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Coaching in Communication
| Code: |
RHV12 |
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Acronym: |
CC |
| Scientific area: |
Ciências da Comunicação e da Linguagem, Ciências Sociais e Humanas |
Instance: 2013/2014 - 1S
Docência - Responsabilidades
| Teacher |
Responsability |
| Ana Paula de Brito Garcia Mendes |
Colaborador |
| Sónia Marina Dias de Jesus Lima |
Colaborador |
| Rui de Matos |
Colaborador |
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Teaching language
Portuguese
Objectives, competences and learning Outcomes
The Communication Coaching course aims to equip students with theoretical knowledge and practical skills to act as coaches for professionals who use high level of communication performance, providing them with tools and strategies to enable communication with impact, clarity and credibility. Professional communicators should transfer safety, persuasion and/or trust to their public.
Main Contents
1. Coaching
1.1. Concept
1.2. Objectives
1.3. Types
1.4. Speech therapist as a coach
2. Communication in the context of coaching
2.1. Communication
2.1.1. The relationship between therapist - client
2.1.2. Learning process
2.1.3. Unilateral and bilateral communication
2.1.4. Causes of interference noise, redundancy and barriers to communication
2.2. Effective communication
2.2.1. Nonverbal communication: kinesics, proxemics and paralanguage.
2.2.2. Verbal communication: vocabulary and prosody
2.3. Intervention strategies
2.3.1. Defining the purpose
2.3.2. Client communication and intended changes
2.3.3. Persuasive communication: Method AIDDA
2.3.4. Intervention plan
2.4. Specific Situations (Examples)
2.4.1. Intervention training sessions / conferences / lectures
2.4.2. Presentation of reports / documentaries
2.4.3. Decisive interventions in meetings
2.4.4. Media interviews
Teaching and Learning Strategies
The teaching methodology will be theoretical and practical, with special emphasis on a practical component using tools such as drama and role-playing.
Type of assessment
Pass Standard
The evaluation of the course will be done through processes (attendance, punctuality, participation and execution of tasks - 20%) and a product composed of group work (written - 50% and oral presentation with discussion - 30%).
Mandatory Bibliography
Bligh, M. e Kohles, J. (2009). The enduring allure of charisma: how Barack Obama won the historic 2008 presidential election. The Leadership Quarterly, 20(3), 483-492. |
Bono, J. e Ilies, R. (2006). Charisma, positive emotions and mood contagion. The Leadership Quaterly, 17, 317-334. |
Catalão, J. e Penim, A. (2010). Ferramentas de Coaching. 3ª ed., Lisboa: Lidel. |
Chabrol, C. e Radu, M. (2008). Psicologia da Comunicação e Persuasão. Instituto Piaget. |
David L. (2011). Directors and Voice Work: An Attempt to Bridge the Gap. Canadian Theatre Review, 145, 100-101. |
Davies, J. Anderson, S., Huchison, L. e Stewart, G. (2007). Interactions between voice clinics and singing teachers: a report on the British Voice Association questionnaire to voice clinics in the UK. Logopedics Phoniatrics Vocology, 32- 2, 83-86. |
Neil, M. (2011). Super Coach. Lisboa: Livros D’Hoje, Publ. D. Quixote. |
Pereira, A. (2008). Coaching em Portugal. Lisboa: Ed. Sílabo. |
Pereira, N. (2009). Apresentações Empresariais: Além da Oratória. Elsevier Ed. |
Rego, A. e Cunha, M. (2010). Liderança Positiva. 2ª ed., Lisboa: Ed. Sílabo. |
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