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Psychology of Personality 2017/2018

  • 5 ECTS
  • Taught in Portuguese
  • Continuous Assessment

Objectives

At the end of this unit, the students should be able to:
1. Know the concept of personality and the way in which the different definitions of this concept have varied across time;
2. Recognize the the main theoretical models of personality, comparing and critically analizing their empirical evidence, as well as identifying the methods of psychological assessment and intervention priviledged by each one of them;
3. Identify some developmental perspectives about personality;
4. Recognize some critical perspectives over the theoretical and empirical body of knowledge of Personality Psychology;

Recommended Prerequisites

None

Teaching Metodology

The main teaching methodology includes theoretical lectures with multimedia support, based on which a critical debate with the students will be stimulated. Also, activities of search and discussion of reference empirical papers will be developed.

Body of Work

1. Introduction
1.1. Introduction to the theory of personality – historical aspects
1.2. Definitions of personality and related concepts

2. Theoretical models of personality
2.1. Psychometric Model
2.2. Psychodynamic Model
2.3. Humanistic Model
2.4. Cognitive Model
2.5. Narrative Model

3. Developmental perspectives of personality

4. Critical approaches to the theory and research of personality

5. Personality disorders

Recommended Bibliography

Carducci, B. J. (2009). The Psychology of Personality (2nd ed.). New York: Wiley.
Hansenne, M. (2003). Psicologia da personalidade. Lisboa: Climepsi.
McAdams, D. P. (2009). The person : an introduction to the science of personality psychology. New Jersey : Wiley.
Pervin, L. A. (2003). The science of personality. Oxford: Oxford University Press.
Pervin, L. A. (2004). Personalidade: Teoria e pesquisa. Porto Alegre: ArtMed.
Rogers, C. (2009). Tornar-se pessoa. Lisboa: Climepsi.
Sroufe, L. A., Egeland, B., Carlson, E. & Collins, A. (2005). The development of the person: the Minnesota study of risk and adaptation from birth to adulthood. N. Y.: Guilford Press.

Complementary Bibliography

loninger, S. (2003). Teorias da personalidade. São Paulo: Martins Fontes.
Friedman, H.S. & Schustack, M.W. (2004) Teorias da Personalidade. S. Paulo: Prentice-Hall.
Hall, C. S.; Lindzay, G. & Campbell, J.B. (2000). Teorias da Personalidade. Porto Alegre: Artmed.
Michel, G., & Purper-Ouakil, D. (2009). Personalidade e desenvolvimento : do normal ao patológico. Lisboa: Instituto Piaget.
Piers, C. (2011). Personality and psychopathology. New York: Springer.
Rappaport, C. (1984). Teorias da Personalidade em Freud, Reich e Jung. S. Paulo: EPU.

Weekly Planning

1st week
1. Presentation of the syllabus , assessment criteria and organization of theoretical-practical assignments
2. Introduction
2.1. Introduction to the theory of personality – historical aspects


2nd week
2.2. Definitions of personality and associated concepts
3. Theoretical models of personality
3.1. Psychometric model


3rd week
3. Theoretical models of personality
3.1. Psychometric model

4th week
3. Theoretical models of personality
3.2. Psychodynamic model

5th week
3. Theoretical models of personality
3.2. Psychodynamic model

6th week
3. Theoretical models of personality
3.3. Humanistic model

7th week
3. Theoretical models of personality
3.3. Humanistic model
3.4. Cognitive model

8th week
3. Theoretical models of personality
3.3. Cognitive model

Mini-test

9th week
3. Theoretical models of personality
3.3. Cognitive model
3.4. Narrative model

10th week
3. Theoretical models of personality
3.4. Narrative model

11th week
4. Developmental perspectives of personality

12th week
5. Personality disorders

13th week
5. Personality disorders

Mini-test

14th week
Presentation of group assignments

15th week
Conclusion: Critical approaches to the theory and research of personality
Evaluation of the course

Demonstration of the syllabus coherence with the curricular unit's objectives

The goals proposed for this course polarize themselves around the acquisition of theoretical knowledge in Psychology of Personality, in order to develop the capacity for analysis, comparison and critical evaluation of the various descriptive and explanatory models of personality functioning . Thus, the selection and sequencing of the syllabus provide an overview over the most significant milestones in the history of personality psychology , to promote the identification of the contributions and limitations of each approach and currently dominant models in research and psychological intervention . Regarding the evaluation of the practical relevance of each model, the articulation of theoretical study with the analysis of the techniques and assessment tools are adopted as a basic principle.

Demonstration of the teaching methodologies coherence with the curricular unit's objectives

The teaching methodologies provide the structured acquisition of theoretical knowledge through a direct didactic style, mainly exhibitional, with multimedia materials, articulating it with the active participation of students in oral discussions in class and the practical application of this knowledge in critical reflection assignments. So , a methodological balance is adopted, combining direct and indirect teaching style

relevant generic skillimproved?assessed?
Achieving practical application of theoretical knowledgeYesYes
Analytical and synthetic skillsYesYes
Balanced decision makingYes 
Commitment to effectivenessYesYes
Commitment to qualityYesYes
CreativityYesYes
Ethical and responsible behaviourYesYes
Event organization, planning and managementYes 
Foreign language proficiencyYes 
Information and learning managementYesYes
Problem Analysis and AssessmentYesYes
Problem-solvingYes 
Relating to othersYes 
Research skillsYesYes
Self-assessmentYesYes
TeamworkYesYes
Understanding multiculturalism and valuing diversityYesYes
Written and verbal communications skillsYesYes
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