Sociology of Mediation Devices

Code:

P736

Acronym:

SDM

Keywords
Classification	Keyword
OFICIAL	Social and Human Sciences

Instance: 2012/2013 - 1S

Active?	Yes
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	21	Official Curricular Structure	3	-	3	30	81

Teaching language

Portuguese

Objectives

Learning outcomes and competences

Competencies:

Identification of distinct approaches of conflict mediation and their adequacyin intervention contextsby means of multiple case analyses;

Activate devices of mediation by contextualising the conflict situations.

Working method

Presencial

Program

Part One - General framework

1 – Social and cognitive production of the concept of social mediation.

1.1 - The crisis of macro-social integration devices: work, school and the political dimension.

2 - Socialspacesand time heterogeneity.

3 - The ambiguities of the revaluation of the local scale in social problems management. The diverse “local” meanings: from cyber-place to rural world understood as "landscape keeper".

4 - New configurations of social policies, devices and management agents: from social "zapping" to social mediation.

5 - Cognitive and political dimensions to consider in the construction of intervention alternatives.

 

Part Two – Fields, models and intervention practices by means of mediation: case studies

6 – The mediation spaces: professional agents/intervention devices.

6.1. The conflict as an object of synthesis: the mediator as the 3rd excluded.

6.2. The conflict as an object of mobilization: the mediator as the 3rd included.

7 – Mediation in school contexts.

8 - Mediation in legal contexts.

9 - Mediation in family contexts.

10 - Mediation in community contexts.

Mandatory literature

Correia, J. A. and A. M. C. Silva, Eds. ; Mediação: (D)os Contextos e (D)os actores. , Porto, CIIE e Edições Afrontamento., (2010)
Torremorell, M. C. B. ; Cultura de mediação e mudança social. , Porto, Porto Editora., (2008).
Six, J.-F. ; Les Médiateurs. , Paris, Le Cavalier Bleu., (2003).
Correia, J. A. and J. Caramelo ; "Da mediação local ao local da mediação: figuras e políticas." , Educação, Sociedade e Culturas 20 167-191., (2003).
Vaz, H. ; "A mediação em contexto de formação como reinvenção de novos ofícios: o caso dos estágios e da licenciatura em Ciências da Educação na Universidade do Porto." , Educação, Sociedade & Culturas 29: 53-72., (2009)
Neves, T.; "Practice Note: community mediation as social intervention." , Conflict Resolution Quarterly 26(4): 481-495., (2009)
Guilaume-Hofnung, M. ; La médiation. , Paris, PUF., (2000).
Schwerin, Edward W. ; Mediation, Citizenship Empowerment and Transformational Politics. , Westport: Praeger Publishers., (1995).
Vasconcelos-Sousa, José; O que é Mediação. , s/l: Quimera., (2002).
Milburn, Philip ; La Médiation: Expériences et competences., Paris: La Découverte., (2002).
Hamzaoui, Mejed ; El Trabajo Social Territorializado. Las transformaciones de la acción pública en la intervención social. , València: Nau Llibres & Universitat de València., (2005).
Cardinet, Annie; École et Médiations. , Ramonville Saint-Agnes: Éditions Érès., (2000).
Mayer, Bernard ; Beyond Neutrality: Confronting the Crisis in Conflict Resolution. , São Francisco: Jossey-Bass., (2004).
Bonafé-Schmitt, J.-P. ; La médiation: une justice douce., Paris, Syros., (1992).

Teaching methods and learning activities

Teaching methodologies:

Lectures and debate

Text analysis

Tutorial monitoring

Presentation and discussion of case studies.

 

The curricular unit develops through two hour sessions, in a theoretical and practical perspective, which are organized as follows:

The first five sessions are devoted to the content of the 1st Part of the program and intend to provide an overall framework of the problematic of social mediation and are mainly lecturing sessions;

The next six sessions will focus on the 2nd part of the program. The institutionalization of the mediation processes as an intervention strategy and the systematization of mediation models of that follow this process will be discussed. In the second part case studies of social interventions based on the mediation will be presented, analyzed and discussed.

The last two/three sessions aim at developing a holistic approach to the learning content as well as discussions on the assessment work plan proposed by the students.

 

keywords

Social sciences > Sociology > Societal behaviour
Social sciences > Educational sciences

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	28,00	10,00
Written Assessment	Trabalho escrito	5,00	90,00	2013-01-11
	Total:	-	100,00

Amount of time allocated to each course unit

Description	Type	Time (hours)	End date
Bibliographic Research	Estudo autónomo	15	2011-12-16
Oriented Reading	Estudo autónomo	30	2011-12-16
Case Study	Estudo autónomo	15	2012-12-16
Tutorial work	Frequência das aulas	6	2012-12-16
	Total:	66,00

Eligibility for exams

According to Assessment Rules, students must attend 3/4 of lectures. Exceptions are made for those students with special status, that by law are not obliged to attend classes 

Calculation formula of final grade

Distributed assessment without final exam

The final grade is based on an individual essay that can take one of following forms:

1)       Based on the theoretical contributions in the field of mediation, the students will analyse a case involving a situation of social intervention (in a broad sense).The case or situation to be analyzed may be proposed by students and agreed upon with the teachers of the curricular unit;

2)       Based on the modes of definition and the approaches to social intervention or management of conflicts presented in the sessions, the students will further (re)conceptualise and reconfigured the work already completed or in progress during the semester in another curricular unit;

The essay must have a maximum of 10 to 15 pages and the evaluation criteria are:

The coherence and consistency of the theoretical analysis produced;

Personal and critical appropriation of the theoretical contributions in the production of the analysis and the development of the arguments