Courses PhD in Advanced Studies in Human Behavior

Learners in this course critically analyze theory and research in adult development and behavior with an emphasis on contemporary research and application issues. In addition, learners study adult development from biological, psychological, social, and multicultural perspectives and apply principles of adult development to professional practice. Must be taken by PhD learners during their first quarter. Cannot be fulfilled by transfer.

Learners in this course critically evaluate research in order to gain an understanding of the scientific methods of inquiry and the ethical considerations of research. Learners develop and apply skills needed to become educated consumers and creators of research. Learners also use their research design skills to analyze and apply research methodologies, validity, reliability and other components of scientific research related to their field of interest. Learners may only earn credit for PSY7860 or RSCH7860. Cannot be fulfilled by transfer.

In this course, learners investigate the fundamental concepts needed to conduct quantitative research. Learners examine and apply quantitative research techniques; appropriate applications of quantitative research; research design, measurement, and analysis, and their associated interdependencies; variable types and levels of measurement; sampling; descriptive and inferential statistics; and hypothesis testing. Learners define the strengths and limitations of descriptive statistics, analyze the quantitative scales of measurement, review the logic of probability and null hypothesis testing, and leverage technology when applicable. Learners also determine the steps necessary to ensure human subjects protection, and consider methodological adaptations when conducting research with vulnerable and diverse populations. Learners may only earn credit for PSY7864 or RSCH7864. Cannot be fulfilled by transfer.

Learners in this course assess the fundamental concepts needed to conduct qualitative research. Learners practice qualitative research techniques; appropriate applications of qualitative research; the strengths and weaknesses of qualitative research design, sampling, and analysis and their associated interdependencies; and leverage technology when applicable. Learners also determine the steps necessary to ensure human subjects protection, and consider methodological adaptations when conducting research with vulnerable and diverse populations. Learners may only earn credit for PSY7868 or RSCH7868. Cannot be fulfilled by transfer.

In this course, learners evaluate historical, current, and emerging theories of interdisciplinary leadership that apply in social and behavioral sciences contexts. Learners assess the role and influence of leaders in complex and dynamic interdisciplinary environments and organizations that address human behavior issues. Learners also focus on developing doctoral-level skills in evaluating and synthesizing leadership research. Cannot be fulfilled by transfer. 

Learners engage in a comparative study of how the socially constructed concepts of disability as a diverse population impacts families and individuals across the life span. Learners analyze disability and diversity through the context of social policy changes and how families and their members with disabilities interact with external systems.

In this course, learners gain an understanding of program design via needs-based approaches and models that inform those approaches. Learners examine needs assessment and program evaluation as fundamental tools in institutional, public, or private organizations to develop programs and assess their effectiveness at the leadership level.

Learners in this course synthesize and apply research-based best practices to improve the interactions among the school, community, and social systems that influence and serve children and adolescents. Learners also evaluate the issues and needs of children and adolescents, develop innovative leadership and advocacy approaches to address those issues and needs, and consider the legal and ethical issues associated with working with diverse populations of children and adolescents.

The focus of this course is the ethical and leadership responsibilities of human behavior professionals. Learners synthesize ethical principles with leadership roles in public and private settings and evaluate the ways professionals apply ethics and leadership in their work with diverse client populations in the fields of education and social and behavioral sciences.

Learners examine how families are influenced by the dynamics of the family system and societal factors. Using current family science literature, learners develop critical research skills necessary to evaluate how community systems and policy impact family dynamics. 

In this course, learners analyze a range of contemporary social and behavioral issues and conduct participatory action research on an issue of their choice, using various leadership and advocacy approaches to address the chosen issue. Learners also employ professional development strategies to build interdisciplinary knowledge in the fields of education and social and behavioral sciences at the leadership level.

In this course, learners demonstrate proficiency in human behavior studies through research-based application of multidimensional resilience concepts to diverse populations, in order to identify the means of maintaining well-being throughout the lifespan. Learners evaluate types of resilience in response to risks caused by psychosocial, environmental, and genetic stressors and analyze the impact of coping skills on post-traumatic growth by identifying the process of resilience and the historical factors influencing it. In addition, learners examine leadership approaches to addressing personal risk factors with an emphasis on different models of advocacy to generate informed decisions for successful collaboration with multiple providers and various populations.

This course is an examination of aging and loss from biological, psychological, social, and cultural perspectives at the leadership level. In particular, learners evaluate contemporary research relevant to family life, caregivers, community and institutional care, ethnic and sociocultural differences, and urbanization and assess the service delivery needs of aging populations within the context of specific life events. Learners also explore the ways their own attitudes toward aging and loss may impact their effectiveness as professionals working in social and behavioral services settings.

Learners evaluate historical and contemporary paradigms and perceptions about addictions using relevant evidence-based literature. Learners investigate service delivery models using evidence-based knowledge of theory and social policy for addictions. Additionally, learners assess the legal and ethical principles that impact working with people with addictions and identify how issues of diversity are addressed in the understanding of addiction.

In this ten-week virtual residency, learners develop and evaluate proposed topic areas and theories for their doctoral project. Learners analyze the literature on potential topics to assess relevance to the discipline and potential methods to use in the doctoral project. Learners gain an understanding of the writing, research, and critical thinking skills necessary to complete the final project. Further development of the doctoral project is determined through a final assessment. This residency includes required synchronous sessions. For PhD in Advanced Studies in Human Behavior, PhD in Counselor Education and Supervision, and PhD in Human Services learners only. Grading for this course is S/NS. Prerequisite(s): PhD in Advanced Studies in Human Behavior and PhD in Human Services learners must have completed or be concurrently registered in RSCH7860. PhD in Counselor Education and Supervision learners must have completed CES8110. Cannot be fulfilled by transfer.

In this ten-week virtual residency, learners apply writing, research, and critical thinking skills by identifying a problem, developing research questions, and finalizing a project topic that is appropriate for the program. Learners formulate an appropriate theory to support research and ideate anticipated outcomes. Learners establish an appropriate topic area, preliminary research design, and begin development of a literature review. Further development of the doctoral project is determined through a project topic framework. This residency includes required synchronous sessions. For PhD in Advanced Studies in Human Behavior, PhD in Counselor Education and Supervision, and PhD in Human Services learners only. Grading for this course is S/NS. Prerequisite(s): DRS-V8925. PhD in Advanced Studies in Human Behavior learners must have completed RSCH7864, RSCH7868. PhD in Counselor Education and Supervision learners must have completed CES8120, CES8122. PhD in Human Services learners must have completed RSCH7864, RSCH7868. Cannot be fulfilled by transfer.

In this ten-week virtual residency, learners apply advanced research and writing skills through the development of a detailed project framework based on work in prior residencies. Learners develop a project framework that includes methodological and/or research design, sampling or participant recruitment plan, intervention plan (if applicable), strategies for data collection, analysis, and outcomes of the project. Further development of the doctoral project is determined through an assessment of the project framework, which is finalized once the learner enters the advanced doctoral stage of the program. This residency includes required synchronous sessions. For PhD in Advanced Studies in Human Behavior, PhD in Counselor Education and Supervision, and PhD in Human Services learners only. Grading for this course is S/NS. Prerequisite(s): DRS-V8926. PhD in Advanced Studies in Human Behavior learners must have completed RSCH7860. PhD in Counselor Education and Supervision learners must have completed CES8123, CES8768, CES8772. PhD in Human Services learners must have completed RSCH7860. Cannot be fulfilled by transfer.

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to register for the first dissertation course. Department consent is required for registration. Grading for this course is S/NS. Prerequisite(s): Completion of all required and elective coursework with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones. Department consent is required for registration. Grading for this course is S/NS. Learners must register for this course a minimum of four times to fulfill their program requirements. Prerequisite(s): SHB9919. Cannot be fulfilled by transfer.