After this course students should be able to:
a) Explain the concept of environmental justice, the underlying factors that lead to it and its psycho-social implications and applications;
b) Identify environmental injustices and be able to diagnose their impacts on public, community and individual health and well-being, through appropriate research methods;
c) Gain country-specific knowledge about cases of environmental conflicts, local efforts to uphold environmental injustice and the role of environmental policies on those;
d) Understand how to intervene to tackle environmental injustices, including through participatory research.

1- Introduction. What is environmental justice? History, definitions, examples and theoretical frameworks.
2- Researching environmental conflicts globally and in Portugal: health impacts and disparities; models of social change; forms of advocacy and collective action
3- Research methods and intervention for environmental justice

Evaluation throughout the semester includes a group assignment and its presentation (weighting 40% of the final grade) and an individual assignment (60% of the final grade). Students with a final mean of 9,5 or above (without any grades below 9,5) are considered approved in this course. The students that are not approved in the evaluation throughout the semester can opt for undertaking an evaluation by written exam (100% of the final grade).

After this course the student should be able to:
a) Identify psychosocial processes involved in attachment to place and community in changing urban contexts, and use research instruments in the field
b) Identify psychosocial processes involved in the construction of meanings, discourses and practices consequential for dealing with climate change,
c) understand meanings, discourses and practices involved in climatic activism, collective action and environmental citizenship

Introduction. Levels of analysis of social change for sustainability. Societal, community/group and individual levels and the socio-psychological processes more salient in each.
section 1 - Models, studies and instruments regarding people-place relations in changing urban contexts: place attachment, place identity, sense of community.
section 2 - Models and studies regarding climate change mitigation, biodiversity conservation and public participation in environmental domains. Place attachment and sense of community and its consequences for collective action and social change. Climatic activism and environmental citizenship.

For continuous evaluation students need
a group presentation in class - 40%;
an individual essay - 60%
Students with a final average of 9.5 or above (with no evaluations below 8.5) are considered approved for this course.
Students who fail the continuous evaluation can do a written exam.

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 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).