Accreditations
The program consists of two semesters with a curriculum component l (1st year), and two semesters to complete a curricular internship (350 hours), and a dissertation or project (2nd year). There are three optional curricular units, two in the 1st semester and one in the 2nd semester (1st year).
During the 2nd year the internships occur in different organizations which have been collaborating with the Master’s over the years (e.g., CPCJs, foster-care, diverse community programs, schools, NGOs, city councils, hospitals …).
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
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Psychological Assessment of the Child and Adult
6.0 ECTS
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Social Intervention Programs
6.0 ECTS
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Community Psychology
6.0 ECTS
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Adoption, Foster and Residential Care and Child Development
6.0 ECTS
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Assessment and Intervention with Children at Risk
6.0 ECTS
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Assessment and Intervention with Families at Risk
6.0 ECTS
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Advanced Data Analysis Methods
6.0 ECTS
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| 2nd Year | ||
|
Internship Training in Community Psychology
18.0 ECTS
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Master Dissertation in Community Psychology, Protection of Children and Youth at Risk
42.0 ECTS
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Applied Project in Community Psychology, Protection of Children and Youth at Risk
42.0 ECTS
|
Psychological Assessment of the Child and Adult
At the end of this CU the students should be able to:
LO1: Identify the main theoretical models of psychological assessment.
LO2: Identify the steps that characterize the process of psychological assessment in different contexts and as a function of the specific goals underlying an assessment task.
LO3: Have a set of ethics skills underlying the practice of psychological assessment.
LO4: Identify and distinguish the main methodologies, techniques and psychological tests, adapted for the Portuguese context, knowing how to justify their relevance and suitability according to the goals underlying a certain psychological assessment process.
LO5: Have general and specific skills important for the practice of psychological assessment within the professional activities of a psychologist.
S1. Psychological assessment: theoretical models and ethical issues in psychological assessment.
S2. Psychological assessment as a process: the steps of psychological assessment considering different goals and contexts.
S3. Methodologies in Psychological assessment:
3.1. Interview
3.2. Observation
3.3. Specificities regarding observation and interviews with children, adolescents and adults.
S4. The assessment of intelligence and cognitive functions
4.1. The Griffiths scales of Child Development
4.2. Bateria de avaliação neuropsicológica de Coimbra.
4.3. The Wechsler Intelligence scales
S5. Social-emotional assessment and psychopathological symptoms:
5.1. Attachment: behavioral and representation measures - children, adolescents, and adults.
5.2. Internal and external behaviors problems in children and adolescents.
5.3. Psychopathological symptoms in adults.
5.4. Other techniques
S6: Psychological assessment reports
Students may complete this CU by an assessment throughout the semester or by exam.
In the first case, students should do an individual written test (60%) and a group assignment (40%). Students are approved in this course if they have 9.5 or more in each of the assessment elements.
In the second case, students should do a final individual written exam (100%).
There are no mandatory presences, but due to the nature of this course, it's recommended that students attend classes and do the assessment throughout the semester.
Title: Férnandez-Ballesteros, R. (2011). Evaluacion psicológica: Conceptos, métodos y estudio de casos. Madrid: Piramide.
Goldfinger, K. B. & Pomerantz, A. M. (2013). Psychological assessment and report writting (2nd Ed.). Los Angeles: Sage.
Groth-Marnat, G. & Wright, A. (2016). Handbook of psychological assessment (6th Ed.). New Jersey: Wiley
Machado, C., Gonçalves, M., Almeida, L., & Simões, M. (2011). Instrumentos e contextos de avaliação psicológica (vol. I). Coimbra: Almedina
Saklofske, D.H., Reynolds, C., & Schwean, V.L. (2013). The Oxford Handbook of Child Psychological Assessment. Oxford University Press.
Authors:
Reference: null
Year:
Title: Achenbach, T. (2019). International findings with the Achenbach System of Empirically Based Assessment (ASEBA): Applications to clinical services, research, and training. Child Adolescent Psychiatry Mental Health, 13, 30.
Achenbach, T. (2020). Bottom-Up and Top-Down Paradigms for Psychopathology: A Half-Century Odyssey. Annual Review Clinical Psychology, 16, 1?24.
Green, E. et al. (2018). Escalas de Desenvolvimento Mental de Griffiths - 3ª Edição. Hogrefe.
Simões, M., Machado, C., Gonçalves, M., & Almeida, L.S. (Coord.) (2007). Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. 3). Coimbra: Quarteto.,
Simões, M. et al. (2003). Escala de Inteligência de Wechsler para Crianças. Terceira Edição (WISC-III). Adaptação, validação e estudo normativo para a população portuguesa. Hogrefe.
Simões, M., et al. (2016). Bateria de Avaliação Neuropsicológica de Coimbra. Hogrefe
Ordem dos Psicólogos Portugueses (2021). Código Deontológico dos Psicólogos Portugueses.
Waters, E., Vaughn, B.E, & Waters, H.S. (2021). Measuring attachment. Developmental Assessment across the lifespan. Guilford Press.
Authors:
Reference: null
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.
PC1. Basic notions in program/project planning and evaluation.
1.1. Definition of project and program
1.2. Phases in program planning
PC2. 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
PC3. 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
PC4.Tools and techniques
4.1 Definition and components of Logic Model (LM)
4.2 Approaches to build the LM
4.3 Phases of the LM
PC5.Activities associated with LM
5.1 Objectives and hypotheses
5.2 Channels, methods, strategies
PC6. Evaluation of projects
6.1 Types of evaluation
6.2 Design and assessment tools
PC7. Design and evaluation of specific projects
In the over the period evaluation option, students are required to take part in two types of evaluation exercises:
One individual test 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 test and in the work group.
Those students who fail the over the period evaluation have the choice to do an individual 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:
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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: null
Year:
Community Psychology
The student who successfully completes this Curricular Unit (UC) will be able to:
LO1. Identify and appropriately use theoretical and methodological concepts and approaches to analyze community problems at the social and community level.
LO2. Investigate and evaluate in community contexts.
LO3. Define strategies and master community intervention techniques and tools.
LO4. Critically analyze community intervention programs.
CP1 – Community Psychology: Concepts and theoretical approaches
• Origin, justification and current status of Community Psychology
• Definition, characteristics, principles and values of Community Psychology
• Concepts and formulations of Community
• Ecology, prevention and promotion
CP2 – Community research and evaluation
• Concepts and processes of community research and evaluation
• Participatory and collaborative research
CP3 – Community intervention
• Concepts, processes and strategies for community intervention
• Sense of community and social support
• Community development and participation, well-being and empowerment
• Community partnerships and coalitions
• Effectiveness of interventions
• Ethics in community intervention
Students can complete the UC through assessment throughout the semester or assessment by exam.
Assessment throughout the semester includes the following assessment instruments: oral presentation of a group work (25%), a written report of the group work (25%) and an individual written test (50%). All assessment instruments must have a minimum score of 9.5.
The exam assessment method consists of an individual written exam (100%) in the defined assessment periods (1st and/or 2nd period and/or special period).
Title: Bond, Serrano-García, Keys & Shinn (2017). APA handbook of community psychology: Theoretical foundations, core concepts, and emerging challenges. APA
Burns, Howard & Ospina (Eds) (2021). The SAGE handbook of participatory research and inquiry. Sage
Fisher, Sonn, & Bishop (Eds) (2002). Psychological sense of community. Kluwer Academic
Jason, Keys, Suarez-Balcazar, Taylor, & Davis (Eds) (2004). Participatory community research. APA
Kloos, Hill, Thomas, Wandersman, Elias, & Dalton (2013). Community Psychology: Linking individuals and communities (3rd ed). Cengage
Minkler & Wallerstein (Eds) (2008). Community-based participatory research for health: from process to outcomes (2nd ed). John Wiley
Nelson & Prilleltensky (2005). Community Psychology. Palgrave Macmillan.
Ornelas (2008). Psicologia Comunitária. Lisboa: Fim de Século
Rappaport & Seidman (2000). Handbook of community psychology. Plenum
Scott & Wolfe (2015). Community psychology: foundations for practice. Sage
Authors:
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Title: Butterfoss, F. (2006). Process evaluation for community participation. Annual Review Public Health, 27, 323–40.
Carvalhosa, S., Domingos, A., & Sequeira, C. (2010). Modelo lógico de um programa de intervenção comunitária – GerAcções. Análise Psicológica, 3 (XXVIII), 479-490.
Duffy, G. & Wong, Y. (2003). Community Psychology. Pearson Education, Inc.
Montero, M. (2003). Teoría y práctica de la psicología comunitaria:la tensión entre comunidad y sociedad. Paidós.
Montero, M. (2004). Introducción a la psicología comunitaria : desarrollo, conceptos y procesos. 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
Wholey, J., Hatry, H. P. & Newcomer, K. E. (Eds.) (2004). Handbook of practical program evaluation. Wiley.
Authors:
Reference: null
Year:
Adoption, Foster and Residential Care and Child Development
Students who successfully complete this CU should be able to:
LO1. Describe and explain the main characteristics, potentialities, and challenges in adoption, foster care, and residential care;
LO2. Describe the theoretical models and the scientific research that guide the current knowledge in the areas of adoption, foster care, and residential care;
LO3. Describe intervention strategies and empirically validated and supported intervention programs in those educational contexts, aiming to promote child development and child welfare systems and practices;
LO4. Analyze, critically, the empirical research and intervention programs in the areas of adoption, foster care, and residential care.
PC1. Residential care
-Characteristics;
-The development of children in residential care;
-Standards and quality assessment systems;
-Therapeutic and specialized residential care;
-Life project, preparation for transitions;
PC2. Foster family care:
-Characteristics;
-The development of children in foster care;
-Recruitment and pre-service training of foster families;
-Intervention in foster family care;
PC3. Adoption
-Characteristics;
-The development of adopted children;
-Adoptive identity and search for origins;
-Adoptive parenting.
Students can complete the CU through assessment during the semester or assessment by exam.
-Assessment throughout the semester includes the following compulsory elements: (1) group preparation of a research project on foster/residential care or adoption (30%), plus (2) an oral presentation (15%); and (3) an individual written test (55%). Students with a minimum mark in each assessment element of at least 8.5 and a final average of 9.5 or more will pass. Students must attend at least 3/4 of their classes.
-The assessment by exam is an individual written exam (100%) and covers the entire subject. Students who have opted for this assessment method and students who have not passed the assessment method during the semester will be admitted.
Title: Mccall, R. et al. (2011). Children without permanent parents: Research, practice, and policy. Monographs of the Society for Research in Child Development, 76(4).
Mitchell, J. et al. (2019). The handbook of therapeutic care for children: Evidence-informed approaches to working with traumatized children and adolescents in foster, kinship and adoptive care. London: Jessica Kingsley Publishers.
Osofsky, J. (2017). Treating infants and young children impacted by trauma: Interventions that promote healthy development. Washington DC: American Psychological Association.
Wrobel, G.M., & Neil, E. (2009). International advances in adoption research for practice. Wiley-Blackwell.
Whittaker, J. et al. (2015). Therapeutic residential care for children and youth: Developing evidence-based international practice. London: Jessica Kingsley.
Acrescem artigos científicos e relatórios profissionais anualmente atualizados e disponibilizados aos alunos.
Authors:
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Title: Carvalho, M.J.L., & Salgueiro, A. (2018). Pensar o acolhimento de crianças e jovens. Lisboa: Fundação Calouste Gulbenkian.
Dozier, M., & Rutter, M. (2008). Challenges to the development of attachment relationships faced by young children in foster and adoptive care. In J. Cassidy & P. Shaver (eds.), Handbook of Attachment: Theory, Research, and Clinical Applications. NY: The Guildford Press.
Haugaard, J., & Hazan, C. (2002). Foster parenting. In M. H. Bornstein (Ed.), Handbook of parenting: Vol. 1. Children and parenting (pp. 313-327). New Jersey: Lawrence Erlbaum Associates.
Neil, G., Parton, N., & Skivenes, M. (2011). Child protection systems: International trends and orientations. NY: Oxford University Press.
Nelson, C.A., Furtado, E.A., Fox, N.A., & Zeanah, C.H. (2009). The deprived human brain. American Scientist, 97, 222-229.
Nelson, C.A., Zeanah, C., & Fox, N.A. (2007). The effects of early deprivation on brain-behavioral development: The Bucharest Early Intervention Project. In D. Romer and E. Walker (Eds.), Adolescent Psychopathology and the Developing Brain: Integrating Brain and Prevention Science (pp.197-215). New York: Oxford University Press.
Palacios, J., & Brodzinsky, D. (2010). Adoption research: Trends, topics, outcomes. International Journal of Behavioral Development, 34(3), 270-284.
Rutter, M., et al. (2010). Deprivation-specific psychological patterns: Effects of institutional deprivation. Monographs of the Society for Research in Child Development, 76(4).
Steele, H, & Steele, M. (2018). Handbook of attachment-based interventions. New York: Guildford.
Wilson, K., & James, A. (2007). The child protection handbook. London: Bailiere Tindall.
Acrescem artigos científicos e relatórios profissionais anualmente atualizados e disponibilizados aos alunos.
Authors:
Reference: null
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Assessment and Intervention with Children at Risk
The student that successfully completes this course will be able to:
LG1: Adequately use concepts and theoretical models to identify diverse risk factors or situations that affect groups of children.
LG2: Adequately use assessments tools to diagnose domains of child development in groups of at-risk children.
LG3: Critically analyse evaluation and intervention tools for children expose to risk.
LG4: Know and critically analyse intervention programmes (universal and selective);
LG5: Identify the dimensions/variables that need to be considered when designing an intervention.
LG6: Develop a group intervention based on a risk profile.
P1: Risk factors (e.g. poverty, child abuse, neglect, social problems, immigration) and consequences to various domains of development (e.g. health, learning, socio-emotional and cognitive development, etc.).
P2: The mechanisms by which risk factors influence development.
P3: The design of a group risk assessment strategy: domains of assessment, choice of instruments, ethical and practical considerations.
P4: From assessment to intervention: General aspects and principles of intervention according to an ecological framework. The process of intervention with at-risk children.
P5: Evidence-based intervention programs, universal and for children at risk (e.g., social emotional learning, child sexual abuse) applied manly in school and community contexts.
Evaluation methodology: Assessment throughout the semester or Assessment by exam
Assessment throughout the semester: 1 group assigment (oral presentation - 20%) + 1 group task (10% oral presentation; 30% written report) and an individual test (with consultation; 40%). Students who get a minimum of at least 8.5 on each of these components and a final average of at least 9.5 are approved.
Assessment by final exam: written exam + oral defense (100%).
Title: CIG (2020). Guia de intervenção integrada junto de crianças ou jovens vítimas de violência doméstica. CIG.
Alexandre, J. & Barata, C. (2020). Intervenção comunitária com crianças e jovens em risco. In R. Barroso & D. Neto (Eds.) A Prática Profissional da Psicologia da Justiça (1ª ed., pp. 123-135). Ordem dos Psicólogos Portugueses.
OPP (s.d.). Linhas de orientação para a prática profissional: psicologia no âmbito da proteção de crianças e jovens em risco. OPP.
Raimundo, R. & Pinto, A. (2016). Avaliação e Promoção das Competências Socioemocionais em Portugal. Lisboa: Coisas de Ler.
Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving student outcomes. NY: Guilford press.
Webster-Stratton, C. (2005). Os anos incríveis: Guia de resolução de problemas para pais de crianças dos 2 aos 8 anos de idade. Braga: Psiquilíbrios.
Authors:
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Title: Alvarez, M., Veiga-Simão, A., Ferreira, J., Santos, E. (Coord) (2020). Psicologia Educacional: Investigação e intervenção em Portugal. Lisboa: Coisas de Ler.
Guerra,M, Lima,L., & Torres,S. (2014). Intervir em grupos na saúde. Lisboa: Climepsi.
Jaffe, P., G., Baker, L. L., Cunningham, A.J. (2004). Protecting children from domestic violence: Strategies for community intervention. New York: Guilford.
Levenstein, Ph., & Levenstein, S. (2008). Messages from home: The parent-child home Program for overcoming educational disadvantage. Philadelphia: Temple University Press.
Macklem, G. L. (2008). Practitioners guide to emotion regulation in school-aged children. Manchester, USA: Springer Science.
Maton, K. I., Schellenbach, C. J., Leadbeater, B. J., & Solarz, A. L. (2004). Investing in children, youth, families and communities: Strengths-based research and policy. Washington, DC: APA.
Menéndez, A.G., Hermida, J.R.F., & Villa, R.S. (2004). Guía para la detección e intervención temprana con menores en riesgo. Astúrias: Colegio Oficial de Psicólogos del Principado de Asturias.
Moreira, P. (2001). Para uma prevenção que previna. Coimbra: Quarteto.
National Scientific Council on the Developing Child (2005). Excessive Stress Disrupts the Architecture of the Developing Brain: Working Paper No. 3. Retrieved from www.developingchild.harvard.edu
O´Connel, M. E., Boat, T., & Warner, K. (2009). Preventing mental, emotional, and behavioral disorders and substance abuse among children, youth, and young adults: Research advances and promising interventions. Washington: The National Academies Press.
Peacock, G. & Collett, B. (2010). Collaborative home/school interventions: Evidence-based solutions for emotional, behavioral, and academic problems. NY: Guilford press.
Snow, C., Van Hemel, S., & Committee on Developmental Outcomes and Assessments for Young Children. (2008). Early childhood assessment: Why, what, and how. Washington, D.C.: National Academies Press.
Authors:
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Assessment and Intervention with Families at Risk
The student who successfully completes this CU will be able to:
LO1. Understand the theoretical underpinnings of family psychology and main models regarding family functioning.
LO2. Recognize family diversity.
LO3. Identify the main processes and phases of family life cycles, both normative and non-normative.
LO4. Define at-risk families and multi-challenged families
LO5. Identify different strategies to assess family dynamics
LO6. Analyse and apply evidence-based practices for intervention with multi-challenged and difficult-to-reach families
LO7. Describe different programs for family interventions and parental education.
LO8. Conceptualize programs aiming family interventions, tailored to the characteristics of a specific family, especially those at-risk.
S1. Family - Definition and diversity.
S2. The family life cycle, stage and normative and non-normative transitions.
S3. Stress and family resilience.
S4. At-risk and multi-challenged families.
S5. Parenting: risk and protective factors.
S6. Assessment with families:
- Focus and strategies
- Observation
- Interview
- Questionnaires
- Genogram and ecomap
S7. Intervention with families at-risk and multi-challenged; Parenting interventions.
S8. Intervention challenges and ethical-deontological issues.
Students may complete this CU by assessment throughout the semester or by exam.
In the first case, students should do an individual written test (55%), and a group assignment that requires an oral presentation in class (15%) and a written report (30%). Students must have a grade equal or higher than 9.5 on each evaluation component to successfully complete this course.
In the second case (exam), students should do an individual written exam (100%). Students with a grade equal or higher than 9.5 are approved.
There are no mandatory presences in classes to be able to complete the CU.
Title: Arranz, E. & Oliva, A. (2010) (Eds). Desarrollo psicológico en las nuevas estructuras familiares. Madrid, Espanha: Ediciones Pirámide.
Boyd-Franklin, N. & Bry, B.H. (2001). Reaching Out in Family Therapy: Home-Based, School, and Community Interventions. New York: The Guilford Press.
Carr, A. (2012). Family Therapy - Concepts, Process and Practice. San-Francisco: John Wiley and Sons
Landy, S., Menna, R. (2006). Early Intervention With Multi-risk Families: An Integrative Approach. Baltimore, MD: Brookes Publishing Company.
Relvas, A. (1996). O Ciclo Vital da Família - Perspectiva Sistémica. Biblioteca das Ciências do Homem. Porto: Edições Afrontamento.
Walsh, F. (Ed.) (2003). Normal Family Processes: Growing Diversity and Complexity. New York: The Guilford Press.
Ponzetti J. J. (2016). Evidence-based parenting education: A global perspective. N.Y.: Routledge.
Authors:
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Title: Alarcão, M. (2002). (Des) equilíbrios familiares : uma visão sistémica (2ª edição). Lisboa: Quarteto.
Azar, S. T. (1998). Parenting and child maltreatment. In I. E. Sigel & K. A. Renninger (Volume 4, Eds.), Child Psychology in Practice (pp. 361-388). Handbook of Child Psychology. (5th edition) (W. Damon, Ed.). New York: John Wiley & Sons.
Boyd-Franklin, N. & Bry, B. H. (2001). Reaching Out in Family Therapy: Home-Based, School, and Community Interventions. New York: The Guilford Press.
Camilo, C., & Garrido, M. V. (2013). Desenho e avaliação de programas de desenvolvimento de competências parentais para pais negligentes: Uma revisão e reflexão. Análise Psicológica, 3 (XXXI), 245-268
Cassidy, J & Shaver, P. (2010). Handbook of Attachment: Theory, research and clinical applications. NY: Guilford.
Christophersen, E.R., & Mortweet, S.L. (2002). Parenting That Works: Building Skills That Last a Lifetime. Washington, DC: American Psychological Association.
Cruz, O. (2005). Parentalidade. Coimbra: Quarteto.
Demo, D.H., Allen, K. R., Fine, M. A. (2000). Handbook of family diversity. New York: Oxford Press.
Elliott, M. (1996). 501 Ways to be a Good Parent. UK: Hodder & Stoughton.
Koller, S. H. (Org.) (2004). Ecologia do desenvolvimento humano: Pesquisa e intervenção no Brasil. 2. ed. São Paulo: Casa do Psicólogo Livraria e Editora.
Jones, E. (1999). Terapia dos Sistemas Familiares. Colecção Sistemas, Famílias e Terapias. Lisboa: Climepsi Editores.
Liddle, H.A., Santisteban, D.A., Levant, R.F., & Bray, J.H. (Eds.) (2001). Family Psychology: Science-Based Interventions. Washington, DC: American Psychological Association.
Nichols, W.C., Pace-Nichols, M.A., Becvar, D.S., & Napier, A.Y. (2000). Handbook of Family Development and Intervention. New Jersey: Wiley & Sons.
Ranquet, M. (1996). Los Modelos en Trabajo Social - Intervención con Personas y Familias. Espanha: Siglo Veintiuno Editores.
Relvas, A. P. & Alarcão. M. (2002) (Coord.) Novas formas de família. Lisboa: Quarteto.
Sandres, M.R. (2008). Triple P-Positive Parenting Program as a Public Health Approach to Strengthening Parenting. Journal of Family Psychology, Vol. 22 (3), 506-517.
Soares, H. & Ferreira, B. (2011). Rede de Intervenção na Família (RIF). Uma experiência de prevenção de maus-tratos e negligência infantil (MNI) através da promoção de competências parentais em contexto comunitário. In C. Sampaio Cruz & M. Leote de Carvalho (Eds.), Crianças e Jovens em Risco. A família no centro da Intervenção. Cascais: Princípia - Publicações Universitárias e Científicas.
Sroufe, L. A., Egeland, B. E., Carlson, E. A., & Collins, W. A. (2005). The development of the person. The Minnesota study of risck and adaptation from birth to adulthood. The Guilford Press, London.
Walsch, F. (2006). Strengthening Family Resilience (2nd edition). New York: Guilford.
Webster-Stratton, C. (2010). Os Anos Incríveis - guia de resolução de problemas para pais de crianças dos 2 aos 8 anos de idade. Braga: Psiquilíbrios Edições.
Juffer, F., Bakermans-Kranenburg, M.J., & Van IJzendoorn, M.H. (2008). Promoting positive parenting: An attachment-based intervention. New York: Lawrence Erlbaum / Taylor & Francis.
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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 (PROCESS in JASP and in SPSS)
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 (PROCESS in JASP and in SPSS)
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 (PROCESS in JASP and in SPSS)
4.4. Report results in a thesis/paper
Assessment during the semester includes:
1. Individual assessment - Written test (65%) - with a minimum mark of 8.5
2. Group assessment - Work (35%) - with a minimum mark of 10.
Assessment by exam includes two tasks:
1. Written test (65%) with a minimum mark of 8.5
2. An assignment (35%) handed in on the day of the exam. Minimum mark of 10.
Title: Eliyana A, Pradana II. (2020). The Effect of Work-Family Conflict on Job Satisfaction with Organizational Commitment as the Moderator Variable. Sys Rev Pharm , 11(10): 429-437. doi:10.31838/srp.2020.10.66
Hair, J., Black, W., Babin, B. and Anderson, R. (2019) Multivariate Data Analysis, Pearson New International Edition (8th ed).
Hayes, A. F. (2022). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. 3rd, 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.
https://jasp-stats.org/faq/what-does-jasp-stand-for/
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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,
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
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Internship Training in Community Psychology
A student who completes this course should be able to.
LG1. Collaborate in the definition of the goals and program of the internship;
LG2. Show motivation and learning skills in face of the challenges arising in the internship;
LG3. Use theoretical, technical and methodological instruments appropriate to an approach of concrete problems in processes of psychological and social assessment and intervention;
LG4. Reveal maturity and interpersonal skills during his/her integration in the work environment;
LG5. Keep a personal and professional adequate posture;
LG6. Reveal respect by the internal norms of the institutions that hosts the internship and other conditions agreed with the host institution;
LG7. Respect the rules of ethical conduct consistent with the practice of the profession of psychologist; LG8. Analyze and critically reflect on the activities on the internship;
LG9. Do a written report at the end of the internship abiding to the DPSO rules.
The nature of this course does not allow the definition of a specific program. In fact, more important than the acquisition of new knowledge is 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:
S1. Professional ethical behaviour; Teamwork;
S2. Multidisciplinary intervention: Decision processes.
S3. Communication and interpersonal relationships in a work setting; Negotiation and conflict management;
S4. Participation in evidence base processes of psychological assessment and intervention;
S5. Reports writing.
Verification of compliance with the learning objectives is carried out exclusively in the form of Assessment troughout the semester, according to the following criteria:
1. Evaluation by the external advisor (20%; based on the grid provided by DPSI)
2. Assessment by the internal advisor (75%; based on the final internship report).
3. Individual presentation at the internship seminar (5%).
Report delivery dates (to the internal advisor):
1st Season - until 5/31/2024
2nd Season - until 6/15/2024.
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.
Robson C. (1993). Real world research: A resource for social scientists and practitioners-researchers. Oxford:Blackwell.
Reis, H. T., & Judd, C. M. (Eds.) (2000). Handbook of research methods in social and personality psychology.New York: Cambridge University Press.
Wertlieb, D. (2002). Handbook of Applied Developmental Science: Promoting Positive Child, Adolescent and Family Development through Research, Policies and Programs. London: SAGE Publications Ltd.
Regulamento de estágio.ISCTE-IUL
Codigo de Conduta Academica Homologado. ISCTE-IUL
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.
Authors:
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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.
Ferrer-Wreder, L., Stattin, H., Lorente, C., Tubman, J., & Adamson, L. (2003). Successful Prevention and Youth Development Programs: Across Borders. New York: Springer Science & Business Media.
Goodman, L., & Love, R. (1980). Project planning and management: an integrated approach. New York: Pergamon Press. G.140 Pro
Holden, D., & Zimmerman, M. (2009). A pratical guide to program evaluation planning: Theory and case examples. London: Sage. S.113 Pra,1
LeCroy, C., & Mann, J. (2008). Handbook of Prevention and Intervention Programs for Adolescent Girls. New York: John Wiley and Sons Ltd.
Lerner, R., Jacobs, F., &
Ramsay, N., & Morrison, C. (2010). Youth Violence and Juvenile Justice: Causes, Intervention and Treatment Programs. New York: Nova Science Publishers Inc.
Reis, H. T., & Judd, C. M. (Eds.) (2000). Handbook of research methods in social and personality psychology.New York: Cambridge University Press.
Roberts, A. (2002). Handbook of Domestic Violence Intervention Strategies: Policies, Programs and Legal Remedies. New York: Oxford University Press.
Smith, M. (2010). Handbook of Program Evaluation for Social Work and Health Professionals. New York: Oxford University Press.
Tessmer, M. (1993). Planning and conducting formative evaluations. London: Taylor & Francis Ltd.
Regulamento Geral de Avaliação de Conhecimentos e Competencias do ISCTE-IUL. Despacho nº59/2009 do Presidente do ISCTE-IUL
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Master Dissertation in Community Psychology, Protection of Children and Youth at Risk
A student who completes this course should be able to:
LO1. Know the different steps for designing a research project;
LO2. Identify, delimit and conceptually frame a research problem relevant for scientific research;
LO3. Write a relevant literature review that adequately frames the research problem addressed using all the available resources;
LO4. Effectively outline the methodological strategy according to the formulated research problem
LO5. Write a research project that is adequate to a master?s thesis
LO6. Effectively present the work conducted and the respective argumentation.
LO7. Discuss critically the thesis.
LO8. Recognize and follow ethical guidelines.
PC1. Steps and processes for designing a research project
Structure and goals of the research project
Development stages of a research project
Norms for the elaboration of a research project
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: Analyzing and presenting results
Data analysis
Discussion and conclusions
Norms for scientific writing
References and appendices
PC5: Preparing the public defense of the dissertation.
To have access to the defense, students must register the topic and present the project
The students should actively participate in the seminars.
The dissertation or the intervention project is defended in public, and the following components will be evaluated: a) technical component; b) written format, and c) oral presentation and arguments.
There is no Final Exam or the possibility for grade improvement.
Title: American Psychological Association (2019). Publication Manual of the American Psychological Association (7th ed.). APA.
Bell, J. (2008). Doing your research project: A guide for first-time researchers in education, health and social science (4th ed.). Open University Press.
Creswell, J. W., & Creswell, J. D. (2018): Research design: qualitative, quantitative, and mixed methods approaches. Sage
Flick, U. (2020). Introducing research methodology: thinking your way through your research project. Sage.
Harrison, E. & Rentzelas, P. (2021). Your psychology dissertation. Sage.
Normas orientadoras para a dissertação ou trabalho de projecto de mestrado (ISCTE, 2020).
Ordem dos Psicólogos Portugueses (2016). Código Deontológico da Ordem dos Psicólogos Portugueses. OPP.
Authors:
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Title: Bukve, O. (2019). Designing social science research. Palgrave.
Davies, M. & Hughes, N. (2014). Doing a successful research project : using qualitative or quantitative methods. Palgrave Macmillan.
Fisher, C. (2007). Researching and writing a dissertation: A guidebook for business students (2ª ed., cap. 1). Prentice Hall.
Hall, C. (1998). Doing a literature review: releasing the social science research. Sage.
O' Leary, Z. (2014). The essential guide to doing your research project. Sage.
Punch, K.F. (2006). Developing effective research proposals (2nd Ed.) SAGE.
Reis, F. (2022). Investigação científica e trabalhos académicos : guia prático. Sílabo.
Ridley, D. (2008). The literature review: a step-by-step guide for students. Sage.
Walliman, N. (2005). Your research project (2nd Ed.). Sage.
White, P. (2017). Developing research questions. Palgrave-Macmillan.
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Recommended optative
The study plan includes 3 optional courses, 2 in the 1st semester and 1 in the 2nd semester.
1st Semester
- M8623 - Definition, Report and Assessment of Child Maltreatment and Neglect
- M8619 - Legislation, Organization and Competencies of Services in Social Intervention with Children and Youth at Risk and Danger
2nd Semester
Optional courses will only be held if they achieve a minimum number of enrollments.
Objectives
Upon concluding the Master's, it is intended that the student will be able to:
- Understand, differentiate and evaluate empirically the primary models of diagnosis and intervention at the level of the individual, the family, the group and the community;
- Understand the system, perspectives and models of the area of Protection of At-Risk Children and Youth;
- Apply theoretical knowledge and skills that permit evaluation and intervention in a systematic and intergrated manner on issues of education and the family in different familial, group, community and institutional contexts;
- Combine the knowledge of Community Psychology and Protection of At-Risk Children and Youth in order to analyze situations, formulate diagnoses and plan interventions in adoption, foster families and residential care.
- Develop research ideas and projects.
At the end of the Master's, the student should be able to:
(LO1) Understand, differentiate and evaluate empirically the theoretical perspectives and methodologies of Community Psychology and Protection of At-Risk Children and Youth; Understand the legislation, characteristics and functioning of the Children and Youth Protection System;
(LO2) Apply necessary acquired knowledge in the evaluation and design of systems at the parental, familial, community and institutional levels; Design, implement and evaluate psychosocial intervention programs; Apply acquired knowledge in the areas of adoption, foster families and residential care;
(LO3) Develop research ideas and projects in an original, indepedent, and sustained manner in the areas of the Community Psychology and Protection of At-Risk Children and Youth;
(LO4) Integrate and apply knowledge in Community Psychology and Protection of At-Risk Children and Youth in order to diagnose complex situations, plan and realize interventions in real-world contexts.