Integral Counseling Psychology Adjunct Faculty Position
The Integral Counseling Psychology (ICP) Program of the California Institute of Integral Studies (CIIS) is accepting applications for adjunct faculty appointments. The ICP program prepares students for the MFT license and a career in psychotherapy.
Teaching in the graduate program allows faculty members the opportunity to exercise broad-ranging intellectual curiosity; to work collaboratively with colleagues and students in formulating interdisciplinary inquiries; to develop and implement curriculum that addresses multicultural issues; and to create inclusive learning environments for students and faculty members.
- M.A. or MFT licensed, doctoral degree preferred
- Experience in graduate clinical education and training
- Training in approaches to depth psychotherapy
- Clinical experience in private practice or long-term psychotherapy with clients
- Background in and understanding of transpersonal orientation
- Ability to teach graduate courses in such areas as human development; the clinical relationship; transpersonal psychotherapy; therapeutic communication; and group supervision
- Experience working with diverse client populations
- Demonstrated ability to address issues of race, class, and ethnicity that arise in the classroom
- Affinity for the CIIS mission
- Interest in scholarly productivity
- Organizational capacity
Graduate-level classroom instruction. We are looking for instructors to teach the following courses.
This combined course provides a historical, comparative, and contemporary overview of the development and clinical presentation of adult psychopathology and the categorization system of the Diagnostic and Statistical Manual, along with a survey of the clinical process of testing for both psychopathological structures and nonpathological personality features and traits. The individual counselor’s ability to clinically analyze and interpret assessment instruments, including diagnostic tests, will be emphasized.
This course provides an overview of multicultural counseling through exploration of ethnic, social, and cultural mores and values of representative social groups and special populations. The content will focus on developing oneself as a student, therapist, and educator who understands the complexity of human diversity—ethnicity, race, religion, sexual orientation, gender, socioeconomic class, and color. We will look at the limitations of current psychological models in addressing the particularities of our clients’ diverse familial and cultural backgrounds. Students will be asked to do mindfulness practices, inquiry, and dialogue to explore experiences and cultural backgrounds to help uncover their own beliefs, unconscious assumptions, projections, countertransference, fears, and biases. The instructor will help create a safe space and offer appropriate exercises and communication tools to encourage authentic exploration and dialogue of an emotionally charged topic.
Ethical standards for the practice of counseling and psychology. Review and discussion of ethical and legal aspects of marriage and family therapy and practice.
Presentation and discussion of case material in a group setting. Emphases upon case formulation, group processing of clinical material, and the development of clinical skills.
Cognitive Behavioral Therapy (CBT) has been so effective in clinical trials that it is the standard of care for many psychiatric disorders, including depression and anxiety, and all therapists are now expected to have at least some familiarity with it. This course provides an overview of CBT from its origins in Pavlov and Skinner, through its therapeutic success in Beck and Ellis, and its inclusion of mindfulness in third-wave behavioral treatments such as Dialectical Behavior Therapy (DBT) and Acceptance and Commitment Therapy (ACT). This class will combine theory presented in lectures and readings with experience in role-plays, demonstrations, and mindfulness exercises. Open to ICP students only.
This course explores the various schools of family therapy, including the work of Whitaker, Satir, Bowen, and Minuchin, as well as strategic,narrative, internal family systems, and core-focused family therapy. There will be a strong experiential component involving in-depth study of each student’s family of origin through psychodramatic or monodramatic formats or sculpture, as well as through live demonstrations of therapy sessions with students’ family members. In the lab, each student will have an opportunity to practice conducting a role-play family therapy session.
Assuming that “trauma is in the nervous system and not in the event,” this course will introduce students to the basic neuropsychology and treatment of trauma. The work of Bessel Van der Kolk, Judith Herman, Daniel Goleman, Peter Levine, Jim Kepner, and others will be summarized. Principles and methodology for treating trauma from a somato-emotional framework, based on understanding of the triune brain and ANS functioning, will be emphasized.
Commensurate with experience and qualifications.
Applications accepted until position is filled.
Please submit the following items either online at https://home.eease.com/recruit/?id=59592 or as an attachment in an email to Barbara Morrill, Ph.D., at firstname.lastname@example.org:
- Curriculum vitae or resume
- Descriptive letter addressing all qualifications
- Specific teaching and scholarly interests
- Professional/scholarly work examples
- Names and contact information of three professional references
CIIS is committed to providing an open, fair, inclusive, non-discriminatory environment for all individuals across differences of race, religion, sexual orientation, gender identity, national origin, socio-economic status, ethnicity, age, physical ability, or medical condition. We seek to increase the presence, representation and inclusion of U.S. historically underrepresented people of color, international, bilingual and bicultural students, faculty, and staff; and, to provide an environment that will attract and retain individuals identified as lesbian, gay, bisexual, transgender, queer, questioning and intersex (LGBTQQI). CIIS values and promotes diversity because it enhances academic excellence, the educational experience, and the learning environment.