Notes to Bob, Melissa
Both classes in Room CC 3352
Day: Tues 12pm-2:20 (usually break around 1:15, with a 10-15 minute break)
Night: Tues 6pm-8:20 (usually break around 7:15, with a 10-15 minute break)
Basic outline for 1, perhaps 2 classes:






Attachment in children (Chapter 9)
Attachment in adults (Chapter 9)
Parenting Styles (Chapter 9)
Erikson (Chapter 9)
Identity Styles (Chapter 9)
On to Introduction of Personality (Chapter 11)
Goals:







Students will be able to define basic terms and concepts
Students will be able to identify behaviors (shown in film or through text) indicative of
particular categories (Attachment, Parenting Styles, Identity Types, Erikson Stages)
Identify Adult attachment patterns
Use Cognitive and Attachment factors to recognize patterns of relationships between
adults, significant others
Learn that the study of Personality has ambiguity and that there are persistent
problems (philosophical and practical) that pose challenge to understanding
personality.
Demonstrate how the scientific method, hypothesis testing, critical thinking apply to
personality diagnosis and research
Learn basic approaches to Personality assessment
A.
Attachment Show slides 1-20
1. Before showing Slide 21 (definitions of Secure and Insecure Attachments),
have the students get into small groups (3’ish) and have them use their books
(pg 363-366) to read and identify the behaviors of secure and insecure
attachment.
2. Once they’ve done that, show them the movies of the Strange Situation,
videos 1-3. Have students pay attention to both the Mother’s behavior as well
as the child’s.
It’s best to use windows media player (I typically right click on the movie file,
select “open with” on the drop-menu, and then select “windows media
player”. These videos are a bit old and in trying to play them with other media
programs, it’s hit or miss.
3. After each video, have the groups discuss the behaviors in the video in order
to classify the type of attachment.
4. Have students put their names on a single piece of paper and have someone
provide an outline of notes. This will be turned in.
5. Then as a class, have the students share their group’s classifications. Let
debate ensue.
6. After watching the 3 videos, rerun the secure attachment video with
“Lucy”. She and her mom are playing with the large Lincoln blocks. For that
scene, have the students identify the Vygotskian concept of Scaffolding (this
is basically where the Mom prevents the tower from falling). Have students
explain what is meant by this “scaffolding”. (what the point of
Vygotsky? What would happen if the mom weren’t doing this, in the short
term here but also what long term patterns?
7. If you have time: Have groups write 5 Multiple choice exam questions on
attachment
- a few can be definitional
- a few should be application
B. Continue Showing Slides 21 - 31
The first few slides will review the insecure and secure styles, just for emphasis. This
set ends with a bit about day care.
C. Parenting Styles Show slides 32-40
1. Just show the slides
D. Identity Development Show Slides 41 - 48
Activity:
1. Slides 49 - 52 are for students to try and identify the different identities from a
case study. Perhaps do this in groups? Should take just a few minutes for each
slide.
2. Have a class discussion to tease any difference of opinions. The cases are
worded towards one identity, but there are word choices that provide a little
wiggle room.
3. Show 2 video’s one of a Student demonstrating different Identity “positions”
4. A more difficult exercise would be to have the students see if they can think
about what parenting styles may lead to particular identities. Of course, it’s not a
simple 1-to-1 connection, which will lead to students asking many questions:




what about single parents
genetic differences
no pure type of parenting style
students may need to learn what is meant by “statistical control” as a way to
make the claim “all else being equal”
E. Personality
1. Review Scientific Method (hypothesis testing) Basic (feedback of prediction, test,
adjust, repeat) Just jot some notes on the board. No need to be exhaustive.
2. Review Critical Thinking
a. Have students tell you what the 5 questions to help improve critical thinking
(they should know this from their book)
3. I want them to understand that critical thinking and hypothesis testing are versions of
the same thing.
Show Slides 55 -70