HPC 6350 BodyMind
Spring 2015, Wednesdays 9am-11:50am
College of Education Room 301
Karen L. Caldwell, Ph.D. e-mail:
336F College of Education
Office Phone 262-6045 Office hours Wednesday and Thursday 2-5pm
COURSE DESCRIPTION
Body/Mind is a graduate seminar course designed to explore the interrelationship of physical and mental functioning as it pertains to counseling. The course will focus on the mind-body problem as a systematic issue in psychology, cross-cultural perspectives of the bodymind, and current uses of mind/body experiences as therapeutic techniques. Both didactic and experiential approaches will be employed.
COURSE OBJECTIVES
· To explore the relationship between mental and physical functioning from a systemic perspective.
· To understand the “mind-body problem” as a systematic issue in psychology and its relevance to the counseling process.
· To examine current health care system approaches to mind-body issues
· To explore cross-cultural perspectives and alternative body/mind traditions such as those based on other cultures.
· To examine and experience selected therapeutic techniques using body/mind experiences.
All topics in this course are taught from a multicultural perspective which emphasizes the differing experiences, cultures, histories, and perspectives of people from a variety of ethnic, gender, racial, and social class backgrounds.
COURSE FORMAT/METHOD OF TEACHING
The daily format of the class may vary dependent upon specific goals of the individual class members as well as upon the topics under investigation. Basically a seminar format will be used with students expected to take responsibility for class discussion. Particular topics lend themselves to experiential formats and will be approached in this manner. Since class experiences may involve movement and body-awareness methods, students are encouraged to dress in loose, comfortable clothing.
COURSE REQUIREMENTS
· Attendance and participation: - Since the course utilizes a seminar format and has an experiential component, class attendance and meaningful participation are mandatory.
· Reading preparation: Weekly reading assignments will be made from library sources, handouts, and/or articles posted on the AsULearn site. Students are expected to be prepared for classes by being up-to-date with assigned readings. Students will take turns being the ”Reporter”. The Reporter prepares a 2-3 page, typewritten summary of the article/chapter which will serve as an informal document designed to facilitate the group’s discussion of the reading. The question the Reporter is responding to is, “What did the author say?” Ninety percent of the response should be devoted to the author’s main points (either summarize or “lift” the author’s sentences or paragraphs), and 10 percent is devoted to “My reactions.” Here the Reporter provides his or her editorial opinions, reactions, etc. The Reporter brings his/her written summary to class with enough copies for each person in the class to have a copy.The reporter then starts the discussion of the reading with his/her summary and others respond to the question, “What reactions or comments do you wish to make concerning this article?”
· Examinations: There will be a mid-term exam (due March 4th) and comprehensive final take-home exam (Due April 22) on the content portions of the course.
· Personal Research Project: Each student is required to carry out an original research project using him/herself as the subject, exploring the use of a body/mind therapeutic practice of her/his choice. See specific instructions. Project reports must be typed or keyboarded and must include a minimum of ten appropriate references. Please use APA style. Projects will be shared with the class. (Literature review due March 18th, Final Written Product due April 15th)
EVALUATION/GRADING
Participation/Reading preparation/Reporter duties– 20 points
Exams – 40 points
Personal Research Project – 40 points
Professional Responsibilities. Each class participant will be expected to read all assignments before class and participate in class discussions. Students are expected to complete all assignments on time formatted according to APA standards. All work must be typed and professionally presented for feedback. Cell phones, pagers, and texting devices should not be answered and be turned off or placed on silent during class. Please call and discuss any concerns or circumstances prior to any due dates.
Attendance Policy. It is the policy of Appalachian State University that class attendance is an important part of a student's educational experience. Students are expected to attend every meeting of their classes and are responsible for class attendance. Each absence will result in the loss of five (5) points to the Participation grade. Notification can be communicated via telephone, email, or in person. Regardless of what reasons there may be for absence, students are accountable for all academic activities.
In addition, faculty members are required to make reasonable accommodations for students requesting to miss class due to the observance of religious holidays. All ASU students are allowed a minimum of two absences per year for religious observances. Up to two absences for such observances will be excused, without penalty to the student, provided that the student has informed the instructor in the manner specified in the syllabus. Notice must be given by the student to the instructor before the absence occurs and no later than three weeks after the start of the semester in which the absence(s) will occur. Arrangements will be made to make up work missed by these religious observances, without penalty to the student. For the purposes of this policy, ASU defines the term “religious observance” to include religious holidays, holy days, or similar observances associated with a student’s faith that require absence from class.
Inclement Weather: In the event of inclement weather, use reasonable judgment and do not put yourself at unnecessary risk. Class may be held via nonsynchronous Internet conversations using AsuLearn’s forum function. A telephone tree will attempt to notify students of this change and email notification will also be sent unless there is an electrical outage. “Reporters” will post their summaries on AsULearn’s news forum to begin a line of discussion. To be considered “present” when the class meets in on-line session, you must submit a minimum of 2 substantive on-line contributions prior to the next scheduled in-class meeting time. At least one of these responses must clearly refer to the postings of other class members (this will be evidence of your having read the postings of your classmates.)
Student Conduct and Academic Integrity: As a community of learners at Appalachian State University, we must create an atmosphere of honesty, fairness, and responsibility, without which we cannot earn the trust and respect of each other. Furthermore, we recognize that academic dishonesty detracts from the value of an Appalachian degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form and will oppose any instance of academic dishonesty. This course will follow the provisions of the Academic Integrity Code, which can be found on the Office of Student Conduct Web Site: www.studentconduct.appstate.edu.
Accommodating Students with Special Learning Needs. Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at http://www.ods.appstate.edu/ or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.
Student Engagement with Courses: Undergraduate statement: “In its mission statement, Appalachian State University aims at “providing undergraduate students a rigorous liberal education that emphasizes transferable skills and preparation for professional careers” as well as “maintaining a faculty whose members serve as excellent teachers and scholarly mentors for their students.” Such rigor means that the foremost activity of Appalachian students is an intense engagement with their courses. In practical terms, students should expect to spend two to three hours of studying for every hour of class time.”
Hence, a fifteen hour academic load might reasonably require between 30 and 45 hours per week of out-of-class work.” Because this is a graduate level course, you can expect to spend 3 to 5 hours of studying for every hour of class time (9 to 15 hours per week outside of class time).
You can see the university policy statements at http://academicaffairs.appstate.edu/syllabi
READING
American Psychological Association (2010). Publication Manual of the American Psychological Association. (6th ed). Washington, DC: American Psychological Association.
Reading (see tentative course outline) is available on-line through the course AsULearn site.
Tentative Course Outline
Class 1January 14 / Introduction to class
Class 2 January 21 / Introduction to mind-body problem in Western medicine
Lundervold, D. A., & Belwood, M. F. (2000). The best kept secret in counseling: Single-case (N=1) experimental designs. Journal of Counseling & Development, 78, 92-102.
Describes single-case research designs as offering scientifically credible means to objectively evaluate practice and conduct clinically relevant research in practice settings. A 7-component model for establishing the use of single-case design research methods in counseling programs is presented. Available on AsuLearn or on-line through the Library Catalog.
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Pelletier, K. (2002). Mind as healer, mind as slayer: MindBody medicine comes of age. Advances, 18(1), 4-15. Reviews research on MindBody therapies. Available on AsuLearn or on-line through the Library Catalog
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Class 3
January 28 (continued on next page) / Integrated vs Integrative Health Care Models; Lifestyle & Mental Health
Heath, B., Wise Romero, P, Reynolds, K. A. (2013). Review and proposed standard framework for levels of integrated healthcare. Washington, D.C.SAMHSA-HRSA Center for Integrated Health Solutions. Available at: http://www.integration.samhsa.gov/integrated-care-models/A_Standard_Framework_for_Levels_of_Integrated_Healthcare.pdf
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Caldwell, K. L., Gray, J., & Wolever, R. Q. (2013). The process of patient empowerment in integrative health coaching: How does it happen? Global Advances in Health and Medicine, 2(3), 34-43. A qualitative study of health coaching in integrative medicine.
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Walsh, R. (2011, January 17). Lifestyle and mental health. American Psychologist. Advance online publication. Doi: 10.1037/a0021769. An overview of how lifestyle issues influence mental health.
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Class 4
February 4 / Cognitive behavioral and Mindfulness approaches to mind-body
Brigham, D. D. (1994). Stress management I: Changing perceptions. In Imagery for getting well: Clinical applications of behavioral medicine (pp. 69-93). New York: Norton & Co.
A cognitive-behavioral approach to stress reduction used in the Getting Well program.
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Baer, R. A., & Krietemeyer (2006). Overview of mindfulness- and acceptance-based treatment approaches. In Ruth A Baer (Ed.). Mindfulness-based treatment approaches: Clinician’s guide to evidence base and applications (pp. 3-27). New York: Elsevier.
Describes various mindfulness based practices used in clinical practice.
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Class 5
February 11 / Neurobiological approaches to mind-body
Wylie, M. S. (September/October, 2004). Mindsight. Psychotherapy Networker, 28(5), 29-39. An easy to read description of Daniel Siegel’s writings that show how the physical matter of the brain creates the life of the mind, heart, soul, and spirit.
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Wylie, M. S. (January/February, 2004). The limits of talk. Psychotherapy Networker, 28(1), 30-36, 38-41, 67. For more than 20 years, Bessel van der Kolk has been in the forefront of research in the psychobiology of trauma and in the quest for more effective treatments. Now he’s touched off an intense debate about the role of scientific evidence in finding ways to alleviate suffering and the future of the traditional talking cure itself.
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Atkinson, B. J. (2005). Affective neuroscience and the emotional revolution (pp. 17-40). In Emotional intelligence in couples therapy: Advances from neurobiology and the science of intimate relationships. NY: W. W. Norton & Company. Applying neurobiology to working with couples.
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Class 6
Feb. 18 / Imagery in Healing Rituals
Achterberg, J., Dossey, B., & Kolkmeier, L. (1994). Imagery in healing rituals. In Rituals of healing: Using imagery for health and wellness (pp. 37-55). NY: Bantam Books.
An introduction to various kinds of imagery useful in healing practices.
AND
Brigham, D. D. (1994). Introduction to designing imagery for specific conditions. In Imagery for getting well (pp. 329-335). NY: Norton.
Suggestions for designing imagery with clients.
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Class 7
February 25 / Language Skills for working with Mind-Body Problems
Griffith, J. L., & Griffith, M. E. (1994). The body speaks: Therapeutic dialogues for mind-body problems (pp. 48-49, 54-61, 94-111, 118, 155-166). NY: Basic Books.
Readings from a book about language and the body written to help clinicians learn how to use the power of language in treating patients who present somatic symptoms.
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Class 8
March 4 / MID-TERM DUE
Introduction to Healing Across Cultures
Krippner, S. (1999). Introduction: Common aspect of traditional healing systems across cultures. In W. B. Jonas, & J. S. Levin (Eds.). Essentials of complementary and alternative medicine (pp. 181-199). Philadelphia: Lippincott, Williams, & Wilkins.
Commonalities in cross-cultural healing practices: (1) A shared world view, (2) personal qualities of the practitioner, (3) positive client expectations, (4) a sense of mastery that empowers the client.
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Ingerman, S., & Wesselman, H. (2010). What is shamanism? In Awakening to the spirit world: The shamanic path of direct revelation (pp. 1-27). Boulder, CO: Sounds True.
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NO CLASS
March 11 / SPRING BREAK
Class 9
March 18 (continued on next page) / Electronic Literature Review for Personal Research Project Due
Healing approaches from Hindu traditions
Iyengar, B. K. S. (2001). Philosophy of yoga. In Yoga: The path to holistic health (pp. 23-37). New York: Dorling Kindersley.
Brief overview of philosophy of yoga by a contemporary master of the art.
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Judith, A. (2004). Sacred centers of the self. In A. Judith, Eastern body, Western Mind: Psychology and the chakra system as a path to the self (pp. 2-49). Berkeley, CA: Celestial Arts.
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Class 10
March 25 / Chinese Medicine approaches to healing the body-mind
Cohen, K. (1997). The energy of the emotions. In the way of qigong: The art and science of Chinese energy healing (pp. 223-241). NY: Ballantine Books.
Introduction to the Chinese medicine understanding of emotions and health.
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Class 11
April 1 / Native American approaches to healing
Bear Heart with Larkin, M. (1996). You don’t ask to be a medicine man. In The wind is my mother (pp. 29 – 51). New York: The Berkley Publishing Group.
An excerpt from the life and teachings of a Native American shaman.
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Cohen, K. (2003). The principles of Native American counseling. In Honoring the medicine: The essential guide to Native American healing (pp 167-188). New York: Random House Ballantine Publishing Group.
Describes the role and some of the practices of the Native American counselor with case examples.
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Class 12
April 8 / Student presentations
Class 13
April 15 / Final Report of Personal Research Project Due
Student Presentations
April 22
April 29 / Final Exam Due April 22nd
Hold both dates for Inclement Weather Days
Other Resources