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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Psychology
	PSY 3062 - First Responders as Servant/Leaders: Building Relationships This course will critically examine the first responder’s desire to serve the community, including the theoretical constructs and characteristics of the philosophy of servant leadership and social justice. Discussions of the role that social power plays in Public Safety Organizations, and the communities they serve, will be highlighted. Key factors in developing positive relationships and open communications between individuals within public safety organizations, as well as between first responders and the citizens and communities they serve, will be identified. Examines the issues of identifying and responding to toxic leadership and how response organizations can work to mitigate it from among their ranks. Commonly used leadership evaluation and assessment methods will be compared and evaluated for their use in leadership consultations and applications. 3 credit(s)
	PSY 3063 - First Responder Practicum Experience The 150 hour practicum experience will give students the opportunity to observe first responders in the everyday situations they encounter, and the culture of the organizations that they work. In conjunction with a Saybrook instructor and the practicum site liaison, students will tailor their practicum experience to their previous experiences, as well as their future professional goals. 3 credit(s)
	PSY 3070 - Meaning Centered Counseling and Therapy This course provides an introduction to logotherapy and meaning therapy (MT). With meaning as its central organizing construct, MT is an integrative, person-centered, positively oriented therapy. It is a very flexible and comprehensive approach, because it can be tailor-made to meet individual needs and is capable of integrating diverse therapeutic modalities, such as CBT and existential-phenomenological therapy. Building on the philosophical foundation of logotherapy, this course will introduce the four major meaning-centered intervention strategies: 1) PURE (Purpose, Understanding, Responsibility, and Enjoyment), 2) ABCDE (Acceptance, Belief, Commitment, Discovery, and Evaluation), 3) Dual-systems (integrating approach and avoidance systems), and 4) Double-vision (seeing both the immediate situation and the big picture). In addition, the course will demonstrate the use of such meaning-centered interventions skills as attribution retraining, re-appraisal, value-clarification (identifying core values, beliefs & ultimate concerns), reflecting on self-identify (the real self vs. the ideal self), guided life review, and practicing the meaning mindset. The meaning mindset is a particularly powerful tool, because it can enhance clients’ motivation for meaningful living simply by their learning to see the meaning potential for significance in every situation, no matter how trivial. In sum, it teaches students how to make the best of people’s meaning-seeking and meaning-making capacities to facilitate healing and flourishing. It enhances well-being, resilience, and personal growth thorough the path of meaning. This course will teach students how to identify the challenges and opportunities of addressing clients’ deeper issues of meaning, whatever their presenting problems. One final caveat: any therapist can make good use of the meaning therapy intervention tools, but to be fully effective, the therapist needs to embrace (1) the philosophical assumption of logotherapy that life has inherent meaning, and (2) the assumption of humanistic psychology that to be fully human, people need to develop their growth potential. 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 3080 - C. G. Jung: His Life, Work, and Contemporary Perspectives in Analytical Psychology The course offers an overview of the life and times of Carl Gustav Jung, in cultural context from 1875 to 1961, through autobiography and recent critical biography. It provides an introduction to the core constructs of his theories of personality, psychoanalysis and psychotherapy, and post-Jungian extensions and critiques of his work in Analytical psychology that include areas of neuroscience, attachment theory, spirituality, and cultural complex theories. The course is offered to all students interested in the life and work of C.G. Jung across degree programs and Schools. It provides a strong theoretical foundation that supports and facilitates cohesive assimilation of aspects of his theories and work found in other courses offered at Saybrook. The course serves as a bridge to the in-depth study of Jung’s classical work, the Collected Works of C.G. Jung, and the recently published Red Book. This latter work provides foreground and the background for Jung’s original work, born from his creative and critical self-analysis. The course can serve as a portal to research, theory application, and professional practice in cross-cultural and multicultural psychology. 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 3080. 3 credit(s)
	PSY 3171 - Perspectives and Foundations of Traumatic Stress Students are given an introduction to the historical and foundational aspects of trauma and complex trauma, how they are conceptualized, and their impact on a person’s psychological, social, physical and spiritual wellbeing. Specific impacts of traumatic stress at different points in the lifespan will be explored. Current psychological, alternative/complementary, and biomedical perspectives on trauma are integrated into this richly packed journey of knowledge. Multicultural factors will be incorporated throughout the different course topics. The central role of grief in trauma-due to the physical, psychological and/or social loss of a loved one or key aspects of one’s identity or memories-will be highlighted. This course is required for the Complex Trauma & the Healing Process Certificate. 3 credit(s)
	PSY 3172 - Trauma: Mind, Body, and Spiritual Dynamics The focus upon the mind-body connection in the understanding and achievement of well-being is an approach spanning thousands of years in contemplative practices and ancient traditions. In this course, students evaluate and engage in an exploration of the theory and effects of trauma within the mind and body. Spiritual dynamics involved in traumatic stress, as well as implications for psychospiritual growth, when affected by traumatic stress are explored. This course is required for the Complex Trauma & the Healing Process Certificate. Prerequisite(s): PSY 3171 3 credit(s)
	PSY 3176 - Trauma Assessment and Treatment in Practice Students will investigate how to assess different trauma states through both symptomatological and experiential sources. Medical diagnostic categories, such as trauma, stress and dissociative disorders, will be critically reviewed. Alternative approaches to classifying trauma experiences will be highlighted. Standardized measures of trauma assessment, with consideration placed upon important multicultural factors, will also be explored. Both common and alternative/complementary approaches to treating trauma will be identified. Risk management issues for practitioners are examined, as well as self-care techniques used to mitigate these risks. 3 credit(s)
	PSY 3177 - Traumatic Stress within Cultures and Self This class will explore traumatic stress as experienced and understood across different multicultural identities, including race/ethnicity, gender, sexuality/attractionality, class, disabilities and religion. Historical traumas (psychological injuries experienced by cultures over extended periods of time) and their contemporary impacts on contemporary society will be reviewed. Group and individual-level resiliency and growth strategies in response to these chronic stressors will be identified. The course will also examine how a practitioner’s own general multicultural competence and awareness of historical traumas-recent and distant-can impact clinical interventions and outcomes. 3 credit(s)
	PSY 3178 - The Psychology of Trauma in Working with First Responders This course examines the various traumas and psychological challenges faced by first responders; specifically, police, fire, and emergency medical services (EMS). The salient issues critical to comprehending, conceptualizing, preventing, and treating trauma and other psychological challenges that emerge for these special populations will be examined. First responders typically utilize formal and informal helping methods to address psychological distress and trauma. Thus, students will be exposed to these common methods of helping/coping utilized by fire, EMS and police, as well as critically review barriers to seeking help and creative solutions. 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 to improving job performance and efficacy will be highlighted. This exploration will occur within the context of how historical and cultural professional factors, organizational dimensions, and individual experiences with trauma may both exacerbate and assist first responders in addressing psychological consequences of one-the-job stressors. Critical clinical and treatment implications will be highlighted during this exploration. This course is an elective for the Complex Trauma & the Healing Process Certificate. 3 credit(s)
	PSY 3179 - Traumatic Experiences in Relationships In this course, students will expand their conceptualization of trauma to include the multidimensional consequences of relational trauma for individuals’ wellbeing and implications for treatment. Assaultive relational traumas occur in various contexts such as: the family, workplace, school settings, neighborhoods, military, or college campuses. Each of these settings contain a unique set of characteristics in which relational trauma is experienced by an individual. These unique characteristics, along with the associated clinical presentations, treatment, and legal considerations will also be explored. The course will also focus on the most common forms of traumas that occur in relationships: interpersonal violence such as domestic violence, incest, sexual and physical abuse, as well as psychological abuse and neglect. It will critically review how relational trauma across the lifespan can impact a person’s sense of self, relationship with her or his body, and with other people. Building upon humanistic principles, key concepts like posttraumatic growth, resiliency, and healing narratives will be considered. This course is an elective for the Complex Trauma & the Healing Process Certificate. 3 credit(s)
	PSY 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. 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 3220, TSC 3220. 3 credit(s)
	PSY 3500 - Humanistic Psychology and Psychotherapy This course is intended to provide an introduction to and overview of humanistic psychology, including its origins and tributaries, its historical interrelations with Saybrook, and the possibilities that inhere for its future evolution and significance. We will consider, especially, humanistic psychology’s spheres of influence in the arena of psychotherapy but also in education and upon culture considered more broadly. Humanistic psychology’s critiques of alternate perspectives will be taken up, no less than those that have been leveled at humanistic psychology itself. The course will include an introduction to the writings of a triumvirate of founding parents - Carl Rogers, Abraham Maslow, and Rollo May - as well a consideration of their precursors and the ongoing work of simpatico voices in sister disciplines: Maya Angelou in literature, for example, and Robert Coles in psychiatry. One or two films resonant with core humanistic values/themes will also be included, as will John Coltrane’s sublime 1964 jazz recording, A Love Supreme. The impulse that informs humanistic psychology speaks in various voices. We shall take time in this course to savor its several expressions and callings. 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 3500. 3 credit(s)
	PSY 3510 - Transpersonal Psychology and Psychotherapy Transpersonal Psychology and Psychotherapy investigates human experiences that transcend the ordinary, particularly spiritual experiences and altered states of consciousness. This course reviews the Western roots of transpersonal psychology in the works of William James, Carl Jung, and Abraham Maslow. It also examines the relationship of transpersonal psychology to spiritual traditions, including shamanism, Buddhism, and Hinduism, as well as mythology and other forms of spiritual investigations. Transpersonal clinical approaches in therapy and research methods are also addressed. 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 3510. 3 credit(s)
	PSY 3535 - Death, Loss, and Meaning in Existential Psychology This course is designed to introduce students to how existential philosophers and psychologists approach and work with the themes of death, loss, and meaning. Death and loss are considered in both their literal and symbolic forms, which encompasses losses associated with many different life transitions. Themes such as transience, impermanence, detachment, and meaning-making will be explored in depth in a professional, clinical, and personal manner. The students will be introduced to the work of philosophers, sociologists, doctors, psychologists, and creative writers as they confront how finitude is an inescapable aspect of our existence. Students will be encouraged to integrate academic theory with personal reflection and application. This course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3.0 credit(s)
	PSY 4000 - Comprehensive Exam Broadly, this exam affords the student the opportunity to demonstrate skills and knowledge related to clinical conceptualization, theory, research, and ethics, as well as competency in practice and cultural sensitivity. It also affords students self-assessment opportunities in reflecting upon their training and development as a clinical psychologist. The instructor serves as coach during the semester, prompting activities for students to draw upon previous course learning experiences and clinical training in exam preparation. The exam is administered at the end of the term and is reviewed by a panel of faculty, allowing the department to review the student’s progression as a clinical psychologist. Satisfaction of the Comprehensive Exam is required in order for the student to proceed with the advanced program requirements of the dissertation, internship, and other degree requirements. Pre-requisite: Satisfactory completion of all core degree requirement courses. Note: This course is open to CP students only. 1 credit(s)
	PSY 4050 - Integrative Health Psychology: The Application of Psychological Concepts and Tools to Health The subject matter of health psychology as a discipline overlaps greatly with the fields of integrative health and mind-body medicine. In the broadest sense, health psychology is the organized and systematic effort to apply the knowledge and skills of the behavioral sciences to human health and illness. This course introduces health psychology as an application of psychological principles and skills to health care. It presents the framework, methodology, and applications of mainstream health psychology, and reviews common applications of health psychology, such as increasing patient compliance with well-lifestyle changes, and mind-body interventions to reduce irritable bowel or asthma symptoms. The course introduces basic skill sets in health psychology, such as brief dynamic psychotherapy, humanistic psychotherapy, cognitive-behavioral therapy, health coaching, relaxation and meditation techniques, imagery therapy, biofeedback and applied psychophysiology, and hypnosis. Finally, it introduces divergent approaches to health psychology including optimal health and wellness programs, humanistic and existential psychology, energy psychology, and transpersonal/spiritual approaches. 3 credit(s)
	PSY 4530 - Psychology, Religion, and Spirituality in Their Cultural Contexts This course provides an overview of the ways that religion and spirituality interact with psychology with special attention to the cultural context. This includes an exploration of various models for how religion and spirituality can relate to science and, in particular, psychology. Various models for psychology of religion and spirituality are considered, as well as models for integrating religion and spirituality with psychology. Psychology historically has had a complex relationship with religion, spirituality, and culture. The primary purpose of this course is to explore various models for the interrelationships of psychology, religion, and spirituality with special consideration given to the cultural influences upon these relationships. Consideration will be given to these domains (psychology, religion, spirituality, and culture) separately as well as from an integrated perspective. The course begins with an overview of definitions and exploration of epistemological issues relevant to how science and psychology can relate to religion and spirituality. The next section of the course explores various models for the psychology of religion, followed by a section on models for integrating psychology with religion and/or spirituality. The concluding sections of the course devote attention to the cultural contexts for the relationships between psychology, religion, and spirituality as well as consideration to applications of the psychology of religion and the integration of psychology with religion and spirituality. 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 CSIH 4530. 3 credit(s)
	PSY 4535 - The Use of Poetry with Death, Loss, and Life Transition The creative arts are often used to assist people facing death, loss, and other important life transitions. Similarly, these life events often cause individuals to reflect upon the meaning in their life and seek to create new meaning, which can be aided by poetry and the creative arts. This course focuses on the use of poetry when encountering death, loss, and life transitions. Students are encouraged to reflect upon their own use of creativity in times of difficult life transitions. Additionally, students will explore ways to facilitate the use of poetry with others facing life transitions. Poems from various cultural backgrounds are considered. 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 CS 4535 and EHTP 4535. 3 credit(s)
	PSY 6010 - The Psychology of Multiculturalism in North America Focusing on the psychological aspects of living in a multicultural society, this course acquaints students with the variety of cultural traditions within the United States. Topics covered in Psychology of Multiculturalism include the examination of the psychological implications of being a member of a minority group, understanding the impact of ethno-cultural values upon thought and behavior, questions about the universality of the human experience and the origins of personality, and theoretical statements about multiculturalism and the balancing of conflicting and sometimes competing interests in society. 3 credit(s)
	PSY 6020 - Developmental Psychology The processes and significant transition points for child, adolescent, and adult development are considered in this class. Classic and contemporary theories of development through lifespan, including some modern western perspectives, are contrasted by examining their principal concepts and uncovering their assumptions about what motivates and influences development. Topics such as mother-infant attachment, sex-role socialization, cognitive and moral development, reciprocal effects in parent-child interaction, higher stages of adult development, and the revolutionary impact of feminist theory and research on classic models of development are emphasized. 3 credit(s)
	PSY 6030 - Personality Theory and Research This course provides an overview of classical and contemporary theory and research in personality. Topics include an examination of various theories including contrasts among psychoanalytic, social learning and humanistic perspectives; current theoretical controversies; the function and evolution of theory; and major methodological issues. Special attention is given to new theories and research on aspects such as intrinsic motivation, emotions, and locus of control, pro-social behavior, self-concept, and personality change. 3 credit(s)
	PSY 6050 - Mindfulness and Spirituality in Clinical Practice Mindfulness-based therapies are now accepted as ‘empirically supported’ treatments and are often treatments of choice in mainstream clinical and medical settings. In addition, the prior mainstream taboo regarding including spiritual and/or religious dimensions of life in psychotherapy has been supplanted by the publication of a plethora of texts published by APA and others regarding the integration of these dimensions in clinical practice. This clinical course explores these recent trends that mirror aspects of the long-standing traditions of humanistic, transpersonal, and existential psychology in the integration of mindfulness-based meditation practices, spirituality, and religion and prayer in clinical practice. Through reflective inquiry, students will gain understanding regarding their own experience and views regarding these factors in therapy and how they might locate themselves in relationship to them professionally. 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 6060 - Ethics and Laws in Psychotherapy and Behavioral Science Research This course is designed to introduce students to professional ethics, standards of conduct, federal and state laws, and board of psychology rules that inform, influence, and/or regulate teaching, clinical practice, and research in professional psychology. The primary foci of the course will be on knowledge of the content and application of professional ethics, federal & state laws, and board of psychology rules. Within the context of self- reflection and examination of personal values and beliefs, students will be introduced to the professional associations and state agencies responsible for leadership, public policy, promulgation of laws, professional practice standards and rules, jurisdictional boundaries, cooperative institutional relationships, and regulatory/administrative procedures. In addition, students will be required to become familiar with federal and state legislative statutes and rules that regulate the professional practice of psychology and conducting behavioral science and biomedical research in their jurisdictions. These include but are not limited to the education and training requirements and filing complaints for misconduct. 3 credit(s)
	PSY 6070 - Cognitive Behavioral Therapy Applied within Humanistic and Integrative Approaches This cognitive behavioral therapy (CBT) course will offer a review of key foundational theories and concepts, as well as methods of assessing, conceptualizing, and treating patients using CBT approaches. Students will also learn about the efficacy and limitation evidence for utilizing CBT in treating symptoms of several disorders. In addition to learning the key concepts of CBT and practicing core skills, students will examine how CBT can be integrated with humanistic and other integrative therapy approaches. This course will additionally integrate concepts of social justice, strengths-based approaches, wellness, and multiculturalism/diversity as it applies to the adaptation of CBT tools within a humanistic perspective. 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. 3 credit(s) Offered: Fall Semester
	PSY 6080 - Introduction to Forensic Psychology This course is intended to acquaint the student with the emerging field of forensic psychology. Introduced will be a range of applications that psychology offers to the legal arena. Major areas covered include civil commitments, custody evaluations, criminal application, competency to stand trial, violence risk assessments, psychologist as an expert witness, and current best practices with psychological assessment in varied legal contexts. Discussed will be the stance of the humanistic psychologist amongst the adversarial environment of the courtroom and the legal system at large. Prerequisites: Cognitive Assessment; Personality Assessment. 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. 3.0 credit(s) Offered: Spring Course Length: 16 weeks
	PSY 6150 - Existential Psychotherapies II: Rollo May and the Existential Tradition Rollo May was the founding parent of existential-humanistic psychology and a pivotal figure in what we may call philosophical/psychological rapprochement. His books, byproducts of a profound disposition and wide-ranging literacy and curiosity, encourage a rich dialogue between philosophy and psychology and the broader humanities. May expresses concretely what he believed from the time of his earliest work: that psychology requires a grounded, theoretically cogent, interdisciplinary approach to human nature. His books remain an auspicious place to start for those interested in learning about what psychology at its most esoteric can be. In this course, we will consider Rollo May’s work and legacy attentively, thereby glimpsing what psychology at its most visionary and rarified might be. 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. Cross-listed as EHTP 6150. 3 credit(s)
	PSY 6160 - Applied Positive Psychology Positive psychology (PP) is the scientific study of optimal human functioning to help people flourish. This Applied PP course is a foundation course to help students not only understand the research on the core themes of positive psychology, but also equip students with the helpful positive interventions in various area areas of professional psychology, such as clinical, health, education, organization and community. Both PP and applied PP courses are in great demand all over the world, because of their broad appeal to students and helping professionals (i.e., counsellors, psychologists, coaches, doctors, social workers, educations, and human resources managers.). PP is the 21^st century in much the say way humanistic-existential psychology (HE) was in the 70s. Both appeal to individuals who aspire to promote the well-being in themselves, their clients, and society; both seek to develop a strength-based practice in helping professionals. What makes this course unique is that it has moved from the initial positive psychology narrow focus on positive emotions, positive traits and positive institutions (Seligman & Csikszentmihalyi, 2000) to positive psychology 2.0 (Kashdan & Biswas-Diener, 2014; Wong, 2011) which focuses the totality of the person and the positive potentials in both positive and negative conditions. Another distinctive of this course is that it integrates the best from PP and HP to help people become authentic and fully functioning individuals (Wong, 2010b, in press-b). Advocating a holistic approach towards research, it recommends the triangulation of scientific research findings, time-tested wisdom, and personal experiences as the basis for truths. In sum, this course has the flexibility to meet the career needs and aspirations of individual students through the choice of special projects. 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 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 sexuality(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. 3.0 credit(s)
	PSY 7500 - Clinical Psychology Graduate Colloquium The clinical psychology graduate colloquium is designed to support students throughout their degree program with specific attention to fostering community of learners, preparation and support for practica and internships, preparation and support for graduate-level research, and professional development. Enrollment is a degree required throughout matriculation and affords further support from Faculty Lead, Peer Lead, Academic Advisor and Director of Clinical Training (DCT). 0 credit(s)
	PSY 7510 - Social Psychology Social Psychology is fundamental to the study of psychology and the human sciences. In this course, major theories, methods and research findings that comprise the discipline of social psychology are examined from a critical standpoint. The primary objective of this course is to increase students’ awareness of the social, historical, and political dimension to psychological understanding. The application of theoretical and empirical work to real world social problems is emphasized. 3 credit(s)
	PSY 8125 - Internship This course is intended for students placed in clinical pre-doctoral internship meeting their licensure requirements and focuses on professional development and advanced clinical skills. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization from Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. 0 credit(s)
	PSY 8145A - Clinical Practicum I Students completing clinical practicum placement are enrolled in this course. The course is designed to provide students with a model for thinking about themselves as practitioners, their expectations and concerns, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum I focuses on professional development important for beginning therapists. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization for Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. Prerequisite(s): Authorization from Director of Clinical Training is required to enroll in this course. 3 credit(s)
	PSY 8145B - Clinical Practicum II Students completing clinical practicum placement are enrolled in this course. This course is designed to provide students with a model for approaching crisis and critical issues in clinical work, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum II focuses on professional development and intermediate clinical skills. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization from Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. Prerequisite(s): Authorization from Director of Clinical Training is required to enroll in this course. 3 credit(s)
	PSY 8145C - Clinical Practicum III Students completing clinical practicum placement are enrolled in this third course if warranted. The course is designed to provide students with a model for thinking about themselves as practitioners, their expectations and concerns, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum I focuses on professional development important for beginning therapists. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization from Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. 3 credit(s)
	PSY 8230 - Cognitive Assessment Theories of psychological measurement form the foundation of this course. Students then learn how to use the major tools of cognitive and neuropsychological assessment to view the mind at work. Students also learn how to apply statistical and measurement concepts, principles of assessment, theories of intelligence, ethic al issues, and special populations’ issues relevant to psychological assessment. Students practice administration, scoring, and writing psychological assessment reports that are a problem-focused, comprehensive integration of the historical, biological, psychological, and social aspects of the person. A collaborative, strengths-based approach is used. Course has a residential compnent completed at the RC - PSY 8231 (required concurrent enrollment). Prerequisite(s): PSY 2025 ; PSY 2050 ; PSY 3025 ; PSY 6020 and PSY 6060 3 credit(s)
	PSY 8231 - Cognitive Assessment Lab This lab is required enrollment in the term in which the student is enrolled in PSY8230 Cognitive Assessment & Lab. Full attendance during the residential conference offering is required. The residential lab is designed to introduce students to the practice of cognitive assessment, including a conceptual model of cognitive functioning, domains of cognitive ability, and issues of assessments. Additionally, students will be exposed to prominent instruments such as the WAIS-IV, WRAT4, and others. 0 credit(s)
	PSY 8250 - Personality Assessment This course focuses on the individual as seen through the lens of personality theories and the assessment instruments that are derived from those theories. Students learn the uses of standardized and non-standardized instruments for assessing the person-in-process including personality, strengths, values, vocational interests, spirituality, social environment, psychopathology, cognitions, and behavior. Students practice administration, scoring, and writing comprehensive, strengths-focused assessments that provide evidence-based conclusions and deal with the legal, ethical, and cultural issues in the selection, administration, and interpretation of personality tests and other instruments. Course has a residential component completed at the RC - PSY 8251 (required concurrent enrollment). Prerequisite(s): PSY 8230 3 credit(s)
	PSY 8251 - Personality Assessment Lab This lab is required enrollment in the term in which the student is enrolled in PSY8250 Personality Assessment & Lab. Full attendance during the residential conference offering is required. The residential lab experience is designed to support students in understanding the theoretical and empirical basis for a number of instruments such as the MMPI-II, MCMI-III, Rorschach and others employed in the evaluation of personality and psychological functioning. 0 credit(s)
	PSY 8806 - Dreams, Mythology, and Fairy Tales in Theory and Clinical Practice The course will examine Jung’s theory on dreams and the method of dream interpretation and analysis in the context of depth psychotherapy and psychoanalysis. The role of mythology is considered in analytical theory, in relation to the collective unconscious and the archetypal dimension of dreams, in transference and counter transference phenomena in psychotherapy and in psychopathology. Lastly, the study of “fairy tales” reveals elemental psychological processes, the blocking and unblocking of libido, and the compensatory and healing activities of the Self in relationship to imbalances of ego operations. 3.0 credit(s)
	PSY 8826 - The Practice of Psychotherapy and Alchemical Studies In this course we examine the development of Jung’s theory on psychotherapy and psychoanalysis. The four stages of the psychotherapy are defined and discussed along with the unique nature of projection and transference. We see how reciprocal transformation occurs both in the patient/ analysand and the analyst/ psychotherapist. The essay entitled, “The Psychology of the Transference,” is an authoritative statement on the analytic opus. In this work Jung draws a close parallel between the modern psychotherapeutic process and the symbolical pictures in the 16th century alchemical text, the Rosarium philosophorum, which he uses to illustrate and interpret the transference phenomenon. Alchemy is viewed as a metaphor to understand the nature of projection and transformation as they occur in the analytic container. The bond between the analyst and patient is shown to be analogous to the kinship libido between the alchemist-adept and his ‘mystic sister’, a link also found in the complicated kinship marriages of certain nativist societies. 3.0 credit(s)
	PSY 8950 - Certificate Integrative Seminar This is the cornerstone assignment for the Complex Trauma & the Healing Process Certificate program. The student is given the opportunity to tie together and integrate the most important aspects of the foundation courses by evaluating an identified issue(s) of interest, the individual, cultural, spiritual, and mind-body considerations, barriers, and key factors in assessment and healing as well as the ongoing, presenting / emerging needs in providing further assessment, intervention, and practice. This entails the student synthesizing his or her learning in conjunction with exploring research related to an area of interest among the many crucial issues now arising and impacting our national and international communities. Students will explore what can be done to mitigate this impact, areas to prevent, and promote healing through the integration of traditional and non-traditional practices. In addition, students will develop and submit a specific plan for continuing personal and professional development in relationship to their work surrounding traumatic stress. 1 credit(s)
	PSY 9200 - Master’s Project (M.A. in Clinical Psychology) This course is required for clinical psychology students who entered with a B.A. or B.S. degree and is designed as a master’s degree culminating project that will not involve the use of human participants in any way (e.g., an expanded literature review; developing an intervention or program, but without implementation or piloting in any way; writing a training manual based on theory only, etc.). For PSY 9200, no committee is formed; that is, the course has one instructor only. As there is no data collection from human participants, students are required to complete the shore form: Institutional Review Board Application for Theoretical Studies. In addition, there are no project orals for this course. If opting for PSY 9200, the course supervisor must be a member of the Clinical Psychology degree program faculty or someone approved by the degree program director. Prerequisite(s): Successful completion of at least 30 degree credits. PSY 3045A ; PSY 6060 ; RES 1006 and RES 1105 3 credit(s)
Research
	RES xxxx - Advanced Research Methods Students select an advanced research course from a series of available courses offered each semester to further their knowledge and skills in the selected area of research design and methodology. Sample courses include: RES 1030 - Experimental Research Methods , RES 1040 - Qualitative Research Methods , RES 1050 - Applied Program Evaluation , RES 1140 - Case Study Methods in Psychology , RES 1150 - Action Research , RES 1160 - Systems Research , RES 3130 - Descriptive Phenomenological Psychological Research , RES 4005 - Narrative and Auto/Biographical Research - for specific course descriptions, see RES course listing in the Department of Humanistic and Clinical Psychology . 3 credit(s)
	RES 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. 3 credit(s)
	RES 512B - Research Experience This course is designed to teach students how to analyze data from typical study designs used in psychophysiology. It includes qualitative and quantitative data reduction and analysis, descriptive statistics, 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)
	RES 512C - Statistical Evualuation 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)
	RES 573 - Dissertation Preparation A research committee must be selected and the final version of the dissertation prepared while taking this course. The student and his / her dissertation advisor, who serves as chair of the student’s dissertation committee, work closely together planning the dissertation and gathering the other members of the committee. The advisor guides the student through all of the parts of the dissertation process from planning, writing the protocol, performing the study, analyzing the data, and writing the results. This is normally a very close relationship with frequent interactions via e-mail and phone. 3 credit(s)
	RES 580AA - Dissertation The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected and the final version of the dissertation prepared while taking CP573 - dissertation preparation. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate. 7 credits 1 credit(s)
	RES 580B - Dissertation The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected and the final version of the dissertation prepared while taking CP573 - dissertation preparation. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate. 7 credits 3 credit(s)
	RES 580C - Dissertation The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected and the final version of the dissertation prepared while taking CP573 - dissertation preparation. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate. 7 credits 3 credit(s)
	RES 1004 - Information Competency and Library Use (PhD Managing Organizational Systems and MA, PhD Transformative Social Change) This course is designed for students to leverage their prior learning experience and acquire new resources for graduate study and lifelong learning. The course introduces students to the ethical, legal, and socio- economic issues of information and the changing environment of scholarly publishing. This course is also a preparation for information research (literature review) as it pertains to the thesis or dissertation by working through the process of defining and articulating information needs related to a specific topic, identifying, and selecting the appropriate resources, developing and executing research strategies, critically interpreting and analyzing results, and presenting them in a professional style (APA, 6^th ed.). 2 credit(s)
	RES 1005 - Methods of Research and Disciplined Inquiry I (PhD Psychology, Managing Organizational Systems, Transformative Social Change) This first course of a two-term sequence focuses on the acquisition of research competence to search and circumscribe the subject domain for human inquiry; define the research focus; formulate researchable questions; know the relevant methodological traditions to select one suitable to the question; design and plan the research study; know the procedures proposed for data collection, analysis, and synthesis; know the ethical issues of proposed research; critique research; critically review literature and propose research. The course requires completion of a research proposal that communicates the research focus, a preliminary review of literature, and the research question. (Ph.D. program only) Prerequisite(s): Doctoral program status. 3 credit(s)
	RES 1006 - Information Competency and Library Use (PhD Psychology) This course is designed for students to leverage prior learning experience and acquire new resources for graduate study and lifelong learning. This course introduces students to the ethical, legal, and socio-economic issues of information and the changing environment of scholarly publishing. This course is also a preparation for information research (literature review) as it pertains to the thesis or dissertation by working through the process of defining and articulating information needs related to a specific topic, identifying, and selecting the appropriate resources, developing and executing research strategies, critically interpreting and analyzing results, and presenting them in a professional style (APA, 6th ed.). (Ph.D. program only) 2 credit(s)
	RES 1015 - Methods of Research and Disciplined Inquiry II (PhD Psychology, Managing Organizational Systems, Transformative Social Change) This second course of a two-semester sequence continues its focus on the acquisition of research competence to search and circumscribe the subject domain for human inquiry; define the research focus; formulate researchable questions; know the relevant methodological traditions to select one suitable to the question; design and plan the research study; know the procedures proposed for data collection, analysis, and synthesis; know the ethical issues of proposed research; critique research; and critically review and propose research. Entails completion of a research proposal that communicates a research focus, review of literature, research question, choice of method, and proposed research procedures; and IRB Certificate. Prerequisites: Completion of RES 1005. (Ph.D. program only) Prerequisite(s): Successful completion of RES 1005 . 3 credit(s)
	RES 1023 - Understanding Research and Evaluation (for MA Counseling Only) This course emphasizes competencies in research and evaluation foundational to clinical counseling and psychotherapy. The course introduces inquiry in quantitative and qualitative methods with emphasis on conceptualization, design, basic statistical principles and analysis, and critique of research. The course presents an overview of approaches to research and evaluation, including humanistic, existential, systemic, and alternative paradigms; evidence-based treatment and empirically supported practice; needs and outcomes assessment and program evaluation; and ethical and multicultural issues in research. 3 credit(s)
	RES 1025 - Understanding Research (MA Psychology, Transformative Social Change) This course will emphasize the basic competencies to conduct research and to read and understand research done by others. Students will be introduced to the range of methods for human inquiry as well as the chief concepts for conceptualizing, designing, and critiquing both quantitative and qualitative research found in the published research literature relevant to graduate level work. The course presents a broad overview of mainstream approaches to research as well as humanistic, existential, systemic and alternative paradigms, as well as addressing ethical and multicultural issues in research. The course is designed to enable students to relate and apply research to their subject domains of study and areas of research interest. This course is required of Master’s students in their first year of graduate study. (M.A. program only) 3 credit(s)
	RES 1026 - Information Competency and Library Use (MA Psychology) This course is designed for students to leverage prior learning experience and acquire new resources for graduate study and lifelong learning. This course introduces students to the ethical, legal, and socio-economic issues of information and the changing environment of scholarly publishing. This course is also a preparation for information research (literature review) as it pertains to the thesis or dissertation by working through the process of defining and articulating information needs related to a specific topic, identifying, and selecting the appropriate resources, developing and executing research strategies, critically interpreting and analyzing results, and presenting them in a professional style (APA, 6th ed.). (M.A program only.) 2 credit(s)
	RES 1026L - Information Competency and Library Use This is a “hybrid” or “blended” course, delivered mostly online in the Canvas course management system and partly face-to-face with the instructor during the Residential Conferences. Students will use online and printed resources to explore and discover different types of materials and sources of information for future research projects and for life-long learning. Students will learn and practice finding, citing, evaluating, and annotating online and printed information sources, will assemble an annotated bibliography in APA style, and will be introduced to a number of online resources and tools. The instructor will evaluate students through their completion of brief assigned research tasks and their production of the annotated bibliography. 1 credit(s)
	RES 1030 - Experimental Research Methods Research that involves the manipulation and control of variables for the purpose of testing hypotheses from a human oriented research perspective. Emphasis on research skill-building in posing hypotheses, operationalizing variables, designing experiments, hypothesis testing, qualitative and quantitative data analyses with experimental design, critique and interpretation of the results from experiments. Entails a research proposal, IRB review, execution of a pilot research study, and written research report. Conducting a pilot experiment is a required part of the course. (Ph.D. program only) Prerequisite(s): Completion of RES 1015 . 3 credit(s)
	RES 1040 - Qualitative Research Methods This course examines research methods of inquiry that are primarily descriptive and interpretive in nature. Each student will (a) review and understand four or more methodologies for qualitative research, (b) develop a research question, (c) create a research design addressing this question, (d) specify participants and recruitment strategies, (e) identify specific analysis methods, and (f) conduct a pilot study using all their acquired knowledge from this course for practical experience. (Ph.D. program only) Prerequisite(s): Completion of RES 1015 . 3 credit(s)
	RES 1045 - Fundamental Statistics for Practitioner Scholars This course is designed to impart a depth of understanding, as well as a practical grasp, of the range of statistical methods used in basic science and applied research. Areas covered include organizing datasets; producing descriptive statistics; testing hypotheses with inferential statistics; and interpreting the results, including output from statistics software, to determine how they relate to research questions being asked. Among the procedures covered are t tests, ANOVA, chi-square tests, nonparametric statistics, and regression. No prerequisites; extensive mathematical training is not required. Open to doctoral students, but does not meet a doctoral level research requirement. 3 credit(s)
	RES 1050 - Applied Program Evaluation Program evaluation encompasses several different philosophical, methodological and process perspectives. This course will introduce you to the varied spectrum of the field of evaluation and provide you with the opportunity to reflect on what evaluation approaches work best for what situation. As opposed to basic research, which is intended to expand general knowledge in a particular area, program evaluation seeks to improve our understanding of a specific program. The information gained from program evaluation may contribute to general knowledge in a particular area, but most often will generate knowledge specific to a particular setting, problem, and program. Course requires 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)
	RES 1100A - Research Practicum The Research Practicum is considered part of the doctoral Candidacy phase along with completion of the three essays. Doctoral students may enroll in RES 1100A when they have successfully completed the advanced-level research course. Students may simultaneously enroll in one or more essays at that time if they have completed all other requisite degree program requirements. Students enrolled in RES 1100A gain further experience with the research process by conducting a pilot study. Upon completing the second-level research course, the Research Practicum commences with a written research proposal between student and instructor that defines course content in terms of the research competencies and learning activities needed. This proposal is based upon the student’s proficiency with the core areas of research competency. The course is designed to accommodate more advanced study of the range of approaches and methods included in the second-level research course. The student proposes, conducts, and reports the findings of this pilot research study utilizing specific data gathering and/or data processing research procedures of a particular methodology and research tradition. The course also is designed to familiarize students with opportunities and pitfalls in a prescribed area of doing research that enables them to continue developing research skills toward proficiency demonstrative of readiness for dissertation research. This course content must be explicit in its research focus; that is, a simple review of the literature is not acceptable. However, focus on a variety of specific areas of focus and research skill building are possible. RES 1100A entails writing a research proposal, completion of the IRB review process, execution of the pilot study, and expressing those findings within a final research report. This report is considered as an element of the Candidacy orals, and will be reviewed by all essay committee members at that time. (Ph.D. program only) Prerequisite(s): Completion of one advanced-level research course. Students embarking on a research project not involving the collection of data from human participants are expected to complete this Research Practicum within one semester; however, an IP or I may be given at the end of that term. Students who intend to complete a research pilot study involving the collection of primary data may consider RES 1100A as Part 1 of a two-part research practicum. If so, credit is granted for RES 1100A upon completion of the research proposal and clearance by the Saybrook IRB. 3 credit(s)
	RES 1100B - Research Practicum - Part II If students propose to complete a research study during the practicum that entails the collection and analysis of primary data from human participants, and cannot finish the project within RES 1100A , they will register for RES 1100B for a second semester of practicum. During RES 1100B, the student is required to complete the participant solicitation process, collect and analyze all primary data, and complete the written research practicum report. (Ph.D. program only) Prerequisite(s): Completion of RES 1100A . 3 credit(s)
	RES 1105 - Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only) This course introduces clinical students to the theory and practice of scientific psychological research; it is a companion course to Statistics 1110. Both quantitative research (positivist, statistical and measurement-based) and qualitative (descriptive, interpretive, interview and observation-based) paradigms are legitimate approaches to studying psychological phenomena. However, since the quantitative paradigm is dominant in contemporary society, science is usually envisioned exclusively in terms of measurement and causality. This course is intended to introduce students to both paradigms and their shared history and differing assumptions and methods. Qualitative research is an alternate vision of psychological science, which, while not antagonistic to empiricism, invites students to carefully examine their own unexamined assumptions about what constitutes “science” and to awaken to a radically different way of understanding psychical phenomena. Students will be introduced to the history of psychology, to the debates concerning what “psychological science” means, and will begin to learn to articulate their own areas of interest for future research. They will learn to articulate a psychological research question, conduct a preliminary literature review to investigate and summarize the existing quantitative and qualitative research concerning that question, and will be introduced to ethical issues in conducting psychological research. In addition to an overview of quantitative design, students will be introduced to three examples of qualitative approaches to psychological research-grounded theory, phenomenology, and narrative inquiry-to give students a sense of how such research is conducted. 3 credit(s)
	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 (Clinical Psychology, Clinical Psychology Specialization Only) course. 3 credit(s)
	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)
	RES 1150 - Action Research Action research is a perspective in which research and action are interconnected. This level two advanced research course focuses on the history, theory, and practice of research where the researcher is involved as a facilitator, in a consultant and participant role, supporting the members of an organization or community to create change. The theories and models of Friere, Argyris, Lewin, W,F. Whyte, and many others are incorporated into different approaches to action research and participative action research (PAR). (Ph.D. program only) Prerequisite(s): Completion of RES 1015 . 3 credit(s)
	RES 1160 - Systems Research This is a Level 2 research course, introducing methodologies which are consistent with systemic approaches to understanding organizations. It is designed with reference to the primary text, A Guide to Systems Research, which is itself designed around an eight-part model reflective of participatory action research. The goal is to understand how systems change and evolve within the context of their environments. As a Level 2 research course, a research proposal and IRB application are usually expected, in order to complete a small research study utilizing the chosen methodology. It is also acceptable to propose a theoretical model of an existing or future system, using the concepts introduced in the course. Students embarking on this course have identified a possible research question and application that can benefit from a systemic research approach. Working closely with the instructor, they design a systems-based research methodology for your chosen application, define the situation and describe why a systems approach is appropriate, and clearly identify the structure of systems research methods that you will use. Students must also consider: How will you model the system? How will you include other people and use qualitative and quantitative methods to develop the model? Based on the chosen application, student and instructor will agree upon the appropriate reading material to support the proposal and final research report. (Ph.D. program only) Prerequisite(s): Completion of RES 1015 . 3 credit(s)
	RES 1200A - Dissertation Proposal I (Clinical Psychology, Clinical Specialization Only) This course is the first in designing the dissertation proposal. Students formally form their dissertation committee and work closely with the chair, in consultation with the committee as needed, in authoring the first two chapters, Introduction (topic, research problem, research questions, purpose of the study) and Review of Literature. This course is a prerequisite for Proposal II. 3 credit(s)
	RES 1200B - Dissertation Proposal II (Clinical Psychology, Clinical Specialization Only) Working with the dissertation committee, student’s 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. This course is the second in designing the dissertation proposal. Prerequisite(s): RES 1200A 3 credit(s)
	RES 3130 - Descriptive Phenomenological Psychological Research The descriptive phenomenological psychological method is a qualitative research method that is an expression of the human science movement in psychology. This research method is Giorgi’s adaptation of Husserl’s phenomenological philosophy for psychology. Using the method, researchers interview participants regarding a psychologically meaningful experience and then work in a caring and demanding way to make explicit the psychological meanings in the data using specific steps: employing the phenomenological reduction and epoché, exercising free imaginative variation, and searching for the least-variant psychological structures within a given context. This is a hands-on course the emphasizes and provides mentoring in the concrete steps necessary for phenomenological research, as well as introduce necessary theoretical concepts including intentionality, the phenomenological reduction and “intuition” as understood in phenomenology. This course is an introduction to the practice of research, and is required for students who are considering using phenomenology in their practicum or dissertation. (Ph.D. program only) Prerequisite(s): Completion of RES 1015 . 3 credit(s)
	RES 4005 - Narrative and Auto/Biographical Research This course focuses on the foundations and applications of Narrative Inquiry and the closely related methodologies of auto-biography and narratology. The course recognizes the importance of storytelling, conversation, forms of everyday oral and written communication, and narrative text in the study of human lives. It first examines the larger topic of in-depth, qualitative methodologies in the human sciences. It briefly considers kindred research methods that rely on textual data, from biography to phenomenology, ethno-methodology, and ethnography. Course assignments prepare the student to execute a full pilot study, including becoming knowledgeable of preparing the research proposal, and reporting research findings. Assignments include preparing components of a research proposal, specifically the methods section and results report. Assignments also develop applied research skills, including data collection, thematic analysis, and interpretation. In addition, techniques for intentionally introducing embodiment to the research process. The course entails a research proposal, execution of a pilot research study, and written research report. (Ph.D. program only) Prerequisite(s): Completion of RES 1015 3 credit(s)
	RES 4900 - Hermeneutic Psychological Research In the social sciences it is widely acknowledged that human beings spontaneously express themselves through stories that embody self-identity 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 course project. The hermeneutic tradition, like the phenomenological tradition as a whole, offers a well-articulated philosophical foundation that can be adapted for 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)
	RES 9010 - Qualifying Essay 1: Dissertation Critique (Managing Organizational Systems, Psychology, Transformative Social Change Only) The course engages the student in writing a critique 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. Students are required to consult with their Essay Supervisor to determine which two essays they will enroll in first. (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
	RES 9020 - Qualifying Essay 2: Literature Review (Managing Organizational Systems, Psychology, Transformative Social Change Only) 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. Students are required to consult with their Essay Supervisor to determine which two essays they will enroll in first. (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
	RES 9030 - Qualifying Essay 3: Literature Review (Organizational Systems, Psychology, Transformative Social Change Only) 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 . Students are required to consult with their Essay Supervisor to determine which two essays they will enroll in first. (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
	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)
	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)
	RES 9500 - Dissertation Research (Clinical Psychology, Clinical Specialization, Managing Organizational Systems Only) 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. 12 credit(s)
	RES 9500 - Dissertation Research (Psychology, Transformative Social Change Only) 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)
Seattle Counseling
	COUN 2010S - Structure and Dynamics of the Family This course provides theoretical and phenomenological overview of the changing nature of family structures and dynamics through lifespan and intergenerational perspectives. The course explores the dynamics of human systems, processes in adaptation, and integrative approaches in systems interventions. The course emphasizes case description, historical and developmental perspectives, theoretical models in systems formulations, and integration of cultural and social structures in contextual dynamics. 3.0 credit(s)
	COUN 2025S - Counseling Theories This course explores four broad categories into which the types of therapy fall: a) psychodynamic; b) behavioral and cognitive-behavioral; c) existential, humanistic, and transpersonal; and d) family systems approaches. The course surveys the history and development of each school and its views on human nature, psychological health, normal development, psychopathology, and approaches to intervention. 3.0 credit(s)
	COUN 2031S - Assessment and Testing This course emphasizes humanistic perspectives in administration, interpretation, and reporting of assessment measurements using standardized empirical and phenomenological approaches. The course emphasizes clinical issues in reliability and validity, standardization and instrumentation, cultural and population specificity, and individual and contextual applications. The course provides an overview of ethics, testing objectives, and clinical implications in assessment settings. The course provides an overview of historical perspectives and theoretical models in assessment formulation. 3.0 credit(s)
	COUN 2050S - Psychopathology and Diagnosis This course provides a critical overview of major schools of thought that have shaped modern thinking about various aspects of psychopathology (e.g. behavioral, biophysical, intrapsychic, phenomenological, and social) with attention to current diagnostic criteria of the DSM in relation to societal determinants of functional and dysfunctional behavior. Consideration is given to etiology, development, pathological patterns, psychotherapy, and critical evaluations of the field. Dysfunctional behavior is studied in the larger context of adaptation, self-actualization, and the development of human capacities 3.0 credit(s)
	COUN 2060S - Human Sexuality Human Sexuality presents an investigation of sexuality within the larger context of the human experience. Emphasis is placed on the study of human sexual development, dimensions of sexual behavior, sex education, health issues, sex therapy, and cultural, ethical, spiritual and legal aspects of sexuality. The course emphasizes applications in clinical work with individuals and couples. 3.0 credit(s)
	COUN 2400S - Pre-Practicum Pro-Seminar This course introduces and follows the student through pre-degree Practicum search and preparatory coursework. The course addresses issues in practicum placement with emphasis in professional development. Emphasis is placed on the individual student’s clarification of licensing requirements and formulation of degree course plan. This course emphasizes acculturation of the student into the clinical mental health profession. Students enroll in this course in multiple semesters: A, B, C, D. The course is required each semester the student is enrolled in pre- practicum courses. 15 Contact Hours. 0.00 credit(s)
	COUN 2401S - Practicum/Internship Pro-Seminar This course provides a residential experience to accompany students’ field experiences in Practicum, Internship 1, 2 and 3. The course addresses issues in practicum and internship training with emphasis in professional development. This course emphasizes acculturation of the student into the clinical profession of clinical mental health counseling. Additionally, the course addresses issues that emerge during practicum and internship in an intensive face-to-face group training environment. Supervision around ongoing cases, practice and refinement of clinical skills and opportunities for development of self-as-counselor are provided. Students enroll in this course in multiple semesters: A,B,C,D corresponding to each semester the student/trainee is enrolled in Practicum or Internship courses. 15 Contact Hours 0.00 credit(s)
	COUN 2500S - Basic Counseling Skills This course develops foundational clinical skills for professional work with individuals, couples, families, and groups. The course integrates humanistic theories and techniques with emphasis on self-exploration toward cultivating professional development of the counselor and psychotherapist. The course introduces foundations in clinical theory including stages of therapy, diagnostic assessment, and therapeutic intervention. The course focuses therapeutic practices including skills in developing the therapeutic container and alliance, empathic listening and reflection, unconditional positive regard, recognition of boundaries and therapeutic frame, exploration of self, sensitivity to diversity and multicultural issues, and capacity to embody an authentic sense of self as a counselor and psychotherapist. 3.0 credit(s)
	COUN 2505S - Psychopharmacology Students develop a foundational understanding in psychopharmacology important to client-oriented clinical practice in 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. 3.0 credit(s)
	COUN 2510S - Relationship and Family Intervention This course addresses philosophies and models of therapeutic intervention with couples and families. There is also a section on working with children, emphasizing work with children that include a family perspective. This course builds theoretical understanding and therapeutic skills and enlarges foundations introduced in the pre-requisite courses COUN 2500S ”Basic Counseling Skills” and COUN 2010S ”Structure and Dynamics of the Family.” Prerequisite(s): COUN 2500S and COUN 2010S 3.0 credit(s)
	COUN 2531S - Group Counseling and Psychotherapy This course examines philosophies and models of group counseling and psychotherapy. The course has four fundamental goals. The first is a critical analysis of contemporary theories and models of group counseling and psychotherapy. The second is to be able to identify the theories and therapeutic group approaches that best fit the context and nature of the clinical requirements and are congruent with the personality and values of the counselor and the clients. A third goal is developing sensitivity to the many ways in which one’s values and beliefs impact one’s choice of interventions. A fourth goal is to encourage reflection regarding how the insights of different approaches may be applied in a group context within a humanistic framework. 3.0 credit(s)
	COUN 2532S - Career Development and Counseling This course is designed for students to gain an overview of career development theories, procedures and techniques in career counseling and career assessment tools. Empirically-based theories and counseling interventions are reviewed and examined in the context of working with diverse populations across counseling settings. 3.0 credit(s)
	COUN 2538S - Aging and Long-Term Care The course goal is to broaden understanding and develop effective approaches to individual and social issues associated with aging. The course emphasizes a multi-perspective approach to aging and the challenges an aging population presents to administrators and clinicians. The course explores interventions associated with aging, mentoring in society, the renewal of eldership in society, and a paradigm for aging in place. 15 Contact Hours. 3.0 credit(s)
	COUN 2539S - Child Abuse Assessment and Reporting This course will review the signs of physical abuse, sexual abuse, emotional abuse and neglect, with special attention to cultural context. The course is designed to satisfy Child Abuse Assessment and Reporting for MFT and Clinical Psychology (7 contact hours) and requirements for MFT licensure (3 contact hours) covering issues of elder abuse with additional emphasis on financial abuse. 7 Contact Hours. 0.00 credit(s)
	COUN 2544S - Mental Health Recovery This workshop provides developing clinicians with a broader and deeper understanding of those they will be serving. By inviting mental health advocates to join the conversation, stigma and stereotypes are identified and addressed. Cultural competency, recovery-oriented care, resiliency, case management, and systems of care are emphasized. 15 Contact Hours. 0.00 credit(s)
	COUN 2555S - Advanced Child and Adolescent Therapy This course is designed to build upon the Lifespan course. In this course, students will explore how development, families, and sociopolitical issues impact children and adolescents. The course emphasizes clinical skills and therapeutic interventions for working with children, adolescents and their families in clinical, school, and community settings. 3.0 credit(s)
	COUN 2560S - Multiculturalism and the Family Assessment This course explores psychological approaches in social constructs and emphasizes the following factors in individual and family development: language, acculturation, economics, race, class, gender, sexual identity, sociopolitical factors, child-rearing practices, family structure, religious traditions, cultural values and attitudes. The course focuses clinical issues of cultural competence in the context of ethics, laws, and regulations that define cultural awareness in counseling. 3.0 credit(s)
	COUN 2561S - Substance Abuse and Behavioral Addictions This course provides foundational knowledge for conceptualizing, assessing, and treating substance abuse and compulsive behavioral disorders. The course examines the neurobiology of drug use and compulsive behavior within the prevailing models of addiction. The course develops understanding of drug use and addictive behavior as a biopsychosocial phenomenon that impacts individuals and communities. The course investigates the interactive process of motivating individuals for change across models of compulsive behavior, and explores treatment approaches with individuals in addiction. The course addresses ethical issues that arise in working with individuals with addictions. 3.0 credit(s)
	COUN 2562S - Crisis and Trauma Intervention This course describes biological, emotional, and cognitive processes of traumatic stress and examines the nature of PTSD and other diagnoses associated with exposure to traumatic stressors. The course explores social, cultural, developmental, physiological, and psychological factors in relation to vulnerability, resiliency, and recovery. Cultural sensitivity and the importance of client advocacy and working with consumer groups in aiding recovery are emphasized. The course explores stages of assessment, intervention, and recovery in relation to early attachment, physiology, and resiliency. 3.0 credit(s)

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Course Descriptions

PSY 3062 - First Responders as Servant/Leaders: Building Relationships

PSY 3063 - First Responder Practicum Experience

PSY 3070 - Meaning Centered Counseling and Therapy

PSY 3080 - C. G. Jung: His Life, Work, and Contemporary Perspectives in Analytical Psychology

PSY 3171 - Perspectives and Foundations of Traumatic Stress

PSY 3172 - Trauma: Mind, Body, and Spiritual Dynamics

PSY 3176 - Trauma Assessment and Treatment in Practice

PSY 3177 - Traumatic Stress within Cultures and Self

PSY 3178 - The Psychology of Trauma in Working with First Responders

PSY 3179 - Traumatic Experiences in Relationships

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

PSY 3500 - Humanistic Psychology and Psychotherapy

PSY 3510 - Transpersonal Psychology and Psychotherapy

PSY 3535 - Death, Loss, and Meaning in Existential Psychology

PSY 4000 - Comprehensive Exam

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

PSY 4530 - Psychology, Religion, and Spirituality in Their Cultural Contexts

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

PSY 6010 - The Psychology of Multiculturalism in North America

PSY 6020 - Developmental Psychology

PSY 6030 - Personality Theory and Research

PSY 6050 - Mindfulness and Spirituality in Clinical Practice

PSY 6060 - Ethics and Laws in Psychotherapy and Behavioral Science Research

PSY 6070 - Cognitive Behavioral Therapy Applied within Humanistic and Integrative Approaches

PSY 6080 - Introduction to Forensic Psychology

PSY 6150 - Existential Psychotherapies II: Rollo May and the Existential Tradition

PSY 6160 - Applied Positive Psychology

PSY 6570 - Race, Class, and Gender

PSY 7500 - Clinical Psychology Graduate Colloquium

PSY 7510 - Social Psychology

PSY 8125 - Internship

PSY 8145A - Clinical Practicum I

PSY 8145B - Clinical Practicum II

PSY 8145C - Clinical Practicum III

PSY 8230 - Cognitive Assessment

PSY 8231 - Cognitive Assessment Lab

PSY 8250 - Personality Assessment

PSY 8251 - Personality Assessment Lab

PSY 8806 - Dreams, Mythology, and Fairy Tales in Theory and Clinical Practice

PSY 8826 - The Practice of Psychotherapy and Alchemical Studies

PSY 8950 - Certificate Integrative Seminar

PSY 9200 - Master’s Project (M.A. in Clinical Psychology)

RES xxxx - Advanced Research Methods

RES 512A - Psychophysiological Research Techniques

RES 512B - Research Experience

RES 512C - Statistical Evualuation in Psychophysiology

RES 573 - Dissertation Preparation

RES 580AA - Dissertation

RES 580B - Dissertation

RES 580C - Dissertation

RES 1004 - Information Competency and Library Use (PhD Managing Organizational Systems and MA, PhD Transformative Social Change)

RES 1005 - Methods of Research and Disciplined Inquiry I (PhD Psychology, Managing Organizational Systems, Transformative Social Change)

RES 1006 - Information Competency and Library Use (PhD Psychology)

RES 1015 - Methods of Research and Disciplined Inquiry II (PhD Psychology, Managing Organizational Systems, Transformative Social Change)

RES 1023 - Understanding Research and Evaluation (for MA Counseling Only)

RES 1025 - Understanding Research (MA Psychology, Transformative Social Change)

RES 1026 - Information Competency and Library Use (MA Psychology)

RES 1026L - Information Competency and Library Use

RES 1030 - Experimental Research Methods

RES 1040 - Qualitative Research Methods

RES 1045 - Fundamental Statistics for Practitioner Scholars

RES 1050 - Applied Program Evaluation

RES 1100A - Research Practicum

RES 1100B - Research Practicum - Part II

RES 1105 - Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only)

RES 1110 - Statistics

RES 1140 - Case Study Methods in Psychology

RES 1150 - Action Research

RES 1160 - Systems Research

RES 1200A - Dissertation Proposal I (Clinical Psychology, Clinical Specialization Only)

RES 1200B - Dissertation Proposal II (Clinical Psychology, Clinical Specialization Only)

RES 3130 - Descriptive Phenomenological Psychological Research

RES 4005 - Narrative and Auto/Biographical Research

RES 4900 - Hermeneutic Psychological Research

RES 9010 - Qualifying Essay 1: Dissertation Critique (Managing Organizational Systems, Psychology, Transformative Social Change Only)

RES 9020 - Qualifying Essay 2: Literature Review (Managing Organizational Systems, Psychology, Transformative Social Change Only)

RES 9030 - Qualifying Essay 3: Literature Review (Organizational Systems, Psychology, Transformative Social Change Only)

RES 9200 - Master’s Project Research

RES 9400 - Master’s Thesis Research