Overview
This unit introduces major perspectives of studying personality, including psychoanalytic, humanistic, cognitive, dispositional, and behavioural. Representative theories within each approach will be discussed with the consideration of both theory and application. Apart from requiring students to familiarise with theoretical materials and research findings regarding personality studies, this unit also encourages students to look at their own personality and tries to interest student by exploring the practical applications of the theories to several issues relevant to people's daily lives. The approach adopted in this unit towards the study of various theories is experiential and involves personal reflections. It is a requirement of enrolment in the unit that students have access to the CQU World Wide Web site via the Internet.
Details
Pre-requisites or Co-requisites
PSYC 11008 and PSYC11009
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback, lecturer reflection
Consider switching the essay to a rubric based grading system with specific weightings on each element of the marking criteria.
Look to implement this in the next offering
A formal rubric was not implemented in term 1 2017 partly because enrolment numbers necessitated the employment of a marking assistant. This required some training and it was thought that trying to introduce a rubric at this stage may have the potential to cause confusion.
Feedback from Student feedback
Consider making the discussion forum assessment worth more than 5%. This will offer more incentive to compete the assessment item.
Consider implementing this in the next offering
The weighting was not changed for this assessment but the guidelines were made less formal in terms of APA style and referencing etc. This less formal approach seemed to increase participation in particular the interaction amongst students in long threads where the material was discussed and stories shared.
- distinguish the study of personality as a psychology discipline from the talk of personality as an everyday common sense
- identify basic issues in contemporary personality research
- recognise six major domains of knowledge about personality functioning outlined in the text
- understand significant ideas and themes of major theories within each domains in the textbook covered by the unit
- display certain critical thinking skills in evaluating, comparing and applying various theories
- have an appreciation of the importance of the contextual factors in personality cultivation and development, including environmental and cultural influences and their implications for personal growth
This unit is to introduce the field of human personality as a branch of scientific study within psychology through the study of representative personality theories applied to major domains of personality studies.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Group Discussion - 5% | ||||||
| 2 - Written Assessment - 30% | ||||||
| 3 - Examination - 40% | ||||||
| 4 - Online Quiz(zes) - 25% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Communication | ||||||
| 2 - Problem Solving | ||||||
| 3 - Critical Thinking | ||||||
| 4 - Information Literacy | ||||||
| 5 - Team Work | ||||||
| 6 - Information Technology Competence | ||||||
| 7 - Cross Cultural Competence | ||||||
| 8 - Ethical practice | ||||||
| 9 - Social Innovation | ||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Group Discussion - 5% | ||||||||||
| 2 - Written Assessment - 30% | ||||||||||
| 3 - Examination - 40% | ||||||||||
| 4 - Online Quiz(zes) - 25% | ||||||||||
Textbooks
Personality Theories
Edition: 9th (2014)
Authors: Engler, B.
Cengage
Belmont Belmont , CA , USA
ISBN: 978-1-285-08880-8
Binding: Hardcover
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
p.carlsen@cqu.edu.au
Module/Topic
Introduction; Sigmund Freud and Psychoanalysis
Chapter
1 & 2
Events and Submissions/Topic
Organisation / Plan; Join in the Discussion Forum.
Module/Topic
Carl Gustav Jung and Analytic Psychology
Chapter
3
Events and Submissions/Topic
Response to this week's Discussion Forum
Module/Topic
Alfred Adler, Harry Stack Sullivan and Individual/Interpsychic Psychology
Chapter
4
Events and Submissions/Topic
Response to this week's Discussion Forum
Module/Topic
Karen Horney, Erik Fromm and Humanistic Psychoanalysis Social Psychology
Chapter
5
Events and Submissions/Topic
Response to this week's Discussion Forum
Module/Topic
Anna Freud, Erick Erikson, Dan McAdams and Ego Analytic Psychology
Chapter
6
Events and Submissions/Topic
Response to this week's Discussion Forum
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Human Relations: Object Relations Theory, The Stone Centre Group
Chapter
7
Events and Submissions/Topic
Response to this week's Discussion Forum
Module/Topic
Experimental Analysis of Behaviour: John Dollard, Neal Mill & B. F. Skinner
Chapter
8
Events and Submissions/Topic
Online mid-term exam from the material assigned for the first 6 weeks
Response to this week's Discussion Forum
Module/Topic
Social Learning Theories: Albert Bandura, Jullian Rotter and Walter Mischel
Chapter
9
Events and Submissions/Topic
Response to this week's Discussion Forum
Written Essay Due: Week 8 Tuesday (2 May 2017) 1:00 pm AEST
Module/Topic
Humanism: Abraham Maslow & Carl Rogers
Chapter
13
Events and Submissions/Topic
Response to this week's Discussion Forum
Module/Topic
Existential Psychoanalysis: Rollo May
Chapter
14
Events and Submissions/Topic
Response to this week's Discussion Forum
Module/Topic
Cognitive behavioural Theories: Albert Ellis, Aaron Beck, Arnold Lazarus
Chapter
16
Events and Submissions/Topic
Response to this week's Discussion Forum
Module/Topic
Eastern Theories: Zen Buddhism, Yoga and the Hindu Tradition
Chapter
17 & Conclusion
Additional reading on the Hindu tradition will be available on the Moodle Course page.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Final Exam
1 Group Discussion
Due Date: Sunday of each week by 11:55pm (weeks 1-12)
Weighting: 5%
Length: Approximately 100 to 200 words per contribution
Objectives: Contributions to discussion forums are aimed to facilitate virtual interactions among students and enable students to demonstrate learning outcomes and experience personal growth within a different domain. This assessment item relates to all learning outcomes
Task
Every student is required to participate in the course weekly discussion forum. Ten genuine contributions to twelve different weekly topics is expected. In general, there will be one discussion topic each week which will be posted in the weekly topic area on Moodle. The content of your contribution is expected to be around that topic. It is expected that students contribute to the discussion forums by providing meaningful thoughts, constructive critique, helpful answers, or suggestions, and other relevant information in relation to the weekly topic and/or fellow students' messages and/or by starting other worthy threads in relation to the topic of personality. It is up to the student to give thought to the topic or responses of others and contribute something meaningful to the discussion. Therefore the word limit of about 100 to 200 words is just a guideline. Proper references should be given in your discussion where it is relevant and applicable.
Sunday of each week by 11:55pm
To be graded within 1-2 weeks of the due date.
CRITERIA:
Forum posts will be marked on a Pass/Fail basis where 1 = pass and 0= fail.
It is expected that student posts will be
1. Relevant
2. Display an attempt to understand the topic
3. Display an attempt at critical reflection
4. Attempt to facilitate further discussion
5. Be submitted on time. Late submissions will NOT be graded
Marks for the 10 assessable contributions a student has posted during the term will be added and the final mark out of 10 will be converted to a weighted mark out of 5%.
Final weighted marks will be assigned at the end of Review Week. For this assessment task there will be twelve (12) topics, of which students must make an assessable contribution to ten(10). Hence, no extensions will be granted for any reason for this assessment item.
For a detailed criteria sheet please see the course website on Moodle.
- distinguish the study of personality as a psychology discipline from the talk of personality as an everyday common sense
- identify basic issues in contemporary personality research
- recognise six major domains of knowledge about personality functioning outlined in the text
- understand significant ideas and themes of major theories within each domains in the textbook covered by the unit
- display certain critical thinking skills in evaluating, comparing and applying various theories
- have an appreciation of the importance of the contextual factors in personality cultivation and development, including environmental and cultural influences and their implications for personal growth
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 Written Assessment
Assessment Details
Assessment Item 1 : Essay
Due Date: Check the below due date
Weighting: 30%
Length: 1500- 2500 words
Objectives
The purpose of the essay is to give students the opportunity to study a selected area of personality theory in greater depth. In general this will involve comprehensive reading of primary sources (wherever possible), a critical approach to the material, and the development of an argument reflecting students' own reasoning and viewpoint about the topic. This assessment item closely relates to the the course learning outcomes 1, 2, 3, 4, 5 and 6.
Task
You are required to write an original essay on the topic that will be provided on the course website. Be sure to make the argument logical, convincing and backed up by appropriate sources. First hand readings (i.e., original journal articles) of empirical studies are essential to enhance the quality of your writing. It is NOT appropriate to use the prescribed textbook for this course (or any first year psychology textbook) as a reference for the essay although, other books and publications on personality theory/theorists are acceptable.
The essay must be between 1500-2500 words in length, must be presented in APA style, and must include a title page and an Abstract. Your essay must include an introduction of not more than 2 paragraphs. The body of your essay should address your chosen topic question which will be provided at the beginning of the term. You should also provide a conclusion of no more than 2 paragraphs, and a complete reference list. Be sure that any statements made in answer to your topic question are supported by supporting evidence from peer-reviewed literature. Remember to write clearly and in a well-organised manner.
APA Format 6th edition is to be followed
Week 8 Tuesday (2 May 2017) 1:00 pm AEST
Before the end of the Term.
Assessment criteria
Your essay will be assessed according to the following marking scheme.
Marks will be awarded from 0 - 5 on the following criteria: (0= absent, 1 = very poor, 2= below satisfactory, 3= good, 4= very good, 5= outstanding). Each one of the following sections of the content may receive maximum of 5 marks giving a total of 50 marks available for this assessment. Student's grade out of 50 will be converted to a weighting of 30%
Contents
1. Theoretical and conceptual knowledge
2. Themes and arguments
3. Literature review and supportive evidence
4. Critical reflection
5. Overall Coherence
Structure and style
1. Title Page, Abstract and Introduction
2. Discussion
3. Conclusion
4. Referencing format
5. Language usage and grammatical rules
- distinguish the study of personality as a psychology discipline from the talk of personality as an everyday common sense
- identify basic issues in contemporary personality research
- understand significant ideas and themes of major theories within each domains in the textbook covered by the unit
- display certain critical thinking skills in evaluating, comparing and applying various theories
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
3 Online Quiz(zes)
Online Mid-term exam will consist of 100 multiple choice questions and will be drawn from all chapters that are covered during the first 6 weeks of the course.
1
The mid-term quiz will open at 9am AEDT on Tuesday the 3rd of January and close at 9am AEDT on Friday January the 6th.
Exam Week Friday (16 June 2017)
Students will be able to see their score immediately after completing the exam
The will be 100 multiple-choice questions. There will be 4 options for each multiple-choice question. All questions will have equal weight. There will not be any penalties for wrong answers.
NOTE: the opening and closing times for the mid-term are in Australian Eastern Standard Time (AEST).
- distinguish the study of personality as a psychology discipline from the talk of personality as an everyday common sense
- identify basic issues in contemporary personality research
- recognise six major domains of knowledge about personality functioning outlined in the text
- understand significant ideas and themes of major theories within each domains in the textbook covered by the unit
- display certain critical thinking skills in evaluating, comparing and applying various theories
- Problem Solving
- Critical Thinking
Examination
Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
