CPY 530: Theories of Personality

CPY 530, Spring 2018: Schefstad

Course: CPY 530: Theories of Personality Course Schedule: Spring Semester 2018

Wednesdays: 6:45-9:15 pm (CCS 229) Instructor: Anthony J. Schefstad, Ph.D., LCSW, MA Office: Adjunct Phone: (407) 462-6210 E-mail: [email protected] Office Hours: By Appointment

Course Description: This course examines the major theoretical approaches to personality development and focuses on theorists such as Freud, Adler, Jung, Rogers, Fromm, Skinner, Wolpe, Ellis, Glasser, and others. This course reviews theories, dynamics, and processes of personality and demonstrates how various modes of practice relate to theory. Course Structure: This course will be presented using a variety of teaching modalities. Some course content will be presented in a traditional lecture format. In addition, students can expect class discussion, experiential learning, and enactment of counseling skills and strategies related to the theories studied. Students should expect to actively participate in class and work collaboratively with their fellow counselors-in-training in developing a working knowledge of current counseling theories. Order of Class Activities:

1) Chapter Quiz 2) Personal Theory Image Reflection Groups 3) Theory Discussion and Review 4) Videos and Practice

Course Goals/Objectives: (Relevant 2016 CACREP Standards)

Expected Student Learning Outcomes for this Course

The student will demonstrate knowledge, skills, and practices necessary for success as a professional counselor via his or her participation in key learning activities in this course. Content covered includes: K

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Learning activities that facilitate development of knowledge, skills, and/or practices of this content:

Instructional and/or Assessment Point

for Standard

2.F.3.c. theories of normal and abnormal personality development

Readings, Lecture and Class Discussions, Theory Mandala Project, Case Studies, Integrative

Mandala Images Discussion, Mandala Presentation, 8 Quizzess


Theories Paper.

2.F.5.a. theories and models of counseling

K

Readings, Weekly Quizzes, Lectures and Class Discussions, Theory Mandala Project, Case Studies, Integrative Theories Paper.

Case Studies Total

2.F.5.d.ethical and culturally relevant strategies for establishing and maintaining in-person and technology-assisted relationships

Readings, Lecture and Class Discussions, Case Studies, Integrative Theories Paper.

Technique Demonstration. Theory Paper

2.F.5.f. counselor characteristics and behaviors that influence helping processes

Readings, Lectures and Class Discussions, Case Studies, Integrative Theories Paper.

Mandala Images Discussion, Case Studies, Theory Paper

2.F.5.g. essential interviewing, counseling, and case conceptualization skills


Weekly Quizzes, Mandala Project, Theory Paper,

2.F.5.j. evidence-based counseling strategies and techniques for prevention and intervention


Weekly Quizzes, Mandal Project, Theory Paper, Technique Demonstration

2.F.5.n. processes for aiding students in developing a personal model of counseling

K


Integrative Theories Paper,

5.C.1.b. theories and models related to clinical mental health counseling

K


Integrative Theories Paper

5.C.3.b. techniques and interventions for prevention and treatment of a broad range of mental health issues K


Case Studies Total, Technique Demonstration

95% of all students will attain the minimum percentage score of 80% on each Key Performance Indicator (KPI). Individually, students will maintain a minimum 3.0 GPA in all courses.

Required Texts: Prochaska, J. O., & Norcross, J. C. (2010). Systems of Psychotherapy: A transtheoretical

analysis (7th ed.). Belmont, CA: Thompson Brooks/Cole. Recommended Texts: American Psychological Association. (2010). Publication manual of the American

Psychological Association (6th Ed.). Washington, DC: Author.


Additional Reading: Articles related to the week’s discussion will be posted in Blackboard. See schedule below for the assigned readings.

Required Assignments and Learning Experiences:

Theory Quizzes

Students will take weekly theory quizzes on assigned chapters at the beginning of class. There are a total of 9 theory quizzes for the semester; however, students may count the best 8 out of 9 quizzes toward their final grade. Students may take all 9 theory quizzes and count 8 or take a week off from a quiz.

Counseling Theory Technique Demonstration

Students will demonstrate a technique of their choice in connection a preselected theory. This will be an in-class role-play experience. Students should be prepared to run about a 15 minute session with class discussion following. A sign-up sheet will be provided on the first day of class along with additional explanation of this experience. See Rubric for more information.

Weekly Personal Theory Mandala Image and Group Reflection ***Activity adapted from A. Leslie Anderson, Ph.D.

Each week, beginning with the lesson pertaining to Gender-Sensitive and Multicultural Therapies, and continuing through to Integrative and Eclectic Therapies, students are expected to read the materials, including any outside material that makes the ideas more clear, and select a visual image (such as a clipping from a magazine or a sketch created by the student) that seems to illustrate or represent the theory being discussed each week. If we are discussing multiple theories in one week you can chose one theory to reflect on for this project. You should select an image that represents what you connect to regarding this theory – be prepared to share this with the class. You may select an image that represents part of a theory, a major theme, or its entirety. The objective is to think “outside the box”, and relate to this material in a more abstract and representational way. You will bring this image to class each week. Students are encouraged to maintain a weekly journal throughout the semester to assist with their final reflection paper. During class (after your quiz) you will enter into small groups to discuss your image as it relates to the theory and how you connect to it. After the discussion groups will be encouraged to share with the class. This is an “application” piece, and the integration of the self-awareness and personal experience as it applies to the theorist being discussed. This is not a time to discuss whether you would use this theory with clients, rather, apply the concepts to some part of your own experience, and find a place that these readings “fit” your own life. At the end of the semester you will (1) use your theory pictures (or add/substitute new ones) to create an Integrative Personal Theory Mandala that describes your integrative view. Past examples of the integrated mandala are on Blackboard. During the final class, students will


place their mandalas around the classroom and give students a chance to walk around and view them. Following this, students will briefly discuss, one at a time, their integrative mandala. To earn credit for each Mandala, they must be brought to class. Showing images from a smart phone or computer does not count as credit. The Mandala “The word "mandala" is from the classical Indian language of Sanskrit. Loosely translated to mean "circle," a mandala is far more than a simple shape. It represents wholeness, and can be seen as a model for the organizational structure of life itself--a cosmic diagram that reminds us of our relation to the infinite, the world that extends both beyond and within our bodies and minds.” “Representing the universe itself, a mandala is both the microcosm and the macrocosm, and we are all part of its intricate design. The mandala is more than an image seen with our eyes; it is an actual moment in time.”

Carl Jung said that a mandala symbolizes "a safe refuge of inner reconciliation and wholeness." It is "a synthesis of distinctive elements in a unified scheme representing the basic nature of existence."

"The integrated view of the world represented by the mandala, while long embraced by some Eastern religions, has now begun to emerge in Western religious and secular cultures. Awareness of the mandala may have the potential of changing how we see ourselves, our planet, and perhaps even our own life purpose." (From Mandala: Journey to the Center, by Bailey Cunningham)

This information and additional material can be found at http://www.mandalaproject.org/What/Index.html

Theoretical Application Case Studies

As a final demonstration of particular theories, students will receive brief case studies on a popular cultural figure and will be asked to develop a minimum of a two page case conceptualization and therapeutic dialogue between the student, as counselor, and the subject of the case study. With each case study the student will demonstrate understanding of a particular technique or two from the assigned theory. These will be take home assignments and will be given out at the end of the class in which the theory is discussed. Students are required to complete this assignment through the lens of the particular theory. Part 1: Narrative Theoretical – Through the lens of the selected theory, this section will cover a conceptualization of this client, overarching counseling goals for this client, and what has already been done in sessions prior to the current session (Part 2). You may add additional information to the case study for assistance. Part 2: Client/Therapist Dialogue Session Dialogue – Through the lens of the selected theory, this dialogue will cover one to two techniques as well as counseling skills.

http://www.amazon.com/exec/obidos/ASIN/0789497409/themandalaprojec

http://www.mandalaproject.org/What/Index.html


Students will utilize comments through Track-Changes to highlight how the Theory is being used and viewed in both parts. Please view the example on Blackboard See Rubric for more information.

Research/Position Paper Guidelines

The research paper on your preliminary theory of counseling is part of a developmental process beginning in CPY530. You will build on your theory in further courses and finalizing it by the end of your Internship experience (PSY 680). In practicum (PSY 680) you will write your first edition of “My Theory of Counseling” paper and then write the final edition during your internship course (PSY 695), a requirement for graduation. For this paper you are to begin conceptualizing your approach to counseling by integrating concepts, principles, and interventions from various theories. Select two or more of the major theories that personally resonate with you and write an 8-10 page (maximum) integrative paper. This paper should be a well-researched and scholarly. Do not just restate the information in our textbooks. Utilize at least 7 outside resources (original source materials, seminal articles by the founder, book chapters, current applications to theories, etc.). Do not rely on review articles from the internet. The paper will generally consist of two parts to each section. (1) As you discuss your theory in each section, (2) explain to the reader why this approach resonates with you, that is, why you think this approach fits your personality and personal style. Please use this 2-part style in sections 2-5. This paper should be written in APA style, outlined, and with subheadings, in the following manner (8-10 pages maximum outside of title page, abstract and references):

1) Introduction: Introduce your theories and personal approach to counseling. 2) Personality Development: How do you define personality? What are the core elements

to personality? What shapes personality/assists it in development? Include internal and external factors (social, biology/genetics, political, ecological, cultural, relational, etc.)

3) The Therapeutic Process: What is the role and responsibilities of the therapist, client, and what are the essential characteristics of the therapeutic relationship? How do you create a therapeutic alliance? What is the impact of culture in the therapeutic relationship? What are the universal goals of your theoretical approach?

4) Counseling Theory: Specific therapeutic procedures/techniques, and methods would you incorporate to reach your goal and why? Do you apply a directive or nondirective approach? Do you focus on past, present and/or future? Do you focus on affect, behavior, and/or cognition? How would you modify your approach to fit your client’s needs and culture?

5) Key theoretical assumptions/beliefs: How does your approach fit with your view of human nature, your personality/personality development, life experiences, your culture and ethnic background, your beliefs and values?

6) Evaluation and critique: What are the strengths and limitations of your approach? Any needed adaptations for diverse populations?

7) Conclusion

Utilize the APA style guide to organize and document your paper and references. o Title page and Abstract are required o Subheadings in APA format are required o Points will be deducted from your paper if this format is not followed.


Carefully proof your paper for spelling, grammar; and flow, papers will be marked down in these areas.

Class Attendance/Participation

Graduate students are training to be professional helpers responsible for the welfare of counseling clients. Attendance and participation in courses is required to evaluate the readiness and preparedness of each student to enter the profession. Success in this graduate program requires students to be fully present academically, physically, personally, and interpersonally during all learning experiences.

Attendance and participation constitute a portion of your final grade. Attendance means arriving for class on time and staying for the duration of the class. Participation means preparing for class by reading required texts/materials and engaging in class discussion.

The instructor will not make judgments or decisions regarding “allowing” student absences and will not evaluate which reasons are acceptable to qualify as an excused absence. If a student does not to attend class, he/she cannot earn the participation points for that class meeting or for activities that occur during the missed class. A student who misses two or more classes will be subject to action by the professor, which includes, but is not limited to:

Recommendation to withdraw from the class. Requiring additional assignments(s) to complete the class. Reduction in the final grade per the percentage allotted to attendance and

participation. Any other action deemed appropriate by the professor in consultation with the full

faculty.

Each student gets one free absence regardless of reason. Your final grade will be lowered one half of a letter grade for every absence after this. Arriving late to or departing early from a working group on the part of one person disrupts the flow of learning for the professor and other students. As a result, chronic tardiness will result in the lowering of a final grade (2 equal 1 absence). Class will start on time and time agreements for class breaks will be honored. Breaks during class meetings are at the discretion of the professor and may range from 0-15 minutes scheduled at times that the professor determines within the individual class session. Please return promptly from breaks. Not all assigned readings will be reviewed in class; students are responsible for asking questions about material they do not understand.

Penalty for late work: Students will forfeit a half a letter grade when an assignment is turned in beyond the announced class deadline (beginning of class on the due date). This half a letter grade reduction will continue for each day beyond the deadline.

Class Participation is accounted for in appropriate professional participation in all of the following:

Attendance at all class meeting times

Completing all assigned readings prior to class

Offers a different and unique, but relevant, perspective;

Contributes to moving the discussion and analysis of the topic forward;

Builds on the comments and contributions of other peer colleagues;

Transcends the “my opinion” syndrome; i.e., your contribution includes evidence (when appropriate), rationale, and reflective thinking.

Participation in all in-class experiences, role-plays, assignments, and graded activities

Any additional homework assignments

Appropriate professional participation in all of the above criteria


o Professional participation includes students refraining from engaging in non-class related activities (e.g., sleeping in class, working on their laptop or phone, side conversations, working on material not related to course content, etc.). If this behavior is witnessed by the professor, it will not be brought to the student’s attention. The student will find a reduction in their overall semester grade. The number of points will be at the discretion of the professor.

Students who rarely or never participate in class discussions or activities will receive a grade reduction despite attendance.

Attendance Notification Policies: Advance notification of anticipated absences is expected (phone call or e-mail) out of courtesy to the instructor and class peers. In the event of an unanticipated emergency or illness, students are responsible for notifying the instructor at the earliest opportunity via phone message or email. Students are responsible for the content of all assignments, lectures, announcements, and class discussions even when not present. Make-up tests or extra credit will not be given. If you have a conflict with an exam date, speak with the instructor at least seven days in advance.

Method of Evaluation and Grading:

Activity Maximum Points Points Earned

10 Mandala Images and Presentation (.5 points each) 05

Mandala Presentation 03

Technique Demonstration 02

4 Case Studies (5 points each) 20

Theory Research/Position Paper 30

8 Quizzes (5 points each) 40

Total Possible Points

100 Points

Final Grades will be based on a point accumulation basis. Points will be converted in a percentage score based off earned points vs. total points. Your Final Grade can only be rounded up greater than or equal to .5. Hence a 93.5 will earn a grade of “A” and a 93.4% will earn a grade of “A-“.

A = 94 – 100 % of total points A- = 90 – 93% of total points

B+ = 87 – 89% of total points B = 84 – 86% of total points B- = 80 – 83% of total points

C+ = 77 – 79% of total points C = 74 -76 % of total points C- = 70 – 73% of total points

Course Policies and Expectations of Graduate Students This is the “fine print” for which you are fully responsible for knowing and following. Please read

this section of the syllabus carefully!

Academic and Professional Integrity

By accepting this syllabus, you pledge to uphold the principles of Academic Honesty and student conduct guidelines published in the Rollins College Graduate Studies Catalog, and the policies published in the current edition of the Graduate Studies in Counseling Student Handbook (both available online on the Rollins Graduate Counseling website. You also agree to abide by the current version of the American Counseling Association Ethics Code (available at www.counseling.org.). Students who are unable to perform in a reliable, competent, and ethical


manner, or exhibits performance that results in being terminated by and internship or other field site, will necessitate a review by the faculty and may result in student remediation, suspension, or dismissal from the Graduate Studies in Counseling program.

Please consult the documents named above to refresh your understanding of the expectations, policies, and procedures required of students throughout their enrollment in the graduate counseling program. Students will be held to these published standards and failure to fulfill these standards may be grounds for remediation and/or dismissal from the Graduate Studies program.

Rollins Academic Honor Code Reaffirmation

http://www.rollins.edu/honor-code/documents/academic-honor-code-rollins-college.pdf Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect, fairness, and responsibility -particularly manifests itself in two public aspects of student life. First, as part of the admission process to the College, students agree to commit themselves to the Honor Code. Then, as part of the matriculation process during Orientation, students sign a more detailed pledge to uphold the Honor Code and to conduct themselves honorably in all their activities, both academic and social, as a Rollins student. A student signature on the following pledge is a binding commitment by the student that lasts for his or her entire tenure at Rollins College. The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to the paper, quiz, test, lab report, etc., the handwritten signed statement: "On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work." Material submitted electronically should contain the pledge; submission implies signing the pledge. (1.15.18) Respect for Individual Differences – The Graduate Studies in Counseling program faculty endorses a learning climate that represents diversity and individual differences and encourages the open-minded exploration of distinctions among individuals. Students in the program are not expected to think the same way, but are expected to be accepting of differences and strive to understand how other peoples’ perspectives, behaviors, and world views are different from their own. Students’ ability to maintain an open mind and respectfully discuss and understand the values and opinions of others is a reflection of personal development and professionalism as a counselor. No person will be treated differently by faculty or student colleagues with regard to race, gender expression, color, national origin, ancestry, religion, sex, age, sexual orientation, marital and/or parental status, citizenship, military status, religion, political beliefs, height, weight, and/or mental or physical ability.

Self-Disclosure Expectations and Guidelines – During this and most courses in the Graduate Counseling program you will be asked to share thoughts and feelings that are personal in nature with your peer colleagues as part of a learning activity. Please remember that you are in charge of what you choose to disclose. Willingness to share concerns, reactions, fears and doubts will, most likely, assist you in gaining insight necessary to further your personal

http://www.rollins.edu/honor-code/documents/academic-honor-code-rollins-college.pdf


and professional development. AND, please remember that you do not have to share any information that you choose not to reveal. Generally, professors consider confidential any information that you disclose within your journals and papers or in private conversations; however, they may consult with other faculty if there are concerns about ethical, personal safety or functioning, or professional standards.

Confidentiality – To protect the confidentiality of clients, any case material discussed in class will be presented anonymously (without identifying information) to protect the right to privacy and maintain ethical and legal confidentiality standards. To provide a safe learning environment and create safety for student peers, guests, and professors in the class, personal information and/or reactions shared in class should be considered as confidential as client information and respected accordingly. Interns will maintain strict confidentially according the ACA Code of Ethics (2014) by refraining from discussing case material and the personal information of others outside of class.

Professionalism and Classroom Civility – Graduate students are expected to observe a level of professional conduct in the classroom reflective of practicing mental health professionals. This extends to the use of technology when it impedes the learning process.

Talking to or interrupting other students: Students are expected to refrain from talking while attention is expected for lecture instruction or student presentations.

Students failing to act professionally will be asked to leave the class. Your final grade will reflect an unarranged absence penalty described above in the Attendance and Participation Policy section.

Please abide by the attire policy described in the student handbook. If you are unsure of your attire, please consult with a core faculty member to assure that you are meeting expectations.

Professional Association Membership – All students are required to maintain membership in the American Counseling Association throughout their enrollment in the graduate program. The emphasis in the Rollins College Counseling program is that each student is a professional who is committed to the profession of counseling. Membership in ACA also include professional liability insurance coverage, which provides protection to you and the clientele with whom you come in contact during external course assignments, pre-practicum, practicum and internship.

Incomplete Policy – Students that are unable to complete course requirements within the time limitations of this semester are responsible for initiating and proposing an arrangement for completing requirements with the professor prior to the end of this term in order to avoid failing this course. The plan for completion must be agreed upon by the professor and must be submitted in writing identifying a date when work will be completed. If the incomplete is not resolved by the end of the following semester, the incomplete grade will convert to an “F.”

Technology Policies

E-mail – All e-mail communication and dissemination of information from the professor will be via the Rollins e-mail account. This is the official means of communication used by Rollins College. Students are responsible for all information sent to their Rollins e-mail account. Students are also requested to communicate with faculty and staff using their Rollins email account to avoid losing important communications to SPAM filters. If you have problems, contact the IT Help Desk at 407-628-6363.

BlackBoard – This course instruction is accompanied by the online “BlackBoard” system. Students are responsible for checking Blackboard for information, assignments, reporting forms, reading materials, course updates and other information and resources prior to class.


Laptop Computers – Use of laptop computers in class is at the discretion of the professor and is only permitted for note taking or other class-related activities unless prior arrangements have been made with the professor. Please do not use laptops for any other reasons. Non-class use is distracting to others. Students found using laptops for other purposes, such as e-mailing, web-surfing, working on assignments, will not be permitted to use technology in class. If a student uses any electronic device not authorized as part of the classroom activity, they will be warned to turn off the device. Second offenses will result in loss of participation points without warning.

Other Technology Devices – Out of respect for the professor and your classmates, do not use cell phones or any other portable communications devices during class. Please silence or turn cell phones off to avoid disrupting others. There are times when emergencies arise and communication with family or others is necessary. In those events, please inform the professor prior to class and make provisions to leave the classroom when the situation arises. Emergency calls may be taken outside the class but frequent call interruptions will not be tolerated. If the vibrate setting becomes a nuisance, you will be asked to turn it off completely. Texting in class is unacceptable.

Professional Paper Formatting – All papers are required to be submitted in the formatting style detailed in the most recent edition of the Publication Manual of the American Psychological Association. This includes an appropriately formatted title page, abstract, headers, heading levels, citations, and reference pages. Points will be deducted from the grade if this style format is not followed. Students should assume that these formatting components are expected for each and every assignment unless stated otherwise in the syllabus.

Use of Student Work: Copies of student work in this course, including copies of any submitted papers or other written work, may be kept on file for institutional research, assessment, and accreditation purposes. All work used for these purposes will be submitted anonymously as example of aggregate data.

Accessibility Services:

Rollins College is committed to equal access and inclusion for all students, faculty and staff. The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 create a foundation of legal obligations to provide an accessible educational environment that does not discriminate against persons with disabilities. It is the spirit of these laws which guides the college toward expanding access in all courses and programs, utilizing innovative instructional design, and identifying and removing barriers whenever possible. If you are a person with a disability and anticipate needing any type of academic accommodations in order to fully participate in your classes, please contact the Office of Accessibility Services, located on the first floor of the Olin Library, as soon as possible. You are encouraged to schedule a Welcome Meeting by filling out the “First Time Users” form on the website: http://www.rollins.edu/accessibility-services/ and/or reach out by phone or email: 407-975- 6463 or [email protected]. All test-taking accommodations requested for this course must first be approved through the Office of Accessibility Services (OAS) and scheduled online through Accommodate at least 72 hours before the exam. Official accommodation letters must be received by and discussed with the faculty in advance. There will be no exceptions given unless previously approved by the OAS with documentation of the emergency situation. We highly recommend making all testing accommodations at the beginning of the semester. OAS staff are available to assist with this process. (1.15.18)

http://www.rollins.edu/accessibility-services/

mailto:[email protected]


Title IX Statement:

Rollins College is committed to making its campus a safe place for students. If you tell any of your faculty about sexual misconduct involving members of the campus community, your professors are required to report this information to the Title IX Coordinator. Your faculty member can help connect you with the Coordinator, Oriana Jiménez ([email protected] or 407-691-1773). She will provide you with information, resources and support. If you would prefer to speak to someone on campus confidentially, please call the Wellness Center at 407-628-6340. They are not required to report any information you share with the Office of Title IX. Sexual misconduct includes sexual harassment, stalking, intimate partner violence (such as dating or domestic abuse), sexual assault, and any discrimination based on your sex, gender, gender identity, gender expression or sexual orientation that creates a hostile environment. For information, visit http://www.rollins.edu/titleix/ (1.15.18)

Absences – religious holidays and/or campus business:

The professor will accommodate a reasonable number of excused absences for religious holidays and official off-campus college business such as academic conference presentations and athletic competitions. However, per the College’s policy on excused absences (http://www.rollins.edu/catalogue/academic_regulations.html#class-attendance), students must discuss with the professor the dates of the anticipated absences no later than the last day of the drop period. Students must present to their professor written evidence of the anticipated absences and discuss with him/her how and when make-up work should be completed prior to missing the class. Students should not expect to receive allowance for excused absences if they do not meet with the professor beforehand and clarify the dates as necessary. Absences will be addressed by the faculty member in accordance with his/her attendance policy. The professor retains the right to determine what would be considered to be a reasonable number of absences (excused or otherwise) for the course. A student will not fail a course because the number of religious observances and/or college business absences exceed the number of absences allowed, except if excessive absences make it impossible to fulfill the expectations of the course. The student’s class participation grade in the course, though, may still be affected. (1.15.18)

Instructor Availability – If, at anytime, you wish to discuss class-related concerns, particularly those may affect your performance in this course, please do not hesitate to contact me. Sometimes students are emotionally impacted by class experiences. Please feel free to consult with me along the way if you need further clarification or to process your experiences. I am very willing to set up an appointment with you at a time outside my posted office hours. Please don’t wait until it is too late to help make this course a successful and rewarding learning experience for you. Your suggestions and ideas are always welcome, both during class and outside of class. The best way to contact this instructor is via his Rollins email address. If communication is urgent please email, text, and leave a voicemail message.

Course And Instructor Evaluation:

At the end of each semester, students are asked to evaluate the course and instructor. These evaluations are extremely valuable in the teaching and learning process on our campus. Student evaluations help assess student perceptions of classroom learning

mailto:[email protected]

http://www.rollins.edu/titleix/

http://www.rollins.edu/catalogue/academic_regulations.html#class-attendance


and often lead to improved teaching. Your feedback is important and Rollins students are encouraged to be honest, fair, and reflective in the evaluation process.

The online evaluative survey is anonymous. Students are never identified as the respondent. Instead, each student’s comments are assigned a random number. You will be asked to rate your course and instructor on a numerical scale and through narrative comments.

The online Course and Instructor Evaluation (CIE) process opens at 8:00 a.m. on the first scheduled date. It remains open for a period of 14 days (2 weeks) until 12:00 a.m. (midnight) on the final scheduled date. The evaluation period ends prior to the start of final examinations and faculty cannot access completed evaluations until 10 days after the end of final exams.

Students will receive one email at the start of the CIE period, one after the 15th day, and a final reminder the day before the CIE period ends. Students who complete evaluations for all classes will be able to view grades ten-days before students who do not complete an evaluation form. Please note that independent studies, internships, and applied music courses (MUA) are excluded from the online process. Also excluded for confidentiality reasons are courses with enrollments of three or fewer students. Evaluation Dates: April 17, 2018 to May 1, 2018 (tentative) Final Grades may be reduced for not following the above “Policies and Procedures”.

The instructor reserves the right to modify the schedule and grading policy as needed


Spring 2017 – Tentative Course Schedule: CPY 530 Theories of Personality

WK Date Topics (Students are responsible for Only items in bold)

Due

1 1/24 Personal Introductions, Introduction to Course & Review of Syllabus P&N Ch. 1: Defining and Comparing the Psychotherapies Website: http://www.mandalaproject.org/Index.html

View Blackboard Page: Integrative Personal Theory Mandala

Selective Theory Sorter (STS) – save

results

2 1/31 P&N Ch. 12: Gender-Sensitive Therapies P&N Ch. 13: Multicultural Therapies Article: Six Approaches to Personality

Mandala Image #1

3 2/7 P&N Ch. 2: Psychoanalytic Therapies Corey DVD Ch. 10 (Working with transference and countertransference)

Quiz 1 Mandala Image #2

4 2/14 P&N Ch. 3: Psychodynamic Therapies Counseling Technique: Acting “As if”


5 2/21 P&N Ch. 5: Person-Centered Therapies

Recommended Reading: Hidden Personalities According to Freud and Rogers

Quiz 3 Mandala Image #4 Case Study 1

6 2/28 P&N Ch. 6: Gestalt and Experiential Therapies Counseling Technique: Role Reversal


7 3/7 P&N Ch. 4: Existential Therapies


3/14 Spring Break

No Class

8 3/21 P&N Ch. 9: Behavior Therapies


9 3/28 P&N Ch. 10: Cognitive Therapies Counseling Technique: Reframing


10 4/4 P&N Ch. 14: Constructivist Therapies


11 4/11 P&N Ch. 15: Integrative and Eclectic Therapies


12 4/18 P&N Ch. 16: Comparative Conclusions Counseling Technique Demonstrations - in class role plays

13 4/25 P&N Ch. 17: The Future of Psychotherapy Counseling Technique Demonstrations - in class role plays

Integrated Theory Research Paper Due

14 5/2 Integrative Personal Theory Mandala Presentations Counseling Technique Demonstrations - in class role plays (if needed)

Retake Selective Theory Sorter (STS)

Syllabus and Schedule Subject To Change

http://www.mandalaproject.org/Index.html

CPY 530: Theories of Personality

Documents

Transcript of CPY 530: Theories of Personality