Programme Structure for 2025/2026
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Community Psychology
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Health Attitudes and Behaviours
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Assessment and Intervention in Health Promotion
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Health and Group Processes
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Advanced Data Analysis Methods
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 |
|
Health and Social Relationships
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Social Intervention Programs
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Advanced Data Analysis Methods
6.0 ECTS
|
Parte Escolar > Optional Courses > Data Analysis | 6.0 |
|
Qualitative Data Analysis in Psychology
6.0 ECTS
|
Parte Escolar > Optional Courses > Data Analysis | 6.0 |
| 2nd Year | ||
|
Internship in Social Psychology of Health and Well-Being
30.0 ECTS
|
Parte Escolar > Mandatory Courses | 30.0 |
|
Applied Project in Social Psychology of Health and Well-being
30.0 ECTS
|
Final Work | 30.0 |
|
Dissertation in Social Psychology of Health and Well-Being
30.0 ECTS
|
Final Work | 30.0 |
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).
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
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.
Health Attitudes and Behaviours
The student who successfully completes this course will be able to:
LO1 | Identify and describe social cognitive determinants of health behaviors and apply them to educational settings and health promotion;
LO2 | Distinguish the classic deliberative, stage and self-regulation models
LO3 | Distinguish automatic and controlled processes in the health context
LO4 | Identify and explain the occurrence of automatic processes in different modalities: habits, cognitive biases and their determinants
LO5 | Develop an etiological model focused on psycho-social determinants of a health problem;
LO6 | Identify, develop and implement change methods and individual intervention strategies for health promotion adaptation to illness.
CP1 | Introduction to Social Psychology of Health:
1. From the biomedical model to a biopsychosocial perspective;
2. Social determinants of health behaviors
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 continuous assessments includes the following mandatory elements.
1. Written report on a logical model of a health problem (in groups, 3 to 5 students)
2. Oral presentation (in group) of illustrating health intervention methods (20%);
3. Individual assessment at the end of the semester (55%).
To be approved, students must have at least 9.5 values in all assessments. Students who are not enrolled or fail in the continuous evaluation must be evaluated by a final exam (100%).
Conner, M., & Norman P. M. (2015). Predicting health behaviour: Research and practice with social cognition models (3rd ed.). Open University Press
Brannon, L., Updegraff, J.A., & Feist, J. (2021). Health psychology: An introduction to behavior and health (10th ed.). Wadsworth
Hagger , M. S., Cameron, L. D., Hamilton, K., Hankonen, N., & Lintunen, T. (2020). The Handbook of Behavior Change. Cambridge University Press
Mason, P. (2019). Health behavior change: A guide for practitioners. Churchill Livinstone
Michie, S. F., West, R., Campbell, R., Brown, J., & Gainforth, H. (2014). ABC of behaviour change theories. Silverback Publishing
Ogden, J (2023). Health Psychology: A textbook (7th edition). McGraw-Hill
Prestwich, A., Kenworthy, J., & Conner, M. (2017). Health behavior change: Theories, methods and interventions. Taylor & Francis
Browning, C. J., & Thomas, S. A. (2005; Eds.). Behavioural change: An evidence-based handbook for social and public health. Elsevier.
Cameron, L.D., & Leventhal, H. (2003, Eds.). The self-regulation of health and illness behaviour. Routledge.
Carver, C. S., & Scheier, M. F. (2000). On the structure of behavioral self-regulation. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 41-84). Elsevier.
Eldredge , L. K. B., Markham, C. M., Ruiter, R. A. C., Fernández, M. E., Kok, G. & Parcel, G., (2016). Planning health promotion programs: An intervention mapping approach (4th ed.). 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.
Glanz, K., Rimer, B.K., & Viswanath, K. (Eds.) (2008). Health behaviour and health education: Theory, research and practice (4th ed.). Jossey Bass.
Hofmann, W., Friese, M., & Strack, F. (2009). Impulse and self-control from a dual-systems perspective. Perspectives on Psychological Science, 4(2), 162-176.
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16, 174-180.
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). Psychology Press.
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.
Lally, P., & Gardner, B. (2013). Promoting habit formation. Health Psychology Review, 7(sup1), S137-S158.
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.
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). The Guilford Press.
Wood, W., & Runger, D. (2016). Psychology of habit. Annual Review of Psychology, 67, 289-314. https://doi.org/10.1146/annurev-psych-122414-033417
Assessment and Intervention in Health Promotion
The student who successfully finishes this course should be able to:
OA1. Explain the main theoretical, methodological and empirical assumptions in the areas of health promotion, from a psychosocial perspective.
OA2. Distinguish and explain the main features of psychosocial intervention in health promotion in specific contexts.
OA3. Critically analyze and compare 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.
1. 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
2. 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 and wellbeing
3.7. Healthy and active ageing
The student can complete the CU through assessment throughout the semester or assessment by exam.
Assessment throughout the semester includes:
(1) two individual written tests (70%);
(2) a written group assignment focusing on the critical analysis of a health promotion program (30%).
Students who have a minimum grade in each assessment element of at least 7.5 values, and a final average equal to or greater than 9.5 values are approved.
Assessment by exam is carried out by individual written exam (100%). Students who obtain a final grade of at least 9.5 are approved.
Bennet, P., & Murphy, S. (1999). Psicologia e promoção da saúde. Climepsi.
Cragg, L., Davies, M., & Macdowall, W. (eds.). (2013). Health promotion theory (2nd ed). McGraw-Hill Education.
Fertman, C. I., & Grim, M. (eds.). (2022). Health promotion programs: From theory to practice (3rd ed). Society for Public Health Education.
Harris, M.J. (2010). Evaluating Public and Community Health Programs. Jossey-Bass.
McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2017). Planning, implementing, and evaluating health promotion programs: A primer (7th ed). Pearson.
Nutland, W., & Cragg, L. (eds.). (2015). Health Promotion Practice (2nd ed). Open University Press.
Snelling, A. M. (ed). (2014). Introduction to health promotion. Josey-Bass.
Stephens, C. (2008). Health Promotion: A Psychosocial Approach. Open University Press.
Bartholomew, L. K. (2011). Planning health promotion programs: An intervention mapping approach. San Francisco: Jossey-Bass.
Baum, A., Revenson, T.A., & Singer, J. (2012). Handbook of health psychology (2nd ed). Psychology Press.
Bennet, P. (2000). Introduction to clinical health psychology. Open University Press.
Conner, M., & Armitage, C.J. (2002). The social psychology of food. Open University Press.
DiClemente R. J., Crosby R. A., Kegler M. (2009). Emerging theories in health promotion practice and research (2nd ed). Jossey-Bass.
Fernández-Ballesteros, R. (2009). Envejecimiento activo: Contribuciones de la psicologia. Ediciones Pirâmide.
Friedman, H.S. (Ed) (2011). The Oxford handbook of health psychology. Oxford University Press.
Glanz, K., Rimer, B.K., & Viswanath, K. (2008). Health behavior and health education: Theory, research, and practice. Jossey-Bass.
Katz, M.H. (2010). Evaluating clinical and public health interventions: A practical guide to study design and statistics. Cambridge University Press.
OCDE/Observatório Europeu dos Sistemas e Políticas de Saúde (2021), Portugal: Perfil de Saúde do País 2021, Estado da Saúde na UE, OCDE, Paris/Observatório Europeu dos Sistemas e Políticas de Saúde, Bruxelas.
Ogden, J. (2023). Health psychology: A textbook (7th ed). McGraw Hill.
Ollhoff, J., & Ollhoff, L. (2004). Getting along: Teaching social skills to children and youth. Sparrow Media Group.
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. Sage.
Miller, W.R., & Rollnick, S. (2012). Motivational interviewing: Helping people change (Applications of motivational interviewing) (3th ed). The Guilford Press.
Rosengren, D.B. (2009). Building motivational interviewing skills: A practitioner workbook. New York: Guilford Press.
Bibliografia adicional será indicada ao longo do semestre.
Health and Group Processes
The student who successfully completes this Course Unit will be able to:
LO1 - Describe the psychological processes involved in group membership and intergroup relationships and their impact on health;
LO2 - Identify the influence of stigmatization processes and stigmatized identities on health and illness;
LO3 - Identify sex differences in health and illness and explain them in the light of gender theories.
LO4 - Describe the influence of culture on the health and illness of individuals;
LO5 - Identify the contributions of ageism to differences in health and illness depending on age;
LO6 - Identify protective and risk factors for health due to belonging to minority groups related to gender, culture and age
LO7 – Plan strategies to combat health inequities
LO8 – Develop skills for individual and cultural diversity
LO9 – Develop applied research ideas in the fields of gender, culture and aging studies, in their relationship with health
S1-Groups and relationships between groups and health:
1.Social groups and health inequalities
2.The relationship between stereotypes, prejudice, stigma, discrimination and health
3.Social identities and health
S2- Sex, gender and health:
1.The concepts of sex and gender
2. Sex differences in health and disease
3.The influence of gender on health and illness
4.Strategies to combat gender inequities in health
S3-Migrants, ethnic minorities and health:
1.Cultural determinants and health
2.Social representations of health and illness
3.The concept of ethnicity
4. Risk factors in the health of migrants and ethnic minorities
S4 - Aging, ageism and health:
1. Concept of ageism
2. Age differences in health and illness
3.The determinants of ageism
4.Ageism and active aging
S5-Intervention methods at group level
1.Methods for reducing prejudice, stigma and discrimination
2.Methods for promoting positive social identities
3. Skills training for individual and cultural diversity
1) Over the semester evaluation
1. Written group essay (30%)
2. Group Oral presentation (20%)
3. Individual test (50%)
Students are approved if they have more than 9.5 in each evaluation point and a mean of more or equal to 9.5. The students that are not enrolled or that fail the over the semester evaluation may choose to do the evaluation by exam (100%)
Ayalon, L., & Tesch-Römer, C. (2018). Contemporary perspectives on ageism. USA: Springer Nature.
Brannon, L., (2024). Gender: Psychological perspectives (8ª ed.). Routledge
Hassard, J., & Torres, L.D. (2020, Eds.). Aligning perspectives in gender mainstreaming: Gender, health, Safety and Wellbeing
Haslam, C., Jetten, J., Cruwys, T., Dingle, G., & Haslam, S. A. (2018). The new psychology of health: Unlocking the social cure. Routledge.
Marques, S. (2011). Discriminação da terceira idade. Relógio d´Água Editores.
Nelson, T. (ed.). (2017). Ageism: Stereotypes and Prejudice Against Older Persons (2nd Ed.). MIT Press.
Nico, M., & Pollock, G. (2022, Eds.). The Routledge Handbook of Contemporary Inequalities and the Life Course. Routledge International Handbooks
Oliffe, J.L. & Greaves, L. (2012, Eds). Designing and conducting gender and sex and health research. London. SAGE
World Health Organization. (2021). Global report on ageism. World Health Organization.
Berry, J. W. (2023). Living together in culturally diverse societies. Canadian Psychology / Psychologie Canadienne, 64(3), 167–177. https://doi.org/10.1037/cap0000362
Chang, E. S., Kannoth, S., Levy, S., Wang, S. Y., Lee, J. E., & Levy, B. R. (2020). Global reach of ageism on older persons? health: A systematic review. PloS one, 15(1), e0220857.
Chu, W., Wippold, G., & Becker, K. D. (2022). A systematic review of cultural competence trainings for mental health providers. Professional Psychology: Research and Practice, 53(4), 362–371. https://doi.org/10.1037/pro0000469
Helgeson, V. (2017). Psychology of Gender. London: Routledge
Gurung, R. (2006). Health psychology: a cultural approach. Belmont: Thomsom Huff, R. M., Kline, M. V. & Peterson, D. V. (Eds.) (2014). Health Promotion in Multicultural Populations (3rd ed.). Thousand Oaks, CA: Sage Publications.
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., Mariano, J., Mendonça, J., De Tavernier, W., Hess, M., Naegele, L., ... & Martins, D. (2020). Determinants of ageism against older adults: a systematic review. International Journal of Environmental Research and Public Health, 17(7), 2560.
Revenson T. & Gurung, R. A: (2019). Handbook of Health Psychology. New York: Routledge
Sánchez-Lopez, P., & Limiñana-Gras, R. (2016, Eds.). The psychology of gender and health: Conceptual and applied global concerns. Oxford: Academic press
Ussher; J.M., Chrisler, J.C., Perz, Janette (2020). Routledge International Handbook of Women’s Sexual and Reproductive Health. London: Routledge
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.
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/
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
Assessment and Intervention in Adaptation to Illness
The student who successfully completes this UC must be able to:
LG1 - Explain 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- Differentiate 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 - Apply the basic principles and 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 the assessment throughout the semester, 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 are not registered or who fail the assessment throughout the semestre will be able to take the CU in a final assessment that will include: an exam (85%) and the role-play of the motivational interview (15%).
Students who, having grades above 9.5 in all assessments, obtain a final average equal to or greater than 9.5 are approved.
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.
Bradley, C. (2013, Ed.). Handbook of Psychology and Diabetes: A Guide to Psychological Measurement in Diabetes Research and Practice. New York: Psychology Press.
Cordella, M., & Poiani, A. (2014). Behavioural Oncology: Psychological, CoGatchel, R.J., & Turk, D.C. (1999, Ed.). Psychosocial factors mmunicative, and Social Dimensions. New York: Springer.
Gurung, R.A. (2005). Health Psychology: A cultural approach. Belmont, CA: Thomson/ Wadsworth.
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.
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.
Steinberg, M. P. & Miller, W.R. (2015). Motivational interviewing in diabetes care. New York: The Guilford Press.
Health and Social Relationships
By the end of this course, students will be able to:
LG1. Identify the main research findings on the association between health and personal relationships.
LG2. Describe the main psychosocial explanations for the effects of social relationships on health.
LG3. Identify techniques and intervention programmes in health through social interaction.
LG4. Master the basic techniques of group dynamics assessment in the health field.
LG5. Master the basic techniques of stress assessment and intervention.
CP1. The impacts of social relationships on health
1.1. Health, integration, and social interaction. Loneliness and health.
CP2. Psychosocial theoretical models linking health and social relationships
2.1. The emotional pathway
2.2. The social validation pathway
2.3. The social integration pathway
2.4. The attachment pathway
CP3. Stress, coping, and social support.
3.1. Stress and health: definitions, processes, and effects; stress responses and management; assessment and intervention.
3.2. Coping and adaptation: processes, resources, and assessment
3.3. Social support and health: functions of social support, received vs perceived support, measures and interventions.
CP4. Group dynamics in health.
4.1. Group processes in health
4.2. Feedback and communication in the group
4.3. Cohesion and conflict in the group
4.4. Leading groups in health contexts
4.5. Group intervention models
Students can complete the curricular unit through continuous assessment throughout the semester or by examination.
Continuous assessment includes: (i) an individual written test (60%), (ii) a group project on a group intervention to combat loneliness or burnout (20%), with poster discussion, and (iii) an individual essay with a research question (20%)
Students pass if they achieve a minimum score of 9.5 in each assessment component and attend at least two-thirds of the laboratory practice classes.
Examination assessment is through an individual written exam (100%).
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]
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]
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.
Braverman, M. (2023). Evaluating program effectiveness : validity and decision-making in outcome evaluation . SAGE
Buunk, A. P. (2021). Applying social psychology: From problems to solutions. SAGE
Eldredge, L. K. B., Markham, C. M., Ruiter, R. A., Fernandez, M. E., Kok, G., & Parcel, G. S. (2016). Planning health promotion programs: an internvention mapping approach. John Wiley & Sons.
Kok, G., Gottlieb, N. H., Peters, G. J. Y., Mullen, P. D., Parcel, G. S., Ruiter, R. A. C., … Bartholomew, L. K. (2015). A taxonomy of behaviour change methods: an Intervention Mapping approach. Health Psychology Review, 10(3), 297–312. https://doi.org/10.1080/17437199.2015.1077155
Newcomer, K. E., Hatry, H. P., & Wholey, J. S. (2015). Handbook of practical program evaluation. John Wiley & Sons
Fawcett, S.B., Francisco, V.T., Schultz, J.A., Berkowitz, B., Wolff, T.J., & Nagy, G. (2000). The Community Tool Box: A Web-based resource for building healthier communities. Public Health Reports, 115(2&3), 274-278
Giancola, S. P. (2021). Program evaluation: Embedding evaluation into program design and dvelopment. Sage Publications.
Harris, M. J. (2017). Evaluating public and community health programs. John Wiley & Sons.
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.
McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2022). Planning, implementing and evaluating health promotion programs. Jones & Bartlett Learning.
Michie, S., Richardson, M., Johnston, M., Abraham, C., Francis, J., Hardeman, W., ... & Wood, C. E. (2013). The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus for the reporting of behavior change interventions. Annals of behavioral medicine, 46(1), 81-95.
Ruiter, R. A., Massar, K., van Vugt, M., & Kok, G. (2012). Applying social psychology to understanding social problems. Social psychology of social problems: The intergroup context, 337-362.
Thomas, V. G., & Campbell, P. B. (2020). Evaluation in today’s world: Respecting diversity, improving quality, and promoting usability. Sage Publications.
Westland, J. (2006). The project management life cycle: a complete step-by-step methodology for initiating, planning, executing & closing a project successfully. Kogan Page Limited.
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.
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/
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
Qualitative Data Analysis in Psychology
The student that successfully completes this CU, should be capable of:
LG1. Recognize the specificity and contexts of application of qualitative research
LG2. Describe the main steps, potential, and limitations of content analysis and thematic analysis.
LG3. Analyse qualitative data by using content and thematic analysis techniques.
LG4. Identify the main functions of NVivo, a qualitative data analysis software.
LG5. Organize, manage, and code qualitative data, using NVivo.
LG6. Identify quality criteria in qualitative research and apply such criteria in the critical appraisal of scientific publications.
LG7. Produce scientific documents that describe the analysis of qualitative data.
S1. Introduction to qualitative research
1.1. Scope and perspectives in qualitative research
1.2. Quality criteria in qualitative research
S2. Techniques of analysis of qualitative data
2.1. Content analysis and thematic analysis: definition and main steps
2.2. Potential and limitations of each technique
2.3. Practical exercises
S3. Software for coding and analysis of qualitative data
3.1. Introduction, potential, and applications
3.2. Exercises with NVivo
S4. Writing and presenting results of qualitative research
Periodic evaluation: students must attend classes (3 absences accepted) and submit (1) an individual report (60%) corresponding to the methods and results sections of a manuscript; and (2) a group assignment (40%) corresponding to practical exercises using NVivo. Students who get a minimum of 9.5 are approved. A minimum of 9.5 in each continuous assessment component is required.
Final evaluation: Exam (100%).
Lyons, E., & Coyle, A. (2007). Analysing qualitative data in psychology. London: Sage.
Krippendorff, K. (2004/2018). Content analysis: An introduction to its methodology. London: Sage.
Joffe, H. (2012). Thematic analysis. In D. Harper & A. Thompson, Qualitative Research Methods in Mental Health and Psychotherapy (pp. 209-223). Chichester: Wiley-Blackwell.
Flick, U. (2014). An Introduction to Qualitative Research (5th ed). London: Sage.
Bryman, A. (2008). Social research methods (3r ed.). Oxford: Oxford University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Berg, B. L., & Lune, H. (2012). Qualitative research methods for the social sciences (8th ed.). Boston: Pearson.
Bazeley, P., & Jackson, K. (2013). Qualitative Data Analysis with NVIVO. (2nd ed.). SAGE.
Bauer, M. & Gaskell, G. (2000). Qualitative Researching with Text, Image and Sound. London: Thousand Oaks.
Complimentary references will be given at each class.
Serão fornecidas outras referências (específicas) em cada uma das aulas.
Internship in Social Psychology of Health and Well-Being
Applied Project in Social Psychology of Health and Well-being
Dissertation in Social Psychology of Health and Well-Being
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.