Teacher(s)
Language
English
> French-friendly
> French-friendly
Main themes
The course focuses on group and interpersonal processes at play in social relationships.
In the part dealing with group processes, the course will seek to understand key questions that have long interested practitioners, managers, educators and researchers: how do groups (e.g. a class, a work team, etc.) function, under what conditions are they most effective and do they produce well-founded decisions?
- The course will deal essential elements of “group life”: perceptual, structural, normative and identity aspects; need to belong; leadership and power phenomena.
- The notions of efficiency, the beneficial or deleterious processes of collective decision making, the conditions under which the group can meet the expectations of quality and rationality in generating solutions will also be addressed.
In the part dealing with interpersonal processes, the course will seek to understand how individuals relate to each other and regulate their interactions. The notions of attachment, intimacy, love, pro-sociality, helping and altruism as well as the notions of aggression and hatred will be addressed.
In the part dealing with group processes, the course will seek to understand key questions that have long interested practitioners, managers, educators and researchers: how do groups (e.g. a class, a work team, etc.) function, under what conditions are they most effective and do they produce well-founded decisions?
- The course will deal essential elements of “group life”: perceptual, structural, normative and identity aspects; need to belong; leadership and power phenomena.
- The notions of efficiency, the beneficial or deleterious processes of collective decision making, the conditions under which the group can meet the expectations of quality and rationality in generating solutions will also be addressed.
In the part dealing with interpersonal processes, the course will seek to understand how individuals relate to each other and regulate their interactions. The notions of attachment, intimacy, love, pro-sociality, helping and altruism as well as the notions of aggression and hatred will be addressed.
Learning outcomes
At the end of this learning unit, the student is able to : | |
| 1 | AA 1: Master relevant knowledge to explain and understand group and interpersonal processes at play in social relationships AA 2: Analyze, critically argue about and model processes interpersonal and group situations AA 4: Adopt a critical stance towards oneself and others in interpersonal and group contexts AA 5: Identify the contribution and added value of scientific research in psychology in order to understand interpersonal and group processes |
Content
The course focuses on group and interpersonal processes at play in social relationships.
In the section on group processes, the course will focus on the key questions that have long engaged practitioners, managers, educators and researchers: how do groups function, how are they formed, under what conditions are they most effective and do they produce well-founded decisions.
The course will develop the founding elements of grouops: perceptual, structural, normative and identity aspects; need to belong; leadership and power phenomena. The notions of effectiveness, the beneficial or deleterious processes of collective decision making, the conditions under which a group can meet the expectations of quality and rationality will also be addressed.
In the part dealing with interpersonal processes, the course will focus on how individuals relate to each other and regulate their interactions. The notions of attachment, intimacy, love, pro-sociality, helping and altruism as well as the notions of aggression and hatred will be addressed.
In the section on group processes, the course will focus on the key questions that have long engaged practitioners, managers, educators and researchers: how do groups function, how are they formed, under what conditions are they most effective and do they produce well-founded decisions.
The course will develop the founding elements of grouops: perceptual, structural, normative and identity aspects; need to belong; leadership and power phenomena. The notions of effectiveness, the beneficial or deleterious processes of collective decision making, the conditions under which a group can meet the expectations of quality and rationality will also be addressed.
In the part dealing with interpersonal processes, the course will focus on how individuals relate to each other and regulate their interactions. The notions of attachment, intimacy, love, pro-sociality, helping and altruism as well as the notions of aggression and hatred will be addressed.
Teaching methods
Lectures
Evaluation methods
The assessment aims to measure the achievement of the targeted learning outcomes. It will take two forms: an individual written exam and an individual written assignment. Details regarding the exam and the assignment will be given during the first course.
The final grade is the weighted average of the grades for the examination (A) and for individual work (B). In the final grade, part A is worth 70% and part B is worth 30%.
Examination (esp. learning outcomes AA1 & AA2): 70% of the final grade
Written exam in MCQ form on models & theories, explanations of processes, real or fictitious cases, and comparisons of models & theories. The MCQ written exam consists of 40 items with 5 answer options. Depending on the difficulty of the question, between 0.5 and 2 (i.e., 0.5, 1, or 2) points are awarded for each correct answer and no points are awarded for no answer or for an incorrect answer.
Individual work (esp. learning outcomes AA4 & AA5): 30% of the final grade
This work demands writing an analysis of an interpersonal or intragroup situation (a critical incident) one experienced in the past by using empirical journal articles to explain several psychological mechanisms operating in the critical incident, that are then compared to each other. It also asks for a brief intervention proposal targeting one of the discussed mechanisms. Please refer to the evaluation grid and instructions on Moodle for more details about the assignment.
AI tools may be used to identify search terms, locate literature, clarify concepts, or improve writing. They may not be used for substantive analyses or write parts of or even the whole coursework. Students remain fully responsible for the originality and scientific quality of their work. In an Appendix they must declare any AI tool used, its purpose in the context of the coursework, all prompts, and how AI output was used or modified.
The evaluation modalities remain the same for all exam sessions in a given academic year; the individual work can only be submitted in the first term by the set deadline (see Moodle for details). If the exam is failed, the points received for the individual work will remain valid during the academic year.
The coursework can be submitted in English or French and also the exam can be taken either in English or French (as students prefer). For the exam, students will have to chose which language they want to take it in by December via Moodle.
The final grade is the weighted average of the grades for the examination (A) and for individual work (B). In the final grade, part A is worth 70% and part B is worth 30%.
Examination (esp. learning outcomes AA1 & AA2): 70% of the final grade
Written exam in MCQ form on models & theories, explanations of processes, real or fictitious cases, and comparisons of models & theories. The MCQ written exam consists of 40 items with 5 answer options. Depending on the difficulty of the question, between 0.5 and 2 (i.e., 0.5, 1, or 2) points are awarded for each correct answer and no points are awarded for no answer or for an incorrect answer.
Individual work (esp. learning outcomes AA4 & AA5): 30% of the final grade
This work demands writing an analysis of an interpersonal or intragroup situation (a critical incident) one experienced in the past by using empirical journal articles to explain several psychological mechanisms operating in the critical incident, that are then compared to each other. It also asks for a brief intervention proposal targeting one of the discussed mechanisms. Please refer to the evaluation grid and instructions on Moodle for more details about the assignment.
AI tools may be used to identify search terms, locate literature, clarify concepts, or improve writing. They may not be used for substantive analyses or write parts of or even the whole coursework. Students remain fully responsible for the originality and scientific quality of their work. In an Appendix they must declare any AI tool used, its purpose in the context of the coursework, all prompts, and how AI output was used or modified.
The evaluation modalities remain the same for all exam sessions in a given academic year; the individual work can only be submitted in the first term by the set deadline (see Moodle for details). If the exam is failed, the points received for the individual work will remain valid during the academic year.
The coursework can be submitted in English or French and also the exam can be taken either in English or French (as students prefer). For the exam, students will have to chose which language they want to take it in by December via Moodle.
Other information
This course is taught in English, but in an “Frensh-friendly” format. For details, please see below.
The course is taught in English, but slides from a previous version of the course in French are also available (their content is not exactly the same).
The core reading for the course is in English, but equivalent core reading is available in French.
The standard exam is a written exam in English. However, students
The course is taught in English, but slides from a previous version of the course in French are also available (their content is not exactly the same).
The core reading for the course is in English, but equivalent core reading is available in French.
The standard exam is a written exam in English. However, students
- will be allowed to use a dictionary when taking the written exam in English
- are provided with the opportunity to take the written exam in French
Online resources
See Moodle for all session slides, scientific articles, videos etc.
The main course books are available in electronic form via the library.
The main course books are available in electronic form via the library.
Bibliography
In English:
Forsyth, D. R. (2010). Group dynamics (5th international ed.). Belmont, CA: Wadsworth CENAGE Learning.
Hogg, M. A., & Vaughan, G. M. (2014). Social psychology (7th ed.). London, UK: Pearson Education Ltd.
En Français:
Augustinova, M., & Oberlé, D. (2013). Psychologie sociale du groupe au travail: Réfléchir, travailler et décider en groupe. Bruxelles, Belgium: De Boeck.
Yzerbyt, V., & Klein, O. (2019). Psychologie sociale. Bruxelles, Belgium: De Boeck.
Forsyth, D. R. (2010). Group dynamics (5th international ed.). Belmont, CA: Wadsworth CENAGE Learning.
Hogg, M. A., & Vaughan, G. M. (2014). Social psychology (7th ed.). London, UK: Pearson Education Ltd.
En Français:
Augustinova, M., & Oberlé, D. (2013). Psychologie sociale du groupe au travail: Réfléchir, travailler et décider en groupe. Bruxelles, Belgium: De Boeck.
Yzerbyt, V., & Klein, O. (2019). Psychologie sociale. Bruxelles, Belgium: De Boeck.
Teaching materials
- Forsyth, D. R. (2010). Group dynamics (5th international ed.). Belmont, CA: Wadsworth CENAGE Learning.
- Hogg, M. A., & Vaughan, G. M. (2018). Social psychology (8th edition). Pearson.
Faculty or entity
Programmes / formations proposant cette unité d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Learning outcomes
Bachelor in Psychology and Education: General
