Southern Methodist University
5228 Tennyson Parkway, Plano TX 75024
COURSE SYLLABUS
Psychology of Conflict
HDDR 6319 & HDCN 6382
Tony Picchioni, Ph.D., L.P.C., L.M.F.T.
Chair, Department of Human Development, SMU
January Term 2010
“Ultimately, the only power to which man should aspire
is that which he exercises over himself.”
- Elie Wiesel
tpicchio@smu.edu or apicch2266@aol.com (preferred)
972-473-3408 office (preferred) Speak slowly, concisely, be brief
972-781-2629 (home) 972-473-3425(SMU main office fax)
Office: SMU-In-Legacy, Building 3, 234
Office Hours: Call for appointment
This course syllabus is intended as a set of guidelines for Psychology of Conflict. Both Southern Methodist University and your instructor reserve the right to make modifications in content, schedule, and requirements as necessary to promote the best education possible within prevailing conditions affecting this course. Retain for personal files. This syllabus may be needed for future course reference.
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Course Information
Course title: Psychology of Conflict, HDDR 6319 & HDCN 6382
Credit hours: 3
Class meeting time: Tuesdays 6:00-10:15PM
Course description: This course will examine the psychological dynamics associated with the process and consequences of conflict. We will ask how people understand, explain, and respond to the various conflicts that comprise their reality: internal, interpersonal, and inter-group struggles. Cognitive, affective, and motivational processes will be presented and discussed in the context of different philosophical and scientific explanations. We will explore the moral, political, and cultural dimensions of conflict as they shape the identity of individuals and groups.
Course prerequisites: None.
Pre-assignment: See pre-assignment section and complete prior to first class meeting.
My Approach
My philosophy is to create a shared learning experience with mutuality of learning among all course participants. I envision a class as a forum for sharing experience, trying new ideas, self-reflection and applying theories while cultivating our capacity to learn. This approach I known to be the most effective approach to adult learning. It will be a forum where we learn about psychology through readings, exercises, role-plays, reflection and integration.
Welcome to this exploration of the psychology of conflict. We begin with Parker J. Palmer’s observation (1999): “Good teaching isn’t about technique. I’ve asked students around the country to describe their good teachers to me. Some of them describe people who lecture all the time, some of them describe people who do little more than facilitate group processes, and others describe everything in between. But all of them describe people who have some sort of connective capacity, who connect themselves to their students, their students to each other, and everyone to the subjects being studied.” In this spirit of connection, we begin. –Dr. Picchioni
Required Textbooks and Material
Recommended but not Required Text:
Exam credit will be given if students choose to read and write a brief reflection paper (see Dr. Picchioni for details).
Pre-assignment Section
Wilmot-Hocker Chapters 1 & 2
Course Objectives
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1. Students will learn concept and dimensions of conflict, including their own style. |
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2. Students will learn to diagnose, analyze, and be strategic in the response to conflict. |
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3. Students will learn to synthesize material, discuss theories, and show mastery of concepts. |
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4. Students will learn to distinguish between constructive and destructive conflict. |
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5. . Students will learn the tools and techniques in group discussions and assigned papers. |
Specific Course Learning Outcomes
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1. Students will identify their own conflict style including strengths and weaknesses. |
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2. Students will have tools and knowledge to diagnose, analyze and be strategic in response to conflict. |
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3. Students will gain insight to their own and other’s perceptions on conflict. |
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4. Students will acquire tools/ technique to manage conflict. |
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5 . Students will apply knowledge, insight, and tools/ techniques in group discussions and assigned papers according to the grading rubric below. |
Weekly Assignments
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Assignment Due |
Wilmot-Hocker |
Going to Extremes |
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Week 1 |
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Chapters 1 & 2 |
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Week 2 |
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Chapters 3 |
Chapter 1 |
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Week 3 |
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Chapters 4 |
Chapter 2 |
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Week 4 |
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Chapters 5 |
Chapter 3 |
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Week 5 |
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Chapters 6 |
Chapter 4 |
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Week 6 |
Short Paper Due |
Chapters 7 |
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Week 7 |
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Chapters 8 |
Chapter 5 |
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Week 8 |
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Chapters 9 |
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Week 9 |
Major Paper Due |
Chapters 10 |
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Week 10 |
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Chapters 11 |
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EVALUATION GUIDELINES
Using the tool “Measuring Your Conflict Style” in Wilmot- Hocker (chapter 5, pages 132-133), write a description of your conflict style in personal and/ or public settings. Use as data what others say about your style and what you think about your style. Give the “Measuring Your Conflict Style” to three people who know you well to account for your own and others’ perceptions of your style. Interview one other person who knows your style through personal experience. Your paper must address the following issues:
a. Positive and negative features of your style
b. How flexible you are in choice of style
c. Where you learned your style
d. Differences between your own (self-reflection) and others’ (external) perceptions of your style
e. What your style triggers in others
The paper is to be 5 types, double-spaced pages and is due on the 7th class session.
Using the Wilmot-Hocker “Conflict Assessment Guide” (page 204), the “Styles Profile” and the “Conflict Resolution Tool,” write a paper focusing on a personal conflict; the conflict can be past or ongoing. The paper will be returned provided a self-addressed stamped envelop accompanies the paper when the paper is submitted. The purposes of this assignment:
a. Self-reflection and personal growth
b. Use of key conflict analytical concepts
c. Draw from the material in the texts and class notes
The paper is to be 10 types, double-spaced pages and is due on the 9th class session.
Written Assignment Guidelines
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100-90 |
89-83 |
82- Below |
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Depth of Thought and Analysis 20% |
Paper is constructed in a logical and coherent fashion. Conclusions flow from a well-executed plan, in succinct and meaningful statements. |
Topic is started clearly. Remarks show a degree of analysis. Some areas of the paper lack supporting and rational support. |
Topic is vague and under developed. Paper lacks the level of effort for original graduate work. |
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Synthesis and Congruency 20% |
Paper is well integrated and flows as one complete narrative. Paper flows from general ideas to specific conclusions. |
Sections of the paper connect, however, not all sections or paragraphs fall in a natural or logical order. |
The paper appears to have no direction, with subtopics appearing disjointed. |
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Thoroughness 20% |
The appropriate content is covered in depth without being redundant. |
Essential material is not covered to the degree to explain the topic thoroughly. |
Major sections are omitted, glossed over, or unnecessarily repeated. |
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Personalization 20% |
Personal history is appropriately integrated into the narrative. |
There is some attempt on the writer’ part to utilize personal examples within the content. |
Little to no personal history appears in the paper. |
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Clarity of Writing and Mechanics 20% |
Writing is crisp, clear, and succinct. No spelling, grammar, or punctuation errors are made. |
Unnecessary words and ambiguous statements are made. Meaning is unclear in parts of the paper. Some spelling and grammar errors are made. |
It is hard to know what the writer is trying to express. Writing is convoluted. Misspelling words, incorrect grammar, and improper punctuation are frequent. |
Evaluation of Class Participation & Reading Assignments
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Needs Improvement 80-83 |
Developing 84-89 |
Accomplished 90-93 |
Exemplary 94-100 |
Score |
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Preparation for class/ class discussion/ writing assignments |
Does not ask questions or make comments that indicate familiarity with topics for class; turns in most writing assignments |
Rarely asks questions or makes comments that indicate familiarity with the topics prepared for class; turns in all writing assignments |
Occasionally asks questions or makes observations that indicate reflections some knowledge or readings for class; turns in all writing assignments |
Regularly asks questions or makes observations that indicate reflection, knowledge or readings for class; turn in all writing assignments |
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Small group participation |
Does not participate in small groups in class |
Does not actively participate in small groups in class |
Participates actively in small groups in class |
Participates actively and provides leadership in small groups in class |
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Class absences |
Misses class often |
Misses no more than 2 classes w/o prior arrangement |
Misses 1 class with prior arrangement |
Attends class regularly (no missed classes) |
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Grading Scale
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94-100 = A Exceptional |
A superior / outstanding performance. Has mastered the concepts and adds unique contributes to class discussions. |
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90-93 = A- Excellent |
A very good / admirable performance. Displays understanding in all areas of the class, and contributes successfully to class discussions. |
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87-89 = B+ Outstanding |
Above average performance. A few insignificant flaws may appear, but overall has great application of the field. |
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84-86 = B Good |
A generally satisfactory, intellectually adequate performance. Few significant flaws in performance. |
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80-83 = B- Adequate |
A barely satisfactory performance. Contributes little to class discussions and lacks a clear understanding of concepts. |
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77-79 = C+ Not sufficient |
An unacceptable performance. Unable to engage in class discussions and has little comprehension of theories. |
Discipline/ Course/ Department Policies
Late Paper (Assignment) Policy: Late papers accepted only by pre-arrangement with the instructor
Student Responsibilities: Be prepared, attend class and engage in class discussions and activities. Turn in all assignments on time.
Class Decorum: Be respectful. Be punctual, as class will begin on time. Breaks will be given; students must return promptly. Attendance is mandatory; roll will be taken. Beepers and cell phones must be turned off during class. Be prepared to participate. Conflict Management/ Dispute Resolution and Counseling are interactive professions. Professional respect and courtesy are expected at all times. Do not engage in side-discussions during class as this distracts the instructor and fellow students.
Attendance policy: Role will be taken for each class session. Regular attendance is very important. One absence will reduce a student’s final grade by 5% due to the abbreviated schedule. Two or more absences will necessitate a conference with the instructor.
INSTITUTIONAL POLICIES
HONOR CODE
Students are reminded of the SMU Honor Code as referenced in the Student Hand Book. Intellectual integrity and academic honesty are both the foundations and the goals for this program. Please reference and review the university polices on the responsibilities, policies, and penalties regarding academic honesty.
http://www.smu.edu/studentlife/PCL_05_HC.asp
NOTIFICATION OF ABSENCE DUE TO RELIGIOUS HOLY DAY(S)
Students who will be absent from class for the observance of a religious holiday must notify the instructor in advance. Please referrer to the Student Obligations section of the university catalog for more explanations. You are required to complete any assignments or take any examinations missed as a result of the absence within the time frame specified by your instructor.
DISABILTIES ACCOMIDATIONS
Students needing academic accommodations for disability must contact Ms. Rebecca Marin, Coordinator of Services for Students with Disabilities (214-768-4557) to verify the disability and establish eligibility for accommodations. They should then schedule an appointment with the professor to make appropriate arrangements.
ADD/DROP POLICY
If you are unable to complete this course, you must officially withdraw by the university deadline; the last day to Add/Drop regular courses without a grade record or Billing. Withdrawing is a formal procedure which you must initiate; your instructor cannot do it for you.
FINANCIAL AID STATEMENT
Students who are receiving any form of financial aid should check with the Financial Aid Office prior to withdrawing from classes. Withdrawals may affect your eligibility to receive further aid and could cause you to be in a position of repayment for the current semester. Students who fail to attend or participate are also subject to this policy.
To apply for financial aid at SMU, students must complete FAFSA (Free Application for Federal Student Aid) on the web at http://www.fafsa.ed.gov
Statement on Confidentially and Emotional Safety:
In order to provide a safe learning environment for students in the class and to protect the confidentiality of practice clients and class members, students will discuss case material and other personal information, reactions, etc. on while in class or privately with other current class members. It is the responsibility of each class member to treat classmates with respect and integrity, thus providing emotional safety for each other during class activities. Failure to do so can result in terminations from the department.
SMU Policy
Refer to the www.smu.edu or the Dispute Resolutions and Conflict Management Program office in Suite 3-118 for questions or information regarding SMU policies and procedures.
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SMU Fall 2009 Emergency Preparedness Syllabus Insert:
As part of the federal government response to the H1N1 (Swine Flu) virus, the Department of Health and Human Services issued a nationwide public health emergency preparedness declaration on April 26th, 2009. The declaration was renewed on July 23, 2009 and is currently in force. For the semester ahead, there is concern that the level and intensity of flu cases could increase substantially.
1) For updates on the campus-wide status of flu conditions at SMU, please visit http://www.smu.edu.
2) If flu conditions require cancellation of a class session or other changes for this course, an email will be sent to all class members.
3) In the event of a major campus emergency at SMU, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s control.