Psy111 Personality Theory Project Rubric – 100 Points Studen

Psy111 Personality Theory Project Rubric – 100 Points Student Name

Describe the personality assessment you took, including the underlying theory supporting it, discuss your assessment results demonstrating understanding of the variables assessed, and provide two examples of how personality influences thoughts, behaviors, or outcomes. Additionally, identify the theory that most accurately explains personality development (psychodynamic, humanistic, or cognitive-social), justify its application, and describe how it explains personality variation across the lifespan. Ensure your paper is well-organized, free of mechanical errors, properly formatted according to APA style, and include appropriate citations and references.

Paper For Above instruction

Personality assessments serve as vital tools in understanding individual differences and the underlying psychological processes that shape personality. The assessment I took was based on Carl Jung’s Typology theory, which classifies personalities into distinct categories based on dominant traits such as introversion and extraversion. Jung’s theory emphasizes the importance of unconscious processes and archetypes in influencing personality development. The assessment, therefore, aligns with Jungian analytical psychology, which posits that enduring traits are rooted in inherited archetypes collectively shared across humanity. This theoretical foundation suggests that personality traits are inherent but can evolve as one interacts with life experiences and cultural influences.

The results of my assessment indicated a dominant extraverted personality type, characterized by traits such as sociability, assertiveness, and enthusiasm. These variables reflect core Jungian constructs of extraversion, which influence how individuals engage with their environment and process social interactions. The assessment further identified auxiliary traits, such as openness to experience and emotional stability, which contribute to overall personality functioning. Understanding these variables allows for a comprehensive view of how personality influences behavior and cognition. For example, extraverts tend to seek out social interactions, which in turn can reinforce their energy and confidence in social settings.

Two events exemplify how personality traits identified by the assessment influence thoughts and behaviors. First, during a group project at university, my extraverted disposition encouraged me to take a leadership role, initiate discussions, and motivate teammates. Traits such as assertiveness and enthusiasm played a crucial role in influencing group dynamics and outcomes. Second, an instance where my openness to experience contributed to my response to a new challenge involved volunteering for an international exchange program. My curiosity and willingness to explore unfamiliar environments led to enriching cultural experiences and personal growth. These examples demonstrate how specific personality traits, as identified by the assessment, shape thoughts, decision-making, and actions in real-life scenarios.

The theory that most accurately explains personality development in this context is the psychodynamic perspective, rooted in Freudian principles. This theory emphasizes the influence of unconscious motives, early childhood experiences, and conflicts in shaping personality over the lifespan. It underscores the dynamic interplay between the id, ego, and superego, which develop through various stages and resolve conflicts that leave lasting imprints on personality traits. Freud’s theory is compelling because it accounts for the deep-rooted and often unconscious origins of personality, which align with the archetypal and unconscious elements highlighted in Jungian assessment models.

Applying the psychodynamic theory to personality development involves understanding how early life experiences and unconscious drives continue to influence thoughts, behaviors, and emotional responses into adulthood. For example, a person who experienced excessive criticism during childhood may develop low self-esteem and perfectionist traits as an unconscious attempt to gain approval and avoid criticism. This process illustrates how unresolved conflicts and unconscious motivations contribute to consistent patterns of behavior and personality traits over time. Moreover, the theory’s focus on internal conflicts and their defense mechanisms provides insight into personality dynamics and maladaptive behaviors if unresolved or unacknowledged.

In conclusion, integrating personality assessment results with psychodynamic theory offers a comprehensive view of personality development. The assessment rooted in Jungian typology identifies core traits that influence behavior and thought processes, while psychoanalytic principles explain how these traits are rooted in unconscious conflicts and early experiences. Understanding personality as a dynamic and evolving construct across the lifespan enables a holistic approach to personal growth and psychological well-being. This synthesis highlights the importance of both innate predispositions and environmental influences in shaping who we are over time.

References

• Adler, A. (1931). The practice and theory of individual psychology. Harcourt, Brace & World.
• Carlson, N. R. (2013). Physiology of behavior (11th ed.). Pearson.
• Freud, S. (1923). The ego and the id. Trans. James Strachey. Hogarth Press.
• Jung, C. G. (1964). Man and his symbols. Dell Publishing.
• McLeod, S. (2018). Psychodynamic approach to psychology. Simply Psychology. https://www.simplypsychology.org/psychodynamic.html
• Oatley, K., & Jenkins, J. M. (1996). Understanding emotion. Blackwell Publishing.
• Robins, R. W., & Pals, J. L. (2002). The developmental course of personality traits. Journal of Personality, 70(3), 719–744.
• Schultz, D. P., & Schultz, S. E. (2016). Theories of personality (11th ed.). Cengage Learning.
• Strack, F., & Deutsch, R. (2004). Reflective and impulsive determinants of social behavior. Personality and Social Psychology Review, 8(3), 220–247.
• Wiggins, J. S. (1996). The five-factor model of personality: Theoretical perspectives. Guilford Press.