Syllabus Entrance
Printer Friendly
Email Syllabus

PS 315 Theories of Personality
Posey, Andrew J.


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

S2K 2007 LA

Faculty

Posey, Andrew J. III

Title

Assistant Professor of Psychology/Adjunct Faculty

Degrees/Certificates

Master of Arts, Management
Master of Arts, Counseling
Texas Licensed Professional Counselor-LPC

Office Location

47 MSS/DPF, Bldg 246, Room 312

Office Hours

By appointment

E-Mail

andrew.posey@park.edu

aposey3atfsc@yahoo.com

andrew.posey@laughlin.af.mil

Class Days

--T-R--

Class Time

6:00 - 8:50 PM

Credit Hours

3


Textbook:

Cloninger; Theories of Personality; Fourth Edition

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.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


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:

Lecture and classroom discussions will be the primary modes used in class.

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.

Requirements:

  • 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:

Students will be assessed on the learning objectives by a Mid Term and Final examination, chapter presentation, weekly journal entries, class participation, and the three-part position paper.

THREE-PART POSITION PAPER: In order to help you relate theories of personality to current research in the field, students will complete a position paper focusing on the analysis of empirical research articles and chapters of the text relevant to the study of personality. The paper should include a thoughtful commentary by the student about the relationship of the research findings to their own life and personality development.

Information must be organized, presented and referenced using APA style. Position Paper should be 10-15 pages (plus title pages and reference pages). The Three-Part Position Paper must have at least 8 references. Only four references can be from our text, and only one can be an Internet reference). The content, personal insight, application of the theories, spelling and grammar will all be part of the grade for your paper.

  1. (Part 1 of 3-part paper) The TOPIC FOR THIS PAPER IS NATURE versus 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—your journal entries will help you with some insight.  Define and explain, in your opinion, how your own 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 versus nurture paper as the basis for part two of this position paper, analyze TWO ASPECTS of your personality using at least TWO THEORIES discussed in class. Explain how these theories describe 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 part one of your position paper and develop them according to the personality theories we have already discussed in class.  This part of the paper is different from the first part in that it is based on proving your reasoning whereas the first part 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 for your self (DO NOT USE either of the theories used in part two in this part). 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. The third part of the position paper is based on a SERIOUS ATTEMPT TO ANALYZE the process of change using theoretical constructs.  This part of the paper will be 3-5 pages in length and APA format.

 B. CHAPTER PRESENTATION: Each week a student will introduce the class to the class reading material and lead a short discussion of the chapter. All students are required to enter into this discussion.  Your discussion and application of course material constitutes 5% of your total grade. The chapter presentation constitutes another 5% of your total grade.

 C. JOURNAL ENTRIES: Each Thursday at the beginning of class, students will turn in a 300 — 500 word journal entry (or entries) identifying their own personality traits, attribute it to either nature or nurture, give illustrations of incidents when their personality manifested itself, what the outcome of the incident was, what your thoughts are now looking back at the incident, and what you expect in the future.

D. EXAMS: There will be a mid-term and final exam.  The exams will be a combination of multiple choice questions, matching questions, true or false questions, and short essay questions. These exams will be given promptly at the beginning of class on the date indicated. 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 VALID MILITARY ASSIGNMENT, THE MAXIMUM NUMBER OF POINTS YOU WILL BE ABLE TO EARN WILL BE 80% OF THE ASSIGNED POINT VALUE FOR THE EXAM. 
 

Weekly Journal Entries

 160 points

 16%

 

Chapter Presentation

 50 points

    5%

 

Class Discussion / Participation

 50 points

    5%

 

Position Paper

   240 points

 24%

Core Assessment

Mid-Term Exam

   200 points

 20%

 

Final

   300 points

 30%

 

 

1,000 points

100%

 

Grading:

 

900 — 1000 points

A

800 —   899 points

B

700 —   799 points

C

600 —   649 points

D

    0 —   599 points

F

Late Submission of Course Materials:

Late submission of reaction paper will be evaluated on a case by case basis and whether there were or were not valid extenuating circumstances.

Classroom Rules of Conduct:

Students will be required to attend class prepared with the reading assignments and homework completed prior to class.  Students will be expected to respect their classmates' openness in discussions and willingness to explore themselves in the journey of the counseling process. Professional confidentiality standards are expected of all students.

Course Topic/Dates/Assignments:

CLASS NUMBER

 

DATE

CHAPTER READING

 

TOPICS OF DISCUSSION

Meeting –   1

3/20/07

 

Introduction & Course Preview

 

Meeting –   2

3/22/07

1

Introduction to Personality Theory / Presentation #1 / Journal Entry Submission

Meeting –   3

3/27/07

3

Jung

 

Meeting –   4

3/29/07

4

Adler / Presentation #2 / Journal Entry Submission

Meeting -   5

4/03/07

5

Erickson

 

Meeting -   6

4/05/07

7

Allport / Presentation #3 / Journal Entry Submission

Meeting -   7

4/10/07

8

Cattell & the Big Five

Meeting -   8

4/12/07

8

Cattell & the Big Five. Review / Presentation #4 / Journal Entry Submission

Meeting -   9

4/17/07

Review

Mid Term Examination

Meeting - 10

4/19/07

9

Biological Theories / Presentation #5 / Journal Entry Submission

Meeting - 11

4/24/07

10

Skinner

Meeting - 12

4/26/07

12

Bandura / Presentation #6 / Journal Entry Submission

Meeting - 13

5/01/07

14

Rogers

Meeting - 14

5/03/07

15

Maslow / Presentation #7

Meeting - 15

5/08/07

15

Conclusion / Position Paper Due

Meeting - 16

5/10/07

Review

Final Examination

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:
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: http://www.park.edu/disability .



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
 

Copyright:

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

Last Updated:2/1/2007 6:18:23 PM