Business Administration - John F. Kennedy University

and poor body image are considered in this course, along with
socio-cultural factors that play a role. Eating as a mindful spiritual
practice is also incorporated into this holistic approach to weight
management. Prerequisites: HHE 5156.
hhe 5180 Somatic education a 2
This course presents a review of somatic modalities including those
that are movement-and awareness-based and those that are
touch-based. A strong experiential component is included so that
students may enhance their own somatic awareness and function.
hhe 5181 Somatic education B 2
This course provides theory and techniques for how health educators
(non-practitioners) may work with people one on one and in groups or
classes to facilitate development of somatic awareness and enhanced
function. Application possibilities and settings are considered. The
course may also cover issues such as those that might come up while
teaching movement classes and body awareness classes from basics of
making people comfortable and adapting classes to particular health
challenges, touch, and consequences of teaching practices such as yoga
and Qi Gong divorced from the traditional spiritual component.
Prerequisite: HHE 5180
hhe 5183 Starting an integrative Center 2
Since the early 90s, many integrative center prototypes have been tried
and inherent business challenges have been discovered. Some centers
have survived and some have not. For a center to be successful, the
business model must be as developed as the vision. In this course,
students will research what kind of inte grative centers are currently in
operation nationally. We will investigate the models that have been
successful and see how those best practices could be combined with
the student’s vision for starting an integrative center. Students will work
step by step on developing an initial business plan. Prerequisite: HHE
5001.
hhe 5200 integral research in health education 3
Understanding the structure, language, and function of research is the
goal of this class. Students are exposed to a variety of research
methodologies within the context of integral theory, focusing on health
care. Integral methodology merges 1st person, 2nd person and 3rd
person perspectives. Each perspective involves unique modes of
inquiry and respective research methodologies. Knowledge and
comprehension of integral research will come through application and
analysis of key concepts and measures. Students gain insight and
experience using vital tools for a career in holistic health education,
understanding the importance of research by participating actively in
a heuristic research project. Prerequisites: COr 3145; HHE 5120; HHE
5158.
hhe 5225 foundations of holistic health education 2
College of Professional Studies Course Descriptions
hhe 5340 Support group facilitation 2
Students gain both a theoretical understanding of support groups as
well as practical knowledge with respect to planning and facilitating a
support group. We discuss the differences between support groups and
other kinds of educational or therapeutic groups, look at the particular
skills a facilitator must cultivate, and talk about common issues and
problems. Each week the students work on one aspect of developing
their own group so that by the end of the course they have created a
session-by-session model of a support group on a theme of their choice.
hhe 5425 Moving and Sensing 3
Movement expresses various qualities, structured, free-flowing, linear,
waving, fast, slow, etc., and happens on all different levels: from visible
externally to barely felt on the inside. Sensations are the very flesh of
our inner experience, though our kinesthetic sense has often been
overlooked. This course presents a conceptual and experiential inquiry
into moving and sensing, covering current movement/somatic
approaches. Students will explore movement and develop tools to
enrich their own sensory awareness as well as to facilitate such growth
in clients or students.
hhe 5429 Whole-health Coaching 3
This course introduces a coaching approach to holistic health and
teaches skills and practices needed for working as a whole-health coach.
Students learn how to listen deeply, ask masterful questions, create
awareness, design actions, set goals, manage progress, and provide
accountability—all at a mind, body, energy, spirit level. Issues and
challenges particular to health coaching are covered. With this course
as a foundation, students can go on to take additional hours of training
and complete the necessary hours of practice and testing to become
certified as a coach through AsOne Coaching Institute and the
International Coach Federation. Prerequisite: HHE 5001.
hhe 5505 Student review: Midpoint 0
At the completion of the midpoint of the HHE program (completion
of approximately 35 units), students are oriented to the second half of
the program, which is more focused on professional preparation. A
student satisfaction survey is given.
hhe 5512 Physiology and Psychology of Stress 3
does stress cause illness and disease? Why can we both worry ourselves
sick and also exercise our cares away? What roles do stress reactivity
and the ability to shift perception play in our ability to build both
physical and psychological resiliency? These are a few of the questions
we explore as we examine the nervous, endocrine, cardiovascular,
digestive and immune systems and the impact of stress on these
systems. As the speed of life increases, the need for a holistic approach
to stress management becomes greater. As a class, we put together a
holistic stress management program that can be used in many health
education settings. Prerequisite: SCI 3110.
This course overviews a holistic approach to health education. We
consider health as an interdisciplinary field and look at its defining
terms and their usage. during the course we touch upon such topics as
salutogenesis; treating whole persons and not illnesses; health, wellness,
and metaphors for healing; self-care and client/patient involvement;
health and relationship; health and spirituality; health of individuals in
communities and as part of the environment. We look into Integral
Theory as an integrative model. Also tying everything together is a big
theme of language, health, and education, and how to present ourselves
in ways that reach people (clients, patients, and fellow professionals). hhe 5610 Ma integrative Project 2
Prerequisite: HHE 5001.
The MA Integrative Final Project course is designed to assist students
JOHn F. KEnnEdy UnIvErSITy College of Professional Studies Courses 131
hhe 5575 Supervised internship 1-3
Students work with ways of bridging their work as students with what
they hope to do as professionals by working for one quarter in a
professional setting under the guidance of a mentor, keeping a journal,
and describing their work in a paper. Prerequisite: Permission of
instructor.
College of
Professional Studies