Interpersonal and Group Processes

This subject has the following teaching availabilities in 2015:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website: http://www.services.unimelb.edu.au/disability

A study of theory and skills relevant to managing complex and challenging interactions in educational settings; research on effective conflict management models and skills and applications to formal and informal negotiation and problem solving; a study of group dynamics and group processes applicable to leading participatory approaches to curriculum development and education tasks. Applied exercises are used to enhance skills in leading collaborative and inclusive approaches to wellbeing.

On completion of this subject students should be able to:

• demonstrate a critical awareness of the theory and practice of constructive conflict management and selectively apply a range of assertion and conflict management skills to negotiation and collaboration in a variety of student wellbeing contexts;
• demonstrate a critical awareness of the theory and practice of group dynamics and plan strategies to ensure the effective functioning of groups.

• One 3000 word assignment (or equivalent projects) due mid-semester, 60%
• One 2000 word assignment (or equivalent projects) due at the end of semester, 40%

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs/online classes) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

No prescribed text

This subject is not available as a breadth subject.

• Draw upon theoretical knowledge to analyse and critically reflect on their educational practice;
• Demonstrate advanced competencies in educational practices related to student wellbeing.