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PSYS 657-A Clinical Neuroscience

Course Syllabus
Graduate School of Psychology
Somatic Counseling Psychology Program
Naropa University
Fall 2014
Instructor Information:
Michelle Quinlan, MSc, MA (Candidate)
Ph: 720.606.3738
Email: mquinlan@naropa.edu
Office Hours by appointment
Additional Course Information
Wednesdays, 3:30 - 6:20 PM
Virya, Paramita Campus
3.0 Credits
Course Requirements:
Somatic Counseling Psychology students only (or instructors approval).
Concurrent enrollment in Counseling Relationships I and Foundations of DMT/BP.
Familiarity with APA style (6th Edition), to read and write in a scholarly manner, and to
be able to use an academic library and conduct bibliographic research searches.
Methods of Instruction:
Lecture/Discussion 90%
Experiential 10%
Course Description:
This course investigates the relationship between the nervous system and other body systems,
and cognitive, emotional, and behavioral processes. By understanding the relationship of body
structuressuch as the brain, the heart, and the gutwith thinking, feeling, sensing, and
moving, students can construct a continuum from theory to practice that generates scholarly and
scientifically sound treatment options for the field of somatic counseling psychology.
Supplementary Course Description:
This course also includes an emphasis on the development of critical thinking when approaching,
engaging with, and presenting scientific literature.
Student Learning Outcomes:

This course addresses the Somatic Psychology Departments Goal # 1 & Goal # 4:
Goal # 1: That graduates will understand and articulate theories central to psychotherapy
and psychological inquiry, as well as theories and research specific to dance therapy and
body psychology.
Goal # 4: That graduates will internalize and manifest pluralism and multicultural
competency as an integral part of clinical and professional practice.
Specific Learning Outcomes:
Upon completion of this course:
Students will demonstrate basic knowledge of the functions and structures of the nervous
system as well as other psychobiological systems (i.e. immune system, endocrine system,
etc.) as they relate to neuroscientific underpinnings of clinical practice.
Students will be able to apply theories and research in clinical neuroscience to therapeutic
interventions.
Students will examine multi-cultural perspectives of clinical neuroscience.
Students will practice and demonstrate critical and creative thinking that includes
evaluation, persistence, open-mindedness, tolerance for ambiguity, synthesis, and
intellectual engagement.
Students will be able to conduct and write a literature review on a topic relevant to
clinical neuroscience and BP and/or DMT.
Students will participate in a small group project and explore the collaboration process.
E-Reserves Statement:
You can now access your online sourcebook directly through the ELearning platform of your
class. Weekly downloadable readings are located in the Online Sourcebook Tab and links to
internet sources are located in the Web Resources Tab. It is the expectation that students will
check both tabs weekly to access assigned readings.
Graduate School of Psychology Professional Licensure Statement:
Please note that the licensure requirements of state boards and licensing agencies vary from state
to state and change over time. Consequently, successful completion of degree requirements does
not guarantee that a state board or licensing agency will accept a graduates application for
licensure. It is important that learners are aware of their responsibilities regarding licensure and
certification; advisors are available to discuss professional and career matters with learners and
graduates.
Required Books:
1. Cozolino, L. (2010). The neuroscience of psychotherapy (2nd ed.). NY: W.W. Norton.
2. Cozolino, L. (2014). The neuroscience of human relationships (2nd ed.). NY: W.W. Norton.
3. Schore, A. (2012). The science of the art of psychotherapy. NY: W.W. Norton.

4. Siegel, D. (2012). The pocket guide to interpersonal neurobiology. NY: W.W. Norton.
5. Additional Sourcebook Readings to be found on Electronic Reserve (via the Naropa
Library), referred to as SB.
Highly Recommended Books:
1. Satel, S. & Lilienfeld, S. (2013). Brainwashed: The seductive appeal of mindless
neuroscience. NY: Basic Books.
2. Fogel, A. (2013). Body sense: The science and practice of embodied self-awareness. NY: W.
W. Norton.
3. Mate, G. (2010). In the realm of hungry ghosts: Close encounters with addiction. Berkeley,
CA: North Atlantic Books.
4. Panksepp, J. & Biven, L. (2012). The archaeology of mind: Neuroevolutionary origins of
human emotions. NY: W. W. Norton.
Course Requirements and Grading Policy:
1. Participation (15% of Final Grade): Active participation in class discussions and on weekly
discussion boards is required for an A in this class. Students will be required to write a weekly
post on the discussion board in response to the readings for the week by noon on the day before
class. Posts are an opportunity to demonstrate critical thinking about the topic in question and
credit will be given based on the level of engagement with the material. Maximum 250 words.
Please bring informed creativity to this process. Posts are not required on 08/27, 09/24, 11/05,
11/12, 12/03, & 12/10 as these are days when other work is due.
2. All assigned readings: Some sourcebook (SB) readings are posted online in the electronic
reserves. Otherwise readings are in the required books listed each week. Readings are due on the
week they are listed. Lectures are often based on, but will not always repeat, content of reading
assignments.
3. Quizzes (30% of Final Grade): A total of three quizzes (10% each) will be distributed at the
beginning of the 5th (09/24), 10th (11/05), and 15th (12/10) weeks of class which students will have
50 minutes to complete. The quizzes test terminology and general concepts.
4. Research Article Assignment (20% of Final Grade). The goal of this assignment is to
increase your comfort and efficiency reading journal articles, develop and increase scientific
literacy, improve critical thinking, practice writing in collaboration with peers, and to reflect on
your personal process.
Step 1: Read and discuss your assigned article (to be determined within first two weeks
of class, accessed via E-Reserves)
Step 2: Each group will co-write ONE paper. The format is non-APA, 3 4 pages.
Address the following:
What is the main topic of the article?

Is the author presenting an argument, i.e. taking a stance on something and/or


explaining and presenting facts, theory, etc?
What are the authors main claims and/or findings? What are you being asked to
believe or accept? What evidence is offered to support the main claim(s)? Analyze
the evidence.
Can the evidence and/or conclusions be interpreted other way(s)?
What evidence would help to evaluate and test the aforementioned alternative
explanations?
What inherent biases might be present (micro, macro, meta level)?
What is assumed to be true?
What conclusions are most reasonable?
What are your biggest takeaways?
Each member of the group receives the same grade for this portion
Due: 11/12
Step 3: INDIVIDUALLY, write about your experience and include the following points
(non-APA, 1 page):
What was your contribution to this project?
Discuss how easy/challenging it was to suspend disbelief and maintain neutrality
while reading the article. Did you come into contact with any personal beliefs and
assumptions? If so, what were they?
What was it was like for you to work in a group?
Each member of the group receives an individual grade for this portion.
Due: 11/12
5. Final Literature Review (35% of Final Grade) - The goal of this assignment is to pursue a
subtopic of clinical neuroscience that interests you and to gain comfort writing a literature review
in APA style.
Writing requirements: Students are expected to write in a scholarly manner. This is
not a personal process paper. All claims and statements need to be supported by
research evidence and/or theoretical papers from researchers and primary
sources. All material taken from books, articles and other sources needs to be APA
referenced. Excessive grammatical and spelling errors will not be accepted. Papers
with more than three grammatical/spelling errors per page will be returned for
resubmission and graded as late.
Topic: Make sure your topic is applicable and falls within the scope of this course.
(See syllabus for an overview of topics.)
Style: Students are to use the 6th edition of the Publication Manual of the American
Psychological Association for style guidelines. Please note, there are three changes
from the manual Somatic students are required to make:
1. The title page includes the name of class in place of name of university, and the
date the paper is submitted is included on the title page,

2. When citing lectures, the word lecture is used instead of personal


communication
3. Block quotes are required to be single-spaced rather than double-spaced.
References: Include at least eight research sources from peer-reviewed journals. You
are welcome to use material from assigned readings.
Research Resources: It is essential for this class and for your life as a graduate
student to become confident using libraries and databases such as PsychArticles,
PsychINFO , EBSCO, PubMed, ScienceDirect and other search tools. Many of these
are available in the Ginsberg library. Also, Naropa students may obtain borrowing
privileges at CUs Norlin library.
Page Length: The final paper should be no less than 8 pages and no more than 10
pages, plus cover page, abstract, and references.
Due: 12/03
Grading Rubric for Final APA Lit Review
Writing: 25 Points Total
___/10
___/10
___/5

Is the paper well organized and does it flow in a logical manner?


Is the writing clear?
If you cant explain is simply, you dont understand it well enough Einstein
Spelling & grammar.

Content: 55 Points Total


___/30

___/15
___/10

Does the information presented in the paper represent a thorough and significant
inquiry into the chosen topic? Are the ideas presented in a coherent manner and
fully developed?
Are important points in the paper supported by references? Is the minimum paper
length requirement met (8 pages)?
Have you engaged your imagination (particularly in considering future directions
for the research topic and your call to action based on what you discover about the
work in that area to date)?

Format and Presentation: 20 Points Total


___/5
___/5
___/10

Are the main elements clearly proposed in the introduction?


Does the conclusion integrate and synthesize the information presented in the
body of the paper?
Is the formatting consistent with APA style?

TOTAL: ______/100

Grading:
A: 94-100; A-: 90-93; B+: 87-89; B: 84-86; B-: 80-83; less than 80% is failing
Policy for Late Assignments:
Late assignments will be deducted by one half letter grade for each day late starting the day the
assignment is due (the difference between an A and an A-). It is at the discretion of the
instructor whether or not to give an extension. All requests for extensions must be made at least
48 hours before assignments are due and this does not guarantee the request will be granted.
Attendance Policy:
More than one absence affects your grade. Each additional absence deducts half a letter grade
from your final grade (the difference between an A and an A-). Chronic lateness (+2x) equals 1
absence and this includes being late returning from class breaks. Family and/or medical
emergencies and religious holidays are considered excused absences; it is the students
responsibility to provide applicable documentation in a timely manner. You must inform the
teacher by the third week of class if you will be absent for a religious holiday. Students are
responsible for all material covered in the course, regardless of absences.
Professional Decorum:
The Somatic Counseling Psychology Masters Program is a professional training program.
Therefore, not only do students need to demonstrate academic understanding of the course
material, they are also expected to demonstrate the maturity, decorum, and appropriate conduct
expected of practitioners in the field of professional helping. To this end students are requested
to review the principles of professional behavior listed under General Policies: Professional
Decorum in the MASCP Student Handbook.
Classroom Decorum:
Laptops, cell phones, and other electronic devices are not permitted during class but may be used
during breaks. Eating is not permitted in class but water, tea, or coffee is fine. Students are
discouraged from coming and going during the class period as it is distracting for other class
members. Please see the Attendance Policy for more information.
Academic Dishonesty Policy:
Academic dishonesty is prohibited and information about the policy and disciplinary procedures
for any forms of academic dishonesty are included in the Student Handbook available on
mynaropa at: https://my.naropa.edu/ICS/icsfs/Student_Handbook_2013.pdf?target=3ab95cd73ec8-432a-be26-8085e6315ccf.
Detailed guidelines for avoiding plagiarism are available in the Publication Manual of the
American Psychological Association (APA). The following are examples of citation guidelines,
taken from the Student Handbook:

1. Information that is considered common knowledge does not need a citation. If in doubt
about what is considered common knowledge in the context for this class, please check
with the instructor.
2. Specific wording and use of an authors ideas must bear a citation.
3. The paraphrasing of anothers ideas must bear a citation.
Accommodations for Disabilities:
Naropa University will provide accommodations for qualified students with disabilities. To
request an accommodation, or to discuss any learning needs you may have, contact Jackie
Chavarria, the Disability Resources Coordinator. Her office is located in the Student Affairs
Department in the Administration Building on the Arapahoe Campus. You may contact her at
303-245-4749 or email: jchavarria@naropa.edu.
Other Needs:
If you have any other needs that may require accommodations (special arrangements) or if you
will miss a class because of a religious holiday, please contact the instructor by the third week of
class.
PSYS657 Course Outline
Class 1: 08.27.14 - Introduction to Clinical Neuroscience
Covered Topics and Concepts:
Course Overview
Critical Thinking
Body Systems and Levels of Organization
General Characteristics of the Nervous System
Required Reading:
Ch.1 & Ch.2 in The Neuroscience of Psychotherapy by Cozolino (2010)
SB Dekoven-Fishbane, M. (2007). Wired to connect: Neuroscience,
relationships, and therapy. Family Process, 46: 395-412
SB Freeth, R. (2013). In practice: The limits of science. Therapy Today, 24(8)
Kean, S. (2014). Phineas Gage: Neurosciences Most Famous Patient:
http://www.slate.com/articles/health_and_science/science/2014/05/phineas_gage
_neuroscience_case_true_story_of_famous_frontal_lobe_patient.html
Class 2: 09.03.14 Macroanatomy
Covered Topics and Concepts:
Divisions of the Nervous System

Brain Structures and Functions


Triune Theory of the Brain (Hindbrain, Limbic Brain, Neocortex)
Enteric Brain
Required Reading:
Ch. 6, Laterality: One brain or two in Neuroscience of Psychotherapy, Cozolino
(2010)
Ch. 3, 10, 11, 12, 13, & 14 in Pocket Guide to Interpersonal Neurobiology by
Siegel (2012)
Ch. 4, The Right Brain Implicit Self Lies at the Core of Psychoanalysis, in The
Science of the Art of Psychotherapy by Schore (2012)
Arnold, C. (2013). Gut feelings: The future of psychiatry may be in your stomach.
Retrieved from: http://www.theverge.com/2013/8/21/4595712/gut-feelings-thefuture-of-psychiatry-may-be-inside-your-stomach
Class 3: 09.10.14 - Microanatomy
Covered Topics and Concepts:
Neurons and Glial Cells
Neural Networks and Neuroplasticity
Classes and Functions of Neurotransmitters
Neural and Synaptic Transmission
Neurogenesis and Synaptogenesis
Gender Differences in the Brain
Required Reading:
Ch. 4, The Human Nervous System: From Neurons to Neural Networks, in The
Neuroscience of Psychotherapy by Cozolino (2010)
Ch. 6, Experience-Dependent Plasticity in Neuroscience of Human
Relationships by Cozolino (2014)
Ch. 8, 9 & 15 in Pocket Guide to Interpersonal Neurobiology by Siegel (2012)
Class 4: 09.17.14 Brain Development across the Lifespan
*Class will be co-facilitated by Carla Sherrell, EdD
Covered Concepts and Topics:
Experience Expectancy and Experience Dependency
The Fetal Brain & Childhood Brain
Neurobiology of Attachment
Neuroscience of Early Developmental Trauma
The Adolescent Brain
The Adult & Aging Brain

Required Readings:
Ch. 3, The Developing Brain & Ch. 10: Ways of Attaching, in Neuroscience
of Human Relationships, Cozolino (2014)
Ch. 17, Teaching Old Dogs New Tricks: Stimulating Neural Plasticity in
Neuroscience of Psychotherapy, Cozolino (2010)
Ch. 2: Relational Trauma and the Developing Right Brain & Ch. 3: Right
Brain Affect Regulation: An Essential Mechanism of Development, Trauma,
Dissociation, and Psychotherapy in The Science of the Art of Psychotherapy by
Schore (2012)
SB Ch. 20, Meeting Teens with their Brains in Mind, in B. Badenochs Being
a Brainwise Therapist (2008).
Recommended:
Kate Blewetts documentary Bulgarias Abandoned Children (2007)
https://www.youtube.com/watch?v=UQZ-ERQczj8
SB - Park, D. & Gutchess, A. (2006). The cognitive neuroscience of aging and
culture. Current Directions in Psychological Science, 15: 105-119
Class 5: 9.24.14 Cultural Neuroscience and Neuroanthropology
Covered Concepts and Topics:
Cultural Influences on the Brain
Biases in Peer-Reviewed Literature
Gardners Hexagon
The Effect of Racism on Brain and Behavior
Required Reading:
SB - Brendtro, L. & Mitchell, M. (2013). Deep brain learning: Healing the heart.
Reclaiming Children and Youth, 22(1): 1-12
SB - Han, S., Northoff, G., Vogeley, K., Wexler, B., Kitayama, S., and Varnum,
M. (2013). A cultural neuroscience approach to the biosocial nature of the human
brain. Annu Rev Psychol, 64:33559
SB Immordino-Yang, M. (2013). Studying the effects of culture by integrating
neuroscientific with ethnographic approaches. Psychological Inquiry, 24(1): 4246
SB Gutchess, A. & Goh, J. (2013). Refining concepts and uncovering biological
mechanisms for cultural neuroscience. Psychological Inquiry, 24(1): 31-36
SB Kitayama, S. & Park, J. (2010). Cultural neuroscience of the self:
Understanding the social grounding of the brain. Soc Cog Affect Neurosci, 5:111129
For context, if you have the time and inclination:
*Chiao, J., Cheon, B., Pornpattananangkul, N., Mrazek, A., & Blizinsky, K.
(2013). Cultural neuroscience: Progress and promise. Psychological Inquiry,
24(1): 1-19

*[THIS IS A REVIEW THAT SOME OF THE REQUIRED READINGS


REFER TO IN THE TEXT IT IS NOT NECESSARY FOR YOU TO
READ THIS REVIEW TO UNDERSTAND THE CONCEPTS]
Assignments:
Quiz 1
Class 6: 10.01.14 Sensation and Perception
Covered Concepts and Topics:
Sensory Processing
Perceptual Filters and Unconscious Processing
Perceptual Categorization
Interoception, Proprioception, & Exteroception
Figure/Ground Relationships
Required Reading:
Ch. 1, The Social Brain, in Neuroscience of Human Relationships, Cozolino
SB Craig, A. (2002). How do you feel? Interoception: The sense of the
physiological condition of the body. Neuroscience, 3
SB Farb, N., Segal, Z., & Anderson, A. (2013). Mindfulness meditation training
alters cortical representations of interoceptive attention. Soc Cog Affect Neurosci,
8: 15-26
SB Selections from Body Sense: The Science & Practice of Embodied SelfAwareness by Fogel, 2013
SB Quadflieg, S., Turk, D., Waiter, G., Mitchell, J., Jenkins, A., & Macrae, C.
(2008). Exploring the neural correlates of social stereotyping. Journal of
Cognitive Neuroscience, 21(8): 1560-1570
Bloom, P. (2014). Can Prejudice Ever Be a Good Thing? Retrieved from:
http://www.ted.com/talks/paul_bloom_can_prejudice_ever_be_a_good_thing#t63660
Our Brains Judge a Faces Trustworthiness Even When We Cant See it (Aug 5,
2014). Retrieved from: http://www.nyu.edu/about/newspublications/news/2014/08/05/our-brains-judge-a-faces-trustworthinessevenwhen-we-cant-see-it.html
10.08.14 No Class

Class 7: 10.15.14 Sensorimotor Processing


*Guest Lecture by Christine Caldwell, PhD, LPC, BC-DMT, NCC, ACS
Covered Concepts and Topics:
Sensory Processing
Sensorimotor Loop
The Mobility Gradient

Simple & Complex Reflexes and Motor Plans


Complex Movement & Movement Sequencing
Defensive Movement, the ANS and Trauma
Attention and Sensorimotor Processing
Movement as Regulation, Expression, & Communication

Required Reading:
Ch. 7, Reflexes & Instincts: Jumpstarting Attachment in Neuroscience of
Human Relationships (2014)
Ch. 37 in Pocket Guide to Interpersonal Neurobiology by Siegel (2012)
SB Ch. 4, The Spiral of Growth: Moving on Land, in Wisdom of the Body
Moving by Hartley (1995)
SB Homann, K. (2010). Embodied concepts of neurobiology in
dance/movement therapy practice. Am J Dance Ther, 32: 80-99
SB - TBD
Class 8: 10.22.14 Consciousness, the Sleep Cycle, and Circadian Rhythm
Covered Concepts:
Neural Correlates of Attention and Meditation
The Sleep Cycle
Importance of Treating Sleep Disorders
Circadian Rhythm Appetite Regulation and Stress
Required Reading:
Ch. 22 & 35 in Pocket Guide to Interpersonal Neurobiology by Siegel
SB Ch. 10, Gathering the Scattered Mind, in Z. Segal, et al.s MindfulnessBased Cognitive Therapy for Depression (2013)
SB Carskadon, M. & Dement, W. (2011). Ch. 2 Normal Human Sleep;
Monitoring and staging human sleep. In M.H. Kryger, T. Roth, & W.C. Dement
(Eds.), Principles and practice of sleep medicine, 5th edition, (pp. 16-26). St.
Louis: Elsevier Saunders.
SB Lutz, A., Dunne, J. & Davidson, R. (2007). Meditation and the neuroscience
of consciousness. In P. Zelaso, M. Moscovitch & E. Thompson (Eds.) Cambridge
Handbook of Consciousness. *Only section two is required: The Intersection of
Neuroscience and Meditation, starting on page 54.
Recommended Reading:
SB Chiao, J., Li, Z., & Harada, T. (2008). Cultural neuroscience of
consciousness: From visual perception to self-awareness. Journal of
Consciousness Studies, 15(10-11): 58-69
SB Ch. 11, Foundations of Mindfulness, in R. Hansons Buddhas Brain: The
Practical Neuroscience of Happiness, Love, and Wisdom, (2009)
SB Lutz, A., Greishar, L., Rawlings, N., Ricard, M., & Davidson, R. (2004).
Long-term meditators self-induce high-amplitude gamma synchrony during

mental practice. Proceedings of the National Academy of Science, 101(46):


16369-73
Class 9: 10.29.14 Learning and Memory
Covered Concepts:
Memory and Learning Centers
Types of Memory Declarative, Working, Procedural, etc
Learned Helplessness
Locus of Control
Associative Learning
Habituation/Imprinting/ Sensitization
Observational Learning
State-dependent Learning
Classical Conditioning
Required Reading:
Ch. 5 Multiple Memory Systems in Psychotherapy, in The Neuroscience of
Psychotherapy by Cozolino
Ch. 9 Implicit Social Memory in Neuroscience of Human Relationships by
Cozolino
Ch. 30 & 31 in Pocket Guide to Interpersonal Neurobiology by Siegel
SB Ch. 6 Sensation, Movement, and Emotion: Explicit Procedures for Implicit
Memories, by Christine Caldwell
Class 10: 11.05.14 Emotion
Covered Concepts:
What is an Emotion?
The Expression of Emotion Darwin, Ekman
Cultural Factors in Emotional Life
Primary and Secondary Emotions
The Neurology of Emotion and the Somatic Marker Hypothesis A. Damasio
Affective Neuroscience Panskepp
Required Reading:
Ch. 5, Social and Emotional Laterality in Neuroscience of Human
Relationships, Cozolino (2014)
SB Ch. 1, Emotions Across Cultures in Emotions Revealed by Ekman
Ch. 32, 33, 34 in Pocket Guide to Interpersonal Neurobiology by Siegel (2012)
SB Ch. 8, The Neuroscience of Emotion presented by Richard Davidson, in
Daniel Golemans Destructive Emotions: How Can We Overcome Them? (2003)
SB Selections from The Archaeology of Mind: Neuroevolutionary Origins of
Human Emotions (2012) Jaak Panksepp
SB PEPLab Selections

Assignments:
Quiz 2
Class 11: 11.12.14 Emotional Processing
Covered Concepts:
The Emotional Unconscious J. Ledoux
Polyvagal Theory of Emotion Porges
Affect Regulation
Emotional Hijacking
Emotional Intelligence
Somatization
Emotions and Physical Health
Cathartic and Containment Models of Psychotherapy
Required Reading:
Ch. 1, Modern Attachment Theory: The Central Role of Affect Regulation in
Development and Trauma, in in The Science of the Art of Psychotherapy by
Schore (2012)
SB Nummenmaa, L., Glerean, E., Hari, R., & Hietanen J. (2013). Bodily map
of emotions. Proceedings of the National Academy of Sciences, Early Edition, 1-6
SB - Emotion: An Evolutionary By-Product of the Neural Regulation of the
Autonomic Nervous System, S. Porges, in The Interactive Neurobiology of
Affiliation, C.S. Carter, B. Kirkpatrick, & I.I. Lederhendler (eds), Annals of the
New York Academy of Sciences, 807, 62-77.
SB Chiao, J., Iidaka, T., Gordon, H., Nogawa, J., Bar, M., Aminoff, E., Sadato,
N., & Ambady, N. (2008). Cultural specificity in amygdala response to fear faces.
Journal of Cognitive Neuroscience, 20(12): 2167-2174
SB Beckes, L., Coan, J., Hasselmo, K. (2012). Familiarity promotes the blurring
of self and other in the neural representation of threat. Social Cognitive and
Affective Neuroscience
SB PEPLab Selections
SB Ch. 9, Affective Neuroscience: Implications for Understanding Emotional
Feelings and Development of New Therapeutics, by Jaak Panksepp in D. Siegel
& M. Solomon (Eds.), Healing Moments in Psychotherapy.
Recommended Reading:
SB Cheon, B., Mathur, V., & Chiao, J. (2010). Empathy as cultural process:
Insights from the cultural neuroscience of empathy. World Cultural Psychiatry
Research Review, Summer Issue, 32-42
For Reference:
SB *Moya-Albiol, L., Herrero, N., Bernal, M. (2010). Bases neuronales de la
empatia. Rev Neurol, 50(2): 89-100
*This article is in Spanish. Please feel free to read it if you are proficient
in the language.

Assignments:
Research Article Group Paper Due
Research Article Individual Paper Due
Class 12: 11.19.14 Stress, Health, and Psychoneuroimmunology
Covered Concepts:
Behavioral Factors in Health and Illness
Poverty-Related Stress
Stress-Induced Analgesia and Traumatic Reenactment
Sympathetic/Parasympathetic NS Development & Conditioned Responses
The Effects of Stress on Learning and Memory
Allostatic load
Stress and Disease
The Physiology of Stress HPA Axis, etc.
The Effects of Stress on Physical, Emotional, & Mental Health
Nutritional Neurochemistry
Required Reading:
Ch. 12, The Impact of Trauma on the Brain, in The Neuroscience of
psychotherapy by Cozolino (2010)
Ch. 16, Impact of Early Stress in The Neuroscience of Human Relationships by
Cozolino (2014)
SB Ch. 8 Immunity, Stress, and Disease, in Why Zebras Dont Get Ulcers, R.
Sapolsky, 2004, W. H. Freeman, NY, NY.
SB Santiago, C., Etter, M., Wadsworth, M., & Raviv, T. (2012). Predictors of
responses to stress among families coping with poverty-related stress. Anxiety,
Stress, & Coping, 25(3): 239-258
SB Eyre, H., Stuart, M., & Baune, B. (2014). A phase-specific neuroimmune
model of clinical depression. Progress in Neuro-Psychopharmacology &
Biological Psychiatry, 54: 265-274
Class 13: 11.25.14 - Addiction: Neural Correlates, Pharmacology, and Psychotherapeutic
Approaches
*Guest Speaker: John Gilburt, PhD, CACIII Boulder Alcohol Education Center
*NOTE: THIS CLASS TAKES PLACE ON TUESDAY IN JIM SPEARLY LECTURE
HALL WITH PSYS657B*
Covered Concepts and Topics:
What is Addiction?
The Dynamics of Craving
Classic Theories of Addiction & Recovery
The Somato-Developmental Origins of Addiction

Endogenous and Exogenous Drugs


Brain Mechanisms in Addiction
Natural Highs
Co-dependency

Required Reading:
Ch. 8, Addicted to Love in The Neuroscience of Human Relationships by
Cozolino (2014)
SB Addiction as Somatic Dissociation, Caldwell, 2001, in Flesh of the Soul:
The Body We Work With, ed. M. Heller, Peter Lang, Berne
SB Ch. 13, 16, & 17 in In the Realm of Hungry Ghosts (2009) by Gabor Mate
SB Ch. 3, Addiction and the Brain-Disease Fallacy, in Brainwashed: The
Seductive Appeal of Mindless Neuroscience, by Satel & Lilienfeld (2013)
SB - TBD
Class 14: 12.03.14 Physiology and Psychology of Breathing and Breathwork
Covered Concepts:
Muscles Used In Breathing
Blood Gases and Chemical States In Breathing
Breathings' Bridge to the Unconscious
Breathing and Psychology
Clinical Applications
Required Reading:
SB Caldwell, C. & Kaur, H. (2011). Breathwork in body psychotherapy:
Towards a more unified theory and practice. Body, Movement and Dance in
Psychotherapy, 6(2): 89-101
SB Caldwell, C. & Kaur, H. (2013). Breathwork in body psychotherapy:
Clinical Applications. Body, Movement and Dance in Psychotherapy, 8(4): 216228
SB Anatomy of breathing, Blandine C., 2005, Seattle, WA: Eastland Press
SB Porges, S. (2006). The polyvagal perspective. Biological Psychology.
SB Gilbert, C. (2012). Pulse oximetry and breathing training. Biofeedback,
40(4): 137-141
SB Litchfield, P. (2010). CapnoLearning: Respiratory fitness and acid-base
regulation. Independent Publication by Behavioral Physiology Institute.
Assignments:
Literature Review Due
Class 15: 12.10.14 - The Disordered Brain: Neural Correlates, Pharmacology, &
Psychotherapeutic Approaches
Covered Concepts:
Dissociative Disorders

Personality Disorders
Psychopathy
Affective Disorders
Somatic Symptom Disorders

Required Reading:
Ch. 19: Borderline Personality Disorder & Ch. 20: Psychopathy: The
Antisocial Brain in The Neuroscience of Human Relationships by Cozolino
(2014)
Ch. 13: The Anxious and Fearful Brain in The Neuroscience of Psychotherapy
by Cozolino (2010)
SB Gillig, P. (2009). Dissociative identity disorder: A controversial diagnosis.
Psychiatry, 6(3): 24-29
SB Dimsdale, J., & Levenson, J. (2013). Whats next for somatic symptom
disorder? Am J Psychiatry, 170(12): 1393-1395
SB Kapfhammer, H. (2006). Somatic symptoms in depression. Dialogues in
Clinical Neuroscience, 8(2): 227-239
Recommended Reading:
SB Siever, L., & Weinstein, L. (2009). The neurobiology of personality
disorders: Implications for psychoanalysis. J Am Psychoanal Assoc, 57: 361-398
SB Flights of the Mind in An Unquiet Mind: A Memoir of Madness, by Kay
Redfield Jamison (1995)
Ohikuare, J. (2014). Life as a nonviolent psychopath. The Atlantic. Retrieved
from: http://www.theatlantic.com/health/archive/2014/01/life-as-a-nonviolentpsychopath/282271/
Assignments:
Quiz 3
END OF SEMESTER-CONGRATULATIONSENJOY YOUR WELL-EARNED BREAK

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