Recommended Prior Knowledge

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Objectives

At the end of the course, students will be able to:

1. Explain and apply the key concepts and characteristics of interpersonal communication, including verbal and non-verbal dimensions;

2. Evaluate the role of first impressions and categorisation processes in interpersonal perception;

3. Analyse conflict in interpersonal relationships, recognising its types, functions, and evolution cycles;

4. Apply effective strategies for conflict management, including assertive communication, affirmative language, and active listening techniques;

5. Examine the structure and dynamics of groups, including conformity, interaction processes, and task performance;

5. Understand the principles of communication in organisational contexts, including downward, upward, and lateral flows, and the role of effective feedback;

7. Demonstrate group management and collaborative communication skills in professional contexts

Teaching Methods

The teaching and learning methodologies of this Course Unit align with the ESE/IPS Pedagogical Model, which is student-centered and oriented towards active knowledge construction, the promotion of autonomy, and the integrated development of disciplinary and transversal competencies from a critical, reflective, and humanistic perspective. The Course Unit comprises 54 hours of direct contact and 6 hours of synchronous online tutorial guidance. Of the contact hours, 4 hours of theoretical teaching are dedicated to a structured and interactive presentation of key concepts, ensuring their synthesis and conceptual framing. This stage combines oral exposition with questioning (convergent, divergent, focal) and debate, stimulating critical thinking and active participation.

The remaining 50 hours of theoretical-practical teaching focus on active and collaborative methodologies, in which students take a leading role. Activities include individual and group critical analysis, brainstorming, debates, self- and peer-awareness exercises, case studies, and problem-solving. These strategies align with problem-based learning (PBL) and project-based learning, supporting research, reasoning, application of knowledge, and the development of communication, critical thinking, and cooperation skills.

Pedagogical practices also integrate elements of situated learning, bridging academic contexts with professional reality. The use of case studies or the sharing of expert testimonies helps contextualize knowledge, reinforce its relevance, and promote the connection between theory and practice. Strategies such as the flipped classroom, where students explore materials provided by the instructor beforehand and contact time is dedicated to discussion and practical application, and collaborative learning, which values teamwork and positive interdependence, may also be employed.

The 6 hours of online tutorial guidance serve as support, clarification, and scientific-pedagogical guidance, addressing doubts, consolidating learning, and providing formative feedback adapted to individual and collective needs. In conjunction with contact and tutorial moments, independent work is emphasized as an essential part of the learning process. This space for shared responsibility and inquiry fosters preparation for activities, consolidation of content, and the development of autonomy, in line with principles of active and self-regulated learning. The balanced combination of revised expository methods, active and collaborative strategies, tutorial guidance, and independent work ensures coherence with the principles of ESE/IPS - pedagogical intentionality, democratic engagement, critical participation, and self- directed learning.

Internship(s)

Não

Syllabus

1. Communication in interpersonal relationships: concept, characteristics, and importance of verbal and non-verbal language.

Communicative effectiveness, self and other perception, self-concept, self-esteem, and interpersonal development.

2. Formation of impressions: impact of the first seconds and first impressions. Influencing factors - order effect, halo effect, and positivity or negativity distortions. Strategies to create and manage impressions.

3. Interpersonal conflict: concept, types, and positive function. Parameters and stages of conflict, approaches, and communication Styles (aggressive, passive, manipulative, assertive). Affirmative communication and active listening.

4. Group structure and processes: concept, conformity, group interaction and communication, observation, and task performance.

5. Group and organizational communication: organizational structure, downward, upward, and lateral communication, effective feedback, and management of professional groups.

Content Explanation

The course content is structured into five main topics, aligned with the learning outcomes essential to the training of the Sociocultural Animator. The first outcome - Explain and apply key concepts of interpersonal communication - is addressed in the first topic on interpersonal communication. The second outcome - Evaluate first impressions and categorisation processes - is covered in the second and third topics, focused on impression formation and interpersonal conflict. Outcomes related to group structure, dynamics, and the application of communication and management strategies are addressed in the fourth and fifth topics on group dynamics and organisational communication. Critical thinking and information analysis underpin the entire course, integrating theory and practice

Methodology Explanation

The teaching and learning methodologies of this course unit are closely aligned with the defined learning outcomes, ensuring coherence between pedagogical practices and student competencies. Theoretical sessions (T) present and contextualize key concepts, while theoretical-practical activities (TP) engage students in active and collaborative exercises such as case studies, debates, problem-solving, and critical analysis.

Learning outcomes related to interpersonal communication, first impressions, conflict management, group dynamics, and organizational communication are addressed through these activities, fostering both theoretical understanding and practical application. Punctual online tutorial guidance supports consolidation of learning and targeted feedback. Independent work complements in-class activities, reinforcing preparation, reflection, and knowledge consolidation. The integration of expository, active, and collaborative methodologies, tutorial support, and autonomous work ensures that all learning outcomes are met, promoting theoretical knowledge, practical skills, critical thinking, and the development of disciplinary and transversal competencies, in line with the pedagogical principles of ESE/IPS.

Responsible Lecturer(s)

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Bibliography

Almeida, P. L., Pimentel, D., & Marques-Quinteiro, P. (2021). Equipas de alto desempenho. Ordem dos Psicólogos Portugueses.

Baumeister, R. F., et al. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles?

Psychological Science in The Public Interest, 4(1), 1-44. https://doi.org/10.1111/1529-1006.01431

Curral, L., & Chambel, M. J. (2001). Processos de comunicação nas organizações. In J. M. Carvalho Ferreira, J. Neves & A. Caetano

(Coord.), Manual de psicossociologia das organizações (pp. 357-377). McGraw-Hill.

Fachada, M. O. (2018). Psicologia das relações interpessoais. Edições Sílabo.

Monteiro, A. P., & Cunha, P. (2016). Processos de grupo - Um manual para estudantes e profissionais. Fundação Manuel Leão.

Rosenberg, M. B. (2021). Comunicação não-violenta: O segredo para comunicar com sucesso. Alma dos livros