1. Psychology
Unit 3: Jung and Gender
By Timothy Bradley

2. Unit Standards
• P1.1 Evaluate psychodynamic theories
• P2.1 Differentiate personality assessment techniques
• P3.4 Discuss Self concept
• CC.8.5.11-12.B. Determine the central ideas or information of
a primary or secondary source; provide an accurate summary
that makes clear the relationships among the key details and
ideas.

3. Lesson1: PersonalityTesting
• Carl Jung
• Myers-Briggs Inventory
• Keirsey Temperament Sorter
• Introvert
• Extravert
• Thinker
• Feeler
• Sensor
• Intuitor
• Neurosis
EQ: How are personality inventories used in
psychology?
Vocabulary

4. Independent Practice: Online
Personality Testing
• Using the district website, go to Mr. Bradley’s Psychology
webpage. http://libguides.donegal.k12.pa.us/psychology
• Click on the “Jung and Gender” or “Resources” Tab
• Using the links provided take the following online tests:
• Keirsey Temperment Sorter (KTS-II)
• Jung Typology Test - Humanmetrics
• Record findings and personality descriptions on the
worksheet provided.
• Use the remaining time to take at least one other
personality test of your choosing.

6. Extraverts vs. Introverts
• Extraverts are action oriented, while introverts are thought oriented.
• Extraverts seek breadth of knowledge and influence, while introverts
seek depth of knowledge and influence.
• Extraverts often prefer more frequent interaction, while introverts
prefer more substantial interaction.
• Extraverts recharge and get their energy from spending time
with people, while introverts recharge and get their energy from
spending time alone.

7. Lesson3: Archetypes(Individual)
• Archetype
• Motif
• Hero
• Wise Old Man
• Anti-Hero
• Trickster
• Villain
EQ: How do archetypes affect behavior and
perceptions?
Vocabulary

8. Activator:
What was your favorite
childhood story/fairy tale?

10. ??????????

12. ar·che·type[ahr-ki-tahyp]
1. the original pattern or model from which all things of the
same kind are copied or on which they
are based; a model or first form; prototype.
2. (in Jungian psychology) a collectively inherited unconscious
idea, pattern of thought , image, etc., universally present in
individual psyches.
mo·tif[moh-teef]noun
1. a recurring subject, theme, idea, etc., especially in a
literary, artistic, or musical work.
2. a distinctive and recurring form, shape, figure, etc., in a
design, as in a painting or on wallpaper.

13. Unconscious
Conscious
Hero Archetype
(Original Pattern)
Motifs

21. Lesson4: Archetypes(Broad Themes)
• Archetype
• Motif
• Monomyth-Hero’s Journey (Quest)
• Night Sea Passage
• Journey Toward the Rising Sun
EQ: How do archetypes affect behavior and
perceptions?
Vocabulary

22. Activator
Create a typical childhood fairy tale using the
following characters:
• knight in shining armor
• wise old man
• damsel in distress
• sidekick
• dragon
*Be prepared to share out to the rest of the class

25. Religion and the
Hero’s Journey

26. Assignment:Reading for Understanding
• In you packet locate The Language of
Archetypes p. 35, and read the text within
the box.
• Identify and summarize other common
archetypal themes that symbolize a
journey into the unconscious.

27. Archetypal Themes
Night Sea
Passage
Journey
Toward The
Rising Sun

28. Lesson 5: Process of Individuation
• Individuation
• Persona
• Ego
• Shadow
• Anima
• Animus
• Self
EQ: According to Jung, how does individuation relate
to psychological development?
Vocabulary

29. Individuation
“Simply put, individuation is about transformation. It
means being willing to embrace a lifetime of full-fledged
metamorphosis analogous to a caterpillar becoming a
butterfly over and over again. It means letting go of the
defining characteristics that make up our identity for the
sake of becoming something further enhanced by the Self,
with a capital ―S‖, the Divine spark within us. The pain in
this process is the pain of breaking through our own
limitations. The joy is our increased capacity for living and
feeling at home within ourselves, and experiencing our
wholeness.”
Excerpt from Harris, Bud. “Individuation: The Promise in Jung's Legacy and
Why Our Culture Has Trouble Accepting It”. 2011. Web. 12 Dec. 2012

30. The Path of Individuation
• Persona
• Ego
• Shadow
• Anima/Animus
• Self

32. Archetype: Persona
• AKA “The Mask”
• What masks do you wear?
• Does your personality
change with the
setting?
• If so, why?
• What purpose does it
serve?

33. Archetype: Ego
• Who are you?
Should we say…Who do
you think you are?
• “The Gate Keeper”
-conscious vs. unconscious
mind
-awareness…
Individuation bringing
out of unconsciousness

34. Archetype: Shadow
• Mankind’s self denial
• What “skeletons” are in your “closet”?
• What do you never want to be…?
Animal Man
Technocracy

35. Archetype: Anima / Animus
• Anima
• Feminine characteristics
within the male
• Symbolized as Damsel in
Distress
Describe your perfect mate… That is your Anima / Animus!!!
• Animus
• Masculine characteristics
within the female
• Symbolized as Knight in
Shining Armor

36. • Wholeness
• Unity (of conscious and
unconscious)
• God Arc
Archetype: Self
For Jung, the Self is symbolized
by the circle (especially when
divided in four quadrants), the
square, or the mandala.

38. Lesson 6: Process of Individuation and
the Monomyth
• Individuation
• Persona
• Ego
• Shadow
• Anima
• Animus
• Self
• Monomyth
EQ: According to Jung, how does individuation relate
to psychological development and the monomyth?
Vocabulary

39. Song Interpretation: Forty Six and Two
• Listen to the song and interpret each set of verses through the
lens of Jungian psychology
• Write your responses in the space provided on the lyrics page
within your Jung packet.

40. Scene Interpretation:Gandalf vs. the Balrog
• Watch the scene and interpret the scene through the lens of
the Monomyth (Hero’s Journey) and Jungian psychology
(Individuation).
• Compose a paragraph that explains your interpretation, and
be sure to provide supporting details and sufficient
explanation.

41. “I comb back to
you now.”
“You shall not pass.”
“I am Gandalf the White” “I fought my enemy from the
deepest dungeon to the highest
mountain… I smote my enemy
upon the ruin.”
“I am Saruman or Saruman as
he should have been.”
“Darkness took me… I was sent
back until my task is done”

42. Lesson 7: Jungian Complexes
• Complex
EQ: How does gender affect behavior?
Vocabulary

43. Complex Formation: Malice
• Using the film Malice, identify the life experiences that Dr. Hill
shares that have contributed to the formation of his God
complex.

44. Lesson 8: Gender
• Gender
• Androgen
• Estrogen
• Spatial Skills
EQ: How does gender affect behavior?
Vocabulary

45. Activator
• Using “T-Chart” Brainstorm Gender Stereotypes
• Compile list with your group on poster board.
MEN WOMEN

46. Assignment: Role Play
• Create a gender role play (3-5 min.) which displays the
stereotypes from your groups compiled list.
• Individuals should role play a person of the opposite gender.
• Setting of the role play will be assigned

47. Gender Role Play Rubric
Criteria Excellent (4) Good (3) Limited (2) Inadequate (1)
Works
Cooperatively
with Group
Always willing and
focused during
assigned tasks.
Usually willing and
focused during
assigned tasks.
Sometimes
willing and
focused during
assigned tasks.
Rarely willing and
focused during
assigned tasks.
Presentation of
Perspective
Convincing
communication of
understanding of
the assigned role
and stereotypes
Competent
communication of
understanding of
the assigned role
and stereotypes
Limited
communication
of understanding
of the assigned
role and
stereotypes
Inadequate
communication
of understanding
of the assigned
role and
stereotypes
Use of Non-
Verbal Cues
(voice, gestures,
eye contact,
props, costumes)
An impressive
variety of non-
verbal cues were
used in an
exemplary way.
Good variety (3 or
more) verbal cues
were used in a
competent way.
A Limited variety
of non-verbal
cues were used
in an adequate
way.
Inadequate
variety of non-
verbal cues were
used in a
developing way.
Time > 1:15 minute 1. minute >45 seconds < 45 seconds
Rubric

48. Lesson 9: Gender
• Gender
• Androgen
• Estrogen
• Spatial Skills
EQ: How does gender affect behavior?
Vocabulary

49. Opinion Scale Activity
• Complete Examining Attitudes
Toward Gender
• In teacher assigned groups,
determine the 3 statement you
would most like to discuss and
rank them.
• Rules for discussion
• Do not interrupt
• Do not make statements that
involve personal attacks
• Respect everyone’s right to
freely express themselves

50. Read with a Purpose
• In pairs, read Former troops say time has come for
women in combat units.
• Purpose: locate arguments for and against women
serving in combat roles

51. Lesson 10: Gender
• Gender
• Androgen
• Estrogen
• Spatial Skills
EQ: How does gender affect behavior?
Vocabulary

52. Video Assignment
• View Boys and Girls are
Different
• During the Video keep a T-
Chart of the arguments for
and against women and men
being treated universally the
same.
• Discuss arguments in small
groups

53. Lesson 11: Gender
• Gender
• Androgen
• Estrogen
• Spatial Skills
EQ: How does gender affect behavior?
Vocabulary

54. Gender Differences Jigsaw
• Using Psychology and You, complete your assigned
section of the Gender Differences: Reteaching
Worksheet. (Graphic Organizer)
• Fact check with individuals assigned to the same topic
• Cooperative Group Sharing

55. Learning Objectives
EQ: How does gender affect behavior?
Vocabulary
• Gender
• Androgen
• Estrogen
• Spatial Skills

56. Aggression/Activity Level
• Males are more aggressive (may be hormonal)
• In Crowds: Males- aggressive; Females-nervous
• Males are more active
• Differences in monkeys suggest its biological

57. Intelligence
• Intelligence is the same
• Develops in different areas

58. Spatial Skills
• Definition: Ability to imagine how an object would look if moved
about in space.

59. Spatial Skills
• At about age 11 boys begin
to score better
• Best explained by
differences in social roles,
social class, ethnicity, and
type of test given

60. Mathematical Ability
• Study of 40, 000 7th graders
showed boys scored better than
girls on the math part of the SAT.
• Study showed girls did better in
math class and AP math class.
• Possible gender bias to girls: girls
show a drop in confidence
before drop in grades
(performance)
• Conclusion: no basic difference

61. Self Confidence
• Child: same
• Adolescence: decline for girls
• Worried about how boys will react
• Greatest in Whites and Hispanics
• Adulthood: Fairly equal

62. Drive for Success
• Research shows females are just as oriented toward
achievement
• No difference
• Society pushes toward male success
• Girls told boys won’t like them
• Female students believed they were less likely to succeed
even when they had high grades.
• Males thought they would succeed even when they had poor
grades

63. Communication
• Men:
• stand side by side (face to face =
confrontational)
• Talk, touch & interrupt more
• Offer solutions and minimize
magnitude of the problem
• Women:
• Face to face communication
• Disclose more
• Tell of similar problems

64. Study for the
Jung and Gender Exam

65. Lesson Activator
Any questions prior to the Individual within
Society Exam?