Laurence Sugarman Headshot

Laurence Sugarman

Director Center Applied Psychophysiology and Self-Regulation

Dean’s Office
College of Health Sciences and Technology

585-475-7963
Office Location

Laurence Sugarman

Director Center Applied Psychophysiology and Self-Regulation

Dean’s Office
College of Health Sciences and Technology

Education

BA, Washington University in St. Louis; PA-C, St. Louis University; MD, University of Missouri-Columbia

Bio

BA, Washington University in St. Louis; M.D., University of Missouri-Columbia; Pediatric Residency, University of Rochester

During 20 years in pediatric primary care in Rochester, he developed skills in biofeedback, relaxation, and self-hypnosis to teach children to self-regulate stress, pain, and behavior. From this came CAPS. CAPS focuses on families with autism, develops algorithms, apps, and games using biosensors, and provides biofeedback training to RIT students.

585-475-7963

Areas of Expertise

Select Scholarship

Full Length Book
Sugarman, Laurence I. and William C. Wester, II. Therapeutic Hypnosis with Children and Adolescents. Second ed. Bethel, CT: Crown House Publishing Limited, 2013. Print.
Journal Paper
Sugarman, Laurence I., Brian L. Garrison, and Kelsey L. Williford. "Symptoms as Solutions: Hypnosis and Biofeedback for Autonomic Regulation in Autism Spectrum Disorder." The American Journal of Clinical Hypnosis 56. 2 (2013): 152-173. Print.
Invited Keynote/Presentation
Sugarman, Laurence I. "Pediatric Hypnosis Workshop." Graduate Mental Health Supervision. Regional Child and Adolescent Psychiatry Center. Oslo, Norway. 28 Oct. 2013. Guest Lecture.
Sugarman, Laurence I. "Autism, Autonomy and Autonomic Regulation: Roles for Hypnosis and Biofeedback." Child Hypnosis Congress. Milton Erickson Geselleschaft. Heidelberg, Germany. 2 Nov. 2013. Conference Presentation.
Sugarman, Laurence I. "Autism, Autonomy and Autonomic Regulation: Roles for Hypnosis and Biofeedback." Joint Child & Adolescent Psychiatry + Pediatrics Grand Rounds. University of Texas Southwestern Medical Center. Dallas, TX. 20 Nov. 2013. Guest Lecture.
Sugarman, Laurence I. "Director, Intermediate Workshop, National Pediatric Hypnosis Training Institute." Annual Workshops. University of Minnesota. Minneapolis, MN. 3 Oct. 2013. Conference Presentation.
Sugarman, Laurence I. "Director, Professional Training Workshop in Clinical Hypnosis." American Society of Clinicla Hypnosis Regional Workshop. American Soceity of Clinical Hypnosis. San Diego, CA. 11 Apr. 2013. Lecture.
Published Conference Proceedings
Sugarman, Laurence I., Stephen Jacobs, and Robert H. Rice. "Creating MindGamersTM: A Physiologically-Controlled, Customizable, Therapeutic Video Game to Treat Anxiety and Repetitive Behaviors in Youth with High Functioning Autism Spectrum Disorders." Proceedings of the International Meeting for Autism Research. Ed. International Soceity for Autism Research. San Sebastien, Spain: n.p., 2013. Web.
Garrison, Brian L., et al. "Tailoring Autonomic Biofeedback to Individual Strengths with a Dynamic Feedback Signal Set." Proceedings of the Society for Psychophysilogical Research, 2 October 2013, Florence, Italy. Ed. Robert F. Simons. Brunswick, NJ: Wiley, 2013. Print.

Currently Teaching

MEDS-360
3 Credits
This course provides a foundation for understanding the history and science of placebo effects with a focus on how these effects influence research design, therapeutics and health. A model of placebo effects – comprised of conditioning, expectation, social influence, and paradigm – is developed and applied to both health and common diseases in order to recognize that all health interventions are at least placebos. The question is whether they are anything more. The course structure and process include assigned readings, quizzes, creative class projects, studying advertisements, hearing from pharmaceutical company representatives, and class discussion designed to provoke critical thinking.
MEDS-361
3 Credits
Learn how to change your mind. This course explores the evolving field of psychophysiology and its applications for therapeutic self-regulation in health care as well as its implications for the related fields of psychology, biomedical engineering, computer science, and medical economics. By focusing on the mind as an emergent phenomenon of bidirectional brain and body interaction, we realize how much of our own physiology we can and do self-regulate. We will review research on hypnosis, biofeedback, meditative strategies, and psychophysiological monitoring. The course structure integrates lecture, demonstration, discussion and individual self-monitoring projects. Weekly quizzes provide feedback on learning.
MEDS-510
1 - 4 Credits
This course provides an opportunity for in-depth experiential learning through collaborative work on an independent research project.
PHYA-440
3 Credits
This course is the introduction to professionalism, professional behaviors for the PA, and behavior science for the PA student. We will explore stereotypes and providers’ inappropriate (or lack of) knowledge and how this might influence access to care. The focus is non-somatic medical skills and knowledge needed to become a clinician who manages these issues with insight into human behavior. Topics will include issues related to age, socioeconomic status, cultural, racial, religious, ethnic and family diversity etc. We will seek out and develop tools to recognize facets (including risk factors for and signs/symptoms) of the above issues and of abuse issues. Setting this foundation in basic psychopathology and its relationship to understanding human illness is core to the PA student’s developing professionalism.
PHYA-710
2 Credits
This is the first of a two-course sequence which will provide the physician assistant student with opportunities to prepare a formal graduate capstone project/paper. Projects may be in the form of: clinical practice essay, PA curriculum development, medically-related community service project, in-depth medical case review, meta-analysis of specific disease / syndrome, or original medical research. This capstone project/paper will build on clinical training and enable students to build skills for life-long learning as problem solvers and critical evaluators of medical and scientific literature.
PHYA-720
2 Credits
This course will provide the physician assistant student with continued preparation of a formal graduate project for the PA Program. Projects may be in the form of: clinical practice essay, PA curriculum development, medically-related community service project, in-depth medical case review, meta-analysis of specific disease/syndrome, or original medical research. This course will culminate with the completion of the capstone project/paper which is founded in clinical experience and enables students to build skills for life-long learning as problem solvers and critical evaluators of medical and scientific literature.

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