Human Personality
CO 739
Reformed Theological Seminary – Charlotte
Spring 2015
_____________________________________________
Professor:
Dr. Jeffery S. Forrey
Email: forreyjs@yahoo.com
Required Texts:
Ewen, Robert B. An Introduction to Theories of Personality, 7th ed. New York:
Psychology Press, 2010.
You are responsible for chapters 1-4, 8-10, 12, 14, 16-17.
Grudem, Wayne. Making Sense of Man and Sin. Grand Rapids: Zondervan, 2011.
You are responsible for chapters 2-6.1
Grudem, Wayne. Making Sense of Salvation. Grand Rapids: Zondervan, 2011.
You are responsible for chapters 5-9, 11-14.2
Course Overview & Purpose:
Theories of personality try to capture what is stable and unique about people’s
psychological make-up. As an outgrowth of such theories, different personality
assessments have been developed as ways of characterizing the test-takers, either for
counseling or professional-development purposes. Occasionally, people experience
pervasive and long-lasting problems in understanding themselves and their relationships,
which the mental health community labels “personality disorders.”
In this course we will survey some historically prominent secular personality theories, a
few popular personality assessments (associated with their original theoretical
orientations), and a couple of personality “disorders.” We will critique these theories and
concepts from the perspective of a biblical anthropology (the doctrine of humanity as
created, fallen, and redeemed). We also will consider how biblical counselors might
address some significant issues and questions raised by the secular theories, assessments,
and therapeutic strategies.
Course Structure & Requirements:
(1) Pre-classroom work: Prior to the week of classes you should have read the assigned
portions of the textbooks. For the chapters in Ewen’s text, you should take notes on the
The content of this book is taken from Grudem’s larger Systematic Theology: An Introduction to Biblical
Doctrine (Grand Rapids: Zondervan, 1994). If you have this book, you can read chapters 21-25.
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The content of this book is taken from Grudem’s larger Systematic Theology: An Introduction to Biblical
Doctrine (Grand Rapids: Zondervan, 1994). If you have this book, you can read chapters 34-38 & 40-43.
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terms and concepts that you think capture the distinctive elements of the theories being
described.
(2) Classroom work: During the week of classes, we will spend our time analyzing and
critiquing prominent secular personality theories, assessments, and “disorders.” We will
use lectures, small group activities, case studies, and a simulation to accomplish this. We
may also use video footage to illustrate concepts discussed in class. Active participation
is expected in all small-group and large-group discussions. Participation throughout the
week will be worth 50 points.
Prior to discussing a personality theory, you will take a brief open-note quiz based on
your reading of Ewen’s text. The notes that you will be allowed to use for each quiz will
be one-page summaries of each theory that you bring to class with you. These one-page
summaries should be typed in a commonly used 12-point font. You will turn in the onepage summary (or summaries) with your quiz. The quizzes will be designed to test your
grasp of the theories. They might also contain a question or two based on ideas from the
Grudem texts that are significant for assessing the theories, although theological
evaluation will not be a focus of the quizzes. Collectively, the quizzes + your one-page
summaries will be worth 100 points.
Here is a tentative schedule of the topics and activities for the week of classes. They
numbered consecutively because some may be carried over to the following day of the
week. (There will be lunch breaks and other breaks throughout each day!)
DAY
Monday, 8:00 am –
5:00 pm
Tuesday, 8:00 am –
5:00 pm
Wednesday, 8:00 am –
5:00 pm
ACTIVITIES
(1) Introductory ice-breaker
(2) Introductory lecture: What is “personality”? Why are we
studying and evaluating secular personality theories?
(3) Small group discussion & debriefing: Biblical terms &
concepts for understanding human nature
(4) Quiz: Freud’s Psychoanalytic Theory
(5) Lecture/Large-group discussion: Biblical/theological
evaluation of Freud’s theory
(6) Quiz: Jung’s theory & Adler’s theory
(7) Small-group case study discussion: Using Freud’s, Jung’s
or Adler’s theory
(8) Lecture/Large-group discussion: Biblical/theological
evaluation of Jung’s theory & Adler’s theory
(9) Quiz: Erikson’s theory
(10) Lecture/Large-group discussion: Biblical/theological
evaluation of Erikson’s theory
(11) Small-group case study discussion: Trait theories
(12) Lecture/Large-group discussion: Are trait theories
sufficient?
(13) Quiz: Rogers’ theory & Maslow’s theory
(14) Small-group case study discussion: Using Rogers’ or
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Thursday, 8:00 am –
5:00 pm
Friday, 8:00 am – 1:00
pm
Maslow’s theory
(15) Lecture/Large-group discussion: Biblical/theological
evaluation of the Humanistic Perspective
(16) Quiz: Skinner’s theory & Bandura’s theory
(17) Small-group case study discussion: Using Skinner’s or
Bandura’s theory
(18) Lecture/Large-group discussion: Biblical/theological
evaluation of Skinner’s theory & Bandura’s theory
(19) Lecture/Large-group discussion: The Biological
Perspective: What effect do the brain & the genes have on
personality development?
(20) Small-group case study discussion: Personality
“disorders”
(21) Lecture/Large-group discussion: Conceptualizing
personality disorders
(22) Simulation: “I Need Counseling”
(23) Large-group discussion of simulation
(24) Lecture/Large-group discussion: Counseling strategies for
personality “disorders”
(3) Post-class paper: Within four weeks following the week of classes, you will email me
a final written project. It will be an 8-10 page (2000-2500 word) assessment of a case
study in which you compare and contrast multiple personality theories. In addition, you
will analyze the case study using appropriate biblical and theological concepts. The case
study options will be provided at the end of the week of classes. This paper will be worth
100 points, evaluated according the rubric and writing guidelines attached to this
syllabus.
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GRADING RUBRIC FOR ASSIGNMENTS
CRITERIA
Comprehension
of Course
Material
Reasoning &
Development of
Arguments
Writing
Standards
Total Points
EXCELLENT
WORK
(90-100%)
The submission
demonstrated a
firm grasp of the
relevant theories,
concepts &
strategies under
consideration:
No significant
misrepresentation
of the ideas or
their use by the
authors being
reviewed. All
assignment
instructions were
followed
The submission
demonstrated: no
significant flaws
in use of logic
(weakening the
value of the
paper), clearly
articulated
conclusion(s), &
well developed
substantiation of
the
conclusion(s).
The submission
demonstrated
good use of
standard English
grammar &
spelling &
included a
consistent use of
a citation system
with no more
than 5 violations
of the “Common
Mistakes.”
AVERAGE
WORK
(70-89%)
The submission
demonstrated an
elementary grasp
of the relevant
theories and
concepts under
consideration: e.g.,
some
misunderstanding
of the ideas or their
use that could lead
to a misleading
presentation. Or
some assignment
instructions were
not followed.
The submission
demonstrated some
logical error(s) that
lowered confidence
in the
argumentation or
did not substantiate
key points
supposed to lead to
the conclusion(s).
BELOW
AVERAGE
WORK (< 70%)
The submission
demonstrated such
misunderstanding
of the relevant
theories & concepts
under consideration
that no accurate
presentation could
be given.
POSSIBLE
POINTS
The submission
demonstrated
extensive logical
fallacies or lack of
good substantiation
so that the
conclusion(s) were
not credible.
40
The submission
demonstrated
violations of
English grammar
or spelling (up to
10 violations of the
“Common
Mistakes”) which
made the
submission
challenging to
understand and/or
inconsistent use of
a citation system.
The submission
demonstrated such
repeated violations
of English grammar
or spelling and/or
incomplete
citations that a
reader could not
grasp the intent of
the paper or its
sources.
20
40
100
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COMMON MISTAKES IN ASSIGNMENTS
Below are correctives to common grammar and style mistakes I find in students’ writing.
Problems with Commas and Semicolons
1. Use a comma with the next-to-the-last item in a series of three or more items.
2. Place commas and periods within quotation marks, but place other punctuation marks
outside of quotation marks.
3. Use the semicolon for (a) separating independent clauses3 within a compound sentence
that does not have a coordinating conjunction or (b) separating lengthy items in a series
where commas are used already within the items themselves.
4. In a compound sentence with two independent clauses, join the independent clauses by
either a semicolon or a comma + “and.” In a compound sentence with more than two
independent clauses, separate all the clauses by a semicolon except for the last one, which
should be separated by a comma + “and.” For example:
INCORRECT: My mother went to Washington and a tour guide took her
through the Smithsonian Institute. [Here there are two independent clauses; that
is, each part of the sentence could stand alone as a separate sentence.]
CORRECT: My mother went to Washington, and a tour guide took her through
the Smithsonian Institute.
INCORRECT: My mother went to Washington, she visited the Smithsonian
Institute and she saw the President.
CORRECT: My mother went to Washington; she visited the Smithsonian
Institute, and she saw the President.
5. Use a colon (:) to introduce clarifying clauses, phrases, or lists.
INCORRECT: James decided to spend his day doing these chores; washing his
car, paying his bills, and washing his clothes.
CORRECT: James decided to spend his day doing these chores: washing his car,
paying his bills, and washing his clothes.
An “independent clause” is a clause with a subject & predicate that could stand on its own as a separate
sentence.
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Problems with Pronouns
6. Make sure pronouns and their antecedents match in number, gender, and person. For
example:
INCORRECT: Anxiety will not be overcome if a counselee refuses to apply
Matthew 6:25-34 to their life. [Here the pronoun “their” does not match its
antecedent “counselee” in number.]
CORRECT: Anxiety will not be overcome if counselees refuse to apply Matthew
6:25-34 to their lives.
7. To avoid unnecessary “gender-biased language,” wherever appropriate, use collective
nouns (“humanity,” or “people”) and plural pronouns (“they,” “them,” “their,” etc.).
Avoid use of “he/she” or “s/he.” Also avoid exclusive use of either “he” or “she.”
8. Use personal pronouns consistently within a sentence or paragraph. For example:
INCORRECT: Biblical counselors must be careful to use passages of Scripture
appropriately. You must “rightly divide” the Word of Truth (2 Tim. 2:15). [Here
the first sentence is written in the third person, and the second sentence is written
in the second person.]
CORRECT: Biblical counselors must be careful to use passages of Scripture
appropriately. They must “rightly divide” the Word of Truth (2 Tim. 2:15).
Problems with Quotations
9. Use block quotations for quotes that will be over 5 lines of text.
10. Do not use quotation marks to open or close block quotations; instead, indent them as
many spaces as you indent your paragraphs. Single-space block quotations.
11. Use single quotation marks only within double quotation marks (signifying a quote
within a quote).
Problems with Formatting
12. Reserve the use of Latin phrases (“e.g.,” “etc.,” “i.e.,” and so on) for parenthetical
comments or footnotes (or endnotes).
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13. Use a double space between lines within the body of the paper and between separate
bibliographic entries. Use a single space between lines within footnotes and within
bibliographic entries.
14. In bibliographies, indent the second and subsequent lines 5 spaces (a “hanging
indentation”).
15. Format headings and subheadings consistently throughout the paper.
16. Do not allow subheadings to “hang” at the bottom of a page without at least two lines
of supporting text underneath them.
17. Format citations consistently throughout the paper; do not mix citation systems.
18. Use parallel construction of items in lists or series. For example:4
INCORRECT: The participants were told to make themselves comfortable, to
read the instructions, and that they should ask about anything they did not
understand. [Here the first two items in the series are infinitive phrases and the
last one is a dependent clause introduced by a relative pronoun.]
CORRECT: The participants were told to make themselves comfortable, to read
the instructions, and to ask about anything they did not understand.
19. Capitalize “Scripture” and “Bible.” Do not capitalize “biblical,” “scriptural,”
“pastor” (unless it’s used with a particular name, e.g., “Pastor Mark” or “Pastor Smith”),
“biblical counseling,” or “biblical counselor.”
20. When you delete a portion of quoted material (a word, phrase, or sentence), you show
that with an ellipsis. An ellipsis does not replace the period of the sentence before it.
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This particular example comes from Publication Manual of the American Psychological Association, 5th
ed (Washington, D. C.: American Psychological Association, 2001), 60.
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