The fundamental objective of Personality Psychology is to offer an updated vision of the main theories of personality that appeared over time, as well as the most notable research advances that emerged during the last few years in this field.

In addition, the subject seeks to provide the theoretical, empirical and ethical foundations that allow students address the study of personality at its three levels: traits, characteristic adaptations and identity.

Contents



RCO3. Knowledge about the anthropological, historical and sociocultural foundations that intervene in human psychological functioning.

RCO4. Knowledge about the functions, characteristics and limitations of the different theoretical models of Psychology.

RCO5. Knowledge and understanding about the main development models and the main processes and stages of psychological development throughout the life cycle.



Competencies



RC4. Development of the capacity to identify and integrate the elements that constitute the psychological substrate of the human being.

RC5. Development of the capacity to measure and obtain relevant data for the evaluation, analyze quantitative and/or qualitative data, interpret results and correctly prepare a psychological report for oral and/or written presentation.

RC6. Development of the capacity to identify individual, group and intergroup differences, problems and needs in different contexts and know how to plan interventions and evaluate them.



Skills linked to the university degree



RHT1. Development of the capacity to apply theoretical knowledge of Psychology to situations and phenomena of everyday life.

RHT2. Development of the capacity to describe and measure variables (individual and group variables) and cognitive, emotional, psychobiological, behavioral and psychosocial interaction processes, as well as to interpret them by selecting and administering the appropriate instruments.



Broad spectrum skills



RHE 2. Development of the capacity to identify differences, problems and needs.

RHE7. Development of the capacity to relate and communicate effectively on a personal, professional and scientific level and development of the capacity to work both individually and in uni- and multidisciplinary teams, assuming responsibilities and critically assessing their performance.

THEORETICAL CONTENTS



1. Introduction to Personality Psychology

2. Measurement and assessment of personality

3. Biological bases of personality

4. Psychodynamic theories of personality

5. Cognitive and behavioral theories of personality

6. Humanistic and existential theories of personality

7. Factorial theories of personality

8. Personality disorders



PRACTICAL CONTENTS



Classroom Practices



Classroom Practice 1: Neuroticism and anxiety

Classroom Practice 2: The Big Five

Classroom Practice 3: Personality and Motivations: Thematic Apperception Test

Classroom Practices 4: Personality and Personal Strivings

Classroom Practice 5: The Public Self and The Private Self

Classroom Practice 6: Personality and Cognitive Processes

Classroom Practice 7: Personality and Emotional Processes

Classroom Practice 8: Personality and Interpersonal Relationships

Classroom Practice 9: Personality and Mental Health



Workshops



Workshop 1: Empathy

Workshop 2: Behavior Patterns A, B and C

Workshop 3: Personality and Psychopathology



Seminars



In the Seminars, the personality construct called "Life Stories" will be worked on monographically.

In the master classes, the teachers will present the the theoretical contents of the subject, while in the classroom practices, workshops and seminars, the students will work on the practical contents through role-playing exercises, application of questionnaires and group debates.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 20
  • Multiple-Choice Test (%): 50
  • Realization of Practical Work (exercises, cases or problems) (%): 30

There are two different ways to evaluate the subject of Personality Psychology: a) mixed evaluation; and b) the final evaluation.



a) Mixed evaluation system



The mixed evaluation is made up of two different qualifications:

- Continuous evaluation of practices, workshops and seminars, which will account for 30% of the grade.

- Final test, which will account for 70% of the grade, and will be composed exclusively of questions related to the theoretical contents. This final test will consist of multiple choice questions (50% of the grade) and open questions (20% of the grade).



b) End-of-Course (Final) evaluation system



Students will have the right to be evaluated through the final evaluation system of all theoretical contents and practical aspects of the subject, which will be worth 100% of the grade, regardless of whether or not they have participated in the mixed evaluation system. This exam will consist of 70% questions about the theoretical contents and 30% questions about the practical contents.



The final grade will be the sum of the two mentioned grades, both parts having to be approved independently in order to be able to compute the grade. If in the ordinary call for the mixed evaluation only one of the sections (theoretical or practical) is approved, the grade for this section will be saved for the extraordinary call, but not for upcoming calls.



Renunciation of the ordinary call



In the case the student is not present on the official exam date, this will mean the authomatic renouncement to the corresponding call.

In this call there will be a single exam (100%), which will contain questions about the theoretical and practical contents of the subject. This exam will consist of questions about the theoretical contents (70%) and questions about the practical contents (30%).

To work on the theoretical contents, a dossier will be left in the copy shop, so that the students can buy it. The practice materials will be left both in the copy shop and in the e-Gela virtual platform.

Basic bibliography

Asociación Americana de Psiquiatría. (2023). Manual diagnóstico y estadístico de los trastornos mentales. 5ª Edición. Texto Revisado. DSM-5-TR. Editorial Médica Panamericana S.A.



Bermúdez, J. Pérez-García, A. M., Ruiz-Caballero, J. A., Sanjuán-Suárez, P., y Rueda-Laffond, B. (2011). Psicología de la Personalidad. Universidad Nacional de Educación a Distancia.



Cloninger, S.C. (2003). Teorías de la Personalidad. (3ª Ed.). Pearson Educación.



Feist, J., Feist, G.J. y Roberts, T.A. (2014). Teorías de la Personalidad. (8ª Ed.). McGraw Hill.



Larsen, R., y Buss, D. M. (2021). Personality psychology: Domains of knowledge about human nature (7th ed.). McGraw Hill.



Pérez-Marfil, M. N., Mata-Martín, J. L., y López-Torrecillas, F. (2020). Introducción a la psicología de la personalidad. Editorial Universidad de Granada.



Schultz, D.P. & Schultz, S.E. (2009). Teorías de la Personalidad. (9ª Ed.). Cengage Learning.

In-depth bibliography

Allport, G. W. (1986). La personalidad. Herder.
Andrés, A. (2016). La personalidad. Editorial UOC.
Brody, N. y Ehrlichman, H. (2000). Psicología de la Personalidad. Prentice-Hall.
Carver, C.S. y Scheier, M.F. (2013). Cattell, R. B. (1972). El análisis científico de la personalidad. Fontanella.
Cattell, R. B. y Kline, P. (1982). El análisis científico de la personalidad y la motivación. Pirámide.
Eysenck, H. J. y Eysenck, M. W. (1987). Personalidad y diferencias individuales. Pirámide.
Fromm, E. (1982). El miedo a la libertad. Paidos.
Fromm, E. (1999). El arte de amar. Paidos.
González, J. L. (1987). Psicología de la personalidad. Biblioteca Nueva.
Hampson, S. E. (1982). La construcción de la personalidad. Paidos.
Horney, K. (1987). La personalidad neurótica de nuestro tiempo. Paidos.
Kelly, G. A. (2001). Psicología de los constructos personales. Textos escogidos. Paidos.
Labrador, F. J. (1984). Los modelos factoriales biológicos en el estudio de la personalidad. DDB.
Liebert, R. M. y Liebert, L.L. (1999). Personalidad. Thomson.
May, R. (2011). Amor y voluntad. Gedisa.
Mischel, W. (1968). Personalidad y evaluación. Trillas.
Mischel,W. (1986). Teorías de la personalidad. McGraw Hill.
Moreno, B. (2007). Psicología de la Personalidad. Procesos. Thomson.
Pelechano, V. (1996). Psicología de la Personalidad. Ariel.
Pervin, L. A. (1996). La ciencia de la personalidad. McGraw-Hill.
Quintana, G. (1996). La psicología de la personalidad y sus trastornos. Editorial CCS.
Rogers, C. (1961). El proceso de convertirse en persona. Paidos.
Staats, A. W. (1997). Conducta y personalidad. Conductismo psicológico. Desclee de Brouwer.

Journals

British Journal of Projective Psychology and Personality Study
European Journal of Personality
Journal of Abnormal Psychology
Journal of Consulting and Clinical Psychology
Journal of Personality
Journal of Personality and Social Psychology
Journal of Personality Assessment
Journal of Rational-Emotive and Cognitive-Behavior Therapy
Journal of Social and Personal Relationships
Personality and Individual Differences
Personality and Social Psychology Bulletin
Personality and Social Psychology Review
Self and Identity
Social Behavior & Personality

Web addresses

European Association of Personality Psychology (EAPP): https://eapp.org/
World Association for persnality Psychology (WAPP): https://www.perpsy.org/