Gain advanced skills to understand and address 21st-century issues impacting human growth and development.
Automatically waive up to six courses1 if you have earned a master’s degree in a related field2, shortening your journey to a PhD.
Do you have a passion to teach at the secondary or postsecondary level? In our Teaching specialization, you will apply developmental theories and the latest research in human development to the science of learning and instruction. You will learn techniques for teaching developmental psychology and also have the option to learn instructional design for online course development.
Walden students have up to 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.
Please refer to Walden’s catalog for more information about degree requirements.
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 specialist at 844-675-1041.
|Course Code||DRWA 8880G||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 complete or be exempted from additional required writing support needed to meet writing proficiency standards. This required assessment course is free. Students will be enrolled automatically in it at the beginning of their doctoral program.
|Course Code||DPSY 8002||Course||Foundations for Graduate Study in Psychology||Credits||(3 cr.)|
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.
|Course Code||DPSY 8111||Course||Themes and Theories of Developmental Psychology||Credits||(5 cr.)|
|Course Code||DPSY 8215||Course||Lifespan Development||Credits||(5 cr.)|
|Course Code||DPSY 8245||Course||Social Psychology||Credits||(5 cr.)|
|Course Code||DPSY 8701||Course||Culture and Psychology||Credits||(5 cr.)|
|Course Code||DPSY 8121||Course||Development in the Digital Age||Credits||(5 cr.)|
|Course Code||DPSY 8218||Course||Gender and Development||Credits||(5 cr.)|
|Course Code||DPSY 8227||Course||Language and Cognitive Development||Credits||(5 cr.)|
|Course Code||DPSY 8228||Course||Social and Emotional Development||Credits||(5 cr.)|
Students in this course are introduced to concepts and theories that form the basis of developmental psychology. Developmental theories will be reviewed, including psychoanalytic, behaviorist, cognitive, social, and ecological theory. Students will critically examine the strengths and limitations of each theory in the context of the psychologists and the research that contributed to each theory. Contemporary applications of developmental theories will be explored, with an emphasis on applications designed to produce positive social change.
Students in this course are provided with an advanced overview of human development through the lifespan, including prenatal, childhood, adolescent, adult, and late-adult phases. Students examine and apply basic processes and theories to developmental milestones that occur within these phases of development. They explore factors of heredity and environmental elements on human development, and they consider ethical issues, research considerations, and global perspectives as they assess strategies to promote optimal development. Students also engage in coursework and discussions that highlight themes of diversity and social change.
Factors of cognitions and social behavior are at the root of nearly all experiences pertaining to individuals in society. In this course, students use the lens of social psychology to examine perceptions, attitudes, relationships and attraction, motivation to help others, prejudice and aggression, conformity and obedience, group behavior, and the influence of culture. Students apply knowledge and skills gained in the course to a final project in which they develop a plan for using social psychology research to address a significant social problem. Moreover, students consider ways to extend lessons learned to their personal and professional lives to effect positive social change as scholar-practitioners.
Culture often has a profound influence on individual beliefs, personality development, and social behavior. Therefore, mental health professionals must have a fundamental understanding of the impact and psychological implications of culture. In this course, students focus on core themes of cross-cultural psychology—specifically, cultures representing different parts of the world and cultural influences on human psychology. Students explore the cultural components, research, and theory of cross-cultural psychology, and they assess the overall impact of culture on the field of psychology around the world. Additionally, they engage in readings and practical assignments to gain a better understanding of human development and the interactions between culture and social behaviors, health, mental health, and mental illnesses.
Students in this course examine the impact of social media and other digital technology on children, teens, and adults and at different stages of cognitive, social, and emotional development. They also examine how identity development, relationships, and socialization can be affected by the use of digital and social media. Students receive a historic review of electronic media research, including the effect of violent television on viewer behavior, which provides a foundation to examine the current impact of digital media. Current issues such as sexting, online harassment, cyberbullying, and cyberstalking are explored, along with strategies for mitigating these issues. Similarly, positive impacts of social media, such as building social groups, finding communities, overriding generational gaps, seeking health and mental health support and resources, are also explored. Students also examine generational, socioeconomic, and cultural differences in access to and use of digital media. Digital media literacy and public policy are explored, with an emphasis on positive social change.
Students in this course examine biopsychosocial theories of sex differences and conceptions of gender. Topics include history and theoretical perspectives on gender, differentiation of sex versus gender, gender similarities and differences, gender identity, and transgender psychology. Students will also learn about stereotypes, socialization and culture-appropriate social roles, and influence of socialization agents, such as family, schools, peers, and media on gender role development. Through the course, students will address important developmental issues as they relate to gender, such as body image, sexuality, emotion, communication, and cognition, and also examine ethical considerations with regard to policy making and training on gender sensitivity.
Students in this course are introduced to theories and research related to the development of cognition and language acquisition. Both normative and individual differences will be explored. Students will examine basic concepts in cognitive development in addition to problem solving, decision making, and creativity. Piagetian cognitive theory will be examined, as well as sociocultural and neurobiological perspectives. Students will also learn about psycholinguistics, including the structure of language, stages of language acquisition, and multilingualism. Theories of language acquisition will be reviewed, including behaviorist and conditioning perspectives, Chomsky's perspective, neural networks, and linguistic relativity. Students will examine atypical development, such as cognitive delay, language disorders, and autism.
Students in this course review contemporary theory, research, and methods relevant to understanding social and emotional development through the lifespan and the way in which culture and context shape developmental processes. The focus of the course is on both normal and abnormal development and the emphasis on individual differences, and social and cultural diversity. Topics include early interaction, emotion and its expression and regulation, temperament, attachment through the lifespan, social cognition, family and peer relationships, prosocial and antisocial influences on human development, social identity, development of gender differences, and intimacy. Students will also explore topics in social-emotional development that are particular to middle and late adulthood, including the impact of retirement, changes in health, and dying and bereavement.
|Course Code||DPSY 8760||Course||Educational Psychology||Credits||(5 cr.)|
|Course Code||DPSY 8762||Course||Teaching of Psychology||Credits||(5 cr.)|
Principles of Instructional Design
Instructional Design for Online Course Development
Students in this course examine the variables related to teaching and learning. Topics include teaching methods, educational achievement, learning environments, curriculum development, and characteristics of teachers and learners. Educational assessment, environmental issues, and educational research techniques are also explored.
Students in this course examine theories, techniques, and issues related to teaching psychology at the college/university level, both online and in person. They focus primarily on teaching skills, developing rapport with students, managing the course, and managing the classroom. Classroom communication and ethical issues relevant to both faculty and students are also covered.
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. PSYC 6235 and PSYC 8760.)
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. PSYC 8763.)
|Course Code||RSCH 8260||Course||Advanced Quantitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||RSCH 8360||Course||Advanced Qualitative Reasoning and Analysis||Credits||(5 cr.)|
Students in this research course build upon knowledge and skills acquired in the prerequisite quantitative reasoning course and are presented with opportunities to apply them. They are provided with more specialized knowledge and skills for conducting quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts, such as factorial ANOVA, mediation, moderation, logistic regression, ANCOVA, and MANOVA. Students explore existing datasets and apply suitable statistical tests to answer research questions with social change implications. In this course, they approach statistics from a problem-solving perspective with emphasis on selecting the appropriate statistical tests for more complex research questions and social problems. Students use statistical software to perform analyses and interpret and present results. They will apply and synthesize their knowledge and skills by carrying out a quantitative research project. RSCH 8110 and RESI 8402.)
Students build upon the knowledge and skills acquired in RSCH 8310 - Qualitative Reasoning and Analysis. and have experience applying them. Students develop a more sophisticated understanding of the theoretical antecedents and practical applications of eight contemporary qualitative approaches. Students gain experience developing qualitative interview guides, collecting data, and managing the process from transcription through analysis. The unique challenges of confidentiality and ethical issues are explored as well as implications for social change. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan using a topic relevant to their capstone. RESI 8402.)
|Course Code||DPSY 8185||Course||Writing a Quality Prospectus in Psychology||Credits||(5 cr.)|
|Course Code||DPSY 8700||Course||Literature Review||Credits||(2 cr.)|
Students in this course focus specifically on the process of writing the dissertation prospectus. Students develop a problem statement to be used in the dissertation. The prospectus is a brief paper, typically between 6 and 12 pages in length, that helps students articulate, organize, and begin to align the key steps in the academic argument for their proposed research. Students create a prospectus draft to establish the background for the problem statement, the problem statement itself, an initial survey of the relevant literature, and a research, implementation, and evaluation plan for the solution of the problem that will culminate in the formulation of a draft dissertation prospectus.
The purpose of this course is to help students prepare to write a well-structured, soundly presented, critical literature review. Students will cover topic selection, research analysis, writing, and editing. Upon completing the course, students produce an annotated bibliography and outline of a literature review using a minimum of 10 self-selected research articles. This course is appropriate for doctoral students who are preparing for their dissertation research.
|Course Code||DPSY 9000*||Course||Credits||(5 cr. per term for a minimum of 4 quarters until completion)|
Doctoral students are provided with the opportunity to integrate their program of study into a research study through which they explore a specific area of interest in this course. Students complete the dissertation with the guidance of a chair and committee members through a learning platform classroom in which weekly participation is required. Students work with their dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation. Once students register for DPSY 9000, they are registered each term until successful completion of the dissertation for a minimum of four terms. Students take this course for a minimum of four 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. Foundation and core courses and designation of an approved dissertation committee chairperson. Students engaging in a qualitative or mixed-methods dissertation study must also complete PSYC 8310. Students completing a mixed-methods dissertation study are strongly encouraged to also complete PSYC 8320.)
1DPSY 8111 Themes and Theories of Developmental Psychology, DPSY 8215 Lifespan Development, DPSY 8245 Social Psychology, DPSY 8701 Culture and Psychology, RSCH 8110 Research Theory, Design, and Methods, RSCH 8210 Quantitative Reasoning and Analysis
2Master’s Degree in Developmental Psychology or Master’s Degree in Psychology
*Students are continuously enrolled in DPSY 9000 for a minimum of 4 quarters until completion of their dissertation with final Chief Academic Officer (CAO) approval.
To complete a doctoral 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.
8-Year Maximum Timeframe
Students have up to 8 years to complete their doctoral degree requirements. See the policy in the Walden University Student Handbook. Students may petition to extend the 8-year maximum timeframe, but an extension is not guaranteed.
Note: Time to completion and cost are not estimates of individual experience and will vary based on individual factors applicable to the student. Factors may be programmatic or academic, such as tuition and fee increases; transfer credits accepted by Walden; program or specialization changes; unsuccessful course completion; credit load per term; part-time vs. full-time enrollment; writing, research, and editing skills; use of external data for the doctoral study/dissertation; and individual progress in the program. Other factors may include personal issues such as the student’s employment obligations, caregiving responsibilities, or health issues; leaves of absence; or other personal circumstances.