1. 1 Undergraduate Studies e-Portfolio Nancy Slone Bachelors of Arts Psychology, 2010 1

2. 2 Argosy University Unofficial Transcript Unofficial Transcript Student Name: Nancy Slone Date: 03/29/2010 Student ID: 0802845890 2010 Spring Semester CodeTitleCreditsStatusGradePSY302 Research Methods 0 Current PSY492 Advanced General Psychology 0 Current MAT112 General Education Statistics 3 Complete A- PSY210 Psychological Statistics 3 Complete A 2009 Fall Semester CodeTitleCreditsStatusGradePSY314 Psychology of Women 3 Complete A PSY361 Personality Theory 3 Complete A- PSY304 Human Sexuality 3 Complete A- PSY312 Diversity 3 Complete A 2009 Summer Semester CodeTitleCreditsStatusGradePSY301 Children and Violence 3 Complete A PSY350 Physiological Psychology 3 Complete A 2009 Spring Semester CodeTitleCreditsStatusGradeMAT107 College Algebra 3 Complete C+ PSY422 Forensic Psychology 3 Complete B+ PSY310 Social Psychology 3 Complete B PSY320 Industrial/Organizational Psychology 3 Complete B+ 2008 Fall Semester CodeTitleCreditsStatusGradePSY405 Interviewing Techniques 3 Complete A SCI110 The Rise of Modern Science 3 Complete A PSY180 Interpersonal Effectiveness 3 Complete A- PSY400 Counseling Theories 3 Complete A

3. 3 Personal Statement A young child often dreams of what she wants to be when she grows up, and I was no different. I often dreamed of becoming a Psychologist and owning my own private practice. I spent countless hours reading books about famous psychologist like, Alfred Adler, Erik Erikson and Sigmund Freud. As time passed and I grew older, I would have make believe counseling sessions with my younger brother, Bobby, and often would diagnose him with some type of behavior issue. If he behaved he got a red star on his chart, if he misbehaved, he got a blue. I thought it was a lot of fun to be able to tell my brother he had a behavior issue, which in his case, was definitely true. My dad often bought me psychology books for my birthdays and Christmas; and he encouraged me to continue in my studies as time went by. But sadly my dad passed away before I could realize my dreams. Knowing that he would be proud of me and how far Ive come in my educational goals, I continue down the road of psychological knowledge. I understand that the world of Psychology today is much more complex and serious then that of what a seven year old child could dream up. As an adult, realizing, when one is faced with the responsibility of changing behaviors, or assisting another human being with personal issues, it requires more education, and with this in mind, I plan to pursue my master’s degree in counseling. I have had numerous work experiences related to the field of psychology, ranging from volunteer work at the local veterans center to providing personal care to individuals with mental disabilities in their home environment. My resume enumerates the various positions I have held at community alternatives, Ever care LLC., And Carl D. Perkins Job Corporation Center. All of these positions have one thing in common, and that is in an emphasis in serving the mentally disabled people in my community which I find challenging and very rewarding. Not all of my work experience has been as a paid employee. Part of my volunteering experience at Hazard Veterans Center, (the residential medical housing facility for local veterans) involved extensive work in being a good listener and helper. Also, I recently participated in an internship program for academic credit with the Perry County Health Center in the Hands program which provides services for pregnant women and their newborns. As a case manager intern, I was able to learn the workings of a major Health Center up close.

4. 4 Resume Nancy Slone 418 Sally Stephens Branch Preston, Kentucky 41653 njsrlon@tgtel.com (606) 448-2670 Education: 2008 - 2010 Bachelors of Arts Argosy, University 2005 - 2007 Assoc Applied Science Human Services Hazard Community College 1984 - 1987 High School Diploma McDowell High School Work Ex: Secretary 1988-1992 U.S. Army Secretary 1995-1997 Job Corp Security/Rehab Aide 1998-2002 Hyndman Nursing Home Certified Nurse Aide 2007-2008 Knott County Board of Education Maintenance/Supervisor LKLP 2004-2009 Behavior Therapist Assistant Med Group, LLC Hazard, Key 41356 References: Bill David Hall (Principal) Beaver Elem (606) 447-2839 Tammy Compton (Professor) BSC College (606) 886-1229 Bruce Slone (Hands Coordinator) Hazard Health (606) 436-2196

5. 5 Reflection How Argosy University (Distance Learning) Has Changed My Life The courses I have taken at Argosy University has helped me overcome my fear of technology and not having the intelligence to continue my education. I was unsure of myself at first, but I quickly became used to using e-mail, bulletin boards, and chat rooms. I have learned how to do Internet research. I had never used the Internet for research before. I always went to the library and looked everything up in the card catalog. The search engines on the Internet are faster than looking things up manually. The search engines even let the researcher search for articles containing key words that are related to the subject being researched. Just a few years ago, a person would have had to scan an article or book themselves to see if it related to their topic. I have noticed that not all search engines are created equal. Yahoo and Google are my favorites. To get a broad range of information on a topic, it is best to use more than one search engine. From taking this class, I have learned that my preferred learning style is visual. I learn best from reading the material and seeing charts and graphics. If I am unsure on the spelling of a word, I write it down several different ways and choose the one that looks right. I am happy this is my learning style, because on-line classes are almost exclusively visual. This course has helped me to know myself better. It has taught me skills I will take with me to my future courses. I will know how to collect research, contact people through e-mail, and will be able to order books on-line. I have already used my research skills to help myself with my Advanced General Psychology class. I went to Argosy Online Library and searched for peer review journals. There were several tutorials that were very helpful in my studies. In future courses, if I have questions, the Library has a vast amount of resources I can tap into. These classes will help me in my work-related goals as well. I have visited Linked in. com and set up an account. After I graduate, I will post my resume on-line and will hopefully get a job offer or an interview. I may be able to find my dream job without leaving my house. That is amazing to me. Now that I have these classes (almost) behind me, I am considering entering the master's degree program. I have found that I like on-line learning, and I know that I can achieve my goals if I work hard enough. My strengths in the distance learning format is my ability to set goals and be disciplined enough to reach those goals by the deadline. I kept a small notebook and wrote down each day what I needed to do in each class. I also tried to break down longer tasks into smaller pieces. I tried to do something every day to reach the goal. This class forced me to become organized. Being able to organize will help me in everything I do in college and at work. One of my weaknesses is my shyness. I have partially overcome this weakness because of the on-line format. I did not feel as self-conscious, because nobody would see me, and would not judge me because of my looks. I could be myself. This has helped me become more confident. I have found it easier to speak up in my traditional classes and to speak with my classmates. I will be able to use this newfound confidence to do better in college and in finding a better job. Another weakness I have is being afraid to ask for help. As this course progressed, however, I overcame that weakness. I realized that in the working world, everyone helps each other out if a co-worker has a problem. Also, working in teams is important in many jobs. The team project helped me to learn how to be a part of a team. That skill will help me immensely if I get a job at a bank or investment firm, which is my goal. I have enjoyed this class because it opened my eyes to who I really am as a person. I have learned about my preferred learning style, which is visual. I have become more confident and goal-oriented. My organizational skills have improved greatly. I am looking forward to the rest of my college experience, and to the working world beyond.

6. 6 Table of Contents Knowledge of Applied Psychology/Understanding Research Methods Nancy Slone M 2 – A 3 PSY - 422 MEMORANDUM TO: Chief Psychologist FROM: Nancy Slone DATE: March 13, 2009 RE: John Q - Inmate ID: W56209 SUBJECT: Civil Commitment Assessment Dear Sir: In response to your information request on the above inmate, this assessment of John Q was prepared to assist you in examining the need of civil commitment, prior to inmate (W56209s) prison release date. The following information discusses concerns, psychiatric issues and events that have occurred during inmate John Q’s incarceration. This document also will show supporting evidence of John Q’s need for civil commitment. Furthermore, enclosed you will find information that will provide details for the purpose of civil commitment and state government regulations. EVIDENCE SUPPORTING CIVIL COMMITMENT John Q’s prison record shows multiple assaults on staff and inmates, obscene language and weapons possession. John Q has also showed disrespect of authority by disobeying orders and refusal of mandated medication. According to State Prison Records, his official record shows the following: Disobeyed Direct Orders: 25 Physically Assaulting Security Staff: 25 Weapons Possession: 10 Physical Assault on other Inmates: 10 Obscene Language Toward Staff: This evidence along with his psychiatric history can make him a threat or danger to himself or others in the community. According to his prison Record, John Q has been clinically diagnosed with Schizophrenia – Paranoid Type and has been on anti-psychotic medicines since his admittance to prison 10 years ago. According to the American Psychology association, behaviors associated with Paranoid Schizophrenia can “include anxiety, anger, and argumentive. Also, if left untreated delusions with anger may influence the individual’s behavior to violence. According to the State Prison Record of John Q, he has been reported as having psychotic and unmanageable behaviors. John Q has also been non-compliant in taking his medications and continues to physically and verbally abuse staff and other inmates. His record also shows that he has been committed to the Forensic Psychiatric Hospital on fifteen different occasions with an average stay of six months. CIVIL COMMITMENT STANDARDS/PURPOSE/REQUIREMENTS “Police Power” refers to the obligation and responsibility of the state to protect the public from harm to persons or to property.” “Parens patriae relates to protection of the individual and infers remedial, therapeutic, and care giving responsibilities’. “Police power relates to protection of society”, according to Bartol and Bartol (2004, pg 144). Inmate John Q’s record clearly shows that he is a threat to others, there fore as a member of his health team; I recommend that he should be civilly committed. Civil commitment requirement standards are as follows: Temporary commitment: is allowed with clear and convincing evidence of mental illness and likelihood of causing harm to him or others. This commitment is also allowed if the mentally ill person is suffering severe distress or deterioration and is unable to make rational and informed decisions. Extended Commitment: the condition is expected to continue for more than 90 days and the person has already received treatment for at least 60 consecutive days during the last year. CIVIL COMMITMENT/STATE REGULATIONS Civil Commitment was created for state governments to regulate the need to protect society from individuals that have dangerous mental conditions (Bartol et al, 2004). This evaluation and Mr. Q’s prison records shows supporting details that clearly show that the state should proceed with a Civil Commitment following his release from prison. If I can be of further assistance please contact me at your convenience. Thank you. References: Bartol, C.R. & Bartol, A.M. (2004). Psychology and Law: Theory, Research, and Application. (3rd ed). Belmont, CA: Thompson-WadsWorth. http://www.americanpsychiatricassociation/mentalhealthdisorders.html BA PSYCHOLOGY Learning Outcomes Rubric 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 = 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.X 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 = 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.X 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. X 2 = Significant Exposure Able to correctly summarize the research design, statistical and other evaluative tools, and findings of the article.  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). X 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. X 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 = 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. X 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. 2 = 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. X 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. X 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. X2 = 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. qX 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.

7. 7 Critical Thinking Nancy Slone Effects of Date Rape and the Need for Prevention Argosy University EFFECTS OF DATE RAPE ABSTRACT After painfully researching the effects of date rape on girls and women alike, I find there is a dire need to take necessary immediate action for further research in developing the necessary steps for prevention of such a demoralizing and possibly irreversible psychological crime. Shortage of past and present research and inaction, indicate the lack of seriousness being placed on this rising social crime with continued societal ignorance being a major responsible factor. Another contributing factor being the increase of illegal internet pharmacies that go unnoticed or underreported is also expanding the increase of date rape. Past and recent studies show that only two percent of “date rape” crimes were actually committed by strangers; meaning, ninety eight percent of victims are raped by people they know. It is difficult to know the full depth of the social, emotional and physical pain of the victims until we have walked in their tattered shoes, down their lonely road. Prevention is the only answer and is possible with further intense research and action. EFFECTS OF DATE RAPE Effects of Date Rape: and Need for Prevention No one on this entire Earth has a right to force you to have sex! I don’t care if it is a boyfriend that you love and care about and have known for years or someone you have just met at a party; he has no right whatsoever to force you into having sex with him. If he does, then it is called date rape and it is a serious crime and needs to be reported right away. It is one of the most offensive, demoralizing illegal acts committed on young girls and women everywhere and is punishable by law! This paper focuses on the major factors affecting the increase of date rape, past and present research, and much needed steps to prevent this horrific act (crime). The effects of date rape often go unheard or unseen by anyone except the victim. When someone you knows socially forces you to have sex it is “date rape”. It is a serious crime that is on the rise and often goes unreported by the victim. The perpetrator may use physical and verbal threats, emotional blackmail, or alcohol and drugs to force or trick you into having sex! Studies have shown, that the majority of rapes are committed by persons the victim has known, and only 2 percent are committed by strangers (Crawford, 2008). One of the major problems increasing the statistics on date rape is the increase of illegal internet pharmacies access to drugs such as Rohyponol (a well known date rape drug). Rohypnol is illegal in the United States and has many hidden titles such as: roopies, circles, roofies and the forget pill. Rohypnol works like a tranquilizer; it causes EFFECTS OF DATE RAPE muscle weakness, slurred speech, fatigue, loss of judgment and amnesia that last up to twenty four hours. This drug is considered the ‘date rape “drug of choice, because when it is slipped into an unsuspecting victim’s drink, a sexual assault takes place without the victim being able to fight back and remember what happened. Past studies done by (DuMont, MacDonald, Rot bard, Aslant, Baibridge, and Cohen, 2009) reports suspected drug-facilitated sexual rape is a common problem. “Since the mid 1990’s there has been a growing number of unconfirmed reports of assailants using prescription and non prescription drugs to induce sedation and amnesia to commit rape (Dumont, 2009). It is clear from the reports that date rape is on the rise and the suspected date rape drugs are a major contributor to this fact. In my opinion not enough research is being done to stop the growing problem of date rape and illegal drug access. The effects of date rape are emotional as well as physical. Emotional effects include loss of trust in oneself and others, fearful of many situations, avoids interactions with men, and causing hardships for her in her daily routines and responsibilities, such as going to work, school and interacting with acquaintances and friends. “Victims often feel the need to avoid their attacker, who often is a part of her daily life; Sometimes depression and anxiety are common effects after the rape has occurred and may leave her feeling guilty and ashamed and blaming herself for the attack” (Young, 2008). Although some changes have taken place in the treatments of rape victims, there are still many paths left untraveled because of society ignorance and lack of controlled research, causing for additional unneeded pain and stress for the victims. EFFECTS OF DATE RAPE Studies done by (Crawford, Wright, and Birchmeier, 2008) conclude that it is essential that educational programs be created and distributed to eliminate the confusion. The education should focus on destructive myths such as: “date rape is just as wrong as rape from a stranger”, “a victim is never asking for it no matter how the person dresses”, and “no one ever deserves it”. Rapists are not always strangers, and when someone you know, regardless whether it is a date, steady boyfriend or girlfriend, or friend, forces you to have sex, it is RAPE! Educational programs need to be made available at all levels for all students. Everyone needs to be informed that a woman who is under the influence of alcohol or drugs is not capable of consensual sex. Author’s (Faulkner, Howard, and Lee, 2008) combined studies showed that the overwhelming need for correct information to be distributed nationwide to victims is of utmost importance and is detrimental in lowering the statistics on the crime. There are many myths flying around that lead woman to undermine the seriousness of this crime and lower their defenses. Statements such as, “it can’t happen to me”, or “she asked for it”, or “most rape and sexual assaults committed are at night in dark alleys”, all lead to misinformation and the continuation of this serious offense. There are steps that must be taken that a potential victim can do to prevent rape from happening: first, don’t allow alcohol or drugs to decrease your awareness, never accept unopened drinks from anyone while out on a date, trust your gut instincts always, EFFECTS OF DATE RAPE and don’t ever leave a party or social outing with someone you have just met. Awareness and education are key factors in assisting students to make the right choices. In conclusion, date rape is a deviating offense that is not taken serious enough to allow for stricter laws and punishable crimes to be seriously discussed amongst law enforcement. Drugs like Rohyponol are unfortunately on the rise and easily accessed through illegal internet pharmacies worldwide. When date rape drugs are used the victim is defenseless and awakes to no mental remembrances of the crime that has been committed against her. Women need to know how to protect themselves from falling victim to this deplorable force of her sexual rights. Our best efforts would be to get the necessary education out to girls while they are young that allows them the chance to be able to defend themselves against potential perpetrators. There are steps that women can take to protect themselves and most importantly victims need to know that they are not alone! When a rape has occurred, it needs to be reported immediately so victims can get the physical, emotional and psychological help they will need. EFFECTS OF DATE RAPE REFERENCES Crawford, Emily; Wright, Margaret O'Dougherty; Birch Meier, Zachary. Journal of American College Health, Nov/Dec 2008, Vol. 57 Issue 3, Choices, p 261-272. Du Mont, Janice; Macdonald, Sheila; Rotbard, Nomi; Asllani, Eriola; Bainbridge, Deidre; Cohen, Marsha M.. CMAJ: Canadian Medical Association Journal, 3/4/2009 Doctor's Health Matters, p 513-519. Faulkner, Ginger; Kolts, Russell; Hicks, Gail. Sex Roles, Aug 2008, Vol. 59 Issue 3/4, p 139-150. False results put drug arrests under microscope By: Mimi Hall. USA Today, 11/04/2008. Herrman, Judith W... Pediatric Nursing, May/Jun2009, Vol. 35 Issue 3, p 164-170. Howard, Donna E.; Griffin, Melinda A.; Boekeloo, Bradley O... Adolescence, Winter 2008, Vol. 43 Issue 172, p 733-750. Lee, Steven J.; Levounis, Petros. Journal of Psychoactive Drugs, Sep 2008, Vol. 40 Issue 3, p 245-253. Rempala, Daniel M.; Geers, Andrew L... Journal of Social Psychology, Aug 2009, Vol.149 Issue 4, p 495-512. School Library Journal, (Trust) Oct 2008 Curriculum Connections, Vol. 54, p66-68. Young, Melissa A... Feminist Collections: A Quarterly of Women's Studies Resources, Summer/Fall 2008, Vol. 29 Issue 3/4, p 42-43.

8. 8 My Future in Learning My enrollment in my BA degree program was the best choice in my education that I have ever made. The reason for this is that it introduced me to the confidence and opportunities I needed to make a positive change in my life. I’ve grown considerably in many different aspects of my life, especially my educational desires and outcomes. The last two years at Argosy has allowed me to have a fresh new look at the entire picture as well as the future. The outcome will most definitely be very exciting, enriching and rewarding for me in the long run. Every day that passes now is a new hope and chance for opportunity. In order to properly prepare myself I need to first understand where I am, who I am, and where I want to go. Knowing where I started from and how hard I have worked to get where I now am, helps me to evaluate whether or not I am going in the right direction. Every day that passes there are many opportunities for growth all around me. Going back to school after so many years has allowed me to re-assess myself as a student and as a learner. I realize now that I needed to improve on my study skills that were a bit rusty and I had to sharpen my time management skills as well. Revisiting and searching within myself on my ideal style of learning has helped me identify that I learn best in quite surroundings. Some of the things that help me learn best are: writing things down, taking notes while reading, trying to always remember my educational goals that I am striving for. It is very exciting to me that looking back all the things that I identify, as my strengths are things that I love doing. I have an innate love for thinking and creative problem solving. I am a natural in leading though I find it very easy to follow if the situation warrants that. But I plan on continuing my educational journey and I am looking forward to what the future holds. Most importantly I have the strength to continue and I know that there will be bumps in the road ahead, but the last couple of years have taught me that education is a life long process and in order to make a wonderful difference in the lives of others, I must press onward to the great opportunities that await me.

9. 9 Contact Me Thank you for viewing my e-Portfolio. For further information, please contact me at the e-mail address below. njrslon@att.net