Your SlideShare is downloading. ×
Au Psy492 E Portfolio Template
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

Au Psy492 E Portfolio Template

209
views

Published on


0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
209
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Undergraduate Studies portfolio Jessica Kleiser BA Psychology PSY492 UA
  • 2. Personal Statement
    • After years of thinking it over and life changing events taking place I have made the decision to continue on to graduate school. When finishing my master’s degree I would like to work for a hospital counseling children who have been diagnosed with illness that cause them to stay there. Eventually, I would like to go even further on to finish my doctorate but I am hoping just a master’s degree will allow me to begin my dream. The only concern I have with pursing my degree would be to find enough time to concentrate on my studies learning and comprehending everything I am taking in. I am a full time mother of two babies who take up an extremely large amount of my time but I am more than willing with the help of my husband and children to continue on with my education.
    • Being a child with many medical problems I grew up in the hospital needing many surgeries along with a lot of patients and drive to make it through. I feel one of my best abilities to contribute to the job would be the ability to listen and understand. Although the diagnose may be different than mine I know where they would be coming from when it comes to missing out on normal childhood activities. Living in a hospital when other kids your age are going to school and making new friends can be rather depressing. Personally I feel it would have been very helpful to have someone to express that to besides my family. This leads me to believe my dream profession is the way to go for me and many others.
    • Although I haven’t experiences much when it comes to the career I would like to peruse but I have lived on the other side of it making each class I take and complete much more interesting. I hope to take everything I have learned over the past four years and use it in my graduate courses along with my psychology career. Personally I feel skills are something you take with you as you grow learning to communicate with the people around you which can make for an easy time in this profession. Listening is also a skill that needs to be studied and perfected in order to make for a good psychologist. Loving my profession is something I strive for, I want to enjoy my day at work and come home to my loving family watching them grow and mature into the people they are going to become.
    • .
  • 3. Personal Statement Continue.
    • Further more the graduate school I would like to continue my degree at is Capella University where I will there study child and adolescent development. As you can see helping children is something that I really would like to do and by doing so I honestly feel that I will be helping myself. Looking back now there are a lot of things about my childhood I would like to change and can’t but I do feel helping others who suffered like me will allow me to heal as well.
    • As research shows I will not be able to start right in the position that I would like to but any entry level job leading up to that is fine with me. I am willing to start at the bottom of the food chain and work for my goal because I know nothing comes easy and there will be optical and challenges I will have to over come. Writing this assignment has made me come to a lot of realizations on how close it really is until I graduate from my undergraduate program. Making the big step to continue on to my master’s degree later completing my goal in being a child psychologist in a hospital.
  • 4. Resume
    • Jessica Kleiser
    • 7210 West Huff Blvd, Frederick, MD 21702
    • 201-953-1122
    • [email_address]
    • Objective:
    • Psychology
    • Education:
    • Argosy University, September 2008 - March 2011
    • Major: Psychology
    • Montclair State University, January – May 2008
    • Major: Psychology
    • Rider University, September 2006 – December 2007
    • Major: Psychology
    • Minor: Special Education
    • Job History:
    • September – December 2008 Bath and Body Works
    • Job Title: Cashier
    • April - September 2007, April – September 2008 Cape Island Campground
  • 5. Resume Continue.
    • Job Title: Children’s Activity Director
    • June 2004 – July 2007 Bath Time
    • Job Title: Cashier
    • December 2004 – January 2007 CD World
    • Job Title: Cashier
    • Honors:
    • Dean’s List, Fall of 2006
    • Skills:
    • Microsoft Word
    • Microsoft PowerPoint
    • Microsoft Excel
    • Organization Skills
    • Activity Planning
  • 6. Reflection
    • By attending Argosy University I have learned to organize my time and deadlines in a reasonable manor. Between remaining a full time student and a mother to two babies I need to be as organized as possible and by the University setting a weekly routine it has helped me in other aspects of my life as well. Also, I am much stronger when it comes to writing and composing research papers, I have learned the correct steps and process in doing so which is something I will take with me from here on out. But even though I am mastering this technique I am still lacking the APA format. For some odd reason it is not something I can get a grasp on receiving full credit with each assignment. I hope by continuing on with my education I will be able to learn it properly making me a better teacher and psychologist.
  • 7. 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
  • 8. Cognitive Abilities:
    • Jessica Kleiser
    • Professor McLean
    • Cognition and Learning PSY 360 UD
    • October 9, 2010
    •  
    • Maria’s approach to teaching her students on how to take in information and use it towards a presentation was very well organized. Using a graphic organizer will help the students work on the final project making it prefect when presenting it to the class. I think the best strategy when gathering information towards the project she has assigned would be the learning concept. Our lecture states “if you are learning about a concept, ensure that you are able to generate the following information:
    • The name of the concept — this is for reference.
    • Relevant and irrelevant features and attributes of the concept.
    • Definitions referring to a general category and the concept’s defining attributes — for example, “A fruit is a food we eat that has seeds in the edible parts.”
    • Examples and nonexamples — these make the boundaries clear and illustrate the features and attributes.
    • Additional examples and representations of the concepts — pictures, diagrams, concept maps, and elaborative descriptions” (Argosy University 2010).
    • Gathering all of this information I feel would be enough for the students to put together a good presentation for their class. The learning concept will teach the students exactly how to break down the passages they are reading into outlines later followed by a presentation.
    • Although Maria did teach them a lot already on how to gather information and organize it in a graphic organizer I feel her next step should be to teach them the learning concept mentioned above. Next, moving onto ways to keep this concept more organized by using as note cards. By putting all the information gathered onto note cards they will be able to find it when ready to use exactly the information needed. Also, they can put the note cards in order of how they want to present their information later being able to flip through them writing their side notes into sentences.
  • 9. Cognitive Abilities Continue.
    • Because she children she teaches are some what of a young age it may take many tries for them to get this strategy down but in time and with much practice I am sure it can be done.
    • Then once they have learned both the learning concept and the note card trick I would want Maria to double check and make sure they have caught all the information in passages that are important to use in the presentation. Once reviewing their facts Maria should do a study session showing the students how to take the information gathered and put it onto a poster board, power point, or how ever they want to present their project. Due to their age this might be one of the first group projects they are doing on their own without the full help of a teacher and if I was her I would want to make sure they are doing it correctly for their own good. The steps and strategies Maria is teaching them are ones they are likely to take with them forever and she should make sure that they have the right idea from the beginning so they do not have to be retaught in years to come.
    • Like I said above I think Maria has a very good start when teaching her students the steps to take in order to make a group presentation but there are others she should follow through with just to make sure the end project is done just as well as the beginning project.
    •  
  • 10. Cognitive Abilities Continue.
    • References:
    • Argosy University. (2010). Cognition and Learning. Module 5: Thinking: Page 3. Retrieved October 9, 2010
    • http://myeclassonline.com/re/DotNextLaunch.asp?courseid=4440759&userid=5100581&sessionid=c025d802e3&tabid=KnZ2J8dnv1BrEnE6Cpwn7zhyy2W7e026eXR5rNiKL8Q=&macid=hOMfhrleFSQ4ahSShPovBA0mIYn0q4mo+wtR+6tCoyyD5ovZiSkqnHPxmcHRquy6TrTvjVytFflSpkMznz/oSTUerF5wQvQ5RfnZRlnFc6LAW95k/FqDN/gjDCDfP3erFnWrKPVG0h60aYjb+Ih1e8eEY4xspMuy8dpgNPAhmpw =
  • 11. Research Skills
    • Jessica Kleiser
    • Professor Thomas Russo
    • Research Methods PSY302 XF
    • December 17, 2010
    • When completing the research on what percentage of a babies brain development takes place during the first year of life I believe the results will be surprising. Although a baby may learn many things such as crawling, walking, talking, and personality there is a lot that still has to be taken in. In research that as already taken place over the years it is plan to see that there are basic development stages that all infants go through. Some may go through this development faster than others but I think the end conclusion of my research will show that most babies develop at the same pace give or take a few weeks. At such a young age they are dependent on their parents for everything, they learn their surrounds by what we provide for them. They take the time to study everything we are doing and they learn from us but a part of me wonders how much of it is actually already internally built. It just may take some time to teach themselves how to release their abilities.
    • Although every baby is different and we should never compare one verse another using the quantitative approach will be much more sufficient. “Quantitative research collects data in the form of numbers, generally from large groups of participants, and analyzes the results using statistical methods, thus being more reliable” (Argosy University, 2010 p. 1). By studying a large population of babies we will be able to tally the results together and come up with a reasonable average of how the babies develop and change of the first year. It will be helpful and taken into significant consideration when writing up the final research paper.
    • I hypothesis that newborns will know their mothers scent from the minute they are born and the heartbeat is something that will stay with them forever. I hope to have a complete understand of how a baby psychically develops over the first year of life. In this case a null hypothesis for this study would show that there is no difference in the fact that it is the babies first year of life vs. any other year of life, each year a child develops at the same pace no matter what age. Also, studying the alternative hypothesis which would
  • 12. Research Skills Continue.
    • show that a newborn learns at a rapid pace during their first year of life learning most of their cognitive and psychical skills.
    • The first article that I thought would be helpful for my research paper tells us that “our child's first few years are critical in the development of his or her temperament, learning style and pattern of growth” (The Ohio State Medical Center, 2000). It explains what mental and psychical developments they will be reaching every three months up until their first year of life. For example, it lists at 0 – 3 months a newborn’s development skills will consist of: “grasping objects placed in hands, starting to coo and babble, explores hands with mouth”, etc allowing us to know what to expect as they get older (The Ohio State Medical Center, 2000). Also, it tells us what toys and people are most important in their lives, teaching us when to introduce new things that will expand their knowledge as well as their views on people. Their development and mind set starts within the uterus and it is our job as the parents to lead them in the right direction and help them grow.
    • Next, I decided to use an article from the Department of Health and Human Services, in this article it explains how a child will grow and change over the first year of life. It tells us development milestones to look out for and ways to help our children reach them. Also, it gives us a list of positive parenting tips to take with us when raising a child. Followed by safety tips that I feel each parent should know very well. For example, “place your baby in a car safety seat every time he rides in the car. The safest place for his safety seat is in the back seat of the car. Children who are less than one year OR are less than 20 pounds should be placed in a rear-facing care seat” (Development of Health and Human Service, 2010). All the steps of development as well as the safety tips are very important in helping our children grow and develop into successful and respectful adults.
    • Another source that I found to be very fitting for my research on newborn development was a book written by Dr. Daniel Stern called Diary of a Baby . In this book he is interested in their point of views as well as what they actually think and feel. “In alternating sections of evocative prose, representing the baby’s own voice, and explanatory text, Daniel Stern draws on his research findings and years of clinical experience to re-create the baby’s world” (Stern, 1990). Throughout the book Dr. Stern tells about a baby boy named Joey and all his different stages of development. He also focuses on the bond that a newborn has with his or her parents, knowing them by just their smell or voice. I had to read this book when I was a freshman at Rider University and I found it to be very interesting, later rereading it when I had my children for tips and reminders.
  • 13. Research Skills Continue.
    • The final piece of literature that I thought would be appropriate for this assignment was a website that was very helpful because it gave definitions for each of the different types of development stages a newborn will be going through. Also, gives information about each month during the first year and what to expect, like the other websites that do the same it pretty much as the same information but it breaks it down into subcategories such as: psychical and motor skills markers, sensory and cognitive makers, and play recommendations to help build their bodies and mind. Last, it provides you as the reader with different articles and information posted by other authors as well as parents explaining situations and experiences. I found this to be the most useful site and did spend much more time poking around trying to learn and find as much information as possible.
    • Participants are the people or subjects that you use in your experiment, their information includes who they were, how many there were, and how they were selected” (Cherry, 2010). For this study I used my own two children documenting their milestones and achievements over their first year of life. The reason I selected them was because before even entering this class I had wrote down their developments each day that they had taken place. Also, after doing some searching I was able to use a few young babies from around the neighborhood asking their mothers they development patterns. I know this isn’t a very large population but in the end I final results to compare from ten different children and than my own.
    • Instruments can be “described as the equipment, or stimuli used in the experiment. This may include testing instruments, technical equipments, books, images, or other materials used in the course of research” (Cherry, 2010). The instruments used for this assignment have been many online articles as well as our lectures and textbook. Also, a form of measurement that was used was observation and interviews, in a previous study done “data collected in a variety of environments (home, child care, (later, school), and lab), and with a variety of measures: observations in home, child care, school, and lab; phone interviews every 3 to 6 months; and assessments given in all four environments” allowed me to receive the information needed to complete the study (Family Research Quantitative Methods, 2007).
    • “ The next part of your method section should detail the procedures used in your experiment. Explain what you had participants do, how you collected data, and the order in which steps occurred” (Cherry, 2010). The procedure used for this study was very simple, I had the participants live their every day lives while I observed and took notes on my findings. I didn’t have them change their ways of life or their daily routines because that may alter
  • 14. Research Skills Continue.
    • their development process. After taking many notes I compared to the notes studied and the articles read to see if my three participants were up to speed or fallen behind the average baby between the ages of 0 – 1 year old.
    • Personally, for this research paper and study I feel there are only two ethical issues that I couldn’t help but take into consideration. When finding babies to complete this study I needed to make sure they were full term babies, any premature babies could alter the final results because it may take them years to catch up. Also, I had to make sure all babies were born healthy without any medical problems therefore they all have the same start and see who they develop over time. All the babies are so young that unless a parent is really putting negative features into their life all of their developmental and psychical developments should be about the same.
    • One of the most threatening internal validity would have to be attrition. Attrition takes place when “participants drop out of studies over time, and those that drop out do not do so randomly. They have certain traits in common that make them different from subjects who remain in the study” (Argosy University, 2010). For example, in this case parents may take their children out of the study because they are not developing as fast as the newborns around them while the parents that keep their newborns in are average or ahead of the basic development criteria. Also, selection bias which is a part of the external validity threats may affect the end results because I would only be able to use full term healthy babies. It is said that premature babies could take up to two years to mentally and psychically catch up to a full term baby which would alter my results to much causing me to have to leave them out of the study.
    • Flaws that in my design of the research study would be not having enough participants to get a final accurate result. The quantitative design would be to statically prove after doing the right research that a child’s brain does develop the most over the first year of life. Personally, I feel that because we only have a few weeks to complete this study it does not give us enough time to come up with hard evidence and facts needed for my study in which should take a year. The hard evidence would consist of published facts and proven statics taken over two years time first year calculating the development and then comparing it with the second year of life. There isn’t many ways I could change this flaw but being told the research question weeks before the class starts would help a little bit.
    • The direction of this study in the future will only advance parent’s ability to enhance their newborns development strategies. For example, over the years toys and techniques have been newly presented to parents to help make their babies crawl faster such as the Crawl Ball. The final results will impact the different companies and
  • 15. Research Skills Continue.
    • parents because it will allow them to see where exactly their child falls. Whether or not they are advanced or falling behind at such a young age. I believe this study will not only help babies but the new parents in learning what has to be done to help their learning abilities.
    • The statistical tests will show that although children learn each and everyday of their lives during the first year they learn the most when it comes to cognitive and psychical skills. The statistics that I plan to use are based on researched and published milestones that newborns their age have already concurred and over come with flying colors. Once finding them in order to test my final statistical outcome I am going to observe newborns from birth until two years old, in watching them during the first year of life I will see them start to walk, crawl, talk, etc. Next, moving on to the second year which in my belief will show that they will even out and maintain what they have learned and elaborating on it later allowing me to see if the research that is already published is true. I chose to do it this way because I feel it will be the most beneficial and although it will take a lot of time will show the most accurate results in the end. In the end I will know if the results are significant by determining whether my hypothesis was proven or disproven, allowing me to pass it on the professionals or take more time to make it work.
  • 16. Research Skills Continue.
    • References:
    • Argosy University (2010). Research Methods. Module 6: Validity Issues : Page 2. Retrieved December 14, 2010.
    • http://myeclassonline.com/re/DotNextLaunch.asp?courseid
    • Cherry, K (2010). About.com: How to write a method section . Retrieved November 30, 2010
    • http://psychology.about.com/od/psychologywriting/ht/method.htm
    • Department of Health and Human Service: Centers for Disease Control and Prevention (2010). Child Development: Infant (0 – 1 Year Old). Retrieved November 30, 2010.
    • http://www.cdc.gov/ncbddd/child/infants.htm
    • Medline Plus: Trusted Health Information for You (2010). Infant and Newborn Development. Retrieved November 30, 2010.
    • http://www.nlm.nih.gov/medlineplus/infantandnewborndevelopment.html
    • Stern M.D., Daniel (1990). Diary of a Baby: What Your Child Sees, Feels, and Experiences. Published By: Basic Books The Ohio State Medical Center (2000). Infant Development: The First Year of Life. Retrieved November 30, 2010. http://www.medicalcenter.osu.edu/PatientEd/Materials/PDFDocs/women-in/infant/infant-dev.pdf
  • 17. Communication Skills Jessica Kleiser Dr. LaFrance Substance Abuse and the Family January 21, 2010
  • 18. Communication Skills Continue.
    • Sally and her Mother
    • The boundary that describes Sally and her mother’s situation would be called diffuse.
    • The way this type of boundary manifests is by “one member speaking for another, or one member trying to control another member’s actions” (Argosy University, 2011).
    • The behaviors that contribute to this boundary would be the inconsistent rules and privileges Sally’s mother sets for her. Also, Sally’s mother doesn’t let her do something only when it is inconvenient for her because she needs Sally to watch her brother. Not having set rules and misleading regulations can make it confusing and unstable for Sally as she grows older which is exactly what her mother is doing.
  • 19. Communication Skills Continue.
    • Mary and her Father
    • The boundary that describes Mary and her father would be called rigid.
    • A rigid boundary takes place when “there is a greater emphasis on “keeping the rules” over nurturing the relationships” (Argosy University, 2011). In this case it manifests when the father will not even hear what Mary has to say. Also, when she goes to her mother and she will not even consider talking to the father for Mary.
    • The behavior that contribute to this boundary is simply the fact that the father as all control of his family and is unwilling to fluctuate even the littlest bit depending on the situation. He takes all control to the point where his family members may be scared of him. It is unhealthy and he seems to be way to over controlling.
  • 20. Communication Skills Continue.
    • Sam and his Parents
    • this case the boundary that describes Sam and his parents the best is permeable, “permeable boundaries are clear and direct but flexible” (Argosy University, 2011).
    • The way this type of boundary manifests is by the family members having respect for one another and communicating. Allowing each other to do what they want but with some rules in order to be followed.
    • In order to get what you want you have to willing to work with the people around you giving and taking from one another making sure both parties are satisfied. By doing so Sam gets to do what he wants and both him and his parents are happy at the end of the day.
  • 21. Communication Skills Continue.
    • Summary
    • The way parents raise their children are completely different from one another as we can see in this assignment. Personally, I feel out of the three different families the best set of boundaries are the permeable boundaries because although the child has rules and regulations they are still open and honest with their parents which allows them to do more. Completing your chorus and school work along with being honest about what you would like to do really gives them no reason to say no. This is the way I was raised and the way I intend on raising my children to allow for a parent/child relationship but also a friendship .
  • 22. Communication Skills Continue.
    • References:
    • Argosy University (2011). Substance and the Family. Module 2: Disruptions in Family Systems: Page 2. Retrieved on January 21, 2011
    • http://myeclassonline.com/re/DotNextLaunch.asp?courseid
  • 23. Ethnics and Diversity Awareness
    • Jessica Santalla Kleiser
    • PSY312 / Diversity
    • Professor Allen
    • April 23, 2010
    • After thinking it over I feel the best way to explore the relationships between diversity groups and myself is to be open minded. For example, because I am a therapist I should be open to work with all different groups of people giving them the opportunity to improve what they need help with and to open up to someone. If I was going to be close minded and take the time to try and help everyone how good of a therapist would I be? If you ask me I wouldn’t be good at all, everyone deserves a chance to improve no matter what they believe in. I shouldn’t feel that multiculturalism is to overwhelming or that one person has more rights to be in the US than other due to their ethnicity. Multiculturalism is defined as “a way to describe many cultures within a society” wanting to strive for the same goals and life opportunities (Argosy University). Also, I feel I should be very educated about all the different groups and their history. When I say history I mean family values, religion, beliefs, and ways of life. My relationship with the people I want to see in therapy should be well organized and worth each of our times therefore I shouldn’t waste it by not learning about them and judging them before I know who they are.
    • Personally the type of racial, ethnic, and other minority groups I feel I would work best with is Americans, Spaniards, and English speaking clients. I reason I feel this way is because I am both American and Spanish therefore I know the hardships of both without to much learning or miscommunication. Also, I feel it would be easiest for me to work with English speaking clients because I only speak English. I want to be able to understand them completely in order to help them to the best of my ability which I think is very important.
    • I feel it would be hard to work with racial, ethnic, and other minority groups that don’t speak English like I mentioned above because other languages are very hard for me to understand. I also have trouble determining the translations of each word that the person is speaking because heavy accents get me wrapped up in each individual word missing a lot of what they are saying. I do not think I wouldn’t be willing not to work with any one race or ethnicity because of who they are or what their culture has done, due to the fact that isn’t the way therapist should be. If I was to have any real difficultly working with a group of one kind I shouldn’t have chosen this profession. I do not feel having trouble translating is a major problem that would cause me to pick one ethnicity over another to help.
  • 24. Ethnics and Diversity Awareness Continue.
    • The one thing that I would want to improve in my future in order to help my clients would be my patients. I am a great listener and I love to think of different ways to help people but I do not have the patients to sit there for long periods of time. There is always something else I feel I could be doing which is something I have to work on. I have to be able to sit in an office for multiple hours a day and dedicate myself to listening to their problems which may be hard for me. I could see myself wanting to get up and do other things while they take but that isn’t very professional or focused. I hope over time I can improve my patient skills in order to correctly help the people around me. Also, I would like to enhance my knowledge on all different backgrounds so like I said before I can understand where they are coming from and what they believe in. I don’t want to be blank on what their ethnicity has been through because then I feel I will never get a good understanding of who they really are. This will all take time but just like everything else in my life I am willing to work with it and improve my flaws.
  • 25. Ethnics and Diversity Awareness Continue.
    • References:
    •  
    • Argosy University. Module 1 Understanding Diversity. Retrieved April 23, 2010.
    •   http://myeclassonline.com/re/DotNextLaunch.asp?courseid=4013724
  • 26. Foundations of Psychology
    • Module 4 Final Project
    • Jessica Santalla
    • PSY300 Developmental Psychology
    • Faculty: Giselle L. Gourrier, Psy.D.
    • June 3, 2009
    • Course Project
    • For the final project, the following case scenario was evaluated:
    • By the time he reached high school, Charles was involved in a number of disruptive incidents at school. He was aggressive and would often get into physical and violent fights with other students over trivial issues. He received a number of disciplinary suspensions and was a frequent visitor to the Principal’s office. He also had a number of counseling sessions with the school counselor. He would hang out with a street gang and tried alcohol and drugs on an experimental basis. His late night parties often kept him away from school. He did not do well in his studies and a few attempts to enroll him for vocational training were unsuccessful. He dropped out of school when he was 14. After hanging out with a local gang, he was caught by the police. He was convicted and placed at a reform school for six months. His mother did not visit him during this period and when it was time to send him home, the police could not trace her. Later, it was found that she died in a car accident. Charles was placed in a foster home where he found his foster parents too strict and could not interact well with the other children. He ran away from the foster home and returned to life on the streets.
    • Paul almost always was at the top of his high school classes and tried his best to maintain that position. Most of his time was spent either in the library doing research and collecting notes, talking to teachers, or seeking input from seniors on tips to perform better as he prepared to enter university. He would often read interesting books by famous scientists and discuss them with fellow participants in the school science club. He spent all his weekends practicing baseball so that he would continue to play in his high school team. All these activities did not bog him down, and he was a cheerful adolescent who was always considerate and helpful to fellow students and respectful toward teachers, whom he considered the source of all his knowledge. Any small disagreements he had with his father on various issues were always resolved peacefully.
  • 27. Foundations of Psychology Continue.
    • 1.Refer to the case studies and analyze the impact of the following medical issues on normal physical development in adolescence.
    • Health in general:
    •   Charles’s general health was not as good as Paul’s because of the fact he does not have the same quality of adolescents that Paul does.
    • Chronic health conditions:
    •   Charles is more likely to have a chronic health problem because he wasn’t raised correctly and he does things such as drugs that will cause health problems. Where Paul is a good child and doesn’t involve himself in things that could cause Chronic health issues.
    • Illnesses:
    •   Because Charles lives on the streets he is more prone to illnesses than Paul is. He isn’t as safe and healthy in every way possible due to his surroundings and activities each day.
    • Smoking:
    •   The case does not say that Charles smokes but because of the fact that he takes part in other drugs I’m sure he has tried it if not does it all the time. Where Paul has not tried or does not smoke cigarettes of any kind
    • Alcohol use and abuse:
    •   Charles just like all the other physical developments is not in as good of shape as Paul, he uses alcohol and abuses it causing him to miss school leading to drop out. Where Paul doesn’t even involve himself in alcohol.
    • Drug use and abuse:
    •   “ Though alcohol is still the drug of choice among adolescents, marijuana use has risen among the teenage population over the last eight years” (Argosy University Lecture). Charles experiments with drugs and Paul doesn’t find it necessary putting himself to look for other things to do such as clubs.
    • Any Others
    •  
    •  
    • Analyze the influences that contribute to the physical development in adolescence.
    • Charles physical development is much worse off than Paul due to the fact that he didn’t have good influences and people who cared growing up. His adolescence will never be as strong as Paul and he will never be able to stand alone and complete something as easily as Paul will be able too.
    • Present specific recommendations for maximizing the physical development in adolescence.
    • Charles may be able to change his adolescence in the physical development sense if he starts now and starts hanging with the right crowds learning right from wrong before he falls even more down into a bad spinning spiral.
    • Refer the case studies and analyze the impact of middle and late, late, or on-time developmental milestones on the following issues of cognitive development in adolescence.
    • High School / Vocational School:
    • Charles dropped out of school and due to getting himself in trouble went to a reform school which didn’t do much for him, in the end he still was on the street and a trouble child where Paul went to high school and made something of himself most likely going onto college.
    • Academic achievement – Reading, Spelling, Math, Science:
    • Paul was much more concentrated on his studies as you can see and was a much better reader, speller, mathematician, and science student than Charles was. He took his studies very serious and strived to be the best where Charles was satisfied with not even attending school and living on the street starting off with learning disabilities from the beginning.
    • Discipline issues, if any:
    • Charles has very bad discipline issues and starts fights when teachers try and tell him what needs to be done. Where Paul peacefully sits and talks to his disciplinarian taking the time to straighten things out.
    • Peer group relationships:
    • Charles starts fights with fellow students because he feels it is easier to put on a hard front where Paul gets along with his peers and has many well behaved friends.
    • Relationships with authority figures:
    • Paul likes his authority figures and gets along very well with them where Charles doesn’t have any authority figures because he pushes them away causing problems and fights.
    • Employment training and experience:
    • Either of the boys have employment training or experience but I do feel personally that Paul is more likely to be ready at their age to go out and get a job and be ready to take orders from a manager where Charles will only start fights and not want to listen to authority.
    • Any Others:
    •  
    •  
    • Analyze the influences that contribute to the cognitive development in adolescence.
    • Cognitive development is very important as well to adolescence because it prepares you with morals and understandings of what a teen as to become and follow to become a decent adult.
    • Present specific recommendations for maximizing the cognitive development in adolescence.
    • I think due to the fact that Charles didn’t have a good life from the beginning he is kind of at a loss with the cognitive development, no one taught him discipline and how to hand things such as school. Where Paul is at his maximum with cognitive development because his family raised him right and starting teaching him right from wrong and learning strategies right from the beginning.
    • Refer to the following topics corresponding to the socioemotional development process and the case studies, and analyze the impact of family in adolescence.
    • Family background - cultural, ethnic, and moral influences:
    •  
    • Marital history and marital relationships of parents and/or grandparents:
    • Charles lost his mother at a very young age which is very unfortunate but he didn’t listen to her or want her help with anything anyway. He didn’t want foster parents and rather of lived on the street which means he didn’t have great relationships with his parental guardians. Where Paul got along very well with his family and always took the time to have a good understand with his parents.
    • Sibling and peer relationships:
    • Paul growing up and to this day still seems to have a great relationship with his siblings where they are learning from each other and are there for each other where Charles doesn’t have any siblings and his peers all set a very bad example making him a bad person.
    • School, church, community, civic organizations, clubs, or sports teams:
    • School and all the activities that can be done in the community are all very important to Paul and he likes to take part and be active where Charles doesn’t even go to school and definitely doesn’t want anything to do with sports teams or after school activities.
    • Any Others:
    • Paul is much more into family and socializing than Charles is as you can see Charles only wants to involve himself with the wrong kinds of kids.
    •  
    • Analyze the influences that contribute to the socioemotional development in adolescence.
    • The socioemotional development causes a much better person in the adolescence field of life because they teach them the importance of family and friends that are needed to make something of your self as a better person.
    • Present specific recommendations for maximizing the socioemotional development in adolescence.
    • Specific recommendations of socioemotional development of adolescence is to make sure that a young child keep their friends and family close to them taking in all the activities and learning experiences they can participate in making for new experiences.
    •  
  • 28. Foundations of Psychology Continue.
    • 2. Analyze the influences that contribute to the physical development in adolescence.
    • Charles physical development is much worse off than Paul due to the fact that he didn’t have good influences and people who cared growing up. His adolescence will never be as strong as Paul and he will never be able to stand alone and complete something as easily as Paul will be able too.
    • 3. Present specific recommendations for maximizing the physical development in adolescence.
    • Charles may be able to change his adolescence in the physical development sense if he starts now and starts hanging with the right crowds learning right from wrong before he falls even more down into a bad spinning spiral.
    • 4. Refer the case studies and analyze the impact of middle and late, late, or on-time developmental milestones on the following issues of cognitive development in adolescence.
    • High School / Vocational School:
    • Charles dropped out of school and due to getting himself in trouble went to a reform school which didn’t do much for him, in the end he still was on the street and a trouble child where Paul went to high school and made something of himself most likely going onto college.
    • Academic achievement – Reading, Spelling, Math, Science:
    • Paul was much more concentrated on his studies as you can see and was a much better reader, speller, mathematician, and science student than Charles was. He took his studies very serious and strived to be the best where Charles was satisfied with not even attending school and living on the street starting off with learning disabilities from the beginning.
    • Discipline issues, if any:
    • Charles has very bad discipline issues and starts fights when teachers try and tell him what needs to be done. Where Paul peacefully sits and talks to his disciplinarian taking the time to straighten things out.
    • Peer group relationships:
    • Charles starts fights with fellow students because he feels it is easier to put on a hard front where Paul gets along with his peers and has many well behaved friends.
  • 29. Foundations of Psychology Continue.
    • Relationships with authority figures:
    • Paul likes his authority figures and gets along very well with them where Charles doesn’t have any authority figures because he pushes them away causing problems and fights.
    • Employment training and experience:
    • Either of the boys have employment training or experience but I do feel personally that Paul is more likely to be ready at their age to go out and get a job and be ready to take orders from a manager where Charles will only start fights and not want to listen to authority.
    • Any Others:
    •  
    • 5. Analyze the influences that contribute to the cognitive development in adolescence.
    • Cognitive development is very important as well to adolescence because it prepares you with morals and understandings of what a teen as to become and follow to become a decent adult.
    • 6. Present specific recommendations for maximizing the cognitive development in adolescence.
    • I think due to the fact that Charles didn’t have a good life from the beginning he is kind of at a loss with the cognitive development, no one taught him discipline and how to hand things such as school. Where Paul is at his maximum with cognitive development because his family raised him right and starting teaching him right from wrong and learning strategies right from the beginning.
    • 7. Refer to the following topics corresponding to the socioemotional development process and the case studies, and analyze the impact of family in adolescence.
    • Family background - cultural, ethnic, and moral influences: N/A
  • 30. Foundations of Psychology Continue.
    • Marital history and marital relationships of parents and/or grandparents:
    • Charles lost his mother at a very young age which is very unfortunate but he didn’t listen to her or want her help with anything anyway. He didn’t want foster parents and rather of lived on the street which means he didn’t have great relationships with his parental guardians. Where Paul got along very well with his family and always took the time to have a good understand with his parents.
    • Sibling and peer relationships:
    • Paul growing up and to this day still seems to have a great relationship with his siblings where they are learning from each other and are there for each other where Charles doesn’t have any siblings and his peers all set a very bad example making him a bad person.
    • School, church, community, civic organizations, clubs, or sports teams:
    • School and all the activities that can be done in the community are all very important to Paul and he likes to take part and be active where Charles doesn’t even go to school and definitely doesn’t want anything to do with sports teams or after school activities.
    • Any Others: Paul is much more into family and socializing than Charles is as you can see Charles only wants to involve himself with the wrong kinds of kids.
    •  
    • 8. Analyze the influences that contribute to the socioemotional development in adolescence.
    • The socioemotional development causes a much better person in the adolescence field of life because they teach them the importance of family and friends that are needed to make something of your self as a better person.
  • 31. Foundations of Psychology Continue.
    • 9. Present specific recommendations for maximizing the socioemotional development in adolescence.
    • Specific recommendations of socioemotional development of adolescence is to make sure that a young child keep their friends and family close to them taking in all the activities and learning experiences they can participate in making for new experiences.
  • 32. Foundations of Psychology Continue.
    • References
    • Argosy University. (2009). Developmental Psychology Theories: Module 4: Physical Development Retrieved June 3, 2009, from http://myeclassonline.com/ec/crs/default.learn?CourseID=3433060&Survey=1&47=5100581&ClientNodeID=404511&coursenav=2&bhcp=1
  • 33. Applied Psychology
    • Jessica Santalla Kleiser
    • Dr. Rainwater
    • Social Psychology Psy310
    • May 21, 2010
    • After doing a lot of research I found that our textbook states that “some situations (onrushing trucks, funerals) demand that people behave in particular ways, other situations (nightclubs, own empty living rooms) allow people to behave in many different ways. Strong situations tend to afford a narrower range of opportunities and threats for the people in them” (Social Psychology Textbook Pg 35). When thinking over my past life and situations I have been in I feel a strong situation that I participated in was when my father had his heart attack. Back when I was in the fifth grade my father had a massive heart attack which caused him to need a quadruple bypass and the repair of an aneurism that was on the tip of his heart, the surgery was very server and with his heart being so weak he almost didn’t make it. This was a time to come together and follow the roles and rules of medication and hope he pulled through.
    • For instance in this situation there weren’t many scripts that neither I nor anyone in my family could have explored. The actions, ways of behaving, and things expected of us were very structured with no exceptions. For example, during the surgery we all had to wait in the waiting room patiently trying to remain as calm as we could knowing there was nothing we could do to help except hope and pray for his survival. Another example was once he came home we had to follow many rules that the doctor gave us on how to take care of him, what he would need us to do, and how long it would be until he could do things on his own. We were pretty much on his beck and call for the safety of his own health and his survival for many months.
    • Due to the fact that we didn’t have many other scripts to follow except the few that were given to us I feel this made it a strong situation. My whole family followed it and agrees this was one of our hardest times as a family to work through but we did it for him and the fact that without him we would never be the same.
    • With this being said a “weak situations tend to afford a relatively wide range of opportunities and threats. Nightclubs, for instance, not only allow for socializing with friends, meeting new people, finding romance, dancing, listening to music, and professional networking, but also for saying something stupid to a friend, being ignored by
  • 34. Applied Psychology Continue.
    • other clubgoers, getting rejected by a desired love interest, and demonstrating clumsiness on the dance floor” (Social Psychology Textbook Pg 35). I feel a weak situation that I put myself in during my lifetime was going away to school at a university far away from home where no one knew me. My freshman year of college I attended Rider University where no one knew who I was and I could start off fresh without anyone judging me for what I have been through in life. Growing up in a small town everyone knew about my medical problems and in some ways treated me different than other students in my grade not leaving me many opportunities for change.
    • By going away to school I had exactly the scripts mentioned above such as meeting new people, socializing with friends, and finding romance, along with many other things. There were not many different rules and regulations I had to follow as long as I completed my school work and put that first in my life. Going away to school was a great opportunity for me and I did make some great friends along with many changes that I still hold very dear to me after four years as well as transferring schools. I think the people around would me would agree because college has opened up new path ways for many of my friends and have made them better people as well as allowed them to walk away with experiences they could never replace. This assignment was very educational for me and I truly enjoyed doing it because the things that I thought were a strong situation before doing research turns out to be a weak situation but very life changing, which also goes the same way for the strong situations I thought were more weak on my part during my life time.
  • 35. Interpersonal Effectiveness
    • Jessica Santalla
    • Professor Pearcy
    • Interpersonal Effectiveness
    • October 22, 2008
    • Final Project
    • Strengths in interpersonal effectiveness
    • Learning to express my feelings and beliefs on a topic.
    • Learning the different relationships between colleagues, and friends and how things should be handled.
    • All the steps that must be put into being a good effective listener.
    • Working with group during an online assignment not face to face.
    • Areas of development
    • I have been working on developing my relationships by being more open and positive.
    • Also, I have been communicating with others rather than just telling people what I want and except it to be done that way.
    • When looking back over the things that I have learned over the past eight weeks I have come to realize that there are a few things that I need to do differently to be able to communicate with others better. I have learned that there is more to a relationship then just working on right now, you need to be able to communicate with each other and tell each other how you feel. There is nothing wrong with being honest and in the long run whether it is with a co-worker or a significant other. Also I have to give people more of a chance to complete their assignments or tell their feelings before I just jump to a conclusion and make a bad decision based on unknown facts. Taking things into my own hands is something that I will have to try not to do because there are other people in the mix.
    • I think that over the next few months I need to focus on working with others in a virtual group and learning how to communicate better without having that face to face contact. I think that over the years of
  • 36. Interpersonal Effectiveness Continue.
    • schooling I have been spoiled with having everything put right in front of me and not having to really work with a group outside of class which is something I need to change. Also, I feel that I need to work on my non-verbal skills, there is a lot more to a person then just the way they look. I feel that a person cannot always read by their outer appearance, the tone of their voice and actions take a big part in who they are. Just because a person may look like they are in a bad mood doesn’t mean that they always are, the tone of their voice can completely change your outlook of them. I have a bad habit of judging the mood of my family and friends by the way they look and I need to work on not doing that because I am not always correct.
    • I feel that my self-concept of myself is still the same as it was in the beginning of the course, I still stand for everything that I believed in two months ago and I don’t plan on changing that. I still want to be treated as an equal and believe in the saying “do to others the way you want to be treated”. I have a lot friends that I don’t know what I would do without and family members that mean the world to me and it is because we all believe in each other and support each other. I am now aware that things do not come to you as easy as it does as a child but just because you have to work for something doesn’t mean that it is not worth it. If anything I feel that working for something makes it all the more worth it in the end. The mission is something that you have completed and has made you the person that you are today. I feel that my awareness has become much greater due to this class because it has made me realize you have to work for a relationship and communication just as much as you have to work for understanding.
    • From now on I want to start off my days, as well as my career in a positive way, I want to look at everything from all different angles and make sure that I have considered everything that could happen from my actions. I know that this something that should have been since I was a child and I have tried my best to complete this task but now I want to really think about it each day and see if I can improve the way I complete things. I want to create a goal that consist of me graduation from Argosy University by May of 2010 and going onto grad school and getting my masters in Psychology. I have always tried to finish things that I have started but this time I am determined to complete this goal because I want to make something of my life. I will continue to build my strengths by staying organized and keeping in mind the important things that must come first, not just doing what I feel is good because it is complete. I must give it my all and make myself proud of who I have become in the end of my mission. Taking this class is very serious to me and I want to finish it by giving this assignment my all and try to understand everything that needs to be put into it, which is what I have tried to do. I hope that I have answered all the questions and completed the final project with a good grade because everything that I have said really is important to me and I want to try change for the best.
  • 37. My Future in Learning
    • Due to my past medical history and unpredictable future I have always been grateful for learning. In my future I intend to continue studying psychology and taking each experience and client with me as a learning tool and memory. A lifetime full of learning is a good lifetime for me, I want to expand my knowledge passing it on to my children and family.
  • 38. Contact Me Thank you for viewing my ePortfolio. For further information, please contact me at the e-mail address below. [email_address]