|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|It is intended that students get an overview of the main contributions of social psychology under the social thought processes and social influence.|
Thus, it is intended that students are able to:
(i) To acquire and integrate concepts, models, theories in social psychology domain;
(ii) To characterize the understand the social thought processes and social behaviour;
(iii) To identify and understand the processes of social influence;
(iv) Analyze and solve problems in the context of diagnosis and intervention in social contexts;
(v) To improve interpersonal and intergroup communication skills;
(vi) To demonstrate a critical attitude towards research and self-development.
|1st Unit - 1. Introduction. 1.1. Purpose and learning objectives of social psychology 1.2. Main themes of social psychology 1.3. Research methods in social psychology |
2nd Unit – 2. Basic processes of Social Psychology. 2.1. Social categorization. 2.2. Social representations. 2.3. Attitudes. 2.4. Social Identity and intergroup relations.
3st Unit – 3. Social Influence 3.1. Basic principles of social influence 3.2. Standardization. 3.3. Conformity. 3.4. Obedience to authority 3.5. Innovation.
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|Syllabus contents focus on specific theoretical issues in the area of social psychology, thus enabling the fulfillment of the course objectives, specifically: to integrate knowledge about subject, history and methodologies of social psychology; basic processes of social psychology and processes of social influence.|
|Teaching Methodologies (Including Evaluation):|
|Teaching methodology will include research, readings, discussion of specific references, thematic debating and critical reflection. Assessment will be continuous and based on a written test, a practical essay, an oral presentation and work discussion, as well as the execution of theoretical and practical tasks in the classroom.|
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|In order to achieve the defined goals teaching methodology includes: theoretical presentation, readings, video visioning and individual and group debate of cases illustrating different problems that may constitute social psychology thematics; The purpose is to promote students knowledge of relevant theoretical content in social psychology.|
|Cerclé, A. & Somat, A. (2001). Manual de Psicologia Social. Lisboa: Instituto Piaget. |
Franzoi, S. L. (2003). ). Psicología social. México: McGraw-Hill.
Leyens, J.P. & Yzerbyt, V. (1999). Psicologia Social (2ª Ed.) Lisboa: Edições 70
Morales, J. F. (2009). Psicología Social. Madrid: McGraw-Hill.
Myers, D. G. (2005). Psicología social. México: McGraw-Hill.
Neto, F. (2000). Psicologia social (Volume I e II). Lisboa: Universidade Aberta.
Rickard, C. & Sinclair, S. (2018). Prototypes and same-gender bias in perceptions of hiring discrimination. Journal of Social Psychology. 158; 3; p285-p297
Stanciu, A. (2017). Stereotype-based faultlines and out-group derogation in diverse teams: The moderating roles of task stereotypicality and need for cognition. Journal of Social Psychology, 157, 3, pp. 352-365
Vala, J. & Monteiro, M.B. (Eds). (2013). Psicologia Social (6ª Ed.). Lisboa: Fundação Calouste Gulbenkian