Professional_Profile_Template

Professional Portfolio
Wayne T. Robinson II
Psychology, 2011-2015
College of Undergraduate Studies
Argosy University

Cover Letter
Wayne Robinson
167 Anna Rd.
Blakeslee, PA. 18610
Phone: 301- 628 – 6541
E-mail address: waynetrobinson0706@gmail.com
Ever since I was a young child I have been interested in helping others. I noticed I would always
be the person people would come to in order to talk or if they had a problem. Like now, I would
always listen attentively and with empathy towards the other person’s concerns. I would always
stray from my own personal feelings and give my opinion towards their concerns with a
conclusion I reached by applying moral values. I would like to continue my services to humanity
by taking up an occupation that is related to the field of psychology. After I obtain my Bachelors
Degree I will seek employment in the field of psychology, and look to further my education by
enrolling in a program that will allow me to obtain a Masters Degree in psychology. My first
choice within the field of psychology would be a research assistant. If I am hired into this field I
know I would need to continue my education until I reached the PHD certificate. My next area of
interest would be a Psychiatric assistant. In this area I would be able to aid professionals while
learning more valuable skills on the job. Next, I would be interested in a court liaison’s position.
I know I would need certificates in the area of jurisdiction in order to be a benefit in this field.
Lastly, I would be interested in being a victim’s advocate. I feel with my work educate and
personal skills of being a people’s person I would compliment any organization that would have
me.

Resume
CAREER OBJECTIVE:
To continue my career with an organization that will utilize my management and supervisory
skills to benefit mutual growth and success.
QUALIFICATIONS:
 Certified Master Electrician
 Knowledge of the principles of electricity and electrical codes which typically apply to
the work assignment.
 Knowledge of the standard methods, materials, tools, electrical devices such as controls,
switches, starters, transformers, motors, panel boards and other relevant equipment.
 Knowledge of the potential occupational hazards connected with electrical work and the
safety standards and practices, which should be applied.
 Skill in the use of tools and installation of electrical devices of the electrical trade.
 Skill in diagnosing the cause of electrical breakdowns and, repairing and adjusting
electrical devices.
 Ability to study and comprehend, interpret and apply blueprints, schematics,
maintenance manuals and assembly instructions.
 Extensive use of independent judgment.
EDUCATION:
Argosy University, Washington, DC

Completed Bachelors of Art in Psychology with focused concentration within the criminal
justice system, September 30, 2015
Masters of Science in Human Services, Anticipated – September, 2017
OFFICE SKILLS:
 Proficient in customer service and clerical skills
 Excellent Microsoft Word, Excel, PowerPoint, Outlook and the internet skills
 Office organizational skills including communication, and client filling
 Handling individuals one on one or group situations
 Organizing occupational services for clients
 Performing intake services for clients in need of services
 Excellent team player who utilizes discretion and excellent judgment
 Ability to quickly learn and adapt to new skills and environments
CERTIFICATIONS:
 Member of the National Society of Collegiate Scholars
 Certified Core Curricular Instructor
 Certified Electrical Instructor for the National Center for Construction and Research
(NCCER)
 OSHA 10
 Bachelors’ Degree in the Art of Psychology
WORK EXPERIENCE

Volunteer at the United States of Veterans Affairs
New York City, New York 2015 – Present
 Performing task in different areas of the VA Hospital that involve patient care and
representation.
College of Southern Maryland, Electrical Instructor:
LaPlata, MD 7/2009 – 2014
 Develops and implements a program of instruction that meets the individual needs,
interests and abilities of students and is consistent with local and state plan of study and
curriculum guides of the college and Department of Postsecondary Education.
 Plans and employs a variety of appropriate instructional/learning strategies and activities
which are compatible with the physical facility but serve the needs and capabilities of the
students.
 Plans and implements lessons based on curriculum objectives and the needs and abilities
of the students.
 Assisted the course manager with planning future events, drawing up and relaying
information, and planned study conditions and activities for students.
AFLIO Union, MasterElectrician:
Laurel, MD 6/2005 – Present
 Managed and supervised a team of electricians on projects.

 Covered every area of electrical installations for farms, agricultural buildings, residential
areas and, marinas and boat yards.
 Obtained proper permits as required by law to carry out electrical work on projects.
 Inspected and evaluated electrical and electronic equipment to ensure that it operated
efficiently and safely, followed recommended maintenance schedule for cleaning and
lubricating equipment, and maintained records on equipment status and maintenance.
 Studied blueprints and schematics and determined methods, materials and equipment
needed to complete the project.
 Disassembled, repaired and reassembled or replaced defective electrical equipment such
as plugs, switches, outlets, controls, switchgear, motor control units, transfer switches,
ballasts, motors and appliances using hand/power tools, utilized test equipment and
service manuals.
 Tested installations to check and ensure continuity of the circuit and compatibility, and
safety of all components using test equipment such as an ohmmeter, amp meter,
voltmeter, and oscilloscope or battery buzzer.
 Inspected and evaluated electrical equipment to ensure that it operated efficiently and
safely; determining whether equipment and new installations met requirements of the
National Electrical Code since 1993.
 Performed trouble shooting circuits and equipment.
References
1. Mr. Joseph Gooby
Communications Supervisor
Pivotal Point LLC

117 North Fairfax Street
Falls Church, VA 22046-3528
Phone: (703) 635-5226
Mr. Gooby is currently an advisor of communications for me.
2. Deborah M. Hamilton
Independent Associate Director Legal Shield -Small Business, Group Benefits Specialist,
Identity Theft Specialist
Legal Shield
One Pre-Paid Way
Ada, OK 74820
(580) 436-7424
Ms. Hamilton is currently my advisor for customer relations, and she helps me with client’s
needs and legal demands.
3. Shante Williams
IBO with Total Life Changes
Total Life Changes
9453 Marine City Hwy Ira, MI 48023
1-888-873-1898
Ms. Williams is currently my advisor on money and health management.

4. Karen Person
Supervisory Program Specialist at Department of Veterans Affairs
423 East 23rd Street New York, New York 10010
karen.dudley@va.gov
Phone: 301-455- 2092
Ms. Person is currently my supervisor at the Veteran’s Affairs Hospital

Transcript
Course Title Credits Status Grade
PSY492 Advanced General Psychology 3.00 Complete A
PSY382 Positive Psychology 3.00 Complete B
PSY313 Psychology of Gender 3.00 Complete B-
CJA415 Victimology 3.00 Complete B
HUM440 Critical Thinking: Common Sense & Everyday Life 3.00 Complete A
CJA225 Criminal Court Systems 3.00 Complete A
PSY301 Children and Violence 3.00 Complete A
CJA215 Criminal Law 3.00 Complete A
PSY430 Ethics in Psychology 3.00 Complete A
PSY494 Substance Abuse Treatment in Crim Justice System 3.00 Complete A-
PSY498 Psychology and the Criminal Mind 3.00 Complete A-
PSY422 Forensic Psychology 3.00 Complete A
PSY405 Interviewing Techniques 3.00 Complete B-
PSY363 Cognitive Psychology 3.00 Complete B
PSY302 Research Methods 3.00 Complete C-
PSY362 Personality Theories 3.00 Complete B
PSY210 Psychological Statistics 3.00 Complete B-
PSY350 Physiological Psychology 3.00 Complete B-
PSY310 Social Psychology 3.00 Complete A-
PSY303 Introduction to Crime and Causes 3.00 Complete A
HUM220 Ethics and Social Justice 3.00 Complete A
PSY270 Careers in Psychology 3.00 Complete A-
CJA105 Introduction to Criminal Justice 3.00 Complete A
MAT109 General Education Mathematics 3.00 Complete A

ENG102 Composition II 3.00 Complete A
PSY381 Abnormal Psychology 3.00 Complete A
SCI215 Contemporary Applications of the Sciences 3.00 Complete A
POL110 American Experience 3.00 Complete A
PSY260 Child and Adolescent Psychology 3.00 Complete A
HUM215 Diversity and World Cultures 3.00 Complete A-
SCI201 Ecology and Environmental Sustainability 3.00 Complete B+
PSY250 Writing in Psychology 3.00 Complete A-
HUM200 Critical Thinking and Problem Solving 3.00 Complete A
PSY230 Psychology in the Community 3.00 Complete A
PSY101 General Psychology 3.00 Complete A
ENG101 Composition I 3.00 Complete A
COM106 Information Literacy and Communication 3.00 Complete A
MAT106 Quantitative Literacy 3.00 Complete A
ENG096 English Review II 3.00 Complete CR
ENG095 English Review I 3.00 Complete CR
PSY180 Interpersonal Effectiveness 3.00 Complete A
ASP100 Skills for Success 3.00 Complete A
Term GPA: N/A Cumulative GPA: 3.65
Self- Evaluation Narrative
My results (HumanMetrics, 2014)
Extravert(1%) iNtuitive(50%) Feeling(12%) Judging(78%)
 You have marginal or no preference of Extraversion over Introversion (1%) – I
would say this description does fit my character. I show enthusiasm towards ideas, and do
not need prompting or stimuli in order to become motivated. I then am very logical when

it comes to problem solving. I can come up with solutions to problems quickly or take the
necessary time in order to take possible solutions into consideration. Either way it does
not matter to me. I like working allow or with large numbers of people. I also keep some
thoughts and ideas to myself, but I can be very expressive when it comes to relaying
feelings or information.
 You have moderate preference of Intuition over Sensing (50%) – Although I rely on
my senses, I see myself trying to find affiliation between variables in order to explain
problems and/or situations.
 You have slight preference of Feeling over Thinking (12%) – I also agree with this
area of the Typology test. I have learned over the years that not all information about
people or situations is concrete. I have learned that a person’s personal life and
environmental conditions can cause temporary behavior issues or situations that may not
be a part of an individual’s character description.
 You have strong preference of Judging over Perceiving (78%) – I can honestly say
this is another area that described my character. I like to plan, organize, and structure my
life so that my goals can be reached somewhat like I desire them too.
Strengths and Challenges of the ENFJ
Strengths of the ENFJ Challenges of the ENFJ
Very Communicative Sometimes feel alone
Caring of others Repress their personal feelings for others
Supportive of others in releasing a person’s
potential
They take criticism from others to heart

The Humanmetrics Jung Typology Test™ could how to be a valuable tool for employers
and clinicians. This test would allow employers a chance to know their employees. Employers
would be able to get a chance to know the personalities that are hired. They would be able to
know what employees will work well together. This tool will also help employers plan projects
with workers in order to ensure a most effective team (HumanMetrics, 2014). Clinicians (Just
like employers) would be able to use this tool as well for more effective intervention treatment
strategies. The Typology Test will offer clinicians insight into the patients personality that might
not be revealed during consultations. Then, hidden needs and spoken needs of a patient could be
thoroughly met. In all, clinicians would be able to structure treatment strategies that will
accommodate a patient’s needs along with being structured around the patient’s personality.
Through it all I have learned some very important information and conformation from
what I already expected about myself. As for being an Extravert or Introvert, I knew that I did
not fall under one particular spectrum. The main reason I say this is because I have no problems
working with others, or publicly speaking what I feel, “Especially if I’m or the cause is right.” In
another area I did not realize that I acted off of feelings rather than thinking (logically). I do
know I tend to weigh possibilities when time permits. But, I also know that most of the time my
decision making is spontaneous and I need little time for thought. Like with me having a judging
over perceiving personality, I always thought that I was open for suggestions when it came to
making a decision in order to arrive at the best possible solution. But this test revealed I will try
to predict what will happen before I have to make a final choice in a matter.
Self Assessment of Learning (SSAL)

Throughout my academic studies I have found out valuable information about myself.
This journey has taught me how to recognize and evaluate my own personal emotions when it
comes to situations and people. I know this is important when it comes to hearing different case
situations, and giving an ethical response or applying an effective treatment method of approach.
I found collecting information from reparable web sites a valuable asset in order to find the
correct information when needed. The internet is full of information, but not all of the presented
information is true. I also found it imperative to properly cite, write, and use appropriate
punctuations within the text I write, because words can get mixed up or misunderstood very
easily. I also learned how to relate to society better whether if the person is a victim of rape,
violence, property crime, or in need of psychological evaluation. All of these areas in which I
studied helped me realize no matter which side of the criminal spectrum a person is on (criminal,
victim, or authoritative figure) they need help to ratify any issues they might have to endure.
These thoughts apply to any person no matter the race, religion, culture, sex or sexual preference.
This program has made me become more advanced in applying a nonbiased opinion, and show
empathy towards a person’s situation. Lastly, I have found it very beneficial to properly apply
the methods of the ACA and APA in order to diagnose and treat numerous mental conditions and
substance abuse issues.
Work Samples
Ethical Analysis of a Case Study
Wayne Robinson
Ethics in Psychology | PSY430 A01
Faculty: Michelle Green

Argosy University
Summary of Case Study
This is a situation where a young male (25 years-old Caucasian Male) named, “James is
entering counseling school. He is from a small town that does not have a large population.
Ethical Dilemmas within the Case Study
 Lacks diversity within social settings
 Had a past relationship with his presented supervisor
 Started interviewing clients before gaining any experience
Causal Factors of the Ethical Issues
It is very important for a counselor to be culturally diverse when serving the public. If a
counselor does not understand the cultural ways people, that counselor cannot and will not be
effective in treating the public he/she serves. The lack of being culturally diverse could lead to a
counselor projecting the wrong perception due to lack of fully understanding. It could then lead
to a counselor projecting advice and counseling methods that could confuse or mislead an
individual to recovery. Not being culturally diverse could also cause a client to have more severe
mental instabilities that the client sought counseling for. Mizrahi (2003) reports, “Social workers
shall function in accordance with the values, ethics, and standards of the profession, recognizing
how personal and professional values may conflict with or accommodate the needs of diverse
clients.” Before helping a client a counselor should grow to understand cultural diversities.
Cultural differences such as cultural child-rearing methods, cultural historic time-lines, cultural
social involvement, and different types of cultural family values should be considered.

The next ethical issue is the student’s past relationship with his proposed supervisor. This
could be devastating to the young potential counselor due to one fact. The time has passed
between the two. Each person has gone one with their life, and the relationship that they once
shared has possibly changed over the years. With this in mind the young counselor could face
situations that he might not agree with. His ex-girlfriend could have a family and children. His
ex-girlfriend could also be engaged or has a different sexual preference. And most of all the
personalities could conflict that would cause some difficulty between the two. This could hinder
the responsible, professional actions by either the young potential counselor or his supervisor.
Lastly, the young counselor should not handle clients until he is competently fit and
trained. This could lead to cases of malpractice suites due to lack of expertise. AUCL (2014)
states, “Malpractice is the failure to provide professional services expected of other professionals
in a similar situation.” The counselor’s fist obligation is, “The well-being of the clients served.”
Clients should have their issues addressed by professionals that understand, and present the
counseling strategies that will help them grow towards recovery. The young counselor has to
realize that effective treatment methods have to be formulated. He should then realize that each
treatment method has detrimental effects along with negative implications towards patient
recovery, “If not properly applied. Lastly the young, potential counselor should have strategies
formulated when dealing with such issues of competency issues (AUCL, 2014).
The APA and ACA that apply to these ethical dilemmas (ACA & APA, 2014):
ACA Code of Ethics - A.1. Client Welfare; A.1.a. Primary Responsibility; A.1.c.
Counseling Plans; A.2.c. Developmental and Cultural Sensitivity; A.4.b. Personal
Values; A.6.a.; C.1. Knowledge of and Compliance with Standards Previous

Relationships; C.2.a. Boundaries of Competence; C.2.c. Qualified for Employment;
D.1.h. Negative Conditions; E.4. Release of Data to Qualified Personnel; E.5.b. Cultural
Sensitivity, and F.5.
Student and Supervisee possibilities. The APA Standard 1: Resolving Ethical Issues;
Standard 2: Competence, and Standard 7: Education and Training (ACA & APA, 2014).
Resolving the Current Dilemmas
Although the young, potential counselor has some ethical dilemmas to overcome, he
should first start by becoming familiar to the ethical guidelines of the APA and the ACA. If he
does this he will know when to question his actions of being ethically competent when
addressing the clinical needs of clients. He then should take courses on cultural diversity. This
would promote an understanding that societies throughout the U.S. have a heavy mixture of
people of different races, religious backgrounds, sexual preferences, and personal beliefs. And
just he believes that his community consists of one type of culture things can change. The young
counselor should be able to respect and help clients no matter the client’s differences. He has to
also lean to grow personally by obtaining different knowledge gained through multicultural
socialization. Then, by becoming culturally diverse the young counselor would be able to combat
his own biases and break any stigmas that he has grown to learn. I order to relinquish another
ethical issue the young, potential counselor should not have his ex-girlfriend as his supervisor.
He can fix this dilemma by simply requesting to work or train in another facility. Or, request to
have a different supervisor due to their past relationship. The last dilemma of counseling before
being properly fitted can be resolved by acquiring the proper training in related practices of
interest.

Limitations and Advantages of Alternative Actions to Resolve Dilemmas
Limitations of becoming culturally diverse:
This action could confuse the young counselor about his own personal understanding his
culture. He could start to think that other cultural ways are wrong, and then try to remain
exempt from types of cultures. Or he could become bias to certain or all other cultures,
and may not give fair treatment strategies and applied efforts.
Advantages of becoming culturally diverse:
He could become a culturally well rounded counselor, and promote other counselors to
become the same. Garcia (2003) reports, “As the theoretical and professional foundations
of multicultural counseling have progressed, a natural evolution has been the
development of ethical standards to help regulate the practice of multicultural
counseling.” He could perform and promote fair treatment to all of his clients with no
bias attitude and/or judgment. He could also grow to display the proper empathy towards
clients of various backgrounds. He could then grow to understand that the societies of the
U.S. are subject to change.
Limitations to requesting a new supervisor:
This could cause a strain on the potential friendship the young, potential counselor and
his ex-girlfriend. It could also hinder his internship if he could not be placed immediately.
Advantages of requesting a new supervisor:
The student will have the ability to learn without biasness. He would also be able to be
trained without receiving special favors or benefits.

Advantage to being properly trained:
The young student will learn to cope and handle different situations. He will also be able
to perform his duties competently.
Limitations to being properly trained:
The young student might find that being a counselor is not for him.
Justified Course of Action
When the presented dilemmas are weighed, they make total since. If the young student is
properly trained he will be more effective at his job. H will then be an asset to the counseling
field. He will be able to handle cases effectively, and learn there are no short cuts when it comes
to mental health service. He will also benefit from being trained by a person that has no past
relations with him. He will receive training without having leniency. His training would be
thorough and to the point as the supervisor could provide. Finally, after becoming culturally
diverse he would be able to understand people of various cultures, and have nonbiased empathy
towards other people and their situational conditions.
Ethical Decision-Making from Module
The reasoning I can provide is from using principal ethics. AUCL (2014) reports,
“Principle ethics represent the professional as following a set of established guidelines to solve a
dilemma by simply asking, "Is this situation unethical?"” This would come in the form of the
APA and the ACA ethical standards guidelines. By following these guidelines the young student
would know that he has to become culturally diverse; he should to be trained by a person in
which he had past relations, and he should not be attempting to help clients without receiving

proper training. First, the problem has been identified [The student does not take the profession
seriously]. Secondly, the code of ethics and guidelines has been reviewed. Thirdly, the nature
and dimensions of the dilemmas have been weighed [bias opinion towards learning new cultures;
has an ex-girlfriend as a supervisor, and handling cases without being properly trained].
Fourthly, a proposed course of action has been created. Fifthly, the limitations of courses of
actions have been weighed. Sixthly, the courses of actions have been considered. Seventhly, the
course of action has been determined [The young student should receive training from a different
supervisor] (Garcia, 2008).
References
ACA (2014). 2014 ACA Code of Ethics – The ACA Governing Council. Retrieved on
November 15, 2014 from
http://www.counseling.org/resources/aca-code-of-ethics.pdf
APA (2014). Ethical Principles of Psychologist and Code of Conduct – Standard 4: Privacy and
Confidentiality. Retrieved on November 15, 2014 from
http://www.apa.org/ethics/code/index.aspx?item=7
AUCL (2014). Module 3: Module 3 – Malpractice – Argosy University. Retrieved on December
3, 2014 from
http://myeclassonline.com/re/DotNextLaunch.asp?courseid=10731647&userid=9813225
&sessionid=87c8203c68&tabid=42zxrxadDuQXdTnxeTAQQ53oDe70OolMK4mHXv84
u9sBEdWCaKDlQJs+8ARgdH4S&sessionFirstAuthStore=true&macid=ruN6NlI0CUNU
+8yR0NxYtWIlw1AtVVVSPKm42Tc52ffPlm9gfJrUYkTB3wS8H91yWTL9mXgScc2u
ONWPzWFCEq2pQ0DYxCF+IvscdT0n88xrBmauUtl6g9YUg6VN2pIVsGyk65uUGrOj

z8xmri0F1vZUU5e7ORrVHVne8qQVAQRHOtV+co0MhbQc9kt7/2tKlY8zXcetqUC9Tj
hpTwEHNDrZmC97NCMOam9MzdLWeYQ=
Garcia, J., Froehlich, R., McGuire-Kuletz, M., & Dave, P. (2008). Testing a transcultural model
of ethical decision making with rehabilitation counselors. Journal of Rehabilitation,
74(3), 21-26. Retrieved on December 3, 2014 from
http://search.proquest.com/docview/236327940?accountid=34899
Garcia, J. G., Cartwright, B., Winston, S. M., & Borzuchowska, B. (2003). A transcultural
integrative model for ethical decision making in counseling. Journal of Counseling and
Development : JCD, 81(3), 268. Retrieved on December 4, 2014 from
Mizrahi, T. (2003). NASW Standards for Cultural Competence in Social Work Practice –
NASW. Retrieved on December 2, 2014 from
http://www.socialworkers.org/practice/standards/naswculturalstandards.pdf
Revising Substance Abuse Treatment Policies
Wayne Robinson
Argosy University
The relationship between the criminal justice system and narcotics is becoming a growing
epidemic. Because of this growing issue the United States saw a need to stop it by all cost with
the campaign called, “The War on Drugs.” Political individuals saw how drugs were the main
cause of violent crimes, and how the public demand for drugs started to produce crimes such as
murder, rape and violent robberies. Political individuals also witnessed how individuals of

America’s societies started to establish drug manufacturing facilities, and controlled drug
distribution areas like poverty stricken neighborhoods. Davis (2013) reports, “For instance, 27%
of state and federal inmates in prison in the United States for robbery in 1991 admitted that they
committed their crimes in an effort to obtain money to buy drugs or items they could sell or trade
for drugs.” While thirty-three percent of state prison inmates confessed that they were using
drugs at the time they committed their criminal offenses (Davis, 2013). This would result in
violent crimes, and place a close association between drugs and the criminal justice system due
to the number of cases involved. In Idaho alone five point one percent of the population reported
that they used drugs over a years’ time (Idaho State Police SAC, 2010).
Needless to say, the criminal justice system and the drug addiction treatment system need
to build a close correlation. Idaho State Police SAC (2010) states, “Bhati and Roman (2010)
estimate that nearly 1.5 million arrestees in the US are at risk of abuse or dependence and that
treatment alone could avert several million crimes these individuals would otherwise commit.”
Therefore consideration should be taken when handling cases that involve drug addicted
offenders that have committed an offense while under the influence. Their sentencing should also
involve drug reformation programs. Life skills courses should also be implemented to help
offenders to realize that there other means to cope with personal problems that might lead to drug
usage of any kind. Also self-awareness programs should then be incorporated so that offenders
can be aware of when they need help (NRRC, 2011).
If there are no effective drug treatment programs within the criminal justice system, then
known offenders are almost sure to be back on drugs. If this occurs then offenders will repeat the
process of committing another crime, and be right back within the legal system. Levinthal (2011)
reports, “Numerous studies have shown that drug court programs are successful. First of all, they

decrease the rate of criminal recidivism (repeated arrests).” Some other studies have shown that
recidivism had occurred at sixteen percent of a studied sample of seventeen-thousand individuals
that had participated in a drug reformation program while in prison. And, while in drug
reformation programs the legal justice system can decide whether an individual can receive
extensive time in order to insure that an offender is able to understand the purpose of the
program and reduce the chances of repeat offending (Levinthal, 2011). That is why drug
treatment programs should be implemented.
To conclude, in certain case studies drug treatment programs have seen how effective
drug reformation programs have helped offenders from returning to the use of drugs and staying
away from the life of criminal acts due to the usage of drugs versus individuals that did not
participate in such programs. One study concluded that a little over twenty percent of
nonparticipants had committed new crimes after being released from prison while just seven
point four percent of participants of a drug reformation program repeated an offense. This is a
tremendous difference between recidivism among individuals that did and did not attend a drug
reformation treatment program (Wikoff, 2012). Another study analyzed the recidivism rate of
nonparticipants and participants of a drug treatment program. This study combined the results of
over forty (42 to be exact) studies, and concluded that individuals that participated in the drug
treatment programs had a lower rate of committing another crime (thirteen percent lower) than
those that did not participate (CrimeSolution.gov, n. d.). Thus, the needs for effective drug
reformation strategies are imperative to lowering the rate of repeat offenders.
References

CrimeSolution.gov (n. d.). Practice Profile: Adult Drug Courts – National Institute of Justice.
Retrieved on October 15, 2014 from
http://www.crimesolutions.gov/PracticeDetails.aspx?ID=7
Davis, J. (2013). Substance Abuse and Violent Crime – Recovery First Inc. Retrieved on October
14, 2014 from
http://www.recoveryfirst.org/substance-abuse-and-violent-crime.html/
Idaho State Police SAC (2010). The Relationship between Substance Abuse and Crime in Idaho:
Estimating the Need for Treatment Alternatives. Retrieved on October 14, 2014 from
http://www.isp.idaho.gov/pgr/Research/documents/drugsandcrime_000.pdf
Levinthal, C. (2011). Drugs, Society and Criminal Justice. 3rd Edition. Pearson Learning
Solutions. VitalBook file. Argosy University. Retrieved on October 14, 2014 from
http://digitalbookshelf.argosy.edu/books/9781256087878/id/ch06box17
NRRC (2011). Principles of Recidivism Reduction - National Reentry Resource Center.
http://www.corrections.com/news/article/29737-principles-of-recidivism-reduction
Wikoff, N., Linhorst, M., & Morani, N. (2012). Recidivism among participants of a reentry
program for prisoners released without supervision. Social Work Research, 36(4), 289-
299. Retrieved on October 14, 2014 from
Treatment Plan Proposal
Wayne Robinson

Argosy University
Substance Abuse Treatment
Mental professionals claim that addiction to substances is a mental mindset. They also
claim that addiction is curable if properly treated. Individuals normally will not seek help for
their drug problems. Often individuals receive help after they have committed an unlawful act
due to the consumption of drugs. This is where individuals that would not seek help, “receive
help,” from the criminal justice system (Chandler, 2009). With the help of the criminal justice
system individuals with an addiction problem can be entered into a program of reform. Chandler
(2009) reports, “Emerging neuroscience has the potential to transform traditional sanction-
oriented public safety approaches by providing new therapeutic strategies against addiction that
could be used in the criminal justice system.” This will help to lower the addiction problem
along with reducing criminal acts due to drug addictions.
Inmate Drug Use, Abuse/Dependency, and Treatment (Chandler, 2009)
Inmate
Type
At Time of
Offense
In Month Prior to
Offense
Met Criteria Received
Treatment While
Incarcerated
Local Jail
Inmates
128,030 (29%) 242,720 (55%) 245,830 (55%) 16520 (7%)
State
Inmates
393,610 (32%) 686,670 (56%) 642,500 (53%) 95,090 (15%)

Federal
Inmates
34,140 (26%) 64,910 (50%) 57,200 (46%) 9,950 (17%)
Relations and Substances
The criminal justice system has growing number of individuals committing criminal acts
over the last two decades due to the policies involving illegal substances. Some offenders have
drug addiction problems with stimulants which effects the human mind by causing a person’s
thought process to race (speed up). The DEA (n. d.) reports. “Chronic, high - dose use is
frequently associated with agitation, hostility, panic, aggression, and suicidal or homicidal
tendencies.” With this in mind a person can have their cognitive abilities affected which would
result in law infractions. Depressants are another substance that is becoming an issue of
offenders within the criminal justice system. Depressants can cause a person to become forgetful
of events that occur such as sexual assaults. This substance is used on potential victims of rape
(DEA n. d.). Cannabis usage is another illegal substance that is be used and abused by offenders
along with opiates. Davis (2013) reports, “For instance, 27% of state and federal inmates in
prison in the United States for robbery in 1991 admitted that they committed their crimes in an
effort to obtain money to buy drugs or items they could sell or trade for drugs.” With this being
said individuals that are incarcerated should not be separated due to correlations of substance
abuse and legal ramifications caused by usage. Each individual has a testimony that can be
shared that could cause another individual to relate and promote conformity among prisoners.
With this perspective one inmate could help another inmate with encouragement to reform no
matter the addiction.

Group and Individual Therapy
With the growing concern of substance abuse group and individual therapy should be
considered. Group therapy allows individuals to confer with people that have associated issues
with drug addiction and abuse. The individuals of the group only have the knowledge of the
counselor and not each other. They are basically strangers brought together due to the legal
ramifications caused or wiliness to seek help for their substance issues. But the members of the
group all share the confirmative idea of facing their addiction or abuse issues. The counselor of
the group is one that has experience, “and in most cases,)” specialized training in group therapy
due to different types of treatment program certifications offered in jurisdictions. The counselor
would observe how the group worked together daily or as scheduled performing tasks. He/she
will observe the immediate responses and behavioral actions displayed within the group.
Basically, the counselor will be seeking and trained to understand the information collected from
the entire groups’ social dynamics while providing a understanding of the groups’ conformity;
guide the group along with insight, and help to promote better behavioral responses projected by
the group towards social issues (Tomasulo, 2010). Individual therapy is slightly different.
Individual therapy has just two people involved (The counselor and the client). The counselor
lets the client talk, then responds to the presented issues displayed by the client. It is also
important that the client feels comfortable with the counselor in order to insure truth and honesty
between them both which could take time (More than just one session). Tomasulo (2010) reports,
“But some short-term therapies, like cognitive-behavioral therapy (CBT), do not rely on the
therapeutic relationship or the dynamics between the therapist and client. These therapies are
usually very brief, and treat symptom specific problems.”

With the strategies of both group and individual therapy a client can benefit from both
worlds. Group therapy allows a client to interact with others that have similar issues. Individual
therapy allows a client express feelings that might not be revealed during group therapy. Group
therapy allows a client to act and respond freely while individual therapy is more so contained
within a controlled setting. The benefits a client would receive from independent therapy are
from a trained professional from that field of work. Such fields as cognitive behavioral therapy
and psychodynamically oriented therapy which involves comprehending a client’s past historical
time line and personal relationships would be beneficial to a patient (Tomasulo, 2010). With this
in mind both strategies of therapy can be effective in patient reform.
Twelve Step Program Proposed
The twelve step program (developed during the nineteen thirties) is another highly
recommended program which would be effective with the correlation of group and individual
therapy. This type of program will help clients to realize the seriousness of the ramifications
caused by their alcohol abuse. The twelve step program starts by focusing on the mental mind
frame of the participating clients. This particular program draws off of the clients’ beliefs in faith
and supported strength from God. AA developed stages to instill mental change. The first step is
clients must confess that they had no control over their lives due to alcohol abuse. The second
step believes that control over the clients’ life can be fully restored by believing in a higher
power. The third step involves the clients to give their life to God. The fourth step has clients
collecting their thoughts about themselves. The fifth step is the confession to others and God of
their wrongful doings. The sixth step has clients ready to be cleansed of all negative behavior
that promoted the urge to drink or use substances. The seventh step is the humbling of the clients
attitude towards God for cleansing of their inequities. The eighth step would have clients create a

list of people that they wronged, and are willing to apologize too. The ninth step involves
apologizing to individuals that the client wronged during their alcoholic binges (But the client
would not be advised to confront a person if situations could become hazardous). The tenth step
has a client still under a rational mindset, and still confessing to newly thought-of wrongful
doings. The eleventh step involves a client to pray for direction from God. The twelfth step has
clients helping other alcoholics to reframe alcohol usage, and reform their lives around spiritual
beliefs (AUCL, 2014).
Family Therapy Proposed
Family therapy is another highly recommended strategy. This type of therapy will help to
show the recovering substance abuser that their loved ones do care about the substance abuser.
This type of therapy will also help the substance abuser to realize the impacts that the family felt
during the client’s substance abuse stages. Family therapy will help the client to feel the
emotional distress, and promote sorrow within the client. It should also be applied as an early
intervention method. This will help the family as well in order to become educated about
substance abuse and how to confront the issue. Family therapy will allow the supportive
members to help the client through the entire recovery process (Gifford, 2014).
References
AUCL (2014). Unit 4: Module 4 - Inpatient and Residential Programs – Argosy University
Course Lectures [3]. Retrieved on November 4, 2014 from
http://myeclassonline.com/re/DotNextLaunch.asp?courseid=10611097&userid=9813225
&sessionid=6a4987586d&tabid=w84eAwa+kLiXfVDTF5Tmaiyqq4myo+r2f+isqnll6mD
WJRBAxOUWLFnul4242jylXZsxkkv5rsK9W4Illvk+GbC7BuTpfiHhrBjLMdTqeQA=&

sessionFirstAuthStore=true&macid=hUfM7qqVjWjw25Ixe5gu0nLY2rl8MFxIUOlrJxy9
QSB/AqArBSvpLewtC1jptxIIiLABtK31szyP94Td6V/md8yPkJgx8zHH62i9onKuMMW
Va9A4Hmf81GPPyxp/sHq30mijsF4/rvroRdGoJmtDoSBvFmNbxlgvnE0qnXdvWxLpqt
HHJomDoivc1RQ0/RvR6s/sImQVYPGsbX+Rzw2RuzqxNjwqkC087rOlTCG6OLVl6l2
d9x/ONCzsOhN2OzQgjVjFIa3MRARmKRQgjb+NzcZGtP1+I9DHUvliltpwtK0=
Chandler, R., Fletcher, B., & Volkow, D. (2009). Treating Drug Abuse and Addiction in the
Criminal Justice System: Improving Public Health and Safety - JAMA: the journal of the
American Medical Association (vol. 301) [pg. 1024]. Retrieved on November 4, 2014
from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2681083/#!po=0.847458
Davis, J. (2013). Substance Abuse and Violent Crime – Recovery First Inc. Retrieved on
November 4, 2014 from
http://www.recoveryfirst.org/substance-abuse-and-violent-crime.html/
DEA.gov (n. d.). Stimulants – Drug Fact Sheet. Retrieved on November 4, 2014 from
http://www.justice.gov/dea/druginfo/drug_data_sheets/Stimulants.pdf
Gifford, S. (2014). Family Involvement is Important in Substance Abuse Treatment - Psych
Central. Retrieved on November 5, 2014 from
http://psychcentral.com/lib/family-involvement-is-important-in-substance-abuse-
treatment/0006631
Tomasulo, D. (2010). What is the difference between individual and group therapy? – Sussex
Directories, Inc. Retrieved on November 4, 2014 from

http://www.psychologytoday.com/blog/the-healing-crowd/201012/what-is-the-
difference-between-individual-and-group-therapy
Susan Smith
Wayne Robinson
Argosy University
The Case of Susan Smith
Susan Smith’s criminal charges:
On Thursday November 3, 1994 Susan Smith was charged with two counts of murder.
She confessed to placing her children into her car, and drove to a lake. After Susan Smith
reached the lake, she got out of the car and let it coast into the lake knowingly that her
two young children where inside of the car (Pergament, 2014).
Possible Biological, Developmental, & Environmental Factors
Montaldo (2014) reports, “Susan Vaughan Smith of Union, S.C. was convicted on July
22, 1995, and sentenced to life in prison for murdering her two sons, Michael Daniel Smith, 3,
and 14-month-old Alexander Tyler Smith.” The reason or reasons that Susan committed such a
violent act is unknown for sure. But, Susan Smith did have environmental factors that could have
been the cause of her insane act of murdering her children. Susan Smith had an early childhood
experience of her parents divorcing, and losing her father which troubled her tremendously. She
was seven years of age at the time, and Susan’s had committed an act of suicide. Even after this
traumatically devastating early experience Susan appeared to be a normal mentally healthy teen,
but no one knew that she was fighting feelings of being molested by her step dad. Then she let it

be known what was going on. Temporary actions took place (They moved out of the house, and
the authorities got involved). To no avail Susan followed her mother right back to the abusive
situation. Later while in high school Susan became sexually active with men. She aborted the
unborn child in hopes of keeping a married man only to find that the married man did not want
her. From this rejection Susan made an attempt to take her own life. Susan Smith then stabilized
her life by getting married and having two children. But the unity would not last long due to
Susan and her husband having difficulty maintaining the marriage. This would end up with
Susan involved with another married man. Needless to say, Susan faced rejection again. This
time she received a, “Dear John Letter.” Susan had qualities about her that were not good
(Montaldo, 2014):
 She was obsessive
 She lied
 She was deceitful
 She had a narcotic personality
 She showed signs of narcissism
Possible Theoretical Perspectives
 The Sociological Theory – which claims that an individual’s societal element, and
possible up bring influences a person to engage in crime (Hall, 2011)
 The Biological Theory – which claims that some type of clinical disposition (biological
and/or mental illness was the reason for the occurrence of the criminal act (Hall, 2011)
 The Psychological Theory – claims that a person indulge in criminal behavior because of
personality characteristics (Hall, 2011)

 The Social-Psychological Theory – claims that a person’s social, environment, and
psychological comprehension of events contribute to a person’s criminal engagement
(Hall, 2011)
Was Susan Smith Mentally Unstable
To say that Susan Smith suffered from a biological deposition that affected her mental
judgment which caused her to commit an unthinkable act would be incorrect. She was not
psychopathic due to the breaking down when she confessed; she justified her actions in the name
of love, and her emotional display during the trial. Susan displayed characteristics of being a
psychopathic murderer which are lying and no empathy towards others (Barton, 2010). Simon
(2001) reports, “According to Kegan, psychopathy arises when the adult who has not developed
skills beyond the level of the ten-year-old is required to cope with adult problems that are beyond
his capacity.” But, Susan Smith (under favorable circumstances) seemed to display appropriate
behavioral conduct. She was able to live a normal life, but struggled with being attracted to the
wrong type of person (married men). Susan Smith seems to have a long line of betrayal she had
to battle with. From not being able to be protected fully by her mother which lead to Susan being
molested. Then, Susan was let down by returning to a place where the sexual violation occurred
(Montaldo, 2014). Therefore, Susan Smith’s problems stemmed from different types of traumatic
experiences which lead to her accomplish an act of family suicide/family violence (Bartol,
2010):
Family violence (also called domestic violence, intimate partner violence, or spouse
abuse) refers to any assault, intimidation, battery, sexual assault, sexual battery, or any

criminal offense resulting in personal injury or death of one family or household member
by another who is or was residing in the same single-dwelling unit.
She could have fallen victim to the Sociological theory or Social-Psychological theory. Because
of being molested, not being able to fully trust and rejection from people that she had interest in
could have impaired her ability to properly cope with the present situation. In a desperate attempt
for conformity with another person Susan has shown that she lack certain restraint for harmful
intentions with a previous suicide attempt on her life after the first time she was rejected trying to
capture love.
Final Thoughts
Vogel (2003) states, “Past research provides a fairly consistent portrait of the death
penalty supporter. However, when offered an alternative to death, such as life in prison without
the possibility of parole (LWOP), support for the death penalty tends to diminish.” I believe that
the outcome of the trial could be a little different. It was clear that Susan committed a double act
of murder towards her two little, unaware, and innocent to circumstances children in order to
gain the acceptance of an individual. For that reason alone I believe she should have received the
death penalty for her inhumane actions towards taking her children’s lives.
References
Bartol; Bartol, Curt, R., & Anne, M (2010). Criminal Behavior: A Psychological Approach. 9th
Edition. Pearson Learning Solutions. VitalBook file. Argosy University. Retrieved on
September 24, 2014 from
http://digitalbookshelf.argosy.edu/books/9781256379010/id/ch09lev1sec6

Hall, E. (2011). Theoretical Perspectives to Understand and Explain Criminal Behavior -
Criminology & Justice Retrieved on September 24, 2014 from
http://criminologyjust.blogspot.com/2012/09/theoretical-perspectives-to-
understand.html#.VCN0T3Tn9jo
Montaldo, C. (2014). Susan Smith - Profile of a Child Killer. The Tragic South Carolina Case of
the Murders of Michael and Alexander Smith. Retrieved on September 24, 2014 from
http://crime.about.com/od/murder/a/susan_smith.htm
Pergament, R. (2014). Susan Smith: Child Murderer or Victim? - Turner Entertainment
Networks, Inc. A Time Warner Company. Retrieved on September 24, 2014 from
http://www.crimelibrary.com/notorious_murders/famous/smith/phase_10.html
Simon, J. (2001). Soul death: A brief study of some familial murderers. Journal of the American
Academy of Psychoanalysis, 29(3), 439. Retrieved on September 24, 2014 from
Vogel, B. L. (2003). Support for life in prison without the possibility of parole among death
penalty proponentsdagger]. American Journal of Criminal Justice : AJCJ, 27(2), 263-275.
Retrieved from http://search.proquest.com/docview/203526415?accountid=34899
Serial Murderer
Wayne Robinson
Argosy University
Serial Murderer

Serial Murderer:
A serial Murderer is a person that takes the life of other individuals over a course of time.
The murders over time usually accumulate to three or more victims. The spans between the
murders can range from days, weeks, months, or years. The spans between the murders are
known as the cooling-off-period. Each murder is usually planned. The serial murderer tries to
gain as much information as they can on their potential victims. Lastly, serial murder happens
because the murderer grasp an interest in a particular victim (Bartol, 2010). Needless to say,
serial murderers have a particular reason for the murders they commit:
 To feel empowered
 To cause mayhem and fear
 For personal gain
 Revenge
Statistics and Rate of Serial Murder
Statistics show that serial murders are not a common event, but rather a rare occurrence.
From the early nineteen hundreds there has been a study of five-hundred eighty-eight serial
murderers reported in the US (Harper, 2006). Eighty-four percent of the serial murders in the U.
S. were White (Caucasian), while sixteen percent of the serial murderers were African American
(Black). This statistic would be considered inconclusive due to serial murders still being
investigated until this day (Quiñones, n. d.).
Countries That Have Reported Serial
Murderers (Quiñones, n. d.)
Percent Of Produced Serial Murderers

America Seventy-six Percent (Quiñones, n. d.)
England Twenty-eight Percent (Quiñones, n. d.)
Germany Twenty-seven Percent (Quiñones, n. d.)
Europe Seventeen Percent (Quiñones, n. d.)
France Thirteen Percent (Quiñones, n. d.)
Age In Which Serial Murderers Start To Kill Percent
Serial Murderers In Their Teens Twenty-six Percent
Serial Murderers In Their Twenties Forty-four Percent
Serial Murderers In Their Thirties Twenty-four Percent
Then, eighty-six percent of the serial murderers were heterosexual (Quiñones, n. d.).
Victims Of Serial Murderers Percent
Male Victims Thirty-five Percent
Female Victims Sixty-five Percent
White Victims Eighty-nine Percent
Other Victims Eleven Percent

Does Race, Ethnicity. Socioeconomic, Sexual Orientation, and Religion Matter
Harper (2006) reports, “Most serial murderers kill for the thrill of power or sexual sadism
and are sociopaths, i.e., they have no feelings or remorse over their killings.” Along with these
mental characteristic serial murderers share other characteristics:
 Caucasian, black, Hispanic, and Asian (FBI, n. d.)
 Mainly a male (Harper, 2006)
 In their twenties (Harper, 2006)
Psychologists believe that a breakdown occurred within the serial murderers family structure
during childhood. Professionals claim that during a serial murderer’s childhood some form of
abuse occurred that promoted the frequency of hate and/or violent behavior towards others. The
serial murderer may have been sexually assaulted as a child. The serial murderer also may have
been a victim of physical violence such as harsh and violent beatings. Then, the serial murderer
could have a victim of both violent beatings and sexual assault (Harper, 2006). FBI (n. d.) states,
“Serial murderers, like all human beings, are the product of their heredity, their upbringing, and
the choices they make throughout development.” Thus, the creation of a serial killer can be a
combination of casualties (biological, social, and environmental factors). And with these
casualties in place a person starts to have a problem dealing/coping with society and societal
norms (FBI, n. d.).
Psychological Theories of Serial Murder

Professional Theories of Crime:
Classical Theory – This theory claims that a person contemplates (thinks about or plans)
the crime, and makes a decision to carry out the crime due to some type of self-gain
(Tania, 2014).
Critical Theory – This theory implies that a person feels oppressed by some type of
authoritative group, so those that disagree with the laws or societal norms rebel (Tania,
2014).
Life Course Theory – This theory claims a person’s historical timeline of events and
social environment promoted the person to commit a crime (Tania, 2014).
Best Theoretical Perspective on Serial Murderers
Coming from the theoretical perspective all of these psychological theories could in some
way and form apply to the reason why serial murderers come into existence. Although it is
known that serial murderers think about their victim, and even plan every detail. The serial
murderer may even grasp a sense of personal gain. The decision to carry out the murder is deeper
than just committing a simple crime. The main reason or reasons is much more complex than
that. So, classical theory would not be the best theory of explanation for serial murderers. Now,
let us move to critical theory which could also apply to how serial murderers come to be. The
serial murderer could have been a victim of abuse as a child by a guardian, and then because of
the past abuse the serial murderer started to develop negative feelings towards any person that
they can visualize as their abuser. But, the critical theory does not account for how the serial
murderer’s combined biological, social, and environmental factors (Causality) could be causal
factors as well. As FBI (n. d.) reports, “Causality can be defined as a complex process based on

biological, social, and environmental factors. In addition to these factors, individuals have the
ability to choose to engage in certain behaviors.” That just leaves the Life Course Theory. I
believe that this theory would best fit the development of a serial murderer due to past events
could have increased the frequency of anger, hatred, and a need to display violent actions.
References
Barkoukis, A., Reiss, N., & Dombeck, M. (2008). Diagnosis of Conduct Disorder – Childhood
Mental Disorders and Illnesses. CenterSite, LLC, 1995-2014. Retrieved on October 1,
2014 from
http://digitalbookshelf.argosy.edu/books/9781256379010/id/ch10lev2sec7
FBI (n. d.). Serial Murder - Behavioral Analysis Unit-2 National Center for the Analysis of
Violent Crime Critical Incident Response Group, Federal Bureau of Investigation.
http://www.fbi.gov/stats-services/publications/serial-murder/serial-murder-1#ncavc
Harper, D. (2006). Extreme killing: Understanding serial and mass murder. Choice, 43(5), 938.
Quiñones, J. (n. d.). What are the statistics on serial killers? - Notorious Murderers and Serial
Killers, True Crime Literature. Retrieved on October 6, 2014 from
http://www.answers.com/Q/What_are_the_statistics_on_serial_killers
Tania (2014). Criminology Theories: The Varied Reasons Why People Commit Crimes –
udemy/Blog. Retrieved October 2, 2014 from
https://www.udemy.com/blog/criminology-theories/

The Bipolar Disorder
Wayne Robinson
Advanced General Psychology | PSY492 A01
Faculty: Lisa Unger
Argosy University
Introduction
The bipolar mental illness can be a challenging issue to cope with and to deal with. Recognizing
this mental disorder is imperative to both, “the person coping with the mental illness and people
in society exposed to the mental illness. This particular mental illness affects a person’s mood. It
could range from various mental states such as a depressive to a manic mind-set. A person son
with this mental illness can even have a combination of both the depressive and the manic mind-
set. But, the depressive bipolar mind-set has a longer lasting affect than the bipolar manic mind-
set. The bipolar depressive mental disorder can make a person have a suicidal mind frame; Have
problems with making critical decisions; have problems with concentration; have troubles with
weight either gaining or losing weight, and insomnia. The manic mental disorder can leave a
person with complications of being easily distracted from main objectives; no need for sleep;
maintaining a full thought pattern; being agitated, and thinking they have special abilities. With
these types of symptoms coming from the depressive or manic symptoms of the bipolar disorder
can be very difficult for people involved with a person with the bipolar dysfunction. The person
has to cope with unusual behavior from a person with this condition. They have to cope with
arguments that may or may not have any prevalence over a situation or created situation

presented by the person with this mental mind-set. A person with this mental disorder seems to
be unsatisfied with their life or the way things are going at work. The person may be sporadic in
making plans and their way of life. This type of person could be difficult to live with and work
with.
The Bipolar Dysfunction
The bipolar disorder is a difficult mental dysfunction for people to cope with. The bipolar
disorder is a condition that causes a person (Which could be in a positive or happy mood) to have
negative or moody presentations of emotions. They can go from being totally happy to a negative
or depressive mind-set in a matter of seconds. The bipolar condition also has an opposite side.
This would be bipolar mania. With the mania reflection of the bipolar episode a person
experiences extreme highs in emotions. They experience high levels of energy, overly
expressive, and have troubles sleeping. But people with the bipolar depressive disorder will
struggle with their symptoms more frequently than those with the bipolar manic disorder. In
either case this disorder makes it difficult for individuals of society to understand the bipolar
illness.
Coping with the Bipolar Dysfunction
This mental condition is one that everyone can relate too. In everyday life we come in
contact with individuals that suffer from the bipolar disorder whether it is a loved one, stranger,
or friend. These types of people struggling with the bipolar disorder (Manic or depressive) have
problems of being understood. They can go days, months, and even years seeking some type of
social conformity whether if they suffer from the manic or depressive disorder of being bipolar.
It is important for society to recognize and reach out to these types of individuals. Therefore, I

am an individual that not only wants to identify this disorder, but I want to help individuals
suffering from the bipolar disorder.
Review of Articles
After researching the bipolar mental disorder, several articles provided some valuable
insight to the topic. The articles provided information of how difficult the mental illness is for
people to cope with; how the mental illness can affect a person’s behavior; how society perceives
individuals with the bipolar mental illness, and information on how the bipolar mental illness can
have a different effect on a person’s behavior. The article presented by MacKinnon (2002)
revealed people can inherit the bipolar mental disorder which could cause a person to illustrate a
heighten level of being overly expressive (manic) in their behavior. This article is valuable
because it illustrates the levels in which a person can suffer from the genetic bipolar mental
disorder by means of an illustration of statistics. The article written by Ping-I (2006) was written
in order to enlighten individuals about the biological possibilities and the age in which a possible
onset could occur within a child suffering from the bipolar mental disorder. Again, this article is
one that conducted studies and provide statistics in order to prove their claim. Goes (2012) offers
a claim of how mood disorders can be linked to family biological traits. Mood disorder such as
bipolar disorder and major depressive disorder are mentioned within this article. This is another
article that presents a claim, and backs their idea with statistical information. This article has
moderate value to the topic of people coping or understanding the bipolar mental disorder, but
holds high value to the understanding of how a person can receive the mental disorder and be
affected by the mental disorder’s symptoms. Thatcher (2007) presented an article that focused on
veterans with two different forms of the bipolar disorder (Bipolar and Comorbid bipolar
disorder). This article would prove to be a valuable one due to the conducted studies of the need

for help that people of this dysfunction suffer from. Although the bipolar disorder can affect us
all, veterans feel the effects of this illness, and it acts like a gateway to other mental illnesses
such as posttraumatic stress disorder (PTSD). This article also points out the fact of people can
suffer from a combination of these types of disorders which would result in more psychiatric
help needed (Thatcher, 2007). The next article discusses is similar to the article written by
Thatcher (2007). It shows the severity of the mental condition when combined with another
mental disorder (Premorbid intellectual disorder). It also states how one mental illness can
trigger the mental illness of the bipolar mental disorder (Tiihonen, 2005). It should prove
valuable to my research. This last article written by the National Institute of Mental Health
helped to give a full understanding of the bipolar mental illness. This article presented a claim of
the description of the bipolar disorder, and the effects the mental illness has on others. It also
claims the bipolar disorder can link with other disorders, and show what the symptoms of this
disorder are. Along with the symptoms this article offers insight on how to diagnose the bipolar
disorder.
Personal Perspective
The subject of the bipolar disorder is a serious one. Through my studies the mental
disorder can be a difficult condition to cope with by the person with the illness; families and
friends that have loved ones with the mental illness, and societal members. Understanding this
mental illness is crucial due to the negative factors incorporated with the bipolar mental disorder.
People suffering from the bipolar mental illness do need professional help, and help from
individuals within society.
Statistical Review of the Bipolar Dysfunction

Over twelve million people are affected by the bipolar disorder within the United States.
The statistical percentage is four point four percent of America’s population has this mental
illness. The National Institute of Mental Health (NIMH) has reported people with the bipolar
disorder has a relative with the disease (Over two thirds has reported the bipolar mental
condition within their families). The National Institute of Mental Health has also reported young
children and adults can have an on-set of this mental disorder, but the average age of on-set is
about twenty-five years old for males and females. The National Alliance on Mental Illness
makes a claim of the bipolar mental illness affects men and women at the same rate, and the
average age of on-set is fifteen to twenty-five years old (Oliver, 2015).
Symptoms of the bipolar disorder can have various effects from the manic and depressive mind-
set (Oliver, 2015):
 Sad or somber types of mind-sets
 Anxious mood swings
 Overly dramatic
 Unpredictable mood swings
 Excessive sex drive
Final Thoughts
There is no doubt of how the bipolar mental disorder can affect the person with the
mental illness and the people surrounding that individual. The bipolar mental illness has different
spectrums of symptoms which could sadden the loved ones around them, and upset most people
that do not understand the effects of this mental disorder on the person the mental disorder has

influenced. Educating the people involved is the best way all could understand how to seek help;
cope with the many symptoms, and how to help themselves and their suffering loved one.
References
Goes, F. S., McCusker, M. G., Bienvenu, O. J., MacKinnon, D. F., Mondimore, F. M.,
Schweizer, B., . . . Potash, J. B. (2012). Co-morbid anxiety disorders in bipolar disorder
and major depression: Familial aggregation and clinical characteristics of co-morbid
panic disorder, social phobia, specific phobia and obsessive-compulsive
disorder. Psychological Medicine,42(7), 1449-59.
doi:http://dx.doi.org/10.1017/S0033291711002637
MacKinnon, D. F., Zandi, P. P., Cooper, J., & al, e. (2002). Comorbid bipolar disorder and panic
disorder in families with a high prevalence of bipolar disorder. The American Journal of
Psychiatry, 159(1), 30-5. Retrieved on September 2, 2015 from
Oliver, D. (2015). “Here’s How You Can Cope and Deal with Your Loved One’s Bipolar
Disorder and Anger”. Retrieved on September 18, 2015 from
http://www.bipolarsupportpack.com/g/1/?gclid=CjwKEAjwyemvBRDFpN3E5_bs9BQSJ
AA5n8L2lsU2zqs9c7Wk5v0X8ybHA8MoHfSo69eA0_GbhFv-2hoCMUrw_wcB
Ping-I, L., McInnis, M. G., Potash, J. B., Willour, V., & al, e. (2006). Clinical correlates and
familial aggregation of age at onset in bipolar disorder. The American Journal of

Thatcher, J. W., Marchand, W. R., Thatcher, G. W., Jacobs, A., & Jensen, C. (2007). Clinical
characteristics and health service use of veterans with comorbid bipolar disorder and
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disorder-easy-to-read/index.shtml
Teen Conformity 2
Wayne Robinson
Argosy University
Abstract
This paper contains an analysis of suggested claims. Adolescents within the ages of 12-15 are

more likely to more highly consider peer opinions and decisions than those teens ages 16-19. Or,
Adolescents within the ages of 12-15 have equal chances of considering peer opinions and
decisions as those that are ages 16-19. This paper then contains brief claims and reflective study
information from professional individuals. This paper also offers information on how the study
on adolescent influences will be collected and proportionate in age ranges. This paper then offers
the types of study methods that will be used, and how they will be preformed. In all this paper
looks into the ethical issues and results while offering a brief discussion on the effects of
findings.
Introduction
Over time professional mental health doctors and therapist have looked into the issues
and benefits of adolescent peer influences and does the age of the adolescent matter. Some
Professionals believe that adolescent behaviors are not caused by addiction or peer influence, but
rather by personal choice (Baillie, 2005). Other areas of research show that there is a link
between adolescent social influences. Children tend to follow direction of others seeking
conformity within social groups (Mason, 2007). With this tendency in mind adolescents can
easily circum to peer social influences. Maxwell (2002) reports, “ It is essential that researchers
look not only at the negative outcomes of peer influence, but also at the positive, to understand
how we may prevent adolescent behavior which may have long-term negative consequences on
this generation's future.” The purpose of finding if peer influences on certain age rage
adolescents is to understand an adolescent’s behavioral displacements and is there an age range
that an adolescent would be subject to circum to peer influences. I believe this safe to say,
“Adolescents within the ages of 12-15 are more likely to more highly consider peer opinions and

decisions than those teens ages 16-19.” While, “Adolescents within the ages of 12-15 have equal
chances of considering peer opinions and decisions as those that are ages 16-19.”
Literature Review
For decades professional individuals wondered what cased adolescents to behave the way
that they do. But to understand the variables of social influences and freewill is the key to
adolescent behavioral responses to various social frequencies. Below are related journals that
present claims of peer influences such as Baillie (2005) which claims teens do not smoke due to
social influences or any environmental factor (Baillie, 2005). There are other journals that reflect
how adolescents respond to the influences of environmental factors like Chuang (2005). Another
listed below journal that will support the hypothesis of this papers study on race (Haggerty,
2013) and diversity (Morello, 2001). Peer social influences are a serious issue that has to be
faced among all age ranges.
Methodology
Participants
I would like to collect 30 randomly selected samples for my study. I figure this is a
moderate number of participants to examine as a collective unit that can be handled (behavior
wise) and analyzed. There will be 15 girls and 15 boys. There will be 7 total girls and 7 boys
divided into the 12-15 age range and 8 girls and 8 boys divided into the 16-18 age range. The 12-
15 age range for girls will consist of 2 twelve year old white, 2 twelve year old black, and 3
thirteen year old adolescents classified as other; for boys the ranges are the same. On the other
side of the spectrum we have the 16-18 year old adolescents. There will be 8 boys and 8 girls in
the 16-18 year old range that have 3 sixteen year old males and females, 3 seventeen year old

males and females, 2 eighteen year old males and females, 3-white, 3-black, and 2 other. Now
the age rage of all individual participants will be from a diverse economic background.
Instruments
The experimental method, case study, and questionnaires will be used in order to collect
data. The experimental method would be used in order to record different responses adolescents
had to positive and negative influences. Recorded data will also be compared to questionnaire
responses. Review of case studies will help when comparing collected data results. The
questionnaires will be used in order to obtain personal input towards situations and
circumstances.
Procedure
The study will consist of selecting 15 participants that are in the age range of 12 – 15, and
15 participants that are in the age range of 16 – 19 years of age. Next, the collected sample will
be placed in a room and given a survey to answer while being proctored by two authoritative
figures. When the surveying method is over, the participants will then be exposed to the
experimental method. Observers will prompt different situations for the participants and record
the responses to peer influences. Results from case studies will also be the last comparing factor
for peer social influences. After the completion of the surveying method, experimental method,
and analyzing case studies a frequency will be identified supporting either the null or alternative
hypothesis.
Ethical Issues

Some ethical issues like honesty by proctors and the collected sample will be faced. The
proctors for the study will be trained in order to promote honesty during the study by not
prompting the sample to answer in desired ways. Upon the collection of the sample will be
conditioned for honest and true responses from the participants. Next, integrity will be
maintained by making sure the conditions promised before and during the study will be up held.
Confidentiality will also be maintained such as not releasing the samples personal information
only directly related information to the study will be shared for further research. Lastly, the care
and well being for the samples will be required. In order to lessen or eliminate any type of harm
caused by the process of the collection and during the study, the surveying method will be
structured so each question remains within morally standards.
Results
Adolescents within the ages of 12-15 have equal chances of considering peer opinions and
decisions as those that are ages 16-19.
Discussion
Expected Findings
It was expected for children/adolescents that are 12-15 years old to more likely to follow
peer direction. Throughout researching the different studies and observing the frequency of peer
influences there was no surprise for the results in the age ranges. Adolescents that are 12 – 15
have equal chances to follow social peer influences as those adolescents 16 -18. Spano (2004)
states, “The normal feelings and behaviors of the middle school and high school adolescent can
be categorized into four broad areas: moving toward independence; future interests and cognitive
development; sexuality; and ethics and self-direction.” Adolescents undergo chemical changes

due to be coming of age (adulthood). But, needless to say those Adolescents within the ages of
12-15 would be to more likely to consider peer opinions and decisions than those teens ages 16-
19 due to the maturity factor.
Limitations and Threats to validity
Due to subject participation, some subjects that are selected by the random selection
process might not participate in the study. When this occurs the selection of participants become
limited, and the results for that group might not be accurate. Pre-test might also affect final
results. A participant that was exposed to a pre-test might confer with other participants. Results
could be formed out of collaboration among participants instead of a sole honest response.
Lastly, participants that know they are being studied might not respond to the study with their
own influences, and might respond in order to please.
Implication for Future Research
Future research could be affected due to inaccurate results. The persuasion of future
studies will be influenced by honest responses from participants. Ideas of claims that project
adolescents that are 12 – 15 will be more, less, or just as equal to fall for social influences of
their peers as those adolescents that are 16 – 19 years of age. Incorrect collected data will also
affect any type of treatment strategies.
References
Baillie, L., Lovato, Y., Johnson, L., & Kalaw, C. (2005). Smoking decisions from a teen
perspective: A narrative study. American Journal of Health Behavior, 29 (2), 99-106.
Retrieved on May 17, 2014 from

Chuang, Y., Ennett, S. T., Bauman, K. E., & Foshee, V. A. (2005). Neighborhood influences on
adolescent cigarette and alcohol use: Mediating effects through parent and peer
behaviors*. Journal of Health and Social Behavior, 46(2), 187-204. Retrieved on May
17, 2014 from
Haggerty, K. P., Skinner, M. L., McGlynn-Wright, A., Catalano, R. F., & Crutchfield, R. D.
(2013). Parent and peer predictors of violent behavior of black and white teens. Violence
and Victims, 28(1), 145-60. Retrieved on May 17, 2014 from
http://search.proquest.com.libproxy.edmc.edu/pqrl/docview/1314738943/278E88BD95C
04A15PQ/3?accountid=34899
Mason, W. A., Hitchings, J. E., McMahon, R. J., & Spoth, R. L. (2007). A test of three
alternative hypotheses regarding the effects of early delinquency on adolescent
psychosocial functioning and substance involvement. Journal of Abnormal Child
Psychology, 35(5), 831-43. doi:. Retrieved on May 17, 2014 from
http://dx.doi.org/10.1007/s10802-007-9130-7
Maxwell, A. (2002). Friends: The role of peer influence across adolescent risk behavior. Journal
of youth and adolescence, 31 (4), 267-277. Retrieved on May 17, 2014 from
http://search.proquest.com.libproxy.edmc.edu/psychology/docview/204650350/4A34F88
B6DF947AAPQ/1?accountid=34899
Morello, P., Duggan, A., Adger, H.,Jr, Anthony, J. C., & Joffe, A. (2001). Tobacco use among
high school students in buenos aires, argentina. American Journal of Public

Health, 91(2), 219-24. Retrieved on May 17, 2014 from
Spano, S. (2004). Stages of Adolescent Development – A publication of the Youth Center of
Excellence. Retrieved on May 17, 2014 from
http://www.actforyouth.net/resources/rf/rf_stages_0504.cfm

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