Weekly Report 14

As research showcase approaches, more and more of our class time has been devoted to our preparation for the event. We continued to work on our boards and update our portfolios, getting critiques and suggestions for improvement from classmates. In addition, we used our time in class to prepare responses for questions that we will likely be asked at research showcase. By rehearsing our responses, we hope to be able to quickly come up with appropriate responses to teachers, parents, friends, and others attending showcase. However, our responses shouldn’t be memorized and recited, since the tone of the event should still be conversational yet professional.

This week I also had the opportunity to conduct two more research interviews. Dr. William Flynn, who I interviewed on Wednesday, has had a wide variety of experiences in many different branches of psychology, and was able to offer a unique perspective due to his many years of diverse experiences with many types of clients. Later in the week I conducted an interview with Dr. Emily McGlothlin, an individual and family therapist. My interview with Dr. McGlothlin really allowed me to see the qualities necessary to a psychologist practicing therapy with clients in various stages of life.

Interview Assessment 5

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Weekly Report 13

This week, I focused on preparing for research showcase. At showcase, we’ll all have display boards providing information about our topic and our research so far, so over Thanksgiving break, I started to put mine together. My board will include my mission statement, quote, topic proposal, and eventually information about my mentor, as well as an overview of what forensic psychology actually is, specifically in the context of family courts. The most difficult part of making the board was choosing a design that was engaging and aesthetically pleasing yet still appropriately professional. Our portfolios will also be on display at research showcase.

In class, we devoted one day to peer analysis of one another’s display boards. Everyone brought in their display board (not necessarily complete, but with some progress made), and we set them up around the classroom. Then we walked around the room, providing criticism and feedback about everything on the board, from the fonts and colors used to the information included to the overall layout. I found this process beneficial, as it allowed me to see my board from different perspectives, and to see where I could improve various aspects of my work. We also continued to adjust our portfolios to get them ready for showcase.

Interview Assessment 4

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Weekly Report 12

This week, we continued to evaluate the videos of one another’s speeches.  By leaving constructive criticism for each other, we hoped to find specific ways to improve our speaking.  In class, I also compiled a list of people to invite to the Independent Study and Mentorship program’s winter research showcase, and obtained the appropriate number of invitations. At showcase, all the ISM students in the district will set up display boards with information pertaining to their fields of study.  Each student must be prepared to answer questions from friends, family members, teachers, and other attendees about his or her topic. Our portfolios will also be on display during showcase in order to allow guests to see all the research that we have conducted so far this school year.

I also completed another research assessment after reading an article that explained the benefits and drawbacks to different types of therapy.  In psychology, different methods of treatment are available, and knowing about various types of treatment allows a psychologist to more accurately determine which treatment is best in each specific case. In the coming week, I look forward to conducting additional research interviews and looking into more specific treatment plans and strategies.

Research Assessment 6

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Weekly Report 11

Much of our class time this week was devoted to finishing our research speeches.  I had presented my speech already, so I was able to watch my classmates as they presented and learn from their experiences as well as my own. For instance, one of my classmates realized that with the way our room is set up, if she turned the computer monitor to face her, she would be able to see her presentation while looking straight ahead, instead of turning around to see the powerpoint on the screen behind her. As each person presented their speech, they enlisted a classmate to record their presentation for them.

Once the research speeches were complete, the videos of the speeches were uploaded onto YouTube, and links were posted on a forum that the entire Liberty ISM program had access to. We watched and critiqued each other’s speeches, offering positive feedback and constructive criticism, in order to create more focused opportunities for growth in our speaking skills this year.