PSY 560 Final Project Student-Authored Article Guidelines a.docx

PSY 560 Final Project: Student-Authored Article Guidelines
and Rubric
Overview
Your Mission
As a graduate student in a psychology program at this
university, you have the opportunity to create scholarship for
potential publication of your student-
authored article in a scholarly journal such as the Personality
and Social Psychology Bulletin or Personality and Social
Psychology Review. It is important to note
that in the example journals, all student-authored papers that are
accepted for publication in these journals are automatically
eligible to receive a student
publication award from the Society for Personality and Social
Psychology. Take the time to examine some quality sample
publications from previous winners,
which can be found here:
Ma-Kellams, C., Spencer-Rodgers, J., & Peng, K. (2011). I am
against us? Unpacking cultural differences in ingroup favoritism
via dialecticism. Personality and
Social Psychology Bulletin, 37, 15–27.
Shu, L. L., Gino, F., & Bazerman, M. H. (2011). Dishonest
deed, clear conscience: When cheating leads to moral
disengagement and motivated forgetting.
Personality and Social Psychology Bulletin, 37, 330–349.

Babbitt, L. G., & Sommers, S. R. (2011) Framing matters:
Contextual influences on interracial interaction outcomes.
Personality and Social Psychology Bulletin, 37,
1233–1244.
The final project for this course is the creation of a scholarly,
student-authored article that is ready for potential submission to
a real-world organization or
publication that focuses on this subfield of psychology. For
purposes of this course, we will focus on the Society for
Personality and Social Psychology (SPSP), an
organization founded in 1974 when the leadership of the
American Psychological Association decided to incorporate an
independent organization to focus on
this subfield. Remember, this is an article for potential
publication in one of these journals. You are NOT required to
submit your completed article to the
publication as part of this project. However, you are strongly
encouraged to continue to develop your article and conduct
further research upon completion of
this course as you move forward in your academic work for
possible future submission.
In this component, this assessment will measure student
competency with respect to the following course outcomes:
the broader field of psychology and its relevancy to practical
issues
blems that draw
upon contemporary principles and current research in
personality psychology

historical context, theorist’s biases, research methods, and
relevance to current thinking in the
field
theories of psychology in the context of contemporary research
findings
appropriateness for diverse populations
http://www.spsp.org/?page=PSPB
http://psr.sagepub.com/
http://spsp.org/studentawards
http://spsp.org/studentawards
http://ezproxy.snhu.edu/login?url=http://psp.sagepub.com/conte
nt/37/1/15
http://ezproxy.snhu.edu/login?url=http://psp.sagepub.com/conte
nt/37/1/15
http://ezproxy.snhu.edu/login?url=http://dx.doi.org/10.1177/014
6167211398138
6167211398138
6167211410070
6167211410070
Prompt
Put yourself in the shoes of a theorist and propose a solution to
a real-world contemporary problem based on your understanding

of the theorist and his or her
theories. How do you break down this theory to inform your
selection of the problem, how does it address not only the
problem, but the solution, and how can
you defend this solution? Click here to access a list of
preapproved theorists and resources. Students wishing to select
a theorist other than those listed must
receive instructor approval. The American Psychological
Association is a good starting point for helping you to identify
the problem around which your theory
and article focus.
Specifically, the following critical elements must be addressed:
1. Using the preapproved theorists and resources, select and
analyze a foundational theory of personality for its historical
context, theorist’s biases, and
research methods. Aspects you will address in this analysis
would include the following:
o Analyze the background of your theory. This means including
key biographical information related to the theorist (not simply
providing biographical
elements about the theorist) and the historical context in which
the theory was developed. For example, were there important
world events that
may have influenced the theorist?
o Analyze the essential characteristics of the theory. This is a
section in which you begin to incorporate relevant research that
demonstrates the
development of the theory. For example, was the theory a
reaction against other forces in psychology of the time or an
extension of the work of an

earlier theorist?
2. Evaluate this theory’s continued relevance, validity, and
corresponding accuracy in the context of the contemporary
principles and current research findings
in this field.
o Evaluate the validity and corresponding accuracy of the
theory. Validity of a theory relates to such issues as how well
the theory explains behavior,
how well the theory makes testable predictions, and how well
those predictions are supported by research. For example, what
is the research
evidence that supports the theory? What is the research
evidence that does not support the theory? How does the theory
explain personality
development?
o Evaluate the aspects that are relevant in the field today and
the ones that are not. What is the current thinking in the field
using evidence from
recent research? Note that “recent” research is defined as within
the last five years.
3. After analyzing and evaluating your selected foundation
theory and theorist(s), you will use this lens to analyze a
complex problem in the field of personality
psychology that draws upon this theory and propose an
appropriate solution to that complex problem that draws upon
contemporary principles and
current research findings in this field.

o Discuss how your theory relates to the problem. For example,
if you are addressing psychoanalytical theory and the current
complex problem you
are addressing is child abuse and neglect, explain how your
theory relates to or explains this problem.
o Ensure that the solution you propose is consistent with the
theory and contemporary relevance of the problem you have
identified. How would your
selected theorist approach this problem? For example, if you
have selected one of the existential theorists, how might he or
she conceptualize the
current problem of PTSD? What specific approach would the
theorist take in dealing with this problem? How valid do you
find this approach? If
there is available research related to the application of this
theory to this specific problem, describe that research here.
Also, consider describing
research that you believe would help inform this issue.
http://apa.org/topics/personality/index.aspx
4. In discussing your solution, assess how personality
psychological practices differ in terms of their appropriateness
for diverse populations and application
practices.
o Address the applicability of your selected theory in terms of
its appropriateness for diverse populations. Applicability of a
theory generally relates to
how well the theory can be applied to real-world situations. In
other words, how well can your selected theory be applied in a

variety of cultural
situations?
o Include examples of how the approach to implementing your
solution in practice might differ based on the target population.
5. Include a cogent thesis and thesis argument that will clearly
defend a position on the role personality psychology plays in
the broader field of psychology
and its relevancy to practical issues.
o Your position will demonstrate that you are familiar with the
relevant current research. For example, if you are stating that
social learning theory is
still relevant to your proposed solution, you are following up
that statement with evidence from current research that supports
your position and
explains why.
o You will demonstrate your informed opinion and articulate its
viability. Your article should address research that exists
against your position and
your articulation of why or why not that research is viable and
how it impacts what you are stating in your own article.
o You will address what research needs to be done to further
support or not support the position you are taking. What sort of
research would validate
or invalidate your position? For example, when you restate your
proposed solution in closing, you might say something like, “If
we want to fully
explore the implications of this learning theory in early
childhood development, the type of research we would need to
engage in for a more
comprehensive dialogue would consist of…”

Instructions
There are two components to this project. The first component
is your student-authored article, which will focus on an
appropriate solution to the complex
problems this theory addresses and draw upon the contemporary
research and principles to support that solution. This is due in
Module Nine. In the second
component, you will present your analysis and proposed
solution in a peer-review forum in Module Ten, which entails
defending your position with your peers
and engaging in a dialogue. This dialogue will not only address
the role personality psychology plays in the broader field of
psychology and its relevancy to
practical issues, but it should also inform your own
understanding of various foundational theories of personalities
in the field—not just one that you chose as
the focus of your own article. Refer to the separate Peer Review
Guidelines and Rubric document for instructions and grading
criteria on this second
component.
Milestones
This component of your project is divided into four milestones,
which will be submitted at various points throughout the course
to scaffold learning and ensure
quality final submissions:
1. Milestone One: Topic Selection: Review both components of
the final project in Module Two. This document addresses the
first component of your final
project. Post any questions you may have to the Final Project
discussion forum.

2. Milestone Two: Abstract: Submit an abstract of your
proposed article to a class-wide forum in Module Three.
3. Milestone Three: Abstract Feedback: Provide your peers
feedback on their abstracts by Module Five.
4. Milestone Four: Draft/Outline: Submit a draft/outline of your
article to your instructor in Module Seven. This will be
submitted for feedback; you will be
awarded full points for the submission or 0 points for no
submission.
5. Final Project Component 1: Student-Authored Article Final
Draft delivered to your instructor at end of Module Nine and
uploaded to the Module Ten
discussion in preparation for the peer review in Module Ten.
6. Final Project Component 2: Peer Review/Position Defense
(through a discussion forum) in Module Ten.
Rubric
Requirements of Submission
Your article should be in one complete file, double-spaced,
including references. A tab indent should begin each paragraph.
The complete file should not exceed
10,000 words in length including the abstract, references, and
notes. Your completed article will include a separate title page
with word count listed, abstract,
body of your article, references, and notes. Your abstract of no
more than 150 words should be contained on a separate page

following the title page and
include 4–5 keywords beneath the abstract. A minimum of 10
scholarly resources consisting of primary or secondary sources
to support your interpretation are
required to support your article. Why 10? This is not about
quantity but rather minimum resources necessary to cover the
scope of quality research. Note that
TWO of these resources must be based on the approved list of
primary sources from the theorists whom you are interpreting
for this article. Theorists and
associated primary sources not on the list must be approved by
the instructor.
Instructor Feedback: This activity uses an integrated rubric in
Blackboard. Students can view instructor feedback in the Grade
Center. For more information,
review these instructions.
Critical Elements Exemplary (100%) Proficient (90%) Needs
Improvement (70%) Not Evident (0%) Value
Analysis: Background
of the Theory
Meets “Proficient” and
illustrates all connections with
concrete and relevant examples
Specific aspects of the theorist’s
biography, biases, and historical
context are logically connected
to the theory
Specific aspects of the theorist’s

context are not logically
connected to the theory
Does not describe specific
aspects of the theorist’s
context related to the theory
10
Analysis:
Characteristics and
Methods of the
Theory
Meets “Proficient” and the
research methods and essential
characteristics of the theory are
illustrated with concrete and
relevant examples
Research methods and essential
appropriately analyzed
Research methods and essential
accurately described but are
not analyzed
Does not describe research
methods and essential
characteristics of the theory
10

Evaluation: Validity
and Accuracy of the
Theory
Meets “Proficient” and the
claim is well supported with
concrete examples to address
its accuracy and validity
Compares and contrasts the
theory to other theorists and
theories to address its accuracy
and validity
Compares and contrasts the
theory to other theorists and
theories but does not address
its accuracy and validity
Does not compare and contrast
the theory to other theorists
and theories
10
Evaluation:
Contemporary
Relevance of the
Theory
Meets “Proficient” and all of
the research is scholarly

Makes a claim about the extent
to which the theory is relevant
today using contemporary
research to substantiate
Makes a claim about the extent
to which the theory is relevant
today but does not use
contemporary research to
substantiate
Does not include an
appropriate claim about the
contemporary relevance of
theory
10
Proposed
Solution
to
Problem
Meets “Proficient” and all of
the research is scholarly
Proposes a solution that is
logically consistent with the

theory
Proposes a solution that is not
logically consistent with the
theory
Does not propose a solution 20
http://snhu-
media.snhu.edu/files/production_documentation/formatting/rubr
ic_feedback_instructions_student.pdf
Glossary:
Term Definition Example
Concrete Sufficiently specific to be able to visualize; real or
solid; not
abstract
Exemplar: Freud was influence by the puritanical and repressive

sexual mores
of the Victorian era. By some accounts, even the mention of the
word “leg”
was considered improper in mixed company, because of its
perceived
immodesty (Source, Date).
Relevant Directly connected to the matter at hand; pertinent to
the
topic
Exemplar: In the early days of psychology, direct consideration
of spiritual and
religious issues was thought to be relevant and important in
scientific inquiry
as evidenced by William James’s seminal work, The Varieties
of Religious
Experience, which was based on lectures James gave at the
University of
Edinburgh in 1901 and 1902 (Powers, 2005). However, the rise
of behaviorism
beginning with the work of John Watson in 1913 sent
mainstream psychology
in the direction of not considering internal processes in
understanding human

behavior (Powers, 2005). This neglect of spirituality in
psychology began to
change with the development of humanistic psychology in the
1950s and
1960s, and more recently the greater emphasis on multicultural
issues in
psychotherapy and counseling has led to a reconsideration of
spirituality and
religion (Powers, 2005).
Insightful Revealing the inner nature; going beyond the surface
or Exemplar: In his moving writing about his concentration
camp experiences,
Assessment of
Personality
Psychological
Practice Differences
Meets “Proficient” and
supports all claims with
concrete and relevant examples
Makes appropriate claims

about the extent to which
theory informs practices as
applied to diverse populations
Makes claims that are not
appropriate to the extent to
which theory informs practices
as applied to diverse
populations
Does not identify implications
of the theory to psychological
practices
20
Defense of Position
on the Role of
Personality
Psychology
Meets “Proficient,” and past
and current applications that
exist for and against your

proposed solution are
illustrated with concrete and
relevant examples
Applications of the theory
specific to addressing the
accurately analyzed
Applications of the theory
specific to addressing the
described but not accurately
analyzed
Does not address applications
of the theory specific to
proposed solution
15
Writing

Grammar, mechanics, citations,
and voice are consistently
appropriate for the intended
audience
There are no major errors of
grammar, mechanics, citations,
and voice
Errors in grammar, mechanics,
citations, and voice are
prevalent but do not prevent
the submission from being
understood
Errors in grammar, mechanics,
citations, and voice prevent the
submission from being
understood

5
Total
Comments:
100%
generalizations to illuminate nuance or shades of gray; able
to see beyond the readily apparent
Viktor Frankl (1992) explores the basic human struggle to find
meaning in life
and the importance of being able to transcend current
experience to find that
meaning. According to Frankl, the search for and finding of
meaning is the
primary motivation of a person’s life. This meaning is derived
in an outer-
directed fashion toward the world, rather than based within the
individual’s
own psyche. Frankl refers to this as “the self-transcendence of
human

existence” (Frankl, 1992, p. 115). Somewhat in contrast to
Maslow, Frankl
views self-actualization as a byproduct of self-transcendence.
Self-actualization
cannot be consciously sought but can be only achieved through
the forgetting
of self and giving self to a cause outside of the self, either to a
cause, to
service, or to another person in love (Frankl, 1992).
Logical Reasonable; philosophically consistent; non-
contradictory Exemplar: There is much discussion about Freud's
focus on sexual and
aggressive drives and consequently a tendency to be dismissive
of his
consideration of drives as being too narrow. However, Freud’s
own
conceptualization suggested a more complex understanding of
these drives.
The abilities to work and to love were for Freud the desired
outcomes of
psychoanalysis (Hazan & Shaver, 1990). The mature, adult
expression of sexual
and aggressive drives is the ability to form loving relationships
and to be

engaged in productive activity. There are not many therapists
who would
argue with these as appropriate goals for treatment.
Analyze To dissect, deconstruct, or break a complex thing down
to
its component parts to reveal the inner workings, underlying
premises, or deeper meaning
Exemplar: Kelly structured his personal construct theory into 11
corollaries. He
based them on his belief that individuals organize their
behaviors through
anticipating future events (Weihs, 2011). Like a scientist who
works with a
theory, hypothesis, experiment observation, and resultant
theory, Kelly
believed individuals work with a construction system,
anticipation, experience
and behavior, and resultant construction system. Kelly believed
that
individuals anticipate what to expect from another individual or
environment
based on their previous constructions (Weihs, 2011).

Describe To state the characteristics of a thing Exemplar: The
longitudinal study contains a whole host of conceptual and
logistical challenges. This is especially the case in studies of
continuity of
personality characteristics from infancy onward. As just one
example of
difficulty in longitudinal studies is the concept of continuity
itself and how it is
measured (Mussen, Conger, & Kagan, 1975). For example, one
common
meaning of continuity is rank order continuity. In this instance,
an individual
retains relative rank for an attribute within a particular cohort
over a particular
period of time. Stability of IQ would be an example of
continuity in terms of
rank order; the trait is stable relative to the reference group. A
second type of
continuity is ipsative, the child’s tendency to display the same
hierarchical
organization or behavioral disposition over time. The ranking

may change, but
the personality characteristic remains stable. A third type of
continuity is
psychological epigenesis; i.e., whether there is a necessary
relation between
processes at one time and a successive set of processes at a later
time in
development. For example, is the quality of attachment in
infancy related to
later adult dependency?
Appropriate Warranted based on given parameters or
circumstances;
consistent with the given context
Scholarly Peer-reviewed, primary research published in journals
Anti-exemplar: psychology.about.com
Exemplar: a primary source; the original writings of the theorist
Assess Measure or evaluate in order to make claims about the
amount, extent, incidence, quality, or significance of
something

Exemplar: Despite the many strengths of Kelly’s personal
construct theory,
there are significant weaknesses, the primary being the lack of
explanation for
emotions within behavior. Individuals build their levels of
bipolar constructs as
a result of emotions and childhood experiences (McCloughlin &
Matthews,
2009). Kelly’s theory does not explain how an individual
develops his or her
level of bipolar separation for each construct and does not
account for the role
of emotions in developing personal constructs.
Identify Name and define Exemplar: The word temperament
first came into the language during the
Middle Ages, and at that time it described biological
determinants of behavior.
In modern use, temperament has come to be restricted to an
individual’s
constitutional disposition to activity and emotionality.
Temperament theorists
in the early twentieth century included McDougal, Meumann,
and Kollartis
(Millon, 1981). McDougal derived eight tempers on

combinations of three
fundamental dimensions: intensity (strength and urgency),
persistency (inward
versus outward expression), and affectivity (emotional
susceptibility).
Meumann also developed eight fundamental qualities of feeling.
Using the
polarities of pleasure-displeasure and active-passive, he devised
four classical
humors. In a similar way, Kollartis used dimensions of
pleasantness versus
unpleasantness and excited versus calm to derive his major
character types
(Millon, 1981).
Effective Accomplishes the intended goal(s) Exemplar: The
psychologist's conception of his science involves more than a
set of abstract principles, more than an operating manual for the
design of
research and the construction of theory. Each philosophy of
science in
psychology is intimately bound up with an image of man, a
disciplinary
identity, and a system of basic assumptions and values
regarding the aims,

problem areas, and investigative methods with which
psychology should
properly concern itself. Until recently, the scientific orientation
in American
psychology has been predominantly "demonstrative" rather than
"dialectical."
The prevailing approach has been tough-minded, extraspective,
technically
rigorous, and operationalistic. (Taken from the work of Joseph
Rychlak, A
Philosophy of the Science of Personality Theory, 1968)
Engaging Able to hold the attention of the intended audience
Exemplar: In some ways, Adler was ahead of his time in terms
of arguing for
the equality of men and women. He believed that the relative
roles in society
of men and women added to the sense of inferiority of each
gender. Women
are devalued by society and therefore experience exaggerated
inferiority. On

the other hand, men are burdened by the high expectations
placed on them
which cannot be met. This leads to greater inferiority for men.
This problem
can be resolved only by women and men being equally valued
(Adler, 1980).
Accurate Factually true Exemplar: Jean Piaget was one of the
first theorists to focus on human
development during childhood. Piaget believed development
occurred
through schemas (Cowan, Langer, Rich, & Nathanson, 1969).
Schemas are the
mental and physical actions associated with knowledge
development. Piaget
taught that schemas include knowledge and the process of
obtaining
knowledge. He believed children consult previously learned
information when
faced with a new concept. Children would subsequently change
their schema
when additional information about an existing schema was
obtained (Cowen
et al., 1969).

Theorists and Theorist-Authored Sources
You are required to use a MINIMUM of two sources authored
by your selected theorist. This means in addition to the
secondary sources you may use in your
article you are also reading about the theory as written by the
theorist, not what the secondary sources say about this theory.
Why is this important? You need
to read documentation by your theorist in order to synthesize
the material and inform your own perspective, not simply repeat
what others think about the
theory. The ability to interpret original theories is also key in
developing yourself professionally in this field.
A list of example sources is provided below for you to facilitate
your research in identifying and qualifying appropriate
materials that have been directly
authored by your theorist. Some of the recommended resources
are not linked or available online through the Shapiro Library.
However, you may conduct a
broader online search to find these materials, access these
sources directly from your public library, or acquire them
through the Shapiro Library Off-Campus
Library Services program. If you elect to choose a different

theory or theorist-authored source materials than those listed
here, please verify your choices with
your instructor in the Final Project discussion forum to ensure
you are using quality theorist sources.
John Dollard and Neal Miller – Social Learning Theory
http://libguides.snhu.edu/OCLSinformation
http://libguides.snhu.edu/OCLSinformation
1. Dollard, J., & Miller, N. E. (1950). Personality and
psychotherapy: An analysis in terms of learning, thinking, and
culture. New York, NY: McGraw-Hill.
Erich Fromm – Existential and Humanistic Psychology
1. Resource: Fromm, E. (1944). Individual and social origins of
neurosis. American Sociological Review, 9(4), 380–384.
2. Resource: Fromm, E. (1994). Escape from freedom. New
York, NY: Holt Paperbacks.
David Buss – Evolutionary Psychology (he is covered in the
text, but briefly enough that he could be used)
1. Resource: Buss, D. M. (1989). Sex differences in human mate

preferences: Evolutionary hypotheses tested in 37 cultures.
Behavioral and Brain Sciences, 12,
1–49.
2. Resource: Buss, D. (1991). Evolutionary personality
psychology. Annual Review of Psychology, 42, 459–491.
Rollo Reece May – Existential Psychology
1. Resource: May, R. (1960). Existential bases of
psychotherapy. American Journal of Orthopsychiatry, 30, 685–
695. http://dx.doi.org/10.1111/j.1939-
0025.1960.tb02086.x
2. Resource: May, R. (1981). Freedom and destiny. New York,
NY: Dell Publishing.
3. Resource: May, R. (1994). The Discovery of being: Writings
in existential psychology. New York, NY: W. W. Norton &
Company.
4. Resource: May, R. (1996). The meaning of anxiety. New
York, NY: W. W. Norton & Company.
Viktor Frankl – Logotherapy
1. Resource: Frankl, V. E. (1967). Logotherapy and
existentialism. Psychotherapy: Theory, Research & Practice,
4(3), 138–142.

http://dx.doi.org/10.1037/h0087982
2. Resource: Frankl, V. (2006). Man’s search for meaning.
Boston, MA: Beacon Press.
Julian Rotter – Locus of Control
1. Resource: Rotter, J. (1954). Social learning and clinical
psychology. Westport, CT: Johnson Reprint Corporation.
2. Resource: Rotter, J. B. (1966). Generalized expectancies for
internal versus external control of reinforcement. Psychological
Monographs: General and
Applied, 80(1), 1–28. http://dx.doi.org/10.1037/h0092976
3. Resource: Rotter, J. B. (1975). Some problems and
misconceptions related to the construct of internal versus
external control of reinforcement. Journal of
Consulting and Clinical Psychology, 43(1), 56–67.
http://dx.doi.org/10.1037/h0076301
4. Resource: Rotter, J. B. (1990). Internal versus external
control of reinforcement: A case history of a variable. American
Psychologist, 45(4), 489–493.
http://dx.doi.org/10.1037/0003-066X.45.4.489

Supporting Resource:
Note: This source provides biographical information on Rotter
and does not count as one of the required two minimum theory
sources.
Rotter, J. B. (1993). Expectancies. In C. E. Walker (Ed.), The
history of clinical psychology in autobiography (Vol. II) (pp.
273–284). Pacific Grove, CA: Brooks/Cole.
Martin Seligman – Learned Helpless and Positive Psychology
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
085981
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apiro&db=bth&AN=9103252833&site=ehost-live
apiro&db=pdh&AN=2007-17807-001&site=ehost-live

1. Resource: Seligman, M.E.P. (1995). Learned optimism. New
York, NY: Knopf.
2. Resource: Seligman, M. E. P. (2004). Can happiness be
taught? Daedalus, 133(2), 80–87.
3. Resource: Seligman, M. P., & Csikszentmihalyi, M. (2000).

Positive psychology: An introduction. American Psychologist,
55(1), 5–14.
http://dx.doi.org/10.1037/0003-066X.55.1.5
4. Resource: Seligman, M. P., Rashid, T., & Parks, A. C.
(2006). Positive psychotherapy. American Psychologist, 61(8),
774-788. http://dx.doi.org/10.1037/0003-
066X.61.8.774
5. Resource: Peterson, C., Maier, S.F., & Seligman, M.E.P.
(1995). Learned helplessness. New York, NY: Oxford.
Veronica Benet-Martínez – Cultural Influences on Personality
and Bicultural Identity
1. Resource: Benet-Martinez, V., & Haritatos, J. (2005).
Bicultural identity integration (BII): Components and
psychosocial antecedents. Journal of Personality,
73(4), 1015–1050.
2. Resource: Benet-Martinez, V., Lee, F., & Leu, J. (2006).
Biculturalism and cognitive complexity: Expertise in cultural
representations. Journal of Cross-Cultural
Psychology, 37(4), 386-407.

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PSY 560 Final Project Student-Authored Article Guidelines a.docx

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