PSYCHOLOGICAL BARRIERS TO CONFLICT RESOLUTION - 2020/1
Module code: PSY3123
Module Overview
Intergroup conflict causes widespread suffering and poses a threat to wellbeing, peace, prosperity, and human rights on a global level. This module will concentrate on the psychological phenomena that predict conflict emergence and escalation, as well as the resolution of intergroup conflicts. Students will learn the theories and frameworks underlying the development of conflicts, followed by a focus on psychological barriers that hinder the promotion of conflict de-escalation and resolution
Module provider
Psychology
Module Leader
GENTLE Judith (Psychology)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: C845
Module cap (Maximum number of students): 30
Overall student workload
Independent Learning Hours: 128
Tutorial Hours: 22
Module Availability
Semester 2
Prerequisites / Co-requisites
BSC Psychology Levels 4 and 5 (or equivalent). This module has a capped number and may not be available to ERASMUS and other international exchange students. Please check with the departmental exchange coordinator.
Module content
Indicative content includes:
• Political psychology and intergroup conflict
• Intergroup conflicts - nature, types, and stages
• Psychological barriers to conflict resolution – general model (4 groups of barriers)
• Barriers Group 1: General beliefs, implicit theories and personality
• Barriers Group 2: Content-based barriers
• Barriers Group 3: Cognitive biases
• Motivational biases
• Barriers Group 4: Emotional barriers
• Emotion regulation and conflict
• Overcoming barriers
• Review
Assessment pattern
| Assessment type | Unit of assessment | Weighting |
|---|---|---|
| Coursework | 6-page Essay | 50 |
| Examination | 75 minute Exam | 50 |
Alternative Assessment
N/A
Assessment Strategy
The assessment strategy is designed to provide students with the opportunity to demonstrate:
• Knowledge and understanding of the concepts discussed in the lectures (section 1)
• Application and integration in real world contexts (sections 2 and 3)
• Critical thinking and incorporation of theoretical frameworks (section 3)
Formative assessment
Written assessment (3000 words) in which students will use the concepts and research discussed in the lecture to: (1) choose, define, and discuss a psychological barrier to conflict resolution. (2) show how this barrier plays a role in a real life conflict using online sources (social media, leader behaviour or speeches etc); (3) present a creative way to overcome this barrier (30%).
Feedback
Students will present their ideas and receive oral feedback from the lecturer. Students will then receive written feedback on their assessment.
Module aims
- • Introduce concepts, theories and processes of intergroup conflict
- • Provide frameworks for concepts and theories of psychological processes in intergroup conflict
- • Develop students’ critical analysis of concepts and theories of psychological barriers to conflict resolution
- • Provide an integrative understanding of the role of psychological processes and phenomena within the process of conflict resolution
Learning outcomes
| Attributes Developed | ||
| 001 | Describe fundamental frameworks, theories, and concepts in political psychology and intergroup conflict | K |
| 002 | Evaluate and systematically assess the similarities and differences between types / groups of psychological barriers in conflict resolution | CK |
| 003 | Critique theories and frameworks pertaining to particular topics in the field | CPT |
| 004 | Integrate and apply theories and frameworks across diverse contexts of intergroup conflict resolution | CKT |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Enable students to develop a practical and critical theoretical perspective on intergroup conflict and psychological barriers to conflict resolution.
The learning and teaching methods include:
22 contact hours and 128 hours of independent study (reading and developing assignments).
The contact hours will be comprised of 11 two-hour sessions. The majority of the sessions (10 sessions) will include an oral presentation followed by group activities and class discussion (e.g., discussion around case-studies; critically reviewing spatial tasks; reading and critically analysing journal articles).
One session will be dedicated to preparation and feedback for the exam review (week 11).
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list
https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PSY3123
Other information
| Pattern | Assessment | Type | Weighting (%) |
|---|---|---|---|
| PSY3123-001 | 6-page Essay | Coursework | 50 |
| PSY3123-001 | 75 minute Exam | Examination | 50 |
Acad YearPeriodOccurrenceAssessment PatternModule LeaderReading ListStudent # CapHoursAction2020/1Semester 2SEMR2PSY3123-001GENTLE Judith (Psychology) View 30 Tut.: 22
Ind. Lea.: 128Update Delete
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.