West Liberty University
Psychology Program Student Handbook: You have questions; we have answers.
Contents
Welcome to WLU Psychology Program ....................................................................................................... 3
Faculty Member Biographies ........................................................................................................................ 5
Psychology BS Program ............................................................................................................................... 7
Admission Guidelines and Course Requirements Fall 2015..................................................................... 7
Portfolio Requirements ................................................................................................................................. 9
Preliminary Portfolio submitted prior to acceptance into the Psychology Program ................................. 9
Final portfolio and exit interview completed prior to graduation ........................................................... 10
PSYCHOLOGY PORTFOLIO RUBRIC ................................................................................................... 12
TIMELINE FOR MAKING THE MOST OF YOUR TIME AT WEST LIBERTY.................................. 15
FRESHMAN AND SOPHOMORE YEARS ......................................................................................... 15
JUNIOR YEAR ...................................................................................................................................... 16
SENIOR YEAR ...................................................................................................................................... 18
WHAT CAN YOU DO WITH A BA/BS IN PSYCHOLOGY? ................................................................ 20
IMPORTANT FACTS ABOUT A DEGREE IN PSYCHOLOGY ....................................................... 20
IS PSYCHOLOGY THE RIGHT MAJOR FOR YOU?......................................................................... 22
WHAT CAREERS ARE AVAILABLE FOR PSYCHOLOGY MAJORS? .......................................... 23
WHERE DO WLU PSYCHOLOGY MAJORS WORK? .......................................................................... 27
WHERE DO WLU PSYCHOLOGY MAJORS ATTEND GRADUATE SCHOOL? .............................. 29
WHAT DO WLU PSYCHOLOGY ALUMNI SAY ABOUT THEIR EXPERIENCES IN THE WLU
PSYCHOLOGY PROGRAM? ................................................................................................................... 30
OTHER RESOURCES ............................................................................................................................... 31
Careers in Psychology............................................................................................................................. 31
Psychology Resources ............................................................................................................................ 32
Good information for students ................................................................................................................ 33
2
Welcome to WLU Psychology Program
Welcome to West Liberty University!
We are happy to have you and hope that you enjoy your time with WLU. We are very
excited about the West Liberty University Psychology Program and would like to tell you more
about it. Currently, we have four full-time psychologists/professors who run our program: Dr.
Michael Marshall, Dr. Tammy McClain, Dr. Tifani Fletcher, and Professor Rebecca Stoffel. In
addition to our full-time faculty, we also have adjunct faculty who teach in our program.
About Our Program
In addition to teaching and service, all four of the professors in our program continue to
work in the field in clinical practice and/or research so that we can bring our students a fresh
understanding of the field of psychology. Our class sizes vary from 50 students in the lower
level classes to 15-30 students in the upper level courses. We have a very good relationship with
our students and our door is always open to help in any way that we can or just to chat. Each
professor provides academic advising to students to help them identify the classes they should
take, to encourage and support them when they need it, and to expose them to the opportunities
that are available.
Psychology Club/ Psi Chi
We have an active Psychology Club which is open to all psychology majors. We meet
monthly to have fun together and to conduct the business of the club. Our activities have
included a movie night, a bonfire, ice skating, chocolate rat making, cupcake making, and a
dinner to celebrate our graduating seniors and our new inductees to Psi Chi, the International
Honor's Society in Psychology, just to name a few. All four professors are active in the club, so
this is a great opportunity for us to get to know each other in a more personal way than is often
possible in class. Psi Chi, the International Honor’s Society in Psychology, is open to all second
semester sophomores who have completed three psychology courses and maintained a GPA of at
least 3.0. Psychology Club and Psi Chi work closely together to enhance our student’s
professional development. JOIN OUR WLU PSYCHOLOGY PROGRAM GROUP AT:
https://www.facebook.com/groups/368694419907924/795980510512644/?notif_t=like
Practicum
In addition to the course work available at WLU, we also have opportunities for our
Juniors and Seniors to complete a practicum (work experience) at one of the local agencies or in
the research lab. This provides our student with hands-on experience working within the field of
psychology, and often opens doors for job opportunities after graduation. Our program also
3
includes opportunities to attend local psychology conferences to experience the
professional world of psychology as well. We continually seek ways to modify the program to
challenge our students and help them to be fully prepared to either enter the workforce or go on
to graduate school.
http://westliberty.edu/social-and-behavioral-sciences/programs-of-study/psychology/
College of Liberal Arts – Department of Social Behavioral Sciences at West Liberty University
http://www.youtube.com/watch?v=_x9m4-nOr0c&sns=fb
4
Faculty Member Biographies
Michael J. Marshall, PhD, is a Professor of Psychology at West Liberty
University and a licensed clinical psychologist in private practice. He obtained his doctoral
degree in psychology at Claremont Graduate University in California. Dr. Marshall is the author
of three books and a dozen scholarly research articles in psychology. He has considerable
clinical experience working with parolees, substance abusers, and patients with psychotic and
emotional disorders. He has a part-time private practice and does community mental health
contract work. His duties include assessment, forensic evaluations, and psychotherapy. He
regularly testifies in court as an expert witness. In addition to lecturing and seeing patients, he
provides continuing education workshops for mental health professionals and conducts research
on addictions and family issues.
Tammy McClain, Psy.D. is an Associate Professor of Psychology at West
Liberty University and serves as the Chair of the Department of Social and Behavioral
Sciences. She joined the faculty at West Liberty University in 2006, and has been teaching in
the psychology program and serving in various capacities on campus and in the community. Dr.
McClain published Personality Psychology Case Analysis Workbook in 2014. In addition to her
work at the University, Dr. McClain is a licensed clinical psychologist and provides contractual
psychological services to local agencies. She obtained her Doctor of Psychology degree from
Wright State University School of Professional Psychology in Dayton, Ohio in 1994. Dr.
McClain has worked continuously in the field of clinical psychology since obtaining her doctoral
degree. She has worked in a variety of settings including community mental health, state and
private hospitals, nursing homes, and in private practice. She has clinical experience in
psychological assessment and psychotherapy, as well as consultation, supervision,
administration, and training. Her specialty areas include psychological assessment for Attention
Deficit Hyperactivity Disorder and court-requested parental fitness evaluations. She has
periodically testified in court as an expert witness and has been called upon to provide
psychological insights.
5
Rebecca Witt Stoffel, M.A. is an Assistant Professor of Psychology at West
Liberty University. She earned her master’s degree in Clinical Psychology from Marshall
University in 2002, and she is currently working on a PhD. In Applied Developmental
Psychology at the University of Pittsburgh, where she is particularly interested in parenting,
attachment, and developmental transition periods such as adolescence and leaving home.
Professor Stoffel worked as a Crisis Intervention Specialist in a reunification program associated
with Children and Youth Services in Pittsburgh, PA.
Tifani Fletcher, PhD, will be joining the faculty at West Liberty University in
the fall of 2014 as an Assistant Professor of Psychology. She obtained her doctoral degree in
psychology from East Tennessee State University, with a concentration in Experimental
Psychology and specialized training in translational research. Dr. Fletcher is interested in, and
teaches a wide variety of psychology courses. Previously she assisted with a multiyear smoking
cessation program specifically created for pregnant women. She has presented research findings
at both national and regional conferences, and has published in scholarly journals. Several of Dr.
Fletcher’s research interests include intimate partner violence during pregnancy, the connection
between religiosity and health, and insight problem solving.
Adjunct Faculty:
Dana M. Schmidt, M.S. earned her Masters of Science in Clinical Child
Psychology from Southern Illinois University and is teaching courses in the field of
Developmental Psychology.
6
Psychology BS Program
Admission Guidelines and Course Requirements Fall 2015
Declared Candidate: Candidates will be considered Declared Candidates if they have
declared psychology as their major in the registrar’s office.
Admitted Candidate: Admitted Candidates are those who completed the following
requirements:
1. Overall GPA of 2.5 or higher or by special permission of the psychology faculty
2. Completion of the following Psychology Courses with a grade of C or higher (21
cr.):
a. Intro to Professional Psychology (PSYC 100)
b. Psychology of Child & Adolescence (PSYC 225)
c. Design & Analysis I (PSYC 310)
d. Psychology of Adult & Old Age (PSYC 320)
e. Personality Psychology (PSYC 322)
f. Psychology of Abnormal Behavior (PSYC 341)
g. Social Psychology (PSYC 416)
3. Completion of the following general studies courses with a grade of C or higher:
a. English 101 & 102
b. COM 101
c. MATH 160
4. Candidates will submit a preliminary portfolio and pass the Psychology Program
2nd year exam.
Successful Candidate: Successful Candidates are those who complete all of the following
course requirements:
1. Completion of the following Required Courses with a grade of C or higher (27 cr.):
a. Psychology of Personal Growth (Psyc 321)
b. Introduction to Learning (Psyc 335)
c. Sensation and Perception (Psyc 336)
d. Cognitive Psychology (Psyc 437)
e. Clinical Psychology and Psychotherapy (Psyc 446)
f. Practicum (PSYC 460 – 6 cr)
g. Junior Seminar (PSYC 465)
h. Senior Seminar (PSYC 470)
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2. Completion of 12 Credit Hours of Restricted Electives with a grade of C or higher:
a. Lifespan Development (PSYC 252)
b. Design & Analysis II (PSYC 311)
c. Psychological Tests & Measurements (PSYC 345)
d. Industrial/Organizational (PSYC 415)
e. Forensic Psychology (PSYC 405)
f. History of Psychology (PSYC 409)
g. Applied Psychology (PSYC 419)
h. Physiological Psychology (PSYC 439)
i. Special Topics in Psychology (any PSYC 478)
j. Educational Psychology (EDUC 301)
k. Consumer Behavior (MKT 340)
3. Submission of a Final Portfolio and completion of the Major Field Test in
Psychology
8
Portfolio Requirements
Preliminary Portfolio submitted prior to acceptance into the Psychology Program
This portfolio should include, but is not limited to:
a. Introduction
i. Completed Application for Admission into the Psychology Program
ii. Current copy of transcript
iii. A list of classes which will be completed at the end of the semester during which
the application is submitted
b. Evidence of Progression toward obtaining the Program Goals/Student Learning
Outcomes
i. Knowledge Base
1. Summary of 2nd Year Evaluation
ii. Critical Thinking Skills
1. Semester project in Experimental Psychology
iii. Communication Skills (at least one of the following)
1. Major Research Papers in Psychology
2. Other Papers or Projects in Psychology which demonstrate the candidate’s
written work (If the student has no major papers in psychology to present,
the student may submit a paper from another discipline)
3. Video recording of a presentation
iv. Personal Development (at least one of the following)
1. Personal Statement reflecting on the extent to which student has been able
to apply psychological concepts to him/herself
2. Personal Statement reflecting on specific areas that a student is aware the
he/she would like to work to promote personal growth and a basic outline
for how the student plans to address these areas
v. Career Planning (at least two of the following)
1. Description of at least one potential career path and employment outcome
being considered
2. Summary of Job/Volunteer Experiences or Conferences/Workshops
Attended and how this relates to student’s career plans
3. Description of efforts to further career advancement via participation at
job fairs, graduate school visits, preparing/taking the GRE, etc.
9
Final portfolio and exit interview completed prior to graduation
The final portfolio should include, but is not limited to:
a. Introduction
i. Application for Successful Completion of the Psychology Program
ii. Copy of current transcript
iii. Signed statement from each professor for any classes which will be completed at
the end of the semester during which the application is submitted
b. Evidence of Obtaining the Program Goals/Student Learning Outcomes
i. Knowledge Base
1. Major Field Test Scores
2. Senior Comprehensive Written Exam Scores
ii. Critical Thinking Skills
1. Semester project in Experimental Psychology
2. Current Issues Presentation
iii. Communication Skills (at least five of the following from )
1. Major Research Papers in Psychology
2. Other Papers or Projects in Psychology which demonstrate the candidate’s
written work
3. Video recording of a presentation
4. Record of a critique of a student’s presentation
5. Letters of reference addressing communication skills from student’s
Practicum, Job, or Volunteer Experiences
iv. Personal Development
1. Personal Statement reflecting on the extent to which student has been able
to apply psychological concepts to him/herself
2. Philosophy of Life Paper from the Psychology of Personal Growth
v. Career Planning
1. Summary of Job, Practicum, and/or Volunteer Experiences, as well as
Conferences/Workshops attended and how this relates to student’s career
plans
2. Description of efforts to further career advancement via participation at
job fairs, graduate school visits, preparing/taking the GRE, etc.
3. Personal Statement of Intentions after college
a. How to Write a Personal Statement for Graduate School
(http://www.essayedge.com/graduate/essayadvice/course/)
b. How to Write a Personal Statement for a Job Application
(http://www.careers.brad.ac.uk/application-forms/personal.php)
4. Professional resume
10
a.
How to Write a Resume for the first time, even with limited job
experience (http://www.ehow.com/how_4879616_time-job-realjob-experience.html)
b. How to Write a Resume (http://www.how-to-write-a-resume.org/)
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PSYCHOLOGY PORTFOLIO RUBRIC
ON TARGET
DEVELOPING
LIMITED
UNACCEPTABLE
Welcome to My
Portfolio
Student has provided a
professional
introduction and
headshot photo
suitable for job or
graduate school
applications. This
includes a
reflective/selfevaluative
introduction, realistic
appraisal of strengths
and opportunities for
growth, professional
interests,
accomplishments,
experiences, and
future plans.
Student has provided
some of the
introductory
requirements or
provided all of them at
a level appropriate to
his/her academic
standing, but is not yet
at the level expected of
a graduate.
Student has provided
some of the
introductory
requirements at a
level appropriate to
his/her academic
standing, but has not
included all of the
requirements.
Student has provided few of the
introductory requirements at a
level appropriate to his/her
academic standing, but has not
included all of the requirements.
Application
Student has completed
the Application for
Successful
Completion of the
Psychology Program.
Student has:
*Completed the
Application for
Admission to the
Program and
documented progress
toward completion OR
*Documented progress
toward the Completion
of the Core I Course
Requirements
Student has
indicated progress
toward completion
but has not
completed the
application
Student has not completed the
application or shown progress
toward completion
Transcript &
Current
Psychology
Courses
Student has
documented
successful completion
(or near completion)
of all program
requirements.
Student has
documented progress
toward successful
course completion
consistent with his/her
class standing
Student has not
satisfactorily
completed all of the
expected coursework
consistent with
his/her class
standing
Student has not attempted all
coursework expected based on
his/her class standing
Introduction
12
Knowledge
Base
Objective
Evaluations
Student has completed
the Major Field Test
in Psychology with a
score that is ≥16th
percentile
Student has:
*Taken PSYC 301, the
student has completed
the 2nd Year
Psychology Test with at
least a score of 70%
and has documented
steps to prepare for the
Major Field Test OR
*Not taken PSYC 301,
the student has
documented steps to
prepare for the 2nd Year
Psychology Test.
Student has
completed the MFT
with a score that is
<16th percentile OR
completed the 2nd
Year Psychology
Test with less than a
score of 70% but
have identified
reasonable steps to
remediate and/or
ensure successful
completion of the
program goals.
Student has completed the MFT
with a score that is <16th
percentile OR completed the 2nd
Year Psychology Test with less
than a score of 70% and has not
identified reasonable steps to
remediate and/or ensure
successful completion of the
program goals. This includes
students who did not take the
MFT during PSYC 475.
Artifacts
Student has scored
100%
adequate/proficient on
Essential Knowledge
section of the Critical
Thinking Rubric & the
Subject Knowledge
section of the Oral
Communications
Rubric on the Senior
Project/Presentation
Student has scored at
least 50%
adequate/proficient on
Essential Knowledge
section of the Critical
Thinking Rubric & the
Subject Knowledge
section of the Oral
Communications
Rubric on the Senior
Project/Presentation
Student has scored
<50%
adequate/proficient
on Essential
Knowledge section
of the Critical
Thinking Rubric &
the Subject
Knowledge section
of the Oral
Communications
Rubric on the Senior
Project/Presentation
No appropriate information
included to support growth in
knowledge base.
Critical
Thinking
Assessment
Student has completed
the Critical Thinking
Skills Assessment
with a score that is
≥25th percentile
Student has completed
the Critical Thinking
Skills Assessment with
a score that is between
the 16th and 25th
percentile
Student has
completed the
Critical Thinking
Skills Assessment
with a score that is
between the 10th and
16th percentile
Student has completed the
Critical Thinking Skills
Assessment with a score that is
≤9th percentile
Artifacts
100%
adequate/proficient on
Critical Thinking
Rubric
50-99%
adequate/proficient on
Critical Thinking
Rubric
25-49%
adequate/proficient
on Critical Thinking
Rubric
≤24% adequate/proficient on
Critical Thinking Rubric
Critical
Thinking Skills
13
Communication
Skills
Artifacts
100%
adequate/proficient on
General Writing,
Technical Writing,
Oral Presentation
Rubrics
50-99%
adequate/proficient on
General Writing,
Technical Writing, Oral
Presentation Rubrics
25-49%
adequate/proficient
on General Writing,
Technical Writing,
Oral Presentation
Rubrics
≤24% adequate/proficient on
General Writing, Technical
Writing, Oral Presentation
Rubrics
100%
adequate/proficient on
Personal Development
Rubric
50-99%
adequate/proficient on
Personal Development
Rubric
25-49%
adequate/proficient
on Personal
Development Rubric
≤24% adequate/proficient on
Personal Development Rubric
100%
adequate/proficient on
Career Planning
Rubric
50-99%
adequate/proficient on
Career Planning Rubric
24-49%
adequate/proficient
on Career Planning
Rubric
≤24% adequate/proficient on
Career Planning Rubric
Personal
Development
Artifacts
Career
Planning
Artifacts
14
TIMELINE FOR MAKING THE MOST OF YOUR TIME AT
WEST LIBERTY
FRESHMAN AND SOPHOMORE YEARS
Take courses that will help you prepare for a career or graduate school
Focus on GPA and meeting general studies and psychology program requirements
Get to know your professors. You will need their references, so behave in a way that will help
them write a good reference:




Come to class on time every time
Participate in class – ask questions, make comments, develop an interest in the topic
Participate in the Psychology Club
Remember that grades are important, but what is more important is learning and
remembering the material.
At the beginning of your 2nd semester sophomore year, apply for Psi Chi, if you meet the
qualifications
At the end or your sophomore year, you will need to submit an application for admission into
the psychology program and turn in a preliminary portfolio of your work to this point.
During the summer after your sophomore year, begin preparing to take the GRE General test
(see www.ets.org/gre)
15
JUNIOR YEAR
Continue studying for the GRE throughout your junior year. Seek help from the Center for
Student Success if you are struggling in any subject area. Use library resources
Begin saving money to help pay for the cost of applying and interviewing for graduate school
positions
September – November: Get involved with research or continue your research from
Experimental Psychology. Have a Plan B in case it does not work the way you want it to.
December – February: decide whether to proceed with your research.


If you decide to proceed, work toward being able to submit it for a poster session at a
local, regional, or national conference
If you decide not to proceed, go to Plan B
March – April: finish your research and analyze it
o Do a realistic self-assessment.
 Do you have what it takes to reasonably expect to go on to graduate school?
 GPA
 Likelihood of success on the GRE
 Motivation to continue
 Ability to learn more complex material
 Financial considerations
 If so, make plans to take the GRE
 If not, begin thinking about what types of jobs you would be qualified to do
and take coursework to support that plan.
o If you meet the criteria (senior standing and permission of the Practicum Selection
Committee), consider doing a practicum to help increase your experience in the
field.
May – June – Take GRE General (see www.ets.org/gre)
July – Get graduate school application materials (Organization is the Key!)

Do not put all your eggs in one basket. Apply to several schools at both the master’s and
doctoral levels.
16

Determine whether the GRE Subject test is required and begin preparing for the subject
test.
August – Register to take the GRE Subject Test in the Fall (if required by the schools to which
you are applying)
17
SENIOR YEAR
September – begin reviewing for the Major Field Test, which is a test of your cumulative
knowledge in psychology
September – November: Begin putting all applications together
o Consider checking out of the library or purchasing an Insider’s Guide to Graduate
Programs in Clinical and Counseling Psychology.
o Personal Statement – spend a lot of time on this and gear it toward the program to
which you are applying
o Curriculum Vita (like a résumé) – get some help from the Center for Student
Success to make this a good representation of your accomplishments thus far.
 Work & Research Experience
o Letters of Recommendation – choose people who know you well both in and out of
class and who can say positive things about your work ethic, dedication, motivation,
participation, and performance in the classroom. Give them an organized list with
information including:
 The program you are applying for (name, address, type of program (i.e.
Master’s in Clinical Psychology)
 Information about your accomplishments, courses you have taken with that
professor, participation in extracurricular activities, leadership positions, etc.
 Instructions as to whether the letter is to be mailed directly to the institution
(provide a stamped/addressed envelope) or whether it is to be returned to you
in a sealed envelope (provide the labeled envelope).
o GPA – Ranks very high on admission decisions; 3.0 should be the minimum GPA
you want to earn, you should have at least a 3.5 to apply for a doctoral program
o Be prepared for interviews. Practice and read up on how to present well at an
interview. Seek help from the Center for Student Success
18
o Minimum/Actual Requirements for consideration for admission to:
 Doctoral Program
 Minimum Requirements to get in a doctoral program
o Verbal – 70th percentile
o Quantitative – 35th Percentile
o GPA – Overall 3.11; Psychology 3.17; Last Two Years 3.16
 Average Scores of those entering doctoral programs
o Verbal - 80th percentile
o Quantitative - 55th percentile
o GPA- Overall 3.54; Psychology 3.66; Last Two Years 3.67

Masters’ Program
 Minimum Requirements to get in a master’s program
o Verbal – 50th percentile
o Quantitative – 20th Percentile
o GPA – Overall 2.92; Psychology 3.057; Last Two Years 3.03

Average Scores of those entering master’s programs
o Verbal – 63rd percentile
o Quantitative - 38th percentile
o GPA- Overall 3.37; Psychology 3.48; Last Two Years 3.44
December – January: Deadline for Applications (this varies so make sure you know when the
applications are due)
January – March: Interviews (for some programs) This will cost money, so plan ahead.
March – April: Take the Major Field Test ( goal is to be at least at the 50% percentile
nationally)
o Prepare your application to complete the program and your final portfolio
April: Acceptances or activate Plan B
May: GRADUATION!!!
19
WHAT CAN YOU DO WITH A BA/BS IN PSYCHOLOGY?
IMPORTANT FACTS ABOUT A DEGREE IN PSYCHOLOGY
1. You will not be a psychologist when you finish your Bachelor’s Degree (or a
psychiatrist), but you will be able to work in psychology-related areas.
2. You will have a good background for many other fields.
a. Psychology is the science of behavior & mental processes – how humans/animals
think, feel, and act. Most of us will work with people in whatever career we
choose.
b. Employers want people with good problem-solving skills who can write and
speak well. Psychology provides excellent training in those areas
c. Most people go into psychology because they want to help people.
i. There are many ways to help people & many jobs require good people
skills.
ii. You can use the skills you learn even if you are in a non-psychology
related job
3. Psychology does not equal Therapy
a. Psychology covers a WIDE VARIETY of fields:
i. Developmental
ii. Industrial & Organizational
iii. Social
iv. Educational
v. Experimental
vi. Neuroscience
vii. Cognitive
4. Graduate School: To become a psychologist or therapist, you will have to complete a
graduate degree. Graduate programs are competitive, especially doctoral programs, so
start planning now to help you become successful.
5. Psychology is a good major for you if:
a. Want to demonstrate to employers that you are interested in people and have good
interpersonal skills
b. Want to work in human services
c. Want to continue in a psychology-related graduate program
d. Want to double major in another field
e. Find psychology fascinating
f. Plan to work in a career that requires people skills (sales, working with kids)
20
6. Psychology is a bad major for you if:
a. You want specific training to prepare for a specific career (ex. Ed, nursing,
accounting…)
7. Most psychology majors are hired in health related activities, administrative/clerical
jobs, or social/professional services
8. While many start out in jobs that are entry-level and related to less job satisfaction,
most report career potential and that their future jobs built on skills acquired in
these entry-level jobs (don’t be unrealistic about where you will start)
21
IS PSYCHOLOGY THE RIGHT MAJOR FOR YOU?
1. Talk to psychology majors about their psych classes (topics, projects, most/least
interesting, career plans). What is your reaction to what they say? Are you interested or
turned-off?
2. Talk to psychology professors about your interests, questions, concerns. Talk to your
advisor. What are your reactions?
3. Take some psychology classes (ex. Intro, developmental, social, abnormal). What is
your reaction?
4. Get involved in the field.
a. Join the Psychology Club and get involved
i. Attend courses with guest speakers who can talk about different careers
b. Get involved in volunteer projects
c. Participate and get involved in research projects
d. Participate in practicum
5. Consider the following questions:
a. Do you like to work with people? (if you are tentative – why?)
b. What about working with people who have problems?
c. Is a psychology degree needed for your goal? Would another work better?
i. Remember that psychology can provide a good foundation for many
careers
d. How do you feel about the fact that psychology grads tend to make less money
initially than many other majors? (b/c they tend to work in social services
settings) – what are your values?
22
WHAT CAREERS ARE AVAILABLE FOR PSYCHOLOGY MAJORS?
Research suggests that employers tend to look for global qualities as well as specific skills
(which psychology provides – if you take advantage of the opportunities)
 Good communication skills (written & verbal)
 Good interpersonal skills
 Teamwork ability
 Flexibility
 Analytical skills
 Technological skills
You aren’t going to graduate and just be offered a job just because of your degree, but you
can develop a set of skills/interests that make you more attractive to employers.
Psychology is also well-suited to “helping people”, but there are many ways to help people:

Community & Social Services
 Program Director
 Volunteer coordinator
 Case manager

Human Resources
 Employee development
 Training coordinator
 Recruiter

Residential Care
 For developmentally delayed
 For delinquents
 For the elderly

Management &Business
 Banking
 Sales
 Public relations
 Restaurant & Hotel
 Service Jobs
23

Student Affairs/Services
 Admissions
 Career services
 Residential Life
 Student Activities
 Alumni/development

Probation/Parole/Law Enforcement
 Parole/Probation officer
 Correction officer
 Juvenile intake worker

Education
 Child care worker
 Peace Corps
 Teacher’s aide

Scientific Research
 Opinion survey researcher
 Marketing researcher

Many end up working in one-to-one situations:
 Group homes
 Halfway houses
 Nursing homes
 Mental Health Clinics
 Hospitals
 Public welfare agencies
 Private agencies service specific populations (ex. autism)
 Correctional facilities
 Juvenile detention facilities
 Preschools
 Shelters
 Local, state, national human services…
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Job vs. career
 Jobs – set of responsibilities done to make money
 Career – potential for advancement, progression (tend to be more satisfying); good fit
between your talents/interests and the responsibilities of your work
 Graduate degrees open a whole set of career choices
Exploring careers
 WLU Psychology website (https://sites.google.com/a/westliberty.edu/west-libertyuniversity-psychology-club/)
 WLU Center for Student Success
 Library
 Eye on Psi Chi
 www.apa.org
 www.psichi.org
 www.psychologicalscience.org American Ψ Society
Enhancing Employability
 Past performance predicts future behavior (track record)
 Behavior-based interviewing
 How have you solved specific problem working with a group of people?
 How have you helped someone in need?
 When have you demonstrated leadership in a work situation?
 So… to be prepared, you need to build a history
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How do you do this?
 Get to know faculty
 Drop by and talk to them about questions, concerns, comments, their own
careers or just to chat
 Get involved with faculty research
 Listen to them
 You want them to know you well & be aware of your skills/abilities so that
they can speak with enthusiasm about you when you apply for work/grad
school
 Know and use resources
 There are many resources available to help you. Start by looking at those
provided at the back of this handbook.
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 To identify interests & find your passion
 Decide on special courses you could take to explore these areas and enhance
marketability
 Gather information about jobs, internships, contacts…
 Volunteer some of your time/talent to campus or community organizations
a. Sends a message about your character and values
b. Enables you to help others
 Networking & Skill building are important
 Practice in a variety of settings
 Speak up in class
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Participate in at least one practicum/internship
 Helps you find out what you like or don’t like
 Signals to employers that you have experience and initiative
 Practicum earns you credit hours
 Gives you hands-on application of classroom knowledge
 Establishes contacts for potential future employment
 Develops professional skills
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Take coursework that supports your plans
 Put effort into your studies
 Don’t just memorize for the test, learn for the future
 Criminal justice (delinquency, law/legal processes), business (marketing,
management, sales, insurance, compensation/benefits, personnel issues, accounting,
economics), education, computer courses, sociology, social work, foreign language…
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Other considerations:
 Make learning a priority (GPA is important but not the only important thing)
 Build your communication skills (oral and written)
 Participate in extracurricular activities
 Keep an open mind about your possibilities (type of job, location…)
 Develop a positive attitude
 What can I do for you, vs. what can you do for me
 Conduct a thorough job search
 Take personal responsibility for yourself in all areas of your life
 TO A LARGE EXTENT, YOUR FUTURE DEPENDS ON THE
CHOICES YOU MAKE NOW
 START NOW
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WHERE DO WLU PSYCHOLOGY ALUMNI WORK?
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Adult Protective Services worker for DHHR
Advocate for Bread of Life Ministries in Augusta, Maine
Behavioral Management Specialist at Wellspring
Behavioral Support Specialist in mental health
Budtender at a medical marijuana dispensary
Case Manager for juvenile drug Court
Case Manager for REM
Child Protective Services Case Manager at Southeast Inc.
Clinical Services Manager for Russell Nesbitt Services
Coordinator for CASA
Dog groomer and trainer
Elementary School Counselor in Marshall County Schools
Employee Assistance Program
Juvenile Hall Counselor for Butte County, CA
Harrison County Help Me Grow
High School Guidance Counselor in Brooke County Schools
HR Assistant
Human Resource Management at City National Bank in Cross Lanes, WV
Medical Social Worker at Weirton Medical Center
Mental Health Case Manager
Mental Health Technician at Hillcrest (OVMC)
Mental Health Technician at Belmont Community Hospital
Mental health unit at SCI Pittsburgh (a prison)
Mobile Therapist and Behavioral Specialist Consultant for Youth Advocacy Program,
Pittsburgh, PA
Occupational Therapist at a rehab center
Outreach Coordinator at Home Base Inc.
Outreach Specialist with Helping Heroes
Program Coordinator for the Hancock, Brooke, Ohio County Victim Assistance
program
Project Specialist at UPMC, Shadyside
Resource Coordinator at the Developmental Disabilities Resource Center in
Lakewood, CO
RN at OVMC
School Psychologist in Wood County
Stable manager
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St. Johns Children’s Home in Wheeling
Substance Abuse Prevention
Therapist at Westbrook Health Services
WV DHHR
Member of the WV School Psychological Association Board
Veterans Counselor
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WHERE DO WLU PSYCHOLOGY ALUMNI ATTEND
GRADUATE SCHOOL?
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Alliant International University, Masters in Clinical Forensic Psychology and
Organizational Psychology
Argosy University, MA in Forensic
Arizona State University, Masters in Criminal Justice
Asbury Theological Seminary
California University of Pennsylvania, Master of Education in School Counseling
Chatham University, Master of Science in Counseling Psychology
Chatham University, MS in Infant Mental Health
Chatham University, Master of Occupational Therapy
Duquesne University, Masters in School Counseling and Mental Health
Counseling
Geneva College, Masters in Clinical Mental Health Counseling
Kent State University, Master of Education in School Psychology
Lutheran Theological Southern Seminary
Marietta College, Masters degree
Marshall University, Masters in Human Resource Management
Marshall University, Ed.D. in School Psychology
Ohio State University, Masters in Human Resources
Shippensburg University, Mater of Psychological Science
Shippensburg University, Masters in Mental Health Counseling
Waynesburg University, Masters in Counseling
WVU -Master of Social Work
Xavier University – Psy.D. in Clinical Psychology
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WHAT DO WLU PSYCHOLOGY ALUMNI SAY ABOUT THEIR
EXPERIENCES IN THE WLU PSYCHOLOGY PROGRAM?
“I chose West Liberty because it was a beautiful campus that wasn't big but wasn't small either.
It had many great programs to choose from electives to main courses that interested students. I
don't regret a single moment on the hilltop! If I could do it all again, I would chose West Liberty
in a heartbeat.”
Cassy Cottrell, Psychology Class of 2012
“I appreciated the one on one time with the professors and that class discussions were
welcomed. I had transferred in from WVU and Northern, and I found that West Liberty's
program was the most comprehensive and hands on. I really enjoyed my time in the Psychology
program at WLU.”
Jaimie Allemond Psychology Class of 2013
“You walk in as a student and graduate as a family.”
Remington Conaway Psychology Class of Dec 2013
"The relationship that I built with my professors is something that I can't put a price on. They
were so supportive and really valued my education. I knew they wanted me to succeed."
Rachel Mazzella, Psychology Class of Dec 2012
“There were so many things I appreciated about West Liberty. One of the biggest thing was how
motivational all the professors were. They never gave up on you and got to know you on a
personal level throughout the time you studied at West Liberty and many continue after
graduating.”
Courtney Bolton, Psychology Class of 2012
“West Liberty was the best decision of my life and I appreciate all that the psychology program
has done to prepare me for my up and coming challenges and opportunities!’
Beth Post, Class of 2015
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OTHER RESOURCES
Careers in Psychology
Guide to psychology careers http://www.apa.org/careers/resources/guides/careers.pdf
Careers in psychology http://careersinpsychology.org/
Career guide in psychology http://www.apa.org/careers/resources/guides/careers.aspx
Psychology as a career http://www.apa.org/education/undergrad/psych-career.aspx
Career options with a Bachelor’s Degree in Psychology
http://psychology.about.com/od/careersinpsychology/a/careersbach.htm
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Psychology Resources
Major Field Tests: Psychology http://www.ets.org/mft/about/content/psychology
https://www.youtube.com/playlist?list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&app=desktop
Psychology Study Guides- SparkNotes http://www.sparknotes.com/psychology/
Kisses of death in the graduate school application process.
http://psychology.unl.edu/psichi/Graduate_School_Application_Kisses_of_Death.pdf
Descriptions of Occupations of Interest to Psychology Majors
http://www.uni.edu/walsh/DOTdescrips.htm
10 Great Reasons to Earn a Psychology Degree
http://psychology.about.com/od/psychology101/tp/reasons-to-earn-a-psychology-degree.htm
Which psychology career is right for you? http://psychology.about.com/library/quiz/blpsychologycareerquiz.htm
The search for psychology’s lost boy http://chronicle.com/interactives/littlealbert
Industrial/Organization Psychology applied http://www.forbes.com/sites/mikeotoole/2015/03/31/frombrain-science-to-blue-stickers-prudential-reframes-the-retirement-conversation/
Psychology in the criminal justice system: Flawed Humans, Flawed Justice
http://www.nytimes.com/2015/06/14/opinion/flawed-humans-flawed-justice.html?smid=fb-share
Why does mindfulness-based cognitive therapy work? https://www.psychologytoday.com/blog/themissing-link/201503/why-does-mindfulness-based-cognitive-therapy-work-0
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Good information for students
Is someone you love going to college? Their success depends on three words (responsibility, authority,
accountability) https://www.linkedin.com/pulse/20140815154134-10765298-is-someone-youlove-going-to-college-their-success-depends-on-three-words
Kids of Helicopter Parents are Sputtering Out.
http://www.slate.com/articles/double_x/doublex/2015/07/helicopter_parenting_is_increasingly_c
orrelated_with_college_age_depression.html
The mouth is mightier than the pen. http://www.nytimes.com/2015/06/28/business/the-mouth-ismightier-than-the-pen.html?ref=technology&_r=1
Grammarly Better Writing Made Easy
https://www.grammarly.com/?utm_campaign=Chrome_try_free_blog_link&utm_medium=footer
_link&utm_source=blog&utm_content=its-a-barnyard-full-of-animal-idioms
30 Day GRE Study Guide http://magoosh.com/gre/2011/30-day-gre-study-guide/
SparkNotes Test Prep: GRE Information Center http://www.sparknotes.com/testprep/gre/
How should colleges prepare students to succeed in today’s global economy?
http://www.aacu.org/sites/default/files/files/LEAP/2007_full_report_leap.pdf
The real reason new college grads can’t get hired. http://business.time.com/2013/11/10/the-real-reasonnew-college-grads-cant-get-hired/
Essay on how liberal arts colleges promote leadership.
http://www.insidehighered.com/views/2012/05/14/essay-how-liberal-arts-colleges-promoteleadership
Giving employers what they don’t really want. http://chronicle.com/article/Giving-Employers-WhatThey/139877/
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Workforce needs employees with liberal arts background.
http://www.sctimes.com/story/opinion/2015/07/25/workforce-needs-employees-liberal-artsbackground/30673973/?utm_campaign=%5B%27weeklyle_july31%27%5D&utm_medium=%5
B%27email%27%5D&utm_source=%5B%27weeklyle_july31%27%5D
What ‘Learning How to Think’ Really Means http://chronicle.com/article/What-Learning-How-toThink/230965/?key=Hmx0IgVubnQQbS5nYW5DPjlTbnBsZh5zYHEYOH1zblxdEg%253D%25
3D
Why we need philosophers engaged in public life.
http://www.npr.org/sections/13.7/2015/06/22/416368227/why-we-need-philosophers-engaged-inpublic-life?utm_campaign=storyshare&utm_source=facebook.com&utm_medium=social
Customized Textbook List – West Liberty University Bookstore
http://westliberty.bncollege.com/webapp/wcs/stores/servlet/TBWizardView?catalogId=10001&la
ngId=-1&storeId=51055
What nobody is going to tell you about freshman year. http://theodysseyonline.com/virginia-tech/whatnobody-is-going-to-tell-you-about-freshman-year/133258
College shouldn’t prepare you for your first job. It should prepare you for your life.
http://www.newrepublic.com/article/120405/wesleyan-president-money-anxiety-corruptinghigher-ed
2 College Presidents, on Higher Education http://mobile.nytimes.com/2015/07/29/opinion/2-collegepresidents-on-highereducation.html?emc=edit_tnt_20150729&nlid=18744417&tntemail0=y&_r=3&referrer&utm_me
dium=email&utm_source=weeklyle_july31&utm_campaign=weeklyle_july31
For the liberal arts, all is not lost in the digital future.
http://www.miamiherald.com/news/local/education/article29241376.html?utm_medium=email&u
tm_source=weeklyle_july31&utm_campaign=weeklyle_july31
10 CEOs who prove your liberal arts degree isn’t worthless. http://time.com/3964415/ceo-degree-liberalarts/?utm_medium=email&utm_source=weeklyle_july31&utm_campaign=weeklyle_july31
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