PSY330Theories of PersonalityOnline Course GuideThis course reviews the basic concepts and principles of the major theories of personality. It also assesses thescientific worth and validity of these theories and includes case studies that show how these theories areapplied to the treatment of psychological disorders. Detailed descriptions of healthy and unhealthy personalitytypes will be stressed. Students will be challenged to evaluate their personality, as it relates to the theory beingpresented. PSY330: THEORIES OF PERSONALITYCOURSE GUIDETABLE OF CONTENTSCOURSE AT A GLANCE …………………………………………………………………………………………………………………………………………………. 4COURSE DESCRIPTION………………………………………………………………………………………………………………………………………………… 4COURSE DESIGN ………………………………………………………………………………………………………………………………………………………….. 4PREREQUISITES …………………………………………………………………………………………………………………………………………………………… 5COURSE LEARNING OUTCOMES ………………………………………………………………………………………………………………………………… 5COURSE MATERIALS …………………………………………………………………………………………………………………………………………………….. 6REQUIRED TEXT ………………………………………………………………………………………………………………………………………………………….. 6REQUIRED RESOURCES ………………………………………………………………………………………………………………………………………………. 6Articles ………………………………………………………………………………………………………………………………………………………………………. 6E-Books ……………………………………………………………………………………………………………………………………………………………………… 7Multimedia …………………………………………………………………………………………………………………………………………………………………. 7Websites …………………………………………………………………………………………………………………………………………………………………….. 7RECOMMENDED RESOURCES …………………………………………………………………………………………………………………………………….. 8Articles ………………………………………………………………………………………………………………………………………………………………………. 8Interactive Module ………………………………………………………………………………………………………………………………………………………. 8Multimedia …………………………………………………………………………………………………………………………………………………………………. 8Websites …………………………………………………………………………………………………………………………………………………………………….. 8COURSE GRADING…………………………………………………………………………………………………………………………………………………………. 9DISCUSSIONS ………………………………………………………………………………………………………………………………………………………………. 9QUIZZES ………………………………………………………………………………………………………………………………………………………………………. 9ASSIGNMENTS …………………………………………………………………………………………………………………………………………………………….. 9FINAL PAPER ……………………………………………………………………………………………………………………………………………………………….. 9GRADING PERCENT BREAKDOWN……………………………………………………………………………………………………………………………. 10WEEK ONE ……………………………………………………………………………………………………………………………………………………………………. 11INTRODUCTION TO PERSONALITY …………………………………………………………………………………………………………………………… 11Overview ………………………………………………………………………………………………………………………………………………………………….. 11Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 11Introduction ………………………………………………………………………………………………………………………………………………………………. 11Required Resources ……………………………………………………………………………………………………………………………………………………. 12Recommended Resources ……………………………………………………………………………………………………………………………………………. 12Discussions……………………………………………………………………………………………………………………………………………………………….. 13Quiz …………………………………………………………………………………………………………………………………………………………………………. 14Assignment ……………………………………………………………………………………………………………………………………………………………….. 14WEEK TWO …………………………………………………………………………………………………………………………………………………………………… 16NEUROBIOLOGICAL AND TRAIT MODELS OF PERSONALITY …………………………………………………………………………………. 16Overview ………………………………………………………………………………………………………………………………………………………………….. 16Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 16Introduction ………………………………………………………………………………………………………………………………………………………………. 16Required Resources ……………………………………………………………………………………………………………………………………………………. 16Recommended Resources ……………………………………………………………………………………………………………………………………………. 18Discussion ………………………………………………………………………………………………………………………………………………………………… 18Quiz …………………………………………………………………………………………………………………………………………………………………………. 19Assignment ……………………………………………………………………………………………………………………………………………………………….. 20WEEK THREE ……………………………………………………………………………………………………………………………………………………………….. 22COGNITIVE AND BEHAVIORAL MODELS OF PERSONALITY …………………………………………………………………………………… 222 PSY330: THEORIES OF PERSONALITYCOURSE GUIDEOverview ………………………………………………………………………………………………………………………………………………………………….. 22Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 22Introduction ………………………………………………………………………………………………………………………………………………………………. 22Required Resources ……………………………………………………………………………………………………………………………………………………. 22Recommended Resources ……………………………………………………………………………………………………………………………………………. 24Discussion ………………………………………………………………………………………………………………………………………………………………… 24Quiz …………………………………………………………………………………………………………………………………………………………………………. 25Assignment ……………………………………………………………………………………………………………………………………………………………….. 25WEEK FOUR ………………………………………………………………………………………………………………………………………………………………….. 28INTERPERSONAL AND SELF-PSYCHOLOGY MODELS OF PERSONALITY ……………………………………………………………….. 28Overview ………………………………………………………………………………………………………………………………………………………………….. 28Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 28Introduction ………………………………………………………………………………………………………………………………………………………………. 28Required Resources ……………………………………………………………………………………………………………………………………………………. 28Recommended Resources ……………………………………………………………………………………………………………………………………………. 29Discussion ………………………………………………………………………………………………………………………………………………………………… 29Quiz …………………………………………………………………………………………………………………………………………………………………………. 30WEEK FIVE …………………………………………………………………………………………………………………………………………………………………… 31PERSONALITY AND PSYCHOPATHOLOGY ……………………………………………………………………………………………………………….. 31Overview ………………………………………………………………………………………………………………………………………………………………….. 31Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 31Introduction ………………………………………………………………………………………………………………………………………………………………. 31Required Resources ……………………………………………………………………………………………………………………………………………………. 32Discussion ………………………………………………………………………………………………………………………………………………………………… 32Quiz …………………………………………………………………………………………………………………………………………………………………………. 33Assignment ……………………………………………………………………………………………………………………………………………………………….. 33COURSE MAP ………………………………………………………………………………………………………………………………………………………………… 373 PSY330: THEORIES OF PERSONALITYCOURSE GUIDECOURSE AT A GLANCECOURSE DESCRIPTIONThis course reviews the basic concepts and principles of the major theories of personality. It also assesses the scientificworth and validity of these theories and includes case studies that show how these theories are applied to the treatment ofpsychological disorders. Detailed descriptions of healthy and unhealthy personality types will be stressed. Students will bechallenged to evaluate their personality, as it relates to the theory being presented.COURSE DESIGNWhile speculation about what constitutes a personality goes back to Plato and Aristotle, the study of personality as asubset of psychology is relatively young, emerging in the 1930s with the work of Gordon Allport, Kurt Lewin, and HenryMurray. This course will explore the development of personality from the perspective of seven major psychologicalmodels. Students will explore the various theories and theorists within these models. They will also have the opportunityto evaluate the various concepts and create their own integrative model of personality, drawing from the ideas andconcepts that most appeal to them from the various models covered.Week One will begin the exploration of the concept of personality and how theories about personality are developed,defined and categorized. Methods of measurement and assessment in personality studies will be covered. Students will beintroduced to the seven models and then delve into the theories of the psychodynamic model. They will also begin toformulate their own theories about personality through self assessment. In Week Two, the neurobiological model,including a discussion of epigenetics will be discussed. There will be an overview of neuroscience as it relates to humanbehavior. The week will conclude with a discussion of the trait approach to personality development, including anassessment of the Big Five theory of personality.During Week Three, students will turn their attention to the behavioral and cognitive models of personality development.These models focus more on how our thoughts and actions affect the development of personality. Theories in thesemodels will be explored, including an behavioral intervention exercise. In Week Four, the interpersonal model ofpersonality will be introduced. This model contends that personality is based more on our relationships with others thanon internal unconscious dynamics. The Self Psychology model will also be covered, and the concept of self will beexplored.4 PSY330: THEORIES OF PERSONALITYCOURSE GUIDEIn Week Five, students will turn their focus to personality disorders and how those disorders are categorized anddiagnosed. A discussion of the DSM-5 as well as other methods of diagnosis will be presented. Students will have theopportunity to synthesize their thinking with the development of their personal integrative model of personality in thefinal assignment in the course.PREREQUISITESPSY101 or equivalent.COURSE LEARNING OUTCOMESUpon successful completion of this course, students will be able to1. Identify basic precepts of major personality theories.2. Identify principal theorists associated with various theoretical models.3. Discuss how these theories are applied to the treatment of psychological disorders.4. Describe the difference between healthy and unhealthy personalities.5. Describe the assessment, measurement, and research design used in personality psychology.6. Compare, contrast, and reflect upon the basic assumptions that define personality as it relates to understandinghuman behavior.5 PSY330: THEORIES OF PERSONALITYCOURSE GUIDECOURSE MATERIALSREQUIRED TEXTLecci, L. (2015). Personality. San Diego, CA: Bridgepoint Education, Inc.This title is a ConstellationTM Course Digital Materials (CDM) title.REQUIRED RESOURCESArticlesAllemand, M., Steiger, A. E., & Hill, P. L. (2013). Stability of personality traits in adulthood: Mechanisms andimplications. GeroPsych: The Journal of Gerontopsychology and Geriatric Psychiatry, 26(1).http://dx.doi.org/10.1024/1662-9647/a000080Clarkin, J. F., Cain, N., & Livesley, W. J. (2015). An integrated approach to treatment of patients with personalitydisorders. Journal Of Psychotherapy Integration, 25(1), 3-12. http://dx.doi.org/10.1037/a0038766Combs, D. R., Tiegreen, J., & Nelson, A. (2007). The use of behavioral experiments to modify delusions and paranoia:Clinical guidelines and recommendations. International Journal of Behavioral Consultation and Therapy, 3(1),30-37. Retrieved from http://www.baojournal.com/IJBCT/IJBCT-index.htmlDodge, T., Barab, S., Stuckey, B., Warren, S., Heiselt, C., & Stein, R. (2008). Childrens sense of self: Learning andmeaning in the digital age. Journal of Interactive Learning Research, 19(2). pp. 225-249. Retrieved fromhttp://www.aace.org/pubs/jilrIurato, G. (2015). A brief comparison of the unconscious as seen by Jung and Levi-Strauss [PDF]. Anthropology ofConsciousness, 26(1), 60-107. http://dx.doi.org/10.1111/anoc.12032.Hurley, D. (2013). Trait vs. fate. Discover 34(4) p. 48-55. Retrieved from the EBSCOhost database.Kealy, D., Steinberg, P. I., & Ogrodniczuk, J. S. (2015). "Difficult" patient? Or is it a personality disorder?. ClinicianReviews, 25(2), 40-46. Retrieved from http://www.clinicianreviews.comMiller, J. D., Few, L. R., Lynam, D. R., & MacKillop, J. (2015). Pathological personality traits can capture DSMIVpersonality disorder types. Personality Disorders: Theory, Research, And Treatment, 6(1), 32-40.http://dx.doi.org/ 10.1037/per0000064Palcios, E., Echaniz, I., Fernandez, A., & Ortiz de Barron, I. (2015). Personal self-concept and satisfaction with life inadolescence, youth, and adulthood. Psicothema, 27(1). p. 52-58. http://dx/doi.org/10.73346 PSY330: THEORIES OF PERSONALITYCOURSE GUIDEWeaver, I. C., Cervoni, N., Champagne, F., D’Alessio, A., Sharma, S., Seckl, J., Dymov, S., Szyf, M., & Meaney, M.(2004). Epigenetic programming by maternal behavior. Nature Neuroscience, 7(8). p847-854.Webster, M. (2013). The great rat mother switcheroo [Blog post]. Retreived fromhttp://www.radiolab.org/story/261176- the-great-mother-switcheroo/Weck, F. (2014). Treatment of mental hypochondriasis: A case report. Psychiatric Quarterly, 85(1), 57-64.http://dx.doi.org/10.1007/s11126-013-9270-6E-BooksBennett-Levy, J., Westbrook, D., Fennell, M., Cooper, M., Rouf, K., & Hackmann, A. (2004). Behavioral experiments:Historical and conceptual underpinnings. In J. Bennett-Levy, G. Butler, M. Fennell, A. Hackmann, M. Mueller, &D. Westbrook (Eds), Oxford guide to behavioural experiments in cognitive therapy (pp.1-20). Retrieved fromhttps://books.google.com/books?id=_U2wAAAAQBAJ&pg=PT24&lpg=PT24&dq=behavioural+experiments+historical+and+conceptual+underpinnings&source=bl&ots=6QVg0qjapS&sig=D3W_Xi0AmY8DWLmRSMAjUzryxg&hl=en&sa=X&ei=ZQ84VZSSDorPsAX78oDQAQ&ved=0CEcQ6AEwBg#v=onepage&q=behavioural%20experiments%20historical%20and%20conceptual%20underpinnings&f=falseGlanz, K. (n.d.). Theory and why it is important (pp.4-6). In Social and Behavioral Theories. Retrieved fromhttp://www.esourceresearch.org/eSourceBook/SocialandBehavioralTheories/3TheoryandWhyItisImportant/tabid/727/Default.aspxSaucier, G., & Srivastava, S. (2015). What makes a good structural model of Personality? Evaluating the big five andalternatives. In Mukulincer, M., & Shaver, P. R., (Eds.), APA handbook of personality and social psychology:Vol. 4. Personality processes and individual differences (pp. 283-305). http://dx.doi.org/10.1037/14343-013MultimediaHarris, B. [Brooke Harris]. (2009, April 17). Sigmund Freud: The unconscious mind (short version) [Video file].Retrieved from https://www.youtube.com/watch?v=R0w0db2zR7QScience Oxford. (2011, February 21). The big personality test [Video file]. Retrieved fromhttps://youtu.be/2SrPoIsI42UWalters, Pat. (Producer). (2012, November 19). Inheritance [Audio podcast]. Retrieved fromhttp://www.radiolab.org/story/251876-inheritance/WebsitesJung.org: The Washington Society for Jungian Psychology. (2000). The reading corner. Retrieved fromhttp://www.jung.org/Pres_ltr.htm7 PSY330: THEORIES OF PERSONALITYCOURSE GUIDERECOMMENDED RESOURCESArticlesAdamski, A. (2011). Archetypes and the collective unconscious of Carl G. Jung in light of quantumpsychology. NeuroQuantology, 9(3). 563-571. Retrieved fromhttp://www.neuroquantology.com/index.php/journalSusser, E., Hoek, W. H., & Brown A. (1998). Neurodevelopmental disorders after prenatal famine: The story of the Dutchfamine study. American Journal of Epidemiology 147(3), 213-216. Retrieved fromhttp://aje.oxfordjournals.org/content/147/3/213.longJung, Carl Gustav. (2006). In D. Jary, et al. (Eds.), Collins dictionary of sociology. London, UK: Collins. Retrieved fromthe Credo Reference database.Interactive ModuleUniversity of Utah Health Sciences: Learn.Genetics Genetic Science Learning Center. (2015). Lick your rats [Interactiveactivity]. Retrieved from http://learn.genetics.utah.edu/content/epigenetics/rats/MultimediaGriffen, C. [Courtney Griffen]. (2012, February 23). Epigenetics and the influence of our genes. [Video file]. Retrievedfrom https://youtu.be/JTBg6hqeuTgWebsitesAmerican Psychological Association. (2015). Personality. Retrieved from http://apa.org/topics/personality/Lebon, T. (2015, March 18). How to do CBT. [Blog post]. Retrieved from http://cbtfortherapists.blogspot.com/201Howh5/03/how-to-do-cbt-part-3-of-series.htmlThe Gestalt Therapy Page. (http://www.gestalt.org/).Truity Psychometrics LLC. (n.d.). The big five personality test [Measurement instrument]. Retrieved fromhttp://www.truity.com/test/big-five-personality-testViktor Frankl Institute. (http://www.viktorfrankl.org/e/).8 PSY330: THEORIES OF PERSONALITYCOURSE GUIDECOURSE GRADINGMultiple measures of assessment are used in the course, allowing students opportunities to demonstrate their learning inmore than one way and giving consideration to individual learning styles. Course components that will be assessed arenoted below.DISCUSSIONSEach week students will participate in online discussions with classmates, which are related to the weeks topics. Thesediscussions replace the interactive dialogue that occurs in the traditional classroom setting. Each week, students initialdiscussion posts are due by 11:59 p.m…
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