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Week 3

Week 3

Week 3 Overview

Week 3 Overview

Week 3

We advise you to print a copy of the Week 3 checklist.

Graded Assignment

Reading Assignment

Chapter 7: Gordon Allport: Motivation and Personality

Chapter 8: Raymond Cattell, Hans Eysenck, the Five Factor Theory, HEXACO, and the Dark Triad

Chapter 9: Abraham Maslow: Needs-Hierarchy Theory

Chapter 10: Carl Rogers: Actualization Theory

PowerPoint

View PPTs attached in the Week 3 Reading(s)

Weekly Videos

View Weekly Videos in Week 3 Video(s)

Discussion Post 1

Due by Thursday at 11:59 PM

X

Discussion Post 2

Due by Saturday at 11:59 PM

X

Discussion Post 3

Due by Sunday at 11:59 PM

X

*Final Project/Paper

Due by Sunday at 11:59 PM

X

No Weekly Assignment this week since your Final Project is due this week

Keiser Live:

Please check the “Keiser Live” to attend our chat session this week. The date and time will be listed in your weekly announcements.

Remember: The week closes Sunday at 11:59 pm (one minute to midnight) EST!

Week 3 Objectives

Week 3 Objectives

Upon successful completion of this week, you will be able to:

Define personality and understand the historical overview of the development and significance of the personality theories and theorists.

Explore the biological aspects of personality such as genetic effects, as well as the effects from environmental factors.

Examine traits and personality, factor analytic, genetic, evolutionary, and biological traits models along with their historical development and major theorists.

Explore the foundations of the humanistic and life-span theories and theorists, and their significance and contribution to the field.

Week 3 Reading

Week 3 Reading

Attached Files:

Chapter 10 Cengage Power Point.pptx

Chapter 10 Cengage Power Point.pptx – Alternative Formats

(404.952 KB)

Chapter 7 Cengage Power Point.pptx

Chapter 7 Cengage Power Point.pptx – Alternative Formats

(553.008 KB)

Chapter 8 Cengage Power Point.pptx

Chapter 8 Cengage Power Point.pptx – Alternative Formats

(498.924 KB)

Chapter 9 Cengage Power Point.pptx

Chapter 9 Cengage Power Point.pptx – Alternative Formats

(480.147 KB)

Week 3 Video(s)

Week 3 Video(s)

This week’s You Tube movie moment is a comical look at gender stereotypes. (This is obviously to represent what stereotypes are like.)Can you decide which represents the male stereotype and which represents the female stereotype?

Watch Video

YouTube URL:

Week 3 Discussion

Week 3 Discussion

Psychology Discussion Requirements

1. You are required to have 3 posts in each discussion and these

three posts must be made on three separate days

. The first post is the initial response to the question that appropriately and completely addresses the topic. This must be completed by 11:59 p.m.(EST) Thursday night. It is best to post it at the beginning of the week. The remaining two posts are responses to two different classmates. The first response to a classmate is due Saturday at 11:59 p.m.(EST) and the second response to a classmate is due on Sunday at 11:59 p.m.(EST). Responses to me do not count as a response to another student; however, I will interact with each of you throughout the course. I encourage you to respond back. If you do not post on

three separate days

you will lose points (possible 15 point deduction).

*There will be a deduction of 5 points per day that the initial post is late. Posts are not accepted after the week closes on Sunday night.

2. Your initial post (your response to the topic) must contain a citation. It is your ideas supported by research. Please refer to the APA Power Point in the Start Here section of the classroom for information on proper formatting. There will be a deduction of 20 points for failure

to cite a source within your initial post and to provide a reference at the end of your initial post

.

3. Your

initial post must be a minimum of 300 words and each response must be a minimum of 200 words

. Please double-check your word count. Only posts that meet the word count requirements receive credit.

4. Post your word count at the end of each post. There will be a 5 point deduction for each failure to provide a word count.

5. Please use spell-check and proper grammar. Points will be deducted for each spelling and grammatical error up to 10 points for each post.

Psych Discussion Post

Due By

Cited Source – In Text and Reference

Word Count

Point Value

Post 1 – Initial Response is well organized, includes a citation, addresses topic, and demonstrates critical thinking

Thursday

Yes – mandatory

300

50 points

Post 2 – Response to 1

st

student is well organized, includes classmate’s name, addresses topic, and demonstrates critical thinking

Saturday

Not required, but must cite any work used

200

25 points

Post 3 – Response to 2

nd

student is well organized, includes classmate’s name, addresses topic, and demonstrates critical thinking

Sunday

Not required, but must cite any work used

200

25 points

PSYCHOLOGY DISCUSSION RUBRIC

Criteria

Exemplary (100%)

50/50

Above Average (89%)

45/ 50

Satisfactory (79%)

40/ 50

Approaches Standard (69%)

35/ 50

Needs Improvement (59%)

30/ 50

Unsatisfactory (0)

0/ 50

Initial Post (50)

Reveals mastery of the material, critical assessment, and thorough exploration of the subject matter. Demonstrates mastery of grammar, punctuation, spelling, mechanics, and usage and with no errors.

Reveals some mastery of the material although further exploration would have increased the value of the post; some critical assessment although portions of the material may be vague. Demonstrates proficiency of grammar, punctuation, spelling, mechanics, and usage with fewer than three errors

Reveals knowledge of the subject matter although more exploration is needed; some critical assessment was noted although more in-depth perspective would have enhanced the work. Understanding of grammar, punctuation, spelling, mechanics, and usage with fewer than five errors

May highlight what the reading material offers but does not apply further exploration of the subject matter; critical assessment is lacking. Improvement in some areas of grammar, punctuation, spelling, mechanics, and usage; fewer than ten errors but retains clarity throughout most of post.

Uses personal opinion only without any exploration of additional possibilities; no critical assessment is noted. Needs improvement in grammar, punctuation, spelling, mechanics, and usage; more than fifteen errors; errors affect clarity of post.

Unable to score because there was no engagement in the discussion.

Criteria

25/25

per post

22/ 25

per post

20/ 25

per post

17/ 25

per post

15/ 25

per post

0/ 25

per post

Peer Responses (25 per post)

Promotes further discussion on the subject matter through thought-provoking peer responses; demonstrates depth of analysis of topic and peer’s post;Makes use of source support, as needed, and in proper APA format, grammar, punctuation, spelling, mechanics and usage with no errors

Promotes further discussion on the subject matter through meaningful comments that demonstrate understanding of topic and peer’s post.Makes use of source support, as needed, but may not fully use proper APA format, grammar, punctuation, spelling, mechanics and usage with fewer than three errors

Engages peers but does not promote further consideration of the material so that additional learning takes place. Uses some source support, though it may not be scholarly or in the appropriate APA format, grammar, punctuation, spelling, mechanics and usage with fewer than five errors.

Peer engagement does not encourage depth of academic thought or is based on personal opinion only.Uses some source support, though it may not be scholarly or in the appropriate APA format, with fewer than ten errors in grammar, spelling, mechanics and usage

Peer responses do not add substance or promote engagement in the discussion in a meaningful way; comments are superficial or off topic.Extremely limited or no source support noted; improper or missing APA format, and grammar, spelling, mechanics affect clarity

Unable to score because there was no engagement in the discussion.

Professionalism is a very serious matter in your online class at Keiser University and in the field of psychology. Our mission is to provide you with an education that prepares you to succeed in the workplace and in graduate programs. Please use the following guidelines in our discussion forum and in all communication at Keiser University:

I will “listen” to others respectfully.

I recognize that online learning is devoid of physical cues that often support communication and will strive to use language that clearly expresses my views.

I will strive to utilize language that is thoughtful, respectful, and collegial when communicating with my fellow students.

When I disagree with someone, I will critique his/her ideas in a respectful and constructive manner.

I will try to understand other people’s behaviors and perspectives rather than simply criticize them.

I will avoid stereotypes and humor that is disparaging of others.

I will avoid texting language, slang, or other non-professional communication.

Week 3 Topic:

The Humanists

The humanistic personality theorists placed a great deal of emphasis on the concept of self-actualization. Review the theories of Abraham Maslow (Schultz & Schultz, 2017, pp 250-255) and Carl Rogers (Schultz & Schultz, 2017, pp 274-276). Compare their respective approaches to the concept of self-actualization. How might this concept differ from the way that psychodynamic theorists approached individuation?

What application of these theories do you see to your own personality development?

Schultz, D. P. & Schultz, S. E.. (2017).

Theories of personality

. Cengage Learning

To post to the discussion, click on the “Week 3 Discussion” title above, then Create Thread.

Week 3 Final Project – Submission

Final Project Directions

For your final project you will write a research paper in APA style. (See detailed directions below for formatting and remember you can view the APA video in the Start Here section.)Your completed paper will be due on Sunday night, the last night of Week 3 at 11:59 PM, EST.

The final project is due

by Sunday of week 3

. Some personality theories, such as those of Gordon Allport (Schultz & Schultz, 2017, pp. 196-204) and Raymond Cattell (Schultz & Schultz, 2017, pp. 216-221), place more focus on heredity and genetics as the primary guiding force in personality development. One of the more prominent of these types of theory in recent research has been that of Robert McCrae and Paul Costa’s Five-Factor model of personality development (Schultz & Schultz, 2017, pp. 230-238).

For your final project please follow the link (below) and take the personality test. Once you have your results discuss them in terms of the Five-Factor Model as discussed by McCrae and Costa (Schultz & Schultz, 2017, pp. 230-238)

https://projects.fivethirtyeight.com/personality-quiz/

Schultz, D. P. & Schultz, S. E.. (2017). Theories of personality. Cengage Learning.

Five-Factor Model of Personality

*Suggested Outline Possibility

Introduction: Introduce the Five-Factor Model

Body: Discuss the Model

Concepts

Test Results

Personal Reaction

Conclusion: Final thought on this model

**Please remember to use good scholarly resources. We already know what the textbook says, but find valid resources that add to your understanding.

Grading Grid for Final Project

Item Description

Percent

Adequately covers the three topics using and citing factual information-Meets the required word count (1200 word minimum)

40%

Uses the required minimum scholarly and credible resources (at least four)

20%

Organization: Follow APA formatting -(intro, body, conclusion), Title page, double-spacing, 12-point font, include works cited page

*Remember to include parenthetical citations and references in APA format

20%

Spelling/Grammar/Posts Word Count

20%

Total:

100%

Final Paper Assignment Requirement

(Use as a Check list):

Use a 12 pt. Arial or Times New Roman Font

Remember to use APA formatting

Double-space your paper Include title pageRemember to include resources

*Also remember: There will be a 10pt. penalty for each day the assignment is late. It is

due Sunday, by midnight, at the end of week 3

. Being on time helps you get a higher score.

*There will be a 100 pt. penalty for plagiarizing. This means that if you plagiarize work you will receive a Zero. If in doubt, cite, cite, cite.

Last, but not least, if you have any questions, please do not hesitate to contact me.

Parenthetical (In-Text) Citations

A parenthetical (in-text) citation is when you place the source in parenthesis ( ) right after the sentence you cited instead of waiting until the end of the paper. It helps the reader to know exactly what sentences and paragraphs are taken from particular sources.

Place the author’s name and the source’s date of publication in parentheses immediately after the end of the cited material. If it is a direct quote, include the page number as well. For example:

“Psychology is defined as the science of behavior and mental processes” (Coon, 2012 p. 12).

If you have paraphrased the information then you do not need to include the page number, unless the text is a book or you are referencing a specific aspect of the work.

Helpful Tips

Always use spelling and grammar check

Make sure you indented the paragraphs (5 spaces in)

Balance – Each paragraph should be similar in length

Review the APA video and view resources in Student Resources under Course Home and the Writing Help tab

You can send your paper to the Keiser OWL (Online Writing Lab) for review and to ask for help.

Week 3 Summary

Week 3 Summary

Chapter 7: Gordon Allport: Motivation and Personality

Chapter 7 begins the section dealing with the genetic/hereditary approaches to personality theory. The first one to be explored is Gordon Allport, and the chapter opens with a discussion of his life (Schultz & Schultz, 2017, pp. 193-196). The chapter goes on to explore the nature of personality (Schultz & Schultz, 2017, pp. 196-197), including the roles of personality traits (Schultz & Schultz, 2017, pp. 197-198) and motivation (Schultz & Schultz, 2017, pp. 198-200) in development. These concepts are then explored in how personality develops through childhood (Schultz & Schultz, 2017, pp. 200-202) an into adulthood (Schultz & Schultz, 2017, pp. 202-203). As in previous chapters, this one then explores assessment techniques (Schultz & Schultz, 2017, pp. 204-205 and areas for research (Schultz & Schultz, 2017, pp. 205-210).

Chapter 8: Raymond Cattell, Hans Eysenck, The Five-Factor Theory, HEXACO, and the Dark Triad

The genetics approach continues with exploration of several more theoretical frameworks. It begins with a look at the life and approach of Raymond Cattell (Schultz & Schultz, 2017, pp. 214-221). This includes an exploration of his approach to personality traits (Schultz & Schultz, 2017, pp. 216-218), including source traits (Schultz & Schultz, 2017, pp. 218-219) and dynamic traits (Schultz & Schultz, 2017, pp. 219-221). Again, this chapter includes assessment techniques (Schultz & Schultz, 2017, pp.222-223) and research areas (Schultz & Schultz, 2017, pp. 223-225). Next the chapter explores the theory of Hans Eysenck (Schultz & Schultz, 2017, pp. 226-230), including exploration of the three dimensions of personality, extraversion (Schultz & Schultz, 2017, p. 228), neuroticism (Schultz & Schultz, 2017, p228-229), and psychoticism (Schultz & Schultz, 2017, p. 229-230). The chapter moves on to explore the work of Robert McCrae and Paul Costa’s Five-Factor Model (Schultz & Schultz, 2017, pp. 230-238). The chapter concludes with brief descriptions of Michael Ashton and Kibeom Lee’s HEXACO: Six-Factor Model (Schultz & Schultz, 2017, pp. 239-240) and Delroy Paulhus and Kevin Williams’s Dark Triad of personality (Schultz & Schultz, 2017, pp. 240-241).

Chapter 9: Abraham Maslow: Needs-Hierarchy Theory

Chapter 9 begins exploring the humanistic approaches with the theory from Abraham Maslow. Maslow’s life (Schultz & Schultz, 20171, pp. 247-250) led him to explore the development of personality via motivation and progression through a hierarchy of needs (Schultz & Schultz, 2017, pp. 250-255) towards self-actualization (Schultz & Schultz, 2017, pp. 253-255). This includes a description of how to study self-actualizers (Schultz & Schultz, 2017, pp. 255-260). The chapter concludes with a look at assessment tools in Maslow’s theory (Schultz & Schultz, 2017, pp. 261-262) and areas for research in Maslow’s theory (Schultz & Schultz, 2017, pp.262-266).

Chapter 10: Carl Rogers: Self-Actualization Theory

Chapter 10 continues our exploration of the humanistic theories with that of Carl Rogers. It opens with an exploration of Rogers’s life (Schultz & Schultz, 2017, pp. 271-274). Rogers also explored self-actualization (Schultz & Schultz, 2017, pp. 274-276). His focus was on the experiential world (Schultz & Schultz, 2017, p. 276) and development of the self through childhood using positive regard (Schultz & Schultz, 2017, p. 277), conditions of worth (Schultz & Schultz, 2017, p. 278), incongruence (Schultz & Schultz, 2017, p. 279), and congruence and emotional health (Schultz & Schultz, 2017, p. 279). Like the other humanistic theories Rogers focused on healthy personalities (Schultz & Schultz, 2017, pp. 279-281). This chapter also explores assessment techniques (Schultz & Schultz, 2017, p. 282-283) and research on the theory (Schultz & Schultz, 2017, pp. 283-287).

Due this week:

Weekly Discussion Post- initial topic plus 2 student responses (graded)

Final Paper (graded)

References:

Schultz, D. P. & Schultz, S. E.. (2017). Theories of personality. Cengage Learning.

Ask Questions

Ask Questions

Welcome to My Virtual Office

If you have any questions about content, course assignments, or due dates, please click on the “Ask Questions” title above and Create Thread to ask your question. Your classmates will be able to view your question and will most likely benefit from my answer.If you are experiencing technical difficulties, please call the Keiser Help Desk at

1-855-412-3717

. Help is available 24 hours a day.

If you have a personal issue, please choose the “Email” link on the left and send me a private email.

Please click on the “Ask Questions” title above and Create Thread.

Week 3 Final Exam Review

Week 3 Final Exam Review

Chapter 7

Gordon Allport’s theory p. 195-196

Allport approach p. 196

Nature of personality p. 198-199

Genetics and personality p. 199

Consciousness p. 199

Traits p. 199-200

Cardinal traits p. 200

Motivation p. 202

Adult personality p. 205

Chapter 8

Cattell’s theory p. 216

Predicting behavior p. 216

Personality traits p. 218

Source traits p. 219-220

Nature v Nurture p. 224

16PF p. 225

Eysenck and Cattell p. 229

Dimensions of personality p. 228-229

McCrae and Costa p. 233

The Five Factors p. 233

Ashton’s factors p. 241

Chapter 9

Maslow’s theory p. 249-250

Humanistic approach p. 252

Needs Hierarchy p. 252-253

Maslow’s Self-Actualization p. 255

Cognitive needs p. 257

Peak experiences p. 259

Self-Actualizers p. 260-262

Heredity v Environment p. 262

Chapter 10

Carl Rogers’s theory p. 273

Person Centered Therapy p. 273-274

Rogers’s Self-Actualization p. 274-277

Organismic valuing p. 278

Perception p. 278

Experiences p. 278

Rogers and the self p. 278-279

Positive regard p. 280

Functioning Persons p. 281-282

Assessment in Rogers p. 284

Research on Rogers p. 289

Chapter 11

George Kelly’s theory p. 291

Personal Construct Theory p. 293-294

Perception and reality p. 297

Constructs p. 297

Life Events p. 299

Human nature and motivation p. 304

Chapter 12

Skinner’s theory p. 317

Behaviorism p. 317-318

External Influences p. 318

Stimulus-Response p. 318

Application of Skinner p. 318

Reinforcement p. 321

Pavlov p. 322

Skinner and personality p. 324

Self-control p. 329

Chapter 13

Albert Bandura’s theory p.342

Bandura and reinforcement p. 342

Bobo doll experiments p. 344

Imaginal system p. 349

Bandura and self p. 350

Self-reinforcement p. 351

Behavior modification p. 354-355

Chapter 14

Julian Rotter’s theory p. 372

Locus of control p. 377

Learned Helplessness p. 385

Seligman and Positive Psychology p. 388-396

Chapter 15

Personality factors p. 407

Genetic approach p. 408

Environmental approach p. 408-409

Learning approach p. 411

Parental factor p. 413

Developmental factor p. 414-415

Consciousness factor p. 416

Unconscious factor p. 416

Student Cafe

Student Cafe

Welcome to our Student Cafe!

Grab a virtual cup of coffee and chat. This is your area to chat with your fellow classmates.The only rules I have are to please be respectful regarding the language you use and the content you choose to discuss.

Please click on the “Student Cafe” title above and Create Thread.

Weekly Progress

This concludes

Week 3

. Be sure to submit all assignments and complete the activities associated with this Module. Reach out to your professor if you need assistance or have a question. Once you are comfortable with the material in this module you should move on to

Week 4

.To view your grade progress, click on the

Weekly Progress

link above or select

My Grades

from the menu at the left.

Continue to Week 4

Click on

Continue to Week 4

to advance to the next week.

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