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Informatie over Course package 'Challenging Society' for exchange students BSc level - Autumn
Hieronder staan het programma en de vakomschrijvingen van Course package 'Challenging Society' for exchange students BSc level - Autumn Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
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| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| semester I a | keuze | PAMIN10 | Educational Ambitions and Child Images in History | Engels | 5 | variabel | |
| keuze | PAMIN16 | Issues in Child-rearing and Challenging Behaviour | Engels | 5 | |||
| keuze | PAMIN17 | Gender and Sexual Development in Adolescence | Engels | 5 | 2 | ||
| keuze | PSB3E-SP01 | Group dynamics | Engels | 5 | 2 | ||
| keuze | PSB3E-SP03 | The social psychology of communication | Engels | 5 | |||
| keuze | SOBA202B | Application of Theories | Engels | 5 | 4 | ||
| keuze | SOBA904 | Social and institutional change | Engels | 5 | variabel | ||
| semester I b | keuze | PAMIN15 | Diversity and inclusion in Education | Engels | 5 | 2 | |
| keuze | PSB3E-SP07 | Social influence | Engels | 5 | 2 | ||
| keuze | SOBA204A | Organisation and Society | Engels | 5 | 4 | ||
| 1 | Application of Theories | SOBA202B | |||||||||||||||||||||
| Scientists develop explanations and/or predictions of specific phenomena based on general theories about the behavior of individuals and social systems. These general theories need to be applied to the specific research problem. In this course, students learn how this is done in a scientifically correct way. Based on many examples from the social-scientific literature, we discuss how theories should be formulated and how they are applied in a logically correct way to generate testable predictions and analyze policies. The application of theories will be taught in lectures and practices in tutorials, related to weekly assignments (a lecture and a practical each week). | |||||||||||||||||||||||
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| 2 | Diversity and inclusion in Education | PAMIN15 | |||||||||||||||||||||
| The “typical student” does not exist, instead, classrooms are comprised of unique individuals. Although, to some extent, education can take the needs of this heterogeneous group of students into account, education is usually organized around the “typical student”. At a societal level, we (re)produce particular sets of expectations and stereotypes about different sources of heterogeneity: cognitive, psychological and physical capabilities, ethnic-cultural background, gender or social-economic status. These societal expectations and stereotypes trickle down to educational policies, curriculum and, ultimately, daily classroom practices. As a consequence, educational equality and equity are compromised. This course includes a critical reflection on the understanding of diversity and inclusion in educational settings, the role teachers and educational policy could play in enhancing social justice, the applicability of the largely US-based body of literature to other cultural contexts, and the positioning of students from 'minority groups' due to the way education is organized. | |||||||||||||||||||||||
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| 3 | Educational Ambitions and Child Images in History | PAMIN10 | |||||||||||||||||||||
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| 4 | Gender and Sexual Development in Adolescence | PAMIN17 | |||||||||||||||||||||
| During early adolescence, pubertal development sparks an interest in intimate relationships. It is also during this time, that gender roles become more distinct and peer social regulation increases. In this course, we will study the development of sexuality and gender in adolescents, and what role diversity of sexuality and gender plays. Further, we will evaluate the effectiveness of sexuality education for secondary school students, and what inclusive and comprehensive sexuality education might look like. Seminars serve to consolidate and apply new information, and aim to equip students with knowledge and skills to critically contribute to discussions on gender and sexual development. | |||||||||||||||||||||||
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| 5 | Group dynamics | PSB3E-SP01 | |||||||||||||||||||||
| Het centrale thema van de cursus betreft de sociaal-psychologische processen die zich binnen groepen afspelen. Inhoudelijk bevat de cursus een divers aanbod aan sociaal-psychologische theorievorming en onderzoek op het gebied van groepsprocessen. Binnen een serie van zeven colleges komen verschillende kern-onderwerpen aan bod, zoals de relatie tussen individu en groep, groepsformatie, leiderschap, teamwerk, sociale beinvloeding, en mobilisatie-processen. Het uitgangspunt in de cursus is dat er tenminste twee manieren zijn om naar deze groepsdynamieken te kijken. Als eerste kan het individu als vertrekpunt worden genomen, waarbij groepen worden gezien als verlengstuk van het individu (bijv. bij welke groepen willen individuen horen?). Als tweede kan de groep als vertrekpunt worden genomen, waarbij individuen worden gezien als verlengstuk van de groep (bijv. welke leiders komen voort uit wat voor soort groepen?). Gedurende de cursus worden deze twee perspectieven gehanteerd om zowel op theoretisch als maatschappelijk niveau tot een beter begrip van, en meer inzicht in, groepsprocessen te komen. | |||||||||||||||||||||||
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| 6 | Issues in Child-rearing and Challenging Behaviour | PAMIN16 | |||||||||||||||||||||
| This course focuses on child atypical development and challenging behavior in a broad sense, and on the impact of child-rearing practices and intervention programs on this behavior. After two introductory lectures on (a)typical child development and challenging behavior, the course is made up of six themes, focusing on bioecological and dynamic views of child behavior and development, child rearing practices, challenging behavior and research in this area. Each week, intervention or prevention programs for children and their families related to the theme are discussed. Students will evaluate one of these programs, and also design their own intervention based on the concepts learned in this course. | |||||||||||||||||||||||
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| 7 | Organisation and Society | SOBA204A | |||||||||||||||||||||
| Students learn how to incorporate corporate actors (organizations) into explanations of social phenomena as sites and drivers of social change during the course. The course will provide an analytical toolkit of organizational theories and mechanisms which enables students to link organizational processes to societal outcomes. After completion of the course, students can (1) describe how organizations, as sites and as drivers of social change, influence societal outcomes -focusing on inequality, persistence, change, and embeddedness- in modern societies (Lectures 1-5); (2) outline critical mechanisms and their related organizational theories which connect corporate actors to societal outcomes (Lectures 1-5); (3) explain societal phenomena incorporating the perspective of organizations by applying the critical mechanisms and their related theories (Work sessions 1-5); | |||||||||||||||||||||||
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| 8 | Social and institutional change | SOBA904 | |||||||||||||||||||||
| This course focuses on the emergence and development of formal and informal institutions and their effects on behavior as well as on individual integration processes into society. We will explore how various forms of institutions influence each other and the extent to which institutions have desired or undesired effects. Moreover, we will focus on the conditions under which institutions lead to coordination and cooperation. Several examples will be given from the field of migration and integration. Special attention will also be paid to the role of the state in a market economy, and the effect of cultural norms on economic development. To this end, we will discuss classical theories (Weber, Durkheim, Smith) that have been used to explain social institutions. Examples will be based on current empirical research studying inequality and the interplay between migration, integration, and welfare states. We will debate among others how migration leads to institutional change and how formal and informal institutions shape integration chances of migrants. | |||||||||||||||||||||||
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| 9 | Social influence | PSB3E-SP07 | |||||||||||||||||||||
| The environment, the economy, the spread of Corona virus, your partner not putting the cap on your toothpaste. Most important problems entail human behavior, either as a cause, a solution or both. This raises the question: "How can you motivate people to engage in certain behaviors?" A handgun, a two million Euro incentive, or a set of great arguments will do the trick but we will focus on situations in which you have non of these. In order to answer this question regarding persuasion and influence, many others arise: "Why are some campaigns effective in motivating people and others not? To what extent does the setting influence the effectiveness of compliance requests? Why is “playing hard to get” sometimes effective? How did TellSell convince me into buying the Huggy? Together we will answer these questions and many more. In this course you’ll learn how people’s beliefs, and actions are influenced by others. You will be introduced to various theories, principles and studies that give insight to how you can use people’s need for affiliation, accuracy and a positive self-concept to persuade them. This (interactive) course is focused at both theory development and practical application. | |||||||||||||||||||||||
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| 10 | The social psychology of communication | PSB3E-SP03 | |||||||||||||||||||||
| Communicatie is de kern van sociaal gedrag. Effectieve communicatie maakt het voor mensen mogelijk om fysieke en sociale behoeften te bevredigen en dingen te bereiken die ze als individu nooit zouden kunnen bereiken. Deze cursus gaat onder andere over sociale fenomenen zoals crossculturele communicatie, stemgebruik en nonverbale communicatie, liegen, taalgebruik, het uiten en herkennen van emoties, roddelen en kletsen, wat we normaal en gepast vinden in communicatie en communicatie via nieuwe media. Deze cursus gaat niet alleen over wat mensen zeggen, maar ook over waarom mensen op een bepaalde manier communiceren. Om evolutionaire of andere redenen kan het zijn dat mensen steun van anderen willen, dat ze anderen willen beïnvloeden of dat ze erbij willen horen. In pogingen om misscommunicatie en conflict te voorkómen moet rekening worden gehouden met dergelijke motieven, door aandacht voor bijvoorbeeld non-verbale signalen zoals emoties, gebaren en stemkenmerken en door er rekening mee te houden dat mensen elkaar soms bedriegen. Tegen deze achtergrond is communicatie via het Internet een interessant hedendaags fenomeen met zowel voor- als nadelen. De rol van sociale context bij communicatie komt ook aan de orde, bijvoorbeeld in groepsmarkeringen en in de rol van de sociale status van de bron van informatie. Met behulp van beschrijvingen van dergelijke fenomenen en verschillende theorieën, geeft de sociale psychologie een inspirerende kijk op een alledaags fenomeen. | |||||||||||||||||||||||
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