Accreditations
The program consists of two semesters with a curriculum component l (1st year), and two semesters to complete a curricular internship (350 hours), and a dissertation or project (2nd year). There are three optional curricular units, two in the 1st semester and one in the 2nd semester (1st year).
During the 2nd year the internships occur in different organizations which have been collaborating with the Master’s over the years (e.g., CPCJs, foster-care, diverse community programs, schools, NGOs, city councils, hospitals …).
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
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Psychological Assessment of the Child and Adult
6.0 ECTS
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Social Intervention Programs
6.0 ECTS
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Community Psychology
6.0 ECTS
|
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Adoption, Foster and Residential Care and Child Development
6.0 ECTS
|
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Assessment and Intervention with Children at Risk
6.0 ECTS
|
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Assessment and Intervention with Families at Risk
6.0 ECTS
|
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Advanced Data Analysis Methods
6.0 ECTS
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| 2nd Year | ||
|
Internship Training in Community Psychology
18.0 ECTS
|
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|
Master Dissertation in Community Psychology, Protection of Children and Youth at Risk
42.0 ECTS
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Applied Project in Community Psychology, Protection of Children and Youth at Risk
42.0 ECTS
|
Psychological Assessment of the Child and Adult
The student that successfully finishes this Curricular Unit will be able to:
LG1: Identify the main theoretical models within psychological assessment;
LG2: Identify the steps that characterize the process of psychological assessment in different contexts and as a function of the specific goals underlying a psychological assessment task;
LG3: Achieve a set of ethics skills underlying the practice of psychological assessment;
LG4: Identify and distinguish the main methodologies, techniques and psychological tests that have a Portuguese adaptation, knowing how to justify their relevance and suitability according to goals underlying a certain psychological assessment process;
LG5: Achieve general and specific skills important for the practice of psychological assessment within the professional activities of a psychologist.
P1. Psychological assessment (PA): theoretical models and ethical issues in psychological assessment.
P2. Psychological assessment as a process: the steps of psychological assessment in different contexts.
P3. Methodologies in Psychological assessment:
3.1. The interview
3.2. Observation
3.3. Specificities regarding observation and interviews with children/adolescents and adults.
P4. The assessment of intelligence and cognitive functions
4.1. Executive functions
4.2. The Griffiths scales of Child Development
4.3. The Wechsler Intelligence scales
P5. Social-emotional assessment and psychopathological symptoms:
5.1. Attachment: behavioral and representation measures - children, adolescents, and adults.
5.2. Internal and external behaviors problems in children and adolescents.
5.3. Psychopathological symptoms in adults.
5.4. Other techniques
P6: Psychological assessment reports
In the periodic evaluation, students should do: a) an individual test (70%); b) a group assignment (30%). Students are approved in this course if they have 9,5 or more in each of the evaluation elements. Students can choose to do a final exam (1ª and/or 2ª season) (100%).
Due to the nature of this course, it's recommended the periodic evaluation.
There are no mandatory presences in this course, but since it's mainly applied, we incentive students to attend classes, even if they choose the final exam.
Title: Férnandez-Ballesteros, R. (2014). Evaluacion psicológica: Conceptos, métodos y estudio de casos. Madrid: Piramide.
Goldfinger, K. B. & Pomerantz, A. M. (2013). Psychological assessment and report writting (2nd Ed.). Los Angeles: Sage.
Groth-Marnat, G. (2003). Handbook of psychological assessment (4th Ed.). New York: Allyn & Bacon.
Saklofske, D.H., Reynolds, C., & Schwean, V.L. (2013). The Oxford Handbook of Child Psychological Assessment. Oxford University Press.
Waters, E., Vaughn, B.E, & Waters, H.S. (2021). Measuring attachment. Developmental Assessment across the lifespan. Guilford Press.
Authors:
Reference:
Year:
Title: Achenbach, T. (2019). International findings with the Achenbach System of Empirically Based Assessment (ASEBA): Applications to clinical services, research, and training. Child Adolescent Psychiatry Mental Health, 13, 30.
Achenbach, T. (2020). Bottom-Up and Top-Down Paradigms for Psychopathology: A Half-Century Odyssey. Annual Review Clinical Psychology, 16, 1?24.
Bretherton, I., & Oppenheim, D. (2003). The MacArthur Story Stem Battery: development, administration, reliability, validity, and reflections about meaning. In R. N. Emde, D. P. Wolf, & D. Oppenheim (Eds.), Revealing the inner worlds of young children: The MacArthur Story Stem Battery and parent-child narratives (pp. 55-89). New York, NY: Oxford University Press.
Green, E. et al. (2018). Escalas de Desenvolvimento Mental de Griffiths - 3ª Edição. Hogrefe.
Machado, C., Gonçalves, M., Almeida, L., & Simões, M. (2011). Instrumentos e contextos de avaliação psicológica (vol. I). Coimbra: Almedina
Seabra-Santos, M.J, Simões, M. R., Pereira, M., Albuquerque, C.P, Rocha, A.M., & Ferreira, C. (2003) Escala de Inteligência de Wechsler para a Idade Pré-escolar e Primária - Edição Revista (WPPSI-R). Adaptação, validação e estudo normativo para a população portuguesa.
Simões, M., Machado, C., Gonçalves, M., & Almeida, L.S. (Coord.), Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. 3)., (2007), Simões, M., Machado, C., Gonçalves, M., Almeida, L.S. (Coord.) (2007). Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. 3). Coimbra: Quarteto.,
Simões, M. Seabra-Santos, M. J., Albuquerque, C.P, Pereira M., Rocha, A. M., & Ferreira, C. (2003) - Escala de Inteligência de Wechsler para Crianças - Terceira Edição (WISC-III). Adaptação, validação e estudo normativo para a população portuguesa.
OPP, Código Deontológico dos Psicólogos Portugueses., 2021, Código Deontológico dos Psicólogos Portugueses.,
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Year:
Social Intervention Programs
The student that successfully completes this CU, should be capable of:
LG1. Describe the main concepts and steps in program planning, design and evaluation.
LG2. Identify opportunities and define problems.
LG3. Building a theoretical process model of the project
LG4. Use the main tools in the design and planning of projects
LG5. Define the objectives, hypothesis, resources needed to project and define channels, methods and strategies to program planning.
LG6. Use the main methods and process in evaluation.
LG7. Design and evaluate different types of projects.
S1. Basic notions in program/project planning and evaluation.
1.1. Definition of project and program
1.2. Phases in program planning
S2. Project opportunity and problem
2.1 Identification of opportunities
2.2 Strategies for problem definition,definition by the client, analysis of social indicators, assessment of needs
2.3 Exercises
S3. The importance of applying theories to design and evaluation.
3.1 Conceptualization of the problem and theoretical rationale
3.2 Result variable
3.3 Development of process models: a review
3.4 Table of balance
3.5 Exercises
S4.Tools and techniques
4.1 Definition and components of Logic Model (LM)
4.2 Approaches to build the ML
4.3 Phases of the ML
4.4 Exercises
S5.Activities associated with ML
5.1 Objectives and hypotheses
5.2 Channels, methods, strategies
5.3 Exercises
S6. Evaluation of projects
6.1 Types of evaluation
6.2 Drawings and assessment tools
6.3 Exercises
S7. Design and evaluation of specific projects
In the periodical evaluation option, students are required to take part in two types of evaluation exercises:
One mid-term exam evaluating the topics covered in classes (30%)
A workgroup (program design/free theme) that includes a follow-up report (70%).
Students are approved if they reach at least 9.5 both in the mid-term exam and in the work group.
Those students who fail the periodical evaluation may attend a final exam.
Title: Bartholemew, L., Parcel, G., Kok, G., & Gottlieb. N.(2006).Planning Health Promotion Programs: Intervention Mapping.New York:John Wiley & Sons Inc.
Buunk, A., & Van Vugt, M. (2007). Applying Social Psychology: From Problems to Solutions. London: SAGE Publications Ltd.
Holden, D., & Zimmerman, M. (2009).A pratical guide to program evaluation planning:Theory and case examples.London:Sage.
Kliem, R., Ludin, I. & Robertson, K. (1997).Project management methodology: a practical guide for the next millennium.New York: Marcel Dekker.
Knowlton, L., & Phillips, C.(2008).The Logic Model guidebook:Better strategies for great results.London:Sage.
Posavac, E., & Carey, R. (2010).Program Evaluation:Methods and Case Studies.US:Pearson Education.
Newcomer, K. E., Hatry, H. P., & Wholey, J. S. (2015). Handbook of practical program evaluation. John Wiley & Sons
Young, T.L. (2007).The handbook of project management:A practical guide to effective policies and procedures. London:Kogan Page.
Authors:
Reference:
Year:
Title: Bunston, W., & Heynatz, A. (2006). Addressing Family Violence Programs: Groupwork Interventions for Infants, Children and Their Parents. North Melbourne: Royal Children's Hospital Education Institute.
Eldredge, L. K. B., Markham, C. M., Ruiter, R. A., Kok, G., & Parcel, G. S. (2016). Planning health promotion programs: an intervention mapping approach. John Wiley & Sons
Holden, D., & Zimmerman, M. (2009). A pratical guide to program evaluation planning: Theory and case examples. London: Sage. S.113 Pra,1
Marques, S. Vauclair, M.L., Rodrigues, R., Mendonça, J., Gerardo, F., Cunha, F. (2015). imAGES: Programa de intervenção de promoção de imagens positivas de envelhecimento em crianças e adolescentes. Lisboa: SCML & Leya Editores.
Marques, S., Vauclair, Rodrigues, R., C.M., Mendonça, J., Gerardo, F. & Cunha, F. (2017). imAGES: intervention program to prevent ageism in children and adolescents. In Baker, H.E., Krueger, T.M. & Karasik, R.J. (Eds). A Hands-on approach to teaching about ageing (pp. 24-30). Springer Publishing Company.
Mendonça, J., Mariano, J., & Marques, S. (2016). Lisbon street campaign against ageism: A promising multi-stakeholder initiative. Journal of Intergenerational Relationships, 14(3), 258-265..
Ramsay, N., & Morrison, C. (2010). Youth Violence and Juvenile Justice: Causes, Intervention and Treatment Programs. New York: Nova Science Publishers Inc.
Royse, D., Thyer, B., & Padgett, D. (2010). Program evaluation: An introduction. Belmont: Wadsworth. G.110.1 ROY*Pro
Smith, M. (2010). Handbook of Program Evaluation for Social Work and Health Professionals. New York: Oxford University Press.
Spaulding, D. (2008). Program Evaluation in Practice: Core Concepts and Examples for Discussion and Analysis. New York: John Wiley & Sons Inc.
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Assessment and Intervention with Children at Risk
The student that successfully completes this course will be able to:
LG1: Adequately use concepts and theoretical models to identify diverse risk factors or situations that affect groups of children.
LG2: Adequately use assessments tools to diagnose domains of child development in groups of at-risk children.
LG3: Critically analyse evaluation and intervention tools for children expose to risk.
LG4: Know and critically analyse intervention programmes (universal and selective);
LG5: Identify the dimensions/variables that need to be considered when designing an intervention.
LG6: Develop a group intervention based on a risk profile.
P1: Risk factors (e.g. poverty, child abuse, neglect, social problems, immigration) and consequences to various domains of development (e.g. health, learning, socio-emotional and cognitive development, etc.).
P2: The mechanisms by which risk factors influence development.
P3: The design of a group risk assessment strategy: domains of assessment, choice of instruments, ethical and practical considerations.
P4: From assessment to intervention: General aspects and principles of intervention according to an ecological framework. The process of intervention with at-risk children.
P5: Evidence-based intervention programs, universal and for children at risk (e.g., social emotional learning, child sexual abuse) applied manly in school and community contexts.
Evaluation methodology: periodic or final exam (1st and 2nd exam periods)
Periodic evaluation: 2 individual assignments (15% each - oral presentation) + group task (2 students per group 30% - 10% oral presentation; 20% written report) and an individual test (with consultation; 40%). Students who get a minimum of at least 8.5 on each of these components and a final average of at least 9.5 are approved.
Final evaluation: written exam (100%).
Title: CIG (2020). Guia de intervenção integrada junto de crianças ou jovens vítimas de violência doméstica. CIG.
Alexandre, J. & Barata, C. (2020). Intervenção comunitária com crianças e jovens em risco. In R. Barroso & D. Neto (Eds.) A Prática Profissional da Psicologia da Justiça (1ª ed., pp. 123-135). Ordem dos Psicólogos Portugueses.
OPP (s.d.). Linhas de orientação para a prática profissional: psicologia no âmbito da proteção de crianças e jovens em risco. OPP.
Raimundo, R. & Pinto, A. (2016). Avaliação e Promoção das Competências Socioemocionais em Portugal. Lisboa: Coisas de Ler.
Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving student outcomes. NY: Guilford press.
Webster-Stratton, C. (2005). Os anos incríveis: Guia de resolução de problemas para pais de crianças dos 2 aos 8 anos de idade. Braga: Psiquilíbrios.
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Title: Alvarez, M., Veiga-Simão, A., Ferreira, J., Santos, E. (Coord) (2020). Psicologia Educacional: Investigação e intervenção em Portugal. Lisboa: Coisas de Ler.
Guerra,M, Lima,L., & Torres,S. (2014). Intervir em grupos na saúde. Lisboa: Climepsi.
Jaffe, P., G., Baker, L. L., Cunningham, A.J. (2004). Protecting children from domestic violence: Strategies for community intervention. New York: Guilford.
Levenstein, Ph., & Levenstein, S. (2008). Messages from home: The parent-child home Program for overcoming educational disadvantage. Philadelphia: Temple University Press.
Macklem, G. L. (2008). Practitioners guide to emotion regulation in school-aged children. Manchester, USA: Springer Science.
Maton, K. I., Schellenbach, C. J., Leadbeater, B. J., & Solarz, A. L. (2004). Investing in children, youth, families and communities: Strengths-based research and policy. Washington, DC: APA.
Menéndez, A.G., Hermida, J.R.F., & Villa, R.S. (2004). Guía para la detección e intervención temprana con menores en riesgo. Astúrias: Colegio Oficial de Psicólogos del Principado de Asturias.
Moreira, P. (2001). Para uma prevenção que previna. Coimbra: Quarteto.
National Scientific Council on the Developing Child (2005). Excessive Stress Disrupts the Architecture of the Developing Brain: Working Paper No. 3. Retrieved from www.developingchild.harvard.edu
O´Connel, M. E., Boat, T., & Warner, K. (2009). Preventing mental, emotional, and behavioral disorders and substance abuse among children, youth, and young adults: Research advances and promising interventions. Washington: The National Academies Press.
Peacock, G. & Collett, B. (2010). Collaborative home/school interventions: Evidence-based solutions for emotional, behavioral, and academic problems. NY: Guilford press.
Snow, C., Van Hemel, S., & Committee on Developmental Outcomes and Assessments for Young Children. (2008). Early childhood assessment: Why, what, and how. Washington, D.C.: National Academies Press.
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Assessment and Intervention with Families at Risk
This course aims to promote knowledge and skills for the assessment and intervention with at-risk families. Students who complete this course will be able to:
LG1. Understand the theoretical underpinnings of family psychology and main models regarding family functioning.
LG2. Recognize family diversity.
LG3. Identify the main processes and phases of family life cycles, both normative and non-normative.
LG4. Identify different strategies to assess family dynamics.
LG5. Describe different programs for family interventions and parental education.
LG6. Conceive a plan for family intervention, tailored to the characteristics of a specific family, especially those at-risk.
S1. Family - Definition and diversity.
S2. The family life cycle, stage and normative and non-normative transitions.
S3. Stress and family resilience.
S4. Multi-challenged families.
S5. Parenting: risk and protective factors.
S6. Assessment:
- Focus and strategies
- Observation
- Interview
- Genogram and ecomap
S7. Theoretical perspectives and intervention models with families and parental education.
S8. Intervention challenges and ethical-deontological issues.
Evaluation methodology: periodic or exam.
Periodic evaluation: in a group, presentation of a case study in class (15%), followed by a written report (30%), and an individual test (55%). Students need at least 9.5 on each of those components to be approved.
Final evaluation: Individual written test (100%).
Title: Arranz, E. & Oliva, A. (2010) (Eds). Desarrollo psicológico en las nuevas estructuras familiares. Madrid, Espanha: Ediciones Pirámide.
Boyd-Franklin, N. & Bry, B.H. (2001). Reaching Out in Family Therapy: Home-Based, School, and Community Interventions. New York: The Guilford Press.
Carr, A. (2012). Family Therapy - Concepts, Process and Practice. San-Francisco: John Wiley and Sons
Landy, S., Menna, R. (2006). Early Intervention With Multi-risk Families: An Integrative Approach. Baltimore, MD: Brookes Publishing Company.
Relvas, A. (1996). O Ciclo Vital da Família - Perspectiva Sistémica. Biblioteca das Ciências do Homem. Porto: Edições Afrontamento.
Walsh, F. (Ed.) (2003). Normal Family Processes: Growing Diversity and Complexity. New York: The Guilford Press.
Ponzetti J. J. (2016). Evidence-based parenting education: A global perspective. N.Y.: Routledge.
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Title: Alarcão, M. (2002). (Des) equilíbrios familiares : uma visão sistémica (2ª edição). Lisboa: Quarteto.
Azar, S. T. (1998). Parenting and child maltreatment. In I. E. Sigel & K. A. Renninger (Volume 4, Eds.), Child Psychology in Practice (pp. 361-388). Handbook of Child Psychology. (5th edition) (W. Damon, Ed.). New York: John Wiley & Sons.
Boyd-Franklin, N. & Bry, B. H. (2001). Reaching Out in Family Therapy: Home-Based, School, and Community Interventions. New York: The Guilford Press.
Camilo, C., & Garrido, M. V. (2013). Desenho e avaliação de programas de desenvolvimento de competências parentais para pais negligentes: Uma revisão e reflexão. Análise Psicológica, 3 (XXXI), 245-268
Cassidy, J & Shaver, P. (2010). Handbook of Attachment: Theory, research and clinical applications. NY: Guilford.
Christophersen, E.R., & Mortweet, S.L. (2002). Parenting That Works: Building Skills That Last a Lifetime. Washington, DC: American Psychological Association.
Cruz, O. (2005). Parentalidade. Coimbra: Quarteto.
Demo, D.H., Allen, K. R., Fine, M. A. (2000). Handbook of family diversity. New York: Oxford Press.
Elliott, M. (1996). 501 Ways to be a Good Parent. UK: Hodder & Stoughton.
Koller, S. H. (Org.) (2004). Ecologia do desenvolvimento humano: Pesquisa e intervenção no Brasil. 2. ed. São Paulo: Casa do Psicólogo Livraria e Editora.
Jones, E. (1999). Terapia dos Sistemas Familiares. Colecção Sistemas, Famílias e Terapias. Lisboa: Climepsi Editores.
Liddle, H.A., Santisteban, D.A., Levant, R.F., & Bray, J.H. (Eds.) (2001). Family Psychology: Science-Based Interventions. Washington, DC: American Psychological Association.
Nichols, W.C., Pace-Nichols, M.A., Becvar, D.S., & Napier, A.Y. (2000). Handbook of Family Development and Intervention. New Jersey: Wiley & Sons.
Ranquet, M. (1996). Los Modelos en Trabajo Social - Intervención con Personas y Familias. Espanha: Siglo Veintiuno Editores.
Relvas, A. P. & Alarcão. M. (2002) (Coord.) Novas formas de família. Lisboa: Quarteto.
Sandres, M.R. (2008). Triple P-Positive Parenting Program as a Public Health Approach to Strengthening Parenting. Journal of Family Psychology, Vol. 22 (3), 506-517.
Soares, H. & Ferreira, B. (2011). Rede de Intervenção na Família (RIF). Uma experiência de prevenção de maus-tratos e negligência infantil (MNI) através da promoção de competências parentais em contexto comunitário. In C. Sampaio Cruz & M. Leote de Carvalho (Eds.), Crianças e Jovens em Risco. A família no centro da Intervenção. Cascais: Princípia - Publicações Universitárias e Científicas.
Sroufe, L. A., Egeland, B. E., Carlson, E. A., & Collins, W. A. (2005). The development of the person. The Minnesota study of risck and adaptation from birth to adulthood. The Guilford Press, London.
Walsch, F. (2006). Strengthening Family Resilience (2nd edition). New York: Guilford.
Webster-Stratton, C. (2010). Os Anos Incríveis - guia de resolução de problemas para pais de crianças dos 2 aos 8 anos de idade. Braga: Psiquilíbrios Edições.
Juffer, F., Bakermans-Kranenburg, M.J., & Van IJzendoorn, M.H. (2008). Promoting positive parenting: An attachment-based intervention. New York: Lawrence Erlbaum / Taylor & Francis.
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Internship Training in Community Psychology
A student who completes this course should be able to.
LG1. Collaborate in the definition of the goals and program of the internship;
LG2. Show motivation and learning skills in face of the challenges arising in the internship;
LG3. Use theoretical, technical and methodological instruments appropriate to an approach of concrete problems in processes of psychological and social assessment and intervention;
LG4. Reveal maturity and interpersonal skills during his/her integration in the work environment;
LG5. Keep a personal and professional adequate posture;
LG6. Reveal respect by the internal norms of the institutions that hosts the internship and other conditions agreed with the host institution;
LG7. Respect the rules of ethical conduct consistent with the practice of the profession of psychologist; LG8. Analyze and critically reflect on the activities on the internship;
LG9. Do a written report at the end of the internship abiding to the DPSO rules.
The nature of this course does not allow the definition of a specific program. In fact, more important than the acquisition of new knowledge is the ability to transfer previously held competencies to the pursuit of the internship's goals.
Therefore, this course is based on the individual work developed by the student and presented at the supervision sessions.
Despite the absence of a traditional program, some of the contents that will be taught include:
S1. Professional ethical behaviour; Teamwork;
S2. Multidisciplinary intervention: Decision processes.
S3. Communication and interpersonal relationships in a work setting; Negotiation and conflict management;
S4. Participation in evidence base processes of psychological assessment and intervention;
S5. Reports writing.
Verification of compliance with the learning objectives is carried out exclusively in the form of periodic assessment, according to the following criteria:
1. Evaluation by the external advisor (20%; based on the grid provided by DPSI)
2. Assessment by the internal advisor (75%; based on the final internship report).
3. Individual presentation at the internship seminar (5%).
Report delivery dates (to the internal advisor):
1st Season - until 5/31/2024
2nd Season - until 6/15/2024.
Title: Bartholemew, L., Parcel, G., Kok, G., & Gottlieb. N. (2006). Planning Health Promotion Programs: Intervention Mapping. New York: John Wiley & Sons Inc.
Buunk, A., & Van Vugt, M. (2007). Applying Social Psychology: From Problems to Solutions. London: SAGE Publications Ltd.
Robson C. (1993). Real world research: A resource for social scientists and practitioners-researchers. Oxford:Blackwell.
Reis, H. T., & Judd, C. M. (Eds.) (2000). Handbook of research methods in social and personality psychology.New York: Cambridge University Press.
Wertlieb, D. (2002). Handbook of Applied Developmental Science: Promoting Positive Child, Adolescent and Family Development through Research, Policies and Programs. London: SAGE Publications Ltd.
Regulamento de estágio.ISCTE-IUL
Codigo de Conduta Academica Homologado. ISCTE-IUL
Ordem dos Psicólogos Portugueses (2011). Código Deontológico da Ordem dos Psicólogos Portugueses. Diário da República, 2.ª série, 78, 20 de Abril de 2011, 17931- 17936.
Authors:
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Title: Bunston, W., & Heynatz, A. (2006). Addressing Family Violence Programs: Groupwork Interventions for Infants, Children and Their Parents. North Melbourne: Royal Children's Hospital Education Institute.
Ferrer-Wreder, L., Stattin, H., Lorente, C., Tubman, J., & Adamson, L. (2003). Successful Prevention and Youth Development Programs: Across Borders. New York: Springer Science & Business Media.
Goodman, L., & Love, R. (1980). Project planning and management: an integrated approach. New York: Pergamon Press. G.140 Pro
Holden, D., & Zimmerman, M. (2009). A pratical guide to program evaluation planning: Theory and case examples. London: Sage. S.113 Pra,1
LeCroy, C., & Mann, J. (2008). Handbook of Prevention and Intervention Programs for Adolescent Girls. New York: John Wiley and Sons Ltd.
Lerner, R., Jacobs, F., &
Ramsay, N., & Morrison, C. (2010). Youth Violence and Juvenile Justice: Causes, Intervention and Treatment Programs. New York: Nova Science Publishers Inc.
Reis, H. T., & Judd, C. M. (Eds.) (2000). Handbook of research methods in social and personality psychology.New York: Cambridge University Press.
Roberts, A. (2002). Handbook of Domestic Violence Intervention Strategies: Policies, Programs and Legal Remedies. New York: Oxford University Press.
Smith, M. (2010). Handbook of Program Evaluation for Social Work and Health Professionals. New York: Oxford University Press.
Tessmer, M. (1993). Planning and conducting formative evaluations. London: Taylor & Francis Ltd.
Regulamento Geral de Avaliação de Conhecimentos e Competencias do ISCTE-IUL. Despacho nº59/2009 do Presidente do ISCTE-IUL
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Master Dissertation in Community Psychology, Protection of Children and Youth at Risk
A student who completes this course should be able to:
LG1. Know the different steps for designing a research project;
LG2. Identify, delimit and conceptually frame a research problem relevant for scientific research;
LG3. Write a relevant literature review that adequately frames the research problem addressed using all the available resources;
LG4. Effectively outline the methodological strategy according to the formulated research problem
LG5. Write a research project that is adequate to a master?s thesis
LG6. Effectively present the work conducted and the respective argumentation.
LG7. Discuss critically the thesis.
LG8. Recognize and follow ethical guidelines.
PC1. Steps and processes for designing a research project
Structure and goals of the research project
Development stages of a research project
Norms for the elaboration of a research project
PC2. Literature Review
Goals and features of a literature review
Literature review and the development of the argument
Planning and conducting a literature review
Organization and writing a literature review
PC3. Outlining the methodological strategy:
What is the methodological strategy: link between conceptual and operationalization stages
Main methodological options: quantitative and qualitative
Research design
Planning data analysis
Ethical issues in research
PC4: Analyzing and presenting results
Data analysis
Discussion and conclusions
Norms for scientific writing
References and appendices
PC5: Preparing the public defense of the dissertation.
To have access to the defense, students must register the topic and present the project
The students should actively participate in the seminars.
The dissertation or the intervention project is defended in public, and the following components will be evaluated: a) technical component; b) written format, and c) oral presentation and arguments.
There is no Final Exam or the possibility for grade improvement.
Title: Walliman, N. (2005). Your research project (2nd Ed.). London. SAGE.
Ridley, D. (2008). The literature review: a step-by-step guide for students. London: Sage.
Ordem dos Psicólogos Portugueses (2011). Código Deontológico da Ordem dos Psicólogos Portugueses. Diário da República, 2.ª série, 78, 20 de Abril de 2011, 17931- 17936.
Normas orientadoras para a dissertação ou trabalho de projecto de mestrado (ISCTE, 2014).
Breakwell, G., Hammond, S. & Fife-Schaw, C. (2000). Research methods in Psychology. London: SAGE.
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Recommended optative
The study plan includes 3 optional courses, 2 in the 1st semester and 1 in the 2nd semester.
1st Semester
- M8623 - Definition, Report and Assessment of Child Maltreatment and Neglect
- M8619 - Legislation, Organization and Competencies of Services in Social Intervention with Children and Youth at Risk and Danger
2nd Semester
Optional courses will only be held if they achieve a minimum number of enrollments.
Objectives
Upon concluding the Master's, it is intended that the student will be able to:
- Understand, differentiate and evaluate empirically the primary models of diagnosis and intervention at the level of the individual, the family, the group and the community;
- Understand the system, perspectives and models of the area of Protection of At-Risk Children and Youth;
- Apply theoretical knowledge and skills that permit evaluation and intervention in a systematic and intergrated manner on issues of education and the family in different familial, group, community and institutional contexts;
- Combine the knowledge of Community Psychology and Protection of At-Risk Children and Youth in order to analyze situations, formulate diagnoses and plan interventions in adoption, foster families and residential care.
- Develop research ideas and projects.
At the end of the Master's, the student should be able to:
(LO1) Understand, differentiate and evaluate empirically the theoretical perspectives and methodologies of Community Psychology and Protection of At-Risk Children and Youth; Understand the legislation, characteristics and functioning of the Children and Youth Protection System;
(LO2) Apply necessary acquired knowledge in the evaluation and design of systems at the parental, familial, community and institutional levels; Design, implement and evaluate psychosocial intervention programs; Apply acquired knowledge in the areas of adoption, foster families and residential care;
(LO3) Develop research ideas and projects in an original, indepedent, and sustained manner in the areas of the Community Psychology and Protection of At-Risk Children and Youth;
(LO4) Integrate and apply knowledge in Community Psychology and Protection of At-Risk Children and Youth in order to diagnose complex situations, plan and realize interventions in real-world contexts.