Optional Thematic Seminar II

Recommended Prerequisites

Not applicable.

Teaching Methods

The classes are held in small groups in the format of a seminar, through debate panels on the basis of document critiques in the early stages of the research projects and in the work sessions streamlined by national and international teachers in the research area in which students are developing their thesis, and in more individualized analysis procedures. Attendance at conferences and thematic seminars proposed by other doctoral programmes and congresses related to students' research area is also within the scope of the teaching methodologies for this subject.

Learning Outcomes

The aim of the subject is 1) to further and update specialized theoretical, methodological and technical knowledge on in-depth studied themes in one of the research areas of the doctoral programme; 2) to accomplish a research plan for the thesis project and; 3) to be able to join national and international research teams geared towards the international mobility of students and researchers.

Work Placement(s)

No

Syllabus

I. Preparation, Presentation and Discussion of Thesis Plans

Discussion of pre-projects

Formal and methodological aspects in the construction of the thesis plan 

Decision making in data processing

Discussion of ongoing work and preparation for grant applications

Project Presentation

II. Thematic Seminars

Historical and contextual perspectives on inclusive education (S. Pearson, Univ. Leeds)

Research Measures of social cognition applied to health promotion (L. Garcia-Marques, UL)

The facets of metacognition and their effects on learning (A. Efklides, Univ. Thessaloniki)

Psychological mechanisms in the adoption and maintenance of health behavior change (R. Schwarzer, Univ.

Livre Berlim)

The pursuit of happiness: Positive psychology innovations (D. Vella-Brodrick, Univ. Monasch)

A contextual, developmental and socio-cognitive approach to human development from the perspective of

Vocational Psychology (FPCE-UC)

Head Lecturer(s)

Joaquim Armando Gomes Alves Ferreira

Assessment Methods

Evaluation
Evaluation is based on furthering the literature review presented in the 1st semester (20 pages) and presentation of the project. Re-evaluation (appeal) is based on a reformulation of the research project: 100.0%

Bibliography

Blustein, D. (2006). The psychology of working: A new perspective for career development,counseling, and public policy. NJ: Lawrence Erl.

Efklides, A., & Misailidi, P. (Eds.) (2010). Trends and prospects in metacognition research. New York: Springer.

Gawronski, B., & Payne, B. (Eds.) (2010). Handbook of implicit social cognition: Measurement, theory, and

applications. N.Y.: Guilford.

Norman, P., Abraham, C., & Conner, M. (Eds.) (2006). Understanding and changing health behaviour: from health beliefs to self-regulation. London: Routledge.

Pearson, S. (2009). Using activity theory to understand prospective teachers' attitudes to and construction of special educational needs and/or disabilities. Teaching and Teacher Education 25, 559 - 568.

Vella-Brodrick, D. A. (in press). Positive Psychology interventions – Research evidence, practical utility and next steps (Chapter in C. Keyes, Mental Well-Being: International Contributions to the Study of Positive Mental Health. Springer).