Full Course Description List:

FPSY 5000 and above Courses

(5 credits)

Students in this course are provided with an expansive overview of forensic psychology, including basic tenets, practices, and procedures. Students explore subspecialties of forensic psychology; roles and responsibilities; and related legal, ethical, and diversity issues. They learn how forensic psychology links to the criminal justice system as they explore related topics, including criminal profiling, police psychology, psychology in the criminal courts, and correctional psychology. Through this course, students acquire a broad understanding of forensic psychology theories and concepts, which they apply to the analysis of controversial issues and contemporary challenges within the field.

(5 credits)

Students in this course are provided with an expansive overview of forensic psychology, including basic tenets, practices, and procedures. Students explore subspecialties of forensic psychology; roles and responsibilities; and related legal, ethical, and diversity issues. They have the opportunity to learn how forensic psychology links to legal systems as they explore related topics, including criminal profiling, police psychology, psychology in the criminal courts, and correctional psychology. Through this course, students can acquire a broad understanding of forensic psychology theories and concepts, which they apply to the analysis of controversial issues and contemporary challenges within the fields.

(5 credits)

In this course, students will better understand how to be an astute consumer of forensic psychology research. Basic principles of statistics, such as reliability and validity, are covered. At the same time, emphasis in this course is placed on teaching the student how to read forensic psychology research critically and how best to apply research results to forensic clinical, correctional, court, public policy, and police settings.

(5 credits)

Professionals in forensic psychology use assessments to gather data from different sources to arrive at conclusions and make decisions involving cases or issues. In this course, students examine assessments in various areas, including violence risk potential, competency to stand trial, insanity, pathology, and child custody. They examine the varied assessment instruments and procedures used in forensic settings with adults and juveniles. They also assess factors impacting assessments and related challenges, such as ethical issues and multicultural considerations. Students are provided with a foundation in the knowledge of forensic assessment rather than specific skills in administering forensic assessment instruments and interpreting results. Students demonstrate their knowledge as they apply concepts presented in the course to assess a forensic situation case study.

(5 credits)

The course is designed to identify and analyze assessment instruments associated with affective and predatory violence. Students will examine assessment areas and procedures related to psychopathy, capital punishment, juvenile offenders, child custody cases, and school shootings. For the final project, students choose a targeted school violence (TSV) offender and analyze the case. Additionally, this course explores how race, gender, and cultural issues are explored in the field of forensic psychology.

Pre-requisite

• None

Disclaimer:

Before you begin, a word of caution: This course contains content which may be disturbing and/or triggering. If you find yourself struggling with the content, you may want to reach out to Walden’s Student Assistance Program, which offers students free and confidential counseling on a variety of personal and professional issues that may be affecting the quality of their learning experiences.  Should you require support, please contact the Walden Student Assistance Program found on your student portal.

(5 credits)

Students in this course are provided with a foundation in historical and contemporary biological, psychological, and sociological theories of criminal behavior. Students consider two important questions in forensic psychology: “Who is a criminal?” and “Is criminal behavior a mental illness?”  Students explore theoretical issues that result from attempts to explain criminal behavior in forensic populations. They examine groups of offenders, including mentally disordered offenders, sex offenders, violent offenders, and juvenile offenders. Students apply ethical guidelines and standards to the study and research of criminal behavior. They also use concepts and theories to assess the behavior of criminal offenders in case study scenarios.

(5 credits)

Students in this course are provided with a foundation in historical and contemporary biological, psychological, and sociological theories of criminal behavior. Students consider two important questions in forensic psychology: "Who is a criminal?" and "Is criminal behavior a mental illness?"  Students explore theoretical issues that result from attempts to explain criminal behavior in forensic populations. They examine groups of offenders, including mentally disordered offenders, sex offenders, violent offenders, and juvenile offenders. Students apply ethical guidelines and standards to the study and research of criminal behavior. They also use concepts and theories to assess the behavior of criminal offenders in case study scenarios.

(5 credits)

A fundamental responsibility of forensic psychologists is to provide treatment, assessment, research, and training in an ethical manner. Through this course, students have the opportunity to acquire contemporary knowledge needed to apply ethical practice and professional responsibilities while working as forensic psychologists. Students explore the various roles and responsibilities of forensic psychologists. They examine the American Psychological Association's Ethical Principles of Psychologists and Code of Conduct as well as the American Psychology-Law Society's Specialty Guidelines for Forensic Psychology. Students apply these guidelines as well as critical-thinking and scholarly writing skills to describe the ethical dilemmas, professional challenges, and approaches to overcome these issues within a professional forensic psychology role of their choice.

(5 credits)

In this course, students gain the foundational knowledge necessary to evaluate and subsequently treat many different forensic populations, such as sex offenders, substance abusers, and white-collar criminals. Students analyze the use of traditional forms of intervention, including individual and group psychotherapy, as well as recent developments in intervention, such as restorative justice. Applying concepts and theories learned in the course, students develop a project scenario in which they feature an offender and describe treatment approaches as well as related ethical, legal, and multicultural factors that may impact treatment. Reflecting on the course, students also consider and discuss professional identity and goals.

(5 credits)

Understanding the characteristics and causes of atypical thoughts and actions—commonly known in mental health professions as abnormal behavior—is essential in determining accurate diagnoses, answering forensic referral questions, and planning effective treatment programs. In this course, students examine the history and evolution of abnormal psychology and how practitioners use contemporary diagnostic criteria of abnormal behavior in various settings, such as schools, rehabilitation facilities, community agencies, and forensic situations. They examine specific techniques for the diagnosis, assessment, and/or treatment of cognitive, emotional, and developmental disorders, as well as for psychophysiological and psychosocial problems. Using the scholar-practitioner model, students consider environmental and biological factors contributing to behavioral disorders. Students also investigate and discuss current and future trends, legal and ethical issues, and multicultural factors that complicate diagnosis and clinical assessment.

(2 credits)

Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. Students work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. They assess the relationship of mission and vision to professional goals, and they develop a program of study, a professional development plan, and strategies for online success. Students also explore resources used throughout the program, such as the online Walden University Library. They engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence.

(3 credits)

Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. Students build a foundation for academic and professional success as social change agents. They assess the relationship of Walden's mission and vision to professional goals. They establish connections with their peers and the broader Walden community. Students engage in course assignments focused on the practical application of scholarly writing, critical-thinking skills, academic integrity, ethics, and the promotion of professional and academic excellence within the field of psychology.

(5 credits)

Students in this course examine the theories and concepts underpinning contemporary emergency management and how to understand the phenomena of natural and human-caused disasters. Students examine the historical context of emergency management, the general process of risk assessment, the emergency management cycle, communications within emergency management and crisis planning, and the general policy and legal framework surrounding the process of emergency management in the United States with a focus on the National Incident Management System (NIMS). Case studies of major catastrophes are used to explore contemporary and practical hazard management. Students can complete the FEMA Emergency Management Institute courses IS-100.b - Introduction to Incident Command System and either IS-800.b - National Response Framework: An Introduction or IS700.a - National Incident Management System as part of this course. Nationally recognized certificates are awarded for successful completion of FEMA courses.

(5 credits)

Students in this course are provided with an expansive overview of forensic psychology, including basic tenets, practices, and procedures. Students explore subspecialties of forensic psychology; roles and responsibilities; and related legal, ethical, and diversity issues. They learn how forensic psychology links to the criminal justice system as they explore related topics, including criminal profiling, police psychology, psychology in the criminal courts, and correctional psychology. Through this course, students acquire a broad understanding of forensic psychology theories and concepts, which they apply to the analysis of controversial issues and contemporary challenges within the field.

(5 credits)

Students in this course are provided with an expansive overview of forensic psychology, including basic tenets, practices, and procedures. Students explore subspecialties of forensic psychology; roles and responsibilities; and related legal, ethical, and diversity issues. They have the opportunity to learn how forensic psychology links to legal systems as they explore related topics, including criminal profiling, police psychology, psychology in the criminal courts, and correctional psychology. Through this course, students can acquire a broad understanding of forensic psychology theories and concepts, which they apply to the analysis of controversial issues and contemporary challenges within the fields.

Pre-requisites

• FPSY 6002

(5 credits)

Forensic psychologists, and others in the field, often rely on psychological research for a variety of functions; for example, to extract empirical data about psychological tests or to determine the efficacy of different interrogation techniques. Through this course, students work toward becoming astute consumers of forensic psychology research, acquiring skills needed to understand and interpret data. Students assess the relevance of research as well as the significance of incorporating ethics into practice. They examine basic principles of statistics, such as reliability and validity. Students also learn how to critically read forensic psychology research and how best to apply research results to forensic situations in clinical, correctional, court, public policy, and police settings.

(5 credits)

Professionals in forensic psychology use assessments to gather data from different sources to arrive at conclusions and make decisions involving cases or issues. In this course, students examine assessments in various areas, including violence risk potential, competency to stand trial, insanity, pathology, and child custody. They examine the varied assessment instruments and procedures used in forensic settings with adults and juveniles. They also assess factors impacting assessments and related challenges, such as ethical issues and multicultural considerations. Students are provided with a foundation in the knowledge of forensic assessment rather than specific skills in administering forensic assessment instruments and interpreting results. Students demonstrate their knowledge as they apply concepts presented in the course to assess a forensic situation case study.

(5 credits)

The course is designed to identify and analyze assessment instruments associated with affective and predatory violence. Students will examine assessment areas and procedures related to psychopathy, capital punishment, juvenile offenders, child custody cases, and school shootings. For the final project, students choose a targeted school violence (TSV) offender and analyze the case. Additionally, this course explores how race, gender, and cultural issues are explored in the field of forensic psychology.

Pre-requisite

• None

Disclaimer:

Before you begin, a word of caution: This course contains content which may be disturbing and/or triggering. If you find yourself struggling with the content, you may want to reach out to Walden’s Student Assistance Program, which offers students free and confidential counseling on a variety of personal and professional issues that may be affecting the quality of their learning experiences.  Should you require support, please contact the Walden Student Assistance Program found on your student portal.

(5 credits)

Students in this course are provided with contemporary views, theories, and case-study analysis of maladaptive and criminal behavior, victimology, and victim-offender relationships. A broad conceptualization of criminal behavior, such as that woven from biological, sociological, and psychological perspectives is explored and evaluated. Theories of crime and the application of risk factors associated with criminal behavior are examined. Additionally, students will be exposed to specific offender groups, both violent and non-violent, including psychopaths, serial and mass murderers, criminal paraphiliacs, arsonists, white-collar thieves, scam artists, domestic terrorists, and others.

(5 credits)

Students in this course are introduced to contemporary views and theories of maladaptive and criminal behavior. They examine a broad conceptualization of criminal behavior from an interdisciplinary perspective as well as theories and application of criminal profiling. Students also explore specific views of criminal behavior germane to groups, such as psychopaths, serial offenders, and sexually violent predators. At the end of this course, students will have an understanding of the theories and practices that are the foundations of the field of criminology.

(5 credits)

A fundamental responsibility of forensic psychologists is to provide treatment, assessment, research, and training in an ethical manner. Through this course, students have the opportunity to acquire contemporary knowledge needed to apply ethical practice and professional responsibilities while working as forensic psychologists. Students explore the various roles and responsibilities of forensic psychologists. They examine the American Psychological Association's Ethical Principles of Psychologists and Code of Conduct as well as the American Psychology-Law Society's Specialty Guidelines for Forensic Psychology. Students apply these guidelines as well as critical-thinking and scholarly-writing skills to describe the ethical dilemmas, professional challenges, and approaches to overcome these issues within a professional forensic psychology role of their choice.

(5 credits)

Through this course, students explore the nature and extent of the psychological nexus of criminal homicide across various environments to include serial, mass, spree, workplace violence homicide, school shooter homicide, and child abduction homicide. Students will examine the theories and trends of these types of violent crime regarding offender and victim psychological and behavioral characteristics.

(5 credits)

In this course, students take on the role of the criminal investigative analyst/profiler as they delve into a criminal case. They explore a structured process of analyzing case file information from investigative, scientific, and behavioral perspectives utilized in assisting in the investigation and prosecution of violent criminal offenses. Within this process, they learn how to organize and analyze case file material; common profiling concepts relating to the offense, the victim, and the offender; various forms of logic, reasoning, or arguments used in analyses; and how to convey conclusions in a written report.

(5 credits)

What is the relationship between victims and those who commit crimes against them, and how does the criminal justice system protect and respond to victims of crime? In this course, students have the opportunity to answer such questions through a comprehensive assessment of victimology, a relatively new discipline in the field of criminal justice. Students examine victim patterns and tendencies and learn how victims interact with the police and the legal system. They also examine how factors of class, race, and sexual orientation affect the perception of the victim by different constituents, including the public, the court system, and the media. Students assess and discuss the concept of primary and secondary victims and gain practical insight on a range of services and resources available to all types of victims.

(5 credits)

In this course, students explore the traits and behaviors of both deviant and criminal sex offenders. Legal issues raised in both criminal and civil cases that involve sex offenses will be discussed. Students analyze the empirical evidence behind various assessment tools and treatment plans for sex offenders. They evaluate the risk for future sexual offense behavior and whether the protection of society outweighs the loss of civil liberty experienced by civil commitment for sex offenders. 

(5 credits)

In this course, students review the psychobehavioral factors of criminals who engage in criminal activities using digital social media and other online resources. Students analyze the types and trends of both domestic and global cyber crime. In addition, students will examine characteristics of cyber perpetrators and cyber victims. Students are also provided a foundational understanding of the origins and consequences of human trafficking; sexual exploitation of children from psychological, social, and legal perspectives; and how technology facilitates these types of crimes. Students in this course examine the best practices in preventing and responding to cyber crimes.

(5 credits)

In this course, students review the victims and the perpetrators of crimes involving intimate partner violence, child maltreatment and abuse, and elderly abuse. Students in this course focus on addressing the growing literature related to the psychological damage caused by these traumatic events, including the role of mental illness and how it impacts issues involving the criminal, civil, family, and juvenile law areas.

(5 credits)

Students in this course engage in an advanced exploration of the principles of threat assessment and management. They examine strategies and specific techniques for how to identify and analyze threats, evaluate warning behaviors, determine if a person poses a threat, analyze steps in the threat assessment process, and assess the pathway to violence. Additionally, they investigate the management phase of the threat assessment process, including mitigating factors and strategies to manage threat and the critical importance of utilizing the entire trained threat assessment team (e.g., mental health, administration, law enforcement) when conducting threat assessments. This course also explores biases and myths related to targeted school violence and workplace offenders. Students will synthesize and apply their threat assessment knowledge to case study scenarios across threat settings (e.g., K-12, institutions of higher education (IHE), workplace).

Disclaimer:
The intent of this course is to provide you with a comprehensive overview of empirical-based literature regarding the concepts of the threat assessment and management process. The course is not intended to provide you with the skills required to conduct and/or manage threat assessments. Before you begin, a word of caution: This course contains content which may be disturbing and/or triggering. If you find yourself struggling with the content, you may want to reach out to Walden’s Student Assistance Program, which offers students free and confidential counseling on a variety of personal and professional issues that may be affecting the quality of their learning experiences.  Should you require support, please contact the Walden Student Assistance Program found on your student portal.

(5 credits)

Interviewing individuals effectively who become involved in criminal justice, forensic mental health, and legal settings can be a challenging process. Regardless of the type of interview (i.e., clinical, forensic, or legal), when these issues are present, several problematic outcomes can result, such as misdiagnosis, ineffective treatment and discharge planning, providing inaccurate or false testimony, false confessions, wrongful convictions, misinterpretation of intent or abilities, prematurely waiving Miranda rights, probation/parole violations, etc. In this course, students develop a working knowledge of different definitions and key research findings associated with interviewing persons in these types of psycholegal settings. A variety of interviewing approaches, including helpful versus problematic approaches, will be closely examined. Students will also explore evidence-based best practices in interviewing special needs populations, which may include children, severe mental health, neurodevelopmental disorders, and cognitive impairments, to name a few. Other topics include neurobiopsychosocial factors to consider during the interviewing process, interviewer bias, acquiescence, compliance, suggestibility, confabulation, and emotional intelligence informed interviewing, among others.

Disclaimer:
The intent of this course is to provide you with a comprehensive overview of empirical-based literature regarding the concepts of the interview process, including an understanding of different types of interviewing in various psycholegal settings. Before you begin, a word of caution: This course contains content which may be disturbing and/or triggering. If you find yourself struggling with the content, you may want to reach out to Walden’s Student Assistance Program, which offers students free and confidential counseling on a variety of personal and professional issues that may be affecting the quality of their learning experiences.  Should you require support, please contact the Walden Student Assistance Program found on your student portal.

(5 credits)

This course will explore the interface of psychology and law enforcement, with an emphasis on forensic psychology and criminal justice disciplines. Landmark legal cases that pertain to psychology and criminal justice will be explored. Specific topics covered include the advanced topics of witness and expert testimony, false confessions, repressed memories, competence, the insanity defense, juvenile justice, civil commitment, and ethical principles and dilemmas that can arise in areas that involve law enforcement, and psychology.

(5 credits)

This course is designed to provide a broad overview of advanced victim issues in forensic and criminal justice settings. Students will learn to identify, analyze, explain, and discuss a wide range of advanced victim issues. The course emphasizes the effective application of problem-solving techniques. Students will apply formal and informal qualitative or quantitative analysis and skill to further understand the core topics of advanced victim issues. Students will assess and analyze ethical perspectives in systematic, normative, and forensic psychology decisions. This course explores in depth advanced victim issue terms, concepts, and ideas. Students will gain a thorough knowledge of the core literature and case studies that make up the discipline of advanced victim issues in forensic psychology and criminal justice. Students will also develop an understanding of the major theoretical aspects as well as the methods to measure advanced victim issues. The advanced issues that face victims of crime and advanced issues of the criminal justice system will also be explored.

(5 credits)

Justice is at the heart of the U.S. democratic system, yet opposing viewpoints surrounding and within the system often muddle interpretations of the law and the development of policies to promote and enforce justice. In this course, students examine events that have significantly changed how the legal system interprets the U.S. Constitution, the U.S. Code, and the U.S. Patriot Act, for example, the terrorist acts of September 11, 2001. They learn how social and historical changes have shifted perspectives and sparked debates on expanding the rights of government versus safeguarding personal civil rights and civil liberties. Through discussion with peers, assessment of contemporary articles, and examination of Supreme Course cases, students have the opportunity to reflect on and potentially broaden their own opinions and perspectives on current criminal justice affairs in regard to issues of law enforcement, public perception, policy development, and ethics.

(5 credits)

In consideration of modern technological innovation and the spread of knowledge through digital means, the relationship between technology and criminal activity is increasing. In this course, students explore this relationship and gain a comprehensive view of cyber crime, including current trends. They learn how law enforcement agencies use technology to track and apprehend criminals. Through real-world scenarios, students examine legal responses to cyber crime and learn different approaches and techniques for solving cyber crimes and handling related challenges. Students also have the opportunity to gain a comprehensive understanding of building cases and prosecuting crimes through practical exercises in identification, data mining, and the protection and gathering of evidence.

(5 credits)

This course is designed to provide an oversight of sex-offending behavior. Legal issues raised in both criminal and civil cases that involve sex offending will be discussed, as will psychological interventions that have been determined according to empirical evidence in helping reduce sex-offending behavior. Students will be expected to learn about the sex-offender assessment tools used by psychologists to conduct legal and psychological research.

(5 credits)

In this course, students use the lens of social psychology to examine both social cognitions and social behavior—nearly all phenomena that pertain to the individual in society. Students explore the topics of perceptions, attitudes, relationships and attraction, the motivation to help others, prejudice and aggression, conformity and obedience, group behavior, and the influence of culture, and they consider how knowledge of these topics can be used to effect positive social change. The application of what students learn in this course culminates in a final project in which they develop a plan for using social psychology research to address a significant social problem. Moreover, their learning in this course will extend to their personal and professional lives and truly enable students to effect positive social change as scholar-practitioners committed to doing so.

(5 credits)

A major concern of disaster response professionals is meeting basic and humanitarian needs of disaster-affected populations. In this course, students explore a range of issues, including evacuation, relocation, and tactical and strategic decisions in the immediate aftermath of an emergency episode. Students study important federal policies related to disaster response and recovery, including the National Response Framework (NRF), and they can gain an understanding of how local, state, and federal policies mesh in response and recovery efforts. Through their exploration, they study how recovery begins once the immediate threat of the emergency wanes and the focus shifts to restoring disaster-affected areas. As part of this course, students complete the FEMA Emergency Management Institute course IS208.a: State Disaster Management.

(5 credits)

The skills required to assess research and work effectively with stakeholders are among the many proficiencies required of professionals who evaluate and develop programs. In this course, students examine these skill sets as well as the history, theory, and major approaches underlying program evaluation. Students learn how to select appropriate quantitative and/or qualitative models and techniques to perform evaluations, demonstrate program effectiveness, and disseminate results. Additionally, students explore the procedures and techniques involved in offering their evaluation services to a specific group or organization. They also examine strategies to gain stakeholder interest in developing appropriate standards, research progress, and evaluation outcomes. Students acquire practical experience evaluating a program of interest through which they outline organizational structure, identify stakeholders, employ evaluation models, explain steps in planning, and predict possible challenges or stakeholder fears, for which they recommend solutions.

Pre-requisites

• FPSY 6305

(5 credits)

Through this course, students gain an understanding and awareness of vicarious trauma and compassion fatigue for trauma-response-helping professionals. They examine intervention strategies and models of treatment and prevention of vicarious trauma and compassion fatigue through the lens of counselor educators, supervisors, and clinicians. Applying course concepts, students gain hands-on practice conducting a needs assessment and examining the use of standardized instruments. They also propose social change recommendations related to vicarious trauma and compassion fatigue to promote informed and competent trauma-response-helping professionals. Students engage in course assignments that emphasize the ethical, legal, multicultural, and spiritual implications for wellness and self-care, including personal, professional, and organizational elements. As a final project, students interview a trauma-response-helping professional and develop an organizational wellness plan for their setting.

(5 credits)

Students are provided with the opportunity to synthesize knowledge and skills acquired throughout their program into a practical project designed to promote positive social change in a capstone project. During this course, students work on a capstone project in which they complete a major integrative paper on a topic related to their specialization, incorporating theoretical and practical knowledge as well as social scientific research skills acquired throughout the program. The instructor may approve other capstone projects presented by students.

Pre-requisites

• All prior coursework

(5 credits)

The specific focus of this course is on combat trauma, crisis, and stress experiences and responses of military personnel—both wartime and post-war. Students develop an understanding of the short-term and long-term impact of post-traumatic stress and vicarious trauma. In addition to focusing on how combat and wartime experiences impact individual military personnel, students also explore the effects on families. As a result, students will be better prepared to provide services and mental health support to military personnel dealing with trauma, crisis, and stress.

(5 credits)

This course is designed to provide students with an understanding of military culture. The focus of this course is on understanding the world of work for military personnel; the sociocultural identity development of military personnel; the experience of military families; support for military personnel and their families; and socioeconomic and other lifestyle challenges for military personnel. As a result of this course, students will be more informed about the mental health and social support needs of these populations.

(5 credits)

Students in this course are provided with an in-depth analysis of the treatment of women and people of color as professionals, litigants, victims, and offenders in the criminal justice system. Students examine the systemic outcomes of the intersections of race, class, sexual orientation, and gender for these groups as they relate to social justice and social inequality. Through critical examination of readings and data analysis, students learn about the complexity of the historical relationship between these groups and the U.S. criminal justice system and broader social context.

(5 credits)

In this course, students gain the foundational knowledge necessary to evaluate and subsequently treat many different forensic populations, such as sex offenders, substance abusers, and white-collar criminals. Students analyze the use of traditional forms of intervention, including individual and group psychotherapy, as well as recent developments in intervention, such as restorative justice. Applying concepts and theories learned in the course, students develop a project scenario in which they feature an offender and describe treatment approaches as well as related ethical, legal, and multicultural factors that may impact treatment. Reflecting on the course, students also consider and discuss professional identity and goals.

(5 credits)

In this course, students focus on the various aspects of the juvenile justice system and the population that it serves. As such, the course provides students with an overview of development theories, such as biological, cognitive, social-emotional, and social. Students apply these theories to cases of juvenile delinquency to determine appropriate prevention, treatment, and intervention strategies. They examine juvenile justice codes, case law, and effective methods for reporting offenses. Students also explore the changing landscape of the juvenile justice field based on current research of its population. Using theories presented in the course, students develop a delinquency-prevention or treatment program for their community, focusing on the underlying goal of social justice and change.

(5 credits)

Forensic psychology professionals play a vital role in the court system, providing consultation, expert testimony, and recommendations for treatment. In this course, students have the opportunity to acquire the knowledge and skills used by forensic psychology professionals working in the courts. Students examine major roles of psychology professionals, their responsibilities, and required proficiencies, such as oral and written communication skills. Through application-based exercises, students engage in practical exercises, such as in writing reports, planning evaluations, and preparing witnesses for testimony. Students also consider contemporary challenges, ethical and legal issues, and the impact of technology on courts in the United States. 

(5 credits)

Students in this course learn about the various roles and responsibilities of forensic psychology professionals working with and in law enforcement, the structures and organizational cultures in which they work, and the skills needed to perform daily functions, such as counseling, consulting, training, and supporting law enforcement. Students analyze and discuss common issues and challenges, including crisis situations, psychological risks of law enforcement work, and the relationship of stress and performance, including resiliency and emotional intelligence. Engaging in assignments designed to provide application of content, students gain practical insight on a variety of topics, such as ethical, legal, and diversity issues, training and development, community impact, and forensic psychology operations.

Note on licensure: The MS and PhD in Forensic Psychology programs are non-licensure programs. They do not prepare an individual to become a licensed psychology professional; or to evaluate, do therapy with, or treat individuals in correctional or related settings. In addition, the American Psychological Association’s (APA) Committee on Accreditation (CoA) does not accredit master’s-level programs and only accredits doctoral programs in professional psychology (clinical, counseling, and school). If you have questions about licensure, please contact: psyclicensure@mail.waldenu.edu. 

Disclaimer: Before you begin, a word of caution: This course contains content which may be disturbing and/or triggering. If you find yourself struggling with the content, you may want to reach out to Walden’s Student Assistance Program, which offers students free and confidential counseling on a variety of personal and professional issues that may be affecting the quality of their learning experiences.

(5 credits)

In this course, students explore the major roles that a forensic psychology professional could have within the court system. Issues such as consultation with attorneys, case conceptualization based on psychology, jury selection, eyewitness testimony, witness preparation, and expert testimony will be covered. Additionally, practical skills such as testifying in court during both direct and cross examination will be addressed.

(5 credits)

Professionals must devote considerable attention to forensic psychology perspectives and approaches to address issues such as the overpopulation of prisons; decrease in healthcare availability; and cases in which courts remand treatment in community settings. Students in this course examine forensic psychology theories and perspectives, and then they apply these concepts to various community settings. They engage in practical assignments and topical readings that focus on working with offenders upon re-entry to the community and offenders who receive nonincarceration community placements. In addition, students explore less-common applications, such as restorative justice and community crime prevention. They also analyze the impact of personal perspectives and setting on the application of forensic psychology.

(5 credits)

Students in this course explore the cultural components, research, and theory of cross-cultural psychology. In addition to the previously listed goals, students focus on the impact that culture has on the field of psychology around the world. The scope of this course is broad, with the core theme being cross-cultural psychology (focusing on cultures representing different parts of the world) and comparing cultural influence on human psychology. Many of the topics addressed are related to human development. Additionally, interactions among culture and social behaviors, health, mental health, and mental illnesses are emphasized throughout the duration of this course.

(5 credits)

Understanding the characteristics and causes of atypical thoughts and actions—commonly known in mental health professions as abnormal behavior—is essential in determining accurate diagnoses, answering forensic referral questions, and planning effective treatment programs. In this course, students examine the history and evolution of abnormal psychology and how practitioners use contemporary diagnostic criteria of abnormal behavior in various settings, such as schools, rehabilitation facilities, community agencies, and forensic situations. They examine specific techniques for the diagnosis, assessment, and/or treatment of cognitive, emotional, and developmental disorders, as well as for psychophysiological and psychosocial problems. Using the scholar-practitioner model, students consider environmental and biological factors contributing to behavioral disorders. Students also investigate and discuss current and future trends, legal and ethical issues, and multicultural factors that complicate diagnosis and clinical assessment.

(5 credits)

Students are provided with the opportunity to increase their knowledge of multicultural counseling and the delivery of psychological services as well as related skills needed in professional practice. Students explore diversity and identity issues and discuss their impact on the therapeutic relationship. They examine the application of traditional theoretical orientations and current multicultural theories to culturally diverse groups. Through a variety of assignments designed to provide practical application of content, students also investigate counseling concepts related to race and ethnicity, sex and gender, sexual orientation, social class, age, and ability.

Pre-requisites

• Counseling Residency I

(5 credits)

The impact of substance abuse on the lives of people with addictions, and the lives of their families, makes for a highly complex and challenging area of mental health counseling. Counselors working with these individuals must possess a comprehensive understanding of the background, controversies, and current approaches in regard to the treatment of substance abuse. In this course, students examine psychological aspects of addictions involving alcohol, prescription medications, and illegal substances. They also examine current research in the field of dependency and addiction. Students engage in a variety of conceptual and application-based assignments on diagnosing patients, choosing among models of treatment, planning treatment, using group and family treatment plans, and ensuring treatment efficacy. They also consider strategies to promote change, including the trans-theoretical model of behavior change.

(5 credits)

There is no shortage of natural and human-made disasters, such as war, violence, genocide, and terrorist activities. Individuals and communities impacted by such disasters often need assistance from professionals who understand the social, cultural, and psychological complexities of crisis and trauma. Students in this course investigate how these incidents impact the psychology of individuals and groups. They assess traditional and current literature and complete practical exercises to learn about theories of trauma; actions and behaviors following a disaster; stress, coping, and adjustment difficulties; psychological disorders (e.g., post-traumatic stress disorder); and available resources to deal with trauma. Considering the various ways crisis professionals can promote positive social change, students devote special attention to the importance and development of culturally appropriate, service-delivery programs and interventions for individuals affected and traumatized by disasters.

(5 credits)

Many sources define terrorism as a type of psychological warfare, as it induces fear and feelings of vulnerability. Therefore, professionals need to understand all aspects of terrorism to help prevent further terroristic acts and respond to victims who have been affected psychologically. Students in this course explore terrorism from a psychological perspective. They examine types of terrorism; contributing factors related to the development of terrorists and terrorist organizations; counterterrorism agencies and laws; the impact of terrorist events on individuals, families, and communities; prevention, intervention, and postvention with survivors; media coverage of terrorist events; human rights and ethical issues; and future trends related to the psychology of terrorism. Students also examine the threat of terrorism in their own community and evaluate the potential impact. Using concepts presented in the course, they consider applications for preventative measures as well as strategies to promote resiliency among individual and families who may become victims of terrorism.

(5 credits)

Through this course, students engage in a study of conflict, conflict resolution, and peace from psychological and social psychological perspectives. Students examine the concept of conflict and methods of addressing it, including management, resolution, and transformation; theories related to conflict resolution; approaches to conflict resolution, including negotiation and third-party interventions; and social psychological factors that influence conflict and conflict resolution. They also consider the influence of culture in conflict and conflict resolution; the role of ethics; intractable and international conflicts; the concept of peace; and how third-party approaches can contribute to the peace process. Students apply conflict resolution approaches to conflicts at all levels, from interpersonal to those involving whole nations.

(5 credits)

Students in this course examine contemporary theories on the perception of stress, appraisal of stressors, ways of coping, and the psychophysiological mechanisms involved in the stress response. They explore topical issues, including psychoneuroimmunology, behavioral nutrition, psychophysiology, traumatic stress, chronic pain, and stress-related psychophysiological and medical disorders as they relate to stress and coping. Students engage in discussions designed to provide practical application of course content. Demonstrating breadth and depth of knowledge and critical-thinking skills, students explore a topic of interest through a final research proposal and paper on a current issue related to course concepts.

Pre-requisites

• PSYC 6225

(5 credits)

Terrorism continues to be a constant threat to the American public, which leads to facilitating the need for accurate information, organized resources, and established approaches to respond to emergencies and keep the public informed. Students in this course examine terrorism and related public policy on a local, national, and international level. They also assess the need and function of systemic approaches for emergency preparedness. Students explore and discuss topical issues, such as terrorism and public health, bioterrorism, biosecurity, cyberterrorism, risk assessment, implications for public health, and components of a systemic preparedness infrastructure. Using analytic skills and tools, students assess recommendations that policymakers use in decisions to prevent or respond to terrorism. They also gain hands-on experience initiating the development and/or analysis of a terrorism-preparedness infrastructure.

(5 credits)

In this course, students prepare for their roles as counselors in areas of prevention, intervention, and consultation with specific populations in different settings. Students assess these three areas of mental health counseling, including the relationships among them, methodological applications, and related ethical and legal considerations. They also discuss a variety of topics with their peers, such as applications for social change, needs of specific populations, iatrogenic harm, professional approaches and challenges, program evaluation, and future trends. Using an action-research model, students develop a blueprint for a project to address a contemporary mental health issue through the context of prevention, intervention, or consultation.

(5 credits)

Through collaborative research and action, community psychologists work to enhance the well-being of individuals and community by understanding how communities function on many different levels. Students in this course explore the fundamental concepts and practice of community psychology. They examine guiding values and assumptions of the field, basic ecological concepts, and models of intervention. Evaluating traditional and topical research, students explore diversity in community psychology, strategies for social change, primary and secondary prevention, community mental health, empowerment, stress, and resiliency. They also have the opportunity to assess and discuss their personal and professional experiences, values, and cultural background and consider how these factors are likely to influence their work as community psychologists.

(5 credits)

Major issues in the Supreme Court have an impact on public policy at the state and local levels. Students taking this course examine major past and current U.S. Supreme Court decisions and explore how these decisions affect public policy. Topics include individual rights, property rights, administrative law, immigration law, and foreign policy. Students apply legal research and verdicts to case studies and current issues.

(5 credits)

Legal decisions and the law have an impact on the creation of public policy. Students in this course explore the relationship between laws and public policy and the impact court decisions have on policy and policy leaders. Topics include legal concepts and terminology, legal jurisdictions, case law, seminal cases, and the Supreme Court's roles and procedures. Students apply fundamental legal concepts and principles to case studies and contemporary problems.

(5 credits)

Since its inception, the Department of Homeland Security has profoundly impacted public policy and administration. Students in this course examine homeland security history, concepts, policies, and strategies of prevention and response. Topics include ethical issues, telecommunications, technology, threat assessment, contingency planning, and risk management. Students apply fundamental concepts and principles of homeland security to case studies and current issues.

(5 credits)

Students in this course critically examine the effects of recent legislation, case law, and national policies on social change and on consultation and research in forensic psychology. Students will have opportunities to explore and discuss contemporary and controversial issues such as the ethics of civil commitment, the death penalty, police use of force, investigative practices to curtail terrorism, hate crimes, and transfer of juveniles to adult criminal court. They can investigate how related legal issues affect forensic psychology and society in general. They will analyze ethical issues that often arise for forensic psychology professionals who are working in these areas.

(5 credits)

Mental health counseling professionals in all areas, especially criminal forensic psychological practice, may encounter various conflicts regarding psychological and legal approaches to treatment. Therefore, it is important for counselors to have a firm understanding of mental health law to avoid conflicts, such as issues of liability and malpractice. Students in this course are provided with the opportunity to examine several different aspects of the law related to mental health issues, including those constituting forensic psychological practice, such as civil matters (personal injury and civil competency issues) and criminal matters (competency to stand trial, criminal responsibility, diminished capacity, and death-penalty issues). Students employ recent court decisions and laws, such as the Tarasoff ruling, mandated reporting, and the Health Insurance Portability and Accountability Act (HIPAA), to examine how mental health law influences the practice of psychology and mental health counseling.

(5 credits)

Students engage in an 11-week virtual field experience during which they develop an awareness of forensic psychology professional knowledge and skills and explore related professional roles and responsibilities. Virtual experiences that mirror real-world forensic work are provided, including mock role plays, expert witness cross examinations, critical evaluations of real-world civil and criminal cases and scenarios, forensic interviewing, live discussion forums that provide constructive peer feedback, and quizzes. This course has required synchronous sessions in which students engage with colleagues and faculty in live discussions about forensic psychology topics. Students also engage in self-reflection on their personal and professional growth during the virtual field experience and how they might use the role of forensic psychology professional to effect positive social change.

(3 credits)

Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. Students build a foundation for academic and professional success as social change agents. They assess the relationship of Walden's mission and vision to professional goals. They establish connections with their peers and the broader Walden community. Students engage in course assignments focused on the practical application of scholarly writing, critical-thinking skills, academic integrity, ethics, and the promotion of professional and academic excellence within the field of psychology.

(5 credits)

Students in this course examine the theories and concepts underpinning contemporary emergency management and how to understand the phenomena of natural and human-caused disasters. Students examine the historical context of emergency management, the general process of risk assessment, the emergency management cycle, communications within emergency management and crisis planning, and the general policy and legal framework surrounding the process of emergency management in the United States with a focus on the National Incident Management System (NIMS.). Case studies of major catastrophes are used to explore contemporary and practical hazard management. Students can complete the FEMA Emergency Management Institute courses IS-100.b - Introduction to Incident Command System and either IS-800.b - National Response Framework: An Introduction or IS700.a - National Incident Management System as part of this course. Nationally recognized certificates are awarded for successful completion of FEMA courses.

(5 credits)

Students in this course are provided with an expansive overview of forensic psychology, including basic tenets, practices, and procedures. Students explore subspecialties of forensic psychology; roles and responsibilities; and related legal, ethical, and diversity issues. They learn how forensic psychology links to the criminal justice system as they explore related topics, including criminal profiling, police psychology, psychology in the criminal courts, and correctional psychology. Through this course, students acquire a broad understanding of forensic psychology theories and concepts, which they apply to the analysis of controversial issues and contemporary challenges within the field.

(5 credits)

Students in this course are provided with an expansive overview of forensic psychology, including basic tenets, practices, and procedures. Students explore subspecialties of forensic psychology; roles and responsibilities; and related legal, ethical, and diversity issues. They have the opportunity to learn how forensic psychology links to legal systems as they explore related topics, including criminal profiling, police psychology, psychology in the criminal courts, and correctional psychology. Through this course, students can acquire a broad understanding of forensic psychology theories and concepts, which they apply to the analysis of controversial issues and contemporary challenges within the fields.

(5 credits)

This research course provides students with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.

(5 credits)

This five-credit course is focused specifically on the process of writing the doctoral study prospectus. Students will use their preliminary research plan, developed previously, and develop a problem statement, to be used in the doctoral study. They further refine the problem statement and carry out the planning and the library research that will bring them to the formulation of a doctoral study prospectus. The prospectus is a brief paper, typically 15–20 pages in length, that lays out the background for the problem statement, the problem statement itself, a survey of the relevant literature (typically 25–75 references), and a research, implementation, and evaluation plan for the solution of the problem.

(5 credits)

Forensic psychologists, and others in the field, often rely on psychological research for a variety of functions; for example, to extract empirical data about psychological tests or to determine the efficacy of different interrogation techniques. Through this course, students work toward becoming astute consumers of forensic psychology research, acquiring skills needed to understand and interpret data. Students assess the relevance of research as well as the significance of incorporating ethics into practice. They examine basic principles of statistics, such as reliability and validity. Students also learn how to critically read forensic psychology research and how best to apply research results to forensic situations in clinical, correctional, court, public policy, and police settings.

(5 credits)

The course is designed to identify and analyze assessment instruments associated with affective and predatory violence. Students will examine assessment areas and procedures related to psychopathy, capital punishment, juvenile offenders, child custody cases, and school shootings. For the final project, students choose a targeted school violence (TSV) offender and analyze the case. Additionally, this course explores how race, gender, and cultural issues are explored in the field of forensic psychology.

Pre-requisite

• None

Disclaimer:

Before you begin, a word of caution: This course contains content which may be disturbing and/or triggering. If you find yourself struggling with the content, you may want to reach out to Walden’s Student Assistance Program, which offers students free and confidential counseling on a variety of personal and professional issues that may be affecting the quality of their learning experiences.  Should you require support, please contact the Walden Student Assistance Program found on your student portal.

(5 credits)

Students in this course are provided with contemporary views, theories, and case-study analysis of maladaptive and criminal behavior, victimology, and victim-offender relationships. A broad conceptualization of criminal behavior, such as that woven from biological, sociological, and psychological perspectives, is explored and evaluated. Theories of crime and the application of risk factors associated with criminal behavior are examined. Additionally, students will be exposed to specific offender groups, both violent and nonviolent, including psychopaths, serial and mass murderers, criminal paraphiliacs, arsonists, white-collar thieves, scam artists, domestic terrorists, and others.

(5 credits)

To understand adult learning, one must ask and answer complex questions: Who is the adult learner? What is the social context of learning? What motivates adult learners? In this course, education professionals explore the theories and frameworks that inform the field of adult learning today. They identify, compare, and contrast foundational and emerging perspectives on adult learning with the aim of transforming theory into practice. They engage in an integrative course project through which they synthesize and apply various theories to real-world situations, including their own development; summarize how the idea of wisdom impacts their experiences as adult learners; interview an adult learner; and assess various perspectives in regard to educating diverse learners.

(5 credits)

Emerging technologies are rapidly altering the field of adult education today. Innovative technologies are removing traditional boundaries to learning and encouraging a global perspective on school, work, and communications. New developments in software, multimedia applications, Internet technologies, and mobile computing are transforming the educational landscape and empowering learners around the world. Educators and students leverage these advances to enhance the learning process and improve outcomes in today's digital information society.

(5 credits)

This five-credit course is focused specifically on the process of writing the doctoral study prospectus. Students will use their preliminary research plan, developed previously, and develop a problem statement, to be used in the doctoral study. They further refine the problem statement and carry out the planning and the library research that will bring them to the formulation of a doctoral study prospectus. The prospectus is a brief paper, typically 15–20 pages in length, that lays out the background for the problem statement, the problem statement itself, a survey of the relevant literature (typically 25–75 references), and a research, implementation, and evaluation plan for the solution of the problem.

PhD in Forensic Psychology Students Entering With a BS Degree Pre-requisites

• FPSY 8700
• RSCH 8260
• RSCH 8360

PhD in Forensic Psychology Students Entering With an MS Degree Pre-requisites

• FPSY 8700
• RSCH 8260
• RSCH 8360
• FPSY 8412

(5 credits)

Risk assessment and mitigation are key components to effective emergency management and all-hazard planning and response. Students in this course focus on the methods and techniques required to assess an organization or government's risk associated with the protection of human life and capital assets. They study ways to evaluate the social vulnerabilities to disaster and the special needs of at-risk populations, and they explore methods to reduce vulnerabilities and build capacity through structural and nonstructural mitigation. Additionally, students complete the FEMA Emergency Management Institute course IS-393.a: Introduction to Hazard Mitigation as part of this course.

(5 credits)

Through this course, students explore the nature and extent of the psychological nexus of criminal homicide across various environments to include serial, mass, spree, workplace violence homicide, school shooter homicide, and child abduction homicide. Students will examine the theories and trends of these types of violent crime regarding offender and victim psychological and behavioral characteristics.

(5 credits)

Law enforcement officials characterize serial murder among one of the most abhorrent of all criminal behaviors. In this course, students examine the interest in serial and mass murder in popular culture and explore typologies and theories of criminal behavior. They assess and discuss the history and evolution of profiling; roles, goals, and responsibilities of profilers; the use of profiling in criminal investigations; and populations victimized by serial and mass murderers. Students also apply typologies and criminal theories to real-world case scenarios. This course is designed to provide an overview of theory and research in the core areas of forensic psychology, as it pertains to the interdisciplinary behavioral science that provides psychological profiling and assessments of political leaders and individuals in a variety of situations.

(5 credits)

What is the relationship between victims and those who commit crimes against them, and how does the criminal justice system protect and respond to victims of crime? In this course, students have the opportunity to answer such questions through a comprehensive assessment of victimology, a relatively new discipline in the field of criminal justice. Students examine victim patterns and tendencies and learn how victims interact with the police and the legal system. They also examine how factors of class, race, and sexual orientation affect the perception of the victim by different constituents, including the public, the court system, and the media. Students assess and discuss the concept of primary and secondary victims and gain practical insight on a range of services and resources available to all types of victims.

(5 credits)

This course is designed to provide an oversight of sex-offending behavior. Legal issues raised in both criminal and civil cases that involve sex offenses will be discussed. Psychological interventions have been determined to have empirical evidence in helping to reduce sex-offending behavior. Students will be expected to learn about the sex-offender assessment tools used by psychologists to conduct legal and psychological research.

(5 credits)

In this course, students review the psychobehavioral factors of criminals who engage in criminal activities using digital social media and other online resources. Students analyze the types and trends of both domestic and global cyber crime. In addition, students will examine characteristics of cyber perpetrators and cyber victims. Students are also provided a foundational understanding of the origins and consequences of human trafficking; sexual exploitation of children from psychological, social, and legal perspectives; and how technology facilitates these types of crimes. Lastly, the students in this course examine the best practices in preventing and responding to cyber crimes.

(5 credits)

In this course, students review the victims and the perpetrators of crimes involving intimate partner violence, child maltreatment and abuse, and elder abuse. Students address the growing literature related to the psychological damage caused by these traumatic events, including the role of mental illness and how it impacts issues involving the criminal, civil, family, and juvenile law areas.

(5 credits)

Students in this course engage in an advanced exploration of the principles of threat assessment and management. They examine strategies and specific techniques for how to identify and analyze threats, evaluate warning behaviors, determine if a person poses a threat, analyze steps in the threat assessment process, and assess the pathway to violence. Additionally, they investigate the management phase of the threat assessment process, including mitigating factors and strategies to manage threat and the critical importance of utilizing the entire trained threat assessment team (e.g., mental health, administration, law enforcement) when conducting threat assessments. This course also explores biases and myths related to targeted school violence and workplace offenders. Students will synthesize and apply their threat assessment knowledge to case study scenarios across threat settings (e.g., K-12, institutions of higher education (IHEs), workplace).

Disclaimer: The intent of this course is to provide you with a comprehensive overview of empirical-based literature regarding the concepts of the threat assessment and management process. The course is not intended to provide you with the skills required to conduct and/or manage threat assessments. Before you begin, a word of caution: This course contains content which may be disturbing and/or triggering. If you find yourself struggling with the content, you may want to reach out to Walden’s Student Assistance Program, which offers students free and confidential counseling on a variety of personal and professional issues that may be affecting the quality of their learning experiences. Should you require support, please contact the Walden Student Assistance Program found on your student portal.

(5 credits)

Students in this course explore advanced contemporary psychology issues related to law enforcement, including how psychology is practically applied in law enforcement settings, what professional services psychology practitioners can provide, and what ethical, legal, and cultural issues commonly confront law enforcement. They broaden their understanding of on-the-job experiences that can affect the mental health of law enforcement personnel, including common challenges of individual and organizational stress, trauma and grief, and relationship issues. Students engage in assignments designed to provide practical, evidence-based mental health strategies forensic psychology professionals can use to manage law enforcement stress, including wellness programs, peer support, and self-care. Students examine internal organizational structures of law enforcement, including leadership development and management and contemporary issues and techniques used to assess law enforcement candidates.

(5 credits)

This course is designed to provide a broad overview of advanced victim issues in forensic and criminal justice settings. Students will learn to identify, analyze, explain, and discuss a wide range of advanced victim issues. The course emphasizes the effective application of problem-solving techniques. Students will apply formal and informal qualitative or quantitative analysis and skill to further understand the core topics of advanced victim issues. Students will assess and analyze ethical perspectives in systematic, normative, and forensic psychology decisions. This course explores in depth advanced victim issue terms, concepts, and ideas. Students will gain a thorough knowledge of the core literature and case studies that make up the discipline of advanced victim issues in forensic psychology and criminal justice. Students will also develop an understanding of the major theoretical aspects as well as the methods to measure advanced victim issues. The advanced issues that face victims of crime and advanced issues of the criminal justice system will also be explored.

(5 credits)

Organizational and professional development (OPD) professionals promote and implement organizational change by using fundamental techniques of change management. Students in this course examine and apply these tools, including consulting competencies, approaches, and organizational change models to learn the skills of an OPD consultant. Students explore methods for accelerating individual, group, and organizational performance through consulting, coaching, and change management. They also explore related topics, such as organizational assessment; team development; strategic planning; group dynamics; power, politics, and influence; leadership; and conflict management. Students apply course concepts to the assessment of an organization and the development of strategies to address identified needs for change.

(5 credits)

Justice is at the heart of the U.S. democratic system, yet opposing viewpoints surrounding and within the system often muddle interpretations of the law and the development of policies to promote and enforce justice. In this course, students examine events that have significantly changed how the legal system interprets the U.S. Constitution, the U.S. Code, and the U.S. Patriot Act, for example, the terrorist acts of September 11, 2001. They learn how social and historical changes have shifted perspectives and sparked debates on expanding the rights of government versus safeguarding personal civil rights and civil liberties. Through discussion with peers, assessment of contemporary articles, and examination of Supreme Course cases, students have the opportunity to reflect on and potentially broaden their own opinions and perspectives on current criminal justice affairs in regard to issues of law enforcement, public perception, policy development, and ethics.

(5 credits)

In consideration of modern technological innovation and the spread of knowledge through digital means, the relationship between technology and criminal activity is increasing. In this course, students explore this relationship and gain a comprehensive view of cyber crime, including current trends. They learn how law enforcement agencies use technology to track and apprehend criminals. Through real-world scenarios, students examine legal responses to cyber crime and learn different approaches and techniques for solving cyber crimes and handling related challenges. Students also have the opportunity to gain a comprehensive understanding of building cases and prosecuting crimes through practical exercises in identification, data mining, and the protection and gathering of evidence.

(5 credits)

In this course, students review the victims and the perpetrators of crimes involving intimate partner violence, child maltreatment and abuse, and elder abuse. Students address the growing literature related to the psychological damage caused by these traumatic events, including the role of mental illness and how it impacts issues involving the criminal, civil, family, and juvenile law areas.

(5 credits)

Factors of cognitions and social behavior are at the root of nearly all experiences pertaining to individuals in society. In this course, students use the lens of social psychology to examine perceptions, attitudes, relationships and attraction, motivation to help others, prejudice and aggression, conformity and obedience, group behavior, and the influence of culture. Students apply knowledge and skills gained in the course to a final project in which they develop a plan for using social psychology research to address a significant social problem. Moreover, students consider ways to extend lessons learned to their personal and professional lives to effect positive social change as scholar-practitioners.

(5 credits)

In this course, students are introduced to theories, research, and themes that form the tenets of psychology. Basic theoretical models will be reviewed, including psychodynamic, cognitive, developmental, social learning/socio-cognitive, behaviorist, learning and motivation, systems, biopsychosocial, and gender theories. Theories encompassing diverse populations, including cross-cultural and feminist theories, will also be examined. Students will critically examine the strengths and limitations of these theories and their utility in the field of psychology. Contemporary themes in psychology will be explored, with an emphasis on application of theories designed to effect positive social change. 

(5 credits)

A major concern of disaster response professionals is meeting basic and humanitarian needs of disaster-affected populations. In this course, students explore a range of issue, including evacuation, relocation, and tactical and strategic decisions in the immediate aftermath of an emergency episode. Students study important federal policies related to disaster response and recovery, including the National Response Framework (NRF), and they can gain an understanding of how local, state, and federal policies mesh in response and recovery efforts. Through their exploration, they study how recovery begins once the immediate threat of the emergency wanes and the focus shifts to restoring disaster-affected areas. As part of this course, students complete the FEMA Emergency Management Institute course IS208.a: State Disaster Management.

(5 credits)

In this course, students have the opportunity to build a foundation in the design of qualitative, quantitative, and mixed-method approaches to psychological research. Students learn the strengths and limitations of each method and under what circumstances each approach would be the most appropriate research design. They also learn the importance of scholarly writing as well as how to identify a topic for research and how to conduct a literature search. Students gain hands-on practice developing a research proposal through which they address key elements, such as collecting and analyzing data, writing an introduction, stating a purpose for the study, identifying research questions and hypotheses, using theory, and defining the significance of the study. Additionally, students consider the legal and ethical issues associated with human subjects' protection.

Pre-requisites

• FPSY 6305

Note: To register for this course, please contact the Student Success Advising Team.

(5 credits)

The skills required to assess research and work effectively with stakeholders are among the many proficiencies required of professionals who evaluate and develop programs. In this course, students examine these skill sets as well as the history, theory, and major approaches underlying program evaluation. Students learn how to select appropriate quantitative and/or qualitative models and techniques to perform evaluations, demonstrate program effectiveness, and disseminate results. Additionally, students explore the procedures and techniques involved in offering their evaluation services to a specific group or organization. They also examine strategies to gain stakeholder interest in developing appropriate standards, research progress, and evaluation outcomes. Students acquire practical experience evaluating a program of interest through which they outline organizational structure, identify stakeholders, employ evaluation models, explain steps in planning, and predict possible challenges or stakeholder fears, for which they recommend solutions.

Pre-requisites

• RSCH 8210

(5 quarter credits)

Interviewing individuals effectively who become involved in criminal justice, forensic mental health, and legal settings can be a challenging process. Regardless of the type of interview (i.e., clinical, forensic, or legal), when these issues are present, several problematic outcomes can result, such as misdiagnosis, ineffective treatment and discharge planning, providing inaccurate or false testimony, false confessions, wrongful convictions, misinterpretation of intent or abilities, prematurely waiving Miranda rights, probation/parole violations, etc. In this course, students develop a working knowledge of different definitions and key research findings associated with interviewing persons in these types of psycholegal settings. A variety of interviewing approaches, including helpful versus problematic approaches, will be closely examined. Students will also explore evidence-based best practices in interviewing special needs populations, which may include children, severe mental health, neurodevelopmental disorders, and cognitive impairments, to name a few. Other topics include neurobiopsychosocial factors to consider during the interviewing process, interviewer bias, acquiescence, compliance, suggestibility, confabulation, and emotional intelligence informed interviewing, among others.

Disclaimer: The intent of this course is to provide you with a comprehensive overview of empirical-based literature regarding the concepts of the interview process, including an understanding of different types of interviewing in various psycholegal settings. Before you begin, a word of caution: This course contains content which may be disturbing and/or triggering. If you find yourself struggling with the content, you may want to reach out to Walden’s Student Assistance Program, which offers students free and confidential counseling on a variety of personal and professional issues that may be affecting the quality of their learning experiences. Should you require support, please contact the Walden Student Assistance Program found on your student portal.

(5 credits)

Students in this course are provided with a broad perspective on the history of the U.S. Patriot Act, similar terroristic legislation and immigration laws, and their policy implications on law enforcement, governmental entities, organizations, and individuals. They receive a basic foundation upon which to build for those public administrators and public policy analysts who are charged with drafting and implementing public policy and enforcing and/or responding to potential terroristic threats, while simultaneously upholding and protecting constitutional freedoms. Material for this course is drawn from contemporary texts, websites, case studies, and material representing international, national, and local governments and organizations. Students critically review and analyze the U.S. Patriot Act and similar terroristic legislation and policies, and they participate in online discussions about these laws and their implications on U.S. constitutional freedoms. 

(5 credits)

Students in this course are provided with an overview of terrorism—local, national, and international—and the need to develop a systemic approach for emergency preparedness. Topics include, but are not limited to, terrorism overview, terrorism and public health, bioterrorism, biosecurity, cyber terrorism, risk assessment, implications for public health, and components of a systemic preparedness infrastructure. Course participants begin the development and/or analysis of a terrorism preparedness infrastructure and participate in online discussions.

(5 credits)

Students in this course examine the principles of emergency planning, selection of leaders, specialized planning (e.g., schools, tourism), mutual aid, and leadership theories. Public administrators receive a basic foundation to develop a critical incident plan and also understand leadership theories. Course participants critically analyze case studies, identifying weaknesses and potential solutions. 

(5 credits)

Through this course, students gain an understanding and awareness of vicarious trauma and compassion fatigue for trauma-response-helping professionals. They examine intervention strategies and models of treatment and prevention of vicarious trauma and compassion fatigue through the lens of counselor educators, supervisors, and clinicians. Applying course concepts, students gain hands-on practice conducting a needs assessment and examining the use of standardized instruments. They also propose social change recommendations related to vicarious trauma and compassion fatigue to promote informed and competent trauma-response-helping professionals. Students engage in course assignments that emphasize the ethical, legal, multicultural, and spiritual implications for wellness and self-care, including personal, professional, and organizational elements. As a final project, students interview a trauma-response-helping professional and develop an organizational wellness plan for their setting.

(5 credits)

Students in this course engage in collaborative study of the nature and methods of transformative change in the complex human systems of contemporary public organizations. Students learn a pragmatic-action learning process for learning from the experience of transformative change in complex systems. The dynamics of complex adaptive systems are studied to gain an understanding of how large-scale and highly interrelated human systems change through self-organization. Appreciative inquiry and other selected methods of transformative change are studied and applied to a positive organizational change situation of special interest to the students. Students also develop professional-action habits for pragmatic-action learning in the practice of public administration.

(5 credits)

In today's complex environment, leaders engaged in shaping public policy must know how to use the emotional as well as the intellectual power of language to motivate, inspire, and competently manage their organizations. Dynamic leadership requires understanding and use of techniques that affect both conscious and unconscious influences on human behavior. Effective communication connects at many different levels. Students gain both theoretical and practical information demonstrating the necessary components for making such connections and showing why stories, symbols, and metaphors are essential elements in the language of leadership.

(5 credits)

In this course, students are allowed to examine current trends and issues in forensic psychology through the lens of developing their own expertise and forming a consultative group with fellow doctoral students. Students develop skills and expertise necessary as forensic consultants and expert witnesses and in criminal investigative analysis. In this seminar-style course, students apply problem-based learning to cases and scenarios such as juvenile delinquency, terrorism, and human trafficking. They address the ethical challenges faced by forensic psychologist professionals and analyze the role of restorative justice for positive social change.

PhD in Forensic Psychology Students Entering With a BS Degree

Pre-requisites

• FPSY 8002
• FPSY 8720
• FPSY 8135
• FPSY 8116
• FPSY 8126
• FPSY 8762
• FPSY 8314
• RSCH 8260
• RSCH 8360
• FPSY 8700

PhD in Forensic Psychology Students Entering With an MS Degree

Pre-requisites

• FPSY 8002
• FPSY 8102
• FPSY 8412
• RSCH 8260
• RSCH 8360
• FPSY 8126
• FPSY 8910
• FPSY 8700

(5 credits)

Students in this course engage in a collaborative study of the changing strategic context of criminal justice management and leadership. Students will understand the strategic context for stakeholder relations needed while resolving issues in criminal justice. They engage in readings and practical assignments that emphasize management and leadership in a time of unprecedented and unpredictable change. Students also work toward being able to apply data and statistics to engage communities and to design program evaluations.

(5 credits)

Students in this course examine and receive support for student readiness regarding the use of quantitative and qualitative research approaches. They study research fundamentals, including the distinction between social problems and research problems, the functions of research problems versus research purpose statements, and the role of theory and conceptual framework in informing research. Students examine quantitative and qualitative concepts central to research methods, design, and analysis. They also study how research design, methods, and analyses properly align for both quantitative and qualitative approaches. Students demonstrate their knowledge by creating two research outlines, using quantitative and qualitative approaches, which they develop throughout the course. They determine appropriate conditions for the use of mixed-methods approaches and differentiate between types of mixed-methods research designs. Students engage in pre- and post-assessments of skills and knowledge.

(5 credits)

Students in this course examine the application of behavioral theories in organizational settings. The focus is on individual, group, and organizational behavior. Topics include individual differences in employee motivation and job satisfaction, group development, team building, organizational leadership and organizational design, culture, and development. Students acquire a broad knowledge base in organizational psychology, its research, and its applications.

(5 credits)

In this course, students gain the foundational knowledge necessary to evaluate and subsequently treat many different forensic populations, such as sex offenders, substance abusers, and white-collar criminals. Students analyze the use of traditional forms of intervention, including individual and group psychotherapy, as well as recent developments in intervention, such as restorative justice. Applying concepts and theories learned in the course, students develop a project scenario in which they feature an offender and describe treatment approaches as well as related ethical, legal, and multicultural factors that may impact treatment. Reflecting on the course, students also consider and discuss professional identity and goals.

(5 credits)

In this course, students focus on the various aspects of the juvenile justice system and the population that it serves. As such, the course provides students with an overview of development theories, such as biological, cognitive, social-emotional, and social. Students apply these theories to cases of juvenile delinquency to determine appropriate prevention, treatment, and intervention strategies. They examine juvenile justice codes, case law, and effective methods for reporting offenses. Students also explore the changing landscape of the juvenile justice field based on current research of its population. Using theories presented in the course, students develop a delinquency-prevention or treatment program for their community, focusing on the underlying goal of social justice and change.

(5 credits)

Forensic psychology professionals play a vital role in the court system, providing consultation, expert testimony, and recommendations for treatment. In this course, students have the opportunity to acquire the knowledge and skills used by forensic psychology professionals working in the courts. Students examine major roles of psychology professionals, their responsibilities, and required proficiencies, such as oral and written communication skills. Through application-based exercises, students engage in practical exercises, such as in writing reports, planning evaluations, and preparing witnesses for testimony. Students also consider contemporary challenges, ethical and legal issues, and the impact of technology on courts in the United States. 

(5 credits)

Students in this course learn about the various roles and responsibilities of forensic psychology professionals working with and in law enforcement, the structures and organizational cultures in which they work, and the skills needed to perform daily functions, such as counseling, consulting, training, and supporting law enforcement. Students analyze and discuss common issues and challenges, including crisis situations, psychological risks of law enforcement work, and the relationship of stress and performance, including resiliency and emotional intelligence. Engaging in assignments designed to provide application of content, students gain practical insight on a variety of topics, such as ethical, legal, and diversity issues, training and development, community impact, and forensic psychology operations.

Note on licensure: The MS and PhD in Forensic Psychology programs are non-licensure programs. They do not prepare an individual to become a licensed psychology professional; or to evaluate, do therapy with, or treat individuals in correctional or related settings. In addition, the American Psychological Association’s (APA) Committee on Accreditation (CoA) does not accredit master’s-level programs and only accredits doctoral programs in professional psychology (clinical, counseling, and school). If you have questions about licensure, please contact: psyclicensure@mail.waldenu.edu. 

Disclaimer: Before you begin, a word of caution: This course contains content which may be disturbing and/or triggering. If you find yourself struggling with the content, you may want to reach out to Walden’s Student Assistance Program, which offers students free and confidential counseling on a variety of personal and professional issues that may be affecting the quality of their learning experiences.

(5 credits)

Students in this course cover the major roles that a forensic psychologist could have within the court system. Issues such as expert testimony, jury selection, eyewitness testimony, and consultation with attorneys will be covered. Additionally, practical skills such as documentation and report writing will be addressed.

(5 credits)

Professionals must devote considerable attention to forensic psychology perspectives and approaches to address issues such as the overpopulation of prisons; decrease in healthcare availability; and cases in which courts remand treatment in community settings. Students in this course examine forensic psychology theories and perspectives, and then they apply these concepts to various community settings. They engage in practical assignments and topical readings that focus on working with offenders upon re-entry to the community and offenders who receive nonincarceration community placements. In addition, students explore less-common applications, such as restorative justice and community crime prevention. They also analyze the impact of personal perspectives and setting on the application of forensic psychology.

(5 credits)

Public policy implementation can take place in various types of organizations. In this course, learners engage in a collaborative study of strategic planning, management, and leadership in the context of public and nonprofit organizations. Students in this course identify, analyze, and evaluate the intricate relationships between strategic planning, management, and leadership from an international perspective. Students connect three key institutional elements: thinking, acting, and leading strategically. Students apply a management systems approach as they develop, adopt, manage, and lead a strategic plan for an international public or nonprofit organization or with an international focus. Students will understand the strategic context for practical decision making for international public and nonprofit organizations, emphasizing the central role of the environment in the strategic planning process. Students are offered a hands-on approach in this course that tests their ability to make effective and timely management and leadership decisions in complex and uncertain conditions.

(5 credits)

Effective community leaders must be familiar with a wide range of tools, strategies, and skills to create sustainable communities. In this course, students examine these elements to learn how leaders build capacity for community change; assess community needs and resources; create community visions; promote stakeholder interest and participation; analyze community problems; and carry out practices and interventions to improve sustainability in communities. They also explore sustainability frameworks and models, and they apply these and other concepts presented in the course to develop a proposal for sustainable community development, focusing on community assessment, stakeholder involvement, and development planning.

(5 credits)

Students in this course are engaged in a collaborative study of the nature and methods of transformative change in the complex human systems of contemporary public organizations. Students explore and employ a pragmatic-action-learning process for studying the experience of transformative change in complex systems. They examine the dynamics of complex adaptive systems to gain an understanding of how large-scale and highly interrelated human systems change through self-organization. Students explore and apply appreciative inquiry and other selected methods of transformative change to a positive organizational-change situation of personal interest. They also have the opportunity to develop professional-action habits for pragmatic-action learning in the practice of public administration.

(2 credits)

The purpose of this course is to help students prepare to write a well-structured, soundly presented, critical literature review. Students in the course cover topic selection, research analysis, writing, and editing. Upon completing the course, students produce an annotated bibliography and outline of a literature review using a minimum of 10 self-selected research articles. This course is appropriate for doctoral students who are preparing for their dissertation research.

(2 credits)

The purpose of this course is to help students prepare to write a well-structured, soundly presented, critical literature review. Students in the course cover topic selection, research analysis, writing, and editing. Upon completing the course, students produce an annotated bibliography and outline of a literature review using a minimum of 10 self-selected research articles. This course is appropriate for doctoral students who are preparing for their dissertation research. 

(5 credits)

Understanding the characteristics and causes of atypical thoughts and actions—commonly known in mental health professions as abnormal behavior—is essential in determining accurate diagnoses, answering forensic referral questions, and planning effective treatment programs. In this course, students examine the history and evolution of abnormal psychology and how practitioners use contemporary diagnostic criteria of abnormal behavior in various settings, such as schools, rehabilitation facilities, community agencies, and forensic situations. They examine specific techniques for the diagnosis, assessment, and/or treatment of cognitive, emotional, and developmental disorders, as well as for psychophysiological and psychosocial problems. Using the scholar-practitioner model, students consider environmental and biological factors contributing to behavioral disorders. Students also investigate and discuss current and future trends, legal and ethical issues, and multicultural factors that complicate diagnosis and clinical assessment.

(5 credits)

There is no shortage of natural and human-made disasters, such as war, violence, genocide, and terrorist activities. Individuals and communities impacted by such disasters often need assistance from professionals who understand the social, cultural, and psychological complexities of crisis and trauma. Students in this course investigate how these incidents impact the psychology of individuals and groups. They assess traditional and current literature and complete practical exercises to learn about theories of trauma; actions and behaviors following a disaster; stress, coping, and adjustment difficulties; psychological disorders (e.g., post-traumatic stress disorder); and available resources to deal with trauma. Considering the various ways crisis professionals can promote positive social change, students devote special attention to the importance and development of culturally appropriate, service-delivery programs and interventions for individuals affected and traumatized by disasters.

(5 credits)

Students in this course examine contemporary theories on the perception of stress, appraisal of stressors, ways of coping, and the psychophysiological mechanisms involved in the stress response. They explore topical issues, including psychoneuroimmunology, behavioral nutrition, psychophysiology, traumatic stress, chronic pain, and stress-related psychophysiological and medical disorders as they relate to stress and coping. Students engage in discussions designed to provide practical application of course content. Demonstrating breadth and depth of knowledge and critical-thinking skills, students explore a topic of interest through a final research proposal and paper on a current issue related to course concepts.

(5 credits)

Forensic psychologists and others in the field often rely on psychological research for a variety of functions; for example, to extract empirical data about psychological tests or to determine the efficacy of different interrogation techniques. Through this course, students work toward becoming astute consumers of forensic psychology research, acquiring skills needed to understand and interpret data. Students assess the relevance of research as well as the significance of incorporating ethics into practice. They examine basic principles of statistics, such as reliability and validity. Students also learn how to critically read forensic psychology research and how best to apply research findings.

(5 credits)

Students in this course examine techniques and issues related to teaching psychology at the college and/or university level. The primary focus is on teaching skills, developing rapport with students, managing the course, and managing the classroom. Classroom communication and ethical issues relevant to both faculty and students are also covered.

(5 credits)

Students in this course explore instructional design for the development of online courses. Different types of online courses and the roles of online instructors are addressed. Students analyze learning theories and approaches for promoting community in online classrooms. Students analyze criteria for developing learning objectives and online instructional strategies in relation to diverse student populations. Issues related to technology, copyright compliance, fair use, and academic integrity are explored. Students analyze assessment and evaluation approaches and explore future trends in online higher education in relation to delivery of instruction and positive social change.

(5 credits)

In this course, students prepare for their roles as counselors in areas of prevention, intervention, and consultation with specific populations in different settings. Students assess these three areas of mental health counseling, including the relationships among them, methodological applications, and related ethical and legal considerations. They also discuss a variety of topics with their peers, such as applications for social change, needs of specific populations, iatrogenic harm, professional approaches and challenges, program evaluation, and future trends. Using an action-research model, students develop a blueprint for a project to address a contemporary mental health issue through the context of prevention, intervention, or consultation.

(5 credits)

Legal decisions and the law have an impact on the creation of public policy. Students in this course explore the relationship between laws and public policy and the impact court decisions have on policy and policy leaders. Topics include legal concepts and terminology, legal jurisdictions, case law, seminal cases, and the Supreme Court's roles and procedures. Students apply fundamental legal concepts and principles to case studies and contemporary problems.

(5 credits)

Through collaborative research and action, community psychologists work to enhance the well-being of individuals and community by understanding how communities function on many different levels. Students in this course explore the fundamental concepts and practice of community psychology. They examine guiding values and assumptions of the field, basic ecological concepts, and models of intervention. Evaluating traditional and topical research, students explore diversity in community psychology, strategies for social change, primary and secondary prevention, community mental health, empowerment, stress, and resiliency. They also have the opportunity to assess and discuss their personal and professional experiences, values, and cultural background and consider how these factors are likely to influence their work as community psychologists.

(5 credits)

There is a wealth of vital legal knowledge available to public policy practitioners. In this course, students will be introduced to a number of print and electronic resources available for legal research and will gain an understanding of how the law is used to inform the creation of public policy. Topics include navigating legal libraries, citing cases, and using research to support public policy. Students apply legal research to case studies and contemporary issues.

(5 credits)

Major issues in the Supreme Court have an impact on public policy at the state and local levels. In this course, students examine major past and current U.S. Supreme Court decisions and explore how these decisions affect public policy. Topics include individual rights, property rights, administrative law, immigration law, and foreign policy. Students apply legal research and verdicts to case studies and current issues. Outsourcing of public programs is also examined.

(5 credits)

Students in this course critically examine the effects of recent legislation, case law, and national policies on social change and on consultation and research in forensic psychology. Students have opportunities to explore and discuss contemporary and controversial issues such as the ethics of civil commitment, the death penalty, police use of force, investigative practices to curtail terrorism, hate crimes, and transfer of juveniles to adult criminal court and how related legal issues affect forensic psychology and society in general. They also analyze ethical issues that often arise for forensic psychology professionals who are working in these areas.

(5 credits)

Mental health counseling professionals in all areas, especially criminal forensic psychological practice, may encounter various conflicts regarding psychological and legal approaches to treatment. Therefore, it is important for counselors to have a firm understanding of mental health law to avoid conflicts, such as issues of liability and malpractice. Students in this course are provided with the opportunity to examine several different aspects of the law related to mental health issues, including those constituting forensic psychological practice, such as civil matters (personal injury and civil competency issues) and criminal matters (competency to stand trial, criminal responsibility, diminished capacity, and death-penalty issues). Students employ recent court decisions and laws, such as the Tarasoff ruling, mandated reporting, and the Health Insurance Portability and Accountability Act (HIPAA), to examine how mental health law influences the practice of psychology and mental health counseling.

(5 credits)

Students engage in a 12-week practical field experience at a site specific to students' degree program and their anticipated employment setting or service population. Students work a specified amount of time on site, interact with peers, and share their experiences and perspectives. Gaining hands-on, practical experience, they apply concepts and theories learned throughout the program to the responsibilities encountered in their field experience setting.

(1 credits)

Dissertation Companion Course 1 on the Journey to the Community of Scholars gets students prepared for the dissertation process. Students are introduced to the Doctoral Degree Coach™, helpful dissertation resources, time management strategies, and potential topics relevant to their field of study. Students also examine exemplar dissertations to better understand the journey they will be undertaking.

(1 credits)

Dissertation Companion Course 2 on the Journey to the Communities of Scholars represents the preboarding phase of the dissertation journey. Students learn how to use the library, develop doctoral-level writing strategies, and write a literature review. Students also examine how social problems drive scientific inquiry.

(1 credits)

Dissertation Companion Course 3 on the Journey to the Communities of Scholars has students take off into developing critical elements of a scientific study. Students distinguish the characteristics of strong quantitative and qualitative research questions and evaluate theoretical frameworks with respect to their alignment with a dissertation. Students will engage in an iterative process of developing research questions through peer review.

(1 credits)

Dissertation Companion Course 4 on the Journey to the Community of Scholars has students fly toward drafting all sections of their PhD prospectus form and developing methods appropriate to answer a research question as well as explain the nature and significance of a scientific study. Students evaluate how to align various elements of a dissertation and ensure ethical concerns are addressed. Students end this seminar with a solid, complete draft of their PhD prospectus.

(1 credits)

Dissertation Companion Course 5 culminates your journey toward developing a prospectus. This seminar focuses on creating the final draft of your Prospectus Form. You will receive a final round of feedback from your peers and Instructor and deliver and finish out the seminar with a strengthened iteration of your prospectus. You will also deliver an asynchronous presentation of your proposed study. Finally, you will assess your research skills and submit one last prospectus draft to determine your readiness to start formally working on your dissertation. All these activities are designed to support your successful transition to the Dissertation Phase of your journey.

(5 credits per term for a minimum of 4 quarters until completion)

Doctoral students in this course are provided with the opportunity to integrate their Program of Study into a research study through which they explore a specific area of interest. Students complete the dissertation with the guidance of a chair and committee members through a learning platform classroom in which weekly participation is required. Students work with their dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation. Once students register for FPSY 9000, they are registered each term until successful completion of the dissertation for a minimum of four terms.

Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

Pre-requisites

• All prior coursework