• This course embodies the vision and principles Dr. Hiroshi Motoyama articulated as the foundation of CIHS educational programs. Integral and meta-integral visions, theories and practices are introduced, spanning religious studies, philosophy, psychology, biology, physics and a dynamic evolving interplay among Western and Eastern paradigms. The project is to promote the study of human existence from holistic perspectives that include body, mind and spirit, and foster the evolution of a harmonious global society. The complexities of creating an integral worldview based on the diversity of human thought and culture are introduced.

  • This course is based on the Institute’s mission encompassing an interdisciplinary approach to the student’s choice of academic discipline. Topics include comparative religion and philosophy studies, psychology, biology, and an understanding of Western and Eastern paradigms. From this experience, the student develops a holistic study of human life. This includes mind, body, and spirit. This multidisciplinary emphasis intends to bridge different paradigms of thought advancing consciousness and fostering the pursuit of a global society. The course introduces students to this integral view of life and the interdisciplinary study that is the foundation of CIHS’ curriculum. (4 units)

  • This required course for all psychology (both clinical and integral students) provides a foundation in the twelve core archetypes and modes of human development that manifest across the entire lifespan, from childhood to old age. This course will contain academic review of all the human stages of development, how the archetypes may affect their clients and themselves via transference/counter-transference, and will include a process of academic and self discovery. Students will take a guided tour of self-discovery into the primary archetypes that may be driving forces (often unconscious) in their lives. They will be able to utilize experiential course exercises in their practice and will have explored the relevant clinical literature on human development and archetypes. Additionally, discussion of archetypes linked to the seven major chakras will also assist students in their client's and their own self-discovery and self-improvement. (4 units)

  • Qualitative research in psychology is selected as an investigative strategy when information sought is best obtained in the respondent’s own words and/or in a form of activities that must be observed in its natural setting in to provide a deeper and more valid reflection of the phenomena studied. Methods of subject selection, conditions, data collection and interpretation, will be examined and illustrated from diverse areas.
  • This course will explore the expanding theoretical and clinical applications of energy psychology. The field of energy psychology utilizes mind, body, energy interventions that have been clinically shown to alleviate a range of psychological disorders by treating the human vibrational matrix, including the biofield enveloping the body, the energy vortexes or charkas and the energy pathways or meridians which incorporate increasing range of techniques from acupressure, applied kinesiology, sound vibration and pranic healing to eliminate blocks and imbalances in the body’s energy fields. Successes were initially evident in anxiety disorders, but now include depression, trauma, addictions, and some personality disorders as well as immunological challenges. (4 units)

  • If intervention in the family is attempted, it must be effective. To stop family violence, partner or child abuse, we need to understand the dynamics that create them and allow them to continue. Therefore, this course begins with an analysis of the dynamics of violent relationships. We examine broad public policy issues and also practical legal issues such as protective andrestraining orders; criminal prosecutions; civil tort actions; and in divorce and custody proceedings. This course covers the history of domestic violence, its psychological and socialaspects, as well as domestic violence issues as they relate to children and adolescents. A broad

    range of issues encountered in family and psychological assessment in domestic violence cases will also be reviewed in this course.

  • The course entails clinical investigations and reflections concerning the sources, development and persistence of psychopathology from a psychosocial and psychodynamic framework of thought. The emphasis as a whole is on the process whereby traumatic external sources of influence become incorporated into the development of dysfunctional coping patterns that form self-perpetuating traits. (4 units)
  • This course is an exploration of subtle energy systems, consciousness, cosmology, and the subtle world. The course explores personal accounts of the subtle world, soul development, the subtle world of nature, and the deepening of awareness.

  • The Sanskrit word, Budh, means to wake up and to know. Thus, Buddha refers to the “Enlightened One,” or the “Awakened One.” In this course, we begin with the historical facts since Buddhism begins with a man, and we evolve into study of Buddhism as a religion. Original Buddhism was empirical, scientific, pragmatic, therapeutic, psychological, egalitarian, and directed toward individuals. We will examine the nature and benefits of The Four Noble Truths, The Eightfold Path, Basic Buddhist concepts as well as compare and contrast the 3 vehicles, Theravada, Mahayana and Vajrayana as they have evolved through the influence of culture and time. (4 units)
  • The field of psycho-integrative medicine has been undergoing rapid growth in the past 20 years. Integrative health models call us to expand our view of the person as an ecosystem-one in which the "biological, phenomenological, cultural and transpersonal come together in meaningful synergy" (Schlitz, 2005 pp.vli-vlii).

    We will review the history of the integrative health movement, and various cultures and philosophies of health and healing, including indigenous approaches to wellness. We will consider current research into new healing paradigms-- paradigms that fully engage the power of consciousness in the creation of somatic, psychological, and spiritual health), and explore the implications of this vision for contemporary health and healing work. This understanding will then serve as the foundation for practical skill building through utilization of the case study approach.