Accreditations
Tuition fee EU nationals (2025/2026)
Tuition fee non-EU nationals (2025/2026)
The program consists of two semesters with a curriculum component l (1st year), and two semesters to complete a curricular internship (350 hours), and a dissertation or project (2nd year). There are three optional curricular units, two in the 1st semester and one in the 2nd semester (1st year).
During the 2nd year the internships occur in different organizations which have been collaborating with the Master’s over the years (e.g., CPCJs, foster-care, diverse community programs, schools, NGOs, city councils, hospitals …).
Programme Structure for 2025/2026
Community Psychology: Conception, Implementation and Assessment of Projects
A student who successfully completes this Course Unit will be able to:
LO1. Identify and appropriately use theoretical approaches of community psychology to comprehensively analyze issues in the context of social and community intervention;
LO2. Construct an intervention model based on the Theory of Change (ToC) and logical process models;
LO3. Identify fundamental process variables for the effective implementation of projects (e.g., fidelity, dosage, responsiveness, quality);
LO4. Design an evaluative process (diagnostic or needs assessment evaluation; monitoring or formative evaluation; summative or impact evaluation) and identify methodologies and instruments suitable for the respective type of evaluation, contexts, and target audiences;
LO5. Critically analyze ethical issues associated with community intervention and evaluation;
LO6. Communicate results and recommendations to different audiences and contexts, based on evidence.
CP1. Concepts, Principles, and Theoretical Approaches in Community Psychology
1.1. Contextualization and Current Perspectives
1.2. Principles and Approaches
1.3. Ethical Issues
CP2. Community Intervention
2.1. Prevention
2.2. Community Participation
2.3. Collaborative and Networked Work
2.6. Community, Organizational, and Psychological Empowerment
CP3. Tools for Project Design, Implementation, and Evaluation
3.1. Theory of Change
3.2. Logical Process Models
3.3. Variables Enhancing Effectiveness
CP4. Methodological Approaches in Project Evaluation
4.1. Different Types of Evaluation Based on Intervention Objectives
4.2. Design and Selection of Monitoring and Impact Assessment Instruments Based on Contexts and Target Audiences
4.3. The Importance of Multi-Method and Multi-Informant Approaches
4.4. Communication of Results and Recommendations Based on Contexts and Target Audiences
Students are advised to complete the course unit through Continuous Assessment throughout the semester.
Continuous Assessment involves the following components: a group project, which includes an oral presentation and a written report (40% oral – with an individual grade; 20% written report – group grade), and an individual knowledge test (40%) to be taken during the first examination period.
Students will pass if they achieve a grade higher than 9.5 (out of 20) in all components.
Students who fail the Continuous Assessment may take the Final Exam (second examination period).
The Final Exam (either in the first or second period) is worth 100% of the final grade.
Alexandre, J., Barata, M. C., Castro, C., & Colaço, C. (2019). Manual para a monitorização e avaliação das Metodologias Experimentais das Academias de Conhecimento. Lisboa: Fundação Calouste de Gulbenkian.
Bond, M. A., Serrano-García, I. E., Keys, C. B., & Shinn, M. E. (2017). APA handbook of community psychology: Theoretical foundations, core concepts, and emerging challenges. American Psychological Association.
Burns, D., Howard, J., & Ospina, S. M. (Eds.) (2021). The SAGE handbook of participatory research and inquiry. Sage.
Equipa K’CIDADE (2007). Roteiro de Acompanhamento e Avaliação de Projectos de Intervenção Comunitária (GPS). Lisboa: Fundação Aga Khan Portugal.
Menezes, I. (2007). Intervenção Comunitária: Uma Perspectiva Psicológica. Porto: Livpsic.
Ornelas, J. (2008). Psicologia Comunitária. Fim de Século.
Scott, V. C. & Wolfe, S. M. (2015). Community psychology: foundations for practice. Sage.
Alexandre. J. & Barata, M.C. (2020). Intervenção comunitária com crianças e jovens em risco. In R. Barroso & D. Neto (Coord), A Prática Pro5ssional da Psicologia na Justiça. Lisboa: OPP.
Holden, D., & Zimmerman, M. (2009). A pratical guide to program evaluation planning: Theory and case examples. London:Sage.
John, James, & Knight Foundation (s.d.). IMPACT: A Practical Guide to Evaluating Community Information Projects. Retirado de https://www.fsg.org/wp-content/uploads/2021/08/Evaluating_Community_Info_Projects.pdf.
Kloos, B., Hill, J., Thomas, E., Wandersman, A. Elias, M., & Dalton, J. (2013). Community Psychology: Linking individuals and communities (3rd ed.). Cengage.
Knowlton, L., & Phillips, C. (2008). The Logic Model guidebook: Better strategies for great results. London:Sage.
Psychological Assessment of the Child and Adult
At the end of this CU the students should be able to:
LO1: Identify the main theoretical models of psychological assessment.
LO2: Identify the steps that characterize the process of psychological assessment in different contexts and as a function of the specific goals underlying an assessment task.
LO3: Have a set of ethics skills underlying the practice of psychological assessment.
LO4: Identify and distinguish the main methodologies, techniques and psychological tests, adapted for the Portuguese context, knowing how to justify their relevance and suitability according to the goals underlying a certain psychological assessment process.
LO5: Have general and specific skills important for the practice of psychological assessment within the professional activities of a psychologist.
S1. Psychological assessment: theoretical models and ethical issues in psychological assessment.
S2. Psychological assessment as a process: the steps of psychological assessment considering different goals and contexts.
S3. Methodologies in Psychological assessment:
3.1. Interview
3.2. Observation
3.3. Specificities regarding observation and interviews with children, adolescents and adults.
S4. The assessment of intelligence and cognitive functions
4.1. The Griffiths scales of Child Development
4.2. Bateria de avaliação neuropsicológica de Coimbra.
4.3. The Wechsler Intelligence scales
S5. Social-emotional assessment and psychopathological symptoms:
5.1. Attachment: behavioral and representation measures - children, adolescents, and adults.
5.2. Internal and external behaviors problems in children and adolescents.
5.3. Psychopathological symptoms in adults.
5.4. Other techniques
S6: Psychological assessment reports
Students may complete this CU by an assessment throughout the semester or by exam.
In the first case, students should do an individual written test (60%) and a group assignment (40%). Regarding the group assignment (40%) - 15% corresponds to the written report and grade is awarded to the group; 25% corresponds to the oral presentation, discussion and answers to individual questions - this grade will therefore be individual for each member of the group. Students are approved in this course if they have 9.5 or more in each of the assessment elements.
In the second case, students should do a final individual written exam (100%).
There are no mandatory presences, but due to the nature of this course, it's recommended that students attend classes and do the assessment throughout the semester.
Férnandez-Ballesteros, R. (2011). Evaluacion psicológica: Conceptos, métodos y estudio de casos. Madrid: Piramide.
Goldfinger, K. B. & Pomerantz, A. M. (2013). Psychological assessment and report writting (2nd Ed.). Los Angeles: Sage.
Groth-Marnat, G. & Wright, A. (2016). Handbook of psychological assessment (6th Ed.). New Jersey: Wiley
Machado, C., Gonçalves, M., Almeida, L., & Simões, M. (2011). Instrumentos e contextos de avaliação psicológica (vol. I). Coimbra: Almedina
Saklofske, D.H., Reynolds, C., & Schwean, V.L. (2013). The Oxford Handbook of Child Psychological Assessment. Oxford University Press.
Achenbach, T. (2019). International findings with the Achenbach System of Empirically Based Assessment (ASEBA): Applications to clinical services, research, and training. Child Adolescent Psychiatry Mental Health, 13, 30.
Achenbach, T. (2020). Bottom-Up and Top-Down Paradigms for Psychopathology: A Half-Century Odyssey. Annual Review Clinical Psychology, 16, 1?24.
Green, E. et al. (2018). Escalas de Desenvolvimento Mental de Griffiths - 3ª Edição. Hogrefe.
Simões, M., Machado, C., Gonçalves, M., & Almeida, L.S. (Coord.) (2007). Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. 3). Coimbra: Quarteto.,
Simões, M. et al. (2003). Escala de Inteligência de Wechsler para Crianças. Terceira Edição (WISC-III). Adaptação, validação e estudo normativo para a população portuguesa. Hogrefe.
Simões, M., et al. (2016). Bateria de Avaliação Neuropsicológica de Coimbra. Hogrefe
Ordem dos Psicólogos Portugueses (2021). Código Deontológico dos Psicólogos Portugueses.
Waters, E., Vaughn, B.E, & Waters, H.S. (2021). Measuring attachment. Developmental Assessment across the lifespan. Guilford Press.
Assessment and Intervention with Families at Risk
The student who successfully completes this CU will be able to:
LO1. Understand the theoretical underpinnings of family psychology and main models regarding family functioning.
LO2. Recognize family diversity.
LO3. Identify the main processes and phases of family life cycles, both normative and non-normative.
LO4. Define at-risk families and multi-challenged families.
LO5. Identify different strategies to assess family dynamics.
LO6. Analyse and apply evidence-based practices for intervention with multi-challenged and difficult-to-reach families
LO7. Describe family intervention and parenting promotion programs.
LO8. Conceptualize family intervention programs, tailoring them to the specific characteristics and dynamics of families at risk or facing multiple challenges.
PC1. Definition and conceptualization of at-risk families and the family life cycle.
PC2. Conceptual and theoretical models for the assessment and intervention with families:
-Systemic model
-Biopsychosocial theories
-Attachment perspective
-Strengths-based approach and family resilience
PC3. Stress and coping in at-risk families.
PC4. Assessment of at-risk families:
-Assessment focus and strategies
-Observation
-Interview
-Questionnaires
-Genogram, structural and relational maps, and social network mapping
PC5. Principles and models of intervention with at-risk families and parenting support.
PC6. Intervention challenges and ethical-deontological issues.
Students may complete this CU by assessment throughout the semester or by exam.
The first case, assessment throughout the semester, includes: i) group work based on a home visit to a family, with an interview, followed by an oral presentation in class (15%) and a written report analysing the interview (30%), in addition to ii) an individual test (55%). Students must have a grade equal or higher than 9.5 on each evaluation component to successfully complete this course.
In the second case (exam), students should do an individual written exam (100%). Students with a grade equal or higher than 9.5 are approved.
There are no mandatory presences in classes to be able to complete the CU.
Fiese, B. H., Celano, M., Deater-Deckard, K., Jouriles, E. N., & Whisman, M. A. (Eds.). (2019). APA handbook of contemporary family psychology: Foundations, methods, and contemporary issues across the lifespan. American Psychological Association.
Juffer, F., Bakermans-Kranenburg, M.J., & Van IJzendoorn, M.H. (2013). Promoting positive parenting: An attachment-based intervention. New York: Lawrence Erlbaum/Taylor & Francis.
Landy, S., & Menna, R. (2006). Early Intervention with Multi-risk Families: An Integrative Approach. Baltimore, MD: Brookes Publishing Company.
Morris, A. S., & Smith, J. M. (Eds.). (2023). The Cambridge handbook of parenting: Interdisciplinary research and application. Cambridge University Press.
Ryzin, M. et al. (2016). Family-Based Prevention Programs for Children and Adolescents: Theory, Research, and Large-Scale Dissemination. Sussex: Taylor and Francis.
Walsch, F. (2006). Strengthening Family Resilience (2nd edition). New York: Guilford.
Alarcão, M. (2002). (Des) equilíbrios familiares: uma visão sistémica (2ª edição). Lisboa: Quarteto.
Boyd-Franklin, N. & Bry, B. H. (2001). Reaching Out in Family Therapy: Home-Based, School, and Community Interventions. New York: The Guilford Press.
Carr, A. (2012). Family Therapy - Concepts, Process and Practice. San-Francisco: John Wiley and Sons
Cassidy, J & Shaver, P. (2016). Handbook of Attachment: Theory, research and clinical applications (3rd ed). NY: Guilford Press.
Christophersen, E.R., & Mortweet, S.L. (2002). Parenting That Works: Building Skills That Last a Lifetime. Washington, DC: American Psychological Association.
Dette-Hagenmeyer, D., Erzinger, A., & Reichle, B. (Eds.) (2016). Fathers in Families. The Changing Role of the Father in the Family. London: Routledge.
Liddle, H.A., Santisteban, D.A., Levant, R.F., & Bray, J.H. (Eds.) (2001). Family Psychology: Science-Based Interventions. Washington, DC: American Psychological Association.
Relvas, A. P. & Alarcão. M. (2002) (Coord.) Novas formas de família. Lisboa: Quarteto.
Walsh, F. (Ed.) (2003). Normal Family Processes: Growing Diversity and Complexity. New York: The Guilford Press. Ponzetti J. J. (2016). Evidence-based parenting education: A global perspective. N.Y.: Routledge.
Assessment and Intervention with Children at Risk
The student that successfully completes this course will be able to:
LG1: Adequately use concepts and theoretical models to identify diverse risk factors or situations that affect groups of children.
LG2: Adequately use assessments tools to diagnose domains of child development in groups of at-risk children.
LG3: Critically analyse evaluation and intervention tools for children expose to risk.
LG4: Know and critically analyse intervention programmes (universal and selective);
LG5: Identify the dimensions/variables that need to be considered when designing an intervention.
LG6: Develop a group intervention based on a risk profile.
P1: Risk factors (e.g. poverty, child abuse, neglect, social problems, immigration) and consequences to various domains of development (e.g. health, learning, socio-emotional and cognitive development, etc.).
P2: The mechanisms by which risk factors influence development.
P3: The design of a group risk assessment strategy: domains of assessment, choice of instruments, ethical and practical considerations.
P4: From assessment to intervention: General aspects and principles of intervention according to an ecological framework. The process of intervention with at-risk children.
P5: Evidence-based intervention programs, universal and for children at risk (e.g., social emotional learning, child sexual abuse) applied manly in school and community contexts.
Assessment Regime: Continuous assessment throughout the semester or assessment by exam (1st and 2nd sittings).
Continuous assessment throughout the semester: 1) A short group assignment (with oral presentation: 15% of the final grade). 2) A group assignment with an oral presentation (25% of the final grade – individual grade per student) and a written report (15% of the final grade – group grade); 3) An individual written test with consultation (45%).
Students pass if they achieve a minimum grade of 9.5 (out of 20) in each assessment component and an overall average of at least 9.5.
Assessment by exam: Written exam with consultation (70%) and oral exam (30%).
CIG (2020). Guia de intervenção integrada junto de crianças ou jovens vítimas de violência doméstica. CIG.
Alexandre, J. & Barata, C. (2020). Intervenção comunitária com crianças e jovens em risco. In R. Barroso & D. Neto (Eds.) A Prática Profissional da Psicologia da Justiça (1ª ed., pp. 123-135). Ordem dos Psicólogos Portugueses.
OPP (s.d.). Linhas de orientação para a prática profissional: psicologia no âmbito da proteção de crianças e jovens em risco. OPP.
Raimundo, R. & Pinto, A. (2016). Avaliação e Promoção das Competências Socioemocionais em Portugal. Lisboa: Coisas de Ler.
Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving student outcomes. NY: Guilford press.
Webster-Stratton, C. (2005). Os anos incríveis: Guia de resolução de problemas para pais de crianças dos 2 aos 8 anos de idade. Braga: Psiquilíbrios.
Alvarez, M., Veiga-Simão, A., Ferreira, J., Santos, E. (Coord) (2020). Psicologia Educacional: Investigação e intervenção em Portugal. Lisboa: Coisas de Ler.
Guerra,M, Lima,L., & Torres,S. (2014). Intervir em grupos na saúde. Lisboa: Climepsi.
Jaffe, P., G., Baker, L. L., Cunningham, A.J. (2004). Protecting children from domestic violence: Strategies for community intervention. New York: Guilford.
Levenstein, Ph., & Levenstein, S. (2008). Messages from home: The parent-child home Program for overcoming educational disadvantage. Philadelphia: Temple University Press.
Macklem, G. L. (2008). Practitioners guide to emotion regulation in school-aged children. Manchester, USA: Springer Science.
Maton, K. I., Schellenbach, C. J., Leadbeater, B. J., & Solarz, A. L. (2004). Investing in children, youth, families and communities: Strengths-based research and policy. Washington, DC: APA.
Menéndez, A.G., Hermida, J.R.F., & Villa, R.S. (2004). Guía para la detección e intervención temprana con menores en riesgo. Astúrias: Colegio Oficial de Psicólogos del Principado de Asturias.
Moreira, P. (2001). Para uma prevenção que previna. Coimbra: Quarteto.
National Scientific Council on the Developing Child (2005). Excessive Stress Disrupts the Architecture of the Developing Brain: Working Paper No. 3. Retrieved from www.developingchild.harvard.edu
O´Connel, M. E., Boat, T., & Warner, K. (2009). Preventing mental, emotional, and behavioral disorders and substance abuse among children, youth, and young adults: Research advances and promising interventions. Washington: The National Academies Press.
Peacock, G. & Collett, B. (2010). Collaborative home/school interventions: Evidence-based solutions for emotional, behavioral, and academic problems. NY: Guilford press.
Snow, C., Van Hemel, S., & Committee on Developmental Outcomes and Assessments for Young Children. (2008). Early childhood assessment: Why, what, and how. Washington, D.C.: National Academies Press.
Proteção de Crianças Vítimas de Maus-Tratos
Students who successfully complete this CU should be able to:
LG1. Define the main concepts related to child abuse and neglect, contextualising them historically and socially.
LG2. Explain the theoretical models and explanatory factors of child abuse and neglect.
LG3. Reveal knowledge about the child protection system for child victims of abuse and neglect.
LG4. Conceptualise situations of child abuse and neglect.
S1. Historical and social framework of child maltreatment
S2. Key concepts in the child maltreatment definition in childhood and adolescence
1. Physical, sexual and psychological abuse
2. Physical and psychological neglect
3. Exposure to interparental violence
4. New forms of child abuse
S3. Theoretical models underlying the child maltreatment conceptualization and its impact
1. Ecological models
2. Family stress models
3. Socio-cognitive models
S4. Organisation of the child protection system
1. Socio-legal framework
2. Referral, assessment and intervention processes for the child protection
3. Child protection intervention
S5. Case conceptualization
Assessment options: Assessment throughout the semester and Assessment by exam.
Assessment throughout the semester: in this assessment modality, students must complete 1 group assignment (weighted at 45% of the final grade) and an written test (55%). The group assignment involves conceptualising a case study, which must be presented in the form of a written report and an oral presentation. Passing requires a mark of 9.5 or more in all components (group work and written test).
Assessment by exam: students who do not take the assessment modality during the semester may take an exam worth 100% of the final grade.
The first phase is the last assessment period for students who have been evaluated throughout the semester (i.e. written test) and the final exam for the rest of the students.
Berrick, J., Skivenes, M., & Gilbert, N. (2023). Oxford Handbook of Child Protection Systems. Oxford University Press
Clawson, R., Warwick, L., Fyson, R. (2024). The Child Protection Handbook E-Book. Elsevier Health Sciences
Klika, J. & Conte, J. (2018). The APSAC handbook on child maltreatment. Thousand Oaks: Sage Publications.
Korbin, J. E., & Krugman, R. D., (2014). Handbook of Child Maltreatment. Springer.
Magalhães, E., Cerdeira, J., & Guerra, P. (2025). Promover os Direitos e Proteger Crianças e Jovens em Perigo: Contributos da Ciência e Considerações Práticas. Edições Almedina
Calheiros, M.M., Magalhães, E., & Monteiro, L. (Org,) (2019). Crianças em risco e perigo. Contextos, investigação e intervenção (Vol.V). Lisboa: Edições Sílabo.
Magalhães, E. & Attar-Schwartz, S. (2025). Social Support of Young People in and after Residential Care: Is Someone There for You? An International Perspective. Routledge
Magalhães, E., & Baptista, J. (Coord) (2021). Acolhimento familiar de crianças e jovens em perigo. Manual para profissionais. Lisboa: PACTOR – Edições de Ciências Sociais, Forenses e da Educação
Magalhães, E., Monteiro, L. & Calheiros, M.M. (Org,) (2023). Crianças em risco e perigo. Contextos, investigação e intervenção (Vol.VI). Lisboa: Edições Sílabo.
Adoption, Foster and Residential Care and Child Development
Students who successfully complete this CU should be able to:
LO1. Describe and explain the main characteristics, potentialities, and challenges in adoption, foster care, and residential care;
LO2. Describe the theoretical models and the scientific research that guide the current knowledge in the areas of adoption, foster care, and residential care;
LO3. Describe intervention strategies and empirically validated and supported intervention programs in those educational contexts, aiming to promote child development and child welfare systems and practices;
LO4. Analyze, critically, the empirical research and intervention programs in the areas of adoption, foster care, and residential care.
PC1. Residential care
-Characteristics;
-The development of children in residential care;
-Standards and quality assessment systems;
-Therapeutic and specialized residential care;
-Life project, preparation for transitions;
PC2. Foster family care:
-Characteristics;
-The development of children in foster care;
-Recruitment and pre-service training of foster families;
-Intervention in foster family care;
PC3. Adoption
-Characteristics;
-The development of adopted children;
-Adoptive identity and search for origins;
-Adoptive parenting.
Students can complete the CU through assessment during the semester or assessment by exam.
-Assessment throughout the semester includes the following compulsory elements: (1) group preparation of a research project on foster/residential care or adoption (30%), plus (2) an oral presentation (15%); and (3) an individual written test (55%). Students with a minimum mark in each assessment element of at least 8.5 and a final average of 9.5 or more will pass. Students must attend at least 3/4 of their classes.
-The assessment by exam is an individual written exam (100%) and covers the entire subject. Students who have opted for this assessment method and students who have not passed the assessment method during the semester will be admitted.
Dozier, M., & Rutter, M. (2016). Challenges to the Development of Attachment Relationships Faced by Young Children in Foster and Adoptive Care. In J. Cassidy & P. Shaver (eds.), Handbook of Attachment: Theory, Research, and Clinical Applications (3rd edition). NY: The Guildford Press.
Magalhães, E., & Baptista, J. (2021). Acolhimento familiar de crianças e jovens em perigo - manual para profissionais. Lisboa: Pactor.
Miller, G., Wrobel, E.H., & Marr, E. (2020). The Routledge Handbook of Adoption (Routledge International Handbooks). NY: Routledge.
Osofsky, J. (2017). Treating infants and young children impacted by trauma: Interventions that promote healthy development. Washington DC: American Psychological Association.
Whittaker, J. et al. (2015). Therapeutic residential care for children and youth: Developing evidence-based international practice. London: Jessica Kingsley.
Acrescem artigos científicos e relatórios profissionais anualmente atualizados e disponibilizados aos alunos.
Carvalho, M.J.L., & Salgueiro, A. (2018). Pensar o acolhimento de crianças e jovens. Lisboa: Fundação Calouste Gulbenkian.
Bernard, K., Frost, A., Kuzava, S., & Perrone, L. (2019). Foster parenting. In M. H. Bornstein (Ed.), Handbook of parenting: Vol. 1. Children and parenting (pp. 368-397). Routledge.
Neil, G., Parton, N., & Skivenes, M. (2011). Child protection systems: International trends and orientations. NY: Oxford University Press.
Steele, H, & Steele, M. (2018). Handbook of attachment-based interventions. New York: Guildford.
Mitchell, J. et al. (2019). The handbook of therapeutic care for children: Evidence-informed approaches to working with traumatized children and adolescents in foster, kinship and adoptive care. London: Jessica Kingsley Publishers.
van IJzendoorn, M. H. et al. (2020). Institutionalisation and deinstitutionalisation of children 1: A systematic and integrative review of evidence regarding effects on development. The Lancet Psychiatry, 7(8), 703-720. https://doi.org/10.1016/S2215-0366(20)30029-0
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 (PROCESS in JASP and in SPSS)
2.5. Report results in a thesis/paper
3. Mediation using multiple linear regression
3.1. Quantitative mediator
3.2. Estimate and test indirect effect by bootstrapping
3.3. Statistical software application (PROCESS in JASP and in SPSS)
3.4. Report results in a thesis/paper
4. Moderated mediation using multiple linear regression
4.1. Exploring the model
4.2. Test conditional indirect effects
4.3. Statistical software application (PROCESS in JASP and in SPSS)
4.4. Report results in a thesis/paper
Assessment during the semester includes:
1. Individual assessment - Written test (65%) - with a minimum mark of 8.5
2. Group assessment - Work (35%) - with a minimum mark of 10.
Assessment by exam includes two tasks:
1. Written test (65%) with a minimum mark of 8.5
2. An assignment (35%) handed in on the day of the exam. Minimum mark of 10.
Eliyana A, Pradana II. (2020). The Effect of Work-Family Conflict on Job Satisfaction with Organizational Commitment as the Moderator Variable. Sys Rev Pharm , 11(10): 429-437. doi:10.31838/srp.2020.10.66
Hair, J., Black, W., Babin, B. and Anderson, R. (2019) Multivariate Data Analysis, Pearson New International Edition (8th ed).
Hayes, A. F. (2022). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. 3rd, 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.
https://jasp-stats.org/faq/what-does-jasp-stand-for/
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,
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
Qualitative Data Analysis in Psychology
Learning outcomes (LO)
Each student who successfully completes this course unit should be able to:
LO1. Recognize the specific nature and contexts of application of qualitative research.
LO2. Apply discourse and thematic analysis methodologies.
LO3. Organize, manage, and code qualitative data using appropriate software tools.
LO4. Identify the limitations, potentialities, and quality assessment criteria of qualitative research in psychology.
LO5. Produce scientific documents presenting an analysis of qualitative data.
S1. Introduction to Qualitative Research
1.1. Scope and perspectives in qualitative research
S 2. Techniques for Qualitative Data Analysis
2.1. Discourse analysis and thematic analysis: definitions and procedural steps
2.2. Strengths and limitations of each methodology
2.3. Practical exercises
S 3. Software Tools for Data Coding and Analysis
3.1. Introduction, functionalities, and applications
3.2. Practical exercises using MAXQDA software
S4. Assessment Criteria in Qualitative Psychological Research
S5. Writing and Presenting Findings in Qualitative Research
Continuous assessment: Students are required to attend at least 75% of the sessions and complete the following assessment components: (1) an individual assignment (40%) consisting of a critical analysis of a qualitative scientific article; and (2) a group assignment (50%) involving the application of one of the methodologies to a set of textual data. This group project will be presented in class (10%). Students will pass the course if they obtain a final grade equal to or above 9.5 (on a 20-point scale). A minimum grade of 9.5 is required in each assessment component.
Final assessment: Final exam (100%), in the form of a written assignment. The exam consists of a thematic analysis report, presented in the format of the Methods and Results sections of a scientific article following APA guidelines. The textual material for analysis will be made available on the Moodle platform three days before the exam date.
The teaching staff might require an oral examination (both during continuous or final assessment) as a complementary evaluation method when deemed necessary (e.g., in cases of suspected plagiarism).
Bauer, M. & Gaskell, G. (2000). Qualitative Researching with Text, Image and Sound. London: Thousand Oaks.
Braun, V & Clarke, V. (2022). Thematic Analysis: A practical guide. London: SAGE
Braun, V. & Clarke, V. (2014). Successful qualitative research. London: SAGE
Jones, R. (2024). Discourse Analysis. London: Routledge.
Willig, C., & Rogers, W. S. (Eds.). (2017). The SAGE handbook of qualitative research in psychology. London:Sage.
Woolf, N. & Silver, C. (2017). Qualitative Analysis Using MAXQDA: The Five-Level QDA Method. London: Sage.
Complimentary references will be given at each class.
Serão fornecidas outras referências (específicas) em cada uma das aulas.
Joffe, H. (2012). Thematic analysis. In D. Harper & A. Thompson, Qualitative Research Methods in Mental Health and Psychotherapy (pp. 209-223). Chichester: Wiley-Blackwell.
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
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
Lyons, E., & Coyle, A. (2007). Analysing qualitative data in psychology. London: Sage.
Style, B. A. (2020). APA 7th Edition Guide. Washington, DC: APA.
Recommended optative
The study plan includes 3 optional courses, 2 in the 1st semester and 1 in the 2nd semester.
1st Semester
- 04861 - Developmental Psychopathology of Children and Adolescents
2nd Semester
Optional courses will only be held if they achieve a minimum number of enrollments.
Objectives
Upon concluding the Master's, it is intended that the student will be able to:
- Understand, differentiate and evaluate empirically the primary models of diagnosis and intervention at the level of the individual, the family, the group and the community;
- Understand the system, perspectives and models of the area of Protection of At-Risk Children and Youth;
- Apply theoretical knowledge and skills that permit evaluation and intervention in a systematic and intergrated manner on issues of education and the family in different familial, group, community and institutional contexts;
- Combine the knowledge of Community Psychology and Protection of At-Risk Children and Youth in order to analyze situations, formulate diagnoses and plan interventions in adoption, foster families and residential care.
- Develop research ideas and projects.
At the end of the Master's, the student should be able to:
(LO1) Understand, differentiate and evaluate empirically the theoretical perspectives and methodologies of Community Psychology and Protection of At-Risk Children and Youth; Understand the legislation, characteristics and functioning of the Children and Youth Protection System;
(LO2) Apply necessary acquired knowledge in the evaluation and design of systems at the parental, familial, community and institutional levels; Design, implement and evaluate psychosocial intervention programs; Apply acquired knowledge in the areas of adoption, foster families and residential care;
(LO3) Develop research ideas and projects in an original, indepedent, and sustained manner in the areas of the Community Psychology and Protection of At-Risk Children and Youth;
(LO4) Integrate and apply knowledge in Community Psychology and Protection of At-Risk Children and Youth in order to diagnose complex situations, plan and realize interventions in real-world contexts.