Sample Resume for a Psychologist

Psychologists study the human mind. They also try to explain why people act as they do. They do research to test their ideas about people's actions. Research methods vary. They may get data from lab tests, interviews, and surveys.

Psychologists usually specialize. Some help people with mental problems. Others help people deal with divorce and death of a family member or friend. They work with people of all ages, but some work mainly with old people or young people.

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Sample Psychologist Resume

John F. Reed
GL-378, Interlibrary Loan Office
Miami, MA 23741,
(308)-305 7298.

Resume Objective:

Education:

1981 Doctor of Philosophy, University of Oregon
Major Area: Educational (applied) Psychology
Minor Area: Curriculum and Instruction
Dissertation: Attitudes of adolescent alcohol users.

1978 Master of Science, University of Oregon
Major Area: Individualized: Psychology, Curriculum and Instruction, Educational Psychology
Thesis: Adolescent alcohol abuse: A new conceptual model and intervention study.

1977 Bachelor of Science, University of Oregon
Major Area: Art Education
Minor Area: Psychology

1951-1954 Art Center College of Design, Los Angeles, CA

Skills and Certifications:

• Licensed Psychologist, State of Oregon.
• Substance Abuse Specialist.
• Diplomate, American Academy of Pain Management.
• Commitment Examiner, State of Oregon, 1986-1988.
• Drug and Alcohol Evaluation Specialist, State of Oregon, 1981-1985.

Areas Of Expertise:

• Clinical and applied psychology.
• Assessment and test development.
• Dysfunctional family and related problems.
• Substance Abuse and related issues.
• Sexual harassment and discrimination consulting.
• Forensic Psychology (workplace, personal injury, family).
• Education and learning.
• Child development and creativity.
• Personal effectiveness.

Papers And Publications:

• Reed, D. M., How One Woman Turned Disaster into Opportunity, The Small Business Journal, Vol. 2, Issue 7, 1996.
• Guardalabene, J. and Reed, D. M., Men and Women Working Together, a workbook, 1993.
• Reed, D. M. Sexual harassment: a psychologist’s view. A paper presented at American Inns of Court, Eugene, OR, February 4, 1992.
• Reed, D. M. Attitudes of adolescent alcohol abusers. A paper presented at the 36th National Conference of the Alcohol and Drug Problems Association, September 23, 1985.
• Reed, D. M. Political obstacles to the treatment of alcohol problems often encountered in the practice of counseling or psychology. A paper presented to the Oregon Psychological Association, October 30, 1983.
• Reed, D. M. Attitudes of adolescent alcohol users. Ann Arbor, MI: University Microfilms International, 1981.
• Reed, D. M. Attitudes as correlates of alcohol use by adolescents: two high schools compared. Unpublished manuscript, 1980.
• Reed, D. M. A study of sex differences in the attitudes of adolescent alcohol abusers. A paper presented at the Women Pathfinders in Psychology and Counseling Symposium, Eugene, OR, May 2, 1980.
• Reed, D. M. Adolescent alcohol abuse: a new conceptual model and intervention study. Ann Arbor, MI: University Microfilms International, 1979.

Awards And Honors:

• Volunteer of the Year 2005, Sunriver Music Festival.
• Distinguished Alumnus Award, Central Region, U of O College of Education, 2003.
• Rotarian of the Year, Sunriver Rotary, 1997 and 1998.
• Psychologist of the Year, Lane County Psychologists Association, 1992.
• Included in Who’s Who in the America, Marquis, 1998-2002.
• Included in Who’s Who in the World, Marquis, 1993-2002.
• Included in: Who’s Who of American Women, Marquis, 1991-2002.
• Included in: Who’s Who in The West, Edition 22, Marquis, 1989-2002.
• Included in: Who’s Who in Health and Science, Marquis, 1986-Pres.
• Graduate Teaching Fellowship, Division of Continuing Education, University of Oregon, 1980.
• Dean’s List, Art Education, University of Oregon, 1977-1978
  Phi Theta Kappa (Jr. College Honor Society) ,1977.

Professional Experience:

• 2006 Inactive.
• 2001-2005 Clinical, health and consulting psychology focused on assessment and coordination of mental health care; forensic psychology (except criminal).
• 1995-2000 Medical leave.
• 1993-1995 Organizational consulting: sexual harassment, discrimination and hostile workplace.
• 1992-1993 ReGard, Eugene, OR, co-founder. A consulting firm for businesses to facilitate prevention, mediation and resolution of discrimination conflicts in the work place.
• 1985-1993 Private practice, Eugene, OR, Licensed Psychologist. Assessment and treatment of psychological and personality disorders in adults, families and children; specializing in addictions and stress related illnesses; consulting, evaluations, expert witnessing, pain management and employee assistance.
• 1985-1988 Addiction Counseling and Education Services, Inc., Eugene, OR, clinical supervisor. Christian Family Services, Eugene, OR. Wrote protocols to obtained State certification as an outpatient facility and provided training and clinical supervision for counseling staff.
• 1981-1985 Addiction Counseling and Education Services, Inc., Eugene, OR, executive director and founder. Duties included administration, systems design, direct service and program design for the treatment of serious problem drinkers and alcoholics, and their families and expert witnessing. Certified as an outpatient facility by the Mental Health Division, Oregon Department of Human Resources.
• 1980-1981 Kidron Center, Eugene, OR, administrative director and counselor. Private counseling specializing in alcoholism, marriage and family relations and women’s problems.
• 1980-1981 University of Oregon, Division of Continuing Education, chairperson for the Women Pathfinders in Psychology and Counseling Symposium. Duties included the conception, organization and presentation of a major annual conference sponsored by the counseling and psychology departments of the University of Oregon.
• 1979-1980 Christian Guidance Center, Eugene, OR, counselor.
• 1978 Health Education Project, Title 4-C grant, School District 4/J, Eugene, OR, curriculum specialist and adviser. Duties included the writing and coordination of the substance abuse curriculum, grades K-12, with general health curriculum for a federally funded curriculum project, Department of Health Education, University of Oregon. Instructor for required summer school course on alcoholism for teacher certification.
  University of Oregon, College of Education, Eugene, OR, lab instructor, teaching strategies.
• 1970-1975 Decor To You, Inc., Stamford, CT, founder and owner of an unique home decorating service.
• 1955-1975 Free-lance commercial illustrator, Detroit, MI and New York City, NY.

VOLUNTEER WORK, MEMBERSHIPS AND OFFICES HELD:

• 2003-Pres. American Association of University Women.
• 2002-2005. Central Oregon Association of Psychologists, President Elect, 2005.
• 1998-2004 University of Oregon Alumni Association Board, Director.
• 2000-2004 Sunriver Women’s Club, Board Member and Co-Chair of Communications.
• 1999-2000 Central Oregon Llama Association, President, Co-Chair 1999 Llama Festival.
• 1998-1999 SMART Reader.
• 1998-1999 Boys and Girls Club of La Pine, volunteer.
• 1998-2002 Toastmasters Int’l, ATMB.
• 1994-2000 Rotary Club of Sunriver, President, 1997-98.
• 1987-Pres. Arnold Bennett Hall Society, University of Oregon.
• 1997-1998 Sunriver Area Chamber of Commerce, Communications Chair.
• 1989-1992 Lane County Mental Health Providers Association, Carrier Relations Committee.
• 1984-1993 Lane County Psychologists Association, President-elect, 1988-89 President 1989-90.
• 1981-1985 Oregon Substance Abuse Professionals Association, Secretary, 1982.
• 1981-Pres. American Psychological Association.
• 1981-Pres. Oregon Psychologists’ Association, candidate for president, 1992.
• 1981-1983 Lane County Council on Alcoholism, Treasurer, 1981.
  1979-1980 Springfield Alcohol and Drug Committee, Springfield, Oregon, Co-Chair.
• 1976-1977 Second Generation for children of alcoholics, University of Oregon, Eugene, OR, steering committee member, coordinator.
• 1975-1977 Alateen, Stamford, CT and Eugene, OR, Sponsor.

Description for Psychologist

JOB TITLE:
Psychologist
JOB PURPOSE:
Psychologists help people deal with problems of everyday living. Some work in schools to help students with behavior problems. Others help solve problems in places where people work.

Some psychologists do research at colleges and private research centers. They study behavior using human beings and animals, such as rats and monkeys.

REPORTS TO:

LEVEL OF RESPONSIBILITY: Psychologists study the human mind and human behavior. Research psychologists investigate the physical, cognitive, emotional, or social aspects of human behavior. Psychologists in health service provider fields provide mental health care in hospitals, clinics, schools, or private settings. Psychologists employed in applied settings, such as business, industry, government, or nonprofits, provide training, conduct research, design systems, and act as advocates for psychology.

MINIMUM QUALIFICATIONS:
Psychologists have to go to school for a long time. Some need a Ph.D. degree. This takes 5 to 7 years of study after completing college. To get a Ph.D. degree, you usually have to write a long paper on a topic that you think of.

Persons with a master's degree in psychology may work in some specialties. A master's degree in psychology usually requires at least 2 years of study after college.

A bachelor's degree in psychology is enough to qualify as an assistant to psychologists and other professionals in places like community mental health centers. Some may do research.

Psychologists who have their own practice need a license from the State where they want to work. A license requires certain education and work experience, and passing a test. Psychologists who work with patients must be good with people. Those who do research have to be able to work by themselves and as part of a team.

Duties and responsibilities:

Psychologists study the human mind and human behavior. Research psychologists investigate the physical, cognitive, emotional, or social aspects of human behavior. Psychologists in health service provider fields provide mental health care in hospitals, clinics, schools, or private settings. Psychologists employed in applied settings, such as business, industry, government, or nonprofits, provide training, conduct research, design systems, and act as advocates for psychology.

Like other social scientists, psychologists formulate hypotheses and collect data to test their validity. Research methods vary with the topic under study. Psychologists sometimes gather information through controlled laboratory experiments or by administering personality, performance, aptitude, or intelligence tests. Other methods include observation, interviews, questionnaires, clinical studies, and surveys.

Psychologists apply their knowledge to a wide range of endeavors, including health and human services, management, education, law, and sports. In addition to working in a variety of settings, psychologists usually specialize in one of a number of different areas.

Clinical psychologists—who constitute the largest specialty—work most often in counseling centers, independent or group practices, hospitals, or clinics. They help mentally and emotionally disturbed clients adjust to life and may assist medical and surgical patients in dealing with illnesses or injuries. Some clinical psychologists work in physical rehabilitation settings, treating patients with spinal cord injuries, chronic pain or illness, stroke, arthritis, and neurological conditions. Others help people deal with times of personal crisis, such as divorce or the death of a loved one.

Clinical psychologists often interview patients and give diagnostic tests. They may provide individual, family, or group psychotherapy and may design and implement behavior modification programs. Some clinical psychologists collaborate with physicians and other specialists to develop and implement treatment and intervention programs that patients can understand and comply with. Other clinical psychologists work in universities and medical schools, where they train graduate students in the delivery of mental health and behavioral medicine services. Some administer community mental health programs.

Areas of specialization within clinical psychology include health psychology, neuropsychology, and geropsychology. Health psychologists promote good health through health maintenance counseling programs designed to help people achieve goals, such as stopping smoking or losing weight. Neuropsychologists study the relation between the brain and behavior. They often work in stroke and head injury programs. Geropsychologists deal with the special problems faced by the elderly. The emergence and growth of these specialties reflects the increasing participation of psychologists in providing direct services to special patient populations.

Often, clinical psychologists will consult with other medical personnel regarding the best treatment for patients, especially treatment that includes medication. Clinical psychologists generally are not permitted to prescribe medication to treat patients; only psychiatrists and other medical doctors may prescribe certain medications. (See the statement on physicians and surgeons elsewhere in the Handbook.) However, two States—Louisiana and New Mexico—currently allow clinical psychologists to prescribe medication with some limitations, and similar proposals have been made in other States.

Counseling psychologists use various techniques, including interviewing and testing, to advise people on how to deal with problems of everyday living. They work in settings such as university counseling centers, hospitals, and individual or group practices. (See also the statements on counselors and social workers elsewhere in the Handbook.)

School psychologists work with students in elementary and secondary schools. They collaborate with teachers, parents, and school personnel to create safe, healthy, and supportive learning environments for all students; address students’ learning and behavior problems; improve classroom management strategies or parenting skills; counter substance abuse; assess students with learning disabilities and gifted and talented students to help determine the best way to educate them; and improve teaching, learning, and socialization strategies. They also may evaluate the effectiveness of academic programs, prevention programs, behavior management procedures, and other services provided in the school setting.

Industrial-organizational psychologists apply psychological principles and research methods to the workplace in the interest of improving productivity and the quality of worklife. They also are involved in research on management and marketing problems. They screen, train and counsel applicants for jobs, as well as perform organizational development and analysis. An industrial psychologist might work with management to reorganize the work setting in order to improve productivity or quality of life in the workplace. Industrial psychologists frequently act as consultants, brought in by management to solve a particular problem.

Developmental psychologists study the physiological, cognitive, and social development that takes place throughout life. Some specialize in behavior during infancy, childhood, and adolescence, or changes that occur during maturity or old age. Developmental psychologists also may study developmental disabilities and their effects. Increasingly, research is developing ways to help elderly people remain independent as long as possible.

Social psychologists examine people’s interactions with others and with the social environment. They work in organizational consultation, marketing research, systems design, or other applied psychology fields. Prominent areas of study include group behavior, leadership, attitudes, and perception.

Experimental or research psychologists work in university and private research centers and in business, nonprofit, and governmental organizations. They study the behavior of both human beings and animals, such as rats, monkeys, and pigeons. Prominent areas of study in experimental research include motivation, thought, attention, learning and memory, sensory and perceptual processes, effects of substance abuse, and genetic and neurological factors affecting behavior.

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Time loads of Psychologist

A psychologist’s subfield and place of employment determine his or her working conditions. Clinical, school, and counseling psychologists in private practice have their own offices and set their own hours. However, they often offer evening and weekend hours to accommodate their clients. Those employed in hospitals, nursing homes, and other health care facilities may work shifts that include evenings and weekends, while those who work in schools and clinics generally work regular hours.

Psychologists employed as faculty by colleges and universities divide their time between teaching and research and also may have administrative responsibilities; many have part-time consulting practices. Most psychologists in government and industry have structured schedules.

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How to Write A Good Resume Objective

1. Avoid job titles - Resume Objective.

Job titles such as "Secretary" or "Market Manager" can involve very different activities in different organizations. The same job can often have different titles in different organizations and using such a title may very well limit your being considered for such jobs as "Office Manager" or "Marketing Assistant." It is best to use broad categories of jobs rather than specific titles, so that you can be considered for a wide variety of jobs related to the skills you have. For example, instead of "Secretary" you could say "Responsible Office Management or Clerical Position" if that is what you would really consider - and qualify for.

2. Define a "bracket of responsibility" to include the possibility of upward mobility - Resume Objective.

While you may be willing to accept a specific job drawing on your current skills keep yourself open for jobs that require higher levels of responsibility and pay. Use categories of skills and titles so that the person reviewing your resume might consider you for other openings.

In effect, you should define a 'bracket of responsibility' in your objective that includes the range of jobs that you are willing to accept. This bracket should include the lower range of jobs that you would consider as well as those requiring higher levels of responsibility, up to and including those that you think you could handle. Even if you have not handled those higher levels of responsibility in the past, many employers may consider you for them if you have the skills to support the objective.

3. Include your most important skills - Resume Objective.

What are the most important skills needed for the job you want? Consider including one or more of these as being required in the job that you seek. The implication here is that if you are looking for a job that requires 'Organizational Skills,' then you have those skills. Of course, your interview (and resume) should support those skills with specific examples.

4. Include specifics if these are important to you - Resume Objective.

If you have substantial experience in a particular industry (such as 'Computer Controlled Machine Tools') or have a narrow and specific objective that you really want (such as 'Art Therapist with the Mentally Handicapped'), then it is OK to state this. But, in so doing, realize that by narrowing your alternatives down you will often not be considered for other jobs for which you might qualify. Still, if that is what you want, it just may be worth pursuing (though I would still encourage you to have a second, more general objective just in case).

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Finalize Your Resume Objective Statement

The most important is that you can clearly state what sort of a job you want and know what kinds of skills and experiences are needed to do well in that job. Even if you decide to change your job objective later, it is very important that you decide on one now for effective marketing.

Don’t be afraid to interview for jobs that seem far outside your skill set. If you don’t force yourself to reach higher you will never be considered. Don’t expect lady luck to come knocking when you could have opened the door and walked thru. Ask about opportunities for advancement. Apply for jobs above your last experience and challenge yourself.

Having spent years working with highly paid executives it is obvious most executives are learning as they go. Few know exactly what they are doing. What they do know is how to take chances, accept risk and turn everyday events into income producing opportunities. Make yourself reach for that next level up. You too can make it to the top of your field/company. See you there.