Course Descriptions

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

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

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Organizational Systems
	ORG 7044 - Communication, Generative Dialogue, and Strategic Discourse Drawing upon various scholars (including Isaacs, Bohm and Deetz) and practitioners who are exploring the communication challenges of the contemporary globally distributed organization, this course critically examines communication concepts, practices and issues found in organizations. Among the many topics discussed are communication theories, generative dialogue, cross-cultural communication, social media, stakeholder dialogue, strategic dialogue, and knowledge sharing methods. 3 credit(s)
	ORG 7045 - Critical Systems Inquiry, Ethics and Social Responsibility Leading and making responsible decisions today are complex and challenging ventures. With a human development and capabilities perspective and a foundation in stakeholder principles, this interdisciplinary course critically explores organizational integrity and professional ethics and examines the workplace and wider social challenges faced daily by organizational professionals in the business, nonprofit, and government arenas. Central to this course are the refinement of students’ professional and organizational ethics viewpoints, development of new corporate social responsibility models and practices, and how to thoughtfully integrate social justice and sustainability principles into organizational operations and decision making. 3 credit(s)
	ORG 7052 - Systems Based Approaches to Participatory Change This course contextualizes the Saybrook legacy around the work of Banathy on social systems design and modeling within the richer lineage of systems science in general and soft systems thinking in particular. The work of seminal social systems thinkers such as Ackoff on idealized systems design, Checkland on soft systems methodology, and Jackson on emancipatory and critical systems thinking will be explored to gain a wider and richer understanding of the diversity and complementarity of systems based approaches to participatory change. Soft systems thinking, as a branch of systems science, considers social and organizational systems as “purposeful systems,” i.e., complex human activity systems capable of defining their own purpose and creating their future by embracing human will, values and issues of diversity and inclusion at the core of the inquiry. 3 credit(s)
	ORG 7055 - Theory and Practice of Appreciative Inquiry Appreciative Inquiry is an approach to working within organizations that utilizes a positive theory of change. As an alternative to a problem solving approach, AI is a co-evolutionary search to bring forth the best in people and organizational systems. This course provides a theoretical and practical understanding of AI to support its application in multiple contexts. The course also offers a critical view of how AI resides within the context of other interpretative theories and participative change methodologies such as Action Research. 3 credit(s)
	ORG 7065 - Family Business Consulting (offered by request only) The course explores the personal, business and interpersonal issues that pertain to growing up within, owning and managing a family business. It is a course about business, but about how personal and family issues impact on the business, and how the personal and the business aspects of life can work in harmony. The course will allow students to connect personal concerns to business issues, to see how the personal dimension affects the conduct of business, and to learn how to move between a personal and a business perspective. It is meant for students who have been, or who may become, part of a family business, or who as consultants or professionals, will be working with clients who are operating family businesses. 3 credit(s)
	ORG 7070 - Leading Organizational Innovation, Change, and Transformation This course critically examines both how transformative organizational change can be conceptualized and how the theories and models that support its planning and process development can be implemented. It investigates how leaders who initiate and direct major organizational shifts can mobilize, focus, generate commitment, and implement new directions in an organization. The course combines theory, case material, models and accounts of how and why organizations change their cultures, purposes, structures, and/or operational processes. Students will undertake a detailed analysis of an organizational change they have experienced, or one they have access to through interviews. Intermediate level course. 3 credit(s)
	ORG 7072 - Managing Collaborative Systems in a Global Workplace: Teams, Collaborative Systems, and Networks With organizational communication models and globally distributed enterprises as the backdrop, this course examines various approaches to understanding and developing collaboration in organizations. Envisioning organizations as complex global systems, students examine contemporary models and practical dynamics of teams, social networks, partnerships and communities of practice. In light of current technological advancements, this interdisciplinary course will also discuss dispersed organizational structures and workforce environments, including telework, virtual teams, and workplace connectivity, and how to effectively lead and engage workers as a distance manager. Students complete an analysis of a team or social network which results in making recommendations on how to revise and enhance operational dynamics and processes. Intermediate level course. 3 credit(s)
	ORG 7073 - Executive Coaching This course offers a thoughtful, reflective, professional approach to one type of coaching-the coaching of organizational leaders. Students learn concepts, models and practices they can apply in management or consulting positions. Personal assessment instruments such as 360 are discussed as means to support development. Students engage in coaching pairs throughout the course to practice the development of skills and to gain insight into their strengths and areas for improvement. 3 credit(s)
	ORG 7074 - Present Issues in Sustainability Sustainability is a broad topic rooted in social justice, human rights, global equity, and ecological stability and flourishing. Thus, it has many dimensions and applies to many aspects of organizational operations and social functioning. This interdisciplinary course builds upon principles and issues explored in ORG 7045. It critically examines the present state of affairs in the business, economic, social, political and environmental arenas with respect to the challenges they pose to the global ecosystem, business enterprises and their workplaces, societies and nation states, as well as the injustice they are creating and the consequences they have for our collective future. The course explores the intricate links among business operations, economic activity, social dynamics and the natural environment. Students will learn to describe ways in which organizations of all kinds can more effectively address these interactions. 3 credit(s)
	ORG 7075 - Designing Sustainable Global Economic and Organizational Systems This interdisciplinary course critically examines the current global economic order in light of a range of economic theories, including the human development and capabilities approach (economics as development), social economics, behavioral economics, etc. A central focus of the course is to envision how professionals from all sectors can collaboratively contribute meaningfully and significantly to the emergence of a sustainable and livable future for all. This course provides students an interdisciplinary learning experience that guides them in understanding and analyzing current mainstream and alternative economic models, to envision new ones rooted in the human development and capabilities approach, sustainability principles, and social justice, to devise ways to practically implement them in organizations, and to design ways to facilitate economic change in the wider global arena. 3 credit(s)
	ORG 7078 - Sustainable Management and Organizational Operations: Emerging Models, Practices, and Strategies In general, organizations are challenged to operate in a more equitable and sustainable manner. Then there are social entrepreneurs who focus on addressing global issues. Other establish and manage benefit corporations. This course critically examines current and emerging sustainable business and community models, and practices in light of organizational stakeholder needs, community engagement, and the future social ramifications of a business’ operation. It presents models, challenges, opportunities and practices for managing sustainability inside corporate and non-profit organizations, including the product life cycle, accountability and reporting frameworks. It also explores approaches to social entrepreneurship and being a benefit corporation. It concludes by students designing a sustainable organization model and a start-up business plan. 3 credit(s)
	ORG 7080 - Consulting Skills Consulting Skills explores the nature of consulting as a learning and helping process between an individual and a group, focusing on the interpersonal skills and processes that make up the helping process. This course uses classic works from Peter Block and Edgar Schein as well as action research as a framework for the consulting process. Students learn how to contract, construct an inquiry or assessment process, engage in and with an organizational system, design processes appropriate to the organizational need, and provide feedback systems to ensure that learning and development is sustained. 3 credit(s)
	ORG 7081 - Leading Organizational Learning and Advancement: Adaptive and Integrative Engaging in a generative dialogue, this course critically examines the many divergent perspectives on leadership and organizational development in search of innovative ways to support continued organizational learning and growth of contemporary organizations which exist in complex global situations and need to function in a sustainable manner. Foundational to this search is the perspective that leadership is a phenomenon that requires multiple levels of analysis. This interdisciplinary course draw upon many points of view including adaptive leadership principles, learning organization models, integrative perspectives of organizations and leadership, adult development theory, and social systems theory. 3 credit(s)
	ORG 7082 - Value-Driven Leadership, Stakeholder Networks, and Social Innovation Building upon ORG 7083, this course critically examines leadership qualities, skills and practices rooted in stakeholder theory and dialogue, authentic leadership principles, and servant leadership approaches. Students are explore how to build partnerships across diverse organizations, cultures, and sectors, and to envision organizations as a web of stakeholders and as members of the communities in which they exit and operate. Such leadership requires inspiring shared values and vision, building trusting open relationships, dialoguing with critical stakeholders, and supporting the identification of and critically reflection upon commonly held assumptions about business principles, organizational goals, shared power, teams and collaborative workplaces, corporate social responsibility, stakeholder benefits, competitive advantage. Students are also challenged to devise practical ways to lead in this manner and to link organizational goals with social well-being. 3 credit(s)
	ORG 7083 - Leading and Developing the 21st Century By exploring various classic and contemporary models of leadership, this course lays the foundational support necessary for learners to bridge leadership concepts to leadership practice. In this course, learners will evaluate the scaffolding that underpins the conceptual and perspectival leadership models traditionally advanced by both scholars and practitioners in the field of Leadership. By critically probing these models, learners can re-envision and remodel core leadership theoretical constructs to successfully blend with their individual practice of leadership. 3 credit(s)
	ORG 7096 - Global Organizational Cultures and Inter-Cultural Management This course provides the context to understand organizations from a cultural perspective. As human systems, organizations develop cultures reflective of the diverse people who work within them and the communities they serve. Our ability to create environments where people thrive within the complexity of cultural differences is predicated on our understanding and appreciation of those differences. Through assessing an organizational culture and interviewing leaders about cross-cultural management challenges and practices, students learn how to create the conditions that support organizational cultures that thrive on cultural diversity and manage a global workforce. Intermediate level course. 3 credit(s)
	ORG 7105 - Complexity in Educational Systems Required for Humane Education Specialization This course is an introduction to systems thinking and complexity as it relates to educational systems. The focus is on learning basic systems and complexity theories in order to apply them for the critical evaluation and creative exploration of educational challenges and opportunities. An evolutionary perspective to understand the assumptions and values that gave rise to educational systems will be used in order to appreciate the need for truly systemic transformation of many educational systems as well as for designing new learning systems that respond to the turbulent socio-ecological context of our contemporary global society. Students will be able to practice their systems thinking by working with an educational system of their choice, either real or potential, formal or not formal. 3 credit(s)
	ORG 7110 - Environmental Ethics Required for Humane Education Specialization Discussion of a wide range of environmental issues including global climate change, population, endangered species, pollution, and resource and energy use. The course offers a solution-oriented approach, balancing the study of environmental problems with positive ideas for creating sustainable and restorative systems that benefit people, animals, and the earth itself. The course examines how we might learn and teach about environmental issues in a manner that encourages people to approach challenges in ways that foster solutions that work for all. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
	ORG 7115 - Animal Protection Required for Humane Education Specialization Discussion of animal issues including animal agriculture, experimentation, hunting and trapping, companion animal concerns, and more. The course explores different philosophies regarding the inherent rights of sentient animals to be free from exploitation and abuse, and encourages students to grapple with and determine their own ethics regarding nonhuman animals. The course further examines ways in which humans, animals, and ecosystems can be protected for the good of all and helps students develop techniques for learning and teaching about complex issues in a positive manner that invites dialogue and positive solutions. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
	ORG 7120 - Human Rights Required for Humane Education Specialization Examination of a range of human rights issues including escalating worldwide slavery, child and sweatshop labor, and genocide, as well as civil, GLBTQ, disability, women’s, and other rights. This course also examines acts of human courage, compassion, and kindness and invites students to find in themselves and others sources of deep and abiding humaneness, both as a model of human goodness, and as examples for exploring with others the ways in which humans can solve our conflicts and stop oppressing and exploiting others. Finally, the course examines links between forms of cruelty and oppression and uncovers solutions that will benefit all people, while also benefiting the environment and other species. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
	ORG 7125 - Culture and Change Required for Humane Education Specialization This course explores the many ways in which cultural norms influence ideas, beliefs, and actions and explores how change-making happens. Covering social psychology, consumerism, media, advertising, globalization, public relations, economics, and politics, this course provides a foundational overview for understanding the ways in which people are shaped by their culture. This course enables students to become aware of the influences in their own lives and to become effective at giving others the tools they need to think critically and creatively as well. By recognizing the ways in which our thoughts and behaviors are often molded by culture, students gain the ability to determine more consciously their behaviors and actions and create positive change. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
	ORG 7150 - Humane Education Residency Required for Humane Education Specialization Students in the M.Ed. and M.A. programs in Humane Education gather together in the summer for an intensive week (five days) of training. Students learn and practice important techniques for bringing humane education into traditional and non-traditional educational settings. Residency week is conducted at the Institute for Humane Education in Surry, ME (on 28 oceanfront acres overlooking Acadia National Park). The summer residency includes practical, hands-on learning, and offers students an opportunity to work with their fellow students and practice humane education activities and techniques. Course offered through Valparaiso/Institute for Human Education and available only to students in HE specialization. 3 credit(s)
	ORG 7201 - Graduate Level Academic Writing Students will increase their awareness of professional and scholarly writing and American Psychological Association (APA, 6th ed.) editorial and formatting standards. They will become familiar with practices, organization, and style, and be able to apply these standards through the concise and succinct execution of scholarly writing. Students will learn to formulate ideas, search, evaluate, and accurately document resources, and critically analyze and thoughtfully synthesize research findings in an academically, APA organized document. Students will also become familiar with various writing and professional presentation formats, such as papers, posters, blogs, lectures, and workshops. 3 credit(s)
	ORG 7570 - Issues in Higher and Postsecondary Education: Leadership and Practice Theories and practices pertaining to curriculum and teaching in U.S. higher education are introduced. Institutional and societal influences, as well as their impact on college and university classrooms, are examined in concert with key trends and developments, with a focus on the impact of technology in teaching throughout the course. 3 credit(s)
	ORG 7571 - Transformational Management and Change in Higher and Postsecondary Education Leadership theories geared toward improving practice and promoting greater access, equity, and accountability in higher education are introduced. Students evaluate, select, and apply transformational, social justice-oriented, change management, and entrepreneurial strategies to specific case-study situations and their current work environments. 3 credit(s)
	ORG 7572 - Strategic Planning and Implementation in Higher and Postsecondary Education Current higher education planning and implementation models are introduced. Students collect, analyze, and interpret data to inform and support short-term and long-term decisions and plans, and develop strategic plans for institutions or departments in order to achieve an overall vision and mission. 3 credit(s)
	ORG 7573 - The Community College The ever-increasing role of community colleges with the higher education landscape is introduced. Topics including the history and philosophy of the community college movement, governance and fiancé, teaching, student personnel work, and the future of community colleges, are examined. 3 credit(s)
	ORG 7574 - Productive Conflict Management The importance of conflict management as related to interpersonal encounters between two colleagues, in decision making teams, between and among work groups, in board meetings, and the overall higher education landscape is introduced. Students are taught conflict management strategies so that they may, in turn, teach them to prospective students and trainees. 3 credit(s)
	ORG 7576 - Introduction to p-12 Educational Leadership This course examines various aspects of effective educational leadership in the preschool-to-high school setting. Effective practices include those related to leadership, ethical behavior and change management. Additional topics will include school organization, cultural diversity, reform efforts, school law, human resources, and resource allocation as applicable to educational leadership that will prepare individuals for principal positions. 3 credit(s)
	ORG 8151 - Practicum in Professional Practice This course is intended for students seeking practicum training not related to clinical practicum or the MFT program. Students are responsible for arranging the practicum and should consult their Specialization director in order to identify a Saybrook faculty liaison. Prerequisite(s): Open only to students pursuing a ORG certificate 3 credit(s)
Psychophysiology
	APH 5052 - Fundamentals of Psychophysiology Supplement This Supplement course is intended to bridge the gap between course material in Biological Bases of Behavior (PSY 3025) and Fundamentals of Psychophysiology (APH 5051) for students enrolled in the PhD Clinical Psychology (CP) degree program. APH 5051 provides more depth to many of the topics covered in both courses and emphasizes psychophysiological principles and practices including the psychophysiological bases upon which most psychophysiological systems and senses change and are recorded. The Supplements course also emphasizes assessments and interventions for psychophysiological dysfunctions. Students learn to integrate these principles into their client interactions to improve clinical and coaching outcomes. Each student in APH 5052 is required to review the pre-recorded lectures assigned in the APH 5051 course. The instructor in APH 5052 will assess each student for any gaps in basic knowledge and may assign specific readings from the APH 5051 texts and text files, specific review questions, and additional assignments to remediate any gaps. 0 credit(s) Course Length: 8 weeks
	PH 500A - Psychophysiology Proseminar - General Biology Students needing to meet the prerequisite of having had an undergraduate course in general biology will register for one credit of the Psychophysiology Proseminar part A - General Biology. Credits taken as part of fulfilling the prerequisites do not count toward the doctoral degree but do count toward full time status. The overall objective is for students to learn material and concepts within the subject matter of the course which is needed to form a solid basis for performing graduate level work in psychophysiology. Students will become familiar with the concepts and material usually covered in the course by doing readings in the assigned standard text and other materials, individual real-time discussions with faculty via the web, and developing answers to topic related questions. 1 credit(s)
	PH 500B - Psychophysiology Proseminar - General Psychology Students needing to meet the prerequisite of having had an undergraduate course in general psychology will register for one credit of the Psychophysiology Proseminar part B - General Psychology. Credits taken as part of fulfilling the prerequisites do not count toward the doctoral degree but do count toward full time status. The overall objective is for students to learn material and concepts within the subject matter of the course which is needed to form a solid basis for performing graduate level work in psychophysiology. Students will become familiar with the concepts and material usually covered in the course by doing readings in the assigned standard text and other materials, individual real-time discussions with faculty via the web, and developing answers to topic related questions. 1 credit(s)
	PH 505 - Introduction to Psychophysiology This course explores the manifold ways the brain and body work together to produce behavior and the cycle between behavior and physiology. The course begins with a description of the body’s organizational structure and genetics as related to behavior. The basic physiological ways information is received from the external and internal environments through a variety of sensors and then processed by the hormonal / nervous system are described. Typical psychophysiological dysfunctions and interventions are also described. 3 credit(s)
	PH 507A - Anatomy and Physiology for Psychophysiologists - Lecture This is a graduate level course in human anatomy and physiology as applied to behavioral medicine. Each basic structure and organ system is discussed with regard to both anatomical aspects and physiological functions as they change over time and in relation to both the external and internal environment. The nervous system is not emphasized as it is detailed in another course. Interactions between the complex web of hormonal feed-back loops and dysregulation of behavior, emotions, and drives is discussed in relation to implementation of behavioral interventions. Other areas emphasized are respiratory physiology, behavioral immunology, psychophysiology of pain, interactions between pain, stress, and muscle tension, pathophysiology of headache, cardiovascular disease and hypertension, and basic kinesiological concepts. 3 credit(s)
	PH 507B - Anatomy and Physiology Lab. It is crucial to have a laboratory in addition to the lecture course as the lecture course simply cannot provide students with the hands on experience required of psychophysiologists to understand (a) the complex but incredibly tiny and fragile connections between the parts of the mammalian brain, (b) the structures of major parts of the brain which limit their functions, and (c) the requirement for very exact placement of muscle sensors to avoid picking up spurious signals. It requires actual hands-on experience with physical relationships between muscle locations to realize where signals recorded from a muscle of primary interest originate. As important, it is crucial to understand why some muscles are located in such a way that they cannot be recorded from the surface. The in-person portion of the laboratory is about 4 hours of dissection of a sheep brain and guinea pig muscles. The 11 hour web based portion consists of watching videos of dissections to prepare for the hands on work, performing virtual dissections, and watching dissections of human cadavers. 1 credit(s)
	PH 507C - Anatomy and Physiology for Psychophysiologists - Lab It is crucial to have a laboratory in addition to the lecture course as the lecture course simply cannot provide students with the hands on experience required of psychophysiologists to understand (a) the complex but incredibly tiny and fragile connections between the parts of the mammalian brain, (b) the structures of major parts of the brain which limit their functions, and (c) the requirement for very exact placement of muscle sensors to avoid picking up spurious signals. It requires actual hands-on experience with physical relationships between muscle locations to actually realize where signals recorded from a muscle of primary interest originate. As important, it is crucial to understand why some muscles are located in such a way that they cannot be recorded from the surface. The in-person portion of the laboratory is about 4 hours of dissection of a sheep brain and guinea pig muscles. The 11 hour web based portion consists of watching videos of dissections to prepare for the hands on work, performing virtual dissections, and watching dissections of human cadavers. 1.0 credits. 0 credit(s)
	PH 510A - Psychophysiological Recording and Intervention / General Biofeedback Lecture This course provides a basic understanding of the physiology and methodology underlying common psychophysiological recording techniques used in behavioral medicine including surface electromyography, electroencephalography, respiration, blood pressure, pulse rate, skin temperature, and electrodermal responses. Sufficient knowledge about how common psychophysiological recording and biofeedback instruments function and are used is provided so students can incorporate psychophysiological aspects of assessment into their normal practices. This course also teaches the principles and applications of biofeedback as used in educational and clinical settings. It does not emphasize electroencephalographic (EEG) biofeedback as this is covered in a separate course. The strengths and weaknesses of evidence supporting the use of biofeedback for a variety of clinical disorders is reviewed and the techniques for actually doing biofeedback are detailed. Techniques for using biofeedback as a tool for shaping and conditioning responses to stress are emphasized. The laboratory portion of the courses provides sufficient hands on exposure to typical, clinical grade psychophysiological recording and biofeedback equipment and techniques that students will be able to recognize adequate and inadequate signals and be able to attach sensors to their patients appropriately so that good signals can be recorded. 3 credit(s)
	PH 510B - Psychophysiological Recording and Intervention / General Biofeedback - Lab The general biofeedback laboratory gives students an opportunity to practice attaching sensors and using biofeedback techniques with other students. Techniques for using sEMG biofeedback and other psychophysiological techniques to correct problems including movement disorders, pelvic floor disorders, etc. are demonstrated and attempted. 0 credit(s)
	PH 510C - Psychophysiological Assessment and Intervention This course provides a basic understanding of the physiology and methodology underlying common psychophysiological principles and applications as used in educational and clinical settings. The strengths and weaknesses of evidence supporting the use of biofeedback for a variety of clinical disorders is reviewed and the techniques for actually doing biofeedback are detailed. Techniques for using biofeedback as a tool for shaping and conditioning responses to stress are emphasized. The laboratory portion of the course provides sufficient hands practice with typical, clinical grade psychophysiological recording and biofeedback equipment and assessment and interventional techniques that students will be able to competently perform psychophysiological assessments interventions in their practices. 3 credit(s)
	PH 510D - General Biofeedback Lab The general biofeedback laboratory gives students an opportunity to practice attaching sensors and using biofeedback techniques with other students. Techniques for using sEMG biofeedback and other psychophysiological techniques to correct problems including movement disorders, pelvic floor disorders, etc. are demonstrated and attempted. 0 credit(s)
	PH 511 - Genetic Influences on Behavior This course explores the impact of genetics on human behavior in relation to the environment. Behavioral genetics addresses questions such as: “How do genes determine behavior? How much of behavior is nature versus nurture? How do behaviors evolve?” The course and its text provide “a range of examples, such as laboratory studies on flies and mice, field observations on species as diverse as butterflies and meerkats, as well as human behavioral disorders. Students will become familiar with “genetic principles with neurobiological and ecological perspectives so they learn how to find and map genes that affect behaviors. They will also learn how the coordinated expression of ensembles of these genes enables the nervous system to express complex behaviors in response to changes in the environment”. 3 credit(s)
	PH 512A - Psychophysiological Research Techniques 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)
	PH 512B - 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. 3 credit(s)
	PH 512C - Statistical Evaluation in Psychophysiology 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 IRB approval, subject recruitment, data gathering, data analysis, and writing the paper based on the practice study. 3 credit(s)
	PH 515 - Pain Assessment and Intervention from a Psychophysiological Perspective This course describes the underlying psychophysiology of pain and summarizes the strengths and weaknesses of evidence supporting the efficacy of self-regulatory interventions for prevention and reduction of various pain problems. Interactions between pain, stress, and muscle tension are emphasized. Extensive examples of how to perform psychophysiological interventions for various psychophysiologically maintained and magnified pain states are provided. The pathophysiology of migraine, tension, cluster, rebound, medication induced, and other types of headaches is reviewed. Current schema for differential diagnosis of the various types of headache are discussed in relation to interactions between behavioral medicine providers, neuropsychologists, psychiatrists, neurologists, and other health care providers. The evidence supporting the efficacy of behavioral interventions for various types of headaches is reviewed. Detailed examples of patient education and training materials are provided along with typical behavioral training regimes and pathways. 3 credit(s)
	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)
	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)
	PH 520 - Principles and Theories of Stress Management and Relaxation / Imagery Training - Lecture 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. 3 credit(s)
	PH 520A - Principles and Theories of Stress Management and Relaxation / Imagery Training — Lecture 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. 3 credit(s)
	PH 520B - Principles and Theories of Stress Management and Relaxation / Imagery Training - Lab 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. 0 credit(s)
	PH 520B - Principles and Theories of Stress Management and Relaxation / Imagery Training - Lab 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. 0 credit(s)
	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)
	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)
	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)
	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)
	PH 527B - EEG Biofeedback: Assessment and Intervention - Lab This 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. 0 credit(s)
	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)
	PH 530A - Behaviorally Oriented Techniques 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)
	PH 531C - Behaviorally Oriented Techniques 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. 0 credit(s)
	PH 540 - 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)
	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)
	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)
	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. 0 credit(s)
	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)
	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)
	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)
	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)
	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)
	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)
	PH 570 - Clinical Practicum and Field Experience Students identify a clinical or applied site or sites which will provide practice opportunities for two or more of the skill areas accrued as part of their PhD degree. Students may not select a practicum which only provides experience in areas the students are already certified or in which they have already established proficiency. Students may choose up to three settings, in which they will accrue a minimum of 90 practice hours. Students are responsible for making financial and administrative arrangements with the director of each clinical setting. The staff of the setting is responsible for supervising the student’s clinical work at that setting and must agree to send the Saybrook University practicum instructor a detailed report of the student’s experience, number of hours spent at the site, and success at the end of the rotation. The practicum instructor meets weekly in a videoconference with students currently in practicum settings and reviews practice experiences and skills utilized by the students in the practicum setting. A learning contract and specific learning objectives for each site are developed conjointly with the student, the Saybrook practicum instructor, and the supervising professional responsible at the clinical site. The learning contract for each site must be approved in writing by the PhD Psychology, Psychophysiology Specialization Director before work can begin at that site. 4 credit(s)
	PH 574 - Psychophysiology Seminar The psychophysiology seminar is a collection of components which combine to potentiate, personalize, and enhance students experience in psychophysiology. It is specifically designed to bridge the gap between distance based courses and personal interactions between students and between students and faculty which would be found at an in-person program. Students participate in the class throughout their attendance at Saybrook. The seminar has five main components: orientation to psychophysiology, speaker series, interest group meetings, individual student mentoring, specialization community group. 0 credit(s)
	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)
	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)
	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)
Psychology
	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)
	PSY XXX - Clinical Intervention III 3 credit(s)
	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)
	PSY 1080 - History and Systems of Psychology The objective of this course is to give the student an overview of the history of modern psychology in three streams in order to place more accurately the existential-humanistic and transpersonal movements in their proper context. The student will be expected to gain proficiency in the major events and personalities associated with each of the three streams, which include: 1) experimental psychology in the universities (i.e., the history of psychophysics, behaviorism, and cognitive psychology); 2) clinical psychology as both an academic and applied field (i.e., the history of largely depth-psychology, with an emphasis on the histories of Freud, Jung, Adler, and Erikson); and 3) existential-humanistic and transpersonal psychology, exemplified by the life and work of Carl Rogers, Abraham Maslow, and Rollo May. Cross listed as EHTP 1080 . Prerequisite(s): PSY 6030 for Clinical Psychology students. 3 credit(s)
	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)
	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)
	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)
	PSY 2040 - Existential Psychotherapies The existential psychotherapist works with fundamental existential themes of human existence: death and freedom, choice and responsibility, isolation, relatedness, and meaning and mystery. These themes organize the basic structures with which human life is shaped and experienced, and therefore provide the context for an existential psychotherapy. This existential psychotherapy course explores clinical applications of existential theory to the human situation in individual and group therapy. As an introduction to existential psychotherapies, this course is in three parts: Part I (theory) lays out the historical and philosophical traditions that underlie existential psychotherapeutic practice; Part II (therapy) shows how existential therapy grows out of existential theory; and Part III (application) uses the case study method to consider how existential psychotherapy can be applied to a diverse set of problems and clientele. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHTP 2040. 3 credit(s)
	PSY 2045 - Existential-Humanistic Therapy: Experiential I This course is the first of two four-day experiential courses taught by Existential-Humanistic Institute/Saybrook instructors as part of the Certificate program leading to a Certificate in the Foundations of Existential-Humanistic Practice. This Certificate program requires that both Part I and Part II be taken sequentially. The courses will be held off site, in October and March. For specific dates and more information visit the Existential-Humanistic Institute website at www.ehinstitute.org and click on “Certificate programs.” This skill development course and the next has specific learning objectives: (a) how to cultivate personal and relational presence, (b) how to attend to intrapsychic and interpersonal processes, (c) how to illuminate personal life meanings, (d) how to cultivate a therapeutic relationship that effects change, (e) how to work with transference and counter transference within an existential context, (f) how to work existentially with resistance, and (g) how to recognize and work with existential life issues which may be present but disguised. Instructors will teach the principles of the e-h approach through live and video demonstrations, experiential exercises, and dyad work. 3 credit(s)
	PSY 2046 - Existential-Humanistic Therapy: Experiential II This course is the second of two four-day experiential courses given by Existential-Humanistic Institute/Saybrook instructors as part of the Certificate program leading to a Certificate in the Foundations of Existential-Humanistic Practice. This Certificate program requires that both Part I and Part II be taken sequentially. The courses will be held off site, EHTP 2045 in October and EHTP 2046 in March. For specific dates and more information visit the Existential-Humanistic Institute website at www.ehinstitute.org., click on “Certificate programs.” Experiential courses I and II will offer some theory but will primarily focus on skill development. The existential- humanistic approach will be taught in live and video demonstrations, experiential exercises, and dyad work. An overarching assumption of the e-h approach is that it is the client’s in the moment experiencing that forms both the underlying and actual process of therapy. This assumption anchors the existential practitioner in the principles of practice that focus on experience over explanation and process over content. This skill development, experiential course EHTP 2046 builds on experiential course EHTP 2045 by deepening the student’s ability to cultivate therapeutic presence, to attend to both intrapsychic and interpersonal processes, to recognize and illuminate personal life meanings, to cultivate a safe and intimate therapeutic relationship, to work with transference and counter transference within an existential context, to work existentially with resistance, and to recognize and work with existential life issues which may be present but disguised. By gaining competency in these fundamental principles, the student will have a solid skill set for effective practice and have a foundation from which additional approaches such as a cognitive-behavioral one can be employed. The Certificate program is intended as a mentoring experience that emphasizes the development of the practitioner as a whole person, appreciating that clinical practice is an art as much as a science. 3 credit(s)
	PSY 2047 - Existential Psychotherapies III: James Bugental and the Existential-Humanistic Tradition This course will be of interest to students who want to explore existential-humanistic psychotherapy as understood by James Bugental, one of psychology’s most respected and talented practitioners. Bugental held that life’s existential contingencies could often overwhelm causing a loss of centeredness, agency, and self-directedness. By focusing in the here-and-now, Bugental intended to promote inner presence, agency, and responsibility assumption in a client. Bugental’s experiential approach is both powerful and effective-and is rarely found in traditional therapies. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed as EHTP 2047. 3 credit(s)
	PSY 2050 - Psychopathology and Diagnosis This course provides a critical overview of theory, research and processes that have evolved into modern Western thinking about psychopathology. Attention is initially given to current diagnostic criteria and the utility of the DSM, as well as the biological, behavioral, sociocultural and intra-psychic determinant patterns of functional and dysfunctional human behavior. Students are encouraged to think broadly and dialectically about optimal development and pathology, in systems of personality and systems of modern Western cultural institutions. This course then introduces students to humanistic critiques of the current dominant DSM-based model of psychological difficulty, and presents a critical evaluation of mainstream notions of psychopathology and its treatment. Positive, nonpathology-focused or strengths-based ways of viewing psychological problems and their remediation are considered, including evidence supporting the humanistic focus on a positive relationship as curative, even with disorders such as schizophrenia. The goals of the course for students are twofold: a) to provide them with a strong foundation in the current medical establishment’s views of and communications about psychopathology, and b) to make them aware of alternatives which place primary emphasis on the healing power of relationships, on treating people as whole persons, and on focusing on the positive in humans. Note: This course is open to CP students only. Prerequisite(s): PSY 6030 3 credit(s)
	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)
	PSY 2505 - Clinical 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. Prerequisite(s): PSY 2050 and PSY 3025 3 credit(s)
	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)
	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)
	PSY 3045A - Clinical Intervention I This course is the first required course in a sequence (Interventions I - IV) for clinical psychology students and it is launched at a Saybrook Residential Conference (attendance required). In this course, students begin advanced study of integrative humanistic psychotherapeutic interventions from three existential-humanistic perspectives: emotion-focused therapy, person-centered therapy, and existential therapy. Motivational Interviewing is also briefly considered. Research on existential-humanistic approaches is surveyed. The focus of this course is on the development of clinical and therapy skills, including 1) understanding of the client as the active agent of change in the therapeutic process and the therapeutic relationship, 2) understanding the therapist’s role in creating a safe therapeutic environment that includes empathy, genuineness, active listening, responsiveness, and positive regard for the client, and 3) skills necessary for working with a variety of client issues with sensitivity to the complexity of human diversity and the importance of multicultural competency in clinical practice. Note: This course is open to CP students only. Prerequisite(s): PSY 2025 ; PSY 2050 ; PSY 6020 and PSY 6060 3 credit(s)
	PSY 3045B - Clinical Intervention II This course is the second required in a sequence (Interventions I - IV) for clinical psychology students and it is launched at a Saybrook Residential Conference (attendance required). In this course, students will continue further overview and development of intervention techniques and therapy skills as relevant to different modalities and populations: children, adolescents, adults, couples, families, groups, and communities. The course will focus on the therapist’s role in selecting and implementing intervention strategies and monitoring progress, collaborative treatments, and skills necessary for working with a variety of client issues across the lifespan with sensitivity to the complexities of human diversity and the importance of multicultural competencies in clinical practice. Note: This course is open to CP students only. Prerequisite(s): Masters in Clinical Psychology or comparable degree (see Program Chair), PSY 3045A 3 credit(s)
	PSY 3055 - Supervision in Clinical Psychology Clinical supervision is a necessary aspect of training for clinicians. Through supervision, a clinician-in-training gains necessary clinical competencies in order to ensure that trainees’ clients receive effective and ethical service. This course critically examines methods, relationships, ethics, multiculturalism, and evaluative processes of clinical supervision. Special focus is given to establishing a meaningful supervisor/supervisee relationship. While students will learn about different theoretical orientations that may inform their supervisory experience, they will be encouraged to consider their role in these relationships from a humanistic standpoint that will foster growth in the supervisor, supervisee, and their clients. They will be asked to explore ways of navigating and growing from supervisory relationships that may be challenging or uncomfortable. In addition, students will be encouraged to reflect on their current progress, as well as goals in their own development as clinicians. Though open to all students, this course satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Note: This course is open to CP students only. 3 credit(s) Offered: Spring term.
	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. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Check with Instructor or Program Director to learn more about residential component to course. 3 credit(s)
	PSY 3057 - Introduction to Family Therapy This clinical course provides an introductory overview to the traditional and contemporary school of family therapy. Participants will critically review and consider various conceptualizations and approaches in the practice of family therapy, with particular attention to diverse family structures and settings. The course emphasizes case description, historical and developmental perspectives, theoretical models in systems formulations, and integration of cultural and social structures in contextual dynamics. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
	PSY 3058 - Child & Adolescent Treatment within Context This clinical course is intended to afford learners an opportunity for advanced studies pertaining to the treatment of children and adolescents, including but not limited to, a) considerations in child/adolescent therapy, b) treatment of special populations, and c) comprehension from research to practice. The course considers developmental processes, treatment in context such as diverse systems like residential, foster care, school, healthcare, etc. There will be specific attention to considerations of multiculturalism and integrative treatment planning. Building upon and drawing from the fundamental principles for psychotherapeutic practice from a humanistic point of view, developed by the Task Force of the Humanistic Psychology Division of the American Psychological Association (Division 32 Task Force, 2001), learners will not only critique mainstream treatment approaches but strengthen clinical conceptualization for the integration of evidence-based and practice-based approaches within a humanistic stance. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
	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)
	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)
	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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Course Descriptions

ORG 7044 - Communication, Generative Dialogue, and Strategic Discourse

ORG 7045 - Critical Systems Inquiry, Ethics and Social Responsibility

ORG 7052 - Systems Based Approaches to Participatory Change

ORG 7055 - Theory and Practice of Appreciative Inquiry

ORG 7065 - Family Business Consulting

ORG 7070 - Leading Organizational Innovation, Change, and Transformation

ORG 7072 - Managing Collaborative Systems in a Global Workplace: Teams, Collaborative Systems, and Networks

ORG 7073 - Executive Coaching

ORG 7074 - Present Issues in Sustainability

ORG 7075 - Designing Sustainable Global Economic and Organizational Systems

ORG 7078 - Sustainable Management and Organizational Operations: Emerging Models, Practices, and Strategies

ORG 7080 - Consulting Skills

ORG 7081 - Leading Organizational Learning and Advancement: Adaptive and Integrative

ORG 7082 - Value-Driven Leadership, Stakeholder Networks, and Social Innovation

ORG 7083 - Leading and Developing the 21st Century

ORG 7096 - Global Organizational Cultures and Inter-Cultural Management

ORG 7105 - Complexity in Educational Systems

ORG 7110 - Environmental Ethics

ORG 7115 - Animal Protection

ORG 7120 - Human Rights

ORG 7125 - Culture and Change

ORG 7150 - Humane Education Residency

ORG 7201 - Graduate Level Academic Writing

ORG 7570 - Issues in Higher and Postsecondary Education: Leadership and Practice

ORG 7571 - Transformational Management and Change in Higher and Postsecondary Education

ORG 7572 - Strategic Planning and Implementation in Higher and Postsecondary Education

ORG 7573 - The Community College

ORG 7574 - Productive Conflict Management

ORG 7576 - Introduction to p-12 Educational Leadership

ORG 8151 - Practicum in Professional Practice

APH 5052 - Fundamentals of Psychophysiology Supplement

PH 500A - Psychophysiology Proseminar - General Biology

PH 500B - Psychophysiology Proseminar - General Psychology

PH 505 - Introduction to Psychophysiology

PH 507A - Anatomy and Physiology for Psychophysiologists

PH 507B - Anatomy and Physiology Lab.

PH 507C - Anatomy and Physiology for Psychophysiologists - Lab

PH 510A - Psychophysiological Recording and Intervention / General Biofeedback Lecture

PH 510B - Psychophysiological Recording and Intervention / General Biofeedback - Lab

PH 510C - Psychophysiological Assessment and Intervention

PH 510D - General Biofeedback Lab

PH 511 - Genetic Influences on Behavior

PH 512A - Psychophysiological Research Techniques

PH 512B - Research Experience

PH 512C - Statistical Evaluation in Psychophysiology

PH 515 - Pain Assessment and Intervention from a Psychophysiological Perspective

PH 517 - Introduction to Behavioral and Alternative Medicine

PH 518 - Hormonal and Perceptual Influences on Behavior

PH 520 - Principles and Theories of Stress Management and Relaxation / Imagery Training - Lecture

PH 520A - Principles and Theories of Stress Management and Relaxation / Imagery Training — Lecture

PH 520B - Principles and Theories of Stress Management and Relaxation / Imagery Training - Lab

PH 520B - Principles and Theories of Stress Management and Relaxation / Imagery Training - Lab

PH 522A - Psychophysiological Entrainment and Stimulation - Lecture

PH 522B - Psychophysiological Entrainment and Stimulation - Lab

PH 525 - Neuropsychophysiology (Nervous System Functions in Psychophysiology)

PH 527A - EEG Biofeedback: Assessment and Intervention - Lecture

PH 527B - EEG Biofeedback: Assessment and Intervention - Lab

PH 528 - Theoretical and Clinical Considerations in Advanced EEG Biofeedback Methodologies

PH 530A - Behaviorally Oriented Techniques

PH 531C - Behaviorally Oriented Techniques Lab

PH 540 - Psychophysiological Assessment of Sleep Lecture

PH 545A - Optimal Functioning: Psychophysiological Applications in the Community, School, Sports, and Workplace Lecture

PH 545B - Optimal Functioning: Psychophysiological Applications in the Community, School, Sports, and Workplace Practical Experience

PH 550B - Clinical Hypnosis - Lab

PH 555 - Biofeedback for Neuromuscular Reeducation

PH 556A - Quantitative Electroencephalogram as an Assessment Tool for Brain-Based Disorders Lecture

PH 556B - Quantitative Electroencephalogram as an Assessment Tool for Brain-Based Disorders - Lab.

PH 557 - Cardiorespiratory Psychophysiology Emphasizing Heart Rate Variability

PH 560 - Ethical, Legal, and Professional Standards in Applied Psychophysiology

PH 565 - Pelvic Floor Disorders

PH 570 - Clinical Practicum and Field Experience

PH 574 - Psychophysiology Seminar

PH 575 - Professional Development Planning Seminars

PH 577 - Case Seminars

PH 8950 - Certificate Integrative Seminar

CSIH 3220 - The African Diaspora: African American Cultural History and Psychology

PSY XXX - Clinical Intervention III

PSY 1011 - Psychotherapy Proseminar: Humanistic Psychology

PSY 1080 - History and Systems of Psychology