Core classes

COUN 510 Introduction to Interpersonal Neurobiology
(3 credits/30 hours)

This course covers the foundations of the new field of interpersonal neurobiology (IPNB). It explores the interpersonal neurobiological root connections to evidence-based practices in many fields. It assists the practitioner to better understand why a practice works and to more effectively deliver the best practice tailored to fit each individual. The course examines the neurobiology of empathy, interpersonal relationships, reflective listening, attachment, learning styles and change, emotional regulation, and storytelling. It includes lectures and exercises that illustrate how the interpersonal neurobiological framework expands ways to adapt best practices into practical and creative evidence-based applications.

• A comprehensive course for both advanced and beginning professionals
• Relevant in educational, agency, community, and clinical settings
• Concepts that can be used to better understand how to adapt a best practice
  

Participants will be able to:

• Delineate key functions of the brain and to show the interrelationship of the interpersonal world and the brain
• Describe the history of neuroscience and development of interpersonal neurobiology
• Examine the field of interpersonal neurobiology and describe the impact and implications for health, education, parenting, mental health/addiction, parenting and relationships, and the early childhood education field
• Discuss the ethical issues in the interpersonal neurobiology field
• Develop practical applications for their professions

COUN 510 The Science of Interpersonal Neurobiology
(3 credits/30 hours)

IPNB represents an integration of various strands of theory and research crossing several disciplines. It is critical that those who use it can understand, integrate, and critique the supporting science. This class focuses on the multiple sciences that contribute to IPNB in theory, practice, and research. The course material covered in the Introduction to Interpersonal Neurobiology is partially reviewed and seen from differing perspectives. The goal is to ground participants in the relevant specifics of neuroscience, interpersonal neurobiology, and supporting clinical considerations. The course focuses on a holistic perspective of IPNB with particular attention to stress and the subcortical structures, and the relationship to higher-order processing in the brain and whole body in general.

Participants will be able to:

• Clearly and succinctly describe the brain mechanisms and relationships among various cortical and subcortical structures
  
• Summarize relevant topics in cell biology
  
• Understand how our survival instincts and the effects of daily stress can interfere with the function of the interpersonal brain and the clinical implications of such
  
• Discuss the relevance of self-regulatory techniques as an underlying foundation on which to overlay the area of IPNB
  
• Identify the clinical and research aspects of brain imaging (fMRI, PET, etc) and discuss how they inform diagnosis and treatment
  
• Describe what constitutes good research
  
• Discuss the challenges and objections to IPNB
  
• Identify current and emerging research, and identify a personal research agenda for the future of the contributing sciences and the clinical applications of IPNB

COUN 510 Ethics of Interpersonal Neurobiology
(1 credit/10 hours)

This course offers an exploration and discussion of the field of interpersonal neurobiology from both an ethical viewpoint and critical-thinking perspective. As an emerging interdisciplinary field, interpersonal neurobiology touches our social systems of healthcare, education, government, and law. 

Critical thinking is necessary to assess the myriad concepts and applications found in this complex and fascinating study of the brain and mind, so that ethical standards can be developed. The participants and the instructor collaborate in building the foundation of ethical standards by using the tools of critical thinking and searching for knowledge using an online format.

Participants will be able to:

• Identify and discuss the ethical issues in the interpersonal neurobiology field
• Use critical thinking skills and processes to identify ideas, assumptions, problems, dilemmas, and other issues emerging from the field of interpersonal neurobiology
• Communicate three global ethical issues/concerns in the field of interpersonal neurobiology
• Self-assess values, standards, and responsibilities in ethical decision-making

COUN 510 Integrative Seminar
(3 credits/30 hours)

In this course, participants demonstrate mastery of the information presented in the interpersonal neurobiology certificate program. They develop a topic or research question relevant to their specific arena of practice. This project allows them to demonstrate their understanding, integration, and application of the knowledge from the interpersonal neurobiology program of study and adds to the knowledge base in interpersonal neurobiology and their particular arena of practice.

The class is a collaborative seminar and uses a combination of online discussion, independent research, chat meetings, or other methods, to support each participant in their integrative project.  This project is expected to be of graduate-level quality, whether taken for credit or as a continuing education program. It is expected to make a contribution to the field of study. The work in this seminar should clearly demonstrate the mission, vision, and learning objectives of the program, and demonstrate mastery of the information presented in the interpersonal neurobiology certificate program.

Participants may not take this course until all other IPNB courses are completed.

Applications classes

COUN 510 Interpersonal Neurobiology Applications: Adult Relationships
(3 credits/30 hours)

Contrary to traditional views of adults as "all grown up," we now know that many of the essential aspects of emotional, intellectual, interpersonal, and intrapersonal development can continue all through adulthood. Advances in measurement and research are revealing new information about how our brains and physiology continue to develop and change. Combining information from neuroscience research, adult brain development, relationship theories, and theories of change, and using the multilevel perspective of Interpersonal Neurobiology, explore brain relationship interactions throughout adulthood.

Learn specific personal and relationship practices that can promote development and satisfaction, reduce stress, and encourage neuroplasticity and neurogenesis.

Relationships to be considered include: intimate couple relationships, family relationships (siblings, parent-child, aging parent-adult child), friendships, work and organizational relationships, relationships with self and community, and giver-receiver relationships such as the healing and teaching professions. This course is useful for professionals working with adults in a variety of settings, including psychology, education, healthcare, organizational and community development, and is designed to be personally relevant as well.

Online extensions of the class allow participants to deepen their learning, through additional reading, resources, and exercises, in an independent and collaborative format.

As a result of taking this course, participants will be able to:

• Examine current relationship models, in various arenas, from an IPNB perspective
• Understand how life events can impact the brain, including parenthood, trauma and illness, aging, and loss
• Consider the complex interplay of memory, awareness, regulation, relationships, development, and well-being
• Identify common aspects of adult development while considering diversity, cultural, and individual differences
• Discuss ethical considerations in the application of IPNB, including possibilities for promoting sustainability and current uses to promote consumerism
• Describe how to increase mindfulness, integration and well-being through relationships
• Develop personal and professional applications of IPNB, and put them into action
• For graduate students: continue developing your professional research, application, and publication contributions to this emerging field.
• Apply principles from IPNB in our personal relationships, work settings, and communities

COUN 510 Interpersonal Neurobiology Applications: Mental Health and Addictions
(3 credits/30 hours)

This class explores how interpersonal neurobiology (IPNB) can be used as a framework to reflect on and enhance therapeutic bonding, empathy, memory, and attachment. There is practice in utilizing IPNB in therapy through matching learning styles to therapeutic intervention, facilitating growth, and navigating setbacks in therapy. The addition of the interpersonal neurobiology framework enhances the understanding of the dynamics of addiction and mental health problems, and examines how individual, family, and group therapy can hinder or enhance the therapeutic process.

Special attention is given to:

• the deep limbic system, mirror neurons, and the orbitofrontal lobe
• coherence and life-history narratives
• defense mechanisms and brain functions
• the interplay of stress on addiction and mental health problems
• the role of mindsight in the therapy process

The class is a combination of lecture, video, discussion, and exercises, and includes continued discussion and learning online to better integrate this new material into your practice.

COUN 510 Interpersonal Neurobiology Applications: Education
(Core class: 3 credit/30 hours)

Teachers have long recognized the importance of their relationships with students for the success of the learning process. With the findings from neuroscience and from the transdisciplinary field of interpersonal neurobiology, there are exciting new possibilities for the improvement of teaching practice, student success, as well as educational administration and policy.

This course explores both research and practice, with a primary focus on K-12 education – although some material addresses early childhood education, Higher Ed and adult education. Topics include special education, inclusion, talented and gifted, mentorship and service learning, and the role and effects of art, music and PE on the brain and the learning process. There will be an opportunity to develop an action research project that can be implemented next school year.