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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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Research |
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RES 1110 - Statistics
Quantitative data analyses utilized for various research designs in basic science and applied research are addressed, including descriptive and inferential statistics, such as t-test, ANOVA, chi-square test, regressions, and nonparametric statistics. Areas covered include organizing datasets, producing descriptive statistics, testing hypothesis with inferential statistics, and interpreting the results. This course emphasizes understanding of the conceptual foundations, meanings, and interpretations of the statistics, rather than computation, but the overview and introduction to SPSS is included in the course. Prerequisite(s): RES 1105 - Methods of Research course. 3 credit(s)
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RES 1140 - Case Study Methods in Psychology
The careful observation, description, and discussion of individual cases are pervasive in psychology, human science, and organizational systems. This course provides an historical background and context for case study research methods. It presents case study research as a fundamental means to develop valid knowledge and delineates methodological issues in case study research. Can be adapted with the instructor to the psychological study of individuals and groups, interdisciplinary study in the human sciences, and the case study of organizations. 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 1150 - Action Research
Action Research is a perspective in which research and action are interconnected. This course focuses on the history, theory, and practice of research where the researcher is involved as a consultant or participant in the setting. The models and practices of Argyris, Lewin, W.F. Whyte, and others will be reviewed. Entails a research proposal, IRB review, execution of a pilot research study, and written research report. Pilot research using a form of action research is a required part of the course. Oriented to students in OS, but also open to students in the Psychology and Human Science degree programs. (Ph.D. program only) Prerequisite(s): Completion of RES 1006 , RES 1005 , RES 1015 . 3 credit(s)
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RES 1160 - Systems Research
This course focuses on the construction of a comprehensive research methodology based on systems theory and systems methods. By selecting from both the appropriate qualitative research methods and the available systems modeling and design methods, the course guides the student in designing a viable, robust research methodology to research the system of the student’s interest. Although this course cannot be expected to provide students with a finite, step-by-step method for research, nor with a complete overview of either the theoretical background or all possible approaches in application, it should provide enough of an orientation to construct a systems-based dissertation. Entails a research proposal, IRB review, execution of a pilot research study, and written research report. Pilot research using a form of systems research is a required part of the course. Oriented to students in OS, but also open to Department of Humanistic & Clinical Psychology students. (Ph.D. program only) Prerequisite(s): Completion of RES 1015 . 3 credit(s)
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RES 1200A - Dissertation Proposal I
Upon selection and approval of the dissertation committee, students work on the first draft of chapter 1 (topic, research problem, research questions, purpose of the study) and chapter 2 (literature review) of the dissertation proposal manuscript. 3 credit(s)
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RES 1200B - Dissertation Proposal II
Working with the dissertation committee students work on chapter 3 (methodology) of the proposal manuscript. As part of this course, students undergo Saybrook IRB review of their proposed study. A proposal conference is held with the committee, resulting in the decision to accept or reject the proposal. 3 credit(s)
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RES 3130 - Descriptive Phenomenological Psychological Research
This second level research methods course emphasizes teaching the practical skills necessary for descriptive research work. The course emphasizes the concrete steps necessary for phenomenological research as well as introduces necessary theoretical concepts including intentionality, the phenomenological reduction, and intuition. Standards for doing valid research work are critically examined throughout the course. 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 4005 - Disciplined Inquiry II: Narrative and Auto/Biographical Research
The course recognizes the importance of storytelling, conversation, forms of everyday oral and written communication, narrative text, and artistic expression in the study of human lives. It includes the study of a family of related research methods, from autobiography to ethnomethodology, having in common a focus on personal stories as textual data. Narrative research is grounded in hermeneutics, phenomenology, ethnography, and literary analysis and seeks to understand the lived experience of human beings and how people make meaning of their experience. A research proposal, IRB review, execution of a pilot research study, and written research report is required for completion. (Ph.D. program only) 3 credit(s)
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RES 4900 - Hermeneutic Psychological Research
In the social sciences it is widely acknowledged that human beings spontaneously express themselves through “stories” that are intimately related to self and collective identity. This course introduces students to a hermeneutic approach to investigating the psychological meanings in the stories through which people articulate important lived-experiences. Students will study the philosophical background of hermeneutics, be introduced to a methodical approach to conducting hermeneutic psychological research, and conduct an interview-based pilot study. The hermeneutic tradition is one of the best-established philosophical foundations for interpretive psychological research. A hermeneutic approach pays careful attention not only to the biographical context of research participants, but also the communal, cultural-linguistic, and historical contexts within which people narrate their lives. Such research is not simply a “re-telling” of peoples’ stories. Rather, peoples’ narratives are psychologically complex and so must be carefully analyzed in order to yield scholarly knowledge. (Ph.D. program only) Prerequisite(s): Completion of RES 1015 . 3 credit(s)
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RES 9010 - Qualifying Essay 1: Dissertation Critique
The course engages the student in writing a critique essay of a completed dissertation with particular attention to its methodology. Successful completion of all three essays and the Candidacy oral exam is a requirement in order to qualify for admission to doctoral Candidacy. The focus of this essay is on the ability to understand and think critically about the research of others. By writing a critique of a dissertation students will demonstrate that: a) they have learned to read, understand, analyze, and constructively critique the research of a colleague; b) they understand the principles, methods, and utility of research; and c) they understand how researchers select a research question, select a research method, carry out a research study, analyze data collected, interpret observations, and draw conclusions. The dissertation to be critiqued must have been published within the past seven years, and no one on the Candidacy committee may have served on that dissertation committee. Students are encouraged to select a dissertation that uses the same method being considered for their own dissertation. This will be of help in that a critique of the methods chapter in an existing dissertation may contribute to a better understanding of how related principles and research tenets may be expressed. (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
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RES 9020 - Qualifying Essay 2: Literature Review
The purpose of the course is to write an essay that entails an exploration of an area of research interest in order to demonstrate proficiency in literature review research competency to undertake a dissertation. In contrast to RES 9010 , which is focused on the critique of an existing dissertation, this essay involves a content domain focus within the degree field, including a critical review of relevant theoretical, empirical, and historical literature on the selected topic. (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
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RES 9030 - Qualifying Essay 3: Literature Review
The purpose of RES 9030 is the same as for RES 9020 . Like RES 9020 , it can explore any focus of interest within the degree field, including a critical review of relevant theoretical, empirical, and historical literature on the selected topic. This essay must be clearly different and distinct from the material covered in RES 9020 . (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
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RES 9200 - Master’s Project Research
The project can be the culminating research requirement of a master’s program. Its purpose is to engage the student in integrating and organizing information gained through course work, and applying these skills to a project effort. It can explore any question of relevance to the student’s program by way of disciplined inquiry, which applies a clearly defined methodology. It often has an applied research emphasis with its aim and scope doable in one term. Entails written project prospectus, project research report, and closure session (project orals). (M.A. Psychology degree program students only) 3 credit(s)
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RES 9400 - Master’s Thesis Research
The thesis can be the culminating research requirement of a master’s program. The purpose of this inquiry is to engage the student in integrating and organizing information gained through course work, and applying these skills to a research effort. Thesis research can pursue any question of relevance to student’s program by way of disciplined inquiry with a clearly defined methodology. The range of approaches available is the same as for dissertations from qualitatively oriented and experimental studies to theoretical research. Entails written thesis proposal, thesis defense, and thesis research report. (M.A. program only) 6 credit(s)
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RES 9500 - Dissertation Research
The purpose of dissertation research is to demonstrate mastery of research competencies needed to do independent research and contribute to the discipline of the doctorate degree. The course is designed to engage the student in integrating and organizing information gained through earlier coursework, and applying these skills to a substantive research effort. The dissertation can explore any question of relevance to the student’s degree program by way of disciplined inquiry, which applies a clearly defined methodology. (Ph.D. program only) Prerequisite(s): Admission to doctoral Candidacy. 6-18 credit(s)
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Seattle Counseling |
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SCO 5064 - Group Therapy
Studies of theoretical and experiential understandings of group purpose, development, dynamics, counseling theories and methods. Theoretical and practical emphasis on group process, interpersonal dynamics in the group, and the development of group leadership competencies based on both interpersonal skills and an awareness of depth psychology and group process. 2 credit(s)
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SCO 5065 - Counseling Theory
Studies of basic theories, principles and techniques of counseling and their application to professional counseling settings. Attention particularly given to the systems approach and models of therapy based on the systems paradigm. Review of the “common factors” of different counseling models also examined. 2 credit(s)
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SCO 5066 - The Helping Relationship
Studies that provide an understanding of counseling/consultant characteristics that influence the helping process (age, gender, ethnic factors, etc.); essential interviewing and counseling skills for developing a therapeutic relationship, set goals, maintain boundaries, evaluate client outcome and termination. Focus on the basic intrapersonal and interpersonal skills of facilitating an effective and safe relational conversation in therapy. 2 credit(s)
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SCO 5067 - The Self of the Therapist I
There has been a considerable emphasis on the “self of the therapist.” This course examines the conventional process of counter-transference in therapy, highlighting the importance of studying one’s family of origin history. The primary focus of this course is on the interpersonal relationship between the therapist and the client-the competencies, process, skills critical in helping therapy move effectively toward a good outcome. Dealing with resistant clients and other therapeutic challenges are examined. This course is conducted at every residential conference through the two years. 1 credit(s)
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SCO 5068 - Group Leadership I
This course emphasizes the leadership skills and competencies of the group leader. A review of core group membership skills and frameworks for understanding group process and development are also emphasized. Developing general competencies of interpersonal behavior in group members is considered a core developmental challenge. 1 credit(s)
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SCO 5069 - Human Growth, Development, and the Family Life Cycle
Studies that provide an understanding of the nature and needs of individuals at all developmental levels, from birth to old age. Different developmental models are reviewed with an emphasis on development within the family life cycle. Stresses the complex developmental relationships among individuals in the family. Individually oriented content adapted to a systems paradigm. Stress on the life-cycle of the family and its modifications over time (first child, adolescent sexual development, leaving home, etc.) The clinical implications of using developmental models in treatment planning are emphasized. 2 credit(s)
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SCO 5070 - Couple and Family Therapy-Theory I
This is the first of three clinical theory courses in the “clinical sequence” which includes both theory courses and technique courses focusing on the application of theory in clinical practice with individuals, couples, and families. The three “theory” sections in the clinical sequence review primary models in clinical practice such as cognitive behavior therapy, solution focused therapy, narrative therapy, Bowen therapy, contextual therapy, structural therapy, experiential symbolic therapy, psychoanalytic therapy, and other models. The underlying systemic paradigm shapes the thinking and practice of all the models presented. 2 credit(s)
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SCO 5071 - Couple and Family Therapy-Technique I
This is the first of three clinical “technique” courses in the “clinical sequence” which includes both theory and technique courses. In the “technique” courses, the models discussed in the theory sections are examined for the clinical principles and techniques associated with each of the models. Multiple practica are used to practice the models in working with individuals, couples, and families with all age groups-children, adolescents, and adults-and with a variety of developmental and clinical challenges. The link between assessment and interventions is utilized in designing treatment strategies. 2 credit(s)
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SCO 5072 - Professional Ethics and Law
Studies of the following aspects of professional functioning: history and philosophy of the counseling profession; professional roles and relationships with other human service providers, credentialing, advocacy processes, ethical and legal considerations in professional Counseling. Emphasis will be placed on the fundamental ethics and laws governing clinical practice, including some of the new developments in technology and its use in clinical practice. 2 credit(s)
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SCO 5073 - The Self of the Therapist II
There has been a considerable emphasis on the “self of the therapist.” This course examines the conventional process of counter-transference in therapy, highlighting the importance of studying one’s family of origin history. The primary focus of this course is on the interpersonal relationship between the therapist and the client-the competencies, process, skills critical in helping therapy move effectively toward a good outcome. Dealing with resistant clients and other therapeutic challenges are examined. This course is conducted at every residential conference through the two years. 1 credit(s)
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SCO 5074 - Social and Cultural Diversity II
Studies that provide an understanding of the cultural context of relationships, issues and trends in a diverse society. Includes such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, family values, education, religious and spiritual values, socio-economics status, etc. 1 credit(s)
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SCO 5075 - Psychopathology
This course briefly reviews the history of mental illness as described across time and different social contexts. Attention is given to the major classifications of mental illness, diagnostic criteria, differential diagnoses, and controversies around the use of diagnostic classifications. The use of the DSM is explained with brief training on how to use the DSM in clinical practice. A systemic paradigm is used to help elucidate a multi-modal approach in assessing individuals within a social and familial context. 2 credit(s)
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SCO 5076 - Research Methods and Statistics
Studies that provide an understanding of research methods, statistical analysis, needs assessment and program evaluation. Research methodology and data analysis, computer research skills, critical evaluation of professional research reports, with emphasis on research relevant to clinical practice. 2 credit(s)
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SCO 5077 - Diagnosis and Assessment of Individuals
Studies that provide an understanding of individual & group approaches to assessment and evaluation (standardized and non-standardized testing, performance assessment, individual and group test and inventory methods, etc.). 2 credit(s)
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SCO 5078 - Couple and Family Therapy-Theory II
The emphasis in this section is on models of therapy that expand the repertoire of therapeutic models from Theory I with a particular emphasis on the “self of the therapist.” Given that the relationship system between therapist and client is the most critical “instrument of change,” the therapist’s mindfulness about the self, including family of origin history, countertransference, differentiation and attunement, etc. all constitute an effective and present “therapeutic self.” The models reviewed in this course include Bowen Therapy, Jungian Therapy, Contextual Therapy, and Group Leadership Theory, and Strategic Therapy. The link between assessment and interventions is utilized in designing treatment strategies. 2 credit(s)
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SCO 5079 - Couple and Family Therapy-Technique II
This “technique” section includes a series of practica focusing on work with individuals, couples, and families including children, adolescents, and adults. The practica will integrate the therapeutic models from “Theory I” and “Theory II” in a variety of clinical enactments using a small group format with feedback from student colleagues and faculty. The standard clinical skills of joining, assessment, clinical conceptualization, treatment planning, interventions and feedback, measuring progress, adjusting the clinical focus, and so on will be emphasized using a systemic model that includes both an intrapsychic and interpersonal dimension. 2 credit(s)
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SCO 5080 - The Self of the Therapist III
There has been a considerable emphasis on the “self of the therapist.” This course examines the conventional process of counter-transference in therapy, highlighting the importance of studying one’s family of origin history. The primary focus of this course is on the interpersonal relationship between the therapist and the client-the competencies, process, skills critical in helping therapy move effectively toward a good outcome. Dealing with resistant clients and other therapeutic challenges are examined. This course is conducted at every residential conference through the two years. 1 credit(s)
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SCO 5081 - Group Leadership II
This course emphasizes the leadership skills and competencies of the group leader. A review of core group membership skills and frameworks for understanding group process and development are also emphasized. Developing general competencies of interpersonal behavior in group members is considered a core developmental challenge. 1 credit(s)
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SCO 5082 - Professional Seminar I
Development of a professional attitude and identity. Studies of professional socialization and the role of professional organizations; licensure; legal responsibilities and liabilities of clinical practice and research; family law; confidentiality issues, codes of ethics, etc. This seminar complements the clinical practicum as students present clinical cases in a case presentation format along with videotape examples. Feedback on these cases is provided by both faculty and students in a small group format. 1 credit(s)
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SCO 5083 - Counseling Practicum I
Direct client contact hours, supervision, staff meetings, community relations, record keeping, supervised in-house practica and off-campus site placement. 5 credit(s)
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SCO 5084 - Couple and Family Therapy-Theory III
This is the third of three clinical theory courses in the “clinical sequence” which includes both theory courses and technique courses focusing on the application of theory in clinical practice with individuals, couples, and families. The three “theory” sections in the clinical sequence review primary therapeutic models in clinical practice. The models reviewed in this course include Somatic Therapies, Experiential Symbolic Therapy, Neurobiological Models, Models of Crisis and Suicide Intervention, and The Common Factors in Therapy. The underlying systemic paradigm shapes the thinking and practice of all the models presented. 2 credit(s)
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SCO 5085 - Couple and Family Therapy-Technique III
This course integrates the therapeutic models, application techniques, and ethics and laws taught in the program. Students develop and report on their own therapeutic models and clinical applications with specific examples. Students are assessed on their Clinical Theory papers and their application skills. The integration emphasis continues in the Clinical Orals where the focus is on clinical vignettes that highlight the link between theory, application, clinical intervention, ethics, and laws. The emphasis in this course is the overall integration of theory, practice, and specific clinical skills with attention to the diverse methods of integration within the student population. 2 credit(s)
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SCO 5086 - Human Sexuality
The study of human sexuality reviews sexual development using a multi-cultural, diverse perspective. Sexual behavior is examined from the perspective of the therapist including methods of assessment, how to conduct conversations focused on sexuality, and how to identify sexual dysfunction with possible referral sources. 2 credit(s)
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SCO 5087 - The Self of the Therapist IV
There has been a considerable emphasis on the “self of the therapist.” This course examines the conventional process of counter-transference in therapy, highlighting the importance of studying one’s family of origin history. The primary focus of this course is on the interpersonal relationship between the therapist and the client-the competencies, process, skills critical in helping therapy move effectively toward a good outcome. Dealing with resistant clients and other therapeutic challenges are examined. This course is conducted at every residential conference through the two years. 1 credit(s)
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SCO 5088 - Social and Cultural Diversity II
Studies that provide an understanding of the cultural context of relationships, issues and trends in a diverse society. Includes such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, family values, education, religious and spiritual values, socio-economics status, etc. 1 credit(s)
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SCO 5089 - Professional Seminar II
Development of a professional attitude and identity. Studies of professional socialization and the role of professional organizations; licensure; legal responsibilities and liabilities of clinical practice and research; family law; confidentiality issues, codes of ethics, etc. This seminar complements the clinical practicum as students present clinical cases in a case presentation format along with videotape examples. Feedback on these cases is provided by both faculty and students in a small group format. 1 credit(s)
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SCO 5090 - Counseling Practicum II
Direct client contact hours, supervision, staff meetings, community relations, record keeping, supervised in-house practica and off-campus site placement. 5 credit(s)
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SCO 5091 - Lifestyle & Career Development
Studies of the career counseling process, techniques and resources as well as career development. Focus also includes how the family of origin and culture of origin influence career and lifestyle options. Assessment resources, both objective and subjective, are presented as tools for constructing treatment plans. 3 credit(s)
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SCO 5092 - Family of Origin Theory and Therapy
This course reviews intergenerational theory and the different therapeutic models of understanding this therapeutic resource. Students apply these models to themselves through their own autobiographies and reflective exercises on increasing their insight and self-awareness within the family of origin. Application to the clinical setting is also emphasized, highlighting particular techniques of integrating an intergenerational model into standard therapeutic conversations. A model of intensive family of origin consultation is presented as a special therapeutic resource. 2 credit(s)
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SCO 5093 - Current Research in Counseling
The goal of this course is to have students become informed consumers of research and to use current research knowledge and tools to improve treatment outcomes. There is a review of the basic methods of research, the structure of the research article, and the critical evaluation of research issues and debates in the field. 1 credit(s)
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SCO 5094 - Current Issues in Professional Ethics and Law
This course focuses on special issues in the ethical standards and laws regulating clinical practice. Special attention is given to the emerging field of teletherapy including the use of emails, websites, texting, phone therapy, and therapy utilizing technological devices. 1 credit(s)
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SCO 5095 - Multicultural Issues in Counseling
This course highlights the importance of using a multi-cultural lens in assessing and intervening with clients. Multicultural sensitivity is viewed from a broad perspective, with attention to cultural categories such as religion, race, ethnicity, socioeconomic status, educational status, political identification, gender, and so on. The countertransference of the therapist is examined from the multicultural viewpoint. 1 credit(s)
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SCO 5096 - Psychopharmacology
This course is an overview of psychopharmacology, including the biological bases of behavior, neurophysiology, and an understanding of brain functions as related to behavior and learning. Emphases are placed on the basic classifications, indications, and contraindications of medications and on the professional and ethical issues related to the use of medications. 1 credit(s)
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SCO 5097 - Tests and Instruments in Individual Assessment
This course teaches the clinical application of assessment instruments and processes designed for clinical practice. A review of the common tools of psychological assessment is presented. Students will gain skills in the use of clinical interviews, observations, and measures of behavior and personality to create treatment plans and monitor client progress. 1 credit(s)
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SCO 5098 - The Integrated Therapist: Tending the Body, Mind, Heart, and Spirit of Psychotherapy
This one credit class will provide an opportunity for the developing practitioner to deepen their commitment to tending the “Self of the Therapist” through an integrative exploration that includes somatic, collaborative, and depth explorations and clinical application. 1 credit(s)
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Seattle Leadership Program |
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SLO 5221 - Adaptive Leadership: Theory & Practice
The course prepares students to address “wicked problems” that simultaneously involve “system-process” issues and “cultural” issues. This course introduces students to systemic perspective, basics of emotional intelligence (self-awareness, self-management, social awareness, and relationship management), organizational justice, character (Authentic Presence), and development (lifelong learning, developing others). 3 credit(s)
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SLO 5222 - Systems Thinking: Theory & Application
This course introduces students to critical thinking (reflective analysis practice), systems theory, family systems theory, consulting theory, and organizational systems coaching. The systems thinking skills that are introduced are: developing a relational perspective (interconnectedness) including layered, nested and embedded systems views; cognitive agility with non-reductionist thinking approaches; performing contextual analyses; cognitive agility with nonlinear modeling relationships and feedback loops, stocks, and flows; prototyping and progressive approximation; emergent properties and strange attractors; and cognitive agility with self-organizing dynamics and structures. An outcome of this course will be the ability to exercise agile thinking - processing, integrating information that emerges out of complex dynamics and relationships. 3 credit(s)
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SLO 5223 - Leadership Psychology I: Group Membership & Cultural Intelligence
This course focuses on the development of personal mastery in terms of emotional-social skills and competencies. These skills include self-awareness, relational attunement, helping skills, conflict management, and relational process work. Students learn how to develop interventions that optimize the effectiveness of interpersonal interactions, and how to work with power, authority, and influence issues. This course includes the examination of the emergence and fluidity of leadership roles and the psychological dynamics between leaders and leaders, leaders and followers, and followers and followers. 3 credit(s)
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SLO 5224 - Optimizing Innovation I: Lean Theories, Tools and Practices
Lean theories, tools and practices have proven to be a highly effective performance optimization approach across multiple industry sectors by providing organizations a data-driven, disciplined approach to reducing waste and minimizing defects as means of being responsive to market disruptions and the drive towards greater innovation and productivity. This course teaches students how to apply Lean as a practice of continuous identification and elimination of waste in planning, design, and operations while increasing innovation and overall productivity and end-to-end product and service quality. This course focuses on learning the Lean theories, tools and practices and uses the context of innovation to develop competencies in designing and implementing performance optimization interventions using Lean Thinking, Lean Production, Value Streams, and Gemba Kaizen. 3 credit(s)
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SLO 5225 - Research Informatics I: Theory & Methods
An essential skill for moving organizations towards meeting their goals is the ability to effectively analyze and take wise action based on financial, technological, and socio-cultural data/information. This course introduces students to the theory and methodologies behind research methods, statistics, and business informatics. The course 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. This focus includes 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. 3 credit(s)
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SLO 5226 - Organization Development I: Strategic Leadership, Change Management & Cross-Functional Teaming
Essential skills for moving organizations towards meeting their goals are strategic leadership, leading change, and cross-functional teaming. Students explore strategic leadership as the theories and skills of forming and implementing an organization’s vision, goals, strategies, and structure. A critical task of leadership is to assess the strategic environment of the organization so that a future direction may be charted that will enable it to achieve significant competitive advantage in the marketplace. Students are taught to develop visions, missions, core values and strategic goals that allow their own leadership intentions to be realized. They implement and operate a “B-Corp” for the majority of their second year. 3 credit(s)
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SLO 5227 - Leadership Psychology II - Authentic Leadership & Cultural Intelligence
This course focuses on the development of personal mastery in terms of cultural skills and competencies. The primary skill is the ability to simultaneously hold and examine multiple perspectives. This skill is refined through the examination of Family-Of-Origin (FOO) and Cultures-Of-Origin (COO) experiences and issues, and is used as an entry point to developing greater self-awareness, sympathy, empathy and compassion for oneself and others. Students learn how to work with implicit narrative methods to bring clarity to thoughts and feelings that are not voiced but implicit in actions and behavior. The methods work with undeclared stances and the beliefs, values, or stories that are implicit in how they experience, react and respond to certain situations. Students learn how to function effectively in multi-cultural situations including contexts as diverse as spiritual beliefs, gender, physical abilities and attributes, ethnicity, income, sexuality, race, age, class, leadership experience, organizational acculturation, education, etc. This course includes learning processes for identifying and navigating cultural protocols. 3 credit(s)
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SLO 5228 - Optimizing Innovation II: Innovation Practicum
This course is designed to enhance the student’s learning experience through in-depth reflection and application of Lean theories, tools, and practices and focused on innovation in the work environment. The course provides students with professional and academic hands-on experience in an integration laboratory context. Students explore important issues involved with applying Lean to increase innovation within the planning, development and implementation processes. Students experience people, technology, process and information in the context of effective Lean practices. Particular emphasis will be placed on the integration of leadership competencies (emotional, social, cultural, and cognitive intelligences) and Lean theories, tools, and practices demonstrated in the context of optimizing innovation. 3 credit(s)
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SLO 5229 - Research Informatics II: Statistics & Informatics Practicum
This Research Informatics Practicum course is designed to enhance the student’s learning experience through in-depth reflection and application of research, statistics, and informatics theories, tools, and practices focused on eldership competency and performance optimization. The course provides students with professional and academic hands-on experience in an integration laboratory context. Students explore important issues involved with applying research, statistics, and informatics to increase leadership effective. organizational leadership capacity. 3 credit(s)
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SLO 5230 - Organization Development II: Organization Development: Executive Coaching and Training & Facilitation
An essential skill for moving organizations towards meeting their goals is coaching executives/leaders to increase their effectiveness in working with their teams. In this course the phases of coaching are discussed and practiced, including contracting, assisting executives/leaders in setting goals for business improvement, team effectiveness and personal growth, and preparation of the leader for “live-action” coaching. The importance of identifying systemic patterns of behavior is emphasized throughout all phases of the coaching and consulting process. ICF Core Competencies are integrated into the phases of coaching. Students also learn the fundamentals of conducting successful trainings and meetings, including the identification of desired outcomes, the creation of appropriate designs, the delivery of effective presentations, and leading productive meetings. 3 credit(s)
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SLO 5231 - Leadership Psychology III - Group Leadership, Organizational Trauma, & Conflict Management
This course focuses on the development of personal and organizational mastery in terms of skills and competencies to address ethics and organization trauma. These skills include moral compass and ethical discernment; and the ability to recognize and acknowledge trauma; develop emotionally safe relational containers for addressing trauma and the underlying anxiety and fears; examine the underlying mental models and emotional triggers, and determine appropriate interpersonal and organizational interventions. This course includes use of survey feedback assessment processes. 3 credit(s)
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SLO 5232 - Leadership Mastery Capstone Projects: Training & Facilitation, Research Presentation, and Practitioner Theory
This course provides students with opportunities to demonstrate their leadership mastery and refine their leadership competencies. Students design and implement a professional capstone training and facilitation event that is focused on leadership and performance optimization along with a capstone education conference that is focused on group leadership, performance optimization, and sustainability through a Triple Bottom Line strategy and operations. The final capstone project is participation in a Practitioner Theory Seminar to deliver the results of their own practitioner theory research project in the form of a paper and presentation. The course includes an oral exam. 6 credit(s)
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Transformative Social Change |
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TSC 4020 - Relationships in Health and Healing Practice
This course reviews evidence on the importance of relationships in the maintenance of health, prevention of illness, and healing. The major focus is upon the ties between people; however, relationships exist at many levels including links of mental to physical processes, broader ecological or spiritual domains, and socio-cultural beliefs and practices. Evidence is provided for the use of caring relationships in the healing process. The format includes written reports and participatory activities. 3 credit(s)
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TSC 6400 - Ethics for Transformative Social Change: Thinking Like a Global Citizen
The practice of ethics involves the exploration and evaluation of different values and assumptions that support alternative courses of action. This course approaches these differences from a global civic perspective that is grounded in our common humanity and recognizes our many social differences. We will practice “thinking like a global citizen” in an evaluation of the merits of a capabilities approach to human development, comparing a property-based economy with a civic-based economic vision. We will also critically examine a number of practices that address challenges that are of particular interest to participants in the course, which might include immigration, complicity in the violation of human rights, the protection of the commons, and alternative views of global finance. In these examinations, we will explore and generate potential designs for a sustainable and just framework for transformative actions on the local, regional, national, and international level. A primary goal of the course is for students to be able develop a global civic ethic that is sufficiently rigorous to face ongoing resistance to social change and flexible enough to enable relevant and effective actions to address the multiple dimensions of our global civic life. 3 credit(s)
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TSC 6500 - Ecological Psychology
Humans endanger species, ecosystems, and themselves by altering, depleting, and poisoning our planet. Students of sustainability, social transformation, organizational leadership, psychotherapy, consciousness, and spirituality may benefit from developing an ecopsychological perspective. The course should serve all students concerned with how humans created the current environmental crisis and how to resolve it. The course should also be helpful to clinicians whose clients are physically and emotionally harmed by their absence of connection to their life supporting habitats, and whose behavior toward the environment adds to human suffering and to business managers intending to become more effective green leaders. Finally, the course should be useful for advocates for animals, for wildlife, environmental preservation and low impact lifestyles and local community productivity by introducing key concepts about human nature and the human capacity to influence the environmental crisis. 3 credit(s)
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TSC 6505 - Healthy Communities
This course will provide students with an overview of the concepts, practice, and research in the area of Healthy Communities. The beginnings of the healthy communities’ movement took place in mid 1980s when Leonard Duhl’s concept of holistic health promotion and illness prevention captured the imagination of World Health Organization (WHO) officials. As a result of WHO initiatives, the WHO healthy communities program is now ongoing in 36 cities in Europe, between 60 and 70 cities in Canada and several in the United States. 3 credit(s)
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TSC 6510 - Theory and Practice of Nonviolence
This course examines the history and basic principles of a variety of nonviolent approaches, including those of seminal figures such as Buddha, Jesus, Gandhi, and King, as well as the views of contemporary social activists and theorists, both secular and spiritual. The applications of philosophies of nonviolence to various social and political domains are critically considered. A range of methods and strategies for nonviolent social change are explored, utilizing study of historical and recent cases. 3 credit(s)
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TSC 6520 - Gender and Society
This course reviews theoretical insights regarding gender from disciplines including gender studies, sociology, psychology, and international relations to consider the significance of gender as a category of social analysis. Particular attention will be given to how gender structures personal identities, families, work contexts as well as institutions such as public education and the military. Additionally, students will consider how developing a critical understanding of gender can help them in their role as change agents within their relationships, communities, workplaces, and in broader society. 3 credit(s)
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TSC 6530 - Social Impact Media: Stories for Change
The aim of this course is to empower students to analyze and deconstruct media narratives and to recognize their use of visual and aural language constructs to develop and elicit empathy from the viewer. Students will critically analyze the cultural and societal influences on narrative and the importance of story to unite cultures and trigger social change. Students will apply this critical awareness to distinguish and classify storytelling strategies as they connect to specific kinds of subject matter, approach, types of media, and expected goals or outcomes. 3 credit(s)
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TSC 6535 - Social Media and Theories of Social Change
The goal of this course is develop the student’s critical analysis skills as applied to the impact of social communications on social change globally. Students will examine particular social movements and their development as intersected by social media. Issues of truth, accuracy and empathy will be explored in the process of deconstructing assumptions regarding social media and its influence on groups and its ability to trigger social change. 3 credit(s)
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TSC 6540 - Impact Analysis: Developing the Tools for Impact
This aim of this course is to empower students to be able to critically evaluate research tools of socio and behavioral measurement, and to apply these toolsets and technologies to the analysis of specific impact outreach campaigns. Through coursework students will develop the ability to differentiate the tools of impact analysis, compare quantitative vs. qualitative techniques, and apply their strategies to real-world outreach campaigns. 3 credit(s)
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TSC 6545 - SIM Production: Knowing the Tools, Distinguishing the Purpose
The aim of this course is to empower students to see themselves as social change agents through the construction of personal stories in media. Within this course students will demonstrate competency in skills required to construct stories in various forms of media, to determine the appropriate form and distribution strategy, and to create strong narratives illuminating relevant social causes through personal story. 3 credit(s)
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TSC 6550 - Conflict Resolution Theory and Methods
The major themes and debates within the field of conflict resolution are discussed in this course. Students gain an understanding of the tools that are available to intervene in conflicts and an awareness of how to improve their capacity to analyze and resourcefully respond to conflict. Additionally, students develop a critical theoretical perspective on the general field of conflict resolution. This class assists the scholar/practitioner in addressing major challenges that call for creative formulation. Such new perspectives may enable the student to be a more effective agent of change, and the field to address the prevention of violent and destructive conflict as well as the resolution of specific disputes. 3 credit(s)
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TSC 6555 - Feature Length Documentaries and Outreach Campaigns
The aim of this course is to empower students to see themselves as impact producers, developing and managing outreach campaigns. At the completion of the course students will be able to discern strong personal narrative forms and connect these stories to the larger narrative purpose of outreach and impact. 3 credit(s)
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TSC 6560 - Approaches to Socially Engaged Spirituality
In the modern Western world, spirituality is often understood as private, subjective, and individual, as one’s primarily inward communion with what is seen as sacred, a communion that is not necessarily explicitly in relation to, or even connected with, one’s more outward and public life. In many traditional religious forms, the highest development of spirituality required leaving and having little to do with the everyday social world, whether as a monk or nun, hermit, wanderer, or a member of an intentional community. Socially engaged spirituality in its traditional and contemporary forms represents a different approach, in which spiritual qualities are developed in the context of involvement in family, work, community, society, and/or politics. Cross-listed CSIH 6560 3 credit(s)
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TSC 6570 - Race, Class, and Gender
None of us lives our lives through linear or exclusive experiences of race, class, or gender. Instead, we exist through multiplicities of identity that are informed through race, class, and gender, as well as other social determinants. Human diversity, increasingly framed in terms of intersectionality - focused on the mutual interrelatedness of central social categorizations such as gender, ethnicity/race, social class and sexualit(ies) - is becoming more prominent in research, scholarship, and practice. The goal for this course is modest - to expand our awareness of how race, class, and gender shape our lives, historically and in the present day. If this heightened awareness leads to changes in the way we talk with and about each other, represent the other, provide services, and live our lives on a day-to-day basis, then the course will have more than satisfied its intent. 3 credit(s)
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TSC 6585 - The Human Right to Adequate Food
Ending hunger is a deeply political issue, involving the play of power and conflicting interests. It must involve much more than the delivery of particular goods or services. It requires recognition and respect for human rights, and it may require some sort of reconfiguration of the social order, locally, nationally, and globally. Ending hunger requires serious planning, and agreement on a guiding vision. This course is designed to help participants figure out how to do that, in the contexts that interest us. This course is offered in a cooperative arrangement with the University of Sydney in Australia. The course utilizes the University of Sydney’s Blackboard online learning platform. Saybrook students enrolled in the course participate in the course together with students from the University of Sydney Peace and Conflict Studies Program. Unlike other Saybrook courses, the term of this course is twelve weeks. Students register for the course as they usually do, and will receive course log-in information directly from the instructor. 3 credit(s)
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TSC 6590 - Peace Studies
This course reviews theory and data from psychology and other human sciences in the study of peace, conflict, and violence. It covers both positive (harmonious and constructive ways of living) and negative (absence of war or violent conflict) conceptualizations of peace at the interpersonal, group, national and international levels. 3 credit(s)
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TSC 6610 - Social System Transformation Theory
The aim of this course is to empower students to be able to critically evaluate social systems and become participants in their co-creation and transformation. The course enables students to recognize and analyze social systems and societal paradigms as they present themselves in various domains of human experience, develop a critical understanding of how humanistic values, developmental ideas and norms can be applied to social systems, and develop the ability to create strategies for changes in such systems and norms so that they will improve the well-being of the people who participate in them. 3 credit(s)
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TSC 6615 - Overview of Transformative Social Change Interventions
To change the world (or some small part of it) people need to take action. However, what are the most appropriate ways to take effective action? This course is designed to introduce students to the strategies, tactics, and methods used to promote transformative social change. Students will learn how to launch a project, non-profit organization, or movement, conduct successful meetings and build consensus, develop a strategy and tactics, take effective action, and maintain the change while nurturing his or her well-being. This course will provide students with a broad overview of how to bring about transformative change in social systems on a variety of levels. 3 credit(s)
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TSC 6620 - Psychology of Disability, Rehabilitation, and Empowerment
This course is designed to introduce the student to both (1) an understanding of how the community-at-large conceptualizes the role of persons with disabilities due to illness, trauma, and environmental impact (malnutrition, wars, etc.) and how that has transformed over the years given disability rights advocacy and legislation, particularly in the United States; (2) issues in treating the individual with disabilities and the differences and similarities in working with other individuals in treatment; and (3) voices of persons with disabilities and their narratives. 3 credit(s)
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TSC 7077 - Building Sustainability: The Global Crisis
Sustainability is defined as living in such a way that the capacity of future generations to meet their own needs is preserved. However, current patterns of human life are exhausting and destroying the gifts of nature that are necessary for life. To achieve sustainability, humans must refrain from depleting non-renewable resources and from polluting air, soil, and water. We must control both population and consumption and will likely need to end the extremes of wealth and poverty that are currently proving destructive to our habitats. Finally, sustainability will, we believe, require major changes in social institutions and in the way humans think and act toward each other and toward the earth. The pace at which we make these changes will determine how much of earth’s resources are left for generations yet to come. 3 credit(s)
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TSC 7079 - Building Sustainability: Present Practices in Community and Society
This course explores principles, implementation, and effectiveness of selected current sustainability approaches. It provides an overview of key perspectives on sustainability: The Natural Step, Natural Capitalism, renewable energy, green building, sustainable agriculture, and population control. This course introduces information about present practices relevant to many disciplines and social domains and provides a broad base on which to build further studies and real-world projects. 3 credit(s)
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TSC 7085 - Globalism and Power
This course describes different manifestations of globalization and identifies the powerful forces directing them, the costs and benefits that come with it, the evolving role of transnational groups, global NGOs, and the opportunities to find personal meaning and local purpose in a global society. 3 credit(s)
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TSC 7115 - Refugee Trauma and Resiliency
This course covers the breath of topics (i.e., mental health, human resiliency, human rights, humanitarian aid) related to working with displaced people (refugees, asylum seekers, exiled individuals and internally displaced people). It is designed as a survey course for students interested in understanding the landscape with regards to research and practice for the protection and assistance of refugees. This course is useful for the more experienced student who desires to develop an independent project or dissertation work based on one of the areas of concern presented in the course. 3 credit(s)
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TSC 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 TSC certificate. 3 credit(s)
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TSC 8950 - Certificate Integrative Seminar
The final part of the Certificate is the integrative paper. The purpose of the integrative paper is to give the learner an opportunity to draw together the most important aspects of the Certificate courses, to assess strengths and identify further learning needs, and to develop a specific plan for continuing personal and professional work. Prerequisite(s): Open only to students pursuing a TSC certificate. 1 credit(s)
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