Accreditations
Tuition fee EU nationals (2025/2026)
Tuition fee non-EU nationals (2025/2026)
To work as a professional Psychologist requires in-depth training, including completion of two study cycles (i.e. a Bachelor's and Master's) and a supervised professional internship. For the purposes of fulfilling this requirement, besides this general undergraduate course (Bachelor's) in Psychology, Iscte offers students a selection of options for further training in the second cycle (Master's) in Psychology. In these programs, which span the areas of Social and Organizational Psychology and other Applied Psychology domains (such as Health, Emotions, Intercultural Relations, Community and the Protection of Minors), students have the opportunity to deepen the professional skills acquired in the first cycle.
Programme Structure for 2025/2026
Biological Bases of Behavior
The successful student in this UC acquires a general understanding of the biological foundations of cognition, emotion and behaviour, and attains the following learning outcomes:
LO1. Knows the nature vs. nurture debate
LO2. Understands the interactions between our genetic makeup and environmental influences; this includes: 2.1. Knowing main concepts in classic genetics and the mechanisms of genetic transmission; 2.2. Explaining how stable evolutionary environment have influenced behaviour and culture; 2.3. Distinguishing between genetic influence and genetic determinism; 2.4. Knowing examples of how human cultures played a role in shaping genotypes
LO3. Recognizes the history of psychophysiological measures
LO4. Knows the main peripheral measures and the psychophysiological systems that they assess
LO5. Knows the main measures of the central nervous system
LO6. Explains and critically evaluates the use of psychophysiological measures in psychological research
The program comprises 11 topics in 2 major modules: Genetics/human evolution/culture and Psychophysiology/emotion/cognition.
1. Genetic continuity between organisms and the relationship evolution-genetics
2. Milestones of human evolution and progress in the study of the human genome
3. Principles of genetic transmission
4. Relationship genes-behavior. Facts and myths
5. The complex intertwining of genes and environment
6. Historical introduction to Psychophysiology and to the use of physiological measures in PsychologY
7. Principles of the structure and functioning of the human nervous system
8. Methodological foundations of Psychophysiology.
9. Biological bases, acquisition, and psychological meaning of the most widely used peripheral measures: electrodermal, cardiac, electromyographic and pupil activity
10. Basic principles of structural and functional brain imaging techniques
11. Applications of Psychophysiology in different areas of Psychology
Students can choose between assessment throughout the semester or exam. Assessment throughout the semester: test (60%) + oral presentation and written report (20%) + promotion of debate (20%).
To be approved, students need to obtain >= 8.5 in each evaluation component, and a final weighted average >= 9.5
For those doing exam only, they will be approved if their grade is >= 9.5.
Cacciopo, J. T., Tassinary, L. G. & GG Berntson (2017). Handbook of Psychophysiology, 4th Edition. Cambridge: Cambridge University Press.
Dilala, L. (2004). Behavior Genetics Principles. Perspectives in Development, Personality, and Psychopathology.Wasington, DC: APA
Francis, R. C. (2012). Epigenetics: How Environment Shapes Our Genes. NY, USA: W. W. Norton & Company
Kolb, B., & Whishaw I. Q. (2015). Fundamentals of Human Neuropsychology, 7th Edition. New York: Worth Publishers.
Levy, A., Carrapiço, F., Abreu, H. e Pina, M. (2015). Homem: origem e evolução. Lisboa: Glaciar
Nettle, D. (2010). Evolution and Genetics for Psychology. Oxford: Oxford University Press.
Stern, R. M. (2000). Psychophysiological Recording. USA: Oxford University Press
Toates, F. (2011). Biological Psychology (3rd Ed.). Harlow, NE: Prentice Hall
Vila, J. (2000). Una introducción a la psicofisiologia clínica. Madrid: Ediciones Pirámide.
Varia anualmente e poderá ser aconselhada outra bibliografia específica.
Artigos por temas (exemplos)/Papers by topic (exemples)
- Psychophysiology and Emotion-
Andreasson & Dimberg, U. (2008). Emotional Empathy and facial Feedback. Journal of Nonverbal Behavior 32:215-224
Dimberg, U. & Thunberg, M. (1998). Rapid facial reactions to emotional facial expressions. Scandinavian Journal of Psychology, 39:39-45
Esteves, F., Arriaga, P. & Gaspar, A. (2010). Moving Emotion Forward: From the Ubiquity of Emotion in Mental Processes to Rewinding its Origins. Psicologia XXIV(2): 11-16
Flykt , A., Esteves, F. & Öhman, A., (2007). Skin conductance responses to masked conditioned stimuli: Phylogenetic/ontogenetic factors versus direction of threat- Biological Psychology 74:328-336
Keating, CF, Randall, DW, Kendrick, T and Gutshall, KA (2003). Do Babyfaced Adults receive more help? The (cross-cultural) case of the lost resume. Journal of Nonverbal Behavior 27(2): 89-107
Öhman, A., Esteves, F., Flykt, A. & Soares, J.J.F. (1993). Emotion, Attention & Electrodermal Activity. In J.C. Roy, W. Boucseim, D.C. Fowles & J.H. Gruzelier (Eds). Progress in electrodermal research (pp. 137-157). NATO ASI series: Life Sciences, vol 249. New York: Plenum Press
Öhman, A., Flykt, A. & Esteves, F. (2001). Emotion Drives Attention: Detecting the Snake in the Grass. Journal of Experimental Psychology 130,3:466-478
Ramachandran, V. & Oberman, L.M. (2006) Broken Mirrors: A Theory of Autism. Scientific American, Nov. 2006:63-69
- Genetics and Human Evolution/Culture -
Aleman, A. Swart, M. & van Rijn, S. (2008). Brain imaging, genetics and emotion. Biological Psychology, 79:58-69
Carrol, SB (2003). Genetics and the Making of Homo sapiens. Nature 422: 849- 85
Hawks, J. (2014). Still Evolving (after all these years. Scientific American, 311:86-91
Pollard, K.S. (2009). What makes us Human? Scientific American May2009 :32-37
Shreeve, J. (2006). Reading Secrets of the blood. National Geographic March 2006:70-73
Zimmer, C. (2006). A fin is a limb is a wing. How evolution fashioned its masterworks. National Geographic 210, 5: 114-135
Academic Competencies I
Academic Skills I aims at developing the basic scientific reading and writing competencies within the domain of Psychology.
The student that completes successfully this course will be capable of:
LO1. Describe the stages of the scientific research process.
LO2. Identify the various types of references.
LO3. Writing an abstract of a paper, systematizing its rationale.
LO4. Formulate different types of research questions and hypothesis.
LO5. Identifying a Psychology research paper's structure.
LO6. To plan and interpret an experimental, a quasi-experimental and a correlational study.
LO7. To evaluate the quality of research in Psychology.
LO8. To know and apply the ethical principles in Psychological research
LO9. Writing a report following APA guidelines.
LO10. Presenting a paper/research work.
CP1. Stages of the scientific research process: formulating the problem, literature revision, building the hypotheses, planning the research and operationalizing concepts, collecting and analysing data, interpreting collected data, writing and publishing research.
CP2. Literature revision: sources and structure.
CP3. Questions and research hypothesis
CP4. Variables, variables types and their operationalization.
CP5. Samples and sampling
CP6. Types of research design: Qualitative, experimental, quasi-experimental and correlacional studies.
CP7. Ethical principles in research
CP8. Measurement error and metric quality of evaluation instruments: validity and reliability
CP9. The criteria for quality in research: internal validity and external validity
CP10. Writing norms of the American Psychological Association.
CP11. Norms for the presentation of a research output/paper.
According to the RGACC, the evaluation process comprises two evaluation modalities:
1. Periodic evaluation:
- Participate in 4 hours of research - SPI system or alternative assignment (10%);
- Present a research paper in class (20%);
- Complete an individual assignment in class about scientific writing rules (10%);
- Do an individual test at the end of the semester (60%).
To be approved students need to obtain at least 9.5 in all evaluation elements.
2. Exam (100%). To be approved students need to obtain at least 9.5.
American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed).
Lima, M. L. & Bernardes, S. (2013). Métodos de investigação em psicologia social. Em J. Vala & M. B. Monteiro (Eds.), Psicologia social (9ª ed., pp. 1-41). Fundação Calouste Gulbenkian.
Garrido, M. V., & Prada, M. (Eds.) (2016). Manual de competências académicas. Sílabo. [Capítulos: 8, 10, 11, 12 & 13]
Prada, M., Camilo, C., Garrido, M. V., & Rodrigues, D. (2021). O diabo está nos pormenores: Introdução às normas para escrita científica da American Psychological Association (7ª edição). Psicologia, 35(1), 95-146. https://doi.org/10.17575/psicologia.v35i1.1727
Ordem dos Psicólogos Portugueses (13 de julho 2021). Código Deontológico da Ordem dos Psicólogos Portugueses - Regulamento n.º 637/2021. Diário da República, 2ª série, nº 134. Disponível em https://www.ordemdospsicologos.pt/ficheiros/documentos/regulamento_nao_637_2021.pdf
American Psychological Association (2017). Ethical Principles of Psychologists and Code of Conduct. Disponível em https://www.apa.org/ethics/code
Matos, M., Mouro, C., Magalhães, E., & Horchak, O. (2024). Considerações éticas sobre condução de investigação em psicologia. Em M. Prada (Ed.), Caderno de Laboratório (Vol. I, pp. 7-19). LAPSO-Laboratório de Psicologia, Iscte-Instituto Universitário de Lisboa.
Bobrowicz-Campos, E. (2024). Como encontrar uma agulha num palheiro: Segredos de estratégia de pesquisa eficaz. Em M. Prada (Ed.), Caderno de Laboratório (Vol. I, pp. 27-36). LAPSO-Laboratório de Psicologia, Iscte-Instituto Universitário de Lisboa.
Prada, M., & Guedes, D. (2024). Dentro ou fora da norma: Estudos normativos no contexto da validação de estímulos. Em M. Prada (Ed.), Caderno de Laboratório (Vol. I, pp. 47-56). LAPSO-Laboratório de Psicologia, Iscte-Instituto Universitário de Lisboa.
Lopes, D., & Aguiar, T. R. (2024). Validade e fidelidade de instrumentos de medida em psicologia: Tudo o que sempre quis saber e nunca teve coragem para perguntar. Em M. Prada (Ed.), Caderno de Laboratório (Vol. I, pp. 57-69). LAPSO-Laboratório de Psicologia, Iscte-Instituto Universitário de Lisboa.
Learning, Motivation and Emotion
Upon the successful completion of this course, the student is able to:
LO1. Describe the main concepts and theoretical approaches in the study of emotions, learning, and motivations, framing them historically.
LO2. Explain how emotions can be characterized and assessed, explain their main functions, and identify them in everyday situations.
LO3. Explain the main principles of classical conditioning, operant conditioning, and social-cognitive learning.
LO4. Demonstrate how conditioning and social-cognitive learning processes are applied in various areas of Psychology and everyday life.
LO5. Explain the relevance of motivational factors in learning, emotions, and human behavior in various situations.
Introduction to the Study of Emotions:
CP1. Definition of emotion and assessment of their components.
CP2. Historical context of the study of emotions.
CP3. Functions of emotions and the importance of context.
CP4. Study of emotions in Psychology and their relevance to everyday life situations.
Assumptions of Basic Learning Processes:
CP5. Definition of learning and historical context of behaviorism.
CP6. General principles of Classical Conditioning.
CP7. General principles of Operant Conditioning.
CP8. Cognitive and social approaches in learning.
CP9. Application of learning principles in Psychology and everyday situations.
Motivation
CP10. Definition of motivation and its relation to human needs.
CP11. Differentiation between intrinsic and extrinsic motivation.
CP12. Self-determination: theories of basic psychological needs and cognitive assessment
CP13. Study of motivation in Psychology and everyday situations.
Students may complete this Curricular Unit through continuous assessment during the semester or through a final evaluation:
A. Continuous Assessment includes the following mandatory elements:
(1) Development of a group project with an oral presentation in class (15%); (2) individual exercises throughout the semester as set by the instructor (10%); and (3) an individual written test (75%). Students will pass if they achieve a minimum score of 9 in each of these evaluation elements and a minimum final average of 9.5.
B. Final Evaluation via an individual written exam (100%) covering the entire course material. This evaluation is available to students who choose it and to those who have not passed the continuous evaluation. Students will pass if they achieve a minimum score of 9.5.
There are no minimum attendance requirements for completing this CU.
Scarantino, A. (2024). Emotion Theory: The Routledge Comprehensive Guide
Shiota, M. N., & Kalat, J. W. (2012). Emotion (2nd Ed). Belmont: Wadsworth.
Klein, S. B. (2012). Learning: Principles and applications (6th Ed.). Sage.
Ryan & Deci (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
A complementar estes livros e handbooks, são partilhados online (no moodle) artigos clássicos e referências atuais (incluindo publicações da docente) de teorias e investigação no domínio dos conteúdos da UC.
- Barlett, C. P., & Anderson, C. A. (2013). Examining media effects: The General Aggression and General Learning Models. In E. Scharrer (Ed.), Media Effects/Media Psychology (pp. 1-20e). Blackwell-Wiley.
- Coles, N. A., et al. (2023). A Multi-Lab Test of the Facial Feedback Hypothesis by The Many Smiles Collaboration. Nature Human Behavior. https://doi.org/10.31234/osf.io/cvpuw
- Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.
- Ekman, P. (1992). An argument for basic emotions. Cognition & Emotion, 6(3/4), 169-200.
- Olsson, A., Nearing, K.I., Phelps, E.A. (2007). Learning fears by observing others. Social Cognitive and Affective Neuroscience, 2, 3-11. https://doi.org/10.1093/scan/nsm005
- Zickfeld, D. H., (...) Arriaga, P., et al. (2019). Kama Muta: Conceptualizing and measuring the experience of being moved across 19 nations and 15 languages. Emotion, 19 (3), 402-424.
Developmental Psychology of Child and Adolescent
At the end of this course, the student should be able to:
LO1. Characterize the specificity of developmental psychology, within the scope of psychology, in terms of its objectives and research methods.
LO2. Describe and explain the central issues and concepts of development, and the major theories focusing on child/adolescent development.
LO3. Identify and explain the main tasks and milestones of socio-emotional to cognitive development, and their interconnections, from infancy to adolescence.
LO4. Apply the knowledge gained to the analysis and discussion of current themes and issues in the lives of children and adolescents.
S1. The bases of developmental psychology
The origins of the field.
Introduction to the main concepts and developmental theories.
Research methods in development, specificities and challenges.
Contexts of human development and their diversity.
S2. Social and emotional development
Infant's early abilities,
Infant and mother/caregivers’ interaction repertoires.
Attachment relationships.
Self
Emotional regulation.
Parenting styles and practices.
S3. Cognitive development
Piaget's theory of cognitive development.
Sociocultural perspectives on cognitive development.
S4. Social and emotional development in the peer context
Peer relations and friendships.
Social Competence.
Aggressive behaviors and social withdrawal.
Aspects of morality.
Students may complete this CU by assessment throughout the semester or by exam.
In the first case, students should do two individual written tests (50% each). Students must have a grade equal or higher than 8.5 on each evaluation component, and a final average equal or higher than 9.5 to successfully complete this CU. Students that choose this type of evaluation (grade = or > 8.5 - 1st test) must remain on it till the end (do the 2nd written. test).
In the second case (exam), students should do an individual written exam (100%). Students with a grade equal or higher than 9.5 are approved.
There are no mandatory presences in classes to be able to complete the CU.
Bukowski, W., Laursen, B., & Rubin, K. H. (2018). Handbook of peer interactions, relationships, and groups (2nd ed.). Guilford Press.
Dehart, G B., Sroufe, A., & Cooper, R.G. (2004). Child Development: Its Nature and Course (5th ed.). McGraw-Hill.
Lightfoot, C., Cole, M., & Cole, S. (2018). The Development of Children (8th ed.). Worth Publishers.
Lourenço, O. (2005). Psicologia do Desenvolvimento Cognitivo. Teorias, dados e Implicações (2nd ed.). Almedina.
Soares, I. (2007). Relações de vinculação ao longo do desenvolvimento (2nd ed.). Psiquilíbrios.
Brofenbrenner, U., & Morris, P. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology. Vol. 1: Theoretical models of human development (6th ed., pp. 793-828). New York: John Wiley.
Chen, X. & Rubin, K.H. (Eds.). (2011). Socioemotional Development in Cultural Context. Guilford.
Erickson, E. H. (1976). Identidade, juventude e crise. Zahar.
Klien, M. & Coplan, R. (Eds.) (2011). Social Development in Childhood and Adolescence: A Contemporary Reader.
Lourenço, O. (2002). Psicologia do Desenvolvimento Moral: Teoria, dados e implicações. Almedina.
Malti, T. & Rubin, K.H. (Eds.). (2018). Handbook of Child and Adolescent Aggression. Guilford.
Piaget, J., & Inhelder, B. (1993). A Psicologia da Criança. ASA.
Rubin, K.H. & Coplan, R.J. (Eds.). (2010). The Development of Shyness and Social Withdrawal. Guilford.
Sroufe, L. A., Egeland, B., Carlson, E. A., & Collins, W. A. (2005). The development of the person: The Minnesota Study of Risk and Adaptation from birth to adulthood. Guilford Press.
Social Psychology
Students who successfully complete this course will be able to:
OA1. Characterize Social Psychology and distinguish it from related scientific disciplines;
LO2. Recognize the various levels of analysis of Social Psychology and the main themes addressed in each one, and situate them from a historical point of view;
LO3. Identify the main psychosocial processes and factors involved in the interaction between individuals and in the construction of self-concept;
LO4. Identify the characteristics of groups and their processes;
LO5. Use the concepts and theoretical models of social psychology to analyze current problems and promote the functioning of groups in a more inclusive and participatory way, guaranteeing opportunities for all people.
ST1. Introduction to social psychology
ST2. Social interaction, self and identity
ST3. Groups and Social influence processes.
ST4. Applications of social psychology
Students can complete the course through 1) assessment throughout the semester or 2) assessment by exam.
1. Assessment throughout the semester.
In order to be admitted to periodic assessment, students must: 1) take part in theoretical-practical classes (80% of classes); 2) take part in laboratory practicals (80% of classes);
In assessment throughout the semester, students are subject to 3 tests:
1.1) a test (multiple choice) corresponding to the subject covered in the theoretical classes (40%);
1.2) an individual report on a practical lesson, delivered on the moodle platform no later than 1 week after the exercise following a report provided (20%)
1.3) a group reflection based on the theoretical classes, presented in the last TP and submitted on Moodle by 15 December (20%) – project due by 31 October;
1.4) a group reflection on a group dynamic developed during laboratory practice, submitted on moodle within 1 week of the exercise following a report provided (20%).
Students will pass if they score more than 7.5 in the TP report and more than 9.5 in all the other assessment elements and obtain a final average of 9.5 or more.
2. Assessment by exam
Assessment by exam takes place through an individual written exam (100%). Students who fail the assessment during the semester may take a final exam (2nd period). Students who are not registered for assessment during the semester will take a final exam (1st or 2nd period).
Leyens, J.-Ph., & Yzerbyt, V. (2015). Psicologia Social. Lisboa: Edições 70. (PS.110 LEY*Psi ed. rev.)
Lima, M.L. (2018). Nós e os outros: O poder dos laços sociais. Lisboa: Fundação Francisco Manuel dos Santos.
Vala, J., & Monteiro, M.B. (orgs.) (2024). Psicologia Social. (capítulos 2, 3, 6, 8). Lisboa: Fundação Calouste Gulbenkian. [10.ª ed https://cdn.gulbenkian.pt/wp-content/uploads/2024/04/psicologia_social-1.pdf]
Em cada aula será ainda fornecida bibliografia específica.
Hewstone, M. & Stroebe (2020). Introduction to Social Psychology: An European perspective (7th ed). London: Blackwell Publishers. [PS.110 Int,3 7ªed]
Hogg, M., & Vaughan, G. M. (2022). Social psychology (9th edition). Harlow : Pearson [PS.110 HOG*Soc 9ªed]
Smith, E. R., Mackie, D. M., & Claypool, H. M. (2019). Social psychology (4th ed.). Routledge. [PS.110 SMI*Soc 4ªed]
Methods and Application Areas of Psychology
The student who successfully completes this Course Unit will be able to:
LGA1 Identify the object of psychology
LG2 Recognize and characterize the main theoretical approaches of psychology
LG3 Recognize and characterize the main research methods and their objectives
LG4 Describe the main areas of psychology and their applications
LG5 Identify and reflect on the principles of ethics and deontology in psychological research and practice
CP1 Presentation of the key issues
- The Object of Psychology
- Psychology as a science
- Relations with the other sciences.
- Main theoretical orientations
CP2 Main research methods
- The methodological variety in Psychology.
- The theory/research/practice relationships in the various areas of psychology.
CP3. Ethics in psychology
- Introduction to ethical issues.
- Ethical dilemmas in research and in various application domains.
CP4. Delving into some Application Areas
- Psychology as a profession
- Characterization of professional practice in specific areas (e.g., Consumption; Environment; Sport; Clinical; Health; Neuropsychology; Community; Justice; Education, Labor and Organizations; Teaching and Research; Behavioral Change)
- Examples of intervention contexts, methods and techniques, training, specialization, and research in the respective areas.
Students can complete the course through evaluation throughout the semester or evaluation by exam.
Evaluation throughout the semester: includes the completion of 1) a group work (Characterization of an area of application) (30%); 2) an individual written test (70%).
Students who, having grades higher than 9.5 in all evaluations, obtain a final average equal to or greater than 9.5 are approved.
Evaluation by exam: Final exam (100%), on all the contents covered in the course
Bekerian, D. A., & Levey, A. B. (2012). Applied psychology: Putting theory into practice. Oxford University Press,
Cacioppo, J.T., Freberg, L.A., & Cacioppo, S. (2021). Discovering psychology: The science of mind. Cengage Learning.
Garrido, M.V., & Prada, M. (2016). Manual de competências académicas. Silabo
Gleitman, H., Fridlund, & A. J. Reisberg, D. (2014). Psicologia. Fundação Calouste Gulbenkian.
Hayes, N. (2010). Understand applied psychology. Hodder Headline
Helms, J. L., & Rogers, D. T. (2022). Majoring in psychology - Achieving your educational and career goals. Wiley
McBride, D. M. (2020). The process of research in psychology. Sage.
Pina e Cunha, M., Bártolo-Ribeiro, R., Palma, P., & Lopes, M. (2011). Psicologia Aplicada. Editora RH.
Ray, W. J. (2022). Research methods for psychological science. Sage.
Weiten, W., Dunn, D. S., & Hammer, E. Y. (2015). Psychology applied to modern life: Adjustment in the 21st century. Cengage Learning.
American Psychological Association (2017). Ethical Principles of Psychologists and Code of Conduct. American Psychological Association.
American Psychological Association. Careers in Psychology. https://www.apa.org/education-career/guide/careers
Ordem dos Psicólogo Portugueses (2022). Ser Psicólogo: O início da carreira em Psicologia
Ordem dos Psicólogo Portugueses (2024). Código Deontológico da Ordem dos Psicólogo Portugueses (2024). Diário da República 2ª série, Nº 157 (14-08-2024)
Ordem dos Psicólogo Portugueses. Perfil dos Psicólogos. https://www.ordemdospsicologos.pt/pt/p/perfil-psicologos
Os/As estudantes deverão ainda consultar referências específicas no âmbito da área de aplicação a desenvolver nos trabalhos.
Language and Thought
The main goal of this Curricular Unit is to introduce students to the conceptual and theoretical bases necessary to understand the processes of human thinking (including problem solving, reasoning and decision making), as well as the processes of language comprehension and production. It is also aimed that students acquire the ability to critically think about the relation between thought and language.
ProgramPC1. Relationship between language and thought
- Nature of language and thought
- Metacognition, inner speech, and regulation
- Theoretical perspectives on the language-thought relationship
PC2. Problem Solving
- Representation and problem-solving processes
- Factors influencing problem-solving
PC3. Reasoning
- Deductive and inductive reasoning
- Dual processes in reasoning
- Fallacies and biases
PC4. Judgment and Decision Making
- Normative models
- Heuristics and cognitive biases
PC5. Perception of the spoken word
- Models of representation and lexical access
- Context effects
- Sentence and text comprehension
PC6. Production of the spoken word
Assessment throughout the semester: Critical group review on the relationship between thought and language: report (20%); oral presentation (20%), feedback to another group (10%). Individual participation in a classroom activity (20%). Test: Individual, in-person response to multiple-choice questions (25%). Participation in research or preparation of a proposed report (5%). Requires >= 8.5 in each element (>= 9.5 final weighted average).
Exam: Students will have access to a final exam (1st and/or 2nd session), under the conditions current at REACC.
Eysenck, M. W., & Keane, M. T. (2015). Cognitive psychology: A student's handbook. London: Psychology Press.
Gleitman, H., Gross, J., & Reisberg, D. (2010). Psychology, Eight Edition. New York: W W Norton & Co Inc.
Manktelow, K. (2012). Thinking and reasoning: An introduction to the psychology of reason, judgment and decision making. New York: Psychology Press.
Sternberg, R., & Sternberg, K. (2011). Cognitive Psychology. Belmont: Wadsworth Publishing.
Harley, T. (2001). The psychology of language: From data to theory. East Sussex, UK: Psychology Press.
Spinelli, E., & Ferrand, L. (2005). Psychologie du langage: L'écrit et le parlé, du signal à la signification. Paris: Armand Colin.
Spivey, M., McRae, K., & Joanisse, M. (Eds., 2012). The Cambridge handbook of psycholinguistics (Caps. 1, 4, 5, 12). New York: Cambridge University Press.
Warren, P. (2012). Introducing psycholinguistics. New York: Cambridge University Press.
Pensamento
Whitman, D. (2010). Cognition (Cap. 13). Wiley
Newell, A., Shaw, J. C., & Simon, H. A. (1958). Elements of a theory of human problem solving. Psychological Review, 65, 151-166
Hastie, R. & Dawes, R. M. (2001) Rational Choice in an Uncertain World: The Psychology of Judgment and Decision Making (Caps. 1-6, 8, 12-13). London: Sage Publications.
Hardman, D. (2009). Judgment and decision making: Psychological Perspectives (Caps. 3, 4, 7, 8). Wiley
Levitin, D. J. (Ed.) (2002). Foundations of cognitive psychology: Core readings (Caps. 22, 25, 26). Massachusetts, USA: MIT Press.
Gilovich, T., Vallone, R., & Tversky, A. (1985). The hot hand in basketball: On the misperception of random sequences. Cognitive Psychology, 17, 295-314.
Nickerson, R.S. (1998). Confirmation bias: A ubiquitous phenomena in many guises. Review of General Psychology, 2(2), 175-220.
Linguagem:
Carroll, D. (1999). The Psychology of Language (3rd ed.). Pacific Grove, Ca: Brooks-Cole.
Faust, M. (Ed., 2012) The handbook of neuropsychology of language (Cap. 37). Wiley-Blackwell
Denes, G. (2011). Talking heads: The neuroscience of language (Cap.6). East Sussex: Psychology Press
Levelt, W. J. M. (1999). Models of word production. Trends in Cognitive Sciences, 3, 223- 231.
Segui, J., & Ferrand, L. (2000). Leçons de parole (Caps. 8 e 9). Paris: Éditions Odile Jacob.
Chomsky, N. (2006) Language and mind. New York: Cambridge University Press.
Morais, J. (1997) A arte de ler: Psicologia cognitiva da linguagem. Lisboa: Edições Cosmos.
Qualitative Research Methods
Students who successfully complete this course will:
LO1. Identify and explain the limitations and potential of a variety of qualitative research methods
LO2. Identify and compare different methods for collecting and analyzing qualitative data.
LO3. Plan and execute individual interviews.
LO4. Plan and conduct thematic analysis.
LO5. Identify and apply ethical principles in qualitative research in Psychology.
LO6. Critically assess the quality of qualitative studies.
S1. QUALITATIVE METHODS IN SCIENTIFIC RESEARCH
S1.1. The debate between qualitative and quantitative methods
S1.2. The specificity and utility of qualitative methods within Psychology
S2. METHODS FOR COLLECTING QUALITATIVE DATA
S2.1. Participant observation
S2.2. Individual and group interviews
S2.3. Other strategies for collecting qualitative data
S3. METHODS FOR ANALYSING QUALITATIVE DATA
S3.1. Content analysis
S3.2 Thematic analysis
S3.3. Other qualitative approaches
S4. QUALITY IN QUALITATIVE STUDIES in PSYCHOLOGY
S4.1. Ethics in qualitative research in Psychology
S4.2. Critical analysis of the quality of qualitative studies
S4.3. Presentation of results and publication of qualitative studies.
This course offers two assessment methods: (1) assessment throughout the semester or (2) assessment by exam. Assessment throughout the semester includes three mandatory components: a group project with a written report (35%) and class presentation (15%); and an individual test (50%). A minimum grade of 8.5 is required in each assessment component. Students who achieve a weighted average of 9.5 or higher pass. Students who do not pass in the assessment throughout the semester method or choose to do so, enroll in the assessment by exam (100%).
BibliographyFlick, U. (2005). Métodos qualitativos na investigação científica. Monitor.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis. Sage.
Willig, C., & Rogers, W. S. (Eds.). (2017). The SAGE handbook of qualitative research in psychology. Thousand Oaks: Sage.
Braun, V & Clarke, V. (2022). Thematic Analysis: A practical guide. SAGE
Braun, V. & Clarke, V. (2014). Successful qualitative research. SAGE
Lopes, D., & Pinto, I. R. (2016). Conhecer os métodos quantitativos e qualitativos e suas aplicações em ciências sociais e humanas. In M. V. Garrido & M. Prada (Coord.), Manual de competências académicas (pp. 281-341). Edições Sílabo.
Jorgensen, D. (1989). Participant observation: A methodology for human studies. Sage.
Krueger, R. A., & Casey, M. A. (2015). Focus groups: A practical guide for applied research. Sage Publications.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Sage.
Morgan, D. L., Krueger, R. A. & King, J. A. (1997). Focus Group Kit. Sage Publications.
Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology, 11(1), 25-41.
Robson, C. (2016). Real world research: A resource guide for social scientists and practitioner-researchers. Blackwell.
Rubin, H. J., & Rubin, I. S. (2005/2011). Qualitative interviewing: The art of hearing data. Sage.
Yin, R. K. (1994/2009/2018). Case study research, design and methods. Sage.
Bardin, L. (2009). Análise de conteúdo. Edições 70.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brooks, J., McCluskey, S., Turley, E., & King, N. (2015). The utility of template analysis in qualitative psychology research. Qualitative Research in Psychology, 12(2), 202-222.
Fernandes, E. M. & Maia, A. (2001). Grounded theory. In E. M. Fernandes & L. S. Almeida (Eds.), Métodos e técnicas de avaliação: Contributos para a prática e investigação psicológica. Centro de Estudos em Educação e Psicologia da Universidade do Minho.
Henwood, K. & Pidgeon, N. (2004). Grounded theory in psychology research. In P. M. Camic, J. E., Rhodes, J. E. & Yardley, L. (Eds)., Qualitative research in psychology. Expanding perspectives in methodology and design. APA.
Joffe, H., & Yardley, L. (2004). Content and thematic analysis. Research Methods for Clinical and Health Psychology, 56, 68.
Krippendorff, K. (2004/2018). Content analysis: An introduction to its methodology. Sage. [Ou versão espanhola]
Strauss, A. & Corbin, J. (1990/2015). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage.
Vala, J. (1986). Análise de conteúdo. In Silva, A. A & Pinto, J. M. (Eds.). Metodologia das Ciências Sociais (pp. 101-128). Afrontamento.
Levitt, H. M., Motulsky, S. L., Wertz, F. J., Morrow, S. L., & Ponterotto, J. G. (2017). Recommendations for designing and reviewing qualitative research in psychology: Promoting methodological integrity. Qualitative Psychology, 4(1), 2-22. http://dx.doi.org/10.1037/qup0000082
Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 26-46. http://dx.doi.org/10.1037/amp0000151
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Sage.
Meyrick, J. (2006). What is good qualitative research? A first step towards a comprehensive approach to judging
rigour/quality. Journal of Health Psychology, 11(5), 799-808.
Williams, E. N., & Morrow, S. L. (2009). Achieving trustworthiness in qualitative research: A pan-paradigmatic perspective. Psychotherapy Research, 19(4-5), 576-582.
Perception, Attention and Memory
Cognitive psychology concerns the study of how we know the world around us. This Curricular Unit intends to introduce students to the assumptions and core concepts of cognitive psychology and to the research methods adopted in the study of human cognition. It is also a goal to provide a theoretical and empirical framework that allows the understanding and discussion of the structures and basic mental processes underlying human cognitive activities, such as perception, attention, and memory. A third goal is to reflect upon how real-life issues can be understood taking the theories and models of cognitive psychology, and experimentally addressed in controlled laboratry conditions.
ProgramPC1. Assumptions and Methods of Cognitive Psychology
- Historical milestones
- Information processing and representation
- Research methodology
PC2. Attention
- Different types of attention
- Capacity and attentional resources
- Selective and divided attention: Theoretical models, research paradigms, and empirical evidence
- Automaticity: automatic and controlled processes, learning and interference
- Attentional failures
PC3. Perception
- Fundamentals: veridical perception or representation, bottom-up and top-down processes
- Classical theories: direct perception and constructivist theories
- Top-down influences
- Predictive processing
- Perceptual organization, multisensory integration, and perceptual illusions
PC4. Memory
- Key stages of information storage
- The different memory systems
- Encoding, storage, and retrieval of information
- Forgetting and memory interference
- Memory errors and biases
Continuous Assessment throughout the Semester:
- Practical Application Project, in groups (50%): Preparation during PL classes (25%); Presentation and discussion during PL classes (25%); Attendance in both PL sessions is mandatory. Failure to attend will result in evaluation by final exam.
- Individual completion of two active learning tasks during T and/or TP classes (20%): A set of active learning tasks will be proposed. Students will select one in which they wish to participate (10%), and the second will be assigned by the instructor (10%).
- Test (30%): Individual, in-person multiple-choice test.
A minimum grade of 9.5 (out of 20) is required in each assessment component to pass.
Final Assessment by Exam (under the conditions established in the RGACC): Covers all programmatic content and the practical components (TP and PL classes). The final grade will be based on: In-person multiple-choice questions (50%) and two open-ended essay questions (25% each). A minimum final grade of 9.5 (out of 20) is required to pass.
Eysenck, M. W., & Keane, M. T. (2020, Cap. 1-8). Cognitive psychology: A student's handbook. Psychology press.
Balota,D.A. & March,E.J. (Eds., 2004, Part 1-8), Cognitive psychology: Key readings. New York: Psychology Press
Herrmann, D. J., Yoder, C. Y., Gruneberg, M., & Payne, D. G. (2023, Part 1-2). Applied cognitive psychology: A textbook. Psychology Press
Durso,F.T. (Ed., 2007). Handbook of applied cognition. West Sussex: Wiley.
Dawson, M. R. (2013, cap. 1-4). Mind, body, world: foundations of cognitive science. Athabasca University Press.
Harnish, R. M. (2002). Minds, brains, computers: An historical introduction to the foundations of cognitive science. Blackwell Publishing.
Posner, M. I. (Ed., 1993). Foundations of cognitive science. Cambridge: MIT Press.
Styles,E.A. (2006). The psychology of attention. Hove: Psychology Press
Wickens, C. D., McCarley, J. S., & Gutzwiller, R. S. (2022). Applied attention theory. CRC press.
Goldstein, E. B. (Ed.). (2008, Cap. 6, 9, 23). Blackwell handbook of sensation and perception. John Wiley & Sons.
Yantis,S. (Ed., 2001), Visual perception: Essential readings. Philadelphia: Psychology Press
Kahana, M. J., Edmund, J., & Wagner, A. D. (Eds.). (2024). The Oxford Handbook of Human Memory, Two Volume Pack: Foundations and Applications. Oxford University Press.
Schacter, D. L. (2006). The seven sins of memory: How the mind forgets and remember. New York: Houghton Mifflin.
Tulving, E., & Craik, F. I. (Eds.). (2005). The Oxford handbook of memory. Oxford University Press.
Statistics and Data Analysis I
To have acquired knowledge and skills in data analysis using basic descriptive statistics techniques (univariate and bivariate).
To know how to use SPSS-Statistics software for data analysis: students should be able to obtain and interpret the results of information processing for specific problems, particularly in the field of Psychology.
To be able to describe various sampling methods in a simple manner and understand the difference between parameter, estimator, and estimate.
1. Data Sources and Types of Measurement
2. Univariate data Analysis
2.1 Frequency tables for categorical data
2.2. Frequency tables for intervalar data
2.2 Adequate Graphs for each type of variable
2.3 Statistical indicators: measures of location, dispersion and shape
3. Bivariate Data Analysis
3.1 Crosstabs and measures of association
3.2 Analysing one quantitative variable by groups
3.3 Analysing the relationship between two metric variables: Pearson correlation and bivariate plots
3.4 Simple linear regression; regression with one IV and a dummy
4. Sampling
4.1. Random and non-random sampling; types of sampling
4.2. Parameters and estimators: basic concepts
4.3. The gaussian distribution and its relationship with the mean sample distribution: basic concepts
Evaluation throughout the semester:
- Group assignment, that can be subject to individual oral discussion, with a minimum grade of 8.5 points out of 20 (30%). The group will deliver both a poster and a technical report.
- practical SPSS test (computer lab), 20%, minimum grade 8.5 out of 20
- Individual written test, with a minimum grade of 8.5 points out of 20 (50%).
OR
Final exam:
Consisting of two instruments: i) a written, theoretical interpretative test (80%), and ii) a practical test in computers laboratory (20%) - if not previously done, or done without success (below minimum grade)
Either under periodical of final evaluation, the weighted mean, rounded to units, must be at least 10 out of 20 in order to succeed.
Folhas de apoio às aulas elaboradas pelos docentes (lectures' notes)
LAUREANO, Raul M. S., BOTELHO, Maria do Carmo (2017), SPSS: o meu manual de consulta rápida, 3ª edição, Edições Sílabo
MAROCO, J. e BISPO, R. (2005), Estatística Aplicada às Ciências Sociais e Humanas, 2ª edição, Lisboa, Climepsi Editores
BARROSO, M., RAMOS, M., SAMPAIO, E. (2010), Exercícios de Estatística Descritiva para as Ciências Sociais, 2ª edição, Lisboa, Edições Sílabo.
BRYMAN, A. e CRAMER, D. (2003), Análise de Dados em Ciências Sociais, 3ª edição, Lisboa, Celta
MAROCO, J. (2018), Análise Estatística com o SPSS Statistics. 7ª edição, Lisboa, ReportNumber
REIS, Elizabeth, 2008, Estatística Descritiva, 7ª edição, Lisboa, Sílabo
Quantitative Research Methods
LO1. Define and differentiate between different quantitative research designs.
LO2. Differentiate between different instruments to measure cognition, attitudes and behavior.
LO3. Select and assess the quality of manipulated, controlled and measured variables
LO4. Identity different stages of non-experimental research: measurement, sampling, and procedures.
LO5. Identity different stages of experimental research: research designs, manipulation and control variables
LO6. Describe and read results from quantitative research
LO7. Apply ethic research principles to Psychology quantitative work
LO8. Critically evaluate the quality of quantitative research.
LO = Learning Outcomes
PC1. Correlational, experimental, and quasi-experimental designs.
PC2. Experimental designs (between participants and within participants).
PC3. Multifactorial experimental designs.
PC4. Problems in measuring and manipulating variables.
PC5. Procedures to build and select instruments of measurement.
PC6. Surveys: Developing and collecting data.
PC7. Ethical principles in research.
PC8. Critical analysis of quantitative research.
PC = Programmatic contents
Students may complete this Course Unit through continuous evaluation during the semester or through a final evaluation:
1. Continuous Assessment includes the following mandatory elements:
-Obtain credits participating in LAPSO studies (3 hours in SPI) or equivalent assignment (5%);
-Group assignment (35%)
-Make questions regarding the texts (group, 10%)
-Test in the end of the semester (50%)
Students will pass if they achieve a minimum score of 9.5 in each assessment element.
OR
2. Final Evaluation via an individual written exam (100%) covering the entire course material. This evaluation is available to students who choose it and to those who have not passed the continuous evaluation. Students will pass if they achieve a minimum score of 9.5.
Aidley, D. (2018). Introducing quantitative methods - A practical guide. Bloomsbury Publishing
Breakwell, G. M., Wright, D. B., & Barnett, J. (2020). Research methods in psychology. SAGE
Cooper, H. C. (2020). Reporting quantitative research in psychology: How to meet APA style journal article reporting standards. American Psychological Association
Haslam, S. A., McGarty, C., Cruwys, T., & Steffens, N. K. (2024). Research methods and statistics in psychology. SAGE
Lima, M. L. & Bernardes, S. (2013). Métodos de investigação em psicologia social. In J. Vala & M. B. Monteiro (Eds.), Psicologia social (9ª ed., pp. 1-41). Fundação Calouste Gulbenkian.
Lopes, D. & Pinto, I. (2016). Conhecer os métodos quantitativos e qualitativos e suas aplicações em ciências sociais e humanas. In M. Garrido & M. Prada (Eds.), Manual de competências académicas: Da adaptação à universidade à excelência académica (pp. 235-295). Edições Silabo.
Para além destas obras, serão atribuídos artigos científicos especificamente para os trabalhos.
Work and Organizational Psychology
At the end of the course, each student should be able to:
LG1 - Describe the nature of organizations and work;
LG2 - Identify and contrast the major theoretical approaches to organic and organizational functioning;
LG3 - Identify the key elements of an organizational structure and the factors that influence them;
LG4 - Analyze the organizational processes and identify the job analysis and organizational intervention methods.
PC1. Organizational psychology
1.1. The concepts of organization, structure, work and activity
1.2. Theoretical Approaches (economics, humanist, systemic, political, and cultural)
PC2. Elements of the organizational structure and functioning
2.1. Structuring activities and responsibilities within organizations: structural configurations
2.2. Structure differentiation factors: culture, power, technology, activity, production
PC3. Work psychology
3.1. The emergency of work psychology
3.2. Theoretical principles and basic concepts
PC4. Basic processes in organizations and methodological approaches
4.1. Job analysis, competencies analysis and activity analysis
4.2. The ergonomic intervention
The assessment throughout the semester
comprehends 2 components: 1) work group assignment (50%) and 2) individual written test (50%). The group assignment grade is the average of the oral presentation (50%) and written report (50%). The assessment throughout the semester implies an attendance rate not below 2/3 of the classes. To obtain a passing grade the student must achieve a minimum of 8 points in both components and a total average of 10 points minimum.
The final evaluation comprehends a single instrument: an individual written exam (100%). The passing grade is achieved with a minimum of 10 points.
Caetano, A., Neves, J. & Ferreira, J.M.C. (2020). Psicossociologia das Organizações: fundamentos e aplicações Lisboa: Sílabo Editora.
Mintzberg, H. (2023). Understanding organizations... Finally!: Structuring in sevens. Berret- Koehler Pubs.
Salvendy, G. & Karwowski, W. (2021). Handbook of Human Factors and Ergonomics, Wiley.
É identificada bibliografia complementar para cada conteúdo programático no plano de aulas disponibilizado no início das aulas. / A specific set of complementary references will be identified in the class plan made available at the beginning of the classes.
Statistics and Data Analysis II
Learning goals (LG) to be developed in articulation with the general objectives:
LG1: Identify the main statistical concepts with relevance in data analysis
LG2: Estimating and testing parameters and data distributions.
LG3: Select the appropriate method of data analysis, given the problem under analysis, the objective and the data type.
LG4: Apply and interpret Principal Component Analysis.
LG5: Interpret the results obtained from the data analyses that were conducted.
LG6: Use the statistical package IBM SPSS Statistics to perform inferential and multivariate data analysis.
Syllabus contents (SC) articulated with the learning objectives:
SC1: Parameters estimation; point and interval estimation.
SC2: Hypotheses testing: formulation, errors
SC3: Parametric hypothesis tests: one-sample t-test; two-independent samples t-test; paired samples t-test.
SC4: Non-parametric hypothesis tests: Kolmogorov-Smirnov/Shapiro Wilk, chi-square goodness of fit test; Mann-Whitney test; Wilcoxon test; Kruskal-Wallis test; Independence chi-square test
SC5: Principal Component Analysis.
Assessment throughout the semester:
-Group work with SPSS (20%), Min.grade 8.0;
-Individual written test (80%), Min.grade 8.0.
A minimum attendance of 70% of class hours is required for assessment throughout the semester.
Assessment by exam:
-Individual exam with SPSS (20%), Min.grade 8.0;
-Individual written exam (80%), Min.grade 8.0.
All assessment moments will be carried out without consulting handouts, books or other materials, and the use of graphing calculators or mobile phones is not permitted; the forms and tables will be provided by the teacher at the time of the assessment.
1.Field, A. Discovering Statistics Using IBM SPSS Statistics, 5th ed., 2024.
2.Hair Jr et al., Multivariate data analysis: a global perspective, 7th ed, 2010.
3.Raul Laureano, Testes de Hipóteses e Regressão. O meu manual de consulta rápida, Edições Sílabo, 2020.
1. Elizabeth Reis, Estatística Descritiva, 7ª ed., Edições Sílabo, 2009.
2. Elizabeth Reis, Paulo Melo, Rosa Andrade e Teresa Calapez, Estatística Aplicada, Vol. 2, 5ª ed., Edições Sílabo, 2003.
3. Elizabeth Reis, Paulo Melo, Rosa Andrade e Teresa Calapez, Exercícios de Estatística Aplicada - Vol. 2, Edições Sílabo, 2004.
4. João Maroco, Análise Estatística com o SPSS Statistics, 8ª Ed., Edições ReportNumber, 2021.
5. Raul Laureano e Maria do Carmo Botelho, SPSS Statistics – O Meu Manual de Consulta Rápida, 3ª ed. Edições Sílabo, 2017.
Neuropsychology
1. Describe neuropsychology regarding its scope, approaches, and relationship with other disciplines
2. Describe and evaluate neuropsychological methods and techniques
3. Describe the organization of the nervous system, the main brain structures, and their functional roles
4. Identify the components of the nervous system and terminology for brain localizations
5. Describe the neurobiological bases of attention and executive functioning, visual processing, space and movement, language, and memory
6. Describe the impact of brain lesions in cognition and behavior, and neuropsychological disorders associated to each cognitive domain
7. Describe the scope of social and affective neuroscience
8. Describe the neurobiological bases of socioemotional processing
9. Analyze and evaluate neuroscientific literature
10. Apply the acquired knowledge to new situations, including the analysis of clinical cases and evaluation of neuroscientific research
1. Introduction to neuropsychology: scope, history and approaches
2. Methods and techniques in neuropsychology
3. Primer on the brain
3.1. Macroscopic organization of the central and peripheral nervous systems
3.2. Functional neuroanatomy
4. Attention and executive functions: neurobiological bases and associated disorders
5. Visual processing, space and movement: neurobiological bases and associated disorders
6. Auditory processing and language: neurobiological bases and associated disorders
7. Memory: neurobiological bases and associated disorders
8. Social cognition and emotions
8.1. Emergence and consolidation of social and affective neuroscience
8.2. Neurobiological bases and disorders of social and emotional processing
Students can choose between assessment throughout the semester or exam. Assessment throughout the semester includes the following: written test (60%) + group assignment, including oral presentation/discussion of a scientific article + essay (40%). Approval requires at least 9.5 points in each of these components. Alternatively, students can complete the course by doing an exam (approval requires at least 9.5 points).
BibliographyKolb, B., & Whishaw, I. Q. (2015). Fundamentals of human neuropsychology (7th Edition). Worth Publishers.
Ward, J. (2020). The student’s guide to cognitive neuroscience (4th Edition). Routledge. Recursos online associados ao manual: https://routledgetextbooks.com/textbooks/9781138490543/
Andrewes, D. (2015). Neuropsychology: From theory to practice (2nd Edition). Psychology Press.
Barr, W. B., & Miller, J. B. (2017). The technology crisis in neuropsychology. Clinical Neuropsychology, 32, 541-554. https://doi.org/10.1093/arclin/acx050
Bilder, R. M. (2011). Neuropsychology 3.0: Evidence-based science and practice. Journal of the International Neuropsychological Society, 17, 7-13. https://doi.org/10.1017/S1355617710001396
Decety, J. & Cacioppo, J. T. (Eds.). (2011). The Oxford handbook of social neurosciences. Oxford University Press.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750
Ellis, A. W., & Young A. W. (2014). Human cognitive neuropsychology – classic edition. Psychology press.
Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (2018). Cognitive neuroscience – the biology of the mind (5th Edition). W. W. Norton & Company.
Hickok, G., & Small, S. L. (Eds.) (2015). Neurobiology of language. Academic Press.
Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological assessment (5th Edition). Oxford University Press.
Squire, L. R., & Wixted, J. T. (2011). The cognitive neuroscience of human memory since H.M. Annual Review of Neuroscience, 34, 259-288. https://doi.org/10.1146/annurev-neuro-061010-113720
Developmental Psychology of Adult
The student who successfully completes this CU unit will be able to:
LO1. Characterize the life-span developmental approach.
LO2. Describe and analyze developmental tasks and processes occurring in emerging adulthood, young adulthood, middle adulthood and late adulthood. Different developmental domains, with a particular focus on socio-emotional, and their interactions, are considered.
LO3. Complete exercises aiming to apply concepts/theories and methodologies of analysis to current situations and problems in the lives of adults.
LO4. To think critically about the phenomena under study.
S1. Development across the life cycle - the adult
The life-span developmental psychology
Methodological issues regarding research in adulthood
S2. Theories regarding adult development
S3. Emerging Adults and Young Adults
3.1. Emerging Adulthood
Distinctive features of E.A.
Relationships with family, friends and romantic partners
Education and work
3.2. Young Adulthood
Socio-emotional development: romantic relationships and marriage, parenting, friends
Work and work-family interface
Brief approach to aspects of physical and cognitive development
S4. Middle Adulthood
New challenges across different domains: socio-emotional
Work
Brief approach to aspects of physical and cognitive development
S5. Late Adulthood
New challenges across different domains: socio-emotional
Work/retirement
Brief approach to aspects of physical and cognitive development
Healthy ageing
Students may complete this CU by assessment throughout the semester or by exam.
In the first case, students should do two individual written tests (60%+40%). Students must have a grade equal or higher than 8.5 on each evaluation component, and a final average equal or higher than 9.5 to successfully complete this CU. Students that choose this type of evaluation (1st test with a grade = or > 8.5) must remain on it till the end.
In the second case (exam), students should do an individual written exam (100%). Students with a grade equal or higher than 9.5 are approved.
There are no mandatory presences in classes to be able to complete the CU.
Arnett, J. J. & Jensen L. A. (2023). Adolescence & Emerging Adulthood (7th Ed.). London: Pearson.
Baltes, P.B. (1987). Theoretical Propositions of Life-Span Developmental Psychology: On the Dynamics Between Growth and Decline. Developmental Psychology, 23(5), 611-626.
Bjorklund, B.R. & Earles, J. (2019). The Journey of adulthood (9th Ed.). London: Pearson.
Cavanaugh, J. C. & Blanchard-Fields, F. (2018). Adult development and aging (8ºEd.). Cengage.
Furlong, A. (Ed.) (2016). Handbook of Youth and Young Adulthood (2nd Ed.). New York: Routledge
Erikson, E. (1980). Identity and the life cycle. W.W. Norton Company.
Golombok, S. (2015). Modern families: parents and children in new family forms. Cambridge: Cambidge university Press.
Marchand, H. (2001). Temas de desenvolvimento psicológico do adulto e do idoso. Coimbra: Quarteto Editora.
McGoldrick, M., Preto, N. A. G., Betty A., & Carter, A. B. (2016). The Expanding Family Life Cycle: Individual, Family, and Social Perspectives (5th Edition). London: Pearson.
Olson, D. H., DeFrain, H., & Skogrand, L. (2014). Marriages and Families: Intimacy, Diversity, and Strengths (8th ed.). New York: McGraw-Hill Education.
Schoon, I. & Silbereisen, R.K. (Eds) (2015). Transitions from School to Work: Globalization, Individualization, and Patterns of Diversity. UK: Cambridge University Press.
History of Psychology
After this course the student should be able to:
LO1. Recognize and situate in time the main theoretical systems of psychology and their central ontological and epistemological assumptions
LO2. To understand and identify the main theoretical and applied questions that guided the emergence of these systems and their historical underpinnings
LO3. to describe and contrast the mains theoretical systems of psychology, recognizing their limits and potentialities, as well as the tensions between them
LO4.Recognize in today's psychological disciplines some of the consequences of the theoretical and methodological proposals studied.
1.Introduction
1.1.The origin of psychological questioning. From the classic world to the scientific revolution.
2.the emergence of the social sciences and psychology in this context.
2. Naissance of Psychology
2.1. The new psychology in the German space. W.Wundt and the laboratory. The psychology labs in America. Wundt and the comparative method.
2.2.Functionalism and its antecedents. The legacy of W. James.
2.3.The French clinical tradition. sStudy visit. Freud's Psychoanalysis and therapeutical innovations.
3. The affirmation of psychology
3.1. Behaviorism. Pavlov and Thorndike. Watson's manifesto for psychology. BF Skinner's proposals. Some transition approaches.
3.2.Gestaltism.
3.3. The cognitive approach.
Students can choose the evaluation throughout the year or a test. Those choosing the former have to do:
- a group assignment(35%).
- An individual test (65%).
Students with a final average of 9.5 or above (and with no evaluations below 8.5) are approved.
Students who fail the evaluation throughout the year can take an evaluation by exam.
Fuller, R. (1995) (Ed). Seven Pioneers of Psychology: Behavior and Mind. London: Routledge.
Haggbloom, S. J., Warnick, R., Warnick, J. E., Jones, V. K., Yarbrough, G. L., Russell, M., . . . Monte, E. (2002). The 100 most eminent psychologists of the 20th century. Review of General Psychology, 6, 139-152. doi:10.1037//1089-2680.6.2.139
Hergenhahn, B. R. (2001). An introduction to the history of psychology (4th ed.). Stanford: Wadsworth.
Jesuíno, J.C. (1994). Psicologia. (colecção O que é?).Lisboa: Difusão Cultural.
Kohler, W. (1959). Gestalt psychology today. American Psychologist, 14, 727-734.
Moghaddam, F.M (2005). Great ideas in psychology. Oxford: Oneworld.
Benjamin, L. T. & Baker, D. B. (2012). The Internationalization of Psychology: A History. In David B. Baker (ed.) The Oxford Handbook of the History of Psychology: Global Perspectives. DOI: 10.1093/oxfordhb/9780195366556.013.0029
Modulo1
Baker, D. B. & Benjamin, L. T. (2012). Concluding Thoughts on Internationalizing the History of Psychology. In David B. Baker (ed.) The Oxford Handbook of the History of Psychology: Global Perspectives. DOI: 10.1093/oxfordhb/9780195366556.013.0029
Farr, R. M. (1996). The roots of modern social psychology. London: Blackwell.
Flis, I.& Jan van Eck, N. (2018). Framing Psychology as a Discipline (1950 ?1999):A Large-Scale Term Co-Occurrence Analysis of Scientific Literature in Psychology. History of Psychology, 21, 334-362
Danziger, K. (1990). Constructing the subject: Historical origins of psychological research. Cambridge: Cambridge University Press.
Krampen, G. & Trierweiler, L. (2016). Some Unobtrusive Indicators of Psychology's Shift from the Humanities and Social Sciences to the Natural Sciences. International Journal of Humanities and Social Sciences, 8, 44-66.
Merced, M., Stutman, Z. E., & Mann, S. T. (2018). Teaching the History of Psychology: A Content Analysis of Course Syllabi from Doctor of Psychology Programs. Psychology Learning & Teaching, 17(1), 45?60. https://doi.org/10.1177/1475725717729909
Wallerstein, I., Juma, C., Keller, E.F., Kocka, J., Lecourt, D., Mudimbe, V, Mushakoji, K., Prigogine, I., Taylor, P, Trouillot, M-R. (1996). Para abrir as ciências sociais - relatório da Comissão Gulbenkian sobre a reestruturação das ciências sociais. Lisboa: Publicações Europa-América.
Módulo 2.
Cattell, J. (1888). The psychological laboratory at Leipsic. Mind, 13, 37-51.
Titchener, E. B. (1898). A Psychology Laboratory. Mind, 7, 311-331.
Wundt, W. (1896). Análise psicológica e síntese criadora. In R.J. Herrnstein, & E.G. Boring (Eds.). Textos Básicos da História da Psicologia (1971). São Paulo: Editora Herder
Vaalsiner, J. & Van der Veer, R. (2000). The social mind - construction of the idea. Cambridge: Çambridge University Press (cap. 5: Pragmatism and the social mind)
Freud, S. (1910). The origin and development of psychoanalysis. American Journal of Psychology, 21, 181-218
Lévy-Strauss, C. (1983). O Olhar distanciado (pp. 69-98). Lisboa: Edições 70.
Módulo 3.
Braat, M., Engelen, J., van Gemert, T., & Verhaegh, S. (2020). The rise and fall of behaviorism: The narrative and the numbers. History of Psychology, 23(3), 252?280. https://doi.org/10.1037/hop0000146
Pavlov, I.P. (1904). Os reflexos condicionados. In R.J. Herrnstein, & E.G. Boring (Eds.). Textos Básicos da História da Psicologia (1971). São Paulo: Editora Herder .
Watson, J. B. (1913). Psychology as the Behaviorist Views it. Psychological Review, 20, 158-177.
Skinner, B.F. (1948). "Superstition" in the pigeon. Journal of Experimental Psychology, 38, 168-172.
Skinner, B.F. (1987). Whatever happened to psychology as the science of behavior? American Psychologist, 42, 780-786.
Kohler, W. (1959). Gestalt psychology today. American Psychologist, 14, 727-734.
Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of agression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.
Simon, H.A. (1990). Invariants of human behavior. Annual Review of Psychology, 41, 1-19.
Personality Psychology and Individual Differences
Upon successfully completing this Curricular Unit, the student should be able to:
OA1. Discuss conceptual pluralism, and common assumptions, in the study of personality.
OA2. Differentiate scientific theories from pseudoscientific and implicit theories of personality and explain how different research methods have contributed to the study of personality.
OA3. Describe and differentiate the main scientific theories in the study of personality in terms of their main objectives, concepts, assumptions, methods and assessment instruments.
OA4. Compare, differentiate and relate personality to psychopathology.
OA5. Describe some of the factors that may contribute to the development and change in human personality over the life course and explain the complex person-social environment interaction in predicting behavior.
1. Definitions of personality: conceptual plurality and common aspects
2. Common goals in personality theories and approaches
3. Differentiating between scientific, pseudo-scientific and implicit theories of personality
4. Genetic/biological and social antecedents of personality
5. Personality development: stability and change
6. Personality assessment methods and instruments
7. Main approaches and theories of personality
7.1. Behavioral approaches
7.2. Psychoanalytic theories of personality
7.3. Existential and humanistic theories of personality
7.4. Socio-cognitive and constructivist theories of personality
7.5. Relational and systemic theories of personality
7.6. Theories that emphasize the structure of personality: trait theories.
8. Personality and psychopathology
9. Current perspectives on the study of personality
Students can complete the course through assessment throughout the semester or assessment by exam.
Assessment throughout the semester includes individual and asynchronous participation in a discussion forum on the moodle platform throughout the semester (30%), group work (30%), and an individual oral/written test (40%). The group work will have a written component (15%) and an asynchronous oral component (15%). Students who have obtained a final average of 9.5 or more and a mark of at least 7.5 in the individual test will pass.
Assessment by exam takes place through an individual written exam (100%). Students who obtain a final mark of at least 9.5 will pass.
Class attendance is optional.
Corr, P., & Matthews, G. (eds.). (2020). The Cambridge handbook of personality psychology (2nd ed). Cambridge University Press. doi:10.1017/9781108264822
Ewen, R. B. (2014). An introduction to theories of personality (7th ed). Psychology Press
Feist, G., Roberts, T.A., & Feist, J. (2020). Theories of personality (10th ed). McGraw Hill
Mischel, W., Shoda, Y., & Ayduk, O. (2007). Introduction to Personality: Toward an Integrative Science of the Person (8th ed). Wiley
Schultz, D. P., Schultz, S. E., & Enos, M. (2016). Theories of personality (11th ed). Wadsworth Publishing
American Psychiatric Association. (2012). Rationale for the proposed changes to the Personality Disorders classification in DSM-5, 1-29
Buss, D. M., & Hawley, P. H. (2011). The evolution of personality and individual differences. Oxford University Press
Caspi, A., Roberts, B. W., Shiner, R. L. (2005). Personality and development: Stability and change. Annual Review Psychology, 56, 453-84. doi: 10.1146/annurev.psych.55.090902.141913
Cervone, D. (2005). Personality architecture: Within-person structures and processes. Annual Review of Psychology, 56, 423-452. doi:10.1146/annurev.psych.56.091103.070133
Hansenne, M. (2004). Psicologia da personalidade. Climepsi
Krahé, B. (1992). Personality and social Psychology: Towards a synthesis. London: Sage Publications
McAdams, D.P. & Olson, B. D. (2010). Personality development continuity and change over the life. Annual Review of Psychology, 61,517-542 doi:10.1146/annurev.psych.093008.100507
Mischel, W. (2004). Toward an integrative science of the person. Annual Review of Psychology, 55(1968), 1-22. doi:10.1146/annurev.psych.55.042902.130709
Nettle, D. (2006). The evolution of personality variation in humans and other animals. American Psychologist, 61, 622-631.doi:10.1037/0003-066X.61.6.622
Teofrasto (1999). Os caracteres. Relógio D'Água Editores
Weiner, I. B., & Greene, R. L. (2008). Handbook of personality assessment. John Wiley & Sons.
Epistemology and History of Psychology
After this course the student should be able to:
LG1.Describe and contrast theories regarding the nature and forms of construction of scientific knowledge, identifying their limits and potentialities and placing them in time.
LG2. To develop a critical view of scientific activity, and of the problems that may emerge in encounters between different forms of knowledge, recognizing also the type of dialogues possible between different forms of knowledge.
LG3. To use the fundaments of critical thinking and epistemological notions in order to evaluate some of the central controversies in the field of psychology, identifying its epistemological premises and taking a position.
LG4.To reflexively consider the use of scientific knowledge in their future professional practice
LG5.Recognize different types of arguments, as well as to develop organized arguments in a manner adjusted to the theme discussed.
PC1. The nature, forms and diversity of knowledge; Common sense, scientific and philosophical knowledge. Ontology, epistemology and methodology.limits of scientific knowledge
PC2. The nature and construction of scientific knowledge: historical overview. The XVII century proposals. Epistemology in the XX century: positivism; Bachelard and the 'new scientific spirit'; Popper and the problem of demarcation; Kuhn and the cycle of science; Rorty and hermeneutics.
PC3. Consequences for psychology. Diversity of approaches in current psychology: epistemological premises and its consequences for the professional activity of psychologists. types of dialogue among different approaches and different types of knowledge.
PC4. Truthful and reasonable arguments. Critical thinking. Persuasion, truth and logic. Types and forms of argumentation and justification. analysis of implicit premises.
Students may opt for the evaluation throughout the year or a final exam. To be assessed in a periodic evaluation process, students will have to make:
1. a group presentation in class (20%)
2. a group written assignment (20%).
3. an individual written test (60%).
Students with a final grade of 9.5 or above (without evaluations under 8.5) are considered approved in the evaluation throughout the year.
Students who fail the periodic evaluation can take a written exam.
Bowell, T. E Kemp, G. (2005). Critical thinking – A concise guide. London: Routledge.
Eemeren, F. V., Grootendorst, R., & Henkemans, F. S. (2002). Argumentation: Analysis. Evaluation, Presentation. London: Lawrence Erlbaum Associates.
Kuhn, T.S. (1962/70). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press
Popper, K. (1962/78). Conjectures and refutations. London: Routledge & Kegan Paul.
Soares, M. L. C. (2004). O que é o conhecimento – Introdução à epistemologia. Lisboa: Campo das Letras
Rorty, R. (1979). Philosophy and the mirror of nature. Princeton: Princeton University press
Tweney, R.D., Doherty, M.E. & Mynatt C.R. (1980) (Eds). On Scientific Thinking. New York: Columbia University Press
Álvaro, J.L., & Garrido, A. (2006). Psicologia social. Perspectivas psicológicas e sociológicas. São Paulo: McGraw Hill.
Bachelard, Gaston (2006). A epistemologia. Lisboa: Edições 70.
Bruner, J. (1991). The narrative construction of reality. Social Inquiry, 18, 1-21.
Bruner, J. (2000). Making stories: law, literature, life. Cambridge, Mass.: Harvard University Press.
Castro, P. (1995). Contributos para uma comparação crítica de três tradições em Psicologia Social: atitudes, representações sociais e cognição social. Psicologia, X, 155-174.
Castro, P. (2003). O espaço conceptual da psicologia social. In Natureza, ciência e retórica na construção social da ideia de ambiente (pp. 15-21). Lisboa: Fundação Calouste Gulbenkian.
Fuller, S. (1997). Confessions of a recovering kuhnian. In Obituary – Thomas S. Kuhn. Social Studies of Science, 27, 492-494.
Gergen, K.J. (1994). The limits of pure critique. In H.W. Simmons & M. Billig (Eds.) After Postmodernism: reconstructing ideology critique (pp. 58-78). London: Sage Publications.
Harré, R. (1997). The man who finished of authority. In Obituary – Thomas S. Kuhn. Social Studies of Science, 27, 484-486.
Holtz, P. (2016). How Popper’s ‘Three Worlds Theory’ Resembles Moscovici’s ‘Social Representations Theory’ But Why Moscovici’s Social Psychology of Science Still Differs From Popper’s Critical Approach. Papers on Social Representations, 25, 13.1-13.24.
Jovchelovitch, S. (2004). Psicologia social, saber, comunidade e cultura. Psicologia & Sociedade, 16, 20-31.
Jovchelovitch, S. (2006). Knowledge in context: representations, community and culture. London: Routledge.
Kuhn, T.S. (2003). On scientific paradigms. In M. Gergen & K. Gergen (Eds). Social construction: a reader. London: Sage publications.
Newton, I. (1687). The rules of hypothesising. In R.D. Tweney, M.E. Doherty, & C.R. Mynatt (Eds.). On Scientific Thinking (1980). New York: Columbia University Press.
Meltzoff, J. (1998). Critical thinking about research: psychology and related Fields. Washington, DC: American Psychological Association.
Marková, I. (2003). Dialogicality and social representations – the dynamics of mind. Cambridge : Cambridge University Press.
Patterson, M.E., & Williams, D.R. (2005). Maintaining research traditions on place: diversity of thought and scientific progress. Journal of Environmental Psychology, 25, 361-380.
Perelman, C. (1977/93). O império retórico: retórica e argumentação. Lisboa: Edições Asa.
Pinch, T.J. (1997). Kuhn – The conservative and radical interpretations: are some Mertonians ‘Kuhnians’ and some Kuhnians ‘Mertonians’? Social Studies of Science, 27, 465-482.
Rijsman, J., & Stroebe, W. (1989). The two social psychologies or whatever happened to the crisis?. European Journal of Social Psychology, 19, 339-344.
Rizzoli, V., Castro, P., Tuzzi, A., & Contarello, A. (2019). Probing the history of social psychology, exploring diversity and views of the social: Publication trends in the EJSP from 1971 to 2016. European Journal of Social Psychology, 49(4), 671-687.
Wallerstein, I., Juma, C., Keller, E.F., Kocka, J., Lecourt, D., Mudimbe, V, et al. (1996). Para abrir as ciências sociais – relatório da Comissão Gulbenkian sobre a reestruturação das ciências sociais. Lisboa: Publicações Europa-América.
Groups and Inter-Group Relations
Students who successfully complete this course will be able to:
OA1. Describe the psychological processes involved in group membership and intergroup relations and their impact on group performance and individual behavior
OA2. Distinguish and compare different paradigms and perspectives for conceptualizing relations between groups
OA3. Read and critically analyze empirical research developed in the studied areas
OA4. Identify situations and social phenomena within and between groups that illustrate the relevant concepts and theories
A. Problems, basic concepts and the dynamic of groups and the relations between groups
CP1. What are groups?
CP2. Phenomena and characteristics of behaviour within groups
CP3. Prejudice, stereotypes and social discrimination
B. Theories, paradigms and research results in intergroup relations.
CP4. Classical and cognitive explanations of prejudice and stereotypes
CP5. Intergroup relations, the self and social identity
C. Contexts and applications of the intergroup perspective
CP6. Interdependency of processes within and between groups
CP7. Psychology of the crowd
CP8. Approaches of change and reduction of prejudice
Students can complete the course through assessment during the semester or by exam.
In order to be admitted to assessment during the semester, students must complete:
- an individual assignment (max. 5 pages) with a critical review of an article/chapter of the course (30%)
- a group assignment in TP classes: One thematic presentation on the topic of the course based on more intensive reading + the critical discussion of one presentation by another group of students (35%)
- a test (35%).
Students will be approved if they obtain 7.5 points or more in each of the three assessments and an average evaluation of at least 9.5 points.
Alternatively, there is also the possibility of assessment by final exam, which has a written component (50%) and an oral exam (50%). Students with a mark higher than 9.5 in both the written and oral exam will pass.
Brown, R. (2010). Prejudice: Its social psychology (2nd Edition). Chichester: Wiley.
Forsyth, D.R. 2018. Group Dynamics, 7th Edition. , Boston, MA: Cengage., Chapter 1, 3-6, 10
Hogg, M. & Vaughan, G. (2022) Social Psychology (9th edition). London: Pearson, Chapters 4, 8, 10 and 11
Jesuíno, J.C. & Pissara, J. (2017) Estruturas e processos de grupo. In J. Vala, & M.B. Monteiro (Coords.) Psicologia social (10ª ed.), pp. 365-434. Lisboa: Fundação Calouste Gulbenkian.
Monteiro, M.B. (2017). Relações intergrupais. In Vala, J. e M. B. Monteiro, Psicologia Social (10ª ed.) pp. 493-568. Lisboa: Gulbenkian.
Smith, E. R., Mackie, D. M. & Claypool, H. M. (2015). Social psychology (4rth ed.), New York: Routlege (chapters 4, 5, 6, 9 and 11)
Tajfel (1982). Grupos humanos e categorias sociais. Lisboa: Horizonte.
Tindale, R.S., Meisenhelder, H.M., Dykema-Engblade, A.A. & Hogg, M.A. (2001) Shared Cognition in Small Groups. In: Tindale, S. & Hogg, M. (Eds.): Blackwell handbook of social psychology: Group processes (pp. 1-31) Oxford, UK: Blackwell
Allport, G.W. (1954/1979) The Nature of Prejudice (25th Aniversary Edition). Cambridge, MA: Perseus Books (Chapters 1-4)
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797–811. https://doi.org/10.1037/0022-3514.69.5.797
Tajfel, H. & Turner, J. C. (1986). The social identity theory of intergroup behavior. In W. G. Austin & S. Worchel (Eds.), Psychology of intergroup relations (pp. 7-24). Chicago: Nelson-Hall.
Hamilton, D. & Gifford, R. (1976) Illusory Correlation in Interpersonal Perception: A Cognitive Basis of Stereotypic Judgments. Journal of Experimental Social Psychology, 12, 392-407
Bar-Tal (2007) Sociopsychological Foundations of Intractable Conflicts. American Behavioral Scientist, 50, 1430-1453
Marques, J.M., Abrams, D., Peaz, D. & Hogg, M.A. (2001): Social Categorization, Social Identification & Rejection of Deviant Group Members. In: Tindale, S. & Hogg, M. (Eds.): Blackwell handbook of social psychology: Group processes (pp. 400-424) Oxford, UK: Blackwell
Reicher, S. (2001): The Psychology of Crowd Dynamics. In: Tindale, S. & Hogg, M. (Eds.): Blackwell handbook of social psychology: Group processes (pp. 182-208) Oxford, UK: Blackwell
Pettigrew, T.F. & Tropp, L. (2006) A Meta-Analytic Test of Intergroup Contact Theory. Journal of Personality and Social Psychology, 90, 5, 751–783
Waddell M.W. , Wright S.C., Waldzus S. & Stebner G.A. (2024) For the good of the party, for the good of the nation: ingroup projection can motivate support for political violence. Frontiers in Social Psychology, 2, DOI: 10.3389/frsps.2024.1347054
Bibliografia adicional para cada módulo será facultada ao longo do semestre.
Attitudes and Attitude Change
The student that completes this course successfully will be able to:
LO1- Identify the various types of attitude measures.
LO2- Describe the structure and function of attitudes
LO3-Explain the impact of behaviour on attitudes and the impact of attitudes on behaviour.
LO4- Describe the models of attitude change.
CP1- The concept of attitude and other concepts related to it.
CP2-The measurement of attitudes - implicit attitudes and explicit attitudes.
CP3-The structure and functions of attitudes.
CP4-The impact of attitudes on behaviour.
CP5-The impact of behaviour on attitudes.
CP6-Attitude formation and attitude change.
CP7-Persuasive communication.
CP8-Attitudes, affect and information processing.
The course unit can be completed by assessment throughout the semester or by a final exam.
Assessment throughout the semester:
1. Individual written test (65% of the final grade).
2. Oral group assignment - presentation of an article in the practical classes (10% of the final grade).
3. Written group assignment (25% of the final grade).
In both 1 and 3, a minimum grade of 9.5 out of 20 is required to pass.
Final exam: The final exam counts for 100% of the final grade. The grades from the assessment throughout the semester are not considered for the final exam.
Hogg, M. A., Vaughan, G. M. (2021). Social Psychology (9th edition). Pearson.
Lima, M. L. & Correia, I. A. (2013). Atitudes: Medida, estrutura e funções. In J. Vala & M. B. Monteiro (Eds.), Psicologia Social (9ª Ed., pp. 201-243). Lisboa: Fundação Calouste Gulbenkian.
Poeschl, G. (2013). A persuasão. In J. Vala & M. B. Monteiro (Eds.), Psicologia Social (9ª Ed., pp. 325-363). Lisboa: Fundação Calouste Gulbenkian.
Rozenkowska, K. (2023). Theory of planned behavior in consumer behavior research: A systematic literature review. International Journal of Consumer Studies, 47(6), 2670–2700. https://doi.org/10.1111/ijcs.12970
Vaidis, D.C. & Bran, A. (2019). Respectable Challenges to Respectable Theory: Cognitive Dissonance Theory Requires Conceptualization Clarification and Operational Tools. Frontiers in Psychology, 10:1189. https://doi.org/10.3389/fpsyg.2019.01189
Ajzen I. (2011). The theory of planned behaviour: reactions and reflections. Psychology & Health, 26(9), 1113–1127. https://doi.org/10.1080/08870446.2011.613995
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. New Jersey: Prentice-Hall.
Albarracín, D., & Vargas, P. (2010). Attitudes and persuasion: From biology to social responses to persuasive intent. In S. T. Fiske, D. T. Gilbert, & G. Lindzey (Eds.), Handbook of social psychology (5th ed., pp. 394–427). John Wiley & Sons, Inc.. https://doi.org/10.1002/9780470561119.socpsy001011
Banaji, M. R., & Heiphetz, L. (2010). Attitudes. In S. T. Fiske, D. T. Gilbert, & G. Lindzey (Eds.), Handbook of social psychology (5th ed., pp. 353–393). John Wiley & Sons, Inc..
Greenwald, A. G., McGhee, D. E., & Schwartz, J. K. L. (1998). Measuring individual differences in implicit cognition: The Implicit Association Test. Journal of Personality and Social Psychology, 74, 1464-1480.
Steinmetz, H., Knappstein, M., Ajzen, I., Schmidt, P., & Kabst, R. (2016). How effective are behavior change interventions based on the theory of planned behavior? A three-level meta-analysis. Zeitschrift für Psychologie, 224(3), 216–233. https://doi.org/10.1027/2151-2604/a000255
Os estudantes terão de consultar Bibliografia adicional para o trabalho de grupo escrito e para a apresentação oral.
Psychological Assessment
The student that successfully finishes this curricular unit will be able to:
LO1: Identity and explain the theoretical and historical background of psychological assessment;
LO2: Characterize and distinguish the different phases of psychological assessment, according to different contexts;
LO3: Characterize and distinguish different types and areas where psychological assessment is conducted;
LO4: Characterize and distinguish different psychological assessment instruments and techniques, identifying their relevance in different applied areas;
LO5: Develop a set of initial/basic skills (for example, how to conduct an interview) in order to practice the first skills in psychological assessment.
Main Syllabus:
S1. Introduction to Psychological Assessment: history and major theoretical models, contexts, potentialities, and constraints; ethical principles in psychological assessment;
S2. Psychological assessment as a process;
S3. Major methodologies in Psychological Assessment: observation, interview, and other complementary techniques;
S4. Techniques for an intelligence assessment, cognitive functions, and neuropsychological assessment;
S5. Techniques for personality assessment;
S6. Other tools and techniques for psychological assessment according to different assessment settings.
Students need to choose if they do the Evaluation throughout the semester, or the Evaluation by exam (1st/2nd round exams, or Special round for students meeting the respective criteria).
Evaluation throughout the semester: An individual test (55%); a group practical assignment with a written report submission (30%) and a group oral presentation (15%). Minimum grade for continuous assessment components: 8.5 points. Passing grade: final average of 9.5 points or higher. In the Evaluation throughout the semester modality, students must necessarily complete both described assignments and the individual test.
Evaluation by exam: 100% of the final grade.
Almeida, L.S., Simões, M.R., & Gonçalves, M.M. (Eds) (2014). Instrumentos e contextos de avaliação psicológica (Vol. 3). Coimbra: Almedina.
Almeida, L.S., Simões, M.R., Machado, C., & Gonçalves, M.M. (Coords.) (2004).Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. 2). Coimbra: Quarteto.
Gonçalves, M.M., Simões, M.R., Almeida, L.S., & Machado, C. (Coords.) (2003). Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. 1). Coimbra: Quarteto.
Groth-Marnat, G. (2003). Handbook of psychological assessment (4th Ed.). New York: Allyn & Bacon.
Machado, C., Gonçalves, M., Almeida, L., & Simões, M. (2011). Instrumentos e contextos de avaliação psicológica (vol. 1). Coimbra: Almedina.
Neves., J. Garrido, M. & Simões, E. (2015).
Simões, M.R., Machado, C., Gonçalves, M.M., Almeida, L.S. (Coord.) (2007). Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. 3). Coimbra: Quarteto.
Almeida, L., Guisande, M., & Ferreira, A. (2009). Inteligência: Perspectivas teóricas. Coimbra: Almedina.
Ceitil, M. (2006). Gestão e desenvolvimento de competências. Lisboa: Edições Sílabo.
Duarte, M.E. (2011). Avaliação psicológica na intervenção vocacional: Princípios, técnicas e instrumentos. In M. Taveira & J. T. Silva (Coord).Psicologia vocacional: Perspectivas para a intervenção. Coimbra: Imprensa da Universidade de Coimbra.
Gonçalves, R.A., & Machado, C. (Coords.) (2005). Psicologia forense. Coimbra: Quarteto.
Férnandez-Ballesteros, R. (1992). Introducción a la evaluación psicológica I y II. Madrid: Pirâmide.
Leitão, L.M. (coord.) (2004). Avaliação psicológica em orientação escolar e profissional. Coimbra: Quarteto.
Simões, M. (1994). Notas em torno da arquitectura da avaliação psicológica. Psychologica, 11, 7-44.
Simões, M. (2000). Investigações no âmbito da aferição nacional do teste das matrizes progressivas coloridas de Raven (M.P.C.R.). Lisboa: Fundação Calouste de Gulbenkian.
Simões, M. (2002). Implicações éticas e deontológicas subjacentes ao trabalho de adaptação e aferição de instrumentos de avaliação psicológica: O caso da versão portuguesa da WISC-III. Psychologica, 30, 387-406.
Academic Competencies II
By the end of the semester, students should have developed knowledge, skills and conceptual understanding of the techniques, methods, and ethics of psychology research design, implementation and dissemination. Students who successfully complete the course will be able to:
LG1. Conceptualize and theoretically locate a research question.
LG2. Develop a research plan appropriate for the research question.
LG3. Select or adapt instruments and paradigms of investigation appropriate for the research question.
LG4. Select and manage the correct participants for the study.
LG5. Analyze and interpret empirical data collected addressing the problem under study.
LG6. Understand and use the main formats for dissemination of research results.
LG7. Know the basic ethical and deontological principles applicable to the research in psychology
Syllabus (S):
S1. Defining and conceptualizing the problem under study:
S1.1. Identification and definition of the research problem.
S1.2. Theoretical research about the main constructs.
S1.3. Identification and definition of working hypotheses.
S2. Ethics in research: appropriate treatment of human subjects.
S3. Definition of plan of study and operationalization of variables:
S3.1. Selection of study plan and assessment of research quality.
S3.2. Questions of translation, instrument adaptation and conceptualization of new materials.
S4. Logistic preparation of the research study:
S4.1. Management of participants.
S4.2. Logistic organization.
S4.3. Monitoring and implementation of data collection.
S5. Analyses of quantitative and/or qualitative data.
S6. Dissemination of research results:
S6.1. Research presentation.
S6.2. Writing a scientific article.
Evaluation during the semester or final examination.
I. Evaluation during the semester consists of conducting a research project.
There are two during the semester evaluation schemes
Option A): Group work
1. Preparation of a written article in group on a study developed and presented in the PLs (50%)
2. One individual test during the semester in TP classes (40%)
3.Laboratory practices - individual data collection with participants (5%)
4. Individual participation in SPI or equivalent (5%)
Option B): Individual work
1.Analysis of a database (provided by teachers) and writing of scientific article individually and autonomously (60%)
2. One individual test during the semester in TP classes (40%)
Approval: Minimum 9.5 values in point 1 (written work) and point 2 (frequency).
II. Evaluation by final exam (individual evaluation)
The final exam includes multiple choice questions and open questions about the topics taught in class (100%).
Approval: Minimum 9.5 values.
Cooley, H. (2024). Research methods and statistic in psychology (8th ed). Routledge.
Ordem dos Psicólogos Portugueses (2011). Código Deontológico da Ordem dos Psicólogos Portugueses. Diário da República, 2.ª série, 78, 20 Abril, 17931- 17936.
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
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, 1, 95-146.
Ray, W. J. (2021). Research Methods for Psychological Science. SAGE Publications.
Sternberg, R. J. (Ed.). (2019). Guide to publishing in psychology journals (2nd ed.). Cambridge University Press.
Ampudia de Haro, F., Serafim, J., Cobra, J., Faria, L., Roque, M. I., Ramos, M., ... & Costa, R. (2016). Investigação em Ciências Sociais–Guia Prático. Pactor.
Behling, O., & Law, K. S. (2000). Translating questionnaires and other research instruments: Problems and solutions. Sage.
Cooley, H. (2018). Research methods in psychology. Taylor & Francis.
Field, A. (2022). An adventure in statistics: The reality enigma. SAGE.
Field, A. (2024). Discovering statistics using IBM SPSS statistics (6th ed.). SAGE.
Hart., C. (2010). Doing a literature review: releasing the social science research imagination. SAGE
Jhangiani, R., Chiang, I.-C. A., Cuttler, C., & Leighton, D. C. (2019). Research Methods in Psychology (4th ed.). Surrey, BC: Kwantlen Polytechnic University. Retrieved from https://kpu.pressbooks.pub/psychmethods4e/
Leedy, P.D., & Ormrod, J.E. (2021). Practical Research: Planning and design (8ªed.). Pearson Educational International.
Moreira, J.M. (2009). Questionários: Teoria e prática. Almedina.
Reis, H. T, & Judd, C.M. (2000). Handbook of research methods in social and personality psychology. Cambridge University Press.
Psychometrics
LO1. Identify the implications, advantages, and limitations of using measurements in Psychology;
LO2. Distinguish between different types of measurements and their domains of application;
LO3. Understand and differentiate the various stages of construction and validation of measurements in Psychology;
LO4. Apply measurements in Psychology and determine their results;
LO5. Characterize the psychometric properties of measurements in Psychology.
CC1. Definitions, historical background, and areas of application of psychometrics;
CC2. Definition of tests and classification of tests according to the nature of the measurements and application techniques;
CC3. Measurement theory in psychometrics;
CC4. Rules for the construction of measurements in Psychology: the construction process and item analysis;
CC5. The application of measurements in Psychology;
CC6. The normalization of measurement results in Psychology;
CC7. Determining the results of measurements in Psychology;
CC8. Basic interpretation of measurement results in Psychology;
CC9. Basic statistics applied to psychometrics and measurement models;
CC10. The validation of measurements in Psychology;
CC11. Impacts of measurements in Psychology on the examinee and ethical-deontological considerations.
Students can complete the course unit through assessment throughout the semester or by assessment by exam.
The assessment throughout the semester includes: i) an individual theoretical test covering the theoretical component taught in the course unit (50%); and ii) an individual practical test covering the practical component taught in the course unit (50%). Students pass if they achieve a minimum grade of at least 9.5 (out of 20) in each assessment component (and thus a final average of 9.5 or higher).
The assessment by exam consists of an individual written exam (100%).
Furr, R. M. (2021). Psychometrics: An introduction (4th ed.). Thousand Oaks, CA: Sage.
Gregory, R. J. (2017). Psychological testing: History, principles, and applications (7th ed.). India: Pearson.
Aiken, L. R., & Groth-Marnat, G. (2005). Psychological testing and assessment. India: Pearson.
Cronbach, L. J. (1990). Essentials of psychological testing (5th ed.). New York: HarperCollins.
Devellis, R. (2017). Scale development: Theory and applications (4th ed.). Thousand Oaks, CA: Sage Publications.
Dickes, P., Tournois, J., Flieller, A., & Kop, J.-L. (1994). La psychométrie. Paris: PUF.
Kaplan, R. M., & Saccuzzo, D. P. (2017). Psychological testing: Principles, applications, and issues (9th ed.). United Kingdom: Cengage.
Kline, P. (2013). The handbook of psychological testing (2nd ed.). London: Routledge
Kline, P. (1998). The new psychometrics: Science, psychology, and measurement. London: Routledge.
Murphy, K. R., & Davidshofer, C. O. (2004). Psychological testing: Principles and applications (6th ed.). India: Pearson.
Newmark, C. (Ed.) (1985). Major psychological assessment instruments. Massachusetts: Allyn and Bacon.
Nunnally, J. C. (1978). Psychometric theory. New York: McGraw-Hill.
Olea, J., Ponsoda, V., Prieto, G. (Ed.) (1999). Tests informatizados: Fundamentos y aplicaciones. Madrid: Pirâmide.
Rust, J., & Golombuk, S. (2009). Modern psychometrics: The science of psychological assessment (3rd ed.). Lodon: Routledge.
Statistics and Data Analysis III
LO1: Select the data analysis method adequate to the problem, objective, and data type.
LO2: Use IBM SPSS Statistics (or other) software to perform data analysis
LO3: Interpret results obtained in data analysis
P1: One-way ANOVA (hypotheses, assumptions, a posteriori comparisons); Introduction to the General Linear Model; SPSS Statistics (or other) Applications - LO 1, 2, 3
P2: Two-Way ANOVA (hypotheses, assumptions, a posteriori comparisons; interaction effect); SPSS Statistics (or other) Applications - LO 1, 2, 3
P3: Linear Regression Model (model equation, model estimation, goodness of fit, model inference, assumptions); SPSS Statistics (or other) Applications - LO 1, 2, 3
Assessment throughout the semester:
- Written test (theoretical-interpretative (60%)
- Team work: Data analysis report (20%) with and respective oral and digital (poster format) presentation (10%)
- Team work: Critical evaluation (review) of a scientific article with oral presentation (10% )
Requires students: attendance to classes of at least 2/3, a minimum grade of 7.5 points in each element and a minimum of 10 points in the final classification.
Exam (all periods):
- Individual exam (theoretical-interpretative)-70% and SPSS Statistics (or other)-30%)
Requires a minimum grade of 7.5 points in each element and a minimum of 10 points in the final classification.
Scale: 0-20 points
Laureano R., Slides e outros materiais disponibilizados, 2023, Iscte.
Laureano, R., Testes de Hipóteses e Regressão: o meu manual de consulta rápida, 2020, Edições Sílabo.
Field, A., Discovering Statistics Using IBM SPSS Statistics, 2024, 6th ed., Sage Publications.
Hair, J., Black, W., Babin, B. & Anderson, R., Multivariate Data Analysis, 2018, 8th Edition, Cengage.
Laureano, R. & Botelho, M. C., IBM SPSS Statistics: o meu manual de consulta rápida, 2017, 3ª Edição, Lisboa: Edições Sílabo.
Maroco, J., Análise Estatística com o SPSS Statistics 27, 2021, 8ª Edição, Lisboa: Report Number.
Tabachnick, B. & Fidell, L., Using Multivariate Statistics, 2019, 7th Ed.,Person.
Educational Psychology
A student who successfully completes this course will be able to:
LO 1: Identify and distinguish levels of analysis in educational psychology.
LO 2: Identify and distinguish quality dimensions for the analysis and assessment of educational contexts and teaching and learning processes.
LO 3: Describe socio-psychological factors involved in the educational process and their relationship with learning and academic outcomes.
LO 4: Identify and explain recommended practices in early childhood intervention and inclusive education.
LO 5: Describe and classify the functions of an educational psychologist.
LO 6: Critically evaluate the professional practice of a psychologist in an educational context.
S1 - Educational psychology: definition and brief historical and theoretical framework.
S2 - School and classroom organizational models:
S2.1 - Family-school-community relationships;
S2.2 - Cooperative models of learning;
S2.3 - Pedagogical relationships and classroom organization.
S3 - Socio-psychological factors and teaching and learning.
S4 - Early childhood intervention and inclusive education.
S5 - The role of the educational psychologist.
This course offers two assessment methods: (1) assessment throughout the semester or (2) assessment by exam. Assessment throughout the semester includes three mandatory components: a group project with a written report (35%) and class presentation (15%); and an individual test (50%). A minimum grade of 9.5 is required in each assessment component. Students who achieve a weighted average of 9.5 or higher pass. Students who do not pass in the assessment throughout the semester method or choose to do so, enroll in the assessment by exam (100%).
BibliographyAlexander, P. A., & Winne, P. H. (Eds.). (2006). Handbook of educational psychology (2nd Ed.). Routledge. https://doi.org/10.4324/9780203874790
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). John Wiley & Sons.
Harris, K. R., Graham, S., & Urdan, T. (Eds.) (2012). APA educational psychology handbook (Volumes 1- 3). American Psychological Association.
Weiner, I. B., Reynolds, W. M., & Miller, G. E. (2012), Handbook of Psychology, Volume 7, Educational Psychology (2nd Ed.). John Wiley & Sons.
PSICOLOGIA DA EDUCAÇÃO: DEFINIÇÃO E ÂMBITO | EDUCATIONAL PSYCHOLOGY: DEFINITION AND SCOPE
Berliner, D. C. (2006). Educational psychology: Searching for essence throughout a century of influence. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 3–27). Routledge.
Reynolds, W. M., & Miller, G. E. (2013). Educational psychology: Contemporary perspectives. In I. B., Weiner, W. M. Reynolds, & G. E. Miller, Handbook of Psychology, Volume 7, Educational Psychology (pp. 1-22). John Wiley & Sons.
CONTRIBUTOS TEÓRICOS: UMA SELEÇÃO | THEORETICAL CONTRIBUTIONS: A SELECTION
Bruner, J. S. (1963). Needed: A theory of instruction. Educational Leadership, 20(8), 523-532.
Garbarino, J., & Ganzel, B. (2000). The human ecology of early risk. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (pp. 76–93). Cambridge University Press. https://doi.org/10.1017/CBO9780511529320.006
Vélez-Agosto, N. M., Soto-Crespo, J. G., Vizcarrondo-Oppenheimer, M., Vega-Molina, S., & García Coll, C. (2017). Bronfenbrenner’s bioecological theory revision: Moving culture from the macro into the micro. Perspectives on Psychological Science, 12(5), 900-910.
Vygotsky, L. S. (1997). Educational Psychology. CRC Press. (Original publicado em 1926)
ORGANIZAÇÃO DA ESCOLA E DA SALA DE AULA | SCHOOL AND CLASSROOM ORGANIZATION
Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching (6th Ed.). Pearson.
Cadima, J., Leal, T., & Cancela, J. (2011). Interacções professor-aluno nas salas de aula no 1. º CEB: Indicadores de qualidade. Revista Portuguesa de Educação, 24(1), 07-34.
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22.
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
Krathwohl, D. R. (2002) A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41(4), 212-218. doi:10.1207/s15430421tip4104_2
Pfeifer, J. H., Spears Brown, C., & Juvonen, J. (2007). Prejudice reduction in schools: Teaching tolerance in schools: Lessons learned since Brown v. Board of Education about the development and reduction of children’s prejudice. Social Policy Report: Giving Children and Youth Development Knowledge Away, XXI(2), 3-13.
Slavin, R. E. (2016). Instruction based on cooperative learning. In R. E. Mayer, & P. A. Alexander (Eds.), Handbook of research on learning and instruction (2nd Ed., pp. 388-404). Routledge.
Swap, S. M. (1993). Developing home-school partnerships: From concepts to practice. Teachers' College Press.
Tan, C. Y.,Lyu, M., & Peng, B. (2020). Academic benefits from parental involvement are stratified by parental socioeconomic status: A meta-analysis. Parenting, 20(4), 241-287. doi:10.1080/15295192.2019.1694836
MOTIVAÇÃO | MOTIVATION
Brophy, J. (2008). Scaffolding appreciation for school learning: An update. In M. L. Maehr, S. A. Karabenick, & T. C. Urdan (Eds.), Social psychological perspectives: Advances in motivation and achievement (Volume 15, pp. 1-48). Emerald JAI Press.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Stipek, D. (2011). Classroom practices and children’s motivation to learn. In E. Zigler, S., W. S. Gilliam, & S. Barnett (Eds.), The pre-K debates: Current controversies & issues (pp. 98-103). Paul H. Brookes.
Wigfield, A., Muenks, K., & Eccles, J. S. (2021). Achievement motivation: What we know and where we are going. Annual Review of Developmental Psychology, 3, 87-111. https://doi.org/10.1146/annurev-devpsych-050720-103500~
INTERVENÇÃO PRECOCE NA INFÂNCIA E EDUCAÇÃO INCLUSIVA | EARLY CHILDHOOD INTERVENTION AND INCLUSIVE EDUCATION
Boavida, T., Aguiar, C., & McWilliam, R. A. (2018). A intervenção precoce e os contextos de educação de infância. In M. Fuertes, C. Nunes, D. Lino, & T. Almeida (Coord.), Teoria, práticas e investigação em intervenção precoce (pp. 5-26). CIED/Escola Superior de Educação de Lisboa. ISBN: 978-989-8912-02-2
Boavida, T., Aguiar, C., McWilliam, R. A., & Correia, N. (2016). Effects of an in-service training program using the Routines-Based Interview. Topics in Early Childhood Special Education, 36(2), 67-77. doi: 10.1177/0271121415604327
Boavida, T., Silva, C. S., Aguiar, C., & McWilliam, R. A. (2022). Measuring professionals’ perceptions about collaborative consultation in early childhood intervention. International Journal of Inclusive Education, 26(14), 1309-1326. http://dx.doi.org/10.1080/13603116.2020.1806367
Carvalho, L., Almeida, I. C., Felgueiras, I., Leitão, S., Boavida, J., Santos, P. C.,… Franco, V. (2016). Práticas recomendadas em intervenção precoce na infância: Um guia para profissionais. ANIP. http://im2.anip.net/index.php/guia/versao-on-line
Decreto-Lei n.º 54/2018 de 6 de julho. Diário da República n.º 129/2018, Série I de 2018-07-06, 2918 - 2928.
Decreto-Lei n.º 281/2009 de 6 de outubro. Diário da República, I Série, 7298-7301.
UNESCO. (1994). Declaração de Salamanca sobre princípios, política e práticas na área das necessidades educativas Especiais. Autor.
PAPEL DO PSICÓLOGO EDUCACIONAL E ESCOLAR | THE ROLE OF THE EDUCATIONAL AND SCHOOL PSYCHOLOGIST
Coimbra, L. L. (1991). O psicólogo face aos outros profissionais da educação: Reflexões sobre a consultoria psicológica. Cadernos de Consulta Psicológica, 7, 21-26.
Decreto-Lei n.º 190/91 de 17 de maio. Diário da República, I Série-A, 2665-2668.
Breia, G., Henriques, I. M., Ribeiro, J. P., Tavares, L., Mendes, S., Barrento, T., Pereira, F. (coord.), Horta, M. J., (coord.), & Ramalho, S. (coord.) (2024). Referencial para a Intervenção dos Psicólogos em Contexto Escolar. Direção-Geral da Educação/Ordem dos Psicólogos Portugueses. https://www.dge.mec.pt/sites/default/files/EInclusiva/referencial_para_a_intervencao_dos_psicologos_em_contexto_escolar.pdf
Mendes, S. A. (2019). A prática profissional da psicologia escolar. Ordem dos Psicólogos.
Mendes, S. A., Abreu-Lima, I., & Almeida, L. S. (2015). Psicólogos escolares em Portugal: Perfil e necessidades de formação. Estudos de Psicologia, 32(3), 405-416.
Mendes, S. A., Lasser, J., Abreu-Lima, I. M., & Almeida, L. S. (2017). All different or all the same? Exploring the diversity of professional practices in Portuguese school psychology. European Journal of Psychology of Education, 32(2), 251-269.
Mendes, S. A., Pinto, A. I., Abreu-Lima, I. M., & Almeida, L. S. (2018). Práticas colaborativas dos psicólogos escolares portugueses: Uma análise de tipologias e contextos. Análise Psicológica, 36(4), 485-500.
National Association of School Psychologists. (2020). Model for comprehensive and integrated school psychological services - NASP Practice Model. Author.
Ordem dos Psicólogos Portugueses. (2017). Perfil dos Psicólogos da Educação. Autor.
Psychopathology
This course aims to familiarize the students with different theoretical perspectives on etiology, as well as classification systems in Psychopathology and knowledge of descriptive and differential diagnosis for an array of psychological disorders.
After this course the student should be able to:
LG1. Define psychopathology in different perspectives and contextualize psychopathology historically and culturally.
LG2. Caracterize and differentiate distinct etiological models of psychopathology.
LG3. Identify the main classification systems and principles of differential diagnosis.
LG4. Describe the main psychological disorders found in adult patients.
LG5. Describe the main psychological disorders found among children and adolescents.
1. Introduction to Psychopathology: Concepts and historical and cultural contexts of psychopathology. Etiological models in psychopathology: biological model, psychodynamic model, phenomenological model, cognitive-behavioral model, and systemic-ecological model. Vulnerability and precipitating factors; protective factors and resilience
2. Diagnosis and classification systems in Psychopathology. The DSM-V diagnostic system (APA). The ICD-10 classification system (WHO). Limitations and challenges of classification. Disorders in different areas of functioning.
3. Adult Psychopathology (mood, anxiety, psychotic, personality, eating, substance abuse disorders)
4. Child and Adolescent psychopathology (emotional and social disorders, behavior disorders, and developmental disorders)
In a evaluation during the semester, students are expected to participate in class, perform two practical assignments and a test:
- a group assignment of a paper on a particular psychopathology chosen by the students (written report 20% and presentation and discussion 20%).
- an individual exercise of differential diagnosis of a client case based on a film (10%).
- Test (50%), with clinical case provided before the test.
Students who do not chose or are not approved in evaluation during the semester can obtain approval through a final written exam (100%).
All elements of assessment must have a minimum grade of 9,5 points.
APA, Diagnostic and Statistical Manual of Mental Disorders, DSM-5-TR, 5th Edition, Text Revision., 2022, American Psychiatric Association (2022). Diagnostic and Statistical Manual of Mental Disorders, DSM-5-TR, 5th Edition, Text Revision. American Psychiatric Association Publishing.,
American Psychiatric Association (2013). DSM-V Diagnostic and Statistical Manual of Mental Disorders. Washignton, DC: Author. (PS.122 APA*Dia)
Andrasik, F. (Ed.) (2005). Comprehensive handbook of personality and psychopathology, Adult psychopathology (Vol. 2). New York: Wiley. (PS.122 Com,2 v.2)
Correia, D. T. (2013). Manual de Psicopatologia (2ª ed.). Lidel.
Davey, G., Psychopathology: Research, Assessment and treatment in clinical psychology., 2021, Davey, G (2021). Psychopathology: Research, Assessment and treatment in clinical psychology. BPS Blackwell.,
Maddux, J.E. & Winstead, B. (2019). Psychopathology: Foundations for a contemporary understanding. NY: Routledge. (edição anterior PS.122 Psy,8)
Mash, E., & Barkley, R., (Ed.) (2014). Child psychopathology (3ª Edição). New York: Guildford Press. (PS.122 Chi,1 3ªed)
Figueira, M.L., Sampaio, D., & Afonso, P. (Eds.) (2014). Manual de psiquiatria clínica. Liedel.
Soares, I. (2000). Psicopatologia do Desenvolvimento: Trajectórias (in)adaptativas ao longo da vida. Quarteto.
Dilys, D. & Bhugra, D. (2004). Models of Psychopathology. Open University Press.
Craighead, W. E., Miklowitz, D. J., Craighead, L. W. (2017). Psychopathology: History, diagnosis, and empirical foundations (3 rd ed.). John Wiley & Sons.
Adams, H., & Sutker, P. (Ed.) (2004). Comprehensive handbook of psychopathology (3rd ed). New York: Springer. (PS.122 Com,3)
Pires, C. M. L. (2003). Manual de Psicopatologia: uma abordagem biopsicossocial. Editorial Diferença.
Pio Abreu, J.L. (2015). Introdução à Psicopatologia Compreensiva. Fundação Calouste Gulbenkian.
Pio Abreu, J. L. (2006). Como tornar-se doente mental (19ª edição). Editora Quarteto.
Beutler, L. E., & Malik, M. (2002). Rethinking the DSM: A psychological perspective. APA.
Beidel, D.C. & Frueh, B.C. (2018). Adult Psychopathology and Diagnosis (8th Ed.). New York: John Wiley & Sons. (PS.122 BEI*Adu).
Kendall, P. C. & Cormer, J.S. (2010). Childhood Disorders (2nd Ed.). Psychology Press.
Health and Clinical Psychology
The student who successfully completes this Curricular Unit will be able to:
LG1: Differentiate the concepts and practice of health and clinical psychology, identifying their contexts and areas of application.
LG2: Discuss the importance of the clinical relationship in the help processes in Psychology.
LG3: Characterize the main theoretical intervention models in clinical psychology and psychotherapy.
LG4: Identify and differentiate the main theoretical models used in health promotion and illness adaptation.
LG5: Describe psychological and psychosocial factors associated with the emergence of diseases.
LG6: Discuss the importance of communication processes in the doctor-patient relationship.
LG7: Identify areas and intervention strategies in Health Psychology.
1.Introduction to Clinical Psychology (CP)
1.1 Clinical Psychology: scope, objectives, practice and contexts
1.2 Ethical and deontological principles in clinical practice
2. Main intervention models in CP:
2.1 The dynamic approach: psychoanalysis and brief psychodynamics.
2.2 The humanistic, existential and experiential approach.
2.3 The cognitive-behavioral approach.
2.4 Other approaches: systemic and integrative.
2.5 Good practices: evidence-based practice and research in clinical psychology.
3. Introduction to Health Psychology (HP):
3.1. Psychology in the field of Health: from the biomedical to the biopsychosocial model
3.2. HP: objectives, areas, and levels of analysis
4. Models and interventions in HP:
4.1. Health behavior change.
4.2. Psychological correlates of diseases.
4.3. Illness adaptation processes.
4.4. Communication in the doctor – patient relationship.
4.5. Contexts, areas and intervention strategies in HP
1. Assessment throughout the semestre:
- group assignment (written report) on a treatment for a specific psychopathology (20%).
-Oral presentation, in group, illustrating an area of intervention in health psychology (in labs, 20%)
- Test (60%).
-Deliver self-observation exercise on TP class (date to be defined).
2. Final exam (100%)
Students with a final average of 9.5 or above (with no evaluations below 9,5) are considered approved in this course.
Corey, G. (2001). Theory and Practice of Counselling and Psychotherapy (6ª Ed.). Belmont, CA: Wadsworth Brooks/Cole.
Gurman, A., & Messer, S. (2005). Essential psychotherapies: Theory and practice. Portland, OR: Guilford Publications.
Hill, C. (2004). Helping Skills: Facilitating exploration, insight, and action (2ª Ed.). Washington, DC: American Psychological Association.
Leal, I., & Pais-Ribeiro, J. (2021, Coods.). Manual de Psicologia da Saúde. Lisboa: Pactor.
Morrison, V., & Bennett, P. (2022). An introduction to health psychology (5ª ed.). Harlow, United Kingdom: Pearson Education Limited.
Ogden, J. (2019). Health Psychology: A textbook (6ª ed.). Maidenhead, England: Open University Press.
Sarafino, E., & Smith, T. (2017). Health Psychology: Biopsychosocial interactions (9ª ed.). New York, NY: Wiley
Taylor, S., & Stanton, A. (2021). Health Psychology (11th Edition). San Francisco: McGraw Hill.
Person Perception and Interpersonal Relations
The course addresses the processes related to person perception (PP) and interpersonal relationships (IR). The student who successfully completes this course will be able to:
LG1) Describe and contrast theories and models of PP;
LG2) Explain the cognitive, neurocognitive, social, and contextual processes underlying social perception and judgment;
LG3) Describe and contrast IR theories and models;
LG4) Identify determinants of attraction, development, and maintenance of interpersonal relationships
LG5) Apply the knowledge acquired to the analysis of an original research problem in the areas of PP and IR.
CP1: Introduction to the study of PP
1.1 Theoretical and methodological perspectives and applications
CP2: Classical approaches to
2.1 Organizing processes of impressión formation
2.2 Implicit theories of personality
2.3 Information processing and cognitive organization
CP3. Contemporary approaches to person perception
3.1 Social Neurocognition
3.2 Situated Social Cognition
CP4. Introduction to the study of IR
4.1 Theoretical and methodological perspectives and applications
CP5. Developing and maintaining relationships
5.1. Factors and processes that influence the approach to others
5.2. Friendship and love relationships in the life cycle of individuals
5.3 Commitment and stability in love relationships
5.4 Conflict and dissolution of relations
CP6. Contemporary Themes in research in interpersonal relationships
6.1 IR in a work context
6.2 IR and the internet
CP7. Applications to contemporary themes and new research questions
Students can complete the course through evaluation throughout the semester or evaluation by exam.
The evaluation throughout the semester includes the realization of 1) a group work in poster format on one of the proposed themes (40%); 2) an individual written test (60%).
To carry out the evaluation throughout the semester, it is mandatory to attend 2/3 of the PL's
Students who have grades higher than 9.5 in all evaluations and obtain a final average equal to or greater than 9.5 are approved.
The evaluation by exam at the end of the semester (100%) focuses on all the contents covered in the course.
Bersheid, E., & Regan, P. (2005). The psychology of interpersonal relationships. Pearson Prentice Hall
Jackson-Dwyer, D. (2014). Interpersonal relationships. Routledge.
Carlston, D. (Ed.). (2013). The Oxford handbook of social cognition. Oxford University Press.
Decety, & J. T. Cacioppo (2011). The Oxford handbook of social neuroscience. Oxford University Press.
Fiske, S., & Taylor, S. (2013). Social cognition: From brains to culture. SAGE.
Regan, P. (2011). Close relationships (1st ed.). Routledge.
Reich, T. C., & Hershcovis, M. S. (2011). Interpersonal relationships at work. In S. Zedeck, et al. (Eds.), Handbook of industrial and organizational psychology (Vol. 3,pp. 223-248). APA
Vala, J., & Monteiro, M.B. (2024). Psicologia social. (10ª ed., capítulos 2 & 9) Fundação Calouste Gulbenkian. https://cdn.gulbenkian.pt/wp-content/uploads/2024/04/psicologia_social-1.pdf
Clark, M. S., & Reis, H. T. (1988). Interpersonal processes in close relationships. Annual Review of Psychology, 39, 609-672.
Duck, S. (2007). Human relationships (4th ed.). SAGE.
Finkel, E., & Eastwick, P. (2015). Interpersonal attraction: In search of a theoretical rosetta stone. In J. Simpson & J. Dovidio (Eds.), APA Handbook of personality and social psychology, volume 3: Interpersonal relations (pp. 179-210). American Psychological Association.
Fiske, S., & Macrae, N. (Eds.). (2012). The SAGE Handbook of social cognition. SAGE.
Fiske, S., Gilbert, D., & Lindzey, G. (Eds.). (2010). Handbook of Social Psychology (4th ed.). McGraw Hill.
Garcia-Marques, T., & Garcia-Marques, L. (2004). Processando informação sobre os outros I (Textos Fundamentais II). ISPA.
Garcia-Marques, T., & Garcia-Marques, L. (2005). Processando informação sobre os outros II (Textos Fundamentais III).: ISPA.
Garcia-Marques, T., & Garcia-Marques, L., Estereótipos e Cognição Social, 2013, Garcia-Marques, T., & Garcia-Marques, L. (2003). Estereótipos e Cognição Social (Textos Fundamentais I). ISPA.
Garrido, M.V., Azevedo, C., & Palma, T. (2011). Cognição Social: Fundamentos, formulações atuais e perspetivas futuras. Psicologia, 25, 113-157.
Garownsky, B., & Bodenhausen, G. V. (Eds.). (2015). Theory and explanation in social psychology. Guilford Press.
Gosling, S. (2009). Snoop: What your stuff says about you. Profile Books.
Hamilton, D. (2005, Ed.). Social Cognition: Key readings. Psychology Press.
Miller, R. S. (2018). Intimate relationships (8th ed.). McGraw-Hill.
Sanchez-Burks, J. & Mor Barak, M. E. (2017). Interpersonal relationships in a global work context. In M. E. Mor Barak (Ed.), Managing diversity: Toward a globally inclusive workplace (4th ed.) (pp. 191-206). SAGE.
Sherman, J., Garownsky, B., & Trope, Y. (Eds.). (2015). Dual-process theories of the social mind. Guilford Press.
Smith, E. R., & Mackie, D. M. (2009). Social psychology (3rd Ed.). Psychology Press.
Organizational Behaviour: Individual Processes
The students that will end this course with success will be able to use theoretical concepts and models with accuracy to analyse events that occur at individual level in the organizational context. Namely, students should be able to:
LO1. describe and contrast the main theories/approaches that describe work motivation
LO2. characterize the individual-organization fit and attachment relationship
LO3. explain the organizational phenomena of perceived justice, support, trust and psychological contract that take place in the context of social exchange processes and its effects to individuals’ organizational attitudes and behaviours.
LO4. Identify indicators of individual wellbeing in the organization and explain how they can be amplified.
I. SC1. Work motivation approaches and theories
II. Individual-organization relationship: attachment processes
SC2. Mutual attraction and person-organization fit
SC3. Organizational socialization
SC4. Organizational identification and commitment.
III. Individual-organization relationship: Social exchange processes in organizational contexts (CP6).
SC5. Organizational justice
SC6. Perceived organizational support
SC7. Psychological contract
SC8. Organizational trust
SC9. Extra-role behaviors: organizational citizenship behaviors and counter-productive behaviors
IV. SC10. Well-being at work
The assessment is achieved in 2 ways:
1. Assessment throughout the semester: 2 written tests (each, 40% weight) and a group assignment (20%). Failure to obtain a score >8 in each element and a grade <10 in average requires the completion of the final exam.
2. The final exam: Assessment by exam will respect the conditions in force at RGACC norms. Students that choose the final exam must obtain at least a score of 10 to be approved.
1. Barling, J., & Cooper, C.L. (2008). The Sage Handbook of Organizational Behavior (Vol. 1: Micro Approaches; Caps. 1, 2, 4, 5, 6, 8, 13, 17, 26, 35). UK: Sage Public.
2. Caetano, A., Neves, J.G., & Ferreira, J.M.C. (2020). Psicossociologia das organizações: fundamentos e aplicações (Caps. 6, 21). Lisboa: Edições Sílabo.
3. Coyle-Shapiro, Jacqueline A-M.; Shore, L.; Taylor, M. S.; Tetrick, L. (2005). The employment relationship: Examining psychological and contextual perspectives (Caps. 1, 10, 12). Oxford: Oxford University Press.
4. Cunha, M., Cunha, R., Rego, A., Neves, P. & Cabral-Cardoso, C. (2016). Manual de comportamento organizacional e gestão (Caps. 5, 8). Lisboa: Editora RH.
I. Abordagens e teorias sobre a motivação no trabalho.
Kanfer, R., Frese, M., & Johnson, R. E. (2017). Motivation related to work: A century of progress. Journal of Applied Psychology, 102(3), 338–355.
II. Natureza da relação indivíduo-organização:
1. Processos de ajustamento e de atracção mútua.
Cunha, M., Rego, A., Cunha, R., & Cabral-Cardoso, C. (2007). Ligação pessoa-organização: ajustamentos e divórcios. In Manual de comportamento organizacional e gestão (cap. 8; pp. 238-249). Lisboa: Editora RH.
Kristof-Brown, A., Schneider, B., & Su, R. (2023). Person-organization fit theory and research: Conundrums, conclusions, and calls to action. Personnel Psychology, 76 (2), 375-412.
Schneider, B. (1987). The people make the place. Personnel Psychology, 40, 437-453.
van Vianen, A.E.M. (2018). Person–environment fit: a review of its basic tenets. Annual Review of Organizational Psychology and Organizational Behaviour, 5, 75-101
2. Processos de socialização organizacional e desempenho de papéis sociais, profissionais e organizacionais em contexto de trabalho.
Duarte, A. (2015). A integração nas organizações: do acolhimento à socialização organizacional. In Ferreira, A., Nunes, F., Duarte, H., & Martinez, L. (Orgs.). GRH para gestores. Editora RH.
3. Processos de vinculação dos indivíduos à organização
Tavares, S.M. (2009). O território da identificação organizacional: De que falamos quando falamos em identificação organizacional?. In " O fenómeno da identificação organizacional: contributos para a sua explicação" (pp 35-70). Tese de doutoramento. Lisboa: ISCTE
Tavares, S. (2009). Motivações para a identificação: porquê identificar-se com a organização. In O fenómeno da identificação organizacional: contributos para a sua explicação (pp.71-86). Tese de doutoramento. Lisboa: ISCTE.
Tavares, S. (2011). Vinculação dos indivíduos às organizações. In J.M. Carvalho Ferreira, J. Neves, & A. Caetano (Orgs.), Manual de psicossociologia das organizações (Cap.11, pp. 347-377). Lisboa: Escolar Editora.
IV. Processos de troca social em contexto organizacional:
1. Percepção de suporte organizacional
Blau, P. M. (1964). Exchange and power in social life (cap.4). New York: Wiley.
Shore, L. M., Coyle-Shapiro, J. A-M., Chen, X., & Tetrick, L. E. (2009). Social exchange in work settings: content, process, and mixed models. Management and Organization Review, 5, 289–302.
Tavares, S. M., van Knippenberg, D., & Van Dick, R. (2016). Organizational identification and “currencies of exchange”: Integrating social identity and social exchange perspectives. Journal of Applied Social Psychology, 46(1), 34-45.
2. Percepção de justiça organizacional
Colquitt, J. A., Greenberg, J., & Zapata-Phelan, C. P. (2005). What is organizational justice? A historical overview of the field. In J. Greenberg & J. A. Colquitt (Eds.), The handbook of organizational justice (pp. 3-56). Mahwah, NJ: Erlbaum.
Colquitt, J. A., & Zipay, K.P. (2015). Justice, fairness, and employee reactions. Annual Review of Organizational Psychology and Organizational Behaviour, 2, 75–99.
Duarte, H. (2020). Justiça nas organizações e sistemas de recursos humanos. In Caetano, A., Neves, J.G., & Ferreira, J.M.C. (Orgs.). Psicossociologia das organizações: fundamentos e aplicações (pp. 579-603). Lisboa: Edições Sílabo.
3. Contrato psicológico.
Castanheira, L., & Caetano, A. (1999). Dimensões do contrato psicológico. Psicologia. 13, 99 – 125.
Cunha, M., Cunha, R., Rego, A., Neves, P. & Cabral-Cardoso, C. (2016). Criando vínculos positivos entre as pessoas e a organização: quatro caminhos. In Manual de comportamento organizacional e gestão (cap. 5). Lisboa: Editora RH.
Kraak, J. et al. (2024). In pursuit of impact: how psychological contract research can make the work-world a better place. Group & Organization Management, 0 (0) 1-29.
Mackintosh, C., & McDermott, A. M. (2023). The implications of market-based versus supportive idiosyncratic deal pathways. Group & Organization Management, 48(1), 125-155.
Rousseau, D. M., Hansen, S. D., & Tomprou, M. (2018). A dynamic phase model of psychological contract processes. Journal of Organizational Behavior, 39(9), 1081–1098.
Simosi, M., Aldossari, M., Chaudhry, S., & Rousseau, D. M. (2023). Uncovering missing voices: invisible aspects of idiosyncratic deals (I-Deals). Group & Organization Management, 48(1), 3-30.
4. Confiança organizacional
Costa, A. (2002). Promover a confiança em contextos organizacionais: Um imperativo nas práticas de gestão. In M. Cunha & S. Rodrigues. (Eds.) (2002). Manual de estudos organizacionais (pp. 207 – 221). Lisboa: Editora RH.
Kramer, R. (1999) Trust and distrust in organizations: Emerging perspectives, enduring questions. Annual Review of Psychology, 50, 569-598.
5. Comportamentos extra-papel e atitudes e comportamentos contra-produtivos na organização
Carpenter, N. C., Whitman, D. S., & Amrhein, R. (2021). Unit-level counterproductive work behavior (CWB): A conceptual review and quantitative summary. Journal of Management, 47(6), 1498–1527.
Cunha, M., Rego, A., Cunha, R., & Cabral-Cardoso, C. (2007). Comportamentos de cidadania organizacional: bons cidadãos ou bons soldados?. In Manual de comportamento organizacional e gestão (cap. 11; pp 303-330). Lisboa: Editora RH.
Organ, D.W (2018). Organizational citizenship behavior: recent trends and developments. Annual Review of Organizational Psychology and Organizational Behaviour, 5, 295–306.
Moorman, R.H., Lyons, B.D., Mercado, B.K., & Klotz, A.C. (2024). Driving the extra mile in the gig economy: the motivational foundations of gig worker citizenship. Annual Review of Organizational Psychology & Organizational Behavior, 11(1), 363-391.
Morrison, E. W. (2023). Employee voice and silence: Taking stock a decade later. Annual Review of Organizational Psychology and Organizational Behavior, 10, 79–107.
Podsakoff, N. P., Whiting, S.W., Podaskoff, P.M., & Blume, B.D.. (2009). Individual and organizational-level consequences of organizational citizenship behaviors: A meta-analysis. Journal of Applied Psychology, 94(1), 122-141.
Reynolds, C., Shoss, M. K., & Jundt, D. K. (2015). In the eye of the beholder: A multi-stakeholder perspective of organizational citizenship and counterproductive work behaviors. Human Resource Management Review, 25, 80-93.
IV. Bem-estar na organização
Junça-Silva, A. (2020). Emoções e bem-estar no trabalho. In A. Caetano, J. Neves, & J. M. C. Ferreira (Eds.), Psicossociologia das organizações: fundamentos e aplicações (pp.179-197). Lisboa: Edições Sílabo.
Silva, S. A. & Tavares, S. M. (2012). Saúde e bem-estar no trabalho. In A. L. Neves, e R. F. Costa (Coords.), Gestão de Recursos Humanos de A a Z. Lisboa: Editora RH.
Leadership in Work Teams and Organizations
LG1 - Describe the nature of Leadership in Work Teams and Organizations;
LG2 - Identify and contrast the major theoretical approaches to Leadership and it impact in organizational context;
LG3 - Analyze individual and contextual processes underlying Leadership in Work Teams and Organizations and to identify the methodologies of organizational analysis and intervention.
PC1 - Introduction to the study of leadership: Leadership definitions and taxonomy: (1) Trait and Skills approaches, (2) Situational and Contingency approaches
PC2 - Leadership perspectives: (3) LMX theory, (4) Transformational and Charismatic leadership, (5) Ethical, and Service leadership; (6) Sustainable and meaning-bases leadership; (7) Paradoxical leadership; (8) Leadership and Gender; (9) Self-leadership
PC3 - Introduction to the study of Work Teams: Definition and efficacy models; Temporal development;
PC4 - Team Leadership: (1) Functional and dynamic perspectives; (2) Emergent Leadership; (3) Leading virtual teams; (4) Leadership Development
The assessment throughout the semester has 2 components: (1) Group work (40%) compulsory for all. This work includes oral presentation (10%) and a written report (30%); (2) Written individual test (60%) focusing on all program contents. The approval is obtained from the weighted average of 2 components equal to or exceeding 9.5 and values equal to or greater than 8 values in each one of the components.
Assessment through exam only requires an instrument, the exam (100%).
Northhouse, P. G. (2021). Leadership: Theory and Practice (9th Ed). Thousand Oaks: Sage.
Morgeson, F. P., DeRue, S. D., & Karam, E. P. (2010). Leadership in teams: A functional approach to understanding leadership structures and processes. Journal of Management, 36, 5-39.
Badura, K. L., Galvin, B. M., & Lee, M. Y. (2022). Leadership emergence: An integrative review. Journal of Applied Psychology, 107(11), 2069.
Banks, G. C., Fischer, T., Gooty, J., & Stock, G. (2021). Ethical leadership: Mapping the terrain for concept cleanup and a future research agenda. The Leadership Quarterly, 32(2), 101471.
Banks, G.C., Engemann, K.N., Williams, C.E., Gooty, J., McCauley, K.D., & Medaugh, M.R. (2017). A meta-analytic review and future research agenda of charismatic leadership. The Leadership Quarterly. 28(4), 508-529
Banks, G.C., McCauley, K.D., Gardner, W.L., & Guler, C.E. (2016). A meta-analytic review of authentic and transformational leadership: A test for redundancy. The Leadership Quarterly, 27, 634-652.
Ceri-Booms, M., Curçeu, P.L., Oerlemans, L.A.G. (2017). Task and person-focused leadership behaviors and team performance: A meta-analysis. Human Resource Management Review, 27, 178-192.
Day, D. V., Riggio, R. E., Tan, S. J., & Conger, J. A. (2021). Advancing the science of 21st-century leadership development: Theory, research, and practice. The Leadership Quarterly, 32(5), 101557.
Frémeaux, S., & Pavageau, B. (2022). Meaningful leadership: how can leaders contribute to meaningful work?. Journal of Management Inquiry, 31(1), 54-66.
Hanna, A. A., Smith, T. A., Kirkman, B. L., & Griffin, R. W. (2021). The emergence of emergent leadership: A comprehensive framework and directions for future research. Journal of Management, 47(1), 76-104
Harari, M. B., Williams, E. A., Castro, S. L., & Brant, K. K. (2021). Self‐leadership: A meta‐analysis of over two decades of research. Journal of Occupational and Organizational Psychology, 94(4), 890-923.
Hartog, Den, D. N. (2015). Ethical Leadership. Annual Review of Organizational Psychology and Organizational Behavior, 2(1), 409-434. http://doi.org/10.1146/annurev-orgpsych-032414-111237
Ilgen, D.R., Hollenbeck, J.R., Johnson, M. & Jundt, D. (2005). Teams in organizations: From input-process-output models to IMOI models. Annual Review of Psychology, 56, 517-543.
Jago, A.G. (1982). Leadership: Perspectives in theory and research. Management Science, 28, 315-336.
Knotts, K., Houghton, J. D., Pearce, C. L., Chen, H., Stewart, G. L., & Manz, C. C. (2022). Leading from the inside out: a meta-analysis of how, when, and why self-leadership affects individual outcomes. European Journal of Work and Organizational Psychology, 31(2), 273-291.
Kozlowski , S.W.J., Mak, S., & Chao, G.T. (2016). Team-centric leadership: An integrative review. Annual Review of Organizational Psychology and Organizational Behavior, 3, 21-54.
Langhof, J. G., & Güldenberg, S. (2020). Servant Leadership: A systematic literature review—toward a model of antecedents and outcomes. German Journal of Human Resource Management, 34(1), 32-68.
Lewin, K., Lipitt, R., & White, R. K. (1939). Patterns of aggressive behavior in experimentally created "social climates". Journal of Social Psychology, 10, 271-299.
Marks, M. A., Mathieu, J. E., & Zaccaro, S. J. (2001). A temporally based framework and taxonomy of team processes. Academy of Management Review, 26, 356-376.
Siangchokyoo, N., Klinger, R. L., & Campion, E. D. (2020). Follower transformation as the linchpin of transformational leadership theory: A systematic review and future research agenda. The Leadership Quarterly, 31(1), 101341.
van Knippenberg, D. (2020). Meaning-based leadership. Organizational Psychology Review, 10(1), 6-28.
Zaccaro, S.J., Rittman, A.L., & Marks, M.A. (2001). Team Leadership. The Leadership Quarterly, 12, 451- 483.
Zhang, M. J., Zhang, Y., & Law, K. S. (2022). Paradoxical leadership and innovation in work teams: The multilevel mediating role of ambidexterity and leader vision as a boundary condition. Academy of Management Journal, 65(5), 1652-1679.
Recommended optative
Optional courses will only be held if they achieve a minimum number of enrollments.
Objectives
The BSc in Psychology has the general objective of provide its students with knowledge, skills and abilities on a basic theoretical and methodological level in the various areas of Psychology.
The first cycle programme (Bachelor's) in Psychology, which leads to the title of Licenciado in Portugal, is in accordance with the European Diploma of Psychology, according to which the teaching of Psychology in the university occurs in two cycles of education.
The first cycle programme consists of 6 semesters (3 academic years) and confers 180 ECTS, it therefore corresponds to only a part of the training as a Psychologist and does not alone enable its graduates to work professionally in the field.
Completion of the first cycle allows students:
- to continue their studies in Psychology in a second cycle (Master's) program in any specialization;
- total mobility for any university in the country or abroad;
- to enter into the workforce in functions that requires only the general skills obtained in an undergraduate program.
The Learning Objectives are:
- to describe, differentiate, and integrate the main concepts, theories, approaches, and application contexts in the field of Psychology;
- to apply basic knowledge, skills and competences to different contexts, through the construction of an argument based on theoretical and empirical models;
- to identify the main instruments for collecting information in Psychology and to interpret their results;
- to present and disseminate accurate information and results from psychological studies and interventions;
- to research and structure, with a high degree of autonomy, the scientific knowledge produced in Psychology on a given topic.
The objective of the 1st cycle is to provide a solid foundation for pursuing studies in the 2nd cycle. Learning objectives (LEs) are implemented through the logical sequence of the Program Content (PC) of the curricular units in each year/semester and are measured by the teaching/assessment methodologies (MEA) of each curricular unit. The course demonstrates congruence between the LEs, the PC, and the MEA.