| Course Name | Theories of Personality |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 307 | Fall | 3 | 0 | 3 | 7 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Required | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | Blended | |||||
| Teaching Methods and Techniques of the Course | DiscussionQ&ALecturing / Presentation | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to present major theories and perspectives on human personality in a historical context. Students are expected to be able to critically approach scientific, social, biological, cultural, and historical influences in the formation of different personality theories. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | In this course, the history of personality theories, explanations of normal development, and emergence of psychopathology. |
| Related Sustainable Development Goals | |
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| Core Courses | X |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction to Personality Theory | Cloninger, S. (2018). Theories of personality: Understanding persons. Pearson (7th ed.). Chapter 1.pp.1-227 |
| 2 | The Psychoanalytical Perspective I, Freud: Classical Psychoanalysis | Chapter 2. The Psychoanalytical Perspective I, Freud: Classical Psychoanalysis |
| 3 | The Psychoanalytical Perspective II, Jung: Analytical Psychology | Chapter 3. The Psychoanalytical Perspective II, Jung: Analytical Psychology |
| 4 | The Psychoanalytic Social Perspective I, Adler: Individual Psychology | Chapter 4. The PsychoanalyticSocial Perspective I, Adler: Individual Psychology |
| 5 | Midterm I | |
| 6 | The Psychoanalytic Social Perspective II, Erikson: Psychosocial Development | Chapter 5. The PsychoanalyticSocial Perspective II, Erikson: Psychosocial Development |
| 7 | The Trait Perspective, Allport | Chapter 7. The Trait Perspective, Allport |
| 8 | Cattel: 16 Factors and the Big Five | Chapter 8. Cattel: 16 Factors and the Big Five |
| 9 | The Learning Perspective, Skinner and Staats; Dollard and Miller | Chapter 10. The Challenge of Behaviorism: Dollar and Miller |
| 10 | Midterm I | |
| 11 | Mischel: Traits in Cognitive Social Learning Theory | Chapter 12. Mischel: Traits in Cognitive Social Learning Theory |
| 12 | Bandura: Performance in Cognitive Social Learning Theory | Chapter 13. Bandura: Performance in Cognitive Social Learning Theory |
| 13 | The Humanistic Perspective Rogers: Person Centered Theory | Chapter 14. The Humanistic Perspective Rogers: Person Centered Theory |
| 14 | Maslow and His Legacy | Chaper 15: Maslow and His legacy: Need Hierarchy Theory and Positive Psychology |
| 15 | Review of the Semester | |
| 16 | Final exam |
| Course Notes/Textbooks | Theories of Personality. Understanding Persons, Fifth Edition. Susan Cloninger. Pearson Prentice Hall Copyright: 2008
ISBN-13: 978-0132434096 ISBN-10: 0132434091 |
| Suggested Readings/Materials | Derste verilen ek materyaller |
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 2 | 50 |
| Final Exam | 1 | 50 |
| Total |
| Weighting of Semester Activities on the Final Grade | 2 | 50 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 50 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 14 | 3 | 42 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 2 | 35 | |
| Final Exams | 1 | 50 | |
| Total | 210 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To have knowledge of basic concepts, theories, approaches (behavioral, biological, cognitive, evolutionary, social, developmental, statistical, humanistic, psychodynamic, and socio-cultural), and current applications specific to the field of psychology by using current course materials and instruments. | X | ||||
| 2 | To have basic knowledge and skills about the applications in the different subfields of psychology. | |||||
| 3 | To have basic knowledge about the testing and measurement instruments used in different subfields of psychology and basic level skill that does not require expertise in carrying out applications in different subfields of psychology. | X | ||||
| 4 | To make use of other disciplines that may contribute to psychology and have basic knowledge about the contribution of psychology to these disciplines. | X | ||||
| 5 | To have cumulative knowledge about the position of psychology as a scientific discipline in Turkey, the conducted research, applications and problems encountered from past to present in the field of psychology. | |||||
| 6 | To have the competence to conduct a research individually and/or as a team using the knowledge acquired in the field of psychology, interpret the findings obtained by using scientific problem solving and critical thinking approaches. | X | ||||
| 7 | To have the ability to construct a research hypothesis, create a research design, collect data, analyze it, report it in a scientific writing format, and interpret it by using basic knowledge related to testing and measurement, research methods, and statistics acquired in the field of psychology. | |||||
| 8 | To have the competence to share the theoretical and applied knowledge acquired in the field of psychology with the experts and lay people by using the required information and communication technologies in scientific studies and events that benefit the society. | |||||
| 9 | To have knowledge of the relevant professional and ethical values in the domains of psychology and respect individual differences and human rights in research and practices related to psychology. | |||||
| 10 | To constantly renew herself/himself professionally by following both national and international publications in the field of psychology, the developments in testing and measurement instruments and software programs used in the discipline. | |||||
| 11 | To establish written and verbal communication with experts and lay people by using both Turkish and English. | |||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. | |||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
