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Ashford 6: - Week 5 - Final Paper
Integrative Personality Theory
For your final paper, you will complete the rest of the
assignment which you began in week three and create your own
theory of personality development by synthesizing the concepts
and constructs of all the theories that seem most accurate and
appropriate to you and by using those concepts to reflect on
your own personality and development. Remember to use
the template
provided to guide you through the steps.
Research a minimum of eight scholarly sources related to these
concepts in the Ashford University Library to support your
statements in the paper. Popular websites and your textbook
may augment, but they will not count toward, the minimum
number of sources needed for the paper. The following content
and headings must be included in your paper.
Please visit the Ashford Writing Center for guidance on how to
format headings in APA Style. Also, please take note of the
suggestions provided for the length for each section in the
instructions below.
Instructions:
Provide a general introduction to the topic of theories of
personality. Explain what you plan to cover and describe the
direction your paper will take. This section will not feature a
heading, and it will be approximately two to three paragraphs.
Major Concepts
In this section, you will present the seven specific concepts
identified from the seven models you think best apply to the
study of personality in distinct subheadings. For each concept,
identify the major personality model from which the concept
was taken as well as the theorist associated with that model.
This completed section will be approximately four to five
pages.
Excluded Concepts
In this section, present the concepts you have chosen to
exclude in your theory of personality development. Reflect on
the basic assumptions that define personality and identify three
specific excluded concepts from any of the theories studied in
the course. For each of the excluded concepts, provide a
rationale explaining the various aspects of the concept that
make it unsuitable for your use. This section will be
approximately one to two pages.
The Differences between Healthy and Unhealthy Personalities
Describe the basic differences between healthy and unhealthy
personality, based on the concepts that you have chosen to
include and exclude from your theory. This completed section
will be approximately one page.
The Roles of Heredity, the Environment, and Epigenetics
Provide your analysis of the roles heredity, the environment,
and epigenetics play in the development of personality. Discuss
how heredity and the environment might affect personality
disorders. This completed section will be approximately one
page.
Assessment and Measurement of the Theory
Reflect on the major concepts you have selected for inclusion
and provide a brief description about how those concepts are
measured and/or assessed. Review the assessment sections of
each chapter and discuss those measures you think are most
applicable and effective. This completed section will be
approximately one page.
Self-Reflection
In this section of the paper, review the self-reflection you
wrote in Week One of this class and describe how and in what
ways your views have or have not changed. Analyze your Week
One self-assessment using the concepts that you have included
in your integrative theory and describe how your theory
explains your personality. This section will be approximately
one page.
Provide a brief conclusion that summarizes the ideas presented
in your integrative theory of personality. This section will not
feature a heading and it will be approximately two to four
paragraphs.
Allport, G. W. (1968). The person in psychology: Selected
essays. Boston, MA: Beacon Press.
The Integrative Personality Theory paper:
Must be eight to ten double-spaced pages in length (not
including the title page and references page) and formatted
according to APA style as outlined in the
Ashford Writing Center
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least eight scholarly sources in addition to the
course text.
Must document all sources in APA style as outlined in the
Ashford Writing Center.
Must include a separate references page that is formatted
according to APA style as outlined in the Ashford Writing
Center.
One Scholarly Source is Provided below:
Foundational Frameworks of positive psycology mapping well
being orientations
Authors:
Lambert, Louise
. Department of Psychology, Canadian University of Dubai,
Dubai, United Arab Emirates
Passmore, Holli-Anne
. Department of Psychology, University of British Columbia,
Kelowna, BC, Canada,
[email protected]
Holder, Mark D.
. Department of Psychology, University of British Columbia,
Kelowna, BC, CanadaAddress:Passmore, Holli-Anne,
Department of Psychology, University of British Columbia,
ARTS 280-H, 1147 Research Road, Kelowna, BC, Canada, V1V
1V7,
[email protected]
Source:
Canadian Psychology
, Vol 56(3), Aug, 2015. Special Issue: Positive Psychology / La
psychologie positive. pp. 311-321.Publisher:US : Educational
Publishing FoundationOther Journal Titles:Canadian
Psychological Review/Psychologie canadienne; The Canadian
Psychologist; Canadian Psychologist/Psychologie
canadienneOther Publishers:Canada : Canadian Psychological
AssociationISSN:0708-5591 (Print)
1878-7304 (Electronic)ISBN:1-4338-2150-
8Language:EnglishKeywords:eudaimonia, hedonia, well-being,
positive psychology, character strengthsAbstract:The scientific
study of well-being has been strongly influenced by ideas from
a number of related fields, including different areas of
psychology. Two major philosophical traditions—hedonia and
eudaimonia—underscore much of our current understanding of
well-being, and are reflected across early and contemporary
psychological
theories
of well-being. These traditions help delineate the various
conceptualisations of well-being and its components; moreover,
these traditions influence which research questions are asked,
and where and how answers are sought. This has resulted in a
plethora of categories and terms referring to similar, yet
distinct, concepts such as: well-being, happiness, optimal or
positive experiences, life satisfaction, and flourishing. Given
the difficulties of distinguishing these concepts, this article
aims to provide clarity by delineating the major orientations in
positive psychology. We provide a “road-map” to
theories
and models of well-being found within positive psychology,
thereby providing a starting a point from which an integrative
framework of
theories
and models of well-being can be developed. To that end, also
included in this review is a selection of well-being models that
lie beyond the traditional frameworks. We conclude with a
consideration of several criticisms that have been directed at
positive psychology, and provide recommendations for future
directions. (PsycINFO Database Record (c) 2016 APA, all rights
reserved)Document Type:Journal ArticleSubjects:*
Personality
; *
Philosophies
; *
Positive Psychology
; *
Theories
; *
Well Being
;
Hedonism
PsycINFO Classification:
Personality
Psychology (3100)Population:HumanFormat
Covered:ElectronicPublication Type:Journal; Peer Reviewed
JournalPublication History:Accepted: May 15, 2015; Revised:
Apr 26, 2015; First Submitted: Feb 14, 2015Release
Date:20150817Correction Date:20160609Copyright:Canadian
Psychological Association. 2015Digital Object Identifier:
http://dx.doi.org.proxy-library.ashford.edu/10.1037/cap0000033
PsycARTICLES Identifier:cap-56-3-311Accession
Number:2015-37443-005Number of Citations in
Source:134Database:PsycARTICLESSecond Scholarly Is
Provided below:
Bored to fears: Boredom proneness, paranoia, and conspiracy
theories
.
Authors:
Brotherton, Robert
. Department of Psychology, University of London, London,
United Kingdom,
[email protected]
Eser, Silan
. Department of Psychology, University of London, London,
United KingdomAddress:Brotherton, Robert, Department of
Psychology, University of London, Goldsmiths, London, United
Kingdom, SE14 6NW,
[email protected]
Source:
Personality
and Individual Differences
, Vol 80, Jul, 2015. pp. 1-5.NLM Title Abbreviation:Pers
Individ DifPage Count:5Publisher:Netherlands : Elsevier
ScienceISSN:0191-8869
(Print)Language:EnglishKeywords:Conspiracy
theories
, Paranoia, Boredom proneness,
Personality
, BeliefsAbstract:The present study examines the relationships
between paranoia, conspiracist ideation, and boredom
proneness. A sample of the general public (
N
= 150) completed the Paranoia scale, the Boredom Proneness
scale, and the Generic Conspiracist Beliefs scale. Bivariate
correlations revealed significant interrelationships between the
three traits. Further analysis revealed that the relationship
between boredom proneness and conspiracist ideation was fully
mediated by paranoia. That is, proneness to experiencing
boredom is associated with stronger endorsement of conspiracy
theories
only in as much as boredom proneness is associated with
increased paranoia. (PsycINFO Database Record (c) 2016 APA,
all rights reserved)Document Type:Journal ArticleSubjects:*
Boredom
; *
Paranoia
; *
Personality
; *
Theories
;
Attitudes
PsycINFO Classification:
Personality
Traits & Processes (3120)Population:Human
Male
FemaleAge Group:Adulthood (18 yrs & older)
Young Adulthood (18-29 yrs)
Thirties (30-39 yrs)
Middle Age (40-64 yrs)
Aged (65 yrs & older)Tests & Measures:Paranoia Scale-20
Boredom Proneness Scale-28
Generic Conspiracist Beliefs Scale DOI: 10.1037/t41554-
000Methodology:Empirical Study; Quantitative
StudySupplemental Data:Other InternetFormat
Covered:ElectronicPublication Type:Journal; Peer Reviewed
JournalPublication History:First Posted: Feb 26, 2015;
Accepted: Feb 6, 2015; Revised: Feb 2, 2015; First Submitted:
May 5, 2014Release Date:20150413Correction
Date:20150817Copyright:All rights reserved.. Elsevier Ltd..
2015Digital Object Identifier:
http://dx.doi.org.proxy-
library.ashford.edu/10.1016/j.paid.2015.02.011
Accession Number:2015-12443-005Number of Citations in
Source:52Database:PsycINFO
Ashford 6 - Week 5 - Final PaperIntegrative Personality Theory .docx

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Ashford 6 - Week 5 - Final PaperIntegrative Personality Theory .docx

  • 1. Ashford 6: - Week 5 - Final Paper Integrative Personality Theory For your final paper, you will complete the rest of the assignment which you began in week three and create your own theory of personality development by synthesizing the concepts and constructs of all the theories that seem most accurate and appropriate to you and by using those concepts to reflect on your own personality and development. Remember to use the template provided to guide you through the steps. Research a minimum of eight scholarly sources related to these concepts in the Ashford University Library to support your statements in the paper. Popular websites and your textbook may augment, but they will not count toward, the minimum number of sources needed for the paper. The following content and headings must be included in your paper. Please visit the Ashford Writing Center for guidance on how to format headings in APA Style. Also, please take note of the suggestions provided for the length for each section in the instructions below. Instructions: Provide a general introduction to the topic of theories of personality. Explain what you plan to cover and describe the direction your paper will take. This section will not feature a heading, and it will be approximately two to three paragraphs. Major Concepts In this section, you will present the seven specific concepts identified from the seven models you think best apply to the study of personality in distinct subheadings. For each concept, identify the major personality model from which the concept was taken as well as the theorist associated with that model. This completed section will be approximately four to five pages. Excluded Concepts In this section, present the concepts you have chosen to
  • 2. exclude in your theory of personality development. Reflect on the basic assumptions that define personality and identify three specific excluded concepts from any of the theories studied in the course. For each of the excluded concepts, provide a rationale explaining the various aspects of the concept that make it unsuitable for your use. This section will be approximately one to two pages. The Differences between Healthy and Unhealthy Personalities Describe the basic differences between healthy and unhealthy personality, based on the concepts that you have chosen to include and exclude from your theory. This completed section will be approximately one page. The Roles of Heredity, the Environment, and Epigenetics Provide your analysis of the roles heredity, the environment, and epigenetics play in the development of personality. Discuss how heredity and the environment might affect personality disorders. This completed section will be approximately one page. Assessment and Measurement of the Theory Reflect on the major concepts you have selected for inclusion and provide a brief description about how those concepts are measured and/or assessed. Review the assessment sections of each chapter and discuss those measures you think are most applicable and effective. This completed section will be approximately one page. Self-Reflection In this section of the paper, review the self-reflection you wrote in Week One of this class and describe how and in what ways your views have or have not changed. Analyze your Week One self-assessment using the concepts that you have included in your integrative theory and describe how your theory explains your personality. This section will be approximately one page. Provide a brief conclusion that summarizes the ideas presented in your integrative theory of personality. This section will not feature a heading and it will be approximately two to four
  • 3. paragraphs. Allport, G. W. (1968). The person in psychology: Selected essays. Boston, MA: Beacon Press. The Integrative Personality Theory paper: Must be eight to ten double-spaced pages in length (not including the title page and references page) and formatted according to APA style as outlined in the Ashford Writing Center . Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must use at least eight scholarly sources in addition to the course text. Must document all sources in APA style as outlined in the Ashford Writing Center. Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. One Scholarly Source is Provided below: Foundational Frameworks of positive psycology mapping well being orientations Authors: Lambert, Louise . Department of Psychology, Canadian University of Dubai, Dubai, United Arab Emirates Passmore, Holli-Anne . Department of Psychology, University of British Columbia, Kelowna, BC, Canada, [email protected] Holder, Mark D. . Department of Psychology, University of British Columbia,
  • 4. Kelowna, BC, CanadaAddress:Passmore, Holli-Anne, Department of Psychology, University of British Columbia, ARTS 280-H, 1147 Research Road, Kelowna, BC, Canada, V1V 1V7, [email protected] Source: Canadian Psychology , Vol 56(3), Aug, 2015. Special Issue: Positive Psychology / La psychologie positive. pp. 311-321.Publisher:US : Educational Publishing FoundationOther Journal Titles:Canadian Psychological Review/Psychologie canadienne; The Canadian Psychologist; Canadian Psychologist/Psychologie canadienneOther Publishers:Canada : Canadian Psychological AssociationISSN:0708-5591 (Print) 1878-7304 (Electronic)ISBN:1-4338-2150- 8Language:EnglishKeywords:eudaimonia, hedonia, well-being, positive psychology, character strengthsAbstract:The scientific study of well-being has been strongly influenced by ideas from a number of related fields, including different areas of psychology. Two major philosophical traditions—hedonia and eudaimonia—underscore much of our current understanding of well-being, and are reflected across early and contemporary psychological theories of well-being. These traditions help delineate the various conceptualisations of well-being and its components; moreover, these traditions influence which research questions are asked, and where and how answers are sought. This has resulted in a plethora of categories and terms referring to similar, yet distinct, concepts such as: well-being, happiness, optimal or positive experiences, life satisfaction, and flourishing. Given the difficulties of distinguishing these concepts, this article aims to provide clarity by delineating the major orientations in positive psychology. We provide a “road-map” to theories and models of well-being found within positive psychology,
  • 5. thereby providing a starting a point from which an integrative framework of theories and models of well-being can be developed. To that end, also included in this review is a selection of well-being models that lie beyond the traditional frameworks. We conclude with a consideration of several criticisms that have been directed at positive psychology, and provide recommendations for future directions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)Document Type:Journal ArticleSubjects:* Personality ; * Philosophies ; * Positive Psychology ; * Theories ; * Well Being ; Hedonism PsycINFO Classification: Personality Psychology (3100)Population:HumanFormat Covered:ElectronicPublication Type:Journal; Peer Reviewed JournalPublication History:Accepted: May 15, 2015; Revised: Apr 26, 2015; First Submitted: Feb 14, 2015Release Date:20150817Correction Date:20160609Copyright:Canadian Psychological Association. 2015Digital Object Identifier: http://dx.doi.org.proxy-library.ashford.edu/10.1037/cap0000033 PsycARTICLES Identifier:cap-56-3-311Accession Number:2015-37443-005Number of Citations in Source:134Database:PsycARTICLESSecond Scholarly Is Provided below: Bored to fears: Boredom proneness, paranoia, and conspiracy theories
  • 6. . Authors: Brotherton, Robert . Department of Psychology, University of London, London, United Kingdom, [email protected] Eser, Silan . Department of Psychology, University of London, London, United KingdomAddress:Brotherton, Robert, Department of Psychology, University of London, Goldsmiths, London, United Kingdom, SE14 6NW, [email protected] Source: Personality and Individual Differences , Vol 80, Jul, 2015. pp. 1-5.NLM Title Abbreviation:Pers Individ DifPage Count:5Publisher:Netherlands : Elsevier ScienceISSN:0191-8869 (Print)Language:EnglishKeywords:Conspiracy theories , Paranoia, Boredom proneness, Personality , BeliefsAbstract:The present study examines the relationships between paranoia, conspiracist ideation, and boredom proneness. A sample of the general public ( N = 150) completed the Paranoia scale, the Boredom Proneness scale, and the Generic Conspiracist Beliefs scale. Bivariate correlations revealed significant interrelationships between the three traits. Further analysis revealed that the relationship between boredom proneness and conspiracist ideation was fully mediated by paranoia. That is, proneness to experiencing boredom is associated with stronger endorsement of conspiracy theories only in as much as boredom proneness is associated with
  • 7. increased paranoia. (PsycINFO Database Record (c) 2016 APA, all rights reserved)Document Type:Journal ArticleSubjects:* Boredom ; * Paranoia ; * Personality ; * Theories ; Attitudes PsycINFO Classification: Personality Traits & Processes (3120)Population:Human Male FemaleAge Group:Adulthood (18 yrs & older) Young Adulthood (18-29 yrs) Thirties (30-39 yrs) Middle Age (40-64 yrs) Aged (65 yrs & older)Tests & Measures:Paranoia Scale-20 Boredom Proneness Scale-28 Generic Conspiracist Beliefs Scale DOI: 10.1037/t41554- 000Methodology:Empirical Study; Quantitative StudySupplemental Data:Other InternetFormat Covered:ElectronicPublication Type:Journal; Peer Reviewed JournalPublication History:First Posted: Feb 26, 2015; Accepted: Feb 6, 2015; Revised: Feb 2, 2015; First Submitted: May 5, 2014Release Date:20150413Correction Date:20150817Copyright:All rights reserved.. Elsevier Ltd.. 2015Digital Object Identifier: http://dx.doi.org.proxy- library.ashford.edu/10.1016/j.paid.2015.02.011 Accession Number:2015-12443-005Number of Citations in Source:52Database:PsycINFO