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Full Course Description List:
PSYC Courses


PSYC 1001 - Introduction to Psychology* (5 credits)

(5 credits)

In this course, students will be introduced to the scientific study of observable behavior and internal experiences such as thoughts and feelings. Psychological facts, principles, and theories associated with methods of analysis, learning, memory, brain functioning, sensation, perception, motivation, emotions, personality, social behavior, human development, and psychological disorders and treatment will be introduced. Students will learn to understand human behavior by examining the integrative influences of biological, psychological, and social-cultural factors. The concepts in this course will prepare psychology majors for more in-depth study of the major areas of psychology, and will provide a foundational understanding of human behavior for non-psychology majors.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 1001A - Introduction to Psychology (5 credits)

(5 credits)

Students in this course are introduced to the scientific study of observable behavior and internal experiences such as thoughts and feelings. Psychological facts, principles, and theories associated with methods of analysis, learning, memory, brain functioning, sensation, perception, motivation, emotions, personality, social behavior, human development, and psychological disorders and treatment are introduced. Students can learn to understand human behavior by examining the integrative influences of biological, psychological, and social-cultural factors. The concepts in this course prepare psychology majors for more in-depth study of the major areas of psychology, and provide a foundational understanding of human behavior for non-psychology majors.

Pre-requisites

  • SOCI 1001A

PSYC 2000 - Psychology Seminar (5 credits)

(5 credits)

In this survey course, BS in Psychology program majors assess their marketable skills, career needs, and career goals. Students learn to make informed choices and plans regarding graduate training in psychology or other related fields of study, as well as job-seeking skills in psychology. Additional topics covered are introductory-level approaches to critical thinking, information literacy skills, and writing in the format and style of the discipline. Students will also reflect on how their chosen major of psychology relates to Walden's mission of social change. This course is graded as Satisfactory/Unsatisfactory.

Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A

PSYC 2001 - Cross-Cultural Psychology* (5 credits)

(5 credits)

Contemporary life requires the ability to relate to people who are different. In this course, students will explore major areas of psychology in light of culture's influence, challenging their own world views and unconscious biases in order to develop greater sensitivity to the impact of cultural differences on interactions in a variety of settings. Topics include definitions and approaches to understanding culture; the role of psychology in understanding bias; cultural aspects of cognition and intelligence; emotion; motivation; development and socialization; disorders; and applications of cross-cultural psychology.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 2002 - Human Development: Childhood and Adolescence* (5 credits)

(5 credits)

Humans experience many developmental changes throughout the lifespan, but those of greatest significance occur from conception to young adulthood. In this course, students examine key theories related to various aspects of development in infants, children, and adolescents. Students apply social, biological, and cognitive maturation processes and perspectives to better understand their own development and personal experiences. They also discuss related topics, such as cross-cultural issues, attachment and temperament, language and personality development, and puberty and sexual development.

BS in Human Services Child and Adolescent Development Concentration Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 2003 - Human Development: Adulthood* (5 credits)

(5 credits)

Adulthood represents a rich developmental experience including many significant life transitions. In this course, students explore the key theories, transitions, and applications of adult development. They examine the social, biological, and cognitive maturation processes that define development of adulthood into older age. Students engage in assignments designed to provide practical application of theories to specific transitions and topical issues, such as career changes, attachment and marital satisfaction, personality, retirement, and cognition. Applying concepts presented in the course, students discuss cross-cultural issues in development, emotional development, adult roles, memory, and physical aging.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 2004 - Motivation and Emotion* (5 credits)

(5 credits)

What drives people to do what they do? In this course students have the opportunity to answer this question as they explore basic theories of motivation and emotion. They also explore bodily needs, such as hunger, thirst, and sex, that drive people to action; concepts in motivation, such as achievement, altruism, and conflict; and concepts related to emotion, including happiness, hormonal influences, and mood. Students assess content and share different perspectives through peer discussions on related topics, such as sources of motivation, hunger and eating, need for power, extraversion, goals, and decision making.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001A or PSYC 1001Y
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001A or PSYC 1001Y
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 2005 - Social Influences on Behavior* (5 credits)

(5 credits)

Individuals are often influenced by others and by the social situations in which they find themselves. Students in this course examine the basic concepts and applications of social psychology, including attitudes, beliefs, and behavior; stereotyping; prejudice and discrimination; interpersonal relationships; group behavior; and the effect of environmental stress on behavior. They also learn how bias can sway objective conclusions as well as how ethical factors influence research in social psychology. Students apply principles and theories presented in the course to case studies and situations in daily life, including instances of stereotyping and discrimination. They also use these theories to understand strategies for helping others and reducing aggressive behavior.

BS in Health Studies Health Psychology and Behavior Concentration Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A

BS in Human Services Child and Adolescent Development Concentration Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

BS in Public Health Psychology and Behavior Concentration Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 2006 - Introduction to Addiction* (5 credits)

(5 credits)

Students in this course are introduced to the nature of addiction and the impairment in individuals who suffer from addictions. It includes a review of theories on substance disorders and approaches to identification, prevention, and treatment. Topics include historical perspectives, diagnoses, types of addictive behaviors, treatment, and current research.

BS in Psychology

Pre-requisites

  • PSYC 1001 or PSYC 1001Y
  • PSYC 2000

All Other Programs

Pre-requisites

  • PSYC 1001 or PSYC 1001Y
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 2008 - Learning* (5 credits)

(5 credits)

How do people learn, and what strategies maximize learning? In this course, students have an introduction to the behavioral and cognitive bases of learning and memory. Students engage in contextual and application-based assignments, such as simulation lab work, focusing on classical and operant conditioning, cognitive theories of learning, and introductory concepts of memory. Students apply learning principles and concepts, such as social learning theory and locus of control, to real-world behavior and performance.

BS in Psychology

Pre-requisites

  • PSYC 1001 or PSYC 1001Y
  • PSYC 2000

All Other Programs

Pre-requisites

  • PSYC 1001 or PSYC 1001Y
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 2009 - Theories of Personality* (5 credits)

(5 credits)

This course is an introduction to the theoretical approaches to understanding personality. Students examine key theorists and theories including psychoanalytic, neopsychoanalytic, humanistic, trait, biological, behaviorist, and social-cognitive approaches. Perspectives on personality are applied to personal and social issues.

BS in Psychology

Pre-requisites

  • PSYC 1001 or PSYC 1001Y
  • PSYC 2000

All Other Programs

Pre-requisites

  • PSYC 1001 OR PSYC 1001Y
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 2012 - Development and Pop Culture* (5 credits)

(5 credits)

Popular culture involves a variety of influences for youth today. With this in mind, the meaning of popular culture will help to inform and shape the lives of children and adolescents. This course will explore the relationships among popular forms of cultural expression and how they potentially influence child and adolescent human development regarding identity, body image, self-esteem, relationships, and parenting. Topics also include the intersection of gender, socioeconomic status, and ethnicity within popular culture. Forms of popular culture include graphic novels, music, television, cinema, video games, social media, and other aspects of society today. Students will examine opportunities to promote healthy consumption of pop culture.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 2014 - Introduction to Addiction Studies* (5 credits)

(5 credits)

Students in this course are introduced to the nature of addictions and its impact on individuals, families, and society. The course includes an examination of historical and current theories of substance use disorders and behavioral addictions. Topics include an examination of the causes of addiction, types of addictive behaviors, treatment options, ethics, current research, and professional requirements for addiction professionals.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 2100 - Workplace Psychology* (5 credits)

(5 credits)

Students will be introduced to the field of industrial organizational psychology where the principles of psychology are applied within the workplace. Key topics will illustrate how the tenets of industrial organizational psychology apply at three levels: the individual, group, and organizational levels. Students will also explore each side of the field: Industrial and Organizational sides. On the industrial side, students will examine job analysis, selection, training, and performance measurement. Focusing on the organizational psychology side, students will explore motivation, teams, communication, and leadership in organizations. Lastly, ethics, culture, and legal implications will be integrated throughout the course.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y  or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 2101 - Introduction to Forensic Psychology* (5 credits)

(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.

BS in Psychology

Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1002 or PSYC 1003
  • PSYC 2000

All Other Programs

Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1002 or PSYC 1003
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3001 - Cognitive Psychology* (5 credits)

(5 credits)

Cognitive psychology, like all branches of psychology, is about the study of behavior. Specifically, it is the study of what are generally considered higher mental functions and how we think. These functions include perception, memory, language, attention, decision making, and consciousness. In this course, students learn about the experimental studies that have been performed to try to understand these functions and consider how these mental processes relate to their daily lives.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y  or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y  or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3002 - Introduction to Basic Statistics* (5 credits)

(5 credits)

A hallmark of science is the use of numbers to convey research findings; understanding these numbers has both practical and academic value. In this course, students examine basic statistical principles and vocabulary, differentiating methods of data analysis, and interpreting statistical results. The goal of the course is for students to better understand the importance of statistics in research.

BS in Human Services Psychology Concentration Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3003 - Methods in Psychological Inquiry* (5 credits)

(5 credits)

A variety of factors may cloud judgment when interpreting experiences. In this course, students learn about research methods that psychologists use to test hypotheses in an objective and systematic manner to minimize biases, providing a framework for more accurate conclusions. Students examine experimental and non-experimental methods, issues related to the validity and reliability of measurement, dependent and independent variables, sampling, and ethical concerns related to psychological research.

BS in Human Services Psychology Concentration Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 3002 or STAT 3001

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000
  • PSYC 3002

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 3002 or STAT 3001
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3004 - Psychological Disorders* (5 credits)

(5 credits)

Psychological disorders form the basis of diagnosis in psychology. In this course, students examine a wide variety of common psychological disorders, including mood, thought, anxiety, substance abuse, sexual, personality, and dissociative disorders. Students also explore underlying causes, symptoms, diagnoses, and treatments. They examine concepts of normal and abnormal as related to psychology, methods used in the process of diagnosis, and the measurement of psychological functioning. Students also differentiate among disorders and learn limits to effective diagnosis. Applying concepts and theories learned in the course, students demonstrate their understanding through practical application and case study assignments.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3005 - Racial and Ethnic Identities* (5 credits)

(5 credits)

Most people recognize and appreciate the individuality of human beings, including race and ethnicity as related to self-perception and to the perception of others. In this course, students explore their own racial and ethnic identities in the context of contemporary psychological knowledge as well as contemporary issues and challenges related to race and ethnicity. Students explore and discuss a variety of topics, including the development of racial and ethnic identities; social classification; privilege and stigma; perceptions of racial and ethnic identities; assimilation; inequalities in race and ethnicity; and the relationship of race and ethnicity to social change. Students apply psychological concepts to better understand their own sense of ethnic and racial identities and how these identities shape their experiences in the world.

BS in Human Services Psychology Concentration Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3006 - Psychology of Gender* (5 credits)

(5 credits)

Researchers have demonstrated that there are few psychological differences between men and women. And yet history and conventional thinking indicate otherwise. Students in this course are introduced to the basic theories, principles, and applications of gender and gender differences. Students explore distinctions between sex and gender, masculinity and femininity, and sexuality and sexual orientation; gender differences in social behavior, perception, and cognitive abilities; and cross-cultural research on gender and sexuality. Through discussions and applications, students debunk myths surrounding sex and gender similarities and differences, and they apply theories to case examples and individual experiences.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3007 - Influence and Persuasion* (5 credits)

(5 credits)

Students in this course examine major concepts and theories of influence and persuasion. Understanding the psychology of influence and persuasion, and recognizing how we use it in daily interactions—or how we experience it used by others—is a vital component of making positive decisions about relationships and careers, as well as everyday challenges and opportunities in our lives. Students will apply specific theories to common situations to analyze and evaluate the impact of influence and persuasion on their own and others' attitudes, beliefs, and behavior. Particular areas of study include influence and persuasion in daily communication; cultural considerations; media and consumer behavior; and politics and leader influence. Throughout the course, students also apply self-reflection strategies to case studies and their personal experiences and also assess the ethical aspects of influence and persuasion.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A

 

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3009 - Psychology of Leadership* (5 credits)

(5 credits)

Are leaders made or born? This question has been debated for decades. Building on requisite comprehension of psychology, such as understanding development and behavior, mental processes, and how people interact, students apply this knowledge in consideration of what makes a leader. They examine theories and principles of leadership and leader development. Students engage in coursework focused on leadership styles, characteristics and qualities of effective leaders, cultural issues, empowerment and development, ethics and values, and global leadership. They apply leadership concepts and principles to personal experiences to contextualize theory and further examine the leadership role.

BS in Human Services Leadership and Administration Concentration Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3011 - Addictions Assessment* (5 credits)

(5 credits)

Students in this course focus on learning a systematic, multidisciplinary approach to the assessment and interpretation of data collected from clients with addictions. The most current screening, assessment, and documentation approaches will be reviewed.

Pre-requisites

  • PSYC 1001 or PSYC 1001Y
  • PSYC 2000
  • PSYC 2006
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3012 - Prevention and Treatment of Addictions* (5 credits)

(5 credits)

Models and theories of addiction are covered, as well as various treatment approaches. Prevention in various settings is addressed, including the etiology, patterns, and risk factors of addiction, as well as strategies for prevention. Treatment methodology, treatment planning, goal setting, and evaluation are also addressed. The multicultural context of addiction and client diversity are included.

Pre-requisites

  • PSYC 1001 or PSYC 1001Y
  • PSYC 2000
  • PSYC 2006
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3014 - Developmental Psychopathology* (5 credits)

(5 credits)

This course is designed to give you a general understanding of how a developmental approach can add to your knowledge of psychopathology that can occur in children, adolescents, and emerging adults. Specific diagnostic categories, assessment tools, and treatment approaches will be examined. Emphasis will be placed on understanding the etiology and treatment of atypical development through research and theory. Case studies will also be used to better understand specific forms of psychopathology. This course will help to increase your understanding of how societal factors influence developmental disorders, and how you can advocate for youth with atypical development. 

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3016 - Addiction Screening and Assessment* (5 credits)

(5 credits)

Using addictions screenings and assessments to understand the severity and nature of a service user's addiction is necessary for accurate diagnosis and treatment. In this course, students explore how to conduct addictions screenings and assessments. Students also examine how to use the results to determine the appropriate level of care and to recommend referrals. In addition, students consider possible co-occurring issues, as well as the ethical, legal, and cultural considerations that arise during the screening and assessment process.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000
  • PSYC 2014 or HUMN 2014

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2014 or HUMN 2014
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 3019 - Treatment of Addiction* (5 credits)

(5 credits)

In this course, students explore how to create treatment plans for different types of addiction and treatment settings. As they create treatment plans, students identify problems based on the assessment results, write treatment goals and objectives, and develop evidence-based treatment interventions. Students also consider how to use person-centered and culturally responsive approaches to treatment planning and explore ethical and legal considerations relevant to the planning process.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000
  • PSYC 2014 or HUMN 2014
  • PSYC 3016 or HUMN 3016

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2014 or HUMN 2014
  • PSYC 3016 or HUMN 3016

Note: Any undergraduate student can enroll in this course, as long as the pre-req is met.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 4002 - Brain and Behavior* (5 credits)

(5 credits)

The study of the brain and how it functions has contributed significantly to the understanding of how people react and adapt to their environments. In this course, students examine basic brain physiology and learn how the brain functions to control behavior. Students explore specific applications of brain structure to memory and attention, sensation and perception, development, socialization, motivation and emotion, and socialization. They apply concepts and theories about the brain to psychological health and well-being.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 4003 - Case Management and Addictions* (5 credits)

(5 credits)

Students in this course explore the definitions and methodologies of case management services. The course is designed to provide students with the most up-to-date research and clinical applications of services management in the practice of addictions counseling.

Pre-requisites

  • PSYC 1001 or PSYC 1001Y
  • PSYC 2000
  • PSYC 2006
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 4006 - Global Perspectives in Psychology* (5 credits)

(5 credits)

While traditional psychology in the United States has been Western in focus, increased globalization has promoted an examination into human behavior from a broader perspective that includes the influence of cultural and global trends on individual and group behavior. In this course, students explore a variety of global perspectives in psychology as well as some of the issues and controversies facilitated by differing cultures. They explore and discuss trends and research methods in global psychology, indigenous psychology, psychotherapy in a global world, and the role of psychologists internationally. Students critically evaluate psychological issues from a global rather than a domestic perspective.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 4008 - Intergroup Conflict and Peace Building* (5 credits)

(5 credits)

In a world encumbered with conflict, tension, and injustice, strategies for building peace are essential. In this course, students assess theories and principles of conflict management and resolution. They examine and employ theories and applications of intergroup dynamics; principles and underlying philosophies of non-violence; and social science principles to understand conflict and promote peace. Students gain practical experience applying principles of peace building to proposing solutions for contemporary, individual, and social issues.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 4010 - Psychology Capstone (5 credits)

(5 credits)

In this course, students integrate knowledge and skills attained through their psychology coursework to create a final Capstone Paper that examines one area of psychology through a professional lens. In addition, students engage in scholarly discourse about key issues and theories, including ethics, learned throughout the program. Finally, students reflect on their experience in the program and consider career possibilities that might utilize their learning while considering ways to contribute to positive social change.

Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000
  • PSYC 2001
  • PSYC 2009
  • PSYC 3002
  • PSYC 3003

PSYC 4011 - Addiction Case Management and Prevention* (5 credits)

(5 credits)

Case managers play an important role in helping service users access needed services and plan for their long-term recovery. In this course, students explore the core functions of case management: assessment, planning, linkage, monitoring, and advocacy. They apply what they learn about each function to an authentic case study about a service user who has an alcohol addiction. As they do so, they create service plan goals, make appropriate referrals, monitor and document progress, advocate for the service user, and create an aftercare plan. Throughout the course, students also examine ethical standards and laws that are relevant to case management functions, and they apply strategies to prevent substance use in their communities.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000
  • PSYC 2014 or HUMN 2014
  • PSYC 3016 or HUMN 3016
  • PSYC 3019 or HUMN 3019

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2014 or HUMN 2014
  • PSYC 3016 or HUMN 3016
  • PSYC 3019 or HUMN 3019

Note: Any undergraduate student can enroll in this course, as long as the pre-req is met.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 4014 - Health Psychology* (5 credits)

(5 credits)

Health and wellness involve more than physical symptoms and diseases. Health psychology is a dynamic  course that gives students the opportunity to explore the field of health psychology, with a focus on how physical, psychological, sociocultural, economic, and spiritual factors impact health and wellness. Throughout the course, students examine the importance of health disparities and health literacy, explore strategies for promoting health enhancing behaviors, and apply health psychology research to various health issues. Students also apply their learning to the development of their own health goals. The course culminates in a case study that synthesizes students' learning from the previous weeks.  

BS in Psychology Pre-requisites

  • PSYC 1001
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 4020 - Diversity and Social Justice * (5 credits)

(5 credits)

In this course, students will explore diversity in psychological theory, research, and practice from both a historical perspective as well as in the context of contemporary issues related to social justice. Students will analyze and apply principles, concepts, and psychological processes to their understanding of diversity and social justice. Topics include the analyses of social status and social categorization, privilege and oppression, power.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001A or 1001Y
  • PSYC 2000

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001A or PSYC 1001Y

PSYC 4110 - Forensic Evaluation* (5 credits)

(5 credits)

In this course students are introduced to the basic procedures for interviewing and evaluating individuals within the legal system. Students learn about various interview and evaluation strategies, including unique challenges presented when working with special populations. In addition, effective behavioral observation strategies are identified. Methods for effectively recording information from interviews and observations are covered, and best practices for preparing forensic reports are presented.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000
  • PSYC 2101 

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2101
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 4920 - Applications of Forensic Psychology (5 credits)

(5 credits)

In this course, students gain the contemporary knowledge needed to apply ethical practice and professional responsibilities while working in the field of forensic psychology. The American Psychological Society's Ethical Principles of Psychologists and Code of Conduct as well as the American Psychology--Law Society's Specialty Guidelines for Forensic Psychology are mainstays in this course. Additionally, the various roles and responsibilities of a forensic psychologist are covered.

BS in Psychology Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2000
  • PSYC 2101 

All Other Programs Pre-requisites

  • PSYC 1001 or PSYC 1001Y or PSYC 1001A
  • PSYC 2101 

PSYC 5001 Professional Dispositions and New Student Orientation* (1 credits)

(1 credits)

Students in this course are introduced to the professional dispositions associated with the School of Counseling. Students work toward building a foundation for academic and professional success as scholar-practitioners and social change agents through the lens of these professional dispositions. Students engage in discussions and course assignments focused on the practical application of these dispositions, while practicing their professional writing, critical-thinking skills, and the promotion of professional and academic excellence as they relate to counselor educators and supervisors. Students also verify their completion of program orienting materials and begin to plan on how to include and improve the dispositions throughout their educational and professional careers. 

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5005 - Business Concepts for the Organizational Development Professional (5 credits)

(5 credits)

Organizational success depends on many aspects, such as human and market factors. In this course, students explore these factors as well as the language of work, business, and management structures and processes. They also examine related topics, such as finance, marketing, accounting, strategic planning, organizational design, and quality and process improvement. Students apply concepts and theories to case study scenarios and real-life situations. They also demonstrate their knowledge through a health audit of an actual organization, for which they provide a synopsis of a variety of organization aspects, such as ethical and legal issues, organizational architecture, group relations, human factors, and accounting and financial factors, among others.

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

PSYC 5100 - Themes and Theories of Psychology* (5 credits)

(5 credits)

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

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5101 - Foundations for Graduate Study in Counseling* (1 credits)

(1 credits)

Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. They are provided with a foundation for academic and professional success as scholar-practitioners and social change agents. Topics include the relation of mission and vision to professional goals; development of the Professional Development Plan; strategies for online success; introduction to the online library; and introduction to critical thinking, professional writing, and academic integrity. The focus of course assignments is on the practical application of writing and critical-thinking skills and the promotion of professional and academic excellence as they relate to practice in counseling.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5102 - Introduction to Mental Health Counseling* (5 credits)

(5 credits)

Students are introduced to the mental health counseling profession in this course. The history, philosophy, and theoretical foundations of the profession, and the scope of practice, credentialing, and other professional issues are explored. The focus in this course is on the student as a future mental health counselor. Students receive an overview of the mental health counseling program, the profession, and professional competencies.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5103 - Introduction to Addiction (5 credits)

(5 credits)

Students in this course are introduced to aspects of professional functioning as an addiction counselor, including but not limited to role setting of addiction counselors; history, philosophy, and trends in addictions counseling; professional standards for addictions counselors; effects of crises and trauma-causing events on persons with addictions; self‐care; and ethical and culturally sensitive practice of addiction counseling. Students also explore competencies, credentialing, and other professional issues. Students explore the future as addiction counselors as well as an overview of the addiction counseling profession.

PSYC 5121 - Development in the Digital Age* (5 credits)

(5 credits)

Students in this course examine the impact of social media and other digital technology on children, teens, and adults and at different stages of cognitive, social, and emotional development. They also examine how identity development, relationships, and socialization can be affected by the use of digital and social media. Students receive a historic review of electronic media research, including the effect of violent television on viewer behavior, which provides a foundation to examine the current impact of digital media. Current issues such as sexting, online harassment, cyberbullying, and cyberstalking are explored, along with strategies for mitigating these issues. Similarly, positive impacts of social media, such as building social groups, finding communities, overriding generational gaps, seeking health and mental health support and resources, are also explored. Students also examine generational, socioeconomic, and cultural differences in access to and use of digital media. Digital media literacy and public policy are explored, with an emphasis on positive social change.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5122 - Understanding Digital Data in the Changing Economic Landscape* (5 credits)

(5 credits)

Digital technology has impacted all aspects of human life, including the economy. With the advent of e-commerce, the economic landscape has changed drastically in the 21st century. E-commerce businesses, such as Amazon, eBay, Uber, Airbnb, Tod's, and Starbucks have impacted the economic landscape at both micro- and macro-levels, ranging from people's personal finances to larger economic activities such as jobs, investments, and inflation. In this course, students examine consumer behaviors before, during, and after the purchase experience. With the proliferation of digital media, businesses have begun focusing more on processing and analyzing digital data for business performance. Digital data analytics can be utilized to interpret consumer attitudes, examine the relationship between consumers and businesses, and to explore their satisfaction levels, among other factors. Students examine case studies illustrating the influences that digital data analytics may have on business performance, apply analytic tools for analyzing consumer digital data, and explore digital technology trends and their impact on consumer satisfaction.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5123 - Personal and Social Life in the Digital World* (5 credits)

(5 credits)

The course explores the interaction of technology, culture, and society, specifically how human development, actions, behaviors, and groups are influenced and shaped by media and technology. The impact of media and technology affects us throughout the life cycle—including childhood, adolescence, adulthood, and old age. In today's high-tech world, just about every aspect of our lives—our educations, careers, and relationships—leave digital footprints. Accordingly, the importance of maintaining a high level of media and technology literacy is greater than ever before. Our increasingly technological world provides many opportunities and benefits; however, it also brings with it challenges and risks, such as digital victimization, breach of privacy and security, and human trafficking, among many others. It is up to each individual to take personal responsibility for the way they interact with media and technology. This course examines how to be a mindful consumer of technology and considers ways to harness it to effect positive social change.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5131 - Theories of Learning* (5 credits)

(5 credits)

An in-depth study of modern learning theory, its historical context, theoretical ideas, research, and applications in various learning environments are provided to students in this course. The theoretical ideas of the major paradigms of learning, such as behaviorism, gestalt, cognitivism, information processing, constructivism, and humanism, will be covered. Students in the course will also review current theories of cognitive processes such as language, memory, and intelligence and examine how differences in cognitive levels throughout the lifespan mediate learning of educational subject matters.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5202 - Theories, Treatment, and Case Management of Addiction (5 credits)

(5 credits)

Students in this course explore treatment intervention and case management strategies for addiction counseling, using various models of treatment, recovery, relapse prevention, and continuing care for addictive disorders. They learn treatment principles and philosophies of addiction-related programs, and they increase self-awareness as addiction counselors by assessing their own limitations; recognizing when they need additional resources and support; and knowing when and where to refer clients when appropriate. In addition, students examine substance abuse policies and regulatory processes that influence service delivery in addiction counseling.

PSYC 5203 - Psychopharmacology and Biopsychosocial Considerations (5 credits)

(5 credits)

The potential for addictive disorders to present like a variety of medical and psychological disorders is common. In this course, students examine how to treat addictions that may coexist with depression, anxiety, bipolar disorder, obsessive-compulsive behavior, and other psychological disorders as described in the DSM-IV-TR. They survey a spectrum of psychotropic medications and their use in the treatment of mental, behavioral, and addictive disorders. Students also explore factors that increase the likelihood for a person, community, or group to be at risk for psychoactive substance use disorders. Through this course, students gain an understanding of the basic classifications, indications, and contraindications of commonly prescribed medications so that they make appropriate referrals within treatment teams.

PSYC 5204 - Assessment in Counseling and Addiction (5 credits)

(5 credits)

Students in this course receive an overview of the different types of diagnostic and assessment tools used in addictions counseling based on professional standards for testing. Students engage in a comprehensive examination of psychometric properties used to develop and evaluate these instruments. They learn various models and approaches to clinical evaluations for addictive disorders and examine the appropriate use of assessments for addictions. Moreover, students learn how to assess for a biopsychosocial and spiritual history, and they address ethical, legal, and sociocultural issues, including cultural bias and fairness.

PSYC 5205 - History and Systems of Psychology (5 credits)

(5 credits)

In this course, students focus on the historical and philosophical roots of psychology and counseling. Through conceptual and application-based assignments, students learn about structuralism, functionalism, behaviorism, psychoanalysis, gestaltism, and existentialism as well as contemporary perspectives, including evolutionary psychology, positive psychology, postmodernism, and feminist psychology. Students demonstrate and apply their knowledge through an integrative writing assignment in which they address the developmental history of a major area of study within a subdivision of psychology. Students also explore and consider themes of diversity and multiculturalism in psychology and counseling within each of the perspectives.

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

PSYC 5211 - Contemporary Issues in Psychology (5 credits)

(5 credits)

Students in this course are provided with an advanced-level overview of the core areas, topics, and concepts in psychology as well as considerations for related contemporary issues. They engage in a variety of conceptual and application-based assignments on the biological bases of behavior, learning and memory, cognition, motivation, lifespan development, theories of personality, stress and coping, psychological disorders, and social psychology. Students practice and develop critical-reading and analysis skills through reviews of journal articles and media publications. Through these reviews, students focus specifically on distinguishing facts and opinions, identifying bias in writing, and discovering the importance of data and evidence. Students use this knowledge in the analysis and composition of scientific writing. They also assess and incorporate themes of diversity in their study and assignments.

PSYC 5212 - Principles of Organizational Psychology and Development (5 credits)

(5 credits)

Students in this course are provided with the theoretical foundation for organizational inquiry. Students build on their knowledge of the contemporary business environment to gain a deeper understanding of how organizations function as well as how strategic design can affect efficiency and productivity.  Students explore change management; organizational culture, behavior, and development; group dynamics; and systems-level thinking. Sharpening critical-thinking and creative skills, students employ course concepts to identify organizational development opportunities based on an in-depth analysis of an organization. Through this project, students gain awareness of practical strategies for organizational development efforts.

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

PSYC 5214 - Consulting for Organizational Change* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5215 - Lifespan Development (5 credits)

(5 credits)

Students in this course receive an advanced overview of development through the lifespan, including prenatal, childhood, adolescent, adult, and late adult phases. Basic developmental processes and theories are examined and applied to developmental milestones that occur within these phases of development. Themes of diversity are highlighted throughout the course. Additional topics include ethics, research, global perspectives, and social change.

PSYC 5216 - Dynamics of Contemporary, International, and Virtual Organizations* (5 credits)

(5 credits)

Globalization, technological innovation, and market factors continually change the context of business, requiring professionals who understand how organizations function to work through challenges and harness opportunities for change. In this course, students explore the implications of the changing nature of organizations as well as the emergence of international and virtual organizations in a global economy. Through contextual and application-based assignments, students address the unique opportunities and challenges for government, for-profit, nonprofit, international, and virtual organizations. Applying acquired knowledge and skills, students provide a diagnosis and recommendations for a specific organization's development efforts.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5220 - Psychology of Personality (5 credits)

(5 credits)

Students in this course are introduced to the major theories of personality and personality assessment approaches. Research that supports various theories is presented. Basic concepts and principles of the various schools of thought are discussed. Major topics include psychoanalytic, biological, behaviorist, learning, social-cognitive, trait and skill, humanistic, and existential aspects of personality, as well as individual, cultural, and gender differences in personality. Themes of diversity are highlighted throughout the course.

PSYC 5225 - Biopsychology* (5 credits)

(5 credits)

An important branch of psychology, known as biopsychology, combines neuroscience with basic psychological models for the purpose of understanding how the brain and neurotransmitters influence human behavior. In this course, students examine the structure and functions of the central and peripheral nervous systems and explore the impact of neurobiology, endocrinology, and physiology on human behavior. They learn about brain functioning, including exploration of neural conduction; effects of neurotransmitters; sensory systems; and mechanisms of attention, memory, perception, and language. Students also explore literature addressing issues related to neuroplasticity, lateralization, and regeneration. Applying knowledge and skills gained throughout the course, students develop a final research paper through which they synthesize biopsychology concepts, critically analyze related research, and demonstrate APA-writing ability.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5235 - Cognitive Psychology (5 credits)

(5 credits)

The course is based in cognitive neuroscience, and students start with an overview of the history of the field and approaches used to study the mind. Students continue with an examination of the fundamentals of cognition. They examine various domains of cognitive psychology, including how information is acquired (i.e., basic learning processes, perception, and attention); fundamental issues of memory and representations of knowledge; language and understanding; thinking (e.g., reasoning, problem-solving, expertise and creativity, and judgment and decision making); and emotions. Additionally, students explore individual and cultural differences across domains. Students apply theories and concepts to analyze and report on the impact of cognitive psychological research on a contemporary issue of interest.

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

PSYC 5242 - Changing Health Behavior: Theory and Practice* (5 credits)

(5 credits)

Students in this course review past and current models of health behavior change, disease prevention, disease management, and relapse prevention. They cover health-related issues, including dietary needs, tobacco and drug use, safer sexual practices, and stress management. In addition, students examine the analysis of behavior change within specific populations (young, elderly, cognitively impaired, etc.) and factors that predict or serve as obstacles to lifestyle change and adherence.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5245 - Social Psychology (5 credits)

(5 credits)

In this course, you will use the lens of social psychology to examine both social cognitions and social behavior—nearly all phenomena that pertain to the individual in society. You will 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 consider how knowledge of these topics can be used to effect positive social change. Your application of what you learn in this course culminates in a final project in which you develop a plan for using social psychology research to address a significant social problem. Moreover, your learning in this course will extend to your personal and professional life, and truly enable you to effect positive social change as a scholar-practitioner committed to doing so. 

PSYC 5296 - Social Cognition and Attitudes* (5 credits)

(5 credits)

In this course, students are oriented to key elements in social cognitive processing as a subspecialty of social psychology, including attribution theory, schema theory, social cognition relative to self, the role of attention/consciousness in social cognition, errors and biases in social thought, heuristics, person memory, affect and cognition, attitudes, social influence, and behavior relative to social cognition. Students investigate the structure and function of attitudes and how they are formed and maintained. They also examine the connection between attitudes and behavior and how attitudes are changed through the process of persuasion and cognitive dissonance.

Pre-requisites

  • PSYC 5245
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5305 - Statistics 1 (5 credits)

(5 credits)

Psychology practitioners use statistics in a variety of professional undertakings, such as creating studies to assess human behavior or deciding which treatment approaches are most effective for a specific client. Students in this course are provided with a thorough analysis of basic descriptive and inferential statistical methods commonly used in the social sciences. Students work toward developing the skills with which to write, analyze, and critique social science research. They learn various methods, including computation and analysis of frequency distributions, measures of central tendency, and statistical hypothesis testing. Students also examine statistical tests (and underlying assumptions), including z-score; single-sample, independent-sample, and related-sample t-tests; analysis of variance; correlation, regression; and chi-square tests. Students in this course are also introduced to the SPSS statistical software package.

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

PSYC 5306 - Ethics and Legal Issues in Counseling (5 credits)

(5 credits)

Students in this course are provided with an introduction to the field of professional counseling and the foundations of counseling. Students explore the history, philosophy, cultural dynamics, and trends in professional counseling. They examine consultation as well as client and counselor advocacy, focusing on the counselor's role as social change agent. Students also examine and apply ethical standards of the counseling profession, including the American Counseling Association (ACA) Code of Ethics and counselor ethical decision-making processes. Through a final reflective project designed to influence their future ethical framework, students define their ethical perspectives, including influences, values, and goals.

PSYC 5310 - Research Design (5 credits)

(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

  • PSYC 4305

PSYC 5315 - Tests and Measurement (5 credits)

(5 credits)

Students in this course are provided with an overview of the different types of tests used in clinical, educational, and organizational settings. Students engage in a comprehensive examination of psychometric properties used to develop and evaluate these instruments. They examine normative sampling and standardization, reliability and validity, test score interpretation, and test development. Students also consider related ethical, legal, and sociocultural issues, including cultural bias and fairness. Professional standards for testing provide a foundation for the course.

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

PSYC 5316 - Techniques in Counseling* (5 credits)

(5 credits)

Personal attitudes, values, and beliefs often affect a counselor's ability to establish an appropriate relationship and rapport with clients. In this course, students learn to evaluate their personal attitudes and beliefs to positively influence their counseling approaches. They explore principles and skills related to interviewing and observation, and they examine related legal, ethical, and cultural issues. Students gain practice in conducting interviews, making behavioral observations, collecting and interpreting data during an interview, and developing written reports of findings. Synthesizing concepts, skills, and personal reflections, students demonstrate their ability to engage in a counseling session using techniques learned throughout the course.

Note: Students are required to have access to a video recording device, a tripod, and an audio recording device, which they will begin using the first week of class.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5400 - Diversity in Child/Adolescent Development and Learning (5 credits)

(5 credits)

Diversity can have a profound influence on children's and adolescents' development and learning. Students in this course explore areas of diversity, such as gender, culture, language, disability, and sexual orientation and how they influence developmental and learning needs of this particular population. Applying core concepts and theories of development and learning, psychology students engage in practical approaches through which they reflect on their own perspectives and preconceptions and learn the complex ways diversity influences development and learning of the children and teenagers. Moreover, using the latest research and resources, students work toward gaining knowledge and skills for improving developmental and learning outcomes for children and adolescents.

PSYC 5480 - Psychology of Organizational Behavior (5 credits)

(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.

PSYC 5540 - Strategic Planning, Management, and Leadership in a Global Context* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5573 - Child and Adolescent Health* (5 credits)

(5 credits)

Students in this course learn about diseases and disorders in children and adolescents. Topics include diabetes, anorexia, headaches, epilepsy, burn injuries, cystic fibrosis, asthma, addiction, and adolescent obesity. Health promotion for children and adolescents is discussed, including cardiovascular health, nutrition, and exercise. Also covered are insights into special issues such as post-traumatic stress disorder, daily stress, sexually transmitted diseases, sleep disorders, and ethical and legal issues in pediatric and adolescent health psychology.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5701 - Culture and Psychology (5 credits)

(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 in the course are related to human development. Additionally, interactions between culture and social behaviors, health, mental health, and mental illnesses are emphasized throughout the duration of this course.

PSYC 5705 - Organizational Behavior Performance and Evaluation* (5 credits)

(5 credits)

The focus of this organizational behavior and human capital development course is on organizational behavior, motivation, collaboration, and performance and evaluation of individuals and teams. Some of the questions that may be explored relate to how human resource managers motivate and build resiliency in their organizational culture. Students will also consider the influence of organizational structure behavior on individuals and teams, how behavior and motivation are impacted in a global virtual environment, and the impact of expert systems and artificial intelligence on the behavior of employees.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5706 - Ethics and Standards of Industrial Organizational Psychology* (5 credits)

(5 credits)

Students in this course examine the origins of professional codes of ethics and standards of scientific psychology. Topics include ethical issues in academics (research, teaching, supervision), various work settings (assessment, consulting), and ethics involved in working with diverse populations. Additionally, students are introduced to forensic psychology and ethical issues related to the legal system. Students also explore how cultural factors are addressed in various ethical codes and the implications for scholar-practitioners.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5722 - Counseling and Psychotherapy Theories* (5 credits)

(5 credits)

There are hundreds of therapeutic theories and techniques available to frame the practice of counseling and psychotherapy. An important skill for mental health counselors is to understand the strengths and limitations of these theories to determine which are most appropriate and work best in their own personal practice. In this course, students explore the history of counseling and psychotherapy theories. They examine the major approaches to counseling and psychotherapy in current use, including empirical foundations, advantages, and limitations. Students assess examples of theory-based applications and develop a personal theory of counseling based on theories and techniques assessed in the course.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5723 - Multicultural Counseling* (5 credits)

(5 credits)

Students can increase their sensitivity, awareness and knowledge of, and skills related to multicultural counseling and working effectively with diverse clients in this course. Students explore how their own cultural development, biases, values, and strengths impact the development of their counseling approach. Embracing diversity and various client identity issues and their impact on the counseling relationship are foundational to the course. The application of traditional theoretical orientations and current multicultural theories to culturally diverse groups is also addressed. Topics include age, race, gender, sexual orientation, religious preference, physical disability, social class, ethnicity and culture, culturally sensitive diagnosis and assessment, and family patterns.

Pre-requisites

  • Counseling Residency I
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5740 - Disaster, Crisis, and Trauma (5 credits)

(5 credits)

Students in this course examine disaster, crisis, trauma, and their psychological impact on individuals, families, and communities. Students apply assessment and intervention strategies to a broad range of topics, including terrorism and genocide, combat and war, natural disasters, school crises, childhood trauma, and sexual assault and partner violence. The emphasis of the course is on the importance of culturally appropriate service delivery programs and interventions for individuals, families, and communities affected by disaster, crisis, and trauma.

PSYC 5741 - Psychology of Terrorism (5 credits)

(5 credits)

Students in this course explore terrorism from a psychological perspective. Topics include types of terrorism; contributing factors related to the development of terrorists and terrorist organizations; counterterrorism agencies, laws, and regulations; 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 examine the threat of terrorism in their own community; evaluate the potential impact; and apply prevention, intervention, and postvention strategies to promote resiliency among individual and families within the community.

PSYC 5745 - Health Psychology (5 credits)

(5 credits)

Students in this course review the field of health psychology with a focus on the biopsychosocial model, and behavioral and biomedical theories are also discussed. Topics include the effect of psychological (personality), behavioral (health behaviors and coping), and social factors (stress and physician-patient relationships) on physical health and wellness. The course specifically addresses cardiovascular and immune health with a discussion of heart disease, stroke, cancer, and HIV/AIDS.

PSYC 5750 - Leadership Development* (5 credits)

(5 credits)

An understanding of the psychological principles of leader development often enhances leadership skills and ability to influence others to work toward common goals. In this course, students examine the psychology of leadership and leader development through cross-cultural, social, psychological, and political contexts. They identify and assess the psychological theories of leadership, leadership styles, qualities of great leaders, global leadership competencies, and instruments used to assess leadership and leadership potential. Students apply these psychological theories to assess and develop their own capacity for leadership.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 5755 - Leadership and Leader Development (5 credits)

(5 credits)

Leadership is complex and requires an exploration of the nuances, theories, and development required to be an effective leader. Students are provided with an extensive overview of leadership theories examining leadership from historical to more contemporary perspectives. Some of the more contemporary topics explored include strategic and global leadership, team leadership, emotional intelligence, and crisis leadership. Students explore definitions of leadership, major theoretical leadership models, and contextual and situational factors related to leadership. Students also examine various perspectives on leadership and the role of leadership in the achievement of organizational, group, and individual goals. Students engage in application assignments and discussions, focusing on effective leadership issues and practices. Ethical, cultural, and global aspects of leadership will be explored throughout the course. Leader development will be emphasized as students examine different leadership issues.

PSYC 5760 - Psychology and the Media (5 credits)

(5 credits)

Students in this course examine different types of media and how each affects individuals, groups, and cultures. Topics include the psychological impact of the media as it relates to violence, prosocial behaviors, sex and pornography, advertising, news and politics, special populations, and culture and the global community. Students also examine ethical and legal issues related to psychology and the media and the impact of the media on social change.

PSYC 5765 - Educational Psychology (5 credits)

(5 credits)

In this course, students examine the variables related to teaching and learning to understand how educational psychologists contribute to teacher effectiveness, student motivation, and overall academic achievement. They assess teaching methods, learning environments, curriculum development, educational achievement, and characteristics of teachers and learners. They also explore educational assessment, environmental issues, and educational research techniques. Students complete an article summary through which they explain the rationale, methods, findings, and implications of a current research issue. Sharing their topical summaries with the class, students gain multiple perspectives and make connections within the field of educational psychology.

PSYC 5781 - Psychopathology From a Clinical Perspective (5 credits)

(5 credits)

Students in this course are provided with an in-depth examination of current theory and research associated with major psychological disorders and their diagnosis. The primary classification systems are explored in terms of their applicability and limitations. The factors that impact the assessment, diagnosis, and treatment of disorders along a continuum of mental health are explored. Application of the diagnostic criteria in terms of case conceptualization is emphasized.

PSYC 6001 - Foundations for Graduate Study in Psychology (3 credits)

(3 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.

PSYC 6002 - Foundations of Graduate Study in Psychology (3 credits)

(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.

Pre-requisites

  • Required in first term.

PSYC 6002A - Foundations of Graduate Study in Psychology (3 credits)

(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.

PSYC 6005 - Business Concepts for the Organizational Development Professional* (5 credits)

(5 credits)

Organizational success depends on many aspects, such as human and market factors. In this course, students explore these factors as well as the language of work, business, and management structures and processes. They also examine related topics, such as finance, marketing, accounting, strategic planning, organizational design, and quality and process improvement. Students apply concepts and theories to case study scenarios and real-life situations. They also demonstrate their knowledge through a health audit of an actual organization, for which they provide a synopsis of a variety of organization aspects, such as ethical and legal issues, organizational architecture, group relations, human factors, and accounting and financial factors, among others.

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

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6121 - Development in the Digital Age* (5 credits)

(5 credits)

Students in this course examine the impact of social media and other digital technology on children, teens, and adults and at different stages of cognitive, social, and emotional development. They also examine how identity development, relationships, and socialization can be affected by the use of digital and social media. Students receive a historic review of electronic media research, including the effect of violent television on viewer behavior, which provides a foundation to examine the current impact of digital media. Current issues such as sexting, online harassment, cyberbullying, and cyberstalking are explored, along with strategies for mitigating these issues. Similarly, positive impacts of social media, such as building social groups, finding communities, overriding generational gaps, seeking health and mental health support and resources, are also explored. Students also examine generational, socioeconomic, and cultural differences in access to and use of digital media. Digital media literacy and public policy are explored, with an emphasis on positive social change.

Pre-requisites

  • PSYC 6215
  • PSYC 6701
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6122 - Understanding Digital Data in the Changing Economic Landscape* (5 credits)

(5 credits)

Digital technology has impacted all aspects of human life, including the economy. With the advent of e-commerce, the economic landscape has changed drastically in the 21st century. E-commerce businesses, such as Amazon, eBay, Uber, Airbnb, Tod's, and Starbucks have impacted the economic landscape at both micro- and macro-levels, ranging from people's personal finances to larger economic activities such as jobs, investments, and inflation. In this course, students examine consumer behaviors before, during, and after the purchase experience. With the proliferation of digital media, businesses have begun focusing more on processing and analyzing digital data for business performance. Digital data analytics can be utilized to interpret consumer attitudes, examine the relationship between consumers and businesses, and to explore their satisfaction levels, among other factors. Students examine case studies illustrating the influences that digital data analytics may have on business performance, apply analytic tools for analyzing consumer digital data, and explore digital technology trends and their impact on consumer satisfaction.

Pre-requisites

  • PSYC 6800 or RSCH 6210
  • PSYC 6121
  • PSYC 6123
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6123 - Personal and Social Life in the Digital World* (5 credits)

(5 credits)

The course explores the interaction of technology, culture, and society, specifically how human development, actions, behaviors, and groups are influenced and shaped by media and technology. The impact of media and technology affects us throughout the life cycle—including childhood, adolescence, adulthood, and old age. In today's high-tech world, just about every aspect of our lives—our educations, careers, and relationships—leave digital footprints. Accordingly, the importance of maintaining a high level of media and technology literacy is greater than ever before. Our increasingly technological world provides many opportunities and benefits; however, it also brings with it challenges and risks, such as digital victimization, breach of privacy and security, and human trafficking, among many others. It is up to each individual to take personal responsibility for the way they interact with media and technology. This course examines how to be a mindful consumer of technology and considers ways to harness it to effect positive social change.

Pre-requisites

  • RSCH 6110
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6131 - Theories of Learning* (5 credits)

(5 credits)

An in-depth study of modern learning theory, its historical context, theoretical ideas, research, and applications in various learning environments are provided to students in this course. The theoretical ideas of the major paradigms of learning, such as behaviorism, gestalt, cognitivism, information processing, constructivism, and humanism, will be covered. Students in the course will also review current theories of cognitive processes such as language, memory, and intelligence and examine how differences in cognitive levels throughout the lifespan mediate learning of educational subject matters.

Pre-requisites

  • RSCH 6110
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6145 - Crisis Management* (5 credits)

(5 credits)

This course is designed to introduce students to the fundamentals of crisis management and crisis leadership principles and models, strategies, and tactics. In addition, students will demonstrate an understanding of the theories and principles of practice related to crisis, disasters, and other trauma causing events and the ethical and legal considerations in crisis and trauma response. At the end of this course, students will know models for training and supporting other counselors the area of crisis response for community, national, and international crises.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6200 - Themes and Theories of Psychology (5 credits)

(5 credits)

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

Pre-requisites

  • PSYC 6002

PSYC 6202 - Survey Research Methods* (5 credits)

(5 credits)

Participants in this course study in-depth a range of survey methods administered via in-person interview, self-report, phone interview, and the Internet. Topics will include survey design, administration, analysis, and addressing sources of bias. Students also review theoretical and empirical research on question and questionnaire effects. Students prepare in the practice of writing questions and designing questionnaires, both in general and in light of existing research.

Pre-requisites

  • RSCH 6110
  • PSYC 6245
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6204 - Intergroup Relations* (5 credits)

(5 credits)

Students in this course study in-depth basic and applied research and theory on both group processes and group relations, including some of the following topics: prejudice, discrimination, stereotyping, social categorization, minority and majority influence, group decision making, leadership, group structure, group socialization, bargaining and negotiation, intergroup conflict and cooperation, collective action and cognition, collective self and identity, social identity, language and identity, ethnic and cultural relations, and social dilemmas.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6205 - History and Systems of Psychology* (5 credits)

(5 credits)

In this course, students focus on the historical and philosophical roots of psychology and counseling. Through conceptual and application-based assignments, students learn about structuralism, functionalism, behaviorism, psychoanalysis, gestaltism, and existentialism as well as contemporary perspectives, including evolutionary psychology, positive psychology, postmodernism, and feminist psychology. Students demonstrate and apply their knowledge through an integrative writing assignment in which they address the developmental history of a major area of study within a subdivision of psychology. Students also explore and consider themes of diversity and multiculturalism in psychology and counseling within each of the perspectives.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6211 - Contemporary Issues in Psychology* (5 credits)

(5 credits)

Students in this course are provided with an advanced-level overview of the core areas, topics, and concepts in psychology as well as considerations for related contemporary issues. They engage in a variety of conceptual and application-based assignments on the biological bases of behavior, learning and memory, cognition, motivation, lifespan development, theories of personality, stress and coping, psychological disorders, and social psychology. Students practice and develop critical-reading and analysis skills through reviews of journal articles and media publications. Through these reviews, students focus specifically on distinguishing facts and opinions, identifying bias in writing, and discovering the importance of data and evidence. Students use this knowledge in the analysis and composition of scientific writing. They also assess and incorporate themes of diversity in their study and assignments.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6214 - Consulting for Organizational Change* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6215 - Lifespan Development* (5 credits)

(5 credits)

In this course, students are provided with an advanced overview of development through the lifespan, including prenatal, childhood, adolescent, adult, and late adult phases. Basic developmental processes and theories are examined and applied to developmental milestones that occur within these phases of development. Themes of diversity are highlighted throughout the course. Additional topics include ethics, research, global perspectives, and social change.

Pre-requisites

  • PSYC 6002
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6216 - Dynamics of Contemporary, International, and Virtual Organizations* (5 credits)

(5 credits)

Globalization, technological innovation, and market factors continually change the context of business, requiring professionals who understand how organizations function to work through challenges and harness opportunities for change. In this course, students explore the implications of the changing nature of organizations as well as the emergence of international and virtual organizations in a global economy. Through contextual and application-based assignments, students address the unique opportunities and challenges for government, for-profit, nonprofit, international, and virtual organizations. Applying acquired knowledge and skills, students provide a diagnosis and recommendations for a specific organization's development efforts.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6220 - Psychology of Personality* (5 credits)

(5 credits)

Professionals study personality in a variety of contexts to better understand the factors that compose an individual's psychological framework, including feelings, thoughts, and motivations. Students in this course are introduced to the major theories of personality and personality assessment approaches. Students examine research that supports multiple theories as well as basic concepts and principles of the various schools of thought. They also explore and discuss related topics, such as various aspects of psychology, including psychoanalytic, biological, behaviorist, learning, social-cognitive, trait and skill, humanistic, and existential, in addition to individual, cultural, and gender differences in personality. Students consider themes of diversity throughout the course.

Pre-requisites

  • RSCH 6110
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6225 - Biopsychology* (5 credits)

(5 credits)

An important branch of psychology, known as biopsychology, combines neuroscience with basic psychological models for the purpose of understanding how the brain and neurotransmitters influence human behavior. In this course, students examine the structure and functions of the central and peripheral nervous systems and explore the impact of neurobiology, endocrinology, and physiology on human behavior. They learn about brain functioning, including exploration of neural conduction; effects of neurotransmitters; sensory systems; and mechanisms of attention, memory, perception, and language. Students also explore literature addressing issues related to neuroplasticity, lateralization, and regeneration. Applying knowledge and skills gained throughout the course, students develop a final research paper through which they synthesize biopsychology concepts, critically analyze related research, and demonstrate APA-writing ability.

Pre-requisites

  • PSYC 6781
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6238 - Cognitive and Affective Bases of Behavior* (5 credits)

(5 credits)

Students in this course review core theories of cognition and affect and their roles in human functioning. Students review basic components of cognition, including knowledge acquisition, knowledge representation, language and various aspects of thinking, and emotions. There is also a focus on the multidimensional and interactive characteristics of human cognitive and affective functioning. A specific emphasis is placed on theories and research bearing on how cognition and affect interact in important areas of human functioning, such as emotional regulation, construction of reality, motivation, psychopathology, and health.

Pre-requisites

  • RSCH 6110
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6242 - Changing Health Behavior: Theory and Practice* (5 credits)

(5 credits)

Students in this course review past and current models of health behavior change, disease prevention, disease management, and relapse prevention. They cover health-related issues, including dietary needs, tobacco and drug use, safer sexual practices, and stress management. In addition, students examine the analysis of behavior change within specific populations (young, elderly, cognitively impaired, etc.) and factors that predict or serve as obstacles to lifestyle change and adherence.

Pre-requisites

  • PSYC 6745
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6245 - Social Psychology* (5 credits)

(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 consider how knowledge of these topics can be used to effect positive social change. Students' application of what they 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, students' learning in this course will extend to their personal and professional lives and truly enable them to effect positive social change as a scholar-practitioner committed to doing so.

Pre-requisites

  • PSYC 6215
  • PSYC 6701
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6250 - Group Process and Dynamics (5 credits)

(5 credits)

Group work is an increasingly popular, effective counseling method that allows group members to share perspectives and provide useful feedback and information in a structured setting. Students are provided with a comprehensive review of counseling approaches to group therapy in this course. Students examine the theoretical bases of different approaches to group therapy, including psychoanalytic, existential, person-centered, gestalt, transactional, behavioral, rational-emotive, and reality therapy. They engage in a variety of practical application assignments and discussions, focusing on counseling of different types of groups, the efficacy of using group therapy as the treatment method with multicultural and diverse populations, and the stages of group development.

PSYC 6290 - Independent Readings (1–5 credits)

(1–5 credits)

Students in this course are provided with an opportunity to examine a topic area of interest in greater depth than that which is provided in the course offerings. Students work with the course instructor to design a syllabus that guides the independent readings project. Content must include theoretical and empirical research literature that addresses implications related to diversity and professional practice. Students may only select this course once during their program of study and cannot use this course to replace one that currently exists in the catalog.

Pre-requisites

  • Approved petition to Student Success Advising

PSYC 6296 - Social Cognition and Attitudes* (5 credits)

(5 credits)

In this course, students are oriented to key elements in social cognitive processing as a subspecialty of social psychology, including attribution theory, schema theory, social cognition relative to self, the role of attention/consciousness in social cognition, errors and biases in social thought, heuristics, person memory, affect and cognition, attitudes, social influence, and behavior relative to social cognition. Students investigate the structure and function of attitudes and how they are formed and maintained. They also examine the connection between attitudes and behavior and how attitudes are changed through the process of persuasion and cognitive dissonance.

Pre-requisites

  • PSYC 5245 or PSYC 6245
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6305 - Statistics 1* (5 credits)

(5 credits)

Psychology practitioners use statistics in a variety of professional undertakings, such as creating studies to assess human behavior or deciding which treatment approaches are most effective for a specific client. Students in this course are provided with a thorough analysis of basic descriptive and inferential statistical methods commonly used in the social sciences. Students work toward developing the skills with which to write, analyze, and critique social science research. They learn various methods, including computation and analysis of frequency distributions, measures of central tendency, and statistical hypothesis testing. Students examine statistical tests (and underlying assumptions), including z-score; single-sample, independent-sample, and related-sample t-tests; analysis of variance; correlation, regression; and chi-square tests. Students also receive an introduction to the SPSS statistical software package.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6307 - Multivariate Analysis* (5 credits)

(5 credits)

Students in this course are provided with an introduction to multivariate statistics and their uses in the social sciences. Students explore a variety of topics, including data screening and cleaning, factorial ANOVA, analysis of covariance, multivariate analysis of variance (MANOVA), discriminant function analysis, multiple regression, logistic regression, path analysis, factor and principle components analysis, and structural equation modeling. Through contextual and application-based assignments, students  focus on understanding theory and using SPSS to solve problems.

Pre-requisites

  • RSCH 6210V or RSCH 6210Y or RSCH 6210
  • RSCH 6260V
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6315 - Tests and Measurement* (5 credits)

(5 credits)

Students in this course are provided with an overview of the different types of tests used in clinical, educational, and organizational settings. Students engage in a comprehensive examination of psychometric properties used to develop and evaluate these instruments. They examine normative sampling and standardization, reliability and validity, test score interpretation, and test development. Students also consider related ethical, legal, and sociocultural issues, including cultural bias and fairness. Professional standards for testing provide a foundation for the course.

Pre-requisites

  • RSCH 6110 or RSCH 8100Y or RSCH 8100Z or RSCH 8101D or RSCH 8101E or RSCH 8101H or RSCH 8101M or RSCH 8101N or RSCH 8101R or RSCH 8101X or RSCH 8101Z or RSCH 8110A or RSCH 8110B or RSCH 8110C or RSCH 8110D or RSCH 8110E or RSCH 8110F or RSCH 8110H or RSCH 8110I or RSCH 8110J or RSCH 8110K or RSCH 6100I or RSCH 6110I or RSCH 6100L or RSCH 6110L or RSCH 6100Y or RSCH 6110Y or RSCH 6110D or RSCH 7100D or RSCH 7110D or RSCH 8100A or RSCH 8100C or RSCH 8100D or RSCH 8100H or RSCH 8100I or RSCH 8100J or RSCH 8100L or RSCH 8100P or RSCH 8100U or RSCH 8100W or RSCH 8100X or RSCH 8110L or RSCH 8110M or RSCH 8110N or RSCH 8110O or RSCH 8110P or RSCH 8110R or RSCH 8110S or RSCH 8110T or RSCH 8110U or RSCH 8110V or RSCH 8110W or RSCH 8110X or RSCH 8110Y or RSCH 8110Z or RSCH 6110Y or RSCH 6110V or RSCH 6110I or RSCH 6110F
  • PSYC 6781 or CPSY 6221 or CPSY 8781 or PSYC 8721 or PSYC 8781L or PSYC 6225 or CPSY 8226 or FPSY 6225 or PSYC 6010 or PSYC 8050 or PSYC 8226 or PSYC 8226L or PSYC 8226P or PSYC 6765 or DPSY 8760 or PSYC 8225 or PSYC 8760 or PSYC 6800 or RSCH 6210Y or RSCH 6210I or RSCH 6210D or RSCH 6210F or
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6333 - Crisis Vicarious Trauma and Compassion Fatigue* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6342 - Psychotherapy Interventions I (5 credits)

(5 credits)

In this course, students have the opportunity to acquire and demonstrate clinical and counseling skills in the context of empirically supported modes of intervention. Students explore and display intervention techniques related to the beginning, middle, and ending phase of therapy, focusing on a stage-of-change model and universal techniques. They apply skills in treatment-planning exercises, clinical vignettes, and face-to-face simulations of psychotherapy sessions. Note: Students must film and submit videos of mock therapy sessions; therefore, they must have access to a digital camcorder for this course.

PSYC 6393 - Capstone (5 credits)

(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
  • Exception: one specialization course may be taken with capstone.

PSYC 6393A - Capstone (5 credits)

(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

  • Registration by the Student Success Advising Team

PSYC 6393A Capstone in Applied Behavior Analysis (5 credits)

(5 credits)

Students are provided with the opportunity to synthesize knowledge and skills acquired throughout their program in Applied Behavior Analysis. This course consists primarily of conducting a research-based project derived from the applied behavior analysis literature and utilizing small-n research techniques (i.e., single-case design). Of particular importance are studies which include a focus on promoting positive social change. Completed project requirements include a brief literature review detailing theory and prior research, followed by participants, method, results, and discussion sections. Notably, the result section must include specific graphs.  

Pre-requisites

  • Registration by the Student Success Advising Team

PSYC 6393R - Capstone (Research) (5 credits)

(5 credits)

Students are provided with the opportunity to synthesize knowledge and apply literature research skills acquired throughout their program into a capstone research paper designed to promote positive social change. During this course, students will synthesize the literature, identify a gap in the literature, and generate a research problem statement related to a selected topic of study.

Pre-requisites

  • All prior coursework

PSYC 6393TL - Capstone [Tempo Learning®-Specific Course] (5 credits)

(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.

Note: This version of PSYC 6393 is only available as part of specific competency-based Tempo Learning® programs.

PSYC 6400 - Diversity in Child/Adolescent Development and Learning (5 credits)

(5 credits)

Diversity can have a profound influence on children's and adolescents' development and learning. Students in this course explore areas of diversity, such as gender, culture, language, disability, and sexual orientation and how they influence developmental and learning needs of this particular population. Applying core concepts and theories of development and learning, psychology students engage in practical approaches through which they reflect on their own perspectives and preconceptions and learn the complex ways diversity influences development and learning of the children and teenagers. Moreover, using the latest research and resources, students work toward gaining knowledge and skills for improving developmental and learning outcomes for children and adolescents.

PSYC 6401 - Principles/Conceptual Foundations of Behavior Analysis for Children and Adolescents (5 credits)

(5 credits)

Applied behavior analysis is a set of skills used in the assessment and treatment of individuals with a variety of behavioral problems and developmental delays, including autism spectrum disorders. Students in this course explore the concepts and principles of applied behavior analysis and gain an understanding and treatment of behavior problems of children and adolescents in applied settings. Students apply these concepts and principles in the development and implementation of data-based decision making using functional behavioral assessments and the creation of intervention procedures. Techniques in observation, use of reinforcement, and repeated measures are explored. These techniques are applied to develop intervention plans and to assess treatment effectiveness.

PSYC 6465 - Foundations of Industrial/Organizational Psychology* (5 credits)

(5 credits)

An understanding of the psychological principles of leader development often enhances leadership skills and ability to influence others to work toward common goals. In this course, students examine the psychology of leadership and leader development through cross-cultural, social, psychological, and political contexts. They identify and assess the psychological theories of leadership, leadership styles, qualities of great leaders, global leadership competencies, and instruments used to assess leadership and leadership potential. Students apply these psychological theories to assess and develop their own capacity for leadership.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6480 - Psychology of Organizational Behavior* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6510 - Career Counseling* (5 credits)

(5 credits)

Students in this course are provided with the opportunity to develop practical skills in career and vocational assessment as well as functional knowledge of how career assessment can assist in the exploration and understanding of the interrelationship among work, family, and life roles. They examine major sources of career and work information available on the Internet as well as through printed material and computer-based guidance systems. Gaining practical career counseling experience, students administer, score, and interpret printed and computer-based assessments of career interests, beliefs, and values. Students learn how to integrate career development theory and assessment results with career clinical interventions. They also examine clinical and assessment issues, devoting attention to computer-based applications and multicultural implications.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6551 - I/O Testing and Measurement* (5 credits)

(5 credits)

Students in this course study in-depth measurement theory and the tests used in organizational settings. They examine comprehensively the psychometric properties used to develop and evaluate these instruments, including classical test theory, item response theory (IRT), and item forensics approaches to testing. Topics include normative sampling and standardization, reliability and validity, test score interpretation, and test development. Students also address ethical, legal, and sociocultural issues, including cultural bias and fairness. Professional standards for testing provide a foundation for the course.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6552 - Psychology of Motivation at Work* (5 credits)

(5 credits)

Students in this course will study in depth the major topics in micro-level organizational behavior. Accountability, organization citizenship behaviors, forms of organizational attachment, motivation, goal theory, and issues of equity and justice will be covered.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6573 - Child and Adolescent Health* (5 credits)

(5 credits)

Students in this course learn about diseases and disorders in children and adolescents. Topics include diabetes, anorexia, headaches, epilepsy, burn injuries, cystic fibrosis, asthma, addiction, and adolescent obesity. Health promotion for children and adolescents is discussed, including cardiovascular health, nutrition, and exercise. Also covered are insights into special issues such as post-traumatic stress disorder, daily stress, sexually transmitted diseases, sleep disorders, and ethical and legal issues in pediatric and adolescent health psychology.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6574 - Women's Health* (5 credits)

(5 credits)

Students in this course examine healthcare issues in women and girls. Topics include healthy development, trauma, coping, self-esteem, resilience, self-care, well-being, sexual health, relationships, roles, family, schooling, careers, motherhood, transitions, violence, security, bereavement, and positive aging.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6579 - Job Attitudes, Measurement, and Change* (5 credits)

(5 credits)

Students in this course learn in depth about major theories of job attitudes, as well as their antecedents, correlates, and consequences. Topics will include job satisfaction, organizational commitment, organizational citizenship behavior, withdrawal behavior, and counterproductive organizational behavior. Application of learning will be demonstrated through an applied attitude survey research project assignment.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6620 - Adult Learning* (5 credits)

(5 credits)

Students in this course explore the history and development of adult education as a distinct entity from child and/or adolescent learning. Students examine the various adult learning environments, including but not limited to professional training and online learning. They examine adult learning theory and how andragogy is applied via theoretical principles in multiple contexts. Special attention is paid to specific challenges and needs of the adult learner. Students in this course become familiar with current research in the field of adult education and generate a comprehensive analysis that synthesizes scholarly research in the area.

Pre-requisites

  • RSCH 6110
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6640 - Applied Social Psychology* (5 credits)

(5 credits)

Students are introduced to the goals and methods of applied social psychology. Topics explored include attitudes, social identity, social influence, attribution, social relations, diversity, and group dynamics in the context of educational, environmental, health, legal, and organizational settings as they relate to real-world social issues, practical problems, and the social domains of daily life. Emphasis is placed on exploring the contributions and contemporary applications of social psychological constructs, principles, theories, and interventions in these settings to promote positive social change. 

Pre-requisites

  • RSCH 6110
  • PSYC 6245
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6700 - Psychology and Social Change* (5 credits)

(5 credits)

In this course, students analyze and evaluate theories of social and personal change. Students engage in a variety of conceptual and application assignments focused on power and social inequalities, ethnic inequalities, global environment, and issues related to gender and sexism, such as homophobia. In addition, students examine the impact of social change theories on children, families, and societies. They explore the concepts of change agent and change advocate as well as the role of the psychologist as change agent. Students also engage in an integrative written assignment to synthesize theories and analyze a current social problem in their community, for which they propose an action to address the issue and drive positive social change.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6701 - Culture and Psychology* (5 credits)

(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.

Pre-requisites

  • PSYC 6200
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6717 - Foundation and Philosophy of Behavior Analysis* (5 credits)

(5 credits)

Applied Behavior Analysis (ABA) is a set of skills used in the assessment and treatment of individuals with a variety of behavioral problems and developmental delays, including autism spectrum disorders. In this course, students explore the philosophy and theory of behaviorism and how these undergird applied behavior analysis. Students apply the theory and philosophy of behaviorism to the application of behavioral principles and concepts in the context of applied behavior analysis to impact social change.

This course covers tasks from the Board Certified Behavior Analyst® (BCBA®) Task List (5th ed.) and includes knowledge and skills foundational for the BCBA examination. The course is part of a Verified Course Sequence (VCS) verified by the Association for Behavior Analysis International as meeting specific coursework requirements, content hours, and faculty standards and meets coursework eligibility criteria for BCBA Eligibility Pathway 2 coursework requirements as part of the application for Behavior Analyst Certification Board, Inc.® (BACB®) examinations.

Pre-requisites

  • PSYC 6002
  • PSYC 6215
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6717A - Foundation and Philosophy of Behavior Analysis (5 credits)

(5 credits)

Applied Behavior Analysis (ABA) is a set of skills used in the assessment and treatment of individuals with a variety of behavioral problems and developmental delays, including autism spectrum disorders. In this course, students explore the philosophy and theory of behaviorism and how these undergird applied behavior analysis. Students apply the theory and philosophy of behaviorism to the application of behavioral principles and concepts in the context of applied behavior analysis to impact social change.

This course covers tasks from the Board Certified Behavior Analyst® (BCBA®) Task List (5th ed.) and includes knowledge and skills foundational for the BCBA examination. The course is part of a Verified Course Sequence (VCS) verified by the Association for Behavior Analysis International as meeting specific coursework requirements, content hours, and faculty standards and meets coursework eligibility criteria for BCBA Eligibility Pathway 2 coursework requirements as part of the application for Behavior Analyst Certification Board, Inc.® (BACB®) examinations.

Pre-requisites

  • Admission into the Walden University MS in Psychology, Applied Behavior Analysis Specialization or Graduate Certificate in Applied Behavior Analysis

PSYC 6718 - Psychology of the Exceptional Individual (5 credits)

(5 credits)

Students in this course examine the cognitive, social-emotional, and psychomotor characteristics of individuals significantly deviating from the norm in behavior and/or adjustment. They learn ways to understand and work with individuals with learning disabilities (including emotional, behavioral, and intellectual disorders; autism; brain injury; hearing and vision loss; physical disabilities; and health disorders) and those who are gifted and talented. Students explore topical issues, including inclusion, transition to adulthood, and multicultural diversity. Through this course, students work toward gaining the knowledge and skills for developing research-based educational and therapeutic interventions.

PSYC 6719 - Developmental Psychopathology (5 credits)

(5 credits)

In this course, students explore formal psychopathology, including emotional and behavioral disorders and classification systems of infants, children, and adolescents. Students examine contrasting models of psychopathology, classification and epidemiology of childhood psychopathology, co-morbidity rates, differential issues from the current diagnostic manual's outcome of childhood disorders, therapeutic approaches and their efficacy, and developmental resilience. They examine and discuss literature and topics related to assessment, diagnosis, and treatment; a wide range of disorders and disruptive behaviors; and abuse and neglect. Applying course concepts, students assess case studies of diagnostic issues for a contemporary and practical understanding of psychopathology.

PSYC 6720 - Diagnosis and Assessment* (5 credits)

(5 credits)

Students are provided with an overview of what is commonly referred to as abnormal psychology; however, students also consider factors constituting normalcy from multiple perspectives. Students explore the application of diagnostic criteria in various mental health work settings, such as schools, rehabilitation facilities, community agencies, and private practices. Using the scholar-practitioner model, students consider environmental and biological factors contributing to behavioral disorders. Students also examine techniques commonly used for the diagnosis and treatment of cognitive, emotional, and developmental disorders as well as for psychophysiological and psychosocial problems. Through coursework and discussions, students consider multicultural factors that complicate diagnosis as well as current trends and contemporary issues in clinical assessment and diagnosis.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6722 - Counseling and Psychotherapy Theories* (5 credits)

(5 credits)

There are hundreds of therapeutic theories and techniques available to frame the practice of counseling and psychotherapy. An important skill for mental health counselors is to understand the strengths and limitations of these theories to determine which are most appropriate and work best in their own personal practice. In this course, students explore the history of counseling and psychotherapy theories. They examine the major approaches to counseling and psychotherapy in current use, including empirical foundations, advantages, and limitations. Students assess examples of theory-based applications and develop a personal theory of counseling based on theories and techniques assessed in the course.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6723 - Multicultural Counseling* (5 credits)

(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
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6724 - Child Psychotherapy* (5 credits)

(5 credits)

What are some of the special considerations of therapeutic treatment approaches in children? In this course, students have the opportunity to answer this question as they explore the psychological treatment of children from an array of theories and techniques, including play therapy. Students examine and discuss fundamentals and contemporary issues related to playroom organization, intake interviews, psychological assessment, treatment, evaluation, and intervention. They also explore typical play behaviors of children at various levels of development, cross-cultural aspects of play and their meanings, and issues of cultural sensitivity and ethical practice. Students complete a final written assignment to synthesize course concepts and demonstrate their understanding of child psychotherapy.

Pre-requisites

  • PSYC 6215
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6728 - Substance Abuse Counseling* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6731 - Concepts and Principles of Behavioral Analysis (5 credits)

(5 credits)

Applied Behavior Analysis (ABA) is a set of skills used in the assessment and treatment of individuals with a variety of behavioral problems and developmental delays, including autism spectrum disorders. Students in this course will explore the concepts and principles of applied behavior analysis. They also examine the concepts and principles of behaviorism to the application of behavioral principles in the context of applied behavior analysis, including behavioral observation and measurement, functions of behavior, developing and maintaining behaviors, and related ethical considerations. Students explore the impact of promoting positive social change through the application of ABA.

This course covers tasks from the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) and includes knowledge and skills foundational for the BCBA examination. The course is part of a Verified Course Sequence (VCS) verified by the Association for Behavior Analysis International as meeting specific coursework requirements, content hours, and faculty standards and meets coursework eligibility criteria for BCBA Eligibility Pathway 2 coursework requirements as part of the application for Behavior Analyst Certification Board, Inc.® (BACB®) examinations.

Pre-requisites

  • PSYC 6717

PSYC 6731A - Concepts and Principles of Behavior Analysis (5 credits)

(5 credits)

Applied Behavior Analysis (ABA) is a set of skills used in the assessment and treatment of individuals with a variety of behavioral problems and developmental delays, including autism spectrum disorders. Students in this course will explore the concepts and principles of applied behavior analysis. They also examine the concepts and principles of behaviorism to the application of behavioral principles in the context of applied behavior analysis, including behavioral observation and measurement, functions of behavior, developing and maintaining behaviors, and related ethical considerations. Students explore the impact of promoting positive social change through the application of ABA. This course covers tasks from the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) and includes knowledge and skills foundational for the BCBA examination. The course is part of a Verified Course Sequence (VCS) verified by the Association for Behavior Analysis International as meeting specific coursework requirements, content hours, and faculty standards and meets coursework eligibility criteria for BCBA Eligibility Pathway 2 coursework requirements as part of the application for Behavior Analyst Certification Board, Inc.® (BACB®) examinations.

PSYC 6733 - Ethical, Legal, and Professional Issues in Behavioral Analysis (5 credits)

(5 credits)

With a focus on the Ethics Code for Behavior Analysts issued by the Behavior Analyst Certification Board, Inc.® (BACB®), students in this course review responsible conduct of behavior analysts, ethical responsibilities to clients and their welfare, and ethical responsibilities to other individuals (e.g., colleagues) and the BACB®. In addition, students examine professional and legal issues involved in providing services in different contexts and with different client groups.

This course covers tasks from the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) and includes knowledge and skills foundational for the BCBA examination. The course is part of a Verified Course Sequence (VCS) verified by the Association for Behavior Analysis International as meeting specific coursework requirements, content hours, and faculty standards and meets coursework eligibility criteria for BCBA Eligibility Pathway 2 coursework requirements as part of the application for Behavior Analyst Certification Board, Inc.® (BACB®) examinations.

Pre-requisites

  • PSYC 6731

PSYC 6733A - Ethical, Legal, Professional Issues in Behavior Analysis (5 credits)

(5 credits)

Applied Behavior Analysis (ABA) is a set of skills used in the assessment and treatment of individuals with a variety of behavioral problems and developmental delays, including autism spectrum disorders. Students in this course will explore the concepts and principles of applied behavior analysis. They also examine the concepts and principles of behaviorism to the application of behavioral principles in the context of applied behavior analysis, including behavioral observation and measurement, functions of behavior, developing and maintaining behaviors, and related ethical considerations. Students explore the impact of promoting positive social change through the application of ABA. This course covers tasks from the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) and includes knowledge and skills foundational for the BCBA examination. The course is part of a Verified Course Sequence (VCS) verified by the Association for Behavior Analysis International as meeting specific coursework requirements, content hours, and faculty standards and meets coursework eligibility criteria for BCBA Eligibility Pathway 2 coursework requirements as part of the application for Behavior Analyst Certification Board, Inc.® (BACB®) examinations.

Pre-requisites

  • PSYC 6731 or PSYC 6731A

PSYC 6734 - Introduction to Behavioral Assessment and Intervention (5 credits)

(5 credits)

With a focus on the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) issued by the Behavior Analyst Certification Board, Inc.® (BACB®), this course covers the basic principles of behavioral assessment and applied behavior analysis. Course participants explore fundamental techniques leading to the implementation of behavioral procedures and behavioral programs. More specifically, instruction focuses on conducting functional assessments and functional analyses, developing and implementing intervention procedures based on the outcome of the assessments and analyses, and data-based decision-making.

This course covers tasks from the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) and includes knowledge and skills foundational for the BCBA examination. The course is part of a Verified Course Sequence (VCS) verified by the Association for Behavior Analysis International as meeting specific coursework requirements, content hours, and faculty standards and meets coursework eligibility criteria for BCBA Eligibility Pathway 2 coursework requirements as part of the application for Behavior Analyst Certification Board, Inc.® (BACB®) examinations.

PSYC 6734A - Introduction to Behavioral Assessment and Intervention (5 credits)

(5 credits)

With a focus on the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) issued by the Behavior Analyst Certification Board, Inc.® (BACB®), this course covers the basic principles of behavioral assessment and applied behavior analysis. Course participants explore fundamental techniques leading to the implementation of behavioral procedures and behavioral programs. More specifically, instruction focuses on conducting functional assessments and functional analyses, developing and implementing intervention procedures based on the outcome of the assessments and analyses, and data-based decision-making.

This course covers tasks from the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) and includes knowledge and skills foundational for the BCBA examination. The course is part of a Verified Course Sequence (VCS) verified by the Association for Behavior Analysis International as meeting specific coursework requirements, content hours, and faculty standards and meets coursework eligibility criteria for BCBA Eligibility Pathway 2 coursework requirements as part of the application for Behavior Analyst Certification Board, Inc.® (BACB®) examinations.

Pre-requisites

  • PSYC 6733 or PSYC 6733A

PSYC 6735 - Research Methods for Behavioral Analysis (5 credits)

(5 credits)

This course covers a variety of methods for data collection, measurement data collection, data analysis, and experimental designs that are common to applied behavior analysis. In addition to the theoretical background for single-subject research, this course emphasizes practical applications of research methods from baseline measurement to treatment evaluation. Advantages and limitations of various single-subject research methods are examined. Students design a small-n research study based on a research question developed from the applied behavior analysis literature. In addition, they critically evaluate research studies for the appropriate research design and methodology.

This course covers tasks from the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) and includes knowledge and skills foundational for the BCBA examination. The course is part of a Verified Course Sequence (VCS) verified by the Association for Behavior Analysis International as meeting specific coursework requirements, content hours, and faculty standards and meets coursework eligibility criteria for BCBA Eligibility Pathway 2 coursework requirements as part of the application for Behavior Analyst Certification Board, Inc.® (BACB®) examinations.

Pre-requisites

  • PSYC 6717
  • PSYC 6731

PSYC 6735A - Research Methods for Behavioral Analysis (5 credits)

(5 credits)

This course covers a variety of methods for data collection, measurement data collection, data analysis, and experimental designs that are common to applied behavior analysis. In addition to the theoretical background for single subject research, this course will also emphasize practical applications of research methods from baseline measurement to treatment evaluation. Advantages and limitations of various single subject research methods will be examined. Students will also design a small-n research study based on a research question developed from the applied behavior analysis literature. In addition, they will critically evaluate research studies for the appropriate research design and methodology.

Pre-requisites

  • PSYC 6731 or PSYC 6731A
  • PSYC 6733 or PSYC 6733A
  • PSYC 6734 or PSYC 6734A (PSYC 6734/6734A may be taken concurrently.)

PSYC 6736 - Advanced Behavioral Assessment and Intervention (5 credits)

(5 credits)

This course extends students' knowledge of operationalizing behavior, behavioral assessment, developing interventions, functional analysis/assessment, and social validity concerns through the utilization of applied behavior analysis methodologies. Course content emphasizes the relationship between valid assessment data and socially relevant interventions.

This course covers tasks from the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) and includes knowledge and skills foundational for the BCBA examination. The course is part of a Verified Course Sequence (VCS) verified by the Association for Behavior Analysis International as meeting specific coursework requirements, content hours, and faculty standards and meets coursework eligibility criteria for BCBA Eligibility Pathway 2 coursework requirements as part of the application for Behavior Analyst Certification Board, Inc.® (BACB®) examinations.

Pre-requisites

  • PSYC 6717
  • PSYC 6731
  • PSYC 6734

PSYC 6736A - Advanced Behavioral Assessment and Intervention (5 credits)

(5 credits)

This course will extend students' knowledge of operationalizing behavior, behavioral assessment, developing interventions, functional analysis/assessment, and social validity concerns through the utilization of applied behavior analysis methodologies. Emphasis will be placed on the relationship between valid assessment data and socially relevant interventions. Students will also examine case management skills and supervision strategies.

Pre-requisites

  • PSYC 6731 or PSYC 6731A
  • PSYC 6733 or PSYC 6733A
  • PSYC 6734 or PSYC 6734A
  • PSYC 6735 or PSYC 6735A

PSYC 6737 - Applications and Special Topics in Applied Behavioral Analysis (5 credits)

(5 credits)

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder with widely varying symptomatology that affects 1 in 68 children. It is also one of the primary client groups with whom behavior analysts provide services. Therefore, this course will include discussion of theory, research, and intervention in ASD. Topics will include the history of ASD, diagnostic issues, and treatment of autism. The emphasis will be on current approaches to evidence-based intervention. Research on identification and intervention of all aspects of ASD will be included.

Pre-requisites

  • PSYC 6731
  • PSYC 6733
  • PSYC 6734
  • PSYC 6735
  • PSYC 6736

PSYC 6738 - Applications and Special Topics in Applied Behavior Analysis: Supervision and Autism Spectrum Disorder* (5 credits)

(5 credits)

This course covers two separate but related topics within applied behavior analysis (ABA): personnel supervision and management and autism spectrum disorder (ASD).  Personnel supervision and management includes case management, supervision goals and procedures, function-based supervision, and evaluation. Autism spectrum disorder (ASD) is a neurodevelopmental disorder with widely varying symptomatology and represents one of the primary client groups for whom behavior analysts provide services. Students examine ASD theory, research, and history as well as diagnostic issues and interventions for the treatment of autism.

This course covers tasks from the Board Certified Behavior Analyst® (BCBA®) Task List (5th ed.) and includes knowledge and skills foundational for the BCBA examination. The course is part of a Verified Course Sequence (VCS) verified by the Association for Behavior Analysis International as meeting specific coursework requirements, content hours, and faculty standards and meets coursework eligibility criteria for BCBA Eligibility Pathway 2 coursework requirements as part of the application for Behavior Analyst Certification Board, Inc.® (BACB®) examinations.

Pre-requisites

  • PSYC 6717
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6738A - Applications and Special Topics in ABA: Supervision and Autism Spectrum Disorder (5 credits)

(5 credits)

This course covers two separate but related topics within applied behavior analysis (ABA): personnel supervision and management and autism spectrum disorder (ASD).  Personnel supervision and management includes case management, supervision goals and procedures, function-based supervision, and evaluation. Autism spectrum disorder (ASD) is a neurodevelopmental disorder with widely varying symptomatology and represents one of the primary client groups for whom behavior analysts provide services. Students examine ASD theory, research, and history as well as diagnostic issues and interventions for the treatment of autism.

This course covers tasks from the Board Certified Behavior Analyst® (BCBA®) Task List (5th ed.) and includes knowledge and skills foundational for the BCBA examination. The course is part of a Verified Course Sequence (VCS) verified by the Association for Behavior Analysis International as meeting specific coursework requirements, content hours, and faculty standards and meets coursework eligibility criteria for BCBA Eligibility Pathway 2 coursework requirements as part of the application for Behavior Analyst Certification Board, Inc.® (BACB®) examinations.

Pre-requisites

  • PSYC 6717 or PSYC 6717A
  • PSYC 6731 or PSYC 6731A

PSYC 6739A Organizational Behavior Management (5 credits)

(5 credits)

Organizational behavior management (OBM) involves the application of applied behavior analytic principles and procedures to individuals and groups in business, industry, government, and human service settings. Course content includes the analysis and management of employee/supervisee performance; supervision goals, procedures, and evaluation; staff training; and leadership. Embedded in the course is preparation for the BCBA Exam.

Pre-requisites

  • PSYC 6717 or PSYC 6717A
  • PSYC 6731 or PSYC 6731A 
  • PSYC 6733 or PSYC 6733A
  • PSYC 6734 or PSYC 6734A
  • PSYC 6735 or PSYC 6735A

PSYC 6740 - Disaster, Crisis, and Trauma* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6741 - Psychology of Terrorism* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6742 - Conflict, Conflict Resolution, and Peace* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6745 - Health Psychology* (5 credits)

(5 credits)

Health psychologists work toward positive change in healthcare and health behavior through the study of relationships between patients and providers, how individuals and groups adapt to illness, damaging health behaviors, health cognitions, and many other related issues. In this course students explore the field of health psychology with a focus on the biopsychosocial model. They discuss behavioral and biomedical theories as well as the effect of psychological (personality), behavioral (health behaviors and coping), and social factors (stress and physician-patient relationships) on physical health and wellness. Through the examination of current literature and peer discussions, students explore and address issues related to cardiovascular and immune health, including heart disease, stroke, cancer, and HIV/AIDS. They demonstrate their understanding of course material and consider how topics apply to their personal and professional life through the development of taskforce papers, a health brochure, and a final essay. 

Pre-requisites

  • PSYC 6215
  • PSYC 6701
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6747 - Psychoneuroimmunology* (5 credits)

(5 credits)

In this course, students examine the current theory and interdisciplinary (psychological and medical) research associated with psychoneuroimmunology (PNI). Topics include the mind/body interaction, its effects on overall health through modulation of the immune system, and mind/body interventions. Students explore recent advances in medical science that have contributed to the knowledge of biological processes and how the mind can be used as a potent force in modifying the biological mechanisms involved in wellness and illness.

Pre-requisites

  • PSYC 6225
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6748 - Stress and Coping* (5 credits)

(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
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6750 - Leadership Development* (5 credits)

(5 credits)

An understanding of the psychological principles of leader development often enhances leadership skills and ability to influence others to work toward common goals. In this course, students examine the psychology of leadership and leader development through cross-cultural, social, psychological, and political contexts. They identify and assess the psychological theories of leadership, leadership styles, qualities of great leaders, global leadership competencies, and instruments used to assess leadership and leadership potential. Students apply these psychological theories to assess and develop their own capacity for leadership.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6752 - Leadership Coaching: Application* (5 credits)

(5 credits)

The intent of leadership coaching is to facilitate psychological change that leads to goal attainment and enhanced performance. In this course, students apply evidence-based psychological approaches to coaching case studies. They assess coaching roles and settings; skills and competencies; models and frameworks; and current issues and future trends. Students employ critical-thinking skills and synthesize concepts learned in the course to develop a plan for implementing effective coaching in a real-world setting.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6753 - Leadership and Leader Development (5 credits)

(5 credits)

Leadership is complex and requires an exploration of the nuances, theories, and development required to be an effective leader. Students are provided with an extensive overview of leadership theories examining leadership from historical to more contemporary perspectives. Some of the more contemporary topics explored include strategic and global leadership, team leadership, emotional intelligence, and crisis leadership. Students explore definitions of leadership, major theoretical leadership models, and contextual and situational factors related to leadership. Students also examine various perspectives on leadership and the role of leadership in the achievement of organizational, group, and individual goals. Students engage in application assignments and discussions, focusing on effective leadership issues and practices. Ethical, cultural, and global aspects of leadership will be explored throughout the course. Leader development will be emphasized as students examine different leadership issues.

PSYC 6754 - Personnel Psychology in the Workplace* (5 credits)

(5 credits)

In this course, students explore the application of psychological theory and practice to human resources activities in organizations. They examine related topics, including job analysis and design, employee selection and placement, training and development, performance management and appraisal, and legal and ethical considerations in human resources management. Through a group project case study, students research, assess, and share critical issues in personnel psychology. They also demonstrate their ability to conduct effective research and review literature through a final research paper on a topic of interest related to course content and theory.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6755 - Leadership and the Process of Change* (5 credits)

(5 credits)

Effective leadership requires the ability to facilitate positive change, lead others in efforts to effect similar change, and work through challenges when met with resistance to change. Students in this course are provided with an extensive overview of leadership theories. Students explore definitions of leadership, major theoretical leadership models, and contextual and situational factors related to leadership and change. Students also examine various perspectives on leadership and the role of leadership in the achievement of organizational, group, and team goals. Students engage in practical assignments and discussions, focusing on effective leadership issues and practices during the process of organizational change.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6762 - The Psychological Impact of the Internet and Mobile Technologies* (5 credits)

(5 credits)

The Internet and mobile technologies have increased the immediacy and accessibility of information and have provided a global platform for the expression of creativity and new ideas. Students in this course explore how the Internet and mobile technologies affect how people think, view the world, gain information, and record and interpret history. They examine and discuss the use of the Internet and mobile technologies for socialization, entertainment, news and information, terrorism, politics, commerce and advertising, health, education, and work. Applying course concepts and theories, students demonstrate knowledge through a final paper or presentation in which they examine how the Internet and mobile technologies psychologically impact their personal lives and the lives of their family and friends.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6764 - Instructional Design for Online Course Development* (5 credits)

(5 credits)

In this course, students explore instructional design and delivery of online courses, issues related to assessment, evaluation in a distance-learning environment, and appropriate and systematic use of technology in online learning venues. Addressing course objectives and discussion questions, students explore and assess issues related to learning styles and instructional strategies in the online environment as well as alternatives to the online lecture. Students gain hands-on experience developing components for online instruction using course concepts and best practices in the field.

Pre-requisites

  • PSYC 6763
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6765 - Educational Psychology* (5 credits)

(5 credits)

In this course, students examine the variables related to teaching and learning to understand how educational psychologists contribute to teacher effectiveness, student motivation, and overall academic achievement. They assess teaching methods, learning environments, curriculum development, educational achievement, and characteristics of teachers and learners. They also explore educational assessment, environmental issues, and educational research techniques. Students complete an article summary through which they explain the rationale, methods, findings, and implications of a current research issue. Sharing their topical summaries with the class, students gain multiple perspectives and make connections within the field of educational psychology.

Pre-requisites

  • PSYC 6215
  • PSYC 6701
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6766 - Teaching of Psychology* (5 credits)

(5 credits)

Students in this course examine techniques and issues related to teaching psychology at the college/university level. They examine aspects of the adult development process, teaching skills, rapport with students, and course and classroom management. Students also explore classroom communication and ethical issues relevant to both instructors and students. Demonstrating their knowledge and communicating perspectives, students complete writing assignments on topics related to teaching psychology. They also have the opportunity to gain practical experience and constructive feedback as they lead discussions, assign grades, and evaluate other student teachers.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6775 - Strategic Context of Public Management and Leadership (5 credits)

(5 credits)

Public policy implementation can take place in either a public organization, a private one, a nonprofit one, or a combined or networked one. Students in this course engage in a collaborative study of the changing strategic context of public administration as they apply a strategic planning and management approach to the implementation of public policy. Students are introduced to planning, management, financial management, performance management, and contracting processes in the organization whose purpose is to implement public policy.

PSYC 6776 - Transformative Change in a Shared-Power World (5 credits)

(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.

PSYC 6781 - Psychopathology From a Clinical Perspective* (5 credits)

(5 credits)

Students in this course are provided with an in-depth examination of current theory and research associated with major psychological disorders and their diagnosis. The primary classification systems are explored in terms of their applicability and limitations. The factors that impact the assessment, diagnosis, and treatment of disorders along a continuum of mental health are explored. Application of the diagnostic criteria in terms of case conceptualization is emphasized.

Pre-requisites

  • PSYC 6215
  • PSYC 6701
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6785 - Prevention: Research and Practice* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6790 - Introduction to the Nonprofit Sector (5 credits)

(5 credits)

Nonprofit organizations (NPOs) can serve to positively affect people’s lives through social change, but they require leaders who have a fundamental understanding of the nonprofit sector, including related ethical, legal, and global perspectives. Students in this course explore these viewpoints as well as the history, foundations, and types of NPOs. They also examine the diverse political, social, and economic contexts within which NPOs exist. Students explore and apply marketing, public relations, and communication concepts and strategies to case studies and contemporary situations. Gaining practical insight, students also apply theories presented in the course to the development of a concept paper guiding the development of a nonprofit organization.

PSYC 6791 - Organizational Management and Leadership* (5 credits)

(5 credits)

Public and nonprofit leaders in all areas of public administration require a thorough understanding of the expectations of their roles as leaders and managers of diverse and complex organizations. Students use theoretical and applied perspectives from which they study the intricacies of these roles, including the distinction between leadership and management, organizational culture, change management, systems theories, and organizational development. Students gain a practical understanding of these topics through the application of principles and concepts to public, private, and nonprofit organizational settings.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6793 - Board Governance and Volunteer Management* (5 credits)

(5 credits)

The success of nonprofit organizations (NPOs) is highly dependent on volunteers: the effective governance provided by the volunteer board of directors and the management of program volunteers—individuals who often serve as the lifeblood of NPOs. Students in this course explore the board governance process. They focus on methods that organizations use to create and maintain an effective board of directors to ensure that the board governs and guides the organization toward their mission. Students also explore board member recruitment, orientation, training, supervision, and evaluation; and they reflect on the use of those practices for program volunteers. Students create a five-section guide that includes a board development and volunteer management plan based on processes presented in the course and fundamental concepts acquired earlier in the program.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6800 - Applied Psychology Research Methods (5 credits)

(5 credits)

In this research course, students are provided with core knowledge and skills for collecting, analyzing, and interpreting quantitative data at the graduate level. Students are provided practical skills in conducting applied research activities including methodological approaches, data collection, and management. They also explore basic exploratory, descriptive, and inferential analyses and apply statistical techniques to analyze data.

Pre-requisites

  • RSCH 6110

PSYC 6810 - Community Psychology* (5 credits)

(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 to consider how these factors are likely to influence their work as community psychologists.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6815 - Contemporary Gerontology/Geriatric Psychology* (5 credits)

(5 credits)

Statistical data indicate that people are living longer and the number of older persons is continually increasing. As the population ages, society must prepare to address their needs. Students in this course are provided with a multidisciplinary approach to the study of aging in contemporary societies. Students examine the biological, psychological, social, and societal contexts of aging. They also explore the historical and cross-cultural perspectives on aging, social theories of aging, managing chronic diseases, cognitive changes associated with aging, mental health issues, sexuality, and social interactions. Through a series of taskforce reports on various topics, such as sexually transmitted diseases, substance abuse, and elder abuse, students apply course concepts and critically examine current issues in gerontology.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6825 - Psychology of Gender* (5 credits)

(5 credits)

Gender has been the focus of many stereotypes developed over time; but how much does the biological sex of an individual actually influence one's behavior, development, or emotions? Students in this course are introduced to theories and research on gender role expectations and their influence on the psychosocial developmental experience of women, men, and children. Students apply current gender research to understanding achievement, work, relationships, sexuality, violence, and physical health and illness. They also engage in readings and assignments that emphasize the responses of women and men to life stresses, women as clients in psychotherapy, and the increasing role of gender research in the mental health professions.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6830 - Psychology of Sexuality* (5 credits)

(5 credits)

In this course, students explore sexuality through a variety of frameworks, including historical, psychological, sociological, anthropological, biological, public health, and media and cultural studies. Using a variety of theoretical perspectives, including essentialist and constructivist notions of sex, sexuality, and sexual identity, students examine traditional understandings of sexuality, including male and female sexual anatomy, physiology, and response; variations across the lifespan; sexual communication; love and interpersonal attraction; and sexual disorders. They also explore and discuss different expressions of sexual identity, including heterosexuality, homosexuality, and bisexuality as well as different expressions of gender identity from cross-cultural and interdisciplinary viewpoints. Students complete an integrative final paper incorporating research, ideas, and peer feedback from discussions on a topic related to the psychology of sexuality.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6831 - Current Issues in Homeland Security* (5 credits)

(5 credits)

Since its inception, the Department of Homeland Security has profoundly impacted public policy and administration. Students are provided with an in-depth analysis of homeland security, including history, concepts, policies, and strategies of prevention and response. Students examine and discuss current, relevant topics, including ethical issues, telecommunications, technology, threat assessment, contingency planning, and risk management. Students hone their critical-thinking and analytic skills through the application of fundamental concepts and principles of homeland security to case studies and current issues.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6832 - Terrorism: Legislation and Policy* (5 credits)

(5 credits)

The events of September 11, 2001, resulted in a new and intense focus on the issue of terrorism in the United States and abroad. Through traditional literature and a wealth of contemporary journal articles and media sources, students explore the history of terrorism, the evolution and international context of terrorist groups, and the causes of and motivations for terrorist acts. They learn about the laws, regulations, and legislation related to terrorism. They also analyze possible future trends in terrorism as well as the current role of the media, governmental agencies, and entities in the prevention of and response to terrorism. Students use concepts presented in the course and additional research to develop a proposal to change and improve an existing counterterrorism policy.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 6912 - Mental Health Law* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8000 - Foundations for Graduate Study in Psychology (6 credits)

(6 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.

PSYC 8002 - Foundations for Graduate Study in Psychology (1 credits)

(1 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.

PSYC 8002L - Foundations for Graduate Study in Clinical Psychology (5 credits)

(5 credits)

This course is an introduction to Walden University and to the profession of clinical psychology. Students receive a foundation for success in online education and for academic and professional success as scholar-practitioners and social change agents. The beginning of the course provides an overview of the mission and vision of Walden, the student's program of study, and tools for success in the online program. The remainder of the course provides a systematic introduction to clinical psychology as a profession. Topics include varieties of clinical practice, professional competencies, ethical and multicultural competencies, emerging issues, and organizations within the profession and clinical psychology. Through course assignments, students focus on practical applications of writing and critical-thinking skills, self-reflection, and promotion of professional and academic excellence.

PSYC 8003 - Foundations for Graduate Study in Counseling Psychology (5 credits)

(5 credits)

Students in this course are introduced to Walden University and to the profession of counseling psychology. A foundation for success in online education and for academic and professional success as a scholar-practitioner and social change agent is provided. Students have an overview of the mission and vision of Walden, the student's program of study, and tools for success in the online program at the beginning of the course. The remainder of the course is a systematic introduction to counseling psychology as a profession. Topics include varieties of counseling practice, professional competencies, ethical and multicultural competencies, emerging issues, and organizations within the profession and counseling psychology. Course assignments focus on practical application of writing and critical-thinking skills, self-reflection, and promotion of professional and academic excellence.

PSYC 8004 - Foundations for Graduate Study in Psychology (3 credits)

(3 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.

PSYC 8111 - Development in the Digital Age* (5 credits)

(5 credits)

Students in this course examine the impact of social media and other digital technology on children, teens, and adults and at different stages of cognitive, social, and emotional development. They also examine how identity development, relationships, and socialization can be affected by the use of digital and social media. Students receive a historic review of electronic media research, including the effect of violent television on viewer behavior, which provides a foundation to examine the current impact of digital media. Current issues such as sexting, online harassment, cyberbullying, and cyberstalking are explored, along with strategies for mitigating these issues. Similarly, positive impacts of social media, such as building social groups, finding communities, overriding generational gaps, seeking health and mental health support and resources, are also explored. Students also examine generational, socioeconomic, and cultural differences in access to and use of digital media. Digital media literacy and public policy are explored, with an emphasis on positive social change.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8113 - Ethical Issues and Professional Responsibilities in Forensic Psychology (5 credits)

(5 credits)

Students in this course acquire the contemporary knowledge needed to apply ethical practice and professional responsibilities while working as a forensic psychologist. 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 are mainstays in this course. Additionally, the various roles and responsibilities of a forensic psychologist are covered.

PSYC 8115 - Writing a Quality Prospectus (5 credits)

(5 credits)

This 5-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.

PSYC 8116 - Understanding Forensic Psychology Research (5 credits)

(5 credits)

Students in this course will better understand how to be astute consumers of forensic psychology research. Basic principles of statistics, such as reliability and validity, are covered. At the same time, students learn how to critically read forensic psychology research and how best to apply research results to forensic clinical settings.

PSYC 8125 - Assessment in Forensic Psychology Settings (5 credits)

(5 credits)

Students in this course cover the varied assessment techniques and instruments used in the forensic psychology arena. Some of the assessment areas covered include risk assessment, juvenile evaluations, lie detection, custody evaluations, and many of the psychological tests and instruments that are used in these assessments. Students acquire a solid foundation of the knowledge of forensic psychology techniques and assessment, rather than specific skills, in administering and interpreting psychological tests.

PSYC 8131 - Theories of Learning (5 credits)

(5 credits)

Participants in this course study in-depth modern learning theory, its historical context, theoretical ideas, research, and applications in various learning environments. The theoretical ideas of the major paradigms of learning, such as behaviorism, gestalt, cognitivism, information-processing, constructivism, and humanism, will be covered. Students also review current theories of cognitive processes, such as language, memory, and intelligence, and how differences in cognitive level throughout the lifespan mediate learning of educational subject matters.

Pre-requisites

  • PSYC 8760

PSYC 8135 - Criminal Behavior* (5 credits)

(5 credits)

Students in this course survey contemporary views and theories of maladaptive and criminal behavior. A broad conceptualization of criminal behavior, such as that which comes from the sociological and anthropological perspectives, is discussed. Theories and application of criminal profiling will be discussed. Additionally, more specific views of criminal behavior germane to groups such as psychopaths, serial offenders, and sexually violent predators will be addressed.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8185 - Writing a Quality Prospectus (5 credits)

(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.

Pre-requisites

  • RSCH 8110
  • RSCH 8210

PSYC 8202 - Survey Research Methods* (5 credits)

(5 credits)

An in-depth study of a range of survey methods administered via in-person interview, self-report, phone interview, and Internet administration is introduced in this course. Topics will include survey design, administration, analysis, and addressing sources of bias. Students also review theoretical and empirical research on question and questionnaire effects. Students prepare in the practice of writing questions and designing questionnaires, both in general and in light of existing research.

Pre-requisites

  • RSCH 8110
  • RSCH 8210
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8204 - Intergroup Relations* (5 credits)

(5 credits)

Participants in this course study in depth basic and applied research and theory on both group processes and group relations, including some of the following topics: prejudice, discrimination, stereotyping, social categorization, minority and majority influence, group decision making, leadership, group structure, group socialization, bargaining and negotiation, intergroup conflict and cooperation, collective action and cognition, collective self and identity, social identity, language and identity, ethnic and cultural relations, and social dilemmas.

Pre-requisites

  • PSYC 8247
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8207 - History and Systems of Psychology* (5 credits)

(5 credits)

Students in this course focus on the historical and philosophical roots of psychology and counseling. Topics include structuralism, functionalism, behaviorism, psychoanalysis, gestalt, and existentialism, as well as contemporary perspectives including evolutionary psychology, positive psychology, postmodernism, and feminist psychology. Themes of diversity and multiculturalism in psychology and counseling are highlighted within each of the perspectives.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8214 - Consulting for Organizational Change* (5 credits)

(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.

Pre-requisites

  • PSYC 8412
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8215 - Lifespan Development* (5 credits)

(5 credits)

Students in this course are provided with an advanced overview of human development through the lifespan, including prenatal, childhood, adolescent, adult, and late-adult phases. Students examine and apply basic processes and theories to developmental milestones that occur within these phases of development. They explore factors of heredity and environmental elements on human development, and they consider ethical issues, research considerations, and global perspectives as they assess strategies to promote optimal development. Students also engage in coursework and discussions that highlight themes of diversity and social change.

PhD in Psychology Students Entering With a BS Degree

Pre-requisites

  • PSYC 8004
  • PSYC 8252
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8216 - Dynamics of Contemporary, International, and Virtual Organizations* (5 credits)

(5 credits)

Globalization, technological innovation, and market factors continually change the context of business, requiring professionals who understand how organizations function to work through challenges and harness opportunities for change. In this course, students explore the implications of the changing nature of organizations as well as the emergence of international and virtual organizations in a global economy. Through contextual and application-based assignments, students address the unique opportunities and challenges for government, for-profit, nonprofit, international, and virtual organizations. Applying acquired knowledge and skills, students provide a diagnosis and recommendations for a specific organization's development efforts.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8221 - Psychology of Personality* (5 credits)

(5 credits)

Professionals study personality in a variety of contexts to better understand the factors that compose an individual's psychological framework, including feelings, thoughts, and motivations. Students in this course are introduced to the major theories of personality and personality assessment approaches. Students examine research that supports multiple theories as well as basic concepts and principles of the various schools of thought. They also explore and discuss related topics, such as various aspects of psychology, including psychoanalytic, biological, behaviorist, learning, social-cognitive, trait and skill, humanistic, and existential, in addition to individual, cultural, and gender differences in personality. Students consider themes of diversity throughout the course.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8226 - Biopsychology* (5 credits)

(5 credits)

An important branch of psychology, known as biopsychology, combines neuroscience with basic psychological models for the purpose of understanding how biology, including the brain and neurotransmitters, influence human behavior. In this course, students examine the structure and functions of the central and peripheral nervous systems and explore the impact of neurobiology, endocrinology, and physiology on human behavior. They examine brain functioning, including neural conduction; effects of neurotransmitters; sensory systems; and mechanisms of attention, memory, perception, and language. Students also explore literature addressing issues related to neuroplasticity and lateralization. Applying knowledge and skills from throughout the course, students develop a final research paper through which they synthesize biopsychology concepts and critically analyze related research.

Pre-requisites

  • PSYC 8004
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8238 - Cognitive and Affective Bases of Behavior* (5 credits)

(5 credits)

Students in this course review core theories of cognition and affect and their roles in human functioning. Students review basic components of cognition, including knowledge acquisition, knowledge representation, language and various aspects of thinking, and emotions. Participants also focus on the multidimensional and interactive characteristics of human cognitive and affective functioning. A specific emphasis is placed on theories and research bearing on how cognition and affect interact in important areas of human functioning such as emotional regulation, construction of reality, motivation, psychopathology, and health.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8242 - Changing Health Behavior: Theory and Practice* (5 credits)

(5 credits)

Students in this course review past and current models of health behavior change, disease prevention, disease management, and relapse prevention. Coverage of health-related issues includes dietary needs, tobacco and drug use, safer sexual practices, and stress management. Students examine behavior change within specific populations (e.g., older adults, those with disability, different races/cultures/ethnicities) and factors that predict or serve as obstacles to lifestyle change and adherence. Additionally, students complete a grant-style proposal for a behavior change program of their design.

Pre-requisites

  • PSYC 8745
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8247 - Social Psychology* (5 credits)

(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.

Pre-requisites

  • PSYC 8004
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8252 - Themes and Theories of Psychology (5 credits)

(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. 

PSYC 8281 - Psychology Practicum I (3 credits)

(3 credits)

This course is the first of the four-course, year-long practicum sequence. Students are able to engage in a supervised experience that integrates theory and research with practice. As students work in collaboration with their site supervisor and course instructor, their practicum experience includes guided development of intermediate conceptual, assessment, intervention, and evaluation skills; awareness of professional and ethical issues; professional and interpersonal growth; development of cultural competence; and effective use of supervision.

Pre-requisites

  • Successful completion of AYR

PSYC 8283 - Psychology Practicum II (3 credits)

(3 credits)

This course is the second of the four-course, year-long practicum sequence. Students continue their practicum applying the principles and methods of empirically supported treatments and approaches learned from their coursework. Working in collaboration with their site supervisor and course instructor, the practicum experience includes guided development of intermediate conceptual, assessment, intervention, and evaluation skills; awareness of professional and ethical issues; professional and interpersonal growth; development of cultural competence; and effective use of supervision.

PSYC 8284 - Psychology Practicum III (3 credits)

(3 credits)

This course is the third of the four-course, year-long practicum sequence. Students continue their practicum, applying the principles and methods of empirically supported treatments and approaches learned from their coursework. Students bring closure to their work on real-world problems that they developed with their preceptors. Students evaluate and complete their practicum project and present their project in the workplace and in the online classroom.

PSYC 8285 - Psychology Practicum IV (3 credits)

(3 credits)

This course is the fourth of the four-course, year-long practicum sequence. Students continue their practicum, applying the principles and methods of empirically supported treatments and approaches learned from their coursework. Students bring closure to their work on real-world problems that they developed with their preceptors. Students evaluate and complete their practicum project and present their project in the workplace and in the online classroom.

PSYC 8292 - Clinical Psychology Internship I (3 credits)

(3 credits)

The internship course is taken in conjunction with a supervised clinical experience and is intended to prepare clinical psychology students for readiness to enter practice. After completion of the practicum sequence, students take this course, which is designed to develop intermediate intervention and assessment skills, integrate professional knowledge and skills with evidence-based practices, and continue focused development in specialization areas. A minimum of 2,000 clock hours with at least 900 clock hours of direct client contact must be documented.

PSYC 8293 - Clinical Psychology Internship II (3 credits)

(3 credits)

The internship course is taken in conjunction with a supervised clinical experience and is intended to prepare clinical psychology students for readiness to enter practice. After completion of the practicum sequence, students take this course, which is designed to develop intermediate intervention and assessment skills, integrate professional knowledge and skills with evidence-based practices, and continue focused development in specialization areas. A minimum of 2,000 clock hours with at least 900 clock hours of direct client contact must be documented.

PSYC 8294 - Clinical Psychology Internship III (3 credits)

(3 credits)

The internship course is taken in conjunction with a supervised clinical experience and is intended to prepare clinical psychology students for readiness to enter practice. After completion of the practicum sequence, students take this course, which is designed to develop intermediate intervention and assessment skills, integrate professional knowledge and skills with evidence-based practices, and continue focused development in specialization areas. A minimum of 2,000 clock hours with at least 900 clock hours of direct client contact must be documented.

PSYC 8295 - Clinical Psychology Internship IV (3 credits)

(3 credits)

The internship course is taken in conjunction with a supervised clinical experience and is intended to prepare clinical psychology students for readiness to enter practice. After completion of the practicum sequence, students take this course, which is designed to develop intermediate intervention and assessment skills, integrate professional knowledge and skills with evidence-based practices, and continue focused development in specialization areas. A minimum of 2,000 clock hours with at least 900 clock hours of direct client contact must be documented.

PSYC 8296 - Social Cognition and Attitudes* (5 credits)

(5 credits)

In this course, students are oriented to key elements in social cognitive processing as a subspecialty of social psychology, including attribution theory, schema theory, social cognition relative to self, the role of attention/consciousness in social cognition, errors and biases in social thought, heuristics, person memory, affect and cognition, attitudes, social influence, and behavior relative to social cognition. Students investigate the structure and function of attitudes and how they are formed and maintained. They also examine the connection between attitudes and behavior and how attitudes are changed through the process of persuasion and cognitive dissonance.

Pre-requisites

  • PSYC 6245/8247 Social Psychology
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8304 - Statistics 1* (5 credits)

(5 credits)

Psychology practitioners use statistics in a variety of professional undertakings, such as creating studies to assess human behavior or deciding which treatment approaches are most effective for a specific client. Students in this course are provided with a thorough analysis of basic descriptive and inferential statistical methods commonly used in the social sciences. Students work toward developing the skills with which to write, analyze, and critique social science research. They learn various methods, including computation and analysis of frequency distributions, measures of central tendency, and statistical hypothesis testing. Students also examine statistical tests (and underlying assumptions), including z-score; single-sample, independent-sample, and related-sample t-tests; analysis of variance; correlation, regression; and chi-square tests. Students are introduced to the SPSS statistical software package.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8305 - Statistics 2* (5 credits)

(5 credits)

In this course, students review and expand on statistical techniques mastered in Statistics 1, such as the t-test, correlation analysis, ANOVA, and chi-square tests. Students explore underlying assumptions and applications of factorial, repeated measures (within groups), mixed-design ANOVA, multiple regression, and logistic regression. They learn statistical and analytical applications as well as how to critically read and write about psychological research—skills and techniques needed to complete the doctoral dissertation. Students also engage in analyses involving the use of the SPSS statistical software package.

Pre-requisites

  • PSYC 6305 or PSYC 8304
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8307 - Multivariate Analysis (5 credits)

(5 credits)

Univariate analyses, such as the t test, ANOVA and ANCOVA, chi square, correlation, multiple linear regression, and multiple binary logistic regression, are limited to the analysis of a single dependent variable and yield a single statistical solution. Students in this course in multivariate analysis are introduced to procedures to simultaneously analyze multiple independent and multiple dependent variables that yield more than one statistical solution. Covered in this course are several of the most common multivariate and data mining procedures, including MANOVA, discriminant analyses, factor analysis, canonical correlation, and cluster analysis. Students examine appropriate conditions for the use of each procedure and demonstrate understanding in applied discussion assignments, application assignments using IBM SPSS, and journal quality report of results.

Pre-requisites

  • PSYC 8004

PSYC 8311 - Research Design* (5 credits)

(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

  • PSYC 6305 or PSYC 8304
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8315 - Program Evaluation* (5 credits)

(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 8260
  • PSYC 8214
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8316 - Tests and Measurement* (5 credits)

(5 credits)

Students in this course are provided with an overview of the different types of tests used in clinical, educational, and organizational settings. Students engage in a comprehensive examination of psychometric properties used to develop and evaluate these instruments. They examine normative sampling and standardization, reliability and validity, test score interpretation, and test development. Students also consider related ethical, legal, and sociocultural issues, including cultural bias and fairness. Professional standards for testing provide a foundation for the course.

Pre-requisites

  • PSYC 8304 or RSCH 8210
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8343 - Psychotherapy Interventions 2 (5 credits)

(5 credits)

Students in this course learn methods of applying empirically supported treatment and interventions to client issues ranging from living problems to severe mental disorders in selected populations. Students gain hands-on experience implementing intervention models, including cognitive-behavioral therapy, person-centered therapy, short-term dynamic psychotherapy, and integrative psychotherapy. They engage in topical readings and course assignments that emphasize culturally competent interventions within an ethical framework for clinical practice.

Pre-requisites

  • PSYC 8344

PSYC 8344 - Interventions I (5 credits)

(5 credits)

The focus of this course is on the acquisition and demonstration of clinical and counseling skills in the context of empirically supported modes of intervention. Students apply skills in treatment-planning exercises, clinical vignettes, and face-to-face simulations of psychotherapy sessions.

PSYC 8356 - Marriage, Couple, and Family Therapy (5 credits)

(5 credits)

Students in this course receive a foundation in the theoretical perspectives and empirical framework necessary for marriage, couple, and family therapy. The theoretical perspective includes general systems theory and its applications, as well as psychosocial, psychodynamic, transgenerational, strategic, cognitive-behavioral, and social constructionist models. Students learn to conceptualize presenting issues within a systemic perspective and context. Empirically based techniques for assessment and intervention of marriages, couples, and families are reviewed and analyzed.

PSYC 8393 - MS in Psychology Capstone (5 credits)

(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.

PSYC 8412 - Research Foundations (5 credits)

(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. 

Pre-requisites

  • RSCH 8210

PSYC 8511 - Treatment of Forensic Populations* (5 credits)

(5 credits)

Students in this course receive the basic knowledge necessary to evaluate and subsequently treat many different forensic populations. Various forensic populations such as sex offenders, substance abusers, victims of crime, and employee assistance to law enforcement personnel will be covered. The use of traditional forms of intervention, such as individual and group psychotherapy, as well as recent developments in intervention, such as restorative justice, will be addressed.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8521 - Police Psychology (5 credits)

(5 credits)

The focus of this course is directed at the various roles a psychologist might have when working within a police department. Issues such as officer selection and training, stress management, critical incident stress debriefing, and upper-management consultation are mainstays of the police psychologist and will be covered. Additionally, less-well-known roles such as training in hostage negotiations and the selection of special operations officers (S.W.A.T., snipers, tactical commanders) will be reviewed.

PSYC 8522 - Psychology in the Courts (5 credits)

(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.

PSYC 8551 - I/O Tests and Measurement* (5 credits)

(5 credits)

Students in this course are provided with an in-depth study of measurement theory and the tests used in organizational settings. They review a comprehensive examination of psychometric properties used to develop and evaluate these instruments, including classical test theory, item response theory (IRT), and item forensics approaches to testing. Topics include normative sampling and standardization, reliability and validity, test score interpretation, and test development. Students also address ethical, legal, and sociocultural issues, including cultural bias and fairness. Professional standards for testing provide a foundation for the course.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8552 - Psychology of Motivation at Work* (5 credits)

(5 credits)

Participants in this course study in depth major topics in micro-level organizational behavior. Accountability, organization citizenship behaviors, forms of organizational attachment, motivation, goal theory, and issues of equity and justice will be covered.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8573 - Child and Adolescent Health* (5 credits)

(5 credits)

Students in this course cover diseases and disorders in children and adolescents. Topics include diabetes, anorexia, headaches, epilepsy, burn injuries, cystic fibrosis, asthma, addiction, and adolescent obesity. Health promotion for children and adolescents is discussed, including cardiovascular health, nutrition, and exercise. Also covered are insights into special issues such as post-traumatic stress disorder, daily stress, sexually transmitted diseases, sleep disorders, and ethical and legal issues in pediatric and adolescent health psychology.

Pre-requisites

  • PSYC 8745
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8574 - Women's Health* (5 credits)

(5 credits)

Students in this course examine healthcare issues in women and girls. Topics include healthy development, trauma, coping, self-esteem, resilience, self-care, well-being, sexual health, relationships, roles, family, schooling, careers, motherhood, transitions, violence, security, bereavement, and positive aging.

Pre-requisites

  • PSYC 8745
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8576 - Advanced Personnel Psychology* (5 credits)

(5 credits)

Students explore advanced selection validation models and techniques, performance measurement approaches, and talent management systems as well as underlying legal implications and policy issues. In this course, students prepare as future scholar-practitioners to conduct and apply research in the field of personnel psychology.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8579 - Job Attitudes, Measurement, and Change (5 credits)

(5 credits)

Participants in this course study in depth major theories of job attitudes, as well as their antecedents, correlates, and consequences. Topics will include job satisfaction, organizational commitment, organizational citizenship behavior, withdrawal behavior, and counterproductive organizational behavior. Application of learning will be demonstrated through an applied-attitude survey research project.

PSYC 8620 - Adult Learning Theory and Application (5 credits)

(5 credits)

Students in this course explore the history and development of adult education as a distinct entity from child and/or adolescent learning. Students examine the various adult learning environments, including but not limited to professional training and online learning. They examine adult learning theory and how andragogy is applied via theoretical principles in multiple contexts. Special attention is paid to specific challenges and needs of the adult learner. Students in this course become familiar with current research in the field of adult education and generate a comprehensive analysis that synthesizes scholarly research in the area.

PSYC 8630 - Theories of Learning and Motivation (5 credits)

(5 credits)

Students explore classic and contemporary learning and motivation theory in the context of educational settings. The theoretical ideas of the major paradigms of learning, such as behaviorism, gestalt, cognitivism, information processing, constructivism, and humanism as well as cognitive processes, such as language, memory, and intelligence, will be covered. Students examine the physiological, psychological, learned, social, cognitive, and emotional aspects of motivation as they apply to learning. They apply constructs such as culture and technology to their understanding of learning theory and student motivation to develop their own philosophy of teaching. Of particular focus is the application of theoretical concepts of learning and motivation to practical, real-world challenges found in present-day educational settings.

Pre-requisites

  • PSYC 8004

PSYC 8640 - Applied Social Psychology (5 credits)

(5 credits)

Students are introduced to the goals and methods of applied social psychology. Topics explored include attitudes, social identity, social influence, attribution, social relations, diversity, and group dynamics in the context of educational, environmental, health, legal, and organizational settings as they relate to real-world social issues, practical problems, and the social domains of daily life. Emphasis is placed on exploring the contributions and contemporary applications of social psychological constructs, principles, theories, and interventions in these settings to promote positive social change.

Pre-requisites

  • PSYC 8247

PSYC 8700 - Psychology and Social Change* (5 credits)

(5 credits)

In this course, students analyze and evaluate theories of social and personal change. Students engage in a variety of conceptual and application assignments focused on power and social inequalities, ethnic inequalities, global environment, and issues related to gender and sexism, such as homophobia. In addition, students examine the impact of social change theories on children, families, and societies. They explore the concepts of change agent and change advocate as well as the role of the psychologist as change agent. Students also engage in an integrative written assignment to synthesize theories and analyze a current social problem in their community, for which they propose an action to address the issue and drive positive social change.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8701 - Culture and Psychology* (5 credits)

(5 credits)

Culture often has a profound influence on individual beliefs, personality development, and social behavior. Therefore, mental health professionals must have a fundamental understanding of the impact and psychological implications of culture. In this course, students focus on core themes of cross-cultural psychology—specifically, cultures representing different parts of the world and cultural influences on human psychology. Students explore the cultural components, research, and theory of cross-cultural psychology, and they assess the overall impact of culture on the field of psychology around the world. Additionally, they engage in readings and practical assignments to gain a better understanding of human development and the interactions between culture and social behaviors, health, mental health, and mental illnesses.

PhD in Psychology Students Entering With a BS Degree

Pre-requisites

  • PSYC 8252
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8702 - Dissertation Literature Review Lab (2 credits)

(2 credits)

The purpose of this course is to help students prepare to write a well-structured, soundly presented critical literature review. Students taking this course cover topic selection, research analysis, writing, and editing. Upon completing the course, students produce an annotated bibliography and an 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.

PSYC 8705 - Ethics and Standards of Professional Practice* (5 credits)

(5 credits)

What constitutes fraudulent practice, and how can psychologists avoid it? In this course, students have the opportunity to answer questions such as this as they examine the psychologist's principles of conduct, code of ethics, and standards of practice. They identify and analyze the guidelines for practice in specific psychological services and with identified populations, and they assess the ethical decision-making process. Students engage in weekly discussions on topical issues, including informed consent, confidentiality, duty to warn, mandated reporting, record keeping, the limits of competency, and dual relationships. They also consider the function of professional development, such as supervision, peer consultation, and continuing education, in reaching career goals and acquiring more diverse skill sets.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8718 - Psychology of the Exceptional Individual (5 credits)

(5 credits)

Students in this course examine the cognitive, social-emotional, and psychomotor characteristics of individuals significantly deviating from the norm in behavior and/or adjustment. They learn ways to understand and work with individuals with learning disabilities (including emotional, behavioral, and intellectual disorders; autism; brain injury; hearing and vision loss; physical disabilities; and health disorders) and those who are gifted and talented. Students explore topical issues, including inclusion, transition to adulthood, and multicultural diversity. Through this course, students work toward gaining the knowledge and skills for developing research-based educational and therapeutic interventions.

PSYC 8719 - Developmental Psychopathology (5 credits)

(5 credits)

In this course, students learn about formal psychopathology, including emotional and behavioral disorders and classification systems of infants, children, and adolescents. Students examine contrasting models of psychopathology, classification and epidemiology of childhood psychopathology, co-morbidity rates, differential issues from the current diagnostic manual's outcome of childhood disorders, therapeutic approaches and their efficacy, and developmental resilience. They examine and discuss literature and topics related to assessment, diagnosis, and treatment; a wide range of disorders and disruptive behaviors; and abuse and neglect. Applying course concepts, students assess case studies of diagnostic issues for a contemporary and practical understanding of psychopathology.

PSYC 8720 - Diagnosis and Assessment* (5 credits)

(5 credits)

Students are provided with an overview of what is commonly referred to as abnormal psychology; however, students also consider factors constituting normalcy from multiple perspectives. Students explore the application of diagnostic criteria in various mental health work settings, such as schools, rehabilitation facilities, community agencies, and private practices. Using the scholar-practitioner model, students consider environmental and biological factors contributing to behavioral disorders. Students also examine techniques commonly used for the diagnosis and treatment of cognitive, emotional, and developmental disorders as well as for psychophysiological and psychosocial problems. Through coursework and discussions, students consider multicultural factors that complicate diagnosis as well as current trends and contemporary issues in clinical assessment and diagnosis.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8721 - Advanced Psychopathology* (5 credits)

(5 credits)

In this course, students engage in an in-depth examination of current theory and research associated with major psychological disorders and their diagnoses. Students explore the primary classification systems in terms of their applicability and limitations as well as the factors that impact the assessment, diagnosis, and treatment of disorders along a continuum of mental health. Students engage in practical assignments, focusing on applications of the diagnostic criteria in terms of case conceptualization.

Pre-requisites

  • PSYC 8221
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8723 - Multicultural Counseling* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8724 - Child Psychotherapy (5 credits)

(5 credits)

What are some of the special considerations of therapeutic treatment approaches in children? In this course, students have the opportunity to answer this question as they explore the psychological treatment of children from an array of theories and techniques, including play therapy. Students examine and discuss fundamentals and contemporary issues related to playroom organization; intake interviews; and psychological assessment, treatment, evaluation, and intervention. They also explore typical play behaviors of children at various levels of development, cross-cultural aspects of play and their meanings, as well as issues of cultural sensitivity and ethical practice. Students complete a final written assignment to synthesize course concepts and demonstrate their understanding of child psychotherapy.

Pre-requisites

  • PSYC 8215

PSYC 8725 - Group Therapy (5 credits)

(5 credits)

Students in this course are provided with a comprehensive review of clinical and counseling approaches to group therapy. Students examine the theoretical bases of different approaches to group therapy, including psychoanalytic, existential, person-centered, gestalt, transactional, behavioral, rational-emotive, and reality therapy. Through an in-depth literature review as well as weekly discussions and written assignments, students focus on various types of groups, the efficacy of using group therapy as the treatment method with various multicultural populations, the stages of group development, and related professional and ethical considerations.

PSYC 8728 - Substance Abuse Counseling (5 credits)

(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.

PSYC 8740 - Disaster, Crisis, and Trauma* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8742 - Conflict, Conflict Resolution, and Peace* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8743 - Psychology of Terrorism* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8745 - Health Psychology* (5 credits)

(5 credits)

Health psychologists work toward positive physical, psychosocial, and behavioral outcomes for individuals, groups, and organizations. Health psychologists study health behavior in individuals and groups, relationships between patients and providers, how individuals and groups adapt to illness, damaging health behaviors, health cognitions, and many other related issues. In this course, students explore the biopsychosocial and social ecological models of health psychology, among others, as well as behavioral and biomedical theories, using them to study health in individuals and groups. Students examine the effects of psychological, behavioral, and social factors on physical health and wellness. Students also explore key health enhancing and compromising behaviors and how they are connected to chronic health conditions. Through the examination of seminal publications and current literature, students synthesize research on these issues in relation to various chronic health conditions.

Pre-requisites

  • PSYC 8004
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8747 - Psychoneuroimmunology (5 credits)

(5 credits)

Students in this course examine current theory and interdisciplinary (psychological and medical) research associated with psychoneuroimmunology (PNI). Topics include the mind/body interaction, the holistic effects on overall health through modulation of the immune system, and mind/body interventions. Students explore recent advances in medical science that have contributed to the knowledge of biological processes and how the mind can be used as a potent force in modifying the biological mechanisms involved in wellness and illness.

Pre-requisites

  • PSYC 6225 or PSYC 8226
  • PSYC 6748 or PSYC 8748

PSYC 8748 - Stress and Coping* (5 credits)

(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 8226
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8749 - Leadership Development* (5 credits)

(5 credits)

An understanding of the psychological principles of leader development often enhances leadership skills and ability to influence others to work toward common goals. In this course, students examine the psychology of leadership and leader development through cross-cultural, social, psychological, and political contexts. They identify and assess the psychological theories of leadership, leadership styles, qualities of great leaders, global leadership competencies, and instruments used to assess leadership and leadership potential. Students apply these psychological theories to assess and develop their own capacity for leadership.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8750 - Foundations of Industrial/Organizational Psychology* (5 credits)

(5 credits)

An understanding of the psychological principles of leader development often enhances leadership skills and ability to influence others to work toward common goals. In this course, students examine the psychology of leadership and leader development through cross-cultural, social, psychological, and political contexts. They identify and assess the psychological theories of leadership, leadership styles, qualities of great leaders, global leadership competencies, and instruments used to assess leadership and leadership potential. Students apply these psychological theories to assess and develop their own capacity for leadership.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8752 - Psychology of Organizational Behavior (5 credits)

(5 credits)

Effective leadership coaches must be fully capable of working with clients immersed in different organizational cultures that present unique challenges. In this course, students apply models, approaches, and frameworks; individual and team coaching strategies; and ethical guidelines to multiple case studies related to coaching for leadership development. Students gain practical insight on the characteristics, factors, and conditions that influence coaching efficacy, assessment, and evaluation. In addition, students consider diversity, ethics, and professional issues and challenges in the context of leadership coaching.

Pre-requisites

  • PSYC 8750

PSYC 8753 - Career Counseling (5 credits)

(5 credits)

Students in this course are provided with the opportunity to develop practical skills in career and vocational assessment as well as functional knowledge of how career assessment can assist in the exploration and understanding of the interrelationship among work, family, and life roles. They examine major sources of career and work information available on the Internet as well as through printed material and computer-based guidance systems. Gaining practical career counseling experience, students administer, score, and interpret printed and computer-based assessments of career interests, beliefs, and values. Students learn how to integrate career development theory and assessment results with career clinical interventions. They also examine clinical and assessment issues, devoting attention to computer-based applications and multicultural implications.

PSYC 8754 - Personnel Psychology in the Workplace (5 credits)

(5 credits)

In this course, students explore the application of psychological theory and practice to human resources activities in organizations. They examine related topics, including job analysis and design, employee selection and placement, training and development, performance management and appraisal, and legal and ethical considerations in human resources management. Through a group project case study, students research, assess, and share critical issues in personnel psychology. They also demonstrate their ability to conduct effective research and review literature through a final research paper on a topic of interest related to course content and theory.

Pre-requisites

  • PSYC 8745

PSYC 8755 - Leadership and the Process of Change (5 credits)

(5 credits)

Effective leadership requires the ability to facilitate positive change, lead others in efforts to effect similar change, and work through challenges when met with resistance to change. Students in this course are provided with an extensive overview of leadership theories. Students explore definitions of leadership, major theoretical leadership models, and contextual and situational factors related to leadership and change. Students also examine various perspectives on leadership and the role of leadership in the achievement of organizational, group, and team goals. Students engage in practical assignments and discussions, focusing on effective leadership issues and practices during the process of organizational change.

Pre-requisites

  • PSYC 8750 or PSYC 8752

PSYC 8757 - Leadership Coaching: Application* (5 credits)

(5 credits)

The intent of leadership coaching is to facilitate psychological change that leads to goal attainment and enhanced performance. In this course, students apply evidence-based psychological approaches to coaching case studies. They assess coaching roles and settings; skills and competencies; models and frameworks; and current issues and future trends. Students employ critical-thinking skills and synthesize concepts learned in the course to develop a plan for implementing effective coaching in a real-world setting.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8759 - Psychology and the Media* (5 credits)

(5 credits)

In an age of technological innovation and virtual spread of knowledge, there are many different types of media, which often affect individuals, groups, and cultures. Students in this course explore the psychological impact of the media as it relates to violence, prosocial behaviors, sex and pornography, advertising, news and politics, special populations, and culture and the global community. They also examine legal and ethical issues related to psychology and the media as well as the impact of the media on social change. Students engage in assignments designed to provide practical application of content on media psychology, the effects of media violence and pornography, the impact of advertising, news manipulation, global disasters, and other applicable topics.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8760 - Educational Psychology* (5 credits)

(5 credits)

In this course, students examine the variables related to teaching and learning. Topics include teaching methods, educational achievement, learning environments, curriculum development, and characteristics of teachers and learners. Educational assessment, environmental issues, and educational research techniques are also explored.

Pre-requisites

  • PSYC 8004
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8762 - Teaching of Psychology* (5 credits)

(5 credits)

Students in this course examine theories, techniques, and issues related to teaching psychology at the college/university level, both online and in person. They focus primarily 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.

Pre-requisites

  • RSCH 8110
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8763 - Principles of Instructional Design* (5 credits)

(5 credits)

Students in this course are presented with an overview and critical analysis of various instructional methods and techniques, including their historical, psychological, and social foundations. Students analyze specific instructional applications in various settings and through multiple theories of learning, such as behavioral, cognitive, humanistic, and social-situational. They apply prior knowledge of learning, development, and cognition to understand these applications. Students also consider and discuss the major challenges affecting curriculum design as well as potential future trends. Demonstrating understanding of course concepts, students critically analyze and present current issues in instructional design through collaborative projects.

Pre-requisites

  • PSYC 8762
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8764 - Instructional Design for Online Course Development* (5 credits)

(5 credits)

In this course, students explore instructional design and delivery of online courses, issues related to assessment, evaluation in a distance-learning environment, and appropriate and systematic use of technology in online learning venues. Addressing course objectives and discussion questions, students explore and assess issues related to learning styles and instructional strategies in the online environment as well as alternatives to the online lecture. Students gain hands-on experience developing components for online instruction using course concepts and best practices in the field.

Pre-requisites

  • PSYC 8762
*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8765 - The Psychological Impact of the Internet and Mobile Technologies* (5 credits)

(5 credits)

The Internet and mobile technologies have increased the immediacy and accessibility of information and have provided a global platform for the expression of creativity and new ideas. Students in this course explore how the Internet and mobile technologies affect how people think, view the world, gain information, and record and interpret history. They examine and discuss the use of the Internet and mobile technologies for socialization, entertainment, news and information, terrorism, politics, commerce and advertising, health, education, and work. Applying course concepts and theories, students demonstrate knowledge through a final paper or presentation in which they examine how the Internet and mobile technologies psychologically impact their personal lives and the lives of their family and friends.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8781 - Psychopathology From a Clinical Perspective* (5 credits)

(5 credits)

Students in this course are provided with an in-depth examination of current theory and research associated with major psychological disorders and their diagnosis. The primary classification systems are explored in terms of their applicability and limitations. The factors that impact the assessment, diagnosis, and treatment of disorders along a continuum of mental health are explored. Application of the diagnostic criteria in terms of case conceptualization is emphasized.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8782 - Psychopathology From a Counseling Perspective (5 credits)

(5 credits)

Students in this course are provided with an in-depth examination of current theory and research associated with major psychological disorders and their diagnosis. The primary classification systems are explored in terms of their applicability and limitations. The factors that impact the assessment, diagnosis, and treatment of disorders along a continuum of mental health are explored. Application of the diagnostic criteria in terms of case conceptualization is emphasized.

PSYC 8785 - Prevention: Research and Practice (5 credits)

(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.

PSYC 8815 - Contemporary Gerontology/Geriatric Psychology (5 credits)

(5 credits)

Statistical data indicate that people are living longer and the number of older persons is continually increasing. As the population ages, society must prepare to address their needs. Students in this course are provided with a multidisciplinary approach to the study of aging in contemporary societies. Students examine the biological, psychological, social, and societal contexts of aging. They also explore the historical and cross-cultural perspectives on aging, social theories of aging, managing chronic diseases, cognitive changes associated with aging, mental health issues, sexuality, and social interactions. Through a series of taskforce reports on various topics, such as sexually transmitted diseases, substance abuse, and elder abuse, students apply course concepts and critically examine current issues in gerontology.

PSYC 8825 - Psychology of Gender* (5 credits)

(5 credits)

Gender has been the focus of many stereotypes developed over time; but how much does the biological sex of an individual actually influence one's behavior, development, or emotions? Students in this course are introduced to theories and research on gender role expectations and their influence on the psychosocial developmental experience of women, men, and children. Students apply current gender research to understanding achievement, work, relationships, sexuality, violence, and physical health and illness. They also engage in readings and assignments that emphasize the responses of women and men to life stresses, women as clients in psychotherapy, and the increasing role of gender research in the mental health professions.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8860 - Independent Reading (1–5 credits)

(1–5 credits)

Students in this course are provided with an opportunity to examine a topic area of interest in greater depth than that which is provided in the course offerings. Students work with the course instructor to design a syllabus that guides the independent readings project. Content must include theoretical and empirical research literature that addresses implications related to diversity and professional practice. Students may only select this course once during their program of study and cannot use this course to replace one that currently exists in the catalog.

Pre-requisites

  • Approved petition to Student Success Advising

PSYC 8871 - Practicum (6 credits minimum—3 credits per term for minimum 2 terms)

(6 credits minimum—3 credits per term for minimum 2 terms)

The practicum is the opportunity for students to engage in a supervised experience that integrates theory and research with practice. Through the practicum, students work toward developing intermediate conceptual, assessment, intervention, and evaluation skills; awareness of professional and ethical issues; professional and interpersonal growth; development of cultural competence; and the ability to effectively use supervision and feedback. Students must secure a practicum appropriate to their specialization, and the practicum must meet the current requirements of the state psychology board to which students intend to apply. Students design the PhD in Psychology practicum for a period of no fewer than 750 hours, which they must complete over a minimum of 2 terms. Students also participate in an online classroom experience.

Pre-requisites

  • Completion of the practicum application
  • Approval of the field placement coordinator
  • Completion of the Academic Year in Residence

Note: Post-doctoral certificate students may complete the practicum in one term, but may register for an additional term if they need more time.

PSYC 8882 - Internship (12—3 credits per term for 4 terms credits)

(12—3 credits per term for 4 terms credits)

The internship is a supervised training experience that prepares students to successfully function in the role of a professional psychologist and/or counselor. Internship experiences emphasize the integration of theory and research through applied practice in a variety of settings and situations. Supervising psychologists mentor interns through a professional relationship. Students learn how to effectively use and understand a supervisory relationship, engage in critical thinking, conduct assessments, implement evidence-based interventions, evaluate intervention efficacy, engage in professional consultation, and function within professional ethical standards. Interns also participate in didactic training. Internship is the final component of advanced applied professional training for students in licensure specializations prior to graduation. Students must secure internships appropriate to their specialization, and the internship must meet the current requirements of the state psychology board to which the student intends to apply. A total of 2,000 hours is required. Internships may be designed as a part-time or a full-time experience (minimum of 15 hours per week) but must be completed within a 2-year time frame. Students also participate in an online classroom experience.

Pre-requisites

  • PSYC 8871
  • Completion of the internship application
  • Approval of the field training coordinator

PSYC 8912 - Mental Health Law* (5 credits)

(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.

*Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an enrollment specialist [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information or visit School of Lifelong Learning for more information.

PSYC 8920R - Research Practicum

Not Available

Students engaging in the research practicum participate as researchers in a project designed and supervised by faculty members. The students receive ethics training and consider ethical implications of research projects. They read literature concerning the project, collect data, analyze and interpret the quantitative and qualitative data that have been collected, and write a final paper on the project.

PSYC 8920T - Teaching Practicum (5 credits)

(5 credits)

Students in this course can develop advanced skills necessary to become effective and ethical higher education instructors. They will engage in simulations to practice instructional skills and tasks and will evaluate their instructional and communication skills through practice in video and virtual classroom environments. Substantial reflection and instructor and peer feedback will enhance learning and development of skills. Students will refine the portfolios they developed in the Teaching of Psychology course.

PSYC 9000 - Dissertation (5 credits per quarter for a minimum of 4 quarters until completion)

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

Doctoral students are provided with the opportunity to integrate their program of study into a research study through which they explore a specific area of interest in this course. 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 PSYC 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 the 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

  • Foundation courses
  • Core courses
  • Designation of an approved dissertation committee chairperson
  • Students engaging in a qualitative or mixed-methods dissertation study must also complete PSYC 8310.
  • Students completing a mixed-methods dissertation study are strongly encouraged to also complete PSYC 8320