Degree structure in Social Psychology

Transcription

1 Degree structure in Social Psychology Bachelor s Degree in Social Psychology requires 180 ECTS credits: - Faculty General Studies 18 credits - Programme Related General Studies 22 credits - Basic and Intermediate Studies in Social Psychology 89 credits - Minor Subject Studies 50 or 60 credits - Optional courses 2 credits Language Studies, 18 ECTS credits - Basic Course in Finnish or Swedish, 15 credits - Foreign Language Oral and Written Comprehension, 3 credits. Programme Related General Studies, 22 ECTS credits - Orientation Course for Foreign Students + PSP (HOPS), 2 credits - Basic Course in Computing & course on SPSS, 5 credits both together - Introduction to Sociology, 5 credits - Introduction to Statistics, 10 credits Minor subject studies, 50 or 60 ECTS credits The student may choose between studying basic studies in two minor subjects (each consisting of 25 ECTS), or studying both basic and intermediate studies in one minor subject (consisting of 60 ECTS). Depending on the student s choice of minor studies, s/he can choose either 2 or 0 credits of optional courses (0 if choosing the larger minor subject studies of 60 credits). Master s Degree in Social Psychology requires 120 ECTS credits: - Advanced studies in social psychology (102 credits) - Programme related optional studies (18 credits) Studying Social Psychology as a Minor Subject All students enrolled at the University of Helsinki may study Social Psychology at Bachelor s level without prior registration. Basic Studies in Social Psychology consist of 25 ECTS credits and Intermediate Studies of 35 ECTS credits when taken as a minor subject. There are some differences between major and minor subject students in taking the study blocks. However, these are clearly indicated where applicable. For more information, contact the Foreign Students Adviser. LIST OF STUDY UNITS IN SOCIAL PSYCHOLOGY FOR BACHELOR S DEGREE PROGRAMME Bachelor s degree: Basic Studies in Social Psychology, 25 ECTS credits - Study unit SP101: Introduction to Social Psychology (5 cr) - SP Focal research areas I (20 cr) - Study unit SP102: Social identity and social interaction in and between groups I (5 cr) - Study unit SP103: Social cognition, attitudes and changing behaviour I (5 cr) - Study unit SP104: Social representations and the social structure of reality I (5 cr) - Study unit SP105: Social development, emotions and self I (5 cr) Bachelor s degree: Intermediate Studies in Social Psychology 64/35 ECTS credits - Study unit SP201: Orientation to work as a Social Psychologist (3 cr) - Study unit SP202: Theoretical and methodological foundations of Social Psychology (6 cr) - Study unit SP203a: Qualitative research methods I (4 cr) - Study unit SP203b: Qualitative research methods II (4 cr) - Study unit SP204a: Quantitative research methods I (4 cr) - Study unit SP204b: Quantitative research methods II (4 cr) - SP Focal research areas II (20 cr) - Study unit SP205: Social identity and social interaction in and between groups II (5 cr) - Study unit SP206: Social cognition, attitudes and changing behaviour II (5 cr) - Study unit SP207: Social representations and the social structure of reality II (5 cr)

2 - Study unit SP208: Social development, emotions and the self II (5 cr) - Study unit SP209: Free-choice courses (6-12 cr) - Study unit SP210: Bachelor s Thesis (6 cr) - Study unit SP211: Portfolio narrative of Bachelor level studies POFO (1 cr) LIST OF STUDY UNITS IN SOCIAL PSYCHOLOGY FOR MASTER S DEGREE PROGRAMME - Study unit SP301: Seminar on research planning (4 cr) - Study unit SP302: Portfolio narrative of Master level studies POFO I (1 cr) - Study unit SP303: Practical field training (6cr) - Study unit SP304: Methods in Social Psychology (4-8 cr) - SP Focal research areas III (24 cr) - Study unit SP305: Social identity & social interaction in and between groups III (24 cr) - Study unit SP306: Social cognition, attitudes and change in behaviour III (24 cr) - Study unit SP307: Social representations and the social structure of reality III (24 cr) -Study unit SP308: Social development, emotions and the self III (24 cr) - Study unit SP309 : Master's free-choice courses (6-24 cr) - Study unit SP310: Seminar for Master s Thesis (6 cr) - Study unit SP311: Master s Thesis (40 cr) - Study unit SP312: The Science of social psychology (5 cr) - Study unit SP313: Portfolio narrative of Master level studies II (2 cr) Aim of the basic studies study module Students are able to describe the focal theories and approaches, their historical roots and modern research based on them. Students are also able to give examples of how to apply the theories to practical situations. Students also know how to describe the way social psychological research can consider cultural differences and the gender viewpoint. Additionally, students are able to describe the focal research methods used in social psychology and their connection to various approaches. SP101 Introduction to Social Psychology (5 cr) After completing the study unit, students are able to describe the basic concepts, focal research problems and prevalent research methods in social psychology. Students are able to give examples of research on social cognition, values, attitudes, interaction, group processes and the social conditions for the development of personality and identity. Students are also able to name the various approaches of social psychology. The lectures and workshop form a line of progression from the history of social psychology to modern research. The study unit prepares students for studying focal themes (SP102-SP105). Major Students: Lectures (3 cr) + workshop A (2 cr) Workshop A: Students read texts on various approaches. The workshop teacher will give information on the texts in the beginning of the workshop. In the workshop, students learn about modern social psychology. At the same time, students learn to read Finnish social psychological texts analytically, to interact verbally and in writing, to do seminar work and to reflect on their own learning process. During the workshop, students write a learning diary which is uploaded to the student s own university blog. Minor students: Lectures (3 cr) + literature examination (2 cr) Helkama, K., Myllyniemi, R., Liebkind, K. (1998): Johdatus sosiaalipsykologiaan. (approx. 380 p.) SP Focal research areas I (20 cr) After completing the study unit, students are able to describe the focal concepts and trends in theories of each research area. Students are also able to give examples on how to apply them to practical situations. Students are familiar with research methods used in various areas of research. SP102 Social identity and social interaction in and between groups I (5 cr)

3 After completing the study unit, students are able to define the concepts of social identity, social influencing and prejudice and the focal theses of the theories behind these concepts more extensively. Students are also able to extensively present the focal internal group processes (including the stages of group development and leadership) and processes between groups (including in-group preference and out-group discrimination) and the theoretical models that explain them. After completing the study unit, students are able to give examples of using research information in preventing conflicts between groups. Major students: Workshop (5 cr, of which literature = 4 cr & workshop = 1 cr) Hewstone, Stroebe, & Jonas (2008; 4 th ed.).the introduction to social psychology. Chapters (approx. 100 p.) Brown, R. (2010). Prejudice. Its social psychology ( 2. ed., approx. 280 p.) Minor students: Literature examination (5 cr) Hewstone, Stroebe, & Jonas (2008; 4 th ed.).the introduction to social psychology. Chapters (approx. 100 p.), 1 cr Brown, R. (2010). Prejudice. Its social psychology ( 2. ed., approx. 280 p.), 3 cr Yijälä, A., Likki, T., Stein, D., & Jasinskaja-Lahti, I. (2009). The adjustment of highly skilled international professionals in Helsinki. In Jasinskaja-Lahti, I. & Laine, M. (Eds.) (2009). Founding the European Chemicals Agency: The perspectives of the employees and the authorities of the City of Helsinki. Research Series 7, pp Helsinki: City of Helsinki Urban Facts (about 100 pages), available in SP103 Social cognition, attitudes and changing behaviour I (5 cr) After completing the study unit, students are able to describe the basic concepts of social cognition, attitudes and changing behaviour and to define the focal theories, such as the social learning theory, the theory of planned action and the self-regulation theory. Major students: Web-course (5 cr) Minor students: Literature examination (5 cr) Erwin P: Asenteet ja niihin vaikuttaminen (Attitudes and persuasion) (180 p.)** Hinton P: Stereotypes, cognition and culture. (200 p.)** Baumeister (Ed.): The self in social psychology, chapters 14-15, (35 p.)* Bohner G. Dickel N (2011): Attitudes and attitude change. Annual Review of Pcychology, 62, (26 p.)* Baumeister & Vohs (2007). Self-Regulation, Ego Depletion, and Motivation. Social and Personality Psychology Compass 1/1, (13 p.)* (*) these combined = 1 credit (**) these combined = 4 credits SP104 Social representations and the social structure of reality I (5 cr) After completing the study unit, students are able to describe the basics of the social structure of reality more extensively and are familiar with the trends in this research area, especially the social representation theory and the study of the social structure of attitudes. Students are familiar with the classics of the field. Students are able to describe the methods used in the social representation approach and to give examples of using research information in studying everyday and societal phenomena. Major students: study group (3 cr) & literature examination (2 cr) Study group Literature (3 cr): Deaux, K., & Philogène, G. (Ed.) (2001). Representations of the social. Bridging theoretical traditions. (Chapters 2, 4, 6, 7, 8, 10, 16, 19) (approx. 125 p.)

4 Bauer, M. W., & Gaskell, G. (1999). Towards a paradigm for research on social representations. Journal for the Theory of Social Behaviour 29, 2, (e-journal available.) Pyysiäinen, J. (2010). Co-constructing a virtuous ingroup attitude? Text and Talk (e-journal available.) Vesala, K. M., & Rantanen, T. (2007). Laadullinen asennetutkimus: lähtökohtia, periaatteita, mahdollisuuksia. Teoksessa K.M. Vesala & T. Rantanen (Eds.), Argumentaatio ja tulkinta. Laadullisen asennetutkimuksen lähestymistapa. (s ) (approx. 50 p.) Literature examination (2 cr): Suoninen, E., Pirttilä-Backman, A.-M., Lahikainen, A. R., & Ahokas, M. (2010). Arjen sosiaalipsykologiaa (Chapters 2 & 6 by Suoninen and Pirttilä-Backman) (approx. 107 p.) Hänninen V, Partanen J & Ylijoki O (Eds.): Sosiaalipsykologian suunnannäyttäjiä (Chapters Moscovici, Gergen, Billig, Goffman, Bateson, Harré) (approx. 125 p.) Minor students: Literature examination (5 cr) Literature (5 cr ): Deaux, K., & Philogène, G. (Eds.) (2001). Representations of the social. Bridging theoretical traditions. (Chapters 2, 4, 6, 7, 8, 10, 16, 19) (approx. 125 p.) Bauer, M. W., & Gaskell, G. (1999). Towards a paradigm for research on social representations. Journal for the Theory of Social Behaviour 29, 2, (e-journal available) Pyysiäinen, J. (2010). Co-constructing a virtuous ingroup attitude? Text and Talk (e-journal available.) Billig (2009). Discursive psychology, rhetoric and the issue of agency, Semen 27. Available at (approx.15 pages) Lalljee, Brown & Ginsburg (1984). Attitudes: dispositions, behaviour or evaluation? British Journal of Social Psychology 23, (approx. 12 pages) Available at social psychology discipline Burr, V. (1995). Introduction to social constructionism. (approx. 208 pages) SP105 Social development, emotions and self I (5 cr) After completing the study unit, students are able to describe the focal concepts and theories of how affection and the self are formed, the development of emotions and emotion-regulation, aggression, values, justice and morality. Students are also able to describe the methods used in these research areas and to give examples of applying what they have learned to practical situations. Major students: study group with literature (5 cr) Minor students: Literary examination (5 cr) Literature for both major and minor students (5 cr): Parke, R. D., & Clarke-Stewart, A. (2011). Social Development. Hoboken: John Wiley & Sons Inc. (pages 1-425) (3 cr) Helkama, K. (2004) Values, role-taking and empathy in moral development. New Review of Social Psychology, 3 (1-2), Available at social psychology discipline.** Helkama, K. (in press). Social psychology of morality and moral development: A functional system approach. In J. P. Valentim (ed.), Societal approaches in social psychology (pp ).** Frankfurt am Main: Peter Lang. Silfver-Kuhalampi, M. (2009). The sources of moral motivation studies on empathy, guilt, shame and values. Dissertation (99 pages), available in: ** Baumeister, R. F., & Vohs, K.D. (2004). Four roots of evil. In A. G. Miller (ed.), The social psychology of good and evil (pp ).guilford: New York. Available at social psychology discipline** (** these combined 2 cr) Aim of the intermediate studies study module Students are able to see focal theories and approaches of social psychology and their historical roots

5 in relation to one another and to critically evaluate them. Students are also able to evaluate differences and similarities between theories in various research areas. Additionally, students can make use of the most focal qualitative and quantitative research methods. Students will also choose one or several application areas of social psychology they will learn about in depth. Students are also able to evaluate how much cultural differences and the gender viewpoint are included in different research areas. SP201 Orientation to work as a Social Psychologist (3 cr) After completing the study unit, students are familiar with the kind of things social psychologists work with in the universities and other places. Students are better able to plan their own future and study options, because they are more aware of how their skills and knowhow can be directed in this stage of their studies so that finding a job in the area of their interest would be easier (choosing minor subjects, computer skills, structuring their knowhow). Students attend the work orientation instruction organized by the Faculty of Social Sciences and/or work excursions organized by the Discipline and Status ry so that they gain three credits for the study unit. At least six work attendances are needed for one study credit, and they can be work excursions, alumnus events, mentor activities organized by alumni or seminars related to working life. Students ask the organizer of the excursion to mark each excursion in the students lecture passes. Students write a report for the teacher when all excursions are completed. Information on excursions organized during each term is available below and on the Status web page (in Finnish). For major students only. Major students only: Students attend the work orientation instruction organized by the Faculty of Social Sciences and/or work excursions organized by the Discipline and Status ry so that they gain altogether three credits for the study unit. At least six work excursions are needed for one study credit. Students ask the organizer of the excursion to mark each excursion in the students lecture passes. Students write a report for the teacher when all excursions are completed. Information on excursions organized during each term is available on the Status web page (in Finnish). SP202 Theoretical and methodological foundations of Social Psychology (6 cr) This workshop forms the basis for method studies. After completing the study unit, students are familiar with the focal research methods of social psychology and are able to compare the purpose and background assumptions of different research methods, and the nature of results yielded by using different methods. Students are able to see research examples of both basic and applied research, experimental and quasi-experimental, qualitative and quantitative research that differ in their research problems and approaches in relation to one another. Students learn to present the progress and results of scientific research and to act as opponents for the presentations of other students. Major students: Literature examination ( 2 cr) & Methodology workshop ( 4 cr) Milgram, S. Obedience to Authority Goffman, E. Presentation of Self in Everyday Life Minor students: Literature examination (6 cr) Milgram, S. Obedience to Authority* Goffman, E. Presentation of Self in Everyday Life* David, M. & Sutton, C.D. Social Research. An Introduction. (2nd ed.) (4 cr) (* these combined = 2 cr) SP203a Qualitative research methods I (4 cr) After completing the study unit, students are able to carry out a small-scale qualitative study: they are able to formulate the research frame, write an outline for conducting interviews or observation and to collect research data. Students know how to see different qualitative approaches in relation to one another.

6 Major students only: Practical course with additional literature (consult your tutor) Smith J (Ed.): Qualitative psychology. (approx. 230 p.) Mason J: Qualitative researching. (approx. 180 p.) Vesala K M & Rantanen T: Argumentaatio ja tulkinta (approx. 250 p.) SP203b Qualitative research methods II (4 cr) After completing the study unit, students are able to analyze and interpret the qualitative research data they collected during the Qualitative research methods I course. They are able to see the impact the methodological and theoretical nature of different qualitative approaches has on the research frame. Previous studies: SP203a Qualitative research methods I Major students only: Practical course with additional literature (consult your tutor) Flick U: An introduction to qualitative research. (2nd edition)(approx. 290 p.) Alasuutari P: Laadullinen tutkimus (3. edition). (approx. 260 p.) SP204a Quantitative research methods I (4 cr) After completing the study unit, students are able to conduct, interpret and appropriately report the basic analyzes of quantitative methods: cross-tabulation, analysis of variance and analysis of regression. Previous studies: SPSS course & Introduction to Statistics Major students only: Practical course with additional literature (consult your tutor) Literature Field A: Discovering Statistics Using SPSS (Introducing Statistical Methods S.) (3rd edition) Nummenmaa L: Käyttäytymistieteiden tilastolliset menetelmät. SP204b Quantitative research methods II (4 cr) After completing the study unit, students are able to carry out a quantitative study by working in a group. They are also able to compare different research frames and analyzing methods and know how to apply the concepts related to collecting and measuring data and causal inference in doing research. Previous studies: SP204a Quantitative research methods I Major students only: Practical course with additional literature (consult your tutor) David, M. & Sutton, C.D. Social Research. An Introduction. (2nd ed.) Field A: Discovering Statistics Using SPSS (Introducing Statistical Methods S.) (3rd edition) Nummenmaa L: Käyttäytymistieteiden tilastolliset menetelmät. Pallant J: SPSS Survival Manual. (A step by step guide to data analysis using SPSS version 12.) 3rd edition. SP Focal research areas II (20 cr)

7 Students are able to see the focal theories and approaches of each research area and their historical roots in relation to one another and critically evaluate them. Students also know how to evaluate and compare different research methods and application areas based on various theories. Study material is more demanding than the basics studies text books. Major students are expected to complete at least two of the research areas. SP205 Social identity and social interaction in and between groups II (5 cr) After completing the study unit, students are able to see various theories and approaches of the research area and results of studies based on them in relation to one another and to critically evaluate them. Students learn to compare research methods used in different approaches and to evaluate their applicability to various research problems. Students are also able to analyze research questions connected to various research traditions and approaches of social psychology in the areas of social identity, majority-minority relationships, relationships between cultural groups, social influencing or leadership, for example. Reading research articles gives students further practice in reading scientific texts in English. Major students: Lectures (3 cr) & literature examination (2 cr) Verkuyten, M. (2005): The Social Psychology of Ethnic Identity (235 p.) Nijstad,B. (2009). Group performance (chapters 1-9, 190 p.) Minor students: Same as above OR literature examination (5 cr) Nelson, T D (Ed) (2009): Handbook of Prejudice, Stereotyping and Discrimination. New York. Psychology Press, (chapters 5 & 19, approx. 40 p.)* Brown & Gaertner (Eds) (2001) Blackwell handbook of Social Psychology: Intergroup processes (chapters 2, 15, 18, approx. 76 p.)** Ellemers, N., Spears, R. & Doosje, B. (2002) Self and Social Identity, Annual Review of Psychology, 53, (25 p.)* Hewstone, M., Rubin, M., & Willis, H. (2002). Intergroup Bias, Annual Review of Psychology, 53, (29 p.)* Verkuyten, M. (2005): The Social Psychology of Ethnic Identity (235 p.) (2 cr) Nijstad,B. (2009). Group performance (chapters 1-9, 190 p) ** (* these combined = 1 cr) (** these combined = 2 cr) SP206 Social cognition, attitudes and changing behaviour II Students deepen their knowledge of social cognition, attitudes and changing behaviour by studying current research articles that are both theoretical and applied in nature. Students are able to see the differences of implicit and explicit approaches of theories related to attitudes, their change and function in relation to one another. After completing the study unit, students also know how concepts related to the research area are used in research and how to apply social psychological knowledge in changing social cognitions, attitudes and behaviour. Major students: Colloquium (5 cr) or literature examination (5 cr) Minor students: Literature examination (5 cr) Fishbein M & Ajzen I (2010). Predicting and Changing Behavior: The Reasoned Action Approach. Psychology Press (450 p) (4 cr) Schwarz N (2007): Attitude construction: evaluation in context Social Cognition, 25, (20 p.)* Eagly & Chaiken (2007): The advantages of an inclusive definition of attitudes. Social Cognition, 25, * Higgins ET & Kruglanski AW (eds.): Motivational Science: Social and Personality

8 Perspectives (Key Readings in Social Psychology), chapters 11, 15 and 22 (55 p.)* Gawronski B & Payne K (eds.) (2010). Handbook of Implicit Social Cognition: Measurement, Theory, and Applications, chapter 1* Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, * (* these combined = 1 cr) SP207 Social representations and the social structure of reality II After completing the study unit, students are able to compare various approaches and research methods of the social structure of reality and see them in relation to one another. Students also know how to evaluate these critically and to see them in relation to other theories of social psychology. Students also learn to compare and apply the focal concepts of the field to the phenomena of everyday life and society. Major students: Colloquium (5 cr) Minor students: Literature examination 5 cr Billig. M. (1987). Arguing and thinking. (n. 250s.)(2 op) Augoustinos, M., Walker, I., & Donaghue, N. (2006). Social cognition. An intergrated introduction (2nd edition). (approx. 307 p.) (3 cr) SP208 Social development, emotions and the self II After completing the study unit, students are able to critically evaluate various theories, approaches, research methods and applications related to affection, the self, the development of emotions and emotion-regulation, aggression, values, justice and morality and to see these in relation to one another. Major students: Colloquium (5 cr) Minor students: Literature examination (5 cr) or a Colloquium Baumeister, R. F. (Ed.). (1999). Key readings in social psychology: Self in social psychology. Philadelphia : Taylor & Francis. (pages 1-84 and ) (1 op) Parrott, W. G. (Ed.). (2000). Key readings in social psychology: Emotions in social psychology. Philadelphia, PA: Psychology Press. (362 pages)** Nucci, L. (Ed.). (2005). Conflict, contradiction, and contrarian elements in moral development and education.** Mahwah, NJ : Lawrence Erlbaum Associates (LEA). (223 pages)** (** these combined = 4 cr) SP209 Free-choice courses (6-12 cr) After completing the study unit, students are more familiar with some focal and current theoretical or applied issues of social psychology. Substitutive instruction. The study unit may be completed by attending seminaries, lecture series or workshops. Students majoring in Social Psychology must attend at least one seminar (6 cr) and write their Bachelor s Thesis based on their seminar paper. It is recommended that students attend more than one seminar. Students who have studied abroad as exchange students may substitute their studies abroad for some of these free-choice courses. Major students: 6-12 cr. The study unit may be completed by attending seminars, lectures or workshops. Major students attend at least one seminar (6 cr) and write their Bachelor s Thesis based on their seminar paper. It is recommended that students attend more than one seminar. Minor students: 9 cr.

9 The study unit may be completed by attending seminars, lectures or workshops. 3 credits can be completed by a literature examination. Literature (3 cr): Schneider, F.W., Gruman, J. A. & Coutts. L. M. (Eds.) (2012; 2 nd ed.). Applied Social Psychology. Understanding and addressing social and practical problems. Sage Publications. SP210 Bachelor s Thesis (6 cr) The Bachelor s thesis is a scientific treatise on a chosen topic in social psychology. The aim of the thesis is to train the student to assess research literature and to write an exposition of one scientific problem based on relevant literature in social psychology. The thesis should be firmly grounded in several sources in literature and should attest to the student s familiarity with finding appropriate source books, theory formation in and the interpretation of empirical findings. Major students only SP211 Portfolio narrative of Bachelor level studies POFO (1 cr) Portfolio work means systematically, continuously and independently reflecting on one s studies and documenting these reflections in a blog-portfolio. Students assemble the results of their portfolio work in their portfolio narrative. After completing the study unit, students are able to structure, evaluate and present their learning process, their Bachelor s Degree and the skills that come with it. Students are also expected to evaluate their own portfolio work and portfolio narrative as a study attainment. The idea of portfolio meetings is to have an informal meeting where students may share thoughts with the teacher on how to assemble and structure their own intermediate studies portfolio and where they receive practical instructions on writing a blog-portfolio. Portfolio meetings are held once per semester. For more information on the blog-portfolio, visit the Discipline s web page (in Finnish). A written intermediate studies portfolio narrative, to be approved by the teacher tutor. The basis for writing the portfolio is doing portfolio work throughout one s studies, a part of which is updating the blog-portfolio. Note! The portfolio is always given to student s own the teacher-tutor. Major students only: A written intermediate studies portfolio narrative, to be approved by the tutor. The basis for writing the portfolio is doing portfolio work throughout one s studies, a part of which is updating the blog-portfolio. The portfolio is always handed in to student s own tutor. Aim of the Master level studies study module After completing the Master level studies, students are well-versed with the social psychological theories and previous empirical research related to the topic of their Master s Thesis. Students are able to evaluate, analyze and interpret previous Finnish and international research related to their Thesis and to make well-grounded inferences on it. Students are able to carry out a research process: to create a consistent and sufficiently extensive literature review on theoretical issues and empirical results, formulate consistent and clear research questions (quantitative studies often include making hypotheses) on the basis of such a review and to choose appropriate research methods. Students are also are to use research methods appropriately and to interpret results in a well-argued and critical manner, connecting the results with previous research on the topic. Students know how to include cultural differences and the gender viewpoint in their research. After the Master level studies students will also have formed a comprehensive view of social psychology as a science. SP301 Seminar on research planning (4 cr) The aim of the study unit is to enable students to formulate and present the topic for their Master s Theses, compile a written research plan and start conducting the Thesis. Students are also able to evaluate social psychological research plans related to research fields other than their own and give feedback on other participants research plans. In addition, students learn to take into account in their own study the ethical questions usually associated with social psychological research. After completing the study unit, students are able to plan their other Master studies so that they form a

10 clear study module which furthers the writing of their Master s Thesis and includes a schedule for graduating. Students take part in a seminar, where each participant draws up a preliminary research plan after choosing the topic or theme for their Thesis. In the seminar students are given feedback on the main research questions, the theoretical background and the chosen methods of their planned research. Feedback is also given on the feasibility of the plan. The seminar also includes instruction on how to use databases. At the seminar, each student will fill out two copies of their research plan form and submit the other copy to the teacher of the seminar. During the seminar, each student will draw up a written personal study plan for their Master studies and discuss it with their Thesis supervisor, who accepts the plan. The teacher of the seminar gives the student a mark for the study unit SP302. The form for the personal study plan for Master level studies is on the website In addition to the seminar, the study unit also includes a Master s Thesis afternoon where students who have recently completed their Thesis talk about their own experiences in writing their Thesis. Teaching is in Finnish. SP302 Portfolio narrative of Master level studies POFO I (1 cr) Students write a specified personal study plan for their Master level studies. After completing the study unit, students are able to plan their Master studies so that they form a clear study module to further the writing their Master s Thesis including a schedule for graduating. After the Master s Thesis supervisor has approved the student s study plan and the student has presented it in the Seminar on research planning, the seminar teacher will register the study credit for completing study unit SP302. After this, students may update the plan in their portfolio as part of their portfolio work. Portfolio meetings are meant for activating portfolio work. The idea of portfolio meetings is to have an informal meeting where students in various stages of the studies may share thoughts on how to assemble and structure their advanced studies portfolio. Portfolio training is available once per semester. See further instructions in study unit SP211. The Master studies portfolio (see study unit SP313) will be presented instructions in study unit SP211. The Master studies portfolio (see study unit SP313) will be presented at a portfolio afternoon nearing graduation. More information on the portfolio is available at the Discipline web page (in Finnish). SP303 Practical field training (6cr) After completing the study unit, students are well-versed in the practical work of social psychologists by taking part in practical training. The study unit may alternatively by completed by supplementing study units SP by attending literature exams. For major students only. SP304 Methods in Social Psychology (4-8 cr) After completing the study unit, students are well-versed in quantitative and/or qualitative methods. Students are able to apply one (or several) method and methodological approach as part of a theoretical research frame so that it contributes to writing their Thesis. Practice courses and literature exams must be agreed on with the Master s Thesis supervisor. Students choose the focus of their method studies so that is relevant to their Thesis. In addition to the Discipline s own variety of methods students may also make use of courses in other faculties or disciplines. Information on these courses is available for example in the study guides of Sociology and Social Policy. For major students only. SP Focal research areas III (24 cr) Students are well-versed in the focal research literature of the research areas of social psychology. Each research area includes two sub-areas: I and II. Students choose two sub-areas either from one research area or from different areas. After completing the study unit, students are able to write texts connecting focal concepts and theories based on research literature, i.e. write a consistent and clear literature review. Students are also able to make well-grounded inferences and interpretations based on the material they have studied. An exam and an essay on each sub-area, i.e. altogether two exams (6 cr per exam) and two essays (6 cr per essay), unless any substitutive instruction is mentioned as an alternative for this study unit. Exam books are specified for each exam ( compulsory literature, 2 to 3 books). All books on the particular sub-area including exam books may be used for writing the essays. In addition to these books it is recommended to also read current literature and research articles for writing the essays. The minimum is ten scientific sources, three of which must be on the particular sub-area s literature list. Students may substitute the essay part of the study unit by

11 contact lectures directly relevant to the topic or write their essays in the so-called theme seminar (SP209). SP305 Social identity and social interaction in and between groups III (24 cr) PART I: Relationships between groups, prejudice and social identity (12 cr) After completing the study unit, students are able to connect social psychological theories on social identity and relationships between groups with previous empirical research. Students are also practiced in formulating research questions current to the topic. Students know how to apply the theoretical approaches they have learned, for example, in ethnic and majority-minority relationship research and to use research information in solving problems in society. Additionally, students are able to compare and critically evaluate different research methods and their applicability to this research area s various research questions and contexts. PART II: Group processes, social influencing, power and leadership (12 cr) The literature of item A studies internal group processes from the social identity approach viewpoint. The freely chosen literature of item B offers several theoretical viewpoints for studying group phenomena. After completing the study unit, students are able to compare and critically evaluate theories of social influencing, power and leadership. Students are also able to formulate meaningful research questions based on the theories they have learned. SP306 Social cognition, attitudes and change in behaviour III (24 cr) PART I: Social cognition and attitudes (12 cr) Students compare various approaches related to social cognitions, attitudes and influencing and study the historical roots of the themes in depth. The aim of the study unit is for the students to learn how to critically compare different points of view, such as cognitive social psychology or social constructionism in relation to the concepts, research methods and the applying of knowledge discussed during the study unit. PART II: Motivation, self-regulation and change in behaviour (12 cr) After completing the study unit, students are well-versed in the focal theories used in activityregulating research (Self-Determination theory, Self-efficacy, theory of planned behaviour, implementation intentions). Students are also versed in theories that explain behaviour, know how to apply them to changing behaviour and are able to analyze different techniques for changing behaviour. SP307 Social representations and the social structure of reality III (24 cr) PART I: Social representations (12 cr) After completing the study unit, students are well-versed in the classics of the social representations approach and current discussion and have the ability to take part in the discussion. Students are able to write a literature review, formulate research questions related to current phenomena and problems in society based on research literature and make well-grounded inferences on them by using the studied theoretical and empirical literature. PART II: The social construction of reality (12 cr) Students are versed in-depth in the theoretical trends of social constructionism, such as the rhetoric, the discursive and the narrative approach, the positioning theory and study of communication. Students are able to compare and critically evaluate different theories and research methods and their applicability to various research contexts. Students are also able to write relevant research questions based on empirical and theoretical research literature. SP308 Social development, emotions and the self III (24 cr) PART I: Social, moral and emotional development and the self (12 cr) During the study unit, focal research literature related to affection, the self, the development of emotions and emotion-regulation, aggression and prosocial behaviour are discussed. The aim is for the students to be able to make a summary of the most focal viewpoints based on the literature and to make well-grounded inferences and interpretations based on the studied material. Students are also able to apply what they have learned to solving practical problems. Part 1 is completed by attending a literature exam of books mentioned in item A and writing an essay based on literature mentioned in item B. In addition to the books mentioned, the essay must also make use of recent research articles. The essay may be substituted by attending the Values, power and morality course. PART II: Values and intercultural psychology (12 cr) During the study unit, focal research literature related to moral inference, values and justice are discussed. The aim is for the students to be able to make a summary of the most focal viewpoints

12 based on the literature and to make well-grounded inferences and interpretations based on the studied material. Students are also able to apply what they have learned to examining societal questions. Part 2 is completed by attending a literature exam on the books mentioned in item A and writing an essay based on the literature mentioned in item B. In addition to the books mentioned, the essay must make use of recent research articles. SP309 Master's free-choice courses (6-24 cr) After completing the study unit, students have deepened their theoretical know-how on various social phenomena and are able to apply to them research literature that approaches the same phenomenon from different bases. Studies support writing the Master s Thesis and supplement the Master s Degree. The application areas mentioned are recommended by the Discipline. Students must include at least 6 credits of studies in Social Psychology in the recommended application areas (a-i) in study unit SP309. If students wish to include studies in other subjects than Social Psychology in their Master level studies, they may allocate these studies to any credits that are not yet completed in this study unit (maximum of 18 cr). Note! These studies must be approved and registered as part of the Master s Degree at the Faculty s study office. Application areas (6 cr per area): a) Multiculturalism, immigration and acculturation a) Students learn about Finnish and international research on multiculturalism, immigration and acculturation. Students are also able to analyze social-psychologically interesting problems in multicultural societies by making use of various theoretical and empirical approaches. Students also know how to use research information in planning interventions to further the relationships between ethnic groups and the integration of immigrants, for example. b) Social psychology of food Students learn about Finnish and international research on the social psychology of eating, eating situations and food. During the study unit, both European and American, qualitative and quantitative, current and historical research on eating and eating situations is studied from several different viewpoints. c) Social psychology of health Students learn about applying social psychological knowledge on the causes and prevention of illnesses and interventions. Focal themes include changes in health behaviour, socio-cognitive processes behind health behaviour, the effects of personality traits on health and illness and means of survival in adapting to illnesses. Concepts and explanatory models of health and illness are also discussed and the interaction processes related to their forming are studied on the level of the individual, the community and the society. In planning interventions related to health behaviour, the focus is on planning each stage in detail. d) Social psychology of mental health work Students learn about different forms of psychotherapy through both theoretical viewpoints and practical applications. During the study unit, both the historical background of therapy forms and current trends are discussed, thus enabling the comparison of various therapy forms from the viewpoints of, for example, concepts, techniques and mechanisms of change. The focus is also on studying different kinds of groups used in social and mental health work. Topics include the theoretical and philosophical background of using groups, focal models and application areas of therapeutic groups and viewpoints in evaluating and studying group work. e) Social psychology of organizations Students learn about literature in which social psychological concepts and theories are applied to the context of work organizations. The literature focuses on fresh viewpoints and current topics. After completing the study unit, students are able to analyze social-psychologically interesting phenomena of work organizations by making use of various theoretical and empirical approaches. Students also know how to use research information in studying issues of practical working life. f) Social psychology of religion Students learn about the focal theoretical traditions of social psychological and social scientific religion research and form an idea of how religions manifest in the modern society. During the study unit, both the social psychological research on forms of religion on the individual level and the social scientific research on religiousness and religion that reflects the society and its changes. g) Social psychology of entrepeneurship Students learn about the focal theories, approaches and research questions of social psychological research on entrepreneurship. Topics include the cognitive and interactive factors and processes related to entrepreneurship as a form of activity, the social and cultural representations of

13 entrepreneurship and political discourse on entrepreneur. h) Political psychology After completing this optional study unit, students are versed in the relationships of psychological and political processes and understand the social psychological bases, roots and consequences of political behaviour and participation (including: voting, terrorism, political leadership).students are able to analyze and use social psychological research information in studying current political phenomena and problems. i) Social psychology of technology The development of technology has changed and will change the requirements and ways of human activity in a short period of time. The change is particularly remarkable as technologically enabled interaction and its new forms have increased. During the study unit, students learn about the field of multidisciplinary research on technology from the social psychology point of view. During the study unit, students learn to analyze the social-psychologically interesting problems brought on by the development of technology by making use of various theoretical and empirical approaches. j) Changing rural areas and social psychology After completing the study unit, students are versed in the focal modern trends in European rural research and are able to see and analyze the effect of spatial dimension and socio-ecological processes on human communities, social activity and interaction. Objects of research include the identity of people in rural areas, social exclusion and well-being and the structural, social and socioecological characteristics of different rural areas, global and local changes and development policy for rural areas. k) Environmental social psychology Students learn about studying the interaction between people and the environment and the factors and laws affecting it from the viewpoints of various application areas, such as catastrophes, risks and identity. l) Social psychology of gender Students learn about Finnish and international theoretical and empirical research on gender in social psychology. Students are able to analyze gender as an object of study and an analytical concept in various contexts, such as family and work, education, physicality, culture and emotions. SP310 Seminar for Master s Thesis (6 cr) Students are able to assess the structure of their Thesis, the processing of the theoretical background, the analysis of the results, and their skills in scientific writing based on the feedback they have received. The purpose of commenting on others work and discussing scientific writing is to deepen the students general skills in scientific writing. Teaching is in Finnish. For major students only. SP311 Master s Thesis (40 cr) After completing the study unit, students are able to independently conduct a scientific study. They are able to use references and most research methods commonly used within Social Psychology in complying with scientific practices of presentation as well as expressing the content in a good written form. The ideal length of the Thesis is pages but this may vary in both directions according to the requirements set by the nature of the research in question. However, a maximum of 120 pages should not be exceeded. For major students only. SP312 The Science of social psychology (5 cr) During the early stages of studies, students have formed a multi-faceted idea of the history of social psychology. After completing this study unit, students have a structured and in-depth understanding of the history and focal issues of social psychology and of social psychology as a social science. Teaching is in Finnish. For major students only. SP313 Portfolio narrative of Master level studies II (2 cr) After completing the study unit, students are able to structure and evaluate their learning process, Master s Degree and the abilities they have gained. More information on the portfolio narrative is available on the Discipline web page (in Finnish). The Discipline organizes portfolio training once per semester: an informal meeting for the students to discuss the assembling and structuring of their Master level studies portfolio narrative with each other and the teacher. Specific details are given under study unit SP211. Students write a portfolio narrative of the Master s Degree and present the portfolio or portfolio blog at a portfolio afternoon. Writing the narrative is based on doing portfolio work for the whole duration of studies, a part of which is updating one s portfolio (for students who

14 began their studies before the autumn of 2007) or portfolio blog (for students who began their studies in or after the autumn of 2007). As part of their portfolio narrative, students evaluate the personal study plan they made in the beginning of their Master level studies and how they succeeded with it. The portfolio narrative also includes the students own evaluation of their portfolio work and of the portfolio narrative as a study attainment. Aim of the Master level studies study module After completing the Master level studies, students are well-versed with the social psychological theories and previous empirical research related to the topic of their Master s Thesis. Students are able to evaluate, analyze and interpret previous Finnish and international research related to their Thesis and to make well-grounded inferences on it. Students are able to carry out a research process: to create a consistent and sufficiently extensive literature review on theoretical issues and empirical results, formulate consistent and clear research questions (quantitative studies often include making hypotheses) on the basis of such a review and to choose appropriate research methods. Students are also are to use research methods appropriately and to interpret results in a well-argued and critical manner, connecting the results with previous research on the topic. Students know how to include cultural differences and the gender viewpoint in their research. After the Master level studies students will also have formed a comprehensive view of social psychology as a science. SP301 Seminar on research planning (4 cr) The aim of the study unit is to enable students to formulate and present the topic for their Master s Theses, compile a written research plan and start conducting the Thesis. Students are also able to evaluate social psychological research plans related to research fields other than their own and give feedback on other participants research plans. In addition, students learn to take into account in their own study the ethical questions usually associated with social psychological research. After completing the study unit, students are able to plan their other Master studies so that they form a clear study module which furthers the writing of their Master s Thesis and includes a schedule for graduating. Previous studies: Bachelors Degree Major students only: Students take part in a seminar, where each participant draws up a preliminary research plan after choosing the topic or theme for their Thesis. In the seminar students are given feedback on the main research questions, the theoretical background and the chosen methods of their planned research. Feedback is also given on the feasibility of the plan. The seminar also includes instruction on how to use databases. At the seminar, each student will fill out two copies of their research plan form and submit the other copy to the teacher of the seminar. During the seminar, each student will draw up a written personal study plan for their Master studies and discuss it with their Thesis supervisor, who accepts the plan. The teacher of the seminar gives the student a mark for the study unit SP302. The form for the personal study plan for Master level studies can be found on the website In addition to the seminar, the study unit also includes a Master s Thesis afternoon where students that have recently completed their Thesis talk about their own experiences in writing their Thesis. SP302 Portfolio narrative of Master level studies POFO I (1 cr) Students write a specified personal study plan for their Master level studies. After completing the study unit, students are able to plan their Master studies so that they form a clear study module to further the writing their Master s Thesis including a schedule for graduating. For major students only: After the Master s Thesis

15 supervisor has approved the student s study plan and the student has presented it in the Seminar on research planning, the seminar teacher will register the study credit for completing study unit SP302. After this, students may update the plan in their portfolio as part of their portfolio work. Portfolio meetings are meant for activating portfolio work. The idea of portfolio meetings is to have an informal meeting where students in various stages of the studies may share thoughts on how to assemble and structure their advanced studies portfolio. Portfolio training is available once per semester. See further instructions in study unit SP211. The Master studies portfolio (see study unit SP313) will be presented at a portfolio afternoon nearing graduation. More information on the portfolio is available at the Discipline web page (in Finnish). SP303 Practical training (6cr) After completing the study unit, students are well-versed in the practical work of social psychologists by taking part in practical training. The study unit may alternatively by completed by supplementing study units SP and taking literary examinations. For major students only: Practical training takes place in the practice job approved by the department (at least 6 weeks) or it can be alternatively completed by taking literary examination. The report of the training will be handed in to the department training co-ordinator and it should consist of 5-7 pages and a copy of the testimonial. In addition it should include a description of aims and structure of the training as well as an evaluation of a social psychological relevance of the training period and duties performed. About the application process see ALMA on SP304 Methods in Social Psychology (4-8 cr) After completing the study unit, students are well-versed in quantitative and/or qualitative methods. Students are able to apply one (or several) method and methodological approach as part of a theoretical research frame so that it contributes to writing their Thesis. For major students only: Practice courses and literature exams must be agreed on with the Master s Thesis supervisor. Students choose the focus of their method studies so that is relevant to their Thesis. In addition to the Discipline s own variety of methods students may also make use of courses in other faculties or disciplines. Information on these courses is available for example in the study guides of Sociology and Social Policy. Quantitative methods Field A: Discovering Statistics Using SPSS (Introducing Statistical Methods S.) (3rd edition) Tabachnick B G & Fidell L: Using multivariate statistics (NEW 5 th edition). Qualitative methods Flick, U: An Introduction to qualitative research Silverman, D: Doing Qualitative Research SP Focal research areas III (24 cr) Students are well-versed in the focal research literature of the research areas of social psychology. Each research area includes two sub-areas: I and II. Students choose two sub-areas either from one research area or from different areas. After completing the study unit, students are able to write texts connecting focal concepts and theories based on research literature, i.e. write a consistent and clear literature review. Students are also able to make well-grounded inferences and interpretations based on the material they have studied. An exam and an essay on each sub-area, i.e. altogether two exams (6 cr per exam) and two essays (6 cr per essay), unless any substitutive instruction is mentioned as an alternative for the study unit. Exam books are specified for each exam ( compulsory literature, 2 to 3 books). All books on the particular sub-area including exam books may be used for writing the essays. In addition to these books it is recommended to also read current literature and research articles for writing the essays. The minimum is ten scientific sources, three of which must be

16 on the particular sub-area s literature list. Students may substitute the essay part of the study unit by contact lectures directly relevant to the topic or write their essays in the so-called theme seminar (SP209). SP305 Social identity and social interaction in and between groups III (24 cr) PART I: Relationships between groups, prejudice and social identity (12 cr) After completing the study unit, students are able to connect social psychological theories on social identity and relationships between groups with previous empirical research. Students are also practiced in formulating research questions current to the topic. Students know how to apply the theoretical approaches they have learned, for example, in ethnic and majority-minority relationship research and to use research information in solving problems in society. Additionally, students are able to compare and critically evaluate different research methods and their applicability to this research area s various research questions and contexts. Either a lecture with literature (3cr), an essay (3cr) and literature examination (3cr) OR an essay (6cr) and a literature examination (6cr) Lecture + literature (total of 3 cr): Wagner, U, Tropp, L R, Finchilescu, G, Tredoux, C (Eds) (2008). Improving Intergoup Relations. Building on the Legacy of Thomas F. Pettigrew. Oxford. Blackwell, (osat I-II, approx. 80 p.) a) Compulsory literature (6 cr): Brown, R. & Capozza, D. (Eds): Social Identities. Motivational, Emotional and Cultural Influences. Hove. Psychology Press, 2006 (approx. 277 p.)* Dovidio, J., Glick, P., & Rudman, L. (eds.) (2005). On the nature of prejudice. Fifty years after Allport. (osat I-V, n. n. 360 s.) (3 cr) Cuddy, Fiske & Glick (2008). Warmth and competence as universal dimensions of social perception: The stereotype content model and the BIAS map. Advances in Experimental Social Psychology, 40, * * these combined = 3 cr. b) Optional literature Contact hypothesis: Allport, G. (1954). The nature of prejudice. Brown, R. & Hewstone, M. (2005). An integrative theory of intergroup contact. Advances in Experimental Social Psychology, 37, Mähönen, T. A. (2011). What should I think; How should I feel? (E-thesis) Social identity and social cognition: Abrams D. & Hogg. M (eds.): Social identity and social cognition. Adams, D, Hogg, M A, Marques, J M (Eds). The Social psychology of Inclusion and Exclusion. New York. Psychology Press, Billig, M. (1995). Banal nationalism. London: Sage. Brown, R. & Gaertner, S. (eds.): Intergroup Processes. Blackwell Handbook of Social Psychology, volume IV. (2001). Condor, S. (2006). Temporality and collectivity: Diversity, history and the rhetorical construction of national entitativity. British Journal of Social Psychology, 45, Crisp, R J & Hewstone M (eds). Multiple social categorization processes, models and applications. Hove. Psychology Press, Demoulin, Leyens, & Dovidio (2009). Intergroups misunderstandings. Jasinskaja-Lahti, I.& Mähönen, T A (eds.). Identities, Intergroup Relations and Acculturation: The cornerstones of intercultural encounters (2009). Otten, S, Sassenberg, K, Kessler, T (eds). Intergroup Relations. The role of motivation and emotion. New York, Psychology press, Postmes & Jetten (2006). Individual and the group: Advances in social identity. Reicher, S. (2004). The context of social identity: Domination, resistance, and change. Political Psychology, 25, Reicher, S., & Hopkins, N. (2001). Self and nation. London: Sage. Simon, B: Identity in Modern Society. A Social Psychological Perspective. Malden: Blackwell.

17 Tajfel H: Human groups and social categories. Wagner, U, Tropp, L R, Finchilescu, G, Tredoux, C (eds). Improving Intergoup Relations. Building on the Legacy of Thomas F. Pettigrew. Oxford. Blackwell, (approx. 300 p.) Wenzel, M., Mummendey, A., & Waldzus, S. (2007). Superordinate identities and intergroup conflict: The ingroup projection model. European Review of Social Psychology, 18, Discrimination, prejudice and their prevention Gaertner, S. & Dovidio, J.: Reducing Intergroup Bias (2000). Jasinskaja-Lahti ym: Rasismi ja syrjintä Suomessa. Levy, S R & Killen M (Eds): Intergroup Attitudes and relations in Childhood Through Adulthood. Oxford. Oxford University Press, Nelson, T D (Ed): Handbook of Prejudice, Stereotyping and Discrimination. New York. Psychology Press, Oskamp, S. (Ed): Reducing Prejudice and Discrimination. Mahwah, NJ. Lawrence Erlbaum, Stangor, (ed.) (2000): Stereotypes and prejudice: essential readings. Stephan,W S & Stephan, C W: Improving Intergroup Relations. Thousand Oaks: Sage, Swim J & Stangor C: Prejudice. The target s perspective. Wagner, U, Tropp, L R, Finchilescu, G, Tredoux, C (Eds). Improving Intergoup Relations. Building on the Legacy of Thomas F. Pettigrew. Oxford. Blackwell, Wrede, S. & Nordberg, C. (eds.) (2010). Vieraita työssä. Työelämän etnistyvä eriarvoisuus. Gaudeamus. PART II: Group processes, social influencing, power and leadership (12 cr) The literature of item A studies internal group processes from the social identity approach viewpoint. The freely chosen literature of item B offers several theoretical viewpoints for studying group phenomena. After completing the study unit, students are able to compare and critically evaluate theories of social influencing, power and leadership. Students are also able to formulate meaningful research questions based on the theories they have learned. a) Compulsory literature (6 cr): Haslam, A., Reicher, S., & Platow, M. (2011). The New psychology of leadership. Identity, influence and power. New York: Psychology Press. (200 p.)* Turner, J. (1991). Social influence. Buckingham, UK: Open University Press. (206 p.)** Tyler, T. & Blader, S. (2000). Cooperation in groups. Procedural justice, social identity, and behavioral engagement. Philadelphia: Psychology Press (200 p.)** Van Knippenberg, D. & Hogg, M. (eds.) (2003). Leadership and power. Identity processes in groups and organizations. London: Sage. (220 p.)* * these combined = 3 cr ** these combined = 3 cr b) Optional literature: Bobocel, D., Kay, A., Zanna, M., & Olson, J. (eds.) (2010). The psychology of justice and legitimacy: The Ontario Symposium volume 11. New York: Psychology Press. (320 p.) Cialdini, R. & Goldstein, N. (2004). Social influence: Compliance and conformity. Annual Review of Psychology, 55, European Journal of Social Psychology (2006), 36 (4). Thematic issue: Social Power. Greenberg, J. & Colquitt, J. (eds.) (2005). Handbook of organizational justice. Mahwah, New Jersey: LEA. (610 p.) Guinote, A. & Vescio, T. (eds.) (2010). The social psychology of power. New York: The Guilford Press. (450 p.) Haslam, A. (2004). Psychology in organizations. The social identity approach. London: Sage. (230 p.) Northouse, P. (2010). Leadership. Theory and practice. LA: Sage. (400 p.) Pratkanis, A. (ed.) (2007). The Science of social influence. Advances and future progress. New York: Psychology Press. (370 p.) Stogdale, M. & Crosby, F. (eds.) (2009). The Psychology and management of workplace diversity. Oxford: Blackwell Publishing. (320 p.) Van Knippenberg, D. & Schippers, M. (2007). Work group diversity. Annual Review of

18 Psychology, 58, SP306 Social cognition, attitudes and change in behaviour III (24 cr) PART I: Social cognition and attitudes (12 cr) Students compare various approaches related to social cognitions, attitudes and influencing and study the historical roots of the themes in depth. The aim of the study unit is for the students to learn how to critically compare different points of view, such as cognitive social psychology or social constructionism in relation to the concepts, research methods and the applying of knowledge discussed during the study unit. a) Compulsory literature (6 cr): Haddock G & Maio (eds.): Contemporary Perspectives on the Psychology of Attitudes (450 p.) (4 cr) Chaiken, S., & Trope, Y.: Dual-process theories in social psychology, chapters 1-6 (140p.)* Gawronski, B. & Bodenhausen, G. V. (2006). Associative and propositional processes in evaluation: An integrative review of implicit and explicit attitude change. Psychological Bulletin, 132, * Smith, E. R. (2009). Distributed Connectionist Models in Social Psychology. Social and Personality Psychology compass, 3, 64 76* Gawronski B & Payne K (eds.) (2010). Handbook of Implicit Social Cognition: Measurement, Theory, and Applications, chapters 1-5 (92p.)* * these combined = 2 op b) Optional literature Ajzen, I. (2005). Attitudes, personality and behavior. 2nd edition. Maidenhead: Open University Press. Greenwald, A. G., Poehlman, T. A., Uhlmann, E. L., & Banaji, M. R. (2009). Understanding and using the Implicit Association Test: III. Meta-analysis of predictive validity. Journal of Personality and Social Psychology, 97, Hofmann, W., Gawronski, B., Gschwendner, T., Le, H. & Schmitt, M. (2005). A meta-analysis on the correlation between the Implicit Association Test and explicit self-report measures. Personality and Social Psychology Bulletin, 31, Rydell, R. J., & McConnell, A. R. (2006). Understanding implicit and explicit attitude change: A systems of reasoning analysis. Journal of Personality and Social Psychology, 91, Wittenbrink, B., & Schwartz, N. (Eds.) (2007). Implicit measures of attitudes. New York: Guilford Press. (Contact your tutor) Gawronski B & Payne K (eds.) (2010). Handbook of Implicit Social Cognition: Measurement, Theory, and Applications. (Contact your tutor) Smith, E. R. & Semin, G. R. (2004). Socially situated cognition: Cognition in its social context. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp ). Amterdam: Elsevier Academic Press. Barsalou, L. W., Barbey, A. K., Simmins, W. K., & Santos, A. (2005). Embodiment in religious knowledge. Journal of Cognition and Culture, 5, Barsaloun, L. W. (2008). Grounded cognition. Annual review of Psychology, 59, PART II: Motivation, self-regulation and change in behaviour (12 cr) After completing the study unit, students are well-versed in the focal theories used in activityregulating research (Self-Determination theory, Self-efficacy, theory of planned behaviour, implementation intentions). Students are also versed in theories that explain behaviour, know how to apply them to changing behaviour and are able to analyze different techniques for changing behaviour. a) Compulsory literature (6 cr) Forgas JP, Baumeister RF &Tice DM (eds.) (2009).Psychology of Self-Regulation: Cognitive, Affective, and Motivational Processes. Psychology Press. (304 p.)* Bandura A: Self-efficacy the exercise of control (New York, Freeman, 1997) chapters 1-9 (400 p.) (3 cr)

19 Ryan, R. M., & Deci, E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74, * * these combined = 3 cr b) Optional literature Vohs, Kathleen D. & Roy F. Baumeister (eds.)(2010). Handbook of Self-Regulation: Research, Theory, and Applications (2nd edition). New York, NY: Guilford. Fishbein M & Ajzen I (2010). Predicting and Changing Behavior: The Reasoned Action Approach. Psychology Press. Ryan RM & Deci EL (2008). From Ego Depletion to Vitality: Theory and Findings Concerning the Facilitation of Energy Available to the Self. Social and Personality Psychology Compass, 2/2, Hofmann, W., Friese, M., & Strack, F. (2009). Impulse and self-control from a dual-systems perspective. Perspectives on Psychological Science, 4, Kruglanski, Arie W., James Y.Shah, Ayelet Fishbach, Ron Friedman, Woo Young Chun and David Sleeth-Keppler (2002), A Theory of Goal System, Advances in Experimental Social Psychology, 34, Bartholomew, L.K., Parcel. G.S. & Kok, G., Intervention Mapping: a process for designing theory- and evidence-based health education programs. Health Education & Behaviour, 25, Abraham, C., & Michie, S. (2008). A taxonomy of behavior change techniques used in interventions. Health Psychology, 27(3), Michie, S., & Prestwich, A. (2010). Are interventions theory-based? Development of a theory coding scheme. Health Psychology, 29(1), 1-8. SP307 Social representations and the social structure of reality III (24 cr) PART I: Social representations (12 cr) After completing the study unit, students are well-versed in the classics of the social representations approach and current discussion and have the ability to take part in the discussion. Students are able to write a literature review, formulate research questions related to current phenomena and problems in society based on research literature and make well-grounded inferences on them by using the studied theoretical and empirical literature. a) Compulsory literature (6 cr): Moscovici, S. (1961/2008). Psychoanalysis: Its image and its public (original: La psychoanalyse, son image et son public). (approx. 350 p.) (3 cr) Moloney, G., & Walker, I. (eds.). (2007). Social representations and identity: content, process and power. New York: Palgrave Macmillan. (chapters 1, 2, 3, 5, 6, 7, 8, 12) (approx. 160 p.)* Elcheroth, G., Doise, W., & Reicher, S. (2011). On the Knowledge of Politics and the Politics of Knowledge: How a Social Representations Approach Helps us Rethink the Subject of Political Psychology. Political Psychology. (approx. 30 p.)* Sosiaalisten representaatioiden teemanumero. (2008). Journal for the Theory of Social Behaviour, 38, 4. (artikkelit seuraavilta tekijöiltä: Bauer & Gaskell; Duveen; Jodelet; Jovchelovitch; Kalampalikis & Haas; Markova) (n. 95s.)* * these combined = 3 op b) Optional literature Abric, J-C., & Doise, W. (2011). Social representations. Herzlich, C. (1973). Health and Illness. Jodelet, D. (1991). Madness and social representations. Jovchelovitch, S. (2007). Knowledge in context. Representations, community and culture. Marková, I. (2003). Dialogicality and social representations. Moscovici, S. (2000). Social representations. Explorations in social psychology. Flick, U. (2011). Social representations. Wagner, W. & Hayes, N. (2005). Everyday discourse and common sense. Doise, W: Human rights as social representations. Philogène, G. (1999). From black to African American: A new social representation. Sakki, I. (2010). A success story or a failure? Representing the European integration in the

20 curricula and textbooks of five countries. (E-thesis) Huotilainen, A. (2005). Dimensions of novelty: social representations of new foods. (E-thesis) Sakki, I., Kassea, R., Vauhkonen, T., & Pirttilä-Backman, A-M. (2010). Social representations: the heart of community psychology. In Frank Columbus (Ed.), Community Psychology: New developments. New York: Nova Publishers. Joffe, H. (2003). Risk: From perception to social representation. British Journal of Social Psychology, 42, Howarth, C. (2006). A social representation is not a quiet thing: exploring the critical potential of social representations theory. British Journal of Social Psychology, 45 (1), PART II: The social construction of reality (12 cr) Students are versed in-depth in the theoretical trends of social constructionism, such as the rhetoric, the discursive and the narrative approach, the positioning theory and study of communication. Students are able to compare and critically evaluate different theories and research methods and their applicability to various research contexts. Students are also able to write relevant research questions based on empirical and theoretical research literature. a) Compulsory literature (6 cr): Gergen, K. (2009). An invitation to social construction (2nd edition, approx 200 p.) (2 cr) Billig, M. (1987). Arguing and thinking. (approx. 250 p.) (2 cr) Fairclough, N. (2001). Language and power (2 nd edition). (approx. 240 p.) (2 cr) b) Optional literature: Berger, P. & Luckmann, T. (1967). The social construction of reality. London: The Penguin Press. Jokinen A, Juhila K & Suoninen E: Diskurssianalyysin aakkoset. Potter J & Wetherell M: Discourse and social psychology Wetherell, M., Taylor, S., & Yates, S. J. (Eds.). (2001). Discourse Theory and Practice: A Reader. London: Sage Publications. Collavin, E.: Food biotechnologies in Italy: a social psychological study (E-thesis) Harré R & van Langenhove L (eds.): Positioning theory Hänninen V: Sisäinen tarina, elämä ja muutos Josselson,R. & Lieblich A (eds.): Making Meaning of Narratives Valkonen J: Kuntoutus, tarinat ja soveltava sosiaalipsykologia. Ketola K et al: Puuttuvat viestit. Nonkommunikaatio inhimillisessä vuorovaikutuksessa Vesala K: Yrittäjyys ja individualismi. Relationistinen linjaus. Crawford M: Talking difference. Goffman E: Frame analysis. Burr, V. (1995). An Introduction to Social Constructionism. London: Routledge. Billig, M. (1992). Talking of the Royal Family. London: Routledge. Goffman, E. (2011). Vuorovaikutuksen sosiologia (suom. Janne Porttikivi). Helsinki: Vastapaino. Peräkylä, A. (1990) Kuoleman monet kasvot. Tampere: Vastapaino. Pesonen, H. & Vesala, K. M. (2007). Seurakunnat maaseudun kehittäjinä. Uskonto paikallistason vuorovaikutuksessa. Kirkon tutkimuskeskuksen julkaisuja 98. Ehrling L: Psykoterapian vaikutusten arvioiminen. Keskustelunanalyyttinen tutkimus arviointihaastattelun käytänteistä. SP308 Social development, emotions and the self III (24 cr) PART I: Social, moral and emotional development and the self (12 cr) During the study unit, focal research literature related to affection, the self, the development of emotions and emotion-regulation, aggression and pro-social behaviour are discussed. The aim is for the students to be able to make a summary of the most focal viewpoints based on the literature and to make well-grounded inferences and interpretations based on the studied material. Students are also able to apply what they have learned to solving practical problems. Part 1 is completed by attending a literature exam of books mentioned in item A and writing an essay based on literature mentioned in item B. In addition to the books mentioned, the essay must also make use of recent research articles.