Accreditations
To work as a professional Psychologist requires in-depth training, including completion of two study cycles (i.e. a Bachelor's and Master's) and a supervised professional internship. For the purposes of fulfilling this requirement, besides this general undergraduate course (Bachelor's) in Psychology, Iscte offers students a selection of options for further training in the second cycle (Master's) in Psychology. In these programs, which span the areas of Social and Organizational Psychology and other Applied Psychology domains (such as Health, Emotions, Intercultural Relations, Community and the Protection of Minors), students have the opportunity to deepen the professional skills acquired in the first cycle.
Programme Structure for 2024/2025
Qualitative Research Methods
Students who successfully complete this course will:
LG1. Understand and identify the limitations and potential of a variety of qualitative research methods
LG2. Identify different methods for collecting and analyzing qualitative data.
LG3. Plan and execute individual interviews.
LG4. Plan and conduct thematic analysis.
LG5. Understand and apply ethical principles in qualitative research in Psychology.
LG6. Critically assess the quality of qualitative studies.
PC1. QUALITATIVE METHODS IN SCIENTIFIC RESEARCH
1.1. The debate between qualitative and quantitative methods in the development of scientific knowledge
1.2. The specificity and utility of qualitative methods
PC2. METHODS FOR COLLECTING QUALITATIVE DATA
2.1. Observation
2.2. Individual and group interviews
2.3. Other strategies for collecting qualitative data
PC3. METHODS FOR ANALYSING QUALITATIVE DATA
3.1. Thematic analysis
3.2. Other qualitative approaches
PC4. QUALITY IN QUALITATIVE STUDIES in PSYCHOLOGY
4.1. Ethics in qualitative research in Psychology
4.2. Critical analysis of the quality of qualitative studies
4.3. Presentation of results and publication of qualitative studies.
Periodical evaluation or final exam (100%).
Periodical evaluation includes 3 components (all mandatory): group assignment with written report (35%) and classroom presentation (15%); and individual test (50%).
Minimum of 8,5 in each periodical evaluation component. Students are approved if they attain an weighted average grade equal to or greater than 9,5.
Title: Bauer, M. W., & Gaskell, G. (Eds) (2003). Pesquisa qualitativa com texto, imagem e som. Editora Vozes.
Camic, P. M., Rhodes J. E., & Yardley, L. (2004). Qualitative research in Psychology: Expanding perspectives in methodology and design. APA.
Denzin, N. K. & Lincoln, Y. S. (1994/2000). Handbook of qualitative research. Sage.
Flick, U. (2005). Métodos qualitativos na investigação científica. Monitor.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). Sage.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis. Sage.
Willig, C., & Rogers, W. S. (Eds.). (2017). The SAGE handbook of qualitative research in psychology. Thousand Oaks: Sage.
Braun, V & Clarke, V. (2022). Thematic Analysis: A practical guide. SAGE
Braun, V. & Clarke, V. (2014). Successful qualitative research. SAGE
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Title: Lopes, D., & Pinto, I. R. (2016). Conhecer os métodos quantitativos e qualitativos e suas aplicações em ciências sociais e humanas. In M. V. Garrido & M. Prada (Coord.), Manual de competências académicas (pp. 281-341). Edições Sílabo.
Jorgensen, D. (1989). Participant observation: A methodology for human studies. Sage.
Krueger, R. A., & Casey, M. A. (2015). Focus groups: A practical guide for applied research. Sage Publications.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Sage.
Morgan, D. L., Krueger, R. A. & King, J. A. (1997). Focus Group Kit. Sage Publications.
Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology, 11(1), 25-41.
Robson, C. (2016). Real world research: A resource guide for social scientists and practitioner-researchers. Blackwell.
Rubin, H. J., & Rubin, I. S. (2005/2011). Qualitative interviewing: The art of hearing data. Sage.
Yin, R. K. (1994/2009/2018). Case study research, design and methods. Sage.
Bardin, L. (2009). Análise de conteúdo. Edições 70.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brooks, J., McCluskey, S., Turley, E., & King, N. (2015). The utility of template analysis in qualitative psychology research. Qualitative Research in Psychology, 12(2), 202-222.
Fernandes, E. M. & Maia, A. (2001). Grounded theory. In E. M. Fernandes & L. S. Almeida (Eds.), Métodos e técnicas de avaliação: Contributos para a prática e investigação psicológica. Centro de Estudos em Educação e Psicologia da Universidade do Minho.
Henwood, K. & Pidgeon, N. (2004). Grounded theory in psychology research. In P. M. Camic, J. E., Rhodes, J. E. & Yardley, L. (Eds)., Qualitative research in psychology. Expanding perspectives in methodology and design. APA.
Joffe, H., & Yardley, L. (2004). Content and thematic analysis. Research Methods for Clinical and Health Psychology, 56, 68.
Krippendorff, K. (2004/2018). Content analysis: An introduction to its methodology. Sage. [Ou versão espanhola]
Strauss, A. & Corbin, J. (1990/2015). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage.
Vala, J. (1986). Análise de conteúdo. In Silva, A. A & Pinto, J. M. (Eds.). Metodologia das Ciências Sociais (pp. 101-128). Afrontamento.
Levitt, H. M., Motulsky, S. L., Wertz, F. J., Morrow, S. L., & Ponterotto, J. G. (2017). Recommendations for designing and reviewing qualitative research in psychology: Promoting methodological integrity. Qualitative Psychology, 4(1), 2-22. http://dx.doi.org/10.1037/qup0000082
Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 26-46. http://dx.doi.org/10.1037/amp0000151
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Sage.
Meyrick, J. (2006). What is good qualitative research? A first step towards a comprehensive approach to judging rigour/quality. Journal of Health Psychology, 11(5), 799-808.
Williams, E. N., & Morrow, S. L. (2009). Achieving trustworthiness in qualitative research: A pan-paradigmatic perspective. Psychotherapy Research, 19(4-5), 576-582.
Castro, P. (2004). A comemoração dos 500 anos do Descobrimento do Brasil na Imprensa Portuguesa: Uma vontade de futuro. Psicologia, XVII, 363-380.
Costa, P. & Silva, S. (2010). Perspectivas dos Recursos Humanos e Medicina do Trabalho sobre Stress no Trabalho: um estudo exploratório. Livro de actas (electrónico) do Simpósio "Investigação e Intervenção em Recursos Humanos 2010: Dilemas de uma sociedade em transforação".
Duarte, A. P. & Lima, M. L. (2005). Análise dos conteúdos da identidade associada ao lugar. Psicologia, XIX (1/2), 193-226.
Freitas, A. C., & Silva, S. A. (2017). Exploring OHS trainers' role in the transfer of training. Safety science, 91, 310-319.
Gonçalves, M. & Moleiro, C. (2011). The triangle family-school-primary care and the access to mental health care among migrant and ethnic minorities. Journal of Immigrant and Minority Health. doi 10.1007/s10903-011-9527-9
Grogan, S., & Mechan, J. (2017). Body image after mastectomy: A thematic analysis of younger women's written accounts. Journal of Health Psychology, 22(11), 1480-1490.
Hennekam, S. (2016). Identity transition during pregnancy: The importance of role models. Human Relations, 69(9), 1765-1790.
Jankowski, G. S., Diedrichs, P. C., Williamson, H., Christopher, G., & Harcourt, D. (2016). Looking age-appropriate while growing old gracefully: A qualitative study of ageing and body image among older adults. Journal of Health Psychology, 21(4), 550-561.
Machado, H. V. (2005). Identidade organizacional: Um estudo de caso no contexto da cultura brasileira. RAE-eletrónica. (http://www.scielo.br/pdf/raeel/v4n1/v4n1a12.pdf)
Silva, S. & Lima, M.L. (2004). Culturas de segurança e aprendizagem com acidentes. In J. Vala, M. Garrido & P. Alcobia (Org.). Percursos de Investigação em Psicologia Social e Organizacional. Colibri.
Silva, S.A., Passos, A. M., Ramalho, N. & Caetano, António (2016). Teorias implícitas sobre o sucesso académico e a empregabilidade. In J. M. Mendes, A. Caetano, J. M. C. Ferreira (Ed.), Sucesso e abandono no ensino superior em Portugal (pp. 195-214). Almedina.
Silva, S. A., Costa, P. L., Costa, R., Tavares, S. M., Leite, E. S., & Passos, A. M. (2013). Meanings of quality of care: Perspectives of Portuguese health professionals and patients. British Journal of Health Psychology, 18(4), 858-873.
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Psychophysiology and Genetics
The successful student in this UC acquires a general understanding of the biological foundations of cognition, emotion and behaviour, and attains the following learning outcomes:
LO1. Knows the nature vs. nurture debate
LO2. Understands the interactions between our genetic makeup and environmental influences; this includes: 2.1. Knowing main concepts in Classic Genetics and the mechanisms of genetic transmission; 2.2. Explaining how stable evolutionary environment have influenced behaviour and culture; 2.3. Distinguishing between genetic influence and genetic determinism; 2.4. Knowing examples of how human cultures played a role in shaping genotypes
LO3. Recognizes the history of psychophysiological measures
LO4. Knows the main peripheral measures and the psychophysiological systems that they assess
LO5. Knows the main measures of the central nervous system
LO6. Explains and critically evaluates the use of psychophysiological measures in psychological research
The program comprises 11 topics in 2 major modules: Genetics/human evolution/culture and Psychophysiology/emotion/cognition.
T1 Genetic continuity between organisms and the relationship evolution-genetics
T2 Milestones of human evolution and progress in the study of the human genome
T3 Principles of genetic transmission
T4 Relationship genes-behavior. Facts and Miths
T5 The complex intertwining of genes and environment
T6 Historical introduction to Psychophysiology and to the use of physiological measures in PsychologY
T7 Principles of the structure and functioning of the human nervous system
T8 Methodological foundations of Psychophysiology.
T9 Biological bases, acquisition, and psychological meaning of the most widely used peripheral measures: electrodermal, cardiac, electromyographic and pupil activity
T10 Basic principles of structural and functional brain imaging techniques
T11. Applications of Psychophysiology in different areas of Psychology
Students can choose between periodic evaluation or final exam. Periodic evaluation: test (60%) + oral presentation and written report (20%) + promotion of debate (20%).
To be approved, students need to obtain >= 8.5 in each evaluation component, and a final weighted average >= 9.5
For those doing final exam only, they will be approved if their grade is >= 9.5.
Title: Cacciopo, J. T., Tassinary, L. G. & GG Berntson (2017). Handbook of Psychophysiology, 4th Edition. Cambridge: Cambridge University Press.
Dilala, L. (2004). Behavior Genetics Principles. Perspectives in Development, Personality, and Psychopathology.Wasington, DC: APA
Francis, R. C. (2012). Epigenetics: How Environment Shapes Our Genes. NY, USA: W. W. Norton & Company
Kolb, B., & Whishaw I. Q. (2015). Fundamentals of Human Neuropsychology, 7th Edition. New York: Worth Publishers.
Levy, A., Carrapiço, F., Abreu, H. e Pina, M. (2015). Homem: origem e evolução. Lisboa: Glaciar
Nettle, D. (2010). Evolution and Genetics for Psychology. Oxford: Oxford University Press.
Stern, R. M. (2000). Psychophysiological Recording. USA: Oxford University Press
Toates, F. (2011). Biological Psychology (3rd Ed.). Harlow, NE: Prentice Hall
Vila, J. (2000). Una introducción a la psicofisiologia clínica. Madrid: Ediciones Pirámide.
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Title: Varia anualmente e poderá ser aconselhada outra bibliografia específica.
Artigos por temas (exemplos)/Papers by topic (exemples)
- Psychophysiology and Emotion-
Andreasson & Dimberg, U. (2008). Emotional Empathy and facial Feedback. Journal of Nonverbal Behavior 32:215-224
Dimberg, U. & Thunberg, M. (1998). Rapid facial reactions to emotional facial expressions. Scandinavian Journal of Psychology, 39:39-45
Esteves, F., Arriaga, P. & Gaspar, A. (2010). Moving Emotion Forward: From the Ubiquity of Emotion in Mental Processes to Rewinding its Origins. Psicologia XXIV(2): 11-16
Flykt , A., Esteves, F. & Öhman, A., (2007). Skin conductance responses to masked conditioned stimuli: Phylogenetic/ontogenetic factors versus direction of threat- Biological Psychology 74:328-336
Keating, CF, Randall, DW, Kendrick, T and Gutshall, KA (2003). Do Babyfaced Adults receive more help? The (cross-cultural) case of the lost resume. Journal of Nonverbal Behavior 27(2): 89-107
Öhman, A., Esteves, F., Flykt, A. & Soares, J.J.F. (1993). Emotion, Attention & Electrodermal Activity. In J.C. Roy, W. Boucseim, D.C. Fowles & J.H. Gruzelier (Eds). Progress in electrodermal research (pp. 137-157). NATO ASI series: Life Sciences, vol 249. New York: Plenum Press
Öhman, A., Flykt, A. & Esteves, F. (2001). Emotion Drives Attention: Detecting the Snake in the Grass. Journal of Experimental Psychology 130,3:466-478
Ramachandran, V. & Oberman, L.M. (2006) Broken Mirrors: A Theory of Autism. Scientific American, Nov. 2006:63-69
- Genetics and Human Evolution/Culture -
Aleman, A. Swart, M. & van Rijn, S. (2008). Brain imaging, genetics and emotion. Biological Psychology, 79:58-69
Carrol, SB (2003). Genetics and the Making of Homo sapiens. Nature 422: 849- 85
Hawks, J. (2014). Still Evolving (after all these years. Scientific American, 311:86-91
Pollard, K.S. (2009). What makes us Human? Scientific American May2009 :32-37
Shreeve, J. (2006). Reading Secrets of the blood. National Geographic March 2006:70-73
Zimmer, C. (2006). A fin is a limb is a wing. How evolution fashioned its masterworks. National Geographic 210, 5: 114-135
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Developmental Psychology of Child and Adolescent
The student that successfully complete this course will be able to:
LO1. Define and comprehend the specificities of Development Psychology in the field of Psychology, in terms of its contents and methods.
LO2. Describe and compare the main theories of human development, regarding its core aspects.
LO3. Describe and explain/comprehend the change and continuity (coherence) in human development, during the first years of life.
LO4. Complete assignments using the theorical and methodological tools learned and applying them to relevant real-life situations.
LO5. Develop critical thinking
P 1. Foundations of Developmental Psychology
The origins of the field,
Introduction to the main concepts and developmental theories.
Research methods in human development, some specificities.
Contexts of human development, and its diversity.
P 2. Socio-emotional Development
Infant's early abilities,
Infant's and mothers? interaction repertoires.
Attachment relationships.
Self
Emotional regulation.
Parenting styles and practices.
P 3. Cognitive development
Piaget's theory of cognitive development.
Social-cultural perspectives on cognitive development.
P 4. Social development in the peer context
Peer relationships and friendships.
Social Competence.
Aggressive behaviors and social withdrawal.
P 5. Moral development
Students will be able to choose from a:
Periodic assessment: 2 individual tests with a weight of 50% each in the final classification.
Minimum score of 8.5 in each test. That is, if a student has less than 8.5 in one of the evaluations, he/she will not be approved.
The student who starts the periodic evaluation process will have to remain in it until the end of the 1st season.
Students will be approved if they obtain a final average grade equal to or higher than 9.5 (minimum grade of 8.5 in each evaluation element).
Final: students will have access to a final exam, with a minimum grade of 9.5 required to be approved (100%).
The contents of all types of classes (T, TP, PL) are subject to evaluated both in the periodic and final evaluation.
Classes are not mandatory, but attending classes is highly recommended.
Title: Bukowski, W., Laursen, B., & Rubin, K. H., Handbook of peer interactions, relationships, and groups (2nd ed)., null, Bukowski, W., Laursen, B., & Rubin, K. H. (2018). Handbook of peer interactions, relationships, and groups (2nd ed). New York: Guilford Press.,
Dehart, G B., Sroufe, A., & Cooper, R.G. (2004). Child Development: Its Nature and Course (5th ed.). McGraw-Hill.Child Development: Its Nature and Course (5th ed.). McGraw-Hill.
Lightfoot, C., Cole, M, & Cole, S. (2018). The Development of Children (8th ed.). New York: Worth Publishers.
Lourenço, O. (2005). Psicologia do Desenvolvimento Cognitivo. Teorias, dados e Implicações (2ª ed.). Coimbra: Almedina.
Soares, I. (2007). Relações de vinculação ao longo do desenvolvimento. Braga: Psiquilíbrios.
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Title: Baumrind, D. (1967). Childcare practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43-48.
Brofenbrenner, U., & Morris, P. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Series Eds.) & R.M. Lerner (Vol. Ed.), Handbook of child psychology. Vol. 1: Theoretical models of human development (6th ed., pp. 793-828). New York: John Wiley.
Erickson, E. H. (1976). Identidade, juventude e crise. Rio de Janeiro: Zahar.
Klien, M. & Coplan, R. (eds) (2011). Social Development in Childhood and Adolescence: A Contemporary Reader.
Lourenço, O. (2002). Psicologia do Desenvolvimento Moral: Teoria, dados e implicações. Coimbra: Almedina.
Piaget, J., & Inhelder, B. (1993). A Psicologia da Criança. Lisboa: ASA.
Rubin, K. H., Chen, X., & Hymel, S. (1993). The socio-emotional characteristics of extremely aggressive and extremely withdrawn children. Merrill-Palmer Quarterly, 39, 518-534.
Sroufe, L. A., Egeland, B., Carlson, E. A., & Collins, W. A., The development of the person: The Minnesota Study of Risk and Adaptation from birth to adulthood., 2005, roufe, L. A., Egeland, B., Carlson, E. A., & Collins, W. A. (2005). The development of the person: The Minnesota Study of Risk and Adaptation from birth to adulthood. New York: Guilford Press.,
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Statistics and Data Analysis II
LG1: Identify the main statistical concepts with relevance in data analysis
LG2: Select the appropriate method of data analysis, given the problem under analysis, the objective and the data type
LG3: Interpret the results obtained from the data analyses that were conducted
LG4: Use the statistical package PASW/SPSS to perform inferential and multivariate data analysis
CP1: Parameters estimation; point and interval estimation.
CP2: Hypotheses testing: formulation, errors
CP3: Parametric hypothesis tests: one-sample t-test; two-independent samples t-test; paired samples t-test.
CP4: Non-parametric hypothesis tests: Kolmogorov-Smirnov/Shapiro Wilk, chi-square goodness of fit test; Mann-Whitney test; Wilcoxon test; Kruskal-Wallis test; Independence chi-square test
CP5: Principal Component Analysis.
Evaluation methodology: continuous or final
Continuous:
-Group exercise with SPSS (20%);Min.grade 8
-Writen Test (80%);Min.grade 8
Final:
-Individual exercise with SPSS (20%);
Min.grade 8
-Writen Exam (80%); Min.grade 8
Students that fall under the "Regulamento Interno para Estudantes com Estatutos Especiais" must contact the teacher of the LU, in the first week of classes of each semester.
Title: 1.Field, A. Discovering Statistics Using SPSS, 3th ed., 2009.
2.Hair Jr et al., Multivariate data analysis: a global perspective, 7th ed, 2010.
3.Raul Laureano, Testes de Hipóteses e Regressão. O meu manual de consulta rápida, Edições Sílabo, 2020.
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Title: 1.Elizabeth Reis, Estatística Descritiva, 7ª ed., Edições Sílabo, 2009.
2.Elizabeth Reis, Paulo Melo, Rosa Andrade e Teresa Calapez, Estatística Aplicada, Vol. 2, 5ª ed., Edições Sílabo, 2003.
3.Elizabeth Reis, Paulo Melo, Rosa Andrade e Teresa Calapez, Exercícios de Estatística Aplicada - Vol. 2, Edições Sílabo, 2004.
4.João Maroco, Análise Estatística com o PASW Statistics (ex-SPSS), Edições ReportNumber, 2010.
5.Raul Laureano e Maria do Carmo Botelho, SPSS Statistics - O Meu Manual de Consulta Rápida, 3ª ed., Edições Sílabo, 2017.
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History of Psychology
After this course the student should be able to:
LG1. Recognize and situate in time the main theoretical systems of psychology and their central ontological and epistemological assumptions
LG2. To understand and identify the main theoretical and applied questions that guided the emergence of these systems and their historical underpinnings
LG3. to describe and contrast the mains theoretical systems of psychology, recognizing their limits and potentialities, as well as the tensions between them
LG4.Recognize in today's psychological disciplines some of the consequences of the theoretical and methodological proposals studied.
PC1.Introduction
1.The origin of psychological questioning. From the classic world to the scientific revolution.
2.the emergence of the social sciences and psychology in this context.
PC2. Naissance of Psychology
1. The new psychology in the German space. W.Wundt and the laboratory. The psychology labs in America. Wundt and the comparative method.
2.Functionalism and its antecedents. The legacy of W. James.
3.The French clinical tradition. sStudy visit. Freud's Psychoanalysis and therapeutical innovations.
PC3. The affirmation of psychology
1. Behaviorism. Pavlov and Thorndike. Watson's manifesto for psychology. BF Skinner's proposals. Some transition approaches.
2.Gestaltism.
3. The cognitive approach.
Students can choose a periodical evaluation or a final exam. Those choosing the former have to do:
- a group assignment(35%).
- An individual test (65%).
Students with a final average of 9.5 or above (and with no evaluations below 8.5) are approved.
Students who fail the periodical evaluation can take a written exam.
Title: Fuller, R. (1995) (Ed). Seven Pioneers of Psychology: Behavior and Mind. London: Routledge.
Haggbloom, S. J., Warnick, R., Warnick, J. E., Jones, V. K., Yarbrough, G. L., Russell, M., . . . Monte, E. (2002). The 100 most eminent psychologists of the 20th century. Review of General Psychology, 6, 139-152. doi:10.1037//1089-2680.6.2.139
Hergenhahn, B. R. (2001). An introduction to the history of psychology (4th ed.). Stanford: Wadsworth.
Jesuíno, J.C. (1994). Psicologia. (colecção O que é?).Lisboa: Difusão Cultural.
Kohler, W. (1959). Gestalt psychology today. American Psychologist, 14, 727-734.
Moghaddam, F.M (2005). Great ideas in psychology. Oxford: Oneworld.
Benjamin, L. T. & Baker, D. B. (2012). The Internationalization of Psychology: A History. In David B. Baker (ed.) The Oxford Handbook of the History of Psychology: Global Perspectives. DOI: 10.1093/oxfordhb/9780195366556.013.0029
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Title: Modulo1
Baker, D. B. & Benjamin, L. T. (2012). Concluding Thoughts on Internationalizing the History of Psychology. In David B. Baker (ed.) The Oxford Handbook of the History of Psychology: Global Perspectives. DOI: 10.1093/oxfordhb/9780195366556.013.0029
Farr, R. M. (1996). The roots of modern social psychology. London: Blackwell.
Flis, I.& Jan van Eck, N. (2018). Framing Psychology as a Discipline (1950 ?1999):A Large-Scale Term Co-Occurrence Analysis of Scientific Literature in Psychology. History of Psychology, 21, 334-362
Danziger, K. (1990). Constructing the subject: Historical origins of psychological research. Cambridge: Cambridge University Press.
Krampen, G. & Trierweiler, L. (2016). Some Unobtrusive Indicators of Psychology's Shift from the Humanities and Social Sciences to the Natural Sciences. International Journal of Humanities and Social Sciences, 8, 44-66.
Merced, M., Stutman, Z. E., & Mann, S. T. (2018). Teaching the History of Psychology: A Content Analysis of Course Syllabi from Doctor of Psychology Programs. Psychology Learning & Teaching, 17(1), 45?60. https://doi.org/10.1177/1475725717729909
Wallerstein, I., Juma, C., Keller, E.F., Kocka, J., Lecourt, D., Mudimbe, V, Mushakoji, K., Prigogine, I., Taylor, P, Trouillot, M-R. (1996). Para abrir as ciências sociais - relatório da Comissão Gulbenkian sobre a reestruturação das ciências sociais. Lisboa: Publicações Europa-América.
Módulo 2.
Cattell, J. (1888). The psychological laboratory at Leipsic. Mind, 13, 37-51.
Titchener, E. B. (1898). A Psychology Laboratory. Mind, 7, 311-331.
Wundt, W. (1896). Análise psicológica e síntese criadora. In R.J. Herrnstein, & E.G. Boring (Eds.). Textos Básicos da História da Psicologia (1971). São Paulo: Editora Herder
Vaalsiner, J. & Van der Veer, R. (2000). The social mind - construction of the idea. Cambridge: Çambridge University Press (cap. 5: Pragmatism and the social mind)
Freud, S. (1910). The origin and development of psychoanalysis. American Journal of Psychology, 21, 181-218
Lévy-Strauss, C. (1983). O Olhar distanciado (pp. 69-98). Lisboa: Edições 70.
Módulo 3.
Braat, M., Engelen, J., van Gemert, T., & Verhaegh, S. (2020). The rise and fall of behaviorism: The narrative and the numbers. History of Psychology, 23(3), 252?280. https://doi.org/10.1037/hop0000146
Pavlov, I.P. (1904). Os reflexos condicionados. In R.J. Herrnstein, & E.G. Boring (Eds.). Textos Básicos da História da Psicologia (1971). São Paulo: Editora Herder .
Watson, J. B. (1913). Psychology as the Behaviorist Views it. Psychological Review, 20, 158-177.
Skinner, B.F. (1948). "Superstition" in the pigeon. Journal of Experimental Psychology, 38, 168-172.
Skinner, B.F. (1987). Whatever happened to psychology as the science of behavior? American Psychologist, 42, 780-786.
Kohler, W. (1959). Gestalt psychology today. American Psychologist, 14, 727-734.
Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of agression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.
Simon, H.A. (1990). Invariants of human behavior. Annual Review of Psychology, 41, 1-19.
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Quantitative Research Methods
LG1. Define and differentiate between different quantitative research designs.
LG2. Differentiate between different instruments to measure cognition, attitudes and behavior.
LG3. Select and assess the quality of manipulated, controlled and measured variables
LG4. Identity different stages of non-experimental research: measurement, sampling, and procedures.
LG5. Identity different stages of experimental research: research designs, manipulation and control variables
LG6. Describe and read results from quantitative research
LG7. Apply ethic research principles to Psychology quantitative work
LG8. Critically evaluate the quality of quantitative research.
T1. Correlational, experimental, and quasi-experimental designs.
T2. Experimental designs (between participants and within participants).
T3. Multifactorial experimental designs.
T4. Problems in measuring and manipulating variables.
T5. Procedures to build and select instruments of measurement.
T6. Surveys: Developing and collecting data.
T7. Ethical principles in research.
T8. Critical analysis of quantitative research.
Composition of periodic evaluation:
-Obtain credits participating in LAPSO studies (3 hours in SPI) or equivalent assignment (5%);
-Group assignment (20%);
-Present a text in class (15%)
-Make questions regarding the texts (10%)
-Test in the end of the semester (50%)
Students may also skip periodic evaluation and do a final exam (100%).
Title: Clark-Carter, D. (1997). Doing quantitative psychological research: From design to report. UK: Psychology Press.
Clark-Carter, D. (2009). Quantitative psychology research: The complete student's companion (3rd Ed.). UK: Psychology Press.
Ghiglione, R. & Matalon, B. (1992). O inquérito: Teoria e prática. Oeiras: Celta Editora.
Mitchell, M., & Jolley, J. (2010). Research design explained (7th Ed.). Belmont, CA: Wadsworth, Cengage Learning.
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Title: Anderson, N. H. (2001). Empirical direction in design and analysis. Yahweh, NJ: Laurence Erlbaum Associates, Publishers.
Breakwell, G. M., Hammond, S., & Fife-Schaw, C. (Eds.) (2000). Research methods in Psychology (2nd ed). London: Sage.
Bryman, A. & Cramer, D. (2003). Análise de dados em ciências sociais: Introdução às técnicas utilizando o SPSS para Windows. Oeiras: Celta Editora.
Field, A.P., & Hole, G. (2003). How to design and report experiments. London: Sage.
Furr, R. M. & Bacharach, V. R. (2014). Psychometrics: An introduction. Thousand Oaks, CA: Sage Publications.
Heiman, G. W. (2001). Understanding research methods and statistics: An integrated introduction for psychology. Belmont, CA: Wadsworth.
Lima, M. L. & Bernardes, S. (2013). Métodos de investigação em psicologia social. In J. Vala & M. B. Monteiro (Eds.), Psicologia social (9ª ed., pp. 1-41). Lisboa: Fundação Calouste Gulbenkian.
Lopes, D. & Pinto, I. (2016). Conhecer os métodos quantitativos e qualitativos e suas aplicações em ciências sociais e humanas. In M. Garrido & M. Prada (Eds.), Manual de competências académicas: Da adaptação à universidade à excelência académica (pp. 235-295). Lisboa: Edições Silabo.
Millsap, R. E. & Maydeu-Olivares, A. (2009). The Sage handbook of quantitative methods in psychology. London: Sage.
Reis, H. T. & Judd, C. M. (2000). Handbook of research methods in social and personality psychology. UK: Cambridge University Press.
Para além destes artigos, os alunos terão outros artigos atribuídos especificamente para os trabalhos.
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Epistemology and Foundations of Critical Thinking
After this course the student should be able to:
LG1.Describe and contrast theories regarding the nature and forms of construction of scientific knowledge, identifying their limits and potentialities and placing them in time.
LG2. To develop a critical view of scientific activity, and of the problems that may emerge in encounters between different forms of knowledge, recognizing also the type of dialogues possible between different forms of knowledge.
LG3. To use the fundaments of critical thinking and epistemological notions in order to evaluate some of the central controversies in the field of psychology, identifying its epistemological premises and taking a position.
LG4.To reflexively consider the use of scientific knowledge in their future professional practice
LG5.Recognize different types of arguments, as well as to develop organized arguments in a manner adjusted to the theme discussed.
PC1. The nature, forms and diversity of knowledge; Common sense, scientific and philosophical knowledge. Ontology, epistemology and methodology.limits of scientific knowledge
PC2. The nature and construction of scientific knowledge: historical overview. The XVII century proposals. Epistemology in the XX century: positivism; Bachelard and the 'new scientific spirit'; Popper and the problem of demarcation; Kuhn and the cycle of science; Rorty and hermeneutics.
PC3. Consequences for psychology. Diversity of approaches in current psychology: epistemological premises and its consequences for the professional activity of psychologists. types of dialogue among different approaches and different types of knowledge.
PC4. Truthful and reasonable arguments. Critical thinking. Persuasion, truth and logic. Types and forms of argumentation and justification. analysis of implicit premises.
Students may opt for a periodic evaluation or a final exam. To be assessed in a periodic evaluation process, students will have to make:
1. a group presentation in class (20%)
2. a group written assignment (20%).
3. an individual written test (60%).
Students with a final grade of 9.5 or above (without evaluations under 8.5) are considered approved in the periodic evaluation.
Students who fail the periodic evaluation can take a written exam.
Title: Bowell, T. E Kemp, G. (2005). Critical thinking – A concise guide. London: Routledge.
Eemeren, F. V., Grootendorst, R., & Henkemans, F. S. (2002). Argumentation: Analysis. Evaluation, Presentation. London: Lawrence Erlbaum Associates.
Kuhn, T.S. (1962/70). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press
Popper, K. (1962/78). Conjectures and refutations. London: Routledge & Kegan Paul.
Soares, M. L. C. (2004). O que é o conhecimento – Introdução à epistemologia. Lisboa: Campo das Letras
Rorty, R. (1979). Philosophy and the mirror of nature. Princeton: Princeton University press
Tweney, R.D., Doherty, M.E. & Mynatt C.R. (1980) (Eds). On Scientific Thinking. New York: Columbia University Press
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Title: Álvaro, J.L., & Garrido, A. (2006). Psicologia social. Perspectivas psicológicas e sociológicas. São Paulo: McGraw Hill.
Bachelard, Gaston (2006). A epistemologia. Lisboa: Edições 70.
Bruner, J. (1991). The narrative construction of reality. Social Inquiry, 18, 1-21.
Bruner, J. (2000). Making stories: law, literature, life. Cambridge, Mass.: Harvard University Press.
Castro, P. (1995). Contributos para uma comparação crítica de três tradições em Psicologia Social: atitudes, representações sociais e cognição social. Psicologia, X, 155-174.
Castro, P. (2003). O espaço conceptual da psicologia social. In Natureza, ciência e retórica na construção social da ideia de ambiente (pp. 15-21). Lisboa: Fundação Calouste Gulbenkian.
Fuller, S. (1997). Confessions of a recovering kuhnian. In Obituary – Thomas S. Kuhn. Social Studies of Science, 27, 492-494.
Gergen, K.J. (1994). The limits of pure critique. In H.W. Simmons & M. Billig (Eds.) After Postmodernism: reconstructing ideology critique (pp. 58-78). London: Sage Publications.
Harré, R. (1997). The man who finished of authority. In Obituary – Thomas S. Kuhn. Social Studies of Science, 27, 484-486.
Holtz, P. (2016). How Popper’s ‘Three Worlds Theory’ Resembles Moscovici’s ‘Social Representations Theory’ But Why Moscovici’s Social Psychology of Science Still Differs From Popper’s Critical Approach. Papers on Social Representations, 25, 13.1-13.24.
Jovchelovitch, S. (2004). Psicologia social, saber, comunidade e cultura. Psicologia & Sociedade, 16, 20-31.
Jovchelovitch, S. (2006). Knowledge in context: representations, community and culture. London: Routledge.
Kuhn, T.S. (2003). On scientific paradigms. In M. Gergen & K. Gergen (Eds). Social construction: a reader. London: Sage publications.
Newton, I. (1687). The rules of hypothesising. In R.D. Tweney, M.E. Doherty, & C.R. Mynatt (Eds.). On Scientific Thinking (1980). New York: Columbia University Press.
Meltzoff, J. (1998). Critical thinking about research: psychology and related Fields. Washington, DC: American Psychological Association.
Marková, I. (2003). Dialogicality and social representations – the dynamics of mind. Cambridge : Cambridge University Press.
Patterson, M.E., & Williams, D.R. (2005). Maintaining research traditions on place: diversity of thought and scientific progress. Journal of Environmental Psychology, 25, 361-380.
Perelman, C. (1977/93). O império retórico: retórica e argumentação. Lisboa: Edições Asa.
Pinch, T.J. (1997). Kuhn – The conservative and radical interpretations: are some Mertonians ‘Kuhnians’ and some Kuhnians ‘Mertonians’? Social Studies of Science, 27, 465-482.
Rijsman, J., & Stroebe, W. (1989). The two social psychologies or whatever happened to the crisis?. European Journal of Social Psychology, 19, 339-344.
Rizzoli, V., Castro, P., Tuzzi, A., & Contarello, A. (2019). Probing the history of social psychology, exploring diversity and views of the social: Publication trends in the EJSP from 1971 to 2016. European Journal of Social Psychology, 49(4), 671-687.
Wallerstein, I., Juma, C., Keller, E.F., Kocka, J., Lecourt, D., Mudimbe, V, et al. (1996). Para abrir as ciências sociais – relatório da Comissão Gulbenkian sobre a reestruturação das ciências sociais. Lisboa: Publicações Europa-América.
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Neuropsychology
By the end of this course, the student should be able to:
LG1: Distinguish Neuropsychology from other disciplines in the field of the cognitive neurosciences
LG2: Identify and characterize the main research methods
LG3: Describe the neuroanatomy and the neurobiological processes underlying cognitive functions such as visual perception, language, memory, and attention and executive functions; LG4: Identify the main cognitive deficits resulting from brain lesion or disease
LG5: Understand the main assumptions of social and affective neurosciences;
LG6: Understand the main concepts and terminology in Neuropsychology, and show ability to read and interpreter the literature
PC1. Introduction to Neuropsychology
- Definition, scope and basic assumptions
- Approaches in neuropsychology
PC2. The brain
- Basic notions of neuroanatomy
- Functional anatomy of the brain
PC3. Methods and techniques
PC4. Cognitive processes and Neuropsychological syndromes
- Neuropsychology of spoken and written language. Aphasia and alexia.
- Neurospsychology of attention and executive functions. Executive deficits.
- Neuropsychology of visual recognition of objects and space. Visual agnosias, and deficits of representation and orientation in space.
- Neuropsychology of memory. Amnesic syndromes, semantic category-specific deficits.
PC5. Socio-cognitive and affective neurosciences.
Evaluation Process: Periodic or final.
Periodic: Group assignment, with oral presentation (25%) and written report (25%), on either an empirical study on the application of neuropsychological techniques to the study cognitive processes, or the analysis of a neuropsychological case; Test (50%). Students are approved if they achieve at least 9.5 points in each of the evaluation elements.
Final: Students will get a final test (1st and/or 2nd season), according to the REACC.
Title: Ward, J. (2006).The student's guide to cognitive neuroscience.Psychology Press
Rapp, B. (2001, Ed).Handbook of cognitive neuropsychology: What deficits reveal about the human mind.Psychology Press.
Parkin, A. J. (1996).Explorations in cognitive neuropsychology.Blackwell
Kolb, B., & Whishaw I. Q. (2015). Fundamentals of Human Neuropsychology. New York: Worth Publishers.
Gurd, J. et al (2010).The oxford handbook of clinical neuropsychology.Oxford University Press
Gazzaniga, M. S. (1997, Ed.).Conversations in the cognitive neurosciences.MIT Press
Farah, M. J. (2000).The cognitive neuroscience of vision.Wiley-Blackwell
Denes, G. (2011).Talking heads: The neuroscience of language.Psychology Press
Coltheart, M. & Caramazza, A. (2006, Eds).Cognitive Neuropsychology: Twenty years on.Psychology Press
Cacciopo, J. T. et al (2017). Handbook of Psychophysiology. Cambridge: Cambridge University Press.
Baddeley, A. D. et al (2002, Eds).The handbook of memory disorders.John Wiley & Sons
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Title: Decety, J. & Cacioppo, J. T. (Eds., 2011). The Oxford handbook of social neurosciences. Oxford University Press (CP1)
Neurocognição Social
Squire, L. R. & Butters, N. (1992, Eds.). Neuropsychology of memory. New York : The Guilford Press
Parkin, A. J. (1997, Ed.). Case studies in the neuropsychology of memory. Hove: Psychology Press. (Caps. 3, 4 e 7)
Groome, D. et al. (1999). An introduction to cognitive psychology: Processes and disorders (Cap. 5). London: Psychology Press.
Gazzaniga, M. S. (Ed., 1995). The cognitive neurosciences (Caps. 48, 51, 53). Cambridge: The MIT Press.
Ellis, A. W. & Young, A. W. (1997). Human cognitive neuropsychology: A textbook with readings (Cap. 10). East Sussex: Psychology Press.
Neuropsicologia da Memória
Humphreys, G. W. (1999, Ed.). Case studies in the neuropsychology of vision. East Sussex: Psychology press. (Caps. 3, 4 e 9)
Groome, D. et al. (1999). An introduction to cognitive psychology: Processes and disorders (Cap. 3). London: Psychology Press.
Ellis, A. W. & Young, A. W. (1997). Human cognitive neuropsychology: A textbook with readings (Caps. 2 e 3). East Sussex: Psychology Press.
Neuropsicologia da Percepção Visual
Underwood, G. & Batt, V. (1996). Reading and understanding: An introduction to the psychology of reading. Oxford: Blackwell. (Cap. 4)
Stemmer, B. & Harry A. Whitaker, H. A. (Eds., 2008). Handbook of the neuroscience of language (Caps. 1, 2, 4, 12-16, 20). Elsevier (CP4, CP5)
Groome, D. et al. (1999). An introduction to cognitive psychology: Processes and disorders (Cap. 9). London: Psychology Press.
Gazzaniga, M. S. (Ed., 1995). The cognitive neurosciences (Cap. 59). Cambridge: The MIT Press.
Ellis, A. W. & Young, A. W. (1997). Human cognitive neuropsychology: A textbook with readings (Caps. 5 e 8). East Sussex: Psychology Press.
Neuropsicologia da Linguagem
Shallice, T. (1988). From neuropsychology to mental structure. Cambridge: Cambridge University Press. (CP1, CP3, CP4)
Posner, M. I., & Raichle, M. E. (1994). Images of mind. New York: Scientific American Library. (CP3)
Kappenman, E. D. & Luck, S. J. (2012). The Oxford handbook of event-related potential components (Cap. 1). Oxford Handbooks (CP3)
Finger, S. (1994). Origins of neuroscience: A history of explorations into brain function. New York: Oxford University Press (Caps. 1-4). (CP1)
Ellis, A.W. & Young, A.W. (1988). Human cognitive neuropsychology. Brighton, UK: Psychology Press. (CP1, CP4)
Campbell, R. (1992, Ed.). Mental lives: Case studies in cognition. Oxford : Blackwell Publishers (CP2, CP4)
Poderá ser aconselhada outra bibliografia específica durante a unidade curricular
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Developmental Psychology of Adult
Students who complete this course will be able to:
LO1. Characterize the life-span perspective.
LO2. Describe and critically analyze developmental tasks and processes occurring during adulthood, namely in: Emerging Adulthood and Young Adulthood, middle aged, and the elderly. Different developmental domains - with a particular focus on socio-emotional - and the interaction between them, are considered.
LO3. Complete exercises aiming to apply concepts/theories and methodologies to contemporary, real-life situations.
LO4. To think critically about the phenomena under study.
P1.Development across the life cycle - the adult
1.1. Life-Span Developmental psychology
1.2. Methodological issues regarding research in adulthood
P2. Theories regarding adult development
P3. Emerging adulthood and Young Adults
3.1. Emerging Adulthood
Distinctive features of E.A. according to Arnett's perspective
Relationships with family, friends, and romantic partners
Education and work
3.2. The Young Adult
Themes of social and emotional development: romantic relationships/marriage, parenting, friends
Work: work-family interface
Brief approach to aspects of physical and cognitive development
P4. The Middle Aged Adult
Themes of social and emotional development: e.g., grand-parenting; middle-aged crisis?
Work; preparing for retirement
Brief approach to aspects of physical and cognitive development
P5 The Elder
Themes of social and emotional development: e.g., widowhood
Elder maltreatment
Brief approach to aspects of physical and cognitive development
Aging successfully
Students can choose a periodical or final evaluation.
1) Periodical: one group assignment (30%), and one individual written test (70%) =100%.
Students must have a grade equal or higher than 8.5 on each evaluation component, and a final average equal or higher than 9.5 to successfully complete this CU.
Students that choose the periodical evaluation (submit the group assignment and have a grade = or > 8.5) must remain on it (first phase).
2) Final evaluation: individual written exam (100%). Students with a grade equal or higher than 9.5 will be approved.
The evaluations will be carried out in person (1st, 2nd, special season), including for the Erasmus students.
The tests/exams will be in Portuguese, for Portuguese students. For the Erasmus students tests/exams will be in English (or in Portuguese if they prefer).
Title: Arnett, J. J. (Ed.) (2016). The Oxford handbook of emerging adulthood Oxford: Oxford University Press.
Baltes, P.B. (1987). Theoretical Propositions of Life-Span Developmental Psychology: On the Dynamics Between Growth and Decline. Developmental Psychology, 23(5), 611-626.
Bjorklund, B.R. (2015). The Journey of adulthood (8ª Ed.). Harlow: Pearson.
Cavanaugh, J. C. & Blanchard-Fields, F. (2018). Adult development and aging (8ºEd.). Cengage
Erikson, E. (1980). Identity and the life cycle. W.W. Norton Company.
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Title: Cassidy, J & Shaver, P. R. (2008). Handbook of attachment theory. Theory, Research and clinical applications. New York: The Guilford Press.
Demo H. D., Allen R. K., & Fine, A. M. (2000). Handbook of family diversity. Oxford University Press.
Furlong, A. (Ed.) (2009). Handbook of Youth and Young Adulthood. New Perspectives and Agendas. New York: Routledge.
Golombok, S. (2015). Modern families: parents and children in new family forms. Cambridge: Cambidge university Press.
Marchand, H. (2001). Temas de desenvolvimento psicológico do adulto e do idoso. Coimbra: Quarteto Editora.
McGoldrick, M., Preto, N. A. G.; Betty A., & Carter, A. B. (2016). The Expanding Family Life Cycle: Individual, Family, and Social Perspectives (5th Edition). London: Pearson.
Olson, D. H., DeFrain, H., & Skogrand, L. (2014). Marriages and Families: Intimacy, Diversity, and Strengths (8th ed.). New York: McGraw-Hill Education.
Relvas, A.P. (1996). O ciclo vital da família: perspetiva sistémica. Porto: Afrontamento.
Schoon, I. & Silbereisen, R.K. (Eds) (2015). Transitions from School to Work: Globalization, Individualization, and Patterns of Diversity. UK: Cambridge University Press.
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Psychometrics
Students that successfully complete this course should be able to:
LG1. Identify the implications, advantages and limitations of the use of measurement in psychology;
LG2. Differentiate different types of tests and its domains of application;
LG3. Participate in every phase of construction and validation of a psychological test;
LG4. Understand and distinguish the metric properties of a psychological test;
LG5. Know how to develop a testing session and score the test's results
PC1. Definitions, historical antecedents and application areas of Psychometrics
PC2. What is a psychological test? Tests classification according to their nature and application techniques
PC3. Measurement theory in psychometrics
PC4. Basic statistics for psychometrics and measurement models
PC5. Test construction: processes and item analysis
PC6. Test validation
PC7. Test norms and standardized results
PC8. Developing a testing session
PC9. Scoring a psychometric test
PC10. Basic interpretation of the results of a psychometric test.
PC11. Impacts of psychometric tests on individuals and general ethical and deontological considerations
PERIODIC ASSESSMENT: Theoretical Test (50% final grade); Practical Test (50% final grade). A minimum grade of 9.5 is mandatory for successful evaluation in any of these parameters. If grading is below 9.5, students will be assigned to final exam.
FINAL EXAM (100% final grade), with approval if grade is above/equal 9.5.
Title: Furr, R. M. & Bacharach, V. R. (2014). Psychometrics: An introduction (2nd ed.). Thousand Oaks, CA: Sage.
Gregory, R. J. (2014). Psychological testing: History, principles, and applications (7th ed.). Boston: Pearson.
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Title: Aiken, L. R. (1997). Psychological testing and assessment. Boston, MA: Allyn and Bacon.
Cronbach, L. J. (1990). Essentials of psychological testing (5th ed.). New York: HarperCollins.
Devellis, R. (1991). Scale development: Theory and applications. Newbury Park: Sage Publications.
Dickes, P., Tournois, J., Flieller, A., & Kop, J.-L. (1994). La psychométrie. Paris: PUF.
Kaplan, R. M., & Saccuzzo, D. P. (2001). Psychological testing: Principles, applications, and issues. California: Wadsworth
Kline, P. (1993). The handbook of psychological testing. London:Routledge
Kline, P. (1998). The new psychometrics: Science, psychology, and measurement. London: Routledge.
Murphy, K. R., & Davidshofer, C. O. (1994). Psychological testing: Principles and applications. Englewood Cliffs, NJ: Prentice-Hall.
Newmark, C. (Ed.) (1985). Major psychological assessment instruments. Massachusetts: Allyn and Bacon.
Nunnally, J. C. (1978). Psychometric theory. New York: McGraw-Hill.
Olea, J., Ponsoda, V., Prieto, G. (Ed.) (1999). Tests informatizados: Fundamentos y aplicaciones. Madrid: Pirâmide.
Rust, J., & Golombuk, S. (1992). Modern psychometrics: The science of psychological assessment. Lodon: Routledge.
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Psychopathology
This course aims to familiarize the students with different theoretical perspectives on etiology, as well as classification systems in Psychopathology and knowledge of descriptive and differential diagnosis for an array of psychological disorders.
After this course the student should be able to:
LG1. Define psychopathology in different perspectives and contextualize psychopathology historically and culturally.
LG2. Caracterize and differentiate distinct etiological models of psychopathology.
LG3. Identify the main classification systems and principles of differential diagnosis.
LG4. Describe the main psychological disorders found in adult patients.
LG5. Describe the main psychological disorders found among children and adolescents.
1. Introduction to Psychopathology: Concepts and historical and cultural contexts of psychopathology. Etiological models in psychopathology: biological model, psychodynamic model, fenomenologival model, cognitive-behavioral model, and ecological model. Vulnerability and stress factors; protective factors and resilience
2. Diagnosis and classification systems in Psychopathology. The DSM-V diagnostic system (APA). The ICD-10 classification system (WHO). Limitations and challenges of classification. Disorders in different areas of functioning.
3. Adult Psychopathology (mood, anxiety, psychotic, personality, eating, substance abuse disorders)
4. Child and Adolescent psychopathology (emotional and social disorders, behavior disorders, and developmental disorders)
In a periodic evaluation, students are expected to participate in class, perform two practical assignments and a test:
- a group assignment of a paper on a particular psychopatology chosen by the students (written report 25% and presentation 15%).
- an individual exercise of differential diagnosis of a client case based on a film (10%).
- Test (50%), with clinical case provided before the test.
Students who do not complete or are not approved in periodic evaluation can obtain approval through a final written exam (100%).
All elements of assessment must have a minimum grade of 9,5 points.
Title: APA, Diagnostic and Statistical Manual of Mental Disorders, DSM-5-TR, 5th Edition, Text Revision., 2022, American Psychiatric Association (2022). Diagnostic and Statistical Manual of Mental Disorders, DSM-5-TR, 5th Edition, Text Revision. American Psychiatric Association Publishing.,
American Psychiatric Association (2013). DSM-V Diagnostic and Statistical Manual of Mental Disorders. Washignton, DC: Author. (PS.122 APA*Dia)
Andrasik, F. (Ed.) (2005). Comprehensive handbook of personality and psychopathology, Adult psychopathology (Vol. 2). New York: Wiley. (PS.122 Com,2 v.2)
Correia, D. T. (2013). Manual de Psicopatologia (2ª ed.). Lidel.
Davey, G., Psychopathology: Research, Assessment and treatment in clinical psychology., 2021, Davey, G (2021). Psychopathology: Research, Assessment and treatment in clinical psychology. BPS Blackwell.,
Maddux, J.E. & Winstead, B. (2019). Psychopathology: Foundations for a contemporary understanding. NY: Routledge. (edição anterior PS.122 Psy,8)
Mash, E., & Barkley, R., (Ed.) (2014). Child psychopathology (3ª Edição). New York: Guildford Press. (PS.122 Chi,1 3ªed)
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Title: Figueira, M.L., Sampaio, D., & Afonso, P. (Eds.) (2014). Manual de psiquiatria clínica. Liedel.
Soares, I. (2000). Psicopatologia do Desenvolvimento: Trajectórias (in)adaptativas ao longo da vida. Quarteto.
Dilys, D. & Bhugra, D. (2004). Models of Psychopathology. Open University Press.
Craighead, W. E., Miklowitz, D. J., Craighead, L. W. (2017). Psychopathology: History, diagnosis, and empirical foundations (3 rd ed.). John Wiley & Sons.
Adams, H., & Sutker, P. (Ed.) (2004). Comprehensive handbook of psychopathology (3rd ed). New York: Springer. (PS.122 Com,3)
Pires, C. M. L. (2003). Manual de Psicopatologia: uma abordagem biopsicossocial. Editorial Diferença.
Pio Abreu, J.L. (2015). Introdução à Psicopatologia Compreensiva. Fundação Calouste Gulbenkian.
Pio Abreu, J. L. (2006). Como tornar-se doente mental (19ª edição). Editora Quarteto.
Beutler, L. E., & Malik, M. (2002). Rethinking the DSM: A psychological perspective. APA.
Beidel, D.C. & Frueh, B.C. (2018). Adult Psychopathology and Diagnosis (8th Ed.). New York: John Wiley & Sons. (PS.122 BEI*Adu).
Kendall, P. C. & Cormer, J.S. (2010). Childhood Disorders (2nd Ed.). Psychology Press.
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Psychological Assessment
The student that successfully finishes this curricular unit will be able to:
LG1: Identity and explain the theoretical and historical background of psychological assessment;
LG2: Characterize and distinguish the different phases of psychological assessment, according to different contexts;
LG3: Characterize and distinguish different types and areas where psychological assessment is conducted;
LG4: Characterize and distinguish different psychological assessment instruments and techniques, identifying their relevance in different applied areas;
LG5: Develop a set of initial/basic skills (for example, how to conduct an interview) in order to practice the first skills in psychological assessment.
P1. Introduction to Psychological Assessment: history and major theoretical models, contexts, potentialities, and constraints; ethical principles in psychological assessment;
P2. Psychological assessment as a process;
P3. Major methodologies in Psychological Assessment: observation, interview, and other complementary techniques;
P4. Techniques for an intelligence assessment, cognitive functions, and neuropsychological assessment;
P5. Techniques for personality assessment;
P6. Other tools and techniques for psychological assessment according to different assessment settings.
Evaluation methodology: periodic or final exam.
Periodic: 1 individual test (55%); 1 group work, including a written report (30%) and an oral presentation (15%). Students who get a minimum of 8,5 on each of these components and a final average of at least 9.5 are approved.
Final exam: 100%
Title: Almeida, L.S., Simões, M.R., & Gonçalves, M.M. (Eds) (2014). Instrumentos e contextos de avaliação psicológica (Vol. 3). Coimbra: Almedina.
Almeida, L.S., Simões, M.R., Machado, C., & Gonçalves, M.M. (Coords.) (2004).Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. 2). Coimbra: Quarteto.
Gonçalves, M.M., Simões, M.R., Almeida, L.S., & Machado, C. (Coords.) (2003). Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. 1). Coimbra: Quarteto.
Groth-Marnat, G. (2003). Handbook of psychological assessment (4th Ed.). New York: Allyn & Bacon.
Machado, C., Gonçalves, M., Almeida, L., & Simões, M. (2011). Instrumentos e contextos de avaliação psicológica (vol. 1). Coimbra: Almedina.
Simões, M.R., Machado, C., Gonçalves, M.M., Almeida, L.S. (Coord.) (2007). Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. 3). Coimbra: Quarteto.
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Title: Almeida, L., Guisande, M., & Ferreira, A. (2009). Inteligência: Perspectivas teóricas. Coimbra: Almedina.
Ceitil, M. (2006). Gestão e desenvolvimento de competências. Lisboa: Edições Sílabo.
Duarte, M.E. (2011). Avaliação psicológica na intervenção vocacional: Princípios, técnicas e instrumentos. In M. Taveira & J. T. Silva (Coord).Psicologia vocacional: Perspectivas para a intervenção. Coimbra: Imprensa da Universidade de Coimbra.
Gonçalves, R.A., & Machado, C. (Coords.) (2005). Psicologia forense. Coimbra: Quarteto.
Férnandez-Ballesteros, R. (1992). Introducción a la evaluación psicológica I y II. Madrid: Pirâmide.
Leitão, L.M. (coord.) (2004). Avaliação psicológica em orientação escolar e profissional. Coimbra: Quarteto.
Simões, M. (1994). Notas em torno da arquitectura da avaliação psicológica. Psychologica, 11, 7-44.
Simões, M. (2000). Investigações no âmbito da aferição nacional do teste das matrizes progressivas coloridas de Raven (M.P.C.R.). Lisboa: Fundação Calouste de Gulbenkian.
Simões, M. (2002). Implicações éticas e deontológicas subjacentes ao trabalho de adaptação e aferição de instrumentos de avaliação psicológica: O caso da versão portuguesa da WISC-III. Psychologica, 30, 387-406.
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Academic Competencies II
By the end of the semester, students should have developed knowledge, skills and conceptual understanding of the techniques, methods, and ethics of psychology research design, implementation and dissemination. Students who successfully complete the course will be able to:
LG1. Conceptualize and theoretically locate a research question.
LG2. Develop a research plan appropriate for the research question.
LG3. Select or adapt instruments and paradigms of investigation appropriate for the research question.
LG4. Select and manage the correct participants for the study.
LG5. Analyze and interpret empirical data collected addressing the problem under study.
LG6. Understand and use the main formats for dissemination of research results.
LG7. Know the basic ethical and deontological principles applicable to the research in psychology
Syllabus (S):
S1. Defining and conceptualizing the problem under study:
S1.1. Identification and definition of the research problem.
S1.2. Theoretical research about the principle constructs.
S1.3. Identification and definition of working hypotheses.
S2. Ethics in research: appropriate treatment of human subjects.
S3. Definition of plan of study and operationalization of variables:
S3.1. Selection of study plan and assessment of research quality.
S3.2. Questions of translation, instrument adaptation and conceptualization of new materials.
S4. Logistic preparation of the research study:
S4.1. Management of participants.
S4.2. Logistic organization.
S4.3. Monitoring and implementation of data collection.
S5. Analyses of quantitative and/or qualitative data.
S6. Dissemination of research results:
S6.1. Research presentation.
S6.2. Writing a scientific article.
Periodic evaluation or final examination.
I. Periodic evaluation consists of conducting a research project.
There are two periodic evaluation schemes
Option A): Group work
1. Preparation of a written article on a study developed and presented in the PLs (50%)
2. Frequency: two mini-tests during the semester in TP classes (40%)
3.Laboratory practices - data collection with participants (5%)
4. Participation in SPI or equivalent (5%)
Option B): Individual work
1.Analysis of a database (provided by teachers) and writing of scientific article individually and autonomously (60%)
2. Frequency: two mini-tests during the semester in TP classes (40%)
Approval: Minimum 9.5 values in point 1 (written work) and point 2 (frequency).
II. Evaluation by final exam
The final exam includes multiple choice questions and open questions about the topics taught in class (100%).
Approval: Minimum 9.5 values.
Title: Prada, M., & Garrido, M. V. (2013). Conhecer as regras do jogo: Uma introdução às normas para escrita científica da American Psychological Association. Psicologia. 27(2), 107-143.
Ordem dos Psicólogos Portugueses (2011). Código Deontológico da Ordem dos Psicólogos Portugueses. Diário da República, 2.ª série, 78, 20 Abril, 17931- 17936.
Nicol, A., & Pexman, P. (2003). Displaying your findings: a practical guide for creating figures, posters and presentations. APA.
Meltzoff, J. (1998). Critical thinking about research. American Psychological Association.
Hailman, J.P., & Strier, H.B. (1997). Planning, proposing and presenting science effectively. A guide for graduate students and researchers in the behavioral sciences and biology. Cambridge University Press.
Breakwell et al. (2000). Research methods in psychology (2ed.). Sage.
American Psychological Association (2019). Publication manual of the APA (7th Ed.). APA.
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Title: Searle, A. (1999). Introducing research and data in psychology: A guide to methods and analysis. Routledge.
Rudestam, K.E., & Newton, R.R. (2000). Surviving your dissertation: A comprehensive guide to content and process. Sage.
Reis, H. T, & Judd, C.M. (2000). Handbook of research methods in social and personality psychology. Cambridge University Press.
Ordem dos Psicólogos Portugueses (2011). Regulamento disciplinar da Ordem dos Psicólogos Portuguesa. Diário da República, 2ª Série, 140, 22 de Julho de 2011, 30533- 30541.
Moreira, J.M. (2004). Questionários: Teoria e prática. Almedina.
Mertens, D. M. (2005). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (2ª ed). Sage.
Léon, O.G., & Montero, I. (1997). Diseño de Investigaciones. McGraw-Hill.
Leedy, P.D., & Ormrod, J.E. (2005). Practical Research: Planning and design (8ªed.). Pearson Educational International.
Kimmel, A.J. (1988). Ethics and values in applied social research. Sage
Guidance for applicants: Informed consent. Retrieved from European Commission Cordis FP7 website: http://cordis.europa.eu/fp7/ethics_en.html
Guidance note for researchers and evaluators of social sciences and humanities research. Retrieved from European Commission Cordis FP7. website: http://cordis.europa.eu/fp7/ethics_en.html
Ghiglione, R. & Matalon, B. (1992). O inquérito: Teoria e prática. Celta Editora.
Fink, A. (1998). Conducting research literature reviews. Sage.
Dochartaigh, N.O. (2002). The Internet research handbook: a practical guide for students and researchers in the social sciences. Sage.
Del Rio, M.P., & Beltran, F.S. (1999). La investigación experimental en Psicología. Ediciones Aljibe.
Dancey, C. P., & Reidy, J. (2002). Statistics without maths for psychology: Using SPSS for windows. Pearson Education.
Bausell, R. B. (1994). Conducting meaningful experiments. Sage.
Behling, O., & Law, K. S. (2000). Translating questionnaires and other research instruments: Problems and solutions. Sage.
2011 people program: Guide for applicants. Retrieved from European Commission Cordis FP7 website: http://cordis.europa.eu/fp7/ethics_en.html
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Educational Psychology
LG 1 - Identify and distinguish levels of analysis in educational psychology.
LG 2 - Identify and distinguish quality dimensions for analysing and assessing educational settings and learning and teaching processes.
LG 3 - Describe socio-psychological factors involved in the educational process and their relation to learning and achievement.
LG 4 - Identify, distinguish, and explain recommended practices in early childhood intervention and inclusive education.
LG 5 - Describe and classify the role of the educational psychologist.
LG 6 - Critically assess the professional practices of a psychologist in an educational setting.
PC 1 - Educational psychology: definition and brief historical and theoretical framework.
PC 2 - School and classroom organizational models:
PC 2.1 - Family-school-community relationships;
PC 2.2 - Cooperative models of learning;
PC 2.3 - Pedagogical relationships and classroom organization.
PC 3 - Socio-psychological factors and teaching and learning.
PC 4 - Early childhood intervention and inclusive education.
PC 5 - The role of the educational psychologist.
Periodical or final evaluation.
Periodical evaluation: 50% group assignment (35% written report [max. 3500 words]; 15% presentation), 50% individual test. All evaluation components are mandatory.
Students are approved if they attain a minimum of 9.5 in all evaluation components.
Final evaluation: Exam (100%).
Title: Alexander, P. A., & Winne, P. H. (2006). Handbook of educational psychology (2nd Ed.). Lawrence Erlbaum Associates.
Bronfenbrenner, U., & Morris, P. A. (2006). The Bioecological Model of Human Development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). John Wiley & Sons.
Reynolds, W. M., & Miller, G. E. (Eds.). (2003). Handbook of psychology: Volume 7: Educational psychology (I. B. Weiner, Series Ed). John Wiley & Sons. [PS.140 Han,8 v.7]
Sprinthall, N. A., & Sprinthall, R. C. (1993). Psicologia Educacional. McGraw-Hill. [PS.124 SPR*Psi]
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Title: Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents' involvement in children's schooling and children's adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855-890. doi:10.1037/bul0000201
Berliner, D. C. (2006). Educational Psychology: Searching for essence throughout a century of influence. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (p. 3?27). Lawrence Erlbaum.
Boavida, T., Aguiar, C., & McWilliam, R. A. (2018). A intervenção precoce e os contextos de educação de infância. In M. Fuertes, C. Nunes, D. Lino, & T. Almeida (Coord.), Teoria, práticas e investigação em intervenção precoce (pp. 5-26). Lisboa: CIED/Escola Superior de Educação de Lisboa. ISBN: 978-989-8912-02-2
Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34(2), 75-85.
Carvalho, L., Almeida, I. C., Felgueiras, I., Leitão, S., Boavida, J., Santos, P. C.,? Franco, V. (2016). Práticas recomendadas em intervenção precoce na infância: Um guia para profissionais. ANIP.
Coimbra, L. L. (1991). O psicólogo face aos outros profissionais da educação: Reflexões sobre a consultoria psicológica. Cadernos de Consulta Psicológica, 7, 21-26.
Direção-Geral da Educação. (2018). Orientações para o trabalho em psicologia educativa nas escolas. Autor.
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22.
Mendes, S. A., Abreu-Lima, I., & Almeida, L. S. (2015). Psicólogos escolares em Portugal: perfil e necessidades de formação. Estudos de Psicologia, 32(3), 405-416.
Mendes, S. A., Lasser, J., Abreu-Lima, I. M., & Almeida, L. S. (2017). All different or all the same? Exploring the diversity of professional practices in Portuguese school psychology. European Journal of Psychology of Education, 32(2), 251-269.
Mendes, S. A., Nascimento, I. M., Abreu-Lima, I. M., & Almeida, L. S. (2016). A study of the ethical dilemmas experienced by school psychologists in Portugal. Ethics & Behavior, 26(5), 395-414.
Mendes, S. A., Pinto, A. I., Abreu-Lima, I. M., & Almeida, L. S. (2018). Práticas colaborativas dos psicólogos escolares portugueses: Uma análise de tipologias e contextos. Análise Psicológica, 36(4), 485-500.
National Association of School Psychologists. (2020). Model for comprehensive and integrated school psychological services - NASP Practice Model. Author.
Neves, L., & Carvalho, R. (2002). O psicólogo em contexto escolar. Centro de Formação Gaia Nascente. [PS.124 PSI]
Osbourne, J. W., & Mollette, M. J. (2010). Grand challenges in educational psychology. Frontiers in Psychology, 1, 1-2.
Pfeifer, J. H., Spears Brown, C., Juvonen, J. (2007). Prejudice reduction in schools: Teaching tolerance in schools: Lessons learned since Brown v. Board of Education about the development and reduction of children?s prejudice. Social Policy Report: Giving Children and Youth Development Knowledge Away, XXI(2), 3-13.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Allyn & Bacon. [PS.124 SLA*Coo]
Stipek, D. (2011). Classroom practices and children?s motivation to learn. In E. Zigler, S., W. S. Gilliam, & S. Barnett (Eds.), The pre-K debates: Current controversies & issues (pp. 98-103). Paul H. Brookes.
Swap, S. M. (1993). Developing home-school partnerships: From concepts to practice. Teachers' College Press.
Tan, C. Y.,Lyu, M., & Peng, B. (2020). Academic benefits from parental involvement are stratified by parental socioeconomic status: A meta-analysis. Parenting, 20(4), 241-287. doi:10.1080/15295192.2019.1694836
UNESCO. (1994). Declaração de Salamanca sobre princípios, política e práticas na área das necessidades educativas especiais. https://www.dge.mec.pt/sites/default/files/EEspecial/declaracao-salamanca.pdf
Vygotsky, L. S. (1997). Educational Psychology. CRC Press. (Obra original publicada em 1926) [PS.124 VYG*Edu]
Ministério da Educação. Decreto-Lei n.º 190/91 de 17 de Maio. Diário da República, I Série-A, 2665-2668.
Ministério da Educação. Decreto n.º 54/2018 de 6 de julho. Diário da República n.º 129/2018, Série I de 2018-07-06, 2918 - 2928.
Decreto-Lei n.º 281/2009 de 6 de Outubro. Diário da República, I Série, 7298-7301.
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Health and Clinical Psychology
The student who successfully completes this Curricular Unit will be able to:
LG1: Differentiate the concepts and practice of health and clinical psychology, identifying their contexts and areas of application.
LG2: Discuss the importance of the clinical relationship in the help processes in Psychology.
LG3: Characterize the main theoretical intervention models in clinical psychology and psychotherapy.
LG4: Identify and differentiate the main theoretical models used in health promotion and illness adaptation.
LG5: Describe psychological and psychosocial factors associated with the emergence of diseases.
LG6: Discuss the importance of communication processes in the doctor-patient relationship.
LG7: Identify areas and intervention strategies in Health Psychology.
1. Introduction to Health Psychology (HP):
1.1. Psychology in the field of Health: from the biomedical to the biopsychosocial model
1.2. HP: objectives, areas, and levels of analysis
2. Models and interventions in HP:
2.1. Health behavior change.
2.2. Psychological correlates of diseases.
2.3. Illness adaptation processes.
2.4. Communication in the doctor – patient relationship.
2.5. Contexts, areas and intervention strategies in HP
3.Introduction to Clinical Psychology (CP)
3.1 Clinical Psychology: scope, objectives, practice and contexts
3.2 Ethical and deontological principles in clinical practice
4. Main intervention models in CP:
4.1 The dynamic approach: psychoanalysis and brief psychodynamics.
4.2 The humanistic, existential and experiential approach.
4.3 The cognitive-behavioral approach.
4.4 Other approaches: systemic and integrative.
4.5 Good practices: evidence-based practice and research in clinical psychology.
1.Periodical evaluation:
- group assignment (written report) on a treatment for a specific psychopathology (20%).
-Oral presentation, in group, illustrating an area of intervention in health psychology (in labs, 20%)
- Test (60%).
-Deliver self-observation exercise on TP 21st Feb.
Students with a final average of 9.5 or above (with no evaluations below 9,5) are considered approved in this course.
2. Final exam (100%)
Title: Corey, G. (2001). Theory and Practice of Counselling and Psychotherapy (6ª Ed.). Belmont, CA: Wadsworth Brooks/Cole.
Gurman, A., & Messer, S. (2005). Essential psychotherapies: Theory and practice. Portland, OR: Guilford Publications.
Hill, C. (2004). Helping Skills: Facilitating exploration, insight, and action (2ª Ed.). Washington, DC: American Psychological Association.
Leal, I., & Pais-Ribeiro, J. (2021, Coods.). Manual de Psicologia da Saúde. Lisboa: Pactor.
Morrison, V., & Bennett, P. (2022). An introduction to health psychology (5ª ed.). Harlow, United Kingdom: Pearson Education Limited.
Ogden, J. (2019). Health Psychology: A textbook (6ª ed.). Maidenhead, England: Open University Press.
Sarafino, E., & Smith, T. (2017). Health Psychology: Biopsychosocial interactions (9ª ed.). New York, NY: Wiley
Taylor, S., & Stanton, A. (2021). Health Psychology (11th Edition). San Francisco: McGraw Hill.
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Attitudes and Attitude Change
The student that completes this course successfully will be able to:
LG1- Identify the various types of attitude measures.
LG2- Describe the structure and function of attitudes
LG3-Explain the impact of behaviour on attitudes and the impact of attitudes on behaviour.
LG4- Describe the models of attitude change.
CP1- The concept of attitude and other concepts related to it.
CP2-The measurement of attitudes - implicit attitudes and explicit attitudes.
CP3-The structure and functions of attitudes.
CP4-The impact of attitudes on behaviour.
CP5-The impact of behaviour on attitudes.
CP6-Attitude formation and attitude change.
CP7-Persuasive communication.
CP8-Attitudes, affect and information processing.
Periodical evaluation: 1) one test (65% of final grade), 2) oral group assignment consisting on the presentation of a paper (10% of final grade); 3) written group assignment (25% of final grade). In 1) and 3) a minimum grade of 9.5 is required (0 to 20) for approval in periodical evaluation. Final exam: the grade counts 100% for final evaluation. Grading of periodical evaluation will not count for the final evaluation under final exam.
BibliographyTitle: Albarracín, D., & Vargas, P. (2010). Attitudes and persuasion. In S.T. Fiske, D. Gilbert, & G. Lindzey (Eds.), Handbook of social psychology (5th edition, Vol. 1, pp. 394-427). Hoboken, NJ: Wiley.
Banaji, M. R. & Heiphetz, L. (2010). Attitudes. In S.T. Fiske, D. Gilbert, & G. Lindzey (Eds.), Handbook of social psychology (5th edition, Vol. 1, pp. 353-393). Hoboken, NJ: Wiley.
Bohner, G., & Wanke, M. (2002). Attitudes and attitude change. New York: Taylor & Francis.
Sutton, R. & Douglas, K. (2013). Social psychology. New York: Palgrave MacMillan.
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Title: Ajzen, I. (1988). Attitudes, personality, and behavior. Milton Keynes: Open University Press.
Ajzen, I. (2011). The theory of planned behaviour: Reactions and reflections. Psychology and Health, 9, 1113-1127
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. New Jersey: Prentice-Hall.
Ajzen, I., & Madden, T. J. (1986). Prediction of goal directed behavior: Attitudes, intentions, and perceived behavioral control. Journal of Experimental Social Psychology, 22, 453-474.
Albarracin, D., Johnson, B. T., Fishbein, M., & Muellerleile, P.A. (2001). Theories of reasoned action and planned behavior as models of condom use: A meta-analysis. Psychological Bulletin, 127, 142-161. doi:10.1037/0033-2909.127.1.142
Armitage, C. J., & Conner, M. (2001). Efficacy of the theory of planned behaviour: A meta-analytic review. British Journal of Social Psychology, 40, 471-499. doi:10.1348/014466601164939
Chaiken, S. (1987). The heuristic model of persuasion. In M. P. Zanna, J. M. Olson, & C. P. Herman (Eds.), Social influence: The Ontario symposium (Vol. 5, pp. 3-39). Hillsdale, NJ: Erlbaum.
Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Harcourt Brace Jovanich College Publishers.
Greenwald, A. G., McGhee, D. E., & Schwartz, J. K. L. (1998). Measuring individual differences in implicit cognition: The Implicit Association Test. Journal of Personality and Social Psychology, 74, 1464-1480.
Hans, J. D., & Kimberly, C. (2014). Abortion attitudes in context: a multidimensional vignette approach. Social Science Research, 48, 145-156.
Kassem, N. O., & Lee, J. W. (2004). Understanding soft drink consumption among male adolescents using the theory of planned behavior. Journal of Behavioral Medicine, 27, 273-296.
Kwan, M. Y. W., Bray, S. R., & Ginis, K. A. M. (2009). Predicting physical activity of first-year university students: An application of the theory of planned behavior. Journal of American College Health, 58, 45-52.
Lima, M. L. & Correia, I. A. (2013). Atitudes: Medida, estrutura e funções. In J. Vala & M. B. Monteiro (Eds.), Psicologia Social (9ª Ed., pp. 201-243). Lisboa: Fundação Calouste Gulbenkian.
Petty, R. E., & Cacioppo, J. T. (1986). The elaboration likelihood model of persuasion. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology (Vol. 19, pp. 123-205). San Diego, CA: Academic Press.
Petty, R. E., Fazio, R. H., & Brinol, P. (2009). Attitudes: Insights from the new implicit measures. New York: Psychology Press.
Poeschl, G. (2013). A persuasão. In J. Vala & M. B. Monteiro (Eds.), Psicologia Social (9ª Ed., pp. 325-363). Lisboa: Fundação Calouste Gulbenkian.
Werner, S., Peretz, H., & Roth, D. (2015). Israeli children's attitudes toward children with and without disabilities. Early Childhood Research Quarterly, 33, 98-107.
Wood, W. (1982). Retrieval of attitude-relevant information from memory: Effects on susceptibility to persuasion and on intrinsic motivation. Journal of Personality and Social Psychology, 42, 798-810.
Students will have to consult other references for the work assignment and oral presentation.
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Groups and Inter-Group Relations
Students who successfully attended this curricular unit should be able to:
OA1. Describe psychological processes involved in group membership and intergroup relations and their impact on group performance and on individual behaviour
OA2. Distinguish and compare different paradigms and perspectives in the conceptualization of relations between groups
OA3. Read and critically analyze empirical research developed in the studied areas
OA4. Identify situations and social phenomena within and between groups that illustrate the relevant concepts and theories
A. Problems, basic concepts and the dynamic of groups and the relations between groups
CP1. What are groups?
CP2. Phenomena and characteristics of behaviour within groups
CP3. Prejudice, stereotypes and social discrimination
B. Theories, paradigms and research results in intergroup relations.
CP4. Classical and cognitive explanations of prejudice and stereotypes
CP5. Intergroup relations, the self and social identity
CP6. Communication and social identity
C. Contexts and applications of the intergroup perspective
CP7. Interdependency of processes within and between groups
CP8. Psychology of the crowd
CP9. Approaches of change and reduction of prejudice
Periodic evaluation regime or final exam. To participate in the regime of periodic evaluation students should complete the following components:
- one individual work (max. 5 pages) with a critical review of an article/chapter of the course (30%)
- one thematic presentation in the TP lectures in small groups (35%)
- a test (35%)
To pass, a student has to achieve grades of at least 7.5 in each of the three evaluations and to achieve a final grade equal to or higher than 9.5.
Title: Tajfel (1982). Grupos humanos e categorias sociais. Lisboa: Horizonte.
Tajfel, H. & Turner, J. C. (1986). The social identity theory of intergroup behavior. In Austin & Worchel (Eds.), Psychology of intergroup relations (pp. 7-24). Chicago: Nelson-Hall.
Smith, E. R., Mackie, D. M. & Claypool, H. M. (2015). Social psychology (4rth ed.), New York: Routlege (chapters 4, 5, 6, 9 and 11)
Monteiro, M.B. (2013).Relações intergrupais. In Vala, J. e M. B. Monteiro, Psicologia Social (9ª edição, Cap. X). Lisboa: Gulbenkian.
Jesuíno (2004) Estruturas e processos de grupo. In Vala & Monteiro (Eds) Psicologia social (6ª ed.). Lisboa: Gulbenkian.
Hogg, M. & Vaughan, G. (2022) Social Psychology (9th edition). London: Pearson, Chapters 4, 8, 10 and 11
Forsyth, D.R. (2018) Group Dynamics, 7th Edition. , Boston, MA: Cengage., Chapter 1, 3-6, 10
Brown (2010). Prejudice: Its social psychology (2nd Ed.). Chichester: Wiley-B.
Allport (1954) The Nature of Prejudice. Cambridge: Perseus (Chapt. 1-4)
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Title: Tindale et all (2001) Shared Cognition in Small Groups. In: Tindale, S. & Hogg, M. (Eds.)
Tindale & Hogg (Eds.): Blackwell handbook of social psychology: Group processes. Oxford: Blackwell
Steele & Aronson (2000) Stereotype Threat and the Intellectual Test Performance of African Americans. In: Stangor, C. (ed.) Stereotypes and prejudice (pp. 369-389). Philadelphia: Psy Press
Reicher, S. (2001): The Psychology of Crowd Dynamics. In: Tindale, S. & Hogg, M. (Eds.):
Pettigrew & Tropp (2006) A Meta-Analytic Test of Intergroup Contact Theory. J. of Pers and Soc Psy, 90, 5, 751-783
Marques et al. (2001): Social Categorization, Social Identification & Rejection of Deviant Group Members. In: Tindale & Hogg (Eds.)
Hogg (2001): Social Categorization, Depersonalization, and Group Behavior. In Tindale & Hogg (Eds.)
Hamilton & Gifford (1976) Illusory Correlation in Interpersonal Perception: A Cognitive Basis of Stereotypic Judgments. J. of Exp. Soc Psy, 12, 392-407
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Recommended optative
Optional courses will only be held if they achieve a minimum number of enrollments.
Objectives
The BSc in Psychology has the general objective of provide its students with knowledge, skills and abilities on a basic theoretical and methodological level in the various areas of Psychology.
The first cycle programme (Bachelor's) in Psychology, which leads to the title of Licenciado in Portugal, is in accordance with the European Diploma of Psychology, according to which the teaching of Psychology in the university occurs in two cycles of education.
The first cycle programme consists of 6 semesters (3 academic years) and confers 180 ECTS, it therefore corresponds to only a part of the training as a Psychologist and does not alone enable its graduates to work professionally in the field.
Completion of the first cycle allows students:
- to continue their studies in Psychology in a second cycle (Master's) program in any specialization;
- total mobility for any university in the country or abroad;
- to enter into the workforce in functions that requires only the general skills obtained in an undergraduate program.
The Learning Objectives are:
- to describe, differentiate and integrate the principal concepts, theories, perspectives and contexts of applications in the domain of Psychology;
- to apply these basic knowledge, skills and abilities to different contexts by constructing arguments based in theoretical and empirical models;
- to identify the principal instruments of information-gathering in Psychology and interpret their results;
- to present and disseminate precise information and results of Psychology studies and interventions
- to research and organize the scientific knowledge produced in the field of Psychology around a certain topic with a high degree of autonomy.
The first cycle program's objective is to provide a solid base for continued studies in the second cycle program. The Learning Goals are implemented through the logical sequence of Program Content in the curricular units of each year/semester, and their accomplishment is measured by the teaching/evaluation methodologies of each unit. The course strives for coherence among the Learning Goals, Program Content, and Methodologies of Teaching/Evaluation.