Studying Psychology At River Parish Community College

There are numerous universities in Texas that offer great things. The hardest decision for me is picking and choosing a university that offers everything I want. Texas A&M university is a good fit for me because it offers psychology, a great variety of extracurricular activities.

The Brief Sexual Attitudes Scale (BSAS) (Hendrick, Hendrick, & Reich, 2006), a 23-item questionnaire, was designed to measure multi-dimensional attitudes towards sex. The scale is a modified version of the original Sexual Attitudes Scale. For the current study, the Brief Sexual Attitudes Scale will be modified and shortened. The scale is made up of the following four subscales: Permissiveness, Birth Control, Communion, and Instrumentality. Some of the items refer to a specific sexual relationship, while others refer to general attitudes and beliefs about sex. Participants are instructed to answer questions with their current partner in mind. If the respondent is not currently dating anyone, he or she should answer with the most recent partner in mind. If the respondent has never had a sexual

“What do you want to be when you grow up?” As a child, we have all been asked this question; and as unrealistic children, we all had dreams of being a superhero, princess, cowboy, or astronaut. Later on in life, as time went by, and as we became more knowledgeable, our answers became more serious. Some of us wanted to be teachers, business owners, or a veterinarian. However, I have always wanted to be a doctor, but not just any doctor. For as long as I can remember, I have wanted to be a pediatrician. Now, half way through my junior year in high school, I have started to question the details of this career, and all the hard work it takes to become a part of the medical field.

The data for this study came from graduate students at Southern New Hampshire University, who were a part of an online psychology program. The data source represents a convenience sample chosen by the researcher because of the nature of the learning environment and availability of participants. All data were originally collected through Qualtrics, which is an online survey platform. Due to confidentiality considerations, the identities of the participants were not available. Incomplete surveys were not included in this analysis.

At the age of eighteen, I will be abruptly faced with the beginning hardships of life. Along with many other responsibilities, choosing what to do after high school is a vital decision that will affect the rest of my life. Taking my desire to help others and my love of learning into consideration, I have chosen two careers to research that suit my interests and skills. A career as an elementary school teacher or physician assistant would both require me to further my education beyond high school; however, these careers have a completely different work environment and job outlook.

Landrum, R. E., & Davis, S. F. (2014). The Psychology Major: Career Options and Strategies

Considering lifetime goals, many people are unsure on how to prepare. They will either center around areas with no direction or only concern themselves with the subject with which they would like to be a professional in. This way they can find their passion or learn more about it. Since I was little, somewhere within deep myself, I have always strived to become someone who will be able to help others. The way I have come to realize how I can achieve this is to become a veterinarian. I will be able to help people who are unable to help the ones they love, their animals.

Soon after my graduation, I became an Adaptive Physical Educator (APE) and worked at a public school in Puerto Rico for three years. While as an APE my empathy for those suffering from diverse disabilities increased. Although circumstances beyond my control forced me to work in other facets, the personal and professional growth obtained as an APE will follow me for the rest of my life. After several decades of working on other jobs, and feeling dissatisfied with my existing profession at that time, I decided to conduct a career assessment. The assessment pointed out mostly at professions helping people; among them, psychology. It was then that at 42 years of age, I decided to return to school and study

In the realm of the world we call college, there are many different paths one can take. When choosing the path of being an education major, one begins to see the benefits of their choice long before they see their degree. The field experience that is required with the courses one has to take for this major allow students to dip their toes into their field and get real life experience before entering the real world. This semester, I had the opportunity of working at Oasis Tutoring Center. While tutoring at this center, I was not only able to learn more about my ability to teach, but also connect these experiences to the psychology of education.

I didn’t start out knowing that I wanted to be a Speech and Language Pathologist. In fact, I began my school career thinking I wanted to be a teacher because I knew two things: First, I knew that I wanted to teach and second, I knew I wanted to help people. Teaching has always been my

From reading, he became highly interested in a career in the medical field. He was eager to learn different types of subjects. He had supportive teachers, who had admired how far his education had come along. With support from them, he continued to stay focused in school and graduated from high school with honors. He was determined to continue his education onto, college but, with limited income he had no choice but to work throughout his time at University of Yale. With hard work and long hours he earned a Bachelor of Science degree in psychology in

While studying psychology at the University of Southern Mississippi, I developed an interest in youth psychological health and social well-being. As an avid learner, I subsequently became interested in clinical child research and joined Dr. Christopher T. Barry’s Youth Personality and Behavior (YPB) laboratory as a volunteer research assistant during my sophomore year of college. After learning the dynamics of working in a research laboratory, and taking courses such as adolescent, social, developmental, and personality psychology, my interest in interpersonal relationships, personality, and mental health solidified. From then on, I sought to expand my experiences in undergraduate research. For example, I participated in my first independent research experience at the University of Illinois at Urbana-Champaign through the Summer Research Opportunities Program (SROP). I conducted research in the clinical/community division of the psychology department, and my research focused on how juvenile delinquency, ADHD, and perceptions of youth’s control in choosing their own mental health service impacted the magnitude of caregiver(s) strain. From my SROP experience, I learned a wealth of information about tabulating data, from coding variables to running statistical analyses in the Statistical Package for Social Sciences (SPSS). SROP was a wonderful experience, and it catalyzed my progress as an undergraduate researcher.

When I first started college, I had several questions I asked myself regarding my future. I thought about what my major would be and what my living arrangements would look like post-grad, but I never questioned what my future career would look like. While I had an overwhelming amount of options, I always had a fixed certainty that I would be in the medical field. The only question was in what capacity? Coming in as a freshman, I could have studied to be a surgeon, a doctor, or even a medical lawyer. Ultimately, I knew that changing people’s lives through medicine was my passion—I just needed to find an outlet. However, not once did my 18-year-old self think that I would find my way into a nursing career. As I’ve come to find, life rarely works out as planned. What lead me on the pathway to becoming a nurse is all but conventional, yet I would not change any

Coursework along this path demands both education and psychology due to the nature of the work. There are mental health components and educational aspects. The masters degree in psychology requires at least two years of full-time graduate study and usually includes practical experience in an applied setting and a thesis based on personal research that is original. Getting accepted into graduate programs for psychology can be full of competition. School psychologists must meet credential and licensing requirements for individual states. These vary state by state. The licensing varies by type of position and is based on professional competence through training and experience. Some states require continuing education for renewal of licenses. According to Landrum and Davis (2009) “right now twenty-nine states recognize the National Association of School Psychologists (NASP) designation on a national level” (p.73). Credentials transfer from state to state in this case and new credential exams do not have to be taken when moving from one of these states to another. Requirements for the NCSP include completion of sixty graduate semester hours in school psychology, a twelve hundred hour internship (six hundred hours in school setting), and a passing score on the National School Psychology exam.

PSYC100-Introduction to Psychology provided me with a very broad comprehensive introduction to the basic principles and research concepts in the field of psychology. Some of the highlights of this class included information about the brain and nervous system structure and function, learning and memory, language, intelligence, psychological disorders and therapies, personality, and social behavior. This class also introduced some of the various career fields that a degree in psychology allows people to go into such teaching, conducting research, providing therapy, and working as a consultant in business and industry. This class helped me to determine whether or