Psychology of Interpersonal Relations and Group Dynamics 2017/2018
- 5 ECTS
- Taught in Portuguese
- Continuous Assessment
- relevant skillset
-Critically discuss the role of biology and the context in the determination of social behavior
-Define the human development and formation of the self in function of social interaction
-Describe the social decision making process of the individual
-Give examples of innate biological patterns
-Describe the cognitive and emotional processes underlying the social behavior
-Explain the decisive role of communication in the social system
-Identify and characterize different styles in the interpersonal relationship, as well as the rules that organize the social dynamics
-To characterize the interpersonal relations in the group and its dynamics
-To evaluate leadership in function of the type of task and of human relations
-To characterize the different types of conflicts and identify different ways to deal with the conflict
-To know different ways of group assessment and intervention, recognizing the theoretical pillars that sustain their creation (focus group, TCI and psychodr
Although there are no prerequisites whose implementation is compulsory for the frequency of the curricular unit, is mentioned the relevance of knowledge acquired in UC's of Psychology of Cognition 1 and 2, Psychology of Emotion, Psychology of Motivation, Developmental Psychology 1 and Social Psychology 1 for easier understanding of the programmatic contents of this curricular unit.
Similarly, the knowledge gained in this curricular unit is in articulation with the curricular units of Organizational Psychology, Developmental Psychology 2, Social Psychology 2 and Psychological Intervention Models 1 and 2.
The teaching of curricular unit will entail the use of teaching/learning methods which will involve lectures; competence development based on the use of the library and other sources of knowledge; group work; tutorials; implementation of exercises and practical activities; group dynamics; visualization of videos; and open classes. The computer and the video projector will also be used.
Body of Work
1. Social behavior: contribution of the biology and of the context
2. Cognitive and emotional processes in interpersonal relations
3. Communication on social system: forms and contexts
4. Guidelines and behaviors in interpersonal relations
5. The group as a privileged context of interpersonal relations
6. Leadership and conflict management
7. Forms of group assessment and intervention
a) Focus Group
b) Community Integrative systemic therapy
- Beaudichon, J. (2001). A comunicação: processos, formas e aplicações. Porto: Porto Editora
-Carmo, H. (2008). Intervenção social com grupos. Lisboa: Universidade Aberta
-Drafke, M. (2002).The human side of organizations. New Jersey: Prentice Hall
-Fachada, M. O. (2003). Psicologia das relações interpessoais. Lisboa: Rumo
-Gleitman, H., Fridlund, A.J., & Reisberg, D. (2007). Psicologia (7ª edição). Fundação Calouste Gulbenkian. Serviço de Educação e Bolsas.
-Lopes, J. A., Robert B. Rutherford, R. B., Cruz, M. C., Mathur, S. R., & Quinn, M. M. (2011). Competências sociais: aspectos comportamentais, emocionais e de aprendizagem. Braga: Psiquilíbrios Editores
-Argyle, M. (1994). The psychology of interpersonal behavior. New York: Penguin Books
-Bitti, P. R. (1997). A comunicação como processo social. Lisboa: Editorial Estampa
-Estanqueiro, A. (1997). Saber lidar com as pessoas: princípios da comunicação interpessoal. Lisboa: Presença
-Fritzen, S. J. (1997). Exercícios práticos de dinâmica de grupo. Petrópolis: Vozes
-Martin, J. (1997). La dynamique des groupes restreints. Paris: Presses Universitaires de France
During the presentation of the programmatic contents will be given additional information about other bibliography and/or papers relevant to the learning of the concepts whose purchase we want. When this happens the referred bibliography will be made available through the platform moodle.
- Presentation of the curricular unit: objectives, programmatic contents, teaching and evaluation methodologies and planning of curricular unit.
- Implementation of the group dynamic "The hat of the fears" (promotion of communication, contact, confidence, sensitivity and interpersonal relations).
- The importance of the biology and of the context for the definition of social behavior.
- Cognitive and emotional processes inherent to relational phenomena.
- The role of communication in interpersonal relationships (OPEN CLASS).
- Forms of social interaction.
- Rules for interpersonal relationship.
- Realization of the first mini-test for knowledge assessment.
- The group as a privileged context of interpersonal relationship.
- Forms of group assessment and intervention: Focus Group (OPEN CLASS).
- Leadership and management of conflicts (OPEN CLASS).
- Forms of group assessment and intervention: Presentation and discussion of the individual work.
- Forms of group assessment and intervention: Community Integrative Systemic Therapy.
- Forms of group assessment and intervention: Psychodrama (OPEN CLASS).
- Realization of the second mini-test for knowledge assessment.
Demonstration of the syllabus coherence with the curricular unit's objectives
The exploitation of the programmatic content 1 will enable the achievement of objectives (a) to (d); The presentation of the programmatic content 2 will allow the student to learn how to describe the cognitive and emotional processes underlying the social behavior; The presentation of the contents 3 will allow the student to learn how to explain the decisive role of communication in the social system; the presentation of the content 4 will be essential to the achievement of the objective (g); The presentation of the content 5 will be essential to the achievement of the objective concerning to the characterization of the interpersonal relations in the group and its dynamics; the presentation of the content 6 will enable the achievement of objectives (i) and (j); finally, the presentation of the content 7 and hole sub topics will allow students to know different forms of group assessment and intervention, recognizing the theoretical pillars that sustain their creation
Demonstration of the teaching methodologies coherence with the curricular unit's objectives
A practical-theoretical nature of curricular unit justifies the linkage between expositive and practical methodologies in the exploitation of the totality of the programmatic contents presented, and thus to the achievement of general learning objectives defined. In particular, it shall be carried out in all lessons, group dynamics, theoretical and practical exercises and/or visualization of videos that will allow to exemplify the theoretical concepts presented and they are therefore essential resources for the implementation of all objectives listed. The use of the library and other sources of knowledge, of group work, tutorials and open classes will be particularly relevant to the achievement of the objective concerning the knowledge of different forms of group assessment and intervention, recognizing the theoretical pillars that sustain their creation (focus group, community therapy and psychodrama).
|relevant generic skill||improved?||assessed?|
|Achieving practical application of theoretical knowledge||Yes||Yes|
|Analytical and synthetic skills||Yes||Yes|
|Balanced decision making||Yes||Yes|
|Commitment to effectiveness||Yes||Yes|
|Commitment to quality||Yes||Yes|
|Ethical and responsible behaviour||Yes||Yes|
|Event organization, planning and management||Yes||Yes|
|Information and learning management||Yes||Yes|
|Problem Analysis and Assessment||Yes||Yes|
|Written and verbal communications skills||Yes||Yes|