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orientation? Ask the class for a show of hands indicating how many prefer each
perspective. Have individual class members indicate why they prefer one perspective to the
other.
3. In what sense does our personality limit our freedom to act? In what sense does our
personality give us greater freedom to act than a cat or dog enjoys?
4. Discuss the five-factor model of personality. Aside from the obvious applications in the
mental health industry, ask the class what other applications they see for this model. Have
students expand on their perspective.
5. Of the various approaches to personality detailed in this chapter, which do students find to
be most satisfying in a personal sense? Is this an emotional or an intellectual choice?
Discuss the implications.
6. We all assume somewhat different roles and personalities in different social situations. If
you could be only one of these “people,” which would you choose? How would other
people’s reactions to you be changed in those situations where you now displayed a new
set of characteristics?
7. A surprisingly large percentage of college students (about 50 percent) describe themselves
as “shy.” Can such a self-imposed label be changed by the time one reaches college age? If
so, how? How does some
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