Accreditations
Programme Structure for 2026/2027
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Psychology of Intercultural Contact and Communication
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Stereotyping, Prejudice, and Discrimination: Advanced Topics
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Cultural Psychology
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Conflict Negotiation and Mediation
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Research Methods in Psychology II
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Qualitative Data Analysis in Psychology
6.0 ECTS
|
Parte Escolar > Optional Courses > Data Analysis | 6.0 |
|
Advanced Data Analysis Methods
6.0 ECTS
|
Parte Escolar > Optional Courses > Data Analysis | 6.0 |
| 2nd Year | ||
|
Internship in the Psychology of Intercultural Relations
30.0 ECTS
|
Parte Escolar > Mandatory Courses | 30.0 |
|
Master Dissertation in Psychology of Intercultural Relations
30.0 ECTS
|
Final Work | 30.0 |
|
Master Project in Psychology of Intercultural Relations
30.0 ECTS
|
Final Work | 30.0 |
Psychology of Intercultural Contact and Communication
LG1. Define acculturation & critically evaluate its theoretical frameworks
LG2. Explain the relationship between acculturation, psychological well-being, cultural competence & Intercultural relations.
LG3. Identify key features of cultural competence & reflect on own cultural competencies.
LG4. Describe key elements of human communication, how these vary across cultural contexts & how these relate to cultural competence.
LG5. Explore methods of intercultural training.
LG6. Identify microaggressions in intergroup communication
LG7. Describe what intercultural/intergroup contact is & its different forms,
LG8. Explain predictors, mechanisms, & outcomes of contact
LG9 Explain asymmetries in contact effects (valence, status/power, social change/collective action)
LG10 Reflect on limitations & benefits: challenges in implementing contact
S1. Intercultural relations and the dynamics of acculturation:
1.1. Acculturation orientations
1.2 Acculturation and Adaptation
S2. Human communication and the cultural context
2.1 Cultural Competence
2.2. Elements of human communication processes and culture
2.3. Intercultural Training
S3. Intergroup communication and discrimination
3.1. The microaggression concept
3.2. Microaggressions and consequences for targets
S4. Intercultural/Intergroup contact
4.1. Contact theory
4.2. Different forms of contact
4.4 When and how contact works
S5. Asymmetries and Limitations in contact research
5.1. Valence, power and social change
5.3 Challenges in implementing contact
Students can conclude this course through either assessment throughout the semester or assessment by exam
1) Assessment throughout the semester:
This includes a group assignment (40%) and a test at the end of the semester, i.e., 1st period of evaluation (60%) which covers the concepts, theories and topics that were discussed throughout the course. Minimum grade of 9.5 in the test and the group assignment are required.
OR
2) Assessment by exam:
Exam to assess all course content (concepts, theories, topics and its applications) (100%). The exam will take place on the the periods of evaluation predicted by Iscte regulations (RGACC) .
Ward, C., & Szabo, A. (2019). Affect, Behavior, Cognition and Development: Adding to the alphabet of acculturation. Handb. of culture and psych. (2 ed). Oxford University Press.
Leung, K., Ang, S., & Tan, M. L. (2014). Intercultural competence. Ann. Review of Org. Psych. and Org. Beh, 1, 489-519.
Fowler, S.M., & Yamaguchi, M. (2020). An analysis of methods for intercultural training. The Cambridge handb. of intercultural training (4ed., pp. 192-257). Cambridge University Press.
White, F. A., et al (2021). Intergroup contact and social change: Implications of negative and positive contact for collective action in advantaged and disadvantaged groups. JSI, 77, 132–153.
Sengupta, N. K., et al (2023). Does intergroup contact foster solidarity with the disadvantaged? A longitudinal analysis across 7 years. American Psychologist.
Sue, D. W.,et al. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62, 271–286.
Additional readings will be requested throughout the semester.
Stereotyping, Prejudice, and Discrimination: Advanced Topics
LO1. Define and relate the concepts of stereotype, prejudice and discrimination.
LO2. Apply tools and procedures to assess stereotypes, prejudice and discrimination.
LO3. Historically contextualize theories on the development of stereotypes, prejudice and discrimination.
LO4. Describe and relate theories on the expression of stereotypes, prejudice and discrimination.
LO5. Explain the similarities and differences in the prevalence, content and modes of expression of stereotypes, prejudice and discrimination in relation to different social categories and intergroup contexts and throughout life (childhood, adolescence and adulthood).
LO6. Evaluate interventions to reduce stereotypes, prejudice and discrimination, identifying their potential and limitations.
LO7. Critically reflect on social psychology applied to the study of stereotypes, prejudice and discrimination, identifying open research questions.
CP1. Introduction to Prejudice, Stereotyping, and Discrimination
1.1 Definitions and levels of analysis in Social Psychology
1.2 A historical analysis on the study of prejudice
CP2. Basic processes and causes of Prejudice, Stereotyping, and Discrimination
2.1 Cognitive, affective, and motivational processes
2.2 Individual differences
2.3 Social Identity and Self-categorization
CP3. Contemporary Expression of Prejudice, Stereotyping, and Discrimination
3.1 Expression of racism and sexism through childhood to adulthood
3.2 Contemporary perspetives on heterosexism
3.3 Contemporary explanations onr anti-Immigration prejudice and discrimination
CP4. Social Impact of Prejudice, Stereotyping, and Discrimination
4.1 Stereotype threat and coping with bias
4.2.Institutional bias and public policy
CP5. Interventions
5.1 Self-regulation and bias
5.2 Interventions to counter stereotype threat
5.3 Collective action and social change
Students can complete the course through 1) assessment throughout the semester or 2) assessment by exam.
Assessment throughout the semester includes: 1.1) individual reading of 10 key articles indicated by the teacher accompanied by the publication of a brief critical commentary on the moodle platform (10%); 1.2) in two groups, preparing and carrying a debate (pros and cons) in class, of a scientific article on the contents of the UC, identified by the students and validated by the teacher (20%); 1.3) individual written essay, which requires the application of the concepts and/or theories presented in the course to the analysis of a real situation; this situation must involve a relationship between two or more people, and can be conceptualized from different levels of analysis, necessarily including the intergroup level (30%); 1.4) individual written test to be taken during the exam period (40%).
To be approved, students must attend at least 80% of classes (12), have a minimum grade in each assessment element of at least 8.5 and a final average equal to or greater than 9.5.
Assessment by exam is carried out through an individual written exam (100%).
Brown, Rupert (1995). Prejudice: its social psychology. Oxford : Blackwell. (PS.132 BRO*Pre)
Dovidio, J. F., Hewstone, M., Glick, P., & Esses, V. M., (Eds.). (2010). The Sage Handbook of prejudice, stereotyping, and discrimination. London: Sage
Fitzgerald, H. E et al. (2019). Handbook of children and prejudice: integrating research, practice, and policy. Cham: Springer. (PS.121 Han,24)
Nelson, Todd D. (2016). Handbook of prejudice, stereotyping and discrimination (2nd ed). New York : Psychology Press. (PS.131 Han,11)
Tileagă, C., Augoustinos, M., & Durrheim, K. (Eds.). (2021). The Routledge International Handbook of Discrimination, Prejudice, and Stereotyping. Routledge.
Aboud, F., Tredoux,C., Tropp, L., Brown, C., Niens, U, & Noor, N. (2012). Interventions to reduce prejudice and enhance inclusion and respect for ethnic differences in early childhood: A systematic review. Developmental Review, 32, 307-336.
Blair, I. V. (2002). The malleability of automatic stereotypes and prejudice. Personality and Social Psychology Review, 6, 242-261.
Cameron, L & Turner, R. (2010). The application of diversity-based interventions to policy and practice. In R. Crisp 8Ed.), The psychology of social and cultural diversity (pp. 322-352). Sussex: Wiley-Blackwell.
Correll, J., Park, B., Judd, C. M., & Wittenbrink, B. (2007). The influence of stereotypes on decisions to shoot. European Journal of Social Psychology, 37, 1102-1117.
Crandall, C. S., Eshleman, A., & O'brien, L. (2002). Social norms and the expression and suppression of prejudice: the struggle for internalization. Journal of Personality and Social Psychology, 82(3), 359-378.
Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of Personality and Social Psychology, 56, 5-18.
Guerra, R., Rodrigues, R. B., Aguiar, C., Carmona, M., Alexandre, J., & Costa-Lopes, R. (2019). School achievement and well-being of immigrant children: the role of acculturation orientations and perceived discrimination. Journal of School Psychology, 75, 104-118. DOI: 10.1016/j.jsp.2019.07.004.
Hamilton, D; Gifford, R (1976). Illusory correlation in interpersonal perception: A cognitive basis of stereotypic judgments. Journal of Experimental Social Psychology, 12, 392-407.
Inzlicht, M., & Kang, S. K. (2010). Stereotype threat spillover: how coping with threats to social identity affects aggression, eating, decision making, and attention. Journal of personality and social psychology, 99, 467-481.
Inzlicht, M., McKay, L., & Aronson, J. (2006). Stigma as ego depletion: How being the target of prejudice affects self-control. Psychological Science, 17, 262-269.
Killen, M. & Rutland. A. (2011). Group identity and prejudice. In Children and social exclusion. (pp. 59-84). Malden, MA: Wiley-Blackwell.
Lai, C. K., Marini, M., Lehr, S. A., Cerruti, C., Shin, J. E. L., Joy-Gaba, J. A., ... & Nosek, B. A. (2014). Reducing Implicit Racial Preferences: I. A Comparative Investigation of 17 Interventions.
Liu, P., Wang, M., & Zhang, B. (2021). Effectiveness of stereotype threat interventions: A meta-analytic review. Journal of Applied Psychology, 106(8), 1234-1256. https://doi.org/10.1037/apl0000820
Maass, A., Salvi, D., Acuri, L., & Semin, G. R. (1989). Language use in intergroup contexts: The linguistic intergroup bias. Journal of Personality and Social Psychology, 57, 981-993.
Monteiro, M. B., França, D. X., & Rodrigues, R. (2009). The development of intergroup bias in childhood: How social norms can shape children's racial behaviours. International Journal of Psychology, 44, 29-39.
Nesdale, D. (2008). Peer group rejection and children's intergroup prejudice. In S. R. Levy & M. Killen (Eds.), Intergroup attitudes and relations in childhood through adulthood. (pp. 32-46). Oxford: Oxford University Press.
Pettigrew, T. F., & Meertens, R. W. (1995). Subtle and blatant prejudice in Western Europe. European Journal of Social Psychology, 25(1), 57-75.
Raabe, T., & Beelmann, A. (2011). Development of ethnic, racial, and national prejudice in childhood and adolescence: A multinational meta-analysis of age differences. Child development, 82(6), 1715-1737.
Rodrigues, R. B., Rutland, A., & Collins, E. (2016). The Multi-Norm Structural Social-Developmental Model of Children's Intergroup Attitudes: Integrating Intergroup-Loyalty and Outgroup Fairness Norms. In Vala, J., Calheiros, M. & Waldzus, S. (Eds.). The Social Developmental Construction of Violence and Intergroup Conflict (pp. 219-246). Newcastle: Springer. ISBN: 978-3-319-42726-3 DOI: 10.1007/978-3-319-42727-0_10
Sigall, H., & Page, R. (1971). Current stereotypes: A little fading, a little faking. Journal of Personality and Social Psychology, 18(2), 247-255.
Vala, J., & Pereira, C. R. (2018). Racisms and normative pressures: a new outbreak of biological racism?. Changing societies: legacies and challenges. Vol. 2. Citizenship in crisis, 217-248.
Vauclair, C.M., Rodrigues, R. B., Marques, S., Esteves, C. S., Santos, F., & Gerardo, F. (2018). Doddering but dear … even in the eyes of young children? Age stereotyping and prejudice in childhood and adolescence. International Journal of Psychology, 53, 63-70. DOI: 10.1002/ijop.12430.
Cultural Psychology
After completing the course you should be able to:
LG1. Describe what culture is and explain the main theories about cultural differences
LG2. Differentiate between emic and etic perspectives and how they relate to endeavours in the field
LG3. Critically evaluate theories and empirical research in cultural/cross-cultural psychology
LG4. Understand research designs in cultural/cross-cultural psychology and identify knowledge gaps
LG5. Apply principles of cultural/cross-cultural psychology to analyse societal and intercultural issues
LG6. Communicate clearly and appropriately about cultural issues orally and in written format
LG7. Approach cultural issues with enhanced cultural sensitivity
The course will be divided into the following topics of the syllabus (S):
S1. Introduction
S2. Culture and the Human Mind (holistic and analytic thinking).
S3. Culture at the individual-level (independent and interdependent self-construals; cultural frameswitching, culture as situated cognition).
S4. Culture & Morality (culture and morality theories, moralization and contemporary cultural wars).
S5. Macro-level approaches to culture (cultural values theories, tightness-looseness, culture of honour).
S6. (Cross-)cultural methods (emic vs etic approaches, equivalence and bias)
S7. Cultural sensitivity (meta-science perspectives and considerations for research with cultural groups)
Students can complete the course through assessment during the semester or by exam. Assessment during the semester includes: i) a group assignment (based on a self-chosen case study related to culture and morality; 50%); and ii) an individual written test (50%). Students pass if they achieve a minimum grade of 9.5 in each assessment component (and a final average of 9.5 or higher). The examination assessment consists of an individual written exam (100%).
BibliographyCohen, D. & Kitayama. S. (2019). Handbook of cultural psychology (2nd ed.). The Guilford Press.
Haidt, J. (2013). Moral psychology for the twenty-first century. Journal of Moral Education, 42, 281-297.https://doi.org/10.1080/03057240.2013.817327
Heine, S. J. (2020). Cultural Psychology (4th ed.). New York: W.W. Norton & Co.
Smith, P. B., Fischer, R., Vignoles, V. L., & Bond, M. H. (2013). Understanding social psychology across cultures: Engaging with others in a changing world. Los Angeles: Sage Publications.
(1) Atari, M., Haidt, J., Graham, J., Koleva, S., Stevens, S. T., & Dehghani, M. (2023). Morality beyond the WEIRD: How the nomological network of morality varies across cultures. Journal of Personality and Social Psychology, 125(5), 1157–1188. https://doi.org/10.1037/pspp0000470
(2) Aydinli, A., & Bender, M. (2015). Cultural priming as a tool to understand multiculturalism and culture. Online Readings in Psychology and Culture, 2, 2307-0919. https://doi.org/10.9707/2307-0919.1134
(3) Cross, S. E., Hardin, E. E., & Gercek-Swing, B. (2011). The What, How, Why, and Where of Self-Construal. Personality and Social Psychology Review, 15(2), 142-179. https://doi.org/10.1177/1088868310373752
(4) de Oliveira, S., & Nisbett, R. E. (2017). Culture Changes How We Think About Thinking: From “Human Inference” to “Geography of Thought”. Perspectives on Psychological Science, 12(5), 782-790. https://doi.org/10.1177/1745691617702718
(5) Gelfand, M. J., et al. (2011). Differences Between Tight and Loose Cultures: A 33-Nation Study. Science, 332, 1100–1104. https://doi.org/10.1126/science.1197754
(6) Gul, P., Cross, S. E., & Uskul, A. K. (2021). Implications of culture of honor theory and research for practitioners and prevention researchers. American Psychologist, 76, 502–515. https://doi.org/10.1037/amp0000653
(7) Koleva, S. P., Graham, J., Iyer, R., Ditto, P. H., & Haidt, J. (2012). Tracing the threads: How five moral concerns (especially Purity) help explain culture war attitudes. Journal of Research in Personality, 46(2), 184–194. doi:10.1016/j.jrp.2012.01.006
(8) Oishi, S. (2014). Socioecological psychology. Annual Review of Psychology, 65(1), 581–609. doi:10.1146/annurev-psych-030413-152156
(9) Oyserman, D., & Yan, V. X. (2019). Making meaning: A culture-as-situated-cognition approach to the consequences of cultural fluency and disfluency. In D. Cohen & S. Kitayama (Eds.), Handbook of cultural psychology (2nd ed., pp. 536–565). The Guilford Press.
(10) Schwartz, S. H. (2011). Values: Cultural and individual. In F. J. R. van de Vijver, A. Chasiotis, & S. M. Breugelmans (Eds.), Fundamental questions in cross-cultural psychology (pp. 463–493). Cambridge University Press. https://doi.org/10.1017/CBO9780511974090.019
Conflict Negotiation and Mediation
LO1. Define the concepts of negotiation, conflict mediation, and intercultural conflict
LO2. Describe how basic cognitive, affective and motivational processes impact intercultural negotiation and mediation
LO3. Develop intercultural competence, namely attitudes, values, beliefs, empathy, ethnorelativism, and culturally sensitive communication behaviors, relevant to effective intercultural negotiation and conflict mediation.
LO4. Apply knowledge on intercultural conflict negotiation and mediation to managing and resolving of concrete intercultural disputes.
LG5. Analyze and report the outcomes of a negotiation via a systematic analysis of a negotiation using relevant, evidenced-based, theoretical frameworks
LO6. Critically reflect on social and cultural psychology literature on intercultural negotiation and conflict mediation identifying limitations and open research questions.
PC.1 Introduction to negotiation, mediation and intercultural conflicts
1.1 Definitions: negotiation, mediation, and intercultural conflict
1.2 The fundamentals of intercultural conflict: social identity, threats, conflict escalation, conflict resolution, and intractable conflicts
1.3 The fundamentals of negotiation: interests, goals, communication, BATNA, ZOPA, distributive and integrative negotiation
PC.2 Basic and social processes in intercultural negotiations
2.1 Cognition, biases and culture in intercultural negotiations
2.2 Emotions in intercultural negotiations
2.3 Motivation in intercultural negotiations
2.4 Intercultural competence in intercultural negotiations
2.5 Communication in intercultural negotiations
PC.3 Negotiation in context
3.1 Third-party interventions
3.2 Justice and intercultural negotiation
3.3 Cooperation in social dilemmas: a cross-cultural perspective
Students can complete the course through 1) assessment throughout the semester or 2) assessment by exam.
1. Assessment throughout the semester includes:
1.1) individual reading of 10 key articles provided by the lecturer accompanied by the publication of a brief critical analysis commentary on Moodle (10%);
1.2) a group report analyzing and discussing the negotiation exercise carried out in class (30%);
1.3) individual written essay with a reflective and theoretically grounded analysis of the skills and knowledge the student has developed in the course, particularly in the context of the negotiation exercise carried out in class (30%).
1.4) individual written test, to be taken during the exam period (30%).
Students are approved provided that they attend at least 80% of classes (10 out of 12), have a minimum grade in each assessment element of at least 8.5 and a final average grade of 9.5.
Fisher, R. & Ury, W. (2007). Getting to yes: Negotiating an agreement without giving in. London: Random House. (PS.142 FIS*Get,1)
Gelfand, M. J., & Brett, J. M. (2004). The Handbook of Negotiation and Culture. Stanford, USA: Stanford University Press. (PS.142 Han)
Olekalns, M., & Adair, W.L. (2013) (Eds.). Handbook of Research on Negotiation. Cheltenham, UK: Edward Elgar. (PS.142 Han,1)
Adair, W. L., & Brett, J. M. (2004). Culture and negotiation processes. In M. J. Gelfand & J. M. Brett (Eds.), The Handbook of Negotiation and Culture (pp. 158-176). Stanford, USA: Stanford University Press.
Allison, S. T., & Messick, D. M. (1990). Social decision heuristics in the use of shared resources. Journal of Behavioral Decision Making, 3(3), 195-204. https://doi.org/10.1002/bdm.3960030304
Ang, S., Van Dyne, L., & Koh, C. (2006). Personality correlates of the four-factor model of cultural intelligence. Group & Organization Management, 31(1), 100-123. https://doi.org/10.1177/1059601105275267
Ang, S., Van Dyne, L., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3(3), 335-371. https://doi.org/10.1111/j.1740-8784.2007.00082.x
Bar-Tal, D. (2007). Sociopsychological foundations of intractable conflicts. American Behavioral Scientist, 50(11), 1430-1453. https://doi.org/10.1177/0002764207302462
Brett, J., & Kopelman, S. (2004). Cross-Cultural Perspectives on Cooperation in Social Dilemmas. In M. J. Gelfand & J. M. Brett (Eds.), The Handbook of Negotiation and Culture (pp. 395-414). Stanford, USA: Stanford University Press.
De Dreu, C. K., Evers, A., Beersma, B., Kluwer, E. S., & Nauta, A. (2001). A theory‐based measure of conflict management strategies in the workplace. Journal of Organizational Behavior, 22(6), 645-668. https://doi.org/10.1002/job.107
De Dreu, C. K., Weingart, L. R., & Kwon, S. (2000). Influence of social motives on integrative negotiation: A meta-analytic review and test of two theories. Journal of Personality and Social Psychology, 78(5), 889-905. https://doi.org/10.1037/0022-3514.78.5.889
Deutsch, M. (1994). Constructive conflict resolution: Principles, training, and research. Journal of Social Issues, 50(1), 13-32. https://doi.org/10.1111/j.1540-4560.1994.tb02394.x
Deutsch, M., & Krauss, R. M. (1962). Studies of interpersonal bargaining. Journal of Conflict Resolution, 6(1), 52-76. https://doi.org/10.1177/002200276200600105
Imai, L., & Gelfand, M. J. (2010). The culturally intelligent negotiator: The impact of cultural intelligence (CQ) on negotiation sequences and outcomes. Organizational Behavior and Human Decision Processes, 112(2), 83-98. https://doi.org/10.1016/j.obhdp.2010.02.001
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224-253. https://doi.org/10.1037/0033-295X.98.2.224
Morris, M. W., & Gelfand, M. J. (2004). Cultural differences and cognitive dynamics: Expanding the cognitive perspective on negotiation. In M. J. Gelfand & J. M. Brett (Eds.), The Handbook of Negotiation and Culture (pp. 45-72). Stanford, USA: Stanford University Press.
Rhoades, J. A., & Carnevale, P. J. (1999). The behavioral context of strategic choice in negotiation: A test of the dual concern model. Journal of Applied Social Psychology, 29(9), 1777-1802. https://doi.org/10.1111/j.1559-1816.1999.tb00152.x
Salacuse, J. W. (1998). Ten ways that culture affects negotiating style: Some survey results. Negotiation Journal, 14(3), 221-240. https://doi.org/10.1111/j.1571-9979.1998.tb00162.x
Siedel, G. (2014). Successful negotiation: Essential strategies and skills. [video file]. Retrieved from: https://www.coursera.org/learn/negotiation-skills
Singelis, T. M. (1994). The measurement of independent and interdependent self-construals. Personality and Social Psychology Bulletin, 20(5), 580-591. https://doi.org/10.1177/0146167294205014
Thompson, L. L., Peterson, E., & Brodt, S. E. (1996). Team negotiation: An examination of integrative and distributive bargaining. Journal of Personality and Social Psychology, 70(1), 66-78. https://doi.org/10.1037/0022-3514.70.1.66
Weingart, L. R., & Olekalns, M. (2004). Communication processes in negotiation: Frequencies, sequences, and phases. In M. J. Gelfand & J. M. Brett (Eds.), The Handbook of Negotiation and Culture (pp. 143-157). Stanford, USA: Stanford University Press.
Weingart, L. R., Olekalns, M., & Smith, P. L. (2004). Quantitative coding of negotiation behavior. International Negotiation, 9(3), 441-456. https://doi.org/10.1163/1571806042402990
Research Methods in Psychology II
Students who successfully complete this course will be able to:
LG1. Know the different steps for designing a research project
LG2. Delimit and conceptually frame the research problem
LG3. Effectively outline the methodological strategy according to the formulated research problem
LG4. Write a research project that is adequate to a masters thesis in psychology
LG5. Recognize and follow the ethical guidelines established for psychology
PC1. Steps for designing a research project
- structure and goals of the research project
- development stages of a research project
- norms for the elaboration of a research project
PC2. Literature Review
- Goals and features of a literature review
- Literature review and the development of the argument
- Planning and conducting a literature review
- Organization and writing a literature review
PC3. Outlining the methodological strategy
- What is the methodological strategy: link between conceptual and operationalization stages
- Main methodological options: quantitative and qualitative
- Research design
- Planning data analysis
- Ethical issues in psychology research
This course unit has a predominantly practical nature, with the assessment method following the directives of RGACC 2024. It consists of the development of a research project proposal with the following characteristics:
Format and writing: APA guidelines
Length: maximum 10 pages
Structure: according to the guidelines provided in class
The project must include a clear statement of the research problem, a literature review, the relationship of the literature to the proposed study, formal research questions (and hypotheses, if applicable), a complete methods section, and the proposed data analysis.
The individual project accounts for 100% of the grade. Approval requires a grade of 9.5 or higher. As there is no final exam, the possibility of grade improvement is not foreseen (RGACC 2024).
American Psychological Association. (2019). Publication manual of the American Psychological Association (7th Edition.).Washington, DC.
Bell, J. (2014). Doing Your Research Project: A Guide for First-time Researchers in Education, Health and Social Science (6th ed.). Berkshire: Open University press.
Breakwell, G., Wright, D. M., & Barnett, J. (2020). Research Methods in Psychology. (5th ed.) Sage Publications. https://uk.sagepub.com/en-gb/eur/research-methods-in-psychology/book257083
McBride, D. M. (2023). The Process of Research in Psychology (5th Edition.) Sage.
Ridley, D. (2012). The Literature Review: A step-by-step Guide for Students (2nd Edition). London: Sage.
Sternberg, R.J., & Sternberg, K. (2010). The Psychologist's Companion: a Guide to Writing Scientific Papers for Students and Researchers. NY: Cambridge University Press
Walliman, N. (2020). Your research project: a step-by-step guide for the first time researcher (4th Edition). Sage.
Beech, J. R. (2009) How to write in psychology: a student guide. Wiley Blackwell.
Bell, P. & P.J. Staines (2001) Evaluating, doing and writing research in psychology: a step-by-step guide for students. Sage.
Rosnow, R., L., & Rosnow, M. (2006). Writing Papers in Psychology: a Student Guide to
Research Reports, Literature Reviews, Proposals, Posters and Handouts (7ª ed.). Belmont: Thompson.
Wood, C.P., Giles, D. & Percy, C. (2012) Your psychology project handbook: becoming a researcher. 2nd ed. Pearson.
Qualitative Data Analysis in Psychology
Learning outcomes (LO)
Each student who successfully completes this course unit should be able to:
LO1. Recognize the specific nature and contexts of application of qualitative research.
LO2. Apply discourse and thematic analysis methodologies.
LO3. Organize, manage, and code qualitative data using appropriate software tools.
LO4. Identify the limitations, potentialities, and quality assessment criteria of qualitative research in psychology.
LO5. Produce scientific documents presenting an analysis of qualitative data.
S1. Introduction to Qualitative Research
1.1. Scope and perspectives in qualitative research
S 2. Techniques for Qualitative Data Analysis
2.1. Discourse analysis and thematic analysis: definitions and procedural steps
2.2. Strengths and limitations of each methodology
2.3. Practical exercises
S 3. Software Tools for Data Coding and Analysis
3.1. Introduction, functionalities, and applications
3.2. Practical exercises using MAXQDA software
S4. Assessment Criteria in Qualitative Psychological Research
S5. Writing and Presenting Findings in Qualitative Research
Continuous assessment: Students are required to attend at least 75% of the sessions and complete the following assessment components: (1) an individual assignment (40%) consisting of a critical analysis of a qualitative scientific article; and (2) a group assignment (50%) involving the application of one of the methodologies to a set of textual data. This group project will be presented in class (10%). Students will pass the course if they obtain a final grade equal to or above 9.5 (on a 20-point scale). A minimum grade of 9.5 is required in each assessment component.
Final assessment: Final exam (100%), in the form of a written assignment. The exam consists of a thematic analysis report, presented in the format of the Methods and Results sections of a scientific article following APA guidelines. The textual material for analysis will be made available on the Moodle platform three days before the exam date.
The teaching staff might require an oral examination (both during continuous or final assessment) as a complementary evaluation method when deemed necessary (e.g., in cases of suspected plagiarism).
Bauer, M. & Gaskell, G. (2000). Qualitative Researching with Text, Image and Sound. London: Thousand Oaks.
Braun, V & Clarke, V. (2022). Thematic Analysis: A practical guide. London: SAGE
Braun, V. & Clarke, V. (2014). Successful qualitative research. London: SAGE
Jones, R. (2024). Discourse Analysis. London: Routledge.
Willig, C., & Rogers, W. S. (Eds.). (2017). The SAGE handbook of qualitative research in psychology. London:Sage.
Woolf, N. & Silver, C. (2017). Qualitative Analysis Using MAXQDA: The Five-Level QDA Method. London: Sage.
Complimentary references will be given at each class.
Serão fornecidas outras referências (específicas) em cada uma das aulas.
Joffe, H. (2012). Thematic analysis. In D. Harper & A. Thompson, Qualitative Research Methods in Mental Health and Psychotherapy (pp. 209-223). Chichester: Wiley-Blackwell.
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
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
Lyons, E., & Coyle, A. (2007). Analysing qualitative data in psychology. London: Sage.
Style, B. A. (2020). APA 7th Edition Guide. Washington, DC: APA.
Advanced Data Analysis Methods
LG1 | Identify and distinguish the different effects related to moderation, mediation and moderate mediation
LG2 | Update and develop knowledge about multiple linear regression to test moderation and mediation
LG3 | Apply multiple linear regression to test the different models
LG4 | Analyse and interpret statistical results
LG5 | Present the results in a thesis/paper
1. Moderation, mediation and moderated mediation
1.1. Moderated effect: interaction effect
1.2. Mediated effect: chain of effects
1.3. Moderated mediation: conditional indirect effect
1.4. Discussion of papers with Moderation, mediation and moderated mediation
2. Moderation using multiple linear regression
2.1. Main effect and interaction effect
2.2. Quantitative moderator
2.3. Dummy moderator
2.4. Statistical software application (PROCESS in JASP and in SPSS)
2.5. Report results in a thesis/paper
3. Mediation using multiple linear regression
3.1. Quantitative mediator
3.2. Estimate and test indirect effect by bootstrapping
3.3. Statistical software application (PROCESS in JASP and in SPSS)
3.4. Report results in a thesis/paper
4. Moderated mediation using multiple linear regression
4.1. Exploring the model
4.2. Test conditional indirect effects
4.3. Statistical software application (PROCESS in JASP and in SPSS)
4.4. Report results in a thesis/paper
Assessment during the semester includes:
1. Individual assessment - Written test (65%) - with a minimum mark of 8.5
2. Group assessment - Work (35%) - with a minimum mark of 10.
Assessment by exam includes two tasks:
1. Written test (65%) with a minimum mark of 8.5
2. An assignment (35%) handed in on the day of the exam. Minimum mark of 10.
Eliyana A, Pradana II. (2020). The Effect of Work-Family Conflict on Job Satisfaction with Organizational Commitment as the Moderator Variable. Sys Rev Pharm , 11(10): 429-437. doi:10.31838/srp.2020.10.66
Hair, J., Black, W., Babin, B. and Anderson, R. (2019) Multivariate Data Analysis, Pearson New International Edition (8th ed).
Hayes, A. F. (2022). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. 3rd, Guilford Press.
Jiang, L., J. and Matthew J. (2018). Work and Affective Commitment: A Moderated Mediation Model of Positive Work Reflection and Work Centrality. J Bus Psychol 33, 545?558. https://doi.org/10.1007/s10869-017-9509-6.
Maroco, J. (2010). Análise Estatística com o PASW Statistics (ex-SPSS), Pero Pinheiro.
Tabachnick, B. and Fidell, L. (2013). Using Multivariate Statistics, USA, Person International Edition, 6ª ed.
https://jasp-stats.org/faq/what-does-jasp-stand-for/
Baron, R e Kenny D. (1986). The Moderator-Mediator Variable Distinction in Social Psychological research: Conceptual, Strategic and Statistical Considerations, Journal of Personality and Social Psychology, 51, 1173-1182.
Preacher, K. J. e Hayes, A. F (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models, Behavior Research Methods, 40 (3), 879-891,
Important links:
Kenny, D. A. (2011). Moderation http://davidakenny.net/cm/moderation.htm
Kenny, D. A. (2012). Mediation, http://davidakenny.net/cm/mediate.htm
Baron, R e Kenny D., The Moderator-Mediator Variable Distinction in Social Psychological research: Conceptual, Strategic and Statistical Considerations, 1986, Journal of Personality and Social Psychology, 51, 1173-1182.,
Preacher, K. J. e Hayes, A. F., Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models,, 2008, Behavior Research Methods, 40 (3), 879-891, http://quantpsy.org/pubs/preacher_hayes_2008b.pdf.,
Kenny, D. A., Moderation http://davidakenny.net/cm/moderation.htm, 2011, http://davidakenny.net/cm/moderation.htm,
Kenny, D. A., Mediation, 2012, http://davidakenny.net/cm/mediate.htm, http://davidakenny.net/cm/mediate.htm
Internship in the Psychology of Intercultural Relations
LO1. Proactively contact potential internship organizations.
LO2. Actively collaborate in defining the internship objectives and program.
LO3. Demonstrate motivation, the ability to learn independently and to respond to the challenges posed by the internship.
LO4. Use appropriate theoretical and methodological tools to approach specific problems in the field of Psychology of Intercultural Relations.
LO5. Demonstrate maturity and interpersonal skills during their professional integration at the internship site.
LO6. At all times, at the internship site, maintain a dignified professional attitude consistent with the values of the University Institution they represent.
LO7. Adopt a conduct that respects the internal rules of the internship institution.
LO8. Act in accordance with the ethical standards of the profession.
LO9. Analyze and critically reflect on the activities carried out during the internship.
LG10. Write a report at the end of the internship.
The course is based on work developed by the student (autonomously and in direct contact with the internship site) and presented during individual and group orientation sessions. The seminar nature of the course, in terms of seminar contact hours, means that it is not possible to define a syllabus with specific content. Despite the absence of a syllabus in the traditional sense of the term, some of the contents to be covered in the course include, but are not limited to, the following:
PC1. Outline and conceptual framework of the Internship Plan.
PC 2: Ethics and deontology in professional practice.
PC 3: Communication and conflict management in social and organizational contexts.
PC 4: Decision-making and intervention in multidisciplinary contexts and with social and cultural diversity.
PC 5: Evidence-based psychosocial assessment and intervention processes in social and organizational contexts.
PC 6: Writing a final internship report.
The internship is assessed exclusively during the semester and includes the following elements:
1) 20% performance at the internship site, assessment carried out by the supervisor at the internship site, based on an assessment grid provided by the Department of Social and Organizational Psychology.
2) 15% participation and presentation of internship plans at internship seminars, carried out by the seminar coordinator.
3) 15% evaluation of the learning process throughout the year, carried out by the intern supervisor, based on a grid provided by the Department of Social and Organizational Psychology.
4) 50% final internship report, assessed by a teacher/researcher from the Department of Social and Organizational Psychology, other than the internship supervisor, and based on an assessment grid provided by the department.
Baird, B. (2016). The internship, practicum, and field placement handbook: A guide for the helping professions (7ª ed.). Pearson Education
Berry, J. W. (2011). Cross-cultural psychology: Research and applications. Cambridge University Press. (PS.132 Cro,1)
Buunk, A., & Van Vugt, M. (2008). Applying Social Psychology: From Problems to Solutions. London: SAGE Publications Ltd. (PS.110 BUU*App)
Frederick, S.H., & king, M. (2014). The successful internship: personal, professional and civic development in experiential learning (4ª Ed.). Belmont: Brooks/Cole. (PS.142 SWE*Suc)
O'Doherty, K. C., & Hodgetts, D. (Eds.). (2019). The SAGE handbook of applied social psychology. SAGE Publications Ltd. (PS.110 Sag)
Sweitzer, H., & King, M. (2013). The successful internship. Belmont: Cengage Learning.
"American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. Washington: American Psychological Association. https://www.apa.org/ethics/code APA (2003). Guidelines of multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58(5), 377-402. https://www.apa.org/about/policy/multicultural-guidelines-archived.pdf American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association. Fiske, S. T., Gilbert, D. T., & Lindzey, G. (2010). Handbook of social psychology (Vol. 2). John Wiley & Sons. Ordem dos Psicólogos Portugueses (2024). Código Deontológico da Ordem dos Psicólogos Portugueses. Regulamento nº 898/2024 (14 de Agosto de 2024). https://www.ordemdospsicologos.pt/ficheiros/documentos/caodigo_deontolaogico_regulamento_nao_898_2024.pdf Ordem dos Psicólogos Portugueses (2024). O perfil dos Psicólogos. O.P.P. https://www.ordemdospsicologos.pt/pt/p/perfil-psicologos
Master Dissertation in Psychology of Intercultural Relations
LG1. Identify, independently but under supervision, a scientifically relevant research question from the existing literature
LG2. Conduct a literature review, and use prior theories and evidence to formulate testable hypotheses
LG3. Devise methods and materials in a culture-sensitive way for testing hypotheses empirically
LG4. Carry out empirical research and analyze data appropriately
LG5. Interpret the results in light of the theory
LG6. Report the results in the form of a scientific paper and present the results orally in a coherent manner
Under supervision, students will:
- Formulate an initial question
- Identify relevant literature fields, locate and peruse relevant theory and evidence
- Formulate a research question and hypothesis
- Design a study to test the hypothesis
- Create design and materials
- Run the study
- Analyse and interpret results
- Plan organization of thesis
- Write thesis
At relevant points in this process, students will be provided with input relevant for the content area of their thesis and the research process itself. In particular, students will be given input on the design of an empirical study and the writing process. Both will be supported with guidelines and relevant literature.
The Thesis will be publicly defended, and the technical, written, oral presentation and argumentation components will be evaluated. The Thesis should be delivered following the norms and deadlines established by ISCTE-IUL. Attendance to the seminars is fundamental to the development of the project. The jury of the Master thesis will consider student engagement in the UC in order to contextualize the final evaluation. There is no Final Exam or the possibility for grade improvement.
BibliographyAmerican Psychological Association (2019). Publication manual of the American Psychological Association, 7th ed. Washington, DC: American Psychology Association.
ISCTE (2020). Normas para a formatação e apresentação gráfica da Dissertação ou Trabalho de Projeto dos Mestrados da Escola de Ciências Sociais e Humanas.
Sternberg, R. J. (2000). Guide to publishing in psychology journals. Cambridge: Cambridge University Press.
Reis, H. T., & Judd, C. M. (Eds.) (2000). Handbook of research methods in social and personality psychology. New York: Cambridge University Press.
"Braun, V. and Clarke, V. (2021) Thematic Analysis: A Practical Guide. Sage. Breakwell, G., Wright, D. M., & Barnett, J. (2020). Research Methods in Psychology. (5th ed.) Sage. https://uk.sagepub.com/en-gb/eur/research-methods-in-psychology/book257083 Field, A. P., (2024). Discovering statistics using IBM SPSS statistics (6th edition). Sage. Hart, C. (1998). Doing a literature review: releasing the social science research. Sage. Krueger, R. and Casey, M. (2014) Focus Groups: A Practical Guide for Applied Research. Sage. McBride, D. M. (2023). The process of research in psychology (5th ed.). Sage. Punch, K.F. (2016). Developing effective research proposals (3rd Ed.). Sage. Sullivan, C., Gibson, S., & Riley, S. (Eds.) (2023). Doing Your Qualitative Psychology Project. (2nd ed.) Sage.
Master Project in Psychology of Intercultural Relations
After completing this Curricular Unit, students will be able to:
LO1: Formulate a research question
LO2: Conduct a literature review, and use prior theories and evidence to formulate testable hypotheses
LO3: Devise methods and materials for testing a hypothesis empirically
LO4: Analyse results and decide about the hypothesis' falsification
LO5: Report on these steps in a scientific manuscript and on a poster
At the beginning of the course, students will be given the opportunity to choose a topic and supervisor. The goal is to identify a topic that is of intrinsic interest to the student and relevant given the current state of knowledge. Under the supervision, students will: - Formulate a initial question
- Identify relevant literature fields, locate and peruse relevant theory and evidence
- Formulate a research question and hypothesis
- Design a study to test the hypothesis
- Create design and materials
- Run the study
- Analyse and interpret results
- Plan organization of thesis
- Write thesis
At relevant points in this process, students will be provided with input relevant for the content area of their thesis and the research process itself. In particular, students will be given input on the design of an empirical study and the writing process. Both will be supported with guidelines and relevant literature.
The dissertation must be defended in public tests where the technical components, the form of the written work, and the presentation and public defence will be evaluated. The grade of this UC corresponds to the grade attributed to the Master Dissertation.
Rating criteria:
a. technical component (30%)
b. formal component and written presentation (20%)
c. presentation and public defence (20%)
d. process (supervisor) (30%)
American Psychological Association (2019). Publication manual of the American Psychological Association, 7th ed. Washington, DC: American Psychology Association.
ISCTE (2020). Normas para a formatação e apresentação gráfica da Dissertação ou Trabalho de Projeto dos Mestrados da Escola de Ciências Sociais e Humanas.
Sternberg, R. J. (2000). Guide to publishing in psychology journals. Cambridge: Cambridge University Press.
Reis, H. T., & Judd, C. M. (Eds.) (2000). Handbook of research methods in social and personality psychology. New York: Cambridge University Press.
"Braun, V. and Clarke, V. (2021) Thematic Analysis: A Practical Guide. Sage. Breakwell, G., Wright, D. M., & Barnett, J. (2020). Research Methods in Psychology. (5th ed.) Sage. https://uk.sagepub.com/en-gb/eur/research-methods-in-psychology/book257083 Field, A. P., (2024). Discovering statistics using IBM SPSS statistics (6th edition). Sage. Hart, C. (1998). Doing a literature review: releasing the social science research. Sage. Krueger, R. and Casey, M. (2014) Focus Groups: A Practical Guide for Applied Research. Sage. McBride, D. M. (2023). The process of research in psychology (5th ed.). Sage. Punch, K.F. (2016). Developing effective research proposals (3rd Ed.). Sage. Sullivan, C., Gibson, S., & Riley, S. (Eds.) (2023). Doing Your Qualitative Psychology Project. (2nd ed.) Sage.
Recommended optative
Optional courses will only be held if they achieve a minimum number of enrollments.
01696 - Diversity and Intercultural Relations in School Context
00730 - Qualitative Methods in Psychology
00624 - Advanced Research Methods in Psychology
01697 - Individual and Cultural Diversity Competencies Development
Accreditations