Optional Thematic Seminar I

Recommended Prerequisites

Not applicable.

Teaching Methods

Classes are essentially theoretical, with recourse to reflective exposure, group discussion, presentation, analysisand debates on research studies. Group debates are stimulated by students' prior reading of bibliography provided by the respective teachers responsible for each seminar class and resulting from the autonomous research of students themselves.

Learning Outcomes

The subject sets out 1) to further and update specialized theoretical, methodological and technical knowledge of Psychology in the areas of learning in educational settings and/or personal and vocational development and/or health promotion and well-being and 2) to plan new research studies that are in line with the interests of students and integrated in ongoing projects under the Research Units of both Faculties.

Work Placement(s)

No

Syllabus

I. MODULE - LEARNING IN EDUCATIONAL CONTEXT

Seminar 1: Self-regulation in learning

Seminar 2: Conceptions of and approaches to learning

Seminar 3. Learning difficulties

Seminar 4: Creative learning

Seminar 5. Conceptions of learning and problem solving

Seminar 6: Educational field and cultural diversity

II. MODULE – VOCATIONAL AND PERSONAL DEVELOPMENT

Seminar 1: Vocational development and the construction of life projects: Implications for intervention

Seminar 2: Psychological intervention in supervision

Seminar 3: Psychosocial transitions and quality of life

Seminar 4: New perspectives for vocational psychology

III. MODULE – HEALTH AND WELL-BEING PROMOTION

Seminar 1: Health and well-being promotion

Seminar 2: Well-being adaptation and promotion

Seminar 3: Self-regulation in health promotion

Seminar 4: Relational perspectives of work and well-being

Head Lecturer(s)

Joaquim Armando Gomes Alves Ferreira

Assessment Methods

Evaluation
a literature review article (maximum 10 pages) for the chosen research area in the student's doctoral project (learning in educational settings, personal and vocational development or health and well-being promotion): 100.0%

Bibliography

Lopes da Silva, A. Sá, I., Duarte, A. & Veiga Simão, A. M. (2004). A aprendizagem auto-regulada pelo estudante: perspectivas psicológicas e educacionais. Porto: Porto Ed.

Gross, J. (Ed.) (2007). Handbook of emotion regulation. N.Y.: Guilford.

Gybers, N., Heppner, M., & Johnston, J.A. (2009). Career counseling. Process, issues, and techniques (3th Ed.).

USA: Allyn & Bacon.

Marques Pinto, A., & Picado, L. (Eds.) (2011). Adaptação e bem-estar nas escolas portuguesas. Lisboa: Coisas de Ler.

Savickas, M. L. (2005). The theory and practice of career construction. In S. Brown & R. Lent (Eds.), Career

development and counselling: Putting theory and research to work (pp. 42-70). Oxford: J. Wiley.

Veiga Simão, A. M., Lopes da Silva, A., & Sá, I (Orgs.) (2007). Auto-regulação da aprendizagem: das concepções àspráticas. Lisboa: Educa & Ui&dCE.

Zimmerman, B., & Schunk, D. (Eds.) (2011). Handbook of Self-Regulation of Learning and Performance, New York: Routledge.