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Communication, Ethics and Interpersonal Relations
Scholar Year: 2020/2021 - 2S
| Code: |
AF10 |
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Acronym: |
CERI |
| Scientific Fields: |
Psicologia |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| TSPSFC |
15 |
|
1º |
5,0 |
45 |
135,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
Identify and analyze the bases of interpersonal communication reflecting on the latest research data in the area.
Recognize the need for ethical behavior in all aspects of interpersonal relationships and especially in interpersonal professional relationships.
Identify the fundamental aspects of Professional Ethics and Deontology as well as develop competencies for active participation in the discussion and ethical decision making in a professional context.
Critically analyze the ethical and deontological situations or problems that arise during the life cycle of the individual knowing the ethical-deontological problems inherent in caring for both very young children and people in the final stage of life.
Syllabus
Point 1 - Interpersonal communication
Basic principles of interpersonal communication.
Intra and interpersonal communication.
Motivation and values involved in communication.
Social styles and behavioral styles.
Communication in a professional context.
Point 2 - Ethics Foundations of Ethics, Morals, Law and Deontology.
The person and human dignity.
Common Good and Respect.
The Ethical Dimension of Caring.
Human rights and rights and duties of professionals in the area of care and family care.
Professional Confidentiality.
Code of Ethics.
Moral awareness and ethical decision-making.
Ethical issues throughout the life cycle.
Issues related to neglect and abuse of children and the elderly.
Demonstration of the syllabus coherence with the UC intended learning outcomes
The learning objectives are consistent with the programmatic content as they include knowledge that is considered to be essential for the professional area concerned such as work in the area of children and elderly.
Teaching methodologies
The teaching completes theoretical and practical classes where small practical work is done.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The learning objectives reflect the need for a training for a real working context, so that the teaching methodologies integrate both the theoretical exposition and the practical work mainly of reflection on practical cases.
Assessment methodologies and evidences
The evaluation is done by work done in class (50%) and by the presentation of a group work (50%
Attendance system
Continuous assessment requires 75% attendance.
Bibliography
Caetano, A. (1993). A formação de impressões. In J. Vala & M. B. Monteiro (coord.), Psicologia Social (pp. 89 - 111). Lisboa: Fundação Calouste Gulbenkian.
Curral, L. & Chambel, M. J. (2001). Processos de comunicação nas organizações. In J. M. Carvalho, J. Neves & A. Caetano (coord.), Manual de Psicossociologia das Organizações (pp. 357 – 378). Lisboa: Editora McGraw-Hill .
Fachada, O. (2005). Psicologia das relações interpessoais. Lisboa: Edições Rumo.
Herédia, R.A.S. (2000). Resolución del Conflicto.Bilbao:
Ediciones Mensajero.
Jesuino, J.C. (1993). Estrutura e processos de grupo: Interacções e fatores de eficácia. In J. Vala & M. B. Monteiro (coord.), Psicologia Social (pp. 259 – 286). Lisboa: Fundação Calouste Gulbenkian.
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