Personality, PSY-140-1

Transcription

1 Personality, PSY Professor: Steve Rogers, Ph.D. Office: WH 337 Class Time: MWF 11:30-12:35pm Location: WH 212 Phone: Semester: Spring 2018 Office Hours: MWF: 9:15-10:15am, F: 12:45-1:45pm, & by appt. Course Goals and Objectives The main objective of this course is to introduce students to the field of personality psychology, including both classic theories (e.g., psychoanalytic theory, trait theory, humanistic theories) and the current research related to modern personality psychology (e.g., cultural differences and influences, Big Five traits, and biological and cognitive processes related to personality). The focus will be on understanding these theories, appreciating some of the debates in the field, understanding personality assessment, and applying this knowledge to one s own personality. Classroom time will be a mixture of lecture, discussion, and applied activities aimed at assisting students in understanding and implementing a variety of personality theories. Throughout this course, students will be expected to: Ø Demonstrate an understanding of the terminology and theories that constitute the field of personality psychology and how these theories guide practice and research Ø Categorize, compare, and contrast disparate approaches to personality, including a constructive critique of the strengths and limitations of each approach Ø Increase self-awareness regarding their own personality and how it influences their beliefs and behaviors. This includes challenging existing aspects of oneself and applying various personality theories to the study of one s own personality Ø Develop increased knowledge about the assessment of personality Ø Appreciate the intersection between personality theory and the Christian faith ******************************************************************************************** Required Texts Jung, C. G. (2011). Answer to Job. New Jersey: Princeton University Press. Olson, M., & Hergenhahn, B. R. (2011). An introduction to theories of personality (8 th ed.). Upper Saddle River, NJ: Pearson Education. One of the following two texts is also required: Krakauer, J. (1996). Into the wild. New York: Anchor Books. Strayed, C. (2013). Wild. New York: Vintage Books. Recommended Texts American Psychological Association (2010). Publication manual of the American psychological association (6 th ed.). Washington, D.C.: Author. ******************************************************************************************** Reading Assignments 1

2 Reading assignments may be found in the course schedule. These readings are drawn from the Olson & Hergenhahn (2011) text. You should read the assignment prior to the class for which it is assigned. Exams There will be four exams that will be a combination of multiple choice and short answer essays. The material for each exam will be drawn from the readings and class lectures. Course Projects In addition to the reading assignments and exams, there are three (3) required course projects a counter-personality project, a reaction to Jung s (2011) Answer to Job, and an analysis of the personality of the central character in either Wild (Strayed, 2013) or Into the Wild (Krakauer, 1996). Details for each of these assignments are as follows: 1. Counter-Personality Project This project provides an opportunity for you to either explore untapped aspects of your personality or to challenge some of the existing ones. You are asked to engage in an experience or activity that is contrary to the way you experience or perceive yourself. Some possibilities might include acting out a particular role for several days (e.g., acting unusually quiet or belligerent), keeping your room organized or disorganized for a week, attending an event that you would normally find unnerving, engaging in some type of risk-taking activity (e.g., skydiving, asking several people out on a date), avoiding all physical contact for a week, etc. The primary criterion is that this activity, and the time you spend on it, should be something that is contrary to an aspect of your personality, deliberately challenging to you, and that would typically make you uncomfortable. Your experience will also be heightened if you spend a significant portion of time completing it (more than a few hours) and if you do not alert friends or family about this project. If you are undertaking a new trait, it will also help to operationalize it with specific criteria or behaviors. Please me in advance to let me know what activity you will be undertaking. Once you have completed the activity, compose a paper reflecting on your reactions to the experience. Describe what you did, how it is counter to your personality, and your reflections and reactions to the experience. Some of the reflection questions that should be addressed are: What was this experience like for you? What did this experience teach you about your personality? What did you learn about the general nature of personality from this experience? What does this experience suggest about the ability of personality to change? To what degree is personality comprised of behavior? The paper should be approximately 8 pages long. 2. Answer to Job Reaction Paper The purpose of this assignment is to provide exposure to a primary source written by a 2

3 central personality theorist, Carl Jung, and to facilitate thinking about the intersection between personality theory and the Christian faith. To complete the assignment, first read Answer to Job (Jung, 2011) and then submit an 8-page paper detailing your reactions. Some students find this a difficult book to digest, so be sure to allow yourself sufficient time to read and understand Jung s ideas. In addition to your own reflections about Jung s book, your paper should address: your thoughts about applying personality theory to the identity of God, a balanced depiction of the strengths and limitations of Jung s arguments, and the potential implications of Jung s ideas for the way we understand God, personality, and the Christian faith. 3. Wild/Into the Wild Paper Choose one of these two books to read and then compose a paper that analyzes the central character s personality from one of the theoretical perspectives presented in class. More specifically, you will applying one of the theories of personality to the central character, describing how his/her story, behavior, relationships, etc. can be explained by this theory. Be sure you explain your conceptualizations and applications clearly. This is not required, but one creative option for this assignment is to imagine that you are a practicing psychologist who is being told the story by the central character, who is seeking your help. After completing his/her story, the central character looks up at you and asks, What does this mean about my personality? To fully appreciate the theory you are applying, you will also need to use and cite sources beyond your textbook, including journal articles and book chapters about the theory you are using. This assignment should be approximately 12 pages long and will be graded according to an accurate understanding and application of personality theory, reasons/evidence for your selection of the particular theory, depth of engagement/thoughtfulness, and clarity and organization. Grading Criterion Assignment Percent of Total Four examinations 60% (15% each) Counter-Personality Project 10% Wild/Into the Wild Paper 20% Answer to Job Paper 10% Course grades will be assigned on the basis of the total score, using cut-point scores of 90, 80, 70 and 60 for grades of A, B, C and D, respectively (+ and grades will be assigned at the instructor s discretion). Policies: Attendance: Students are responsible for knowing course material and announcements made during normal class meetings. If you miss a class, get notes from one or two other 3

4 students, compare those notes with readings, and (if necessary) schedule an appointment with me to answer specific questions. According to Westmont policy, students missing more than six unexcused absences during the course of a semester may be dropped from the class with an F. You are responsible for making up any work missed by excused or unexcused absences. Digital Etiquette: This is hopefully self-evident, but you should turn off your cellphone and/or other devices (ipods, etc) before you enter the classroom. If you bring a laptop to class, it should only be used for taking notes pertinent to the class discussion and lecture. If you check your , browse the web, play Call of Duty, manage your Instagram account, text or Tweet friends, or work on assignments for other classes, your mental absence will be counted as a physical absence. Such activities not only distract you, but they also distract anyone around or behind you. Late work: Assignments other than exams are due at the beginning of lecture on the day specified in the attached schedule. Assignments turned in after these times incur a 10% per day penalty. Academic Integrity: All students are expected to subscribe to the highest ideals of academic integrity. Any form of academic dishonesty will be dealt with as severely as allowed by the college, most likely a grade of F in the course and recommendation of dismissal from the college. Academic dishonesty includes, but is not limited to, plagiarism, cheating, and falsification. Please refer to the College s policy on Academic Honesty. Plagiarism: You are responsible for knowing the entire Westmont College Plagiarism Policy, which is available at: ml Students with Disabilities: Students who have been diagnosed with a disability (chronic medical, learning, physical, or psychological) are strongly encouraged to contact the Office of Disability Services (ODS) as early as possible to discuss appropriate accommodations for this course. Formal accommodations will only be granted for students whose disabilities have been verified by ODS. For more information, contact Sheri Noble, Director of Disability Services ( , snoble@westmont.edu) or visit the website ODS is located in Voskuyl Library rooms 310A and 311. Confidentiality: Due to the possibility that confidential material may emerge within class sessions, it is essential that we be ethical in our treatment of others and uphold the highest 4

5 principles of confidentiality. Respect the trust of your classmates by maintaining strict confidentiality of all discussions occurring within the class. Take your Professor to Lunch: One of the things I value the most is the opportunity to develop relationships with students. The classroom environment does not always allow for more personalized attention or one-on-one exchanges, but I am always open to getting together for coffee or lunch. Feel free to take advantage of the Take Your Professor to Lunch passes that the Office of Campus Life makes available. 5

6 Tentative Schedule Date Topic Reading Assignments Exams/Papers 1/8 Course review, Introduction 1/10 Class Cancelled Chapter 1 1/12 Class Cancelled 1/15 Martin Luther King, Jr. Holiday 1/17 What is Personality? 1/19 Psychoanalytic Paradigm: Freud Chapter 2 1/22 1/24 Projective Testing 1/26 Psychoanalytic Paradigm: Jung Chapter 3 1/29 1/31 Sociocultural Paradigm: Adler Chapter 4 2/2 2/5 Harry Stack Sullivan 2/7 Exam 1: Chapters 1-4 2/9 Sociocultural Paradigm: Horney Chapter 5 2/12 Fromm 2/14-16 No Class Work on Counter-Personality Project 2/19-20 Presidents Holiday 2/21 Sociocultural Paradigm: Erikson & Chapter 6 Object Relations 2/23 Trait Paradigm: Allport & Murray Chapter 7 2/26 Counter Personality Paper 2/28 3/2 Trait Paradigm: Catell, Eysenck, Big 5 Chapter 8 3/5 3/7 3/9 Exam 2: Chapters 5-8 3/12-16 Spring Recess 3/19 Learning Paradigm: Skinner Chapter 9 3/21 3/23 Learning Paradigm: Dollard & Miller Chapter 10 3/26 Learning Paradigm: Chapter 11 Answer to Job Paper Bandura, Mischel, Rotter 3/28 3/30-4/2 Easter Recess 4/4 4/6 Evolutionary Paradigm: Buss Chapter 12 4/9 Exam 3: Chapters /11 Existential-Humanistic: Kelly Chapters 13 4/13 4/16 Ellis & Beck 4/18 Existential-Humanistic: Rogers Chapter 14 4/20 4/23 Existential-Humanistic: Maslow Chapters 15 4/25 Wild/Into the Wild Paper 4/27 Existential-Humanistic: May Chapter 16 5/1 Final Exam 12-2:00pm Chapters

7 Course Learning Outcomes 1. Students will demonstrate an understanding of the terminology and theories that constitute the field of personality psychology, as well as categorize, compare, and contrast disparate approaches to personality. Assessment: Exams and writing assignment Relative to Program Learning Outcome: Knowledge Base Our students will be able to articulate both (a) the structure of the academic discipline of psychology and (b) the key elements of content within a wide variety of areas within psychology, integrating them with each other. 2. Students will articulate the intersection between personality theory and the Christian faith. Assessment: Writing assignment Relative to Program Learning Outcome: Values and Character - Faith. Our students will articulate, through understanding and demonstrative action, the interactions between psychology and faith. Relative to Institutional Learning Outcome: Christian Understanding/Practices/ Affections. Graduates will demonstrate faithfulness in Christian service. 3. Students will evaluate their own personality and how it influences their beliefs and behaviors. Assessment: Writing assignment Relative to Program Learning Outcome: Applications. Our students will apply psychological principles, knowledge, and skills to their own lives, personal development, relationships, personal experience, etc. Relative to Institutional Learning Outcome: Global Awareness and Diversity. Graduates will be able to analyze topics and human experiences using categories such as race, ethnicity, gender, social status and disability. 7