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Unit One Exam Journal

Chapter 2: Why Psychology?

 For those interested in:

o Memory and the mental facilities responsible for creating and storing information

o Assisting those who suffer from mental/behavioral health disorders

o Occupations that create plans for the futures of community groups

o Teaching, psychology will develop a better understanding of the mental processes

involved in the audiences’ retention of information

o Understanding the relationship between behavior, wellness, illness, and coping

with stress

o Studying how repetitive drug use and exposure to traumatic stimuli can change

the functioning of the brain

o Why human behavior varies from one environment to the next

Thoughts about the Psychology Major

 Completion of the undergraduate curriculum in Psychology does not qualify a student to

act as a psychologist

 Associate’s and Bachelor’s degrees are intended for learning about the field of

psychology and will not involve the instructions for practicing psychology as this is

taught in graduate school

Areas of Specialization within Psychology

 APA recognizes four “specialities”

o Clinical – focuses on various psychopathologies

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o Counseling – mentally healthy client base who are experiencing either emotional,

social, or physical stressors

o School – teachers of psychology

o Industrial/Organizational – consultants of businesses or similar organizations

 Areas of specialization are primarily for those interested in attending graduate school

Who Majors in Psychology?

 Rated 5th in the United States for popularity

 Over 1 million graduates in the past 13 years

Desirable Skills and Abilities for the Psychology Major

 The following list of skills are considered to be marketable for competing in job markets

as well as admittance into prestigious graduate programs

 Action Oriented

 Articulate

 Detail Oriented

 Enthusiastic

 Excellent Communicator

 Excellent Public Speaking and Presenter

 Good Listener

 Good Writer

 Organized

 Process Oriented

 Resourceful
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 Strategic Thinker

The Importance of Advising and Mentoring

 Academic Advising

 Assists in keeping students on schedule for planned graduation dates and ensures

that coursework demands are fulfilled for chosen major

 Usually student meet with their academic advisor prior to the start of each

semester to ensure registration of proper courses

 Career Advising

 Helps the student to realize and achieve short and long-term goals related to their

career aspirations

 May include internship suggestions as well as graduate school programs

 Mentor

 Long term relationship between student and advisor which usually persists after

undergraduate years

 Mentors are professionals in positions in which a student aspires to emulate in

his/her own life

Why the Psychology Major is a Good Choice

 Development of psychological and scientific literacy

 Ability to analyze statistics using developed computer/software skills

 Understanding social dynamics as well as self awareness

 Communicating with an understanding of human behavior and the dynamics at play

within ever-changing social and cultural environments

 Solutions based on data and empirical evidence

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Chapter 3: Careers with a Bachelor’s Degree in Psychology

The Undergraduate Curriculum

 The curriculum is not often something that students consider when they are determining

where to attend college for their undergraduate degree

 Instead, curriculum is usually the result of the hard work by psychologists within the

school’s psychology department attempting to balance the needs of incoming students as

well as employers within the field

 As most students complete their undergraduate degrees without plans of continuing to

graduate school, the text encourages them to think ahead to the transition into the work

place

o It is noted that many seniors are in for quite the surprise if they have not

considered this transition, as the workplace environment of dealing with a boss is

much different than what they have become accustomed to at the university with

supportive professors

o This transition is another reason for students to be invested in the relationship

with career advisors as internships are an excellent way to manage the

expectations of transitioning into the work place

What Employers Want, and What They Pay

 O’Hare and McGuiness (2004) classified skills that should be developed during

undergraduate years into 3 categories:

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o Thinking Skills – involve collecting and interpreting data to make informed

decisions, formulating educated guesses and then determining their validity, and

experience in research methods

o Self-management Skills – involve punctuality, discipline, self-awareness, and

conscientiousness

o Corporate Skills – involve how the student works with others. These skills

involve communication, active listening, and leadership

Careers with a Bachelor’s Degree

 A survey from the American Psychological Association (APA) (2003) Research Office

records employment field percentages of psychology majors as follows:

o 44% Management, Sales, and Administration

o 24% Professional Services

o 13% Education

o 11% Computer Applications

o 8% Research and Development

 The opportunity for employment following completion of a Bachelor’s in psychology is

plenty as there are many sectors of the marketplace that benefit from employees who

possess an understanding of human behavior and mental processes

Career Options, Job Descriptions, and O*NET

 O*NET = Occupational Information Network

o Online database with information regarding job attributes and characteristics of

the roles within a workplace including mean salaries

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o Prior to O*NET this information was published in the Dictionary of Occupational

Titles

What about the Associate’s Degree?

 There is not as much data for statistics of those with Associate’s degrees working in a

psychology related field as it is not as popular as the Bachelor’s

 What is known of those working in a psychology field with an Associate’s is that they

often work in supportive roles and under the supervision of those who have advanced

degrees in the field. These positions include roles like:

o Psychiatric Tech

o Behavioral Health Tech

Becoming a Freshman Again

 The process of understanding human behavior and mental processing is far from

complete upon graduating with a Bachelor’s degree. It is rather a lifelong process that is

ever developing as we learn more from continuing research and our dynamic

environment. This fluctuating and at times ambiguous process is the primary reason why

the text reminds seniors that as they enter the workforce they should do so humbly; as

they are essentially starting from ground zero and at the beginning of building a

meaningful career.

Chapter 4: Pursuing Bachelor’s-Level Options

The Complexity of Finding a Job

 One of the more sought-after qualities that employers look for in new hires is a candidate

with exceptional interpersonal skills. According to researchers Yancey, Clarkson, Baxa,

and Clarkson (2003) there are five aspects of interpersonal competency

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o Accurately rephrasing information so it’s comprehended by others

o The ability to precisely gauge the emotion’s of others

o Being empathetic when dealing with the sensibilities of others

o Not spreading rumors

o Extending courtesy to those around

 Be precise, honest and neat when asked to fill out applications. Inform those who you

plan to use as references on any application/resume.

Preparing your Resume, With Samples

 “A resume should answer two important questions for a potential employer: (1) what can

you do for me (answered in career objectives) and (2) why should you be considered for

this job (answered in educational history and work experience; La Sierra University,

2000)”

 A glance at the applicant’s resume is usually what contributes to whether or not the

employer is going to grant an interview

Letters of Recommendation, With a Sample

 Plous (1998) recommends that whoever is asked to write a letter of recommendation

should meet the following criteria:

o Worked alongside the applicant before

o Has enough time with the applicant to have a good understanding of their

character

o Has developed a proficiency in the same field

o High status in a similar organization

o Has a conformational tone

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 Do not be afraid to ask plainly for a strong letter of recommendation

Interview Skills, Questions, and Knockout Factors

 Research information about the company prior to the interview and bring a few prepared

questions. This indirectly communicates to the employer that the candidate is serious

about the prospect of the position.

 De Luca (1997) 10 rules for interview: (1) Be on time, (2) Dress the part, (3) Smile

occasionally, (4) Keep it conversational, (5) Keep your purpose in mind, (6) Accentuate

the positive, (7) Give details, (8) Do not monopolize the conversation, (9) Ask for the

job, (10) Follow up

What if you are not Initially Succesful in your Job Search?

 Ask for feedback from previous interviewers, remember that economic circumstances

could be a strong determinant of success in the job market and is not necessarily a fault of

the candidate.

 Accept the feedback given and invest in developing the areas which are critiqued

You Got the Job, Now How to Keep It (Or Not Lose It)

 The top reasons for promotions according to Gardner (2007)

o Showing ambition/drive

o Self-discipline and stress management

o Benevolence

o Dedication

o Observant management capability

o Charismatic

o Technical faculties
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Chapter 5: Career Options with a Master’s Degree or Doctoral Degree

Why Graduate Training?

 Increased earning potential

 Graduate training is where students learn to apply the concepts of psychology, in other

words it is the “how-to” of the practice

 Greater career flexibility-someone with a graduate degree in psychology could work in

education, a mental health clinic, and have a private practice all in the same career

 Student also develop a proficiency in the skills acquired during their undergraduate years

Types of Graduate Training and Graduate Degrees

 The Scientist Model – often referred to as the research model, students in these programs

will be studying a highly concentrated content area with an emphasis placed on research

methodology

o Ph.D & Ed.D

 The Practitioner Model – model is similar to other doctoral programs such as Medical

Doctor training and Juris Doctor. Emphasis is on the application/practice of

psychological research

o Psy.D

 The Scientist-Practitioner Model – Programs which balance the two modes of study

o Can be either Ph.D or Psy.D

Occupational Opportunities with the Master’s Degree

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 Masters-Level Counselors and Masters-Level Psychologists share many roles in practice.

Although, in GA the term “Psychologist” is reserved for those with doctoral degrees and

licensure from the state

 Disciplines include: occupational therapy, physical therapy, marriage and family

counseling, teachers, human resources, psychiatric nurses, etc.

Occupational Opportunities with the Doctoral Degree

 The doctoral degree offers the widest flexibility with many of it’s recipients working in

various capacities throughout their careers. Over one quarter of these degree holders are

self-employed which is significantly higher than the averages from other professional

degree holders (OOH, 2004).

 Other employment opportunities range from consulting, universities, human services

(counseling), hospitals, independent practice, and medical school (Table 5.8)

What is Postdoc?

 Usually includes at least 1 year of supervised work experience following completion of

doctoral program (especially true for clinical psychology programs)

 This step was originally part of protecting the public as recent doctoral graduates did not

have the “hands-on” experience necessary to jump right into independent practice.