Accreditations
Programme Structure for 2024/2025
Curricular Courses | Credits | |
---|---|---|
Development of Professional Skills
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Social and Organizational Diagnosis and Intervention
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Advanced Data Analysis Methods
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Project Design and Evaluation
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Development of Personal & Academic Skills
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Advanced Research Methods in Psychology
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Internship in Social and Organizational Psychology
18.0 ECTS
|
Parte Escolar > Mandatory Courses | 18.0 |
Dissertation in Social and Organizational Psychology
42.0 ECTS
|
Final Work | 42.0 |
Applied Project in Social and Organizational Psychology
42.0 ECTS
|
Final Work | 42.0 |
Development of Professional Skills
A student who completes this course will be able to:
LG1: Establish an individual professional plan (short/ medium term), writing a professional cv, Prepare for a Job interview
LG2: Apply organization techniques to promote and launch a scientific and professional meeting;
LG3: Apply organization skills to lead effective work meetings, learning how to plan meetings and applying leading groups skills;
LG4: Applying group problem-solving and decision making techniques in teams. Promote creativity behaviours and decision making skills;
LG5. Apply team building and cooperation and negotiation and conflict resolution skills in a team.
CP1: Establish an individual professional plan (short/ medium term).
- Job searching process, tools and methods
- Identify and evaluate personal resources
- Job interview
CP2: Organize scientific and professional meetings
- Scientific, logistic, and financial planning of the meeting
CP3: Prepare and lead effective work meetings
- Learn how to plan and lead effective work meetings
CP4: Supervise group problem-solving and decision making in teams
- Techniques for creative group problem-solving.
- Techniques and procedures to reduce group bias in decision making processes.
CP5. Team building and conflict resolution
- Team roles and participating styles
- Conflict resolution techniques
Periodic assessment:
Assignements
1) Preparation of CV (35%);
2) Scientific meeting planning / meeting planning (30%);
3) Case analysis: Teamwork and conflict resolution (35%).
Assessment by exam:
1st season: delivery (individual) of the missing components (individual) of the periodic assessment.
2nd season: delivery of 1 individual work, which may be about any UC theme or all of them.
Approval at UC: minimum grade of 9.5 in each assessment element.
Title: Epple, A. (1997). Organizing Scientific Meetings. Cambridge University Press.
Maxwell, C. J., Trabalho em equipa 101 - O que todo o líder precisa de saber, 2010, Maxwell,C. J (2010).Trabalho em equipa 101-O que todo o líder precisa de saber. Smartbook,
Neves, J., Garrido, M. & Simões, E. (2008). Manual de competências pessoais, interpessoais e instrumentais: Teoria e prática. Lisboa: Edições Sílabo.
Schein, E. H. (1998). Process consultation revisited: Building the helping relationship , Prentice Hall Organizational Development.
Whetten, D. A., & Cameron, K. S. (2004). Developing management skills (6th ed.). New York: HarperCollins
Authors:
Reference:
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. (2001). Human relations: interpersonal job-oriented skills. Upper Saddle River, NJ: Prentice Hall.
n/a, Europass, http://europass.cedefop.eu.int/, s/a, Europass, http://europass.cedefop.eu.int/, http://europass.cedefop.eu.int/
Figler, H. (1988). The complete job-search handbook. New York. Holt.
Goodale, J.G., Effective employment interviewing, 1989, In R.W. Eder e G.R. Ferris (eds), The employment interview: theory research and practice. Sage, Newbury Park, pp.307-323.,
Le Bras, F. (1998). Os dez segredos de um bom currículum 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., The selection interview, 1997, In O.D.W. Hargie. The handbook of communication skills. NY: Routledge.,
Ribeiro, A., Dias, J.B., Pimentel, A. & Mesquita (2002). Como procurar emprego: guia prático. 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 professionals. California State Employment Development Department.
Epple, A. (1997). Organizing scientific meetings. Cambridge University Press.
Harvard Business Review (1999). Entrepreneurship. Boston, MA: HBSP.
Doyle, M., & Straus, D. (1982). How to make meetings work. NY: Jove Books.
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 (2), 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.
Thompson, L. (2000). Making the team: a guide for managers. Saddle River, NJ: Prentice Hall.
Schein, E. H., Process consultation (I e II), 1987/1988, Schein, E. H. (1987/88). Process consultation (I e II). Reading, Mass: Addison-Wesley.,
Quick, J. C. Gavin, J. H. (2000) The next frontier: Edgar Schein on organizational therapy. Academy of Management Executive, 14, 31-44.
Authors:
Reference:
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
1.1.Diagnostics in social and organizational change and development settings
1.2. Levels of social and organizational change diagnostic.
1.3. Types of consultancy and diagnostic models.
1.4. Diagnostic process: goals, design, implementation, data collect and analysis
1.5. Problem analysis: strategies and processes
1.6. Social and organizational diagnostics at individual, group, and organizational levels.
1.7. Social and organizational diagnostics report and feedback
II. SOCIAL AND ORGANIZATIONAL INTERVENTION TECHNIQUES AND PROCESSES
2.1. Intervention goals and planning
2.2. Intervention device: methods, techniques and resources
2.3. Intervention levels: individual/group/organizational
2.4. Specific techniques for each intervention level and integrative techniques
2.5. Intervention evaluation
2.6. Ethical standards regarding social and organizational diagnostic and intervention
Periodic evaluation:
Students must attend at least 60% of the classes and achieve these assignments:
- Group Assignment + Presentation: The weight is 50%.
- Individual exam: the weight is 50%.
Minimum grade required in an individual exam to pass the course: 8 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.
Title: Rothwell, W., Stopper, A., Myers, J. (Editors)(2017).Assessment and Diagnosis for Organization Development: Powerful Tools and Perspectives for the OD Practitioner. Productivity Press.
Leonard, H.S., Lewis, R., Freedman, A. M., and Passmore, J. (2013). The Wiley-Blackwell Handbook of the Psychology of Leadership, Change, and Organizational Development. Wiley.
Fialho, J., Silva, C., & Saragoça, J. (2016). Diagnóstico Social. Lisboa: Sílabo.
Ferreira, A. I., & Martinez, L.F. (2008). Manual de Diagnóstico e Mudança Organizacional. Lisboa: RH Editora.
Caetano, A., Mendonça, H., Ferreira, M. C. (2016). Análise e diagnóstico organizacional, in H. Mendonça, M. C. Ferreira, E. R. Neiva (Orgs), Análise e Diagnóstico Organizacional - Teoria e Prática (pps. 9-36). S. Paulo: Vector.
Anderson, D. L. (2016). Organizational Development - The process of Leading Organizational Change.Sage
Authors:
Reference:
Year:
Title: 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.
Van de Ven, A. H., e Poole, M. S. (1995). Explaining development and change in organizations. A. of Manag. Review, 20, 510-540
Senge, P., Scharmer, C. O., Jarowski, J., & Flowers, B. S. (2005). Presence - Exploring profound change in people, organizations, and society. London: NB
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.
Schein, E. H. (1987). Process consultation. Massachusetts: Addison-Wesley.
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.
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., &
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.
Neves, J.G., Simões, E., & Garrido, M.V. (2015). Manual de Competências (3ª Edição). Lisboa: Sílabo.
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.
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
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.
Harrison, M. I. (2004). Diagnosing Organizations: Methods, models, and processes, 3rd Edition. Thousand Oaks, CA: Sage.
Lewin, K. (1951/1965). Teoria de campo em ciência social. S. Paulo: Pioneira Ed.
Levinson, H. 2013. Organizational Assessment: A Step-by-Step Guide to Effective Consulting. Washington, DC: American Psychological Association.
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
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.
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.
Cummings, T. G., & Worley, C. G. (2014). Organization development and change (10th ed.). Cincinnati, OH: South-Western College Publishing.
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.
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.
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.
Anderson, D. (2016). Cases and Exercises in Organization Development & Change. New York: Sage.
Authors:
Reference:
Year:
Advanced Data Analysis Methods
LG1 | Identify and distinguish the different effects related to moderation, mediation and moderate mediation
LG2 | Update and develop knowledge about multiple linear regression to test moderation and mediation
LG3 | Apply multiple linear regression to test the different models
LG4 | Analyse and interpret statistical results
LG5 | Present the results in a thesis/paper
1. Moderation, mediation and moderated mediation
1.1. Moderated effect: interaction effect
1.2. Mediated effect: chain of effects
1.3. Moderated mediation: conditional indirect effect
1.4. Discussion of papers with Moderation, mediation and moderated mediation
2. Moderation using multiple linear regression
2.1. Main effect and interaction effect
2.2. Quantitative moderator
2.3. Dummy moderator
2.4. Statistical software application (SPSS and PROCESS)
2.5. Report results in a thesis/paper
3. Mediation using multiple linear regression
3.1. Quantitative mediator
3.2. Estimate and test indirect effect by bootstrapping
3.3. Statistical software application (SPSS and PROCESS)
3.4. Report results in a thesis/paper
4. Moderated mediation using multiple linear regression
4.1. Exploring the model
4.2. Test conditional indirect effects
4.3. Statistical software application (SPSS and PROCESS)
4.4. Report results in a thesis/paper
The periodic evaluation includes:
1. Individual test (65%)
2. Team work (35%).
The students have to achieve a minimum grade of 8.5 in the individual test and of 10 in the team work.
The final examination have the same two components:
1. Individual test (65%)
2. Individual work (35%).
The students have to achieve a minimum grade of 8.5 in the test and of 10 in the work.
Title: Hair, J., Black, W., Babin, B. and Anderson R. (2014). Multivariate Data Analysis. Pearson New International Edition (7ª ed).
Hayes, A. F. (2020). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. 2nd, Guilford Press.
Jiang, L., J. and Matthew J. (2018). Work and Affective Commitment: A Moderated Mediation Model of Positive Work Reflection and Work Centrality. J Bus Psychol 33, 545?558. https://doi.org/10.1007/s10869-017-9509-6.
Maroco, J. (2010). Análise Estatística com o PASW Statistics (ex-SPSS), Pero Pinheiro.
Tabachnick, B. and Fidell, L. (2013). Using Multivariate Statistics, USA, Person International Edition, 6ª ed.
Hair, J., Anderson R., Tatham, R. e Black, W., Multivariate Data Analysis: A Global Perspective, 2019, Saddle River, Pearson International Edition (8ª ed),,
Hayes, A. F., Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, 2020, 2nd, Guilford Press.,
Jiang, L., J. and Matthew J., Work and Affective Commitment: A Moderated Mediation Model of Positive Work Reflection and Work Centrality., 2018, J Bus Psychol 33, 545?558.,
Maroco, J., Análise Estatística com o PASW Statistics (ex-SPSS),, 2020, Pero Pinheiro,
Tabachnick, B. and Fidell, L., Using Multivariate Statistics, 2013, USA, Person International Edition, 6ª ed.,
Authors:
Reference:
Year:
Title: Baron, R e Kenny D. (1986). The Moderator-Mediator Variable Distinction in Social Psychological research: Conceptual, Strategic and Statistical Considerations, Journal of Personality and Social Psychology, 51, 1173-1182.
Preacher, K. J. e Hayes, A. F (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models, Behavior Research Methods, 40 (3), 879-891, http://quantpsy.org/pubs/preacher_hayes_2008b.pdf.
Important links:
Kenny, D. A. (2011). Moderation http://davidakenny.net/cm/moderation.htm
Kenny, D. A. (2012). Mediation, http://davidakenny.net/cm/mediate.htm
Baron, R e Kenny D., The Moderator-Mediator Variable Distinction in Social Psychological research: Conceptual, Strategic and Statistical Considerations, 1986, Journal of Personality and Social Psychology, 51, 1173-1182.,
Preacher, K. J. e Hayes, A. F., Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models,, 2008, Behavior Research Methods, 40 (3), 879-891, http://quantpsy.org/pubs/preacher_hayes_2008b.pdf.,
Kenny, D. A., Moderation http://davidakenny.net/cm/moderation.htm, 2011, http://davidakenny.net/cm/moderation.htm,
Kenny, D. A., Mediation, 2012, http://davidakenny.net/cm/mediate.htm, http://davidakenny.net/cm/mediate.htm
Authors:
Reference:
Year:
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 project and define channels, methods and strategies to program planning.
LG6. Use the main methods and process in evaluation.
LG7. Design and evaluate different types of projects.
S1. Basic notions in project planning and evaluation.
1.1. Glossary
1.2. Phases in program planning
S2. Project opportunity and problem
2.1 Identification of opportunities
2.2 Strategies for problem definition, problem definition by the client, analysis of social indicators, assessment of customer needs
2.3 Exercises
S3. The importance of applying theories to design and evaluation.
3.1 Conceptualization of the problem and theoretical rationale
3.2 Result variable
3.3 Development of process models: a review
3.4 Table of balance
3.5 Exercises
S4.Tools and techniques
4.1 Definition and components of Logic Model(LM)
4.2 Approaches to ML
4.3 Phases of the ML
4.4 Exercises
S5.Activities associated with ML
5.1 Objectives and hypotheses
5.2 Channels, methods, strategies
5.3 Exercises
S6. Evaluation of projects
6.1 Types of evaluation
6.2 Drawings and assessment tools
6.3 Report and return the results
6.4 Exercises
S7. Design and evaluation of specific projects
In the periodical evaluation, students take part in two types of evaluation exercises:
One mid-term exam evaluating the topics covered in classes (30%)
A workgroup composed of 4/5 students, that includes a follow-up report (70%)
Students are approved if they reach at least 9.5 both in the mid-term exam and in the work group.
Those students who fail the continuous evaluation may attend a final exam (1st or 2nd season).
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:
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:
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
Periodic evaluation 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%).
The final exam 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]
Authors:
Reference:
Year:
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.
Authors:
Reference:
Year:
Advanced Research Methods in Psychology
Students who successfully absolved this curricular unit should be able to:
OA1: Conduct a qualitative synthesis of research
OA2: Distinguish and use different types of methods, while taking into account their potentials and limitations
OA3:Explain and distinguish different strategies of data analysis and demonstrate the capacity to present research results
OA4: Solve a scientific problem by conducting a scientific study
OA5: Identify the different tasks involved in the preparation of a scientific research project
OA6: Identify the steps in scientific publication and write a scientific article
CP 1. The development of research ideas and basics of the research process
CP 2. Advantages and methodological problems associated with the choice of diverse types of studies
CP 3. Strategies of data-analysis and presentation of research results
CP 4. How to prepare a research project / a grant proposal
CP 5. Phases of the publication process: Preparation, submission and revision. Structure of different types of scientific articles
Periodic evaluation: one group work about an empirical study that will be conducted during the semester and should be presented as a poster (50%); one individual work about the conducted study in the form of a short scientific article (45%); participation in LAPSO studies (1 hour 30 minutes in SPI) (5%).
Evaluation by final exam: similar to periodic evaluation. However, students have to perform their assignments individually.
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
Authors:
Reference:
Year:
Title: Bibliografia específica depende do tema da investigação realizada e será recomendada nas aulas teórico-práticas a decorrer durante o semestre.
Authors:
Reference:
Year:
Internship in Social and Organizational Psychology
LG1. Be proactive in contacting institutions where the internship may take place;
LG2. Collaborate in the definition of the goals and program of the internship;
LG3. Show motivation and learning skills in face of the challenges arising in the internship;
LG4. Develop the ability to transfer theoretical and methodological knowledge to solving real problems;
LG5. Act maturely and show interpersonal skills during his/her integration in the work environment;
LG6. Keep a personal and professional posture that dignifies the Institute that he/she is representing;
LG7. Respect the internal norms that rule the institutions that hosts the internship;
LG8. Respect the professional ethical norms, keeping any issues pertaining to the activity of the hosting institution confidential;
LG9. Analyse critically all the activities developed during the internship;
LG10. Do a written report at the end of the internship abiding to the DPSO rules.
This course aims at preparing and supervising students in their contact with professional practices. Therefore, it aims to contribute to the transfer of previously acquired knowledge and skills to a professional and/or research context.
The nature of this course does not allow the definition of a specific program. In fact, more important than the acquisition of new knowledge if the ability to transfer previously held competencies to the pursuit of the internships 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:
T1 - Finding an institution for the internship.
T2- Professional relationships with colleagues and superiors in the workplace.
T3 - Development of professional activities in the internship as a psychologist trainee.
T4 -To frame theoretically and to critically analyse the internship activities.
Verification of compliance with the learning objectives is carried out exclusively in the form of periodic 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%).
Report delivery dates (to the internal advisor):
1st Season - until 5/31/2022
2nd Season - until 6/15/2022.
Title: Mais bibliografia especifica será recomendada por cada orientador consoante a área específica do estágio.
Regulamento de estágio disponível na plataforma de e-learning.
- Reis, H. T., & Judd, C. M. (Eds.) (2000). Handbook of research methods in social and personality psychology.New York: Cambridge University Press.
- Robson C. (1993). Real world research: A resource for social scientists and practitioners-researchers. Oxford:Blackwell.
- Sweitzer, H. F., & King, M. (2009). The successful internship: Personal, professional, and civic development (3rd Edition). Belmont, CA: Brooks/Cole, Cengage Learning.
- American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.).
Authors:
Reference:
Year:
Title: A ser indicada por cada orientador.
Authors:
Reference:
Year:
Dissertation in Social and Organizational Psychology
A student who completes this course should be able to:
LG1: Conduct proper bibliographic research using the available resources;
LG2: Identify and formulate a research problem for a research project;
LG3: Develop a literature review framing the research problem;
LG4: Answer, empirically, to the research problem by mastering the appropriate methodologies and research instruments;
LG5: Discuss their dissertation critically;
LG6: Communicate their work in writing and orally.
The nature of this course does not allow the definition of a specific program, given that it aims to help students in the ability to transfer previously held competencies to the development of a research project. Despite this, some of the contents that will be taught include:
PC1: Defining the problem, the research goals, and the corresponding theoretical framework (Introduction)
PC2: Defining the design of the research according to the problem and goals (Method)
PC3: Presenting and interpreting results (Data analysis and results; Discussion and conclusions)
PC4: Norms to write and present the dissertation (Preparing students for the defense)
The dissertation will be publicly defended, and the technical, written, oral presentation and argumentation components will be evaluated. The dissertation should be delivered following the norms and deadlines established by ISCTE-IUL.
Attendance at the seminars is fundamental to the development of the project. The jury of the Master dissertation will receive the information about the student's engagement to contextualize the final evaluation.
Title: Bell, J., & Waters, S. (2014). Doing your research project: A guide for first-time researchers (6th ed.). Open University Press.
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 (3rd ed.). SAGE
Punch, K.F. (2016). Developing effective research proposals (3rd ed.) SAGE.
Walliman, N. (2005). Your research project (2nd ed.). SAGE.
Authors:
Reference:
Year:
Title: APA. (2020). Publication manual of the American Psychological Association (7th ed.).
Henderson, E. L. (2022, January 25). A guide to preregistration and Registered Reports. Preprint
ISCTE, Normas orientadoras para a dissertação ou trabalho de projecto de mestrado, 2020, null, https://www.iscte-iul.pt/assets/files/2017/01/12/1484219637249_Normas_orientadoras_dos_2__ciclo2009_doc.pdf
ISCTE, Normas de apresentação e de harmonização gráfica para dissertação ou trabalho de projecto de mestrado e tese de doutoramento, 2020, null, https://www.iscte-iul.pt/assets/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.
Authors:
Reference:
Year:
Applied Project in Social and Organizational Psychology
A student who completes this course should be able to:
LG1: Conduct a proper bibliographic research using the available resources;
LG2: Identify and formulate a research problem for an intervention project;
LG3: Develop a literature review framing the research problem;
LG4: Answer, empirically, to the research problem by mastering the appropriate methodologies and research instruments;
LG5: Discuss critically his/her thesis;
LG6: Communicate his/her work in writing and orally.
The nature of this course does not allow the definition of a specific program, given that it aims to help students in the ability to transfer previously held competencies to the development of an intervention project. Despite this, some of the contents that will be taught include:
PC1: Defining the research problem and the theoretical background (Introduction and needs diagnosis);
PC2: Defining the intervention program
PC3: Defining the evaluation method;
PC4: Norms to write and present the thesis (Preparing students to the defense)
The Project should be defended in public, where the following components will be evaluated: a) technical component; b) written format, and c) oral presentation and arguments, following the norms established by ISCTE-IUL. The Project should be delivered following the formal requirements and according to the deadlines established by ISCTE-IUL.
BibliographyTitle: Walliman, N. (2005). Your research project (2nd Ed.). London. SAGE.
Santos, N. R. (2005). Projectos de investigação em Psicologia: Guia para a sua elaboração e execução. Évora: NEPUE.
Ridley, D. (2008). The literature review: a step-by-step guide for students. London: Sage.
Punch, K.F. (2006). Developing effective research proposals (2nd Ed.) Londres: SAGE.
Hall, C. (1998). Doing a literature review: releasing the social science research. London: Sage.
Bem, D.J. (1995). Writing a review article for Psychological Bulletin. Psychological Bulletin, 118, 172-177.
American Psychological Association (2009). Publication Manual of the American Psychological Association. Washington: APA.
Normas orientadoras para a dissertação ou trabalho de projecto de mestrado (ISCTE, 2008)
Authors:
Reference:
Year:
Title: Judd, C., Smith, E., & Kidder, L.H (1991). Research methods in social relations (6th Ed). Fort Worth: Harcourt Brace Jovanovich College Publishers
Fisher, C. (2007). Researching and writing a dissertation: A guidebook for business students (2ª ed., cap. 1). Essex: Prentice Hall.
Bell, J. (2008). Doing your research project: A guide for first-time researchers in education, health and social science (4th ed.). Berkshire: Open University press.
Authors:
Reference:
Year:
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
- M8215 - Psychology of Consumer and Communication
- 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.
Accreditations