Professional Portfolio

Cherise C. Brown

Psychology, Senior

College of Undergraduate Studies

Argosy University

Section A: Professional Profile

CHERISE C. BROWNhttp://www.linkedin.com/pub/cherise-brown/20/989/517

Cell: 646-220-7661 E-mail: cherise0211@yahoo.comPROFILE

Career oriented professional with fourteen years of experience in managing business relations and special projects at senior executive level. Serve as primary point of contact and liaison for executives, clients, personnel and agencies. Maintain excellent written and oral communication skills, creative problem solving abilities, and uphold high levels of confidentiality. Highly motivated, organized, efficient responsible and have experience with working with deadlines. I am effective working both independently and as a team member on group projects.

PROFESSIONAL HISTORYArgosy University ▪ Seattle, Washington Librarian Assistant- November 2010 – PresentPerformed a wide variety of general library work including technical instruction, research services, and direct patron assistance. Managed the daily operational needs of the library, such as copy cataloging, FedEx shipping, circulation management, and shelving materials. Assisted patrons at the service desk and on the telephone with online journal article retrieval, basic reference, research information and referral. Greet and direct patrons to various library sections and provide assistance in locating specific materials. Compiled monthly statistics and registered new patrons into the library computer database. Received and resolved complaints from patrons or referred them to a librarian. Processed Interlibrary Loan requests received from patrons such as articles and books that are loaned to patrons for a specific amount of time. Daily tasks range from checking mail in the morning, updating holdings information, data entry, and maintenance of e-mail.

Affiliated Computer Services, A Xerox Company ▪ Staten Island, New York 1996 – August 2010 Port Authority Bus Analyst-Violations (Promotion) May 2004 – August 2010Researched and developed comprehensive business solutions for Business account holders, including, activity tracking, transaction analysis, and toll audits. Investigated fraudulent use, improper vehicle assignment, and negative balance resolutions. Managed and supported program’s most political and sensitive accounts, including MTA Transit Authority Franchised Bus accounts, New Jersey Transit, and Coach USA Bus Franchise. Responsible for handling confidential information received from both the customer and our clients. Frequent project work, included analyzing, testing, and supporting system enhancements. Communicate violation issues verbally and in writing with managers and executives at ACS and the NY/NJ Port Authority.

Functions outside the job description:Assisted with preparing training modules for the launch of a new database. Modules focused on

improving customer service for the Call Center, Correspondence, and Walk in Centers. Ensured system integrity and peak performance through regular account sampling and ongoing regression testing. Monitored new system integrations to ensure changes met contractual specifications and had no adverse affects on the system. Identified, documented and tracked system issues until a satisfactory resolution was obtained. Worked with development and operations staff on system improvement strategies to ensure all projects met program goals and were delivered on time.

Training & Development Department (Promotion) February 2002 –May 2004Identified training and development needs through job analysis, appraisal schemes and regular consultation with business managers. Designed and developed training and development programs based on both the organization's and the individual's needs. Considered the costs of planned programs and kept within budgets. Worked in a team to produce programs that were satisfactory to all relevant parties in the organization, such as work leads, supervisors and senior managers. Monitored new hire calls to provide quality assurance. Produced training materials for in-house courses. Ensured evaluations were conducted on all training and development programs in line with the approved evaluation strategy. Provided evaluation summaries to the facilitators in a timely manner. Provided feedback to client groups and managers about training and development programs on a quarterly basis.

New Jersey Transit Clerk March 2001 – January 2002Generated queries and prepared reports for New Jersey Transit that reflected all open violations.Reviewed customer accounts and responded using various forms of communication such as e-mails, phone calls and written correspondence. Responsible for creating logs to track incoming and outgoing violation letters for our clients.

Violations Speed Clerk July 1999 – February 2001Duties included receiving customer’s disputes regarding violation Speed Suspensions. Adjusted the speed violation status as per Agencies decision. Generated letters through an automated system to inform customers, the status of their speed violation. Contacted the agencies/clients via e-mail and FedEx. Created and logged all information daily using an Excel spreadsheet that maintained a break down of each speed violation a customer received. Frequently traveled to the Port Authority to assist with processing speed violations and reviewing images.

Customer Service Representative- Violation Phones, August 1996 – June 1999Responsibilities included assisting customers on how to handle submitting payments for their violations. Duties included answering customer queries, problem solving and providing detailed information on using the website to maintain their account and make violation payments. Worked with new customers in the development of new accounts and the implementation of new systems. Assisted in training of new customer service representatives and associates.

EDUCATION AND TRAINING

Argosy University- Seattle, WA Major Psychology

Bachelors in Psychology GPA 3.96

RELEVANT QUALIFICATIONSMicrosoft Word, Excel, Power Point, Access, Outlook, use of web based applications.

REFERENCES

11th April, 2012 Hiring Manager:

The enclosed resume is regarding the position of Administrative Assistant. During my education and administrative related jobs, I have gained strong skills in coordinating administrative policies and actions for boards of directors, various management teams, and department supervisors. My administrative duties have included the evaluation of incoming and outgoing corporate communications, business research, analysis, and report development for key stakeholders and decision makers. I am experienced in meeting management including agenda and minute preparation ensuring projects are kept on schedule and follow up actions are completed timely.

Throughout my professional and academic career, I have become aware of the strategic advantage and positive impact diversity can have on the corporate bottom-line. This has led me to develop the skill to interact and work well with individuals and groups from various backgrounds to develop shared vision in reaching corporate objectives and goals. I have established an outstanding ability to meet organizational objectives and demands both as an individual and within group settings. I am goal-oriented, motivated, compassionate and always eager and willing to learn something new.

I believe my credentials reflect my ability to interface effectively and efficiently with all levels of management, clients, employees, and vendors. I look forward to the opportunity to meet with you to discuss how my administrative skills and education would be beneficial to your organization meeting is important strategic objectives and goals.

My enclosed resume provides more details about my unique work experience, education, and administrative skills.

Sincerely,

Cherise C. Brown

Section B: Professional Work Samples

Self- Evaluation Narrative

I have been a student here at Argosy Seattle for a year and six months and I can truly say

that my eyes have been open into a new world. I came to Seattle as a transfer student and I knew

I wanted to get into the field of Psychology and I was eager and hungry to gain a deeper

knowledge of Psychology. I was aware that there were many fields of Psychology but here at

Argosy I was introduced to fields of Psychology I was not familiar with or was not aware that

certain things fell under the umbrella of Psychology.

When I began here at Argosy I was convinced that I wanted to be a Child Psychologist

and I could not see myself in a different role. After taking some Sociology, Diversity and Ethics

classes here at Argosy my career path has changed I still want to work with children but also

their families. I would like to pursue a career in Family Counseling. By taking the classes here I

have learned to become more empathic, compassionate and aware of cultural differences in our

society. I have accomplished getting of some of my fears such as speaking in front of groups. I

have had to do at least one or two presentations for each class I have taken here at Argosy, which

has helped me become more relaxed and comfortable speaking in front of groups. I have also

learned how to work with small and large groups and I have learned how to accept constructive

criticism from students and faculty.

The psychology program at Argosy is amazing because you are able to learn about all the

field of Psychology has to offer from Abnormal Psychology to Industrial/Organizational

Psychology. I believe by attending Argosy University one will be able to determine which field

of Psychology they feel best fits them. I personally found Industrial/Organizational Psychology

to be very interesting but I have a passion to work with children and families, but I learned how

to interact with people on a professional level by taking the Industrial/Organizational

Psychology.

Suggestions that I would offer for the future at Argosy would be the ability to have live

chat rooms especially for online classes. I am a hands-on person, who likes to interact with

people, and I seek feedback, and I know we chat rooms labeled, Questions for the Professor, and

Student Lounge but live chatting is deeper level of interaction. It would allow the students to ask

questions directly to the professor or classmates and receive an answer immediately. I

understand everyone has busy and crazy schedules so there could be set hours maybe once or

twice a week where we could meet online and have an open forum.

My first sample of work demonstrates my ability to understand the importance of

diversity and being aware of how people are affected because of their culture. I was able to

relate with my own culture but I also learned that one must be open-minded and realize that other

cultures have something to offer. I learned the importance of being well rounded. I believe my

weakness with this paper was that I choose to write about Martin Luther King because I could

relate to racism and prejudice. I believe I should have tried to do the paper on someone I was not

familiar with, and I think it would have helped me come out of my comfort zone.

My second sample of work I have to say was one of my favorite papers. I truly love my

Physiological Psychology class because I love the human brain. You really can learn something

new about our brains everyday. This paper we had to act as if I were an assistant in the office

and a client was asking us questions in reference to different physical symptoms they were

experiencing. I enjoyed this paper because it allowed me to do thorough research. In this paper I

was able to show my knowledge of the field physiological psychology. I was able to show that

through my research that I understood the concept of neurodevelopment and how psychology

played a major role in the development of the brain, and the client’s symptoms. In this paper I

was able to present the information I had obtained in an appropriate and professional manner.

My third work sample exemplifies my research skills, my analytical skills, critical and

creative thinking skills. In this sample of my work I approach the problem of children becoming

bullies and the factors that lead to this behavior. For this paper I took my time locating empirical

articles in reference to my hypothesis. This paper also taught me about the social issues that

young people today are experiencing. I believe in this paper I was able to communicate how

children do not just become bullies for no reason. I learned how children are affected

psychologically and the results are the changes in a child’s behavior, which is usually in a

negative way. Some of my weaknesses with this paper is that I start of strong and I’m strong

throughout the whole paper until the end. The purpose of a conclusion is to wrap up or sum up

the key factors of my paper, and I believe I did that but I believe I needed to be more specific and

pinpoint what the purpose or goal of my paper was. One of my weaknesses is having a great

beginning and a mediocre ending.

My last sample is a brochure I created for my Skill for Success class geared towards

teenagers and learning how to manage their time. I believe this sample showed my ability to

communicate to different audiences and be able to get my point across at a teenagers level. I

believe this sample also shows my interpersonal and organizational skills. I wanted the brochure

to be something that would be very informative but appealing to a young person. I would say

my weakness for this sample would be the fonts I chose. I believe it might have been better if I

changed the fonts up and had different types of fonts so that it would not appear so much like a

paper and more like a flyer.

I am aware of my weaknesses and I intend to take writing classes once I graduate to help

me get my thoughts on paper properly, and have the ability to start and end on a good note. I

intend to continue working with children and seeking a job working with children because I

believe this will continue to prepare me for social work with children and their families. I am

currently volunteering at an after school program where I am mentoring inner city children and I

believe this will help me become more diverse.

STUDENT SELF APPRIASAL OF LEARNING

Bachelor of Arts in Psychology

College of Undergraduate Studies

Program Outcome One

CRITICAL THINKING

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

(4)

Competency 1.1

Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.

Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).

Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorrect, details or nuances are missing or glossed over, multiple points of view are taken into account but contradictions are not resolved.

Analyzes the essential elements of a problem, issue, or argument and explains the logic of hypotheses or conclusions; details and nuances are incorporated and multiple points of view are considered with contradictions resolved.

Limited support from research and analytic deduction is provided.

Evaluates the essential elements of a problem, issue, or argument with hypotheses, analysis and conclusions that support their own position on the problem through objective research.

COMMENTS: When I am working on an assignment I make sure to take time to evaluate and analyze the problem or issue at

INSTRUCTIONS: You will find below the seven competencies the BA Psychology program at Argosy University espouses. While there is no expectation that students come into the program having mastered the seven (7) competencies, our goal in the program is to work with you to instill in you these competencies as you work your way through your degree in psychology.

So, please be as honest as you can be, noting the areas wherein you demonstrate exemplary mastery of the program outcomes, as well as those where you may find yourself at the emerging or proficient levels. Please mark ONLY one number of the four for each program-learning outcome. The blank box entitled COMMENTS has been designated as a place where you can, if you wish, put words to the rating you have given yourself on the specific program outcome.

hand before I begin writing anything. Once I have my facts I then have information to begin my research, and come to a conclusion to support my thoughts.

Program Outcome One

CRITICAL THINKING

Unsatisfactory

1

Emerging

2

Proficient

(3)

Exemplary

4

Competency 1.2

Seek and evaluate scientific evidence for psychological claims.

Does not seek information from multiple sources and is inconsistent in describing information on the basis of consistency, relevance, and accuracy (e.g. fails to distinguish between fact, opinion, and value judgment; does not include connections to other contexts; does not question “norms” or expert evidences).

Seeks information from multiple sources, and describes it on the basis of its consistency, relevance, and accuracy, making some attempt to avoid bias in materials used but struggles with being able to allocate information to the problem, issue, or argument at hand.

Seeks information from multiple sources and describes it on the basis of its consistency, relevance, and accuracy and allocates such information to the problem, issue, or argument at hand.

Seeks information from multiple sources and evaluates it on the basis of its consistency, relevance, and accuracy, and produces a logical progression of ideas that are relevant and coherent.

COMMENTS: I have definitely improved my research skills and seeking information from multiple sources, I believe I need to work on making sure my ideas or thoughts are coherent to others, because I do not want to cause any confusion.

Program Outcome Two

RESEARCH

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

(4)

Competency 2.1

Apply basic research method, including research design, data analysis, and interpretation to become informed consumers of research.

Identifies the majority of an empirical article’s components but is only able to explain a few of such components (e.g.: the abstract, hypothesis, methodology, statistical and other evaluative tools, or results of the study). Critical analysis of research is limited or missing.

Explains the majority of an empirical article’s components, including, the abstract, hypothesis, methodology, statistical and other evaluative tools, and results of the study, but is unable to draw connections across the various elements. Identifies when to conduct a critical analysis of research, but analysis is flawed.

Applies sound reasoning as a basis for critical analysis of all of the components of an empirical article. Applies the results of a research study to alternative problems/situations.

Applies skeptical inquiry and sound reasoning as a basis for critically analyzing all of the components of an empirical article. Extends the results of a research study and applies them to alternative problems/situations.

COMMENTS: Whenever I am conducting research I usually try to find the pros and cons of the topic I am working on, and analyze the thoughts of other researchers and compare these thoughts with my own. Also when I do research I cross reference and analyze articles that are referenced in the article I’m reading to see if there is valid points I could use to support my hypothesis or thoughts.

Program Outcome Two

RESEARCH

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

(4)

Competency 2.2

Access and select appropriate information from a variety of print and electronic sources and apply them responsibly to written and oral presentations.

Relies primarily on subjective or personal experience, popular press reports of psychology, and/or anecdotal evidence when completing a project on a topic in psychology

Collects pools of resources that are not sufficient or diversified, nor organized per the requirements of the project at hand.

Obtains, arranges, classifies, and/or describes information from a variety of sufficient, diversified, and appropriate sources pertinent to the chosen topic when completing a project in psychology.

Examines sources from a variety of sources pertinent to the chosen topic when completing a project in psychology.

Works to integrate sufficiently diversified information retrieved via their sources; such work is evidence based, focused and to-the-point.

Identifies and evaluates a variety of appropriate professional sources pertinent to the chosen topic, integrating reasoned appraisals (limitations, strengths, comparisons) of such information into the work of a project in psychology.

COMMENTS: I believe that I have improved my skills of comparing and contrasting topics in reference to the field of psychology. I have also learned that there will be limitations and that I have to learn how to still find a solution.

Program Outcome Three

COMMUNICATION

Unsatisfactory

1

Emerging

2

Proficient

(3)

Exemplary

4

Competency 3.1

Present psychological concepts orally for various purposes using technology when appropriate.

Introduction is limited or missing entirely. Transitions between slides are infrequent, illogical, or missing entirely. Conclusion is limited or missing entirely.

Visual design of presentation (i.e. background, pictures, etc.) is lacking or completely overpowers

Introduction is present but incomplete or underdeveloped. Transitions between slides are sporadic. Conclusion is recognizable, but incomplete or underdeveloped.

Design of presentation (i.e. background, pictures,

Introduction has an opening, provides come background information, and states the topic. Transitions between slides are present. Conclusion summarizes main argument and has a clear ending.

Design of presentation (i.e.

Introduction catches the audience’s attention, provides compelling and appropriate background info, and clearly states the topic. Thoughtful transitions between slides are appropriate and help the flow of ideas. Conclusion leaves the listener with a sense of

the presentation to the point of interfering with comprehensibility or design is inappropriate for the assignment

Any written portion (including writing on the slides and in notes) contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.

No attempt at APA format in presentation.

text, etc.) upstages the writing or speaking at inappropriate times, or visual design is too understated at points, or design is inconsistent.

In any written portion (including writing on the slides and in notes), errors in spelling and grammar exist that somewhat interfere with comprehension.

APA format is attempted to paraphrase, quote, and cite, but errors are significant.

background, pictures, text etc.) is clear, appropriate for the assignment, balanced and compliments both the writing and speaking throughout the presentation.

Any written portion (including writing on the slides and in notes) follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with comprehension.

Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.

closure and provides concluding insights.

Visual design of presentation (i.e. background, pictures, etc.) is clear, appropriate for the assignment balanced and compliments both the writing and speaking throughout the presentation. Visual design engages audience, does not distract from information.

The presentation is basically error free in terms of mechanics. In any written portion (including writing on the slides and in notes), grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic.

Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.

COMMENTS: I believe when I begin a paper that I definitely catch the attention of the reader, but I believe I need to work on keeping that attention through out my papers. I am currently improving with each paper but there is definitely room for improvement.

Program Outcome Three

COMMUNICATION

Unsatisfactory

1

Emerging

2

Proficient

(3)

Exemplary

4

Competency 3.2

Presents psychological information in writing, using technology, style, and professional conventions as appropriate to the audience.

Introduction and conclusion are limited or missing entirely.

The paper lacks a thesis statement or argument focus. Transitions are infrequent, illogically, or missing entirely.

Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.

No attempt at APA format.

Writing often slips into first and/or second person. Word choice is consistently inaccurate, unclear, or inappropriate for the audience.

Introduction and conclusion are present but incomplete or underdeveloped.

The paper is loosely organized around a thesis or argument that may have to be inferred. Transitions are sporadic.

Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.

APA format is attempted to paraphrase, quote, and cite, but errors are significant.

Writing sometimes slips into first and/or second person. Word choice is sometimes inaccurate, unclear, or inappropriate for the audience.

Introduction has a clear opening, provides background information, and states the topic. Conclusion recapitulates main argument and has a clear ending.

The paper is organized around an arguable, clearly stated thesis statement or argument. Transitions are appropriate and help the flow of ideas.

Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension.

Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.

Writing remains in third person throughout writing.

Word choice is accurate, clear and appropriate for the audience.

Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic. Conclusion leaves the reader with a sense of closure and provides concluding insights.

The paper is well organized around an arguable, focused thesis or argument. Thoughtful transitions clearly show how ideas relate.

The paper is basically error free in terms of mechanics. Grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic.

Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.

Writing remains professional in third person throughout writing. Word choice is precise, appropriate for the audience, and memorable.

COMMENTS: I believe I have mastered my skills with APA format but I do need to work on thoughtful transitions and make sure that they are clearly showing how my ideas relate to the topic being discussed. I also need to work on using the correct tense through out my entire paper, I have improved, but it is still a work in progress.

Program Outcome Four

VALUES

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

(4)

Competency 4.1

Justify the necessity of ethical behavior in the science and practice of psychology.

Examines ethical behavior from a single perspective and frequently makes judgments without grounding them on sound evidence. Does not address own personal biases.

Examines ethical behavior from different perspectives, but shows limited ability to apply those multiple perspectives into making informed decisions. Identifies own personal biases, but does not analyze them.

Examines ethical behavior from different perspectives, but is not able to differentiate between objective evidence and subjective experience when attempting to make informed decisions. Identifies and analyzes own personal biases.

Examines ethical behavior from a variety of perspectives and clearly differentiates between objective evidence and subjective experience addressing how personal biases can affect ethical decision-making.

COMMENTS: I believe I learned so much about Ethics from all of my Psychology classes, but there were 2 specific classes that really left an impression on me and helped improve my ethical skills and that was Ethics is Psychology and Psychology in the Community. I learned about the variety of ethics and how to differentiate what is ethical or unethical. I have a strong understanding of the American Counseling Association rules of Ethics.

Program Outcome Four

VALUES

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

(4)

Competency 4.2

Analyze the complex variations in populations and contexts as related to psychological explanations, and evaluate the importance of diversity in the practice of psychology.

Exhibits inability to understand variations in populations and/or socio-cultural contexts as related to psychological explanations such as the importance of diversity in the practice of psychology. Identifies forms of discrimination and prejudice but cannot recognize personal biases in.

Identifies and comprehends obvious variations in populations and socio-cultural contexts as related to psychological explanations, such as discrimination, prejudice, and the importance of diversity in the practice of psychology.

Applies and analyzes major variations in populations and/or socio-cultural contexts, as related to psychological explanations, such as discrimination, prejudice and the importance of diversity in the practice of psychology.

Analyzes major and subtle variations between populations and their socio-cultural contexts as it relates to psychological explanations, such as discrimination, prejudice and the importance of diversity in the practice of psychology.

COMMENTS:I have had experience with discrimination and prejudice, and the Sociology and Psychology classes I have taken here at Argosy have given me a better understanding. I can now analyze major and minor situations in a way before where I did not fully understand the psychological side of the situation. I also have a better understanding of diversity and how to apply it every day life.

Program Outcome Five

KNOWLEDGE BASE OF PSYCHOLOGY

Unsatisfactory

1

Emerging

2

Proficient

(3)

Exemplary

4

Competency 5.1

Explain and analyze major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

Recognizes some major concepts, theoretical perspectives, empirical findings, and historical trends in psychology, but finds it difficult to recall identifying features of different precepts.

Explains and begins to integrate major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

Analyzes and integrates major concepts, theoretical perspectives, empirical findings, and historical trends in a variety of scenarios in the field of psychology.

Provides a critical analysis of major concepts in psychology that include theoretical perspectives, empirical findings, historical trends and integration of the findings within the larger socio-cultural context.

COMMENTS: I believe that I have the ability to analyze concepts based on research of empirical findings and theories, but I believe I can improve use improvement of theoretical perspectives. I want to work on having a better understanding of theoretical perspectives and how to apply them to scenarios of everyday life and the field of psychology.

Program Outcome Six

APPLICATION OF PSYCHOLOGY

Unsatisfactory

1

Emerging

2

Proficient

(3)

Exemplary

4

Competency 6.1

Apply psychological principles to examine and analyze personal, social, and organizational issues.

Identifies psychological principles and begins to examine and analyze personal, social, and organizational issues, but is unable to integrate or generalize applications beyond given examples.

Explains and begins to integrate personal, social, and organizational issues or behavior using different psychological principles, demonstrating ability to provide explanations that extend beyond simplistic identification of such principles.

Integrates personal, social, and organizational issues in applying psychological principles to everyday problems but does so with some variability.

Integrates personal, social, and organizational issues in applying psychological principles to everyday problems with respect to socio-cultural variables.

COMMENTS: I can definitely say after taking classes here at Argosy I have truly learned how to apply psychological principles to everyday problems. I will analyze everyday issues and see if there may be a psychological factor. I do not over analyze things, because I know I definitely need more training and schooling to be fully knowledgeable of certain situations.

Program Outcome Seven

INTERPERSONAL EFFECTIVENESS

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

(4)

Competency 7.1 Identifies the different forms communication,

Identifies culturally sensitive forms of

Analyzes culturally sensitive forms of

Evaluates and applies culturally sensitive forms of

Analyze the importance of effective communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity.

but does not indicate how it is culturally sensitive and does not describe how each contributes to effective interpersonal communication and relationship development both individually and in an organizational environment.

communication, but is limited in describing how each contributes to effective interpersonal communication and relationship development both individually and in an organizational environment.

communication and identifies how each contributes to effective interpersonal communication and relationship development both individually and in an organizational environment.

communication with an analysis of how each contributes to effective interpersonal communication and relationship development both individually and in an organizational environment.

COMMENTS: I believe communication is vital when one is trying to develop a strong relationship. I am aware that everyone is different and that I need to be sensitive to a person’s culture and that it may be different then mine. I do not judge a book by it’s cover, and I do not try to force my views or thought to another, I understand that we all have something to contribute to our world.

Program Outcome Seven

INTERPERSONAL EFFECTIVENESS

Unsatisfactory

1

Emerging

2

Proficient

3

Exemplary

(4)

Competency 7.2

Solicit and utilize feedback to develop adaptable and culturally sensitive approaches of facilitating dynamic interpersonal and organizational relationships.

Demonstrates only partial openness to receiving and utilizing feedback to develop strategies of facilitating effective interpersonal and organizational relationships, but does not address future behaviors.

Demonstrates openness to receiving feedback and begins to apply feedback to develop strategies of facilitating current effective interpersonal and organizational relationships, but does not integrate feedback in future behaviors.

Applies feedback to develop adaptable strategies that facilitate effective interpersonal and organizational relationships showing evidence of how these strategies meet current and future relational needs.

Proactively seeks and applies feedback to develop flexible strategies that facilitate dynamic interpersonal and organizational relationships showing evidence of how these strategies meet both current and future relational needs.

COMMENTS: I am open to receive feedback because I feel you can always learn something new. I love interacting with people I believe that it helps improve development of one’s social skills.

ORATORICAL LEADERS AND THE MAGIC OF STEREOTYPES

Oratorical Leaders and the Magic of Stereotypes

Argosy University

Cherise Brown

ORATORICAL LEADERS AND THE MAGIC OF STEREOTYPES

I enjoyed watching all of the video clips and my final decision was between Dr. Martin

Luther King and Severn Suzuki, and I chose Dr. King. I chose Dr. King because he exemplifies

the views of not one specific race but of human beings. Dr. King had a true gift of unconditional

love, which is rare today. Dr. King fought for Civil Rights of African Americans but he also felt

that we were all human beings and should have been treated equally. I have these same beliefs

and views of Dr. King, that we should not be judged because of the color of our skin but by the

content of our character (King Jr., 2011). Dr. King represents America at its best an America

that personifies equality, justice, and the celebration of community and individualism. (Siebold,

2000, p.181) These qualities I mentioned are why I chose Dr. King as a leader because I felt he

lead people and nations in the direction of emancipation, economic prosperity, and political

freedom. I have watched Dr. King’s speech numerous times and each time I get chills because

you can hear the passion in his voice and his words were elegant. When I watched the video this

time I watched Dr. King’s eyes and I could see that he had a genuine love and dedication for

human beings and was willing to do whatever he needed to for African Americans voices to be

heard.

In Dr. King’s speech the in-group is the African American people that were fighting for Civil

rights. The African American people wanted to be treated as human beings and have the same

rights as whites. Dr. King wanted to let the government know without being violent that African

Americans as a community were angry and it was time for the oppression to end. The African

American community worked together and began boycotting buses, and businesses that

supported segregation. The communities had peace walks and held signs saying end segregation,

no more racism and many other statements. One of the main attributes that Dr. King enforced to

the in-group was love. Dr King compares the three Greek words for love: eros, philia, and

ORATORICAL LEADERS AND THE MAGIC OF STEREOTYPES

agape. Dr. King’s thoughts of the Greek word agape were beautiful and encouraging. Agape

love is a love in which the individual seeks not his own good, but the good of his neighbor

(Siebold, 2000). I was taught in church that this is a love that Christ has for us an unconditional

love, and as a Christian you should show this love to all. Dr. King viewed this love as

nondiscriminating, seeking the best in every person to belong to the best of the human family

(Siebold, 2000). Dr. King had an agape love for America and the human beings that lived on the

planet. To love, Dr. King felt, is to resist injustice, to meet the needs of your brother, to restore

community, and to be God-like (Siebold, 2000).

In the video during Dr. King’s speech stated that the Emancipation Proclamation had been

passed to free Negro slaves over a hundred years ago and blacks were still not free. Dr. King

also mentioned in his speech that the Declaration of Independence, stated that all men, black men

as well as white men, would be guaranteed the "unalienable Rights" of "Life, Liberty and the

pursuit of Happiness”, and this was not so (King, 2011). During those times black people

peacefully marched and were hosed down by whites but; the black people continued to hold

hands and stand firm for their civil rights. Black people where brutally beat up by law

enforcement and were attacked by dogs. Dr. King mentioned a stereotype that is still alive today

amongst the African American community and that is; living in the ghetto. Dr. King said in his

speech; we cannot be satisfied as long as the negro's basic mobility is from a smaller ghetto to a

larger one (King, 2011). These are just a few of the challenges the African American community

was fighting against and still fighting against today. There are people today that feel blacks still

belong in the ghetto and this has to change, no one should be in the ghetto. The goal should have

been to try and get rid of the ghettos so everyone would live in good communities. The in-group

is looking for respect, justice, equality, and love.

ORATORICAL LEADERS AND THE MAGIC OF STEREOTYPES

The members of the out-group whom were not necessarily all white people, but white people

that was against the abolishment of segregation and civil rights for African Americans. I believe

there were members of the out-group that were operating within the social structure of that time

because that was all they knew. There were some people of that group that felt bad for the pain

that had been afflicted on the African American community. There were also members that felt

blacks were not humans, and should have been treated like animals. During those times there

were groups that conspired against the in-group like the Ku Klux Klan. They felt blacks had no

rights, and did not deserve the “pursuit of happiness”. Even with all of this hate Dr. King said

that we must love our white brothers, no matter what they do to us, we must make them know

that we love them (Bishop, 1994). Dr. King felt that we as a people had to learn how to meet

hate with love.

I have had many situations where I have been discriminated against because of my race or

gender. I worked at a restaurant as a waitress and I had a couple ask if they could have a

different waitress. My boss asked if I had said or done something to offend them and they stated

they did not want a black person taking their order. My boss then told them I do not think you

will want the food either, because or chef is black too. The couple gathered their belongings and

left the restaurant. I have been in groups where everyone was either African American or

Hispanic and did not want white people in our group and I refused to work with the group. My

attitude towards prejudice, and discrimination is that it is alive and well today because it is

taught. A person is not born ignorant they are taught to feel a certain way about a group of

people. One does not know the different negative stereotypes of another race until they hear it

from someone else. We as a nation need to recognize and acknowledge that we are all human

beings and we all have feelings and a heart. I have learned that prejudice, subordination, and

ORATORICAL LEADERS AND THE MAGIC OF STEREOTYPES

discrimination will keep hate alive in our world. There are people that feel you need these

elements for a society to function properly and I disagree. We need to accept that each

individual has something unique to bring to our world, and that there is no race that is better than

another. We need to learn how to love and respect one another instead of pulling each other

down. We, as a country, need to work on economic prosperity, and political freedom for all.

ORATORICAL LEADERS AND THE MAGIC OF STEREOTYPES

REFERENCES

Bishop, J. (1994). The Days of Martin Luther King, Jr. NY: Barnes & Noble Books New York.

Siebold, T. (2000). People Who Made History Martin Luther King Jr. San Diego, CA:

Greenhaven Press, Inc.

Martin Luther King Jr.: I Have a Dream. (2011). [Web]. Retrieved from

http://www.youtube.com/watch?v=PbUtL_0vAJk

NEURODEVELOPMENT

Neurodevelopment

Cherise Brown

Argosy University

NEURODEVELOPMENT

Robert called with complaints of back pain and spells of dizziness and was told that he

may have a bulging disc and that he should have an MRI done. Robert said he has never had an

MRI before and wanted to know how it works and what exactly is an MRI. I explained to Robert

that an MRI (Magnetic Resonance Imaging) uses magnetic and radio waves, and creates

computer-generated images. I explained that an MRI is able to cut through multiple layers of the

spine and show any changes in soft tissues such as nerves and ligaments and an MRI can also be

used to verify loss of water in a disc, enlargement of a facet joint, stenosis (narrowing of spinal

canal), or a herniated disc (DePuy Spine, 2012). I explained to Robert by having this test done

we would be able to see if there is a disc that is dislocated or damaged and then the doctor’s

would know what the next step should be as far as rehabilitation or surgery if needed.

I also explained to Robert that there are some MRI exams that require a special dye

which is referred to as a contrast. The dye is usually given before the test through a vein (IV) in

your hand or forearm and the dye helps the radiologist see certain areas more clearly (Wilkinson,

2008). I also explained that some doctors might request that small devices, called coils, may be

placed around the head, arm, or leg, or other areas to be studied because these devices help send

and receive the radio waves, and improve the quality of the images (Wilkinson, 2008). I also let

Robert know that each case is different it really depends on what exactly the doctor’s are looking

for in the test results.

Robert then mentioned that he was curious if there are any type side effects from having

an MRI. I explained to Robert that MRI’s use no radiation. There are currently no side effects

from the magnetic fields and radio waves that have been reported. I told Robert that they dye

that is used called gadolinium is very safe and it is rare that anyone had an allergic reaction

(Wilkinson, 2008). I asked Robert if he had any kidney problems or a heart pacemaker because

NEURODEVELOPMENT

gadolinium can be harmful to patients with kidney problems who require dialysis and the doctor

would need to know this before we proceed with the MRI (Wilkinson, 2008). Robert asked what

would happen if he had a pacemaker, I explained that the strong magnetic fields created during

an MRI can cause heart pacemakers and other implants to not work as well and it could also

cause a piece of metal inside your body to move or shift (Wilkinson, 2008).

Robert wanted to know if he had other options such as getting an X-Ray or a PET scan

instead of an MRI. I explained to him that X-rays are a form of electromagnetic radiation that,

similar to light, passes through specific objects but not all and that conventional X-rays are not

helpful in depicting normal versus damaged areas of the brain (Argosy, 2012). X-rays are good

but they may not detect everything that an MRI could find. I explained to Robert that PET Scans

are good and very thorough; and the procedure for this test involves injecting a radioactive

isotope into a patient’s carotid artery and then observing the changing images that reflect the

ongoing metabolic activities in the brain (Argosy, 2012). The thing that I had to emphasize to

Robert was that it is always necessary to correlate a PET scan with another imaging method, like

CT or MRI or ultrasound, to determine what the PET scan has actually found (HealthNews,

2012). I explained that both the X-Ray and PET scan can be used instead of an MRI, but each

scan has functions they are specifically good for detecting such as a PET scan is effective in

detecting types of cancer and where it is spreading to, and X-rays are good but you may need

multiple X-rays to find the problem or at the end you may end up having to get an MRI done. At

the end I explained to Robert he would make the final decision.

Christen is hurt and feels that maybe her parenting style has something to do with her

daughter being diagnosed with autism. She believes that her daughter has a psychiatric disorder

I would first try to calm her down and explain that her daughter’s world is not over and explain

NEURODEVELOPMENT

to her what autism entails. I would explain to Christen that autism is a bio-neurological

development disability that impacts the normal development of the brain in the areas of social

interaction, communication skills, and cognitive function (National Autism, 2012). I would

explain to Christen that autism is not something you can catch or pass along to someone else and

that autism affects the brain and makes communicating and interacting with other people

difficult. Individuals with autism typically have difficulties in verbal and non-verbal

communication, social interactions, and leisure or play activities and individuals with autism

often suffer from numerous physical ailments which may include: allergies, asthma, epilepsy,

digestive disorders, persistent viral infections, feeding disorders, sensory integration dysfunction,

sleeping disorders, and more (National Autism, 2012). The main thing that I want Christen to

realize is that not everyone with autism has the same symptoms and that some people may have

autism in different phases such as mild, while others may have a more sever case.

I explain to Christen that one of the best things she can do right now for her daughter is to

become educated about Autism. To join groups, and to do some research, which will help her,

better understand this disorder and how one can function and live with autism. There are some

tips that I could give Christen to help with her daughter the first being to provide structure and

safety being consistent and sticking to schedules. I would tell Christen that should also have a

form of reward system for when her daughter has good behavior, and to try and create a home

safety zone (National Autism, 2012). The second tip I would recommend to Christen is to find

nonverbal ways to connect with her daughter. Communication is the key when dealing with a

child with autism. You communicate by the way you look at your child, the way you touch him

or her, and by the tone of your voice and your body language, your child is also communicating

with you, even if he or she never speaks, you just need to learn the language (National Autism,

NEURODEVELOPMENT

2012). I will also explain to Christen that it is also important to pay attention to her daughter’s

sensory sensitivities. Christen then asked what symptoms or behavior should she be looking for

that her child might experience. I describe that Christen should pay attention to her daughter’s

social skills, language and behavior. I then explain to her what specifically to look for under

each of these symptoms.

Social skills Fails to respond to his or her name

Has poor eye contact

Appears not to hear you at times

Resists cuddling and holding

Appears unaware of others' feelings

Seems to prefer playing alone — retreats into his or her "own world" (MayoClinic,

2011)

Language Starts talking later than age 2, and has other developmental delays by 30 months

Loses previously acquired ability to say words or sentences

Doesn't make eye contact when making requests

Speaks with an abnormal tone or rhythm — may use a singsong voice or robot-like

speech

Can't start a conversation or keep one going

May repeat words or phrases verbatim, but doesn't understand how to use them

(MayoClinic, 2011)

Behavior Performs repetitive movements, such as rocking, spinning or hand-flapping

Develops specific routines or rituals

NEURODEVELOPMENT

Becomes disturbed at the slightest change in routines or rituals

Moves constantly

May be fascinated by parts of an object, such as the spinning wheels of a toy car

May be unusually sensitive to light, sound and touch and yet oblivious to pain (MayoClinic,

2011)

NEURODEVELOPMENT

References

Argosy University Online. (2012). PSY350 Physiological Psychology. Retrieved January 28,

2012 from Argosy My Classroom: http://myeclassonline.com

DePuy Spine. (2012). How Back and Neck Pain are Diagnosed. Retrieved from:

http://allaboutbackandneckpain.com/understand/diagnosis-how.asp#diagnostic

HealthNews. (2012). All About Scans. Retrieved from:

http://www.scandirectory.com/content/pet-scan.asp#ixzz1knKALa1y

Mayo Clinic (2011). Autism Symptoms. Retrieved from:

http://www.mayoclinic.com/health/autism/DS00348/DSECTION=symptoms

National Autism Association. (2012). Autism. Retrieved from:

http://www.nationalautismassociation.org/index.php

Wilkinson ID, Paley MNJ. (2008). Magnetic resonance imaging: basic principles. In: Adam A,

Dixon AK, eds. Grainger & Allison's Diagnostic Radiology: A Textbook of Medical

Imaging 5th ed. New York, NY: Churchill Livingstone

THE BULLY WITHIN

The Bully Within:

Contributing Risk and Protective Factors of Adolescent Bullying

Cherise Brown

Argosy University

THE BULLY WITHIN

Abstract

This paper explores how families, schools, peer pressure and neighborhood factors are connected

with adolescent’s association in bullying beyond their own behaviors that could increase their

probability from becoming bullies. Adolescents are impressionable and what they are subjected

to can affect their behavior and depending on their environment it could lead to bullying.

Bullying is a behavior that adolescent’s use to gain popularity, power and even safety in some

situations. Influence plays a major role in the development of adolescents. Peers, schools, and

families have the ability to have an effect on the character, development and behavior pressure of

an adolescent and if this influence is negative it could potentially lead to an adolescent being a

bully. Bullying is an issue nationwide and it is the responsibility of everyone to become

educated on what factors can lead a child to bullying and in this paper it explores the major

factors that one should be aware of.

THE BULLY WITHIN

The Bully Within

Contributing Risk and Protective Factors of Adolescent Bullying

Peer acceptance is the point to which adolescents are well liked by their peers: alleged

popularity indicates visibility, dominance, and prestige (Bruyn, Cillessen, & Wissink, 2009).

During the adolescent years peer approval and acceptance are vital because a child is trying to

establish where exactly do they “fit in”. As adolescents your peer’s opinion of you is of high

importance. One wants to be considered the “cool kid” or the one that everyone wants to be

around. “At l0 to 12 years of age, children begin to separate from parents, and identification

with peers may become exaggerated and cliques may form and change frequently and by middle

and high school, as the issue of belonging becomes even more critical, cliques and bullies

become more prominent” (Mandel, 2005 p. 2). Bullying is looked at as if it is just between one

child and another and this is not necessarily always true. Espelage (2002) suggests that one

cannot assume that bullying among adolescents is a simple interaction between a bully and

victim but that there are groups of students who support their peers and sometimes participate in

teasing and harassing of other students.

According to research bullying is defined as a diverse type of practical aggression

exemplified by a dominance imbalance between the perpetrator and victim that usually involves

repetition (Solberg & Olweus, 2003). There have been a number of studies that were conducted

to find out the factors of why or how a child becomes a bully. Baldry & Farrington (2005)

believe that bullying is a complex phenomenon; and that no single cause can explain why some

children bully others or are victimized; instead it is possible to identify so called risk factors that,

if present, can increase the risk of becoming a bully (or a victim). Which leaves one asking the

question what factors can contribute to a child becoming a bully?

THE BULLY WITHIN

Bullying is not a segregated behavior that is positioned in such variables such as power,

competition and status, instead bullying is a social behavior that transpires in relatively

established groups and entails the involvement of others in normal abilities. One could

hypothesize that there are various risk factors to consider why an adolescent would become a

bully such as peer pressure, home, school and neighborhood. Konishi & Hymel (2009) proposed

that while some adolescents can find adequate ways of reacting, other adolescents may bully

others as a way of reacting to an environment that they identify as stressful or traumatic.

Peer Pressure Factors

Being popular to an adolescent is very important because socially that person wants to be the one

that everyone wants to be around. Adolescents have many instances where they interact with

various types of peer pressure to fit in with the “in crowd”. Schein (2004) proposes that every

new group must decide how to distribute dominance and social status, how to define criteria for

inclusion and exclusion, how to develop norms and rules that classify peer relationships and how

to identify punishments and reward. Peer pressure is defined as influence from members of one's

peer group (Lindberg, 2010). Adolescents have their own culture where they seek approval from

their peers based on the way they dress, physical appearance, and dominance. As a result,

according to researchers bullying is a way of creating and restoring culturally accepted and

appreciated values and ideas (Hamarus & Kaikkonen, 2008).

When an adolescent wants to fit in with specific social groups if bullying is necessary

some adolescents will give into their peers so that they can be accepted into this group.

Popularity can be both a positive and negative attribute. Everyone wants to feel accepted and

when one feels ostracized, they can react in a negative way. According to Bruyn, Cillessen &

Wissink (2009) bullying was positively associated with popularity, and this association was

THE BULLY WITHIN

stronger for adolescents with lower levels of acceptance. Bullying at times can be used as a

mechanism of defense because an adolescent does not fit in and does not want to be hurt or made

fun of.

Home Factors

Parents and our society need to become more aware of how their own behavior can affect the

behavior of an adolescent. Parents play a major role in how a child could become a bully based

on their parenting style and the environment their child is subjected to. In an experiment

conducted by Espelage, Bosworth & Simon (2000) they examined the degree to which

adolescents’ views of their environment as disorganized or unsafe were related to bullying

behavior in early adolescence. Adolescents are extremely impressionable at an early age and one

must be careful of what they see and hear.

Raising children can be difficult and when a child is disobedient there is usually some

form of discipline. There are some parents that may go too far with the disciplining where a

child can begin to develop negative feelings inside. Konishi & Hymel (2009) stated that children

that get reprimanded by receiving a beating from their parents could lead to a child becoming a

bully. With that being said, it does not mean that every child that is reprimanded could become a

bully, but if the child is abused it is something to consider if the child is known as a bully.

According to researchers Bauer, Herrenkohl, Lozano, Rivara, Hill & Hawkins (2006) children

exposed to interparental violence are more likely to show physical aggression, include bullying

behaviors, maybe as a product of social learning with children observing violence to be an

acceptable method of resolving conflict. A child might think it is ok to resolve their problems

with violence because that is the environment they are use to being around. Children also seek

nurturing and love from their parents and when they feel neglected it could lead to a child acting

THE BULLY WITHIN

out in the way of being a bully. There are some parents that are experiencing a deep level of

depression and it can affect the behavior of their children. Low parental warmth and parental

depression are known to be related with behavioral troubles in childhood and these behavioral

difficulties might increase adolescent’s risks for becoming a bully (Bowes, Arseneault,

Maughan, Taylor, Caspi, & Moffitt, 2009).

School Factors

Bullying behaviors if they go unchecked can influence the entire environment of a school; threats

and intimidation associated with bully behaviors can make a negative atmosphere for all students

(Hoover & Hazler, 1991). It has been said by many studies that bullying primarily takes place in

a school environment. Schools are a factor that many researchers believe is where bullying

could begin for an adolescent. School is where children discover social classes, popularity and

the desire for power amongst their peers. School is a community where there are social norms

for adolescents and in this environment they are trying to establish where they fit in.

According to a study performed by Hamarus & Kaikkonen (2008) their findings showed

that bullying often results from the pursuit of power, status or popularity. An adolescent wants

to be apart of the “in crowd” and in the school environment a student can result to bullying to get

their way. Researchers all agree that bullying is a learned behavior. Adolescents do not wake up

one day and say they want to be a bully; there is some type of stimulus that initiates an

adolescent’s behavior. When and adolescent is unable to fit in with the social groups in the

school they can be labeled as a antisocial student by their classmates.

Renda, Vassallo, & Edwards (2011) believe that antisocial behavior plays a major role in

an adolescents becoming a bully and a receptiveness to criminality and violence. They believe

that young people that have bullied others have been found to be at risk of engaging in

THE BULLY WITHIN

successive anti-social and criminal behavior because of their upbringing (Renda, Vassallo, &

Edwards, 2011). These claims by researchers can be true but they can also be biased because

everyone that has been labeled a bully has not engaged in criminal activity. There are

adolescents that become antisocial because they have been bullied way too much.

Neighborhood Factors

There have been studies that have found that school problems, including bullying, are prevalent

in disadvantaged areas, suggesting that certain neighborhoods are associated with children’s

involvement in bullying (Bowes, Arseneault, Maughan, Taylor, Caspi & Moffitt, 2009). Many

people believe that if one lives in a dangerous or bad neighborhood that they could have

characteristics of becoming a bully. Espelage, Bosworth & Simon (2000) believe that

environmental factors such as neighborhood disorganization or economic distress around youth

can also apply to bullying.

In a neighborhood one can have problems or altercations with their neighbors that could

be associated with bullying. There are many young people that have come from rough

backgrounds and neighborhoods and have been able to achieve great things but this depends on

the will power of the adolescent. Growing up in a neighborhood were your safety is important

can definitely mold a person to become a bully because they constantly have to defend

themselves and may not know how to “turn off” this defensive behavior when they are outside of

their neighborhood. Of course this does not mean it is ok for a person to take advantage of

someone but there needs to be a way where one can try and help that adolescent know that this

behavior is dangerous for themselves and the people they are bullying. According to Bowes,

Arseneault, Maughan, Taylor, Caspi & Moffitt (2009) one possible explanation for

neighborhoods being a factor in becoming a bully is that hostile interactions in local

THE BULLY WITHIN

communities prove children with examples of bullying behaviors that they can reproduce among

their peers.

Conclusion

Jointly all these findings suggest that one of the major factors leading to an adolescent becoming

a bully is their upbringing in the home. Adults might play a substantial role in the development

of bullying behaviors (Espelage, Bosworth, & Simon, 2000). Parents need to be educated on

bullying and how a parent can be the cause of a child’s bullying behavior and how to correct this

behavior. The effects of attending a school you may not fit into, parents that are abusive, daily

peer pressure, and growing up in a difficult neighborhood are likely to make one bully others.

These studies point out that it can be difficult for an adolescent to control their behavior based on

their environment and upbringing. It is important for families, schools, and other community

organizations to help adolescents learn how to manage, and possibly change, the pressure to hurt

their peers in order to fit in (Espelage, 2002). Managing adolescent’s internalizing and

externalizing difficulties, in addition to working with families to minimize the impact of stressful

family contexts on adolescent’s behavior, may help in reducing the number of children that

become bullies (Bowes, Arseneault, Maughan, Taylor, Caspi, & Moffitt, 2009).

THE BULLY WITHIN

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Bowes, L., Arseneault, L., Maughan, B., Taylor, A., Caspi, A., & Moffitt, T.E. (2009). School,

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behaviors in early adolescence. Journal of Counseling and Development, 78(3), 326-333.

Hamarus, P., & Kaikkonen, S. (2008). School bullying as a creator of pupil peer pressure.

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Hoover, J. H., & Hazler, R.J. (1991). Bullies and victims. Elementary School Guidance and

Counseling, 25, 212-219.

THE BULLY WITHIN

Konishi, C., & Hymel, S. (2009). Bullying and stress in early adolescence. Journal of Early

Adolescence, 29(3), 333-356. doi: 10.1177/0272431608320126

Lindberg, C. (2010). New Oxford American Dictionary. (3rd ed.)

Mandel, J. (2005). Social life in middle and high school: dealing with cliques and bullies. New

York University Child Study Center, 10(1), 1-4.

Renda, J., Vassallo, S., & Edwards, B. (2011). Bullying in early adolescence and its association

with anti-social behaviour, criminality and violence 6 and 10 years later. Criminal

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Schein, E.H. (2004). Organizational culture and leadership. San Francisco, CA: Jossey-Bass

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