Information Package / Course Catalogue
| Guidance and Psychological Counseling | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | PCG 211 | ||||
| Course Title in English | Theories of Personality | ||||
| Course Title in Turkish | Kişilik Kuramları | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
|
||||
| Estimated Student Workload | 128 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To learn the science of personality psychology and to gain knowledge about various personality theories in order to evaluate and discuss both the strengths and weaknesses of these theories. | ||||
| Course Description | This course aims to introduce the major theories of personality and the research methods. Several personality theories will be introduced and students will learn to critically evaluate each theory. The course aims student to answer following questions: What is personality? In what ways individuals differ and in what ways are the individuals show similarities? What are the influencing factors on the personality development? How the personality is studied and assessed? What are the implications for learning personality theories to future life of the counselors? | ||||
| Course Description in Turkish | Kişilik kuramları dersi, kişilik kuramlarını öğrenciye tanıtmayı ve araştırma yöntemlerine yönelik bilgileri içerir. Birçok kişilik kurumı ders içinde öğrenciye tanıtılır ve öğrencilerden bu teorileri kritik bir bakış açısıyla incelemesi istenir. Temel olarak bu ders aşağıdaki sorulara cevap vermektedir: Hangi yönlerden bireyler birbirine benzer ve hangi yönlerden bireyler birbirlerinden ayrışır? Kişilik gelişimini etkileyen faktörler nelerdir? Kişilik nasıl çalışılır ve ölçme-değerlendirme yöntemleri nelerdir? Psikolojik danışmanlar için kişilik teorilerini öğrenmenin önemi nedir? |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) comprehend personality development 2) understand the science of personality psychology 3) evaluate theories in terms of their strengths and weaknesses 4) write APA style papers, integrating theoretical knowledge. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | ||||
| 2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | ||||
| 3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | ||||
| 4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | ||||
| 5) Competence in vocational guidance and counseling practices. | ||||
| 6) Understanding of human relations and interaction. | ||||
| 7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | ||||
| 8) Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | ||||
| 9) Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | ||||
| 10) Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | ||||
| 11) Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | ||||
| 12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | S | HW |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | S | Exam |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | S | Exam |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | N | |
| 5) | Competence in vocational guidance and counseling practices. | N | |
| 6) | Understanding of human relations and interaction. | H | Exam |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | N | |
| 8) | Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | S | Exam |
| 9) | Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | N | |
| 10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | N | |
| 11) | Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | N | |
| 12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | N |
| Prepared by and Date | ZÜMRA ATALAY , June 2018 |
| Course Coordinator | ZÜMRA ATALAY |
| Semester | Fall |
| Name of Instructor | Prof. Dr. ZÜMRA ATALAY |
Course Contents
| Week | Subject |
| 1) | Orientation-Introduction to Class |
| 2) | Overview and introduction: What is personality? |
| 3) | How is personality studied and assessed? |
| 4) | Psychoanalytic aspects of personality |
| 5) | Neoanalytic and ego aspects of personality: Jung, Adler, Horney, Anna Freud and Hartman |
| 6) | Neoanalytic and ego aspects of personality: Object-Relations Theories and Erikson |
| 7) | Neoanalytic and ego aspects of personality: Object-Relations Theories and Erikson |
| 8) | Behaviorist and learning aspects of personality |
| 9) | Behaviorist and learning aspects of personality Cognitive and social-cognitive aspects of personality (Schema theory, Kelly’s Personal Construct Theory, Explanatory Style |
| 10) | Cognitive and social-cognitive aspects of personality (Schema theory, Kelly’s Personal Construct Theory, Explanatory Style |
| 11) | Cognitive and social-cognitive aspects of personality (Rotter, Bandura) |
| 12) | Traits aspects of personality |
| 13) | Humanistic, existential aspects of personality, |
| 14) | Buddhist Psychology: Lessons from Eastern Culture |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Friedman, H. S., & Schustack, M. W. (2014). Personality: Classic theories and modern (5th Edition). Allyn and Bacon. | |||||||||||||||||||||
| Teaching Methods | Students must do their reading questioningly, playfully, seriously, and diligently and come to class having read the material designated at the schedule of the classes by the day indicated to the left. To foster their readings, related web sites and visual materials will be shared through Blackboard. Group discussions and group projects will be assigned to foster group work and interaction, so that students will learn from each other. Application of theoretical information will be achieved through group projects and home works. Students also be able to present their work through presentations and be able to develop their teaching skills. | |||||||||||||||||||||
| Homework and Projects | Group project- Theory application presentation Please establish a group of 5 students and pick a theoretical approach (choosing from the many perspectives covered this semester). This presentation should be an application of this approach in explaining a person’s personality and associated processes, structures, and developmental contributing and causal factors from that approach’s viewpoint. For a case, please choose a character in a movie or in a book. Your task here is to work with your group members on a presentation to explain the case’s personality features based on the theoretical approach you choose at the beginning of the semester. The presentation will be 20-25 minutes long, with a discussion and quiz section at the end. Your presentation should contain some research evidence for your chosen approach (please a minimum of five references). Along with the preparation of the presentation (1. task), other tasks you have for this assignment are; you are to provide me first and after my approval the class with an empirical research paper on the effectiveness, usefulness, or validity of your chosen approach a week prior to your presentation (2. task) and e-mail me 5 quiz and/or short-essay questions about your presentation (3. Task). After your presentation of the case, you are to raise up at least three discussion questions (4. Task) which would help your classmates to engage with your presentation and at the end of the class hour, you are to hand out a quiz (5. Task) with the questions I chose from the 5 questions you wrote a week prior. Details about the expected format and content of the presentation will be provided as a separate handout and will be posted on Blackboard. Reflection Paper Students are to write a 2-3-page paper answering the question: 1. Which theory do you think best explains your personality and why? | |||||||||||||||||||||
| Laboratory Work | ||||||||||||||||||||||
| Computer Use | ||||||||||||||||||||||
| Other Activities | ||||||||||||||||||||||
| Assessment Methods |
|
|||||||||||||||||||||
| Course Administration |
ozyesilz@mef.edu.tr Office hours: by appointment |
|||||||||||||||||||||
ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 2 | 84 | ||
| Project | 2 | 8 | 16 | ||||
| Midterm(s) | 1 | 8 | 2 | 10 | |||
| Final Examination | 1 | 16 | 2 | 18 | |||
| Total Workload | 128 | ||||||
| Total Workload/25 | 5.1 | ||||||
| ECTS | 5 | ||||||