SPRING SEMESTER 2003
Dr. LISA OSBECK
“The older one gets the more one realizes
how saturated life is in mystery, and the greatest mystery of all, it seems
to me, is the human personality”
- Susan Howatch, Scandalous
Risks, Quoted in L. Aiken (2000), Personality
Texts:
1. REQUIRED: Personality 3900
Reading Pack
2. OPTIONAL BUT RECOMMENDED:
Schultz, D. & Schultz, P. (2001).
Theories of Personality. Belmont, CA: Wadsworth.
3. Additional Articles, case studies
(distributed in class)
NOTE: A “W” designation indicates that
this is a WRITING ACROSS THE CURRICULUM (WAC) course. WAC accepts
as a guiding principle that writing is a valuable tool for learning and
communication. Therefore, the writing components of the course are
designed to help you learn and apply the material and clearly communicate
what you have learned. Students are required to take two “W” courses
for an undergraduate degree in the College of Arts and Sciences.
Course Overview:
This course introduces and invites comparison of a diverse set of perspectives on personality and motivation (with emphasis on the former). The object is to become well acquainted with the major assumptions of each model of personality, the aspects of human nature these are able to address, and limitations of each approach (as well as limitations in the theories collectively). We will concern ourselves with the social/historical context of these theories as well as the life context of individual theorists in addition to understanding the theories themselves. There will be ample opportunity to apply these theories to your own personality.
Classes will consist of lecture, discussion,
case study exploration, group and individual exercises to help clarify
and supplement the readings. Since this is a WAC course, we will
be doing many informal writing assignments in class. Note that you
are reading chapters from original source material (e.g. original Freud);
it will be difficult to understand the readings without coming to class.
Exams will cover material from both lecture and textbook; therefore attendance
is crucial.
Course/Learning Objectives:
By the end of class, you should be able to:
1) articulate major themes, concepts, metaphors,
assumptions of and influences on at least seven approaches to the explanation
of human personality.
2) demonstrate understanding of the bases
of personality theorizing
3) acquire confidence in reading and interpreting
primary source material relevant to personality
4) demonstrate ways to deepen your exploration
of your own personality
5). Identify reasons to question whether
it is meaningful to say that we “have” a personality at all.
Grading:
Exams (WTC): 15% each X 3
45%
Papers (WTC):
20% (10% each)
Application journal (WTL):
20%
In class writing (WTL) :
15%
100%
Exams:
Three will be given. There will be
NO make-up exams. ***If for any reason (including sickness or family
emergency) you miss an exam, you will take a comprehensive final during
exam week to substitute for the exam you missed.
Exams will be consist of multiple choice,
fill in the blank, and essay. They will require creative application
of course material, not merely memorization of facts. Class exercises
and discussions will give practice in applying the material. Essay
questions will require original reflection on and integration of material.
FORMAL WRITING ASSIGNMENTS (Writing to Communicate-WTC):
Papers:
Two papers are required.
1. Article summary: Find and summarize a research or theoretical (journal) article that relates in some way to at least ONE of the personality theories/approaches covered in class. Discuss the main points and findings discussed in the article and analyze specific ways in which the article is relevant to the personality theory/class material. The article does not have to specifically contain the name of the theorist or theory; the important thing is that YOU are able to make connections between the article and one of the theories. On-line journals are acceptable, but not informal web sites. You are required to turn in a copy of the article with your summary. No popular magazine articles please (e.g. Mademoiselle, GQ, Reader’s Digest, etc.). Also avoid Psychology Today, as this is a popularized source of psychological research. If you have questions about whether or not a particular journal is acceptable, please ask.
2. Case Study: Create a case study (i.e. a narrative about a person) based on one of the theories we cover in class. This will include a description of patterns in a person’s life (real or fictional) that invite interpretation in terms of one of the approaches covered. ***Include several questions that would guide the reader in making the interpretation of the case study in terms of the theory covered. You will have plenty of examples of case studies of this kind as well as practice in class to help you prepare this paper. If you base your case study on a real person, please be sure to use a pseudonym for confidentiality.
Page recommendations: 4-5 pages each paper,
but quality of thought and expression will count more than length of paper
Note: The two papers do NOT have to
involve the same theoretical approach/theorist.
DRAFTS of papers are due 2 weeks before final
due date. You will receive feedback and then revise your papers based
on the feedback received.
See course outline for due date of draft
and final.
**Note that papers may be turned in early
but not late without substantial markdown (one letter grade per day).
INFORMAL WRITING ASSIGNMENTS (Writing to Learn-WTL)
1. Personal Application Journal
For each theorist/approach to personality
we cover in class, find ways to relate the major points/concepts discussed
to your own life or that of people in your life. If you believe it
doesn’t relate at all, you may say so, but be specific in indicating why.
Grading will be assigned as follows:
A thoughtful application to life experience
is made; application is relevant to theory and incorporates both lecture
and reading, writng quality is high
B application to life experience is
made and application is relevant to theory but writing needs improvement
C application is made but is vague,
only minimally or questionably related to material OR no minimal personal
application/reflection is given
D application is made but is not relevant
to material or misrepresents material
F no application is made/no journal
submitted
Due date for journal: The class period
before each exam. This will allow you to prepare in advance and identify
questions/need for clarification before the exam.
2. In class writing (WTL) will
include expressive papers, focused free-writing, scenarios, case studies,
and creative writing projects. Classmates will provide feedback/assign
grades on your writing for some of these assignments. Grades will
be assigned on a check plus/check/check minus system. Your top 10
assignments will figure into the final grade. These grades will be
calculated into your final grade formula as follows:
A= Seven or more check-plus; few if any check
minus
B= Four-six check plus; few if any check
minus
C=Seven or more check; no more than two check
minus
D Three to five check minus
E More than half check minus or failure
to complete ten assignments
You must attend class to complete these assignments, so attendance is an important part of this component of the grade
Note that plagiarism will not be tolerated on any writing assignment. Any evidence of a student copying from any source ( including students previously enrolled in class) without full and appropriate citation will result in a failing grade on the paper. If there is any suspicion of plagiarism you will be asked to produce all of your sources. Please see me if you have any questions about what constitutes plagiarism for this class.
**Please remember that the Writing Center
is available to you as a resource for any type of writing required.
Class participation: Participation
is strongly encouraged on all occasions. Class time will be MUCH
more interesting and dynamic if you share your ideas, objections, experiences,
and questions. **Please note that participation ALSO includes attentive
listening, both to the instructor and to other students who are expressing
opinions, asking questions, sharing experiences, etc.
Office hours: Students
are encouraged to attend office hours or make an appointment for an alternate
time if additional help is needed in mastering the course material.
Students should feel free to ask for assistance in understanding the book,
lecture material, grades on a previous exam, the paper assignment, or personal
issues relating to the course. ****Also, please talk to me about
any special needs you might have as soon as possible.
COURSE OUTLINE:
We may depart from this but this is what
we will attempt!
JANUARY Reading assignment
6-8 Introductions,
overviews
13
The study of personality S & S chap 1
(Background, controversies, assessment)
15-27 Psychoanalysis: Background
& Evidence S & S chap 2, RP #1
29 Psychoanalysis: Models and assumptions RP #2
FEBRUARY
3-5 Psychoanalysis, cont.
10-12 Ego Psychology/Anna Freud
RP #3
Application Journals due Feb 12!
17 EXAM I
19-26 Analytical Psychology:Carl Jung S & S chap 3, RP # 4
MARCH
3 “
5-12 Psychoanalytic Social Psychology:
1) Karen Horney & S & S chap 5, RP # 5
2) Erich Fromm S & S chap 6, RP #6
24 Application journals
due; review
26 EXAM II
31 Trait/biological approaches: general
APRIL
2-5 Cattell, Eysenck, others
S & S chap. 10
7 Allport S
& S chap 9, RP #7
9-14 Learning/behavioral approaches
S & S chap. 14, RP #8
16-21 Cognitive/existential:
Kelly S & S chap 13, RP # 9
23 Wrap up/overview
*ROUGH DRAFTS DUE—no exceptions!!!
28 EXAM III
30 Comprehensive final (for those who have missed an exam)
MAY 2
FINAL DRAFTS OF PAPERS DUE