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).

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%).

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) .

At the end of the course, students should be able to:

LG1. Systematic understanding of the current state-of-the-art in Political Psychology
LG2. Insights on how other disciplines (e.g., political science, sociology, philosophy) can contribute to a psychological understanding of political behaviour
LG3. Ability to analyze and explain political processes and real-world problems
LG4. Ability to suggest and promote interventions that advance social change and personal well-being
LG5. Ability and empowerment to engage in collective action, to design political campaigns, to counter rumours and myths that undermine the value of diversity and multiculturalism.

This module advances the study of political psychology by providing students with opportunities to compare, contrast and design case studies where macro level processes influence individual attitudes and behaviours. Political psychology is an interdisciplinary area of psychology, combining insights from political science, sociology, and anthropology for the understanding of individual (psychological) behaviour. The course provides an overview of psychological theories, covering the following topics:

S1. Analysis of political behaviours and actions
S2. The role of social and political contexts
S3. Social and politicized identities
S4. Models for measuring and analysing the effect of group identification on behaviours and intergroup differentiation, collective action, and ideologies of diversity
S5. Conflict reduction models and intervention.

Evaluation is exclusively throughout the semester:

1) Group assignment:
1. design a political campaign guided by an existing social movement (such as Black Lives Matter, Extinction Rebellion)
2. present campaign focusing on strategies and process of dissemination and mobilization. (25%).

2) Individual assignment: Five reflections on tutorial content, our understanding or the empirical measurement and modelling of the concepts discussed in lectures. (10%)

3) Individual assignment:
Research paper solving one grand challenge with political psychology. Apply one or several theories to investigate how individuals get involved, participate or abstain from political participation. (65%)

According to the rules of the partner university, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

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%).

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).

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.

LO1: define and operationalize fundamental concepts related to social and cultural diversity and intergroup / intercultural relations in a school context;

LO2: identify and relate contemporary psychosocial theories on the processes of inclusion and exclusion of social and cultural diversity throughout childhood and adolescence in a school CONTEXT;

LO3: analyze the outcomes of processes of inclusion and exclusion of social and cultural diversity to academic performance and well-being of students within the framework of the literature on predictors in education.

LO4: identify and understand the fundamental principles of developing and implementing psychosocial interventions in the school context;

LO5: identify, articulate and adapt evidence-based socio-psychological interventions to promote the inclusion of social and cultural diversity and the development of positive intergroup / intercultural relations in the school context.

PC1: Social diversity and intercultural relations at school
1.1 Social and cultural diversity: perspectives and concepts
1.2 Social and cultural diversity: operationalization and evaluation

PC2: Psychosocial and organizational processes of inclusion and exclusion of social and cultural diversity in the school context.
2.1 Evidence on inclusion and exclusion in different dimensions of social and cultural diversity
2.2 Predictors of school success and well-being
2.3 Theories and explanatory hypotheses on the role of social and cultural diversity and intercultural relations in school success and well-being

PC3: Programs and interventions to promote the inclusion of social and cultural diversity in the school environment
3.1 Fundamental concepts and methodologies for developing school interventions
3.2 Psychosocial theories for promoting the inclusion of social and cultural diversity in schools
3.3 Programs and interventions to promote the inclusion of social diversity at school

Students can complete the course through 1) assessment throughout the semester or 2) assessment by exam.

Assessment throughout the semester includes 1.1) reading 8 articles / chapters (5 indicated by the teacher and 3 identified by the student (10%); 1.2) developing a proposal for psychosocial intervention in a school environment (1.2.1) group presentation of the intervention proposal (10%); 1.2.2) written report on the intervention proposal in the school (40% group report; 40% individual critical reflection). Students who have a minimum mark in each assessment element of at least 8.5 points, a final average of 9.5 points or more, and who attend at least 80% of classes (10) will pass.

2) Assessment by exam is carried out through an individual written exam (100%).

After attending this CU students should be able to
OA1 - distinguish different types of diversity
OA2 - identify diversity related chances and challenges at work
OA3- outline the most important theoretical approaches and results to explain diversity effects, including the role of leadership
OA4 - apply these approaches to concrete practical cases
OA5 - critically reflect on research and organizational policies regarding diversity.

CP1. Historical context of diversification of workforce
CP2. Dimensions and typologies of diversity in organizations
CP2.1. Demographic diversity
CP2.2. Job related diversity
CP2.3. Cultural diversity
CP2.4. Diversity in personality
CP2.5. Relational diversity
CP3. Main approaches to processes involved in diversity effects on work group performance
CP3.1. The social categorization approach
CP3.2. The information/decision making approach
CP3.3. Mediation and moderation of diversity effects
CP4. Managing diversity
CP4.1. Structural interventions: Breaking faultlines
CP4.2. Diversity and leadership
CP4.3. Diversity and organizational climate
CP5. Contemporary debates
CP5.1. Contemporary themes: microagressions; intersectionality; challenges and opportunities from COVID-19; Critical appraisals of diversity training
CP5.2 The role of cultural diversity

Evaluation during the semester:
1) group assignments (40%) including text presentation in class and a group report on a case (covering all the course);
2) Individual (30%) critical summary of one of the presented texts (covering all the course);
3) Individual test (30%) covering all the course.
A minimum of 9.5 in any of these tasks is required to guarantee success.

Exam evaluation: single written exam (100%) during the regular exam period, covering the whole course.

After completing this course students are able:
LG1. To comprehend global and local factors shaping economic migrations as well as their political, legal, and ethical aspects
LG2. To understand complexities of long-term acculturation and the process of becoming a bi-/multi-cultural person
LG3. To understand adaptation, coping strategies and acculturative stress of individuals
LG4. To know how to construct various diagnostic tools measuring acculturation
LG5. To be able to conduct research (interviews) on psycho-cultural adaptation.

The course covers the following topics:

S1. Global migration and acculturation
S2. Culture shock and coping strategies
S3. Long-term acculturation and the development of bi-/multiculturalist identities
S4. Assessment of acculturation strategies
S5. Assessing psycho-cultural adaptation through qualitative interviews

Evaluation is exclusively throughout the semester:
1) Individual assignment: A final essay (40% of final grade)
2) Group assignment: Two short report written upon meeting with migrants (2*15% each of final grade)
3) Group assignment: Analysis of sojourners’ adaptation process to the Polish culture: preparing interview questions, conducting 60-90 minutes interview, recording, writing a report based on selected literature. (30% of final grade)


This is a practical course; therefore, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

At the end of the course, students should be able to:

LG1. Analyze social issues using differing perspectives and theories on justice
LG2. Explain major psychological processes leading to and following from of global migration
LG3. Discuss social processes of climate change adaptation and mitigation
LG4. Compare psychological approaches to empowerment
LG5. Gather, evaluate, summarize, and integrate theories and apply them to societal challenges
LG6. Translate applied problems into scientific questions, back-translate theoretical models and empirical findings into interventions and answers for applied problems
LG7. Communicate with practitioners and discuss possible solutions to societal problems.

This course provides students a thorough understanding of how to plan, conduct and evaluate applied research and interventions regarding justice and sustainability with an emphasis on migration and intergroup relations. Students learn to analyse needs for interventions, set goals, as well as to design, produce, implement and evaluate the program. The course will be organized into the following main topics:

S1. Justice theories and mediation
S2. Migration and the application of social-psychological theories (intergroup contact, prejudice, relational models and acculturation) to the challenges posed by global mobility.
S3. Project work: intervention or research study
S4. Analysis of intergroup relations using case studies.

Evaluation is exclusively over the course of the semester:
A) Individual assignment: Essay on social justice or migration (concrete topic ideas will be discussed in class (50%)
B) Group assignment: Presentation of intervention plan (50%)

This is a practical course; therefore, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

After completing this course students are able:
LG1. develop in-depth understanding of epistemology in psychology, its limitations, specifically in relation to cross-cultural research.
LG2. know about terminology related to experimental and non-experimental research methods and advanced statistical concepts.
LG3. understand key challenges in psychological research, such as the complex interplay between optimal methodological solutions and limitations from ethical standards
LG4. communicate a basic understanding of non-frequentist approaches to hypothesis testing (including Bayesian statistics).
LG5. can interpret advanced data results, formulate and present conclusions based on more advanced analytical methods covered in the course.
LG6. develop competence to choose appropriate research methods and data analytical procedures based on the research question
LG7. develop the skills to use advanced methods of data exploration.

The course covers the following topics:
S1. Advanced concepts and epistemology
S2. Advanced methods of data exploration (e.g., statistics in psychometrics, exploratory factor analysis)
S3. Advanced methods of significance testing (e.g., multiple linear regression, moderation analysis)
S4. Analyses in statistical software packages
S5. Research project

Evaluation is exclusively throughout the semester:

Students need to complete several assignments throughout the course which allow them to practice the learned contents:
1) Individual home assignments (40% of final grade)
2) Group assignment: Research project report (30% of final grade)
3) Practical test covering contents presented in class (30% of final grade)

This is a practical course; therefore, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

After completing this course, students will:

LG1. Be acquainted with human rights (both historically and ideologically) as well as the principles for application and respect.
LG2. Have knowledge about democratic development and different forms of interventions for societies in transition.
LG3. Be able to apply theory and research in order to understand human rights phenomena and be able to relate the knowledge to social and cultural psychology.

After completing this course, students will know how to:
LG4. Analyze and discuss issues related to human rights, and consequences of serious violations, in a psychological context
LG5. refer to models for interventions at the social and societal level.
LG6. Analyze and discuss rights as well as how these can be ensured and implemented from a social and cultural perspective.

This course focuses on a human rights perspective to intergroup relations and culture which is relevant for issues of discrimination and intervention goals. Students will develop a broad understanding of how a thorough knowledge of culture and a community-focused approach interact with political decision processes and activism to determine the success of interventions in order to ensure and implement human rights.
S1. International provisions in relation to justice, accountability and reparation after gross human rights violations as well as an overview of legal processes across the world focusing on those involved and affected by the serious human rights violations
S2. The theoretical framework of democracy and how human rights are implemented and understood
S3. Community psychology and its potential to contribute to the reconstruction of democracy and justice following violence and conflict
S4. Human rights interventions at the social and societal level.

Individual essay related to issues of human rights from a Social and Cultural Psychology perspective (counting 100%).
This is a practical course; therefore, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

At the end of the course, students should have:

LG1. Acquired an understanding of the values and methods of community psychology, how they differ from other subfields of psychology and the complexities within community psychology
LG2. Developed an understanding of the effects of societal, cultural and environmental influences on psychological and community well-being, explored the relationships between people and their environments and analysed, as well as evaluated, ways of improving these relationships
LG3. Become familiar with innovative programs and practices geared towards prevention, intervention and empowerment of disenfranchised or marginal groups;
LG4. Developed the ability to think in terms of prevention, promotion and intervention and of alternatives to individually-oriented hypotheses, theories, approaches, and practices;
LG5. Applied their learning to specific social problems/issues.

The course covers the following topics:

S.1 The Dynamical perspective on Social Psychology
S.2 Attitudes and Judgments
S.3 Action and Control
S.4 The Self-Structure
S.5 Social relation
S.6 Social influence and social change
S.7 Psychology in Cyberspace
S.8 Practical Workshop

Evaluation is exclusively throughout the semester:

1) Group project (report and presentation) (50% of final grade).
2) Standardized test for the assessment of fundamental knowledge (50% of final grade).

According to the rules of the partner university, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

Learning Goals (LG):
Week 1: Cross-cultural Methods
LG1. Knowledge about conceptual issues, biases and study designs in cross-cultural research
LG2. Ability to evaluate cross-cultural methods and make informed decisions about which method is best suited for a specific research question
LG3. Ability to analyze cross-cultural data
LG4. Building confidence as a researcher to interpret cross-cultural data in a culturally fair way

Week 2: Culture-sensitive Intervention
LG5. Knowledge about the importance of conducting culturally-sensitive interventions in different domains and challenges involved
LG6. Ability to take a culturally sensitive approach to the design and implementation of theory-based interventions
LG7. Ability and confidence to conduct and assess evidence-based interventions in a culturally fair way
LG8. Ability to critically evaluate the quality and effectiveness of social interventions.

Week 1 Cross-cultural Methods:
S1: Setting up R, familiarisation with the data and initial exploratory analyses.
S2: Measurement theory and confirmatory factor analysis (CFA).
S3: Measurement invariance and multi-group structural equation modelling (SEM).
S4: Putting it all together: data visualisation and presentation of results.

Week 2 Culture-sensitive intervention:
S1. Understanding Trauma & Trauma Informed Care. Complex needs population I: migrants, trafficking in persons, sexual exploitation survivors, GBV.
S2. Psychosocial Approach Training: tools for intervention. Complex needs population lI: migrants, trafficking in persons, sexual exploitation survivors, GBV.
S3. Community-based Participatory Action Projects.
S4. Help the Helpers: self-care working with vulnerable groups. & Evaluation.

Evaluation is individual and takes place during the summer school:

Week 1:
Students will have to attend 80% of the classes and to take part in the class activities. Students will be given an assignment on cross-cultural data analyses (40%) and a take home assignment where they have to apply the learned concepts to a research idea, discussing both the theory and the statistical methods (procedures to follow/analysis strategy) necessary (60%).

Week 2:
Students must attend 80% of classes minimum. Each of the 4 days students will have time to write a short reflection piece on the topics discussed, these pieces will be added to a portfolio and sent to the tutors at the end of the week (50%). On the last day, students will also develop in class a sketch for a) a bottom-up project or b) a psychosocial intervention guideline for a target group of their choosing that will also be sent to the tutors and evaluated (50%).

This is a practical course; therefore, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

LG1. Students know the key concepts and theoretical models in the domain of intercultural competence development
LG2. Students are able to apply their knowledge to analyze and better understand differences in social behavior
LG3. Students are able to develop their own creative solutions for specific/complex psychological situations in a multicultural context
LG4. Students are aware of their own cultural background and the cultural and psychological biases they bring to an interaction with people from other cultures
LG5. Students are able to behave in a culturally competent way in different contexts.

The course covers the following topics:
S1. Models of intercultural competence development
S2. Cross-cultural differences in verbal and non-verbal communication
S3. Analyzing critical incidents in intercultural encounters
S4. Training of intercultural competence

Evaluation is exclusively throughout the semester:

Students need to complete several assignments throughout the course which allow them to practice the learned contents:
1. Individual assessment: Workshop activity
Reading of obligatory literature, active participation in the workshop sessions, sharing experiences and individual opinions on a given topic.
Students' activity verified by various in-class tasks.
Students aim to apply knowledge acquired through the readings into practice. The perspective of a training participant and a trainer are integrated during the course: students are welcome to comment on the activities from both points of views. An emphasis is put not only on the activities’ goal but also on a broader context: in what cases and situations the activity may work and why? What are the activities’ limitations? 10% of final grade
2. Group project: Project of a day training for a chosen target group should be presented in the class. 36% of final grade
3. Intercultural Competence Training: Individual tasks 14% of final grade
4. Adaptation for international students - workshop activity: active participation in the workshop sessions, sharing experiences and individual opinions on a given topic 10% of final grade
5. Adaptation for international students - Critical Incidents’ Analysis 20% of final grade
6. Short Google Classroom activities based on sources (articles, films, etc.) proposed by the instructor. 10% of final grade

This is a practical course; therefore, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

After completing this course students are able:
LG1. Students acquire a systematic understanding and an overview of the state-of-the-art of the cross-cultural aspects of human behavior
LG2. Students know the various perspectives and approaches within cross-cultural psychology that explain the various aspects of human behavior
LG 3. Students are able to self-reflect on their own culture and their values
LG 4. Students are aware of the role of culture when designing, planning and carrying out psychological activities
LG 5. Students have developed skills in observing, interpreting and evaluating the role of culture in human behavior
LG 6. Students know how to construct research tools in accordance with the chosen theoretical principles in the field of cultural psychology.

The course covers the following topics:

S1. Critical appraisal of universal and culture-free psychology
S2: The interaction of culture and psychology
S3. Ecology, language, worldviews (belief systems) and value-dimensions as cultural determinants of the individual human psyche
S4. Designing, conducting experiments and analysing research data in the domain of culture and psychology
S5. Assessing individual and cross-cultural differences in personality, values and emotions.

Evaluation is exclusively throughout the semester:

Students need to complete several assignments throughout the course which allow them to practice the learned contents:
1) Group assignment: research proposal (30% of final grade)
2) Individual assignments during classes (10% of final grade)
3) Final test (60% of final grade)

According to the rules of the partner university, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

After completing this course students should be able to:
LG1. Describe the characteristics of health psychology.
LG2. Debate the pros and cons of specific approaches in health psychology.
LG3. Assess the quality of the health psychology research methods and applications.
LG4. Critically discuss the effectiveness of a health psychology interventions
LG5. Display confidence in discussing health psychology approaches, findings, and application.
LG6. Embrace the research designs that health psychology offers.
LG7. Appraise the role of psychological science in evaluating the usefulness of health psychology practices.
LG8. Appreciate the importance of political, social and cultural factors in approaches to health psychology.
LG9. Be aware of the various methods used to conduct research into health psychology.

The thematic topics addresses in this course are as follows:
S1. Introduction to Health Psychology
S2. Stress
S3. Biology of Stress
S4. Stress and Coping
S5. Cardiovascular Reactivity to acute stress
S6. Chronic Stress & Health: Caring and Unemployment
S7. Social support and Disease
S8. Psychosocial factors and heart disease
S9. Psychosocial factors and Cancer
S10. Stress management and Review
S11. Loneliness

Individual evaluation throughout the semester:

1. Peer-led ‘Journal Clubs’ discussions weighted at 6% test LG2, 3, 5, 6, 7, 8, and 9. Journal articles will be provided for students to give the opportunity to learn from and receive peer’s/tutor feedback on the journal articles they are discussing. It will help students develop critical thinking skills, and provide formative feedback to help students improve and prepare for the end of year exams.
2. At the end of the semester: There will be written essays (to be submitted during the official exam period) weighted at 94% which will map on to LG1, 2, and 4. Students have to write two essays from a choice of four essay questions. The questions will be made available after the end of semester teaching period. Here, students will be expected to apply theoretical knowledge when formulating essay answers. They will be expected to provide empirical evidence in support of their arguments and critically evaluate this research to demonstrate their knowledge and understanding of the phenomenon in question. There will be a choice of four questions, and students have to answer two.

According to the rules of the partner university, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

After completing this course students are able:
LG1. To comprehend global and local factors shaping economic migrations as well as their political, legal, and ethical aspects
LG2. To understand complexities of long-term acculturation and the process of becoming a bi-/multi-cultural person
LG3. To understand adaptation, coping strategies and acculturative stress of individuals
LG4. To know how to construct various diagnostic tools measuring acculturation
LG5. To be able to conduct research (interviews) on psycho-cultural adaptation.

The course covers the following topics:

S1. Global migration and acculturation
S2. Culture shock and coping strategies
S3. Long-term acculturation and the development of bi-/multiculturalist identities
S4. Assessment of acculturation strategies
S5. Assessing psycho-cultural adaptation through qualitative interviews

Evaluation is exclusively throughout the semester:
1) Individual assignment: A final essay (40% of final grade)
2) Group assignment: Two short report written upon meeting with migrants (2*15% each of final grade)
3) Group assignment: Analysis of sojourners’ adaptation process to the Polish culture: preparing interview questions, conducting 60-90 minutes interview, recording, writing a report based on selected literature. (30% of final grade)


This is a practical course; therefore, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

After completing this course students are able:
LG1. develop in-depth understanding of epistemology in psychology, its limitations, specifically in relation to cross-cultural research.
LG2. know about terminology related to experimental and non-experimental research methods and advanced statistical concepts.
LG3. understand key challenges in psychological research, such as the complex interplay between optimal methodological solutions and limitations from ethical standards
LG4. communicate a basic understanding of non-frequentist approaches to hypothesis testing (including Bayesian statistics).
LG5. can interpret advanced data results, formulate and present conclusions based on more advanced analytical methods covered in the course.
LG6. develop competence to choose appropriate research methods and data analytical procedures based on the research question
LG7. develop the skills to use advanced methods of data exploration.

The course covers the following topics:
S1. Advanced concepts and epistemology
S2. Advanced methods of data exploration (e.g., statistics in psychometrics, exploratory factor analysis)
S3. Advanced methods of significance testing (e.g., multiple linear regression, moderation analysis)
S4. Analyses in statistical software packages
S5. Research project

Evaluation is exclusively throughout the semester:

Students need to complete several assignments throughout the course which allow them to practice the learned contents:
1) Individual home assignments (40% of final grade)
2) Group assignment: Research project report (30% of final grade)
3) Practical test covering contents presented in class (30% of final grade)

This is a practical course; therefore, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

At the end of the course, students should have:

LG1. Acquired an understanding of the values and methods of community psychology, how they differ from other subfields of psychology and the complexities within community psychology
LG2. Developed an understanding of the effects of societal, cultural and environmental influences on psychological and community well-being, explored the relationships between people and their environments and analysed, as well as evaluated, ways of improving these relationships
LG3. Become familiar with innovative programs and practices geared towards prevention, intervention and empowerment of disenfranchised or marginal groups;
LG4. Developed the ability to think in terms of prevention, promotion and intervention and of alternatives to individually-oriented hypotheses, theories, approaches, and practices;
LG5. Applied their learning to specific social problems/issues.

The course covers the following topics:

S.1 The Dynamical perspective on Social Psychology
S.2 Attitudes and Judgments
S.3 Action and Control
S.4 The Self-Structure
S.5 Social relation
S.6 Social influence and social change
S.7 Psychology in Cyberspace
S.8 Practical Workshop

Evaluation is exclusively throughout the semester:

1) Group project (report and presentation) (50% of final grade).
2) Standardized test for the assessment of fundamental knowledge (50% of final grade).

According to the rules of the partner university, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

Learning Goals (LG):
Week 1: Cross-cultural Methods
LG1. Knowledge about conceptual issues, biases and study designs in cross-cultural research
LG2. Ability to evaluate cross-cultural methods and make informed decisions about which method is best suited for a specific research question
LG3. Ability to analyze cross-cultural data
LG4. Building confidence as a researcher to interpret cross-cultural data in a culturally fair way

Week 2: Culture-sensitive Intervention
LG5. Knowledge about the importance of conducting culturally-sensitive interventions in different domains and challenges involved
LG6. Ability to take a culturally sensitive approach to the design and implementation of theory-based interventions
LG7. Ability and confidence to conduct and assess evidence-based interventions in a culturally fair way
LG8. Ability to critically evaluate the quality and effectiveness of social interventions.

Week 1 Cross-cultural Methods:
S1: Setting up R, familiarisation with the data and initial exploratory analyses.
S2: Measurement theory and confirmatory factor analysis (CFA).
S3: Measurement invariance and multi-group structural equation modelling (SEM).
S4: Putting it all together: data visualisation and presentation of results.

Week 2 Culture-sensitive intervention:
S1. Understanding Trauma & Trauma Informed Care. Complex needs population I: migrants, trafficking in persons, sexual exploitation survivors, GBV.
S2. Psychosocial Approach Training: tools for intervention. Complex needs population lI: migrants, trafficking in persons, sexual exploitation survivors, GBV.
S3. Community-based Participatory Action Projects.
S4. Help the Helpers: self-care working with vulnerable groups. & Evaluation.

Evaluation is individual and takes place during the summer school:

Week 1:
Students will have to attend 80% of the classes and to take part in the class activities. Students will be given an assignment on cross-cultural data analyses (40%) and a take home assignment where they have to apply the learned concepts to a research idea, discussing both the theory and the statistical methods (procedures to follow/analysis strategy) necessary (60%).

Week 2:
Students must attend 80% of classes minimum. Each of the 4 days students will have time to write a short reflection piece on the topics discussed, these pieces will be added to a portfolio and sent to the tutors at the end of the week (50%). On the last day, students will also develop in class a sketch for a) a bottom-up project or b) a psychosocial intervention guideline for a target group of their choosing that will also be sent to the tutors and evaluated (50%).

This is a practical course; therefore, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

LG1. Students know the key concepts and theoretical models in the domain of intercultural competence development
LG2. Students are able to apply their knowledge to analyze and better understand differences in social behavior
LG3. Students are able to develop their own creative solutions for specific/complex psychological situations in a multicultural context
LG4. Students are aware of their own cultural background and the cultural and psychological biases they bring to an interaction with people from other cultures
LG5. Students are able to behave in a culturally competent way in different contexts.

The course covers the following topics:
S1. Models of intercultural competence development
S2. Cross-cultural differences in verbal and non-verbal communication
S3. Analyzing critical incidents in intercultural encounters
S4. Training of intercultural competence

Evaluation is exclusively throughout the semester:

Students need to complete several assignments throughout the course which allow them to practice the learned contents:
1. Individual assessment: Workshop activity
Reading of obligatory literature, active participation in the workshop sessions, sharing experiences and individual opinions on a given topic.
Students' activity verified by various in-class tasks.
Students aim to apply knowledge acquired through the readings into practice. The perspective of a training participant and a trainer are integrated during the course: students are welcome to comment on the activities from both points of views. An emphasis is put not only on the activities’ goal but also on a broader context: in what cases and situations the activity may work and why? What are the activities’ limitations? 10% of final grade
2. Group project: Project of a day training for a chosen target group should be presented in the class. 36% of final grade
3. Intercultural Competence Training: Individual tasks 14% of final grade
4. Adaptation for international students - workshop activity: active participation in the workshop sessions, sharing experiences and individual opinions on a given topic 10% of final grade
5. Adaptation for international students - Critical Incidents’ Analysis 20% of final grade
6. Short Google Classroom activities based on sources (articles, films, etc.) proposed by the instructor. 10% of final grade

This is a practical course; therefore, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

After completing this course students should be able to:LG 1. Use psychological knowledge about human development across the lifespan to address issues related to migrant health and social inclusion.
LG 2. Know and understand how to use knowledge in solving research and practical problems.
LG 3. Critically assess the health needs of migrants, by using a psychological understanding of cultural differences.
LG 4. Critically discuss social and political determinants of health and social inclusion of migrants.
LG 5. Assess and criticize key aspects of health systems and intervention programs, using insights from cross-cultural and social psychological research.
LG 6. Develop intercultural awareness, sensitivity and competencies.
LG 7. Empathise with people in vulnerable situations.

Part 1
S1. Individual Level: Migrant psychological health
S2. Stages of migration and how they affect migrant health
S3. Different Migrant Groups
Part 2
S4. Societal Level: Migrants’ access to health services
S5. Information, ethnic markers, social inclusion
S6. Language and intercultural mediation
S7. Social exclusion in health
Part 3
S8. Analysis of interventions to promote to migrants’ inclusion (at the local, national and international level)

Evaluation throughout the semester:
Coursework 1: Group work, a 15-minute presentation on the social determinants of health. The presentation happens during class and is worth 40% of the final grade. This piece of coursework represents an evaluation throughout the module. The coursework invites students to work in groups of 2 students to identify the social determinants of health related to a particular migration/displacement phase or population. Students are asked to identify a target population and social determinants of health paradigm. Extensive documentation of the respective target group and their situation and position in the multiple systems in society, locally and trans-nationally is expected. Also a clear and comprehensive description of the stakeholders involved in working with the target population and theoretical documentation of the psychological profile of the target population.

Coursework 2: Individual work, a portfolio on an intervention targeting migrant health and social inclusion. This coursework is worth 60% of the final grade and is a final evaluation. Students are required to create a portfolio and discuss, criticize, and compare the advantages and disadvantages of an intervention program targeting migrants or displaced populations, focusing in particular on psychological knowledge and research. Based on the interactive lectures and with tutorial support, students will develop their portfolio looking at interventions that will address the specific issue identified in Part 2. Students are expected to use theoretical knowledge and psychological science (theory and methods) to analyse the social intervention. Moreover, students should use relevant academic and non-academic references to document the description and analysis.

According to the rules of the partner university, there is no option for a final exam.
To pass a course, the student must achieve the minimum grade as defined by the partner university.

After completing this course students are able:
LG1. Students acquire a systematic understanding and an overview of the state-of-the-art of the cross-cultural aspects of human behavior
LG2. Students know the various perspectives and approaches within cross-cultural psychology that explain the various aspects of human behavior
LG 3. Students are able to self-reflect on their own culture and their values
LG 4. Students are aware of the role of culture when designing, planning and carrying out psychological activities
LG 5. Students have developed skills in observing, interpreting and evaluating the role of culture in human behavior
LG 6. Students know how to construct research tools in accordance with the chosen theoretical principles in the field of cultural psychology.

The course covers the following topics:

S1. Critical appraisal of universal and culture-free psychology
S2: The interaction of culture and psychology
S3. Ecology, language, worldviews (belief systems) and value-dimensions as cultural determinants of the individual human psyche
S4. Designing, conducting experiments and analysing research data in the domain of culture and psychology
S5. Assessing individual and cross-cultural differences in personality, values and emotions.

Evaluation is exclusively throughout the semester:

Students need to complete several assignments throughout the course which allow them to practice the learned contents:
1) Group assignment: research proposal (30% of final grade)
2) Individual assignments during classes (10% of final grade)
3) Final test (60% of final grade)

According to the rules of the partner university, there is no option for a final exam.

To pass a course, the student must achieve the minimum grade as defined by the partner university.

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 Global Mobility, Inclusion and Diversity in Society.
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 may include 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) 5% participation and presentation of the internship plans at the internship seminars, carried out by the seminar coordinator.
3) 75% evaluation of the final internship report, carried out by the intern supervisor, based on a grid provided by the Department of Social and Organizational Psychology.

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 Global Mobility, Inclusion and Diversity in Society.
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 may include 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) 5% participation and presentation of the internship plans at the internship seminars, carried out by the seminar coordinator.
3) 75% evaluation of the final internship report, carried out by the intern supervisor, based on a grid provided by the Department of Social and Organizational Psychology.

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 the partner universities. 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.

This is a practical course; therefore, there is no final exam or the possibility for grade improvement.