B.S. in Human Services

Walden University offers students a dynamic learning environment and a range of support services to ensure academic success. In this course, students immerse themselves in Walden University's online learning environment and apply skills from the student readiness orientation. In addition, students discover and apply the tools and services that will support them throughout their degree program. Through classroom discussions and the application of key communication principles, students establish an online community of peers and explore their degree program with discipline-specific examples. This course helps students prepare for their Walden academic career and continues their orientation to the university.

Human services is a field that provides rewarding as well as challenging situations as professionals support a diverse range of clients in solving problems and working through difficult situations. Students in this course explore the historical development of the human services field, human services theories, the systems approach to human services, and the role of the human service professional. They examine a range of roles and areas of specialization available to those in the profession as well as related challenges, such as ethical and diversity issues when working with people in different populations. Applying foundational concepts, students also investigate trends in the field of human services, such as medical and mental health breakthroughs and changes in client populations. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

Complex events, such as divorce, child abuse and neglect, and illness and death of family members, are common occurrences in today’s society. This course provides a survey of the ways in which professionals and families work together in supporting child and family resiliency within the context of these complex issues. Education professionals explore formal and informal communication strategies; family participation in group settings; family education; advocacy for families; and the impact of family, culture, and community on children’s development and learning within early childhood programs. Through this course, education professionals have the opportunity to gain the communication and conflict-management skills needed to prepare for future professional challenges in the field of education.

In light of global urbanization, students in this course discuss the components that contribute to a meaningful life in the city and the ways in which urban communities strive to achieve it. Students collaborate to explore multiple perspectives derived from the social and natural sciences and the humanities. Upon completion, students will understand the factors that contribute to improving quality of life in an urban environment. (Prerequisites: ENGL 1001.)

In this course, students examine situational procedures and techniques necessary in defusing situations identified as crises. Students work toward gaining skills to evaluate crisis experiences by combining active listening with an understanding of crisis patterns. Through class activities, such as case studies and comparative analyses, they learn how to work through difficult emotional, social, and health crises. Students also assess concepts and share perspectives though peer discussion on related topics, such as intervention models and strategies; system crisis intervention; collaboration; countertransference; secondary traumatic stress disorder and vicarious trauma; burnout prevention; and referral resources. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

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. (Prerequisites: PSYC 1001, PSYC 1002, or PSYC 1003.)

While victim response is vital, it is also important to focus on the potential effects of crime on a community, such as economic instability, drug use, prejudices, and further criminal activity. Students in this course identify existing community resources that professionals use in conjunction with planned and ad hoc community responses to learn positive and effective intervention strategies that address the needs of individuals and communities affected by criminal incidents. They also assess the challenges inherent in such efforts and discuss ways to mitigate obstacles. Gaining new perspectives on possible ways to address the coordination of community response, students examine how victims perceive crime and/or change their role as a result of the crime. (Prerequisites: CRJS 1001.)

This course is designed to provide students with practical skills for organizing and brokering community resources for human service clients. This will include emphasis on needs assessment for different client communities, developing plans for comprehensive care services, and utilizing formal and informal networks to maximize client access to services. Emphasis will be placed on interagency coordination as well as human service community resource building to achieve success in service delivery.

This course is designed to provide students with basic skills for directly interfacing with a diverse community of clients. This will include emphasis on active listening, paraphrasing and summarizing, and respecting clients’ cultural backgrounds in all aspects of information gathering. Emphasis will be placed on understanding the roles of different types of interviews, and the differing functions of open or closed questions for addressing distinct problems in living and areas of need that clients present.

Human service professionals engage clients with a variety of needs. How can students be certain, though, that their services are effective in preventing recidivism in a population of drug-addicted persons, or that they have provided the necessary life skills training for a homeless person to transition into the workplace? This course is designed to provide skills for community needs assessment, program development, design, implementation, and evaluation across a variety of human services domains. Specific focus will be given to planning quality measures that demonstrate a program’s effectiveness to all key stakeholders.

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. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

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. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

How do people learn and what strategies maximize learning? This course provides students with 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. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

Positive developmental progress in infants/toddlers depends on many factors, including the overall promotion of mental health, prevention of occurrence or escalation of mental health problems, and the effective treatment of mental health needs. Education professionals in this course explore current research in the field of infant/toddler mental health, through which they gain practical insight on protective and risk factors in family environments; social and emotional developmental challenges; developmentally appropriate infant/toddler screening and assessment; diagnostic classification systems for infant/toddler mental health; effective intervention strategies; and collaborative services approaches. Moreover, education professionals apply course concepts through practical assignments, such as the development of a fact sheet designed to educate child development professionals about the importance of the field of infant/toddler mental health.

This course provides an overview of the way culture impacts typical conceptions of infant/toddler development and interactions. Education professionals focus on the ability to form healthy working relationships and respectful partnerships with the families of infants and toddlers across a range of cultures. They investigate the meaning of various child-rearing behaviors and how they relate to family expectations and cultural traditions, with the goal of developing culturally appropriate practices. Education professionals also make connections and share perspectives through discussions on related topics, such as cultural differences in care-giving practices, attachment and separation, perspectives on play, and effective communication, among others.

Education professionals in this course gain a fundamental understanding of how school-age children and adolescents develop and learn. They examine typical and atypical cognitive, physical, and social-emotional development as well as the relationship among these developmental domains. They also compare theories of development; develop a presentation that identifies and explains specific strategies, methods, or activities for the promotion of health and well-being in middle childhood; engage in a field study to gain real-world insight on the affective and social development of children between the ages of 6 and 12; and complete an integrative research paper on critical, topical issues related to school-age and adolescent development.

Educators have a responsibility to guide and motivate as well as to foster self-esteem and resilience in school-age children and adolescents. Education professionals in this course address a continuum of effective strategies needed for working with school-age children and adolescents in group and classroom settings. Such strategies include effective communication, positive guidance, modeling/mentoring, intrinsic and extrinsic motivation, fostering self-esteem, promoting resilience, and problem-solving and conflict-resolution skills. They learn to apply theory to practice as they critically analyze several theoretical constructs and consider their implications for working with school-age children and adolescents in group and/or classroom settings.

Through this course, education professionals engage in an in-depth exploration of infant growth and development. They examine the role of the caregiver; components of high-quality caregiver-child relationships; and strategies for ensuring developmentally appropriate, individually appropriate, and culturally appropriate practice. They also explore methods to understand and work with families, observation skills, attachment, separation, continuity of care, brain development, and the creation of nurturing environments for very young children and their families. Demonstrating their understanding of course content, education professionals apply concepts through practical assignments, such as the development of a newsletter that provides information on the influence of infant settings on supporting young children and their families.  

Education professionals in this course engage in an in-depth exploration of toddler growth and development. They explore the role of the toddler caregiver/teacher; the components of high-quality adult-child relationships; and strategies for ensuring developmentally appropriate, individually appropriate, and culturally appropriate practice. Education professionals engage in readings and course assignments focused on observation skills, attachment, separation, working with families, and creating inspiring and supportive environments for young children and their families. They also share perspectives and make connections through discussions on related topics, such as cultural values and beliefs, separations and reunions, play and the environment, and identity formation and cultural responsiveness, among others.  

In today’s multicultural society, educators must be cognizant of the ways in which they teach culturally diverse values and social attitudes to school-age children and adolescents. Education professionals in this course examine these values and attitudes as well as ways to transmit such concepts in the classroom. They explore topics of ethnicity, language, gender, sexual orientation, and socioeconomic status. They also examine how each of these areas of diversity affects school-age children and adolescents as well as how they relate to stereotyping and bias.  

By understanding the relationship between children’s health, culture, and socioeconomic status, in addition to related trends and issues, professionals who work with school-age children are in a better position to address and respond to these issues and related challenges effectively. Education professionals in this course critically examine selected issues and trends related to school-age children, such as technology/media, bullying, gender, abuse prevention, drugs/alcohol, obesity/eating disorders, stress, peer relationships, and school success. They demonstrate their understanding of course concepts through various applications, including the creation of an informative brochure for the purpose of explaining topical issues on health and wellness to parents and other stakeholders.  

Physical changes and social pressures make adolescence a challenging time for many teens; therefore, it is important for professionals to be aware of current trends and critical issues that affect the mental and physical well-being of this age group. Education professionals in this course examine and discuss selected issues and trends related to adolescents, such as technology/media, cyber-bullying, gender, sexual orientation, drugs/alcohol, obesity/eating disorders, depression, self-injury, suicide, teenage pregnancy, and school success. Applying course concepts, education professionals engage in practical exercises, such as research analyses through which they explore the connections between topical issues and the larger world as they affect adolescents and their transition into adulthood.

This class synthesizes information and experiences gathered over the course of the Bachelor of Science in Human Services program. Students will identify a human service gap in their local area and develop a detailed proposal for addressing the needs of the client population who are affected. This will include a background literature review, description of the problem area and the history of the community’s response, and a detailed plan for addressing the gap with attention given to multicultural considerations. In accordance with Walden University’s mission, students will be expected to clearly demonstrate the social change implications of the plan that they develop.

Walden University offers students a dynamic learning environment and a range of support services to ensure academic success. In this course, students immerse themselves in Walden University's online learning environment and apply skills from the student readiness orientation. In addition, students discover and apply the tools and services that will support them throughout their degree program. Through classroom discussions and the application of key communication principles, students establish an online community of peers and explore their degree program with discipline-specific examples. This course helps students prepare for their Walden academic career and continues their orientation to the university.

Human services is a field that provides rewarding as well as challenging situations as professionals support a diverse range of clients in solving problems and working through difficult situations. Students in this course explore the historical development of the human services field, human services theories, the systems approach to human services, and the role of the human service professional. They examine a range of roles and areas of specialization available to those in the profession as well as related challenges, such as ethical and diversity issues when working with people in different populations. Applying foundational concepts, students also investigate trends in the field of human services, such as medical and mental health breakthroughs and changes in client populations. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

Complex events, such as divorce, child abuse and neglect, and illness and death of family members, are common occurrences in today’s society. This course provides a survey of the ways in which professionals and families work together in supporting child and family resiliency within the context of these complex issues. Education professionals explore formal and informal communication strategies; family participation in group settings; family education; advocacy for families; and the impact of family, culture, and community on children’s development and learning within early childhood programs. Through this course, education professionals have the opportunity to gain the communication and conflict-management skills needed to prepare for future professional challenges in the field of education.

In light of global urbanization, students in this course discuss the components that contribute to a meaningful life in the city and the ways in which urban communities strive to achieve it. Students collaborate to explore multiple perspectives derived from the social and natural sciences and the humanities. Upon completion, students will understand the factors that contribute to improving quality of life in an urban environment. (Prerequisites: ENGL 1001.)

In this course, students examine situational procedures and techniques necessary in defusing situations identified as crises. Students work toward gaining skills to evaluate crisis experiences by combining active listening with an understanding of crisis patterns. Through class activities, such as case studies and comparative analyses, they learn how to work through difficult emotional, social, and health crises. Students also assess concepts and share perspectives though peer discussion on related topics, such as intervention models and strategies; system crisis intervention; collaboration; countertransference; secondary traumatic stress disorder and vicarious trauma; burnout prevention; and referral resources. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

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. (Prerequisites: PSYC 1001, PSYC 1002, or PSYC 1003.)

What makes a criminal unique? Criminal justice professionals confront criminal behavior in many forms. In this course, students explore theories and research that provide cognitive, behavioral, and psychological explanations of criminal behavior. Through the examination of such theories, students have the opportunity to gain the professional knowledge and sensibilities to be able to interact effectively with offenders. Students also investigate potential trends and current biological research that may change or advance the study and treatment of criminal behavior. (Prerequisites: CRJS 1001.)

This course is designed to provide students with practical skills for organizing and brokering community resources for human service clients. This will include emphasis on needs assessment for different client communities, developing plans for comprehensive care services, and utilizing formal and informal networks to maximize client access to services. Emphasis will be placed on interagency coordination as well as human service community resource building to achieve success in service delivery.

This course is designed to provide students with basic skills for directly interfacing with a diverse community of clients. This will include emphasis on active listening, paraphrasing and summarizing, and respecting clients’ cultural backgrounds in all aspects of information gathering. Emphasis will be placed on understanding the roles of different types of interviews, and the differing functions of open or closed questions for addressing distinct problems in living and areas of need that clients present.

Human service professionals engage clients with a variety of needs. How can students be certain, though, that their services are effective in preventing recidivism in a population of drug-addicted persons, or that they have provided the necessary life skills training for a homeless person to transition into the workplace? This course is designed to provide skills for community needs assessment, program development, design, implementation, and evaluation across a variety of human services domains. Specific focus will be given to planning quality measures that demonstrate a program’s effectiveness to all key stakeholders.

It’s hard to imagine any toddler evolving into a juvenile delinquent. And yet some do. In this course, students examine the factors that lead some juveniles along this path as well as ways to intervene in the process and outcome. They consider the biological, psychological, and sociological factors in juvenile delinquency as well as modern trends in prevention and treatment. Through traditional literature and interactive learning modules, students explore the concept of juvenile justice and consider the proper age that society should hold a juvenile criminally responsible as well as the age that juveniles should be tried as adults. (Prerequisites: CRJS 1001.)

Books, movies, and television programs about crime, particularly those that feature criminals and trials, have been popular for decades. But there’s more to criminal law than the theatrics that media often features. In this course, students examine the concepts and principles related to criminal law. They engage in discussions and assignments designed to provide practical application of content on a variety of topics, including domestic and international crimes, criminal defense, punishment, and sentencing. (Prerequisites: CRJS 1001 or PSPA 1001.)

What happens in a courtroom is both complex and fascinating, as is evidenced by the popularity of courtroom drama—real and fictional. In this course, students analyze and apply information about the components of the judicial system, including their structure, function, and processes. Students examine the professional roles within the system and learn how the system selects these figures. They learn about judicial conduct and professional standards and apply these concepts to examples of judicial behavior. Students also analyze issues related to the courts and judicial process in an increasingly diverse society and consider these in regard to future trends, such as in cases and legal claims. (Prerequisites: CRJS 1001 or PSPA 1001.)

All criminal justice professionals must understand the methods of extracting and using data and research—a critical function lending to the responsibilities of all roles in the system, including law enforcement, crime prevention, sentencing, and corrections. Students in this course explore how professionals apply basic statistical principles and research methods to contemporary criminal justice problems and issues in court, law enforcement, and correctional settings. Students learn how to evaluate data and research, represent data using graphs, and present data using statistical measures. They also consider ethical issues related to criminal justice research and technological advancements that influence current and future criminal justice data analysis and research. (Prerequisites: CRJS 1001.)

Criminal justice involves more than retribution; it is twofold in that it must punish offenders and also address their needs and the needs of victims and the community. Students in this course explore the theory of justice and practices that emphasize repairing the harm caused by criminal behavior. They learn the ways in which this effort contrasts with an adversarial approach to justice. Students learn about strategies involving stakeholders in actions that transform the relationships among victims, offenders, communities, and criminal justice agencies in their response to crime. They also explore and reflect on case studies and topical models for an in-depth understanding how professionals conduct restorative justice in the real world. (Prerequisites: CRJS 1001.)

While victim response is vital, it is also important to focus on the potential effects of crime on a community, such as economic instability, drug use, prejudices, and further criminal activity. Students in this course identify existing community resources that professionals use in conjunction with planned and ad hoc community responses to learn positive and effective intervention strategies that address the needs of individuals and communities affected by criminal incidents. They also assess the challenges inherent in such efforts and discuss ways to mitigate obstacles. Gaining new perspectives on possible ways to address the coordination of community response, students examine how victims perceive crime and/or change their role as a result of the crime. (Prerequisites: CRJS 1001.)

With the exception of the occasional traffic ticket, most individuals do not have many encounters with the criminal justice system. However, frequent interactions with the American legal system through civil law are not uncommon. Students in this course explore family law, employment law, property rights, malpractice issues, torts, and other aspects of civil law. They learn how civil law is relevant to human resource managers, healthcare professionals, and public administrators. Through written assignments and other application-based activities, students further examine topics related to civil law, such as contracts, negligence analysis, independent contractors verses employees, and commercial leases.

This class synthesizes information and experiences gathered over the course of the Bachelor of Science in Human Services program. Students will identify a human service gap in their local area and develop a detailed proposal for addressing the needs of the client population who are affected. This will include a background literature review, description of the problem area and the history of the community’s response, and a detailed plan for addressing the gap with attention given to multicultural considerations. In accordance with Walden University’s mission, students will be expected to clearly demonstrate the social change implications of the plan that they develop.

Walden University offers students a dynamic learning environment and a range of support services to ensure academic success. In this course, students immerse themselves in Walden University's online learning environment and apply skills from the student readiness orientation. In addition, students discover and apply the tools and services that will support them throughout their degree program. Through classroom discussions and the application of key communication principles, students establish an online community of peers and explore their degree program with discipline-specific examples. This course helps students prepare for their Walden academic career and continues their orientation to the university.

Human services is a field that provides rewarding as well as challenging situations as professionals support a diverse range of clients in solving problems and working through difficult situations. Students in this course explore the historical development of the human services field, human services theories, the systems approach to human services, and the role of the human service professional. They examine a range of roles and areas of specialization available to those in the profession as well as related challenges, such as ethical and diversity issues when working with people in different populations. Applying foundational concepts, students also investigate trends in the field of human services, such as medical and mental health breakthroughs and changes in client populations. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

Complex events, such as divorce, child abuse and neglect, and illness and death of family members, are common occurrences in today’s society. This course provides a survey of the ways in which professionals and families work together in supporting child and family resiliency within the context of these complex issues. Education professionals explore formal and informal communication strategies; family participation in group settings; family education; advocacy for families; and the impact of family, culture, and community on children’s development and learning within early childhood programs. Through this course, education professionals have the opportunity to gain the communication and conflict-management skills needed to prepare for future professional challenges in the field of education.

In light of global urbanization, students in this course discuss the components that contribute to a meaningful life in the city and the ways in which urban communities strive to achieve it. Students collaborate to explore multiple perspectives derived from the social and natural sciences and the humanities. Upon completion, students will understand the factors that contribute to improving quality of life in an urban environment. (Prerequisites: ENGL 1001.)

In this course, students examine situational procedures and techniques necessary in defusing situations identified as crises. Students work toward gaining skills to evaluate crisis experiences by combining active listening with an understanding of crisis patterns. Through class activities, such as case studies and comparative analyses, they learn how to work through difficult emotional, social, and health crises. Students also assess concepts and share perspectives though peer discussion on related topics, such as intervention models and strategies; system crisis intervention; collaboration; countertransference; secondary traumatic stress disorder and vicarious trauma; burnout prevention; and referral resources. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

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. (Prerequisites: PSYC 1001, PSYC 1002, or PSYC 1003.)

Planning and applying effective budgeting strategies are critical elements in managing corporate and government criminal justice organizations. In this course, students have the opportunity to gain fundamental skills for effective management while focusing on short- and long-term financial analysis as well as on policy and budget creation. They complete practical application assignments, focusing on issues of plan development, grant sources, and different tasks and challenges related to budgeting. Students also engage in discussions with peers on a variety of topics, such as the public and private budgets, strategies, financing, forecasting, and ethical issues related to public budgeting. (Prerequisites: CRJS 1001 or MATH 1002.)

This course is designed to provide students with practical skills for organizing and brokering community resources for human service clients. This will include emphasis on needs assessment for different client communities, developing plans for comprehensive care services, and utilizing formal and informal networks to maximize client access to services. Emphasis will be placed on interagency coordination as well as human service community resource building to achieve success in service delivery.

This course is designed to provide students with basic skills for directly interfacing with a diverse community of clients. This will include emphasis on active listening, paraphrasing and summarizing, and respecting clients’ cultural backgrounds in all aspects of information gathering. Emphasis will be placed on understanding the roles of different types of interviews, and the differing functions of open or closed questions for addressing distinct problems in living and areas of need that clients present.

Human service professionals engage clients with a variety of needs. How can students be certain, though, that their services are effective in preventing recidivism in a population of drug-addicted persons, or that they have provided the necessary life skills training for a homeless person to transition into the workplace? This course is designed to provide skills for community needs assessment, program development, design, implementation, and evaluation across a variety of human services domains. Specific focus will be given to planning quality measures that demonstrate a program’s effectiveness to all key stakeholders.

What is criminal justice and how is it delivered and sustained? This course provides students with a survey of the contemporary criminal justice system in the United States, with emphasis on the roles and responsibilities of police (law enforcement), courts (adjudication), and corrections. Students analyze the components of and major players in the criminal justice process and system and apply this content to current events and dilemmas. They overview crime and criminal law and explore how these concepts connect to criminal justice. Students also consider diversity and ethical challenges and issues as they relate to all aspects of criminal justice. Finally, students explore and discuss the juvenile justice system; consider its strengths and limitations; and examine issues, challenges, and trends related to the system.

People commit crimes for a variety of reasons, and these crimes vary in their impact on individual victims and society. Students in this course examine a range of views, definitions, and perspectives on crime and criminology; the nature, causes, and typologies of crime and offenders; theories that attempt to explain why individuals commit crimes; and approaches to the prevention and control of crime. Students apply theories and perspectives to crime in real life as well as to crime presented in vignettes and case studies. Students devote special attention to the debate between social-responsibilities and social-problems approaches to criminology. (Prerequisites: CRJS 1001 or PSYC 1002 or PSYC 1003.)

It’s hard to imagine any toddler evolving into a juvenile delinquent. And yet some do. In this course, students examine the factors that lead some juveniles along this path as well as ways to intervene in the process and outcome. They consider the biological, psychological, and sociological factors in juvenile delinquency as well as modern trends in prevention and treatment. Through traditional literature and interactive learning modules, students explore the concept of juvenile justice and consider the proper age that society should hold a juvenile criminally responsible as well as the age that juveniles should be tried as adults. (Prerequisites: CRJS 1001.)

Books, movies, and television programs about crime, particularly those that feature criminals and trials, have been popular for decades. But there’s more to criminal law than the theatrics that media often features. In this course, students examine the concepts and principles related to criminal law. They engage in discussions and assignments designed to provide practical application of content on a variety of topics, including domestic and international crimes, criminal defense, punishment, and sentencing. (Prerequisites: CRJS 1001 or PSPA 1001.)

What is the goal of the corrections system? Is it punishment, rehabilitation, or both? In this course, students have the opportunity to answer such questions through the examination of the history of corrections as well as the practice and legal environment in corrections, including institutional and community-based programs and their relationship to other areas of the criminal justice system. Students also learn about correctional philosophy and practices related to incarceration, diversions, community-based corrections, and treatment of offenders. They employ analytical skills to assess the role of corrections professionals and challenges facing corrections in a society that continues to change in demographics, norms, and expectations of criminal justice. (Prerequisites: CRJS 1001.)

What happens in a courtroom is both complex and fascinating, as is evidenced by the popularity of courtroom drama—real and fictional. In this course, students analyze and apply information about the components of the judicial system, including their structure, function, and processes. Students examine the professional roles within the system and learn how the system selects these figures. They learn about judicial conduct and professional standards and apply these concepts to examples of judicial behavior. Students also analyze issues related to the courts and judicial process in an increasingly diverse society and consider these in regard to future trends, such as in cases and legal claims. (Prerequisites: CRJS 1001 or PSPA 1001.)

There is a diverse assortment of issues and challenges involved in enforcing laws and protecting the public, for which a wide array of agencies share responsibility in addressing. Such agencies encompass federal, state, and local police as well as private figures, such as security officers and city inspectors. In this course, students examine the roles and responsibilities of law enforcement professionals and explore the development and evolution of law enforcement in the United States. They examine community policing models and the use of power, discretion, and deception by police. Students also engage in practical discussions and exercises to explore long-standing, contemporary, and future law enforcement issues and challenges. (Prerequisites: CRJS 1001.)

All criminal justice professionals must understand the methods of extracting and using data and research—a critical function lending to the responsibilities of all roles in the system, including law enforcement, crime prevention, sentencing, and corrections. Students in this course explore how professionals apply basic statistical principles and research methods to contemporary criminal justice problems and issues in court, law enforcement, and correctional settings. Students learn how to evaluate data and research, represent data using graphs, and present data using statistical measures. They also consider ethical issues related to criminal justice research and technological advancements that influence current and future criminal justice data analysis and research. (Prerequisites: CRJS 1001.)

Criminal justice involves more than retribution; it is twofold in that it must punish offenders and also address their needs and the needs of victims and the community. Students in this course explore the theory of justice and practices that emphasize repairing the harm caused by criminal behavior. They learn the ways in which this effort contrasts with an adversarial approach to justice. Students learn about strategies involving stakeholders in actions that transform the relationships among victims, offenders, communities, and criminal justice agencies in their response to crime. They also explore and reflect on case studies and topical models for an in-depth understanding how professionals conduct restorative justice in the real world. (Prerequisites: CRJS 1001.)

While victim response is vital, it is also important to focus on the potential effects of crime on a community, such as economic instability, drug use, prejudices, and further criminal activity. Students in this course identify existing community resources that professionals use in conjunction with planned and ad hoc community responses to learn positive and effective intervention strategies that address the needs of individuals and communities affected by criminal incidents. They also assess the challenges inherent in such efforts and discuss ways to mitigate obstacles. Gaining new perspectives on possible ways to address the coordination of community response, students examine how victims perceive crime and/or change their role as a result of the crime. (Prerequisites: CRJS 1001.)

There are many considerations related to the perception, needs, and treatment of crime victims, which continue to lend to a growing area of study and legislation. Students in this course learn about the different types of victimization as well as the differences between direct and indirect victims of crime. They examine the role of criminal justice practitioners who work with and respond to victims. Students also assess and discuss the many ethical issues related to victims’ human and civil rights and the impact of these rights on criminal justice professionals and changing legislation. Through case studies and contemporary literature, students also analyze both current problems and future trends in victimology. (Prerequisites: CRJS 1001.)

Many of society’s most intractable problems are resolved through the legal system. In this course, students examine issues at the foundation of many legal debates, such as immigration, abortion, reproductive rights, intellectual property, and the separation of church and state. Students engage in contextual and application-based assignments that highlight the legal aspects of several social issues. They share perspectives through peer discussions on topical issues, such as legal views and decisions, right to privacy, race, the death penalty, and the responsibilities of corporations as members of society. Students practice their research, persuasive-writing, and analysis skills through a final project on a contemporary legal debate.

This class synthesizes information and experiences gathered over the course of the Bachelor of Science in Human Services program. Students will identify a human service gap in their local area and develop a detailed proposal for addressing the needs of the client population who are affected. This will include a background literature review, description of the problem area and the history of the community’s response, and a detailed plan for addressing the gap with attention given to multicultural considerations. In accordance with Walden University’s mission, students will be expected to clearly demonstrate the social change implications of the plan that they develop.

Walden University offers students a dynamic learning environment and a range of support services to ensure academic success. In this course, students immerse themselves in Walden University's online learning environment and apply skills from the student readiness orientation. In addition, students discover and apply the tools and services that will support them throughout their degree program. Through classroom discussions and the application of key communication principles, students establish an online community of peers and explore their degree program with discipline-specific examples. This course helps students prepare for their Walden academic career and continues their orientation to the university.

Human services is a field that provides rewarding as well as challenging situations as professionals support a diverse range of clients in solving problems and working through difficult situations. Students in this course explore the historical development of the human services field, human services theories, the systems approach to human services, and the role of the human service professional. They examine a range of roles and areas of specialization available to those in the profession as well as related challenges, such as ethical and diversity issues when working with people in different populations. Applying foundational concepts, students also investigate trends in the field of human services, such as medical and mental health breakthroughs and changes in client populations. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

Complex events, such as divorce, child abuse and neglect, and illness and death of family members, are common occurrences in today’s society. This course provides a survey of the ways in which professionals and families work together in supporting child and family resiliency within the context of these complex issues. Education professionals explore formal and informal communication strategies; family participation in group settings; family education; advocacy for families; and the impact of family, culture, and community on children’s development and learning within early childhood programs. Through this course, education professionals have the opportunity to gain the communication and conflict-management skills needed to prepare for future professional challenges in the field of education.

In light of global urbanization, students in this course discuss the components that contribute to a meaningful life in the city and the ways in which urban communities strive to achieve it. Students collaborate to explore multiple perspectives derived from the social and natural sciences and the humanities. Upon completion, students will understand the factors that contribute to improving quality of life in an urban environment. (Prerequisites: ENGL 1001.)

In this course, students examine situational procedures and techniques necessary in defusing situations identified as crises. Students work toward gaining skills to evaluate crisis experiences by combining active listening with an understanding of crisis patterns. Through class activities, such as case studies and comparative analyses, they learn how to work through difficult emotional, social, and health crises. Students also assess concepts and share perspectives though peer discussion on related topics, such as intervention models and strategies; system crisis intervention; collaboration; countertransference; secondary traumatic stress disorder and vicarious trauma; burnout prevention; and referral resources. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

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. (Prerequisites: PSYC 1001, PSYC 1002, or PSYC 1003.)

Planning and applying effective budgeting strategies are critical elements in managing corporate and government criminal justice organizations. In this course, students have the opportunity to gain fundamental skills for effective management while focusing on short- and long-term financial analysis as well as on policy and budget creation. They complete practical application assignments, focusing on issues of plan development, grant sources, and different tasks and challenges related to budgeting. Students also engage in discussions with peers on a variety of topics, such as the public and private budgets, strategies, financing, forecasting, and ethical issues related to public budgeting. (Prerequisites: CRJS 1001 or MATH 1002.)

This course is designed to provide students with practical skills for organizing and brokering community resources for human service clients. This will include emphasis on needs assessment for different client communities, developing plans for comprehensive care services, and utilizing formal and informal networks to maximize client access to services. Emphasis will be placed on interagency coordination as well as human service community resource building to achieve success in service delivery.

This course is designed to provide students with basic skills for directly interfacing with a diverse community of clients. This will include emphasis on active listening, paraphrasing and summarizing, and respecting clients’ cultural backgrounds in all aspects of information gathering. Emphasis will be placed on understanding the roles of different types of interviews, and the differing functions of open or closed questions for addressing distinct problems in living and areas of need that clients present.

Human service professionals engage clients with a variety of needs. How can students be certain, though, that their services are effective in preventing recidivism in a population of drug-addicted persons, or that they have provided the necessary life skills training for a homeless person to transition into the workplace? This course is designed to provide skills for community needs assessment, program development, design, implementation, and evaluation across a variety of human services domains. Specific focus will be given to planning quality measures that demonstrate a program’s effectiveness to all key stakeholders.

Many aspects of career and personal life require the ability to relate to people of different cultures and diverse backgrounds. Students in this course examine key factors related to understanding life in a multicultural world. They assess psychological concepts from a variety of perspectives and examine theories of culture. Students learn how professionals use psychology to understand oppression, acculturation, cultural aspects of cognition, mental health, physical health, aggression, and emotion. Sharpening communication and critical-thinking skills, students engage in peer discussions on a variety of topics, such as personal culture, cultural sensitivity in research, emotions, developmental theories, and attribution. Through these discussions, application-based assignments, and weekly assessments, students demonstrate their knowledge of how diversity and multiculturalism affect human behavior. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

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. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

Researchers have demonstrated that there are few psychological differences between men and women. And yet history and conventional thinking indicate otherwise. This course introduces students 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. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

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. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

This course is designed to promote the ability to communicate effectively in a diverse, global environment. Topics include the relationship of culture and personal identity to communication strategies. Upon completion, students should be able to distinguish the modes and styles of communication unique to their personal culture from the cultures of others, explain the theories of cultural differences, anticipate and overcome challenges in cross-cultural situations, and apply effective cross-cultural communication skills to academic, personal, and professional settings. (Prerequisites: COMM 1001.)

In today’s multicultural society, educators must be cognizant of the ways in which they teach culturally diverse values and social attitudes to school-age children and adolescents. Education professionals in this course examine these values and attitudes as well as ways to transmit such concepts in the classroom. They explore topics of ethnicity, language, gender, sexual orientation, and socioeconomic status. They also examine how each of these areas of diversity affects school-age children and adolescents as well as how they relate to stereotyping and bias.  

Globalization has brought with it a shared understanding of human rights and a new set of social problems. Students in this course examine the issues of social justice that are prominent in the new global community. They also explore the role of women, environmental justice, the responsibility of richer nations to poorer nations, the promotion of diversity, the protection of human rights, and other contemporary issues. Students learn about the international organizations dedicated to promoting social justice and consider the importance of social justice in international relations. Throughout the course, students reflect on and respond to personal questions regarding perspectives, responsibilities, and roles in achieving global social justice. Finally, students consider how their personal ideology on global social justice has changed as a result of course readings, discussions, and applications.

This class synthesizes information and experiences gathered over the course of the Bachelor of Science in Human Services program. Students will identify a human service gap in their local area and develop a detailed proposal for addressing the needs of the client population who are affected. This will include a background literature review, description of the problem area and the history of the community’s response, and a detailed plan for addressing the gap with attention given to multicultural considerations. In accordance with Walden University’s mission, students will be expected to clearly demonstrate the social change implications of the plan that they develop.

Walden University offers students a dynamic learning environment and a range of support services to ensure academic success. In this course, students immerse themselves in Walden University's online learning environment and apply skills from the student readiness orientation. In addition, students discover and apply the tools and services that will support them throughout their degree program. Through classroom discussions and the application of key communication principles, students establish an online community of peers and explore their degree program with discipline-specific examples. This course helps students prepare for their Walden academic career and continues their orientation to the university.

Human services is a field that provides rewarding as well as challenging situations as professionals support a diverse range of clients in solving problems and working through difficult situations. Students in this course explore the historical development of the human services field, human services theories, the systems approach to human services, and the role of the human service professional. They examine a range of roles and areas of specialization available to those in the profession as well as related challenges, such as ethical and diversity issues when working with people in different populations. Applying foundational concepts, students also investigate trends in the field of human services, such as medical and mental health breakthroughs and changes in client populations. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

Complex events, such as divorce, child abuse and neglect, and illness and death of family members, are common occurrences in today’s society. This course provides a survey of the ways in which professionals and families work together in supporting child and family resiliency within the context of these complex issues. Education professionals explore formal and informal communication strategies; family participation in group settings; family education; advocacy for families; and the impact of family, culture, and community on children’s development and learning within early childhood programs. Through this course, education professionals have the opportunity to gain the communication and conflict-management skills needed to prepare for future professional challenges in the field of education.

In light of global urbanization, students in this course discuss the components that contribute to a meaningful life in the city and the ways in which urban communities strive to achieve it. Students collaborate to explore multiple perspectives derived from the social and natural sciences and the humanities. Upon completion, students will understand the factors that contribute to improving quality of life in an urban environment. (Prerequisites: ENGL 1001.)

In this course, students examine situational procedures and techniques necessary in defusing situations identified as crises. Students work toward gaining skills to evaluate crisis experiences by combining active listening with an understanding of crisis patterns. Through class activities, such as case studies and comparative analyses, they learn how to work through difficult emotional, social, and health crises. Students also assess concepts and share perspectives though peer discussion on related topics, such as intervention models and strategies; system crisis intervention; collaboration; countertransference; secondary traumatic stress disorder and vicarious trauma; burnout prevention; and referral resources. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

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. (Prerequisites: PSYC 1001, PSYC 1002, or PSYC 1003.)

Planning and applying effective budgeting strategies are critical elements in managing corporate and government criminal justice organizations. In this course, students have the opportunity to gain fundamental skills for effective management while focusing on short- and long-term financial analysis as well as on policy and budget creation. They complete practical application assignments, focusing on issues of plan development, grant sources, and different tasks and challenges related to budgeting. Students also engage in discussions with peers on a variety of topics, such as the public and private budgets, strategies, financing, forecasting, and ethical issues related to public budgeting. (Prerequisites: CRJS 1001 or MATH 1002.)

This course is designed to provide students with practical skills for organizing and brokering community resources for human service clients. This will include emphasis on needs assessment for different client communities, developing plans for comprehensive care services, and utilizing formal and informal networks to maximize client access to services. Emphasis will be placed on interagency coordination as well as human service community resource building to achieve success in service delivery.

This course is designed to provide students with basic skills for directly interfacing with a diverse community of clients. This will include emphasis on active listening, paraphrasing and summarizing, and respecting clients’ cultural backgrounds in all aspects of information gathering. Emphasis will be placed on understanding the roles of different types of interviews, and the differing functions of open or closed questions for addressing distinct problems in living and areas of need that clients present.

Human service professionals engage clients with a variety of needs. How can students be certain, though, that their services are effective in preventing recidivism in a population of drug-addicted persons, or that they have provided the necessary life skills training for a homeless person to transition into the workplace? This course is designed to provide skills for community needs assessment, program development, design, implementation, and evaluation across a variety of human services domains. Specific focus will be given to planning quality measures that demonstrate a program’s effectiveness to all key stakeholders.

Professionals working in the political science and public administration arena must have a firm understanding of current political, social, economic, and religious issues to successfully engage in decision making, political debates, policy making, and other responsibilities inherent to the profession. In this course, students develop their understanding of global society through political issues. They identify the major challenges to peace and sustainability in the global environment. They also explore and discuss issues related to energy, trade, human rights, healthcare, sex and drug trafficking, and the disparity between rich nations and poor nations. Through this course, students gain skills needed to stay abreast of global issues in politics, and they consider how these issues can affect their daily personal and professional lives.

Volunteers are one of the most important resources for nonprofit organizations. Through this course, students learn the crucial importance of volunteers to organizations and groups striving to build better communities and address important social problems. Students explore how successful leaders recruit qualified volunteers, retain their commitment over time, and empower them to act on behalf of shared goals. They identify the key challenges facing organizations that rely heavily on volunteers and the most effective means of addressing these challenges. Students also examine and discuss the particular leadership skills required in volunteer organizations and consider how they can develop these proficiencies to lead future volunteer efforts and effect positive social change.

Society often associates entrepreneurship with the business world in which creative individuals use their imagination and skills to amass large fortunes. In this course, students explore a new breed of entrepreneur—the social entrepreneur. Students learn how social entrepreneurs help others by combining resources in unique ways to change underlying social structures for the greater good. Students examine social entrepreneurship methods, practices, and values. They also explore and discuss the impact of social entrepreneurship on social change. Students synthesize knowledge and apply course concepts as they work toward developing an original social-entrepreneurial venture.

How can we address contemporary challenges resulting from unforeseen market shifts, unemployment, home foreclosures, and other issues confronting community? In this course, students identify and apply the skills that are needed by individuals and groups to produce positive social change. They explore how positive social change takes place on a community level, and they examine the major obstacles to positive social change efforts. Additionally, students examine the key features of effective strategies, such as organization of people as well as economic and political resources. Using basic principles presented in the course, students develop a social change action plan through which they gain the practical skills and knowledge needed to effect positive social change in their own community.

Globalization has brought with it a shared understanding of human rights and a new set of social problems. Students in this course examine the issues of social justice that are prominent in the new global community. They also explore the role of women, environmental justice, the responsibility of richer nations to poorer nations, the promotion of diversity, the protection of human rights, and other contemporary issues. Students learn about the international organizations dedicated to promoting social justice and consider the importance of social justice in international relations. Throughout the course, students reflect on and respond to personal questions regarding perspectives, responsibilities, and roles in achieving global social justice. Finally, students consider how their personal ideology on global social justice has changed as a result of course readings, discussions, and applications.

In a society influenced by technological innovation and virtual spread of information, we can use technology to rekindle friendships with grade-school acquaintances and we can instantaneously follow every action of our favorite entertainers. But it is also our responsibility to know how to use these same social networking techniques and other more traditional means of communication as catalysts for positive social change. In this course, students learn how to use modern communication tools to promote positive social change and mobilize communities. They analyze the use of electronic tools for public and nonprofit sector organizations. Students also examine the key elements of a communication strategy—message development, target audience identification, selection of communication tools, and obtaining feedback—and apply these to current social issues.

In this course, students explore how groups and organizations are making a difference by serving the global community. Students examine the function, operation, and relationship between organizations that address global issues, such as disaster relief, HIV, hunger, education, women’s rights, and healthcare; such organizations include intergovernmental organizations (IGOs) and nongovernmental organizations (NGOs). They examine the strategies and techniques that successful organizations use in responding to global challenges. Students also consider current issues that have potential to become global crises, and they discuss the future of public service in the global community. Applying concepts of service and related governance issues, students complete a final research project on a major issue currently affecting the global society.

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. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

This course is designed to promote the ability to communicate effectively in a diverse, global environment. Topics include the relationship of culture and personal identity to communication strategies. Upon completion, students should be able to distinguish the modes and styles of communication unique to their personal culture from the cultures of others, explain the theories of cultural differences, anticipate and overcome challenges in cross-cultural situations, and apply effective cross-cultural communication skills to academic, personal, and professional settings. (Prerequisites: COMM 1001.)

This class synthesizes information and experiences gathered over the course of the Bachelor of Science in Human Services program. Students will identify a human service gap in their local area and develop a detailed proposal for addressing the needs of the client population who are affected. This will include a background literature review, description of the problem area and the history of the community’s response, and a detailed plan for addressing the gap with attention given to multicultural considerations. In accordance with Walden University’s mission, students will be expected to clearly demonstrate the social change implications of the plan that they develop.

Walden University offers students a dynamic learning environment and a range of support services to ensure academic success. In this course, students immerse themselves in Walden University's online learning environment and apply skills from the student readiness orientation. In addition, students discover and apply the tools and services that will support them throughout their degree program. Through classroom discussions and the application of key communication principles, students establish an online community of peers and explore their degree program with discipline-specific examples. This course helps students prepare for their Walden academic career and continues their orientation to the university.

Human services is a field that provides rewarding as well as challenging situations as professionals support a diverse range of clients in solving problems and working through difficult situations. Students in this course explore the historical development of the human services field, human services theories, the systems approach to human services, and the role of the human service professional. They examine a range of roles and areas of specialization available to those in the profession as well as related challenges, such as ethical and diversity issues when working with people in different populations. Applying foundational concepts, students also investigate trends in the field of human services, such as medical and mental health breakthroughs and changes in client populations. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

Complex events, such as divorce, child abuse and neglect, and illness and death of family members, are common occurrences in today’s society. This course provides a survey of the ways in which professionals and families work together in supporting child and family resiliency within the context of these complex issues. Education professionals explore formal and informal communication strategies; family participation in group settings; family education; advocacy for families; and the impact of family, culture, and community on children’s development and learning within early childhood programs. Through this course, education professionals have the opportunity to gain the communication and conflict-management skills needed to prepare for future professional challenges in the field of education.

In light of global urbanization, students in this course discuss the components that contribute to a meaningful life in the city and the ways in which urban communities strive to achieve it. Students collaborate to explore multiple perspectives derived from the social and natural sciences and the humanities. Upon completion, students will understand the factors that contribute to improving quality of life in an urban environment. (Prerequisites: ENGL 1001.)

In this course, students examine situational procedures and techniques necessary in defusing situations identified as crises. Students work toward gaining skills to evaluate crisis experiences by combining active listening with an understanding of crisis patterns. Through class activities, such as case studies and comparative analyses, they learn how to work through difficult emotional, social, and health crises. Students also assess concepts and share perspectives though peer discussion on related topics, such as intervention models and strategies; system crisis intervention; collaboration; countertransference; secondary traumatic stress disorder and vicarious trauma; burnout prevention; and referral resources. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

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. (Prerequisites: PSYC 1001, PSYC 1002, or PSYC 1003.)

Planning and applying effective budgeting strategies are critical elements in managing corporate and government criminal justice organizations. In this course, students have the opportunity to gain fundamental skills for effective management while focusing on short- and long-term financial analysis as well as on policy and budget creation. They complete practical application assignments, focusing on issues of plan development, grant sources, and different tasks and challenges related to budgeting. Students also engage in discussions with peers on a variety of topics, such as the public and private budgets, strategies, financing, forecasting, and ethical issues related to public budgeting. (Prerequisites: CRJS 1001 or MATH 1002.)

This course is designed to provide students with practical skills for organizing and brokering community resources for human service clients. This will include emphasis on needs assessment for different client communities, developing plans for comprehensive care services, and utilizing formal and informal networks to maximize client access to services. Emphasis will be placed on interagency coordination as well as human service community resource building to achieve success in service delivery.

This course is designed to provide students with basic skills for directly interfacing with a diverse community of clients. This will include emphasis on active listening, paraphrasing and summarizing, and respecting clients’ cultural backgrounds in all aspects of information gathering. Emphasis will be placed on understanding the roles of different types of interviews, and the differing functions of open or closed questions for addressing distinct problems in living and areas of need that clients present.

Human service professionals engage clients with a variety of needs. How can students be certain, though, that their services are effective in preventing recidivism in a population of drug-addicted persons, or that they have provided the necessary life skills training for a homeless person to transition into the workplace? This course is designed to provide skills for community needs assessment, program development, design, implementation, and evaluation across a variety of human services domains. Specific focus will be given to planning quality measures that demonstrate a program’s effectiveness to all key stakeholders.

Professionals working in the political science and public administration arena must have a firm understanding of current political, social, economic, and religious issues to successfully engage in decision making, political debates, policy making, and other responsibilities inherent to the profession. In this course, students develop their understanding of global society through political issues. They identify the major challenges to peace and sustainability in the global environment. They also explore and discuss issues related to energy, trade, human rights, healthcare, sex and drug trafficking, and the disparity between rich nations and poor nations. Through this course, students gain skills needed to stay abreast of global issues in politics, and they consider how these issues can affect their daily personal and professional lives.

Public administrators make daily decisions and implement programs that impact our lives in countless ways. In this course, students explore how public administrators and managers conduct the business of government, such as implementing public policy. They asses and discuss the issues and challenges these figures encounter while performing their jobs as well as future trends and potential issues they may face in the future. Students engage in short writing assignments through which they apply learning and reflect on how course concepts apply to the real world and their lives. Through this course, students come to understand the variety of jobs that public administrators perform and their crucial role in the successful operation of government.

What is public policy? Who develops it and how is it made? In this course, students explore how the government makes decisions and the impact these decisions have on people and communities. Students learn how issues become important, how groups exercise power, and how government policies are evaluated and modified. Students also examine whether the public policy process is generally fair to the majority of citizens or whether it provides unfair advantage to certain groups. This course offers students an opportunity to engage in the exploration of many of the questions and issues surrounding the development of public policy.

Volunteers are one of the most important resources for nonprofit organizations. Through this course, students learn the crucial importance of volunteers to organizations and groups striving to build better communities and address important social problems. Students explore how successful leaders recruit qualified volunteers, retain their commitment over time, and empower them to act on behalf of shared goals. They identify the key challenges facing organizations that rely heavily on volunteers and the most effective means of addressing these challenges. Students also examine and discuss the particular leadership skills required in volunteer organizations and consider how they can develop these proficiencies to lead future volunteer efforts and effect positive social change.

Ethics is a key element of successful government and nonprofit leadership. Ethically, on individual and institutional levels, many things can go wrong in government and nonprofit organizations. Students in this course gain insight into causes, obstacles, and barriers to ethical leadership. They explore how successful public sector leaders build organizations that reflect strong ethical values. Students examine qualities of ethical leaders, ethical organizations, and ethical decision making. They use practical tools for achieving ethical public leadership in case studies and real-life scenarios.

Contemporary public managers use a variety of new tools and strategies to implement public policy and conduct business. Students in this course learn about the new skills required of public administrators to be successful in a rapidly changing environment. They examine a variety of topics, such as team building, contracting, procurement, compliance, grant writing, and outsourcing/insourcing. Through this course, students also have the opportunity to explore job opportunities at the government level as well as in the nonprofit sector.

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. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

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. (Prerequisites: PSYC 1001, PSYC 1002, or PSYC 1003.)

This course is designed to promote the ability to communicate effectively in a diverse, global environment. Topics include the relationship of culture and personal identity to communication strategies. Upon completion, students should be able to distinguish the modes and styles of communication unique to their personal culture from the cultures of others, explain the theories of cultural differences, anticipate and overcome challenges in cross-cultural situations, and apply effective cross-cultural communication skills to academic, personal, and professional settings. (Prerequisites: COMM 1001.)

What happens in a courtroom is both complex and fascinating, as is evidenced by the popularity of courtroom drama—real and fictional. In this course, students analyze and apply information about the components of the judicial system, including their structure, function, and processes. Students examine the professional roles within the system and learn how the system selects these figures. They learn about judicial conduct and professional standards and apply these concepts to examples of judicial behavior. Students also analyze issues related to the courts and judicial process in an increasingly diverse society and consider these in regard to future trends, such as in cases and legal claims. (Prerequisites: CRJS 1001 or PSPA 1001.)

This class synthesizes information and experiences gathered over the course of the Bachelor of Science in Human Services program. Students will identify a human service gap in their local area and develop a detailed proposal for addressing the needs of the client population who are affected. This will include a background literature review, description of the problem area and the history of the community’s response, and a detailed plan for addressing the gap with attention given to multicultural considerations. In accordance with Walden University’s mission, students will be expected to clearly demonstrate the social change implications of the plan that they develop.

Walden University offers students a dynamic learning environment and a range of support services to ensure academic success. In this course, students immerse themselves in Walden University's online learning environment and apply skills from the student readiness orientation. In addition, students discover and apply the tools and services that will support them throughout their degree program. Through classroom discussions and the application of key communication principles, students establish an online community of peers and explore their degree program with discipline-specific examples. This course helps students prepare for their Walden academic career and continues their orientation to the university.

Human services is a field that provides rewarding as well as challenging situations as professionals support a diverse range of clients in solving problems and working through difficult situations. Students in this course explore the historical development of the human services field, human services theories, the systems approach to human services, and the role of the human service professional. They examine a range of roles and areas of specialization available to those in the profession as well as related challenges, such as ethical and diversity issues when working with people in different populations. Applying foundational concepts, students also investigate trends in the field of human services, such as medical and mental health breakthroughs and changes in client populations. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

Complex events, such as divorce, child abuse and neglect, and illness and death of family members, are common occurrences in today’s society. This course provides a survey of the ways in which professionals and families work together in supporting child and family resiliency within the context of these complex issues. Education professionals explore formal and informal communication strategies; family participation in group settings; family education; advocacy for families; and the impact of family, culture, and community on children’s development and learning within early childhood programs. Through this course, education professionals have the opportunity to gain the communication and conflict-management skills needed to prepare for future professional challenges in the field of education.

The aim of this course is to sensitize students to the role of a global society in the development of identity. Students collaborate to explore multiple perspectives derived from the social and natural sciences and the humanities. Subject matter is treated as unresolved issues to be explored rather than defined knowledge to be learned. Upon completion, students will be able to articulate how sense of self cannot rely on authority or status alone. (Prerequisites: ENGL 1001.)

In this course, students examine situational procedures and techniques necessary in defusing situations identified as crises. Students work toward gaining skills to evaluate crisis experiences by combining active listening with an understanding of crisis patterns. Through class activities, such as case studies and comparative analyses, they learn how to work through difficult emotional, social, and health crises. Students also assess concepts and share perspectives though peer discussion on related topics, such as intervention models and strategies; system crisis intervention; collaboration; countertransference; secondary traumatic stress disorder and vicarious trauma; burnout prevention; and referral resources. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

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. (Prerequisites: PSYC 1001, PSYC 1002, or PSYC 1003.)

Planning and applying effective budgeting strategies are critical elements in managing corporate and government criminal justice organizations. In this course, students have the opportunity to gain fundamental skills for effective management while focusing on short- and long-term financial analysis as well as on policy and budget creation. They complete practical application assignments, focusing on issues of plan development, grant sources, and different tasks and challenges related to budgeting. Students also engage in discussions with peers on a variety of topics, such as the public and private budgets, strategies, financing, forecasting, and ethical issues related to public budgeting. (Prerequisites: CRJS 1001 or MATH 1002.)

This course is designed to provide students with practical skills for organizing and brokering community resources for human service clients. This will include emphasis on needs assessment for different client communities, developing plans for comprehensive care services, and utilizing formal and informal networks to maximize client access to services. Emphasis will be placed on interagency coordination as well as human service community resource building to achieve success in service delivery.

This course is designed to provide students with basic skills for directly interfacing with a diverse community of clients. This will include emphasis on active listening, paraphrasing and summarizing, and respecting clients’ cultural backgrounds in all aspects of information gathering. Emphasis will be placed on understanding the roles of different types of interviews, and the differing functions of open or closed questions for addressing distinct problems in living and areas of need that clients present.

Human service professionals engage clients with a variety of needs. How can students be certain, though, that their services are effective in preventing recidivism in a population of drug-addicted persons, or that they have provided the necessary life skills training for a homeless person to transition into the workplace? This course is designed to provide skills for community needs assessment, program development, design, implementation, and evaluation across a variety of human services domains. Specific focus will be given to planning quality measures that demonstrate a program’s effectiveness to all key stakeholders.

Psychology, as it is known today, has roots in philosophy and in the natural sciences, such as biology and chemistry. In this course, the first of a two-course sequence, students explore major theories and topics related to the natural science aspect of the science of psychology. They examine methods of analysis, learning, memory, cognitive principles, and brain functioning as they relate to psychology, sensation, perception, evolution, motivation, and emotions. Students engage in practical discussions and application-based assignments to gain an understanding of how biological and physiological processes influence behavior. (Prerequisites: COMM 1001.)

In many ways, contemporary psychology is the study of how people interact, relate, and develop as members of society. In this course, the second part of a two-course sequence, students explore the principal theories, topics, and applications related to the social science aspects of psychology, including social, developmental, cultural, personality, and abnormal psychology. Students apply what they learn to case studies and real-life examples, focusing on how the environment influences individuals. (Prerequisites: COMM 1001.)  

Many aspects of career and personal life require the ability to relate to people of different cultures and diverse backgrounds. Students in this course examine key factors related to understanding life in a multicultural world. They assess psychological concepts from a variety of perspectives and examine theories of culture. Students learn how professionals use psychology to understand oppression, acculturation, cultural aspects of cognition, mental health, physical health, aggression, and emotion. Sharpening communication and critical-thinking skills, students engage in peer discussions on a variety of topics, such as personal culture, cultural sensitivity in research, emotions, developmental theories, and attribution. Through these discussions, application-based assignments, and weekly assessments, students demonstrate their knowledge of how diversity and multiculturalism affect human behavior. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

A hallmark of science and advertising is the use of numbers to convince people that a particular point of view is correct. In this course, students examine basic statistical principles. They learn how to create and present descriptive statistics; test hypothesis; and use two-group inferential tests, correlation, and the chi-squared test. Students engage in a variety of assignments designed to provide practical application of content through common data analysis tasks, such as distinguishing between the different types of frequency distributions, calculating z-scores and interpreting their meaning for research, and interpreting studies with multiple levels of a factor. The goal of the course is for students to be comfortable using statistics and to better understand the importance of statistics in research. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

A variety of factors can cloud one’s interpretation of human experience. In this course, students learn about research methods that professionals use to test hypotheses in an objective and systematic manner to minimize biases, providing a framework for more accurate conclusions. They examine correlation versus experimental methods, validity and reliability, dependent and independent variables, qualitative versus quantitative research, and statistical versus clinical prediction. Applying course theories and concepts, students gain practical experience conducting a simple experiment for which they write results using American Psychological Association (APA) format and style. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

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. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

Understanding the factors that drive us and others is a vital component in making positive decisions about our relationships, our careers, and challenges in daily life. Students in this course examine major concepts related to influence and persuasion as well as the relationship among attitudes, beliefs, and behavior. They analyze and discuss the psychology of attitudes, the link between attitudes and behavior, cognitive dissonance, media and consumer behavior, and politics and leader influence. They also examine how behavioral psychologists develop and test hypotheses of influence and persuasion processes. Students apply principles of influence and persuasion to case studies and to real-life experiences. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

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. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)

This class synthesizes information and experiences gathered over the course of the Bachelor of Science in Human Services program. Students will identify a human service gap in their local area and develop a detailed proposal for addressing the needs of the client population who are affected. This will include a background literature review, description of the problem area and the history of the community’s response, and a detailed plan for addressing the gap with attention given to multicultural considerations. In accordance with Walden University’s mission, students will be expected to clearly demonstrate the social change implications of the plan that they develop.

Walden University offers students a dynamic learning environment and a range of support services to ensure academic success. In this course, students immerse themselves in Walden University's online learning environment and apply skills from the student readiness orientation. In addition, students discover and apply the tools and services that will support them throughout their degree program. Through classroom discussions and the application of key communication principles, students establish an online community of peers and explore their degree program with discipline-specific examples. This course helps students prepare for their Walden academic career and continues their orientation to the university.

Human services is a field that provides rewarding as well as challenging situations as professionals support a diverse range of clients in solving problems and working through difficult situations. Students in this course explore the historical development of the human services field, human services theories, the systems approach to human services, and the role of the human service professional. They examine a range of roles and areas of specialization available to those in the profession as well as related challenges, such as ethical and diversity issues when working with people in different populations. Applying foundational concepts, students also investigate trends in the field of human services, such as medical and mental health breakthroughs and changes in client populations. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

Complex events, such as divorce, child abuse and neglect, and illness and death of family members, are common occurrences in today’s society. This course provides a survey of the ways in which professionals and families work together in supporting child and family resiliency within the context of these complex issues. Education professionals explore formal and informal communication strategies; family participation in group settings; family education; advocacy for families; and the impact of family, culture, and community on children’s development and learning within early childhood programs. Through this course, education professionals have the opportunity to gain the communication and conflict-management skills needed to prepare for future professional challenges in the field of education.

In light of global urbanization, students in this course discuss the components that contribute to a meaningful life in the city and the ways in which urban communities strive to achieve it. Students collaborate to explore multiple perspectives derived from the social and natural sciences and the humanities. Upon completion, students will understand the factors that contribute to improving quality of life in an urban environment. (Prerequisites: ENGL 1001.)

In this course, students examine situational procedures and techniques necessary in defusing situations identified as crises. Students work toward gaining skills to evaluate crisis experiences by combining active listening with an understanding of crisis patterns. Through class activities, such as case studies and comparative analyses, they learn how to work through difficult emotional, social, and health crises. Students also assess concepts and share perspectives though peer discussion on related topics, such as intervention models and strategies; system crisis intervention; collaboration; countertransference; secondary traumatic stress disorder and vicarious trauma; burnout prevention; and referral resources. (Prerequisites: PSYC 1001, or PSYC 1002, or PSYC 1003.)  

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. (Prerequisites: PSYC 1001, PSYC 1002, or PSYC 1003.)

Planning and applying effective budgeting strategies are critical elements in managing corporate and government criminal justice organizations. In this course, students have the opportunity to gain fundamental skills for effective management while focusing on short- and long-term financial analysis as well as on policy and budget creation. They complete practical application assignments, focusing on issues of plan development, grant sources, and different tasks and challenges related to budgeting. Students also engage in discussions with peers on a variety of topics, such as the public and private budgets, strategies, financing, forecasting, and ethical issues related to public budgeting. (Prerequisites: CRJS 1001 or MATH 1002.)

This course is designed to provide students with practical skills for organizing and brokering community resources for human service clients. This will include emphasis on needs assessment for different client communities, developing plans for comprehensive care services, and utilizing formal and informal networks to maximize client access to services. Emphasis will be placed on interagency coordination as well as human service community resource building to achieve success in service delivery.

This course is designed to provide students with basic skills for directly interfacing with a diverse community of clients. This will include emphasis on active listening, paraphrasing and summarizing, and respecting clients’ cultural backgrounds in all aspects of information gathering. Emphasis will be placed on understanding the roles of different types of interviews, and the differing functions of open or closed questions for addressing distinct problems in living and areas of need that clients present.

Human service professionals engage clients with a variety of needs. How can students be certain, though, that their services are effective in preventing recidivism in a population of drug-addicted persons, or that they have provided the necessary life skills training for a homeless person to transition into the workplace? This course is designed to provide skills for community needs assessment, program development, design, implementation, and evaluation across a variety of human services domains. Specific focus will be given to planning quality measures that demonstrate a program’s effectiveness to all key stakeholders.

This class synthesizes information and experiences gathered over the course of the Bachelor of Science in Human Services program. Students will identify a human service gap in their local area and develop a detailed proposal for addressing the needs of the client population who are affected. This will include a background literature review, description of the problem area and the history of the community’s response, and a detailed plan for addressing the gap with attention given to multicultural considerations. In accordance with Walden University’s mission, students will be expected to clearly demonstrate the social change implications of the plan that they develop.