Vision And Goals: My Vision As A Practitioner-Practitioner

Introduction

In this paper I will discuss my vision as a psychology practitioner-scholar (McClintock, 2004). First, I will share what I have learned, how I can contribute to the psychology field, my vision and goals. Second, I will discuss the competencies and requirements necessary for my future career in psychology. Third, I will share my action plan to achieving my goals in the field of psychology.

Vision and Goals Throughout this course I have learned that there are many career paths in psychology. When I applied to Capella University, I had originally chosen the Master’s degree in Psychology with a specialization in Child and Adolescent Development. As I have read various chapters in Career Paths in Psychology (Sternberg, 2007), the

This idea has also been used throughout time and history. Pictures, stories, dances and chants have been used in many cultures as healing rituals. Art can be used when it is too difficult to put experiences into words. It can also be used to escape intense emotions (Stuckey & Noble, 2010). When art is combined with dialogue, whether it is written or verbal, it helps us to solve our difficulties and stress by using all of our capacities (Riley,

The individuals were to complete one exercise from the Web each week. The “gratitude visit,” “three blessings exercise,” and “use your strengths” (Seligman, Rashid, & Parks, 2006) exercises showed significantly lower depression symptoms and an increase in happiness in the participants as a whole. The positive effects on the participants in the study lasted for six months. Seligman, Rashid, & Parks (2006) also conducted a face-to-face study which involved weekly two hour sessions for six weeks. The face-to-face sessions included a lecture-style introduction of the exercise that was to be used that week as well as a discussion of the previous week’s exercise. Participants had to complete the exercises at home and then report back at the next session. A follow-up study was conducted a year later and it showed that the participants in the study had not experienced any depressive symptoms. They also had experienced an increase in life satisfaction.

Depression is about ten times more common now for adolescents than it was for their grandparents at that age. By the end of high school, almost 20% of all adolescents will have had an episode of depression. Today, depression and anxiety are prevalent, especially among teenagers. Seligman, Ernst, …., (2009) asked the question: “Should well-being be taught in school?” Their conclusion was that if it was possible,