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The purpose of this course is to introduce students to Walden University and to the requirements for successful participation in an online curriculum. It provides a foundation for academic and professional success as a scholar-practitioner and social change agent. Course assignments focus on practical application of writing and critical thinking skills and promote professional and academic excellence. Major assignments include the preparation of the Professional Development Plan, program of study, and a sample KAM Learning Agreement.

This course is designed to enhance students’ understanding of the responsibility of counselor educators to foster social change, provide leadership and service to the counseling and human service professional, and advocate for their community, clients, students, and profession. Students will use current research to examine the current trends and issues of the profession and identify how community, national, and international issues affect the counseling and human services profession. Students also will understand the processes of advocacy and social change. In addition, students will continue to enhance their professional development plans by identifying specific goals for professional involvement and service.

This course is designed to provide a doctoral foundation in the history and development of the various human services professions. It integrates information from various specializations, in areas such as counseling, social work, psychology, family studies, and criminal justice. Examining both the strengths and weaknesses of the human services delivery systems, students will review the origins of the profession as well as its various responses to the changing needs of society. Through critical literature reviews related to research, policy, and practice; discussions about human services and contemporary society; and course assignments, students can begin to develop their identities as leaders, researchers, and best practices informants in the area of human services. This course focuses on the competencies and ethics of human services professionals.

Understanding how theory, research, and practice are connected is a vital skill for the human services scholar-practitioner. In this course, students critically review traditional and contemporary theories in human services and how they inform practice. In addition, students examine the strengths and weaknesses of the existing body of research in serving a dynamic society, placing special emphasis on cultural bias and traditional theory. Throughout the course, students review how theories and research studies apply to communities, individuals, problems, and policies. The course culminates with the development of a conceptual framework to address a critical issue in human services practice.

This course explores the cultural components, research, and theory of cross-cultural psychology. In addition to the previously listed goals, this course focuses on the impact that culture has on the field of psychology around the world. The scope of this course is broad, with the core theme being cross-cultural psychology (focusing on cultures representing different parts of the world) and comparing cultural influence on human psychology. Many of the topics addressed in the course are related to human development. Additionally, interactions between culture and social behaviors, health, mental health, and mental illnesses are emphasized throughout the duration of this course.

Diminishing resources are compounding the societal challenges facing human services agencies today. In this course, students will examine the core competencies that human service administrators need in order to address these challenges and make a greater difference in the communities they serve. A broad range of skills and innovative approaches will be discussed, including cross-agency collaboration, stakeholder communication, supervision of people and processes, creation and implementation of policies, and strategic planning and management. Through course discussions, applications, and critical literature reviews, students can demonstrate knowledge and skills that are directly translatable to their current work environment.

One of the primary focuses of social work is to promote social justice within a diverse society. This course focuses on an advanced exploration of traditional and contemporary clinical social work theories for providing culturally and contextually relevant services to individuals and families. Students examine social work theories in a way that informs clinical practice, and discuss the role of the social worker in social issues at the macro and micro levels. Students evaluate existing practices and policies with the goal of designing and implementing more effective practices and policies that positively impact the individual, the community, and society at large.

This course provides students with an advanced understanding of theories and techniques for working with couples, marriages, and families. The focus of this course is on empirically supported treatments and techniques for addressing prevention, intervention, development, and wellness of marriages, couples, and families. Systemic implications for conceptualization, assessment, treatment planning, and interventions will be addressed. Students will be exposed to procedures for critically evaluating relevant research and to methods for applying findings to their counseling with these groups. Methods of adapting models to meet the needs of a diverse society as well as legal and ethical issues related to working in this specialty area will be explored.

This course focuses on the theories of social and personal change. Topics include power and social inequalities, ethnic inequalities, global environment and social change, issues related to gender and sexism, and homophobia. In addition, students are presented with impact of social change theories on children, families, and societies. The concepts of change agent and change advocate are explored as well as the role of the psychologist as change agent.

This course provides an overview of physiological, psychological, and social aspects in the study of motivation and includes an exploration of historical and contemporary theories and perspectives. The course emphasizes both conceptual understanding of theories associated with motivation and their applications to personal, professional, and social issues. Major topics include physiological, learned, cognitive, and emotional aspects of motivation. Themes of diversity are threaded throughout the course.

Public and nonprofit leaders require a deep understanding of their roles as directors and managers of diverse and complex organizations. This course examines the distinction between leadership and management, organizational culture, change management, systems theories, and organizational development from a theoretical and applied perspective. Students apply principles to public, private, and nonprofit organizational settings.

This research course provides students with core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. Quantitative, qualitative, and mixed-method research designs and methods are introduced. Ethical and social change implications of conducting research, producing knowledge, and engaging in scholarship are emphasized. Students will apply and synthesize their knowledge and skills by developing elements of simple research plans.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

Ethics is a foundational element of leadership. Leaders face increasingly complex social and political challenges as they seek to meet the needs of diverse constituents. This course explores ethics and social justice related to economic disparity, power and privilege. Students use demographic data, current social trends and themes to understand, analyze, and address ethical and social-justice issues that impact service delivery in a global community.

This research course provides students with core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. Students use software to code data and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis, and provides experience applying them. It provides students with more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and ethical considerations and social social-change implications of conducting quantitative research and producing knowledge. This course approaches statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan.

This research course builds upon knowledge and skills acquired in RSCH 8300C: Qualitative Reasoning and Analysis and provides experience applying them. It provides students with more specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis and 8300C: Qualitative Reasoning and Analysis. It provides students with more specialized knowledge and skills for designing mixed mixed-methods research at the doctoral level. Students gain an understanding of the types of mixed mixed-methods designs and how to select the most appropriate approach for the research question. The course emphasizes integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Reliability and validity in mixed mixed-methods approaches will be highlighted. Students will apply and synthesize their knowledge and skills by developing a truly mixed mixed-methods research plan that appropriately incorporates qualitative and quantitative elements.

Sound financial practices are crucial to managing scarce funds in both public and nonprofit operations. This course examines finance and budgeting concepts, policies, and practices related to organizations, as well as the fiscal climate within which they operate. Students gain an understanding of theories motivating major fiscal-policy debates; read, analyze, and construct budgets; and read and analyze financial statements and reports. Other topics include auditing practices, tax systems, financial management, budgetary reform, financial technology systems specific to government organizations, and the use of dashboards for financial reporting. Students apply what they learn to develop a budget and financial plan for either a public or private organization.

This course sequence offers doctoral students the opportunity to integrate their program of study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation with the guidance of a chair and committee members, in a learning platform classroom in which weekly participation is required. Students work with a 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 COUN 9000, they are registered each term until successful completion of the dissertation, for a minimum of four terms.

This course focuses on principles and skills related to interviewing and observation, as well as related legal, ethical, and cultural issues. Students gain practice in conducting interviews, making behavioral observations, collecting and interpreting data during an interview, and developing written reports of findings. Note: In addition to the course materials listed by the university bookstore, this course also requires that students have access to a video recording device, a tripod, and an audio recording device, which they will begin using the first week of class.

This course summarizes the history and explores the primary concepts of the major approaches to counseling and psychotherapy in current use. The empirical foundations of each theory are examined, and examples are supplied showing how each method is applied to clients. Limitations of each approach are also explored.

This course is designed to prepare students for their roles as counselors in prevention, intervention, and consultation endeavors with specific populations in specific settings. Using an action research model, students will prepare a blueprint for a prevention, intervention, or consultation project for a community, agency, or organization.

This course examines psychological aspects of addictions involving alcohol, prescription medications, and illegal substances. Current research in the field of dependency and addiction is explored. Topics include diagnosis, models of treatment, treatment planning, use of group and family treatment plans, and efficacy of treatment. Strategies to promote change, including the transtheoretical model of behavior change, are discussed.

The purpose of this course is to introduce students to Walden University and to the requirements for successful participation in an online curriculum. It provides a foundation for academic and professional success as a scholar-practitioner and social change agent. Course assignments focus on practical application of writing and critical thinking skills and promote professional and academic excellence. Major assignments include the preparation of the Professional Development Plan, program of study, and a sample KAM Learning Agreement.

Public and nonprofit leaders require a deep understanding of their roles as directors and managers of diverse and complex organizations. This course examines the distinction between leadership and management, organizational culture, change management, systems theories, and organizational development from a theoretical and applied perspective. Students apply principles to public, private, and nonprofit organizational settings.

This research course provides students with core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. Quantitative, qualitative, and mixed-method research designs and methods are introduced. Ethical and social change implications of conducting research, producing knowledge, and engaging in scholarship are emphasized. Students will apply and synthesize their knowledge and skills by developing elements of simple research plans.

This course is designed to enhance students’ understanding of the responsibility of counselor educators to foster social change, provide leadership and service to the counseling and human service professional, and advocate for their community, clients, students, and profession. Students will use current research to examine the current trends and issues of the profession and identify how community, national, and international issues affect the counseling and human services profession. Students also will understand the processes of advocacy and social change. In addition, students will continue to enhance their professional development plans by identifying specific goals for professional involvement and service.

This course is designed to provide a doctoral foundation in the history and development of the various human services professions. It integrates information from various specializations, in areas such as counseling, social work, psychology, family studies, and criminal justice. Examining both the strengths and weaknesses of the human services delivery systems, students will review the origins of the profession as well as its various responses to the changing needs of society. Through critical literature reviews related to research, policy, and practice; discussions about human services and contemporary society; and course assignments, students can begin to develop their identities as leaders, researchers, and best practices informants in the area of human services. This course focuses on the competencies and ethics of human services professionals.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

Understanding how theory, research, and practice are connected is a vital skill for the human services scholar-practitioner. In this course, students critically review traditional and contemporary theories in human services and how they inform practice. In addition, students examine the strengths and weaknesses of the existing body of research in serving a dynamic society, placing special emphasis on cultural bias and traditional theory. Throughout the course, students review how theories and research studies apply to communities, individuals, problems, and policies. The course culminates with the development of a conceptual framework to address a critical issue in human services practice.

Ethics is a foundational element of leadership. Leaders face increasingly complex social and political challenges as they seek to meet the needs of diverse constituents. This course explores ethics and social justice related to economic disparity, power and privilege. Students use demographic data, current social trends and themes to understand, analyze, and address ethical and social-justice issues that impact service delivery in a global community.

This course explores the cultural components, research, and theory of cross-cultural psychology. In addition to the previously listed goals, this course focuses on the impact that culture has on the field of psychology around the world. The scope of this course is broad, with the core theme being cross-cultural psychology (focusing on cultures representing different parts of the world) and comparing cultural influence on human psychology. Many of the topics addressed in the course are related to human development. Additionally, interactions between culture and social behaviors, health, mental health, and mental illnesses are emphasized throughout the duration of this course.

This research course provides students with core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. Students use software to code data and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

Diminishing resources are compounding the societal challenges facing human services agencies today. In this course, students will examine the core competencies that human service administrators need in order to address these challenges and make a greater difference in the communities they serve. A broad range of skills and innovative approaches will be discussed, including cross-agency collaboration, stakeholder communication, supervision of people and processes, creation and implementation of policies, and strategic planning and management. Through course discussions, applications, and critical literature reviews, students can demonstrate knowledge and skills that are directly translatable to their current work environment.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

This Research Course Builds Upon Knowledge And Skills Acquired In Rsch 8200 Quantitative Reasoning And Analysis And 8300 Qualitative Reasoning And Analysis. It Provides Students With More Specialized Knowledge And Skills For Designing Mixed-methods Research At The Doctoral Level. Students Gain An Understanding Of The Types Of Mixed-methods Designs And How To Select The Most Appropriate Approach For The Research Question. The Course Emphasizes Integrating Quantitative And Qualitative Elements Into True Mixed-methods Studies, Practice In Data Analysis, And Integration Of Qualitative And Quantitative Data Within A Research Write-up. Reliability And Validity In Mixed-methods Approaches Will Be Highlighted. Students Will Apply And Synthesize Their Knowledge And Skills By Developing A Truly Mixed-methods Research Plan That Appropriately Incorporates Qualitative And Quantitative Elements. (prerequisites: Rsch 8200 And Rsch 8300.)

Sound financial practices are crucial to managing scarce funds in both public and nonprofit operations. This course examines finance and budgeting concepts, policies, and practices related to organizations, as well as the fiscal climate within which they operate. Students gain an understanding of theories motivating major fiscal-policy debates; read, analyze, and construct budgets; and read and analyze financial statements and reports. Other topics include auditing practices, tax systems, financial management, budgetary reform, financial technology systems specific to government organizations, and the use of dashboards for financial reporting. Students apply what they learn to develop a budget and financial plan for either a public or private organization.

One of the primary focuses of social work is to promote social justice within a diverse society. This course focuses on an advanced exploration of traditional and contemporary clinical social work theories for providing culturally and contextually relevant services to individuals and families. Students examine social work theories in a way that informs clinical practice, and discuss the role of the social worker in social issues at the macro and micro levels. Students evaluate existing practices and policies with the goal of designing and implementing more effective practices and policies that positively impact the individual, the community, and society at large.

This course sequence offers doctoral students the opportunity to integrate their program of study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation with the guidance of a chair and committee members, in a learning platform classroom in which weekly participation is required. Students work with a 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 COUN 9000, they are registered each term until successful completion of the dissertation, for a minimum of four terms.

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In This Course, Learners Review And Expand Their Knowledge Of Social Work. In Particular, Learners Focus On Community-related Research, Social Policy, Human Behavior, And Clinical Practice. Dsw8002 Must Be Taken By Dsw Learners In Their First Quarter. Cannot Be Fulfilled By Transfer.

In this course, learners explore current and emerging administrative, behavioral, and educational theories and interventions within the field of social work. Learners examine complementary and alternative methods of research and medicine and evaluate ethical issues associated with clients, organizations, and communities. Prerequisite(s): DSW8002. Cannot be fulfilled by transfer.

Learners in this course explore ways to advance the role of social workers as leaders in public and nonprofit social agencies who improve the quality of social services. Learners apply leadership theories to professional practice and articulate the ways leaders in social work impact domestic, global, and environmental issues. Prerequisite(s): DSW8120. Cannot be fulfilled by transfer.

In this course, learners evaluate the contribution of technology to the social work profession and focus on developing the skills needed to use technology to promote innovation within the field and to increase global understanding of social work issues. Prerequisite(s): DSW8130. Cannot be fulfilled by transfer.

The focus of this course is application of action research as a research methodology. Learners explore action research literature and articulate the ways action research can be used within a specific topic of study. Learners also prepare a time line for an action research project. Prerequisite(s): DSW8140. Cannot be fulfilled by transfer.

The focus on this course is applying action research methodology to an action research project. Learners spend the quarter engaging in a face-to-face research experience at a site where they intend to conduct their action research dissertation project. Learners solidify their research topic, present an outline of their dissertation proposal, and plan the steps for completing and implementing the project in preparation for the dissertation. Prerequisite(s): DSW8150. Cannot be fulfilled by transfer.

The Dsw Dissertation Is A Participatory Action Research Project Undertaken By Learners In Their Area Of Interest Within The Field Of Social Work. This Course Provides Learners With Resources And Guidance As They Complete The Required Milestones In Their Dissertation Research. Grading For This Course Is R/ns. Prerequisite(s): Dsw8160. Cannot Be Fulfilled By Transfer.

Learners Complete The Required Dissertation Milestones And Prepare Their Dissertation For Publication. Grading For These Courses Is R/ns. Courses Must Be Taken In Sequence. Prerequisite(s): Dw-r8001, Dsw8160, And Concurrent Enrollment In Dsw9920. Cannot Be Fulfilled By Transfer.

Learners Complete The Required Dissertation Milestones And Prepare Their Dissertation For Publication. Grading For These Courses Is R/ns. Courses Must Be Taken In Sequence. Prerequisite(s): Dw-r8001, Dsw8160, And Concurrent Enrollment In Dsw9920. Cannot Be Fulfilled By Transfer.

Learners Complete The Required Dissertation Milestones And Prepare Their Dissertation For Publication. Grading For These Courses Is R/ns. Courses Must Be Taken In Sequence. Prerequisite(s): Dw-r8001, Dsw8160, And Concurrent Enrollment In Dsw9920. Cannot Be Fulfilled By Transfer.

Learners Complete The Required Dissertation Milestones And Prepare Their Dissertation For Publication. Grading For These Courses Is R/ns. Courses Must Be Taken In Sequence. Prerequisite(s): Dw-r8001, Dsw8160, And Concurrent Enrollment In Dsw9920. Cannot Be Fulfilled By Transfer.

The focus of this course is on higher education program evaluation. Learners analyze various program evaluation models used to assess the effectiveness of college and university education programs. Learners also design appropriate and effective program evaluation models and use them to conduct an evaluation of a simulated program.

In this course, learners study adult learning theory and learning styles and preferences to gain an understanding of the roles of instructor and student in adult education. Learners examine the ways race, ethnicity, class, gender, ability, and other forms of diversity impact the theory and practice of adult education. Learners further develop their skills in selecting and applying appropriate materials, methods, and techniques used to achieve particular learning objectives. This course incorporates adult learning from both theoretical and personal perspectives.

Learners in this course examine the leadership philosophies, theories, and decision-making structures associated with higher education administration. Learners explore the nature and function of leadership; leadership roles; and institutional history, vision, culture, politics, and organizational structure.

This course provides an overview of the assessment strategies and techniques employed by leaders in higher education. Learners examine the connection between assessment strategies and higher education practices both in and out of the classroom and from the perspectives of various higher education stakeholders.

This course is a forum for examining the various forms of psychopathology, current methods of psychological assessment, research on psychodynamics, and existing treatment methods. Learners explore the politics of mental disorders, emerging diagnoses, and other contemporary issues.

In this course, learners examine the dramatic increase in the population of older persons and the increase in attention to their mental and physical health. This course addresses mental health and aging as major psychosocial phenomena integrating biological, psychological, social, and environmental perspectives and factors. Learners explore research in these areas as a function of many aspects of modern society: family life, caregivers, community and institutional care, ethnic and sociocultural differences, and urbanization. Return to Table of Contents

Learners in this course participate in a supervised, professional experience at a human services agency during which they focus on developing first-hand knowledge and skills in their discipline.

Learners in this course examine theories that guide the acquisition of knowledge within human services professions. Learners critically analyze and evaluate the methods used to develop social science theory as a precursor to examining and applying the scientific method. Learners also study theory derivation, the link between research methods and theory, and the ways scholar-practitioners apply the scientific method.

This course is an overview of principles, methods, and practice models for intervention and social change through work with groups and communities. Learners examine theoretical perspectives of group and community organizing as well as advocacy models, grassroots participation, and the empowerment of disadvantaged groups. Learners also explore theories and methods of present-day social work practices with individuals, families, and organizations.

In this course, learners explore techniques and principles of financial analysis and management including budgeting, finance and investment decision making, revenue management, internal control, and cost management for the nonprofit. In addition, learners examine current economic thinking about the role of nonprofit organizations in a market economy, cross-subsidization and competition, and cost-benefit analysis; they analyze timely financial issues, transactions, and trends in nonprofit finance. Topics include innovative financing techniques, complicated organizational structures, mergers, and bankruptcy. Database and spreadsheet scenarios and sensitivity analysis of finance topics, through the use of analytical models, are used to create effective tools for financial decision making. Prior knowledge in the areas of accounting and finance, and familiarity with financial statements are expected.

Learners in this course explore behavior that is influenced by the presence of others, or behavior that is under the control of society. Topics include culture and society, large and small group behavior, cross-cultural factors, and interpersonal relationships. Learners in this course review the social psychology of decision making, attitude formation, and social attribution and their application to contemporary issues

Learners in this course examine families from a systems perspective and explore the dynamics and systems influencing family structures. Learners also identify the skills needed to work with diverse family groups and the challenges faced by human service professionals.

This course is a review of behavioral and biomedical theory and research with the objective of understanding the contributions of psychological factors to the prevention, diagnosis, and treatment of disease and illness. Topics include psychosocial factors contributing to health and disease, health promotion, mind-body relationships, and psychological approaches to the prevention and treatment of physical illness. Cognitive and behavioral interventions for health-related problems and the collaborative roles of medical specialists and psychologists are emphasized.

This course is an examination of the emerging trends in health practices. Topics include integrating spiritual resources into treatment, “alternative” therapies, current issues in mind/body relationships, and the impact of managed care in the delivery of psychological services. Interdisciplinary practice and collaborative relationships are emphasized.

This course emphasizes the assessment and treatment of psychosomatic conditions from a cognitive/ affective perspective. Learners explore the ways assessment and treatment interventions from this perspective are applied to patients with acute and chronic conditions housed both in medical care facilities and treated as out-patients. The use of self-instruction strategies, relaxation techniques, imagery, meditation, hypnosis, and other stress management strategies are reviewed.

This course addresses the current challenges of managing psychological services and is designed to assist learners with the business components and professional standards of establishing a practice. Learners examine the theories, models, and practices used in the consultation process and explore practical psychological services issues, such as marketing a practice, developing proposals, and managing risk. Learners also evaluate various psychological processes and services that can be applied in organizational, educational, and clinical settings and the cultural and ethical issues associated with developing psychological services.

This Course Presents Theories Of Human Development And Behavior Throughout The Lifecycle. Learners Examine Approaches For Researching Human Development, Including Personality And Moral Development Theory. Learners Also Focus On The Developing Person Using The Theoretical Lenses Of Disciplines Such As Psychology, Anthropology, And Biology. Must Be Taken By Master’s Learners In Their First Quarter. Learners May Only Earn Credit For Coun5003 Or Cst5003 Or Hs5002 Or Shb5003. Cannot Be Fulfilled By Transfer.

This Course Provides An Overview Of Graduate-level Approaches To Research Methodology. Learners Study Major Research Methodologies And Quantitative And Qualitative Approaches To Needs Assessment, Program Evaluation, And Program Design. Learners May Only Earn Credit For Coun5006 Or Cst5006 Or Hs5006 Or Shb5006.

This course presents learners with contemporary social problems addressed by human service professionals in the field. Learners examine theories of human service delivery, management, culture, and diversity to gain a broad understanding of the human services profession in diverse delivery settings. Learners also use the knowledge, skills, and methods acquired during the course to address a contemporary social problem.

This Course Is A Survey Of Theories, Research, And Concepts That Highlight The Importance Of Race, Culture, And Ethnicity In Individual And Group Experience. Learners Consider The Effects Of Gender, Social Class, Religion, And Disability On Experience And Evaluate The Role Of The Human Service And Educational Professional In Addressing The Multicultural Needs Of Clients And Colleagues In The Workforce. Learners Also Examine Cross-cultural Issues And Practice Applying A Variety Of Theoretical Approaches And Methodologies To Real-life Scenarios. Learners May Only Earn Credit For Coun5334 Or Cst5334 Or Hs5334 Or Shb5334.

This course is an advanced historical survey of social services, public policies, social welfare, and the profession of social work in the U.S. from the colonial era to the present. Learners in the course explore the historical social welfare experience of different groups, including women, Asian-Americans, African-Americans, Native Americans, Hispanics, citizens with disabilities, gays and lesbians, and others in the U.S. Some comparisons are made to other social welfare systems, particularly those of England, which greatly influenced early U.S. “poor laws.”

Learners in this course are introduced to social welfare policies and programs that are designed to improve the well-being and quality of people’s lives. Learners explore the process of development and implementation of programs targeted to poverty, mental illness, HIV/AIDS, children and families, the elderly, ethnic minorities, and other social problems and groups. Learners also begin to acquire skills in policy and program formation, change, and evaluation. Learners become familiar with ways that social welfare policies affect the direct practice of human service professionals and social workers, the professional role of affecting change at the public policy level, and policy at the agency level.

Learners in this course review the history, development, and intervention methods of contemporary social work within the framework of social work philosophy. Learners examine issues related to a wide range of families, communities, and systems by conducting analyses of social welfare systems with the objective of improving social conditions.

Learners in this course investigate the influence of larger social systems on human behavior and various methods of organizing and utilizing community resources. The course addresses specific topics such as theories of social organization, community organizing, self-help organizations, use of volunteers, and the use of social policy to influence human behavior.

In this course, master’s learners demonstrate proficiency in their specialization area by applying learning from required and elective courses to complete an analysis of a human services organization or system, or propose a new application in their professional field. For MS in Human Services learners only. Prerequisite(s): All required and elective course work. Cannot be fulfilled by transfer.

This subject provides the student with a basic knowledge and understanding of psychological concepts that can be applied in the subjects that follow.

This subject deals with preparing social work-related written reports to communicate the progress of a client. The student will be introduced to various methods of recording information, along with the requirements for various entries to a file within the parameters of legal and ethical requirements. Basic computer skills are further developed through a series of assignments.

This subject will enable the student to become aware of the various testing procedures and the methods by which an appropriate and accurate assessment can be made. Subjects covered include laboratory testing, psychometric assessment, interviews, services, analysis of life situations, differential diagnosis and the matching hypothesis.

The goal of an Addictions Worker is to accurately assess the client’s needs and provide the most appropriate referral in an ethical manner. This subject establishes a framework to assess needs and explores the various services available in the community. This is accomplished by guiding the student through a series of assignments to enhance their evaluation skills and knowledge.

This subject provides the foundation for further in-depth subjects in the study of addiction. The basic pharmacological nature and effects of a range of psychoactive chemicals are presented, with an emphasis on challenging the myths of which chemicals cost society the most in terms of economic costs and social burden of human suffering. Specific target populations are explored, focusing on women, children, adolescents, ethnic minorities, elderly, the disabled and those suffering from mental illness. Assessment, intervention strategies, and treatment options are presented, along with the most common problems encountered during treatment.

This subject will provide the student with an overview of the nature of group work in a social service setting and an opportunity to explore relevant techniques and exercises designed to enhance group work.

This subject educates the student about the software applications that are commonly used in document preparation, report writing and presentations. The student will learn how to use a computer’s operating system; perform basic file management tasks; use a Web browser to explore the Internet and perform searches for information; create, edit, and format documents; and prepare a slide show presentation.

This subject will assist the student to define communication skills and demonstrate how to use them effectively in many types of situations. A group of core communication skills is essential to any interview, whether it takes place in counselling, nursing, social work, personnel work, or information gathering.

This subject provides basic drug information including the basic pharmacological nature and effects of a range of psychoactive chemicals. Students will build knowledge relating drug treatments/usage to various body systems and associated states of disease.

The student is introduced to various health and relationship concerns that are relevant in chemically dependent individuals. The student will learn to evaluate the effectiveness of program delivery and begin to create new ideas for promoting healthier lifestyle choices within a range of settings and diverse populations.

This program includes a practicum component consisting of a specified number of weeks of work at a job site. This practicum work experience is a mandatory diploma requirement and the business organization does not pay for the services of the student during the practicum. The number of practicum hours varies between programs. To learn more about the specific practicum hours for a specific program, speak with an Admissions Representative.

This Subject Will Provide The Student With An Understanding Of Relapse As A Natural Part Of The Recovery Process. The Student Will Study A Range Of Strategies And Techniques To Assist In Minimizing And Preventing The Effects Of Prolonged Periods Of Relapse During The Journey Of Recovery. Students Are Guided Through The Entire Relapse Process By Considering The Application Of Some Basic Principles Introduced In The Cenaps Model Of Treatment (cenaps Is An Acronym For Center For Applied Behavioral Research).

Selected Populations provides the foundation for further in-depth examination of the relationship between substance abuse and a specific population in society. The purpose of this course is to gain a realistic perspective of drug-related problems affecting different sub-populations in society. To understand the complex issues surrounding drugs in our society, we need to recognize the enormous diversity that exists within the general population. This course will provide the student with the basic knowledge around being a multicultural counsellor and working specifically with sub-populations that are regularly encountered.

Secondary traumatic stress results from helping or wanting to help a traumatized or suffering person. Students will gain insight into their personal strengths and weaknesses and will explore methods to prevent/reduce secondary traumatic stress.

This subject is designed to provide the student with a framework in which to view helping functions and related skills in a systematic manner. The subject concentrates on the helper’s task of becoming a more aware and effective person. The emphasis is on empowering others to help themselves through the development of communication and coping skills.

This subject will provide students with an overview of how addiction can impact the family unit. Understanding the family reaction is critical to providing caring support to the recovering addict and their loved ones. A recovery program that does not address issues of co-dependency may increase the likelihood of persistent patterns of relapse for both the addict and their family.

his course looks at the planning, preparation, execution, and follow-up stages of an interview.

This course is designed to equip students with interpersonal skills identified by employers as essential for success in the professional world. Using a variety of instructional methods including case studies, group exercises, and discussion, students learn and practice key communication skills.