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WEST VIRGINIA UNIVERSITY AT PARKERSBURG
PSYCHOLOGY 363 - SPRING 2010
THEORIES OF PERSONALITY

           MEETING TIMES:   Weekend class, meeting times below:

   

                                               January 15 ( one hour orientation) at 6:00 pm

                             February 5 at 6:00 - 9:30pm

                                               February 6 at 9:00am - 5:00pm        

                                                                    

                                               March 5 at 6:00 - 9:30pm                                                     

                                               March 6 at 9:00am - 5:00pm  

                                              April 2at 6:00 pm - 9:30pm

                                              April 3 at 9:00am - 5:00pm        
 

                                              April 30 at 6:00 pm - 9:30pm

                                              May 1 at 9:00am - 5:00pm 

                                             

 

DEPARTMENT:    Psychology

 

DIVISION:    Social Sciences and Languages

 

CREDIT HOURS:      3

 

INSTRUCTOR:         Dr. Phil O. McClung, NCC., LPC

                                    National License # 12240,  WV License # 413

                                    Email: philwvup@hotmail.com

                                    304 424-8268 or 304 424-8354 Fax

                                    304 424-8253 Division Representative

                                    Office:  1025-D

                                    Web Page:  www.wvup.edu/mcclung/

 

PREREQUISITES:  English 101, Psychology 101 and another social science

 

TEXTBOOK:  Personality, Classic Theories and Modern Research: Fourth Edition by Friedman and Schustack

 

INTRODUCTION AND COURSE DESCRIPTION: In this course we will examine the major personality theories that are most influential in contemporary clinical practice. In addition to the theoretical and philosophical analysis of conceptual systems, we will discuss how theories are relevant in actual therapy situations. Application of personality theory to individual differences and development of a personal theory of personality development will also be emphasized.

 

OBJECTIVES

 

I.       COURSE OBJECTIVES:

 

         1.      Description and evaluation of major theories regarding personality development.

         2.      Application of personality theory to individual differences.

         3.      Integration of cross cultural and women's issues related to personality development.

         4.      Understanding personality as relevant to important issues in personal lives and society.

         5.      Development of a personal theory regarding the development of personality.

        

 

II.     GENERAL OBJECTIVES

 

         1.      Written Communication - Each student will submit several typed assignments and papers as well as a personal theory paper.

         2.      Oral Communication - Each student will be required to make a verbal presentation as well as participate in classroom discussions.

         3.      Mathematical Skills/Competencies - Each student will be required to make critical interpretations of a statistical or graphical nature. (Typically done on exams).

         4.      Information Access/Literacy Skills - Each student will be required to conduct an internet search.  Some use of e-mail will be encouraged.

         5.      Scientific Inquiry and Research - Each student will be required to conduct research related to the presentation of a theory. A minimum of one internet source is required. Wikipedia is not an acceptable resource.

         6.      A Cultural, Artistic and Global Perspective - Each student will be required to consider gender and cultural factors in all areas of study.

 

TOPICS TO BE STUDIED:

 

                  Mini lecture, student presentations, small group discussion, experiential exercises, role plays, guest speakers, case studies, vignettes illustrating theory, multiple intelligence activities, films and application exercises will be utilized.

 

SPECIAL PROJECTS TO BE INCLUDED IN COURSE: 

 

         The following activities, projects and exercises will be required:

         1.      Personal Theory in conjunction with Research

         2.      Research Project with Presentation

         3.      Case Study (in-class)

4.      Application Exercises (explained in classroom)

 

         Late Assignments: Assignments are a critical part of this class. Assignments turned in late will receive a 50% reduction and not be accepted after one week. If you submit your assignment via email, make sure you send a copy to yourself or save a copy until you see your score on your point summary form. This provides a time stamp and serves as confirmation in case the email isn’t delivered. Also make sure you email assignments to the email address designated on the syllabus.

        

         Points of Excellence: If your assignments are above normal expectations, you can receive points of excellence. These come in handy if you need and extra point or two.

 

METHODS OF STUDENT EVALUATION

 

         Overview of Final Grade:  The total number of points earned from assignments, presentations and  Celebrations of Learning (COL) will determine your final grade. Students attending the friday night session will have an opportunity to take the COL a second time using focused interaction.

 

         Grading Scale:

                  92 - 100% = A                  84 -   91% = B

                  76 -   83 %= C                  68 -   75 %= D

        

ASSESSMENT OF OUTCOMES:

         Demonstrated application and competencies.

 

OTHER INFORMATION:

 

Attendance:  Each student is expected to conform to the institution’s attendance policy. Excessive absence may lead to failure in the

 course. Since this class has a nontraditional meeting format, attendance is critical. After 4 hours absence your grade will be reduced

 one letter, and one more letter for each additional 8 hours missed. For example, if you miss 5-12 hours, your grade will be

 reduced from an A to a B. If you miss 13 or more from an A to a C.

         If you cannot attend designated meeting times, withdrawal is suggested.          

        

Student Conduct
Disruptive behavior, side conversations or other behavior which interferes with the right of others to learn or the right of the instructor to speak effectively will not be permitted. A warning will be issued to any student failing to adhere to this requirement and the student may be removed from the class.

 

Honors Credit
I am an honors faculty member. See me you qualify for the honors program for requirements.

 

Points of Excellence
If your assignment surpasses the normal expectations, you may receive points of excellence. This comes in handy if you need an extra point or two at the end.

 

Questions
If you need clarification regarding course information or requirements, please contact me. Other helpful services and information available are listed below.

 

Learning Center Services

The Learning Center is located in room 0404 and services are offered to students free of charge, Monday through Friday. Peer tutoring is open for scheduled and group sessions as well as unscheduled drop-in sessions.  Students can visit the Learning Center's website for more information. http://www.wvup.edu/Learning_Center/.   

Campus Safety

Upon activation of the building fire alarm, all building occupants must exit to a position of a minimum of 100 ft. safely away from the building. If you will require assistance during an emergency evacuation, please contact the instructor so that arrangements can be made in advance. All students are encouraged to familiarize themselves with the locations of emergency exits. Information concerning emergency exits is posted by or in each classroom. Students and instructors should also be familiar with the Color Code System and the Emergency Call buttons (College Paging System) that are located in each room on the main campus. Information regarding the system and instructions for each individual emergency can be found in the Safety Plan, accessible only on campus through the college website or by contacting faculty, staff, or administration. Questions regarding safety can be directed to the safety committee through the campus safety website at http://www.wvup.edu/safety/. 

Disability Statement

If you are a person with a disability and anticipate needing any type of accommodation in order to participate in this class, please advise me and make appropriate arrangements with the Office of Disability Services (424-8378)
 

Social Justice Statement

West Virginia University at Parkersburg is committee to social justice. I concur with that commitment and expect to maintain a positive learning environment based upon open communication, mutual respect, and non-discrimination. Our University does not discriminate on the basis of race, sex, age, disability, veteran status, religion, sexual orientation, color or national origin. Any suggestions as to how to further such a positive and open environment in this class will be appreciated and given serious consideration.

 

Honor Code

As a member of the WVU Parkersburg community, students are asked to honor a code in which they commit to demonstrate honesty, integrity and civility through the mutual respect of:

Classmates and faculty by maintaining honesty in all academic work and refraining from cheating. Community and peers by maintaining integrity and honesty in the activities of daily life. Faculty, staff and members of the administration by maintaining civility and refraining from disruptive and abusive language and behavior.

 

Transcripts

If you want credits for this class or any class transferred to another college, you must formally request a transcript from the records and Admissions office of WVUP be sent to that college. This includes WVU-Morgantown. 

 

 Important Dates:      March 7                      Mid-term grades due

                                    April 2                         Last day to withdraw

                                    May 1 at 1:00             Last day of Final Presentations

 

Office Hours:   

My office hours are posted on my door, room 1025D, however, I am

available anytime if you call and make an appointment.  Consultation in my office or via

e-mail is encouraged.

 

 

ASSIGNMENTS

Assignment 1

Please type and number each exercise. (Due Friday, February 5, 2010) 

Reading Assignment I:   Skim chapters 1 & 2.  Read chapters 3 & 4.  Your first

Celebration of Learning, covering chapters 3 and 4 will be given Friday, September 19. 

1. Personality Exercise
Define, in one paragraph, what you think is meant by the term “personality?”  Be thorough yet precise.  You may be asked to read this paragraph during class 1, 2/5/2010 

2. Self Description Describe yourself in a paragraph.  Also have someone who knows you also write a paragraph describing you.  These do not have to be typed but will be turned in during class 1. Additionally, describe your best friend in a paragraph.   

3. Outline Develop a brief outline of chapters 3 and 4. The outline doesn’t have to be as long as the chapters!!! In the past this has occurred.  Find the main points. 

  4. Critical Thinking Questions Construct 2 critical thinking question from chapter 3 and a 2 critical thinking questions from chapter 4.  Also develop a well constructed response for each question. Acceptable questions involve using a concept and an application. For example, use any one of Freud’s defense  mechanisms to explain President Clinton’s behavior in the Lewinsky affair, no pun intended. This will also be a task for units II and III.

 5. Roles List the roles you possess (son/daughter, mother/child, student, cashier, friend, etc.) on a piece of paper.  Discuss how these roles influence your self-perception, behavior and identity.   Which are most important in defining your behavior and how you feel about yourself?  Which have a low importance?  How has your identity been influenced by family, culture, peers?  How would taking away one of these roles influence your identity and behavior? Due class 1, 2/5/2010 

 6. Jung’s Shadow Describe a person you know or a character from a film or novel that you find most scary or troubling.

 7. Environmental Influences Periodically, various new-magazine shows do stories on various types of discrimination. For instance, hidden cameras may show how African Americans or women are treated differently  when seeking employment, renting an apartment  or perhaps  they may demonstrate how difficult it is for an unattractive person to get a date when compared to a thinner, more attractive counterpart. Discuss how these biological factors such as skin color, weight, an looks might affect personality through these environmental influences. Use examples.

8. Defense Mechanisms. Identify a time when you used each of Freud’s ego-defense mechanisms. If you cannot do so for every mechanism, identify when you have observed someone else using the mechanism, Discuss situations in which ego-defense mechanisms are helpful and times when they might not be helpful.

 The following are to be completed separately by 2/5/10 and to be turned in on Saturday February 6th.

 

 MBTI:  To be completed during class . Distributed in class.

 Life Style/Birth Order Analysis: Form below. Complete by 2/5/2010  but turned in during Saturday’s class. Keep this separate.

Dream Analysis:  Complete before Friday's class. Keep a notepad or notebook and pen by your bed every night for the next two weeks. Each       morning when you wake up (or in the night, if a dream awakens you), take a few minutes
      to write down your dream or dreams with as much detail as you can remember. After a
      few days you may find yourself remembering more details about your dreams than you
      did on the first day. Use Freudian, (Or Adlerian or Jungian theory if you know this
      already) to briefly describe and analyze one significant dream you have had, try to remember         
      some of the circumstances surrounding the dream. What themes do you see emerging?

      What symbols did you experience? Distinguish between latent and manifest content in your

      dream. Do you think that Freudian theory does a good job explaining how your dreams

      reflect your unconscious? If not, what do you think your dreams mean? Due class 1,

      2/5/2010 .

 
Crayons: Bring a box of crayons to the first Saturday/Sunday class (a small box will do).

 

Draw–A-Person: Complete by Friday's class. Using a completely blank sheet of paper, draw a person. This is not a measure of your

      artistic ability so just do your best.

Early Recollection: What’s the very first thing you can remember? Write using your own words.

 

 

LIFE STYLE ANALYSIS

 

A.         List the members of your family from oldest to youngest including yourself.

 

Name	Relationship	Age /Sex	Age Difference
Example #1 = Jesse	Father	Deceased/Male	37
Example #1 = Virginia	Mother	Deceased/F	35

 

B.         Sibling rates:  H – Highest, L – Lowest.  List H and L for each attribute as it applies to siblings including you.

 

Attribute:
Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Hardest Worker . . . . . . . . . . . . . . . . . . . . . . . . .
Best Grades in School . . . . . . . . . . . . . . . . . . . .
Helping Around the House. . . . . . . . . . . . . . . . .
Conforming . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rebellious . . . .  . . . . . . . . . . . . . . . . . . . . . . . . .
Trying to please . . . . . . . . . . . . . . . . . . . . . . . . .
Critical of Others  . . . . . . . . . . . . . . . . . . . . . . .
Considerateness. . . . . . . . . . . . . . . . . . . . . . . . .
Selfishness. . . .  . . . . . . . . . . . . . . . . . . . . . . . . .
Having Own Way. . . . . . . . . . . . . . . . . . . . . . . .
Sensitive – Easy to Hurt. . . . . . . . . . . . . . . . . . .
Temper Tantrum. . . . . . . . . . . . . . . . . . . . . . . . .
Sense of Humor . . . . . . . . . . . . . . . . . . . . . . . . .
Idealistic . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . .
Materialistic . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Standards of Accomplishment. . . . . . . . . . . . . .
Most Athletic . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Strongest . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Tallest . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Attractive . . . . . . . . . . . . . . . . . . . . . . . . . . .
Most Masculine . . . . . . . . . . . . . . . . . . . . . . . . .
Most Feminine . . . . . . . . . . . . . . . . . . . . . . . . .
Most Spoiled . . . . . . . . . . . . . . . . . . . . . . . . . . .
Spontaneous. . . . . . . . . . . . . . . . . . . . . . . . . . . .

 

C.         Interrelationships

 

1.          Who was most spoiled?  By whom?  How and for what?

 

 

 

2.          Who was most punished?  By whom?  How and for what?

 

 

 

3.          Among siblings, who took care of whom?

 

 

 

4.          Among siblings, who played with whom?

 

 

 

5.          Who was father’s favorite?  Why?

 

 

 

6.          Who was mother’s favorite?  Why?

 

 

 

7.          Describe your father.

 

 

 

8.          Describe your mother.

 

 

 

9.          Who was most like your father?

 

 

 

10.      Who was most like your mother?

 

 

 

11.      Did anyone else live with your family?

 

 

 

D.        Further Descriptions

 

1.  Who in your family was most different from yourself?  How was he or she different?  If an only child, use peer group.

 

 

 

 

2.  Who was most like you?  How was he or she like you?

 

 

 

 

3.  Who fought and argued?

 

 

 

4.  Who had childhood habits?  i.e. bedwetting, thumbsucking, etc.

 

 

 

5.  Describe the other members of your family.  How do you feel about them now?

 

 

 

 

6.  Describe the way you saw yourself at age 8.  Late adolescence.

 

 

 

 

7.  Did you have many or few friends?  Describe your relationship with them.

 

 

 

 

8.  What were the most important family values?

 

 

 

 

9.  What was your family motto?

 

 

Assignments II {To be amended}(Due Friday March 5, 2010)

1.      Reading Assignment II.  Reading chapters 6 and 7.  Skim chapter 11.

2.      Define continuous, partial, ratio and interval reinforcement.  Identify some situations in your life that illustrate each one.  What are the strongest reinforcers in your life?  What are the weakest?

3.      Identify one habit or behavior in yourself you would like to change along with a simple structure of rewards and punishments which could be used to operantly condition yourself.  For example, you may want to eliminate your habit of snacking between meals and may decide to “punish” yourself with 10 push-ups every time snacking occurs or reward yourself with a dollar at each meal when snacking prior to the meal has not occurred.  Keep a chart of the behavior for two weeks (a diary in chart form will work nicely for illustrative purposes).  At the end of two weeks make note of any changed patterns of thinking or behavior.

4.      How does our innate tendency to categorize things interact with our tendency to stereotype?  Are stereotypes good?  What functional can stereotypes serve?  Why is that stereotypes are so often self perpetuating?  Do you know of examples where they could or have become self-fulfilling prophecies?

5.      Write a detailed “script” for a first date or “wedding and first honeymoon night”.  I realize this is risky to ask with some of you but give it a try.  Discuss how schemas and scripts influence our perception of the world and influence who we are.

6.      There are lots of books on the market which claim to “explain” the differences between men and women (for example, the hugely popular “Men are from Mars, etc.”)  How much of male-female differences in such areas as communication can be explained by “personality”?  How much is due to differing socialization of girls and boys, men and women?

7.      Think of some ways your parents socialized you to gender-related norms when you were a child.  How many of these habits still remain?  Which of these gender-related roles are useful, which are interfering.  (Do not make a huge list, point out a few major ones).

8.      Some advocate that parents attempt to raise “gender neutral” children, that is, the child should have all sorts of toys (trucks and dolls) and should be dressed in an androgynous way.  Is it possible to raise a gender-neutral child in today’s  society?  What are some barriers that a parent might encounter?  (My apologies to former Gender students).

9.      Develop a brief outline of chapters 6 and 7.

10.    True-False Questions  Construct five(5) interesting true-false questions from chapter 6 and five(5) true-false questions from chapter 7. Choose unique but significant questions and write them in an interesting way to increase the chance they will be remembered. Construct your questions with the answer and a chapter page reference. This exercise will also be assigned for Unit III.

11.    Develop a critical thinking question from chapter 6 and another critical thinking question from chapter 7. Outline the answer after you have constructed a thought provoking question.

12.    Complete the questionnaire and psychological assessment forms to be distributed in class. (I will hand these out on Feb 5th)

13.    Prepare for COL II covering chapters 6 and 7 and the first weekend's classes.

 

Assignments III {To be amended}(Due Friday April 2, 2010) 

1.      Reading Assignment III.  Read chapters 8 and 9.  Skim chapter 14. Celebration III will cover Chapters 8 and 9 and lecture notes from Session 2.

2.            Develop a brief outline of chapters 8 and 9. 

3.            Multiple choice  Construct five(5) interesting multiple choice questions from chapter 8 and five(5) multiple choice questions from chapter 9. Choose unique but significant questions and write them in an interesting way to increase the chance they will be remembered. Construct your questions with the answer and a chapter page reference.

4.            Construct a critical thinking question and answer from chapter 8 and 9(two questions and answers total).

5.      Rogers thought any relationship characterized by unconditional positive regard, empathy, and genuineness is conducive to positive growth.  On the other hand, relationships characterized by conditions of worth stifle positive growth.  First, describe a relationship within which  you receive unconditional positive regard, empathy, and genuineness and another one in which conditions of worth are placed on you.  Do you agree with Rogers that the former is more conducive to your positive growth than the latter?  Next, describe what you feel you give in an important relationship.  Ask the person involved in this relationship with you if he or she agrees with your assessment.  What was his or her response?

6.      Explain why you agree or disagree with Rogers’s assertion that humans are basically good and if left alone to live in accordance with their organismic valuing process, would live in peace and harmony with their fellow humans.  Include in your response how you think Rogers would explain the fact that some humans engage in criminal activities.  What, in your opinion, would Rogers recommend as the most effective way of dealing with criminals?  In other words, what would likely reduce the probability of them again committing a criminal act?

7.      Make a list of at least 15 statements that you believe accurately describe you as your really are.  Some possibilities include:

 

·        I am basically lazy.

·        I am overly sensitive.

·        I am very moody.

·        I am optimistic.

·        I am intelligent.

·        I am able to express my feelings openly.

·        I feel others control me too much.

·        I am reliable.

·        I am pessimistic.

·        I make new friends easily.

·        I often feel phony.

·        I am confused about my future.

·        I understand myself quite well.

·        I frequently feel guilty.

·        I am too critical of myself.

 

Next, make a list of at least 15 statements that describe the type of person you would ideally like to become.  Carefully examine the two lists.  If the two lists have many characteristics in common, Rogers would say you are a congruent person.  If the lists are quite different, he would say you are an incongruent person.  Which are you?  In either case, does Rogers’s description of the congruent or the incongruent person (whichever applies to you) accurately describe you?  Explain. 

8.      Map Cattell’s 16 personality factors and Eysenck’s 3 personality traits onto the Big Five dimensions. 

9.      Make a list of people you believe are self actualized.  What qualities of these individuals do you admire?  Are these any negative characteristics? 

10.    Discuss whether or not individuals who have structural or chemical abnormalities in the brain which lead to violent behavior should be “excused.”  If behavior is truly outside someone’s control, should they be held responsible for it?  What should happen to people like this?  What is fair?  Ethical? 

11.    Write down 3 to 5 instances from personal events, objects, statements by other people, personal encounters, in which you perceived a message that violence was a desirable or acceptable response. 

12.    Come up with a list of well-known or fictional instances of relationships that exemplify each of Rollo May’s five types of love.  Sources can come from myths, fairytales, bible stories, classical literature, modern literature, movies, television or current events – any source you are familiar with is acceptable. 

         (b) What is your own personal definition of love?

         (c) If someone asked you how you know you are in love, what would you tell them? ie,       

               how do you know when you are in love?

         (d)  Ask one other person this same question. What was their response?

      (e)  How do you get over the loss of a love? That is, how do you mend a broken heart? ,,,,  

            no, this is not a song!        

13.    Be prepared for the substitute quiz bowl for the Celebration of Learning (Exam) covering chapters 8, 9, and the major chapters already covered in class.