Groups` presentations on chosen materials analysis (handouts on e

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Psychology of Conflict
Syllabus
Spring 2015
Credits: 3.0
Course information: PSY 241, PSY 241.1
Instructors: Nina Bagdasarova, PhD, [email protected]
Class meets:
Tuesday 14:30 -15:45 in Room 1/309
Thursday 14:30 -15:45 in Room 1/309
Office hours: By appointment, at least 2 days before in advance via e-mail or in person
Course Description
This course is devoted to understanding of psychological factors within different types of conflicts. The
contemporary approaches to conflict analysis are considering conflicts as normal part of our life. In order to
organize your own behavior in conflict situations it is important to understand the structure of conflict
including participants, sides, dynamics and strategies. The conflicts between individuals and groups do have
a lot of differences even if they are very similar by their structures and this is also important aspect of
conflict analysis and conflict management. Mass violence is another problem that has not been resolving in
social sciences for many decades and nevertheless is playing a big role in our life recently. Hence here and
now conflict mapping clarifying roles and functions of each conflict participant might be considered as
necessary skill for many professionals. The course aims to form competences for conflict analysis as well as
conflict resolution skills. The main part of the course consists of assignments for independent studies and
students’ groups practice.
To get better conflict understanding and conflict management we will try to acquire the following
skills:






Formation of flexible attitude towards the conflict situation
Recognition of different types of conflict concerning individuals, groups and mass violence
Mapping conflicts including participants, sides and contradictions
Conflict analysis including different levels of the situation with their dynamics and strategies
Basic skills of conflict management
Basic skills of conflict resolution
Course Organization
The course is organized in two major streams: (1) acquiring of theoretical approaches and (2)
application of theories to media products analysis
Methods
We are going to employ the following learning methods:
 participating in seminar discussion (listening and talking);
 searching for relevant materials for presentations and essays;
 independent case studies and conflict analysis;
 preparing and conducting group presentation;
 group analysis in seminars;
Seminar Discussion
It is essential that all students complete the required reading and preparing examples/presentations before
class in order to participate fully in seminar discussion. Everyone is expected to take part in discussions,
which will be based on required assignments, as well as some examples or relevant materials provided by
students. You will be asked to respond to issues raised by your own analysis and in the seminar
presentations. Seminars also provide you with an opportunity to ask questions about things that you don’t
understand. Your participation in seminars is a crucial part of your own and others’ learning, and is an
important transferable skill. Seminars require the full participation of all students in order to make them
effective learning environments.
1
Study Groups
It’s necessary to form students’ groups for preparing groups presentations. The different groups can be
formed for different assignments according your own preferences. The optimal group size is no more than 3
members. The work in pairs is welcomed.
Literature
Topics and schedule
Topics
Week 1
Tue,
20/01
Introduction to the course. Principals and levels of
conflict analysis.
INTRODUCTIONS. Psychology of conflict: what it might be
about? The main approaches towards conflict analysis.
Thu,
22/01
“WHY DO I CARE SO MUCH?” Intra/Inter personal conflict.
The role of emptions within the conflict.
Week 2
Tue,
27/01
Principals and levels of conflict analysis.
“Emotional wheel”. Identifying “Bugs”: Class practice on
“conflict experience analysis” and emotional management
Thu,
29/01
Conflict analysis and “basic needs” concept.
Week 3
Conflict analysis: the structure
Tue,
03/02
The general schema of conflict analysis: participants, sides,
contradictions (the “onion of the conflict”)
Thu,
05/02
Practice on analytical instruments: the (“onion of the conflict”)
Week 4
Conflict analysis: the structure
Tue,
10/02
Practice on analytical instruments: the “onion of the conflict”
Thu,
12/02
Analysis on conflict cause: “the conflict volcano”
Week 5
Conflict analysis: the structure
Tue,
17/02
Practice on analytical instruments: “the conflict volcano”
Thu,
19/02
Practice on analytical instruments: “the conflict volcano”
Week 6
Conflict analysis: the structure. Conflict analysis: the
dynamics.
Tue,
24/02
Practice on analytical instruments: “the conflict volcano”
Thu,
26/02
Stages of conflict: what and when might be done. Stages matrix.
Required readings, homework
and assignments
Individual inquiries: what
mechanisms of psychological
defense I am usually using?
Individual inquiries: what
kind of “cooling strategies” I
can invent for myself?
Individual inquiries: what
kind of problem with basic
needs do I have?
Group presentations on
chosen materials (handouts
on e-course)
Group presentations on
chosen materials
Group presentations on
chosen materials (handouts
on e-course)
Groups’ presentations on
chosen materials analysis
2
Week 7
Conflict analysis: the structure. Conflict analysis: the
dynamics.
Tue,
03/03
Practice on analytical instruments: stages matrix.
Thu,
05/03
Week 8
Week 9
Groups’ presentations on
chosen materials analysis
(handouts on e-course)
MIDTERM
SPRING BREAK. NO CLASSES (MON, 9/03 FRI,13/03)
Mass violence and conflict analysis
“Scapegoat”, Chapters 2-3
Tue, 17/03 “Scapegoat” of Rene Girard: how does “the crisis” look like and
why mass violence becomes possible.
Thu, 19/03 The ABC model of conflict analysis
Week 10 Mass violence and conflict analysis
Tue,
24/03
Thu,
26/03
Week 11
Tue,
31/03
Thu,
02/04
Week 12
Tue,
07/04
Chapter 2
Practice on analytical instruments: ABC model of conflict Groups presentations:
analysis
comparative analysis on
chosen materials
Practice on analytical instruments: ABC model of conflict
analysis
Conflict resolution strategies
Groups presentations:
Practice on analytical instruments: ABC model of conflict comparative analysis on
analysis
chosen materials
The strategies of conflict behavior. Thomas model.
Conflict resolution strategies
Practice on conflict behavior analysis.
Thu,
09/04
What can we do with the conflict? Negotiation.
Week 13
Tue,
14/04
Conflict resolution strategies
Practice on negotiation. Role game.
Individual inquiries: what
kind of conflict behavior I am
usually choosing and why?
Thu,
16/04
Week 14
Tue,
21/04
Thu,
23/04
Week 15
Tue,
28/04
Thu,
30/04
Trying to provide the “full” conflict analysis. How to conduct
the case study and provide recommendations.
Practice on case-studies.
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Week 16
Tue,
05/05
Practice on case-studies.
Thu,
Practice on case-studies.
07/05
Week 17
FINAL EXAM
Requirements and Evaluation
We will try to make classes interactive and practical for all of us. It will be possible if you come
prepared to all classes, lectures and seminars, having read the required material. Productive work will also be
possible if you attend classes regularly, come to class on time. Excessive disruptions, from whatever source
or whatever reasons will not be tolerated.
Grading system
Assessment scale
Participation in seminar discussions (100)
Group presentations (150)
Midterm (100)
20%
30%
20%
Case-study/Final exam (150)
Total - 600
30%
A
AВ+
B
B-
91 and above
86-90
81-85
76-80
71-75
С+
C
CD
F
66-70
61-65
56-60
51-55
50 and less
Grading Guidelines for Seminar discussion
‘A’ - A student comes to class with clear stated questions and relevant examples/illustrations concerning the reading.
The questions should demonstrate student’s critical and analytical skills. A student should actively participate in the
discussion. Active participant should be ready to support his/her ideas by evidences. A student should be respectful to
the opinions of others.
‘B’ - Student comes to class with ready questions and examples. The questions should demonstrate student’s critical
and analytical skills. However, the questions are not aimed at facilitation of the discussion in the class (they are not very
clear) and some of examples are not completely relevant. A student should actively participate in the discussion. He/she
expresses interesting ideas but does not always support them by evidence. A student is respectful to the opinions of
other people.
‘C’ - A student comes to class with few ready questions and examples. S/he sometimes enters a discussion. While
expressing his/her opinion, he/she does not “stick” to the point. His/her arguments/examples are not always clear and
relevant.
‘D’ - A student comes to class without prepared questions/examples. He/she does not demonstrate interest in the
discussion: rarely enters discussion. Alternatively, a student dominates a discussion. He/she does not allow other
participants to express their opinion.
‘F’ - A student comes to class unprepared. S/he does not make an effort to participate in the discussion. Participants
who demonstrate rude or disrespectful behavior will be asked to leave the classroom with the “F” grade.
Note! It’s to the instructor’s discretion to give grades like A-, B+, B-, etc.
Grading Guidelines for Group presentation (including case-study)
‘A’ – Presentation is comprehensive and exceptional quality. It’s well-structured and designed, with creative and
convincing arguments, which are supported by clear evidence, and they It’s may or may not provoke a discussion, but a
group should be able astutely evaluate counter-arguments.
‘B’ – Presentation is thorough and thoughtful, though they lack originality, comprehensiveness or insight. It’s logical
and clear, and have well-reasoned arguments and structure.
‘C’ – Presentation shows competency of the subject matter, with an adequate structure. It contains some ideas (based on
required readings and lecture ideas), which demonstrate analytical skills, though overall they are not well developed.
‘D’ – Presentation have evidence of some thought, though they lack analytical structure.
‘F’ – Presentation is none of the above
Note! If you don’t attend classes for conducting the presentation you should submit a doctor’s confirmation or
other evidences explaining your absence otherwise you’ll get ‘F’ for this presentation.
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Students having problems with group presentation on the case study have an opportunity to provide
their cases in a format of analytical paper.
Deadline: Week 17, Friday, 7th of May 2010, by 5:00 PM
Academic Integrity
According AUCA policy the educational activity is free of fraud and deception. No cheating, plagiarism,
fabrication of information and citations is acceptable. The facilitating acts of academic dishonesty by others,
submitting work of another person or work previously used without informing the instructor, tampering with
the academic work of another student, and lying to the instructor are unallowable. Please refer to the
University’s Undergraduate Catalog 2008-2010 for additional information on Honor Code, which is also
available on AUCA website.
Anyone found to be academically dishonest is subject to receiving an “F” for the course.
Note! This syllabus is subject to change at discretion of the lecturers to accommodate instructional and/or
student needs. You are responsible for any changes announced during lectures/seminars even though you are absent.
http://www.gurutestov.ru/test/60/
http://royallib.ru/read/tomas_rolleston/mifi_legendi_i_predaniya_keltov.html#214184
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