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PSYC 304 DEA
Personality Theory
March Session 14-54
March 23-May 16, 2015
Course Description
Examination of the major personality theories, including those proposed by Freud and his followers,
learning theorists, trait theorists, social learning theorists and the humanists. Current research into
personality, using modern methods, also reviewed.
Prerequisite: 6 hours of psychology courses and junior standing
Proctored Exams: Final examination
Textbooks
Required Texts
Engler, Barbara. (2014). Personality Theories, An Introduction, 9th Ed. Houghton, Mifflin Company.
Boston, MA, New York City, New York.
ISBN 13: 978-1-285-08880-8
Recommended Text
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
ISBN-13: 978-1-4338-0561-5
Textbooks for the course may be ordered from MBS Direct. You can order
 online at http://direct.mbsbooks.com/columbia.htm (be sure to select Online Education
rather than your home campus before selecting your class)
 by phone at 800-325-3252
For additional information about the bookstore, visit http://www.mbsbooks.com.
Course Overview
This course examines personality theories from the major schools of thought in the field of
psychology. These personality theories serve as the foundation for nearly every branch of
psychology and the study of human nature. During this course, we will study, and critically evaluate,
the philosophy, science, and art of these theories and the theorists who developed them. We will also
review research methods regarding the study of personality and the history of theory development.
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Technology Requirements
Participation in this course will require the basic technology for all online classes at Columbia
College:
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A computer with reliable Internet access,
a web browser,
Acrobat Reader,
Microsoft Office or another word processor such as Open Office.
You can find more details about standard technical requirements for our courses on our site.
Course Objectives
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To engage in a comprehensive review of major theories, research methods, and assessment
instruments used in personality psychology.
To understand reliability, validity, and standardization, practicality and cross-cultural fairness in
psychological assessment.
To strengthen skills in self-assessment, archival research writing, and reporting using APA style.
To strengthen skills in critical thinking regarding assessment of subjective areas of human
psychology.
Measurable Learning Outcomes
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Describe major and emerging theories of personality by achieving passing scores on criterion
referenced tests.
Explain personality theories as they relate to assessment methods through classroom discourse
and performance on criterion referenced tests.
Conduct archival research on a major theory and present findings to peers in the classroom
setting.
Describe the differences between major theoretical approaches to personality in classroom
discourse, performance on criterion referenced tests and in the personality self-assessment.
Engage in a critical discourse with peers about the difficulties encountered in assessment of
subjective aspects of human behavior.
Demonstrate research skills by writing a personality self-assessment in APA style and format.
Apply assessment methods to the analysis of their own personality.
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Grading
Grading Scale
Grade Weights
GRADE
POINTS
PERCENT
ASSIGNMENT
A
900-1,000
90-100
B
800-899
C
D
F
POINTS
PERCENT
Discussions
300
30%
80-89
Theory Paper
200
20%
700-799
70-79
Quizzes
60
6%
600-699
60-69
Midterm Examination
140
14%
000-599
0-59
Final Examination
300
30%
1,000
100%
TOTAL
Schedule of Due Dates
WEEK
1
2
3
4
5
6
7
8
ASSIGNMENT
POINTS
DUE DATE
Introduction
--
Wednesday
Discussion 1
20
Wednesday
Discussion 2
15
Friday
Quiz 1
10
Sunday
Discussion 3
20
Wednesday
Discussion 4
15
Friday
Quiz 2
10
Sunday
Discussion 5: Myers-Briggs
15
Friday
Discussion 6
20
Wednesday
Discussion 7
15
Friday
Quiz 3
10
Sunday
Discussion 8
20
Wednesday
Discussion 9
15
Friday
Midterm Examination
140
Sunday
Discussion 10
20
Wednesday
Discussion 11
15
Friday
Optional Rough Draft
0
Wednesday
Quiz 5
10
Sunday
Discussion 12
20
Wednesday
Discussion 13
15
Friday
Theory Paper Due
200
Sunday
Quiz 6
10
Sunday
Discussion 14
20
Wednesday
Discussion 15
15
Friday
Quiz 7
10
Sunday
Discussion 16
20
Wednesday
Discussion 17
20
Friday
Final Examination
300
Saturday
TOTAL
1000
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Assignment Overview
Personal Introduction Assignment: During Week 1, students are asked to introduce themselves to
other students, using the “Personal Introductions” topic, located in the D2L Discussions area.
Analytical Discussion Assignments: Each week you will be asked to complete 2 discussion
questions (except week 2 which has 3). The first discussion each week will present several critical
thinking questions for you to choose from and develop a well thought out analysis. These
assignments are intended to facilitate learning through critical analysis and evaluation of relevant
issues, as well as participative dialogue among students. Citation of at least one scholarly source is
required to earn higher grades. In addition to an original post to one of the discussion questions, a
minimum of 2 additional posts to classmates’ ideas is required for full credit. Examples and
guidelines for APA style are also available in the course content area. Grading criteria are provided in
the discussion assignments rubrics, below.
Practical Discussion Assignments: The second discussion area in each week is entitled
“Explorations in Personality Psychology” and poses a critical thinking problem, often accompanied by
a video, for you to think and write about. These assignments are intended to facilitate learning
through “hands-on” exercises, practical experience, and the exchange of ideas and information with
fellow students. These assignments consist of applied learning activities and do not require
additional research or citation of references. Grading criteria are provided in the discussion
assignments rubrics, below. In addition to an original post to the problem presented, a minimum of 2
additional posts to classmates’ ideas is required for full credit
Theory Paper: Each student is expected to write an original, scholarly paper, addressing a topic
relevant to the course. Essentially you will be required to do a personality analysis of an important
historical or contemporary person or a self-analysis by applying the theories studied in this course.
Recommendations will be supplied to students who need assistance picking a topic. Specific
requirements of the paper are available in the content area of the course.
The paper should demonstrate critical thinking skills commensurate with advanced levels of
scholarship, such as evaluation, analysis and synthesis. The paper is expected to follow APA
guidelines (refer to the APA Publication Manual and/or visit the APA website at www.apa.org for
further assistance). The paper should be double-spaced, using a 12-point font size and a common
font face, such as Times New Roman. The paper length is a minimum of 7 pages TOTAL. Hence,
the body of the paper should be a minimum of four pages in length, excluding the title,
abstract and reference pages. Grading criteria are provided in the Theory Paper Rubric below. If
you would like a rough draft review of your paper, I will accept drafts through Wednesday, 11:59 p.m.
Quizzes: Each student is required to complete an online quiz each week, except Weeks 4 (Midterm
exam) & 8 (Final exam). Each quiz will consist of 20 multiple-choice questions covering the week’s
assigned readings (except for week 1 which has 10 questions). Each week’s quiz may be completed
at any time during the week but must be submitted online no later than by Sunday, 11:59 p.m. CT for
the assigned week, using the D2L Quizzes area for this course. Please note that all quizzes must be
completed in one sitting and cannot be completed piecemeal or on separate occasions.
Midterm Examination: The Midterm Examination will be administered during Week 4. The
Midterm Examination will consist of 50 multiple-choice questions, covering all course readings to
date. The exam is not proctored, and may be completed online, using the D2L Quizzes area, at any
time during the period from Monday, 12:01 a.m. through Sunday, 11:59 p.m. CT of Week 4.
Final Examination: The Final Examination will be administered during Week 8. The Final
Examination will consist of 60 multiple-choice, covering all course readings since the Midterm
Examination (that is, the Final Exam is not comprehensive). The final exam is a proctored exam and
no notes, books or aids are allowed. The exam may be completed online, using the D2L Quizzes area,
at any time during the period from Monday, 12:01 a.m. through Saturday, 11:59 p.m. CT of Week 8.
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Course Schedule
Week 1 – Evaluating Personality Theories and the Psychoanalytic Approach
Readings: Ch. 1 & 2
Discussion Assignments
Personal Introduction: For this week’s first Discussion Assignment, describe yourself, using
the “Introductions Topic,” located in the D2L Discussions area. Please provide us with more than
your name. Include your present occupation, hobbies, interest in psychology and professional
aspirations, and any other information that can help us get to know you.
Discussion 1: Please pick one of the following topics for discussion.
a.
The text describes three "Viewpoints" for evaluating personality theories in chapter One.
Using these concepts, give your view on what personality might be. How do people
become the individuals they are and what influences are most dominant (genes, family
social/cultural etc)?
b.
In the culture in which Freud was raised, single-parent homes were far less common
than they are in many areas of modern Western culture. How might Freudian theory be
revised to better account for the psychological development of children being raised by
one parent? To what extent are these revisions dependent upon the gender of the child?
The gender of the parent? The presence (and gender, and age) of other family members,
such as siblings, aunts, uncles, step-parents, romantic partners of parents, etc.?
Discussion 2: In psychology, there are a wide variety of theories about how people develop and
eventually become who they are. Each theory that we will explore in this course has implicit
philosophical assumptions about human nature and whether we are free to determine our own
destiny or whether many other factors may form our ultimate personality. As a starting point I
would like you to view two videos of famous individuals known either for their extreme
generosity or destructiveness-Mother Teresa and Adolf Hitler. How, in fact, did these people
develop their personalities? How do we possibly explain such striking differences in human
nature?
Two of the theorists in your text have addressed these issues, at least in part. Erich Fromm wrote
extensively about Hitler and considered him as an individual attracted by both death and
destruction. In contrast, Abraham Maslow thought that the best way for psychology to
understand personality was to study exceptional people and learn from them. The implication is
that we can learn much more from Mother Teresa than from Hitler. Think about and discuss
these two lives and your views on how personality develops.
Quiz 1: The Quiz consists of 10 multiple-choice questions covering the week’s assigned readings and
may be found in the D2L Quiz area.
Week 2– The Neopsychoanalytic Approach
Readings: Ch. 3-5
Discussion Assignments
Discussion 3: Please pick one of the following topics for discussion.
a.
According to Carl Jung, human beings are inherently bisexual, possessing characteristics
of both the anima and the animus (the feminine and masculine archetypes). Jungians
argue that we increase our psychological health or “balance” to the extent that we are
able to experience and express the opposite-sex side of our personality. In today’s
society, is it more acceptable for a male to express his anima or a female to express her
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animus? What factors lead to challenges for each gender? How would your parents’
generation answer the above questions? Your grandparents’ generation? Your children’s
generation?
b.
Jung said that a sort of "second puberty" occurs between the ages of thirty-five and forty.
At this time, a person's outlook shifts from materialism, sexuality, and having children to
concern with one's community and spirituality. Can you think of examples of famous
persons who have undergone this sort of transformation at around that age? Can you
think of others for whom the reverse is true, who started out being spiritual and
community-minded and turned around in their late thirties to become materialistic or
focused on sexuality and starting a family?
c.
Adlerian parent-training programs have led to some suggestions that parent training
should be a prerequisite for parenthood, or that parenting should somehow be a
"licensed" activity. Discuss the following questions (as offered in the Thinking Critically
box in the text): Should our society require a license for parenting? If so, what should the
prerequisites be (education, training, money, others)? Who should have the power to set
the criteria for parenting licensure? To what extent should criteria for parenting
licensure be sensitive to cultural diversity? What types of punitive or corrective actions
should be available to authorities regarding parent licenses (suspend, revoke, etc.)?
d.
The textbook states that Eric Fromm’s marketing character has become the dominant
personality type of our age. Do you agree with the statement that the marketing
character has become dominant in contemporary society? If so, why do you think this
has occurred? If not, which of Fromm’s other personality orientations (e.g., receptive,
exploitative, hoarding, productive) is dominant in contemporary society, and why?
e.
One consistent finding of the birth order research has been the relationship of birth
order and achievement motivation. Specifically, firstborns tend to have higher
achievement motivation. What might be the reason for this finding? Recent research by
Frank Sulloway suggests that later-born individuals are more likely to be innovative and
more likely to question traditional values. Out of twenty-eight scientific revolutions in
the last four hundred years, twenty-three were led by later-born individuals. Later-born
people were also more likely to lead reform movements such as the civil rights
movement, the abolition of slavery, union organizing, and women’s rights. Can we
account for this finding in terms of the family constellation?
Discussion 4: One of the main contentions of Freud and his followers is the notion that all of us
have aspects of our personalities that we are unaware of and not immediately available to
awareness. In strict analytic terms, the goal of therapy is often to make the unconscious
conscious, so that unresolved issues can be addressed. In recent years, the notion of “repressed
memories” has been widely discussed in psychology especially as it relates to trauma, often
sexual trauma. Many clients and therapists contend that in therapy, via many techniques, people
become aware of what they perceive as some form of abuse that they have been subjected to.
Stanford Professor Elizabeth Loftus has done numerous research studies on past memory
retrieval and its accuracy. In this week’s virtual tour, the issue of memory retrieval is explored in
the video you will watch. Take a position on the issue of repressed memories and its implication
for the individual and society.
Discussion 5- Meyers-Briggs Assignment: Take the Meyers-Briggs Type Indicator test and
comment briefly about your experience taking the test, post your results and comment about
your result. Did your type surprise you or were you expecting the results given?
Quiz Week 2: The Quiz consists of 20 multiple-choice questions covering the week’s assigned
readings and is located in the D2L Quizzes area.
Select a topic for your scholarly psychology paper and post in the appropriate topic labeled Theory
Paper Topics. Email the instructor to discuss ideas or any questions you may have about the paper.
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Submit your proctor information to the Dropbox under the Proctor folder!
Week 3– Recent Trends in Psychoanalytic Theory
Readings: Ch. 6 – 7
Discussion Assignments
Discussion 6: Please pick one of the following topics for discussion.
a.
Recall Adler's theories of birth order from a previous chapter. In this context, analyze
how Anna Freud's position as the youngest daughter of Sigmund Freud might have
influenced her career and her contributions to the field of psychology.
b.
In Margaret Mahler’s theory of separation-individuation, at about two months of age, the
infant first develops awareness that his or her needs are satisfied by an outside source.
From that point on, from the symbiotic phase until the consolidation stage in the third
year when the self-concept is formed, Mahler says that the mother’s role is crucial. It is
the mother’s continued emotional availability that helps the child’s ego to develop
optimally. Her involvement provides the infant with a secure base from which the infant
can then proceed toward being his or her own person. Without it, the mother is exposing
her child to a lifetime of relationship problems. Do you agree with Mahler that mothers
need to be available to their children for the first three years of life? Fifty percent of all
mothers of infants do work outside of the home today. Is it possible to raise emotionally
healthy children without being physically there all the time? Can a daycare worker
provide the child with the same security as his or her mother could? Are some children
better off in a daycare situation?
c.
Each of Erikson’s developmental stages has long been associated with a particular age
range: trust vs. mistrust occurs during infancy, autonomy vs. shame and doubt occurs
during the toddler years, etc. However, recent research by McAdams and others (as
mentioned in the textbook) suggests that a life-course perspective on generativity is
more helpful than Erikson’s original stage model. This idea implies that generativity vs.
stagnation may not be locked into the age range originally assigned to it (adulthood), but
may occur at other times as well. Looking at a life-course perspective on the other seven
of Erikson’s stages, can any of them take place at any time, or is each locked into its own
age range?
d.
The author of the textbook argues that male brains and female brains are “wired”
differently, such that male brains are predisposed to understand and build systems
while female brains are predisposed to experience empathy. Do you agree with this
statement? How much plasticity is present in the brain regarding these gender-based
predispositions? Can males or females learn to respond differently than their brain
wiring would suggest? To what extent is there overlap between the most empathic, nonsystem-oriented males and the most system-oriented, non-empathic females?
Discussion 7: One of the key personality theorists in psychology is Erik Erikson. Erikson
basically redesigned Freud’s theory to include not only biological drives but social and cultural
conditions. Erikson contended that the entire lifespan is a time of personality development with
specific issues or “crises” more intense at specific times in life. One area of concern in
contemporary society is the transition from adolescence to young adulthood. Erikson viewed this
time as one of coming to terms with one’s personal identity while moving toward rewarding
relationships and productive work. Some commentators have suggested that attaining maturity
in contemporary culture has become increasingly more difficult for a variety of reasons,
therefore delaying full personality development in the 20’s and 30’s.
This week’s virtual tour is a clip from the movie “Failure to Launch” (in the D2L content area).
The movie’s protagonist, Tripp, is a young adult who still lives with his parents. In your
discussion comment on whether you think Tripp’s personality presentation is typical today and
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if there are social/cultural factors that may be impeding personality development for people in
this age group.
Quiz Week 3: The Quiz consists of 20 multiple-choice questions covering the week’s assigned
readings and is located in the D2L Quizzes area.
Week 4– Behavior and Learning Theories
Readings: Ch. 8-9
Discussion Assignments
Discussion 8: Please pick one of the following topics for discussion.
a.
According to the textbook, Bandura's theories acknowledge that individuals have a
certain degree of power, or agency, over their own lives. This belief is in contrast to that
of learning theorists (e.g., Skinner), who believed that people are essentially reactive and
shaped by the environment. Which of these perspectives do you believe more strongly?
Do you essentially believe that people are "agentic," or are controlled by forces outside
of themselves?
b.
As the textbook states, the American Academy of Pediatrics recommends that children
under the age of two watch no television at all, and that older children watch no more
than two hours per day of educational, nonviolent programming. Given Bandura’s
research regarding television for children, to what extent do you agree with these
recommendations? On what basis do you agree or disagree? If you disagree, what
recommendations would you offer? If you agree, what should be done to assure that
children are exposed to only the appropriate amount and type of television?
c.
In his book, Walden Two, Skinner describes a utopian community based on the
principles of operant conditioning. This community has no major social problems like
crime, poverty, racism, or unemployment. Even jealousy, boredom, and laziness have
been eliminated. Instead of currency people get paid with labor credits. Goods and
services are free, but each member of the community agrees to contribute 1200 labor
credits per year. Unpleasant work receives more credit than pleasant chores. The
average work week is twenty-eight hours. What aspects of Walden Two do you find
most agreeable and most objectionable? Additionally, to what extent do you think those
in power may have already attempted to engineer or customize the behavior of the
population? (cite examples of this-policies, laws, etc.). Who, if anyone, should have the
power to determine the values of a utopian society and the methods by which this
power may be attained?
Discussion 9: The Marshmallow Study, conducted in the 1960’s by Stanford University
researcher, Walter Mischel, demonstrated how important self-discipline is to life long success.
Mischel started his longitudinal study by offering a group of 4-year-old’s one marshmallow, but
told them that if they could wait for him to return after running an errand, they could have two
marshmallows. The “errand” took about 15 to 20 minutes. Almost 14 years later, when children
in the experiment graduated form high school, the study revealed that the children who were
able to wait were, now at age 18, were more positive, self-motivated and persistent. They also
scored 210 points higher on the SAT’s.
One key issue in personality psychology is how certain characteristics develop and if they are
stable over time. In this week’s virtual tour we will view a contemporary discussion of the
Marshmallow Study. What are your thoughts on the “Marshmallow Study” as it applies to
personality development? Does it make sense? Are the conclusions valid?
Midterm Examination: The Midterm Examination consists of 50 multiple-choice questions, covering
course material from Chapters 1 through 9. The Midterm Examination is a non-proctored
requirement.
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Week 5– Dispositional Theories
Readings: Ch. 10-12
Discussion Assignments
Discussion 10: Please pick one of the following topics for discussion.
a.
Murray’s Thematic Apperception Test (TAT) is sometimes used as one of many
projective techniques to assess personality. Let us imagine that you are a clinical
psychologist who used the TAT as part of a child custody evaluation. In this scenario,
you administered the test to both the mother and father of a child whose custody is
being argued, and concluded that the TAT results suggest that one parent is clearly
preferable to the other. If you were called to the witness stand during the trial, and an
attorney questioned your use and interpretation of the TAT, how comfortable would you
be in defending the assessment practice? Which of the attorney’s questions regarding
the TAT would be most difficult or anxiety-provoking? What does this imply about
personality testing, especially projective personality testing?
b.
Murray stated: "There is no personality characteristic that is not possessed and
manifested at least occasionally, to a slight extent, by everyone". Do you agree? Can you
come up with exceptions? (If you need help, think of the saintliest person you know and
the cruelest person you know and then answer the question.) If you agree, what does
this imply about the differences between people, particularly those considered
"abnormal" and those considered "normal"? Are the differences quantitative or
qualitative?
c.
Does our culture promote a categorical ("yes/no") way of thinking about psychological
problems? Does our current cultural understanding of psychological problems suggests
a qualitative or quantitative difference between “abnormal” and “normal” individuals?
Specific sources of information might include: advertising (for prescription medications
to treat anxiety, depression, etc.), experts in the media discussing psychological
problems, DSM-IV, and common language used when discussing psychological problems
(e.g., “Do I have depression?” “Does my child have ADHD?”). Discuss whether this is the
most valid way to think about psychological problems, and what advantages a
dimensional model may hold. Why has our society adopted the view that abnormal and
normal are qualitatively different? In other words, what function does our current
conceptualization serve? What would be implied if our society shifted toward a more
quantitative understanding of the difference between normal and abnormal?
d.
Generate a list of ways in which a person's body type might change drastically enough to
merit a re-categorization among the endomorph, ectomorph, and mesomorph
categories. Such examples could be bodybuilding, excessive aerobic exercise, excessive
inactivity, illness, or surgery. To what extent do you feel individuals personality changes
would correlate with such physical changes? Would the changes be consistent with
Sheldon's predictions? What role do social factors such as stereotypes and self-fulfilling
prophecies play?
Discussion 11: One key offshoot of personality theory is personality assessment. How do we
apply individual theories in a practical sense and assess individual people? There are significant
differences of opinion in the field of psychology on how to achieve this goal. Depending on one’s
theory, different clinical methods are utilized-interview, standardized tests, projective tests etc.
Murray’s Thematic Apperception Test (TAT) is a good example of a projective test in which the
individual is asked to tell stories from imagination in response to looking at ambiguous pictures
of people. The theory behind projective testing is that the person being evaluated “projects”
aspects of their personality in terms of the themes and story content used.
There are many other projective techniques including the Rorschach and various figure drawing
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techniques. A method typically used with children is drawing. Often children can better express
their concerns through drawings than they can in verbal discussion. This week’s discussion
assignment is to analyze a drawing (in the content area) that I obtained from an 8-year-old boy
referred for failing performance in school. He lives in a single-family home with two younger
preschool children. He visits his father on the weekend. The father is suspected to have a
substance abuse problem and other issues. I would like you to try to analyze the drawing and
surmise how this child may feel about his life and world. I do not expect you to be an expert, but
give it your best try. The child's spontaneous verbalizations to the drawing are as follows: "He's
dead, he's a skeleton. He can't talk ‘cause his mouth is sewed up. He's never going to be alive
again.” (The lines coming out of the body are arms. After drawing the lower part of the body, he
tried to unsuccessfully erase it).
Quiz Week 5: The Quiz consists of 20 multiple-choice questions covering the week’s assigned
readings and is located in the D2L Quizzes area.
Term Paper Rough Draft: You can submit a rough draft of your theory paper for review. This gives
you the advantage of having me review your content and APA style prior to formal submission.
Week 6– Humanistic and Existential Theories
Readings: Ch. 13-14
Discussion Assignments
Discussion 12: Please pick one of the following topics for discussion.
a.
According to Rogers, the necessary and sufficient conditions for positive change in
therapy are all attitudes of the therapist: empathy, acceptance, and genuineness. How
comfortable would you feel about seeing a therapist for a personal problem if you could
be assured that the therapist was empathic, accepting, and genuine, but had no training
or education and no license as a mental health professional? How comfortable would
you feel about seeing a therapist for a personal problem if you could be assured that the
therapist had graduated from an appropriate training program, was licensed as a mental
health professional, but may not be empathic, accepting, or genuine? Explain what role
Rogers' three essential attitudes and formal education and licensing requirements
should play in therapist qualifications, and how these qualifications might be
monitored?
b.
Rollo May writes that in order for us to appreciate our lives and to live every moment to
the fullest, we need to confront our nonbeing. Once we face our future, and admit to
ourselves that we will soon cease to exist, then life becomes dearer to us, and we act
accordingly. Do you agree with May that confronting death has a positive effect on life?
How have events such as September 11th informed your opinions regarding this
question? Provide a scholarly web link to support your argument.
c.
In A Cry for Myth, Rollo May says that we need to have heroes rather than celebrities. Do
you think that we have any heroes in our society? Or do you agree with May that we
only have celebrities? Do you know the difference between the two? Can you come up
with some apt examples? Who were your heroes when you were a young child? Do you
have different heroes today? How have your ideas about heroism changed? How has
society's attitude toward celebrity changed in recent years? Provide a scholarly web link
to support your argument.
d.
As explained in the textbook, Victor Frankl offered a personality theory and an approach
to psychotherapy (logotherapy) that emphasized the search for meaning. Frankl was a
survivor of a concentration camp in Nazi Germany. To what degree do you think there is
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a connection between Frankl’s emphasis on the search for meaning and the time he
spent in the concentration camp surrounded by suffering and death? Reflect on the
times in your own life when you found yourself most desperately searching for meaning.
Were they times of suffering or death, as Frankl’s were? To what extent do you think
that the personal histories of theorists influence the theories they create?
Discussion 13: Humanistic psychology is considered the “Third Force,” in psychology and
largely represents a move away from psychoanalysis and behaviorism. No one represents this
philosophy more than Carl Rogers. In Rogers’ early professional life, he was extremely frustrated
with the results from standard psychoanalytic treatment with his clients. As a result, he went on
to develop a more person-centered therapy that has had a huge impact in personality theory and
especially psychotherapy.
In this week’s virtual tour, we have a partial clip of Rogers doing therapy with a client and
discussing his theory (the entire video of the counseling session can be found on YouTube for
those who are interested.). Although dated, it presents a very good picture of the master at work.
After viewing the clip and Rogers theory, share your thoughts on his view of human nature,
personality theory and view of counseling. How useful and valid does it seem to you?
Theory Paper: The Theory Paper is due this week. Be sure to defend (i.e., substantiate) any position
statements with research-based evidence and well-thought logical arguments. Note that a personal
opinion is not considered a logical argument or empirically derived position. Provide a reasoned
critique of salient themes and/or positions you have advanced. Note that a scholarly paper
incorporates thesis, antithesis and synthesis. Be sure you have used and cited references that meet
the standard for scholarship. Proof your paper for spelling, clarity and organization, and check that
the paper has been formatted in accordance with APA style (refer to www.apa.org for further
assistance). Refer to the Theory Paper rubric to understand the grading criteria. Submit your
paper, using the D2L Dropbox area, by Sunday, 11:59 p.m. CT of this week. Use MS Word or rich
text format (.rtf) to upload your paper. [200 points]
Quiz Week 6: The Quiz consists of 20 multiple-choice questions covering the week’s assigned
readings.
Course Evaluations: Please evaluate the course. You will be able to submit your course evaluation
between Sunday of Week 5 and Thursday of Week 7. A link will be sent to your CougarMail that will
allow you to access the evaluation.
Week 7– Cognitive Theories
Readings: Ch. 15-16
Discussion Assignments
Discussion 14: Please pick one of the following topics for discussion.
a.
Describe how the cognitive models like Beck's model differ from the behavioral model
like Skinner's. I'm looking for at least 4 differences for a complete answer. If you list
more, great. I'm looking for a global answer here, that is, look at both theories from the
macro perspective, not micro, e.g.: Skinner - emotions are not important, Beck - emotions
are important. (I've purposefully made this example brief; I'd expect you not to do that in
your answer, as I need to know you understand what you've read.)
b.
Cognitive therapists such as Ellis and Beck tend to speak rather definitively and
objectively about thoughts falling into either the "rational" or "irrational" category. Do
you think the categorization of thoughts is indeed so "black and white," or if it may be
more subjective at times. How might two individuals (perhaps client and therapist)
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disagree about the rationality of a particular thought? To what extent might variables
such as ethnicity, gender, age, etc. influence one's view about whether a thought is
rational or irrational? Provide a scholarly web link or reference to prove your argument.
c.
In the textbook, Beck is quoted as follows: "People are missing the boat if they say that
because it can be treated by drugs, depression [and other psychological disorders]are
primarily biological in nature. . . People who receive psychotherapy learn something;
people on drugs don't". To what extent do you agree with Beck's statement? Further, to
what extent does society in which you live agrees with Beck's statement. What influences
our opinions on this issue? Provide a scholarly web link or reference to prove your
argument.
Discussion 15: Cognitive-behavior therapy has revolutionized the field of counseling and
psychotherapy. People like Aaron, Beck, Albert Ellis, and Arnold Lazarus have developed
techniques and strategies that are problem focused, short term and directly aimed at the
person’s presenting complaint. Although each has a slightly different emphasis, their underlying
philosophical assumption about personality is that distorted cognition or thinking plays a large
role in emotional problems. In this week’s virtual tour, Dr. Judith Beck, daughter or Aaron Beck,
gives us some insight into CBT. In your discussions, give your views on this form of therapy and
thoughts on the idea that distorted thinking causes many human problems.
Quiz Week 7: The Quiz consists of 20 multiple-choice questions covering the week’s assigned
readings and is located in the D2L Quizzes area.
Week 8– A non-Western Approach and Personality Theory in Perspective
Readings: Ch. 17-conclusion
Leal, L. (1990). Concentrative meditation. In V. P. Makovsky, L. G. Whittemore, C. P.
Landry & M. L.Skutley (Eds.), Activities handbook for the teaching of psychology (Vol. 3,
pp.237-238). Washington, DC: American Psychological Association. (In the course
Content area.)
Discussion Assignments
Discussion Assignment 16: Please pick one topic for your discussions this week.
a.
Read the Leal article in the Content area of the course. Why should meditation promote
feelings of well-being and relaxation? Research indicates that meditation affects our
sympathetic nervous system. Specifically, it lowers our arousal levels. The most common
physiological effect is a decrease in the body's metabolic rate, reflected by lower oxygen
consumption. Another way that meditation reduces stress is simply by taking our attention
away from thoughts that might be bothering us. Why is it difficult to keep distracting
thoughts from entering consciousness while meditating? Provide at least 1 scholarly
reference to defend your argument.
b.
The textbook identifies neurobiology and spirituality as the two most significant emerging
trends in personality psychology. Why are these particular trends emerging at this particular
time in history? Will their influence on the study of personality be brief or enduring? What
trends may emerge in the future?
c.
Do you feel that psychotherapy is applicable to non-western cultures? Consider how Eastern
psychotherapists might handle the issue of diagnosing psychological problems differently
than their Western counterparts. What are the advantages and disadvantages to each
approach to diagnosis? Provide at least one scholarly references: one for or one against the
application of psychotherapy to diverse clients and defend your argument.
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Discussion Assignment 17: In the treatment of psychological disorders, the typical Western
approach has been to focus on specific forms of therapy, often in combination with medication.
In contrast to this, there has been increasing emphasis on Non-Western approaches to human
problems including meditation and mindfulness.
In this week’s virtual tour, you will be exposed to the idea of mindful meditation. In your
discussions, take a position as to whether this approach and/or other Non-Western approaches
might be helpful in alleviating personal problems or assisting in personal growth and
development.
Final Examination: The Final Examination consists of 60 multiple-choice questions, covering course
material from Chapters 10 through 18. The Final Examination is a proctored requirement.
Course Policies
Student Conduct
All Columbia College students, whether enrolled in a land-based or online course, are responsible for
behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use
Policy. Students violating these policies will be referred to the office of Student Affairs and/or the
office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the
Computer Use Policy for students can be found in the Columbia College Student Handbook. The
Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus
Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment,
and all students must adhere to the conventions of online etiquette.
Plagiarism
Your grade will be based in large part on the originality of your ideas and your written presentation
of these ideas. Presenting the words, ideas, or expression of another in any form as your own is
plagiarism. Students who fail to properly give credit for information contained in their written work
(papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For
proper citation of the original authors, you should reference the appropriate publication manual for
your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education
and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from
the College.
Collaboration conducted between students without prior permission from the instructor is
considered plagiarism and will be treated as such. Spouses and roommates taking the same course
should be particularly careful.
All required papers may be submitted for textual similarity review to Turnitin.com for the detection
of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the
purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on
the Turnitin.com site.
Non-Discrimination
There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation,
religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.
Disability Services
Students with documented disabilities who may need academic services for this course are required
to register with the Coordinator for Disability Services at (573) 875-7626. Until the student has been
cleared through the disability services office, accommodations do not have to be granted. If you are a
student who has a documented disability, it is important for you to read the entire syllabus before
enrolling in the course. The structure or the content of the course may make an accommodation not
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feasible.
Online Participation
You are expected to read the assigned texts and participate in the discussions and other course
activities each week. Assignments should be posted by the due dates stated on the grading schedule
in your syllabus. If an emergency arises that prevents you from participating in class, please let your
instructor know as soon as possible.
Attendance Policy
Attendance for a week will be counted as having submitted a course assignment for which points
have been earned during that week of the session or if the proctoring information has been
submitted or the plagiarism quiz taken if there is no other assignment due that week. A class week is
defined as the period of time between Monday and Sunday (except for Week 8, when the week and
the course will end on Saturday at midnight). The course and system deadlines are all based on the
Central Time Zone.
Cougar E-mail
All students are provided a CougarMail account when they enroll in classes at Columbia College. You
are responsible for monitoring e-mail from that account for important messages from the College and
from your instructor. You may forward your Cougar e-mail account to another account; however, the
College cannot be held responsible for breaches in security or service interruptions with other e-mail
providers.
Students should use e-mail for private messages to the instructor and other students. The class
discussions are for public messages so the class members can each see what others have to say about
any given topic and respond.
Late Assignment Policy
An online class requires regular participation and a commitment to your instructor and your
classmates to regularly engage in the reading, discussion and writing assignments. Although most of
the online communication for this course is asynchronous, you must be able to commit to the
schedule of work for the class for the next eight weeks. You must keep up with the schedule of
reading and writing to successfully complete the class.
An assignment is considered late if it is received after midnight central time (CT), following the date
on which the assignment was due. Unfortunately, any assignment, other than the paper, that is
submitted after its due date will earn zero (0) points. A paper that is submitted late will receive a
deduction of five (5) points per day past due.
Students are advised to submit assignments early; do not wait until the 11 th hour (literally) to do so,
then request an extension because your Internet service broke down or you had to work late.
Emergencies are unforeseen events that occur outside the control of the student and that prevent ontime completion of assignments or class attendance and should be documented and communicated to
the instructor as soon as it is safely possible to do so. Emergencies will be evaluated for authorized
short-term extensions (usually a few days) by the instructor on a case-by-case basis. Please do not
request exceptions to this Late Assignment Policy.
Course Evaluation
You will have the opportunity to evaluate the course near the end of the session. Course evaluations
will open on Sunday of Week 5 and will remain open until Thursday of Week 7. A link will be sent to
your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are
anonymous and that your instructor will not be able to see them until after final grades are
submitted.
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Proctor Information
Students taking courses that require proctored exams must submit their completed proctor request
forms to their instructors by the end of the second week of the session. Proctors located at Columbia
College campuses are automatically approved. The use of Proctor U services is also automatically
approved. The instructor of each course will consider any other choice of proctor for approval or
denial. Additional proctor choices the instructor will consider include: public librarians, high school
or college instructors, high school or college counseling services, commanding officers, education
service officers, and other proctoring services. Personal friends, family members, athletic coaches
and direct supervisors are not acceptable.
Additional Resources
Orientation for New Students
This course is offered online, using course management software provided by Desire2Learn and
Columbia College. The Student Manual provides details about taking an online course at Columbia
College. You may also want to visit the course demonstration to view a sample course before this one
opens.
Technical Support
If you have problems accessing the course or posting your assignments, contact your instructor, the
Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available
within the online course environment.
CCHelpDesk@ccis.edu
helpdesk@desire2learn.com
800-231-2391 ex. 4357
877-325-7778
Online Tutoring
Smarthinking is a free online tutoring service available to all Columbia College students.
Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing.
The Writing Center can be used for writing assistance in any course.
Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study
resources, including writing manuals, sample problems, and study skills manuals. You can access the
service from wherever you have a connection to the Internet. I encourage you to take advantage of
this free service provided by the college.
Access Smarthinking through CougarTrack under Students->Academics->Academic Resources.
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Grading Criteria
Theory Paper
Criterion 1: Coverage: Accuracy, Relevance and Thoroughness [40 Points]
F
0-15 Points
Paper evidences
many
inaccuracies,
is poorly
organized,
and/or lacks
relevance to the
course.
Coverage lacks
discussion of
relevant theory,
research and/or
practice.
D
16-21 Points
Paper is below
average, minor
accuracy, relevant
to the course,
readable. Ideas and
themes of topic are
addressed in very
general terms.
Coverage includes
below an adequate
discussion of
relevant theory,
research and/or
practice
C
22-27 Points
Paper is
accurate,
relevant to the
course, and
readable. Ideas
and themes of
topic are
addressed in
general terms.
Coverage
includes
adequate
discussion of
relevant theory,
research and/or
practice.
B
28-34 Points
Paper is above
average, accurate,
relevant to the
course, and
readable. Ideas
and themes of topic
are addressed in
detail. Coverage
includes above
adequate
discussion of
relevant theory,
research and/or
practice
A
35-40 Points
Paper evidences
superior accuracy,
relevance and
organization. Ideas
and central themes are
addressed with clarity
and detail. Coverage
includes a competent
and thorough
discussion of theory,
research and practice.
Criterion 2: Scholarship: Depth, Originality, Critical Thought [40 Points]
0-14 Points
Paper evidences
little depth,
thoughtfulness
and/or effort.
Concepts are
superficially
addressed.
Critical thinking
level shows
little
comprehension
of topic
material.
16-21Points
Paper evidences
below average
depth,
thoughtfulness and
effort.
Concepts are
surveyed, i.e.,
descriptively and
factually discussed.
Critical thinking
level shows minor
comprehension of
topic and course
material
22-27 Points
Paper evidences
adequate depth,
thoughtfulness
and effort.
Concepts are
surveyed, i.e.,
descriptively
and factually
discussed.
Critical thinking
level shows
basic
comprehension
of topic and
course material.
28-34 Points
Paper evidences
above adequate
depth,
thoughtfulness and
effort.
Concepts are
surveyed, i.e.,
descriptively and
factually discussed.
Critical thinking
level shows basic
comprehension
and analysis of
topic and course
material (Refer to
Bloom’s taxonomy)
35-40 Points
Paper evidences
superior effort, depth,
originality, and
integration.
Concepts are
thoughtfully
developed. Critical
thinking level
demonstrates analysis,
synthesis and
evaluation of topic and
course material.
(Refer to Bloom’s
taxonomy)
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Criterion 3: Defense: Critical Evaluation and Substantiation [40Points]
0-15 Points
Neither
strengths nor
weaknesses are
presented.
Position
statements and
central themes
are absent,
poorly
discussed,
and/or are
unsupported.
Plausible rival
alternate
hypotheses are
neither
mentioned nor
discussed.
16-21 Points
Only strengths or
weaknesses are
presented. Position
statements and
central themes are
not concretely
developed and/or
are supported only
by personal
opinions and/or
experiences. Few,
plausible rival
alternate
hypotheses are
discussed.
22-27 Points
Only strengths
or weaknesses
are presented.
Position
statements and
central themes
are concretely
developed
and/or are
supported
mainly by
personal
opinions and/or
experiences.
Few plausible
rival alternate
hypotheses are
discussed
28-34 Points
Both strengths and
weaknesses are
presented.
Position
statements and
central themes are
concretely
developed and/or
are supported
mainly by personal
opinions and/or
experiences but
include empirical
research. Few,
plausible rival
alternate
hypotheses are
discussed
35-40 Points
Both strengths and
weaknesses
are evaluated.
Position statements
and central themes
are supported and
critiqued by empirical
research and
well-developed logical
arguments.
Main plausible rival
alternative hypotheses
are developed.
Criterion 4: Sources: Quality of References [40 Points]
0-15 Points
No verifiable
scholarly
sources are used
and cited.
16-21 Points
1 verifiable
scholarly sources
are used and cited
22-27 Points
2 verifiable
scholarly
sources are
used and cited.
28-34 Points
3-4 verifiable
scholarly sources
are used and cited
35-40 Points
5 or more verifiable
scholarly sources are
used and cited.
Criterion 5: APA: Use of APA Style and Format [40 Points]
0-15 Points
Paper is not
formatted to
APA style.
16-21 Points
Paper is minimally
formatted to APA
style
22-27 Points
Paper is
partially
formatted to
APA style.
28-34 Points
Paper is mainly
formatted to APA
style
35-40 Points
Paper is fully and
accurately
formatted to APA
style.
Analytical Discussion Assignments
Grade
A
19-20
Points
B
17-18 Points
Criteria
Response is thorough, thoughtful, and well-written, demonstrating critical thinking and
learning at levels of evaluation, synthesis and/or analysis. Applications to real-world
situations are incorporated. “Scholarly” sources are used and cited accurately. Position
statements are explained, defended, and critiqued, using logical arguments and/or
empirical research. Heuristic ideas for further study and research are suggested. APA
formatting guidelines are followed with no major inaccuracies evident.
Response is thoughtful and well-written, demonstrating critical thinking and learning at
levels of analysis, with some evaluation and/or synthesis. Applications to real-world
situations are incorporated into the response. “Scholarly” sources are used and cited
accurately or with minor errors. Position statements are explained and defended, using
logical arguments and/or empirical research. APA formatting guidelines are followed, with
no more than mild inaccuracies evident.
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C
15-16 Points
Response is descriptively-written, demonstrating critical thinking and learning at a level of
basic comprehension and/or the ability to apply material to real-world situations.
“Scholarly” sources may be used but may be cited incompletely. Position statements may
be explained and defended, using personal opinions and experiences, rather than theory
and/or research. APA formatting guidelines are followed, with moderate inaccuracies
evident.
D
13-14 Points
Response is incomplete, poorly written, with little effort evidenced, demonstrating
minimum knowledge of course material, beyond basic facts. Sources, if used, do not meet
the standard of scholarship, and are likely to be cited inaccurately. A position statement is
briefly mentioned, if at all. APA formatting guidelines are not generally followed,
evidencing significant inaccuracies.
F
< 14 Points
Response is late, incomplete, and/or inaccurate, demonstrating little to no grasp of basic
course material. Sources, if used, do not meet the standard of scholarship, and are cited
inaccurately. No position statement is mentioned – or it is presented without any evidence
of scholarship. APA formatting guidelines are not followed.
Practical Discussion Assignments
Grade
A
14-15 Points
B
13 Points
Criteria
Response is thorough, thoughtful, accurate, and well-written, demonstrating critical
thinking and learning at levels of synthesis, evaluation and analysis.
Response is thoughtful, accurate, and well- written, demonstrating critical thinking and
learning at levels of evaluation and analysis.
C
11-12 Points
Response is adequate and descriptively written, demonstrating critical thinking and
learning at a level of basic comprehension.
D
9-10 Points
Response is incomplete, poorly written, with little effort evidenced, demonstrating
minimum knowledge of course material.
F
0-8 Points
Response is incomplete, and/or inaccurate, demonstrating little or no grasp of the course
material, or is submitted after the due date.