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Pursue your interests and advance your career with one of nine concentrations in our BS in Psychology degree program.
Every day, children and adolescents deal with tough situations that can have a critical impact on their lives and development. This age group often faces serious issues, such as bullying, drug and alcohol abuse, eating disorders, strained relationships with parents, and school pressures. The Child and Adolescent Development concentration explores the cognitive, physical, and socio-emotional development of school-age children and adolescents. By focusing on childhood and adolescence in psychology, you’ll learn strategies for working with these age groups in a variety of settings to address the challenging issues they face today.
Students may be eligible to transfer up to 135 credits. At least 45 credits must be completed at Walden.
This sequence represents the minimum time to completion. Time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 855-646-5286.
|Course Code||HMNT 1001||Course||Living and Learning in a Technological World||Credits||(6 cr.)|
Imagine life without cell phones, television, or the Internet. Recent technological developments have significantly altered all aspects of human life: at work; in play; and in personal, family, and social interactions. In this course, students examine the advantages, disadvantages, and controversies of living and learning in an ever-changing technological environment. By exploring multiple perspectives, students discover how technology is changing media, culture, business, health, human behavior, and overall access to information. In a dynamic, reflective, and engaging classroom environment, students use a variety of audio, visual, literary, and artistic resources, to engage in open dialogue. Students are also introduced to the tools essential to success at Walden. Students complete the course with a personalized success plan that provides a customized roadmap and tools that they can use immediately on their journey toward the completion of their bachelor's degree. *Note: virtual, cyber, digital, and asynchronous are used to describe online environments in this course.
|Course Code||PSYC 1001||Course||Introduction to Psychology||Credits||(5 cr.)|
|Course Code||PSYC 2000||Course||Psychology Seminar||Credits||(5 cr.)|
|Course Code||PSYC 2001||Course||Cross-Cultural Psychology||Credits||(5 cr.)|
|Course Code||PSYC 2009||Course||Theories of Personality||Credits||(5 cr.)|
|Course Code||PSYC 3002||Course||Introduction to Basic Statistics||Credits||(5 cr.)|
|Course Code||PSYC 3003||Course||Methods in Psychological Inquiry||Credits||(5 cr.)|
|Course Code||PSYC 4010||Course||Psychology Capstone||Credits||(5 cr.)|
Students in this course are introduced to basic concepts, problems, and research methods in the science of psychology. Students identify and examine perception, cognitive processes, learning, motivation, measurement, development, personality, abnormal behavior, and biological and social bases of behavior, including cross-cultural issues. Through this course, students have the opportunity to develop a general aptitude for the field of psychology and explain basic psychological phenomena.
In this survey course, BS in Psychology program majors assess their marketable skills, career needs, and career goals. Students learn to make informed choices and plans regarding graduate training in psychology or other related fields of study, as well as job-seeking skills in psychology. Additional topics covered are introductory-level approaches to critical thinking, information literacy skills, and writing in the format and style of the discipline. Students will also reflect on how their chosen major of psychology relates to Walden's mission of social change. This course is graded as Satisfactory/Unsatisfactory.
Contemporary life requires the ability to relate to people who are different. In this course, students will explore major areas of psychology in light of culture's influence, challenging their own world views and unconscious biases in order to develop greater sensitivity to the impact of cultural differences on interactions in a variety of settings. Topics include definitions and approaches to understanding culture; the role of psychology in understanding bias; cultural aspects of cognition and intelligence; emotion; motivation; development and socialization; disorders; and applications of cross-cultural psychology. (Prerequisites: PSYC 1001 and PSYC 2000.)
This course is an introduction to the theoretical approaches to understanding personality. Students examine key theorists and theories including psychoanalytic, neopsychoanalytic, humanistic, trait, biological, behaviorist, and social-cognitive approaches. Perspectives on personality are applied to personal and social issues. PSYC 1001, PSYC 1002, or PSYC 1003 and PSYC 2000.)
A hallmark of science is the use of numbers to convey research findings; understanding these numbers has both practical and academic value. In this course, students examine basic statistical principles and vocabulary, differentiating methods of data analysis, and interpreting statistical results. The goal of the course is for students to better understand the importance of statistics in research. PSYC 1001, or PSYC 1002, or PSYC 1003 and PSYC 2000.)
A variety of factors may cloud judgment when interpreting experiences.In this course, students learn about research methods that psychologists use to test hypotheses in an objective and systematic manner to minimize biases, providing a framework for more accurate conclusions. Students examine experimental and non-experimental methods, issues related to the validity and reliability of measurement, dependent and independent variables, sampling, and ethical concerns related to psychological research. PSYC 1001 and PSYC 2000 [or PSYC 1002 or PSYC 1003] or PSYC 3002 .)
In this course, students integrate knowledge and skills attained through their psychology coursework to create a final Capstone Paper that examines one area of psychology through a professional lens. In addition, students engage in scholarly discourse about key issues and theories, including ethics, learned throughout the program. Finally, students reflect on their experience in the program and consider career possibilities that might utilize their learning while considering ways to contribute to positive social change. (Prerequisites: PSYC 2001, PSYC 3002, and PSYC 3003.)
|Course Code||PSYC 2005||Course||Social Influences on Behavior||Credits||(5 cr.)|
|Course Code||PSYC 3001||Course||Cognitive Psychology||Credits||(5 cr.)|
|Course Code||PSYC 2008||Course||Learning||Credits||(5 cr.)|
|Course Code||EDUC 3301||Course||School-Age and Adolescent Development||Credits||(5 cr.)|
|Course Code||EDUC 3303||Course||Motivating and Guiding School-Age Children and Adolescents||Credits||(5 cr.)|
|Course Code||EDUC 4303||Course||Trends and Issues in School-Age Children||Credits||(5 cr.)|
|Course Code||EDUC 4304||Course||Trends and Issues in Adolescence||Credits||(5 cr.)|
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. (Prerequisite: PSYC 1001.)
Students in this course are provided with a comprehensive overview of cognitive psychology, the scientific study of mental processes: How people acquire, store, transform, use, and communicate information. Topics may include perception, attention, language, memory, reasoning, problem solving, decision making, and creativity.
How do people learn, and what strategies maximize learning? In this course, students have an introduction to the behavioral and cognitive bases of learning and memory. Students engage in contextual and application-based assignments, such as simulation lab work, focusing on classical and operant conditioning, cognitive theories of learning, and introductory concepts of memory. Students apply learning principles and concepts, such as social learning theory and locus of control, to real-world behavior and performance. PSYC 1001, or PSYC 1002, or PSYC 1003.)
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.
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.
Choose all four listed below or choose any four 3000-level or 4000-level courses from the other BS in Psychology concentrations.
|Course Code||PSYC 3005||Course||Racial and Ethnic Identities||Credits||(5 cr.)|
|Course Code||PSYC 3006||Course||Psychology of Gender||Credits||(5 cr.)|
|Course Code||PSYC 3007||Course||Influence and Persuasion||Credits||(5 cr.)|
|Course Code||PSYC 4006||Course||Global Perspectives in Psychology||Credits||(5 cr.)|
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. (Prerequisite: PSYC 1001.)
Researchers have demonstrated that there are few psychological differences between men and women. And yet history and conventional thinking indicate otherwise. Students in this course are introduced to the basic theories, principles, and applications of gender and gender differences. Students explore distinctions between sex and gender, masculinity and femininity, and sexuality and sexual orientation; gender differences in social behavior, perception, and cognitive abilities; and cross-cultural research on gender and sexuality. Through discussions and applications, students debunk myths surrounding sex and gender similarities and differences, and they apply theories to case examples and individual experiences. (Prerequisite: PSYC 1001.)
Students in this course examine major concepts and theories of influence and persuasion. Understanding the psychology of influence and persuasion, and recognizing how we use it in daily interactions—or how we experience it used by others—is a vital component of making positive decisions about relationships and careers, as well as everyday challenges and opportunities in our lives. Students will apply specific theories to common situations to analyze and evaluate the impact of influence and persuasion on their own and others' attitudes, beliefs, and behavior. Particular areas of study include influence and persuasion in daily communication; cultural considerations; media and consumer behavior; and politics and leader influence. Throughout the course, students also apply self-reflection strategies to case studies and their personal experiences and also assess the ethical aspects of influence and persuasion. PSYC 1001 (or PSYC 1002 or PSYC 1003, if taken prior to February 29, 2016) and PSYC 2000.)
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. PSYC 1001, or PSYC 1002, or PSYC 1003.)
Choose nine courses from general education, BS in Psychology, or other Walden bachelor’s degree programs. At least four credits must be at the 3000–4000 level. Your elective credits should total 45 to meet your program requirements. You may also be eligible to transfer previous credit to meet your elective requirements. Note on minors: Electives can also be used to complete a six-course minor.