This document is an outline for a career planning assignment in a psychology field. It includes sections on defining the field, the student's fit within the field, roles in the field, the history of the field, publishing, strengths, mission/vision, professional growth, personal branding, associations, networking, and conclusions. For each section, the student is asked to revise and expand upon prior assignment responses. The overall assignment involves comprehensive career planning and reflection within the student's area of concentration in psychology.

1. Title Page (Title should be: Key Assignment ESS878: Career
Planning)
Abstract(Single paragraph, no more than 250 words)
Table of Contents Automatically formatted
Table of Contents
Title Page 1
Abstract 1
Table of Contents 1
Definitions of the (insert your concentration title) field 1
My Fit Within My Field 2
Roles in (insert concentration title) 2
The History of (insert your concentration title) and Current
Relevance 3
Publishing in My Field 3
My Strengths and Transferable Skills 4
My Mission and Vision 4
Professional Growth 5
Personal Branding 5
Concentration-Related Associations 5
Networking 5
Conclusion and Reflections 6
Reference List 6
Include an overview of 200–300 words.
Definitions of the (insert your concentration title) field (Use
this header)
The content of this section will be your revised response from
Unit 1, Discussion Board 2.
Part 1:

2. · Go to the literature and texts on your concentration. Find at
least 3 definitions of your concentration that resonate with you.
It is fine if the definitions you select are among the
foundational definitions.
· Present the definitions you found, and provide a citation for
each.
· Discuss your rationale for why these definitions appeal to you
and how they represent your outlook on your concentration.
Part 2:
· Based on your exploration, present your own operational
definition of your concentration.
· Responses to Other Students: Respond to at least 2 of your
fellow classmates with at least a 100-word reply about their
Primary Task Response regarding items you found to be
compelling and enlightening. To help you with your discussion,
please consider the following questions:
· What did you learn from your classmate's posting?
· What additional questions do you have after reading the
posting?
· What clarification do you need regarding the posting?
What differences or similarities do you see between your
posting and other classmates' postings?
My Fit Within My Field (Use this header)
The content of this section will be your revised response from
Unit 1, Discussion Board 3.
· Find and utilize one of the many free resources and
assessments that are available on the Internet that help
professionals identify their personality types, strengths, and
other variables that are incorporated into their job or career fit.
· Write a narrative of 400–600 words that sheds light on how
you will incorporate your strengths into your evolving and
unique role as a practitioner or scholar in your concentration.
Share at least 2–3 takeaways. Remember to cite the
assessment(s) you have utilized for this assignment.
· Based on your reflections, how have you already begun to
refine your vision of your role as a practitioner or scholar in

3. your concentration?
Roles in (insert concentration title) (Use this header)
The content of this section will be your revised response from
the Unit 1 Individual Project.
Consider the following roles and activities associated with
employment in your field:
· Internal practitioner in your field: These are persons who
specialize in their concentration's function and work within an
organization, typically employed as a full-time employee
· Consultant in your field: These are persons who practice their
concentration’s skills from outside of an organizational
structure
· Practicing with a specific niche in your field. With experience,
a practitioner may find him- or herself exceptionally proficient
in a specific aspect of his or her respective concentration and
may choose to limit his or her practice to this area. Even as a
specialist, the specific-niche practitioner must be a competent
generalist as well, able to navigate the entire domain of the
concentration.
· Leader or manager within an organization in the context of
your field: This is a leader or manager within an organization
whose responsibilities and work are directly related to your
concentration
· Researcher in your field: Often, practitioners in the field do
not undertake research or do not publish research in the field.
There is a dramatic need for practitioners to document and
publish their work (with appropriate human subject protection
measures in place and organizational permissions secured).
· Instructor in your field: With many years of practice in their
field under their belts representing a multitude of concentration-
related experiences, as well as the skills for transferring
knowledge to others, the scholar-practitioners may seek roles in
which they teach the theory and practice of their concentration
to novice practitioners.
· Other options that you may identify as related to your field
Make a correlation between these roles and your desired future

4. in your field. Select a likely role you will continue or that you
will pursue directly following graduation.
The History of (insert your concentration title) and Current
Relevance (Use this header)
The content of this section will be your revised response from
Unit 2, Discussion Board 1.
Locate and cite at least 2 articles detailing the history of your
field. Make sure you detail the time line of your field. Based on
what you found, what aspects of the history of your field do you
think remain relevant today and also interest you? Complete the
following:
· Present and discuss at least 2 specific ideas for how you will
ensure that your practice incorporates these elements.
· Include at least 2 additional citations and references beyond
the articles listed. Publishing in My Field
The content of this section will be your revised response from
the Unit 2, Discussion Board 3.
· Develop the titles for at least 3 articles that you intend to
write within the first year after graduation, and identify the
journals that would be appropriate to publish these articles in.
· Along with the titles, provide an abstract of 2-3 paragraphs
that summarizes the essential elements each article will address.
The aim is to narrow the topics to a subject that relates to the
content of the previously identified journals.
· Develop a strategy for getting your articles published.
My Strengths and Transferable Skills (Use this header)
The content of this section will be your revised response from
the Unit 2 Individual Project.
Use the library and Internet to search for material on the topic
of transferable skills.
· Define the term transferable skill.
· Make a list of your transferable skills.
· Write a personalized profile detailing how you plan to excel in
your field by employing your transferable skills.

5. Present your discussion in the form of a composition. The body
of the composition will address the items above and will include
an introductory paragraph and concluding paragraph.
My Mission and Vision (Use this header)
The content of this section will be your revised response from
the Unit 3, Discussion Boards 1 and 2.
Extrapolating from the term mission statement as it is used in
organizations, what is your personal mission statement as a
practitioner or scholar in your field? Include the following in
your discussion:
· Your definition of the term mission statement
· The step-by-step process you used to develop your own
mission statement
· Your mission statement
· The importance of your mission statement
Extrapolating from the term vision statement as it is used in
organizations, what is your personal vision statement as a
practitioner or scholar in your field? Include the following in
your discussion:
· Your definition of the term vision statement
· The step-by-step process you used to develop your own vision
statement
· Your vision statement
· The importance of your vision statement
· How is a vision statement different from a mission statement?
Professional Growth (Use this header)
The content of this section will be your revised response from
the Unit 3, Discussion Board 3.
· What professional growth will you need to realize your
professional (concentration-related) mission and vision? Include
at least 2 pressing opportunities for professional growth.
· Provide a definition of professional growth.
· Outline a plan for addressing your professional growth.

6. Specify the goals, time line, and evidence that will indicate that
you have achieved your professional development objectives.
Personal Branding (Use this header)
The content of this section will be your revised response from
the Unit 4 Individual Project.
In a composition, address the following:
· What is personal branding? (You may use your own
operational definition.)
· What are the pros and cons of personal branding?
· Using your own ethics and understanding of your desired
career path, discuss how you will develop your own personal
brand.
The body of the composition will address the items above and
will include an introductory paragraph and concluding
paragraph. Include at least 4 sources beyond the required
articles.
Concentration-Related Associations (Use this header)
The content of this section will be your revised response from
the Unit 5, Discussion Board 1.
· Identify at least 5 associations or organizations that could be
both a conduit to your ongoing contribution to your field, as
well as support your career development.
· Provide a description of each organization. Incl ude the URL.
· Which of these is the best fit for your career goals?
· What benefits would your membership bring?
· What steps will you take to either join the organizations of
your choice or to step up your current involvement?
Networking (Use this header)
The content of this section will be your revised response from
the Unit 5, Discussion Board 2.
Being an effective practitioner or scholar in your field is
heavily dependent on managing interpersonal relationships. At
some point, you will need to reach out to your fellow
professionals for advice, assistance, or possibly a job referral.
Developing your network of personal contacts is vital.

7. · Discuss your perspective on the ethics of networking.
· Develop and present guidelines so that your networking
activities are ethical.
· Develop a strategy for networking in your field.
· Present your strategy.
· Discuss how you will execute your plan during the next 6
months.
Conclusion and Reflections (Use this header)
Include a section that summarizes your paper and presents any
additional personal reflections you would like to add.
Reference List (Use this header)
Include articles listed and required in Discussion Boards,
Individual Projects, and additional sources included in your
responses.
Dunn & Halonen
The Psychology
Major’s Companion
Chapter 7: Doing Psychology Research from Start to Finish
One of the first rules of science is if somebody delivers a
secret weapon to you, you better use it.
~ Herbert A. Simon, Cognitive Psychologist
Chapter Objectives
Explain how to conduct psychological research.
Describe how to communicate research findings to others.
Explore navigating the psychological literature and cyberspace.
Introduce APA style for writing about and citing research.
Describe how psychologists express ideas using public speaking
skills.

8. Student Learning Outcomes
By the end of this chapter, students should be able to:
Master expectations set forth in APA format for experimental
research papers.
Trouble-shoot and personalize the challenges that can happen in
public speaking.
Differentiate high-quality sources from improper or less helpful
sources.
Describe the values psychologists exercise when they
communicate their ideas to professional audiences.
Research Overview (1 of 3)
Psychological research is empirical.
In experiments, some participants receive the experimental
level of the independent variable; others are the control group.
Random assignment ensures that all participants have the same
chance of being placed in the experimental or control group.
Research Overview (2 of 3)
Psychologists assess the outcome of the experiment.
They measure the dependent variable, or how participants react
to the experimental or control condition represented in the
independent variable.
Research Overview (3 of 3)
Psychologists also collect and interpret peer-reviewed research
in literature reviews.
Such reviews frame a topic to make claims about what caused a
particular behavior.

9. Other Research Approaches
Case study
Naturalistic observation
Survey
Archival research
Quasi-experimental research
Literature review
Meta-analysis
Psychologists have lots of options beyond formal experiments
for gathering evidence to explain behavior.
Creating Research Ideas (1 of 2)
Where can you get research ideas?
Look around – What’s happening on campus?
Extend what is already known – Try changing variables in a
published study.
Find a paradox – Look for topics that defy conventional
expectations (“opposites attract” vs. “birds of a feather”).
Creating Research Ideas (2 of 2)
Where can you get research ideas?
Identify a real-life problem – For example, how can food waste
in the cafeteria be reduced?
What psychological issues puzzle you? – The issues can be
about yourself or peers.
Sources for Developing Psychological Claims
NOT APPROPRIATE
Popular sources
YouTube
The Onion
Psychology Today
Newspaper articles

10. APPROPRIATE
Peer-reviewed journal articles
Chapters and books that summarize what is known about a
psychological topic
Doing Efficient Library Research (1 of 6)
Identify a proper psychology database.
PsycINFO – contains citations and abstracts
PsycARTICLES – contains complete text of articles
Doing Efficient Library Research (2 of 6)
Search databases efficiently.
Obtain search terms—key terms linked to psychological topics.
Available in PsycINFO’s online thesaurus of psychological
index terms and encyclopedias of psychology
Consult the Library of Congress Subject headings to learn what
other search terms are linked to your search terms.
Doing Efficient Library Research (3 of 6)
Refine your search if you get too many hits.
Check the online catalog of books in your library.
Use the references you have to locate additional references.
TIP: Always ask reference librarians for help if you need it;
they like complex puzzles.
Doing Efficient Library Research (4 of 6)
Search the Internet.
With care—it is not selective.
Be critical.
Doing Efficient Library Research (5 of 6)

11. Evaluate Internet evidence.
Is it ACCURATE?
Is the author EXPERT and CREDIBLE?
Is the perspective OBJECTIVE?
Is the information CURRENT?
Is the scope of COVERAGE reasonable?
Overall, how helpful is this resource for supporting the
argument you are creating?
Doing Efficient Library Research (6 of 6)
Read ambitiously.
If the paper requires 10 sources, plan to read substantially more
than that.
Your goal is to construct an argument with the 10 best resources
you can find, not the first 10 you can find.
Doing a Search: Summary
Step 1 – Choose a topic.
Step 2 – Gather search terms.
Step 3 – Collect references (journals, chapters, books, other).
Step 4 – Search reference lists in sources for other references;
go back to step 3.
Step 5 – Consult a reference librarian to expand or narrow
search.
Writing About Psychology
APA Style
Represents rules for sharing scientific research in psychology
American Psychological Association.

12. APA Style Research or Lab Report (1 of 5)
Organized into four main sections:
Introduction
Method
Results
Discussion
APA Style Research or Lab Report (2 of 5)
Introduction
Presents what is already known about topic
Explains current study’s question
Identifies measured and manipulated variables
Defines hypothesis being tested
APA Style Research or Lab Report (3 of 5)
Method
Describes participants (number, sex, age)
Describes materials (equipment, surveys, questions)
Describes procedure (what was done, step by step, from start to
finish)
APA Style Research or Lab Report (4 of 5)
Results
Concisely describes findings
Focuses on behavior
Provides statistical analyses
Does not interpret findings
APA Style Research or Lab Report (5 of 5)
Discussion
Interprets findings
Identifies possible improvements for replicating the work

13. Suggests next step in research
The Sequence of Sections of the APA Style Paper (1 of 2)
Title page – page 1
Abstract – page 2
Introduction – page 3
Method – follows Introduction
Results – follows Method
The Sequence of Sections of the APA Style Paper (2 of 2)
Discussion – follows Results
References – page after Discussion
Tables – separate page(s)
Figures – separate page(s)
Appendix
Master These APA Rules
Double-space everything.
Use 1-inch margins on all pages.
Do not justify the right margin.
Use easy-to-read 12-point font (e.g., Times Roman).
Number pages on the upper right margin.
Indent all paragraphs except for the Abstract.
Literature Review Papers
Summarize what is known about a psychological topic.
Three parts:
Topic overview – theme, purpose
Main section – review of material
Closing section – main conclusions

14. Other Writing Formats
Posters
Grant proposals
Technical reports
Case notes
Journal entries
Memoranda
Try to get as much experience as you can with different kinds of
professional writing in psychology.
Stand and Deliver (1 of 2)
Tips About Good Public Speaking
Good speakers are usually nervous.
Always introduce yourself and state your purpose in speaking.
Rehearse, rehearse, rehearse.
Practice with technology (PowerPoint).
Stay on topic.
Stand and Deliver (2 of 2)
Tips About Good Public Speaking
Look professional, act professional.
Engage your audience (make eye contact, use humor).
Don’t end abruptly.
Give thoughtful responses to questions.
Target your speech to the time available.
Conclusion
Crafting successful communication—from developing research
ideas to the final written or oral product—depends on hard
work.
Start early, ask for help, practice, and then get ready for
positive reinforcement.

15. Discussion Questions
What are some ways to generate research or paper topics?
Why are journal articles preferred over other sources?
What are some research challenges posed by the Internet?
If you were writing a psychology paper now, what would your
topic be?
Which public speaking tip might help you be a better speaker?
Dunn & Halonen
The Psychology
Major’s Companion
Chapter 8: Building Distinction Through
High-Impact Practices
Don’t say you don’t have enough time.
You have exactly the same number of hours per day that were
given to Helen Keller, Pasteur, Michelangelo, Mother Teresa,
Leonardo da Vinci, Thomas Jefferson, and Albert Einstein.
~ H. Jackson Brown Jr., Life’s Little Instruction Book
Chapter Objectives
Describe how concepts and principles of psychology apply to
assorted work projects.
Explain how leadership skills develop through completing
projects.
Suggest strategies to engage potential writers of
recommendation letters.
Describe the value of developing a psychology portfolio.
Highlight the value of making a commitment to improve the
lives of others.

16. Student Learning Outcomes
By the end of this chapter, students should be able to:
Evaluate what kinds of activities can develop leadership skills.
Apply criteria to judge the quality of performance.
Identify values that underlie decisions about how to serve
others.
Recognize how positive personal values optimize success.
Employment Statistics
Nearly half of full-time (traditional-aged) students work while
pursuing a degree.
One out of 10 full-time students works at least 35 hours per
week.
Successful Undergraduates
Blend academic schedules, extracurriculars, meaningful social
and family lives, and work obligations.
Tend to experience high-impact practices (HIPs) both in the
first year and the final year that promote retention and
graduation.
Make Strategic Decisions
Your Number-One Priority:
Create an academic track record that will maximize your access
to opportunities after graduation.
Choose activities closely linked to your major.
Recognize that time-intensive commitments (e.g., study abroad,
serving as a club officer) can adversely affect success.
Assess Your Leadership Personal Attributes

17. More extroverted than introverted?
Energetic?
Self-disciplined?
Reliable?
Punctual?
Ethical?
Authoritative?
Resilient?
Visionary?
Positive in outlook?
Assess Your Leadership Problem-Solving Skills (1 of 2)
Do you notice problems that need to be fixed before others do?
Do you make sure you understand situations thoroughly before
taking action?
Are you willing to do extra work in background research and
planning?
Can you take immediate action once you have formulated a
plan?
Do you strive to identify the consequences of the plans you
implement?
Assess Your Leadership Problem-Solving Skills (2 of 2)
Do you enjoy change?
Can you take calculated risks?
Do you show courage under pressure?
Can you take responsibility when you make errors and then
correct those mistakes?
Assess Your Leadership Team Skills (1 of 2)
Are you oriented toward serving the needs of others?
Can you relate to and appreciate a wide variety of people?
Do you make a point to include others’ ideas in your plans?

18. Can you persuade others to take action?
Do you build and maintain effective collaborations?
Assess Your Leadership Team Skills (2 of 2)
Do you encourage team members to work from their strengths?
Can you manage conflict?
Do you have strategies for working with difficult people?
Do you recognize and celebrate achievements?
Can you share the glory that follows an achievement?
High-Impact Practices Organizing Study Groups
This strategy has great potential for direct impact on academic
success.
Specific Strategies
Each group member:
Predicts and explains five ideas that are test-worthy.
Writes a test question on a challenging concept.
Contributes to a summary page or concept map.
High-Impact Practices Undergraduate Teaching Assistants
FORMATS
Paid position
Volunteer
Directed study
ASSOCIATED TASKS
Grading low-level assignments
Running Scantron forms
Developing ideas for active learning
Providing feedback to the professor
Managing study groups
High-Impact Practices Honors Program

19. ADVANTAGES
Smaller class sizes
Early course registration
Strong social program
Vibrant teaching faculty
Greater persistence to graduation
Honors designation at graduation
CONSIDERATIONS
Heightened performance expectations
Labor intensive
High-Impact Practices Psychology Learning Communities
Students are organized to study and possibly live together to
pursue common interests.
Blocked classes preserve space for learning community cohorts.
Outcomes include higher student satisfaction, persistence to
graduation, enhanced student involvement, and higher GPAs.
High-Impact Practices Psychology Study Abroad
CONSIDERATIONS
Expensive, but scholarships may reduce cost
Unless language immersion, most programs instructed in
English
Arrangements can be made through international office on
campus or Google “psychology study abroad”
IMPACTS
Transformative due to learning to navigate outside comfort zone
Increases traits of openness and agreeableness
High-Impact Practices Undergraduate Research
WHAT YOU DO
Recruit participants
Manage data collection

20. Assist in analysis
Present results
WHAT YOU LEARN
The skill sets of the scientist:
Critical thinking
Evaluating relevant literature
Communication
Teamwork
High-Impact Practices Experiential Learning
TYPES
Volunteering
Service learning
Internships
Field studies
PSYCHOLOGY EXAMPLES
Mental health aide
Habitat for Humanity
Research assistant
Classroom aide
High-Impact Practices Psychology Interest Groups
HONORARY ORGANIZATIONS
PSI CHI: national program honoring excellence in 4-year
programs
PSI BETA: national program honoring excellence in 2-year
programs
INTEREST ORGANIZATIONS
PSYCHOLOGY CLUBS: organizations that offer presentations
and career preparation to psychology majors
High-Impact Practices On-Campus Employment
TIP: If you need to work, on-campus employment offers serious

21. advantages.
Employers are sensitive to high-stress periods during the
academic term.
Work-study experience can favorably influence financial aid.
During low-activity periods, you may be able to study on the
job without apology.
High-Impact Practices Professional Conventions
TYPES
Undergraduate research conferences (state, regional, national)
Regional psychology associations (e.g., Southeastern
Psychological Association)
National psychology conventions (e.g., APA, APS)
FEATURES
Keynote addresses by prominent psychologists
Presentation opportunities by undergraduates
Networking
Graduate school exploration
High-Impact Practices Sample Criteria for Poster Presentations
Content organization
Scholarly presentation
Scholarly knowledge
Clarity and accuracy of information
References
Aesthetics
High-Impact Practices Mentor Relationships
Student mentors can help you select classes and extracurricular
activities.
Faculty and off-campus mentors can assist you in navigating
future career paths.

22. High-Impact Practices Summer Opportunities
Employment opportunities, summer research fellowships, and
volunteer experiences can all build leadership skills and
enhance your résumé.
Conclusions
Thinking strategically about how to engage in high-impact
practices will produce the greatest benefits both short term and
long term.
Discussion Questions (1 of 2)
What would be your ideal on-campus job?
What kind of research team would be most attractive to you?
What kind of research team would you want to avoid?
How would you manage the cost of attending a student research
conference?
What style of mentor would best suit your needs for planning
for your future?
Discussion Questions (2 of 2)
What would be your ideal on-campus job?
What kind of research team would be most attractive to you?
What kind of research team would you want to avoid?
How would you manage the cost of attending a student research
conference?
What style of mentor would best suit your needs for planning
for your future?