Department: DCSG
Scientific area: Psychology
Total contact time: 15
Firstly, this course unit identifies the scope and goals of Applied Social Psychology. Secondly, are addressed themes that relate to environmental analysis , migration and leisure, cultural and psychosocial variables related to the same , as well as their relationship with the well- being and health of individuals and groups; issues related to the importance and the role of religion in the people’s life; issues related to lack of discipline and violence at schools; issues related to psychosocial applications before Justice, highlighting Judicial Psychology and Testimony Psychology, and lastly, issues related to aging and the reaction of people to it.
Social Psychology
Social Sciences
Applied Psychology
Psycho-sociological Intervention
In the end, students are expected to be able to:
- define the scope and goals of Applied Social Psychology;
- analyze the complexity and reflect on the social, cultural and psychological processes, individual or collective, raised by specific matters, such as School, Religion, Justice, Ageing and Migrations.
-acquire knowledge to know the surrounding reality , in terms of causes and impact issues related to the Environment , Leisure and Happiness have on people and society in general .
1. Applied Social Psychology: an introduction
2. Social Psychology of Environmental
3. Social Psychology of Migrations
4. Social Psychology of Organizations
5. Social Psychology of Religion
6.School indiscipline and violence: psycho-educational approaches
7. Social Psychology of Ageing
8. Social Psychology of Leisure
9. Social Psychology of Hapiness
Antunes, D., Bernardo, F., & Palma-Oliveira, J. (2011). Psicologia do Ambiente. In Miguel Lopes et al. (cord.) Psicologia Aplicada. (30 páginas). Editora RH.
Ramos, N. (2008). Migração, Aculturação e Saúde. In N. Ramos (2008) (org.). Saúde, Migração e Interculturalidade. João Pessoa: EDUFPB, pp. 45-96.
Silva, A. (2013) Disciplina na escola: reflexões sobre a realidade portuguesa. Interfaces Científicas – Educação. V.01 (3), pp. 55-69.
Silva, A. (2022). Psicologia Social do Envelhecimento. Catapan, B. (Org.). Ciências da Saúde e seus estudos sociais. Volume 1 (pp. 135-145). Editora Reflexão Acadêmica.
Silva, A., & Paixão, C. (2024). Felicidade nos contextos de vida, in Livro de Atas: 15º Congresso Nacional de Psicologia da Saúde, Equidade, Inclusão e sustentabilidade. Lisboa.
Villas-Boas, S., Oliveira, A., Ramos, N., & Montero, I. (2017). A educação intergeracional no quadro da educação ao longo da vida e do envelhecimento ativo. Revista de estudios e investigación En psicología y educación eISSN: 2386-7418, Vol. Extr (5), pp. 188-193 DOI: https://doi.org/10.17979/reipe.2017.0.05.2584
Villas-Boas, S., Oliveira, A., Ramos, N., & Montero, I. (2018). Apoio social e diversidade geracional: o potencial da LSNS-6. Revista Pedagogía Social, Revista interuniversitária, 31, pp. 183-186. Doi 10. SE7179/PSRI_2018.31.14
E-learning.
Continuous assessment is privileged: 2 digital written documents (e-folios) during the semester (40%) and a final digital test, Global e-folio (e-folio G) at the end of the semester (60%). In due time, students can alternatively choose to perform one final exam (100%).
It is crucial that students consult frequently the couse in:
www.moodle.univ-ab.pt/moodle/