1. The document discusses various career paths in psychology, including school psychology. It provides details on typical responsibilities, work settings, education and training requirements, and salaries for careers like developmental psychologists, clinical neuropsychologists, clinical psychologists, and school psychologists. 2. Key highlights include typical salaries ranging from $65,710 to $94,100 depending on the career, as well as the benefits of graduate degrees in expanding career opportunities and earnings potential compared to bachelor's-level careers. 3. Collaboration between school counselors and school psychologists is discussed as important to address challenges students face today, such as through the Response to Intervention approach.

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What is Media Relations (or Public Relations)?
Week 7 Capstone Presentation
DUE: Mar 24, 2019 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 4, 2019 12:05 AM
Graded?
Yes
Points Possible
280.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Week 7 Assignment/Capstone Project
For our Week 7 Assignment/Capstone project, from our
discussions these past weeks describe your psychology career

3. choice, e.g. clinical psychologist, school psychologist,
psychology professor, research psychologist in a university
hospital, etc. and respond to the questions below based on what
you have learned about that job from your research in class.
Imagine you have just completed your first year in your first job
with any one of the career fields we have covered.
In a twenty slide PowerPoint presentation (not including title or
Reference slide), please address the following:
1. Discuss your goals and expectations for your first year in this
career field.
2. What is the focus of your interaction with your clients?
3. Explain a typical day in this future career.
4. What is most rewarding about this first year? Why?
5. What conflicts in your career do you believe you will
encounter in this first year? How will these conflicts be
resolved? (Be elaborative. A great rule to remember is “who,
what, where, when, how”).
6. What is your annual salary and has it met your expectations?
Why or why not?
7. What part of your education has benefitted you the most in
achieving this career?
8. What type of continuing education are you required to
complete to maintain credentials/expertise and grow in this
career choice?
Your presentation should include a title slide, Body of
presentation, including in text citations, NOTES,
Conclusion/Summary, Reference slide (at least three academic
references), per APA.
IMPORTANT: You MUST utilize the Note portion of the
PowerPoint. Each slide should have at least one substantive
paragraph, e.g. five- seven sentences regarding what you have
highlighted on the slides. The Note portion is worth a
significant amount of points for this assignment.
The following site may be very helpful in providing a refresher
on how to prepare an APA formatted PowerPoint
presentation:https://owl.english.purdue.edu/owl/resource/686/01

4. /
Please submit this assignment as a .pptx file to our Week 7
Assignment link
Bottom of Form
Component
Excellent
Satisfactory
Needs Improvement
Unsatisfactory
Points Earned
PowerPoint
presentation: minimum 20 slides, detailing and describing one
career choice from those we have studied Weeks 1 – 6.
The Note portion of the presentation is substantively utilized.
160 Points Possible
Student clearly discusses goals, expectations for first year in
career field, including interaction with clients, typical day in
career, most rewarding aspect of first year, conflicts, salary,
education content, CE requirements. Student discusses
thoroughly and coherently, using Note portion of the
presentation.
Highlights and graphics of slides are excellent.
Student provides a mostly accurate discussion toward content
requirements.
Note portion is utilized.
Highlights and graphics on slides are adequate.
Student provides a marginal discussion of content components.

5. Sufficient details within note portion are lacking.
Highlights and graphics utilized on slides lacking in creativity
and substance.
Does not clearly discuss content components.
Note portion is not utilized.
Highlights and graphics subpar for presentation purposes.
Conclusion/
Summary
The Note portion of the presentation is substantively utilized.
80 Points Possible
Student provides a clear and substantive summary of content
components.
The bulk of the information is written within Note portion.
Student provides some understanding and knowledge in content
components.
Note portion sufficiently utilized.
Student provides a marginal understanding and knowledge in
summary. Sufficient details and supporting evidence are
lacking.
Note portion is not sufficient.
Does not clearly apply knowledge or offer any supporting
evidence.
Note portion

6. not utilized.
Usage of Academic, Scholarly Sources
20 Points Possible
Student clearly paraphrases from at least three scholarly,
academic sources and cites them according to APA Style on the
References Slide.
Student paraphrases from three scholarly, academic sources.
Direct quotations may be used in place of paraphrasing or there
may be citation/formatting errors.
Student paraphrases from less than three scholarly, academic
sources. Many direct quotations are used or citation style is
mostly inaccurate.
Student uses only sources from the popular web (e.g.,
Wikipedia, WebMD, etc.) does not include a References slide.
Overall Presentation of material (Flow, Clarity, Professional
Appearance of Final Product, Use of Proper Grammar/Spelling
to convey thoughts)
20 Points Possible
Submission is clear and coherent, flows well, and has a
professional appearance. Few, if any, errors in
grammar/spelling are made (for written entries) or in spoken
English (for video entries).
Submission is understandable, but flow may be stilted or
meaning unclear in spots. Some written or spoken grammatical
errors are evident. Submission appears “amateurish” in spots.
Submission seems choppy or difficult to understand.
Submission appears mostly amateurish or unprofessional. Many
errors in grammar/spelling in evident.
Submission appears largely unprofessional, messy, and contains
numerous grammar/spelling errors.

7. Before we start to consolidate and review information we
discussed, in the previous six (6) weeks, I wanted to discuss an
additional topic. School psychology is a highly relevant
subspecialty considering the challenges facing students,
teachers, parents and school administrators today. The training,
expertise, and specialized training provided by school
psychologists is instrumental in addressing the challenges to
result in the best and most effective outcomes. Historically, the
school counselor dealt with the problems and issues of the
students. When school counseling was initiated in the early
20th century; however, many of the complex issues experienced
by today’s students such as bullying, homelessness, and
fragmented families, were rare (Bain, 2012). The complexity of
today’s challenges, within school systems, requires
collaboration between school counselors and school
psychologists to increase favorable outcomes (Zambrano,
Villarreal-Castro, & Sullivan, 2012).
Let’s start by discussing what school psychology is and what is
needed to become a school psychologist. School psychology is
very different from other specializations in psychology. The
areas of interest for school psychologists are children,
adolescents, and students, along with the education processes.
School psychologists are trained in both psychology and
education. The primary goal of the school psychologist is to
assist students to maximize their education and the academic
experience. Their range of interest encompasses not solely
academics, but also includes the social, behavioral, emotional,
and personal factors, which affect students and their families.
The school systems today are operating with a higher level of
accountability. At a time when resources are limited, the school
system must meet the needs of the increasing number of their
students experiencing academic and mental challenges
(Zambrano et al., 2012). An approach to delivering the services

8. to students has been developed called Response to Intervention
(RTI), involving both the school counselor and school
psychologist (Zambrano et al., 2012).
The collaboration of the school counselor and school
psychologist, using RTI, maximizes outcomes and is
multifaceted. There is less duplicating of services by counselors
and psychologists when they work together. Because of their
collaboration, early intervention and prevention actions can be
implemented. Because of the professional collaboration, the RTI
approach can be implemented and used to the student’s
advantage within the school system. Initiating the RTI approach
allows school counselors and school psychologists to learn from
each other. Lastly, students in graduate programs for school
counseling and school psychology become familiar with the
common areas of their training (Zambrano et al., 2012).
School psychology has some overlap with clinical and
counseling psychology, regarding the tasks and job
responsibilities. Consistent with their title and credential as a
school psychologist, most of their time, attention, and expertise
are centered on schools. They may also be employees at clinics,
such as those based in the community, medical centers, prisons,
juvenile detention centers, universities, or in private practice
(Kuther & Morgan, 2013).
When considering society today and the many issues and
situations confronting students, their families, and school
systems, the need for school psychologists is evident. The
assessments and treatment they provide to students, especially
in the kindergarten to 12th (K-12) setting is priceless. Children
enter the school system with multiple concerns, which the
teachers and school administrators have neither the time nor
training to address. Some of the issues and challenges dealt with
by school psychologists are psychological, developmental,
family structure, and school related, which the school counselor
lacks the education, training, and expertise to effectively
address.
A review of several challenges for students today clearly

9. highlights the need for school psychologists. A major problem
in schools is creating a safe and positive atmosphere in the
schools, which will facilitate learning and academic growth. In
this regard, school psychologists can work to decrease or
prevent bullying, aid the victims of bullying and the
perpetrator. Oftentimes, the parents or parent need guidance in
how to assist their child, who is involved in school bullying.
School psychologists are outstanding advocates for improving
and strengthening the relationship between the school and
families of the students.
Research has demonstrated bullying is associated with
aggression. Schools endeavor to maintain a violence-free
environment and preventing bullying is an integral aspect of
their objective. The results of bullying to the victim can directly
impact their school performance. Bullying is responsible for
reduced levels of emotional/psychological well-being, inability
to make social adjustments, psychological issues, and
physical/medical problems (Jacobsen & Bauman, 2007). The
behavior is considered bullying when the following aspects are
present: the intention is to inflict harm, repeated behavior, and a
clear difference in power between the bully and their victim
(Jacobsen & Bauman, 2007).
The services and assistance provided to families become
especially important when they have children with special needs
or developmental delays. School psychologists can help the
family understand their child’s challenges and guide the parents
or parent through the specialized education procedures. They
are also instrumental in ensuring the family is in touch with
services provided by the community. The need for assistance
provided by school psychologists increases when considering
the number of single parent homes and divorce rates.
In addition to direct contact with students, teachers, families,
and school administrators, School psychologists spend time
researching and creating developmental programs in schools’
settings. They evaluate the effectiveness of their services and
treatments and how to successfully implement educational

10. changes and restructuring (Kuther & Morgan, 2013). The
salaries for school psychologists in primary and secondary
schools are comparable to counseling and clinical
Psychologists. In 2008, the median salary was $65,710 (Bureau
of Labor Statistics, 2010).
Now, let’s review some highlights from Week 1 to Week 4. Our
discussion in Week 1 was focused on developmental
Psychology. We discussed how we go through multiple changes
and stages throughout our lifetime. Developmental
psychologists study these changes in development and human
growth, over the lifespan. Several notable developmental
psychologists include Jacques Rousseau and Erik Erikson. The
concerns of developmental psychologists go beyond how
individuals grow, develop, and change, during their lifespan.
Their concerns include the emotional, intellectual, and physical
development of children, adolescents, and adults.
We discussed careers you can pursue with a bachelor’s degree
and a graduate degree. Two popular careers with a Bachelor’s
degree are Gerontology Aide and Child Life Specialist. The
work for both careers can be extremely rewarding but very
emotionally draining. The median salary is about $27,280 and
about 50% earned between $21,860 and $34,590 in 2008
(Bureau of Labor Statistics, 2010).
Developmental psychologists with graduate degrees have
additional career opportunities, which allow them to earn higher
salaries. Applied developmental psychologists integrate
developmental science and practice. One aspect of their job is to
conduct developmental evaluations of children who have
sustained injuries or who may be delayed developmentally.
Applied developmental psychologists share some objectives and
tasks with clinical and counseling psychologists, but there are
two distinct differences. The first difference is applied
developmental psychologists do not conduct individual therapy,
as performed by clinical and counseling psychologists.
Additionally, their objectives are predicated on development
over the life span and assisting individuals to increase their

11. capacities (Kuther & Morgan, 2013). Employment can be found
in healthcare settings, schools, human/social services agencies,
and private practices.
Biopsychology, cognitive neuropsychology and clinical
neuropsychology were the focus of Week 2. The breakthroughs
in technology are responsible for the increased scientific
knowledge in the biological sciences. Clinical neuropsychology
is the application of biopsychology, within clinical and
counseling contexts. Clinical neuropsychologists are tasked
with developing interventions and treatment strategies to assist
clients/patients to make needed adaptations/changes to regain
functioning capabilities, which will facilitate independent living
and enjoying the optimal quality of life. A study completed by
the American Academy of Clinical Neuropsychology, in 2011,
stated the median salary of neuropsychologists was $94,100, in
the United States (http://www.theaacn.org/).
The increasing aging population in the United States is
responsible for an increased need for neuropsychologists.
Neuropsychology is the branch of psychology that scientifically
examines the connection between how the brain functions and
the thinking, feeling, and actions of an individual. Clinical
neuropsychology is the applied practice of neuropsychology
examining information about brain functions, assessment tools,
and statistical data, involving normal and abnormal brain
functions. The information is then used to evaluate an
individual’s mental functioning, emotional state, resulting in
providing an intervention, if needed (Frerichs, 2004).
We learned in Week 3 how clinical psychology combines
science, theory, and practice to provide explanations and
understanding to predict and address psychological problems
and the accompanying distress. Counseling psychologists have a
similar objective of working to alleviate or reduce distress
associated with emotional or behavioral difficulties caused by
psychological problems. Both clinical and counseling
psychologists work in a variety of settings. Most counseling
professions require graduate degrees for employment, however;

12. substance abuse counselors are an exception.
Career options and financial prospects in clinical and
counseling related fields expand dramatically with a graduate
degree in psychology. A primary benefit of a graduate degree in
clinical or counseling psychology is the flexibility to pursue
career opportunities, which match one’s own interests.
Week 4 was designed to help you answer the question, “What is
in it for me?” We reviewed what psychology includes and how
psychology students learn how to learn as they develop critical
thinking and analytical skills. We discussed several ways you
can make your life easier as an undergraduate college student.
Do you remember PRADE and what each letter represents? Here
is a listing of what each letter represented and actions you could
pursue, as an undergraduate. Prepresented your professors and
you were encouraged to talk with them. The R indicated
research and looking for opportunities to gain research
experience. Participating in extracurricular activities was A and
your degree was highlighted with the letter D. The final letter
of E denoted experience and discussed work experience.
You were encouraged to start working on building relationships,
prior to graduating. These relationships may possibly lead to
good solid references. The time spent talking and working with
your professors often reaps wonderful and glowing references.
Additional Resources:
Department of Applied Psychology and Human Development
https://www.youtube.com/watch?v=AGNdbeTvh-4
What is a neuropsychologist? -You tube
https://www.youtube.com/watch?v=lUWQuAHNjtY
How to become a Professor in Psychology? – You tube
https://www.youtube.com/watch?v=reOw8wB1c24
Psychology in the Military (Part 1) – You tube
https://www.youtube.com/watch?v=PpRxlPNgUOw
References
Bain, S. F. (2012). School counselors: A review of
contemporary issues. Research in Higher Education Journal,
18, 01-07.

13. Frerichs, R. (2004). When should an older adult be referred to
neuropsychology? The Canadian Alzheimer Disease Review,
vol, 04-09.
Jacobsen, K. E. & Bauman S. (2007). Bullying in schools:
School counselors’ response to three types of bullying
incidents. ASCA/Professional School Counseling, 01-09.
Zambrano, E., Villarreal-Castro, & Sullivan, J. (2012). School
counselors and school psychologists: Partners in collaboration
for student success within RTI and CDCGP frameworks. Journal
of School Counseling, 10, 01-28.