Self-reflection on core competencies in social psychology

Purposeful Self-Reflection: Core Competencies
As the third and final part of the Core Assessment, this assignment constitutes a meaningful reflection on my learning, mastery of core competencies, and my development of a professional identity. This capstone synthesis comprises three main parts. The first part relates to the mastery or the five core competencies specific to my field of social psychology. For each of the five competencies, I list how I was able to develop skills through specific coursework and learning experiences. In the second section, I identify a current researcher in social psychology whose work I admire and who I would choose to be my mentor if I could. For this section, I selected a remarkable social psychologist whose work influences numerous applied social science fields: Barbara Fredrickson. The third section of the reflection paper details the defining moment that solidified my professional identity and my decision to pursue a career in social psychology.
Core Competencies Introduction
The core competencies cultivated through the completion of the Park University degree program vary according to discipline, expressed in specific goals pertinent to each professional path. For the field of psychology, the core competencies include five primary goals all students aim to achieve upon completion of the degree. The first of the five goals refers to scientific inquiry and critical thinking, which is essential for the success of any social scientist especially in an age of media misinformation. The second core competency goal of the psychology program is ethical and social responsibility: which should become embedded in the work we do throughout our careers. Third, we aim for core competencies in communication. Communication refers to formal academic writing and the presentation of original research in professional conferences to participate in the peer review process. However, communication also refers to the ongoing need for communication competencies with clients and colleagues. The fourth goal refers to professional development, which for me includes participation in the evolving body of research in the field of social psychology. Professional development also includes staying abreast of emerging research through peer-reviewed journals and attendance at professional conferences and workshops around the world. Finally, contributing to and drawing from the knowledge base in psychology and sociology is important for the young professional dedicated to the rigorous standards of evidence-based practice.
Goal 1: Scientific Inquiry and Critical Thinking
The Park University program remained thoroughly dedicated to the inculcation of critical thinking in its students. Throughout all coursework, we have learned the importance of science literacy in evaluating the efficacy of research and discerning between valid and unreliable research. We also learn the fundamental principles of scientific inquiry and using the scientific method to test hypotheses. Coursework from the introductory level onward focuses on the avoidance of logical fallacies in our reasoning, which we learn through the process of conducting small experiments and writing about our findings.
Most professors in the psychology department assigned brief written exercises in which we were asked to review articles published in peer-reviewed journals. We learned to distinguish between causation and correlation, and to critique different research methodologies as part of the process of developing the core competencies necessary to become scholars and researchers. The research methods and statistics course was of course instrumental in this regard. However, even introductory coursework in social psychology provided me with ample opportunities to hone my critical thinking and research skills. As I took more advanced courses in social psychology, I honed my critical thinking skills by considering the applications of research to real world scenarios.
Goal 2: Ethical and Social Responsibility
Core coursework in the social psychology program underscored the importance of ethics and social responsibility during the process of social science research and practice. We worked towards the NIH Certificate, which illustrates the extent to which our professors went to help us develop good research and praxis habits. From the preparation process for the certification, we learned about the role of review boards in research. We also learned about the ethical applications of social science research. In coursework on psychology research methods and research design, we learned about the ethics of subject selection and the design of ethically suitable experimental conditions.
In fact, ethics and social responsibility are topics that fall directly under the rubric of social psychology. We frequently reviewed recent research on ethical decision making, and of course familiarized ourselves with the seminal social psychology research that addresses these types of issues. For example, the Stanford Prison experiment and the Milgram experiments were taught to us early in the course to demonstrate the ethical conundrums researchers face but also the tendency for people to behave in ethically comprised ways under specific circumstances. Research like this can contribute to applied social science fields like organizational design and management.
Goal 3: Communication
All students need to develop strong written and oral communications skills in order to be successful in their careers. During the Park University program, I started off shy and lacking the self-confidence I needed to express my ideas and dissenting opinions in class. Yet after only a year or two, I gained in self-efficacy. I started to participate more in class discussions. As my mastery of course material grew with each semester, my communications skills also improved. My standards of writing for an academic audience are now higher than ever before, and I believe I could now attend a graduate program and contribute to the body of literature in the social sciences as a scholar-practitioner or as a researcher.
Courses at Park University also occasionally involved oral presentations or team-based assignments. These proved to be challenging but rewarding opportunities to develop communications skills. Conflict resolution requires tact and emotional intelligence, which I learned throughout the degree program as I interacted with my classmates and my professors. I understand the intricacies of virtual or online communications strategies, too, and have become more aware of the type of language I use in each social setting. By improving my writing skills using the tools and resources Park University offers its students, I have also been able to express my ideas in original academic research and also in personal reflection assignments like the Core Assessment.
Goal 4: Professional Development
Keeping credentials updated is only one of the crucial factors in professional development for psychologists. Professional development is about remaining a viable member of the professional community, contributing to dialogue about emerging issues and trends in research, and subscribing to peer-reviewed journals. I also intend to publish original research in peer-reviewed journals as part of my professional development program. The Park University program revealed to me the need to become a member of professional organizations and attending conferences and workshops. I have attended lectures and seminars as an undergraduate, on my own and at the behest of my instructors. As an undergraduate, professional development is not necessarily a competency I have already mastered but Park University professors have modelled appropriate habits and behaviors that illustrate what will be expected of me when I become a licensed professional.
This summative assignment and self reflection exercise is in fact one of the ways I have proven competency in professional development even this early in my career. Professionals in any field need to conduct frequent and honest exercises in self-reflection and self-assessment, seeking feedback from trusted colleagues, and being willing to recognize weaknesses and correct them before they impede our integrity or the validity of our work. When I first started the Park University program, I was eager to succeed but lacked the type of professional outlook that I have now. From the time I started the program until now, I have shown that I prioritize my work and that I am accountable to my peers.
Goal 5: Knowledge Base in Psychology/ Sociology
The extensive and ever-expanding knowledge base in psychology and sociology can be daunting for some students, and especially undergraduates. However, the Park University professors helped us gain skills in academic database research. I now know how to access the knowledge base, use that base of knowledge to develop new theories or hypotheses that can be tested in original empirical research, and thereby contribute to the growing body of knowledge in my chosen field. The knowledge base should ultimately inform evidence-based practices and systems used in the field of applied social science. Contributing to the knowledge base in psychology involves conducting original research and collaborating with other professionals, engaging in critical inquiry and discursive practices relevant to current issues in our field. The knowledge base expands daily as researchers from around the world contribute their findings. My Park University coursework, and especially my interactions with mentors and academic advisors, have illustrated how I can continue to cultivate competency in the social psychology knowledge base.
Moreover, the coursework in social psychology included introductory courses in related fields in social science. The knowledge base frequently shows how researchers can derive valuable insight and knowledge from their colleagues whose research might be in a different subject area altogether but whose shared interest in improving organizational culture, marketing practices, or public policy stimulates a collaborative environment. During my undergraduate studies, I engaged in group projects. These team assignments showed how I have fulfilled the core competencies in collaborative research that ultimately contributes to the evolving knowledge base.
Current Researcher: Barbara L. Fredrickson
In a world that is frequently filled with pessimism, fear, and resentment, the work of Barbara L. Fredrickson almost seems iconoclastic. When I first came upon the work of Barbara Fredrickson, I was intrigued by the researcher’s ability to use scientific inquiry to study positive emotions and proclivities in human beings. While there has been an abundance of research in social psychological functions of altruism, Fredrickson has expanded the field considerably by showing how positive emotions contribute to social interactions and group behaviors. Fredrickson’s work interfaces with several other areas in social science. For example, Fredrickson’s research shows how human societies evolve not just because of competition over resources or power, but also because of positive emotional experiences and the desire to replicate those through relationships. In addition to the evolutionary psychological applications of Fredrickson’s research, positive emotions and their impact on relationships contributes tremendously to industrial-organizational psychology.
As a social psychology major interested in the application of research to real world settings, I recognize the value of Fredrickson’s research for evidence-based human resources practices, for informing organizational structure and design, and for leadership. Fredrickson has published a number of papers in peer-reviewed journals detailing her work on the function of positive emotions in human relationships and social evolution. In her research, Fredrickson proposes the “broaden-and-build theory of positive emotions,” in which positive emotions build upon each other. Fredrickson refers to the building up of positive emotions as an “upward spiral,” which became the foundation for her theory on the role of positive emotions for initiating lifestyle changes that benefit not just the individual but the community. I would like to learn more about the upward spiral theory, and possibly develop methods or systems that organizations can use to motivate employees to achieve their goals. Alternatively I would like to apply Fredrickson’s theory to prison populations to help with the process of rehabilitation. I believe that the current correctional practices in the United States could benefit from the integration of Fredrickson’s theories.
Defining Moment
The defining moment in my undergraduate career, the time at which I realized that I was suited to a career in social psychology, occurred surprisingly early. Introduction to Social Psychology courses at Park University included the historical experiments that have defined the field: the Milgram experiments on obedience and the Stanford Prison experiments that showcased the ways people behave when they are in positions of relative power or subordination. Because there are original videos detailing these experiments, the work of seminal social psychologists hit home. I considered all the many ways social psychology can be used to improve human societies. In light of these experiments, and also because our society seems to continually reveal a darker side of human nature, I became more determined than ever before to use my degree to make a difference in the world. The defining moment of my undergraduate studies therefore came during my encounters with the Milgram and Stanford Prison experiments and the critical reflection exercises we completed afterwards. When I looked over at my fellow students, I could also see that many of them had the same realization. Social psychology is an exciting area of research because it can be applied to every area of life: to family, to communication, to marketing, and to organizational behavior.
After watching the videos and writing papers on the Milgram and Stanford Prison experiments, I learned about myself as a researcher. These experiments were not conducted according to current ethical standards, which is in fact one of the reasons why social psychology professors need to show these studies to their students. The core subject matter and research hypotheses remained salient, though, stimulating my own interests in social psychology. The Stanford Prison experiments and the Milgram studies were used to demonstrate the problems in social psychology research, and to teach us the importance of ethical review boards. Rather than be deterred by the limitations placed on us during experimental research, I recognized the opportunity to creatively design research that would respect the rights of participants.
Conclusion
Self-reflection offers students the chance to reflect on the past with an eye firmly on the future. Through this assignment, I revealed the ways I fulfilled core competencies in the Park University program and how I will continue to practice those competencies in my career as a representative of the school. One of my main concerns remains how I will apply my research to the real world. I realized that many of the issues that plague leaders today can be traced to ineffective application of social science principles. Similarly, marketers are just now beginning to capitalize on social psychology research detailing how people behave under specific circumstances, such as when they are being watched or when their identity is called into question. I appreciate the opportunity to complete the Core Assessment and welcome any feedback that may help me improve my professional identity, aptitude, and outlook.

References
“Barbara L Fredrickson Ph.D.” Psychology Today. https://www.psychologytoday.com/us/experts/barbara-l-fredrickson-phd
Fredrickson, B.L. & Joiner, T. (2018). Reflections on positive emotions and upward spirals. Perspectives on Psychological Science 13(2): 194-199.
University of Pennsylvania (2019). Barbara L. Fredrickson, Ph.D. https://www.authentichappiness.sas.upenn.edu/faculty-profile/barbara-l-fredrickson-phd