Overview
This unit introduces you to 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 you to familiarise yourself with theoretical materials and research findings regarding personality theories, this unit encourages you to look at your own personality and encourages you to explore the practical applications of the theories.
Details
Pre-requisites or Co-requisites
24 credit points which must include PSYC11008 OR PSYC11009 OR PSYC11011
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 - 2021
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 (Have your say)
Some students indicated confusion regarding the amount of discussion forum posts required and discrepancies between the Unit Profile and Moodle Site.
The Moodle site will be checked and maintained to ensure that there is consistency between the Unit Profile and Unit Moodle site.
Feedback from Student Feedback (Have your say)
There was some confusion around what was required for the Critical Thinking Assessment
The critical thinking tasks are designed for students to reflect and critically think about how various psychological theories may apply to their every day lives. It is recommended that the lecturer spends some additional time, perhaps part of a workshop or mini-video explaining exactly what is required for this particular assessment item.
Feedback from Student Feedback (Have your say)
Positive interaction with students during the live workshop tutorials
If possible, it would be beneficial for students to continue to use the flipped classroom model with the pre-recorded lectures with the weekly live workshop tutorials. This encourages students to engage with the lecturer, ask any questions and consolidate their learning regarding their weekly topics.
- 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 domain within the textbook
- Display certain critical thinking skills in evaluating, comparing and applying various theories.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Group Discussion - 10% | ||||
| 2 - Essay - 30% | ||||
| 3 - Written Assessment - 30% | ||||
| 4 - Online Quiz(zes) - 30% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 - 10% | ||||||||||
| 2 - Essay - 30% | ||||||||||
| 3 - Written Assessment - 30% | ||||||||||
| 4 - Online Quiz(zes) - 30% | ||||||||||
Textbooks
Personality Theories
Edition: 9th (2014)
Authors: Engler, B.
Cengage
Belmont Belmont , CA , USA
ISBN: 978-1-285-08880-8
Binding: Hardcover
Publication Manual of the American Psychological Association
Edition: 7th (2019)
Authors: American Psychological Association
American Psychological Association
USA
ISBN: 9781433832161
Binding: Other
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
m.lastella@cqu.edu.au
Module/Topic
Sigmund Freud and Psychoanalysis
Chapter
1 & 2
Events and Submissions/Topic
Module/Topic
Carl Jung and Analytic Psychology
Chapter
3
Events and Submissions/Topic
Module/Topic
Alfred Adler, Harry Stack Sullivan and Individual/Interpsychic Psychology
Chapter
4
Events and Submissions/Topic
Module/Topic
Psychoanalytic Social Psychology: Karen Horney and Erik Fromm
Chapter
5
Events and Submissions/Topic
Module/Topic
Anna Freud, Erik Erickson, Dan McAdams, and Ego Analytic Psychology
Chapter
6
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Human Relations: Object Relations Theory
Chapter
7
Events and Submissions/Topic
Module/Topic
Experimental Analysis of Behaviour: John Dollard, Neal Mill & B.F. Skinner
Chapter
8
Events and Submissions/Topic
Module/Topic
Social Learning Theories: Albert Bandura, Julian Rotter, and Walter Mischel
Chapter
9
Events and Submissions/Topic
Module/Topic
Humanism: Abraham Maslow and Carl Rogers
Chapter
13
Events and Submissions/Topic
Module/Topic
Existential Analysis: Rollo May
Chapter
14
Events and Submissions/Topic
Module/Topic
Cognitive Behavioural Theories: Albert Ellis, Aaron Beck, and Arnold Lazarus
Chapter
16
Events and Submissions/Topic
Module/Topic
Eastern Theories: Zen Buddhism, Yoga and the Hindu Tradition.
Indigenious Australian perspectives on personality
Chapter
Events and Submissions/Topic
Critical Thinking Task Due: Week 12 Monday (31 May 2021) 9:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Group Discussion
You are required to make 5 genuine contributions to the Group Discussion forum over the course of the term. Choose 5 of the 12 weekly topics and make at least 1 contribution per topic on the forum. As you have been afforded the flexibility to choose 5 of the 12 topics on which to make discussion posts, no extensions will be granted under any circumstances for this assessment
Week 12 Monday (31 May 2021) 9:00 am AEST
Review/Exam Week Friday (11 June 2021)
10% will be awarded at the conclusion of the term (2% for each discussion post).
- 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
- Communication
- Problem Solving
- Information Technology Competence
2 Essay
The purpose of this assessment is to give you the opportunity to explore 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 your own reasoning and viewpoint about the topic.
Details
You must choose ONE (1) topic question from the following list:
1. Can Karen Horney be considered a true feminist? Evaluate her work and contributions to personality theory and compare it to the ideas/theory of modern Feminist psychology (e.g. Chodorow, Klein, The Stone Center Group).
2. How do traditional Eastern theories of personality differ from those of Western psychology? Compare the Buddhist or Hindu approach to personality with one of the theorists/theories discussed in this course. How might diagnosis and treatment of psychological problems differ between the two approaches? What are the advantages and disadvantages of each?
3. Is free will an illusion? Do external forces outside of our control predominately determine our behaviour or do individuals have the capacity to influence the course of their lives and personality development? Compare Skinner’s Behaviourist perspective with the Social Learning theory of Albert Bandura and ONE (1) other theory/theorist from this course (*note, Humanism or Zen Buddhism might be good theories to consider).
Week 5 Tuesday (6 Apr 2021) 9:00 am AEST
Week 7 Monday (26 Apr 2021)
Essay Structure
An essay usually comprises three main sections: an introduction, body and conclusion, with an abstract and a list of references. The following aspects of the written assessment will be marked using a rubric that provides detailed criteria for performance at each grade level. The marking rubric will be available from the PSYC12013 Moodle site.
You will be assessed on the following criteria
Contents (50 marks)
- Theoretical and conceptual knowledge 10 marks
- Themes and arguments 10 marks
- Literature Review and Supporting Evidence 10 marks
- Critical Reflection 10 marks
- Overall Coherence 10 marks
Structure and Style (50 marks)
- Title page, abstract, and introduction 10 marks
- Discussion 10 marks
- Conclusion 10 marks
- Referencing format 10 marks
- Language use and grammatical rules 10 marks
No submission method provided.
- 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
- Communication
- Problem Solving
- Critical Thinking
3 Online Quiz(zes)
100 multiple choice questions. 90 minutes to complete the quiz. All questions have equal weight. You will only have 1 attempt at this quiz. Once you begin, you cannot repeat the exam but you can go back to previous question BEFORE you press the final 'submit' button.
1
Other
Week 10 Monday (17 May 2021) 9:00 am AEST
Week 11 Monday (24 May 2021)
All questions have equal weight. You will receive your grade out of 100 immediately after you complete the quiz.
- Understand significant ideas and themes of major theories within each domain within the textbook
- Display certain critical thinking skills in evaluating, comparing and applying various theories.
- Critical Thinking
- Information Technology Competence
4 Written Assessment
Objectives:
The purpose of this assessment is for you to critically examine and demonstrate your knowledge and understanding of relevant personality theories.
Task:
There will be five (5) critical thinking tasks that have been adapted from your textbook chapters. These will be available in Week 5 on the Unit Moodle site. You are required to select and complete a total of three (3) of the critical thinking tasks available between Week 5 to Week 11. Each of the critical thinking tasks should be between 400 - 500 words. Additional instructions pertaining to the structure of the critical thinking task will be provided to you in Week 1 on the Unit Moodle site. You are required to use appropriate APA formatting in-text and for your referencing. Please submit the assessment via the Unit Moodle site as a Word doc or docx file.
Week 12 Monday (31 May 2021) 9:00 am AEST
Exam Week Monday (14 June 2021)
Each of the three (3) critical thinking tasks are worth a maximum of 20 marks. The total marks for this assessment is 60 marks.
You will be assessed on the following criteria
- On topic, concise and all parts of the questions addressed
- Theoretical and conceptual knowledge demonstrated
- Evidence of critical evaluation and discussion
- Overall readability/flow of writing
- Correct APA format in-text, reference list and relevance of support
All three (3) critical thinking tasks are due at the same time in the one submission.
- Understand significant ideas and themes of major theories within each domain within the textbook
- Display certain critical thinking skills in evaluating, comparing and applying various theories.
- Critical Thinking
- Information Literacy
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?
