COLLEGE OF PSYCHOPHYSIOLOGY
Distance Based Doctoral Program in Applied Psychophysiology

Program Overview and Objectives

             Applied psychophysiology focuses on the amelioration / treatment and prevention of disease through teaching people techniques for recognizing and correcting abnormal physiological levels of function and responses. The field has a long history of making major contributions to education and health care in both treatment and prevention arenas. For instance, relaxation techniques are widely recognized as being effective in both the treatment and prevention of headaches. However, the majority of the field’s techniques are only gradually making the transition from alternative medicine to mainstream medicine.

            Effective incorporation of behavioral medicine techniques into the treatment of a wide variety of clinical problems has been stymied by (1) the lack of appropriate training in these techniques among educators and health care providers and (2) the frequent poor design and small sample sizes utilized in studies supporting these applications. Even those techniques which have been well documented enough to be acceptable to the health care community, such as biofeedback for urinary and fecal incontinence, have not been widely used because few health care providers are trained to apply them effectively.  

             This is the only doctoral program in applied psychophysiology in the world at this time. The program is designed to train people to be true professionals in the unique constellation of assessment and interventional techniques which combine to form the profession of applied psychophysiology.  People already trained in education or a clinical profession will learn to knowledgeably and effectively incorporate the techniques of clinical psychophysiology into their practices.

            The crucial question for people interested in this program is likely to be what they can expect to gain by taking it.

             The depth of knowledge in the theory and practice of applied psychophysiology gained through the combination of courses, seminars, research, and practica which potentiate to constitute the degree is unparalleled. Our graduates are true professional applied psychophysiologists who use a unique combination of assessment and applied approaches to effectively assess, track, and treat dozens of disorders and educational problems.

             The ability to accurately assess dysfunctions in patterns of physiological functioning means that the underlying basis of disorders become clear. They accurately and effectively apply a multitude of skills to unravel incredibly complex clinical problems. The ability to track changes in dysfunctional patterns through the treatment process means that our practitioners actually know whether progress is being made and can adjust their treatments to counter problems as they occur. The availability of a synergistic set of powerful interventional tools means that our graduates can tailor a wide variety of methods to meet each client’s individual needs.

             Thus, our graduates are unique professionals with a multidisciplinary armamentarium providing them with the ability to know what is wrong with their clients, accurately track changes in the underlying problems throughout the interventional process, and treat the actual problem – not just the symptoms – with a powerful set of tools which they have the knowledge to apply effectively.

            The program was developed and tested through the Behavioral Medicine Research and Training Foundation’s continuing education courses. Students in the program’s initial trial came from counseling, MFT, nursing, physical therapy, and social work. All but four of the courses were taught during the trial and all but two have been taught by distance education with great success. Students evaluated each course for relevant knowledge imparted, applicability to increasing clients, quality of instruction, etc. Each received high marks and some were strengthened in accordance with student suggestions after review by the program’s director. Continued course quality is assured by the Behavioral Medicine R&T Foundation’s board reviewing and approving the syllabus for each course and then reviewing comments about the course made by students during end-of-course evaluations and interviews with each faculty member.

             The doctoral program is designed for two groups of people – clinicians and educators. Clinicians who are already independently licensed or certified at the Masters level will learn to use psychophysiological techniques to extend their scopes of practice within their credentials to include new types of patients with a wider variety of disorders by incorporating a wider variety of evaluative and interventional techniques into their current skill sets. Educators who have completed their bachelor’s degrees but do not have a clinical background suitable for state certification or licensure will become professional applied psychophysiologists capable of using psychophysiological assessment and interventional techniques with a wide variety of clients within the educational arena. People from the second group take three additional courses beyond the core curriculum in basic clinical skills in order to insure that they have the clinical skills needed to work with clients safely and effectively. Both groups need to recognize that applied psychophysiology is currently not certifiable or licensable in any state.

             Our intent is to guide students to become true professionals in applied psychophysiology. As students progress through our program they will have an opportunity to interact with many of the leaders in our field. Our teaching philosophy centers on the idea that our students are professionals and should be treated as such. Thus, students can expect to be on a first name basis with their instructors and – of considerable importance – we anticipate that students will be able to add to the program’s fund of knowledge as they bring their own sets of experiences to bear on the material they are learning. We anticipate that students will gain feelings of ownership for parts of the field as they advance it through their research and, eventually, clinical work using their new skills.

            The program is designed to be offered mainly via distance education supported by several hands-on training sessions. The distance courses are usually provided through audiovisual lectures recorded on CDs and student - teacher interaction via the internet following each lecture. The “hands-on” sessions take place during the annual meetings of the Association for Applied Psychophysiology (AAPB) which meets once per year in various parts of the United States. This is the field’s professional organization. All students are required to join and maintain membership in the AAPB throughout the program.

            Our doctoral program meets all of the requirements for doctoral programs in applied psychophysiology set by AAPB. AAPB is in the process of developing an accreditation program. As we meet the standards set for accreditation, we anticipate that our program will be accredited by AAPB when the accreditation system begins. The University of Natural Medicine (UNM) is licensed by the state of New Mexico to give the doctoral degree of clinical psychophysiology.

            The core doctoral program consists of a combination of distance based lecture courses, laboratory experiences, seminars, and training experiences for a total of 90 credits. Each credit requires between 30 and 40 hours of work to earn including attending recorded lectures, doing required reading, writing papers, interacting with the instructor via phone and / or e-mail, etc. Each student will also perform a doctoral dissertation based on a publication quality, original study under the guidance of a committee consisting of a faculty chair from within the specialization and at least two doctoral level members who are subject matter experts. The number of courses taken simultaneously is at the student’s discretion up to a limit of four. It must be remembered that each requires the time commitment of a three or four credit graduate course. Matriculated students can begin courses whenever they wish and have up to one year to finish each course. The program is likely to take students three to four years to complete including the dissertation.

             Everyone entering the program must have had the equivalent of undergraduate courses in (a) general biology and (b) general psychology as well as certification in Basic Life Support (CPR). Writing is a crucial part of the program. If a student cannot write at the level of a senior in college, the student will have to arrange to take a writing course before starting the program. Students’ writing skills may be assessed as part of the admissions process by having the student submit an essay on a professional topic of our choice within a set number of hours of the topic being provided to the student via e-mail.

            Students are assigned a faculty advisor as soon as they join the program. The advisor will help the student choose which courses to take, assist in choosing a chair and committee for the research dissertation, and answer overall questions the student may have about the program and clinical psychophysiology. The research committee will be composed of leaders from any profession who the student and advisor identify as being able to help the student plan and conduct the doctoral dissertation. Students will do considerable practical work as part of the program. They choose who to do the work with from anyone who has the expertise needed who is willing to perform the training. Between our faculty, the research committee, and the practicum supervisors, students will have ample opportunity to work with the people most likely to help them learn the areas of most interest to them.

            Our program is designed to insure that students have the knowledge base needed to practice their new skills within an educational or health care system and in private practice. Thus, students begin taking our professional development seminars via conference calls within six months of entering the program and then take clinical case discussion seminars during their second year.

            The program is designed so students work on their dissertations simultaneously with taking didactic courses. This is crucial as far too many students in other programs finish taking their course work and never get their degrees because they never actually get around to finishing their dissertations. Thus, one of the first courses students take is the research course. Students start taking the dissertation planning seminar via conference calls as soon as they enter the program.

Our courses are open to anybody who is interested in taking them who meet the educational requirements for entering the program. People who are not matriculated at the UNM may be especially interested in those courses used toward certification and recertification in biofeedback and neurofeedback by the Biofeedback Certification Institute of America (BCIA) such as “A&P for Psychophysiologists”, “Recording and altering brain functions through Neurofeedback”, and “General biofeedback”. They may also be interested in courses having applications to people from diverse fields such as “Pain assessment and intervention from a psychophysiological perspective” and “Behavioral interventions for pelvic floor disorders”.

Course List

Required Courses for All Students:
           Courses having more than three credits usually include a lab session. New students must take or test out of courses 505, 507, 510, and 512 before taking any others. All students will begin seminars 572 & 575 as soon as they enter the program. All students are urged to take courses 517 & 520 after completing the first four. The order in which advanced courses are taken is largely at the student’s discretion but should be discussed with the advisor. Some courses may not be available at all times.

CP505  Introduction to Psychophysiology – The Biological Basis of Behavior .... 3 credits
CP507  Anatomy and Physiology for Psychophysiologists ………………….......... 3 credits
CP510  Psychophysiological Recording & Intervention/General Biofeedback..... 4 credits
CP512  Research & Statistics in Psychophysiology – Credibility Assessment .... 4 credits
CP515  Pain Assessment & Intervention - Psychophysiological Perspective ….. 3 credits
CP517  Introduction to Behavioral and Alternative Medicine …………………...... 3 credits
CP520  Principles & Theories of Stress Management
               and Relaxation/Imagery Training ……………………………………......... 4 credits
CP525  Neuropychophysiology – 3 credits
CP527  Recording & Altering the Brain’s Activities Through Neurofeedback
              and Other Techniques …………………………………………………......... 4 credits
CP530  Behaviorally Oriented Techniques including Cognitive Restructuring
               and Meditation …………………………………………………………......... 6 credits
CP535  Introduction to Clinical Pharmacology  ………………………………......... 3 credits
CP540  Psychophysiological Assessment of Sleep ……………………………...... 3 credits
CP545  Psychophysiological Applications in the Community, School, Sports
              and Workplace ………………………………………………………….......... 4 credits
CP550  Clinical Hypnosis, Self Hypnosis, and Imagery Training ………………... .4 credits
CP555  Applications of Neuromuscular Reeducation in Biofeedback …………... 4 credits
CP560  Ethical, Legal, and Professional Standards Issues ………………………. .3 credits
CP565  Pelvic Floor Disorders ………………………………………………….......... 3 credits
CP570  Clinical Practicum and Field Experience ………………………………...... 4 credits
CP572  Dissertation Planning Seminars …………………………………………..... 4 credits
CP573  Dissertation Preparation …………………………………………………...... 4 credits
CP575  Professional Development Planning Seminars ………………………….. 3 credits
CP577  Clinical Case Seminars …………………………………………………....... 4 credits
CP580  Dissertation …………………………………………………………….......... 10 credits

Courses for Students entering the Program without Clinical Credentials

CP590  Patient – Therapist Interactions – 5 credits including a one-credit Lab and a one-
            credit clinical experience
CP592  Introduction to Patient Assessment – 5 credits including a one-credit Lab and a one- credit clinical experience
CP595  Introduction to Coordination with Other Health Care Providers - 5 credits including a two-credit clinical experience

Brief Descriptions of Course Contents
Full course descriptions and requirements are in the syllabus for each course.

CP505: INTRODUCTION TO PSYCHOPHYSIOLOGY–The Biological Basis of Behavior

CP507: ANATOMY AND PHYSIOLOGY FOR PSYCHOPHYSIOLOGISTS
This is a graduate level course in human anatomy and physiology as applied to behavioral medicine. Each basic structure and organ system is discussed with regard to both anatomical aspects and physiological functions as they change over time and in relation to both the external and internal environment. The nervous system is not emphasized as it is detailed in another course. Interactions between the complex web of hormonal feedback loops and disregulation of behavior, emotions, and drives are discussed in relation to implementation of behavioral interventions. Other areas emphasized are respiratory physiology, behavioral immunology, psychophysiology of pain, interactions between pain, stress, and muscle tension, pathophysiology of headache, cardiovascular disease and hypertension, and basic kinesiological concepts. This course meets the A&P requirements for certification in general biofeedback and neurofeedback set by the Biofeedback Certification Institute of American (BCIA) and was developed in conjunction with their staff.
CP507: 3 credits – Richard Sherman, Ph.D.

CP510: PSYCHOPHYSIOLOGICAL RECORDING AND INTERVENTION / GENERAL BIOFEEDBACK
This course provides a basic understanding of the physiology and methodology underlying common psychophysiological recording techniques used in behavioral medicine including surface electromyography, electroencephalography, respiration, blood pressure, pulse rate, skin temperature, and electrodermal responses. Sufficient knowledge about how common psychophysiological recording and biofeedback instruments function and are used is provided so students can incorporate psychophysiological aspects of assessment into their normal practices. This course also teaches the principles and applications of biofeedback as used in educational and clinical settings. It does not emphasize electroencephalographic (EEG) biofeedback as this is covered in a separate course. The strengths and weaknesses of evidence supporting the use of biofeedback for a variety of clinical disorders are reviewed and the techniques for actually doing biofeedback are detailed. Techniques for using biofeedback as a tool for shaping and conditioning responses to stress are emphasized. The laboratory portion of the courses provides sufficient hands on exposure to typical, clinical grade psychophysiological recording and biofeedback equipment and techniques that students will be able to recognize adequate and inadequate signals and be able to attach sensors to their patients appropriately so that good signals can be recorded. The laboratory gives students an opportunity to use biofeedback techniques with other students. Techniques for using sEMG biofeedback and other psychophysiological techniques to correct problems including movement disorders, pelvic floor disorders, etc. are discussed. This course meets the blueprint requirements for certification in general biofeedback by the Biofeedback Certification Institute of America (BCIA).
CP510: 4 credits including a 1-credit laboratory – Richard Sherman, Ph.D.

CP512: RESEARCH AND STATISTICS IN PSYCHOPHYSIOLOGY
This course covers the basic steps and time-line of a project, steps in formulating and maturing a question, research ethics, the protocol approval process, background and literature searches, and methods of determining a project's feasibility and relevance. The logic and progression of study designs used to evaluate the efficacy of behavioral medicine studies is detailed and exemplified. Topics include single subject and single group designs - cohorts, multiple group designs, strengths and weaknesses of longitudinal and cross-sectional studies, prospective experimental vs. observational and retrospective designs. The course also covers research protocol design, the consent form, and the protocol review process. This section covers subject selection techniques (sampling, inclusion - exclusion, etc.), kinds of data (dichotomous, nominal, ordinal, continuous, etc.), techniques for hardening subjective data, validity and reliability, survey and questionnaire design, as well as pilot studies and the initial power analysis - feasibility and resources. The statistics section is designed to teach students how to analyze typical study designs used in behavioral medicine. It includes qualitative and quantitative data reduction and analysis, descriptive statistics in clinical practice, inferential statistics - parametric and non-parametric, power analysis, pattern analysis, and analysis of outcome and quality of life studies. The practical experience is performed at home using data analysis software to analyze practice data sets.
CP512: 4 credits, including a 1-credit home based analysis practice program – Richard Sherman, Ph.D.

CP515: PAIN ASSESSMENT AND INTERVENTION FROM A PSYCHOPHYSIOLOGICAL PERSPECTIVE
This course describes the underlying psychophysiology of pain and summarizes the strengths and weaknesses of evidence supporting the efficacy of self-regulatory interventions for prevention and reduction of various pain problems. Interactions between pain, stress, and muscle tension are emphasized. Extensive examples of how to perform psychophysiological interventions for various psychophysiologically maintained and magnified pain states are provided. The pathophysiology of migraine, tension, cluster, rebound, medication induced, and other types of headaches is reviewed. Current schema for differential diagnosis of the various types of headache are discussed in relation to interactions between behavioral medicine providers, neuropsychologists, psychiatrists, neurologists, and other health care providers. The evidence supporting the efficacy of behavioral interventions for various types of headaches is reviewed. Detailed examples of patient education and training materials are provided along with typical behavioral training regimes and pathways.
CP515: 3 credits – Richard Sherman, Ph.D.

CP517: INTRODUCTION TO BEHAVIORAL AND ALTERNATIVE MEDICINE
Complimentary and alternative (C & A) practices are rapidly finding acceptance within the clinical community. Simultaneously, “accepted” practices are falling from favor as they are shown to be ineffective or even counterproductive. Patients now visit as many or more “alternative” providers as traditional providers and are spending billions of dollars on attempts to get care not available from the traditional medical community. This course is intended to provide students with a balanced overview of a selection of complimentary and alternative medicine and behavioral medicine interventions recently and currently practiced in the “West”. It is also intended to help students learn to evaluate the strengths and weaknesses of the claims made by the proponents of these practices so they can more readily separate the real knowledge from the emotional advertising. The course provides students with practice in and techniques for objectively assessing the validity of claims presented in formats different than usually acceptable to current “Western” science.
CP517: 3 credits – Richard Sherman, Ph.D.

CP520: PRINCIPLES AND THEORIES OF STRESS MANAGEMENT AND RELAXATION / IMAGERY TRAINING
This course provides the basic information on the principles and theories underlying the application of stress management techniques in a variety of settings including the workplace, schools, and clinical practice. The course provides a historical perspective on development of these practices and a comparative approach to their use among the world's cultures. Methods for identification of stressors are emphasized. Practices reviewed include meditation, autogenic exercises, humor, progressive muscle relaxation training and many others. Evidence supporting the efficacy of these practices in preventing and correcting stress related problems is detailed. The indications, non-indications and contra-indications of relaxation therapies are discussed. The course then provides detailed instruction in how to perform these techniques including typical multi-session regimes, handout, etc. The laboratory gives students a chance to practice these techniques under supervision on each other.
CP520: 4-credits, including a 1-credit laboratory – Wes Sime, Ph.D., Ph.D.

CP525: NEUROPSYCHOPHYSIOLOGY / NERVOUS SYSTEM FUNCTIONS IN PSYCHO-
PHYSIOLOGY
The course covers central and peripheral nervous system anatomy and physiology and finishes with an emphasis on nervous system pathophysiology. The brain/spinal cord plexus is discussed from both anatomical and physiological perspectives concentrating on plasticity in response to changes in the external and internal environment as well as viewing the system as an interactive organ with hormonal, nerve based, and blood flow based feedback and control systems. Current theories of memory formation and change with time and emotions are emphasized, as are effects of emotions and the environment on brain function. Psychophysiological recording methodology including EEG and scans such as MEG and PET are examined in relation to their uses in behavioral medicine. Neurological disorders centered on the CNS (such as epilepsy) are discussed in relationship to psychophysiological evaluations and behavioral interventions. The anatomy and physiology of the autonomic and somatic branches of the peripheral nervous system are discussed to provide a basic understanding how the system works in relationship with the whole body's function and health. Emphasis is on the ever-changing balance between the sympathetic and parasympathetic portions of the autonomic nervous system which alters functions of nerves, glands, and muscles which can be trained to achieve a balanced life. The impact of the somatic nervous system on perception and action is also emphasized.
CP525: 3 credits – Gerald Kozlowski, Ph.D.

CP527: RECORDING AND ALTERING THE BRAIN’S ACTIVITIES THROUGH NEUROFEEDBACK AND OTHER TECHNIQUES
This course teaches the principles of recording the brain’s activities through PET scans, blood flow assessment, Functional MRI, EEG, etc. as applied to psychophysiological assessments and interventions. The basic psychophysiology of the EEG signal is reviewed in relationship to educational applications and disorders (such as epilepsy and ADHD) treated with EEG biofeedback. The strengths and weaknesses of evidence supporting the use of EEG biofeedback for a variety of clinical disorders is reviewed and the techniques for actually dong EEG biofeedback are detailed. This course meets the blueprint requirements for certification in neurofeedback by the Biofeedback Certification Institute of America (BCIA).
CP527: 4 credits, including a 1 credit laboratory session – Gerald Kozlowski, Ph.D.

CP530: BEHAVIORAL ASSESSMENT AND PSYCHOLOGICALLY ORIENTED TECHNIQUES, INCLUDING WELLNESS, CONDITIONING, IMAGERY, AND MEDITATION
The course covers four main areas: (a) wellness and community / group psychophysiology, (b) operant and classical conditioning, (c) imagery, and (d) meditation techniques. Wellness programs for maintaining and increasing the health of individuals and of specific communities such as students in a class, older people in an assisted living community, workers in an office or factory are becoming increasingly popular. The evidence supporting the efficacy of these programs is reviewed and ways to optimize such programs, in light of this evidence, for different groups is discussed. Classical operant and instrumental conditioning are powerful tools which can be used to shape the behavior of individuals and groups in the work/school and clinical setting. The history of, supporting evidence for, and basic techniques for each type of conditioning are presented. The standard techniques of self-hypnosis, and imagery training are described and students are taught the elements of their application. Uses of these techniques with specific types of patients and integration of these techniques into other behavioral medicine interventions are discussed. The history, supporting efficacy studies, and basis for the major meditation techniques are described in relation to self-regulation. The research studies demonstrating that use of meditation techniques can result in control of autonomic functioning and in re-regulation of physiological functioning to ameliorate a variety of disorders is reviewed. The laboratory gives students an opportunity to practice behavioral techniques on other students while being supervised. The practicum gives students a chance to practice these techniques using normal volunteers while being supervised via phone or e-mail before and after each session.
CP530: 6 credits, including a 1-credit laboratory and a 1-credit practicum - Naras Bhat M.D. and Kusum Bhat, Ph.D.

CP535: INTRODUCTION TO CLINICAL PHARMACOLOGY
Students will receive an overview of basic pharmacology and then learn typical pharmacological treatments for common disorders in patients likely to present for behavioral medicine interventions (for example, cardiovascular disorders, respiratory disorders, neurological disorders, toxicology, and pain syndromes) and how to integrate these basic principles into behavioral medicine treatment plans. Medications likely to create symptoms of common psychophysiological disorders will be discussed.
CP535: 3 credits - Barbara Peavey, Ph.D.

CP540: PSYCHOPHYSIOLOGICAL ASSESSMENT OF SLEEP
This course covers the basic psychophysiology of sleep and sleep disorders as well as psychophysiological and other methods of assessing sleep. Students will arrange to spend a minimum of two days (nights) observing a modern sleep assessment laboratory in action including data acquisition and analysis.
CP540: 3 credits, including a 1-credit observational experience - David Ostransky, D.O.

CP545: PSYCHOPHYSIOLOGICAL APPLICATIONS IN THE COMMUNITY, SCHOOL, SPORTS, AND WORKPLACE
Effectively working within large organizations to increase work efficiency, decrease accidents, and increase morale while decreasing stress related absences, disorders, and conflicts is a complex task being requested by more and more employers as the impact of stress on the workforce become better recognized. Optimal performance in these environments is difficult but achievable with appropriate training. The research supporting the efficacy of such efforts is reviewed and the typical techniques for interventions with diverse groups are illustrated. A wide variety of behavioral interventions have been effective in enhancing and optimizing performance in many settings. Effects include increased endurance and accuracy under many circumstances – especially within sports and the military. The evidence supporting this assertion is reviewed and examples are provided of specific interventions shown to be effective in specific circumstances. Effective presentation of behavioral medicine concepts to diverse groups is a daunting task which requires considerable training and experience. Practices are frequently augmented through communicating with peers, other health care professionals and administrators, the public, and potential patients. Effective methods for presenting to each type of group are very different but have been well worked out. Typical presentation methods for workshops, lectures, and public appearances are presented which are likely to optimize understanding of behavioral medicine techniques.

Educational experience: Students need to learn how to present the concepts and value of behavioral medicine techniques to a variety of audiences if they are going to be able to use their new skills in their clinical environments because patients need to be attracted to programs, other clinicians need to understand how behavioral medicine fits into clinical treatment programs, and administrators need to understand the economic and clinical value of the techniques. Once sufficient credits are accrued to have completed four quarters, each student must give at least two talks each to people representative of (1) the public, (2) clinicians, and (3) administrators before they can graduate. Talks are planned with the assistance of the student's advisor and a brief outcome report of each talk must be approved by the advisor before credit for the talk can be given.
CP545: 4 credits, including a 1-credit educational application - Wes Sime, Ph.D.

CP550: CLINICAL HYPNOSIS
The standard techniques of Clinical Hypnosis are described and students are taught the elements of their application. Uses of hypnotic techniques with specific types of patients and integration of these techniques into other behavioral medicine interventions are discussed. The laboratory gives students an opportunity to practice these techniques on other students while being supervised. It is the intent of this course to (1) provide students with a basic background and appreciation of the history of clinical hypnosis and provide and introduction to a variety of current theories of the mechanisms of hypnosis. (2) provide students with fundamental skills needed to induce a hypnotic state and a knowledge base to make clinical use of the hypnotic condition in a variety of situations. (3) provide students with sufficient knowledge to understand pertinent legal and ethical considerations related to the use of clinical hypnosis. (4) provide an overview of the empirically validated uses of hypnosis.
CP550: 4 credits, including a 1-credit laboratory - Eric Willmarth, Ph.D.

CP555: APPLICATIONS OF NEUROMUSCULAR REEDUCATION IN BIOFEEDBACK
This course teaches the elements of kinesiological movement science and how control of movement is distorted by different clinical conditions. The course includes the elements of (a) trigger point, (b) posture, and (c) motor control / coordination assessment. Methods for using psychophysiological recording techniques for assessment of movement related disorders and postural problems are illustrated. The impact of poor posture and improper sequencing of muscle motions as well as of improper levels of tension on development and sustainment of various pain problems such as tension headaches and low back pain are discussed. Techniques for using sEMG biofeedback and other psychophysiological techniques to correct these problems are illustrated. Issues of which techniques should be applied by which types of professionals given various training and scopes of practice are discussed. The laboratory gives students an opportunity to learn these assessment and correction techniques.
CP555: 4 credits, including a 1-credit laboratory - Susan Middaugh, PT, Ph.D.

CP560: ETHICAL, LEGAL, AND PROFESSIONAL STANDARDS ISSUES IN PROVIDING PSYCHOPHYSIOLOGICAL CARE
This course discusses ethical, legal, and professional standards issues in relationship to people from numerous fields adding psychophysiological interventions to their practices. Issues such as changes in scope of practice as well as limitations and guidelines set by governmental and professional organizations are discussed. The ethics of providing care for patients in the psychophysiological arena are discussed with special emphasis on use of unsubstantiated techniques into standard practice. The intent of this course is: To provide students with a basic understanding of both the role and function of ethical principles, legal issues and professional behavior so they can apply that knowledge in their professional activities. To provide students with a strategy for resolving ethical dilemmas and for reducing risks for clients/patients and themselves. To provide students with practice in resolving potentially problematic situations via the use of case examples.
CP560: 3 credits - Bryan Sweet, Ph.D.

CP565: PELVIC FLOOR DISORDERS AND SEXUAL DYSFUNCTIONS
This course provides a basic understanding of pelvic floor functions and structures along with clinical etiologies of pelvic floor disorders treated by behavioral interventions. Urinary incontinence, fecal incontinence, and muscle tension related pelvic floor and vaginal pain are emphasized. Sufficient information on research supporting behavioral interventions, clinical protocols for behavioral interventions, and sufficient simulated demonstrations are presented to bring health care providers to the point where they have the knowledge base needed to provide these interventions to their clients, within their scopes of practice and expertise, after the providers gain hands-on experience by working with experienced practitioners. The pathophysiology and psychopathology underlying common sexual dysfunctions is detailed. Evidence supporting the efficacy of behavioral interventions for specific sexual dysfunctions is presented and their methodology is exemplified.
CP565: 3 credits - Richard Sherman, Ph.D.

CP570: CLINICAL PRACTICUM AND FIELD EXPERIENCE
No amount of course-work can replace properly supervised hands-on experience when it comes to learning how to actually apply new skills. Students are required to accrue a minimum of 90 hours in actual practice of psychophysiology. These hours can be obtained in any clinical setting that the student and advisor agree upon. Students are responsible for making financial and administrative arrangements with the director of each clinical setting. The staff of the setting is entirely responsible for supervising the student's clinical work at that setting and must agree to send the college a detailed report of the student's experience and progress. Specific learning objectives for each site are developed conjointly with the student, the student's advisor, and whoever is responsible for the student at the clinical site. Each site must be approved in writing by the student's advisor before work can begin at that site. No credit is given for hours worked until a report of successful completion of the agreed-upon learning experience is received from the site.
CP570: 4 credits - Mary Scholz, RN, Ph.D.

CP572: DISSERTATION PLANNING SEMINARS
Performing research is a crucial part of the learning experience at the doctoral level. A research based, clinical dissertation must be completed before graduation. The program is designed so that work on the dissertation blends with other training received during the program's academic years. The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Four credits of dissertation work are completed each year. Students participate in regularly scheduled Dissertation Seminars twice for each credit. At each seminar, a small group of students (not more than six) gather via voice based internet chat room to discuss their ideas, progress, and problems with their own dissertations under the leadership of an experienced faculty member. Potentiation takes place as students from a variety of fields positively support each other with ideas and suggestions for strengthening their projects. The seminars progress through all phases of designing,performing, analyzing, and writing the dissertation.
CP572: 4 credits - Rich Sherman, Ph.D.

CP573: DISSERTATION PREPARATION
The student and his / her dissertation advisor, who serves as chair of the student’s dissertation committee, work closely together planning the dissertation and gathering the other members of the committee. The advisor guides the student through all of the parts of the dissertation process from planning, writing the protocol, performing the study, analyzing the data, and writing the results. This is normally a very close relationship with frequent interactions via e-mail and phone.
CP573: 4 credits - Dissertation Advisor / Committee Chair

CP575: PROFESSIONAL DEVELOPMENT PLANNING SEMINARS
Taking the time to plan how to integrate newly acquired psychophysiological skills into one's professional life is critical to insuring that the program is worth pursuing. Students participate in Professional Development Seminars given four times spread across the program’s first year to aid in preparing a plan which will be ready to be put into effect by the time the program has been completed. The plan is intended to be a guideline for application of psychophysiological skills in each student's unique setting, be it private practice, an institutional setting or any other system or combination.
CP575: 3 credits - Mary Scholz, RN, Ph.D.

CP577: CLINICAL CASE SEMINARS
Students meet in a voice based internet chat room to discuss psychophysiologically oriented cases they have worked with. The discussion is led by an instructor who also presents appropriate teaching material. These discussions are intended to guide students toward an understanding of how to incorporate psychophysiological assessment and interventional techniques into their usual approaches to patient care and to provide a bridge between the theoretical materials presented during the lecture courses and the realities of modern clinical applications.
CP577: 4 credits - Mary Scholz, RN, Ph.D.

CP580: DISSERTATION
The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected by the end of the program’s first six months and fully written research protocol must be ready by the end of the first year. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate.
CP580: 10 credits - Dissertation Advisor / Committee Chair

BASIC CLINICAL SKILLS COURSES
Courses for people entering the doctoral program without a clinical degree

CP590: PATIENT – THERAPIST INTERACTIONS
Students will learn how to set an appropriate environment, how to establish appropriate rapport with patients, and how to make appropriate records of all patient contacts. They will practice their skills on each other and then follow a practitioner through the medical records production and review process for at least two days.
CP590: 5 credits, including a 1-credit laboratory and a 1-credit clinical experience - Russ Hicks, M.D.

CP592: INTRODUCTION TO PATIENT ASSESSMENT
Participants must have completed their basic life support certification before taking this course. Students will learn to take a good clinical history and perform a basic physical screening examination. The presenting symptoms and underlying pathophysiology of disorders likely to be encountered – especially diseases producing psychophysiological symptoms - will be emphasized. The exams will include proper techniques for (a) taking blood pressure, (b) neurological screen, (c) mental status screen, (d) posture and motor control assessment, and (e) trigger point exam. Students will practice their assessment interview and examination techniques during the laboratory and will follow a clinician for at least two days as the clinician performs intake physical exams and takes patient histories.
CP592: 5 credits, including a 1-credit laboratory and a 1-credit clinical experience - Russ Hicks, M.D.

CP595: INTRODUCTION TO COORDINATION WITH OTHER HEALTH CARE PROVIDERS
Students will learn what other providers do when assessing and treating patients with psychophysiological disorders and will spend a minimum of four days following practitioners from at least four different specialties as they assess and treat patients with disorders of the type they are likely to encounter.
CP595: 5 credits, including a 2-credit clinical experience - Russ Hicks, M.D.