Unveiling Personality: A Comparative Exploration of Psychoanalytic and Trait Theories solution

Unveiling Personality: A Comparative Exploration of Psychoanalytic and Trait Theories

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Unveiling Personality: A Comparative Exploration of Psychoanalytic and Trait Theories

PSYCHOANALYTIC AND TRAIT THEORY

Based on your readings for this Week, access the Personality Theory Matrix and complete the requested information in the Column

B section for Psychoanalytic Theory and Column C section for Trait Theory. You can use this information to support this week’s

Discussion post and response and Assignment.

Note: You will use this spreadsheet to guide your learning about personality theories in Weeks 2-6 and to support your completion of

your Module Assessment. It will also be submitted in Week 8 as part of your Module Assessment.

RESOURCES

• Cervone, D., & Pervin, L. A. (2019). Personality: Theory and research(14th ed.). Wiley.
  • Chapter 3, “A Psycho-dynamic Theory: Freud’s Psychoanalytic Theory of Personality” (pp. 53–84) ·
  • Chapter 7, “Trait Theories of Personality: All port, Eysenck, and Cattell” (pp. 180–204)
  • Chapter 8, “Trait Theory: The Five-Factor Model and Contemporary Developments” (pp. 205–240)
• Gabbard, G. O. (2001). Psychoanalytically informed approaches to the treatment of obsessive-compulsive disorder. Psychoanalytic Inquiry: A Topical Journal for Mental Health ProfessionalsLinks to an external site., 21(2), 208–221.
• Personality Theory Matrix Download Personality Theory Matrix[Excel document] Note: You will use this matrix spreadsheet to guide your learning about personality theories for your Module 1 Assignment and Module Assessment. Download this spreadsheet and continue to use this same one throughout your Assignments in Weeks 2-6 of this module.
• Prochaska, J. O., & Norcross, J. C. (2018). The case of Mrs. C Download The case of Mrs. C. In, Systems of Psychotherapy: A Trans-theoretical Analysis(9th ed., pp. 15–17). Oxford University Press.
  Credit Line: SYSTEMS OF PYSCHOTHERAPY: A Trans-theoretical Analysis, 9th Edition, by James O. Prochaska and John C. Norcross. Copyright 2018 by Oxford University Press. Reprinted by permission of Oxford University Press via the Copyright Clearance Center.
  Note: You will use this  personality case study to complete your  Assignments in Weeks 2-6 and your Module Assessment. Download this case study and continue to use it throughout this Module.
• Schroder, H. S., Yalch, M. M., Dawood, S., Callahan, C. P., Donnellan, M. B., & Moser, J. S. (2017). Growth mindset of anxiety buffers the link between stressful life events and psychological distress and coping strategies. Personality and Individual DifferencesLinks to an external site., 110, 23–26.
• Tuckwiller, B., & Dardick, W. R. (2018). Mindset, grit, optimism, pessimism and life satisfaction in university students with and without anxiety and/or depression. Journal of Interdisciplinary Studies in EducationLinks to an external site., 6(2), 32–48.

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

TO PREPARE

• Review the Learning Resources, focusing on theorists, cultural considerations, assessments/interventions, limitations, and unique aspects of both psychoanalytic theory and trait theory.

BY DAY 4

Post one key idea from the psychoanalytic theoretical orientation and one from trait theory. What is a main difference between these theoretical orientations? What is similar between these theories?  Which one do you more closely align with?

Read your colleagues’ postings.

BY DAY 6

Respond to at least two of your colleague’s postings by sharing a different thought or idea about the psychoanalytic or trait theory they posted, regarding what you find interesting or about which you have questions. (Note: Your response must share a different thought or idea than those shared in the original posts by you and your colleagues).

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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