Bryan L Newsom
BA in Psychology, 2010
I have been through many phases of life in
my short years. Educated professionally and
non traditionally. Served in the United States
Navy for 20 years receiving top honors.
Graduated from Argosy University with a
Baccalaureate of Arts in Psychology. I
currently work as an assistant manager at a
local salvage recycling facility. Seeking long
term employment in a company that I can
5801 Sanders St.
Pensacola, FL 32504
Bryan L. Newsom
Military and Bus driving have afforded me a broad and diverse educational background as well as skills and
training that place me at a premium in the work place. I seek a position as general manager.
03/07-Present Kiker’s U Pull-it Pensacola, FL
Manages the daily operations of a automotive recycling facility
Takes calls, assesses needs and interacts with customers.
Coordinates software and hardware updates, including security
Process orders for clients to include packaging and shipment.
Provides Customer Service with a positive attitude. Handles complaint quickly and expeditiously.
01/2007-06/2009 Laidlaw Educational Services Milton, FL
Exceptional Bus Driver
Route planning, organization, and execution of all transportation needs.
One of the most valued Bench driver’s in Pace.
Safely transported hundreds of students without incident.
10/06-Present Self Employed Pensacola, FL
Home Remodeling and Construction
Remodeling Bathrooms, kitchens, and fencing.
Plan, prioritize, and order supplies.
Coordinate Sub Contractors, keeping within strict project guidelines and deadlines.
09/1986 – 10/2006 US Navy/CT Technician Jacksonville, FL
Leading Petty Officer
Lead an eight person shop through three deployments.
Trained, disciplined and managed the day to day operations of a division or personnel and material
Managing multiple projects throughout the ship with 13 different departments and divisions.
Coordinated maintenance on 6 separate interconnected systems to ensure overall outstanding for every
Certified Financial Specialist, Drug and Alcohol Abuse Program Advisor and educator, Information’s systems
2003-Present Argosy University Phoenix, AZ
Baccalaureate of Arts, Psychology
2003-2003 Corry Station Pensacola , FL
Journeyman Level Technician
1987-1988 Corry Station Pensacola , FL
1986-1987 Corry Station Pensacola , FL
Class B CDL
I worked with psychology throughout my
career in the military, but really never
understood the full realm of psychology
and how it applied to everyday life. I
learned a great deal in my academic
journey. My background in the arts of
psychology has expanded ten fold. I
enjoy applying my new found tools to
Table of Contents
Cognitive Abilities: Critical Thinking and
Communication Skills: Oral and Written
Ethics and Diversity Awareness
Foundations of Psychology
**Include work samples and projects with a Title Page and
organized accordingly to demonstrate each of the Program
Cognitive Abilities: Critical Thinking and
For her next science lesson, Maria designs an activity that entails the students to work in pairs and create a poster and an
oral presentation on a selected endangered species. She pairs up the students deliberately based on their ability to work
together and their complementary academic skill strengths. She selects 13 endangered species and assigns each pair a species
to research at random. Although Maria provides some basic information about the assigned species to each pair, she expects
them to research further on the Internet and in the library. The students are to summarize the information on a graphic organizer
before creating the final poster and oral presentation.
Maria spends several lessons teaching her students how to use a graphic organizer. She even devotes an entire study
period to introduce the students to the purpose of the organizer and impress upon them the ease with which it could assist them
in representing content and information concisely.
Maria explains these benefits by means of an example. She uses a reading passage from a textbook and models the
mental imagery required to conjure an image of each component of the graphic organizer on this passage. During this lesson,
Maria discuses the process of thinking out loud, the way to complete the steps in the summarization process, the reason the
organizer is useful, and the circumstances under which the students could use the tool. At the end of the lesson, she asks the
students to repeat the exercise by using another passage from the same textbook. After they complete the exercise, she
provides feedback and suggestions to enhance their proficiency in summarizing information by using a graphic organizer. Now,
Maria wants her students to apply the same process in the context of the activity on the endangered species.
Outline Maria’s approach to teaching her students how to represent knowledge and how to use a learning strategy to
Maria’s approach is a sound approach; team work and development are keys to success later in school. While she is
talking about the graphic organizer and reinforcing its use. Maria needs to outline a good research approach for the students.
She should explain to the students that this is both a visual and oral presentation. In Maria’s outline she needs to be cognizant
of the different strategies that her students will use to gather information and remember it. She can talk to them about the use of
visual, auditory and memory. Her approach needs to include the correct way to research the subject, what is considering
unacceptable reference material. Documentation of the information in a format that is easy to remember. Using concise
statements to convey the information. Once she has taught the students a good research methodology, she should have them
conduct a small scale use of the process to ensure that the students understand the new material.
Cognitive Abilities: Critical Thinking and
After she has assigned the students to there partner and the endangered species. She should inform the students of the timeline of
when work is to be completed. Periodic spot checks of the student’s performance should be scheduled to help the students and critique
the work. This approach will help her student keep from straying from the designed project. She can also use the new tools that she
has given the students in other daily task to aide in the instruction and reinforce the usage.
Summarizing the information is the principal discipline to be learned in this activity. Maria needs to focus on possible uses of the
prototype approach to categorization. This is used “to decide whether an object belongs to a category by determining whether it is
similar to a standard representation.” (Goldstein, 2008, p 288). Once they have a category for the endangered species, they can further
define the species to what it is closely related too. Why the animal is endangered and other significant facts about the animal. Finally,
Maria should teach her students about the sentence verifications technique. (Goldstein, 2008). This is used to validate the information
that they have summarized and test for a true answer. If the answer is true, than the information is summarized correctly.
Reference your text and lecture content to deconstruct Maria’s approach. What instructional method does she use? What
steps does she take to ensure that her students acquire the strategy?
Marias’ approach to teaching the students a new tool uses the visual imagery and appeals to the student schemas for learning.
(Argosy, 2009). Her approach is good, showing the students the benefits of the new tools as well as the usage. She should spend an
adequate amount of time to reflect and reinforce the lesson. This is the tougher task, ensuring that each student is grasping the new
material. Not all of her students are going to absorb and utilize the material at the same rate. This is a common dilemma in the
classroom, forcing the teacher to teach at the mean level of the class. Not unlike teaching the students to read, the class can only
perform as well as the slowest student. Often this creates some problems. The quicker students get bored and the slower students are
frustrated. Maria may need to make extra time for the slower students to bring them up to speed. I have seen this problem in the real
training environment. I always made the extra time necessary to help out the students. Maria needs to do the same.
If she continually engages the students they should all be able to get the strategy. During her lesson, she should make sure to ask
questions and use examples. If she tests the knowledge retention of her students in summarizing the information that she has taught.
Maria should be able to gauge the learning and comprehension. Giving her the feedback that she needs.
Argosy University. (2009). Cognition and Learning PSY360: Module 2. Retrieved March
14, 2009, from http://myeclassonline.com
Goldstein, E. B. (2008). Cognitive Psychology. Connecting Mind, Research, and Everyday
Experience. California: Thomson Wadsworth
Can Green Building be better for the Consumer
Thesis: Green energy, building products and technology can greatly reduce the overall energy consumption of a home. Even with the
initial investment higher than the normal cost the long term effects will outweigh the expenditure.
Explanation: I plan to research the green building practices that are more prevalent in our society, and proving whether the cost is
worth the benefit. The areas to be covered are power, water, building materials and heating and cooling systems. The research will
cover the initial investment through the final cost. Each area will cover the service, defining the use, implementation, expected impact
and the expected long term benefits. My paper will provide the information educating the consumers to determine the overall benefits
and downfalls of the green movement.
Insulation and Windows
Heating and Air conditioning
Existing technology is cheaper
Proven technology already exists
Why waste your time on a system that will not be rewarded.
Your reply to those objections: My reply to the objections is the facts that the resources on this planet are nearing the end of
the useful elements. No one person should have to suffer without something because the people of this planet are not willing to
reduce the consumption of the raw materials.
Harris, M. (2008). Prentice Hall Reference guide (7th ed.). Upper Saddle River, New Jersey:
Ethics and Diversity
Rafael establishes a connection between this observation and the concept of self-efficacy, or the belief that
we have the capability to accomplish a task. He thinks that people who think they can do something are more
likely to try it than those who don’t think they can do it.
At this week’s research meeting, Rafael asks you to identify a published measure of self-efficacy. His advisor is
insisting that any measure Rafael uses in his thesis must have documented reliability.
Provide Rafael with citations where:
The instrument was used.
The instrument was demonstrated to be reliable.
In this week’s meeting, the team discusses the term of self efficacy and what is needed to demonstrate this
phenomenon. Initially, self efficacy is defined as a person’s belief about his or her own ability and capacity to
accomplish a task or to deal with the challenges of life. Based on this definition, every person who believes in
their own abilities can do any task presented to them. This ability has been tested on several occasions. One
occasion was used by an organization. The organization determined that the basic employee needed extra
training to transact with clients. So the organization set out to train the employees in the art of negotiation.
Training was held and each employee received specific training to deal with gender and ethnic arenas to provide
effective interaction with clients. (Gist, Stevens, & Bavetta, 1991). Another focus of training was the goal setting
and achievement process. The trainees spend hours of classroom and self paced home study to learn the new
process. Upon completion of the training, students were tested on the new abilities. Negotiation, self
management, goal setting and other cognitive self regulatory processes. The determination of this test is that
trainees self efficacy is related to performance. The study indicates “an important extension to self-efficacy
research: the addictions of interpersonal tasks to the current array or work-related tasks for which self-efficacy
has been demonstrated to predict performance.” (Gist, Stevens, & Bavetta, 1991). This test indicated a
significant influence between self-efficacy and performance.
Ethics and Diversity
Looking at another test. This test is based on self-efficacy as a predictor of college performance. In this test
the determination that self-efficacy is measured in varying degrees with specificity to academic performance.
Theory dictates that efficacy can be a predictor, but academic efficacy and self-concept have a limited
relationship. Testing indicated that self-efficacy and self-concept have a strong relationship, but this does not
equate to strong academics. (Choi, 2005). This test continues to indicate the same relationship as other. Self-
efficacy is a difficult ability to measure and compare to other attributes.
In the meeting, Rafael is given the two different areas of efficacy. He will most likely use the self-efficacy in
the office environment. This test indicated that there was a marketable increase with the new skills and the
student’s efficacy. Teaching the staff new techniques and testing their knowledge is a good system to see if the
person has higher self-efficacy. This method allows for both training and measurement of the newly acquired
skills. A good experimental design to use for testing his theory.
Argosy University. (2009). Research Methods PSY302: Module 4. Retrieved November 22,
2009, from http://myeclassonline.com
Choi, N. (2005). Self-efficacy and self-concept as predictors of college students' academic
performance. Psychology in the Schools, 42(2), 197-205. doi:10.1002/pits.20048.
Gist, M., Stevens, C., & Bavetta, A. (1991). EFFECTS OF SELF-EFFICACY AND POST-
TRAINING INTERVENTION ON THE ACQUISITION AND MAINTENANCE OF
COMPLEX INTERPERSONAL SKILLS. Personnel Psychology, 44(4), 837-861.
Retrieved from Education Research Complete database.
Foundations of Psychology
Analyze the case scenario, and identify Katherine’s behavior that you can classify as normal or
In some degree her actions would be considered normal, but she seems to be unattached when dealing with
the emotions tied to her sexual abuse. Katherine has held the emotional tide waters back from this incident early
in her life. She should be bursting into tears and experiencing all of emotions attached to this abuse. She
deviates from what is considered normal response to this type of trauma. She states that her professional and
personal life is being affected by the repressed memories of her trauma. Previous methods of therapeutic relief
are no longer effective. She also states that she feels that she believes that her relationship with her daughter is
Explain the reason for classifying Katherine’s behavior as normal or abnormal.
Her behavior is considered to be abnormal based on several inconsistencies within her behavior. She
deviates from what is considered normal response to this type of trauma. Trauma of this nature does not weaken
it hold on the psyche over time. The loss of self esteem that she has lost over the years is affecting her at every
corner. The distress of her victimization is affecting everything. She has problems with her family, co-workers
and life. Katherine admittedly she has experienced dysfunction in her sex life. No doubt caused be the memories
and similarity to her abuse and victimization. At this point she has not felt inclined to harm herself or another, but
the continued strain on her she will turn towards lashing out at another person. (Argosy, 2010).
Based on studies Katherine is on a road setting her up for further sexual abuse or re-victimization. (Reid &
Sullivan, 2009). Her behavior is no consistent with that of a healthy relationship with herself, husband or family.
Her cognitive and emotional development is in a stasis, focusing on the previous trauma of her life. The
developmental regression will force her to seek treatment to move on with her life. (Morrison & Ferris, 2009).
She is here seeking professional help for a problem that she knows must be taken care of, before she can move
Foundations of Psychology
Describe the other information that would enable you to determine whether or not her behavior is
In talking with Katherine there are several factors that might lead a counselor towards determining her
behavior to be abnormal. Katherine is displaying some maladaptiveness and irrationality about herself. (Butcher,
Mineka & Hooley, 2010). These characteristics in themselves indicate that she is having some abnormal
performance issues. She displays some good social responses with her co-workers, in contrast with some
alternative issues with her family. She is aware of society’s views of sexual abuse and the stigma that is
attached to victims. The overwhelming anger that she has for her parents is more than a simple matter.
Understandably she would exhibit anger towards one parent who was the aggressor in the abuse. Katherine
should not be having ill will towards both parents without good reason.
Counseling will develop the issues and find the answers. Katherine is on the borderline of abnormal
problems that are directly related to her past and the inability to move beyond that point in her life. As a
counselor developing new and improved coping methods and dealing with the internal issues that plague her life
are paramount. Providing her with new techniques to deal with her issues and progress toward a fulfilling life.
Argosy University. (2010). PSY410: Module 1: Maladaptive Behavior and Psychopathology. Retrieved March 08,
2010 from http://myeclassonline.com.
Butcher, J., Mineka, S., & Hooley, J., (2010). Abnormal Psychology 14th Ed., Boston, MA: Allyn & Bacon.
Morrison, A., & Ferris, J. (2009). The Satir Model with Female Adult Survivors of Childhood Sexual Abuse. Satir
Journal, 3(2), 73-100. Retrieved from Academic Search Complete database.
Reid, J., & Sullivan, C. (2009). A Model of Vulnerability for Adult Sexual Victimization: The Impact of Attachment,
Child Maltreatment, and Scarred Sexuality. Violence & Victims, 24(4), 485-501. doi:10.1891/0886-
Post Traumatic Stress Disorder
In serving over twenty years in the military, there seems to be a prevailing
problem that is growing. The problem is post traumatic stress disorder (PTSD) in
returning veterans. The reality of PTSD is not a new problem, but continues to be a
prevalent issue. People joining the military come from several different
backgrounds; some from farms and others from the city. Are there potential
psychological issues that are associated with PTSD, are some people that are
predisposed to contract this disorder. There is another difference that is noted
between the current veteran and previous conflict veterans.
Post Traumatic Stress Disorder is considered to be a very volatile anxiety
disorder that has been prevalent since the first world war. The episodes are initiated
by exposure to extraordinary stressful life events. (Bonwick & Morris, 1996). For
example: World War I, World War II, Korea, Vietnam and both Persian Gulf
Conflicts. These armed conflicts expose military personnel to front line combat.
Experiences differ between each person, branch and location. Front line combat is
one of the most arduous duties that a person can experience. Case in point, news
stories surface about explosions and attacks on troops stationed around the world.
The long term exposure to the uncertainty of daily routine develops deep in a
person’s psychological subconscious.
The Vietnam conflict was one such event that continues to develop more people
that suffer from PTSD. It is anticipated that up to 1.5 millions service members were
in situations that can develop PTSD. Combat research later realized that the
constant exposure to life threatening situations formed psychological problems
within the troops. (Erlinder, 1983). The legal system is recognizing more cases than
previously, but still the extent of the damage is unknown. PTSD has only recently
received the acknowledgement that it deserves. Veterans of this conflict continue to
suffer from the persecution from both citizens and the government. There is no clear
cut formula to determine what specific exposure is tied to this condition.
Current events indicate the Persian Gulf Region Veterans have been exposed to
similar combat situations to those in Vietnam. In some instances, the current
service members indicate that the current occupation may be considered worse
than those from Vietnam veterans. Urban or jungle warfare is similar in theory, but
seems to illustrate different reactions from those who served. It is anticipated that
nearly 18% of the service members who served within the confines of Iraq and
Afghanistan are affected by PTSD. (Zelenova, Lazebnaia & Tarabrina, 2001). These
are alarming numbers based on the numbers of troops in the region. The
psychological treatments are more advanced than those of 30 years ago. The media
is proof that the damage is building. Daily reports of ambushes and explosions riddle
the air waves from the reports in the region. Improved explosive and munitions are
forever engrained in the minds of those who are serving in country. The vehicle
explosions are a daily reminder to those who serve.
Examining all of the conflicts throughout history, one notices some similarities in
the symptoms. All of the victims of PTSD share common threads. For example:
World War, Vietnam and Gulf veterans experience combat situations on a daily
basis. The gun rattling overhead, the explosions and fear drown out the calm
reasoning of a person. Symptomatic nature of PTSD indicates that personnel
suffering from this disorder tend to be very distant and closed natured. This is
shared between all of the conflicts. Other symptoms that manifest are temper
issues, worthless feelings, suicidal ideation, failing relationships and many other
symptoms. (Pearce, Schauer, Garfield, Ohlde & Patterson, 1985). These symptoms
appear to be unilateral, not specific to any conflict.
There are some symptoms of a physical nature that seem to manifest
themselves within the victims of PTSD. Symptoms include chronic pain, overly tired
and injuries. (Otis, Keane & Kerns, 2003). A majority of the symptoms that have
been associated with PTSD are actually symptoms from the injuries that were
present when the service member was injured. Even with physical damage, some
veterans develop PTSD without actual injury. Though not actually part of the PTSD
they are often associated with the disorder.
New research has provided some key issues that are developing around PTSD
diagnosis. The Department of Veterans Affairs conducted a study, to determine the
validity of MMPI in determining if service members were feigning the symptoms. The
results were favorable that the MMPI identified those personnel who were
attempting to defraud the system. The study was conducted on two separate
occasions to corroborate the data. On both instances the people were identified and
removed from the pool of candidates. (Mecaffrey & Bellamy-Camprell, 1989).
The larger problem in society at this juncture is whether a person suffering from
PTSD should be medically retired or released from service. The answer is an
overwhelming yes to releasing them from service, but no to medical retirement. The
PTSD diagnosis is legitimate, but a majority of people suffering from PTSD can be
treated. The treatment regime is long and arduous. Favorable results indicate that a
person who suffers from PTSD can live a productive life and benefit their respective
community. There are several outreach groups around the world whose whole
purpose is to assist those who have been afflicted by PTSD. (Outram, Hansen,
Macdonell, Cockburn & Adams, 2009). The programs are most not for profit or
government funded and available to all of those who served.
Current information corroborates the diagnosis of PTSD and the validity of this in returning veterans. (PTS
Increases among Combat-Exposed Military Personnel, 2008). The service members have come from different
backgrounds and seen multiple tours of duty. Veteran Affairs is there to assist the service member in transition to
civilian life. (Shea-Porter, 2009). The branch of service is capable of finding and helping the members. The Post
Traumatic Disorder will continue to be a problem as long as there are combat zones around the world. Personnel
need to be trained in identifying the symptoms associated with PTSD, to provide early detection and treatment.
Service member who exhibit the symptoms of PTSD should seek help. Current medical research continues to
evolve, with new medications like Fluvomine showing promise. (Escalona, Canive, Calais & Davidson, 2002).
The armed services continue to develop new strategies to deal with PTSD and training to prevent the initial
experience. (Shea-Porter, 2009).
(2008). Post-Traumatic Stress Increases Among Combat-Exposed Military Personnel. O&P Business News,
17(5), 84. Retrieved from SPORTDiscus with Full Text database.
Bonwick, R., & Morris, P. (1996). Post-Traumatic Stress Disorder in Elderly War Veterans. International Journal
of Geriatric Psychiatry, 11(12), 1071-1076. Retrieved from Psychology and Behavioral Sciences Collection
Erbes, C., Dikel, T., Eberly, R., Page, W., & Engdahl, B. (2006). A comparative study of posttraumatic stress
disorder assessment under standard conditions and in the field. International Journal of Methods in
Psychiatric Research, 15(2), 57-63. doi:10.1002/mpr.185.
Erlinder, C. (1983). Post-Traumatic Stress Disorder, Vietnam Veterans and the Law: A Challenge to Effective
Representation. Behavioral Sciences & the Law, 1(3), 25-50. Retrieved from Psychology and Behavioral
Sciences Collection database.
Escalona, R., Canive, J., Calais, L., & Davidson, J. (2002). Fluvoxamine treatment in veterans with combat-
related post-traumatic stress disorder. Depression & Anxiety (1091-4269), 15(1), 29-33.
Koenigs, M., Huey, E., Raymont, V., Cheon, B., Solomon, J., Wassermann, E., et al. (2008). Focal brain damage
protects against post-traumatic stress disorder in combat veterans. Nature Neuroscience, 11(2), 232-237.
Mecaffrey, R., & Bellamy- Camprell, R. (1989). PSYCHOMETRIC DETECTION OF FABRICATED SYMPTOMS
OF COMBAT-RELATED POST-TRAUMATIC STRESS DISORDER: A SYSTEMATIC REPLICATION.
Journal of Clinical Psychology, 45(1), 76-79. Retrieved from Psychology and Behavioral Sciences Collection
Otis, J., Keane, T., & Kerns, R. (2003). An Examination of the relationship between chronic pain and post-
traumatic stress disorder. Journal of Rehabilitation Research & Development, 40(5), 397-405. Retrieved
from SPORTDiscus with Full Text database.
Outram, S., Hansen, V., Macdonell, G., Cockburn, J., & Adams, J. (2009). Still living in a war zone: Perceived
health and wellbeing of partners of Vietnam veterans attending partners' support groups in New South
Wales, Australia. Australian Psychologist, 44(2), 128-135. doi:10.1080/00050060802630353.
Pearce, K., Schauer, A., Garfield, N., Ohlde, C., & Patterson, T. (1985). A STUDY OF POST TRAUMATIC
STRESS DISORDER IN VIETNAM VETERANS. Journal of Clinical Psychology, 41(1), 9-14. Retrieved from
Psychology and Behavioral Sciences Collection database.
Shea-Porter, C. (2009). Posttraumatic Stress Disorder and Government Initiatives to Relieve It. Health & Social
Work, 34(3), 235-236. Retrieved from Psychology and Behavioral Sciences Collection database.
Zelenova, M., Lazebnaia, E., & Tarabrina, N. (2001). Psychological Characteristics of Post-traumatic Stress
States in Afghan War Veterans. Journal of Russian & East European Psychology, 39(3), 3. Retrieved from
Psychology and Behavioral Sciences Collection database.
I have been through several life altering situations in my life. Everyday living has been an
adventure to say the least. I recently decided to go back to college and pursue a degree program. I have always
been interested in psychology. So I decided to quit waiting and get started. Oddly enough I ran across an
internet ad on an internet job website.
Let’s start by looking at what I have learned in this course and how it may apply. We started in
module 1, with an auto biography and goal setting. These are very important areas to deal with. The
autobiography tells everyone in the class who we are and set the stage for success. Goal setting is the corner
stone of good interpersonal relations. Goals are set everyday, whether we decide to get up at 6 am or get to
work on time, each goal is S.M.A.R.T. - specific, measurable, attainable, realistic, and timely. I now that this may
sound a little mundane, but each goal we achieve will make the larger goal closer to attain. The class moved to
module 2, focusing on each person’s identity development and perception. Oddly enough these items are big
players in our lives. I know that you have heard the saying “Perception is reality and reality is perception”. Each
person has an idea of whom and what they think they are, but the outside world looks at each of us differently.
Our class moved on to module 3, looking at the verbal and non-verbal communication. Every student in out class
has seen several versions of each on a daily basis. Many of the cues we see each day may be overlooked by
the untrained eye. These types of communication include listening, gestures, hearing and several expressions.
After focusing on the forms of communication, we moving into the relationship perspective; studying friends,
romantic partners, co workers and acquaintances. Let’s move on to module 5, a personal favorite, discussing the
essential skills of listening and persuasion. These skills point towards the tools need to get each one of us closer
to our goals. Managing conflict was next on the agenda, a scary subject or some of my classmates. I know that
this was very eye opening for me. I never realized that I could do a better job at managing my conflicts. Next on
the docket was the group/ team interaction exercise. An excellent exercise, I think my team members liked the
experience and we worked well together, in spite of the accelerated time schedule
Let’s look at some of the strengths, I have found in this course:
A good group leader
Let’s look at some areas for development:
Listening vice Hearing
I have found through the support of this course, that I do have quite a few good habits, and some areas for
improvement. I plan to spend more time, understanding why I manage conflict in the manner I do. My long term
goal is to better my conflict resolution style from the lose-lose scenario to the win-win scenario. Analyzing my
response and triggers to different stimuli is the key to overcoming this area. Learning some new strategies for
dealing with conflict will definitely benefit me in the long run. I can use these new skills in my personal life and
professional life. Many skills of this nature transcend the boundaries. Also apparent to me is the fact that I tend
to hear people, and not always listen. Often this is a common problem, I think with hours of work on listening. I
can cure myself of this ailment. We all know that if I do not listen in my relationship with my girlfriend, I will not
have a relationship for long.
This course has definitely had a profound impact on the way I see myself and how other people see me. I
feel this course is a must for all students attending college. Many people have problems looking inward and
seeing their own fault and weakness’s. This may be centered on a lack of reflection or lack of tools to adequately
assess one own self. This course teaches the skills and tools. My experiences in this class are probably atypical
to most students. I have found that I need to continue to strive for excellence in myself and my class work.
Finally, in my analysis, I have designated some key points to provide myself with a clear guide to success.
My personal development plan is to complete my bachelor’s degree in Psychology. I plan to study harder, focus
on the little points, stop procrastinating and push myself. I know that I have not been in college for a while. I need
to get my head in the game and push myself to the next level. Through hours of study and determination I will
achieve my goals and move to the next level. I will continue to build my strengths and new skills as I work my
way through college, building on top of the excellent building block provided by this course. My growth will
continue throughout my degree program, I will reassess my self routinely and make the necessary adjustments
to ensure that I have all of the tools and skills needed. I will review my personal progress at the completion of
each course of study and refine my goals. This allows me the ability to have a continuing growth and expansion
of my goals. I feel that I have a strong plan, will and desire to finish.
Adler, R. B., Rosenfeld, L. B., Proctor II, R. F. (2006). Interplay: The Process of Interpersonal
Communication. Oxford University Press, USA.
My Future in Learning
Learning is a lifelong process. The day I
quit learning I have passed on from this
world. I intend to continue my journey
and learn more. The true question is
what will I learn next?
Thank you for viewing my
For further information, please
contact me at the e-mail address