Communication, Ethics and Interpersonal Relations

Scholar Year: 2023/2024 - 2S

Courses

Head Teacher Responsability Isaura Fernanda Graça Pedro Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 3,00 Luísa Ramos de Carvalho   1,00 Maria Inês Peceguina   3,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

The curricular unity's fundamental objectives are the development of skills that are seen as essential for the professional areas of family and community intervention, namely, the analysis of ways of being, acting, communicating with regard to the relationship with oneself and others. It seeks, in turn, to enable the identification and management of basic phenomena in the dynamics of interpersonal and group relationships in promoting a cooperative work environment.
Recognize the need for ethical behavior in all aspects of interpersonal relationships and, in particular, in professional interpersonal relationships.
Identify the fundamental aspects of professional Ethics and Deontology as well as develop skills for active participation in discussion and ethical decision-making in a professional context.

Syllabus

1. Key elements in interpersonal relationships
- Verbal and non-verbal language
- The effectiveness of communication
- The perception of others
- The processes of social influence
- Personal communication styles

2. Impression formation and categorization processes
- The importance of first impressions
- Factors that contribute to the formation of impressions
- The role of first impressions in the categorization process

3. Conflict within the scope of interpersonal and intergroup relationships
- Meanings attributed to the concept of conflict
- The nature of the conflict
- The cycles of conflict evolution
- Strategies for coping with conflict
- Active listening in mediation processes

4. Group structure and processes
- Group pressure to conform
- Group communication modes
- Observation of group interaction processes
- Tasks and performance in the functioning of the group

5. Ethics: Fundamentals of ethics, morals, rights and deontology
- The common good and respect
- The ethical dimension of care
- Rights and duties of professionals in the area of family care and support
- Professional secrecy
- The code of ethics

Demonstration of the syllabus coherence with the UC intended learning outcomes

The work will essentially take place in the context of theoretical-practical sessions.
1. Program management strategies
Self-learning strategies are promoted by encouraging scientific information research, analysis and critical reflection skills. Some of the products obtained are shared with the group through the facilitation of expository sessions by students, valuing the development of exposition and discussion skills not only of theoretical contents but also of their practical applications.
In sessions in which the expository method is predominantly used, one or more moments of discussion of key themes in a large group are included, as well as the application of short questionnaires, films or practical elements in order to facilitate the integration of theoretical concepts exposed into reality. daily and/or professional.
2. Tutorial guidance
Tutorial monitoring is carried out in order to support, guide and advise students on their learning path; the tutorial activity may be developed either during classes or in specific sessions intended for this purpose, as well as through extraordinary face-to-face and/or distance monitoring sessions, depending on the specific needs felt.
3. Student participation
An active and interested participation from students is expected, essential to the progress of learning and success in assessments, namely through: participation in classes, carrying out guided research, carrying out work proposed by the teacher, participation in extracurricular activities that enhance knowledge acquired through classes and study.

Teaching methodologies

In Continuous Assessment, the student will have to perform:
-Three small group reports on topics and classroom dynamics (60%)
-An individual reflection on the learning carried out at the UC (40%)

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

Attendance is regulated by specific CTeSP regulations.

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). Fundação Calouste Gulbenkian.

Curral, L., & Chambel, M. J. (2001). Processos de comunicação nas organizações. In J. M. Carvalho Ferreira, J. Neves & A. Caetano (Coord.), Manual de psicossociologia das organizações (pp. 357-377). McGraw-Hill.

Fachada, M. O. (2018). Psicologia das relações interpessoais. Edições Sílabo.

Golovanova, I. (2018). O poder dos seus gestos. Porto Editora.

Herédia, R. A. S. (2000). Resolución del conflicto. Ediciones Mensajero.

Maldonado, M. T. (2010). O bom conflito. Guerra e Paz.

Rosenberg, M. B. (2021). Comunicação não-violenta: O segredo para comunicar com sucesso. Alma dos livros.

Wiggins, G. (2012). Feedback for learning: Seven keys to effective feedback. Educational Leadership, 70(1), 10-16.