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.

Mandatory

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/

Optional

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

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.

Mandatory

Carvalho, P., Caled, D., Silva, C., Batista, F., & Ribeiro, R. (2024). The expression of hate speech against Afro-descendant, Roma, and LGBTQ+ communities in YouTube comments. Journal of Language Aggression and Conflict, 12(2), 171-206
Fernandes, J. M., Cajão, R., Lopes, R., Jerónimo, R., & Barahona-Corrêa, J. B. (2018). Social cognition in schizophrenia and autism spectrum disorders: a systematic review and meta-analysis of direct comparisons. Frontiers in Psychiatry, 9, 504
Fischer, A., Halperin, E., Canetti, D., & Jasini, A. (2018). Why we hate. Emotion Review, 10(4), 309-320
Henschel, A., Hortensius, R., & Cross, E. S. (2020). Social cognition in the age of human–robot interaction. Trends in Neurosciences, 43(6), 373-384
Kahneman, D. (2012). Pensar, depressa e devagar. Temas & Debates
Thaler, R.H., & Sunstein, C. R. (2024). Nudge: A edição final. Lua de Papel.

Optional

Ariely, D. (2020). Previsivelmente irracional. Lua de Papel
Firth, J., Torous, J., López‐Gil, J. F., et al. (2024). From online brains to online lives: understanding the individualized impacts of Internet use across psychological, cognitive and social dimensions. World Psychiatry, 23(2), 176-190
Guerra, R., Carvalho, P., Marques, C., Carmona, M., et al (2024). Unpacking online hate speech and counter-speech in Portuguese social media: A linguistic and social-psychological approach. Unpublished Working paper kNOwHATE EU project.

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.

Mandatory

Anderson, D. L. (2024). Organization development: The process of leading organizational change (6th ed.). SAGE Publications.
Buunk, A. P. (2021). Applying social psychology: From problems to solutions. SAGE
Eldredge, L. K. B., Markham, C. M., Ruiter, R. A., Fernandez, M. E., Kok, G., & Parcel, G. S. (2016). Planning health promotion programs: An intervention mapping approach. John Wiley & Sons.
Ferreira, A. I., & Martinez, L.F. (2023). Manual de Diagnóstico e Mudança Organizacional (2ª edição). RH Editora.
Fialho, J., Silva, C., & Saragoça, J. (2017). Diagnóstico Social (2ª ed.). Sílabo.
Kok, G., Gottlieb, N. H., Peters, G. J. Y., Mullen, P. D., Parcel, G. S., Ruiter, R. A. C., … Bartholomew, L. K. (2015). A taxonomy of behaviour change methods: An Intervention Mapping approach. Health Psychology Review, 10(3), 297–312.
Newcomer, K. E., Hatry, H. P., & Wholey, J. S. (2015). Handbook of practical program evaluation. John Wiley & Sons

Optional

Anderson, D. (2017). Cases and Exercises in Organization Development & Change (2nd Edition). New York: Sage.

Lambert, B., Caza, B. B., Trinh, E., & Ashford, S. (2022). Individual-Centered Interventions: Identifying What, How, and Why Interventions Work in Organizational Contexts. Academy of Management Annals, 16(2), 508?546. https://doi.org/10.5465/annals.2020.0351

Fawcett, S.B., Francisco, V.T., Schultz, J.A., Berkowitz, B., Wolff, T.J., & Nagy, G. (2000). The Community Tool Box: A Web-based resource for building healthier communities. Public Health Reports, 115(2&3), 274-278

Freitas, B. (2009). Diagnóstico Organizacional e Perspectivas de Mudança? O caso do Corpo de Fuzileiros. Tese de Mestrado em Comportamento Organizacional. Iscte ? Instituto Universitário de Lisboa.

Levinson, H. (2013). Organizational Assessment: A Step-by-Step Guide to Effective Consulting. Washington, DC: American Psychological Association.

Marques, S. Vauclair, M.L., Rodrigues, R., Mendonça, J., Gerardo, F., Cunha, F. (2015). imAGES: Programa de intervenção de promoção de imagens positivas de envelhecimento em crianças e adolescentes. Lisboa: SCML & Leya Editores.

Michie, S., Richardson, M., Johnston, M., Abraham, C., Francis, J., Hardeman, W., ... & Wood, C. E. (2013). The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus for the reporting of behavior change interventions. Annals of behavioral medicine, 46(1), 81-95.

Neves, J.G., Simões, E., & Garrido, M.V. (2015). Manual de Competências (3ª Edição). Lisboa: Sílabo.

Ruiter, R. A., Massar, K., van Vugt, M., & Kok, G. (2012). Applying social psychology to understanding social problems. Social psychology of social problems: The intergroup context, 337-362.

Schein, E. H. (1987). Process consultation. Massachusetts: Addison-Wesley.

Westland, J. (2006). The project management life cycle: a complete step-by-step methodology for initiating, planning, executing & closing a project successfully. Kogan Page Limited.

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).

Mandatory

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.

Optional

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.

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.

Mandatory

Dunn, P. K. (2024). Scientific Research and Methodology: An introduction to quantitative research in science and health. https://bookdown.org/pkaldunn/SRM-Textbook

Ray, W. J. (2022). Research methods for psychological science. Thousand Oaks : Sage.

Heard, S. B. (2021). The scientist's guide to writing: How to write more easily and effectively throughout your scientific career (2nd ed.). Princeton University Press.

Harrison, E., & Rentzelas, P. (2021). Your psychology dissertation. Sage.

Guidelines for researchers on personal data protection https://iscte-iul.pt/assets/files/2022/12/12/1670862287212_guidelines_for_researchers_on_personal_data_protection.pdf

Prada, M. & Garrido, M.V. (2013) Conhecer as regras do jogo: Uma introdução as normas para escrita científica da American Psychological Association. Psicologia, 27, 2, 107-143

American Psychological Association (2019). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author.

Optional

Bryman, A. & Cramer, D. (2003). Análise de dados em ciências sociais. Introdução às técnicas utilizando o SPSS para windows (3ª Ed.). Oeiras: Celta.

Fiske, S.T., Gilbert, D. T., & Lindzey, G. (Eds.) (2010). The handbook of social psychology (5th ed., Vol. I, pp. 51-139). Hoboken, New Jersey: Wiley.

Reis, H., & Judd, C. (2014). Handbook of research methods in social and personality psychology. (2nd Ed.) Cambridge: Cambridge University Press.

Sternberg, R. J. (Ed.) (2019). Guide to publishing in psychology journals (2nd Ed.), Cambridge: Cambridge University Press.

Bibliografia específica será recomendada nas aulas teórico-práticas a decorrer durante o semestre e nos encontros tutoriais com os investigadores.

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.

Mandatory

Clark, T., Foster, L., M & Bryman, A. (2019). How to do your social research project or dissertation. Oxford University Press.
Garrido, M. V., & Prada, M. (Eds.) (2016). Manual de competências académicas. Edições Sílabo.
Kuther, T. L.., & Morgan, R. D. (2019). Careers in psychology: Opportunities in a changing world. SAGE
Roberts, J. (2022). Professional skills for psychology. Sage
Sweitzer, H. F., & King, M. A. (2019). The successful internship: Personal, professional, and civic development in experiential learning (5th ed.). Cengage

Optional

APA. (2020). Publication manual of the American Psychological Association (7th ed.). A bibliografia complementar é sugerida ao longo das aulas. Os/as estudantes são encorajados a explorar os recursos bibliográficos (catálogo físico; bases online) disponíveis na instituição no(s) tópico(s) de interesse.

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.

Mandatory

Bankins, S., Ocampo, A. C., Marrone, M., Restubog, S. L. D., & Woo, S. E. (2023). A multilevel review of artificial intelligence in organizations: Implications for organizational behavior research and practice. Journal of Organizational Behavior, 45(2), 159–182. https://doi.org/10.1002/job.2735
Barling, J., & Cooper, C. L. (2008). The SAGE handbook of organizational behavior: Volume I - micro approaches. SAGE Publications Ltd, https://doi.org/10.4135/9781849200448
Nohria, N., & Khurana, R. (Eds.). (2010). Handbook of leadership theory and practice. Harvard Business Press.
Poole, M. S., & Van de Ven, A. H. (Eds.) (2021). The Oxford Handbook of Organizational Change and Innovation. (2 ed.) Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198845973.001.0001

Optional

"Akter, S., Michael, K., Uddin, M. R., McCarthy, G., & Rahman, M. (2020). Transforming business using digital innovations: the application of AI, blockchain, cloud and data analytics. Annals of Operations Research, 308(1–2), 7–39. https://doi.org/10.1007/s10479-020-03620-w Allen, J. A., & Reiter-Palmon, R. (Eds.). (2019). In The Cambridge Handbook of Organizational Community Engagement and Outreach (pp. i–ii). half-title-page, Cambridge: Cambridge University Press. Avolio, B. J., & Kahai, S. S. (2003). Adding the ""E"" to E-Leadership: How it may impact your leadership. Organizational Dynamics, 31(4), 325–338. https://doi.org/10.1016/S0090-2616(02)00133-X Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. (2023). Job demands–resources theory: Ten years later. Annual Review of Organizational Psychology and Organizational Behavior, 10, 25–53. https://doi.org/10.1146/annurev-orgpsych-120920-053933 Einola, K., & Khoreva, V. (2022). Best friend or broken tool? Exploring the co‐existence of humans and artificial intelligence in the workplace ecosystem. Human Resource Management, 62(1), 117–135. https://doi.org/10.1002/hrm.22147 Ferreira, A. I., Pereira, N., & Duarte, H. (2023). The different shades of co-working spaces: how culture change explains the market rules. Culture and Organization, 30(2), 138–157. https://doi.org/10.1080/14759551.2023.2258430 Fischer, T., & Sitkin, S. B. (2023). Leadership Styles: A comprehensive assessment and way forward. Academy of Management Annals, 17(1), 331–372. https://doi.org/10.5465/annals.2020.0340 Handbook of Research on Remote Work and Worker Well-Being in the Post-COVID-19 Era. (2021). In Advances in human resources management and organizational development book series. https://doi.org/10.4018/978-1-7998-6754-8 Kaplan, A., & Haenlein, M. (2020). Rulers of the world, unite! The challenges and opportunities of artificial intelligence. Business Horizons, 63(1), 37–50. https://doi.org/10.1016/j.bushor.2019.09.003 Kotter, J. P. (1996). Leading change. Harvard Business Review Press. Kundi, Y. M., & Aboramadan, M. (2022). A multi-level examination of the link between diversity-related HR practices and employees’ performance: evidence from Italy. European Journal of Work and Organizational Psychology, 32(2), 245–255. https://doi.org/10.1080/1359432x.2022.2139682 Schaufeli, W. B. (2017). Applying the Job Demands-Resources model: A ‘how to’ guide to measuring and tackling work engagement and burnout. Organizational Dynamics, 46(2), 120–132. https://doi.org/10.1016/j.orgdyn.2017.04.008 Schein, E. H. (2010). Organizational culture and leadership (4th ed.). Jossey-Bass. Szkudlarek, B., Romani, L., Caprar, D., & Osland, J. (2020). The SAGE Handbook of Contemporary Cross-Cultural Management. In SAGE Publications Ltd eBooks. https://doi.org/10.4135/9781529714340

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.

Mandatory

Walliman, N. (2005). Your research project (2nd Ed.). London. SAGE. Santos, N. R. (2005). Projectos de investigação em Psicologia: Guia para a sua elaboração e execução. Évora: NEPUE. Ridley, D. (2008). The literature review: a step-by-step guide for students. London: Sage. Punch, K.F. (2006). Developing effective research proposals (2nd Ed.) Londres: SAGE. 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. American Psychological Association (2009). Publication Manual of the American Psychological Association. Washington: APA. Normas orientadoras para a dissertação ou trabalho de projecto de mestrado (ISCTE, 2008)

Optional

Judd, C., Smith, E., & Kidder, L.H (1991). Research methods in social relations (6th Ed). Fort Worth: Harcourt Brace Jovanovich College Publishers Fisher, C. (2007). Researching and writing a dissertation: A guidebook for business students (2ª ed., cap. 1). Essex: Prentice Hall. Bell, J. (2008). Doing your research project: A guide for first-time researchers in education, health and social science (4th ed.). Berkshire: Open University press.

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.

Mandatory

1. Regulamento de estágio disponível na plataforma de e-learning. 2. Hammond, M. S., & Brady-Amoon, P . (2021). Building your career in psychology. Taylor & Francis 3. Kuther, T. L.., & Morgan, R. D. (2019). Careers in psychology: Opportunities in a changing world. SAGE 4. Nogueira, M., & Pinto Santos, F. (2023). Trabalho final de mestrado: Antes, durante e depois. Almedina 5. Ordem dos Psicólogos Portugueses (14 de agosto 2024). Código Deontológico da Ordem dos Psicólogos Portugueses - Regulamento n.º 698/2041. Diário da República, 2ª série, nº 157. Disponível em https://www.ordemdospsicologos.pt/ficheiros/documentos/caodigo_deontolaogico_regulamento_nao_898_2024.pdf 6. Shoenfelt, E. L. (2020). Mastering the job market: Career issues for master's level industrial-organizational psychologists. Oxford University Press

Optional

A ser indicada por cada orientador/a consoante a área específica do estágio. Os/as estudantes são encorajados a explorar os recursos bibliográficos (catálogo físico; bases online) disponíveis na instituição no(s) tópico(s) de interesse.

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.

Mandatory

Bell, J., & Waters, S. (2014). Doing your research project: A guide for first-time researchers (6th ed.). Open University Press. Garrido, M. V., & Prada, M. (Orgs.). (2016). Manual de competências pessoais e académicas. Sílabo. O'Leary, Z. (2017). The essential guide to doing your research project (3rd ed.). SAGE Punch, K.F. (2016). Developing effective research proposals (3rd ed.) SAGE. Walliman, N. (2005). Your research project (2nd ed.). SAGE.

Optional

APA. (2020). Publication manual of the American Psychological Association (7th ed.). Henderson, E. L. (2022, January 25). A guide to preregistration and Registered Reports. Preprint ISCTE, Normas orientadoras para a dissertação ou trabalho de projecto de mestrado, 2020, null, https://www.iscte-iul.pt/assets/files/2017/01/12/1484219637249_Normas_orientadoras_dos_2__ciclo2009_doc.pdf ISCTE, Normas de apresentação e de harmonização gráfica para dissertação ou trabalho de projecto de mestrado e tese de doutoramento, 2020, null, https://www.iscte-iul.pt/assets/files/2020/07/14/1594736316665_Iscte_Normas_Graficas_2020.pdf Orientações aos Investigadores sobre Proteção de Dados Pessoais Page M.J., et al. (2021) The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLoS Med 18(3): e1003583. Prada, M., Camilo, C., Garrido, M. V. & Rodrigues, D. L. (2021). O diabo está nos pormenores: Introdução às normas para escrita científica da American Psychological Association (7ª edição). Psicologia. 35 (1), 95-146. Ridley, D. (2008). The literature review: A step-by-step guide for students. Sage. Tackett, J. L., Brandes, C. M., Dworak, E. M., & Shields, A. N. (2020). Bringing the (pre)registration revolution to graduate training. Canadian Psychology, 61(4), 299-309. Ordem dos Psicólogos Portugueses (14 de agosto 2024). Código Deontológico da Ordem dos Psicólogos Portugueses - Regulamento n.º 698/2041. Diário da República, 2ª série, nº 157. Disponível em https://www.ordemdospsicologos.pt/ficheiros/documentos/caodigo_deontolaogico_regulamento_nao_898_2024.pdf Comissão Especializada de Ética em Psicologia: https://www.iscte-iul.pt/conteudos/iscte/escolas/ciencias-sociais-humanas/comissoes-de-etica/comissao-especializada-de-etica-de-psicologia/2607/documentos-orientadores