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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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Psychophysiology |
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PH 517 - Introduction to Behavioral and Alternative Medicine
Complementary and alternative (C & A) practices are rapidly finding acceptance within the clinical community. Simultaneously, “accepted” practices are falling from favor as they are shown to be ineffective or even counterproductive. Patients now visit as many or more “alternative” providers as traditional providers and are spending billions of dollars on attempts to get care not available from the traditional medical community. This course is intended to provide students with a balanced overview of a selection of complementary and alternative medicine and behavioral medicine interventions recently and currently practiced in the “West”. It is also intended to help students learn to evaluate the strengths and weaknesses of the claims made by the proponents of these practices so they can more readily separate the real knowledge from the emotional advertising. The course provides students with practice in and techniques for objectively assessing the validity of claims presented in formats different than usually acceptable to current “Western” science. 3 credit(s)
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PH 518 - Hormonal and Perceptual Influences on Behavior
Hormones have huge impacts of many aspects of our behavior ranging from instinctive sexual behaviors through identification of likely spouses, how we remember events, patterns of play, etc. Differences in our perceptual abilities result in our perceiving the world so differently that they influence many of our fears and believes about what is around us. This course explores the mechanisms through which hormones and perceptions lead to many of our most fundamental beliefs and the behaviors based on them. 3 credit(s)
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PH 520 - Principles and Theories of Stress Management and Relaxation / Imagery Training
This course provides the basic information on the principles and theories underlying the application of stress management techniques in a variety of settings including the workplace, schools, and clinical practice. The course provides a historical perspective on development of these practices and a comparative approach to their use among the world’s cultures. Methods for identification of stressors are emphasized. Practices reviewed include meditation, autogenic exercises, humor, progressive muscle relaxation training and many others. Evidence supporting the efficacy of these practices in preventing and correcting stress related problems is detailed. The indications, non-indications and contra-indications of relaxation therapies are discussed. The course then provides detailed instruction in how to perform these techniques including typical multi-session regimes, handout, etc. The laboratory gives students a chance to practice these techniques under supervision on each other. 4 credit(s)
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PH 522A - Psychophysiological Entrainment and Stimulation Lecture
This course provides sufficient information on psychophysiological entrainment and stimulation for students to understand how various forms of physical stimulation are used to alter the brain and body’s functioning. Topics include (1) magnetic stimulation of the periphery to induce changes in peripheral blood flow, (2) magnetic stimulation of the brain to induce out of body experiences and control headaches, (3) physiological entrainment of breathing for control of hypertension, (4) Basics of arousal and dysarousal, (5) review of QEEG and HRV in relation to entrainment, (6) Physiology of AVE, (7) Standard Studies on AVE, (8) Cognitive Studies on AVE, (9) CES, (10) tDCS, (11) HRV - breath-work exercise, (12) Programming with the DAVID Session Editor, (13) use of “alphastim”-like devices to alter states of consciousness, and (14) neuromodulation including rTMS, etc. 2 credit(s)
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PH 522B - Psychophysiological Entrainment and Stimulation - Lab
The laboratory gives students the opportunity to experience the processes discussed in the lecture portion of the course and begin learning to apply several within the clinical and training environments. 1 credit(s)
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PH 525 - Neuropsychophysiology (Nervous System Functions in Psychophysiology)
The course covers central and peripheral nervous system anatomy and physiology and finishes with an emphasis on nervous system pathophysiology. The brain/spinal cord plexus is discussed from both anatomical and physiological perspectives concentrating on plasticity in response to changes in the external and internal environment as well as viewing the system as an interactive organ with hormonal, nerve based, and blood flow based feedback and control systems. Current theories of memory formation and change with time and emotions are emphasized, as are effects of emotions and the environment on brain function. Psychophysiological recording methodology including EEG and scans such as MEG and PET are examined in relation to their uses in behavioral medicine. Neurological disorders centered on the CNS (such as epilepsy) are discussed in relationship to psychophysiological evaluations and behavioral interventions. The anatomy and physiology of the autonomic and somatic branches of the peripheral nervous system are discussed to provide a basic understanding how the system works in relationship with the whole body’s function and health. Emphasis is on the ever-changing balance between the sympathetic and parasympathetic portions of the autonomic nervous system that alters functions of nerves, glands, and muscles which can be trained to achieve a balanced life. The impact of the somatic nervous system on perception and action is also emphasized. 3 credit(s)
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PH 527A - EEG Biofeedback: Assessment and Intervention Lecture
This course teaches the principles of recording the brain’s electrical activities through EEG, as well as other imaging techniques, that pertain to applied to psychophysiological assessments and interventions. The basic psychophysiology of the EEG signal is reviewed in relationship to educational applications and disorders (such as epilepsy and ADHD) treated with EEG biofeedback. The strengths and weaknesses of evidence supporting the use of EEG biofeedback for a variety of clinical disorders is reviewed and the techniques for actually dong EEG biofeedback are detailed. 3 credit(s)
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PH 527B - EEG Biofeedback: Assessment and Intervention - Lab
This 15-hour lab includes an 8-hour in-person demonstration and practicum at either the Saybrook RC or the AAPB annual meeting. The hands-on practicum is finding 10 20 sites based upon the 10 and 20% model and hooking up a client to perform 1 and 2 -channel EEG recordings for neurofeedback training purposes. It will guide you through observing and remediating biological artifact (such as eye blinks, saccades, glossokinetic activity, cardioballistic interference) during the recording as well as observing transients that may require further medical interpretation. The students will practice determining and setting up protocols as well as operantly shaping the learning through threshold and sustained-reward paradigms. Finally, reviewing the session results will be demonstrated. 3 credit(s)
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PH 528 - Theoretical and Clinical Considerations in Advanced EEG Biofeedback Methodologies
EEG Biofeedback has radically expanded over the past 10 years. As a result the list of treatment options can seem overwhelming. Amidst the clamor of competing ideologies, manufacturers and treatment modalities, it is the responsibility of the advanced EEG biofeedback clinician to create a treatment approach that is effective and engaging for the trainee/patient/client. This class moves beyond the introduction to basic EEG feedback modalities and equipment, and into an overview of the state of the art of EEG, and the subsequent options and complex treatment decisions that are necessary in operating competently in the modern Neurofeedback climate. 3 credit(s)
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PH 530A - Behaviorally Oriented Techniques I
The course covers five main areas: (a) wellness and community / group psychophysiology, (b) operant and classical conditioning, (c) imagery, (d) cognitive restructuring, and (e) meditation techniques. Wellness programs for maintaining and increasing the health of individuals and of specific communities such as students in a class, older people in an assisted living community, workers in an office or factory are becoming increasingly popular. The evidence supporting the efficacy of these programs is reviewed and ways to optimize such programs, in light of this evidence, for different groups is discussed. Classical operant and instrumental conditioning are powerful tools which can be used to shape the behavior of individuals and groups in the work/school and clinical setting. The history of, supporting evidence for, and basic techniques for each type of conditioning are presented. The standard techniques of self-hypnosis, and imagery training are described and students are taught the elements of their application. Uses of these techniques with specific types of patients and integration of these techniques into other behavioral medicine interventions is discussed. The history, supporting efficacy studies, and basis for the major meditation techniques are described in relation to self-regulation. 3 credit(s)
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PH 531B - Behaviorally Oriented Techniques II Practical Experience
The practicum give students a chance to practice the techniques learned in the lecture portion of the course using normal volunteers while being supervised via phone or e-mail before and after each session. 1 credit(s)
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PH 531C - Behaviorally Oriented Techniques III Lab
The laboratory gives students an opportunity to practice behavioral techniques learned in the lecture portion of the course on other students while being supervised. 1 credit(s)
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PH 535 - Introduction to Clinical Pharmacology
Students will receive an overview of basic pharmacology and then learn typical pharmacological treatments for common disorders in patients likely to present for behavioral medicine interventions (for example, cardiovascular disorders, respiratory disorders, neurological disorders, toxicology, and pain syndromes) and how to integrate these basic principles into behavioral medicine treatment plans. Medications likely to create symptoms of common psychophysiological disorders will be discussed. 3 credit(s)
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PH 540A - Psychophysiological Assessment of Sleep Lecture
This course covers the basic psychophysiology of sleep and sleep disorders as well as psychophysiological and other methods of assessing sleep. The basics of sleep cannot be understood without a firm understanding of biological rhythms so this topic will be covered as it relates to sleep. 3 credit(s)
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PH 540B - Psychophysiological Assessment of Sleep Observational Experience
Students will observe many of the recording techniques discussed in the lecture portion of the course by spending a minimum of one day (night) observing a modern sleep assessment laboratory in action including data acquisition and analysis. 1 credit(s)
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PH 545A - Optimal Functioning: Psychophysiological Applications in the Community, School, Sports, and Workplace Lecture
Effectively working within large organizations to increase work efficiency, decrease accidents, and increase morale while decreasing stress related absences, disorders, and conflicts is a complex task being requested by more and more employers as the impact of stress on the workforce become better recognized. Optimal performance in these environments is difficult but achievable with appropriate training. The research supporting the efficacy of such efforts is reviewed and the typical techniques for interventions with diverse groups are illustrated. A wide variety of behavioral interventions have been effective in enhancing and optimizing performance in many settings. Effects include increased endurance and accuracy under many circumstances - especially within sports and the military. The evidence supporting this assertion is reviewed and examples are provided of specific interventions shown to be effective in specific circumstances. Effective presentation of behavioral medicine concepts to diverse groups is a daunting task which requires considerable training and experience. Practices are frequently augmented through communicating with peers, other health care professionals and administrators, the public, and potential patients. Effective methods for presenting to each type of group are very different but have been well worked out. Typical presentation methods for workshops, lectures, and public appearances are presented which are likely to optimize understanding of behavioral medicine techniques. 3 credit(s)
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PH 545B - Optimal Functioning: Psychophysiological Applications in the Community, School, Sports, and Workplace Practical Experience
Students need to learn how to present the concepts and value of behavioral medicine techniques to a variety of audiences if they are going to be able to use their new skills in their clinical environments because patients need to be attracted to programs, other clinicians need to understand how behavioral medicine fits into clinical treatment programs, and administrators need to understand the economic and clinical value of the techniques. Once sufficient credits are accrued to have completed four quarters, each student must give at least two talks each to people representative of (1) the public, (2) clinicians, and (3) administrators before they can graduate. Talks are planned with the assistance of the student’s advisor and a brief outcome report of each talk must be approved by the advisor before credit for the talk can be given. 1 credit(s)
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PH 550A - Clinical Hypnosis Lecture
The standard techniques of Clinical Hypnosis are described and students are taught the elements of their application. Uses of hypnotic techniques with specific types of patients and integration of these techniques into other behavioral medicine interventions is discussed. The laboratory gives students an opportunity to practice these techniques on other students while being supervised. It is the intent of this course to 1. Provide students with a basic background and appreciation of the history of clinical hypnosis and provide and introduction to a variety of current theories of the mechanisms of hypnosis. 2. Provide students with fundamental skills needed to induce a hypnotic state and a knowledge base to make clinical use of the hypnotic condition in a variety of situations. 3. Provide students with sufficient knowledge to understand pertinent legal and ethical considerations related to the use of clinical hypnosis. 4. Provide an overview of the empirically validated uses of hypnosis. 3 credit(s)
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PH 550B - Clinical Hypnosis - Lab
An in-person training session makes use of the theoretical knowledge taught in the lecture portion of the course to provide students with fundamental skills needed to induce a hypnotic state to make clinical use of the hypnotic condition in a variety of situations. 1 credit(s)
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PH 555 - Biofeedback for Neuromuscular Reeducation
This course teaches the elements of kinesiological movement science and how control of movement is distorted by different clinical conditions. The course includes the elements of (a) trigger point, (b) posture, and (c) motor control / coordination assessment. Methods for using psychophysiological recording techniques for assessment of movement related disorders and postural problems are illustrated. The impact of poor posture and improper sequencing of muscle motions as well as of improper levels of tension on development and sustainment of various pain problems such as tension headaches and low back pain are discussed. Techniques for using sEMG biofeedback and other psychophysiological techniques to correct these problems are illustrated. Issues of which techniques should be applied by which types of professionals given various training and scopes of practice are discussed. 3 credit(s)
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PH 556A - Quantitative Electroencephalogram as an Assessment Tool for Brain-Based Disorders Lecture
Quantitative electroencephalogram (QEEG) has become an important technique for psychophysiological assessment of brain-based disorders. This course covers reading and de-artifacting the EEG record, montages, database comparisons, drug effects on the EEG, frequency analysis, spectral and topographic aspects and basic neuroanatomy and physiology, based upon Brodmann areas and anatomical structures. 2 credit(s)
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PH 556B - Quantitative Electroencephalogram as an Assessment Tool for Brain-Based Disorders - Lab.
The laboratory permits students to apply information learned in the lecture portion of the course to develop the practical skills using QEEG equipment to properly attach sensors to subjects and practice standard recording techniques on each other. 1 credit(s)
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PH 557 - Cardiorespiratory Psychophysiology Emphasizing Heart Rate Variability
This course emphasizes (a) methods for evaluation and modification of breathing efficiency such as capnometry and (b) methods for evaluation and modification of autonomic quieting such as heart rate variability. Topics covered include (1) Cardiac anatomy and physiology, (2) Respiratory anatomy and physiology, (3) Autonomic nervous system anatomy and physiology, and (4) Heart rate variability psychophysiology, instrumentation, measurement, biofeedback strategies and applications. 3 credit(s)
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PH 560 - Ethical, Legal, and Professional Standards in Applied Psychophysiology
This course discusses ethical, legal, and professional standards issues in relationship to people from numerous fields adding psychophysiological interventions to their practices. Issues such as changes in scope of practice as well as limitations and guidelines set by governmental and professional organizations are discussed. The ethics of providing care for patients in the psychophysiological arena are discussed with special emphasis on use of unsubstantiated techniques into standard practice. The intent of this course is: To provide students with a basic understanding of both the role and function of ethical principles, legal issues, and professional behavior so they can apply that knowledge in their professional activities. To provide students with a strategy for resolving ethical dilemmas and for reducing risks for clients/patients and themselves. To provide students with practice in resolving potentially problematic situations via the use of case examples. 3 credit(s)
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PH 565 - Pelvic Floor Disorders
This course provides a basic understanding of pelvic floor functions and structures along with clinical etiologies of pelvic floor disorders treated by behavioral interventions. Urinary incontinence, fecal incontinence, and muscle tension related pelvic floor and vaginal pain are emphasized. Sufficient information on research supporting behavioral interventions, clinical protocols for behavioral interventions, and sufficient simulated demonstrations are presented to bring health care providers to the point where they have the knowledge base needed to provide these interventions to their clients, within their scopes of practice and expertise, after the providers gain hands-on experience by working with experienced practitioners. 3 credit(s)
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PH 570 - Clinical Practicum and Field Experience
No amount of course-work can replace properly supervised hands-on experience when it comes to learning how to apply new skills. Students are required to accrue a minimum of 90 hours in actual practice of psychophysiology. These hours can be obtained at any clinical settings which the student and instructor agree upon. Students cannot take practicum hours in areas / skills in which they are already proficient and / or certified. Note that students can use this time to receive the hands-on training required for BCIA certification. A minimum of two sets of differing skill / pathology areas (such as pelvic floor, hypertension, pain, etc.) must be experienced at not more than three sites. Students are responsible for making financial and administrative arrangements with the director of each clinical setting. The staff of the setting is entirely responsible for supervising the student’s clinical work at that setting and must agree to send the instructor a detailed report of the student’s experience and progress. Specific learning objectives for each site are developed conjointly with the student, the program’s instructor, and whoever is responsible for the student at the clinical site. Each site must be approved in writing by the program’s instructor before work can begin at that site. No credit is given for hours worked until a report of successful completion of the agreed-upon learning experience is received from the site. 4 credit(s)
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PH 572A - Dissertation Planning Seminars
Performing research is a crucial part of the learning experience at the doctoral level. A research based, clinical dissertation must be completed before graduation. The program is designed so that work on the dissertation blends with other training received during the program’s academic years. The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Four credits of dissertation work are completed each year. Students participate in regularly scheduled Dissertation Seminars twice for each credit. At each seminar, a small group of students (not more than six) gather via voice based internet chat room to discuss their ideas, progress, and problems with their own dissertations under the leadership of an experienced faculty member. Potentiation takes place as students from a variety of fields positively support each other with ideas and suggestions for strengthening their projects. The seminars progress through all phases of designing, performing, analyzing, and writing the dissertation. 2 credit(s)
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PH 572B - Dissertation Planning
Seminars Performing research is a crucial part of the learning experience at the doctoral level. A research based, clinical dissertation must be completed before graduation. The program is designed so that work on the dissertation blends with other training received during the program’s academic years. The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Four credits of dissertation work are completed each year. Students participate in regularly scheduled Dissertation Seminars twice for each credit. At each seminar, a small group of students (not more than six) gather via voice based internet chat room to discuss their ideas, progress, and problems with their own dissertations under the leadership of an experienced faculty member. Potentiation takes place as students from a variety of fields positively support each other with ideas and suggestions for strengthening their projects. The seminars progress through all phases of designing, performing, analyzing, and writing the dissertation. 2 credit(s)
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PH 575 - Professional Development Planning Seminars
Students who have not yet established a clear career path need to plan how to integrate newly acquired psychophysiological skills into one’s professional life is critical to insuring that the program is worth pursuing. Students participate in Professional Development Seminars given approximately monthly spread across the program’s first year to aid in preparing a business plan which will be ready to be put into effect by the time the program has been completed. The plan is intended to be a guideline for application of psychophysiological skills in each student’s unique setting, be it private practice, an institutional setting or any other system or combination. 3 credit(s)
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PH 577 - Case Seminars
Students meet by conference call about once per month for an hour and a half to discuss psychophysiologically oriented cases they have worked with. The discussion is facilitated by the course instructor(s). Students are expected to comment on each other’s cases. Students scheduled to present at a particular meeting must e-mail brief case summaries of each case to be presented to the instructor(s) and other students at least a week in advance. These discussions are intended to guide students toward an understanding of how to incorporate psychophysiological assessment and interventional techniques into their usual approaches to patient care and to provide a bridge between the theoretical material presented during the lecture courses and the realities of modern clinical, educational, and coaching applications. The instructors are BCIA certified (Biofeedback Certification Institute of America certified) in general biofeedback, pelvic floor muscle disorders, and neurofeedback. They will use the seminar to mentor students through sufficient cases so that each student meets the BCIA requirements for mentoring in any of the above specialties in which the student wishes to be certified. Three credits spread across the second year of the program. 3 credit(s)
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PH 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 Psychophysiology certificate. 1 credit(s)
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Psychology |
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CSIH 3220 - The African Diaspora: African American Cultural History and Psychology
This first in a sequence of courses on the African Diaspora will focus on the definition, constituents, and historiography of the African Diaspora and greater comprehension of the cultural history and psychology of persons with African ancestry, through the lens of African and African-American psychology. Selected texts for the course have been written by African, African-Caribbean, and African-American scholars. The methodological approach to the study of the African Diaspora is interdisciplinary and draws to the foreground historiography, depth psychology, economics of capitalism, law, mythology, religion, art history, and anthropology for construction of an ancestral ethno-cultural narrative of the African Diaspora against the background of world cultural history. The course content and approach should open and cultivate, through critical thinking, a worldview and means to deconstruct, analyze, comprehend, and reconstruct complex sets of human relations in the African Diaspora from global, regional, national, and personal perspectives. It should allow us to see how the archetype of culture is actualized within institutions, living micro-systems, and psychodynamics of the Diaspora. The specific focus of this course is on African-American cultural history, psychology, and experience from origins in Africa, the Middle Passage, bondage, civil and psychological reconstruction, the Civil Rights movement, Pan-Africanism, and Negritude in America, Europe, the Caribbean, and Africa, Affirmative Action, African-American family life, demographics, health/mental health, illness, spirituality, resilience, and optimal development. 3 credit(s)
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PSY XXX - Clinical Intervention III
3 credit(s)
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PSY 1011 - Psychotherapy Proseminar: Humanistic Psychology
This proseminar provides an introduction to a range of humanistically-oriented perspectives for students to begin to develop an awareness of their own evolving professional identities in terms of their stances and beliefs about psychotherapy, psychopathology, and professional practice. 0 credits 0 credit(s)
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PSY 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)
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PSY 1500A - Foundations and Critique of Contemporary Psychology - Part I
The purpose of this course is to provide a solid underpinning in the foundational topics in the field of contemporary psychology. The course will cover mainstream perspectives and humanistic perspectives on the foundational themes addressed in contemporary psychology. 3 credit(s)
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PSY 1500B - Foundations and Critique of Contemporary Psychology - Part II
This is the second required course for doctoral students; to be taken consecutively following Part I. The purpose of this course is to provide a solid underpinning in the foundational topics in the field of contemporary psychology. The course will cover mainstream perspectives and humanistic perspectives on the foundational themes addressed in contemporary psychology. Prerequisite(s): Successful completion of PSY 1500A . 3 credit(s)
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PSY 2025 - Systems of Psychotherapy
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)
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PSY 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)
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PSY 2060 - Human Sexuality
This course presents an investigation of sexuality within the larger context of the human experience. Emphasis is placed on the study of human sexual development, dimensions of sexual behavior, sex education, health issues, sex therapy, ethical and legal aspects of sexuality and sex therapy, and art and sexuality. 3 credit(s)
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PSY 2505 - Psychopharmacology
Students develop foundational understanding in psychopharmacology important to client-oriented clinical practice in psychotherapy and counseling. Students develop skills in forming a collaborative team with the client and the prescribing health professional. The course surveys fundamental diagnoses that may be accompanied by psychotropic medications and methods to help clients monitor medication effectiveness. The course emphasizes psychoactive medications within a biopsychosocial understanding of the client. The course surveys the interface of psychoactive medications in the practice of psychotherapy and counseling. 3 credit(s)
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PSY 3015 - Cognition & Affect in Human Behavior
This course explores major theories, concepts, and current research in cognitive and affective bases of behavior, including information processing and learning, internal representational models, developmental influences, and relationships between cognition and emotion. Cognitive and affective experience and representation are addressed including conscious and unconscious, visual (including visual imagery), auditory (including inner speech), procedural (in complex skills like speaking), declarative (involving propositions about the world), and emotional processing. Individual differences and cultural factors influencing cognitive processes and affective expression are presented. 3 credit(s)
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PSY 3025 - Biological Bases of Behavior
This course is an exploration of biological bases of behavior with special emphasis on clinical examples. This course addresses questions of how the human brain and nervous system produce our range of behaviors: sensation, emotions, sleep and dreams, reproductive behavior, language, and memory. Beginning with the basic structure and function of the nervous system, we move to explore the organic bases of behavior exploring how endocrine, immune, and nervous systems contribute to homeostasis, health, and disease. Clinical examples include depression, schizophrenia, eating disorders, sleep disorders, aggression, dyslexia, and amnesias. 3 credit(s)
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PSY 3045A - Clinical Intervention I
In this course, students begin advanced study of integrative humanistic psychotherapeutic interventions from three existential-humanistic perspectives: emotion-focused therapy, person-centered therapy, and existential therapy. Motivational Interviewing is also briefly considered. Research on existential-humanistic approaches is surveyed. The focus of this course is on development of clinical and therapy skills, including 1) Understanding of the client as the active agent of change in the therapeutic process and the therapeutic relationship, 2) Understanding the therapist’s role in creating a safe therapeutic environment that includes empathy, genuineness, active listening, responsiveness, and positive regard for the client, and 3) Skills necessary for working with a variety of client issues with sensitivity to the complexity of human diversity and the importance of multicultural competency in clinical practice. 3 credit(s)
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PSY 3045B - Clinical Intervention II
In this course, students will continue further overview and development of intervention techniques and therapy skills as relevant to different modalities and populations: children, adolescents, adults, couples, families, groups, and communities. The course will focus on therapist role in selecting and implementing intervention strategies and monitoring progress, collaborative treatments, and skills necessary for working with a variety of client issues across lifespan with sensitivity to the complexity of human diversity and the importance of multicultural competency in clinical practice. 3 credit(s)
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PSY 3055 - Consulting and Supervision
This clinical course provides an overview of theory and practice of professional consultation and clinical supervision. Students learn how to provide appropriate information and feedback to others, including consultation with other professionals, stakeholders, and those from other fields. Strategies and techniques of clinical supervision to students in clinical and counseling psychology are also reviewed. Legal and ethical considerations related to consultation and supervision are also explored. 3 credit(s)
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PSY 3056 - Group Therapy
This clinical course examines philosophies and models of group counseling and psychotherapy. The course has four fundamental goals. The first is a critical analysis of contemporary theories and models of group counseling and psychotherapy. The second is to be able to identify the theories and therapeutic group approaches that best fit the context and nature of the clinical requirements and are congruent with the personality and values of the student and clients. A third goal is developing sensitivity to the many ways in which one’s values and beliefs impact one’s choice of interventions. A fourth goal is to encourage reflection regarding how the insights of different approaches to may be applied in a group context within a humanistic framework. 3 credit(s)
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PSY 3057 - Family Therapy
This clinical course provides theoretical 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 therapeutic systems interventions for families. The course emphasizes case formulation, historical and developmental perspectives, theoretical models and clinical interventions, and integration of cultural and social structures in contextual family dynamics and clinical interventions. 3 credit(s)
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PSY 3058 - Child & Adolescent Therapy
This clinical course is designed for in-depth study 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)
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PSY 3059 - Child Abuse Assessment and Reporting
This in-residence course provides a complete overview of the California Child Abuse Reporting Law for psychologists and provides students with clinical skills in recognizing signs of the possible child physical, emotional, and sexual abuse or neglect. Upon completion of the course, students will also understand when and how to talk to parents or other caregivers about referring them to proper authorities for suspected neglect or abuse; and when, how, and to whom to report suspected child neglect or abuse in their role as mandated reporters. This course meets the 7 contact hours of training in Child Abuse Assessment and Reporting required for psychology licensure in California. . It also meets that need for most states as a licensure requirement in most US jurisdictions; adaptations are possible in consultation with the instructor. 7 Contact Hours; 0 credit(s)
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PSY 3060 - Foundations of First Responder Psychology
This course will critically examines the general psychological aspects of police, fire, and emergency medical services responders including: dimensions of personality shared among emergency responders, organizational impacts on first responders, work-related impacts on family relationships, and issues of diversity and individual differences. Participants will assess theoretical models of emergency and crisis decision-making, as well as identify how stress, anxiety, and trauma impact first responders and their families. Exploration of current research on positive coping strategies, professional and peer psychological interventions, as well as resilience-building skills for first responders, and their relationship with improved job performance and efficacy, will be highlighted. Examines reality-based training simulations involving stress inoculation theory, stress management and arousal control methods useful in the field for performance an increased psychological resiliency with associated methods of evaluating these experience’s effects on responders. 3 credit(s)
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PSY 3061 - Community Issues and the First Responder
This course will introduce an emergency response approach to understanding hazards and disasters that is grounded in social responsibility and multicultural theory. Participants will examines historical, social, geographical, and other relevant factors that put different communities and individuals at risk in different ways. Factors in disaster-resilient communities will be identified, and vulnerability analyses will be learned to help develop individualized community-based emergency response plans. Learners will also assess how marginalized social groups are affected by and cope with hazardous conditions and events, and strategies for community-based mitigation engaging those most at risk, will also be examined. 3 credit(s)
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PSY 3062 - First Responders as Servant/Leaders: Building Relationships
This course will critically examine the first responder’s desire to serve the community, including the theoretical constructs and characteristics of the philosophy of servant leadership and social justice. Discussions of the role that social power plays in Public Safety Organizations, and the communities they serve, will be highlighted. Key factors in developing positive relationships and open communications between individuals within public safety organizations, as well as between first responders and the citizens and communities they serve, will be identified. Examines the issues of identifying and responding to toxic leadership and how response organizations can work to mitigate it from among their ranks. Commonly used leadership evaluation and assessment methods will be compared and evaluated for their use in leadership consultations and applications. 3 credit(s)
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PSY 3063 - First Responder Practicum Experience
The 150 hour practicum experience will give students the opportunity to observe first responders in the everyday situations they encounter, and the culture of the organizations that they work. In conjunction with a Saybrook instructor and the practicum site liaison, students will tailor their practicum experience to their previous experiences, as well as their future professional goals. 3 credit(s)
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PSY 3070 - Meaning Centered Counseling and Therapy
This course provides an introduction to logotherapy and meaning therapy (MT). With meaning as its central organizing construct, MT is an integrative, person-centered, positively oriented therapy. It is a very flexible and comprehensive approach, because it can be tailor-made to meet individual needs and is capable of integrating diverse therapeutic modalities, such as CBT and existential-phenomenological therapy. Building on the philosophical foundation of logotherapy, this course will introduce the four major meaning-centered intervention strategies: 1) PURE (Purpose, Understanding, Responsibility, and Enjoyment), 2) ABCDE (Acceptance, Belief, Commitment, Discovery, and Evaluation), 3) Dual-systems (integrating approach and avoidance systems), and 4) Double-vision (seeing both the immediate situation and the big picture). In addition, the course will demonstrate the use of such meaning-centered interventions skills as attribution retraining, re-appraisal, value-clarification (identifying core values, beliefs & ultimate concerns), reflecting on self-identify (the real self vs. the ideal self), guided life review, and practicing the meaning mindset. The meaning mindset is a particularly powerful tool, because it can enhance clients’ motivation for meaningful living simply by their learning to see the meaning potential for significance in every situation, no matter how trivial. In sum, it teaches students how to make the best of people’s meaning-seeking and meaning-making capacities to facilitate healing and flourishing. It enhances well-being, resilience, and personal growth thorough the path of meaning. This course will teach students how to identify the challenges and opportunities of addressing clients’ deeper issues of meaning, whatever their presenting problems. One final caveat: any therapist can make good use of the meaning therapy intervention tools, but to be fully effective, the therapist needs to embrace (1) the philosophical assumption of logotherapy that life has inherent meaning, and (2) the assumption of humanistic psychology that to be fully human, people need to develop their growth potential. 3 credit(s)
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PSY 3171 - Perspectives and Foundations of Traumatic Stress
Students are given an introduction to the historical and foundational aspects of trauma and complex trauma, how they are conceptualized, and their impact on a person’s psychological, social, physical and spiritual wellbeing. Specific impacts of traumatic stress at different points in the lifespan will be explored. Current psychological, alternative/complementary, and biomedical perspectives on trauma are integrated into this richly packed journey of knowledge. Multicultural factors will be incorporated throughout the different course topics. The central role of grief in trauma-due to the physical, psychological and/or social loss of a loved one or key aspects of one’s identity or memories-will be highlighted. This course is required for the Complex Trauma & the Healing Process Certificate. 3 credit(s)
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PSY 3172 - Trauma: Mind, Body, and Spiritual Dynamics
The focus upon the mind-body connection in the understanding and achievement of well-being is an approach spanning thousands of years in contemplative practices and ancient traditions. In this course, students evaluate and engage in an exploration of the theory and effects of trauma within the mind and body. Spiritual dynamics involved in traumatic stress, as well as implications for psychospiritual growth, when affected by traumatic stress are explored. This course is required for the Complex Trauma & the Healing Process Certificate. 3 credit(s)
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PSY 3176 - Trauma Assessment and Treatment in Practice
Students will investigate how to assess different trauma states through both symptomatological and experiential sources. Medical diagnostic categories, such as trauma, stress and dissociative disorders, will be critically reviewed. Alternative approaches to classifying trauma experiences will be highlighted. Standardized measures of trauma assessment, with consideration placed upon important multicultural factors, will also be explored. Both common and alternative/complementary approaches to treating trauma will be identified. Risk management issues for practitioners are examined, as well as self-care techniques used to mitigate these risks. 3 credit(s)
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PSY 3177 - Traumatic Stress within Cultures and Self
This class will explore traumatic stress as experienced and understood across different multicultural identities, including race/ethnicity, gender, sexuality/attractionality, class, disabilities and religion. Historical traumas (psychological injuries experienced by cultures over extended periods of time) and their contemporary impacts on contemporary society will be reviewed. Group and individual-level resiliency and growth strategies in response to these chronic stressors will be identified. The course will also examine how a practitioner’s own general multicultural competence and awareness of historical traumas-recent and distant-can impact clinical interventions and outcomes. 3 credit(s)
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PSY 3178 - The Psychology of Trauma in Occupational Settings
While psychological trauma can be experienced by any person, performing any job, there are certain professions that increase the likelihood of its occurrence. Military service-especially involving direct exposure, or consequences, of combat-is one such area. Emergency responders-such as police officers, firefighters and emergency medical technicians-are other well documented occupations of risk. Any job that exposes individuals to the increased potential of experiencing, either directly or indirectly, violence, harm or death increases the risk for trauma-related responses and emotional injuries. This course will identify the common issues shared by many high-risk occupations, and how this chronic stress can impact both individuals and their families. Factors that can contribute to occupational traumas-including institutional biases-as well as the specific treatment interventions that can help prevent and/or alleviate them, will be explored. Vicarious trauma, experienced by families and helping professionals, will also be reviewed. 3 credit(s)
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PSY 3179 - Trauma in Relationships
Intimate assaults, like domestic violence or incest, leave both physical and psychological injuries. Even the threat of violence-physical or sexual-can have devastating impacts on wellbeing. When the attacks and threats are chronic, it only increases the consequences. In this class, students will identify how physical and/or sexual traumas can impact a person’s relationship with her or his body, other people, and themselves. The unique developmental implications of complex assaultive traumas will be reviewed. Specific contexts that some assaultive traumas occur in-such as the family, military, or college campuses-will be explored. The course will highlight the important relational factors in treatment-regardless of theoretical modality. 3 credit(s)
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PSY 4000 - Comprehensive Exam
Broadly, this exam affords the student the opportunity to demonstrate skills and knowledge related to clinical conceptualization, theory, research, and ethics, as well as competency in practice and cultural sensitivity. It also affords students self-assessment opportunities in reflecting upon their training and development as a clinical psychologist. The instructor serves as coach during the semester, prompting activities for students to draw upon previous course learning experiences and clinical training in exam preparation. The exam is administered at the end of the term and is reviewed by a panel of faculty, allowing the department to review the student’s progression as a clinical psychologist. Satisfaction of the Comprehensive Exam is required in order for the student to proceed with the advanced program requirements of the dissertation, internship, and other degree requirements. 1 credit(s)
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PSY 4050 - Integrative 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)
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PSY 6010 - The Psychology of Multiculturalism in North America
Focusing on the psychological aspects of living in a multicultural society, this course acquaints students with the variety of cultural traditions within the United States. Topics covered in Psychology of Multiculturalism include the examination of the psychological implications of being a member of a minority group, understanding the impact of ethno-cultural values upon thought and behavior, questions about the universality of the human experience and the origins of personality, and theoretical statements about multiculturalism and the balancing of conflicting and sometimes competing interests in society. 3 credit(s)
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PSY 6020 - Developmental Psychology
The processes and significant transition points for child, adolescent, and adult development are considered in this class. Classic and contemporary theories of development through lifespan, including some modern western perspectives, are contrasted by examining their principal concepts and uncovering their assumptions about what motivates and influences development. Topics such as mother-infant attachment, sex-role socialization, cognitive and moral development, reciprocal effects in parent-child interaction, higher stages of adult development, and the revolutionary impact of feminist theory and research on classic models of development are emphasized. 3 credit(s)
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PSY 6030 - Personality Theory and Research
This course provides an overview of classical and contemporary theory and research in personality. Topics include an examination of various theories including contrasts among psychoanalytic, social learning and humanistic perspectives; current theoretical controversies; the function and evolution of theory; and major methodological issues. Special attention is given to new theories and research on aspects such as intrinsic motivation, emotions, and locus of control, pro-social behavior, self-concept, and personality change. 3 credit(s)
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PSY 6050 - Mindfulness and Spirituality in Clinical Practice
Mindfulness-based therapies are now accepted as ‘empirically supported’ treatments and are often treatments of choice in mainstream clinical and medical settings. In addition, the prior mainstream taboo regarding including spiritual and/or religious dimensions of life in psychotherapy has been supplanted by the publication of a plethora of texts published by APA and others regarding the integration of these dimensions in clinical practice. This clinical course explores these recent trends that mirror aspects of the long-standing traditions of humanistic, transpersonal, and existential psychology in the integration of mindfulness-based meditation practices, spirituality, and religion and prayer in clinical practice. Through reflective inquiry, students will gain understanding regarding their own experience and views regarding these factors in therapy and how they might locate themselves in relationship to them professionally. 3 credit(s)
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PSY 6060 - Ethics and Laws in Psychotherapy and Behavioral Science
This course is designed to introduce students to professional ethics, standards of conduct, federal and state laws, and board of psychology rules that inform, influence, and/or regulate teaching, clinical practice, and research in professional psychology. The primary foci of the course will be on knowledge of the content and application of professional ethics, federal & state laws, and board of psychology rules. Within the context of self- reflection and examination of personal values and beliefs, students will be introduced to the professional associations and state agencies responsible for leadership, public policy, promulgation of laws, professional practice standards and rules, jurisdictional boundaries, cooperative institutional relationships, and regulatory/administrative procedures. In addition, students will be required to become familiar with federal and state legislative statutes and rules that regulate the professional practice of psychology and conducting behavioral science and biomedical research in their jurisdictions. These include but are not limited to the education and training requirements and filing complaints for misconduct. 3 credit(s)
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PSY 6160 - Applied Positive Psychology
Positive psychology (PP) is the scientific study of optimal human functioning to help people flourish. This Applied PP course is a foundation course to help students not only understand the research on the core themes of positive psychology, but also equip students with the helpful positive interventions in various area areas of professional psychology, such as clinical, health, education, organization and community. Both PP and applied PP courses are in great demand all over the world, because of their broad appeal to students and helping professionals (i.e., counsellors, psychologists, coaches, doctors, social workers, educations, and human resources managers.). PP is the 21st century in much the say way humanistic-existential psychology (HE) was in the 70s. Both appeal to individuals who aspire to promote the well-being in themselves, their clients, and society; both seek to develop a strength-based practice in helping professionals. What makes this course unique is that it has moved from the initial positive psychology narrow focus on positive emotions, positive traits and positive institutions (Seligman & Csikszentmihalyi, 2000) to positive psychology 2.0 (Kashdan & Biswas-Diener, 2014; Wong, 2011) which focuses the totality of the person and the positive potentials in both positive and negative conditions. Another distinctive of this course is that it integrates the best from PP and HP to help people become authentic and fully functioning individuals (Wong, 2010b, in press-b). Advocating a holistic approach towards research, it recommends the triangulation of scientific research findings, time-tested wisdom, and personal experiences as the basis for truths. In sum, this course has the flexibility to meet the career needs and aspirations of individual students through the choice of special projects. 3 credit(s)
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PSY 7500 - Clinical Psychology Graduate Colloquium
The clinical psychology graduate colloquium is designed to support students throughout their degree program with specific attention to fostering community of learners, preparation and support for practica and internships, preparation and support for graduate-level research, and professional development. Enrollment is a degree required throughout matriculation and affords further support from Faculty Lead, Peer Lead, Academic Advisor and Director of Clinical Training (DCT). 0 credit(s)
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PSY 7510 - Social Psychology
Social Psychology is fundamental to the study of psychology and the human sciences. In this course, major theories, methods and research findings that comprise the discipline of social psychology are examined from a critical standpoint. The primary objective of this course is to increase students’ awareness of the social, historical, and political dimension to psychological understanding. The application of theoretical and empirical work to real world social problems is emphasized. 3 credit(s)
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PSY 8125 - Internship
This course is intended for students placed in clinical pre-doctoral internship meeting their licensure requirements and focuses on professional development and advanced clinical skills. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization from Director of Clinical Training is required to enroll in this course. 0 credit(s)
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PSY 8145A - Clinical Practicum I
Students completing clinical practicum placement are enrolled in this course. The course is designed to provide students with a model for thinking about themselves as practitioners, their expectations and concerns, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum I focuses on professional development important for beginning therapists. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Prerequisite(s): Authorization from Director of Clinical Training is required to enroll in this course. 3 credit(s)
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PSY 8145B - Clinical Practicum II
Students completing clinical practicum placement are enrolled in this course. This course is designed to provide students with a model for approaching crisis and critical issues in clinical work, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum II focuses on professional development and intermediate clinical skills. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Prerequisite(s): Authorization from Director of Clinical Training is required to enroll in this course. 3 credit(s)
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PSY 8230 - Cognitive Assessment
Theories of psychological measurement form the foundation of this course. Students then learn how to use the major tools of cognitive and neuropsychological assessment to view the mind at work. Students also learn how to apply statistical and measurement concepts, principles of assessment, theories of intelligence, ethic al issues, and special populations’ issues relevant to psychological assessment. Students practice administration, scoring, and writing psychological assessment reports that are a problem-focused, comprehensive integration of the historical, biological, psychological, and social aspects of the person. A collaborative, strengths-based approach is used. 3 credit(s)
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PSY 8250 - Personality Assessment
This course focuses on the individual as seen through the lens of personality theories and the assessment instruments that are derived from those theories. Students learn the uses of standardized and non-standardized instruments for assessing the person-in-process including personality, strengths, values, vocational interests, spirituality, social environment, psychopathology, cognitions, and behavior. Students practice administration, scoring, and writing comprehensive, strengths-focused assessments that provide evidence-based conclusions and deal with the legal, ethical, and cultural issues in the selection, administration, and interpretation of personality tests and other instruments. 3 credit(s)
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PSY 8950 - Certificate Integrative Seminar
This is the cornerstone assignment for the Complex Trauma & the Healing Process Certificate program. The student is given the opportunity to tie together and integrate the most important aspects of the foundation courses by evaluating an identified issue(s) of interest, the individual, cultural, spiritual, and mind-body considerations, barriers, and key factors in assessment and healing as well as the ongoing, presenting / emerging needs in providing further assessment, intervention, and practice. This entails the student synthesizing his or her learning in conjunction with exploring research related to an area of interest among the many crucial issues now arising and impacting our national and international communities. Students will explore what can be done to mitigate this impact, areas to prevent, and promote healing through the integration of traditional and non-traditional practices. In addition, students will develop and submit a specific plan for continuing personal and professional development in relationship to their work surrounding traumatic stress. 1 credit(s)
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PSY 9200 - Master’s Project (M.A. in Psychology)
This course is required for clinical psychology students who entered with a B.A. or B.S. degree and is designed as a master’s degree culminating project that will not involve the use of human participants in any way (e.g., an expanded literature review; developing an intervention or program, but without implementation or piloting in any way; writing a training manual based on theory only, etc.). For PSY 9200, no committee is formed; that is, the course has one instructor only. As there is no data collection from human participants, students are required to complete the shore form: Institutional Review Board Application for Theoretical Studies. In addition, there are no project orals for this course. If opting for PSY 9200, the course supervisor must be a member of the Clinical Psychology degree program faculty or someone approved by the degree program director. 3 credit(s)
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RES 512A - Research and Statistics in Psychophysiology Lecture
This course covers the basic steps and time-line of a project, steps in formulating and maturing a question, research ethics, the protocol approval process, background and literature searches, and methods of determining a project’s feasibility and relevance. The logic and progression of study designs used to evaluate the efficacy of behavioral medicine studies is detailed and exemplified. Topics include single subject and single group designs - cohorts, multiple group designs, strengths and weaknesses of longitudinal and cross-sectional studies, prospective experimental vs. observational and retrospective designs. Students will learn how objective tests, surveys, and inventories are normalized in comparison with various groups, analyzed, and critiqued. The course also covers research protocol design, the consent form, and the protocol review process. This section covers subject selection techniques (sampling, inclusion - exclusion, etc.), kinds of data (dichotomous, nominal, ordinal, continuous, etc.), techniques for hardening subjective data, validity and reliability, survey and questionnaire design, as well as pilot studies and the initial power analysis - feasibility and resources. The statistics section is designed to teach students how to analyze typical study designs used in behavioral medicine. It includes qualitative and quantitative data reduction and analysis, descriptive statistics in clinical practice, inferential statistics - parametric and non-parametric, power analysis, pattern analysis, and analysis of outcome and quality of life studies. Students use standard data analysis software to analyze practice data sets so they become familiar with the use of these programs. 3 credit(s)
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RES 512B - Research and Statistics in Psychophysiology - Research Experience
Students are rarely proficient in the skills actually required to perform a research project at the level and complexity of a dissertation. This course gives students a chance to apply skills taught in the lecture portion of the research course including subject recruitment, data gathering, and data analysis to actual subjects by participating in a preapproved research study. 2 credit(s)
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RES 573 - Dissertation Preparation
A research committee must be selected and the final version of the dissertation prepared while taking this course. The student and his / her dissertation advisor, who serves as chair of the student’s dissertation committee, work closely together planning the dissertation and gathering the other members of the committee. The advisor guides the student through all of the parts of the dissertation process from planning, writing the protocol, performing the study, analyzing the data, and writing the results. This is normally a very close relationship with frequent interactions via e-mail and phone. 3 credit(s)
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RES 580A - Dissertation
The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected and the final version of the dissertation prepared while taking CP573 - dissertation preparation. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate. 10 credits 4 credit(s)
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RES 580B - Dissertation
The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected and the final version of the dissertation prepared while taking CP573 - dissertation preparation. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate. 10 credits 3 credit(s)
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RES 580C - Dissertation
The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected and the final version of the dissertation prepared while taking CP573 - dissertation preparation. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate. 10 credits 3 credit(s)
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RES 1004 - Information Competency and Library Use
(M.A. & Ph.D. OS) This course is designed for students to leverage prior learning experience and acquire new resources for graduate study and lifelong learning. This course introduces students to the ethical, legal, and socio- economic issues of information and the changing environment of scholarly publishing. This course is also a preparation for information research (literature review) as it pertains to the thesis or dissertation by working through the process of defining and articulating information needs related to a specific topic, identifying, and selecting the appropriate resources, developing and executing research strategies, critically interpreting and analyzing results, and presenting them in a professional style (APA, 6th ed.). 2 credit(s)
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RES 1005 - Methods of Research and Disciplined Inquiry I
This first course of a two-term sequence focuses on the acquisition of research competence to search and circumscribe the subject domain for human inquiry; define the research focus; formulate researchable questions; know the relevant methodological traditions to select one suitable to the question; design and plan the research study; know the procedures proposed for data collection, analysis, and synthesis; know the ethical issues of proposed research; critique research; critically review literature and propose research. Entails completion of research proposal that communicates research focus, preliminary review of literature and research question. (Ph.D. program only) Prerequisite(s): Doctoral program status. 3 credit(s)
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RES 1006 - Information Competency and Library Use
The course is designed for the student to leverage the prior learning experience and acquire new resources for graduate study and lifelong learning. It will help in the process of defining and articulating information needs, identifying and selecting the appropriate resources, formatting and executing research strategies, and then critically interpreting and analyzing the result and presenting it in a professional (APA) style. (Ph.D. program only) 2 credit(s)
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RES 1015 - Methods of Research and Disciplined Inquiry II
This second course of a two term sequence continues its focus on the acquisition of research competence to search and circumscribe the subject domain for human inquiry; define the research focus; formulate researchable questions; know the relevant methodological traditions to select one suitable to the question; design and plan the research study; know the procedures proposed for data collection, analysis, and synthesis; know the ethical issues of proposed research; critique research; and critically review and propose research. Entails completion of a research proposal that communicates a research focus, review of literature, research question, choice of method, and proposed research procedures; and IRB Certificate. (Ph.D. program only) Prerequisite(s): Successful completion of RES 1005 . 3 credit(s)
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RES 1023 - Understanding Research and Evaluation
This course emphasizes competencies in research and evaluation foundational to clinical counseling and psychotherapy. The course introduces inquiry in quantitative and qualitative methods with emphasis on conceptualization, design, basic statistical principles and analysis, and critique of research. The course presents an overview of approaches to research and evaluation, including humanistic, existential, systemic, and alternative paradigms; evidence-based treatment and empirically supported practice; needs and outcomes assessment and program evaluation; and ethical and multicultural issues in research. 3 credit(s)
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RES 1025 - Understanding Research
This requirement emphasizes the research skills needed to read and understand the research done by others. The course familiarizes students with the range of methods for human inquiry as well as the chief concepts and principles for conceptualizing, designing, and critiquing research. Areas covered include information search and research ethics. The course enables students to relate and apply research to their subject domain of study and practice. (M.A. program only) 3 credit(s)
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RES 1026 - Information Competency and Library Use
The course is designed for the student to leverage the prior learning experience and acquire new resources for graduate study and lifelong learning. It will help in the process of defining and articulating information needs, identifying and selecting the appropriate resources, formatting and executing research strategies, and then critically interpreting and analyzing the result and presenting it in a professional (APA) style. (M.A program only.) 2 credit(s)
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RES 1026L - Information Competency and Library Use
This is a “hybrid” or “blended” course, delivered mostly online in the Canvas course management system and partly face-to-face with the instructor during the Residential Conferences. Students will use online and printed resources to explore and discover different types of materials and sources of information for future research projects and for life-long learning. Students will learn and practice finding, citing, evaluating, and annotating online and printed information sources, will assemble an annotated bibliography in APA style, and will be introduced to a number of online resources and tools. The instructor will evaluate students through their completion of brief assigned research tasks and their production of the annotated bibliography. 1 credit(s)
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RES 1030 - Experimental Research Methods
Research that involves the manipulation and control of variables for the purpose of testing hypotheses from a human oriented research perspective. Emphasis on research skill-building in posing hypotheses, operationalizing variables, designing experiments, hypothesis testing, qualitative and quantitative data analyses with experimental design, critique and interpretation of the results from experiments. Entails a research proposal, IRB review, execution of a pilot research study, and written research report. Conducting a pilot experiment is a required part of the course. (Ph.D. program only) Prerequisite(s): Completion of RES 1015 . 3 credit(s)
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RES 1040 - Qualitative Research Methods
This course examines research methods of inquiry that are primarily descriptive and interpretive in nature. These methods include naturalistic observation, participant-observation, unobtrusive measures, survey research, in-depth interviewing, and the use of archival and other written documents. Entails a research proposal, IRB review, execution of a pilot research study, and written research report. (Ph.D. program only) Prerequisite(s): Completion of RES 1015 . 3 credit(s)
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RES 1045 - Fundamental Statistics for Practitioner Scholars
This course is designed to impart a depth of understanding, as well as a practical grasp, of the range of statistical methods used in basic science and applied research. Areas covered include organizing datasets; producing descriptive statistics; testing hypotheses with inferential statistics; and interpreting the results, including output from statistics software, to determine how they relate to research questions being asked. Among the procedures covered are t tests, ANOVA, chi-square tests, nonparametric statistics, and regression. No prerequisites; extensive mathematical training is not required. Open to doctoral students, but does not meet a doctoral level research requirement. 3 credit(s)
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RES 1050 - Applied Program Evaluation
This course introduces students to the varied spectrum of evaluation philosophies and perspectives. Students learn to assess what evaluation approaches work best for what specific situations. As opposed to basic research, which is intended to expand general knowledge in a particular area, program evaluation seeks to improve our understanding of a specific program. The information gained from program evaluation may contribute to general knowledge in a particular area, but most often will generate knowledge specific to a particular setting, problem, and program. Entails a research proposal, IRB review, execution of a pilot research study, and written research report. Conducting a pilot program evaluation is a required part of the course. (Ph.D. program only) Prerequisite(s): Completion of RES 1015 . 3 credit(s)
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RES 1100A - Research Practicum
The Research Practicum is considered part of the doctoral Candidacy phase along with completion of the three essays. Doctoral students may enroll in RES 1100A when they have successfully completed the advanced-level research course. Students may simultaneously enroll in one or more essays at that time if they have completed all other requisite degree program requirements. Students enrolled in RES 1100A gain further experience with the research process by conducting a pilot study. Upon completing the second-level research course, the Research Practicum commences with a written research proposal between student and instructor that defines course content in terms of the research competencies and learning activities needed. This proposal is based upon the student’s proficiency with the core areas of research competency. The course is designed to accommodate more advanced study of the range of approaches and methods included in the second-level research course. The student proposes, conducts, and reports the findings of this pilot research study utilizing specific data gathering and/or data processing research procedures of a particular methodology and research tradition. The course also is designed to familiarize students with opportunities and pitfalls in a prescribed area of doing research that enables them to continue developing research skills toward proficiency demonstrative of readiness for dissertation research. This course content must be explicit in its research focus; that is, a simple review of the literature is not acceptable. However, focus on a variety of specific areas of focus and research skill building are possible. RES 1100A entails writing a research proposal, completion of the IRB review process, execution of the pilot study, and expressing those findings within a final research report. This report is considered as an element of the Candidacy orals, and will be reviewed by all essay committee members at that time. (Ph.D. program only) Prerequisite(s): Completion of one advanced-level research course. Students embarking on a research project not involving the collection of data from human participants are expected to complete this Research Practicum within one semester; however, an IP or I may be given at the end of that term. Students who intend to complete a research pilot study involving the collection of primary data may consider RES 1100A as Part 1 of a two-part research practicum. If so, credit is granted for RES 1100A upon completion of the research proposal and clearance by the Saybrook IRB. 3 credit(s)
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RES 1100B - Research Practicum - Part II
If students propose to complete a research study during the practicum that entails the collection and analysis of primary data from human participants, and cannot finish the project within RES 1100A , they will register for RES 1100B for a second semester of practicum. During RES 1100B, the student is required to complete the participant solicitation process, collect and analyze all primary data, and complete the written research practicum report. (Ph.D. program only) Prerequisite(s): Completion of RES 1100A . 3 credit(s)
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RES 1105 - Methods of Research
Students are presented with various research approaches including qualitative and quantitative methods. Conceptual foundations and application of research are explored. Students learn how to evaluate and think critically about psychological research in terms of the formulation of research problem, research questions/hypotheses, research design, methodology, data analysis, conclusions, and legal-ethical issues. Students also learn how to assess feasibility of a study, formulate research questions, and identify methods and design for a proposed study. 3 credit(s)
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