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Tag: DSM-5 Diagnostic Criteria & Case Formulations

  • [Solved] AQR&A Assignment 2 Week 8

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    **To prepare for this Assignment:** – Review the Article Critique Assignment Guide in the Walden Library, listed in the Week 2 Learning Resources. – Search the Walden Library for a quantitative article that applies ANCOVA. **The Assignment** Write a 2- to 3-page critique of the research you found in…

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    Assignment Prompt & Instructions

    **To prepare for this Assignment:**

    – Review the Article Critique Assignment Guide in the Walden Library, listed in the Week 2 Learning Resources.
    – Search the Walden Library for a quantitative article that applies ANCOVA.

    **The Assignment**

    Write a 2- to 3-page critique of the research you found in the Walden Library that includes responses to the following prompts:

    – Why did the authors select ANCOVA in the research?
    – Do you think this test was the most appropriate choice? Why or why not?
    – Did the authors display the results in a figure or table?
    – Does the results table stand alone? In other words, are you able to interpret the study from it? Why or why not?

    – 2 years ago

  • [Solved] One Student Response (300-400 Words)

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    Share your perspective, advice, feedback, and critiques of their work. You and your classmates will be encouraged to use the Workshop threads as a sounding board for new ideas and for activity related to the formal weekly Workshop assignments. Keep in mind that the more you participate, the more you…

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    Assignment Prompt & Instructions

    Share your perspective, advice, feedback, and critiques of their work. You and your classmates will be encouraged to use the Workshop threads as a sounding board for new ideas and for activity related to the formal weekly Workshop assignments. Keep in mind that the more you participate, the more you and your classmates will get out of the course experience.

    – 2 years ago

  • [Solved] Psychology ADVERTISEMENT ASSIGNMENT

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    Build upon the topic selected in the **Psychoeducational Group Plan Assignment** to focus on developing a psychotherapy group. The first step in this process is to create a recruitment flyer that effectively communicates the purpose and structure of the group while attracting suitable members. Watch…

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    Assignment Prompt & Instructions

    Build upon the topic selected in the **Psychoeducational Group Plan Assignment** to focus on developing a psychotherapy group. The first step in this process is to create a recruitment flyer that effectively communicates the purpose and structure of the group while attracting suitable members.

    Watch from 1:05:35 to 1:23:15.

    [https://search-alexanderstreet-com.eu1.proxy.openathens.net/embed/token/06uqsoj5eprnoc9o6krjgd9m?account_id=12085&usage_group_id=101906%22%20width=%22470%22%20height=%22390%22%20allowfullscreen=%22allowfullscreen#/embed/object](https://search-alexanderstreet-com.eu1.proxy.openathens.net/embed/token/06uqsoj5eprnoc9o6krjgd9m?account_id=12085&usage_group_id=101906%22%20width=%22470%22%20height=%22390%22%20allowfullscreen=%22allowfullscreen#/embed/object)

    – [\
    \
    PsychotherapyGroupAdvertisementAssignmentInstructions.docx](https://www.sweetstudy.com/files/psychotherapygroupadvertisementassignmentinstructions-docx "PsychotherapyGroupAdvertisementAssignmentInstructions.docx")
    – [\
    \
    Reading.docx](https://www.sweetstudy.com/files/reading-docx-10261747 "Reading.docx")

    – 2 years ago

  • [Solved] psychology 1

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    – 2 years ago **files (1)** – ## view1.php **## view1.php** [Skip to main content](https://www.sweetstudy.com/questions/psychology-1-20899567#maincontent) [![logo](https://moodle.straighterline.com/theme/image.php/slmoodle/theme/1744194647/sl-logo)](https://www.sweetstudy.com/questions/psychology-1-…

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    – 2 years ago

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  • [Solved] Week 2 Psy

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    Respond to one of the following prompts: Describe 3 ways that a 360-degree feedback appraisal works and one possible downfall of this type of appraisal process? (USLO 2.2) What are 2 possible outcomes telecommuting can have on work-family balance? How has remote learning impacted the family? (USLO 2…

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    Respond to one of the following prompts:

    Describe 3 ways that a 360-degree feedback appraisal works and one possible downfall of this type of appraisal process? (USLO 2.2)

    What are 2 possible outcomes telecommuting can have on work-family balance? How has remote learning impacted the family? (USLO 2.3)

    Describe the differences between genotypes and phenotype. Provide one example of each. (USLO 2.4)

    Explain the process of the fight or flight response and provide an example of when you have experienced it. How did your body respond and what was one advantage and one disadvantage to your response? (USLO 2.5)

    – 2 years ago

  • [Solved] week 6 discussion

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    [**Collapse**](https://keiseruniversity.blackboard.com/webapps/discussionboard/do/message?action=list_messages&course_id=_565860_1&nav=discussion_board&conf_id=_517041_1&forum_id=_2637670_1&message_id=_26915793_1#) Describe the variety of ways that one can assess the validity of an instrument in ter…

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    [**Collapse**](https://keiseruniversity.blackboard.com/webapps/discussionboard/do/message?action=list_messages&course_id=_565860_1&nav=discussion_board&conf_id=_517041_1&forum_id=_2637670_1&message_id=_26915793_1#)

    Describe the variety of ways that one can assess the validity of an instrument in terms of our self-esteem measure. If we were creating a new measure of self-esteem, what is the process that we would use to validate this measure?

    omplete the following readings from your textbook, _Psychological Testing: A Practical Approach to Design and Evaluation:_

    – Chapter 9 omplete the following readings from your textbook, _Psychological Testing: A Practical Approach to Design and Evaluation:_
    – Chapter 9

    For this week's assignment, you will continue to focus on the two instruments you selected to assess constructs related to your dissertation topic. This time, your focus is on validity.

    Your first paragraph should briefly remind the reader what you are studying. Then, under each construct subheading, define the construct and describe one instrument used to measure it. This week, your focus should be on how the researchers demonstrated validity of the instrument.

    You should include:

    – What types of validity were assessed (e.g., content, construct, convergent, discriminant, criterion),
    – How they were assessed (e.g., correlations with related or unrelated constructs, factor analysis),
    – And any relevant findings that support the validity of the instrument.

    Again, I’m using an example no one in the class is allowed to use (Machiavellianism) so this is just to guide you! No one picked Machiavellianism as a construct so no one is allowed to use these examples 😉

    **MACH-IV Example**

    The MACH-IV (Christie & Geis, 1970) is a 20-item scale originally developed to assess Machiavellianism as a personality trait reflecting manipulation, cynicism, and pragmatic morality. Items are rated on a Likert-type scale (commonly 5- or 7-point), with some reverse-scored.

    Recent work by Belaus et al. (2022) provides strong evidence for the structural, discriminant, and predictive validity of the MACH-IV in a Spanish-speaking Argentinian sample. After dropping problematic items 19 and 20, the authors supported a one-factor structure with adequate model fit (CFI = .92, RMSEA = .06) and reliability (α = .72; ω = .72). The scale showed discriminant validity through a negative correlation with Social Value Orientation (r = –.27), reflecting distinctiveness from prosocial tendencies.

    In terms of predictive validity, higher MACH-IV scores were associated with lower cooperation in economic decision-making tasks, such as the Dictator Game (r = –.26 in DG-Take format). Participants high in Machiavellianism were more likely to expect selfish behavior from others and act selfishly themselves, even in hypothetical, non-monetary contexts.

    An earlier study by Kaestner et al. (1977) explored predictive validity in a clinical sample of drug users using a behavioral "ten-dollar game." While the test-retest reliability was strong (r = .82), the game results did not clearly align with MACH-IV scores. The authors suggested this may have been due to confounds such as limited education or institutionalization. This emphasizes the importance of population-specific validation when using behavioral outcomes.

    **Trimmed MACH* Example**

    To assess Machiavellianism in my dissertation, one instrument I am considering is the Trimmed MACH* (Rauthmann, 2013), a short-form measure derived from the original MACH-IV. This five-item version was designed using item response theory (IRT) to retain only the most psychometrically sound items from the original scale. Items reflect key aspects of Machiavellianism (particularly cynicism and distrust) and are rated on a 5-point Likert scale.

    Construct validity was confirmed through confirmatory factor analysis (CFA), which supported a unidimensional model (CFI = 1.00, RMSEA = .02). All items had high discrimination parameters in IRT modeling (a > 1.20), indicating that they strongly differentiate between levels of the trait across the continuum.

    Convergent validity was demonstrated by strong correlations with both the original MACH-IV (r = .63; disattenuated r = .84) and another validated German Machiavellianism scale (r = .60). The Trimmed MACH* also showed discriminant validity, correlating more modestly with narcissism (r = .15) and psychopathy (r = .36), helping to distinguish it from adjacent constructs in the "Dark Triad."

    No predictive validity or behavioral task outcomes were reported in this study; however, Rauthmann (2013) also examined criterion validity by correlating the Trimmed MACH* with real-world behavioral tendencies like manipulation tactics (e.g., betrayal, ingratiation). The Trimmed MACH* showed meaningful, positive correlations with tactics like betrayal (r = .40) and revenge (r = .39), indicating that it predicts behaviors theoretically linked to Machiavellian attitudes.

    In summary, the Trimmed MACH* provides robust evidence for construct, convergent, discriminant, and criterion validity, making it a psychometrically sound and efficient instrument for assessing Machiavellianism, especially when a shorter survey is desired or response burden is a concern (Rauthmann, 2013).

    – 2 years ago

  • [Solved] B91 AA W5

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    Review for edits – 2 years ago

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    Review for edits

    – 2 years ago

  • [Solved] Modeling and Imitation

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    What is modeling and imitation. – 2 years ago

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    What is modeling and imitation.

    – 2 years ago

  • [Solved] Excel

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    – 2 years ago **files (4)** – ## MGT-440-RS-T4-CommunicationPlanTemplate2.xlsx – ## MGT-440-RS-T4-CommunicationPlanTemplateExample.xlsx – ## MGT-440-RS-T4-StakeholderAnalysisMatrix.xlsx – ## MGT-440-RS-T4-StakeholderAnalysisMatrixExample.xlsx **## MGT-440-RS-T4-CommunicationPlanTemplate2.xlsx** ## C…

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    – 2 years ago

    **files (4)**

    – ## MGT-440-RS-T4-CommunicationPlanTemplate2.xlsx

    – ## MGT-440-RS-T4-CommunicationPlanTemplateExample.xlsx

    – ## MGT-440-RS-T4-StakeholderAnalysisMatrix.xlsx

    – ## MGT-440-RS-T4-StakeholderAnalysisMatrixExample.xlsx

    **## MGT-440-RS-T4-CommunicationPlanTemplate2.xlsx**

    ## Communications Template

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Stakeholder Name | Role | Information | Timeframe | Media | Responsible for Updates | Responsible for Delivery |

    **## MGT-440-RS-T4-CommunicationPlanTemplateExample.xlsx**

    ## Communications example

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Stakeholder Name | Role | Information | Timeframe | Media | Responsible for Updates | Responsible for Delivery |
    | Carol Anderson | Project Sponsor | Summary project status | 1st each month | e-mail | Team | James White (PM) |
    | | | Critical risks and issues | Weekly | Dashboard | James White (PM) | James White (PM) |
    | | | Budget & timeline performance | 1st each month | Dashboard | James White (PM) | James White (PM) |
    | James White | Project Manager | Detailed project status | Weekly | Team status system | Tean | Team status system |
    | | | All risks and issues | Weekly | Team status system | Team | Team status system |
    | | | Resource, supplier, procurement budget & timeline performance | e/o week | e-mail | Team | Finance Matrix |
    | Sam Dean | Safety Auditor | Level of safety compliance of all deliverables produced | 1st each month | 1st each month | Quality Manager | Quality Manager |

    **## MGT-440-RS-T4-StakeholderAnalysisMatrix.xlsx**

    ## Stakeholder Template

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: {Your Project Name} | | | | | | | Project Manager: {Proj. Mgr. Name} | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |

    **## MGT-440-RS-T4-StakeholderAnalysisMatrixExample.xlsx**

    ## Stakeholder Template Example

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: New System Number Nine | | | | | | | Project Manager: Jane Lope | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |
    | Don Lu | Engineer | donlu@email | High | High | Yes | Yes | C | | | R | As the Sr. Engineer Don has considerable influence over the design and timing of this effort | As both an SME and a decision-maker, Don must have project information in almost real time. | Without Don, this project will fail. | Don's help is critical to the design of the project. |
    | Ed Harris | Finance | ed@email | Medium | Medium | Yes | No | C | | R | | Ed has some influence over the acceptance of the project budget and timing of the budget allocations. | Ed needs to be kept informed of the project spend; however, his reports can be at month end. | The team needs Ed to be neutral as an 'against' stance could prevent the budget from being approved or approved in a timely manner | Ed has the ability to articulate the project needs in financial terms clearly. |
    | Jo Ann | Design | jo@email | Low | Low | No | No | C | R |

    [mailto:donlu@email](mailto:donlu@email) [mailto:ed@email](mailto:ed@email) [mailto:jo@email](mailto:jo@email)

    **## MGT-440-RS-T4-StakeholderAnalysisMatrixExample.xlsx**

    ## Stakeholder Template Example

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: New System Number Nine | | | | | | | Project Manager: Jane Lope | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |
    | Don Lu | Engineer | donlu@email | High | High | Yes | Yes | C | | | R | As the Sr. Engineer Don has considerable influence over the design and timing of this effort | As both an SME and a decision-maker, Don must have project information in almost real time. | Without Don, this project will fail. | Don's help is critical to the design of the project. |
    | Ed Harris | Finance | ed@email | Medium | Medium | Yes | No | C | | R | | Ed has some influence over the acceptance of the project budget and timing of the budget allocations. | Ed needs to be kept informed of the project spend; however, his reports can be at month end. | The team needs Ed to be neutral as an 'against' stance could prevent the budget from being approved or approved in a timely manner | Ed has the ability to articulate the project needs in financial terms clearly. |
    | Jo Ann | Design | jo@email | Low | Low | No | No | C | R |

    [mailto:donlu@email](mailto:donlu@email) [mailto:ed@email](mailto:ed@email) [mailto:jo@email](mailto:jo@email)

    **## MGT-440-RS-T4-CommunicationPlanTemplate2.xlsx**

    ## Communications Template

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Stakeholder Name | Role | Information | Timeframe | Media | Responsible for Updates | Responsible for Delivery |

    **## MGT-440-RS-T4-CommunicationPlanTemplateExample.xlsx**

    ## Communications example

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Stakeholder Name | Role | Information | Timeframe | Media | Responsible for Updates | Responsible for Delivery |
    | Carol Anderson | Project Sponsor | Summary project status | 1st each month | e-mail | Team | James White (PM) |
    | | | Critical risks and issues | Weekly | Dashboard | James White (PM) | James White (PM) |
    | | | Budget & timeline performance | 1st each month | Dashboard | James White (PM) | James White (PM) |
    | James White | Project Manager | Detailed project status | Weekly | Team status system | Tean | Team status system |
    | | | All risks and issues | Weekly | Team status system | Team | Team status system |
    | | | Resource, supplier, procurement budget & timeline performance | e/o week | e-mail | Team | Finance Matrix |
    | Sam Dean | Safety Auditor | Level of safety compliance of all deliverables produced | 1st each month | 1st each month | Quality Manager | Quality Manager |

    **## MGT-440-RS-T4-StakeholderAnalysisMatrix.xlsx**

    ## Stakeholder Template

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: {Your Project Name} | | | | | | | Project Manager: {Proj. Mgr. Name} | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |

    **## MGT-440-RS-T4-StakeholderAnalysisMatrixExample.xlsx**

    ## Stakeholder Template Example

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: New System Number Nine | | | | | | | Project Manager: Jane Lope | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |
    | Don Lu | Engineer | donlu@email | High | High | Yes | Yes | C | | | R | As the Sr. Engineer Don has considerable influence over the design and timing of this effort | As both an SME and a decision-maker, Don must have project information in almost real time. | Without Don, this project will fail. | Don's help is critical to the design of the project. |
    | Ed Harris | Finance | ed@email | Medium | Medium | Yes | No | C | | R | | Ed has some influence over the acceptance of the project budget and timing of the budget allocations. | Ed needs to be kept informed of the project spend; however, his reports can be at month end. | The team needs Ed to be neutral as an 'against' stance could prevent the budget from being approved or approved in a timely manner | Ed has the ability to articulate the project needs in financial terms clearly. |
    | Jo Ann | Design | jo@email | Low | Low | No | No | C | R |

    [mailto:donlu@email](mailto:donlu@email) [mailto:ed@email](mailto:ed@email) [mailto:jo@email](mailto:jo@email)

    **## MGT-440-RS-T4-CommunicationPlanTemplate2.xlsx**

    ## Communications Template

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Stakeholder Name | Role | Information | Timeframe | Media | Responsible for Updates | Responsible for Delivery |

    **## MGT-440-RS-T4-CommunicationPlanTemplateExample.xlsx**

    ## Communications example

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Stakeholder Name | Role | Information | Timeframe | Media | Responsible for Updates | Responsible for Delivery |
    | Carol Anderson | Project Sponsor | Summary project status | 1st each month | e-mail | Team | James White (PM) |
    | | | Critical risks and issues | Weekly | Dashboard | James White (PM) | James White (PM) |
    | | | Budget & timeline performance | 1st each month | Dashboard | James White (PM) | James White (PM) |
    | James White | Project Manager | Detailed project status | Weekly | Team status system | Tean | Team status system |
    | | | All risks and issues | Weekly | Team status system | Team | Team status system |
    | | | Resource, supplier, procurement budget & timeline performance | e/o week | e-mail | Team | Finance Matrix |
    | Sam Dean | Safety Auditor | Level of safety compliance of all deliverables produced | 1st each month | 1st each month | Quality Manager | Quality Manager |

    **## MGT-440-RS-T4-StakeholderAnalysisMatrix.xlsx**

    ## Stakeholder Template

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: {Your Project Name} | | | | | | | Project Manager: {Proj. Mgr. Name} | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |

    **## MGT-440-RS-T4-StakeholderAnalysisMatrixExample.xlsx**

    ## Stakeholder Template Example

    | | | | | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — | — | — | — | — |
    | Stakeholder Analysis |

    | Project Name: New System Number Nine | | | | | | | Project Manager: Jane Lope | | | | Justification for Responses |

    | Basics | | | | Project Information | | | Commitment Level | | | | Justification |
    | | | | | | | | C = Current Level and R = Required Level |
    | Stakeholder | Title | Email | Influence | Priority | SME? | Decision-Maker | Against | Passive | Neutral | Help | Influence | Priority | Commitment Level | Why Included? |
    | Don Lu | Engineer | donlu@email | High | High | Yes | Yes | C | | | R | As the Sr. Engineer Don has considerable influence over the design and timing of this effort | As both an SME and a decision-maker, Don must have project information in almost real time. | Without Don, this project will fail. | Don's help is critical to the design of the project. |
    | Ed Harris | Finance | ed@email | Medium | Medium | Yes | No | C | | R | | Ed has some influence over the acceptance of the project budget and timing of the budget allocations. | Ed needs to be kept informed of the project spend; however, his reports can be at month end. | The team needs Ed to be neutral as an 'against' stance could prevent the budget from being approved or approved in a timely manner | Ed has the ability to articulate the project needs in financial terms clearly. |
    | Jo Ann | Design | jo@email | Low | Low | No | No | C | R |

    [mailto:donlu@email](mailto:donlu@email) [mailto:ed@email](mailto:ed@email) [mailto:jo@email](mailto:jo@email)

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    Please follow instructions and No Ai . Please no copyright – 2 years ago **files (2)** – ## Week3_LearningResources_TheoriesofPersonality-Spring20254.pdf – ## Topic_Week3_Discussion1.pdf **## Week3_LearningResources_TheoriesofPersonality-Spring20254.pdf** LEARNING RESOURCES Required Readings F…

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    **files (2)**

    – ## Week3_LearningResources_TheoriesofPersonality-Spring20254.pdf

    – ## Topic_Week3_Discussion1.pdf

    **## Week3_LearningResources_TheoriesofPersonality-Spring20254.pdf**

    LEARNING RESOURCES

    Required Readings

    Funder, D. C. (2024). The personality puzzle (9th ed.). W. W. Norton.

    Chapter 9, “Basics of Psychoanalysis”

    Chapter 10, “Psychoanalysis After Freud: Neo-Freudians, Object Relations, and Current
    Research”

    Walden University Writing Center. (2021). Using quotations, part I.
    (https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)
    https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html

    Required Media

    Walden University, LLC. (2022). Defense mechanisms (http://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html) [Interactive media]. Walden
    University Canvas. https://waldenu.instructure.com

    Walden University, LLC. (2022). Neo-Freudian theorists (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html) [Interactive media]. Walden
    University Canvas. https://waldenu.instructure.com

    Optional Resources

    Practical Psychology. (2019). Psychoanalytic theory – What Freud thought of personality
    (https://www.youtube.com/watch?v=V73hdaSTzWg) [Video file]. YouTube.

    https://www.youtube.com/watch?v=V73hdaSTzWg

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    **## Topic_Week3_Discussion1.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Apr 23 65 points

    1 Reply (1)

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/164253/modules/items/662766

    “Only a fuzzy boundary separates interpreting a theory versus revising it.” – Funder (2019, p. 397)

    A theory is basically an idea about how something works or occurs; it is not proof. Although a
    personality theory may explain certain aspects of a situation or behavior, others who have different
    ideas may still question the theory.

    Sigmund Freud's psychoanalytic theory of personality is case in point. He believed that most of our
    thoughts, feelings, and memories—what influences us—occurs below consciousness. One of the
    problems with Freud’s theory was the difficulty of testing his ideas. For this reason, there were
    theorists who separated themselves from Freud’s work. Others drew from aspects of Freud’s theory
    of psychoanalysis but developed their own theories.

    For this Discussion, you will review the personality theories of Freud, along with those of Carl Jung,
    Erik Erikson, Alfred Adler, and Karen Horney. Then you will choose one theorist as the focus of your
    Discussion post.

    PSYCHOANALYTIC THEORISTS AND
    THEORIES

    RESOURCES

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    Review Chapters 9 and 10 in the course text, as well as the resource “Psychoanalytic Theorists,”
    and consider each of the following theorist’s contributions to personality theory:

    Freud
    Jung
    Erikson
    Adler
    Horney

    Thinking about Freud, Jung, Erikson, Adler, and Horney, consider the theorist that you view as
    having the most practical or useful ideas for understanding the self, others, and daily interactions.
    Think of examples that would help explain your choice.
    Select one of the five theorists as the subject of your Discussion post. In addition to contributions
    to the field, consider the strengths and limitations of this individual’s personality theory.

    Post a response that includes the following:

    Identify your selected theorist by placing their name in the first line of your post.
    Explain how your selected theorist has provided the most practical or useful ideas for
    understanding of one of the following: self, others, or daily interactions.
    Briefly describe one specific concept or idea developed by the theorist that is particularly helpful
    in explaining one of the focus areas (i.e., self, others, or daily interactions) and your reasoning.
    Conclude by noting one strength and one limitation of viewing personality from your selected
    theorist’s perspective.

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

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/164253/modules/items/6627671)

    TO PREPARE:

    BY DAY 3

    [https://waldenu.instructure.com/courses/164253/modules/items/6627671](https://waldenu.instructure.com/courses/164253/modules/items/6627671)





    You must complete this week’s Skill Building Activity before you will be able to participate in the
    required Discussion for this week. Attempting to access the Discussion Forum before completion of
    the Skill Building Activity will result in an error message.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    Note: You are required to create a thread for your initial discussion post before you will be able
    to view other colleagues' postings in this forum.

    Respond to at least one of your colleagues in one or more of the following ways:

    Ask a probing question and provide insight into how you would answer your question and why.
    Expand on your colleague’s posting by offering a new perspective or insight.
    Agree with a colleague and offer additional (new) supporting information for consideration.
    Disagree with a colleague by respectfully discussing and supporting a different perspective.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    BY DAY 5

    Reply

    **## Topic_Week3_Discussion1.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Apr 23 65 points

    1 Reply (1)

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/164253/modules/items/662766

    “Only a fuzzy boundary separates interpreting a theory versus revising it.” – Funder (2019, p. 397)

    A theory is basically an idea about how something works or occurs; it is not proof. Although a
    personality theory may explain certain aspects of a situation or behavior, others who have different
    ideas may still question the theory.

    Sigmund Freud's psychoanalytic theory of personality is case in point. He believed that most of our
    thoughts, feelings, and memories—what influences us—occurs below consciousness. One of the
    problems with Freud’s theory was the difficulty of testing his ideas. For this reason, there were
    theorists who separated themselves from Freud’s work. Others drew from aspects of Freud’s theory
    of psychoanalysis but developed their own theories.

    For this Discussion, you will review the personality theories of Freud, along with those of Carl Jung,
    Erik Erikson, Alfred Adler, and Karen Horney. Then you will choose one theorist as the focus of your
    Discussion post.

    PSYCHOANALYTIC THEORISTS AND
    THEORIES

    RESOURCES

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    Review Chapters 9 and 10 in the course text, as well as the resource “Psychoanalytic Theorists,”
    and consider each of the following theorist’s contributions to personality theory:

    Freud
    Jung
    Erikson
    Adler
    Horney

    Thinking about Freud, Jung, Erikson, Adler, and Horney, consider the theorist that you view as
    having the most practical or useful ideas for understanding the self, others, and daily interactions.
    Think of examples that would help explain your choice.
    Select one of the five theorists as the subject of your Discussion post. In addition to contributions
    to the field, consider the strengths and limitations of this individual’s personality theory.

    Post a response that includes the following:

    Identify your selected theorist by placing their name in the first line of your post.
    Explain how your selected theorist has provided the most practical or useful ideas for
    understanding of one of the following: self, others, or daily interactions.
    Briefly describe one specific concept or idea developed by the theorist that is particularly helpful
    in explaining one of the focus areas (i.e., self, others, or daily interactions) and your reasoning.
    Conclude by noting one strength and one limitation of viewing personality from your selected
    theorist’s perspective.

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

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/164253/modules/items/6627671)

    TO PREPARE:

    BY DAY 3

    [https://waldenu.instructure.com/courses/164253/modules/items/6627671](https://waldenu.instructure.com/courses/164253/modules/items/6627671)





    You must complete this week’s Skill Building Activity before you will be able to participate in the
    required Discussion for this week. Attempting to access the Discussion Forum before completion of
    the Skill Building Activity will result in an error message.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    Note: You are required to create a thread for your initial discussion post before you will be able
    to view other colleagues' postings in this forum.

    Respond to at least one of your colleagues in one or more of the following ways:

    Ask a probing question and provide insight into how you would answer your question and why.
    Expand on your colleague’s posting by offering a new perspective or insight.
    Agree with a colleague and offer additional (new) supporting information for consideration.
    Disagree with a colleague by respectfully discussing and supporting a different perspective.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    BY DAY 5

    Reply

    **## Week3_LearningResources_TheoriesofPersonality-Spring20254.pdf**

    LEARNING RESOURCES

    Required Readings

    Funder, D. C. (2024). The personality puzzle (9th ed.). W. W. Norton.

    Chapter 9, “Basics of Psychoanalysis”

    Chapter 10, “Psychoanalysis After Freud: Neo-Freudians, Object Relations, and Current
    Research”

    Walden University Writing Center. (2021). Using quotations, part I.
    (https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)
    https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html

    Required Media

    Walden University, LLC. (2022). Defense mechanisms (http://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html) [Interactive media]. Walden
    University Canvas. https://waldenu.instructure.com

    Walden University, LLC. (2022). Neo-Freudian theorists (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html) [Interactive media]. Walden
    University Canvas. https://waldenu.instructure.com

    Optional Resources

    Practical Psychology. (2019). Psychoanalytic theory – What Freud thought of personality
    (https://www.youtube.com/watch?v=V73hdaSTzWg) [Video file]. YouTube.

    https://www.youtube.com/watch?v=V73hdaSTzWg

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    **## Topic_Week3_Discussion1.pdf**

    You must post before seeing replies. Edit history will be available to instructors.

    Due Apr 23 65 points

    1 Reply (1)

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/164253/modules/items/662766

    “Only a fuzzy boundary separates interpreting a theory versus revising it.” – Funder (2019, p. 397)

    A theory is basically an idea about how something works or occurs; it is not proof. Although a
    personality theory may explain certain aspects of a situation or behavior, others who have different
    ideas may still question the theory.

    Sigmund Freud's psychoanalytic theory of personality is case in point. He believed that most of our
    thoughts, feelings, and memories—what influences us—occurs below consciousness. One of the
    problems with Freud’s theory was the difficulty of testing his ideas. For this reason, there were
    theorists who separated themselves from Freud’s work. Others drew from aspects of Freud’s theory
    of psychoanalysis but developed their own theories.

    For this Discussion, you will review the personality theories of Freud, along with those of Carl Jung,
    Erik Erikson, Alfred Adler, and Karen Horney. Then you will choose one theorist as the focus of your
    Discussion post.

    PSYCHOANALYTIC THEORISTS AND
    THEORIES

    RESOURCES

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    Review Chapters 9 and 10 in the course text, as well as the resource “Psychoanalytic Theorists,”
    and consider each of the following theorist’s contributions to personality theory:

    Freud
    Jung
    Erikson
    Adler
    Horney

    Thinking about Freud, Jung, Erikson, Adler, and Horney, consider the theorist that you view as
    having the most practical or useful ideas for understanding the self, others, and daily interactions.
    Think of examples that would help explain your choice.
    Select one of the five theorists as the subject of your Discussion post. In addition to contributions
    to the field, consider the strengths and limitations of this individual’s personality theory.

    Post a response that includes the following:

    Identify your selected theorist by placing their name in the first line of your post.
    Explain how your selected theorist has provided the most practical or useful ideas for
    understanding of one of the following: self, others, or daily interactions.
    Briefly describe one specific concept or idea developed by the theorist that is particularly helpful
    in explaining one of the focus areas (i.e., self, others, or daily interactions) and your reasoning.
    Conclude by noting one strength and one limitation of viewing personality from your selected
    theorist’s perspective.

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

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/164253/modules/items/6627671)

    TO PREPARE:

    BY DAY 3

    [https://waldenu.instructure.com/courses/164253/modules/items/6627671](https://waldenu.instructure.com/courses/164253/modules/items/6627671)





    You must complete this week’s Skill Building Activity before you will be able to participate in the
    required Discussion for this week. Attempting to access the Discussion Forum before completion of
    the Skill Building Activity will result in an error message.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    Note: You are required to create a thread for your initial discussion post before you will be able
    to view other colleagues' postings in this forum.

    Respond to at least one of your colleagues in one or more of the following ways:

    Ask a probing question and provide insight into how you would answer your question and why.
    Expand on your colleague’s posting by offering a new perspective or insight.
    Agree with a colleague and offer additional (new) supporting information for consideration.
    Disagree with a colleague by respectfully discussing and supporting a different perspective.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    BY DAY 5

    Reply

    **## Week3_LearningResources_TheoriesofPersonality-Spring20254.pdf**

    LEARNING RESOURCES

    Required Readings

    Funder, D. C. (2024). The personality puzzle (9th ed.). W. W. Norton.

    Chapter 9, “Basics of Psychoanalysis”

    Chapter 10, “Psychoanalysis After Freud: Neo-Freudians, Object Relations, and Current
    Research”

    Walden University Writing Center. (2021). Using quotations, part I.
    (https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)
    https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html

    Required Media

    Walden University, LLC. (2022). Defense mechanisms (http://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html) [Interactive media]. Walden
    University Canvas. https://waldenu.instructure.com

    Walden University, LLC. (2022). Neo-Freudian theorists (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html) [Interactive media]. Walden
    University Canvas. https://waldenu.instructure.com

    Optional Resources

    Practical Psychology. (2019). Psychoanalytic theory – What Freud thought of personality
    (https://www.youtube.com/watch?v=V73hdaSTzWg) [Video file]. YouTube.

    https://www.youtube.com/watch?v=V73hdaSTzWg

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html](https://waldenwritingcenter.blogspot.com/2014/04/using-quotations-part-i.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html](http://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/DM/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2009/NFT/index.html)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    [https://www.youtube.com/watch?v=V73hdaSTzWg](https://www.youtube.com/watch?v=V73hdaSTzWg)

    **## Topic_Week3_Discussion1.pdf**

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    Due Apr 23 65 points

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    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/164253/modules/items/662766

    “Only a fuzzy boundary separates interpreting a theory versus revising it.” – Funder (2019, p. 397)

    A theory is basically an idea about how something works or occurs; it is not proof. Although a
    personality theory may explain certain aspects of a situation or behavior, others who have different
    ideas may still question the theory.

    Sigmund Freud's psychoanalytic theory of personality is case in point. He believed that most of our
    thoughts, feelings, and memories—what influences us—occurs below consciousness. One of the
    problems with Freud’s theory was the difficulty of testing his ideas. For this reason, there were
    theorists who separated themselves from Freud’s work. Others drew from aspects of Freud’s theory
    of psychoanalysis but developed their own theories.

    For this Discussion, you will review the personality theories of Freud, along with those of Carl Jung,
    Erik Erikson, Alfred Adler, and Karen Horney. Then you will choose one theorist as the focus of your
    Discussion post.

    PSYCHOANALYTIC THEORISTS AND
    THEORIES

    RESOURCES

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    [https://waldenu.instructure.com/courses/164253/modules/items/6627666](https://waldenu.instructure.com/courses/164253/modules/items/6627666)

    Review Chapters 9 and 10 in the course text, as well as the resource “Psychoanalytic Theorists,”
    and consider each of the following theorist’s contributions to personality theory:

    Freud
    Jung
    Erikson
    Adler
    Horney

    Thinking about Freud, Jung, Erikson, Adler, and Horney, consider the theorist that you view as
    having the most practical or useful ideas for understanding the self, others, and daily interactions.
    Think of examples that would help explain your choice.
    Select one of the five theorists as the subject of your Discussion post. In addition to contributions
    to the field, consider the strengths and limitations of this individual’s personality theory.

    Post a response that includes the following:

    Identify your selected theorist by placing their name in the first line of your post.
    Explain how your selected theorist has provided the most practical or useful ideas for
    understanding of one of the following: self, others, or daily interactions.
    Briefly describe one specific concept or idea developed by the theorist that is particularly helpful
    in explaining one of the focus areas (i.e., self, others, or daily interactions) and your reasoning.
    Conclude by noting one strength and one limitation of viewing personality from your selected
    theorist’s perspective.

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

    WEEKLY RESOURCES (https://waldenu.instructure.com/courses/164253/modules/items/6627671)

    TO PREPARE:

    BY DAY 3

    [https://waldenu.instructure.com/courses/164253/modules/items/6627671](https://waldenu.instructure.com/courses/164253/modules/items/6627671)





    You must complete this week’s Skill Building Activity before you will be able to participate in the
    required Discussion for this week. Attempting to access the Discussion Forum before completion of
    the Skill Building Activity will result in an error message.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    Note: You are required to create a thread for your initial discussion post before you will be able
    to view other colleagues' postings in this forum.

    Respond to at least one of your colleagues in one or more of the following ways:

    Ask a probing question and provide insight into how you would answer your question and why.
    Expand on your colleague’s posting by offering a new perspective or insight.
    Agree with a colleague and offer additional (new) supporting information for consideration.
    Disagree with a colleague by respectfully discussing and supporting a different perspective.

    Note: Support your post(s) with evidence from at least one Learning Resource. Be sure to identify
    what source(s) you used, both in the body of your post(s) and with a reference at the end of your
    post(s).

    BY DAY 5

    Reply