It’s difficult to limit my development to 300 words because joining Dr. Youngstrom’s lab in Fall 2016 has given me many unique experiences and projects. These opportunities equipped me with knowledge and skills that grew my confidence in my abilities as a researcher, widened my palette of interests in psychology, and deepened my passion for the field. Working as a lab assistant for the Social Rhythm Study with Dr. Van Meter was demanding but taught me how to schedule and track participants in an organized fashion through google sheets and google calendars, log data such as Qualtrics and Geneactiv data, recruit participants through conquest, list-serves, social media etc., and increase completion rates by utilizing Boomerang in Gmail. My passion for disseminating evidence-based assessments through Wikipedia honed my skill of collaborating with peers, graduate students …show more content…
I learned the importance of measurable and focused research-oriented goals was trialing the Psychological Evaluation Application. It to make it easier and cheaper for clinicians and patients to get background information, mental assessment and to track progress without having to spend the first appointments gathering it all by hand. This inspired me to start to think of how evidence-based assessment that focuses on improving efficiency and accuracy leads to better evidence-based assessment. In PSYC 395 I learned how to create bug-free and comprehensible surveys/scoring measures, run factor-analysis and R-code. These skills have aided me in constructing measures, creating data visualizations and running in-depth analysis of correlations, moderators, and regressions. Through PSYC 395 projects, I was either a co-author, first author or second author on five research posters accepted into research conferences such as MICAMH, Undergraduate-NCPA, FDF, NCPA, Carolina-QEP, APA, and 2018 Celebration of Undergraduate Research. None of this would have been possible if I had not received
Royse, David, Thyer, Bruce A., and Padgett, Deborah K.. "Chapter 6." Program Evaluation: An …..Introduction. 5th ed. Belmont, CA: Thomson, (2006): 141-150
Kuther, T. L., & Morgan, R. D. (2013). Careers in psychology: opportunities in a changing world. (4th ed.). Belmont, CA: Cengage Learning/Wadsworth. Belmont, CA: Cengage Learning/Wadsworth.
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
...f doing things and also make it fun for them. There are a lot of interesting things to know about psychology and how they all can apply to your life, sometimes I find it overwhelming but at the same time fascinating, in psychology I didn’t only learn about the human but I learned about myself and all these things in this paper and by learning those things it has helped me learn to cope with some of my problems and make my life that much easier.
Stiggins, R. J. (2006, November/December). Assessment for learning: A key to motivation and achievement. Edge, 2, 3-19.
The very first step to the “Nine Step Stairway to Effective Evaluation” is to define the research population. Population can mean anybody. So, it is needs to be clear as to who we are focusing on. The specification of the focused population is defined by the evaluation researcher. This can include, age, gender, race, culture, or socio-economic status just to name a few (DiClemente et al., 2013).
Kaslow, N. J., Grus, C. L., Campbell, L. F., Fouad, N. A., Hatcher, R. L., & Rodolfa, E. R. (2009). Competency Assessment Toolkit for professional psychology. Training and Education in Professional Psychology, 3(4, Suppl), S27-S45. doi:10.1037/a0015833
At three in the morning, the phone rang. A trembling voice relayed the news that my friend had fallen into a coma due to an inoperable brain aneurysm. A few days later, her family decided to stop life support after confirmation that she was completely brain-dead. The fact that nothing could be done for her in this day and age, despite all our technological advancements, was a great shock to me. In addition, the fact that she was younger than me made me realize how short and precious each life truly is. Her death inspired me to pursue medicine so that one day, others in similarly hopeless situations, would have a chance to survive. My dream is that one day, I will contribute to bringing medicine one step closer to curing someone with a currently untreatable disease.
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
My interest in Psychology began in 2012, when I had the opportunity to research on my own about the subject. After I embarked on an introductory course in Psychology to relieve the boredom of working in a call centre, I then was motivated to continue with my studies. After securing my Higher and HNC in Social Science – I continued with the HND.
program in Clinical psychology with a concentration in Neuropsychology. I aspire to become a proficient Clinical Neuropsychologist in a hospital or private practice and later, hopefully open my own research center. I am fascinated by the complexity of the human brain and its endless capabilities. I yearn to continue learning about the brain and apply the knowledge I have gained to improving the quality of people 's life. With this in mind, conducting research is an imperative aspect of any psychology graduate program. This prestigious internship will introduce and provide me with the background on research that I will utilize during my graduate experience and beyond. It will enhance my analytical thinking skills and build upon my hands on laboratory experience. The program will equip me with knowledge and skills, which are valuable to my academic and career
Kuther, T. L., & Morgan, R. D. (2013). Careers in Psychology: Opportunities in a Changing World (4th ed.). Retrieved from The University of Phoenix eBook Collection
Assessment is a core component in research. Clinical Psychologists use various types of assessments ...
Boyd, D., Wood, E.G., Wood, S.E. (2014, 2011, 2008). Mastering the world of psychology. Upper Saddle River, NJ: Pearson Education, Inc. 128-129, 329-330, 335-340. Print.
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.