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Policy Overview

The Data Privacy Policy describes how Cummings Graduate Institute  manages personal information and respects your privacy. This policy may be amended by the Policy Department when applicable. Cummings Graduate Institute encourages online visitors and users of our website and social media sites to regularly review our Privacy Policy.

Cummings Graduate Institute, is defined as the entity that acts as the controller or processor of personal information, as explained in more detail in the sections below.

The purpose of this policy is to secure and respect the privacy of all personal information and data collected from anyone Cummings Graduate Institute communicates with, including current students, applicants, prospective students, or previously associated students, non-students, and non-prospective students. Cummings Graduate Institute encourages you to periodically review this Privacy Policy because Cummings Graduate Institute may update it when applicable.

CGI may collect the following types of personal and sensitive data:

  • Full name
  • Mailing/permanent address,
  • Email address
  • Telephone number
  • Date of birth
  • Social security number or other tax identification number (only for applicants to CGI’s academic programs)
  • Information relating to education and employment history, the colleges or universities students have attended and places where students have worked, the courses students have completed, dates of study and degrees conferred, including Transcripts
  • Billing & payment information (i.e. payment information, billing address, name)
  • Racial or ethnic origin
  • Gender
  • Country of Citizenship
  • Copy of government issued ID
  • Military Affiliation

CGI also collects information about the computers, mobile devices, or other devices used to access Cummings Graduate Institute’s technology network, such as IP address, unique device identifiers, browser types, browser languages, web pages requested, network software access, referring web pages, date, time, and duration of activity, passwords, and accounts accessed, volume of data storage and transfers, and locations of user devices when connected to Cummings Graduate Institute’s technology network. Logs of this information may be retained. Cummings Graduate Institute may contract with non- Cummings Graduate Institute service providers to help us better understand users. These non-Cummings Graduate Institute service providers are not permitted to use the information collected on Cummings Graduate Institute’s behalf except to help conduct and improve Cummings Graduate Institute’s services.

Cookies are small files that are stored on your computing devices. Cummings Graduate Institute uses cookies to understand and save preferences for future visits and compile aggregate data about network traffic and network interaction so that Cummings Graduate Institute can offer better network experiences and tools in the future. Cookies may be set by an organization other than Cummings Graduate Institute. These non-Cummings Graduate Institute cookies may, for example, originate from social media services such as YouTube and Facebook. Because the cookie policies of these services change over time, the user should review their policies by visiting the privacy policies of these services directly. Users may disable cookies through their individual browser options.

Cummings Graduate Institute uses information collected to provide services, in support of Cummings Graduate Institute’s Mission, to protect the security of Cummings Graduate Institute’s technology network, to support academic integrity, and to provide safety and security services to users, as well as to monitor, preserve, and enhance the use, functioning, and integrity of Cummings Graduate Institute’s technology network. Cummings Graduate Institute may also use information collected from the users for analysis and statistical purposes consistent with Cummings Graduate Institute’s Mission.

How Cummings Graduate Institute collects your information

Cummings Graduate Institute may collect personal data in a number of ways, for example:

  • From the information provided to Cummings Graduate Institute when the user interacts with Cummings Graduate Institute before enrolling. For example, when the user expresses interest in studying at Cummings Graduate Institute.
  • When the user subscribes to a Cummings Graduate Institute newsletter;
  • When the user registers to attend a Cummings Graduate Institute professional development event or conference;
  • When the user applies to study at Cummings Graduate Institute and completes an admission application;
  • When the user completes other admissions processes and procedures;
  • When the user communicates with Cummings Graduate Institute by telephone, email, or via our website. For example, in order to make an inquiry or raise concerns;
  • In various other ways as the user interacts with us during their time as a student of Cummings Graduate Institute, for the various purposes set out below.
  • From third parties. For example, from the user’s previous or current school, university, or employers who may provide a reference about the user or employer reimbursement/third party payments.
  • The use of online surveys which may be conducted for the research purposes indicated in the survey. Unless otherwise noted on the specified survey, answers are confidential and individual responses will not be shared with other parties. Aggregate data from surveys may be shared with external third parties.

How Cummings Graduate Institute uses information about its students

The purposes for which Cummings Graduate Institute may use personal data (including sensitive personal data) collected during a student’s association with Cummings Graduate Institute, include:

  • Recruitment and admissions;
  • Academic matters, including:
    • the provision of Cummings Graduate Institute’s core teaching, learning and research services (e.g. registration, assessment, attendance, managing progress, academic misconduct investigations, certification, graduation);
    • maintaining student records;
    • assessing your eligibility for financial aid and scholarships, etc.
  • Providing library, IT and information services;
  • Non-academic matters in support of our core services, including:
    • providing student support services (e.g. Operations, Student Services, and Academic Departments);
    • monitoring equal opportunities;
    • safeguarding and promoting the welfare of students;
    • ensuring students’ safety and security;
    • managing student accommodation;
    • managing the use of social media;
  • administering finance (e.g. fees, scholarships and tuition);
  • other administrative purposes, including:
    • carrying out research and statistical analysis;
    • carrying out audits (e.g. to ensure compliance with our regulatory and legal obligations);
    • providing operational information (e.g. providing IT support, information about building closures or access restrictions on campus, or safety advice);
    • promoting our services (e.g. providing information about student service);
    • preventing and detecting crime;
    • dealing with grievances and disciplinary actions;
    • Addressing and managing complaints and inquiries.

How Cummings Graduate Institute Protects Your Information

When you access your personal information, Cummings Graduate Institute uses a secure server.  Industry standard encryption (TLS) is employed before any information you input is sent to us. Furthermore, all of the data we collect is protected against unauthorized access.  As effective as encryption technology is, however, no security system is completely impenetrable, so Cummings Graduate Institute cannot affirm absolute security of our systems, nor can the Institute affirm that information you supply won’t be intercepted while being transmitted to us over the Internet.

Data retention

Cummings Graduate Institute may retain your personal data for a period of ten (10) years after your association with Cummings Graduate Institute  has come to an end. However, some information may be retained indefinitely by Cummings Graduate Institute in order to maintain the students academic record for archiving purposes.

Disclosure of Information

Cummings Graduate Institute does not disclose confidential information collected online to individuals or entities not affiliated with Cummings Graduate Institute, except in the limited circumstances described below. Non-confidential information may be disclosed or distributed pursuant to federal laws, state laws, including Arizona’s public records laws and policies. These laws and policies explain what information may be shared or disclosed. They also explain what information is protected as confidential.

Student’s Rights

Under the Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99)  students have the following rights:

  • Eligible students have the right to inspect and review the student’s education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
  • Eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.
  • Schools must have written permission from the eligible student in order to release any information from a student’s education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):
    • School officials with legitimate educational interest;
    • Other schools to which a student is transferring;
    • Specified officials for audit or evaluation purposes;
    • Appropriate parties in connection with financial aid to a student;
    • Organizations conducting certain studies for or on behalf of the school;
    • Accrediting organizations;
    • To comply with a judicial order or lawfully issued subpoena;
    • Appropriate officials in cases of health and safety emergencies; and
    • State and local authorities, within a juvenile justice system, pursuant to specific State law.

GDPR was enforced in May 2018, given students the additional rights:

  • to require Cummings Graduate Institute to correct the personal data it holds about the student if it is incorrect;
  • to require Cummings Graduate Institute to erase the student’s personal data;
  • to require Cummings Graduate Institute to restrict its data processing activities (and, where our processing is based on the student’s consent, the student may withdraw that consent, without affecting the lawfulness of Cummings Graduate Institute processing based on consent before its withdrawal);
  • to receive from Cummings Graduate Institute the personal data we hold about you which you have provided to the Institute, in a reasonable format specified by the student, including for the purpose of the student transmitting that personal data to another data controller;
  • to object, on grounds relating to the student’s particular situation, to any of the Institute’s particular processing activities where the student feels this has a disproportionate impact on the student rights.

Please note that the above rights are not absolute, and Cummings Graduate Institute may be entitled to refuse requests where exceptions apply.

If the student has given their consent and wishes to withdraw it, please contact our Policy and Compliance Office via email at compliance@cgi.edu. Please note that Cummings Graduate Institute processing of your personal data relies on the student consent and when the student then withdraws that consent, Cummings Graduate Institute may not be able to provide all or some aspects of our services to the student and/or it may affect the provision of those services.

Policy Responsibility

Student Responsibility

It is the responsibility of the student to review the policy.

Registrar

It is the responsibility of the Registrar to respond to all student inquiries within the time limits set out by the policy.

Staff, Faculty, and Stakeholders

The Cummings Graduate Institution requires all “Institute Officials”, defined as: administrative staff, faculty, and any third parties under contract with the Institution, to undergo an annual Data Privacy Policy Training upon hire and annually to ensure compliance.

Policy Procedure

Changes to your personal data

If a student would like to change any of their information, they should send an email request to the Policy and Compliance Office at compliance@cgi.edu.

Forms

At this time, there are no student forms associated with this policy.

Approvals/Revision History

Policy was revised on: June 15th, 2020

Policy was approved by: Amanda Harrison, Chief Operating Officer

Testimonials

The totally online DBH program offered by Cummings Graduate Institute of Behavioral Health Studies is focused on the professional I have grown into: a synergistic disrupter for the healthcare industry, who is passionate about Wholistic Healthcare (e.g., health, behavioral health, and Social Determinants of Health and Mental Health), rendered skillfully through interprofessional teams. The program pillars of medical literacy, integrated behavioral health interventions, and entrepreneurship resonate loudly with me. The healthcare industry will continue to change, with doctoral level professionals needed to play a major role in any successful transformation. My goal is to further advance my knowledge-base, professional standing, and industry commitment to be part of these transformational efforts. In this way I can heed the Quadruple Aim: assuring quality-driven patient-centric care is rendered at the right time, through the right population-based treatment processes, at the right cost, and by empowered professionals embracing the work and committed to their charge.

Ellen Fink-Samnick MSW, ACSW, LCSW, CCM, CRPDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 11, 2020

In the time that I have been a student at CGI, I have learned that integrated healthcare is no longer the exception; providers want behavioral health clinicians on their team. My courses demonstrate that the services that a DBH can offer are valuable and the opportunities abound. I’m learning that as a DBH, I can work to create a new norm in healthcare, one that promotes holistic care provided by a collaborative team delivering diverse services. I now view behavioral healthcare as a crucial piece of the medical care puzzle, rather than a separate entity. I can see the gaps in care that a DBH can fill and why including a DBH in treatment is critical. I am beginning to see how I will play a role in disrupting healthcare to provide quality treatment while advocating for my patients. Although I may still have to explain my role at times, I am learning that once I do, others will seek out my services. I am gaining confidence in what I bring to the medical team and am continuously expanding my knowledge of what else I can do.

Jennifer KellyDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - July 26, 2020

As a Social Worker, I believe my main mission includes advocating for and empowering patients. The DBH degree will allow me to fully integrate the “medical side of the house” with the “behavioral health side”. My experience working side-by-side with medical providers (PCM’s, ED docs, Hospitalists, etc…) has shown that most of them do not understand behavioral health issues nor how medical symptoms or diagnoses can effect a patients’ mental health and vice-versa. Alternatively, I have worked with a multitude of behavioral health providers who have very limited knowledge of how medical issues might affect their clients. I have often wondered how many patients I have had who were diagnosed with depression or anxiety or other DSM-V diagnosis when in reality the origin was medical. Earning a DBH will allow me to push the envelope when it comes to consulting with medical providers and promote the inclusion of “behavioral healthcare” within “healthcare” as its ALL healthcare! As Mahatma Ghandi said “be the change you wish to see in the world”; earning a DBH will enhance my ability to “change the world” – even if it’s one medical provider or one patient at a time.

Diane Scott, MSW, LCSWDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - August 7, 2020

My friend and I were talking about the challenges and frustrations that we face daily in our careers with the clear divide between mental health and physical health and how we wished we had the knowledge and skills to shake up healthcare and bridge the gap. She brought up researching doctorate programs and how interested she was in the DBH. My reponse was, “What on earth is a DBH?” She laughed and said it was a newer doctorate degree in behavioral health, that focused directly on integrated care and doing exactly what we were dreaming of doing….shaking up healthcare and bridging the gap and treating the person as a whole. I had a hard time believing her. It sounded too good to be true. How was there a degree out there that fit my goals and aspirations to a T without me knowing about it? I had been looking periodically throughout my 20 year journey in behavioral health for a program that resonated with me. It was here all this time? How had I missed it? I immediately spent hours scouring the internet to find any crumb of information that I could about the Doctorate of Behavioral Health and the programs associated with it. Then I hit the jackpot. I found the Cummings Graduate Institute for Behavioral Health Studies.

Amy McConnell, LCSWDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 18, 2020

During my tenure as a student at CGI, I wrote a book review that was published in the International Journal of Integrated Care. One of my papers became a newsletter article, a pitch for my population health class became a poster presented at a CFHA conference, a book chapter was developed based on a paper I wrote for my independent study, and I am submitting my CP project to a journal this weekend. So, everything that you write during the program is potentially publishable! You have the advantage of having faculty read and give you feedback on it before submitting it. Take risks! The worst that can happen if you submit a paper for publication is receiving a rejection letter. Well, if you don’t send it you’re already acting as if the paper had been rejected. 😉 Plus, if you receive a rejection letter, it usually comes with feedback, so you can improve your paper and send it again!

Dr. Liliane de Aguiar-Rocha, DBH, BCBADBH Alumni, Cummings Graduate Institute for Behavioral Health Studies - October 9, 2020

There is a substantial need for integrating care between our physical, and mental health. The gap between these domains are more so overlooked among those with developmental delays and intellectual disabilities – the very population I serve as a Behavior Analyst. Filling these gaps entails work that demands for a DBH who is competent, empathetic, and altruistic.

Pauline Pablo, BCBADBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - November 11, 2020

My interest in a DBH degree grew out of frustration and hope. On one hand, I grew frustrated with the quality of care my clients with intellectual and developmental disabilities were receiving. As members of a marginalized population who lack the skills to advocate for themselves, the clients I serve receive subpar medical care, mental health care, and behavioral health care. Many healthcare providers are not trained to address the unique language and cognitive challenges present when serving a person with Autism and I/DD.

On the other hand, as I learned more about the DBH program, a potential solution came into view. I believe this program will allow me to acquire the knowledge and skills to become a better advocate for my clients, and new job opportunities will open up in positions in which I will be able to make a bigger impact on a system level, thus improving quality of life for many clients. A DBH degree will command interest and respect from other healthcare professionals who are evaluating their practices and noticing areas in which they are not being effective, namely the behavioral health side of the equation. As we are learning in our first classes about the Biodyne Model, the Integrated Care Model is not widely accepted or known in the healthcare field, despite its proven track record. I believe a DBH degree provides the necessary tool to change the landscape of healthcare provision by arming my passion for this topic with knowledge and concrete strategies.

Valeria ParejoDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - January 15, 2021

As a Doctorate of Behavioral Health (DBH) student my vision for healthcare is to disrupt the current model, close gaps to care and create healthcare improvements. In the evolving world of healthcare I believe behavioral healthcare providers (BCP) are essential to the development of integrative healthcare. Once I obtain a DBH degree, I know I will gain a leadership role and be able to add quality to the creation of integration efforts worldwide. I know I will graduate with the essential tools I need to stand at the forefront of integrated healthcare. I want to create healthcare improvements for marginalized populations that are typically underserved or forgotten. As an individual of two minority groups; woman and African American, I am very passionate about helping reduce cultural, ethnic, social economic and geographic disparities within healthcare systems.

Ebony WatsonDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 30, 2021

Since beginning my studies at CGI, I have been awakened to how much I truly did not know and understand despite my specialty training in Social Work and behavioral health needs. The classes at CGI allow me to explore topics that I may not have thought to investigate and encourage me to question and think outside the “normal” delivery of behavioral health services. Services that I previously thought were quality and designed to meet the needs of special populations, I now believe to be woefully inadequate to serve the needs of the patients. Patients cannot receive the best quality, efficient, and timely care they need and deserve within institutions that are not integrated. Institutions that continue to silo and do not encourage collaboration and integration are not focused on the needs of the patient.

Amanda BarnardDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 30, 2021

I believe, as a DBH, I will disrupt the current healthcare systemby promotingguaranteed health care for allasa right, not a privilege.I willadvocate fora national, rather than state, licensing of providers. This will allow clinicians (medical,behavioral health, etc…) to provide care across state lines using telemedicine.Finally, the skills I have learned at Cummings Graduate Institute for Behavioral Health Studies allow me to identify healthcare delivery concerns, propose alternative interventions and cost–effective solutions and evaluate theirreturn on investment.

Diane ScottDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 29, 2021

Since entering CGI, I have more confidence in discussing the need for healthcare systems to have a population health approach to care, and to put in place “upstream” programming. I have always been proud of working in a hospital and delivering care, working as a multidisciplinary team member, and making a difference. I now realize I have been part of healthcare’s focus of “treating the sick” rather than being an influencer for preventative care.

Preventative care can be part of service delivery from a hospital system; we should not rely only on public health programs to tackle social determinants of health. COVID-19 is not only impacting mental health but also how we are delivering medical care. Could COVID-19 be an unintended force for healthcare policy change? Apostolopoulos et al. (2020) reports the complexity presented to the health care system by COVID-19 has created change that will continue in healthcare for years to come. The needed changes to delivery and access will require a policy shift in all levels of healthcare (Apostolopoulos et al., 2020).

Billie RatliffDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - December 13, 2021

The DBH is exactly the type of doctorate degree that I’ve been searching for. A doctorate that is clinical focused is where my interest lies. I am motivated to pursue this degree, and courses like Pathophysiology, Psychopharmacology, Neuropathophysiology, only add to that excitement. One must be motivated to complete any degree program. The Doctor of Behavioral Health fits that bill for me. In fact, I would say that I am beyond motivated.

Arthur Williams IIIDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - July 8, 2022

As a member of the AAPI community, I’m very familiar with the barriers to mental health services and the need to break through the glass wall of cultural stigma that prevents many from receiving potentially life–saving treatment. I was the only Asian American person in my master’s cohort, the only Asian American person in many of my clinical work settings, the only Asian American person to walk into many of the professional settings that I pushed myself to show up to. In my current practice, I’m constantly reminded by my patients of how difficult it is to find an Asian American mental health provider, though this reminder constantly informs me that more needs to be done for my community. Day after day, I read stories of Asian American people who die by suicide as a consequence of our culture’s avoidance of mental health topics. As a DBH, my biggest goal is to use my expertise in whole–person care to amplify the conversation around mental health and help my community understand that mental healthcare is not a privilege that we are not entitled to, it is a crucial part of our healthcare that will manifest differently in us than what many Western psychology or psychiatry textbooks will describe, and that our unique experience of mental health issues are valid, important, and is time to be part of the larger conversation.

Willam ChumDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 16, 2022

Pursuing a doctorate in behavioral health is essential in helping to transform my thinking as a healthcare provider; moving from a more traditional mindset, embracing change and a “different world view” of tools for successful client outcomes. This type of advanced study will equip me with the clinical and leadership skills to be a leader on the cutting edge of behavioral health. This type of training would make me an asset to the healthcare workplace; specifically to function effectively as a change agent for the successful outcomes of the workplace and its clients.

Judith AllenDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 23, 2022 Previous Slide

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