Spring 2011
01/18/2011 - 05/15/2011

Course Information

Section 002
T 7:05PM - 9:35PM
NRG2 2119
Barbara Silver
(512) 459.6676

Office Hours

No office hours have been entered for this term.

Course Requirements

Theories of Personaltiy



January 18:

General Introduction to Course


Chapter 1. Personality and the Scientific Outlook

January 25:



Chapter 2Freud's Psychoanalytic Theory

Homework Handouts: 

  • Semester Project Information
  • Kiersey Inventory to complete, score and bring to next class


February 1:

Chapter 3Jung's Analytic Psychology

Homework Handouts: 

  • Packet and questions on Jungian Type
  • Birth Order Inventory - score and bring to class 2/8

February 8: 

Chapter 4Adler's Individual Psychology

Chapter 5.Horney’s Social & Cultural Psychoanalysis

Homework 1 Due:

  • Paper on Jungian Type

Homework Handouts: 

  • Questions for paper on Birth Order  – due 2/22


February 15:

7:05 – 8:00  EXAM 1


February 22:

Chapter 6:   Erickson's Psychoanalytic  Ego Psychology

Homework 2 Due:

Paper on Birth Order


** NOTE: (Chapter 7: Kohut’s - Self Psychology will not be covered)

Homework Handouts

  • Temperament Scale handed out, complete, score and bring to next class


March 1:

Chapter 8Allport's Trait Theory

Bring Temperament Scale (scored) to class


Homework 3 Handout: 

  • Questions for paper on Temperament (Temperaments paper - due March 8th 


March 8: 





Chapter 9. Cattell's  Structure Based Systems Theory

Chapter 10. Eysenck's Biological Typology

Homework 3 Due:

  • Paper on Temperaments


March 14-20:




March 22:


7:05 – 8:00  p.m. EXAM 2

March 29:

Chapter 11 Kelly’s Theory of Personal


(Will also cover Cognitive theory of Albert Ellis)


April 5:

Chapter 12:  Abraham Maslow Self Actualization  MasMas 

Self-Actualization Position


Will also include a dscussion of Positive Psychology


April 12:      


Chapter 13: Roger's  Person-Centered Theory

 Chapter 14. May's Existential-Analytic Position


April 19:


7:05 – 8:00  p.m. EXAM 3

 Chapter 15. Skinner's Operant Analysis

Rotter I-E Scale handed out to be complete and score for class exercise

April 26:


Chapter 16. Rotter's Expectancy - Reinforcement Model

 Chapter 17. Bandura's  Social Cognitive Theory


Read independently, no class lecture but questions from this chapter included on the exam.


Chapter 18. Current Trends in Personality Theory and Research – (No class lecture, but covered on exam: read independently – review questions provided)

May 3:   

Homework 4- Semester Project  Due

2 Small Discussion Group Meetings

 Students will bring notebook and any materials developed as part of semester project for reference during group session; and will bring, to turn in, the written paper/log (per instructions)


Students will be attending either Group Session 1 OR 2 depending upon selection made on sign-up sheet presented in previous class.


Group Session 1 -  7:05 – 8:20  p.m.

Group Session 2 -  8:30 – 9:40 p.m.


May 10:  



7:05 – 8:00  EXAM 4


May 17





TEXT: Theories of Personality, 9th  Edition; Richard Ryckman 

Course Subjects


Course Description: This course is a survey of psychodynamic, humanistic, cognitive, trait, and behavioral personality theories and research methods.  This course includes special topics such as personality testing, anxiety, self-control, and defense mechanisms.

Student Learning Outcomes/Learning Objectives


Course Objectives:  This course is intended to familiarize you with the basic concepts and principles of some of the major theories of personality.  There are two major objectives.  The first is the focus on key concepts of each theory, practical applications of each theory and critical evaluation of each approach.  To that end we will:

.    cover material in the assigned text

.    read and discuss related articles

.    view (when possible) the actual theorist discussing key points of respective theory

.    have hands on experience with some of the assessment instruments developed by theorist


The second objective is to assist you in developing skills in thinking ‘psychologically’ with regard to the ongoing development of your own personality.  The semester project will provide you with a suggested structure for formulating these ideas.  Completion and written analysis of select personality assessment tools will also be used in meeting this objective.


Chapter 1 Learning Goals

At the conclusion of Chapter 1, you should be able to:

1.     define personality from the perspective of professional personality psychologists and from the perspective of laypeople and to explain why personality psychologists see laypeople's definition of the term as inadequate and unscientific.

2.     define scientific theory and to describe the differences between deductive and inductive theories.

3.     define research methods and to explain the differences between the experimental, correlational, and case study techniques.

4.     describe the differences between a priori and post hoc explanations.

5.     name the six criteria that are used by personality psychologists to judge the scientific worth of theories and to be able to give a rationale for why the criteria are all interrelated and important and why judgments about theories' scientific worth need to take this interrelatedness into account.

Chapter 2 Learning Goals

At the conclusion of Chapter 2, you should be able to:

1.     define the concepts of conscious, preconscious, and unconscious.

2.     define the concepts of id, ego, and superego and explain the interactions among them.

3.     describe Freud's view of society and how it can oppress its citizens.

4.     describe the oral, anal, phallic, and genital stages and the character types associated with each stage.

5.     describe the development of identification by boys with their fathers and by girls with their mothers.

6.     name the defense mechanisms and be able to discuss their role in the development of individuals.

7.     define the concepts of free association, dream analysis, and transference and explain how they operate in therapy to help strengthen the person's ego.

Chapter 3 Learning Goals

At the conclusion of Chapter 3, you should be able to:

1.     define Analytical Psychology and tell how it differs from Freudian psychoanalysis.

2.     define archetypes and describe several of them.

3.     compare and contrast the anima and animus.

4.     discuss in detail the individuation process.

5.     outline Jung's theory of psychological types.

6.     describe the word association test and the method of amplification.

Chapter 4 Learning Goals

At the conclusion of Chapter 4, you should be able to

1.     describe Adler's developmental paths to psychological health or neurosis.

2.     define social interest and explain how it is related to psychologically healthy development.

3.     name the four major lifestyles and explain the differences between them.

4.    provide specific arguments based on research showing that the person's order of birth typically does have an impact on their development.  

5.    discuss how early recollections and dream analysis are used by Adler in helping his patients make progress toward cure







Chapter 5 Learning Goals

At the conclusion of Chapter 5, you should be able to:

1.     define hypercompetitiveness and neurosis and explain how the two concepts are related to one another.

2.     explain the origins of neurotic behavior in early family experiences.

3.     describe the various defense mechanisms that people use to cope with feelings of basic anxiety.

4.     discuss the basic conflict and show how it interferes with psychologically healthy functioning.

5.     discuss Horney's reinterpretation of Freud's concept of penis envy in terms of the social forces that indoctrinate women into particular gender-roles.

Chapter 6 Learning Goals

At the conclusion of Chapter 6, you should be able to:

1.     describe the eight stages of personal development, naming the crisis unique to each one and the virtues that are an outgrowth of successful coping.

2.     discuss the research associated with each stage, especially studies which have focused on adolescence and early, middle, and late adulthood.

3.     name the four ego identity statuses in adolescence and to discuss the major research findings that help support Erikson's view of their role in development.

4.     describe the psychohistorical analysis of the lives of important historical figures.

5.     discuss the strengths and weaknesses of Erikson's theory.

Chapter 8 Learning Goals

At the conclusion of Chapter 8, you should be able to:

1.     define a trait and explain the differences between cardinal, central, and secondary traits.

2.     explain the differences between the idiographic and nomothetic approaches to the study of personality.

3.     discuss the various facets of the proprium.

4.     name the various characteristics of maturity.

5.     discuss why indisciminate acceptance of society's values can restrict the person's propriate strivings.

Chapter 9 Learning Goals

At the conclusion of Chapter 9, you should be able to:

1.     explain the inductive-hypothetico-deductive spiral.

2.     define factor analysis and understand both the strengths and weaknesses of the procedure.

3.     name the primary source traits of personality.

4.     describe the three kinds of learning that are involved in the formation and development of personality.

5.     distinguish between neurosis and psychosis.



Chapter 10 Learning Goals

At the conclusion of Chapter 10, you should be able to:

1.     identify the three major dimensions of personality.

2.     describe the traits making up the type concept of extraversion, neuroticism, and psychoticism.

3.     discuss Eysenck's view of the links between psychopathology and creativity.

4.     discuss the role of arousal in creating differences in behavior of introverts and extraverts.

5.     Describe how behavior therapy works to reduce phobic behavior in patients

Chapter 11 Learning Goals

At the conclusion of Chapter 11, you should be able to:

1.     define a construct and explain the difference between core and peripheral constructs.

2.     discuss the fundamental assumption and corollaries in Kelly's personal construct theory.

3.     describe the Role Construct Repertory Test and explain its role in the therapeutic process.

4.     describe the fixed-role technique for creating constructive growth in clients.

5.     discuss the links between schizophrenia and loose constructions.

Chapter 12 Learning Goals

At the conclusion of Chapter 12, you should be able to:

1.     discuss the concept of humanistic biology in relation to self-actualization.

2.     name the basic needs and list them in order of their potency to control the individual's perceptions of the world.

3.     name the growth needs and explain the ways in which they are different from the basic needs.

4.     explain the differences between D-cognition and B-cognition.

5.     list the characteristics of self-actualizing people.

6.     understand Maslow's theory of therapy.

Chapter 13 Learning Goals

At the conclusion of Chapter 13, you should be able to:

1.     explain why Rogers believes that the person's experiences are the ultimate authority.

2.     discuss how the person's organismic valuing process is used as a criterion in making judgments about the worth of any experience.

3.     define conditions of worth and unconditional positive regard and explain how each one operates in the self-realization process.

4.     describe the characteristics of fully functioning individuals.

5.     describe the therapeutic conditions that facilitate growth.


Chapter 14 Learning Goals

At the conclusion of Chapter 14, you should be able to:

1.     explain why May's theory is a blend of psychoanalysis and existentialism.

2.     describe the three major modes of relating to the world.

3.     discuss May's views on the disintegration of values in our society.

4.     discuss the evolution of consciousness in terms of its meaning for mental health.

5.     describe the process in therapy whereby a patient can experience their existence as real.

Chapter 15 Learning Goals

At the conclusion of Chapter 15, you should be able to:

1.     explain why Skinner believed so strongly that we need a technology of behavior.

2.     define and explain the differences between positive and negative reinforcement and positive and negative punishment.

3.     distinguish between discrimination and generalization.

4.     discuss the various techniques that people use to control their behavior.

5.     discuss various behavior modification techniques used by therapists to help their clients become more psychologically healthy.




Chapter 16 Learning Goals

At the conclusion of Chapter 16, you should be able to:

1.     define the concepts of behavior potential, expectancy, reinforcement value, and psychological situation and explain the role of each of these concepts in the prediction of behavior.

2.     describe how the concepts of freedom of movement and minimal goal are used in the diagnosis of maladjusted behavior.

3.     outline the characteristics of maladjusted individuals.

4.     define internality and externality and explain how these individual differences are related to a wide variety of behavior.

5.     discuss Rotter's view of therapy and the techniques he uses to bring about constructive changes in patients.

Chapter 17 Learning Goals

At the conclusion of Chapter 17, you should be able to:

1.     discuss the assumptions of the social-cognitive approach.

2.     discuss the role of cognitive and social processes in the determination of behavior.

3.     discuss the research on modeling as it relates to the treatment of phobias.

4.     define efficacy expectations and describe the sources of self-efficacy in people.

5.     explain how people's efficacy expectations can critically determine their psychological and physical health.

Chapter 18 Learning Goals

At the conclusion of Chapter 18, you should be able to:

1.     discuss the contributions of evolutionary theory to our understanding of human personality.

2.     define a multicultural perspective and explain how its incorporation into personality theory and research can increase our understanding of human personality.

3.     name the Big Five supertraits and discuss the research utilizing them.

4.     discuss how the concept of goal presents a way of organizing and explaining individual differences in cognition, motivation, and behavior.

5.     understand the importance of incorporating a "positive psychology" viewpoint into the study of human personality.