Doctor of Philosophy in Human Services

University of the Rockies // Degree Programs // Doctor of Philosophy in Human Services // Mental Health Administration // Doctor of Philosophy in Human Services

Mental Health Administration Courses

(All courses are 3 credits, unless otherwise noted.)

HUM 7100 History & Systems of Human Services
This entry point course provides the historical context and development of the human services field. This course examines the historical context and the evolution of health and human services professions. Students will study the origins of the profession and evaluate ways in which philosophical and ideological perspectives have defined the fields of practice throughout its history. Students will analyze the ways service delivery and social policy has changed in response to political influence and societal needs. Students will explore the differing political, social, and economic perspectives and their influence on health and human services professions.

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.

ORG 8518 Professional & Business Ethics in Organizational Leadership
This advanced seminar examines enduring issues in business and professional ethics and applying proven approaches to ethical professional practice and organizational operations to contemporary organizational environments and issues.

HUM 7175 Program Review & Evaluation
This practical program review and evaluation course for the human services discipline will employ a hands-on approach ultimately culminating in a hypothetical program evaluation and service-level improvement by completing weekly process goals, to include analysis of a completed needs assessment survey. The course will provide students with all materials needed in order to evaluate the complex program presented and complete tasks to ultimately modify it by the end of the term.

HUM 7480 Evidence-Based Practice in Human Services
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.

HUM 8105 Applied Human Services Policy
This course examines cutting edge trends in the formation and execution of human services policy in public and private organizations. Selected topics include the current human services climate, forces driving policy formation and execution, and issues related to the future of human services policy. The topics selected will connect human service policy with culture, existing organizational strategies, and the process of change in future directions. Effective mechanisms to influence policy are emphasized. Major case study examples of human services policy are included in the learning process.

HUM 8115 Theories & Strategies of Community Development & Advocacy
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.

HUM 7160 Organizational Operations & Human Services Administration
Students will apply advanced critical thinking skills in this course designed to expose them to a broad range of essential organizational operations and extend students’ existing knowledge base on the workings of human services administration. In addition to exploration of volunteer recruitment, retention and management, marketing, cross-disciplinary regulations, development and implementation of policy, change management, fund-raising, the critical focus will apply to leadership theories and organizational behavior aimed at positions of leadership within an organization.

RES 7400 Research Design & Methods – Quantitative
This course involves the advanced study of research design, and the quantitative methods that can be used in addressing research questions. Students will gain experience developing their own research ideas and learning how to select and apply appropriate research designs to test those ideas. Through the process of critiquing research articles, students will also learn how to evaluate which research designs would be appropriate to test various areas of inquire, as well as how to communicate the methods and results of particular quantitative studies. Students will be required to complete a training on ethics in research, as well as complete a quantitative research proposal in an area of interest, which may include dissertation related research.

RES 7410 Research Design & Methods – Qualitative
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.

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.

Research Course*
Student selects one 3-credit course from the research courses listed at the bottom of this page.

ORG 7272 Group Processes & 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.

ORG 8061 Administration of Grants & Contracts: Government & Community Funding
This course provides students with knowledge of the various types of funding sources, including government agencies, private and community sources, grants and contracts as well as rules, guidelines and typical procedures applied to gaining and managing funding. The course also includes basic skill building in using social capital to develop funding sources and in grant proposal development. Interagency collaboration is emphasized.

ORG 8650 Strategies & Policies to Advance Mental Health Care
Analyze and transform mental health treatment systems, cross cultural mental health systems, advocate for legislative change, integrate research into coherent and effective argument to analyze and transform mental health treatment systems.

ORG 8160 Mental Health Programs & Services for Special Populations
This course covers the unique mental health service programming options for individuals representing special populations, including individuals with traumatic brain injury, mental retardation/developmental disabilities, co-occurring disorders, physical disabilities, individuals who are homeless, individuals in distressed communities, etc. The impact of family systems is also considered.

ORG 8165 Mental Health in the Context of Community Wellness
This course is designed to present the student with methods of conducting needs analysis, developing presentation activities, and programs to promote positive mental health. Interaction with, and promotion within the community, is also an area of focus. Methods of conducting and presenting results of cost-benefit analysis of community mental wellness programs are also covered. Prevention and wellness programs are discussed.

HUM 8770 Doctoral Capstone Seminar^ (4 credits)
This seminar provides students the opportunity to apply what they have learned in their curriculum to highly realistic case studies related to their fields of specialization for the doctorate. Through discussions among students and the instructor, students will review, analyze and evaluate case studies emphasizing the practice of the content in their curriculum. The course will involve the analysis and evaluation of one or more case studies. Students will contemplate complex ques¬tions posed by their instructor, reply to those questions, respond to other students’ analyses and evaluations, and receive faculty feedback. Each student will submit a final assignment on each case, involving his or her critical thinking on the core issues presented in the case and the presentation and defense of an approach to addressing those core issues. Prerequisite: completion (including approved credits transferred) of all coursework required in the student’s doctoral curriculum).

RES 8910 Dissertation Planning I (1 credit)
In this course, students begin drafting their dissertation under instructor supervision. Students working individually on their 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 drafting their dissertation from Dissertation Planning I under instructor supervision. Students working individually on their 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, action). 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 Dissertation (1 credit per term, 5 terms)
Students writing a dissertation must complete a total of 5 credits by registering for five consecutive terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices and procedures in the Dissertation Handbook.

Total Credits 62

^ This course may not be transferred in.

* Choose from the following Research Courses (3 credits each):

RES 7415 Advanced Statistics
This course emphasizes inferential statistical concepts related to methods most appropriate to data and theories. The focus is on a quantitative approach to the concepts and methods of statistical inference. Topics include hypothesis testing, probability, multiple correlation and regression, t-tests, Analysis of Variance, Analysis of Covariance, and Multivariate Analysis of Variance, and nonparametric tests. Research design issues are addressed, with a focus on selecting data analysis techniques to appropriately address research questions and apply the concepts covered to various research problems and real life situations. Emphasis is on developing skills for interpreting statistical results presented in scholarly research articles.

RES 7440 Advanced Study in Qualitative Research
Students with interest in qualitative research, or with a desire to utilize this methodology for their respective doctoral dissertation, will be given an opportunity to greatly expand their existing knowledge base on qualitative research methodology. Students may elect to begin working on a preliminary proposal for their doctoral dissertation (or select and explore a topic of interest that may become the dissertation topic) for the culminating project in this course.

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