IGE Affiliated UniversityAPPLIED ECOPSYCHOLOGY / INTEGRATED ECOLOGY
Master of Science
"Oh, what a catastrophe, what a maiming of love when it was made personal, merely personal feeling. This is what is the matter with us: we are bleeding at the roots because we are cut off from the earth and sun and stars. Love has become a grinning mockery because, poor blossom, we plucked it from its stem on the Tree of Life and expected it to keep on blooming in our civilized vase on the table."
D. H. Lawrence
"In learning how to think with nature is the salvation of our sanity and Earth.
Stressfully separated from nature's sensuous rewards, we psychologically bond to destructive gratifications.
Genuinely reconnecting our thinking with nature replaces our destructive bonds with constructive passions."
Michael J. Cohen, Department Chair
Laymen and experts alike recognize that the thinking of nature separated human cultures is inflicting damage on people and the life sustaining systems and resources of the planet. Critical stress arising from the nature disconnected way we think, adversely impacts people and the environment. It deteriorates human relationships, the air, water, and soil, our climate, and plant and animal species. The thought process of industrial society damages earth's ability to provide for life in balance and risks damaging vital personal and global systems beyond repair. Nature connected cultures and individuals who have not been touched by, or have outgrown, the destructive aspects of industrial thinking neither display nor promote the runaway problems we face. Until recently, no process has been widely available that enables people to think like nature works and thereby help our troubles subside.
Our destructive ways are not logical. They are psychological, they arise from disturbing the natural logic of the psyche which, in turn, emotionally disturbs our thinking into producing our dilemmas. It is illogical to try to solve our problems by using the same thinking process that causes them.
People are part of nature. Research in natural areas during the past 30 years has produced the Natural Systems Thinking Process, a nature reconnecting distance learning program. It empowers individuals and institutions to learn how to make conscious sensory contact with natural areas. People psychologically tap into nature's wisdom, beauty and balance there, and think with it by letting it heal, nurture and energize into awareness the loving intelligence of nature that
inherently pervades our rationality, psyche and spirit. Documentation of the Natural Systems Thinking Process and it beneficial effects is found in 32 articles published by ERIC, The Association of Humanistic Psychology of the American Psychological Association, The Interpsych Newsletter Journal, Journal of Environmental Education, the 1986-97 Conference Proceedings of the North American Association and Association for Experiential Education and many other professional journals.
In view of our rising personal and environmental problems, the dire need for a cadre of experts who can implement, use and teach the Natural Systems Thinking Process is unquestionable.
Program Objectives
Although environmental and humanitarian issues are at the fore of modern society, virtually unrecognized are their psychological roots in our disconnection from nature. This program has shown to develop professionals who not only have the academic and scientific background to study key nature disconnected psychological issues, but who also design, develop, and implement practical ecopsychology solutions to the problems which face people, society and the environment. Participants are challenged to think about problems and issues from a sensory, interspecies, global community, web of life point of view. Within this framework students learn to apply the Natural Systems Thinking Process to their other interests. Mastery of the process helps them develop sustainable balanced relationships on critical fronts.
The educational philosophy of the Integrated Ecology/Applied Ecopsychology program is to empower motivated adult learners to become experts in implementing, teaching, promoting and researching the Natural Systems Thinking Process. Graduates will be able to evoke responsible personal and global relationships.
Participants will be empowered to effectively use and teach the use of nature connecting activities and materials which enable people to:
-Learn ways of thinking critically that reconnect with and heed natural callings within ourselves, others and natural areas.
-Understand why we naturally deserve to have good feelings and how to obtain them in personally and globally responsible ways.
-Learn how to self regulate by letting nature connections nurture the balanced spirit, wisdom and unity of nature within and about us.
-Reverse apathy, stress and dysfunction by energizing our natural senses and feelings.
-Scientifically let our natural connectedness regenerate and rejuvenate the hurt and abandoned parts of our inner nature.
-Enjoy nature's enchantment within and about us.
-Learn how to speak to Earth and let it teach us, to know nature as nature knows itself.
-Recognize the culturally induced unbalanced relationship between the old-brain and the new-brain and conscientiously let tangible contact with nature re-balance them.
-Learn to personally or professionally organize, facilitate and introduce the ecopsychology of Project NatureConnect's Natural Systems Thinking Process and to network with others with similar goals for responsible personal and global balance.
-Apply to appropriate parts of their personal and professional life the Natural Systems Thinking Process Ecpsychology guides that are described in the Orientation Section of ECO 501.
Additional information about the Natural Systems Thinking Process and program is available at http://www.ecopsych.com/ and in the book, Reconnecting With Nature, by Michael J. Cohen.
Program Audience
The program is designed to meet the educational and vocational needs of mid-career professionals who seek to integrate the Natural Systems Thinking Process into their personal and professional lives and bring its benefits to the public and planet. The program audience includes professionals employed in psychiatry, counseling, guidance, therapy, mental health, group work, social work, spiritual leadership, peace, conflict resolution, environmental studies, environmental education, recreation, nature interpretation, youth work, personal recovery, chemical abuse, interpersonal abuse, self-improvement, experiential education, wildlife management, outdoor education, citizenship, adjudicated youth, horticultural therapy, indigenous people, community development, landscape gardening, intentional relations, noetic science, leadership, systems theory, and public health.
Minimum Entry Requirements
Applicants should have completed a recognized undergraduate degree in a related field of study and preferably have at least five years of career related experience. Candidates should show familiarity with and dedicated interest in the Natural Systems Thinking Process and its website at www.ecopsych.com. It is highly desired that the undergraduate program encompass a minimum of 30 credits in psychology or education. Participants must be proficient in standard English, be computer literate, and for the duration of their program, have access to a computer, electronic mail and the Internet.
NOTE 1: If any of the specific coursework or professional preparation elements are missing at the time of enrollment, participants will need to add these elements to their required program.
NOTE 2: Students should prepare a written statement of their practice and research interests in Applied ecopsychology/Integrated Ecology and communicate with lead faculty .
Lead Faculty Information
Michael J. Cohen, Ed.D.
P.O. Box 1605
Friday Harbor, WA 98250 USA
Tel: (360)378-6313
Email: nature@pacificrim.netMichael Cohen is an ecopsychologist who founded and coordinates Project NatureConnect, a distance learning degree program with extended educational workshops and course offerings from The Institute of Global Education, a special NGO consultant to the United Nations Economic and Social Council. He has developed the Natural Systems Thinking Process through degrees at University of California, Berkeley, Columbia University and Clayton University along with 36 years of living outdoors year round researching and teaching multisensory nature activities. Dr. Cohen is faculty at Greenwich University and the International University for Professional Studies and has founded degree granting environmental outdoor education programs for the Trailside Country School, Lesley College, and the National Audubon Society. His many books and articles include Reconnecting With Nature: finding wellness through restoring your bond with the Earth, the 1990 award winning Connecting With Nature: Creating Moments that Let Earth Teach, and the self-guiding applied ecopsychology training manual Well Mind, Well Earth. He is the 1994 recipient of the Distinguished World Citizen Award.
Minimum Degree Requirements
Program participants must complete a minimum of 30 graduate credits, as outlined below, and a thesis (or major project in lieu of dissertation, with permission from faculty), according to University guidelines. Participants must also complete an admissions to candidacy examination at the conclusion of their academic coursework and then proceed with a full research proposal process. Following successful submission of an acceptable first draft of the thesis manuscript, participants will complete a defense of thesis and then finalize the thesis document.
NOTE 1: The required field studies must be completed after matriculation.
NOTE 2 : Students who have completed coursework in any of the required areas may petition lead faculty for a waiver of these requirements. Students would then need to enroll for additional advanced study electives in the area of specialization or fulfill the minimum credit requirements by documenting their learning, skills and experiences in the area.
NOTE 3: Electives may be selected from outside the program area with the approval of the lead faculty.
NOTE 4: Students complete a short orientation course, ORT: 502, before starting ECO: 501
Core Competencies (Required: 10 credits)
ORT600: Orientation for the Adult Learner (1 credit)
ECO 500: Global Citizenship Orientation: The Art and Science of Thinking With Nature. (1 credit)
ECO 501: Elements of Educating and Counseling with Nature I (3 credits)
ECO 503: Directed Reading in Applied Ecopsychology/Integrated Ecology (3 credits)
ECO 504: Integrating Sensory Knowing and Culture (3 credits)
ECO 502: Elements of Educating and Counseling with Nature II (3 credits) Field Studies (Required: 6 credits)
ECO 751: Field Studies in Applied Ecopsychology/Integrated Ecology (6 credits) Research Preparation Courses (Required: 6 credits)
*ECO542: QUALITATIVE Research for Applied Ecopsychology/Integrated Ecology (3 credits) MERTZ
RES890: Thesis Research (6 credits) Advanced Studies
Electives
ECO 522: Public Relations and Marketing (3 credits)
*ECO 791: Selected Projects in Applied Ecopsychology/ Integrated Ecology (3 credits)
*ECO 792: Advanced Readings in Integrated Ecology (3 credits)
*ECO 793: Selected Topics/Projects in Applied Ecopsychology/ Integrated Ecology (3 credits)
*ECO 500: Global Citizenship Orientation: The Art and Science of Thinking With Nature
Field Study Parameters
Field study parameters for Integrated Ecology consist of initiating, applying, promoting and integrating the Natural Systems Thinking Process into chosen fields of professional or personal interest. This may be done through on site or distance learning internships, apprenticeship, field investigation, professional practice, field project or action science techniques.
The goals of the field study element are to provide opportunities for meaningful experience through which participants may acquire and demonstrate an advanced expertise in applying and furthering the art and science of integrated ecology. This may be accomplished in organizations or institutions of the student's choice or as independent projects with approval from lead faculty. Professional presentation of the student's results at an appropriate conference or meeting is required.
Through experience, field opportunities are used to hone how the student utilizes and teaches the fundamentals of the Natural Systems Thinking process. We are born as part of nature yet nature and nature-centered people, in their wisdom, do not exhibit our runaway problems. We learn to live, on average, less than 1/2 day per lifetime consciously in tune with nature. It is the extremely nature-separated way we live, think and relate that brings about our most challenging problems.
Like an arm torn from a body, our excessive indoor lives and stories traumatize and separate our peace and reasoning from their natural origins in nature and its intelligence.
Skillfully, a surgeon can physically reattach an amputated arm to the body. Only then can nature's wisdom heal the separation and restore integrity. Gradually, the separation trauma and its destructive symptoms subside. With respect to Organism Earth, the Natural Systems Thinking Process, offered in Applied Ecopsychology and Integrated Ecology, acts like the surgeon. It enables students to skillfully and enjoyably help reattach people's thinking to nature's wisdom in the environment and each other. That wisdom then restores our disconnected reasoning, senses and interests.
Backyard or back country, the educational methods and materials of Natural Systems Thinking Process empower us to create moments that let Earth teach. We learn to sense, enjoy and validate the natural attractions found in natural areas and in our inner nature. We learn to honor these attractions and thoughtfully rebond them into our thinking. We learn to speak, feel and interact with the wisdom, love and spirit that guides natural people and Earth. This has proven to reduce stress, recycle our destructive thinking, and catalyze responsible personal, social and environmental relationships. Through this process all things become partners for personal and global recovery.
Research Parameters
Participants are expected to pursue a thesis emphasizing a small experimental research project or case study project, or a major product in lieu of research (with permission from lead faculty). Emphases for student projects are to integrate or establish the Natural Systems Thinking Process as part of appropriate psychological, therapeutic, educational, recreational, political or spiritual areas. Under the assumption that the purpose of life is to support life by fulfilling natural attractions, participants select and design research that produces their greatest contribution to the life process and helps others do the same. Qualitative studies, participatory action research, quantitative science or a mixture of these approaches may be used to meet this goal. For example:
-With the consent of their support committee, a participant would design and apply appropriate measurement techniques that scientifically document changes resulting from themselves or others:
-Designing and actualizing an applied ecopsychology course of study for the clients of a therapist.
-Introducing the natural systems thinking process into political, environmental or social areas of conflict as a means of resolving conflict.
-Introducing themselves as an trained agent of the natural systems thinking process into areas seeking or needing personal, social or environmental improvement.
-Acting as an ambassador on behalf of the natural systems thinking process and providing public information that would stimulate interest in the support and use of the process. *Promoting and implementing the natural systems thinking process as a stress management or mental health tool in industry or other institutions. *Promoting and implementing the natural systems thinking process in the field of distant education, environmental education, chemical or physical abuse, recovery, therapy, education or community development.
-Evaluate the research of people in related fields and how it could strengthen the natural systems thinking process
Course Descriptions
ORT 500/600: Orientation for the Adult Learner (1 credit)
This course is required of all graduate students during their first semester of enrollment. The outcome of the course is the development of the student's program schedule for completion of all degree requirements. Students read assigned textual materials including the University's catalogue, student handbook, and degree program overview, and participate in dialogue with the chair of their graduate committee to determine the required courses and appropriate elective coursework options. This is the appropriate forum for discussing minimum entry requirements which need to be added as prerequisites within your degree program. Discuss acceptability of transfer courses and prospective courses appropriate for application of prior learning assessment. Students will relate their interests to the required parameters for field study and research. They will explore thoughts related to special student designed courses and the individualization of student assignments across the degree program. Students select materials to guide their scholarly writing, manuscript preparation, literature search, and study skills.
ECO 500: Global Citizenship Orientation: The Art and Science of Thinking With Nature. (1 credit)
This short course is offered to students when required or suggested by their department or by the student's personal choice during any period semester of enrollment or application. It may also be used as a student facilitator training internship once the student has completed the course. Students discover how our excessive separation from nature stresses our sensuous inner nature and initiates our personal and global troubles. Students learn to reverse this destructive process by mastering five thoughtful sensory nature reconnecting activities that dissolve stress by satisfying our deepest natural loves, wants, and spirit. This hands-on course teaches lasting leadership, education, counseling, and mental health skills that feelingly tap the "higher power" wisdom of Earth's creation process. The email and telephone contacts of the course empower students to let nature help them nurture warm interpersonal relationships, wellness, and responsibility on personal and global levels. Students relate the course methods and materials to their fields of interest in order to integrate these areas with the global ecosystem. They become familiar with the Natural Systems Thinking Process and improve their Globally Balanced Thinking Score.
ECO 501: Educating and Counseling with Nature I (3 credits)
Students will learn to promote personal, social and environmental responsibility by mastering and adapting unique "nature-connecting" methods for personal and professional use. Students will discover firsthand how tangible reconnection with nature provides information, satisfies deep natural wants and how, when unsatisfied, these wants disrupt inner peace and fuel personal, cultural and ecological disorders. Under the direction of the instructor, students establish and identify a three person study team with whom they work. They maintain a journal of their participation and prepare a 15 page reflective paper. Prerequsite, ORT 502.
ECO 502 Educating and Counseling with Nature II (3 credits)
Students investigate advanced techniques to promote personal, social and environmental responsibility by mastering and adapting unique "nature-connecting" methods for personal and professional use. Students continue their work with a two or three person study team with whom they interact. They may assume the role of an intern, helping to promote, organize, and guide presentations for a selected group. Students exchange and react to their teaching, findings and evaluation efforts and prepare reflective paper of at least 15 double-spaced typewritten pages discussing how the program has informed their understandings of the importance of Applied Ecopsychology and Integrated Ecology within their personal and professional lives.
ECO 503 Directed Readings in Applied Ecopsychology/ Integrated Ecology (3 credits)
While they are learning the elements of Applied Ecopsychology/Integrated Ecology, students will pursue directed reading from a sensory ecology bibliography provided by lead faculty, supplemented by their own library research. Participants will carefully explore the literature and prepare an annotated bibliography. As the principal course assignment, participants will prepare a scholarly paper of at least 15 typewritten double-spaced pages discussing problems and solutions to important issues and practice of Applied Ecopsychology/Integrated Ecology.
ECO 504 Integrating Sensory Knowing and Culture (3 credits)
For use while they are teaching and researching Integrated Ecology, students will gather a library of references, from the internet and publications, that are related to their particular career field or interests that reflect upon the issues relevant to sensory ecology. Students will read and discuss the literature with Dr. Cohen and other professionals, discover how sensory ecology contributes to their career interests and then enact strategies that inject sensory ecology into institutions. Students will gather a bibliography of literature in their professional field or interest that supports work in sensory ecology and prepare an annotated bibliography. Students will prepare a reflective paper of at least 15 typewritten double-spaced pages discussing how the literature has informed their understanding of the opportunities for integration of lifeweb psychology concepts within their career field.
ECO 522: Public Relations and Marketing (3 credits)
Students survey the field of Public Relations and Marketing to determine the most significant means to promote, impliment and produce support for their involvement in the natural systems thinking process. They identify what that makes each technique and strategy worthwhile, select those that make the most sense to them, defend them, and apply them in areas that add to the field of nature connected psychology and their personal interests. The student writes a three page progress report that documents their work and learning in this area and that would assist others who read it.
PREREQUISITES Students must complete ECO 501 or its equivilent.
ECO 751: Field Studies in Applied Ecopsychology/ Integrated Ecology (6 credits)
Students experience in theory and practice how Western Civilization separates the "human" from the "natural" and estranges us from nature's integrity, love, and spirit, in and around us. Students master, design and implement conscientious techniques which reverse this dilemma and catalyze responsible relationships for "reconnecting with nature in people and places" through negotiating a field experience placement within their career field which supports a practical observation of Integrated Ecology. This field experience will represent a minimum of 90 hours in one or more monitored placements. In them, students apply the syllabus of ECO 501 and ECO 502 as a perceptual filter, maintain a weekly log reflecting upon their experiences and prepare a scholarly paper (at least 15 typewritten double-spaced pages) discussing how the field placement experience has built their understanding of overcoming barriers to successful integration of Integrated Ecology concepts within their career field. [Prerequisite: ECO 501: Elements of Educating and Counseling with Nature I]
ECO 752: Externship in Applied Ecopsychology/ Integrated Ecology (6 credits)
Students independently promote, implement, and teach an integrated ecology course or program to three or more students as a group (or individually). This is an extensive reading project and a 300 hour field study program using reconnecting with nature activities in an appropriate setting, while investigating appropriate literature, areas for professional growth, and implementing introductory training programs in Integrated Ecology in relationship to their chosen career field. Based on their field experiences and reading, students will prepare a reflective paper (fifteen-page minimum) addressing the following questions: 1) Related to other alternatives now in effect, why is the study and implementation of Integrated Ecology essential to effectively addressing the human condition and the future survival of the earth and its systems? 2) What campaigns could the student wage from within their profession to re-educate or reverse the opposing forces identified as the most damaging factors acting in opposition to the implementation of the concepts of Integrated Ecology fostered by Project NatureConnect and like-minded programs and campaigns? [Prerequisite: ECO 541: Field Study in Integrated Ecology]
ECO 753: Case Studies in Education and Counseling with Nature (6 credits)
Students experience in theory and practice how Western Civilization separates the "human" from the "natural" and estranges us from nature's integrity, love, and spirit, in and around us. Students complete field research and prepare case studies describing and validating the growth and development of at least eight individuals who are using nature-reconnecting techniques and prepare a scholarly paper (at least 15 double-spaced typewritten pages) discussing all aspects of the research project and the findings. [Prerequisite: ECO 541: Field Study in Integrated Ecology]
ECO 791: Selected Projects in Applied Ecopsychology/ Integrated Ecology (3 credits)
Students select a project in integrated ecology for advanced investigation in collaboration with lead faculty. This course is intended to allow participants to pursue specialized studies of a unique nature within integrated ecology and to contribute in a meaningful manner to the development of the body of knowledge within Integrated Ecology. A scholarly paper is required.
ECO 792: Advanced Readings in Applied Ecopsychology/ Integrated Ecology (3 credits)
In collaboration with lead faculty, students select and pursue advanced readings in integrated ecology. This course is intended to allow students to add in a significant manner to the body of knowledge in integrated ecology. A scholarly paper is required.
ECO 541 Participatory Research Techniques for Applied Ecopsychology/ Integrated Ecology (3 credits)
Students will investigate the available literature on participatory research techniques. This may include readings in the literature pertaining to implementing system-transforming innovations (Bushe and Shani), participatory action research in the workplace (Whyte), reflection in action (Schon), reframing organizational culture (Frost, et. al.) and self-reliant initiative (Fals-Borda), as well as other qualitative and action science methodologies. Students will identify an appropriate mini-study, apply techniques from their readings, complete the study and prepare a technical paper of at least ten double-spaced typewritten pages referencing the literature and describing the value of participatory research techniques to the fields of Applied Ecopsychology/Integrated Ecology.
RES 890: Thesis Research (6 credits)
Participants prepare a faculty approved thesis proposal or proposal for a project in lieu of thesis as the requirement for this course. All aspects of the research project are governed by university guidelines and the research parameters of the degree field. The thesis must demonstrate mastery of a body of knowledge within the field of study which conforms to the University's standards and is expected to be a minimum of 50 double-spaced typewritten pages, conforming to an approved manual of style with proper referencing of the literature.
APPLIED ECOPSYCHOLOGY / INTEGRATED ECOLOGY
Department Chair Office InformationDr. Michael J. Cohen, Chair
Post Office Box 1605,
Friday Harbor, WA 98250.
(360) 378-6313
nature@pacificrim.net
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