This document outlines the syllabus for a 3-credit course on comparative theories of personality and psychotherapy. The course provides a critical analysis of major personality theories and their application to psychotherapy. It analyzes constructs from different perspectives and emphasizes approaches to personality research. Application of theories to Puerto Rican and other ethnic minority populations is also considered. The syllabus lists course objectives, required text, instructional methods, evaluation criteria, policies, and a detailed itinerary of 12 class units covering major personality theories.

1. CARLOS ALBIZU UNIVERSITYSAN JUAN CAMPUS SEQ CHAPTER \h \r 1 SEQ CHAPTER \h \r 1SYLLABUS<br />MASTER SYLLABUS<br />PSYC-515: COMPARATIVE THEORIES OF PERSONALITY AND PSYCHOTHERAPY<br />CREDITS: 3: <br />COURSE DESCRIPTION:<br />This course includes a critical analysis of the principal theoretical positions in the field of personality and their application to psychotherapy. Analysis of personality constructs from different perspectives will be discussed. Emphasis on the basic approaches to personality research will be stressed. Application of the theories to Puerto Rican population and other ethnic minorities will be considered.<br />PRE-REQUISITE: NONE<br />COURSE OBJECTIVES:<br />The course presents a comparative vision of the most important personality theories on the practice of psychotherapy. Students will analyze, compare, and integrate these theories. The implications of personality theories to the Hispanic socio cultural context will be discussed.<br />REQUIRED TEXT:<br />Feist, J. & Feist, G.J. (2009). Theories of Personality. (Seventh Ed.) New York: Mc Graw-Hill.<br />Link: http://www.amazon.com/Theories-Personality-Jess-Feist-Gregory/dp/0071263454/ref=cm_cr_pr_pb_t<br />ISBN:0-07-231679-9<br />METHODOLOGY<br />The specific methodology will be selected by the individual professor that offers the course. These methodologies could include, but are not limited to conferences by the professor, group discussions of assigned reading, class research projects, student presentations, individual meetings with student presentations, and subgroups in the classroom.<br />EDUCATIONAL TECHNIQUES TC \l1 \"
<br />The specific educational techniques will be selected by the individual professor that offers the course. These techniques could include, but not limited to debates, practical demonstrations, films/videos, simulations, slide shows and forums.<br />EVALUATION <br />The specific criteria will be selected by the individual professor that offers the course. These methodologies could include, but not limited to papers, class projects, literature reviews, exams and class presentations. TC \l1 \"
<br />ATTENDANCE POLICY<br />Class attendance is mandatory for all students. After two unexcused absences, the student will be dropped from the class, unless the professor recommends otherwise. When a student misses a class, he/she is responsible for the material presented in class. <br />AMERICANS WITH DISABILITIES ACT (ADA)<br />Students that need special accommodations should request them directly to the professor during the first week of class.<br />CAU’s MISSION <br />Carlos Albizu University is an institution of higher education dedicated to academic excellence and research from a pluralistic and multidimensional perspective. We educate students able to serve a highly complex and diverse society, with sensitivity to those most in need. We contribute to the improvement of the quality of life in our communities by training professionals with multicultural competencies. We distinguish ourselves through an educational philosophy based on a commitment to social responsibility, characteristic of all our programs and services. <br />CAU’s VISION<br />Carlos Albizu University will be a leader in higher education seeking to transform our evolving society. We will be a model institution that will contribute to improve the decision-making process at local, national and international levels, in multicultural environments, thus contributing to the growth of human knowledge and the promotion of social justice and a culture of peace. <br />RESEARCH COMPETENCIES TC \l1 \"
<br />Research Competencies for Ph.D. students.<br />Analysis of the research on the different major personality theories.<br />Analysis of the drawbacks of the theories.<br />Develop skills in technical writing.<br />Develop skills in oral presentations of a literature search.<br /> TC \l1 \"
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ITINERARY OF CLASS UNITS<br /> TC \l1 \"
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<br />Unit 1: Introduction to the course; Overview of the basic approaches to personality in general concepts, philosophical assumptions research. TC \l1 \"
<br />Unit 2: Introduction to the psychoanalytic approach; Origins and development of personality.<br />Unit 3: Introduction to the neopsychoanalytic theory; Origins and development of personality.<br />Unit 4: Introduction to the social psychological theories: Theorists that emphasize social and cultural factors in the development of personality. . <br />Unit 5: Introduction to the ego psychologists approach; Origins and development of personality<br />Unit 6: Introduction to the humanistic and existential approaches; Origins and development of personality.<br />Unit 7: Introduction to the dispositional strategies and assessment; Origins and development of personality.<br />Unit 8:Introduction to the radical behavioral approach; Origins and development of personality<br />Unit 9: Introduction to the behavioral approach; Origins and development of personality<br />Unit 10: Introduction to the cognitive approach; Origins and development of personality <br />Unit 11: Introduction to the cognitive-behavioral approach; Origins and development of personality. <br />Unit 12: Introduction to the social learning; Origins and development of personality <br /> TC \l1 \"
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Unit 1: Introduction to the course; Overview of the basic approaches to personality, general concepts and philosophical assumptions / personality research.<br />Upon successful completion of this unit, students will understand the personality theories in psychology and recognize the philosophical assumptions on relation to theory.<br />Learning Objectives TC \l1 \"
<br />Upon successful completion of this unit students will be able to:<br />Analyze the role of personality theories in psychology.<br />Recognize the philosophical assumptions of personality theories.<br />Define the terms personality theory and psychotherapy.<br />Explain the construct of personality in the socio-cultural context.<br />Assigned Readings TC \l1 \"
<br />Feist, J. & Feist, G.J. (2009). Ch 1: Introduction to Personality<br />Unit 2: Introduction to the psychoanalytic approach; Origins and development of personality.<br />Upon successful completion of this unit, students will understand Sigmund Freud’s classical psychodynamic theory.<br />Learning Objectives TC \l1 \"
<br />Upon successful completion of this unit students will be able to:<br />Familiarize themselves with the major themes in psychoanalytic theory.<br />Explain the basic concepts of psychic energy, drives, and libido.<br />Discuss the dynamics of the mind and structure of personality.<br />Discuss the psychosexual stages of development. <br />Describe the functions of defense mechanisms.<br />Explain the process of psychoanalysis.<br />Analyze and explain the psychodynamic theory.<br />Assigned Readings<br />Feist, J. & Feist, G.J. (2009). Ch 2: Psychodynamic Theories<br />Unit 3: Introduction to the neopsychoanalytic theory; Origins and development of <br /> personality.<br />Upon successful completion of this unit, students will understand neopsychoanalytic theory and the contribution of Jung and Adler.<br />Learning Objectives TC \l1 \"
<br />Upon successful completion of this unit students will be able to:<br />Describe the structure of personality and the interaction system in the <br /> analytical psychology of Jung.<br />Compare and contrast Freud’s and Jung’s concept of ego and libido.<br />Discuss Jung’s concepts of self-realization and typology.<br />Explain the archetype, personal unconscious, and collective unconscious.<br />Describe some major features of Jungian psychotherapy.<br />Explain Alfred Adler’s concept of social interest.<br />Describe how inferiority feelings shape personality.<br />Discuss the importance of the individual lifestyle and the family constellation in Adler’s theory.<br />Describe the concept of creative self and its importance in psychotherapy.<br />Assigned Readings<br />Feist, J. & Feist, G.J. (2009). <br />Ch. 3: Adler: Individual Psychology<br />Ch. 4: Jung: Analytical Psychology<br />Unit 4: The social psychological theories; Theorists that emphasize social and cultural factors in the development of personality. Major contributors, Harry Stack Sullivan, Karen Horney and Eric Fromm.<br />Upon successful completion of this unit, students will understand the social and cultural factors in the development of personality.<br />Learning Objectives TC \l2 \"
<br />Upon successful completion of this unit students will be able to:<br />Describe Horney’s concept of basic anxiety and how it differs from Freud’s <br /> basic concept of anxiety.<br />Discuss the neurotic trends and the three ways of relating to others.<br />Distinguish between real self and idealized self.<br />Compare and contrast Freud’s and Horney’s view of women.<br />Explain Fromm’s approach to basic human condition and the concept of freedom.<br />Describe three common mechanisms of escape from freedom.<br />Discuss Fromm’s basic needs and its relation to the development of society.<br />Describe Sullivan’s concept of structure of personality.<br />Explain the processes of dynamism, personification, and modes of experience in the interpersonal theory.<br />10. Discuss the stages of development in Sullivan’s theory.<br />Assigned Readings TC \l1 \"
<br />Feist, J. & Feist, G.J. (2009). <br />Ch 6: Horney: Psychoanalytic Social Theory<br />Ch 7: Fromm: Humanistic Psychoanalysis<br />Ch 8: Sullivan: Interpersonal Theory<br />Unit 5: The ego psychologists.<br />Upon successful completion of this unit students will understand the importance of ego psychology in the development of personality theories and psychotherapy.<br />Learning Objectives TC \l1 \"
<br />Upon successful completion of this unit students will be able to:<br />Describe the contributions that ego psychologists made to psychotherapy.<br />Discuss Marget Mahler’s, separation individuation process.<br />Explain Heinz Kohut’s concepts of narcissism and empathy.<br />Describe Erikson’s conceptualization of the role of culture and history in relation to personality.<br />Discuss the general characteristics of Erikson psychosocial stages.<br />Assigned Readings<br />Feist, J. & Feist, G.J. (2009). <br />Ch 5: Klein: Object Relations Theory<br />Ch 9: Erikson: Post-Freudian Theory<br />Unit 6: Introduction of the phenomenological strategy: Humanistic Theories <br />Upon successful completion of this unit students will understand the theoretical assumptions of the phenomenological approach to personality.<br />Learning Objectives TC \l1 \"
<br />Upon successful completion of this unit students will be able to:<br />Discuss the concept of phenomenological knowledge and the humanistic approach.<br />Explain the concepts of Roger’s theory: phenomenal field, self actualization, organism and self.<br />Discuss Roger’s person centered psychotherapy.<br />Discuss Maslow’s actualization motives.<br />Explain Maslow’s study of self actualizing people.<br />Compare Carl Rogers and Abraham Maslow’s theories of personality.<br />Assigned Readings TC \l1 \"
<br />Feist, J. & Feist, G.J. (2009). <br />Ch 10: Maslow: Holistic-Dynamic Theory<br />Ch 11: Rogers: Person-Centered Theory<br />Unit 7: The existential theories; Introduction to the phenomenological strategy.<br />Upon successful completion of this unit students will understand the theoretical assumptions of the existential approach to personality.<br />Learning Objectives TC \l1 \"
<br />Upon successful completion of this unit students will be able to:<br />Describe the philosophy of existentialism.<br />Describe the existentialist approach to psychotherapy.<br />Explain Rollo May’s conception of anxiety and its cultural implications.<br />Discuss the relationship between existential psychology and phenomenological strategy.<br />Assigned Readings<br />Feist, J. & Feist, G.J. (2009). Ch 12: May: Existential Psychology<br />Unit 8: The dispositional strategies and assessment.<br />Upon successful completion of this unit, students will understand the theoretical assumptions of the dispositional strategy and the most common ways of assessing personality dispositions. Also students will understand the theories of Allport, and Murray.<br />Learning Objectives<br />Upon successful completion of this unit students will be able to:<br />Discuss the concept of personality disposition.<br />Analyze the major assumptions of the dispositional strategy.<br />Distinguish between nomothetic and ideographic approaches to the study of personality.<br />Describe Allport’s study of personality.<br />Explain the term propium and identify its functions.<br />Discuss Allport’s concept of maturity.<br />Discuss assessment and research in Murray’s theory and describe the Thematic Apperception Test.<br />Assigned Readings TC \l1 \"
<br />Feist, J. & Feist, G.J. (2009). <br />Ch 13: Allport: Psychology of the Individual<br />Ch 14: Eysenk, McCrae, and Costa’s Trait and Factor Theories<br />Unit 9: Introduction to the behavioral strategy<br />Upon successful completion of this unit students will understand behavioral and learning theories.<br />Learning Objectives<br />Upon successful completion of this unit, students will be able to:<br />Discuss the preeminence of behavior in the behavioral strategy.<br />Describe the characteristics of behavioral personality theory.<br />Explain Dollard and Miller’s integration of learning theory and Psychoanalysis.<br />Describe the four main conceptual parts of the learning process.<br />Describe Dollard and Miller’s practice of psychotherapy. <br />Assigned Readings<br />Cloninger (2003). Chapter 10: Teoría psicoanalítica del aprendizaje<br />Unit 10: The radical behavioral approach<br />Upon a successful completion of this unit, students will understand the importance of Skinner’s approach and his contribution to the field. <br />Learning Objectives TC \l1 \"
<br />Upon successful completion of the unit, students will be able to:<br />Describe the process of operant conditioning and compare it with classical conditioning.<br />Explain concept of shaping and reinforcement.<br />Discuss Skinner’s concept of behavior modification.<br />Describe the principles of acquisition, extinction, and spontaneous recovery.<br />Assigned Readings<br />Feist, J. & Feist, G.J. (2009). Ch 15: Skinner: Behavioral Analysis<br />Unit 11: The cognitive approach<br />Upon successful completion of this unit students will understand the cognitive approach and the contribution of Rotter and Kelly’s theory of personal constructs.<br />Learning Objectives TC \l1 \"
<br />Upon successful completion of this unit students will be able to:<br />Discuss Kelly’s philosophical position called “constructive alternatism”<br />Describe Kelly’s fundamental postulates and corollaries.<br />Explain the personality assessment in personal construct theory.<br />Describe the application of personal construct theory.<br />Discuss the personal construct approach to personality change.<br />Assigned Readings TC \l1 \"
<br />Feist, J. & Feist, G.J. (2009). Ch 18: Kelly: Psychology of Personal Constructs<br />Unit 12: Social learning and cognitive theories<br />Upon successful completion of this unit, students will understand the various social learning and cognitive theories represented by Bandura, Rotter, and Mischell.<br />Learning Objectives TC \l1 \"
<br />Upon successful completion of this unit, students will be able to:<br />Explain the contribution of the social learning approach to psychology.<br />Describe the function and rationale for the incorporation of cognitive variables in the behavioral model.<br />Analyze and explain the concepts of identification, social reinforcement, self reinforcement, monitoring, and behavioral change through modeling.<br />Discuss the concept reciprocal determinism and observational learning in Bandura’s theory.<br />Discuss the controversies surrounding television and aggression and its applicability to the social context.<br />Identify two major trends in personality research that Rotter’s theory integrates.<br />Describe Rotter’s concepts of need and minimum goal level.<br />Discuss some current trends in cognitive personality theory.<br />Explain Mischel’s contribution to psychology.<br /> <br />Discuss the techniques of cognitive therapy<br />Assigned Readings<br />Feist, J. & Feist, G.J. (2009). <br />Ch 16: Bandura: Social Cognitive Theory<br />Ch 17: Rotter and Mischel: Cognitive Social Learning Theory<br />References<br />Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science (1) 2. 164-180.<br />Bandura, A. & Walters, R. (1963). Social learning theory and personality development. New York: Holt, Rinehart & Winston.<br />Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. USA: Basic Books. <br />Cloninger, S.C. (2003). Teorías de la personalidad (3era Edición). México: Pearson Educación.<br /> Corsini, J.C. y Wedding, D. (2007). Current psychotherapies (8th ed.) USA.: Wadworth <br /> Publishers Inc.<br />Feist, J. & Feist, G.J. (2009). Theories of Personality. (Seventh Ed.) New York: Mc Graw-Hill.<br />Frankel, V. (1962). Man’s search for meaning: An introduction to logotheraphy. New York: John Wiley.<br />Gurman, A. S., & Messer, S. B. (2003). Essential psychotherapies (2nd. Ed.). New York: <br /> Guilford.<br />Lambert, M. J. (2004). Handbook of psychotherapy and behavior change (5th Edition). New York: John Wiley & Sons.<br />Horney, K. (1937). The neurotic personality does our times. New York: Norton.<br />Lazarus . A.A. (1989). The practice of multimodal therapy. Baltimore Johns Hopkins Misty Press.<br />Mischel, W. (1979). Introducción a la personalidad. México: Nueva Editorial Interamericana.<br />Navas, J. (1988). Proceso e innovaciones de la terapia racional emotiva. Puerto Rico: Author’s Publication.<br />Rogers, C. (1961). Client centered therapy: Its current practice, implication and theory. <br /> Boston: Houghton Mifflin Co.<br />Stricker, G. & Widiger, T. A. (Eds). (2003). Handbook of Psychology: Volume 8 Clinical Psychology. San Diego: CA. Wiley.<br />Program Faculty Revision<br />Revised by:Carmen Auger, Psy.D. y Monique Jiménez, Psy.D.<br />Date:September 16, 2009<br />Program Director’s Approval<br />Approved by:<br />Date:<br />Submitted to Chancellor’s Office:<br />Date:<br />Revised by: Monique Jiménez, Psy.D.<br />Date: January 2010<br />