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For Saybrook student Rundle, enrolling in the “Global Leadership & Culture Intelligence in Context: Examination in Austria” course was threefold. The course gave her the opportunity to visit Europe for the first time, study alongside students in Austria who she’d spent two months getting to know virtually, and expand her global leadership and cross communication skills.
“I have a lot of passion around cultural pieces,” says Rundle, a Seattle-based student who is pursuing an M.A. in Management: Specialization in Global Workforce Collaboration. “In this field, I get to dig into what it takes to be a cross-cultural communicator, all the ins and outs, including cross competency and cultural intelligence.”
Global economics and immigration views from America to Austria
Rundle, who currently holds a B.A. in Psychology and an M.A. in Applied Behavioral Science, wanted to learn from people who had a wealth of knowledge in global leadership and business management. But there was another area that intrigued her, too.
“There was a lot in the course around global economics and what’s happening politically and globally that affects organizations,” she says.
Rundle, who studies white privilege and behavioral health within American society, was intrigued to find that there were similar political and employment debates between urban and rural communities in Austria when it comes to embracing or shying away from immigration in terms of employment.
“We studied regulations around the EU, agriculture, exports and imports, and issues around immigration,” Rundle says. “Those all are very different if you live in small villages versus a big city such as Vienna or Berlin. For example, a lot of people in the urban area see an influx of immigration and migration as a good thing. Their viewpoint is that diversity expands the pool of talent for their companies, whereas in a rural place they don’t want a lot of immigration and people coming in from different countries. They want to be able to keep things the same and have a lot of stability and predictability. They don’t want a lot of competition for jobs. So it’s two different, diverse aspects that affect a lot of how people do business.”
Saybrook’s synergy with IMC Krems management programs in Austria
The first-time course studied collaborative workplace environments that draw upon the strengths of the students’ approaches to leadership, work relationships, problem-solving skills, professional ethics, lifestyles, and sense of recreation.
Piazza, the program director and chair of the CSS Leadership and Management Department, chose Austria as the first global location after one of the students from Saybrook introduced him to key administrators and faculty at IMC University of Applied Sciences in Krems.
“There was a real synergy between their international business-related programs and graduate and doctoral programs, which are very human centered,” Piazza says. “They also fit well with organizational systems and organizational development, so that synergy drove us to develop a partnership with them.
“We wanted to be able to expose our students to international business in the European Union,” Piazza continues. “We have American professionals interacting with Austrian professionals, and in that space, they learn how to work together. Today in the business arena, professionals have to be able to work with individuals and companies from other countries.”
The distance-learning course itself was 16 weeks and had students nationwide—from Washington D.C., Washington State, California, Illinois, Arizona, and beyond. Austrian students from IMC Krems and Saybrook students initially got to know each other virtually, then the two groups came together for nine days to meet and work together in a collocated manner.
Immersion Week: From physical presentations to entrepreneurial discussions
In addition to visiting tourist spots—such as Vienna’s historical sites, the Heuriger Stoiber, Oberer Weinzierlberg 22 winery and restaurant, and the opera house—the students got down to business for Immersion Week, which consisted of discussions on conducting business in the EU, global management practices and issues, virtual international business operations and global sustainability issues.
Rundle, who met an Austrian student who plans to network with her during an upcoming move to Seattle, found the discussion on startups to be especially helpful as a future consultant for her company Kelly Rundle Executive Coaching LLC.
“As part of the practical professional development component of the course, Austrian and American students came together to create a presentation for other students as well as other lecturers who were there for the business symposium,” Rundle says. “It was all excellent because I got to see all of the different ways that other people lecture, teach, and present. But there was one guy who talked about startups that stood out for me because I’m actually in the startup world right now.”
One other standout speaker in Austria included an international business leader who conducted a workshop on distributed and virtual international business dynamics, processes, and challenges.
“What made him stand out was that he is an international business person working in a class with different companies and in different countries,” Piazza says in reference to the latter speaker. “He talked about what we call the global supply chain and global operations.”
In addition to hearing from international professionals, Piazza proudly boasts that the students in the course “became global leaders because they stepped out onto that global stage.” The Austrian and American students created and presented their own workshop on global leadership and cultural intelligence to each other and other Master Day presenters and attendees. The students were assigned to plan their own presentations, create learning activities, and implement them by the end of the course.
Cultural intelligence for global leaders
As with most managers, networking and communicating with a variety of personalities comes with the business territory. From a global leadership standpoint though, it is all but certain that international professionals will have to learn to dialogue on a larger scale.
“In Austrian culture, it seems that they were very detail-oriented and very conscientious,” Rundle says. “They also were less likely to ask questions or engage with professors or lecturers. There’s a little more of a strict hierarchy there. And the U.S. students were much freer to be engaging, dialoguing, asking questions, pushing back, and sharing information. Austrian students weren’t used to seeing so many people ask questions and be engaged at that level. They would sit back and take notes and listen. It was interesting to observe the differences in cultural mannerisms.”
Interestingly, Piazza observed the hierarchical viewpoint from a different perspective regarding business negotiations.
“What was key was how global leaders operate and work with other companies that are not necessarily their national origin,” Piazza says. “Oftentimes in Germany and in Austria, they’re going to be very straightforward. If there’s something that is needed or they have a particular point of view, they’re going to tell you point-blank, whereas Americans will usually soften their stance. There was one paper that presented as an illustration of differences between Americans and Austrians. For Austrians, if the answer is no, they’re going to say ‘no.’ Americans may be more likely to negotiate and speak in a manner that is not as direct.”
“This is why learning about cultural intelligence and global leadership are so significant,” he continues. “How do you really lead in a way where you can engage with professionals that are highly talented but have a different worldview, have a different way of understanding leadership, and have a different way of operating? That’s what the course is really about.”
Rundle happily points out that she “learned a ton” during the course, and “it’s been really outside of my comfort zone.” And if all goes well, according to Piazza, future courses may head to South America or India next.
The post Saybrook students collaborate with Austria’s IMC Krems for global leadership course appeared first on Saybrook University.
I was already in my fourth year of business school at the University of Sao Paulo in Brazil when I came to the conclusion that I should have gone into psychology instead. In Brazil, it takes five years to earn a business degree, and I was almost at the finish line. But that didn’t stop me from attending a psychology-related conference with my mother and her friend, where I met Stanley Krippner, legendary professor from Saybrook University. While I don’t remember everything about the conference, what stood out were the talking points related to Humanistic Psychology and the significance of spirituality. That’s when I made the decision to pursue a psychology degree in California.
Pursuing the career I didn’t know I wanted
Saybrook was pretty small at the time, which was a bonus for me considering I’d never studied in the United States and was self-conscious about my writing and language skills. So after completing my business degree and a yearlong internship with the marketing department of American Express, I arrived at Saybrook in January 1990. I earned my master’s degree in Psychology in 1992 from Saybrook and went on to receive a Ph.D. in Psychology from Meridian University in Petaluma, Calif., in 2003. That was around the time I also developed an interest in working on a multi-disciplinary team with psychiatrists, psychologists, therapists, and other health care providers in the field of transplantation.
How clinical hypnosis entered the equation
Some of my most recent work includes assisting a team with evaluating patients for left ventricular assist device implants and for heart transplants, and presenting at centers of excellence; working on a feasibility study that focuses on a cognitive behavioral therapy protocol adapted for post-heart transplant patients; and pursuing certification in the clinical hypnosis certification program from Saybrook to add to my toolbox of interventions to help address complex issues faced by heart failure, left ventricular assist device, and post-heart patients, with whom I work.
Clinical hypnosis is an evidence-based psychological intervention that may help improve anxiety, depression, pain, nausea, and emotional distress, among other issues. I’m hoping that clinical hypnosis will help my patients manage the physical and psychological symptoms they struggle with, such as depression and anxiety, and improving their quality of life.
Attending the ASCH workshop
When I recently attended the advanced track of the American Society of Clinical Hypnosis (ASCH) Annual Scientific Meeting & Workshop in Phoenix, Arizona, as a first-timer, I must admit I was apprehensive.
I was about to meet new colleagues from a number of health disciplines who were likely more seasoned hypnosis practitioners than me. To my delight, I could have not asked for a more welcoming professional crowd, such as the one I met at the ASCH conference.
I am a mid-career licensed psychologist, and clinical hypnosis student working under the mentorship of Dr. Willmarth, who was installed as president of ASCH at the same meeting. Professionals and students at the ASCH conference are eligible to participate as beginner, intermediate, or advanced, according to prior clinical hypnosis training programs. In the advanced course I was in, taught by G. Elkins and other well-known hypnosis researchers and clinicians, I met a number of friendly professionals, eager to share knowledge and experiences with each other and myself from events focused on clinical hypnosis, integrative medicine conferences, and mind-body medicine. Working as a psychologist in transplantation, I attend a number of international multidisciplinary conferences every year. Honestly, none of them are as welcoming.
But just as I have earned my own accomplishments, I’m always seeking to be around those who are as goal-oriented as me—but in an atmosphere that is not isolating or overly competitive. The ASCH conference was exactly that. I bonded with group members in just a few hours after my flight from San Francisco. I took a tour of Dr. Milton Erickson’s family home the first evening, met Dr. Erickson’s wife’s companion and the companion’s close friend, shared an Uber ride to our hotel, made lunch plans with the group, and chatted amicably with many participants at the different workshops.
I think that I have found my professional home, which has been my quest for many years. I encourage more students and professionals to join ASCH for the invaluable bonding and resources.
And if you’re interested in treating the whole person—not just the symptoms—Saybrook’s College of Integrative Medicine has top-notch professors and the integrative approach that I (and you) may be looking for.
The post Why one psychologist took clinical hypnosis to ‘heart’ appeared first on Saybrook University.
Dear Saybrook Community:
I want to directly address the Executive Order President Trump signed on Friday restricting people from seven countries from entering the U.S. As we wait with the rest of the world to understand the impact of this order, my first concern is our international students that may be affected.
We are vigilantly following updates as they evolve to ensure that we are offering the best support for our international students and scholars. The Offices of Student Affairs and Global Engagement will continue to offer support and are working closely with me as we partner with the broader academic community to monitor and respond to the situation. If you have specific questions, please contact Jennifer Fullick, Director of Global Engagement.
As has always been a part of our mission, at Saybrook University we believe that every living being has the right to thrive in a just, inclusive, and sustainable world; that will not change. I will be in touch directly as news unfolds.
Dr. Nathan Long, President
Oakland, CA and Bellevue, WA
Saybrook University President
I have had some significant time to think about a great deal with respect to our wonderful Saybrook University. As a non-profit, private, regionally accredited institution conceived in 1964 and officially launched in the mid-1970s, the original idea put forward by established scholars like Rollo May, Abraham Maslow, and Charlotte Buehler was to reimagine higher education, focusing on creating a new means of accessing graduate study, particularly in the field of psychology. This entailed at-a-distance graduate work with luminaries in the field. And for more than 45 years, Saybrook has been making good on that original concept while expanding across several disciplines.
Heading into the next few years, we are setting out on an ambitious strategic plan, which as of late has caused me to reflect on a few of key questions: Why Saybrook University? Why do students, faculty, and staff come to this institution? Moreover, what is it that we do that is making a difference? And, ultimately, how do we continue to provide excellent graduate education in a day and age where competition is fierce, and when institutions of similar size are struggling and in some cases collapsing?
Mission comes first.
Saybrook’s mission is what draws faculty, students, and staff in the first place. The focus on rigorous graduate education steeped in humanistic philosophy and practice with the goal of spurring positive social change speaks to our intellectual leanings and pulls at our heartstrings. And while mission is vital, it is essentially the idea of what we hope to accomplish. In the end, students come to graduate school to immerse themselves in deep study with scholars who have established themselves in their particular field of interest. Additionally, our students embrace the fact that our faculty eschew the Ivory Tower stereotype plaguing much of higher education today. Many of our faculty are practicing their scholarship, making substantial contributions in their disciplines, their clinical and consulting practices, their organizations, and their communities.
Our academic programs nurture humanistic scholar-practitioners.
When considering the question of why, I think of our various programs, including Mind-Body Medicine, Integrative and Functional Nutrition, Humanistic and Clinical Psychology, Counseling, Leadership and Management, and Transformative Social Change. Each program embraces our humanistic legacy, weaving in the importance of understanding the individual, his or her unique strengths and challenges, his or her role within the greater community and society, and helping him or her to actualize their full potential.
We are promoting change in these fields.
Real-life examples of Saybrook faculty, students, and alumni abound.
Ginger Charles, a retired police officer and alumna, is working to change how police officers interact with their communities, thus improving morale and reducing police-citizen violence.
Dr. Kaffia Jones, alumna and retired Brigadier General, is dedicating her next career phase to helping veterans with PTSD
Faculty Dan Leahy and Jeff McAuliffe are helping transform organizations like SoundTransit.
Our student interns are working with Girls, Inc., in Oakland, supporting and helping young women and men actualize their full human potential.
Faculty Dr. Theopia Jackson is creating community healing networks in concert with the Association of Black Psychologists.
The list goes on. Our students and faculty, as evidenced above, are people making a difference locally and globally. Ultimately, those of us here or who are coming to Saybrook University want to make that difference, because we believe in the power of taking what we learn, applying it, and changing lives for the better. The power of what we are working to achieve now will definitely enable us to accomplish and expand Saybrook‘s mission well into the future.
Providing an excellent student experience is our continual priority.
In addition to excellent faculty, our online and residential learning environments must reflect 21st century best practices and innovate beyond the “what is”. My numerous conversations with students point to a pervasive theme: students expect connectivity and meaning. Online learning around the country has become unnecessarily disembodied, with few exceptions. Finding new ways to expand the human-virtual experience that promotes academic engagement as well as close-knit bonds will be how Saybrook defines itself.
For me, all of the above answer the “why” and “how” of Saybrook University. Together, we are making a difference each and every day, locally and around the globe.
By Dan Leahy
Associate Dean of LIOS Graduate College
With the proliferation of polarities rampant today, I’m rather fond of some of the “flash mob” videos that periodically show up on You Tube, particularly the ones in public spaces (the commons) that involve orchestras and choirs playing a human classic to the delights of the gathering citizens. To me this is an example of the human potential beyond our limitations: A moment that transcends our differences. Here’s the link to the most recent example that came from my daughter, Chelsea: http://bit.ly/Onvuc4
While I’ve never, yet, participated in one of these celebrations of Life, I’ve often imagined what it would be like. Well, if truth be told, I’ve actually wondered what it would be like to take part in a LIOS-inspired flash mob.
Which brings me to my new favorite TV series, Newsroom on HBO. In the opening scene, http://bit.ly/SUugrC, the main character’s monologue spoke to me. I wanted to both cheer for the audacity of speaking his truth, and rage that “We the People” have strayed so far from that path of possibilities.
Three things stand out to me in viewing this piece. One is the power of the media, the arts, and its ability to succinctly, eloquently express a collective pulse in a way that seems to cause proper matters to catch fire. A second is the power of doing your homework, of looking at the current, and in this case brutal, reality with discipline. And the third is the ability to connect that frank assessment of what is to the aspiration of what was envisioned in a way that seems to transcend the embattled polarities and evokes some higher purpose.
Which brings me back to the idea of the “flash mob;” I’ve been part of this grand idea that is LIOS for a long time now. I’ve seen and worked with hundreds of students. Over the years I have heard many stories of those who are working to make a difference in the systems they seek to serve. Many of them seem to carry the themes I saw in the video. They knew the reality of the system. They did their homework. And they found and are finding ways to transcend it, which I have found inspiring.
So, I wonder what it would be like if we began to gather the stories of these individuals in a virtual “commons?” What might we see in a LIOS “flash mob?” Given the individual stories I’ve heard over the past 30-plus years, I suspect it would be as inspirational as any flash mob I’ve seen to date. And, to me, the potency of the “flash mob” is its impact on the “commons”. It reminds the people of the path of possibility. It rekindles a sense of hope. I know that the individual stories I’ve witnessed continue to spark the flame of hope in me. I find the this world to be an increasingly cold place, so I’m hungry to see if the gathering of stories creates a bonfire of imagination create a hearth of hope for those in the commons.
Now, I don’t know if anyone reads these blogs, so this may be a voice in a vacuum. But I’m putting it out anyway. I calling for those who are so moved to gather at this virtual “commons” and share your stories about what you are doing to make a difference in the systems you serve. Let’s see what we “sound like” together. Together we may discover that there’s a symphony actions that begins to call us to more imaginative was of being. I’m hopeful, and I’m waiting . . .
The post Wanted: Stories about LIOS Graduates Making A Difference appeared first on Saybrook University.
Gotta testify, come up in the spot looking extra fly, For the day I die, I’mma touch the Sky”
Kanye West, “Touch the Sky”
In life, we have no control over what inspires us. Inspiration can come from many different sources. I have been inspired by many unusual sources. When seeking inspiration, I often look to the Sky. I look to the Sky for many reasons.
In addition to being a metaphorical holding ground for the heavens, the Sky suggests dreaming, optimism, strength and a relationship with the atmosphere, a connection with the universe, an umbrella to all that is life. That is inspiration. That is the Sky.
As a dreamer, I look to the Sky as I search for a better place, not just for myself but also, as a place to join other misinformed, uninformed and ignored souls that dare to challenge the status quo. The ones in this Sky continue to defy the odds, march towards their goals and dream of success while wide awake. The characters in this Sky possess the vision required to see the evolution of life at warp speed, while embracing the moments within the moment, like this one…; the moments that had never happened before and will never happen again. This is done while guiding communities and inspiring legions they rarely see and may never, ever encounter. This is dreaming. This is the Sky.
As an optimist I look to the Sky as a container of all things possible; a covenant for new endeavors and representation of the blank slate provided by life to craft sacred stories. I look to the Sky to be enlightened during the desolate times that often define our desires. Even when gray, the Sky provides reason for optimism; actually more at that time. The gray Sky represents a pantheon that gives pause to the unlimited region known as the gray areas. The land that allow us to consider “both”, “and” instead of “either or”. This is optimism. This is the Sky.
As a symbol of strength I look to the Sky as a steady force of refinement; a new way of considering life, a new way of living. This steadfast approach that highlights fortitude is often misconstrued as petulance however, the Sky knows, like the old wise men in villages, what the gods are whispering. The Sky uses its strength, power and coverage to hold these secrets, my secrets, your secrets in place via light via fragments of information from the healers, over 2000 seasons that bring forth our blessings. The Sky is in constant contact with the universe and muscles are being developed accordingly. This is strength. This is the Sky.
While mourning the recent loss of my mother, when in need of an inspiration, I meditate and think deeply. When doing so, I look up to the Sky; it’s like an affirmation from mama, a drug, and think to myself, with my feet firmly planted on the ground;
“I’m, I’m Sky high,
I’m, I’m Sky high
I’m, I’m Sky high
Feels good to be home, baby! Feels good to be home!”
Respectfully Submitted by;
Sip hot cider & nibble seasonal treats at our next Taste of LIOS, 6:30 p.m. Dec. 15, at LIOS Graduate College, 4010 Lake Washington Blvd., Suite 300, Kirkland. Meet Dean of Students, Cynthia FitzGerald, & Dan Sewell, Vice President of Academic Affairs for Saybrook University. Faculty members Jeff McAuliffe & Alex Onno will guide you through a mini-LIOS class. RSVP at 425-968-3400 or firstname.lastname@example.org.
The post Your best friend calls you and tells you he/she’s really sick? How do you show you care? appeared first on Saybrook University.
What an exciting place to work! LIOS Graduate College offers some amazing things and you don’t need to be a student here to attend. Dan Leahy, former president, will lead the next session of the LIOS Leadership Workshop series called: Results-Focused Communication. The all-day session will run from 8:45 a.m. to 4:45 p.m. at LIOS, 4010 Lake Washington Blvd, NE, Suite 300, Kirkland. Discount for early registration and for LIOS alumni. Call 425-968-3400 for more information or email email@example.com.
The post Your best friend calls you and tells you he/she’s really sick? How do you show you care? appeared first on Saybrook University.
In a recent planning meeting with the Dean of LIOS Judy Heinrich and Organizational Systems Chair Mark Jones, we were reminded of one of the great educators, Parker Palmer. Parker wrote a book and founded a program called” the Courage to Teach.” As we thought about LIOS Graduate College, the phrase “the Courage to Lead” was uttered and it was one of those YES moments. I want to expand upon the concept of “the Power of Yes.” But first, let me begin with the alternatives to Yes.
Our minds know all too well NO (all of us are familiar with the terrible twos that are filled with NO’s); we are quite familiar with the MAYBE’s, the NO-BUT’S, or YES-BUT’s. However, in contrast, there are those YES moments in life that our consciousness can fall into, those YES’s that exist beyond our doubts, the YES’s that have no end. When I speak of “the Courage to Lead,” I am reminded that we must have the courage to attend to, to pay attention to, those YES’s.
Courage as a concept and as a word is rooted in the heart. The head of leadership is more about theories of practice and practice of theories. The heart of leadership, “the Courage to Lead,” is about our values and dreams. It is difficult to talk about courage without exploring fear. It has been said that courage is fear that has said its prayers. Let me tell you a true story about the first tightrope walker (taken from Mark S. Lewis’ commencement speech at University of Texas, 2000).
In 1859 the Great Blondin — the man who invented the high wire act, announced to the world that he intended to cross Niagara Falls on a tightrope. Five thousand people including the Prince of Wales gathered to watch. Halfway across, Blondin suddenly stopped, steadied himself, backflipped into the air, landed squarely on the rope, then continued safely to the other side. During that year, Blondin crossed the Falls again and again–once blindfolded, once carrying a stove, once in chains, and once on a bicycle. Just as he was about to begin yet another crossing, this time pushing a wheelbarrow, he turned to the crowd and shouted “who believes that I can cross pushing this wheelbarrow.” Every hand in the crowd went up. Blondin pointed at one man.
“Do you believe that I can do it?” he asked.
“Yes, I believe you can,” said the man.
“Are you certain?” said Blondin.
“Yes,” said the man.
“Yes, absolutely certain.”
“Thank you,” said Blondin, “then, sir, get into the wheelbarrow.”
Like that man in the crowd, we often know a lot of things, some with apparent certainty. But also like that man, there will be times in your life when knowing things won’t matter as much as how scary the situation is–and when that happens you’ll have to decide whether or not to get into the wheelbarrow. There are times when, in order to succeed, you will have to trust –when you will have to take a big leap of faith–and when that time comes I hope you will face your fear, say your prayers, and take appropriate action.
What you have earned as graduates of this amazing institution is the ability to move on, to dare to do anything. What you retain as graduates of this amazing institution is the privilege to return any time–to return emotionally, spiritually, or just to visit. And it is what you’ve learned at LIOS that will in part determine what you do out there.
And my hope is that “your dreams take you to the corners of your smiles, to the highest of your hopes, to the windows of your opportunities, and to the most special places your heart has ever known.”-anonymous
by Marcus Berley
Life as a graduate student is often overwhelming. Take a busy schedule, limited finances, and a daunting reading list, and add in whatever major life transition you are experiencing at the moment, such as a divorce, a death in the family, or a newborn baby. Now, go write a sound, well-referenced, and creative academic paper.
What makes LIOS different from other graduate school programs is that, in addition to balancing a busy life, it challenges students to explore who we are and where we come from. What question have you always wanted—but been too afraid—to ask your mother? What are the rules of your family, and what role do you play? What cultural biases have crept into the crevices of your way of thinking? Well, your homework is to go ask those questions. To your parents. To your aunts and uncles. To your grandparents. Take all of that newly acquired systemic knowledge and apply it to yourself and your most intimate relationships.
Not terrifying enough for you? Well, you’re only reading about it, possibly imagining it, but not actually experiencing it. LIOS is all about experiencing. The theories you read make so much sense on paper, but watch what happens to your insides as you study group theory in a group that is studying itself. Your mind jerks. You scramble to figure out what is going on. Your heart cracks open. A teacher asks you if you have a tendency to avoid conflict, then challenges you to try another method with a conflict that you currently have with another student. Throughout all of this you’re being evaluated on a wide range of skills you’re supposed to be developing. Oh yeah, and it’s ok to cry.
Somehow, you’re doing it. You read and you write papers, and you tell your mother that, even though things have gotten complicated, you love her. You move apartments and split up with your partner or find a new one, you find an internship or a project, and you don’t have much time to look around. It’s graduate school. It’s overwhelming.
And going through it is wonderful preparation for life as a sound, creative professional.