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Develop your disciplinary knowledge and management skills while building on your practical experience with a PsyD in Behavioral Health Leadership.
In the Teaching specialization, you will study training and development in behavioral health service organizations and gain knowledge in teaching philosophy and pedagogy, instructional design, and course development. In addition, you will become prepared to implement entrepreneurship and advocacy in order to promote positive social change in behavioral healthcare settings.
Walden students have 8 years to complete their doctoral program unless they petition for an extension.
In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.
To complete a doctoral dissertation/doctoral study, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation/doctoral study process in the Dissertation Guidebook.
This sequence represents the minimum time to completion. For a personalized estimate of the number of your transfer credits that Walden would accept, call an enrollment advisor at 1-866-492-5336.
|Course Code||PBHL 8002||Course||Foundations of Graduate Study||Credits||(3 cr.)|
|Course Code||PBHL 8012||Course||Behavioral Health Management||Credits||(5 cr.)|
|Course Code||PBHL 8214||Course||Consulting for Organizational Change||Credits||(5 cr.)|
|Eligible to take Residency 1, Consulting Skills Intensive|
|Course Code||RSCH 8110||Course||Research Theory, Design, and Methods||Credits||(5 cr.)|
|Course Code||PBHL 8200||Course||Behavioral Health Social Entrepreneurship and Advocacy||Credits||(5 cr.)|
|Course Code||PBHL 8600||Course||Governance, Law, and Policy for Healthcare Leaders or Behavioral Healthcare||Credits||(5 cr.)|
|Must have completed Residency 1, Consulting Skills Intensive in order to move forward. Eligible to take Residency 2, Virtual Doctoral Project Development|
|Course Code||PBHL 8755||Course||Leadership and Leader Development||Credits||(5 cr.)|
|Course Code||RSCH 8210||Course||Quantitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||PBHL 8300||Course||Healthcare Financial Management and Economics||Credits||(5 cr.)|
|Course Code||RSCH 8310||Course||Qualitative Reasoning and Analysis||Credits||(5 cr.)|
|Must have completed Residency 2, Virtual Doctoral Project Development in order to move forward|
|Course Code||PBHL 8465||Course||Strategic Planning: Collaboration, Cooperation, and Coordination||Credits||(5 cr.)|
|Course Code||PBHL 8900||Course||Doctoral Research Project Lab||Credits||(5 cr.)|
|Course Code||PBHL 8762||Course||Teaching of Psychology||Credits||(5 cr.)|
|Course Code||PBHL 8763||Course||Principles of Instructional Design||Credits||(5 cr.)|
|Course Code||PBHL 8764||Course||Instructional Design for Online Course Development||Credits||(5 cr.)|
|Course Code||PBHL 9001||Course||Doctoral Research Project||Credits||(5 cr. per term for a minimum of four terms until completion)|
Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. Students work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. They assess the relationship of mission and vision to professional goals, and they develop a program of study, a professional development plan, and strategies for online success. Students also explore resources used throughout the program, such as the online Walden University Library. They engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence.
Management in modern healthcare organizations has become increasingly more complex and challenging. Leaders in behavioral healthcare management can expect their roles and responsibilities to be multifaceted. In this course, students will explore the commonalities and differences between healthcare management in general and behavioral healthcare in particular. They will also consider what it means to be an effective leader and an effective manager and how to apply theories of leadership to the behavioral healthcare setting. Additionally, the range of management roles and functions will be identified and applied to a behavioral healthcare setting.
Organizational and professional development (OPD) professionals promote and implement organizational change by using fundamental techniques of change management. Students in this course examine and apply these tools, including consulting competencies, approaches, and organizational change models to learn the skills of an OPD consultant. Students explore methods for accelerating individual, group, and organizational performance through consulting, coaching, and change management. They also explore related topics, such as organizational assessment; team development; strategic planning; group dynamics; power, politics, and influence; leadership; and conflict management. Students apply course concepts to the assessment of an organization and the development of strategies to address identified needs for change.
In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
The focus of this course is on applying the concepts of sustainable value to create behavioral health business sustainability through investment strategies, market insight, and operational excellence. Students will gain an understanding of how sustainable development and sustainability principles are used as drivers for innovation, collaboration, and transformation. Topics will also include business planning and decision making using strategic management principles and the model of strategic planning for the public and private sectors. Students in this course use the case-based method of learning in applying concepts from strategy, leadership, decision analysis, and behavioral health management to the development of situational analyses, corporate- and operational-level decision making, implementation plan development, and strategic evaluation. (Prerequisite: DRWI 8504).
Many economic, financial, and political factors influence the delivery of behavioral health healthcare, making healthcare reform a challenging task. In this course, students examine these factors and challenges, and they consider policy reform through legal, regulatory, ethical, societal, and organizational contexts. Topics include behavioral healthcare policy, advocacy, laws, mandates, contracts, and ethical obligations to provide quality behavioral healthcare by being stewards of their organization. They examine the political and policy process, including agenda setting, stakeholder analysis, and application of policy analysis frameworks. (Prerequisite: DRWI 8504).
Effective leadership requires the ability to facilitate positive change, lead others in efforts to effect similar change, and work through challenges when met with resistance to change. Students in this course are provided with an extensive overview of leadership theories. Students explore definitions of leadership, major theoretical leadership models, and contextual and situational factors related to leadership and change. Students also examine various perspectives on leadership and the role of leadership in the achievement of organizational, group, and team goals. Students engage in practical assignments and discussions, focusing on effective leadership issues and practices during the process of organizational change.
In this research course, students are provided with the opportunity to develop core knowledge and skills for designing and carrying out quantitative research at the doctoral level, including the application of statistical concepts and techniques. Students explore classical common statistical tests, the importance of the logic of inference, and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to derive statistics from quantitative data and interpret and present results. (Prerequisites: RSCH 8110 or RSCH 7110 or RSCH 6110.)
In this course, students gain knowledge of economic principles such as cost, quality, and access as they relate to the healthcare world. The principles of healthcare financial management, including accounting and finance, are vitally important to the viability and ongoing operations of a healthcare business. Students have the opportunity to interpret and analyze the financial statements of a business, use and analyze financial ratios, utilize variance analysis, understand and implement operating and capital budgeting, and develop knowledge of the business planning process. Students create portions of a business/financial plan using these techniques and analyze the viability of their plan using accepted financial management tools.
Students in this research course are provided with the opportunity to develop basic knowledge and skills for conducting qualitative research at the doctoral level. Students explore the nature of qualitative inquiry, how theory and theoretical and conceptual frameworks uniquely apply to qualitative research, data collection procedures and analysis strategy, and how the role of the researcher is expressed in the ethical and rigorous conduct of qualitative research. Students practice collecting, organizing, analyzing, and presenting data, and they develop a detailed research topic for conducting a qualitative study. (Prerequisites: RSCH 8110 or RSCH 7110 or RSCH 6110.)
In an increasingly complex world, leaders and managers in public, private, and not-for-profit organizations need to be strategic in planning and creating effective, collaborative programs and services. In this course, students explore the role and process of strategic planning, with an emphasis on collaboration, cooperation, and coordination within and among organizations. Students apply these concepts to real-life situations and organizations.
Through this course, doctoral students have a platform for the ongoing collaborative learning communication between them and their doctoral study chairs and as a repository for drafts and documentation materials related to the doctoral study. The final doctoral study is a demonstration of students' scholarly ability to examine, critique, and synthesize knowledge, theory, and experience, so that new ideas can be tested; best practices identified, established, and verified; and theoretical, practice, or policy constructs evaluated and advanced. In all cases, students engage in rigorous inquiry that results in new knowledge, insight, or practice, demonstrating efficacy in the world of behavioral health leadership.
The skills required to assess research and work effectively with stakeholders are among the many proficiencies required of professionals who evaluate and develop programs. In this course, students examine these skill sets as well as the history, theory, and major approaches underlying program evaluation. Students learn how to select appropriate quantitative and/or qualitative models and techniques to perform evaluations, demonstrate program effectiveness, and disseminate results. Additionally, students explore the procedures and techniques involved in offering their evaluation services to a specific group or organization. They also examine strategies to gain stakeholder interest in developing appropriate standards, research progress, and evaluation outcomes. Students acquire practical experience evaluating a program of interest through which they outline organizational structure, identify stakeholders, employ evaluation models, explain steps in planning, and predict possible challenges or stakeholder fears, for which they recommend solutions.
Grant writing is a highly marketable skill that requires many not-for-profit, educational, and community organizations to secure external funding in order to provide needed services to the community. In this course, students will explore the basic skills needed for grant writing including identifying potential funding sources, creating objectives and a need statement, preparing and justifying a budget, identifying appropriate assessment plans, and writing an executive summary. Through their course assignments, students can directly apply what they are reading and discussing by writing a full grant proposal based on an actual Request for Proposal (RFP).
Students in this course examine techniques and issues related to teaching psychology at the college and/or university level. They examine aspects of the adult development process, teaching skills, rapport with students, and course and classroom management. Students also explore classroom communication and ethical issues relevant to both instructors and students. Demonstrating their knowledge and communicating perspectives, students complete writing assignments on topics related to teaching psychology. They also have the opportunity to gain practical experience and constructive feedback as they lead discussions, assign grades, and evaluate other student teachers.
Students in this course are presented with an overview and critical analysis of various instructional methods and techniques, including their historical, psychological, and social foundations. Students analyze specific instructional applications in various settings and through multiple theories of learning, such as behavioral, cognitive, humanistic, and social-situational. They apply prior knowledge of learning, development, and cognition to understand these applications. Students also consider and discuss the major challenges affecting curriculum design as well as potential future trends. Demonstrating understanding of course concepts, students critically analyze and present current issues in instructional design through collaborative projects.
In this course, students explore instructional design and delivery of online courses, issues related to assessment, evaluation in a distance-learning environment, and appropriate and systematic use of technology in online learning venues. Addressing course objectives and discussion questions, students explore and assess issues related to learning styles and instructional strategies in the online environment as well as alternatives to the online lecture. Students gain hands-on experience developing components for online instruction using course concepts and best practices in the field.
In this capstone course, doctoral students have the opportunity to integrate their program of study and demonstrate their knowledge in an in-depth exploration of a behavioral health practice issue or problem. Students complete an applied practice-based project independently, with the guidance of a capstone supervisory committee chair and committee members, in a learning platform classroom in which weekly participation is required. Students complete a prospectus, proposal, Institutional Review Board application, and carry out and analyze a research protocol and project. The research project can take one of three forms: (1) a program evaluation plan and analysis for an existing program to which a student has access; (2) a turnkey project developing a solution to a real community need; or (3) an empirical evaluation of integrated behavioral health questions using the Centers for Disease Control and Prevention dataset.Students take this course for a minimum of 4 quarters and are continuously enrolled until completion of their Dissertation with final Chief Academic Officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.
*Select PSYR 8214 if you are interested in completing the blended format which combines online and in-person learning experiences. The in-person immersion provides an opportunity to apply course content through role-playing, reflection, teamwork, feedback, and coaching in scenarios that reflect the day-to-day situations.
|Course Code||DRWA 8000||Course||Doctoral Writing Assessment||Credits||(0 cr.)|
This course is part of Walden's commitment to help prepare students to meet the university's expectations for writing in courses at the doctoral level. In this course, students write a short academic essay that will be scored by a team of writing assessors. Based on the essay score, students will be guided toward any further recommended or required writing support needed to meet writing proficiency standards. This required course is free. Students will be enrolled automatically in it after they complete their first term of their doctoral program.
Note on Licensure: The PsyD in Behavioral Health Leadership is not a licensure program and does not prepare an individual to become a licensed psychology professional.