Sheet1TRAN#SKU#1SKU#2SKU#3SKU#4SKU#5SKU#6486011111487101110488101110489111001257600011131731100103771001100467411110046751000104676010110467711001063510100006356000010635700000063600000006365000100637210101063770001006379000100638000010063821110116383110000638701000063900001006391010110639200011063930001006401000001640301000064090000006412010000641911101164220000106430100001643200101064340001106435000000643800000064420001006448110011645000010064520001006453000100645610010064570100006459100100646100001064641000106466000010646800110164700001006475100101648200100064840001116491000000649611101164970000106498000100650511101165070001106509000100651401000065161000016518100010652200000065281000016530000100653401010065350000006536000100654011010065471110016549000100655000011065530001006558000100656811101165700001006571000010657200000065771010006578000100658611101165911000006594001010659500001065960000006599100100660300000066081100006610010110661200010066130001006614000100661500010066180001006620001100662611100166310001106632010000 Position TitleOBJECTIVE Innovative and passionate psychology student with over six years of working in the field of social service with a nonprofit organization. Perusing the necessary education and training at Argosy in the master’s program to begin a career as a Clinical Mental Health Counselor. SKILLS · Communication​​ · Multitasking · Prioritizing · Organization · Interpersonal skills · Initiative and problem-solving abilities · Dependability ExperienceChris 180 (Chris kids), Atlanta, GeorgiaJune 2011 – April 2017 Encourage families and ensure voice and choice is heard. Assist youth and guardian with behavior strategies. Support youth in gaining skills for independent living. F.A.V.O.R., Stone mountain, Georgia Feburary 2014 - Current Model effective coping techniques, serve as a consultant throughout the wraparound process, provide support services in time of crisis and assist with building bridges in the community with guardians. CEO - BE HAPPY & BE YOU, aTLANTA, gEORGIA aPRIL 2016 – Current · Self-Published Author (April 2017) Be Happy & Be You · Barnes & Noble booking Signing (November 2017) · Speaking Engagements · Coaching Groups · One on One Coaching EDUCATIONArgosy Univiersity, Atlanta, GeorgiaSeptember 2014 – Current (4th Year undergraduate) · GPA 3.78 · Current Psychology Undergrad Student · MAP (Master’s Accelerated Program) Concentration - Clinical Mental Health Counseling · NSCS (National Society of Collegiate Scholars) · Student Appeals Committee Representation · Psychology Club Member Professional Portfolio Your Name Your Program, Your Year College of Undergraduate Studies Argosy University Section A: Professional Profile Insert Personal Statement or Cover Letter here Insert Resume or Curriculum Vitae here (with list of references) Insert Transcripts (optional) here Section B: Professional Work Samples Insert self- evaluation narrative here Insert completed Studen.

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Position TitleOBJECTIVE
Innovative and passionate psychology student with over six
years of working in the field of social service with a nonprofit
organization. Perusing the necessary education and training at
Argosy in the master’s program to begin a career as a Clinical
Mental Health Counselor.
SKILLS
· Communication
· Multitasking
· Prioritizing
· Organization
· Interpersonal skills
· Initiative and problem-solving abilities
· Dependability

2. ExperienceChris 180 (Chris kids), Atlanta, GeorgiaJune 2011 –
April 2017
Encourage families and ensure voice and choice is heard. Assist
youth and guardian with behavior strategies. Support youth in
gaining skills for independent living. F.A.V.O.R., Stone
mountain, Georgia Feburary 2014 - Current
Model effective coping techniques, serve as a consultant
throughout the wraparound process, provide support services in
time of crisis and assist with building bridges in the community
with guardians. CEO - BE HAPPY & BE YOU, aTLANTA,
gEORGIA aPRIL 2016 – Current
· Self-Published Author (April 2017) Be Happy & Be You
· Barnes & Noble booking Signing (November 2017)
· Speaking Engagements
· Coaching Groups
· One on One Coaching
EDUCATIONArgosy Univiersity, Atlanta, GeorgiaSeptember
2014 – Current (4th Year undergraduate)
· GPA 3.78
· Current Psychology Undergrad Student
· MAP (Master’s Accelerated Program)
Concentration - Clinical Mental Health Counseling
· NSCS (National Society of Collegiate Scholars)
· Student Appeals Committee Representation
· Psychology Club Member

3. Professional Portfolio
Your Name
Your Program, Your Year
College of Undergraduate Studies
Argosy University
Section A: Professional Profile
Insert Personal Statement or Cover Letter here
Insert Resume or Curriculum Vitae here
(with list of references)
Insert Transcripts (optional) here
Section B: Professional Work Samples
Insert self- evaluation narrative here
Insert completed Student Self Assessment of Learning (SSAL)

4. here
Insert Work Samples here
STUDENT SELF APPRIASAL OF LEARNING
Bachelor of Arts in Psychology
College of Undergraduate Studies
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.1
Apply critical and creative thinking, skeptical inquiry and the
scientific approach to solve problems related to behavior and
mental processes.
Demonstrates limited ability to identify the essential elements
of a problem, issue, or argument (e.g. ignores or misses
important aspects of hypotheses or conclusions, own
assumptions or agenda is forced; unable to take into account
more than one perspective such as neuropsychological, social,
cognitive, etc.).
Recognizes the essential elements of a problem, issue, or
argument; however, some aspects of hypotheses or conclusions

5. are confused or incorrect, details or nuances are missing or
glossed over, multiple points of view are taken into account but
contradictions are not resolved.
Analyzesthe essential elements of a problem, issue, or argument
and explains the logic of hypotheses or conclusions; details and
nuances are incorporated and multiple points of view are
considered with contradictions resolved.
Limited support from research and analytic deduction is
provided.
Evaluates the essential elements of a problem, issue, or
argument with hypotheses, analysis and conclusions that support
their own position on the problem through objective research.
COMMENTS:
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.2
Seek and evaluate scientific evidence for psychological claims.
Does not seek information from multiple sources and is
inconsistent in describing information on the basis of
consistency, relevance, and accuracy (e.g. fails to distinguish

6. between fact, opinion, and value judgment; does not include
connections to other contexts; does not question “norms” or
expert evidences).
Seeks information from multiple sources, and describesit on the
basis of its consistency, relevance, and accuracy, making some
attempt to avoid bias in materials used but struggles with being
able to allocate information to the problem, issue, or argument
at hand.
Seeks information from multiple sources and describesit on the
basis of its consistency, relevance, and accuracy and
allocatessuch information to the problem, issue, or argument at
hand.
Seeks information from multiple sources and evaluatesit on the
basis of its consistency, relevance, and accuracy, and producesa
logical progression of ideas that are relevant and coherent.
COMMENTS:
Program Outcome Two
RESEARCH
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 2.1
Apply basic research method, including research design, data
analysis, and interpretation to become informed consumers of

7. research.
Identifies the majority of an empirical article’s components but
is only able to explain a few of such components (e.g.: the
abstract, hypothesis, methodology, statistical and other
evaluative tools, or results of the study). Critical analysis of
research is limited or missing.
Explains the majority of an empirical article’s components,
including, the abstract, hypothesis, methodology, statistical and
other evaluative tools, and results of the study, but is unable to
draw connections across the various elements. Identifies when
to conduct a critical analysis of research, but analysis is flawed.
Applies sound reasoning as a basis for critical analysis of all of
the components of an empirical article. Applies the results of a
research study to alternative problems/situations.
Applies skeptical inquiry and sound reasoning as a basis for
critically analyzing all of the components of an empirical
article. Extends the results of a research study and applies them
to alternative problems/situations.
COMMENTS:
Program Outcome Two
RESEARCH
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary

8. 4
Competency 2.2
Access and select appropriate information from a variety of
print and electronic sources and apply them responsibly to
written and oral presentations.
Relies primarily on subjective or personal experience, popular
press reports of psychology, and/or anecdotal evidence when
completing a project on a topic in psychology
Collects pools of resources that are not sufficient or diversified,
nor organized per the requirements of the project at hand.
Obtains, arranges, classifies, and/or describes information from
a variety of sufficient, diversified, and appropriate sources
pertinent to the chosen topic when completing a project in
psychology.
Examines sources from a variety of sources pertinent to the
chosen topic when completing a project in psychology.
Works to integrate sufficiently diversified information retrieved
via their sources; such work is evidence based, focused and to-
the-point.
Identifies and evaluates a variety of appropriate professional
sources pertinent to the chosen topic, integrating reasoned
appraisals (limitations, strengths, comparisons) of such
information into the work of a project in psychology.
COMMENTS:
Program Outcome Three
COMMUNICATION
Unsatisfactory
1

9. Emerging
2
Proficient
3
Exemplary
4
Competency 3.1
Present psychological concepts orally for various purposes
using technology when appropriate.
Introduction is limited or missing entirely. Transitions between
slides are infrequent, illogical, or missing entirely. Conclusion
is limited or missing entirely.
Visual design of presentation (i.e. background, pictures, etc.) is
lacking or completely overpowers the presentation to the point
of interfering with comprehensibility or design is inappropriate
for the assignment
Any written portion (including writing on the slides and in
notes) contains numerous errors in spelling, grammar, and/or
sentence structure that severely interferes with readability and
comprehension.
No attempt at APA format in presentation.
Introduction is present but incomplete or underdeveloped.
Transitions between slides are sporadic. Conclusion is
recognizable, but incomplete or underdeveloped.
Design of presentation (i.e. background, pictures, text, etc.)
upstages the writing or speaking at inappropriate times, or

10. visual design is too understated at points, or design is
inconsistent.
In any written portion (including writing on the slides and in
notes), errors in spelling and grammar exist that somewhat
interfere with comprehension.
APA format is attempted to paraphrase, quote, and cite, but
errors are significant.
Introduction has an opening, provides come background
information, and states the topic. Transitions between slides are
present. Conclusion summarizes main argument and has a clear
ending.
Design of presentation (i.e. background, pictures, text etc.) is
clear, appropriate for the assignment, balanced and compliments
both the writing and speaking throughout the presentation.
Any written portion (including writing on the slides and in
notes) follows conventions of spelling and grammar throughout.
Errors are infrequent and do not interfere with comprehension.
Using APA format, accurately paraphrased, quoted, and cited in
many spots throughout when appropriate or called for. Errors
present are somewhat minor.
Introduction catches the audience’s attention, provides
compelling and appropriate background info, and clearly states
the topic. Thoughtful transitions between slides are appropriate
and help the flow of ideas. Conclusion leaves the listener with a
sense of closure and provides concluding insights.
Visual design of presentation (i.e. background, pictures, etc.) is
clear, appropriate for the assignment balanced and compliments
both the writing and speaking throughout the presentation.

11. Visual design engages audience, does not distract from
information.
The presentation is basically error free in terms of mechanics.
In any written portion (including writing on the slides and in
notes), grammar and mechanics help establish a clear idea and
aid the reader in following the writer’s logic.
Using APA format, accurately paraphrased, quoted, and cited
throughout the presentation when appropriate or called for.
Only a few minor errors present.
COMMENTS:
Program Outcome Three
COMMUNICATION
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 3.2
Presents psychological information in writing, using
technology, style, and professional conventions as appropriate
to the audience.
Introduction and conclusion are limited or missing entirely.
The paper lacks a thesis statement or argument focus.

12. Transitions are infrequent, illogically, or missing entirely.
Writing contains numerous errors in spelling, grammar, and/or
sentence structure that severely interferes with readability and
comprehension.
No attempt at APA format.
Writing often slips into first and/or second person. Word choice
is consistently inaccurate, unclear, or inappropriate for the
audience.
Introduction and conclusion are present but incomplete or
underdeveloped.
The paper is loosely organized around a thesis or argument that
may have to be inferred. Transitions are sporadic.
Errors in spelling and grammar exist that somewhat interfere
with readability and/or comprehension.
APA format is attempted to paraphrase, quote, and cite, but
errors are significant.
Writing sometimes slips into first and/or second person. Word
choice is sometimes inaccurate, unclear, or inappropriate for the
audience.
Introduction has a clear opening, provides background
information, and states the topic. Conclusion recapitulates main
argument and has a clear ending.
The paper is organized around an arguable, clearly stated thesis
statement or argument. Transitions are appropriate and help the
flow of ideas.
Writing follows conventions of spelling and grammar
throughout. Errors are infrequent and do not interfere with
readability or comprehension.
Using APA format, accurately paraphrased, quoted, and cited in

13. many spots throughout when appropriate or called for. Errors
present are somewhat minor.
Writing remains in third person throughout writing.
Word choice is accurate, clear and appropriate for the audience.
Introduction catches the reader’s attention, provides compelling
and appropriate background info, and clearly states the topic.
Conclusion leaves the reader with a sense of closure and
provides concluding insights.
The paper is well organized around an arguable, focused thesis
or argument. Thoughtful transitions clearly show how ideas
relate.
The paper is basically error free in terms of mechanics.
Grammar and mechanics help establish a clear idea and aid the
reader in following the writer’s logic.
Using APA format, accurately paraphrased, quoted, and cited
throughout the presentation when appropriate or called for.
Only a few minor errors present.
Writing remains professional in third person throughout writing.
Word choice is precise, appropriate for the audience, and
memorable.
COMMENTS:
Program Outcome Four
VALUES
Unsatisfactory
1
Emerging
2
Proficient

14. 3
Exemplary
4
Competency 4.1
Justify the necessity of ethical behavior in the science and
practice of psychology.
Examines ethical behavior from a single perspective and
frequently makes judgments without grounding them on sound
evidence. Does not address own personal biases.
Examines ethical behavior from different perspectives, but
shows limited ability to apply those multiple perspectives into
making informed decisions. Identifies own personal biases, but
does not analyze them.
Examines ethical behavior from different perspectives, but is
not able to differentiate between objective evidence and
subjective experience when attempting to make informed
decisions. Identifies and analyzes own personal biases.
Examines ethical behavior from a variety of perspectives and
clearly differentiates between objective evidence and subjective
experience addressing how personal biases can affect ethical
decision-making.
COMMENTS:
Program Outcome Four
VALUES
Unsatisfactory
1
Emerging
2

15. Proficient
3
Exemplary
4
Competency 4.2
Analyze the complex variations in populations and contexts as
related to psychological explanations, and evaluate the
importance of diversity in the practice of psychology.
Exhibits inability to understand variations in populations and/or
socio-cultural contexts as related to psychological explanations
such as the importance of diversity in the practice of
psychology. Identifies forms of discrimination and prejudice but
cannot recognize personal biases in.
Identifies and comprehends obvious variations in populations
and socio-cultural contexts as related to psychological
explanations, such as discrimination, prejudice, and the
importance of diversity in the practice of psychology.
Applies and analyzes major variations in populations and/or
socio-cultural contexts, as related to psychological
explanations, such as discrimination, prejudice and the
importance of diversity in the practice of psychology.
Analyzes major and subtle variations between populations and
their socio-cultural contexts as it relates to psychological
explanations, such as discrimination, prejudice and the
importance of diversity in the practice of psychology.
COMMENTS:
Program Outcome Five
KNOWLEDGE BASE OF PSYCHOLOGY
Unsatisfactory

16. 1
Emerging
2
Proficient
3
Exemplary
4
Competency 5.1
Explain and analyze major concepts, theoretical perspectives,
empirical findings, and historical trends in psychology.
Recognizes some major concepts, theoretical perspectives,
empirical findings, and historical trends in psychology, but
finds it difficult to recall identifying features of different
precepts.
Explains and begins to integrate major concepts, theoretical
perspectives, empirical findings, and historical trends in
psychology.
Analyzes and integrates major concepts, theoretical
perspectives, empirical findings, and historical trends in a
variety of scenarios in the field of psychology.
Provides a critical analysis of major concepts in psychology that
include theoretical perspectives, empirical findings, historical
trends and integration of the findings within the larger socio-
cultural context.
COMMENTS:

17. Program Outcome Six
APPLICATION OF PSYCHOLOGY
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 6.1
Apply psychological principles to examine and analyze
personal, social, and organizational issues.
Identifies psychological principles and begins to examine and
analyze personal, social, and organizational issues, but is unable
to integrate or generalize applications beyond given examples.
Explains and begins to integrate personal, social, and
organizational issues or behavior using different psychological
principles, demonstrating ability to provide explanations that
extend beyond simplistic identification of such principles.
Integratespersonal, social, and organizational issues in applying
psychological principles to everyday problems but does so with
some variability.
Integrates personal, social, and organizational issues in
applying psychological principles to everyday problems with
respect to socio-cultural variables.
COMMENTS:

18. Program Outcome Seven
INTERPERSONAL EFFECTIVENESS
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 7.1
Analyze the importance of effective communication skills in
developing strong interpersonal and organizational relationships
that are culturally sensitive and respectful of diversity.
Identifies the different forms communication, but does not
indicate how it is culturally sensitive and does not describe how
each contributes to effective interpersonal communication and
relationship development both individually and in an
organizational environment.
Identifies culturally sensitive forms of communication, but is
limited in describing how each contributes to effective
interpersonal communication and relationship development both
individually and in an organizational environment.
Analyzes culturally sensitive forms of communication and
identifies how each contributes to effective interpersonal
communication and relationship development both individually
and in an organizational environment.

19. Evaluates and applies culturally sensitive forms of
communication with an analysis of how each contributes to
effective interpersonal communication and relationship
development both individually and in an organizational
environment.
COMMENTS:
Program Outcome Seven
INTERPERSONAL EFFECTIVENESS
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 7.2
Solicit and utilize feedback to develop adaptable and culturally
sensitive approaches of facilitating dynamic interpersonal and
organizational relationships.
Demonstrates only partial openness to receiving and utilizing
feedback to develop strategies of facilitating effective
interpersonal and organizational relationships, but does not
address future behaviors.
Demonstrates openness to receiving feedback and begins to

20. apply feedback to develop strategies of facilitating current
effective interpersonal and organizational relationships, but
does not integrate feedback in future behaviors.
Applies feedback to develop adaptable strategies that facilitate
effective interpersonal and organizational relationships showing
evidence of how these strategies meet current and future
relational needs.
Proactively seeks and applies feedback to develop flexible
strategies that facilitate dynamic interpersonal and
organizational relationships showing evidence of how these
strategies meet both current and future relational needs.
COMMENTS:
INSTRUCTIONS: You will find below the seven competencies
the BA Psychology program at Argosy University espouses.
While there is no expectation that students come into the
program having mastered the seven (7) competencies, our goal
in the program is to work with you to instill in you these
competencies as you work your way through your degree in
psychology.
So, please be as honest as you can be, noting the areas wherein
you demonstrate exemplary mastery of the program outcomes,
as well as those where you may find yourself at the emerging or
proficient levels. Please mark ONLY one number of the four for
each program learning outcome. The blank box entitled
COMMENTS has been designated as a place where you can, if
you wish, put words to the rating you have given yourself on the
specific program outcome.