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Undergraduate Studies ePortfolio

Harold Douglas EstridgePsychology, 2009

Personal Statement

Having been a good listener and having seen what many people will go through I believe that I can provide the help and guidance that people need to achieve a healthy stable life. I have worked fulltime, been a dad, a husband, and went to school over the internet and weekends to achieve my B.S in psychology. In my working career I have always been in a management role because I can lead people and have an ability to resolve issues and conflict. When I began my undergraduate work in psychology I had many areas to choose from however the area of interest that I found the most interesting was in Industrial Psychology. I was working and going to school, I found myself helping my employees with personal issues and with finding better positions with in the company that they were better qualified for. I now know why I have experienced some of the things in my life that I have it is in order to shape me into the person that I am today, with the ability and the life lessons to enable me to reach out to others and help them in all areas of their lives whether that be personal or professional I am able to provide the direction that they are looking for.

ResumeHarold Douglas EstridgeE-mail dlestridge@comcast.net

OBJECTIVEI have 20 years of supervisory training and experience, 24 years of manufacturing experience with 5 years of retail experience, along with inventory control and human resource experience. I have a Bachelors of Science from Argosy University of Chicago in Industrial Psychology/Organizational Management an Associates Degree in Computer Systems Administration from Ivy Tech and training in Lean manufacturing and Gemba Kaizen production procedures.

EXPERIENCE 2008- Plant Manager Central States Manufacturing• Supervise 45 employees• Provide training in five departments• Act as safety coordinator• Order material and schedule delivery• Coordinate daily production• Assist trucking manager on scheduling of company deliveries• Monitor quality assurance• Evaluate production time management2007- 2008 Production Supervisor, Carpenter Company • Supervised 28 employees• Scheduled nightly production for third shift• Trained employees on production line• Coordinated production with managers from first and second shifts • Increased production by 48% • Implemented recycling of waste material resulting in $10,000 per month revenue2002-2007 Team Leader Slide-Out, Keystone R.V. (Raptor plant #14) • Supervised 17 production workers• Trained all new employees in floor department production• Provided trouble shooting on floor plans for prototypes• Orchestrated all repairs • Coordinated with other team leaders on daily production• Provided all safety training and medical attentionEDUCATION1994-1996 Indiana University of South Bend, Science G.P.A. 3.01996-2000 Ivy Tech College, Associates Degree G.P.A. 3.02005-2009 Argosy University of Chicago, B.S. Industrial Psychology /Organizational Management

G.P.A. 3.59 REFERENCESUpon request

Reflection

Having many life experiences to reflect upon having achieved an Associates degree and now with my Bachelors I am going to be taking some time to step back and enjoy this accomplishment of reaching my Bachelors degree. I have enjoyed the learning experience an the satisfaction of all of the diversity that I have been able to over come to reach this goal I hope that I can be an example for others that know matter how hard it is it is worth the effort to reach your goals.

After looking through the self evaluation listing it had caused me to better understand the areas that I will have to work on and my hopes are that I will be able to find a position within a company that will allow me to expand on the things that I am strong on and improve on the areas where I am weaker. I am excited about my future and looking ahead to see where I can apply what I have learned from my time with Argosy.

SSAL

1) Cognitive Abilities: Critical Thinking: Given a psychological issue, employs skeptical inquiry and a scientific approach.

Able to choose from and appraise a wide range of psychological perspectives and theories within written and oral presentations. When presenting (in written work or orally), can illustrate multiple perspectives on a given topic. Able to analyze the complexities of a given issue.

2) Cognitive Abilities: Information Literacy: Given a research question related to psychology, accesses information from a variety of sources and select appropriate sources to respond to the question.

Able to collect and arrange information from a variety of sources pertinent to the chosen topic, integrating reasoned appraisals of such information into the work of a project in psychology.

3) Understanding Research Methods: Given an article about research findings in the field of psychology from a scholarly journal, identifies the research design and statistical tools used including research design, data analysis, and interpretation), and the findings of the article.

Able to correctly summarize the research design, statistical and other evaluative tools, and findings of the article.

4) Communication Skills: Oral: Effectively presents psychological concepts orally as appropriate to the audience.

Possesses significant ability in creating, organizing and delivering oral presentations.

Exhibits the ability to identify, select, and apply basic/general levels of organization and clarity of presentation. Able to recognize higher levels of organization and clarity, exhibits the ability to identify, select, and apply appropriate levels of presentation for specific audience's, and/or is versed in correct usage of grammar and appropriate word selection.

SSAL

5) Communication Skills: Written: Effectively presents psychological information, in writing, using software and style appropriate to the audience.

Exhibits the ability to develop and apply appropriate levels of conciseness and clarity in content, language use, grammar, organization using APA formatting.

Exhibits the ability to develop, apply and defend a particular stance related to psychological concepts in written work.

6) Ethics: Identifies the issues and challenges related to ethics in the field of Psychology.

Effectively engages in ethical thinking and action, evidenced by the ability to articulate best-practices pertaining to case examples and/or other specific problems associated with the field.

Recognizes more subtle breaches in ethical practices in psychology and can construct alternative analyses and choices of behaviors.

Claims ownership over the prescribed ethical principles for the field, and works to promote ethical decision-making and activity accordingly.

7) Diversity: Identifies the issues and challenges related to diversity in the field of psychology.

Effectively engages in multicultural-sensitive thought and action, evidenced by the ability to articulate best-practices pertaining to case examples and/or other specific diversity issues and populations associated with the field.

Recognizes more subtle forms of discrimination and prejudice within and around psychology and can construct alternative analyses and choices of behaviors.

Claims ownership over personal biases, and works to increase awareness and respect for diverse populations.

SSAL

8) Knowledge of Psychology: Recognizes the major concepts, theoretical perspectives, empirical findings, applications, and historical trends in psychology.

Exhibits consistent recognition and exceptional comprehension of the major concepts, theoretical perspectives, empirical findings, applications and historical trends in psychology or within a specific area of study in the field. Able to synthesize and evaluate various psychological theories, and apply them to explain everyday events and experiences.

9) Knowledge of Applied Psychology: Applies psychological principles to personal, social, and/or organizational issues.

Demonstrates a consistent understanding of how psychological principles apply to issues and situations at a personal, social, and/or organizational level.

Consistently applies psychological principles in his/her everyday decision-making and interactions with others, in the news, and in organizations s/he comes into contact with such as schools, workplaces, and places of worship and recreation.

10) Interpersonal Effectiveness: Active Listening Communication Skills: Develops and improves positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.  

Able to consistently and effectively apply active listening communication skills in interpersonal and organizational scenarios to establish empathetic, collegial relationships that facilitate consensus building in working toward common goals and is appreciative of diversity and culture. Able to consistently analyze the importance of effective nonverbal communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity. Actively solicits and utilizes feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships.

Consistently & actively demonstrates an understanding of the impact of technological advances on communication within interpersonal and organizational relationships.

Consistently demonstrates strong utilization of effective communication and relationship skills in order to promote the growth of others and effect change.

Table of Contents

Cognitive Abilities: Critical Thinking and Information Literacy

Research SkillsCommunication Skills: Oral and WrittenEthics and Diversity AwarenessFoundations of PsychologyApplied PsychologyInterpersonal Effectiveness**Include work samples and projects with a Title Page and organized accordingly to demonstrate each of the Program Outcomes above

Cognitive Abilities: Critical Thinking and Information Literacy

Depression 1

DEPRESSION:

LINK TO CHRONIC STRESS

Harold Douglas Estridge

Research Skills

Counseling Theories

Course Project

Course Code: PSY400

Submitted by: Doug Estridge

Date: 10-23-2006

Communication Skills: Oral and Written

Orenthal James SimpsonOrenthal James Simpson

Jury SelectionJury Selection

January 25, 2008January 25, 2008

Doug EstridgeDoug Estridge..

Ethics and Diversity Awareness

Embryonic Stem Cells What are embryonic stem cells and what do they actually do for us, there are many issues to the debate over stem cell research many for and many against, can it really produce the results that we are looking for in the treatment of debilitating diseases. Embryonic stem cells are harvested from embryos before they have begun to differentiate. In this stage of development or the blastocyst stage there are only around 100 cells that have developed and the majority of these cells are stem cells. The reason these cells are so important is the fact that they can be kept alive indefinitely and will continue to double every 2-3 days. The controversy with this procedure is the fact that many believe that human life begins at conception in order to extract those stem cells it requires the destruction or the embryo. The other side of the argument is the fact that researchers and scientist believe that this research will indeed lead to the cures for spinal injuries, M.S, diabetes, cancer, Alzheimer’s, heart disease, Parkinson’s, ALS and a host of other immune and genetic disorders. The ethics issues are do we continue this research knowing the potential to help millions of people who are suffering and according to researchers there are many in vitro cells frozen at this time which could be used or does life begin at the time of conception there are many heated debates concerning this issue on both sides should we use this research or not. "As to diseases, make a habit of two things to help, or at least do no harm." --- Hippocrates, The Epidemics - As far as embryonic stem cell research goes I am not convinced of the facts that it is the way to find cures for the debilitating diseases that have plagued man such as spinal injuries, M.S, diabetes, cancer, Alzheimer’s, heart disease, Parkinson’s, ALS and a host of other immune and genetic disorders. A report issued during the first six weeks of our current president reinforced the belief that embryonic stem cells that were once touted as the miracle we had been looking for may in deed be obsolete. According to a report published in the PLoS Medicine, an Israel publication, “in late February that shows Embryonic stem cells injected into patients can cause disabling if not deadly tumors.” (UsNews 03-04-2009) The report describes a young boy with a fatal neuromuscular disease called ataxia telangiectasia he was receiving treatments with the use of embryonic stem cells and within four years he developed debilitating headaches which were discovered to be caused by multiple tumors with in his brain and spinal cord. After biopsies were performed it was indicated that the tumors genetic make up matched the female embryos used in his therapy. Once again proving that this type of research is not working and that the use of these cells and the killing of these embryos are not producing the desired results how long will we allow such a great cost with no return? However the uses of adult stem cell research and the use of a second type of stem cell development, IPS or known as pluripotent stem cell, has had many successful trials all with out the destruction of any type of embryonic life. Researchers as recent as last month in Massachusetts working with other research from Japan managed to transform regular skin cells into the equivalent of embryonic stem cells in mice. When we a have the capability and the knowledge that can allow us to use a different avenue that causes no harm to any type of human life form why would we not grab onto that idea and develop it completely and discontinue the barbaric practice of taking one life in the hope of maybe finding a possible cure.

Foundations of Psychology

What are the most common reasons that people commit crimes? Are biological or genetic and psychosocial factors the key factors leading to criminal behavior? Why? Why not? Can a psychologist, the criminal justice, and the judicial system use what we know about factors leading to criminal behavior to prevent these acts before they occur? There are several factors that are believed to cause criminal behavior, how a person interacts with their social environment, arousal such as anger or fear, their thought patterns or aggressive behavior are considered to be criminal behavior patterns, (Bartol & Bartol, 2004). A person’s psychological makeup plays a very key role in whether they will be involved in criminal activities or not, however these are the ones that are most readily fixable. For the most part criminal behavior is a learned trait and in very few cases is it a part of an individuals personality. At times just the actual commission of a crime can have a psychological stimulus to a person look at people who embezzle millions of dollars or cheat in the stock market amassing huge wealth and continue to do it even after the have all of the money they would ever need, it’s the psychological “high” of the crime. There are some individuals such as the psychopath who are people that can commit a crime over and over again but have no true remorse because of their lack of a conscience. They can and will learn how to fool people into thinking they are sorry but it is all a game of manipulation with them. It is important to know what can lead a person to commit a crime and possible help the ones that are apprehended but to believe that we can prevent criminal activity all together is foolish on our part. Many crimes are committed on the spur of the moment when passions, anger, fear our other outside influences occur such as drugs and alcohol. Knowing why people do what they do can help solve a crime and reform some criminal activity and possibly provide some alternatives to help in the prevention of certain crimes.

Applied Psychology

Research Methods

Course Project

Course Code: PSY302

Submitted by: Doug Estridge

Date: April 17, 2007

Interpersonal Effectiveness

Doug Estridge

February 25, 2007

Life Span and Development

“Wearing the Shoes” of the Elderly

Critical Thinking

Obsessive Compulsive Obsessive Compulsive Disorder:Disorder:

The Who, What and How of The Who, What and How of OCDOCD

My Future in Learning

I will take some time before I start my Masters but that is my next goal. To continue on to be the first within my family to achieve a Masters degree and to show my children that you are never too old to learn and to have goals. This has been a long hard road but more than worth it, to reach this and knowing that I will be able to do anything from here on out. Argosy has provided me with the necessary tools and skills that I will need to continue forward with my next step. I am excited and can not wait to see how and where I will be able to use what I have to share.

Contact Me

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mail address below. dlestridge@comcast.net