Accreditations
Programme Structure for 2024/2025
Curricular Courses | Credits | |
---|---|---|
Stereotyping, Prejudice, and Discrimination: Advanced Topics
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Cultural Psychology
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Psychology of Intercultural Contact and Communication
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Research Methods in Psicology II
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Conflict Negotiation and Mediation
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Qualitative Data Analysis in Psychology
6.0 ECTS
|
Parte Escolar > Optional Courses > Blocks > Block A | 6.0 |
Advanced Data Analysis Methods
6.0 ECTS
|
Parte Escolar > Optional Courses > Blocks > Block A | 6.0 |
Advanced Research Methods in Psychology
6.0 ECTS
|
Parte Escolar > Optional Courses > Blocks > Block A | 6.0 |
Internship in the Psychology of Intercultural Relations
18.0 ECTS
|
Parte Escolar > Mandatory Courses | 18.0 |
Master Dissertation in Psychology of Intercultural Relations
42.0 ECTS
|
Final Work | 42.0 |
Master Project in Psychology of Intercultural Relations
42.0 ECTS
|
Final Work | 42.0 |
Stereotyping, Prejudice, and Discrimination: Advanced Topics
The student that successfully completes this UC, will be able to:
LG1. Understand the dynamics and the mental representations that characterize the formation of stereotypes, prejudice and discriminatory behaviors.
LG2. Analyze the relation between stereotype, prejudice, and discrimination;
LG3. Describe and relate current theories on contemporary forms of racism.
LG4. Describe and critically analyze evidence about the social consequences of stereotypes and prejudices in important areas of social life (e.g., health care).
LG5. Describe and relate current theories on ideologies about intergroup relations in intercultural contexts.
The course is divided in five main parts or topics:
S1. Introduction and historical overview on prejudice research
S2. Contemporary theories on racism
S3. Activation, Application, and Transmission of Stereotypes
S4. The role of prejudice and stereotypes in healthcare inequalities
S5. Contemporary theories on intergroup ideologies
Two evaluation options:
1.Periodic assessment
Students will be evaluated on the basis of 2 group assignments (20%, 30%) and a test at the end of the semester (50%) which covers the concepts, theories and topics that were discussed throughout the course.
Approval in the course requires a minimum 9,5 grade for each assessment component.
OR
2.Final Exam Evaluation:
Standardized test to assess the most fundamental knowledge (100%).
Approval in the course requires a minimum 9,5 grade.
Title: Nelson, T. D. (2006) (Ed.). The psychology of prejudice. Boston: Pearson.
Dovidio, J. F. , Hewstone, M., Glick, P., & Esses, V. M., (2010) (Eds.), The Sage Handbook of prejudice, stereotyping, and discrimination. London: Sage
Fiske, S. T., Gilbert, D. T., & Lindzey, G. (Eds) (2010). Handbook of social psychology (5th ed.). New York, NY: Wiley.
Sidanius, J., & Pratto, F. (2001). Social dominance: An intergroup theory of social hierarchy and oppression. Cambridge University Press.
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Title: Sibley, C. G., & Osborne, D. (2016). Ideology and post‐colonial society. Political Psychology, 37, 115-161.
Sidanius, J., Levin, S., Federico, C. M., & Pratto, F. (2001). 13 Legitimizing Ideologies The Social Dominance Approach. The psychology of legitimacy: Emerging perspectives on ideology, justice, and intergroup relations, 307.
Blair, I. V. (2002). The malleability of automatic stereotypes and prejudice. Personality And Social Psychology Review, 6, 242-261.
Madeira, F., Costa-Lopes, R., Do Bú, E. A., & Tato Marinho, R. (2022). The role of stereotypical information on medical judgements for black and white patients. Plos one, 17(6), e0268888.
Correll, J., Park, B., Judd, C. M., & Wittenbrink, B. (2007). The influence of stereotypes on decisions to shoot. European Journal Of Social Psychology, 37, 1102-1117.
Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of Personality and Social Psychology, 56, 5-18.
Duckitt, J. (2010). Historical overview. In J. F. Dovidio, M. Hewstone, P. Glick, & V. M. Esses (Eds.), The Sage Handbook of prejudice, stereotyping, and discrimination (pp. 29-44). London: Sage.
Hamilton, D; Gifford, R (1976). Illusory correlation in interpersonal perception: A cognitive basis of stereotypic judgments. Journal of Experimental Social Psychology, 12, 392-407.
Madeira, F., Do Bú, E. A., Freitas, G., & Pereira, C. R. (2023). Distributive justice criteria and social categorization processes predict healthcare allocation bias. British Journal of Health Psychology, 28(2), 552-566.
IDovidio, J. F., & Fiske, S. T. (2012). Under the radar: how unexamined biases in decision-making processes in clinical interactions can contribute to health care disparities. American journal of public health, 102(5), 945-952.
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Vala, J., Pereira, C. R., Lima, M. E. O., & Leyens, J. P. (2012). Intergroup time bias and racialized social relations. Personality and Social Psychology Bulletin, 38(4), 491-504.
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Tausch, N., & Hewstone, M. (2010). Intergroup contact. In J. Dovidio, M. Hewstone, P. Glick, & V. Esses (Eds.), The SAGE handbook of prejudice, stereotyping and discrimination. (pp. 544-561). London: Sage
Wheeler, S. C., & Petty, R. E. (2001). The effects of stereotype activation on behavior: a review of possible mechanisms. Psychological bulletin, 127, 797-826.
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Wigboldus, D. H. J., Semin, G. R., & Spears, R. (2000). How do we communicate stereotypes? Linguistic bases and inferential consequences. Journal of Personality and Social Psychology, 78, 5-18.
Dovidio, J. F., & Gaertner, S. L. (2004). Aversive racism. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 36, pp. 1–51). San Diego , CA : Academic Press.
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Cultural Psychology
After completing the course you should be able to:
LG1. Describe what culture is and explain the main theories about cultural differences
LG2. Differentiate between emic and etic perspectives and how they relate to endeavours in the field
LG3. Critically evaluate theories and empirical research in cultural/cross-cultural psychology
LG4. Understand research designs in cultural/cross-cultural psychology and identify knowledge gaps
LG5. Apply principles of cultural/cross-cultural psychology to analyse societal and intercultural issues
LG6. Communicate clearly and appropriately about cultural issues orally and in written format
LG7. Approach cultural issues with enhanced cultural sensitivity
The course is divided into the following thematic blocks (TB):
1. Introduction
2. Culture, the Human Mind
3. Culture & the Self
4. Cultural & morality
5. Cultural theories and frameworks
6. Cultural evolution and methods
7. Morality symposium
8. Cultural competence
9. Critical reflections
Periodic Evaluation OR Final evaluation
Periodic evaluation;
A) Blog entry (50% of grade): group assignment; students will apply theories from class to real-life events and summarize their interpretation in the form of a blog entry; they also present their interpretation in class with the possibility to obtain feedback before submitting the final version of the blog entry
B) Standardized test (50% of grade): At the end of the semester, students will take a multiple choice test with open-ended questions to assess their knowledge and ability to transfer the learned contents to new domains.
A minimum grade of 9.5 in both the group assignment and test is necessary to pass this course.
Final evaluation:
Standardized exam (100%) with multiple choice and open-ended questions about all course contents.,
Title: Heine, S. J. (2016) (Ed.). Cultural Psychology (3rd ed.). New York: W.W. Norton & Co.
Smith, P. B., Fischer, R., Vignoles, V. L., & Bond, M. H. (2013). Understanding social psychology across cultures: Engaging with others in a changing world.
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Title: 1. Fowler, S. M., & Yamaguchi, M. (2020). An analysis of methods for intercultural training. In D. Landis & D. P. S. Bhawuk (Eds.), The Cambridge Handbook of Intercultural Training (pp. 192?257). Cambridge University Press. https://doi.org/10.1017/9781108854184.008
2. Gelfand, M. J., et al. (2011). Differences Between Tight and Loose Cultures: A 33-Nation Study. Science, 332, 1100?1104. https://doi.org/10.1126/science.1197754
3. Haidt, J., Koller, S. H., & Dias, M. G. (1993). Affect, culture, and morality, or is it wrong to eat your dog? Journal of Personality and Social Psychology, 65(4), 613?628.
4. Hamamura, T. (2012). Are cultures becoming individualistic? A cross-temporal comparison of individualism-collectivism in the United States and Japan. Personality and Social Psychology Review, 16(1), 3?24. https://doi.org/10.1177/1088868311411587
5. Hofhuis, J., Schilderman, M. F., & Verdooren, A. (2020). Multicultural personality and effectiveness in an intercultural training simulation: The role of stress and pro?active communication. International Journal of Psychology, 55, 812-821.
6. Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture, 2, 2307-0919. http://dx.doi.org/10.9707/2307-0919.1014
7. Oishi, S., & Graham, J. (2010). Social ecology: Lost and found in Psychological Science. Perspectives on Psychological Science, 5, 356?377. https://doi.org/10.1177/1745691610374588
8. Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin , 128(1), 3?72.
9. Vauclair, C.-M., & Fischer, R. (2011). Do cultural values predict individuals? moral attitudes? A cross-cultural multilevel approach. European Journal of Social Psychology, 41(4), 468?481. https://doi.org/10.1002/ejsp.794
10. Vignoles, V., Owe, E., Becker, M., et al. (2016). Beyond the east-west-dichotomy: Global variation in cultural models of selfhood. Journal of Experimental Psychology: General, 145, 966?1000. https://doi.org/10.1037/xge0000175
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Psychology of Intercultural Contact and Communication
LG1. Explain what intercultural/intergroup contact is, its benefits and limitations
LG2. Explain what acculturation is and how it affects intercultural relations
LG3. Explain the different acculturation orientations, their dynamic nature and the intergroup factors that impact them
LG4. Explain what multiculturalism is and how it shapes intercultural relations.
LG5. Explain general principles of the human communication process and intercultural communication
LG6. Explain how the cultural context affects intercultural communication
LG7. Identify, compare and contrast verbal and nonverbal codes and communication styles across cultures
LG8. Improve your competence as an intercultural communicator
LG9. Reflect on language and power relations, and perceived hierarchies in contexts characterised by
languages in contact; diversity and multilingualism
LG10. Discuss the issue of language choice (official language vs medium of instruction) in multilingual societies
S1) Intercultural contact
- The contact hypothesis: When and how contact works
- Different forms of contact
- Benefits and challenges
- New trends in contact theory
S2) Intercultural relations and the dynamics of acculturation:
- Mutuality in acculturation: acculturation theory and intergroup relations
- Intergroup dynamics that impact acculturation
S3) The social psychology of multiculturalism:
- What is multiculturalism
-Two perspectives: the individual migrant and the majority culture
S4) Multilingualism and language policies
S5) Human communication and the cultural context
S6) Cultural differences in verbal and nonverbal communication
S7) Intergroup communication: the microaggression paradigm
Evaluation:
EITHER
1) Periodic Evaluation:
Students will be evaluated on the basis of a group assignment (40%) and a test at the end of the semester (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.
OR
2) Final Exam Evaluation:
Test to assess the most fundamental knowledge (100%). The test will take place on the 1st and 2nd Periods of Evaluation.
Title: - Kenworthy, J. B., Turner, R., Hewstone, M., & Voci, A. (2005). Intergroup Contact:When Does it Work, and Why?. In J. F. Dovidio, P. Glick, & L. A. Rudman (Eds), On the Nature of Prejudice: Fifty Years After Allport. Wiley-Blackwell.
- Neuliep, J.W. (2021). Intercultural Communication: A Contextual Approach (7th Ed.). Thousand Oaks, CA: Sage.
- Ting-Toomey, S. & Chung, L. C. (2012). Understanding Intercultural Communication. Oxford: Oxford University Press.
- Deaux, K., & Verkuyten, M. (2014). The social psychology of multiculturalism: Identity and intergroup relations. In V. Benet-Martínez & Y-y Hong (Eds), Oxford handbook of multicultural identity, Oxford University Press.
- Schwartz, S. J., Vignoles, V. L., Brown, R., & Zagefka, H. (2014). The identity dynamics of acculturation and multiculturalism: Situating acculturation in context. In V. Benet-Martínez & Y-y Hong (Eds), Oxford handbook of multicultural identity, Oxford University Press.
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Title: - Manusov, V. & M. L. Patterson. M. L. (Eds) (2006). The Sage book of nonverbal communication. Thousand Oaks, CA: Sage Publications.
- Berry, J., & Sam, D (2014). Multicultural societies. In V. Benet-Martínez & Y-y Hong (Eds), Oxford handbook of multicultural identity, Oxford University Press.
- Wilson, J., Ward, C., & Fischer, R. (2013). Beyond Culture Learning Theory: What Can Personality Tell Us About Cultural Competence? Journal of Cross-Cultural Psychology, 44, 900-927.
Bierwiaczonek, K., & Kunst, J. R. (2021). Revisiting the integration hypothesis: Correlational and longitudinal meta-analyses demonstrate the limited role of acculturation for cross-cultural adaptation. Psychological Science, 32(9), 1476-1493.
- Ward, C., & Geeraert, N. (2016). Advancing acculturation theory and research: the acculturation process in its ecological context. Current Opinion in Psychology, 8, 98-104.
- Shachaf, P. (2008). Cultural diversity and information and communication technology impacts on global virtual teams: An exploratory study. Information & Management, 45(2), 131-142.
- Ward, C., & Szabo, A. (forthcoming). Affect, Behavior, Cognition and Development: Adding to the Alphabet of Acculturation. In D. Matsumoto & S. Hwang (Eds.), Handbook oc Culture and Psychology (2nd ed.)
- Berry, J., & Ward, C. (2016). Multiculturalism. In D. Sam & J. W. Berry (Eds), The Cambridge Handbook of Acculturation Psychology (pp. 441-463). Cambridge University Press.
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Research Methods in Psicology II
Students who successfully complete this course will be able to:
LG1. Know the different steps for designing a research project
LG2. Delimit and conceptually frame the research problem
LG3. Effectively outline the methodological strategy according to the formulated research problem
LG4. Write a research project that is adequate to a masters thesis in psychology
LG5. Recognize and follow the ethical guidelines established for psychology
PC1. Steps for designing a research project
- structure and goals of the research project
- development stages of a research project
- norms for the elaboration of a research project
PC2. Literature Review
- Goals and features of a literature review
- Literature review and the development of the argument
- Planning and conducting a literature review
- Organization and writing a literature review
PC3. Outlining the methodological strategy
- What is the methodological strategy: link between conceptual and operationalization stages
- Main methodological options: quantitative and qualitative
- Research design
- Planning data analysis
- Ethical issues in psychology research
The evaluation of the course is exclusively periodical and consists of the elaboration of an individual research project suitable for a master thesis with the following features:
- APA guidelines writing style
- Maximum 10 pages
- Structure according to the guidelines provided in class
The evaluation method is the same in any evaluation moment
Approval requires a grade equal to or above 9.5.
Since there is no Final Exam grade improvement is not allowed (REACC ECSH).
Title: Walliman, N. (2005). Your research project: a step-by-step guide for the first time researcher (2nd Ed.). London. SAGE.
Sternberg, R.J., & Sternberg, K. (2010). The Psychologist's Companion: a Guide to Writing Scientific Papers for Students and Researchers. NY: Cambridge University Press
McBride, D. M. (2016). The Process of Research in Psychology (4th Edition.) Sage Publishing.
Ridley, D. (2008). The Literature Review: A step-by-step Guide for Students. London: Sage.
Friedland, A., J., & Folt, C. L. (2009). Writing Successful Science Proposals (2ª ed.). Yale: Yale University Press
Breakwell, G., Hammond, S. & Fife-Schaw, C. (2000). Research Methods in Psychology. London: SAGE.
Bell, J. (2008). Doing Your Research Project: A Guide for First-time Researchers in Education, Health and Social Science (4ª ed.). Berkshire: Open University press.
American Psychological Association. (2019). Publication manual of the American Psychological Association (7th Edition.).Washington, DC.
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Title: Weisner, T. S. (2005, ed.). Discovering Successful Pathways in Children's Development: Mixed Methods in the Study of Childhood and Family Life. Chicago: The University of Chicago Press
Swetnam, D. (2000). Writing your Dissertation: How to Plan, Prepare and Present Successful Work. Oxford: How to books.
Ruane, J. M. (2005). Essentials of Research Methods: a Guide to Social Science Research. Maiden: Blackwell Publishing.
Rosnow, R., L., & Rosnow, M. (2006). Writing Papers in Psychology: a Student Guide to Research Reports, Literature Reviews, Proposals, Posters and Handouts (7ª ed.). Belmont: Thompson.
Ordem dos Psicólogos Portugueses (2011). Código Deontológico da Ordem dos Psicólogos Portugueses. Diário da República, 2.ª série, 78, 20 de Abril de 2011, 17931- 17936.
Judd, C., Smith, E., & Kidder, L.H (1991). Research Methods in Social Relations (6ª Ed.). Fort Worth: Harcourt Brace Jovanovich College Publishers.
Howard, K., & Sharp, J. (1989). The Management of a Student Research Project. Aldershot: Gower
Hall, C. (1998). Doing a Literature Review: Releasing the Social Science Research. London: Sage.
Fisher, C. (2007). Researching and Writing a Dissertation: A Guidebook for Business Students (2ª ed.). Essex: Prentice Hall.
Bem, D.J. (1995). Writing a review article for psychological bulletin. Psychological Bulletin, 118, 172-177.
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Conflict Negotiation and Mediation
After attending this course students should be able:
LG.1 To know the classical and modern theories of Social Psychology on the origins, development and consequences of conflict processes at the inter-individual, group and inter-group levels
LG.2 To identify and define interpersonal, intragroup and intergroup conflicts in different social settings
LG.3 To use instrumental and symbolic interests in negotiation and conflict mediation
LG.4 To use adequate tactics and prevent cognitive biases in intergroup/intercultural negotiation contexts
LG.5 To use intercultural differences/similarities as symbolic/instrumental strategies in negotiation and mediation contexts
S.1 The social psychology of inter-group conflict (a review)
S.2 Introduction to negotiation concepts and processes: Basic strategies: distributive versus integrative negotiation
S.3 Negotiation skills: Power persuasion and ethics
S.4 Intergroup negotiation:
Stereotypes and group identity management
Intergroup bias and attitude polarization
Strategies to prevent negotiation failure
S.5 Biases, styles and competence in negotiation and how these are shaped by culture.
Culture and Negotiation Biases
Culture and Negotiation Styles
The role of cultural competence in negotiation
S.6 Culture and Negotiation Processes
Frequencies, sequences and stages
Periodic Assessment:
1. Class attendance (minimum 20h out of 24h)
2. Compulsory readings (approx 1 paper per week, 15%)
3. Group work (5 students) (45%) Written report including theoretical framing of the negotiation role-play in class
4. Individual work: written test in June (40%)
*A minimum grade of 9,5 in each assessment is required.
Final Evaluation:
1. Written Exam (100%) *minimum grade of 9,5 is required.
Title: Thompson, L. L. (1998). The mind and heart of the negotiator. Upper Saddle River: Prentice Hall. PS.142 THO*Min
Monteiro, M. B. (2006, 6ª ed.). Conflito e negociação entre grupos. In J. Vala & M. B. Monteiro, Psicologia social (pp. 411-450). Lisboa: Fundação Calouste Gulbenkian. PS.110 Psi 2ª ed
Gelfand, M. J., & Brett, J. M. (2004). The Handbook of Negotiation and Culture. Stanford, USA: Stanford University Press. (PS.142 Han & elearning)
Fisher, R. & Ury, W. (2007). Getting to yes: Negotiating an agreement without giving in. London: Random House. PS.142 FIS*Get,1
De Dreu, C. K., & Gelfand, M. J. (2008) (Eds.). The psychology of conflict and conflict management in organizations. New York: Lawrence Erlbaum Associates. (PS.141 Psy,3)
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Title: Weingart, L. R., Olekalns, M., & Smith, P. L. (2004). Quantitative coding of negotiation behavior. International Negotiation, 9(3), 441-456.
Weingart, L. R., & Olekalns, M. (2004). Communication processes in negotiation: Frequencies, sequences, and phases. In M. J. Gelfand & J. M. Brett (Eds.), The Handbook of Negotiation and Culture (pp. 143-157). Stanford, USA: Stanford University Press. (PS.142 Han & elearning)
Thomson, L. L. Peterson, E. & Brodt, S. E. (1996). Team negotiation: An examination of integrative and distributive bargaining. Journal of Personality and Social Psychology, 60, 66-78. (e-learning)
Singelis, T. M. (1994). The measurement of independent and interdependent self-construals. Personality and Social Psychology Bulletin, 20(5), 580-591.
Salacuse, J. W. (1998). Ten ways that culture affects negotiating style: Some survey results. Negotiation Journal, 14(3), 221-240.
Olekalns, M., & Adair, W.L. (2013) (Eds.). Handbook of research on negotiation. Cheltenham, UK: Edward Elgar.
Morris, M. W., & Gelfand, M. J. (2004). Cultural differences and cognitive dynamics: Expanding the cognitive perspective on negotiation. In M. J. Gelfand & J. M. Brett (Eds.), The Handbook of Negotiation and Culture (pp. 45-72). Stanford, USA: Stanford University Press. (PS.142 Han)
Moore, C. W. (1986). The mediation process: Practical strategies for resolving conflict. San Francisco: Jossey-Bass Publishers.
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224.
Imai, L., & Gelfand, M. J. (2010). The culturally intelligent negotiator: The impact of cultural intelligence (CQ) on negotiation sequences and outcomes. Organizational Behavior and Human Decision Processes, 112(2), 83-98.
Hall, L. (Ed.) (1993). Negotiation: Strategies for mutual gain - the basic seminar of the program on negotiation at Harvard Law School. Newbury Park: Sage Publications. PS.141 Neg,1
De Dreu, C. K., Weingart, L. R. & Kwon, S. (2000). Influence of social motives on integrative negotiation: A meta-analytic review and test of two theories. Journal of Personality and Social Psychology, 78, 889-905.
Brett, J. & Kopelman, S. (2004). Cross-Cultural Perspectives on Cooperation in Social Dilemmas In M. J. Gelfand & J. M. Brett (Eds.), The Handbook of Negotiation and Culture (pp. 395-414). Stanford, USA: stanford University Press. (PS.142 Han)
Bazerman, M. H. & Neale, M. A. (1992). Negotiating rationally. New York: Free Press. (PS.142 BAZ*Neg)
Bar-Tal, D. (2007). Sociopsychological foundations of intractable conflicts. American Behavioral Scientist, 50(11), 1430-1453.
Ang, S., Van Dyne, L., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and organization review, 3(3), 335-371.
Ang, S., Van Dyne, L., & Koh, C. (2006). Personality correlates of the four-factor model of cultural intelligence. Group & Organization Management, 31(1), 100-123. (Classes 7 to 12)
Allison, S. T. & Messick, D. M. (1990). Social decision heuristics in the use of shared resources. Journal of Behavioral Decision Making, 3, 195-204.
Adair, W. L., & Brett, J. M. (2004). Culture and negotiation processes. In M. J. Gelfand & J. M. Brett (Eds.), The Handbook of Negotiation and Culture (pp. 158-176). Stanford, USA: Stanford University Press. (PS.142 Han)
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Qualitative Data Analysis in Psychology
The student that successfully completes this CU, should be capable of:
LG1. Recognize the specificity and contexts of application of qualitative research
LG2. Describe the main steps, potential, and limitations of content analysis and thematic analysis.
LG3. Analyse qualitative data by using content and thematic analysis techniques.
LG4. Identify the main functions of NVivo, a qualitative data analysis software.
LG5. Organize, manage, and code qualitative data, using NVivo.
LG6. Identify quality criteria in qualitative research and apply such criteria in the critical appraisal of scientific publications.
LG7. Produce scientific documents that describe the analysis of qualitative data.
S1. Introduction to qualitative research
1.1. Scope and perspectives in qualitative research
1.2. Quality criteria in qualitative research
S2. Techniques of analysis of qualitative data
2.1. Content analysis and thematic analysis: definition and main steps
2.2. Potential and limitations of each technique
2.3. Practical exercises
S3. Software for coding and analysis of qualitative data
3.1. Introduction, potential, and applications
3.2. Exercises with NVivo
S4. Writing and presenting results of qualitative research
Periodic evaluation: students must attend classes (3 absences accepted) and submit (1) an individual report (60%) corresponding to the methods and results sections of a manuscript; and (2) a group assignment (40%) corresponding to practical exercises using NVivo. Students who get a minimum of 9.5 are approved. A minimum of 9.5 in each continuous assessment component is required.
Final evaluation: Exam (100%).
Title: Lyons, E., & Coyle, A. (2007). Analysing qualitative data in psychology. London: Sage.
Krippendorff, K. (2004/2018). Content analysis: An introduction to its methodology. London: Sage.
Joffe, H. (2012). Thematic analysis. In D. Harper & A. Thompson, Qualitative Research Methods in Mental Health and Psychotherapy (pp. 209-223). Chichester: Wiley-Blackwell.
Flick, U. (2014). An Introduction to Qualitative Research (5th ed). London: Sage.
Bryman, A. (2008). Social research methods (3r ed.). Oxford: Oxford University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Berg, B. L., & Lune, H. (2012). Qualitative research methods for the social sciences (8th ed.). Boston: Pearson.
Bazeley, P., & Jackson, K. (2013). Qualitative Data Analysis with NVIVO. (2nd ed.). SAGE.
Bauer, M. & Gaskell, G. (2000). Qualitative Researching with Text, Image and Sound. London: Thousand Oaks.
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Title: Complimentary references will be given at each class.
Serão fornecidas outras referências (específicas) em cada uma das aulas.
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Advanced Data Analysis Methods
LG1 | Identify and distinguish the different effects related to moderation, mediation and moderate mediation
LG2 | Update and develop knowledge about multiple linear regression to test moderation and mediation
LG3 | Apply multiple linear regression to test the different models
LG4 | Analyse and interpret statistical results
LG5 | Present the results in a thesis/paper
1. Moderation, mediation and moderated mediation
1.1. Moderated effect: interaction effect
1.2. Mediated effect: chain of effects
1.3. Moderated mediation: conditional indirect effect
1.4. Discussion of papers with Moderation, mediation and moderated mediation
2. Moderation using multiple linear regression
2.1. Main effect and interaction effect
2.2. Quantitative moderator
2.3. Dummy moderator
2.4. Statistical software application (SPSS and PROCESS)
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 (SPSS and PROCESS)
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 (SPSS and PROCESS)
4.4. Report results in a thesis/paper
The periodic evaluation includes:
1. Individual test (65%)
2. Team work (35%).
The students have to achieve a minimum grade of 8.5 in the individual test and of 10 in the team work.
The final examination have the same two components:
1. Individual test (65%)
2. Individual work (35%).
The students have to achieve a minimum grade of 8.5 in the test and of 10 in the work.
Title: Hair, J., Black, W., Babin, B. and Anderson R. (2014). Multivariate Data Analysis. Pearson New International Edition (7ª ed).
Hayes, A. F. (2020). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. 2nd, Guilford Press.
Jiang, L., J. and Matthew J. (2018). Work and Affective Commitment: A Moderated Mediation Model of Positive Work Reflection and Work Centrality. J Bus Psychol 33, 545?558. https://doi.org/10.1007/s10869-017-9509-6.
Maroco, J. (2010). Análise Estatística com o PASW Statistics (ex-SPSS), Pero Pinheiro.
Tabachnick, B. and Fidell, L. (2013). Using Multivariate Statistics, USA, Person International Edition, 6ª ed.
Hair, J., Anderson R., Tatham, R. e Black, W., Multivariate Data Analysis: A Global Perspective, 2019, Saddle River, Pearson International Edition (8ª ed),,
Hayes, A. F., Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, 2020, 2nd, Guilford Press.,
Jiang, L., J. and Matthew J., Work and Affective Commitment: A Moderated Mediation Model of Positive Work Reflection and Work Centrality., 2018, J Bus Psychol 33, 545?558.,
Maroco, J., Análise Estatística com o PASW Statistics (ex-SPSS),, 2020, Pero Pinheiro,
Tabachnick, B. and Fidell, L., Using Multivariate Statistics, 2013, USA, Person International Edition, 6ª ed.,
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Title: Baron, R e Kenny D. (1986). The Moderator-Mediator Variable Distinction in Social Psychological research: Conceptual, Strategic and Statistical Considerations, Journal of Personality and Social Psychology, 51, 1173-1182.
Preacher, K. J. e Hayes, A. F (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models, Behavior Research Methods, 40 (3), 879-891, http://quantpsy.org/pubs/preacher_hayes_2008b.pdf.
Important links:
Kenny, D. A. (2011). Moderation http://davidakenny.net/cm/moderation.htm
Kenny, D. A. (2012). Mediation, http://davidakenny.net/cm/mediate.htm
Baron, R e Kenny D., The Moderator-Mediator Variable Distinction in Social Psychological research: Conceptual, Strategic and Statistical Considerations, 1986, Journal of Personality and Social Psychology, 51, 1173-1182.,
Preacher, K. J. e Hayes, A. F., Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models,, 2008, Behavior Research Methods, 40 (3), 879-891, http://quantpsy.org/pubs/preacher_hayes_2008b.pdf.,
Kenny, D. A., Moderation http://davidakenny.net/cm/moderation.htm, 2011, http://davidakenny.net/cm/moderation.htm,
Kenny, D. A., Mediation, 2012, http://davidakenny.net/cm/mediate.htm, http://davidakenny.net/cm/mediate.htm
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Advanced Research Methods in Psychology
Students who successfully absolved this curricular unit should be able to:
OA1: Conduct a qualitative synthesis of research
OA2: Distinguish and use different types of methods, while taking into account their potentials and limitations
OA3:Explain and distinguish different strategies of data analysis and demonstrate the capacity to present research results
OA4: Solve a scientific problem by conducting a scientific study
OA5: Identify the different tasks involved in the preparation of a scientific research project
OA6: Identify the steps in scientific publication and write a scientific article
CP 1. The development of research ideas and basics of the research process
CP 2. Advantages and methodological problems associated with the choice of diverse types of studies
CP 3. Strategies of data-analysis and presentation of research results
CP 4. How to prepare a research project / a grant proposal
CP 5. Phases of the publication process: Preparation, submission and revision. Structure of different types of scientific articles
Periodic evaluation: one group work about an empirical study that will be conducted during the semester and should be presented as a poster (50%); one individual work about the conducted study in the form of a short scientific article (45%); participation in LAPSO studies (1 hour 30 minutes in SPI) (5%).
Evaluation by final exam: similar to periodic evaluation. However, students have to perform their assignments individually.
Title: Sternberg, R. J. (Ed.) (2019). Guide to publishing in psychology journals (2nd Ed.), Cambridge: Cambridge University Press.
Reis, H., & Judd, C. (2014). Handbook of research methods in social and personality psychology. (2nd Ed.) Cambridge: Cambridge University Press.
Gilbert, D. T., Fiske, S. T. & Lindzey, G. (Eds.) (2010). The handbook of social psychology (5th ed., Vol. I, pp. 51-142). Oxford: Oxford University Press.
Bryman, A. & Cramer, D. (2003). Análise de dados em ciências sociais. Introdução às técnicas utilizando o SPSS para windows (3ª Ed.). Oeiras: Celta.
APA (2020) Publication manual of the American Psychological Association (7th Ed.). Washington, DC: APA
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Title: Bibliografia específica depende do tema da investigação realizada e será recomendada nas aulas teórico-práticas a decorrer durante o semestre.
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Internship in the Psychology of Intercultural Relations
LO1 | Use theoretical and methodological tools of social and intercultural psychology to approach concrete problems in the context of the internship;
LO2 | Actively participate in setting the internship goals and program;
LO3 | Show maturity and interpersonal skills required for professional integration;
LO4 | Respect the ethic rules of the profession, keeping secrecy of all matters that come to the student's knowledge concerning the internship;
LO5 | Show sensitivity and learning and response ability before the diverse internship situations;
LO6 | Examine and critically think about the activities carried out during the internship, as well as in relation to
developed knowledge and skills.
LO7 | Contact institutions that grant professional internships, mobilizing employability skills.
The internship seminar requires students' active participation, namely the presentation and discussion of the work developed in the course of the internship. Four individual presentations are foreseen (1st - institution and internship plan presentation, 2nd and 3rd presentation of performed tasks and mobilized knowledge and skills; 4th critical assessment of the internship using the SWOT analysis).
The seminar methodology does not involve a syllabus in the classical sense, with specific contents. Nevertheless, in the context of the students' presentations, specific topics will be introduced and discussed, namely:
S1 | Application Areas of Social and Intercultural Psychology;
S2 | Communication and interpersonal relationships in organizational / institutional contexts;
S3 | Teamwork;
S4 | Conflict management and negotiation in the workplace; S5 | Ethical behavior and professional ethics;
S6 | Participation in projects and preparation of reports.
Verification of compliance with the learning goals is carried out exclusively in the form of periodic assessment, according to the following criteria:
1. Evaluation by the external advisor (20%; based on the grid provided by DPSI)
2. Assessment by the internal advisor (75%; based on the final internship report).
3. Individual presentation at the internship seminar (5%).
Report delivery dates (to the internal advisor):
1st Season - until 5/31/2022
2nd Season - until 6/15/2022.
Title: Sweitzer, H., & King, M. (2013). The successful internship. Belmont: Cengage Learning.
Robson C. (1993). Real world research: A resource for social scientists and practitioners-researchers. Oxford: Blackwell.
Ordem dos Psicólogos Portugueses (2011). Código Deontológico da Ordem dos Psicólogos Portugueses. Diário da República, 2.ª série, 78, 20 de Abril de 2011, 17931- 17936.
Fiske, S. T., Gilbert, D. T., & Lindzey, G. (2010). Handbook of social psychology (Vol. 2). John Wiley & Sons.
Berry, J. W. (2002). Cross-cultural psychology: Research and applications. Cambridge University Press.
A.P.A. (2017). Ethical principles of psychologists and code of conduct. Washington: American Psychological Association.
American Psychological Association (2003). Guidelines of multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58(5), 377-402.
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Title: Regulamento de estágio disponível na plataforma de E-learning.
Frederick, S.H., & king, M. (2014). The successful internship: personal, professional and civic development in experiential learning (4ª Ed.). Belmont: Brooks/Cole.
Buunk, A., & Van Vugt, M. (2007). Applying Social Psychology: From Problems to Solutions. London: SAGE Publications Ltd.
APA (2010). Publication manual of the American Psychological Association, 6th ed. Washington, DC: American Psychology Association.
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Master Dissertation in Psychology of Intercultural Relations
LG1. Identify, independently but under supervision, a scientifically relevant research question from the existing literature
LG2. Conduct a literature review, and use prior theories and evidence to formulate testable hypotheses
LG3. Devise methods and materials in a culture-sensitive way for testing hypotheses empirically
LG4. Carry out empirical research and analyze data appropriately
LG5. Interpret the results in light of the theory
LG6. Report the results in the form of a scientific paper and present the results orally in a coherent manner
Under supervision, students will:
- Formulate an initial question
- Identify relevant literature fields, locate and peruse relevant theory and evidence
- Formulate a research question and hypothesis
- Design a study to test the hypothesis
- Create design and materials
- Run the study
- Analyse and interpret results
- Plan organization of thesis
- Write thesis
At relevant points in this process, students will be provided with input relevant for the content area of their thesis and the research process itself. In particular, students will be given input on the design of an empirical study and the writing process. Both will be supported with guidelines and relevant literature.
The Thesis will be publicly defended, and the technical, written, oral presentation and argumentation components will be evaluated. The Thesis should be delivered following the norms and deadlines established by ISCTE-IUL. Attendance to the seminars is fundamental to the development of the project. The jury of the Master thesis will consider student engagement in the UC in order to contextualize the final evaluation. There is no Final Exam or the possibility for grade improvement.
BibliographyTitle: Sternberg, R. J. (2000). Guide to publishing in psychology journals. Cambridge: Cambridge University Press.
Reis, H. T., & Judd, C. M. (Eds.) (2000). Handbook of research methods in social and personality psychology. New York: Cambridge University Press.
ISCTE (2020). Normas para a formatação e apresentação gráfica da Dissertação ou Trabalho de Projeto dos Mestrados da Escola de Ciências Sociais e Humanas.
American Psychological Association (2019). Publication manual of the American Psychological Association, 7th ed. Washington, DC: American Psychology Association.
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Title: Punch, K.F. (2006). Developing effective research proposals (2nd Ed.) Londres: SAGE.
McBride, D. M. (2016). The process of research in psychology (3rd ed.). London: Sage Publications, Inc.
Judd, C., Smith, E., & Kidder, L.H (1991). Research methods in social relations (6th Ed). Fort Worth: Harcourt Brace Jovanovich College Publishers.
Hart, C. (1998). Doing a literature review: releasing the social science research. London: Sage.
Field, A. P., & Field, A. P. (2018). Discovering statistics using IBM SPSS statistics. London: Sage Publications.
Breakwell, G., In Smith, J. A., & In Wright, D. B. (2012). Research Methods in Psychology (4th ed.). London: Sage Publications.
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Master Project in Psychology of Intercultural Relations
After completing this Curricular Unit, students will be able to:
LO1: Formulate a research question
LO2: Conduct a literature review, and use prior theories and evidence to formulate testable hypotheses
LO3: Devise methods and materials for testing a hypothesis empirically
LO4: Analyse results and decide about the hypothesis' falsification
LO5: Report on these steps in a scientific manuscript and on a poster
At the beginning of the course, students will be given the opportunity to choose a topic and supervisor. The goal is to identify a topic that is of intrinsic interest to the student and relevant given the current state of knowledge. Under the supervision, students will: - Formulate a initial question
- Identify relevant literature fields, locate and peruse relevant theory and evidence
- Formulate a research question and hypothesis
- Design a study to test the hypothesis
- Create design and materials
- Run the study
- Analyse and interpret results
- Plan organization of thesis
- Write thesis
At relevant points in this process, students will be provided with input relevant for the content area of their thesis and the research process itself. In particular, students will be given input on the design of an empirical study and the writing process. Both will be supported with guidelines and relevant literature.
The dissertation must be defended in public tests where the technical components, the form of the written work, and the presentation and public defence will be evaluated. The grade of this UC corresponds to the grade attributed to the Master Dissertation.
Rating criteria:
a. technical component (30%)
b. formal component and written presentation (20%)
c. presentation and public defence (20%)
d. process (supervisor) (30%)
Title: Sternberg, R. J. (2000). Guide to publishing in psychology journals. Cambridge: Cambridge University Press.
Cambridge University Press.
Reis, H. T., & Judd, C. M. (Eds.) (2000). Handbook of research methods in social and personality psychology. New York:
ISCTE (2013). Normas para a formatação e apresentação gráfica da Dissertação ou Trabalho de Projeto dos Mestrados da Escola de Ciências Sociais e Humanas.
ISCTE (2009). Normas Orientadoras para a Dissertação ou Trabalho de Projecto de 2.º Ciclo ? Bolonha.
Washington, DC: American Psychology Association.
American Psychological Association (2010). Publication manual of the American Psychological Association, 6th ed.
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Title: Santos, N. R. (2005). Projectos de investigação em Psicologia: Guia para a sua elaboração e execução. Évora: NEPUE.
Punch, K.F. (2006). Developing effective research proposals (2nd Ed.) Londres: SAGE.
Judd, C., Smith, E., & Kidder, L.H (1991). Research methods in social relations (6th Ed). Fort Worth: Harcourt Brace Jovanovich College Publishers.
Hall, C. (1998). Doing a literature review: releasing the social science research. London: Sage.
Bem, D.J. (1995). Writing a review article for Psychological Bulletin. Psychological Bulletin, 118, 172-177.
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Recommended optative
Optional courses will only be held if they achieve a minimum number of enrollments.
M8205 - Advanced Data Analysis Methods
01696 - Diversity and Intercultural Relations in School Context
00730 - Qualitative Methods in Psychology
00624 - Advanced Research Methods in Psychology
Accreditations