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The General Program allows students to choose areas of focus not otherwise reflected in the following specializations and tailor part of the curriculum to their interests. Minimum Completion Requirements. 163 quarter credits. Core courses (110 cr.). Elective course (15 cr.). (6 cr.). Dissertation ( minimum 20 cr.).

Internship (12 cr.). PhD residencies (4 four-day sessions) Walden students have 8 years to complete their doctoral program unless they petition for an extension.

In general, students are continuously registered in the dissertation course until they complete an approved dissertation. This usually takes longer than the minimum required terms in the dissertation course shell. To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, 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. This sequence represents the minimum time to completion. For a personalized estimate of the number of your transfer credits that Walden would accept, call an enrollment advisor at 1-866-492-5336.

Foundations of Graduate Studies in Clinical Psychology 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. Psychopathology From a Clinical Perspective 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. Interpersonal Psychotherapy Students in this course will acquire and demonstrate skills essential to the practice of the interpersonal psychotherapy approach to treatment.

Students will integrate historical and current views of relational theory and its relationship to the interpersonal psychotherapy approach and how this information impacts clinical practice and focus when attempting to decrease or eliminate symptoms and solve problems in a client's experience. In addition, students will synthesize research regarding interpersonal psychotherapy and its effectiveness in treatment regarding various disorders and maladaptive behavioral patterns as well as its effectiveness and/or limitations when working with diverse populations. Students will have the opportunity to demonstrate clinical interviewing skills, interpersonal psychotherapy treatment approach skills, case conceptualization skills from the interpersonal psychotherapy approach, and receive feedback from faculty and peers. Ethical considerations specific to the practice of the interpersonal psychotherapy approach are discussed. Research Theory, Design, and Methods In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level.

Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. Social Psychology Factors of cognition 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. Quantitative Reasoning and Analysis In this research course, students are provided with the opportunity to develop core knowledge and skills for designing and carrying out quantitative research at the doctoral level, including the application of statistical concepts and techniques. Students explore classical common statistical tests, the importance of the logic of inference, and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design.

Students use statistical software to derive statistics from quantitative data and interpret and present results. RSCH 8110 or RSCH 7110 or RSCH 6110.). Tests and Measurement 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.

Lifespan Development 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. Biopsychology 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. Qualitative Reasoning and Analysis Students in this research course are provided with the opportunity to develop basic knowledge and skills for conducting qualitative research at the doctoral level. Students explore the nature of qualitative inquiry, how theory and theoretical and conceptual frameworks uniquely apply to qualitative research, data collection procedures and analysis strategy, and how the role of the researcher is expressed in the ethical and rigorous conduct of qualitative research. Students practice collecting, organizing, analyzing, and presenting data, and they develop a detailed research topic for conducting a qualitative study.

RSCH 8110 or RSCH 7110 or RSCH 6110.). Ethics and Standards of Psychological Practice The guidelines for practice in specific psychological services and with identified populations are explored. The ethical decision-making process is studied in depth. Topics include informed consent, confidentiality, duty to warn, mandated reporting, record keeping, the limits of competency, and dual relationships. Students in the course also address issues of professional development such as supervision, peer consultation, and continuing education. This course is provided in-residence, which means that students divide their time between online activities and activities completed in-residence, with the majority of the instruction occurring face-to-face during the in-residence class meetings. Cognitive Assessment Students in this course are introduced to historical and current theories of intellectual functioning.

Students can critically analyze issues related to cognitive ability and achievement and develop competency in the administration, scoring, and interpretation of various standardized instruments designed to assess cognitive and intellectual functioning. Students review and prepare written reports that summarize, interpret, and integrate assessment results with recommendations for prevention and intervention.

There is an emphasis on ethical test use in a diverse society and linking assessment results to appropriate interventions and practice. This course is provided in-residence, which means that students divide their time between online activities and activities completed in-residence, with the majority of the instruction occurring face-to-face during the in-residence class meetings. Personality Assessment This course is designed to introduce students to the theory and concepts relevant to objective personality assessment as well as to build the skills needed to administer, score, and interpret specific measures of personality and social-emotional functioning in a professionally and ethically responsible manner. The course is also designed to develop students' skills in selection of assessment methods, integration of all assessment data, case formulation, psychodiagnosis, report writing, and treatment planning based on assessment findings. This course has a skill-based, face-to-face required in-residence component, which is designed to be hands-on, intensive, and cumulative to promote learning and skill building that will generalize to 'real-world' practice. Students can gain experience in integrative report writing and begin to develop evidence-based consultation and test-interpretation feedback skills.

Walden University Educational Psychology

Satisfactory completion of this demanding course is seen as an essential component of the core Professional Psychology curriculum. It will be important for students to demonstrate mastery of course requirements considered essential in the professional practice of psychology (professional knowledge, skills, and attitudes) at the required in-residence. This course is provided in-residence, which means that students divide their time between online activities and activities completed in-residence, with the majority of the instruction occurring face-to-face during the in-residence class meetings. Multicultural Psychology This course is designed to provide a foundation in the theory and skills necessary for multicultural counseling and the delivery of psychological services to diverse populations.

Students explore cross-cultural issues and their impact on the therapeutic relationship. Specific populations include those related to race, ethnicity, sex, gender, sexual orientation, social class, economic status, age, religion, and disability. The effects of oppression and its prevention are also discussed in terms of social justice. This course is designed to be provided in-residence, which means that students will be dividing their time between online activities and activities completed in-residence, with the majority of the instruction occurring face-to-face during the in-residence class meetings.

With this format, the student has the opportunity to integrate the online didactic learning experience with hands-on skills demonstration. This course is provided in-residence, which means that students divide their time between online activities and activities completed in-residence, with the majority of the instruction occurring face-to-face during the in-residence class meetings. Consultation and Supervision in Psychology Students in this course examine the history, theory, process, and methods in the fields of psychological consultation and clinical supervision. Students can gain theoretical and empirical knowledge as well as the relevant practical skills needed to function as consultants and supervisors. Ethical and legal issues in providing consultation and supervision will be addressed. This course is provided in-residence, which means that students will be dividing their time between online assignments and assignments completed in-residence, with the majority of the instruction occurring face-to-face during the in-residence class meetings.

This format will allow students the opportunity to integrate the online didactic learning experience with hands-on skills demonstration. Cognitive Behavioral Therapy Students in this course will examine the historical and theoretical underpinnings of Cognitive-Behavioral Therapy (CBT)/Rational Emotive Behavior Therapy (REBT). Students will demonstrate the use of case conceptualization from a CBT perspective and will integrate and apply the therapeutic skills and techniques of CBT in the solution of life problems to mental health disorders. In examining ethical responsibility, students will analyze the appropriateness of using CBT with diverse populations, discussed within the context of empirically supported interventions. During the in-residence portion of the class, students will demonstrate and practice the skills of CBT/REBT. This course is provided in-residence, which means that students divide their time between online activities and activities completed in-residence, with the majority of the instruction occurring face-to-face during the in residence class meetings.

This format allows the student to integrate the online didactic learning experience with hands-on skills demonstration. Writing a Quality Prospectus in Psychology This five-credit course is focused specifically on the process of writing the dissertation prospectus. Students can use their preliminary research plan, developed previously, and develop a problem statement to be used in the dissertation. They can further refine the problem statement and carry out the planning and the library research that will bring them to the formulation of a dissertation 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. This course is provided in-residence, which means that students divide their time between online activities and activities completed in-residence, with the majority of the instruction occurring face-to-face during the in-residence class meetings. Clinical Psychopharmacology Students in this course survey basic neuropharmacology, the effects of various psychotropic drugs, and the actions of drugs used to treat mental disorders.

Walden University Psychology Accreditation

Basic principles of neuropharmacology, distribution and elimination of drugs, drug-receptor interactions and dose-response relationships, structure of neurons, neurophysiological mechanisms involved in synaptic activity, and the distribution of specific neurotransmitter systems are covered. Students also learn the actions of specific drugs, their effects on behavior, and their uses in biological psychiatry. This course is provided in-residence, which means that students divide their time between online activities and activities completed in-residence, with the majority of the instruction occurring face-to-face during the in-residence class meetings.

Psychology and Social Change 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. Advanced Quantitative Reasoning and Analysis Students in this research course build upon knowledge and skills acquired in the prerequisite quantitative reasoning course and are presented with opportunities to apply them. They are provided with more specialized knowledge and skills for conducting quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts, such as factorial ANOVA, mediation, moderation, logistic regression, ANCOVA, and MANOVA. Students explore existing datasets and apply suitable statistical tests to answer research questions with social change implications.

In this course, they approach statistics from a problem-solving perspective with emphasis on selecting the appropriate statistical tests for more complex research questions and social problems. Students use statistical software to perform analyses and interpret and present results.

They will apply and synthesize their knowledge and skills by carrying out a quantitative research project. Cognitive and Affective Bases of Behavior Core theories of cognition and affect are reviewed as well as their roles in human functioning. Students in the course will 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. Clinical Psychology Practicum I This course is the first of the two-course practicum sequence. Students are able to engage in a supervised experience that integrates theory and research with practice. Working in collaboration with their site supervisor and course instructor, the students' 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. Clinical Psychology Practicum II This course is the second of the two-course practicum sequence. Students are able to engage in a supervised experience that integrates theory and research with practice. Working in collaboration with their site supervisor and course instructor, the students' 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.

Dissertation 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 CPSY 9000L, they are registered each term until successful completion of the dissertation for a minimum of four terms. Foundation and core courses and 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.). Psychology Internship I 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. This course follows completion of the practicum sequence and 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.

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A minimum of 2,000 clock hours with at least 900 clock hours of direct client contact must be documented. Psychology Internship II 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. This course follows completion of the practicum sequence and 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. Psychology Internship III 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.

This course follows completion of the practicum sequence and 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. Psychology Internship IV 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.

This course follows completion of the practicum sequence and 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. Doctoral Writing Assessment This course is part of Walden's commitment to help prepare students to meet the university's expectations for writing in courses at the doctoral level. In this course, students write a short academic essay that will be scored by a team of writing assessors.

Based on the essay score, students will be guided toward any further recommended or required writing support needed to meet writing proficiency standards. This required course is free.

Students will be enrolled automatically in it after they complete their first term of their doctoral program. Note: Time to completion and cost are not estimates of individual experience and will vary based on individual factors applicable to the student. Factors may be programmatic or academic, such as tuition and fee increases; transfer credits accepted by Walden; program or specialization changes; unsuccessful course completion; credit load per term; part-time vs. Full-time enrollment; writing, research, and editing skills; use of external data for the doctoral study/dissertation; and individual progress in the program. Other factors may include personal issues such as the student’s employment obligations, caregiving responsibilities, or health issues; leaves of absence; or other personal circumstances.