Instructions for writing the Professional Development Plan (PDP)
• The PDP should address three questions:
o Where have you been in your life personally and professionally that has brought you to this point?
o Where are you now in your personal and professional life that makes getting an advanced degree important?
o 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.
Description of Personal and Professional Goals

My journey on the road to Walden has been difficult and at times very dark. I will never look back on that journey with regret because the challenges that I faced provided me with countless opportunities for learning and personal growth. Many of those opportunities were painful I admit but without them I truly believe that I would not be standing at Walden today. The earliest, and definitely the most significant, experience for me was witnessing the traumatic loss of my one-year old brother in a freak accident when I was four years old. It was the Christmas season and what should have been a close family celebration turned into a nightmare in a matter of minutes. I became the “forgotten” child as my parents became consumed with their own grief and guilt. Eventually they became angry and the anger was displaced onto me. As a result I went through years of violent physical and emotional abuse. I have never been bitter or unforgiving and I would never label myself as a “victim” because surviving in that environment gave me the strength to become the person that I am today. It also helped me to develop a deep sense of empathy for people and a determination to use my past experience in a positive way to somehow help others. The seed was planted for my entrance into the helping professions.
During my undergraduate years I struggled with bouts of major depression. Many times I contemplated giving up and accepting that I was permanently and irreversibly scarred. It was during my undergraduate work in psychology that I crossed paths with the psychology professor who would become my mentor and my source of inspiration. He encouraged me and offered me the support that I needed to be able to regain my footing. I was able to see the gifts that I would be discarding by giving up on the fight to regain control of my life. It was during that period of time that I came to the realization that I could use the painful events that I had experienced as a child in a positive way to help others. My mission in life was to become a source of strength and encouragement for those individuals who lacked a support system and to restore to them a sense of hope in the process.

My personal goals at the present time are to become less critical and demanding of myself, to take time out of my chaotic schedule to just be able to enjoy the simple pleasures in life, to spend more quality time with my four children, to set up a more reasonable work schedule, and to enjoy the process of learning that I will be experiencing while getting my degree from Walden. Working on the Ph.D. from Walden is going to play a significant role in the attainment of those goals. It is already forcing me to reevaluate the unrealistic demands that are placed on me by my place of employment because of my inability to say “no” even when no is the right thing to say. I enjoy learning and truly feel energized whenever I am engaged in the learning process. I never accept answers that I am given. I am always looking for more information and in the process find that I end up with more questions than answers. I tend to analyze everything and break it down into smaller components. I always want to know the answer to the question “Why?” Working on my Ph.D. is going to necessitate changes in my life that will initially bring discomfort and resistance from those individuals around me.
Upon completion of my Ph.D., my goal is to seek out a higher position in a university setting so that I can continue to serve as a mentor and a role model to students and to share with them the knowledge that I have accumulated over the years. I have a couple areas of interest in which to focus my research. I am interested in studying the factors that play into labeling young adults high risk of not completing a 2 year college and designing and implementing programs that will increase their chances of success. My interest is in doing this as a project with the school in which I am currently employed. The goal is to increase retention and to graduate a greater percentage of students in the future. Some of the factors I am interested in examining are the number of schools that the students have voluntarily withdrawn from and the number of schools that they were dismissed from for attendance or academic reasons, level of self-esteem and self-efficacy, substance use, presence of a support system, and whether they have an internal or external locus of control. I am also a strong advocate for reducing prejudice and discrimination and already expend effort into changing homophobic attitudes. Because of my interest in increasing retention of high-risk students I may include a component in there with regards to homophobia. It is a graphic arts, photography, and medical school so the student population is full of diversity. There are individuals of different races and nationalities, different sexual orientations, and wide differences in physical presentation. Students range anywhere from conservative dress to brightly colored hair, tattoos, and body piercing. What I have witnessed since I have been with OIP&T is the intolerance and disrespect of students for others that are perceived as different from the “mainstream”. Homophobia is still prevalent and my goal is to identify the factors that reinforce homophobic attitudes where I teach and create methods and programs to help change the prejudicial attitudes that exist. The intolerant attitudes of others add yet another risk factor that decreases the chances of students that are gay or lesbian successfully achieving their degree. I also have a passion for writing and am beginning the process of writing a social psychology text book that is “user-friendly”.
I stopped using a text in my social psychology course because I found several of them to be more technical than necessary and rather flat in their presentation of the material. Students consistently evaluated the material as “too difficult” to understand and “too dry”. I plan on including fun exercises, more common terms, and several examples that are applicable to real life settings. I then plan on using it as a testing ground to see if students still learn the same material that they were learning when it was taught out of the more difficult text. My goal is to get it published. I plan on focusing on scholarly writing both while in Walden and following completion of my program. I have an interest in writing mystery novels for entertainment purposes and have a desire to be published in that area, as well. Walden’s mission statement focuses on creating scholar-practitioners who will become leaders in effecting social change. Because of my commitment to helping people recognize their own value and potential contributions to society, as well as my strong desire to combat different aspects of prejudice and discrimination, Walden’s mission will be carried out by me. I will make a difference in our society in as many ways as I can and Walden will be an important resource for me in my quest for positive change.

PART 2: Description of Educational Background and Research Proficiencies

I have a bachelor’s degree in psychology from Wright State University which gave me a solid foundation on which to begin building my career. I took theory courses in physiological psychology, abnormal psychology, and psychology of personality, developmental psychology, cognitive psychology, social psychology, psychology of learning, and the history of psychology. Each of the theory courses, with the exception of the history of psychology, had corresponding lab classes that were required in order for us to apply what we had been taught. I also completed advanced work in developmental psychology, physiological psychology, abnormal psychology, and psychology of personality. I had courses in research design and methods, statistics, advanced design and quantitative analysis, and advanced experimental design. These courses allowed for my participation in several small-scale research projects.

I immediately desired to pursue training at the doctoral level following completion of my undergraduate program but it was not possible due to financial constraints and the birth of my daughter with a heart condition and cleft palate. In order to maintain continuity in my education and to take a step closer in achieving my goal of working in a professional capacity in the helping profession, I entered into Wright State’s graduate program. I received my master’s degree in Counselor Education/Mental Health Counseling in 1992. During my graduate studies, I received a diverse background which included multicultural counseling, group and individual counseling, crisis intervention counseling, family and marriage counseling, psychopathology, legal and ethical issues in counseling, developmental counseling, counseling theory and practice, counseling techniques, career counseling, and substance abuse counseling. Research courses at the graduate level included behavioral assessment and educational statistics and research. I completed a practicum for Greene County Mental Health Services providing counseling for a population consisting of a variety of individuals with a wide range of mental health issues.
Following completion of the practicum experience, I moved into an internship at the Center for Youth and Child Development under the supervision of a clinical psychologist. My job responsibilities included individual and group counseling with children, adolescents, and adults; testing and assessment; court evaluations; and report writing. I was able to diagnose and treat mental and emotional disorders under the supervision of Dr. Kline. Much of my work at the center was specializing in the assessment and treatment of children and adolescents who had been sexually abused. Although I found the experience to be rather draining on a daily basis, I acquired a sense of satisfaction knowing that I was having an impact and making a difference in a child’s life. The ability to intervene in that manner made it well worth the energy and the effort and I would readily do it again. Upon completion of my degree and my internship I was asked to remain at the youth center and so without hesitation I agreed to stay and was there for an additional three years. I received my license as a professional counselor for the state of Ohio and supervised bachelor’s level therapists during that time.
After three years with the Center for Youth and Child Development, I was approached by a prominent medical doctor in the community. He had been given my name by several colleagues and was interested in utilizing my services to upgrade the services at his pain clinic to include a psychological component. I agreed to take on the task and together with a licensed clinical psychologist we designed and implemented a psychology program to parallel his chronic pain treatment. I knew very little about the etiology or treatment of chronic pain but I enjoy the challenge of learning new things and becoming proficient in the knowledge base that surrounds any new learning. I continued to work in a private practice with children and adolescents concurrent with my employment at the pain center. My clientele at the pain center included individuals who had been injured on the job or in automobile accidents, as well as individuals who were suffering from the pain that accompanies conditions such as cancer and AIDS. The psychological treatment focused on such issues as loss, depression, anxiety, and the teaching of relaxation techniques to help patients better manage their pain. While I was at the pain clinic, the overall goal of therapy was to help patients get to the frame of mind of believing that they could control their pain rather than believing that their pain has to control them.

Faced with yet another challenge, my life took an interesting turn. I found myself experiencing a difficult pregnancy three years ago that required bed rest and my discontinuation of employment. For the first time since the age of 15 I found myself in uncharted territory. I was unemployed. My status was to remain unemployed as the conditions surrounding the pregnancy became more difficult. My son was born by
c-section and was immediately placed in intensive care with heart and respiratory problems. Within 24 hours he was diagnosed with pneumonia and was in respiratory distress. The situation remained high risk following his release from the hospital due to continued respiratory issues. Because of his compromised immune system, my return to the work setting was strongly discouraged. The specialists felt that placing my baby in daycare was not advisable due to the risk of increased exposure to germs. We were in a financial bind so I eventually went to work as a substitute teacher in the Huber Heights school district for grades K through 12. The money was stable and the schedule was flexible enough that I could have a select few responsible for monitoring my son’s health. It was meant to be a temporary fix because I had no formal teaching experience. I had never even thought about being a teacher. Once I got into the classroom I realized that not only did I enjoy it, but I seemed to have a natural ability for teaching. In that position, I found my counseling skills to be advantageous in working with the students. The experience that changed the course of my path occurred during one of my substitute teaching assignments. I was scheduled to substitute teach for a very well-respected fourth grade teacher who was to go in for routine exploratory surgery the following day. I covered her class as requested and returned home. Later that day I received a phone call from the principal who could hardly talk. This 30 year old remarkable teacher that I had subbed for had succumbed to an injury that had occurred during her exploratory procedure. I was asked by the principal because of my counseling background to help. I was faced with the disheartening task of telling 20 fourth graders that their favorite teacher had died following what was supposed to be a routine, simple procedure. I stayed on long-term to help her class transition to a new teacher, to help parents deal with the questions that were being asked by their children, and to help her stunned colleagues with the various stages of the grieving process. I somehow came to the realization at that point that my professional goals were shifting and my desire to teach was beginning to emerge. I was not sure what age or even what subject I was interested in teaching; I just knew that I wanted to work with students who were high risk for failure for whatever reason. It was at that point in time that it hit me that my counseling skills would be a valuable resource in any profession that I chose to pursue.
I found myself at the Ohio Institute of Photography and Technology teaching general psychology courses to adult learners seeking degrees in Allied Health, Graphic Design, and Photography. I absolutely have found my niche in teaching. I love the role I play in educating our students in spite of the challenges that our student body present to me on a regular basis. My courses have expanded to now include courses in general psychology, psychology of human relations, social psychology, communication skills, and life skills. I helped to design and implement the curriculum for the life skills course which is titled “Psychology of Life, Work, and School”. I teach the class and it focuses on goal setting, positive affirmations, time management, study skills, improving memory, stress management and improved interpersonal skills. I was promoted in January 2002 to the position of Academic Coordinator/Evening Supervisor which includes as part of the job description supervising evening instructors and playing a significant role in curriculum development. My tenure at OIP&T has been a new and exciting learning experience for me and I have found my counseling skills to be an invaluable resource in connecting with and mentoring the students towards success. The student population, for the most part, consists of adults who have not been successful in their past college experiences and I feel that it is my job to try to encourage a supportive environment and a more positive learning experience for them at our establishment. Most of the students present with a low self-esteem and feelings of inadequacy. I am the first teacher that they come in contact with and I use my course in life skills as a building block to set the students up for a more successful experience. It is a major feeling of accomplishment when I see a student reach graduation and be able to have me call their name and hand them a degree. These are the same students that, at one time, had been labeled as “failures” and a waste of our time and energy. I cannot even begin to explain the feeling of exhilaration. By us believing in them, they were able to come to believe in themselves. I love the challenge of my job and even though it is highly stressful I am able to stay focused on the goal of helping students succeed. I am currently focusing on designing and implementing workshops on teacher sensitivity training because several of the teachers that I supervise have a difficult time working with students who present challenges. I would like to try to help them become more sensitive to the issues that our student population face and to become part of their system of support as opposed to a system that views them as “failures”.
The strengths that I possess that will help me navigate Walden’s Ph.D. program include perseverance, commitment, curiosity, good writing skills, organizational and time management skills, interpersonal skills, and my ability for quick adaptation to change. I have a tendency to analyze everything and to never accept the answers that I am given as the “ultimate” truth. I am always searching for and acquiring new learning and in my pursuit of “answers” I am always turning up more questions to research and explore. I have a passion for education and a commitment to being a part of social change.
Although I participated in several undergraduate courses that involved research and took a couple of research driven courses in my master’s program, I still feel that I would have to list the area of research as a weakness. My master’s program was more experientially driven than research oriented. In order to strengthen my research skills and to prepare myself for the dissertation process, I plan on taking courses in both Qualitative and Quantitative Analysis at the doctoral level. I also plan on reviewing several research- oriented books. My strengths in the area of research include my left-brained tendency to analyze, excellent math skills, and a good comprehension of statistics.
Another weakness of mine that will require work is in the arena of public speaking. I have major communication apprehension when it comes to engaging in public speaking so I plan on challenging myself to give presentations and to engage in other forums that involve having to speak publicly. I feel that Walden will be an excellent resource for me in that area and will provide me with opportunities to present both while enrolled in the program and following completion of my degree. I recently pushed myself to take on the role of the guest speaker at a college commencement and actually survived to tell about the experience.

I have been told by many individuals that I write well and that they enjoy reading my papers. However, it has been a long time since I have had to write graduate papers. I plan on participating in the seminars on writing and APA style while here at the Core-13 summer session in order to refresh my memory. With practice and initial feedback from instructors I do not foresee any difficulty in my ability to produce scholarly writing.
The resources that I have available to me in completing my studies at Walden include the internet, Walden’s library and writing resources, major university libraries, OhioLink, and my colleagues who each have their own areas of competence and expertise. The summer session in Indiana has provided valuable networking with other students, as well as faculty and staff, who will be a tremendous source of support throughout the program. The Core-13 has been a wonderful experience for me and I plan on attending the Core-20 next summer. I cannot stress enough the value of attending and actively participating in the summer sessions.
I know that I have the ability to effect change in society through a combination of my teaching skills, counseling skills, and my ability to experience empathy for individuals on a deep, honest level. Through the support of Walden I will utilize those skills in order to give back to the community what the community of Walden has given to me.

PART 3: Program of Study
It is obvious that I have a passion for teaching whenever I step into the classroom. When I leave Walden in three years with my Ph.D. in Academic Psychology, I plan on continuing my role as a teacher and a mentor. I would like to serve as a chair, dean, or director in a university setting so that I can give more voice to my ideas for social change. I plan on being active in research studies that are geared towards improving the chances for adult students to succeed in venues of higher education as well as those that focus on reducing homophobia and other types of prejudice and discrimination. My vision is to see a world where everyone regardless of level of intelligence, physical appearance, race, gender, or sexual orientation feels accepted and able to view themselves as potential agents for social change. I may be an idealist but I plan on doing everything I can to achieve at least a piece of that goal.