Personality - Module Plan

IILM UNIVERSITY
SAL-MPSY-303 – Personality
Gurugram - Semester 1 - Academic Year 2022-2023
Brief Course Description:

Please read this document carefully. It will provide you a sense of the course’s content and our
expectations, and the preparations required by the learners. Personality is the unique way
individuals think, feel and act. It is different from character and temperament but includes those
aspects. This module will focus on the four perspectives in the study of personality-
psychoanalytic, behavioristic, social cognitive, humanistic and trait perspectives. The module
will emphasize the work of pioneers in the field of personality like Sigmund Freud, Carl Jung,
Roger, Horney and talk about their contributions. The module will also focus on what role
cultural and biological factors play in personality. The module will further describe different
methods of assessing personality. In the end, the module will focus on Indian thought on self and
identity, it will further describe how to enhance personality and future of personality psychology.
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1. General Course Information
1.1 Course Details

Course: Personality
Code: SAL-MPSY-401
Term: 1
Level: Postgraduate
Credits : 4
Contact: 3 hour 45 minutes per week
Prerequisites: NA
1.2 Course Faculty
Module Leader:
Name: Dr Kamna Yadav
Email ID: kamna.yadav@iilm.edu
Module Tutor:
Name: Dr Kamna Yadav
Email ID: kamna.yadav@iilm.edu
Phone number: 9953106479
1.3 Class and tutorial details:

Classes for this course shall be scheduled thrice a week. 4 tutorial sessions shall also be
conducted for this course.
2. Learning Outcomes
2.1 Course Learning Outcome
By the end of this course, students will:
L.O.1. Understand the concept of personality and learn the different theories and approaches of
studying personality and their limitations.
L.O.2. Interpret the role of biological and cultural factors in understanding personality;
understand personality disorders
L.O.3. Understand new age tools for personality assessment.
L.O.4. Explain psychological methods to enhance and shape personality for the betterment of
self and the other.
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2.2 Course learning outcomes, program learning outcomes and assessments:
Course learning outcomes Program learning outcomes Assessments
Understand the concept of An understanding of End term assessment: Written
personality and learn the psychological concepts, examination
different theories and appropriate techniques for the
approaches of studying working knowledge and
personality and their application of psychology
limitations.
Interpret the role of biological
Demonstrate psychological Midterm assessment: Project
and cultural factors in information literacy, engage presentation
understanding personality;
in innovative and integrative
understand personality
thinking, interpret, design,
disorders conduct research and
incorporate socio-cultural
factors in scientific enquiry
To apply ethical standards for
evaluation in practice and
counselling in order to build
credibility and enhance
interpersonal relationships
Explain psychological Adoption of values that build
methods to enhance and the community at local,
shape personality for the national and global levels
betterment of self and the
other.
Understand new age tools for To be able to Continuous Assessment:
personality assessment. apply psychological concepts Quizzes and class discussion
and skills to career goals,
exhibit self-efficacy and self-
regulation, demonstrate
emotional intelligence for
working in teams and develop
a meaningful professional
direction for life
Be able to communicate and
negotiate based on critical
thinking and informed
judgment leading to problem-
solving and decision-making
skills.
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2.3 Relationship of this course with other courses conducted in the
Understanding Personality theories is essential to make a good base for better understanding of
all the core and elective modules of Psychology
3. Learning Resources
3.1 Required resources
 Schultz, D. P., & Schultz, S.E. (2017). Theories of personality (11 th ed.). Boston, MA:
Cengage Learning.
3.2 Recommended resources

Reading is an essential part of the course, and students are expected to access and critically
analyze the relevant literature. Apart from becoming familiar with the contents of the main text,
students are also strongly urged to refer to academic journals in the area of Personality
Psychology. Some important references for books include:
 Larsen, R.J., & Buss, D. M. (2018). Personality Psychology: Domains of Knowledge About
Human Nature (6th ed.). New York: McGraw-Hill Education
 Morgan and King (2001). Introduction to Psychology (7Th Edition). Tata Mc Graw Hill.
 Mayer, J. D. (2018). Personality: A Systems Approach (2nd ed.). Lanham, MD: Rowman and
Littlefield.
 McAdams, D. P. (2008). The Person: An Introduction to the Science of Personality
Psychology (5th ed.). New York: John Wiley & Sons.
 Nelson, L. (2002). Choose Your Personal Greatness. Nelson Publishing, Inc.
3.3 Recommended websites

https://www.apa.org/topics/personality
https://www.apa.org/pubs/journals/psp
https://onlinelibrary.wiley.com/journal/14676494
https://www.journals.elsevier.com/journal-of-research-in-personality/recent-articles
4. Learning and Teaching Activities:

 Approach to Learning and Teaching in the Course
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We use the cognitive approach to learning. The course tutor and the students both engage
with knowledge; the role of the tutor will be to choose the best method to convey
understanding. The approach to learning will involve ‘learning to think’ and ‘learning to
act’.
 Learning Activities and Teaching Strategies
There will generally be a reading or an article for each session. You should read and
come prepared for each session. The level of preparedness for the class will be checked
through cold calls/surprise quizzes. Class participation is very essential both for your own
and peer learning and to a very large extent would drive the overall learning from the
course. The sessions are so planned that each session is built upon the discussions in the
prior class. It is therefore necessary that you attend all sessions and come prepared to the
class. Students are also expected to refer to academic journals and magazines specific to
psychology to know about the latest works.
4.1 Module overview:

Session Particulars Pre-class Readings Learning activity during
No. session
UNIT 1: INTRODUCTION TO
PERSONALITY
1-2 Introduction to personality: https:// Discuss: Is personality more
Definition, Biological, courses.lumenlearning.com/ nature or nurture?
Environmental and Evolutionary boundless-psychology/chapter/
Foundations introduction-to-personality/
3-4 Personality Research: Methods, Read ‘Measurement of Critically analyse different
Psychometric tests personality’ in “Test, methods in personality
Measurements and Research testing.
Methods in Behavioural
Sciences” by A.K. Singh
5 Tutorial I: Revision of topics studied
in Session 1-4
6 Sigmund Freud's Classical https://opentextbc.ca/ Review book: The power of
Psychoanalysis: Overview (Structure introductiontopsychology/ subconscious mind
of mind, personality) chapter/11-2-the-origins-of-
personality/
7 Defense Mechanisms, Intrapsychic https://opentextbc.ca/ Self-reflection on personal
conflict between Id, Ego and introductiontopsychology/ defences.
Superego chapter/11-2-the-origins-of-
personality/
5
8 Tutorial II: Revision of topics
studied in Session 6-7
9-10 Freud's Personality Types: Oral, Browse through all 5 personality Class discussion
Anal, Phallic and Genital types at
Personalities https://dictionary.apa.org/oral-
personality
11 Critical Analysis along with https://www.sagepub.com/sites/ Debate
discussion on Erikson’s Stages of default/files/upm-binaries/
Development 5172_Berger_Final_Pages_Chap
ter_3.pdf
12 Tutorial III: Revision of topics
Unit 2: Freud's Followers and Neo

Freudians
13 Carl Gustav Jung: Background, https:// Compare and Contrast with
Theory of Libido, Theory of www.simplypsychology.org/ Sigmund Freud
Unconscious carl-
jung.html#:~:text=According
%20to%20Jung%2C%20the
%20ego,unconscious%20in
%20relation%20to
%20personality
14 Jungian Complexes and Archetypes https://www.thesap.org.uk/ Construct Flow charts

resources/articles-on-jungian-
psychology-2/about-analysis-
and-therapy/complexes-and-
archetypes/
15 Jung's concepts of personality https://sites.google.com/site/ Continue Flow charts
Structure psychologyofpersonalityperiod8/
home/psychodynamic-theories/
jung-s-personality-theory
16 Tutorial IV: Revision of topics

17 Alfred Adler (Inferiority, Birth https:// Self-reflect on Birth order
order) www.simplypsychology.org/
alfred-adler.html
18 Karen Horney: Background and https:// Discuss

Theory of Personality www.verywellmind.com/karen- http://personalityperspectives.
horney-biography-2795539 blogs.wm.edu/2013/08/31/kar
en-horneys-theory-of-
https:// neurotic-trends/
6
www.verywellmind.com/
horneys-list-of-neurotic-needs-
2795949#:~:text=Psychoanalytic
%20theorist%20Karen
%20Horney%20developed,on
%20the%20appearance%20of
%20needs.
19 Tutorial V: Revision of topics

20 Harry Stack Sullivan: Interpersonal Read The comprehensive history
theory and theory of cognition of Psychology by AK Singh.
21 Heinz Kohut: Culture and the Read The comprehensive history Compare and Contrast
Unconscious of Psychology by AK Singh. Freudian and Neo Freudian
22 Erich Fromm: Theory of Personality Read The comprehensive history theories
of Psychology by AK Singh.
23 Tutorial VI: Revision of topics
UNIT-3: TRAIT THEORIES OF

PERSONALITY
24 Preliminary Understanding of Traits
(Definition, Biological basis)
25-26 Gordon Allport's theory of https:// Marking personal trait’s
personality www.simplypsychology.org/ based on Allport’s theory
personality-
theories.html#:~:text=Allport's
%20theory%20of
%20personality
%20emphasizes,motivational
%20processes%20that
%20influence
%20behavior.&text=Allport
%20(1937)%20believes%20that
%20personality,by%20a
%20person's%20environmental
%20experience.
27 Tutorial VII: Revision of topics
28-29 Raymond Cattell's theory of https:// Practical: 16 PF
personality, The 16PF questionnaire courses.lumenlearning.com/
boundless-psychology/chapter/
trait-perspectives-on-
personality/#:~:text=Using%20a
%20statistical%20process
%20known,stability%2C
7
%20and%20psychoticism
%20vs.
30 The Five-Factor Theory https://www.verywellmind.com/ Self assessment
the-big-five-personality-
dimensions-
2795422#:~:text=The%20five
%20broad%20personality
%20traits,openness%2C
%20conscientiousness%2C
%20and
%20neuroticism.&text=As%20a
%20result%2C%20the
%20five,the%20building
%20blocks%20of
%20personality.
31 Tutorial VIII: Revision of topics
UNIT 4: HUMANISTIC
APPROACH AND MODERNS
TOOLS AND THEORIES
32 Abraham Maslow https:// Discussion: Relevance of
www.simplypsychology.org/ needs based on countries and
maslow.html demographics.
33 Viktor Frankl's Existential Theory Read Man’s Search for Meaning Discuss Frankl’s experience
in Nazi Death Camp
34 Tutorial IX: Revision of topics
studied in Sessions 32-33
35-36 Carl Rogers Theory of Personality https:// Understand the gap between
www.simplypsychology.org/ real self and ideal self.
carl-rogers.html
37 Enneagram and Modern AI tools https://cloverleaf.me/ Explore Crystal knows
enneagram#:~:text=The platform
%20Enneagram%20is%20a
%20basic,weaknesses%2C
%20motivations%2C%20and
%20fears.
38 Tutorial X: Revision of topics
UNIT 5: DISORDERS AND

DEVELOPMENT
39 Disorders of Personality: Cluster A https:// Case analysis
Suspicious www.verywellmind.com/
40 Disorders of Personality: Cluster B personality-disorders-a2-425427
Emotional and Impulsive
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41 Disorders of Personality: Cluster C
Anxious
42 Tutorial XI: Revision of topics
43-45 Personality Development: Body
Language, Verbal Communication
Self-reflection and practice
(Conversation, Interviews,
Presentation, Meetings)
46-48 Preparation for End term exams
4.2 Session Plan:

Session 1& 2: Introduction to personality: Definition, Biological, Environmental and
Evolutionary Foundations
Description of the session: Personality is defined as the characteristic set of behaviors,

cognitions, and emotional patterns that evolve from biological and environmental factors. While
there is no generally agreed upon definition of personality, most theories focus on motivation
and psychological interactions with one's environment. This session will briefly discuss different
foundations of personality. This session will deal with the concepts of nature vs nurture while
keeping in view the lessons from evolution.
Learning outcome:
After the completion of the session, students will be able to
 Gain an elementary understanding about defining personality.
 Understand the building blocks of personality.
Essential readings:
 Hall, C.S. & Lindzey, G. (1998). Theories of personality. Wiley.
 https://courses.lumenlearning.com/boundless-psychology/chapter/introduction-to-
personality/
Desired Reading:
9
Littlefield.
Session 3 & 4: Personality Research: Methods, Psychometric tests
Description of the session: Research in personality psychology takes place at many levels—
from biological underpinnings to executive management, and from the innermost parts of
personality outward to the physical world. The session will focus on understanding the various
areas of personality research, methods used in research and the various psychometric assessment
methods that enable the measurement of personality.
Learning Outcome: After the completion of the session, students will be able to
 Gain an orientation in personality research
 Develop understanding of psychometric assessments that can measure personality
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 5: Tutorial I: Revision of topics studied in Session 1-4
Session 6: Sigmund Freud's Classical Psychoanalysis: Overview (Structure of mind,

personality)
Description of the session: Psychodynamic theories of personality are heavily influenced by the
work of Sigmund Freud and emphasize the influence of the unconscious mind and childhood
experiences on personality. Psychodynamic theories include Sigmund Freud's psychosexual
stage theory, structure of personality, and role of defense mechanisms.
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 Develop an understanding into the concept of unconscious mind and its influence on
personality as specified by Freud.
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 7: Defense Mechanisms, Intrapsychic conflict between Id, Ego and Superego
Description of the session: Defense mechanisms are behaviors people use to separate
themselves from unpleasant events, actions, or thoughts. The 12 Freudian defense
mechanisms are compensation, denial, displacement, identification, introjection, projection,
reaction formation, rationalization, regression, repression, ritual & undoing, and sublimation.
Defense mechanisms are an important element to the understanding and treatment of human
behavior.
 Understand different defense mechanisms and spot them into behavior.
 Learn strategies to control the unhealthy defenses.
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
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Session 8: Tutorial II: Revision of topics studied in Session 6-7
Session 9 & 10: Freud's Personality Types: Oral, Anal, Phallic and Genital Personalities
Description of the session: Freud believed that personality developed through a series of
childhood stages in which the pleasure-seeking energies of the id become focused on certain
erogenous areas. An erogenous zone is characterized as an area of the body that is particularly
sensitive to stimulation. He defined five psychosexual stages, which are the oral, anal, phallic,
latent, and genital stages. Based on these stages are the 5 personality types.
 Understand personality based on Freudian theory
 Understand the concept of fixation and how it can contribute to development of
personality.
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 11: Critical Analysis
Description of the session: A spectrum of different possible interpretations to any topic emerges
from the evolving debates in that subject area because academics are continuously extending,
qualifying and challenging the ideas of others. Critical analysis will involve the students in
exploring the many shades of grey across that debate by comparing and contrasting the range of
concepts presented by Freudian psychoanalysis.
 Learn the process of critical analysis.
 Understand the strength and limitations of Freudian theory and its relevance in the new
age.
Required Readings:
Cengage Learning.
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Desired Reading:
Littlefield.
Session 12: Tutorial III: Revision of topics studied in Session 9-11
Session 13: Carl Gustav Jung: Background, Theory of Libido, Theory of Unconscious
Description of the session: This session will be about a popular theorist who started out as
Freud’s associate but landed up having differences and propounded his own theory. Jung (1948)
disagreed with Freud regarding the role of sexuality. He believed the libido was not just sexual
energy, but instead generalized psychic energy. For Jung, the purpose of psychic energy was to
motivate the individual in a number of important ways, including spiritually, intellectually, and
creatively. It was also an individual's motivational source for seeking pleasure and reducing
conflict.
 Recognized the importance of early life experiences, and the personal complexes that
arise from disturbances in the person’s life all of which are found in the personal
unconscious.
 Jung’s particular insight, however, was his recognition that individuals are also
influenced by unconscious factors that lie outside their personal experience, and which
have a more universal quality.
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
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Session 14: Jungian Complexes and Archetypes
Description of the session: Complexes are dissociated parts of the mind with an archetype at its
core, holding clusters of memories together in an unconscious grouping which is dissociated
from the rest of mental functioning and serves healthy as well as pathological purposes.
For Jung, our primitive past becomes the basis of the human psyche, directing and influencing
present behavior. Jung claimed to identify a large number of archetypes but paid special attention
to four. Jung labeled these archetypes the Self, the Persona, the Shadow and the Anima/Animus.
 Understand the concept of Jungian archetypes.
 Evaluate the impact of complexes and archetypes on the formation of personality.
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 15: Jung's concepts of personality Structure
Description of the session: Jung identified three main components of personality: the ego, the
personal unconscious and the collective unconscious. Jung meant that people was defined by
their characteristics within the following three groups:
1. Extraversion – introversion
2. Sensing – intuition
3. Thinking – feeling
 Understand the personality theory of Carl Jung in completion
 Introduce themselves to MBTI assessment of personality based on Jung’s theory
Required Readings:
14
Cengage Learning.
Desired Reading:
Littlefield.
Session 16: Tutorial IV: Revision of topics studied in Session 13-15
Session 17: Alfred Adler (Inferiority, Birth order)
Description of the session: Individual psychology, body of theories of the Austrian psychiatrist
Alfred Adler, who held that the main motives of human thought and behavior
are individual man's striving for superiority and power, partly in compensation for his feeling of
inferiority.
 Understand the concepts of Individual Psychology
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 18: Karen Horney: Background and Theory of Personality
Description of the session: Psychoanalytic theorist Karen Horney developed one of the best-
known theories of neurosis. She believed that neurosis resulted from basic anxiety caused by
interpersonal relationships. Horney's theory proposes that strategies used to cope with anxiety
can be overused, causing them to take on the appearance of needs. According to Horney, basic
anxiety (and therefore neurosis) could result from a variety of situations including "direct or
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indirect domination, indifference, erratic behavior, lack of respect for the child's individual
needs, lack of real guidance, disparaging attitudes, too much admiration or the absence of it, lack
of reliable warmth, having to take sides in parental disagreements, too much or too little
responsibility, over-protection, isolation from other children, injustice, discrimination, unkept
promises, hostile atmosphere, and so on and so on" (Horney, 1945).
 Understand how neurosis may play a role in mood and anxiety problems.
 Recognize their own neurotic tendencies
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 19: Tutorial V: Revision of topics studied in Session 17-18
Session 20: Harry Stack Sullivan: Interpersonal theory and theory of cognition
Description of the session: Sullivan placed a lot of focus on both the social aspects of
personality and cognitive representations. He evolved a theory of personality that emphasized the
importance of interpersonal relations. Personality manifests itself in the individual behavior in
relation to others. He insisted that personality’s shaped almost entirely by the relationships we
have with other people. Sullivan’s principal contribution to personality theory was his
conception of developmental stages.
 Understand the tenets of Sullivan’s theory of personality
Required Readings:
16
Cengage Learning.
Desired Reading:
Littlefield.
Session 21: Heinz Kohut: Culture and the Unconscious
Description of the session: Self psychology, a modern psychoanalytic theory and its clinical
applications, was conceived by Heinz Kohut in Chicago in the 1960s, 70s, and 80s, and is still
developing as a contemporary form of psychoanalytic treatment. In self-psychology, the effort is
made to understand individuals from within their subjective experience via vicarious
introspection, basing interpretations on the understanding of the self as the central agency of the
human psyche.
 Understand the basic tenets of Self Psychology
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 22: Erich Fromm: Theory of Personality
Description of the session: Erich Fromm was a Neo-Freudian psychoanalyst who suggested
a theory of personality based on two primary needs: the need for freedom and the need for
belonging. He suggested that people develop certain personality styles or strategies in order to
deal with the anxiety created by feelings of isolation
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 Understand the basic tenets of Fromm’s theory of personality
 Understand complex feelings of loneliness and isolation
Required Readings
Cengage Learning.
Desired Reading:
Littlefield.
Session 23: Tutorial VI: Revision of topics studied in Session 20-22
Session 24: Preliminary Understanding of Traits (Definition, Biological basis)
Description of the session: Trait theorists believe personality can be understood by positing that
all people have certain traits, or characteristic ways of behaving. Do you tend to be sociable or
shy? Passive or aggressive? Optimistic or pessimistic? According to the Diagnostic and
Statistical Manual (DSM) of the American Psychiatric Association, personality traits are
prominent aspects of personality that are exhibited in a wide range of important social and
personal contexts. In other words, individuals have certain characteristics that partly determine
their behavior; these traits are trends in behavior or attitude that tend to be present regardless of
the situation.
 Define traits and the trait perspective
 Analyse the role of various factors in development of traits
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
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Session 25& 26: Gordon Allport's theory of personality
Description of the session: Gordon Allport was one of the first modern trait theorists. Allport
and Henry Odbert worked through two of the most comprehensive dictionaries of the English
language available and extracted around 18,000 personality-describing words. From this list they
reduced the number of words to approximately 4,500 personality-describing adjectives which
they considered to describe observable and relatively permanent personality traits.
 Understand the trait perspective in psychology
 Understand Allport’s classification of traits
 Self-reflect to see personal arrangement of traits based on hierarchy proposed by Allport
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 27: Tutorial VII: Revision of topics studied in Session 24-26
Session 28 & 29: Raymond Cattell's theory of personality, The 16PF questionnaire
Description of the session: In an effort to make Allport’s list of 4,500 traits more manageable,
Raymond Cattell took the list and removed all the synonyms, reducing the number down to 171.
However, saying that a trait is either present or absent does not accurately reflect a person’s
uniqueness, because (according to trait theorists) all of our personalities are actually made up of
the same traits; we differ only in the degree to which each trait is expressed.
 Understand Cattell’s theory of personality
 Differentiate between Allport and Cattell
 Explain and administer the 16-pf questionnaire
 Introduce oneself to the concept of factor analysis
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Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 30: The Five-Factor Theory
Description of the session: The five-factor model of personality (FFM) is a set of five broad
trait dimensions or domains, often referred to as the “Big Five”: Extraversion, Agreeableness,
Conscientiousness, Neuroticism (sometimes named by its polar opposite, Emotional Stability),
and Openness to Experience (sometimes named Intellect).
 Understand the basic tenets of the 5-factor model
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 31: Tutorial VIII: Revision of topics studied in Session 28-30
Session 32: Abraham Maslow
Description of the session:

Maslow's hierarchy of needs is a motivational theory in psychology comprising a five-tier model
of human needs, often depicted as hierarchical levels within a pyramid. From the bottom of the
hierarchy upwards, the needs are: physiological (food and clothing), safety (job security), love
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and belonging needs (friendship), esteem, and self-actualization. Needs lower down in the
hierarchy must be satisfied before individuals can attend to needs higher up.
 Understand the basic tenets of Maslow’s theory
 Link concepts of motivation to personality
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 33: Viktor Frankl's Existential Theory
Description of the session: Developed by Viktor Frankl, the theory is founded on the belief that
human nature is motivated by the search for a life purpose; logotherapy is the pursuit of that
meaning for one's life. Frankl's theories were heavily influenced by his personal experiences of
suffering and loss in Nazi concentration camps.
 Understand the basic tenets of Existential Psychology
 Introduce oneself to the history and the life lived in Nazi death camps
 Review book: Man’s search for meaning.
Required Readings:
 Man’s Search for Meaning by Viktor Frankl
Cengage Learning.
Desired Reading:
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Littlefield.
Session 34: Tutorial IX: Revision of topics studied in Sessions 32-33
Session 35 & 36: Carl Rogers Theory of Personality
Description of the session: Carl Rogers was a prominent psychologist and one of the founding
members of the humanist movement. Along with Abraham Maslow, he focused on the growth
potential of healthy individuals and greatly contributed to our understanding of the self and
personality. Both Rogers’ and Maslow’s theories focus on individual choices and do not hold
that biology is deterministic. They emphasized free will and self-determination, with each
individual desiring to become the best person they can become.
 Understand the basic tenets of Roger’s theory
 User the theory’s principles for self-reflection
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 37: Enneagram and Modern AI tools
Description of the session: The Enneagram is a basic personality test with nine different
categories of personalities numbered 1 through 9. Each number represents a different personality
type. The Enneagram is a helpful tool for people to understand themselves and the people in their
lives.
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 Introduce themselves with modern tools of personality assessment like pymetrics or
crystal knows.
 Enhance their understanding of these organizations for purpose of employment
opportunities.
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 38: Tutorial X: Revision of topics studied in Sessions 35-37
Session 39: Disorders of Personality: Cluster A
Description of the session: Paranoid personality disorder: People with paranoid personality
disorder are very distrustful of others and suspicious of their motives. They also tend to hold
grudges.
 Understand and discuss case regarding cluster A personality disorders
Required Readings:
 Read Abnormal Psychology by Carlson and Butcher
Desired Reading:
Littlefield.
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Session 40: Disorders of Personality: Cluster B
Description of the session: Cluster B personality disorders are characterized by dramatic,

overly emotional or unpredictable thinking or behavior. They include antisocial personality
disorder, borderline personality disorder, histrionic personality disorder and
narcissistic personality disorder.
 Understand and discuss case regarding cluster B personality disorders
Required Readings:
Desired Reading:
Littlefield.
Session 41: Disorders of Personality: Cluster C
Description of the session: Cluster C personality disorders are characterized by anxious, fearful
thinking or behavior. They include avoidant personality disorder, dependent personality
disorder and obsessive-compulsive personality disorder.
 Understand and discuss case regarding cluster B personality disorders
Required Readings:
Desired Reading:
24
Littlefield.
Session 42 Tutorial XI: Revision of topics studied in Sessions 39-41
Session 43-45: Personality Development: Body Language, Verbal Communication

(Conversation, Interviews, Presentation, Meetings)
Description of the session: We all possess certain personality traits that set us apart from the
rest. A mix of good and bad, these traits define how we respond to situations and people. While
the most common belief is that these traits remain fixed, studies show otherwise. A research
study by psychologists at the University of Illinois suggests that we can change our traits
provided we want to change them. We can become the best version of ourselves if we want
to. The session focuses on identifying techniques to enhance personality
 Identify strategies for personality development
Required Readings:
Cengage Learning.
Desired Reading:
Littlefield.
Session 46-48: Preparation for End term exams
5. Assessments:
Assessments for Courses are based on the following four principles:
 Assessment must encourage and reinforce learning.
 Assessment must enable robust and fair judgments about student performance.
 Assessment practices must be fair and equitable to students and give them the
opportunity to demonstrate what they have learned.
25
 Assessment must maintain academic standards.
5.1 Assessment summary

Assessment Item Due date Weighting Related learning
(marks/Percentage) outcome
1. Short written Continuously 20 MLG 3
Assignments assessed
(Course-based,
Research review)
2. Written reports After 24th Session 20 MLG 4
and presentation
(Mid-term)
3. End term End of semester 60 MLG 1 & 2
examination
5.2 Assessment related details

 If a student is absent on the scheduled date of (internal) assessments, she/he shall be
given one more option to reappear in the same, provided the faculty is convinced that the
reason for absence is genuine. Inability to attend the reappear assessment will result in
the student being awarded zero.
 Group assessments shall not be repeated. In case a student is absent on the day of
presentation of the same, the student will be awarded zero for this component of
assessment. The faculty in such cases shall conduct a separate viva for the concerned
student and grade her/him accordingly.
 End term assessments are compulsory. Absence in end term assessments will be marked
as ‘absent’ and the result will be marked as ‘incomplete’. This is irrespective of the
student’s score in internal assessments.
5.3 Assessment details (sample details given below)
A) Continuous Assessment (20 Marks): Students will be assessed continuously in between the
sessions through 5 different assignments. Students will be informed about the details of the
assignment and date and time of submission in advance. Activity based assignments will be done
during the class hours and it is mandatory for them to be present on that day.
26
B) Mid Term (20 Marks): Students (in groups) will be assigned a topic on which they will
conduct a review of literature or secondary data-based study. They will have to write a brief
report on it along with a 10 minutes in-class presentation.
C) End-Term Assessment (60 Marks): This will be closed book/ open book written exam
covering all the five units covered in the course.
5.4 Details of submissions/presentations

Students will be informed about the details of the assignment and date and time of submission in
advance. Activity based assignments will be done during the class hours and it is mandatory for
them to be present on that day. Slots will be given in advance for the purpose of presentations.
5.5 Assessment Feedback

Feedback on student performance from formative and summative assessment tasks will be
provided to students in a timely manner. Assessment tasks completed within the teaching period
of a course, other than a final assessment, will be assessed and students provided with feedback,
with or without a provisional result, within 10 working days of submission, under normal
circumstances. Feedback on continuous assessment tasks, if any, will be provided prior to the
midpoint of the course.
Note: Appeal of grade – students who wish to appeal their end term marks should initially
discuss their concerns with their tutor. If they are still dissatisfied, they should then make contact
with the Controller of Examination within 10 business days from the date of notification of the
result. Such a written request must contain details of the grounds on which the objection is based.
Requests must include a summary of the reasons the student believes his or her assessment work
deserves a higher mark. These reasons must be directly related to the academic quality of the
work.
5.6 Quality Assurance

IILM is actively monitoring student learning and quality of the student experience in all its
programs. A random selection of completed assessment tasks may be used for quality assurance,
such as to determine the extent to which program learning goals are being achieved. The
information is required for accreditation purposes, and aggregated findings will be used to
inform changes aimed at improving the quality of psychology programs.
27
6. Maps:
6.1 Assessment Map
Module Name: A1 A2 A3 A4 A5
Personality    
A1- Individual assignment/quiz A2- Group assignment
A3- Open book examinations A4- Closed book examinations A5- Presentations
6.2 Teaching Map
Module Name: T1 T2 T3 T4 T5 T6
Personality      
T1: Lectures T2: Seminars/Tutorials T3: Projects
T4: Case Discussion T5: Guest Lectures/Industrial Visit T6: Workshop Sessions
6.3 Curriculum Map
Module Name: Program learning outcomes
Personality PLG 1 PLG2 PLG3 PLG4 PLG5 PLG6 PLG7
Taught   
Assessed  
Covered    
Program Learning Outcomes:

PLG1: An understanding of psychological concepts, appropriate techniques for the working
knowledge and application of psychology
PLG2: Demonstrate psychological information literacy, engage in innovative and integrative
thinking, interpret, design, conduct research and incorporate socio-cultural factors in scientific
enquiry
28
PLG3: To apply ethical standards for evaluation in practice and counselling in order to build
credibility and enhance interpersonal relationships.
PLG4: Adoption of values that build the community at local, national and global levels
PLG5: To be able to apply psychological concepts and skills to career goals, exhibit self-
efficacy and self-regulation, demonstrate emotional intelligence for working in teams and
develop a meaningful professional direction for life.
PLG6: Be able to communicate and negotiate based on critical thinking and informed judgment
leading to problem-solving and decision-making skills.
PLG7: Cognitive flexibility which enables adaptability to uncertainty in a rapidly changing
environment.
7. Student feedback
The Institute places high priority on approaches to learning and teaching that enhances the
students’ experience. Feedback is sought from students in a variety of ways including on-going
engagement with faculty, the use of online questionnaires and interaction with the
Dean/appropriate authority. This course is regularly revised and updated to reflect student
feedback.
8. Plagiarism
Please refer to the student handbook, page 30, for details.
9. Module Readings Grid

Sl. Title Topic Discussed No of pages Shared/
No Isolated
Essential Readings:
1 Schultz, D. P., & Schultz, All covered Isolate
S.E. (2017). Theories of d
personality (11th ed.).
Boston, MA: Cengage
Learning.
2. Nelson, L. (2002). Choose

Your Personal Greatness.
Nelson Publishing, Inc.
3. Mayer, J. D.
(2018). Personality: A
Systems Approach (2nd
29
ed.). Lanham, MD:
Rowman and Littlefield.
4. Cornelissen, M., Misra, G.,

& Varma, S. (eds.) (2011).
Foundations of Indian
Psychology (Vol. 1),
Theories and concepts.
Pearson.
10. Student Responsibilities and Conduct

Students are expected to be familiar with and adhere to Institute's policies in relation to class
attendance and general conduct and behavior, including maintaining a safe, respectful
environment; and to understand their obligations in relation to workload, assessment and keeping
informed.
Workload: It is expected that you will spend at least ten to twelve hours per week studying for a
course. This time should be made up of reading, research, working on exercises and problems,
online activities and attending classes. In periods where you need to complete assignments or
prepare for examinations, the workload may be greater. We strongly encourage you to connect
with your MS Teams Portal in the first week of semester.
Attendance: Your regular and punctual attendance at lectures and seminars or in online learning
activities is expected in this course. The Institute reserves the right to refuse final assessment to
those students who fails to attend the required minimum number of classes where attendance and
participation is required as part of the learning process (e.g., tutorials, flipped classroom sessions,
seminars, labs, etc.).
General Conduct and Behavior: You are expected to conduct yourself with consideration and
respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts
or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and
students may be asked to leave the class.
Health and Safety: IILM requires each person to work safely and responsibly, in order to avoid
personal injury and to protect the safety of others.
Keeping Informed: You should take note of all announcements made in lectures, tutorials or on
the course web site. From time to time, the Institute will send important announcements to your
university e-mail address without providing you with a paper copy. You will be deemed to have
30
received this information. It is also your responsibility to keep the Institute informed of all
changes to your contact details.
-----------------------------------------------End of document-----------------------------------------
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IILM UNIVERSITY

Gurugram - Semester 1 - Academic Year 2022-2023

Brief Course Description:

1.1 Course Details

Email ID: kamna.yadav@iilm.edu

Phone number: 9953106479

1.3 Class and tutorial details:

L.O.3. Understand new age tools for personality assessment.

3.2 Recommended resources

3.3 Recommended websites

4. Learning and Teaching Activities:

4.1 Module overview:

Unit 2: Freud's Followers and Neo

14 Jungian Complexes and Archetypes https://www.thesap.org.uk/ Construct Flow charts

16 Tutorial IV: Revision of topics

18 Karen Horney: Background and https:// Discuss

19 Tutorial V: Revision of topics

UNIT-3: TRAIT THEORIES OF

UNIT 5: DISORDERS AND

4.2 Session Plan:

Description of the session: Personality is defined as the characteristic set of behaviors,

Session 6: Sigmund Freud's Classical Psychoanalysis: Overview (Structure of mind,

Session 17: Alfred Adler (Inferiority, Birth order)

Session 24: Preliminary Understanding of Traits (Definition, Biological basis)

Session 32: Abraham Maslow

Description of the session:

Session 33: Viktor Frankl's Existential Theory

Session 35 & 36: Carl Rogers Theory of Personality

Session 39: Disorders of Personality: Cluster A

Description of the session: Cluster B personality disorders are characterized by dramatic,

Session 41: Disorders of Personality: Cluster C

Session 43-45: Personality Development: Body Language, Verbal Communication

5.1 Assessment summary

5.2 Assessment related details

5.4 Details of submissions/presentations

5.5 Assessment Feedback

5.6 Quality Assurance

A1- Individual assignment/quiz A2- Group assignment

6.2 Teaching Map

T1: Lectures T2: Seminars/Tutorials T3: Projects

6.3 Curriculum Map

Module Name: Program learning outcomes

Personality PLG 1 PLG2 PLG3 PLG4 PLG5 PLG6 PLG7

Program Learning Outcomes:

9. Module Readings Grid

2. Nelson, L. (2002). Choose

4. Cornelissen, M., Misra, G.,

10. Student Responsibilities and Conduct

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