HPC 6350 BodyMind
Spring 2015, Wednesdays 9am-11:50am
College of Education Room 301
Karen L. Caldwell, Ph.D.
336F College of Education
Office Phone 262-6045
e-mail: caldwellkaren@appstate.edu
Office hours Wednesday and Thursday 2-5pm
COURSE DESCRIPTION
Body/Mind is a graduate seminar course designed to explore the interrelationship of physical and mental
functioning as it pertains to counseling. The course will focus on the mind-body problem as a systematic issue
in psychology, cross-cultural perspectives of the bodymind, and current uses of mind/body experiences as
therapeutic techniques. Both didactic and experiential approaches will be employed.
COURSE OBJECTIVES
 To explore the relationship between mental and physical functioning from a systemic perspective.
 To understand the “mind-body problem” as a systematic issue in psychology and its relevance to the
counseling process.
 To examine current health care system approaches to mind-body issues
 To explore cross-cultural perspectives and alternative body/mind traditions such as those based on other
cultures.
 To examine and experience selected therapeutic techniques using body/mind experiences.
All topics in this course are taught from a multicultural perspective which emphasizes the differing
experiences, cultures, histories, and perspectives of people from a variety of ethnic, gender, racial, and
social class backgrounds.
COURSE FORMAT/METHOD OF TEACHING
The daily format of the class may vary dependent upon specific goals of the individual class members as well as
upon the topics under investigation. Basically a seminar format will be used with students expected to take
responsibility for class discussion. Particular topics lend themselves to experiential formats and will be
approached in this manner. Since class experiences may involve movement and body-awareness methods,
students are encouraged to dress in loose, comfortable clothing.
COURSE REQUIREMENTS
 Attendance and participation: - Since the course utilizes a seminar format and has an experiential
component, class attendance and meaningful participation are mandatory.
 Reading preparation: Weekly reading assignments will be made from library sources, handouts, and/or
articles posted on the AsULearn site. Students are expected to be prepared for classes by being up-todate with assigned readings. Students will take turns being the ”Reporter”. The Reporter prepares a 2-3
page, typewritten summary of the article/chapter which will serve as an informal document designed to
facilitate the group’s discussion of the reading. The question the Reporter is responding to is, “What did
the author say?” Ninety percent of the response should be devoted to the author’s main points (either
summarize or “lift” the author’s sentences or paragraphs), and 10 percent is devoted to “My reactions.”
Here the Reporter provides his or her editorial opinions, reactions, etc. The Reporter brings his/her
written summary to class with enough copies for each person in the class to have a copy.The reporter
then starts the discussion of the reading with his/her summary and others respond to the question, “What
reactions or comments do you wish to make concerning this article?”
 Examinations: There will be a mid-term exam (due March 4th) and comprehensive final take-home
exam (Due April 22) on the content portions of the course.

Personal Research Project: Each student is required to carry out an original research project using
him/herself as the subject, exploring the use of a body/mind therapeutic practice of her/his choice. See
specific instructions. Project reports must be typed or keyboarded and must include a minimum of ten
appropriate references. Please use APA style. Projects will be shared with the class. (Literature review
due March 18th, Final Written Product due April 15th)
EVALUATION/GRADING
Participation/Reading preparation/Reporter duties– 20 points
Exams – 40 points
Personal Research Project – 40 points
Professional Responsibilities. Each class participant will be expected to read all assignments before class and
participate in class discussions. Students are expected to complete all assignments on time formatted according
to APA standards. All work must be typed and professionally presented for feedback. Cell phones, pagers, and
texting devices should not be answered and be turned off or placed on silent during class. Please call and
discuss any concerns or circumstances prior to any due dates.
Attendance Policy. It is the policy of Appalachian State University that class attendance is an important part of
a student's educational experience. Students are expected to attend every meeting of their classes and are
responsible for class attendance. Each absence will result in the loss of five (5) points to the Participation grade.
Notification can be communicated via telephone, email, or in person. Regardless of what reasons there may be
for absence, students are accountable for all academic activities.
In addition, faculty members are required to make reasonable accommodations for students requesting to miss
class due to the observance of religious holidays. All ASU students are allowed a minimum of two absences per
year for religious observances. Up to two absences for such observances will be excused, without penalty to the
student, provided that the student has informed the instructor in the manner specified in the syllabus. Notice
must be given by the student to the instructor before the absence occurs and no later than three weeks after the
start of the semester in which the absence(s) will occur. Arrangements will be made to make up work missed by
these religious observances, without penalty to the student. For the purposes of this policy, ASU defines the
term “religious observance” to include religious holidays, holy days, or similar observances associated with a
student’s faith that require absence from class.
Inclement Weather: In the event of inclement weather, use reasonable judgment and do not put yourself at
unnecessary risk. Class may be held via nonsynchronous Internet conversations using AsuLearn’s forum
function. A telephone tree will attempt to notify students of this change and email notification will also be sent
unless there is an electrical outage. “Reporters” will post their summaries on AsULearn’s news forum to begin a
line of discussion. To be considered “present” when the class meets in on-line session, you must submit a
minimum of 2 substantive on-line contributions prior to the next scheduled in-class meeting time. At least one
of these responses must clearly refer to the postings of other class members (this will be evidence of your
having read the postings of your classmates.)
Student Conduct and Academic Integrity: As a community of learners at Appalachian State University, we must
create an atmosphere of honesty, fairness, and responsibility, without which we cannot earn the trust and respect
of each other. Furthermore, we recognize that academic dishonesty detracts from the value of an Appalachian
degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form and will oppose any instance of
academic dishonesty. This course will follow the provisions of the Academic Integrity Code, which can be
found on the Office of Student Conduct Web Site: www.studentconduct.appstate.edu.
Accommodating Students with Special Learning Needs. Appalachian State University is committed to making
reasonable accommodations for individuals with documented qualifying disabilities in accordance with the
Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking
accommodations based on a substantially limiting disability must contact and register with The Office of
Disability Services (ODS) at http://www.ods.appstate.edu/ or 828-262-3056. Once registration is complete,
individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.
Student Engagement with Courses: Undergraduate statement: “In its mission statement, Appalachian State
University aims at “providing undergraduate students a rigorous liberal education that emphasizes transferable
skills and preparation for professional careers” as well as “maintaining a faculty whose members serve as
excellent teachers and scholarly mentors for their students.” Such rigor means that the foremost activity of
Appalachian students is an intense engagement with their courses. In practical terms, students should expect to
spend two to three hours of studying for every hour of class time.”
Hence, a fifteen hour academic load might reasonably require between 30 and 45 hours per week of
out-of-class work.” Because this is a graduate level course, you can expect to spend 3 to 5 hours of studying for
every hour of class time (9 to 15 hours per week outside of class time).
You can see the university policy statements at http://academicaffairs.appstate.edu/syllabi
READING
American Psychological Association (2010). Publication Manual of the American Psychological Association.
(6th ed). Washington, DC: American Psychological Association.
Reading (see tentative course outline) is available on-line through the course AsULearn site.
Tentative Course Outline
Class 1
Introduction to class
January 14
Class 2
Introduction to mind-body problem in Western medicine
January 21
Lundervold, D. A., & Belwood, M. F. (2000). The best kept secret in counseling: Singlecase (N=1) experimental designs. Journal of Counseling & Development, 78, 92-102.
Describes single-case research designs as offering scientifically credible means to
objectively evaluate practice and conduct clinically relevant research in practice settings. A
7-component model for establishing the use of single-case design research methods in
counseling programs is presented. Available on AsuLearn or on-line through the Library
Catalog.
______________________________________
Pelletier, K. (2002). Mind as healer, mind as slayer: MindBody medicine comes of age.
Advances, 18(1), 4-15. Reviews research on MindBody therapies. Available on AsuLearn or
on-line through the Library Catalog
______________________________________
Class 3
Integrated vs Integrative Health Care Models; Lifestyle & Mental Health
January 28
(continued on Heath, B., Wise Romero, P, & Reynolds, K. A. (2013). Review and proposed standard
next page)
framework for levels of integrated healthcare. Washington, D.C.SAMHSA-HRSA
Center for Integrated Health Solutions. Available at:
http://www.integration.samhsa.gov/integrated-caremodels/A_Standard_Framework_for_Levels_of_Integrated_Healthcare.pdf
______________________________________
Caldwell, K. L., Gray, J., & Wolever, R. Q. (2013). The process of patient empowerment
in integrative health coaching: How does it happen? Global Advances in Health and
Medicine, 2(3), 34-43. A qualitative study of health coaching in integrative medicine.
______________________________________
Walsh, R. (2011, January 17). Lifestyle and mental health. American Psychologist.
Advance online publication. Doi: 10.1037/a0021769. An overview of how lifestyle issues
influence mental health.
______________________________________
Class 4
February 4
Cognitive behavioral and Mindfulness approaches to mind-body
Brigham, D. D. (1994). Stress management I: Changing perceptions. In Imagery for getting
well: Clinical applications of behavioral medicine (pp. 69-93). New York: Norton & Co.
A cognitive-behavioral approach to stress reduction used in the Getting Well program.
________________________________
Baer, R. A., & Krietemeyer (2006). Overview of mindfulness- and acceptance-based
treatment approaches. In Ruth A Baer (Ed.). Mindfulness-based treatment approaches:
Clinician’s guide to evidence base and applications (pp. 3-27). New York: Elsevier.
Describes various mindfulness based practices used in clinical practice.
__________________________________
Class 5
February 11
Neurobiological approaches to mind-body
Wylie, M. S. (September/October, 2004). Mindsight. Psychotherapy Networker, 28(5), 2939. An easy to read description of Daniel Siegel’s writings that show how the physical
matter of the brain creates the life of the mind, heart, soul, and spirit.
______________________________________
Wylie, M. S. (January/February, 2004). The limits of talk. Psychotherapy Networker, 28(1),
30-36, 38-41, 67. For more than 20 years, Bessel van der Kolk has been in the forefront of
research in the psychobiology of trauma and in the quest for more effective treatments. Now
he’s touched off an intense debate about the role of scientific evidence in finding ways to
alleviate suffering and the future of the traditional talking cure itself.
______________________________________
Atkinson, B. J. (2005). Affective neuroscience and the emotional revolution (pp. 17-40). In
Emotional intelligence in couples therapy: Advances from neurobiology and the science of
intimate relationships. NY: W. W. Norton & Company. Applying neurobiology to working
with couples.
______________________________________
Class 6
Feb. 18
Imagery in Healing Rituals
Achterberg, J., Dossey, B., & Kolkmeier, L. (1994). Imagery in healing rituals. In Rituals of
healing: Using imagery for health and wellness (pp. 37-55). NY: Bantam Books.
An introduction to various kinds of imagery useful in healing practices.
AND
Brigham, D. D. (1994). Introduction to designing imagery for specific conditions. In
Imagery for getting well (pp. 329-335). NY: Norton.
Suggestions for designing imagery with clients.
_____________________________________
Class 7
February 25
Language Skills for working with Mind-Body Problems
Griffith, J. L., & Griffith, M. E. (1994). The body speaks: Therapeutic dialogues for mindbody problems (pp. 48-49, 54-61, 94-111, 118, 155-166). NY: Basic Books.
Readings from a book about language and the body written to help clinicians learn how to
use the power of language in treating patients who present somatic symptoms.
_______________________________________
Class 8
March 4
MID-TERM DUE
Introduction to Healing Across Cultures
Krippner, S. (1999). Introduction: Common aspect of traditional healing systems across
cultures. In W. B. Jonas, & J. S. Levin (Eds.). Essentials of complementary and alternative
medicine (pp. 181-199). Philadelphia: Lippincott, Williams, & Wilkins.
Commonalities in cross-cultural healing practices: (1) A shared world view, (2) personal
qualities of the practitioner, (3) positive client expectations, (4) a sense of mastery that
empowers the client.
___________________________________
Ingerman, S., & Wesselman, H. (2010). What is shamanism? In Awakening to the spirit
world: The shamanic path of direct revelation (pp. 1-27). Boulder, CO: Sounds True.
______________________________________
NO CLASS
SPRING BREAK
March 11
Class 9
Electronic Literature Review for Personal Research Project Due
March 18
(continued on Healing approaches from Hindu traditions
next page)
Iyengar, B. K. S. (2001). Philosophy of yoga. In Yoga: The path to holistic health (pp. 2337). New York: Dorling Kindersley.
Brief overview of philosophy of yoga by a contemporary master of the art.
___________________________________
Judith, A. (2004). Sacred centers of the self. In A. Judith, Eastern body, Western Mind:
Psychology and the chakra system as a path to the self (pp. 2-49). Berkeley, CA: Celestial
Arts.
___________________________________
Class 10
March 25
Chinese Medicine approaches to healing the body-mind
Cohen, K. (1997). The energy of the emotions. In the way of qigong: The art and science
of Chinese energy healing (pp. 223-241). NY: Ballantine Books.
Introduction to the Chinese medicine understanding of emotions and health.
___________________________________
Class 11
April 1
Native American approaches to healing
Bear Heart with Larkin, M. (1996). You don’t ask to be a medicine man. In The wind is my
mother (pp. 29 – 51). New York: The Berkley Publishing Group.
An excerpt from the life and teachings of a Native American shaman.
___________________________________
Cohen, K. (2003). The principles of Native American counseling. In Honoring the
medicine: The essential guide to Native American healing (pp 167-188). New York:
Random House Ballantine Publishing Group.
Describes the role and some of the practices of the Native American counselor with case
examples.
___________________________________
Class 12
April 8
Student presentations
Class 13
April 15
Final Report of Personal Research Project Due
Student Presentations
April 22
April 29
Final Exam Due April 22nd
Hold both dates for Inclement Weather Days
Other Resources
Achterberg, J. (1985). Behavioral and social science: Imagination as psychotherapy. In Imagery in healing:
Shamanism and modern medicine (pp 142-159). Boston: Shambala.
Caldwell, K. L., Winek, J. L., & Becvar, D. S. (January, 2006). The relationship between marriage and family
therapists and complementary alternative medicine: A national survey. Journal of Marital and Family
Therapy,
Cope, S. (2006). The wisdom of yoga: A seeker’s guide to extraordinary living. NY: Bantam Books.
Deckro, G. R., et al. (2002). The evaluation of a mind/body intervention to reduce psychological distress and
perceived stress in college students. Journal of American College Health, 50(6), 281-287.
Ingersoll, R. E. (2005). Herbaceuticals: An overview for counselors. Journal of Counseling and Development,
83(4), 434-443. Overview of psychological, physiological, cultural, and legal issues associated with
herbaceuticals and introduces some of the emerging ethical issues. Available on-line through the library
catalog.
Kiecolt-Glaser, J. & Newton, T. (2001). Marriage and health: His and hers. Psychological Bulletin, 127(4), 472503. Available on-line through the library catalog.
Phillips, M. (2000). Appendix C: Bodyworker and psychotherapist collaboration. In Finding the energy to heal:
How EMDR, hypnosis, TFT, imagery and body-focused therapy can help restore mindbody health (pp.
258-259). New York: Norton.
Phillips, M. (2000). Appendix D: Resources: How to find qualified therapists and training in the energy
modalities. In Finding the energy to heal: How EMDR, hypnosis, TFT, imagery and body-focused
therapy can help restore mindbody health (pp. 260-263). New York: Norton.
Grading Scale
A
100-94
A-
93-90
B+
89-86
B
83-85
B-
80-82
C+
76-79
C
73-75
C-
70-72
F
<70