Appendix F - Saybrook University

Appendix F 

Graduate College of Psychology and 

Humanistic Studies 

Course Descriptions 

Courses are identified and organized by degrees: Human Science (HS), Psychology 

(PSY), Doctor of Psychology (PsyD), MA Marriage and Family Therapy (MFT), 

Organizational Systems (ORG) and by area Research (RES) or Concentration. 

Courses listed are offered as individually-mentored online (IO), residential (R) or 

cohort (CO) courses unless otherwise noted as online cohort courses. Not all courses 

are offered every semester. SMS will list courses open for enrollment each semester. 

See Program Descriptions and Requirements section of the PHS section of this catalog 

and the Saybrook University website for updates and/or changes to courses. 

Area Abbreviation Index: 

ALL All Concentrations 

CS Consciousness and Spirituality 

IHS Integrative Health Studies 

HS Human Science 

HTP Humanistic and Transpersonal Psychology 

MFT Marriage & Family Therapy and Professional Clinical Counseling 

ORG Organizational Systems 

PSY Psychology-MA and PhD 

PSYD Doctor of Psychology 

STR Social Transformation 

NON No Concentration 

RES Research 

IO INDIVIDUALLY MENTORED 

R RESIDENTIAL COURSE 

CO COHORT COURSE 

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235

ALL 0700 

ALL 0701 

ALL 0702 

Academic Writing 

Academic Writing is a one-credit tutorial that provides substantive 

support for students seeking to develop writing skills that 

allow them to meet APA and graduate level standards. 

Recognizing that students have diverse needs, the course has 

been structured to be flexible enough to accommodate each student's 

experience and needs by offering three writing approaches: 

process, product, and personal voice. There are no prerequisites 

for Academic Writing 0700. Enrollment can be by student's 

choice, required at admission, or recommended to the student by 

content course instructors at any time during the program. 

Students may take up to 3 credits of Academic Writing over the 

duration of their program at Saybrook. Enrollments beyond the 

3-credit limit will be on a non-credit basis only. 1.0 credit. 


























236

ALL 0703 

ALL 0704 

ALL 0705 

















3-credit limit will be on a non-credit basis only. 0.0 credits. 

Academic Writing Academic 

Writing is a one-credit tutorial that provides substantive support 

for students seeking to develop writing skills that allow them to 

meet APA and graduate level standards. Recognizing that students 

have diverse needs, the course has been structured to be 

flexible enough to accommodate each student's experience and 

needs by offering three writing approaches: process, product, and 

personal voice. There are no prerequisites for Academic Writing 

0700. Enrollment can be by student's choice, required at admission, 

or recommended to the student by content course instructors 

at any time during the program. Students may take up to 3 

credits of Academic Writing over the duration of their program 

at Saybrook. Enrollments beyond the 3-credit limit will be on a 

non-credit basis only. 0.0 credits. 









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3-credit limit will be on a non-credit basis only. 0.0 credits. 

ALL 1035 

ALL 3040 

Critical Thinking for Psychologists 

This course is intended to help students think, read, write and 

practice with critical acumen about key issues in clinical psychology's 

theory, research, training and practice. The field's fundamental 

assumptions and their implications will be examined. A 

set of vital, current controversies will be addressed, including the 

medical model; psychodiagnostic categories and processes; theories 

of personality and change; manualized, outcome-based psychotherapy; 

etc. Students are encouraged to consider in greater 

depth the evidence and arguments marshaled for various positions, 

and to examine, refine or revise their own conclusions. 3.0 

credits. 

Models of Consciousness 

This course will explore the process of model building in psychology 

and human science by examining a spectrum of current 

models which dominate the study of consciousness, including 

those from cognitive neuroscience, the classical depth psychologies 

of Freudian psychoanalysis, humanistic and transpersonal 

approaches, Jungian psychology, and a selection of conceptions 

from the classical psychologies of Asia. How to identify the logic, 

metaphysics, epistemology, ontology, and cosmology of a given 

model will be a primary focus. What relevance these models of 

consciousness have for humanistic and transpersonal psychology 

and for human science will also be of concern. Because individuals 

often attempt their own integration, based on some fusion of 

theoretical readings, empirical scientific research, personal proclivities, 

and phenomenological goodness of fit with their own 

intuitive norms from experience, the synthesis of a more adequate 

model of consciousness for the student's own purposes will 

be encouraged. Prerequisite: Psychology of Consciousness, 

Humanistic Psychology, or Transpersonal Psychology or by permission 

of the instructor. 3.0 credits. 

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ALL 8100 

Independent Study 

This course affords students the opportunity to design a course 

based on their specific interests and needs that is not offered 

under the regular curriculum. Students should begin by consulting 

with the intended instructor. Students cannot duplicate an 

existing Saybrook course using Independent Study. 1.0 credit. 

ALL 8125 (OL) Internship 

This course is intended for students who desire a clinical internship 

for licensing purposes on their transcript. Prerequisite: 

Authorization from Director of Internships. 0.0 credits. 

ALL 8150 (OL) Practicum 

This course is intended for students who are seeking a clinical 

practicum not related to the MFT program. Students are responsible 

for arranging the practicum site and should consult the 

Director of Internships who serves as liaison. 3.0 credits. 

ALL 8151 

CSP 3010 

CSP 3020 

Practicum in Professional Practice 

This course is intended for students seeking practicum training 

not related to clinical practicum or the MFT program. Students 

are responsible for arranging the practicum and should consult 

their Concentration Director in order to identify a Saybrook faculty 

liaison. 3.0 credits. 

Arts Based Inquiry 

When a form of inquiry is conceptualized and actualized in terms 

of creative processes in the pursuit of human knowing, using as 

its primary means an art medium, it may be termed art based 

inquiry. This course examines select forms of thinking about and 

doing arts based inquiry, inclusive of its relevance to research 

processes and forms of scientific inquiry. Although preference is 

given to the visual arts, other art forms may be pursued. No prerequisites. 

3.0 credits. 

Nature of Consciousness 

This course represents the multidisciplinary and multifaceted 

field of Consciousness Studies as it is today. It provides an introductory 

doorway for students into Consciousness Studies at 

Saybrook. In addition, it showcases the diverse research and 

scholarly interests of Saybrook faculty who can guide advanced 

study by Saybrook students. . 3.0 credits. 

Appendices 

239

CSP 3070 

CSP 3075 

CSP 3076 

CSP 3080 

CSP 3150 

Eastern Psychologies 

This course first introduces students to the definitions and orientations 

of Eastern psychologies in relationship to Western psychology. 

Ajaya (1984) compares and contrasts the diverse 

approaches of Eastern and Western psychologies from a Yogic 

perspective. In so doing, he allows students to begin the transition 

to Eastern views by gradually introducing concepts and 

relating them to Western perspectives. 3.0 credits. 

The Life of Alan Watts 

This course considers the life and work of Alan Watts (1915- 

1973), early pioneer in the emergence of humanistic and 

transpersonal psychology. Students will consider Watts' ideas in 

the context of his chronological biography by reading In My 

Own Way, his own autobiographical statement, while at the 

same time reading and discussing Watts' major writings during 

different periods of his career. 3.0 credits. 

Introduction to the Life & Work of C.G. Jung and 

Contemporary Perspectives in Analytical Psychology 

The course offers an overview of the life and times of C.G. 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. 3.0 credits. 

Psychology of Shamanism 

The topic of shamanism-- is a topic of great fascination and complexity. 

The learning guide for the course has been designed to 

assist students in that journey into the shaman's world, in the 

psychological knowledge to be gained from the quest, in the personal 

transformations that might ensue on student expeditions, 

and in their safe return when the cycle has been completed. 3.0 

credits. 

Neuropsychology of Dreams and Dreaming 

The course covers one of the most fascinating areas of investigation 

in consciousness studies; few if any other areas bring together 

in one place as many aspects of neuropsychology. In this 

240

course students learn more than brain physiology and theories of 

how brain function is connected to nighttime dreaming; they 

also obtain a bird's eye view of the mind and the brain working 

together as beautifully exemplified in the exquisitely complex yet 

simple action of the sleeping brain. 3.0 credits. 

CSP 3160 (OL) Personal Mythology and Dreamwork 

This course explores what is meant by the term personal mythology. 

Students are introduced to the idea that every person develops 

a particular personal mythology that guides and influences 

his or her perceptions, thoughts, feelings, and behaviors. 

Students are introduced to the primary factors that seem to be 

responsible for the development of particular personal mythologies, 

for example, a person's genetic inheritance, family of origin, 

kinship group, and social milieu. 3.0 credits. 

CSP 4500 (OL) Dimensions of Creativity 

The many dimensions of scientific and artistic creativity are 

studied, as well as the way creativity relates to social-cultural 

influences, gender, family background, personality factors, and 

cognitive styles. This course examines the creative process, the 

creative person, the creative product, and the creative environment. 

Imagery and symbolization, intrapsychic experience, and 

aesthetic issues are explored. Recent creativity research and theories 

of creative development are considered. 3.0 credits. 

CSP 4510 

CSP 6560 

Perspectives in Creativity 

This course is designed to deepen your understanding of creativity 

and utilize newly learned insights to enhance your creative 

process as well as stimulate the creative process of others. 

Students develop an awareness of factors that stimulate or inhibit 

their own creative process and apply what they learn in an area 

of vital importance to you. 3.0 credits. 

Approaches to Socially Engaged Spirituality 

In the modern Western world, spirituality is often understood as 

private, subjective, and individual, as one's primarily inward 

communion with what is seen as sacred, a communion that is 

not necessarily explicitly in relation to, or even connected with, 

one's more outward and public life. In many traditional religious 

forms, the highest development of spirituality required leaving 

and having little to do with the everyday social world, whether 

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241

as a monk or nun, hermit, wanderer, or a member of an intentional 

community. Socially engaged spirituality in its traditional 

and contemporary forms represents a different approach, in 

which spiritual qualities are developed in the context of involvement 

in family, work, community, society, and/or politics. 3.0 credits. 

CSP 6565 

CSP 6566 

CSP 6567 

Socially Engaged Spirituality I 

Students in the “Socially Engaged Spirituality” (SES) Certificate 

Program will follow an integrated process of community-based 

learning across four tracks during two years. The four tracks 

include: (1) a cross-cultural, historically situated, and critical 

study of various approaches to socially engaged spirituality; (2) a 

hands-on training component in various skills, tools, perspectives, 

and resources in such areas as group process, leadership, 

diversity work, ritual, etc.; (3) social analysis; and (4) a 

practicum integrating reflection of one's ongoing engagement in 

the world and spiritual practice, in the context of the SES learning 

community and study of selected readings on comparative 

religion, transformative learning, and spiritual transformation. 

5.0 credits. 

Socially Engaged Spirituality II 

While the content of the program will depend to a significant 

extent on the inner dynamics of the learning community, there is 

a tentative plan for the curriculum. In the second semester, the 

content areas for the first three tracks (the fourth track's content 

will depend primarily on the student's experiences) will be: (1) 

religiously-based fundamentalism, fascism, and nationalism; 

Hindu notions of karma yoga and ahimsa - non-harming or nonviolence 

(particularly in the life and work of Fandhi); and socially 

engaged Buddhism; (2) nonviolent action and "despair and 

empowerment" work (the work of Joanna Macy); and (3) the 

transformation of work in the contemporary world, and strategies 

for social change. 5.0 credits. 

Socially Engaged Spirituality III 

While the content of the program will depend to a significant 

extent on the inner dynamics of the learning community, there is 

a tentative plan for the curriculum: In the third semester, the 

content areas for the first three tracks (the fourth track's content 

will depend primarily on the student's experiences) will be: (1) 

indigenous (particularly Native American) approaches, and the 

242

CSP 8950 

HS 1000 

HS 1001 

connection of spiritually-informed action to the resources of 

humanistic and transpersonal psychology; (2) the recovery of 

indigenous traditions, and ritual; and (3) globalization. 

5.0 credits. 

Certificate Integrative Seminar 

The final part of the certificate is the integrative paper. The purpose 

of the integrative paper is to give the learner an opportunity 

to draw together the most important aspects of the certificate 

courses, to assess strengths and identify further learning needs, 

and to develop a specific plan for continuing personal and professional 

work. 1.0 credit. 

Theories of Inquiry 

This course provides a historical and cross-cultural overview of 

approaches to inquiry and knowledge about the experience of 

being human and the human condition. It offers a foundational 

view of different perspectives associated with theories and 

research at Saybrook. The primary goal of the course is to facilitate 

a deeper understanding of how knowledge and the search for 

knowledge have been conceived and the issues involved as paradigms 

are challenged, critiqued, and changed over time. Many of 

the issues are epistemological in nature and are increasingly 

important in cross-disciplinary and cross-cultural practice and 

research relevant to broader social, political, and cultural questions. 

Theories of Inquiry provides an essential foundation for 

the Human Science degree program and the History and 

Philosophy of Human Science course, which covers the debates 

and dialogues of the last 150 years focused on the development 

of alternate ways of investigating human experience than that 

provided solely by the natural sciences. 3.0 credits. 

History and Philosophy of Human Science 

This course traces the development of the Human Science 

approach to understanding human thought, experience, institutions, 

and cultures. It begins with a review of the historical discussions 

about the nature of knowledge and how we know. It 

examines the contributions of some of the early initiators of the 

human science dialogue, including Dilthey, Gadamer, Weber, 

and Bateson and the expansion of the human science dialogue 

through critical theory, structuralism, feminism, and postmodernism. 

The relation of Human Science to humanistic and 

243 

Appendices

transpersonal viewpoints; to the natural and social sciences; 

humanities; studies in religion and spirituality; and to mainstream 

psychology and psychiatry are also considered. The various 

methods of inquiry that have been developed as a result of 

this ongoing endeavor to understand the complexities and 

nuances of human experience are discussed here and further 

developed in Critical Theories for the Human Sciences. 

Prerequisite: HS 1000 Theories of Inquiry, or permission of 

instructor. 3.0 credits. 

HS 6140 

HS 6580 

Ethics for the Human Sciences 

This course examines Western and Eastern ethical theories discussing 

the concepts and ethical problems that social science 

researchers may encounter. The course considers 'morality in 

practice,' examining the nature of professional ethics and the 

challenges professionals face, and discussing a variety of ethical 

issues such as euthanasia, abortion, sexuality, preferential treatment, 

the distribution of wealth and income, animal rights, punishment 

and responsibility, terrorism, war, and nuclear deterrence. 

Issues related to various human and social science disciplines 

are analyzed and the ethical aims and moral shortcomings 

of human and social science theories, methodologies, policies, 

and practices are investigated. 3.0 credits. 

Cultural Criticism 

Cultural criticism is a recent synthesis of work in anthropology, 

literary criticism, feminist studies, cultural and intellectual history, 

African-American studies, semiotics, philosophy, political 

studies and many other disciplines. Its foci are on the understandings 

and practices that comprise our subjectivity and the 

contexts of our daily lives; how those understandings and practices 

are institutionalized, legitimized and rationalized; and how 

they shape our experiences and interactions with ourselves, our 

intimate relationships and contemporary American society. The 

course examines knowledge and power as expressed in the media, 

education, political, healthcare, and criminal justice systems, psychotherapy, 

and language in relation to specific social issues. 3.0 

credits. 

244

HS 6581 

HS 6583 

Human Science Studies: 

Religion, Politics, Science, and Culture 

This course outlines the origins of belief and ritual systems, 

focusing particularly on Christianity, Islam, and Buddhism, from 

the perspectives of Anthropology and Sociology through the 

development of historical and contemporary religious expressions. 

Current discussions from neuroscience and psychology on 

the origins and role of religious belief also are investigated. With 

this grounding, students explore the role of religious and cultural 

beliefs in contemporary issues, including the relationship 

between science and religion and the relationship between religious 

and traditional values and social structures and policies. 

Students may choose to focus on specific social issues, for example, 

U.S. debates on religion and politics from the perspective of 

conservative religious systemslike Fundamentalist/Evangelical 

Christianity, or international issues, such as Islam and global 

relationships. Students do not focus on theological issues, except 

incidentally as they consider religion in the context of various 

cultures. 3.0 credits. 

Human Science Studies: Class, Race, and Gender 

This course provides a foundation to study contemporary social 

problems related to issues of class, race, and gender. Basic readings 

develop the theoretical and historical foundation of these 

issues in terms of Western culture, and the United States in particular. 

Concepts of class are at the core of analyzing social structures 

and systems, and particularly from the Human Science perspective, 

at the heart of analyzing power. The concept of race 

and the practices of racism are some of the most enduring aspects 

of the human condition. Similarly, concepts of gender shape 

individual and cultural arrangements between the sexes and 

influence both individual freedom and social policy. Here we 

clarify these terms and review theory and current knowledge 

associated with each and their intersections in different domains. 

Students can choose to study any of these and their impact in 

various settings, for example, in business, politics, education, 

health, religion, criminal justice, or government, with a focus on 

facilitating transformative change. 3.0 credits. 

Appendices 

245

HS 7570 

246 

Critical Theories in the Human Sciences 

This course focuses on theoretical and research issues related to 

the primary forms of social, political and economic domination 

and oppression. It examines the basic epistemological biases and 

ideological and psychological dimensions of these through consideration 

of major theorists from the Frankfurt School (Adorno, 

Horkheimer, Habermas, and Marcuse). The intent of this first 

generation of critical social theorists was to connect theory with 

the practical activities of individual and social transformation 

toward greater freedom and rationality. The course also examines 

the positions of postmodernist theorists, such as Michel Foucault, 

and other recent contributors from the perspectives of feminism, 

transpersonal psychology, and liberation theology. The course 

proposes that critical theory is an alternative view of theory and 

research in the human sciences and an important perspective in 

the ongoing development of a Human Science approach to 

inquiry. Prerequisite: HS 1000, Theories of Inquiry, or HS 1001, 

Philosophy and History of Human Science. 3.0 credits. 

HTP 1080 (OL) History and Systems of Psychology 

The focus of this course is two-fold; first to introduce the student 

to the craft of historiography as a legitimate method in psychology, 

and second, to more accurately place the history of humanistic 

and transpersonal psychology within the larger framework of 

the history of American academic psychology. Persistent issues 

in psychology and the evolution of answers to these problems are 

examined. This course also focuses on the historical development 

of psychology as a separate scientific discipline in relation 

to applied psychology, the humanities, and the human sciences. 

3.0 credits. 

HTP 2010 (OL) 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 credits.

HTP 2025 (CO) Systems of Psychotherapy 

This course explores four broad categories into which the types 

of therapy fall: psychodynamic; behavioral and cognitive-behavioral; 

existential, humanistic, and transpersonal; and 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 credits. 

HTP 2030 (CO) Assessing Persons: Methods and Psychometrics 

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 credits. 

HTP 2040 

Existential Psychotherapies 

The philosophers of existentialism, phenomenology, and the theoretical 

foundations, as well as the applications of an existential 

perspective in clinical work, are the topics of this course. The 

goals are to provide grounding in the philosophical tradition, to 

understand phenomenology as a research approach congenial to 

existential psychotherapies, and to deepen the sensitivity to the 

emergence of existential themes in actual clinical work. 3.0 credits. 

HTP 2050 (COL) Psychopathology and Diagnosis 

This course provides a critical overview of major schools of 

thought that have shaped modern thinking about various aspects 

of psychopathology with attention to current diagnostic criteria 

of the DSM, e.g. behavioral, biophysical, intrapsychic, phenomenological, 

and social, 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 credits. 

Appendices 

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HTP 2060 

248 

Human Sexuality 

This course presents an investigation of sexuality within the larger 

context of the human experience. Emphasis is placed on the 

study of human sexual development, dimensions of sexual behavior, 

sex education, health issues, sex therapy, ethical and legal 

aspects of sexuality, and art and sexuality. 3.0 credits. 

HTP 2090 (OL) Cognitive Assessment 

This course gives students some of the tools to see the mind at 

work. Students will gain proficiency in understanding psychological 

assessment reports as well as some of the fundamentals of 

neuropsychological assessment. An assessment course is a 

requirement for licensing as a clinical psychologist in many 

states. 3.0 credits. 

HTP 2091 (OL) Personality Assessment 

This course introduces students to the uses of a variety of standardized 

and non-standardized instruments in order to develop 

hypotheses about an individual's present psychosocial-spiritual 

state. The course uses a strengths-based approach for writing psychological 

assessment reports that are a question-focused comprehensive 

integration of the historical, psychological, social, and 

spiritual aspects of an individual. Requirements include mastery 

of extensive internet-based interactive exercises, the material in 

the textbook, four papers, and hands-on experience. 3.0 credits. 

HTP 3075 

HTP 3110 

The Life of Alan Watts 

This course considers the life and work of Alan Watts (1915- 

1973), early pioneer in the emergence of humanistic and 

transpersonal psychology. Students will consider Watts' ideas in 

the context of his chronological biography by reading In My 

Own Way, his own autobiographical statement, while at the 

same time reading and discussing Watts' major writings during 

different periods of his career. 3.0 credits. 

Neuropsychology and Learning Disabilities 

Focusing on brain development and brain functioning in children 

and drawing on recent animal and human research, brainbehavior 

relationships are identified and analyzed within an 

environmental context. Internal factors (e.g., genetics) and 

external factors (e.g., infant stimulation) are studied as mediators 

of neuropsychological functioning. Consideration is given to the

HTP 3140 

HTP 3500 

HTP 3505 

interactive effects of neuropsychological, physiological, and sociological 

factors on learning differences and on learning disabilities. 

This course provides a critical view of the neuropsychological 

contributions to a learning disabilities epistemology. 3.0 credits. 

Phenomenological Critique of Psychological Systems 

This advanced-level course presents the phenomenological 

thought of selected 20th Century philosophers which is used as a 

basis for the critique of Introspectionism, Behaviorism, Gestalt 

Theory, Psychoanalysis, and Cognitive Psychology. The critique 

preserves the valuable contributions of each school, but also 

shows how each school is limited in its approach to a holistic 

psychology because of limiting assumptions. Students are encouraged 

to attempt a constructive alternative based upon a phenomenological 

perspective. 3.0 credits. 

Humanistic Psychology and Psychotherapy 

This course provides an overview of humanistic psychology 

including its history and origins, its current manifestations, its 

relation to Saybrook Graduate School, its contributions to various 

aspects of psychology including clinical practice, its critiques, 

and its possible future. Study includes the writings of Maslow, 

Rogers, May, Bugental, and Bühler. 3.0 credits. 

Foundations of Humanistic & Transpersonal 

Psychology 

This is an introductory one semester survey level course. The 

first section deals with the history, primary assumptions, methods, 

major constructs, and personalities associated with the existential-humanistic 

and transpersonal approaches to psychology. 

The second section covers topics in the field, including: psychotherapy, 

bodywork, group dynamics, meditation, states of 

consciousness, self-actualization and the transcendent experience, 

spiritual emergencies, and the voluntary control of internal 

states. The relation of the existential-humanistic and transpersonal 

viewpoints to existentialism and phenomenology, human 

science, and classical eastern psychology are discussed; in addition, 

their relation to mainstream psychology and psychiatry and to 

science and the humanities generally is also considered. 3.0 credits. 

Appendices 

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HTP 3510 (OL) Transpersonal Psychology and Psychotherapy 

Transpersonal psychology 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 

Aikido. Transpersonal clinical approaches in therapy and 

research methods are also addressed. 3.0 credits. 

HTP 4080 

HTP 4515 

HTP 6150 

Continuity and Change in Later Life: 

The Psychology of Older Adults 

This course reviews a broad range of topics relating to behavioral, 

emotional, cognitive, and social aspects of older adulthood. 

Students examine the major theoretical and methodological traditions 

in the psychology and neuropsychology of aging and their 

application to topics in two general areas: (1) growth and development 

in mid and late life and (2) age-related changes in neurological 

and psychological function. Specific areas of study 

include generativity in the middle years, reintegration in late life, 

wisdom and creativity, gender and aging, the aging nervous system, 

age-related changes in memory, intellectual development in 

older adults, motivation and emotion over the life course, and 

aging and mental health. 3.0 credits. 

Psychotherapy & the Arts 

This three-credit course is a foundation course for the 

Psychotherapy and the Arts focus at Saybrook, which is in the 

area of Humanistic and Transpersonal Clinical Inquiry. It is 

intended to give the student an overview of theory, application 

and research in the area of psychotherapy and the arts. 

3.0 credits. 

Rollo May and the Existential Tradition 

Rollo May, one of the great psychologists of our era, died on 

October 22, 1994. May was a seminal figure at Saybrook, and in 

the humanistic psychology movement. This course introduces 

students to three basic areas of May's thought: (a) his literary 

and philosophical concerns; (b) his critiques of psychological 

theories; and (c) his approach to psychotherapy. This is an intro- 

250

ductory course that has many applications to the Saybrook program. 

Some background in humanistic theory and therapy is recommended 

but not required for this course. 3.0 credits. 

Please Note: The following 6 courses (6600 through 6605) comprise the Expressive 

Arts Certificate program: Expressive Arts for Healing and Social Change: A Person- 

Centered Approach. Students applying for this program must be able to commit to 

all 6 courses. This is a 16 credit residential training program taking place at 

Westerbeke Ranch Conference Center in Sonoma County, California. Saybrook 

students do not pay additional tuition for the Expressive Arts Program unless they 

are in a program where they pay per credit and take more than 16 credits per semester. 

Non-Saybrook students pay tuition. All students pay room and board. 

HTP 6600 

HTP 6601 

HTP 6602 

Expressive Arts and Nourishing the Soul 

This initial intensive course provides experience in self-expression 

through the creative arts: movement, art, music, and writing. 

The creative arts can be a sacred and often mystical experience, 

transforming pain, anger, fear, and grief into forms that can 

nourish the soul. This course focuses on the inner journey 

through a creative process in an accepting, non-judgmental and 

often playful environment. No art experience necessary. 3.0 credits. 

Expressive Arts: Client-Centered Counseling 

In this course emphasis is on the theory and practice of the person-centered 

approach and using the expressive arts in counseling. 

Using the expressive arts for psychotherapy is taught via 

counseling demonstrations and communication triads. 

Theoretical presentations and discussion follow those experiences. 

Readings, discussions, a paper, and audio or videotapes of 

a counseling session ground the experience in theory and concepts. 

Applications with various client populations are discussed. 

Videotapes of Carl Rogers and Natalie Rogers and others in 

counseling sessions will be studied. 3.0 credits. 

Expressive Arts and the Wisdom of the Body 

To build trust in the wisdom and wholeness of body, mind, emotions 

and spirit students learn to use expressive arts to explore 

inner polarities, body awareness, self-image, and metaphor in 

health and healing issues. The relationship of childhood experiences 

to present day body awareness and comfort are explored 

through the arts, reading, discussion and writing. 3.0 credits. 

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251

HTP 6603 

HTP 6604 

HTP 6605 

Expressive Arts and Social Change 

This course will be an immersion in experiential, creative 

approaches to peace and conflict resolution. Through theory, discussion, 

psychodrama and the arts students explore how we can 

recognize and appreciate our ethnic, cultural, religious and ideological 

differences. Students learn to use person-centered communication 

skills and the expressive arts to help clarify thoughts 

and feelings, explore interpersonal processes, and envision solutions 

for personal transformation and social change. Also, the use 

of expressive arts for healing the wounds of social and natural 

trauma is studied. 3.0 credits. 

Expressive Arts: Group Dynamics and Facilitation I 

The theory of person-centered group dynamics and encounter 

groups is studied through reading, viewing videotapes of Carl 

Rogers and others who facilitate encounter groups, and discussing 

our own process. Students will learn to observe and analyze 

group process and may have the opportunity, with faculty 

guidance, to facilitate a group in a person-centered expressive 

arts process. 3.0 credits. 

Expressive Arts: Group Dynamics and Facilitation II 

The theory of person-centered group dynamics and encounter 

groups is studied through reading, viewing videotapes of Carl 

Rogers and others who facilitate encounter groups, and discussing 

our own process. Students will learn to observe and analyze 

group process and may have the opportunity, with faculty 

guidance, to facilitate a group in a person-centered expressive 

arts process. 1.0 credit. 

HTP 8801 Jungian Seminar 1 1.0 credit 


HTP 8803 Two Essays on Analytic Psychology 1.0 credit 


HTP 8805 Jungian Seminar 5 - Aion 1.0 credit 

HTP 8806 

HTP 8807 

The Structure and Dynamics of the Psyche 1.0 credit 

Jungian Seminar 7 - The Psychology of Fairy Tales 

1.0 credit 

252

HTP 8950 

IHS 4020 

IHS 4030 

IHS 4045 


The final part of the certificate is the integrative paper. The 

purpose of the integrative paper is to give the learner an opportunity 


courses, to assess strengths and identify further learning 

needs, and to develop a specific plan for continuing personal and 

professional work. 1.0 credit. 

Relationships in Health & Healing Practice 

Research shows that both relationships and social supports are 

critical variables for health and wellness. Conversely, both loneliness 

and relationship loss increase health risk. This course 

introduces a humanistic model for relationships and community, 

a bio-psycho-social-spiritual model for health, and Alfred Adler's 

concept of social interest. Students review the empirical evidence 

for relationship and social supports as buffers against stress, 

and examine intervention models for improving relationships, 

increasing social supports, and improving wellness. In addition, 

students examine the potential impact of social networking and 

other forms of electronic communication on health and wellness. 

3.0 credits. 

Psychophysiology: Mind-Body and Health 

This course introduces scientific and experiential approaches to 

understanding the interaction of mind and body in health. The 

course surveys scientific principles of psychophysiology, and 

introduces clinical practices relevant to mind/body (psychophysiological) 

healing. The student learns to monitor physiological 

processes via biofeedback instrumentation and through serum 

and salivary testing, for clinical practice and research. The course 

offers an opportunity to explore mind-body relationships through 

an overview of theory, review of empirical findings, and experiential 

learning. 3.0 credits. 

The Buddhist Path of Healing 

This course focuses on the foundations of “healing” the mindbody 

split from a Buddhist perspective. Traditional allopathic 

medicine (i.e., “Western” medicine) tends to view “healing” as 

ridding oneself of something that is problematic, such as recovering 

from a physical disease, affliction, or confused mental state. 

That is, we look at healing as getting rid of something unwanted 

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in order to return to a former state of wholeness. However, 

Buddhist psychology tends to view healing as the process whereby 

we uncover our own true nature in order to see the human 

condition clearly. There is no “problem” per se of which to rid 

oneself; rather, health resides in the unfolding of our true nature 

- something that is always present and that therefore need not be 

“regained.” This healing takes place through developing our 

sense of compassion for ourselves, others, and the world. 

3.0 credits. 

IHS 4050 

IHS 4070 

IHS 4075 

Health Psychology: The Application of Psychological 

Concepts and Tools to Health 

In an empirically rigorous manner, this course explores the 

choices we make (e.g., to act or not to act, with consequences for 

both health and disease) and their biological consequences.. This 

course speculates on the evidence that some exceptional human 

abilities and their correlates can be risk factors which block conscious 

salient information, and threaten perceptions, memories, 

and moods, producing psychophysiological incongruence or dissociation 

that can have consequences for morbidity and mortality. 

Research indicates that choosing to reverse the direction of 

activity of these same risk factors and their correlates can 

enhance the quality of life. Particular focus is on empirically constrained 

risk factors for the etiology, the prevention, and the 

therapy of stress-related disease. 3.0 credits. 

Ethical Issues in Health Care 

This course provides students with a course in ethics for the 

Integrative Health Studies Program at Saybrook. It is an introduction 

to the principles and practices relevant to ethical problems 

now confronting the health professions. 3.0 credits. 

NIH Grant Writing: Strategies, Politics and Format 

This course provides an overview of the strategies, politics, and 

required format of successfully competing for human subject 

research funding from the National Institutes of Health (NIH). 

Although this learning guide is modeled on NIH requirements, 

the information contained in this course prepares students to 

successfully write grants for non-profit and other grant-funding 

organizations as well. 3.0 credits. 

254

IHS 4080 

IHS 4090 

IHS 4101 

Continuity and Change in Later Life: 

The Psychology of Older Adults 

This course reviews a broad range of topics relating to behavioral, 

emotional, cognitive, and social aspects of older adulthood. 

Students examine the major theoretical and methodological traditions 

in the psychology and neuropsychology of aging and their 

application to topics in two general areas: (1) growth and development 

in mid and late life and (2) age-related changes in neurological 

and psychological function. Specific areas of study 

include generativity in the middle years, reintegration in late life, 

wisdom and creativity, gender and aging, the aging nervous system, 

age-related changes in memory, intellectual development in 

older adults, motivation and emotion over the life course, and 

aging and mental health. 3.0 credits. 

The Human Energy Field and Energy Medicine 

This course explores health and healing according to an energetic 

perspective that has roots in ancient healing practices. 

Today this field, known as energy medicine, is experiencing rapid 

growth, including a proliferation of energetic therapies, and an 

accumulation of research. An overview of the human energy 

field and a presentation of some of the key energy medicine 

modalities, both diagnostic and therapeutic, will constitute most 

of the course. The course reviews the main systems of energy 

medicine from indigenous medicine, including hands-on and distant 

healing, the energetics of Oriental medicine and Ayurveda, 

homeopathy, healing with light and color, and sound therapy, as 

well as historical and philosophical concepts of a life energy. 

The course also examines contemporary modalities and their scientific 

foundations including electromagnetic field applications, 

phototherapy, energy psychology, and measurement of subtle 

energies and bioenergetic effects. The biofield, the role of emotions 

and conscious intent, and living systems theory is developed 

as scientific explanatory concepts underlying energy medicine 

3.0 credits. 

Basic Training and Education in Applied Hypnosis 

This course provides students with a basic skill-set to conduct 

simple hypnotic interventions, along with knowledge about hypnotic 

concepts and approaches, and a familiarity with researchbased 

applications of hypnosis to common medical and behav- 

Appendices 

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ioral disorders. This course provides students with an introductory 

level of understanding helpful for engaging in hypnosis-based 

clinical practice and hypnosis-oriented research in integrative 

health. This course introduces simple trance induction protocols, 

trance deepening techniques, the use of post-hypnotic suggestion, 

and techniques to re-alert the subject and close the trance 

phase. In addition, the course overviews current scientific 

approaches to explaining hypnotic phenomena, introduces the 

measurement and significance of hypnotic susceptibility, and discusses 

several of the widely used and effective approaches for utilizing 

hypnosis in psychotherapy and personal transformation. 

Students completing this basic training sequence will be 

equipped to begin the intermediate level training. The course is 

designed to follow the Standards of Training in Clinical 

Hypnosis as presented by D. Corydon Hammond and Gary R. 

Elkins for the American Society of Clinical Hypnosis-Education 

and Research Foundation (2005). In this course, the students 

complete 20 hours of basic didactic education and 4 hours of 

clinical consultation qualifying toward eventual certification in 

clinical hypnosis by the American Society for Clinical Hypnosis. 

(Completion of the later intermediate level training will provide 

an additional 20 hours of didactic education and an additional 6 

hours of clinical consultation.) 3.0 credits. 

IHS 4102 

Intermediate Training and Education in Applied 

Hypnosis 

This course provides students with a skill-set to conduct more 

advanced hypnotic techniques and interventions. The student 

develops an ability to learn and assess new applications of hypnosis 

for common medical and behavioral disorders. This course 

provides an intermediate level of understanding for hypnosisbased 

clinical practice and hypnosis-oriented research in integrative 

health. The student learns approaches and techniques for a 

number of advanced application areas, including: 1. pain management, 

2. treatment of anxiety disorders, 3. habit change protocols, 

4. weight management, and 5. ego strengthening hypnotic 

interventions. 3.0 credits. 

256

IHS 4105 

IHS 4110 

Basic Training and Education in General Biofeedback 

Biofeedback uses electronic instruments to measure physiological 

processes, and feeds this information back, to empower the 

human being to gain greater awareness and control over the body 

and health. This course provides students with skills to conduct 

general biofeedback interventions, and an overview of concepts 

and protocols for clinical biofeedback therapy. Students gain a 

knowledge of anatomy and physiology relevant for biofeedback, 

and a familiarity with biofeedback instruments and the procedures 

for applying sensors and monitoring physiological processes. 

This course provides students with an introductory level of 

understanding sufficient for engaging in biofeedback training, 

clinical practice, and using physiological monitoring for health 

research. Students completing this basic training sequence are 

equipped to begin the intermediate level training. The course is 

designed to follow the required Blueprint of Knowledge established 

by the Biofeedback Certification Institute of America. In 

this course, students complete 24 hours of basic didactic education 

and 6 hours of clinical mentoring qualifying toward eventual 

certification in general biofeedback by the Biofeedback Institute 

of America. 3.0 credits. 

Coaching for Health and Wellness 

This course provides students with an overview of the health and 

wellness field, a comprehensive understanding of the principles 

of health and wellness coaching, an introduction to the science 

of lasting behavior change and mentored practice in all of the 

core coaching skills and competencies defined by the 

International Coach Federation. In addition this course will 

review current research studies documenting the effectiveness of 

health and wellness coaching in corporate wellness programs, 

hospitals, clinical practices, and through independent wellness 

coaching partnerships. This is a highly interactive and experiential 

class. Students who complete this course will have attained a 

basic level of competence in health and wellness coaching and 

will be prepared to integrate these skills into their current 

careers. This course will also provide those individuals interested 

in deepening their coaching skill set with a solid foundation to 

prepare them for more advanced courses in health and wellness 

coaching. 3.0 credits. 

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IHS 4115 

IHS 4120 

Imagery for Health 

This course reviews the place of imagery and the imagination in 

traditional healing practices, and the contemporary applications 

of imagery in health care. Students review the experimental evidence 

for the impact of imagery on immune function, neurochemistry, 

and medical illness. Students learn to utilize imagery 

as a diagnostic tool, as a mental rehearsal for coping, and as a 

therapeutic tool for medical illness and emotional disorders. 

Students learn applications of imagery for common medical problems, 

such as preparation for medical procedures. 3.0 credits 

Health Informatics: 

The Science of Health Care Information 

Informatics is the newly emerging science of information and the 

practice of information processing. One branch of this new discipline 

is the field of Health Informatics. Health Informatics is a 

concept that synthesizes the science and art of healthcare with 

the precision of technology. This course provides information 

from a healthcare professional perspective as well as from the 

consumer's. The course presents discussion into topics relative to 

the student's professional organization, such as information technology 

infrastructure and hardware, system selection, software 

applications and information reporting. The course also provides 

insight into empowering patients to care for themselves and 

actualizing their human potential through information technology 

media. 3.0 credits 

IHS 4125 

Spirituality and Health 

This course explores the relationship among spiritual practices, 

religious participation, transpersonal experiences, and health and 

wellness. Current research shows that church attendance, religious 

beliefs, spiritual practices, and a sense of meaning in life all 

can impact on longevity, health, and well-being. Humanistic and 

transpersonal psychology supports the importance of spirituality, 

altruism, and self-transcendence in human development. 

Research also shows at least moderate support for the effects of 

prayer and “distant intentionality” on health and healing. This 

course includes a residential intensive which introduces principles 

of healing, shamanic practices, and ceremony drawn from 

indigenous healing systems. 3.0 credits 

258

IHS 4130 

Mindfulness and Meditation in Health 

This course introduces the applications of mindfulness and meditation 

practices in well-being, mental health, and medical 

health. The course reviews current evidence-based mindfulness 

approaches, including Jon Kabat-Zinn's Mindfulness-Based Stress 

Reduction, Zindel Siegel's Mindfulness-Based Cognitive therapy, 

and Steven Hayes' Acceptance and Commitment Therapy. The 

course examines the neuroscience-based mindfulness approach of 

Daniel Siegel. Meditation practices relevant to mental health 

and medical disorders -- and general wellness -- are also be 

reviewed. The course includes a residential component, during 

which students practice both general mindfulness and meditation 

techniques. 3.0 credits 

MFT 2031 (CO) Assessing Persons for MFT 

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 credits. 

MFT 2400 (R) MFT PrePracticum ProSeminar 

This course introduces and follows the student through predegree 

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 profession of MFT and LPCC, as initially 

defined by AAMFT and BBS requirements. 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. 10 Contact Hours; 0.0 credits. 

Appendices 

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MFT2401 (R) MFT Practicum ProSeminar 

This course introduces and follows the student/trainee through 

pre-degree Practicum training. The course addresses issues in 

practicum training with emphasis in professional development. 

This course emphasizes acculturation of the student into the 

clinical profession of MFT and LPCC, as initially defined by 

AAMFT and BBS requirements. The course prepares the student 

for the capstone MFT Project/Thesis and/or MFT 

Comprehensive Examination. Students enroll in this course in 

multiple semesters: A, B, C, D. The course is required each 

semester the student/trainee is enrolled in Practicum courses. 10 

Contact Hours; 0.0 credits. 

MFT 2402 (R) MFT Clinical Case Conference 

This course introduces and follows the student/trainee through 

pre-degree Practicum training. The course emphasizes clinical 

competency skills as described by AAMFT and MFT Program 

objectives. The course addresses steps in clinical diagnosis, case 

formulation, treatment planning, and documentation; issues in 

ethical, legal, and risk-management; decisions in theoretical 

approaches and interventions; and evaluation of evidence-based 

practice and client outcomes. The course emphasizes issues in 

professional development. Students may enroll in this course in 

multiple semesters: A, B, C, D. The course is required each 

semester the student is not enrolled in a Residential Conference 

Special Populations intensive. 15 Contact Hours; 0.0 credits. 

MFT 2500 (CO) 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, 

recognition of boundaries and therapeutic frame, identification 

of transference and countertransference, sensitivity to diversity 

and multicultural issues, and capacity to embody an authentic 

sense of self as a counselor and psychotherapist. 3.0 credits. 

260

MFT 2505 (CO) Psychopharmacology 

Students develop foundational understanding in psychopharmacology 

important to client-oriented clinical practice in psychotherapy 

and counseling. Students develop skills in forming a 

collaborative team with the client and the prescribing health 

professional. The course surveys fundamental diagnoses that may 

be accompanied by psychotropic medications and methods to 

help clients monitor medication effectiveness. The course 

emphasizes psychoactive medications within a biopsychosocial 

understanding of the client. The course surveys the interface of 

psychoactive medications in the practice of psychotherapy and 

counseling. 3.0 credits. 

MFT 2510 (CO) 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 

includes a family perspective. This course builds theoretical 

understanding and therapeutic skills and enlarges foundations 

introduced in the pre-requisite courses "Basic Clinical Skills" and 

"Structures and Dynamics of the Family." 3.0 credits. 

MFT 2528 

Alcoholism and Substance Abuse 

This course is an OPTIONAL course for MFT and HTP students 

who wish to obtain a license eligible course in substance abuse. 

However, each individual student must determine if this course 

meets the requirements for duration and content required by 

their state's licensing board. There are variations and this course 

does not meet all state's requirements. It does meet the requirements 

of the California Board of Behavioral Sciences for the 

MFT license. 15 contact hours; 0.0 credits. 

MFT 2531 (CO) 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 student 

and clients. A third goal is developing sensitivity to the many 

Appendices 

261

ways in which one's values and beliefs impact one's choice of 

interventions. A fourth goal is to encourage reflection regarding 

how the insights of different approaches to may be applied in a 

group context within a humanistic framework. 3.0 credits. 

–MFT 2533 (R) Group Process Intensive is a pre-requisite for 

this course. 10-contact hours; 0.0 credit. 

MFT 2532 (CO) Career Development and Counseling 

This course is designed for MFT 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 school 

and community agencies and clinical practice settings. 3.0 credits. 

MFT 2537 

Human Sexuality 

This course is an OPTIONAL course for MFT and HTP students 

who wish to obtain a license eligible course in human sexuality. 

However, each individual student must determine if this course 

meets the requirements for duration and content required by 

their state's licensing board. There are variations and this course 

does not meet all state's requirements. It does meet the requirements 

of the California Board of Behavioral Sciences for the 

MFT licensure. 10 Contact Hours; 0.0 credits. 

MFT 2533 (R) Group Process Intensive 

This intensive emphasizes application of theories and approaches 

to group counseling and therapy in clinical practice. The course 

considers how the group leader's concepts and experiences of 

group process relate to intervention strategies and challenges in 

group work. The course examines how multicultural factors influence 

the practice of group counseling and psychotherapy. 

Through discussion, self-reflection, and group process exercises, 

students consider the role of therapist self-awareness and the 

contributions of multidimensional and humanistic approaches to 

enhance professional development and clinical effectiveness in 

group counseling and psychotherapy. This intensive is a required 

pre-requisite for MFT 25331, Group Counseling and 

Psychotherapy. 10 Contact Hours; 0.0 credits. 

262

MFT2538 (R) Aging and Long-Term Care 

The course goal is to broaden understanding and develop effective 

approaches to individual and social issues associated with 

aging. The course emphasizes a multi-perspective approach to 

aging and the challenges an aging population presents to administrators 

and clinicians. The course explores interventions associated 

with aging, mentoring in society, the renewal of eldership in 

society, and a paradigm for aging in place. 10 Contact Hours; 0.0 

credits. 

MFT 2539 (R) Child and Elder Abuse and Reporting 

This course will review the signs of physical abuse, sexual abuse, 

emotional abuse and neglect, with special attention to cultural 

context. The course is designed to satisfy Child Abuse 

Assessment and Reporting for MFT and Clinical Psychology (7 

contact hours) and requirements for MFT licensure (3 contact 

hours) covering issues of elder abuse with additional emphasis on 

financial abuse. 10 Contact Hours; 0.0 credits 

MFT 2540 (IO) Advanced Couples Therapy 

This course is designed for study in greater depth of major theories 

of couple relationships and relevant issues arising in partnering 

and parenting. The course emphasizes clinical skills and therapeutic 

interventions for working with couples in clinical and 

community settings. 3.0 credits. 

MFT 2541 (R) Professional Standards in Counseling and 

Psychotherapy 

This workshop provides foundations in professional standards in 

counseling and psychotherapy. The workshop emphasizes issues 

in development of competencies as outlined by the American 

Association of Marriage and Family Therapists. The workshop 

addresses professional expectations for practicum training and 

intern requirements. The workshop emphasizes professional 

development for students at beginning as well as advanced levels 

of competency skills. 5 Contact Hours: 0.0 credits. 

MFT 2542 (R) Mental Health Services Act 

This workshop provides resources to support county mental 

health programs for children, youth, adults, elders, and families 

in a continuum of prevention, early intervention, community 

services, and collaborative support. Intervention approaches 

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264 

emphasize cultural competency, consumer and family inclusion, 

wellness and recovery models of care. 10 Contact Hours; 

0.0 credits. 

MFT 2543 (R) Case Formulation, Diagnosis, and Intervention 

This workshop provides foundations in developing an overview 

of clinical issues important in diagnosis, goals and outcomes, 

treatment planning, and formulation and documentation of 

client experience in therapy and counseling. Students may enroll 

in this course in multiple semesters: A, B, C. 10 Contact Hours: 

0.0 credits. 

MFT 2550 (IO) Advanced Family Therapy 


of family therapy and relevant issues arising in intergenerational 

relationships. The course emphasizes clinical skills and 

therapeutic interventions for working with families in clinical 

and community settings. 3.0 credits. 

MFT 2555 (IO) Advanced Child and Adolescent Therapy 


of child and adolescent development and relevant lifespan 

issues arising in these formative years. The course emphasizes 

clinical skills and therapeutic interventions for working with 

children, adolescents and their families in clinical, school, and 

community settings. 3.0 credits. 

MFT 2560 (CO) Multiculturalism and the Family 

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 orientation, 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 and psychotherapy. 3.0 

credits. 

MFT 2561 (CO) 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 addic-

tion. 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 credits. 

MFT 2562 (CO) 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. The course emphasizes interventions 

for crisis and trauma sequelae. 3.0 credits. 

MFT 2617 (R) Special Populations: Sexual and Gender Diversity 

15 Contact Hours; 1.0 credit 

MFT 2618 (R) Special Populations: Counseling LGBT Youth 


MFT 2619 (R) Special Populations: Integrating Spirituality into 

Multicultural Counseling 15 Contact Hours; 1.0 credit 

MFT 2620 (R) Special Populations: Underrepresented Minorities 

from Low-Income Backgrounds 


MFT 2621 (R) Special Populations: A Humanitarian Approach to 

Combating Marginalization of High Risk Populations 

1.0 credit 

MFT 2622 (R) Special Populations: Mental Health Services Act, 

Transformation of Public Mental Health 


MFT 2623 (R) Special Populations: Transition-Age Youth 


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265

MFT 2624 (R) Special Populations: Consumer Colleagues in Public 

Mental Health 


MFT 2625 (R) Special Populations: Case Management for MFTs 


MFT 2627 (R) Special Populations: Humanistic and Transpersonal 

Perspectives on Work with the Older Generation 


MFT 2633 (R) Special Populations: Working with Couples & 

Families. 


MFT 2634 (R) Special Populations: Crisis and Trauma. 


MFT 2635 (R) Special Populations: Substance Abuse and Prevention. 


MFT 2637 (R) Special Populations: Emergent Process in 

Psychotherapy & Counseling. 


MFT 2639 (R) Special Populations: Severe Mental Illness & 

Developmental Disorders. 


MFT 2640 (R) Special Populations: Partner Abuse and Domestic 

Violence. 


MFT 2641 (R) Special Populations: Working with Children and 

Adolescents. 


MFT 2642 (R) Special Populations: Diversity in Social and Cultural 

Context. 


MFT 2628 

MFT 2629 

266 

Special Populations: Sand Tray Therapy for Less 

Vocal Clients 


Special Populations: Incarcerated Adults & Families 


MFT 2650 (CO) MFT Ethics in Psychotherapy and Research 

This course focuses understanding on ethical and legal issues 

involved in the conduct of marriage and family therapy and clinical 

counseling. The course emphasizes ethical and legal princi-

ples in marriage and family therapy, clinical counseling, and 

research and evaluation. Students examine the codes of ethics of 

professional marriage and family therapy and counseling associations 

and state/provincial laws and regulations governing the 

conduct of marriage and family therapy and clinical counseling. 

Students develop understanding of their own attitudes and perspectives 

on ethical dilemmas in marriage and family therapy, 

clinical counseling, and research. 3.0 credits. 

MFT 2701 (R) Experiential for Semester 1 

MFT Students: Foundations in Counseling & Psychotherapy 

Skills. 15 Contact Hours; 0.0 credits. 


MFT Students: The Intersubjective Field in Counseling & 

Psychotherapy. 15 Contact Hours; 0.0 credits. 


MFT Students: Professional Development of the Counselor & 

Therapist. 15 Contact Hours; 0.0 credits. 

MFT 2704 Experiential for Semester 4 

MFT Students: Diagnosis, Treatment Planning & Outcomes. 

15 Contact Hours; 0.0 credits. 


MFT Students: Stages in Counseling & Therapeutic Process. 

15 Contact Hours; 0.0 credits. 


MFT Students: Clinical Formulation, Collaborative Treatment 

& Evidence-Based Practice. 15 Contact Hours; 0.0 credits. 


MFT Students: 

Consumer & Collateral Integration in Intervention & Risk 

Management. 15 Contact Hours; 0.0 credits. 


MFT Students: Consultation & Supervision in Multi-System 

Collaboration & Advocacy. 15 Contact Hours; 0.0 credits. 

MFT 6530 (CO) Domestic Violence: Abuse in Intimate Relationships 

This course provides an overview of intimate partner violence, 

the development of violence against women as a social issue, and 

Appendices 

267

the responses developed by activists, therapists, and community 

and government agencies. It covers important issues and controversies, 

including obstacles in determining rates of prevalence; 

theories and research about causation, especially with regard to 

gender and culture; and individual and societal intervention and 

prevention efforts. Understanding these topics is important for 

advocates, community organizers, and researchers and demonstrating 

competency in many of these areas is required by various 

licensing boards for therapists and counselors. Students can focus 

on research and/or practice in various areas: men?'s violence 

against women, female perpetrators, same sex or adolescent relationship 

violence, victim and family services, programs for perpetrators, 

and community-based prevention programs. 3.0 credits. 

MFT 6610 (CO) Social System Transformation Theory 

This course empowers students to be able to critically evaluate 

social systems and become participants in their co-creation and 

transformation. The course enables students to recognize and 

analyze social systems and societal paradigms as they present 

themselves in various domains of human experience, develop a 

critical understanding of how humanistic values, developmental 

ideas and norms can be applied to social systems, and develop 

the ability to create strategies for changes in such systems and 

norms so that they will improve the well-being of the people 

who participate in them. 3.0 credits. 

MFT 8152 (CO) MFT Practicum 1 

This is the first of two required 3-unit courses that introduce the 

student to field placement training. Both the approved field 

placement and the practicum course enrollment are required. 

Practicum 1 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 1 focuses on professional development important for 

beginning therapists. Students share from their practicum experience, 

drawing on their practicum journaling, individual and 

group exercises, and regular on-line threaded discussions. 

Students develop case formulations to recognize issues in assessment, 

evaluation, and diagnosis, and review treatment models, 

interventions, and therapeutic outcomes. 3.0 credits. 

268


This is the second of two required 3-unit courses that continue 

the field placement training. Both the approved field placement 

and the practicum course enrollment are required. Practicum 2 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 2 focuses on professional development 

important in issues in cultural and spiritual diversity. 

Students share from their practicum experience, drawing on their 

practicum journaling, individual and group exercises, and regular 

on-line threaded discussions. Students develop case formulations 

to recognize issues in assessment, evaluation, and diagnosis, and 

review treatment models, interventions, and therapeutic outcomes. 

3.0 credits. 


This course is required for those students continuing in 

practicum placement sites. Both the approved field placement 

and practicum course enrollment are required. Practicum 3 is 

designed to refine clinical skills in treatment formulation, evaluation 

of outcomes, and professional standards in documentation 

in clinical work. The course provides an arena in which to compare 


Practicum 3 focuses on professional development important 

in issues in cultural and spiritual diversity. Students share 

from their practicum experience, drawing on their practicum 

journaling, individual and group exercises, and regular on-line 

threaded discussions. Students develop case formulations to recognize 

issues in assessment, evaluation, and diagnosis, and review 

treatment models, interventions, and therapeutic outcomes. 

-This practicum course is required for those trainees who continue 

field-placement supervision to accrue pre-degree practicum 

hours. 3.0 credits. 

Appendices 



practicum placement sites. Both the approved field placement 

and practicum course enrollment are required. Practicum 4 is 

designed to refine clinical skills in treatment formulation, evaluation 

of outcomes, and professional standards in documentation 

269

in clinical work. The course provides an arena in which to compare 


Practicum 4 focuses on professional development important 

in issues in cultural and spiritual diversity. Students share 

from their practicum experience, drawing on their practicum 

journaling, individual and group exercises, and regular on-line 

threaded discussions. Students develop case formulations to recognize 

issues in assessment, evaluation, and diagnosis, and review 

treatment models, interventions, and therapeutic outcomes. 

- This practicum course is required for those trainees who continue 


hours. 3.0 credits 

MFT 8156 (CO) MFT Practicum Inter-Session 


practicum placement sites during the Summer Inter-Session 

between Fall and Spring semesters. Both the approved field 

placement and practicum course enrollment are required. The 

Practicum Inter-Session is designed to refine clinical skills in 

treatment formulation, evaluation of outcomes, and professional 

standards in documentation in clinical work. The course provides 

an arena in which to compare and contrast field placement 

experiences with other students and receive individual and group 

supervision during the time the student is completing field-placement 

hours. 

- This practicum course is required for those trainees who continue 


hours. 0.0 credits 

MFT 8200 

MFT 9100 

Seminar: Clinical Issues of Working with Elders 

This seminar provides readings and discussions for students 

interested in inquiry in issues impacting elders, 

family, care providers, and social systems. The seminar 

addresses issues in legacy, personhood, and quality of life 

with emphasis on end of life care. 1.0 credit 

MFT Comprehensive Exam 

The MFT Comprehensive Exam requires an individual tutorial 

with the examining faculty as a capstone for the MA in 

Psychology with Specialization in Marriage and Family Therapy 

and Professional Clinical Counselor. The examination process 

requires demonstrated understanding of clinical foundations, 

270

therapeutic skills, and applications in clinical evaluation and crisis 

management; treatment plan and treatment interventions; 

ethics, law, and professional standards; systemic and integrative 

therapeutic models; and therapeutic alliance. 0.0 credits. 

MFT 9200 (IO) MFT Master's Project 

The MFT Project is designed for students who wish a capstone 

specialty study in a chosen topic under the mentorship of a faculty 

chair. The project is designed as a review of literature and 

examination of applications and evidence-based practice in a 

chosen area of inquiry. Students who wish to conduct a research 

study requiring participant interviews must register for RES 9200, 

Master's Project or RES 9400. Master's Thesis. 3.0 credits. 

PSY 2505 (CO) Psychopharmacology 

Students develop foundational understanding in psychopharmacology 

important to client-oriented clinical practice in psychotherapy 

and counseling. Students develop skills in forming a 

collaborative team with the client and the prescribing health 

professional. The course surveys fundamental diagnoses that may 

be accompanied by psychotropic medications and methods to 

help clients monitor medication effectiveness. The course 

emphasizes psychoactive medications within a biopsychosocial 

understanding of the client. The course surveys the interface of 

psychoactive medications in the practice of psychotherapy and 

counseling. 3.0 credits. 

PSY 2001 

PSY 2002 

PSY 3000 

Advanced General Psychology I 

See the PHS section of the University website for a description 

of this new psychology required foundation course. 3.0 credits. 

Advanced General Psychology II 

See the PHS section of the University website for a description 

of this new psychology required foundation course. 3.0 credits. 

Psychology of Consciousness 

The Psychology of Consciousness introduces students to the fundamental 

concepts, paradigms, and current issues in consciousness 

studies. It explores the field from diverse approaches: cognitive 

science, neuroscience, cross-cultural studies, existential-phenomenological 

methodologies, and other related disciplines. 

The course is designed to provide students with the opportunity 

to gain a comprehensive understanding of consciousness by 

Appendices 

271

investigating both the pioneering explorations in the field and 

contemporary research and theories. At the same time it allows 

for the investigation of students' individual areas of interest, 

whether they be altered states of consciousness, theoretical models 

of consciousness, or data from the neurosciences. .3.0 credits. 

PSY 3030 

Cognitive Psychology 

Major theories and concepts in the psychology of cognition and 

learning are studied in this course. Readings encompass educational 

psychology, information processing, cognitive development, 

cognition and emotion, language, gender differences, and 

cognitive psychology as ideology. 3.0 credits. 

PSY 3090 

PSY 2505 

Contemporary Neuroscience–Psychology and the Brain 

Contemporary neuroscience is an increasingly important, indeed 

essential, component to the understanding of human nature in 

virtually every academic or applied context. This is reflected by 

the fact that it is sampled significantly on the vast majority of 

advanced placement and certification examinations. This course 

leads the student to a basic understanding of the nervous system 

and particularly the brain. It begins with the basic facts and principles 

of nerve cells and the functional organization of the nervous 

system, and proceeds to examine the role of the nervous system 

in such functions as emotion, cognition, and other aspects of 

consciousness. 3.0 credits. 

Psychopharmacology 

This course is “cross-listed” as MFT 2505 and PSY 2505. 

Students have the choice of selecting the discipline prefix, This 

course is designed to give license bound students an orientation 

to the role and challenges of chemotherapy in clinical practice. 

This course meets the requirements of the California Board of 

Behavioral Sciences for the MFT license and is a required course 

for all MFT students. Other students are welcome to take this 

course, but each student must determine if this course meets the 

requirements for duration and content required by their state's 

licensing board. There are variations, and this course does not 

meet all state's requirements. 3.0 credits. 

272

PSY 6010 

PSY 6020 

PSY 6030 

PSY 6040 

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 ethnocultural 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. 3.0 credits. 

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, 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 motherinfant 

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. 3.0 credits. 

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. 3.0 credits. 

Ethics in Psychology: Jungian Perspectives and Ethical 

Standards 

This course is designed to introduce students to Jungian depth 

perspectives on ethics and their alliance with established professional 

ethics, such as the American Psychological Association's 

Appendices 

273

Code of Conduct, which includes ethical guidelines relating to 

all areas of psychological practice. The primary focus of the 

course will include the introduction and study of Jungian ideas 

interfacing with what Jung named to be the new ethic, an ethic 

that offers the individual a pathway for discovering and identifying 

one's ethical conscience, an aspect of oneself necessary for 

recognizing, examining, and responding to ethical questions and 

concerns alongside the already existing professional standards. 

Students will investigate and familiarize themselves with state 

laws, national association, organization and board policies and 

standards relevant to the practice of psychology in conjunction 

with the Jungian perspective. As a result, the students' perspective 

on ethics will expand and deepen the ability of the student 

to more consciously apply ethical considerations in their personal 

and professional lives as teachers, clinicians, researchers, and 

others working in the multi-faceted fields of psychology. 

Prerequisite: Enrollment in a Psychology–Jungian Studies 

Specialization certificate, MA, or doctoral program or by permission. 

3.0 credits. 

PSY 6060 

PSY 7510 

PSYD 8010 

Ethics in Psychotherapy and Psychological Research 

Students are asked to critically evaluate APA Ethical Principles 

and state laws governing psychologists, and to examine the ethical 

implications of their personal beliefs and values for their 

work. This course focuses on the ethical issues that arise in the 

practice of psychotherapy and in designing and carrying out psychological 

research. 3.0 credits. 

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 realworld 

social problems is emphasized. 3.0 credits. 

Intervention I: Humanistic-Existential Psychotherapy 

This course focuses on advanced study of integrative humanistic 

psychotherapeutic practice. The emphasis is on what therapists 

actually do more so than on theory. Effective practice is studied 

274

PSYD 8011 

PSYD 8012 

PSYD 8013 

from three core humanistic-existential perspectives, three of 

which meet criteria for empirically supported treatments: emotion-focused 

therapy, person-centered therapy, and existential 

therapy. Concurrent enrollment required: PSYD 8011 

Intervention I Lab. 3 credits. 

Intervention I Lab: Humanistic-Existential 

Psychotherapy Lab 

This course is a continuation of PSYD 8010. The emphasis is on 

laboratory experiences that help students learn how to implement 

effective humanistic-existential therapy practice. Empathic 

listening and responding, effective authenticity, and emotionfocused 

procedures are practiced. Films of effective practice are 

analyzed. An introduction to utilizing evidence to inform practice 

is included. Concurrent enrollment required: PSYD 8010 

Intervention I. 1 credit. 

Intervention II: Humanistic-Integrative 

Psychotherapy 

This course builds on PSYD 8010 Intervention I and 8011 

Intervention I Lab. The base of humanistic integrative practice is 

expanded to include two approaches closely related to core 

humanistic-existential perspectives: those based on relational 

psychodynamic and narrative theory. How one might utilize cognitive-behavioral 

approaches within a core integrative humanistic 

framework is also considered. Focus is on practice more so 

than theory. Prerequisites: PSYD 8010 Intervention I, PSYD 

8011 Intervention I Lab. Concurrent enrollment required: PSYD 

8013 Intervention II Lab. 3 credits. 

Intervention II Lab: Humanistic-Integrative 

Psychotherapy Lab 

This course is a continuation of PSYD 8012. The emphasis is on 

laboratory experiences that help students learn how to implement 

effective practice of relational-psychodynamic, narrative, 

and cognitive-behavioral approaches from within a core humanistic-existential 

framework. Films of effective practice are analyzed. 

Further consideration of utilizing evidence to inform practice 

is included. Concurrent enrollment required: PSYD 8012 

Intervention II. 1 credit. 

Appendices 

275

PSYD 8100 

PSYD 8110 

PSYD 8120 

PSYD 8125 

Graduate Writing Workshop 

Students are provided with an overview of academic writing 

standards and expectations in general, and are oriented to graduate 

and professional standards for scholarly writing and APA format 

in particular. This course occurs at the first PsyD residential 

conference of the program. 0.0 credits. 

Psychotherapy Proseminar: Humanistic and 

Transpersonal Psychology 

Students are given an overview of basic growth-oriented theories 

such as humanistic, person-centered, existential, experiential, 

relational psychodynamic, Jungian, spiritual and transpersonal. 

Emphasis is on how the theories relate to each other. This proseminar 

provides students with an introduction to a range of 

humanistically-oriented perspectives for beginning to develop an 

awareness of their own evolving professional identities in terms 

of their stances and beliefs about psychotherapy, psychopathology, 

and professional practice. 2.0 credits. 

Psychopathology I 

From the historical perspective, this course provides a critical 

overview of theory, research and processes that have evolved 

into modern Western thinking about psychopathology. 

Attention is given to current diagnostic criteria and the utility of 

the DSM, as well as the biological, behavioral, sociocultural and 

intra-psychic determinant patterns of functional and dysfunctional 

human behavior. Students are encouraged to think broadly 

and dialectically about optimal development and pathology, in 

systems of personality and systems of modern Western cultural 

institutions. Special attention is paid to humanistic, cultural and 

other theoretical perspectives. 3.0 credits. 

Psychopathology II 

This course introduces students to humanistic critiques of the 

current dominant DSM-based model of psychological difficulty, 

and presents a critical evaluation of mainstream notions of psychopathology 

and its treatment. Included are social/philosophical 

critiques and contextual/community psychology perspectives, 

including a review of how societal factors such as racism, sexism, 

and economic inequality contribute to psychological dysfunction. 

Research challenging the effectiveness of psychotropic medica- 

276

tion is reviewed. Positive, nonpathology-focused ways of viewing 

psychological problems and their remediation are considered, 

including evidence supporting the humanistic focus on a positive 

relationship as curative, even with disorders such as schizophrenia. 

Prerequisite: PSYD 8120 Psychopathology I. 3.0 credits. 

PSYD 8130 

Multiculturalism for Clinical Psychologists 

In this course, students develop a capacity for pluralistic thinking 

and develop an increased awareness of multiple ethnocultural 

perspectives. The relationship between ethnocultural values, 

assessment, therapeutic modalities, theory and research are 

examined. Developmental variables, identity formation, and 

ethical issues related to multiculturalism are also covered. 

Students begin the study of selected ethnocultural groups with 

whom psychologists are most likely to have professional contact. 

The impact of privilege and power, claims of theoretical universality, 

ethnocentrism, racism and homophobia are also 

addressed. 3.0 credits. 

PSYD 8140 

PSYD 8150 

Psychopharmacology 

Students learn the effects of various psychoactive medications 

used in current mental health practice. They also learn the different 

kinds of problems they may be prescribed for, as well as 

mechanism of action, side effects, interactions, and integration 

with psychotherapy. The mechanism of action of other psychoactive 

substances and multicultural aspects will be covered as well. 

Prerequisite: PSYD 8120 Psychopathology I. 3.0 credits. 

Diagnostic Assessment Lab 

Students observe and practice interviewing techniques such as 

the mental status examination and history taking within a collaborative 

context. Students practice assessing individuals using 

an idiopathic, whole-person approach. DSM's classifications, differential 

diagnosis, and multiaxial assessment system will also be 

used. Life-span, multicultural, ethical, legal, and quality-assurance 

aspects of the assessment interview are considered. 

Prerequisites: PSYD 8120 Psychopathology I, enrollment in 

PSYD 8125 Psychopathology II. 2.0 credits. 

Appendices 

277

PSYD 8160 

PSYD 8170 

PSYD 8180 

PSYD 8210 

Ethics in Psychotherapy and Clinical Research 

Students are asked to critically evaluate APA Ethical Principles 

and standards of conduct, state laws governing the practice of 

psychology; and to examine the ethical implications of their personal 

beliefs and values for their work. This course focuses on the 

ethical issues that arise in the practice of psychotherapy, designing 

and carrying out clinical and psychological research and the 

role of psychology in public policy. 3.0 credits. 

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, 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 motherinfant 

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. 3.0 credits. 

Systems of Psychotherapy 

This course explores five broad categories into which the types of 

therapy fall: psychodynamic; behavioral and cognitive-behavioral; 

existential, humanistic, and transpersonal; postmodern and 

constructivist; family systems. Multimodal and integrative 

approaches are also discussed. The course surveys the history and 

development of each approach, and its views on human nature, 

psychological health, normal development, psychopathology, the 

nature of change and approaches to intervention. Multicultural 

issues and the role and contributions of psychotherapy research 

are also addressed. 3.0 credits. 

Psychotherapy: Spirituality and Contemplative 

Approaches 

This course explores spirituality and contemplative practice in 

relation to clinical psychology and psychotherapy. Spirituality is 

broadly defined to include the nexus of beliefs, practices, relationships, 

and orientation to life that manifests in the person's 

overall way of being in the world. It also includes recognized 

278

PSYD 8220 

PSYD 8230 

PSYD 8231 

PSYD 8240 

spiritual traditions, both theistic and non-theistic, and transpersonal 

psychology. Contemplative practices, both spiritually-oriented 

and secular are also examined. Included are recent developments 

in the integration of secular meditation and mindfulness-based 

approaches in the treatment of specific disorders. 

3.0 credits. 

Consulting and Supervision 

Students learn how to provide appropriate information and feedback 

to others. This includes how to consult with other professionals, 

stakeholders, and those from other fields. It also includes 

how to provide appropriate supervision to students in clinical 

and counseling psychology. 1.0 credit. 

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, 

ethical issues, and special populations issues relevant to psychological 

assessment. Students practice 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. Prerequisite: PSYD 8150 Diagnostic Assessment Lab and 

prior Statistics course or completion of PSYD Statistics Module. 

3.0 credits. 

Cognitive Assessment Lab 

Students practice the administration, scoring, and interpretation 

of the Wechsler intelligence tests, achievement tests, neuropsychological 

tests and selected additional instruments in a collaborative 

context of assessing the whole person. Legal, cultural, and 

ethical considerations are included. Prerequisite: PSYD 8230 

Cognitive Assessment. 2.0 credits. 

History and Systems 

The focus of this course is the historical development of psychology 

as a separate scientific discipline in relation to applied psychology, 

the humanities, and the human sciences and the history 

of humanistic and transpersonal psychology within the larger 

Appendices 

279

framework of the history of American academic psychology. 

Persistent issues in psychology and the evolution of answers to 

these issues are also examined. 3.0 credits. 

PSYD 8250 

PSYD 8251 

PSYD 8260 

PSYD 8300 

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 personin-process 

including personality, strengths, values, vocational 

interests, spirituality, social environment, psychopathology, cognitions, 

and behavior. Students practice 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. Prerequisite: PSYD 8150 Diagnostic 

Assessment Lab and prior Statistics course or completion of 

PSYD Statistics Module. 3.0 credits. 

Personality Assessment Lab 

Students practice the administration, scoring, and interpretation 

of major personality instruments (e.g. projectives, inventories, 

observations, narratives) in a collaborative context of assessing 

the whole person. Prerequisite: PSYD 8250 Personality 

Assessment. 2.0 credits. 

Cognition and Affect in Human Behavior 

Major theories, concepts and current research in cognitive and 

affective bases of behavior are explored and clinical relevance 

and applicability discussed. Topics include: language; information 

processing and learning; internal representational models; developmental 

influences; relationships between cognition and emotion; 

gender, cultural and individual differences. 3.0 credits. 

Predoctoral Practicum I 

The practicum is the first supervised training experience in an 

organized sequence of professional training in psychology and is 

designed to meet the training goals of the graduate program. 

The practicum promotes the integration of academic knowledge 

with practical experience, and prepares the student for future 

training in professional psychology, particularly for the internship 

that follows. Through both the practicum experience and class- 

280

PSYD 8305 

PSYD 8310 

room discussion forums students apply and extend the knowledge, 

skills and attitudes learned in the program's didactic and 

experiential components to produce increasingly sophisticated 

levels of understanding and skill. Students complete 500 hours of 

supervised clinical psychology experience in settings that are 

clearly committed to training and provide a wide range of experiences 

as well as applications of empirically supported intervention 

procedures. The practicum site must be approved by the 

PsyD Director of Clinical Training. Prerequisites: Satisfactory 

completion of required year 1 and 2 courses and program 

approval of readiness for advancement to practicum. 3.0 credits. 

Predoctoral Practicum II 

Students continue their practicum experience by extending their 

range of experiences and developing increasingly sophisticated 

levels of understanding and skill. Through both the practicum 

experience and classroom discussion forums students apply and 

extend the knowledge, skills and attitudes learned in the program's 

didactic and experiential components to produce increasingly 

sophisticated levels of understanding and skill. Students 

complete 500 hours of supervised clinical psychology experience 

in settings that are clearly committed to training and provide a 

wide range of experiences as well as applications of empirically 

supported intervention procedures. The practicum site must be 

approved by the PsyD Director of Clinical Training. 

Prerequisites: Satisfactory completion of PSYD 8300 Pre-doctoral 

Practicum I. 3.0 credits. 

Evidence Based Practice and Clinical Research Issues I 

Students consider issues and controversies concerning clinical 

research and evidence-based practice, and study current 

American Psychological Association policy. They receive an 

overview of empirically supported treatments, the research and 

evidence on their effectiveness, and the limitations of the existing 

research. They study different models of how to relate evidence 

to practice. They study empirically supported therapy relationships 

and empirically supported principles of practice. 

Evidence-based humanistic practice is studied. A major emphasis 

is on the utility of therapists gathering quantitative data on their 

own practices for use in terms of feedback, outcome management, 

and practice-based research. Prerequisite: One intervention 

course. 2.0 credits. 

281 

Appendices

PSYD 8320 

PSYD 8330 

PSYD 8340 

Group Psychotherapy 

Students review theories, research, and interventions of group 

psychotherapy across diverse populations. This course includes 

social psychological theories and research applied to group 

processes, and includes a developmental perspective for dyadic as 

well as small group relationships and observational tools. Ethical 

and diversity issues will also be addressed. Students then apply 

theories, research, and observational tools to group processes. 

They interact in growth groups and identify the processes that 

evolve, as well as markers of their own personal growth. The 

developmental stages and issues for groups and, in particular, the 

growth group the students are involved in, are compared to the 

developmental stages and issues of individuals. 2.0 credits 

Biological Bases of Behavior 

In this course students acquire a basic understanding of the structure 

and function of neurophysiology, and how electrical, hormonal, 

and neurochemical processes contribute to the regulation 

of emotion, cognition, and behavior. How endocrine, immune, 

and nervous systems contribute to homeostasis, health and disease 

will be addressed. The role of stress in health and disease, 

and of mind-body therapies to reverse these effects are also 

examined. Through this course students will become conversant 

with and understand the investigative procedures used in current 

neuroscience research, understand themselves and others from a 

psychophysiological perspective, and understand the biological 

and psychological contributions to disorders encountered in the 

clinical setting. 3.0 credits. 

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 realworld 

social problems is emphasized. 3.0 credits. 

282

PSYD 9600 

RES 9615 

Integrative Comprehensive Examination 

Successfully completing this examination is required before the 

student can advance to candidacy. This written examination 

covers the content of all coursework completed for the doctoral 

degree and is assessed on comprehensiveness of knowledge, 

sophistication of critical analysis, accuracy of information and 

references, integration of information across course-defined content, 

originality of thinking, ability to use scholarship to inform 

practice and practice to inform scholarship. Prerequisite: 

Completion of all required coursework for the doctoral degree. 

1.0 credit. 

PsyD Dissertation Proposal 

The PsyD Dissertation Proposal course orients students to the 

nature, purpose and options for approaches to the PsyD clinical 

dissertation. Students receive support and guidance in the use of 

the literature in exploring ideas and identifying a research topic, 

the formulation of the purpose and approach of the study, the 

required sections of the Dissertation Proposal and the 

Dissertation, and in identifying and securing the Dissertation 

Committee. Collaborative support and discussion is used to support 

student progress and idea development. Common potential 

risks and pitfalls in the Dissertation process are also discussed. 

Preliminary details of a proposed study are identified and reported 

in a brief preliminary Dissertation Proposal. Students identify 

potential committee members with the goal of having a committee 

in place by the start of the following term. 2.0 credits. 

RES 9620-PSYD 9621 PsyD Dissertation Seminar 

The PsyD Dissertation Seminar provides collaborative peer and 

instructor consultation and support regarding the dissertation 

process. Discussion of student concerns, challenges, and developing 

ideas is used to support student progress. Common potential 

risks and pitfalls in the dissertation process are also discussed. 

The integration of the experience of the dissertation process and 

its completion with students' professional development and identity 

is addressed, as is utilizing the experience to facilitate potential 

post-doctoral opportunities. (1.0 credit per semester) 

Appendices 

283

RES 9630-PSYD 9631 PsyD Dissertation 

The PsyD Dissertation is the student's opportunity to demonstrate 

doctoral level competencies in original thought and critical 

thinking in substantive clinical matters and scholarship. It 

also contributes further development of an in-depth understanding 

of an important clinical area or problem, and professional 

identity as a scholarly clinician. The dissertation is an original 

independent investigation or exposition that addresses a topic 

relevant to clinical practice. It may be an original scholarly synthesis 

of existing information that results in a formulation of an 

original conception, understanding or application relevant to a 

significant clinical area or problem, or an original study that contributes 

new information to the field. Students are encouraged to 

enroll in full-time dissertation work and complete the dissertation 

prior to a year of full-time enrollment in the internship. Two 

years of half-time enrollment in dissertation while also completing 

two years of half-time internships is also acceptable. 

Subsequent additional semester(s) of PsyD Dissertation may be 

enrolled in if required for dissertation completion. (6 credits per 

semester for full-time, 3 credits per semester for half-time). 

PSYD 9640 - PSYD 9641 Predoctoral Internship I-II 

Students enroll in PSYD 9640 Pre-doctoral Internship I during 

the first term of their approved internship and in PSYD 9641 

Pre-doctoral Internship II during the second term of their 

approved internship. These internships must meet the standards 

of the Association of Psychology Postdoctoral and Internship 

Centers (APPIC) for a minimum of 1500 hours of supervised 

pre-doctoral internship experience and be approved by the PsyD 

Director of Clinical Training (DCT). Students are encouraged to 

complete a one year full-time internship following the completion 

of the Dissertation. Two years of half-time enrollment in dissertation 

while also completing two years of half-time internships 

is also acceptable. Prerequisites: Advancement to Candidacy, 

DCT and Program Approval. (5 credits per term for full-time, 

2.5 credits per term for half-time). 

RES 1005 

Disciplined Inquiry Ia: Research Foundations 

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; formu- 

284

RES 1006 

RES 1015 

RES 1016 

late researchable questions; know the relevant methodological 

traditions to select one suitable to the question; design and plan 

the research study; know the procedures proposed for data collection, 

analysis, and synthesis; know the ethical issues of proposed 

research; critique research; critically review literature and propose 

research. Entails completion of research proposal that communicates 

research focus, preliminary review of literature and 

research question. Prerequisite: Doctoral program status. 3.0 credits. 

Information Competency and Library Use - PhD 

The course is designed for the student to leverage the prior learning 

experience and acquire new resources for graduate study and 

lifelong learning. It will help in the process of defining and 

articulating information needs, identifying and selecting the 

appropriate resources, formatting and executing research strategies, 

and then critically interpreting and analyzing the result and 

presenting it in a professional (APA) style. 1.0 credit. 

Disciplined Inquiry Ib: Research Foundations 

This second course of a two term sequence continues its focus on 

the acquisition of research competence to search and circumscribe 

the subject domain for human inquiry; define the research 

focus; formulate researchable questions; know the relevant 

methodological traditions to select one suitable to the question; 

design and plan the research study; know the procedures proposed 

for data collection, analysis, and synthesis; know the ethical 

issues of proposed research; critique research; and critically 

review and propose research. Entails completion of a research 

proposal that communicates a research focus, review of literature, 

research question, choice of method, and proposed research procedures; 

and IRB certificate. 

Prerequisites: Completion of RES 1000 and RES 3001. 3.0 credits. 

Information Competency and Library Use (PsyD) 

Students build upon prior learning experience, developing skills 

required for graduate study and lifelong learning. Knowledge will 

be acquired regarding new information resources and strategies 

that will help in the process of defining and articulating information 

needs, identifying and selecting the appropriate resources, 

formatting and executing research strategies, and then critically 

interpreting and analyzing the result and presenting it in APA 

format and style. 1.0 credit. 

285 

Appendices

RES 1023 (CO) Understanding Research and Evaluation 

(MA/MFT-PCC) 

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. 3.0 credits 

RES 1024 

RES 1025 

RES 1026 

Understanding Action Research (MA) 

Action research is a perspective which interconnects research 

and action. This MA level research course focuses on the history, 

theory, and practice of action research where the researcher is 

involved as a facilitator, in a consultant and/or participant role 

in support of the assisting the members of the organization, community, 

or social system to create sustainable change. The theories 

and models of Lewin, Argyris, Whyte, Senge, and others are 

used to support understanding of different approaches to action 

research and participative action research. This is an MA level 

course specifically oriented to OS students and is required for 

students in the MA in Leadership of Sustainable Systems program. 

Other MA students in OS students can petition to take 

this course in place of Understanding Research. 3.0 credits 

Understanding Research (MA) 

This requirement emphasizes the research skills needed to read 

and understand the research done by others. The course familiarizes 

students with the range of methods for human inquiry as well 

as the chief concepts and principles for conceptualizing, designing, 

and critiquing research. Areas covered include information 

search and research ethics. The course enables students to relate 

and apply research to their subject domain of study and practice. 

Specifically oriented to PS and HS students. 3.0 credits. 

Information Competency and Library Use (MA) 

The course is designed for the student to leverage the prior learning 

experience and acquire new resources for graduate study and 

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RES 1040 

RES 1045 

lifelong learning. It will help in the process of defining and articulating 

information needs, identifying and selecting the appropriate 

resources, formatting and executing research strategies, and 

then critically interpreting and analyzing the result and presenting 

it in a professional (APA) style. 1.0 credit. 

Disciplined Inquiry II: Experimental Research (PhD) 

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. 

Prerequisites: Completion of RES 1015. 3.0 credits. 

Disciplined Inquiry II: Qualitative Research (PhD) 

This course examines research methods of inquiry that are primarily 

descriptive and interpretive in nature. These methods 

include naturalistic observation, participant-observation, unobtrusive 

measures, survey research, in-depth interviewing, and the 

use of archival and other written documents. Entails a research 

proposal, IRB review, execution of a pilot research study, and 

written research report. 


Fundamental Statistics for Practitioner Scholars (MA) 

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. 3.0 credits. 

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RES 1050 

RES 1100 

Disciplined Inquiry II: Applied Program Evaluation 

(PhD) 

Program evaluation encompasses several different philosophical, 

methodological and process perspectives. This course will introduces 

students you to the varied spectrum of the field of evaluation 

and provides youstudents 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. 

Entails a research proposal, IRB review, execution of a pilot 

research study, and written research report. Conducting a pilot 

program evaluation is a required part of the course. 


Disciplined Inquiry III: Research Practicum (PhD) 

Students are to gain further experience with research process 

doing practicum work. Upon completing the second level 

research course, the research practicum commences with a written 

learning agreement between student and instructor that 

defines course content in terms of the research competencies and 

learning activities needed, based upon status of the student's proficiency 

with the core areas of research competency. The course 

is to accommodate more advanced study of the range of 

approaches and methods indicative of second level research 

courses. The student proposes, conducts, and reports a pilot 

research study utilizing specific data gathering and/or data processing 

research procedures of a particular methodology and 

research tradition, whether empirical or theoretical research. The 

course also is 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. A variety of specific 

areas of focus and research skill building are possible. This course 

fulfills the third level research requirement of the doctoral programs 

and may be taken in conjunction with qualifying essays, 

but must be completed no later than completion of the third 

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RES 1140 

RES 1150 

RES 1160 

qualifying essay. Entails research proposal, IRB review, execution 

of pilot research, and research practicum report. 

Prerequisites: Completion of one Disciplined Inquiry II course. 

3 credits. 

Disciplined Inquiry II: Case Study Research (PhD) 

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. 


Disciplined Inquiry II: Action Research (PhD) 

Action Research is a perspective in which research and action 

are interconnected. This course focuses on the history, theory, 

and practice of research where the researcher is involved as a 

consultant or participant in the setting. The models and practices 

of Argyris, Lewin, W.F. Whyte, and others will be reviewed. 

Entails a research proposal, IRB review, execution of a pilot 

research study, and written research report. Pilot research using a 

form of action research is a required part of the course. Oriented 

to students in OS, but also open to students in PS and HS. 


Disciplined Inquiry II: Systems Research (PhD) 

This course focuses on the construction of a comprehensive 

research methodology based on systems theory and systems methods. 

By selecting from both the appropriate qualitative research 

methods and the available systems modeling and design methods, 

the course guides the student in designing a viable, robust 

research methodology to research the system of the student's 

interest. Although this course cannot be expected to provide students 

with a finite, step-by-step method for research, nor with a 

complete overview of either the theoretical background or all 

possible approaches in application, it should provide enough of 

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an orientation to construct a systems-based dissertation. Entails a 

research proposal, IRB review, execution of a pilot research study, 

and written research report. Pilot research using a form of systems 

research is a required part of the course. Oriented to students 

in OS, but also open to students in PS and HS. 


RES 1170 

RES 3130 

Disciplined Inquiry II: Research in the History and 

Philosophy of Psychology (PhD) 

Students are introduced to a domain of thinking called the philosophy 

of history. That is, different kinds of history, their interpretation, 

and their various uses, particularly in the sciences as 

well as the humanities. As a major point of departure, students 

are introduced to the all-important distinction between the thematic 

attitude and the historical attitude. Students also study the 

craft of historiography, using the field of the history of psychology 

as an example and sample methods common to all historians, 

from archival investigation to oral history, bibliographies, biographies, 

necrologies, published first editions, and the scholarship of 

previous investigators. Completion of the course based on three 

narrative assignments covering the philosophy of history, a proposal 

for a historiographic research project, IRB review, and a 

brief project reconstructing some event or person in the history 

of psychology, human science, or organizational systems. 


Disciplined Inquiry II: Descriptive Phenomenological 

Psychological Research (PhD 

This second level research methods course emphasizes teaching 

the practical skills necessary for descriptive research work. The 

course emphasizes the concrete steps necessary for phenomenological 

research as well as introduces necessary theoretical concepts 

including intentionality, the phenomenological reduction, 

and intuition. Standards for doing valid research work are critically 

examined throughout the course. Entails a research proposal, 




290

RES 4005 

RES 8200 

RES 8205 

RES 9010 

Disciplined Inquiry II: 

Narrative and Auto/Biographical Research 

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 includes the study 

of a family of related research methods, from autobiography to 

ethnomethdology, having in common the gathering and use of 

textual data. A research proposal, IRB review, execution of a 

pilot research study, and written research report is required for 

completion. 3.0 credits 

Methods of Research and Scholarship (PsyD) 

This course is open only to and required for PsyD students. 

Students study various research approaches including qualitative 

and quantitative methods. Conceptual foundations and clinical 

applicability are explored. Students learn how to evaluate and 

think critically about psychological research in terms of the formulation 

of research question/hypotheses, research design, 

methodology, data analysis, conclusions, and legal-ethical issues. 

Students also learn how to formulate research questions and 

identify methods and develop proposals for answering those questions. 

Prerequisites: Prior research course, RES 1025 

Understanding Research, or completion of the PSYD Research 

Methods module. 3.0 credits. 

Statistics 

This course is open only to and required for PsyD students. 

Quantitative data analyses utilized for various research designs 

are addressed. Focus is on understanding the conceptual foundations, 

meanings, and interpretations of the statistics, rather than 

on computation. An introduction to SPSS is included. 

Prerequisite: RES 8200 Methods of Research and Scholarship 

and prior statistics course or completion of the PSYD Statistics 

module. 3.0 credits. 

Qualifying Essay 1 (PhD) 

The course engages the student in writing a critique essay of a 

completed dissertation with particular attention to its methodology. 

The course is a Level 4 requirement in the Qualifying Essay 

Stage of a doctoral program to qualify for admission to doctoral 

candidacy. The focus of this essay is on the ability to understand 

Appendices 

291

and think critically about the research of others. By writing a critique 

of a dissertation students you will demonstrate that: a) they 

you have learned to read, understand, analyze, and constructively 

critique the research of your colleagues; b) they you understand 

the principles, methods, and utility of research, and c) they you 

understand how researchers select a research question, select a 

research method, carry it out, analyze data, interpret observations 

and draw conclusions. TheyYou are encouraged to select a dissertation 

that is in the area of your anticipated dissertation topic so 

that this experience will also contribute to your background knowledge 

and thinking regarding developing your dissertation topic. 

Prerequisites: All Pre Candidacy coursework completed, with the 

exception of RES 1100. 3.0 credits. 

RES 9020 

RES 9030 

RES 9040 


The purpose of the course is to write an essay that entails an 

exploration of an area of research interest to demonstrate proficiency 

in research competencies to undertake a dissertation. In 

contrast to Essay 1 on critique of method, the second qualifying 

essay involves a content domain focus within human science, 

organizational systems, and/or psychology, including a constructively 

critical review of relevant theoretical, empirical, and historical 

literature on the selected topic. 




The purpose of the course is the same as the other two essay 

courses. This course requires another content oriented essay. Like 

the second essay, it can explore any focus of interest within 

human science, organizational systems, and/or psychology, 

including a constructively critical review of relevant theoretical, 

empirical, and historical literature on the selected topic. The 

third essay must be clearly different and distinct from Qualifying 

Essay 2. 



Qualifying Exam (PhD) 

The three essay courses (RES 9010, 9020, and 9030) are to provide 

three written scholarly demonstrations of readiness for 

admission to doctoral candidacy. The research practicum report 

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RES 9200 

RES 9400 

RES 9500 

(RES 1100) is also distributed to the Qualifying Essays 

Committee, the readers of the three essays. Completion of the 

Qualifying Essay Stage occurs by successful oral exam session in 

which the essay readers have read and question you on the 

essays, the research practicum report, and any connection they 

might have with your Pre Candidacy courses, and your idea for a 

possible dissertation. 

Prerequisites: Completion of all three qualifying essays, RES 

1100, and all Pre Candidacy coursework. 0.0 credits. 

Master’s Project Research 

The project can be the culminating research requirement of a 

mastersmaster'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). Applicable to 

students in PS, HS, OS. 3.0 credits. 

Master’s Thesis Research 

The thesis can be the culminating research requirement of a 

mastersmaster'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. 6.0 credits. 

Dissertation Research 

The purpose of dissertation research is to demonstrate mastery of 

research competencies needed to do independent research and 

contribute to the discipline of the doctorate degree. The course 

is to engage you 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 

293 

Appendices

RES 9615 

294 

inquiry, which applies a clearly defined methodology. 

Prerequisite: Admission to doctoral candidacy. 12.0 credits. 

PsyD Dissertation Proposal 

The PsyD Dissertation Proposal course orients students to the 

nature, purpose and options for approaches to the PsyD clinical 

dissertation. Students receive support and guidance in the use of 

the literature in exploring ideas and identifying a research topic, 

the formulation of the purpose and approach of the study, the 

required sections of the Dissertation Proposal and the 

Dissertation, and in identifying and securing the Dissertation 

Committee. Collaborative support and discussion is used to support 

student progress and idea development. Common potential 

risks and pitfalls in the Dissertation process are also discussed. 

Preliminary details of a proposed study are identified and reported 

in a brief preliminary Dissertation Proposal. Students identify 

potential committee members with the goal of having a committee 

in place by the start of the following term. 2.0 credits 

RES 9620-PSYD 9621 PsyD Dissertation Seminar 

The PsyD Dissertation Seminar provides collaborative peer and 

instructor consultation and support regarding the dissertation 

process. Discussion of student concerns, challenges, and developing 

ideas is used to support student progress. Common potential 

risks and pitfalls in the dissertation process are also discussed. 

The integration of the experience of the dissertation process and 

its completion with students' professional development and identity 

is addressed, as is utilizing the experience to facilitate potential 

post-doctoral opportunities. 1.0 credit per semester 

RES 9630-PSYD 9631 PsyD Dissertation 

The PsyD Dissertation is the student's opportunity to demonstrate 

doctoral level competencies in original thought and critical 

thinking in substantive clinical matters and scholarship. It 

also contributes further development of an in-depth understanding 

of an important clinical area or problem, and professional 

identity as a scholarly clinician. The dissertation is an original 

independent investigation or exposition that addresses a topic 

relevant to clinical practice. It may be an original scholarly synthesis 

of existing information that results in a formulation of an 

original conception, understanding or application relevant to a 

significant clinical area or problem, or an original study that con-

tributes new information to the field. Students are encouraged to 

enroll in full-time dissertation work and complete the dissertation 

prior to a year of full-time enrollment in the internship. Two 

years of half-time enrollment in dissertation while also completing 

two years of half-time internships is also acceptable. 

Subsequent additional semester(s) of PsyD Dissertation may be 

enrolled in if required for dissertation completion. 6.0 credits per 

semester for full-time, 3.0 credits per semester for half-time. 

The following Disciplined Inquiry II courses are in development to provide more 

choices to meet the Level 2 research requirement. They can be made available by 

petition to the Director of Research when a designated member of the faculty 

whose expertise supports the course is available: 

RES 4006 

RES 4007 


Ethnographic and Cross-cultural Research (PhD) 

Several forms of research developed particularly in field-oriented 

inquiry in anthropology, psychology, and sociology provide the 

central focus of this course. Emphasis is given to the challenges 

of doing research across sociocultural, geopolitical, and geographic 

borders. Entails a research proposal, IRB review, execution of a 

pilot research study, and written research report. A pilot research 

study is a required part of the course. Oriented to HS students, 

but also open to PS and OS students. 



Hermeneutical and Theoretical Research (PhD) 

Argumentation, logical development, and synthesis of cogent to 

disparate literatures to advance a knowledge domain dominate 

forms of theoretical inquiry. Published works and documents provide 

the data for these forms of research, in contrast to approaches 

that rely on human observation and data gathering from participants. 

This course emphasizes the focus and skills required for 

theoretical study of a research focus to advance theory and 

understanding of a discipline. Students interested in theory 

building through explication, analysis and synthesis of published 

literature, hermeneutics, and critical theory may best be served 

through this option to meet the second level research requirement. 

A theoretical paper demonstrative of a theoretical form of 

Appendices 

295

inquiry is a required part of the course. Entails a research proposal, 




RES 4008 

RES 4011 

STR 6500 

Disciplined Inquiry II: Arts Based Research (PhD) 

This course examines research methods from the arts, conceptualized 

and actualized in the pursuit of human knowing. The 

course covers select forms of thinking about and doing arts based 

inquiry, inclusive of its relevance to research 

processes and forms of scientific inquiry. Although preference is 

given to the visual arts, other art forms may be pursued. Oriented 

to students in HS, and open to students in PS and OS. 

Conducting a pilot study with one form of an arts based research 

method is a required part of the course. Entails a research proposal, 



Prerequisites: Completion of RES 1015. 3.0 credits 

Disciplined Inquiry II: Correlational Research (PhD) 

Research that involves establishing associations, relationships, 

and potential influences among variables pertinent to human 

beings. Coverage of basic correlational designs. Analyses of data 

collected by means of basic correlational designs. Use and interpretation 

of bivariate and multivariate statistics. Emphasis on 

research skill-building in posing hypotheses of relationship, operationalizing 

variables, correlational design, hypothesis testing, 

critique and interpretation of correlations. Entails a research proposal, 


research report. Conducting a pilot study is a required part of 

the course. 


Ecological Psychology 

This course surveys central issues in the emerging field of ecological 

psychology, examines competing conceptions of this field, 

and reviews our growing understanding of the relationship 

between human beings and the physical environment. Topics 

include the cultural roots of the environmental crisis; how the 

matrix of nature within which we live impacts human health and 

dysfunction; human identity in relation to nature and animals; 

psychopathology and the defense mechanisms that permit envi- 

296

STR 6505 

STR 6510 

STR 6515 

STR 6520 

ronmental degradation; and critique of contemporary culture's 

conception of the successful self. Related disciplines such as 

ecofeminism, spirituality, cross-cultural studies, and humanistic 

psychology are discussed. Students will learn how selected fields 

within psychology are relevant to environmental issues and will 

acquire skills to become more effective change agents.3.0 credits. 

Healthy Communities 

This course will provide you with an overview of the concepts, 

practice and research in the area of Healthy Communities. The 

beginnings of the healthy communities movement took place in 

mid 1980's when Leonard Duhl's concept of holistic health promotion 

and illness prevention captured the imagination of World 

Health Organization (WHO) officials. As a result of WHO initiatives, 

the WHO healthy communities program is now ongoing 

in 36 cities in Europe, between 60 and 70 cities in Canada and a 

several in the United States. 3.0 credits. 

Theory and Practice of Nonviolence 

This course examines the history and basic principles of a variety 

of nonviolent approaches, including those of seminal figures such 

as Buddha, Jesus, Gandhi and King, as well as the views of contemporary 

social activists and theorists, both secular and spiritual. 

The applications of philosophies of nonviolence to various 

social and political domains are critically considered. A range of 

methods and strategies for nonviolent social change are explored, 

utilizing recent and contemporary case studies. 3.0 credits. 

Youth Violence Prevention 

The purpose of the course is to provide students with an understanding 

of the disturbing phenomenon of violence by children 

and young people and of the various attempts being made to 

address this problem. 3.0 credits. 

Gender and Society 

Gender is perhaps our foremost identification and has played a 

primary role in many academic fields. Within psychology, 

research and thinking about gender has played a primary role in 

the development of theory for the field as a whole. In this course, 

students will review a wide variety of theoretical positions about 

the meaning and origins of gender and examine the role of gender 

in our most central social institutions - relationships, work, 

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and school, and media and culture - and in the mental health 

field. Students will be provided with a thorough, graduate level 

grounding in the study of gender. 3.0 credits. 

STR 6530 

STR 6535 

STR 6540 

Domestic Violence: Abuse in Intimate Relationships 

This course provides an overview of intimate partner violence 

(IPV), the development of violence against women as a social 

issue, and the responses developed by activists, therapists, and 

community and government agencies. It covers important issues 

and controversies, including obstacles in determining rates of 

prevalence; theories and research about causation, especially 

with regard to gender and culture; and individual and societal 

intervention and prevention efforts. Understanding these topics 

is important for advocates, community organizers, and 

researchers and demonstrating competency in many of these 

areas is required by various licensing boards for therapists and 

counselors. Students can focus on research and/or practice in 

various areas: men's violence against women, female perpetrators, 

same sex or adolescent relationship violence, victim and family 

services, programs for perpetrators, and community-based prevention 

programs. 3.0 credits. 

Citizen Diplomacy 

As representatives of our respective countries, each of us is, or 

will be, involved in citizen diplomacy. Whether or not one travels, 

a citizen represents his or her country whenever in the company 

of a person from another country. The occasion may be formal, 

casual, or chance, yet still be important on the larger stage 

of world affairs. The international meeting may have effects that 

are immediately recognized or realized much later. Whatever the 

circumstances, form, or personalities, the keystone of citizen 

diplomacy is peacemaking. In this course, the student will learn 

about international human systems involved in citizen diplomacy, 

peacemaking, international understanding, cultural exchange, 

etc. 3.0 credits. 

Theories & Practices of Peace-Keeping, Peace- 

Making, & Peace-Building 

In this course students will be challenged to carefully examine 

their concepts of conflict, violence, and peace, and to consider 

how to inspire society to move from cultures of war to cultures of 

peace. Students will become knowledgeable about the concepts 

298

STR 6550 

STR 6570 

STR 6585 

and practices of peace-keeping, peace-making and peace-building, 

both domestically and internationally. They will become 

familiar with the relationships between basic processes of culture 

and conflict, especially the links between ethnocentrism and 

negative conflict spirals, and between intercultural understanding 

and proactive conflict management. They will learn how to 

use the cultural case study approach to conflict analysis on a 

variety of conflicts and will assess the advantages and disadvantages 

of peace through strength (Realpolitik) and peace through 

cooperation (conflict management). 3.0 credits. 

Conflict Resolution Theory and Methods 

The major themes and debates within the field of conflict resolution 

are discussed in this course. Students gain an understanding 

of the tools that are available to resolve conflicts and an awareness 

of how to improve their skills at using these tools. 

Additionally, students develop a critical theoretical perspective 

on the general field of conflict resolution. This class assists the 

scholar/practitioner in addressing major challenges that call for 

creative formulation. Such new perspectives may enable the field 

to better address the prevention of violent and destructive conflict 

as well as the resolution of specific disputes. 3.0 credits. 

Race, Class and Gender 

This course applies the concepts of race, class, gender and the 

intersection of the three to phenomena ranging from mental 

health systems, public education, community development global 

economics, the environment, and corporate culture. The course 

allows students the flexibility to learn about race, class and gender 

as they apply to areas of their personal and professional interests. 

Students may choose to expand their research and writing 

beyond the topics covered in the course. Ongoing throughout 

the course is personal reflection on how race, class and gender 

impact each of our lives. 3.0 credits. 

The Human Right to Adequate Food 

Ending hunger is a deeply political issue, involving the play of 

power and conflicting interests. Remedies must involve much 

more than the delivery of particular goods or services. It requires 

recognition and respect for human rights, and it may require 

some sort of reconfiguration of the social order, locally, nationally, 

and globally. Ending hunger requires serious planning, and it 

299 

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300 

requires formulation of, and agreement on, a guiding vision. This 

class is designed to help students figure out how to do that, in 

the contexts that interest us. This course is offered in a cooperative 

arrangement with TRANSCEND Peace University (TPU). 

Unlike other Saybrook online courses, the term of this course 

will be twelve weeks (see Saybrook Academic Calendar each 

semester for schedule). Students participate in the course with 

TPU students from all around the world, including students from 

the University of Sydney Peace and Conflict Studies Program 

(which has a similar cooperative arrangement with TPU). 

Unlike other Saybrook courses, which use the MyLearning 

Moodle learning platform, this course will utilize TPU’s Moodle 

learning platform. 3.0 credits. 

Peace Studies 

This course focuses on problems of conceptualization and 

methodology in the study of peace and concentrates on recent 

developments in the analysis of war and peace. Specific issues to 

be addressed include the questions of human nature, violence 

and aggression. 3.0 credits. 

STR 6610 OL Social System Transformation Theory 

The aim of this course is to empower students to be able to critically 

evaluate social systems and become participants in their cocreation 

and transformation. The course enables students to recognize 

and analyze social systems and societal paradigms as they 

present themselves in various domains of human experience, 

develop a critical understanding of how humanistic values, 

developmental ideas and norms can be applied to social systems, 

and develop the ability to create strategies for changes in such 

systems and norms so that they will improve the well-being of 

the people who participate in them. 3.0 credits. 

STR 7077 

Building Sustainability: The Global Crisis 

Surveys the increasing challenges caused by our economic system's 

inequities, our methods of production, our patterns of consumption, 

and the continuing global population growth, which 

manifest in climate change, resource depletion, species extinctions, 

inequitable distribution of wealth and resources, and other 

environmental and human impacts. A system perspective links 

these inquiries into a coherent critique of modern thought and 

society. 3.0 credits.

STR 7079 

STR 7085 

STR 7100 

STR 7110 

Building Sustainability: 

Present Practices in Community and Society 

This course explores principles, implementation, and effectiveness 

of selected current sustainability approaches. It provides an 

overview of key perspectives on sustainability: The Natural Step, 

Natural Capitalism, renewable energy, green building, sustainable 

agriculture, and population control. This course introduces 

information about present practices relevant to many disciplines 

and social domains and provides a broad base on which to build 

further studies and real-world projects. 3.0 credits. 

Globalism and Power 

This course describes different manifestations of globalization 

and identifies the powerful forces directing them, the costs and 

benefits that come with it, the evolving role of transnational 

groups, global NGOs, and the opportunities to find personal 

meaning and local purpose in a global society. 3.0 credits. 

Intervention in Human Services and Community 

Development I 

This course provides a learning laboratory for a range of skills 

useful in developing programs of action to address urgent human 

needs. The topics include basic communication and group facilitation 

skills, consultation methods, community needs-assessment, 

planning, and resources for finding information. The course 

involves planning of an actual community activity. It is designed 

to help people envision the steps from the identification of a 

problem, whether in the local community or the global community, 

to working on its remediation in an informed way and 

applying an ecological systems perspective to the change process. 

It provides professionals with an opportunity for community 

work with time for background reading, analytic reflection and 

with consultation from uninvolved colleagues about one's decisions. 

3.0 credits. 

Intervention in Human Services and Community 

Development II 

Part 2 of the Intervention in Human Services & Community 

Development course provides a laboratory for skills and knowledge 

useful in putting programs in action to address urgent 

human needs. The topics include community organizing and the 

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301

social change process, empowerment, theory and methods in 

identifying power and resources, methods for community change 

and for mobilizing participation and building networks and coalitions. 

Students are asked to participate in an actual community 

activity and help people move from the identification of a problem, 

whether in the local community or the global community, 

to its remediation in an informed way. The two-course sequence 

provides professionals with an opportunity for community work 

with time for reading, analytic reflection and consultation from 

uninvolved colleagues about one's decisions. Students completing 

this course will have learned to create the role of an enabler 

of community involvement in either health, mental health, 

urban problems, human services, environmental, peace and conflict 

areas, and in the building of empowerment and a psychological 

sense of community. Part 2 may be taken without part 1, 

with permission of the instructor. 3.0 credits. 

STR 7115 

STR 8950 

Refugee Trauma and Resiliency 

This course is designed for the beginning student in Refugee 

Mental Health or Human Rights, or for the experienced student 

who would like to develop an independent project based on one 

of the areas in the learning guide. It is preferable that the person 

taking this course is interning in a Mental Health Center that 

services refugees and immigrants, or is working in the field with 

refugees or internally displaced person such as in Afghanistan or 

Iraq, or with an NGO such as Amnesty International, Doctors 

Without Borders, or UNICEF. 3.0 credits. 


The final part of the certificate is the integrative paper. The purpose 

of the integrative paper is to give the learner an opportunity 


courses, to assess strengths and identify further learning needs, 

and to develop a specific plan for continuing personal and professional 

work. 1.0 credit. 

302

Appendix F - Saybrook University

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