MUSLIM MINDANAO INTEGRATED COLLEGE ACADEMY, INC.

Master of Education – Guidance and Counseling

Guidance and Counseling Program
EDUC 202- PERSONALITY THEORIES
(3 credit hours)
COURSE SYLLABUS

Subject: EDUC 202- PERSONALITY THEORIES

Professor: Dr. FARIDAH S. ABDULLAH, RGC
Schedule: Saturday; 1:00 – 4:00 pm

Classroom: 2nd Floor Hall

I. COURSE DESCRIPTION

This course is designed to help students learn to view or "conceptualize" a given client
or problem from the major theoretical perspectives and to select and implement intervention
strategies and techniques derived or based upon these points of view. This will introduce the
students to the different theories related to personality and ts development as how it may affect
an individual’s behavior and thinking.

II. LEARNING OUTCOMES

At the end of the semester, the students are able to:

a) demonstrate knowledge of the major personality theories and their views of human
nature, the development of personality, and maladjustment.
b) demonstrate knowledge of counseling theories and techniques such as psychoanalytic,
Adlerian, existential, person-centered, Gestalt, Jungian, and other related therapies.
c) demonstrate beginning skills in two or more of the counseling theories studied.
d) demonstrate awareness regarding multicultural implications in counseling.
e) understand the role of values in counseling facing beginning counselors and to begin to
develop her/his own perspective regarding values and other issues relevant to clients.
f) demonstrate an attempt at integrating the above counseling approaches into a style that
is congruent for the beginning counselor.

III. COURSE REQUIREMENTS

1. This course will combine both cognitive and experiential components of learning.
2. This course will consist of three primary components:
a. A class that will last for three hours each Saturday that will be divided into two parts:
 A cognitive/didactic time that will involve discussion of the content from the
assigned texts and supplemental readings.
 laboratory or group experience time that will involve the class functioning as
a personal growth group.
b. Active participation in a threaded discussion that will be an addendum to the
class experience.
c. An external-to-class group project that will be co-led with one other class member.
3. Each of these components and the assignments associated with each will be elaborated
upon in the next sections.
4. Each week, students will be expected to report their assigned topic.
IV. COURSE POLICIES

A. Prompt attendance at all classes and completion of all requirements prior to the
assigned class is imperative.
a) Missing a class may result in a reduction of a letter grade.
b) If a student misses a class s/he must inform the professor in advance of the
pending absence and the reason for the absence.
c) If the student is absent on the day that a report is scheduled, the student
must make an arrangement with a classmate for the replacement or
exchange of report schedule, otherwise the grade will suffer as already
described.
d) Assignments submitted late due to an absence will receive a letter grade
deduction and will be reduced by 10 pts. each day beyond the due date.
e) Missing two classes may result in automatic withdrawal from the class.
f) Tardiness is considered as inappropriate professional behavior as well as
leaving class before it is over.
g) Two tardiness equate to one absence.
h) If a student is absent/late he or she is responsible for arranging in advance
for a classmate to obtain a class agenda and any handouts.

B. Academic Dishonesty Policy: Academic dishonesty is the intentional

misrepresentation of all or part of one’s work to deceive for personal gain or
assisting another to do the same. Academic dishonesty includes, but is not limited
to, cheating, plagiarism, fabrication, and submission of work all or any part of which
was developed in response to the assignment of another professor or was created by a
person other than the student submitting the assignment.

V. FINAL GRADE CALCULATION

A. Components Points
Exam 20%
Reporting/ Group Sessions 25%
Handouts/PPT/Quizzes 20%
Assignments/Projects 15%
Summary Group Paper 10%
Attendance 10%
Total: 100%

TOPICS/LESSONS REPORTERS
PRELIM COVERAGE
UNIT 1: Personality: What It Is and Why You Should Care
a) Take a Look at the Word
b) Research in the Study of Personality
c) The Role of Theory in Personality Theories
UNIT 2: The Psychoanalytic Approach
a)Introduction Sigmund Freud: Psychoanalysis
b)The Life of Freud (1856–1939)
c)Instincts: The Propelling Forces of the Personality
d)The Levels of Personality
e)The Structure of Personality
 f)Anxiety: A Threat to the Ego
g)Defenses against Anxiety
h)Psychosexual Stages of Personality Development

UNIT 3: The Neo-psychoanalytic Approach

a) Carl Jung: Analytical Psychology
b) The Life of Jung (1875–1961)
c) Psychic Energy: The Basis of Jung’s System
d) Aspects of Personality
e) The Development of the Personality
f)Questions about Human Nature
UNIT 4. Alfred Adler: Individual Psychology
a) The Life of Adler (1870–1937)
b) Inferiority Feelings: The Source of All Human StrivinG
c) Striving for Superiority, or Perfection
d) The Style of Life
e) Social Interest
f) Birth Order
UNIT 5. Karen Horney: Neurotic Needs and Trends
a) The Life of Horney (1885–1952)
b) The Childhood Need for Safety and Security
.
c) Basic Anxiety: The Foundation of Neurosis
d) Neurotic Needs
e) The Idealized Self-Image
f) Feminine Psychology

MIDTERM OVERAGE
UNIT 6. The Life-Span Approach
a) Erik Erikson: Identity Theory
b) The Life of Erikson (1902–1994)
c) Psychosocial Stages of Personality Development Basic
Weaknesses

UNIT 7. Raymond Cattell, Hans Eysenck, the Five-Factor Theory,

HEXACO, and the Dark Triad
a) Predicting Behavior
b) The Life of Cattell (1905–1998)
c) Cattell’s Approach to Personality Traits
d) Source Traits: The Basic Factors of Personality
e) Dynamic Traits: The Motivating Forces
f) Stages of Personality Development

UNIT 8. The Humanistic Approach

a) The Life of Maslow (1908–1970)
b) Personality Development: The Hierarchy of Needs
c) The Study of Self-Actualizer

UNIT 9. Carl Rogers: Self-Actualization Theory

a) The Life of Rogers (1902–1987)
b) The Self and the Tendency toward Actualization
c) The Experiential World
 d) The Development of the Self in Childhood
e) Characteristics of Fully Functioning Persons
FINAL COVERAGE
UNIT 10. The Behavioral Approach
a) B. F. Skinner: Reinforcement Theory
b) Rats, Pigeons, and an Empty Organism
c) The Life of Skinner (1904–1990)
d) Reinforcement: The Basis of Behavior
e) Operant Conditioning and the Skinner Box
f) Schedules of Reinforcement
g) The Shaping of Behavior
h) Superstitious Behavior
i) The Self-Control of Behavior
j) Applications of Operant Conditioning
UNIT 11: The Social-Learning Approach
a) Albert Bandura: Modeling Theory
b) The Life of Bandura (1925–)
c) Modeling: The Basis of Observational Learning
d) The Processes of Observational Learning
e) Self-Reinforcement and Self-Efficacy
f) Developmental Stages of Self-Efficacy
g) Behavior Modification
UNIT 12: Personality in Perspective
a) The Genetic Factor
b) The Environmental Factor
c) The Learning Factor
d) The Parental Factor
e) The Developmental Factor
f) The Consciousness Factor
g) The Unconscious Factor

VI. BIBLIOGRAPHY

Schuktz, D. & Schuktz, S. E. (2017). Theories of Personality. 7th Edition. Cengage

Learning. University of St. Florida. United States of America.

Prepared by:

DR. FARIDAH S. ABDULLAH, RGC

Faculty

Approved by:

PRINCESS JOHAIRAH NASSER TITIBAN - BACARAT

Dean, MMICCA