The Pacifica dream resides in many of us—people like you and me—who want to understand life more deeply, PACIFICA and make a difference in our communities and the wider g r a d u a t e i n s t i t u t e world. At Pacifica we approach these desires through the study of depth psychology. It gives us a way to attend to what truly matters to each of us personally, 2013–2014 Course Catalog and to those vital sparks that have been marginalized in our selves and our culture. Degree Programs and Academic Formats...... 2–3

If you have dreamed of earning a degree in psychology, M.A./Ph.D. in Mythological Studies...... 4–9 the humanities, or mythological studies, consider M.A./Ph.D. in Depth Psychology...... 10–33 Pacifica. The upcoming year will be particularly rewarding. Many pioneers and innovators in the field • Emphasis in Jungian and of depth psychology will join us in the classroom, Archetypal Studies...... 12–17 mentoring students and contributing to their academic • Emphasis in Community development. Psychology, Liberation Psychology, and Ecopsychology...... 18–25 The opportunity to study with distinguished scholars is just one of the things that makes a Pacifica education • Emphasis in Somatic Studies...... 26–32 invaluable and unique. The support of a diverse, Ph.D. in Depth Psychology yet like-minded community of focused and caring with Emphasis in Psychotherapy...... 34–41 individuals is another. Pacifica’s degree programs are rigorous—equipping students to excel in their chosen M.A. in Engaged Humanities careers—and our academic resources are outstanding. and the Creative Life...... 42–47 Pacifica’s Graduate Research Library has been called M.A. in Counseling Psychology...... 48–57 one of the finest private libraries in the world. Students also have access to Opus Archives and Research Doctoral Programs in...... 58–81 Center, where the collections of Joseph Campbell, Clinical Psychology James Hillman, and other luminaries are found. It is a • Psy.D. in Clinical Psychology rich storehouse of primary sources with facilities located with Emphasis in Depth Psychology...... 60–71 on both of Pacifica’s beautiful campuses. • Ph.D. in Clinical Psychology I invite you to explore this course catalog and Pacifica’s with Emphasis in Depth Psychology...... 72–81 degree programs. The application and admissions process for 2014 is underway. To learn more, please contact Wendy Overend, Director of Admissions, at Administration and Staff...... 82–83 805.969.3626, ext. 305. Faculty...... 84–86 Sincerely, page numbers may change Admission Requirements and Procedures...... 87–88 with new faculty section

2014-2015 Tuition and Fees...... 89–90

Financial Aid...... 91–95

Stephen Aizenstat. Ph.D. Administrative Information...... 96 Chancellor and Founding President Pacifica Graduate Institute Visiting and Applying to Pacifica Graduate Institute...... 98 2013–2014 COURSE CATALOG 1 Pacifica Graduate Institute’s Masters and Doctoral Degree Programs and Academic Formats

Degree 2 Years of 3 Years of Leads to M.A. Degree Program Type Coursework Coursework Licensure Required

Mythological Studies M.A./Ph.D. For M.A. For Ph.D.

Depth Psychology

Emphasis in Jungian M.A./Ph.D. For M.A. For Ph.D. and Archetypal Studies

Emphasis in Community Psychology, Liberation M.A./Ph.D. For M.A. For Ph.D. Psychology, and Ecopsychology

Emphasis in Somatic Studies M.A./Ph.D. For M.A. For Ph.D.

Emphasis in Psychotherapy Ph.D. l l

Engaged Humanities M.A. l and the Creative Life

Counseling Psychology M.A. 2.5 Years l

Clinical Psychology

Psy.D. Program Psy.D. 4 Years l l

Ph.D. Program Ph.D. l l l degree types accreditation The M.A. is a Master of Arts Degree, which is generally a two to two-and-a-half year All of Pacifica Graduate Institute’s program. Depending on the program, the final project is a thesis or creative project. degree programs are accredited The Ph.D. is a Doctor of Philosophy Degree, requiring three years of coursework fol- by the Western Association of lowed by a dissertation. Schools and Colleges (WASC), Pacifica Graduate Institute is The M.A./Ph.D. is a joint degree program where students can earn a Master of Arts approved by the U.S. Department and Doctor of Philsophy degree. In these programs, students pass a comprehensive exam of Education to participate in the before entering the third year of coursework, followed by the dissertation phase. federal financial loan program. The Psy.D. is a Doctor of Psychology Degree, requiring four years of coursework (with- out summer sessions) and the writing of a Clinical Research Project.

2 PACIFICA GRADUATE INSTITUTE When students begin their studies at Pacifica Graduate Institute, they join a cohort of like-minded students enrolled in the same degree program. The Institute’s educational formats are well-suited for individuals who wish to pursue graduate education while continuing their existing professional and personal commitments. In most programs, students come to campus once a month for three or four day learning sessions. Between sessions, they con- tinue coursework through reading, research, and practicum experiences. In this way, students participate in classes and interact with professors as they would in a traditional degree program. The Institute’s blended online/low-residency degree programs allow students to work and learn in their home environments in conjunction with residential sessions on Pacifica’s Ladera Lane Campus. In these programs, classes begin online with students meeting on campus for four-day residential sessions once a quarter.

Degree 2 Years of 3 Years of Leads to M.A. 3-Day Residental 4-Day Residental Blended Online/ Weekend Weekday Start Date Campus Degree Program Type Coursework Coursework Licensure Required Sessions Sessions Low-Residency Sessions Sessions

Mythological Studies M.A./Ph.D. For M.A. For Ph.D. Fall Lambert l l l

Depth Psychology

Emphasis in Jungian Mid-week through M.A./Ph.D. For M.A. For Ph.D. Fall & Spring Ladera Quarterly l and Archetypal Studies the weekend

Emphasis in Community Psychology, Liberation M.A./Ph.D. For M.A. For Ph.D. Fall Ladera l l Psychology, and Ecopsychology

Emphasis in Somatic Studies M.A./Ph.D. For M.A. For Ph.D. Fall Ladera l l

Emphasis in Psychotherapy Ph.D. l l Fall Lambert l l

Engaged Humanities Mid-week through M.A. l Fall & Spring Ladera Quarterly l and the Creative Life the weekend

Counseling Psychology M.A. 2.5 Years l Fall Ladera l l l

Clinical Psychology

Psy.D. Program Psy.D. 4 Years l l Fall Lambert l l

Ph.D. Program Ph.D. l l l Fall Lambert l l

quarter residential programs blended campuses system Residential programs refer to on-campus programs Sessions for All programs ­instruction. Most programs have either Blended programs com- each program are follow the quarter a three or four-day session on campus bine online learning with designated to take system, which is three times a quarter, generally once a residential sessions. place at either comprised of 10 month, ­except for the summer session Students are on campus the Lambert Road to 12 weeks of which ­includes a five or seven day week once a quarter for a four Campus or Ladera instruction. in residence. or five-day session. Lane Campus.

For U.S. Department of Education Gainful Employment Information, please visit pacifica.edu/GainfulEmployment.

2013–2014 COURSE CATALOG 3 M.A./Ph.D. in Mythological Studies With Emphasis in Depth Psychology

Pacifica Graduate Institute’s program in Mythological Studies, now in its 25th year, explores the understanding of human experience revealed in mythology and in the manifold links between myth, ritual, literature, art, and religious experience. Special attention is given to depth psychological and archetypal approaches to the study of myth. The Mythological Studies Program is a doctoral program designed as an integrated M.A./Ph.D. sequence with courses in four areas of study:

Mythology and Religious Traditions

Myth and Literature evans lansing smith, Ph.D. Depth Psychology and Culture Chair, M.A./Ph.D. Program Research in Mythological Studies with Emphasis in Depth Psychology The Master of Arts degree is awarded after the first two years of study Evans Lansing Smith, Ph.D., has de- and a comprehensive examination. The ­program continues with a grees from Williams College, Antioch third year of classes including a sequence of research courses and International, and The Claremont the development of an acceptable concept paper for the dissertation. Graduate School. He is the author of The fourth and fifth years of study focus on dissertation writing and eight books and numerous articles on research. Continuing supervision is provided for the completion of the comparative literature and mythol- dissertation. ogy, and has taught at colleges in Switzerland, Maryland, Texas, and “Myth has the power to touch and exhilarate the deepest creative California. In the late 1970s, he trav- energies of the psyche, and to generate symbolic images that eled with Joseph Campbell on study confer shape and significance upon what often seems the chaotic anarchy of contemporary life and history. Engaging those ener- tours of Northern France, Egypt, and gies in the experience of deep reading, writing, and discussion Kenya, with a focus on the Arthurian in the classroom has been the joy of my career as a teacher and Romances of the Middle Ages and writer. To transmit that joy to the next generation, in challenging the Mythologies of the Ancient World. times of radical change; to tend the soul that animates the world; and to continue the inspired quest for myths to live by—these are responsibilities that fuel my passionate engagement in the mission of Pacifica.” —evans lansing smith, program chair

4 PACIFICA GRADUATE INSTITUTE Curriculum Overview Mythological Studies Classes take place either Monday, Tuesday, and Wednesday or Friday, Saturday and Sunday, approxi- mately once each month during fall, winter, and spring. There is also a five-day summer session each year.

first year

fall Greek & Roman Mythology I – MS 505, 2 Units Hindu Traditions – MS 503, 2 Units Approaches to the Study of Myth – MS 521, 2 Units

winter Joseph Campbell: Metaphor, Myth and Culture– MS 516, 2 Units Ritual – MS 603, 2 Units Dreams, Visions, Myths – MS 521, 2 Units

spring Arthurian Romances of the Holy Grail – MS 502, 2 Units Myth and Philosophy – MS 515, 2 Units Jungian Depth Psychology – MS 511, 2 units

summer Colloquium – MS 540, 1 Unit Archetypal Psychology – MS 611, 3 Units second year

fall Alchemy and the Hermetic Tradition – MS 616, 2 Units Greek & Roman Mythology II – MS 705, 2 Units African & African Diaspora Traditions – MS 506, 2 Units Integrative Studies Process I – MS 627, 0 Units

winter Native Mythologies of the Americas – MS 522, 2 Units Buddhist Traditions – MS 605, 2 Units Mythic Motifs in Cinema – MS 626, 2 Units Integrative Studies Process II – MS 628, 0 Units

spring Folklore & Fairy Tales – MS 602, 2 Units Psyche and Nature – MS 615, 2 Units Epic Imagination – MS 604, 2 Units Integrative Studies Process III – MS 629, 0 Units

summer Colloquium – MS 640, 1 Unit Myth and the Underworld – MS 619, 3 Units Integrative Studies – MS 630, 1 Unit third year

fall Religious Studies Approaches to Mythology – MS 720, 2 Units Hebrew and Jewish Mythology – MS 702, 2 Units Islamic Traditions – MS 608, 2 Units

winter Dante’s Commedia: A Triple Journey into Depth & Individuation – MS 727, 2 Units Research Strategies for Dissertation Writing – MS 730, 2 Units Egyptian Mythology – MS 717, 2 Units

spring Dissertation Formulation – MS 733, 2 Units Christian Traditions – MS 703, 2 Units The God Complex – MS 711, 2 Units

summer Colloquium – MS 740, 1 Unit Myths of the Self: Memoir and Autobiography – MS 726, 3 Units continuing Dissertation Writing* – MS 900, 15 Units

*Writing projects for this course take place away from campus. This curriculum may vary de- For U.S. Department of Education/ Gainful Employment Information pending upon changing academic needs. see pacifica.edu/gainful-employment-Myth.aspx The required fourth and fifth years of study focus on reading, research, and dissertation writing.

2013–2014 COURSE CATALOG 5 Course M.A./Ph.D. in Mythological Studies Descriptions With Emphasis in Depth Psychology

Mythology and the poets of ancient Greece reworked traditions. It considers them not only in Religious inherited mythic themes and plots. It regard to their manifest narratives and Traditions engages in close readings of the cultic images, but also seeks to understand The foundation of Mythological Studies and bardic poems known as The Homeric their potential interpreters. This factor, at Pacifica is the close reading of pri- Hymns and of the lyric poetry of Sappho. involving history and hermeneutics within mary texts from a variety of cultural Dramatic poetry, both tragic and comic, a context of Euro-American colonialism, and religious traditions. These courses of the 5th century Athens is also -ex- presents important methodological and encourage interdisciplinary scholar- amined. Attention is given both to the political issues for working in mythologi- ship, with particular attention to myths, role these myths played in their original cal studies, and the course engages such iconography, symbols, religious beliefs, -historical context and to their ongoing issues as it surveys these texts. archetypal significance. and ritual practices. Historical and con- Colloquium temporary approaches to the study of African and African Diaspora MS 540, 640, 740, 1 unit each myth are also carefully reviewed. Traditions This exploration of critical issues per- MS 506, 2 units tains to the study of myth in relation to The Arthurian Romances The myths and rituals of Africa are a religious traditions, literature, depth psy- of the Holy Grail rich legacy, still vital today. Moreover, chology, and culture. The course is based MS 502, 2 units they endure in adaptive form, in Vodou, on a guest lecture by a major scholar in An exploration of the origins and de- Santeria, and other religions of the the field of mythology. Pass/No Pass velopment of the mythologies of the African Diaspora. The course explores Arthurian knights and quests for the Holy Ritual common mythic characters, themes, ritu- Grail. The course begins with the sacred MS 603, 2 units als, -symbol systems, and worldviews in traditions of the European Middle Ages, Myth and ritual are inextricably related. Africa and traces their connection to New as manifested in the literature and arts of This course proposes that ritual offers an World Traditions. the period and then tracks the transmis- equally eloquent, though non-discursive, sion and transformation of the myths in Myth and Philosophy commentary on the human condition. the Romantic and Modern periods of the MS 515, 2 units The aims are: to make students familiar nineteenth and twentieth centuries. This course examines the historical re- with classic theories of ritual process; to lationship between myth and philoso- explore comparatively fundamental ritual Hindu Traditions phy in the West. Rationality and science phenomena across cultures, such as ini- MS 503, 2 units emerged as the revolutionary critique of tiation, divination, purification and heal- This course explores selected aspects myth, but that revolution is not beyond ing, pilgrimage, sacrifice, masking, and and primary texts of Hindu traditions. criticism. Myth represents a meaningful funerary rituals; and to assess the as- Special attention is given to prominent expression of the world, different from, sociation of myth and ritual in -religious myths and symbols in Indian culture, epic and not always commensurate with, the traditions and depth psychology. literature, and other primary texts, as well kind of understanding sought by phi- as influential philosophical systems such Buddhist Traditions losophers. The notion that philosophy as Yoga, Sankhya, Vedanta, Tantra, and MS 605, 2 units has corrected the ignorance of the past Kashmir Shaivism. Depth psychological This course focuses on selected as- is challenged while philosophy itself is interpretations of key thematic issues, pects and primary texts of Theravada, shown to exhibit elements of the mythic doctrines, and practices will also be Mahayana, and Vajrayana traditions. world from which it emerged. examined. Particular attention is given to the life Native Mythologies of the story of Shakyamuni Buddha, as well as Greek and Roman Mythology I Americas the myths associated with major bod- MS 505, 2 units MS 522, 2 units hisattvas. Key thematic issues, doctrines, This course explores the most important This course explores the meanings of se- and practices are examined from a depth contemporary approaches to the study of lected mythic texts from North American, psychological perspective. classical mythology. It also looks at how Mesoamerican, and South American

6 PACIFICA GRADUATE INSTITUTE Alchemy and the Hermetic and that of the deceased Pharaoh, and Cultural Mythologies I, II, III Tradition eventually of all deceased Egyptians, is MS 514, 614, 714, 2 units each MS 616, 2 units studied through Pyramid, Coffin, and These courses are taught on a periodic This course focuses on the Hermetic tra- mortuary texts. The Isis and Osiris myth basis as means for investigating a cul- dition (broadly conceived as a synthesis and its reverberations across literature, tural tradition or thematic topic that is not of alchemy, Kabbalah, Platonic philoso- alchemy, and depth psychology receive addressed in the current curriculum. phy, theology, and mythology) from its particular attention. Joseph Campbell: Egyptian, Greek, and Arabic origins dur- Hebrew and Jewish Mythology Metaphor, Myth and Culture ing the Hellenistic era, to its development MS 702, 2 units MS 516, 2 units in the twelfth to the twentieth centuries. This course studies Hebrew and Jewish Following on Joseph Campbell’s insight The approach is interdisciplinary, em- monotheism from a mythological per- that “metaphor is the native tongue of bracing Jungian psychology, literature, spective. The focus is on the emergence myth,” this course explores the centrality music, and the visual arts. of monotheism in early Israel and on try- of myth in subjects as diverse as history, Integrative Studies Process I, II, III ing to understand the ways in which this cosmology, religion, poetry as well as the MS 627, 628, 629, zero Units mythic system differs from polytheistic wide range of world narratives as inflec- Preparation for the Comprehensive Exam traditions. Attention is given to how this tions of one great monomyth. These ex- is facilitated by class discussion pertain- mythology develops and changes in rela- plorations examine the nature of mythic ing to theoretical perspectives and the- tion to changing historical circumstanc- consciousness and provide insight into matic issues raised by first and second es, not only within the Biblical period but the power of myth in psyche and culture. year coursework. Pass/No Pass throughout the course of Jewish history. Folklore and Fairy Tales Integrative Studies Christian Traditions MS 602, 2 units MS 630, 1 unit MS 703, 2 units The archetypal interpretation of folktales This course is designed to assess stu- This course examines Christian narratives, and fairy tales is the focus of this course. dents’ understanding of theoretical per- images, archetypes and symbols within a Principal themes include: theories con- spectives on myth and their ability to historical context. It provides an epistemo- cerning the origin and dissemination apply these perspectives to a particular logical basis for a mythological and depth of folktales; review of mythological, so- tradition. It also evaluates the ability to psychological hermeneutics. Key themes ciological, and psychological approaches reflect on myth in relation to depth -psy- include cultural influences and theological to the study of fairy tales; the purpose chology, literature, and cultural issues. paradigms of the Greek East and the Latin and meaning of violence in fairy tales; This course serves as the Comprehensive West, mysticism, iconoclasm, and post- parallels between the archetypal motifs Exam for the Mythological Studies Reformation worldviews. of fairy tales and their manifestation on Program. Pass/No Pass psychology and culture. Islamic Traditions Greek and Roman Mythology II MS 608, 2 units Epic Imagination MS 705, 2 units This course explores the major histori- MS 604, 2 units This course explores the critiques of cal traditions of Islam, including Sufism, Epics are stories created by poets to myth and poetry put forward by Plato as well as modern religious movements. give an entire people a sense of their and Aristotle in 4th century Greece, as Special attention is given to central history and their destiny. As stories that well as the new understandings and themes in the Qur’an and the life of give shape and coherence to the collec- revisionings of myth put forward in the Mohammad. The cultural clash between tive myth, epics engage the figure of the Hellenistic period and in early imperial Islam and the West is also examined. epic hero, who either breaks through the Rome. Particular attention is given to the conventional wisdom of the people or re- works of Virgil, Ovid, and Apuleius. establishes their most profound wishes. MYTH AND Egyptian Mythology LITERATURE Myth and the Underworld MS 717, 2 units MS 619, 3 units These courses focus on the interpreta- This course explores the principal The underworld is place, condition, and tion of classical literature, poetry, and Egyptian creation myths, gods, god- situation. This course explores the jour- literary works from the medieval, mod- desses, motifs, symbols, temple ritual, ney to, the dwelling within, and the de- ern, and postmodern periods. pyramid building, and mummification. parture from, this nether region of the The night sea journey of the sun god Re soul. Poetic renderings of the Underworld

2013–2014 COURSE CATALOG 7 Course M.A./Ph.D. in Mythological Studies Descriptions With Emphasis in Depth Psychology

offer the richest repositories for the in- of increased awareness to investigate psychology, including the notions of per- sights gleaned in this arena. The ines- the 14th century mythos that guided the sonifying, pathologizing, psychologizing, capable journey down and into the realm poet and to ask what relevance such a and dehumanizing. The works of other of the invisibles, where figures who jour- worldview might have for us today. post-Jungian writers are also examined ney there begin to discern its patterns, to exemplify selected aspects of the ar- its darkness, and its treasures, is the chetypal approach. focus of this course. In the Underworld, Depth Psychology Psyche and Nature the archetypal ground of being is con- and culture Depth psychology is an important re- MS 615, 2 units fronted most directly. Works from the Geographies of paradise, wilderness, source for the study of myth, literature, early Sumerian period to contemporary frontier, desert, and ocean are mythic in- religious traditions, and culture. These psychological and literary illustrations terior landscapes as well as external hab- courses draw substantially on the work amplify the complexity of this depth. itations of divinities and demons, where of Freud, Jung, and Hillman and pro- individuals experience tests, revelations, Myths of the Self: vide hermeneutical approaches that and illuminations. This course explores Memoir and Autobiography complement methods used in other MS 726, 3 units external landscapes and their (arche- disciplines such as religious studies This course examines the mythic aspects typal) analogues as mythopoetic spaces and literature. of two literary genres (memoir and auto- to discern how mythic consciousness is biography) and engages questions con- Jungian Depth Psychology rooted in the poetry of landscapes. cerning the relation of memory and the MS 511, 2 units Mythic Motifs in Cinema imagination, the individual and the ar- Key Jungian concepts such as the col- lective unconscious, archetypes, and the MS 626, 2 units chetypal, self and others, and narcissism An application of the concepts of depth individuation process are surveyed with and guilt. Attention is given to examples psychology to the analysis of film. Using attention to the evolution of these theo- of the genres, as well as reflections on the archetypal method, the instructor retical constructs. The influence of Jung’s the defining characteristics of these presents selected portions of films to ideas on the arts, literature, and religious genres by literary critics, depth psycholo- disclose underlying themes and arche- thought is explored. gists, and feminists. Pass/No Pass typal patterns, in an effort to illustrate as Selected Topics in Mythological Dreams, Visions, Myths wide a range of archetypal characters as Studies I, II, III, IV MS 521, 2 units possible. Television fiction series may oc- MS 599, 699, 799, 899, Examination of dreams arises out of cer- casionally be included. 1-4 units each tain assumptions: that psyche is nature Course content varies. revealing herself in images, that psyche The God Complex is multidimensional, and that the images MS 711, 2 units Dante’s Commedia: A Triple Nietzsche’s announcement of the “death of dreams give form to the various ex- Journey into Depth and of God” still ripples through the Western pressions of psychological life. The focus Individuation psyche. In its wake lies both a decline of is on dream theory and amplification MS 727, 2 units religiosity and the emergence of new God methods. Pass/No Pass Beginning with a brief study of La Vita images. Alongside these trends we may Nuova, a collection of Dante’s poems Archetypal Psychology place Jung’s notion that lost divinities re- that placed him on the poetic path to MS 611, 3 units turn as symptom. Against the backdrop write his grand work, the Commedia, this The depth psychology of C.G. Jung and of individual and cultural dependence course studies the three canticas that his successors enables us to see how on a fundamental mythos, this course comprise the poem: Inferno, Purgatorio mythology expresses psychology and examines our “God-complex” from a and Paradiso. Through a close reading how psychology may be understood as depth psychological and mythological of the text, students engage in Dante’s mythology. Special attention is given to perspective. progression through these three stages insights from James Hillman’s archetypal

8 PACIFICA GRADUATE INSTITUTE RESEARCH Religious Studies Approaches Dissertation Formulation Research skills are cultivated through to Mythology MS 733, 2 units courses leading to dissertation writing. MS 720, 2 units The issues, tasks, and processes of In many ways Religious Studies can be conducting research and drafting initial Approaches to the Study of Myth seen as a forerunner of Mythological concepts are addressed. This course MS 620, 2 units Studies. Awareness of the debates that provides the framework for implementing This course investigates different ap- shaped this field and the methodologi- a research idea and writing the concept proaches to the study of sacred narra- cal approaches that emerged from them paper which serves as the basis for the tives, stories derived from oral traditions, can help students determine how best to dissertation proposal. The classes also and cultural events that invite symbolic hold the phenomenon of myth up to view. teach strategies and techniques for re- analysis. These approaches are exam- The aim of this course is to understand search and completion of the concept ined with reference to their historical and these various possible approaches and paper. Pass/No Pass. No incompletes are disciplinary contexts. Sir James George the wider implications of those choices. allowed in MS 733. Frazer’s The Golden Bough exemplifies Research Strategies for Dissertation Writing anthropological approaches to study of Dissertation Writing MS 900, 15 units traditional myths and archetypes in early MS 730, 2 units Under the supervision of a Dissertation cultures. Psychological, structural and This course examines dissertation re- Committee, students submit a proposal, folkloric approaches are studied in re- search options supported by the pro- conduct original research, write and de- lation to how polarity functions in myth. gram. It explores the technical aspects fend a doctoral dissertation. Additional Contemporary approaches are consid- of conducting research such as style, fees will be assessed for this course. ered to elucidate some of the ways in rhetoric, and utilization of library re- Pass/No Pass. Prerequisite: MS 733 which literary, philosophical, and ethno- sources. The psychological aspects of graphic scholars interpret myth. research and writing processes are also addressed. Pass/No Pass

Degree M.A./Ph.D. in Mythological Studies Requirements With Emphasis in Depth Psychology

Requirements for Graduation theoretical perspectives pertaining to myth and their ability to ap- 1. Students must complete 82 quarter units. ply them to particular cultural traditions. It also assesses students’ 2. A minimum grade of “C” is required in each completed course. ability to reflect on myth in relation to depth psychology, literature, A cumulative grade point average of 3.0 must be maintained. and cultural issues. An additional oral consultation takes place 3. Students must attend at least two-thirds of each course. during the third year of the program in order to raise critical ques- 4. Students must successfully pass a Comprehensive Examination tions pertaining to the proposed dissertation project. Students during the second year of course work. Each exam essay must must successfully incorporate the critique of this consultation into receive at least 70 points. The M.A. degree is awarded when their dissertation concept in order to be advanced to candidacy. this is achieved along with the completion of 45 quarter units. To be eligible to continue taking course work for the Ph.D. degree, Doctoral Dissertation Dissertation requirements include successful completion of the students must receive at least 80 points for each exam question. advanced research courses. Students must produce an accept- 5. Students must pass an Oral Consultation pertaining to a able Dissertation Concept Paper before enrolling in Dissertation concept paper for the dissertation. Writing. The Dissertation Committee is composed of a Chair, a 6. Students must submit and defend an original dissertation. Reader, and an External Reader. Each member must possess Comprehensive Examination an earned doctorate degree based on a dissertation, unless The Comprehensive Examination is a written exam taken dur- this requirement is waived by the Research Coordinator of the ing the second year. It examines students’ understanding of Mythological Studies Program.

For a full description of all requirements, consult the current edition of the Pacifica Student Handbook

2013–2014 COURSE CATALOG 9 M.A./Ph.D. in Depth Psychology offered with three options for specialization

Since its inception in 1996, the Depth Psychology Program has made a radical commitment to tend the history and future of depth psychology. The program educates students in the history and lineage of depth psychology, and explores the non-clinical frontiers of the field. While deepening the understanding of the roots and development of depth psychology, faculty, students, and alumni are also extending the theories and practices of the field beyond the limits of clinical work and across the traditional lines of professional and academic disciplines. Through scholarship, teaching, and work in a wide array of professional and community roles utilizing the insights of depth psychology, students and alumni contribute to understanding Allen Bishop, Ph.D. and addressing many contemporary personal, community, ecological, Chair, Depth Psychology Programs and cultural issues. Allen Bishop came to Pacifica The Depth Psychology Program offers incoming students three options Graduate Institute in 1995. He is a for specialization: graduate psychoanalyst and a training and supervising analyst at the Institute Emphasis in Jungian and Archetypal Studies for Contemporary Psychoanalysis Emphasis in Community Psychology, Liberation Psychology, and Ecopsychology in Los Angeles. His education also includes a two year Post-Doctoral Emphasis in Somatic Studies Fellowship in Psychoanalytic Child All students in the program share a core course of study in depth Psychotherapy at the Reiss-Davis psychological theory, interdisciplinary studies, and depth psychological Child Study Center in Los Angeles. approaches to research. This core curriculum includes the following: Dr. Bishop’s research interests center on the intersection of psychoanalytic • Introduction to Depth • Depth Psychology Psychology and the Sacred treatment, musical experience and • Dreamwork • Jungian Psychology creativity. He served as Pacifica’s • Ecopsychology • Post-Jungian Psychology Accreditation Liaison Officer for more • Foundations for Research • The Psychoanalytic Tradition than 13 years. in Depth Psychology • Archetypal Psychology • Dissertation Development • Somatic Studies • Depth Psychology and the Mythic Tradition

10 PACIFICA GRADUATE INSTITUTE degree specializations Each specialization blends the core curriculum with courses in the area of emphasis, leading to a highly focused and innovative graduate education.

blended online/low-residency program

Emphasis in Jungian and Archetypal Studies This blended online/low-residency program affirms Pacifica’s mission to tend soul in and of the world through an in-depth engagement with the work of C.G. Jung and post-Jungians. It surveys Jungian and archetypal theories and practices most applicable to healing, transformation, self-expression, and the development of consciousness. Students critically evaluate both the limitations and the potentials of Jungian psychology in contemporary con- texts, and work together in a dynamic learning community to advance, apply, and imagine new extensions for these theories and practices in the world.

Emphasis in Community Psychology, Liberation Psychology, and Ecopsychology This specialization is creating a 21st century depth psychologically informed critical community psychology. To address the personal, community, cultural, and ecological challenges of our time, Euro-American depth psychological theories and practices are placed in dynamic dialogue with ecopsychology, cultural studies, indigenous, and liberation psychologies. Students become sensitive to the interdependence of individual, cultural, and collective dynam- ics, and to the arts and the imaginal as catalysts to vision and transformation. Praxis classes mentor students in creative approaches to working in organiza- tions, non-profits, community groups, and educational settings. Community and ecological fieldwork and research are designed to help students pursue their distinctive areas of interest, gathering the theoretical understanding and fieldwork and research skills to deepen their engagement.

Emphasis in Somatic Studies This program extends into practice one of the foundational ideas of Pacifica Graduate Institute—that healing can occur through working with profound experiences stemming from myth, imagination, and unconscious motivation. This specialization builds upon the deep conviction that there are forces of the psyche that stimulate the body’s capacity to heal itself. The many tradi- tions and practices that address the body—old, new, Western, non-Western, scientifically based, or indigenous—call for our attention.

2013–2014 COURSE CATALOG 11 M.A./Ph.D. in Depth Psychology With Emphasis in jungian and archetypal studies

The M.A./Ph.D. Program in Depth Students in the Jungian and Archetypal studies specialization Psychology with Emphasis in Jungian and Archetypal Studies centers around the phi- • Read deeply and broadly from the Collected Works losophy that the theories and practices within the Jungian of C.G. Jung, Jung’s recently published Red Book, as tradition continue to offer valuable insights and tools into well as other core texts in the depth psychological working with the psyche beyond the analytic encounter. tradition For students who are called to work with the personal and/ • Engage with the creative, dynamic unconscious in or collective psyche, but not within the clinical milieu, this both its personal and collective dimensions specialization responds to Marie-Louise von Franz’s vision- • Deepen the capacity for imagistic, symbolic, mythic, ary idea: “The real psychology is a psychology that is for and archetypal thinking and being in the world everybody. It naturally includes the problems of clinicians, • Hone the expression of a unique voice and vision but is not concentrated solely on that area.” through courses in research, writing, publication, and This specialization offers a container where students can presentation explore, apply, and advance depth psychology both per- • Study side-by-side with Jungian scholars and sonally and vocationally, where the through-line in every analysts interested in envisioning new possibilities course is the direct engagement with two basic questions: for extending Jungian theories and practices into the how is this material meaningful to me and my life, and how world is it meaningful to the world within which I live and work? Because of its emphasis on the application and advance- ment of Jungian and archetypal studies into the vocational and occupational arena, it seeks to provide skills, tools, and practices to those who work directly with other people, truly becoming a psychology for everybody. In addition, those who work in any creative field will find that this specialization provides an understanding and experience of the personal and collective psyche that can inform the creative process and enhance their creative products.

12 PACIFICA GRADUATE INSTITUTE blended online/low-residency program curriculum overview This degree program takes advantage of online technology which allows students to work and learn in their home environ- ments in conjunction with residential sessions on Pacifica’s Ladera Lane campus. Classes begin online and meet during four- day residential sessions (Thursday, Friday, Saturday, Sunday) once a quarter. During these on-campus sessions, students have access to the Institute’s extensive resources and are able to engage with their classmates and instructors through lecture, discussion, and experiential and embodied learning. Residential sessions also allow time for community-building with shared meals, social events, screenings, guest lectures, and circle councils. Students enrolling in this program with a fall start date will attend all residential sessions in Santa Barbara. Students enrolling with a spring start date will splittheir residential sessions between Santa Barbara and New York City. first year Introduction to Depth Psychology – DJA 700, 3 Units Jungian Psychology: The Individuation Journey – DJA 720, 3 Units C.G. Jung in Context – DJA 710, 3 Units Foundations for Research in Depth Psychology – DJA 900, 3 Units Our Soul’s Code: Depth Psychological Views of Vocation – DJA 910, 3 Units Archetypes: Universal Patterns of the Psyche – DJA 800, 3 Units Mythopoetic Imagination: Viewing Film, Art, and Literature from a Jungian Perspective – DJA 805, 3 Units Reflective Studies I – DJA 920, 3 Units second year Imaginal Ways of Knowing: Active Imagination, The Red Book, and Psychic Creativity – DJA 820, 3 Units Archetypal Psychology – DJA 730, 3 Units Depth Psychology and the Mythic Tradition – DJA 815, 3 Units Dreamwork: Tending the Living Images – DJA 825, 3 Units Complexes: Jung’s “Royal Road” to the Unconscious – DJA 810, 3 Units The Psychoanalytic Tradition: The Ongoing Conversation – DJA 740, 3 Units Psychological Types – DJA 835, 3 Units Reflective Studies II – DJA 930, 3 Units third year Psyche and Eros: The Psychology and Mythology of Relationships – DJA 840, 3 Units Somatic Studies: The Psyche-Soma Connection – DJA 845, 3 Units Ecopsychology: The Psyche in Nature – DJA 860, 3 Units Depth Psychology and the Sacred: Approaching the Numinous – DJA 850, 3 Units Synchronicity and the New Sciences – DJA 855, 3 Units Dissertation Development – DJA 950, 3 Units The Alchemy of Transformation – DJA 865, 3 Units Reflective Studies III – DJA 940, 3 Units continuing Self-Directed Studies – DJA 970, 3 Units Dissertation Writing – DJA 960, 15 Units

*This curriculum may vary depending upon changing academic needs. The required fourth and fifth years of study focus on reading, research, and dissertation writing. For U.S. Department of Education/Gainful Employment Information see pacifica.edu/gainful-employment-Depth.aspx

2013–2014 COURSE CATALOG 13 Course M.A./Ph.D. in Depth Psychology Descriptions With Emphasis in jungian and archetypal studies

PAST, PRESENT, Jungian Psychology: theory and practice. Students will study AND FUTURE The Individuation Journey the psychodynamics of early develop- This portion of the curriculum grounds DJA 720, 3 units ment and psychopathology and examine students in the trajectory of depth psy- The central process in Jungian psychol- the influence of the object-relations, self- chology from its ancient roots to its ogy is the individuation process, which psychology, and other modern psychoan- modern manifestations. Students learn can be defined as the psyche’s journey alytic theories on contemporary Jungian about the psychoanalytic, Jungian, toward wholeness, an embodiment of theory and practice. post-Jungian, archetypal, and develop- the archetype of the Self. In Jungian mental lineages of depth psychology, psychology, this is done in large part WORKING WITH THE paying special attention to the cultural by balancing or uniting the opposites within the psyche, including the feminine PSYCHE: PRINCIPLES and historical contexts in which they AND PRACTICES arose. Commentaries and critiques of and masculine principles, known as the These courses focus on the theories, these fields are discussed, and contro- anima and animus. This course explores concepts, and principles primarily aris- versies are explored in order for stu- the centrality of the individuation process ing from the Jungian and archetypal dents to develop a critical and reflec- to Jungian psychology, reviewing terms traditions which are most applicable tive eye about depth psychology, both such as the ego-Self axis, the persona to working with the individual and col- its strengths and its limitations. and the shadow, the transcendent func- tion, and the personal and collective lective psyche today. Here the psyche Introduction to unconscious. is envisioned as having mythological, spiritual, political, archetypal, creative, Depth Psychology Archetypal Psychology DJA 700, 3 units mystical, erotic, and embodied dimen- DJA 730, 3 units Though its antecedents stretch backward sions. Students are exposed to prac- Archetypal psychology is one of the cen- toward the ancients, the modern field of tices of working with these multiple tral strands of post-Jungian theory. As depth psychology is usually traced for- dimensions of psyche, such as dream- envisioned by its main proponent, James ward beginning with Sigmund Freud and tending, active imagination, typology, Hillman, it emphasizes the development C.G. Jung. This course provides an over- authentic movement, art-making, and of a mythic sensibility in confronting the view of the trajectory of depth psychol- image work. Mentored by faculty and complexity and multiplicity of psycho- ogy from its ancient roots up to Sigmund with the support of their peers, stu- logical life. Students learn the history Freud and the advent of psychoanalysis. dents are encouraged to adapt or refine and central ideas of this psychology, and these practices, or develop new prac- C. G. Jung in Context DJA become conversant with its four basic tices most suited to their work in and 710, 3 units moves: personifying, or imagining things; with the world. In order to fully appreciate, understand, pathologizing, or falling apart; psycholo- and critique Jungian psychology, it is gizing, or seeing through; and dehuman- Archetypes: Universal Patterns necessary to understand the personal, izing, or soul-making. of the Psyche social, cultural, religious, and historical DJA 800, 3 units The Psychoanalytic Tradition: context in which it arose. This necessar- Robert Hopcke states that “perhaps the The Ongoing Conversation ily entails studying the life and times of most fundamental and distinctive con- DJA 740, 3 units cept in analytical psychology” is “that of C.G. Jung himself, for as Jung knew, the The first conversation between Sigmund the archetypes of the collective uncon- psychology one professes can never be Freud and C.G. Jung lasted over 13 scious.” This course focuses on Jung’s separated from the context and milieu of hours, and explored many places of con- major writings on the collective uncon- the psychologist. vergence and divergence. In many ways, scious and archetypes, tracing the de- this conversation continues today, with velopment of Jung’s conceptualization places of convergence and divergence and exploring the evidence he gave in in post-Freudian and post-Jungian support of it (ranging from myth, religion,

14 PACIFICA GRADUATE INSTITUTE literature, art, and culture). Students will Depth Psychology and Psychological Types research a contemporary scholar who is the Mythic Tradition DJA 835, 3 units working with the archetypes today, such DJA 815, 3 units Jung is probably best known in main- as Caroline Myss, Robert Moore and James Hillman wrote,” Psychology shows stream culture for his theory of psycho- Douglas Gillette, and Michael Conforti. myths in modern dress and myths show logical types, the basis for the Myers- our depth psychology in ancient dress.” Briggs Type Indicator™ which is now Mythopoetic Imagination: Understanding the connection between known and used throughout the world. Viewing Film, Art, and mythology and psychology, Jung argued Students learn about Jung’s theory, in- Literature from a Jungian that it is important to our psychologi- Perspective cluding the rational and irrational func- cal health to know the myth we are liv- tions, the eight basic types of people, and DJA 805, 3 units Symbols are one of the ways the uncon- ing. The course will focus on archetypal the importance of developing the inferior scious speaks to us and through us, its motifs in fairy tales and myths as they function. Various typological assessment visual language for conveying the deep appear in our personal and collective tools are introduced, and discussions mysteries of life. After exploring the psy- psychological lives. Students will study center around their reliability and validity, chological importance of symbols, we turn Jungian and post-Jungian mythological ethical use, and their contemporary and our focus to the manifestation of symbol- theory and interpretation; in addition, cross-cultural applicability. Attention will making in literature, film, and art. In ad- they will choose one author who has be paid to primary applications of typol- dition, students will explore and amplify successfully brought the mythological ogy, such as increasing self-awareness, a symbol that speaks to their psyches psyche before the public eye, such as decreasing stress by living “in type,” through artistic creations of their own. Joseph Campbell, Clarissa Pinkola Estes, increased understanding of and appre- Jean Shinoda Bolen, Marion Woodman, ciation of others, type development over Complexes: Jung’s “Royal Robert Bly, etc., critically reviewing his or the lifespan, and fostering tolerance in Road” to the Unconscious her contribution. groups and organizations. DJA 810, 3 units In his seminal essay “A Review of the Imaginal Ways of Knowing: Psyche and Eros: Complex Theory,” Jung calls complexes Active Imagination, The Red The Psychology and Mythology the via regia, or royal road, to the per- Book, and Psychic Creativity of Relationships sonal and collective unconscious. The DJA 820, 3 units DJA 840, 3 units course explores complexes on multiple Active imagination is the name given to Romantic relationships are often laden levels—personal, familial, group, work- the technique Jung pioneered for work- with psychological expectations of myth- place, cultural, and political—looking at ing with unconscious material in the ic proportions. This course examines key their phenomenology, their autonomy, psyche, often through working with an relationship fairy tales and myths, includ- and their biology. Jung’s and Freud’s image or through dialogue with an inner ing the myth of Psyche and Eros, as it relationship and subsequent separation figure. The Red Book contains 16 years of mines the treasures of depth psychologi- will be viewed in light of the complexes Jung’s active imagination within its cov- cal thinking about love, desire, sexuality, that gripped the men, leading to a dis- ers, and thus is the text par excellence and marriage. Concepts such as libido, cussion of the relationship between the for exploring this powerful technique and anima and animus, projection, transfer- psychological theories we may develop its relationship to psychic creativity and ence, and the influence of typology on or be drawn to and our personal com- consciousness. relationships will be discussed. plexes. Andrew Samuel’s concept of the Dreamwork: Tending the Somatic Studies: The Psyche- political psyche will be discussed, and Living Images Soma Connection the theory of cultural complexes laid out DJA 825, 3 units DJA 845, 3 units by Thomas Singer and Samuel Kimbles Since the release of The Interpretation of Jung wrote, “The spirit is the life of the will be applied to a particular cultural or Dreams in 1900, these mysterious noc- body seen from within, and the body the organizational group of interest to the turnal visitors have been of seminal im- outward manifestation of the life of the student, and assessed for its efficacy in portance to the field of depth psychology. spirit—the two really being one.” This depotentiating the complex. In this course, students learn historical course explores this interrelationship and cultural approaches to dreams, and between psyche and soma. Topics may practice a variety of dreamwork methods include the body as shadow in depth including working with dreams in groups, psychology; the body as a site of trauma, drawing upon Freudian, Jungian, post- healing, and contact with the divine; Jungian, and archetypal theories. bodywork practices like dance, authentic

2013–2014 COURSE CATALOG 15 Course M.A./Ph.D. in Depth Psychology Descriptions With Emphasis in jungian and archetypal studies

movement, yoga, and breathwork; non- through considerations of the psychoid nigredo, separatio, mortificatio, and dis- Western and indigenous healing tradi- realm, and in dialogue with the findings solutio, looking for their manifestations in tions; the relationship of the body with of quantum physics, the course explores our personal and cultural lives. As Rumi the collective unconscious, including the intertwined and interpenetrating rela- once said, “The alchemy of a changing concepts like cellular memory, morphic tionship of psyche and matter. life is the only truth.” fields, and archetypes as bodily-based Ecopsychology: inherited images; an exploration of vari- The Psyche in Nature ous depth psychologists who have cham- THE PSYCHE AT WORK: DJA 860, 3 units pioned the importance of the psyche- RESEARCH AND As Jung saw it, “Natural life is the nour- REFLECTION soma connection; or the current interest ishing soil of the soul.” Many of us feel In The Art of Inquiry, authors Joseph in the intersection of neuroscience and split off from that nourishment today, liv- Coppin Ph.D. and Elizabeth Nelson psychology. ing within a worldview which divides the Ph.D. note, “Although psychological inner from the outer, spirit from matter, Depth Psychology and the inquiry can be a joy, it is unusually and humans from nature. An ecopsycho- Sacred: Approaching the demanding. It asks one to be fully in- logical perspective remedies this malaise Numinous volved with the opus on every level. DJA 850, 3 units by considering individuation as rooted This kind of inquiry is not merely an This course begins by contrasting Freud’s not only in our relationship to self and intellectual exercise. It obligates the and Jung’s views of the psychology of human others, but to the natural world person to participate intellectually, religion. Though Freud was dismissive as well. The importance of place to the spiritually, and physically, because the of religion, Jung explored it extensively psyche will provide rich discussion ma- work extends well beyond the ego to from the beginning to the end of his life, terial, including an observation of the reverberate in the depths of the soul… arguing unequivocally for its psychologi- natural world as it appears in our dream- Many who have done this kind of work cal importance, going so far as to declare scapes. Students will explore archetypal have realized at some point that they that all psychological problems are es- and mythological motifs which emerge were engaging in soul retrieval. That sentially spiritual problems which can from the ensouled world, including dif- is, their work integrates aspects of be cured through an encounter with the fering natural landscapes and the animal the personal psyche to restore their numinosum, or god-image. This course world, which in turn resonate within the individual health, and it integrates as- focuses on the spiritual function of the human soul. Means of (re)connecting pects of the objective psyche to en- psyche though key Jungian and post- psyche and nature will be discussed, hance humanity’s collective wisdom. Jungian works, exploring the variety of including traditional and contemporary The personal and archetypal nature of ways people approach and experience wilderness rites of passage and nature- psychological inquiry makes the work the divine. based healing practices from indigenous especially meaningful and especially cultures. The course will contain a strong Synchronicity and arduous.” The courses in this sequence experiential engagement with the natural the New Sciences serve as a container for this soul work. DJA 855, 3 units world as well. Jung’s concept of synchronicity is a Foundations for Research in The Alchemy of Transformation Depth Psychology central concept in understanding the DJA 865, 3 units DJA 900, 3 units psyche-world relationship, which was a When Jung realized that the ancient This course introduces students to the recurring theme in his later work. This practice of alchemy contained a rich distinctive theory and practice of re- course will examine the generation of this symbolic language which mirrored the search in depth psychology, with its concept and associated studies, includ- process of transformation inherent to unique demands—and rewards—that ing Jung’s thoughts on the I Ching and individuation, he called it “a momentous come from working in partnership the astrology. Advancing the understand- discovery.” This course explores alchem- autonomous psyche. This course raises ing of the archetypal level of the psyche ical symbolism and processes, including the all-important question: if we take

16 PACIFICA GRADUATE INSTITUTE seriously the existence of the personal readiness to undertake such a venture Dissertation Writing and collective unconscious, what are the by creating a mini-dissertation proposal. DJA 960, 15 units implications for our research? Special Pass/No Pass During this course, the student assem- attention is paid to the vocational and bles a committee, submits a proposal, Reflective Studies II transferential aspects of research, as writes the dissertation, and defends DJA 930, 3 units the dissertation in a public forum. This research is conceived as a path to both Taken at the end of the second summer, course traditionally follows the comple- personal and collective healing and this course serves as the container for tion of all other coursework and suc- transformation. Students begin explor- the written comprehensive examination cessful completion of the comprehensive ing potential ideas for research topics, which assesses how well students have exams. However, a student who demon- and learn about a variety of qualitative met the program’s learning objectives. In strates readiness may choose to apply research methodologies. Students are addition, students wishing to pursue the for this course while enrolled in regular encouraged to publish and present their Ph.D. will make an oral presentation of coursework. This option requires ap- work while in the program, and are in- their scholarly journal article required for proval from the Program Chair. Addition troduced to some of the venues in the advancement into the third year, and turn fees are assessed for this course. Pass/ Jungian world for such ventures. in the written article for formal evaluation. No Pass. Prerequisites: DJA 900, 950, Our Soul’s Code: Depth Prerequisite: DJA 920. Pass/No Pass and an approved concept paper Psychological Views of Vocation Reflective Studies III DJA 910, 3 units DJA 940, 3 units Self-Directed Studies Freud claimed that love and work are Taken at the end of the third summer, DJA 970, 3 units The purpose of Self-Directed Studies the cornerstones of our humanness. And this course serves as a container for is to allow students to explore areas of yet, compared to love, relatively little has the oral comprehensive examination interest in depth psychology outside been written in the depth psychological where, in part, students articulate the the boundaries of the curriculum. This literature about our work in the world, conceptualization of their dissertations. may take the form of attending con- with the exception of James Hillman’s This course offers a final opportunity for ferences, workshops, lectures, and/or most popular book, The Soul’s Code, students who did not have their concept seminars; engaging with an analyst or where he views work as vocation, our papers approved during Dissertation other practitioner/s for personal therapy calling in the world. This course explores Development in the spring to seek ap- or healing work; or seeking training in a Hillman’s seminal text, then asks, what proval. Prerequisite: DJA 920, 930. Pass/ modality that augments their practice of other depth psychologists have con- No Pass tributed to our thinking about vocation? depth psychology. Students must com- Turning to the vocation of depth psychol- Dissertation Development plete a total of 30 hours and submit a ogy itself, this course also asks, outside DJA 950, 3 units reflective paper; this may occur anytime of psychotherapy, what vocations call to/ Writing a dissertation is arguably the during the course of the program, and is call for a depth psychologist, and how most rigorous and ultimately rewarding required for the awarding of the Ph.D. does one work with the psyche of others work of any doctoral student’s academic All hours must be pre-approved through both efficaciously and ethically? life. This course prepares students for the discussion with the program’s Associate task, guiding them through the crafting Chair. Pass/No Pass Reflective Studies I of a research project which culminates DJA 920, 3 units in the first research product required The courses in this sequence offer stu- by Pacifica: an approved concept paper. dents an opportunity to engage in reflec- Students learn how to navigate through tion upon their studies thus far. The inten- the dissertation landscape, including tion is threefold: students will integrate forming a committee, organizing a proj- the coursework they have completed in ect of such magnitude, and confronting the past, reflect on their learning process psychological roadblocks along the way. in the present, and articulate how they are being called to work with the mate- rial in the future. In addition, in this first course, students are introduced to the dissertation process at Pacifica, and as- sess their personal desire and academic

2013–2014 COURSE CATALOG 17 M.A./Ph.D. in Depth Psychology with Emphasis in Community Psychology, Liberation Psychology, and Ecopsychology

This specialization is a bold initiative to Students in the community psychology, forge interdisciplinary, transformative liberation psychology, and ecopsychology specialization approaches to personal, community, cultural, and ecological challenges of • Deepen insight about individual, group, and cultural our time. While grounding students in psychoanalytic, life through study of depth psychological concepts Jungian, archetypal, and phenomenological lineages of and practices depth psychology, Euro-American depth psychological • Develop scholarly and creative writing skills theories and practices are placed in dynamic dialogue • Learn innovative approaches to trauma healing, with ecopsychology, cultural studies, critical community restorative justice, ecological sustainability, psychology, and indigenous and liberation psychologies community building, economic justice, forced from diverse cultural settings. migration, alternatives to violence, peacebuilding, To study community and ecopsychology in the light of and reconciliation liberation psychology is to commit to the exploration of the • Practice participatory action research and program profound effects of injustice, violence, and the exploita- and organizational evaluation, while deepening tion of others and nature in psychological, communal, and ethical discernment regarding issues of power and ecological well-being. privilege Through community and ecological fieldwork and research, • Train in a wide variety of group approaches to cultural students work in the areas of their calling, while deepen- and ecological work ing their ethical discernment, practicing their repertoire of • Heighten sensitivity to the imaginal, the metaphorical, dialogue and arts-based approaches, and gathering the and the mythical theoretical insight and practical skills to conduct partici- patory action research, community and organizational • Develop the capacity to teach in academic and com- program evaluation, and transformative work. munity learning environments Praxis classes mentor students in innovative group ap- • Apply insights to a wide variety of professions and proaches: council/circle, appreciative inquiry, theater of the leadership positions oppressed, public conversation, open space technology, community dreamwork, liberation arts, restorative justice, somatic approaches to trauma healing, conflict transfor- mation, and imaginal and ritual approaches to community health and healing.

Students and alumni work in fields such as education (high schools, colleges, universities, prisons, alternative learning centers, adult education, youth programs); prison reform and restorative justice initiatives; arts-based community building; trauma healing; advocacy and grassroots coalitions; social justice; organizational development and transformation; peacebuilding and community dialogue; health services (including hospice); non-profits; NGO’s (nongovernmental organizations); planning and evaluation; land preservation; peak oil planning and sustainability issues; local food initiatives; philanthropy; microlending and economic alternatives.

18 PACIFICA GRADUATE INSTITUTE Curriculum overview Classes take place in nine, three-day sessions (Monday, Tuesday, Wednesday), approximately once each month during fall, winter, and spring. In the first and second year summers, students complete community or ecopsychological fieldwork and research in their home communities or other off-campus sites. In the third summer and subsequent years, students are involved in writing their dissertations in their home communities.

first year third year

fall Introduction to Depth Psychology – DPC 730, 2 Units fall Participatory Research Practicum: Creating an Interpretive Introduction to Critical Community Psychology – Community – DPC 990, 2 Units DPC 700, 2 Units Community Building and Empowerment – DPC 720, 2 Psychoanalytic Tradition: Social Psychoanalysis – Units DPC 760, 2 Units Depth Psychology and the Sacred: Council Practice – DPC 871, 2/3 Unit The Experience of the Sacred – DPC 920, 1 Unit Depth Psychology and the Mythic Tradition: winter Jungian Psychology – DPC 761, 2 Units Psychologies of Liberation – DPC 781, 2 Units Mythic Dimensions of Communal Life – DPC 921, 1 Unit Ecopsychology I: The Ethics of Place – DPC 732, 2 Units Social Network Analysis – DPC 878, 2/3 Unit Appreciative Inquiries – DPC 872, 2/3 Unit winter Community Mobilization and Policy Development – DPC 886, 2 Units spring Indigenous Psychologies I – DPC 710, 2 Units Foundations for Research in Depth Psychology: Community Counseling and Advocacy – DPC 885, 1 Unit Participatory Qualitative Research – DPC 881, 2 Units Community and Organizational Careers Skill Building – Mythopoetic Imagination: Community Theater – DPC 884, 1 Unit DPC 873, 1-1/3 Units Reconciliation and Peacebuilding – DPC 740, 2 Units Community Dreamwork – DPC 874, 1-1/3 Units Dissertation Development I – DPC 932A, 2/3 Unit spring Frontiers of Depth Psychology – DPC 963, 2 Units summer Community/Ecological Fieldwork Practicum – DPC 783, 5 Units Frontiers of Liberation Psychologies – DPC 964, 1 Unit Liberatory Pedagogy – DPC 992, 2 Units second year Frontiers of Ecopsychology – DPC 832, 1 Unit

fall Archetypal Psychology – DPC 762, 2 Units Dissertation Development II – DPC 932B, 2/3 Unit Phenomenology and Communication of Depth summer Research Writing: Conceiving the Dissertation – Psychological Cultural and Ecological Work – DPC 933, 5 Units DPC 880, 2 Units Depth Psychology of Violence and its Prevention – continuing DPC 731, 2 Units Dissertation Writing – DPC 980, 15 Units Restorative Justice – DPC 875, 2/3 Unit *This curriculum may vary depending upon changing academic needs. winter Post-Jungian Psychology: Jungian Approaches to Culture and Ecology – DPC 862, 2 Units The required fourth and fifth years of study focus on reading, research, and Indigenous Psychologies II – DPC 860, 2 Units dissertation writing. Community Program and Organization Evaluation – For U.S. Department of Education/Gainful Employment Information see DPC 879, 2 Units pacifica.edu/gainful-employment-Depth.aspx Public Conversation – DPC 876, 2/3 Units

spring Hermeneutic and Phenomenological Traditions – DPC 991, 2 Units Ecopsychology II: Engaged Deep Ecology – DPC 847, 2 Units Individual and Collective Trauma – DPC 923, 2 Units Somatic Approaches to Trauma Healing – DPC 877, 2/3 Unit

summer Community/Ecological Fieldwork and Research Practicum – DPC 883, 5 Units Depth Transformative Practices – DPC 997, zero Units

2013–2014 COURSE CATALOG 19 Course M.A./Ph.D. in Depth Psychology Descriptions With Emphasis in community psychology, liberation psychology, and ecopsychology

TRADITIONS, LEGACIES, as for seeing more deeply into the issues Depth Psychology and the AND FRONTIERS OF of our time. Sacred: The Experience of the Sacred DEPTH PSYCHOLOGY Post-Jungian Psychology: DPC 920, 1 unit This portion of the curriculum grounds Jungian Approaches to Culture To sense and honor the sacred in “each students in the psychoanalytic, Jungian, and Ecology and every” is at the heart of apprehend- archetypal, and phenomenological lin- DPC 862, 2 units ing interdependence and living in its light. eages of depth psychology, as well as In recent decades a number of theorists We will explore how individuals and com- in the contemporary flowering of these within Jungian circles as well as figures munities prepare for and welcome the traditions that aid cultural, commu- outside who use Jungian and archetypal numinous dimension of life, allowing the nity, and ecological understanding and ideas have offered needed perspectives springs of the sacred to support, deepen, transformation. on psyche in relation to culture, politics, and enliven us and our relations. Introduction to Depth Psychology and ecology. These voices will be stud- DPC 730, 2 units ied as we discern future directions for Depth Psychology and the The term “depth psychology” evokes Jungian studies. Mythic Tradition: Mythic Dimensions of Communal Life many associations and images yet is Archetypal Psychology DPC 921, 1 unit often difficult to define. In this course DPC 762, 2 units Mythic images may be used to explore we formulate a definition of our field by Archetypal psychology, as envisioned psychic and communal processes, allow- investigating historical, cultural, and con- by James Hillman, moves beyond clini- ing us to see more deeply into contem- ceptual traditions that shape its identity. cal inquiry and locates its identity within porary issues and archetypal realities. Topics include ancient approaches to the Western imagination, finding affilia- Students work with sacred tales from healing, encounters with the uncon- tion with the arts, culture, and history of diverse cultures, opening portals into scious, and soul making through litera- ideas. Its central aim is the appreciation mythic ways of seeing. ture and mythology. and development of soul through the Psychoanalytic Tradition: cultivation of the life of the imaginal. We Frontiers of Depth Psychology Social Psychoanalysis investigate the history and central ideas DPC 963, 2 units Depth psychological theories and prac- DPC 760, 2 units of this rich psychological perspective, fo- Freud’s students, colleagues, and dis- cusing on concepts such as archetype, tices are placed in dynamic dialogue senters generated a body of work that image, seeing-through, and the soul of with ecopsychology, psychologies of lib- extended the focus of psychoanalysis to the world, anima mundi. eration, and cultural studies from diverse cultural settings as we create a critical the relation between psyche and culture. Hermeneutic and depth oriented community psychology The works of key psychoanalysts who Phenomenological Traditions for the 21st century. Contemporary work have made important contributions to DPC 991, 2 units in Freudian, Jungian, archetypal, and this body of work are explored. This course introduces students to phenomenological schools is explored, hermeneutics and phenomenology, two Jungian Psychology enabling students to begin to place their broad philosophical traditions that un- DPC 761, 2 units own evolving scholarship in dialogue with derlie the theory and practice of research The basic concepts of Jungian psychol- the frontiers of depth psychology. ogy such as persona, anima, animus, in depth psychology. Historical, concep- shadow, the ego-Self axis and others are tual, and methodological foundations studied. Attention is brought to the his- of both traditions are examined. Critical torical, philosophical, psychological, and problems and conundrums in the theory religious influences acting upon Jung’s and practice of hermeneutics and phe- psychology. We explore the usefulness nomenology are addressed, as well as of Jungian concepts for understanding cultural and ethical perspectives and inter and intrapsychic processes, as well implications.

20 PACIFICA GRADUATE INSTITUTE CRITICAL COMMUNITY South America. By focusing on dialogue indigenous psychologies are proposing PSYCHOLOGY, as their common methodology, we reflect emic versus etic research, ethno-cultural LIBERATION on how one can integrate psychologies methodologies, ethno-semantics, and PSYCHOLOGY, that have focused primarily on the in- ethno-epistemologies. These movements ECOPSYCHOLOGY dividual and the intrapsychic with psy- are furnishing the making of a promis- These courses enlist us to create a chologies that look at the psychological ing Ethno-Depth Psychology. This course depth psychologically informed criti- through the lens of culture. How does this will address the plurality of perspectives cal community and ecopsychology for integration lead us to work with dream, and voices representing cultural analy- the 21st century. Community psychol- symptom, image, and calling? How does ses of Depth Psychology and psychologi- ogy, liberation psychologies, and eco- it help us imagine depth psychological cal phenomena in diverse geographical psychology are placed in conversation work with psychological suffering and settings. Students will critically apply with depth psychology to explore the well-being through small group and indigenous psychologies’ methodologies, interface between psyche, culture, and community participatory fieldwork and tools, and approaches and discern the nature, as we seek to create paths for research? We examine the develop- interplay of intersubjectivity in the de- psychological, community, cultural, and ment of dialogical capacities across the scription of depth psychological cultural environmental well-being. intrapsychic, interpersonal, and group phenomena, as well as in the interaction domains. This course lays the theoretical of self-subject-culture-ecology. Introduction to Critical and practical foundation for depth psy- Community Psychology Community Building and chologically oriented community field- DPC 700, 2 units Empowerment work and research. Students will be introduced to the his- DPC 720, 2 units tory of community psychology and the Indigenous Psychologies I Students will analyze studies on com- application of critical theory to examine DPC 710, 2 units munity participation and empowerment, its concepts, methodologies, and frame- The goal of this course is to initiate the learning to assess (diagnose) pathways works within diverse socio-cultural, eco- student into the practice of seeing culture of community change, and designing in- nomic, and political contexts (i.e., social and cultural variation through a depth terventions to foster community health. and human services, schools, youth psychological lens, and into the practice Students will learn to apply community development, the health care system, of seeing depth psychology as a cultural capacity building strategies, interven- non-governmental, governmental, and phenomenon in itself. Students will learn tions, and assessments to promote community-based organizations). The how psychoanalysis has been applied community empowerment, organizing, process and outcome of the community in diverse cultural settings, integrating mobilization, and social activism. Lastly, mental health movement will be exam- disciplines such as anthropology, sociol- students will be exposed to the analysis ined, showing how a depth psychologi- ogy, religion, mythology, and philosophy. and development of participatory com- cal understanding of community assets Students will apply depth psychological munity visioning, planning and action and stressors, coping strategies, social methods and approaches to conduct cul- models, and community learning, fos- networks, and social support contributes tural analysis of rituals, symbols, myths, tering a sense of community efficacy to to the application of community-based magic, and healing strategies from in- strengthen holistic community health. approaches to holistic community health digenous cultures. Critical reflection will Community Mobilization and and well-being. Discourse on key con- be used to nurture awareness of cultural Policy Development cepts such as oppression, social class, counter-transference in understanding DPC 886, 2 units ethnicity and racism, social justice, and depth psychological cultural phenomena. This course studies processes and out- social change will lead to the acquisition Indigenous Psychologies II comes of community mobilization that of practical skills in assessing community DPC 860, 2 units address policy development for sustain- health and in utilizing lessons learned for Psychological knowledge with scien- able systems change. Students will learn social change and policy development. tific ambitions has primarily emerged skills in analyzing the social, cultural, Psychologies of Liberation in the Western World. New movements economic, and ecological impacts of DPC 781, 2 units around the world are seeking to create policies. Strategies and interventions that This course places Euro-American ap- ownership of psychological and cul- mobilize communities to participate in proaches to depth psychology into con- tural knowledge in an expanded sense policy development from the bottom up versation with psychologies of liberation as a means of liberation from centuries will be highlighted. Students will also un- arising from Asia, Africa, Central, and of intellectual imposition. As a result, derstand, analyze, and evaluate diverse

2013–2014 COURSE CATALOG 21 Course M.A./Ph.D. in Depth Psychology Descriptions With Emphasis in community psychology, liberation psychology, and ecopsychology procedures such as rapid response communication, sustainability, addiction work. Through reflection on the ar- briefs, bills, and ordinances to influence to consumerism, and the human/earth ray of fieldwork, students work toward legislation. Depth psychological factors interface. discerning a phenomenology of depth that influence community mobilization psychological cultural and ecological Ecopsychology I: will shed light into conscious and uncon- The Ethics of Place work. Attention to the interfaces between scious dynamics that emerge in the pro- culture and intrapsychic experience, be- DPC 732, 2 units cess of coalition and partnership forma- Our human selves are part of a vast nex- tween cultural/ecological symptom and tions to effect sustainable policy change. us that includes other selves, animals, individual suffering or psychopathology, Important lessons from community case plants, earth, and sky. The psychologi- ecological/cultural/institutional trans- studies will bring these strategies and cal is always already ecopsychological. formation and psychological and com- techniques into real-life scenarios from The collective unconscious as well as munal healing are stressed. Students which students will learn to apply skills conscious being in the world are con- study how such community based depth to influence policy development for social tinuous with the natural world. We shall psychological work is of value to cultural and environmental justice. move from Jung’s writings on nature and work and to the evolution of depth psy- chological theory and practice. Scholarly Individual and Collective Trauma spirit to new approaches to be found in and community based communication is DPC 923, 2 units contemporary ecopsychologists, anthro- The ever-enlarging literature on personal pologists, poets of place, environmental- explored, including approaches to oral and community trauma is reviewed. The ists, and ecologists. The aim is to rethink presentation, development of posters, trauma literature is linked to the social nature and psyche at once and together, and community publication venues. and cultural environments that historical- and to illuminate our place as humans Reconciliation and Peacebuilding ly produced depth psychologies as well within the surrounding environment. DPC 740, 2 units as contemporary perspectives. We ex- Ecopsychology II: Engaged This course explores how cycles of re- plore the roles of victim, oppressor, col- Deep Ecology venge can be interrupted, as well as how laborator, bystander, witness, and ally in DPC 847, 2 units efforts of reconciliation and reparation in relation to traumatic events. Approaches Many of us have become increasingly postconflict situations can pave the path to the healing of collective trauma are alienated from the natural world and to ongoing and sustainable peace. The discussed. its life-sustaining principles of inter- limits of peacebuilding in the aftermath of violent conflict will be confronted. Depth Psychology of Violence dependence, diversity, and reciprocity. and Its Prevention Through practices such as wilderness Frontiers of Liberation DPC 731, 2 units rites of passage, nature/council circles, Psychologies With the hope of deepening our capaci- ecotherapies, and nature-based healing DPC 964, 1 unit ties for both the prevention and treat- practices, we are given the opportunity This course offers theoretical and experi- ment of violent behaviors, we will explore to practice an ecopsychology that both ential study of various participatory, dia- the archetypal foundations of violence honors the ways of our ancestors and logical, and restorative approaches being in various myths, cultural beliefs about also increases our responsiveness to the developed throughout the world to foster violence, and psychological theories that environmental crises that we face. critical consciousness, build community, account for it. Innovative community Phenomenology and reconcile divisive differences, heal com- treatment and prevention programs will Communication of Depth munity trauma, transform oppressive be presented. Psychological Cultural and social conditions, and imagine utopic possibilities. Frontiers of Ecopsychology Ecological Work DPC 832, 1 Unit DPC 880, 1.5 units Liberatory Pedagogy This course explores ecopsychologi- Students orally present their community DPC 992, 2 units cal approaches to selected environ- and ecological fieldwork and research, In this culminating course students cre- mental issues, such as climate change, examining how depth, community, and ate their philosophies of teaching, and environmental justice, interspecies liberation psychologies oriented their then embody them as they teach the

22 PACIFICA GRADUATE INSTITUTE work that draws them into their disserta- resonance between dreaming and wak- two years of the program, students are tions and professional work beyond the ing life, and to widen our perception to expected to engage in a minimum of dissertation. This course fulfills the oral include the imaginal. 60 hours of depth transformative prac- exam requirement. Pass/No Pass. tice within a relational context. Latitude Restorative Justice is given to students to choose the form DPC 875, 2/3 unit of this practice in accordance with their APPROACHES TO From Gacaca rituals in Rwanda to juve- nile justice courts in the U.S., people are needs and interests. Examples of such GROUP AND practice may include, but are not limited COMMUNITY PRACTICE exploring both old and new alternatives to retributive justice. In the hope of re- to, individual depth psychotherapy, group These didactic-experiential classes in- including perpetrators into the human dialogue work, community theater, fa- troduce students to a wide variety of community, practices are developed to cilitated vision questing, rites of passage, dialogical, arts, and image based ap- share the effects of the action in ques- arts based community work, apprecia- proaches to community and organiza- tion and to search for ways to make hu- tive inquiry. Students are invited to use tional issues and dynamics. man recompense, opening the path for this requirement to gain experience and Council Practice forgiveness and mutual understanding. further training in a group or community DPC 871, 2/3 unit modality they hope to use in their work. Circle and council practices build on an- Public Conversation Students are required to submit a pro- cient traditions of many cultures. They DPC 876, 2/3 unit posal in advance of beginning and a log Students will learn approaches to work- draw upon practices of deep listening to recording the hours they complete. Pass/ ing with groups when there is a history of self and other, the honoring of contribu- No Pass. divisive conflict. Structured conversation tions of all participants, and the sharing to promote mutual understanding and of leadership. Attention will be given to conflict transformation will be practiced. the use of council in educational and or- PARTICIPATORY FIELD- WORK AND RESEARCH ganizational environments. Somatic Approaches to Trauma Healing Through participatory and dialogi- Appreciative Inquiries DPC 877, 2/3 unit cal fieldwork and research, students DPC 872, 2/3 unit Community based somatic approaches to learn how to apprentice to community This is an innovative approach used to healing trauma, re-establishing a sense groups and issues, to be a witness to guide communities in visualizing their of trust, and engendering resilience will the ongoing work of such groups, to community assets and how these can be explored. work collaboratively toward mutually contribute to community health and well- desired transformations and actions, being. Using participatory methodolo- Social Network Analysis and to evaluate to what extent these gies, students will learn to identify and DPC 878, 2/3 unit goals have been reached. Research ap- map community assets and their impacts Students will learn the theory and meth- proaches—such as hermeneutic, phe- as well as design individual, group, and odological approaches to conduct Social nomenological, critical, participatory community applications. Network Analysis. They will learn how to action, and feminist—enable students assess group and community relations Mythopoetic Imagination: to deeply engage a group’s questions and to determine pathways to improve Community Theater and concerns, while deepening ethical community health, identifying key orga- DPC 873, 1-1/3 units discernment around issues of power nizational and community assets to de- Theater of the Oppressed, Legislative and privilege. sign and evaluate community and group Theater, and Playback Theater will be ex- interventions. Foundations for Research in plored for their potential to raise aware- Depth Psychology: Participatory ness, to build community, and to support Depth Transformative Practices Qualitative Research community visioning and future planning. DPC 997, zero Units DPC 881, 2 units Various schools of depth psychology Community Dreamwork Students are provided with the theoreti- have created therapeutic contexts for DPC 874, 1-1/3 units cal perspective and methodological tools personal transformation and/or healing. This class will reclaim dreams as a com- to engage in community and ecological These practices are related to transfor- munity resource and practice methods fieldwork and research. This form of mative rituals and rites across cultures (i.e., social dreaming, cultural dreaming, research draws on the critical theories and history. Ecological, cultural, and dream theater, communal vision quest- of feminist, third world, and indigenous organizational work has also created ing) that allow us to hear the metaphorical research practices. It requires that transformative practices. During the first

2013–2014 COURSE CATALOG 23 Course M.A./Ph.D. in Depth Psychology Descriptions With Emphasis in community psychology, liberation psychology, and ecopsychology

researchers participate collaboratively research approaches. Pass/No Pass. Students will learn to design evaluations, with those in their research community to develop evaluation plans, and align eval- Community and Organizational foster individual and community self-re- Careers Skill Building uation questions to program and organi- flection, knowledge, and empowerment. zational learning needs. In addition, stu- DPC 884, 1 unit dents will conduct needs assessments, Community/Ecological Students will learn skills in proposing Fieldwork Practicum: Tending and conducting research and advocacy define and prioritize program goals and the Soul of the World in non-governmental and community- objectives, and develop procedures and DPC 783, 5 units based organizations. Further, students techniques to identify evaluation data This summer externship helps students will acquire grant-writing skills to help sources and target population. Emphasis to create a bridge from their grow- organizations and grassroots groups find will be placed on participatory and em- ing theoretical knowledge of depth and economic means to conduct their own powering evaluation approaches that in- liberation psychologies to cultural and projects. crease program sustainability. ecological fieldwork that supports psy- Community Counseling and Participatory Research chological and community well-being. Advocacy Practicum: Creating an Through participatory work in community DPC 885, 1 unit Interpretive Community settings connected to a contemporary This course will teach students skills in DPC 990, 2 units cultural, community, or ecological issue community counseling and advocacy. Students will work with a variety of quali- that interests them, students explore and Students will learn to apply negotiation, tative interpretive frameworks, includ- practice applications of depth psychology mediation, and conflict resolution to ad- ing phenomenological, heuristic, voice- that extend beyond the consulting room. dress community and/or organizational centered, and intuitive inquiry, in order Pass/No Pass. conflicts. Further, they will gain skills in to learn how to deepen their analysis of interview data. By engaging together Community/Ecological identifying and preventing conflicts, in- Fieldwork and Research cluding those that are unconscious and in research, students will deepen their Practicum expressed in symbols, metaphors, and sensitivity to ethical issues and the im- DPC 883, 5 units community or organizational symptoms. pact of social location on interpretation, In this externship students either return Students will learn to spark social capital, as well as practice strategies to include to the site of their original fieldwork or capacity, and empowerment in organiza- interviewees in the analysis of their own choose a new one. Some fieldwork may tions to promote desired development. experiences. involve the student in the ongoing work Community Program & Dissertation Development I at that site; some may involve depth psy- Organization Evaluation DPC 932A, 2/3 unit chologically oriented work that is initiated The Dissertation Development two- DPC 879, 2 units by the student in consultation with mem- Students will learn to conduct community course sequence provides the frame- bers of the community. This summer stu- program and organizational evaluations work for writing the concept paper, which dents also have the option to engage in using depth psychological frameworks, serves as the basis for the dissertation a pilot piece of research in order to hone for example, collecting and analyzing proposal. The focus of the first course is the research skills that will assist them symbols, rituals, myths, and collective on crafting a research question/area and in the work of their dissertation. Through dreams, interpreting results and apply- choosing a methodological approach that deep listening to or dialogue with the ing lessons learned for community and is appropriate to it. Pass/No Pass. community where they are working, stu- organizational healing and development. Dissertation Development II dents generate research questions that Particular emphasis will be given to the DPC 932B, 2/3 unit may be explored using various phenom- role of worldview and political ideol- Students complete a concept paper enological/heuristic/hermeneutic meth- ogy in addressing evaluative inquiry and and learn to craft a literature review. odologies and/or participatory action the framing of an evaluation approach. Prerequisite: DPC 932A. Pass/No Pass.

24 PACIFICA GRADUATE INSTITUTE Research Writing: Conceiving literature review. Prerequisites: DPC process, and defend their dissertations the Dissertation 932A, DPC 932B. Pass/No Pass. in a public forum. This course may be DPC 933, 5 units taken concurrently with other courses. Dissertation Writing For students who do not yet have an ap- Additional fees are assessed for this DPC 980, 15 units proved concept paper, this course pro- During this course, students select their course. Prerequisites: DPC 932A, DPC vides another opportunity to have their dissertation committees, write their 932B, DPC 933. Pass/No Pass. concept paper submitted and approved. proposals, complete the dissertation Students begin to craft their dissertation

2013–2014 COURSE CATALOG 25 M.A./Ph.D. in Depth Psychology With Emphasis in Somatic Studies

In the classical world when the healing new field, and some with a desire to move forward in their god Asklepios was still afoot, the powers of study of depth psychology with the lived experience of the imagination and the spirit of place were integral to the body as the primary focus. practice of medicine. In modern times, C. G. Jung thought Students in the somatic that these should be combined with and tested by the studies specialization continuing developments of science. Non-Western healing • Read, interpret, and critically reflect upon the theories traditions and practices, many that have never needed to and traditions of Depth Psychology, remembering the split psyche from soma as we have in the West, are in- body and recalling its voice creasingly found working side-by-side with Western medi- cine. Neuroscience has now convincingly demonstrated • Develop the capacity and skill to maintain awareness the functional unity between mind and body. By doing so, of and connection to the unconscious science is validating one of the foundational principles of • Learn techniques and practices of dream work, depth psychology which is an understanding that there are body movement, and active imagination as healing forces in the psyche that stimulate the body’s capacity to practices heal itself. This new paradigm of healing has led us to offer • Develop literacy in the emerging domain of neurosci- this opportunity to pursue an M.A. and/or Ph.D. in Depth ence as it applies to Depth Psychology and somatic Psychology while specializing in Somatic Studies. studies Students choosing this specialization have a variety of • Develop skills in research and writing that will sup- interests, experiences, and callings that have led them to port their efforts to articulate and promote effective believe that in order to study the psyche one must give healing practices primary attention to the body—its sensibilities, move- • Participate with like-minded scholars and healers in ments, symptoms, and many ways of healing. They come an emerging field of study from many different backgrounds—some with established healing practices, some with a passion for researching this

26 PACIFICA GRADUATE INSTITUTE Curriculum overview Students in this specialization come to campus nine times each year for three years of course work following the pattern of three day sessions per quarter during fall, winter and spring. During each residential session students attend lectures and seminars, engage in experiential and embodied learning, and have time for reflection and research in the Pacifica Library and archives. In addition students will be engaged in Fieldwork during the first two summers.

first year third year

fall Complementary and Alternative Medicine I – fall Transference and Counter-transference in DPS 740, 2/3 Unit Somatic Healing Practice – DPS 851, 2 Units Introduction to Depth Psychology – DPS 730, 2 Units Human Sexuality – DPS 925, 2 Units History of Healing Traditions I: Ancient Greece a Model The Body in Literature: Mythopoetic Approaches to of Integrative Medicine – DPS 710, 2 Units Sickness and Health – DPS 950, 2 Units Imagery in Somatic Studies I: The Technique of Dissertation Development A – DPS 932A, 2/3 Unit Active Imagination and the Practice of Dream Tending – winter Imagery in Somatic Studies II: Embodied Dreamwork DPS 770, 2 Units – DPS 970, 2 Units winter Foundations in Fieldwork – DPS 900, 2 Units Eros, Isolation, and Relationship – DPS 953, 2 Units Jungian Psychology – DPS 761, 2 Units Neuroscience and Somatic Depth Psychology II – History of Healing Traditions II: Non-Western DPS 721, 2 Units and Indigenous Healing Traditions – DPS 711, 2 Units Dissertation Development B – DPS 932B, 2/3 Unit

spring Scholarly Writing and Publication – DPS 812, 2 Units spring Integration of Theory, Practice, and Teaching Neuroscience and Somatic Depth Psychology I – (Oral Comprehensive Examination) – DPS 992, 2 Units DPS 720, 2 Units Depth Psychology and the Sacred – DPS 920, 2 Units The Psychoanalytic Tradition – DPS 760, 2 Units Non-Western and Indigenous Healing Practices – DPS 952, 2 Units summer Summer Fieldwork I – DPS 905, 4 Units Dissertation Development C – DPS 932C, 2/3 Unit second year summer Post-Jungian Psychology: Marion Woodman and the fall Foundations for Research in Somatic Depth Psychology – Embodied Psyche – DPS 862, 4 Units DPS 782, 2 Units continuing Ecopsychology: The Body on the Earth – DPS 732, 2 Units Phenomenology of Fieldwork Inquiry – DPS 880, 2 Units Depth Transformative Practices – DPS 997, 5 units Complementary and Alternative Medicine II – Dissertation Writing – DPS 980, 15 units DPS 840, 2/3 Unit *This curriculum may vary depending upon changing academic needs. winter Alchemy – DPS 750, 2 Units The required fourth and fifth years of study focus on reading, research, and Research Methods I: Quantitative Methods – dissertation writing. DPS 883, 2 Units For U.S. Department of Education/Gainful Employment Information see Archetypal Psychology – DPS 762, 2 Units pacifica.edu/gainful-employment-Depth.aspx

spring Chronic Illness, Terminal Illness, and Conscious Dying – DPS 951, 2 Units Complementary and Alternative Medicine III – DPS 841, 2/3 Unit Research Methods II: Qualitative Methods – DPS 884, 2 Units Trauma, Pain, and Dissociation – DPS 850, 2 Units Written Comprehensive Examination – DPS 892, zero Units

summer Summer Fieldwork II – DPS 906, 4 Units

2013–2014 COURSE CATALOG 27 Course M.A./Ph.D. in Depth Psychology Descriptions With Emphasis in somatic studies

Theory and functional neuroanatomy, and develop- Alchemy Traditions of mental science. They will be introduced DPS 750, 2 units Somatic Depth to the methodologies of neuroscience Marie-Louise von Franz tells us that al- Psychology focusing on studies using fMRI and EEG chemy was born at the meeting place of Courses in this domain ground students equipment. the speculative mind of the west and the experimental techno-magical practices in the psychoanalytic, Jungian, and Neuroscience and Somatic of the east. This course revisits the work archetypal lineages of depth psychol- Depth Psychology II of alchemy in relation to somatic stud- ogy. In addition, connections are made DPS 721, 2 units An extensive exploration of the placebo/ ies. Students will work the alchemical across time and cultures to traditions nocebo response will lead to a discussion metaphor and its explicit and implicit that reconnect psyche and soma as we of the relationship between expectation connection to the body. Students will explore the ways that new develop- and healing and the difference between review the ways that neuroscience uses ments in neuroscience challenge and healing and cure, especially where end terms and concepts that have a long his- affirm the understandings of somatic of life is concerned. Students will take tory, appearing not only in the repertoire depth psychology. a critical look at the medical and phar- of symbols from alchemy, but also in the maceutical approaches to illnesses that concepts and vocabulary of depth psy- Introduction to are most responsive to the placebo re- chology, including “imagination,” ”trans- Depth Psychology sponse, such as depression and anxiety formation,” “dream,” “symptom,” and DPS 730, 2 units disorders. “healing.” The term depth psychology evokes many History of Healing Traditions II: associations and images yet is often dif- History of Healing Traditions I: Non-Western and Indigenous ficult to define. In this course we formu- Ancient Greece: A Model of Healing Traditions late a definition of our field by investigat- Integrative Medicine DPS 711, 2 units DPS 710, 2 units ing historical, cultural, and conceptual This course addresses various non-west- traditions that shape its identity. Topics The birth of modern western medicine is attributed to Hippocrates because he ern correlates to the concepts of mind, include a history of soul, ancient ap- body, and disease with an emphasis on proaches to healing and encounters with was the first to define the clinical ap- proach that today in turn defines modern alternative modalities of healing. It in- the unconscious through dreams, litera- cludes an exploration of healing tradi- ture, mythology, as well as a reflection on medicine. Hippocrates was the first to offer causal and somatic explanations in- tions of Africa, Asia, Central, and South the ways that depth psychology has both America and brings focus to the diverse emphasized and, at times, ignored the stead of attributing all sickness to divine intervention. Nevertheless, on the islands ways that health and disease are inter- body in the course of its own theoretical preted and treated within these varied development. of Cos and Delos, where Hippocratic medicine was put into practice, other cultural contexts. Neuroscience and Somatic influences prevailed. For example, the The Psychoanalytic Tradition Depth Psychology I mythological figures of Asklepios and DPS 760, 2 units DPS 720, 2 units his daughters were revered as the sym- Students develop a working understand- Students in this course develop a thor- bols of another form of healing that ing of Freud’s model for body/mind dy- ough understanding of the functional or- Hippocrates himself found essential to namics and how it challenged the materi- ganization of the brain and how it is rel- restore health. Students will examine alism and the body/mind split of his time. evant for healing practices. Students will how this model still offers inspiration for They will also see how the psychoanalytic familiarize themselves with the language rethinking integrative medicine. tradition is currently blended with stud- of neuroscience in order to be able to ies in body movement and movement read and interpret ongoing research in therapies. neurobiology, the neuroscience of af- fect and emotion, behavioral genetics,

28 PACIFICA GRADUATE INSTITUTE Jungian Psychology Practices and also focuses on the nature of the healing DPS 761, 2 units Frontiers of process, including a review of health care The basic concepts of Jungian psychol- Somatic Depth practices within diverse cultural systems ogy such as persona, anima, animus, Psychology and historical contexts. shadow, the ego-Self axis, and others are Courses in this domain focus on train- Chronic Illness, Terminal Illness, studied. Attention is brought to the his- ing in particular therapeutic and healing and Conscious Dying torical, philosophical, psychological, and practices and on extensions of theory DPS 951, 2 units religious influences acting upon Jung’s and knowledge that derive from con- The culturally dominant allopathic medi- psychology and in particular the scien- necting depth psychology with somatic cal approaches for treating chronic and tific and philosophical milieu in which psychology. Students will prepare and terminal illnesses are increasingly criti- Jung developed his ideas about psyche present material and casework drawn cized as being inefficient, cost prohibi- and soma. Students will develop a critical from their fieldwork or from their own tive, and failing to contribute to the over- perspective on this material and explore healing practices. all well-being of the patient. Students the usefulness of Jung’s psychology for Imagery in Somatic Studies will review the alternatives to traditional seeing more deeply into the issues of our practices, reviewing new approaches for time. I: The Technique of Active Imagination and the Practice of the training of nurses, doctors, and sup- Archetypal Psychology Dream Tending port personnel working in hospices and DPS 762, 2 units DPS 770, 2 units hospitals for the chronically ill. Archetypal psychology, as envisioned This course will offer an introduction Eros, Isolation, and Relationship by James Hillman, moves beyond clini- to Jung’s technique of active imagina- DPS 953, 2 units cal inquiry and locates its identity within tion and how it has evolved into con- In this course students examine the ways the western imagination, finding affilia- temporary applications, such as the that the dynamics of love and relation- tion with the arts, culture, and history of Dream Tending approach of Dr. Stephen ship may produce or prevent symptoms ideas. Its central aim is the appreciation Aizenstat. Students will start by review- and contribute to healing. Students will and development of soul through the ing the experimental evidence of the im- learn to use a depth psychological ap- cultivation of the life of the imaginal. We pact of imagery on the healing process. proach which goes beyond the symptom, investigate the history and central ideas Students will learn to apply active imagi- treating the pain of betrayal and aban- of this rich psychological perspective, fo- nation and Dream Tending as therapeutic donment, for example, as a push from cusing on concepts such as archetype, measures for coping with medical illness nature to evolve into a new form of lov- image, seeing-through, and the soul of and emotional disorders. ing and relating. Instead of “treating” the the world, anima mundi. Imagery in Somatic Studies II: heartbreak, the client is offered an initia- Post-Jungian Psychology: Embodied Dreamwork tion into the darker aspects of the Lover’s Marion Woodman and the DPS 970, 2 units archetype. Embodied Psyche Students will study and learn to practice Non-Western and Indigenous DPS 862, 4 units a contemporary approach to the ancient Healing Practices This course focuses primarily upon the practice of dream incubation, now called DPS 952, 2 units work of noted Jungian Analyst, Marion “Embodied Dreaming” by Robert Bosnak. This course will focus on the theories and Woodman with a particular emphasis on Based upon the phenomenological per- techniques of several different healing her theories about Body Soul Integration. spectives of C.G. Jung, James Hillman, practices including shamanic practices This intensive course emphasizes em- and Henry Corbin, the supposition in this from a variety of cultural contexts: curan- bodied learning and deep self-explora- practice is that all psychological events deros, plant medicine healers, diviners, tion. It blends theoretical material with can be best understood as embodied spirit healers, and others. As with simi- experiential exercises in dreamwork, phenomena. lar reviews of western healing traditions, movement, voice, and creative expres- Trauma, Pain, and Dissociation students will also examine these practic- sion. Students will also study and ex- DPS 850, 2 units es for clear connections to, and enrich- amine the contributions of other post- This course reviews new approaches to ments for, depth somatic psychology. Jungian thinkers such as Hillman, Stein, trauma therapy, the treatment of PTSD, Whitmont, and Perera. Pass/No Pass. and other symptoms that are now be- ing looked at from the perspective of a holistic integrative approach. The course

2013–2014 COURSE CATALOG 29 Course M.A./Ph.D. in Depth Psychology Descriptions With Emphasis in somatic studies

The Body in Literature: sounds, and shapes of the natural world. of short courses is available for engaging Mythopoetic Approaches to Thus, to be a psychological being is to be with practitioners in such diverse healing Sickness and Health an embodied being: to be firmly placed traditions. Pass/No Pass. DPS 950, 2 units on terra firma, the ground from which Foundations in Fieldwork Stories from literature and from world- all of us have emerged. Through lecture DPS 900, 2 Units wide oral traditions abound with meta- and experiential exercises, this course This course lays the theoretical and prac- phorical and literal references to the concentrates on the embodied psyche tical foundation for somatic based depth symptomatic and wounded body as a in nature as an important means for dis- psychological oriented fieldwork and rich context for suffering and remedy. As solving the artificial boundaries between research. Students are asked to deeply such, the body becomes a narrative in its body and earth. consider the reality of how cultural and own right. Students will examine various Transference and Counter- ecological phenomena have impacted works of myth and literature and learn transference in Somatic our psyches and symptoms and, in turn, how to critically interpret them from the Healing Practice how our bodies and minds effect and perspective of somatic depth psychology. DPS 851, 2 units shape the world and communities we In addition they will critically reflect on This course has an experiential com- live in. Recognizing the interdependence the cultural role of these works in form- ponent in which students develop a of body and mind this fieldwork course ing ideas about the body. The intention subjective awareness of the body and invites us to engage with the soul of the of this course is to develop an aesthetic a capacity to constantly monitor and world, the anima mundi, listening closely approach that will reconnect the mytho- interpret their own somatic responses to its expressions and tending to its suf- poetic imagination with the art of healing. to clinical situations. Students learn to fering. Pass/No Pass Depth Psychology and the listen with an awareness of fluctuations Summer Fieldwork I Sacred in somatic cues during the narrative DPS 905, 4 units DPS 920, 2 units meaning-making process. Therapeutic Beginning in the first year of summer When Jung said that all psychological skills and dynamics such as transference fieldwork students will participate in a problems are essentially religious prob- and counter-transference, diagnosis, minimum of 70 hours of on-site field- lems, he was calling attention to the spir- interpretation, intervention, timing, and work or therapeutic practice that will fur- itual function of the psyche. In this course others are reimagined from an embodied ther their own learning goals and provide we examine the psyche’s capacity for sa- perspective. Pass/No Pass. an opportunity to integrate the theories, cred experience as it finds expression in Complementary and Alternative ideas, and experiences within the somat- religion, ritual, and encounters with the Medicine I, II, III ic program. It is also expected that the numinosum. Students will examine non- DPS 740, 840, 841, 2/3 unit each student will devote a minimum of 130 medical approaches for managing pain Western medicine has developed along- hours of adjunctive hours to complet- and symptoms due to mourning, heart- side many other systems of thought and ing this four unit course. Fieldwork will break, and the loss of meaning in life that many types of therapies that have been involve entering into a particular commu- comes from an impoverished sense of shown to be effective as either comple- nity setting with the intention of studying the sacred. mentary or alternative approaches to some aspect of community experience Ecopsychology: The Body on the healing and wellness. Some of these ap- that relates to the learning goals of this Earth proaches, such as hypnosis, art therapy, program. Practice will involve actually DPS 732, 2 units aromatherapy, bioenergetics, biofeed- practicing therapeutically with clients or The evolution of homo sapiens, both back, music therapy, dance therapy, patients in a mode in which the student body and mind, is inextricably connected breath work, ayurveda, meditation, yoga, is qualified. Pass/No Pass Prerequisite to everything on earth. Carl Jung even naturopathic medicine and many others, DPS 900 suggested that the collective uncon- have begun to be shown as efficacious scious is patterned from the body’s con- even when standard medical practice tact with the seasonal rhythms, textures, has exhausted its options. This sequence

30 PACIFICA GRADUATE INSTITUTE Summer Fieldwork II Latitude is given to students to choose The emphasis will be on the role of this DPS 906, 4 units the form of this practice in accordance type of research in the emerging field of Continuing into the second year of sum- with their needs and interests. Examples somatic psychology and its relationship to mer fieldwork students will participate in of such practice may include, but are research in neuroscience that is increas- a minimum of 70 hours of on-site field- not limited to, body work, breath work, ingly important in studying the efficacy of work or therapeutic practice that will fur- individual depth psychotherapy, group various approaches to treatment. ther their own learning goals and provide dialogue work, facilitated vision questing, Research Methods II: an opportunity to integrate the theories, rites of passage, meditation, artistic en- Qualitative Methods ideas, and experiences within the somatic gagement, or other psycho-spiritual prac- DPS 884, 2 units program. It is also expected that the stu- tices. Students are required to submit a Students learn how to integrate signifi- dent will devote a minimum of 130 hours proposal in advance of beginning and a cant shifts in ontology, epistemology, and of adjunctive hours to completing this four log recording the hours they complete. methodology required by depth psycho- unit course. Fieldwork will involve entering Pass/No Pass. logical research. They develop literacy into a particular community setting with and capability in the use of various quali- the intention of studying some aspect of tative methods and approaches including community experience that relates to the Research, Writing, and Publication hermeneutics, case study, ethnography, learning goals of this program. Practice and phenomenology. will involve actually practicing therapeu- There are three primary goals of the tically with clients or patients in a mode research domain. First, students learn The Phenomenology of in which the student is qualified. Pass/No to read and critically evaluate current Fieldwork Inquiry Pass Prerequisite DPS 905 research literature in the areas of depth DPS 880, 2 units psychology, somatic psychology, and Students orally present their summer Human Sexuality neuroscience. Second, students learn to fieldwork research in somatic based DPS 925, 2 units use a variety of quantitative, qualitative, depth psychological inquiry. Through re- This Human Sexuality course will take a and hybrid methodologies typically em- flection on the array of fieldwork, students distinctively depth psychological approach ployed in such research. Third, students work toward articulating the lived experi- by emphasizing the inextricable intercon- will acquire the necessary skills in order ence of psyche-soma integration, paying nections between psyche and soma, soul to engage in their own research and particular attention to how a distinctively and body. This course will explore sexu- write for a scholarly and scientific au- depth psychological approach to the ality’s relation to pleasure, connection, dience. Ultimately, this domain guides mind-body split facilitates transforma- and generativity, and to transcendence— students to design, propose, and com- tive awareness and healing for both the and look at the interconnectedness of plete an original doctoral dissertation. fieldwork researcher and the participants. sex, gender and sexual orientation. This This course assists students to learn and Human Sexuality course brings in the Foundations for Research in practice scholarly approaches to oral pre- Somatic Psychology perspectives of myth, anthropology, depth sentations and helps them to reflect on DPS 782, 2 units psychology, and cultural studies. how the fieldwork experience informs and Students read and interpret current re- enhances their vocational aspirations. Depth Transformative Practices search in somatic psychology, neurosci- DPS 997, 5 units ence, and related research in depth psy- Scholarly Writing and Publication Various schools of depth psychology chology. This serves the need for literacy DPS 812, 2 units have created therapeutic contexts for in the field as well as the development of Students will develop skills in scholarly personal transformation and/or healing. a resource guide for the student’s ongo- research aimed at publication. They are These practices are dynamically linked ing research. Examples of theoretical, guided in choosing a field, topic, and ap- to transformative rituals and rites across qualitative, and quantitative research will proach required to produce a publishable cultures and through time. The provision be addressed. paper. This will include writing or revising of a witness, a guide, or teacher has been a paper and exploring options for publish- Research Methods II seen as essential to the containing ves- ing both online and in print media. Pass/ Quantitative Methods sel for such transformative experiences. No Pass. During the first two years of the program, DPS 883, 2 units students are expected to engage in a This course will provide an introduction to minimum of 50 hours of depth transfor- the design and methodology of quantita- mative practice within a relational context. tive research projects and clinical studies.

2013–2014 COURSE CATALOG 31 Course M.A./Ph.D. in Depth Psychology Descriptions With Emphasis in somatic studies

Dissertation Development A, B, C DPS 932A, 932B, 932C, 2/3 unit each Students master the elements of a re- search concept paper and its relation- ship to the proposal and final draft of a dissertation. This course will result in the writing of a complete and approved con- cept paper. Dissertation Writing DPS 980, 15 units During this course, students assemble their dissertation committee, write the proposal, complete the dissertation process, and defend the dissertation in a public forum. This course may be taken concurrently with other courses. Additional fees are assessed for this course. Prerequisites: DPS 832, DPS 932 A, B, C. Pass/No Pass Written Comprehensive Examination DPS 892, zero units Pass/No Pass.

32 PACIFICA GRADUATE INSTITUTE Degree Requirements M.A./Ph.D. in Depth Psychology

Requirements for Graduation OTHER REQUIREMENTS: 1. Students must complete a total of 90 quarter units for the JUNGIAN AND ARCHETYPAL STUDIES Ph.D. to fulfill the degree requirements for graduation. A SELF-DIRECTED STUDIES minimum grade of C is required in each completed course. A The purpose of Self-Directed Studies is to allow students to explore cumulative grade point average of 3.0 must be maintained. areas of interest in Depth Psychology outside the boundaries of 2. Students must attend at least 2/3 of each course. the curriculum. This may take the form of attending conferences, 3. During the second year of coursework, students must pass workshops, lectures, and/or seminars; engaging with an analyst a written comprehensive examination. The M.A. degree is or other practitioner for personal therapy or healing work; or awarded when the exam is passed and: seeking training in a modality that augments their practice of a. 48 units of first and second year coursework are Depth Psychology. Students must complete a total of 30 hours completed (Jungian and Archetypal Studies) and submit a reflective paper; this may occur anytime during the b. 50 units of first and second year coursework and course of the program, and is required for the awarding of the fieldwork, and 60 hours of depth transformative practices Ph.D. degree. All hours must be pre-approved. are completed (Community Psychology, Liberation Psychology, and Ecopsychology) OTHER REQUIREMENTS: c. 46 units of first and second year coursework, and 50 COMMUNITY PSYCHOLOGY, LIBERATION PSYCHOLOGY, AND ECOPSYCHOLGY hours of depth transformative practices are completed (Somatic Studies) COMMUNITY FIELDWORK (DPC 783, 883) 4. Students must petition to proceed with the third year. Faculty Students are required to arrange for community/ecological approval is based on a comprehensive review of coursework, fieldwork in their home communities or other settings during exam results, writing skills, and readiness to conduct research. the first and second summers. A minimum of 70 hours of direct In addition, in Jungian and Archetypal Studies, students must participation in a setting, and 140 hours of related reading, prepare and submit a scholarly article suitable for publication. writing, imaginal engagement, and reflection are required in the 5. Students must pass an oral examination at the end of the third first summer. This is also true in the second summer, unless a year of coursework. student chooses to engage in community/ecological research, in 6. Students must submit and defend an original dissertation which case hours of direct participation may be less to allow for accepted by the faculty. in-depth data analysis.

COMPREHENSIVE EXAMINATION OTHER REQUIREMENTS: SOMATIC STUDIES The comprehensive examinations consist of a written portion at FIELDWORK AND PRACTICE the end of the second year, and an oral portion at the end of the Throughout the first two years of coursework students will third. The written examination is designed to assess knowledge participate in fieldwork or therapeutic practice that will further gained in the first two years, and is a requirement for the awarding their own learning goals and provide an opportunity to integrate of the M.A. degree. The third year oral examination consists of the the theories, ideas, and experiences they have gained in the student’s formal oral presentation addressing the ways the three first two years. Fieldwork will involve entering into a particular years of study have informed and seeded their work leading to community setting with the intention of studying some aspect of the dissertation. community experience that relates to the learning goals of this program. DOCTORAL DISSERTATION The dissertation process involves the completion of Dissertation NOTE: The Depth Psychology Program and its specializations are designed to provide students with knowledge of theoretical traditions of Development and Dissertation Writing courses. Students must depth psychology and its contemporary applications to personal, cultural, have completed all requirements for the M.A. degree and have an community, and ecological health and well-being. The program does approved concept paper before enrolling in Dissertation Writing. not prepare students to become licensed or to practice psychotherapy. The Dissertation Committee is comprised of a Chair, a Reader, and Although some students may wish to pursue licensure after gaining an External Reader. Each member of the committee must possess their doctorate in this program, the curriculum does not contain specific an earned doctorate based in part on a dissertation unless this coursework aimed at any type of licensure, nor does it arrange or requirement is waived by the Program Chair. administratively support traineeships, pre- or post-doctoral internships, or other practice requirements related to licensure. 2013–2014 COURSE CATALOG 33 Ph.D. in Depth Psychology With Emphasis in Psychotherapy

At the heart of Depth Psychotherapy, we discover a radical connection to the living psyche that reaches beyond the individual and crosses the boundaries of time and culture. Rooted in a profound commitment to psyche, the Depth Psychology with Emphasis in Psychotherapy Program draws on three important streams of knowledge: Jungian and psychoanalytic theory and practice; current psychological research, including the latest developments in fields such as neurobiology and complex adaptive systems theory; and the peren- nial wisdom found in the world’s myths, literature, art, and spirituality. Students are challenged to find and develop their own unique talents as psychotherapists by reimagining the practice of psychotherapy for the Allen Bishop, Ph.D. 21st century. Chair, Depth Psychology Programs We view the work of being a psychotherapist as a lifelong process of “Psychotherapy is a meeting of two personal transformation—a process Jung referred to as individuation. personalities which will likely lead As faculty and students together, we are committed to the develop- to an emotional storm with an ment of consciousness—striving to become aware of our own unseen uncertain outcome. There is risk aspects, the hidden depths in our clients, and the unexamined as- for both parties. The experience sumptions that underlie our cultural and world views. Students in this is a thrilling mutual descent into program build their clinical skills, deepen their understanding of the the unconscious. The education at archetypal dimensions of human experience, and develop the capacity Pacifica is designed to help each to conduct independent scholarly research. student discover the unique healing music hidden in our own devel- The curriculum is designed for students who have completed sufficient opmental history. To expand our coursework for licensure at the master’s level. The Ph.D. in Depth awareness and build the mental Psychology with Emphasis in Psychotherapy includes three years of muscle to live in the transference coursework and the successful completion of a dissertation. Courses field in an empathic and transfor- are offered in the following three areas: mative manner.” —allen bishop Theory and traditions of Depth Psychotherapy Psychotherapy informed by the See page 10 for Dr. Bishop’s biography. humanities and interdisciplinary studies

Integrated praxis: Research and casework

34 PACIFICA GRADUATE INSTITUTE Curriculum Overview Depth Psychology with Emphasis in Psychotherapy classes take place during three-day sessions approximately once each month during the fall, winter, and spring quarters. Summer quarter coursework is offered in a single five-day session.

first year

fall Psychoanalytic Psychotherapy I – DPP 763, 2 Units Psychotherapy Informed by the Mythic Tradition – DPP 921, 2 Units Foundations for Research in Depth Psychotherapy I – DPP 784, 2 Units

winter Jungian Psychotherapy I – DPP 761, 2 Units Depth Approaches to Psychopathology – DPP 760, 2 Units Practicum II: Face-to-Face Group Case Consultation – DPP 781, 2 Units

spring Historical Foundations of Depth Psychology – DPP 730, 2 Units Practicum III A: Processes of Therapy and Supervision – DPP 783, 2 Units Practicum III B: Scholarly Research and Writing – DPP 785, 2 Units

summer Practicum I: Working with Dreams – DPP 780, 2 Units Arts, Psychology, and the Poetic Imagination – DPP 896, 2 Units second year

fall Psychoanalytic Psychotherapy II – DPP 863, 2 Units Dissertation Development I – DPP 832, 2 Units Psychotherapy and Culture I: Diverse Healing Traditions – DPP 830, 2 Units

winter Foundations for Research in Depth Psychotherapy II: Imaginal Perspectives – DPP 882, 2 Units Jungian Psychotherapy II – DPP 861, 2 Units Practicum IV: Face-to-Face Group Case Consultation – DPP 880, 2 Units

spring Archetypal Psychotherapy – DPP 762, 2 Units Literary Foundations for Depth Psychotherapy – DPP 835, 2 Units Practicum V: Face-to-Face Group Case Consultation – DPP 890, 2 Units

summer Practicum VI A: Processes of Therapy and Supervision – DPP 883, 2 Units Introduction to Research: Overview of Qualitative Methods – DPP 782, 2 Units third year

fall Jungian Psychotherapy III – DPP 961, 2 Units Interpersonal Neurobiology, Affective Neuroscience, and Depth Psychology – DPP 870, 2 Units Practicum VIII: Face-to-Face Group Case Consultation – DPP 985, 2 Units Dissertation Development II – DPP 932A, 2/3 Unit

winter Psyche in Nature – DPP 732, 2 Units Practicum VII: Face-to-Face Group Case Consultation – DPP 980, 2 Units Selected Topics in Theory and Practice II – DPP 993, 2 Units Dissertation Development III – DPP 932B, 2/3 Unit

spring Psychotherapy and Culture II: Culturally-Based Symptoms – DPP 831, 2 Units Psyche and the Sacred – DPP 920, 2 Units Practicum IX: Face-to-Face Group Case Consultation – DPP 990, 2 Units Dissertation Development IV – DPP 932C, 2/3 Unit

summer Oral Comprehensive Presentation – DPP 994, 2 Units Imaginal Psychotherapy – DPP 962, 2 Units continuing Dissertation Writing – DP 999, 15 Units

This curriculum may vary depending upon changing academic needs. Selected courses may have For U.S. Department of Education/Gainful Employment Information online components. see pacifica.edu/gainful-employment-Depth.aspx The required fourth and fifth years of study focus on reading, research, and dissertation writing.

2013–2014 COURSE CATALOG 35 Course Ph.D. in Depth Psychology Descriptions With Emphasis in psychotherapy

Theory and Jungian Psychotherapy II core Jungian ideas such as archetypes Traditions of Depth DPP 861, 2 units and complexes, and other areas at the Psychotherapy This course explores the phenomena discretion of the instructor. Fairy tales, of synchronicity and paranormal expe- creation myths, the mystery traditions, Historical Foundations rience, which marked a new creative or various mythologies (Greek, Egyptian, of Depth Psychology phase in Jung’s later work that has etc.), as they represent psychological DPP 730, 2 units far-reaching theoretical and psycho- Students explore the organizing perspec- processes, may also be addressed. therapeutic implications. Synchronicity tives and therapeutic approaches which Imaginal Psychotherapy involved a redefinition of reality based on have shaped contemporary Western DPP 962, 2 units acausality, nonlocality, and the participa- psychology. The philosophical principles This course explores the traditions that tion of consciousness and imagination, of psychological models from antiquity comprise the field of Imaginal Psychology leading towards what Jung calls creatio to the present era are examined, such and elaborates the unique features of continua, continuing creation. Students as those associated with religious tra- Imaginal Psychotherapy that flow from examine the implications of these shifts ditions, medicine, and the schools of these traditions. Utilizing a phenom- for clinical practice including the central- psychoanalysis, behaviorism, existential, enological attitude, which is attentive ity of the dream, the power of anomalous humanistic, post-modern, and multicul- to the process of psychotherapy and to experience during waking conscious- tural and cross-cultural psychology. The the experience of being a psychothera- ness, and the religious function of the course includes a discussion of the his- pist doing psychotherapy, an imaginal psyche. tory and development of psychology as approach is developed. Within this ap- an intellectual and scientific discipline, Jungian Psychotherapy III proach, issues such as transference, the and depth psychotherapy as a practice. DPP 961, 2 units unconscious, symptoms, and dreams are In this course the later work of Jung is re- examined. Special attention is paid to the Jungian Psychotherapy I viewed within the context of those post- development of those imaginal capabili- DPP 761, 2 units Jungians who have focused on the ap- Classical Jungian concepts such as ego, ties which foster sensitivity to the sym- plication of these ideas to psychotherapy. persona, shadow, animus/anima, Self, bolic depths and metaphorical richness Jung wrote extensively on the cultural/ complex, archetype, collective uncon- of the patient’s and therapist’s ways of historical background to his psychology scious, transcendent function, and in- using language. Diversity and cultural of the unconscious and its archetypal dividuation are studied. In addition, the considerations are discussed in these foundation, in part because symbols and centrality of dreams, active imagination, contexts.This course has two further mythic images from cross-cultural sourc- typology, and transference/countertrans- major intentions:To review and study the es (and their modern variants) appear in ference considerations are all reviewed traditions that comprise the field known patients’ dreams, fantasies, and symp- in the context of psychotherapeutic as Imaginal Psychology, and to honor toms. Knowledge of this background is practice. Further clinical application of your own experiences of the imaginal useful in understanding, amplifying, and Jungian thought is demonstrated through realm;To appreciate that imaginal psy- providing a foundation for such case ma- readings of primary texts and secondary chotherapy begins with the vocational terial. Topics for this course may include source material as they elucidate Jung’s depths rather than technical dimensions Jung’s studies of alchemy as applied to original work. Particular attention is paid of our work, and as such envisions the clinical practice by Edward Edinger and to how various forms of psychopathol- awakened heart as the organ of vision Marie Louise von Franz; the archetype ogy can be viewed on multi-dimensional and imagination in a healing process that of the feminine and its amplification by levels from the personal and cultural- focuses on dreams, active imagination, von Franz, Mary Esther Harding, Marion historical, to the archetypal, mythic, and feeling and intuition, as well as a recog- Woodman, and others; the archetype of imaginal. nition of the symbolic and mythic depths the shadow and its exploration by Adolf of the soul. Guggenbühl-Craig; current develop- ments in neuroanatomy that relate to

36 PACIFICA GRADUATE INSTITUTE Psychoanalytic Psychotherapy I Depth Approaches to regulation. Using our current neuro- DPP 763, 2 units Psychopathology biological understandings of subjective With the publication of Interpretation of DPP 760, 2 units states, consciousness, and the self, the Dreams (1900), Freud set the founda- This course examines various psycho- course will describe contemporary issues tion for psychoanalytic scholarship the analytic original formulations and con- within depth psychology such as embodi- first 100 years. This course provides an tinues with contemporary psychoanalytic ment, the nature of the self, and the radi- overview of the seminal clinical insights and Jungian views. Students study the cal interdependence of psyche, nature, harvested by Freud and his early fol- psychodynamic view of character for- and culture. lowers, paying attention paid to clinical mation and looks at the major charac- Arts, Psychology, and technique in the psychoanalytic situa- ter disorders, neuroses, and psychotic the Poetic Imagination tion. Building on Freud’s ideas, two major states both from the point of view of DPP 896, 2 Units their phenomenology and their uncon- theoretical paradigms have emerged in The philosophical underpinnings of the scious underpinnings. In each case we the last century. Students engage the relationship between our internal muse, describe the ways in which theorists of clinical ideas of Melanie Klein and Heinz emotion, psychological states (including different schools have approached these Kohut and discuss how they both elabo- psychosis) and creativity will be exam- disorders, and various psychotherapeutic rate and depart from Freud’s initial vision. ined, both didactically and experientially. approaches, especially noting Freudian, The core concepts of technique studied Immersing ourselves in the interrelation- Kleinian, self-psychological, intersubjec- include the transference/countertrans- ship of the arts, psychology, and poetic tivist, and Jungian attitudes to them. ference field, the therapeutic alliance, imagination will provide a platform for projective identification, the psychoana- Selected Topics in expanding affect tolerance and a greater lytic frame, insight and interpretation, Theory and Practice facility in the utilization of countertrans- and-termination. DPP 993, 2 units ference in the course of the therapeutic Psychoanalytic Psychotherapy II These courses provide flexible oppor- hour. DPP 863, 2 units tunities to explore a variety of selected This course continues explorations of topics important to the practice of psy- the work of Freud, Klein, Bion, and oth- chotherapy from a depth perspective. Psychotherapy ers and focuses primarily on current The content areas may highlight current Informed by the trends in psychoanalysis and in psycho- trends in theory and practice, work with Humanities and analytic psychotherapy. Students look special populations, diversity, law and Interdisciplinary Studies at approaches to specific problems and ethics, or interdisciplinary themes not pathological structures and delineate already covered. Psyche in Nature DPP 732, 2 units the dynamics and treatments of various Interpersonal Neurobiology, The ethos of psyche-centered psycho- psychological symptoms including bor- Affective Neuroscience, and therapy is not merely a construct of in- derline and psychotic conditions. Depth Psychology teriority. It has important implications for Archetypal Psychotherapy DPP 870, 2 Units how we situate our lives within the con- DPP 762, 2 units Examining recent developments in af- text of a field or system. If we depart from Focusing primarily on the work of James fective neuroscience and interpersonal the fantasy of the autonomous ego and Hillman, this course first examines his neurobiology, this course will explore engage instead with the image of ego critique of clinical psychology and ana- contemporary research across a group as a constellation within the psyche, our lytical practice and his call to enlarge the of disciplines that illustrate the principles imagination about the nature of our indi- frame of practice to include the greater of transformation common to living sys- vidual relationship to the world also shifts. community and culture. Students learn tems, including various hypotheses con- This course focuses on the ecological the theoretical connections and differ- cerning the evolutionary role of ancient view of human interactions, including the ences between Archetypal Psychology subcortical, emotional, bodily and imag- particular interaction of psychotherapy. and the works of other depth psycholo- istic processes. Developments in these The metaphors of ecology offer valuable gists including Freud, Adler, and Jung. In areas constitute a paradigm shift in our directions for understanding systemic addition there is particular focus on mov- thinking about the brain and mind. This perspectives on couples, family, group, ing from theory to practice, specifically course examines embodied models of and organizational psychological prac- regarding the use of images to deepen mind/brain emphasizing intersubjectiv- tice, and provide lenses through which to one’s work. ity, nonlinearity, and self-organization, centering on the prototypic concept of regard our relationships.

2013–2014 COURSE CATALOG 37 Course Ph.D. in Depth Psychology Descriptions With Emphasis in psychotherapy

Psychotherapy and Culture I: His discovery has remained true of po- Integrated Praxis: Diverse Healing Traditions etry’s power to assist psyche’s healing by Research and DPP 830, 2 units acknowledging its shadowed contours. Casework This course places the practice of psy- Classic narratives have contemporary Practicum I: Working chotherapy in dialogue with diverse tradi- relevance. Through revealing the move- with Dreams tions of counseling and healing from one ment of soul in its struggles to know itself DPP 780, 2 units or more non-Western cultural settings. and its relation to a larger world order, lit- Throughout time and across cultures, By examining similarities and differences erature holds up a mirror to the personal dreams have opened the door to the with other traditions students can begin and collective psyche. psyche, offering contact with the tran- to appreciate the deep common ground Psyche and the Sacred scendent and nourishment for the soul. that unites all forms of work with the DPP 920, 2 units This class considers Jungian and post- psyche. Students also develop greater The psyche’s capacity and affinity for sa- Jungian approaches to the dream and awareness of culture-specific attitudes cred experience, as expressed in religion, explores their careful integration into about pathology and health that tend to ritual, and encounters with the numino- psychotherapeutic work. The main focus become codified in clinical practice. sum, continually remind us of the impor- of the class is on developing personal Psychotherapy and Culture II: tance of a spiritual consideration in all ability and style in relating to dreams. We Culturally-Based Symptoms psychological work. Jung once said that invite a lived experience of dream con- DPP 831, 2 units all psychological problems are essentially sciousness to be present by sharing our Cultures and communities themselves religious problems. If true, this idea be- own dreams and images throughout the may be symptomatic, and symptoms felt comes especially interesting to practitio- class. at the personal level are often culturally ners of depth psychotherapy in the ways Introduction to Research: based. Alienation, poverty, oppression, it calls for a revision of our notions of self, Overview of Qualitative Methods violence, and trauma sometimes provide suffering, pathology, and of approaches DPP 782, 2 units the context for psychological develop- to treatment. This course explores ways This course provides an in-depth study ment that often become the focus of that a depth psychotherapist might work of major qualitative methodologies, in- treatment as if they were intra-psychic with the religious function of the psyche. cluding their theoretical basis as well as in origin. This course examines the spe- Psychotherapy Informed by the their practical and ethical implications. It cial nature of psychotherapy in the con- Mythic Tradition shows how questions of methodology are text of culturally-based stressors. It may DPP 921, 2 units organically related to the research topic include focus on issues related to work Freud, Jung, and many of their crit- and affect the organization and outcome with patients from diverse backgrounds, ics and followers have consistently and of the work. The emphasis on data gath- problems of language, and the role of the directly recognized the natural connec- ering and data analysis is intended to therapist in cultural criticism and culture tion between mythology and psychology. give students practical hands-on experi- change. Various theorists who describe Mythology is often seen as a kind of psy- ence working with research data. the relationship between culture and chology in its use of images, stories of depth psychology will be discussed. Foundations for Research in struggle and transformation, and in the Depth Psychotherapy I Literary Foundations for Depth way it connects us across boundaries of DPP 784, 2 units Psychotherapy culture, time, and space. Students ex- This course invites students to contem- DPP 835, 2 units amine this historical connection between plate how the fathomless psyche affects When Aristotle wrote of tragedy in his mythology, psychology, and psychothera- the process of research. Taking seriously Poetics in the 5th century BCE, he ob- py as well as the mythic base of psychol- the core philosophical assumption of served that some cathartic or therapeutic ogy and the healing arts. depth psychology, the reality of the un- cleansing occurred by means of poetry. conscious, introduces profound shifts

38 PACIFICA GRADUATE INSTITUTE in one’s ontology, epistemology, and become familiar with the dissertation Psychotherapy; Psychotherapy Informed methodology. In light of this, what can process at Pacifica as described in the by the Humanities and Interdisciplinary researchers claim to know and how do Dissertation Handbook. In addition, stu- Studies; and Integrated Praxis: Research they know it? This course introduces stu- dents begin to explore issues related to and Casework. The course is conducted dents to some of the key ideas that affect forming a Dissertation Committee. Some in a seminar format combining read- research including psyche, archetype, students may use this course to seek ap- ings, lecture, and experiential elements. and image, explains Jung’s technique proval for the Concept Paper, which is Listening and responding to one another of active imagination, and teaches close the first formal step in the dissertation is an important part of the process. Pass/ reading and textual analysis as part of process. No Pass a general introduction to the practice of Dissertation Development II, III, IV Practica II, IV, V, VII, VIII, and hermeneutics. DPP 932 A, B, C, 2/3 unit IX: Face-to-Face Group Case Foundations for Research per quarter Consultation in Depth Psychotherapy II: These classes span the third year of DPP 781, DPP 880, DPP 890, Imaginal Perspectives coursework, slowly and organically guid- DPP 980, DPP 985, and DPP DPP 882, 2 units ing students toward the completion of 990, 2 units each In complex research the wounded re- an approved dissertation concept paper. The practica are conducted in groups of searcher is called into his or her work Over the three quarters, each student seven to ten students and involve case through his or her complexes. In this sets individual learning goals that reflect consultation supervised by faculty. The regard, research is a vocation. A topic their place in the research process. The goals of these courses are to integrate chooses a researcher as much as, and instructor monitors and guides students’ theoretical learning with practical ex- perhaps even more than, he or she progress in meeting those goals so that, perience, and to demonstrate a variety chooses it. The primary task of doing re- by the end of the spring quarter, most or of approaches to practice from a depth search that keeps soul in mind is, there- all students will emerge with an approved perspective. Students present a case fore, to differentiate among the research- concept paper. The course answers any for depth supervision at least once per er’s conscious intentions for the work, his and all questions concerning disserta- quarter in the practica. In addition to or her complex projections onto the work, tion writing at Pacifica, including how to case consultation, each quarterly practi- and the voices of the soul of the work. refine a research question, select and cum announces a particular theme that This work of differentiation takes place at review relevant literature, choose an ap- typically mirrors specific material in other different levels of the transference field propriate research methodology, articu- coursework including topics such as race between the researcher and the work. late a thoughtful approach to research and cultural diversity in the practice of These dialogues are an alchemical, her- ethics, and form a dissertation commit- psychotherapy, depth approaches to meneutic process, and consideration is tee. Prerequisites: DPP 932 A for DPP assessment, and ethical problems in a given to how this variation differs from 932 B and DPP 932 B for DPP 932 C. Depth Psychotherapy Practice. During more traditional conceptions of herme- Pass/No Pass the clinical practica third-year students neutics. It is a process that is applicable present a control paper, examining their Oral Comprehensive clinical work with one client in depth. to all methods. Consideration is also Presentation Pass/No Pass given to how this process shapes psy- DPP 994, 2 units chological writing. A key aspect of the doctoral degree is Practica IIIA and VIA: Processes Dissertation Development I that it moves us from the realm of stu- of Therapy and Supervision DPP 832, 2 units dent into the realm of professor. Whether DPP 783 and DPP 883, In this second year course, students or not we ultimately become teachers, 2 units each These two courses combine lecture and begin to conceive of the dissertation we must still come to see ourselves as small group discussions that focus on by refining some of the ideas or topics professors, giving back to the world a various –processes of depth psychother- of interest into research questions that synthesis of what we have learned. In apy. Topics may include working to build might well become dissertation topics. this course we develop effective teaching therapeutic relationship, resolving trans- In a combination of readings, lectures, and presentation skills. Students present ference issues, and depth approaches to and group discussions, students begin to colleagues and professors addressing both case presentation and supervision. to imagine the shape, focus, and meth- all three of the program’s educational do- Techniques such as dreamwork, active odologies of their dissertations. Students mains—Theory and Traditions of Depth

2013–2014 COURSE CATALOG 39 Course Ph.D. in Depth Psychology Descriptions With Emphasis in psychotherapy

imagination, psychodrama, and uses of clinical experience with patients as the Dissertation Writing other therapies such as body work, and starting point and ground for theoreti- DPP 999, 15 units pharmacological treatments are also cal contributions to scholarship in psy- Under the supervision of a Dissertation topic considerations. The format of these chology. What research questions that Committee, the student submits a pro- courses often includes guest speakers have personal, professional, and cultural posal, conducts original research, writes, and may combine all three years of stu- relevance live in the clinician’s practice and defends the doctoral dissertation. dents for presentations. Pass/No Pass itself? The courses help students develop This course traditionally follows the ideas for short journal articles as well as completion of all other coursework and Practica IIIB: Scholarly Writing successful completion of the compre- and Publication imagine and formulate their dissertation topic. As a result, topics may include a hensive exams. However, students who DPP 785, 2 units These two courses combine lecture and review of research methods and ap- demonstrate readiness may choose to small group discussion to introduce and proaches, essential research skills such apply for this course while enrolled in augment students’ research and writ- as finding and reviewing key literature, regular coursework. This option requires ing skills with the aim of publishing their and a discussion of dissertation writing approval from the Chair of the program. work. The intention is to use the student’s at Pacifica. Additional fees will be assessed for this course. Pass/No Pass

40 PACIFICA GRADUATE INSTITUTE Degree Ph.D. in Depth Psychology Requirements With Emphasis in psychotherapy

Requirements for Graduation Comprehensive examinations 1. Students must complete a total of 83 quarter units to fulfill The comprehensive examination consists of a written portion the degree requirement for graduation. A minimum grade of taken in the spring of second year and an oral portion taken in “C” is required in each completed course. A cumulative grade the summer of third year. The written exam is divided into three point average of 3.0 must be maintained. sections corresponding to the three study tracks of the program: 2. Students must comply with attendance requirements as Theory and Traditions of Depth Psychotherapy; Psychotherapy stated in the Student Handbook. Informed by the Humanities and Interdisciplinary Studies; and 3. Students must successfully pass a comprehensive written Integrated Praxis: Research and Casework. It is designed to examination at the end of the second year of coursework. assess knowledge gained in the first two years of coursework 4. Students must successfully present a Control Paper and serves as a qualifying exam that students must pass in describing their clinical work with one client to two faculty order to continue into the third year of study. The third year oral members during the third year of the clinical practica. examination consists of the student’s formal oral presentation 5. Students must successfully complete a comprehensive oral addressing the ways the three years of study have informed and presentation at the end of the third year of course work. seeded their work. 6. Students must write, submit, and defend an original dissertation accepted by the faculty. Control Paper 7. Students are advised to take part in depth-oriented During the third year clinical practica series, each student presents psychotherapy or analysis while enrolled in this program. a control paper that demonstrates his or her clinical work and the While this is not monitored or required for graduation, it is ability to synthesize a variety of appropriate clinical perspectives strongly recommended. while maintaining his or her own unique style of practice.

Practicum requirements Doctoral Dissertation There is no minimum number of required hours of practice, but The dissertation process involves the completion of all students must be engaged in the practice of psychotherapy while coursework in research methodologies, dissertation development, enrolled in coursework. This assures that all students will be able and dissertation writing. Students must complete Dissertation to participate fully in the sequence of practicum courses. Pacifica Development I and have an approved Concept Paper before does not provide supervision as required for licensure or any other enrolling in Dissertation Writing. The Dissertation Committee is purpose. Students must provide for their own insurance coverage composed of a Chair, a Reader, and an External Reader. Each for professional liability. committee member must possess an earned doctorate based in part on a dissertation unless the Chair of the program waives this Notice regarding internship requirement. and licensure For a full description of all requirements, consult the current edition of the The Depth Psychology with Emphasis in Psychotherapy Program Pacifica Student Handbook. is designed specifically for those who are already licensed or already have sufficient academic and other credentials to pursue licensure at the level in which they intend to practice. The degree program provides in-depth education in the theory and practice of psychotherapy and related research practices. Although some students may wish to pursue licensure after earning the doctorate, this curriculum does not contain any license- specific coursework. Furthermore, although students will engage in some form of psychotherapeutic practice while in this program, Pacifica Graduate Institute does not authorize, monitor, or supervise that practice in this particular program, nor do we arrange or administratively support traineeships, pre- or post- doctoral internships, or other licensing practice requirements.

2013–2014 COURSE CATALOG 41 M.A. in Engaged Humanities With Emphasis and the Creative Life in Depth Psychology

“The creative act is not hanging on, but yielding to a new creative movement.” —Joseph Campbell At Pacifica Graduate Institute, we believe the wisdom traditions of the humanities and depth psychology influence the arts and new media, and this influence and confluence can help inform and enrich the creative life. In keeping with Pacifica’s mission to tend soul in and of the world, this program suggests there is no fundamental difference between art-making and soul-making. We can tend to soul in the world by tending to our creative life in the world.

Susan Rowland, Ph.D. The program invites students in the visual, performing, narrative, Chair, M.A. Program in Engaged studio, and media arts; the creative side of advertising, marketing, and Humanities and the Creative Life with Emphasis in Depth Psychology product development; teachers of art, literature, and the humanities; professionals in creative fields such as architecture, interior design, Before joining Pacifica in 2011, and fashion, and the film, television, and music industries; and any Susan Rowland was Professor of others who want to live and work more creatively, or foster creativity English and Jungian Studies at the in themselves and others. It combines intellectual rigor with creative University of Greenwich, London. Her expression, encouraging dialogue amongst students and faculty in an research and teaching is based on effort to deepen and broaden our individual and collective potential to Jung, literary theory, gender, ecocrit- make our contribution to the humanities. The program culminates in icsm and the arts. Her books include the completion of a substantial creative project or portfolio. Jung as a Writer; C.G. Jung in the Humanities; Jung: A Feminist Revision; Students in the M.A. in Engaged Humanities Program: The Ecocritical Psyche: Literature, • Discover strategies for tapping into the deep well of the collective Complexity Evolution and Jung. She unconscious as a source of creativity teaches courses on Depth Psychology • Study how people working in any creative capacity in any creative and Creativity, Art, Myth, and Nature; medium inspire and influence each other Engaged Shakespeare; Jung in Context; • Increase their generativity and cultivate their aesthetic sensibility Mythopoetic Imagination; and Jung and and sensitivity the Red Book. • Find rich sources of inspiration in the humanities • Collaborate with a diverse community of creative individuals • Complete two substantial creative projects and reflect upon their creative process • Receive a degree which expands their job options or opens up new career tracks

42 PACIFICA GRADUATE INSTITUTE a Hybrid online/low-residency program Curriculum Overview This degree program takes advantage of online distance-learning technology that allows students to work and learn in their home environments. Additionally, once each quarter, students gather on Pacifica’s Ladera Lane Campus for a four- day weekend (Thursday– Sunday) in residence. During these on-campus sessions, students have access to the Institute’s extensive resources and are able to further community involvement and professional collaboration. They join classmates from around the world in forming professional relationships and networks of like-minded individuals. This convenient format brings Pacifica’s graduate degree programs to global citizens and the life-long learners who would otherwise might not be able to fulfill their educational calling

first year Creativity and Aesthetic Sensibility – HMC 100, 3 Units Joseph Campbell and the Mythmaker’s Path – HMC 110, 3 Units The Complex Nature of Inspiration – HMC 120, 3 Units Creative Influence Across the Humanities – HMC 130, 3 Units The Expressive Power of Archetypes – HMC 140, 3 C.G. Jung, Individuation, and the Symbolic Life – HMC 150, 3 Units The Purpose and Power of Image – HMC 160, 3 Units Project Workshop I: Creative Dialogue and Design – HMC 170, 3 Units second year Active Imagination, Dreams, and Psychic Creativity – HMC 200, 3 Units Mythic Narratives: Eternal Sources and Contemporary Inflections – HMC 210, 3 Units Time, Place, Space, and the Ecology of Creative Expression – HMC 220, 3 Units The Healing Power of Creativity – HMC 230, 3 Units The Artist as Activist and Agent of Social Change – HMC 240, 3 Units Technology and the Psyche – HMC 250, 3 Units From Starving Artist to Working Artist: Sustaining the Creative Life – HMC 260, 3 Units Project Workshop II: Creative Expression and Reflection – HMC 270, 3 Units Selected Topics in Engaged Humanities – HMC 280, 3 Units

For U.S. Department of Education/Gainful Employment Information see pacifica.edu/gainful-employment-Humanities.aspx

2013–2014 COURSE CATALOG 43 Course M.A. in Engaged Humanities

Descriptions and the Creative Life With Emphasis in Depth Psychology

Creativity and Aesthetic The Complex Nature Gandhi and Henry David Thoreau; psy- Sensibility of Inspiration choanalyst and dancer Marion Woodman HMC 100, 3 units HMC 120, 3 units is an artist who was influenced by Emily While on the surface, creativity seems a Creative people have all experienced Dickinson, William Shakespeare, and simple phenomenon, it is actually quite those moments when our work seems many other poets. Students will present complex. Though often studied, it is still like it is coming from somewhere their personal case studies of the artists, not completely understood. Nor do we wholly “Other.” Characters become au- pieces of art, art forms, and movements know the source of creativity: is it the tonomous, surprising their writers. The which have most influenced them. right-brain, is it our unconscious psyche, hands chip away at the stone until a The Expressive Power is it the muse, or is it God? In the first figure emerges. The fingers hover over of Archetypes half of the course, students read a wide the keyboard, then move seemingly HMC 140, 3 units variety of interdisciplinary texts on the with their own will. Later, we wonder to Archetypes can be defined as universal nature of creativity, ranging from science ourselves, “Who created that?” What is patterns which reside in the collective to psychology to spirituality to philosophy, it that inspires, even possesses the cre- psyche. We all know the characters when identifying some of the key debates in ative artist? Do we draw from mythology we see them: the Lover, the Innocent, the the field. In the second half of the course, and consider it the arrival of a Muse? Do Sage, the Villain, etc. We all recognize the students will read about aesthetics and we envision it as our daimon, an ancient themes when we see them: the Fall from ponder questions such as is the sense idea revived by James Hillman? Or dare Innocence, the Battle Between Good and of beauty in our biology, or is it socially we wonder whether it is the presence Evil, the Hero’s Journey, etc. These ar- constructed? Throughout the course, of a psychological complex, which Jung chetypes are found in classic pieces of students critically reflect upon their own called the via regia, or royal road, to the art as well as the artifacts of pop culture; beliefs about creativity and the cultivation personal and collective unconscious. This the stronger the archetypal presence, the of aesthetic sensibility. course explores multiple theories of the more powerful, evocative, and resonant source of inspiration. Students will read Joseph Campbell and the product is likely to be. This course case studies of well-known creatives, the Mythmaker’s Path begins with an overview of archetypal their sources of inspiration and the HMC 110, 3 units theory, and then turns toward an exami- complexes which are reflected in their Joseph Campbell understood mythol- nation of art and cultural artifacts which work, and consider their own personal ogy to be humankind’s most creative express archetypal themes. Particular complexes and their connection to their act. Throughout his career Campbell emphasis is placed on the archetypes creative life. focused on the creative mythopoetic act of the Artist and the Creator as they are as manifested in the art and literature of Creative Influence Across manifested in film, literature, and other the world’s culture in order to explore the Humanities mediums. Throughout the course, stu- mythology itself. Through an exploration HMC 130, 3 units dents will become more aware of the of Campbell’s work, students will learn This course explores the rich terrain of archetypes which manifest in their cre- the methods of comparative mythology creative influence by examining several ative projects, and discuss ways to am- which give them eyes to see the universal notable case studies of artists who have plify their presence and make them more themes of humanity expressed through influenced one another, other forms of emotionally satisfying to the audience. image and story. The story of Campbell art, and history and culture at large. We shows how he saw the mythmaker’s path define “artist” broadly as anyone work- C. G. Jung, Individuation, as extending into the present moment— ing creatively in their fields; in this sense, and the Symbolic Life the mythmakers of the ancient times environmentalist John Muir was an art- HMC 150, 3 units become the modern day teachers, writ- ist who was influenced by poets such as Classical Jungian concepts such as ego, ers, painters, and poets, and it is through William Wordsworth, John Milton, and Self, persona, shadow, anima/animus, their works that the cosmos continues to Ralph Waldo Emerson; civil rights activist collective unconscious, transcendent come forth. and preacher Martin Luther King, Jr. was function, and individuation are studied an artist who was influenced by Mahatma in light of the creative process. Jung’s

44 PACIFICA GRADUATE INSTITUTE own relationship with his creativity will be psyche, often by working with an image several original myths with both historical explored, especially his struggle between or by dialoging with an inner figure; The and contemporary retellings of them, and what he called Personality Number One Red Book contains 16 years of Jung’s will produce their own creative retellings and Personality Number Two, between active imagination within its covers. of a myth. the Scientist and the Artist within. This Students will study The Red Book in ad- Time, Place, Space, and the course also takes a tour through some dition to Katherine Sanford’s The Serpent Ecology of Creative Expression of Jung’s seminal essays in Volume 18 of and the Cross: Healing the Split through HMC 220, 3 units the Collected Works, The Symbolic Life, Active Imagination which contains 62 Artists and creators have long been in- including the title essay which states archetypal paintings along with dreams fluenced and inspired by place. Ansel that people “are far more civilized and and active imaginations representing 30 Adams had Yosemite; Woody Allen had creative on account of the symbolic life.” years of Sanford’s personal inner jour- Manhattan; and Georgia O’Keefe had the Jung’s example and theoretical works ney. In addition to active imagination, the American Southwest. The Lost Generation provide a process whereby students role of dreams in the creative life will be had Paris in the 20’s; while in America can utilize creativity in the individuation explored. Across the humanities, people at that time, what was known then as process, including finding their voice, fol- have received inspiration and guidance the New Negro Movement had Harlem, lowing their calling, and discovering the from their dreams while asleep, their bringing about the Harlem Renaissance. myth they are living in order to create a visions while awake, and from the ritu- In fact, it is difficult to imagine what these more authentic life. als they have undertaken to explore the artists or groups of artists would have creative unconscious. As one of the final The Purpose And Power of Image been without being in that place during products in this course, students will cre- HMC 160, 3 units that time in their lives, so intricately is the Depth psychology has always maintained ate and share an artistic product inspired sense of time and place woven into the a close relationship with Image—the lit- by one of their own dreams or active fabric of their creative being. Would any- eral images which visit in our sleep, the imaginations. one know the name “Julia Child” had she fantasy images we flirt with while awake, Mythic Narratives: Eternal not found herself with time on her hands the autonomous images that appear Sources and Contemporary in post-war France? Could reggae have “out of nowhere,” the metaphorical im- Inflections emerged anywhere else but Jamaica in ages we have of ourselves and others. HMC 210, 3 units the late 60’s? Students will explore the The psyche is always creating images. In the book series The Myths, contempo- importance of time and place to the cre- In turn, those images give shape to our rary world renowned authors retell an- ative artist, including the literal space in psyches, an idea which archetypal psy- cient myths, writing them in their unique which one creates, and consider ways to chologist James Hillman explored in styles with their own particular spins. enhance their own creative ecologies. his work. Hillman proposed that “at the Though a relatively new series, there is soul’s core we are images,” and that life nothing new about the concept: artists The Healing Power Of Creativity can be defined as “the actualization over across mediums have always drawn on HMC 230, 3 units Sand-tray therapy, dance therapy, psy- time” of the images in our hearts and myths for inspiration and source materi- chotherapy, art therapy, music therapy, souls. Hillman went even further by sug- al. Sometimes, they recreate them using and narrative therapy are recently estab- gesting that our unique images are the modern technology, such as the animat- lished therapeutic modalities in psychol- essence of our life, and “calls [us] to a ed version of Hercules, or the 3-D version ogy today. An Internet search adds other destiny.” Students will study the writings of Clash of the Titans. Other times, they therapeutic forms such as bibliotherapy, of James Hillman and others on the pur- borrow ancient mythic themes to create landscape therapy, film therapy, horticul- pose and power of Image in psychologi- an entirely new story; for example, C. S. tural therapy, and architectural therapy, cal and creative life, and meditate upon Lewis’ novel Till We Have Faces retells to name a few. Though these forms of the core images meaningful to their lives the Cupid and Psyche myth; the South therapy are relatively new to Western and work. African novel Cry the Beloved Country psychology, they have ancient roots by Alan Paton retells the myth of the Active Imagination, Dreams, and cross-cultural shoots. This course prodigal son. In truth, the most impactful and Psychic Creativity will study those roots and shoots, along films, novels, plays, and other artistic ex- HMC 200, 3 units with their contemporary manifestations. pressions not only reflect eternal mythic Active imagination is the name given to It will discuss the ethical implications of narratives, but do so in a way that feels the technique C. G. Jung pioneered for working with the creative psyches of oth- fresh and timely. Students will compare accessing unconscious material in the ers with the intent to heal or transform,

2013–2014 COURSE CATALOG 45 Course M.A. in Engaged Humanities

Descriptions and the Creative Life With Emphasis in Depth Psychology

meditating on relationship of the artist the human experience. The interchange and more, focusing on the specific career and therapist. Throughout the course, between technology and the psyche goals of the students in the class. students will reflect upon the pieces of stimulates the flow of creative thinking, Project Workshop I: Creative art, art forms, and creative practices that influences our dreams, and is the gift Dialogue and Design have been a source of personal healing from the gods that fires human enter- HMC 170, 3 units and transformation. prise. This gift brings with it light (literally, This course asks students to work to- as in the case of Edison’s invention of the The Artist As Activist and gether in dyads or small groups to envi- Agent of Social Change light bulb) and shadow (literally, as in the sion, design, and then create a shared ar- case of the atomic bombs which covered HMC 240, 3 units tistic product that arises from a creative, Artistic expression has always had the Hiroshima and Nagasaki in a shroud of collaborative dialogue between them. For power to raise consciousness and con- darkness). Students will consider how example, an animator may pair with a tribute to social change such as, the technology affects not only the way we dancer, a chef may pair with a painter, photographs of Dorothea Lange which live, but more specifically, the ways we a poet may pair with a photographer, a chronicled the tragic poverty of the Great create and what we create, and what’s writer may pair with a filmmaker and a Depression, Upton Sinclair’s novel The more, the ways we share what we create. musician, etc. Students share their pro- Jungle which highlighted the corruption A particular focus will be placed on the cess through online journals, and share of the meatpacking industry at the turn Internet and digital technologies as a de- their final outcomes during the residen- of the 20th century, the documentary mocratizing force in human expression. tial session. Readings for the course films of Michael Moore. In fact, art and From Starving Artist to Working focus on the collaborative process and artists have played a powerful role in Artist: Sustaining the Creative Life on examples of artists who have worked many revolutionary movements: for ex- HMC 260, 3 units together. Pass/No Pass ample, Mexican muralism which arose in We’re all familiar with the reality of the Project Workshop II: Creative the 1930’s in post-revolutionary Mexico, starving artist, and we are equally famil- Expression and Reflection and the Black Arts Movement in the iar with the reality of star artists, those HMC 270, 3 units United States during the 1960’s. Great who make millions for their art and are This course takes place at the end of the works of art often open up taboo con- bloated with fame and fortune. In con- second year. Students will reflect upon versations: one recalls movies like Guess trast, most of us just hope to be some- what they have learned in the program, Who’s Coming to Dinner which used hu- where in between, the working artist. and will create a project or portfolio that mor to explore interracial relationships, The first half of this course examines expresses and reflects their learning. and Brokeback Mountain which used through literature and film the psycho- This may take the form of a performance tragedy to challenge heteronormality. logical effects of being on either end of piece, a series of photographs, a collec- Through examples like these and more, the spectrum, either a starving artist or tion of essays or poetry, a digital media this course explores the artist as activist a star artist. In the second half, students expression, collage work, sculpture, a and agent of social change. Working in will explore together strategies for being film, etc. Students will share their work groups, students will select a social issue a working artist, including applying for at the final residential session, and will of importance to them, and use various grants or fellowships, writing query let- submit to their instructor a written es- forms of creative expression to raise criti- ters and book proposals, getting an agent say which summarizes their learning cal consciousness. or representative, finding performance and growth while in the program. Pass/ venues or galleries likely to be interest- Technology and the Psyche No Pass ed in one’s work, creating a portfolio of HMC 250, 3 units From the alphabet to motion capture, sample works, writing an artist’s state- Selected Topics in Engaged technologies have been integral to hu- ment, networking at events, using new Humanities HMC 280, 3 units man expression. Technologies shape the media for self-promotion, developing a Course content may vary. May be repeat- landscape of the physical worlds we in- freelance business, marketing oneself ed for credit. habit as well as the stories and images of and/or selling one’s work on the Internet,

46 PACIFICA GRADUATE INSTITUTE Degree M.A. in Engaged Humanities

Requirements and the Creative Life With Emphasis in Depth Psychology

Requirements for Graduation 3. Students must attend at least two-thirds of each course. 1. Students must complete a total of 48 units to fulfill the unit For a full description of all requirements, consult the current edition of the requirement for graduation. Pacifica Student Handbook. 2. A minimum grade of “C” is required in each completed course. A cumulative grade point average of 3.0 must be maintained.

2013–2014 COURSE CATALOG 47 M.A. in Counseling Psychology With Emphasis in Depth Psychology

The M.A. Counseling Psychology Program with Emphasis in Depth Psychology offers students unique and comprehensive education and training in the art, science, and practice of professional clinical counseling and marriage, family, couples, and individual psychotherapy. Depth Psychology invites a curiosity about the psyche and encourages respect for the diversity of life and human experience. Interdisciplinary courses in literature, mythology, religion, and culture deepen students’ ability to link archetypal themes to sociopolitical and personal issues in the lives of individuals, families, and communities. Willow Young, M.A., L.M. F. T. As preparation for licensure in both Marriage and Family Therapy Chair, M.A. Program in Counseling and Professional Clinical Counseling, this rigorous academic program Psychology emphasizes both theoretical understanding and experiential training in Willow Young joined Pacifica’s faculty clinical skills. Research studies prepare students to explore and con- in 2000, became core faculty in tribute to the continuing development of scholarship within the depth 2005, and has served as director psychological tradition. of clinical training before becoming Students in the M.A. Counseling Psychology Program are required to chair of the Counseling Psychology pursue two and a half years of coursework in the following areas: Program. She is a practicing psy- chotherapist in private practice, an Professional Clinical Counseling

IAAP Certified Jungian Analyst, and Marriage and Family therapy Training Analyst. She has super- Theory and Praxis vised trainees and interns at various counseling centers and served as a Humanities and Depth Traditions mental health consultant to families of migrant farm workers. Willow is “The dynamism and joy of this program has always been most vividly experienced for me through our offerings of enriched passionate about the emergence coursework, opportunities for collaborative and experiential of the archetypes of the collective learning, and an absolutely unique course of study that inte- unconscious as they are expressed in grates professional counseling and marriage and family therapy world cultures, and the inner resil- with depth psychology. At the same time that the program pre- ience in response to suffering that pares students for a meaningful professional career, it also serves characterizes those who engage in for many as a formal step towards the fulfillment of a life-long depth psychotherapy. vocation engaged in learning and relationship with the mystery of the depths.” —willow young, program chair

48 PACIFICA GRADUATE INSTITUTE Curriculum Overview Counseling Psychology classes take place in three-day sessions approximately once each month during fall, winter, and spring. There is also a seven-day summer session each year.

first year spring Clinical Practice III – CP 612, 3 Units fall Counseling & Psychotherapeutic Theories & Techniques – Counseling in Alcohol and Substance Use, & CP 501, 2.5 Units Abuse II – CP 660B, 1.5 Units Introduction to the Theories of the Depth Tradition – Marriage, Family, & Relationship Counseling II – CP 534, 2 Units CP 602, 3 Units Counseling Skills: Process of Psychotherapy – Community Mental Health Counseling II – CP 515, 3 Units CP 607B, 1.5 Units Professional Skills Development I.A. – CP 565, .25 Unit Seminar in Directed Research I.C. – CP 650C, .3 Unit

winter Human Growth and Development – CP 520, 2 Units Professional Skills Development II.C. – Geropsychology & Long Term Care – CP 526, 1 Unit CP 667, .25 Unit Ethics and the Law: Child Abuse Assessment & Treatment – summer Seminar in Directed Research II.A. – CP 525, 1 Unit CP 651A, .75 Unit Depth Psychology Theory & Practice I: Analytical Psychology – Child Psychotherapy – CP 532, 1.5 Units CP 541, 2 Units Depth Psychology Theory & Practice IV: Counseling Skills: Process of Psychotherapy II – Dreamwork in Clinical Practice – CP 544, 1 Unit CP 516, 3 Units Group Counseling Theories and Techniques II – Professional Skills Development I.B. – CP 566, .25 Unit CP 528, 2 Units

spring Psychopathology – CP 502, 4.5 Units Clinical Practice IV – CP 613, 1 Unit Family Systems & Domestic Violence – CP 605, 1.5 Units Professional Skills Development II.D. – Depth Psychology Theory & Practice II: Imaginal and CP 668, .25 Unit Archetypal Psychology – CP 542, 1.5 Units third year Counseling Skills: Process of Psychotherapy III: Imaginal fall Cultural Psychology – CP 511, 2 Units Psychology – CP 517, 3 Units Career Development – CP 608, 4.5 Units Professional Skills Development I.C. – CP 567, .25 Unit Seminar in Directed Research II.B. – summer Multicultural Counseling Theories & Techniques – CP 651B, 1 Unit CP 530, 2.5 Units Depth Psychology Theory & Practice V: Archetypal Professional Orientation: Ethics & the Law – Symbols and Dynamics in Psychotherapy B – CP 523, 3.5 Units CP 545, 1 Unit Research in Psychology – CP 620, .75 Unit Clinical Practice V – CP 614, 1 Unit Group Counseling Theories & Techniques I – winter Psychopharmacology – CP 670, 4.5 Units CP 527, 1.5 Units Depth Psychology Theory and Practice VI: Professional Skills Development I.D. – CP 568, .25 Unit Somatic Psychotherapy – CP 546, 1 Unit second year Seminar in Directed Research II.C. – CP 651C, 1 Unit fall Clinical Practice I – CP 610, 3 Units Group Counseling Theories and Techniques III – Counseling in Alcohol, Substance Use, & Abuse – CP 529, 1 Unit CP 660A, 3 Units Clinical Practice VI – CP 615, 1 Unit Advanced Theories and Techniques: Human Sexuality – CP 522, 1 Unit Selected courses are conducted online or have online components. This Community Mental Health Counseling – CP 607A, 3 Units curriculum may vary depending on academic needs. Seminar in Directed Research I.A. – CP 650A, .3 Unit Professional Skills Development II.A. – CP 665, .25 Unit For U.S. Department of Education/Gainful Employment Information see pacifica.edu/FA-Counseling-GE.aspx winter Clinical Practice II – CP 611, 3 Units Marriage, Family, and Relationship Counseling I – CP 601, 3 Units Depth Psychology Theory and Practice III: Archetypal Symbols & Dynamics in Psychotherapy A. – CP 543, 1 Unit Psychological Assessment – CP 630, 4.5 Units Seminar in Directed Research I.B. – CP 650B, .4 Unit Professional Skills Development II.B. – CP 666, .25 Unit

2013–2014 COURSE CATALOG 49 Course M.A. in Counseling Psychology Descriptions With Emphasis in Depth psychology

Humanities and Depth Psychology Theory approaches, techniques of association, Depth Traditions and Practice II: Imaginal and amplification, creative expression, and Courses Archetypal Psychology the role of dreams in the individuation CP 542, 1.5 units process are explored. Introduction to the Theories of Imaginal and archetypal psychology are the Depth Tradition Depth Psychology Theory and examined for the ways in which they re- CP 534, 2 units Practice V: Archetypal Symbols vision depth psychological approaches The field of depth psychology is based on and Dynamics in Psychotherapy B to therapy and culture. Consideration is multiple historical, cultural, and theoreti- CP 545, 1 unit given to the development of a poetic/ cal perspectives. This course examines Building on Depth Psychology Theory metaphorical sensibility in confronting these perspectives and formulates an and Practice III, we continue to develop the complexity of psychological life. introductory understanding of the theo- a depth psychological application of the Emphasis is placed on moving from the- ries of depth psychology. Topics include humanities to the archetypal dimen- ory to practice specifically regarding the the multidisciplinary role of myth and sions of psychotherapy, including thera- use of images to deepen clinical work. metaphor, the nature of the unconscious, peutic relationships, psychopathology, multicultural approaches to wellness and Depth Psychology Theory and therapeutic interventions, and healing. prevention, contemporary theory and Practice III: Archetypal Symbols An interdisciplinary approach to specific technique, and empirical evidence for the and Dynamics in Psychotherapy A treatment issues such as depression, efficacy of depth psychotherapy. CP 543, 1 unit psychosis, narcissism, anxiety and oth- To be fully present to the polyphonic ers, as well as specific populations is Depth Psychology Theory nature of experience and imagination, explored. and Practice I: Analytical psychology must pay close attention to Psychology Depth Psychology Theory the perennial issues that guide the un- CP 541, 2 units and Practice VI: Somatic derstanding of being human. This course This course introduces the foundational Psychotherapy develops knowledge of the archetypal di- concepts and theories of analytical CP 546, 1 unit mensions of psychotherapeutic practice psychology including the ego, persona, Neuroscience has demonstrated the through interdisciplinary studies in the shadow, anima and animus, typology functional unity between mind and body. humanities. From the depth psycho- complexes, transference, and counter- Students will be introduced in this course logical perspective, the course explores transference. The personal and arche- to theories and therapeutic modalities ways in which mythology and literature typal dimensions of the unconscious, that emphasize awareness of sensory, reveal the complex metaphoric and sym- the individuation process, the nature affective, cognitive, and imaginal im- bolic nature of the human psyche and its and function of psychopathology, and pressions as manifestations of psyche search for meaning within the context of the role of dreams and active imagina- in the sensed-felt-known field of the psychologically challenging experiences. tion are explored. The emphasis is on body. These impressions and images are the application of these concepts to Depth Psychology Theory and manifestations of the prima materia and psychotherapeutic practice. Populations Practice IV: Dreamwork in ground somatic psychotherapeutic in and specific treatment issues amenable Clinical Practice depth psychology. to analytic approaches are examined. CP 544, 1 unit The contributions of C.G. Jung, as well Dreams have been foundational to mod- as post-Jungian theorists, to the field of ern depth psychotherapy since Sigmund Theory and Praxis analytical psychology are appraised. Freud’s publication in 1900 of The Courses Interpretation of Dreams. This course Counseling Skills: Process of provides students with knowledge of Psychotherapy I, II, III how, when, and with which populations CP 515, CP 516, CP 517, to work clinically with dreams. Personal 3 units each and archetypal dimensions of dream The Counseling Skills courses occur in imagery, reductive and prospective sequence and are designed to assist

50 PACIFICA GRADUATE INSTITUTE students in developing the personal and attunements, active listening skills, and Seminar in Directed Research I.B professional qualities and skills that are reflection. Coursework helps students CP 650B, .4 unit related to becoming effective mental develop skills to successfully complete Students enroll in this course in the win- health practitioners. Each course also intake assessments, and frame theory- ter quarter of the second year and par- introduces students to theoretical con- based case formulation and treatment ticipate in a small group seminar with an cepts, including those from the depth planning. Students are taught note- instructor. This course continues working tradition, and clinical application related taking procedures, case reporting, case with hermeneutic and heuristic method- to special treatment issues and popula- management, crisis intervention, and ologies to hone the research question tions. Each course builds upon the pre- strategies for working with, and advo- and develop understanding of the use of vious one with successful completion of cating for, diverse populations in com- research to inform evidence-based prac- the earlier courses required for entrance munity health settings. Principles of the tice with a depth perspective. This course into the subsequent courses. Students diagnostic process, including differential culminates in the submission of an ethics must pass an assessment of clinical diagnosis, the use of the Diagnostic and application, statements of the research readiness at the end of the final course in Statistical Manual, the Psychodynamic problem and research question, a state- this sequence in order to progress to the Diagnostic Manual, and Family Systems ment regarding the proposed research’s clinical practicum. diagnostic procedures are covered clinical applicability, and a second draft through case discussion and case pre- of the thesis outline. Pass/No Pass Research in Psychology sentation. Students learn to integrate the CP 620, .75 unit Clinical Practice III art of depth psychotherapy by maintain- This course introduces students to the CP 612, 3 units distinctive theory and practice of re- ing an awareness of the unconscious Students are expected to present case search in counseling psychology includ- and its continuous healing and disruptive material from their respective traineeship ing designing and conducting qualitative presence. sites to small groups where they will re- research, quantitative research designs, Seminar in Directed Research I.A ceive specific feedback to improve their and mixed methods at both the con- CP 650A, .33 UNIT skills in assessments and multiaxial diag- ceptual and applied levels. The organic Students enroll in this course in the fall noses, clinical interventions, and tracking relationship between methodological ap- quarter of the second year and partici- progress of treatment. Issues of law and proach, research problems, and research pate in a small group seminar with an in- ethics, interfacing with other healthcare findings will be studied. An emphasis structor. Students are introduced to her- disciplines, diversity, crises manage- will be placed on the identification of meneutic and heuristic methodologies ment, suicidality, family violence, trauma research problems related to personal that involve library literacy and an imagi- and recovery, vicarious traumatization, healing, collective healing, and human native approach to a research problem. depression, anxiety, and schizophrenia services with a depth psychological per- Students research recovery models and will be examined from multi-theoretical spective. During this course students incorporate a depth perspective in the perspectives. Clinical Practice III contin- begin to organize their research for the integration of the material. The course ues the sequential focus on the practice Master’s Thesis. This course culminates culminates in the submission of a first of psychotherapy emphasizing the practi- in the submission of draft statements of a draft of the thesis outline. Pass/No Pass cal integration of depth psychology with research problem and research question the recovery model and other evidence- Clinical Practice II and submission of a thesis proposal. based treatment models that are utilized CP 611, 3 units in community mental health settings. Clinical Practice I Clinical Practice II continues the se- Particular attention is given to assisting CP 610, 3 units quence of courses supporting students’ students to refine their diagnostic and The course material and discussion in clinical training. During this course stu- assessment skills, as well as support- Clinical Practice I introduces and elabo- dents will receive focused instruction on ing students to master the elements rates the therapeutic work of Licensed developing theory-based case formula- that go into building treatment plans and Professional Clinical Counselors, tion, the identification of treatment goals intervention strategies that are commen- Marriage and Family Therapists, and and interventions, as well as learning surate with the practice of professional depth-oriented counselors. Focus is to select appropriate clinical strategies psychology standards. Ethical and legal placed on the temenos of the therapeu- and methods for evaluating treatment matters, therapeutic efficacy, termina- tic container, and the development of a progress. tion, and the vocational pursuit of the therapeutic alliance through the utiliza- depth psychological tradition are care- tion of specific techniques that include fully examined in this course. genuineness, positive regard, empathic

2013–2014 COURSE CATALOG 51 Course M.A. in Counseling Psychology Descriptions With Emphasis in Depth psychology

Seminar in Directed Research I.C documentation is emphasized, as well as instructor who gives feedback on the fi- CP 650C, .33 unit mastering a working knowledge of law, nal draft of the thesis. Successful com- Students enroll in this course in the ethics, and HIPPA that regulates client pletion of the course requires completion spring quarter of the second year and confidentiality and privilege. Students and submission of the thesis approved by participate in a small group seminar will also learn self-care practices for the Research Coordinator. with an instructor. Students will identify therapists. Clinical Practice VI designs used in published research, and Seminar in Directed Research II.B CP 615, 1 unit hone critical thinking skills in depth psy- CP 651B, 1 unit Students learn to measure and track chological research and methodology. In small group seminars, students deep- what is important in a successful private This course focuses on the vocational en their understanding of the vocational practice. The ethical standards and liabil- aspects of depth psychological research and transformational aspects of depth ity of private practice will be presented and its impact on clinical practice. The psychological research as a container for in manageable components and students course culminates in the submission of soul work and to foster individual, com- will learn how to start and run an office. a reflective paper summarizing students’ munity, and cultural well-being. Methods Students will learn to respond to man- process of understanding research as a of analyses are reviewed according to the aged care, minimize risk, set fees, gener- path to personal healing and progress methodological approach of the student’s ate referrals, and advertise their practice. regarding the review of the literature and thesis as well as those needed for for- Additional vocational opportunities such their thesis outline. Pass/No Pass mative and summative program evalua- as marketing practices through clinical Seminar in Directed Research II.A. tion. Research and writing of the thesis presentations, workshops, print, web, CP 651A, .75 unit is supervised by an instructor who pro- and organizational resources will also be Students enroll in this course when they vides feedback on the first draft of the reviewed. Pass/No Pass are ready to begin writing the thesis. literature review and the first draft of the Methodology required by depth psycho- research findings. logical research is reviewed according PROFESSIONAL Clinical Practice V to the design or approach to be used CLINICAL, COUNSELING CP 614, 1 unit in the student’s thesis. The transferen- AND MARRIAGE, In this online course, students con- tial aspects of depth psychological re- FAMILY THERAPY tinue their professional development in search and the importance of research COURSES the vocations of Licensed Professional in advancing the profession of depth and Counseling & Psychotherapeutic Clinical Counselor, Marriage and Family counseling psychology are presented Theories and Techniques Therapist, and community mental health in a small group seminar. The research CP 501, 2.5 units service delivery systems. Students will and writing of the thesis is supervised This course introduces students to the develop a working knowledge of com- by an instructor who guides the students theory and practice of psychotherapy, munity mental health, client advocacy, in their critiques of the reflective paper marriage and family therapy, and profes- and diverse populations. To assist the assigned in the previous quarter and the sional clinical counseling and how they student in career preparation for com- methods section of the thesis assigned can be utilized in order to intervene ther- munity mental health work, and/ or the this quarter. Pass/No Pass apeutically with couples, families, adults, management of professional practice, children, and groups. To provide a thor- Clinical Practice IV the distinction and understanding be- ough cultural and historical perspective, CP 613, 1 unit tween clinical supervision and clinical this course includes counseling process In this online course, students continue consultation will be further refined. in a multicultural society, an orientation to refine assessment, diagnostic, and Seminar in Directed Research II.C. to wellness and prevention, counseling treatment skills. The importance of ad- CP 651C, 1 unit theories to assist in selection of appro- ministrative and clinical management In small group seminars, research and priate counseling interventions, models of client files, case notes, and other writing of the thesis is supervised by an of counseling consistent with current

52 PACIFICA GRADUATE INSTITUTE professional research and practice, as development will be emphasized, as well Systemic dysfunction in marriages, well as training in multidisciplinary re- as the impact of socioeconomic status couples, and families are evaluated to sponses to crises, emergencies, and and other contextual issues affecting so- develop awareness of psychopathology disasters. The course traces the develop- cial position. Biological, social, cognitive, in a relational context. In the spirit of ment of psychotherapy from precursors and psychological aspects of aging and Freud’s drives and conflicts, and Jung’s in ancient and indigenous culture to the development will be addressed within the “the gods are in the diseases,” suffering contemporary Western world. Both the context of depth psychotherapy. and the soul are explored in the tradition profession and vocation of being a psy- of depth psychology. Geropsychology & Long Term Care chotherapist are considered, as well as CP 526, 1 unit Family Systems & Domestic some of the fundamental assumptions This online course examines psycho- Violence of the main theories that define con- logical, social, biological, and cognitive CP 605, 1.5 units temporary psychotherapy. This course is aspects of the aging process including This course introduces family systems comparative; including Person-Centered theories of aging, developmental tasks of and psychodynamic concepts and theo- therapy, Gestalt, Cognitive Behavior, older life, normative changes in memory ries, with an emphasis on spousal or Feminist, Post-Modern and Depth versus disease processes, ageism, sexu- partner abuse assessment, detection, Psychological approaches. ality and intimacy in later life, life review, prevention, and intervention strategies. Professional Skills Development end of life and grief, diversity in aging, Coursework includes development of I.A., I.B., I.C., I.D. and myths and misconceptions about the safety plans, identification of community CP 565, CP 566, CP 567, CP 568, elderly. Assessment, diagnostic formula- resources, awareness of cultural fac- .25 unit each tion, and treatment planning guidelines tors, and same gender abuse dynamics. Courses CP 565, CP 566, CP 567 and are explored in working with the elderly Ethical considerations are explored and CP 568 are designed to assist students and their significant others regarding the activation of community and familial in developing knowledge of their state housing, health care options, long term support are considered as they impact educational and licensure requirements care needs, and end of life issues. effective prevention and treatment. for applicant eligibility as a Licensed Ethics and the Law: Child Abuse Multicultural Counseling Professional Clinical Counselor and/or Assessment and Treatment Theories and Techniques Licensed Marriage and Family Therapist. CP 525, 1 unit CP 530, 2.5 units Each course builds upon the previous This course provides a comprehensive This course is designed to expand and one, and must be taken in sequential or- overview of the ethics and laws regard- deepen an awareness of intercultural der as prerequisites to enter Professional ing child abuse assessment, reporting, competency and sensitivity. Intercultural Skills Development II. A, B, C, and CP 610. and intervention pertaining to clinical development and interaction includes ex- Throughout the series of Professional practice. The course integrates an un- periences of race, ethnicity, class, spiri- Skills Development courses students will derstanding of various cultures and the tuality, sexual orientation, gender and learn to recognize the value of continuing social and psychological implications of disability and their incorporation into the education in advanced clinical training, socioeconomic status as well as the prin- psychotherapeutic process. Emphasis while developing knowledge that will as- ciples of mental health recovery oriented is placed on integrating an understand- sist them to professionally prepare and care and methods of service delivery in ing of various cultural values and the manage their trainee experience in a field recovery oriented practice environments. psychological orientations of various study/traineeship practicum. cultural groups as well as an awareness Psychopathology Human Growth & Development of social and psychological implications CP 502, 4.5 units CP 520, 2 units The history and varieties of psychopa- of socioeconomic and other contextual Human growth and development are ad- thology in the Diagnostic and Statistical issues affecting social position. The stu- dressed in order to understand diverse Manual of Mental Disorders are studied dent will also gain an understanding of approaches to developmental stages and in this course. Mental illness, severe multicultural counseling theories and issues across the lifespan, with particular mental disorders, and co-occurring techniques, including the counselor’s emphasis paid to developmental crises, disorders, are examined with an under- ethical responsibility in developing cul- psychopathology and the situational and standing of the social and psychological tural self-awareness, identity develop- environmental factors that affect both implications of socioeconomics, age, ment, and the promotion of cultural normal and abnormal behavior and de- gender, and other cultural matters that social justice, as well as individual and velopment. The socio-cultural context affect social position and social stress. community strategies for working with of development and of theories about diverse populations. A special emphasis

2013–2014 COURSE CATALOG 53 Course M.A. in Counseling Psychology Descriptions With Emphasis in Depth psychology

will be placed on developing a greater of self and human values, functions, and Community Mental Health personal awareness of the rich healing relationships with other human service Counseling I & II traditions of various cultures through the providers, strategies for collaboration, CP 607A, 3 Units & lens of Depth Psychology. The student and advocacy processes needed to ad- CP 607B, 1.5 units will be able to identify cultural meta- dress institutional and social barriers that These courses will explore how the phors, symbols, and archetypes that may impede access, equity, and success for depth psychological traditions enhance be outside the parameters of Western clients. Case vignettes expand students’ community mental health service de- counseling and psychotherapy. Students conceptualization of the ethical and legal livery. They address the theories and will also have the opportunity to examine concerns in a variety of potential situa- skills required in contemporary com- the counselor’s responsibility to uncover tions, including but not limited to man- munity mental Health settings, including and address biases, assumptions, and dated reporting laws and professional recovery oriented treatment for people stereotypes. Students will gain an under- standards of conduct. with severe mental illness, disaster and standing of the processes of intentional trauma response, services for survivors Group Counseling Theories and of abuse, case management, client ad- and unintentional oppression, prejudice, Techniques I discrimination, and the role of privilege. vocacy and empowerment, home-based CP 527, 1.5 units and school-based services, bilingual cli- Students will be encouraged to explore This course focuses on theories, princi- ent services, a collaborative approach to and challenge their own experiences and ples, and methods of a variety of psycho- treatment, and knowledge of commu- responses in regard to diversity. therapeutic orientations related to group nity resources. These courses provide a counseling. This includes principles of Professional Orientation: Ethics practical overview of public and private group dynamics, group process compo- and the Law systems of care as well as opportunities CP 523, 3.5 units nents, and therapeutic factors of group to meet with people with severe mental This course provides an in-depth con- work. Special emphasis will be placed illness and their families. sideration of legal and ethical issues on individual and interpersonal dynam- related to the development of an ethi- ics of therapy groups fostering resilience Professional Skills Development cal conscience in order to recognize, and the improvement, restoration, and II.A., II.B., II.C., II.D. examine, respond, and apply ethical maintenance of healthy relationships. In CP 665, CP 666, CP 667, CP considerations to professional practice. class participation in an extensive group 668 .25 unit each The course includes contemporary pro- experience is designed to further the The online Professional Skills fessional ethics and statutory, regulatory, understanding of group interaction and Development II., A, B, C, and D courses and decisional laws that delineate the strengthen facilitator skills. are designed to complement the Clinical scope of practice of professional clini- Practice I, II, and III course lectures, ex- Advanced Theories and periential exercises, and assignments in cal counseling and marriage and family Techniques: Human Sexuality therapy. Professional behavior and eth- which students continue to refine and CP 522, 1 unit apply the course curriculum and their ics are applied to the differences in legal This course focuses on the development assessment, diagnostic, and treatment and ethical standards for different types of a therapeutic approach that recogniz- skills to the Field Study/Traineeship of work settings. The course focuses on es the diversity of human sexual expres- experience within their community. the current legal patterns and trends in sion, the assessment and treatment of The supervised practicum integrates a the mental health professions, including psychosexual dysfunction with emphasis multi-theoretical approach to psycho- psychotherapist-patient privilege, con- on resiliency and recovery-oriented care, therapy through clinical application and fidentiality, patients dangerous to self and the study of physiological, psycho- provides students with an introduction or others, and the treatment of minors logical, and socio-cultural variables as- to the scope and practice of Licensed with and without parental consent. This sociated with sexual behavior and gen- Professional Clinical Counseling and course concentrates attention on the der identity. recognition and exploration of the rela- Licensed Marriage and Family Therapy. tionship between a practitioner’s sense

54 PACIFICA GRADUATE INSTITUTE Marriage, Family & Relationship analysis and mythic inquiry are explored Group Counseling Theories and Counseling I, II within a depth psychological perspective. Techniques II CP 601, CP 602, 3 units each CP 528, 2 units Counseling in Alcohol and Students complete coursework in theo- This course focuses on theories, princi- Substance Use and Abuse ries, principles, and methods of assess- ples, and methods of psychotherapeutic CP 660A, 3 units & ment, diagnosis, and treatment of mar- modalities related to group counseling. CP 660B, 1.5 units riage, domestic partnership, and family Theories, skills, and techniques of bio- Special emphasis will be placed on theo- while developing a working knowledge psycho-social therapy for substance ries of developmental stages related to of systems theory. This course examines abuse are studied in these courses. group work, group leadership styles and how these theories and principles can Students learn models for assessment, approaches, pertinent research and liter- be applied therapeutically with individu- diagnosis, and treatment of drug and al- ature, and evaluation of effectiveness. In als, couples, same sex couples, fami- cohol abuse, addiction, and co-occurring class participation in an extensive group lies, children, adolescents, and groups disorders. Coursework includes the study experience is designed to further the to improve, restore, or maintain healthy of at-risk populations, community re- understanding of group interaction and relationships. Course content includes sources, the role of support persons and strengthen facilitator skills. life span issues, genealogy, ethnicity, support systems, follow-up programs for Cultural Psychology and cultural factors that affect individu- the affected person and family, methods CP 511, 2 units als, couples, and families. The psycho- for prevention and relapse prevention, Psychological experience, development, logical, psychotherapeutic, and health and the legal and medical issues related and pathology occur in a cultural context. implications that arise within couples, to substance abuse. Students learn how This class examines cultural phenom- families, adolescence, adulthood, mar- to work with both sides of the therapeutic ena such as race, gender, age, sexual riage, divorce, blended families, intercul- relationship and through motivational in- orientation, group affiliation, environ- tural families, and step parenting are also terviewing techniques to increase condi- ment, socioeconomics, politics, violence, investigated. Students learn to integrate tions which support change in substance media, and education to illuminate how depth psychology as it applies to profes- abusers. The relation of alcohol to spirits they affect the individual and the com- sional clinical counseling and marriage and the drug experience, articulated in munity. The intermingling of cultural and and family therapy. Prerequisites: CP symbols and mythological motifs, allows depth psychologies brings culture into 515, 516, 517, 523 for the study of substance use and abuse the consulting room of counseling psy- Psychological Assessment in psychological depth. chology and psyche to the world whereby CP 630, 4.5 units Child Psychotherapy individual souls are found to be interre- This course covers psychological assess- lated and interdependent. Special em- CP 532, 1.5 units ment, appraisal, and testing of children, This course covers the history and treat- phasis is given to liberation psychology adults, couples, and families, including ment of childhood disorders including and strategies for recovery from depen- basic concepts of standardized and non- learning, behavioral, and emotional prob- dence, building individual and community standardized tests, norm-referenced and lems. Emphasis is placed on imaginative resilience to crisis, multidisciplinary ap- criterion referenced assessment, statisti- processes and expressive techniques proaches to research and intervention cal concepts, test theory and construc- useful in psychotherapy with children, that limit social barriers to mental health tion, and the appropriate and ethical use such as drawings, sand tray, board services and other resources, advocacy of assessment for those from diverse games, puppets, and clay as well as for diverse populations, fostering social backgrounds and within diverse set- analytical and phenomenological evalua- justice, and develop greater awareness tings including community mental health. tions of the expressed content. Affective of mental health consequences which Coursework includes how to select, ad- neuroscience with its recent attention to result from bias and oppression. minister, score, and interpret tests, in- emotion, attachment, and child develop- Career Development struments, and other tools designed to ment, along with traditional play therapy CP 608, 4.5 units measure attributes, abilities, aptitude, and gestalt approaches to working with This course examines career develop- achievement, interests, personal char- children, are integrated throughout the ment theories and techniques, such as acteristics, disabilities, and mental, emo- course. Students continue to increase career development decision making tional functioning and behavior. Students their understanding of contextual issues models and interrelationships among, are familiarized with neuro-psychological such as the impact of culture, socioeco- and between, work, family, and other life tests, intelligence and personality tests, nomics, and family systems in the treat- roles, including the role of multicultural and psychological reports. Qualitative ment of children. issues. Students evaluate assessment

2013–2014 COURSE CATALOG 55 Course M.A. in Counseling Psychology Descriptions With Emphasis in Depth psychology

tools for determining skills, values, in- and side effects are studied. Students Group Counseling Theories and terests, personality traits, psychologi- learn models for collaborative treatment, Techniques III cal types, and archetypal categories. methods and clinical considerations for CP 529, 1 unit Emphasis is given to the importance of making referrals for medication evalu- This course focuses on theories, princi- the relationship between work and voca- ations, and procedures for continued ples, and methods of psychotherapeutic tion through the study of the organiza- client assessment of medicinal impact. modalities related to group counseling. tional psyche and individual calling, des- The historical, philosophical, ethical, Special emphasis will be placed on de- tiny, and self-understanding. socio-cultural, political, and psychologi- veloping effective group leadership styles cal issues, well represented in the Greek and approaches, and evaluation of ef- Psychopharmacology pharmakon with its play of oppositions fectiveness. In class participation in an CP 670, 4.5 units extensive group experience is designed The basic principles of psychopharma- and contaminations: remedy-poison, to further the student’s understanding of cology are presented including the biol- good-bad, and positive-negative, are ex- group interaction and strengthen facilita- ogy, and neurochemistry, of behavior. The plored from depth psychology’s alchemy tor skills. use of common psychoactive medica- as a precursor to chemistry and a focus tions, their drug classification, benefits, on mythological, spiritual, and psycho- logical matters.

Degree M.A. in Counseling Psychology Requirements With Emphasis in Depth psychology

Requirements for Graduation provides guidelines and consultation for students as they select 1. Each student must complete a total of 93 quarter units in traineeship sites in their home settings. The choice of a culturally order to fulfill the unit requirement for graduation. diverse site is encouraged. 2. A minimum grade of “C” is required in each completed course. A cumulative grade point average of 3.0 must be maintained. First Year Assessment During the spring quarter of a student’s first year, the faculty will 3. Students must attend at least two-thirds of each course. assess each student’s progress in process skills and readiness 4. Students must complete a Master’s Thesis accepted by the to begin a clinical practicum. The result of this assessment may faculty. include: 5. Students must complete a 300-hour traineeship, including a 1. Endorsement of the student’s progress as satisfactory. minimum of 225 direct service hours. 2. Endorsement with reservations and recommendations. 6. Students must participate in 50 hours of personal 3. Recommendation that the student discontinues the program. psychotherapy. A minimum of 15 hours must be completed during the first year. The Comprehensive Examination 7. Students must pass the Comprehensive Examination and the and Master’s Thesis Written Clinical Vignette Examination A comprehensive examinations and a master’s thesis are to be completed in partial fulfillment of degree requirements. Students Traineeship Requirement work closely with the instructors of Clinical Practice and Directed During the second year of study, students are required to Research courses during the second year of the program in be actively engaged in a supervised traineeship experience, preparation for the Comprehensive Examinations and master’s approved by the administration, in order to be eligible to sit for thesis processes. Pacifica’s Comprehensive Examinations. Students may complete the traineeships as a trainee at a charitable social service agency, For a full description of all requirements, consult the current edition of the hospital, or other approved facility. The Institute’s clinical staff Pacifica Student Handbook.

56 PACIFICA GRADUATE INSTITUTE Degree M.A. in Counseling Psychology Requirements With Emphasis in Depth psychology

The curriculum content areas required by the Board of Behavioral Sciences in the State of California are covered by the following Counseling Psychology Program courses. Each student is responsible for determining and remaining informed of licensure requirements in his or her own state.

Preparation for California Marriage and Family Therapy Licensure The Counseling Psychology Program meets the requirements of Psychopathology – CP 502 Psychopathology the California Board of Behavioral Sciences, Senate Bill 33, Section Research Methodology – CP 620 Research in Psychology; CP 650 A, 4980.36 of the Business and Professional Code. B, C, Seminar in Directed Research I, A, B, C; CP 651 A,B, C, Seminar in Applied Psychotherapeutic Techniques of Marriage, Family and Directed Research II, A, B, C Child Counseling – CP 609, 610, 611, 612, 613, 614, 615, Clinical Theories of Marriage, Family & Child Counseling – CP 601, 602 Practice I, II, III, IV, V, VI Marriage, Family, & Relationship Counseling I, II; CP 527, 528, 529 Group Cross Cultural Mores & Values – CP 530 Multicultural Counseling Counseling Theories and Techniques I, II, III; CP 501 Counseling and Theories and Techniques; CP 511 Cultural Psychology Psychotherapeutic Theories and Techniques; CP 532 Child Psychotherapy Human Communication – CP 515, 516, 517 Counseling Skills: Process Alcohol and Drug Abuse – CP 660 Counseling in Alcohol and of Psychotherapy I, II, III Substance Use and Abuse Human Growth and Development – CP 520 Human Growth and Psychopharmacology – CP 670 Psychopharmacology Development Professional Ethics & Law – CP 523 Professional Orientation: Ethics Human Sexuality – CP 522 Advanced Theories and Techniques: Human and the Law in Counseling Sexuality Child Abuse Assessment and Reporting – CP 525 Ethics and the Aging and Long Term Care – CP 526 Geropsychology & Long Term Care Law: Child Abuse Assessment and Treatment Family Violence – CP 605, Family Systems and Domestic Violence Community Mental Health – CP 607 Community Mental Health Counseling I; CP 607B Community Mental Health Counseling II Psychological Testing – CP 630 Psychological Assessment

Preparation for California Professional Clinical Counselor Licensure The Counseling Psychology Program meets CP 651 C Seminar in Directed Research II.C CP 602 Marriage, Family, and Relationship the requirements of the California Board of CP 523 Professional Orientation, Ethics, and Law Counseling II Behavioral Sciences, Senate Bill 788, Section in Counseling Depth Psychology Theory And Practice 4999.33 of the Business and Professional Code. CP 525 Ethics and the Law: Child Abuse, CP 541 Depth Psychology Theory and Practice Assessment, and Reporting I: Analytical Psychology Core Courses CP 670 Psychopharmacology CP 542 Depth Psychology Theory and Practice CP 501 Counseling and Psychotherapeutic CP 660 Counseling in Alcohol and Substance II: Imaginal Psychology Theories and Techniques Use and Abuse CP 543 Depth Psychology Theory and Practice CP 534 Introduction to the Theories of the Depth CP 607A Community Mental Health Counseling I III: Archetypal Symbols and Dynamics in Tradition CP 607B Community Mental Health Counseling II Psychotherapy A CP 520 Human Growth and Development CP 522 Advanced Theories and Techniques: CP 544 Depth Psychology Theory and Practice CP 532 Child Psychotherapy Human Sexuality IV: Dreamwork in Clinical Practice CP 526 Geropsychology and Long Term Care CP 605 Family Systems and Domestic Violence CP 545 Depth Psychology Theory and Practice CP 608 Career Development CP 565 Professional Skills Development I. A V: Archetypal Symbols and Dynamics in CP 527 Group Counseling Theories and CP 566 Professional Skills Development I. B Psychotherapy B Techniques I CP 567 Professional Skills Development I. C CP 546 Depth Psychology Theory and Practice CP 528 Group Counseling Theories and CP 568 Professional Skills Development I. D VI: Somatic Psychotherapy Techniques II CP 665 Professional Skills Development II A CP 529 Group Counseling Theories and CP 666 Professional Skills Development II B Supervised Practicum Techniques III CP 667 Professional Skills Development II C CP 609 Clinical Practice a CP 630 Psychological Assessment CP 668 Professional Skills Development II D CP 610 Clinical Practice I CP 530 Multicultural Counseling Theories and CP 611Clinical Practice II Techniques Advanced Coursework CP 612 Clinical Practice III CP 511 Cultural Psychology CP 515 Counseling Skills: Process of CP 613 Clinical Practice IV CP 502 Psychopathology Psychotherapy I CP 614 Clinical Practice V CP 620 Research in Psychology CP 516 Counseling Skills: Process of CP 615 Clinical Practice VI CP 650 A Seminar in Directed Research I A Psychotherapy II CP 650 B Seminar in Directed Research I. B CP 517 Counseling Skills: Process of CP 650 C Seminar in Directed Research I. C Psychotherapy III CP 651 A Seminar in Directed Research II.A CP 601 Marriage, Family, and Relationship CP 651 B Seminar in Directed Research II.B Counseling I 2013–2014 COURSE CATALOG 57 Doctoral Programs in Clinical Psychology With Emphasis in Depth Psychology

Pacifica has offered a Ph.D. program in clinical psychology since 1987. In addition, it also offers a Psy.D program. The mission and curriculum of the Clinical Psychology programs are to educate the mind, heart, and soul in ways that liberate a high level of intellectual and creative response which is capable of interacting with the needs of a fast-paced, ever-changing world. The Clinical Psychology programs teach students to master the natural and human science traditions within a broad and general curriculum. In order to prepare students to be successful in the world of clini- cal psychology, the programs provide strong foundational courses in clinical psychology both in content and sequence. The curriculum offers current developments in clinical psychology in quantitative and Oksana Yakushko, Ph.D. qualitative research methods, the biological and social foundations of Chair, Doctoral Programs in Clinical human behavior, professional ethics and standards, psychological test- Psychology ing and assessment, cultural competency and individual differences, Oksana Yakushko joined Pacifica’s and evidence-based psychotherapeutic interventions. Clinical Psychology program in 2009. Pacifica’s clinical curriculum enriches the foundational courses with She discovered depth psychology while courses in depth psychology. Depth psychology is found in multiple growing up in the Soviet Union and cultural contexts and perspectives, including the systematic explo- reading censored books by Freud and rations of Freud, Jung, and their followers. This depth emphasis Jung. After immigrating to the U.S., she also includes the study of recent scholars of archetypal psychology studied medieval history and psychology. (Hillman) and theorists and practitioners of Interpersonal (Sullivan), Object-Relations (Klein/Winnicott), and Self (Kohut) psychologies. The Her graduate training included foci on depth psychology specialty provides coursework in current clinical and psychodynamic psychotherapy, psycho- research developments in psychoanalytic and Jungian practices. analysis, feminism, and multiculturalism. In addition to these interests, she began to explore the work of Jung and the Jungians through her interest in women’s “When I was a student and later a tenure-track faculty at a large state university, I thought that my inner life and my profes- spirituality. Dr. Yakushko has published sional life had to be divided. When I found Pacifica and our over 35 peer-reviewed scholarly articles program, I was delighted to work in a place where we can openly and 10 book chapters. integrate depth psychological principles in all aspects of our lives and work. It is this integration that I believe inspires us to be a community of students, faculty, and staff that share a commit- ment to tending the Soul in and of the World.” —oksana yakushko, program chair

58 PACIFICA GRADUATE INSTITUTE Psy.D. in clinical psychology with Doctoral Programs in Clinical Psychology emphasis in Depth Psychology With Emphasis in Depth Psychology The Psy.D. program represents Pacifica’s commitment to grounding the principles of depth psychology in clinical practice. It is designed to produce exquisitely trained clinical psychologists who are skilled in a broad range of clinical work, including psychotherapy, assessment, su- pervision, and consultation, informed and enriched by psychodynamic perspectives. Pacifica trains students to achieve the powerful combina- tion which results from combining core clinical skill sets and knowledge with primary, personal experience of the unconscious factors which motivate behavior. The Psy.D. program includes four years of coursework designed to teach increasingly complex, sequential, competency based and integra- tive content which makes up the building blocks of professional com- petence in clinical psychology. The first two years include emphasis on knowledge and practice skills in such core topics as psychopathology, diagnosis, psychological testing and assessment, ethics, and research, including depth psychology approaches in all these areas. The third and fourth years include increasing focus on advanced psychotherapy skills, with particular focus on Jungian, archetypal, psychoanalytic, and other psychodynamic perspectives. Pacifica’s Psy.D. program offers a uniquely integrative and depthful education which carefully preserves the importance of the role of unconscious life in clinical practice, while ensuring a solid education in the universally recognized attitudes, competencies, skill sets, and knowledge bases critical to a successful career as a clinical psychologist.

PH.D. in Clinical psychology with emphasis in depth psychology The Ph.D. program includes three years of coursework in foundational clinical psychology with an emphasis in Jungian and psychoanalytic psychology. After completion of the three year academic program stu- dents complete a dissertation in the fourth and fifth years and a 1,500 hour clinical internship. In the current national clinical psychology environment, the Ph.D. has become the degree of choice for students interested in clinical research, teaching, and other academic pursuits. Over the past five years, faculty from the Clinical Psychology Program have exhibited significant scholarship by the completion of over 350 research articles, 13 books and have presented over 250 professional papers at conferences; students have written and/or presented over 75 professional papers. The Clinical Psychology Program is committed to the expansion of depth-oriented research to improve clinical outcomes.

2013–2014 COURSE CATALOG 59 Psy.D. in Clinical Psychology With Emphasis in Depth Psychology

Pacifica Graduate Institute’s first year

Psy.D. Program in Clinical PRACTICUM Professional Development Seminar I, II, III – SEMINARS Psychology includes four years of CL 755, CL 756, CL 757, 1 Unit each coursework designed to teach increasingly CLINICAL PRACTICE Cognitive and Intellectual Assessment – CY 930, 3 Units COURSES Objective Personality Assessment – CY 931, 3 Units complex, sequential, competency based Advanced Psychopathology I – CP 730, 2 Units and integrative content which makes up the Legal, Ethical, & Professional Practice – CP 832, 2 Units building blocks of professional competence History and Systems of Psychology – CP 700, 2 Units in clinical psychology. Depth Psychology Intro to Depth Psychology and the Human Science courses Traditions – CY 819, 2 Units The first two years include emphasis on Cultural Foundations of Depth Psychology I – CL 723, 1 Unit knowledge and practice skills in such core research and Statistics and Quantitative Research Designs topics as psychopathology, diagnosis, psy- scholarly Inquiry and Methods I – CY 950, 3 Units chological testing and assessment, ethics, Statistics and Quantitative Research Designs and Methods II – CY 951, 3 Units and research, including depth psychology Theories of Psychometric Measurement – CY 933, 3 Units approaches in all these areas. The third and Annual First Year Annual Assessment and Diagnostic Practicum fourth years include increasing focus on ad- assessment Readiness Module – CL 758, zero Units vanced psychotherapy skills, with particular focus on Jungian, archetypal, psychoanalytic, second year and other psychodynamic perspectives. PRACTICUM Diagnostic Practicum Seminar I, II, III – CL 759, CL 760, SEMINARS CL 761, 1 Unit each Clinical Psychology Psy.D. courses draw from CLINICAL PRACTICE Projective Personality Assessment – CL 938, 2 Units these four areas of study: COURSES Clinical Interviewing – CY 940, 1 Unit Practicum seminars Biological Foundations of Human Behavior – CY 735, 3 Units Cognitive-Affective Foundations of Human Behavior – Clinical practice courses CL 836, 3 Units Social Foundations of Human Behavior I – CY 800, 3 Units Depth psychology and the Developmental Psychology I: Childhood through humanities courses Adolescence – CY 830, 2 Units

Research and scholarly Depth Psychology Jungian-Based Psychotherapy I – CP 810, 2 Units inquiry courses and humanities Depth Psychology and Contemporary Culture I – courses CL 920, 1 Unit Psychoanalytic Psychotherapy I – CP 711, 2 Units

research and Qualitative Research Designs and Methods – scholarly Inquiry CY 952, 2 Units courses Clinical Research Project Development – CY 955, 2 Units Advanced Qualitative Research: Depth Psychological Research – CY 953, 3 Units

Annual Second Year Annual Assessment and Psychotherapy assessment Practicum Readiness Module – CL 762, zero Units

60 PACIFICA GRADUATE INSTITUTE Curriculum Overview Clinical Psychology Psy.D. classes take place in four-day sessions (Thursday evening through Sunday afternoon) once each month during fall, winter, and spring. Between learning sessions, study and instruction continues through individual mentorship from faculty, online learning, and cohort support.

third year

PRACTICUM Psychotherapy Practicum Seminar I, II, III – CL 763, CL 764, CL 765, 1 Unit each SEMINARS

Clinical practice Cognitive-Behavioral Psychology – CL 835, 2 Units courses Advanced Psychopathology II – CP 731, 2 Units Principles of Psychopharmacology – CP 873, 2 Units Comparative Approaches to Psychotherapy – CP 770, 2 Units Cognitive Behavioral Psychotherapy – CY 912, 2 Units Depth Psychology Jungian-Based Psychotherapy II – CP 811, 2 Units and humanities Psychotherapy with Diverse Populations – CP 845, 2 Units COURSES Psychoanalytic Psychotherapy II – CP 712, 2 Units

research and Advanced Research Methods in Clinical Psychology I – CY 956, 2 Units scholarly Inquiry Advanced Research Methods in Clinical Psychology II – CY 957, 2 Units courses Clinical Research Project Completion I – CY 958, 3 Units

Annual Third Year Annual Assessment and Internship Readiness Module – CL 766, zero Units assessment Comprehensive Exam – CP 989, zero Units fourth year

Clinical practice Developmental Psychology II: Adulthood through Old Age – CY 801, 2 Units courses Alcohol, Chemical Dependency and Addictive Behaviors – CL 900, 2 Units Social Foundations of Human Behavior II – CY 802, 2 Units Principles of Clinical Supervision and Consultation – CL 752, 2 Units Depth Psychology Depth Psychology and Contemporary Culture II – CY 921, 2 Units and humanities Archetypal Psychology: Theory and Practice – CP 840, 2 Units COURSES Cultural Foundations of Depth Psychology II – CL 724, 2 Units Post-Jungian Psychotherapy: Theory and Practice – CP 745, 2 Units Psychoanalytic Psychotherapy III – CY 715, 2 Units Psychoanalytic Psychotherapy IV – CY 716, 2 Units Imaginal Psychotherapy – CP 814, 2 Units

research and Clinical Research Project Completion II – CY 959, 3 Units scholarly Inquiry courses

oral defense Faculty Approval of Clinical Research Project fifth year

Internship Completion of 1,500 hours of a Pre-Doctoral Internship in Clinical Psychology– CY 980, 3 units & CY 980A zero Units

Selected courses may have online components. This curriculum is not intended to meet all the requirements of each State for licensure in clinical psychology. This curriculum may vary depending upon changing academic needs.

For U.S. Department of Education/ Gainful Employment Information see pacifica.edu/gainful-employment-Clinical.aspx

2013–2014 COURSE CATALOG 61 Course Psy.D. in Clinical Psychology Descriptions With Emphasis in Depth psychology

Practicum Seminars Professional Development practicum setting during the second year The Practicum Seminars prepare stu- Seminar I and beyond. The seminar includes topics dents for applied clinical work in pract- CL 755, 1 unit related to the public mental health sys- icum and internship sites. Practicum In this initial seminar of the first-year tem, levels and systems of care, ethical Seminars offer students a forum to series, students are asked to develop and legal issues, career planning and the integrate academic coursework with educational and career goals and strat- importance of self-care. the clinical experiences from their egies to become licensed as a clinical psychologist. Students begin the process practicum sites. Practicum Seminars First Year Annual also serve as a place for students to of developing a professional identity as a clinical psychologist, the needed inter- Assessment and be mentored into the profession by the Diagnostic Clinical Psychology Faculty. Seminars personal and emotional capacities vital are typically limited to six to eight stu- to the discipline and the importance of Annual Assessment: First Year dents. Through this intimate seminar organizational knowledge about mental Annual Assessment for Program setting students are exposed to the health systems. Topics covered in this Advancement clinical diversity of the faculty in order seminar include an overview of Pacifica’s CL 758, zero units Each student will have a face-to-face eval- to develop a strong professional iden- clinical training program, the develop- uation by the Clinical Psychology Faculty tity as a clinical psychologist with a ment of a professional identity as a clini- to assess academic, clinical, and research depth specialty. cal psychologist and the career path to licensure. progress in order to advance to the sec- During the first year Practicum Seminars ond year of the clinical program and to a focus on professional development in Professional Development Diagnostic Practicum. Pass/No Pass preparation for a diagnostic practicum. Seminar II During the first year students begin the CL 756, 1 unit Diagnostic Practicum Seminar I process of developing an identity as a Students will continue the process of CL 759, 1 unit professional psychologist with a depth developing a professional identity as a This seminar is designed to assist stu- psychology specialty. The second year clinical psychologist, the needed inter- dents in the integration of diagnostic as- focus is on diagnostics and prepara- personal and emotional capacities vital sessment issues at their practicum site tion for psychotherapeutic practicum. to the discipline and the importance of with academic coursework. Topics for Second year seminars are designed to organizational knowledge about mental discussion include clinical and diagnos- offer students a forum by which to in- health systems and requirements for tic interviewing, risk assessment, and tegrate diagnostic experiences of their licensure. Topics include basic psycho- culturally appropriate psychological test practicum sites with their academic therapeutic processes and interview selection. Prerequisite: CL 758 coursework. The third year focus is skills, including cross-cultural competen- Diagnostic Practicum Seminar II cies. This seminar provides a practicum on the practice of psychotherapy, par- CL 760, 1 unit ticularly from a depth psychological application workshop in order for stu- This seminar continues the ongoing inte- perspective. Third year seminars are dents to be successful in the practicum gration of diagnostic assessment issues designed to offer students a forum by application process. at practicum sites with academic course- which to integrate psychotherapeutic Professional Development work. This seminar covers the mental experiences of practicum sites with Seminar III status exam, motivational interviewing, academic coursework. CL 757, 1 unit stages of change models, and ASAM cri- The final seminar of the first-year teria for assessment of substance abuse. Practicum Seminar series continues Prerequisite: CL 758 the introduction to the profession of clinical psychology. The seminar finalizes preparation for applied clinical work in a

62 PACIFICA GRADUATE INSTITUTE Diagnostic Practicum Seminar III Psychotherapy Practicum trends in clinical psychology as a scien- CL 761, 1 unit Seminar III tific discipline and profession. This seminar completes the second-year CL 765, 1 unit Theories of Psychometric diagnostic practicum sequence. It offers This seminar is the final seminar in the Measurement students a forum to further integrate di- psychotherapy sequence. This seminar CY 933, 3 units provides students a forum to continue agnostic issues at their practicum site The course covers classical and current the integration of their psychotherapeutic with academic coursework. This seminar psychometric theory and procedures experiences at their practicum site with covers diagnostics with personality dis- involved in constructing and evaluating academic coursework. Topics include orders, psychological report writing and measurement instruments in clinical active listening, appropriate use of psy- integrative assessment. Prerequisite: CL psychology including the key concepts chodynamic interpretations, importance 758 of scale development. Cronbach’s al- of personal and professional boundar- Second Year Annual pha, exploratory and confirmatory factor ies in psychotherapy and issues related Assessment for Program analysis, types of reliability and validity, to the development of a private practice. Advancement multi-trait and multi-method validation, Prerequisite: CL 762 CL 762, zero units item response theory, psychometric scal- Each student will have a face-to-face Third Year Annual Assessment ing and structural equation modeling are evaluation by the Clinical Psychology for Program Advancement examined. Faculty to assess academic, clinical, and CL 766, zero units Cognitive and Intellectual research progress in order to advance to Each student will have a face-to-face Assessment the third year of the clinical program and evaluation by the Clinical Psychology CY 930, 3 units to a Psychotherapy Practicum. Pass/No Faculty to assess academic, clinical, The psychological assessment course Pass and research progress in order to as- series begins with the study of psycho- sure readiness for predoctoral internship. Psychotherapy Practicum metric theory including test construc- Pass/No Pass Seminar I tion, standardization, validity, reliability, CL 763, 1 unit and the appropriate and ethical use of This seminar offers students a forum to CLINICAL PRACTICE assessment for individuals from diverse integrate psychotherapeutic experiences COURSES backgrounds. The administration, scor- of their practicum site with academic The Clinical Practice courses provide a ing, and interpretation of the Wechsler coursework. This seminar includes top- broad foundation for the development intelligence scales, Wechsler Memory ics of empathy and attunement to af- of a generalist practitioner in clinical Scales-IV, and Bender Visual Motor fect, Jung’s transcendent function, psychology with diverse training in Gestalt Test are highlighted with special managing boundaries in psychotherapy multiple psychotherapeutic orienta- emphasis on integrating the results with and evidence-based best practices. tions, assessment, consulting, and clinical judgment, effective report writing, Prerequisite: CL 762 evidence-based best practices. evidence-based treatment planning, and Psychotherapy Practicum communication of assessment results. History and Systems of Seminar II The course will focus on foundational Psychology CL 764, 1 unit psychometric theory in the context of CP 700, 2 units This seminar offers students a forum emphasizing practical, evidence-based Students analyze the scientific evolution to integrate the psychotherapeutic ex- best practices in cognitive assessment. of psychological systems from antiquity periences of their practicum site with to the present era. The course examines academic coursework. Scheduled top- the historic development of the schools ics include Imaginal techniques in of psychoanalysis, behaviorism, gestalt, therapy, therapeutic use of dreams, the humanistic, and postmodern psychology. therapeutic frame, transference/counter- There is an evaluation of the systems transference, and continued discussion developed throughout history to treat of appropriate therapeutic boundaries. mental illness. The course also examines Prerequisite: CL 762 the history of the American Psychological Association in the context of current

2013–2014 COURSE CATALOG 63 Course Psy.D. in Clinical Psychology Descriptions With Emphasis in Depth psychology

Objective Personality Clinical Interviewing malpractice, and legal responsibilities. Assessment CY 940 1 unit This course meets the criteria set forth CY 931, 3 units Students learn the essential skill sets by the California Board of Psychology for The course focuses on foundational involved in biospsychosocial assess- training in Legal, Ethical, and Professional psychometric theory in the context of ment and related clinical interviewing. Practice required for California licensure. emphasizing practical, evidence-based The course focuses on how to conduct Advanced Psychopathology I best practices in personality assessment a clinical interview as part of an initial CP 730, 2 units Students learn the principles of personal- assessment. The course also examines In the context of the historical and cross- ity assessment and become familiar with, the ethical dilemmas, interdisciplinary cultural perspectives of psychopathology, and learn how to administer, score, and conflicts, human diversity and system of students focus on the diagnosis, etiology, interpret the MMPI-2, MCMI-III, CPI, PAI, care issues that surface during the clini- treatment, and prognosis of disturbed MBTI, and BDI-II. Students are provided cal interview. Students practice their in- behavior. The multi-axial system of the with an overview of neuropsychological terviewing skills through mock case pre- Diagnostic and Statistical Manual of assessment including interviewing, fa- sentations, role play, vignettes, and other Mental Disorders is the central organiz- miliarity with common tests, and strate- forms of case applications. ing structure of the course. Emphasis is gies of interpreting and integrating neu- Comparative Approaches to on major Axis I disorders. ropsychological assessment data. There Psychotherapy is a focus on integrating results into user- Advanced Psychopathology II CP 770, 2 units CP 731, 2 units friendly, case-focused, problem- oriented This course provides a theoretical and This course continues the examina- reports for clinical, vocational, medical, applied introduction to current ap- tion of major syndromes included in and forensic settings. Prerequisite: CP proaches in psychotherapeutic treat- the Diagnostic and Statistical Manual of 930 ment. Students examine the therapeutic Mental Disorders with an emphasis on applications and the theoretical tenets of Projective Personality Axis II disorders and the multiaxial diag- the schools of psychoanalysis, Jungian Assessment nostic system. The course also examines CL 938, 2 units analysis, cognitive-behavioral, person- other psychopathology classification This course focuses on psychometric centered, humanistic existential, and systems, the role of biology, society and theory, controversies, and practical ap- postmodern psychology. Students de- culture in the understanding of psycho- plications of performance-based per- velop the ability to compare, contrast and pathology. Prerequisite: CP 730. sonality instruments (projectives) with integrate psychotherapeutic approaches an emphasis on the Rorschach. Course in the context of clinical research, and Biological Foundations of includes examination of the Thematic evidence-based best practices. Human Behavior Apperception Test, Sentence Completion CY 735, 3 units Legal, Ethical, and Professional Test and projective drawings. Information Students examine the theoretical con- Practice derived from performance-based person- cepts and constructs that explain the CP 832, 2 units phylogenic origins underlying human ex- ality assessment will be used to develop The ethical and legal considerations in- perience, behavior, and the processes of clear, user-friendly, case-focused reports volved in the practice of clinical and sci- change. This course reviews anatomical that describe the psychological context of entific psychology are examined with an and neurological functioning, examining the client as well as answer the referral emphasis on the American Psychological the importance on behavior of micro- question. There is an emphasis on us- Association’s ethical guidelines. The biological systems (neuron, synapse, ing assessment results to enhance the course features discussion of key issues neurotransmitter systems) and macro- therapeutic process utilizing evidence- involved in academic work, research and level biological systems (central and based best practices. Prerequisites: CP professional practice with an emphasis autonomic nervous systems). Current 930, CP 931 on the development of ethical and pro- trends in psychological research re- fessional judgment. Topics include fo- garding the neurobiological foundation rensic psychology, cultural competence,

64 PACIFICA GRADUATE INSTITUTE of consciousness, dreaming, sensory- cognitive neuroscience are addressed. Social Foundations of Human motor systems, cognitions, motivation, Advanced topics of consciousness and Behavior I memory, mindfulness, and attention will intuition are explored. The role of evi- CY 800, 3 units be evaluated. The sense of a biological dence-based, cognitive-behavioral inter- This course studies current advance- self in relation to attachment, trauma, ventions are examined within the con- ments in social psychology and provides empathy, neuroplasticity, and the expres- ceptual framework of integrative models an overview of the three main areas of sion of archetypes throughout the life of cognitive-behavioral psychology. social psychological thought which in- cycle will be examined. clude social thinking, social influence, Cognitive Affective Foundations and social relations. Social thinking area Principles of of Human Behavior includes discussion of self, beliefs, judg- Psychopharmacology CL 836, 3 units ments, and attitudes. The study of social CP 873, 2 units This course examines the interdepen- influence includes the impact of culture, This course examines the principles of dence of cognition and emotion in psy- conformity, persuasion, and group be- psychopharmacology as well as an over- chological experience and behavior. havior on social functioning. Social rela- view of pertinent neurochemistry. The Discussion of this relationship includes tions area examines social relationships indications and side effects of common the interactive influence of perception, and how they are influenced by preju- psychoactive medications are evaluated. attention, learning, memory, contextual dice, aggression, attraction, and helping. The impact of medications on the psy- appraisals and biases, emotional regu- This course emphasizes social thinking chotherapeutic process and the impor- lation, creative thinking, conscious and and social relationships as well as cur- tance of a coordinated treatment plan unconscious processing and problem rent social psychological research find- with the prescribing psychiatrist are ex- solving. Related topics include sensation, ings and the role of depth psychology in amined. Prerequisite: CP 735 perception, memory, cognition, emotion, each of these areas. motivation, and psychophysiological pro- Alcohol, Chemical Dependency, and Addictive Behaviors cesses. The neurobiological, biological Social Foundations of Human and social bases of emotion, its cognitive CL 900, 2 units Behavior II This course examines the theoretical correlates, and the impact of emotional CY 802, 2 units This course continues the examination of foundation for the treatment of addic- states on behavior are examined. social psychology with an emphasis on tive behaviors. The focus of the course Cognitive Behavioral social influence which includes the prin- includes the current theories related to Psychotherapy ciples and theory of group formation and etiology, physiological and medical as- CY 912, 2 units development, impact of culture on group pects, dual-diagnosis, cultural and ethnic This course examines Cognitive behavior, conformity, and persuasion. considerations, iatrogenic dependency, Behavioral Psychotherapy as an ex- The course also examines current re- current evidence-based treatment ap- ample of clinical treatments that are search in group dynamics, interpersonal proaches, family issues, prevention and supported by scientific study and data. behavior, intimacy, leadership, and help- education, and ethical and legal issues. Contemporary theory, research and ing. Discussion also includes relevance The course meets the criteria of the practice in state of the art applications of social psychological research to clini- California Board of Psychology for train- of evidence-based cognitive behavioral cal practice and depth psychology. ing in Alcoholism/Chemical Dependency practices are evaluated, compared and Detection and Treatment required for contrasted. The optimal cognitive-be- Psychotherapy with Diverse California licensure. havioral interventions, or combination Populations of psychotherapeutic interventions, for CP 845, 2 units Cognitive-Behavioral The knowledge, skills, and attitudes Psychology the major mental disorders are exam- ined. The latest findings of outcome re- necessary to work effectively as a di- CL 835, 2 units versity-sensitive clinician are an ethical This course presents the foundational search and evidence-based practices in responsibility in a multicultural society. theories of cognitive behavioral psychol- cognitive behavioral psychotherapeutic This course examines the role of cul- ogy. Topics include the behavioral inte- treatment are evaluated, including mind- ture in psychotherapy and assessment gration of attention, learning, perception, fulness, acceptance, and commitment as well as key issues in the provision of attribution, schema development, mem- psychotherapies. psychological services to under-repre- ory, context, language, problem solving, sented populations. Biases in traditional and decision making. Contemporary the- clinical theory and practice are analyzed. ories and applications common to cog- Appropriate intervention strategies with nitive behavioral psychology as well as

2013–2014 COURSE CATALOG 65 Course Psy.D. in Clinical Psychology Descriptions With Emphasis in Depth psychology

individuals of different cultural back- examined with special attention given to Introduction to Depth grounds are developed. Depth psycho- the interpersonal and psychodynamic as- Psychology and the Human logical concepts in relation to culture, pects of the supervisor-supervisee inter- Science Traditions such as the unique attributes of an ethnic action. The goal is for students to develop CY 819, 2 units or minority unconscious are explored. an “internal supervisor.” Ethics, diversity, This course is a scholarly introduction and other professional issues related to to the theories and traditions of depth Developmental Psychology I - psychology with an emphasis on the role Childhood through Adolescence clinical supervision and consultation are examined. that depth psychology attributes to the CY 830, 2 units unconscious. Exploration of the cultural- Students study developmental theories, Personal Psychotherapy historical contexts of depth psychology constructs, research, and methods as CP 950, zero units in relation to myth, religion, philosophy, they contribute to understanding norma- (DEGREE REQUIREMENT) art and literature is explored. Particular tive human development and its vari- During the program, students must take attention is given to the origins of depth ants in early childhood and adolescence. part in a total of 60 hours of personal psychology in the works of Sigmund Emphasis is on the psychological and psychotherapy (preferably with a depth Freud and C.G Jung, the traditions that neurological development from concep- orientation) with a licensed psychothera- followed, as well as contemporary devel- tion through childhood and adolescence pist or a certified analyst of their choice. opments in depth psychology. and attachment issues that shape early human development. Current develop- Jungian-Based Psychotherapy I mental research, clinical implications, DEPTH PSYCHOLOGY CP 810, 2 units AND THE HUMANITIES cultural considerations, and contempo- Classical Jungian concepts such as ego, COURSES rary trends in childhood and adolescent Self, persona, shadow, anima/animus, development are examined. The Depth Psychology and the archetype, collective unconscious, tran- Humanities courses prepare clinical scendent function, and individuation are Developmental Psychology II - students for the practice of a spe- examined. Clinical application of Jungian Adulthood through Old Age cialty in depth (psychoanalytic and thought is demonstrated through theo- CY 801, 2 units Jungian) psychology. This includes an retical discussions, case examples, and This course continues the study of devel- understanding of the rich traditions of the reading of primary Jungian sources. opmental theories, constructs, research, depth psychology, the humanities, and Particular attention is given to under- and methods as they contribute to under- interdisciplinary and cultural studies. standing how various forms of psycho- standing normative human development Students learn how literature, culture, pathology can be imagined as manifes- and its variants in adulthood through old myth, history, and art infuse the sci- tations of ego-Self axis dynamics. An age. Emphasis is on the psychological ence of clinical psychology and the analysis is provided of the critiques of and neurological development during practice of psychotherapy. Jungian concepts from postmodern and adulthood and the later stages of life. The coursework in the theory and multicultural perspectives, Current developmental research, clinical practice of Jungian and psychoana- implications, cultural considerations, and Jungian-Based Psychotherapy II lytic psychotherapy is presented in an contemporary trends in adulthood and CP 811, 2 units organized and sequential manner in old age are examined. This course will expand consideration order for students to develop strong of classical Jungian concepts to include Principles of Clinical psychotherapeutic skills in the practice the individuated ego, personal and col- Supervision and Consultation of depth psychology throughout the lective shadow, the contra-sexual arche- CL 752, 2 units academic program. This course provides an exposure to the types anima/animus, manifestations of professional role of psychologists as su- the Self, dreams and numinous experi- pervisors and consultants. Approaches to ences, and their application to clinical clinical supervision and consultation are practice. In addition, Jungian typology

66 PACIFICA GRADUATE INSTITUTE is examined, archetypal figures and pat- Imaginal Psychotherapy Psychoanalytic Psychotherapy III terns explored and the use of myths in CP 814, 2 units CY 715, 2 units depth psychotherapy elaborated. The Utilizing a phenomenological attitude an This course examines contemporary re- course also examines the works of post- Imaginal approach is developed in order lational psychoanalysis as derived from Jungian scholars. Students continue the for the clinical psychologist to be atten- the work of Kohut and Stolorow. The im- work of self-reflection to further their tive to the process of psychotherapy and plications of conflict versus deficit psy- individuation process as central to their to the experience of being a psychother- chology on psychoanalytic technique will work as clinical and depth psychologists. apist. Within this approach issues such be examined. The major paradigmatic Prerequisite: CP 810 as transference, countertransference, changes brought forth by Self psychol- the unconscious, clinical symptoms, and ogy are compared and contrasted with Post-Jungian Psychotherapy: dreams are examined. Special attention classical theory illuminating the differ- Theory and Practice is paid to the development of Imaginal ent approaches to the therapeutic frame CP 745, 2 units This course examines the works of post- capabilities which foster sensitivity to the and to psychoanalytic interpretation. Jungian theorists and psychotherapists symbolic depths and metaphorical rich- Prerequisites: CP 711, CP 712 ness of language in the client/therapist such as Hillman, Edinger, von Franz, Psychoanalytic Psychotherapy IV relationship. In this context diversity and Hannah, Woodman, Perera, Whitmont, CY 716, 2 units Cambray, and current scholars or group cultural considerations are analyzed. The final course in the psychoanalytic se- of scholars doing innovative work in Psychoanalytic Psychotherapy I quence addresses current trends in psy- Jungian psychotherapy. The course CP 711, 2 units choanalytic thought including neurophys- discusses recent developments in the This course focuses on the fundamental iological and psychodynamic research evolution of Jungian thought and prac- assumptions underlying psychoanalytic and psychoanalytic psychotherapy. The tice which includes cultural, alchemical, treatment beginning with the seminal seminal work of Alan Schore serves as neuroscientific, somatic and ecological contributions of Sigmund Freud. The es- a basis for the exploration of therapeu- considerations. The importance of cre- tablishment of the therapeutic frame and tic issues related to affect regulation ation myths, fairytales, the mystery tra- the building of a therapeutic alliance are and construction of the self. The recent ditions and various cultural mythologies examined. Students explore the com- efficacy research of Jonathan Shedler, (Greek, Egyptian, Nation American, et al.) plexities of the transference-counter- which establishes psychodynamic psy- is explored in relation to their applicabil- transference field and develop an under- chotherapy as an evidence-based best ity to clinical practice. Students continue standing and rationale of specific types practice, serves as a model for further the work of self-reflection to further their of psychoanalytic interventions. The work psychodynamic research. Students ex- individuation process as central to their of Nancy McWilliams serves as a basis amine ways to integrate the variety of work as clinical and depth psychologists for exploration of current trends in psy- psychoanalytic perspectives into an ana- Prerequisites: CP 810, CP 811 choanalytic assessment and treatment. lytic perspective in their clinical practice. Prerequisites: CP 711, CP 712, CY 715 Archetypal Psychology: Theory Psychoanalytic Psychotherapy II and Practice CP 712, 2 units Cultural Foundations of Depth CP 840, 2 units The contributions of Klein helped to Psychology I, II Students revision basic psychological delineate the dynamics and treatment CL 723, 1 unit, CL 724, 2 concepts through the study of archetypal of borderline and psychotic conditions. units psychology as exemplified in the works This course articulates the Klein-Bion These courses focus on the forma- of James Hillman. Emphasis is placed on model of psychoanalytic theory and tive contexts which have given rise to the development of a mythic sensibility in practice. Special attention is given to depth psychology. For example, healing confronting the complexity of psychologi- projective identification and utilization systems from different cultures and the cal life. Subjective and Imaginal realities of countertransference in the treatment archetypal images they evoke are stud- are considered as they relate to thera- of borderline and psychotic problems. ied to provide a deeper appreciation and peutic intervention. The therapy room Contemporary modifications of object critique of contemporary clinical practice. is extended to include the wider realm relations approaches are examined. Other emphases include an examination of the collective imagination, the arts, Current research on developmental is- of cultural and historical issues which culture, multicultural reflections, and sues and mentalization are evaluated. have shaped the emergence of depth philosophy. Prerequisite: CP 711 psychology. Philosophical antecedents of depth psychology as well as the

2013–2014 COURSE CATALOG 67 Course Psy.D. in Clinical Psychology Descriptions With Emphasis in Depth psychology

relationship between depth psychology, contribution to the practice of clinical Statistics and Quantitative the arts, and the poetic imagination are psychology. Research Designs and Methods II explored. The implications of depth psy- The Clinical Research Project research CY 951, 3 units chology for a multicultural world view are process is integrated throughout the This course continues to prepare stu- examined. academic program in order to model dents to be competent and critical consumers of quantitative research for Depth Psychology and the importance of research and schol- clinical practice by the examination and Contemporary Culture I, II arly inquiry in the daily practice of a applicability of advanced quantitative CL 920, 1 unit, CY 921, 2 clinical psychologist. The integration of methods including multivariate statistical units the Clinical Research Project with the These courses apply the principles of academic program assures the com- analysis. This course assists students in depth psychology to various crises in pletion of doctoral research in order becoming skilled in reading, understand- contemporary society. Examples include to advance in a timely manner toward ing, and using quantitative research de- social justice and community activism Internship and licensure as a clinical signs. Course also examine the broad as manifestations of depth psychology. psychologist. principles and application of multivariate Postmodern critiques and depth psy- statistical models for the design of quan- Statistics and Quantitative titative studies and the treatment of data chological theory and research and their Research Designs and Methods I applicability to clinical practice are exam- as well as the statistical methods em- CY 950, 3 units ployed in clinical research studies. Topics ined. Individual psychopathology is seen This course provides an overview of include multivariate analysis of variance as having collective, historic and contex- univariate statistical methods or those and covariance, factor analysis, binary tual sources. Recent developments in the pertaining to analysis of a single, con- logistic regression, multiple regression, study of spirituality, literary foundations tinuous, dependent variable. The goal of discriminant analysis, power, and meta- for depth psychotherapy, alchemy, ecolo- this overview is to prepare students to analysis. Prerequisite CY 950. gy, mind/body studies, and organizational be competent and critical consumers of change are evaluated for their impact quantitative research for clinical practice. Qualitative Research Designs at the community and societal levels. An applied overview of both descriptive and Methods Consideration is given to non-Western, and inferential statistics is provided. CY 952, 2 units postcolonial, and minority perspectives. Topics covered include: (1) Descriptive The course examines the strengths and statistics (Measurement scales, fre- weaknesses of the major human sci- ence traditions such as phenomenol- RESEARCH AND quency distributions, measures of central tendency, measures of spread (variabil- ogy, hermeneutics, heuristic approaches, SCHOLARLY INQUIRY ethnography, grounded theory, biogra- COURSES ity), measures of linear relationships, and standard scores), and (2) Inferential phy and case study. Theory and praxis The program of study in research statistics (hypothesis testing, correlation of these approaches are examined with provides a solid grounding in both and regression, Z-tests, t-tests, one way students having an experience with a quantitative and qualitative research analysis of variance [ANOVA], Chi-Square particular qualitative approach (i.e., phe- traditions while specializing in inno- tests and estimation of population pa- nomenology). Emphasis is given to eth- vative human science methodologies rameters from sample data). Survey and ics and cultural diversity as well as the addressing the multiple dimensions of experiential approaches to research and parallels between research and clinical psychological life. clinical investigations are examined. practice. Research courses emphasize the com- Advanced Qualitative Methods: plementary interdependence of clinical Depth Psychological Research intervention and empirical inquiry pro- CY 953, 3 units viding the skills necessary to complete This course continues to expand un- a Clinical Research Project (CRP) in derstanding of the major human sci- order to make a significant research ence traditions and their applicability to

68 PACIFICA GRADUATE INSTITUTE qualitative research. The vocational and Advanced Research Methods in are required to complete all three units transference dimensions of the research Clinical Psychology II by the end of the fourth academic year process are explored with students CY 957, 2 units to advance to Internship. Pass/No Pass. practicing psychological dialogues as This course critically examines the va- Clinical Research Project riety of applied methods in clinical psy- a means to make more conscious their Completion Extension own unconscious transference to their chology, including both quantitative and CY 959A, 3 units qualitative methods as well as theoreti- research material. In addition this course Students who have not completed cal and interpretative approaches. The evaluates the ways in which quantitative, CRP I or CRP II during the third and/or course results in an advanced application qualitative, and hermeneutic methods fourth year register for a CRP extension. of selected research method(s) to the both reveal and conceal their topics. A Students will be billed at the regular per clinical research question of the Clinical key focus of the course is the develop- unit rate. ment of a critical attitude toward the mul- Research Project. Prerequisite: CY 955 Comprehensive Examination tiple levels of the psyche as it presents Clinical Research Project itself in the selection of research topics CP 989, zero units Completion I Upon completion of nine quarters of through an exploration of personal his- CY 958, 3 units academic coursework, a student in tory, diverse cultures, and the collective At the beginning of the third year in or- good academic standing is eligible to and ecological dimensions of experience. der to assure timely completion of the take the Comprehensive Examination. Prerequisite: CY 952 Clinical Research Project students must The Comprehensive Examination is de- (1) complete the composition of their CRP Clinical Research Project signed to assess student competencies committee, (2) complete Introduction, Development in the area of each of the three Program Literature Review and Methods sections CY 955, 2 units Domains: Clinical Practice, Research and and (3) finalize their ethics application. This course emphasizes the develop- Scholarly Inquiry, and Depth Psychology In addition students are encouraged to ment of critical thinking skills related to and Humanities. Students must pass begin their data collection and analysis. evaluating research studies and the writ- all components of the Comprehensive This course is taken under the direction ing of a Clinical Research Project (CRP) in Examination in order to advance to the of the Chair of the CRP committee and clinical psychology. The course focuses fourth year in this Clinical Psychology concurrently with third year academic on the completion of an initial proposal, Program. Students must retake any failed courses. Students are required to com- which contains a literature review of the portion of the exam by the end of the fall plete all three units by the end of the third seminal sources, a well-defined clinical quarter of the year in which the exam academic year. Pass/No Pass. research question, a preliminary review was administered. A student is eligible of method(s) to be used in addressing Clinical Research Project to take an academic tutorial in prepara- the question and an explication of the Completion II tion for re-examination. The inability to relevance of the question for the practice CY 959, 3 units pass any aspect of the Comprehensive of clinical psychology. At the beginning of the fourth year in Exam within two attempts results in aca- Advanced Research Methods in order to assure timely completion of the demic disqualification from the Clinical Clinical Psychology I Clinical Research Project students must Psychology Program. (1) complete data collection (2) com- CY 956, 2 units Pre-Doctoral Internship in This course focuses on the review of cur- plete data analysis (3) complete the fi- Clinical Psychology rent approaches to applied research in nal CRP document including Results and CY 980, 3 units Discussion sections (the Discussion sec- clinical psychology. Particular attention is Pre-doctoral internship in clinical psy- tion needs to include implications of CRP given to research methodologies as well chology is a supervised summative for the advancement of the practice of as the philosophical and epistemologi- training experience which integrates clinical psychology), (4) participate suc- cal foundations of clinical research. The academic learning and previous ap- cessfully in the Oral Defense of the CPR course results in an advanced review of plied clinical training at the practicum and (5) complete the final document ed- the literature on a selected topic related level. Upon completion of the academic its as required by the Dissertation Office. to the clinical research question devel- program, comprehensive exam, CRP, This course is taken under the direction oped for the Clinical Research Project. and 1,000 hours of practicum training, of the Chair of the CRP committee and students in good standing are required concurrently with fourth year academic to complete 1,500 hours of pre-doc- courses. Prerequisite: CY 958 Students toral internship in clinical psychology.

2013–2014 COURSE CATALOG 69 Course Psy.D. in Clinical Psychology Descriptions With Emphasis in Depth psychology

Students from California may partici- quarter and register for the next quarter. continuing to accrue pre-doctoral intern- pate in the California matching system The inability to pass Internship may re- ship hours will be eligible to enroll in pre- for internships through the California sult in loss of enrollment status, financial doctoral internship extension. Students Psychology Internship Council (CAPIC). aid, and possible disqualification from the must submit quarterly evaluations to be Candidates for internship must demon- Clinical Psychology Program. eligible to pass the quarter and register strate readiness to apply for internship to for the next quarter. Pre-Doctoral Internship the Director of Clinical Training. Students Extension in Clinical Psychology may apply for financial aid for the initial 3 CY 980A, zero units quarter enrollment period. A quarterly fee Upon completion of three quarters of pre- will apply. Students must submit quar- doctoral internship, all students who are terly evaluations to be eligible to pass the

70 PACIFICA GRADUATE INSTITUTE Degree Psy.D. in Clinical Psychology Requirements With Emphasis in Depth psychology

REQUIREMENTS FOR GRADUATION 9. Students must successfully pass the Comprehensive 1. Students must complete a total of 116 quarter units to fulfill Examination at the end of the third year. the unit requirement for graduation. A total of 107 academic 10. Students must comply with all the policies and procedures units and a total of 9 pre-doctoral internship units. articulated in the Student, Clinical Research Project, and 2. A minimum grade of “B” is required in each completed course. Clinical Handbooks. 3. A cumulative grade point average of 3.0 must be maintained. CLINICAL TRAINING 4. Students must meet attendance requirements as articulated A minimum of 1,000 hours of practicum and 1,500 hours of in the Student Handbook. Students can only miss four classes internship are required. Students will be placed in practicum by throughout the academic year, and no more than one class in the Director of Clinical Training. Students must obtain Internship a specific academic course. through a competitive application process. It is recommended that 5. Students must submit and defend a Clinical Research Project internships be completed in a multidisciplinary setting offering a accepted by the faculty. variety of training experiences. The choice of a culturally diverse 6. Students are required to complete a minimum 1,000 hours site is encouraged. of practicum. For a full description of all clinical training requirements consult the 7. Students are required to complete 1,500 hours of internship. current edition of the Clinical Training Handbook. 8. Students are required to complete 60 hours of personal therapy.

FACULTY MENTORSHIP PREPARATION FOR CLINICAL Each Student is assigned a Faculty Advisor for mentorship PSYCHOLOGY LICENSURE throughout the program. Faculty Advisors meet regularly with This curriculum is not intended to meet all the requirements their student advisees to monitor their academic performance, of each state for licensure in clinical psychology. California discuss research interests, oversee clinical development, assist students acquire regional accredited doctoral training necessary with Clinical Research Project progress, and provide personal and for licensure as a clinical psychologist in the state of California. professional support. Students may need to meet additional licensure requirements in their home states. Each student is responsible for determining and remaining current on their state licensure requirements.

Pacifica Graduate Institute’s doctoral programs in clinical psychology are not accredited by the American Psychological Association.

2013–2014 COURSE CATALOG 71 Ph.D. in Clinical Psychology With Emphasis in Depth Psychology

Pacifica Graduate Institute’s first year

Ph.D. Program in Clinical PRACTICUM Professional Development Seminar I, II, III – SEMINARS Psychology offers a course of study CL 755, CL 756, CL 757, 1 Unit each situated within the depth psychological tradi- First Year Annual Assessment for Program Advancement – CL 758, zero units tion. It is designed to prepare students for CLINICAL PRACTICE History and Systems of Psychology – CP 700, 2 Units the independent general practice of profes- COURSES Psychological Assessment I, II – CP 930, CP 931, sional clinical psychology in the 21st century. 2 Units each Guided by a scholar-practitioner model, Legal, Ethical, & Professional Practice – CP 832, 2 Units Advanced Psychopathology I – CP 730, 2 Units the program integrates theory, practice, Biological Foundations of Human Behavior – and ethics, and stresses a broad range of CP 735, 2 Units perspectives on psychopathology, assess- Comparative Approaches to Psychotherapy – CP 770, 2 Units ment, intervention, and research. A unique Evidence-Based Best Practices – CL 912, 2 Units emphasis of the program is our commitment Social Foundations of Human Behavior – CL 800, 2 Units to honoring the full complexity of psychologi- Depth Psychology Introduction to Depth Psychology and the Human Science and humanities Traditions – CL 819, 1 Unit cal life in a diverse society. courses Myth, Literature, & Religious Studies – CL 820, 1 Unit Toward this end, the program provides Jungian-Based Psychotherapy I – CP 810, 2 Units advanced training in depth psychological and research and Research Designs & Methodology I: Overview – scholarly Inquiry CP 932, 2 Units human science traditions, as well as a focus COURSES Research Designs & Methodology II: Qualitative on the humanities. Cultural competency is a Methods – CP 933, 2 Units core value of the program and comprises an Quantitative Design and Univariate Statistical Analysis – important dimension in all courses. Clinical CP 926, 2 Units Psychology Ph.D. courses draw from four second year areas of study: PRACTICUM Diagnostic Practicum Seminar I, II, III, – CL 759, CL 760, SEMINARS CL 761, 1 Unit each Practicum seminars Second Year Annual Assessment for Program Advancement – CL 762, zero units Clinical practice courses CLINICAL PRACTICE Principles of Psychopharmacology – CP 873, 2 Units Depth psychology and the COURSES Cognitive-Behavioral Psychology – CL 835, 2 Units humanities courses Cognitive-Affective Foundations of Human Behavior – CL 836, 3 Units Research and scholarly Developmental Psychology Through the Lifespan – inquiry courses CP 830, 3 Units Advanced Psychopathology II – CP 731, 2 Units Alcohol, Chemical Dependency, and Addictive Behaviors – CL 900, 2 Units Principles of Group Dynamics – CL 751, 2 Units Projective Personality Assessment – CL 938, 2 Units

72 PACIFICA GRADUATE INSTITUTE Curriculum Overview Clinical Psychology Ph.D. classes take place in four-day sessions (Thursday evening through Sunday afternoon) once each month during fall, winter, and spring. There is also a seven-day summer session each year. Between learning sessions, study and instruction continues through individual mentorship from faculty, online learning, and cohort support groups.

first year Depth Psychology Psychoanalytic-Based Psychotherapy I – CP 711, 2 Units PRACTICUM Professional Development Seminar I, II, III – COURSES Psychoanalytic-Based Psychotherapy II – CP 712, 2 Units SEMINARS CL 755, CL 756, CL 757, 1 Unit each Archetypal Psychology: Theory and Practice – CP 840, 2 Units First Year Annual Assessment for Program research and Research Designs & Methodology III: Advanced Quantitative Analysis and Scale Development – CL 939, 2 Units Advancement – CL 758, zero units scholarly Inquiry Depth Psychological Methods I – CL 928, 2 Units courses CLINICAL PRACTICE History and Systems of Psychology – CP 700, 2 Units Dissertation Development I – CP 961, 1 Unit COURSES Psychological Assessment I, II – CP 930, CP 931, 2 Units each third year Legal, Ethical, & Professional Practice – CP 832, 2 Units PRACTICUM Psychotherapy Practicum Seminar I, II, III – CL 763, CL 764, CL 765, 1 Unit each Advanced Psychopathology I – CP 730, 2 Units SEMINARS Third Year Annual Assessment for Program Advancement – CL 766, zero Units Biological Foundations of Human Behavior – Clinical practice Psychotherapy with Diverse Populations – CP 845, 2 Units CP 735, 2 Units courses Principles of Clinical Supervision and Consultation – CL 752, 2 Units Comparative Approaches to Psychotherapy – Depth Psychology Depth Psychology & Contemporary Culture I – CL 920, 1 Unit CP 770, 2 Units and humanities Jungian-Based Psychotherapy II – CP 811, 2 Units COURSES Evidence-Based Best Practices – CL 912, 2 Units Post-Jungian Psychotherapy: Theory and Practice – CP 745, 2 Units Social Foundations of Human Behavior – CL 800, 2 Units Imaginal Psychotherapy – CP 814, 2 Units Depth Psychology Introduction to Depth Psychology and the Human Science Cultural Foundations of Depth Psychology I, II – CL 723, 1 Unit, CL 724, 2 Units and humanities Traditions – CL 819, 1 Unit Depth Psychology & Contemporary Culture II – CL 921, 1 Unit courses Myth, Literature, & Religious Studies – CL 820, 1 Unit research and Dissertation Development II – CP 962, 2 Units Jungian-Based Psychotherapy I – CP 810, 2 Units scholarly Inquiry Depth Psychological Methods II – CL 929, 2 Units courses research and Research Designs & Methodology I: Overview – Dissertation Development III – CP 963, 2 Units scholarly Inquiry CP 932, 2 Units Research Designs & Methodology IV: Advanced Qualitative Methods – CL 940, 2 Units COURSES Research Designs & Methodology II: Qualitative continuing Methods – CP 933, 2 Units Quantitative Design and Univariate Statistical Analysis – Comprehensive Exam – CP 989, zero units (Degree Requirement) CP 926, 2 Units Dissertation Writing – CP 990, 15 Units (Degree Requirement) Personal Psychotherapy – CP 950, zero Units (Degree Requirement) second year

PRACTICUM Diagnostic Practicum Seminar I, II, III, – CL 759, CL 760, Selected Courses may have online components. This curriculum is not intended to meet all the requirements of each State for licensure in clinical psychology. This SEMINARS CL 761, 1 Unit each curriculum may vary depending upon changing academic needs. Second Year Annual Assessment for Program Advancement – CL 762, zero units The required fourth and fifth years of study focus on reading, research, and dissertation writing.

CLINICAL PRACTICE Principles of Psychopharmacology – CP 873, 2 Units For U.S. Department of Education/ Gainful Employment Information see pacifica.edu/gainful-employment-Clinical.aspx COURSES Cognitive-Behavioral Psychology – CL 835, 2 Units Cognitive-Affective Foundations of Human Behavior – CL 836, 3 Units Developmental Psychology Through the Lifespan – CP 830, 3 Units Advanced Psychopathology II – CP 731, 2 Units Alcohol, Chemical Dependency, and Addictive Behaviors – CL 900, 2 Units Principles of Group Dynamics – CL 751, 2 Units Projective Personality Assessment – CL 938, 2 Units

2013–2014 COURSE CATALOG 73 Course Ph.D. in Clinical Psychology Descriptions With Emphasis in Depth psychology

Practicum Seminars Professional Development ethical and legal issues, career planning, The Practicum Seminars prepare stu- Seminar I and self-care. Pass/No Pass CL 755, 1 unit dents for applied clinical work in practi- First Year Annual Assessment In this initial seminar of the first-year cum and internship sites. The seminars for Program Advancement series, students will be asked to de- serve as a context for students to be CL 758, zero units velop educational and career goals, mentored into the profession by the Each student will have a face-to-face and strategies to eventually become li- Clinical Psychology Faculty, through evaluation by the Clinical Psychology censed. Students will begin the process a seminar format wherein students Faculty to assess academic, clinical, and of developing a professional identity as learn from the clinical expertise of the research progress in order to advance to a clinical psychologist, the needed inter- faculty. Seminars are also designed to the third year of the clinical program and personal and emotional capacities vital offer students a forum in which to in- to a Psychotherapy Practicum. Pass/No to the discipline, and the importance of tegrate clinical experiences gained in Pass practicum with academic coursework; organizational knowledge about mental Diagnostic Practicum Seminar I the Practicum Seminars act in con- health systems and licensure. Topics covered in this seminar include overview CL 759, 1 unit junction with the focus of the academic This seminar is designed to assist stu- program. of Pacifica’s clinical psychology training program, the professional identity of a dents in the integration of diagnostic The first year focus is on Professional clinical psychologist, and the career path issues at their practicum sites with the Development and preparation for a to licensure. Pass/No Pass academic coursework at Pacifica. Topics Diagnostic Practicum. During the first scheduled for discussion in this seminar year students will begin the develop- Professional Development include clinical and diagnostic interview- ment of an identity as a professional Seminar II ing, risk assessment, and culturally ap- psychologist, with a depth psychology CL 756, 1 unit propriate psychological test selection. Students will continue the process of emphasis. The second year focus is Prerequisite: CL 758. Pass/No Pass on diagnostics and preparation for a developing a professional identity as a Psychotherapeutic Practicum. These clinical psychologist, the needed inter- Diagnostic Practicum Seminar II seminars are designed to offer students personal and emotional capacities vital CL 760, 1 unit This seminar continues assisting stu- a forum in which to integrate diagnostic to the discipline, and the importance of dents in the ongoing integration of diag- experiences gained in practicum with organizational knowledge about mental nostic issues at their practicum sites with academic coursework at Pacifica. The health systems and licensure. Planned coursework at Pacifica. This seminar will third year focus is on psychotherapy, topics include basic psychotherapeutic cover topics such as the mental status particularly from a depth psychological processes and interview skills, including exam, motivational interviewing, stages perspective, and preparation for a pre- cross-cultural competencies. A practi- of change models, and ASAM criteria doctoral Internship. These seminars are cum application workshop will also be for assessment of substance abuse. designed to offer students a forum in included in this seminar. Pass/No Pass Prerequisite: CL 758. Pass/No Pass which to integrate psychotherapeutic Professional Development experiences of practicum with aca- Seminar III Diagnostic Practicum Seminar III demic coursework at Pacifica and to CL 757, 1 unit CL 761, 1 unit prepare students for their pre-doctoral The final seminar in the first-year series is Completing the second-year diagnostic Internship. intended to introduce the student to pro- practicum sequence, this seminara fur- fessional practice as a clinical psycholo- ther integrates diagnostic issues at the gist, and to prepare the student to begin practicum site with academic course- applied clinical work in a field practicum work. It covers diagnostics with personal- setting in the 2nd year and beyond. The ity disorders, psychological report writing, seminar will include topics of the public and integrative assessment. Prerequisite: mental health care system, levels of care, CL 758. Pass/No Pass

74 PACIFICA GRADUATE INSTITUTE Second Year Annual Third Year Annual Assessment with clinical judgment, report writing, Assessment for Program for Program Advancement evidence-based treatment planning, and Advancement CL 766, zero Units communication of assessment results. CL 762, zero units Each student will have a face-to-face The course will focus on foundational Each student will have a face-to-face evaluation by the Clinical Psychology psychometric theory in the context of evaluation by the Clinical Psychology Faculty to assess academic, clinical, and emphasizing practical, evidence-based Faculty to assess academic, clinical, and research progress and assure readiness best practices in cognitive assessment. research progress in order to advance to for predoctoral internship. Pass/No Pass Psychological Assessment II the third year of the clinical program and CP 931, 2 units to a Psychotherapy Practicum. Pass/No Students will learn the principles of per- Pass Clinical Practice Courses sonality assessment and become familiar Psychotherapy Practicum The Clinical Practice courses with, and learn how to administer, score, Seminar I provide a broad foundation for the de- and interpret the MMPI-2, MCMI-III, CPI, CL 763, 1 unit velopment of a generalist practitioner, PAI, MBTI, and BDI-II. Students will also This seminar offers students a forum in with diverse training in multiple psy- be provided with an overview of neuro- which to integrate psychotherapy ex- chotherapeutic orientations, assess- psychological assessment including in- periences of practicum with academic ment, consulting, and empirically-vali- terviewing, familiarity with common tests, coursework at Pacifica. This seminar dated approaches. and strategies of interpreting and inte- will include topics on empathy and at- grating neuropsychological assessment tunement to affect, Jung’s transcendent History and Systems of data. There will be a focus on integrating function, managing boundaries in psy- Psychology results into user-friendly, case-focused, chotherapy, and evidence-based best CP 700, 2 units problem oriented reports for clinical, vo- Students will explore the scientific evolu- practices. Prerequisite: CL 762. Pass/No cational, medical, and forensic settings. tion of psychological systems from antiq- Pass The course will also focus on foundation- uity to the present era. The course will al psychometric theory in the context of Psychotherapy Practicum examine how the historic development of emphasizing practical, evidence-based Seminar II the schools of psychoanalysis, behavior- CL 764, 1 unit best practices in personality assessment. ism, gestalt, humanistic and postmodern This seminar offers students an addi- Prerequisite: CP 930 psychology has led to current practices in tional forum in which to integrate psy- clinical psychology. The importance of a Projective Personality chotherapy experiences of practicum multicultural perspective will be empha- Assessment with academic coursework at Pacifica. sized. The systems developed through- CL 938, 2 units Scheduled topics include imaginal tech- out history to treat mental illness will be This course will focus on psychometric niques in therapy, use of dreams, the evaluated. The course will examine the theory, controversies, and practical ap- therapeutic frame, transference/counter- history of the American Psychological plications of performance-based per- transference, and continued discussion Association in the context of current sonality instruments (projectives) with an of appropriate therapeutic boundaries. trends in clinical psychology as a scien- emphasis on the Rorschach but will also Prerequisite: CL 762. Pass/No Pass tific discipline and profession. include the Thematic Apperception Test, Psychotherapy Practicum Sentence Completion Test, and projective Psychological Assessment I Seminar III drawings. Information derived from per- CP 930, 2 units CL 765, 1 unit formance-based personality assessment The psychological assessment course This seminar is the final seminar in psy- will be used to develop clear, user-friend- series begins with the study of psycho- chotherapy; it provides students a last fo- ly, case-focused reports that describe a metric theory including test construc- rum in which to integrate psychotherapy person and his/her psychological context tion, standardization, validity, reliability, experiences of practicum with academic as well as answer the referral question. and the appropriate and ethical use of coursework at Pacifica. Scheduled topics There will also be an emphasis on us- assessment for individuals from diverse include active listening, making psycho- ing assessment results to enhance the backgrounds. The administration, scor- dynamic interpretations, additional con- therapeutic process utilizing evidence- ing, and interpretation of the Wechsler sideration of boundaries in psychothera- based best practices. Prerequisites: CP intelligence scales, Wechsler Memory py, and issues related to the development 930, CP 931 Scales-IV, and Bender Visual Motor of a private practice. Prerequisite: CL Gestalt Test are highlighted with spe- 762. Pass/No Pass cial emphasis on integrating the results

2013–2014 COURSE CATALOG 75 Course Ph.D. in Clinical Psychology Descriptions With Emphasis in Depth psychology

Comparative Approaches to Biological Foundations of The indications and side effects of com- Psychotherapy Human Behavior mon psychoactive medications will be CP 770, 2 units CP 735, 2 units evaluated. The impact of medications on This course provides a theoretical and ap- Students examine the theoretical con- psychotherapy process and working with plied introduction to current approaches cepts and constructs that explain the a prescribing psychiatrist will be exam- in psychotherapeutic treatment. Students phylogenic origins underlying human ex- ined. Prerequisite: CP 735 will examine the therapeutic applications perience, behavior and the processes of Cognitive-Behavioral of the theoretical tenets of the schools change. This course reviews anatomical Psychology of Psychoanalysis, Jungian Analysis, and neurological functioning, examining CL 835, 2 units Cognitive-Behavioral, Person-Centered, the importance on behavior of micro bio- This course presents the foundational Humanistic-Existential, and Postmodern logical systems (neuron, synapse, neu- theories of cognitive behavioral psy- psychology. Students will develop the rotransmitter systems) and macro-level chology. Topics include the integration ability to compare, contrast, and inte- biological systems (central and autonom- of attention, perception, attribution, grate psychotherapeutic approaches ic nervous systems). Current trends in schema development, memory, context, in the context of clinical research and psychological research regarding the language, problem solving, and decision evidence-based best practices. neurobiological foundation of conscious- making. Theories common to cognitive- ness, dreaming, sensory-motor systems, Legal, Ethical, and Professional behavioral assessment and treatment cognitions, motivation, memory mindful- Practice are evaluated. The role of evidence- ness, and attention will be evaluated. CP 832, 2 units based, cognitive-behavioral interventions The sense of a biological self in relation The ethical and legal considerations in- is examined within the conceptual frame- to attachment, trauma, empathy, neuro- volved in the practice of clinical and sci- work of integrative models of cognitive- plasticity, and the expression of arche- entific psychology are reviewed, with an behavioral psychology. emphasis on the American Psychological types throughout the life cycle will be Cognitive-Affective Foundations Association’s ethical guidelines. The examined. of Human Behavior course features discussion of key issues Alcohol, Chemical Dependency, CL 836, 3 units involved in academic work, research, and and Addictive Behaviors This class examines the interdependence professional practice with a view towards CL 900, 2 units of cognition and emotion in psychologi- the development of ethical and profes- This course covers the theory and treat- cal experience. Discussion of the cogni- sional judgment. Topics include: forensic ment of addictive behaviors. Areas cov- tive processes include: creative thinking, psychology, cultural competence, mal- ered in this course include: current theo- conscious and unconscious processing, practice, and legal responsibilities. This ries of etiology, physiological and medical and problem solving. Related areas are course meets the criteria set forth by the aspects, dual-diagnosis, cultural and eth- also covered: sensation, perception, California Board of Psychology for train- nic considerations, iatrogenic dependen- memory, learning, cognition, emotion, ing in Legal, Ethical, and Professional cy, treatment approaches, family issues, motivation, and psychophysiological pro- Practice required for licensure. prevention and education, and ethical cesses. Discussion of emotion involves and legal issues. The course meets the Advanced Psychopathology I the biological and social bases of emo- criteria set forth by the California Board CP 730, 2 units tion, its cognitive correlates, and the im- of Psychology for training in Alcoholism/ In the context of the historical and cross- pact of emotional states. cultural perspectives of psychopathology, Chemical Dependency Detection and Advanced Psychopathology II students focus on the diagnosis, etiology, Treatment required for licensure. CP 731, 2 units treatment, and prognosis of disturbed Principles of Building on Advanced Psychopathology I, behavior. The multi-axial system of the Psychopharmacology this course examines major syndromes Diagnostic and Statistical Manual of CP 873, 2 units included in the Diagnostic and Statistical Mental Disorders is the central organiz- This course covers the general principles Manual of Mental Disorders, with an ing structure of the course. Emphasis is of psychopharmacology, as well as an emphasis on Axis II disorders. Other on major Axis I disorders. overview of the pertinent neurochemistry.

76 PACIFICA GRADUATE INSTITUTE classification systems, multiaxial diagno- the notion of an ethnic or minority uncon- Personal Psychotherapy sis, the role of society, culture, and biol- scious, are also explored. CP 950, zero Units ogy, as well as meta-issues surrounding (Degree Requirement) Developmental Psychology During the program, students must take the diagnostic enterprise are evaluated. Through the Lifespan Prerequisite: CP 730. part in a total of 60 hours of personal CP 830, 3 units psychotherapy (preferably with a depth Students study developmental theories, Evidence-Based Best Practices orientation) with a licensed psychothera- CL 912, 2 units constructs, research, and methods as pist or a certified analyst of their choice. This course is an overview of clinical they contribute to understanding norma- treatments that are supported by sci- tive human development and its variants. entific study and data. The latest find- Emphasis is on the psychological and Depth Psychology ings in outcome research regarding neurological development from concep- and Humanities therapeutic interventions are evaluated. tion through old age and attachment Courses Optimal interventions or combinations of issues that shape development through These classes stimulate dialogue interventions for the major disorders are the lifespan. Clinical implications, cultural among the traditions of clinical psy- examined, as well as the integration of considerations, and contemporary trends chology, depth psychology, and cultural individual, group, and psychopharmaco- are examined. studies. The student is encouraged to logical therapy. Social Foundations of Human understand that a wide variety of cul- Principles of Group Dynamics Behavior tural sources inform the craft of psy- CL 751, 2 units CL 800, 2 units chotherapy. Literature, myth, history, This class provides a critical overview This course studies current advance- and art infuse the science of clinical of principles, theories, and practical ap- ments in social psychology. Students psychology with an essential sense of plications of various techniques in group examine three main areas of social psy- our connection to the recurring arche- psychotherapy, as well as issues in group chological thought which include social typal motifs of the psyche. process, including: stages in group for- thinking, social influence, and social Introduction to Depth mation and development, cohesiveness, relations. Social thinking area includes Psychology and the Human transference and countertransference, discussion of self, beliefs, judgments and Science Traditions cross-cultural dynamics, strategies attitudes. Social influence area includes CL 819, 2 units and specific interventions. The curative the impact of culture, conformity, per- This course is a scholarly introduction forces operating in a group setting are suasion, and group behavior on social to the theories and traditions of depth illuminated through role-playing, case functioning. Social relations area exam- psychology with an emphasis on the role discussions, readings, experiential exer- ines social relationships and how they that depth psychology attributes to the cises, and intensive group participation. are influenced by prejudice, aggression, unconscious. Exploration of the cultural- Pass/No Pass attraction, and helping. The class also historical contexts of depth psychology emphasizes current research findings Psychotherapy with Diverse in relation to myth, religion, philosophy, and the role of depth psychology in each Populations art and literature is explored. Particular of these areas. CP 845, 2 units attention is given to the origins of depth Cultural competency or the knowledge, Principles of Clinical psychology in the works of Sigmund skills, and attitudes necessary to work Supervision and Consultation Freud and C.G. Jung, the traditions that effectively as a diversity-sensitive clini- CL 752, 2 units followed, as well as contemporary devel- cian is an ethical responsibility in a mul- This course provides an exposure to the opments in depth psychology. ticultural society. This course examines professional role of psychologists as su- Jungian-Based Psychotherapy I the role of culture in counseling, psycho- pervisors and consultants. Approaches CP 810, 2 units therapy, and assessment, as well as key to clinical supervision and consultation Classical Jungian concepts such as ego, issues in the provision of psychological are examined with special attention paid Self, persona, shadow, anima/animus, services to under-represented popula- to the interpersonal and psychodynamic archetype, collective unconscious, tran- tions. Biases in traditional clinical theory aspects of the supervisor-supervisee scendent function, and individuation are and practice are discussed, while appro- interaction. The goal is for students to studied. Clinical application of Jungian priate intervention strategies with indi- develop an “internal supervisor.” Ethics, thought is demonstrated through theo- viduals of different cultural backgrounds diversity, and other professional issues retical discussions, case examples, and are introduced. Depth psychological are examined. the reading of primary sources. Particular concepts in relation to culture, such as

2013–2014 COURSE CATALOG 77 Course Ph.D. in Clinical Psychology Descriptions With Emphasis in Depth psychology

attention is brought to understanding dynamics and treatment of Borderline and their application to clinical practice. how various forms of psychopathology and Psychotic conditions. Prerequisite: In addition, typology will be examined, can be imagined as manifestations of CP 711 other archetypal figures and patterns ego-Self axis dynamics. Critiques from explored, and the use of myths in depth Archetypal Psychology: Theory postmodern and multicultural perspec- and Practice psychotherapy elaborated. Students will tives are covered. also continue the work of self-reflection CP 840, 2 units to further their individuation process as Cultural Foundations of Depth Students re-vision basic psychological Psychology I concepts through the study of archetypal central to their work as clinical depth psychologists. Prerequisite: CP 810 CL 723, 1 unit psychology as exemplified in the works This course focuses on the formative of James Hillman. Emphasis is placed on Post-Jungian Psychotherapy: contexts which have given rise to depth the development of a mythic sensibility in Theory and Practice psychology. For example, healing sys- confronting the complexity of psychologi- CP 745, 2 units tems from different cultures and the cal life. Subjective and imaginal realities The works of Post-Jungian psychothera- archetypal images they evoke are stud- are considered as they relate to thera- pists such as Fordham, Samuels, and ied to provide a deeper appreciation of peutic intervention. The therapy room Jacobi are studied. Issues of transfer- contemporary clinical practice. Other is extended to include the wider realm ence and ego development are explored. emphases include an examination of of the collective imagination, the arts, Recent post-Jungian research and di- cultural and historical issues which have culture, multicultural reflections, and versity considerations are discussed. shaped the emergence of depth psychol- philosophy. Prerequisites: CP 810, CP 811 ogy. Philosophical antecedents of depth Depth Psychology and Imaginal Psychotherapy psychology are a focus of study as well Contemporary Culture I CP 814, 2 units as the relationship between depth psy- CL 920, 1 unit Utilizing a phenomenological attitude, chology, the arts, and poetic imagination. This course applies the principles of which is attentive to the process of The implications of depth psychology for depth psychology to addressing various psychotherapy and to the experience a multicultural world are discussed. crises in contemporary society. Activist, of being a psychotherapist and doing Psychoanalytic-Based social justice, and community fieldwork psychotherapy, an imaginal approach is Psychotherapy I manifestations of depth psychology are developed. Within this approach, issues CP 711, 2 units presented. Postmodern critiques are dis- such as transference, the unconscious, This course focuses on the evolution cussed, and depth psychological theory symptoms, and dreams are examined. of psychoanalytic thought from Freud’s and clinical practice are viewed through Special attention is paid to the devel- seminal writings through British tradi- non-Western, post-colonial, and minority opment of those imaginal capabilities tions of Object Relations, up to and in- perspectives. Individual psychopathology which foster sensitivity to the symbolic cluding contemporary Self and intersub- is seen as having collective, historic, and depths and metaphorical richness of the jective approaches. Working within the contextual sources. Symbolic healing patient’s and therapist’s ways of using transference-countertransference field is is explored at community and societal language. Diversity and cultural consid- a major focus. levels. erations are discussed in these contexts. Psychoanalytic-Based Jungian-Based Psychotherapy II Cultural Foundations of Depth Psychotherapy II CP 811, 2 units Psychology II CP 712, 2 units This course will expand consideration of CL 724, 2 units This course continues examining psycho- classical Jungian concepts such as the This course continues the focus on for- analytic theory and practice, including a individuated ego, personal and collective mative contexts which have given rise focus on cultural dimensions of practice. shadow, the contra-sexual archetypes to depth psychology. For example, heal- In particular, the contributions of Klein anima/animus, manifestations of the ing systems from different cultures and and Bion, who helped to delineate the Self, dreams and numinous experiences, the archetypal images they evoke are

78 PACIFICA GRADUATE INSTITUTE studied to provide a deeper appreciation research perspectives are surveyed, with Research Designs and of contemporary clinical practice. Other a focus on the human science traditions. Methodology III: Advanced emphases include an examination of Additional issues discussed include: bias, Quantitative Analysis and Scale cultural and historical issues which have ethics, diversity, postmodernism and Development shaped the emergence of depth psychol- critical theory, and the relationship be- CL 939, 2 units ogy. Philosophical antecedents of depth tween research and clinical practice. The The goal of this class is to provide stu- psychology are a focus of study as well course also emphasizes the development dents with an overview of advanced as the relationship between depth psy- of critical thinking and proficiency with a quantitative methods including multi- chology, the arts, and poetic imagination. representative method of the student’s variate statistical analysis and scale de- The implications of depth psychology for choosing. velopment procedures. This course will a multicultural world are examined. help students become skilled in reading, Research Designs and understanding, and using these designs. Methodology II: Qualitative Depth Psychology and It will also examine the broad principles Contemporary Culture II Methods and application of multivariate statisti- CL 921, 1 unit CP 933, 2 units cal models for the design of quantitative This course considers the role of depth The course examines the strengths and studies and the treatment of data as well psychology in contemporary culture weaknesses of the major human sci- as statistical methods employed in scale and explores the cutting edges of depth ence traditions, such as: phenomenol- development. Topics include multivariate psychology. Topics may include current ogy, hermeneutics, heuristic approaches, analysis of variance and covariance, fac- works in transpersonal psychology, psy- ethnography, grounded theory, biogra- tor analysis, binary logistic regression, chology and quantum physics, spiritual- phy, and case study. Theory and praxis of multiple regression, discriminant analy- ity, body/mind studies, alternative healing these approaches are covered, and stu- sis, power, and metanalysis. These meth- forms, and the latest research in the field. dents gain hands-on experience with a ods will also be used to understand scale particular qualitative approach (i.e., phe- development along with knowledge and nomenology). Emphasis is given to eth- application of reliability, validity, types of Research and ics and diversity, as well as the parallels scales, item analysis, multi-trait multi- Scholarly Inquiry between research and clinical practice. method validation, and item response Courses Prerequisite: CP 932 The program of study in research pro- theory. Prerequisite: CP 932, CP 926 vides a solid grounding in both quantita- Quantitative Design and Univariate Statistical Analysis Depth Psychological Methods I tive and qualitative research traditions, CL 928, 2 units CP 926, 2 units while specializing in innovative human The foundation for a complex psychologi- This course provides an overview of science methodologies addressing the cal epistemology that honors the autono- univariate statistical methods or those multiple dimensions of psychological mous character of soul, and an approach pertaining to analysis of a single, con- life. Research courses emphasize the to research that keeps soul in mind are tinuous, dependent variable. The goal of complementary interdependence of developed. Students dialogue with tra- this overview is to prepare students to clinical intervention and empirical in- ditions of empirical psychology, depth be competent and critical consumers of quiry, and provide the skills necessary psychology with particular emphasis on quantitative research for clinical practice. to complete the doctoral dissertation as Jung‘s psychology, and phenomenology. An applied overview of both descriptive well as contribute to the academic field The course articulates an ethical and and inferential statistics is provided. of clinical and depth psychology as a therapeutic approach to research which Topics covered include: (1) Descriptive lifelong researcher. takes into account dynamic unconscious statistics (Measurement scales, fre- factors in research. In addition to this fo- Research Designs and quency distributions, measures of central cus on approach, this course briefly in- Methodology I: Overview tendency, measures of spread (variabil- troduces the processes of research that CP 932, 2 units ity), measures of linear relationships, arise from it and discusses the role of The intent of this course is to foster an and standard scores), and (2) Inferential method. A key aim of the course is the introductory knowledge of design and statistics (Hypothesis testing, correla- development of a critical attitude toward methodology in psychological research, tion and regression, Z-tests, t-tests, one the multiple levels of the psyche as it including an understanding of the his- way analysis of variance [ANOVA], Chi- presents itself through personal history, tory and characteristics of quantitative, Square tests, and estimation of popu- diverse cultures, and the collective and qualitative, and mixed methods ap- lation parameters from sample data). ecological dimensions of experience. proaches. The theoretical frameworks, Prerequisite: CP 932 techniques, and critiques of a variety of

2013–2014 COURSE CATALOG 79 Course Ph.D. in Clinical Psychology Descriptions With Emphasis in Depth psychology

Dissertation Development I as well as deep introspection and self- expanding literature review, explicating CP 961, 1 unit exploration, a unique query and potential method). Committee formation, profes- This course emphasizes the develop- contribution to the field of clinical psy- sional, and diversity issues relevant ment of critical thinking skills, related to chology is discerned. The student begins to dissertation writing are discussed. evaluating research studies and the writ- to construct the literature review relevant Prerequisites: CP 961, CP 962. Pass/No ing of a doctoral dissertation in clinical to the chosen research question and Pass psychology. Other basic skills covered considers appropriate research methods. Dissertation Writing include: APA format, library research Students present research questions CP 990, 15 units skills, grant-writing, as well as ethics and literature reviews for faculty review. During this course, students assemble and professional issues regarding writing Advanced students may present Concept their dissertation committees, write their and publishing. In addition, the course Papers for formal approval. Professional dissertation proposals, and complete focuses on the identification of appropri- and diversity issues relevant to disserta- the dissertation process. Students are ate topics for one’s dissertation within tion writing are discussed. Prerequisite: required to complete all 15 units. This the academic field of clinical psychology, CP 961. Pass/No Pass course may be taken concurrently with and the beginnings of a literature review. Depth Psychological Methods II other courses. Additional fees are as- Faculty members review students’ po- CL 929, 2 units sessed for this course. Pass/No Pass tential topics and their initial literature This course expands upon the research review efforts. Pass/No Pass Comprehensive Examination processes introduced in the first Depth CP 989, zero Units Research Designs and Psychological Methods course. The vo- Upon completion of ten quarters of Methodology IV: Advanced cational and transference dimensions Ph.D. coursework, a student in good Qualitative Methods of the research process are explored, academic standing is eligible to take CL 940, 2 units and students practice psychological the Comprehensive Examination. The The course focuses on one or two of the dialogues as a means to make more Comprehensive Examination is de- major human science traditions, such as: conscious their own unconscious trans- signed to assess student competen- phenomenology, hermeneutics, heuristic ference to their material. In addition this cies in the area of each of the three approaches, ethnography, grounded the- course revisions the role of method as a Program Domains: Clinical Practice, ory, biography, and case study. This quar- metaphoric perspective and looks at the Research and Scholarly Inquiry, and ter the theory and praxis of hermeneutics, ways in which various research methods, Depth Psychology and Humanities. with an emphasis on social construction- such as imaginal and archetypal meth- Students must pass all components of ism and metabletics (investigation of his- ods, both reveal and conceal their topics. the Comprehensive Examination in or- torical changes) are covered in depth, and Prerequisite: CL 928 der to advance in the Clinical Psychology students gain more extensive, hands-on Dissertation Development III Program to Dissertation Writing (CP 990) experience with these particular qualita- CP 963, 2 units or Internship. Students must retake any tive approaches. Emphasis is given to eth- The last course in the dissertation se- failed portion of the exam by the end ics and diversity, as well as the parallels quence focuses on the completion of of the Fall quarter of the year in which between research and clinical practice. the Concept Paper, which contains a the exam was administered. A student Prerequisites: CP 932, CP 933 literature review of the seminal sourc- is eligible to take an Academic Tutorial Dissertation Development II es, a well-defined research question, a in preparation for re-examination. If CP 962, 2 units sketch of the method(s) to be used in a student does not pass any aspect of This course continues addressing the addressing the question, and an explica- the Comprehensive Exam within two at- knowledge, skills, and personal process tion of the relevance of the question for tempts he or she will be academically involved with the development of a dis- clinical psychological practice. Students disqualified. Pass/No Pass sertation. This second course focuses present Concept Papers for formal ap- on refining one’s dissertation topic into proval. For advanced students with ap- a specific research question. By review- proved Concept Papers, work will be di- ing the literature on prospective topics rected toward Proposal completion (i.e.,

80 PACIFICA GRADUATE INSTITUTE Degree Ph.D. in Clinical Psychology Requirements With Emphasis in Depth psychology

REQUIREMENTS FOR GRADUATION Faculty Mentorship 1. Students must complete a total of 104 quarter units to fulfill Each student is assigned a Faculty Advisor for mentorship the unit requirement for graduation. throughout the program. Faculty Advisors meet regularly with 2. A minimum grade of “B” is required in each completed course. their student advisees to monitor their academic performance, A cumulative grade point average of 3.0 must be maintained. discuss research interests, oversee clinical development, assist 3. Students must meet attendance requirements as articulated with dissertation decisions, and provide personal and professional in the Student Handbook. support. 4. Students must submit and defend an original dissertation accepted by the faculty. Preparation for Clinical 5. Students are required to complete a minimum 1,000 hours Psychology Licensure This curriculum is not intended to meet all the requirements of practicum, 1,500 hours of internship, and 60 hours of of each state for licensure in clinical psychology. Students will personal therapy. acquire the accredited doctoral training necessary for licensure 6. Students must successfully pass the Comprehensive as a clinical psychologist in the state of California. Students may Examination at the end of the third year. need to meet additional licensure requirements in their home 9. Students must successfully pass the Comprehensive states. Each student is responsible for determining and remaining Examination at the end of the third year. current on their state licensure requirements. 10. Students must comply with all the policies and procedures articulated in the Student, Clinical Research Project, and Clinical Handbooks. Pacifica Graduate Institute’s doctoral programs in clinical psychology are not accredited by the American Psychological Association. CLINICAL TRAINING A minimum of 1,000 hours of practicum and 1,500 hours of internship are required. Students will be placed in practicum by the Director of Clinical Training. Students must obtain Internship through a competitive application process. It is highly recommended that these internships be completed in a multidisciplinary setting offering a variety of training experiences. The choice of a culturally diverse site is encouraged.

For a full description of all requirements, consult the current edition of the Pacifica Student Handbook, the Clinical Training Handbook, and the Dissertation Handbook.

2013–2014 COURSE CATALOG 81 Executive Administration

Chancellor and Founding President ����������������������������������������������������������������������������� Stephen Aizenstat, Ph.D. Vice President of Academic Affairs and Provost ����������������������������������������������������������������Patricia Katsky, Ph.D. Vice President of Business Services and Chief Financial Officer ��������������������������������������� David Henkel, M.B.A.

Board of Trustees

Pacifica is supported by a uniquely gifted and hard-working Board of Trustees. They have fiduciary responsibility for the Institute, approving and monitoring the budget. The Board oversees all policy and long-range planning. In addition, they provide ongoing advice in their various areas of expertise. Pacifica wishes to acknowledge the outstanding contributions of these individuals. Their ongoing involvement is significant in the growth and well-being of our school.

Ernest E. Zomalt, Ph.D., Chair Norman Terry Pearce, M.A., Trustee Dr. Zomalt has worked in educational administration for over 30 Terry Pearce, an alumnus of Pacifica’s Mythological Studies years. His career included 20 years at the University of California, Program, brings a background in business and religious philosophy Santa Barbara, culminating with the position of Assistant Vice as well as extensive business leadership experience to Pacifica’s Chancellor, Student Affairs. He then moved to California State Board. He is an Adjunct Professor (retired) at the University of University at San Marcos. In 1993, he was appointed Executive California at Berkeley, and a visiting faculty member at The London Vice President, the position he held until his retirement in 2000. Business School and the Sloan Fellowship Programme. He is the He has been a member of Pacifica’s Board since 1991 and has founder and President of Leadership Communication, a compa- served as Chair since 1997. ny that coaches corporate, political, and community leaders. He joined Pacifica’s Board in 2009. Russ Revlin, Ph.D., Vice Chair Dr. Revlin was an early faculty member in Pacifica’s Clinical Marilyn Schlitz, Ph.D., Trustee Psychology Program and is a Professor of Psychology at the Dr. Schlitz is a social anthropologist, researcher, writer, and charis- University of California at Santa Barbara. He has served on matic public speaker. She is currently the President Emeritus and Pacifica’s Board since 1995. a Senior Fellow at the Institute of Noetic Sciences, where she has also served as President and CEO. Additionally, she is a Senior Harvey Bottelsen, Trustee Scientist at the California Pacific Medical Center. For more than Long active in Santa Barbara area banking, real estate, education- three decades, Dr. Schlitz has been a leader in the field of con- al, and charitable endeavors, Harvey Bottelsen joined Pacifica’s sciousness studies. Her research and extensive publications fo- Board of Trustees in 2007. He is also a Trustee and the Executive cus on personal and social transformation, cultural pluralism, and Director of the James S. Bower Foundation, which supports Santa mind body medicine. She is currently producing a feature film with Barbara area projects helping the early years, the later years, the Deepak Chopra. Dr. Schlitz joined the Pacifica Graduate Institute environment, and consciousness in the world view. Board of Trustees in 2013. Thyonne Gordon, Ph.D., Trustee Thomas L. Steding, Ph.D., Trustee Holding a Ph.D. in Human and Organizational Development from Dr. Steding has been CEO of ten high tech companies and ac- Fielding Graduate University, Thyonne Gordon also brings an exten- tive Chairman of several others. He is also Chairman and Founder sive experiential background in organizational structure and man- of Quadrix Partners, a leadership consulting organization for high agement to Pacifica’s Board of Trustees. Dr. Gordon is Executive execution organizations. Dr. Steding holds a Ph.D. in Electrical Director of Coach Art, an organization that assists children and Engineering from University of California, Berkeley, California, adolescents who have chronic or life-threatening illnesses. She and a MS in Management (Sloan Fellow) from Stanford University joined the Pacifica Board of Trustees in 2007. Graduate School of Business. He was a commissioned officer at Ft. Knox, Kentucky. He is the co-author of Built on Trust—How to Gain Competitive Advantage in Any Organization. Dr. Steding joined the Pacifica Graduate Institute Board of Trustees in 2013.

82 PACIFICA GRADUATE INSTITUTE Academic Staff

PH.D. PROGRAM IN CLINICAL PSYCHOLOGY Chair �������������������������������������������������������������������������������������������������������������������������������������������������� Oksana Yakushko, Ph.D. Program Administrator ���������������������������������������������������������������������������������������������������������������������������������������� Tamara Wilson Director of Clinical Training ������������������������������������������������������������������������������������������������������������������ Matthew Bennett, Psy.D. Clinical Internship Assistant & Student Affairs Coordinator ����������������������������������������������������������������������������Elira Gjata, M.S.W. Research Coordinators ����������������������������������������������������������������������������������� Oksana Yakushko, Ph.D., Michael Sipiora, Ph.D. M.A. PROGRAM COUNSELING PSYCHOLOGY Program Chair �������������������������������������������������������������������������������������������������������������������������������Willow Young, M.A., L.M.F.T. Director of Clinical Training ���������������������������������������������������������������������������������������������������������Lou Ann Wallner, M.A., L.M.F.T. Clinical Practicum Associate I ����������������������������������������������������������������������������������������������������������������������������Karla Kim, M.A. Director of Research ������������������������������������������������������������������������������������������������������ Avrom Altman, M.A., L.M.F.T., L.P.C.C. Associate Director of Research �������������������������������������������������������������������������������������������������������������Tina Panteleakos, Ph.D. Research Associates ����������������������������������������������Tina Panteleakos, Ph.D., Sukey Fontelieu, L.M.F.T., Jemma Elliott, L.P.C.C. Program Coordinator of Program Assessment �������������������������������������������������������������������������������������������� Michael Elliot, Ph.D. Program Coordinator of Curriculum and Syllabi. ����������������������������������������������������������������������������Jorgé de la O, M.A., L.M.F.T. Program Coordinator of Depth Curriculum �����������������������������������������������������������������������������������������������Tom Elsner, M.A., J.D. Program Coordinator of Accreditation ����������������������������������������������������������������������������������������������������� Richard Kelliher, Ph.D. Program Coordinators of Faculty Liaison ������������������������������������������� Diana Ferrari, M.A., L.M.F.T., Kathee Miller, M.A., L.M.F.T. Program Administrators ��������������������������������������������������������������������������� Joanne Hayden, M.A., Sybille Wesner-Salperto, M.A. Student Affairs Coordinator ����������������������������������������������������������������������������������������������������������������������������Oralia Limon, B.S. Practicum Coordinators ��������������������������������������������������������������������������� Justin Burdine, Cynthia Fredericksen, M.A., L.M.F.T.i. M.A./PH.D. PROGRAM IN DEPTH PSYCHOLOGY Chair �����������������������������������������������������������������������������������������������������������������������������������������������������������Allen Bishop, Ph.D. Specialization Chair, Jungian and Archetypal Studies ������������������������������������������������������������������������ Jennifer Leigh Selig, Ph.D. Program Administrator, Jungian and Archetypal Studies ������������������������������������������������������������������������������������������Susan Gary Research Coordinator ���������������������������������������������������������������������������������������������������������������������������������Jennifer Selig, Ph.D. Associate Specialization Chair, Somatic Studies ������������������������������������������������������������������������������������������Caylin Huttar, Ph.D. Program Administrator (Lead) �������������������������������������������������������������������������������������������������������������������������������������Nina Falls Research Coordinator ��������������������������������������������������������������������������������������������������������������������������� Elizabeth Nelson, Ph.D. Specialization Co-Chairs, Community, Liberation, and Ecopsychology ������������������������Nuria Ciofalo Ph.D., Mary Watkins, Ph.D. Program Administrator (Lead) �������������������������������������������������������������������������������������������������������������������������������������Nina Falls Community/Ecological Fieldwork Coordinator ������������������������������������������������������������������������������������������� Mary Watkins, Ph.D. Research Coordinator �������������������������������������������������������������������������������������������������������������������������������� Susan James, Ph.D. PH.D. PROGRAM IN DEPTH PSYCHOLOGY WITH EMPHASIS IN PSYCHOTHERAPY Specialization Chair, �������������������������������������������������������������������������������������������������������������������������������������Allen Bishop, Ph.D. Program Administrator ����������������������������������������������������������������������������������������������������������������������������� Emily Anderson, M.A. Research Coordinator ����������������������������������������������������������������������������������������������������������������������������Elizabeth Nelson, Ph.D. M.A. PROGRAM IN ENGAGED HUMANITIES AND THE CREATIVE LIFE Chair ������������������������������������������������������������������������������������������������������������������������������������������������������Susan Rowland, Ph.D. Program Administrator ���������������������������������������������������������������������������������������������������������������������������������������������Susan Gary M.A./PH.D. PROGRAM IN MYTHOLOGICAL STUDIES Chair ����������������������������������������������������������������������������������������������������������������������������������������������Evans Lansing Smith, Ph.D. Associate Chair �������������������������������������������������������������������������������������������������������������������������������������Patrick Mahaffey, Ph.D. Program Administrator �����������������������������������������������������������������������������������������������������������������������Meghan Saxton Sandoval Research Coordinator ����������������������������������������������������������������������������������������������������������������������������������Ginette Paris, Ph.D. DISSERTATION OFFICE Dissertation Office Director �����������������������������������������������������������������������������������������������������������������������Patricia Katsky, Ph.D. Academic Director of Dissertation Policy ����������������������������������������������������������������������������������������������� Elizabeth Nelson, Ph.D. Senior Dissertation Administrator ����������������������������������������������������������������������������������������������������������������������������Robyn Cass Dissertation Administrator �������������������������������������������������������������������������������������������������������������������������������������Rachel Reeve

2013–2014 COURSE CATALOG 83 Core and Adjunct Faculty

David Abram Allen Bishop Patricia Cane Ph.D., Philosophy, State University of New York Ph.D., Educational Psychology, University of Ph.D., Multicultural Wellness Education, Union at Stony Brook Southern California; Certified Psychoanalyst, Institute and University PUBLICATIONS INCLUDE: Becoming Animal: An Psychoanalytic Center of California; Licensed PUBLICATIONS INCLUDE: Trauma Healing Earthly Cosmology; The Spell of the Sensuous: Psychologist and Transformation; Capacitar for Kids: Perception and Language in a More-Than- AREAS OF EMPHASIS: Psychoanalysis; Music Multicultural Wellness for Children, Schools & Human World and Psychoanalysis; Psychoanalytic Practice Families AREAS OF EMPHASIS: Ecological Philosophy, AREAS OF EMPHASIS: Trauma Healing and Environmental Ethics; Environmental Literature Robert Bosnak Wellness; Multicultural Wellness and Energy and Poetics; Continental Philosophy and Psy.A., Jungian Psychoanalyst, C.G. Jung therapies; Spirituality and Wellness Education; Phenomenology; EcoPsychology; Ethical Institute, Zürich International Trauma Healing/Wellness train- and Cultural Consequences of Scientific and PUBLICATIONS INCLUDE: A Little Course in ings in the Americas, Africa, Europe, Middle Technological Change; Philosophy of Religion; Dreams; Embodiment: Creative Imagination in East, Asia Indigenous Philosophies and Worldviews Medicine, Art and Travel AREAS OF EMPHASIS: Embodied Imagination Edward Casey Stephen Aizenstat and Psychoanalysis; Therapeutic Training; Ph.D., Philosophy, Northwestern University Ph.D., Clinical Psychology, Fielding Graduate Dreamwork; Cyberdreamwork—Interactive PUBLICATIONS INCLUDE: Imagining: A University Real-Time Voice and Video Work with Imagery Phenomenological Study; Getting Back Into PUBLICATIONS INCLUDE: DreamTending; Place; Spirit and Soul: Essays in Philosophical Imagination and Medicine (co-editor) Linda Branch Psychology AREAS OF EMPHASIS: Depth Psychotherapy; Ph.D., Human Development, Fielding Graduate AREAS OF EMPHASIS: Philosophical Dream Research; Archetypal Psychology University foundations of archetypal psychology; AREAS OF EMPHASIS: Cultural Diversity; Social Phenomenological psychology; Phenomenology Francisco Humberto Eduardo Justice; Art; Writing; Healing and hermeneutics; Ecopsychology; Frontiers of Almeida Acosta depth psychology; Somatic psychology Ph.D., Social Psychology and Personality, James Broderick Cornell University Ph.D., Clinical Psychology & Community Nuria Ciofalo PUBLICATIONS INCLUDE: Conocimiento y Change, California School of Professional Ph.D., University of Hawaii Acción en Tzinacapan [Knowledge and Action Psychology, San Diego; Licensed Clinical AREAS OF EMPHASIS: Depth psychology at Tzinacapan] (Co-edited with María Eugenia Psychologist applied to community studies; Jungian ap- Sánchez); Las Veredas de la Incertidumbre AREAS OF EMPHASIS: Evidence-Based proaches to youth development; Ethno-cultural [Paths of Uncertainty] (Co-authored with María Practices and Diagnostics; Phenomenology; aspects in depth psychology; Indigenous Eugenia Sánchez); International Community Critical Theory (of Frankfurt School of Social psychologies; Participatory action research; Psychology: Community Approaches to Research); Sand Tray Therapy; Humanistic- Indigenous approaches to knowledge genera- Contemporary Social Problems, Vols. I and II Existential Psychology; Innovative Approaches tion; Depth psychology and psychodrama; (Main editor of the 2010 Proceedings) to Serious Mental Illness; Depth Psychology in Archetypal psychology and cultural issues; Management Liberation psychology Avrom Altman M.A., University of Missouri, Kansas City; Linda Buzzell Christi Clogston Licensed Marriage & Family Therapist; M.A, Social Science, Azusa Pacific University; Ph.D., Mythological Studies with an empha- Licensed Professional Counselor; Certified M.J., Journalism, UCLA; Marriage & Family sis in Depth Psychology, Pacifica Graduate Hakomi Psychotherapist Therapist Institute AREAS OF EMPHASIS: Research in Psychology; PUBLICATIONS INCLUDE: Ecotherapy: Healing AREAS OF EMPHASIS: Mythologies emergent Directed Research; Clinical Practice, Process with Nature in Mind; How to Make it in from human genomics and evolutionary biol- of Psychotherapy; Group Process; Body- Hollywood ogy; Intersections of depth psychology and Centered Depth Psychotherapy; Human AREAS OF EMPHASIS: Ecopsychology; neuroscience; History of the natural sciences Sexuality; Matrixial Borderspace and Aesthetics Ecotherapy Joseph Coppin Matthew Bennett Joseph Cambray Ph.D., Clinical Psychology, Pacifica Graduate Psy.D., Clinical Psychology, Georgia School of Ph.D., Chemistry, University of California, Institute; Licensed Marriage & Family Therapist Professional Psychology Berkeley PUBLICATIONS INCLUDE: The Art of Inquiry: A .AREAS OF EMPHASIS: Diagnosis and treat- Certified Jungian Analyst, C. G. Jung Institute, Depth Psychological Approach ment of personality disorders; Comparative Boston AREAS OF EMPHASIS: Depth Psychology; Personality theory; Psychology in Literature PUBLICATIONS INCLUDE: Synchronicity: Clinical Practice; Therapeutic Dialogue; and Art; Psychological assessment and testing Nature and Psyche in an Interconnected Organizational Psychology; Depth Universe; Analytical Psychology: Contemporary Psychological Approaches to Research Perspectives in Jungian Analysis, (ed).

84 PACIFICA GRADUATE INSTITUTE Lionel Corbett Michael Elliott Jennifer Freed M.D., University of Manchester; Certified Ph.D., Clinical Psychology, with Emphasis in Ph.D., Depth Psychology, Pacifica Graduate Jungian Analyst, C.G. Jung In stitute, Chicago Marriage And Family Therapy, United States Institute; Licensed Marriage and Family PUBLICATIONS INCLUDE: The Religious International University; Licensed Clinical Therapist Function of the Psyche; The Sacred Cauldron: Psychologist; MFT Certified Supervisor. PUBLICATIONS INCLUDE: The Ultimate Psychotherapy as a Spiritual Practice; Psyche AREAS OF EMPHASIS: Philosophical Personality Guide; Lessons from Stanley the and the Sacred: Spirituality Beyond Religion Psychology; Archetypal, Existential, and Cat AREAS OF EMPHASIS: Religious Function of Imaginal Psychotherapy; Soul-Centered and AREAS OF EMPHASIS: Healing Arts for Teens the Psyche; Interface of Analytical Psychology Eros-Focused Couples and Family Therapy; and Psychoanalytical Theories The Narration and Phenomenology of Desire; Paul Gabrinetti Assessment, Diagnosis, and Treatment of Ph.D., University of Southern California; Roger Dafter Learning Disabilities; Attention Deficit Disorder Certified Jungian Analyst Ph.D., Clinical Psychology, University of North and Behavior Disorders in Children and AREAS OF EMPHASIS: Psychology & Alchemy, Texas, Licensed Clinical Psychologist;. Ph.D., Adolescents. the Odyssey from an analytic perspective; role Behavioral Medicine, University of North Texas of Faust in Jung’s Psychology Thomas Elsner Claudia Degrati J.D., University of San Diego Law School, Nancy Galindo Ph.D., Clinical Psychology, Pacifica Graduate M.A., Clinical Psychology, Antioch University; Ph.D. Mythological Studies, Pacifica Graduate Institute Certified Jungian Analyst, Certified Research Institute PUBLICATIONS INCLUDE: Maps to the Soul: Psychoanalyst PUBLICATIONS INCLUDE: Tending the Living Stories Latinas tell of their Migration Journey PUBLICATIONS INCLUDE: The Western Gate; Dream Image: A Phenomenological Study AREAS OF EMPHASIS: Stories; Issues faced by The Night-Sea Voyage of Coleridge’s Ancient AREAS OF EMPHASIS: Dream Tending; Active Immigrants; Multi-cultural issues; Psychology Mariner Imagination and the Law AREAS OF EMPHASIS: Jungian Psychology;

Alchemy; Dreams; Relation between Literature Azarm Ghareman Ph.D., Clinical Psychology, Pacifica Graduate Helen Desmond and Depth Psychology Ph.D., Clinical Psychology with Specialization Institute in Child and Family, California School of Diana M. Ferrari PUBLICATIONS INCLUDE: Six Life Secrets of Professional Psychology, Diplomat, American M.A., Clinical Psychology, Antioch University; Content Women; A Guide for Emotional Self- Board of Psychoanalysis Licensed Marriage & Family Therapist Care; Longing for a Land: A Persian Woman’s AREAS OF EMPHASIS: Psychoeducation of Individuation in America; Soul of World; Soul Jorgé De La O Learning Disabilities and Attention Deficit of Word: Persian Poets make an offering to M.A., Counseling Psychology, Pacifica Disorder; Process of Psychotherapy; Clinical the West Graduate Institute; Licensed Marriage & Family Practice; Group Dynamics; Group Process AREAS OF EMPHASIS: Cultural Individuation; Therapist Cross-Cultural issues; Business/Science/ AREAS OF EMPHASIS: Chicano Studies; Process Alexandra Fidyk Psychology overlap; Masculine/Feminine of Psychotherapy; Group Process; Domestic Ph.D., Philosophy of Education & Interpretive Development in Therapy Violence; Jungian Psychology; Sand Play Inquiry, University of Calgary, AB; Certified Jungian Psychotherapist, C. G. Jung Institute, Veronica Goodchild Mike Denney Chicago; Family Constellation Therapy & Body Ph.D., Clinical Psychology, Pacifica Graduate M.D., University of Michigan, Ph.D., Depth Psychodynamics, Bert Hellinger Institute of Institute Psychology, Pacifica Graduate Institute Western PA PUBLICATIONS INCLUDE: Eros and Chaos: The PUBLICATIONS INCLUDE: Second Opinion: A PUBLICATIONS INCLUDE: Democratizing Sacred Mysteries and Dark Shadows of Love; Matter of Choice educational experience: Envisioning, embody- Songlines of the Soul: Pathways to New Vision AREAS OF EMPHASIS: The Union of Science ing, enacting (Ed.); Jung and the classroom: for a New Century and Spirituality – Body and Soul, Soma and Education for diversity and meaning (Ed., AREAS OF EMPHASIS: Jungian Thought and Psyche – in Healing; Complexity Theory and forthcoming); Silence and eros: Beckoning the Practice; Imaginal Perspectives in Research; Quantum Mechanics at the Frontiers of Depth background forward (forthcoming). Dreams; Religious Experience; Synchronicity; Psychology; Emergence, Discontinuity, and AREAS OF EMPHASIS: Education & Depth Anomalous Encounters Self-referential Paradox in the New Sciences Psychology; Process Philosophy; Taoist and of the 21st Century as Related to Depth Buddhist Thought; Curriculum Studies; Poetic Ginger Grant Psychology and Cultural Issues Ph.D., Mythological Studies with an Emphasis Inquiry; Interpretive Research; Arts-informed in Depth Psychology, Pacifica Graduate Methods; Family Systems Constellation Work Christine Downing Institute Ph.D., Religion & Culture, Drew University Sukey Fontelieu PUBLICATIONS INCLUDE: Re-Visioning the Way PUBLICATIONS INCLUDE: The Luxury M.A., Counseling Psychology, Pacifica we Work; Finding Your Creative Core of Afterwards; Prelude: Essays in Ludic Graduate Institute; Licensed Marriage & Family AREAS OF EMPHASIS: Corporate culture; Imagination; Disturbances in the Field: Essays Therapist Creativity and Innovation; Scenario planning in Honor of David L. Miller (editor); Gleanings: AREAS OF EMPHASIS: Jungian and Archetypal Essays 1982-2006 Theory; Mythological Studies; Clinical Issues AREAS OF EMPHASIS: Greek Mythology; Women’s Studies; Psychoanalysis

2013–2014 COURSE CATALOG 85 Core and Adjunct Faculty

Laura S. Grillo George Hogenson Robert Kalter Ph.D., History of Religions, University of Ph.D., Philosophy, Yale University, Certified M.D., Psychiatry, University of Texas Health Chicago; M.Div., Union Theological Seminary Jungian Analyst, C. G. Jung Institute of Chicago Science Center at San Antonio; Board AREAS OF EMPHASIS: Theory and Method in PUBLICATIONS INCLUDE: Jung’s Struggle with Certification in Psychiatry and Neurology; History of Religions; Comparative Religions; Freud Board Certification in Psychosomatic Medicine; Cultural Anthropology; African and African Licensed M.D. Diaspora Religious Traditions; Psychology and James Hollis AREAS OF EMPHASIS: Clinical Religion; Theology and Biblical Scholarship Ph.D., Drew University, Certified Jungian ana- Psychopharmacology; Clinical Work in Areas of lyst, C.G. Jung Institute, Zurich, Switzerland Interaction between Psyche and Soma Gary Groth-Marnat PUBLICATIONS INCLUDE: The Middle Passage: Ph.D., Clinical Psychology, California School From Misery to Meaning in Midlife; Under Patricia Katsky of Professional Psychology, San Diego; Saturn’s Shadow: The Wounding and Healing Ph.D., Sociology, University of California, Los Diplomate American Board of Professional of Men; Tracking the Gods: The Place of Myth Angeles; Certified Jungian Analyst, C.G. Jung Psychology (Clinical); Diplomate American in Modern Life; Swamplands of the Soul: Institute of Los Angeles; Licensed Marriage & Board of Assessment Psychology; Licensed New Life in Dismal Places; The Eden Project: Family Therapist Psychologist In Search of the Magical Other; Hauntings: AREAS OF EMPHASIS: Dreamwork; Training PUBLICATIONS INCLUDE: Neuropsychological Dispelling the Ghosts Who Run Our Lives and Growth of Therapists; Religious Function Assessment in Clinical Practice: A Practical of the Psyche Guide to Test Interpretation and Integration; C. Doyle Hollister Handbook of Psychological Assessment; M.A. English, University of California, Santa Richard J. Kelliher Integrative Assessment of Adult Personality Barbara, M.A. Counseling, University of Psy.D., Clinical Psychology, Illinois School of AREAS OF EMPHASIS: Psychological Santa Clara; Marriage and Family Therapist; Professional Psychology; Licensed Clinical Assessment; Eating Disorders; Dreams of Neurolinguistic Programming Certificate Psychologist Terminally Ill Patients; Clinical Hypnosis; Near PUBLICATIONS INCLUDE: Jung Journal, “Letter AREAS OF EMPHASIS: Cognitive-Behavioral Death Experience to Jane Wheelwright” Psychotherapy; Psychological Assessment; AREAS OF EMPHASIS: Relationship Counseling, Developmental Psychology; Addictions; Cynthia Anne Hale Couples and Families, Mens’ Issues Transformational Psychology Ph.D., Depth Psychology, Pacifica Graduate Institute; Licensed Clinical Social Worker Tom Holm Alan Kilpatrick AREAS OF EMPHASIS: Imaginal and Archetypal PhD, University of Oklahoma. Ph.D., Anthropology, University of California at Studies of Color and of Music; The Creative PUBLICATIONS INCLUDE: Code Talkers and Los Angeles Process; The Internet as Psychic Space; Depth Warriors: Native Americans and World War PUBLICATIONS INCLUDE: The Night has a Psychotherapy, Embodied Imagination, Dream II; Strong Hearts, Wounded Souls: Native Naked Soul Work, Life Transitions, Trauma. American Veterans and the Vietnam War AREAS OF EMPHASIS: Shamanism and Folk Healing Maren Tonder Hansen Caylin Huttar Ph.D., Psychology, Saybrook Graduate School; Ph.D., Depth Psychology, Pacifica Graduate Cynthia King M. Div., Starr King School for the Ministry; Institute, L.Ac, Ph.D., Mythological Studies with an empha- Licensed Marriage, Family and Child Therapist; AREAS OF EMPHASIS: The intersection of sis in Depth Psychology, Pacifica Graduate Ordained Unitarian Universalist Minister Buddhist meditation practice and teach- Institute PUBLICATIONS INCLUDE: Mother Mysteries; ings with depth psychology; Chinese PUBLICATIONS INCLUDE: Creating Teachers of Myth Medicine: Acupuncture and Chinese Herbs; Partnerships: Unleashing Collaborative Power AREAS OF EMPHASIS: Psychological Complementary and Alternative Medicine; in the Workplace; Creating Partnerships: A and Educational Uses of Myth; Women’s Chronic Illness, Terminal Illness, Dying and Death Field Guide for Collaboration Spirituality; Human Development AREAS OF EMPHASIS: Organizational Susan James Development and Mythology; Transformational Kim Hermanson Ph.D., Community Psychology, New York Leadership; Social Justice; Conflict Ph.D., Education, University of Chicago University Transformation; Co-creating Collaborative PUBLICATIONS INCLUDE: Sky’s the Limit: The AREAS OF EMPHASIS: Racial socialization; Partnerships and Communities; Power Art of Nancy Dunlop Cawdrey; Getting Messy: Structural violence, Indigenous technologies Dynamics; Intercultural Communication. A Guide to Taking Risks and Opening the Imagination for Teachers, Trainers, Coaches and Mentors AREAS OF EMPHASIS: Transformative Adult Learning; Creative Process; Metaphor; Teaching; Group Process

86 PACIFICA GRADUATE INSTITUTE Aaron Kipnis Christine H. Lewis Maureen Murdock Ph.D., Clinical Psychology, Pacifica Graduate Ph.D., Clinical Psychology , University of Ph.D., Mythological Studies with an Emphasis Institute; Licensed Clinical Psychologist California ; Certified Psychoanalyst, Licensed in Depth Psychology, Pacifica Graduate Institute PUBLICATIONS INCLUDE: The Midas Complex: Psychologist; M.A., Literature, University of PUBLICATIONS INCLUDE: Unreliable Truth: How Money Drives Us Crazy and What We California, Santa Barbara. On Memoir and Memory; Monday Morning Can Do About It; Knights Without Armor; What AREAS OF EMPHASIS: Contemporary Memoirs: Women in the Second Half of Life Women and Men Really Want; Angry Young Men Psychoanalysis , Literature and Psychoanalysis, AREAS OF EMPHASIS: Depth Psychology; AREAS OF EMPHASIS: Gender Studies; Depth Clinical Supervision, Therapeutic Presence. Myth, Literature, and Religious Studies; Clinical Psychology; Psyche and Culture; Clinical Practice; Trauma and Dissociation in Somatic Psychology; Ecopsychology; Research Enrique Lopez Psychology; Imaginal Psychology; Memoir as PhD, Clinical Psychology, Pepperdine University Contemporary Myth; The Sacred Feminine in Allen D. Koehn Licensed Clinical Neuropsychologist the Work of Gimbutas, Woodman and Downing; D.Min., Fuller Theological Seminary; Certified Mental Illness and the Criminal Justice System Jungian Analyst, C.G. Jung Institute, Los Kathryn Madden Angeles; Licensed Marriage & Family Therapist PhD, Psychology and Religion, Union Elizabeth Nelson AREAS OF EMPHASIS: Theoretical Foundations Theological Seminary, Licensed Psychoanalyst. Ph.D., Depth Psychology, Pacifica Graduate of Depth Psychology; Myth, Literature, and PUBLICATIONS INCLUDE: Dark Light of the Soul Institute Religion; The Trickster; The Creative Process PUBLICATIONS INCLUDE: The Art of Inquiry:

Michael Madden A Depth Psychological Perspective, (co-au- M.A., Experimental Psychology, Northeastern Richard Kradin thored); Psyche’s Knife: Archetypal Explorations University; M.A. Clinical Psychology, Antioch M.D., Thomas Jefferson University; Certified of Love and Power University Jungian Analyst, C.G. Institute, Boston AREAS OF EMPHASIS: Research AREAS OF EMPHASIS: Trauma and Recovery; PUBLICATIONS INCLUDE: The Herald Methodologies and Dissertation Development Dream: An Initial Approach to the Dream in Couples and Family Systems Therapy; Psychotherapy; The Placebo Response and the Domestic Violence Assessments and Patrizia Pallaro Power of Unconscious Healing; Psychomatics Treatment; Spiritual and Buddhist Approaches PhD, University of Padua, Italy. MA, Dance/ AREAS OF EMPHASIS: Somatic Studies, to Psychotherapy & Transformation Movement Therapy, UCLA. Jungian Studies PUBLICATIONS INCLUDE: Authentic Movement:

Patrick Mahaffey Moving the Body, Moving the Self; Being Ph.D., Religious Studies, University of Kathryn LaFevers Evans Moved: A Collection of Essays, Two volumes M.A., Literature and Writing Studies, California California, Santa Barbara State University San Marcos AREAS OF EMPHASIS: Comparative Religions; Avedis Panajian AREAS OF EMPHASIS: Comparative Literature; Psychology and Religion; Hindu Traditions; Ph.D., Clinical Psychology, U.S. International Nature & Devotional Poetry; Religions as World Buddhist Traditions University; Certified Psychoanalyst; Literature; Neoshamanic Practice; Esoteric Training and Supervising Analyst; Licensed

Studies; Renaissance Neoplatonism, Christian Kathee Miller Psychologist; Diplomate in Clinical Psychology, M.A., Antioch University, Santa Barbara; Licensed Kabbalah, and Natural Magic; Relation be- American Board of Professional Psychology Marriage and Family Therapist tween Literature and Depth Psychology AREAS OF EMPHASIS: Clinical Psychoanalysis; AREAS OF EMPHASIS: Process of Psychotherapy; Psychopathology; Primitive Mental States Thomas Lane Clinical Practice; Imaginal Psychology; Ph.D., Comparative Literature, Yale University Active Imagination and Sandplay; Authentic F. N. Tina Panteleakos AREAS OF EMPHASIS: Classical Literature and Movement—A Pathway to Psyche; The Body as Ph.D., Counseling, Clinical, and School Mythology, 19th and 20th Century Literature, Sacred Text; Symbol & Image in Visual Art Psychology, University of California, Santa Cultural History, Buddhist Meditation Practice, Barbara; Registered Psychological Assistant?

Hatha Yoga Practice Angela Mohan AREAS OF EMPHASIS: Psychopathology; M.A., Marriage and Family Therapy, Phillips Trauma and Dissociation; Assessment; Graduate Institute; Licensed Marriage and Family Keiron LeGrice Humanistic and Existential Psychotherapy; Therapist Ph.D., Philosophy and Religion, California Biological Bases of Behavior Institute of Integral Studies AREAS OF EMPHASIS: Couples, Adolescents, PUBLICATIONS INCLUDE: The Rebirth of Family Systems; Interpersonal Dynamics; Ginette Paris the Hero: Mythology as a Guide to Spiritual Philosophy and Rituals; Multi-cultural Issues; Ph.D., Social Psychology, University of Transformation; The Archetypal Cosmos: Legal and Ethical Issues in the Helping Montreal; Licensed Clinical Psychologist Rediscovering the Gods in Myth, Science and Professions; Use of Literature and Film in Therapy PUBLICATIONS INCLUDE: Heartbreak: New Astrology; Discovering Eris: The Symbolism Approaches to Healing; Pagan Grace; Pagan and Significance of a New Planetary Archetype Mark Montijo Meditations; The Wisdom of Psyche Ph.D., Clinical Psychology, Pacifica Graduate AREAS OF EMPHASIS: Depth and Archetypal Institute; Marriage and Family Therapist Psychology AREAS OF EMPHASIS: Native American Healers; Anima Mundi; Sacred Work of a Psychotherapist

2013–2014 COURSE CATALOG 87 Core and Adjunct Faculty

Craig Park Robert Romanyshyn Gregor Sarkisian M.A., Clinical Psychology, Antioch University, Ph.D., Clinical Psychology, Duquesne Ph.D., Community Psychology, University of San Francisco; Licensed Marriage and Family University; Affiliate Member of The Inter- Missouri, Kansas City, Postdoctoral fellow in Therapist Regional Society of Jungian Analysts the Clinical Services Researching Training AREAS OF EMPHASIS: Chemical Dependency; PUBLICATIONS INCLUDE: The Wounded Program at the Department of Psychiatry, Family Systems Therapy; Dual Diagnosis and Researcher: Research with Soul in Mind; University of California, San Francisco (UCSF) Adolescent Treatment Ways of the Heart: Essays toward an Imaginal AREAS OF EMPHASIS: Community Psychology: Psychology; Mirror and Metaphor: Images and Theories and Methods; Community Elizabeth Perluss Stories of Psychological Life; Technology as Consultation and Collaboration; Program Ph.D., Depth Psychology, Pacifica Graduate Symptom and Dream; The Soul in Grief: Love, Development and Evaluation; Prevention Institute; Licensed Marriage and Family Death, and Transformation; and Psychological and Promotion, Power, Empowerment, and Therapist and Credentialed School Counselor Life: From Science to Metaphor Community Practice; Community Organizing; AREAS OF EMPHASIS: Ecopsychology; AREAS OF EMPHASIS: Imaginal Psychology Community Coalition Building; Qualitative Wilderness rites of passage; Jungian as the Outcome of a Dialogue between Interviewing; Field Study in Applied Community psychology Phenomenology and Jungian Psychology and Psychology. Its Application to Research, Cultural Issues,

Chris Peterson and Psychotherapy; Exile, Homecoming and Jennifer Selig Ph.D., Counseling Psychology, University the Mythic Roots of Technology; Writing Down Ph.D., Depth Psychology, Pacifica Graduate of California, Santa Barbara; Licensed the Soul and the Creative Process; Issues of Institute Psychologist, Diplomate of the American Language and Embodiment PUBLICATIONS INCLUDE: Thinking Outside College of Forensic Examiners; Certificate the Church:110 Ways to Connect With from National Board of Addiction Examiners; Safron Rossi Your Spiritual Nature; Reach for the Stars; Certificate in Psychoanalytic Psychotherapy Ph.D., Mythological Studies with emphasis in What Now? Words of Wisdom for Life after AREAS OF EMPHASIS: Psychoanalytic Depth Psychology, Pacifica Graduate Institute Graduation; Reimagining Education: Essays on Psychotherapy; Clinical Supervision; Treatment AREAS OF EMPHASIS: Archetypal Astrology Reviving the Soul Learning (co-authored with of Addictive Disorders and Cosmology; Mythology; Goddess Studies; Dennis Patrick Slattery) Archetypal Psychology AREAS OF EMPHASIS: Multicultural Studies

Wendy Phillips and Diversity Issues; The Application of Ph.D., Psychology, Georgia State University Susan Rowland Therapeutic Principles to Cultural Settings; AREAS OF EMPHASIS: Art practice as a Ph.D., Literature and Depth Psychology, Psyche and the Humanities; Depth component of Psychotherapy; Culturally University of Newcastle Psychological Approaches to Writing and relevant Psychotherapy; Symbols in Visual Art; PUBLICATIONS INCLUDE: The Ecocritical Research Archetypes of traditional indigenous African re- Psyche: Literature, Complexity, Evolution, and ligious systems such as the Yourba and Vodun; Jung; C.G. Jung in the Humanities; Jung as Mady Schutzman Hip Hop Music and Culture; Healing Rituals. a Writer; Jung: A Feminist Revision; From Ph.D., Performance Studies, New York Agatha Christie to Ruth Rendell; C.G. Jung and University

Suzanne E. Rapley Literary Theory; Psyche and the Arts (editor) PUBLICATIONS INCLUDE: The Real Thing: Ph.D., Clinical Psychology, Fielding Graduate AREAS OF EMPHASIS: Depth psychology; Performance, Hysteria, and Advertising; Institute Jung; Writing; Literature; the Arts; Gender; Playing Boal: Theatre, Therapy, Activism; A AREAS OF EMPHASIS: Human Sexuality; Feminism; Ecocriticism; Ecopsychology; Poetry Boal Companion: Dialogues on Theatre and Addictions Cultural Politics Maria Eugenia Sanchez y Diaz AREAS OF EMPHASIS: Ritual; Theatre and Monika Relph-Wikman de Rivera Ph.D., Clinical Psychology, California School of Social Justice; Trickster Figure in Culture; Ph.D., Sociology, Sorbonne Professional Psychology, Diplomat of Jungian Humor/Comedy/Parody PUBLICATIONS INCLUDE: Conocimiento y Analysis,Center for Depth Psychology accord- Acción en Tzinacapan [Knowledge and Action Michael P. Sipiora ing to Carl Jung and Marie-Louise von Franz, at Tzinacapan] (Co-edited with Francisco Ph.D., Psychology with a concentration in Zurich, Switzerland, Licensed Marriage and Humberto Eduardo Almeida Acosta); Las Literature, University of Dallas; Licensed Family Therapist Veredas de la Incertidumbre [Paths of Clinical Psychologist Uncertainty] (Co-authored with Francisco AREAS OF EMPHASIS: Phenomenological Humberto Eduardo Almeida Acosta) philosophy and psychology; Archetypal psy- chology; Narrative, hermeneutics, and rhetoric; Critical theory; Organizational development.

88 PACIFICA GRADUATE INSTITUTE Glen Slater Andrew Teton Mary Watkins Ph.D., Clinical Psychology, Pacifica Graduate M.A., Clinical Psychology, Antioch University, Ph.D., Clinical and Developmental Psychology, Institute Santa Barbara; Licensed Marriage and Family Clark University; Licensed Clinical Psychologist PUBLICATIONS INCLUDE: Senex and Puer (edi- Therapist PUBLICATIONS INCLUDE: Waking Dreams; tor); Varieties of Mythic Experience (editor) AREAS OF EMPHASIS: Theories of Invisible Guests; Talking with Young Children AREAS OF EMPHASIS: Jungian and Archetypal Psychotherapy; Marriage, Couples, and Family about Adoption; Toward Psychologies of Psychology; Psychology and Religion; Cinema Systems; Law and Ethics; Clinical Skills; Liberation (co-author with Helene Shulman). and Psyche; Psychology and Technology Group Psychotherapy; Trauma Recovery; Body AREAS OF EMPHASIS: Imaginal/Archetypal Inclusive Therapeutic Approaches; California Psychology; Object Relations Theory; Liberation Dennis Patrick Slattery Licensing Preparation Psychology; Participatory and Phenomenological Ph.D., Literature & Phenomenology, University Research; Dialogue Theory/Praxis of Dallas Beverly Title PUBLICATIONS INCLUDE: Harvesting Darkness: Ph.D., Education, emphasis in Peace and Gary White Essays on Literature, Myth, Film and Culture; Conflict Studies, University of Colorado, M.A., Antioch University; Licensed Marriage & Casting the Shadows; Grace in the Desert: Boulder Family Therapist Awakening to the Gifts of Monastic Life; Just PUBLICATIONS INCLUDE: Teaching Peace: AREAS OF EMPHASIS: Sexual Violence; Below the Water Line; Depth Psychology: A Restorative Justice Framework for Sexuality; Multi-Cultural Issues; Men’s and Meditations in the Field (editor) Strengthening Relationships Women’s Issues; Multiple Personality Disorder AREAS OF EMPHASIS: Psyche and Nature; AREAS OF EMPHASIS: Restorative Justice; Margaret Wilbur Literary Classics; Genre Theory; Theories of Conflict Resolution; Bullying Prevention; At- M.A., Psychology, Antioch West, Los Angeles; Mytho-poeisis; Pedagogy; Body and Psyche; Risk Youth; Affective Curriculum Development Certified Jungian Analyst, C.G. Jung Institute, Epic Narrative; Phenomenology; Joseph Los Angeles; Licensed Marriage and Family Campbell’s Theory of Myth Paula Thomson Psy.D., Psychology, American Behavioral Therapist Lisa Sloan Studies Institute; Licensed Clinical Psychologist Professor Emerita of UCLA’s School of Theater, Ph.D., Clinical Psychology, Pacifica Graduate AREAS OF EMPHASIS: Developmental Film, and Television. Institute; Licensed Clinical Psychologist Psychology through Adolescence, Strong Focus Robin Newell Wynslow AREAS OF EMPHASIS: Jungian Psychotherapy; on Neurobiology and Attachment Theory Ph.D., Counseling Education, University of Imaginal Psychology; Shamanism and Jungian Southern California, Certified Jungian Analyst, Norvene Vest Theory C.G. Jung Institute, Los Angeles; Licensed Ph.D., Mythological Studies with emphasis in Marriage and Family Therapist Evans Lansing Smith Depth Psychology, Pacifica Graduate Institute Ph.D. Comparative Literature, Claremont PUBLICATIONS INCLUDE: Re-Visioning Oksana Yakushko Graduate School Theology: A Mythological Approach to Religion Ph.D., Counseling Psychology, University of PUBLICATIONS INCLUDE: Sacred Mysteries: AREAS OF EMPHASIS: Christianity; Benedictine Missouri Myths about Couples in Quest; The Descent life; Spiritual Direction; the Divine Feminine AREAS OF EMPHASIS: Immigration; Indigenous to the Underworld in Literature, Painting, and Healing Practices; Feminist Spirituality; Film: The Modernist Nekyia; Figuring Poesis: A Judah Viola Qualitative and Mixed Methods Research; Mythical Geometry of Postmodernism Ph.D., Community Psychology, DePaul Dissertation Development AREAS OF EMPHASIS: Myth in Literature University-Chicago from Antiquity to Postmodernism; Arthurian PUBLICATIONS INCLUDE: University Ecology Willow Young Romances; The Hermetic Tradition & Student Service Motivation; Consulting and M.A., Counseling Psychology, Pacifica evaluation with community based organiza- Graduate Institute; Licensed Marriage and Zaman Stanizai tions: Tools and strategies to start & build Family Therapist; CAMFT Certified Supervisor Ph.D., Political Science, University of Southern a practice (co-authored with Susan Dvorak AREAS OF EMPHASIS: Jungian and Self- California; M.A. Linguistics, University of McMahon.) Psychology; Archetypal Research; World Arts, Washington AREAS OF EMPHASIS: Substance abuse after- Culture, and Mythology; Psyche and Dreams; AREAS OF EMPHASIS: Islamic Studies; care; Affordable housing; Access to healthcare; Clinical Practice Issues Theosophy, Political Philosophy; Islamic Access to healthy food; Violence prevention Mysticism; Sufism; Poetic Expression in Mystic and intervention programs for youth; Urban Paul Zolbrod Thought education for students with disabilities Ph.D., English, University of Pittsburgh PUBLICATIONS INCLUDE: Dine’ bahane’: The Maurice Stevens Lou Ann Wallner Navajo Creation Story; Reading the Voice: Ph.D., History of Consciousness, University of M.A., Counseling Psychology, Pacifica Native American Oral Poetry on the Written California at Santa Cruz Graduate Institute; Licensed Marriage & Family Page; Weaving a World: Textiles and the Navajo PUBLICATIONS INCLUDE: Trans(per)forming Therapist Way of Seeing; Battle Songs: A Story of the African-American history and identity AREAS OF EMPHASIS: Family Systems from Korean War in Four Movements AREAS OF EMPHASIS: Critical Trauma Studies; a Depth Perspective; Adolescent Psychology; AREAS OF EMPHASIS: Medieval and Early Critical Race Studies; Critical Psychoanalysis; Myth and Narcissism in Western Culture; Eco Renaissance Literature; Early American Cultural Studies and Wilderness Psychology Literature; Native American Literature, with emphasis on mythology and oral tradition

2013–2014 COURSE CATALOG 89 Contributing Faculty

Nor Hall, Ph.D. Marion Woodman, D.H.L. PUBLICATIONS INCLUDE: The Moon and the Virgin; Those Women Scholar-in-Residence, Pacifica Graduate Institute, 1992; Certified AREAS OF EMPHASIS: History of Consciousness; Archetypal Psychology; Jungian Analyst, C.G. Jung Institute, Zürich Initiation Psychology PUBLICATIONS INCLUDE: Addiction to Perfection; The Pregnant Virgin; The Ravaged Bridegroom Michael Meade, D.H.L. AREAS OF EMPHASIS: Jungian and Archetypal Thought; Addictive Founder of MOSAIC Multicultural Foundation Behaviors; The Role of the Feminine in Our Changing World AREAS OF EMPHASIS: Storytelling; Drumming; Mythology; Study of Ritual in Traditional Cultures Ross Woodman, Ph.D. University of Toronto; Professor-Emeritus, University of Western Ontario, Richard Tarnas, Ph.D. London, Ontario; Distinguished Scholar, Keats-Shelley Association of Saybrook Institute America PUBLICATIONS INCLUDE: The Passion of the Western Mind; Cosmos PUBLICATIONS INCLUDE: Apocalyptic Vision in the Poetry of Shelley; and Psyche: Intimations of a New World View Sanity, Madness, and Transformation: Psyche and Romanticism; and AREAS OF EMPHASIS: Archetypal Studies; Philosophy, Cosmology, and Revelation and Knowledge (forthcoming) Consciousness; Cultural History

90 PACIFICA GRADUATE INSTITUTE Admission Requirements

Pacifica Graduate Institute welcomes a culturally diverse completed all of the academic requirements of a Master’s Degree academic community. Students are selected for matriculation in in Counseling, a Master’s in Psychology, a Master’s in Social the programs at the Institute according to the potential Pacifica Work, or a related field such that their degrees qualify them for perceives they have to succeed in masters or doctoral level licensure at the master’s level in their own places of residence. work. While maintaining rigorous standards for admission rela- Applicants must either be practicing, or have a plan in place to tive to professional and personal attributes, the Institute seeks start practicing as psychotherapists, once they become enrolled to emphasize those correlates that measure a student’s aptitude in the program. for success in Pacifica’s courses of study. Thus, the application Because the program carries a strong emphasis on learning review process focuses on past educational performance, letters through case presentation and supervision, we seek candidates of recommendation, emotional maturity, and the presentation of who are psychologically-minded and show evidence of the emo- self in the application essays and interviews. All applicants are tional resilience necessary to work in the transference/counter- asked to demonstrate research skills and writing ability by sub- transference field. Prior experiences as a patient in psychotherapy mitting samples of their written academic work. The Institute’s is an important factor in our consideration. doctoral and master’s programs require separate applications In addition to having advanced writing and scholarship skills, suc- and admission evaluations. Completion of one of Pacifica’s M.A. cessful candidates will hold some familiarity with, and aptitude for, programs does not guarantee the student’s admission to the the perspectives of depth psychology, and demonstrate a commit- Institute’s doctoral programs. ment to practice and research in the field of depth psychotherapy.

M.A./Ph.D. in M.A. in Engaged Humanities and Mythological Studies the Creative Life with emphasis Pacifica’s Mythological Studies Program seeks students who have in Depth Psychology the potential to succeed in the creative application of mythological Applicants must have a bachelor’s and/or master’s degree from themes and psychological insights. In the process of reviewing an accredited or state-approved institution of higher education. applicants, attention is focused on past educational, creative, and While the program seeks students with a background in social professional endeavors. science, humanities, psychology, or the arts, other degrees will Applicants must have a bachelor’s and/or master’s degree from be considered. Successful applicants will also display scholarly an accredited or state-approved institution of higher education. writing skills and show an interest in the application of depth psy- While a degree in the humanities, arts, or social sciences is pre- chological or mythological principles. ferred, other degrees will be considered. Successful completion of a Comprehensive Examination during the second year of the M.A. in Counseling Psychology Applicants must have a bachelor’s and/or master’s degree from program and demonstrated proficiency in academic research are an accredited or state-approved institution of higher education. required for continuation into the third year of the program. The Counseling Psychology Program values students whose M.A./Ph.D. in Depth Psychology backgrounds include work in social, religious, or human services; (various specializations) academic training in psychology or the humanities; and experi- Applicants must have a bachelor’s and/or master’s degree from ence in personal therapy. Successful applicants will also display an accredited or state-approved institution of higher education. scholarly writing skills and an interest in research. Applicants must also demonstrate aptitude in the following ar- eas: a background in psychology through formal coursework or Ph.D. and Psy.D. in personal study and experience; a background in interdisciplinary Clinical Psychology Applicants must have a bachelor’s and/or master’s degree from a studies, such as the humanities, sciences, and social sciences; a regionally accredited institution of higher education. Applicants to demonstrated interest and ability in scholarly writing; and a famil- the Clinical Psychology Programs are expected to bring a strong iarity with the perspectives of depth psychology, such as psycho- foundation in the field of psychology and a demonstrated inter- analytic, Jungian, and archetypal psychology. est and aptitude for the study of depth psychology. The program Ph.D. in Depth Psychology with seeks individuals who are psychologically-minded and evidence Emphasis in Psychotherapy the emotional resilience necessary to work in the transference/ Applicants must have a master’s degree from an accredited counter-transference field. In addition to advanced writing and institution of higher education. Successful candidates will have scholarship skills, successful candidates will have supervised

2013–2014 COURSE CATALOG 91 Admission Requirements clinical experience and manifest an interest in the relationships consider applicants who have earned bachelor’s degrees from among psychology, the humanities, and the arts. The experience an accredited institution of higher education in psychology or a of personal depth psychotherapy is highly valued. These capaci- related field who, in addition to meeting the admissions require- ties are normally found in applicants who have already earned a ments as noted above, also present a strong foundation, including master’s degree in psychology or a related field from an accred- a minimum of two years of advanced study and experience in ited institution of higher learning. The Admissions Committee may depth psychology.

Admission Procedures

Applying to Pacifica deposit of $500 within two weeks of acceptance in order to be Prospective students are asked to submit the online applica- enrolled. The deposit is refundable in the amount of $250 should tion form (available at www.pacifica.edu), personal statement, an applicant be unable to participate. Those who are unable to resumé, and a non-refundable $75 application fee. To complete attend the 2014-2015 academic year must submit a new appli- the application file, official transcripts and recommendation forms cation should they wish to be considered for acceptance at a later and letters should be forwarded to Pacifica Graduate Institute by date. Currently enrolled Pacifica students who wish to switch from the appropriate parties. The school is authorized under Federal one program to another prior to completion must apply in full. Law to enroll non-immigrant students (F-1 Visa only). International There is a $500 administrative fee to make a program change. students are required to submit transcript evaluations prepared by a professional agency (such as www.wes.org) that verifies Transfer of Credits & Prior Training the necessary U.S. degree equivalency. International students Due to the unique instructional nature of the Doctoral and also must submit results of the Test of English as a Foreign Master’s degree programs, prior coursework or training usually is Language (TOEFL). Applicants also must provide an academic not equivalent to the approach and methodology used at Pacifica writing sample. Early applications are encouraged due to limited Graduate Institute. Additionally, because of the sequential nature space in Pacifica’s programs. The Admissions Committees review of the programs, students are strongly advised against transfer- completed application files and schedule interviews for qualified ring in prior coursework. A maximum of eight (8) units for any applicants. program may be transferred. Courses taken at another institution Interview Procedure more than four (4) years prior to the student’s matriculation at Those applicants who are advanced through the review stage will Pacifica Graduate Institute will not be considered for transfer. be invited for an interview. These interviews will take place begin- Only master’s level courses may be used to transfer credits in ning each January. The interviews address a number of important the M.A. programs. Only doctoral level courses may be used issues concerning the applicant’s potential to engage in graduate to transfer credits in the doctoral programs. Articulation agree- studies. These issues include past educational experience, emo- ments between Pacifica programs and/or external partners will tional maturity, personal readiness, and those specific to the ap- be considered on a catalog year basis. Additional information plicant’s chosen program of study. about transfer of credits and prior training can be obtained in the Office of Admissions. The transfer of credits is administered Acceptance and Enrollment by the Director of Admissions prior to the start of the first quarter Applications for fall 2014 enrollment can be submitted after of study at Pacifica. Please allow a minimum of four weeks to December 1, 2013. Notification letters will be mailed upon com- process transfer credit requests. pletion of the in-person interview. Please consider a deadline of For students eligible for education benefits through the Veterans June 30th as you prepare your application for the Admissions Administration, all previous education and training will be evalu- Committee. Application files received thereafter will be processed ated. Credit will be awarded where appropriate and the program on a space-available basis. Check Pacifica’s website at www.pa- will be shortened accordingly. The student and the Veterans cifica.edu for additional information. Administration will be notified promptly of his/her eligibility. Applicants who have been accepted must submit an enrollment

92 PACIFICA GRADUATE INSTITUTE 2013–2014 Tuition and Fees

All students are responsible for the Tuition, other Academic Fees and Residential/Non-Residential Fees as listed below. Tuition and Fees are reviewed annually and periodically adjusted as a matter of policy. application fee A $75 fee must accompany the Application for Enrollment. This fee is non-refundable. Tuition Deposit Once an applicant is accepted to Pacifica, a $500 deposit must be received with the signed Tuition and Fee Agreement in order to be confirm your registration in the program. Should the applicant decline acceptance, this deposit is partially refundable. tuition M.A./Ph.D. Mythological Studies ���������������������������������������������� $27,014 Ph.D. in Depth Psychology with Emphasis in Psychotherapy �����$27,014 M.A./Ph.D. in Depth Psychology with Emphasis in Jungian and Archetypal Studies ���������������������������������������������$27,014 M.A. in Engaged Humanities & the Creative Life ����������������������$18,898 M.A./Ph.D. in Depth Psychology with Emphasis in Community M.A. Counseling Psychology ������������������������������������������������������$22,421 Psychology, Liberation Psychology and Ecopsychology �������������$27,014 Psy.D. in Clinical Psychology ����������������������������������������������������� $26,249 M.A./Ph.D. in Depth Psychology with Emphasis Ph.D. in Clinical Psychology ������������������������������������������������������ $27,014 in Somatic Studies ���������������������������������������������������������������������$27,014 thesis fee: M.A. Counseling Psychology program Initial Thesis Fee (enrolled prior to Fall 2012) ��������������������������������������������������������������������������������������������������������������������������������������������� $1,800 The Thesis Fee includes the required six (6) unit Directed Research II course while working with their thesis advisor for two (2) consecutive quarters. Students needing a third quarter to complete their thesis are eligible for one (1) additional quarter at no fee. Student requiring additional quarters beyond the third quarter to complete the thesis will be assessed a separate $500 for each additional quarter of work with their thesis advisor. dissertation fee: Doctoral programs The Dissertation Fee for all doctoral programs is the Doctoral level tuition for the year the student entered into the Ph.D. program. The Dissertation Fee covers nine (9) quarters of work with the committee. Students will be billed 1/9th of the total fee each quarter. Dissertation work usually begins during or after the third year of course work. In the event any student withdraws and is re-admitted to Pacifica, the Dissertation Fee is equal to the annual tuition for the year the student was re-admitted to a Doctoral program. Dissertation Extension Fee The Dissertation Extension Fee is for students who need additional time to fin- ish their dissertation. Students may enroll for additional one-year enrollment periods; the annual fee is based on one-half of the Ph.D. level tuition from three years prior to the current academic year. One-fourth of the annual Dissertation Fee will be billed quarterly. Students will only be financially responsible for the quarters that are started or needed to complete their dissertation. miscellaneous fees Late Payment Fee ��������������������������������������������������������� $100 per quarter Tuition and Residential/Non-Residential Fees are due 14 days prior to the first day Leave of Absence (LOA) ������������������������������������������������������������������ $100 of the quarter. The Late Payment Fee will be assessed if payment is not received Academic Tutorial (1 month) ������������������������������������������������������������ $150 in full by the first day of each quarter, excluding secured anticipated Financial Aid. Extended Academic Tutorial (3 months) ������������������������������������������ $300 Late Registration Fee ����������������������������������������������������� $75 per quarter Late Registration Fee is assessed for continuing students who do not register on or Traineeship Tutorial (1 month) �������������������������������������������������������� $150 before 14 days prior to the beginning of the first day of the quarter. Internship/Traineeship Only (1 quarter) ������������������������������������������ $300 Transcripts, per copy ���������������������������������������������������������������������������� $4 Ph.D. Internship/Practicum Only (1 quarter) ������������������������������������ $300 Program Change Fee ������������������������������������������������������������������������ $500 PsyD Internship Fee (initial 3 quarters) ������������������������������� $999/quarter PsyD Internship Extension (1 quarter) ���������������������������������������������� $300

2013–2014 COURSE CATALOG 93 2013–2014 Tuition and Fees

residential and non-residential fees The Non-Residential Fee covers all meals, shuttle trans- portation between off-site accommodations and both campuses. The Residential Fee includes the above-listed services plus shared accommodations for the in-session nights and 10% Santa Barbara County Occupancy Use Tax.

Residential Fee: Non-Residential Fee: M.A./Ph.D. Mythological Studies ������������������������������������������������� $5,610 M.A./Ph.D. Mythological Studies ������������������������������������������������� $3,168 M.A./Ph.D. Depth Psychology with Emphasis in M.A./Ph.D. Depth Psychology with Emphasis in Jungian and Archetypal Studies ��������������������������������������������������� $2,916 Jungian and Archetypal Studies ��������������������������������������������������� $1,584 M.A./Ph.D. Depth Psychology with Emphasis in M.A./Ph.D. Depth Psychology with Emphasis in Jungian and Archetypal Studies (NY/SB) ������������������������������������� $1.458 Jungian and Archetypal Studies (NY/SB) ���������������������������������������� $792 M.A./Ph.D. Depth Psychology with Emphasis in Community M.A./Ph.D. Depth Psychology with Emphasis in Community Psychology, Liberation Psychology, and Ecopsychology �������������� $4,671 Psychology, Liberation Psychology, and Ecopsychology �������������� $2,673 M.A./Ph.D. Depth Psychology with Emphasis in M.A./Ph.D. Depth Psychology with Emphasis in Somatic Studies ...... *$4,671 (1st yr) $5,610 (2nd and 3rd yrs) Somatic Studies ��������������������� *$2,673 (1st yr) $3,168 (2nd and 3rd yrs) Ph.D. in Depth Psychology with Emphasis in Psychotherapy ������� $5,610 Ph.D. in Depth Psychology with Emphasis in Psychotherapy ������� $3,168 M.A. in Engaged Humanities & The Creative Life ����������������������� $2,916 M.A. in Engaged Humanities & The Creative Life ����������������������� $1,584 M.A. Counseling Psychology �������������������������������������������������������� $6,030 M.A. Counseling Psychology �������������������������������������������������������� $3,366 Psy.D. Clinical Psychology ������������������������������������������������������������ $6,408 Psy.D. Clinical Psychology ������������������������������������������������������������ $3,492 Ph.D. Clinical Psychology ������������������������������������������������������������� $7,355 Ph.D. Clinical Psychology ������������������������������������������������������������� $4,171

*1st year Somatic students are not in residence during summer. Therefore the residential/non-residential fees do not include charges for summer quarter.

Refundable Tuition Policy Students withdrawing, taking a leave of absence, or dropping a course from Pacifica: To be eligible for a refund of tuition, timely written notification must be submitted to the Office of the Registrar as specified below. The effective date of withdrawal, Leave of Absence, or dropped courses will be determined by the date written notification is received by the Office of the Registrar. If you withdraw, file a Leave of Absence, or drop a course from Pacifica after instruction has begun, you will receive a partial refund based on a “per unit tuition calculation”* as specified below: *“Per unit tuition calculation:” the Tuition for the specific quarter, program, and academic year, divided by the number of units offered in that specific quarter and program.

Academic Quarter Refund Deadline On or before the first day of class of the Day 8 to day 14 �������������������������������������� 70% Day 29 to day 35 ���������������������������������������� 40% quarter �������������������������������������������������������100% Day 15 to day 21 ���������������������������������������� 60% Day 36 to day 42 ���������������������������������������� 30% Day 2 to day 7 �������������������������������������������� 80% Day 22 to day 28 ���������������������������������������� 50% After day 42 ��������������������������������������������������0%

Summer Quarter Policy On or before the first day of class ����������������������������������������������������������������������������������������������������������������������������������������������������������������������100% After the first day: The tuition refund is prorated based on the number of days in the quarter, up to and including the date written notification is received by the Office of the Registrar.

Refundable Residential/Non-residential Fee Policy In order to be eligible for a refund, written notification must be submitted to the Housing Department at least five (5) days prior to the start date of on-site instruction. If a student attends any portion of the quarterly on-site session and then withdraws, takes a Leave of Absence, or drops courses from Pacifica, a Residential/Non-Residential refund will only apply to subsequent sessions in that quarter and not the session during which the student withdraws, takes a Leave of Absence, or drops courses. If the school cancels or discontinues an on-site course, you will receive a prorated refund of the fee.

94 PACIFICA GRADUATE INSTITUTE Financial Aid

The purpose of financial aid is to provide financial assistance 1) Be accepted into a program of study. to students enrolled at least half time in an eligible program at 2) Complete and submit the scholarship application and essay. Pacifica. Pacifica’s Board of Trustees, administrators, faculty, and 3) Results of the FAFSA must be on file in the Financial Aid Office staff do all they can to ensure a quality education is accessible for U.S. Citizens or eligible non-citizens in order to qualify. for all students. 4) International students must complete and submit the Financial Important Note: The financial aid information published in this cat- Aid Addendum form (page 2 of the application). alog is current and accurate at the time of publication. Institutional Returning students must meet the following requirements by June policies along with Federal and State regulations may change 15 to be considered: periodically. Contact the Financial Aid Office for the most up to 1) Be enrolled full-time (minimum 6 units) each quarter. date information regarding applications, deadlines, policies, and 2) Complete and submit the scholarship application and essay. procedures or visit the website at pacifica.edu/financial_aid.aspx. 3) Results of the FAFSA must be on file in the Financial Aid Office for U.S. Citizens or eligible non-citizens in order to qualify. GENERAL ELIGIBILITY 4) International students must complete and submit the Financial REQUIREMENTS: Aid Addendum form (page 2 of the application). A student must adhere to the following in order to qualify for fed- eral financial aid at Pacifica: Joseph Campbell Scholarship Program 1) Be admitted and enrolled at least half time (minimum 3 units/ The Joseph Campbell Scholarship Fund is for the M.A/Ph.D. quarter) in an eligible degree program at Pacifica. Mythological Studies Program. A number of the scholarships are 2) Complete the Free Application for Federal Student Aid (FAFSA) offered to newly admitted students in the Mythological Studies form each year to determine eligibility for federal financial assis- Program based on extreme financial hardship, academic merit, tance. Pacifica’s School Code isG31268 . and content of essay. 3) Be in good standing in order to qualify for federal financial as- Herman Warsh Scholarship Program sistance (student may not have federal liens, or be in default, or The Herman Warsh Community-Based Scholarship Fund is for owe a refund on any federal financial aid program). the M.A./Ph.D. Depth Psychology with emphasis Community 4) Be a U.S. Citizen, legal permanent resident of the United States Psychology, Liberation Psychology, Ecopsychology. The need- or eligible non-citizen; provide proof of compliance with drug con- based scholarship was established to encourage students his- viction regulations and if male, provide proof of compliance with torically under-represented in the study and practice of depth and selective service registration. archetypal psychology who are committed to community, cultural, 5) Be making Financial Aid Satisfactory Academic Progress to- and ecopsychological work. ward the completion of degree requirements. (See FSAP policy for details.) Marion Woodman Scholarship The Marion Woodman Scholarship Fund is for the M.A./Ph.D. TYPES OF ASSISTANCE: Depth Psychology with emphasis in Somatic Studies Program. A Pacifica provides students with a number of financial assistance number of scholarships are offered to newly admitted students in options including scholarships, loans, and financing alternatives. the Somatic Studies Program based on extreme financial hard- ship and strong academic excellence. PACIFICA GRADUATE INSTITUTE SCHOLARSHIPS Thirtieth Anniversary Scholarship The Thirtieth Anniversary Scholarship Fund is for the M.A. Pacifica Scholarship Program Counseling Psychology Program. A number of scholarships are To make education accessible to students who show high finan- offered to newly admitted students in the Counseling Program cial need and academic merit Pacifica is pleased to offer a num- based on extreme financial hardship and strong academic ber of scholarship programs to our graduate students. excellence. Applications are available through the Financial Aid Office and on our website after March 1. New applicants must meet the following requirements by August 1 to be considered:

2013–2014 COURSE CATALOG 95 Financial Aid

Pacifica Yellow Ribbon Scholarship Program Yellow Ribbon Scholarships to those qualifying Post 9/11 veterans. Pacifica Graduate Institute is pleased to provide up to six Yellow For students eligible for education benefits through the Veterans Ribbon Scholarships each year for qualifying veterans under the Administration, all previous education, and training will be evalu- Post 9/11 GI Bill on a first-come first-served basis. Students in ated. Credit will be awarded where appropriate and the program the Master’s in Counseling will qualify for up to $6,500 per year, will be shortened accordingly. The student and the Veterans Engaged Humanities will qualify for up to $5,400, and those en- Administration will be notified by the Registrar promptly. rolled in the doctoral programs will qualify for up to $7,800 per year. Student Employment Pacifica Matching AmeriCorps Scholarship Program Pacifica does not currently participate in the federally sponsored Pacifica Graduate Institute is a proud participant in the Segal College Work-Study program. AmeriCorps Matching Education Award program and is pleased to offer the Segal AmeriCorps Matching Scholarship to qualified STUDENT LOANS AmeriCorps Alumni enrolled in one of our Masters or Doctoral Federal Student Loans programs. Pacifica participates in the U.S. Department of Education William The matching scholarship amount will be a dollar-for-dollar match Ford Direct Loan program. The Direct Loan program provides up to $4,725 per year with a maximum of $9,450 throughout students with access to federally Unsubsidized Stafford Loans as enrollment in the program of study. To qualify, students must sub- well as Graduate PLUS Loans by allowing students to borrow di- mit the AmeriCorps voucher confirming benefit eligibility to the rectly from the U.S. Department of Education rather than a private Financial Aid Office. A total of five new scholarships will be avail- lender. able on a first-come first-served basis. These scholarships are The Direct Stafford Loans are low interest loans made to students not transferable, have no cash value, and will be applied directly admitted to an eligible academic program and attending at least toward tuition charges. half time (minimum 3 units). The interest rate on Direct Stafford EXTERNAL SOURCES: Loans was recently approved by Congress and signed into law retroactively effective for loans with a first disbursement on or Outside Scholarship Searches after July 1, 2013. The interest rate is 5.41% on Direct Stafford There are many free sources providing scholarship listings and loans for 2013-2014 FAFSA. All Direct Stafford loans offer a six databases available to students on the Internet. Please be aware month post-enrollment grace period. Direct Stafford Loans are that you should not pay for a search service. Pacifica’s website subject to an origination fee 1.051%, which is deducted from provides a listing of s everal scholarship search resources. Log each quarterly disbursement. Loans with a first disbursement af- on to www.pacifica.edu, under Financial Aid, click on Outside ter 12/1/2013 have a 1.072% origination fee for Stafford loans. Scholarships. Graduate students may borrow an annual maximum of $20,500 Tax Breaks for College in the Direct Stafford Loan program. The aggregate loan limit of There are a number of federal tax benefits for college, including all federal Stafford Loans (FFELP + Direct combined) for a gradu- credits, deductions, and savings incentives. All benefits have in- ate student is $138,500 (including undergraduate loans and a come limitations and other qualifications. maximum of $65,500 in Subsidized Stafford Loans). Consult your tax advisor or IRS for complete details. Web resourc- Direct Unsubsidized Stafford Loans es: www.irs.gov/individuals These loans are available to students regardless of financial need. State Sources The annual maximum for graduate students is $20,500. Interest Many states offer grants and/or other types of financial aid to on this loan begins to accrue upon disbursement. The student is their residents. Contact the Department of Education in your state responsible for interest on this loan during eligible periods of en- for information, or check the Department of Education’s website: rollment and deferments (interest deferment options are available). www.ed.gov/about/contacts/state for a listing. Direct Subsidized Stafford Loans Veterans Administration Educational Benefits Direct Subsidized Stafford Loans are no longer available for Pacifica’s programs are approved for the training of veterans and graduate and professional students effective for loans made for other eligible persons under Title 38, U.S. Code. To find out if you periods of enrollment (loan periods) beginning on or after July are eligible under any of these programs, call (888) GIBILL1 or 1, 2013. The terms and conditions of Direct Subsidized Loans visit the VA website at www.gibill.va.gov. Pacifica is proud to offer received by any student for loan periods beginning before July 1,

96 PACIFICA GRADUATE INSTITUTE 2013, for either graduate or undergraduate study, are not affected loans available, please contact the Financial Aid Office or visit our by this change. website. U.S. Department of Education regulations on private edu- cation loans require that: Direct Graduate PLUS Loans 1. The lender present full disclosure of the terms and conditions of Available to qualifying graduate/professional students to assist the loan (including fees, interest rates, repayment amounts) and with education expenses (tuition, housing, books, travel, and rea- 2. The school certify a student’s cost of attendance and eligibility sonable personal expenses). Direct PLUS Loans are not based on prior to the lender disbursing funds and income or assets. However, to qualify borrowers must: 3. The lender obtains written confirmation through a signed self- 1) Be a U.S. Citizen or eligible non-citizen and have a valid Social certification from the borrower that s/he understands the terms Security Number. and conditions prior to releasing loan funds to the school. 2) Complete the FAFSA and apply for the maximum amount This new process may extend the processing time for private of Stafford Loans for which you are eligible. loans and may delay the release of loans funds to the school. 3) Meet credit eligibility requirements as determined by the Please allow a minimum of two to three weeks for processing of U.S. Department of Education. private alternative loans. 4) Complete/submit a Master Promissory Note (MPN) to the U.S. Department of Education. Financial Aid Disbursements Direct Grad PLUS Loans are subject to 4.204% origination fees. In general, all financial aid will be released to Pacifica in multiple Loans with a first disbursement after 12/1/2013 have a 4.288% disbursements that coincide with the start of each enrollment pe- origination fee for Grad PLUS loans. These fees are deducted from riod (quarter). Payment for all outstanding charges not covered disbursements made each quarter. by financial aid are due 14 days prior to the start of each quarter. The interest rate on Grad PLUS Loans was recently approved Financial Aid Refunds by Congress and signed into law retroactively effective for loans Excess financial aid refunds are available after the start of each with a first disbursement on or after July 1, 2013. The interest quarter. Pacifica has partnered with Sallie Mae’s Business Office rate is 6.41% on Direct Stafford loans for 2013-2014 FAFSA. Solutions to provide timely refunds to students. Students have Interest beings to accrue as the funds are dispersed each quarter. the option of receiving refunds through Direct Deposit, or Paper Repayment begins 60 days after the last disbursement for that Check processing. All refunds will be processed within 7-10 loan period. Origination fees are pending Congressional action. business days after the financial aid funds are received from the Direct Loan Repayment Department of Education. If you do not sign up for the direct de- There are several repayment plans for Direct Loans that range posit process, a paper check will be mailed to you directly from between 10-25 years of repayment. Early repayment in whole Sallie Mae Business Office Solutions approximately 14-days after or in part may be made without penalty at any time. These ex- the funds are received. tended repayment plans and loan forgiveness programs are available to assist in successful repayment of student loans. POLICIES APPLYING TO ALL Consult with the Direct Loan Servicing Center for complete de- FINANCIAL AID RECIPIENTS tails on the repayment options available or visit the website at Return of Federal Funds/Refunds www2.ed.gov/offices/OSFAP/DirectLoan/student.html . Pacifica Graduate Institute has implemented the Return of Federal Student Loan Counseling Funds policy as required by federal regulations (Sect. 668.22 of Higher Education Amendments of 1998). For those students who All students who borrow from the Federal Loan Programs are receive federal financial aid and find it necessary to withdraw required to complete an online “Entrance Counseling” session from all courses at Pacifica prior to the completion of the cur- prior to receiving the first loan disbursement and an online “Exit rent quarter, the following federal policy applies. The focus of the Counseling” session prior to leaving Pacifica. The purpose of policy is to return the unearned portion of the federal financial aid these loan counseling sessions is to bring student awareness to for the enrollment period. Only the amount of financial aid that has his/her rights and responsibilities as a student loan borrower. been earned (based on the number of calendar days completed in Private Alternative Loans the period of enrollment) will be retained on the student’s behalf. Alternative source of financial assistance. These loans are non- Any aid unearned will be returned to the Department of Education. federal loan programs that require at least half-time enrollment If a student withdraws after the 60% point-in-time, the student (minimum of 3 units at Pacifica), a good credit history, the ability has earned 100% of the federal funds. to repay the loan, and U.S. citizenship or permanent resident sta- The Return of Federal Funds will be calculated based on the tus. Some loans may require a credit worthy U.S. citizen or per- date official written notification of withdrawal is received by the manent resident co-signer. For complete details of the alternative Registrar’s Office, the last date of documented attendance or for

2013–2014 COURSE CATALOG 97 Financial Aid an unofficial withdrawal, the mid-point of the term or the last doc- and submitting acceptable written work to their Dissertation umented date of attendance. The following distribution of returned Committee and be in compliance with each program’s satisfac- funds is as follows: tory academic progress policy by the end the first four quarters. 1) Federal Unsubsidized Stafford Loan The Committee Chair must confirm that such progress has oc- 2) Federal Graduate Plus Loan curred. At the end of the ninth quarter of dissertation, in order 3) State, Private, or Institutional Aid to be making FSAP, a student must have a committee approved 4) The student proposal to receive aid during an approved four quarter extension “Refund” – refers to the calculation of institutional charges and is of dissertation work. Federal a separate calculation from the Return of Federal Funds calcula- financial aid is not available beyond the thirteenth quarter of dis- tion. The amount of refundable institutional charges (tuition and sertation work. residential/non residential fees) will be prorated based on school Financial Aid Suspension policy. Please refer to Refundable Tuition and Fee Policy in this It is the student’s responsibility to ensure FSAP is maintained. catalog. If there is a balance due by the student as a result of Students will not receive prior FSAP warnings. Students who fail the unearned financial aid being returned, the student will be re- to maintain a minimum cumulative grade point of average of 3.0 sponsible for payment of the difference. Details and examples of and/or fail to successfully complete a minimum of 67% of at- the Return of Federal Funds Policy are available in the Financial tempted units each year will lose eligibility for Federal Stafford Aid Office. and Grad Plus Loans. These students will be notified in writing if/ Financial Aid Satisfactory Academic Progress when their eligibility for federal aid is suspended. (FSAP) Policy Appeal Process Students enrolled in coursework Students, for whom federal aid has been suspended, may appeal All students who apply for and receive financial aid must be mak- if extenuating circumstances (such as a death in the family, injury, ing FSAP toward completion of degree requirements. FSAP an- illness, or other special circumstances) has hindered academic nual evaluation will occur after spring grades are posted each performance. year (in July or August depending on the spring track end dates). Students are strongly encouraged to submit a written appeal im- A cumulative grade point average of 3.0 must be maintained AND mediately after receiving notification that financial aid has been a minimum of 67% of attempted units must be successfully com- suspended. Appeals must be in writing and describe the basis for pleted with a grade of “C” or better (grade of “B” or better required the appeal: the death of a relative, an injury, or illness of the stu- for Clinical Psychology students). Transfer credit (“TR”) will be dent, or other special circumstances. The appeal should include considered as both attempted and completed units. Incomplete an explanation as to what has changed that would allow the stu- grades (“I”), failing grades (“F”, “NP”), withdrawn grades (“W”), dent to demonstrate FSAP at the next evaluation and a Corrective repeated courses (“R”) and courses in progress with grades Action Plan (CAP) that provides a detailed explanation of how and pending (“J”) will be counted as attempted units and excluded when deficiencies will be resolved and may include a proposed from completed units until successful grades are posted to the academic plan for completion of the degree requirements. The transcript. appeal and the CAP must be submitted in writing to the Director Example: The percentage of completed units is calculated by di- of Financial Aid at Pacifica Graduate Institute, 249 Lambert Road, viding the number of successfully completed units by the number Carpinteria, CA 93013. Phone: 805-969-3626, ext. 137. The of attempted units. For example, if you attempt 6 units in each of FSAP Committee will review each student’s appeal and CAP to the fall, winter, and spring terms for a total of 18 attempted units determine whether the FSAP standards will be met and if eligibility and you successfully complete a total of 12 units, you have com- for federal aid may be continued for a probationary period. pleted only 66.7% and are not maintaining FSAP. Your eligibility for federal aid would be suspended. Students Enrolled in Psy.D. Clinical Psychology Dissertation students completing dissertation coursework are Internship considered to be in progress and will be counted as attempted Students enrolled in the Internship phase of the Psy.D. Clinical credits and will not receive a grade until the student is able to Psychology Program are eligible for financial aid only during the complete his/her dissertation. Students who are completing their first three quarters of Internship enrollment period. dissertation demonstrate FSAP by having a committee formed

98 PACIFICA GRADUATE INSTITUTE Students Enrolled in Thesis • Read and keep copies of all forms and agreements you sign. Students enrolled in the thesis phase of the Master’s in Counseling • Respond promptly and provide all requested documentation, Psychology Program are eligible for financial aid during the first verification, corrections, or new information to the appropriate two quarters of the initial enrollment period. Those students who office. require a third quarter to complete thesis qualify for a no unit, no • Notify the Institute and the holder (servicer) of your loans fee, and no financial aid extension. All additional extensions be- promptly of changes in your name, permanent mailing address, yond the initial three quarters do not qualify for federal aid and will telephone number or enrollment status. be assessed a separate fee, for details refer to “Tuition and Fees.” • Know and comply with the deadlines for applications or reappli- cations for aid, and understand the school’s refund procedures. Student Rights and Responsibilities • Repay your student loans, even if you do not complete your Student Rights: education, cannot get a job, or are not satisfied with your Students have the right to ask the Institute: education. • What it costs to attend and what its refund policies are if you • File for a deferment or forbearance, or change repayment plans dropout. if you are at risk of default. • How the Institute determines whether you are making FSAP • Complete entrance counseling before you receive your first loan and what happens if you are not. disbursement and exit counseling before you leave school. • What financial help is available, including information on all • Report in writing to your Institute’s financial aid office all ad- federal, state, and college financial aid programs, not just loans. ditional financial aid resources you receive. • About the deadlines for submitting applications for each finan- cial aid program and how recipients are selected. Gainful Employment Disclosure • How your financial need is determined, including the costs for Pacifica Graduate Institute’s U.S. Department of Education’s tuition, fees, housing, food, transportation, books, supplies, per- Office of Post-Secondary Education Identification number sonal and miscellaneous expenses are considered in your cost (OPEID): 031268-00 of attendance. For more information about our graduation rates, the median debt • To explain the various elements in your financial aid package, of students who completed the program, and other important and how and when you will receive your aid. information, please visit our website: www.pacifica.edu/degree_ • To reconsider your financial aid application, if you believe you programs.aspx. have been treated unfairly. For program specific gainful employment information, please visit: • How much of your financial aid must be paid back, and what MA Counseling Psychology: portion is grant or gift aid. pacifica.edu/FA-Counseling-GE.aspx • If you are offered a loan, you have the right to know the interest MA Engaged Humanities and the Creative Life rate, the total amount that must be repaid, payback procedures, pacifica.edu/gainful-employment-Humanities.aspx when repayment begins and how long you have to repay. • How to apply for additional aid, if your financial circumstances MA/PhD in Depth Psychology with Emphasis in change. Somatic Studies: • About the effect outside scholarships may have on your finan- pacifica.edu/gainful-employment-Depth.aspx cial aid award. MA/PhD in Depth Psychology with Emphasis in Jungian and • For its statistics on crimes committed on and off campus, and Archetypal Studies: for its campus safety policies and procedures. pacifica.edu/gainful-employment-Depth.aspx Student Responsibilities: MA/PhD in Depth Psychology with Emphasis in Community Students have a responsibility to: Psychology, Liberation Psychology and Ecopsychology: • Review and consider all information about the Institute’s pro- pacifica.edu/gainful-employment-Depth.aspx grams before enrolling. • Compare your anticipated monthly student loan payments MA/PhD Mythological Studies: and other expenses to your expected take-home pay after pacifica.edu/gainful-employment-Myth.aspx graduation. PhD and PsyD Clinical Psychology: • Complete the financial aid application accurately and submit it pacifica.edu/gainful-employment-Clinical.aspx on time to the right place. Intentional misrepresentation on an PhD in Depth Psychology with Emphasis in Psychotherapy: application for federal financial aid is a violation of law and a pacifica.edu/gainful-employment-Depth.aspx criminal offense subject to penalties. • Ask current and former students and local employers about the Institute.

2013–2014 COURSE CATALOG 99 Administrative Information

Accreditation Standards for Student Santa Barbara Graduate School, Inc., d.b.a. Pacifica Graduate Achievement Institute, is accredited by the Accrediting Commission for Senior Good Standing: A graduate student is considered to be in good Colleges and Universities of the Western Association of Schools academic standing when a minimum 3.0 (B) grade point aver- and Colleges, an institutional accrediting body recognized by the age is maintained. A full description of grading standards and Council on Postsecondary Accreditation and the U.S. Department academic regulations is contained in the current edition of the of Education. (Western Association of Schools and Colleges, 985 Pacifica Graduate Institute Student Handbook. Atlantic Avenue, Suite 100, Alameda, CA 94501; tel: 510-748- 9001; fax: 510-748-9797; www.wascweb.org). In addition, this school is authorized under Federal Law to enroll non-immigrant students.

Student Records Pacifica Graduate Institute is in compliance with the Family Educational Rights and Privacy Act of 1974 as amended in 1979, 1990, 1992, 1994, and 1998, guaranteeing students the right to inspect and review their education records, have some control over the disclosure of information from their education records, and seek to amend education records. For details on students’ rights and issues relating to disclosure of directory information, consult the current Student Handbook.

Non-discrimination Policy and equal opportunity statement Pacifica Graduate Institute does not discriminate on the basis of race, color, national origin, religion, creed, gender, sexual orien- tation or identity, physical or mental disability, citizenship status (within the limits imposed by law or Institute policy), marital sta- tus, medical condition, or age in any of its policies, procedures, or practices. This non-discrimination policy covers treatment in institutionally approved academic programs and activities. In con- formance with Institute policy, Pacifica Graduate Institute is an Affirmative Action/Equal Opportunity Employer. If a student be- lieves s/he has been subjected to any form of unlawful discrimi- nation, please submit a written complaint to the Provost.

Withdrawal Policy Students wishing to withdraw from Pacifica Graduate Institute are required to notify the Registrar’s Office in writing. Upon receipt, the Registrar will notify the appropriate departments. The Refund Policy will be administered by the Business Office.

LEAVE OF ABSENCE POLICY Students requesting a leave of absence are required to submit a completed Leave of Absence Form to the Registrar. Upon receipt, the Registrar’s Office will notify the appropriate departments. The Refund Policy will be administered by the Business Office.

100 PACIFICA GRADUATE INSTITUTE Changes in Policies and Fee Agreement and this catalog, the Agreement signed by and Procedures Pacifica and the student shall be binding. Pacifica may from time to time alter the policies or procedures stated in this catalog in order to address emerging needs, or if Campus Security In accordance with the Jeanne Clery Disclosure of Campus otherwise in the best interest of the Institute. In that event the Security Policy and Campus Crime Statistics Act, the Department Institute would make all reasonable efforts to notify students. of Education requires all higher education institutions to track, Thus students should be aware that the policies and procedures report, and distribute this information each year (in the fall) to all described in this catalog may not necessarily remain in effect dur- students and employees. Statistics are available online at www. ing their entire program of studies at Pacifica. Also, to the extent pacifica.edu there may be discrepancies in any time period between the Tuition

2013–2014 COURSE CATALOG 101 Applying to Pacifica Graduate Institute

Pacifica welcomes a diverse academic community. Students are selected for admission in the Institute’s programs on the basis of their perceived potential to succeed in masters or doctoral level work. The application review process focuses on past educational performance, letters of recommendation, emotional maturity, application essays, and interviews. Applicants are asked to demonstrate research skills and writing ability by submitting a sample(s) of their writ- ten academic work. Applications for fall 2014 enrollment may be submitted anytime after December 1, 2013. Notification letters will be mailed upon completion of the in-person interview. Please consider a deadline of June 30th as you prepare your application for the Admissions Office. Applications received thereafter will be on a space-available basis. For additional information on the admissions process see pages 87–89. For more information, contact Pacifica’s Admissions Office at 805.969.3626, ext. 305. You may apply online at www.pacifica.edu.

Visiting Pacifica Graduate Institute

You are welcome to visit either or both of Pacifica’s campuses. To arrange a campus visit, please call the reception office at 805.969.3626, ext. 101 for information on parking and shuttle bus schedules. The best way to see the campuses is to attend The Pacifica Experience: A One-Day Introduction to Pacifica’s Degree Programs, as described at right. This special day-long program is held several times each year. It includes a comprehensive tour of the campuses and detailed presentations on the Institute’s degree programs. For more information on the One-Day Introductions, call 805.969.3626, ext. 103 or visit www.pacifica.edu. Daily tours are provided by the Admissions team at 11:00 am each day. Call 805-969-3626 ext. 305 to arrange a meeting with one of our experienced Counselors. www.pacifica.edu We keep our website updated with current information on the Institute and its programs. Visit www.pacifica.edu and explore the resources we have made available online. • Schedules, descriptions, and online registration for One-Day Introductions to Pacifica and other public programs • Additional information on admissions and financial aid • Online admissions application • Informational videos featuring Pacifica’s President, faculty, students, staff, and campuses • Detailed information on Pacifica’s Graduate Research Library and other educational resources Find Pacifica on Facebook atfacebook.com/pacificacommunity Visit Pacifica’s YouTube Channel atyoutube.com/pacificagi

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