Explore theories and best practices in your area of interest with one of the specializations in our online PhD in Psychology degree program.
This specialization is ideal if you’re interested in teaching adult learners, particularly through online instruction.
Automatically waive up to five courses1 if you have earned a master’s degree in a related field,2 shortening your journey to a PhD.
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 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.
Walden offers a Fast-Track Option. Students can complete their doctorate in less time by taking advantage of this path. With the Fast-Track Option, students take additional courses and begin their dissertation early to expedite their path through the program3.
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 844-675-1175.
|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||PSYC 8004||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||PSYC 8252||Course||Themes and Theories of Psychology||Credits||(5 cr.)|
|Course Code||PSYC 8215||Course||Lifespan Development||Credits||(5 cr.)|
|Course Code||PSYC 8701||Course||Culture and Psychology||Credits||(5 cr.)|
|Course Code||PSYC 8762||Course||Teaching of Psychology||Credits||(5 cr.)|
|Course Code||PSYC 8412||Course||Research Foundations||Credits||(5 cr.)|
|Course Code||PSYC 8214||Course||Consulting for Organizational Change||Credits||(5 cr.)|
|Course Code||PSYC 8315||Course||Program Evaluation||Credits||(5 cr.)|
In this course, students are introduced to theories, research, and themes that form the tenets of psychology. Basic theoretical models will be reviewed, including psychodynamic, cognitive, developmental, social learning/socio-cognitive, behaviorist, learning and motivation, systems, biopsychosocial, and gender theories. Theories encompassing diverse populations, including cross-cultural and feminist theories, will also be examined. Students will critically examine the strengths and limitations of these theories and their utility in the field of psychology. Contemporary themes in psychology will be explored, with an emphasis on application of theories designed to effect 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.
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 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 examine and receive support for student readiness regarding the use of quantitative and qualitative research approaches. They study research fundamentals, including the distinction between social problems and research problems, the functions of research problems versus research purpose statements, and the role of theory and conceptual framework in informing research. Students examine quantitative and qualitative concepts central to research methods, design, and analysis. They also study how research design, methods, and analyses properly align for both quantitative and qualitative approaches. Students demonstrate their knowledge by creating two research outlines, using quantitative and qualitative approaches, which they develop throughout the course. They determine appropriate conditions for the use of mixed-methods approaches and differentiate between types of mixed-methods research designs. Students engage in pre- and post-assessments of skills and knowledge.
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.
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. PSYC 8304 and PSYC 8311.)
Students engaging in the research practicum participate as researchers in a project designed and supervised by faculty members. The students receive ethics training and consider ethical implications of research projects. They read literature concerning the project, collect data, analyze and interpret the quantitative and qualitative data that have been collected, and write a final paper on the project.
Students in this course can develop advanced skills necessary to become effective and ethical higher education instructors. They will engage in simulations to practice instructional skills and tasks and will evaluate their instructional and communication skills through practice in video and virtual classroom environments. Substantial reflection and instructor and peer feedback will enhance learning and development of skills. Students will refine the portfolios they developed in the Teaching of Psychology course.
|Course Code||RSCH 8110||Course||Research Theory, Design, and Methods||Credits||(5 cr.)|
|Course Code||RSCH 8210||Course||Quantitative Reasoning and Analysis||Credits||(5 cr.)|
|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.)|
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.
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. RSCH 8110 or RSCH 7110 or RSCH 6110.)
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.)
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.
|Course Code||PSYC 8620||Course||Adult Learning Theory and Application||Credits||(5 cr.)|
|Course Code||PSYC 8630||Course||Theories of Learning and Motivation||Credits||(5 cr.)|
|Course Code||PSYC 8763||Course||Principles of Instructional Design||Credits||(5 cr.)|
|Course Code||PSYC 8764||Course||Instructional Design for Online Course Development||Credits||(5 cr.)|
Students in this course explore the history and development of adult education as a distinct entity from child and/or adolescent learning. Students examine the various adult learning environments, including but not limited to professional training and online learning. They examine adult learning theory and how andragogy is applied via theoretical principles in multiple contexts. Special attention is paid to specific challenges and needs of the adult learner. Students in this course become familiar with current research in the field of adult education and generate a comprehensive analysis that synthesizes scholarly research in the area.
Students explore classic and contemporary learning and motivation theory in the context of educational settings. The theoretical ideas of the major paradigms of learning, such as behaviorism, gestalt, cognitivism, information processing, constructivism, and humanism as well as cognitive processes, such as language, memory, and intelligence, will be covered. Students examine the physiological, psychological, learned, social, cognitive, and emotional aspects of motivation as they apply to learning. They apply constructs such as culture and technology to their understanding of learning theory and student motivation to develop their own philosophy of teaching. Of particular focus is the application of theoretical concepts of learning and motivation to practical, real-world challenges found in present-day educational settings.
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. PSYC 8763.)
|Course Code||PSYC 8702||Course||Dissertation Literature Review Lab||Credits||(2 cr.)|
|Course Code||PSYC 8185||Course||Writing a Quality Prospectus||Credits||(5 cr.)|
The purpose of this course is to help students prepare to write a well-structured, soundly presented critical literature review. Students taking this course cover topic selection, research analysis, writing, and editing. Upon completing the course, students produce an annotated bibliography and an 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.
This five-credit course is focused specifically on the process of writing the doctoral study prospectus. Students will use their preliminary research plan, developed previously, and develop a problem statement, to be used in the doctoral study. They further refine the problem statement and carry out the planning and the library research that will bring them to the formulation of a doctoral study prospectus. The prospectus is a brief paper, typically 15–20 pages in length, that lays out the background for the problem statement, the problem statement itself, a survey of the relevant literature (typically 25–75 references), and a research, implementation, and evaluation plan for the solution of the problem.
|Course Code||PSYC 9000*||Course||Doctoral Dissertation||Credits||(5 credits per quarter 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 PSYC 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 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. 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.)
1PSYC 8252 Themes and Theories of Psychology, PSYC 8215 Lifespan Development, PSYC 8701 Culture and Psychology, RSCH 8110 Research Theory, Design, and Methods, RSCH 8210 Quantitative Reasoning and Analysis
2Master’s degree in Psychology. Students with related master’s degree (e.g. Counseling, Human Services, or Social Work) may transfer up to five courses as appropriate.
*Students are continuously enrolled in PSYC 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 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.