Accreditations
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
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Development of Professional Skills
6.0 ECTS
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Social and Organizational Diagnosis and Intervention
6.0 ECTS
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Advanced Data Analysis Methods
6.0 ECTS
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Project Design and Evaluation
6.0 ECTS
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Development of Personal & Academic Skills
6.0 ECTS
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Advanced Research Methods in Psychology
6.0 ECTS
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| 2nd Year | ||
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Internship in Social and Organizational Psychology
18.0 ECTS
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Dissertation in Social and Organizational Psychology
42.0 ECTS
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Applied Project in Social and Organizational Psychology
42.0 ECTS
|
Development of Professional Skills
LO1. Be able to use job search techniques, create a career plan, write a CV, and prepare and practice appropriate behaviors for responding in selection interviews;
LO2. Apply efficient organizational techniques to plan and facilitate a scientific, professional, or community event;
LO3. Utilize communication skills and conduct meetings, preparing them and applying group facilitation management skills;
LO4. Apply problem-solving and decision-making skills, encouraging creative behaviors and applying techniques that support decision-making;
LO5. Use cooperation and teamwork skills, negotiating and applying conflict management strategies.
CC1: Establish a short/medium-term professional career plan:
- Understand the process, methods, and tools for job searching;
- Identify and assess personal resources;
- Job interview.
CC2: Organize scientific, professional, or community events:
- Scientific, logistical, and financial planning of the event.
CC3: Prepare, conduct, and facilitate work meetings:
- Plan and conduct meetings.
CC4: Monitor problem-solving (PS) and decision-making (DM) in teams:
- Use techniques to facilitate creativity in problem-solving.
CC5: Team behavior: teambuilding and conflict resolution skills:
- Development of relational roles and participation styles;
- Mediate conflicts within teams.
Students can complete the course unit through continuous assessment throughout the semester or by exam assessment.
Continuous assessment includes the completion of various individual and group assignments: 1) preparation of a CV and a PITCH video (35%) (individual work); 2) planning a scientific meeting / planning a meeting (30%) (group work); 3) case analysis: teamwork and conflict resolution (35%) (group work). Students pass if they achieve a minimum grade of at least 9.5 (out of 20) in each assessment component (and thus a final average of 9.5 or higher).
The exam assessment is conducted in the following format (100%): 1) in the first round, students submit (individually) the components they failed in continuous assessment (if they did not submit any component, they will have to submit all of them); 2) in the second round, they submit an individual assignment that may cover any topic of the course unit or all of them. Students pass if they achieve a minimum grade of at least 9.5.
Title: Epple, A. (1997). Organizing Scientific Meetings. Cambridge University Press.
Maxwell, C. J (2010). Trabalho em equipa 101: O que todo o líder precisa de saber. Lisboa: Smartbook.
Neves, J., Garrido, M. & Simões, E. (2015). Manual de competências pessoais, interpessoais e instrumentais: Teoria e prática (3ª ed.). Lisboa: Edições Sílabo.
Schein, E. H. (1998). Process consultation revisited: Building the helping relationship. Addison Wesley Longman.
Whetten, D. A., & Cameron, K. S. (2015). Developing management skills (9th ed.). Pearson International.
Authors:
Reference: null
Year:
Title: Arvey, R.D., & Campion, J.E. (1982). The employment interview: A summary and review of recent research. Personnel Psychology, 35, 281-332.
Dubrin, A. J. (2014). Human relations: interpersonal job-oriented skills (12th ed.). Pearson.
n/a, Europass, http://europass.cedefop.eu.int/, s/a, Europass, http://europass.cedefop.eu.int/, http://europass.cedefop.eu.int/
Figler, H. (1999). The complete job-search handbook: Everything you need to know to get the job you really want (3rd ed.). Holt Paperbacks.
Goodale, J.G. (1989). Effective employment interviewing. In R.W. Eder e G.R. Ferris (eds), The employment interview: theory research and practice (pp. 307-323). Sage.
Le Bras, F. (1998). Os dez segredos de um bom curriculum vitae. Publicações Europa-América.
Lipman, B.E. (1983). The professional job search program. New York. Willey & Sons.
McDaniels, C. (1997). Developing a professional vita or resume. Chicago: Ferguson.
Millar, R., & Gallagher, M. (1997). The selection interview. In O. D. W. Hargie (ed.), The handbook of communication skills. NY: Routledge.
Ribeiro, A., Dias, J. B., Pimentel, A. & Mesquita (2002). Como procurar emprego: guia práti-co. Lisboa: IEFP.
Vansteenkiste, M., Lens, W., Dewitte, S., De Witte, H, & Deci, E. L. (2004). The "why" and "why not" of job search behavior: Their relation to searching, unemployment experience and well-being. European Journal of Social Psychology, 34, 345-363.
Wilson, P., Smoley, S. R., & Bradshaw, V.L. (1996). Job Search Guide: Strategies for profes-sionals. California State Employment Development Department.
Harvard Business Review (1999). Entrepreneurship. Boston, MA: HBSP.
Doyle, M., & Straus, D. (1993). How to make meetings work. Berkley Trade.
Barker, L.L., Wahlers, K.J. e Watson, K.W. (1995). Groups in process: An introduction to small group communication. Needham Heights, MA: Allyn & Bacon.
Hackman, J. R. & Wageman, R. (2005). A theory of team coaching. Academy of Management Review, 30, 269-287
Napier, R.W. & Gershenfeld, M. (1993). Groups: Theory and experience. Boston: Houghton Mifflin.
Thompson, L. (2000). Making the team: A guide for managers. Saddle River, NJ: Prentice Hall.
Quick, J. C. & Gavin, J. H. (2000) The next frontier: Edgar Schein on organizational therapy. Academy of Management Executive, 14, 31-44.
Authors:
Reference: null
Year:
Social and Organizational Diagnosis and Intervention
LG1. Identify needs regarding social and organizational change;
LG2. Apply methods and techniques for diagnosing problems in groups and organizations functioning;
LG3. Define strategies and processes for social and organizational interventions based on diagnostic evidence;
LG4. Report in a systematic way the relevant diagnostic and intervention information.
I. SOCIAL AND ORGANIZATIONAL DIAGNOSTIC APPROACHES
PC1.1.Diagnostics in social and organizational change and development settings
PC1.2. Levels of social and organizational change diagnostic.
PC1.3. Types of consultancy and diagnostic models.
PC1.4. Diagnostic process: goals, design, implementation, data collect and analysis
PC1.5. Problem analysis: strategies and processes
PC1.6. Social and organizational diagnostics at individual, group, and organizational levels.
PC1.7. Social and organizational diagnostics report and feedback
II. SOCIAL AND ORGANIZATIONAL INTERVENTION TECHNIQUES AND PROCESSES
PC2.1. Intervention goals and planning
PC2.2. Intervention device: methods, techniques and resources
PC2.3. Intervention levels: individual/group/organizational
PC2.4. Specific techniques for each intervention level and integrative techniques
PC2.5. Intervention assessment
PC2.6. Ethical standards regarding social and organizational diagnostic and intervention
Continuous evaluation:
- Group Assignment + Presentation: The weight is 50%.
- Individual exam: the weight is 50%.
Minimum grade required in an individual exam to pass the course: 9.5 points.
Exam Option:
Final exam (100% of the final grade). The grade of the group assignment will not be considered for exam option and grade improvement.
No attendance requirements.
Title: Anderson, D. L. (2024). Organization development: The process of leading organizational change (6th ed.). SAGE Publications.
Ferreira, A. I., & Martinez, L.F. (2023). Manual de Diagnóstico e Mudança Organizacional (2ª edição). Lisboa: RH Editora.
Fialho, J., Silva, C., & Saragoça, J. (2017). Diagnóstico Social (2ª Edição). Lisboa: Sílabo.
Leonard, H.S., Lewis, R., Freedman, A. M., and Passmore, J. (2016). The Wiley-Blackwell Handbook of the Psychology of Leadership, Change, and Organizational Development. Wiley.
Rothwell, W., Stopper, A., Myers, J. (Editors)(2017). Assessment and Diagnosis for Organization Development: Powerful Tools and Perspectives for the OD Practitioner. Productivity Press.
Authors:
Reference: null
Year:
Title: Anderson, D. (2017). Cases and Exercises in Organization Development & Change (2nd Edition). New York: Sage.
Caetano, A. (2011). Mudança organizacional. In, J. M. C.Ferreira, J. Neves., e A. Caetano (Coord.). Manual de Psicossociologia das Organizações. Lisboa: Escolar Editora.
Caetano, A. (Org.) (2000). Mudança organizacional e gestão de recursos humanos. Lisboa: OEFP.
Caetano, A. e Santos, S. C. (2017). The gap between research and professional practice in work and organizational psychology: Tensions, beliefs, and options. In E. R. Neiva, C. V. Torres, e H. Mendonça (Eds.), Organizational psychology and evidence-based management - What science says about practice,(pp. 1-22). Switzerland: Springer.
Cameron, E. & Green, M. (2012). Making sense of change management - A complete guide to the models, tools, and techniques of organizational change. London: Kogan Page.
Cummings, T. G., & Worley, C. G. (2014). Organization development and change (10th ed.). Cincinnati, OH: South-Western College Publishing.
Ferreira, A.I. (2014). Competing values framework and its impact on the intellectual capital dimensions: Evidence from different Portuguese organizational sectors. Knowledge Management Research & Practice, 12:1, 86-96.
Freitas, B. (2009). Diagnóstico Organizacional e Perspectivas de Mudança ? O caso do Corpo de Fuzileiros. Tese de Mestrado em Comportamento Organizacional. Iscte ? Instituto Universitário de Lisboa.
Harrison, M. I. (2004). Diagnosing Organizations: Methods, models, and processes, 3rd Edition. Thousand Oaks, CA: Sage.
Lambert, B., Caza, B. B., Trinh, E., & Ashford, S. (2022). Individual-Centered Interventions: Identifying What, How, and Why Interventions Work in Organizational Contexts. Academy of Management Annals, 16(2), 508?546. https://doi.org/10.5465/annals.2020.0351
Levinson, H. (2013). Organizational Assessment: A Step-by-Step Guide to Effective Consulting. Washington, DC: American Psychological Association.
Lewin, K. (1951/1965). Teoria de campo em ciência social. S. Paulo: Pioneira Ed.
Mach, M., Ferreira, A.I., & Abrantes, A.C.M. (2022). Transformational leadership and team performance in sports teams: A conditional indirect model. Applied Psychology: An International Review, 22(2), 662-694.
Millsap, R. E. e Hartog, S. B. (2001). Alpha, Beta, and Gamma Change in Evaluation Research: A Structural Equation Approach. Journal of Applied Psychology, 73, 3, 574-584.
Montano, D., Hoven, H. & Siegrist, J. (2014).Effects of organizational-level interventions at work on employee's health: a systematic review. BMC Public Health, 14:135, 1-9.
Neves, J.G., Simões, E., & Garrido, M.V. (2015). Manual de Competências (3ª Edição). Lisboa: Sílabo.
Rego, A., Owens, B., Leal, S., Melo, A., Cunha, M. P., Gonçalves, L., & Ribeiro, L. (2017). How leader humility helps teams to be humbler, psychologically stronger, and more effective: A moderated mediation model. The Leadership Quarterly, 28, 639-658.
Ruhle, S. A., Breitsohl, H., Aboagye, E., Baba, V., Biron, C., Correia Leal, C., Dietz, C., Ferreira, A. I., Gerich, J., Johns, G., Karanika-Murray, M., Lohaus, D., Løkke, A., Lopes, S. L., Martinez, L. F., Miraglia, M., Muschalla, B., Poethke, U., Sarwat, N., & Schade, H. (2020). ?To work, or not to work, that is the question? ? Recent trends and avenues for research on presenteeism. European Journal of Work & Organizational Psychology, 29(3), 344?363.
Schein, E. H. (1987). Process consultation. Massachusetts: Addison-Wesley.
Schneider, B., González-Romá, V., Ostroff, C., & West, M. A. (2017). Organizational climate and culture: Reflections on the history of the constructs in the Journal of Applied Psychology. Journal of Applied Psychology, 102(3), 468-482.
Senge, P., Scharmer, C. O., Jarowski, J., & Flowers, B. S. (2005). Presence - Exploring profound change in people, organizations, and society. London: NB.
Van de Ven, A. H., e Poole, M. S. (1995). Explaining development and change in organizations. A. of Manag. Review, 20, 510-540.
Velada, A, Caetano, A, Bates, R, & Holton, E. (2009). Learning transfer - validation of the learning transfer system inventory in Portugal. Journal of European Industrial Training, 33(7), 63.
Authors:
Reference: null
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 (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/
Authors:
Reference: null
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,
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: null
Year:
Project Design and Evaluation
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 the 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: Young, T.L. (2007). The handbook of project management: A practical guide to effective policies and procedures. London: Kogan Page.
Wholey, S., Hatry, H., & Newcomer, K. (2010). Handbook of Practical Program Evaluation. New York: John Wiley & Sons Ltd.
Posavac, E., & Carey, R. (2010). Program Evaluation: Methods and Case Studies. US: Pearson Education.
Knowlton, L., & Phillips, C. (2008). The Logic Model guidebook: Better strategies for great results. London: Sage.
Kliem, R., Ludin, I. & Robertson, K. (1997). Project management methodology: a practical guide for the next millennium. New York: Marcel Dekker.
Holden, D., & Zimmerman, M. (2009). A pratical guide to program evaluation planning: Theory and case examples. London: Sage.
Chen, H. (2004). Pratical program evaluation: Assessing and improving planning, implementation and effectiveness. London: Sage.
Buunk, A., & Van Vugt, M. (2007). Applying Social Psychology: From Problems to Solutions. London: SAGE Publications Ltd.
Authors:
Reference: null
Year:
Title: Wynn, B., Nelson, M., & Dutta, A. (2006). Challenges of Programs Evaluation of Health Interventions in Developing Countries. Santa Monica: RAND.
Woodhill, J. (2000). Planning, monitoring and evaluating programmes and projects. Introduction to key concepts, approaches and terms. Working draft IUCN - The World Conservation Union.
Wholey, J.S., Hatry, H.P., & Newcomer, K.E. (Eds). (2004). Handbook of practical program evaluation. San Francisco: Jossey Bass Wiley.
Tessmer, M. (1993). Planning and conducting formative evaluations. London: Taylor & Francis Ltd.
Spaulding, D. (2008). Program Evaluation in Practice: Core Concepts and Examples for Discussion and Analysis. New York: John Wiley & Sons Inc.
Smith, M. (2010). Handbook of Program Evaluation for Social Work and Health Professionals. New York: Oxford University Press.
Royse, D., Thyer, B., & Padgett, D. (2010). Program evaluation: An introduction. Belmont: Wadsworth. G.110.1 ROY*Pro
Rossi, P., Lipsey, M., & Freeman, H. (2003). Evaluation: A Systematic Approach. London: SAGE Publications Ltd.
Roldão, V. (1992). Gestão de projectos. Como gerir em tempo, custo e qualidade. Lisboa: Monitor. G.115 ROL*Ges 6 ex
Roberts, A. (2002). Handbook of Domestic Violence Intervention Strategies: Policies, Programs and Legal Remedies. New York: Oxford University Press.
Ramsay, N., & Morrison, C. (2010). Youth Violence and Juvenile Justice: Causes, Intervention and Treatment Programs. New York: Nova Science Publishers Inc.
Pereña-Brand, J. (1998). Direcção e gestão de projectos. Lisboa: Lidel. G.142 PER*Dir 2ªed
Owen, J., & Rogers, P. (1999). Program evaluation: Forms and approaches. London: Sage. PS.143 OWE*Pro
Owen, J. (2006). Program Evaluation: Forms and Approaches. US: Guilford Publications.
O'Neill, R., Horner, R., Albin, R., Storey, K., & Sprague, J. (1996). Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. Belmont: Cengage Learning, Inc.
Newcomer, K. E., Hatry, H. P., & Wholey, J. S. (2015). Handbook of practical program evaluation. John Wiley & Sons (ENCOMENDADO).
Michel, J. (1998). Facts, Research and Intervention in Geriatrics: Geriatric Programs and Departments around the World. US: Springer Publishing Co.
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.
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.
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.
Lerner, R., Jacobs, F., & Wertlieb, D. (2002). Handbook of Applied Developmental Science: Promoting Positive Child, Adolescent and Family Development through Research, Policies and Programs. London: SAGE Publications Ltd.
LeCroy, C., & Mann, J. (2008). Handbook of Prevention and Intervention Programs for Adolescent Girls. New York: John Wiley and Sons Ltd.
Illback, R., Zins, J., Maher, C. & Greenberg, R. (1990). An overview of principles and procedures of program planning and evaluation. In T. Gutkin & C. Reynolds (Eds.) (2008). The handbook of school psychology. New York: Wiley, 799-820.
Goodman, L., & Love, R. (1980). Project planning and management: an integrated approach. New York: Pergamon Press. G.140 Pro
Foley, P., & Rixon, A. (2008). Changing Children's Services: Working and Learning Together. Bristol: Policy Press.
Foley, P., & Leverett, S. (2008). Connecting with Children: Developing Working Relationships. Bristol: Policy Press.
Flores, K. (2007). Youth Participatory Evaluation: Strategies for Engaging Young People. New York: John Wiley & Sons Inc.
Fitzpatrick, J., Sanders, J., & Worthen, B. (2004). Program evaluation: Alternative approaches and practical guidelines. Boston: Pearson. PS.124 FIT*Pro 3ªed
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.
Fernández-Ballesteros, R. (2002). Valoración de programas. In R. Fernández-Ballesteros (Ed.) Introducción a la evaluatión psicológica II. Madrid: Ediciones Pirâmide.
Ferguson, J. (1999). The grant seekers guide to project evaluation. New York: Aspen. PS.112
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 (ENCOMENDADO)
Denham, S., & Burton, R. (2003). Social and Emotional Prevention and Intervention Programming for Preschoolers: Book of Stones. New York: Springer Science & Business Media.
Davies, D. (2010). Child Development: A Practitioner's Guide (Social work practice with children and families). New York: Guilford Publications.
Calheiros, M., Garrido, M. & Rodrigues, L. (2009). Percorsi di autonomia: una ricerca-intervento portoghese. In Premoli, S., (Ed.). Verso l'autonomia. Percorsi di sostegno all'integrazione sociale di giovani. Milano: Franco Angeli.
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.
Boulmetis, J., & Dutwin, P. (2005). The ABCs of Evaluation: Timeless Techniques for Program and Project Managers. John Wiley & Sons Inc.
Barata, M.C., Alexandre, J., de Sousa, B., Leitão, C., Russo, V. (2016). Playgroups for Inclusion: Experimental Evaluation and Study of Implementation, Final Report. Portugal: University of Coimbra & ISCTE-IUL.
Bartholemew, L., Parcel, G., Kok, G., & Gottlieb. N. (2006). Planning Health Promotion Programs: Intervention Mapping. New York: John Wiley & Sons Inc.
Atkisson, C., Hargreaves, W., Horowitz & Sorensen, J. (1978). Evaluation of human service programs. Orlando: Academic Press.
Alexandre, J., Lopes, C., Gonçalves, P., Leitão, T., Fernandes, C., Lourenço, R., Guarita, L.,(2018). O projeto 12-15: Fase de diagnóstico e delineamento da teoria da mudança(Relatório 1). Lisboa: CIS-IUL/ISCTE-IUL.
Authors:
Reference: null
Year:
Development of Personal & Academic Skills
A student who completes this course will be able to:
LG1. Appropriately manage his/her personal time for work and study
LG2. Appropriately develop, present and critically discuss evidenced-based arguments to a public audience.
LG3. To structure an internship plan
LG4. To structure a dissertation research project
LG5. To self-diagnose their personal and academic skills, and to reflect about ways to eliminate potential barriers to their development
CP1. Process of developing a dissertation project and an internship plan
- Presentation of potential internship areas
- Presentation of potential research areas
- Reflection on motivations and interests regarding the master's thesis and curricular internship
- Self-diagnostic skills of decision-making factors
CP2. Personal skills:
- Individual working time management skills (e.g., setting objectives and priorities; planning and scheduling);
- Communication skills
CP3. Academic Skills:
- Oriented bibliographic research
- Scientific writing standards
- Critical analysis skills and presentation of arguments
- Research project writing development process
- Curricular internship plan development process
Evaluation throughout the semester includes a group assignment on time management with an oral presentation in class (30%) and an individual assignment on the internship plan and dissertation project (70%).
Evaluation at the end of the semester requires the delivery of both assignments as individually written papers.
Students who obtain a grade equal to or greater than 9.5 are approved.
Title: Sweitzer, H. F., & King, M. A. (2014). The successful internship : personal, professional, and civic development in experiential learning (4th ed.). Brooks/Cole [PS.142 SWE*Suc]
Neves, P., & Guerra, R. (2015). Teses em Ciências Sociais ? Dicas muito práticas. Sílabo
Garrido, M. V., & Prada, M. (Eds.) (2016). Manual de competências académicas. Lisboa: Edições Sílabo. [PS.124 Man]
Clark, T., Foster, L., M & Bryman, A. (2019). How to do your social research project or dissertation. Oxford University Press. [S.113 CLA*How]
Bui, Y. (2014). How to write a master's thesis. Sage [S.113 BUI*How]
APA. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 [PS.100 APA*Pub 7ªed. ex.3]
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Title: Prada, M., & Rodrigues, D. L. (2016). Divulgação científica: Desenvolvimento e apresentação de comunicações em formato oral e póster. In M. V. Garrido & M. Prada (Eds.), Manual de competências académicas (pp. 375-404). Sílabo.
Prada, M., & Garrido, M. V. (2013). Conhecer as regras do jogo: Uma introdução às normas para escrita científica da American Psychological Association. Psicologia, 27(2), 107?143.
Moleiro, C., & Collins, E. (2016). Ética em contexto académico. In M. V. Garrido & M. Prada (Eds.), Manual de competências académicas (pp. 193-219). Sílabo.
Garcia-Marques, L., & Garcia-Marques, T. (2016). Pensamento crítico: Antes de se aprender a testar ideias é preciso aprender a ter ideias. In M. V. Garrido & M. Prada (Eds.), Manual de competências académicas (pp. 223-244). Sílabo.
Ferreira, M. B., & Santos, A. S. (2016). Divulgação científica: Preparação de relatórios, projetos ou artigos científicos. In M. V. Garrido & M. Prada (Eds.), Manual de competências académicas (pp. 343-374). Sílabo.
Arriaga, P., & Sales, C. M. D. (2016). Como planear a investigação? In M. V. Garrido & M. Prada (Eds.), Manual de competências académicas (pp. 245-280). Sílabo.
Aguiar, C., & Bernardes, S. (2016) Organização pessoal e gestão do tempo. In M. V. Garrido & M. Prada (Eds.), Manual de competências académicas (pp. 93-112). Sílabo.
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Advanced Research Methods in Psychology
Students who successfully absolved this curricular unit are able to:
LO1: Conduct a qualitative literature synthesis of research.
LO2: Distinguish different types of methods while taking into account their potential and limitations.
LO3: Solve a research problem by conducting a scientific study.
LO4: Explain and distinguish different data analysis strategies and demonstrate the capacity to present research results.
LO5: Identify the steps in scientific publication and write a scientific article.
PC 1. The development of research ideas and the basics of the research process.
PC 2. Advantages and methodological limitations associated with the choice of different types of studies.
PC3. Preparation and implementation of a research study.
PC 4. Strategies of data analysis and presentation of research findings.
PC 5. Dissemination and publication process: Structure of different scientific articles, preparation, submission, and review of an article for publication, and development of scientific posters.
Students can take this course by assessment during the semester or by final exam. To pass the course under the regime of assessment during the semester, they must:
1) Present all the work required in this course (a research project carried out in groups and presented in the form of a poster and a short scientific article carried out individually summarizing the research); 2) Be present at the Theoretical-Practical classes (students may miss a maximum of 3 Theoretical-Practical classes) and at least 50% of the Laboratory Practices.
Under the regime of assessment during the semester, students will be subject to 3 forms of assessment: 1) a group assignment on a piece of research carried out during the semester presented in poster format (50%); 2) an individual paper on the research carried out during the semester, presented in the form of a short research note (45%); 3) participation in LAPSO studies (1h30 in the SPI system) (5%). Participation in LAPSO studies is voluntary and can be replaced by another assignment.
Students with a final average of 9.5 or more in all the assessments will pass.
Students who are not enrolled in the assessment during the semester may use the final exam assessment system. Under the final exam system, students must present individually the same work assignments required in the evaluation through the semester but are exempt from attending theoretical-practical classes and laboratory practices.
Students who fail the assessment in the 1st period or intend to improve their grades can keep the best evaluation scores of the work assignments carried out during the semester and will be asked to conduct a new empirical study to be agreed with the lecturer (and to be handed until the date of the exam for the 2nd period), with the submission of the research report and the oral defense on a date and time to be agreed.
Title: Sternberg, R. J. (Ed.) (2019). Guide to publishing in psychology journals (2nd Ed.), Cambridge: Cambridge University Press.
Reis, H., & Judd, C. (2014). Handbook of research methods in social and personality psychology. (2nd Ed.) Cambridge: Cambridge University Press.
Gilbert, D. T., Fiske, S. T. & Lindzey, G. (Eds.) (2010). The handbook of social psychology (5th ed., Vol. I, pp. 51-142). Oxford: Oxford University Press.
Bryman, A. & Cramer, D. (2003). Análise de dados em ciências sociais. Introdução às técnicas utilizando o SPSS para windows (3ª Ed.). Oeiras: Celta.
APA (2020) Publication manual of the American Psychological Association (7th Ed.). Washington, DC: APA
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Title: Bibliografia específica depende do tema da investigação realizada e será recomendada nas aulas teórico-práticas a decorrer durante o semestre.
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Internship in Social and Organizational Psychology
LO1. Contact institutions that can grant internships;
LO2. Collaborate in defining the objectives and internship program;
LO3. Demonstrate interests and abilities to learn and respond to different situations;
LO4. Develop skills to use theoretical and methodological instruments suitable for approaching concrete problems;
LO5. Demonstrate maturity and interpersonal skills during your professional integration in the internship;
LO 6. Consistently maintain a personal and professional attitude worthy of the University Institution you represent;
LO 7. Show respect for the internal rules of the entity granting the internship;
LO 8. Respect the profession's standards of ethical conduct, keeping all matters relating to the internship confidential;
LO 9. Analyze and critically reflect on the activities carried out during the internship;
LO 10. Prepare a report at the end of the internship.
LO11. Plan your integration into the job market after completing the course.
This course aims to prepare and accompany students in direct contact with professional practices and forms of intervention linked to the skills developed throughout the Master's degree in Social and Organizational Psychology.
By its nature, the course is based on the consolidation and application of knowledge and skills already acquired in order to achieve the final objective of completing the internship. The UC is based on work developed individually and presented during the orientation sessions provided for in this UC. The topics covered in the course are:
PC1 - Search for an internship opportunity.
PC2 - Relationship with colleagues and superiors in the working world.
PC3 - Activities to be carried out at the internship site as a trainee psychologist.
PC4 - Theoretical framework and critical analysis of the internship activities.
PC5 – Planning the professional career after completing the master’s degree.
Verification of compliance with the learning objectives is carried out exclusively in the form of continuous assessment, according to the following criteria:
1. Evaluation by the external advisor (20%; based on the grid provided by DPSO)
2. Assessment by the internal advisor (75%; based on the final internship report).
3. Individual presentation at the internship seminar (5%).
Title: Regulamento de estágio disponível na plataforma de e-learning.
Hammond, M. S., & Brady-Amoon, P . (2021). Building your career in psychology. Taylor & Francis
Kuther, T. L.., & Morgan, R. D. (2019). Careers in psychology: Opportunities in a changing world.
SAGE
Nogueira, M., & Pinto Santos, F. (2023). Trabalho final de mestrado: Antes, durante e depois. Almedina
Ordem dos Psicólogos Portugueses (13 de julho 2021). Código Deontológico da Ordem dos Psicólogos Portugueses - Regulamento n.º 637/2021. Diário da República, 2ª série, nº 134. Disponível em https://www.ordemdospsicologos.pt/ficheiros/documentos/regulamento_nao_637_2021.pdf
Shoenfelt, E. L. (2020). Mastering the job market: Career issues for master's level industrial-organizational psychologists. Oxford University Press
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Title: A ser indicada por cada orientador/a consoante a área específica do estágio.
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Dissertation in Social and Organizational Psychology
The student who successfully completes this course will be able to:
LG1. Know the stages of the elaboration of a research project.
LG2. Recognize and apply ethical rules in research.
LG3. Identify, delimit and conceptually frame a pertinent research problem.
LG4. Prepare a relevant and appropriate literature review to the problem formulated using all available resources for this purpose.
LG5. Effectively outline the methodological strategy to give an adequate response to the research problem formulated.
LG6. Write a research project suitable for a master's thesis or project work.
LG7. Present orally the work done and the argumentation elaborated.
LG5: Discuss their dissertation critically;
LG6: Communicate their work in writing and orally.
PC1: Steps and processes in the elaboration of a research project
PC2: Ethical issues in research
PC3: Formulation of the problem and research objectives and respective theoretical support
PC4: Adequacy of the research plan to the problem and objectives
PC5: Presentation and interpretation of results
PC6: Writing and presentation standards
PC7. Preparation for oral defense of the dissertation/project work
The dissertation will be defended in a public session where the technical components, the written work and the presentation and public defense are evaluated. The Dissertation must be submitted following the rules and within the deadlines established by ISCTE-IUL. Attendance at the seminars is essential for the development of the project. The jury will be provided with information about the student's involvement, as an additional element of contextualization of the evaluation..
BibliographyTitle: APA. (2020). Publication Manual of the American Psychological Association (7th ed.). APA
Bui, Yvonne N. (2014). How to write a master's thesis. SAGE.
Fleming, R. S., & Kowalsky, M. (2021). Survival skills for thesis and dissertation candidates. Springer International Publishing.
Harrison & Rentzelas (2021). Your psychology dissertation. SAGE.
Garrido, M. V., & Prada, M. (Orgs.). (2016). Manual de competências pessoais e académicas. SíLABO.
O'Leary, Z. (2017). The essential guide to doing your research project. SAGE.
Punch, K.F. (2016). Developing effective research proposals. SAGE.
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Title: Bell, J., & Waters, S. (2018). Doing your research project: A guide for first-time researchers. Open University Press.
Bishop, D.V. & Thompson, P.A. (2024). Evaluating What works: An Intuitive Guide to Intervention Research for Practitioners. CRC Press. Available online: https://bookdown.org/dorothy_bishop/Evaluating-What-Works/)
Friedland, A., J., Folt, C. L., & Mercer, J. L. (2018). Writing successful science proposals. Yale University Press
Heard, S. B. (2021). The scientist's guide to writing: How to write more easily and effectively throughout your scientific career. Princeton University Press.
Page M.J., et al. (2021) The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLoS Med 18(3): e1003583.
Pennington, C. (2023). A student’s guide to Open Science: Using the replication crisis to reform psychology. Open University Press.
Prada, M., Camilo, C., Garrido, M. V. & Rodrigues, D. L. (2021). O diabo está nos pormenores: Introdução às normas para escrita científica da American Psychological Association (7ª edição). Psicologia. 35 (1), 95-146.
Ridley, D. (2012). The literature review: a step-by-step guide for students. Sage.
Walliman, N. (2019). Your research project. SAGE.
files/2020/07/14/1594736316665_Iscte_Normas_Graficas_2020.pdf
Orientações aos Investigadores sobre Proteção de Dados Pessoais
Page M.J., et al. (2021) The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLoS Med 18(3): e1003583.
Prada, M., Camilo, C., Garrido, M. V. & Rodrigues, D. L. (2021). O diabo está nos pormenores: Introdução às normas para escrita científica da American Psychological Association (7ª edição). Psicologia. 35 (1), 95-146.
Ridley, D. (2008). The literature review: aAstep-by-step guide for students. Sage.
Tackett, J. L., Brandes, C. M., Dworak, E. M., & Shields, A. N. (2020). Bringing the (pre)registration revolution to graduate training. Canadian Psychology, 61(4), 299-309.
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Recommended optative
The study plan includes 4 optional courses, 2 in each semester.
1st Semester
- M8212 - Psychology of Ageing
- 01694 - Diversity at Work
- M8210 - Social Psychology of Justice
- M8217 - Organizational Psychology
- M8218 - Psychology of Human Resources
- 00731 - Emotions, Marketing & Advertising
2nd Semester
- M8209 - Psychology of Gender
- M8216 - Psychology of Work
- M8214 - Psychology of Education
- M8208 - Psychology of Environment
- 00730 - Qualitative Methods in Psychology
- 00136 - Emotion in Social & Cultural Relations
Optional courses will only be held if they achieve a minimum number of enrollments.
Objectives
The objective of the MSc in Social and Organizational Psychology is to provide students with a high-quality training that prepares them for indepedent professional practice in this field. Following the standards of the Bologna Declaration, such practice requires five years of university education, composed of both a Bachelor's and Master's in the area.
The education offered at Iscte corresponds to the final phrase of training in Psychology (the Master's), specifically in Social and Organizational Psychology. This education seeks to provide students with:
- Direct contact with professional practices and forms of intervention connected to the skills developed in the course;
- Opportunities to develop the capacities to utilize theoretical and methodological tools appropriate for concrete problems;
- An increased degree of maturity, preparation and interpersonal skill for the students' future professional work as Social and Organizational Psychologists;
- The ability to present, dissimulate and defend the results of their research and interventions in Social and Organizational Psychology in specific contexts;
- Comprehension of the characteristics, necessities, and changes in the business world, as well as of the link between this world and the university.
Upon finishing the MSc, students should be able to:
- Recognize, differentiate and empirically evaluate the principal models of diagnosis and intervention in Social and Organizational Psychology;
- Apply their knowledge to evaluate needs and develop plans for social and organizational intervention in specific contexts;
- Use their knowledge in Social and Organizational Psychology to analyze complex situations, formulate diagnoses and plan interventions;
- Independently develop original research ideas in the domain of Social and Organizational Psychology.
These objectives are integrated into all the curricular units of MSc, and evaluated through one or more tools of evaluation, depending on the type of objective.
The MSc invests strongly in the connection between the curricular units in Research Methods and Data Analysis and the units of a more theoretical or theoretical-practical character. It also prepares students for professional practice through the Development of their Personal and Professional Skills along with their Academic Skills.