PS315 Theories of Personality

for F2SS 2006

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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.


PS 315 Theories of Personality


F2SS 2006 RA


Aspell, Denise D.


Adjunct Faculty


M.A. Clinical Psychology

Office Location


Office Hours


Daytime Phone



Semester Dates

October 23, 2006 - December 17, 2006

Class Days


Class Time

7:40 - 10:20 PM

Credit Hours



American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association.


Feist, J., & Feist, G. J. (2006). Theories of personality (6th ed.). Boston: McGraw-Hill.


A USB Flash Drive. (1GB)


Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:



McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:
Examination of the major personality theories and contributing research evidence with particular emphasis upon motivation and dynamics of behavior. PREREQUISITE: PS 101. 3:0:3

Educational Philosophy:

Philosophy of Teaching and Learning: Transformational adult learning and lifelong Learning. I encourage you toward ongoing holistic development of an ability to reflect on and use your life experience to proactively respond to the challenges of a rapidly changing world.

      Method of Facilitation: Lecturettes, question-and-answer, interactive and reflective dialogue.

      Practical Application: It is important to learn to effectively work with others and to surround yourself with people and situations that foster your development.

Course Structure and Process: Learner-centered. Information learned in a participative manner tends to be more meaningful and is retained longer.

      Course Rationale: Bridge the gap between theory and application by integrating personal experiences with textbook concepts.

Commitment: It is my goal to help you enhance your talents, abilities, and knowledge so that you will feel more personally and professionally fulfilled than you did at the beginning of this class. While this is MY goal, it is YOU who will get out of this course that which YOU invest.

Class Etiquette: I am committed to open, frank, and insightful dialogue. Diversity has many manifestations, including diversity of thought, opinions, and values. Class dialogue and behavior is expected to conform to social etiquette and to not distract from the learning environment. Guidelines:

(1) When disagreeing with someone, respond to the subject, not the person.

(2) Be respectful and refrain from inappropriate commentary and/or behavior in the learning environment. For example, no mastication, or otherwise orally processing of a substance, and spitting in a cup are allowed in the learning environment. (This is a real-life example.)

(3) Maintain confidentiality. Although this facilitator cannot enforce that confidentiality be maintained, you are asked to respect the privacy and dignity of each person in class and to treat fellow classmates and their input with the honor and respect that you would like to receive in return.


      (4) Turn off cell phones while in class. No electronic communication is allowed during class (except for assigned class presentations). Receiving a call or electronic communication while in class constitutes an absence. If you need to be present to communiqué during the class time-frame, you are deemed unable to be present in class. (Prior abuse has forfeited wise-use.)


While I encourage an atmosphere of reverence and respect as we talk about the wide array of human factors, I invite you to cultivate and nourish a healthy sense of humor. Inviting you to laugh is meant to enhance the learning experience and foster personal and professional development. No offense to any individual, group, occupation, or to any situation is intended.


Best wishes and thank you for being in the class!

Dee Dee Aspell



References for my Educational Philosophy:


Brookfield, S., & Preskill, S. (1999). Discussion as a way of teaching. San Francisco: Jossey-Bass.

Cranton, P. (1992). Working with adult learners. Dayton, OH: Wall & Emerson, Inc.

Cross, P., & Carusetta, E. (2004). Perspectives on authenticity in teaching. Adult Education Quarterly, 55, 5-22.

Dominice, P. (2000). Learning from our lives: Using educational biographies with adults. San Francisco: Jossey-Bass.

English, L. M. (2001). Reclaiming our roots: Spirituality as an integral part of adult learning. Adult learning, 12(3), 2-3.

Lauzon, A. (2001). The challenges of spirituality in the everyday practice of the adult educator: Blurring the boundaries of the personal and professional. Adult learning, 12(3), 4-6.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: John Wiley & Sons.

Mezirow, J., & Associates. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass Publishers.

Mezirow, J., & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass Publishers.

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

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.


  • Information must be organized, presented and referenced using APA style.
  • Research Reaction Paper should be 10 pages (plus title and reference pages).

Link to Class Rubric

Class Assessment:

Course Grades: Each student's feedback will be based solely on his/her performance.  Students will not compete against one another for grades (i.e., the instructor will not limit the number of As, Bs, etc.).  An individual's grade is based on his or her raw score points (i.e., the total number of points earned). Monitor your own scores.


Letter Grade         Letter Grade         Raw Score (total raw score points earned)

Cutoff Table          A                              90% + of the Maximum Points

                                B                             89% - 80% of the Maximum Points

                                C                             79% - 65% of the Maximum Points

                                D                             64% - 60% of the Maximum Points

                                F                              Less than 60% of the Maximum Points


Class Attendance (13 points for each class) and Participation (12 points for each class): 30%

Learning Celebrations (Positive Psychology Language) / Tests (Traditional Language) (25 points each): 10%

Final Exam (25 points): 10%

Research Paper (100 points each): 50%


A Note about Grades as Indicators of Performance: Remember that “C” represents average or typical performance and is achieved by “fulfilling” requirements. “B” represents above average performance and is achieved by “significantly exceeding” requirements. “A” indicates excellence in performance and is achieved by “far exceeding” requirements.


A Note about Grade Inquiries: You may inquire about your grades for assignments and/or for the course. I am open to dialogue. If you choose to contest a grade, I will review your attendance record and all of your work for the class. Then, if needed, I will adjust your grade higher or lower to accurately reflect your performance for the course.

See "Class Assessment" section.

Late Submission of Course Materials:
No late work will be accepted.

Classroom Rules of Conduct:
See "Educational Philosophy" section.

Course Topic/Dates/Assignments:
See the table that follows.


Class Activities
and Focus


Directions for Tests: Using the Dimensions for a Concept of Humanity, write an analysis of yourself using the theoretical paradigm of the theorist presented in the assigned chapters. Tests are to be typed using APA format. Each test is due on the dates indicated. No make-up tests allowed.

Meeting - 1, Mon.
Oct. 23, 2006

Overview of Chapter 1



Meeting - 2, Wed.
Oct. 25, 2006

Chapter 1

Complete the Enneagram Inventory and bring it to the next class


Meeting - 3, Mon.
Oct. 30, 2006

Chapter 2


Test (Freud)

Meeting - 4, Wed.
Nov. 1, 2006

Chapter 3

Complete the Jungian Inventory and bring it to the next class

Test (Adler)

Meeting - 5, Mon.
Nov. 6, 2006

Chapter 4


Test (Jung)

Meeting - 6, Wed.
Nov. 8, 2006

Chapter 6


Test (Horney)

Meeting - 7, Mon.
Nov. 13, 2006

Chapter 7


Test (Fromm)

Meeting - 8, Wed.
Nov. 15, 2006

Chapter 8


Test (Sullivan)

Meeting - 9, Mon.
Nov. 20, 2006

Chapter 9


Test (Erikson)

Meeting - 10, Wed.
Nov.22, 2006

Chapter 10


Test (Maslow)

Meeting - 11, Mon.
Nov. 27, 2006

Chapter 11


Test (Rogers)

Meeting - 12, Wed.
Nov. 29, 2006

Chapter 12


Test (May)

Meeting - 13, Mon.
Dec. 4, 2006

Chapter 13 & 14


Test (Allport & McCrae & Costa)

Meeting - 14, Wed.
Dec. 6, 2006

Chapter 16 & 17


Test (Bandura & Mischel)

Meeting - 15, Mon.
Dec. 11, 2006

Chapter 18


Test (Kelly)

Meeting - 16, Wed.
Dec. 13, 2006

Final Exam



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 2006-2007 Undergraduate Catalog Page 87-89

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 2006-2007 Undergraduate Catalog Page 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 "W".
  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 2006-2007 Undergraduate Catalog Page 89-90

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. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .

Additional Information:

A Note about Academic Writing and Dialogue: Quality professional writing and scholarly dialogue calls for demonstrating an ability to compare, contrast, analyze, synthesize, and integrate information. Learning how to clearly and concisely express your thoughts will contribute to career advancement and increased occupational performance. Using this five-point guideline for responding to the assignments for this course will enhance your personal and professional development. Use Bloom's Taxonomy to develop higher level thinking skills. Do an internet search on Bloom's Taxonomy for further suggestions. Here are a few links to get you started:


1.       Compare to determine similarities.

2.       Contrast to determine differences.

3.       Analyze to determine relationship of part s.

4.       Synthesize to combine parts to make something new.

5.    Integrate to unite parts forming a new whole.

Enneagram Inventory.pdf

Jungian Inventory 8.5x11.pdf


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
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.
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.
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.
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.
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.
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                                                                                                                                                                                                                                             
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.
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


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Last Updated:10/2/2006 4:41:58 PM