Course Evaluation
| Assessment | Assesses Course Learning Outcome | Value | Suggested Due Date |
|---|---|---|---|
| Forum Discussions | 1–10 | 5 % | End of Units 1, 4, 6, 8, and 10 |
| Assignment 1: Personality Assessments and Reflection Projects | 4–6 | 15 % | End of Unit 3 |
| Assignment 2: Case Study (1) Nick’s Struggles with Family Roles and Emotional Disconnection | 1–6 | 15 % | End of Unit 4 |
| Assignment 3: Case Study (2) Irene’s Journey Toward Connection and Growth | 1–6 | 15 % | End of Unit 7 |
| Assignment 4: Integrative Interview | 1–10 | 25 % | End of Unit 9 |
| Assignment 5: Final Exam | 1–6 | 25 % | End of Unit 10 |
| Total | 100 % |
Assignment 1: Personality Assessments and Reflection Projects
There will be three projects following Units 1–3, in which you will incorporate course material and personal reflections.
Once you have completed all three projects, submit your reflection papers as a single submission in either Word or PDF format.
For detailed instructions on each project, please see below.
Project 1: Jay Hall Survey and Johari Window
After completing the Unit 1 readings and learning activities, you are asked to complete Project 1.
Project 1 involves completing the Jay Hall survey and filling in the four quadrants of the Johari window using the 56 adjectives provided:
To begin, complete both the Jay Hall survey and the Johari Window. Then, write a 2-page reflection paper (double-spaced, excluding title page) that discusses your survey results in light of how open a person you are and how you see yourself in the Johari window. Consider the following questions:
- What kind of person are you right now?
- What do you like about yourself?
- What do you dislike about yourself?
- What would you like to change?
- How would you implement or bring about change?
- What will be different so that you know you have changed to what you want to become?
- What could stop you from changing or reaching this goal?
Project 2: Keirsey Temperament Sorter
After completing Unit 2 readings and learning activities, you are asked to complete Project 2.
Project 2 involves completing the Keirsey Temperament Sorter and reviewing the Myers Briggs Type Indicator (MBTI) descriptors:
When completing the Keirsey Temperament Sorter, be sure to use the scoring chart on page 6 to record your answers.
Once these two activities are completed, write a two-page paper (double-spaced, excluding title page) answering the following questions:
- Comment on the meaning of your personality typology for you. What effect does this knowledge have?
- How does this information limit or enhance your character development and roles in career, relationships, and personal interests?
- Compare and contrast your opposite personality type from the MBTI descriptors link given. How does knowing this information increase the complexity of your self-knowledge?
Project 3: Adlerian Lifestyle Analysis
After completing Unit 3 readings and learning activities, you are asked to complete Project 3.
Project 3 involves completing the Adlerian lifestyle analysis:
After completing the Adlerian lifestyle analysis, be sure to answer the two questions stated on the first page of the analysis. For this assignment you will submit your completed lifestyle analysis and a one-page document, answering the following questions:
- Based upon the outcomes of this questionnaire, what areas of your life would you most like to explore?
- How much help is this questionnaire in helping you to focus on what you might want from a therapeutic relationship?
Grading Rubric
| Numerical Grade (%) | Grading Criteria |
|---|---|
| 90-100 | A first-class paper (A+/A/A–) exhibits excellence in organization, makes full use of the relevant course content, shows excellent understanding of the material, uses research perceptively, and is written in a concise, clear, fluent, and technically correct manner following APA style requirements. |
| 80-89 | A second-class paper (B+/B/B–) represents solid, above-average competence and achievement. In a paper of this quality, the understanding is sound and convincingly substantiated through appropriate use of research, shows some originality, and in an otherwise well-written paper, organization might be inconsistent or incomplete in the use of research, and/or display minor weaknesses in style requirements. |
| 65-79 | A paper at this level (C+/C/C–) is of average competence and demonstrates satisfactory but incomplete grasp of course material; ideas might not be fully developed or might tend toward vagueness, or the content might exhibit problems in expression, organization, style, or mechanics. |
| 50-64 | A paper at this level (D range) indicates a weak or barely adequate understanding and use of the course material/topic; organization and substantiation of content might be deficient, or the discussion might be flawed by basic writing errors or problems in expression. A grade at this level warns that more energy and effort are needed. |
| Below 50 | A grade at this level is a fail and indicates that the assignment is unsatisfactory either in content or expression (or both) and that it does not demonstrate a satisfactory understanding of the course material/topic. |
Submit your assignments using the dropboxes.
Assignment 2: Case Study (1): Nick’s Struggles with Family Roles and Emotional Disconnection
Read the case study, then complete each of the questions that follow the description in three to five full sentences, unless otherwise stated.
Be sure to apply key concepts from Chapters 2–4 in the textbook, covered in Units 1–3, and incorporate your own insights into your analysis. Use your own words (paraphrasing is fine) while avoiding direct quotations.
Submission Requirements
Submit two draft copies along with the final copy as separate files, in either Word or PDF format, to show the development and progression of each of your responses to the questions. The first draft can be your initial responses or notes for each question. The second draft should build on the first with additional content, but does not need to be edited for grammatical and structural requirements.
Grading Rubric
| Criteria | 50-64 | 65-79 | 80-89 | 90–100 |
|---|---|---|---|---|
| Depth of reflections | Responses are superficial or incomplete, demonstrates little personal insight or engagement with the questions | Reflection is present but lacks depth, development, or critical thinking | Responses show thoughtful reflection and some personal insight | Responses are thorough, insightful, and well-developed; strong personal engagement and critical reflection are evident |
| Connections to course content | Little or no evidence of understanding or applying key concepts | Basic references to course concepts are present but vague or inaccurate | Key concepts are accurately applied, shows clear understanding of course material | Skillful integration of key concepts from the textbook with strong understanding |
| Clarity of writing | Poorly organized, difficult to follow or with formatting errors, does not meet submission requirements | Frequent grammar or formatting issues distract from content, submission requirements are partially met | Writing is generally clear and well-structured with few errors, most submission requirements are met | Writing is well-organized, clear, and engaging; free of errors, and all submission requirements are met |
Assignment 3: Case Study (2): Irene’s Journey Toward Connection and Growth
Read the case study, then complete each of the questions that follow the description in three to five full sentences, unless otherwise stated.
Be sure to apply key concepts from Chapters 7–9 in the textbook, covered in Units 5–7, and incorporate your own insights into your analysis. Use your own words (paraphrasing is fine) while avoiding direct quotations.
Submission Requirements
Submit two draft copies along with the final copy as separate files, in either Word or PDF format, to show the development and progression of each of your responses to the questions. The first draft can be your initial response or notes for each question. The second draft should build on the first with additional content, but does not need to be edited for grammatical and structural requirements.
Grading Rubric
| Criteria | 50-64 | 65-79 | 80-89 | 90–100 |
|---|---|---|---|---|
| Depth of reflections | Responses are superficial or incomplete, demonstrates little personal insight or engagement with the questions | Reflection is present but lacks depth, development, or critical thinking | Responses show thoughtful reflection and some personal insight | Responses are thorough, insightful, and well-developed; strong personal engagement and critical reflection are evident |
| Connections to course content | Little or no evidence of understanding or applying key concepts | Basic references to course concepts are present but vague or inaccurate | Key concepts are accurately applied, shows clear understanding of course material | Skillful integration of key concepts from the textbook with strong understanding |
| Clarity of writing | Poorly organized, difficult to follow or with formatting errors, does not meet submission requirements | Frequent grammar or formatting issues distract from content, submission requirements are partially met | Writing is generally clear and well-structured with few errors, most submission requirements are met | Writing is well-organized, clear, and engaging; free of errors, and all submission requirements are met |
Assignment 4: Integrative Interview Assessment
The Integrative Interview assessment will be a live video discussion where the student will be asked questions by the instructor concerning the major theoretical concepts proposed by the theorists covered in the course, how these concepts relate to different experiences from the student’s life, and how the concepts from the theories can be used to understand and explain various social situations the student has had with family and friends.
The interview will consist of 15 questions and will take approximately 15–20 minutes. To set up for the interview, students will have their video streaming device (phone, tablet, laptop, etc.) positioned so the student is visible from the waist up with a mirror in the background showing a minimum of 4 to 6 feet of space on either side of the student providing a panoramic view of the surroundings. Be mindful that this set up must be completed prior to the commencement of the interview; failure to have these assignment requirements completed by the time the interview starts will result in a grade of zero for the interview. Engagement with devices or other people is not permitted during the interview.
Students will be graded on their ability to describe the concepts accurately and apply them to both personal and social phenomena. Marks will be deducted for looking away from the camera and for lengthy pauses, as these may indicate referring to a textbook or notes.
Grading Rubric
| Criteria | 50-64 | 65-79 | 80-89 | 90–100 |
|---|---|---|---|---|
| Understanding of theoretical concepts | Concepts are inaccurately described or largely misunderstood | Some concepts are described correctly, but understanding is inconsistent or incomplete | Concepts are accurately described, demonstrating solid understanding | Concepts are described with precision and depth, showing excellent comprehension |
| Application to personal and social phenomena | Little to no connection made between concepts and personal/social experiences | Basic connections made but lack depth or clarity | Clear and relevant application of concepts to personal and social situations | Insightful, well-articulated application demonstrating critical thinking and depth |
| Interview setup and technical requirements | Setup incomplete or improper; does not meet the video and framing requirements | Setup meets some requirements but lacks full adherence | Setup fully meets technical requirements; video and framing are adequate | Setup is professional, with clear framing, good lighting, and no distractions |
| Engagement and communication skills | Frequent looking away from the camera, long pauses, or distractions significantly disrupt communication | Occasional lapses in eye contact or minor pauses that somewhat affect engagement | Good eye contact with minor distractions, mostly clear and confident communication | Consistent eye contact, smooth flow, confident and engaging communication throughout |
Assignment 5: Final Exam
The final exam is comprehensive and consists of 8 essay-style questions each worth 12.5 marks. Your answer for each should be between 1.5 and 2 pages (double-spaced), depending on the requirements of the question.
The questions are posted in the Assessment section on Moodle, so you may work on them at any time throughout the course and submit them by the end of the course.
Final Exam Questions
Question 1:
Discuss the use of drugs, such as cocaine in Freud’s time. There was no Food and Drug Administration (FDA) to require tests to be run on animal and human subjects for safety. Was Freud really responsible for the death of one of his friends in giving him a lethal dose of cocaine? Was Freud using “good practice” when he prescribed the medication? Do you believe, based on the text and your own research, that Freud was addicted to cocaine well beyond middle age? Lastly, using Freud’s proposed psychosexual stages of personality development and the defense mechanisms, explain when someone can form a personality that can be predisposed to using drugs and what defense mechanisms are used to support that behaviour.
Question 2:
Jung’s theories have been controversial, concerning his combining the psychological and the mystical. The internet site below will help you to understand an oppositional approach to the use of Jung’s theories in linkage with Christian ideology. Write an essay using this internet resource comparing and contrasting the theory of Jung, the oppositional approach of this article, and your agreement or disagreement with the articles’ approach to the theories of Jung. Which areas of Jung’s theory, according to the oppositional article; seem to be contrary to Christian ideology? Do you agree or disagree with these stated views in light of your own moral or ethical foundation? Which areas of Jung’s theories, if any, do you perceive as compatible with Christian ideology? In your opinion and based on research, would Jung’s theories be compatible with other major religions; such as Buddhism, Hinduism, and/or Muslim beliefs? https://psychoheresy.com/
Question 3:
Give a brief description of two real-life examples of (a) a person with an inferiority complex and (b) a person with a superiority complex. You may use someone that is famous in politics, entertainment, or sports. Also, illustrate and list your own feelings of inferiority and superiority. Lastly, state what each person’s birth order is and in light of their birth order list three traits or characteristics for each of these persons.
Question 4:
The need for safety is addressed by Horney as an important ingredient for further development of the adult personality. Discuss the topic of the need for safety and the additional needs of security and structure for a child. Also comment on how these three needs combine to help a child feel warmth and affection by the parent(s). Additionally discuss specific issues which apply positively and/or negatively to helping a child to have these basic issues resolved as they go through different stages in life.
Question 5:
Compare and contrast three different trait theories (you can use any of the theorists/theories from chapters 7 or 8 – Allport, Cattell, Eysenck, the Five-Factor Model, or the HEXACO Model Theory). Be sure to discuss the major components of each theory, list the similarities among the theories and comment on the differences between each of the theories. Lastly, in your opinion which theory would you most likely adhere to and why?
Question 6:
What conditions does a person need in childhood to become fully-functioning and self-actualizing as an adult? Brainstorm ideas concerning the ideal parental skills needed to produce these kinds of adults. What is the ideal environment in which a child is able to challenge their environment and make the choices in their lives which would lead them to become self-actualized as an adult? Rogers has been criticized by some to be so open to the “goodness” and the “common sense” of a person to make good choices that this model for children who are struggling for maturity may not be the best model to take full advantage of the theories of Carl Rogers or Abraham Maslow. Children, when faced with choices beyond their maturity level, may very well make acrimonious choices which may negatively affect their lives and the lives of others. This is in direct conflict with Roger’s theory of a person, who when left alone with their own choices, will make the best possible choices for their lives. Using research and your own opinion, utilize either Rogers or Maslows theory to comment on whether or not a child can adequately make good choices in their lives and how this can impact them into adulthood.
Question 7:
In light of Chapter 12 on B.F. Skinner, reflect on your own life, and comment on times when behavioural conditioning has been used on you and on times when you have used Skinners behaviourist principles. Be sure to include material on terms such as operant conditioning, reward(s), positive reinforcement, negative reinforcement, successive approximation (shaping), superstitious behaviour, and schedules of reinforcement.
Question 8:
Address the issue of aggressive behavior modeling and the media. Using the material and terminology from Chapter 13 (Albert Bandura) (i.e., observational learning, vicarious reinforcement, disinhibition, reward consequences, attentional processes, retention processes, production processes, incentive and motivational processes) discuss whether or not you think that people should be concerned that modeling may very well influence children to be aggressive or more likely to exhibit aggressive behaviour. Feel free to use examples from video games, music, ads from a newspaper/magazine, a news report showing violence, a movie, or a television show that contains violent modeling to support your perspective. Lastly, state a person who has modelled behaviours (either positive or negative) that has influenced you. What impact have those behaviours had on you?
Submission Requirements
Submit two draft copies along with the final copy as separate files, in either Word or PDF format, to show the development and progression of each of your responses to the questions. The first draft can be your initial response or notes for each question. The second draft should build on the first with additional content, but does not need to be edited for grammatical and structural requirements.
Grading Rubric
| Criteria | 50-64 | 65-79 | 80-89 | 90–100 |
|---|---|---|---|---|
| Depth of reflections | Responses are superficial or incomplete, demonstrates little personal insight or engagement with the questions | Reflection is present but lacks depth, development, or critical thinking. | Responses show thoughtful reflection and some personal insight | Responses are thorough, insightful, and well-developed; strong personal engagement and critical reflection are evident |
| Connections to course content | Little or no evidence of understanding or applying key concepts | Basic references to course concepts are present but vague or inaccurate. | Key concepts are accurately applied, shows clear understanding of course material | Skillful integration of key concepts from the textbook with strong understanding |
| Clarity of writing | Poorly organized, difficult to follow or with formatting errors, does not meet submission requirements | Frequent grammar or formatting issues distract from content, submission requirements are partially met | Writing is generally clear and well-structured with few errors, most submission requirements are met | Writing is well-organized, clear, and engaging; free of errors, and all submission requirements are met |