Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| THEORIES of PERSONALITY | PCG2115734 | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aslı Burçak TAŞÖREN |
| Name of Lecturer(s) | Assoc.Prof. Aslı Burçak TAŞÖREN |
| Assistant(s) | |
| Aim | The aim of this course is to provide students with a comprehensive understanding of major theories of personality, including their historical development, key concepts, and practical applications. The course seeks to explore how personality theories contribute to understanding human behavior, development, and individual differences. |
| Course Content | This course contains; The Study of Personality: Assessment, Research, and Theory,Sigmund Freud: Psychoanalysis,Sigmund Freud: Psychoanalysis,Sigmund Freud: Psychoanalysis,Carl Jung: Analytical Psychology,Carl Jung: Analytical Psychology, Alfred Adler: Individual Psychology, Mid-term Exam,Karen Horney: Neurotic Needs and Trends,Karen Horney: Neurotic Needs and Trends,Henry Murray: Personology,Erik Erikson: Identity Theory,Gordon Allport: Motivation and Personality,Carl Rogers: Self-Actualization Theory,Abraham Maslow: Needs-Hierarchy Theory. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Understand Core Theories: Identify and explain the foundational concepts, principles, and frameworks of major personality theories, including their historical development and evolution. | 10, 16, 9 | A |
| Critically Evaluate Theories: Analyze the strengths, limitations, and applications of different personality theories in understanding human behavior and individual differences. | 10, 16, 9 | C |
| Understand Historical Perspectives: Trace the historical evolution of personality theories and their impact on the development of modern psychological thought. | 10, 16, 9 | A |
| Foster Critical Thinking Skills: Cultivate the ability to critically assess the relevance and applicability of personality theories in addressing contemporary societal and individual challenges. | 10, 16, 9 | C |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The Study of Personality: Assessment, Research, and Theory | Syllabus |
| 2 | Sigmund Freud: Psychoanalysis | Schultz Ch 1 |
| 3 | Sigmund Freud: Psychoanalysis | |
| 4 | Sigmund Freud: Psychoanalysis | Schultz Ch 1 |
| 5 | Carl Jung: Analytical Psychology | Schultz Ch 2 |
| 6 | Carl Jung: Analytical Psychology | Schultz Ch 2 |
| 7 | Alfred Adler: Individual Psychology | Schultz Ch 3 |
| 8 | Mid-term Exam | |
| 9 | Karen Horney: Neurotic Needs and Trends | Schultz Ch 4 |
| 10 | Karen Horney: Neurotic Needs and Trends | Schultz Ch 4 |
| 11 | Henry Murray: Personology | Schultz Ch 5 |
| 12 | Erik Erikson: Identity Theory | Schultz Ch 6 |
| 13 | Gordon Allport: Motivation and Personality | Schultz Ch 7 |
| 14 | Carl Rogers: Self-Actualization Theory | Schultz Ch 10 |
| 15 | Abraham Maslow: Needs-Hierarchy Theory | Schultz Ch 9 |
| Resources |
| Schultz, D. P. & Schultz, S. E. (2009). Theories of Personality. Wadsworth, Cengage Learning |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 5 | 2 | 10 | |||
| Quiz | 1 | 5 | 5 | |||
| Midterm Exam | 1 | 5 | 5 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 1 | 6 | 6 | |||
| Total Workload(Hour) | 62 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(62/30) | 2 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| THEORIES of PERSONALITY | PCG2115734 | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aslı Burçak TAŞÖREN |
| Name of Lecturer(s) | Assoc.Prof. Aslı Burçak TAŞÖREN |
| Assistant(s) | |
| Aim | The aim of this course is to provide students with a comprehensive understanding of major theories of personality, including their historical development, key concepts, and practical applications. The course seeks to explore how personality theories contribute to understanding human behavior, development, and individual differences. |
| Course Content | This course contains; The Study of Personality: Assessment, Research, and Theory,Sigmund Freud: Psychoanalysis,Sigmund Freud: Psychoanalysis,Sigmund Freud: Psychoanalysis,Carl Jung: Analytical Psychology,Carl Jung: Analytical Psychology, Alfred Adler: Individual Psychology, Mid-term Exam,Karen Horney: Neurotic Needs and Trends,Karen Horney: Neurotic Needs and Trends,Henry Murray: Personology,Erik Erikson: Identity Theory,Gordon Allport: Motivation and Personality,Carl Rogers: Self-Actualization Theory,Abraham Maslow: Needs-Hierarchy Theory. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Understand Core Theories: Identify and explain the foundational concepts, principles, and frameworks of major personality theories, including their historical development and evolution. | 10, 16, 9 | A |
| Critically Evaluate Theories: Analyze the strengths, limitations, and applications of different personality theories in understanding human behavior and individual differences. | 10, 16, 9 | C |
| Understand Historical Perspectives: Trace the historical evolution of personality theories and their impact on the development of modern psychological thought. | 10, 16, 9 | A |
| Foster Critical Thinking Skills: Cultivate the ability to critically assess the relevance and applicability of personality theories in addressing contemporary societal and individual challenges. | 10, 16, 9 | C |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The Study of Personality: Assessment, Research, and Theory | Syllabus |
| 2 | Sigmund Freud: Psychoanalysis | Schultz Ch 1 |
| 3 | Sigmund Freud: Psychoanalysis | |
| 4 | Sigmund Freud: Psychoanalysis | Schultz Ch 1 |
| 5 | Carl Jung: Analytical Psychology | Schultz Ch 2 |
| 6 | Carl Jung: Analytical Psychology | Schultz Ch 2 |
| 7 | Alfred Adler: Individual Psychology | Schultz Ch 3 |
| 8 | Mid-term Exam | |
| 9 | Karen Horney: Neurotic Needs and Trends | Schultz Ch 4 |
| 10 | Karen Horney: Neurotic Needs and Trends | Schultz Ch 4 |
| 11 | Henry Murray: Personology | Schultz Ch 5 |
| 12 | Erik Erikson: Identity Theory | Schultz Ch 6 |
| 13 | Gordon Allport: Motivation and Personality | Schultz Ch 7 |
| 14 | Carl Rogers: Self-Actualization Theory | Schultz Ch 10 |
| 15 | Abraham Maslow: Needs-Hierarchy Theory | Schultz Ch 9 |
| Resources |
| Schultz, D. P. & Schultz, S. E. (2009). Theories of Personality. Wadsworth, Cengage Learning |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |