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First degree in Psychology

General information

Official Code: 9219
Acronym: PSIC


  • First degree in Psychology (180 ECTS credits)

Local Applications

Prazos de Candidaturas e Vagas

Edition Concursos por Regime Scheme Vacancies Deadlines
Maiores de 23 Candidates Over 23 Years Old 4 2021-07-19 to 2021-07-30

Courses Units

Epistemology and History of Psychology


This discipline aims the students to be able to:

- to know the main epistemological traditions and their importance in reflecting about scientific knowledge.

- to know the main events and theoretical movements of Psychology and situate them at the historical-cultural moment/context, especially in what concerns the Philosophy-Psychology link and the development of Psychology as science.

- to apply epistemological theories to the development of Psychology as science.

- to collect, select and interpret relevant information about History of Psychology and Epistemology applied to this.

- to present autonomous learning capacity and critical analysis in reflection about the application of Epistemology to the History of Psychology.

Writing and Psychological Science

LPSI101 - ECTS Writing is a powerful thinking tool. Hence, students will benefit from understanding it, training it, and valuing it. This course covers four important dimensions that stand at the intersection between writing and psychological science: motivation, writing mechanics, knowledge about scientific writing and metacognition of writing. On motivation, the aim is that students come to value writing as they develop its creative, fluent and critic use. On mechanics, students should improve their expertise on basic aspects of writing such as the sentence, punctuation, cohesion, and APA writing style. On knowledge, students will identify and train several forms of scientific communication. On metacognition, the aim is that students become aware and develop their personal writing strategies. By targeting these four dimensions we open the possibility that students can value and self-regulate their writing accordingly to the principles of scientific writing in psychology.

Statistics Applied to Psychology I


At the end of this subject, students must be able:

  1. To understand descriptive and inferential univariate and bivariate statistical procedures
  2. To decide, critically and substantiated, the most appropriate statistical procedure
  3. To use the statistical software IBM SPSS Statistics (Statistical Package for Social Sciences): construction and manipulation of a database, selection and interpretation of appropriate statistical procedures.
  4. To carry out simple studies where these procedures are applied.
  5. To use statistical language to understand and write research reports, with emphasis on the presentation of results.

Human Genetics


Enable students with basic concepts and methodologies of analysis in Human Formal, Population, Cytogenetics, Molecular Genetics and its applications in the field of psychology. It is expected that the acquired conceptual background and analytical skills will be helpful in the fields of applied psychology, teaching, research and others with more applied purposes.

Research Methods in Psychology

  1. distinction between common-sense and scientific approach as knowlegede forms
  2. analysis of the role of the researcher's positionning towards the subject of study, both as a scientist and as a social actor;
  3. mastering of introductory descriptive and inferential research methodologies and concepts and their role in a research project.

Psychology of Perception and Attention


The aim of this curricular unit is to present and discuss the perception and attention theories and models. Besides the theoretical framework, the methodologies of empirical investigation of perception and attention in the domain of experimental cognitive psychology will also be presented, as well as the their implications and applications in multiple domains.

Statistics Applied to Psychology II


In this curricular unit (CU), it is intended for students to acquire the necessary skills to perform and interpret statistical tests that are relevant in the context of Psychology. Students should also learn specific vocabulary and the ability to understand scientific literature, as well as produce statistical reports.

Thus, the learning objectives designed for the student in this course are as follows:

  1. Know the statistical procedures relevant to Psychology;
  2. Select and apply the statistical procedures appropriate to the research objectives;
  3. Develop skills in using a data analysis program;
  4. Acquire skills of critical analysis and interpretation of results;
  5. Plan and carry out studies, based on research hypothesis, that allows the application of the taught statistical procedures.

Ethics and Deontology

To make students able to:

1. To understand the centrality and functions of Ethics as a mode of behavioral self-regulation in living, relating and working, relating, and working with/for Others

2. To recognize the importance of the ethic learnings by applying it to/in the immediate context of their training in Psychology for a culture of academic integrity

3. To identifie and critically reflect the politic, axiologic, ethic and deontological dimensions of psychology, both as science and profession

4. To distinguish ethic and deontology as regulatory dimensions of the psychology professional practice that, articulatly, constitute structural elements of the professional identity of psychologists

5. To know and and situationally applicate the main documental references for the profession of psychologist, namely the Code of Ethics of Portuguese Psychologists and specific guidelines

6. To mobilize ethical principles and deontological norms in critical thinking and ethical reasoning processes related to particular situations and contexts in Psychology

Introduction to Social Sciences


At the end of the Unit, the students should be able to identify biological constraints of human social behavior, integrating knowledge from the areas of Paleontology, Evolutionary Biology, Sociobiology, Evolutionary Psychology and Anthropology, and to recognize several connections between Psychology and the other social sciences. They should be apt to initiate an informed debate on the nature/nurture dichotomy in psychological explanation. They should also be able to approach the evolution of thought about Society and the State from Antiquity to the Modern Age, taking into account historical circumstances in the social, political and religious domains, and to illustrate the main sociological currents of Modernity. In these approaches, students should present an increased ability to relate concepts developing from different social sciences, such as, Economy, History or Political Science.

Psychology of Learning and Memory


(1) To identify the mechanisms of acquisition of knowledge and behaviour;
(2) To identify and understand the main types of learning and explanatory theories;
(3) To know and understand some of the most relevant scientific learning literature;
(4) To know classical studies about different types of human memory;
(5) To describe and understand the various types of memory, capacity, limits and main concepts and theories;
(6) To know and understand the literature in the field of memory, specially the experimental cognitive approaches.
(7) To apply some of the knowledge about memory to the school and daily situations.
(8) To participate in small experiments creation, integrating knowledge and experience.

Psychology of Motivation and Emotions


By the end of this curricular unit (CU), the students should be able to:

  1. Identify the main concepts and constructs associated to the field of motivation and emotions;
  2. Identify the main motivation and emotion theories and how they have evolved throughout time;
  3. Integrate and reflect upon the importance of motivation and emotion in directing behavior and in human action dynamics;
  4. Analyze knowledge in a critical way, organizing and structuring it according to levels of importance;
  5. Use theoretical frameworks and recent empirical research to analyze problems in several life-contexts – school, work, family, leisure, sport –, and to evaluate intervention proposals in the motivational domain;
  6. Show scientifically based oral and written communication skills.

Psychology of Thinking and Language


1. To be familiar with the main concepts, problems and methods of Psychology of Language and Thinking, viewed as foundational areas of psychological science.

2. To know the main steps involved in conducting experimental research as a result of having taken part as an experimental participant in ongoing research at the Speech Laboratory, and to be able to critically reflect on that experience. 

3. To be knowledgeable about, and able to explain or demonstrate, classical psychological effects related to language and thinking (e.g., audiovisual integration, categorical perception, heuristics). 

4. To be able to interpret, analyze, and critically review specialized literature (scientific articles) in the domain. 

5. To be familiar with the main conventions of science writing in Psychology and to be able to use them, in toto or in part.

Contexts of Child Protection


This Curricular Unit aims at approaching the basic concepts of Psychology applied to the child protection contexts

Introduction to Neuroscience

LPSI204 - ECTS The main objective of the course is to put the students in touch with a phylo-ontogenetic, structural and functional perspective of the Nervous System (NS).

For this purpose, the program is conceived based on the phylo-ontogenetic model as a structural and functional organizer of the CNS. The different programmatic components are structured around an evolutionary and developmental perspective of that System, seeking to achieve the objectives and results described in low.

Reproductive Health Psychology


Having successfully completed this course the student will be able to:

  1. Outline the types of topics and problems reproductive health psychology is concerned with
  2. Understand reproductive health from a global and multi-perspective analysis regarding awareness, engagement and prevention
  3. Demonstrate a knowledge of research in reproductive health psychology and critically evaluate different perspectives and key studies, as well as claims made in popular media for their scientific merit
  4. Describe and evaluate key health psychology theories that support psychological intervention within reproductive health
Apply the obtained knowledge in theories and research findings to address reproductive health-related issues

Differential Psychology of Intelligence and Personality

  1. To know the most important theoretical frameworks regarding intelligence and personality;
  2. To know and organise, according to its relevance, the most important empirical findings regarding individual differences on intelligence and personality, in particular as a function of gender, socioeconomic status, ethnicity, generation and culture;
  3. To understand the most important perspectives and empirical findings regarding the origins of group and individual differences;
  4. To be able to conduct literature search and review that allows autonomous and adequate updating of information on this domain;
  5. To recognise the advantages and limitations of differential or correlacional research method;
  6. To be able to discuss, in a critical and grouded manner, social, ethical and political context implications of the acquired knowledge, namely its applications on research and/or intervention projects in different specialization domains of Psychology.

Child and Adolescent Development Psychology


The first topic focus on the acquisition of basic knowledge related with the understanding of child and adolescent development. Thus, the emphasis is putted on questioning the notion of psychological development and on presenting major conceptual approaches to human development. 

The next four topics envision at gaining knowledge about developmental characteristics, the understanding the patterns of psychological and behavioral functioning in each main period of child and adolescent development

Finally, the sixth and seventh points, developed throughout practical classes, are related with the aim of observational skills competencies, understanding understanding and integration of processes in Developmental Psychology.

Social Psychology

LPSI200 - ECTS 1. knowledge of the macro-theories that structure Social Psychology and their relationship with the phenomenology of the individuals and groups embedded in social contexts (across sections of the program);

2. assimilation of Social Psychology’s core concepts, theories and models and research about the perception and judgment of self and others (sections 1-4), the social determinants of though and behavior (section 5), the processes underlying social conflict (section 6), and about intragroup processes (section 7);

3. understanding of the usefulness of those theories and models as a framework for specific social contexts and for the intervention upon the issues emerging in these contexts;

4. integration of the methodological-empirical discourse of Social Psychology, hence allowing students to analyse the production in the field and motivating them to take part in such production and to use it with the academic and non-academic communities.

Social Psychology of Inclusion and Exclusion


At the end of the semester, students should have obtained an integrated perspective on the phenomena of inclusion and exclusion in various contexts of social life, in particular, in small interactive groups, of relations in communities or society in general. 

Psychometrics and Theories of Psychological Assessment

LPSI203 - ECTS At the end of this course the students should be able:

1. To understand the role of Psychological Assessment in Psychological Science.
2. To understand the technical aspects of Psychometrics and specifically the importance of statistical methods in the design of psychological tests and in the interpretation of the results of psychological assessment.
3. To master the main concepts and techniques of Psychometrics in order to critically appraise the psychometric properties of psychological tests.
4. To know core psychological tests (Wechsler’s intelligence scales; NEO-PI-R personality inventory) and understand their technical bases.
5. To reflect upon the deontological issues concerning Psychological Assessment.

Psychological Assessment


At the end of this course students should be able to:

  1. To understand the relationships between psychological models and psychological assessment methodologies, their differences and complementarities.
  2. To know the theoretical rationale of self-report instruments and performance-based tests, such as projective tests.
  3. To master the technique of the initial psychological interview.
  4. To master the development of strategies for psychological assessment, based on life history and the identification of the problem.
  5. To know the methodologies of administration, scoring and interpretation of psychological assessment tests, namely self-report scales and projective techniques.
  6. To elaborate a psychological assessment report with the integrative conceptualization of results from different sources of information, allowing the understanding of the case and pointing out the characteristics that may change.

Cognitive and Affective Neuroscience

LPSI209 - ECTS At the end of this course, students are expected to:

1. understand the historical context, the theoretical foundations, and the technical and methodological advances that underlie the emergence and development of Cognitive and Affective Neuroscience;
2. know the mecanisms underlying the primary regulation of behavior;
3. know the neurobiological bases of the mais cognitive and affective processes;
4. be able to frame the contents within the curriculum of Psychology and to use them to reflect about behavior.

Educational Psychology


At the end of the unit students should be able to: Demonstrate knowledge of the contributions of Educational Psychology to the study and understanding of human behavior and development in educational settings.
Develop an integrated perspective on Educational Psychology and its relations with other theoretical and applied psychological domains.
Acquire knowledge on the process of teaching and learning in educational contexts in different developmental periods, and to iknow/identify theoretical models relevant for its understanding. 
Be acquainted with practical aplications of Eductional Psychology in formal an informal educational contexts, and in early intervention  
Know relevant research in the area.


Developmental Psychology of Adult and Late Adulthood



The objectives of the UC: . promote the reflection on the adulthood and elderly development, considering perspectives and concepts covered in the course; . enable students to identify the adults and elderly most significant life contexts, the underlying processes and the main changes that occur in the life cycle, as well as the impact on the individual reorganization and/or on the systems in which he/she participates;. awareness among students to the importance of the senses psychological, social and cultural notion of aging; . knowledge and frame in a multisystemic perspective the role of the psychologist in promoting the psychological development of the adult and the elderly.


Work and Organizational Psychology

LPSI205 - ECTS It is intended that students develop general knowledge about Work and Organizational Psychology as a discipline and professional field.

Psychology and Socio-cultural Diversity

LPSI213 - ECTS It's expected that students: describe key concepts for understanding human diversity; identify types of oppression and discrimination; discuss strategies of oppression and discrimination subtle and internalized; develop the cultural awareness that enables them to understand and respect differences, develop self-reflection and self-critical about their personal values and how they affect their lives and their relationships with others. At the end of the course the students should be able to think critically about how the categorization and classification based on stereotypes can lead to judgments undue and/or unfair..

Stress, Trauma and Burnout


The discipline aims that students will be able:

 - to know the bio-psycho-physiological mechanisms of stress and identify symptoms of stress.

- to differentiate the concepts of stress, posttraumatic stress and burnout as a response to chronic occupational stress, and to know its applicability in academic and work contexts.

- to know relevant studies at international and national level, about stress, posttraumatic stress and burnout.

- to know prevention and treatment forms, at individual and institutional level.

- through practical exercises, to know stress management strategies, to differentiate stress/anxiety and to know how to evaluate/identify stress, PTSD and burnout symptoms among students and workers.

- to present autonomous learning capacity and critical analysis in reflection about the relevance of these three concepts nowadays.

Group Dynamics


At the end of this subject students must have knowledge about:

- The different types of group psychological intervention

- The stages of group development

- The main group phenomena that emerge during the intervention.

Additionally, this subject sought to foster students’ personal development, namely through transversal and transferable skills, such as self and hetero-knowledge, communication and leadership.

Introduction to Sexology



                The course of introduction to Sexology aims to promote knowledge in the field of Sexology as the multidisciplinary science of sexuality. We will address some of the most prominent authors in the history of Sexology and their theories, as well as the various scientific paradigms.  We will cover the psychophysiology of sexual response, its principles and main models. We will also review the research on the role of different psychological variables in sexual response and sexual functioning.


Finally, we will discuss some relevant issues in the psychology of sexuality (e.g., sexual dysfunctions, sexuality and disability, sexuality & parenthood, sexuality & ageing, sexual compulsivity and aggression).


Models of Psychological Intervention I


To recognise, identify and take position vis-a-vis a synthesis of the main characteristics of psychoanalytic and humanistic models of psychological intervention in the cultural, political, epistemological and scientific-psychological contexts of their emergency

To identify their main ontological, epistemological and metatheoretical assumptions

To differentiate, for each group of models, their respective conceptions of:

human psychological organisation and functioning

genesis of psychological disfunction

strategies, methodologies, resources and instruments of psychological intervention

processes of psychological change to be activated

To mobilise theoretical and methodological acquisitions in order to initiate a process of conceptualisation of problems of psychological intervention, based on Freud’s and Roger’s readings

To understand and integrate knowledge, competencies and instruments from these models of psychological intervention, with a specific emphasis on Rogers based attendance competencies

Community Psychology


It is its main goal to promote the construction of conceptual frameworks in the field oof community psychology.


Learning outcome: At the end of the semester, students should be capable to:

(a) Acquire knowledge concerning community intervention projects and critically analyse them;

(b)Critically and carefully analyse and question, based on recent research, objectives, methods and strategies of intervention modalities in personal and contextual systems, concerning a diversity of problems, populations and contexts;

(c)Design community projects in personal and contextual systems: family, school, organizations and communities.

(d) Present and debate recent investigation projects of community intervention, by writing and orally.

Psychology of Justice, Deviance and Social Crontrol


The main goal of this course is to provide the student with an approach to the field of Psychology of Justice and Deviance. It is intended that the student: (1) understands the field of Psychology of Justice; (2) knows the concept of deviation, its socio-cultural and historical relativization, as well as the social reaction to deviation and its consequences; (3) knows the main themes of these areas and its complexity, being able to interpret them taking into account the contributions of the different disciplinary areas; (4) knows the specificities and the contexts of intervention of the psychologist in this area.

Sport Psychology


After attending this course, students should be able to:

  1. Define Sport Psychology and characterize its evolution to present days, at national and international levels;
  2. Describe the process of motor learning and identify evidence-based teaching strategies to promote it and facilitate its transfer;
  3. Understand the role of motivational and socio-emotional factors in the practice of sport;
  4. Identify practices of mental training to maximize performance across different sport contexts;
  5. Acknowledge the complexity and importance of the coach-athlete/s relation and the psychologist role on it;
  6. Discuss from a grounded viewpoint major risks and benefits associated with the practice of sport;
  7. 7. Understand the importance of sport psychologists and their main areas of activity.

Psychology and Space



This CU seeks to raise awareness and consolidate students' knowledge by a relatively new area of psychology, especially given his relationship with other domains of knowledge. We refer to issues concerning the built environment and built by man, the questions of urbanism and its influence / impact on whether or not promotion of human development and their psychological well-being. The possibility to observe, reflect and discuss real situations, whether about  experiences in single-family’s spaces, institutional spaces, or the participation and experience in construction and enjoyment of public spaces, allows students to empower themselves to raise awareness (and intervention) in this specific field, deepening a central theme in the lives of individuals - their intimate, social, public and community spaces  - where they necessarily and obligatory, live and experience through life cycle.

Child and Adolescent Psychopathology


1- Recognition of the characteristics of the more frequent psychological disorders in children and adolescents

2- Capacity to deal with the main issues of differential diagnoses presented by the more frequent child and adolescent psychological disorders

3- Description of the biopsychosocial factors and processes involved in the more frequent child and adolescent psychological disorders

4- General skills of psychopathology assessment, including the selection, knowledge of applications, administration, scoring, and interpretation guidelines of some assessment instruments specifically used in clinical child and adolescent psychology, and capacity of effective handling of the DSM classification and diagnostic system and manual

5- Acknowledgement of the ethical issues and professional conduct related with the assessment and classification of child and adolescent psychopathology

Rorschach Integrative System I


Understand the conceptual and methodological specificity of the Rorschach test. Developing skills on test administration, including preparing the subject and the technique of recording responses. Responses coding with about one hundred variables of the Rorschach comprehensive system

Communication Skills and Interviews in Psychology


The following will constitute the main objectives of this UC:
1. Provide students with practical experiences in realizing key concepts in developmental psychology and communication theories, facilitating the establishment of a relationship with the interviewee;
2. Promote knowledge and reflection on the implications of communication axioms in establishing the relationship with the other and its intentional use;
3. Present communication techniques to establish an empathic and non-evaluative relationship with the interviewee.
4. Share communication techniques that facilitate the self-expression of the child, a teenager or an adult, in the context of an interview.
5. Characterize in the form of preparation and in the conductn process, the different types of interviews.
6. Expose the process of building semi-structured interview scripts.
7. Promote experiences of expanding the skills of conducting individual and group interviews.
8. Enable self-criticism of individual performance in conducting interviews, taking as a background theoretical perspectives about the child's development and the communication process.

Quality Assessment of Educational Contexts


- To get to know conceptual models to study the quality of educational contexts;
- To identify critical context dimensions in the promotion of development and learning;
- To get to know different phases of reflection and action to develop quality practices;
- To integrate the assessment and development of quality into a systemic-ecological rationale.

Models of Psychological Intervention II


At the end of this curricular unit the student should:
1 – Know the plurality of discourses and psychological intervention techniques offered in the domain of behavioural and cognitive perspectives.
2 – Know how to critically analyse the different conceptualization of: (a) functioning and psychological development; b) dysfunctionality theory and c) psychological change strategies in the domain of behaviourism and classical cognitivism.
3 – Have acquired concepts relative to psychological intervention procedures in the behavioural and cognitive models.
4 – Be able to reflect on the different intervention models, considering their rational and the techniques that derive from them.
5 – understand the implications of choosing an epistemological perspective for a future psychological pratice



1. To be able to recognize the modern approach of Neuropsychology and the Cognitive Neurosciences to the study of the mind-brain and human behavior, and to identify its main characteristics.


2. To be familiar with the main neuro-functional characteristics of major cognitive systems in the adult and be able to relate them with cognitive analysis and behavioral observation.


3. To be aware of the consequences of brain lesions at the individual level and their impact on family and social networks.


4. To be able to interpret, analyze, and critically review the scientific literature (mid-level specialization articles) in the domain of neuropsychology and cognitive neurosciences.

Workshop on Qualitative and Quantitative Psychology Research


The objective of this course is mainly the practical application, systematization and integration of the knowledge already acquired. It is specifically intended that students:

1. Differentiate the application of qualitative and quantitative methodologies in research in Psychology;

2. Implement different stages of the research process, including the definition and substantiation of research questions and hypotheses;

3. Collect empirical data, using research tools, and assess of their qualities, conduct data analysis and interpretation and discussion of results;

4. Identify advantages and limitations of the conduted study, in particular regarding ethical considerations and lessons for interpretation and generalization of results from their qualitative and quantitative study;

5.Identify the implications for the practice of the conducted study.

Guidance on the Professional Areas of Psychology

LPSI309 - ECTS The objective of this course is to guide the students to the professional areas of Psychology, allowing them to know the different areas and specialities of Psychology, namely the specialities included in the Master in Psychology at FPCEUP, as well as their objectives, core contents, practices and potential professional outlets, namely: a) Clinical and Health Psychology; b) Psychology of Education and Human
Development; c) Organizational, Social and Work Psychology; d) Psychology of Justice and Deviance.

Planning Systemic Interventions in Clinical and Non-Clinical Contexts


This UC intends to contribute to the training of future psychologists capable of a systemic understanding of the situations with which they work, and with flexibility in adapting their intervention to different contexts, according to the institutional framework of their function.

Laboratory Practice Neuropsychophysiology


The objectives of this course are to enable students to:
1. show key-knowledge about psychophysiological research methods;

2. describe the general characteristics of the psychophysiological and neuropsychophysiological research, as well as the phases of the acquisition of the respective indexes;

3. define the concepts of psychophysiological and neuropsychophysiological techniques, indexes, acquisition, amplification, modulation, filtering, recording, and analysis;

4. recognize variables that can be studied from physiological and neurophysiological activity, as well as the (neuro)physiologic bases of the signals in question;

5. know and put into practice the polygraphic and electrophysiologic procedures for the recording of electroencephalography (EEG), event-related potentials (ERP), and brain electrical activity mapping (BEAM), manipulating Independent Variables, analyzing data, and interpreting results according to neuroscientific models.

Psychopathology of the Adult and Alderly

LPSI307 - ECTS To understand the relationship between psychopathology and other sciences including psychology.Also to understand the logic of the curricular plan and the interest of the CU to the formation of clinical psychologists.Perceive the clinical and phenomenological methods, the deviation from the behavioral norm, develop competences in several contexts.Understand the several dynamics of being seek. The look of psychopathology as a way to bring us closer to the total man.
The normal and the abnormal in clinical,  psychology and psychopathology; personality dynamics and the dialogue with the world.
General psychopathology (affectivity, memory, consciousness, memory, communication, sence-perception, ...)
Special psychopatology (neuroses, psychoses, demential processes,...)

Rorschach Integrative System II


Mastering the technique of interpretation and analysis of results obtained from the Rorschach test protocols - Comprehensive System.
Demonstrate the mastering the methodologies of administration and coding of responses as well the analysis of results.
Integrate the Rorschach results in a psychological assessment process, with other test results.

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