PS315 Theories of Personality

for S1K 2012

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


PS 315 Theories of Personality


S1K 2012 LA


Blottin, Raymond K.


Senior Adjunct Faculty/License Professional Counselor/State of Texas


BA Park University  Management/Healthcare
MA Webster University  Human Resources Development
Masters of Education/Counseling Sul Ross State University

Office Location

201 Mitchell Blvd. Bldg. 221 Laughlin AFB, TX 78843

Office Hours

5:30 - 8:00PM

Daytime Phone

(830) 298-6350

Other Phone

(830) 734-7340 Cell


Semester Dates

16 January 2012 - 11 March 2012

Class Days


Class Time

5:30 - 8:00 PM


PS101 Introduction to Psychology

Credit Hours


Fiest, J., & Fiest., G. J. (2009).  Theories of Personality.  (7th ed.). Boston: McGraw Hill. ISBN 978-0-07-338270-8

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Corey, J. (2009).Theory and Practice of Counseling and Psycotherapy. (8th ed.). United States: Thomson Brooks/Cole.  ISBN 10:0-495-10208-3

Publication manual of the american psychological association. (2010). Washington , DC: American Psychological Association. ISBN 13:  978-1-4338-0561-

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.
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Resources for Current Students - A great place to look for all kinds of information

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:

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. Identify theories at a personal level.
  2. Students will learn how theories develop and influence therapeutic approaches.
  3. Understand basic elements of the development of personality.
  4. Participate in discussions covering various theories and issues and express your views on relevant theories.
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:
Participation/Group discussion

Mid-Term Exam
Final Exam
Core Assessment/Research Reaction Paper
Weekly Journal Entry
Personality/Psychology Puzzle

Participation/Group discussion------------------10 Points weekly = 80 Points

Mid-Term Exam ---------------------------------------------------100 Points
Final Exam -------------------------------------------------------- 100 Points
Core Assessment/Research Reaction Paper ------------------------200 Points
Weekly Journal Entry ----------------------------------------------50 Points
Personality/Psychology Puzzle ------------------------------------- 50 Points

580x90%=522 A  580x80%=464 B  580x70%=406 C  580x60%=348  D
580x50%=290 F

Late Submission of Course Materials:
All course materials/assignments will be on time.  Any late assignments will have a 20 points taken off of final item grade.  

Classroom Rules of Conduct:
Everyone will respect each other at all times.  Academic dishonesty will result in immediate release from class and a failing grade.  Students are expected to attend all classes on time and be prepared to be an active participant in the class.  It is the student's responsibility to notify the instructor of any expected absence(s), and to arrange with the instructor to make-up any missed assignments.  If an unanticipated absence should occur students are to contact the instructor at the telephone numbers listed on the first page of the syllabus.

Course Topic/Dates/Assignments:
Week One

Tu 17 Jan 12-Ch 1-Introduction to Personality Theory/Syllabus review
R  19 Jan 12-Ch 2 Freud:  Psychoanalysis
Week Two
Tu 24 Jan 12-Ch 3 Adler:  Individual Psychology
R  26 Jan 12-Ch 4  Jung:  Analytical Psychology
Week Three
Tu 31 Jan 12-Ch 5  Klein:  Object Relations Theory
R   2 Feb 12-Ch 6  Horney:  Psychoanalytical Social Theory
Week Four
Tu 7 Feb 12-Ch 7  Fromm:  Humanistic Psychoanalysis
R  9 Feb 12- Mid-Term Exam Chapters 1-7
Week Five
Tu 14 Feb 12-Ch 8  Sullivan :  Interpersonal Theory
R  16 Feb 12-Ch  9 Erikson:  Post-Freudian Theory
Week Six
Tu 21 Feb 12-Ch 10 Maslow:  Holistic-Dynamic Theory
R  23 Feb 12-Ch 11 Rogers:  Person-Centered Theory
Week Seven
Tu 28 Feb 12-Ch 12 May:  Existential Psychology
R  1 Mar 12-Ch 15  Skinner:  Behavioral Analysis
Week Eight
Tu 6 Mar 12-Ch 16  Bandura:  Social Cognitive Theory
R  8 Mar 12 - Final Exam Chapters 8-12, 15, 16

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 ( or Park University 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 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 2011-2012 Undergraduate Catalog Page 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: .

Additional Information:



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:12/14/2011 7:54:42 PM