2. Personal Statement
As far back as I can remember I have always been interested in what makes an individual
who they are. I have always wanted to know why people feel the way they do, why one individual
reacts to something in a different manner than the individual next to them, what motivates people to
do the things they do. My personal experiences in raising a son who has been diagnosed with Bipolar
Disorder, emotional disturbance, and possibly Asperger Syndrome, have all combined to give me a
strong motivation to pursue a career in psychology. Specifically, I plan to pursue a career in forensic
psychology working in family court. Child and adolescent development plays a major role in the
psychology of an adult.
Becoming a mother at a young age interrupted my education, but it also provided me with
valuable life experiences and achievements that will contribute to my future studies and career. For
example, I have learned to handle stressful situations calmly and have learned to expect the
unexpected. I am also a determined individual. I rarely give up on anything once I have started and I
believe that shows in my commitment to my education. I returned to school after a hiatus of six years
and have, since then, earned my General Education Diploma, an Associate of Arts in Psychology
with a GPA of 3.15 and am weeks away from earning a Bachelor of Arts in Psychology with a GPA
of 3.19. I am also intelligent, with my greatest strengths lying in the subjects of English
composition, literature, and history. I am not, however, strong in every subject. While I am proficient
in basic math and early algebra, I struggle with the higher levels of algebra and statistics, which has
had a negative affect on my grade point average. My biggest weakness, and one that I am learning to
overcome, is my tendency to doubt myself. Numerous times, throughout my college education, I
have spent days worrying about an assignment only to find out that I received a perfect score on it.
3. Personal Statement (cont.)
I believe my work history has also provided me with valuable skills and accomplishments
that will contribute to my future. The most valuable experience I have had comes from my work at a
quick-service restaurant. I worked at Steak Escape for seven years, starting as a shift-worker and
eventually rising to the position of assistant manager. While I was there, I learned effective problem-
solving skills through my interactions with unsatisfied customers and equipment failure. I learned
how to better interact with people through training and supervising employees and interacting with
customers. During my time as assistant manager, I contributed to increased sales and, through more
efficient scheduling and food production, reduced expenses. I later worked as a receiver at a
warehouse where I implemented a new checklist for received shipments that reduced errors. In the
last few years before I became a full-time student, I worked in temporary positions at various
factories. Those positions taught me that I tend to get bored easily and, as a result, I do not work well
in positions where the employee is expected to repeat the same task all day, every day. I work best in
jobs that provide variety as opposed to the same scenario every day. A job in family court would
provide that variety.
4. Personal Statement (cont.)
My plans for the future are twofold. On a personal level, I simply want a steady career that I enjoy and
will leave me with time to spend with my son. I want to raise my son to be successful and happy.
Eventually I would like to travel to Scotland, Romania, and Italy. As a child I loved horseback riding
and I would love to own my own horses one day. On a professional level, I plan to begin searching
for a job once I finish my Bachelor’s degree. I will take two or three months off while I do this but
plan to start working on my Master’s degree by January of 2012. Once I have completed my Master’s
degree, I want to pursue a career in family court, performing such duties as child custody
evaluations, visitation risk assessments, and child abuse evaluations. I believe this position is an
important one in family court because child and adolescent development plays such a huge role in the
psychology of an adult. Abused children and children of divorce are particularly vulnerable and a
forensic psychologist can provide valuable information and insights that could make a difference in a
child’s life.
5. Resume
Education
Argosy University - Bachelor of Arts in Psychology with concentration in criminal justice
1/11/2010-10/26/2011
University of Phoenix - Associate of Arts in Psychology
5/07/2007-8/23/2009
General Education Diploma
11/14/2006
Work Experience
Assistant Manager: 5/10/1999 – 01/07/2005
Oversaw opening and closing procedures for store
Compiled monthly inventory data for corporate office
Managed crews of 5 to 25 employees
Balanced cash drawer at each shift change
Calculated bi-weekly payroll for all employees
Completed end of day bookkeeping
Counted nightly cash deposits
Handled large volumes of cash transactions
Assisted manager with day to day operations including weekly employee scheduling, resolving
customer disputes, and weekly supply orders
6. Resume (cont.)
Pet Care: 8/2002 – 1/2003
Ensured all animals were fed properly
Administered correct medication to animals as needed
Cleaned and disinfected animal kennels daily
Cashier: 4/2005 – 11/2005
Opened and closed store
Completed end of day bookkeeping
Balanced cash drawer at end of shift
Restocked displays as needed
Compiled twice weekly supply orders
Order fulfillment: 11/2005 – 4/2006
Retrieved product to fill orders
Checked orders against computer data for errors
Packaged orders for shipment
Notebook assembly: 4/2006 – 8/2006
Teardown of LCD screens
Packaged notebooks for shipment
Downloaded software to notebooks
7. Resume (cont.)
Cashier: 11/2006 – 4/2007
Daily food preparation
Customer Service
Prepared food to order
Handled cash and credit card transactions
Receiving Department: 8/2007 – 12/2007
Scanned all incoming product
Checked products for damage and adherence to company specifications
Prepared all air freight shipments
Informed analysts of any issues with product
Assisted in packing department as necessary
Receptionist: 12/2007 – 2/2008
Assisted all visitors to office
Transferred incoming telephone calls and took messages for office personnel
8. Resume (cont.)
Achievements
Honor Roll at Argosy University Summer Semester I & II
Skills
Extensive customer service experience
Extensive cash handling and counting experience
Quick learner
Fast reader
Proficient in Microsoft Office
Experience in Microsoft Excel
Experience with multi-line telephone
Experience working in warehouse positions
Experience in basic bookkeeping
9. Reflection
I have learned much in my academic tenure at Argosy University and throughout
my college career, the most important of which is that I have the ability to change my
future and that I have a passion for the field of psychology. I have also
learned, however, that nothing comes without hard work and so I have learned to apply
myself in order to further my goals. I have learned time management skills as well as
critical thinking skills that may not have been possible were it not for my classes. The
most exciting aspect of my career, however, has been learning so much about all of the
widely varied aspects of psychology. Each of my classes has opened up a new field of
thought or study to me and, in doing so, gave me the opportunity to decide which
aspects of the field I wanted to study further. For me, that is forensic psychology.
The last four years of my academic journey, and particularly my capstone
course, have given me the opportunity to take an objective look at my strengths and
weaknesses. My biggest weakness in psychology is in oral communication. I have not
had much of an opportunity to familiarize myself with giving oral presentations and I
still have much room for improvement. For example, while I am able to create and
organize oral presentations, I do not possess extensive ability in delivering oral
presentations which I believe is the most important aspect. I also have shown weakness
in active listening communication skills. While I understand the concepts of active
listening and communication skills, I still struggle with implementing it in my personal
life. I do not always apply active listening communication skills and I do not always
solicit or utilize feedback in interpersonal and organizational relationships.
10. Reflection (cont.)
My biggest strengths lie in written communication skills and knowledge of psychology. I am
effective in written communication as is demonstrated by my paper on psychological disorders
written for University of Phoenix. I am able to exhibit recognition and comprehension of the
concept, perspectives, theories, and applications in psychology and am able to evaluate those theories
in order to apply them to explain everyday events and experiences. In written communication skills, I
am able to demonstrate the ability to apply appropriate levels of clarity in
content, language, grammar, and organization in current APA formatting standards. I am also able to
develop, apply, and defend my stances on psychological concepts within my written works.
11. 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
**Include work samples and projects with a Title Page and
organized accordingly to demonstrate each of the Program
Outcomes above
13. Cognitive Abilities (cont.)
Unipolar and bipolar disorders affect close to fifteen percent of the population.
They are characterized by periods of severe depression alternating with feelings of
extreme euphoria. These disorders can affect a person’s interactions with the world and
interfere with normal day-to-day functioning. Most people with a mood disorder suffer
only from depression, a pattern called unipolar depression, in which there is no history
of mania and the patient typically returns to a mostly normal mood when the depression
lifts. Other patients might experience periods of mania that alternate with their feelings
of depression in a pattern called bipolar disorder.
Unipolar disorder is identified by severe, debilitating episodes of clinical
depression. Patients suffering from unipolar disorder generally only experience
symptoms on the lesser side of the spectrum. However, the symptoms do not generally
improve in response to the people and events that surround them. Patients often remain
apathetic and emotionally unresponsive. They may no longer enjoy the things they used
to do and may become withdrawn, hopeless, and overwhelmed. (Bipolar Central, 2004)
Major depression is diagnosed if the person reports having five or more depressive
symptoms for at least two weeks. Beck's Depression Scale Inventory or other screening
tests for depression can be helpful in diagnosing depression. If severe unipolar disorder
is left untreated, it can result in suicide, lost relationships, and trouble with work or
school. Patients may miss work functions, family events, and lack the motivation to
participate in activities that they once enjoyed. The causes for unipolar disorder are not
fully understood, but may include; a disruption in neural circuits and neurochemicals in
the brain, genetic predisposition, or secondary disorders (such as post-traumatic stress
disorder, social anxiety disorder, panic disorder, or generalized anxiety disorder).
14. Cognitive Abilities (cont.)
There are approximately 62 clinical symptoms of unipolar disorder. These 62 can be divided
into seven broader categories; emotional disturbances (such as persistent
sadness, hopelessness, anxiety, and inappropriate guilt), changes in eating habits (loss or
appetite, weight loss or gain, and overeating), sleep pattern changes (difficulty sleeping or sleeping
too much), mental changes (such as forgetfulness, difficulty concentrating, and difficulty making
decisions), social problems (isolation, drug or alcohol use, and relationship difficulty), physical
problems (such as headaches, constipation, back pain, and muscle aches), and other problems such as
poor school grades, reckless behavior, and thoughts of suicide (Wrong Diagnosis, 2004).
Unipolar depression can be treated in a number of ways. The most common is a combination
of medication and therapy. Several studies support the idea that antidepressant drug therapy
combined with psychotherapy appears to have the most successful long-term treatment rate.
Medications include tricyclic antidepressants, monoamine oxidase inhibitors, selective serotonin re-
uptake inhibitors (SSRIs), and some newer antidepressant drugs. While antidepressant medications
can be very effective, some may not be appropriate for all ages. For example, in September, 2004 the
FDA began considering a warning that some antidepressants may increase the risk of suicidal
tendencies in children. In 2007, the FDA proposed that all antidepressant medicines should warn of
the risk of suicidal behavior in young adults ages eighteen to twenty-four (MedLine Plus, 2008).
Electroconvulsive therapy (ECT) is a treatment that causes a seizure by means of an electrical
current. ECT may improve the mood of severely depressed or suicidal people who don't respond to
other treatments. Research is also now being conducted on transcranial magnetic stimulation
(TMS), which alters brain functioning in a way similar to ECT, but with fewer side effects. Use of
light therapy for depressive symptoms in the winter months and interventions to restore a normal
sleep cycle may be effective in relieving depression.
15. Cognitive Abilities (cont.)
The outcome is usually good with treatment, and although most depressive episodes can be
effectively treated with either medication, psychotherapy, or both, depression is a recurring problem
for many people. For people who have experienced repeated episodes of depression, maintenance
treatment may be needed to prevent future recurrences (MedLine Plus, 2008).
Bipolar disorder is different from unipolar disorder because patients can suffer from cycles of
extreme feelings of euphoria to severe symptoms of depression. It is estimated that close to 5.7
million adults suffer from bipolar disorder. Bipolar disorder is a disease defined by unusual shifts in a
person’s mood, energy, and ability to function. Like any other major illness, bipolar disorder requires
long-term treatment that must be carefully managed throughout the patient’s life. Patients experience
alternating episodes of depression and mania that can last for days at a time. A manic episode is
diagnosed if elevated mood occurs with three or more of the other symptoms most of the day, nearly
every day, for one week or longer. If the mood is irritable, four additional symptoms must be present.
A depressive episode is diagnosed if five or more of these symptoms last most of the day, nearly
every day, for a period of two weeks or longer (National Institute of Mental Health, 2008).
Symptoms of bipolar disorder are varied and are generally occur at two separate times. The
first set of symptoms can occur during a manic phase and they include: increased
energy, irritability, racing thoughts, little sleep, poor judgment, increased sex drive, substance
abuse, and aggressive behavior. During a depressive episode, symptoms can include lasting
sadness, feelings of hopelessness or guilt, loss of interest, difficulty concentrating, changes in
appetite, chronic pain, and thoughts of suicide or suicide attempts (National Institute of Mental
Health, 2008). A mild to moderate level of mania is called hypomania - this may feel good to the
person who experiences it and may even be associated with good functioning and enhanced
productivity. Because of this, even when family and friends recognize the mood swings as possible
bipolar disorder, the person may deny that anything is wrong. Occasionally, severe episodes of mania
or depression include symptoms of psychosis. Common symptoms can include hallucinations and
delusions.
16. Cognitive Abilities (cont.)
Most patients suffering from bipolar disorder can be effectively treated and achieve
substantial stabilization of their mood swings. Because bipolar disorder is a recurrent illness, long-
term treatment is strongly recommended. A strategy that combines medication and psychosocial
treatment is optimal for managing the disorder over a long period of time. Treatment options can
include mood stabilizer medications such as lithium, anticonvulsant medications, antipsychotic
medications, benzodiazepine medications, cognitive behavioral therapy, psycho education, family
therapy, social rhythm therapy, electroconvulsive therapy, herbal or natural supplements, and
Omega-3 fatty acids (National Institute of Mental Health, 2008). Even though episodes of mania and
depression come and go, it is critical for patients to remain with their course of treatment. This will
ensure the disease remains under control and may reduce the chance of having recurrent, worsening
symptoms.
For some, good prognosis results from good treatment, which, in turn, results from an
accurate diagnosis (because bipolar disorder continues to have a high rate of both under-diagnosis
and misdiagnosis). It is often difficult, however, for individuals with these conditions to receive
timely and competent treatment. Ultimately, one's prognosis depends on many factors, which may, in
fact, be under the individual's control. These may include; the right medicines; the right dose of each;
a well-informed patient, a good working relationship with a competent medical doctor, a
competent, supportive and warm therapist, a supportive family or significant other, secure finances
and housing, and a balanced lifestyle including a regulated stress level, regular exercise and regular
sleep and wake times (Bipolar and Unipolar Disorders, 2001).
17. References
Bipolar Central (2004). Unipolar Disorder. Retrieved August 30, 2009, from
http://www.bipolarcentral.com/otherillnesses/unipolar_disorder.asp.
MedLine Plus (2008). Unipolar Depression. Retrieved August 31, 2009, from
http://www.nlm.nih.gov/MEDLINEPLUS/ency/article/000945.htm#Treatment.
National Institute of Mental Health (2008). Bipolar Disorder. Retrieved August 31, 2009, from
http://www.nimh.nih.gov/health/publications/bipolar-disorder/complete-publication.shtml
Pinel, John J. (2007). Basics of Biopsychology. Boston, MA: Allyn and Bacon.
Wrong Diagnosis (2004). Symptoms of Unipolar Disorder. Retrieved August 31, 2009, from
http://www.wrongdiagnosis.com/d/depression/symptoms.htm#symptom_list
19. Research Skills (cont.)
Bullying in School Settings; victimization trends and psychological effects
Outline of Literature Findings:
Article: Victimization by bullying and harassment in high school: Findings from the 2005 youth risk
behavior survey in a southwestern state. Sheri Bauman.
– Summary: This study focused on victimization of high school students due to bullying and
harassment. The study used data from the 2005 Youth Risk Behavior Study from the state of
Arizona to determine frequency and differences based on gender, age, body mass
index, depressive symptoms, and academic performance. The participants of the study were
3,307 students in Arizona in grade 9 through 12. The surveys were administered by teachers or
trained data collectors using a script provided by the Center for Disease Control and were
completed anonymously in the classroom (Bauman, 2008). The findings from this study indicate
that gender does not play a significant difference in the frequency of victimization from
bullying, but differences in age, body mass index, depressive symptoms, and academic
performance were of statistical significance (Bauman, 2008).
– Strengths and Weaknesses: A strength of the study is the thoroughness of the research. Data
from each section (age, body mass index, depressive symptoms, and academic performance)
was calculated separately to determine differences and the survey consisted of 99 questions; 16
demographic questions and 83 questions related to the study. A weakness of the study is the
length of the survey. While 99 questions is thorough, asking adolescents to complete that many
questions in one sitting could lead to inaccurate answers if they begin to get bored or impatient
with the survey and are no longer paying sufficient attention to the questions and their answers
to them .
20. Research Skills (cont.)
Article: Families Promote Emotional and Behavioural Resilience to Bullying: Evidence of an
Environmental Effect. Lucy Bowes, Barabra Maughan, Avshalom Caspi, Terrie E. Moffitt, & Louise
Arseneault.
– Summary: This articles examines the resiliency of children in terms of their reactions to
bullying as well as the role families can play in promoting resiliency. The researchers used data
from reports completed by mothers and children to study victimization by bullies in primary
school. Reports completed by mothers and teachers were also used to determine behavioral and
emotional adjustments of the children. Reports from mothers were used to determine what type
of home life was provided for the children. The study concludes that children who have a
supportive, nurturing home life have higher levels of resiliency and, as a result, are better able to
cope with bullying (Bowes, et al., 2010).
– Strengths and Weaknesses: The weakness in this study lies in the method of determining the
type of home life. Researchers rely solely on reports from the mothers who may be tempted to
exaggerate, play down, or lie about the child’s home life .
21. Research Skills (cont.)
Article: School Bullying: Do Adult Survivors Perceive Long-Term Effects? Nicolas Carlisle & Eric
Rofes.
– Summary: This study used a sample population of 15 adult white men from the United
States, Australia, and the United Kingdom who were bullied in school. The participants, on
average, were bullied at least once a week for five years or more. Each participant was given a
four page questionnaire with 11 open-ended questions. This study concludes that bullying, even
when it is over and the victims are no longer being bullied, has long-lasting ramifications.
Participants in the study describe persisting feelings of anxiety, fear, vulnerability, symptoms of
obsessive-compulsive disorder, and low self-esteem (Carlisle & Rofes, 2007).
– Strengths and Weaknesses: The sample population in this study is too small and selective to be
representative of the general population. In order for the study to be valid, the sample population
would need to be larger and more representative of the general population (more than adult
white males). The strength of this study is the inclusion of a quantitative question asked the
participants to indicate whether they displayed any of 26 symptoms that are commonly
associated with bullying and child abuse. However, the self-assessment could indicate some bias
and lack of objectivity.
22. Research Skills (cont.)
Article: An Analysis of Bullying Among Students Within Schools: Estimating the Effects of Individual
Normative Beliefs, Self-Esteem, and School Climate. Brian P. Gendron, Kirk R. WIlliams, & Nancy
G. Guerra.
– Summary: This article focuses on the relationship between self-esteem, school climate, and
approving beliefs of bullying and the frequency of bullying. The participants of the study were
culled from elementary, middle, and high schools with a total of 7,299 participants from across
the state of Colorado. Participants were asked to complete self-report surveys twice in one year
(Gendron, et al. 2011). The findings indicate that there is a relationship between the variables.
Self-esteem, school climate, and approval measured in the first survey was able to predict
bullying frequency reported in the second survey. The article further states that in cases where
reports of school climate were negative, higher self-esteem was associated with higher
frequencies of bullying whereas in cases where reports of school climate were positive, higher
self-esteem was associated with lower frequencies of bullying (Gendron, et al., 2011).
– Strengths and Weaknesses: The varied demographic in the sample population appears to be
well representative of the general population which gives the study validity.
Additionally, conducting two surveys, as opposed to one, gives researchers a means of
comparison. However, this study also used self-report questionnaires which leaves the
possibility of bias and lack of objectivity, particularly when those questionnaires are completed
by children and adolescents.
23. Research Skills (cont.)
Article: Bullying as a social process: The role of group membership in students' perception of inter-group
aggression at school. Gini Gianluca .
– Summary: This study focuses on students’ perception of bullying and how those perceptions
may be affected by certain variables. The sample population consisted of 455 adolescents who
were asked to read a short story with manipulated variables. The manipulated variables included
the role of the in-group in regards to bully vs. victim and teacher likeability in regards to high
vs. low (Gianluca, 2006). They were also asked to assess their own group and an out-group
based on four variables; liking, attribution of blame, attribution of punishment, and right to use
the basketball court. The findings indicate no significant difference in teacher likeability. There
is, however, a strong bias in favor of the in-group. This bias tended to strengthen when the in-
group was seen as a the victim as opposed to the bully. The study also found a gender difference
in that girls did not accept physical bullying as easily as boys (Gianluca, 2006).
– Strengths and Weaknesses: With 226 boys and 229 girls selected from middle schools that
were randomly selected in Italy, there appears to be no bias in participant selection. All the
participants came from one ethnic group (Caucasian) which could indicate a racial bias but may
also be representative of the demographics in that area of Italy. Self-assessment, in this study, is
likely the most accurate way of measuring individual perceptions, particularly since the
questionnaires provided were completed anonymously.
24. Research Skills (cont.)
Article: "It must be 'me'": Ethnic diversity and attributions for peer victimization in middle school. Sandra
Graham, Amy Bellmore, Adrienne Nishina, & Jaana Juvonen.
– Summary: This study focuses on self-blaming attributions in a mediating role in peer
victimization and maladjustment issues as well as ethnic diversity in the classroom as a
moderating role. 1,105 Latino and African-American 6th graders were recruited from schools in
which Latinos and African-Americans were the majority ethnic groups, minority ethnic
groups, or enrolled in ethnically diverse schools (Graham, et al., 2009). Data from their peers
was collected to determine who had reputations as victims. Six months later, self-report data was
collected on self-blame, depressive symptoms, and feelings of self-worth. The findings suggest
that bullying victims in an ethnic majority may suffer more severe effects of victimization than
those in minority ethnic groups because they deviate from what is considered normal and tend to
self-blame more than victims in a minority ethnic groups (Graham, et al., 2009).
– Strengths and Weaknesses: Using peer nomination as well as self-reporting somewhat rectifies
the bias that can occur in studies done using only self-reporting measure. Additionally, having a
sample population composed of only two ethnic groups is actually beneficial to the outcome of
this study since the focus was on the role of ethnic diversity in bully victimization.
25. Research Skills (cont.)
Article: Traditional bullying, cyber bullying, and deviance: A general strain theory approach. Carter
Hay, Ryan Meldrum, & Karen Mann.
– Summary: This study looks at the effects of bullying on externalizing deviance, internalizing
deviance, and the differences between genders in response to bullying. Data for this study was
gathered through self-report surveys completed by middle and high school students. The
findings suggest that the consequences of bullying on the victims is exhibited in external and
internal forms of deviance. Additionally, the study found a significant difference in how gender
moderates that deviance (Hay, et al., 2010).
– Strengths and Weaknesses: Though self-report surveys were used in this study, the questions
contained in the survey used multiple option questions with ordinal response categories, which
would lead to less bias. However, some questions pertained to illegal or socially incorrect
behavior that could lead to incorrect data being entered. The sample population was composed
of approximately 400 students from one high school and one middle school. Since the only
students that were excluded were those that were not allowed by their parents, the sample
population is highly representative of the general population.
26. Research Skills (cont.)
Article: Participant roles in bullying behavior and their association with thoughts of ending one’s life. Ian
Rivers & Nathalie Noret.
– Summary: This article focuses on the mental health ramifications of bullying victims as well as
those who witnessed acts of bullying, those who bullied others, and a combination of the three.
The study examined surveys of 2,002 students, age 12-16, in England. The findings show
that, while students in each individual category have increased risks of poor mental health and
attempts of suicide, students who fell into multiple categories reported more frequent thoughts
of suicide (Rivers & Noret, 2010).
– Strengths and Weaknesses: The sample population in this study spanned every ethnic, socio-
economic, and gender that is represented in the general population giving the sample population
increased validity in the sample population and the results of the study being applicable to the
general population. Another strength in this study is that researchers visited the classes before
the surveys were administered to explain how the data would be collected, what type of
questions would be on the survey, and informed the students that they could skip any questions
that made them uncomfortable.
27. Research Skills (cont.)
Article: Can Social Support Protect Bullied Adolescents From Adverse Outcomes? A Prospective Study
on the Effects of Bullying on the Educational Achievement and Mental Health of Adolescents at
Secondary Schools in East London. Catherine Rothon, Jenny Head, Emily Klineburg, & Stephen
Stansfeld.
– Summary: This article focuses on the role of social support in mediating the negative effects of
bullying on mental health. The sample population was composed of multiethnic adolescents (11-
14 years old) from 28 schools in London. The baseline survey provided for students to complete
contained multiple choice questions regarding frequency of bullying in schools. Two years
later, students were given the Short Moods and Feelings Questionnaire to gage depressive
symptoms and educational achievement tests were used to asses the students academic
performance (Rothon, et al., 2011). Social support was measured using the Multidimensional
Scale of Perceived Social Support. The findings show that high levels of social support from
family as well as high levels of support from friends combined with moderate support from
family play a significant role in mediating the negative effects of bullying.
– Strengths and Weaknesses: A strength of this study is the questionnaires used for the self-
reporting surveys. Both surveys appear to be well-known and accepted as useful tools in
collecting data. There are limitations, however, in that the levels of social support were
determined based solely on the students’ self-report survey with no input from the family.
Additionally, while educational achievement was measure two years after the baseline
survey, there was nothing with which to compare the results to as no baseline was determined
for educational achievement.
28. Research Skills (cont.)
Article: Stability of peer victimization in early adolescence: Effects of timing and duration. Sandra Yu
Rueger, Christine Kerres Malecki, & Michelle Kilpatrick Demaray.
– Summary: This article examines the effect of timing and duration of bully victimization on
educational and psychological outcomes for middle school students, using a sample population
of 863 students (Ruegers, et al., 2011). Factors looked at include GPA, school attitude, self-
esteem, attendance, anxiety, and depression. Information was gathered from two different
sources for this study. Frequency and duration of victimization was determined from surveys
completed by the students as was data relating to school attitude, self-esteem, anxiety, and
depression. Attendance and GPA was determined through school records. The findings suggest
that students who suffered from prolonged periods of victimization suffered higher levels of
negative effects than those who experienced shorter periods of victimization (Ruegers, et
al., 2011).
– Strengths and Weaknesses: This study is limited by only gathering psychological data from
self-report surveys. Particularly, symptoms of anxiety and depression may be more objectively
gathered from teachers or parents. Instructions for the surveys, however, were read aloud to the
students which decreased inaccurate answers due to varying levels of reading ability and
comprehension .
29. Research Skills (cont.)
All of the articles above have certain themes in common and many have similar findings. Several of the
studies focused on the long-term psychological effects of bullying and factors that can influence
those effects. The most common theme in most of the articles is how severe the effects of bullying
can be; causing problems with self-esteem, academic performance, anxiety, depression, and in many
cases, thoughts or attempts of suicide (Rueger, et al., 2011). I was surprised to find that those
psychological effects can be felt by those are doing the bullying and people who witness acts of
bullying as opposed to only the victims of bullying (Rivers & Noret, 2010). Perhaps the most
significant findings from these articles is that bulllying is not restricted to any one social
class, gender, age, or ethnicity. It seems clear that bullying is a widespread problem and, due to the
long-lasting psychological and academic consequences, is something that needs to be addressed in
schools and in the home.
30. Research Skills (cont.)
References
Bauman, S. (2008). Victimization by bullying and harassment in high school: Findings from the 2005
youth risk behavior survey in a southwestern state. Journal of School Violence, 7(3), 86-86-104.
Retrieved September 6, 2011 from http://search.proquest.com/;docview/61870469?accountid=34899;
http://www.informaworld.com/openurl?; genre=article&id=doi:10.1080/15388220801955596
Bowes, L., Maughan, B, Caspi, A., Moffitt, T., & Arsenault, L. (July 2010). Families Promote Emotional
and Behavioural Resilience to Bullying: Evidence of an Environmental Effect. Journal of Child
Psychology & Psychiatry, 51(7), 809-817. Retrieved September 6, 2011 from
http://web.ebscohost.com.libproxy.edmc.edu/ehost/pdfviewer/; pdfviewer?sid=688e1a5a-1059-441b-
8850-f0ee81fb39ce %40sessionmgr13&vid=2&hid=21
Carlisle, N. (March 2007). School Bullying: Do Adult Survivors Perceive Long-Term Effects?
Traumatology, 13(1), 16-26. Retrieved September 6, 2011 from
http://;tmt.sagepub.com.libproxy.edmc.edu/content/13/1/16.abstract.
Gendron, B., Williams, K., & Guerra, N. (2011). An Analysis of Bullying Among Students Within
Schools: Estimating the Effects of Individual Normative Beliefs, Self-Esteem, and School Climate.
Journal of School Violence, 10(2), 150-164. Retrieved September 6, 2011 from
http://;www.tandfonline.com.libproxy.edmc.edu/doi/abs/;10.1080/15388220.2010.539166
31. Research Skills (cont.)
Gianluca, G. (2006). Bullying as a social process: The role of group membership in students' perception of
inter-group aggression at school. Journal of School Psychology, 44(1), 51-51-65. Retrieved
September 6, 2011 from http://search.proquest.com/;
docview/62097677?accountid=34899;http://dx.doi.org/;10.1016/j.jsp.2005.12.002.
Graham, S., Bellmore, A., Nishina, A., & Juvonen, J. (2009). "It must be 'me'": Ethnic diversity and
attributions for peer victimization in middle school. Journal of Youth and Adolescence, 38(4), 487-
487-499. Retrieved September 6, 2011 from
http://search.proquest.com/;docview/61904153?accountid=34899;http://dx.doi.org/;10.1007/s10964-
008-9386-4
Hay, C., Meldrum, R., & Mann, K. (2010). Traditional bullying, cyber bullying, and deviance: A general
strain theory approach. Journal of Contemporary Criminal Justice, 26(2), 130. Retrieved September
6, 2011 from http://;search.proquest.com/docview/755012349?accountid=34899
Rivers, I., & Noret, N. (2010). Participant roles in bullying behavior and their association with thoughts of
ending one’s life. Crisis: The Journal of Crisis Intervention and Suicide Prevention, 31(3), 143-148.
Retrieved September 6, 2011 from
http://;search.proquest.com.libproxy.edmc.edu/docview/745195625/abstract? source=fedsrch&acco
untid=34899
32. Research Skills (cont.)
Rothon, C., Head, J., Klineburg, E., & Stansfield, S. (June 2011). Can Social Support Protect Bullied
Adolescents From Adverse Outcomes? A Prospective Study on the Effects of Bullying on the
Educational Achievement and Mental Health of Adolescents at Secondary Schools in East London.
Journal of Adolescence, 34(3), 579-588. Retrieved September 6, 2011 from http://;
www.sciencedirect.com.libproxy.edmc.edu/science/article/pii/; S0140197110000898.
Rueger, S. Y., Malecki, C. K., & Demaray, M. K. (2011). Stability of peer victimization in early: Effects
of timing and duration. Journal of School Psychology, 49(4), 443-443-464. Retrieved September
6, 2011 from http://search.proquest.com/;docview/ 881456479?accountid=34899;
http://dx.doi.org/;10.1016/j.jsp.2011.04.005
33. Written Communication Skills & Foundations of
Psychology
Psychological Disorders
Jaclyn Tate
Axia College University of Phoenix
34. Written Communication Skills & Foundations of
Psychology (cont.)
Part A: Causes and Treatments of Schizophrenia
Schizophrenia is a psychiatric disorder that is characterized by abnormalities in the
perception of reality. These abnormalities in perception can affect all five senses;
touch, sight, smell, taste, and hearing, and can manifest themselves in a wide variety of symptoms.
The most common of these are hallucinations, delusions, and abnormal speech or thinking. The
symptoms of the disorder generally begin to display themselves in adolescence or early adulthood
and can cause severe disruption to the sufferer’s life.
There are three main viewpoints on what exactly causes schizophrenia;
psychological, sociocultural, and biological. The psychological view believes that parents are the root
cause of schizophrenia. Freud believed that if parents are cold and unnurturing, a person develops
schizophrenia in an attempt to regress back to their earliest point of development and are only
interested in meeting their own needs. Frieda Fromm-Reichmann believed that mothers who were
cold, domineering, and uninterested in their children’s lives were likely to cause their child to
develop schizophrenia. There is very little research to support either of these theories, however. The
sociocultural view believes that people who develop schizophrenia are victims of social forces. Their
theory is that social labeling and family stress can contribute to the development of the disorder.
Furthermore, they go on to state that schizophrenia is a label applied to those who fail to perform to
society’s accepted levels. Once the label is applied, it becomes a “self-fulfilling” prophecy.
Again, there is little research to confirm this theory. The most widely accepted view on the causal
factors of schizophrenia is the biological view. The biological view on schizophrenia states that
people are genetically predisposed to developing the disorder. This genetic predisposition is often
inherited and the person may develop the disorder when facing extreme stress. Additionally, relatives
of people with the disorder are more susceptible to developing the disorder. Researchers have
developed a dopamine hypothesis that explains that the symptoms of schizophrenia are caused by the
overfiring of the neurotransmitter dopamine.
35. Written Communication Skills & Foundations of
Psychology (cont.)
The disorder can also be linked to abnormalities in the brain. Type II Schizophrenia, in particular, is
related to enlarged ventricles in the brain. Some other factors recognized in the biological view
include genetic factors, poor nutrition, fetal development, immune reactions, and toxins.
Schizophrenia is a degenerative disorder in that the people who suffer from this disorder, at
one point, functioned acceptably in society, but deteriorated from there. There are three types of
symptoms recognized as symptoms of schizophrenia. Not every schizophrenic will have all of the
symptoms, but a large number of them do have quite a few symptoms in common. The first
group, positive symptoms, includes delusions, disorganized thinking and speech, heightened
perceptions, hallucinations, and inappropriate affect. These are referred to as “positive” symptoms
because they are additions to the person’s original behavior. Delusions are common among
schizophrenics with delusions of persecution being the most common. Some sufferers may only have
one delusion that takes over their lives while others may have several different delusions. Delusions
of reference are also common; where people believe that the actions of others, various objects, and
various events have special meanings. Disorganized thinking and speech often manifests itself
through loose associations and derailment. People with these thought disorders often jump from one
topic to another very rapidly, believing that they are making sense. Heightened perceptions and
hallucinations are also common in people suffering from schizophrenia. They may begin to feel like
their senses are being overloaded with the sights and sounds around them. Hallucinations are loosely
associated with this symptom. Hallucinations can be through any of the senses; they may hear things
that aren’t there, smell things that aren’t there, see things that aren’t there, etc. Inappropriate affect
refers to a display of emotions that are inappropriate to the situation. They may also go through rapid
mood swings.
36. Written Communication Skills & Foundations of
Psychology (cont.)
Schizophrenia affects two areas of the brain; the parietal cortex and the frontal lobe. The
parietal cortex, located just above the temple area, is the part of the brain that is responsible for
making sense of our sights. In other words, it processes what we see, smell, hear, touch, and taste.
When this area is damaged, as it is in schizophrenia, people have trouble distinguishing between
different objects. For example, a patient may be given an apple but they are unable to name it or
understand what it is, even though they can see it and touch it. The frontal lobe is the part of our
brain that helps us organize our lives. It enables us to analyze information and make appropriate
decisions. In people with schizophrenia, there is a severe amount of tissue loss in this area. This
causes people with the disorder to act strangely and do bizarre things because the frontal lobe is also
the section that is responsible for impulse control. (Wielawski, 2008)
The discovery of antipsychotic drugs revolutionized treatment for schizophrenia. These drugs
are able to reduce many of the symptoms of the disorder and are almost always a part of treatment
today. Conventional (neuroleptic) antipsychotic drugs are those that were developed in the
1960s, 1970s, and 1980s. Those that have been developed in recent years are called atypical
antipsychotic drugs. Conventional antipsychotic drugs work by blocking excessive activity of the
neurotransmitter dopamine. According to the research, medication is more effective than any other
program for treating schizophrenia. Most of the time, symptoms dissipate within the first six months
of the patient taking them. However, the symptoms may return if the patient stops taking them too
soon. Unfortunately, there are also unwanted effects to the medications. The most
common, extrapyramidal, effects appear to affect the extrapyramidal parts of the brain and cause
disturbing movement problems similar to the symptoms of Parkinson’s Disease. Therapists today
generally prescribe the lowest effective dose and, if the medication is not working, will stop
prescribing it.
37. Written Communication Skills & Foundations of
Psychology (cont.)
“Thousands of chemical processes take place in a functioning neuron. The transfer of
information is mediated by neurotransmitters that interact with certain receptors.” (Mann, 2006)
When medications are used to block dopamine receptors, this causes a reduction in the symptoms of
schizophrenia while drugs that stimulate dopamine receptors can cause schizophrenic symptoms in
healthy people. There are five dopamine receptors; D1, D2, D3, D4, and D5. These can be separated
into two categories, D1 family and D2 family. While most research shows that the D2 family of
receptors plays a major role in schizophrenia, there have been several key discoveries that suggest
other factors may be involved. The first discovery was that there are other neurotransmitters involved
in schizophrenia, including glutamate, GABA, and serotonin. The second discovery was made due to
the fact that it takes neuroleptics several weeks to have an effect. Neuroleptics actually block activity
at D2 receptors in a matter of hours. Therefore, the time lag suggests that blocking D2 receptors
actually triggers some type of compensatory change in the brain that produces the reduction in
schizophrenic symptoms. Additionally, neuroleptics do not help all schizophrenic patients.
Approximately 30 percent of patients are not helped at all while the rest generally only achieve relief
from some of the symptoms. Furthermore, the patients that do gain relief from their symptoms
typically build up a tolerance to the medication rendering it ineffective. These discoveries have led
some researchers to suggest that the diagnosis of schizophrenia is inaccurate; that the diagnosis
actually encompasses several different disorders that they refer to as “the schizophrenias”.
(Pinel, 2007)
Schizophrenia is one of the most complex and unknown of psychological diseases. The
symptoms come in many different forms and no two schizophrenia patients are exactly alike. The
biggest constant among the many sufferers of the disorder is how much it interferes with daily life
and how overwhelming the disorder can be. Treatment is only partially effective, at best, and not at
all effective for some patients. Research into the causes, symptoms, and treatment of the disorder is
ongoing and hopes to one day be able to better treat, cure, and prevent schizophrenia.
38. Written Communication Skills & Foundations of
Psychology (cont.)
Part B: Interpreting Case Studies of Anorexia Nervosa and Generalized Anxiety Disorder
Anorexia Nervosa and generalized anxiety disorder are both disorders that can interfere with
a person’s daily life and can have negative consequences. Anorexia nervosa is an eating disorder in
which the person starves themselves in an attempt to keep from gaining weight. The
patient, regardless of how thin they really are, sees themselves as fat. Their lack of food intake can
have disastrous results. Generalized anxiety disorder is characterized by an excessive amount of
worry with no apparent cause. The excessive amount of worrying can cause physical side effects that
can be detrimental to the patient’s health.
Case A: Anorexia Nervosa
Case A is the situation of Beth. Beth, as a teenager, became overwhelmed by the fear of
possibly gaining weight. Even though Beth was of normal weight for her height and her age, she
began dieting. She was successful in losing weight, but her self-image continued to decline no matter
how much weight she lost. As of now, Beth is considered “dangerously thin”. However, she
continues to lose weight and is suffering from amenorrhea. Beth should be diagnosed as having
Anorexia Nervosa: Restricting Type. (American Psychiatric Association, 2000)
The onset of Beth’s anorexia was likely triggered by her fear of weight gain and beginning
with strict dieting. Recent research suggests that adolescent females may develop the disorder in
response to perceived cultural expectations regarding body shape and weight, particularly if the
adolescent already has a highly controlled, rigid, or obsessive personality. (Pinel, 2007) Another
perspective, however, may be related to the positive-incentive values of food. The role of positive-
incentive values of food in anorexia has been mostly ignored due to confusion regarding the positive-
incentive theory and the fact that many people suffering from anorexia appear to be obsessed with
food.
39. Written Communication Skills & Foundations of
Psychology (cont.)
However, there is a difference between the positive-incentive value of interacting with food and the
positive-incentive value of eating food. If the patient related food with gaining weight, the positive
incentive of eating food is lowered. Therefore, the patient continues to reduce their consumption of
food. (Pinel, 2007)
The factors contributing to the development of the disorder vary from one patient to another.
However, the nature versus nurture debate may shed some light on the issue. There is a possibility
that Beth is genetically predisposed to developing anorexia, or at least to developing the traits that
often lead to anorexia. In this case, however, the nurture side of the debate is the more likely culprit.
Whether that misdirected nurturing comes from family pressure or societal pressure, there are likely
psychological issues that need to be addressed.
Anorexia is resistant to treatment and, as of now, there are no guaranteed effective treatments
for the disorder. Pharmacological treatments, including tricyclic antidepressants, SSRIs, and classic
antipsychotics have been shown to have little to no effect on treating anorexia. (Barbarich-
Marstellar, 2007) Psychotherapy appears to be the most effective treatment as it addresses the
underlying psychological issues that led to the development of the disorder in the first place.
Case B: Anxiety
Tom is a successful man with a happy marriage and three happy, healthy children.
Outwardly, Tom’s life appears to be satisfying and stable. However, Tom is also displaying
symptoms that indicate a diagnosis of generalized anxiety disorder. He meets the criteria for the
diagnosis based on the fact that he is suffering excessive worry related to perceived problems with
his health, finances, and job responsibilities. Additionally, he has been suffering these feelings of
anxiety for more than six months. (American Psychiatric Association, 2000) Tom’s feelings of
anxiety have also begun to affect his level of work and have caused physical symptoms of
generalized anxiety disorder; muscle tension, headaches, hot flashes, fatigue, disturbances in
sleep, and nausea.
40. Written Communication Skills & Foundations of
Psychology (cont.)
Generalized anxiety disorder is characterized by a general feeling of anxiety without obvious
causes. Genetics may be a factor in the development of this disorder. However, research suggests that
the disorder is more likely to be based on past experience. In the nature versus nurture debate, nurture
is the more likely cause of generalize anxiety disorder.
Treatment of generalized anxiety disorder often involves medications. Patients are often
given prescriptions for benzodiazepines or serotonin agonists. The downside to
benzodiazepines, however, is that there is a high risk of dependency. Additionally, both of these
medications can cause side effects such as; disruption in motor activity, sedation, tremors, or nausea.
In Tom’s case, a serotonin agonist such as buspirone would most likely be the best option for
treatment. Possible side effects of this medication may include dizziness, nausea, headaches, sleep
disturbances, and vary in severity. They may also diminish over time and would be more effective in
treating the disorder than would benzodiazepines.
While neither of these orders is quite as complex as schizophrenia, they can be just as
dangerous if left untreated. Both disorders have physical as well as mental symptoms that can
interfere with the patient’s normal, daily functioning in life. With both anorexia nervosa and
generalized anxiety disorder, psychotherapy can be the most effective treatment. Not only can the
patient undergo therapy to treat the underlying causes of the disorders, they can also be prescribed
medication if it is necessary in their case.
41. Written Communication Skills & Foundations of
Psychology (cont.)
References
American Psychiatric Association, (2000). Diagnostic and statistical manual of mental disorders
(4th ed.). Washington, DC: Jaypee Brothers Medical Publishers Ltd.
Axia College. (n.d.). Appendix A: Case studies. Retrieved September 24, 2009, from Axia
College, Week Nine, PSY240 - The Brain, the Body, and the Mind.
Barbarich-Marstellar, N.C. (2007). Neurochemistry and pharmacological treatments: Where is
the field of anorexia nervosa heading?. Central Nervous System Agents in Medicinal
Chemistry, 7, 35-43. Retrieved September 25, 2009 from EBSCOhost database.
Mann, Rupinder. (May 29, 1996). The Role of Dopamine Receptors in Schizophrenia. Retrieved
September 24, 2009 from http://wwwchem.csustan.edu/chem44x0/SJBR/Mann.htm.
Pinel, J., Assanand, S., & Lehman, D. (2000). Hunger, eating, and ill health. American
Psychologist, 55(10), 1105-1116. Retrieved September 26, 2009 from ESBCOhost
database.
Pinel, John J. (2007). Basics of Biopsychology. Boston, MA: Allyn and Bacon.
Wielawski, Irene. (June 23, 2008). Visualizing Schizophrenia. Brain Research Institute UCLA.
Retrieved September 24, 2009 from
http://www.bri.ucla.edu/bri_weekly/news_080623.asp
42. Ethics and Diversity Awareness
I have also completed assignments and gained information to ensure I meet the competency
requirements in ethics and diversity awareness. In the field of psychology ethics awareness is crucial.
Behaving unethically could have disastrous consequences for the people involved. For example, in a
clinical setting, confidentiality is important because, in order for the client to feel comfortable with
their therapist, they must feel sure that their thoughts and words will not leave that room. However, it
is also important to note that confidentiality can and must be broken in instances where the patient
expresses intent to harm themselves or others. In research settings, informed consent is important
because participants in any study must be fully aware of what they are agreeing to do and be aware
that they may withdraw from the study at any time.
Diversity awareness is another important aspect in the field of psychology. Not everyone
comes from the same culture and, as such, not everyone can be treated in the same fashion. For
example, different cultures have different power structures. In the majority of modern American
families, mother, father, or both is the head of the household. In some Asian cultures, the head of the
household is a grandparent. Additionally, some cultures see mental illness or disorders as an
extremely private matter and may be reluctant to discuss such issues with someone who may be seen
as an outsider. Diversity awareness can also be applied to gender issues as males and females do not
typically react to certain experiences in the same way. For example, a young boy who has witnessed
violence may begin to act aggressively and become angry. A young girl who witnesses the same
violence may withdraw and develop anxiety.
43. Applied Psychology
Gender Identity
Jaclyn Tate
Axia College University of Phoenix
44. Applied Psychology (cont.)
A person’s gender identity (referred to as either femininity or masculinity) is how a person
sees themselves; as more of a woman, or more of a man. Gender identity is different from a person’s
gender (which is biological), gender roles (which are social differences), and gender stereotypes.
Masculinity and femininity can be looked at as the extreme opposite ends of a scale. Most people
find themselves somewhere closer to the middle of that scale, depending on certain traits that can be
attributed to either males or females. This is called the masculinity-femininity continuum
There are several characteristics (or traits) that are considered to be more masculine. These
traits are classified into different groups; physical, functional, sexual, emotional, intellectual, and
interpersonal. They include defending opinions or beliefs, being a provider, being sexually
aggressive, showing little to no emotion, being logical and rational, being intellectual, more
adventurous and competitive (such as playing team sports). Also included in the list are; being a
leader, being forceful, self-sufficient, being an organizer, and being independent. (Chafetz, 1974) Just
as there are characteristics considered to be more masculine, there are traits considered to be more
feminine as well. These characteristics include; caring for children and others, being
empathetic, being indecisive, caring, being affectionate, not following through on tasks, and not
speaking up when challenged. (Snell, 1989)
45. Applied Psychology (cont.)
Physical features also play a role in determining gender identity. This refers to secondary
sexual features, however, not the presence or absence of reproductive organs. Feminine attributes
may include large cleavage, a curvy figure, and a high-pitched voice. Masculine attributes may
include a hairy chest, large muscles, and a deep voice.
Genetics and hormones can also affect gender identity, as well as social factors. Hormones
affect a person’s gender identity by regulating the amount of testosterone and estrogen in a person’s
body. Socially speaking; in almost all families, boys are raised as boys and girls are raised as
girls, which can influence gender identity. Not everything, however, is completely known about the
exact formula that determines a person’s gender identity. While several tests have been developed in
an attempt to determine how masculine or feminine a person is, there is not currently a test that
shows consistent results through all ages, classes, and cultures.
Physical features also play a role in determining gender identity. This refers to secondary
sexual features, however, not the presence or absence of reproductive organs. Feminine attributes
may include large cleavage, a curvy figure, and a high-pitched voice. Masculine attributes may
include a hairy chest, large muscles, and a deep voice.
Genetics and hormones can also affect gender identity, as well as social factors. Hormones
affect a person’s gender identity by regulating the amount of testosterone and estrogen in a person’s
body. Socially speaking; in almost all families, boys are raised as boys and girls are raised as
girls, which can influence gender identity. Not everything, however, is completely known about the
exact formula that determines a person’s gender identity. While several tests have been developed in
an attempt to determine how masculine or feminine a person is, there is not currently a test that
shows consistent results through all ages, classes, and cultures.
46. Applied Psychology (cont.)
I, personally, consider myself to be close to the middle, but further toward the feminine end
of the continuum. Physically and genetically, I am feminine. I feel that I possess both masculine and
feminine characteristics, but more characteristics traditionally associated with femininity than
masculinity. The feminine characteristics include; caring for others, being empathetic, being
affectionate, being more emotional, and not following through on tasks. Some of the masculine
characteristics I possess include; defending my opinions and beliefs, being competitive, and self-
sufficient.
There are a lot of things that influenced my gender identity. Physically and biologically, I am
female, so I believe that played a large part in it. Socially, I was raised by my mother from age 7 to
12 and she has always been very feminine. I believe that femininity was passed on to me through
watching her. I was also raised by just my father from age 12 to 18 with two older brothers. My
father is more masculine than feminine, and he has always taught me to stand of my own two feet. I
think spending my teenage years in a house with mostly males had a huge impact on the more
masculine side of my identity. Not surprisingly, I spent several of my teenage years as a “tomboy”
and it was not until I moved out of my father’s house, at 18, that I began to get back in touch with my
more feminine side. I think the two very different periods of my life have both combined to further
determine my gender identity.
Masculinity and femininity are not things can be described in absolute terms. Gender identity
is a very personal, very individual thing that I do not think can be measured by any tests. There are
no 100% masculine men or 100% feminine women. There are feminine and masculine characteristics
combined in everyone.
47. Applied Psychology (cont.)
References
Chafetz, J. 1974. Masculine/Feminine or Human? Peacock Publishers.
Snell, W.E. 1989. The Masculine and Feminine Self-Disclosure Scale.
Rathus, Spencer A., Nevid, Jeffrey S., Fichner-Rathus, Lois. (2005). Gender Identity and
Gender Roles, Human Sexuality in a World of Diversity. Published by Allyn and
Bacon.
48. Oral Communication Skills
I have completed all of my college courses in an online setting and, as such, have
not completed any oral assignments. I have, however, completed several PowerPoint
presentations that are ultimately meant to be presented orally. I received positive grades
on each of those assignments and I feel that I am able to meet the competency
requirements for this section. I feel there are a few major aspects of effective oral
presentation. The first is effective organizing. The work I have done in previous classes
has taught me that, in general, the most effective way to do that is to start with the
general idea and work into details from there. Another aspect of effective oral
presentation is keeping the audience’s attention. Previous assignments have shown me
that visual aids are often the simplest way to do this. Finally, confidence is crucial to
effective oral presentations. While I have not completed any assignments in class that
demonstrate my confidence level, I have developed confidence through successful
completion of courses and through thorough knowledge of my field of study.
49. Interpersonal Effectiveness
I believe demonstrating competence in interpersonal effectiveness is likely the
most difficult self-assessment. I strive to be an effective listener in my professional life
but I may not always succeed. I am aware that effective communication is highly
important in both my personal and professional life though I often find it easier to
communicate professionally than personally. A large part of effective communication is
knowing how to communicate. For example, in a professional setting it would be
inappropriate to send your boss a text message or to use slang terms in written messages.
Additionally, in face-to-face conversations, it would send negative signals to stand with
your arms crossed, slouch against a wall, or be picking at your fingernails while
communicating with a coworker. Body language in face-to-face communication is just
as important as verbal language as body language often gives away the person’s inner
attitude.
50. My Future in Learning
At the beginning of my college career, I had never heard the term “lifelong learner”. I
struggled to grasp the concept because I had always thought of learning only in the concept of
schoolwork. Throughout the last four years, however, I have familiarized myself with the concept
and made the decision that I want to be a lifelong learner and, since then, I have learned so much
more than I ever thought possible and from the most unexpected places sometimes. Being a lifelong
learner is important in almost all career fields, but I think it takes on a particular importance in
relation to psychology because, even today, we still do not know everything there is to know about
the motivations, thoughts, emotions, and behaviors of human beings. I firmly believe something new
can be learned by everyone every day whether it is education-based fact or something new about
themselves. I believe being a lifelong learner will benefit me enormously both in my professional
and my personal life because of that. There is always something new to be learned and when you
stop learning, you stop the potential for growth and begin to stagnate.
51. Contact Me
Thank you for viewing my
ePortfolio.
For further information, please
contact me at the e-mail address
below.
SabriJT@aol.com
