Prepared by

Miraç Başpınar
Melikşah Çay
Merve Sine Genç
Melih Şahin
Hande Tank

Final Instructional Plan of Personality Theories

General content area: Psychology

Topic outline: Theories of Freud and Jung

Freud’s Psychoanalytic Theory

➔ Levels of Mental Life
➔ Provinces of the Mind
➔ Dynamics of Personality
➔ Defense Mechanisms
➔ Stages of Development
➔ Applications of Psychoanalytic Theory
➔ Critique of Freud
Jung’s Analytical Psychology
➔ Levels of Psyche
➔ Dynamics of Personality
➔ Psychological Types
➔ Development of Personality
➔ Jung’s Methods of Investigation
➔ Critique of Jung
Grade level: Undergraduate

Instructional objectives:

➔ Identify the psychoanalytic theory of Freud with essentials.

➔ Identify the psychoanalytic theory of Jung with essentials.
➔ Compare and contrast strengths and weaknesses of two theories.
➔ Apply theory of Freud to case examples in counseling and everyday life.
➔ Apply theory of Jung to case examples in counseling and everyday life.
➔ Analyze how personality is assessed with Jung’s and Freud’s theories.
➔ Discuss how behavior problems are understood and modified according to Freud’s and
Jung’s theories.
Time needed: 3 sessions

Technological tools integrated: Wikis & Narrated Slideshows

Other materials: Online Quizzes, Cases

We will use narrated slideshows to transfer basic knowledge about Freud and Jung. Slideshows
will help students to have clear understanding. Students are expected to view these slideshows
before the class. In that way, they will be prepared for class. In the beginning of the classes,
case examples will be given by the instructor. Case examples will be used to make concepts
more abstract. Students will think about the case and connect their prior knowledge with the
course content. Then, they will try to analyze cases according to Freud’s and Jung’s theories.
During the class time, students will be preparing their own concept maps via Wikis. Concept
maps provide students visual representation of their knowledge. It will help learners to grasp
the material and see the relationships between ideas. At the end of the classes, online quizzes
will be given in order to assess what students have learned. Also, students will share their
feedbacks and reflections in their WikiPsych pages.

Detailed explanations of the instructional plan as lessons:

Lesson 1 - Freud’s Psychoanalytic Theory

Explain what the students are

Steps Explain what the teacher does /says
expected to do

Introductory activity: Reading the Case

A case will be given to students.
➔ Case will be chosen before. ➔ Students are expected to
➔ It will be chosen from the think about the case and
internet, it can be any case finding a relation with prior
related to this topic. (There is an knowledge.
example we put.) ➔ Students are expected to
1 ➔ Case will be shown to students via form connections with prior
projection. knowledge.
➔ Instructor will read it out loud ➔ Students are expected to
WITHOUT any kind of take notes about the case
interpretation. and what they think about it.
➔ Instructor should only read it and
give students time to think about
that.
 ➔ S/he should mention to students
that NO interpretation about the
case will be held by the
instructor.
➔ S/he should encourage the
students to take notes about the
case.

Main activity: Creating Wikis (will be

made by students as groups)
➔ Instructor is expected to ➔ Students are expected to
distribute the narrated slideshows study the narrated
about the topic before the slideshows before coming to
lecture via e-mail. the lecture.
◆ According to multiple ➔ Students are expected to use
intelligences theory, Wikis with their groups to
narrated slideshows are prepare a WikiPsych about
ideal for students with Freud’s theory.
visual-spatial intelligence. ➔ Students are expected to
◆ Misconception of the create concept maps for
emphasis on sex in Freud’s
their WikiPsych pages.
theory which may lead
➔ After this activity, students
students to understand the
2 are expected to be able to
whole theory as if it is an
identify the psychoanalytic
explanation of sexual desires
theory of Freud with its
should be corrected in these
essentials and apply theory
slideshows (Stated more
of Freud to case examples in
deeply under suggestions).
counseling and everyday life.
➔ Instructor is expected to form
groups via excel before coming to
the class.
◆ According to multiple
intelligences theory,
working with groups are
ideal for students with
interpersonal intelligence.
➔ Instructor is expected to introduce
how to use Wikis and help
 students during this process.
➔ Instructor is expected to prevent
misconceptions on the concept
map.
◆ According to multiple
intelligences theory,
concept maps are ideal for
students with visual-spatial
and verbal-linguistic
intelligence.

3 Extension/Closure activity: ➔ Students are expected to use

Interpretation of the Case Freudian techniques to
➔ Instructor is expected to make a analyze the case.
Freudian interpretation of the ➔ After studying on Wikis,
given case example. students are expected to
◆ Case analysis will help to read and comment each
students to apply their others’ Wikis on Padlet.
theoretical knowledge into
the real world experiences.
➔ S/he is expected to give chance to
students first to express their
opinions.

4 Assessment: Quizzes and Feedbacks

➔ Instructor is expected to share the ➔ Students are expected to
link for online quizzes to assess give feedbacks about the
what students have learned in session (Was it effective,
class. what kind of changes can be
◆ According to multiple done, etc.).
intelligences theory, ➔ Students are expected to
reflections are ideal for identify and analyze how
introverted students. personality is assessed with
➔ Instructor is expected to take Freud’s theories by giving
feedbacks from students and revise answers to online quizzes.
the course plan according to
feedbacks.
◆ According to double-loop
theory, feedbacks are
 crucial to increase the
overall effectiveness of the
class.

Lesson 2 - Jung’s Analytical Psychology

Explain what the students are

Steps Explain what the teacher does /says
expected to do

1 Introductory activity: Reading the Case

A case will be given to students. ➔ Students are expected to
➔ Case will be chosen before. think about the case and
➔ It will be chosen from the finding a relation with prior
internet, it can be any case knowledge.
related to this topic. (There is an ➔ Students are expected to
example we put.) form connections with prior
➔ Case will be shown to students via knowledge.
projection. ➔ Students are expected to take
➔ Instructor will read it out loud notes about the case and
WITHOUT any kind of what they think about it.
interpretation.
➔ Instructor should only read it and
give students time to think about
that.
➔ S/he should mention to students
that NO interpretation about the
case will be held by the instructor.
➔ S/he should encourage the
students to take notes about the
case.

2 Main activity: Creating Wikis (will be

made by students as groups)
➔ Instructor is expected to distribute ➔ Students are expected to
the narrated slideshows about the study the narrated slideshows
topic before the lecture via e- before coming to the lecture.
mail. ➔ Students are expected to use
 ◆ According to multiple Wikis with their groups to
intelligences theory, prepare a WikiPsych about
narrated slideshows are Freud’s theory.
ideal for students with ➔ Students are expected to
visual-spatial intelligence. create concept maps for their
◆ Misconception of the WikiPsych pages.
archetypes of Jung can be
➔ After this activity, students
misunderstood only as their
are expected to be able to
physical forms rather than
identify the psychoanalytic
their representative
theory of Freud with its
structures should be
essentials and apply theory of
corrected in these slidehows
Freud to case examples in
(Stated more deeply under
counseling and everyday life.
suggestions)
➔ Instructor is expected to form
groups via excel before coming to
the class.
◆ According to multiple
intelligences theory,
working with groups are
ideal for students with
interpersonal intelligence.
➔ Instructor is expected to introduce
how to use Wikis and help
students during this process.
➔ Instructor is expected to prevent
misconceptions on the concept
map.
◆ According to multiple
intelligences theory,
concept maps are ideal for
students with visual-spatial
and verbal-linguistic
intelligence.
 3 Extension/Closure activity:
Interpretation of the Case
➔ Instructor is expected to make a ➔ Students will use Jungian
Jungian interpretation of the given techniques to analyze the
case example. case.
◆ Case analysis will help to ➔ After studying on Wikis,
students to apply their students are expected to read
theoretical knowledge into and comment each others’
the real world experiences. Wikis on Padlet.
➔ S/he is expected to give chance to
students first to express their
opinions.

4 Assessment: Quizzes and Feedbacks

➔ Instructor is expected to share the ➔ Students are expected to give
link for online quizzes to assess feedbacks about the session
what students have learned in (Was it effective, what kind
class. of changes can be done,
◆ According to multiple etc.).
intelligences theory, ➔ Students are expected to
reflections are ideal for identify and analyze how
introverted students. personality is assessed with
➔ Instructor is expected to take Freud’s theories by giving
feedbacks from students and revise answers to online quizzes.
the course plan according to
feedbacks.
◆ According to double-loop
theory, feedbacks are
crucial to increase the
overall effectiveness of the
class.

Lesson 3 - Application of Jung’s & Freud’s Theories

 Explain what the students are
Steps Explain what the teacher does /says
expected to do

1 Introductory activity: Introducing

Wikis
➔ Instructor is expected to monitor
and guide students while they are
introducing their Wiki pages to
each other.
➔ By using their Wikis, students
introduce and compare each
others’ concept maps about
Freud and Jung.

2 Main activity: Role Playing

➔ Instructor is expected to ➔ Selected students are
moderate students in role expected to play the roles of
playing. Freud, Jung, and a
◆ According to multiple counselee.
intelligences theory, role- ➔ Student who is chosen as
playing is an ideal activity counselee is expected to talk
for bodily- kinesthetic about his/her case according
learners. to the selected one.
➔ Instructor is expected to select ◆ This part is
the cases that will be used in role important, that
play via internet. student should be
➔ Instructor is expected to select very careful about
three students randomly via a NOT telling his/her
computer for the roles. own story.
➔ S/he is expected to intervene ➔ Student who is chosen as
when necessary. Freud is expected to analyze
the case from exactly
Freudian view and
techniques.
➔ Student who is chosen as
Jung is expected to analyze
the case from exactly Jungian
view and techniques.
➔ Students are expected to
wait for their turns to talk,
they should NOT intervene
 each other.

3 Extension/Closure activity: Debate

➔ Instructor is expected to arrange ➔ Students who are assigned to
4-peopled debate teams and 3- debate teams are expected
peopled jury to evaluate debate. to explaining why they are
❖ According to multiple wrong based on Freud’s and
intelligences theory, Jung’s own theories
debates are ideal for according to which one is
students with verbal- assigned to them.
linguistic and interpersonal ➔ Students who are assigned to
intelligences. jury are expected to judge
objectively.

4 Assessment:
➔ Instructor is expected to inform ➔ Students are expected to
the students and answer their write reflections about the
questions. overall course process.
➔ Instructor is expected to enable ◆ They can write about
students to ask their further their feelings,
questions. thoughts, and their

➔ Instructor is expected to ask early misconceptions

students for their reflections. about the course

➔ Instructor is expected to grade content.

students’ Wiki pages, quizzes, ➔ Students are expected to give

role-playing, debates, and feedbacks about the session

(Was it effective, what kind
concept maps.
➔ Instructor is expected to evaluate of changes can be done,
etc.).
and make changes in the
instructional plan according to
students’ feedbacks.
◆ According to double-loop
theory, feedbacks are
crucial to increase the
overall effectiveness of the
class.
Suggestions for teachers who will implement this instructional plan next semester:

1) Detailed explanation of how technological tools will be used:

➔ Wikis: Wikis are used for getting students to collaboratively write or develop a
well-based comprehension of the theories of Freud and Jung. By creating their own
Wiki pages, students will show their knowledge and ability. Moreover, it can be
used as an group reflections or paper-works’ sharing with teacher and other
students. At the end of the course, Wiki pages will be evaluated as students’
portfolios.
➔ Narrated Slideshows: Narrated slideshows will be studied by the students before
the lecture. These are text-based slides or images about theories of Freud and Jung
supplemented with voice narration. They attract learners to create an
audial/visual materials. This helps students to engage with the learning activity. It
provides audiovisual narrated information. It makes easier to reach to the classes
from distant.

2) Are there any cautions or points to consider about the technological tools that are
integrated into the lessons?

➔ Narrated Slideshows: Presentations shouldn’t be longer than 15-20 minutes. Users

should connect with the content and think beyond the images.
➔ Wikis: While using Wikis privacy issues should be considered. Moreover,
simultaneous changes on Wiki pages can make working process messy.

3) Other suggestions:

➔ Misconceptions about the theories must be prevented.

◆ There are two very common misconceptions. One is the emphasis on sex in
Freud’s theory which may lead students to understand the whole theory as
if it is an explanation of sexual desires. Narrated slideshows should state
that psychoanalytic theory is more than what they know about them – we
can analyze our behaviors through Freud’s defense mechanisms, levels of
mental life and provinces of mind.
◆ The other is the archetypes of Jung can be misunderstood only as their
physical forms rather than their representative structures. Narrated
slideshows should state that archetypes have more deeper meanings than
only what their physical appearances made us think. For instance, according
to Jung’s concept of collective unconscious, we all have the representation
 of a “Wise Old Man”. In essence, this person represents a role model
respected by a group of people - and irrespective of their gender - this
person may be our mentor, a leader, or a relative and not necessarily an old
person with a scepter.
◆ Lastly, the debate’s topic which will happen in third lesson will be about
these misconceptions and explaining why they are wrong based on Freud’s
and Jung’s own theories, one team will try to correct Freud’s
misconceptions, and the other will Jung’s.
◆ Instructor should solve these misconceptions with the help of the cases,
because students can see the reality of these misunderstandings in the
objectified cases.
➔ This course plan is designed for students who have basic knowledge about how to
use technological tools mentioned. Before starting, introductory lesson can be
made for students who lacks of this basic knowledge.

4) What changes have you made in this instructional plan since your initial submission:

➔ We reduced the sessions of the course.

➔ Main activity was determined as Narrated Slideshows but then, we decided to use
Wikis during the session.
➔ For third session, role playing activity is chosen as main activity, for kinaesthetic
learners.
➔ We added reflections and feedbacks.

5) Why you made those changes:

➔ In order to not to be off topic.

➔ In order to increase student participation and efficiency.
➔ In order to get the interest and make their learning experiences appropriate for
different types of intelligences.
➔ In order to increase the overall effectiveness of the course according to double-
loop theory.

REFERENCES

Carl Jung. (2018, December 12). Retrieved from Fun Trivia:

http://www.funtrivia.com/playquiz/quiz2449391c0b430.html
 Feist, J., & Feist, G. J. (2008). Theories of Personality (Vol. 7). McGraw-Hill.

Freud. (2018, December 12). Retrieved from Fun Trivia:

http://www.funtrivia.com/playquiz/quiz291511215fad0.html

APPENDIX A - Freud Quiz

http://www.funtrivia.com/playquiz/quiz291511215fad0.html
1. What name is given to the kind of therapy that Freud developed for his patients?
This therapy concentrated on early childhood experiences and unconscious problems.
a) psychoanalytic therapy
b) emotive behavioral therapy
c) cognitive therapy
d) free association

2. Where was Sigmund Freud born?

a) Príbor, Moravia, Austrian Empire
b) Vienna, Austria
c) Munich, Germany
d) Ahaus, Germany

3. Freud believed that this drug was a cure-all for many disorders, and often
recommended it to his friends and family.
a) morphine
b) marijuana
c) cocaine
d) opium
4. What were Freud's three parts of the "psychic apparatus" as explained in his
structural model?
a) conscious, unconscious and subconscious
b) id, ego and superego
c) awareness, repression and defences
d) Freud did not have a structural model

5. Which of the following is NOT a published work by Freud?

a) On Narcissism
b) The Ego and the Mechanisms of Defense
c) Beyond the Pleasure Principle
d) Three Essays on the Theory of Sexuality

6. What was the first phase Freud believed a human being went through in his
psychosexual developmental phases?
a) Anal
b) Oral
c) Phallic
d) Genital

7. In which of Freud's works did he introduce his famous Oedipus complex?

a) Mourning and Melancholia
b) On Narcissism
c) The Interpretation of Dreams
d) Beyond the Pleasure Principle

8. The foundations of Freudian psychoanalysis are still used today. Which of the
following is NOT an essential aspect of psychoanalysis?
a) free association
b) dream analysis
c) transference
d) hypnotism

9. Sigmund Freud was the inventor of psychoanalysis, but modern psychoanalysis uses
new techniques that stem out of Freud's theories. Which technique is used by modern
psychoanalysts that was NOT used by Freud?
a) interpreting defense mechanisms
b) free association
c) joining
d) transference

10. Which of the following defense mechanisms did Freud believe people used when
they redirected their inappropriate urges into more socially acceptable ones?
a) Rationalization
b) Sublimation
c) Displacement
d) Regression

APPENDIX B - Jung Quiz:

http://www.funtrivia.com/playquiz/quiz2449391c0b430.html
1. Carl Gustav Jung was born in which European city and country?
a) Kesswil, Switzerland
b) Wurzburg, Germany
c) Leszno, Poland
d) Neudorf, Austria

2. Who was Jung's mentor?

a) Alfred Adler
b) Sigmund Freud
c) Karen Horney
d) Heinz Hartmann

3. Over what issue did Jung and his mentor part ways?
a) the role of conflict in human neuroses
b) the importance of sexuality in human neuroses
c) the use of hypnosis as a treatment for neuroses
d) the use of human experimentation

4. Which of the following correctly lists the three parts of the psyche according to
Jung?
a) ideas, ego, supraego
b) id, ego, superego
c) ego, personal unconscious, collective unconscious
d) mind, brain, unconscious

5. Which of the following archetypes is NOT paired with its contemporary symbology?
a) Child-God: midget, first-grader
b) Hero: king, savior, champion
c) Mother: wise grandmother
d) Persona: mask, social facade, actor

6. Jung was the first to use which of the following as a method of exploring
personality?
a) lithium
b) word association
c) hypnosis
d) dream analysis

7. What are Jung's four functions of the mind?

a) thinking, processing, filtering, expressing
b) sensing, processing, filtering, expressing
c) compounding, processing, feeling, repressing
d) sensing, thinking, feeling, intuiting

8. What are the two major attitudes according to Jung?

a) pessimism and optimism
b) aggression and passivity
c) logic and emotion
d) introversion and extroversion

9. Which of the following psychological tests is derived from Jung's theories of

personality?
a) Myers-Briggs Type Indicator
b) Rotter Locus of Control
c) Keirsey Temperament Sorter
d) Cattel 16 Factor
10. Which of the following quotes CANNOT be attributed to Jung?
a) "We cannot change anything unless we accept it. Condemnation does not liberate, it
oppresses."
b) "Everything that irritates us about others can lead us to an understanding of ourselves."
c) "Religion is an illusion and it derives its strength from the fact that it falls in with our
instinctual desires."
d) "The shoe that fits one person pinches another; there is no recipe for living that suits
all cases."

APPENDIX C - Freud Slideshow:

https://drive.google.com/open?id=1HfC0a0R6pX3iOogLfNR02WrEWw_P6HYG

APPENDIX D - Jung Slideshow:

https://drive.google.com/open?id=1seegRakRc5o-Kyt4enOlD3o41Emh6Klb

APPENDIX E - Case 1 (Lesson 1)

Jodie is a 31-year old woman who comes to you for treatment. She states that the reason
she is there is to get her anger under control, and that in her last several relationships
with men, she has been guilty of hitting her boyfriends and/or throwing things at them.
She states that she doesn't know why she does this because she 'really loved all of them.'
During the course of your conversation, you discover that she has been married and
divorced three times, and in the last year, has had 4 'serious' relationships. Also, she tells
you that she has had two past suicide attempts (pill overdoses) in response to 'bad
breakups' with various boyfriends and husbands. Jodie is also both a compulsive shopper
and compulsive eater. She has been known to max out her credit cards on shopping binges,
and she has a habit of binging and purging. She states that she mostly engages in these
kinds of behavior when her relationships are 'getting bad.' She tells you that when she is in
a relationship, it's very intense and that her whole world looks brighter, yet when the
relationship begins to crumble, she goes through periods of intense depression and suicidal
thoughts and has even resorted, more than once, to falsely telling her husband/boyfriend
that she was pregnant in order to try to salvage the relationship. She states that she has
two goals in therapy: to get a handle on her anger issues and to try to resolve these
feelings of intense emptiness she has.
Jodie is exhibiting classic symptoms of Borderline Personality Disorder and meets most of
the criteria outlined in the DSM 5 (she easily meets 6 of the 9 criteria).

APPENDIX F- Case 2 (Lesson 2)

Donna is a 51-year-old divorced mother of Dutch descent. She has two children, ages 10
and 12. Donna is not an outwardly demonstrable mother. However, she takes pride in
making sure her children do the right thing at all times, as it causes her distress if people
think poorly of her or her children. Donna is highly organized. She believes efficiency is a
sign of responsibility. She detests surprises and likes to contemplate how best to plan,
whether for vacations or what her children will wear to school each day. She tends to
focus on the present and often copes with stress by using caffeine and nicotine. She
smokes at least a pack of cigarettes each day.