A. General Learning Objectives
This course seeks to:

1. Give in-depth coverage of the major theorists, theories, and key concepts related to the study of personality development.
2. Consider appropriate criteria for the evaluation of each theory from a practical, multicultural, and spiritual perspective.
3. Explore the strengths and weaknesses of each theory and its relative applicability for diverse populations
4. Review personality development and theories of learning related to PreK–12 children and later adulthood.
5. Discuss theories in relation to counseling in both school and community settings.
6. Help students integrate theoretical concepts with theological principles to begin constructing a personal and professional orientation.
   
   

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the students should be able to:

1. Demonstrate an understanding of major theorists, theories, and key concepts related to the study of personality development.
2. Critique the major theories from a Christian perspective and a diverse perspective.
3. Articulate their personal orientation in a position paper.
4. Demonstrate how various approaches can be applied in school and community settings.
5. Describe contemporary treatment methods based on the theoretical perspectives and approaches to guidance and counseling.
6. Identify the major approaches in personality research and complete a research paper on a selected theory.
7. Compare and contrast the various theories of personality as to their philosophical assumptions.
8. Compare and contrast the various theories of personality as to the amount and types of research generated.
   

Textbook:
Ryckman, R. (2012). Theories of Personality (10th ed.). Wadsworth Publishing.

Reading List:
Adler, A. (1964). Superiority and social interest: A collection of later writings. H.L. & R.R. Ansbacher (Eds.). Evanston, IL: Northwestern University Press.
Adler, A. (1954). Understanding human nature. NY: Fawcett.
Allport, G.W. (1955). Becoming: Basic considerations for a psychology of personality. New Haven: Yale University Press.
Allport, G.W. (1961). Pattern and growth in personality. NY: Holt, Rinehart, and Winston.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. NY: Freeman.
Bowlby, J. (1998). A secure base: Parent-child attachment and healthy human development. NY: Basic Books.
Buss, A. Personality: Temperament, Social Behavior, and the Self. Boston: Allyn and Bacon, 1995
Chodorow, N.J. (1989). Feminism and psychoanalytic theory. New Haven, CT: Yale University Press.
Coleman, D. and Speeth, K. (1992). The Essential Psychotherapies. New York: New American Library
Erikson, E. H. (1997). The life cycle completed: A review. NY: Norton.
Eysenck, H. (1990). Biological dimensions of personality. In L.A. Pervin (Ed.), Handbook of personality: Theory and research. NY: Guilford Press.
Fadiman, J. (2002). Personality and Personal Growth (5th Ed.). Prentice Hall Publishers
Freud, S. (1946). The ego and mechanisms of defense. NY: International Universities Press.
Funder, D. (1997). The Personality Puzzle. New York: W.W. Norton, 1997.
Hergenhahn, B. R. (2004). Introduction to Theories of Personality, (6th ed.). Prentice Hall Publishers.
Mayer, F. S. (2004). Personality: An Integrative Approach. Prentice Hall Publishers.
Merrens, M. and Brannigan, G. (1997). Experiences in Personality: Research Assessment and Change. New York; John Wiley and Sons, Inc.,
Nye, R. (1993). Three Psychologies: Freud, Skinner, and Rogers. Monterrey, CA: Brooks/Cole Publishers
Scroggs, J. (1994). Key Ideas in Personality Theory. New York: West Publishing,