Accreditations
Programme Structure for 2024/2025
Curricular Courses | Credits | |
---|---|---|
Health Attitudes and Behaviours
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Community Psychology
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Health and Group Processes
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Health and Social Relationships
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Assessment and Intervention in Adaptation to Illness
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Assessment and Intervention in Health Promotion
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Advanced Data Analysis Methods
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Social Intervention Programs
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Internship Training in Social Psychology of Health
18.0 ECTS
|
Parte Escolar > Mandatory Courses | 18.0 |
Master Dissertation in Social Psychology of Health
42.0 ECTS
|
Final Work | 42.0 |
Applied Project in Social Psychology of Health
42.0 ECTS
|
Final Work | 42.0 |
Health Attitudes and Behaviours
The student who successfully completes this course will be able to:
OA1 Identify and describe social cognitive determinants of health behaviors and apply them to educational settings and health promotion;
OA2 - Distinguish the classic deliberative, stage and self-regulation models
OA3 - Distinguish automatic and controlled processes in the health context
OA4 - Identify and explain the occurrence of automatic processes in different modalities: habits, cognitive biases and their determinants
OA5 - Develop an etiological model focused on psycho-social determinants of a health problem;
OA6 - Identify, develop and implement change methods and individual intervention strategies for health promotion.
CP1-Introduction to Social Psychology of Health:
1. From the biomedical model to a biopsychosocial perspective;
2. Social determinants of health behaviors
3. What are theories for?
CP2- Deliberative models to predict health behaviors:
1. Classic models: socio-cognitive theories of planned behavior; Protection motivation; Health beliefs Model.
2. Models focusing on Goal setting and self-regulation
3. Stage models
4. Limits of the deliberative approach and new perspectives.
CP3 -Non-deliberative /automatic aspects of behavior in the context of health:
1. The distinction between automatic and controlled processes
2. Automatic effects on health contexts: Habits, cognitive biases and their determinants.
CP4-Methods and individual intervention strategies:
1. Methods and intervention strategies on socio-cognitive determinants of health behavior
2. Intervention methods for changing automatic aspects of individual behaviors: cueing and cognitive interventions
The periodic assessments include:
1. Written paper (done in group) (25%);
2. Oral presentation (in group) of intervention methods (10%) and their written technical specifications (20%);
3. Individual assessment at the end of the semester (45%).
To be approved, students must have at least 9.5 values in all assessments. Students who are not enrolled or fail in the continuous/periodic evaluation must be evaluated by a final exam.
Title: Wood, W., & Runger, D. (2016). Psychology of Habit. Annual Review of Psychology, 67, 11.1-11.26.
Wiers, R.W., Houben, K., Roefs, A., de Jong, P., Hofmann, W., & Alan W. Stacy, A. W.(2010) Implicit cognition in Health psychology: Why Common Sense Goes Out the Window. In B. Gawronski & B. K. Payne (Eds.), Handbook of Implicit Social Cognition: Measurement, Theory, and Applications (pp. 463-488). New York: The Guilford Press.
Ogden, J (2000) . Psicologia da Saúde (2ª edição). Lisboa: Climepsi.
Lima, M.L., Bernardes, S. F, & Marques, S. (2014, Eds.). Psicologia Social da saúde: Investigação e Intervenção em Portugal (Vol.1). Lisboa: Sílabo.
Conner, M., & Norman P. M. (2005). Predicting health behaviour: Research and practice with social cognition models (2nd Edition). Maidenhead: Open University Press.
Authors:
Reference:
Year:
Title: Webb, T. L., & Sheeran, P. (2006). Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence. Psychological Bulletin, 132, 249-268.
Vohs, K. D., & Baumeister, R. F. (Eds.). (2016). Handbook of self-regulation: Research, theory, and applications. Guilford Publications.
van Beurden, S. B., Greaves, C. J., Smith, J. R., & Abraham, C. (2016). Techniques for modifying impulsive processes associated with unhealthy eating: A systematic review. Health Psychology, 35(8), 793.
Vinagre, M.G., & Lima, M.L. (1998). Os acidentes infantis: factores socio-cognitivos do comportamento de prevenção dos pais face ao risco de intoxicação da criança no espaço doméstico. Análise Psicológica, XVI, 41-48.
Taylor, S. E. (2011). Health psychology (8th ed.). New York: McGraw Hill.
Stroebe, W., & Stroebe, M.S. (1995). Psicologia Social e Saúde. Lisboa: Instituto Piaget.
Papies, E. K., & Barsalou, L. W. (2015). Grounding desire and motivated behavior: A theoretical framework and review of empirical evidence. In W. Hofmann & L. F. Nordgren (Eds.), The psychology of desire (pp. 36-60) New York: The Guilford Press
Papies, E. K., & Aarts, H. (2017). Automatic self-regulation: From habit to goal pursuit. In K. Vohs & R. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications, 3rd ed. (pp. 203-222). New York: The Guilford Press.
Papies, E. K. (2017). Situating interventions to bridge the intention-behaviour gap: A framework for recruiting nonconscious processes for behaviour change. Social and Personality Psychology Compass, 11, e12323.
Papies, E. K. (2016). Health goal priming as a situated intervention tool: how to benefit from nonconscious motivational routes to health behaviour. Health Psychology Review, 10, 408-424.
Stroebe, W. (2011). Social psychology and health (3rd ed.). Maidenhead, UK: Open University Press.
Michie, S. F., West, R., Campbell, R., Brown, J., & Gainforth, H. (2014). ABC of behaviour change theories. Silverback Publishing.
Langer, E. (1990). Mindfulness. Cambridge, MA: Perseus Books.
Lally, P., & Gardner, B. (2013). Promoting habit formation. Health Psychology Review, 7(sup1), S137-S158.
Jones, A., Hardman, C. A., Lawrence, N., & Field, M. (2017). Cognitive training as a potential treatment for overweight and obesity: A critical review of the evidence. Appetite, 124, 50-67.
Moors, A., & De Houwer, J. (2007). What is automaticity? An analysis of its component features and their interrelations. In J. A. Bargh (Ed.), Social psychology and the unconscious: The automaticity of higher mental processes (pp. 11-50). New York: Psychology Press.
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16, 174-180.
Hofmann, W., Friese, M., & Strack, F. (2009). Impulse and self-control from a dual-systems perspective. Perspectives on Psychological Science, 4(2), 162-176.
Hall, P. A., & Fong, G. T. (2007). Temporal self-regulation theory: A model for individual health behavior. Health Psychology Review, 1(1), 6-52.
Hassin, R., Uleman, J., & Bargh, J. (Eds.). (2005). The new unconscious. New York: Oxford University Press
Godinho, C. A., Alvarez, M.-J., Lima, M. L., & Schwarzer, R. (2014). Will is not enough: Coping planning and action control as mediators in the prediction of fruit and vegetable intake. British Journal of Health Psychology, 19(4), 856-870..
Glanz, K., Rimer, B.K., & Viswanath, K. (Eds.) (2008). Health behaviour and health education:Theory, research and practice (4th edition). San Francisco, CA: Jossey Bass.
Gawronski, B., & Bodenhausen, G. V. (2006). Associative and propositional processes in evaluation: An integrative review of implicit and explicit attitude change. Psychological Bulletin, 132, 692-731.
Carver, C. S., & Scheier, M. F. (2000). On the structure of behavioral self-regulation. In M. Boekaerts, P. R. Pintrich and M. Zeidner, Handbook of self-regulation (pp. 41-84). New York: Elsevier Academic Press.
Cameron, L.D., & Leventhal, H. (2003, Eds.). The self-regulation of health and illness behaviour. London: Routledge.
Browning, C. J., & Thomas, S. A. (2005; Eds.). Behavioural change : an evidence-based handbook for social and public health. London: Elsevier.
Bartholomew L, Parcel G, Kok G, & Gottlieb N (2011). Planning Health Promotion Programs: An Intervention Mapping Approach (3ª Ed.). SF: Jossey-Bass.
Albery, I.P. & Munafò, M. (2008). Key concepts in health psychology. London: SAGE Publications
Authors:
Reference:
Year:
Community Psychology
The student that successfully completes this CU, should be capable of:
LG1. Use adequately the concepts and theoretical models for analyzing community problems at a social, community and organizational levels.
LG2. Define and evaluate psychosocial problems in different socio-ecological contexts.
LG3. Define strategies and use adequately community intervention tools and techniques in a social and organizational context.
LG1.Introduction to community social psychology: concepts and theoretical approaches in community psychology.
1.Origin, justification and current status of community social psychology.
2.Concepts and formulations of community.
3.Definition, characteristics and principles of community social intervention.
4.Theoretical models within social community psychology.
LG2.Evaluation strategies within community psychology
1.Epistemological, theoretical and applied basis of the community evaluation context.
2.Contexts, definition and processes of problems, evaluation at a community level.
3.Observational and evaluation methods at a community level.
LG3.Strategies for community intervention
1.Concepts and community intervention processes, participation, empowerment and feeling of community.
2.Intervention methods: Prevention and promotion, promotion of social support and networks, community development, empowerment and social action.
Periodic assessment or final exam. Opting for periodic assessment students are subject to the following assessment tools: oral presentation of a group assignment (25%), a written report of a group assignment (25%), and an individual frequency (50%). All the assessment tools should reach a minimum of 9.5 values.
The final evaluation regime consists of an exam (100%) in 1st and/or 2nd season
Title: Bond, M. A., Serrano-García, I. E., Keys, C. B., & Shinn, M. E. (2017). APA handbook of community psychology: Theoretical foundations, core concepts, and emerging challenges. Washington, DC, US: American Psychological Association.
Kloos, B., Hill, J., Thomas, E., Wandersman, A. Elias, M. & Dalton, J. (2011). Community Psychology: Linking individuals and communities (3rd ed.). Belmont, USA: Wadsworth Publishing.
Menezes, I. (2007). Intervenção Comunitária: Uma Perspectiva Psicológica. Porto: Livpsic.
Nelson, G. & Prilleltensky, I. (2005). Community Psychology. In pursuit of liberation and well-being. New York: Palgrave Macmillan.
Ornelas, J. (2008). Psicologia Comunitária. Lisboa: Fim de Século.
Rappaport & Seidman, (2000). Handbook of community psychology. New York: Plenum
Authors:
Reference:
Year:
Title: Duffy, G. & Wong, Y. (2003). Community Psychology. Boston: Pearson Education, Inc.
Fisher, A. T., Sonn, C. C. & Bishop, B. (2002). Psychological sense of community: research, applications, and implications. New York: Kluwer Plenum Publishers.
Marques,S. Vauclair,M.L., Rodrigues,R., Mendonça,J., Gerardo, F., Cunha, F. (2015). imAGES: Programa de intervenção de promoção de imagens positivas de envelhecimento em crianças e adolescentes.Lisboa:SCML&LeyaEditores.
Marques, S., Vauclair, Rodrigues, R., C.M., Mendonça, J., Gerardo, F. & Cunha, F. (2017). imAGES: intervention program to prevent ageism in children and adolescents. In Baker, H.E., Krueger, T.M. & Karasik, R.J. (Eds). A Hands-on approach to teaching about ageing (pp. 24-30).SpringerPublishingCompany.
Mendonça, J., Mariano, J., & Marques, S. (2016). Lisbon street campaign against ageism: A promising multi-stakeholder initiative. Journal of Intergenerational Relationships, 14(3), 258-265.
Montero, M. (2003). Teoría y práctica de la psicología comunitaria:la tensión entre comunidad y sociedad. Buenos Aires:Paidós.
Montero, M. (2004). Introducción a la psicología comunitaria : desarrollo, conceptos y procesos. Buenos Aires:Paidós.
Newcomer, K. E., Hatry, H. P., & Wholey, J. S. (2015). Handbook of practical program evaluation. John Wiley & Sons.
Ornelas, J. & Moniz, M.J. (2011). Parcerias comunitárias. Lisboa: edições ISPA
Scott, V. C., & Wolfe, S. M. (Eds.). (2014). Community psychology: Foundations for practice. USA: SAGE Publications.
Authors:
Reference:
Year:
Health and Group Processes
The student who complete this UC with success will be able to:
LG1: Describe the psychological processes involved with being a member of a social minority group and the effects of belonging to this group on different health dimensions
LG2: Understand the influence of stigmatized identities on individual's health and illness
LG3: Understand the impact of ageism on the health impacts of people of different age groups
LG4: Identify the risk and protective health factors for immigrants and individuals of ethnic minorities
LG5: Understand the impact of gender on health practices
LG6: Identify different models of competence for individual and cultural diversity
PC1-Groups and relationships between groups and health:
1. Social groups and health and disease inequalities
2. The relationship between stereotypes, prejudice, stigmatization and social discrimination and health
3. The relationship between social, stigmatized identities and health
PC2- Sex, gender and health:
1. The concepts of sex and gender
2. Gender Differences in Health and Disease
3. The influence of gender on health and disease
4. Strategies to combat gender inequalities in health
PC3-Migrants, Ethnic Minorities and Health:
1. Cultural determinants and health
2. Social representations of health and disease
3. The concept of ethnicity
4. Risk factors in the physical and mental health of migrants and ethnic minorities.
PC4 - Aging, ageism and health:
1. Concept of ageism
2. Age Differences in Health and Disease
3. Ageism and active aging
PC5-Methods of intervention
1. Methods for reducing prejudice, stigma and discrimination and methods for promoting
positive social identities
1) Periodic evaluation
1. Written group essay (30%)
2. Group Oral presentation (20%)
3. Final exam (50%)
Students are approved if they have more than 7.5 in each evaluation point and a mean of more or equal to 9.5. The students that are not enrolled or that fail the continuous evaluation may attend a final exam (100%)
Title: Vala, J. & Monteiro, M.B. (2013). Psicologia Social (9ª ed.). Lisboa: Fundação Calouste Gulbenkian.
Pope-Davis, D., Coleman, H., Liu, W. & Toporek, R. (2003). Handbook of Multicultural Competencies in Counseling & Psychology (Eds.). California: Sage.
Nelson, T. D. (Ed.). (2002). Stereotyping and prejudice against older persons. Cambridge. MA: Bradford Book.
Marques. S. (2011). Discriminação da terceira idade. Lisboa : Relógio d'Àgua Editores.
Jetten, J., Haslam, C., & Haslam, S. A. (2012). The social cure: Identity, health, and well-being. Hove: Psychology Press.
Haslam, C., Jetten, J., Cruwys, T., Dingle, G., & Haslam, S. A. (2018). The new psychology of health: Unlocking the social cure. Routledge.
Gurung, R. (2006). Health psychology: a cultural approach. Belmont: Thomsom
Abrams, D., & Hogg, M. A. (2006). Social identifications: A social psychology of intergroup relations and group processes. Routledge.
Authors:
Reference:
Year:
Title: WHO (2002). Active ageing: A policy framework [electronic version]. Geneva: World Health Organization.
Walker, A. (2002). A strategy for active aging. International Social Security Review, 55, 121-139.
Vauclair, C. M., Marques, S., Lima, M. L., Abrams, D., Swift, H., & Bratt, C. (2014). Perceived Age Discrimination as a Mediator of the Association Between Income Inequality and Older People's Self-Rated Health in the European Region. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, gbu066.
Vauclair, C. M., Marques, S., Lima, M. L., Bratt, C., Swift, H. J., & Abrams, D. (2014). Subjective Social Status of Older People Across Countries: The Role of Modernization and Employment. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, gbu074.
Swift, H. J., Vauclair, C. M., Abrams, D., Bratt, C., Marques, S., & Lima, M. L. (2014). Revisiting the paradox of well-being: The importance of national context. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, gbu011.
Sen, G., & Ostlin, P. (2010, Eds.). Gender Equity in Health: The Shifting Frontiers of Evidence and Action. NY: Taylor & Francis
Moleiro, C., Marques, S & Pacheco, P. (2011). Cultural Diversity Competencies in Child and Youth Care Services in Portugal: Development of two measures and a brief training program. Children and Youth Services Review, 33(5), 767-773.
Moleiro, C., Freire, J. & Tomsic, M. (2013). Immigrants' Perspectives on Clinician Cultural Diversity Competence: A qualitative study with immigrants in Portugal. International Journal of Migration, Health and Social Care, 9(2), 84-95
Marques, S., Swift, H.J., Vauclair, C.M, Lima, M.L., Bratt, C. & Abrams, D. (2014). "Being old and ill" across different countries: Social status, age identification, and older people´s subjective health. Psychology & Health, 14, 1-16.
Marques, S., Lima, M.L., Abrams, D. & Swift, H.J. (2014). Will-to-live in older people's medical decisions: immediate and delayed effects of aging stereotypes. Journal of Applied Social Psychology, 44, 399-408.
Marques, S. Vauclair, M.L., Rodrigues, R., Mendonça, J., Gerardo, F., Cunha, F. (2015). imAGES: Programa de intervenção de promoção de imagens positivas de envelhecimento em crianças e adolescentes. Lisboa: SCML & Leya Editores.
Kelly, J. A., St Lawrence, J. S., Diaz, Y. E., Stevenson, L. Y., Hauth, A. C., Brasfield, T. L., ... & Andrew, M. E. (1991). HIV risk behavior reduction following intervention with key opinion leaders of population: an experimental analysis. American Journal of Public Health, 81(2), 168-171.
Kato, P.M., & Mann, T. (1996). Handbook of diversity issues in health psychology. New York : Plenum Press.
Lorber, J. (1997). Gender and the Social Construction of Illness. Londres: Sage
Levy, B. (2003). Mind matters: cognitive and physical effects of aging self-stereotypes Journal of Gerontology: Psychological Sciences, 58B(4), 203-211.
Huff, R. M., Kline, M. V. & Peterson, D. V. (Eds.) (2014). Health Promotion in Multicultural Populations (3rd ed.). Thousand Oaks, CA: Sage Publications.
Benoit, C., & Shumka, L. (2009). Gendering the health determinants framework: Why girls' and women's health matters. Canada: WHRN.
Aneshensel, C., & Phelan, J. (Eds.) (1999). Handbook of the Sociology of Mental Health. New York: Kluwer Academic.
Authors:
Reference:
Year:
Health and Social Relationships
After this course the student should be able to:
LG1 - Identify the principal research results on the associations between social relationships and health
LG2 - Describe the main social psychological explanations for the impacts of social relationships on health
LG3 - Identify intervention techniques and programmes to promote health through social interaction
LG4 - Master basic group dynamics techniques applied to health settings
LG5 -Master the basic techniques of assessment and intervention of stress
P1. The impacts of social relationships on health
P1.1. Social integration, social interaction and health. Lonelçiness and health.
P2. Theoretical psychosocial models explaining the social relations-health link
P2.1. The emotional path
P2.2. The social validation path
P2.3.The social integration approach
P2.4. the attachment path
P3. Stress Coping and social support
P3.1. Stress and health: definitions, processes and effects; stress responses and management; assessment and intervention
P3.2. coping and adaptation: processes, resources and evaluation
P3.3. Social support and health: functions of social support; received v. poerceived social support; evaluation and intervention
P4. Group dynamics in health
P4.1. Group processes in health
P4.2. Feedback and group communication
P4.3. Group cohesion and conflict
P4.4. Approaches to group intervention
P4.5. Conducting groups in health settings
Periodical evaluation
- Presence in PL classes (required)
- test concerning the topics of all classes (60%).
- group essay on a group intervention to fight loneliness or prevent burnout (20%), with discussion of a poster
- individual essay on a research question (20%)
Approval: greater than 9.5 in every element
Those who are not enrolled or who fail the periodical assessment can get the final exam (100%), if they have participated in the PL classes.
Title: Friedman, H.S. (Ed.) (2014). The Oxford Handbook of Health Psychology. Oxford: Oxford University Press
Guerra, M.P., Lima, L., & Torres, S. (2013). Intervir em Grupos na Saúde. Lisboa: Climepsi.
Lima, M.L. (2018). Nós e os outros: o poder dos laços sociais. Lisboa: Fundação Francisco Manuel dos Santos.
Lima, M.L., Marques, S., & Bernardes, S. (2014 e 2016). Psicologia Social da Saúde (volumes 1 e 2). Lisboa: Sílabo
Stroebe, W., & Stroebe, M.S. (1995). Psicologia Social e Saúde. Lisboa: Instituto Piaget.
[PS.120 STR*Soc]
Authors:
Reference:
Year:
Title: Relações sociais e saúde
Haslam, C., Jetten, J., Creuwys, T, Dingle, G.A., & Haslam, S.A. (2018). The New Psychology of Health: Unlocking the social cure. London: Routledge.
Jetten, J., Haslam, C., & Haslam, S.A. (2011). The Social Cure: Identity, Health and Well-Being. London: Taylor & Francis. [S.301 Soc,6]
Ryff, C. D., & Singer, B. (2001). Emotion, Social Relationships, and Health. New York: Oxford University Press. [PS.122 Emo,1]
Stress e Coping
Cooper, C. L., & Payne, R. E. (1991). Personality and stress: Individual differences in the stress process. John Wiley & Sons.[ PS.122 Per]
Fink, G. (Ed.). (2016). Stress: Concepts, Cognition, Emotion, and Behavior: Handbook of Stress Series (Vol. 1). Academic Press. [PS.123 FIN*Str]
Folkman, S. (2013). Stress: appraisal and coping. In Encyclopedia of behavioral medicine (pp. 1913-1915). Springer New York.
Lazarus, R., & Folkman, S. (2004). Stress, appraisal and coping. Springer: New York.[ PS.123 LAZ*Str]
Snyder, C. R. (Ed.). (1999). Coping: The psychology of what works. Clarendon Press.[ PS.123 Cop]
Suedfeld, P. (1997). Handbook of Stress, Medicine, and Health. Boca Raton : CRC Press. [PS.122 Han,2]
Zeidner, M., & Endler, N. S. (Eds.). (1996). Handbook of coping: Theory, research, applications (Vol. 195). John Wiley & Sons.[PS.122 Han,7]
Suporte Social
Cohen, S., Underwood, L.G., & Gottlieb, B.H. (2000). Social Support Measurement and Intervention: A Guide for Health and Social Scientists. New York: Oxford University Press. [S.205 Soc]
Uchino, B. N. (2004). Social support and physical health: Understanding the health consequences of relationships. Yale University Press [PS.131 UCH*Soc]
Dinâmica de grupos
Forsyth, D.R. (1999). Group dynamics. Belmont: Wadsworth . [PS.132 FOR*Gro 6ªed.]
Guerra, M.P., Lima, L., & Torres, S. (2013). Intervir em Grupos na Saúde. Lisboa: Climepsi.
Kurtz, L.F. (1997). Self-help and support groups. A hand-book for practicioners. London: Sage. [PS.132 KUR*Sel]
Authors:
Reference:
Year:
Assessment and Intervention in Adaptation to Illness
The student who successfully completes this UC must be able to:
LG1 - Describe the main theoretical and methodological assumptions of a psychosocial approach to adaptation to the disease.
LG2- Apply and interpret instruments for assessing adjustment to illness and quality of life.
LG3- Describe the clinical, epidemiological characteristics and impacts of chronic diseases.
LG4 – Differentiate, analyze and apply psychosocial intervention methods and programs to promote adjustment to chronic illnesses.
LG5 - Know the basic principles and apply the skills to carry out a motivational interview in contexts to promote adaptation to the disease.
PC1:Introduction to a psychosocial approach to chronic illness adaptation
1.1.Chronic diseases: Epidemiology and burden
1.2. Functionality and disability: Conceptualization and measurement
1.3. Adaptation vs. adjustment to chronic illness: basic psychosocial concepts and models
1.4. Assessment of quality of life and adjustment to chronic illness
PC2.Psychosocial assessment and intervention in illness adaptation:
2.1.Clinical and epidemiological characteristics and burden of chronic pain, cancer, cardiovascular, metabolic and infecious diseases.
2.2.Psychosocial assessment and intervention methodologies
PC3: Motivational interviewing in chronic illness contexts
3.1.Basic principles: spirit, motivational focus and communication style
3.2. Skills trainning: questionning, affirmation, reflexion and providing information.
In periodic assessment, students are expected to perform:
1. A test (50%).
2. An oral group presentation (35%) of a case of chronic illness adaptation, with a proposal for a psychosocial assessment and intervention plan.
3.Motivational interview role-play (individual) (15%)
Students who, having grades above 9.5 in all assessments, obtain a final average equal to or greater than 9.5 are approved. Students who are not registered or who fail the periodic assessment will be able to take the UC in a final assessment that will include: an exam (85%) and the role-play of the motivational interview (15%).
Title: Chan, F., Cardoso, E.S., & Chronister, J.A. (2009). Understanding Psychosocial Adjustment to Chronic Illness and Disability: A Handbook for Evidence-based Practitioners in Rehabilitation. NY: Springer.
Dunn, D.S. (2015). The Social Psychology of Disability. Oxford: Oxford University Press.
Kralik, D., Peterson, B., & Coates, V. (2010). Translating Chronic Illness Research Into Practice. Oxford: Wiley.
Larsen, P.D. (2016, Ed.). Lubkin's Chronic Illness: Impact and Interventions (9th Ed.). Burligton: Jones and Bartlett Learning.
Marini, I., & Stebnicki, M. (2012). The Psychological and Social Impact of Illness and Disability (6th ed.). NY: Springer
Morewitz, S. (2006). Chronic Diseases and Health-care: New trends in Diabetes, Arthritis, Osteoporosis, Fibromyalgia, Low-back pain, Cardiovascular Disease and Cancer. New York: Springer.
Rollnick, S., Miller, W., Butler, C.C. (2008). Motivational interviewing in health care: Helping patients change behaviour. London:Guilford Press.
Authors:
Reference:
Year:
Title: Bradley, C. (2013, Ed.). Handbook of Psychology and Diabetes: A Guide to Psychological Measurement in Diabetes Research and Practice. New York: Psychology Press.
Cohen S, Underwood L, & Gottlieb B (2000, eds.). Social Support Measurement and Intervention: A Guide for Health and Social Scientists. Oxford University Press.
Cordella, M., & Poiani, A. (2014). Behavioural Oncology: Psychological, Communicative, and Social Dimensions. New York: Springer.
Feuerstein, M., & Findley, P. (2006). The cancer survivor's guide: The essential handbook to life after cancer. NY: Marlowe & Co.
Gatchel, R.J., & Turk, D.C. (1999, Ed.). Psychosocial factors in pain: critical perspectives. NY: The Guilford press.
Gurung, R.A. (2005). Health Psychology: A cultural approach. Belmont, CA: Thomson/ Wadsworth.
Hales, G. (1996). Beyond disability: Towards an enabling society. London: SAGE.
Haslam, C., Jetten, J., Cruwys, T., Dingle, G. A., & Haslam, A. (2018). The New Psychology of Health: Unlocking the Social Cure. London: Routledge.
Holland, J. C., Breitbart, W. S., Jacobsen, P. B., Lederberg, M. S., Loscalzo, M. J., & McCorkle, R. S. (2010). Psycho-Oncology (2nd Ed.). New York: Oxford University Press.
Jackson, J. (2000). "Camp Pain": Talking with chronic pain patients. Philadelphia: University of Pennsylvania Press.
Jetten J, Haslam C, & Haslam A (2011, eds.). The social cure: Identity, Health and Well-being. NY: Psychology Press.
LeFort, S., et al. (2015). Living a Healthy Life with Chronic Pain. Boulder: Bull Publising Company.
Lorig, K. et al. (2012). Living a Healthy Life with Chronic Conditions: Self-management of Heart disease, Arthritis, Diabetes, Depression, Asthma, Bronchitis, Emphysema, and other physical and mental health conditions. Boulder: Bull Publishing.
Major, B., Dovidio, J., & Link, B. (2018, Eds.). The Oxford Handbook of Stigma, Discrimination and Health. New York: Springer.
Martz, E., & Livneh, H. (2007). Coping with Chronic Illness and Disability: Theoretical, empirical and clinical aspects. New York: Springer.
Pierce G, Sarason B, & Sarason I (1996). Handbook of Social Support and the Family. NY: Plenum press.
Pryor, JB, & Reeder, GD (Eds). (1993). The social psychology of HIV infection. New York: Erlbaum
Rosengren, D. B. (2009). Building motivational interviewing skills: A practitioner workbook. NY: Guilford Press.
Royer. A. (1998). Living with Chronic Illness: Social and Psychological Dimensions. Westport: Praeger.
Steinberg, M. P. & Miller, W.R. (2015). Motivational interviewing in diabetes care. New York: The Guilford Press.
Turk, D., & Melzack, R. (2001). Handbook of Pain Assessment. New York: The Guilford press
WHO (2005). Guia do principiante: para uma linguagem comum de funcionalidade, incapacidade e saúde: CIF: World Health Organization. Lisboa: Secretariado Nacional para a reabilitação e Integração das Pessoas com deficiência.
Authors:
Reference:
Year:
Assessment and Intervention in Health Promotion
The student who successfully finishes this course should be able to:
OA1. Describe the main theoretical, methodological and empirical assumptions in the areas of health promotion, from a psychosocial perspective.
OA2. Describe and explain the main features of psychosocial intervention in health promotion in specific contexts.
OA3. Evaluate and draw psychosocial intervention strategies in health promotion in specific areas.
OA4. Produce critical analysis of the empirical research and intervention programs in the areas of health promotion.
CP1. The specificity of psychosocial perspective on health promotion
1.1. Health Promotion: concepts and definitions
1.2. Assumptions
1.3. Evaluation methods and strategies of psychosocial intervention
1.4. Contexts of health promotion
CP2. Evaluation and intervention in health promotion
2.1. Theoretical principles
2.2. Intervention types
2.3. Evaluation types and design
2.4. Evaluation instruments and indicators:
3. Specific areas of evaluation and intervention
3.1. Healthy lifestyles promotion
3.2. Sexuality, reproductive and maternal-infant health
3.4. Addictive behaviours
3.5. Screening, vaccination, accidents' prevention and road safety
3.6. Mental health, wellbeing and quality of life
3.7. Healthy and active ageing
1.The periodic assessment includes:
- a group assignment consisting of the presentation, and critical reflection and evaluation of a preexisting health promotion program (30%) and the respective oral presentation (20%)
- individual test/frequency (50%)
The students who, having all the assessments been superior to 7.5, obtain a final average equal or superior to 9.5 are approved.
2. Final Examination (100%)
Title: Bennet, P., & Murphy, S. (1999). Psicologia e promoção da saúde. Lisboa : CLIMEPSI.
Ogden, J. (2006). Psicologia da Saúde (2ª ed). Lisboa: CLIMEPSI
Stephens, C. (2008). Health Promotion: A Psychosocial Approach. Berkshire: Open University Press. [PS.122 STE*Hea]
Friedman, H.S. (Ed) (2011). The Oxford handbook of health psychology Oxford : Oxford University Press. [PS.122 Oxf]
Baum, A., Revenson, T.A., & Singer, J. (2012). Handbook of health psychology (2nd ed). New York : Psychology Press. [PS.122 Han,18 2ªed
Authors:
Reference:
Year:
Title: Bartholomew, L. K. (2011). Planning health promotion programs: an intervention mapping approach. San Francisco: Jossey-Bass. [G.118 Pla]
Conner, M., & Armitage, C.J. (2002). The social psychology of food. Buckingham : Open University Press. [PS.122 CON*Soc]
DiClemente R. J., Crosby R. A., Kegler M. (2009). Emerging Theories in Health Promotion Practice and Research. (2nd edn). San Francisco: Jossey-Bass.
Fernández-Ballesteros, R. (2009). Envejecimiento activo : contribuciones de la psicología. Madrid : Ediciones Pirâmide. [PS.110 FER*Env]
Fertman C. I., Allensworth D. D. (2010). Health Promotion Programs: From Theory to Practice. New York: Society for Public Health Education. San Francisco: Jossey-Bas [S.301 Hea,6]
Glanz, K., Rimer, B.K., & Viswanath, K. (2008). Health Behavior and Health Education: Theory, Research, and Practice. San Francisco: Jossey-Bass [PS.122 Hea]
Harris, M.J. (2010). Evaluating Public and Community Health Programs. San Francisco: Jossey-Bass. [S.301 HAR*Eva]
Katz, M.H. (2010). Evaluating Clinical and Public Health Interventions: A Practical Guide to Study Design and Statistics. Cambridge University Press. [S.301 KAT*Eva]
McKenzie, J.F., Neiger, B.L., Thackeray, R. (2012). Planning, Implementing, & Evaluating Health Promotion Programs: A Primer (6th edition). Benjamin Cummings [G.118 McK*Pla]
Ollhoff, J., & Ollhoff, L. (2004). Getting along : teaching social skills to children and youth. Minnesota : Sparrow Media Group. [PS.124 OLL*Get]
Wolfe, D. Et al (1996). The youth relationships manual : a group approach with adolescents for the prevention of woman abuse and the promotion of healthy relationships. Thousand Oaks : Sage. [S.207 You,2]
Miller, W.R., & Rollnick, S. (2012). Motivational Interviewing, Third Edition: Helping People Change (Applications of Motivational Interviewing) (3th edition). The Guilford Press.
Rosengren, D.B. (2009). Building motivational interviewing skills : a practitioner workbook. New York : Guilford Press. [PS.122 ROS*Bui]
Krueger, R.A., & Casey, M.A. (2000). Focus groups : a practical guide for applied research (3rd edition). Thousand Oaks : Sage, [S.112 KRU*Foc 3ªed]
Stewart, D.W., Shamdasani, P.N., Rook, D.W. (2007). Focus groups : theory and practice (2nd ed).Thousand Oaks : Sage. [S.113 STE*Foc]
Authors:
Reference:
Year:
Advanced Data Analysis Methods
LG1 | Identify and distinguish the different effects related to moderation, mediation and moderate mediation
LG2 | Update and develop knowledge about multiple linear regression to test moderation and mediation
LG3 | Apply multiple linear regression to test the different models
LG4 | Analyse and interpret statistical results
LG5 | Present the results in a thesis/paper
1. Moderation, mediation and moderated mediation
1.1. Moderated effect: interaction effect
1.2. Mediated effect: chain of effects
1.3. Moderated mediation: conditional indirect effect
1.4. Discussion of papers with Moderation, mediation and moderated mediation
2. Moderation using multiple linear regression
2.1. Main effect and interaction effect
2.2. Quantitative moderator
2.3. Dummy moderator
2.4. Statistical software application (SPSS and PROCESS)
2.5. Report results in a thesis/paper
3. Mediation using multiple linear regression
3.1. Quantitative mediator
3.2. Estimate and test indirect effect by bootstrapping
3.3. Statistical software application (SPSS and PROCESS)
3.4. Report results in a thesis/paper
4. Moderated mediation using multiple linear regression
4.1. Exploring the model
4.2. Test conditional indirect effects
4.3. Statistical software application (SPSS and PROCESS)
4.4. Report results in a thesis/paper
The periodic evaluation includes:
1. Individual test (65%)
2. Team work (35%).
The students have to achieve a minimum grade of 8.5 in the individual test and of 10 in the team work.
The final examination have the same two components:
1. Individual test (65%)
2. Individual work (35%).
The students have to achieve a minimum grade of 8.5 in the test and of 10 in the work.
Title: Hair, J., Black, W., Babin, B. and Anderson R. (2014). Multivariate Data Analysis. Pearson New International Edition (7ª ed).
Hayes, A. F. (2020). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. 2nd, Guilford Press.
Jiang, L., J. and Matthew J. (2018). Work and Affective Commitment: A Moderated Mediation Model of Positive Work Reflection and Work Centrality. J Bus Psychol 33, 545?558. https://doi.org/10.1007/s10869-017-9509-6.
Maroco, J. (2010). Análise Estatística com o PASW Statistics (ex-SPSS), Pero Pinheiro.
Tabachnick, B. and Fidell, L. (2013). Using Multivariate Statistics, USA, Person International Edition, 6ª ed.
Hair, J., Anderson R., Tatham, R. e Black, W., Multivariate Data Analysis: A Global Perspective, 2019, Saddle River, Pearson International Edition (8ª ed),,
Hayes, A. F., Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, 2020, 2nd, Guilford Press.,
Jiang, L., J. and Matthew J., Work and Affective Commitment: A Moderated Mediation Model of Positive Work Reflection and Work Centrality., 2018, J Bus Psychol 33, 545?558.,
Maroco, J., Análise Estatística com o PASW Statistics (ex-SPSS),, 2020, Pero Pinheiro,
Tabachnick, B. and Fidell, L., Using Multivariate Statistics, 2013, USA, Person International Edition, 6ª ed.,
Authors:
Reference:
Year:
Title: Baron, R e Kenny D. (1986). The Moderator-Mediator Variable Distinction in Social Psychological research: Conceptual, Strategic and Statistical Considerations, Journal of Personality and Social Psychology, 51, 1173-1182.
Preacher, K. J. e Hayes, A. F (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models, Behavior Research Methods, 40 (3), 879-891, http://quantpsy.org/pubs/preacher_hayes_2008b.pdf.
Important links:
Kenny, D. A. (2011). Moderation http://davidakenny.net/cm/moderation.htm
Kenny, D. A. (2012). Mediation, http://davidakenny.net/cm/mediate.htm
Baron, R e Kenny D., The Moderator-Mediator Variable Distinction in Social Psychological research: Conceptual, Strategic and Statistical Considerations, 1986, Journal of Personality and Social Psychology, 51, 1173-1182.,
Preacher, K. J. e Hayes, A. F., Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models,, 2008, Behavior Research Methods, 40 (3), 879-891, http://quantpsy.org/pubs/preacher_hayes_2008b.pdf.,
Kenny, D. A., Moderation http://davidakenny.net/cm/moderation.htm, 2011, http://davidakenny.net/cm/moderation.htm,
Kenny, D. A., Mediation, 2012, http://davidakenny.net/cm/mediate.htm, http://davidakenny.net/cm/mediate.htm
Authors:
Reference:
Year:
Social Intervention Programs
The student that successfully completes this CU, should be capable of:
LG1. Describe the main concepts and steps in program planning, design and evaluation.
LG2. Identify opportunities and define problems.
LG3. Building a theoretical process model of the project
LG4. Use the main tools in the design and planning of projects
LG5. Define the objectives, hypothesis, resources needed to project and define channels, methods and strategies to program planning.
LG6. Use the main methods and process in evaluation.
LG7. Design and evaluate different types of projects.
S1. Basic notions in program/project planning and evaluation.
1.1. Definition of project and program
1.2. Phases in program planning
S2. Project opportunity and problem
2.1 Identification of opportunities
2.2 Strategies for problem definition,definition by the client, analysis of social indicators, assessment of needs
2.3 Exercises
S3. The importance of applying theories to design and evaluation.
3.1 Conceptualization of the problem and theoretical rationale
3.2 Result variable
3.3 Development of process models: a review
3.4 Table of balance
3.5 Exercises
S4.Tools and techniques
4.1 Definition and components of Logic Model (LM)
4.2 Approaches to build the ML
4.3 Phases of the ML
4.4 Exercises
S5.Activities associated with ML
5.1 Objectives and hypotheses
5.2 Channels, methods, strategies
5.3 Exercises
S6. Evaluation of projects
6.1 Types of evaluation
6.2 Drawings and assessment tools
6.3 Exercises
S7. Design and evaluation of specific projects
In the periodical evaluation option, students are required to take part in two types of evaluation exercises:
One mid-term exam evaluating the topics covered in classes (30%)
A workgroup (program design/free theme) that includes a follow-up report (70%).
Students are approved if they reach at least 9.5 both in the mid-term exam and in the work group.
Those students who fail the periodical evaluation may attend a final exam.
Title: Bartholemew, L., Parcel, G., Kok, G., & Gottlieb. N.(2006).Planning Health Promotion Programs: Intervention Mapping.New York:John Wiley & Sons Inc.
Buunk, A., & Van Vugt, M. (2007). Applying Social Psychology: From Problems to Solutions. London: SAGE Publications Ltd.
Holden, D., & Zimmerman, M. (2009).A pratical guide to program evaluation planning:Theory and case examples.London:Sage.
Kliem, R., Ludin, I. & Robertson, K. (1997).Project management methodology: a practical guide for the next millennium.New York: Marcel Dekker.
Knowlton, L., & Phillips, C.(2008).The Logic Model guidebook:Better strategies for great results.London:Sage.
Posavac, E., & Carey, R. (2010).Program Evaluation:Methods and Case Studies.US:Pearson Education.
Newcomer, K. E., Hatry, H. P., & Wholey, J. S. (2015). Handbook of practical program evaluation. John Wiley & Sons
Young, T.L. (2007).The handbook of project management:A practical guide to effective policies and procedures. London:Kogan Page.
Authors:
Reference:
Year:
Title: Bunston, W., & Heynatz, A. (2006). Addressing Family Violence Programs: Groupwork Interventions for Infants, Children and Their Parents. North Melbourne: Royal Children's Hospital Education Institute.
Eldredge, L. K. B., Markham, C. M., Ruiter, R. A., Kok, G., & Parcel, G. S. (2016). Planning health promotion programs: an intervention mapping approach. John Wiley & Sons
Holden, D., & Zimmerman, M. (2009). A pratical guide to program evaluation planning: Theory and case examples. London: Sage. S.113 Pra,1
Marques, S. Vauclair, M.L., Rodrigues, R., Mendonça, J., Gerardo, F., Cunha, F. (2015). imAGES: Programa de intervenção de promoção de imagens positivas de envelhecimento em crianças e adolescentes. Lisboa: SCML & Leya Editores.
Marques, S., Vauclair, Rodrigues, R., C.M., Mendonça, J., Gerardo, F. & Cunha, F. (2017). imAGES: intervention program to prevent ageism in children and adolescents. In Baker, H.E., Krueger, T.M. & Karasik, R.J. (Eds). A Hands-on approach to teaching about ageing (pp. 24-30). Springer Publishing Company.
Mendonça, J., Mariano, J., & Marques, S. (2016). Lisbon street campaign against ageism: A promising multi-stakeholder initiative. Journal of Intergenerational Relationships, 14(3), 258-265..
Ramsay, N., & Morrison, C. (2010). Youth Violence and Juvenile Justice: Causes, Intervention and Treatment Programs. New York: Nova Science Publishers Inc.
Royse, D., Thyer, B., & Padgett, D. (2010). Program evaluation: An introduction. Belmont: Wadsworth. G.110.1 ROY*Pro
Smith, M. (2010). Handbook of Program Evaluation for Social Work and Health Professionals. New York: Oxford University Press.
Spaulding, D. (2008). Program Evaluation in Practice: Core Concepts and Examples for Discussion and Analysis. New York: John Wiley & Sons Inc.
Authors:
Reference:
Year:
Internship Training in Social Psychology of Health
A student who completes this course should be able to.
LG1. Be proactive in contacting institutions where the internship may take place;
LG2. Collaborate in the definition of the goals and program of the internship;
LG3. Show motivation and learning skills in face of the challenges arising in the internship;
LG4. Develop the ability to transfer theoretical and methodological knowledge to solving real problems;
LG5. Act maturely and show interpersonal skills during his/her integration in the work environment;
LG6. Keep a personal and professional posture that dignifies the Institute that he/she is representing;
LG7. Respect the internal norms that rule the institution hosting the internship;
LG8. Respect the professional ethical norms, keeping any issues pertaining to the activity of the hosting institution confidential;
LG9. Analyse critically all the activities developed during the internship;
LG10. Do a written report at the end of the internship.
The nature of this course does not allow the definition of a specific program. In fact, more important than the acquisition of new knowledge if the ability to transfer previously held competencies to the pursuit of the internship's goals. Therefore, this course is based on the individual work developed by the student and presented at the supervision sessions.
Despite the absence of a traditional program, some of the contents that will be taught include:
PC1. Outline and conceptualization of the internship plan
PC2: Ethics and deontology in professional practice
PC3: Communication and conflict management
PC4: Intervention and decision making in a multidisciplinary context.
PC5: Evidence-based psychosocial assessment / intervention processes
PC6: Preparation of internship report
1. external supervisor (20%), based on a grid provided by DPsic.
2. internal supervisor (80%), based on the final report and supervision process.
Evaluation of the internship institutions:
After each academic year, every hosting institution should be evaluated according to the teaching goals defined by the internal supervisor and taking into account the interns evaluation.
Title: Smith, M. (2010). Handbook of Program Evaluation for Social Work and Health Professionals. New York: Oxford University Press.
Regulamento de estágio disponível na plataforma de E-learning.
Ordem dos Psicólogos Portugueses (2011). Código Deontológico da Ordem dos Psicólogos Portugueses. Diário da República, 2.ª série, 78, 20 de Abril de 2011, 17931- 17936.
Frederick, S.H., & king, M. (2014). The successful internship: personal, professional and civic development in experiential learning (4ª Ed.). Belmont: Brooks/Cole.
Bartholemew Eldredge et al. (2016). Planning Health Promotion Programs: An Intervention Mapping Approach (4ª Ed.). New York: John Wiley & Sons Inc.
A.P.A. (2017). Ethical principles of psychologists and code of conduct. Washington: American Psychological Association.
Authors:
Reference:
Year:
Title: McKenzie, J.F., Neiger, B.L., Thackeray, R. (2012). Planning, Implementing, & Evaluating Health Promotion Programs: A Primer (6th edition). Benjamin Cummings
LeCroy, C., & Mann, J. (2008). Handbook of Prevention and Intervention Programs for Adolescent Girls. New York: John Wiley and Sons Ltd.
Joyce-Moniz, L., & Barros, L. (2005). Psicologia da doença para cuidados de saúde: desenvolvimento e intervenção. Porto: Asa.
Holden, D., & Zimmerman, M. (2009). A practical guide to program evaluation planning: Theory and case examples. London: SAGE.
Harris, M.J. (2010). Evaluating Public and Community Health Programs. San Francisco: Jossey-Bass.
Fertman C. I., Allensworth D. D. (2010). Health Promotion Programs: From Theory to Practice. New York: Society for Public Health Education. San Francisco: Jossey-Bas
DiClemente R. J., Crosby R. A., Kegler M. (2009). Emerging Theories in Health Promotion Practice and Research. (2nd edn). San Francisco: Jossey-Bass.
Buunk, A., & Van Vugt, M. (2007). Applying Social Psychology: From Problems to Solutions. London: SAGE Publications Ltd.
A.P.A. (2010). Publication Manual of the American Psychological Association (6ª Ed.).Washington: A.P.A.
Authors:
Reference:
Year:
Master Dissertation in Social Psychology of Health
A student who completes this course should be able to:
LG1. Know the different steps for designing a research project;
LG2. Identify, delimit and conceptually frame a research problem relevant for scientific research;
LG3. Write a relevant literature review that adequately frames the research problem addressed using all the available resources;
LG4. Effectively outline the methodological strategy according to the formulated research problem
LG5. Write a research project that is adequate to a master?s thesis
LG6. Effectively present the work conducted and the respective argumentation.
LG7. Discuss critically the thesis.
LG8. Recognize and follow ethical guidelines.
PC1. Steps and processes for designing a research project (RP)
-Structure and goals of the RP
-Development stages of a RP
-Norms for the elaboration of a RP
PC2. Literature Review
-Goals and features of a literature review
-Literature review and the development of the argument
-Planning and conducting a literature review
-Organization and writing a literature review
PC3. Outlining the methodological strategy:
-What is the methodological strategy: link between conceptual and operationalization stages
-Main methodological options: quantitative and qualitative
-Research design
-Planning data analysis
-Ethical issues in research
PC4: Dissertation Seminars
-Block1: The research problem and its theoretical background
-Block2: The methodological strategy
-Block3: Presentations and discussion of the results
A pre-requisite to this course is to register the topic of the dissertation.
A public defense of the master dissertation must take place; the technical and formal written components, the public presentation and defense, and the supervision process will be assessed (which includes students' class attendance).
There is no Final Exam or the possibility for grade improvement.
Title: Swetnam, D., & Swetnam, R. (2010). Writing your Dissertation: How to Plan, Prepare and Present Successful Work (3rd ed.). Oxford: How to books. [S.113 SWE*Wri]
Sternberg, R.J., & Sternberg, K. (2010). The Psychologist's Companion: a Guide to Writing Scientific Papers for Students and Researchers. NY: Cambridge University Press. [PS.112 STE*Psy]
Fisher, C. (2007). Researching and writing a dissertation: A guidebook for business students (2ª ed., cap. 1). Essex: Prentice Hall. [ G.110.1 COL*Res 2ª ed]
Authors:
Reference:
Year:
Title: Reis, H.T., & Judd, C. (2000, eds.). Handbook of Research Methods in Social and Personality Psychology. Cambridge: Cambridge University press.
Judd, C., Smith, E., & Kidder, L.H (1991). Research methods in social relations (6th Ed). Fort Worth: Harcourt Brace Jovanovich College Publishers
Breakwell, G., Hammond, S. & Fife-Schaw, C. (2000). Research Methods in Psychology. London: SAGE. [PS.112 Res 2ª ed]
Métodos de investigação:
Walliman, N. (2005). Your research project: a step-by-step guide for the first time researcher (2nd Ed.). London. SAGE. [S.112 WAL*You 2ª ed]
Punch, K.F. (2006). Developing effective research proposals (2nd Ed.) Londres: SAGE. [PS.112 PUN*Dev 2ªed]
Friedland, A., J., & Folt, C. L. (2009). Writing Successful Science Proposals (2ª ed.). Yale: Yale University Press [PS.112 FRI*Wri ]
Bell, J. (2008). Doing your research project: A guide for first-time researchers in education, health and social science (4th ed.). Berkshire: Open University press. [S.113 BEL*Doi]
Escrita de projetos:
Ridley, D. (2008). The literature review: a step-by-step guide for students. London: Sage.
Howard, K., & Sharp, J. (1989). The Management of a Student Research Project. Aldershot: Gower
Hall, C. (1998). Doing a literature review: releasing the social science research. London: Sage.
Bem, D.J. (1995). Writing a review article for Psychological Bulletin. Psychological Bulletin, 118, 172-177.
Revisão de literatura:
Rosnow, R., L., & Rosnow, M. (2006). Writing Papers in Psychology: a Student Guide to Research Reports, Literature Reviews, Proposals, Posters and Handouts (7ª ed.). Belmont: Thompson.
ECSH-ISCTE-IUL (2013). Normas para a formatação gráfica da dissertação ou Trabalho de projeto dos Mestrados da Escola de Ciências Sociais e Humanas do ISCTE-IUL. Lisboa: ISCTE.
Ordem dos Psicólogos Portugueses (2011). Código Deontológico da Ordem dos Psicólogos Portugueses. Diário da República, 2.ª série, 78, 20 de Abril de 2011, 17931- 17936.
American Psychological Association (2019). Publication Manual of the American Psychological Association (7th ed.). Washington: APA.
Normas gerais de escrita:
Authors:
Reference:
Year:
Applied Project in Social Psychology of Health
This course aims at supervising student's work on the development of an intervention project social psychology of health. Therefore, it aims to contribute to the transfer of previously acquired knowledge and skills to the development of research-action and intervention projects.
A student who completes this course should be able to:
LG1. Undertake a proper bibliographic research using the available resources;
LG2. Identify and formulate a research problem for an intervention project;
LG3. Write a literature review framing the research problem;
LG4. Come up with empirical answers to the research problem by mastering the appropriate methodologies and research instruments;
LG5. Discuss critically his/her thesis;
LG6. Communicate his/her work in writing and orally
The nature of this course does not allow the definition of a specific program, since it aims at promoting the ability to transfer previously held competencies to the development of an intervention project. Therefore, this course is based on the autonomous work presented at the supervision and seminar sessions.
Despite the absence of a traditional program, some of the contents that will be taught include:
PC1 -Parts of an intervention project:
PC1.1. Defining the research problem;
PC1.2. Theoretical background: main concepts, outcome variables, etiological model, general goals and hypotheses;
PC1.3. Needs diagnosis;
PC1.4. Defining the intervention program: process and outcome goals, resources and activities, outputs, target-population and risks/threats.
PC1.5. Defining the evaluation method;
PC1.6.References and annexes
And also
PC2. Preparing for the oral defense
The intervention project should be defended in public, where the following components will be evaluated: a) technical component; b) written format, and c) oral presentation and arguments. The final grade of this course corresponds to the final grade of the project developed.
BibliographyTitle: Punch, K.F. (2006). Developing effective research proposals (2nd Ed.) Londres: SAGE.
Knowlton, L., & Phillips, C. (2008). The Logic Model guidebook: Better strategies for great results. London: Sage.
Ferguson, J. (1999). The grant seekers? guide to project evaluation. New York: Aspen.
Hall, C. (1998). Doing a literature review: releasing the social science research. London: Sage.
Buunk, A., & Van Vugt, M. (2007). Applying Social Psychology: From Problems to Solutions. London: SAGE Publications Ltd.
Bartholomew, L., Parcel, G. , Kok, G., & Gottlieb, N. (2006). Planning Health Promotion Programs: An Intervention Mapping Approach (3ª Ed.). SF: Jossey-Bass.
American Psychological Association (2009). Publication Manual of the American Psychological Association. Washington: APA.
Normas orientadoras para a dissertação ou trabalho de projecto de mestrado (ISCTE, 2009) http://mess.de.iscte.pt/Harmonizacao_Doc_unico_V6.pdf
Authors:
Reference:
Year:
Title: Santos, N. R. (2005). Projectos de investigação em Psicologia: Guia para a sua elaboração e execução. Évora: NEPUE.
Bem, D.J. (1995). Writing a review article for Psychological Bulletin. Psychological Bulletin, 118, 172-177.
Authors:
Reference:
Year:
Recommended optative
1st semester
04463 | Psychopathology and Clinical Evaluation
2nd semester
04462 | Psychological Intervention in Health and Well-Being
Other options:
00124 | Emotional Development in the Family and in the School
00624 | Advanced Research Methods in Psychology
00136 | Emotion in Social & Cultural Relations
00730 | Qualitative Methods in Psychology (ECSH | Psi)
Optional courses will only be held if they achieve a minimum number of enrollments.
Accreditations