This is my professional portfolio

1. 1 Undergraduate Studies ePortfolio Tiffany Hollar BA Psychology, 2010

2. Personal Statement Over the past five years, during my entire college education, I have dedicated myself to both goals in my academics and current job area. When I was in high school I always knew that I wanted to go to college for something in the area of counseling because I had such a passion for listening to others and making true and lasting connections with others that would allow me to help them to get through the tough areas in life. I have always been one to rely on no one but myself and that fact made it easy, in my opinion, for others to look to me for advice and help because they saw me as self-sufficient. I have always had a desire to work with teens and young adults because throughout my teen years there were a select few adults that I felt were there to help me and I want to be one of those adults once I finish my degree. I began my college career at a local college and focused solely on my studies. The activities at the college were very limited because it was a fairly small college and it is known for its focus in academics. I took a class titled Social Problems with a professor who truly opened my eyes to how easy it is to become biased and after that experience I can truly say that I have let go of some of my biases which is necessary in order for me to achieve my goal of being in a position to truly see others for who they are and be able to listen and help. Overall throughout my studies in the field of psychology I have learned that regardless of my values that I hold I have to be open enough to overcome any situations in which those values are not upheld by whomever I am encountering.

3. Personal Statement On a career level I have been working for the same company for four years now and had a wealth of experiences that I believe have taught me on a first hand basis how to deal with many different types of people. I have achieved many goals within this job in that I knew that I had a strong desire to move up within the company and to do so quickly. Within a year of working I had become management and have been in charge of many tasks such as office management, paying company bills, making the schedule for all shifts, inputting all employee tax information, and in general handling any customer or employee disputes. The company has invested a lot in me in my training and even in allowing me to transfer to a different location when I changed colleges. My overall professional goal is to find a position in which I can use my ability to listen as well as my passion for helping to guide others to completing their life goals. When I was a college freshman many of my friends had problems with registering for the correct classes in the order that would allow them to complete their degrees in the time frame they desired and so I helped them because I have strong organizational skills and I was able to create a class layout that would allow the goals to be completed. I realize that my decision to not apply to graduate school means that I will not have the title of a psychologist and I will not be an actual counselor.

4. Personal Statement However my goals both personally and professionally are tied in with my personal belief that being on the highest rung of the professional ladder does not make a person any more apt to helping others and completing a goal than any other. I know that I have many options such an admissions counselor, counselor aide, employment counselor and many more and I plan to explore all of my options until I find the position in which I feel matches best with my natural leadership ability, my passion for listening, my organizational skills, and the ability to use all of those skills and abilities in order to help others reach their personal and professional goals.

5. Resume Tiffany L. Hollar 159 Mossland DrivePerry, GA 31069 478-297-3737 E-mail Address: tiffany.hollar@gmail.com EDUCATION Argosy University OnlineCurrently attending, will receive Bachelor of Arts in Psychology in June 2010. Macon State College, Macon, Georgia. Associate of Arts in Psychology received December 2007. Perry High School. Perry, Georgia. Graduated with Honors May 2005. EXPERIENCE Store Manager of Chick-Fil-A. Perry, Georgia. June 2006-Present. Acted as assistant to the owner/operator of the store. In charge of creating and inputting all of the employees’ schedules into the computer system on a weekly basis.

6. Resume Handle all of the company bills including putting them into the computer as well as paying them. In charge of making sure the store was running smoothly at all times. Printed Payroll checks bi-weekly. Count all the drawers at the end of my shifts and made sure there was enough change and money for the upcoming shift. Input all new employees’ information into the system when they were hired including their tax information. Made sure that each customer was given the highest possible respect and focused on customer service. Retail Cashier. Sears. Warner, Georgia. Feb 2006-July 2006. Made sure all customers found what they came to purchase. Handled returns/refunds. Took payments and input payments for all store credit cards. Assisted customers in applying for credit cards.

7. Resume Counted my drawers down at the end of the evening. Cashier. Priesters Pecans. Perry, Georgia. Sept 2005-Feb 2006. Worked in the gift department and rang up each customer. Greeted each customer as they arrived. Made sure that each display was neat and changed often. Put new inventory out. Counted inventory whenever needed. Worked in candy department making sure customers knew exactly what they were buying, what was in each item and also making some of the candy. Worked in the restaurant area where I cashiered orders, bussed tables, and made sure customers were taken care of. Organized events for schools and birthday parties to take place there and see how the store ran. HONORS AND AWARDSHonor Graduate, 2005 Deans List, Summer 2005, Spring 2010Member of The National Society of Collegiate Scholars

8. Resume ADDITIONAL SKILLS Experience with Windows XP, Microsoft Office, Internet Explorer, and Outlook Express. I am a very quick learner I am self-motivated I work well with people and alone I work well under pressure I am dedicated to whatever I put my mind to and am always a hard worker. Other Information I am in the process of attaining at psychology degree which I believe has made me work with and handle all types of people. I love people, listening to them and helping them in any way I possibly can. I believe this degree and my passion for helping others succeed will help me in any job in which I deal with the public.

9. Reflection The student believes that throughout her education she has gained stronger critical thinking skills and is able to analyze a given issue and see the issue from different perspectives. She has learned where she can go to find scholarly literature in order to find research and articles that will support a topic and feels as though this is one of her strengths. These strengths have also allowed the student to be very strong in her communication through writing and she believes as though she reaches her audience at a level which is easily understood and thoroughly supported. There are also areas in which the student feels as though she has been exposed to; however, she still has room to grow. One area is that of being able to recognize research methods that were represented in an article regarding certain psychological findings. The student does know basic concepts regarding research methods; however still needs to become stronger in recognizing which methods are used in experiments. The student also believes that she has room to grow in the area of expressing certain psychological concepts orally. For the most part she believes she can speak to a wide range of audiences and express psychological facts clearly; however there is always more that can be done in order to make sure that the presentation is understood by even those who know very little about the field of psychology.

10. Reflection During her education, Tiffany has had a lot of exposure to the areas of ethics and diversity within the field and she feels as though she is strong in relating those topics to psychological issues. The student is actually very interested in the study of ethics within psychology and plans to continue to grow and learn more on this very important topic. In general the student believes she can easily recognize the major psychological concepts and applications of those concepts. She feels as though her main strengths within this field are in taking the wealth of knowledge she has gained and applying it to actual situations she and others are presented with. The student has always had wonderful listening skills and through her education those skills have only gotten greater and she has a renewed passion for helping others to grow by listening and giving them feedback.

11. Table of Contents Cognitive Abilities: Critical Thinking and Information Literacy Research Skills Communication Skills: Oral and Written Ethics and Diversity Awareness Foundations of Psychology Applied Psychology Interpersonal Effectiveness

12. Critical Thinking Running Head: INTEGRATIVE PERSPECTIVE Course Project Tiffany Griffin PSY400 Counseling Theories Diana Herweck 3-1-09 Course Project For your final project, you will respond to a comprehensive case scenario. The purpose of this is to introduce you to the various theoretical models available in the field of counseling. Each week, you will examine how a counselor would work with a client using one of the eight theoretical models: Psychoanalytic, Adlerian, Existential, Person-centered, Gestalt, Behavior, Cognitive Behavior, and Integrative. Case Scenario Client name: Sabina Sabina is a 22-year-old, married Catholic woman from Sri Lanka residing in the U.S. for the past 5 years. She has come in for counseling because she reports feeling sad and teary-eyed often over the last 2 years. She reports a loss of energy, poor appetite, and disturbed sleep though she has not lost any weight. She thinks there is nothing she can do to get better. She continues to spend time on her hobbies. Her hobbies are painting and knitting. She says she felt okay for only a 2-month period a year ago when her parents visited her from Sri Lanka.

13. Critical Thinking She was referred for counseling by a medical practitioner, but medical tests did not reveal any organic dysfunction. Sabina has not had any major medical problems in the past, but there is a family history of major depression. She has not been diagnosed with depression before. She has never thought of hurting herself or committing suicide and does not think that she is suffering from depression. She is just tired all the time, although she denies any manic symptoms. The therapist also noticed that Sabina has difficulty making everyday decisions and does nothing without the approval and consent of her husband. She fears being abandoned by her husband and not being able to care for herself. She has no skills to build a career and is afraid of offending her husband if she talks to him about it. She hates being at home all day but feels that she is not capable of changing it. She feels irritable, tense, and restless until her husband comes home. She claims she tries really hard to make friends because nobody likes her. Her family complains she tends to be clingy and thirsty for approval. You can observe manifestations of this even in the therapeutic relationship. Sabina has been married for 5 years and loves her husband. Her parents introduced her husband to her. They fell in love and were married when she was 18 years old. Her husband is 10 years older than she and works as an accountant. She denies any physical spousal abuse and says that he is nice to her. She reports complete satisfaction from her marital relationship. Her relationship with her family is formal, but supportive. Her parents visit her occasionally and are interested in her life. She reports no childhood abuse or any family turbulence. Sabina is fed up of her constant depression and wants to lead a normal life. She would like to get a job but is afraid to do anything about it. Week 8 Describe how a counselor or therapist will use the Integrative approach in Sabina’s case. The Integrative approach is the purposeful application of two or more of the seven theories analyzed in this case: Psychoanalytic, Adlerian, Existential, Person-centered, Gestalt, Behavior, and Cognitive Behavior. Use the questions below to formulate your response.

14. Critical Thinking An integrative therapist may focus on Sabina’s culture as the root of her needs for therapy. In looking at Sabina’s “ethnicity and culture and on the concerns that bring this person to counseling” the therapist will be “challenged to develop flexibility in utilizing an array of therapeutic strategies” (Corey, 2009, p. 451). The therapist may wonder if the atmosphere in which Sabina was raised had a direct effect on how she behaves in the present. For instance, perhaps Sabina had a traumatic experience during the anal stage of her development that affected her personality development which could be the cause of her need to be so dependent on others in her life. Because the theories used in the integrative approach are so diverse the goals will vary depending on which theory is being used for Sabina. The main goals for Sabina would be to have her learn to trust in herself, to create social interest, and to allow her to feel as though her life has meaning (Corey, 2009). The goals set for Sabina would be long term goals in which she would have to work towards for a long period before totally achieving them. All of those goals would allow Sabina to become more independent and would give her the strength in herself that could make her feel more assured about trying to start a career for herself. Since Sabina struggles with being very dependent on those people who are close to her the therapist may need to not focus too much on the relationship in order to not allow Sabina to continue the trend of clinging to those around her. It will be important for the therapist to be able to relate to Sabina and her cultural background so that the type of therapy that is chosen will fit Sabina’s needs (Corey, 2009). The relationship formed between Sabina and her therapist will be vital in creating an atmosphere in which Sabina can open up about the things she wishes to change in her life and how she thinks that could be possible.

15. Critical Thinking The degree in which the therapist has control over the therapy will differ depending on which stage of therapy the client is in and which approach is being used (Corey, 2009). Sabina needs to know that the therapist is there to help her, but she also will need to be in control so that she can learn to depend on herself for her life getting better. “As soon as possible, the client should be given a significant share of the responsibility for deciding on the content of the sessions” (Corey, 2009, p. 461) so that she will be able to discuss the things that she wishes to change and the therapist can guide her in finding ways that Sabina can make those changes. An integrative therapist has the ability to draw techniques from any approach, however, in Sabina’s case the most useful may be that of the techniques found in cognitive behavior therapy. An example of a technique that may be useful in Sabina’s case would be that of disputing irrational beliefs (Corey, 2009, p. 282). This technique would allow Sabina to challenge the idea that she will fail if she attempts to find a job or that her husband would be furious if she asks him about her attaining a job outside of the home (Corey, 2009). Sabina is likely to think that going to a therapist will solve her problems without having to make any decisions on her own just as she is used to in her life. In therapy she will realize that must “be active in the process, selecting her own goals and working toward them, both in the sessions and in daily living” (Corey, 2009, p. 462). She may be hesitant to make a decision about her job situation without fear that her husband will be angry and therefore she may have a great deal of anxiety in making that decision on her own. The goal for Sabina would be for her to take control of her life and the decisions that she makes on a daily basis. If Sabina were to learn to trust herself it would allow her to feel at ease in making decisions without consulting her husband about every detail. Another goal for Sabina would be for her to decide whether or not she wants to move forward in looking to pursue a career outside of the home. She may still be fearful about failing when she tries to find a job, but her first step is to decide what she truly wants to do with her life and then take the necessary steps to do so. Reference Corey, G. (2009). Theory and practice of counseling and psychotherapy (8th Ed). Belmont, CA: Thomas Brooks/Cole.

16. Research Skills Parental Anxiety and the Effect on Childhood Anxiety Tiffany Griffin Argosy University Abstract Whether or not parental anxiety leads to an increase in the rate of childhood anxiety was studied by reviewing the work of authors who have done previous studies in this area. Children (N=60) and parents (N=120) were split into two groups depending on whether or not the parent suffered from anxiety issues. The children were interviewed by a professional based on the DSM III criteria and were also observed for a period of three weeks in order to see if there was a trend between the children who had parents with anxiety and the children also having anxiety. The results showed that children with parents who suffered from anxiety issues were more likely to have anxiety issues. Parental Anxiety and the Effect on Childhood Anxiety Studying parental anxiety in relation to how it affects the children in the family can prove to be a successful way to teach parents to not let those issues affect his or her parenting. Anxiety issues are not always easy to handle even for an adult and so parents will not wish to cause his or her children to be more likely to have these issues. The hypothesis for this study was that if anxiety issues were present in the parents the children were more likely to have anxiety issues as well. Rosenbaum, J., Biederman, J., Bolduc, E., Hirshfield, D., Faraone, S., & Kagan, J. (1992) did a similar study in which interviews based on the DSM III criteria were used to see if children whose parents suffered from anxiety issues such as agoraphobia and panic disorder were more likely to also have anxiety disorders. The results of this study showed that the children whose parents did suffer from these disorders were at a higher risk for developing these issues as children (Rosenbaum, Biederman, Bolduc, Hirshfield, Faraone, & Kagan, 1992). Nordahl, H., Ingul J., Nordvik H., & Wells, A. (2007) also did a similar study that involved the parenting styles of mothers to see if anxiety disorders paired with certain parenting styles lead to generalised anxiety disorder (GAD) or oppositional defiant disorder (ODD). In this study mothers who were more controlling had a higher rate of having children with GAD and mothers who were detached had a higher rater of having children with ODD (Nordahl, Ingul, Nordvik, & Wells, 2007).

17. Research Skills The purpose of the study was to show that parental anxiety issues do affect whether or not the child has anxiety issues. A quasi-experimental research design was used in this study. The children in the study were observed in natural settings such as their homes, schools, and parks in order to see what situations seemed to illicit stress and anxiety. The children were also interviewed at the beginning and the end of the study by trained counselors in order to see what criteria of the DSM III the children met in order to decipher his or her anxiety levels. I hypothesized that the children’s anxiety level would be higher if his or her parents had anxiety issues. Method Participants Approximately 30 children and 60 parents who take part in outpatient therapy from a department of psychiatry volunteered to be a part of the study (Rosenbaum, Biederman, Bolduc, Hirshfield, Faraone, and Kagan, 1992). These parents would be the group which had been diagnosed with anxiety problems such as agoraphobia and panic disorder (Rosenbaum, Biederman, Bolduc, Hirshfield, Faraone, and Kagan, 1992). The control group in this study would be made up of relatively the same number of children and parents as the other group and I would try and choose people who were similar to the patients in the other group in order to prove validity (Argosy University, 2009, Module 5). The parents each signed informed consent forms and the study was explained to the children so that he or she understood what he or she was participating in. Design The research design would be quasi-experimental. This is because the experiment has a certain amount of control but not a high amount (Shaughnessy, Zechmeister, and Zechmeister, 2009). The control group being similar to the other group in areas such as age, socioeconomic status, religion, race, etc will allow to control for validity in this research design. Data Collection Observation. Trained observers would assess children over a 3 week period of time in order to see his or her anxiety levels and what things seem to trigger anxiety. The observations took place at the children’s home, school, and local park with the permission of the parents and school officials. Interviews. Both the parents and the children will be given diagnostic interviews in order to rate anxiety problems on the DSM-III scale at the beginning of the study and again at the end.

18. Research Skills Procedure Each parent was assessed based on and interview of his or her anxiety problems and then his or her children were observed and assessed. The observations and interviews needed done over an extended period of time in this case 3 weeks in order to control for certain situations that could be causing anxiety at the time, but not for extended periods of time. The observers used the data he or she gathers and used the DSM-III criteria in order to assess the participant’s anxiety. I believe it was important to prove that there is a correlation between parental anxiety issues and childhood anxiety issues (Shaughnessy, Zechmeister, and Zechmeister, 2009). I would also have used a chi-square in order to evaluate the information that is collected in the interviews if the interviewers used questions in which the answers are yes or no such as questions like, “does this type of event cause you stress?” (Argosy University, 2009). I would also use a T-test in statistical analysis of the data in this study. This is because a T-test compares the means of two groups on an outcome and the results of the T-test are directional meaning that it can be positive or negative (Argosy University, 2009, Module 6). Results This study was conducted by gathering data based on interviews and observations and using the DSM III criteria to decide the level of anxiety of the participants. The purpose was to analyze the anxiety level of the parents in comparison with his or her children. The children in the group that was comprised of parents who had already been diagnosed with anxiety disorders had a higher rate of anxiety than the group of parents who had lower levels of anxiety issues or no known anxiety issues. The correlation matrix would show the parents anxiety levels down the side and the child’s’ anxiety level on the top of the matrix. In doing the interviews with the children the observers noticed a trend in the chi square that was developed in that the more that the parents’ anxiety seemed apparent to the child the more likely he or she also had high anxiety levels. The average scores of the two groups of parents and children based on their DSM III criteria scoring by the observers were compared by the use of a T-test. The test showed a positive difference in that the group of parents who had been diagnosed with anxiety issues had children with higher rates of anxiety than children whose parents did not suffer from such anxiety (Argosy University, 2009, Module 6).

19. Research Skills References Argosy University. (2009). PSY 302 UD: Research Methods: Module 5: Control variables: Statistical and design. Retrieved October 23, 2009, from http://myeclassonline.com/ Argosy University. (2009). PSY 302 UD: Research Methods: Module 6: T-tests & Chi-square. Retrieved October 23, 2009, from http://myeclassonline.com/ Nordahl, H., Ingul J., Nordvik H., & Wells, A. (2007). Does maternal psychopathology discriminate between children with DSM-IV generalised anxiety disorder or oppositional defiant disorder? The predictive validity of maternal axis I and axis II psychopathology. European Child & Adolescent Psychiatry, 16(2), 87-95. Retrieved October 26, 2009, from Psychology Module. (Document ID: 1259518681). Rosenbaum, J., Biederman, J., Bolduc, E., Hirshfield, D., Faraone, S., & Kagan, J. (1992). Comorbidity of Parental Anxiety Disorders as Risk for Childhood-Onset Anxiety in Inhibited Children. The American Journal of Psychiatry, 149(4), 475. Retrieved October 26, 2009, from Research Library Core. (Document ID: 1777463). Shaughnessy, J.J., Zechmeister, E.B., & Zechmeister, J.S. (2009). Research methods in psychology. New York, NY: The McGraw-Hill Companies, Inc.

20. Communication Skills: Oral and Written Final Project Communities can have a lot of influence and input on the environment in which they live if they choose to work together and make a difference. It will be important that the parents, the communities, and the schools all combine their efforts to making a safer environment for their children and their families (Argosy University Online, 2010). The school should have a no tolerance policy for all types of violence and it may be a good idea for the school to discuss this with students by giving a presentation at the beginning of the school year in order to discuss the exact rules and punishments (Argosy University Online, 2010). Schools and the community can also create after-school programs for the students to participate in because the hours after the child is in school are important because many youth may choose to be involved in violent activities (National Youth Violence Prevention Resource Center, 2007). The after-school programs could include tutoring for classes in school, mentoring, community service, or even internships (National Youth Violence Prevention Resource Center, 2007). Also, the schools could encourage students to participate in extra-curricular activities such as sports and clubs in order to foster healthy relationships among students and to keep the students busy after school doing non violent activities (National Youth Violence Prevention Resource Center, 2007). The activities the school and the community offer should be diverse so that there is something that each child could get involved with rather than only having educational clubs or only having sports teams. The community could also organize a neighborhood watch program so that the community would have surveillance in order to prevent violent activities (Argosy University Online, 2010). The watch program could be organized by the community and would not invade the privacy of those in the community, but should only report serious things that they witness such as drug deals and violent crimes that are witnessed in order to remain ethical (Argosy University Online, 2010). The community could also involve the local police in order to ensure that they are doing all they can within the neighborhood watch to protect the community and also to realize that they do have the support of the local police in the case that they would need it (Argosy University Online, 2010).

21. Communication Skills: Oral and Written The student would also recommend that classes involving conflict resolution be available to the children in the neighborhood whether it be in school or a community sponsored class so that the students will be taught ways in which they can solve issues without resorting to violence (Argosy University Online, 2010). In order for the community to put together a program to improve the conditions of the environment it will be vital to increase the community’s social interest, or interest in the community (Argosy University Online, 2010). This can be done by encouraging people, especially teenagers and retired people, to volunteer their time to the community and to making it a safer and more pleasant place to live (Argosy University Online, 2010). Teenagers may have certain passions or talents that they could use in helping their community (Argosy University Online, 2010). For instance, if a teenager is really good at listening he or she could offer to be a mentor to some of the younger children in the community. Or if there is a retired teacher in the community he or she could offer tutoring services in order to help the students. Overall the community will all need to be told what the goal is for this program and have a plan as to how to make their goals a reality. It would also be helpful for the people who are in charge of this program to have a list of ways in which the community can get involved and volunteer to help with this project. Having a list would allow the people within the community to have an idea of the types of things that can be done so that they cannot say that they did not know how they could get involved and be a help. References Argosy University Online (2010). Children and Violence Lecture Notes. Retrieved on February 24, 2010 from http://www.myeclassonline.com National Youth Violence Prevention Resource Center. (2007). After School Programs Fact Sheet. Retrieved from http://www.safeyouth.org/scripts/facts/afterschool.asp

22. Ethics and Diversity Awareness Ethics in Psychology Course Project Course Code: PSY430 Submitted by: Tiffany Griffin Date: 4-23-2010 Final Project The American Psychological Association (APA) has created a set of rules and guidelines for psychologists to follow known as the Ethical Principles of Psychologists and Code of Conduct (APA, 2002). Within the field of psychology it is important for the behaviors of the psychologists to be regulated in order to make sure that the client is protected (Argosy University Online, 2010). The ethical codes are written in a relatively broad manner in order for them to be used in the different areas of the psychological field (APA, 2002). Even though the codes may be written broadly, they give the psychologists definite guidelines and some psychologists may even find them restrictive (Argosy University Online, 2010). It is important that all psychologists know these guidelines and follow them in order to protect their clients, themselves, and their practice.

23. Ethics and Diversity Awareness The code of ethics given by the APA is divided into different categories including resolving ethical issues, competence, human relations, and etcetera (APA, 2002). In the student’s opinion, each of the categories is well represented and gives psychologists’ clear guidelines to follow. For example, in the section regarding Human Relations, the student feels as though the topic is covered to a great extent involving discrimination, harassment, multiple relationships, and much more (APA, 2002). The areas that discuss discrimination list all areas that could cause discrimination such as age, gender, religion, etcetera and also includes “ or any basis proscribed by law” (APA, 2002, p. 5); the student believes that the code being this specific is extremely important since discrimination in the psychology profession could be extremely detrimental to the client. One area that the student believes could be added to in order to improve the code of ethics is in the area of personal values and its relationship to the termination of services. In section 2.06 it discusses the fact that if psychologists realize a personal conflict they decide whether or not they need to terminate the therapy (APA, 2002). The student believes that this could be discussed further as to give psychologists more of a clear definition of what personal conflicts would allow for an ethical termination of therapy. For instance, when a psychologist has strict moral values regarding gay and lesbian couples and therefore terminates therapy with any clients who have that sexual orientation he or she could state that his or her personal problem allows them to do so ethically; the student is unsure as to whether or not that would be what the APA meant in this code (APA, 2002). If the code were to be expanded even a bit more in another note within that section to include what should occur if the psychologist is consistently terminating therapy for one specific reason, the student believes it would be a great addition.

24. Ethics and Diversity Awareness Another area in the APA code that the student believes is very thoroughly covered is the issue of sexual intimacy. This is described in detail in section 10 labeled as Therapy (APA, 2002). The APA describes all aspects of sexual relationships between current clients, former clients, and even friends and family of clients and former clients in this section in order to leave no leeway for the psychologists to be unsure of whether or not a sexual relationship is unethical (APA, 2002). In section 10.08 the code describes that a psychologist must wait two year after terminating therapy with a client in order to engage in a sexual relationship (APA, 2002). The student believes that the APA being so specific in this area is vital and should not be altered even if some psychologists do find it restrictive, especially in the area of sexual relations with former clients. References APA. (2002). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/code.pdf Argosy University Online (2010). Ethics in Psychology Lecture Notes. Retrieved on April 23, 2010 from http://www.myeclassonline.com.

25. Foundations of Psychology Final Project In looking at the many personality theories that we have gone over during this course I believe that Alfred Adler’s theory of personality would be the one theory that best fit my personality. My personality could be described as being very strong, determined, and caring. Throughout my life I have set very high standards for myself and in doing so became very determined to reach all of my goals. However, I also make sure that at all times the people I care for are taken care of because of my close connections to family and friends. Adlerian theory has two points that I believe go along with the personality traits I mentioned and those are that the main force driving behavior is a persons strive for success and that all activity is seen through social interest (Feist, G. & Feist, J., 2009). Simply looking at the fact that I set hard goals for myself that will lead to success and have such great determination to achieve those goals shows the Adlerian theory of personality (Feist, G. & Feist, J., 2009). The origin of my personality comes from the environment that I grew up in. I was the youngest of three girls and I always looked up to my oldest sister the most and she has a similar personality in that she sets many goals for herself and is very determined. My mother and father wanted me to focus on school because I had a desire to learn and to be at the top of my class from a very young age. Adler’s belief that people strive for success in order to compensate for inferiorities would fit into the origin on my strong determination for success (Argosy University, 2009). This is due to the fact that as a child I felt as though my two older half sisters received more attention than I did and I felt as though I had to prove that I was better than they were. This inferiority leads to my sense of competition at a young age that followed into many other areas of my life. I believe that because of my desire to be successful and superior I set high standards for myself and the trait of determination is fostered in my personality.

26. Foundations of Psychology Even though I do have a deep sense of caring for others there are times when my personality shows that I am striving for superiority over others for personal gain and not based on social interest (Feist, G. & Feist, J., 2009). This is one behavior that I would want to change if it were possible, but I am not sure that it is. Adler states that a child who “experiences parental detachment from the father may experience a sense of neglect and could create a goal of personal superiority for personal gain” (Feist, G. & Feist, J., 2009, pg. 77). This is the case in my childhood because my father did not take an active role in raising me even though my parents were married and has continued to have a lack of action throughout my entire youth. I believe that as an adult in order to change this behavior I would have to overcome the feeling of neglect from my father that I have felt since a child and I am not sure that I could ever fully overcome those feelings in order to move on from the inferiority it created. During the course of this class I have learned a great deal about my personality and who I believe I am. The most important aspect I believe that I found was how much of an affect my childhood had on the formation of my childhood. I had never taken the time to actually think back on the experiences I have had and how they formed my personality; however I now know how deeply they affected me. For example, I never realized how much seeing my mother have to be strong through many personal struggles taught me to have the personality trait of being strong and calm even under great pressure and stress. I also never realized how much of an inferiority complex I do have, but in looking back at my childhood I do understand how I formed such a complex and can see how it affects my day to day actions. Overall I believe this course allowed me to take a deeper look at who I really am as well as the person that I wish to be. This course has opened my eyes and will more than likely allow me to change certain behaviors in order to have more of the character and personality traits that I desire to see in me. References Argosy University. (2009). PSY 361 XC: Personality Theory: Module 3: Alfred Adler and striving for superiority. Retrieved December 18, 2009, from http://myeclassonline.com/ Feist, J., & Feist, G. . (2009). Theories of personality. New York, NY: McGraw-Hill.

27. Applied Psychology Industrial/Organizational Psychology Course Code: PSY320 Submitted by: Tiffany Griffin Date: 8-20-09 French and Raven have developed five different types of power including reward, coercive, legitimate, expert, and referent (Muchinsky, 2009). Reward power means that the person in power can provide incentives in order for the employees to have good behavior which is what David is doing in his capability to give pay raises and bonuses. Coercive power is basically the opposite of reward meaning that it is used by leadership to punish for bad behavior (Muchinsky, 2009). David shows this type of power in his position by being able to disapprove of changes to work schedules such as overtime and vacation. Legitimate power is when the employee’s see the leadership’s power as a part of his or her authority (Muchinsky, 2009). For instance if David were to ask an employee to do a less liked job the employee may feel that David has a right to make him do the job because of his authority. Expert power is when the employee’s see the person in authority as an expert in the field and therefore should be listened to (Muchinsky, 2009). Since David is the Senior Staffing Manager the employees would see him as an expert at his job because of his level of leadership and should listen to his ideas and feedback. Referent power is very abstract because it is actually power that is derived from one employee liking and wanting to be like the other employee/leader (Muchinsky, 2009). Since David’s team members see him as friendly, approachable, and considerate there is a good chance he may gain referent power because the employee’s will respect and want to be like him. The student, Tiffany, believes that most of the sources of power are relevant to David’s position as the Senior Staffing Manager, but she is not sure how expert power would play a role. His level in leadership may be relevant to that type of power, but his job responsibilities point more towards the other four types of power.

28. Applied Psychology Being actually in management is not always necessary in order to have power within an organization. Expert power, for instance, does not necessarily require the employee to be in leadership. If the employee has been working for the company for a long period of time and is not in leadership, new employees may still see him or her as an expert even without having a leadership title (Muchinsky, 2009). Referent power is another type that David’s employees may possess. If the employees are trustworthy, friendly, and have other character traits that are admirable then other employees may look up to him or her and want to be like him or her causing referent power (Muchinsky, 2009). In the scenario given David’s leadership behaviors are shown in his responsibilities such as giving raises and bonuses, delegated projects, reviewing work, approving schedules and deciding overtime and vacation. The Leadership Behavior Description Questionnaire (LBDQ) addresses the factors of initiation of structure and consideration. Initiation of structure describes how and if the leader is effective at delegating tasks and getting workers to actually accomplish those tasks and consideration is how the leader deals with the employees on a personal level (Muchinsky, 2009). David would rate well on both of these dimensions for many reasons. His employees see him as friendly, approachable, and considerate which should mean that David has a good personal relationship with his employees. Also, the scenario stated that part of David’s job was to delegate tasks and gives clear instructions as to what he expects which shows that the employees know what he or she needs to do in order to get the task done properly. David’s ability to get employees to do tasks is probably improved because his employees like him and therefore he can use his referent power in order to ensure that the tasks are being done as well. The employees liking David would mean that he or she would want to impress him by doing his or her job well which would in turn help the company’s production. References Argosy University. (2009). PSY 320 XG: Industrial/Organizational Psychology: Module 8: Leadership. Retrieved August 20, 2009, from http://myeclassonline.com/ Muchinsky, P. M. (2009). Psychology applied to work. Summerfield, NC: Hypergraphic Press, Inc..

29. Interpersonal Effectiveness The PowerPoint presentation of this document is available at https://www.box.net/shared/57ox42s53h This is a document regarding the Michael Jackson case of 2005

30. My Future in Learning Overall, even though the student does believe that she has gained a lot throughout her college education, Tiffany realizes that her growth and learning will never stop. The field of psychology will continue to grow and evolve and there will be learning that is required in order to keep updated on the new information. The student loves to learn new and innovative ways in which to apply psychological concepts to life. The American Counseling Association states in the code of ethics that counselors must recognize that he or she will need to continue his or her education throughout his or her practice (ACA, 2005). Tiffany agrees that this must be the case in order to give patients the help he or she needs by using the most up to date information and procedures that is available.

31. Contact Me Thank you for viewing my ePortfolio. For further information, please contact me at the e-mail address below. Tiffany.hollar@gmail.com