The DBH

 

The Doctor of Behavioral Health (DBH) degree program educates integrated care professionals to best deliver whole-person healthcare to diverse communities and to improve access to quality healthcare for all people. Students are trained as doctoral level experts in integrated behavioral healthcare and are prepared to deliver patient-centered care, work in interdisciplinary teams, employ evidence-based practice and quality improvement approaches, and utilize informatics in primary care and other medical settings.

The DBH program was designed to address the unmet educational need to prepare behavioral healthcare providers to practice in primary care and other medical settings as part of an interdisciplinary team. The 100% online, 60 credit DBH program was designed for busy professionals, giving students the opportunity to complete their doctoral degree while balancing their personal lives, commitments, and professional practice, without the requirement of a residency or internship.


About the DBH

DBH Program Mission
Purpose
Objective
DBH Program Outcomes
Marketplace Demand
Graduate Employment Opportunites

DBH Program Mission

The Mission of the Doctor of Behavioral Health Program is to educate integrated care professionals to best deliver whole-person healthcare to diverse communities and to improve access to quality healthcare for all people.

Purpose

The Doctor of Behavioral Health (DBH) Program delivers doctoral training in integrated behavioral healthcare to master’s degree-level clinicians. This degree is designed to address the unmet educational need to prepare behavioral health providers to practice in primary care and other medical settings as part of an interdisciplinary team.

Objective

The DBH Program will prepare students to deliver patient-centered care, work in interdisciplinary teams, employ evidence-based practice and quality improvement approaches, and utilize informatics. Our overarching objective is to respond to the need to prepare clinicians to address both shifts in the nation’s patient population and changing practice environments.

DBH Program Outcomes

  1. Consult effectively with the medical team as a behavioral health expert using knowledge of medical culture and acute, chronic, and comorbid conditions.
  2. Deliver evidence-based screening, assessment, and behavioral interventions appropriate for primary care and specialty medical settings.
  3. Design cost-effective population health approaches to treating chronic and comorbid conditions while addressing social determinants of health.
  4. Design and evaluate evidence based practice for behavioral conditions in medical settings based on principles of quality improvement.
  5. Create a business case based on a population health approach to improving access to quality, integrated healthcare.

Marketplace Demand

The US healthcare system is the most costly in the world, and providers are under great pressure to systematically approach changing care delivery. The DBH degree provides specific training in patient- and family-centered care, quality measurement and improvement including redesign of primary care services and structures, population health and disease management designs, cost savings and return on investment analyses, and innovative financing approaches. With this incredibly unique skill set, DBH Graduates are in high demand in the healthcare marketplace.

Cummings Graduate Institute cannot assure employment or job placement to graduates upon program/course completion or graduation from the institution.

Graduate employment opportunities

The Cummings Institute cannot assure employment or job placement upon graduation, however our graduates will be prepared to work as behavioral health consultants, providers, and/or managers in primary healthcare settings, including hospitals and emergency departments, Primary Care Medical Homes, Federally Qualified Health Centers, Accountable Care Organizations, managed behavioral healthcare organizations, specialty mental health and substance abuse treatment settings, preventative care and disease management programs, and/or new business start-ups.

Curriculum

Curriculum & Training
Course Subjects
Credit Hours
Number of clock and/or credit hours for the DBH Program
Maximum Timeframe
Minimum Timeframe

Curriculum & Training

The DBH curriculum delivers training that will prepare providers to implement patient-centered care, achieve medical cost savings, and reduce the healthcare provider burnout that is often a result from practices that have adopted the Triple Aim as an operational framework. DBH students additionally learn to address the Fourth Aim keeping healthcare provider and staff morale and quality of life in mind as we seek to improve patient experience of care, population health outcomes, and reduce the cost of care.

Students will be trained as doctoral level experts in integrated behavioral healthcare. Graduates will be prepared to work as behavioral health consultants, providers, and managers in primary healthcare settings, including hospitals, Primary Care Medical Homes, Federally Qualified Health Centers, and specialty medical settings. All students will complete a Culminating Project that demonstrates synthesis of the three pillars and prepares students to propose improvements, secure investors, and achieve the DBH Vision of improving the way the world experiences healthcare.

The DBH program reflects the training 21st century behavioral health providers need to be successful. Our course offerings fall under the DBH Program’s three pillars: Medical Literacy, Integrated Behavioral Health Interventions, and Entrepreneurship.

DBH-pillars

  1. Medical literacy: Behavioral health providers must understand common medical conditions seen in primary care in order to consult effectively with the medical team
  2. Behavioral health providers must employ Evidence-based integrated behavioral health interventions for primary care that are efficient and effective in contributing to cost savings by reducing unnecessary medical care services and costs
  3. Twenty-first century behavioral health providers must have solid Entrepreneurship skills & expertise, such as innovative financing arrangements, writing a business plan, marketing, and return on investment analyses specific to healthcare

Course Subjects

Medical Literacy Integrated Behavioral Health Interventions Entrepreneurship
DBH 9000:

Pathophysiology in Biodyne Context

(3 credit hours-required)

DBH 9901:

Biodyne Model I

(3 credit hours-required)

DBH 9012:

Population Health Management, Cost Offset & ROI

(3 credit hours-required)

DBH 9010:

Psychopharmacology for the DBH

(3 credit hours-required)

DBH 9902:

Biodyne Model II

(3 credit hours-required)

DBH 9013:

Legal and Ethical Issues in Healthcare

(3 credit hours-required)

DBH 9011:

Neuropathophysiology for Behavioral Health Providers

(3 credit hours-required)

DBH 9903:

Biodyne Model III

(3 credit hours-required)

DBH 9014:

Quality in Healthcare

(3 credit hours-required)

DBH 9022:

Health Equity

(3 credit hours – required)

DBH 9015:

Business Practices for the Biodyne Entrepreneur

(3 credit hours)

Total credit hours: 9 Total credit hours: 12 Total credit hours: 12

Additional course offerings are designed to prepare students to deliver patient-centered care, work in interdisciplinary teams, employ evidence-based practice and quality improvement approaches, and utilize informatics. The courses include the following:
Foundations for Doctoral Study
An orientation to the DBH program, online learning, and success skills for doctoral level learners. (1 credit hour)
Culminating Project
All students complete nine (9) credit hours in Culminating Project, an applied integrated care project demonstrating innovation in the field and ability to respond creatively and competently to the needs of rapidly-evolving patient population and healthcare environments.
Independent, Specialty Student and Electives
Students work closely with one or more faculty members to research evidence-based interventions in specialty areas that are not covered in more detail in the required core courses. (14 credit hours required)

Credit Hours

Student will earn one (1) unit for the Foundations course, three (3) units of credit for each required core courses, and one (1) to three (3) credits for electives and/or speciality study.

Number of clock and/or credit hours for the DBH Program

A total of sixty (60) credit hours will be required for graduation. Required courses will make up forty-three (43) credit hours. Students will be required to take an additional seventeen (17) credit hours in electives, independent/speciality study, or additional applied research to complete the sixty (60) credit hour program.

Maximum Timeframe

The Maximum Timeframe to complete the program is measured in calendar years for the Doctor of Behavioral Health program. Students must complete the program within five (5) years and are only permitted to attempt 90 credits before program termination.

Minimum Timeframe

The Minimum Timeframe to complete the program is measured in calendar years for the Doctor of Behavioral Health program. Students enrolling with no transfer credits must participate in the program for a minimum of two (2) years.

Course List and Descriptions

Foundations of Doctoral Study – 1 credit hour – required
Course Number Course Title Credit Hours Course Description Pre- or Co- requisites
DBH 1000

Foundations of Doctoral Study 1 This course is an orientation to the program and to the essential skills needed to pursue a Doctor of Behavioral Health degree. Doctoral level skills, such as academic integrity, time management, effective use of the library, comprehending complex scholarly texts and research articles, and APA form and style in professional communication are also introduced. Students will learn to formulate ideas, search for and appraise text and online resources, and critically analyze and thoughtfully synthesize research findings. The student will become familiar with various writing and communication formats, and practice those appropriate to their degree and career goals. Co-req:

DBH 9901

Medical Literacy Courses – 9 credit hours required
DBH 9000

Pathophysiology in Biodyne Context 3 The course provides an overview of pathophysiology and medical treatment of common medical conditions in primary care (e.g., diabetes, hypertension, asthma, coronary artery disease, cancer, etc.). The emphasis is on normal functioning of all systems within the human body, major diseases within each system, common medical treatments for each condition, co-morbid behavioral conditions, and behavioral treatments that can serve as prevention and adjunct treatment. Pre-req. DBH 1000. DBH 9901

DBH 9011

Neuropathophysiology for Behavioral Health Providers 3 This course explores the biological basis of human behavior with an emphasis on the anatomy and physiology of the neurological and endocrine systems. Functional neuroanatomy and experience-dependent brain plasticity are explored. Particular attention is given to psychoneuroimmunology, behavioral genetics, neuropsychological assessment and brain-imaging methods, and stress/trauma. Pre-req.

DBH 1000, DBH 9901

DBH 9010 Psychopharmacology for the DBH 3 The course provides an overview of psychopharmacology, including basic of pharmacology sufficient to understand mechanisms of action, side effect profiles, interaction effects, and other issues related to the biology of psychotropic medications. The course emphasizes responsible psychotropic medication use, with a focus on which patients are likely to be medication responsive and which patients would be better treated with other (behavioral) interventions. Pre-req.

DBH 1000, DBH 9901

Integrated Behavioral Health Interventions – 12 credit hours required
DBH 9901 Biodyne Model I: The Biodyne Model of Assessment 3 The focus of this course is on the Biodyne (Greek for “life change”) Model of brief, focused interventions across the lifespan developed by the renowned psychologist Dr. Nicholas A. Cummings and his daughter, psychologist Dr. Janet Cummings. Emphasis will be placed on the Biodyne assessment and intervention model rather than one-size-fits-all approaches to psychotherapy. This course will focus on use of the Biodyne Model of assessment and intervention for the DBH working in fast-paced primary care settings as well as other models of integrated healthcare delivery. Assessment tools for common chief mental health complaints and comorbid health conditions will be covered, and limitations of these assessment tools will be discussed. Special attention will be paid to the skill set needed to enter integrated care settings and market oneself effectively as a new Behavioral Health Consultant. Co-req.

DBH 1000

DBH 9902 Biodyne Model II: Assessment and Behavioral Interventions for Chronic & Comorbid Conditions 3 The focus of this course will be on the experience of chronic illness from both the patient’s and the provider’s standpoint. Emphasis will be placed on biopsychosocial aspects of chronic illnesses and Biodyne Model behavioral interventions, as well as effective health change methods, including health promotion and health-focused psychotherapy and counseling. Considerations for treating special populations and culturally diverse patients will be discussed. Pre-req.

DBH 1000, DBH 9901

DBH 9903

Biodyne Model III: Behavioral Interventions for Families & Couples 3 The focus of this course will be on integrated behavioral health interventions for couples and families. Emphasis will be placed on biopsychosocial assessment, individual, couples, and family dynamics, as well as maladaptive personality and coping styles that play causal roles in physical symptoms and chronic illness.

Pre-req.

DBH 1000, DBH 9901

DBH 9022

Cultural Competence & Health Equity 3 This course will focus on factors associated with disparities in health status and the delivery of health care and identify possible interventions and solutions. Students will explore relationships among individual characteristics such as gender identification, education, income, literacy, race, ethnicity, culture, acculturation, disability, age, and sexual orientation; interpersonal factors such as communication with healthcare providers, family and social ties, and discrimination; and societal-level factors such as neighborhood and community context, healthcare organizations, economics, politics and policies and seek to understand how those factors shape health behaviors, access to healthcare services, unequal treatment, and health status in the United States. Students will critically examine the multifaceted issue of health disparities faced by vulnerable populations, review health policy and social programs regarding their ability to reduce or eliminate inequality, propose alternatives, and identify steps practitioners, leaders, payers, and systems can take to reduce parity gaps. Pre-req.

DBH 1000

DBH 9901

DBH 9902

DBH 9012

Entrepreneurship – 12 credit hours required
DBH 9012

Population Health Management, Cost Offset & ROI 3 Preventing and improving chronic disease outcomes can reduce overuse of health services and associated costs as demonstrated by integrated behavioral healthcare intervention research. These interventions are typically delivered in integrated settings such as primary care and based on the population health management model. This course will review advanced applications of population-based behavioral interventions such as design, measures, analysis, cost and cost savings, and return on investment for chronic conditions. Students will review evidence-based interventions include therapeutic lifestyle change, medication adherence, cognitive behavioral treatment and other emerging healthcare interventions using ehealth methods. This course meets the demand for innovative, research-supported approaches to reducing healthcare costs by improving disease prevention and management outcomes as required by healthcare reform paradigms such as Accountable Care Organizations (ACOs), Health Homes, Patient-Centered Medical Homes (PCMHs), and Meaningful Use initiatives. Pre-req. DBH 1000 ,DBH 9901

DBH 9902

DBH 9013

Legal & Ethical Issues in Healthcare 3 Legal and Ethical Issues in Healthcare (3 Credits – Required): This course addresses legal and ethical considerations associated with the professional practice of Doctors of Behavioral Health in healthcare settings. Consideration of the legal right to make health decisions and the consequences of poor mental and physical health on a person’s ability to exercise one’s own legal rights will be examined. Students will review legal terms related to healthcare, including conducting personal affairs, making healthcare and end of life wishes known, and ensuring wishes are respected. Steps patients can take to protect themselves against losing control, particularly important for older adults, will be examined. Pre-req.

DBH 1000,

DBH 9901

DBH 9014

Quality in Healthcare 3 This course provides an overview of healthcare quality management including performance measurement and models of pay for performance such as accountable care organizations and Health Effectiveness Data and Information Systems (HEDIS). Quality measurement and improvement is viewed simultaneously with spending to discover how intensively healthcare plans use physician visits, hospital stays, and other resources to care for members identified as having chronic diseases. This course prepares behavioral health clinicians to provide care consistent with quality measures used in primary care and other medical settings within healthcare reform paradigms and uses Stages of Change to motivate healthcare staff for better quality improvement. Models for improvement and pay for performance include Plan, Do, Study, Act (PDSA) strategies, Meaningful Use, HEDIS, Centers for Medicare and Medicaid Services (CMS) Quality Metrics, Lean Six Sigma, and the National Committee for Quality Assurance (NCQA) among others. Stages of Change methods will be used to motivate healthcare staff toward implementing healthcare quality initiatives. The RE-AIM (Reach, Effectiveness or Efficacy, Adoption, Implementation, and Maintenance) framework will also be presented to evaluate how research can be translated into practice to improve sustainable adoption and implementation of effective, generalizable, evidence-based interventions. This course will also be a springboard for beginning the Culminating Project process. Pre-req.

DBH 1000

DBH 9901

DBH 9012

DBH 9015

Business Practices for the Biodyne Entrepreneur 3 This course addresses legal, ethical, and business considerations associated with the professional practice of Doctors of Behavioral Health. Professional ethical standards and codes of ethics are compared and contrasted. Special attention will be given to models of management and organizational leadership, financial and legal considerations in structuring a business, and legal requirements in healthcare practice. Emphasis is given to professional development and entrepreneurial opportunity as a Doctor of Behavioral Health. Pre-req. DBH 1000

DBH 9901

DBH 9902

DBH 9012

DBH 9014

Culminating Project – 9 credit hours
DBH 9100 (A/B/C)

Culminating Project 3 The Culminating Project is an applied integrated care project that demonstrates a student’s innovation in the field, and ability to respond creatively and competently to the needs of rapidly evolving patient populations and healthcare environments. Students will work closely with their advisor, faculty mentor, faculty members, and DBH graduate experts to develop a project that is closely tailored to the student’s career goals after graduation, and which reflects a growing area of opportunity in the healthcare marketplace. Students will begin working on their project when they begin the program through assignments and research conducted in each of their courses. Ideally, the Culminating Project will demonstrate the student’s knowledge of applying evidence-based practice, as well as a thorough entrepreneurial knowledge of the challenges and opportunities in integrated care settings. Students will accumulate a scholarly review of literature, which informs their integrated care project design and implementation, and empowers them to develop a business plan demonstrating skill in entrepreneurial design, planning, and execution. Pre-req.

DBH 1000, DBH 9901, DBH 9902, DBH 9000, DBH 9010,

DBH 9011,

DBH 9012, DBH 9014, DBH 9015,

DBH 9022, Reserved for Degree Seeking Students*

Independent Study and Elective Courses – 17 credit hours required
DBH 9904 Biodyne Model IV: Assessment and Interventions for Geriatrics 3 This course will focus on brief assessment and treatment of older adults using an integrated care approach that includes the Biodyne model of behavioral intervention. The course will provide practical information needed by the behavioral health consultant in a medical setting including effective communication strategies; screening for mood, cognition and elder abuse; interventions for common problems that present in outpatient medical settings including depression, grief, memory impairment, alcohol and substance abuse; coping with chronic medical conditions. The course will also highlight interventions and prevention programs for caregivers. Pre-req.

DBH 1000, DBH 9901

DBH 9905 Behavioral Interventions for Chronic Pain 3 This course provides an understanding of the extent to which chronic pain impacts primary care and population health, the impacts of chronic pain on both patients and caregivers, subjective and objective elements of pain perception and assessment, the uses and dangers of pharmacological pain treatment, and behavioral treatments that have proven effective for effective pain management. The course promotes a “management over cure” perspective, with an emphasis on helping patients to alter their relationship with, and perception of, chronic pain. Pre-req.

DBH 1000, DBH 9901, DBH 9000, DBH 9010

DBH 9906 Cultural Diversity, Health, & Illness 3 In this course, we will focus on the relationship between cultural diversity, health status disparities, healthcare disparities, and multicultural behavioral care in primary care and other integrated settings. Course Objective: The objective of this course is to prepare behavioral care providers to identify the relationship between cultural diversity, health status, and disparities in quality of care and referrals; to acknowledge and recognize provider bias and account for them appropriately; and to use effective culturally informed therapeutic interventions in primary care and related medical settings. Pre-req.

DBH 1000, DBH 9901

DBH 9016

Independent & Specialty Study 1-3 Students may take up to 6 credit hours of Independent and Specialty study, while working closely with one or more faculty members, to research evidence-based interventions in specialty areas, such as oncology, OB/GYN, pediatrics, intensive outpatient substance abuse treatment, respiratory therapy, etc. that are not covered in more detail in the required core courses. In certain circumstances, and at the discretion of the Director, Independent Study (IS) may be approved as a substitute or in exchange for required core courses.

Pre-req.

DBH 1000

DBH 9901

Others to be determined by the instructor.

DBH 9017

Solving Medical Mysteries 1 The purpose of this course is to learn how to successfully diagnose and treat physical illness caused by various forms of psychosocial stress. Because patients are often unaware of the nature or degree of stresses that are responsible for their illness, emphasis will be placed on learning how to detect and use clues that the patient provides to develop a more complete understanding of the patient’s struggles than they are able to perceive for themselves. A major part of the course will be selecting, assessing and treating a patient known to you who has medically unexplained physical symptoms. Pre-req.

DBH 1000, DBH 9901

DBH 9018 Leadership & Strategic Development in Healthcare 3 This course explores leadership styles and operational structures that promote integration amongst disciplines and healthcare providers. Students will begin to analyze their own leadership style and to examine the types of leaders and team members they will need to gather to improve population health, per capita costs, and the healthcare experience while maintaining a high quality, balanced work life for providers. Pre-req. DBH 1000

DBH 9901

DBH 9902

DBH 9012

DBH 9014

DBH 9019

Intervention Design Models: Application of Behavioral Learning Theories 3 This course will examine major theories and models of cognition, motivation, and health behavior and their application to the practice of health behavior change. Special attention is given to the use of theory in planning effective intervention programs in primary care and other medical settings and the use of health behavior theory in addressing health issues in diverse populations. Pre-req.

DBH 1000

DBH 9020

Military Families and Veterans 1 This course introduces behavioral health providers to the elementary concepts and principles related to healthcare needs of military personnel and their dependents. This course will use the Biodyne model and other evidence-informed techniques to deliver culturally-competent interventions to service men and women and their families. Variables examined include the history of military healthcare, the journey for scientific methods, and understanding how this subculture views and approach healthcare. In addition, operational strategies designed to assist with overcoming barriers to seeking treatment will be explored. This course will review tools and resources designed and implemented to assist civilian providers in integrated healthcare settings and will identify and develop new tools and resources for use in integrated settings of care. Pre-req.

DBH 1000, DBH 9901

DBH 9021

Women’s Health 1 The Women’s Health course elective focuses on the integrated healthcare needs of women from adolescence through older adulthood. Program content examines the comprehensive bio/psycho/social/spiritual/ cultural needs of women, including care quality improvements needed in reproductive, gynecological, prenatal, postpartum settings, common minor and acute health problems, as well as influences that affect women’s lives. Emphasis on Integrated Behavioral Health Interventions used in health promotion, risk reduction, clinical decision making and management of Women’s health issues, perinatal care of mothers and infants, and gynecological health. Pre-req.

DBH 1000 & DBH 9901

DBH 9024

Introduction to EMDR in Integrated Settings 3 EMDR is a comprehensive psychotherapy empirically validated in over 24 randomized studies. This introductory course provides experiential training that will familiarize students with a spectrum of EMDR therapy applications that accelerate the treatment of pathologies related to disturbing events and present life conditions. A number of neurophysiological studies have documented the rapid post treatment effects for a range of presenting complaints including traumatic stress, anxiety, somatic conditions, depression and addictions. A part of this course will involve the selection and treatment of a patient known by the student. Pre-req.

DBH 1000, DBH 9901

DBH 9028 Special Protocols in EMDR 1 Past trauma and difficult life experiences can lead to problem behaviors or symptoms that present in a medical environment and interfere with treatment adherence and successful outcomes. Examples include swallowing and needle phobias, pain memories that elevate chronic pain, and compulsions that contribute to obesity, smoking, and substance misuse among other problem behaviors. This course will offer a review of such challenging cases and provide students who have completed basic EMDR therapy training with further instruction and practice utilizing specialty protocols to address phobias, pain management, and urge reduction. Each student will develop and implement a comprehensive trauma-informed treatment plan for a patient case. Pre-req:

DBH 1000

DBH 9901

DBH 9024

* An enrollment exception may be granted to non-degree seeking students per the discretion of the Director. If granted, a non-degree seeking student may be advised to withdraw from a course per the discretion of the Director and/or course Faculty.

Time To Complete Degree

Time to Complete Degree

CGI takes pride in offering a flexible degree program, offering full-time and part-time enrollment options to complement each individual student’s lifestyle and availability.

On average, students at Cummings Graduate Institute take 3 years to complete the 60 credit hour Doctor of Behavioral Health degree program. To complete the degree program in 3 years, students complete 2 courses per term for 12 academic terms (Fall, Spring I, Spring II, and Summer), equaling to 3 years or 36 months.

The Maximum Timeframe to complete the program is measured in calendar years for the Doctor of Behavioral Health program. Students must complete the program within 5 years and are only permitted to attempt 90 credits before program termination.

The Minimum Timeframe to complete the program is measured in calendar years for the Doctor of Behavioral Health program. Students enrolling with no transfer credits must participate in the program for a minimum of 2 years.

Timeframe Examples

Examples of possible degree program completion timeframes are illustrated below.

Please note these examples are provided for context purposes only. Personalized Program of Study plans are developed for each student with the guidance of their Advisor upon enrollment at Cumings Graduate Institute and are unique to each student’s term of entry, availability, and transfer credits (if applicable).

2.5 Year Timeframe
Term # of Courses Credit Hours
Fall 2 4
Spring I 2 6
Spring II 2 6
Summer 2 6
Fall 3 7
Spring I 3 7
Spring II 2 6
Summer 2 6
Fall 2 6
Spring I 2 6
Total Credit Hours 60
3 Year Timeframe
Term # of Courses Credit Hours
Program Fee NA NA
Fall 2 4
Spring I 2 6
Spring II 2 6
Summer 2 4
Fall 2 6
Spring I 2 6
Spring II 2 6
Summer 2 4
Fall 2 6
Spring I 2 4
Spring II 2 4
Summer 2 4
Total Credit Hours 60
4 Year Timeframe
Term # of Courses Credit Hours
Fall 2 4
Spring I 2 6
Spring II 1 3
Summer 1 3
Fall 2 6
Spring I 2 6
Spring II 1 3
Summer 1 3
Fall 1 3
Spring I 2 4
Spring II 2 4
Summer 1 3
Fall 1 3
Spring I 1 3
Spring II 1 3
Summer 1 3
Total Credit Hours 60
5 Year Timeframe
Term # of Courses Credit Hours
Fall 2 4
Spring I 1 3
Spring II 1 3
Summer 1 3
Fall 1 3
Spring I 2 4
Spring II 1 3
Summer 1 3
Fall 1 3
Spring I 1 3
Spring II 1 3
Summer 1 3
Fall 1 3
Spring I 1 3
Spring II 1 3
Summer 1 1
Fall 1 3
Spring I 1 3
Spring II 1 3
Summer 1 3
Total Credit Hours 60


Interviews with Alumni & Faculty

 

  • Dr. Wendy Boring-Bray, DBH
  • Interview with Dr. Janice Fanfara
  • Interview with Dr. Jackson Williams
  • Why did you choose Cummings Graduate Institute?
  • Dr. David Clarke, MD
  • What have you accomplished as a result of the DBH?
  • How is the DBH different than other doctoral degrees?
  • Why Cummings Graduate Institute Was Founded
  • What is your vision for healthcare?
  • About Dr. Nicholas A. Cummings & the DBH
  • Why the Doctor of Behavioral Health DBH Degree Exists
  • Gabriel Orthous, MBA
  • Dr. Gayle Cordes, DBH

Testimonials

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The “four questions” of the refocused psychotherapist [in the Biodyne Model] and the concept of the “onion/garlic” psychodynamic enabled me to not only conceptualize a case and plan treatment more rapidly, but to rise to a new level of professional confidence in meeting the behavioral care needs of my patients.

Dr. Gayle Cordes, DBH July 12, 2016

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