Students writing an Applied Doctoral Project (ADP) must complete a minimum of 5 credits by registering for five terms of ADP courses, 1 credit per course. Students will work with their doctoral committee members to complete milestones in each course resulting in a doctoral project centered on rigorous, ethical research that makes a meaningful contribution to the student's professional field of study. To successfully complete the ADP course sequence, the required milestones for each course must be met within the designated time frame.

*Students satisfactorily progressing (PR) through the ADP experience, but not meeting the required milestones in the designated timeframe, will be allowed two reenrollments in the same ADP course. Students must earn a (P) in subsequent reenrollments or receive a not progressing grade (NP). Three NP grades earned will result in dismissal from the University and will require an approved appeal to reenter the program. For complete policies regarding doctoral degree completion and research requirements, see the Applied Doctoral Project and the Student Rights and Responsibilities Handbooks.

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.

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.

This course demonstrates the value of evidence-based practice as an integral part of formulating human services research and policy. Course work examines the current definition of evidence-based policy and approaches to move the field forward. The course provides an evaluation of evidence-based literature, including case study examples of the application of evidence-based practices in human services. 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 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.

This course focuses on the etiology and diagnosis of adult psychopathological disorders. Students develop skills in case conceptualization and addressing adult disorders, and 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.

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.

This course demonstrates the value of evidence-based practice as an integral part of formulating human services research and policy. Course work examines the current definition of evidence-based policy and approaches to move the field forward. The course provides an evaluation of evidence-based literature, including case study examples of the application of evidence-based practices in human services. 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 involves the advanced study of research design, in general, and the qualitative inquiry, in particular, that can be used in addressing research questions. The epistemological assumptions underlying the qualitative methodology will be explored as students become familiar with the philosophical issues underlying how we know what we know. The ability to choose a researchable topic and create associated research questions will be emphasized. Students will become familiar with a variety of approaches including ethnography, grounded theory, phenomenology, narrative, participatory action research, and case study. A variety of common data collection methods will be studied, such as observation, interviews, surveys, and historical document collection. Validation and reliability standards, as well as evaluation criteria for qualitative approaches will be addressed. Students will be required to complete training on ethics in research, as well as complete a qualitative research proposal in an area of interest, which may include dissertation related research.

This course examines the theories and research underlying the political, economic, and social structures related to community groups and organizations within contemporary society. Students analyze methods of creating communities and social organizations that empower and support individuals to work together to initiate change, with or without the assistance of outside advocacy. Students develop skills to create and assess community action plans, incorporate persuasive language into client advocacy, and organize political action groups to seek opportunities for themselves and others. There is a focus on social and economic justice within the context of human services' ethics that supports and sustains the well-being of individuals and communities, especially among diverse populations.