Personality Theories

1 PERSONALITY THEORIES Psychology 279 Term 6, 2005 Carol Zerbe Enns, Ph.D. Office: Law 106D Phone: 895-4351 (office, message phone), 895-6605 (home) E-mail: [email protected]

Class Hours: Class hours selected from Monday-Friday 9-11:00 A.M. and 1-3 P.M.

Overview: This course surveys major theories of human personality. We will discuss the major contributions of personality theorists, critique their works from a variety of perspectives (including feminist and multicultural perspectives), and examine potential methods for integrating theories. In addition, we will explore recent empirical research methods and findings in personality psychology.

Readings: Funder, D. C., & Ozer, D. J. (1997). Pieces of the personality puzzle: Readings in theory and research. New York: Norton. Frankl, V. (1959). Man’s search for meaning. New York: Washington Square Press. Houston, J. W., & Houston, J. D. (1973). Farewell to Manzanar. New York: Bantam. Reserve readings (listed in the syllabus)

Tests/Quizzes: Dates: Friday, February 4 (short quiz); Thursday, February 10 (test); & Wednesday, February 23 (test). Tests will focus on your knowledge and understanding of specific concepts as well as your ability to compare, contrast, critique, and integrate theories and research.

Group Presentations: February 7, 8, 11, 14, 16 Each class member will contribute to a class presentation and discussion leadership that focuses on the work of a major theorist: Erik Erikson, Alfred Bandura, Gordon Allport, Abraham Maslow, or Carl Rogers. Class presentations should be approximately 45-50 minutes in length. Presenters will provide a comprehensive overview, covering the following aspects of theory: -the theorist’s basic assumptions about personality -unique and original concepts of the theory -the development of personality in childhood and adulthood -nature and qualities of healthy and unhealthy behavior -practical applications and implications of this theorist’s model (e.g., assessment, psychotherapy, personal growth, research) -evaluation of the model (strengths and limitations) and relevant research that lends support to the model

To prepare for presentations, class members may use class readings and a variety of personality theories texts that have been placed on reserve. Class members may use a lecture format for part of the presentation, but should also incorporate class discussion and class activities in their presentation. Groups should also consider including small group work as a component of their work. Presenters should use visual aids (e.g., power point) and/or handouts to augment their presentation. Each person will submit an overview of the preparation process, and her or his portion of the presentation (e.g., a summary and notes that supported the presentation). 2 Short Research Paper You may choose from one of the following two options: a short research review or a paper that provides an integrated discussion of theory and research.

Option A: Research Review This paper project will help you become familiar with an area of contemporary personality research. You will describe the theoretical basis for a line of research and then summarize, evaluate, and integrate two research studies on the topic. This paper should be based on a minimum of 3 sources: a source that informs your conceptual overview of the concept, and two sources that summarize studies on the topic. Whenever possible, the two research studies should focus on a single topic related to the personality concept (e.g., self-efficacy and coping with abortion, positive emotion and adjustment in intimate relationships, optimism and coping with major health problems, self-monitoring and work styles). Many of the topics listed below are associated with recent advances in “positive psychology.” Specific research topics from which you may choose include: -attachment styles and personality -resilience and/or hardiness -self-monitoring -self-enhancement -optimism -rumination -self-efficacy -mindfulness and psychological well-being -positive emotion (the broaden-and-build model)

Option B: Integrated Review of Theory and Research For this paper, you will review the original work of a personality theorist in greater depth. The theoretical review should focus on a specific aspect of a theorist's approach, describe the specific components of that work, compare this approach to other perspectives on personality, and evaluate/critique the theory. You should use two or three theoretical sources, the majority of which should be original writings of the theorist. Examples of the types of titles/topics appropriate for this assignment include: Jung's View of the Collective Unconscious, Karen Horney's Conceptualization of Feminine Psychology, The Meaning of Narcissism in Freud's Psychology. Given the importance of research within contemporary personality theory, I will expect you to summarize at least one research article relevant to the theory and integrate this study with your theoretical overview

Phases of Paper Preparation

Phase One: on Friday afternoon, February 4, I will provide information about major data bases in psychology: PsycINFO (the major research database in psychology) and PsycARTICLES (full text on- line articles in psychology) and discuss how you can use these resources to search for materials relevant to your paper topics. It is important to note that computer searches are very useful, but the sources they identify may not necessarily be closely related to each other. Examining literature reviews and reference sections of a central article (or several potential central articles) can help ensure that your search for closely related articles is complete.

Phase Two: Annotated Bibliography. (Due: Saturday, February 12) The annotated bibliography is a road map for your paper. The bibliography should begin with a short paragraph describing the general problem or question that the research covers.

The bibliography should list the full reference for each source (in APA format), which should be accompanied by a short paragraph describing each of the studies or theoretical source. For research articles, the summary should provide a brief description of the participants, methods, results, and conclusions. Each new entry in the annotated bibliography should also state how the research or theory is related to previous entries in the bibliography. 3

A good annotated bibliography traces how thinking on a topic has developed through various pieces of research. Chronological organization may be especially helpful to ensure that early questions about a topic are discussed first, followed by the progression of research on the topic. Alternatively, you may choose to feature the article that addresses the most fundamental question first, even if it was not published first. In this case, later entries will show how other research is related to fundamental questions.

Phase Three: Final paper (Due: Monday, February 21) To guide your writing consult class handouts on writing a summary and critique of a specific article and writing a research review. Your topical review should be double spaced and include a title page, citations, and reference list.

Personality Assessment Project Due: Wednesday, February 16 Each class member will complete a variety of class activities and assessments that facilitate the application of personality theories to understanding an individual’s personal life. You will be asked to select six sets of these assessments and use them to write a short integrative summary about yourself or some another person who completes this group of assessments. The following questions may be helpful in the completion of this assignment: -How can you use these theories and the results of these surveys to conceptualize personality? -To what degree do these instruments offer an adequate representation or assessment of the theory? -What are the common themes that appear across these surveys? How can you integrate the findings of these surveys in a meaningful way? -In what ways are the results of these instruments inconsistent? How do you account for this inconsistency?

Occasional Short Reactions The short directed papers consist of overnight assignments that will require approximately one-page responses related to the topic of study for a specific day.

Class Grading (Percentages are approximate) Tests and quizzes: 54-60% 160-180 points Short reactions (e.g., one page): 4-6% 12-20 points Short research review: 22-25% 60-70 points Personality portfolio: 8-10% 26-30 points Participation/attendance/group presentation: 12-15% 36-40 points Total: Approximately 300 points General grading scale (percentage of points earned on assignments) A=94%, A-=90%, B+=88%, B=83%, B-=80%, C+=77%, C=73%, C-=70% etc.

Attendance Class members should plan to attend all class sessions. Promptness is appreciated. Frequent absences do have a bearing on your grade, so if an absence is unavoidable, please notify me prior to your absence or immediately upon returning to class.

Make-up Exams and Late Papers Make-up exams may be allowed or due dates for papers may be moved back for health or personal emergencies. Students who need to negotiate extensions must notify me in a timely fashion (e.g., before the assignment is due or before the test begins.) Grades for late work will be lowered unless extensions have been negotiated. 4

Inclusive Language Many of the original works that we will read use words such as "man" or "he" to refer to people in general. Most of these articles and books were written during the first half of this century when the use of generic masculine terms was considered was considered an appropriate way of referring to all individuals. This practice is not longer considered acceptable within the field of psychology (since the early 1970s), and all publications must make use of nonsexist language. Consistent with practices within the field of psychology, I will expect you to use inclusive language in your speaking and writing practices in this course.

Some Notes About Formal Writing

Citations, References, and Writing Format For research papers, you should make use of a specific writing format. If you are a psychology major, you should use APA style. For examples, refer to any psychology journal article or the Publication Manual of the American Psychological Association. The library website also includes APA style directions (Research by topic: social science). Any sources that are discussed in papers must be documented through appropriate references and citations. Whenever you quote an author's work or provide a summary of ideas, you must cite that work within the text and in the reference section.

Honesty in Academic Work (Cornell College policies) A student is expected to explicitly acknowledge ideas, claims, observations, or data of others. When a piece of work is submitted for credit, a student is asserting that the submission is her or his work unless there is a citation of a specific source. If there is no appropriate acknowledgement of sources, whether intended or not, this may constitute a violation of the College’s requirement for honesty in academic work and may be treated as a case of academic dishonesty.

Dishonesty in academic work includes both cheating and plagiarism. Cheating refers to the use of unauthorized sources of information on examinations or any attempt by students to deceive the marker or evaluator of an examination, paper or project. Plagiarism is the act of taking the work of another and passing it off as one's own, without acknowledgement of the original source.

Acknowledging Sources Quotations and Paraphrasing. All direct quotations, even if mingled with original words and ideas, must be placed within quotation marks and accompanied by a specific citation for the source of the quotation. Unless the information is generally known, all phrases that are not original to the author – even two or three words – must be placed in quotation marks and cited. If an existing idea is used by paraphrased or summarized, both the original author’s words and sentence structure must be changed and a specific citation for the source must still be made. It is always the responsibility for the student to provide precise sources for all ideas, information, or data he or she has borrowed or adapted. Simply listing sources in a bibliography is not sufficient. Failure to cite sources properly constitutes academic dishonesty, whether the omission is intentional or not. Ideas and Data. Each student is expected to do her or his own work in the completion of an assignment or examination unless (a) the sources for these ideas are explicitly cited, or (b) the instructor explicitly allows such collaboration. Second, submitting revisions of academic work previously submitted, either in the current course or in previous courses, qualifies as academic dishonesty unless the student obtains the permission of all the instructors involved. Third, all data sources must be cited accurately. It is dishonest to fabricate or alter research data included in laboratory reports or projects. A safe guide is to provide a full citation for every source consulted. Sources may include, but are not limited to, published books, articles, reviews, Internet sites, archival material, visual images, oral 5 presentations, or personal correspondence. In addition, students should always keep previous drafts of their work in order to provide documentation of their original work. Class Topics and Tentative Schedule

Psychodynamic Perspectives on Personality

Monday, January 31 Introduction to the study of personality Freud: Pioneer in the study of personality

Tuesday, February 1 Sigmund Freud on personality development Reading: Sigmund Freud, The dissection of the psychical personality. In Funder & Ozer (F&O) pp. 247-255 Sigmund Freud, Parapraxes. In F&O pp. 256-264 Freud, excerpt from the first lecture, Five lectures on psychoanalysis. (reserve) Freud, Psychological consequences of the anatomical distinction between the sexes (optional, reserve)

Wednesday, February 2 Alfred Adler, Individual psychology Reading: Alfred Adler, Love and marriage. In F&O, pp. 270-276 Alfred Adler, The fundamental views of individual psychology (reserve) Alfred Adler, Style of life (reserve) Alfred Adler, Position in family constellation influences life style (reserve) Herrera, N. C., Zajonc, R. B., Wieczorkowska, G., & Cichomski, B. (2003). Beliefs about birth rank and their reflection in reality. Journal of Personality and Social Psychology, 85, 142-150. (reserve or available in PsycARTICLES, database available through Ebsco Host)

Relevant personality assessment: Lifestyle analysis

Thursday, February 3 Jung, Analytical psychology Jung and nonwestern approaches to personality Reading: Carl Jung, Psychological types. In F&O, pp. 265-269. Mark Snyder, Self-monitoring of expressive behavior. In F&O, pp. 135-143. Carl Jung, Archetypes of the collective unconscious (on reserve) Short excerpts on Zen Buddhism (class handout)

Relevant personality assessments: www.personalitytest.net. Click on the second test that focuses on type (Jung’s typologies) www.personalityresearch.org/tests.html Click on self monitoring personality quiz

Friday, February 4 Horney: Psychoanalytic social theory Research approaches to personality Short quiz on reading and class content: 10:45 A.M. 6 Karen Horney continued (Friday, February 4) Reading: Karen Horney, The distrust between the sexes. In F&O, pp. 277-282. Karen Horney, The three neurotic trends (on reserve) Karen Horney, The search for glory & The tyranny of the should (on reserve) Karen Horney, Cultural influences on personality (on reserve) Gloria Steinem, G. Womb envy, testyria, and breast castration anxiety: What if Freud were female? In F&O, pp. 303-309 Lee Cronbach & Paul Meehl, Construct validity in psychological tests. In F&O, pp. 51-59 Kenneth Craik, Personality research methods: An historical perspective (part 1). In F&O, pp. 15-22. Caroline Hsu, The testing of America. September, 2004 issue of U.S. News and World Report. (handout) Mark Leary, The scientific study of personality. Excerpt from Personality: Contemporary Theory and Research (on reserve). Read pp. 12-22 (pp. 2-12 are optional). Highly recommended for those students who have not completed previous coursework in psychology at Cornell College.

Monday, February 7 Erik Erikson on identity Identity development: White identity development and ethnic identity development Attachment theory and personality research Group presentation on Erik Erikson Reading: Erik Erikson, Eight stages of man. In F&O, pp. 283-291. Tatum, Beverly. (1994). Teaching white students about racism: The search for white allies in the restoration of hope. Teachers College Record, 95, 462-476. Tatum, Beverly. (1997). Identity development in adolescence and early adulthood. Excerpt from Why are all the Black kids sitting together in the cafeteria? (reserve) Kris Fraley, A brief overview of adult attachment theory and research (reserve)

Relevant personality assessments: www.personalityresearch.org/tests.html Click on attachment test Paper and pencil attachment surveys Self-identity inventory

Dispositional and Trait Approaches to Personality

Tuesday, February 8 Allport: The psychology of the individual Hans Eysenck: Trait and factor theories Group presentation on Gordon Allport Reading: Gordon Allport, What is a trait of personality? In F&O, pp. 85-88. Gordon Allport, Is the concept of self necessary? In F&O, pp. 326-332. Dan McAdams, What do we know when we know a person? In F&0, 3-14.

Relevant personality assessments: www.personalityresearch.org/test.html Click on Values test Eysenck Personality Test

Wednesday, February 9 The "Big Five" theory of personality Biology and personality 7 “ Big Five” Theory continued (Wednesday, February 9) Reading: Paul Costa and Robert McCrae, Four ways five factors are basic. In F&O, pp. 163-174. Thomas Bouchard, Genes, environment, and personality. In F&O, pp. 201-205. Robert Plomin, Environment and genes: Determinants of behavior. In F&O, pp. 206-209 Samuel Wells, The temperaments, In F&O, pp. 175-181. Marvin Zuckerman, Good and bad humors: Biochemical bases of personality and its disorders. In F&O, pp. 191-200.

Relevant personality assessment: www.personalitytest.net/ipip/ipipneo1.htm A “Big Five” measure of personality

Thursday, February 10 Test #1

Humanistic and Existential Approaches to Personality

Friday, February 11 Humanistic Psychology: Abraham Maslow Positive psychology and “flow” Group presentation on Abraham Maslow Reading: Abraham Maslow, Existential psychology—What’s in it for us? In F&O, pp. 321-325. Abraham Maslow, A theory of human motivation. In F&O, pp. 333-343. In F&O, 333-343. Mihalyi Csikszentmihalyi, Flow: The psychology of optimal experience. In F&O, pp. 363-374. Barbara Fredrickson, The value of positive emotions. American Scientist, July/August, 2003. (reserve) Claudia Wallis, The new science of happiness. Time, pp. A1-A9, January 17, 2005 (reserve) Gregg Easterbrook, G., Psychology discovers happiness. The New Republic, March 5, 2001. (reserve)

Saturday, February 12 Due at 5 PM: Annotated bibliography for research review

Monday, February 14 Humanistic psychology: Carl Rogers Group presentation on Carl Rogers Reading: Carl Rogers, A theory of personality and behavior. In F&O, pp. 350-362. George Kelly, The threat of aggression. In F&O, pp. 344-349. Short excerpt on personal construct psychology and social constructionism (class handout) Victor Frankl, Man’s search for meaning.

Relevant personality assessments: www.authentichappiness.org click on the optimism test Q-sort method (Rogers) Rep test (Kelly)

Tuesday, February 15 Existential personality theory Existential theory, hardiness, and resilience Reading: Frankl, Man’s search for meaning Jean-Paul Sartre, The humanism of existentialism. In F&O, pp. 313-320. 8 Behavioral and Cognitive Perspectives on Personality

Wednesday, February 16 B. F. Skinner: Radical behaviorism Bandura: Social cognitive theory Group presentation on Albert Bandura Reading: B. F. Skinner, Why organisms behave, In F&O, pp. 439-447. B. F. Skinner, Whatever happened to psychology as the science of behavior? In F&O, pp. 448-453. Albert Bandura, The self system in reciprocal determinism, In F&O, pp. 463-475. Due at 6 PM: Personality assessment project

Thursday, February 17 Applications of social learning theory 11:10 A.M.: History of women at Cornell (Hedges) Reading: Applications of social learning theory Julie Norem, Cognitive strategies as personality: Effectiveness, specificity, flexibility, and change. In F&O, pp. 487-497. Carol Dweck & Ellen Leggett, A social cognitive approach to motivation and personality. In F&O, pp. 498-510. Gender Issues and Multicultural Perspectives on Personality

Friday, February 18 Gender, sexual orientation, evolutionary perspectives, and feminism Reading: Bem, S. L. (1984). Gender schema theory and its implications for child development. Signs: Journal of Culture and Society, 8 (4). (on reserve) Gilligan, C. (1982). Excerpt from In a Different Voice. Cambridge, MA: Harvard University Press. (on reserve) David Buss and co-authors, Sex differences in jealousy: Evolution, physiology, and psychology. In F&O, pp. 210-216. Margo Wilson & Martin Daly, Male sexual proprietariness and violence against wives. In F&O, pp. 217-224. Daryl Bem, Exotic becomes erotic: A developmental theory of sexual orientation. In F&O, pp. 225-246. Begin reading Farewell to Manzanar.

Relevant personality assessment: Bem Sex Role Inventory

Monday, February 21 Culture, gender, and personality Harry Triandis, The self and social behavior in differing cultural contexts. In F&O, pp. 419-434. Hazel Markus & Shinobu Kitayama, A collective fear of the collective: Implications for selves and theories of selves. In F&O, pp. 404-418. John Caughey, Personal identity on Fáánakkar. In F&O, pp. 377-382. Kuo-shu Yan and Michael Bond, Exploring implicit personality theories with indigenous or imported constructs: The Chinese case. In F&O, pp. 383-392. Reading: Farewell to Manzanar. Due at 6 PM: Short research review

Relevant personality assessment: Measures of individualism and collectivism 9

Tuesday, February 22 Culture, gender, and personality Brief class presentations on research papers Reading: Farewell to Manzanar.

Wednesday, February 23 Final test