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Student Self Appraisal of Learning – COGNITIVE ABILITIES Course Code: PSY492 Submitted by: Marcanne Smith Date: April 13, 2010 Overt – Seen from the outside; not hiddenCovert – Concealed; hiddenInsecurityMistrustFinancial IrresponsibilityNeed for AutonomyConstant Need for ApprovalExternal family stressFinancial StabilityJob SatisfactionEmotional SupportVerbal PraiseDevotion to External FamilyFriendships These characteristics were identified as overt because when analyzing or “seeing” the familial picture these are all visible to the outside person. Normative family stressors are thought of as stages in the life cycle of the family. All families’ progress through various stages of development, and the transitions through these various stages are often times of great stress for family members – these stressors are covert characteristics as a result of such overt characteristics as external family devotion (Segrin & Flora, 2005).Family traits that have been characterized as covert are known only to the family. Covert traits are those that are not visible or readily known. These are NOT readily seen to the external family and friends. These are traits known only to the inner family unit and are discussed within that realm. When the inner family reveals any of these traits to others, then they become an overt trait (Brown & Harvey, 2006).Much like organizations, families are purposeful, that is they care for one another and their children. Organizations are a family of sorts in that they have a purpose and the welfare of the company’s employees is important. Organizational and family systems evolve in response to events and individual interests and values. Effectiveness, as a result, depends on the degree to which organizational members are able to work together within common values and respond cooperatively to emerging threats and opportunities. Otherwise, the organization's purposefulness can be lost in haphazard, fly-by-seat-of-the-pants management reactions (Cunningham, 1993).References:Brown, D. & Harvey, D. (2006). An Experiential Approach to Organizational Development (7th Ed.). Upper Saddle River, NJ: Pearson.Cunningham, J. B. (1993). Action Research and Organizational Development. Westport, CT: Praeger Publishers.Segrin, C., & Flora, J. (2005). Family Communication. Mahwah, NJ: Lawrence Erlbaum Associates. Student Self Appraisal of Learning – COMMUNICATIONS SKILLS Course Code: PSY492 Submitted by: Marcanne Smith Date: April 13, 2010 Conflict Assessment – Nature v. Nurture Introduction The purpose of this paper is to accurately assess a common conflict between my husband and me. The ongoing conflict as mentioned is my husband takes for granted everything I do in the household (i.e. laundry, cook, clean, dishes, etc.). The specific conflict, however, is his inability to put his dirty dishes in the dishwasher rather than the sink. As a result of this assessment, this paper covers the nature of the conflict and the orientation, including both parties’ interests and goals. In addition, this paper covers both parties’ level(s) of power, including assessment, styles and tactics, personal intervention, attempted solutions, and finally conclusions. Nature of the Conflict What is the situation and relationship between the parties? The relationship between the two parties is we are a young, professional, couple with one child. We have been together for almost 10 years and for the most part have a healthy, loving relationship. The situation is that we both work and the household responsibilities are mostly shared; however, Todd has a habit of not putting dirty dishes in the dishwasher. Instead, he simply places dirty dishes in the sink. How is the struggle being expressed by each party? On my part, the struggle is probably best expressed through anger and frustration. This usually results in my adopting an “I will just do it myself” attitude, rather than repeating myself, yet again. Anger is best explained as the “moral emotion” based on a reflective judgment that we have been wronged or threatened (Wilmot, Hocker, 2007). In this conflict my perception of his not putting the dishes away is that he is displaying a complete disregard for my efforts to have a clean house. Todd’s struggle is expressed somewhat differently – he tends to be indifferent in the placement of the dirty dishes and my need for a clean and tidy kitchen. What are the perceived incompatible goals and/or perceived scarce resources? Incompatible goals are those goals that are either the same wants or desires of either parties or different things. The perception of incompatible goals is that there is only one “prize” and the parties involved vie to win that prize (Wilmot, Hocker, 2007). In this conflict the incompatible goals are that we both want the dishes to be put away but the incompatibility of this goal is that I want it now; and Todd wants to put them away on his own time. In what ways are the parties interdependent and/or interfering with one another? It could be perceived that we are interfering with one another by not expressing the underlying reasons for 1) my need to have a clean house and 2) his apparent laziness in not putting his dirty dishes away. It could also be perceived that the existing incompatible goals in this conflict are my need to control the cleanliness of the kitchen and Todd’s irreverence to being told what to do. Orientation of the Conflict What is each party’s attitude toward conflict in general and toward this specific conflict? My attitude toward conflict, in general, is to avoid it at all costs. While I was raised in a mainly “aggressive” atmosphere (i.e. yelling, disregard of feelings, no backing down, and constant conflict) as an adult I have adopted an “avoidance” behavior because I do not want to experience the same emotions I did as a child when faced with conflict (Wilmot, Hocker, 2007). Todd’s attitude toward conflict leans more towards an “aggressive” nature, in addition to avoidance. Quite often I have witnessed Todd dismiss a conflict with the thought that “if you ignore it, it will go away”. Other times, particularly if he feels threatened, he commands that he be heard and his demands be met at that time, regardless of the consequences or who is involved in the conflict. What influence might each party’s culture and gender have in this conflict? Cultural and gender influence in this conflict varies based on upbringing, including spousal responsibilities. We both grew up with mothers as the primary caregiver; however, Todd grew up more with the assumption that things would be done for him and I grew up more independently. We both come from a collectivistic culture and often times because of this we will avoid disagreements or conflict by avoidance (Wilmot, Hocker, 2007). This is most frequently displayed through a “change the subject” as a diversion tactic. Interests and Goals What are or were your topic, relational, identity, and/or communication process goals during the conflict? Topic goals in this conflict are my desire for a clean house. Relational goals in this conflict are such that I want Todd to respect our relationship by not assuming that I am responsible for all household chores and abiding by my wishes (i.e., to have a clean house). My identity goal in this conflict was for Todd to acknowledge my authority as the person who was responsible for the cleanliness of the household. What do you think the other party’s goals are or were during the conflict? In this conflict, I believe that Todd’s topical goal was for me to stop nagging him and trust that he would put the dishes in the dishwasher when he got around to it. By my telling, (rather than asking) Todd to put the dishes in the dishwasher his relational goals became such that he saw me as trying to control when and how he does something. Identity goals in this conflict for Todd were for me to recognize him as an adult that did not need to be told what to do. What does the other party think your goals are or were during the conflict? It is possible that Todd’s view of my goals in this conflict was to assert authority over him by telling him what to do. He might also feel that I was belittling him into doing as I told him rather than allowing him to complete a task at his own pace. Relational goals are a person’s particular need to maintain ones sense of self- identity and in this conflict Todd’s goal is to maintain the identity of “head of household” (Wilmot, Hocker, 2007). Power What power currencies do you see yourself possessing? Power can be termed in one of three ways, 1) designated, 2) distributive; or 3) integrative. Designated power is that which is given by position (husband, father, mother, wife, manager, etc.). Distributive power is the power that comes from achieving your objective even when met with resistance (Dahl, 1957, as seen in Wilmot, Hocker, 2007). While the third power, integrative power is that power that is achieved through collaborating with others to achieve objectives (Wilmot, Hocker, 2007). Power currencies I see myself possessing are designated (I am the mother of the family, the caretaker). I also see myself possessing distributive power because, eventually, my goal of Todd putting his dishes away in the dishwasher is met. What power currencies do you see the other party possessing? In this conflict I see that Todd’s possesses an integrative power because through us discussing what really lie behind the “nagging” we were able to come up with a better method of communicating. We collaborated in a manner that would end the nagging and remind him to put his dishes away for the sake of having a clean house. In what ways do the parties manage or not manage the balance of power between them? I think both parties tend to struggle with the management of power balances. Each party continuously pulls and pushes back with the other in trying to assert themselves into the resolution of the conflict. There is a constant struggle between both parties to maintain control in the relationship. Styles and Tactics What conflict style(s) did you use? In this conflict, there were two particular styles I used 1) competitive; and 2) avoidance. I, competitively, set out to overcome Todd by telling him what to do. When met with resistance I, automatically, went into “fight” mode and continued to pester him until we were fighting. When I felt that I could not overcome the resistance, I adopted an avoidance style. When I felt that our fighting was going nowhere, as an act of avoidance, I chose to put the dishes in the dishwasher myself. What conflict style(s) did the other party use? The conflict style that Todd, typically, employs is one of competitiveness. Competitive style are those which parties attempt to gain power by direct confrontation, or attempting to win the argument, regardless of the other person (Wilmot, Hocker, 2007). In this conflict, Todd used a competitive style by having irreverence to my need for a clean house. Competitive people usually want to engage in conflict with the intent to “win” the argument. What tactics did each party use? Both parties used a competitive or aggressive tactic. Competitive tactics involve verbally competitive or individualistic behavior (Wilmot, Hocker, 2007). In this conflict, we both felt it important that one person be correct, or be the victor. As a result, using competitive tactics, we tried to one- up the other in an effort to gain advantage over the other person (Rogers, Farace, 1975 as seen in Wilmot, Hocker, 2007). Assessment Which of the following approaches for identifying conflict patterns do you think best suits the conflict? (Identifying micro-events, identifying system rules, charting conflict triangles, drawing coalitions) All conflicts start from somewhere and are comprised of many intertwined elements that help to feed and control the conflict. Some of these elements include system regularities (communication methods) and behavioral habits. Quite frequently the conflict structure is only indirectly expressed (beating around the bush), making it difficult to ask “why” or “what” questions. This is why it becomes important to use deductive reasoning in an attempt to resolve a conflict. “…the structure has to be derived from inductive approaches such as (1) identifying specific system patterns, (2) using metaphoric/ dramatic analysis, (3) drawing coalitions, (4) charting conflict triangles, (5) identifying system rules, (6) listing micro events, (7) making observations, and (8) conducting interviews. (Wilmot, Hocker, 2007) The best approach to identifying conflict patterns in my conflict is through identifying system rules. Apply the approach you selected and briefly describe or draw and label the analysis conflict. System rules are the underlying communication structure of the interaction. In my conflict the underlying rules are those that dictate what is necessary to have a clean house. The method or prescription is that in order to have a clean house one important step is to put your dirty dishes in the dishwasher. In our analysis conflict, using system rules there are 5 questions that I asked; 1) Whose rule is it? – My rule 2) What keeps the rule going? – I keep the rule going through persistently bringing the issue up. 3) Who enforces the rule? – The rule is enforced by me. 4) Who breaks the rule? – We both break the rule; Todd through his irreverence or “change the subject” attitude and myself through my avoidance. 5) What function does the rule serve? – The function of the rule is to keep an open line of healthy communications. Personal Intervention How did each side manage negative emotions? Each side managed negative emotions differently. My first instinct when confronted with negative emotions is to run from them, while Todd’s first instinct is to confront the negative emotions head-on and determine their cause. Depending on the cause of the negative emotion would negate whether or not he addresses the negativity. I, on the other hand, would take measures to avoid negative emotions regardless of their origin. I opt to internalize any negative emotions rather than spread them around to whomever I might be in conflict with. How could anger and damaging communication patterns (if present) be managed more productively? Attempted Solutions What options have been explored or attempted for managing the conflict? What were the results? (For example, results of third party involvement, if applicable) At one point in our relationship we did seek third party involvement through marriage counseling. The results were that we gained a better understanding of how the other communicates. We also learned to develop a method of communication between the two of us, apart from that which we learned growing up. The end result of the third party involvement is that we have not only a better line of communication but also a deeper understanding of one another and a stronger marriage. Through third party involvement we came to the realization that the underlying conflict was really in how we communicate with one another and that we were attempting to have power over one another, rather than working together as a whole unit. We now recognize that our marriage is comprised of multiple parts, me, Todd, and then us as a couple. What reasonable solutions (if any) have not been tried? In an effort to resolve this conflict the most reasonable solution was to seek third party involvement. The only other solution was to allow dishes to pile up in the sink! Conclusions Are you satisfied with the current outcome or do you wish a better solution could be found? We are very satisfied with the current outcome. When we have moments where we forget what we’ve learned we simply remind one another that we are straying towards our old methods of communication. Could this conflict have been prevented, managed earlier or more effectively? If so how? I do not think this conflict could have been prevented given the upbringing of both parties. It took both of us becoming adults and recognizing there is a better way to communicate other than how we grew up – let’s just find it. References Wilmot, W. & Hocker, J. (2006). Interpersonal Conflict (7th Ed.). Boston, MA: McGraw Hill, Publishers. Student Self Appraisal of Learning – ETHICS & DIVERSITY AWARENESS Course Code: PSY492 Submitted by: Marcanne Smith Date: April 13, 2010 Who is a Feminist? Feminism is the theory of political, economic, and social equality of the sexes - both an intellectual commitment and a political movement. It is the ongoing quest seeking justice for women and the end of sexism in all its form. It is a concept boosted by movements throughout the world in an attempt to advance the belief that gender should not be the main influence that shapes a personal social identity or socio-political or economic right (Feminism, 2007). It is about a movement that seeks to define all sexes as human beings. List the characteristics of any person, male or female, who you would consider a feminist. Reflect on the characteristics listed out, and evaluate if you can be termed a feminist? Why or why not? Based on the multiple definitions of a feminist, I would have to say that my mother personifies a feminist. She is a retired U.S. Army major who is also one of the first women ordinance officers in the U.S. military. Characteristics that would classify her as a feminist are tenacity, strength, independence, fair, and self-reliant. She is accepting of all differences and does not make personal judgment based on gender but rather on morals and ethics. I believe that I can be characterized as a feminist based on the fact that I see all of us as equal, just as my mother. I believe that feminism is about equality and freedoms afforded to all human beings; freedoms that should not be governed based on gender. We are all lifelong members of the human race and no single ethnicity or gender is superior above the other. I believe that neither gender is superior over the other but each is governed by different societal roles but neither should be valued over the other. Interview people — at least one person — outside of this class, and seek their inputs on their definitions of the word “feminist”. Try to get people from different backgrounds and capture their definitions verbatim. I chose to interview a male Hispanic co-worker because of our differing cultural values and ideology. We have often had discussions on the differences between the Hispanic and Anglo-American cultures, including some disagreements. However, on what the definition or meaning of feminism, we tend to agree. His definition is as follows: “Feminism is an ideal that pursues equal treatment for women by not only granting women the same respect, opportunities, and praise as men – but also by making womanhood a source of pride.” Typically, Hispanic cultures are very matriarchal. The mother (women) of the family traditionally possesses more power than that of the father; however, the man is typically viewed as “Mr. Macho”, a persona which is only on the outside in the Hispanic culture. In many cases the man of the household is simply the breadwinner and “sperm donor”. In much of the Hispanic world, the basic family unit extends beyond the nuclear grouping of father, mother and children to include grandparents, uncles, aunts, cousins, and godparents (R.F., 1998). In my opinion, the most important and revered member of the Hispanic family is that of the mother, personifying the very definition of feminism as she exudes her strength and still envelops family members in a deep, unconditional love. Consult the dictionary and thesaurus for the definitions of the terms “feminist” and “feminism”. Summarize these definitions to come up with definitions that correctly define both. According to The American Heritage Dictionary of the English Language feminism is defined as the belief in the social, political, and economic equality of the sexes. Feminism is the movement organized around this belief. According to this same source, a feminist is defined as one whose beliefs and behavior are based on feminism. In summary, a feminist can be male or female. Feminism is a human rights movement whose primary goal was to ensure all people are treated equal and not prejudiced against based solely on gender. A feminist would be someone (male or female) that believe in this movement of equality and campaigned for equality of all human rights. Reflect on what you learned from this activity about the perceptions of feminism. The perceptions of feminism are that many view it as a “women’s issue” when, in reality, it is a human rights issue. The usage of the word “feminism” tends to bias this global movement so that it only encompasses the female gender. Although feminism is not really discussed anymore because popular belief is that women have achieved the desired freedoms, it is still an ongoing movement as women continue to strive for equal pay in the workforce and societal, political power (Shiach, 1999). Women have a choice as do men as to whether or not they stay home or be working parents; an equality not afforded to women of yesteryear. Women, however, still struggle with negotiating equal salary as their male counterparts and for this reason the feminist movement still abounds. References feminism. (n.d.) The American Heritage® Dictionary of the English Language, Fourth Edition. (2003). Retrieved November 7 2009 from http://www.thefreedictionary.com/feminism Feminism. (2007, February 15). Manila Bulletin, p. NA. Retrieved November 6, 2009, from Questia database: http://www.questia.com/PM.qst?a=o&d=5019415456 R. F. (1998). Salsa: A Taste of Hispanic Culture. Westport, CT: Praeger Publishers. Shiach, M. (Ed.). (1999). Feminism and Cultural Studies. Oxford: Oxford University Press. Student Self Appraisal of Learning – KNOWLEDGE OF FOUNDATIONS OF THE FIELD Course Code: PSY492 Submitted by: Marcanne Smith Date: April 13, 2010 Sigmund Freud – Psychodynamic Theory Freud theorized that the human personality has three distinctive and interacting parts, the id, ego, and superego. He also believed that much of one's personalities are shaped from childhood experiences. Freud theorized that from a child's birth until the child has gone through puberty, they go through various psychosexual stages of development with basic pleasure seeking at the top of the list. Although Freud’s psychodynamic theory has since been improved upon his basic construct is still intact. The psychodynamic theory is centered on the belief that a person’s behavior is determined by underlying dynamic psychological forces that the person is unaware of (Argosy, 2009). The psychodynamic theory was the first to bring an awareness of the importance of psychological testing and treatment. Discuss the major tenets of this theory. Explain why you have selected this particular theory. The psychodynamic theory consists of four elements; 1) personality structure, 2) unconscious, 3) psychosexual stages of development, and 4) defense mechanisms. The primary goal of the psychodynamic theory is to identify abnormalities in behavior by referring to a combination of unconscious desires and feelings and often times hidden memories and experiences. This theory emphasizes internal conflict as an important source of psychological health and abnormality (Argosy, 2009). I have chosen this particular theory as relevant to Katherine’s therapy sessions because of her history of sexual abuse. As a defense mechanism, the unconscious will often times repress those memories which cause anxiety or intense pain. These experiences can manifest themselves later on in life and prevent one from living a psychologically health existence. Because Katherine does not discuss the sexual abuse she experienced as a child it is likely these memories are hidden deep within her unconscious and barring her from making healthy behavioral choices. Whenever the ego is threatened by undesirable id impulses, it protects itself by repressing negative impulses; meaning it forces threatening feelings into the unconscious (Freud, 1926/1959a as seen in Feist & Feist, 2008). Through intensive counseling the psychodynamic theory will help Katherine to retrieve these memories and decode them into the proper context of her unconscious mind in an effort to move away from abnormal behavior patterns. Describe the assessment techniques you would utilize to help understand Katherine’s behavior. One of the first steps I would take to try and understand Katherine’s behavior is to assess her symptoms by taking a thorough family history and to do so I would have to ensure that Katherine was comfortable enough in speaking with me. In most clinical settings it is less important to assign a formal diagnostic classification than having a clear understanding of the individual’s behavioral history, intellectual functioning, personality characteristics, and environmental pressures and resources; meaning an adequate assessment includes much more than the diagnostic label. I would obtain this information through unstructured personality assessment techniques. I would use an unstructured assessment because helps a client to feel relaxed and less pressured to answer questions. In Katherine’s case she has so many repressed memories that she needs to be allowed freedom to let these memories surface on her own. Unstructured assessment interviews are usually subjective and do not follow a predetermined set of questions. The beginning statements in the interview are usually general, and follow-up questions are tailored for each client. The unstructured assessment interview questions are specific to the individual client; in addition to providing certain flexibility to the therapist on what to ask based on the client’s response to previous questions (Butcher, et al, 2010). Explain the reason for choosing these particular assessment techniques. Assessments should include a description of any relevant long-term personality characteristics. Because a wide range of factors play important roles in causing and maintaining maladaptive behavior, assessment may involve the coordinated use of physical, psychological, and environmental assessment procedures. The unstructured assessment interviews allow the client to provide unlimited and unrestricted responses. This would help to foster a rapport between Katherine and I so that she would feel less afraid of judgment. Because the unstructured interview is unrestricted Katherine will have also have a stronger sense of freedom to express herself; thereby, allowing herself to drum up the long repressed memories that are affecting her present behavior (Argosy, 2009). Analyze the other information that you would require to conduct a thorough assessment. In Katherine’s case other information that might be helpful in proper treatment is to have her conduct self-monitoring through the use of a journal. Self-monitoring exercises would include frequency of certain behaviors, feelings, or cognitions that seem to be triggered by certain events. This would help to give an insight into Katherine’s unconscious mind as the repressed memories attempt to surface. Self-monitoring would also reveal a pattern of behaviors to Katherine that she may or may not have been aware of; which would also help her to gain a certain level of power over her emotional behavior. References Argosy University. (2009). Models of Abnormality – Psychodynamic Model: Module 2. Retrieved November 9, 2009 from http://myeclassonline.com Argosy University. (2009). Models of Abnormality – Clinical Assessment and Diagnosis: Module 2. Retrieved November 9, 2009 from http://myeclassonline.com Butcher, J., Mineka, S., Hooley, J. (2010). Abnormal Psychology (14th Ed.). Boston, MA: Allyn & Bacon Feist, G. & Feist, J. (2008). Theories of Personality (7th Ed.). Boston, MA: McGraw Hill Higher Student Self Appraisal of Learning – KNOWLEDGE OF APPLIED PSYCHOLOGY Course Code: PSY492 Submitted by: Marcanne Smith Date: April 13, 2010 Schizophrenia Schizophrenia is a serious mental illness that usually becomes manifest in adolescence or in early adulthood. It is characterized by partial disorganization of personality functions, developmental regression, and a tendency to withdraw from interpersonal contacts into a subjective internal world of ideas, often colored by hallucinations or delusions. The illness may begin suddenly or gradually, and its symptoms either improve or become chronic to different degrees (Alanen, 1997). Most cases of schizophrenia begin in late adolescence and early adulthood. However, some rare cases of schizophrenia have sometimes been found in children (Green et al., 1992; McKenna et al., 1994 as seen in Butcher, et al, 2007). Schizophrenia can also have its initial onset in middle age or later, but again, this is not typical. Typically, schizophrenia tends to begin earlier in men than in women. Men also tend to have more severe forms of schizophrenia. Gender-related differences in illness severity may also explain why schizophrenia is more common in males than it is in females (Butcher, et al, 2007). Symptoms of schizophrenia are grouped into three categories; positive, negative, and psychomotor. Positive symptoms include delusions, disordered thinking, stronger perceptions, hallucinations, and inappropriate behaviors (i.e., smiling when one is sad). Negative symptoms long pauses before speaking as if contemplating the words to be said, restricting speech, slowed speech, lack of motivation or directness, and social withdrawal. In contrast, psychomotor symptoms are less cognitive and more physical with awkward movements (i.e. waving arms about and seeing them as “magical”), state of stupor, undue excitement, or posturing (Argosy, 2009). Auditory hallucinations are also common in schizophrenia, although all the sensory functions may be involved. The schizophrenic patient has no sense of reality and lives in the world they have created within their own mind. The loss of reality testing, in a milder form, is also typical of delusions due to subjective misinterpretation of observations of the surrounding world. It is further typical that the psychological boundary separating the self from others tends to be blurred in schizophrenia. The schizophrenic patient may feel simultaneously themselves in addition to an actor seen on television. Another example might be the schizophrenic patient may interpret the sensations felt in the lower abdomen to be the sensations of someone else. To an even greater extent, this problem affects the patient's ability to draw a line between internal ideas of oneself and of others (self-and object-representations) (Alanen, 1997). I do not feel that Katherine is showing signs of a psychotic disorder. I do believe that she has a deep-seeded faith that might bring her comfort when she “talks to God”. Quite often people with a strong religious belief will feel great comfort in their conversations with God and see them as a means of alleviating stress or fear in a particular situation. Religious people often find solace in the presence of God as they go throughout life. In Katherine’s case, she is experience a myriad of emotions as she goes through a tumultuous time with her present relationship; as well as drudging up long repressed emotions as a result of the sexual assault she experienced. It is also important to consider Katherine’s cultural background as some cultures tend to be more religious than others. Typically, African American and Hispanic cultures are more vociferous in religious rites than that of most Anglo-Saxon cultures. References Alanen, Y. O. (1997). Schizophrenia Its Origins and Need-Adapted Treatment (Leinonen, S., Trans.). London: Karnac Books. Argosy University. (2009). Schizophrenia: Module 6. Retrieved December 08, 2009 from http://myeclassonline.com Butcher, J., Mineka, S., Hooley, J. (2010). Abnormal Psychology (14th Ed.). Boston, MA: Allyn & Bacon Student Self Appraisal of Learning Course Code: PSY492 Submitted by: Marcanne Smith Date: April 13, 2010 BA PSYCHOLOGY Learning Outcomes Rubric Please note the following when marking the boxes for each of the core competencies: Limited Exposure: If the student does not demonstrate that he or she has received college-level instruction in this area, check this box. Moderate Exposure: If the student shows some competency with this outcome, and shows recognition of some of the discussion points in this area, check this box. Significant Exposure: If the student can fairly easily address some of the major themes and their application to theory and/or to their own life, check this box. These are abilities beyond those described under Moderate Exposure. Extensive Exposure: If the student demonstrates expertise in a given area that sets him or her apart from their peer group, check this box. These are abilities beyond those described under Significant Exposure. Section 1a: Cognitive Abilities: Critical Thinking: Given a psychological issue, employs skeptical inquiry and a scientific approach.  0 = Limited ExposureDemonstrates limited ability to thoughtfully examine psychological perspectives and theories within written and oral presentations. Demonstrates limited ability in acknowledging or exploring a given topic from more than one perspective. 1 = Moderate Exposure Able to recognize and describe a wide range of psychological perspectives and theories within written and oral presentations. When presenting (in written work or orally), indicates an understanding of a given topic from multiple perspectives.Able to define and discuss the complexities in a given issue. XX 2 = Significant Exposure Able to choose from and appraise a wide range of psychological perspectives and theories within written and oral presentations. When presenting (in written work or orally), can illustrate multiple perspectives on a given topic.Able to analyze the complexities of a given issue. 3 = Extensive ExposureAble 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 perspectives and 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.XX 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 ExposureDemonstrates limited ability to correctly summarize one or none of the following: the research design, statistical and other evaluative tools, and findings of the article. XX 1 = Moderate ExposureAble to correctly summarize at least two of the following: the research design, statistical and other evaluative tools, and findings of the article. 2 = Significant ExposureAble to correctly summarize the research design, statistical and other evaluative tools, and findings of the article. 3 = Extensive ExposureAble to correctly summarize the research design, statistical and other evaluative tools, and findings of the article. Able to use sound reasoning as a basis for criticizing the research results. Section 3a: Communication Skills: Oral: Effectively presents psychological concepts orally as appropriate to the audience.  0 = Limited Exposure Possesses limited ability and/or struggles in creating, organizing and delivering oral presentations. 1 = Moderate Exposure Possesses moderate ability in creating, organizing and delivering oral presentations.Exhibits the ability to identify basic/general levels of organization and clarity of presentation.Struggles with the ability to recognize higher levels of organization and clarity, levels of appropriateness for specific audience(s), and/or is challenged with grammatical issues (such as the use of informal language or slang). 2 = 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.XX 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.XX 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.XX 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 ExposureEffectively 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.XX 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.  3 = Extensive ExposureEffectively 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 ExposuresAble to recognize and comprehend the major concepts, theoretical perspectives, empirical findings, applications and historical trends in psychology or within a specific area of study in the field. 2 = 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. XX 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 to synthesize 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.XX2 = 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. 0 = Limited ExposureDemonstrates 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.1 = Moderate ExposureDemonstrates 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.XX 2 = Significant ExposureAble 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. 3 = Extensive ExposureAble 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.

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