PhD in Psychology, Developmental Psychology
School of Social and Behavioral Sciences
Doctoral learners in the Developmental Psychology specialization acquire a broad base of knowledge associated with lifespan development, policy, and advocacy. Core coursework provides a foundation of the science of psychology, and specialization coursework provides depth within the discipline of developmental psychology and policy. Successful graduates of this specialization are prepared to pursue careers in teaching and instruction; higher education; child, adolescent, and adult development; policy and advocacy; or research. These specialization requirements are not intended to prepare graduates for licensure as professional counselors or licensed psychologists.
Twenty-Four Required Courses
At least 100 quarter credits
Residency Requirement(s):
Three ten-week courses with a four-day
embedded residency experience (PSY-V8925, PSY-V8926, PSY-V8927). See
university policy 3.04.05
Attendance at Residencies and the Residencies
page on Campus for more information. Also see each graduate school’s
residency courses.
Core courses:
PSY8002 |
Foundations of Theory and Practice for Doctoral Psychology Learners
In this course, learners improve their ability to navigate the
virtual campus and become familiar with library, career center, and
writing center resources. Learners identify the educational steps and
requirements necessary for successfully completing the doctoral degree
program in their chosen specialization; review their specialization’s
requirements, associated professional roles and organizations, and
ethics and professional standards; and articulate a professional
identity based on doctoral-level psychology training.
For PhD in Psychology learners only. Must be taken during the
learner’s first quarter. Cannot be fulfilled by transfer.
| 5 quarter credits |
---|---|---|
PSY5110 * |
Ethics and Multicultural Issues in Psychology
In this course, learners analyze multicultural perspectives and
factors such as ethnicity, socioeconomic status, and gender, and their
influences on the ethical behavior of psychology professionals.
Learners evaluate and articulate multicultural issues within the
context of different settings and practice applying ethical reasoning
principles and standards within their profession.
Prerequisite(s): PSY5002 or PSY8002.
| 5 quarter credits |
PSY7115 |
Research Foundations of History and Systems in Psychology
Learners in this course explore historical and contemporary schools
of thought such as behavioral, humanistic, and psychodynamic
psychology. In particular, learners begin the process of becoming
independent researchers by developing a dissertation topic that is
appropriate for their specialization and aligned with foundational
theories within their chosen school of thought.
For PhD learners in Psychology only. Cannot be fulfilled by transfer.
| 5 quarter credits |
PSY7864 |
Quantitative Design and Analysis
In this course, learners investigate the fundamental concepts needed to conduct quantitative research. Learners examine and apply quantitative research techniques; appropriate applications of quantitative research; research design, measurement, and analysis, and their associated interdependencies; variable types and levels of measurement; sampling; descriptive and inferential statistics; and hypothesis testing. Learners define the strengths and limitations of descriptive statistics, analyze the quantitative scales of measurement, review the logic of probability and null hypothesis testing, and leverage technology when applicable. Learners also determine the steps necessary to ensure human subjects protection, and consider methodological adaptations when conducting research with vulnerable and diverse populations. Learners may only earn credit for PSY7864 or RSCH7864. | 4 quarter credits |
PSY7868 |
Qualitative Design and Analysis
Learners in this course assess the fundamental concepts needed to conduct qualitative research. Learners practice qualitative research techniques; appropriate applications of qualitative research; the strengths and weaknesses of qualitative research design, sampling, and analysis and their associated interdependencies; and leverage technology when applicable. Learners also determine the steps necessary to ensure human subjects protection, and consider methodological adaptations when conducting research with vulnerable and diverse populations. Learners may only earn credit for PSY7868 or RSCH7868. Cannot be fulfilled by transfer. | 4 quarter credits |
PSY8658 * |
Quantitative Research Methods in Psychology
In this course, learners synthesize knowledge of quantitative research methodology and use it to develop a quantitative research design that may form the basis of their dissertation research project. Learners compare their quantitative research design to a previously developed qualitative design on a similar topic and identify and justify the methodology most appropriate for investigating their research topic. For PsyD and PhD in Psychology learners only. Prerequisite(s): PSY7868. Cannot be fulfilled by transfer. | 5 quarter credits |
PSY-V8925 * |
Doctoral Project Development – Topic Ideation
In this ten-week virtual residency, learners develop and evaluate proposed topic areas and theories for their doctoral project. Learners analyze the literature on potential topics to assess relevance to the discipline and potential methods to use in the doctoral project. Learners gain an understanding of the writing, research, and critical thinking skills necessary to complete the final project. Further development of the doctoral project is determined through a final assessment. This residency includes required synchronous sessions. For PhD in Behavior Analysis and PhD in Psychology learners only. Grading for this course is S/NS. Prerequisite(s): PhD in Psychology learners must have completed PSY7115. PhD in Behavior Analysis learners must have completed PSY7860, PSY8301, PSY8302, PSY8303, PSY8352. Cannot be fulfilled by transfer. | 3 quarter credits |
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PSY-V8926 * |
Doctoral Project Development – Topic Development
In this ten-week virtual residency, learners apply advanced research and writing skills through the development of a detailed project framework based on work in prior residencies. Learners develop a project framework that includes methodological and/or research design, sampling or participant recruitment plan, intervention plan (if applicable), strategies for data collection, analysis, and outcomes of the project. Further development of the doctoral project is determined through an assessment of the project framework, which is finalized once the learner enters the advanced doctoral stage of the program. This residency includes required synchronous sessions. For PhD in Behavior Analysis and PhD in Psychology learners only. Grading for this course is S/NS. Prerequisite(s): PSY-V8925. PhD in Psychology learners must have completed PSY7868, PSY8625. PhD in Behavior Analysis learners must have completed PSY8307. Cannot be fulfilled by transfer. | 3 quarter credits |
PSY-V8927 * |
Doctoral Project Development – Framework Development
In this ten-week virtual residency, learners apply advanced research and writing skills through the development of a detailed project framework based on work in prior residencies. Learners develop a project framework that includes methodological and/or research design, sampling or participant recruitment plan, intervention plan (if applicable), strategies for data collection, analysis, and outcomes of the project. Further development of the doctoral project is determined through an assessment of the project framework, which is finalized once the learner enters the advanced doctoral stage of the program. This residency includes required synchronous sessions. Learners must complete Track 3 prior to beginning the comprehensive examination phase of the program. For PhD in Behavior Analysis and PhD in Psychology learners only. Grading for this course is S/NS. Prerequisite(s): PSY8307 or PSY8658; PSY-V8926. Cannot be fulfilled by transfer. | 3 quarter credits |
Choose one from the following two courses:
PSY8625 * |
Advanced Inferential Statistics
Learners in this advanced course examine a variety of statistical
analyses, including statistical power and effect size in research
design, factorial and repeated measures of analysis of variance
(ANOVA), analysis of covariance (ANCOVA), selected nonparametric
analyses, and bivariate and multiple regression. Learners are expected
to have proficiency in the use of statistical software appropriate to
dissertation-level research.
Prerequisite(s): PSY7864. Cannot be fulfilled by transfer.
| 5 quarter credits |
---|---|---|
PSY8635 * |
Advanced Qualitative Analysis
This course extends the topics covered in PSY7868 by further
exploring the philosophical underpinnings of qualitative research and
inquiry and emphasizes effective execution of the six school-approved
dissertation research methodologies: ethnography, case study,
grounded-theory phenomenology, heuristics, and generic qualitative
research. Learners examine primary source references, books, and
journal articles written by the developers of the six methodologies
and gain an understanding of their nuances and applications. This
course is designed to prepare learners to develop and conduct their
own qualitative study for a dissertation.
Prerequisite(s): PSY7868.
| 5 quarter credits |
Specialization courses:
MPH5506 |
Social and Behavioral Foundations in Public Health
Learners in this course explore social and behavioral science
theories and concepts applied to population health. Learners identify
and increase their understanding of the biological, social, economic,
behavioral, and environmental factors that influence the health of
individuals, populations, and subgroups. Learners also examine the
resources needed to develop social and behavioral policies and public
health evidenced-based programs to reduce disparities and improve
health. | 4 quarter credits |
---|---|---|
NHS6004 |
Health Care Law and Policy
In this course, learners examine the political, legal, and regulatory
issues impacting health care organizations and environments. Learners
analyze the effects of health care policy on health care practice and
service delivery, with particular emphasis on the strategies used to
monitor and maintain legal and regulatory compliance. Learners also
identify and apply health care policy and law concepts that promote
organizational improvement. | 4 quarter credits |
PSY6010 |
Human Prenatal Development
Learners in this course gain an overview of prenatal and postnatal development through the first three months of life. Learners analyze genetic and reproductive technology and articulate its impact on families and society. Throughout the course, learners demonstrate their knowledge of the stages of prenatal development (embryonic and fetal). Learners investigate various prenatal illnesses and physical problems while considering the impact of prenatal health disparities. In addition, learners engage with research, theory, and culturally relevant best practices related to promoting healthy newborn and infant development. | 5 quarter credits |
PSY6015 |
Lifespan Development
In this course, learners gain and apply knowledge of lifespan development from infancy through adulthood, including human development processes and milestones while considering individual and cultural differences. Learners evaluate theories and approaches for examining human development and analyze human development processes related to their specialization. | 5 quarter credits |
PSY6020 * |
Advocacy in Child and Adolescent Development
Learners in this course critically evaluate and apply theory and
research to child and adolescent development issues and current
topics. Learners analyze the impact of policy and legislation in areas
such as education, health, mental health, the military, media, and the
economy on child and adolescent developmental outcomes and advocate
for issues related to policy and legislation that improve the lives of
children and adolescents.
Prerequisite(s): PSY6010; PSY6025 or PSY6030.
| 5 quarter credits |
PSY6025 |
Child Psychology
In this course, learners gain and apply knowledge of the
developmental stages of children from the prenatal period to
adolescence. Learners examine how children develop physically,
emotionally, socially, and cognitively, and evaluate and articulate
the influences of family, society, and culture on child and adolescent
development. Learners also assess children’s evolving needs and apply
theory and research to recommend appropriate responses to those
needs. | 5 quarter credits |
PSY6030 |
Adolescent Psychology
In this course, learners gain and apply knowledge of the
developmental stages from early adolescence to emerging adulthood.
Learners evaluate and articulate the physical, psychosocial,
emotional, sexual, moral, and cognitive changes associated with
adolescent development and examine the ways in which adolescent
development is influenced by family, society, and culture. Learners
also assess the evolving needs of adolescents and apply theory and
research in order to recommend appropriate responses to those
needs. | 5 quarter credits |
PSY7240 |
Adult Psychology
Learners in this course analyze major contemporary theories and
research on continuity and change from late adolescence through the
end of life. Throughout the course, learners apply models and
approaches for delivering psychological services to adults in a
variety of settings and contexts, including in the workplace, within
family, and in social relationships, in order to help those adults
negotiate life transitions and increase their psychological well-being
and longevity. | 5 quarter credits |
PSY7610 |
Tests and Measurements
Learners investigate essential concepts, principles, applications, and social and theoretical issues of psychological testing. Learners gain understanding in the construction of tests; analyze the development and use of tests in measuring aptitudes, achievement, attitudes, interests, and personality; and identify underlying theories of various tests. Learners analyze the characteristics desired in psychological and educational tests, with particular emphasis on reliability and validity, and evaluate best practices and professional standards for educational and psychological testing, including test bias and fairness. In addition, learners assess the role of technology in delivery, administration, scoring, and interpretation of tests. | 5 quarter credits |
Upon completion of all required coursework:
PSY9919 * |
Doctoral Comprehensive Examination
This course includes an overview of the comprehensive examination
process, the university’s expectations of academic honesty and
integrity, the three core themes of the examination, and the
evaluation criteria. The courseroom mentor provides three questions
addressing the core themes and learners write answers to the
comprehensive examination questions. Answers are evaluated by faculty
readers using point-scale scoring rubrics. Upon passing the
comprehensive examination, learners are eligible to register for the
first dissertation course.
Department consent is required for registration. Grading for
this course is S/NS. Prerequisite(s): Completion of all required
and elective coursework with a cumulative GPA of 3.0 or better.
Completion of practicum courses, if applicable. Fulfillment of all
residency requirements. Cannot be fulfilled by transfer.
| 3 quarter credits |
---|
Learners must register for PSY9960 a minimum of four times to
fulfill their specialization requirements.
PSY9960 * |
Dissertation Courseroom
This course provides learners with resources, guidance, and peer and
mentor support during each dissertation course as they complete the
required milestones.
Department consent is required for registration. Grading for
this course is S/NS. Learners must register for this course a
minimum of four times to fulfill their specialization
requirements. Prerequisite(s): PSY9909 or PSY9919. Cannot be
fulfilled by transfer.
| 3 quarter credits |
---|
Total
At least 100 quarter credits
* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.