PSY 300 Personality Theories Course Credit: 3 Hours I. TC/TGS Catalog Course Description This course acquaints students with theories and theorists having the greatest impact on the understanding of human personality. Some theories covered will be those developed by Freud, Jung, Adler, Rogers, Erikson, and Allport. Personality assessment, current personality research, and philosophical approaches to theory building will also be investigated. Prerequisite: PSY 140. Three hours. II. Student Learning Outcomes At the completion of this course each student should be able to: A. Understand the essential elements of a theory. B. Learn the basics of major theoretical approaches to understanding human personality. C. Explore the various views of personality to further his/her own developing theory of personality. D. Apply chosen theoretical constructs to the personality of a character/person. E. Construct a research paper using research techniques, depth of analysis, and proper APA publication form. III. Units Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Title Concept of Personality Psychodynamic Theories I Psychodynamic Theories II Humanistic/Existential Theories Dispositional Theories Biological/Evolutionary Theories Learning Theories Topic Areas Covered The concept of Personality Freud, Adler, Jung, Erickson Klein, Horney, Fromm Maslow, Rogers, May Allport, McCrae and Costa Eysenck, Buss Skinner, Rotter and Mischel, Kelly IV. Texts Required: Feist, G. & Feist, J., Theories of Personality, 8th Ed., Columbus, OH: McGraw-­‐Hill. ISBN: 0073532193 ISBN-­‐13: 9780073532196 V. Grading Each week of this course may include readings and several assignments. Unless otherwise noted, all assignments are due before midnight (Central Time) on the specified due date. Grade Category Grade Weight Assignments Unit Quizzes 20% 1d, 2d, 3d, 4d, 5d, 6d Reflections 20% 1c, 2c, 3c, 4c, 5c, 6c Discussions 20% 1b, 2b, 3b, 4b, 5b, 6b Major paper 40% 1a, 2a, 3a, 4a, 5a, 6a VI. Week by Week Unit 1: The Concept of Personality and Psychodynamic Theories I Assignment 1a: Analysis and Application Paper – 1 pg. topic proposal 1b: Discussion 1c: Reflection 1d: Quiz Chapters 1,2,3,4 •
•
•
•
Grade Weight 3% 3.33% 3.33% 3.33% Due Date Sunday, Week 1 Sunday, Week 1 Sunday, Week 1 Sunday, Week 1 Readings/Resources Theories of Personality Chapters 1,2,3,4,8 Study Guides: Freud, Adler, Jung and Ericson Documentary on Freud http://www.youtube.com/watch?v=NN80Vx4B3bc&feature=share&list=P
L8Pn6kjBngHinAkcdME0JSne_r0vqG_Rr&index=1 Documentary on Jung https://www.youtube.com/embed/5drUNviakdk Unit 2: Psychodynamic Theories II Assignment 2a: Analysis Application Paper – reference and resource list Grade Weight Due Date 2% 2b: Discussion Sunday, Week 2 Sunday, Week 2 Sunday, Week 2 Sunday, Week 2 3.33% 2c: Reflection 3.33% 2d: Quiz Chapters 3.33% Readings/Resources • Theories of Personality Chapters 5,6,7 • Attachment Theory and Adult Relationships PDF • Attachment Theory o Bowlby: http://www.youtube.com/embed/DH1m_ZMO7GU o Ainsworth Study: http://www.youtube.com/embed/QTsewNrHUHU • Slides from Philip Shaver on Adult Attachment Theory File • Study Guides: Klein, Horney, Fromm Unit 3: Humanistic/Existential Theories Assignment 3a: Analysis Application Paper -­‐ detailed outline 3b: Discussion Grade Weight 5% Sunday, Week 3 Sunday, Week 3 Sunday, Week 3 Sunday, Week 3 3.33% 3.33% 3c: Reflection 3d: Quiz Chapters 5,6,7 3.33% Readings/Resources • Theories of Personality Chapters 9,10,11 • Carl Rogers at Work: http://www.youtube.com/embed/m30jsZx_Ngs http://www.youtube.com/embed/RX_Y3zUPzEo • Study Guides: Maslow, May, Rogers Due Date Unit 4: Dispositional Theories Assignment 4a. Analysis and Application Paper –Submit a draft of the first four pages for review. Grade Weight Due Date 5% 4b. Discussion 3.33% 4c. Reflection Sunday, Week 4 Sunday, Week 4 Sunday, Week 4 3.33% 4d. Quiz Chapters 12,13 3.33% Sunday, Week 4 Readings/Resources • Theories Of Personality Chapters 12,13, • Oxford’s The Big Personality Test. Discussion of five factors with a good introduction to personality theory: http://youtu.be/2SrPoIsI42U Fun Five Factor Mode l Examples http://youtu.be/b9D6k3T2sbE • Study Guides : Allport, McCrae and Costa Unit 5: Biological/Evolutionary Theories Assignment 5a. Analysis and Application Paper – Submit an additional four pages draft pages for review. 5b. Discussion Grade Weight Due Date 5% Sunday, Week 5 3.33% 5c. Reflection Sunday, Week 5 Sunday, Week 5 Sunday, Week 5 3.33% 5d. Quiz Chapters 14,15 3.33% Readings/Resources • Theories of Personality Chapters 14,15 • Study Guides: Eysenck, Buss Unit 6: Learning Theories Assignment 6a. Analysis Paper Submitted Grade Weight Due Date 20% 6b. Discussion Sunday, Week 6 Sunday, Week 6 Sunday, Week 6 Sunday, Week 6 3.33% 6c. Reflection 3.33% 6d. Quiz Chapters 16,17,18 3.33% Readings/Resources • Theories of Personality Chapters 16,17,18, 19 • Classical Conditioning: http://www.youtube.com/embed/hhqumfpxuzI" • Behaviorism and Free Will: http://www.youtube.com/embed/I_ctJqjlrHA • Big Bang Theory Behaviorism: http://www.youtube.com/embed/guroaQRFsX4 • Albert Bandura’s Social Learning Theory: http://www.youtube.com/embed/8ZXOp5PopIA • Study Guides: Skinner, Rotter and Mischel, Kelly, Bandura Behaviorism PDF Analysis and Application Paper Guidance You will write an analysis and application paper applying personality theory to an individual expression of personality from history or contemporary society. Such personalities may be found in literature, film, poetry, music, myth, tradition, media, etc. The subjects for the application of theoretical concepts may include playwrights, authors, poets, songwriters, theatrical or movie characters, politicians, cultural icons, etc The analysis and application paper assignments are designed to help you build toward you’re the final draft of your analysis and application paper. Therefore, it is imperative that you complete the assignment on time and in a thorough manner. Each weekly assignment builds on the previous. What this means is that your final grade on the Analysis and application paper includes work completed each week. Each Unit will require you to submit a portion or element of the paper with the final paper submitted at the end of Unit 6. Late submissions will receive a 1% per day grade reduction beyond the assignment due date. This major project is an application/research paper. It will be a minimum of 10 pages to a maximum of 15 pages, not including the front and back matter. The paper will contain five main segments: 1. Introduction, 2. Description of the character with enough detail for the reader to have a sense of the character’s particular personality expression. 3. A description/explanation of the chosen personality theory with its relevant concepts. 4. Application of relevant aspects of the personality theory to the elements of this personality expression. 5. Conclusion. Since this is an application research paper, the depth and quality of your analysis is very important. Therefore, do not editorialize. Instead, summarize the issues accurately and synthesize the various viewpoints from the literature and the applied theory. You must go beyond the course text and utilize adequate resources in making your analysis. Using a minimum of seven resources, support your inferences theoretically and logically. Point out what fits and what does not fit between the individual personality and the concepts in the theory, as well as your critical perception of reality on the points covered. Although Biblical themes and principles may be appropriate in the analysis of some individual personality expression, do not use a Biblical character or author as the personality you will analyze. Submit your paper and related assignments vial the PSY 300 course website. You may choose from the following theorists: Adler, Jung, Klein, Horney, McCrae and Costa, Skinner, Rotter and Mischel, Kelly, Eysenck, and Buss. Reflection Essays Guidance The purpose of this task is to demonstrate critical and integrative thinking. It is your opportunity to bring your voice to the information by interacting with the material from three knowledge sources: the Bible, science, and personal experience. For each of the six reflective essays, you will write between 350-­‐500 words; 250 words per page, double-­‐spaced in 12-­‐point font format. In the reflective essays, students demonstrate critical thinking by addressing their chosen topic from three sources of knowledge: the Bible, scientific study, and personal experience. The first source, the Bible, provides a normative perspective on faith and life. While the Bible does not speak directly to all the details of human experience, it does provide a set of norms to help individuals and groups understand their relationships to God, the world, others and themselves. As you consider this part of your reflective essay you ask, “Is there any scriptural teaching, principle or imperative that informs me about the topic?” Scientific discovery is the second knowledge source. We rely on science to help us know and understand the creation. The Bible does not directly describe all aspects of creation or life situations. Science helps by providing details of the creation and describing the operation and function of our world. Scientific discovery is an ongoing process thus science, while attempting to be reliable and valid, is never the final arbiter of truth, needing the normative message of the Bible. The Bible allows freedom of exploration and discovery because it neither neuters scientific discovery nor elevates it to a religion or faith system intent on explaining the grand questions of life. Our knowledge is incomplete without consideration of our personal experience. Therefore, we must attend to the third source of knowledge, life experience... The questions asked here are “What are my personal thoughts on the topic?” and “How does my experience relate to the subject?” Like science, our personal knowledge is incomplete and our experience can betray us. Once again we look to the normative aspect of the Scripture along with the data from science to complement or correct our self-­‐understanding. So how does this all come together in a reflective essay? This can be summed up in the question, “How do you know?” The reflective essay is designed to help you take the three sources of knowledge or if you prefer God’s revelation, and to guide you to a deeper, more informed understanding of personality. As you think and write, make an effort to integrate the information from the three sources. Let them speak to one another and build a richer and deeper articulation of your views of the personality theories. Demonstrate critical thinking, sound logic and good reasoning. Be sure to utilize and cite resources and examples from each domain to support your claims. Think as a scholar and build your essay in a style congruent with higher education academic writing. VII. Expectations Timing This course will take place over six weeks. Assignments must be submitted by the assigned due dates within the six-­‐week period. Note that some weeks may require more work than others, and individual experience may vary from week to week. Due dates Unless otherwise noted, all tasks are due before midnight (Central Time) on the specified due date. Participation Attendance Students are expected to participate in the online class regularly. Participation is equivalent to attendance in the face-­‐to-­‐face environment. Attendance within the online class includes the following: •
•
•
•
•
Submission of an academic assignment Examination, interactive tutorial, or computer-­‐assisted instruction Study group assigned by school Participation in on-­‐line discussion about academic matters Initiation of contact with instructor to ask question about academic subject Students who do not participate (and therefore “attend”) class will be administratively withdrawn after two weeks if they have not self-­‐enrolled and participated in at least one assignment or discussion. The Online Campus sends notifications to your TIU email account for most activities to prompt you. You are expected to check your TIU email account on a daily (or more frequent) basis. You may also forward messages from the TIU account to another personal/professional account. However, you are responsible for acting on the communications that reside within your TIU email account. The TIU email can be accessed at http://mail.tiu.edu. Discussion Forum Expectations In order to receive the most benefit from your class, it is important that you have a strong, engaging, and interactive presence within your class through the Discussion Forum. The Discussion Forum environment will be a place of robust academic interchange among you, your classmates, your instructor, as well as outside resources that are relevant to the weekly subject matter. An important part of this conversation is wrestling with the issues. This will be a time where you begin to crystalize what you believe about a subject and why, as well why you disagree with an opposing perspective. This naturally means that it is not enough to simply agree or disagree with a particular argument. Rather, it is your responsibility to provide compelling evidence and support for why you have reached your conclusions. Higher-­‐critical thinking is at the heart of a quality liberal arts education, the value of which will benefit you long after graduation. The Discussion Forum is not meant to be a dry, sterile environment. Be creative! Did you see a video clip that would enhance the level of discussion engagement? Add it to the forum! Did you read an interesting article on Facebook or Twitter that would get others thinking, or re-­‐thinking the subject? By all means, share it on the forum. Playing devil’s advocate is also in-­‐bounds. Addressing a classmate from an opposing viewpoint (not necessarily your own) to promote heightened interaction on a subject can further higher-­‐level thought and a more robust discussion thread. Tips for participation Information sharing is extremely valuable in any learning experience. Your fellow students are excellent resources for stories, information, and different perspectives on your project work. At the same time, they can benefit from your ideas and insights. For these reasons, you need to participate and post questions as often as possible. If you do not participate, you and your classmates will miss out on worthwhile opportunities to enhance learning. Interaction in a virtual environment such as the discussion involves many of the skills used in face-­‐to-­‐face communication. Below are some tips for effective asynchronous discussion. Keep postings short and to the point. Include pieces of the original message in any response. Be respectful of others' ideas and comments. Consider what is useful in the opinion shared and how it is similar to and different from your own point of view. Post responses in a timely manner. Keep your faculty member and other students informed about any events that could affect your progress. Choose words carefully and consider how the reader might interpret them. Sometimes text may seem more harsh or critical than the spoken word. Assessment Criteria At the end of the course, your scores for assignments and other work will be totaled and translated into a final letter grade for the course as a whole (A, B+, B, C+, C or F). For tasks assessed only as complete or incomplete, "complete" tasks will be assigned the maximum points allocated to the task, and "incomplete" tasks will be assigned zero points. Based on your percentage of total points, you will be assigned a final letter grade as follows. Percentage Grade 92-­‐100 A 90-­‐91 A-­‐ 88-­‐89 B+ 82-­‐87 B 80-­‐81 B-­‐ 78-­‐79 C+ 72-­‐77 C 70-­‐71 C-­‐ 68-­‐69 D+ 62-­‐67 D 60-­‐61 D-­‐ 0-­‐59 F Assessment criteria may differ for each unit. Be certain you understand the specific criteria on which each individual assignment will be assessed and confirm your understanding with your faculty member. Code of Conduct Our students are members of an academic community founded upon biblical principles of integrity and respect for others. It is critical that students and faculty trust one another to act with professionalism and integrity. Faculty members expect students to adhere to the following Code of Conduct: Unless the assignment description explicitly states otherwise, all work you submit will be your own. You are encouraged to share ideas and questions about your work as you do it, but the work itself should not be shared. If you would like to work with others-­‐whether other students in this course or anybody else-­‐It is best to check first with your faculty member. • In assignments and discussions, you will state your own ideas in your own words, clearly citing any borrowed words or ideas. (Exceptions would be course content or assignment instructions that ask you to apply templates, data, or information.) • For a quiz or exam, you will work independently, without sharing answers with others. • For a group project, you will share work with other members of your team, but not outside of your team. You will not share finished or draft work (individual or group project) with others unless you are explicitly directed to do so by course materials or your faculty member. For example, providing such work may create a situation where another individual would violate the Code of Conduct. Academic Dishonesty (i.e., plagiarism and cheating) is not acceptable at Trinity International University. Cases of academic dishonesty are to be reported by both faculty members and students. Violations are subject to punitive action. “Plagiarism” is the appropriation of all or part of someone else’s work (such as, but not limited to, writing, coding, programs, and images) and submitting it as one’s own without proper citation. Common sources of plagiarized work include published books and articles, another student’s work, free Internet websites, and websites offering academic papers for sale. “Cheating” is defined as using false pretenses, tricks, devices, or deception to obtain credit on an examination or assessed work in a course. To prevent and detect cases of plagiarism and cheating assignments turned in for any and all courses at this institution may be scanned with Turnitin plagiarism prevention software. Sanctions for plagiarism or cheating can range from failure on an individual assignment or the entire course to expulsion from the institution. Each student enrolled in a course agrees, by taking such a course, that he or she consents to the submission of all required work for textual similarity review by Turnitin to detect plagiarism. Each student also agrees that all work submitted to this service may be included as source documents to that service’s database, solely for the purpose of detecting plagiarism of such work. Whenever you have any doubts or questions about appropriate work processes or academic integrity standards, check with the faculty member teaching your course to clarify his or her expectations. For updates to the Code of Conduct and related disciplinary actions, refer to the Student Handbook. 2014/06/10 v. 2