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PS 315 Theories of Personality
Bryan, Diane


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 315 Theories of Personality

Semester

U1B 2006 BL

Faculty

Bryan, Diane

Title

Senior Adjunct Faculty

Degrees/Certificates

PhD in Clinical Psychology
MPS in Behavioral Psychology
Lisenced in Texas and New Mexico

Office Location

Ft. Bliss

Office Hours

8:00 to 5:00 M-F

Daytime Phone

915-585-3884

Other Phone

915-525-2796

E-Mail

diane.bryan@park.edu

dbryan@elp.rr.com (Preferred email)

Semester Dates

May 22- July 16, 2006

Class Days

------S

Class Time

8:00 - 1:00 PM

Credit Hours

3


Textbook:
Engler, Barbara (2006). Personalities Theories (7th ed.). Boston: Houghton Mifflin Co. ISBN:  0-618-49662-9

Textbooks can be purchased though the MBS bookstore

Additional Resources:
Professional journals which pertain to concepts presented in class and required information for three-part paper(Park University library on internet.).


Course Description:
Examination of the major personality theories and contributing research evidence with particular emphasis upon motivation and dynamics of behavior.  Pre-requisite:  <a href='index.aspx?Class=PS101'>PS101</a>.  3:0:3

Educational Philosophy:
The facilitator's educational philosophy is one of interactiveness based on lectures, readings, weekly exams, dialogues, research, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

Learning Outcomes:
  Core Learning Outcomes

  1. Describe and differentiate among the major psychological approaches which explain personality.
  2. Define and apply key personality concepts, terms, and theories.
  3. Identify psychologists who have made major contributions to an understanding of personality.
  4. Explain research methodology and the ability to evaluate the merit of personality studies.
  5. Practically apply acquired insight of personality to one's own life


  Instructor Learning Outcomes
  1. 6. Students will identify aspects of their own personality and explain their origin.
  2. Students will apply personality theory to their own personality to effectuate desired change.
Core Assessment:

PS315 Theories of Personality
Core Assessment


Research Reaction Paper In order to help you relate theories of personality to current research in the field, students will complete a research reaction paper focusing on the analysis of an empirical research article relevant to the study of personality. The research reaction paper should include a summary and discussion of the research article including the following areas: 1) topic area; 2) hypotheses; 3) method; and 4) major results and findings. Most importantly, reaction papers should include a thoughtful commentary by the student. Specifically, not only should students provide a general summary, but focus on a critique of the research question and design, as well as a discussion of how the research relates to other theories of personality. In addition, students should include a commentary about the relationship of the research findings to their own life and personality development. Students' comments, critique, and discussion should form the majority of the paper.


Requirements:



  • Information must be organized, presented and referenced using APA style.

  • Research Reaction Paper should be 10 pages (plus title and reference pages).

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All instructors must utilize this basic assignment as one of the assessments within your course. But, you are encouraged to personalize the assignment and adapt it to meet your teaching style and the needs of your particular student population. For example, you may want to consider the following adaptations:



  • Assigning empirical articles based on current events or debates.

  • Adding a follow-up research proposal to address questions left unanswered by the current study.

  • Student presentations to the class to share the information learned in the project.

  • Creation of short web pages to highlight the relevance of research to the different theories of personality addressed in class.

Link to Class Rubric

Class Assessment:
A.  POSITION PAPER: (Part one of 3-part paper) The TOPIC FOR THIS PAPER IS NATURE VS. NURTURE.  It is to be 3-5 pages in length and to  conform to all APA style requirements.  A position paper states your opinion on the topic.  Use yourself as the example. Define and explain, in your opinion, how your personality developed either as a product of nature (genes) or nurture (environment and people) or some combination of the two (use deductive reasoning). DO NOT WRITE AN AUTOBIOGRAPHY AND BE SURE TO IDENTIFY THE TRAITS YOU DISCUSS AS EITHER NATURE OR NURTURE.

2. (part 2 of 3-part paper) Using the position you took on your nature vs. nurture paper as the basis for this paper, analyze TWO ASPECTS of your personality using TWO THEORIES we have discussed in class.  Explain how these theories explain the possible origin of these aspects of your personality.  How do these theories explain the developmental factors of these aspects of your personality?  Do not rewrite the story of the first paper, but use two aspects you defined in paper # one and develop them according to the personality theories we have already discussed in class. This paper is different from the first paper in that it is based on proving your reasoning whereas the first paper was a personal reflection and historical. This paper is to be 3-5 pages in length and APA format.

3. (Part 3 of 3-part paper) Using the analysis you previously developed based on the two theories, write a TREATMENT APPROACH USING TWO  OTHER THEORIES (DO NOT USE the ones already used in the analysis) for your self.  How would you CHANGE OR STRENGTHEN these same two aspects of your personality by using two different theories?  What do you anticipate the end results to be?  Explain.  This paper is based on a SERIOUS ATTEMPT TO ANALYZE the process of change by using theoretical constructs. The paper will be 3-5 pages in length and APA format.

B. The TOPIC OF THE WEEK: Each week a topic will be introduced which pertains to the class reading material and lectures assigned for that specific week.  All students are required to enter into this discussion.Your discussion and application of course material constitutes 10% of your total grade (See Syllabus).

C. EXAMS: There will be a written exam administered weekly. The exams will be a combination of multiple choice and true or false questions.  These exams will be given promptly at the beginning of class (8:00 AM) each week beginning at week 3 and continuing through week 8. There will not be a midterm or final exam.  THERE ARE NO MAKEUP TESTS. IF YOU MISS A TEST, UNLESS IT IS FOR A MEDICAL REASON WITH DOCUMENTATION FROM A DOCTOR, A DEATH IN YOUR IMMEDIATE FAMILY OR A MILITARY ASSIGNMENT, YOUR GRADE FOR THAT TEST WILL BE ZERO.

D. Depending upon the size of the class, a video clip or case study may be used for diagnostic experience in place of the weekly exam.  A specific set of questions will be passed out prior to the video or with the case study, and students are expected to answer the questions according to theoretical orientations studied that week. This will be graded as a weekly exam, and, if missed due to absenteeism, there ARE NO MAKE-UP SITUATIONS for these activities.

E.  All written assignments are to be word processed.  Proper sentence structure, correct grammar and punctuation are required for all papers.  The format is to follow the American Psychological Association format for written papers.  There are no exceptions to this required format style. I will not accept papers that do not conform to all of the above guidelines. Papers will be submitted with pages stapled together.  Do not use folders, plastic carriers or report covers.

Grading:
90 - 100  A
80 - 89   B
70 - 79   C
60 - 69   D
0 - 59   F

Weekly class discussions   10%
Position/analysis and treatment papers 30%
Weekly exams 30%
Research paper                          30%

Late Submission of Course Materials:
If written assignments are turned in late, one letter grade will be taken off of the paper for each class session it is late.

Classroom Rules of Conduct:
Students are expected to attend each and every scheduled meeting of all courses in which they are enrolled and to be present for the full class period.  Absenteeism and tardiness, regardless of cause, threaten academic achievement.  Classes missed for legitimate reasons (e.g., illness, death in family, temporary duty) are excusable; However, a student who is absent from a class is subject to appropriate consequences, as described by the instructor in the syllabus, if a test, quiz, recitation, homework assignment or any other activity falls on the day of absence, unless the student is granted an excused absence.
REMEMBER! Attendance is NOT participation. Engaging in classroom discussions is part of your grade and requires your personal thoughts added to the discussion.

Course Topic/Dates/Assignments:
WEEK 1 Introductions and review of course syllabus Housekeeping rules
Reading assignment: Chapters 1 (to be completed prior to first class session ).
Lecture: Introduction to personality: Theories, assumptions, evaluations, terms and the role of personality and its application.
No weekly test

WEEK 2 Reading assignment: Chapters 2 - 4
Lecture: Constructs of psychoanalysis (Sigmund Freud), Analytical psychology (Carl Jung), Interpsychic psychology (Alfred Adler).
Topic of the week for discussion: Can the psychoanalysis approach be used today with current manage care regulations?
No weekly test

WEEK 3 Reading assignment: Chapters 5 and 6
Lecture: Psychoanalytic Social psychology (Karen Horney and Erich Fromm), Ego psychology (Anna Freud and Erik Erickson).
Topic of the week for discussion:Discuss situations for which you can apply the Neopschoanalytic approach.
Position paper due Topic: Nurture vs. nature
Weekly test (Includes Freud, Jung, Adler)

WEEK 4 Reading assignment: Chapters 7
Lecture: Object relations (Klein, Mahler, Kohut, Kernberg)
Human relations psychology Chodorow and Stone Center Group)
Video clip: Object Relations
Weekly test(Horney, Fromm, Anna Freud, and Erickson)

WEEK 5 Reading assignment: Chapters 8 and 9
Lecture: Behavioral theorists (Skinner, Dollard and Miller) and Social Learning theory (Bandura and Rotter).
Topic of the week for discussion: Discuss alternative reinforcements (other then candy) and their potential effectiveness
Self Analysis paper due
Weekly Test Object Relations and Stone Center Group

WEEK 6 Reading assignment: Chapters 10-12
Lecture:Traits, personal dispositions, and human needs (Allport, Murray), Factor Analysis (Cattell) and Biological traits (Eysenck). Weekly test(Skinner, Dollard and Miller, Bandura, and Rotter)
       Research paper due.

WEEK 7 Reading assignment: Chapters 13 and 16
Lecture: Humanism (Maslow and Rogers) and Cognitive/Behavioral                                 (Ellis, Beck and Lazuras)
Topic of the week for discussion: How effective are these theories in the current world, particularly in cases of addition.
Treatment plan for personal theory due.
Weekly test (Allport, Cattell, Murray, and Eysenck)

WEEK 8 Finish all course work
Weekly test (Maslow, Rogers, Ellis, Beck, and Lazuras)

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Undergraduate Catalog Page 85-87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2005-2006 Undergraduate Catalog Page 89

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

I am available by appointment to assist you with any assignment or to discuss your class performance. You can contact me at: dbryan@elp.rr.com, 915-525-2796, fax 915-581-6708, or following each class session.

If you are having difficulty writing your papers, i.e., composition, grammar, or APA style, you can go to the English Lab on any Saturday afternoon and Dr. M. Graham will assist you with your problems.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                              
Outcomes
1, 2                                               
Student goes beyond identification of the major theory of personality to address the integration between various theories OR addresses specific, contemporary movements within a major conceptual framework.
 
Student correctly identifies and explains the major theory or theories of personality that underlie the research article.
 
Student inaccurately identifies the major theory OR fails to identify the most applicable theory.
 
Fails to use an empirical article relevant to theories of personality.
 
Analysis                                                                                                                                               
Outcomes
3                                                  
Student identifies and summarizes key aspects of the empirical study without including unnecessary or unimportant information; uses their own language to explain technical findings.
 
Student accurately understands and summarizes an empirical research study.
 
Student inaccurately understands the research article OR fails to correctly summarize the key points of the article.
 
No summary of the research article.
 
Evaluation                                                                                                                                             
Outcomes
3                                                  
Student accurately critiques empirical findings or research methodology by going beyond the presented information to highlight original gaps, errors, inadequacies or unanswered issues.
 
Student accurately critiques empirical findings and methodology; focuses on the concerns that are specified in the article.
 
Student inaccurately critiques the research findings or methodology.
 
Fails to critique the findings/methodology.
 
Terminology                                                                                                                                            
Outcomes
1, 2, 3                                            
Student accurately and consistenly utilizes appropriate personality concepts that demonstrate a clear understanding of terminology.
 
Student accurately utilizes personality terminology to discuss the research article.
 
Student utilizes personality terminology inaccurately OR fails to consistently use personality terminology.
 
Utilizes no personality terminology.
 
Concepts                                                                                                                                               
Outcomes
1, 2, 3, 4                                         
Student shows detailed insight into the conceptual basis underlying major theories of personality; extends the basic conceptual information to show unique, contemporary or innovative applications.
 
Student shows an accurate understanding of the conceptual basis of major theories of personality as they are applied to contemporary research settings.
 
Student show inaccuracies in their understanding of major personality theories OR fails to utilize key concepts relevant to specific personality theories.
 
Failure to discuss or address the conceptual basis of major theories of personality.
 
Application                                                                                                                                            
Outcomes
1, 4                                               
Student shows extensive insight and self-reflection as they apply the key concepts of personality theory to explain personality development and maintenance.
 
Student provides an accurate description of the relevance of personality theories to their own life and personality development.
 
Student is inaccurate in their application of personality theory to explain their own personality OR provides a self-reflection that is unrelated to the theory addressed by the research article.
 
Fails to provide an application of personality theory to own life.
 
Whole Artifact                                                                                                                                         
Outcomes
2                                                  
Student utilizes APA style throughout paper with fewer than 3 errors.
 
Student utilizes APA style for title page, citations, references and overall organization of information; student has 4-6 errors in technical use of APA style.
 
Student utilizes APA style but has 7 or more errors.
 
Student fails to use APA style.
 
Component                                                                                                                                              
Outcomes
1, 2, 3, 4                                         
Body of literature review is 11 or more double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) that includes the following subheadings: summary, critique, relationship to theory, self-reflections
 
Body of literature review is 10 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) that includes the following subheadings: summary, critique, relationship to theory, self-reflections
 
Body of literature review is 7-9 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) that includes the following subheadings: summary, critique, relationship to theory, self-reflections OR missing 1-2 specified components
 
Body of literature review is less than 6 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) that includes the following subheadings: summary, critique, relationship to theory, self-reflections OR missing 3 or more specified components
 
M/LL Courses                                                                                                                                           
Outcomes
1, 2, 3, 4                                         
Explicitly highlights the interactive, reciprocal nature of the relationship between theory, research and personal application.
 
Student shows a clear understanding of the interactive relationship between theory, research and personal application.
 
Implies an understanding of the interactive relationship between theory, research and personal application.
 
Fails to address (explicit or implied) the relationship between theory, research and personal application.
 

Copyright:

This material is copyright and can not be reused without author permission.

Last Updated:4/9/2006 4:49:48 PM