2. Personal Statement Stationed in Fort Drum, NY, far away from my family and friends in Florida, my husband, Brian, left for his first deployment. I felt completely alone and had to raise our four children, Andrew, Max, Chase, and Mason, on my own. I did not know anyone on post. Every person I knew was one of my husband’s soldiers and they deployed with him. We were living in a climate so foreign to me I might as well have been in Siberia. I am a seventh generation Floridian and the winter of a city thirty miles from the Canadian border was not the norm for me. I had to learn how to adapt to such an extreme climate. My experiences during Brian’s first deployment became a defining moment in my life. My struggles with personal issues, lack of communication with my husband, and problems with the Family Readiness Group (FRG) and Rear Detachment during that first deployment led to my decision to help other military families in similar situations. I struggled with personal issues without the help of a support system. Each child handled Brian’s absence differently. I was the one trying to put the pieces back together and explain what was going on in terms they could understand. There is nothing more heartbreaking then holding your child as he cries himself to sleep. My youngest son, Mason, did not adapt well to the cold climate and developed asthma coming down with bronchitis and/or pneumonia every couple of months. Imagine carting four children to the emergency room while the temperature outside is below zero. I had no one to help me. My son, Max, neglected and possibly abused by his biological mother his first four years of life, was diagnosed with Reactive Attachment Disorder (RAD). Managing his behavioral problems and therapy sessions was a full-time job in and of its self. Finally, when all was quiet and the children were asleep, fear and sadness consumed me. I was so afraid my husband would not make it home. I had no one to talk to about my fears. I was unsure I would be able to survive. Contact with my husband was limited and censored. I was lucky if I received a ten-minute phone call every two weeks. During those calls, we never really discussed anything important. Brian just wanted to hear our voices and could not talk much about the mission. I did not want to worry him with our family issues. He needed to focus on the mission, not problems at home. It was very difficult. He was and still is my best friend. I really needed to be able talk to him.
3. Personal Statement The FRG is a source of information on our soldiers and their mission and a type of support group for family members supported by the Rear Detachment, those not deployed with the unit. The first phone call I received from FRG, four months into the deployment, almost broke me. Against protocol, the caller told me ten soldiers were dead from a helicopter crash and no one knew the names of the soldiers or their unit. I could not breathe. I thought I might die. I could not cry because my children were watching me and I did not want to worry them. I had to wait until they identified the soldiers and notified their family members and then we would have a briefing telling us what happened. I felt panic every time I heard a car door shut on our busy street. Were they coming to tell me my husband died? My husband could not call to tell me he was alive because when there is a casualty the soldiers cannot call home until family members of the fallen are notified. It was the worst forty-eight hours of my life. I could not eat. I could not sleep. I was barely able to breathe and care for my children. I knew immediately that things needed to change. Members of the military and their families deserve compassion and understanding. I became more involved and wrote a letter to the Lieutenant Colonel expressing my concerns. Then, I became the FRG Leader during my husband’s second deployment. During my time as the FRG Leader, I found so many military families struggling. Many of the problems were beyond my capabilities. That is when I decided to return to school. I am attending Argosy University Online and will graduate with a Bachelor’s Degree in Psychology August 21, 2010. I am currently maintaining a 4.0 GPA with three classes left. I believe, through the combination of my personal experiences and my education, I will be an asset to the Social Services Department on post.
5. Resume Experience Five Star Debt Management, Killeen, Texas January, 2001 – Debt Counselor June, 2001 Pre-qualify clients for debt program, create a payment plan, sell the benefits of the program to engage clients, and process the client file Stockton, Turner, & Duncan, Lakeland, FloridaDecember, 1999 – Loan Officer June, 2000 Originated, processed, and closed residential mortgage loans Responsible for maintaining electronic updates of accounts payable/receivable and payroll Harwell Advertising, Lakeland, Florida December, 1998 – Public Information Assistant June, 1999 Construction of press releases, newsletters, and presentations for public hearings Research solutions to consumer complaints Administrative duties to include: data entry and filing
6. Reflection On my own at the age of sixteen with a ninth grade education, I earned my General Education Diploma. I managed to complete a couple of years of community college, but I was worried I did not have the necessary knowledge to earn a degree. Fear of failure was my greatest weakness. Although very intimidating, I went back to school after almost twelve years and here I am graduating with 4.0 GPA. I have gained new skills and new self-awareness. I understand and know how to apply a wide range of psychological perspectives and theories to explain every day events and experiences. I understand and know how to utilize research designs and statistics. I found out what APA guidelines are and how to organize my work and presentations. I understand the importance of actively listening and nonverbal communication. I understand the ethical guidelines for the field of psychology and through self-awareness, how to recognize my own personal biases. I also understand my journey of self-awareness will never end. Finally, I know I have the power to do anything I set my mind to do. Married to a soldier and being a mother to four boys kept me busy and at times frantic, but not only was I able to complete my degree; I was able to excel in my studies!
7. Table of Contents Cognitive Abilities: Critical Thinking and Information Literacy Research Skills Ethics and Diversity Awareness Foundations of Psychology and Applied Psychology Interpersonal Effectiveness and Communication Skills
8. Cognitive Abilities Prevalence Statistics and Reporting Requirements Lorelei Vettel PSY301 Children and Violence Argosy University March 7, 2010
9. Cognitive Abilities Prevalence Statistics and Reporting Requirements Browse the Web for credible estimates on family violence that is reported or that goes unreported. Choose a specific area of family violence and hypothesize why there is such a variance between actual reported and unreported incidents. According to The National Center for Victims of Crime (2008), the number of unreported sexual abuse is far greater than the 90,000 reports each year. Sexual abuse frequently involves the parents, stepparents, friends, or others caring for the child resulting in the child victim feeling guilty, ashamed, and even afraid of the consequences of reporting the abuse (Glicken, 2004). Child victims often learn from their abusers they cannot trust anyone and what goes on in the home is nobody’s business (Argosy University, 2010). It must be difficult for a child to place trust in anyone when he/she is suffering at the hands of a supposed caretaker. An abuser may threaten his/her victim and use shame and fear to keep the child committed to keeping the abuse secret (Glicken, 2004). Due to the complex issues these children face, it is the responsibility of all who encounter children to report anything suspicious. Browse the Web to determine the state-mandated reporting requirements if treatment professionals learn about children in danger due to family violence in the home environment. Analyze the reporting requirements to verify if they are too lenient or too strict. As of June 2007, North Carolina state law prohibits the use of privilege, except the client-attorney privilege during representation of the abuse, neglect, or dependency case, as grounds for failing to report and requires all individuals, professionals, and/or institutions to report suspicions even when acquired in an official capacity such as confession to clergy (Child Welfare Information Gateway, n.d.). While North Carolina requires a report of suspected abuse, neglect, and/or dependency, there are no legal penalties for failing to report. However, an individual in the state of North Carolina can face legal consequences for false reporting. The Child Welfare Information Gateway (n.d.) notes an individual who willfully makes false, misleading, or an unfounded report to law enforcement is guilty of a Class 2 misdemeanor. This may cause an individual to err on the side of caution and not report an incident. North Carolina law is too lenient and there should be legal ramifications for failing to report. Many states do impose penalties for failing to report. North Carolina must provide specialized training to mandated reporters and hold anyone that fails to report legally liable to protect the rights of children (Glicken, 2004).
10. Cognitive Abilities References Argosy University. (2010). PSY301: Children and violence: Module one. Retrieved March 7, 2010, from www.myeclass.com Child Welfare Information Gateway. (n.d.). Penalties for failure to report and false reporting of child abuse and neglect: Summary of state laws. Retrieved March 7, 2010, from www.childwelfare.gov/systemwide/laws_policies/statutes/report.cfm Glicken, M. (2004). Violent young children. Boston: Pearson. The National Center for Victims of Crime. (2008). Child sexual abuse. Retrieved March 7, 2010, from www.ncvc.org
11. Research Skills Psychopathy: Assessment and Predicting Recidivism Lorelei Vettel PSY492 Advanced General Psychology Argosy University July 6, 2010
12. Research Skills Psychopathy: Assessment and Predicting Recidivism The criminal justice system has an obligation to protect society. During the administration of justice, our system must consider an offender’s risk for recidivism especially when sentencing or contemplating possible parole. A forensic psychologist, with the proper tools, is able to assess the risk for recidivism and report his/her findings to the proper authorities. In my review paper, I will research the Psychopathy Checklist - Revised (PCL-R) to discover its utility in assessing psychopathy and if psychopathy is a risk factor for recidivism. Psychopaths are charming, narcissistic, and impulsive loners without a conscience. Treatment for psychopaths is typically ineffective. If we are able to assess psychopathy accurately, we can prevent these individuals from harming society. I will utilize the following sources for my review paper: Brown, S. E., Esbensen, F., & Geis, G. (2007). Criminology: Explaining crime and its context (6th ed.). Southington, CT: Anderson Publishing. Edens, J. F., Campbell, J. S., & Weir, J. M. (2006). Youth psychopathy and criminal recidivism: A meta-analysis of the psychopathy checklist measures. Law and Human Behavior, 31(1), 53-75. Hare, R. D. (1999). Psychopathy as a risk for violence. Psychiatric Quarterly, 70(3), 181-195. Hare, R. D. & Neumann, C. S. (2009). Psychopathy: Assessment and forensic implications. The Canadian Journal of Psychiatry, 54(12), 791-802. Porter, S., Birt, A. R., & Boer, D. P. (2001). Investigation of the criminal and conditional release Profiles of Canadian federal offenders as a function of psychopathy and age. Law and Human Behavior, 25(6), 647-661. Porter, S., Brinke, L., & Wilson, K. (2009). Crime profiles and conditional release performance of psychopathic and non-psychopathic sexual offenders. Legal and Criminological Psychology, 14, 109-118.
13. Research Skills Schmalleger, F. (2009). Criminal justice today: An introduction text for the 21st century (10th ed.). Upper Saddle River, NJ: Pearson. Thomas-Peter, B. & Jones, J. (2006). High-risk inferences in assessing high risk: Outstanding concerns in the clinical use of the PCL-R. The British Journal of Forensic Practice, 8(4), 3-19. Walters, G. D. (2003). Predicting institutional adjustment and recidivism with the psychopathy Checklist factor scores: a meta-analysis. Law and Human Behavior, 27(5), 541-558. Walters, G. D. & Duncan, S. A. (2005). Use of the PCL-R and PAI to predict release outcome in Inmates undergoing forensic evaluation. The Journal of Forensic Psychiatry & Psychology, 16(3), 459-476.
14. Ethics and Diversity Awareness Sexual Orientation Lorelei Vettel PSY312 Diversity Argosy University April 11, 2010
15. Ethics and Diversity Awareness Sexual Orientation The participant for the interview, Cassie M., a twenty-one year old lesbian female that currently resides in Fayetteville, NC, serves in the United States Army. Cassie M. provided verbal consent to participate in the interview and authorized the release of information obtained during the interview with the stipulation I do not use her last name. The consent form is included at the end of this assignment. Cassie M. finds it difficult to discuss her sexual orientation because of the “Don’t Ask, Don’t Tell” military policy. Cassie M. knows many of her fellow soldiers are aware of her sexual orientation, but she would lose her job if she were to acknowledge her sexual orientation in public (Cassie M., personal communication, April 9, 2010). Many individuals with a sexual orientation different from heterosexual face challenges regarding career goals with the potential of facing discrimination (Argosy University, 2010). However, in Cassie M.’s case, federal law mandates the discrimination she would face if she were to come out publicly. As a result, Cassie M. must hide her identity to protect her career and feels more isolated than her heterosexual peers may while serving in the military (Cassie M., personal communication, April 9, 2010; Argosy University, 2010). Cassie M. faces homophobia and sexism as a lesbian female soldier (Cassie M., personal communication, April 9, 2010). Worthington, Dillon, and Becker-Schutte (2005) define homophobia as a sense of dread when in close proximity of an individual with a different sexual orientation (as cited by Robinson-Wood, 2009). Argosy University (2010) notes homophobia is an irrational fear often resulting in avoidance, disgust, and/or even violence. Pharr (1998) notes homophobia can be a weapon of sexism to keep individuals in rigidly defined gender roles (as cited by Robinson-Wood, 2009). A few soldiers have verbally attacked Cassie M. with negative terms such as “butch” and “bull dyke” (Cassie M., personal communication, April 9, 2010). Cassie M. has some major societal obstacles to overcome such as being a female in a male dominated army and a different sexual orientation. Cassie M. notes it is difficult not to internalize the hatred and secrecy she encounters because of her sexual orientation (Cassie M., personal communication, April 9, 2010). Dworkin and Gutierrez (1991) note internalizing such negative messages can lead to a low self-esteem, self- hatred, and psychological problems (as cited by Robinson-Wood, 2009). Cassie M. would like the government to repeal the “Don’t Ask, Don’t Tell” policy (Cassie M., personal communication, April 9, 2010). The military policy helps to feed the misinformation about homosexuality that drives
16. Ethics and Diversity Awareness the fears of homophobia (Argosy University, 2010). Cassie M. feels the policy almost endorses homophobia (Cassie M., personal communication, April 9, 2010). She believes the military’s acceptance of her sexual identity could help society accept different sexual orientations (Cassie M., personal communication, April 9, 2010). This interview did make me more conscious of heterosexual bias in our society (Robinson-Wood, 2009). I now have a better understanding of how the “Don’t Ask, Don’t Tell” policy affects a homosexual individual. I never really thought about what it would be like to have to hide my identity. I have never been afraid of the consequences of someone finding out who I am. It is difficult to imagine living with the fear of being discovered on a daily basis. I am more aware of my heterosexism tendencies as well. I do believe homosexuality is a sin and heterosexual relationships are necessary to preserve the nuclear family (Robinson-Wood, 2009). However, I do believe we are all sinners and should face the judgment of God, not man. We should never treat anyone differently because of his/her sexual orientation. As Argosy University (2010) notes, different does not mean less than “normal.”
17. Ethics and Diversity Awareness References Argosy University. (2010). PSY312: Diversity: Module Six. Retrieved April 9, 2010, from www.myeclass.com Robinson-Wood, T. L. (2009). The convergence of race, ethnicity, and gender: Multiple identities in counseling. Upper Saddle River, NJ: Pearson.
18. Foundations of Psychology and Applied Psychology Final Project: Week Three Lorelei Vettel PSY361 Personality Theory Argosy University May 28, 2010
19. Foundations of Psychology and Applied Psychology Erik Erickson refined and expanded Freud’s theory of the developmental stages to eight stages, including the additional stages of school age, youth, adulthood, and old age, emphasizing social and historical factors in contrast to Freud’s five stages emphasizing mostly biological factors (Argosy University, 2010; Feist & Feist, 2009). Erickson believed we go through each stage utilizing the epigenetic principle, a systematic, predetermined process building upon each previous stage (Feist & Feist, 2009). Every stage includes a conflict between a syntonic element and a dystonic element producing an ego quality or basic strength or it produces a lack of basic strength resulting in core pathology for that particular stage (Feist & Feist, 2009). From the adolescence stage forward, an identity crisis or the opportunity for positive or negative modifications to one’s identity characterizes each stage (Feist & Feist, 2009). At the age of thirty-three, I am currently in the adulthood or middle adulthood developmental stage of generativity vs. self-absorption or stagnation. Generativity includes establishing and guiding the next generation (Feist & Feist, 2009). During this stage of my life, I am establishing my family and becoming a productive member of society. The main task associated with Erickson’s adult stage for generativity and stagnation to interact forming care as a basic strength. To produce care, I need to love, teach, and provide for my husband and children. Care also extends outside of the family into the workplace and even the world. Corey (2009) notes we have an inherent need to go beyond self and family and help the next generation. I also need to take care of myself in order to give to others. If I do not care for myself or be a little self-absorbed, I will not be capable of new growth and will have nothing to offer the next generation. If I am unable to produce the basic strength of care, I could produce the core pathology of rejectivity. Erickson (1982) defines rejectivity as an unwillingness to care for certain people with far-reaching implications for our species (as cited by Feist & Feist, 2009). Rejectivity is a form of hatred and/or callousness that often leads to racism and destructive outcomes. I am working my through this stage now. I have established my family and care for them a great deal. My husband and I have grown and learned from each other and pass our knowledge from experience and the knowledge we have gained from each other to our children. I teach my children my morals and values to guide them down the right path in life. I demonstrate my love of God, family, and country to my children leading by example. I teach them to love one another and to be there for each other always. I teach them the importance of education so that they may lead happy, productive lives. I help them work through difficult situations. I love my family with everything within
20. Foundations of Psychology and Applied Psychology me and want to ensure I guide them into the best possible life. I have generativity within my family life, but I have not extended generativity to the world. I put everything outside of my family on the back burner while creating a strong foundation for my family. Now that I have established a strong foundation and generativity within my family, it is time to extend out into the world. This extension into the world will resolve the central task in this stage of my life. I have already taken necessary steps to ensure my success. I had to figure out how to extend generativity to the world. I decided pursuing a career in the field of psychology or law enforcement would be the best route for me to help others. Decision made, I enrolled in school to earn a degree in psychology. Once I graduate this August, I will be able to use my degree to find a career in which I can make a difference in people’s lives. The small differences in individual lives will help change the world into a better place. My generativity in the world will also reinforce my generativity within my family. It will teach my children the importance of education. My children will also witness how one individual can make a difference in this world. For me, generativity extends from my family into the world back to family. The full circle will help me move on to the final stage of my life.
21. Foundations of Psychology and Applied Psychology References Argosy University. (2010). PSY361: Personality theory: Module three. Retrieved May 26, 2010, from www.myeclassonline.com Corey, G. (2009). Theory and practice of counseling and psychotherapy. In Eighth (Ed.), Belmont, CA: Thomson. Feist, J. & Feist, G. (2009). Theories of personality. In Seventh (Ed.), Boston: McGraw-Hill.
22. Interpersonal Effectiveness and Communication Skills Business Presentation Lorelei VettelCOM301 Negotiation and Conflict Resolution Argosy UniversityJune 11, 2010
25. Interpersonal Effectiveness and Communication Skills Proven Success Mrs. Smith improved product management and increased profits by balancing the expense budget, adjusting plans for slumps in sales, improving departmental communication, adjusting product life cycles, and creating a pleasant atmosphere for her employees (eHow, 2010).
26. Interpersonal Effectiveness and Communication Skills Character and Ethics/Strengths and Weaknesses Strengths Weaknesses Excellent Educational Background Excellent Work History Proven Success Excellent Letters of Recommendation Promotes a Pleasant Work Environment Does Not Know Our Software Programs Does Not Already Have a Rapport Established with Employees
29. Others are pursuing Mrs. Smith When you hire people smarter than you are, you prove you are smarter than they are. - R. H. Grant (Quoteland.com, 2001)
34. AppleIf we do not hire Mrs. Smith, we lose her to the competition!
35. Interpersonal Effectiveness and Communication Skills References Ehow. (2010). How to improve production management. Retrieved June 10, 2010, from http://www.ehow.com/how_2103111_improve-product- management.html Davidson, T. W. (2008).six principles of persuasion you can use to influence others. Physician executive, 34(5), 20-23. Quoteland.com. (2001). Work. Retrieved June 10, 2010, from http://www.quoteland.com/topic.ascp?categorey_id=156
36. My Future in Learning I will build upon my education by continuing to learn and gain self-awareness through my experiences and trying to understand the perspectives of others. I will be open to new experiences and people. I may even go back to school in the future. My journey of learning and self-awareness never ends.
37. Contact Me Thank you for viewing my ePortfolio. For further information, please contact me at the e-mail address below. brian4lorelei@yahoo.com
Notas del editor
Here, we see Mrs. Smith has a distinguished educational background. She attained both her Bachelor’s and Master’s degree from an Ivey League University with an outstanding grade point average. The concentration in programming and software design supports the position available within our organization. The letters of recommendation and her GPA reveal Mrs. Smith’s work ethic and pursuit of excellence.
Mrs. Smith began gaining her experience with an internship at Microsoft. Impressed with her knowledge and abilities, Microsoft offered Mrs. Smith a full-time position. For three years, Mrs. Smith analyzed products moving her way through each stage of a product’s life cycle. Then, she became a product manager for IBM bringing great success to our competitor.
Mrs. Smith’s contributions to IBM speak for themselves. She has proven herself to be competent and capable. Mrs. Smith has the necessary experience and more to fill the position.
Here, we see Mrs. Smith’s strengths outweigh her weaknesses. I believe Mrs. Smith will have no problem learning our software in a quick and efficient manner. I also believe her strategies to promote a pleasant work environment will aid her in establishing a rapport with the employees in no time.
By researching the qualifications of all three candidates, I found Mrs. Smith to be the best qualified. First, she has a Master’s Degree. The other two candidates have a Bachelor’s Degree. Second, Mrs. Smith has experience in all the stages of the product life cycle. A proficient product manager has a few years of experience in each stage (eHow, 2010). Both of the other candidates only have experience in the Growth Stage. Mrs. Smith is also the only candidate with experience as a production manager.
Davidson (2008) notes people are more likely to be influenced by the testimony of an authority figure. Mrs. Smith’s previous employers and professors wrote glowing letters of recommendation attesting to her work ethic, success, and harmonious working relationships.
Davidson (2008) notes people often assign more value to an opportunity if that opportunity becomes less available. If our competition desires Mrs. Smith’s abilities, we must snag them up before they get the chance! Mrs. Smith is the perfect candidate for the position.
