Karen J. Prager, Ph.D., A.B.P.P.

Professor of Psychology and  Program Head for Gender Studies

Diplomate in Couple & Family Psychology

The University of Texas at Dallas

Personality

Course

PSYC 6327 & HCS 6327

Professor

Karen Prager

Term

Fall, 2011

Meetings

M 11:00 a.m. - 2:00 p.m. CBH 1.604

 

 

 

 General Course Information

Pre-requisites

Graduate student status

Course Description

 

Why do we do what we do?  Why do we react differently to the world around us than others do (or, why are we similar to one person, different from another)?  Personality psychologists have developed theories that grapple with these questions of individual distinctiveness, tested those theories with systematic empirical research, and applied the theories to the assessment and treatment of mental health problems.  This course surveys and analyzes the most influential theories of personality and the research and clinical practices that these theories have inspired. 

 

Learning Objectives

1. Describe, analyze, and compare the historical development and basic concepts of psychodynamic, trait, biological, humanistic, behavioral, and social cognitive perspectives on personality.

2. Recognize and identify research that these groups of theories have generated and upon which they have been built.

3.  Identify the clinical applications of the major groups of personality theories (e.g., behavior therapy for behavioral approaches, client-centered therapy for humanistic approaches, psychoanalysis for psychodynamic approaches).

Required Texts & Materials

  • John, O.P., Robins, R.W., & Pervin, L.A. (2010).  Handbook of Personality:  Theory and Research – 3rd Edition.  New York:  Guilford.
  • Howard S. Friedman & Miriam W. Shustack, (2006).  Readings in Personality: Classic Theories and Modern Research, Allyn and Bacon.

 

 

Assignments & Academic Calendar

              Dates for lecture topics are approximate.  Dates for presentations & tests are firm.

 

Date

Topic

Reading Assignment

Aug. 29

Introduction - Syllabus & Assignment

 

 

Sept. 5

LABOR DAY NO CLASS

 

Sept. 12

Psychoanalytic Approaches: Sigmund Freud & psychoanalysis

  • Readings: Chapters 1 and 3 by Sigmund Freud.
  • On eLearning, “Defense Mechanisms in Psychology Today,” by Phoebe Cramer
  • Handbook: Chapter 3, by Weston, Gabbard, & Ortigo, pp. 61-70.

Sept. 19

Post-Freudian Analytic Perspectives

  • Readings, Chapters 7, by Alfred Adler, & 9 by Erik Erikson
  • Handbook, Chapter 3, by Weston et al., pp. 82-86.
  • Handbook, Chapter 23, by John F. Kihlstrom, “The Psychological Unconscious”

Sept. 26

Interpersonal approaches based in psychodynamic theory
  • Readings, Chapter 41 (by Harry Stack Sullivan)
  • Handbook, Chapter 20, by R. Chris Fraley and Phillip R. Shaver

Oct.  3

 Emotion & emotion regulation

  • Handbook, Chapter 3, by Weston et al., pp. 70-74.
  • Handbook, Chapter 28, by James J. Gross.
  • On eLearning, from The High Conflict Couple, by Alan Fruzzetti, Chapters 1 & 2.

Oct. 10

Trait Approaches

  • Readings, Chapter 30 by Gordon Allport
  • Handbook, Chapter 4, by  John, Naumann, & Soto

Oct. 17

Biological Approaches
  • Handbook, Chapter 9, by Clark & Watson, pp. 265-270.
  • Handbook, Chapter 10, by Krueger & Johnson

Oct. 24

Carl R. Rogers and Humanistic Approaches

  • Readings, Chapter 36, by Abraham Maslow
  • On eLearning, by Carl Rogers,
    Toward a modern approach to values.

Oct. 31

Humanistic Approaches cont’d
  • Handbook, Chapter 26, by Ryan & Deci.

Nov. 7

Behaviorism
  • Readings, Chapter 21, by Watson & Raynor.
  • On eLearning, B.F. Skinner, Contingencies of reinforcement in the design of a culture.
  • On eLearning, by Albert Bandura, Behavior Theory & Models of Man

Nov. 14

Cognitive Approaches

  • On eLearning, by Albert Bandura, Self-Efficacy Theory
  • On eLearning, by Albert Bandura, The self system in reciprocal determinism
  • Readings, Chapter 25, by George Kelly, Personal Construct Theory and the Psychotherapeutic Interview

Nov. 21

Cognitive approaches, cont’d
  • Handbook, Chapter 7, by Walter Mischel & Yuichi Shoda
  • On eLearning, Bussy & Bandura, Social cognitive theory of gender development and differentiation

Nov. 28

This class period is purposely left blank so as to make room for student group presentations throughout the semester.

Dec. 5

EXAM