Accreditations
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
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Development of Professional Skills
6.0 ECTS
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Social and Organizational Diagnosis and Intervention
6.0 ECTS
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Advanced Data Analysis Methods
6.0 ECTS
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Project Design and Evaluation
6.0 ECTS
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Development of Personal & Academic Skills
6.0 ECTS
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Advanced Research Methods in Psychology
6.0 ECTS
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| 2nd Year | ||
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Internship in Social and Organizational Psychology
18.0 ECTS
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Dissertation in Social and Organizational Psychology
42.0 ECTS
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Applied Project in Social and Organizational Psychology
42.0 ECTS
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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.
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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.
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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
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Title: Bibliografia específica depende do tema da investigação realizada e será recomendada nas aulas teórico-práticas a decorrer durante o semestre.
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Internship in Social and Organizational Psychology
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.).
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Title: A ser indicada por cada orientador.
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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.
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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.
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Recommended optative
The study plan includes 4 optional courses, 2 in each semester.
1st Semester
- M8212 - Psychology of Ageing
- 01694 - Diversity at Work
- M8210 - Social Psychology of Justice
- M8217 - Organizational Psychology
- M8218 - Psychology of Human Resources
- 00731 - Emotions, Marketing & Advertising
2nd Semester
- 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.