Ashford University Institutional and Program Outcomes

AshfordUniversity Institutional and Program Outcomes

AshfordUniversity Institutional and Program Outcomes

Accordingto Ashford University institutional outcomes, each student shouldshow the ability to read and think creatively and critically.Notably, this outcome should help a student in the psychologyprofession to competently and critically evaluate human behavior andpsychological processes. Additionally, this outcome should helpefficiently study any hypothesis or theory in the psychology or anyrelated field by effectively conducting research. Anotherinstitutional income is that graduate students should be capable ofcommunicating effectively in speech, writing and through technology.In psychology profession, the student should demonstrate the abilityto consistently communicate in terms and language affiliated to thepractice and study of psychology.

Upongraduation, a student should possess the aptitude to make informeddecisions in other fields, understand the varieties of diversity andshow proficiency in his/her major fields of study. These abilitiesshould enhance the competency of a psychology graduate in developingand applying acquired skills through principled application ofpsychology. Moreover, a student should be capable of understandingdependence amongst human beings and fitting into the humanly-createdsystem by helping others. This is relevant in psychology as it equipsstudents with knowledge and ability to analyze human personality andmoral behaviors.

Applyingthe Competencies Gained at Ashford University to Resolve a Problem

Recently,my brother gave a false testimony in court to save his friend, Sam,who was being tried of robbery with violence. Sam, a notoriouscriminal is free and may continue terrorizing and stealing fromothers. From my viewpoint, I am in a dilemma whereby I risk losing orbecoming enemies with my brother if I report his friend to the policeand give the correct information and testimony. Conversely, othersbelieve that no matter the outcome, anyone with the correctinformation should report the criminal to the police since he is athreat to the community. The problem that the other individuals faceis the danger they face if they continue living with a criminal.

Arguably,I may consider remaining silent for my brother’s sake or report hisfriend. Markedly, remaining silent endangers the community since mybrothers friend may do something dreadful while reporting him maymake my brother detest me. Reporting Sam to the police could pose arisk since it may jeopardize my welfare because he may try to harm meor my brother which is appalling. On the other hand, there is abigger risk of not reporting Sam because this will not solve thesecurity threat he poses and may end up resulting to somethingcatastrophic. At first blush, my decision may seem dangerous but Ihave documented and recorded evidence that my brother was not withsome the night Sam carried out the robbery. This may bring anoutright change to the ruling made in favor of Sam. Sam’s criminalrecord also works in my favor and reporting and testifying againsthim may end up solving the problem effectively.

Havingattained the ability to communicate effectively at AshfordUniversity, I will first talk to my brother and tell him about therisk of his decision. Moreover, possessing the ability to thinkcreatively and analyze human behavior, I will emphasize and on mybrother’s need to support me and may end up convincing him tonullify his testimony. Finally, I will not force or blackmail mybrother into taking my opinion this is having learnt how toethically apply my knowledge.

Tosum up, I have decided to report and testify against Sam,irrespective of the challenges and consequences. This is because, aslearn in the University’s outcomes, I have a responsibility ofoffering service to help solve the needs of others. Additionally,having understood interdependence among human beings, it is myobligation to help others since it may end up helping me in the longrun.


Kaslow,N. J. (2004). Competencies in professional psychology. AmericanPsychologist,59(8),774.