This document contains Kenneth Chinakwe's undergraduate ePortfolio, including a personal statement, resume, reflection, and samples of work addressing various program outcomes like critical thinking, research skills, communication skills, ethics and diversity awareness, foundations of psychology, and interpersonal effectiveness. The personal statement provides biographical details about Chinakwe and his background. The resume outlines his work and educational experience. Sections include reflections on Chinakwe's psychology studies and outlines and samples addressing the program outcomes.

1. 1 Undergraduate Studies ePortfolio Kenneth Chinakwe Psychology, 2011

2. Personal Statement Hello everyone, my name is Kenny Chinakwe and I was born in Lagos, Nigeria in 1978. I came to the United States at the age of 1 and have been residing in California since 1984. I work for the California Department of Corrections and will acquire a Bachelors in Arts degree in Psychology this year 2011

3. Resume Kenneth N. Chinakwe 5137 Cabot Cir Sacramento, CA 95830 916-515-6972 (cell phone) 209-409-1229 (home phone) OBJECTIVE To expand job skills and to further advance professional Career. EDUCATION: Argosy University 1400 Penn Ave Pittsburgh, PA 15222 Degree: B.A Psychology, June 2011 University of New Mexico Years: 2000-2004 Undergraduate Sacramento City College Years: 1997-2000 Undergraduate Christian Brothers High School Years: 1993-1997 Graduated: Diploma EMPLOYMENT CALIFORNIA DEPARTMENT OF CORRECTIONS EXPERIENCE AUG 2011-PRES CASE RECORDS TECHNICIAN Handle and maintain criminal case files EMPLOYMENT PROFFESSIONAL POOLS EXPERIENCE P.O. Box 1411, River Bank, CA 95814 APR 06–Nov 09 POOL TECHNICIAN Clerical work, Pool maintenance and Servicing. EMPLOYMENT SOUTH CENTRAL POOLS EXPERIENCE 821 Oates Court, Modesto, CA 95448 JUL 05–MAR 06 CUSTOMER SERVICE CLERK Clerical work, Pool supplies and Materials, Stocks Inventory EMPLOYMENT CALIFORNIA STATE UNIVERSITY, STANISLAUS EXPERIENCE Monte Vista Drive, Turlock, CA 95380 SEP 04–JUN 05 STUDENT ASSISTANT Clerical work, Mail Processing, Filling, Word processing, Data Processing, Filling. EMPLOYMENT INSTITUTE OF PUBLIC POLICY EXPERIENCE 220 Shore Blvd, Modesto, CA 95448 MAR 02–MAY 04 TELEMARKETING ANALYST Customer Surveys, Data Imputing And Data Recording, Data Analysis, Clerical work EMPLOYMENT UNIVERSITY OF NEW MEXICO COUNSELING EXPERIENCE MAY 04-AUG 04 In charge of mentoring and counseling High school students for college prep EMPLOYMENT STATE OF CALIFORNIA EMPLOYMENT DEVELOPMENT EXPERIENCE 801 Capitol Avenue, Sacramento, CA 95814 JUN 00–JUN 02 Clerical work, Mail Processing, Word processing, Data Processing, Filling. EMPLOYMENT TARGET STORES INC EXPERIENCE 222 Mack Road, Sacramento, CA 95823 JAN 98-MAR 00 SECURITY AND ASSETS PROTECTION OFFICER Customer Service, Theft Prevention, Asset Protection ACTIVITIES Played the two guard for the Christian Brothers High School Basketball team 1993-1996. Played striker for the Park Way Eagles Soccer team 1988-1996 Played Tailback for the Christian Brothers High School Football Team 1996-1997 Played Tailback for the Albuquerque Assassins Semi-Pro Football team 2001-2003

4. Reflection I went back to school in the winter of 2009 at Argosy. Over the last 2 years I have wrote papers that describe the world that we as people live in. Though we have come along way, we make what the world is. During my tenure at Argosy, I wanted to study the development of children and obstacles that effect that development. This was a very personal thing for me because of the things that have occurred in my life and how these things have shaped what I have become today. Children need guidance and protection and that is crucial for the mankind to flourish. My biggest strengths is my willingness to finish the job. I like to analyze thoughts and actions of people because the interest of why people think and do the things they do drives my curiosity. Communication is a big factor in life and on a personal level it would be difficult for anyone to flourish without interactions with other human beings. I would say communication is a big strength for me.

5. 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

6. Critical Thinking Chinakwe 1 Cognitive Abilities Kenneth Chinakwe 8-8-2011 Chinakwe 2 Many would agree that the world is a difficult place to live in. With so much dependencies on drugs and alcohol for people to cope with; teenage pregnancies on the rise, rise in crime and poverty, high school drop outs, loss of income and jobs, and wars, it can become difficult for parents to watch and monitor their children. All of these negative things in the world can drive people insane, but we still must pay attention and look toward the future. Our world is filled with so many opportunities, options, and influences, so it is no wonder how our children can stray so easily. To better our future, parents and other responsible adults should take notice and prepare our children so they do not stray; besides our children will be the future leaders of this world someday. The cycle of youth violence must be broken so that our children will raise and be responsible for other future leaders. When there is a problem with our community due to youth violence or other negative elements, parents need to be able to notice the signs and work together with other responsible adults to make a positive change. Parents must be skillful and aware when it comes to the community so that community involvement is easier. It takes more than parents to raise a child, it takes a whole community. “Parental involvement is critical for support and intervention” (Psych 301, pg 12). In this week’s case scenario, a group of parents decide enough is enough. They have grown tired of nobody stepping in to rid the community of violence, gangs, and drugs. How will these parents raise their children in such a bad environment? Any one can see that these elements can have a long lasting effect on the youths of their community so something must be done. “Youth gangs have an effect on youth violence because the Chinakwe 3 general lifestyle and expectations of youth gang members can lead to increased youth violence” (ehow.com). My advice for these parents is to come up with an intervention plan that will help combat the growing problem in their community. I would ask for the involvement of teachers from the near by schools, more parents and other neighborhood people, and most importantly, law enforcement. Other people that I would advise for involvement are older or retired people, and teenagers. Teenagers will help out a lot especially when it comes to energy and resilience. The retired would be a great help because of the extra time spent in the intervention plan and the wisdom they can share to make things run more efficiently. The more people involved the better. Rounding up as many members for a weekly or monthly meeting will be a great start. Meetings equal a more divers and broader view of the situation where everyone involved will feel a sense of belonging and be more motivated to help. The intervention plan should include different volunteer jobs for each member. A member may be required to help come up with a plan to write up safe neighborhood routs for children to help avoid drug or crime infested areas. With law enforcement visiting the meetings, member can report those same drug and crime infested areas to be monitored by sheriffs and police officers. The intervention plan should include workshops for children and adults that will teach youth violence prevention. Having intervention for children and parents from different back grounds brings a more diverse feel to the operation. The world is filled with Chinakwe 4 different people from different backgrounds. So when it comes to crime, anyone, Black, White, Hispanic, girl, boy, woman, or man can be a victim. The program will teach proper ways to report a crime, and teach students and youths to stay away from strangers. The program will also teach adults to gain skills in noticing drug activity with the help of law enforcement. Parents should also learn how to notice troubled youths in the neighborhood, notice other children that may be victims or bullied by other bad children. Community involvement is key and intervention will only work when all members our on board to reach the ultimate goal. With this situation in this case scenario, the community will have low attachment due to the crime and gang activity. This is something that is high noticeable and must be dealt with in a professional matter is order for prevention to take place. Everyone should want to get involved and help in order to better the neighborhood. Chinakwe 5 Argosy Lecture (2011). Psychology 301, Children and Violence. Retrieved June 28, 2011 http://myeclassonline.com/re/DotNextLaunch.asp?courseid=5104117&userid=5453 The effects of Youth Gangs in Youth Violence (1999). Retrieved June 28, 2011 From http://www.ehow.com/list_5955912_effects-youth-gangs-youth-violence.html Research Skills Kenneth Chinakwe 8-8-2011 Chinakwe 2 For this topic review, I would like to direct attention to the negative upbringings of children and how this negative effect can manifest into an unnecessary evil that can destroy the life of a child into adult hood and then perhaps the criminal justice system. Negative upbringings can range from child abuse, sexual abuse, emotional abuse, child neglect, and or physical abuse. Most of this can lead to violence outside the home including gang violence and crime. From what is known, child abuse can be caused by stressed out or inexperienced parents. Most importantly it can be caused by adults that too were abused themselves and continue the vicious cycle into their adult hood because of lack of intervention. The truth of the matter is it starts at home, and children need to be protected and cared for. Many would agree that the world is a difficult place to live in. With so much dependencies on drugs and alcohol for people to cope with; teenage pregnancies on the rise, rise in crime and poverty, high school drop outs, loss of income and jobs, and wars, it can become difficult for parents to watch and monitor their children. Parents should tend to their children in order to prevent outside influences. I work with prison inmates and the majority of them come from broken homes where there was abuse. If there were intervention when these criminals were children, perhaps they would not be in the criminal justice system. “In every state, the following people are required by law to report suspected abuse: Doctors; nurses; dentists; mental health professionals; social workers; teachers; day care workers; law enforcement personnel. In some states, clergy, foster parents, attorneys, and camp counselors also are required to report abuse. In about 18 states, any person who suspects abuse is required to report it” (findcounseling.com). Chinakwe 3 Findcounseling.com (1996-2009). Child abuse prevalence is under reported. Retrieved July 5, 2011 from http://www.findcounseling.com/journal/child-abuse/abuse-statistics.html David Nancy E. (2006). Handbook of Children, Culture, and Violence Sage Publication, Inc Glicken, M.D. (2003). Violent Young Children Allyn & Bacon, Inc Spatz, Cathy (1989). Child Abuse, Neglect, and Violent Criminal Behavior Indiana University, Bloomington Nagin, Daniel (1997). Adolescent Mothers and the Criminal Behavior of their Children. Law & Society Review Olds, David (1998). Long Term Effects of nurse home visitation on children’s criminal and antisocial behavior. Journal of the American Medical Association Raine, Adrian (1993). The Psychopathology of Crime Elsevier, Academic Press Chinakwe 4 Parker, Jeffrey (1987). Peer relations and later personal adjustments: Are low accepted children at risk? Psychological Bulletin vol 102. Chaicon, Jan (1982). Varieties of Criminal Behavior Rand Corporation McCord, Joan (1979). Some Child-rearing antecedents of criminal behavior in adult men Journal of Personality and Social Psychology Chinakwe 1 Communication Skills Kenneth Chinakwe 8-8-2011 OUTLINE Varieties of Criminal Behavior Drug dealing Theft Hand book of children, culture, and violence Child Victims On a daily, 9 children die 20 die from firearms 8000 reported as abused or neglected Child Abuse Prevalence is under reported Reasons for not reporting abuse Under recognition of crime Lack of definition of what abuse is Violent young children Diagnosis of violent behavior in children Prevention of later violent behavior. Some child-rearing antecedents of criminal behavior in adult men 6 variables of family dynamics during childhood that resulted in criminal convictions in adult hood mother’s self confidence father’s deviance 3) parental aggressiveness 4) maternal affection parental conflict 6) parental supervision Diversity Kenneth Chinakwe 8-8-2011 Chinakwe 2 Diversity is the dynamics of different cultures coexisting in one environment (Psych 312 M1, pg1). Basically when one hears the word diversity, one may think of many groups of people from different places, backgrounds or culture. If we were to go back to the southern states in the early 1800’s, we may find it difficult to refer to it as a diverse setting because it was just one group of people, whites. However it would be diverse in the sense that those group of people may have come from other northern European countries. The word diversity has many different meanings to different people. “Sources of diversity include race, ethnicity, gender, sexuality, nationality, physical ability, mental ability, disability, socioeconomic status (SES), and religion (Robinson, pg 4). With that in mind, I asked 3 strangers what their opinion is about the word, “diversity”. “Diversity is a setting that has many different types of people” (Sara Ross). “When I think of the word diversity, I think of myself and others who are mixed. My mother is part Portuguese and Hispanic, my father is African American. I myself am part African American, Hispanic, and Portuguese. I come from a diverse background” (Sara Ross). “I do think there are those that respect, there are those that disrespect, and those that are just indifferent when it comes to diversity. As a nation we have come a long way and I feel that this is due to pop culture. However because of our economy, I think people tend to be more comfortable with their own race or culture. This is evident in the job market. If there is a job that is dominated by one group of people, then they are more likely to give a job to one that is from the same background as the majority” (Quadir Reed). “I admire those that respect diversity because they are more in tune with the changing world. They are more color blind and understand the usefulness of community. This is crucial for the Chinakwe 3 development of our children. Then you have those that are just ignorant and would rather be with their own race or culture because of upbringing. Majority of these people are racist. This can be any person of any race or culture. It is crucial that our American culture take diversity serious. Our world is in a better position than we were back in the 1960’s and prior. With so many different people from other parts of the globe we have become a more diverse nation. I am Filipino, and my family and I have been in this country for over 40 years. We chose to live in California because of the diversity of people. I have an African American friend who is also my best friend and I have known him since the 6th grade. He is African for the simple fact that he was born in Lagos, Nigeria and I was born in the Philippines. We have become friends because our families are almost similar in the way things are handled, especially when it comes to children and discipline. I will not go into detail on this but we both share the same views on things a majority of the time. Our American culture must start teaching the importance of diversity to children from the moment of birth. This will help our future become more multicultural. A majority of our people speak one language. Helping our nation become more understanding of diversity will help build a more multilingual nation. This way we can communicate better” (Ferdinand Rivera). In conclusion, the general attitude towards diversity is that it consists of the coexistence of many different types of people from different backgrounds. I believe diversity is associated more with minorities or non whites, which is ironic because immigrants or people from other countries helped build this nation. The majority of these minorities is immigrants or vice versa. I believe in diversity and I can not be around just Chinakwe 4 one group of people. As an African American, I myself can not be just around African Americans because it is not reality. Reality is different people or a diverse world. All three of the respondents answered the questions the same way I would have. Diversity must start with our children if we as a nation seek to improve our diversity. Ignorance is a terrible thing, and it can only hold us back. Chinakwe 5 Argosy Lecture (2011). Psychology 304, Human Sexuality. Retrieved March 7, 2011Fromhttp://http://myeclassonline.com/re/DotNextLaunch.asp?courseid=4891186&userid=5453838&sessionid=7ffb56f739&tabid=2iE7DprOSpdnsTCTA9YgNnMT7rWlxIv Robinson, T.L (2009). The Convergence of race, ethnicity, and gender: Multiple identities in counseling (3rd ed.) Upper Saddle River, N.J: Pearson Chinakwe 1 Personality Theory Kenneth Chinakwe 8-8-2010 Chinakwe 2 Sigmund Freud was born May 6, 1856. Many will say that he was the pioneer of modern day psychology. It was because of him that many developed an interest into the field of mental study. Sigmund Freud is best known for his work and development of theories on unconscious thought. His theories would become known as the “psychoanalytic theory of development”. His theories were so influential that it soon brings more educated minds to the table; such minds as Carl Jung’s “collective unconscious” study, and Erik Erikson’s “eight-stage theory of psychosocial development”. “According to Freud, an individual’s development is shaped by childhood experiences and unconscious desires” (about.com, 2010). These factors can influence behavior. However, Freud would soon find that good ideas would come with critique, which would eventually lead to other ideas. Carl Jung, once a loyal follower of Freud, eventually went on to expand his own knowledge of the unconscious when he started disagreeing with Freud’s ideas. Both men agreed that unconscious thought help shape one’s personality; however Freud put too much emphasis on sexuality, aggressive drives, and other internal factors. This was what Jung disagreed with. Jung believed that internal and external factors help develop personality. This belief helped Jung establish the term, “personal unconscious” to rival Freud’s “psychoanalytic theory of development” in the field of psychology. Carl Jung also believed that unconscious thoughts can be accessed where as Freud believed that most unconscious thoughts were suppressed and were only manifested by a certain events (Argosy, 2010). Jung’s ideas about personality were mostly cultural based where as Freud’s were more on a personal level. Chinakwe 3 With this in mind, our 30 year patient is having a psychological interference. She is experiencing numerous fears, bizarre dreams, and relationship problems. Both Freud and Jung would agree that the patient’s problems are with her unconscious mind. However they would disagree on what is causing her problem. Freud would contribute her unconscious trouble to an early child hood experience. On the other hand, Jung would contribute her problems as internal that could be genetic or external factors like her relationships with others. Chinakwe 4 Psychoanalytic Theories (2010). Retrieved May 27, 2010 From http://psychology.about.com/od/theoriesofpersonality/ss/psychosexualdev_3.htm Argosy Lecture (2010). Retrieved May 27, 2010 From http://myeclassonline.com/re/DotNextLaunch.asp?courseid=4131447 Chinakwe 1 Social Roles Kenneth Chinakwe 8-8-2010 Chinakwe 2 Dear Dept. of Education Washington, DC Organizational psychology is an interesting field in that it examines behaviors in organizations by means of research and investigations of individuals, groups, and the organizational processes. These types of duties and responsibilities are familiarized with the human resources department that is part of most employment branches world wide. As a social planner for adolescence, I would make sure that I am assisted in making sure things run smoothly with the help of an assistant organization planner. When it comes to planning and organizing different programs for young adolescence, it is important that there is a Psychologist who specializes in serving, organizing, and coordinating for different institutions, by directing and gathering the necessary information to help build and form the fabric of the institution. The key responsibility is research and exercise. Often the individuals in this line of work are referred to as “scientific practitioners”, of who integrate research and practice. The information that is gathered by the researchers is those that have special interest in basic human behavior. Information gathered by the practitioners is those that enhance organizational effectiveness and adolescent well being. This is crucial in assuring that our young people see how the real world works so they can then make that transition into adult hood. Organizational psychology are part of “division 14” of the American Psychological Association, also called “The Society for Industrial and Organizational Psychology” or S.I.O.P. Chinakwe 3 There are many types of organizations, which stem from companies, groups, clubs, or teams. These are all social units that strive to attain a common goal. These goals can not be reached without a plan or scheme. This is where an organizational psychologist comes in. When it comes to exercising and enforcing rules and regulations for certain programs for adolescence, the organizational psychologist plays a role in making sure guidelines are followed and obeyed. Hiring for certain jobs and positions are also key to planning and constructing a team of young employees to meet the goals. Generally speaking, some adolescence needs to make that step into adulthood, so as a social planner along with the help of my organizational assistant, I would strive to get the young ones the experience of being employed. There are jobs out there that have student assistant programs. By having work experience or employment, it will help young adolescents acquire the confidence they will need to succeed in the real world. This I would hope will increase awareness of them selves. Another program that may help adolescence transition from high school to adult hood is college workshops. I have experience in working with young 17 year olds as a mentor. I run this program during the summer right at the beginning of summer break. It would basically be a summer camp at a college. This would be a college prep summer camp for these kids that would allow them to experience the life of college students. They would stay or live on campus in the dorms. During the course of the day, I would have each student experience what it is like to work as an employee and they would be paid for it. Chinakwe 4 There would be different jobs on the campus. This will give the students the edge at becoming young, responsible adults. Chinakwe 5 SIOP.org (2009). Retrieved September 18, 2010 From http://siop.org/ WCUP.edu (200). Retrieved September 18, 2010 Fromhttp://www.wcupa.edu/_Academics/sch_cas.psy/Career_Paths/Industrial/Career06.htm BA PSYCHOLOGY Learning Outcomes Rubric Please note the following when marking the boxes for each of the core competencies: Limited Exposure: If the student does not demonstrate that he or she has received college-level instruction in this area, check this box. Moderate Exposure: If the student shows some competency with this outcome, and shows recognition of some of the discussion points in this area, check this box. Significant Exposure: If the student can fairly easily address some of the major themes and their application to theory and/or to their own life, check this box. These are abilities beyond those described under Moderate Exposure. Extensive Exposure: If the student demonstrates expertise in a given area that sets him or her apart from their peer group, check this box. These are abilities beyond those described under Significant Exposure. Section 1a: Cognitive Abilities: Critical Thinking: Given a psychological issue, employs skeptical inquiry and a scientific approach.  0 = Limited ExposureDemonstrates limited ability to thoughtfully examine psychological perspectives and theories within written and oral presentations. Demonstrates limited ability in acknowledging or exploring a given topic from more than one perspective. 1 = Moderate Exposure Able to recognize and describe a wide range of psychological perspectives and theories within written and oral presentations. When presenting (in written work or orally), indicates an understanding of a given topic from multiple perspectives.Able to define and discuss the complexities in a given issue. 2 2 = Significant Exposure Able to choose from and appraise a wide range of psychological perspectives and theories within written and oral presentations. When presenting (in written work or orally), can illustrate multiple perspectives on a given topic.Able to analyze the complexities of a given issue. 3 = Extensive Exposure Able to formulate reasoned opinions on a wide range of psychological perspectives and theories within written and oral presentations. When presenting (in written work or orally), assesses a given topic from multiple perspectivesand evaluates merit of each perspective.Able to systematically analyze and appraise the complexities of a given issue. Section 1b: Cognitive Abilities: Information Literacy: Given a research question related to psychology, accesses information from a variety of sources and select appropriate sources to respond to the question.  0 = Limited ExposureRelies primarily on subjective/personal experience, popular press reports of psychology, and/or anecdotal evidence when completing a project on a topic in psychology. 1 = Moderate Exposure Able to obtain, arrange, classify, and describe information from a variety of appropriate sources pertinent to the chosen topic when completing a project in psychology. 2 2 = Significant Exposure Able to compare, contrast, and use information from a variety of sources pertinent to the chosen topic when completing a project in psychology. 3 = Extensive Exposure Able to collect and arrange information from a variety of sources pertinent to the chosen topic, integrating reasoned appraisals of such information into the work of a project in psychology. Section 2: Research: Understanding Research Methods: Given an article about research findings in the field of psychology from a scholarly journal, identifies the research design and statistical tools used (including research design, data analysis, and interpretation), and the findings of the article.  0 = Limited Exposure Demonstrates limited ability to correctly summarize one or none of the following: the research design, statistical and other evaluative tools, and findings of the article.  1 = Moderate Exposure Able to correctly summarize at least two of the following: the research design, statistical and other evaluative tools, and findings of the article. 2 = Significant Exposure Able to correctly summarize the research design, statistical and other evaluative tools, and findings of the article. 3 3 = Extensive Exposure Able to correctly summarize the research design, statistical and other evaluative tools, and findings of the article. Able to use sound reasoning as a basis for criticizing the research results. Section 3a: Communication Skills: Oral: Effectively presents psychological concepts orally as appropriate to the audience.  0 = Limited Exposure Possesses limited ability and/or struggles in creating, organizing and delivering oral presentations.  1 = Moderate Exposure Possesses moderate ability in creating, organizing and delivering oral presentations. Exhibits the ability to identify basic/general levels of organization and clarity of presentation. Struggles with the ability to recognize higher levels of organization and clarity, levels of appropriateness for specific audience(s), and/or is challenged with grammatical issues (such as the use of informal language or slang). 2 2 = Significant Exposure Possesses significant ability in creating, organizing and delivering oral presentations. Exhibits the ability to identify, select, and apply basic/general levels of organization and clarity of presentation. Able to recognize higher levels of organization and clarity, exhibits the ability to identify, select, and apply appropriate levels of presentation for specific audience(s), and/or is versed in correct usage of grammar and appropriate word selection.  3 = Extensive Exposure Possesses extensive ability in creating, organizing and delivering oral presentations. Exhibits the ability to design, develop, and defend appropriate levels of organizations and clarity of presentation, thus allowing the listener to following the line of reasoning. Exhibits the ability to design, develop, and defend appropriate level of presentation for audience, correct use of grammar, word choice for precise meaning. Section 3b: Communication Skills: Written: Effectively presents psychological information, in writing, using software and style appropriate to the audience.  0 = Limited Exposure Possesses limited ability in recognizing and/or creating formal academic writing to include APA format, clarity in content, language use, grammar organization and sentence structure.  1 = Moderate Exposure Possesses moderate ability in creating, organizing and delivering written work. Exhibits the ability to identify basic/general levels of organization and clarity in content, language use, grammar organization and sentence structure using APA formatting. Exhibits the ability to identify and discuss psychological concepts in written work.  2 = Significant Exposure Able to recognize and apply higher levels of organization and clarity, able to identify, select, and apply appropriate levels of written work for specific audience(s), and/or is versed in correct usage of language, grammar, and organization. Possesses significant ability in formal academic writing with clarity in content, language use, grammar organization, and sentence structure using APA formatting. Exhibits the ability to identify, discuss, and apply psychological concepts in written work. 3 3 = Extensive Exposure Exhibits the ability to develop and apply appropriate levels of conciseness and clarity in content, language use, grammar, organization using APA formatting. Exhibits the ability to develop, apply and defend a particular stance related to psychological concepts in written work. Section 4a: Ethics: Identifies the issues and challenges related to ethics in the field of Psychology.  0 = Limited Exposure Demonstrates limited knowledge about and/or ability to remember basic ethical precepts and terminology.  1 = Moderate Exposure Understands and is able to recognize and/or describe elements of the ethical standards and guidelines upon which psychology is based. 2 2 = Significant Exposure Not only understands the importance of ethical guidelines and is able to identify key elements therein, but can also analyze and apply ethical concepts and ideological frameworks to specific psychological issues. Claims ownership over the prescribed ethical principles for the field, and works to promote ethical decision-making and activity accordingly.  3 = Extensive Exposure Effectively engages in ethical thinking and action, evidenced by the ability to articulate best-practices pertaining to case examples and/or other specific problems associated with the field. Recognizes more subtle breaches in ethical practices in psychology and can construct alternative analyses and choices of behaviors. Claims ownership over the prescribed ethical principles for the field, and works to promote ethical decision-making and activity accordingly. Section 4b: Diversity: Identifies the issues and challenges related to diversity in the field of psychology.  0 = Limited Exposure Demonstrates limited knowledge about and/or ability to remember basic precepts and terminology related to diversity within psychology. Bases opinion(s), in large part, on subjective/personal experience and/or bias.  1 = Moderate Exposure Understands and is able to recognize and/or describe the existence of diversity issues in the field of psychology. 22 = Significant Exposure Not only understands the importance of awareness and knowledge/skill development in regards to diversity in psychology, but can also analyze and apply multiculturally-sensitive theories, thoughts, and beliefs to specific psychological issues. Recognizes personal biases, and works to increase awareness and respect for diverse populations.  3 = Extensive Exposure Effectively engages in multiculturally-sensitive thought and action, evidenced by the ability to articulate best-practices pertaining to case examples and/or other specific diversity issues and populations associated with the field. Recognizes more subtle forms of discrimination and prejudice within and around psychology and can construct alternative analyses and choices of behaviors. Claims ownership over personal biases, and works to increase awareness and respect for diverse populations. 5. Knowledge of Psychology: Recognizes the major concepts, theoretical perspectives, empirical findings, applications, and historical trends in psychology.  0 = Limited Exposure Demonstrates limited ability in recognizing or comprehending major concepts, theoretical perspectives, empirical findings, applications and historical trends in psychology or within a specific area of study in the field.  1 = Moderate Exposures Able to recognize and comprehend the major concepts, theoretical perspectives, empirical findings, applications and historical trends in psychology or within a specific area of study in the field. 2 2 = Significant Exposure Exhibits the ability to analyze and apply the major concepts, theoretical perspectives, empirical findings, applications and historical trends in a psychology or within a specific area of study in the field.  3 = Extensive Exposure Exhibits consistent recognition and exceptional comprehension of the major concepts, theoretical perspectives, empirical findings, applications and historical trends in psychology or within a specific area of study in the field. Able tosynthesize and evaluate various psychological theories, and apply them to explain everyday events and experiences. 6. Knowledge of Applied Psychology: Applies psychological principles to personal, social, and/or organizational issues.  0 = Limited Exposure Demonstrates limited ability in describing the major established and emerging areas of applied psychology. Demonstrates a basic and/or limited understanding of how psychological principles may apply to issues and situations at a personal, social, and/or organizational level.  1 = Moderate Exposure Demonstrates ability in describing the major established and emerging areas of applied psychology. Demonstrates an understanding of how psychological principles may apply to issues and situations at a personal, social, and/or organizational level. Occasionally applies psychological principles in his/her everyday decision-making and interactions with others, in the news, and in organizations s/he comes into contact with such as schools, workplaces, and places of worship and recreation. 22 = Significant Exposure Demonstrates a consistent understanding of how psychological principles apply to issues and situations at a personal, social, and/or organizational level. Consistently applies psychological principles in his/her everyday decision-making and interactions with others, in the news, and in organizations s/he comes into contact with such as schools, workplaces, and places of worship and recreation.  3 = Extensive Exposure Provides comprehensive explanations that incorporate psychological principles, as well as, empirical data and best practices. Demonstrates the ability to use psychological principles in solving problems, explaining social issues, and dealing with everyday life situations. Section 7: Interpersonal Effectiveness: Active Listening Communication Skills: Develops and improves positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others. q 0 = Limited Exposure Demonstrates limited ability to apply active listening communication skills in interpersonal and organizational scenarios to establish empathetic, collegial relationships that facilitate consensus building in working toward common goals and is not appreciative of diversity and culture. Demonstrates limited awareness of the importance of effective nonverbal communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity. Demonstrates limited openness to feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships. Demonstrates limited awareness of the impact of technological advances on communication within interpersonal and organizational relationships. Demonstrates limited ability to utilize effective communication and relationship skills in order to promote the growth of others and effect change. q1 = Moderate Exposure Demonstrates awareness of the importance of active listening communication skills in interpersonal and organizational scenarios to establish empathetic, collegial relationships that facilitate consensus building in working toward common goals and is appreciative of diversity and culture. Demonstrates awareness of the importance of effective nonverbal communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity. Is open to receiving feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships. Demonstrates awareness of the impact of technological advances on communication within interpersonal and organizational relationships. Utilizes some effective communication and relationship skills in order to promote the growth of others and effect change. 2 2 = Significant Exposure Able to apply some active listening communication skills in interpersonal and organizational scenarios to establish empathetic, collegial relationships that facilitate consensus building in working toward common goals and is appreciative of diversity and culture. Able to analyze the importance of effective nonverbal communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity. Able to accept and utilize feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships. Actively demonstrates an understanding of the impact of technological advances on communication within interpersonal and organizational relationships. Demonstrates utilization of effective communication and relationship skills in order to promote the growth of others and effect change. q 3 = Extensive Exposure Able to consistently and effectively apply active listening communication skills in interpersonal and organizational scenarios to establish empathetic, collegial relationships that facilitate consensus building in working toward common goals and is appreciative of diversity and culture. Able to consistently analyze the importance of effective nonverbal communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity. Actively solicits and utilizes feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships. Consistently & actively demonstrates an understanding of the impact of technological advances on communication within interpersonal and organizational relationships. Consistently demonstrates strong utilization of effective communication and relationship skills in order to promote the growth of others and effect change. Present Work that exemplifies each outcome–can incorporate pictures, video, audio, etc.

7. My Future in Learning Learning is indeed a lifelong process. I hope after acquiring my Bachelors in Arts degree in Psychology, I can then go on and pursue my masters and then my PHd. I value the idea of self investments and by doing so I hope to assist others to do the same. We should never settle for anything less.

8. Contact Me Thank you for viewing my ePortfolio. For further information, please contact me at the e-mail address below. kennycraig24@aol.com