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PS 315 Theories of Personality
Sympson, Susie


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

SP 2011 HO

Faculty

Susie Sympson, PhD

Title

Adjunct Faculty

Degrees/Certificates

Ph.D. Clinical Psychology

E-Mail

susie.sympson@park.edu

ssympson@jccc.edu

Semester Dates

Jan. 10 thru May 6

Class Days

T-R-

Class Time

2:25 - 3:40 PM

Prerequisites

Psyc 101

Credit Hours

3


Textbook:

Sollod, Robert N, Wilson, John P., & Monte, Christopher F. (2009). Beneath the Mask: An introduction to Theories of Personality, 8th Ed.  New Jersey: Wiley & Sons.
 
 
 
 

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:
PS 315 Theories of Personality: Examination of the major personality theories and contributing research evidence with particular emphasis upon motivation and dynamics of behavior. 3:0:3 Prerequisite: PS 101.

Educational Philosophy:

My teaching philosophy is simple: I try to engage my students, present the information in an entertaining and relevant way, explain and expand on topics by providing multiple perspectives, relate new material to previous lessons, challenge students to go deeper by incorporation multidisciplinary approaches, encouraging critical thinking, and posing provocative questions, and provide extra assistance to those who ask for it and need it. I firmly believe if I let my students know my expectations, they will rise up to meet them.

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. Understand how the theorists life experiences may have influenced their views and the biases that might be present.
  2. Understand the similarities between various theories and how they were influenced by previous theorists.
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:

Class Participation 
Students are responsible for reading the assigned text chapters outside of class. Everyone will be expected to contribute to class discussions and take part in various classroom activities. Class points will be awarded periodically throughout the semester.

Written Assignments

The Core Assessment requires students to 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. This is worth 20% of your final grade and will be due on or before April 13th.
 
In addition to the above research paper , two smaller written assignments are required.
 
Theories of personality are psychological models of human nature that often reflect the experience of the theorist themselves. This particular textbook takes a developmental  approach, illuminating the links between between the psychology of each theorist and the theory they developed.  This approach will include looking at the the theorist's personal histories, conflicts, and the culture and political climates in which they lived.Prominence is given to the theorist's progression of ideas as their theories developed.  Each sdtudent will pick one theorist and discuss the ways in which their life experiences directly influenced their view of personality in general.  Papers should include specific examples and how they impacted the author's theory.  Critical thinking should be employed.Papers should be 2 pages in length and will be worth 25 points. 
 
In chapter 1 (pages 10- 13), you will find the criteria for evaluating personality theories. Your text focuses on three dimensions: Refutability, Active/passive human agency, and Idiographic/nomothetic focus.  Additionally, Nature/nurture should be incorporated in your evaluation.  On pages12-13, additional questions are listed to help you evaluate the theory.  Each student will select on theory and write a 2 page evaluation addressing these dimensions.  
  Please include your reason for the selection. Ideally, these should be handed in immediately after the chapter is covered in class, but the final due date is listed on the schedule and will be worth 25 points.
Exams
Three (3) section exams consisting of multiple choice questions and short essay questions will be given during the semester. Each will cover the assigned readings from the text, lectures, films and videos, as well as class discussions and demonstrations. These will be worth 100 points each. Students are expected to take all exams on the day they are given. Any unavoidable conflict needs to be arranged with me prior to the scheduled exam date. There will be no make-up exams unless arrangements are made beforehand or emergency situations arise!!!     
Quizzes
Throughout the semester, two quizzes will be given.  These may be "pop" quizzes that are unannounced (and therefore only available to those in attendance) covering the material that was assigned for that day or previously covered material from lecture. They may also be take home quizzes covering a specific chapter that will NOT be covered in class. A total of 50 points will come from these quizzes.
                                        
 
 
 
 
 
 

Grading:

 

Grades will be assigned based on the total number of points accumulated during the semester.  If you are having trouble, do not wait until the end of the semester to approach me. The sooner we address the problem, the more time you will have to improve your grade.

3 Exams @ 100 points each          300 points
Research Paper                             100 points
Theory evaluation                            25 points
Theorist/Theory examination            25 points
Quizzes 2 @ 25 pts each                 50 points
                                                    _________
                                                     500 points  
 
90-100%  = A
80- 89%    =B
70- 79%    =C
60- 69%    =D
<59%        =F
 

Late Submission of Course Materials:
Assignments handed in late will receive a 5% penalty for each class period it is late.

Classroom Rules of Conduct:

Students are expected to attend all classes, arriving on time, prepared to take notes and participate in class discussions.  You are encouraged to voice your opinions and are expected to show respect to your classmates. While I expect and encourage debate and differences of opinion, I demand a courteous and respectful atmosphere where everyone feels safe voicing their opinions.
All cell phones are to be turned off in the classroom at all times. If any cell phone goes off in class, the owner will bring treats for the entire class the following period!!! :)  No electronic devices will be allowed during testing.

Course Topic/Dates/Assignments:

Jan       11th     -Introduction & Administrative Stuff
            13th      -Chapter 1-Introduction:Evaluating Personality Theories                    
            18-26   -Chapter 2-Sigmund Freud - Psychoanalysis: Clinical Evidence 
                         -Chapter 3-Sigmund Freud - Psychoanalysis: Dynamic Model of the Mind
Feb       28-1     -Chapter 4-Alfred Adler--Individual Psychology
               3-8     -Chapter 5-Carl Gustav Jung-Analytical Psychology
                10      -Chapter 6-Anna Freud--Ego Psychology
             15th      Exam 1
             17-22  -Chapter 7-Melanie Klein & Donald Winnicott -- Relations: Obect Relations Theories
 Mar      24-1    -Chapter 8-Erik Erikson --Psychoanalytic Ego Psychology:Centrality of Identity
                  3     -Chapter 9--Harry Stack Sullivan--Interpersonal Theory
             6-12      Spring Break--No Classes!!!                   
            15-17    -Chapter 10-Karen Horney--Psychoanalytic Social Psychology            
            22-24    -Chapter 11- Gordon Allport--Humanistic Trait and Self Theory
            29-31    -Chapter 12-Rollo May--Existential Phenomenology
April       5           Exam 2
              7-14     -Chapter 13-Abraham Maslow, CarlRogers--Humanistic Self-Actualization Theory
                           Core Assesment Paper Due
                19       -Chapter 14-George Kelly --Personal Construct Theory                                                 
                 21      -Chapter 15- Albert Bandura--Social Cognitive Theory
                            Final Due Date for all written assignments
                 26      -Chapter 16- Hans Eysenck--Biologically Based Typology  
                 28 `    -Chapter 17-Edward Wilson--Evolutionary Psychology
 
      May     5th       Exam 3
 
The syllabus for the semester is flexible and subject to change. This is a tentative class schedule; circumstances may warrant adjustments in material covered and dates of exams. Any and all changes will be announced in class and supercede this document. Regular attendance will assure that you are informed of all relevant changes (including test times). You should also access your Pirate Mail account regularly for any class announcements or changes. 
                           

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 "F".
  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 2010-2011 Undergraduate Catalog Page 95-96

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
 

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Last Updated:1/11/2011 6:36:09 AM