Paula Campos

The student who successfully completes this curricular unit will be able to:
LO1. Understand the process and contexts of carrying out a curricular internship and master's thesis
LO2. Identify areas and internship opportunities
LO3. Identify themes and opportunities to develop a master's thesis
LO4. Self-diagnose your skills, interests, and motivations
LO5. Apply techniques for efficient organization of individual work/study time
LO6. Use assertive communication skills suitable for different academics and professionals
LO7. Know how to use job search techniques, create a career plan, write a CV, preparing and training the appropriate behaviors to respond in selection interviews

ACADEMIC SKILLS
PC1. Process of identifying themes and supervision team for dissertation project and curricular internship
PC2. Process of identifying areas, supervision team, and host organizations for internships
PC3. Skills in self-diagnosis of decision-making factors
PC4. Presentation of potential internship areas
PC5. Presentation of potential areas of research
PROFESSIONAL SKILLS
PC6. Individual work time management skills (e.g., establishing objectives and priorities; planning and scheduling)
PC7. Communication skills and assertiveness techniques
PC8. Establish a short/medium-term plan for your academic and professional trajectory:
PC9. Knowing the process, methods, and instruments of job search
(CV and pitch preparation)
PC10. The job interview.

Assessment throughout the semester includes group work on time management with oral presentation in class (30%) and individual work on the internship plan and dissertation project (70%). Assessment at the end of the semester requires that all assessment elements are written work carried out individually. Students who obtain a grade equal to or greater than 9.5 are approved.

Sven Waldzus

Students who successfully absolved this curricular unit are able to:
LO1: Conduct a qualitative literature synthesis of research.
LO2: Distinguish different types of methods while taking into account their potential and limitations.
LO3: Solve a research problem by conducting a scientific study.
LO4: Explain and distinguish different data analysis strategies and demonstrate the capacity to present research results.
LO5: Identify the steps in scientific publication and write a scientific article.

PC 1. The development of research ideas and the basics of the research process.
PC 2. Advantages and methodological limitations associated with the choice of different types of studies.
PC3. Preparation and implementation of a research study.
PC 4. Strategies of data analysis and presentation of research findings.
PC 5. Dissemination and publication process: Structure of different scientific articles, preparation, submission, and review of an article for publication, and development of scientific posters.

Students can take this course by assessment during the semester or by final exam. To pass the course under the regime of assessment during the semester, they must:
1) Present all the work required in this course (a research project carried out in groups and presented in the form of a poster and a short scientific article carried out individually summarizing the research); 2) Be present at the Theoretical-Practical classes (students may miss a maximum of 3 Theoretical-Practical classes) and at least 50% of the Laboratory Practices.
Under the regime of assessment during the semester, students will be subject to 3 forms of assessment: 1) a group assignment on a piece of research carried out during the semester presented in poster format (50%); 2) an individual paper on the research carried out during the semester, presented in the form of a short research note (45%); 3) participation in LAPSO studies (1h30 in the SPI system) (5%). Participation in LAPSO studies is voluntary and can be replaced by another assignment.
Students with a final average of 9.5 or more in all the assessments will pass.
Students who are not enrolled in the assessment during the semester may use the final exam assessment system. Under the final exam system, students must present individually the same work assignments required in the evaluation through the semester but are exempt from attending theoretical-practical classes and laboratory practices.
Students who fail the assessment in the 1st period or intend to improve their grades can keep the best evaluation scores of the work assignments carried out during the semester and will be asked to conduct a new empirical study to be agreed with the lecturer (and to be handed until the date of the exam for the 2nd period), with the submission of the research report and the oral defense on a date and time to be agreed.

Rita Isabel Jerónimo

Ana Rita Taborda Monteiro Guerra

Margarida Vaz Garrido

The student who successfully completes this UC will be able to:
LG1. Theoretically frame each of the themes
LG2. Know the main methodological approaches adopted for each theme
LG3. Critically analyze the literature on each theme
LG4. Discuss the practical implications of research on each theme
LG5. Reflect upon the ethical implications for each theme
LG6. Propose new research on emerging themes in social psychology.
LG7. Propose new implications and interventions on emerging themes in social psychology.

1. Behavioral change
1.1. Rational decision versus behavioral decision: Bounded rationality and its impact on decision
1.1. Choice architecture and nudging
2. Neurocognition of social perception
2.1. Neurodiversity and person perception
2.2. Social cognition in the digital era and artificial intelligence
3. Hate speech & Intergroup Relations
3.1 A social psychological and linguistic approach to online hate speech
3.2. Counter speech: a tool to tackle hate?

Assessment throughout the semester: Attendance at 75% of classes is mandatory. Assessment elements: Group written assignment on one of the program modules, on a topic of the students' choice within that module (40%); test (60%). Approval requires a minimum grade of 9.5 in each element. Final Exam: Under the conditions in force at RGAC. The grade weighs 100%: exam (60%); written essay on a topic proposed by the teaching team (40%). Approval requires a grade equal to or higher than 9.5.

Sara Ramos

LO1. Understand organizational dynamics and explore the central concepts of organizational dynamics in a multilevel approach.
LO2. Analyse emerging issues in organizations using theoretical models in organizational behaviour.
LO3. Assess the challenges of organizational change by identifying the stages of change.
LO4. Identify the new forms and trends of work and e-Leadership.

Syllabus (SC) 1: Introduction to Organizational Dynamics
SC1.1 Concept of organizational dynamics
SC1.2 Organizational dynamics in a multilevel approach
SC1.3 Resource dependency theory
SC1.4 Transaction cost theory
SC1.5.Social exchange theory

SC 2: Emerging Issues in Organizations
SC2.1.Stakeholder Theory
SC2.2.Institutional theory
SC2.3.Agency theory
SC2.4 Artificial intelligence and robotics
SC2.5 Globalization and remote work
SC2.6 Diversity and inclusion
SC2.7 Sustainability

SC 3: Challenges in Organizational Change
SC3.1 Kotter's stages of change
SC3.2.Theory of planned behavior and Schein's approach
SC3.3 Planning, implementing and evaluating change

SC 4: New forms of work and e-leadership
SC4.1.Job Demands-Resources
SC4.2.Gig Economics
SC4.3.Digital nomads and co-working spaces
SC4.4.New vocational perspectives at work
SC4.5 Working and managing remote and virtual teams
SC4.6 Robotics and management of virtual environments
SC4.7.E-leadership

Assessment throughout the semester:
- Group Work + Presentation: The final weighting is 40%.
- Individual attendance: The final weighting for this work is 60%.
To pass, students must have a minimum grade of 8. There are no attendance criteria
Exam regime:
Final exam (100% of the final assessment). The grade for the group work will not be taken into account for the exam and grade improvement.

Sibila Marques

Aristides Isidoro Ferreira

The student who successfully completes this Course Unit will be able to:
LG1. Describe the characteristics and life cycle of a project
LG2. Identify needs for social and organizational change
LG3. Use methods and techniques to diagnose problems in the functioning of groups and organizations;
LG4. Build the theoretical process model of the project/program;
LG5. Define the objectives, hypotheses, necessary resources and intervention channels, methods and strategies in project planning;
LG6 Use different methodologies and processes in project evaluation;
LG7 Design and evaluate different types of projects and programs.
LG8. Systematically report relevant diagnostic and intervention information

Syllabus1 Main concepts in project design
1.1 Project Definition
1.2 Project life cycle
Syllabus 2 Project Opportunity and problem identification
2.1 Problem definition
2.2 Problem definition strategies: definition by the client and analysis of social indicators
Syllabus 3 Approaches to social and organizational diagnosis
3.1. Diagnostic levels.
3.2. Type of consultancy and diagnostic models.
3.3. Social and organizational diagnostic techniques at the individual, group and organizational level.
3.4. Report and feedback on social and organizational diagnosis.
Syllabus 4 Theory/research in project design
4.1 Conceptualization of the problem and theoretical rationale: deductive and inductive approach
4.2 Definition of the outcome variable
Syllabus 5 Tools and techniques
5.1 Definition and components of the Logic Model (ML)
5.2 Objectives and hypotheses
5.3 Channels, methods and strategies
Syllabus 6 Project evaluation
6.1 Types of assessment
6.2 Designs and evaluation instruments

Assessment throughout the semester:
- Group Work + Presentation: The final weighting is 50%.
- Individual test: The final weighting of this work is 50%.
To pass, students must have a minimum grade of 9.5 in the individual test.

Exam Scheme:
Final exam (100% of the final assessment). The group work grade will not be considered for evaluation in the exam and grade improvement regime.
There are no minimum attendance criteria.

Helena Carvalho

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.

João Manuel de Oliveira

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).

LO1. Contact institutions that can grant internships;
LO2. Collaborate in defining the objectives and internship program;
LO3. Demonstrate interests and abilities to learn and respond to different situations;
LO4. Develop skills to use theoretical and methodological instruments suitable for approaching concrete problems;
LO5. Demonstrate maturity and interpersonal skills during your professional integration in the internship;
LO 6. Consistently maintain a personal and professional attitude worthy of the University Institution you represent;
LO 7. Show respect for the internal rules of the entity granting the internship;
LO 8. Respect the profession's standards of ethical conduct, keeping all matters relating to the internship confidential;
LO 9. Analyze and critically reflect on the activities carried out during the internship;
LO 10. Prepare a report at the end of the internship.
LO11. Plan their integration into the job market after completing the course.

This course aims to prepare and accompany students in direct contact with professional practices and forms of intervention linked to the skills developed throughout the Master's degree in Social and Organizational Psychology.
By its nature, the course is based on the consolidation and application of knowledge and skills already acquired in order to achieve the final objective of completing the internship. The UC is based on work developed individually and presented during the orientation sessions provided for in this UC. The topics covered in the course are:
PC1 - Search for an internship opportunity, designing an internship plan.
PC2 - Relationship with colleagues and superiors in the working world – communication and conflict management.
PC3 - Activities to be carried out at the internship site as a trainee psychologist.
PC4 - Theoretical framework and critical analysis of the internship activities.
PC5 – Planning the professional career after completing the master’s degree.

The internship assessment is carried out exclusively throughout the semester: 20% performance at the internship location, assessment carried out by the supervisor at the internship location, based on an evaluation grid provided by the Department of Psychology; 15% participation and presentation of internship plans in internship seminars, carried out by the seminar coordinator; 15% assessment of the learning process throughout the year, carried out by the internal supervisor, based on a grid provided by the Department; 50% final internship report, evaluated by a professor/researcher from the Department, other than the internal internship supervisor, and based on an evaluation grid provided by the Department.

A student who completes this course should be able to:
LO1: Critically reflect about ethical concerns in psychological research;
LO2: Conduct proper bibliographic research using the available resources;
LO3: Identify and formulate a research problem for a research project;
LO4: Develop a literature review framing the research problem;
LO5: Answer, empirically, to the research problem by mastering the appropriate methodologies and research instruments;
LO6: Discuss their dissertation critically;
LO7: Communicate their work in writing and orally.

The nature of this course does not allow the definition of a specific program, given that it aims to help students in the ability to transfer previously held competencies to the development of a research project. Despite this, some of the contents that will be taught include: PC1: Principles of ethical research in Psychology - submitting projects to the Specialized Ethics Committee in Psychology (CEEC) of the ECSH-Iscte;
PC2: Defining the problem, the research goals, and the corresponding theoretical framework (Introduction)
PC2: Defining the design of the research according to the problem and goals (Method)
PC3: Presenting and interpreting results (Data analysis and results; Discussion and conclusions)
PC4: Norms to write and present the dissertation (Preparing students for the defense)

The dissertation will be publicly defended, and the technical, written, oral presentation and argumentation components will be evaluated. The dissertation should be delivered following the norms and deadlines established by Iscte-Instituto Universitário de Lisboa.
Attendance at the seminars is fundamental to the development of the project. The jury of the Master dissertation will receive the information about the student's engagement to contextualize the final evaluation.

A student who completes this course should be able to:
LG1: Conduct a proper bibliographic research using the available resources;
LG2: Identify and formulate a research problem for an intervention project;
LG3: Develop a literature review framing the research problem;
LG4: Answer, empirically, to the research problem by mastering the appropriate methodologies and research instruments;
LG5: Discuss critically his/her thesis;
LG6: Communicate his/her work in writing and orally.

The nature of this course does not allow the definition of a specific program, given that it aims to help students in the ability to transfer previously held competencies to the development of an intervention project. Despite this, some of the contents that will be taught include:
PC1: Defining the research problem and the theoretical background (Introduction and needs diagnosis);
PC2: Defining the intervention program
PC3: Defining the evaluation method;
PC4: Norms to write and present the thesis (Preparing students to the defense)

The Project should be defended in public, where the following components will be evaluated: a) technical component; b) written format, and c) oral presentation and arguments, following the norms established by ISCTE-IUL. The Project should be delivered following the formal requirements and according to the deadlines established by ISCTE-IUL.