Case Study
Capella Resources
Click the links provided to view the following resources:
SHOW LESS Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Multimedia
Click the links provided below to view the following multimedia pieces:
. Defining Theories of Development | Transcript.
. Death by PowerPoint | Transcript.
The following interactive media pieces are designed to teach you how to properly format citations in APA:
. APA Citation: Citing a Book | Transcript.
. APA Citation: Citing a Journal Article | Transcript.
. APA Citation: Citing a Website | Transcript.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
. Brown, J. D., & Marshall, M. A. (2001). Self-esteem and emotion: Some thoughts about feelings.Personality and Social Psychology Bulletin, 27, 575–584.
. Carter, J. D., Joyce, P. R., Mulder, R. T., & Luty, S. E. (2001). The contribution of temperament, childhood neglect, and abuse to the development of personality dysfunction: A comparison of three models. Journal of Personality Disorders, 15(2), 123–135.
. Diener, E., & Lucas, R. E. (2000). Explaining differences in societal levels of happiness: Relative standards, need fulfillment, culture and evaluation theory. Journal of Happiness Studies, 1, 41–78.
. O'Neill, T. A., Lewis, R. J., & Carswell, J. J. (2011). Employee personality, justice perceptions, and the prediction of workplace deviance. Personality and Individual Differences, 51(5), 595–600.
. Sarason, I. G., Sarason, B. R., & Pierce, G. R. (1996). Views of the future. Journal of Research in Personality, 30(3), 447–453.
. Taylor, S. G., & Kluemper, D. H. (2012). Linking perceptions of role stress and incivility to workplace aggression: The moderating role of personality. Journal of Occupational Health Psychology, 17(3), 316–329.
. Wiggins, J. S., & Pincus, A. L. (1992). Personality: Structure and assessment. Annual Review of Psychology, 43(1), 473–504.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP2900 – Introduction to the Psychology of Personality Library Guide to help direct your research.
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these resources are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
. Larsen, R. J., & Buss, D. M. (2014). Personality psychology: Domains of knowledge about human nature(5th ed.). New York, NY: McGraw-Hill.
13. Chapter 12, "Cognitive Topics in Personality."
13. Chapter 14, "Approaches to Self."
13. Chapter 19, "Disorders of Personality."
13. Chapter 20, "Summary and Future Directions."
· Assessment Instructions
Now, you will apply what you know and evaluate a case study for a possible cluster A, B, or C personality disorder.
For this assessment, evaluate the Lola Case Study (linked in the Resources under the Required Resources heading) for a possible personality disorder and provide an opinion and rationale (explanation) with a citation from a current (within 5 years) peer-reviewed, scholarly source. Keep in mind, you are not expected—or are qualified—to give a diagnosis. This is an exercise in critical thinking and the application of theory.
Write your evaluation using the APA Paper Template linked in the Resources under the Required Resources heading. In your evaluation, complete the following:
. Evaluate the Lola Case Study for signs and symptoms of a cluster A, B, or C personality disorder. Do you think Lola has a personality disorder? Explain your answer.
. Support your argument (either positive or negative) with an explanation and relevant examples.
. Provide a citation from a current (within 5 years) peer-reviewed, scholarly source. Apply proper APA formatting and style.
. Communicate in a manner that is scholarly, professional, and consistent with expectations of members of professional communities.
Additional Requirements
. Written communication: Ensure written communication is free of errors that detract from the overall message.
. APA formatting: Format resources and citations according to APA style and formatting. Use the APA Paper Template provided in the Resources.
. References: Use a minimum of one current (within 5 years) resource from a peer-reviewed, scholarly source.
. Font and font size: Use Times New Roman, 12 point.
. Length of paper: Submit 2–3 pages. Be sure to include a separate title page and reference page.
Rose (Mother)
· Lola is a girl with some problems. She is always nervous and angry, and she has conflicts with friends and family. She has never had long friendships and seems to be quite difficult for others to get along with. I cannot seem to ever make her happy, and I can't try anymore. I never had many friends growing up either, and I came through just fine. I don't know why she can't just be more easygoing like her sister, Emily.
· Eduardo (Father)
· Lola is a beautiful, sweet girl. She's experiencing some difficulties now—maybe you could call it an identity crisis. But she'll come through with flying colors. She always has. She is the apple of my eye, and I know that she will get through this.
· Emily (Sister)
· Lola is my older sister. She was always the smart one. She used to do so well in school. Then…I don't know what happened. She moved away last year when she went away to college. I miss her. I wish we had a better relationship. One day she loves being with me, and the next she is picking fights with me and tells me what I am doing wrong, but she is my only sister. She is so strong and is never afraid to share what she thinks. I know she is lonely—she doesn't have many friends. She always seems to fight with everyone, but she is kind at heart, and she is so talented. You should see her paint—it's so beautiful. I want to be more like her.
· Lola
· I'm Lola. Where do I come from? What are my roots? I've often wondered. The facts are simple enough, but the feelings are not. Objectively, it all started twenty years ago, when my father (a warm, loving, teddy-bear character) and my mother (a pretty, icy princess) welcomed me into their arms (I hope). Soon after they extended another welcome to my sister, Emily. As soon as Emily and I were both in school, my mother went back to work (she is a researcher for Jax Enterprises). We moved around a lot when I was little, and I remember being pretty lonely. There didn't seem to be time for family outings or gatherings. I guess we weren't that important to my parents.
· In sixth grade things really clicked! I got fantastic grades. I always did well in school. I had some friends, but most of my classmates were very jealous of me. Through a contest in a local department store I got into modeling children's clothes. I loved the attention and the extra clothes. I was the envy of all the kids in school, and I got a kick out of showing them my photo album.
· Then the bubble burst. I started turning into myself and often hated what I saw. In seventh grade I was miserable. That's when my weight problem started. I didn't have acne, at least, but I didn't have dates or boyfriends either. At the end of the year I transferred to an all girls' school. I made a few (one or two) friends, but nothing serious or meaningful. Everyone was always so weird to me. What really excited me was painting and music (piano). They had excellent teachers and facilities, and I really gave it everything I had until I graduated from high school. When I was playing the piano I was out of time, out of space, soaring with the notes. In painting, I was lost in colors—I felt I was actually moving in and out of the canvas. I went from one to the other and felt totally fulfilled, and everything seemed right with the world.
· When I graduated high school, I decided to go out East to college and was accepted at Williams College. The dorm food was so awful, so I lost a little weight. I worked really hard and got good grades in the classes I cared about, but I broke out into a sweat every time I had to take an exam. I worried a lot about essay exams, but the objective ones really knocked me out. My sophomore year, I went with a boy from Harvard, and I thought I was in love. At last, I was in a genuine relationship. He was so sweet to me. He told me I was smart and beautiful. He made me feel special at first and then after about six months he became cruel. I think he was cheating on me, but he denied it.
· When we broke up, I just fell apart, and so did my world. I'd wake up at night with terrible nightmares. During the day, I just couldn't concentrate—perhaps I didn't even want to. I had trouble sleeping at night and drank whole quarts of chocolate with marshmallows—trying to fill up the empty places. I gained weight and couldn't look at myself in a mirror. I had trouble studying, got very scared in exams, and started cutting classes. My grades got so bad, I was put on probation. I couldn't decide what to major in and didn't think any department would want me as a major anyway.
· People are always telling me how beautiful I am, but I'm not always sure they're being sincere. I think they want something from me, and they are just trying to be nice to get over on me. I mean, why are they saying these things? It just doesn't make sense.
· I still don't have a major—I don't even have a meaning. How can one decide what field one wants to concentrate in until one knows what one wants to be as a person? I am still searching. I am thinking seriously about dropping out of school—at least for a while until I find out. But, if I drop out of school, I will have to leave the dorm and I won't have anywhere to live.