PSY 7512 Psychology of Leadership
The course will provide an overview of the key events and accomplishments that have played an important role in the historical evolution of the psychology of leadership and the systems that form the basis of the discipline. A review of the history of organizational psychology introduces several important distinctions that define the discipline, and theoretical models and perspectives that trace the evolution of theory and practice. The learning activities emphasize the dichotomy between the science and applications of organizational psychology and leadership. The course approaches the psychology of leadership from three different perspectives 1) objectives for research and practice in the field, 2) basic methodological orientation of practitioners and 3) the systems and research-based foundations that form the basis of organizational psychology and the psychology of leadership.
RES 7105 Scholarly Argument I
In this course students will learn foundation skills for searching the academic literature and constructing a sound argument. Students will develop a detailed topic outline and an annotated bibliography of resources in an area of interest. This course will give students the opportunity to develop the research skills to succeed in their coursework and complete either an Applied Doctoral Project or Dissertation.
PSY 7510 Biological Bases of Behavior
This course is designed to provide the student with a foundation of human physiology including the nervous, hormonal, reproductive, and sensory systems, and the attendant functions of digestion, sleep, learning and memory, emotion and other human biological functions. The course provides an essential knowledge base for most other offerings in the field of psychology.
PSY 7210 Adult Psychopathology & Treatment I
This course focuses on the etiology and diagnosis of adult psychopathological disorders. Students develop skills in case conceptualization and addressing adult disorders, differential diagnosis and construction of a systematic treatment plan, emerging treatment revision, assessment of outcome, termination, and ethical issues in the treatment process. While placing treatment within a theoretical context, the real emphasis in this course is on treatment techniques aimed at symptom and problem reduction. Benefits and limitations of the diagnostic process are reviewed.
ORG 7272 Group Process & Group Leadership in Organizations
This course provides an overview of group theory, processes and dynamics in organizations. It will also examine effective behaviors and characteristics of facilitating/leading groups in an organizational setting. Students will be afforded the opportunity to participate in group simulations both as participant and facilitator. Students will receive evaluation and feedback on their group facilitation skills. A strong emphasis is placed on ethical standards and behavior in groups along with legal issues. The impact on groups of factors such as diversity, culture, distance, and others are explored.
RES 7302 Advanced Research Methods
This course involves the advanced study of research design, and the quantitative and qualitative methods that can be used in addressing research questions. The course is divided into three sections, which cover social scientific inquiry and research design, quantitative methodologies, and qualitative methodologies. Qualitative methods will be emphasized, but a foundation for quantitative methodological principles will be provided. Students will be required to complete a training on ethics in research, as well as complete a qualitative research proposal in an area of interest, which may include dissertation related research.
RES 7480 Evidence-Based Practice
This course demonstrates the value of evidence-based practice as an integral part of formulating research and policy across multiple disciplines, including human services, education, and organizational leadership. Coursework examines the current definition of evidence-based policy and change approaches informed by research. The course also examines actions to further evidence-based policy, including preparing and communicating data more effectively, using existing analytic tools, conducting policy surveillance, and tracking outcomes with different types of evidence. This course emphasizes evidence-based practice within the context of action research, quality improvement, program evaluation, and other real-world research methodologies.
RES 7430 Action Research
Action research is a reflective process of collaborative, participatory problem solving. This course addresses the processes and procedures for conducting action research, as well as how to develop an action research plan. Students will attain a conceptual and applied understanding of action research methods and the skills to use these methods to transform an organization through data driven decision-making. Students will be able to critically analyze and design action research projects, collect and analyze data, interpret results, and articulate action research principles as a leader in relevant contexts.
RES 7110 Scholarly Argument II
This course will build on the work students began in Scholarly Argument I and the research skills honed throughout the curriculum. Organization of content and formulating a well-researched scholarly argument are key learning outcomes. Students will produce a first draft of a literature review in their content areas and review potential research methodologies for completing either an Applied Doctoral Project or Dissertation.
ORG 7101 Assessment of Personality for Organizational Leadership
This course involves the study of the theory and practice of objective personality assessment and its application to executive coaching and organizational leadership. The course focuses on how objective personality assessment is used to provide insights into readiness for leadership and management roles. Primary emphasis is on those published instruments and inventories commonly used in executive coaching, organizational leadership assessment and organizational development, including instruments such as: FIRO-B, Social Style Profile, Myers-Briggs Type Indicator, CPI 260, Thomas-Kilmann Conflict Mode, Campbell Leadership Index, Workplace Big Five, Change Style Indicator, Campbell Organizational Survey, and Conflicts Dynamics Profile. (All of the above will not necessarily be included in each session of the course; instructors will select representative examples from classes of instruments.)
PSY 7301 Advanced Performance Enhancement I: Core Mind-Body Practices
This course presents mind-body practices that provide the core elements of behaviors for individual and team performance. The student will learn to practice and to teach mastery of cognitive and physical skills to control systemic arousal and focusing behavior. The course will provide tools to construct performance profiles on individuals taking into account age, gender and cultural parameters. This depth of analysis provides the foundation to effectively integrate mind-body practices with performance enhancement. The student will be given strategies for measuring the efficacy of applying mind-body practices in diverse settings.
PSY 7305 Advanced Psychomotor Development & Kinesiology
This course explores the practical applications of physiological and psychomotor dimensions of performance. The curriculum provides a comprehensive analysis of human movement and mental training applications. Parameters for measuring the stress response will be explored in conjunction with optimizing human performance. The lifelong developmental aspects of physiological and motor behavior will be examined.
PSY 7311 Advanced Performance Enhancement II: Integrative Mind-Body Practices
This course provides in depth study of advanced research and theories that integrate mind-body practices in enhancing performance. Students are taught how to utilize multiple conceptual frameworks and research findings in training skills such as advanced arousal control, imagery and focusing. The student will be able to assess the influence of age, gender and cultural factors on performance and apply this understanding to developing individualized training protocols. The graduate will be able to assess the efficacy of integrative mind-body practice models in enhancing individual, group and team performance.
PSY 7314 Rehabilitation in Sports & Performance
This course examines crucial rehabilitation topics in sports and performance. The curriculum provides methods of psychological evaluation and treatment for injuries, addictions, eating disorders, and burnout. Students will investigate the dynamics of aggression in sports and performance settings. Retirement issues and exercise adherence strategies are explored. Inclusive in the course is a special debate section challenging students to confront current ethical issues in the field.
PSY 7330 Sports & Performance Psychology as a Business
This course assists students in developing personal business plans. The curriculum addresses the financial, legal and ethical issues encountered in sports and performance psychology. The course gives the student persuasive arguments to use with clients to prevent their use of licit and illicit drugs and performance enhancing substances, as well as advising clients who have already used illicit substances and how to handle accusations against them for substance use or abuse. Potential career opportunities are identified and compared. The student will prepare a personal resume, market analysis and comprehensive business plan.
PSY 7317 Advanced Group Dynamics in Sports & Performance Settings
This course examines the integral relationship between leadership, communication, and group performance. The curriculum applies group and team principles to diverse populations such as youth, special needs, high-profile performers and support networks. Leadership is studied within the context of group functioning. Students will develop research protocols for assessing group and team functioning.
PSY 7321 Advanced Performance Enhancement III: The Psychology of Peak Experience
This course is the pinnacle of performance enhancement teachings. The emphasis in this course is the development of advanced awareness skills in the attainment of self-mastery. The student learns how to guide individual goal achievement in congruence with current skills. The ultimate goal for the student is to recognize and cultivate individual and group experiences that are characterized by such terms as optimal performance, actualization, effortless awareness, flow, and peak experience.
DOC 8770 Doctoral Capstone Seminar* (4 credits)
This seminar will engage students in thoughtful discussion and application of knowledge gained throughout their course of study. Students will demonstrate mastery and reflection of program learning outcomes through the compilation of a professional and summative portfolio. In addition, students will explore contemporary problems in their field of interest utilizing research skills, analytic writing skills, and application of knowledge.
Applied Doctoral Project
RES 8920 Applied Doctoral Project Planning I (1 credit)
In this course students will begin drafting their Applied Doctoral Project under instructor supervision. Students will work individually on their Applied Doctoral Project drafts and their Project Justification drafts, focusing on the description of their project, refinement of their research questions, and a draft of their review of the literature. Students are encouraged to work closely with their chair during this course.
RES 8922 Applied Doctoral Project Planning II (1 credit)
In this course students continue drafting their Applied Doctoral Project and Project Justification from Applied Doctoral Project Planning I. Students will further refine the description of their topic, their review of the literature and their Project Justification. At the end of this course, students should have a Project Justification in close to its final form.
RES 8981 - 8985 Applied Doctoral Project (1 credit per term, 5 terms)
Students opting to complete an Applied Doctoral Project must complete a total of 5 credits by registering for five terms of Applied Doctoral Project credit, one credit per term. Applied Doctoral Projects are written per the policies, practices, and procedures in the Applied Doctoral Project Handbook.
Total Credits 62
*This course may not be transferred in.
**Doctor of Psychology (PsyD) students may choose to complete and Dissertation instead of an Applied Doctoral Project. Students interested in completing a Dissertation must submit a change request.
RES 8910 Dissertation Planning I (1 credit)
In this course students begin the drafting of their dissertation under the supervision of the instructor. Students working individually on their own dissertation drafts focus on the description of their topic, refinement of their research questions, and outlining their review of the literature with feedback and recommendations for revisions from their instructor. (Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current University of the Rockies Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during or after their enrollment and completion of Dissertation Planning I and II.)
RES 8912 Dissertation Planning II (1 credit)
In this course students continue the drafting of their dissertation begun in Dissertation Planning I under the supervision of the instructor. Students working individually on their own dissertation drafts focus on further refinement of the description of their topic, the final draft wording of their research questions, and beginning to write their review of the literature and research methodology with feedback and recommendations for revisions from their instructor. Students will exchange research concepts and proposed approaches about their research methodology with other students proposing similar methods (qualitative, quantitative, mixed, etc.). (Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current University of the Rockies Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during or after their enrollment and completion of Dissertation Planning I and II.)
RES 8990/8992 Dissertation (1 credit per term, 5 terms)
Students writing a dissertation must complete a total of five credits by registering for five terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices and procedures in the Dissertation Handbook.
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