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ysabetwordsmithThese are the character notes for "Escape a Thousand Memories."
Kardal Abdullah -- He has pinkish-fair skin, black eyes, and short black hair with a mustache and beard. His heritage is Syrian. He speaks Arabic and English. He is 20 years old in 2014.
Kardal grew up in Aleppo, Syria where he worked as a street cook. When the uprising intensified to civil war in mid-June 2012, his family home got destroyed in a bombing and they escaped to join relatives in Damascus. By mid-July, however, Damascus became unsafe. They fled again, but this time Kardal's parents were killed trying to leave the city. He made his way southeast, hoping to escape through Jordan, but got turned back at Hadalat and Rukban. So he went a little north and snuck over the border into Iraq. From there he traveled south through Saudi Arabia to the United Arab Emirates. In January 2013 Kardal got lucky and the Emirates Airline took pity on him, offering a zakat ticket to a traveler in distress, which landed him in Heathrow Airport, London, Britannia. He tried to settle there, but it was too crowded and the government didn't want him to stay. He shuffled around the United Kingdom for months before securing an opportunity to travel to America in November 2013.
In January 2014, Kardal heard about a chance to settle in Rutledge, Vermont. He pounced on it. A few months later, he managed to get a job working as a cook at Mandy's Diner. They wanted someone familiar with halal food in general and Syrian cuisine in particular. Kardal is deeply grateful for the job, and his cautious nature is an asset in a busy kitchen. His innovations include za'atar maple candied nuts, za'atar maple chicken kebabs, and za'atar maple sesame seed bars.
Because of his experiences, Kardal grieves his lost family and fears losing new people that he meets. He worries about running out of resources or being robbed of them. He feels let down by the government, not just in Syria but others along the way who refused to help, which makes it hard for him to trust the offers of support in Rutledge. However, Kardal tries very hard to fit in. Usually this makes life easier, but he also has a bad habit of hiding things that he thinks other people might disagree with.
Qualities: Good (+2) Cautious, Good (+2) Cook, Good (+2) Gratitude, Good (+2) Muslim, Good (+2) Stamina
Poor (-2) Living Through Civil Unrest
Motivation: "Even when life is unjust, it's better to do as I'm told than to make waves."
On 12 June 2012, the UN for the first time officially proclaimed Syria to be in a state of civil war. The conflict began moving into the two largest cities, Damascus and Aleppo. In both cities, peaceful protests – including a general strike by Damascus shopkeepers and a small strike in Aleppo were interpreted as indicating that the historical alliance between the Ba'ath government and the business establishment in the large cities had become weak.
---8<---
In mid-July, rebel forces attacked Damascus and were repelled in two weeks, although fighting continued in the outskirts. After this, the focus shifted to the battle for control of Aleppo.
The United Arab Emirates is a country on the Arabian Peninsula. It runs a major Middle Eastern airline with widespread destinations.
This map shows potential points of escape from Syria. Legal routes are all but impossible. Compare with a map of the Middle East.
Hamrish Neumann -- He has fair skin, brown eyes, and short brown hair with a mustache and beard. He wears glasses. He is tall and wiry with lots of stamina. His heritage is mostly American with a little Middle Eastern and Indian. He speaks Arabic, English, French, Hindi, and Spanish. He is 29 years old in 2014.
Hamrish earned a Bachelor of Arts in Liberal Studies with a Concentration in Trauma Studies and a Minor in Psychology at Endicott College in Beverly, Massachusetts. He belonged to the Globetrotters Book Club, Intercultural Club, Endicott College Psychology and Human Services Club, and Random Acts of Kindness Club. Hamrish went on to get a Master of Social Work with a Clinical Practice Major, Macro Practice Minor, and Specialization in Trauma & Violence along with a Graduate Certificate in Muslim Studies at Boston University in Boston, Massachusetts. He belonged to Students for a Just and Stable Future, Undergraduate Psychology Association, Arabic Society of Boston University, and Egyptian Club. Finally Hamrish earned an Interdisciplinary Ph.D. in Sociology & Social Work and a Graduate Certificate in Latin American Studies. He belonged to the clubs Sabor Latino and Students Helping Honduras.
Now Hamrish is a social worker who travels around helping refugees and immigrants get settled in America. He is one of the team sent to support the Syrian refugees in Rutledge, Vermont. While his compassion and helpfulness mean that he makes friends easily, the frequent moves make it hard for him to maintain relationships over time. Hamrish tends to dress in practical, outdoorsy menswear in soft neutral colors.
Qualities: Master (+6) Sociology & Social Work, Expert (+4) Emotional Intelligence, Expert (+4) Trauma Studies, Good (+2) Compassion, Good (+2) Helpful, Good (+2) Latin American Studies, Good (+2) Muslim Studies, Good (+2) Stamina
Poor (-2) Long-Term Relationships
Bachelor of Arts in Liberal Studies with a Concentration in Trauma Studies
at Endicott College in Beverly, Massachusetts
The Liberal Studies program is not designed to overlap with existing degrees but rather to provide qualified students with an academic program that meets their unique needs. Offering students flexibility, independence, and academic rigor, this option provides undergraduate adult learners with the opportunity to draw on the resources of the entire curriculum, across disciplines.
Learning Outcomes
Upon completion of the program, students will:
• Effectively communicate in writing and through oral communication
• Exhibit skills in critical thinking and problem solving with ethical thought
• Demonstrate an understanding of the liberal arts disciplines at the lower and upper levels
• Understand and apply methods of inquiry associated with a range of disciplines
• Design, execute, and present a personal project, which synthesizes and applies, selected knowledge, skills and experiences appropriate to the students’ personal and professional goals and/or their chosen area of specialization
Concentration in Trauma Studies
The Trauma Studies Concentration is a 6 course, 18 credit concentration that focuses on issues relevant to individuals working in educational, clinic or social work settings that serve individuals who have experienced trauma. Trauma is unique in that it can be ameliorated or encouraged by social pol- icy, and institutions, as well as individuals. This concentration will give students writing, research and foundational skills in Trauma Studies that they will need to work with veterans, domestic violence victims, refugees, and schools or other work settings that have experienced traumatic events.
This interdisciplinary concentration will focus on the student’s ability to assess risk and engage in critical thinking about trauma and its impact on individuals and society. The coursework will draw from the fields of Human Services, Psychology, Sociology, Criminal Justice and Politics.
The Concentration in Trauma Studies will be open to all students enrolled in our BA Program in Liberal Studies and our BS Programs in Psychology, Business Management and Criminal Justice. These concentration courses will replace corresponding open elective credit requirements.
Please note: Completion of the courses and program does NOT lead to any type of licensure or certification.
Concentration in Trauma Studies Student Learning Outcomes
Upon completion of the program, students will:
• Comprehend how trauma is an individual, political and cultural issue
• Assess individual and organizational risk by engaging in critical thinking regarding the impact of trauma on individual and society
• Prepare students to understand the populations that have experienced trauma and to develop programs that better service populations who have experienced trauma
• Identify and describe research issues relevant to policy and educational issues that prevent trauma
• Demonstrate the critical thinking, writing, and research skills that are necessary to participate in the trauma studies field
Program of Study
World Cultures Course - 3 cr.
ART 319 - Art of the Mediterranean Basin: Egypt, Greece, and Italy in Antiquity
Aesthetic Awareness & Creative Expression Course - 3 cr.
ART 209 - Creative Arts Therapy Studio I
Literary Perspectives Course - 3 cr.
IST 313 - World Literature
Individual and Society Course - 3 cr.
• POL 430 - Human Rights
Values & Ethical Reasoning Course - 3 cr.
PHL 104 - Ethics
Science & Technology Course - 3 cr.
HST 350 - The Automobile in American Life
Global Issues Course - 3 cr.
• IST 216 - International Conflicts
Liberal Studies Elective* - 3 cr.
Core Electives - 6 cr. (must be 300 level or higher)
General Education Elective - 3 cr. (must be 300 level or higher)
Open Electives - 45 cr. (at least two 300 level or higher)
• HMS 440 - Understanding and Treating Sexual Trauma: Theory, Research and Practice
• HMS 427 - The Victimization of Children
• PSY 435 - Group Therapy: Theory & Practice
• HMS 357 - Workplace and School Violence
• CJ 241 - Victimology
• HMS 309 - Contemporary Issues in PTSD Treatment
• HMS 445 Trauma and Superpowers (T-American)
Liberal Studies Core
• BUS 120 - Business Fundamentals I
• CMM 306 - Social Impact of the Media
• ENG 111 - Critical Reading and Writing I
• ENG 112 - Critical Reading and Writing II
• LST 305 - Applied Research Methods
• LST 489 - Senior Thesis I
• LST 490 - Senior Thesis II
• MTH 126 - Applied Statistics
• POL 213 - American Government and Politics
• SOC 101 - Introduction to Sociology (Cr: 3)
ART 324 - Music and Creative Arts Therapy (Cr: 3)
ART 330 - Dance Movement and Creative Arts Therapy (Cr: 3)
*Liberal Studies Electives
Foreign Language Course - 3 cr.
ARA 101 - Elementary Arabic I (Cr: 3)
ARA 102 - Elementary Arabic II (Cr: 3)
• LST 121 - Introduction to Gender Studies
• LST 210 - Gender and Science
• LST 350 - Male Images in Story and Film
Required Concentration Courses
• HMS 310 - Crisis Intervention
• PSY 335 - Theories of Counseling
• SOC 201 - Trauma & Society
• PSY 225 - Psychology of Trauma
• PSY 326 - Developmental Trauma
• One Elective* - 3 cr.
• CJ 341 - Domestic Violence
Total Number of Credits Required for Concentration - 18 credits
Total Degree Requirements - 126 credits
ART 319 - Art of the Mediterranean Basin: Egypt, Greece, and Italy in Antiquity (Cr: 3)
Art Historical seminar exploring topics of art and archaeology of the Mediterranean: Egypt, Greece and Italy from the Bronze Age (c. 3000 BCE) to the end of the Roman Imperial period (c. 410 CE). Covers such topics as religion and mythology, gender Relations, the view and treatment of foreigners and slaves, politics and art and contemporary constructions of antiquity. Satisfies the Arts and Humanities core requirement.
ART 209 - Creative Arts Therapy Studio I (Cr: 3)
Within a studio setting, students explore the therapeutic aspects of the art experience. Materials and varied artistic media will be explored with the goal of studying their therapeutic effects. In addition, the combined use of artistic media will be examined.
Prerequisites & Notes
PSY 100 or permission of instructor.
IST 313 - World Literature (Cr: 3)
An exploration of major works of World Literature from the 17th century through the present. The course will examine representative literature through the lens of genre, theme, major figures, minority voices, major events, literary periods, or national origins. Possible topics include Eastern, Western, African, Asian, Australian, Latin American, and Russian Literature. Students may take more than one section of this course as long as the topic is different from one section to the next. Satisfies the Arts and Humanities and Writing Designated core requirement.
Prerequisites & Notes
Cross listed with ENG 313.
PHL 104 - Ethics (Cr: 3)
What is a good life? What factors should shape the ethical decisions we make? And how do ethics relate to artistic, intellectual, and social aspects of our lives? This course studies and debates classical and modern ethical theories, through philosophical and literary texts. It then brings these theories into conversation with a range of contemporary ethical issues, from punishment to medical ethics to the environment. Satisfies the Arts and Humanities core requirement.
HST 350 - The Automobile in American Life (Cr: 3)
Touching on the history of American labor, technology, business, culture, cities, and design, this course will examine how the automobile has revolutionized American society over the last century. The ways in which an American “car culture” changed social mores, created new leisure opportunities, and spurred the development of suburbs, roadside architecture and auto oriented institutions such as motels and strip malls will also be explored. Satisfies the Social Science core requirement.
Prerequisites & Notes
Cross listed with AMS 350.
ARA 101 - Elementary Arabic I (Cr: 3)
Introduces students to spoken and written Modern Standard Arabic. Students will learn the Arabic alphabet, rules of grammar, verb tenses, pronouns, and common phrases while developing basic reading and communication abilities. Course will also introduce students to the diverse cultures within the Arabic-speaking world. Satisfies the Arts and Humanities core requirement.
ARA 102 - Elementary Arabic II (Cr: 3)
A continuation of Elementary Arabic I, this course enable students to further their Arabic speaking, writing and reading abilities, while deepening their understanding of cultures within the Arabic-speaking world. Satisfies the Arts and Humanities core requirement.
Electives
ART 324 - Music and Creative Arts Therapy (Cr: 3)
This course investigates how music can be used to help create positive change in physical and emotional health. It examines the history, clinical terminology, documentation, theories, principles, and therapeutic intervention of music therapy. Musical proficiency is not required to enroll in this course.
Prerequisites & Notes
PSY 100 or permission of instructor.
ART 330 - Dance Movement and Creative Arts Therapy (Cr: 3)
Within a studio setting, students explore the therapeutic and expressive aspects of dance/movement experiences. Theory and application will be studied with the goal of investigating the therapeutic effects of dance/movement therapy in educational, Psychiatric, physical, and rehabilitation settings. Additional creative modalities will be introduced. Satisfies the Arts and Humanities core requirement.
Prerequisites & Notes
PSY 100 or permission of instructor.
PSY 360 - Psychology of Spirituality (Cr: 3)
We will survey the theory and research in the field of Transpersonal Psychology that is the interface of psychology and the spiritual disciplines. We will also explore applications with emphasis on meditation, psychotherapy and ritual. Satisfies the Social Science core requirement.
Prerequisites & Notes
Six credits of psychology or permission of instructor.
Psychology Minor
at Endicott College in Beverly, Massachusetts
Program Requirements
Students are required to take a minimum of 18 credits.
Required course
• PSY 100 - General Psychology (Cr: 3)
Additional courses
Five psychology courses, three of which must be at the 300 level or above.
PSY 200 - Child and Adolescent Psychology (Cr: 3)
A basis for understanding behavioral and psychological development of the child from conception through adolescence. Examines theory and research pertaining to personality and social and cognitive development. Satisfies the Social Science core requirement.
Prerequisites & Notes
PSY 100 or permission of instructor.
PSY 203 - Adulthood and Aging (Cr: 3)
Focus on the various biological, psychological and sociological changes associated with the aging process within the framework of the developmental tasks of early adulthood through the middle and later years of life. Satisfies the Social Science core requirement.
Prerequisites & Notes
PSY 100.
PSY 307 - Cultural Psychology (Cr: 3)
This course examines culture as process. Emphasis is placed on the interaction of culture in various contexts. Particular attention is paid to the relationship of oppression to the formation of cultural identity. Paradigms from black, Asian and indigenous psychology will be included from a developmental perspective.
Prerequisites & Notes
Six credits in psychology.
PSY 323 - Stress and Illness (Cr: 3)
Could the psychological stressors of contemporary life affect our health? We will explore the connection between the mind and the body to determine how stress can weaken our immune system, but more importantly we will study and practice ways of reducing stress in our personal lives. This is both an academic study of the psychobiology of stress as well as an opportunity to explore proactive ways of coping with stress. Satisfies the Social Science core requirement.
Prerequisites & Notes
PSY 100.
PSY 365 - Psychology of Placeless People (Cr: 3) (T-American)
This course explores the homeless, refugees, immigrants, migrant workers, runaway youth, and other people with disrupted community ties. It focuses on understanding these subcultures and providing services for their special needs.
Student Clubs
Globetrotters Book Club (T-American)
Students from many different cultures come together to share their favorite books. Each week, we will read a book from a different country or culture. You don't need travel fare to explore the world! What favorite stories will you share with your new friends?
Intercultural Club
The Intercultural Club is a student group committed to promoting intercultural understanding at Endicott. As a club, we plan and participate in numerous cultural activities each year, both on and off campus. Activities include international dinners and film nights, charity events for international causes, and sponsorship of international and cultural performances and programs on campus. The Intercultural Club, which is open to all students on campus, is also proud to sponsor Endicott's Global Village each semester.
Endicott College Psychology and Human Services Club
The Endicott College Psychology and Human Services Club is bigger than ever this year and we’ve got some great meetings and activities planned for this fall. We’ve got game nights, we’ve got guest speakers, we’ve even got field trips to Salem to see a psychic. It will be a great environment to meet friends in your major or with similar interests to you, and will also be a safe and welcoming place you can learn--in a FUN way--more about a field we all love. We’re excited!
Random Acts of Kindness Club
The Random Acts of Kindness Club strives to provide services to individuals experiencing homelessness and to volunteer at other organizations that we are affiliated with.
Master of Social Work
at Boston University in Boston, Massachusetts
Majors, Tracks & Specializations
Tailor your MSW degree to your passions with a choice of two tracks, two majors, and the option to further specialize in one of four key areas.
TRADITIONAL TRACK
Consists of 65 credits which can be completed in 2 years (full-time) or in 3-4 years (part-time). Students enroll in required foundation and advanced coursework, complete a foundation field internship (480 hours) and an advanced field internship (720 hours).
Majors & Minors
CLINICAL PRACTICE MAJOR
Highly skilled clinical social workers are needed in a variety of settings including mental health and community health centers, hospitals, rehabilitation facilities, substance treatment centers, family services, child welfare and children’s services, schools, geriatric facilities, housing agencies, criminal justice and more.
Clinical Social Work practitioners learn how to use their professional relationships to engage in purposeful conversations and therapeutic activities while working with clients dealing with challenging life circumstances. Through course work, field education, and supplementary programs, students develop competencies in assessment and diagnosis, treatment, and prevention for a variety of emotional and behavioral problems.
Numerous social work skills, human behavior theories, and evidence-based practices are taught to inform student learning. Students study four frameworks for differential assessment and intervention: cognitive, behavioral, psychodynamic, and family systems. In addition to training in individual intervention skills, students also learn to work with families and groups as key parts of clinical practice, providing a bridge between social work with individuals and small or large systems.
Guiding principles for clinical social work practice presume the worth and dignity of all people, a strengths perspective, the need for client confidentiality, and client empowerment and self-determination in decision-making.
MACRO PRACTICE MINOR
Clinical Practice majors in the On-Campus and Online Program may choose to minor in Macro Practice.
View requirements for the Macro Minor here: Macro Minor for Clinical Students (PDF)
Specializations
Specializations are currently available at the On-Campus (Charles River) Program only.
If you are interested in deepening your knowledge and expertise in a specific area of focus, you may choose to specialize in one of four areas: behavioral health; children, youth and families; trauma and violence; or aging. Students pursuing specializations will enroll in advanced electives and complete an integrative seminar and advanced field placement. Information about specialization requirements and coursework is available on the BU Bulletin.
TRAUMA & VIOLENCE
Trauma exposure is nearly universal. The field of trauma has exploded in the last several decades with advances in neurobiology, increased attention to evidence-based and evidence-informed interventions in trauma, and widespread recognition of violence across multiple contexts. Because trauma is a rapidly evolving field, social workers need integrated and cutting-edge training to work with and on behalf of diverse populations who are affected by wide-ranging traumatic experiences, including gender- and race-based violence, interpersonal and/or community violence, natural disasters, combat trauma, and terrorism. Specialization students will learn the foundations of trauma-informed and multi-level practice and policy, and apply this knowledge to prevention, intervention, and policymaking to mitigate the impact of violence and trauma on individuals, families, communities, and societies.
Requirements:
A foundational “platform” course is required for this specialization, plus two advanced elective courses (9 credits). Clinical Practice students should plan to take either SSW CP 782, SSW CP 803, or SSW CP 804, as well as the Advanced Seminar in Clinical Practice (SSW CP 814). In addition to the new platform course, Macro students may select other trauma-focused electives within SSW, another BU school, or the consortium. An advanced field placement in the area of specialization is required.
Courses
https://www.bu.edu/academics/ssw/courses/
• SSW CP 782: Stress and Trauma in The Early Years: Interventions with Young Children and Families
Graduate Prerequisites: SSW CP 759, 770, 771 and 772.
This course focuses on interventions for effective practice with young children and families derived from the fields of infant mental health, early development and family systems. Students will gain competency in developmentally appropriate assessment and collaborative evidence-informed/evidence-based treatment of vulnerable young children and their families within an attachment, trauma and systems framework. The role of toxic stress and trauma in a child's development and family life will be explored; prevention and intervention approaches will address how best to ameliorate its harmful impact. Various approaches will be presented and examined in relationship to theories of change, differential assessment, resilience, culturally responsive practice, and privilege. Because the practitioner plays an important role in the change process, students are expected to use the self to engage with course material and deepen their reflective capacities with regard to the clinician-client relationship. Class time will include discussion of course readings, viewing videos, conducting case-based assessments, skills development and other interactive activities. Students will leave the course with a repertoire of analytic and clinical skills to support their practice with vulnerable young children and their families.
• SSW CP 803: Clinical Practice with Adult Trauma
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
Students learn different theoretical approaches to trauma and examine clinical strategies for intervening with traumatized adults from diverse backgrounds. Sources of trauma including natural disasters, the refugee and immigrant experience, interpersonal violence, and the accumulation of traumatic events over the life span are discussed in terms of their physical and emotional consequences. Students examine diagnostic issues including PTSD and complex PTSD, and co-occurring psychiatric disorders. Evidence-based interventions and emerging areas of practice with traumatized adult populations will be highlighted. Larger social, cultural and political forces are considered in shaping both exposure to and recovery from traumatic stressors. Finally, the impact of trauma work on clinicians and strategies for self-care and reducing burnout will be a theme of the course.
• SSW CP 804: Clinical Practice with Childhood Trauma
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; Or permission of department chair.
Students develop or deepen a working knowledge of different theoretical approaches to trauma and traumatic impact and examine clinical strategies for intervening with traumatized children and adolescents. Multiple types of trauma will be considered ranging from single-incident events to chronic, complex, and developmental trauma. Diagnostic issues, current controversies in the trauma field, and emerging areas of practice with traumatized children and adolescents will be discussed. Emphasis is placed on applying a developmental perspective and on current knowledge regarding the neurobiology of attachment, regulation, and traumatic impact in children and adolescents as the foundation for trauma-focused practice. Students will learn about phase-oriented treatment and study evidence-based models for children from birth through adolescence. Student learning and in-class exercises will focus on developing the specific skills for each model and on case formulation and presentation.
• SSW CP 814: Advanced Trauma Seminar
The Advanced Trauma Seminar is open to Trauma Certificate Program students who have complete CP803 or CP804. The course will provide students with an in depth knowledge of trauma theory and making the linkage between theory and clinical practice. In addition to advanced theory, students will examine evidenced based and emerging practices in the field of trauma treatment, and their applicability to complex trauma and specialized populations. Emphasis is placed throughout the course on self care and development of clinical skill sets.
Macro Practice minor for Clinical Practice majors
Choose two Macro Practice classes from the following:
MP 781 Community Organizing (F, Sp) MP 783 Planning and Program Development (F, Sp)
(Hamrish did his project on community integration of immigrants and refugees. He recruited a team of native-born Boston citizens and a team of naturalized Boston citizens, then a third team of the same size with immigrants and refugees. They met twice weekly on Wednesdays and Saturdays for cultural exchange and socializing. Particpants reported improved understanding of displacement and community resources, and there were three marriages across the teams.
1. Develop a Macro Practice project as part of your FE, with input from your FE supervisor and Andrew Spooner. 2. Provide a written description of the project for review and feedback to Andrew Spooner who will share it with the macro faculty. 3. Produce a report on the project by the end of Spring semester.
FOUNDATION YEAR PROGRAM
For full-time students, a foundation year typically comprises 27 semester credits in coursework and 6 in field education.
• SSW CP 762: Advanced Group Work
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
This advanced group work course is designed for social work students who desire further learning in group practice, to deepen their understanding of the group work method in social work, and for students interested in leadership and supervision roles. Group Work as a method is far-reaching and is utilized across the spectrum of practice, from the micro and clinical interventions to the organizational and macro interventions. The aim of the course is to deepen students' understanding of group dynamics, theories, and method, with a special emphasis on the group-as-a-whole. The relationship between the group and its environment will be woven throughout the course, as will ethics and issues of diversity and difference--class, age, gender, race, ethnicity, religion, and sexual orientation, etc.. Organizationally, the course examines the worker's use of self, the group, program, research, and the environment (although in real life, these aspects of group life are used simultaneously).
• SSW CP 764: Group Dynamics
Graduate Prerequisites: SSW CP 759 and SSW CP 771; or permission of department chair
This advanced seminar in group modalities and dynamics is designed for social work students who are planning to work with groups of various types and sizes and for those advanced students who wish to further their group work experience. The aim of the seminar is to deepen students' knowledge base and practice with group dynamics and selected group work modalities. The relationship among the group members and between members and the group facilitator(s) is a significant focus in the seminar. Throughout the seminar, emphasis is placed on enhancing students' understanding, application and evaluation of evidence-based group work (EBGW). Attending to issues of ethics and issues of diversity--class, age, gender, race, ethnicity, religion, and sexual orientation -- are woven throughout the seminar. The seminar is organized to include opportunities for a critical analysis of group dynamics, single-session experiential groups, and various group exercises. Priority is given to the further development of the professional 'group worker' in roles as leader, consultant and presenter. A highlighted component of the seminar includes Guest Presenters who are expert in specific group work modalities and/or with specific populations. The Presenters will aid the students in the seminar to hone a deeper understanding of facilitator interventions and use of self in the group setting.
• SSW CP 770: Clinical Practice with Individuals
Graduate Prerequisites: SSW CP 759; Required of all clinical students.
Graduate Corequisites: Required to be in a field placement with this course.
The purpose of this course is to deepen skills of differential assessment, formulation, and intervention with individuals. Three theoretical approaches guide this work: Cognitive (focusing on thoughts, feelings, and behavior), Behavioral (focusing on monitoring and reinforcing positive behavior), and Psychodynamic (focusing on dysfunctional childhood patterns repeated in the present). Using these perspectives, students analyze videotaped treatment sessions, demonstrate therapeutic approaches through classroom skill-practice, and present cases from their field internships for analysis and discussion.
• SSW CP 771: Clinical Practice with Groups
Graduate Prerequisites: SSW CP 759; Required of all clinical students.
Graduate Corequisites: Required to be in a field placement with this course.
Students acquire knowledge of group stages (from formation through termination), group types (task-oriented, psycho-educational, support and therapy) and group structure (single-session, time-limited, open versus closed groups). They also develop skills for forming and leading groups. The Mutual-Aid model provides the central organizing framework, showing the worker (a) how to mediate between and among three domains-- individual member, the group as a whole, and the environment, (b) how to respond to dynamics such as transference, countertransference, and issues of power and control, and (c) how to promote client and group empowerment. Building on knowledge and skills from CP 759 (Introduction to Clinical Practice), students learn how to use themselves effectively with diverse populations, in various community and clinical settings, and with differing member problems and concerns. Social and environmental stressors on group members and the group as a whole are considered at all stages of group development and with a variety of group types. Since social workers must have the capacity to assume varying roles in groups, students learn to shift the nature of their participation depending on the situation, for example, to be a colleague in an interdisciplinary team of care providers, to be the leader of a neighborhood task force, and to be a clinician providing psycho-educational services to the parents of mentally ill clients. The greatest opportunity for skill development in this course occurs when students take initiative to organize, lead, or co-lead groups in their placement, and all are encouraged to do so, if this is possible within the nature of the placement.
• SSW CP 772: Clinical Practice with Families
Graduate Prerequisites: SSW CP 759; Required of all clinical students.
Graduate Corequisites: Required to be in a field placement with this course.
Major goals of this course are to help students think systemically and learn skills to conduct family sessions with various family members. Students will learn family systems concepts and theories that are foundational to the practice of family assessment and intervention. A conceptual framework, Liberation Health, will be used to assist students in understanding families within the larger socio-political-cultural context. Students will also learn Structural Family Therapy as an exemplar of a family systems intervention. Skill practice and exercises will illustrate (a) individual versus systemic thinking, and (b) the meaning of the symptom in the system. An important outcome is that students will be able to facilitate communication among family members. As part of this work, students will deepen their ability to build alliances with the family as a whole, assess families using common family assessment tools, and develop hypotheses about the family's experiences, structure and internal dynamics that may have affected the presenting problem. Students will practice family intervention techniques such as circular questioning, maintaining multiple alliances simultaneously, encouraging family members to speak directly to each other, contracting and goal setting, strengthening the caregiver subsystem, exploring the meaning of missing members, and identifying important family secrets and myths. Emphasis is placed on the clinician's use of self in working with diverse individuals and families who present with a range of problems.
• SSW CP 795: Cognitive and Behavioral Treatment
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
Students learn the theoretical frameworks underlying cognitive and behavioral treatment (CBT) for adults and children including operant and respondent conditioning theory and cognitive models based mainly on A. T. Beck's theories. Students learn cognitive/behavioral analysis (also called case formulation) and assessment of specific problem areas and disorders using students' current child and adult cases. The CBT treatment and session structure, format, and planning is emphasized. Several intervention methods are illustrated and practiced using case examples, video and "live" demonstrations and role plays. These include a variety of reinforcement procedures, assertiveness and social skills training, problem-solving, behavioral activation, exposure procedures (desensitization treatment of anxiety) and cognitive treatments (e.g., cognitive restructuring, working with automatic thoughts and core beliefs). Students distinguish cognitive and behavioral theories as to how they inform a case formulation and selection of intervention. As cognitive behavior change must be transparent and collaborative, special attention is also paid to the client/therapist relationship, application of CBT methods for diverse populations, and ethical issues. Students learn to search and discuss empirical findings regarding effective CBT interventions as well as evaluate the effectiveness of assessments and cognitive and behavioral treatment methods relevant to their client's target problem. Students present their own cases from their field placements to be used in discussion of CBT assessment and intervention methods for specific problems/disorders in order to address the specific needs and considerations relevant to the clientele being served.
SSW CP 782: Stress and Trauma in The Early Years: Interventions with Young Children and Families
MP 781 Community Organizing (F, Sp) MP 783 Planning and Program Development (F, Sp)
Field Education
• SSW FE 800: Integrative Field Seminar
Graduate Prerequisites: Required of Charles River students in their first placement. OCP students should consult their program director.
The focus of this seminar is professional development and the role of the social work intern in the agency. The seminar meets several times each semester. Instructor sets schedule. Attendance is required.
• SSW FE 801: Field Education I
Graduate Corequisites: SSW FE 800.
Required of all students in their first semester of the first (foundation) field placement. Also required to be registered for a methods course.
• SSW FE 802: Field Education II
Graduate Corequisites: SSW FE 800.
Required of all students in their second semester of the first (foundation) field placement. Also required to be registered for a methods course.
ADVANCED-YEAR PROGRAM
During your second year, an advanced-year program includes 24 semester credits in coursework and 8 in the field.
• SSW CP 798: Psychodynamic Practice with Adults
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
This course builds on psychodynamic knowledge and skills gained in the prerequisite courses of CP 770, 771, and 772. Its purpose is to further the learner's understanding of use of professional self and relationships in longer term therapeutic work with a variety of adults at risk due to poverty, domestic and neighborhood violence, lack of social resources, lack of stable and nurturing life path environments, and current barriers to well-being, constructive relating, and self-fulfillment. Object relations, self-psychology, and relational theory inform learning through reading, assignments, class exercises, and case dialogue analysis. Instructor and students problem solve around issues arising in interpersonal work characterized by mutuality and reciprocity between worker and client productive of growth in both. Empathy is practiced as an assessment tool (vicarious introspection), an expression of support and identification, and a medium for the activation of client strengths and growth potentials. Students practice 'being where the client is" in very difficult situations, and the long-term effects of prejudice, injustice, and social marginalization are frequently highlighted in assessments and intervention planning. Students learn to reflect on their own personal development and experiences as potential assets and blocks in aligning themselves well with client stories and reactions. Role plays and assignments help in identifying and correcting misalignments in use of self.
• SSW CP 799: Brief and Time-Effective Treatment
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
This course surveys a range of brief and time effective treatment models including crisis intervention/single session interventions, solution focused brief therapy, narrative therapy, and stages of change/motivational interviewing. Students will develop skills in brief treatment that can be used with children, adolescents, families, and adults who present with substance use, trauma, depression, anxiety, domestic violence, and other issues of concern in multi-stressed urban populations. Students will acquire understanding of the theoretical and empirical bases, strengths, and limitations of each model. Use of in-class and videotaped role plays along with small group exercises will help students become more creative, flexible, and accountable in their approaches to treatment, and will direct students away from a deficit (pathology) model towards a resource (possibility) treatment model. Students learn to collaborate with clients to create well-formed treatment goals, and to measure change as it occurs over time. Finally, students explore how their own values and beliefs about change may help or hinder clinical practice in the current health care environment.
• SSW CP 806: Theory and Practice with LGBTQ Populations
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair.
This advanced practice course employs affirmative models of clinical practice with LGBT individuals and families. Ecological and strengths-based approaches provide a framework for the course. Additional perspectives include: (1) postmodern perspectives on gender; (2) developmental models for acquiring G/L identity; (3) race and ethnicity, families, youth, and aging; (4) specific challenges facing the LGBT communities such as domestic violence, substance abuse, HIV/AIDS, and how to make agencies safe for LGBT clients and staff; and (5) social work practice with bisexual and transgendered persons. Also addressed will be LGBT individuals living in predominantly hetero-centric environments and ways they cope with these stressors. Material for this course includes relevant research, first person narratives, movies, speakers representing mental health and social service agencies serving LGBT individuals and families, and members of these communities themselves.
• SSW CP 807: Clinical Practice with Older Adults
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
This course reviews life cycle and other developmental theories informing clinical practice with aging populations. Discussion highlights the impact of poverty, racism, ageism, and changing economics on the bio-psycho-social phenomenology of aging in urban environments. Special issues related to mental health, substance abuse, and cognitive impairment in this population are reviewed. Students learn methods for interviewing, assessing, diagnosing and intervening with older people, their families, and their networks are taught through case analysis and role play.
• SSW CP 809: Substance Use Disorders: Assessment and Intervention
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
This course is designed to teach methods for assessment, diagnosis, intervention, and treatment of the person who misuses alcohol and/or drugs in social service, mental health, medical, rehabilitative, and specialized substance use treatment settings. It is directed to clinicians who work with (1) individuals with early stage challenges, (2) individuals with more serious challenges who do not acknowledge the condition or its severity, (3) individuals diagnosed with some form of substance use disorder (SUD), and (4) family members who seek assistance with loved-ones who have SUDs. The course provides guidelines for routine screening of clients, taking a detailed drinking/drug history, working through ambivalence about change, increasing motivation for change, examining family dynamics, and treatment planning and implementation. Attention is paid to harm reduction approaches, use of evidence-based treatments, and the role of 12-Step Programs in supporting recovery. Teaching methods include lecture, skill practice, video demonstrations, and case consultation.
SSW CP 803: Clinical Practice with Adult Trauma
SSW CP 804: Clinical Practice with Childhood Trauma
SSW CP 814: Advanced Trauma Seminar
Field Education
• SSW FE 803: Field Education III
Required of all students in their first semester of the standard second (advanced) field placement. Also required to be registered for a methods course.
• SSW FE 804: Field Education IV
Required of all students in their second semester of the standard second (advanced field placement). Also required to be registered for a methods course.
Graduate Certificate in Muslim Studies
at Boston University in Boston, Massachusetts
The Graduate Certificate in Muslim Studies can be earned by students in any Boston University graduate or professional program who fulfill the requirements outlined below, in addition to the requirements of their degree programs. No additional coursework is usually required, as courses completed for the Muslim Studies Certificate typically fulfill course requirements toward students’ degree programs. Courses with substantial content related to the study of Muslim societies and civilizations from any of Boston University’s schools may be used toward the certificate, with approval from the Director of the Institute on Culture, Religion & World Affairs (CURA).
The certificate helps students to gain a comprehensive, interdisciplinary, and cross-national understanding of the Muslim world. While CURA is housed in the Frederick S. Pardee School of Global Studies, graduate students in any of BU’s schools can earn a Graduate Certificate in Muslim Studies.
Learning Outcomes
Demonstrate advanced knowledge of the history, politics, religions, and/or arts of historical or contemporary Muslim societies.
Demonstrate reading proficiency at the intermediate range in at least one language prevalent in Muslim societies.
Demonstrate understanding of multiple perspectives on the growth and development of one or more Muslim societies, including observations and critiques that have been developed within a given society or polity.
Demonstrate awareness of the commonalities and differences across geographically dispersed Muslim societies and civilizations.
Requirements
A list of pre-approved courses can be found on the certificate program’s website.
To receive the Graduate Certificate in Muslim Studies, students must:
Successfully complete at least 16 credits of coursework (generally four standard courses) in courses primarily focused on the Muslim world, with a minimum grade of B– in each course.
Concentration requirement: At least 8 of the 16 credits must focus on a sub-regional or substantive area (e.g., Middle East and North Africa, Southeast Asia, South Asia, Central Asia, Islamic studies).
Courses must be chosen from at least two departments.
No more than 4 credits can be in directed study or research, except with written permission of the CURA Director.
Complete a piece of significant research such as an MA, MFA thesis, doctoral dissertation, or two substantial research papers in graduate-level seminars.
Demonstrate reading knowledge of language relevant to the course of study. This will be demonstrated by passing the language proficiency test of the student’s own department where it is required; for students in schools or departments that do not offer language proficiency testing, World Languages & Literatures (WLL) will arrange an assessment of reading proficiency based on a dictionary-aided, timed translation of a professionally-relevant scholarly (or equivalent) document.
Receive approval of completion from the CURA Director and the student’s departmental faculty advisor. Students are expected to consult with the CURA Director at the beginning of their studies in order to ensure that their planned courses will fulfill the goals of the certificate program.
Arabic Courses
• CAS LY 211: Second-Year Modern Arabic 1
Undergraduate Prerequisites: CAS LY 112.
Advances proficiency in Modern Standard Arabic to the Intermediate Low level. Expands vocabulary repertoire. Practice speaking, listening, reading, writing using engaging materials and real-life communicative activities. Effective Fall 2020, this course fulfills a single unit in the following BU Hub area: The Individual in Community.
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• CAS LY 212: Second-Year Modern Arabic 2
Undergraduate Prerequisites: CAS LY 211.
Advances proficiency in Modern Standard Arabic to the Intermediate Mid level. Expands vocabulary repertoire. Practice speaking, listening, reading, writing using engaging materials and real-life communicative activities. Effective Fall 2018, this course fulfills a single unit in the following BU Hub area: Global Citizenship and Intercultural Literacy. Effective Fall 2020, this course fulfills a single unit in the following BU Hub areas: The Individual in Community, Global Citizenship and Intercultural Literacy.
• CAS LY 214: Levantine Arabic 1
Undergraduate Prerequisites: CAS LY 112; , or equivalent.
To enhance oral communicative ability in colloquial Levantine Arabic. Introduces vocabulary, grammatical features, and cultural skills essential for informal communication with speakers of Syrian, Lebanese, Palestinian, and Jordanian Arabic. Effective Fall 2020, this course fulfills a single unit in the following BU Hub area: The Individual in Community.
• CAS LY 420: Media Arabic
Undergraduate Prerequisites: CAS LY 303; or consent of instructor.
An advanced Arabic language course that builds skills in reading, listening, discussion, presentation, and composition while familiarizing students with a broad range of Arab online media and their coverage of current socio-political and cultural issues.
CAS IR 511 The Middle East Today
A critical survey of the rise and development of modern nations, states, and economies in the Middle East and North Africa since 1900. Provides context and perspective essential for understanding contemporary issues (e.g., peace process, gender relations, religion’s roles, democracy).
CAS IR 531 Intercultural Communication
Examines communicative problems that arise in contact between people from different cultural backgrounds in everyday life, social service encounters, and business transactions. Uses interdisciplinary approaches to study how verbal and nonverbal presentation, ethnic, gender, and cultural differences affect communication.
CAS IR 560 Ethnic Conflict in Global Perspective
Surveys 20th and 21st century ethno-nationalist movements around the world. Explores how ethnic conflict, including inter-state and civil wars, challenges international peace and security. Addresses both Western and non-Western theories of nations, nationalism, identity and ethnicity to explain group mobilization.
CAS IR 653 Forced Migration and Human Trafficking in Europe: Virtual Policy Incubator
This Forced Migration and Human Trafficking seminar focuses on the history, processes, and institutions of European and EU migration, as well as the evolving European integration of border and internal security issues.
GRS IR 706 The Iranian Revolution and Its Impact on the Middle East
This course examines the Islamic Revolution in Iran and its impact on the Middle East. The first third of the seminar focuses on Iran and, subsequently, the Iran/Iraq war. Lebanon, the Persian Gulf, and Israel will be studied as they are affected by Iran’s upheavals.
Interdisciplinary PhD in Sociology & Social Work
at Boston University in Boston, Massachusetts
The School of Social Work now offers a PhD in Social Work. The Interdisciplinary PhD in Sociology & Social Work is no longer admitting students.
Central to the Interdisciplinary PhD in Sociology & Social Work’s mission is promoting research and scholarship that link social science theory and advanced research methods with the pressing social problems of concern to social work. Core theory material addresses classical and contemporary sociological theories, the organizational dynamics of the social work profession, and perspectives on US social policy and programs.
Doctoral students choose specializations in social work and sociology to organize their advanced training. Social work specializations focus on either social policy research or clinical research, and may address the wide range of social work areas of inquiry, such as poverty, child welfare, health services, and aging. Social science specializations include, for example, urban studies, family sociology, race and ethnic studies, and sociology of religion.
Curriculum and Course Requirements
Students must meet all Graduate School of Arts & Sciences PhD requirements. Full-time residence for all three semesters’ coursework is recommended.
A minimum of 12 courses (48 credit hours) is required for the post-master’s PhD, as indicated below.
Core Program
All students must complete two courses in sociological theory—GRS SO 701 Advanced Sociological Theory (Classical) and GRS SO 708 Contemporary Sociological Theory—and two courses in social work theory—SSW WP 901 Sociology of the Social Work Profession and SSW WP 903 Perspectives on Social Welfare Policy. All students must complete three courses in research methods/statistics—GRS SO 702 Proseminar in Research Methods, SSW SR 906 Qualitative Research Methods, and CAS MA 684 Multivariate Analysis.
Specializations
Specialized study is encouraged in two fields, with one to be an established area of concentration in sociology and the other to be a related area in social work. Students often complete two courses (8 credit hours) in their sociology specialization and three courses (12 credit hours) in their social work specialization. Sociology concentrations may be selected from the recommended PhD courses found in the PhD in Sociology portion of this Bulletin. Social work specializations may be selected from social welfare policy or from clinical research, and substantive foci may include aging, child and family welfare, and substance abuse, among others.
GRS Courses
• GRS SO 708 Contemporary Sociological Theory
• GRS AA 808: Seminar: Ethnic, Race, and Minority Relations
Formation and position of ethnic minorities in the United States, including cross-group comparisons from England, Africa, and other parts of the world. Readings and field experience. Also offered as GRS SO 808.
Social Work Courses
• SSW CP 795: Seminar: Serving the Oppressed (T-American)
• SSW 901 Social Justice, Ethics & the Social Work Profession
• SSW CP 900: Directed Study: Tools for the Disenfranchised
Directed Study. Approval of instructor needed.
Qualifying Examinations and Critical Essay
There is a written examination requirement in social work theory. A critical essay is also required. The essay is to be an assessment and synthesis of the student’s two specialized subfields within sociology and social work. Upon completion of the essay, the candidate must pass an oral examination in the indicated specializations.
Residency Requirement
See General Requirements for the PhD.
Dissertation
Program approval of the dissertation proposal is obtained through a prospectus consultation examination. Two or more members of the affiliated program faculty supervise the candidate during preparation of the dissertation. This written document is to be a scholarly contribution to knowledge, presented clearly, precisely, and in good literary style. Candidates are encouraged to publish selected parts of their dissertation in professional journals and the entire dissertation as a book.
Final Oral Examination
Candidates, upon completion of the dissertation, present themselves for a final oral examination before a committee of the Graduate School of Arts & Sciences. The examination is based primarily on the dissertation and related issues in the field of concentration.
Graduate Certificate in Latin American Studies
at Boston University in Boston, Massachusetts
The Graduate Certificate in Latin American Studies enriches the disciplinary and professional training of students with a focused multidisciplinary curriculum of courses. The certificate is available to graduate students in all participating schools and departments who fulfill the following requirements within an existing degree program. CAS/GRS departments likely to participate include Romance Studies, Sociology, History, Anthropology, Archaeology, History of Art & Architecture, Earth & Environment, International Relations, Music, Philosophy, and Political Science. Other schools for which the certificate would also be appropriate include the College of Communication, Questrom School of Business, College of Fine Arts, School of Law, School of Medicine, School of Public Health, School of Theology, and Wheelock College of Education & Human Development.
Learning Outcomes
Students will demonstrate intermediate-level proficiency in reading, writing, speaking, and oral comprehension of Spanish and/or Portuguese.
Students will demonstrate advanced knowledge of Latin America in at least two of six major disciplines (history, literature, politics, economics, culture, and social involvements) within an inter-American and global perspective.
Requirements of the Graduate Certificate Program
Students must successfully complete at least 16 credits of coursework (four standard courses) in courses primarily focused on Latin America, with a minimum grade of B in each course.
Concentration requirement: At least three of the four courses must focus on a subregional or substantive area (e.g., Brazil, Mexico, comparative government, cultural/archeological preservation, Latin American literature and the arts; Latin American film).
Courses must be chosen from at least two departments or schools.
No more than 4 credits can be in directed study or research, except with written permission of the director of the Latin American Studies Program (LASP).
Students must complete a piece of significant research such as an MA, MFA thesis, or doctoral dissertation, or two substantial research papers in graduate-level seminars and give a final talk to the LASP core faculty.
Students must demonstrate a high level of competence in either Spanish or Portuguese, including the capability to read, write, and speak the language with sufficient proficiency to understand and be understood. Competence in the foreign language of the student’s choosing is determined by examination by BU language instructors. Students must pass this examination in order to complete the degree.
For students concentrating in subregions or topics where other languages are spoken (French, Haitian Creole, Maya, Náhuatl, etc), the Graduate Certificate in Latin American Studies will arrange an assessment of reading proficiency based on a dictionary-aided, timed translation of a professionally relevant scholarly (or equivalent) document.
Students must receive approval of completion from the LASP director and the student’s departmental academic advisor. Students are expected to consult with the LASP director at the beginning of their studies in order to ensure that their planned courses will fulfill the goals of the certificate program.
Spanish Courses
• CAS LS 123: First-Year Spanish
For beginners only. Intensive equivalent of one year of college Spanish. Effective Fall 2020, this course fulfills a single unit in the following BU Hub area: The Individual in Community.
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• CAS LS 211: Third-Semester Spanish
Undergraduate Prerequisites: CAS LS 112; or placement test results.
Completes study of grammatical structures of Spanish. Use of spoken language in conversation. Reading in Hispanic civilization and of contemporary short stories. Writing exercises involving more complex grammatical and syntactical patterns. Effective Fall 2020, this course fulfills a single unit in the following BU Hub area: The Individual in Community.
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• CAS LS 212: Fourth-Semester Spanish
Undergraduate Prerequisites: CAS LS 211; or placement test results.
Review of the structures of Spanish. Intensive practice of spoken language. More advanced readings from Hispanic culture. Frequent compositions. Satisfactory completion of CAS LS 212 fulfills the CAS language requirement. Effective Fall 2018, this course fulfills a single unit in the following BU Hub area: Global Citizenship and Intercultural Literacy. Effective Fall 2020, this course fulfills a single unit in the following BU Hub areas: The Individual in Community, Global Citizenship and Intercultural Literacy.
• CAS LS 310: Spanish for the Professions
Undergraduate Prerequisites: CAS LS 212; or Spanish SAT subject test score of 560 or higher, or placement test results.
Not open to students for whom Spanish is a first language. Advanced study of Spanish as used by the professions in the Spanish-speaking world. Analysis and discussion of intercultural professional communication, acquisition of specialized vocabulary. Develops linguistic and cultural competence by exploring a variety of texts and mediums. Effective Fall 2019, this course fulfills a single unit in each of the following BU Hub areas: Global Citizenship and Intercultural Literacy, Oral and/or Signed Communication.
CAS IR 548 Peacekeeping and State-Building
Examines the challenges facing the United Nations and other international organizations in preventing, containing, and ending armed conflict, as well as their role in creating conditions for reconciliation, transitional justice, institutions building.
CAS IR 568 (PO 565) U.S.-Latin American Relations
The international context within which Latin American countries operate, with primary emphasis on U.S. policy toward the region. Includes historical overview, the policy-making process itself, and case studies of specific policy issues.
CAS IR 597 (GE 597) Development & Environment in Latin America
Prereq: CAS IR 292, CAS IR 590, or CAS GE 100 & junior or higher standing or consent of instructor. Provides an empirically based understanding of the social and environmental aspects of economic development in Latin America and the Caribbean (LAC) for purposes of analyzing the numerous trade and development policies that nations in LAC are currently considering.
GRS IR 713 Latin America Past and Present
The interdisciplinary study of Latin America through history, from pre-colonial indigenous times to contemporary achievements and challenges, including culture and the arts, archaeology, society, politics, and international affairs. Prerequisite: graduate student standing.
GRS IR 718 International Migration and Diaspora in World Politics
Explores how the movement of people across borders is reshaping world politics. Impacts of migration on the economy, domestic politics, regional integration, national identity, and the institution of the sovereign nation state. Historical perspectives and contemporary case studies.
Student Clubs
Students for a Just and Stable Future
Students for a Just and Stable Future is a regional student organization headquartered in Boston. We are a grassroots network of students who work to build student power in order to tackle the issues that face our generation. We see climate change as the gravest problem we face as a society, but view it within the context of social, environmental, and racial justice. Our work intails building campaigns, training students to be more effective activists, and fostering connections between existing activist organizations to build common platforms. Unlike other student groups, we see off-campus change to be equally important as on-campus change, and work with many non-student oriented grassroots organizations across Boston to build a cohesive and inclusive movement for social change.
Undergraduate Psychology Association
The Undergraduate Psychology Association (UPA) is an organization that includes psychology majors, minors, and other students who are interested in psychology. The association sponsors academic, career-oriented, and social events to help supplement students’ academic programs.
Arabic Society of Boston University
The Arabic Society of Boston University is a collection of undergraduate students dedicated to the study of Arab politics, economics, society, culture, and language. We seek to explore, discover, and share our love of the Arab world with our fellow students. Through educational opportunities and events, and in a relaxed social setting, we hope to promote the Arab world on Boston University's campus and beyond.
We are open to working with other student groups and academic departments on campus.
If you'd like to get involved or plan an event with us, please email info.arabicsociety.bu@gmail.com with your contact information and a member of the Executive Board will promptly reply.
Egyptian Club
The Boston University Egyptian Club is an organization seeking to celebrate the Egyptian culture and raise awareness about its current issues. It is open to all BU students and staff, regardless of ethnicity, political affiliations, religion, and sexual orientations; as we hope to boost relations between people of different backgrounds, educate the public about Egypt as a whole, and collectively promote prosperity and a better future for Egypt. It is also open for Egyptian students at BU to network with one another and with students of different backgrounds as well. We seek to achieve our primary objectives by occasionally holding cultural and informational events pertaining to Egyptian society so that we may spread our message to as wide an audience as possible, thereby raising awareness and credibility for our cause. We hope to build a warm, and welcoming community for all!
Sabor Latino
We are a dance group at Boston University focused on Latin American rhythms as well as a fusion of modern dance styles and traditional Latin dances!
Students Helping Honduras
Our mission is to alleviate violence and extreme poverty in Honduras through education and youth empowerment
Kardal Abdullah -- He has pinkish-fair skin, black eyes, and short black hair with a mustache and beard. His heritage is Syrian. He speaks Arabic and English. He is 20 years old in 2014.
Kardal grew up in Aleppo, Syria where he worked as a street cook. When the uprising intensified to civil war in mid-June 2012, his family home got destroyed in a bombing and they escaped to join relatives in Damascus. By mid-July, however, Damascus became unsafe. They fled again, but this time Kardal's parents were killed trying to leave the city. He made his way southeast, hoping to escape through Jordan, but got turned back at Hadalat and Rukban. So he went a little north and snuck over the border into Iraq. From there he traveled south through Saudi Arabia to the United Arab Emirates. In January 2013 Kardal got lucky and the Emirates Airline took pity on him, offering a zakat ticket to a traveler in distress, which landed him in Heathrow Airport, London, Britannia. He tried to settle there, but it was too crowded and the government didn't want him to stay. He shuffled around the United Kingdom for months before securing an opportunity to travel to America in November 2013.
In January 2014, Kardal heard about a chance to settle in Rutledge, Vermont. He pounced on it. A few months later, he managed to get a job working as a cook at Mandy's Diner. They wanted someone familiar with halal food in general and Syrian cuisine in particular. Kardal is deeply grateful for the job, and his cautious nature is an asset in a busy kitchen. His innovations include za'atar maple candied nuts, za'atar maple chicken kebabs, and za'atar maple sesame seed bars.
Because of his experiences, Kardal grieves his lost family and fears losing new people that he meets. He worries about running out of resources or being robbed of them. He feels let down by the government, not just in Syria but others along the way who refused to help, which makes it hard for him to trust the offers of support in Rutledge. However, Kardal tries very hard to fit in. Usually this makes life easier, but he also has a bad habit of hiding things that he thinks other people might disagree with.
Qualities: Good (+2) Cautious, Good (+2) Cook, Good (+2) Gratitude, Good (+2) Muslim, Good (+2) Stamina
Poor (-2) Living Through Civil Unrest
Motivation: "Even when life is unjust, it's better to do as I'm told than to make waves."
On 12 June 2012, the UN for the first time officially proclaimed Syria to be in a state of civil war. The conflict began moving into the two largest cities, Damascus and Aleppo. In both cities, peaceful protests – including a general strike by Damascus shopkeepers and a small strike in Aleppo were interpreted as indicating that the historical alliance between the Ba'ath government and the business establishment in the large cities had become weak.
---8<---
In mid-July, rebel forces attacked Damascus and were repelled in two weeks, although fighting continued in the outskirts. After this, the focus shifted to the battle for control of Aleppo.
The United Arab Emirates is a country on the Arabian Peninsula. It runs a major Middle Eastern airline with widespread destinations.
This map shows potential points of escape from Syria. Legal routes are all but impossible. Compare with a map of the Middle East.
Hamrish Neumann -- He has fair skin, brown eyes, and short brown hair with a mustache and beard. He wears glasses. He is tall and wiry with lots of stamina. His heritage is mostly American with a little Middle Eastern and Indian. He speaks Arabic, English, French, Hindi, and Spanish. He is 29 years old in 2014.
Hamrish earned a Bachelor of Arts in Liberal Studies with a Concentration in Trauma Studies and a Minor in Psychology at Endicott College in Beverly, Massachusetts. He belonged to the Globetrotters Book Club, Intercultural Club, Endicott College Psychology and Human Services Club, and Random Acts of Kindness Club. Hamrish went on to get a Master of Social Work with a Clinical Practice Major, Macro Practice Minor, and Specialization in Trauma & Violence along with a Graduate Certificate in Muslim Studies at Boston University in Boston, Massachusetts. He belonged to Students for a Just and Stable Future, Undergraduate Psychology Association, Arabic Society of Boston University, and Egyptian Club. Finally Hamrish earned an Interdisciplinary Ph.D. in Sociology & Social Work and a Graduate Certificate in Latin American Studies. He belonged to the clubs Sabor Latino and Students Helping Honduras.
Now Hamrish is a social worker who travels around helping refugees and immigrants get settled in America. He is one of the team sent to support the Syrian refugees in Rutledge, Vermont. While his compassion and helpfulness mean that he makes friends easily, the frequent moves make it hard for him to maintain relationships over time. Hamrish tends to dress in practical, outdoorsy menswear in soft neutral colors.
Qualities: Master (+6) Sociology & Social Work, Expert (+4) Emotional Intelligence, Expert (+4) Trauma Studies, Good (+2) Compassion, Good (+2) Helpful, Good (+2) Latin American Studies, Good (+2) Muslim Studies, Good (+2) Stamina
Poor (-2) Long-Term Relationships
Bachelor of Arts in Liberal Studies with a Concentration in Trauma Studies
at Endicott College in Beverly, Massachusetts
The Liberal Studies program is not designed to overlap with existing degrees but rather to provide qualified students with an academic program that meets their unique needs. Offering students flexibility, independence, and academic rigor, this option provides undergraduate adult learners with the opportunity to draw on the resources of the entire curriculum, across disciplines.
Learning Outcomes
Upon completion of the program, students will:
• Effectively communicate in writing and through oral communication
• Exhibit skills in critical thinking and problem solving with ethical thought
• Demonstrate an understanding of the liberal arts disciplines at the lower and upper levels
• Understand and apply methods of inquiry associated with a range of disciplines
• Design, execute, and present a personal project, which synthesizes and applies, selected knowledge, skills and experiences appropriate to the students’ personal and professional goals and/or their chosen area of specialization
Concentration in Trauma Studies
The Trauma Studies Concentration is a 6 course, 18 credit concentration that focuses on issues relevant to individuals working in educational, clinic or social work settings that serve individuals who have experienced trauma. Trauma is unique in that it can be ameliorated or encouraged by social pol- icy, and institutions, as well as individuals. This concentration will give students writing, research and foundational skills in Trauma Studies that they will need to work with veterans, domestic violence victims, refugees, and schools or other work settings that have experienced traumatic events.
This interdisciplinary concentration will focus on the student’s ability to assess risk and engage in critical thinking about trauma and its impact on individuals and society. The coursework will draw from the fields of Human Services, Psychology, Sociology, Criminal Justice and Politics.
The Concentration in Trauma Studies will be open to all students enrolled in our BA Program in Liberal Studies and our BS Programs in Psychology, Business Management and Criminal Justice. These concentration courses will replace corresponding open elective credit requirements.
Please note: Completion of the courses and program does NOT lead to any type of licensure or certification.
Concentration in Trauma Studies Student Learning Outcomes
Upon completion of the program, students will:
• Comprehend how trauma is an individual, political and cultural issue
• Assess individual and organizational risk by engaging in critical thinking regarding the impact of trauma on individual and society
• Prepare students to understand the populations that have experienced trauma and to develop programs that better service populations who have experienced trauma
• Identify and describe research issues relevant to policy and educational issues that prevent trauma
• Demonstrate the critical thinking, writing, and research skills that are necessary to participate in the trauma studies field
Program of Study
World Cultures Course - 3 cr.
ART 319 - Art of the Mediterranean Basin: Egypt, Greece, and Italy in Antiquity
Aesthetic Awareness & Creative Expression Course - 3 cr.
ART 209 - Creative Arts Therapy Studio I
Literary Perspectives Course - 3 cr.
IST 313 - World Literature
Individual and Society Course - 3 cr.
• POL 430 - Human Rights
Values & Ethical Reasoning Course - 3 cr.
PHL 104 - Ethics
Science & Technology Course - 3 cr.
HST 350 - The Automobile in American Life
Global Issues Course - 3 cr.
• IST 216 - International Conflicts
Liberal Studies Elective* - 3 cr.
Core Electives - 6 cr. (must be 300 level or higher)
General Education Elective - 3 cr. (must be 300 level or higher)
Open Electives - 45 cr. (at least two 300 level or higher)
• HMS 440 - Understanding and Treating Sexual Trauma: Theory, Research and Practice
• HMS 427 - The Victimization of Children
• PSY 435 - Group Therapy: Theory & Practice
• HMS 357 - Workplace and School Violence
• CJ 241 - Victimology
• HMS 309 - Contemporary Issues in PTSD Treatment
• HMS 445 Trauma and Superpowers (T-American)
Liberal Studies Core
• BUS 120 - Business Fundamentals I
• CMM 306 - Social Impact of the Media
• ENG 111 - Critical Reading and Writing I
• ENG 112 - Critical Reading and Writing II
• LST 305 - Applied Research Methods
• LST 489 - Senior Thesis I
• LST 490 - Senior Thesis II
• MTH 126 - Applied Statistics
• POL 213 - American Government and Politics
• SOC 101 - Introduction to Sociology (Cr: 3)
ART 324 - Music and Creative Arts Therapy (Cr: 3)
ART 330 - Dance Movement and Creative Arts Therapy (Cr: 3)
*Liberal Studies Electives
Foreign Language Course - 3 cr.
ARA 101 - Elementary Arabic I (Cr: 3)
ARA 102 - Elementary Arabic II (Cr: 3)
• LST 121 - Introduction to Gender Studies
• LST 210 - Gender and Science
• LST 350 - Male Images in Story and Film
Required Concentration Courses
• HMS 310 - Crisis Intervention
• PSY 335 - Theories of Counseling
• SOC 201 - Trauma & Society
• PSY 225 - Psychology of Trauma
• PSY 326 - Developmental Trauma
• One Elective* - 3 cr.
• CJ 341 - Domestic Violence
Total Number of Credits Required for Concentration - 18 credits
Total Degree Requirements - 126 credits
ART 319 - Art of the Mediterranean Basin: Egypt, Greece, and Italy in Antiquity (Cr: 3)
Art Historical seminar exploring topics of art and archaeology of the Mediterranean: Egypt, Greece and Italy from the Bronze Age (c. 3000 BCE) to the end of the Roman Imperial period (c. 410 CE). Covers such topics as religion and mythology, gender Relations, the view and treatment of foreigners and slaves, politics and art and contemporary constructions of antiquity. Satisfies the Arts and Humanities core requirement.
ART 209 - Creative Arts Therapy Studio I (Cr: 3)
Within a studio setting, students explore the therapeutic aspects of the art experience. Materials and varied artistic media will be explored with the goal of studying their therapeutic effects. In addition, the combined use of artistic media will be examined.
Prerequisites & Notes
PSY 100 or permission of instructor.
IST 313 - World Literature (Cr: 3)
An exploration of major works of World Literature from the 17th century through the present. The course will examine representative literature through the lens of genre, theme, major figures, minority voices, major events, literary periods, or national origins. Possible topics include Eastern, Western, African, Asian, Australian, Latin American, and Russian Literature. Students may take more than one section of this course as long as the topic is different from one section to the next. Satisfies the Arts and Humanities and Writing Designated core requirement.
Prerequisites & Notes
Cross listed with ENG 313.
PHL 104 - Ethics (Cr: 3)
What is a good life? What factors should shape the ethical decisions we make? And how do ethics relate to artistic, intellectual, and social aspects of our lives? This course studies and debates classical and modern ethical theories, through philosophical and literary texts. It then brings these theories into conversation with a range of contemporary ethical issues, from punishment to medical ethics to the environment. Satisfies the Arts and Humanities core requirement.
HST 350 - The Automobile in American Life (Cr: 3)
Touching on the history of American labor, technology, business, culture, cities, and design, this course will examine how the automobile has revolutionized American society over the last century. The ways in which an American “car culture” changed social mores, created new leisure opportunities, and spurred the development of suburbs, roadside architecture and auto oriented institutions such as motels and strip malls will also be explored. Satisfies the Social Science core requirement.
Prerequisites & Notes
Cross listed with AMS 350.
ARA 101 - Elementary Arabic I (Cr: 3)
Introduces students to spoken and written Modern Standard Arabic. Students will learn the Arabic alphabet, rules of grammar, verb tenses, pronouns, and common phrases while developing basic reading and communication abilities. Course will also introduce students to the diverse cultures within the Arabic-speaking world. Satisfies the Arts and Humanities core requirement.
ARA 102 - Elementary Arabic II (Cr: 3)
A continuation of Elementary Arabic I, this course enable students to further their Arabic speaking, writing and reading abilities, while deepening their understanding of cultures within the Arabic-speaking world. Satisfies the Arts and Humanities core requirement.
Electives
ART 324 - Music and Creative Arts Therapy (Cr: 3)
This course investigates how music can be used to help create positive change in physical and emotional health. It examines the history, clinical terminology, documentation, theories, principles, and therapeutic intervention of music therapy. Musical proficiency is not required to enroll in this course.
Prerequisites & Notes
PSY 100 or permission of instructor.
ART 330 - Dance Movement and Creative Arts Therapy (Cr: 3)
Within a studio setting, students explore the therapeutic and expressive aspects of dance/movement experiences. Theory and application will be studied with the goal of investigating the therapeutic effects of dance/movement therapy in educational, Psychiatric, physical, and rehabilitation settings. Additional creative modalities will be introduced. Satisfies the Arts and Humanities core requirement.
Prerequisites & Notes
PSY 100 or permission of instructor.
PSY 360 - Psychology of Spirituality (Cr: 3)
We will survey the theory and research in the field of Transpersonal Psychology that is the interface of psychology and the spiritual disciplines. We will also explore applications with emphasis on meditation, psychotherapy and ritual. Satisfies the Social Science core requirement.
Prerequisites & Notes
Six credits of psychology or permission of instructor.
Psychology Minor
at Endicott College in Beverly, Massachusetts
Program Requirements
Students are required to take a minimum of 18 credits.
Required course
• PSY 100 - General Psychology (Cr: 3)
Additional courses
Five psychology courses, three of which must be at the 300 level or above.
PSY 200 - Child and Adolescent Psychology (Cr: 3)
A basis for understanding behavioral and psychological development of the child from conception through adolescence. Examines theory and research pertaining to personality and social and cognitive development. Satisfies the Social Science core requirement.
Prerequisites & Notes
PSY 100 or permission of instructor.
PSY 203 - Adulthood and Aging (Cr: 3)
Focus on the various biological, psychological and sociological changes associated with the aging process within the framework of the developmental tasks of early adulthood through the middle and later years of life. Satisfies the Social Science core requirement.
Prerequisites & Notes
PSY 100.
PSY 307 - Cultural Psychology (Cr: 3)
This course examines culture as process. Emphasis is placed on the interaction of culture in various contexts. Particular attention is paid to the relationship of oppression to the formation of cultural identity. Paradigms from black, Asian and indigenous psychology will be included from a developmental perspective.
Prerequisites & Notes
Six credits in psychology.
PSY 323 - Stress and Illness (Cr: 3)
Could the psychological stressors of contemporary life affect our health? We will explore the connection between the mind and the body to determine how stress can weaken our immune system, but more importantly we will study and practice ways of reducing stress in our personal lives. This is both an academic study of the psychobiology of stress as well as an opportunity to explore proactive ways of coping with stress. Satisfies the Social Science core requirement.
Prerequisites & Notes
PSY 100.
PSY 365 - Psychology of Placeless People (Cr: 3) (T-American)
This course explores the homeless, refugees, immigrants, migrant workers, runaway youth, and other people with disrupted community ties. It focuses on understanding these subcultures and providing services for their special needs.
Student Clubs
Globetrotters Book Club (T-American)
Students from many different cultures come together to share their favorite books. Each week, we will read a book from a different country or culture. You don't need travel fare to explore the world! What favorite stories will you share with your new friends?
Intercultural Club
The Intercultural Club is a student group committed to promoting intercultural understanding at Endicott. As a club, we plan and participate in numerous cultural activities each year, both on and off campus. Activities include international dinners and film nights, charity events for international causes, and sponsorship of international and cultural performances and programs on campus. The Intercultural Club, which is open to all students on campus, is also proud to sponsor Endicott's Global Village each semester.
Endicott College Psychology and Human Services Club
The Endicott College Psychology and Human Services Club is bigger than ever this year and we’ve got some great meetings and activities planned for this fall. We’ve got game nights, we’ve got guest speakers, we’ve even got field trips to Salem to see a psychic. It will be a great environment to meet friends in your major or with similar interests to you, and will also be a safe and welcoming place you can learn--in a FUN way--more about a field we all love. We’re excited!
Random Acts of Kindness Club
The Random Acts of Kindness Club strives to provide services to individuals experiencing homelessness and to volunteer at other organizations that we are affiliated with.
Master of Social Work
at Boston University in Boston, Massachusetts
Majors, Tracks & Specializations
Tailor your MSW degree to your passions with a choice of two tracks, two majors, and the option to further specialize in one of four key areas.
TRADITIONAL TRACK
Consists of 65 credits which can be completed in 2 years (full-time) or in 3-4 years (part-time). Students enroll in required foundation and advanced coursework, complete a foundation field internship (480 hours) and an advanced field internship (720 hours).
Majors & Minors
CLINICAL PRACTICE MAJOR
Highly skilled clinical social workers are needed in a variety of settings including mental health and community health centers, hospitals, rehabilitation facilities, substance treatment centers, family services, child welfare and children’s services, schools, geriatric facilities, housing agencies, criminal justice and more.
Clinical Social Work practitioners learn how to use their professional relationships to engage in purposeful conversations and therapeutic activities while working with clients dealing with challenging life circumstances. Through course work, field education, and supplementary programs, students develop competencies in assessment and diagnosis, treatment, and prevention for a variety of emotional and behavioral problems.
Numerous social work skills, human behavior theories, and evidence-based practices are taught to inform student learning. Students study four frameworks for differential assessment and intervention: cognitive, behavioral, psychodynamic, and family systems. In addition to training in individual intervention skills, students also learn to work with families and groups as key parts of clinical practice, providing a bridge between social work with individuals and small or large systems.
Guiding principles for clinical social work practice presume the worth and dignity of all people, a strengths perspective, the need for client confidentiality, and client empowerment and self-determination in decision-making.
MACRO PRACTICE MINOR
Clinical Practice majors in the On-Campus and Online Program may choose to minor in Macro Practice.
View requirements for the Macro Minor here: Macro Minor for Clinical Students (PDF)
Specializations
Specializations are currently available at the On-Campus (Charles River) Program only.
If you are interested in deepening your knowledge and expertise in a specific area of focus, you may choose to specialize in one of four areas: behavioral health; children, youth and families; trauma and violence; or aging. Students pursuing specializations will enroll in advanced electives and complete an integrative seminar and advanced field placement. Information about specialization requirements and coursework is available on the BU Bulletin.
TRAUMA & VIOLENCE
Trauma exposure is nearly universal. The field of trauma has exploded in the last several decades with advances in neurobiology, increased attention to evidence-based and evidence-informed interventions in trauma, and widespread recognition of violence across multiple contexts. Because trauma is a rapidly evolving field, social workers need integrated and cutting-edge training to work with and on behalf of diverse populations who are affected by wide-ranging traumatic experiences, including gender- and race-based violence, interpersonal and/or community violence, natural disasters, combat trauma, and terrorism. Specialization students will learn the foundations of trauma-informed and multi-level practice and policy, and apply this knowledge to prevention, intervention, and policymaking to mitigate the impact of violence and trauma on individuals, families, communities, and societies.
Requirements:
A foundational “platform” course is required for this specialization, plus two advanced elective courses (9 credits). Clinical Practice students should plan to take either SSW CP 782, SSW CP 803, or SSW CP 804, as well as the Advanced Seminar in Clinical Practice (SSW CP 814). In addition to the new platform course, Macro students may select other trauma-focused electives within SSW, another BU school, or the consortium. An advanced field placement in the area of specialization is required.
Courses
https://www.bu.edu/academics/ssw/courses/
• SSW CP 782: Stress and Trauma in The Early Years: Interventions with Young Children and Families
Graduate Prerequisites: SSW CP 759, 770, 771 and 772.
This course focuses on interventions for effective practice with young children and families derived from the fields of infant mental health, early development and family systems. Students will gain competency in developmentally appropriate assessment and collaborative evidence-informed/evidence-based treatment of vulnerable young children and their families within an attachment, trauma and systems framework. The role of toxic stress and trauma in a child's development and family life will be explored; prevention and intervention approaches will address how best to ameliorate its harmful impact. Various approaches will be presented and examined in relationship to theories of change, differential assessment, resilience, culturally responsive practice, and privilege. Because the practitioner plays an important role in the change process, students are expected to use the self to engage with course material and deepen their reflective capacities with regard to the clinician-client relationship. Class time will include discussion of course readings, viewing videos, conducting case-based assessments, skills development and other interactive activities. Students will leave the course with a repertoire of analytic and clinical skills to support their practice with vulnerable young children and their families.
• SSW CP 803: Clinical Practice with Adult Trauma
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
Students learn different theoretical approaches to trauma and examine clinical strategies for intervening with traumatized adults from diverse backgrounds. Sources of trauma including natural disasters, the refugee and immigrant experience, interpersonal violence, and the accumulation of traumatic events over the life span are discussed in terms of their physical and emotional consequences. Students examine diagnostic issues including PTSD and complex PTSD, and co-occurring psychiatric disorders. Evidence-based interventions and emerging areas of practice with traumatized adult populations will be highlighted. Larger social, cultural and political forces are considered in shaping both exposure to and recovery from traumatic stressors. Finally, the impact of trauma work on clinicians and strategies for self-care and reducing burnout will be a theme of the course.
• SSW CP 804: Clinical Practice with Childhood Trauma
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; Or permission of department chair.
Students develop or deepen a working knowledge of different theoretical approaches to trauma and traumatic impact and examine clinical strategies for intervening with traumatized children and adolescents. Multiple types of trauma will be considered ranging from single-incident events to chronic, complex, and developmental trauma. Diagnostic issues, current controversies in the trauma field, and emerging areas of practice with traumatized children and adolescents will be discussed. Emphasis is placed on applying a developmental perspective and on current knowledge regarding the neurobiology of attachment, regulation, and traumatic impact in children and adolescents as the foundation for trauma-focused practice. Students will learn about phase-oriented treatment and study evidence-based models for children from birth through adolescence. Student learning and in-class exercises will focus on developing the specific skills for each model and on case formulation and presentation.
• SSW CP 814: Advanced Trauma Seminar
The Advanced Trauma Seminar is open to Trauma Certificate Program students who have complete CP803 or CP804. The course will provide students with an in depth knowledge of trauma theory and making the linkage between theory and clinical practice. In addition to advanced theory, students will examine evidenced based and emerging practices in the field of trauma treatment, and their applicability to complex trauma and specialized populations. Emphasis is placed throughout the course on self care and development of clinical skill sets.
Macro Practice minor for Clinical Practice majors
Choose two Macro Practice classes from the following:
MP 781 Community Organizing (F, Sp) MP 783 Planning and Program Development (F, Sp)
(Hamrish did his project on community integration of immigrants and refugees. He recruited a team of native-born Boston citizens and a team of naturalized Boston citizens, then a third team of the same size with immigrants and refugees. They met twice weekly on Wednesdays and Saturdays for cultural exchange and socializing. Particpants reported improved understanding of displacement and community resources, and there were three marriages across the teams.
1. Develop a Macro Practice project as part of your FE, with input from your FE supervisor and Andrew Spooner. 2. Provide a written description of the project for review and feedback to Andrew Spooner who will share it with the macro faculty. 3. Produce a report on the project by the end of Spring semester.
FOUNDATION YEAR PROGRAM
For full-time students, a foundation year typically comprises 27 semester credits in coursework and 6 in field education.
• SSW CP 762: Advanced Group Work
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
This advanced group work course is designed for social work students who desire further learning in group practice, to deepen their understanding of the group work method in social work, and for students interested in leadership and supervision roles. Group Work as a method is far-reaching and is utilized across the spectrum of practice, from the micro and clinical interventions to the organizational and macro interventions. The aim of the course is to deepen students' understanding of group dynamics, theories, and method, with a special emphasis on the group-as-a-whole. The relationship between the group and its environment will be woven throughout the course, as will ethics and issues of diversity and difference--class, age, gender, race, ethnicity, religion, and sexual orientation, etc.. Organizationally, the course examines the worker's use of self, the group, program, research, and the environment (although in real life, these aspects of group life are used simultaneously).
• SSW CP 764: Group Dynamics
Graduate Prerequisites: SSW CP 759 and SSW CP 771; or permission of department chair
This advanced seminar in group modalities and dynamics is designed for social work students who are planning to work with groups of various types and sizes and for those advanced students who wish to further their group work experience. The aim of the seminar is to deepen students' knowledge base and practice with group dynamics and selected group work modalities. The relationship among the group members and between members and the group facilitator(s) is a significant focus in the seminar. Throughout the seminar, emphasis is placed on enhancing students' understanding, application and evaluation of evidence-based group work (EBGW). Attending to issues of ethics and issues of diversity--class, age, gender, race, ethnicity, religion, and sexual orientation -- are woven throughout the seminar. The seminar is organized to include opportunities for a critical analysis of group dynamics, single-session experiential groups, and various group exercises. Priority is given to the further development of the professional 'group worker' in roles as leader, consultant and presenter. A highlighted component of the seminar includes Guest Presenters who are expert in specific group work modalities and/or with specific populations. The Presenters will aid the students in the seminar to hone a deeper understanding of facilitator interventions and use of self in the group setting.
• SSW CP 770: Clinical Practice with Individuals
Graduate Prerequisites: SSW CP 759; Required of all clinical students.
Graduate Corequisites: Required to be in a field placement with this course.
The purpose of this course is to deepen skills of differential assessment, formulation, and intervention with individuals. Three theoretical approaches guide this work: Cognitive (focusing on thoughts, feelings, and behavior), Behavioral (focusing on monitoring and reinforcing positive behavior), and Psychodynamic (focusing on dysfunctional childhood patterns repeated in the present). Using these perspectives, students analyze videotaped treatment sessions, demonstrate therapeutic approaches through classroom skill-practice, and present cases from their field internships for analysis and discussion.
• SSW CP 771: Clinical Practice with Groups
Graduate Prerequisites: SSW CP 759; Required of all clinical students.
Graduate Corequisites: Required to be in a field placement with this course.
Students acquire knowledge of group stages (from formation through termination), group types (task-oriented, psycho-educational, support and therapy) and group structure (single-session, time-limited, open versus closed groups). They also develop skills for forming and leading groups. The Mutual-Aid model provides the central organizing framework, showing the worker (a) how to mediate between and among three domains-- individual member, the group as a whole, and the environment, (b) how to respond to dynamics such as transference, countertransference, and issues of power and control, and (c) how to promote client and group empowerment. Building on knowledge and skills from CP 759 (Introduction to Clinical Practice), students learn how to use themselves effectively with diverse populations, in various community and clinical settings, and with differing member problems and concerns. Social and environmental stressors on group members and the group as a whole are considered at all stages of group development and with a variety of group types. Since social workers must have the capacity to assume varying roles in groups, students learn to shift the nature of their participation depending on the situation, for example, to be a colleague in an interdisciplinary team of care providers, to be the leader of a neighborhood task force, and to be a clinician providing psycho-educational services to the parents of mentally ill clients. The greatest opportunity for skill development in this course occurs when students take initiative to organize, lead, or co-lead groups in their placement, and all are encouraged to do so, if this is possible within the nature of the placement.
• SSW CP 772: Clinical Practice with Families
Graduate Prerequisites: SSW CP 759; Required of all clinical students.
Graduate Corequisites: Required to be in a field placement with this course.
Major goals of this course are to help students think systemically and learn skills to conduct family sessions with various family members. Students will learn family systems concepts and theories that are foundational to the practice of family assessment and intervention. A conceptual framework, Liberation Health, will be used to assist students in understanding families within the larger socio-political-cultural context. Students will also learn Structural Family Therapy as an exemplar of a family systems intervention. Skill practice and exercises will illustrate (a) individual versus systemic thinking, and (b) the meaning of the symptom in the system. An important outcome is that students will be able to facilitate communication among family members. As part of this work, students will deepen their ability to build alliances with the family as a whole, assess families using common family assessment tools, and develop hypotheses about the family's experiences, structure and internal dynamics that may have affected the presenting problem. Students will practice family intervention techniques such as circular questioning, maintaining multiple alliances simultaneously, encouraging family members to speak directly to each other, contracting and goal setting, strengthening the caregiver subsystem, exploring the meaning of missing members, and identifying important family secrets and myths. Emphasis is placed on the clinician's use of self in working with diverse individuals and families who present with a range of problems.
• SSW CP 795: Cognitive and Behavioral Treatment
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
Students learn the theoretical frameworks underlying cognitive and behavioral treatment (CBT) for adults and children including operant and respondent conditioning theory and cognitive models based mainly on A. T. Beck's theories. Students learn cognitive/behavioral analysis (also called case formulation) and assessment of specific problem areas and disorders using students' current child and adult cases. The CBT treatment and session structure, format, and planning is emphasized. Several intervention methods are illustrated and practiced using case examples, video and "live" demonstrations and role plays. These include a variety of reinforcement procedures, assertiveness and social skills training, problem-solving, behavioral activation, exposure procedures (desensitization treatment of anxiety) and cognitive treatments (e.g., cognitive restructuring, working with automatic thoughts and core beliefs). Students distinguish cognitive and behavioral theories as to how they inform a case formulation and selection of intervention. As cognitive behavior change must be transparent and collaborative, special attention is also paid to the client/therapist relationship, application of CBT methods for diverse populations, and ethical issues. Students learn to search and discuss empirical findings regarding effective CBT interventions as well as evaluate the effectiveness of assessments and cognitive and behavioral treatment methods relevant to their client's target problem. Students present their own cases from their field placements to be used in discussion of CBT assessment and intervention methods for specific problems/disorders in order to address the specific needs and considerations relevant to the clientele being served.
SSW CP 782: Stress and Trauma in The Early Years: Interventions with Young Children and Families
MP 781 Community Organizing (F, Sp) MP 783 Planning and Program Development (F, Sp)
Field Education
• SSW FE 800: Integrative Field Seminar
Graduate Prerequisites: Required of Charles River students in their first placement. OCP students should consult their program director.
The focus of this seminar is professional development and the role of the social work intern in the agency. The seminar meets several times each semester. Instructor sets schedule. Attendance is required.
• SSW FE 801: Field Education I
Graduate Corequisites: SSW FE 800.
Required of all students in their first semester of the first (foundation) field placement. Also required to be registered for a methods course.
• SSW FE 802: Field Education II
Graduate Corequisites: SSW FE 800.
Required of all students in their second semester of the first (foundation) field placement. Also required to be registered for a methods course.
ADVANCED-YEAR PROGRAM
During your second year, an advanced-year program includes 24 semester credits in coursework and 8 in the field.
• SSW CP 798: Psychodynamic Practice with Adults
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
This course builds on psychodynamic knowledge and skills gained in the prerequisite courses of CP 770, 771, and 772. Its purpose is to further the learner's understanding of use of professional self and relationships in longer term therapeutic work with a variety of adults at risk due to poverty, domestic and neighborhood violence, lack of social resources, lack of stable and nurturing life path environments, and current barriers to well-being, constructive relating, and self-fulfillment. Object relations, self-psychology, and relational theory inform learning through reading, assignments, class exercises, and case dialogue analysis. Instructor and students problem solve around issues arising in interpersonal work characterized by mutuality and reciprocity between worker and client productive of growth in both. Empathy is practiced as an assessment tool (vicarious introspection), an expression of support and identification, and a medium for the activation of client strengths and growth potentials. Students practice 'being where the client is" in very difficult situations, and the long-term effects of prejudice, injustice, and social marginalization are frequently highlighted in assessments and intervention planning. Students learn to reflect on their own personal development and experiences as potential assets and blocks in aligning themselves well with client stories and reactions. Role plays and assignments help in identifying and correcting misalignments in use of self.
• SSW CP 799: Brief and Time-Effective Treatment
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
This course surveys a range of brief and time effective treatment models including crisis intervention/single session interventions, solution focused brief therapy, narrative therapy, and stages of change/motivational interviewing. Students will develop skills in brief treatment that can be used with children, adolescents, families, and adults who present with substance use, trauma, depression, anxiety, domestic violence, and other issues of concern in multi-stressed urban populations. Students will acquire understanding of the theoretical and empirical bases, strengths, and limitations of each model. Use of in-class and videotaped role plays along with small group exercises will help students become more creative, flexible, and accountable in their approaches to treatment, and will direct students away from a deficit (pathology) model towards a resource (possibility) treatment model. Students learn to collaborate with clients to create well-formed treatment goals, and to measure change as it occurs over time. Finally, students explore how their own values and beliefs about change may help or hinder clinical practice in the current health care environment.
• SSW CP 806: Theory and Practice with LGBTQ Populations
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair.
This advanced practice course employs affirmative models of clinical practice with LGBT individuals and families. Ecological and strengths-based approaches provide a framework for the course. Additional perspectives include: (1) postmodern perspectives on gender; (2) developmental models for acquiring G/L identity; (3) race and ethnicity, families, youth, and aging; (4) specific challenges facing the LGBT communities such as domestic violence, substance abuse, HIV/AIDS, and how to make agencies safe for LGBT clients and staff; and (5) social work practice with bisexual and transgendered persons. Also addressed will be LGBT individuals living in predominantly hetero-centric environments and ways they cope with these stressors. Material for this course includes relevant research, first person narratives, movies, speakers representing mental health and social service agencies serving LGBT individuals and families, and members of these communities themselves.
• SSW CP 807: Clinical Practice with Older Adults
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
This course reviews life cycle and other developmental theories informing clinical practice with aging populations. Discussion highlights the impact of poverty, racism, ageism, and changing economics on the bio-psycho-social phenomenology of aging in urban environments. Special issues related to mental health, substance abuse, and cognitive impairment in this population are reviewed. Students learn methods for interviewing, assessing, diagnosing and intervening with older people, their families, and their networks are taught through case analysis and role play.
• SSW CP 809: Substance Use Disorders: Assessment and Intervention
Graduate Prerequisites: SSW CP 759 ; SSW CP 770 ; SSW CP 771 ; SSW CP 772; or permission of department chair
This course is designed to teach methods for assessment, diagnosis, intervention, and treatment of the person who misuses alcohol and/or drugs in social service, mental health, medical, rehabilitative, and specialized substance use treatment settings. It is directed to clinicians who work with (1) individuals with early stage challenges, (2) individuals with more serious challenges who do not acknowledge the condition or its severity, (3) individuals diagnosed with some form of substance use disorder (SUD), and (4) family members who seek assistance with loved-ones who have SUDs. The course provides guidelines for routine screening of clients, taking a detailed drinking/drug history, working through ambivalence about change, increasing motivation for change, examining family dynamics, and treatment planning and implementation. Attention is paid to harm reduction approaches, use of evidence-based treatments, and the role of 12-Step Programs in supporting recovery. Teaching methods include lecture, skill practice, video demonstrations, and case consultation.
SSW CP 803: Clinical Practice with Adult Trauma
SSW CP 804: Clinical Practice with Childhood Trauma
SSW CP 814: Advanced Trauma Seminar
Field Education
• SSW FE 803: Field Education III
Required of all students in their first semester of the standard second (advanced) field placement. Also required to be registered for a methods course.
• SSW FE 804: Field Education IV
Required of all students in their second semester of the standard second (advanced field placement). Also required to be registered for a methods course.
Graduate Certificate in Muslim Studies
at Boston University in Boston, Massachusetts
The Graduate Certificate in Muslim Studies can be earned by students in any Boston University graduate or professional program who fulfill the requirements outlined below, in addition to the requirements of their degree programs. No additional coursework is usually required, as courses completed for the Muslim Studies Certificate typically fulfill course requirements toward students’ degree programs. Courses with substantial content related to the study of Muslim societies and civilizations from any of Boston University’s schools may be used toward the certificate, with approval from the Director of the Institute on Culture, Religion & World Affairs (CURA).
The certificate helps students to gain a comprehensive, interdisciplinary, and cross-national understanding of the Muslim world. While CURA is housed in the Frederick S. Pardee School of Global Studies, graduate students in any of BU’s schools can earn a Graduate Certificate in Muslim Studies.
Learning Outcomes
Demonstrate advanced knowledge of the history, politics, religions, and/or arts of historical or contemporary Muslim societies.
Demonstrate reading proficiency at the intermediate range in at least one language prevalent in Muslim societies.
Demonstrate understanding of multiple perspectives on the growth and development of one or more Muslim societies, including observations and critiques that have been developed within a given society or polity.
Demonstrate awareness of the commonalities and differences across geographically dispersed Muslim societies and civilizations.
Requirements
A list of pre-approved courses can be found on the certificate program’s website.
To receive the Graduate Certificate in Muslim Studies, students must:
Successfully complete at least 16 credits of coursework (generally four standard courses) in courses primarily focused on the Muslim world, with a minimum grade of B– in each course.
Concentration requirement: At least 8 of the 16 credits must focus on a sub-regional or substantive area (e.g., Middle East and North Africa, Southeast Asia, South Asia, Central Asia, Islamic studies).
Courses must be chosen from at least two departments.
No more than 4 credits can be in directed study or research, except with written permission of the CURA Director.
Complete a piece of significant research such as an MA, MFA thesis, doctoral dissertation, or two substantial research papers in graduate-level seminars.
Demonstrate reading knowledge of language relevant to the course of study. This will be demonstrated by passing the language proficiency test of the student’s own department where it is required; for students in schools or departments that do not offer language proficiency testing, World Languages & Literatures (WLL) will arrange an assessment of reading proficiency based on a dictionary-aided, timed translation of a professionally-relevant scholarly (or equivalent) document.
Receive approval of completion from the CURA Director and the student’s departmental faculty advisor. Students are expected to consult with the CURA Director at the beginning of their studies in order to ensure that their planned courses will fulfill the goals of the certificate program.
Arabic Courses
• CAS LY 211: Second-Year Modern Arabic 1
Undergraduate Prerequisites: CAS LY 112.
Advances proficiency in Modern Standard Arabic to the Intermediate Low level. Expands vocabulary repertoire. Practice speaking, listening, reading, writing using engaging materials and real-life communicative activities. Effective Fall 2020, this course fulfills a single unit in the following BU Hub area: The Individual in Community.
BU Hub Learn More
• CAS LY 212: Second-Year Modern Arabic 2
Undergraduate Prerequisites: CAS LY 211.
Advances proficiency in Modern Standard Arabic to the Intermediate Mid level. Expands vocabulary repertoire. Practice speaking, listening, reading, writing using engaging materials and real-life communicative activities. Effective Fall 2018, this course fulfills a single unit in the following BU Hub area: Global Citizenship and Intercultural Literacy. Effective Fall 2020, this course fulfills a single unit in the following BU Hub areas: The Individual in Community, Global Citizenship and Intercultural Literacy.
• CAS LY 214: Levantine Arabic 1
Undergraduate Prerequisites: CAS LY 112; , or equivalent.
To enhance oral communicative ability in colloquial Levantine Arabic. Introduces vocabulary, grammatical features, and cultural skills essential for informal communication with speakers of Syrian, Lebanese, Palestinian, and Jordanian Arabic. Effective Fall 2020, this course fulfills a single unit in the following BU Hub area: The Individual in Community.
• CAS LY 420: Media Arabic
Undergraduate Prerequisites: CAS LY 303; or consent of instructor.
An advanced Arabic language course that builds skills in reading, listening, discussion, presentation, and composition while familiarizing students with a broad range of Arab online media and their coverage of current socio-political and cultural issues.
CAS IR 511 The Middle East Today
A critical survey of the rise and development of modern nations, states, and economies in the Middle East and North Africa since 1900. Provides context and perspective essential for understanding contemporary issues (e.g., peace process, gender relations, religion’s roles, democracy).
CAS IR 531 Intercultural Communication
Examines communicative problems that arise in contact between people from different cultural backgrounds in everyday life, social service encounters, and business transactions. Uses interdisciplinary approaches to study how verbal and nonverbal presentation, ethnic, gender, and cultural differences affect communication.
CAS IR 560 Ethnic Conflict in Global Perspective
Surveys 20th and 21st century ethno-nationalist movements around the world. Explores how ethnic conflict, including inter-state and civil wars, challenges international peace and security. Addresses both Western and non-Western theories of nations, nationalism, identity and ethnicity to explain group mobilization.
CAS IR 653 Forced Migration and Human Trafficking in Europe: Virtual Policy Incubator
This Forced Migration and Human Trafficking seminar focuses on the history, processes, and institutions of European and EU migration, as well as the evolving European integration of border and internal security issues.
GRS IR 706 The Iranian Revolution and Its Impact on the Middle East
This course examines the Islamic Revolution in Iran and its impact on the Middle East. The first third of the seminar focuses on Iran and, subsequently, the Iran/Iraq war. Lebanon, the Persian Gulf, and Israel will be studied as they are affected by Iran’s upheavals.
Interdisciplinary PhD in Sociology & Social Work
at Boston University in Boston, Massachusetts
The School of Social Work now offers a PhD in Social Work. The Interdisciplinary PhD in Sociology & Social Work is no longer admitting students.
Central to the Interdisciplinary PhD in Sociology & Social Work’s mission is promoting research and scholarship that link social science theory and advanced research methods with the pressing social problems of concern to social work. Core theory material addresses classical and contemporary sociological theories, the organizational dynamics of the social work profession, and perspectives on US social policy and programs.
Doctoral students choose specializations in social work and sociology to organize their advanced training. Social work specializations focus on either social policy research or clinical research, and may address the wide range of social work areas of inquiry, such as poverty, child welfare, health services, and aging. Social science specializations include, for example, urban studies, family sociology, race and ethnic studies, and sociology of religion.
Curriculum and Course Requirements
Students must meet all Graduate School of Arts & Sciences PhD requirements. Full-time residence for all three semesters’ coursework is recommended.
A minimum of 12 courses (48 credit hours) is required for the post-master’s PhD, as indicated below.
Core Program
All students must complete two courses in sociological theory—GRS SO 701 Advanced Sociological Theory (Classical) and GRS SO 708 Contemporary Sociological Theory—and two courses in social work theory—SSW WP 901 Sociology of the Social Work Profession and SSW WP 903 Perspectives on Social Welfare Policy. All students must complete three courses in research methods/statistics—GRS SO 702 Proseminar in Research Methods, SSW SR 906 Qualitative Research Methods, and CAS MA 684 Multivariate Analysis.
Specializations
Specialized study is encouraged in two fields, with one to be an established area of concentration in sociology and the other to be a related area in social work. Students often complete two courses (8 credit hours) in their sociology specialization and three courses (12 credit hours) in their social work specialization. Sociology concentrations may be selected from the recommended PhD courses found in the PhD in Sociology portion of this Bulletin. Social work specializations may be selected from social welfare policy or from clinical research, and substantive foci may include aging, child and family welfare, and substance abuse, among others.
GRS Courses
• GRS SO 708 Contemporary Sociological Theory
• GRS AA 808: Seminar: Ethnic, Race, and Minority Relations
Formation and position of ethnic minorities in the United States, including cross-group comparisons from England, Africa, and other parts of the world. Readings and field experience. Also offered as GRS SO 808.
Social Work Courses
• SSW CP 795: Seminar: Serving the Oppressed (T-American)
• SSW 901 Social Justice, Ethics & the Social Work Profession
• SSW CP 900: Directed Study: Tools for the Disenfranchised
Directed Study. Approval of instructor needed.
Qualifying Examinations and Critical Essay
There is a written examination requirement in social work theory. A critical essay is also required. The essay is to be an assessment and synthesis of the student’s two specialized subfields within sociology and social work. Upon completion of the essay, the candidate must pass an oral examination in the indicated specializations.
Residency Requirement
See General Requirements for the PhD.
Dissertation
Program approval of the dissertation proposal is obtained through a prospectus consultation examination. Two or more members of the affiliated program faculty supervise the candidate during preparation of the dissertation. This written document is to be a scholarly contribution to knowledge, presented clearly, precisely, and in good literary style. Candidates are encouraged to publish selected parts of their dissertation in professional journals and the entire dissertation as a book.
Final Oral Examination
Candidates, upon completion of the dissertation, present themselves for a final oral examination before a committee of the Graduate School of Arts & Sciences. The examination is based primarily on the dissertation and related issues in the field of concentration.
Graduate Certificate in Latin American Studies
at Boston University in Boston, Massachusetts
The Graduate Certificate in Latin American Studies enriches the disciplinary and professional training of students with a focused multidisciplinary curriculum of courses. The certificate is available to graduate students in all participating schools and departments who fulfill the following requirements within an existing degree program. CAS/GRS departments likely to participate include Romance Studies, Sociology, History, Anthropology, Archaeology, History of Art & Architecture, Earth & Environment, International Relations, Music, Philosophy, and Political Science. Other schools for which the certificate would also be appropriate include the College of Communication, Questrom School of Business, College of Fine Arts, School of Law, School of Medicine, School of Public Health, School of Theology, and Wheelock College of Education & Human Development.
Learning Outcomes
Students will demonstrate intermediate-level proficiency in reading, writing, speaking, and oral comprehension of Spanish and/or Portuguese.
Students will demonstrate advanced knowledge of Latin America in at least two of six major disciplines (history, literature, politics, economics, culture, and social involvements) within an inter-American and global perspective.
Requirements of the Graduate Certificate Program
Students must successfully complete at least 16 credits of coursework (four standard courses) in courses primarily focused on Latin America, with a minimum grade of B in each course.
Concentration requirement: At least three of the four courses must focus on a subregional or substantive area (e.g., Brazil, Mexico, comparative government, cultural/archeological preservation, Latin American literature and the arts; Latin American film).
Courses must be chosen from at least two departments or schools.
No more than 4 credits can be in directed study or research, except with written permission of the director of the Latin American Studies Program (LASP).
Students must complete a piece of significant research such as an MA, MFA thesis, or doctoral dissertation, or two substantial research papers in graduate-level seminars and give a final talk to the LASP core faculty.
Students must demonstrate a high level of competence in either Spanish or Portuguese, including the capability to read, write, and speak the language with sufficient proficiency to understand and be understood. Competence in the foreign language of the student’s choosing is determined by examination by BU language instructors. Students must pass this examination in order to complete the degree.
For students concentrating in subregions or topics where other languages are spoken (French, Haitian Creole, Maya, Náhuatl, etc), the Graduate Certificate in Latin American Studies will arrange an assessment of reading proficiency based on a dictionary-aided, timed translation of a professionally relevant scholarly (or equivalent) document.
Students must receive approval of completion from the LASP director and the student’s departmental academic advisor. Students are expected to consult with the LASP director at the beginning of their studies in order to ensure that their planned courses will fulfill the goals of the certificate program.
Spanish Courses
• CAS LS 123: First-Year Spanish
For beginners only. Intensive equivalent of one year of college Spanish. Effective Fall 2020, this course fulfills a single unit in the following BU Hub area: The Individual in Community.
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• CAS LS 211: Third-Semester Spanish
Undergraduate Prerequisites: CAS LS 112; or placement test results.
Completes study of grammatical structures of Spanish. Use of spoken language in conversation. Reading in Hispanic civilization and of contemporary short stories. Writing exercises involving more complex grammatical and syntactical patterns. Effective Fall 2020, this course fulfills a single unit in the following BU Hub area: The Individual in Community.
BU Hub Learn More
• CAS LS 212: Fourth-Semester Spanish
Undergraduate Prerequisites: CAS LS 211; or placement test results.
Review of the structures of Spanish. Intensive practice of spoken language. More advanced readings from Hispanic culture. Frequent compositions. Satisfactory completion of CAS LS 212 fulfills the CAS language requirement. Effective Fall 2018, this course fulfills a single unit in the following BU Hub area: Global Citizenship and Intercultural Literacy. Effective Fall 2020, this course fulfills a single unit in the following BU Hub areas: The Individual in Community, Global Citizenship and Intercultural Literacy.
• CAS LS 310: Spanish for the Professions
Undergraduate Prerequisites: CAS LS 212; or Spanish SAT subject test score of 560 or higher, or placement test results.
Not open to students for whom Spanish is a first language. Advanced study of Spanish as used by the professions in the Spanish-speaking world. Analysis and discussion of intercultural professional communication, acquisition of specialized vocabulary. Develops linguistic and cultural competence by exploring a variety of texts and mediums. Effective Fall 2019, this course fulfills a single unit in each of the following BU Hub areas: Global Citizenship and Intercultural Literacy, Oral and/or Signed Communication.
CAS IR 548 Peacekeeping and State-Building
Examines the challenges facing the United Nations and other international organizations in preventing, containing, and ending armed conflict, as well as their role in creating conditions for reconciliation, transitional justice, institutions building.
CAS IR 568 (PO 565) U.S.-Latin American Relations
The international context within which Latin American countries operate, with primary emphasis on U.S. policy toward the region. Includes historical overview, the policy-making process itself, and case studies of specific policy issues.
CAS IR 597 (GE 597) Development & Environment in Latin America
Prereq: CAS IR 292, CAS IR 590, or CAS GE 100 & junior or higher standing or consent of instructor. Provides an empirically based understanding of the social and environmental aspects of economic development in Latin America and the Caribbean (LAC) for purposes of analyzing the numerous trade and development policies that nations in LAC are currently considering.
GRS IR 713 Latin America Past and Present
The interdisciplinary study of Latin America through history, from pre-colonial indigenous times to contemporary achievements and challenges, including culture and the arts, archaeology, society, politics, and international affairs. Prerequisite: graduate student standing.
GRS IR 718 International Migration and Diaspora in World Politics
Explores how the movement of people across borders is reshaping world politics. Impacts of migration on the economy, domestic politics, regional integration, national identity, and the institution of the sovereign nation state. Historical perspectives and contemporary case studies.
Student Clubs
Students for a Just and Stable Future
Students for a Just and Stable Future is a regional student organization headquartered in Boston. We are a grassroots network of students who work to build student power in order to tackle the issues that face our generation. We see climate change as the gravest problem we face as a society, but view it within the context of social, environmental, and racial justice. Our work intails building campaigns, training students to be more effective activists, and fostering connections between existing activist organizations to build common platforms. Unlike other student groups, we see off-campus change to be equally important as on-campus change, and work with many non-student oriented grassroots organizations across Boston to build a cohesive and inclusive movement for social change.
Undergraduate Psychology Association
The Undergraduate Psychology Association (UPA) is an organization that includes psychology majors, minors, and other students who are interested in psychology. The association sponsors academic, career-oriented, and social events to help supplement students’ academic programs.
Arabic Society of Boston University
The Arabic Society of Boston University is a collection of undergraduate students dedicated to the study of Arab politics, economics, society, culture, and language. We seek to explore, discover, and share our love of the Arab world with our fellow students. Through educational opportunities and events, and in a relaxed social setting, we hope to promote the Arab world on Boston University's campus and beyond.
We are open to working with other student groups and academic departments on campus.
If you'd like to get involved or plan an event with us, please email info.arabicsociety.bu@gmail.com with your contact information and a member of the Executive Board will promptly reply.
Egyptian Club
The Boston University Egyptian Club is an organization seeking to celebrate the Egyptian culture and raise awareness about its current issues. It is open to all BU students and staff, regardless of ethnicity, political affiliations, religion, and sexual orientations; as we hope to boost relations between people of different backgrounds, educate the public about Egypt as a whole, and collectively promote prosperity and a better future for Egypt. It is also open for Egyptian students at BU to network with one another and with students of different backgrounds as well. We seek to achieve our primary objectives by occasionally holding cultural and informational events pertaining to Egyptian society so that we may spread our message to as wide an audience as possible, thereby raising awareness and credibility for our cause. We hope to build a warm, and welcoming community for all!
Sabor Latino
We are a dance group at Boston University focused on Latin American rhythms as well as a fusion of modern dance styles and traditional Latin dances!
Students Helping Honduras
Our mission is to alleviate violence and extreme poverty in Honduras through education and youth empowerment
