Psyc 1210 - lec #9 - Theories of Personality - Part ii and iii

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Information about Psyc 1210 - lec #9 - Theories of Personality - Part ii and iii
Education

Published on March 18, 2014

Author: FraserNelson

Source: slideshare.net

Psyc 1210 INTRODUCTION TO PSYCHOLOGY II LECTURE 9 | MARCH 17, 2014 INSTRUCTOR: FRASER NELSON

EXAM #2 - IN REVIEW Statistic Exam Tot Exam Tot % Mean Score 32.8 61.9% 1 - 2 Item Weight Exams 27% (best), 23%, 23% In-Class Activities  Pop Quizzes, Debate, etc. 15% Written Assignment 12% TOTAL 100% *Bonus Up to 4%

OUTLINE 1. ANNOUNCEMENTS 1. PRESENTATION OF EXAM SCORES 2. DEBATES 2. PERSONALITY 1. PART B 3. BREAK 1. STEP INTO WELLNESS 4. PERSONALITY 1. PART C 5. EXAM #2: IN REVIEW 6. CLASS ACTIVITY 1. THE CASE OF BABY HENRY

DEBATES 1 - 4

FORMAL DEBATES • 10% OF FINAL GRADE • GROUP-EVALUATION BASED ON: – QUALITY OF ARGUMENT • SUBSTANTIATED BY EMPIRICAL PEER-REVIEWED EVIDENCE – PRESENTATION ABILITY • SPEAKING CLEARLY AND EFFECTIVELY – FOLLOWING THE DEBATES YOU ARE REQUIRED TO SUBMIT A SUMMARY OF YOUR OPENING STATEMENT, COUNTER-ARGUMENT, AND CLOSING STATEMENT • ONE DOCUMENT PER GROUP

FORMAL DEBATES: STRUCTURE EVENT TIME ALLOTTED OPENING STATEMENT – ‘FOR’ 2 MIN OPENING STATEMENT – ‘AGAINST 2 MIN PAUSE 2 MIN COUNTER-ARGUMENT – ‘FOR’ 2 MIN COUNTER-ARGUMENT – ‘AGAINST’ 2 MIN QUESTION FROM THE AUDIENCE – ‘FOR’ & ‘AGAINST’ 1 MIN PAUSE 2 MIN ANSWER TO QUESTIONS BY EACH GROUP 30 SECONDS EACH PAUSE 2 MIN CLOSING STATEMENT – FOR 2 MIN CLOSING STATEMENT - AGAINST 2 MIN TOTAL 20 MIN

DEBATES Date Event 17 March Suggestions for debate topics open - generate 2 preliminary debate topics in lecture - Further suggestions (email fnelson@tru.ca) 24 March Suggestions for debate topics closes -students choose their preferred topic via survey (delivered to your @mytru.ca email address) -surveys must be completed by Friday, March 28th -Debate teams will be released on the course website on Saturday 31 March Students given time to prep debate during class -come with ideas and articles 7 April Debates! 1 - 7

DEBATES • TAKE OUT A PIECE OF PAPER • GENERATE 2 TOPICS FOR DEBATE – EMAIL YOUR TOPICS TO ME (FNELSON@TRU.CA) BY SUNDAY NIGHT TO HAVE THEM INCLUDED IN THE INITIAL SURVEY. 1 - 8

THEORIES OF PERSONALITY ASSOCIATED READING: CHAPTER 14 1 - 9

LEARNING OBJECTIVES BY THE END OF THIS UNIT, YOU SHOULD BE ABLE TO ANSWER THE FOLLOWING: 1. WHAT IS THE TRAIT-BASED APPROACH TO PSYCHOLOGY 2. WHAT ARE THE ‘BIG FIVE’ PERSONALITY DIMENSIONS AND WHAT METHODS CAN BE USED TO CAPTURE THESE DIMENSIONS? 3. WHAT ARE THE LIMITATIONS OF THE TRAIT-DIMENSION (E.G. ‘BIG FIVE’ ) THEORIES OF PERSONALITY? 4. WHAT ARE THE RELATIVE CONTRIBUTIONS OF GENETICS AND OTHER BIOLOGICAL FACTORS TO THE DEVELOPMENT OF ONE’S PERSONALITY? 5. WHAT IS RECIPROCAL DETERMINISM? 6. WHAT ARE THREE LINES OF EVIDENCE THAT SUGGEST PARENTS HAVE A MINOR INFLUENCE ON THE DEVELOPMENT OF THEIR CHILDREN’S PERSONALITY? 7. WHAT ARE THE THREE ELEMENTS THAT MAKE UP THE STRUCTURE OF PERSONALITY, ACCORDING TO FREUD? 8. WHAT ARE SIX COMMON DEFENCE MECHANISMS IN PSYCHODYNAMIC THEORY? 9. WHAT ARE THE FIVE STAGES OF PSYCHOSEXUAL DEVELOPMENT, ACCORDING TO FREUD? 10.WHAT IS THE COLLECTIVE UNCONSCIOUS? WHAT ARE ARCHETYPES? 11.WHAT ARE THREE MAJOR SHORTCOMINGS OF PSYCHODYNAMIC THEORIES? 12.WHAT ARE THE BASIC TENETS OF HUMANISM? 13.WHAT IS THE HUMANISTIC APPROACH TO PERSONALITY? 14.WHAT ARE THE MAJOR SHORTCOMINGS OF HUMANISTIC THEORIES OF PERSONALITY?1 - 10

PSYCHODYNAMIC THEORY & PERSONALITY 1 - 11

PSYCHODYNAMIC THEORY 1 - 12 • PSYCHOANALYSIS – A THEORY OF PERSONALITY AND A METHOD OF PSYCHOTHERAPY THAT EMPHASIZES UNCONSCIOUS MOTIVES AND CONFLICTS – ORIGINALLY FORMULATED BY SIGMUND FREUD – CLASSIFIED AS PSYCHODYNAMIC AS EXPLAINS PERSONALITY IN TERMS OF UNCONSCIOUS ENERGY DYNAMICS WITHIN THE INDIVIDUAL Copyright © 2013 Pearson Canada

PSYCHODYNAMIC THEORY 1 - 13 • SIGMUND FREUD (1856 - 1939) – AUSTRIAN-BORN NEUROLOGIST – SPECIALIZED IN TREATING ‘HYSTERIA’ AND OTHER PSYCHOGENIC SYMPTOMS Copyright © 2013 Pearson Canada

PSYCHODYNAMIC THEORY • PSYCHOGENIC SYMPTOMS – CAUSE OF IMPAIRMENT CANNOT BE EXPLAINED BY THE BIOMEDICAL MODEL – E.G. GLOVE ANESTHESIA •Image credit: http://www.aic.cuhk.edu.hk/web8/Hi%20res/dermatome.jpg •Image credit: http://college.cengage.com/psychology/bernstein/essentials/2e/students/niyt/images/fig12_02.jpg

PSYCHODYNAMIC THEORY • THE SEARCH FOR THE ORIGIN OF THE PSYCHOGENIC SYMPTOMS REQUIRED INDIRECT METHODS • E.G. FREE-ASSOCIATION, DREAM ANALYSIS • GOAL OF METHOD WAS TO REVEAL THE ANXIETY- PROVOKING MEMORY 1 - 15

THE STRUCTURE OF PERSONALITY • ID: – PART OF PERSONALITY THAT CONTAINS INHERITED PSYCHIC ENERGY, PARTICULARLY SEXUAL (LIBIDO) & AGGRESSIVE IMPULSES • EGO: – PART OF PERSONALITY THAT REPRESENTS REASON, GOOD SENSE, AND RATIONAL SELF-CONTROL • SUPEREGO: – THE PART OF PERSONALITY THAT REPRESENTS CONSCIENCE, MORALITY, AND SOCIAL STANDARDS 14- 16Copyright © 2013 Pearson Canada

DEFENCE MECHANISMS • WHEN THE ID AND SUPEREGO ARE IN CONFLICT, THE EGO DEALS WITH THIS TENSION THROUGH THE USE OF DEFENCE MECHANISMS – METHODS USED BY THE EGO TO PREVENT UNCONSCIOUS ANXIETY OR THREATENING THOUGHTS FROM ENTERING CONSCIOUSNESS – MANY MECHANISMS PROPOSED BUT SOME MORE COMMON THAN OTHERS 14- 17Copyright © 2013 Pearson Canada

TYPES OF DEFENCE MECHANISMS 1. REPRESSION: – THE SELECTIVE, INVOLUNTARY PUSHING OF THREATENING OR UPSETTING INFORMATION INTO THE UNCONSCIOUS 2. PROJECTION: – A PERSON’S UNACCEPTABLE OR THREATENING FEELINGS BEING REPRESSED AND THEN ATTRIBUTED TO SOMEONE ELSE 3. DISPLACEMENT: – WHEN PEOPLE DIRECT THEIR EMOTIONS (ESPECIALLY ANGER) TOWARD THINGS, ANIMALS, OR OTHER PEOPLE THAT ARE NOT THE REAL OBJECT OF THEIR FEELINGS • CALLED SUBLIMATION WHEN SERVES A HIGHER CULTURAL OR SOCIAL PURPOSE 14- 18Copyright © 2013 Pearson Canada

TYPES OF DEFENCE MECHANISMS 4. REACTION FORMATION: – WHEN A FEELING THAT PRODUCES UNCONSCIOUS ANXIETY IS TRANSFORMED INTO ITS OPPOSITE IN CONSCIOUSNESS 5. REGRESSION: – WHEN A PERSON REVERTS TO A PREVIOUS PHASE OF PSYCHOLOGICAL DEVELOPMENT 6. DENIAL: – WHEN PEOPLE REFUSE TO ADMIT SOMETHING UNPLEASANT IS HAPPENING, THAT THEY HAVE A PROBLEM, OR THAT THEY ARE FEELING A FORBIDDEN EMOTION – PROTECTS SELF IMAGE AND PRESERVES ILLUSION OF INVULNERABILITY 14- 19Copyright © 2013 Pearson Canada

ACTIVITY: IDENTIFY THE DEFENSE MECHANISM 1 - 20

• 1. AFTER RECEIVING A LOW GRADE ON AN EXAM, PHIL SLAMS THE DOOR AS HE LEAVES THE CLASSROOM. • __________________ 1 - 21

• 2. GEORGE FEELS THAT HIS YOUNGER SON, GARY, IS UNATTRACTIVE AND NOT VERY SMART. HE ACCUSES HIS WIFE OF PICKING ON GARY AND FAVOURING THEIR OTHER SON. ________________ 1 - 22

• 3. MANY PEOPLE WHO WERE INTERRED IN CONCENTRATION CAMPS WERE UNABLE TO RECALL EVENTS THAT HAPPENED IN THE CAMP DURING THEIR INTERNMENT. ________________ 1 - 23

• 4. LUCY DRESSES IN PROVOCATIVE CLOTHES AND USES SUGGESTIVE LANGUAGE ALTHOUGH SHE FEARS THAT SHE IS UNATTRACTIVE AND SHE REALLY ISN’T VERY INTERESTED IN SEX. ___________________ 1 - 24

• 5. TRIXIE WAS HOMESICK AND ANXIOUS WHEN SHE MOVED INTO THE DORMITORY AND STARTED HER FIRST YEAR IN COLLEGE. SHE BEGAN TO SLEEP WITH HER OLD TEDDY BEAR AGAIN BECAUSE IT MADE HER FEEL BETTER. __________________ 1 - 25

• 10. JASON FREQUENTLY VISITS ADULT BOOKSTORES, EXPLAINING THAT HE WANTS TO SEE THE TYPE OF PERVERTS WHO BUY THE PORNOGRAPHIC TRASH THEY SELL. _____________ 1 - 26

• 11. JACK HAS HAD A REALLY HARD DAY AT THE OFFICE. HE IS PARTICULARLY ANGRY AT HIS BOSS, CARLOTTA, BECAUSE HE FOUND OUT TODAY THAT HE HAD BEEN PASSED OVER FOR A PROMOTION. WHEN JACK GETS HOME, HIS WIFE, SARAH, ASKS HIM WHAT HE WOULD LIKE FOR DINNER AND HE YELLS AT HER FOR “BOTHERING HIM WITH STUPID QUESTIONS.” __________________ 1 - 27

• 12. PATRICIA HAS A LOT OF ANGER AT THE WAY HER VERBALLY AND PHYSICALLY ABUSIVE FATHER TREATED HER DURING HER CHILDHOOD. SHE HAS NEVER CONFRONTED HIM ABOUT THIS. HOWEVER, SHE HAS WRITTEN A BEST- SELLING NOVEL IN WHICH PARENT-CHILD CONFLICT IS A MAJOR THEME. ___________________ 1 - 28

WHAT ACCOUNTS FOR THE VARIATION IN DEFENSE STRATEGY? 1 - 29

DEVELOPMENT OF PERSONALITY • FREUD’S PSYCHOSEXUAL STAGES – A SERIES OF DIFFERENT FORMS OF SEXUAL ENERGY INTO WHICH PERSONALITY DEVELOPS AS THE CHILD MATURES – STAGES: ORAL, ANAL, PHALLIC, LATENCY, GENITAL 14- 30Copyright © 2013 Pearson Canada

DEVELOPMENT OF PERSONALITY • FREUD’S PSYCHOSEXUAL STAGES – CONFLICT & ANXIETY AT EACH STAGE THAT MUST BE RESOLVED OR WILL BECOME FIXATED AT THAT LEVEL • OEDIPUS COMPLEX: CONFLICT IN THE PHALLIC STAGE WHERE A CHILD DESIRES THE PARENT OF THE OTHER SEX AND VIEWS THE SAME-SEX PARENT AS A RIVAL 14- 31Copyright © 2013 Pearson Canada

OTHER PSYCHODYNAMIC APPROACHES • JUNGIAN THEORY & COLLECTIVE UNCONSCIOUS – THE UNIVERSAL MEMORIES AND EXPERIENCES OF HUMANKIND, REPRESENTED IN SYMBOLS, STORIES, AND IMAGES (ARCHETYPES) THAT OCCUR ACROSS ALL CULTURES 14- 32Copyright © 2013 Pearson Canada

Copyright © 2013 Pearson Canada OTHER PSYCHODYNAMIC APPROACHES – ARCHETYPES: SYMBOLIC IMAGES THAT APPEAR IN MYTHS, ART, STORIES, AND DREAMS 14- 33

Copyright © 2013 Pearson Canada OTHER PSYCHODYNAMIC APPROACHES • OBJECT-RELATIONS SCHOOL – EMPHASIZED THE IMPORTANCE OF THE INFANT’S FIRST TWO YEARS OF LIFE AND THE BABY’S FORMATIVE RELATIONSHIPS, ESPECIALLY WITH THE MOTHER – INFANT ATTACHMENT TO MOTHER AND MENTAL REPRESENTATION OF MOTHER (E.G., TYPE OF PERSON SHE IS) – REPRESENTATIONS OF ADULTS AFFECT PERSONALITY THROUGHOUT LIFE, INFLUENCING HOW A PERSON RELATES TO OTHERS 14- 34

Copyright © 2013 EVALUATING PSYCHODYNAMIC THEORIES • PSYCHODYNAMIC THEORIES GUILTY OF THREE SCIENTIFIC FAILINGS: 1. VIOLATING THE PRINCIPLE OF FALSIFIABILITY 2. DRAWING UNIVERSAL PRINCIPLES FROM THE EXPERIENCES OF A FEW ATYPICAL PATIENTS 3. BASING THEORIES OF PERSONALITY DEVELOPMENT ON RETROSPECTIVE ACCOUNTS OF ADULTS 14- 35

Copyright © 2013 EVALUATING PSYCHODYNAMIC THEORIES • SELECT CONTRIBUTIONS OF PSYCHODYNAMIC THEORY TO CONTEMPORARY PSYCHOLOGY – PRESENCE OF DEFENSE MECHANISMS – PRESENCE OF PSYCHOGENIC SYMPTOMS • E.G. – CHRONIC PAIN DISORDER – IRRITABLE BOWEL SYNDROME 14- 36

PLEASE TAKE A 10 MINUTE BREAK 1 - 37

STEP INTO WELLNESS 1 - 38

HUMANISTIC APPROACH 1 - 39

Copyright © 2013 THE INNER EXPERIENCE • HUMANIST APPROACHES – PSYCHOLOGICAL APPROACH THAT EMPHASIZES PERSONAL GROWTH, RESILIENCE, AND THE ACHIEVEMENT OF HUMAN POTENTIAL, RATHER THAN SCIENTIFIC UNDERSTANDING AND ASSESSMENT OF BEHAVIOUR – MOST INFLUENTIAL HUMANISTS: • ABRAHAM MASLOW, CARL ROGERS, ROLLO MAY 14- 40

Copyright © 2013 ABRAHAM MASLOW • MASLOW ARGUED THAT PERSONALITY DEVELOPMENT COULD BE VIEWED AS GRADUAL PROGRESSION TOWARD SELF-ACTUALIZATION – SELF-ACTUALIZED PERSON: PERSON WHO STRIVES FOR A LIFE THAT IS MEANINGFUL, CHALLENGING, AND SATISFYING – PREVIOUS THEORIES HAVE IGNORED POSITIVE EXPERIENCES 14- 41

Copyright © 2013 CARL ROGERS • INTERESTED IN THE DEVELOPMENT OF THE FULLY FUNCTIONING PERSON – EXPERIENCE CONGRUENCE OR HARMONY BETWEEN THE IMAGE PEOPLE PROJECT TO OTHERS AND THEIR TRUE FEELINGS AND WISHES – IN ORDER TO ATTAIN THIS, MUST HAVE UNCONDITIONAL POSITIVE REGARD: LOVE OR SUPPORT GIVEN TO ANOTHER PERSON WITH NO CONDITIONS ATTACHED 14- 42

Copyright © 2013 ROLLO MAY • BELIEVED IN IMPORTANCE OF THE WAY WE FACE INHERENTLY DIFFICULT & TRAGIC ASPECTS OF LIFE • EXISTENTIALISM – PHILOSOPHICAL APPROACH THAT EMPHASIZES THE INEVITABLE DILEMMAS AND CHALLENGES OF HUMAN EXISTENCE – E.G., SEARCH FOR MEANING, NEED TO CONFRONT DEATH, BURDEN OF RESPONSIBILITY FOR ACTIONS • OUR PERSONALITIES REFLECT THE WAYS WE COPE WITH THE STRUGGLES 14- 43

Copyright © 2013 EVALUATING HUMANIST AND NARRATIVE APPROACHES • HARD TO OPERATIONALLY DEFINE MANY OF THE CONCEPTS & ASSUMPTIONS CANNOT BE TESTED • HAVE ADDED BALANCE TO THE STUDY OF PERSONALITY • THE APPROACH HAS ENCOURAGED OTHERS TO FOCUS ON “POSITIVE PSYCHOLOGY” • COGNITIVE PSYCHOLOGY HAS CONFIRMED SOME IDEAS OF NARRATIVE APPROACH AS TO HOW OUR STORIES CAN SHAPE AND DISTORT OUR MEMORIES 14- 44

SOCIOCOGNITIVE APPROACH TO PERSONALITY 1 - 45

SOCIO-COGNITIVE PERSPECTIVE • AN APPROACH TO PERSONALITY THAT STRESSES THE INTERACTION OF A THINKING HUMAN WITH A SOCIAL ENVIRONMENT THAT PROVIDES LEARNING EXPERIENCES • KEY THINKERS – ALBERT BANDURA • BUILDING OFF OF THE IDEAS OF JOHN WATSON AND BF SKINNER 1 - 46

SOCIO-COGNITIVE PERSPECTIVE • KEY IDEAS – OUTCOME EXPECTATIONS • BUILT THROUGH PERSONAL AND OBSERVATIONAL LEARNING OF PARTICULAR ACTIONS AND THEIR CONSEQUENCES – SELF-EFFICACY • BELIEF IN ONE’S ABILITY TO PRODUCE CERTAIN OUTCOMES – ATTRIBUTIONAL STYLE • SITUATIONAL VS. DISPOSITIONAL CAUSES OF BEHAVIOUR – SELF-REGULATION • DIFFERENCES IN THE WAY AN INDIVIDUAL REGULATES HIS/HER OWN BEHAVIOUR BY VARIOUS SELF-IMPOSED GOALS AND STRATEGIES 1 - 47

EVALUATING THE SOCIO- COGNITIVE PERSPECTIVE • BUILDS ON THE IDEAS OF PAST THEORIES – TRAIT-BASED APPROACH  SELF-REGULATION, ETC. – PSYCHOANALYSIS  DUALISTIC NEEDS TO FULFILL URGES AND YET MAINTAIN SELF-DISCIPLINE – HUMANISM  INDIVIDUAL IS IN PROCESS OF CONTINUAL SELF- IMPROVEMENT THROUGH RETENTION OF SUCCESSFUL ACTION- RESPONSE RELATIONSHIPS • GIVES GREATER UNDERSTANDING INTO HOW PROCESSES WITHIN THE INDIVIDUAL AND CHARACTERISTICS OF THE SITUATION INTERACT WITH EACH OTHER TO INFLUENCE BEHAVIOUR 1 - 48

AMALGAMATION OF THE THEORIES • DIFFERENT THEORIES REVEAL THE MULTIFACETED NATURE OF PERSONALITY – SOME ASPECTS OF PERSONALITY CLEARLY ARE CLEARLY IMPACTED BY BIOLOGICAL UNDERPINNINGS (LIKE TEMPERAMENT) – OTHERS ARE LEARNED AND DERIVE FORM HOW WE THINK ABOUT OURSELVES AND THE WORLD – SOME REFLECT CONFLICTS OF WHICH WE ARE NOT AWARE – OTHERS REVEAL THE NEED FOR MAXIMIZING OUR PERSONAL RESOURCES • PERSONALITY IS INCOMPLETELY CAPTURED BY A SINGLE METHOD AND THUS AN COMBINATION OF THEORIES AND METHODS IS OPTIMAL 1 - 49

BACK TO BABY HENRY 1 - 50 • HENRY TOWN WAS BORN AT 2:06 THIS MORNING AT ROYAL INLAND HOSPITAL. HE WEIGHED 8 POUNDS, 2 OUNCES AND IS 56 CM LONG AND APPEARS TO BE A HEALTHY AND NORMAL HUMAN INFANT. • IMAGINE A GROUP OF PSYCHOLOGISTS BEING ASKED TO PREDICT THE TRAJECTORY OF PERSONALITY DEVELOPMENT OF HENRY BY ANSWERING THREE QUESTIONS

ASSIGNMENT IMAGINE A GROUP OF PSYCHOLOGISTS BEING ASKED TO PREDICT THE TRAJECTORY OF PERSONALITY DEVELOPMENT OF HENRY BY ANSWERING THREE QUESTIONS 1. WHAT FEATURES OF HENRY'S PERSONALITY ARE PRESENT OR DETERMINED DURING THE FIRST FEW YEARS OF LIFE? 2. WHAT ARE THE STRONG INFLUENCES OR FACTORS THAT WILL DETERMINE HENRY'S PERSONALITY? 3. WHAT CAN HENRY DO TO CHANGE ASPECTS OF HIS PERSONALITY? ANSWER THESE QUESTIONS FROM THE: 1) PSYCHODYNAMIC PERSPECTIVE 2) HUMANISTIC PERSPECTIVE 3) SOCIAL-COGNITIVE PERSPECTIVE 1 - 51

ASSIGNMENT DETAILS • TREAT THE PREVIOUS SLIDE AS AN ASSIGNMENT • 2% OF FINAL GRADE • 700 WORDS (MINIMUM) • DUE: MARCH 24, 2014 – EITHER BRING A COPY TO THE BEGINNING OF LECTURE OR SUBMIT VIA EMAIL TO FNELSON@TRU.CA • INCLUDE LIST OF REFERENCES – RELYING ON INFORMATION DRAWN FROM THE TEXT IS SUFFICIENT BUT MAKE SURE YOU HAVE CITED PROPERLY • E.G. – “DIRECTION QUOTATIONS”  (AUTHOR, YEAR, PAGE NUMBER) – FURTHER INFORMATION  HTTPS://OWL.ENGLISH.PURDUE.EDU/OWL/RESOURCE/560/01/ 1 - 52

END OF LECTURE 1 - 53

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