Course Syllabus

 

 

Course Description

The mind-body connection and its influence on mental as well as somatic health are at the center stage in this course, focusing on the field of psychoneuroimmunology (PNI). PNI is an interdisciplinary field at the intersection of psychology, neuroscience, and immunology, exploring the intricate connections between the mind, the brain, and the immune system. Students will delve into the realm of how thoughts, emotions, and behaviors impact immune function and, conversely, how the immune system influences mental processes and behavior. They will gain a comprehensive understanding of the bidirectional communication pathways between the brain and the immune system, from the molecular and cellular levels to complex psychosocial interactions. By examining cutting-edge research and clinical applications, students will explore the role of PNI in health and disease, including its implications for understanding and treating conditions such as autoimmune disorders, chronic pain, infectious diseases, and mental health disorders. Furthermore, students will critically evaluate the impact of lifestyle factors, stress, and psychosocial interventions on immune function and overall well-being, paving the way for future advancements in both research and clinical practice.

Learning Objectives

By the end of this course, students would be able to:

• Understand the bidirectional communication pathways between the brain and the immune system, from molecular and cellular levels to complex psychosocial interactions.
• Analyze and evaluate the impact of thoughts, emotions, behaviors, and psychosocial factors on immune function and overall health.
• Explore the role of psychoneuroimmunology (PNI) in the development, progression, and treatment of various health conditions, including autoimmune disorders, chronic pain, infectious diseases, and mental health disorders.
• Critically assess the implications of lifestyle factors, stress, and psychosocial interventions on immune function, resilience, and well-being, fostering a deeper understanding of the mind-body connection and its significance in research and clinical practice.

 

Faculty

 

Ebba Karlsson, DIS Stockholm Faculty

M.Sc. in Clinical Psychology (Stockholm University, 2015), B.A. in Philosophy (Stockholm University, 2013). Visiting student in Politics and Public Policy at New York University, and research internship at Corpus Christi College, Cambridge University. Founder of Poplar, a non-profit organization dedicated to improving political civility in society. Also working as a licensed clinical psychologist and organizational consultant, focusing on leadership development, stress resilience, and well-being. With DIS since 2016.

 

 

Readings

The following list is an example of readings, for the exact list refer to each of the class in your calendar.

Selected chapters from the following books:

Daruna, J. H. (2012). Introduction to psychoneuroimmunology. Academic Press.

Cozolino, L. (2010). The Neuroscience of Psychotherapy: Healing the Social Brain. WW Norton & Co.

Gordon, A., & Ziv, A. (2021). The Way Out: A Revolutionary, Scientifically Proven Approach to Healing Chronic Pain. Ebury Publishing.

Levine, P. A. (2010). In an unspoken voice: How the body releases trauma and restores goodness. North Atlantic Books.

Maté, G. (2022). The myth of normal: Trauma, illness and healing in a toxic culture. Knopf Canada.

Palmer, C. M. (2022). Brain Energy: A Revolutionary Breakthrough in Understanding Mental Health--and Improving Treatment for Anxiety, Depression, OCD, PTSD, and More. BenBella Books.

Articles:

Andorfer, A., Kraler, S., Kaufmann, P., Pollheimer, E., Spah, C., Fuchshuber, J., … & Unterrainer, H. F. (2023). Psychophysiological stress response after a 6-week Mindful Self-Compassion training in psychiatric rehabilitation inpatients: a randomized post-test only study. Frontiers in Psychiatry, 14, 1098122.

Arroll, M. A., & Howard, A. (2013). ‘The letting go, the building up, [and] the gradual process of rebuilding’: Identity change and post-traumatic growth in myalgic encephalomyelitis/chronic fatigue syndrome. Psychology & Health, 28(3), 302-318.

Colloca, L. (2017). Nocebo effects can make you feel pain. Science (New York, N.Y.), 358(6359), 44. https://doi.org/10.1126/science.aap8488

Enck, P., Bingel, U., Schedlowski, M., & Rief, W. (2013). The placebo response in medicine: minimize, maximize or personalize? Nature Reviews Drug Discovery, 12(3), 191-204.

Finlay-Jones, A. L., Parkinson, A., Sirois, F., Perry, Y., Boyes, M., & Rees, C. S. (2023). Web-Based Self-Compassion Training to Improve the Well-Being of Youth With Chronic Medical Conditions: Randomized Controlled Trial. Journal of Medical Internet Research, 25, e44016.

Gouin, J. P., & Kiecolt-Glaser, J. K. (2011). The impact of psychological stress on wound healing: methods and mechanisms. Immunology and Allergy Clinics, 31(1), 81-93.

Greville-Harris, M., & Dieppe, P. (2015). Bad is more powerful than good: the nocebo response in medical consultations. The American Journal of Medicine, 128(2), 126-129. https://doi.org/10.1016/j.amjmed.2014.08.031

Guidi, J., Lucente, M., Sonino, N., & Fava, G. A. (2021). Allostatic load and its impact on health: a systematic review. Psychotherapy and Psychosomatics, 90(1), 11-27.

Jonsjö, M. A., Wicksell, R. K., Holmström, L., Andreasson, A., & Olsson, G. L. (2019). Acceptance & commitment therapy for ME/CFS (chronic fatigue syndrome)–a feasibility study. Journal of Contextual Behavioral Science, 12, 89-97.

Naviaux, R. K. (2020). Perspective: Cell danger response biology—The new science that connects environmental health with mitochondria and the rising tide of chronic illness. Mitochondrion, 51, 40-45.

Neff, K. D., & Knox, M. C. (2020). Self-compassion. In Encyclopedia of personality and individual differences (pp. 4663-4670). Cham: Springer International Publishing.

Quattrone, A., Barbagallo, G., Cerasa, A., & Stoessl, A. J. (2018). Neurobiology of placebo effect in Parkinson's disease: What we have learned and where we are going. Movement Disorders, 33(8), 1213-1227.

Schedlowski, M., Enck, P., Rief, W., & Bingel, U. (2015). Neuro-Bio-Behavioral Mechanisms of Placebo and Nocebo Responses: Implications for Clinical Trials and Clinical Practice. Pharmacological Reviews, 67(3), 697-730. https://doi.org/10.1124/pr.114.009423

Tedeschi, R. G., Shakespeare-Finch, J., Taku, K., & Calhoun, L. G. (2018). Posttraumatic growth: Theory, research, and applications. Routledge.

Van der Kolk, B. A. (1994). The body keeps the score: Memory and the evolving psychobiology of posttraumatic stress. Harvard Review of Psychiatry, 1(5), 253-265.

Ware, B. (2012). The top five regrets of the dying: A life transformed by the dearly departing. Hay House, Inc.

Wang S, Quan L, Chavarro JE, et al. (2022). Associations of Depression, Anxiety, Worry, Perceived Stress, and Loneliness Prior to Infection With Risk of Post–COVID-19 Conditions. JAMA Psychiatry. Published online September 07, 2022. doi:10.1001/jamapsychiatry.2022.2640

Zeligman, M., Varney, M., Grad, R. I., & Huffstead, M. (2018). Posttraumatic growth in individuals with chronic illness: The role of social support and meaning making. Journal of Counseling & Development, 96(1), 53-63.

 

Field Studies

TBA

Guest Lecturers

 

Jan Mulder, PhD, is a senior researcher and group leader at Science for Life laboratory, department of Neuroscience, Karolinska Institute since 2010. Group leader of the brain profiling efforts within the Human Protein Atlas project since 2010. His research aims at  identifying the cellular location of proteins linked to brain function and disease. 

 

Julie Lasselin, PhD, is a senior researcher at Karolinska Institute in Psychoneuroimmunology. Her research aims at better understanding how inflammation influences behavior and what factors underlie the inter-individual differences in the vulnerability to the behavioral effects of cytokines.

 

Preliminary themes and topics to be covered

1. Introduction and Overview of the course

2. The Nervous System and Mind-Body Connection

• The nervous system and mind-body connection
• What is stress?
• Mental health and bodily triggers
• Trauma and its impact on nervous system regulation
• The Cell danger response
• The gut/microbiome and brain connection

3. Chronic Conditions and Their Mechanisms

• How can we understand chronic pain?
• How can we understand conditions such as ME/CFS, POTS, and long-covid?
• Other diseases and PNI

4. Psychological Perspectives and Interventions

• Nocebo and placebo effects
• The Importance of relationships
• The Power of self-compassion
• A closer look at Compassion-focused therapy (CFT) and Acceptance & commitment therapy (ACT)
• The Science of meditation
• Post-traumatic growth (PTG)

5. Physical Health and Lifestyle

• Movement, physical activity, and health
• The Circadian rhythm

6. Societal and Cultural Contexts

• Society and culture - The Myth of Normal
• Why is this knowledge not so well known? Learnings from political psychology

 

Approach to Teaching

My approach to teaching is based on a core assumption: Learning is a collective endeavor in which the contribution of each individual has an impact on how much is learned overall. Lectures can serve a valuable purpose both in providing useful information and in stimulating creative thought. But genuine learning takes place only when the student takes an active role –in reading carefully, thinking critically, raising questions and objections, and listening to others. It is only through engaged dialogue that we have the capacity to enrich our understanding of the world. My expectation is that students will actively engage in the learning process, both inside and outside the classroom.   

The course utilizes a variety of pedagogical methods, including lectures, discussions, student presentations, and study visits. There is a strong emphasis on discussion and student participation. Everyone is expected to not only complete the readings for each class, but to come to class well-prepared to engage in discussion.

Attendance at all lectures and field studies is mandatory.

Note that it is important to check your e-mail and DIS Canvas regularly since outlines, exam info etc. will be distributed here.

Expectations of the Students

Students are expected to have done the readings and come prepared with relevant questions and notes for each class. This will give us material to generate conversation. When responding to questions in class, refer to the readings to support the points you are making. Students are expected to challenge themselves and their worldviews with an investigative mindset and curiosity, seeking to understand the topics at hand as well as how they relate to themselves as individuals and the world around them.

A Word on Laptops in the Classroom

The default policy for this class is NO laptops, phones, or tablets in the classroom.  Both academic research and personal experience have shown electronic devices to be an enormous source of distraction and an impediment to engaged discussion as well as learning. Thank you for your understanding. 

Grading

Methods of Evaluation	How evaluated	Percentage of grade
Attendance and engaged participation	Individual	15%
Student group presentation	Group	25%
The Debate	Group and individual	20%
Group case study	Group	20%
Final reflection	Individual	20%
Total		100%

 

To be eligible for a passing grade in this class you must complete all of the assigned work.

Pre-class Prep :

You are expected to do all the readings and be prepared to give a POP-presentation at the beginning of all classes (this will be explained at the course introduction).

Attendance/Engaged Participation:

Your participation grade reflects the importance of being active in this course, which relies heavily on in-class reflections, discussions, and exercises. Students are expected to come prepared with relevant questions for discussion, as well as contribute with analytical insights and critical evaluations.

However, engagement in this course is more than simply raising your hand or speaking in front of the whole class. It also includes:

• Listening actively and being present when others are speaking
• Contributing thoughtfully to small group discussions
• Participating when presenting group work
• Attending class consistently, arriving on time, and being prepared
• Completing any additional assignments for missed classes
• Taking initiative to ask questions, continue discussions, or seek clarification outside of class sessions

This grade is not based solely on your ability or comfort level in speaking in large groups, it is about your overall engagement, curiosity, and willingness to contribute to the learning environment in a way that works for you.

There will also be a self-report on your participation midway through the course, allowing you to reflect on your engagement and receive feedback.

Student research presentations (Group assignment)

Students will be sorted into groups and will be responsible for holding their own class session, in which they present a deeper analysis of a key concept, theoretical framework, or research finding relevant to psychoneuroimmunology (PNI).

The presentation should include:

• A clear theoretical and/or empirical background

• An application of the concept to real-life health, clinical, or societal contexts (e.g. chronic illness, stress-related conditions, mental health, healthcare practices, or public health communication)

• A critical perspective, including limitations, controversies, and unanswered questions

• Reflections on potential implications for future research, clinical practice, or interventions

Students are expected to move beyond summary and demonstrate analytical depth, nuance, and engagement with the course literature.

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Evaluation Criteria

You will be evaluated on the following criteria:

• Conceptual Understanding and Analysis
  How well do you explain the concept or research finding you have chosen - from foundational background to more in-depth analysis and critical perspectives?

• Application to Real-Life Contexts
  How clear and relevant is the connection between the concept and real-world health, clinical, or societal phenomena?

• Critical Reflection
  Are limitations, uncertainties, ethical considerations, and unanswered questions clearly identified and thoughtfully discussed?

• Presentation and Visuals
  How clear, well-structured, and engaging is the presentation, including the use of visuals?

• Facilitation of Class Discussion
  How well do you engage the class in discussion and reflection? Are meaningful questions raised that invite dialogue and multiple perspectives?

• Group Coherence and Collaboration
  Does the group work well together, with clear coordination and shared responsibility?

• Formalia
  Correct referencing, appropriate use of sources, adherence to time limits, and overall academic presentation.

 

The Debate (Group and individual assignment)

Students will be assigned to groups and participate in a structured in-class debate on a key topic related to psychoneuroimmunology and the mind–body connection. Each group will be tasked with defending a specific position using course readings and scientific evidence, while also critically reflecting on limitations, ethical considerations, and areas of uncertainty. The debate emphasizes analytical reasoning, respectful dialogue, and the ability to engage with complex and contested issues rather than arriving at definitive answers.

Case Study (Group Assignment):
Students will be assigned to groups, and each group will present a case study including relevant background, an evidence-informed intervention approach, and a critical discussion of potential mechanisms, limitations, and ethical considerations. Following the presentation, the group will facilitate a full-class discussion to engage peers in analysis and reflection.

 

Final podcast reflections (Individual):

In this final assignment, you will produce a reflective podcast episode in which you synthesize and reflect on your learning across the course in psychoneuroimmunology (PNI).

The purpose of this assignment is to assess how your understanding of mind–body interactions has developed over time, and how you integrate biological, psychological, and social perspectives on health and illness.

 

AI use policy

“Limited Use” --> The use of AI writing tools like ChatGPT in this course is restricted to specific stages, which will be defined by the faculty. The primary content of assignments should reflect your knowledge, creativity, and critical thinking. As with all sources of information and ideas, ensure that all AI contributions are correctly cited, namely that I need to see your input into the tool, and output of the tool associated to the document you submit.

 

Academic Accommodations

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support acadsupport@disstockholm.se