2. Personal Statement
Though I am almost a graduate with my BA in Psychology, I am not quite sure yet of what direction I want to take in life. I am flexible
and open to many different job fields and perspectives and am sure that my college education, as well as my work experience,
contributes to me being a rewarding asset to any company. Therefore, I do plan on pursuing a career after graduation but am not
certain of the specific industry that I want to work in. I am leaning towards the idea of possibly moving on to graduate school to
further my education in another field of study, though I do not plan on doing this right away.
My college experience has not been typical of most students my age. It has been a learning experience which I am thankful for. I have
not attended just one or two institutions of higher learning; I have attended five during the course of my educational career.
However, even though this is the case, I have learned a great deal about myself in the process and transition. I have learned that
no matter what experiences take place in my personal life, I can still overcome them and stick to my goals. I have learned what it
is to have inner- strength and perseverance and with these traits, I was able to stay in school and finally reach the point that I am
at now. I was able to gain different perspectives of college life and understand what it takes to be a student solely focused on
education, and a student with a full-time job trying to manage adulthood and all that that encompasses (ie. bills, bills, and more
bills). Therefore, I do think that even though my college experience was atypical, what I have gained from my experiences are life
skills that I feel as though contribute to who I am as a person; hard- working, motivated, independent, responsible, and optimistic.
Parallel to my educational career, I have also had the opportunity to gain work experience in a few different fields. My educational
experience comes from working one-on- one with students as a clinician at a learning center, as well as from working as an after-
school counselor at a private school. Furthermore, I have gained customer service and administrative experience working as an
administrative associate for FedEx for the last two years. Along with this experience, I have gained many professional skills that I
know contribute to who I am as a career- oriented individual. These skills include being efficient and effective at my specific work
duties, being organized when it comes to planning job tasks and requirements, being open- minded to learning new ideas and
embracing change when it comes about, engaging in my job and applying myself so that I am proficient at what I do, and also,
being perceptive and realizing when I need to be a leader and take initiative to accomplish company goals. These are just a few
of the skills that I have achieved during my time working. I know that with my skills, I can be an asset to any company who
chooses to hire me as a part of their team.
When it comes to career interests, there are many different directions that I can see myself possibly taking. I am interested in working in
an educational setting, preferably school- aged. I also have an interest in criminal justice or working as an advocate for victims of
human trafficking. Moving abroad and working internationally also appeals to me, though I am not quite sure yet of what specific
industry I would work in. Whatever path I choose to pursue though, I do want to eventually go to graduate school so that I can
become more focused on that specific area.
With the decision that I do make in regards to my career path, I ultimately want to be happy and successful at what I do. Even though I
may not be directly sure of specifics, I do know that with the skills that I have gained through life and professional experiences, I
can be effective in any position that I work in, as long as I have a chance to be afforded that opportunity.
3. Resume
Please feel free to review my resume on
my LinkedIn profile at:
https://www.box.net/shared/cjku1bub28
zjbn0cl6ek
4. Reflection
I started my college endeavors seven years ago when I was a junior in high school. I went to a collegiate prep public
charter school and was involved in the Early College program. In this program, I was given the opportunity to
take dual enrollment college classes while also finishing up my high school diploma. I went to a local university
in Washington, DC and by the time I graduated from high school in 2006 as class valedictorian, I had earned 29
college credits. Being able to achieve this educational milestone was just the start of my long college journey.
As I left home and moved away to college in Virginia, I had a lot of difficulty dealing with the transition into
college life. I became very depressed being away from home and being away from my mother. Due to my hard
time adjusting during my first semester at Christopher Newport University, and due to my failing and almost
failing grades, I made the decision to withdraw from the school and move back home to attend community
college. I knew that my decision to continue on with my education was one that had to be done because I would
be the first in my family to obtain my Bachelor‟s degree.
When I got to Prince George‟s Community College, I knew that I had made the right decision. I enjoyed every one of
the classes that I had taken in my 3 semester‟s there. The professor‟s were really passionate about what they
taught and they made sure that the student understood the subject thoroughly. It was in one of my psychology
classes here that I was able to strengthen my writing skills because weekly we had to summarize journal articles
which allowed me to become almost a pro at my writing. When I finally had just enough credits to move on in
my educational career, I enrolled at Howard University. Throughout my year at this school, I realized that it just
was not a good fit for me and my learning style. The class sizes were bigger than what I had been exposed to at
my community college and I was not able to get the specialized attention that I had been used to either. I
realized that I needed to make one last choice and I needed to find my LAST school to finally attend where my
needs would be met so that I could graduate within a reasonable time frame.
Finally, in 2009, I enrolled at Argosy University. It was here that I was finally able to get the education that I had
always envisioned for myself. I loved the small class sizes as well as the convenience of the blended classes. I
was able to work full- time as well as gain my psychology education. I‟d have to say that the class that I enjoyed
most was my Ethics class because I was really able to grasp the concepts of ethics as it relates to the
psychological practice. I did encounter some personal difficulties along the way, however, I still kept strong and
knew that giving up was not an option. As I am now at the end of my educational journey towards my bachelor‟s
degree, I look back and realize that all that I have been through in my past regarding my education has given
me the strength to be where I am today; a college graduate with my BA in Psychology.
5. Table of Contents
Cognitive Abilities: Critical Thinking and
Information Literacy
Research Skills
Communication Skills: Oral and Written
Ethics and Diversity Awareness
Foundations of Psychology
Applied Psychology
Interpersonal Effectiveness
6. Critical Thinking
Youth Violence
Roneé Simmons
Argosy DC
Community- Intervention Program Plan
Youth who may be and who are perpetrators of gang violence need an intervention when it comes to
changing and eliminating their violent behavior. A plan needs to be put in place to help these youth
cope and deal with their problems so that they no longer harm others or harm themselves. Some
ideas which can be incorporated in a community- intervention program are mentoring, after-school
programs, and media advertisement (Argosy, 2011). Through mentoring, adult role models can be
a support system to these violent youth. They can talk to them and help them to understand the
positive in life. They can guide them towards being better individuals by showing them what it is to
be a good person. Through after-school programs, activities can be implemented such as anger
and stress management classes and community service. Hopefully, if these youth help out around
the community by doing such things as picking up trash to keep the neighborhoods clean or
helping feed the homeless in a soup kitchen, then they will have a better appreciation for the
community in which they live and will want to stop their violent acts. Through the media,
advertisement campaigns can be run on TV or in newspapers and other print sources to try and
bring awareness to youth violence. By seeing this advertisement, it will potentially lessen the rate
of crime and violence even if it‟s on a small scale.
References
Argosy University Online (2011), Children and Violence Module 7, retrieved from www.myeclassonline.com
7. Research Skills
Sample Research Proposal
Being apart: How Military Couples Maintain Relationships while
Separated Geographically
Roneé A. Simmons
Argosy DC
Few studies have been conducted which relate to relational maintenance of military couples during periods of geographic
separation. Specifically, the little research that has been compiled focuses on the perspective of the military wife
while her husband is deployed (Wood, Scarville, & Gravino, 1995). However, what happens in situations where
military couples are together, dating or engaged, but not yet married? How do these couples deal with and maintain
their relationships while they are apart from each other due to military obligations?
Purpose of the Study
The need for research to be conducted on military couples from the perspective of both the male and female in all
relational dynamics needs to be addressed because geographic separation from loved ones is something that all
members of the military are faced with at some point of time. By gaining an understanding of how military couples
maintain their relationships during periods of geographic separation, a model of success could possibly be used
which will help all couples in the same situation be able to cope. Access to educational materials and classes could
be made available to help military couples cope through periods of separation from their significant other.
Research Question
The question that my research study seeks to answer and gain insight into is „How can military couples maintain close
relationships during periods of geographic separation?‟ Holistic information about this phenomenon seeks to be
achieved so that the knowledge gained from this research will allow for new information and theories to possibly
emerge.
*To view the complete Research Proposal, please view my professional portfolio on my LinkedIn profile.
8. Communication Skills
Separation Anxiety Disorder
Roneé Simmons
Argosy DC
Separation Anxiety Disorder
In the DSM-IV-TR, separation anxiety disorder falls under the category of childhood disorders. This disorder is
emotional in nature and is specific to childhood. The DSM-IV-TR defines this disorder as “children who show much
more than the usual anxiety when separated from caregivers” (Nolen- Hoeksema, 2007, p. 479). According to one
health care professional, more commonly used terminology with this definition includes the notion that this disorder is
characterized by excessive fear of separation from an attachment figure (Dr. Karin Mosk, Psy.D., personal
communication, June 6, 2011). Symptoms can include ongoing complaints about physical ailments, refusal to go to
school or anywhere else, distress when away from home or from caregivers, worrying about harm to caregivers, and
fear of being alone (Nolen- Hoeksema, 2007). However, just because one shows these symptoms does not
determine if in fact they have the disorder. Other factors must be taken into consideration in order to correctly identify
this disorder.
References
Nolen- Hoeksema, S. (2007). Abnormal psychology, 4th edition.
9. Ethics and Diversity
Ethics & Diversity
Roneé Simmons
Argosy DC
When counseling, professionals should be able to adhere to the ACA Code of Ethics. Issues that pertain to culture and
diversity may arise. Therefore, it is the responsibility of the counselor to know how to properly address, respect, and
deal with a client‟s differing culture, viewpoints, and values. Not being competent in this area could potentially lead to
the counselor harming the client or themselves. Education of different cultures should be sought after by the
counselor if they begin working with a client and do not have an understanding of their client‟s viewpoints.
ACA Ethical Code Relating to Multicultural Competencies/ Respecting Diversity
Section B.1.a. in the ACA Code of Ethics (2005) spells out the guidelines for counselors to adhere to with respect to
multicultural/ diversity considerations. Counselors should respect all clients and realize that many of their clients may
have differing cultures and viewpoints then they do. Counselors should be sensitive towards these differences.
Therefore, issues of privacy and confidentiality should be discussed often with clients. Doing so will ensure that
clients are able to understand the process of disclosure and know when and if it will ever be necessary to share
information. They will also know with whom their information would be shared.
As you can see, there is a clear ethical guideline to follow when it comes to multicultural competencies and respect of
diversity. It is a counselor‟s responsibility to understand this section and adhere to it. They should not throw their
beliefs on a client and they should try to have an understanding and awareness of the cultural background of the
client. Respect of the client is of upmost importance and showing the client that you respect them can go a long way
for both the counselor and the client.
References
ACA. (2005). American Counseling Association Code of Ethics, As Approved by the ACA Governing Council
10. Foundations of Psychology
Challenges in Identifying Mental Disorders
Roneé Simmons
Argosy DC
Definition of Abnormal and Mental Disorders
What does it mean to be abnormal or have a disorder? Universally, there is no uniformed agreement of these two words because the
definitions that comprise these words may be flawed in that they may not correctly represent individuals associated with these
labels (Butcher, Mineka, & Hooley, 2010). Abnormal basically means “not normal”. With this definition, the challenge becomes
what comprises normal? Social norms of behaviors in one society may differ than normal behaviors in other societies. Therefore,
it may be a challenge to diagnose individuals as having mental disorders because there may not be a prevalence of the disorder
shown in that individual.
Factors of Abnormality
When looking at means of determining if a behavior is abnormal and if a person has a mental disorder, certain factors are taken into
consideration. How much does a person suffer psychologically? The extent to which a person suffers may signify an abnormality
and indicate that there is a disorder present, such as depression. Maladaptive behavior, behaviors that interfere with our personal
well- being and our social lives, can also be an indicator of an abnormality. However, just because a person likes to be alone
does not necessarily mean that they have a mental disorder, they may just need to have some “me time”. Being deviant or out of
the ordinary, such as being a savant in certain aspects like sports or music, can be abnormal but may not necessarily mean that
an individual has a mental disorder. The individual may just be very talented. When an individual violates society‟s standards, the
level to which the violation is exhibited could be considered abnormal. If the majority of people break a societal standard or law, it
may not be seen as abnormal. But if few people commit such an act, then it could be considered abnormal and those individuals
may be regarded as needing professional help. How uncomfortable individuals make other individual‟s feel in social settings could
also be considered abnormal of one of the parties. Acting out of character of the norm‟s of that society may be looked at as that
individual being “crazy”, which could make other‟s not want to be around that “crazy” individual. Lastly, irrationality and
unpredictability can be seen as abnormal in certain contexts. If an individual behaves in a manner that is not acceptable then their
behavior could be considered abnormal. If a teen defies their parents rules, than some societies see this as just a phase that the
child is going through. Other societies may feel as though this child committed a crime and should be punished for it, maybe by
being disowned (Butcher, Mineka, & Hooley, 2010). Due to the varying level of degrees of social norms, it can be difficult to
correctly define and label abnormality and mental disorders.
References
Butcher, J.N, Mineka, S, & Hooley, J.M. (2010). Abnormal psychology, 14th edition.
11. Applied Psychology
Separation Anxiety Disorder in Practice
Roneé Simmons
Argosy DC
Diagnosis
When diagnosing separation anxiety disorder, many factors are considered in order to establish whether or not a
child has this disorder. Symptoms that affect the child such as worrying about harm to caregivers, distress when
away from home or from caregivers, fear of being alone, refusal to go to school or anywhere else, and ongoing
complaints about physical ailments are looked at. If a child is determined to be impeded by these for 4 or more
weeks, than an evaluation is needed by a health care professional to determine whether or not the child has
separation anxiety disorder (Nolen- Hoeksema, 2007). The age of diagnosis is very commonly seen at six years old
because this is the age when a child is expected to separate from their parent/ caregiver with no problems. When
problems do arise that seem to be extreme, and when parents see that their children are not falling into the normal
expectations of separation, then this is when an evaluation is done and when the diagnosis of separation anxiety
disorder is made by a mental health professional(Dr. Karin Mosk, Psy.D., personal communication, June 6, 2011).
Treatment
The options for treatment of separation anxiety disorder seem to fall under two categories: either cognitive behavioral
or medication. In practice, many mental health professionals seem to find that the cognitive- behavioral approach
works better at treating this disorder as they are often the most used (Nolen- Hoeksema, 2007). According to Dr.
Mosk, “Usually, cognitive behavioral intervention is most effective. More specifically, parent and child cognitive
behavioral therapy is the best; with a focus on the behavioral component rather than the play component” (personal
communication, June 6, 2011). Medication is used as a last resort. SSRI‟s, such as fluoxetine, which is an antianxiety
medication, as well as other antidepressents and antianxiety drugs can be used in the treatment of separation anxiety
disorder. However, this disorder does not generally warrant the use of medication unless a child shows a more
serious generalized anxiety disorder. If this is the case, then possible use of medication would be tried (Dr. Karin
Mosk, Psy.D., personal communication, June 6, 2011).
References
Nolen- Hoeksema, S. (2007). Abnormal psychology, 4th edition.
13. My Future in Learning
To me, being a lifelong learner means
being able to constantly yearn to gain
more knowledge in all aspects of life. It
means having a passion to be the best
that one can possibly be. It means
seeking out the unknown in life in an
attempt to understand the true meaning
of life itself.
14. Contact Me
Thank you for viewing my
ePortfolio.
For further information, please
contact me at the e-mail address
below.
ronee.simmons@gmail.com
