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Undergraduate Studies ePortfolio
Laurie GreeneB.A. General Psychology, 2011
Personal Statement
Personal StatementHello my name is Laurie Greene. I live in Lakeland Hills, WA and work in Auburn, WA. I work full time as a Fitness Instructor. I love working in the health industry and focusing on mental health adds another component to living a healthy life. There are some challenges in my job, the biggest challenge is motivating others to live healthier lives; especially since everyone knows how important their health is....they still make self-defeating choices. I have focused a lot of my time and attention on researching and developing a better understanding of self-defeating behaviors. I have found that by having a better understanding of these behaviors I can unlock tools needed to help encourage and seek change in others. My professional experience includes over 10 years of combined work in fitness, recreation, and health care. My professional abilities and expertise is primarily customer service and care within the fitness industry. However my business practice has been to incorporate a strong focus on the psychological component of health.
I believe in setting high standards and implementing core values such as integrity, quality, and excellent customer service, in order to be successful in my profession and business.
Some key components I have gained and put into practice throughout my professional career as well as educational experience include: Superior interpersonal communication skills; personable, encouraging, and positive. Professional, organized, goal-oriented, self motivated, outgoing and energetic.
In combination to my job experience and previous education I am presently pursuing a Masters degree in Clinical Psychology from Argosy University and plan to graduate in spring of 2011 with a B.A. in General Psychology. I have found taking courses in psychology while working full time as a Fitness Instructor, provides me with an excellent balance of practical experience and educational training. My accomplishments as well as my professional experience have prepared me to make a strong contribution to any organization.
Resume
LAURIE MARIE GREENE5830 Terrace View Ln SE, Apt M406, Auburn, WA, 98092 •
OBJECTIVE
Applying for admissions into the Masters of Sports Psychology program with an emphasis in
Therapeutic Recreation at the University of Washington.
EDUCATION
Argosy University B.A. Psychology
Seattle, WA Jan 2009 to present
University of Tampa B.S. Exercise Science
Tampa, FL Aug 1999 to Dec 2001
President, Exercise Science Club, August 2000 – May 2001
VOLUNTEER INFORMATION
Volunteer, National Eating Disorder Awareness Week Coordinator
Youth Counselor "Ray of Hope" Out-reach Program, Cornwall Park Church, WA
Fundraiser, Competed in Olympic Distance Triathlon w/ Leukemia Society
High School & Adult Masters Swimming Coach
Resume
PRACTICA
Eckerd Youth Alternatives Program Counselor
Benson, VT May 2011 to present
Worked directly with juvenile offenders’ population and provided on-site counselor
supervision for group of 10 youth. Implemented and designed several rehabilitation
programs for the smooth transition of teens who would return to their regular schools and
families after completing the program. Established outdoor recreation and group therapy
methods, both still present at the facility today.
OTHER SKILLS
Superior interpersonal communication skills; personable, encouraging, and positive.
Professional, organized, goal-oriented, self motivated, outgoing and energetic.
General Computer Skills:-Microsoft Office XP/2007, Windows 2007
(Word, Excel, Outlook, Publisher, PowerPoint)
Certified & Experienced Fitness Specialist/Personal Trainer
Professional CPR & First Aid Certified
Competent, Certified and Experienced Group Exercise Instructor
Certified Water Safety Instructor & Experienced Swim Coach
Resume
AFFILIATIONS
Member of AFAA
Member of United Masters Swimming Association(USMS)
USMS Coach
Member of National Eating Disorders Association
American Council on Exercise (ACE) Associate Member
WORK HISTORYFitness Coordinator For Every Body Fitness, Auburn, WA, October 2009-November 2010 Wellness Concepts, Auburn, WA, March 2007 to October 2009
Provide personalized education, training and fitness services to GSA Fitness Center members.
Work with full range of clientele; from beginner exercisers to
conditioned athletes Plan and develop instructional experiences for members; tailoring each one to
the ability of the individual, Implement personal training, group exercise classes, seminars and
clinics, Coordinate multiple recreation activities, including group exercise classes, Pickleball,
Volleyball, Basketball, and Softball tournaments, Create individualized fitness plans per each
members request, Maintain equipment to keep all equipment in safe working order
Resume
Personal Trainer/Front Desk Tahoma Athletic Club, Maple Valley, WA, Oct 2006 to Mar 2007
Meet, greet, and take care of members at the front desk; both in person and via telephone
Answer questions relating to membership, payments, billing and available services
Counsel and motivate others in order to help accomplish their fitness goals
Communicate effectively and collaborate with employee’s and staff
Operations Manager/Programs Director/Fitness Specialist/ Exercise & Swim Instructor
Columbia Athletic Clubs, Pine Lake, Issaquah, Everett, WA, May 2004 to Oct 2006
Develop, facilitate, and coordinate Facility Programs
Communicate effectively and collaborate with employees and staff
Organize, manage, and oversee the facility's daily operations
Provide superior customer service to members; both in person and over the telephone
Effectively motivate clients in order to reach their fitness goals
Create personalized fitness programs for clients based on individual abilities and needs
Resume
EKG Tech./ Fitness Coordinator/ ER Unit Coordinator St. Joseph’s Hospital, Bellingham, WA, Oct 2002 to Feb 2004
Communicate effectively between doctors and nurses to facilitate quality patient experience
Coordinate emergency room orders and procedures
Administer EKG's for hospital patients
Instruct fitness and strengthening classes for physical therapy patients REFERENCES
Merrette Dunford, SSA-Area Director, Seattle Region
Member of GSA Fitness Center
Phone number is 206-615-3635
e-mail: [email protected]
Leslie Funkhouser, Wellness Concepts
Supervisor
Phone #: 253-670-0830
e-mail: [email protected]
Doug Shirley, Chair, Argosy University
Psychology Program Advisor
Phone: 206.393.3502
e-mail: [email protected]
Reflection
Learning Outcomes: Strengths and Weakness
The SSAL is a rubric by which the culmination of learning outcomes is judged. Ten core competencies are examined, analyzing the overall achievements of the student and their progress in areas that are vitally important in the field of psychology. These areas are subdivided into four rating categories: limited exposure, moderate exposure, significant exposure, and extensive exposure. A thorough analysis of work completed at Argosy was done to determine progress in each core competency and work samples have been provided in a folder entitled Academic Portfolio on my LinkedIn profile which can be viewed here:
http://www.linkedin.com/pub/laurie-greene/b/929/53b
These work samples as well as the others provided help demonstrate my ability to think critically about a variety of different areas that the field of psychology is focused on today.
A full page Reflection paper is also available for viewing through my academic portfolio folder
Table of Contents
Cognitive Abilities: Critical Thinking and Information Literacy
Research SkillsCommunication Skills: Oral and WrittenEthics and Diversity AwarenessFoundations of PsychologyApplied PsychologyInterpersonal Effectiveness**Includes work samples and projects with a Title Page and organized accordingly to demonstrate each of the Program Outcomes above
Cognitive Abilities: Critical Thinking
PortfolioCognitive Abilities
Final Project- Case Scenario
Cognitive Abilities: Critical Thinking
For this final project, I was required to respond to a comprehensive case scenario.
The purpose of this was to introduce me to the various theoretical models available
in the field of counseling. Each week, I examined 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.
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.
The goal of therapy for Sabina would include restructuring her personality, uncovering the unconscious, creating social interest, finding meaning in life, curing an emotional disturbance, examining old decisions and making new ones, developing trust in one-self, becoming more self-actualizing, reducing bad behaviors and learning adaptive examples, gaining more effective control of her life, and to re-author the story of her life (Corey, 2008). ‘Goals exist on a continuum from specific, concrete, and short term on end, to general, global, and long term on the other” (Corey, 2008 p.459).
Cognitive Abilities: Critical Thinking
The relationship between Sabina and her therapist would share an importance of holding a therapeutic relationship, which some therapeutic approaches “emphasize the personal relationship as the crucial determinant of treatment outcomes” (Corey, 2008, p.462). Evidence indicates that Sabina’s counselor would need to possess “honesty, sincerity, acceptance, understanding, and spontaneity as a basic ingredient and ability” to help Sabina and his or her genuineness influences the relationship (Corey, 2008). It is important for her therapist to remain as their self, and be able to understand Sabina’s world and respect her as they continue to work with each other (Corey, 2008).
Sabina’s counselor would function in a way that whichever therapeutic techniques and styles, he or she decide that they are selected to fit Sabina’s personal characteristics (Corey, 2008). Her therapist purpose would be to structure the therapeutic process in a structure which would depend on Sabina and the specific situations she brings to therapy (Corey, 2008). Clear structure is most essential during the early stages of counseling because it would encourage Sabina to talk about the problems that have led her to seek therapy (Corey, 2008). In a collective way, it is useful for both Sabina and her counselor” to make some initial assessment that can provide a focus for the therapy process” (Corey, 2008, p.461). Sabina, as soon as possible, should be given a considerable share of responsibility for deciding on the content of the sessions (Corey, 2008). From early in the therapy process Sabina can be empowered if her counselor expects her to become an active participant in the process (Corey, 2008).
Cognitive Abilities: Critical Thinking
Sabina would most likely experience some “degree of suffering, pain, or at least discontent” (Corey, 2008, p.461). Sabina is initiating therapy because she wants to get rid of or get relief from depression and is seeking to resolve conflicts and to lead a normal life. As her therapy progresses, she may discover that she must be an active player in the process, selecting her own goals and working towards them, both in session and in her daily life (Corey, 2008). She may need to examine her beliefs and thoughts and will most likely experience “work in all three dimensions- feelings, thoughts, and behaviors- because these dimensions are interrelated” (Corey, 2008, p. 462). At some point it will be important for Sabina to interpret what she has learned about herself and put it into actual action (Corey, 2008). Sabina would give feedback about the therapy process as one of the best ways to improve the effectiveness of therapy. Sabina’s therapist would take direction from her and she would become a full and equal participant in all aspect of her therapy (Corey, 2008).
The desired outcomes of integration therapy “places emphasis on continuous client input into therapy process. Doing this increases the chances of active client participation in therapy, which is the most important determinant of the outcome of treatment” (Corey, 2008, p. 478). Sabina’s therapist can focus on her perspective and theory of change as a guide to selecting techniques and using various therapy models and obtain feedback regarding her experience of the process and outcome of therapy. Most importantly, a development of positive change in Sabina’s life and her ability to report a successful outcome is ultimately the end desire of therapy (Corey, 2008).
References
Corey, G. (2008). Theory and practice of counseling and psychotherapy (8th ed.). Belmont,CA: Thomson Brooks/Cole.
PortfolioResearch Skills
Peer Review Paper
Research Skills
Abstract: Are women who marry young more likely to commit adulterous acts later in their marriages than women who wait to get married in their late 20’s-mid 30’s? The researchers hypothesize that women who marry young will most likely increase their chances of committing adultery later in their marriages. A factor which the researchers are interested in and needs to be considered more closely is the prevalence of marital problems and the ages at time of marriages later predicting an increased chance of infidelity.
Today approximately 67% of all marriages are predicted to end in divorce (Gottman, & Silver, 1999). It is heart-wrenching to see these dissolutions occurring as if being an incurable disease taking over many; affecting the couples, their children, and their family’s lives. What has changed in our culture or society causing the life of these marriages to cease? Previous studies have found infidelity to be the one most common cause of marital dissolutions (Whisman, Gordon, and Chatav, 2007). Other research has linked marriage at an early age, as a life course variable increasing the risk of divorce (Wiederman, and Allgeier, 1996).The study’s primary focus is to analyze the prevalence of adultery found in marriages amongst women who marry young (18- mid 20’s) compared to women who marry in their late 20’s to mid 30’s.
Not only did the researchers choose this topic of study because of our nations need for answers, but because they are haunted by the peculiarity of why some would make such a choice to give up so much for so little. A lot of the reason behind this question is just that; the curiosity to know more. Time and time again it is seen and has been known of many women who have demonstrated such odd behaviors, by which many don’t understand. For this reason, the researchers are interested in analyzing more in hopes to attain a better sense of why this is becoming more and more of an issue. It is believed that if the researchers could understand this better, it would improve the relationship between couples in many marriages; hopefully enriching and changing the lives of many.
Research Skills
A quantitative approach would be more appropriate than a qualitative approach to investigate this topic for several reasons. One of the reasons is because the researcher would be looking mostly at numbers and comparing the frequency of infidelity found in women who marry young, compared to those who wait to get married. These findings would aid as documentation to support the thesis (Shaughnessy, J., Zechmeister, E., & Zechmeister, J., 2009).
The researcher would also want to note the occurrences of this behavior found in the general population of married women. Also, the product information would form a statistical figure to summarize the comparison between the two groups, making a quantitative approach more appropriate to attain these comparison figures (Shaughnessy, et al., 2009). If evidence is found the final conclusion would be specific to prove or disprove the hypothesis. For this reason, a quantitative approach would be more appropriate (Shaughnessy, et al., 2009). Also, when looking for the frequency of a behavior which is measured using a ratio between two big groups, a researcher would want to use a more quantitative research approach (Shaughnessy, et al., 2009).
It is hypothesized that couples who experience problems in marriage increase their likelihood of divorce (Amato and Rogers, 1997). This is an article seeking to find the link between characteristics of the marital problems and divorce. The most commonly cited cause of dissolution was communication, infidelity, time spent at home, and financial issues. When subjects were asked why they divorced, most answers were people’s personal experiences of divorce and how they had been able to cope and adjust after their divorce (Amato and Rogers, 1997).
Research Skills
MethodA sampling technique will be used to attain approximately 200 participants which will be
gathered from public records of marriage licenses issued within King County (Shackelford et al., 2008). The sampling will be done through random selection. After conducting the process of random selection the collection will be sorted out and participants selected of women who had been within the designated age of 18-40 years at the time of marriage. These women will then be contacted by letter or telephone call and invited to participate in the study.
MeasureA measure of sexual infidelity and a collection of data will be attained through the use of a
survey asking, “Have you had sexual intercourse with someone (men or women) other than with your husband, at any point of your marriage?” People who responded to having sex with someone other than their spouse will be coded as having engaged in infidelity.
Data AnalysisThe variables in this study are the age at the time of marriage, ranging from age 18-40 years
old, and the incidence of infidelity which occurred during marriage. The researchers will use a correlation analysis of the age at marriage and the incidence of infidelity. The method used to collect data, will be through the use of a survey. Each participant will be asked if they had sex with someone other than their spouse during the time of marriage. Those who answer “yes” to this question will be considered as having been involved in infidelity within their marriage. Those who were found to have committed adultery will then be compared and analyzed to the age at their time of marriage and the onset of these acts. In order to conduct the statistical analysis, a correlation test will be used to examine the data. The researchers will be looking for a relationship of infidelity found and correlating the findings with the age at time of marriage.
Research Skills
ReferencesAllen, E.S., Rhoades, G.K., Stanley, S.M., Markman, H.J., & Melton, J. (2008). Premarital precursors of
marital infidelity. Family Process, 47(2), 243-259. Retrieved Thursday, March 10, 2011 from the PsycINFO database.Amato, P.R., & Rogers, S. (1997). A longitudinal study of marital problems and subsequent divorce. Journal of Marriage & the Family, 59(3), 612-624. http://search.ebscohost.com, doi:10.2307/353949Amato,P.R., & Previti, D. (2003) People’s reasons for divorcing: Gender, social class, the life course, and
adjustment. Journal of Family Psychology, 24, 602-626.Dollahite, D.C., & Lambert, N.M. (2007). Forsaking all others: How religious involvement promotes marital fidelity in Christians, Jewish, and Muslim couples. Review of Relgious Research, 48, 290-307.Gottman, JM, & Silver, N. (1999). The seven principles for making marriage work. New York, NY: Three Rivers Press.Shackelford, T., Besser, A., & Goetz, A. (2008). Personality, martial satisfaction, and probability of marital infidelity. Individual Differences Research, 6(1), 13-25. Retrieved Thursday, March
10, 2011 from the PsycINFO database.Treas, J., & Giesen, D. (2000). Sexual infidelity among married and cohabiting Americans. Journal of
Marriage & the Family, 62(1), 48-60. Retrieved Thursday, March 10, 2011 from the PsycINFO database.Whisman, M., Gordon, K., & Chatav, Y. (2007). Predicting sexual infidelity in a population-based sample
of married individuals. Journal of Family Psychology, 21(2), 320-324. Retrieved Thursday, March 10, 2011 from the PsycINFO database.
Wiederman, M.W., & Allgeier, E.R. (1996). Expectations and attributions regarding extramarital sex among young married individuals. Journal of Psychology and Human Sexuality, 8, 21-35.
Research Skills
Communication Skills
-See Power Point Slides on Ted Bundy by viewing LinkedIn Portfolio folder
Ethics & Diversity Awareness
Portfolio Ethics & Diversity
Case Study
Ethics & Diversity Awareness
Case Study:
(View Case study on LinkIn Portfolio folder)
Assignment requirement was to collect information about ethical violations related to the
issue of multicultural competencies/respecting diversity.
Identify the ethical code number and definition.
The ethical code under the ACA Code of Ethics is found under B.1.a., “Multicultural/Diversity Considerations.” Under this code it states that counselors are to be aware and sensitive to different cultural issues pertaining to the importance of confidentiality and privacy and are to respect their differences of opinions and views towards ones confession of information. Counselors should also continue having consideration for clients and discuss with them as to how, when and with whom information is to be conveyed (ACA, 2010).
Analyze how the counselor in the case study violated the specific code.
Jill disclosed that she was raised in a traditional Asian-American home with many cultural influences and culture-specific rules and behavior and was struggling with balancing her individualism and her cultural heritage. Joe explained to her that because he was living and working in a rural community, mostly consisting of people of East European descent, he could not relate to Jill’s culture and the issues with which she was struggling. He apologized and explained that he was not required to study these cultural issues because of his geographical location (Argosy On-line, 2010).
Ethics & Diversity Awareness
Contrary to the cliché, ignorance is not bliss. Joe should be respectful of diversity and aspire to have more of an understanding of his self as well as others. Joe’s ignorance to Jill’s tradition and cultural influence is not helpful for him and worst off to his client, Jill; since this was an area she was struggling in. Joe should have been more competent to work with clients from different cultures. A counselor’s competence to be open minded to a variety of cultures should be a foundational concern of experience in multicultural counseling. This level of competence should also be considered the appropriate ethical conduct, which requires both behavior and aspirational traits; or qualities which mold an individual to develop ethical reasoning.
Examine the influence of your own personal values as it relates to the issue presented in the case.
I feel the way Joe represents himself in this particular case is not only a showing of ignorance; it should not be tolerated in counseling world. In my opinion, when people are closed minded and judgmental of others differences they are mostly hurting themselves. When one chooses to not want to make an effort to become more familiar, or come to a place of understanding of others, they cut themselves short. As a counselor, one should avoid from behaviors which limit them from their potential growth and understanding of multicultural differences and diversity. One should always be looking to constantly grow and be insightful of the world and circumstances surrounding them and within them.
Ethics & Diversity Awareness
Also, a counselor’s failure to demonstrate respect for diversity also contributes to ethical dilemmas. This lack of respect hinders the client-therapist relationship and thereby constitutes an unethical practice under the Code of Ethics. Counselors who hold stereotypical beliefs about racial and ethnic minority clients or who practice without an awareness of the unique cultural realities of their clients may cause harm to these clients. The failure to demonstrate sensitivity to the culture of clients may violate several of the fundamental ethical principles of the profession, such as respect for the dignity of persons, not harming others and responsible caring.
References:
Argosy University Online Content, (2010), Module 6, Fall Session, Retrieved October 15th, 2010
American Counseling Association (2005) ACA Code of Ethics. Retrieved on October 15th, 2010 from
http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx
American Psychological Association (2010) Ethical Principles of Psychologists and Code of Conduct 2010 amendments. Retrieved on October 15th, 2010 from http://www.apa.org/ethics/code/index.aspx
Foundations of Psychology
Portfolio Foundations of Psychology
Social Intelligence
Foundations of Psychology
Part One: Goleman’s text
In Daniel Goleman’s book, Social Intelligence: The Revolutionary New Science of Human Relationships, Goleman proposes that human minds and bodies communicate with one another. The hidden connection gives us the ability to change people’s moods, emotions, and health; in exchange people have the same ability to do to us (Goleman, 2006). Relationships can shape a person’s physiology in a way in which it affects their immune system, circulation, hormones, and breathing (Goleman, 2006). Relationships also affect our emotional state and common mental and emotional experiences; often times these affects change and create our personality (Goleman, 2006).
In Social Intelligence Golman places emotional intelligence much more clearly into perspective of interpersonal relations. The characteristics of the socially intelligent should be the awareness of and sensitivity toward, other people. He also joins his theory concerning social intelligence to the field of social neuroscience. Neuroscience has discovered that humans are made to connect (Goleman, 2006). Our connection has immediate influence. Social intelligence focuses on this intimate connection between two people’s minds. Social Intelligence goes beyond one-person psychology to a two-person psychology that looks at the connection shared between individuals (Goleman, 2006). More specifically, Goleman defines social intelligence as “social awareness, which comprises of primal empathy, attunement, empathic accuracy, and social cognition”, and “social facility, which includes synchrony, self-presentation, influence, and concern” (Goleman, 2006, p.84).
Foundations of Psychology
Goleman suggests many theories of social intelligence confine it to a cognitive situation (Goleman, 2006). Social intelligence tests ask participants what they would do in particular situations – a process that uses the brain’s “high road”, which functions within our awareness (Goleman, 2006). The low-road is considered as the neural circuitry hidden from consciousness that functions at extremely fast speeds (Goleman, 2006). Therefore, his model of social intelligence looks to include the brain’s low-road because an awareness of what people think or feel does not mean you are a socially intelligent person (Goleman, 2006). Goleman suggest social intelligence is beyond the intelligence quotient (I.Q.) and emotional intelligence.
After reading and gaining an understanding of Golman’s Social Intelligence, the thoughts and questions which would warrant further attention would be in the area of how the signals between two people have an effect on one another. Emotionally positive signals between two people have beneficial effects on their respective health and welfare, whereas sustained negative signals have a toxic effect. (Goleman, 2006). It is interesting how these positive and negative effects are also transmitted across generations (Goleman, 2006). When aggressive parents express disrespect for one another, they are likely to have children who find it difficult to get along with their peers and form relationships (Goleman, 2006). When couples display more warmth and empathy during disagreements, they are likely to have children with better social skills (Goleman, 2006).
Foundations of Psychology
Goleman emphasizes that the low-road system is a universal mode of communication that emerges early in life, as babies burble in response to smiles and fret when confronted by an angry face. It would be beneficial for the future of our children if we, as parents and adults, educated ourselves more about how our signals and ways of communication either negatively or positively influence, affect, and mold our children. We should then take on a responsibility to train ourselves to gain better social skills in order to better our children’s lives and how they learn to communicate for the sake of all generations to follow.
References:
Alder, R., Rosenfeld, L., & Proctor II, R. (2007). Interplay: The Process of Interpersonal Communication.(10th ed). New York: Oxford University Press.
Goleman, D. (2006). Social Intelligence: The revolutionary new science of human relationships. New York: A Division of Random House, Inc.
Applied Psychology
PortfolioApplied Psychology
Substance Abuse and the Family
Applied Psychology
Recovery for the Enabling Spouse
Assignment Scenario: “Your friend, Eileen, asks you for advice one day. Her husband has been a closet alcoholic for their entire 23 years of marriage. You are the first person she has ever spoken to this about. She is seeking guidance from you about how she can deal with his belligerent and disrespectful behavior.
Assignment required that I write out at least three suggestions to help Eileen. Making sure
that all of my suggestions pertain to things she can do for herself to better her situation,
regardless of whether her husband chooses to address his behavior.
Suggestion #1: Is Eileen enabling her husband’s behavior? I would suggest Eileen asking herself those questions and to recognize that her husband is dealing with a sickness and has a disease. I would also suggest that she see that she is also sick, by being co-dependent and that part of the problem is that she is involved in a denial system but does not know it. She is in no position to "cure" your husband, but she can control herself. I would have her ask if everything she feels she is supposed to do doesn’t work — if she encourages, supports, get tough, plead, submit, reasons, and threatens—but it all backfires. I would reiterate to her that she can’t control her husband’s addiction.
Applied Psychology
Suggestion #2: I would also suggest that she stop being the caretaker. She cannot cure him; just as she wouldn’t diagnose or treat herself for cancer, heart disease, and diabetes or lung disease. This is a job for experts. She can seek help for her sickness too. I would explain that co-dependency can rip one apart. Failure to seek treatment inevitably means the end of the relationship. Her and her husband need to get treatment individually and get well in parallel to each other and then work on the relationship. The relationship will stand up if there’s a foundation. If there’s no foundation, the house will crumble.
Suggestion #3: Last suggestion I would give is for her to get her husband into professional treatment. Get knowledgeable about his disease and be around people who know what she is experiencing and feeling and to try and stay engaged in treatment. It’s would be her best and only choice to bring normalcy back into her life and family. Her and her husband as well as those who may be individual family member’s need to gets treatment independently. Then come together as there is healing individually. Every member of the family is impacted by his addiction, so each member needs to seek help and then work together.
Reference:
Argosy Online (2010). Treatment: The Substance Abuser. Retrieved December 13, 2010 from http://www.myeclassonline.com
Interpersonal Effectiveness
-See Jeopardy Power Point Slides by viewing LinkedIn Portfolio folder
My Future in Learning
Reflections on Learning:
I have always upheld the belief that learning is a lifelong process. Each day provides an opportunity to learn something new, and every person that one encounters has a new perspective to share and something to teach us that we did not know.
Because of my desire to specialize in Therapeutic Recreation which is a fairly new in the field of Sports Psychology and recreation, it is important to always be looking for professional development courses and opportunities to learn new things and new ways to help people. This can come in unexpected ways; sometimes in the form of workshops, sometimes by learning from experienced professionals, but often from someone whose life has been changed and enhanced through the use of therapeutic recreation modalities and therapy.
My current educational goals are to peruse a Doctorate in Clinical Psychology so I can open a private practice within the Seattle area providing therapy for eating disorders and focusing on women’s health as well as the prevention, intervention and postvention services to those in need. Educating others about the warning signs, stigmas, risks and other factors associated with eating disorders is just another example of how learning continues to play an important role in our lives even outside the classroom as we try to promote social awareness about important issues that affect everyone within our community.
Contact Me
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For further information, please contact me at the e-
mail address below. [email protected]
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