunity to awaken to the relationships of which you are a part, the aspirations you have, and the meaning you bring to your life and work. The readings and assignments have been carefully chosen to represent a diversity of perspectives including philosophy, poetry and literature, personal stories, films, and experiential exercises. The choice of readings and assignments require deep reflection and critical thinking and provide an opportunity for transformative learning. 3 credit(s)
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ORG 7078 - Sustainability Management: Present Practices
Many organizations have embarked on a sustainability initiative, or want to, but what exactly does that mean? How should they go about this, what do they do, and how to they assess the results? This course explores current sustainability programs and practices and the stakeholder perspectives in organizations. It presents models, challenges, opportunities and practices for managing sustainability inside corporate and non-profit organizations, including the Natural Step, the product life cycle, accountability and reporting frameworks, and scores of case examples. It ends by exploring the nature of leadership to refocus an organization on sustainability. 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 7081 - Integral Leadership
This advanced course considers the many divergent perspectives on leadership through engaging a generative dialogue and search for a meta theory that will support continued progress in comprehending leadership. It considers integral theory as an approach to mapping our understandings of leadership and clarifying the complexities of its development. Attention to adult development theory and approaches is a central part of this exploration, as is attention to individual and collective phenomena that may be observed and that cannot be directly measured. The major goal of this course is to clarify the potentials of meta theoretical perspectives for furthering the clarity of the study of leadership as a phenomenon requiring multiple levels of analysis. We explore how this approach will support the clarification of existing theories of leadership and their integration into a coherent whole. 3 credit(s)
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ORG 7082 - Values Based Leadership
This course takes the perspective that leadership should not be about compulsion, coercion or manipulation and explores the moral and ethical challenge that engagement of people by leaders must be value-based, voluntary and free. In keeping with the goal of nurturing leadership of sustainable systems this course encourages students to think about collective and group leadership and the implications for building partnerships across diverse organizations, cultures, and sectors. Leadership of sustainable organizations and systems requires collaborative approaches to inspiring shared values and vision, building trusting and open relationships, engaging critical stakeholders, and supporting work that challenges commonly held individual and collective assumptions. Instead of leading ‘over’ people sustainable leadership leads ‘with’ people. It recognizes difference and contradiction as an important element of complex systems, and essential to the creative change process. 3 credit(s)
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ORG 7083 - Advanced Perspectives in Leadership Theory
By exploring various classic and contemporary models of leadership, this course lays the foundational supports 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 7096 - Organizational Culture and Cross-Cultural Management
This course provides the context to understand organizations from a cultural perspective. As human systems, organizations develop cultures reflective of the diverse people who work within them and the communities they serve. Our ability to create environments where people thrive within the complexity of cultural differences is predicated on our understanding and appreciation of those differences. Using the work of Edgar Schein, Geert Hofstede, Fons Trompenaars, Angeles Arrien, Mikhail Gorbachev and others, students learn about culture from the texts and from experiential assignments that engage them in reflection on their own cultural influences, belief systems, and organizational experiences. Through assessing an organizational culture and interviewing leaders about cross-cultural management challenges and practices, students learn how to create the conditions that support organizational cultures that thrive on diversity. 3 credit(s)
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ORG 7105 - Complexity in Educational Systems
Required for Humane Education Specialization
This course is an introduction to systems thinking and complexity as it relates to educational systems. The focus is on learning basic systems and complexity theories in order to apply them for the critical evaluation and creative exploration of educational challenges and opportunities. An evolutionary perspective to understand the assumptions and values that gave rise to educational systems will be used in order to appreciate the need for truly systemic transformation of many educational systems as well as for designing new learning systems that respond to the turbulent socio-ecological context of our contemporary global society. Students will be able to practice their systems thinking by working with an educational system of their choice, either real or potential, formal or not formal. 3 credit(s)
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ORG 7201 - Graduate Level Academic Writing
Students will increase their awareness of professional and scholarly writing and American Psychological Association (APA, 6th ed.) editorial and formatting standards. They will become familiar with practices, organization, and style, and be able to apply these standards through the concise and succinct execution of scholarly writing. Students will learn to formulate ideas, search, evaluate, and accurately document resources, and critically analyze and thoughtfully synthesize research findings in an academically, APA organized document. Students will also become familiar with various writing and professional presentation formats, such as papers, posters, blogs, lectures, and workshops. 3 credit(s)
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ORG 7570 - Issues in Higher and Postsecondary Education: Leadership and Practice
Theories and practices pertaining to curriculum and teaching in U.S. higher education are introduced. Institutional and societal influences, as well as their impact on college and university classrooms, are examined in concert with key trends and developments, with a focus on the impact of technology in teaching throughout the course. 3 credit(s)
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ORG 7571 - Transformational Management and Change in Higher and Postsecondary Education
Leadership theories geared toward improving practice and promoting greater access, equity, and accountability in higher education are introduced. Students evaluate, select, and apply transformational, social justice-oriented, change management, and entrepreneurial strategies to specific case-study situations and their current work environments. 3 credit(s)
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ORG 7572 - Strategic Planning and Implementation in Higher and Postsecondary Education
Current higher education planning and implementation models are introduced. Students collect, analyze, and interpret data to inform and support short-term and long-term decisions and plans, and develop strategic plans for institutions or departments in order to achieve an overall vision and mission. 3 credit(s)
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ORG 7573 - The Community College
The ever-increasing role of community colleges with the higher education landscape is introduced. Topics including the history and philosophy of the community college movement, governance and fiancé, teaching, student personnel work, and the future of community colleges, are examined. 3 credit(s)
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ORG 7574 - Productive Conflict Management
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 the overall higher education landscape is introduced. Students are taught conflict management strategies so that they may, in turn, teach them to prospective students and trainees. 3 credit(s)
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ORG 7576 - Introduction to p-12 Educational Leadership
This course examines various aspects of effective educational leadership in the preschool-to-high school setting. Effective practices include those related to leadership, ethical behavior and change management. Additional topics will include school organization, cultural diversity, reform efforts, school law, human resources, and resource allocation as applicable to educational leadership that will prepare individuals for principal positions. 3 credit(s)
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ORG 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 Specialization director in order to identify a Saybrook faculty liaison. Prerequisite(s): Open only to students pursuing a ORG certificate 3 credit(s)
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ORG 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 an Organizational Leadership and Transformation certificate. 1 credit(s)
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Psychophysiology |
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PH 500A - Psychophysiology Proseminar - General Biology
Students needing to meet the prerequisite of having had an undergraduate course in general biology will register for one credit of the Psychophysiology Proseminar part A - General Biology. Credits taken as part of fulfilling the prerequisites do not count toward the doctoral degree but do count toward full time status. The overall objective is for students to learn material and concepts within the subject matter of the course which is needed to form a solid basis for performing graduate level work in psychophysiology. Students will become familiar with the concepts and material usually covered in the course by doing readings in the assigned standard text and other materials, individual real-time discussions with faculty via the web, and developing answers to topic related questions. 1 credit(s)
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PH 500B - Psychophysiology Proseminar - General Psychology
Students needing to meet the prerequisite of having had an undergraduate course in general psychology will register for one credit of the Psychophysiology Proseminar part B - General Psychology. Credits taken as part of fulfilling the prerequisites do not count toward the doctoral degree but do count toward full time status. The overall objective is for students to learn material and concepts within the subject matter of the course which is needed to form a solid basis for performing graduate level work in psychophysiology. Students will become familiar with the concepts and material usually covered in the course by doing readings in the assigned standard text and other materials, individual real-time discussions with faculty via the web, and developing answers to topic related questions. 1 credit(s)
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PH 501 - Elective Certificate: Professional Studies in Psychophysiology
Saybrook University offers an elective certificate specialization in Professional Studies in Participants use 15 elective credits taking several distance based psychophysiology courses and writing a paper summarizing what they have learned. This specialization is a valuable way to both learn about various aspects of psychophysiology such as biofeedback, neurofeedback, genetic bases of behavior, optimal functioning, and etc. and to provide evidence of solid training in psychophysiological techniques and biofeedback. Each course is between 1 and 3 credits. The required core courses for the certificate are (1) PH 505 - Introduction to Psychophysiology 3 credits, (2) PH 510A - Psychophysiological Recording and Intervention / General Biofeedback Lecture 3 credits, and (3) a capstone paper summarizing what has been learned while taking the certificate. 0 credit(s)
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PH 505 - Introduction to Psychophysiology
This course explores the manifold ways the brain and body work together to produce behavior and the cycle between behavior and physiology. The course begins with a description of the body’s organizational structure and genetics as related to behavior. The basic physiological ways information is received from the external and internal environments through a variety of sensors and then processed by the hormonal / nervous system are described. Typical psychophysiological dysfunctions and interventions are also described. 3 credit(s)
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PH 507A - Anatomy and Physiology for Psychophysiologists
- Lecture This is a graduate level course in human anatomy and physiology as applied to behavioral medicine. Each basic structure and organ system is discussed with regard to both anatomical aspects and physiological functions as they change over time and in relation to both the external and internal environment. The nervous system is not emphasized as it is detailed in another course. Interactions between the complex web of hormonal feed-back loops and dysregulation of behavior, emotions, and drives is discussed in relation to implementation of behavioral interventions. Other areas emphasized are respiratory physiology, behavioral immunology, psychophysiology of pain, interactions between pain, stress, and muscle tension, pathophysiology of headache, cardiovascular disease and hypertension, and basic kinesiological concepts. 3 credit(s)
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PH 507B - Anatomy and Physiology Lab.
It is crucial to have a laboratory in addition to the lecture course as the lecture course simply cannot provide students with the hands on experience required of psychophysiologists to understand (a) the complex but incredibly tiny and fragile connections between the parts of the mammalian brain, (b) the structures of major parts of the brain which limit their functions, and (c) the requirement for very exact placement of muscle sensors to avoid picking up spurious signals. It requires actual hands-on experience with physical relationships between muscle locations to realize where signals recorded from a muscle of primary interest originate. As important, it is crucial to understand why some muscles are located in such a way that they cannot be recorded from the surface. The in-person portion of the laboratory is about 4 hours of dissection of a sheep brain and guinea pig muscles. The 11 hour web based portion consists of watching videos of dissections to prepare for the hands on work, performing virtual dissections, and watching dissections of human cadavers. 1 credit(s)
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PH 510A - Psychophysiological Recording and Intervention / General Biofeedback Lecture
This course provides a basic understanding of the physiology and methodology underlying common psychophysiological recording techniques used in behavioral medicine including surface electromyography, electroencephalography, respiration, blood pressure, pulse rate, skin temperature, and electrodermal responses. Sufficient knowledge about how common psychophysiological recording and biofeedback instruments function and are used is provided so students can incorporate psychophysiological aspects of assessment into their normal practices. This course also teaches the principles and applications of biofeedback as used in educational and clinical settings. It does not emphasize electroencephalographic (EEG) biofeedback as this is covered in a separate course. The strengths and weaknesses of evidence supporting the use of biofeedback for a variety of clinical disorders is reviewed and the techniques for actually doing biofeedback are detailed. Techniques for using biofeedback as a tool for shaping and conditioning responses to stress are emphasized. The laboratory portion of the courses provides sufficient hands on exposure to typical, clinical grade psychophysiological recording and biofeedback equipment and techniques that students will be able to recognize adequate and inadequate signals and be able to attach sensors to their patients appropriately so that good signals can be recorded. 3 credit(s)
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PH 510B - Psychophysiological Recording and Intervention / General Biofeedback - Lab
The general biofeedback laboratory gives students an opportunity to practice attaching sensors and using biofeedback techniques with other students. Techniques for using sEMG biofeedback and other psychophysiological techniques to correct problems including movement disorders, pelvic floor disorders, etc. are demonstrated and attempted. 1 credit(s)
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PH 511 - Genetic Influences on Behavior
This course explores the impact of genetics on human behavior in relation to the environment. Behavioral genetics addresses questions such as: “How do genes determine behavior? How much of behavior is nature versus nurture? How do behaviors evolve?” The course and its text provide “a range of examples, such as laboratory studies on flies and mice, field observations on species as diverse as butterflies and meerkats, as well as human behavioral disorders. Students will become familiar with “genetic principles with neurobiological and ecological perspectives so they learn how to find and map genes that affect behaviors. They will also learn how the coordinated expression of ensembles of these genes enables the nervous system to express complex behaviors in response to changes in the environment”. 3 credit(s)
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PH 515 - Pain Assessment and Intervention from a Psychophysiological Perspective
This course describes the underlying psychophysiology of pain and summarizes the strengths and weaknesses of evidence supporting the efficacy of self-regulatory interventions for prevention and reduction of various pain problems. Interactions between pain, stress, and muscle tension are emphasized. Extensive examples of how to perform psychophysiological interventions for various psychophysiologically maintained and magnified pain states are provided. The pathophysiology of migraine, tension, cluster, rebound, medication induced, and other types of headaches is reviewed. Current schema for differential diagnosis of the various types of headache are discussed in relation to interactions between behavioral medicine providers, neuropsychologists, psychiatrists, neurologists, and other health care providers. The evidence supporting the efficacy of behavioral interventions for various types of headaches is reviewed. Detailed examples of patient education and training materials are provided along with typical behavioral training regimes and pathways. 3 credit(s)
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