Psy 321: Theories of Personality                                                                                           Dr. John A. Teske
1999 Fall Term                                                                                                                    Esbenshade 265C x1332
MWF 12:30-1:20 E263                                                                                                       Office Hours: 11:30-12:30 MWF
                                                                                                                                            and by appointment

Course Description

Purpose:

This course will acquaint you with some of the major theories and perspectives on what human personalities are and how they work. You will learn that there is no single view about what human persons are, or how they might best be understood. This course will help you understand what some of the historical issues and controversies have been, what research to date has established, and what are some of the difficulties in forming an integrated understanding of human personality. The central purpose is to equip you with the ability to think critically, evaluate the scientific evidence, and understand the influence of personality theory, not only for psychological knowledge and clinical application, but for other fields of human endeavor: literature, history, anthropology, economics, politics, education, and even religion. At base, the study of personality must ultimately be a self-conscious pursuit, both of personal development and of human freedom, rooted in an understanding of our biological, psychological, and cultural limitations.

Organizing Questions:

Teaching and learning are always parts of a dialogue, and dialogues are organized around questions. The objective of the course is for each of you to address the following questions, to arrive at your own tentative answers, and to understand why all answers need to be tentative.

1. What philosophical assumptions do we need, about the meaning of life, human nature, and knowledge, to best characterize personality?

2. What are the features of personality theories, and what are the criteria for evaluating those theories as well as our own thinking about personality?

3. To what extent do people have any unified integrity, any central identity, or any stable personality structure, and how can we know?

4. What is the relationship between the subjective, private, inner reality of emotions, memories, dreams, and beliefs and the objective, public, outer reality of danger, aggression, achievement, curiosity, and love.

5. Do we construct reality as active agents or are we largely constructed by the objective reality of the situations in which we find ourselves?

6. Are our personalities structured and to what extent are those structures unique for each person?

7. Is the genesis of personality due to biology, to childhood experience, to our historical and cultural nexus, or to some interaction among these?

8. What is the therapeutic value of personality theory; how might it be used to make lives more meaningful, productive, fulfilled?

9. Can we distinguish between who we really are and the roles we play, the fictions and illusions we create, both for ourselves and for others?

10. How might we be more aware of the limits of self-reflection, the inhibition of our wills, and the vast, hidden world of our self-ignorance in order to better deal with the tasks of life, and the construction of our integrity?

Instructor Goals:

If any branch of psychology holds out a hope of understanding the fullness of whole persons, it is personality theory. Much of psychology is limited either to subparts of individuals, or to the social bonds between them. A study of personality theory allows us to think about the psychology of individuals per se, to address the meaning of personal existence, and that complex symbolic world between biological substrate and social nexus. No other course in the curriculum touches so closely the most personal concerns and sensitivities of each student. My first goal is to capitalize on your natural curiosity about your own personhood to help you understand a range

of issues: how you are moved by forces never fully grasped, cope with the world of curiosity, anger, and love, and account for yourself and the meaning of your life. My second goal is to build in you an intellectual discipline in these questions, an ability to think critically, to recognize coherence, evaluate evidence, and value the struggle for truth even in the seductive and cynical face of bias and preconception. I want you to come to appreciate the compatibility of humanity and science, but never to lose sight of the person. Finally, I want you to grow in your respect for the range of human variation, and to value the variety of interpretation of points of view, and of levels of analysis in personality theory. In understanding the understanders understanding themselves, we can better realize ourselves as entities about which there is something it is like to be.
 
 

Reading

Required: McAdams, Dan P. (1994). The Person: An Introduction to Personality Psychology (Second Edition). New York: Harcourt Brace Jovanovich.

Recommended: Regular perusal of American Psychologist and the research journals of the field: Journal of Personality and Social Psychology, Journal of Personality, Psychological Bulletin, and Psychological Review.

Grading:

Exams will be mixed objective and short essay, the latter requiring some integration or application of knowledge. Three quizzes are scheduled and will be based on thought questions handed out in advance. You may replace one quiz with a 5-page essay involving a self-analysis from the viewpoint of one psychodynamic theory, one behavioral theory, one narrative, or one interpretive theory. There will also be a participation grade based on the quality of your contribution to class (preparation, appropriate questions or comments in class, completion of outside exercises, and supplementary work). Make up exams must be approved in advance. No make-up quizzes will be given. Semester grades will be broken down as follows:

Midterm Examination (Introduction and Parts I & II) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30%

Final Examination (1/3 Review, 2/3 on new material) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45%

Written work (Quizzes & Essays) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15%

Participation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10%

Supplementary work is available for those unhappy with their daily preparation and participation; it is also encouraged for majors in any of the social or behavioral sciences, or anyone interested in working on writing skills. This work can be of two kinds: 1) A short (5 page) applications paper, involving the application of personality concepts to the analysis and explanation of a documented personal characteristic or incident. 2) A full research paper (10 pages or more) in which you discuss and integrate the research bearing on an issue or problem of your interest. See instructor for suggestions and approval. Supplementary work cannot lower your grade, but it won't automatically raise it. An applications paper can count up to 10% of your grade, a research paper up to 25%, although neither can be used to replace examination grades.

Academic Integrity:

In support of academic integrity on campus, students in this class are encouraged to abide by the following pledge which is part of the code of integrity on this campus. "Knowing that every commitment I make to integrity strengthens my self-respect and respect for others, I hereby pledge to abide by the Elizabethtown College Code of Integrity. I will be guided by principles of truth, self-respect, and respect for others. I will cooperate to make campus conditions favorable to fair, honest behaviors by adhering to procedures such as the following. During tests I will sit somewhere that will discourage the giving or receiving of unauthorized aid, and I will keep my work out of sight. In each class I will be sure I understand what is considered fair help and what is not, and I will not give or receive unfair help on any assignments, including papers, homework, or take-home tests. On written assignments I will avoid plagiarism. I will uphold the spirit of fair, truthful, and honest behavior to the utmost of my ability."

Lecture:

Since participation is graded, lecture attendance is required but will not be recorded separately. Lectures will clarify and build on assigned reading, so at least a first reading of material should be done prior to the lecture on the material. Appropriate question, comments, and discussion are encouraged. Students will also occasionally be asked to bring in outside examples or exercises.

Instructor Availability:

I am available during office hours or by appointment. I also encourage "drop-ins," especially Friday afternoons. I love to talk about psychology (also philosophy, anthropology, religion, sociology, history, the arts, computers, etc.) so if something interests you, drop in and we'll pursue it. If you don't understand something or are lost please see me; if I can't help you, maybe the learning center, or a peer tutor can. Or just stop by to chat. This also gives us a chance to get to know each other better, always to your advantage. The chart on my door will tell you when I am available. Office hours are always the easiest. For more exclusive attention (or to make sure I will be there), make an appointment. Most nights, I am also available at home in Annville before 10:00 PM at

867-0346. I also regularly check my email, which I can access from home or office: teskeja@etown.edu.

Course Outline

Meeting Topic Reading

Introduction: Persons, Lives, and Science

M Aug 30 1. Love, Work, and Identity Preface, Browse

W Sep 1 1. Similarities and Differences: Four Perspectives Ch. 1, pp. 1-27

F Sep 3 1. Theory and Evaluation Ch. 1, pp. 27-47

W Sep 8 Dialogue on Philosophy, Science, and Art

Part I. Psychodynamics: The Hidden Life and Human Nature

F Sep 10 2. The Emergence of Psychoanalysis Ch. 2, pp. 49-70

M Sep 13 2. Psychoanalytic Theory Ch. 2, pp. 70-86

W Sep 15 2. Neo-Freudians, Object Relations, and Self Psychology Ch. 2, pp. 86-101

F Sep 17 2. Dialogue on Psychoanalysis

M Sep 20 2. Spirit, Archetype, and Individuation Ch. 2, pp. 101-114

W Sep 22 3. Psychodynamic Interpretation Ch. 3, pp. 115-141

F Sep 24 3. Dreams and Everyday Psychopathology

M Sep 27 3. Evidence for Defenses and Types Ch. 3, pp. 141-177

W Sep 29 4. Evolution and Human Nature [Essay] Ch. 4, pp. 178-191

F Oct 1 4. Sex, Aggression, and Attachment Ch. 4, pp. 191-243

M Oct 4 Dialogue on Psychodynamics, Biology, and Culture

Part II. Interactions: Traits, Behaviors, and Environments

W Oct 6 5. Traits, Measurement, and the Big Five Ch. 5, pp. 244-263

F Oct 8 5. Extraversion, Neuroticism, and Openness Ch. 5, pp. 267-288

M Oct 11 5. Alternatives; Biological Underpinnings Ch. 5, pp. 288-308

W Oct 13 6. Social Learning Theories [Essay] Ch. 6, pp. 309-336

FALL BREAK

T Oct 19 6. Research on Self-Regulation and on Aggression Ch. 6, pp. 336-359

W Oct 20 7. The Person-Situation Debate Ch. 7, pp. 360-385

F Oct 22 7. Interactionism: Personality and Health Ch. 7, pp. 385-390,

435-455

M Oct 25 7. Act Categorizations and Environmental Taxonomies Ch. 7, pp. 390-402

W Oct 27 7. Systems Theory, Societal Character, and Reciprocal Interactionism Ch. 7, pp. 402-417

F Oct 29 MIDTERM EXAMINATION

Part III. Conscious Selves: Choices, Schemes, and Possibilities

M Nov 1 8. Freedom and Responsibility Ch. 8, pp. 419-433

W Nov 3 8. Control and Motivation Ch. 8, pp. 433-447

F Nov 5 8. Humanistic Psychology Ch. 8, pp. 455-469

M Nov 8 8. The Psychology of Personal Constructs Ch. 8, pp. 469-481

W Nov 10 9. Social Intelligence and Cognitve Schemata Ch. 9, pp. 482-511

F Nov 12 9. Projects, Purposes, and Cognitive Style Ch. 9, pp. 511-534

M Nov 15 10. Ego Development Ch. 10, pp. 535-563

Part IV. Narratives: Motives, Conflicts, and Biographies

W Nov 17 10. The Social Construction of Self [Essay] Ch. 10, pp. 563-586

F Nov 19 11. Psychogenic Needs and Thematic Apperception Ch. 11, pp. 587-622

M Nov 22 11. Achievement, Power, and Intimacy Ch. 11, pp. 622-648

W Nov 24 12. Identity, Intimacy, and the Life Story Ch. 12, pp. 649-677

THANKSGIVING BREAK

M Nov 29 12. Generativity, Integrity, and Psychobiography Ch. 12, pp. 677-715

W Dec 1 Dialogue on Identity, Culture, and History Reserved Reading

F Dec 3 13. Narrative and Integration Ch. 13, pp. 716-736

M Dec 6 13. Affects, Scenes, and Scripts Ch. 13, pp. 736-745

W Dec 8 13. Personal Myths: Themes, Images, and Legacies [Essay] Ch. 13, pp. 745-768

F Dec 10 13. Dialogic, Multiple and Postmodern Selves Ch. 13, pp. 768-784

Th Dec 16 FINAL EXAMINATION (2:30 - 5:30 PM)