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Psychology of Emotions and Communication
| Code: | FLUP0326 | Acronym: | PSECOM |
| Keywords | |
|---|---|
| Classification | Keyword |
| OFICIAL | Teacher Training - Psychology |
| OFICIAL | Educational Training |
Instance: 2004/2005 - 2S
| Active? | Yes |
| Responsible unit: | Autonomous Section of Education |
| Institution Responsible: | Faculty of Arts |
Cycles of Study/Courses
Objectives
INTRODUCTION:The study of emotions, object of considerable developments in the last few years, is now a highly relevant, wide-ranging field in psychology. At the basis of all communication, including the verbal, there are non-verbal processes, based on emotions and their expression. The school context is, undoubtedly, a privileged area for different communicational exchanges, namely the emotional. On the other hand, non-verbal communication, found in emotional exchanges, forms the developmental basis of all subsequent verbal communication. Therefore, this knowledge is today essential in both teacher training and school intervention processes, as it promotes the students' social and emotional development.
GENERAL AIMS:
• Introduction to Psychology of Emotions and Communication and its relevance in teacher training;
• Identification of the basic concepts within this field of knowledge;
• Analysis of its implications in the teaching process;
• Relate these basic notions with an understanding of social interaction;
• Application of these concepts to school situations, in promoting the students' social and emotional development
Program
I - Psychology of Emotions1. The concept of emotion
1.1 Distinction between emotion, feeling and state of mind;
1.2 Notion of "basic emotion";
1.3 The different components of emotions.
2. Brief reference to the main theories of emotions
2.1 The first theories;
2.2 Physiologic and cognitive theories;
2.3 Developmental and social theories.
3. The biology of emotions
3.1 The ethological, physiological and neuropsychological aspects of emotions.
4. The psychological aspects of emotions
4.1 Emotional experiences
4.1.1 Cognition and emotion
4.1.2 Emotional activation and intensity
4.2 Manifestation of emotions
4.2.1 Manifestation of emotions and relational behaviour
4.2.2 Managing emotions
4.3 Individual and social functions of emotions
4.3.1 Intra- and inter-individual processes of expressing emotions
4.4 Emotions and social interaction
4.4.1 Social construction of emotions
4.4.2 Socialization of emotions: family, group and culture
II - Emotions and Communication
1. Non-verbal communication
1.1 Emotions, facial expression and non-verbal communication;
1.2 Non-verbal behaviour and facilitation of social interaction;
1.3 Social norms and non-verbal behaviour
2. Non-verbal interactions and language acquisition
III - Emotions, communication and their implications in Education
1. Psychology of Emotions and teacher training
1.1 The teacher as the source and receiver of messages
2. Social and emotional learning in a school context
2.1 Social and emotional competences as manifestations of intelligence;
2.2 Intervention programmes and strategies concerning social and emotional competences.
Main Bibliography
AFFOLTER, F. & BISCHOFBERGER, W. (2000). Nonverbal perceptual and cognitive processes in children with language disorders: toward a new framework for clinical intervention. N.J.: Lawrence Erlbaum Associates.ANDERSEN, P. A. & GUERRERO, L. K. (Eds.) (1998). Handbook of communication and emotion: research, theory, applications and contexts. San Diego: Academic Press.
BISQUERRA, R. (2000). Educación emocional y bienestar. Barcelona: Praxis.
COHEN, J. (Ed.) (1999). Educating minds and hearts: social emotional learning and the passage into adolescence. N.Y.: Teachers College Press, Columbia University.
FRASER, B. J. (1986). Classroom environment. London: Croom Helm.
GOLEMAN, D. (1996). Emotional intelligence. NY: Bantam Books.
GÜEL, M. & Muñoz, R. (2000). Desconócete a ti mismo. Programa de alfabetización emocional. Barcelona: Paidós.
IZARD, C. E. (1991). The Psychology of emotions. New York: Plenum Press.
KATAYAMA, S. & Markus, H. R. (Eds.) (1994). Emotion and Culture: empirical studies of mutual influence. Washington, DC: APA.
KENNEDY-MOORE, E. & Watson, J. C. (1999). Expressing emotion: myths, realities, and therapeutic strategies. N.Y.: Guilford Press.
LAZARUS, R. S. (1991). Emotion and adaptation. N.Y.: Oxford University Press.
LEWIS, M. & HAVILAND, J. M. (Eds.) (1993). Handbook of emotions. N.Y.: Guilford Press.
MAGAI, C., & MCFADDEN, S. H. (1995). The role of emotions in social and personality development. New York: Plenum.
MARTINS, F. (1999). Influência das emoções no desempenho cognitivo: ira e processamento de informação. Dissertação de doutoramento. Braga: Universidade do Minho.
ORTONY, A., CLORE, G. L., & COLLINS, A. (1990). The cognitive structure of emotions. Cambridge: Cambridge University Press.
PAÚL, M. C. (1995). Antecedentes do comportamento emotivo. In L. S. Almeida, M. S. Araújo, M. C. Vila-Chã, & M. H. Oliveira (Eds.), Áreas de intervenção e compromissos sociais do psicólogo. Lisboa: APPORT.
PHILIPPOT, P., Feldman, R. S. & Coats, E. J. (Eds.) (1999). The social context of nonverbal behavior. Cambridge: Cambridge University Press.
SALOVEY, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition & Personality, 9, 185-211.
STRONGMAN, K. T. (1998). A psicologia da emoção. Lisboa: Climepsi Editores.
Teaching methods and learning activities
Explanatory theoretical classes.Practical classes in which students develop different activities related to topics covered in theoretical classes.
Software
No specific software required.Evaluation Type
Eligibility for exams
Not applicableCalculation formula of final grade
Students may choose to submit a dossier of reports on the respective classes, corresponding to 25% of the final classification. They will also take a final exam that corresponds to 75%.If they choose to take the final exam only, like the rest of the students, it will be more extensive and correspond to 100% of the final classification.
Examinations or Special Assignments
No specific software required.Special assessment (TE, DA, ...)
Not applicableClassification improvement
According to the Assessment Regulations in forceObservations
Language of instruction: PortugueseCopyright 1996-2024 © Faculdade de Letras da Universidade do Porto
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Page created on: 2024-09-27 at 13:30:12 | Acceptable Use Policy | Data Protection Policy | Complaint Portal