Doctor of Philosophy (PhD) in Advanced Studies in Human Behavior with a specialization in General Advanced Studies in Human Behavior Effective October 9, 2017
Doctor of Philosophy (PhD) in Advanced Studies in Human Behavior with a specialization in General Advanced Studies in Human Behavior This specialization is offered in the GuidedPath delivery model. The PhD General Advanced Studies in Human Behavior specialization is designed for learners pursuing advanced educational, consultative, or leadership roles in institutional, public, or private settings. Throughout the specialization, learners develop breadth and depth of knowledge in contemporary issues in human behavior, including issues specific to children and adolescents, families, eating disturbances, addictive behaviors, and aging and grief. Learners also focus on the significance of ethics in working with diverse populations in social and behavioral settings. This specialization is not designed to meet licensure or certification requirements in the area of applied behavioral analysis, or for the counseling, psychology, or social work professions. 2 This guide is intended to provide an overview of the specialization and is subject to change. Your enrollment counselor can provide updates, details, and Capella s official University Catalog that specifies your program requirements.
Career Information RELATED EMPLOYMENT SETTINGS TO EXPLORE Capella s Career Center proactively assists learners and alumni in developing and implementing their unique career management goals. The Career Center staff is committed to helping you move forward in your career. Policy and planning Advocacy organization City, county, state, or federal agency such as the Department of Health and Human Services Public interest group Private sector Nonprofit organization Church or other religious organization Employee assistance program Consulting firm or practice Child welfare/children s services Adoption agency County health department Department of social services Early intervention program Family preservation agency Group home Therapeutic school/camp Residential facility Educational institutions Land-based or online college or university Community college Criminal justice/corrections Community-based living facility Court Police department Prison Probation department Victim service program Juvenile justice program Health care Health maintenance organization Hospice program Senior housing facility Human/social services Community center Family service agency Partial (day treatment) facility Residential treatment center RELATED JOB TITLES TO EXPLORE* Adjunct or part-time faculty Full-time faculty Employee assistance program executive Learning center Care center Nonprofit executive Group home executive Residential executive Consultant Child services executive Child care executive Family services executive Program executive Program evaluator Program coordinator Rehabilitation executive Court services supervisor Juvenile justice program executive Victim services executive Executive Social services executive Research Grant acquisition Intake Educational consultant Educational grant manager Academic advising College admissions Learning center executive Educational services executive SPECIALIZATION OUTCOMES Evaluate relevant theories and best practices in the human behavior field Conduct valid, reliable, and ethical research in the field of social and behavioral sciences Integrate ethical and legal standards into professional practice within the human behavior field Lead the design, development, and evaluation of interdisciplinary programs and services to address key social and behavioral issues Evaluate factors that affect individual or group perception and response to social and behavioral issues and services Integrate multicultural awareness and respect for diversity in professional service in the human behavior field Communicate professionally through writing and effective interactions 3 * These are examples intended to serve as a general guide. Because many factors determine what position an individual may attain, Capella cannot guarantee that a graduate will secure any specific job title. Some positions require licensure and/or other designations. We encourage you to research requirements for your job target and career goals.
TRANSFER CREDIT A maximum of 48 quarter credits from previous graduate coursework may be transferred and applied to your program s requirements. ADMISSION REQUIREMENTS Master s degree from an institution accredited by a U.S. Department of Education-recognized accrediting agency or an internationally recognized institution Grade point average of 3.0 or higher on a 4.0 scale Learners enrolled in the PhD in Advanced Studies in Human Behavior specialization may also receive credit for prior coursework completed in the Master of Science in Studies in Human Behavior specialization. Contact an enrollment counselor for more information. Curriculum 22 required courses 5 elective courses Total program credits: 112 quarter credits RESIDENCY REQUIREMENTS Three six-week courses with a four-day embedded residency experience (DRS-R8930, DRS-R8931, DRS-R8932). DRS-R8930 PhD Research Seminar Track 1... non-credit DRS-R8931* PhD Research Seminar Track 2... non-credit DRS-R8932* PhD Research Seminar Track 3... non-credit CORE COURSES SHB8002 Advanced Research in Adult Human Development and Behavior... 4 quarter credits SHB8108 Epistemology of Knowledge and Theory... 4 quarter credits SHB8101 Interdisciplinary Leadership in Social and Behavioral Sciences.... 4 quarter credits SHB8100* Fundamentals of Social Science Research... 4 quarter credits SHB8111* Quantitative Research Methods in Studies in the Human Services... 4 quarter credits SHB8112* Advanced Qualitative Research Methods... 4 quarter credits SHB8113* Advanced Study in Research Methods... 4 quarter credits SHB8315 Advanced Program Design.... 4 quarter credits SHB8316 Advanced Program Evaluation... 4 quarter credits SPECIALIZATION COURSES SHB8331 Advanced Child and Adolescent Studies... 4 quarter credits SHB8441 Advanced Ethics and Leadership in Studies in Human Behavior... 4 quarter credits SHB8478 The Family in Social Context... 4 quarter credits SHB8551 Advanced Contemporary Issues in Studies in Human Behavior... 4 quarter credits SHB8661 Risk and Resiliency in Diverse Populations... 4 quarter credits SHB8775 Issues in Aging, Grief, and Bereavement... 4 quarter credits SHB8810 Advanced Issues in Eating Disturbances.... 4 quarter credits SHB8811 Advanced Issues in Addictive Behaviors... 4 quarter credits COMPREHENSIVE EXAMINATION AND DISSERTATION COURSES Upon completion of all required coursework: SHB9919* Doctoral Comprehensive Examination... 4 quarter credits Learners must register for SHB9960 a minimum of four times to fulfill their specialization requirements. SHB9960* Dissertation Courseroom... 5 quarter credits each FIVE ELECTIVE COURSES Choose any graduate courses related to human behavior within the fields of psychology, counseling, social work, human services, health care, public administration, education, or business. * Denotes courses that have prerequisite(s). Refer to the course descriptions for further details. 4 The courses in this program may require live web conferencing activities and/or learner audio/video recordings. Learners who require assistive technology or alternative communication methods to participate in these activities should contact Disability Services to request accommodations.
Core Course Descriptions SHB8002 Advanced Research in Adult Human Development and Behavior Learners in this course critically analyze theory and research in adult development and behavior with an emphasis on contemporary research and application issues. In addition, learners study adult development from biological, psychological, social, and multicultural perspectives and apply principles of adult development to professional practice. Must be taken by PhD learners during their first quarter. Cannot be fulfilled by transfer. SHB8108 Epistemology of Knowledge and Theory In this course, learners examine the nature of research and the philosophical assumptions of knowledge acquisition. Learners also critically analyze and evaluate the ways in which social science theories form the foundation for research methods and how scholar-practitioners apply the scientific method. Cannot be fulfilled by transfer. SHB8101 Interdisciplinary Leadership in Social and Behavioral Sciences In this course, learners evaluate historical, current, and emerging theories of interdisciplinary leadership that apply in social and behavioral sciences contexts. Learners assess the role and influence of leaders in complex and dynamic interdisciplinary environments and organizations that address human behavior issues. Learners also focus on developing doctoral-level skills in evaluating and synthesizing leadership research. Cannot be fulfilled by transfer. SHB8100 Fundamentals of Social Science Research This course introduces learners to social science research, particularly in the context of human services. Learners focus on becoming educated consumers of research and examine major concepts and techniques of social science research, including problem formulation, identification of variables, literature review, research design, sampling, definition and measurement of study variables, instrument construction, and data collection and analysis. Learners also critically evaluate published research, apply research findings to professional practice, and practice designing research studies in their field of interest. Learners may only earn credit for CES8100 or SHB8100. Prerequisite(s): CES8106 or SHB8108. Cannot be fulfilled by transfer. SHB8111 Quantitative Research Methods in Studies in the Human Services Learners in this course examine the research methods and designs human service professionals use to solve specific social problems. Topics include human subjects protection, measurement, development of instruments, data collection and management, and initial phases of data analysis. Learners also consider methodological adaptations when conducting research with vulnerable and diverse populations. Prerequisite(s): CES8100 or CES8110 or HS8100 or PSF8100 or SHB8100. Cannot be fulfilled by transfer. SHB8112 Advanced Qualitative Research Methods In this course, learners evaluate qualitative research methods and designs. Learners focus on developing the skills used to synthesize information related to qualitative research methodology and examine ethical issues associated with the qualitative research process. Prerequisite(s): SHB8100. Cannot be fulfilled by transfer. 5
SHB8113 Advanced Study in Research Methods Learners in this course analyze the relevance and appropriateness of specific research methodologies in preparation for using them in the dissertation. The course emphasizes conceptualizing, planning, and designing a doctoral research proposal and includes topics such as planning and sampling; measurement; statistical and qualitative analytic models; results planning, analysis, and interpretation; and ethical considerations. Must be taken prior to the comprehensive examination. Prerequisite(s): SHB8111, SHB8112. Cannot be fulfilled by transfer. SHB8315 Advanced Program Design The focus of this course is program design at the leadership level in the fields of education and social and behavioral sciences. In particular, learners evaluate needs-based program design approaches and the models that inform those approaches. Learners also explore ways of effectively communicating with internal and external stakeholders and addressing ethical implications of various approaches to program design. SHB8316 Advanced Program Evaluation Learners in this course examine needs assessment and program evaluation as fundamental tools in institutional, public, or private organizations. Learners assess the needs assessment strategies used to evaluate the needs of specific populations in various social and behavioral sciences settings. Learners also explore research-based program evaluation models and focus on developing skills in evaluating program effectiveness at the leadership level. Specialization Course Descriptions SHB8331 Advanced Child and Adolescent Studies Learners in this course synthesize and apply research-based best practices to improve the interactions among the school, community, and social systems that influence and serve children and adolescents. Learners also evaluate the issues and needs of children and adolescents, develop innovative leadership and advocacy approaches to address those issues and needs, and consider the legal and ethical issues associated with working with diverse populations of children and adolescents. SHB8441 Advanced Ethics and Leadership in Studies in Human Behavior The focus of this course is the ethical and leadership responsibilities of human behavior professionals. Learners synthesize ethical principles with leadership roles in public and private settings and evaluate the ways professionals apply ethics and leadership in their work with diverse client populations in the fields of education and social and behavioral sciences. SHB8478 The Family in Social Context Learners in this course examine families from a systems perspective and explore the dynamics and systems influencing family structures. Learners also identify the leadership skills needed to work with diverse family groups and the challenges faced by human services professionals. Learners may only earn credit for HS8478 or SHB8478. SHB8551 Advanced Contemporary Issues in Studies in Human Behavior In this course, learners analyze a range of contemporary social and behavioral issues and conduct participatory action research on an issue of their choice, using various leadership and advocacy approaches to address the chosen issue. Learners also employ professional development strategies to build interdisciplinary knowledge in the fields of education and social and behavioral sciences at the leadership level. 6
SHB8661 Risk and Resiliency in Diverse Populations In this course, learners demonstrate proficiency in human behavior studies through researchbased application of multidimensional resilience concepts to diverse populations, in order to identify the means of maintaining well-being throughout the lifespan. Learners evaluate types of resilience in response to risks caused by psychosocial, environmental, and genetic stressors and analyze the impact of coping skills on post-traumatic growth by identifying the process of resilience and the historical factors influencing it. In addition, learners examine leadership approaches to addressing personal risk factors with an emphasis on different models of advocacy to generate informed decisions for successful collaboration with multiple providers and various populations. SHB8775 Issues in Aging, Grief, and Bereavement This course is an examination of aging and loss as from biological, psychological, social, and cultural perspectives at the leadership level. In particular, learners evaluate contemporary research relevant to family life, caregivers, community and institutional care, ethnic and sociocultural differences, and urbanization and assess the service delivery needs of aging populations within the context of specific life events. Learners also explore the ways their own attitudes toward aging and loss may impact their effectiveness as professionals working in social and behavioral services settings. SHB8810 Advanced Issues in Eating Disturbances In this course, learners focus on issues associated with various eating disturbances, including anorexia, bulimia, obesity, overeating, and body image disturbances, from a leadership perspective. Using evidence-based literature, learners evaluate historical and contemporary paradigms of eating disturbances and their physical, psychological, and social effects. Learners also assess service delivery models and the cultural, ethnic, legal, and ethical considerations associated with working with diverse populations of people with eating disturbances. SHB8811 Advanced Issues in Addictive Behaviors In this course, learners focus on issues associated with various addictive behaviors, including legal and illicit psychoactive drug use, from a leadership perspective. Using evidence-based literature, learners evaluate historical and contemporary paradigms of addictive behaviors and their physical, psychological, and social effects. Learners also assess service delivery models and the cultural, ethnic, legal, and ethical considerations associated with working with diverse populations of people with addictive behaviors. Comprehensive Examination and Dissertation Course Descriptions SHB9919 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. 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. 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. 7 SHB9960 Dissertation Courseroom 5 QUARTER CREDITS EACH This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones. 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): SHB9919. Cannot be fulfilled by transfer.
Residency Course Descriptions DRS-R8930 PhD Research Seminar Track 1 NON-CREDIT The intensive, six-week PhD Research Seminar Track 1 includes both an online courseroom and a face-to-face weekend residency experience. Learners interact with peers and faculty as they participate in online courseroom and weekend residency activities that emphasize applying the research skills necessary to initiate the development of a dissertation research plan. Throughout the course, learners focus on identifying a theory, topic, and research problem appropriate for their specialization. Track 1 learners are encouraged to complete PhD Dissertation Milestone 1 (Research Ethics Education). Following the weekend residency experience, learners complete a final assessment that demonstrates Track 1 learning outcomes. For PhD in Advanced Studies in Human Behavior and PhD in Human Services learners only. Prerequisite(s): PhD in Advanced Studies in Human Behavior learners must have completed SHB8100. Cannot be fulfilled by transfer. DRS-R8931 PhD Research Seminar Track 2 NON-CREDIT The intensive, six-week PhD Research Seminar Track 2 includes both an online courseroom and a face-to-face weekend residency experience. Learners interact with peers and faculty as they participate in online courseroom and weekend residency activities that emphasize applying the research skills necessary to develop a research question and to select an appropriate dissertation topic. In Track 2, learners are encouraged to complete PhD Dissertation Milestone 2 (Topic Approval). Following the weekend residency experience, learners complete a final assessment that demonstrates Track 2 learning outcomes. Prerequisite(s): DRS-R8930. PhD in Advanced Studies in Human Behavior learners must have completed SHB8111, SHB8112. Cannot be fulfilled by transfer. DRS-R8932 PhD Research Seminar Track 3 NON-CREDIT The intensive, six-week PhD Research Seminar Track 3 includes both an online courseroom and a face-to-face weekend residency experience. Learners interact with peers and faculty as they participate in online courseroom and weekend residency activities that emphasize applying the research skills necessary to detail a methodological design, sampling plan, and strategy for data analysis. In Track 3, learners are encouraged to complete PhD Dissertation Milestone 5 (Research Plan Approval). Following the weekend residency experience, learners complete a final assessment that demonstrates Track 3 learning outcomes. Learners must complete Track 3 prior to beginning the comprehensive examination phase of the program. Prerequisite(s): DRS-R8931. PhD in Advanced Studies in Human Behavior learners must have completed SHB8113. Cannot be fulfilled by transfer. 8
Recommended Course Sequence This recommended course sequence assumes learners transfer in 20 elective quarter credits of previous graduate coursework and that they take two courses per quarter. Some learners elect to take fewer or more based on workload and the amount of time available for graduate study. At each residency, learners work intensively on their topic, methodology, literature review, and research plan with the goal of developing an efficient path through the dissertation milestone process. For more information on residencies, visit https://campus.capella. edu/web/residencies/ phd-colloquium. Learners have the potential to complete their first five dissertation milestones within their residency courses. The comprehensive examination and dissertation courses are milestone dependent, not quarter dependent. Learners must successfully complete the comprehensive examination before registering for dissertation courses. Dissertation milestone completion time varies based on learner progress. Reference the PhD Milestone Guide to better understand each step in the dissertation and milestone process. 9 YEAR 1 COURSES Q1 SHB8002 Advanced Research in Adult Human Development and Behavior Q2 SHB8108 SHB8551 Epistemology of Knowledge Theory Advanced Contemporary Issues in Studies in Human Behavior Q3 Q4 RESIDENCY YEAR 2 Q5 Q6 Q7 RESIDENCY Q8 YEAR 3 Q9 Q10 Q11 Q12 YEARS 4 6 Q13 RESIDENCY SHB8441 SHB8100 SHB8101 DRS-R8930 COURSES SHB8331 SHB8111 SHB8112 SHB8810 SHB8316 DRS-R8931 SHB8811 SHB8315 COURSES SHB8478 SHB8661 SHB8775 SHB8113 COURSES DRS-R8932 Advanced Ethics and Leadership in Studies in Human Behavior Fundamentals of Social Science Research Interdisciplinary Leadership in Social and Behavioral Sciences PhD Research Seminar Track 1 Advanced Child and Adolescent Studies Quantitative Research Methods in Studies in the Human Services Advanced Qualitative Research Methods Advanced Issues in Eating Disturbances Advanced Program Evaluation PhD Research Seminar Track 2 Advanced Issues in Addictive Behaviors Advanced Program Design The Family in Social Context Risk and Resiliency in Diverse Populations Issues in Aging, Grief, and Bereavement Advanced Study in Research Methods Elective course Elective course Elective course Elective course Elective course PhD Research Seminar Track 3 Q14 SHB9919 Doctoral Comprehensive Examination Q15 Q17 SHB9960* Dissertation Courseroom Dissertation Milestones 1. Research Ethics Education Completion 2. Topic Approval 3. Mentor-Approved Research Plan 4. Committee-Approved Research Plan Q18 Q19 SHB9960* Dissertation Courseroom 5. Scientific Merit Approval 6. Institutional Review Board Approval 7. Pre-Data-Collection Conference Call Q20 SHB9960* Dissertation Courseroom 8. Mentor-Approved Chapters 1 & 2 Q21 Q22 SHB9960* Dissertation Courseroom 9. Mentor-Approved Chapters 3, 4, & 5 10. Committee-Approved Dissertation 11. School-Approved Dissertation 12. Format Editing Completion Q23 Q24 SHB9960* Dissertation Courseroom 13. Final Conference Call 14. Final Manuscript Approval 15. Manuscript Submitted for Publication 16. Dean s Final Manuscript Approval * Dissertation Courseroom milestones take, on average, four to eight quarters to complete.
Tuition and Fees Digital course materials covered by the quarterly resource kit fee offer advantages such as immediate mobile access to books; fast, easy full-text search of materials; digital note-taking; and peer collaboration through note sharing. This tuition estimate is effective July 10, 2017, and is subject to change. Total program cost can vary based on several factors, including courses per quarter, comprehensive examination and dissertation course completion time, and fees. Contact an enrollment counselor at 1.888. CAPELLA (227.3552) to discuss your specific situation. TUITION/FEE Quarterly tuition $4,758 Quarterly tuition for comprehensive examination and dissertation courses $4,175 Tuition per residency $1,495 Resource kit per quarter $175 Learners may take one to three courses per quarter. Learners are responsible for the cost of their travel, accommodations, food, and other expenses associated with residency requirements. Financial Aid There are many financial aid options available to help you offset tuition costs. Contact an enrollment counselor at 1.888.CAPELLA (227.3552) to discuss your financial aid opportunities. Capella University offers assistance to learners who qualify and would like to secure educational funding to help finance their academic program. A number of options are available, given the diverse needs and backgrounds of prospective learners. Options include: Federal Direct Stafford Loan Program Federal Direct PLUS Loan Program Non-federal loans through preferred lenders and financial institutions Capella scholarships External scholarships Veterans educational benefits and U.S. armed forces discounts Corporate and higher education alliances Employer tuition reimbursement Regarding loan programs, interest rates for Stafford student loans are low compared to other types of consumer loans, and repayment can be deferred until after graduation. In compliance with federal and state laws, Capella University has established policies for all learners regarding satisfactory academic progress, which is necessary for financial aid eligibility. 10
Academic Leadership Anna Hultquist, PhD Dean Anna Hultquist is dean of counseling and human behavior programs within Capella University s Harold Abel School of Social and Behavioral Sciences, having previously served as associate dean for the Department of Counseling. Dr. Hultquist has more than 20 years of experience as a licensed therapist, counselor educator, and program, designing programs to meet state and national accreditation standards. In addition to maintaining an active private practice, Dr. Hultquist has established and served as clinical for two community-based counseling centers that trained graduate-level clinical interns. Her service to the profession has included professional licensure initiatives, appointment to the Oregon State Board for Professional Counselors and Therapists, and numerous conference presentations and professional articles. Dr. Hultquist earned a COAMFTE-accredited Master of Science in Human Development, Counseling and Family Studies from the University of Rhode Island, completed graduate work in guidance and school counseling at Rhode Island College, and earned a PhD in Adult Education from the University of Connecticut. Dr. Hultquist holds the distinction of Certified Family Life Educator from the National Council on Family Relations, as well as Clinical Member and Approved Supervisor from the American Association for Marriage and Family Therapy. She is also a member of the American Counseling Association, the Association for Conflict Resolution, and the International Association of Coaches. Mia Holland, EdD, MEd Faculty Chair Dr. Mia Holland, EdD, is chair of the Studies in Human Behavior programs within the Harold Abel School of Social and Behavioral Sciences for Capella University. She earned her Doctorate in Education in Child and Youth Studies from Nova Southeastern University where her dissertation earned the national honor of Outstanding Applied Dissertation. Dr. Holland is the co-author of Insights into Child Development, a child development textbook published in 2011. Dr. Holland s educational credentials also include an M.Ed. in Counseling from Bridgewater State University in Massachusetts, two years of additional graduate training in Clinical/Behavioral Psychology at the University of Massachusetts Dartmouth, and a B.A. in Psychology from the University of Massachusetts Dartmouth. Since 1990, Dr. Holland has worked with heterogeneous populations of children, adolescents, and adults in a variety of settings including institutions of higher education, state social service and juvenile justice agencies, psychiatric facilities, residential treatment facilities, and public school systems. As a nationally recognized expert in the field of eating disorders, Dr. Holland has provided expert commentary in published pieces for MSNBC.com, ivillage Health, the Therapy Times, and the Baltimore Examiner and has been an invited speaker at Harvard University Medical School on the topic of Eating Disorders. She is a member of the American Psychological Association, American Association of Behavioral Social Sciences, Wellesley Centers for Women, MultiService Eating Disorders Association, and American Fitness Training of Athletics. 11
Move Forward with Capella University Important Information about the educational debt, earnings, and completion rates of students who attended this program: http:// capellaresults.com/assets/includes/ gainfulemployment/cta/ge/ge15/ doctoral/phd_advanced_human_ Behavior_General_gedt.html. WORKING SCHOLARS Capella provides an online, flexible learning environment for working adults who are also determined scholars. That connection between academic and professional work infuses the entire Capella experience from the faculty we recruit to the course projects you complete. The theories discussed in the courseroom are designed to develop working knowledge for everyday situations. AN ACCREDITED UNIVERSITY Our accreditation * is an assurance to students, employers, and the public that Capella University meets or exceeds established standards for quality of faculty, curriculum, and learner services. It is also an important factor in the ability to transfer credits among higher education institutions. Regional accreditation, the type held by Capella, is the most common type for major public, state, and private institutions in the United States. VALUING YOUR KNOWLEDGE AND EXPERIENCE Adults bring a wealth of experience and learning to their education. Capella courses are designed to bring out your perspectives just as you gain from others ideas. Your knowledge can also be worth time and money: An enrollment counselor can help you estimate how much of your prior learning may apply toward your Capella degree program. Capella Tower 225 South Sixth Street, Ninth Floor Minneapolis, MN 55402 1.888.CAPELLA (227.3552) www.capella.edu *ACCREDITATION Capella University is accredited by the Higher Learning Commission. HIGHER LEARNING COMMISSION https://www.hlcommission.org 800.621.7440 2017 Capella University. All rights reserved.