Psychology 4007 chapter outline

CHAPTER 14 Psychoanalysis: After the Founding way Freud A Lost, Lonely Little Boy Competing Factions in Psychoanalysis The Neo-Freudians and Ego Psychology Anna Freud (1895-1982) An Unhappy Childhood A Crisis of Identity Child Analysis Comment Carl Jung (1875-1961) Jung’s Life: Another Terrible Childhood Freud, the Father A Breakdown Jung’s Analytical Psychology The Collective Unconscious Archetypes Introversion and Extraversion Psychological Types: The Functions and Attitudes Comment Social Psychological Theories: The Zeitgeist Strikes Again Alfred Adler (1870-1937) Adler’s Early Life Becoming a Celebrity in America Individual Psychology Inferiority Feelings Style of Life The Creative Power of the Self Birth Order Reactions to Adler’s Views Research Support Comment A Lost, Lonely Little Boy The boy saw two stray kittens and gathered them up in his arms. He needed something to love, to feel close to, and perhaps even to be loved in return. He knew that no one else loved him. He brought them home and tried to hide them in the basement, but his mother grabbed them away from him. She smashed them against a wall, head first, repeatedly, right in front of him until they were both dead. He should have known she would do some- thing like that It was no wonder Abraham Maslow never loved his mother, certainly not the said all little boys did. There was no Oedipus complex in store for him. On the contrary, his passionate, deep-seated hatred for his mother determined the direction of his life’s work. As one of seven children born to poor Russian immigrant parents living in a Brooklyn, New York, tenement, Maslow had a nightmarish childhood. He later told an interviewer, “With my childhood, it’s a wonder I’m not psychotic” (quoted in Hall, 1968, p. 37). “My family was a miserable family and my mother was a horrible creature” (quoted in Hoffman, 1996, p. 2). He grew up isolated, unloved, and unwanted. He had no friends, and his father was of little help. Distant and aloof, Maslow’s father frequently abandoned the family and was known for drinking, fighting, and womanizing. Maslow described feelings of anger and hostility toward his father, but his relationship with his mother was worse. She openly rejected him in favor of his younger brothers and sisters. She frequently punished him harshly for the slightest misdeed, warning him that God would also pun- ish him for his behavior. He never forgave her for the way she treated him. She constantly belittled and criticized him and never had a good word to say to him or about him. When she died years later, he refused to go to her funeral. The relationship with his mother affected not only his emotional life but also his work in psychology. “The whole thrust of my life-philosophy,” he told a biographer, and all my research and theorizing, has its roots in a hatred for and revulsion against everything she stood for” (quoted in Hoffman, 1988, p. 9). As a teenager , he also faced other problems. Convinced he was ugly because of a his promi appearance and frequently remarked on how unattractive and awkward he was. At a nent nose, he also felt inferior because of his scrawny build. His parents taunted him about large family gathering, his father pointed to the boy and said, “Isn’t Abe the ugliest kid you’ve ever seen?” (quoted in Hoffman, 1996, p. 6). 324 326 Chapter 14 Psychoanalysis: After the Founding Anna Freud (1895–1982) ullstein bild/Getty Images Sigmund Freud’s daughter Anna was a leader of neo-Freudian ego psychology. The est of six children, Anna Freud wrote that she would never have been born if a safe form of contraception had been available to her parents. Her father announced the birth with more resignation than enthusiasm in a letter to a friend, commenting that had the infant been a boy, he would have sent the news by telegram (Young-Bruehl, 1988). Yet the year of psychoanalysis. Anna would be the only Freud child to follow her father’s path and become Anna’s birth (1895) was symbolic, perhaps prophetic, because it coincided with the birth of ANNA FREUD an analyst years, with with ses- An Unhappy Childhood As the least-favored girl in the family, Anna had an unhappy childhood. She felt bored and lonely and was left out of activities by the older ones. She was jealous of her sister Sophie, their mother’s pet. Anna became her father’s favorite, and he became “as addicted to his youngest daughter as he was to his cigars” (Appignanesi & Forrester, 1992, p. 277). At the age of 14, she became interested in Freud’s work. She sat quietly in a corner at meetings of the Vienna Psychoanalytic Society, absorbing everything that was said. At age 22, driven by her strong emotional attachment to her father and concern about her sexuality, Anna entered into analysis with him. She told him about her violent dreams involving shooting, killing, dying, and defending him from enemies. The analysis, which was long kept secret, lasted four sions six nights a week beginning at 10 PM. During these sessions, she shared with him her sexual fantasies and her forays into masturbation and emerged from the analysis grate- ful to her father and more committed to him than ever” (Edmundson, 2007, p. 61). Freud was later criticized for attempting to analyze his daughter. The situation was called “impossible and incestuous,” “a momentous and bizarre event,” and an “Oedipal acting-in at both ends of the couch” (quoted in Mahony, 1992, p. 307). At the time, how- ever, there seemed to them to be no other course to take. One historian wrote, “No one else would presume to undertake the task, for Anna’s analysis would inevitably call into question Freud’s role as her father” (Donaldson, 1996, p. 167). For another analyst to hear intimate details about life with the father of psychoanalysis was unthinkable. A Crisis of Identity In 1924, Anna read her first scholarly paper to the Vienna Psychoanalytic Society. Titled “Beating Fantasies and Daydreams,” it was allegedly based on a patient’s case history but was actually about her own fantasies. She described dreams involving beating, masturba tion, and an incestuous father-daughter love relationship. The paper was well received by Freud and his colleagues and earned her admission into the Society. Freud was ambivalent about Anna becoming a psychoanalyst, and she experienced to Dorothy’s children. an identity crisis about the situation that lasted some six years. At age 30, having rejected offers of courtship from several of her father’s younger disciples and family friends, she finally made the decision to become an analyst. She also settled into a long-term friendship with an American heiress, Dorothy Tiffany Burlingham, and became like a second mother an intense emotional rela- Freud was “troubled to learn that Anna had finally decided against getting married and suasively that the relationship was strictly emotional, not sexual (see Young-Bruehl, 1988). tionship with a woman” (Elms, 2001, p. 88). However, Anna Freud’s biographer argued per- Anna Freud devoted her life to the development and extension of psychoanalytic t ory and its application to the treatment of emotionally disturbed children. Her only other having her own children, and furthermore that she was developing The Neo-Freudians and Ego Psychology 325 Karen Horney (1885-1952) Horney and Her Father Marriage, Depression, my blood, a very profound and Sex “I was all alone in the world. I felt peculiar. This was really in feeling that somehow I was wrong. Never any feelings that I was superior. Just one big aching inferiority complex” (quoted in Milton, 2002, p. 42). Maslow tried to compensate for his feelings of inferiority by becoming an athlete, think- ing that might bring him recognition and acceptance . He failed miserably. Nobody wanted him on their teams or even wanted to play with him. When that didn’t work, he turned to books. The local library became his solitary playground, and reading and education provided the path that would take him out of his isolation and bring him the acceptance, admiration, and adulation he had so desperately longed for as a child. And in so doing, he created his own unique approach to the study of human nature. Disagreements with Freud Basic Anxiety Neurotic Needs The Idealized Self-Image Horney and Feminism Comment The Evolution of Personality Theory: Humanistic Psychology Antecedent Influences on Humanistic Psychology The Nature of Humanistic Psychology Abraham Maslow (1908-1970) Maslow’s Early Years Watching a Parade Self-Actualization Comment Carl Rogers (1902-1987) A Solitary Child Bizarre Fantasies A Breakdown Self-Actualization Fully Functioning People Competing Factions in Psychoanalysis As was the case with Wundt and his experimental psychology, Freud did not long enjoy a monopoly on his new system of psychoanalysis . Barely 20 years after he founded the movement, it splintered into competing factions led by analysts who disagreed with him, and each other, on basic points. Freud did not react well to these dissenters. Analysts who espoused new positions were scorned and vilified. No matter how close they may have been to Freud personally and professionally, once they abandoned his teachings, he cast them out and never spoke to them again. We begin with his daughter Anna, who built on and expanded his work but remained loyal to his beliefs. We discuss the three most prominent dissenters, who developed their own theo- ries during Freud’s lifetime: Carl Jung, Alfred Adler, and Karen Horney. And we describe the humanistic psychology movement that developed in the 1960s, many years after Freud’s death. Two major theorists, Abraham Maslow and Carl Rogers, aspired to replace psychoanal- ysis (and behaviorism) with their own views of human nature. A contemporary derivative and expansion of humanistic psychology is positive psychology, which applies the experi- mental method to the study of positive emotions and happiness. Keep in mind that no matter how far these and other theorists diverged from Freud’s teachings, they all derived their ideas from his work, by either elaborating on it or opposing it. Comment Contributions of Humanistic Psychology Positive Psychology: The Science of Happiness Martin Seligman (1942-) A Tough Adolescence The Rapid Growth of Positive Psychology Money and Happiness S S d ly n- tly Health and Age Marriage Personality Other Factors Influencing Happiness Which Comes First: Happiness or Success? The Neo-Freudians and Ego Psychology As we noted, not all theorists and practitioners who followed Freud in the psychoanalytic tradition felt the need to abandon or overthrow his system. There remained a sizable group of neo-Freudian analysts who adhered to the central premises of psychoanalysis but never- theless modified the system. The major change these loyalists introduced was an expansion of the concept of the ego. Rather than being the servant of the id, the ego was seen as hay- ing a more primary and extensive role of its own. Ego psychology included the ideas that the ego was more independent of the id, possessed its own energy not derived from the id, and had functions separate from the id. Neo-Freudian analysts also suggested that the ego was free of the conflict produced when id impulses pressed for satisfaction. In Freud’s view, the ego was forever responsive to the id, never free of its demands. In the revised view, the ego could function independently of the id, which was a significant departure from orthodox Freudian thought. Another change introduced by neo-Freudians was to place less emphasis on biological forces as influences on personality. Instead, more credit was given to the impact of social and psychological forces. Neo-Freudians also minimized the importance of infantile sexu- en Flourishing: A New Level ork my she of Happiness Comment The Psychoanalytic Tradition: A Final Comment Review Questions Recommended Resources ality and the Oedipus complex, suggesting that personality development was determined primarily by psychosocial rather than psychosexual forces. Thus, social interactions in omi- bout At a childhood assumed greater importance than real or imagined sexual interactions. st kid Carl Jung (1875-1961) 327 focus was the care of her father during his long illness. When he died, she kept his own She wrote: coat in her closet. Several years after he died, she reported a series of dreams about him. He is here again. All of these recent dreams have the same character: the main role is played not by my longing for him but rather his longing for me. In the first dream of this kind, he openly said: “I have always longed for you so.” (quoted in Zaretsky, 2004, p. 263) More than 40 years later, as Anna was near death herself, a friend accompanied her to the park and watched as “the diminutive figure of Anna Freud, now as small as a schoolgirl, sat (in her wheelchair] wrapped inside her father’s big wool coat” (Webster, 1995, p. 434). Child Analysis In 1927, Anna Freud published Introduction to the Technique of Child Analysis , which fore- told the direction of her interests. She developed an approach to psychoanalytic therapy with children that took into account their relative immaturity and the level of their verbal skills. Although Sigmund Freud had not treated children in his private practice, he took pride in Anna’s work. He wrote, “Anna’s views on child analysis are independent of mine; I share her views, but she has developed them out of her own independent experience” (quoted in Viner, 1996, p. 9). Her innovations included the use of play materials and observations of the child in the home setting. Most of her work was carried out in London, where the Freud family settled in 1938 after fleeing Vienna and the Nazis. She opened a clinic next door to her father’s house and established a treatment center and psychoanalytic training institute that attracted clinical psychologists from throughout the world. The Anna Freud Centre in London continues her work today. Her studies were reported in annual volumes of The Psychoanalytic Study of the Child, which began publication in 1945. Her collected works were cumulated in eight volumes published between 1965 and 1981. Anna Freud revised orthodox psychoanalytic theory to expand the role of the ego func- tioning independently of the id. In The Ego and the Mechanisms of Defense (1936), she clarified the defense mechanisms as they operate to protect the ego from anxiety. The stan- dard list of Freudian defense mechanisms (see Chapter 13) was substantially her work. She gave the mechanisms more precise definition and contributed examples from her analyses of children. Comment Ego psychology, as developed by Anna Freud and others, became the primary American form of psychoanalysis from the 1940s to the early 1970s. One goal of the neo-Freudians was to make psychoanalysis an accepted part of scientific psychology. “They did so by translating, simplifying, and operationally defining Freudian notions, by encouraging the experimental investigation of psychoanalytic hypotheses, and by modifying psycho analytic psychotherapy” (Steele, 1985, p. 222). In the process, the neo-Freudians fostered a more conciliatory relationship between psychoanalysis and academic experimental psychology. Analytical psychology: Jung’s theory of personality Carl Jung (1875-1961) Freud once considered Carl Jung to be his surrogate son and heir to the psychoana- lytic movement, calling him “my successor and crown prince” (quoted in McGuire, Hulton Archive/Stringer/Archive Photos/Getty Images 1974, p. 218). After their friendship disintegrated in 1914, Jung developed his analytical psychology, which opposed most of Freud’s work. CARL JUNG BUR 328 Chapter 14 Psychoanalysis: After the Founding Jung’s Life: Another Terrible Childhood Ву loud rages. “Carl heard everything,” a biographer noted, “as his father’s anger Jung grew up in a small village in northern Switzerland near the famous Rhine Falls. his own account, his childhood was lonely, isolated, and unhappy (see Jung, 1961). His father, a clergyman who had apparently lost his faith, was moody, irritable, and given to throughout the house” (Bair, 2003, p. 20). His mother suffered from emotional disorders. Her behavior was erratic, and she could change in an instant from a happy housewife to a mumbling, incoherent demon. Another biographer suggested that the “whole maternal resonated side of the family appeared to be tainted with insanity” (Ellenberger, 1978, p. 149). Jung learned at an early age not to trust or confide in either parent and, by extension, not to trust the rest of the world either. He turned away from the conscious world of reason ence. A and ventured inward to the world of his dreams, visions, and fantasies , the world of his unconscious. This became his guide in childhood and remained so through his adult life . More than 50 years later, a neighbor of the Jung family, recalling the first time he had met the boy Carl, wrote, “I had never come across such an asocial monster before” (quoted in Bair, 2003, p. 23). At critical times, Jung resolved problems and made decisions based on what his uncon- scious told him through his dreams. When he was ready to enter college, his major field was revealed in a dream. He saw himself unearthing bones of prehistoric animals deep beneath the earth’s surface. He interpreted this to mean he should study nature and sci- memory from age three, when he dreamed he was in an underground cavern, fore- told his future study of personality. Jung would focus on the unconscious forces that lie beneath the surface of the mind. Jung attended the University of Basel, Switzerland, and graduated in 1900 with a medi- cal degree. He was interested in psychiatry, and his first professional appointment was at a mental hospital in Zurich. The director was Eugen Bleuler, a psychiatrist noted for work on schizophrenia. In 1905, Jung was appointed lecturer in psychiatry at the University of Zurich. Several years later, after marrying the second wealthiest heiress in all of Switzerland, he was able to resign from the university to devote full time to writing, research, and private practice. Jung and his wife maintained a highly formal, rigid approach to raising their three daughters. They had limited physical contact with them and insisted that there be no kiss- ing and hugging of the children. “When they said hello or goodbye, they shook hands, if they touched at all” (Bair, 2003, p. 585). In his work with patients, Jung did not adopt Freud’s habit of asking them to lie on a couch; he said he had no wish to put his patients to bed. Jung and the patient sat opposite each other in comfortable chairs. Occasionally, he held therapy sessions aboard his sail- boat, happily racing across the lake in a high wind. Sometimes he sang to his patients. At other times he was deliberately rude. When one patient appeared at the appointed timer Jung said, “Oh no. I can’t stand the sight of another one. Just go home and cure yourself today” (quoted in Brome, 1981, p. 185). Freud, the Father a year Jung became interested in Freud’s work in 1900 when he read The Interpretation of Dreams, later Jung traveled to Vienna to visit Freud. Their first meeting lasted 13 hours, an exciting beginning for what would become an intimate, father-son relationship. (Freud was proposed almost 20 years older than Jung.) Their closeness may have contained elements of the Oedipus complex, as by Freud in his psychoanalytic theory, with the inevitable desire of the son to destroy the

Grid View

	Excellent	Good	Fair	Poor
Main Posting	45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness	10 (10%) – 10 (10%) Posts main post by day 3.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not post by day 3.
First Response	17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response	16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation	5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

Course Room Etiquette:

It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

Office Hours:

My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.

Late Policy and Grading Policy

Discussion questions:

I do not mark off for late DQ’s.
I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.