Psychology

Doctor of Education

The Doctor of Education Program in Psychology is designed to emphasize the importance of the scholar-practitioner philosophy and a set of values that undergird the entire program.

All doctoral candidates are viewed as scholars and future leaders within their profession. This doctoral program is designed for working adults in light of changes confronting professional requirements that seek educators at all levels with increased academic qualifications. This concentration in Psychology is designed to provide an opportunity for seasoned professionals in the field of psychology to pursue their doctorate degree while continuing to work.

Learning Outcomes for Psychology

In the classroom. In the workforce.

What You'll Learn

Learn theories of human development, counseling, psychopathology, and learning behavior as well as demonstrating leadership, and how to administer and evaluate psychological tests.

Future Studies

A degree in Psychology is designed for working adults to expand upon their existing working roles, and to improve their academic qualifications.

Career Opportunities

This program is for professionals already in the workforce that want to earn a doctorate without interrupting their existing work.

Common Core Requirements: (42 credits)

  • PSY7210: Advanced Human Growth and Development
  • PSY7220: Advanced Social and Cultural Foundations
  • PSY7230: Promoting Individual and Institutional Resiliency
  • PSY7240: Collaboration, Colleagueship and Reflective Practice
  • PSY7440: Research and Program Evaluation
  • PSY7510: Survey of Research Methods in the Social Domain
  • PSY8420: Individualized Research Design
  • EDU9509: Dissertation Research I
  • EDU9519: Dissertation Research II
  • EDU9499: Professional Portfolio
  • EDU9529: Dissertation I
  • EDU9539: Dissertation II
  • EDU9549: Dissertation III
  • EDU9559    Dissertation IV*
  • EDU9569    Dissertation V*

 

Concentration Requirements: (15 credits)

  • PSY7315: Psychology Systems and Theories
  • PSY7326: Advanced Theories of Learning and Behavior
  • PSY7415: Advanced Abnormal Psychology
  • PSY7425: Principles of Psychological Assessment, Tests and Measurement
  • PSY7465    Advanced Counseling Theories and Practice

Course Descriptions

This course focuses on current theories of human development across the lifespan. Consideration of the influence of genetic and environmental factors will be included, as well as an advanced overview of the physical, cognitive, behavioral, and emotional elements of development. The change process and strategies for facilitating appropriate development will be addressed.

This course focuses on personal and professional awareness and sensitivity to issues of diversity and the impact of culture. Advanced studies will include models of cultural competency in all arenas of diversity, including race, ethnicity, gender, class, ability and more. The course will cover knowledge of pertinent concepts and issues, and acquisition of skills applicable to multicultural situations. The course is also designed to look at issues of oppression in our society and the impact of that oppression.

This course focuses on identifying factors that promote individual and institutional resiliency, especially in times of transition and change. Major theories and research on resiliency at both levels will be covered. Students will have the opportunity to build personal theories of best practice about how to build and nurture resiliency in themselves, their co-workers, and those they supervise.

This course focuses on critical elements of sustaining individual and institutional health and wellness, as well as promoting optimal performance among individuals. Students will examine literature on the importance of building and maintaining collegial relationships, participating in reflective practice in action, and developing workplace activities that promote learning, sharing, and collaborating among individuals.

This course includes advanced studies of a range of research methods and program evaluation. Topics include: basic descriptive and inferential statistical analyses, needs assessment, ethical and legal considerations in research and evaluation, research design and implementation, and the purpose, fundamentals and process of program evaluation. Both qualitative and quantitative methods are considered.

This course focuses on an introduction to the selection and construction of a research design and choice of appropriate research methods for the student’s inquiry to be undertaken. A variety of research methods will be reviewed. The design and collection of data, data analysis, and ethical issues related to research with human subjects will be explored.

This course focuses on developing an appropriate research design for each student’s dissertation proposal. It includes articulating the research questions, choosing the design and being able to articulate its appropriateness to the inquiry at hand, discussing the assets and limitations of the design, human subjects and other ethical concerns, and proposed methods of data collection and analysis.

Dissertation research 1 is the first of a two-block experience involving original doctoral research. In this course, the student will gather data to be reported in chapter four of the dissertation, using the research design developed in individualized research design.

Dissertation research 2 is the second of a two-block experience involving original doctoral research. In this course, the student will analyze his/her collected data, including re-engaging with the seminal scholarly literature presented in chapter 2. Data analysis will conform to the methods described in individual Research Design. In addition to analysis, the student will be able to discuss the scholarly and practitioner implications of his/her findings as well as directions for future research.

This course provides a culminating experience that allows each student to reflect on his or his scholarly and professional growth over the program of study. In organizing the portfolio according to program competencies and values, the student provides evidence of his/her meeting those outcomes, as well as concentration-specific and individual goals laid out in the Degree plan.

Dissertation 1 is the first in a three-course block of final required dissertation writing. It yields the first two chapters of the dissertation: Introduction and literature Review. Credit is awarded when the students submits the fully edited and approved version of these two chapters to his/her Dissertation Committee.

Course Dissertation 2 is the second of the three-course clock of final required dissertation writing. Dissertation research consists of conducting the approved research developed the individualized research design yields and the Research Methodology chapter of the dissertation (chapter three. Credit is awarded when the dstudent submits the fully edited and approved version ofthis chapter to his/her Dissertation Committee and receives their approva; for the completed data gathering.

Dissertation 3 is the final block of required dissertaion writing. It yiekds the last two chapters of the dissertaion (chapters four or five) and completes the document. Credit is awarded when the student successfully presents his/her research findings and recommendations and submits the fully edited and approved dissertation to his/her Dissertation Committee.

This course includes advanced and comprehensive studies focused on the major models and theories of psychology, with a specific focus on the historical western philosophers and philosophies and subsequent theorists and theories that provide the foundations of the established models of modern psychological schools of thought and paradigms.

This course includes studies of the principles and theories of learning and behavior including functionalist, associative and cognitive approaches; and current research and practical applications of learning theories in clinical, educational and other applied settings.

This course focuses on psychopathology and includes studies of the etiology and categorization of psychopathology; historical, sociopolitical, cultural, behavioral and epidemiological approaches to the systematic description of psychological disorders; use of the DSM-IV-TR in differential diagnosis; potential alternatives to the existing system; and the roles of assessment, treatment planning and intervention for psychological disorders.

This course focuses on the study of theory and practice of appraisal, including issues of reliability and validity; evaluation procedures and test administration, as well as clinical and practical aspects of individual and educational testing and clinical diagnosis; integration and interpretation of data from a variety of appraisal procedures; report writing; and the professional communication of appraisal results. It includes legal, ethical and social/cultural issues related to the appropriate use of major instruments for evaluating intelligence, aptitude, achievement, personality and neurological conditions; and computer-managed and computer-assisted methods.

This course includes studies of major theories, approaches and procedures in counseling and psychotherapy, their historical-cultural developmental contexts, and their applications and practice. Students will be exposed to an overview of current and emerging approaches to psychological counseling, including psychodynamic, existentialhumanistic, transpersonal, cognitive-behavioral, and systems approaches. Emphasis is on both theory and practical applications of the various approaches.

Description pending.

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