Self and Identity in Social Psychology

Code:

P413

Acronym:

EIPS

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2016/2017 - 1S

Active?	No
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	0	Official Curricular Structure	2	-	3	30	81

Teaching language

Portuguese

Objectives

- The general goal is to explore further the knowledge regarding some of the main models that, within Social Psychology, analyze the sociopsychological processes inherent to the construction and management of Self and Identity

- With the presentation of W. Doise model, the student is provided with a “grid of analysis” of psychological phenomena, namely those regarding Self and Identity. All the UC’s contents are structured and discussed based on this conceptual platform.

- We discuss with the students some of the classic models of Social Psychology, which flow from different theoretical and empirical traditions, and their impact on more recent approaches.

- The several models are discussed on the perspective of understanding how “big theories” have an impact on the development of the scientific knowledge in different areas of Psychology. Namely their impact on the development of psychological intervention models at different levels.

- Students have the opportunity to discuss the importance of scientific knowledge regarding the psychological processes relative to Self and Identity with researchers as well as professionals who implement psychological intervention of some sort.

Learning outcomes and competences

 - Understanding of the communalities and differences on the approach to Self and Identity between models that, within Social Psychology, flow from a Psychological vs. Sociological, Experimental vs. Non-Experimental, theoretical tradition

 - Envision the levels of analyses proposed by the model of W. Doise as a “conceptual tool” for the study of Self and Identity

 - Develop an interdisciplinary perspective on the approach to the involvement of Self and Identity in the cognitions, emotions, attitudes, or human behavior.

 - Being able to discuss the interface of Social Psychology with other domains of psychology as well as with other human and social sciences.

Working method

Presencial

Program

- Levels of analyses in Social Psychology: the model of W. Doise

- Classic psychosocial approaches to Self and Identity:

The pioneer work by W. James

G.H. Mead simbolic interactionism

- Festinger’s Social Comparison Theory: The social and comparative nature of Self

- Self-concept and group memberships:

Tajfel’s Theory of Social Identity

- Sociocognitive construction of identity

Self-Categorization Theory

Contextual dependency of the Self

- Cultural perspectives on Self and Identity

- Norms and deviance in the management of social identity:

Durkheim’s functionalism on deviance and punishment

Model of Subjective Group Dynamics 

 - Managing threatened identities:

From E. Goffman to contemporary research on self-presentation a stigma

- The Self on the “eye of the storm”: Building and managing a positive sense of self in the triad Stereotypes-Prejudice-Discrimination

Mandatory literature

Brewer Marilynn B. 340; Self social identity. ISBN: 1-4051-1069-4
Doise Willem; L.explication en psychologie sociale. ISBN: 2-13-037473-5
Doise, Willem; Levels of explanation in social psychology, Cambridge University Press, 1986
Festinger Leon; A^theory of social comparison processes
Goffman Erving; Stigma. ISBN: 978-0-14-012475-0
Hogg Michael A.; Social identifications. ISBN: 0-415-00695-3
Leary; Handbook of self and identity. ISBN: 1-57230-798-6
Mead George H. 340; Mind, self, and society. ISBN: 0-226-51668-7
Worchel Stephen 340; Psychology of intergroup relations. ISBN: 0-8304-1075-9
Sedikides Constantine; Individual self, relational self, collective self. ISBN: 1-84169-043-0

Teaching methods and learning activities

1. STRUCTURE OF THE TEACHING METHODS

- Classes are structured in a way as to combine the essentially “expositive” character of the presentation of several theoretical models with a time to discuss them.

- Each topic of the UC’s program is specifically organized in a manner that, simultaneously to the teacher’s presentation, a set of questions are provided in order to potentiate the discussion amongst students regarding the several model already presented, as well as their relevance for the development of psychological knowledge.

- At least two classes will have the presence of a guest who presents His/hers own work and discusses it with the students bearing in mind the conceptual framework of the UC.

 

 

2. CONCEPTUAL ORIENTATION OF THE TEACHING METHODS

- Students are confronted with several models that, in different moments of the development of Social Psychology, centered their analysis on the psychological processes underlying the construction and management of a sense of self.

- All the models are contrasted with one another and discussed with the students taking into account four specific features: (1) the differences in the level of analysis from one model to the other – reinforcement of the idea that the legitimacy of any critical perspective depends also on this fact; (2) how is it scientifically sustained the existence of apparently contrasting theories or models regarding the same “object of study”; (3) the “historical” moment, of the discipline and of society, in which each theory inscribes itself, and its consequences; (4) to which extent the knowledge derived from models developed within Social Psychology were integrated, or can be, in other domains, and vice-versa.

- In line with the UC’s conceptual orientation, students can adopt different theoretical perspectives both in the individual paper and the small group work. The only two base-requirements are the scientific support of the perspective they follow, and the fact that the core-issue of the work has to be the Self and/or the Identity and processes they entail.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Trabalho de campo	35,00
Trabalho escrito	65,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de relatório/dissertação/tese	20,00
Estudo autónomo	23,00
Frequência das aulas	27,00
Trabalho de campo	11,00
Total:	81,00

Calculation formula of final grade

- Evaluation has two components: an Individual Paper and a Field Work (small group work). The latter is partially developed in classes and requires a written report. The relative wieght of each componente is 65% and 35%, respectively.  however, the exact weight of each component is agreed with the students, once every group has outlined their work. The Field work can have a weight of no more than 35% in the student’s grade. 

- To get approval status, the student must obtain a minimal score of 10 (out of 20) in all evaluation components.

Classification improvement

Students are eligible for grade improvement only on the evaluation corresponding to the Individual Paper. This can be done by the presentation of a new paper. A new paper on the same issue presented in the first evaluation will not be accepted.

The option for grade improvement will be eligible only until the Special Evaluation period of the School Year in which the student was approved. The relative weight of that evaluation component is maintained: 65%.