The student who successfully completes this Curricular Unit (UC) will be able to:
LO1. Identify and appropriately use theoretical and methodological concepts and approaches to analyze community problems at the social and community level.
LO2. Investigate and evaluate in community contexts.
LO3. Define strategies and master community intervention techniques and tools.
LO4. Critically analyze community intervention programs.

CP1 – Community Psychology: Concepts and theoretical approaches
• Origin, justification and current status of Community Psychology
• Definition, characteristics, principles and values ??of Community Psychology
• Concepts and formulations of Community
• Ecology, prevention and promotion
CP2 – Community research and evaluation
• Concepts and processes of community research and evaluation
• Participatory and collaborative research
CP3 – Community intervention
• Concepts, processes and strategies for community intervention
• Sense of community and social support
• Community development and participation, well-being and empowerment
• Community partnerships and coalitions
• Effectiveness of interventions
• Ethics in community intervention

Students can complete the UC through assessment throughout the semester or assessment by exam.
Assessment throughout the semester includes the following assessment instruments: oral presentation of a group work (25%), a written report of the group work (25%) and an individual written test (50%). All assessment instruments must have a minimum score of 9.5.
The exam assessment method consists of an individual written exam (100%) in the defined assessment periods (1st and/or 2nd period and/or special period).

The student who successfully completes this Course Unit will be able to:
LO1 - Describe the psychological processes involved in group membership and intergroup relationships and their impact on health;
LO2 - Identify the influence of stigmatization processes and stigmatized identities on health and illness;
LO3 - Identify sex differences in health and illness and explain them in the light of gender theories.
LO4 - Describe the influence of culture on the health and illness of individuals;
LO5 - Identify the contributions of ageism to differences in health and illness depending on age;
LO6 - Identify protective and risk factors for health due to belonging to minority groups related to gender, culture and age
LO7 – Plan strategies to combat health inequities
LO8 – Develop skills for individual and cultural diversity
LO9 – Develop applied research ideas in the fields of gender, culture and aging studies, in their relationship with health

S1-Groups and relationships between groups and health:
1.Social groups and health inequalities
2.The relationship between stereotypes, prejudice, stigma, discrimination and health
3.Social identities and health
S2- Sex, gender and health:
1.The concepts of sex and gender
2. Sex differences in health and disease
3.The influence of gender on health and illness
4.Strategies to combat gender inequities in health
S3-Migrants, ethnic minorities and health:
1.Cultural determinants and health
2.Social representations of health and illness
3.The concept of ethnicity
4. Risk factors in the health of migrants and ethnic minorities
S4 - Aging, ageism and health:
1. Concept of ageism
2. Age differences in health and illness
3.The determinants of ageism
4.Ageism and active aging
S5-Intervention methods at group level
1.Methods for reducing prejudice, stigma and discrimination
2.Methods for promoting positive social identities
3. Skills training for individual and cultural diversity

1) Over the semester evaluation
1. Written group essay (30%)
2. Group Oral presentation (20%)
3. Individual test (50%)
Students are approved if they have more than 9.5 in each evaluation point and a mean of more or equal to 9.5. The students that are not enrolled or that fail the over the semester evaluation may choose to do the evaluation by exam (100%)

The student who successfully completes this course will be able to:
LO1 | Identify and describe social cognitive determinants of health behaviors and apply them to educational settings and health promotion;
LO2 | Distinguish the classic deliberative, stage and self-regulation models
LO3 | Distinguish automatic and controlled processes in the health context
LO4 | Identify and explain the occurrence of automatic processes in different modalities: habits, cognitive biases and their determinants
LO5 | Develop an etiological model focused on psycho-social determinants of a health problem;
LO6 | Identify, develop and implement change methods and individual intervention strategies for health promotion adaptation to illness.

CP1 | Introduction to Social Psychology of Health:
1. From the biomedical model to a biopsychosocial perspective;
2. Social determinants of health behaviors

CP2- Deliberative models to predict health behaviors:
1. Classic models: socio-cognitive theories of planned behavior; Protection motivation; Health beliefs Model.
2. Models focusing on Goal setting and self-regulation
3. Stage models
4. Limits of the deliberative approach and new perspectives.

CP3 -Non-deliberative /automatic aspects of behavior in the context of health:
1. The distinction between automatic and controlled processes
2. Automatic effects on health contexts: Habits, cognitive biases and their determinants.

CP4-Methods and individual intervention strategies:
1. Methods and intervention strategies on socio-cognitive determinants of health behavior
2. Intervention methods for changing automatic aspects of individual behaviors: cueing and cognitive interventions

The continuous assessments includes the following mandatory elements.

1. Written report on a logical model of a health problem (in groups, 3 to 5 students)
2. Oral presentation (in group) of illustrating health intervention methods (20%);
3. Individual assessment at the end of the semester (55%).

To be approved, students must have at least 9.5 values in all assessments. Students who are not enrolled or fail in the continuous evaluation must be evaluated by a final exam (100%).

The student that successfully completes this CU, should be capable of:
LG1. Describe the main concepts and steps in program planning, design and evaluation.
LG2. Identify opportunities and define problems.
LG3. Building a theoretical process model of the project
LG4. Use the main tools in the design and planning of projects
LG5. Define the objectives, hypothesis, resources needed to project and define channels, methods and strategies to program planning.
LG6. Use the main methods and process in evaluation.
LG7. Design and evaluate different types of projects.

S1. Basic notions in program/project planning and evaluation.
1.1. Definition of project and program
1.2. Phases in program planning
S2. Project opportunity and problem
2.1 Identification of opportunities
2.2 Strategies for problem definition,definition by the client, analysis of social indicators, assessment of needs
S3. The importance of applying theories to design and evaluation.
3.1 Conceptualization of the problem and theoretical rationale
3.2 Result variable
3.3 Development of process models: a review
3.4 Table of balance
S4.Tools and techniques
4.1 Definition and components of Logic Model (LM)
4.2 Approaches to build the LM
4.3 Phases of the LM
S5.Activities associated with LM
5.1 Objectives and hypotheses
5.2 Channels, methods, strategies
S6. Evaluation of projects
6.1 Types of evaluation
6.2 Design and assessment tools
S7. Design and evaluation of specific projects

In the over the period evaluation option, students are required to take part in two types of evaluation exercises:
One individual test evaluating the topics covered in classes (30%)
A workgroup (program design/free theme) that includes a follow-up report (70%).
Students are approved if they reach at least 9.5 both in the test and in the work group.
Those students who fail the over the period evaluation have the choice to do an individual exam (100%).

The student who successfully finishes this course should be able to:
OA1. Explain the main theoretical, methodological and empirical assumptions in the areas of health promotion, from a psychosocial perspective.
OA2. Distinguish and explain the main features of psychosocial intervention in health promotion in specific contexts.
OA3. Critically analyze and compare psychosocial intervention strategies in health promotion in specific areas.
OA4. Produce critical analysis of the empirical research and intervention programs in the areas of health promotion.

1. The specificity of psychosocial perspective on health promotion
1.1. Health Promotion: concepts and definitions
1.2. Assumptions
1.3. Evaluation methods and strategies of psychosocial intervention
1.4. Contexts of health promotion

2. Evaluation and intervention in health promotion
2.1. Theoretical principles
2.2. Intervention types
2.3. Evaluation types and design
2.4. Evaluation instruments and indicators:

3. Specific areas of evaluation and intervention
3.1. Healthy lifestyles promotion    
3.2. Sexuality, reproductive and maternal-infant health
3.4. Addictive behaviours
3.5. Screening, vaccination, accidents' prevention and road safety
3.6. Mental health and wellbeing
3.7. Healthy and active ageing

Students can complete the course through assessment throughout the semester or assessment by exam.
Assessment throughout the semester includes: (1) an individual written test (30%); (2) a written group assignment on the critical analysis of a health promotion programme (20%); (3) a group assignment on the creation of digital content aimed at health education (e.g. podcast episode; 20%); and (4) a group assignment on the simulated implementation of a health promotion programme and its formative evaluation, involving the submission of a final written document (30%). Students with a final average of 9.5 or more will be approved.
Assessment by exam is carried out through an individual written exam (100 per cent). Students who obtain a final mark of at least 9.5 will be approved.

The student who successfully completes this UC must be able to:
LG1 - Explain the main theoretical and methodological assumptions of a psychosocial approach to adaptation to the disease.
LG2- Apply and interpret instruments for assessing adjustment to illness and quality of life.
LG3- Differentiate the clinical, epidemiological characteristics and impacts of chronic diseases.
LG4 – Differentiate, analyze and apply psychosocial intervention methods and programs to promote adjustment to chronic illnesses.
LG5 - Apply the basic principles and skills to carry out a motivational interview in contexts to promote adaptation to the disease.

PC1:Introduction to a psychosocial approach to chronic illness adaptation
1.1.Chronic diseases: Epidemiology and burden
1.2. Functionality and disability: Conceptualization and measurement
1.3. Adaptation vs. adjustment to chronic illness: basic psychosocial concepts and models
1.4. Assessment of quality of life and adjustment to chronic illness
PC2.Psychosocial assessment and intervention in illness adaptation:
2.1.Clinical and epidemiological characteristics and burden of chronic pain, cancer, cardiovascular, metabolic and infecious diseases.
2.2.Psychosocial assessment and intervention methodologies
PC3: Motivational interviewing in chronic illness contexts
3.1.Basic principles: spirit, motivational focus and communication style
3.2. Skills trainning: questionning, affirmation, reflexion and providing information.

In the assessment throughout the semester, students are expected to perform:
1. A test (50%).
2. An oral group presentation (35%) of a case of chronic illness adaptation, with a proposal for a psychosocial assessment and intervention plan.
3.Motivational interview role-play (individual) (15%)

Students who are not registered or who fail the assessment throughout the semestre will be able to take the CU in a final assessment that will include: an exam (85%) and the role-play of the motivational interview (15%).

Students who, having grades above 9.5 in all assessments, obtain a final average equal to or greater than 9.5 are approved.

By the end of this course, students will be able to:
LG1. Identify the main research findings on the association between health and personal relationships.
LG2. Describe the main psychosocial explanations for the effects of social relationships on health.
LG3. Identify techniques and intervention programmes in health through social interaction.
LG4. Master the basic techniques of group dynamics assessment in the health field.
LG5. Master the basic techniques of stress assessment and intervention.

CP1. The impacts of social relationships on health
1.1. Health, integration, and social interaction. Loneliness and health.
CP2. Psychosocial theoretical models linking health and social relationships
2.1. The emotional pathway
2.2. The social validation pathway
2.3. The social integration pathway
2.4. The attachment pathway
CP3. Stress, coping, and social support.
3.1. Stress and health: definitions, processes, and effects; stress responses and management; assessment and intervention.
3.2. Coping and adaptation: processes, resources, and assessment
3.3. Social support and health: functions of social support, received vs perceived support, measures and interventions.
CP4. Group dynamics in health.
4.1. Group processes in health
4.2. Feedback and communication in the group
4.3. Cohesion and conflict in the group
4.4. Leading groups in health contexts
4.5. Group intervention models

Students can complete the CU through assessment throughout the semester or through an exam.
Assessment throughout the semester includes attendance at least 6 PL classes (3/4) and also (i) an individual written test (50%), (ii) a group assignment on a group intervention to combat loneliness or burnout, with poster discussion (25%), and an assignment on group leadership in health (25%). Students who obtain a minimum grade of 9.5 in each assessment element (and, therefore, a final average equal to or higher than 9.5) and attend at least 3/4 of the PL classes will pass.
Assessment by exam is carried out by means of an individual written exam (100%).

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.

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).

A student who completes this curricular unit should be able to.
LO1. Be proactive in contacting institutions where the internship may take place;
L02. Activelly collaborate in the definition of the internship goals and plan;
L03. Show motivation and autonomous learning skills in face of the challenges arising in the internship;
L04. Develop the ability to transfer theoretical and methodological knowledge to solving real problems;
L05. Act maturely and show interpersonal skills during his/her integration in the work environment;
L06. Keep a personal and professional posture that dignifies the university that he/she is representing;
L07. Respect the internal norms that rule the institution hosting the internship;
L08. Act according to the professional ethical norms, keeping any issues pertaining to the activity of the hosting institution confidential;
L09. Analyse critically all the activities developed during the internship;
L010. Write a report at the end of the internship.

The nature of this C.U. does not allow the definition of a specific program. In fact, more important than the acquisition of new knowledge is the aplication of previously acquired knowlegde, the consolidation of attitudes and the practice of previously held competencies to the pursuit of the internship's goals. Therefore, this C.U. is based on the individual work developed by the student (autonomously and at the internship organization) and presented at the individual and collective supervision sessions .
Despite the absence of a traditional program, syllabus include:
S1. Outline and conceptualization of an internship plan
S2: Ethics and deontology in professional practice
S3: Communication and conflict management
S4: Intervention and decision making in a multidisciplinary context.
S5: Evidence-based psychosocial assessment and intervention processes in health and well-being contexts.
S6: Preparation of the final internship report

The internship assessment is carried out exclusively throughout the semester: 20% performance at the internship location, assessment carried out by the supervisor at the internship location, based on an evaluation grid provided by the Department of Psychology; 15% participation and presentation of internship plans in internship seminars, carried out by the seminar coordinator; 15% assessment of the learning process throughout the year, carried out by the internal supervisor, based on a grid provided by the Department; 50% final internship report, evaluated by a professor/researcher from the Department, other than the internal internship supervisor, and based on an evaluation grid provided by the Department.

A student who completes this course is able to:
LG1. Know the different steps for designing a research project.
LG2. Recognize and follow ethical guidelines.
LG3. Identify, delimit, and conceptually frame a relevant scientific research problem.
LG4. Write a literature review that adequately frames the research problem addressed using all the available resources.
LG5. Effectively outline the methodological strategy according to the formulated research problem.
LG6. Write a research project adequate to a master's dissertation or applied project.
LG7. Effectively present the work conducted and the respective argumentation.
LG8. Discuss critically the dissertation.

PC1. Steps and processes for designing a research project: Structure, development stages, and 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
PC3. Outlining the methodological strategy:
Understanding the link between conceptual and operationalization stages; Research design; planning data analysis; ethical issues in research;
PC4: Analyzing and presenting the results, discussion, and conclusions; references and appendices.
PC5: Preparing the public defense of the dissertation/applied work.

The collective seminars aim to prepare students for the final writing and public defense of their dissertations/applied project, but the completion of the seminar classes does not directly include these final stages. They are designed to ensure that students are prepared and equipped with the knowledge, skills, competencies, and confidence to present and defend their dissertation or applied project publicly. Since attendance at seminars is crucial for the development of the project, the jury will be provided with information about the student's involvement as an additional element to contextualize the final evaluation.
The dissertation/applied project must be presented according to the standards and within the deadlines established by Iscte-IUL and is defended in public where the technical components, the written work, and the presentation and defense are evaluated. The final evaluation occurs after the public discussion of the dissertation/applied project and subsequent evaluation.

This course aims at supervising student's work on the development of an intervention project social psychology of health. Therefore, it aims to contribute to the transfer of previously acquired knowledge and skills to the development of research-action and intervention projects.

A student who completes this course should be able to:
LG1. Undertake a proper bibliographic research using the available resources;
LG2. Identify and formulate a research problem for an intervention project;
LG3. Write a literature review framing the research problem;
LG4. Come up with empirical answers to the research problem by mastering the appropriate methodologies and research instruments;
LG5. Discuss critically his/her thesis;
LG6. Communicate his/her work in writing and orally

The nature of this course does not allow the definition of a specific program, since it aims at promoting the ability to transfer previously held competencies to the development of an intervention project. Therefore, this course is based on the autonomous work presented at the supervision and seminar sessions.

Despite the absence of a traditional program, some of the contents that will be taught include:
PC1 -Parts of an intervention project:
PC1.1. Defining the research problem;
PC1.2. Theoretical background: main concepts, outcome variables, etiological model, general goals and hypotheses;
PC1.3. Needs diagnosis;
PC1.4. Defining the intervention program: process and outcome goals, resources and activities, outputs, target-population and risks/threats.
PC1.5. Defining the evaluation method;
PC1.6.References and annexes

And also

PC2. Preparing for the oral defense

The intervention project should be defended in public, where the following components will be evaluated: a) technical component; b) written format, and c) oral presentation and arguments. The final grade of this course corresponds to the final grade of the project developed.