263mod1

MODULE ONE

SECTION ONE:

Preview

What is personality? What does it mean to say that “Jim has absolutely no personality, zip, zero!”? Do our pets have personality? How do psychologists measure personality? Are 41.8 percent of statistics made up? Do friends measure personality differently? Is a “first impression” personality assessment? These questions are part of the focus of DEFINING and MEASURING personality.

Outcomes/Objectives

After completing this Section, the student should be able to:
1. Define personality.

2. Identify and contrast the six approaches to personality

3. Differentiate between applications of the six approaches to personality

4. Recognize the relationship between culture and personality

5. Identify the four components for understanding personality

6. Identify the components of an experiment

7. Define reliability and validity and identify examples of each.

Learning Activities

TEXTBOOK: Read Chapters 1 “What is Personality?” and Chapter 2 “Research Methods.”

P-THEORIES WORKBOOK: Not relevant for this Section

EXPERIENCES:

"Locus of Control Scale" http://www.dushkin.com/connectext/psy/ch11/survey11.mhtml

Personality Tests: http://www.queendom.com/tests/

INTERNET SITES:
http://www.apa.org/students/
So you want to be a Psychologist?

http://www.psychologicalscience.org/observer/getArticle.cfm?id=2026

Prodigy Myth
http://www.personality-project.org/
The basic aim of the Texas Animal Personality Project (TAPP) is to learn about the personality of animals.

SECTION TWO:

Preview

Was Freud a sex pervert? Did Freud have a thing for his Mother? Is recovered memory legit? Is Freud’s theory of personality biased against women? What does the phrase “being anal?” Mean? Where can one buy a Freudian slip? These questions are part of the focus of the PSYCHOANALYTIC perspective on personality.

Outcomes/Objectives

After completing this Section, the student should be able to:
1. Identify the topographical dimensions of Freud’s theory.

2. Identify the structural components of Freud’s theory.

3. Compare and contrast the relationship between the id, ego and superego.

4. Assess the difference between two projective tests

5. Recognize the difference between free association, projection and transference.

6. Define and illustrate six defense mechanisms

7. Recognize the role of dream analysis in Freud’s psychoanalysis.

Learning Activities

TEXTBOOK: Read Chapters 3 “The Psychoanalytic Approach” and Chapter 4 “The Freudian Approach”

P-THEORIES WORKBOOK: Preview Case Studies 1 and 2

EXPERIENCE: www.emode.com

http://www.advisorteam.com/temperament_sorter/register.asp?partid=1

Temperment Assessment

INTERNET SITES:
http://www.theoriginofemotions.com/assets/theoriginofemotions.pdf

The Origins of Emotions: Choose one chapter of your choice to review.
http://www.brown.edu/Departments/Taubman_Center/Recovmem/Archive.html
The Recovered Memory Project

SECTION THREE

Preview

Are Self and Soul only semantically different? Does birth order matter? Is there really a collective unconscious and is it the same thing as instinct? Was Napoleon suffering from an Inferiority Complex or was he just short? Am I modest, If I am proud of it? Is it possible to escape from Freedom? These questions are part of the focus of NEO-FREUDIANS and their interpretation of personality.

Outcomes/Objectives

After completing this Section, the student should be able to:
1. Compare and contrast Freudian theory to neo-Freudian theories

2. Identify and differentiate the theroretical approaches of Adler, Erikson, Horney, Jung and Sullivan

3. Define the terms collective unconscious and archetypes.

4. Identify the two basic attitudes (Jung) that divide personality into two types.

5. Compare the differences between anxiety and neurotic anxiety.

6. Define and identify various coping strategies.

7. Evaluate the frustration-aggression hypothesis.

Learning Activities

TEXTBOOK: Read Chapters 5 “The Psychoanalytical Approach” and Chapter 6 "Neo-Freudian Theories: Relevant Research”

P-THEORIES WORKBOOK: Review Case Studies 3-12

EXPERIENCE: N/A

INTERNET SITES:
http://ourworld.compuserve.com/homepages/hstein/adler.htm

Alfred Adler Institute
http://www.cgjungpage.org/

Go to Jung Talk and review a discussion topic of your choice

http://www.ship.edu/~cgboeree/horney.html

Karen Horney’s Theory

Assignment: CASE STUDY

Select any one of the Case Studies (numbers 1-12) from the Personality Theories Workbook and answer the “Applications Questions.” Submit your answers in the form of a 1-page paper before the end-date for Module One. SEE additional details under "EVALUATION" in the first part of this Syllabus. Reminder: Submit your paper to: Jjordan@lorainccc.edu

SELF TEST for Module One

Below are 10 test items that can be used for a preview and review of the material in this section.

1. A psychologist explains a woman's fear of spiders in terms of her unconscious fear of her father. This psychologist is using which approach to personality?
    1. Psychoanalytic
    2. Trait
    3. Humanistic
    4. Behavioral/Social Learning

2. Which approach to personality represents the most idealistic picture of human nature?
    1. Psychoanalytic
    2. Trait
    3. Humanistic
    4. Behavioral/Social Learning

3. Typically a case study:
    1. has no comparison group.
    2. is of little interest to personality theorist.
    3. reports a large amount of numerical data.
    4. allows researchers to draw conclusions about cause and effect.

4. Susan has the opportunity to cheat her business partner. However, she is so worried about getting caught that she does not. In Freudian theory, Susan was probably prevented from cheating by her:
    1. id
    2. ego
    3. superego
    4. conscience

5. According to Freud, which is an example of wish fulfillment?
    1. Dreams
    2. Defense mechanisms
    3. Superego
    4. Hysteria

6. A patient in psychoanalysis begins to speak to the therapist as if the therapist were the patient's deceased brother. This would be an example of:
    1. resistance
    2. denial
    3. counter transference
    4. transference

7. Supposed you asked a group of people to report how anxious they were during the day and then to record their dreams at night. Based on research findings, what would you expect to find?
    1. People who deny their anxiety during the day will have more realistic Freudian sexual symbols in their dream than those who acknowledge their anxiety.
    2. No relationship between reported anxiety and sexual symbolism would be predicted.
    3. The more anxiety people report during the day, the more classic Freudian symbols will appear in their dreams.
    4. Men who deny anxiety during the day have more sexual symbols in their dreams, but women do not show this reaction.

8. "Parents should allow their children to be independent, to make their own choices and mistakes, but without depriving the children of the parental attention they need." Which theorist is most likely to have said this?
    1. Horney
    2. Erikson
    3. Sullivan
    4. Adler

9. According to Jung, modern psychotherapists of ten take the role once provided by:
    1. grandparents.
    2. the clergy
    3. physicians
    4. sports heroes

10. An infant breaks into tears whenever is mother leaves the room and is not easily calmed by other adults. This child probably has which kind of relationship with his mother?
    1. Dependent
    2. Avoidant
    3. Anxious-ambivalent
    4. Secure

Answers: (1) 1, (2) 3, (3) 1, (4) 2, (5) 1, (6) 4, (7) 3, (8) 4, (9) 2, (10) 3

Note: If you missed two or more of the above questions, further review is suggested.