Instructions for writing the Professional Development Plan (PDP)
- The PDP should address three questions:
- Where have you been in your life personally and professionally that has brought you to this point?
- Where are you now in your personal and professional life that makes getting an advanced degree important?
- Where do you want to go professionally and how will you be tailoring your Walden experience to meet those objectives
- A good PDP contains all three components. The good PDP is also explicit in its detail about what you plan to do at Walden to meet your personal and professional goals.
- Use the writing skills you learn in this course to make a sharp PDP that is something you can be proud of and is something that you can refer to when you want to check your progress or re-evaluate your goals.
- If you have any questions about the PDP, ask the instructor rather than the Academic Advisor. The PDP is not typically within the area of expertise for the advisor.
An example of a PDP is attached in the following page.
Professional Development Plan
November 12, 2003
Part One: Description of Personal and Professional Goals
I am currently enrolled as a student in the Clinical Psychology Ph. D. program. I reside in Eagan, Minnesota and am employed as a Program Manager at a group home company for adults with disabilities in New Hope, Minnesota. I have worked with people with disabilities since 1991 and am interested in receiving my Ph. D. so that I can continue this career path with a slightly different direction.
When I began my academic career I was drawn to special education because I wanted to work closely with people with disabilities. As I continued my education, and also began working in the public school system, I realized that I did not want to teach but still want to work with people with disabilities. I enjoy working in group home settings because I am able to interact with people and assist them with their life decisions and how to manage their disabilities. I believe that there are not enough psychologists and psychiatrists practicing who are willing or able to effectively work with clients with developmental disabilities. At the completion of my Ph.D. Program in Clinical Psychology, I would like to become licensed in order to practice psychology in Minnesota and provide services to people with disabilities. I feel that with my educational background and experience that I could do this effectively.
I am interested in providing lifelong services to people with disabilities and their families. This would include: counseling new parents whose child has a disability; educating families about the options that are available to their child; assisting with adolescents and young adults with disabilities the transition from school to adult life; counseling adults; and also working with group home staff. In regards to working with adults with disabilities, I have worked in the group home system of Minnesota since 1991. During this time, I have observed many needs that are currently not being addressed. Self-advocacy for adults with disabilities is something that I am interested in incorporating into my practice as it is often discussed but not often encouraged. Sexuality is also something I would like to incorporate in my studies, as many laypeople that work with people with disabilities are uncomfortable, and untrained, with this issue. Another focus that I would like to take is educating staff people who work with clients with disabilities that the people they work with are people, and have a right to have the same emotions, relationships, and respect that we all deserve.
The educational format of WaldenUniversity will enable me to obtain my educational goals while being able to apply my acquired knowledge in the field immediately. By obtaining my Ph. D. and licensure I am hoping to be able to make a difference in people’s lives by offering them the kind of counseling and assistance that they deserve. Personally, I have always appreciated education and knowledge and am hoping to obtain personal satisfaction from my education.
Part Two: Description of Educational Background and Research Proficiency
I received my undergraduate degree from MinnesotaStateUniversity—Mankato in 1994. I graduated with a Bachelor of Science degree with a major in English, minor in Special Education, and four teaching licensures (English—grades 7-12; Special Education Mild to Moderate—grades K-12; Work Experience Coordinator Handicapped and; Work Experience Coordinator Disadvantaged). English was a natural choice for a major as I have always enjoyed books and am a skilled technical writer. Special Education was chosen as a minor as I worked at a group home facility throughout my undergraduate education in order to support myself. I enjoyed working in these settings and felt that I was an effective role model/counselor to adults with disabilities. Therefore, I decided that working with people with disabilities would be the primary career path that I would take.
While working on my undergraduate degree in Mankato, I was fortunate to come in contact with Dr. Robert Miller who is a professor of Special Education, and one of the leaders in the specialization of School to Work and Transition. I completed a number of courses with him and, with his encouragement, decided to pursue my Masters degree upon graduation. I was accepted at the University of Florida—Gainesville in the Special Education Graduate Studies program. I obtained a graduate assistantship in Project TEAMEd: Transition Education for Adolescents and Adults—Master of Education. This was a grant-funded program, which researched and developed Transition/School to Work educational materials and pilot programs in Florida.
One of the goals of this program was to produce professionals in the field of Special Education who would be leaders and innovators in the field. Coursework that I completed included: Trends & Issues in Transition; Research in Transition; Leadership Skills and Development; Foundations of Specific Learning Disabilities; Aspects of Physical and Multiple Handicaps; Education of Gifted Children; Administration of School Personnel; and Supervised Research/Independent Study. In order to broaden my knowledge base I also completed coursework in Rehabilitation Counseling. This included: Therapeutic Recreation Systems; Vocational Assessment and Evaluation Processes and; Introduction to Rehabilitation Counseling. In these courses I was trained on some psychological and vocational assessments.
While at MinnesotaStateUniversity and the University of Florida, I was a member of the Council for Exceptional Children (CEC) and the Division on Career Development and Transition (DCDT). In DCDT, I had an opportunity to serve as the President and Vice-President. I also served on the Florida DCDT board as a Student Governor and Conference Organization Board Member. I have presented materials on Transition related materials at a number of conferences in Florida and have been a guest lecturer a number of times.
After receiving my Masters degree, I obtained employment with JEC Miller, Inc. providing group home services to adults with disabilities. I was a Facility Coordinator and I developed behavioral and independent living programming; hired, trained, and supervised staff and; communicated with clients and their families as well as medical personnel. In 1997, I secured my first teaching job at Apple ValleyHigh School as a Work Experience Coordinator. My responsibilities included: developing and implementing curriculum pertaining to career development and life skills; conducting student assessments; writing Individual Education Plan (IEP) goals; evaluating student progress and; assisting students in finding and retaining employment. I enjoyed working with the students but did not care for the actual “teaching” part of the job. In 1999, I took a teaching position at ThomasJeffersonHigh School but decided to leave teaching after being in that position for six months. From 1999 to 2001, I was employed as a manager at Sears. During my employ, I learned how to put together and motivate an effective team of people.
In 2001, I returned to employment in the group home field. I am currently a Program Manager for a group home company providing services to adults with disabilities. My job responsibilities include: developing behavioral and independent living skill programming; coordinating psychiatric treatment and crisis intervention and; monitoring psychotropic medication administration procedures. I have completed training in mental illness; personality disorders; mood disorders; anxiety disorders; challenging behaviors; psychotropic medication monitoring and; Tardive Dyskinesia.
Academically, my greatest strengths are my organizational and technical writing skills. These are also my strongest research skills. Over the years, I have developed a method of doing literature searches, organizing the information, and writing research papers that is very efficient. My system is flexible and I am able to reorganize the materials quickly if I need to change the direction or order of the information gathered. Due to the amount of writing that was required for my English degree, as well as my Masters degree, I have also become a very proficient technical writer. My research weaknesses would be that I have not done a lot of independent research and it was at least six years ago. Most of my research has been done with others or under the close guidance of a professor.
In order to further prepare myself for my dissertation, I have organized my coursework so that the “building block” coursework occurs in a sequential manner. I have also organized those courses closely related to the dissertation process so that they are not taken too long before I am enrolled in my dissertation credits so that the information is fresh in my mind. I have also familiarized myself with the resources that are available at the University of Minnesota Library and obtained borrowing rights.
Regarding WaldenUniversity’s ability to provide me with an education that will enable me to obtain licensure in the State of Minnesota. I have contacted the Minnesota Board of Psychology and have obtained the licensure requirements to be a Licensed Psychologist. Related sections of this documentation can be found on page 7 of this document. I have also attached a listing of my planned coursework (by quarter) on page 8 and have indicated which Minnesota licensing requirement that are met by specific courses. According to my research, the Psychology program at Walden will fulfill Minnesota’s licensing requirements.
Overall, I believe that I am prepared to pursue a Ph. D. in Clinical Psychology at WaldenUniversity. I have obtained the support of my family, co-workers, and employer and fully understand the requirements. I also know that, by obtaining this degree, I will be able to continue in the career path that is right for me.
Minnesota Board of Psychology
2829 University Ave SE, Suite 320
Minneapolis, MN 55414
EDUCATIONAL REQUIREMENT FOR LICENSURE
MN Rule 7200.1300 (Related sections only—not full text)
Subpart 1. Licensed Psychologist. The educational requirement for licensure as a licensed psychologist is a doctoral degree with a major in psychology obtained in an institution accredited by a regional accrediting association to grant doctoral degrees.
Subpart 4. Degrees earned after June 30, 1991. For both types of licensure based on degrees earned after June 30, 1991, the major must meet the following requirements:
•The program offering the major must be certified to the board by the dean of the graduate school of the institution to be an organized sequence of study.
•The transcript of the applicant must indicate a minimum of three graduate quarter credits or their equivalent of course work earned in each of the core areas listed in units (a) to (g), or demonstrated equivalency as provided in part 7200.1410:
(A)scientific methods;
(B)theories of measurement;
(C)biological bases of behavior;
(D)cognitive-affective-bases of behavior;
(E)social bases of behavior;
(F)personality theory and human development; and
(G)professional ethics, standards of conduct, and issues of professional practice.
•A minimum of six additional graduate quarter credits of their equivalent of course work earned in:
(1) the application of psychological principles to problem identification. The course work must be in the areas of assessment, evaluation, or data collection or any combination of these areas.
(2)the application of psychological principles to problem solution. The course work must be in the areas of psychological intervention or data analysis or a combination of the two areas,
•A minimum of 2000 hours for a doctoral degree of supervised practical field or laboratory experience in psychology related to the program of the applicant.
Fall 2003
6205History & Systems
8000Professional Development
Winter 2003**C-4 in December
6220Psychology of PersonalityMN Lic. Req. F
6305Stats 1MN Lic. Req. A
Spring 2004
6315Tests & MeasurementsMN Lic. Req. B
8718Psychology of the Exceptional Individual
Summer 2004**C-20--3 weeks
6341Psychological Assessment: CognitiveMN Lic. Req. #1
6351Psychological Assessment: Pers/Soc/EmotionMN Lic. Req. #1
Fall 2004
8305Stats 2MN Lic. Req. A
6331Interviewing & Observational StrategiesMN Lic. Req. #2
8801Residency
Winter 2004
6215Developmental PsychMN Lic. Req. F
6225BiopsychologyMN Lic. Req. C
8802Residency
Spring 2005
8361Advanced Psychological Testing
8720Abnormal PsychologyMN Lic. Req. F
8803Residency
Summer 2005**C-20—3 weeks
6230Psych of Learning & MemoryMN Lic. Req. D
8830Psychology of Sexuality
Fall 2005
8700Psychology & Social ChangeMN Lic. Req. E
8310 Qualitative AnalysisMN Lic. Req. #2
Winter 2005
8721Advanced Psychopathology
8723Multicultural CounselingMN Lic. Req. E
Spring 2006
8741PsychopharmacologyMN Lic. Req. C
8725Group TherapyMN Lic. Req. #2
Summer 2006
6310Research DesignMN Lic. Req. A
8722Theories of PsychotherapyMN Lic. Req. #2
Fall 2006
8705Ethics & Standards of Professional PracticeMN Lic. Req. G
8871Practicum
Winter 2006
8871Practicum
6235Cognitive PsychologyMN Lic. Req. D
Spring 2007
8882Internship (1 year)
9010-9060 Dissertation (begins)
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