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Au Psy492 M7 A3 E Portf Evans S.Doc


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Au Psy492 M7 A3 E Portf Evans S.Doc

  1. 1. 1<br />Undergraduate Studies ePortfolio<br />Sonia Evans<br />Psychology, 2010<br />
  2. 2. Personal Statement<br /> Hello, my name is Sonia Evans and I am currently a student attending Argosy University Chicago. This is my last semester and I will be completing my degree in Psychology, which I have looked forward to for many years. For my future, I plan to attend either Jane Addams College of Social Work or Loyola University Chicago Campus for my MSW. On my hierarchy pyramid of achievements obtaining my masters is what I strive for. <br /> I am currently working as a nurse at a methadone clinic with various multicultural backgrounds. When working in methadone you can come across people who have a lot of medical conditions and health problems. Their illness can consist of substance abuse, alcohol addiction, medical and even dependency of prescription drugs. I have been working in this field for five years now and have gained extended knowledge in case management and social services.<br /> I enjoy working with my clients learning from them and them from me. My goal is to stay focus and provide an enriched and healthy atmosphere that provides quality care, while staying within the proper guidelines and ethics of maintaining care. This is why I decided to further my career by obtaining my Masters Degree in Social Work. <br />
  3. 3. Resume<br />Sonia Evans<br /><br />Objective: To secure a position with your organization that will allow me to utilize my skills and knowledge with the opportunity for career advancement.<br />Qualifications: Conduct chart audits for clinics quality assurance team<br /> G-tube Feedings<br /> Tracheotomy Care<br /> Wound care and assessment<br /> Psychiatric Care<br /> Detoxification/Substance Abuse<br /> Start/Discontinue Intravenous Access<br />Employment: HRDI and Healthcare Alternative System<br /> LPN<br /> Distribution of methadone to clients, inventory, documentation, open/close clinic, referrals and transcribe doctor's orders.<br />
  4. 4. Resume<br />Employment : John H. Stroger Hospital and Cermak Health Services of Cook County<br /> LPN<br /> Transcribe doctor’s orders, medication distribution, patient teaching, and preps for test or surgery, IVInsertion, glucose monitoring, wound care assessment and dressing change.<br /> Southview Manor, Chevy Chase, and William L. Dawson Nursing Home<br /> LPN<br /> Charge nurse on unit with supervisory of 3-4 aides, patient documentation, admissions/discharges, transcribe doctor’s orders, medication distribution, wound care assessment and dressing change, monitoring of behavior and glucose. <br />
  5. 5. Reflection<br /> As I sit here at my computer, I begin to focus back on the time I spent here at Argosy University, Chicago and the reflection of my academic tenure as well. Over the past two years I have been able to enhance my learning and knowledge that was given by faculty here at Argosy. Not only have I been able to enhance academically, but my relationship with fellow students has grown closer over time. I feel that being a student at Argosy has help me to grow and realized some important aspects about myself as a person. I have learned not be bias or judgmental of others and accept the diverse cultures that make up this great world we live in. The faculty at Argosy is great and the classes here will not only challenge you to do better, but make you want to be better and succeed.<br /> I feel that most of my strengths were focused on my cognitive abilities and the area of critical thinking, where I was able to express my opinions on a wide range of psychological discussion whether oral or written. In addition to this, my ability to do and maintain research on any given topic is a personal achievement and a goal of mine, which I also feel is a strong point to my success.<br /> Communication to me is both a strength and weakness for me. I am very strong in my writing skills and weak in oral. I have always been able to express myself on paper, but not as an oral presentation in front of others. I will continue to work hard on my oral communication skills when I leave Argosy University. <br />
  6. 6. Reflection cont…<br /> In regards to ethics and diversity, I have always enjoyed learning about different cultures. The fact that their food, clothing, and religious beliefs are not only fascinating but knowledgeable also. I feel that people can learn from each other culture without bias or judgement.<br /> My knowledge of psychology allows me to apply and recognize the major concepts, findings, and applications dealing with today’s research. Applied psychology has helped me to understand the different situations dealing with personal, social and organizational issues.<br /> Interpersonal effectiveness as taught me to not only hear, but listen to others. In addition to this, I am open to receiving feedback and suggestions when dealing with conflict or issues and as a result; I am more empathic to others. <br />
  7. 7. Table of Contents<br />Cognitive Abilities: Critical Thinking and Information Literacy<br />Research Skills<br />Communication Skills: Oral and Written<br />Ethics and Diversity Awareness<br />Foundations of Psychology<br />Applied Psychology<br />Interpersonal Effectiveness<br />
  8. 8. Critical Thinking<br />Module 8 Assignment 2: Final Project<br />Sonia Evans<br />Argosy University<br />Hypothesis: Do rapist prefer to rape a younger or an older victim?<br />ABSTRACT<br /> Behaviors as well as motives have been the focus when pertaining to rapist. Many acts of violent rape have occurred mostly in the victim’s home and the majority of the rapist was strangers. While conducting the study, five behavioral themes were identified, which consisted of vaginal, kissing/fondling, oral, anal, and brutal/physical themes. The analysis done on the behavioral portion of the rape provided an understanding to the types that were exhibited by the rapist. With predatory rape, rapist was viewed as decision makers who attack women whom they viewed as vulnerable. Rapist can be labeled as ‘‘child molester’’ or ‘‘pedophile’’ when pertaining to children. With older subjects; victims were held less responsible for the crime compared to the younger subjects who saw the victims as more responsible for their victimization.<br />
  9. 9. Critical Thinking cont…<br />INTRODUCTION<br /> A big part of past research on rapists has focused on their motives, but a high level of consistency in the behaviors of the accused rapists were demonstrated as a result of the research. Rapists were most frequently a stranger to the victim and the rape often occurred in the victim’s home. Five behavioral themes were identified in studies: vaginal, kissing/fondling, oral, anal and brutal/physical themes. This analysis of the behavioral aspects of rape provides an understanding of the types of behaviors exhibited by men who reach the stage of court proceedings for the crime of rape. <br /> With predatory rapist, data lead support to a rational choice perspective revealing predatory rapists as decision makers since they largely attack females whom they perceive as vulnerable.According to one of the rapist, “the easiest prey is young girls,” Some rapists feel that the victims demonstrate yielding cues to predators through their behavior. People who are at risk of molestation behavior are described most frequently either as ‘‘child molesters’’ or ‘‘pedophiles’’. The term ‘‘child molester’’ is used for a person who has had sexual contact with children. The term ‘‘child molester’’ reflects behaviors, specifications of which vary among justice systems and across time. <br />
  10. 10. Critical Thinking cont…<br /> The term ‘‘pedophile’’ applies to people who have a sexual interest (or even preference) in pre-pubescent children independent of their actual behaviors, legal or otherwise. <br /> In older subjects, victim’s responsibility attributed reliably less responsibility to the victim than did younger subjects. A demure victim was perceived as reliably less blameworthy than a provocative victim. Young subjects perceived victims as more responsible for her own victimization than did older subjects when they saw the assault, but the two groups did not differ when they read about the assault, or when they read the summary and saw photographs of the victim and the assailant. <br />METHODS<br /> Data were to be collected on 100 men who had been charged with sexual assault. Information would be used from the form of a violent crime analysis report, which is gathered by the police in the course of their investigations of these sexual assaults. These files comprised all men who had been charged over the past year. Only those offenders who had allegedly committed offences that were deemed as sexual assault or aggravated sexual assault under the Crimes Act (1956) were included.<br />
  11. 11. Critical Thinking cont…<br /> In addition to this, reports under the keywords molest* and pedo* were identified and used. Participants were assigned randomly by sex and age to cells of a 2 x 2 x 2 x 2 x 2 x 3 between-subjects factorial design. The independent variables were Subject Sex, Subject Age, Victim Demeanor, Victim Resistance, Assailant Demeanor and Nature of Information (slides, story, story and photographs).<br /> Subjects in the slide condition viewed a sequence of 60 color slides depicting one of eight sexual assault and implied rape scenarios. Participants were asked to imagine that they were in a park and were bystander witnesses to the event they were to be shown. They were told to assume that they could not be seen, and that they could not intervene in any way. Subjects in the two story conditions read a description of the assault. The following passage was given to subjects in the Provocative Victim, Victim Resistance, Well-dressed Assailant conditions. <br /> The procedure I used was descriptive and consists of techniques using interviews, discussions, and detailed observations. I would protect my subjects from harm by having adequate security in an undisclosed place. Any risks that would be taken are compensated by the client’s privacy (HIPPA) and a small token of our appreciation. <br />
  12. 12. Critical Thinking cont…<br />RESULTS <br /> The 28 questions that related to the behavioral aspects of the rape that were outlined in the report were found to centre around five distinct themes, namely a vaginal theme, a kissing/fondling theme, an oral theme, an anal theme and a brutal/physical theme. Frequencies were obtained by counting each time a particular theme was present in an incident. Most incidents (68%) contained more than one of these themes.<br /> The main effects for Sex of Subjects, F < 1.00, Assailant Demeanor, F < 1.00, Victim Resistance, F < 1.00, and Nature of Information, F < 1.00 were not significant. A significant 2-way interaction was found for Age X Nature of Information, F (2,672) = 3.51, p < .05. Young subjects perceived the victim more responsible for her own victimization than did older subjects when they saw the assault (X's of 3.02 vs. 2.23, respectively), F (1,672) = 15.72, p < .01, but the two age groups did not differ when they read about the assault (X's of 2.61 vs. 2.48), or when they read the summary and saw photographs of the victim and the assailant (X's of 2.68 vs. 2.53). <br />
  13. 13. Critical Thinking cont…<br /> The interaction of Age X Sex, F (1,672) = 6.12, p < .01, and Age X Victim Demeanor, F (1,672) = 8.57, p < .004 also were reliable. These 2-way interaction effects were qualified by significant 3-way interactions for: Age X Assailant Demeanor X Victim Resistance, F(1,672) = 3.90, p < .05; Victim Demeanor X Sex X Assailant Demeanor, F(1,672) = .5.46, p < .05; and Victim Demeanor X Assailant Demeanor X Victim Resistance, F(1,672) = 7.54, p < .01.<br />Reference<br />McCabe, Marita P. Wauchope, Michelle. Journal of Sexual Aggression, Sep2005, Vol. 11 Issue 3, p235-247<br />Stevens, Dennis J. Social Science Journal, 1994, Vol. 31 Issue 4, p421<br />Feelgood, Steven. Hoyer, Jurgen. Journal of Sexual Aggression, Mar2008, Vol. 14 Issue 1, p33-43<br />Yarmey, A. (1985). Older and younger adults' attributions of responsibility toward rape victims and rapists. Canadian Journal of Behavioral Science, 17(4), 327-338<br />
  14. 14. My Future in Learning<br /> For my future, I plan to attend either Jane Addams College of Social Work or Loyola University Chicago Campus for my MSW. I would like to continue to help others more so in the adolescent area because I feel that this population is in need of the most help.<br />
  15. 15. Contact Me<br />Thank you for viewing my ePortfolio.<br />For further information, please contact me at the e-mail address below. <br /><br />