Artigos

• Ana Rodrigues de Lemos, Sofia Mendes & Teresa Leal (2023) School misbehavior: Elementary students’ perspectives on typologies, attributions, and strategies, International Journal of School & Educational Psychology, DOI: 10.1080/21683603.2023.2245357
• Antunes, R., Alexandre, J., Guedes, M., Filipe, M. & Veríssimo, M. (2023). "Intergalactic World" - benefits of a program for 8-12 years old children from the perspective of teachers and caregivers. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2023.1233335
• Cruz, J. Bilimória, H., Mackaaij, M. J., & Marques, S. (2023) Emergent literacy: effects of a multi-tier intervention in a COVID-19 pandemic context. Educational Psychology in Practice, DOI: 10.1080/02667363.2023.2252335
• Cruz J, Mendes S, Alves D, Marques S, Cadime I. Fluency Training for Struggling Readers: Examining the Effects of a Tier-2 Intervention in Third Graders. Education Sciences. 2023; 13(9):908. https://doi.org/10.3390/educsci13090908

Livros internacionais

• Cruz, J. (2022). Promover a participação dos/as alunos/as - Recomendações políticas para Portugal. Forum for Freedom in Education.

Capítulos de livros internacionais

• Foppa, J., Escola, J., & Fernandes, O. M. (2022). Uso da mídia eletrônica como agente de educação, inclusão e recuperação de toxicômanos. In M. Netto (Org.), A comunicação: mídias, temporalidade e processos sociais (cap. 5, pp. 67-79). Atena Editora. https://atenaeditora.com.br/catalogo/ebook/comunicacao-midias-temporalidade-e-processos-sociais-3
• Mateus, V., Mendonça, S., Miguel, H., Cruz, S., Sampaio, A., Mesquita, R., & Osório, A. (2022). Potencialidades da espectroscopia funcional por infravermelho próximo (fNIRS) para o estudo do cérebro em desenvolvimento na primeira infância (pp. 259-274). In Corrêa, A., Rodrigues, B., Amato, C., & Martins, V. (Eds). Tecnologias Aplicadas em Educação e Saúde. Brasil, São Paulo: Mackenzie
• Pedras, S., Rocha, M., Garcia, D., Faria, S. & Moreira, P.A.S. (2022). Stability and Change in Portuguese Adolescents’ Affective Profiles Over a Two-Year and a Six-Year Period. In D. Garcia (Ed.). The Affective Profiles Model: 20 Years of Research and Beyond (chapter.16). Springer.

Artigos em revistas internacionais com revisão

• Coelho, V. A., Marchante, M. & Romão, A. M. (2022). Adolescents’ trajectories of social anxiety and social withdrawal: Are they influenced by traditional bullying and cyberbullying roles? Contemporary Educational Psychology, 69, 102053. https://doi.org/10.1016/j.cedpsych.2022.102053
• Costa, P. J. C., Moreira, P. A. S., Sara, F., & Correia Lopes, J. (2022). The Twenty Item Values Inventory (TwIVI) in Portuguese adults: Factorial structure, internal consistency, and criterion-related validity. Journal of Personality Assessment. Advance online publication. https://doi.org/10.1080/00223891.2022.2048844
• Costa, P., Inman, R.A. & Moreira, P.A.S. (2022). The Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS): Further evidence of factorial structure, reliability, and relations with other indicators of subjective wellbeing. Applied Research in Quality of Life. Http://doi.org/10.1007/s11482-022-10078-4
• Cruz, J., Mackaaij, M., Bilimória, H., & Gandra, D. (2022). Family literacy practices and their contribution to emergent literacy skills during the COVID-19 pandemic. Written Language & Literacy, 25(2), 185–205.
• Cruz, J., Mendes, S. A., Marques, S., Alves, D., & Cadime, I. (2022). Face-to-face versus remote: effects of an intervention in reading fluency during COVID-19 pandemic. Fronteirs in Education. https://doi.org/10.3389/feduc.2021.817711
• Cruz, S., Lifter, K., Barros, C., Vieira, R., & Sampaio, A. (2022). Neural and psychophysiological correlates of social communication development: evidence from sensory processing, motor, cognitive, language and emotional behavioral milestones across infancy. Applied Neuropsychology: Child, 11(2), 158-177. https://doi.org/10.1080/21622965.2020.1768392
• Cruz, S., Crego, A., Moreira, C., Ribeiro, E., Gonçalves, O., Ramos, R., & Sampaio, A. (2022). Cortical auditory evoked potentials in 1-month-old infants predict language outcomes at 12 months. Infancy, 00, 1-17. https://doi.org/10.1111/infa.12454
• Cruz, S., Cruz, R., Alcón, A., Sampaio, A., Marcha-Naranjo, J., Rodríguez, E., Parellada, M., Carracedo, A., & Fernández-Prieto, M. (in press). How executive functions correlate with intelligence in children and adolescents with autism spectrum disorders. Journal of Cognition and Development.
• Inman, R. A., Moreira, P. A. S., Faria, S., Araújo, M., Cunha, D., Pedras, S., & Lopes, J. C. (2022). An Application of the Transtheoretical Model to climate change prevention: Validation of the Climate Change Stages of Change Questionnaire in middle school students and their schoolteachers. Environmental Education Research, 28(7), 1003 – 1022. https://doi.org/10.1080/13504622.2021.1998382 [Published online: 25 Nov 2021]
• Inman, R. A., Costa, P. J. C., & Moreira, P. A. S. (2022). Psychometric Properties of the Portuguese Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS) and Evidence of Differential Associations With Indicators of Subjective Wellbeing. Journal of Psychoeducational Assessment. Advance online publication (Manuscrito publicado online dia 14 setembro 2022). https://doi.org/10.1177/07342829221125843
• Marchante, M. & Coelho, V. (2022) Project Positive Attitude: Lessons from 18 years in the field. UNESCO: BlueDOT. https://d1c337161ud3pr.cloudfront.net/files%2F6dbf3228-862b-425f-998b-5eaffd0fa7bb_Issue_16_BlueDot_0.9th%20PAGEs.pdf
• Marchante, M., Coelho, V. & Romão, A. (2022) The influence of school climate in bullying and victimization behaviors during middle school transition https://www.sciencedirect.com/science/article/abs/pii/S0361476X22000704?via%3Dihub
• Meireles, A., Marques, S., Peixoto, M. M., Sousa, M., & Cruz, S. (2022). Portuguese adolescents' cognitive wellbeing and basic psychological needs during the COVID-19 outbreak: A longitudinal study. Applied Psychology: Health and Well-Being. Advance online publication. https://doi.org/10.1111/aphw.12356 https://iaap-journals.onlinelibrary.wiley.com/doi/10.1111/aphw.12356 [First published: 15 March 2022]
• Monarca, A. (2022) Validação da Self-Perceived Employability Scale em estudantes universitários portugueses e a sua relevância na procura de emprego. https://www.researchgate.net/publication/361662453_Validation_of_Self-Perceived_Employability_Scale_among_Portuguese_university_students_and_its_relevance_to_job-seeking_behaviors
• Moreira, P. A. S., Inman, R. A., & Cloninger, C. R. (2022). Humor and personality: Temperament and character have different roles. Social Psychological and Personality Science. Advance online publication. http://doi.org/10.1177/19485506211066369
• Moreira, P. A. S., Correia Lopes, J., Inman, R. A. & Cunha, O. (2022). The personality of male prisoners: Moving towards an integrated temperament-and-character-based theory of criminal and antisocial behavior. Journal of Criminal Justice, 79, 101897. https://doi.org/10.1016/j.jcrimjus.2022.101897
• Moreira, P. A. S., Inman, R. A., Hanel, P. H. P., Faria, S., Araújo, M., Pedras, S., & Cunha, D. (2022). Engagement and Disengagement with Sustainable Development: Further conceptualization and evidence of validity for the Engagement/ Disengagement in Sustainable Development Inventory (EDiSDI). Journal of Environmental Psychology, 79, 101729. https://doi.org/10.1016/j.jenvp.2021.101729 [Published online; 18 Nov 2021]
• Moreira, P. A. S.; Inman, R. A. & Cloninger, C.R. (2022). Virtues in action are related to the integration of both temperament and character: Comparing the VIA classification of virtues and Cloninger’s biopsychosocial model of personality, The Journal of Positive Psychology, 17, 6, 858-875. http://doi.org/10.1080/17439760.2021.1975158
• Moreira, P.A.S., Bilimória, H., & Lopes, S. (2022). Engagement with school in Gypsy students attending school in Portugal. Intercultural Education, 33(2), 173-192. http://doi.org/10.1080/14675986.2021.2018208 [Published online: 21 Feb 2022]
• Moreira, P.A.S., Inman, R.A., Loureiro, A., Pedras, S., Faria, S., Araújo, M., Rocha, R., & Araújo, D. (2022). Nature relatedness is a unidimensional construct: evidence from the Nature Relatedness Scale (NR-6) (La relación con la naturaleza es un constructo unidimensional: evidencias a partir de la escala de Relación con la Naturaleza (NR-6)). PsyEcology, 13(3) (Manuscrito publicado online dia 27 julho 2022) https://doi.org/10.1080/21711976.2022.2085384
• Torres, I., Gaspar, T. & Rodrigues, P. (2022). Work and active aging: Is there a relationship between health and meaning in Life? International Journal of Workplace Health Management, 15(2), 235-253. http://doi.org/10.1108/IJWHM-12-2020-0208
• Alacte-a, H., Cruz, S., Cernadas, E., Tubío-Fungueiriño, M., Sampaio, A., Villar, A., Carracedo, A., Fernández-Delgado, M., & Fernández-Prieto, M. (2022). A machine learning approach in autism spectrum disorders: From sensory processing to behavior problems. Frontiers in Molecular Neuroscience, 15:889641. https://doi.org/10.3389/fnmol.2022.889641
• Alves, D., Marques, S., Cruz, J., Mendes, S., & Cadime Irene. (2022). Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time? Frontiers in Psychology, 13, DOI=10.3389/fpsyg.2022.963367
• Burkauskas, J., Griskova-Bulanova, I., Đorić, A., Balhara, Y. P. S., Sidharth, A., Ransing, R., Thi, T. V. V, Huong, T. N., Kafali, H. Y., Erzin, G., Vally, Z., Chowdhury, M. R. R., Sharma, P., Shakya, R., Moreira, P. A. S., Faria, S., Noor, I. M., Campos, L. A. M., Szczegielniak, A. R., & Stevanovic, D. (2022). Association of Internet gaming disorder symptoms with anxiety and depressive symptoms and substance use: an international cross-sectional study. Middle East Current Psychiatry, 29, 14. https://doi.org/10.1186/s43045-022-00180-6
• Cabral, F., Fernandes, O. M., & Relva, I. C. (2022). Cibervitimização e suporte social percebido pelos adolescentes e jovens adultos. Avances en Psicología Latinoamericana, 40(3). https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.10914.
• Cadime I, Ribeiro I, Cruz J, Cosme MDC, Meira D, Viana FL, Santos S. (2022). an intervention in reading disabilities using a digital tool during the COVID-19 pandemic. Frontiers in Psychology. doi: 10.3389/fpsyg.2022.862383
• Carvalho, M., Cruz, J., Azevedo, H., & Fonseca, H. (2022). Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire. Fronteirs in Education. https://doi.org/10.3389/feduc.2022.81201
• Gaspar, T., Gomez-Baya, D., Torres, I., Cerqueira, A. & Faia Correia, M. (2022). Quality of Life in Aging Process: Work-related Psychosocial Conditions and Social Support. Revista Psicología de la Salud. DOI: 10.21134/pssa.v11i1.304 http://dx.doi.org/10.21134/pssa.v11i1.304
• Hanel, P. H. P., da Silva, S. M. G., & Inman, R. A. (2022). Using public datasets to understand the psychological correlates of smoking, alcohol consumption, and obesity. Cross-Cultural Research, 56(2-3), 99-124. http://doi.org/10.1177/10693971211062130
• Ivanova, M.Y., Achenbach, T.M., Turner, L., Almqvist, F., Begovac, I., Bilenberg, N., Bird, H., Broberg, A., Calderón, M.C., Chahed, M., Dang, H-M, Dobrean, A., Döpfner, M., Erol, N., Forns, M., Guðmundsson, H., Hannesdóttir, H., Kanbayashi, Y., Karki, S., Koot, H.M., Lambert, M.C., Leung, P., Magai, D., Maggiolini, A., Metzke, C.W., Minaei, A., Monzani da Rocha, M., Moreira, P.A.S., Novik, T.S., Oh, K-J., Petot, D., Petot, J-M., Pisa, C., Pomalima, R., Roussos, A., Sawyer, M., Shahini, M., Simsek, Z., Steinhausen, H-C., Verhulst, F.C., Weintraub, S., Weiss, B., Wolanczyk, T., Zhang, E.Y., Zilber, N., Žukauskienė, R. (2022). Effects of Individual Differences, Society, and Culture on Youth-Rated Problems and Strengths in 38 Societies. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.13569
• Mateus, V., Cruz, S., Costa, R., Mesquita, A., Christoforou, A., Wilson, C.A., Vousoura, E., Dikmen-Yildiz, P., Bina, R., Contreras-García, Y., Motrico, E., & Osório, A. (2022). Rates of depressive and anxiety symptoms in the perinatal period during the COVID-19 pandemic: Comparisons between countries and with pre-pandemic data. Journal of Affective Disorders, 316, 245-253 https://doi.org/10.1016/j.jad.2022.08.017
• Morgado, A. M., Cruz, J., & Peixoto, M. M. (2022). Coping with the COVID-19 pandemic: Strategies employed by different sociodemographic groups and their role on quality of life. Análise Psicológica, 40(1), 15-31. https://doi.org/10.14417/ap.1843
• Morgado, A.M., Cruz, J. & Peixoto, M.M. (2022). Trauma Exposure Checklist: Psychometric Properties and Its Applicability to the COVID-19 Pandemic. Journal of Loss and Trauma, 27(1), 35-48, DOI: 10.1080/15325024.2021.1892408
• Peixoto, M., Sousa, M., Cruz, S., & Cunha, O. (2022). Cognitive subjective well-being during the second lockdown in Portugal: The predictive role of sociodemographic and psychopathological dimensions. Psych, 4(4), 717-732. https://doi.org/10.3390/psych4040053 https://www.mdpi.com/2624-8611/4/4/53
• Rodrigues, D. A., Relva, I. C., & Fernandes, O. M. (2022). Funcionamento familiar e dependência da internet em adolescentes. CES Psicología, 15(1), 44-67: https://doi.org/10.21615/cesp.5900
• Rodrigues, N., Relva, I., & Fernandes, O. M. (2022). Parental Communication and the Sibling Relationship". Revista Interamericana de Psicología/Interamerican Journal of Psychology. https://doi.org/10.30849/ripijp.v56i2.1598.
• Silva-Fernandes, A., Cruz, S., Moreira, C., Pereira, D.R., Sousa, S.S., Sampaio, A., & Carvalho, J. (2022). Processing Speed Mediates the Association Between Physical Activity and Executive Functioning in Elderly Adults. Frontiers in Psychology https://doi.org/10.3389/fpsyg.2022.958535

Artigos em revistas nacionais com revisão

• Moreira, P.A.S., Inman, R.A., & Cloninger, C.R. (2022). O Inventário de Temperamento e Caráter Revisto (ITC-R): Normas para a população Portuguesa. Psychologica (Manuscrito aceito dia 14 dezembro 2022)
• Medeiros, R., Relva, I., & Fernandes, O. M. (2022). Funcionamento familiar e a sua relação com a regulação emocional na adolescência. PsychTech & Health Journal, 5(2). http://psychtech-journal.com/index.php/psychTech/article/view/110
• Morgado, A. M., Cruz, J., & Peixoto, M. M. (2022). Coping with the COVID-19 pandemic: Strategies employed by different sociodemographic groups and their role on quality of life. Análise Psicológica, 40(1), 15-31. https://doi.org/10.14417/ap.1843

Outros artigos em revistas nacionais

• Gonçalves, S., Ramalho, S., Machado, B., & Vieira, A. (2022). Eating disorders and non-suicidal self-injury: Cluster analysis considering eating pathology, emotion dysregulation, and negative urgency. Análise Psicológica. http://publicacoes.ispa.pt/index.php/ap/article/view/1906
• Sousa, A., Fernandes, O. M., Relva, I. (2022). Fratria: Afetos e conflitos numa amostra de adolescentes. Configurações: Revista de Ciências Sociais, 30, 11-32. https://journals.openedition.org/configuracoes/15854

Atas / Proceedings em congressos internacionais

• Torres, I. (2022) Occupational Trajectories, Impact on Health, Well-Being, and Quality of Life of High Skilled Older Workers: Effects of the Great Recession and Covid-19. Occupational Health and Aging Conference (Submitted). February 06-07, 2023

Apresentações de Posters

• Azevedo, H., Carvalho, M., Cruz, J., & Fonseca, H. (2022, julho). Para uma escola mais inclusiva: Instrumentos de suporte à monitorização. [Poster presentation]. Congresso Luso-Brasileiro de Educação Inclusiva.
• Cruz, S. (2022) XXV Congreso Nacional de Psiquiatría / Predicción automática de comorbilidades de TDAH a partir de información sensorial em pacientes com TEA, Santiago de Compostela, Spain, novembro, 2022
• Cardoso, J. C., Carvalho, M. & Cruz, J. (2022, setembro). Influência do tempo de serviço dos docentes nas práticas inclusivas [Poster presentation]. 5 Congresso Ordem dos Psicólogos Portugueses.
• Carvalho, M., Azevedo, H., Cruz, J., & Fonseca, H. (2022, julho). Monitorizar para incluir: Um guião de monitorização da educação inclusiva nas escolas portuguesas [Poster presentation]. Congresso Luso-Brasileiro de Educação Inclusiva.
• Magalhães, F. F. & Cruz, J. (2022, setembro). Competências de Literacia Emergente: A idade e o número de anos na educação pré-escolar é relevante? [Poster presentation]. 5 Congresso Ordem dos Psicólogos Portugueses.
• Teixeira, B. S., Carvalho, M., & Cruz, J. (2022, setembro). Práticas inclusivas durante o segundo confinamento: Diferenças em função do modo como os docentes vivenciaram a pandemia. [Poster presentation]. 5 Congresso Ordem dos Psicólogos Portugueses.

Apresentações orais em conferências internacionais (não publicado)

• Coelho, V. A. (2022) Social and emotional Learning. Current Challenges for Practitioners. 1st Conference Hellenic Association of School Psychology (Online), 5 de novembro de 2022.
• Coelho, V. A. (2022, Julho 31). Atuação da(o) profissional de psicologia de Psicologia Escolar e Educacional – Um panorama Internacional [Conferência de Encerramento]. XV Congresso Nacional de Psicologia Escolar e de Educação. ABRAPEE – Associação Brasileira de Psicologia Escolar e Educacional.
• Coelho, V. A. (2022, Julho). Scaling up a SEL Program: Analyzing the participation of Positive Attitude in the Gulbenkian Academies of Knowledge national initiative [Simpósio]. 43^th Conference of the International School Psychology Association. Leuven, Bélgica
• Coelho, V. A., & Marchante, M. (2022, Julho). Did the COVID-19 confinement influenced the results of an SEL program on students´ social anxiety and social withdrawal? 8th Conference of the European Network of Social and Emotional Competencies. Suceava, Roménia.
• Coelho, V. A., & Marchante, M. (2022, Julho). Scaling up: Effectiveness results of a nationwide implementation of the Positive Attitude upper middle school SEL program [Comunicação num Simpósio]. 43^th Conference of the International School Psychology Association. Leuven, Bélgica
• Coelho, V. A., Marchante, M. & Brás, P. (2022, Junho). Scaling up: Effectiveness results of a nationwide of the Positive Attitude upper middle school SEL program. 8^th Conference of the European Network of Social and Emotional Competencies. Suceava, Roménia.
• Coelho, V. A., Sousa, V., & Marchante, M. (2022, Julho). Socioemotional learning in Portugal: From 2011 to 2022 [Comunicação num Simpósio]. 43^th Conference of the International School Psychology Association. Leuven, Bélgica
• Mackaaij, M. (2022) II Congresso Internacional sobre Animais de Ajuda Social / Versatilidade e potencialidades de um cão de ajuda social com a comunidade educativa da aldeia de Querença (Loulé, Portugal). Porto, 29 e 30 de outubro de 2022
• Marchante, M., & Coelho, V. A. (2022, Julho). The participation of Positive Attitude Upper Middle School SEL program in the Gulbenkian Academies of Knowledge. [Comunicação num Simpósio]. 43^th Conference of the International School Psychology Association. Leuven, Bélgica
• Moreira, P.A.S., Inman, R.A., Cloninger, K. & Cloninger, C.R. (2022, august, 24-26). The science of well-being: An integrated approach to mental health in Academia. 1st Conference of the Researcher Mental Health Observatory (ReMO 2022): Bridging Research and Practice in Fostering Healthy Academic Workplaces. Budapest, Hungary. (2022, august, 24-26)
• Ramalho, S. (2022) APOLO-Teens Facebook Intervention and its Effectiveness Results. Hybrid International Symposium “Transdisciplinary approaches for disordered eating and obesity”, Braga (2/11/2022).
• Ramalho, S. (2022) Maternal Eating Behavior and problematic Eating Behaviors of Children Undergoing Weight Loss Treatment. Hybrid International Symposium “Transdisciplinary approaches for disordered eating and obesity”, Braga (2/11/2022).
• Sousa, V., & Coelho, V. A. (2022, Julho). (I can’t get no) More than SEL program satisfaction. [Comunicação num Simpósio]. 43^th Conference of the International School Psychology Association. Leuven, Bélgica
• Sousa, V., Coelho, V. A., & Marchante, M. (2022, Julho). Did the COVID-19 confinement influence the results of an SEL program on students´ social anxiety and social withdrawal? [Comunicação num Simpósio]. 43^th Conference of the International School Psychology Association. Leuven, Bélgica
• Neves, R., Carvalho, G., & Cruz, J. (2022, julho). Abordagem multinível em contexto pré-escolar: Processo de tomada de decisão por forma a diferenciar para todos e para cada um. [Oral presentation]. Congresso Luso-Brasileiro de Educação Inclusiva.

Apresentações orais em conferências nacionais (não publicado)

• Coelho, V. A. (2022, Junho). Aprendizagem SocioEmocional em Portugal: Passado, presente e futuro. 2º Encontro Mais e Melhor Educação. Universidade da Maia
• Coelho, V. A. (2022, Maio). Projeto Atitude Positiva: Lições aprendidas em 18 anos de aplicação de um projeto de aprendizagem socioemocional; Foco sobre a Aprendizagem SocioEmocional. Encontro Ciência 2022. Fundação para a Ciência e Tecnologia
• Coelho, V. A., Marchante, M., & Brás, P. (2022, Junho). A efetividade diferencial do programa de aprendizagem socioemocional Atitude Positiva-3º ciclo: Resultados de uma replicação a nível nacional. XI Simpósio Nacional de Investigação em Psicologia. Vila Real
• Cruz, J., Mendes, S.A., Marques, S., Alves, D. & Cadime, I. (2022, September 28-30). Efeito de uma intervenção de promoção de fluência de leitura com alunos em risco [Oral presentation]. 5 Congresso Ordem dos Psicólogos Portugueses.
• Cruz, J., Mendes, S.A., Marques, S., Alves, D. & Cadime, I. (2022, September 28-30). Práticas de despiste universal da literacia emergente no âmbito das intervenções multinível [Oral presentation]. 5 Congresso Ordem dos Psicólogos Portugueses.
• Marques, S. Cruz, J., Mendes, M., Alves, D., & Cadime, I. (2022, maio). Eficácia de uma intervenção de promoção da fluência de leitura durante o contexto pandémico [Oral presentation]. Encontro Ciência’22.
• Saldanha, S., Marchante, M., & Coelho, V. A., & (2022, Junho). A influência do clima escolar sobre os comportamentos de bullying e vitimização durante a transição escolar para o 2º ciclo. XI Simpósio Nacional de Investigação em Psicologia. Vila Real
• Silva, P. R., Coelho, V. A., & Saldanha, S. (2022, Junho). Será que um programa de Aprendizagem SocioEmocional de 3º ciclo tem impactos similares sobre os alunos envolvidos em diferentes papéis de bullying?

Edição / direção / coordenação de revistas/periódicos (com revisão)

• Coelho, V. A. (Janeiro 2019 – Atual). Review Board Member for Contemporary Educational Psychology
• Coelho, V. A. (Julho 2016 – Atual). Associate Editor for School Psychology International
• Coelho, V. (2022) Contemporary Educational Psychology - Editorial Board Member.
• Coelho, V. (2022) School Psychology International – Associate Editor.
• Coelho, V. (2022) Social and Emotional Learning: Research, Practice, and Policy – Editorial Board Member.
• Inman, R. A. (June 2022 – Atual). Review Editor for Frontiers in Psychology in Positive Psychology.
• Moreira, P.A.S. (julho 2022) – Invitation to be a member of the PLOS ONE Editorial Board as an Academic Editor.

Organização de seminários / conferências / congressos / workshops nacionais

• Ramalho, S. (2022) Simpósio “E depois dos Primeiros 1000 Dias de Vida? Novas Perspetivas Sobre o Desenvolvimento da Obesidade na Infância e Adolescência” - Grupo de Jovens Investigadores em Obesidade (GEJI), 26º Congresso Português de Obesidade (25/11/2022) – Moderadora.

Dissertações de mestrado concluídas e orientadas por membros da unidade orgânica de investigação

• Couto, D. (2022). Competências socioemocionais e o envolvimento em comportamentos de agressão e vitimação verbal, em adolescentes. (Unpublished master’s thesis). Lusíada University of Porto. (Supervised by Sara Cruz)
• Lopes, C. (2022). Relação entre Competências Socio Emocionais e o Funcionamento Familiar em Adultos. (Unpublished master’s thesis). Universidade Lusíada, Porto, Portugal. (Supervised by Sofia Marques)
• Mendes, A. (2022) A relação entre as competências de literacia emergente e o desempenho da leitura, num contexto de ensino à distância. (Supervised by Vítor Coelho)
• Moura, A. (2022) A relação entre a fluência de leitura e a autoestima em alunos do 3.º ano do 1.º CEB. (Supervised by Vítor Coelho)
• Pinho, J. (2022) O efeito do temperamento no ajustamento socioemocional em crianças institucionalizadas e não institucionalizadas. (Supervised by Sara Cruz)
• Ramos, S. (2022) O efeito das competências cognitivas no ajustamento socioemocional em crianças institucionalizas e não institucionalizadas. (Supervised by Sara Cruz)
• Ribeiro, S. (2022). Problemas de comportamento e o envolvimento em comportamentos de agressão e vitimação verbal, em adolescentes. (Unpublished master’s thesis). Lusíada University of Porto. (Supervised by Sara Cruz)
• Silva, M. (2022) Associação entre as competências de comunicação e assertividade e o envolvimento em comportamentos de agressão, em adolescentes. (Supervised by Sara Cruz)

Integração de novos investigadores na unidade orgânica de investigação

• Ana Filipa Padrão Pacheco de Salazar Laúndes – entrada na equipa a 12 de janeiro de 2022 (investigadora colaboradora – 20% de dedicação à equipa).
• Ana Mafalda Guedes Ribeiro Cardoso - entrada na equipa a 12 de janeiro de 2022 (investigadora colaboradora – 20% de dedicação à equipa).
• Ana Maria Cabaça Romão - entrada na equipa a 19 de abril de 2022 (investigadora colaboradora – 100% de dedicação à equipa).
• Magda Rafaela Costa Vasconcelos - entrada na equipa a 12 de janeiro de 2022 (investigadora colaboradora – 20% de dedicação à equipa).
• Patrícia Alexandra Braga Pinto - entrada na equipa a 23 de novembro de 2022 (investigadora integrada – 40% de dedicação à equipa).
• Rosália Maria Pinheiro dos Santos - entrada na equipa a 12 de janeiro de 2022 (investigadora colaboradora – 20% de dedicação à equipa).
• Sofia Marlene Marques Ramalho – entrada na equipa a 9 de novembro de 2022 (investigadora integrada – 30% de dedicação à equipa).
• Sónia Pires de Lima Rodrigues – entrada na equipa a 3 de novembro de 2022 (investigadora integrada – 40% de dedicação à equipa).

Parcerias e protocolos

• ATV, Associação Vizela ImaginAtiva, Associação de Pais do Pombal, ANADIC (Lisboa e Madeira), ACM Setúbal e Associação PotencialMente, no âmbito do projeto Análise da Disseminação Nacional do Programa Aprendizagem Socioemocional – Atitude Positiva – 3º ciclo, coordenado por Vítor Alexandre Coelho (PI)
• Parceria com C. Robert Cloninger estudos modelo psicobiológico da personalidade
• Parceria com Instituto de Investigação e Inovação em Saúde da Universidade do Porto about “O microbioma humano em crianças com Perturbação de Hiperatividade e Défice de Atenção: em busca do elo desconhecido”. Coordinated by Professor Joana Ferreira Gomes (PI).
• Parceria com NeuroGime (Clínica, formação, investigação e consultoria na área da saúde mental)
• Parceria com Professor Olympia Palikara, University of Warwick (U.K), Professor Bonnie Nastasi, Tulane University (USA), and Professor Kris Varjas, Georgia State University (USA). Project about Global perspectives on teachers’ wellbeing and mental health following the COVID-19 pandemic. Consórcio português formado por investigadores da Universidade Lusíada – Porto, Universidade Católica Portuguesa, Universidade dos Açores e Universidade de Évora.
• Parceria com Universidade de Santo Amaro - São Paulo/Brasil e Alexandria University – Egito - Sindemia da Obesidade: A interseccionalidade entre estilo de vida, comportamento alimentar, fatores transgeracionais e bem estar
• Parceria com University of Connecticut (USA). Project coordinated by Professor Tamika La Salle (PI) about International Perspectives in School Climate;
• Parceria com a Universidade Católica no âmbito do projeto denominado IN PROJECT, coordenado pela Professora Doutora Marisa Carvalho.
• Parceria com a Universidade do Minho e a FPCEUP, no âmbito do projeto Promover a Leitura, coordenado por Joana Cruz (PI).
• Parceria com a Universidade do Minho, Universidade Católica e a FPCEUP, no âmbito do projeto Voo da Matemática, coordenado por Joana Cruz (PI).
• Universidade Católica Portuguesa, Faculdade de Medicina da Universidade do Porto, no âmbito do projeto Intervisão e Supervisão Profissional: Acesso, Práticas e Perceções do/as Psicólogo/as em Contexto Escolar, coordenado por Sofia Mendes (PI).
• Universidade de Lisboa, ISCTE - Instituto Universitário de Lisboa, no âmbito do projeto O Mundo dos Intergalácticos, coordenado por Rita Antunes (PI)

Outras atividades de investigação relevantes no âmbito da unidade orgânica

Preparação e submissão de projetos a financiamento em concursos competitivos:

• 25-01-2022 – Vitor Coelho – Projeto submetido Á “la Caixa” Banking Foundation.
• Nov21 até Mar22 - Vítor Alexandre Coelho- External Referee numa C2-application KU Leuven "Towards emotional understanding in multicultural contexts"
• 08-02-2022 – “Commonalities and differences underlying inhibitory control in children with neurodevelopmental disorders: A transdiagnostic Approach”, Sara Cruz, Finalista do FLAD Science Awards on Mental Health
• 01-02-2022 - SWIPE – “Sustainable Well-being in Precarious academic Environment” – Investigadores do CIPD e o CIPD parte integrante da proposta de projeto para financiamento submitida à 1ª fase ao programa HORIZON-HLTH-2022-STAYHLTH01-01-two stages; Proposal ID 101081011-1; um projeto envolvendo 14 entidades europeias;
• 01-02-2022 – present – preparação da proposta de um Special Issue (enquanto Member of the Editorial Board) a sobre Mental Health in Academic” a propor ao Journal of Occupational and Organizational Psychology;
• 01-02-2022 – presente – Membro do estudo internacional acerca Mental Health in Academia;
• 01-02-2022- Projeto Wellbeing and “Positive Mental Health” – from conceptualization to measurement;

Concurso FCT 2022

• 10-03-2022-“Edu2Sustain - Building Effective Education for Sustainable Development: Dismantling the multilevel longitudinal process through which schools (Characteristics/Practices) foster Learning Outcomes (competences), promote engagement, and empower youth to act sustainably” (Ref.2022.08927.PTDC)” – PI Paulo Moreira, Co-PI Richard Inman, Cátia Sofia Abreu Mendes, Helena Cristina de Rocha Bilimória, Joana Sara Ferraz Cruz, Jorge Manuel Almeida Castro, Vitor Alexandre Coelho, Ana Filipa Laúndes & Pedro Joaquim Cardoso Costa. IP Fundação Minerva
• 10-03-2022 – “Commonalities and differences underlying inhibitory control in children with neurodevelopmental disorders: A transdiagnostic approach” PI Sara Cruz (Referência: 2022.08244.PTDC); PI Fundação Minerva.
• 10-03-2022-“A resposta à intervenção em diferentes tipos de dificuldades de leitura: depende do perfil neurocognitivo?” (Ref.2022.05471.PTDC); PI Irene Cadime, Co-PI Iolanda Ribeiro, Fernanda Viana, Sandra Santos, Joana Cruz; IP Escola Psicologia, Universidade do Minho;
• 10-03-2022 – “LinksB – Fostering language development: links between executive functions and prosodic abilities.” PI Autor: Marisa Filipe, Investigadores Cátia Sofia Mendes (Ref: 2022.03603.PTDC). Instituição: Centro de Linguística da Universidade de Lisboa - Faculdade de Letras da Universidade de Lisboa;
• 10-03-2022- “Neural correlates of joint attention: A foundational basis to subsequent social competence” PI Vera Mateus, Investigadores Sara Cruz (Referência: 2022.10347.PTDC); IP Universidade de Coimbra.
• WORKSHOP “A Saúde Mental em Estudantes Universitários” 29 Novembro - Professores Doutores Joana Oliveira, Paulo Moreira, Marisa Almeida Araújo (Universidade Lusíada, CIPD e CEJEA)
• WORKSHOP Violência E Bullying Em Contexto Universitário: Uma Análise Multidisciplinar; 27 de abril de 2022. - Prof.ª Dr.ª Marisa Almeida Araújo, Prof. Doutor Paulo Moreira Faculdade de Direito Instituto de Psicologia e Ciências da Educação CIPD - Centro de Investigação em Psicologia para o Desenvolvimento CEJEA - Centro de Estudos Jurídicos, Económicos e Ambientais
• Joana Cruz, Sofia Marques e Sofia Mendes – Comissão científica da Pós-Graduação “Avaliação e Intervenção na Leitura” do Instituto de Psicologia e Ciências da Educação da Universidade Lusíada.
• Monarca, A. (2022) Arguência Mestrado em Economia e Gestão de Recursos Humanos – FEP.UP. Título: “Um diagnóstico acerca da utilização do People Analytics junto dos profissionais de gestão de recursos humanos em Portugal”. Orientando: Renato Filipe Fernandes da Silva. Data de Conclusão: 5 dez. 2022.
• Ramalho, S. (2022) Submissão de Projeto de Investigação à 3.ª edição do Science Award Mental Health da FLAD (Fundação Luso-Americana para o Desenvolvimento).

Atilola, O., Stevanovic, D., Moreira, P.A.S., Dodig-Ćurković, K., Franic, T., Djoric, A., Davidovic,N., Avicenna, M., Noor, I.M., Monteiro, A.L., Ribas, A., Stupar, D., Deljkovic, A., Nussbaum, L., Thabet, A., Ubalde, D., Petrov, P., Vostanis, P., & Knez, R. (2021). External locus-of-control partially mediates the association between cumulative trauma exposure and posttraumatic stress symptoms among adolescents from diverse background. Anxiety Stress Coping, 1-19. https://doi.org/10.1080/10615806.2021.1891224 Advance Online.

Bahrami, N., Peixoto, M. M., Griffiths, M. D., & Alimoradi, Z. (2021). Sexual Satisfaction and Cognitive Schemas Activated in a Sexual Context among Iranian Married Women of Reproductive Age. Journal of Sex and Marital Therapy. https://doi.org/10.1080/0092623X.2021.1986185

Carvalho, M., Martins, C., Alves, D., Marques, E., Azevedo, H., Cruz, J., Fonseca, M., Tormenta, N., Cunha, R.S., Ramalho, S., & Jesus, T. (2021, 13-16 July). School psychologists training in Portugal: Trainers’ perspectives. 42nd Annual HYBRID Conference of the International School Psychology Association.

Carvalho, M., Martins, C., Alves, D., Marques, E., Azevedo, H., Cruz, J., Fonseca, M., Tormenta, N., Cunha, R.S., Ramalho, S., & Jesus T. (2021, 13-16 July). School Psychologists training in applied approaches for the construction of inclusive schools in Portugal: Process Description. 42nd Annual HYBRID Conference of the International School Psychology Association.

Coelho, V. A., Brás, P., & Matsopoulos, A. (2021). Differential effectiveness of an elementary school social and emotional learning program during middle school transition in Portugal. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000454

Coelho, V. A., Romão, A. R., Silva, P., & Saldanha, S. (2021). A nationwide analysis of the effectiveness of a Social and Emotional Learning program in Portugal: Focus on the role of developers’ involvement. Revista de Psicodidactica, 26(2), 152-159. https://doi.org/10.1016/j.psicod.2021.04.001

Coelho, V.A, Romão, A.M., Silva, P.R., & Saldanha S. (2021). Un análisis a nivel nacional de la efectividad de un programa de aprendizaje socioemocional en Portugal: enfoque sobre el papel de la participación de los creadores. Revista de Psicodidáctica, Available online https://doi.org/10.1016/j.psicod.2021.04.001

Coelho, V.A., & Marchante, M. (2021). A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies. School Psychology International, 0(0), 1–18. https://doi.org/10.1177/0143034321988972

Cruz, J. (2021). Promoção de comportamentos positivos na escola. In J. Cruz, H. Azevedo, H. Fonseca & M. Carvalho (Org.). Resposta à Diversidade: Caminhos e Desafios da Educação Inclusiva (pp. 121-126). CFAE MarcoCinfães.

Cruz, J., Alves, D., Mendes, S., & Marques, S. (2021, 20-22 October). Desempenho em leitura após o primeiro confinamento. Comunicação apresentada no 9th International Congress of Educational Sciences and Development.

Cruz, J., Mackaaij, M., & Bilimória, H. (2021, 20-22 October). Práticas de literacia familiar com crianças em idade pré-escolar. Comunicação apresentada no 9th International Congress of Educational Sciences and Development. 20-22 Outubro.

Cunha, O., Peixoto, M. M., Cruz, A. R., & Gonçalves, R. A. (2021). Buss-Perry Aggression Questionnaire: Factor Structure and Measurement Invariance among Portuguese Male Perpetrators of Intimate Partner Violence. Criminal Justice and Behavior. https://doi.org/10.1177/00938548211050113

de Moura, A.P., e Sousa, H.F.P., Dinis, M.A.P., Ferros, L., Jongenelen, I. & Negreiros, J. (2021). Outpatient Drug and Alcohol Treatment Programs: Predictors of Treatment Effectiveness. International Journal of Mental Health & Addiction, 19, 1452–1467. https://doi.org/10.1007/s11469-020-00235-x

Gomes, H. S., Andrade, J., Ferreira, M., Peixoto, M. M., Farrington, D. P., & Maia, A. (2021). Measuring self-serving cognitive distortions with special reference to juvenile delinquency: A validation of the “How I Think” questionnaire in a sample of Portuguese adolescents. International Journal of Offender Therapy and Comparative Criminology. https://doi.org/10.1177/0306624X211013544

Hanel, P. H. P., da Silva, S. M. G., & Inman, R. A. (2021). Using Public Datasets to Understand the Psychological Correlates of Smoking, Alcohol Consumption, and Obesity. Cross-Cultural Research. http://doi.org/10.1177/10693971211062130

Herdeiro, M.T., Roque, F., Jácome, C., Maricoto, T., Teixeira, P.M., Moreira, P.A.M, Gregório, J., & Correia-de-Sousa, J. (2021). Tackling Medication Non-Adherence in Portugal: The Boost of the ENABLE COST Action. Acta Médica Portuguesa, 34, 7-8, 562-565. https://doi.org/10.20344/amp.15938

Imaginário, C., Martins, T., Araújo, F., Rocha, M., Machado, P. P. (2021). Risk Factors Associated with Falls among Nursing Home Residents: A Case-Control Study. Portuguese Journal of Public Health (2021): 1-11. http://dx.doi.org/10.1159/000520491.

Inman, R.A., & Moreira, P.A.S. (2021, June). Está envolvido(a) com o desenvolvimento sustentável? Avaliar o envolvimento das pessoas é fundamental para informar a promoção do desenvolvimento sustentável. Oral presentation at Encontro Ciência '21, Lisbon: Portugal.

Inman, R.A., Moreira, P.A.S., Faria, S., Araújo, M., Cunha, D., Pedras, S., & Lopes, J.C. (2021). Application of the Transtheoretical Model to Climate Change Prevention: Validation of the Climate Change Stages of Change Questionnaire in middle school students and their schoolteachers. Environmental Education Research. https://doi.org/10.1080/13504622.2021.1998382

Mateus, V., Osório, A., Miguel, H., Cruz, S., & Sampaio, A. (2021). Maternal sensitivity and infant neural response to touch: an FNIRS study. Social Cognitive and Affective Neuroscience. https://doi.org/10.1093/scan/nsab069

Mendes, M., Relva, I. & Fernandes, O. (2021). Satisfaction with social support and family functioning in a sample of adolescents with and without siblings. PsychTech & Health Journal, 5 (1), 3-19. https://doi.org/10.26580/PTHJ.art33-2021

Moreira, P.A.S. (2021). The Youth Engagement with Global Sustainability Inventory (YEGSI): Development and validity-based studies / Inventario de Compromiso Juvenil con la Sostenibilidad: estudios de desarrollo y validez). PsyEcology, 12(2), 228-253. https://doi.org/10.1080/21711976.2021.1891759

Moreira, P.A.S, Bilimória, H., & Lopes, S. (2021). Subjective Wellbeing in Gypsy Students. International Journal of Psychology & Psychological Therapy, 21 (1), 35-46. https://www.ijpsy.com/volumen21/num1/569/subjective-wellbeing-in-gypsy-students-EN.pdf

Moreira, P.A.S., Cardoso, A.M.G., Cancela, D.M.G., & Oliveira, J.T. (2021). Beliefs About Psychological Problems Inventory (BAPPI): Development and Psychometric Properties. International Journal of Psychology & Psychological Therapy, 21 (3), 379-397. https://www.ijpsy.com/volumen21/num3/589/beliefs-about-psychological-problems-inventory-EN.pdf

Moreira, P.A.S. & Inman, R.A. (2021). Psychometric Properties of the Comic Style Markers – Portuguese version: applying bifactor and hierarchical approaches to studying broad versus narrow styles of humor. Humor: International Journal Humor Research. https://doi.org/10.1515/humor-2021-0039

Moreira, P.A.S., Inman, R. & Cloninger, C.R. (2021). Reactance and personality: Assessing psychological reactance using a biopsychosocial and person-centered approach. Current Psychology. http://doi.org/10.1007/s12144-020-01310-1 Advance Online.

Moreira, P.A.S., Inman, R.A & Cloninger, C.R. (2021). Virtues in action are related to the integration of both temperament and character: Comparing the VIA Classification of Virtues and Cloninger’s Biopsychosocial Model of Personality. Journal of Positive Psychology. https://doi.org/10.1080/17439760.2021.1975158

Moreira, P.A.S., Inman, R.A., Cloninger, K. & Cloninger, C.R. (2021). Student engagement with school and personality: a biopsychosocial and person-centred approach. British Journal of Educational Psychology, 91(2), 691-713. http://doi.org/10.1111/bjep.12388

Moreira, P.A.S., Inman. R.A., Cloninger, C.R. (2021). Personality networks and emotional and behavioral problems: Integrating temperament and character using Latent Profile and Latent Class Analyses. Child Psychiatry & Human Development, 52, 856-868. http://doi.org/10.1007/s10578-020-01063-9

Moreira. P.A.S., Inman, R.A., Rosa, I., Cloninger, K. Duarte, A. & Cloninger, C.R. (2021). The psychobiological model of personality and its association with student approaches to learning: Integrating temperament and character. Scandinavian Journal of Educational Research, 65 (4), 693-709. https://doi.org/10.1080/00313831.2020.1739137

Moreira, P.A.S.; Pedras, S.; Faria, S.; Lopes, J.C. & Inman, R. (2021, January 27-29). Changes in Engagement with Sustainability in adolescents Before and after the Covid-19 [Conference session]. 5th International Conference on Childhood and Adolescence.

Moreira, P.A.S.; Pedras, S., Silva, M., Moreira, M. & Oliveira, J. (2021). Personality, attachment and wellbeing in adolescents: Effects of personality and attachment. Journal of Happiness Studies, 22(4), 1855-1888. http://doi.org/10.1007/s10902-020-00299-5

Moreira, P., Loureiro, A., Inman, R., & Olivos-Jara, P. (2021). Assessing the Unidimensionality of Clayton’s Environmental Identity Scale Using Confirmatory Factor Analysis (CFA) and Bifactor Exploratory Structural Equation Modeling (bifactor-ESEM). Collabra: Psychology, 7(1). https://doi.org/10.1525/collabra.28103

Morgado, A.M., Cruz, J., & Peixoto, M. M. (2021). Coping with the COVID-19 pandemic: strategies employed by different sociodemographic groups and their impact on quality of life. Análise Psicologica. Manuscript accepted for publication

Morgado, A.M., Cruz, J & Peixoto, M.M. (2021). Individual and community psychological experiences of the COVID-19 pandemic: The state of emergency in Portugal. Current Psychology. https://doi.org/10.1007/s12144-021-01676-w

Morgado, A.M., Cruz, J. & Peixoto, M.M. (2021). Trauma Exposure Checklist: Psychometric Properties and Its Applicability to the COVID-19 Pandemic. Journal of Loss and Trauma. https://doi.org/10.1080/15325024.2021.1892408

Pedras, S., Moreira, P.A.S., Ramalho, S., Inman, R.A., Faria, S. & Araújo, MM. (2021). The Exposure to Violence Questionnaire in Adolescents: Psychometrics and associations with well-being. Journal of Child and Family Studies, 30(3), 633-649. https://doi.org/10.1007/s10826-021-01903-9

Peixoto, M. M. (2021).Female Sexual Desire and Trait-Affect: The Mediator Role of Depressed Mood. Sexual and Relationship Therapy. https://doi.org/10.1080/14681994.2021.1998421

Peixoto, M. M. (2021) Measurement invariance of Female Sexual Function Index: a study with heterosexual and lesbian Portuguese women. Women & Health, 61(8), 811-818. https://doi.org/10.1080/03630242.2021.1970084

Relva, I., Alarcão, M., Harrison, N., & Fernandes, O. (2021). Non-lethal physical abuse of siblings. In T. K. Shackelford (Eds.) The SAGE handbook of domestic violence (pp. 744-757). SAGE Publications Ltd. https://doi.org/10.4135/9781529742343.n45

Sousa, M., Cruz, S. & Cruz, O. (2021). The relationship of emotion regulation and negative lability with socioemotional adjustment in institutionalized and non‐institutionalized children. British Journal of Developmental Psychology, 39,169-189. https://doi.org/10.1111/bjdp.12361

Sousa, M.L., Peixoto, M.M., & Cruz, S. (2021). The association of social skills and behaviour problems with bullying engagement in Portuguese adolescents: From aggression to victimization behaviors. Current Psychology. https://doi.org/10.1007/s12144-021-02491-z

Sousa, S.S., Ferreira, M., Cruz, S., Sampaio, A., & Silva-Fernandes, A. (2021). A structural equation model of self-regulation and healthy habits as an individual protective tool in the context of epidemics – Evidence from COVID-19. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.696813

Stupar, D., Stevanovic, D., Vostanis, P., Atilola, Moreira, P.A.S., Dodig-Curkovic, K., Franic, T., Doric, A., Davidovic, D., Avicenna, M., Noor Multazam, L., Thabet, A.A., Ubalde, D., Petrov, P., Deljkovic, A., Monteiro, A.L., Ribas, A., Jovanovic, M., Oliveira, J. & Knez, R. (2021). Posttraumatic stress disorder symptoms among trauma-exposed adolescents from low- and middle-income countries. Child and Adolescent Psychiatry and Mental Health, 15, 26. https://doi.org/10.1186/s13034-021-00378-2

Cera, N., Castelhano, J., Oliveira, C., Carvalho, J., Quinta-Gomes, A., Peixoto, M. M., Pereira, R., Janssen, E., Castelo-Branco, M., & Nobre, P. (2020). The Role of Anterior and Posterior Insula in Male Genital Response and in Visual Attention: A Multimodal fMRI Study. Scientific Reports, 10, 18463. https://doi.org/10.1038/s41598-020-74681-x

Coelho, V. A., & Sousa, V. (2020). Bullying and Cyberbullying Behaviors Questionnaire: Validation of a short form. International Journal of School & Educational Psychology, 8 (1), 3–10. https://doi.org/10.1080/21683603.2018.1522282

Coelho, V. A., & Sousa, V. (2020). Validação do questionário de avaliação de competências socioemocionais para alunos de 1º e 2º ciclo do ensino básico. International Journal of Developmental and Educational Psychology INFAD Revista de Psicología, 2 (1), 431–440. https://doi.org/10.17060/ijodaep.2020.n1.v2.1863

Coelho, V. A., Bear, G. G., & Brás, P. (2020). A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students’ Self-concept and Self-esteem Throughout the Middle School Transition. Journal of Youth and Adolescence, 49 (9), 1793–1804. https://doi.org/10.1007/s10964-020-01245-7

Coelho, V. A., Romão, A. M., Brás, P., Bear, G., & Prioste, A. (2020). Trajectories of Students’ School Climate Dimensions throughout Middle School Transition: A Longitudinal Study. Child Indicators Research, 13 (1), 175–192. https://doi.org/10.1007/s12187-019-09674-y

Cruz, S., Lifter, K., Barros, C., Vieira, R., & Sampaio, A. (2020). Neural and psychophysiological correlates of social communication development: evidence from sensory processing, motor, cognitive, language and emotional behavioral milestones across infancy. Applied Neuropsychology: Child. https://doi.org/10.1080/21622965.2020.1768392

Fernandez-Prieto, M., Moreira, C., Cruz, S., Campos, V., Martínez-Regueiro, R., Taboada, M., Carracedo, A., & Sampaio, A. (2020). Executive functioning: a mediator between sensory processing and behaviour in Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-020-04648-4

Ferros, L., de Moura, A.; Negreiros, J., Jongenelen, I., & Dinis, M. A. P..(2020) Outpatient Drug and Alcohol Treatment Programs: Predictors of Treatment Effectiveness. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-020-00235

Gandra, D., & Cruz, J. (2020). Engagement with school and retention. International Journal of School and Educational Psychology. https://doi.org/10.1080/21683603.2020.1837697

Imaginário, C., Rocha, M., Machado, P., Antunes, C., & Martins, T. (2020). Functional capacity and self‐care profiles of older people in senior care homes. Scandinavian Journal of Caring Sciences, 34(1), 69-77. http://dx.doi.org/10.1111/scs.12706

Imaginário, C., Rocha, M., Puga, P., & Martins, T. (2020) Self-care profiles: testing the Backman and Hentinen Model in elderly people institutionalized in residential equipments. 3rd International Meeting of the Academic Network of Health Sciences of Lusophony, With the high sponsorship of His Excellency the President of the Portuguese Republic, (28 de Setembro). Book of abstracts, Supl. Nº. 2, CO70 (81-82 pp). Coimbra, Portugal. [Online]. ISSN: 2184-4860.

Inman, R.A., Moreira, P.A.S., Cunha, D. & Castro, J. (2020). Assessing the Dimensionality of Student School Engagement Survey: Support for a multidimensional bifactor model. Revista de Psicodidáctica, E66, https://doi.org/10.1016/j.psicod.2020.02.001

Moreira, P.A.S. & Lee, V.E. (2020). School social organization influences adolescents' cognitive engagement with school: The role of school support for learning and of autonomy support. Learning and Individual Differences, 101885. https://doi.org/10.1016/j.lindif.2020.101885

Moreira, P.A.S.; Cunha, D., & Inman, R.A. (2020). An Integration of Multiple Student Engagement Dimensions into a Single Measure and Validity-Based Studies. Journal of Psychoeducational Assessment, 38 (5), 564-580. https://doi.org/10.1177/0734282919870973

Moreira, P.A.S., Faria, V., Cunha, D., Inman, R. & Rocha, M. (2020). Applying the transtheoretical model to adolescent academic performance using a person-centered approach: a latent cluster analysis. Learning and Individual Differences, 78, 101818. https://doi.org/10.1016/j.lindif.2019.101818

Moreira, P.A.S., Inman, R. & Cunha, D. (2020). Addressing a need for valid measures of trait reactance in adolescents: A further test of the Hong Reactance Scale. Journal of Personality Assessment, 102(3), 357-369. https://doi.org/10.1080/00223891.2019.1585360

Moreira, P.A.S., Inman, R. & Cunha, D. (2020). The Resistance to Change Scale: Assessing Dimensionality and Associations with Personality and Wellbeing in Adolescents. Journal of Personality Assessment, 102 (5), 604-615. https://doi.org/10.1080/00223891.2019.1676761

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Moreira, P., Cloninger, C.R., Rocha, M., Oliveira, J., Ferreira, N., Gonçalves, D.M., & Rózsa, S. (2017). The psychometrics of the European Portuguese version of the Temperament and Character Inventory-Revised (TCI-R). Psychological Reports, 120(6), 1178-1199.

Moreira, P.A.S.; Cloninger, C.R., Rocha, M.; Oliveira, J.; Ferreira, N.; Gonçalves, D.M.; Rózsa, S. (2017). The psychometrics of the European Portuguese version of the Temperament and Character Inventory-Revised (TCI-R). Psychological Reports, 120(6), 1178-1199.

Morgado, A. M., & Vale Dias, M. L. (2017). Portuguese juvenile delinquents: An exploratory study from a sample of institutionalized young offenders. Análise Psicológica, 35 (2), 157-170.

Moura, A., Pinto, R., Ferros, L., Jongenelen, I., & Negreiros, J. (2017). Efficacy indicators of four methods in outpatient addiction treatment. Archives of Clinical Psychiatry, 44(5), 117-121.

Paiva, T., Gaspar, T., & Matos, M.G. (2017). Risks and Comorbid Factors of Frequent Headaches during Childhood and Adolescence. Journal of Clinical Case Studies, 2(2), 1-6.

Ribeiro, Â., Ribeiro, J. P., & von Doellinger, O. (2017). Depression and psychodynamic psychotherapy. Revista Brasileira de Psiquiatria, 40, 105-109.

Stevanovic, D., Bagheri, Z., Atilola, O., Vostanis, P., Stupar, D., Moreira, P., … Ribas, R. (2017). Cross-cultural measurement invariance of the Revised Child Anxiety and Depression Scale across 11 worldwide societies. Epidemiology and Psychiatric Sciences, 24(4), 430-440.

Torres, I., Guerreiro, M., Rodrigues, P., Monarca, A., & Barradas, D. (2017). Creation of a tacit knowledge scale in succession process of family business. Paper presented at the 14 International Conference on Intellectual Capital, Knowledge Management & Organisational Learning, Hong Kong.

Virtaten, T., Moreira, P.A.S., Andersson, H., Ulvseth, H., Tetler, S., & Kuorelahti, M. (2017). Analyzing measurement invariance of the Students’ Engagement Inventory brief version: The cases of Denmark, Finland and Portugal. Canadian Journal of Psychology, 33(4), 297-303.

von Doellinger, O. (2017). Corpo e identidade: perspetiva psicodinâmica da unidade somatopsíquica. Lisboa: Lidel.

von Doellinger, O. (2017). Tempos modernos e velhas angústias: as relações na era da Internet em três filmes contemporâneos. Revista Portuguesa de Psicanálise, 37(2), 21-25.

Azevedo-Pinto, S., Santos, S., von Doellinger, O., Barbosa, M., & Coelho, R. (2016). The inflammatory perspective of depression in the context of chronic medical conditions. International Journal of Clinical Neurosciences and Mental Health, 3(3), 1 -12.

Coelho, V. A., & Sousa, V. (2016). Desenvolvimento de um sistema de avaliação multiinformantes de competências socioemocionais. In A. M. Pinto & R. Raimundo (Eds.), Avaliação e promoção de competências socioemocionais em Portugal (pp. 135-153). Lisboa: Coisas de Ler.

Coelho, V. A., Marchante, M., Brás, P., & Pereira, L. (2016). Portuguese psychology: Placing the professional practice and training in a global context. Universitas Psychologica, 15(4), 1-11.

Coelho, V. A., Sousa, V., & Figueira, A. P. (2016). The effectiveness of a Portuguese elementary school Social and Emotional Learning program. Journal of Primary Prevention, 37(5), 433-47.

Coelho, V. A., Sousa, V., & Marchante, M. (2016). ”Atitude Positiva”: Um resumo de 12 anos de resultados de aplicação de programas de Aprendizagem Socioemocional. In A. M. Pinto & R. Raimundo (Eds.), Avaliação e promoção de competências socioemocionais em Portugal (pp. 371-396). Lisboa: Coisas de Ler.

Coelho, V. A., Sousa, V., & Marchante, M. (2016). Social and emotional competencies evaluation questionnaire—teacher’s version: Validation of a short form. Psychological Reports, 119(1), 221-236.

Coelho, V., Marchante, M., Raimundo, R., & Jimerson, S. (2016). Educational psychology in Portugal: Results of the 2013 International School Psychology Survey. School Psychology International, 37(1), 18-31.

Coelho, V., Marchante, M., Sousa, V., & Romão, A. M. (2016). Programas de intervenção para o desenvolvimento de competências socioemocionais: Uma revisão crítica dos enquadramentos SEL e SEAL. Análise Psicológica, 34(1), 61-72.

Coelho, V., Sousa, V., & Figueira, A. P. (2016). Positive attitude program’s impact upon self-concept across childhood and adolescence. Revista de Psicodidactica, 21(2), 261-280.

Coelho, V., Sousa, V., Marchante, M., & Romão, A. M. (2016). Bullying and cyberbullying in Portugal: Validation of a questionnaire and analysis of prevalence. School Psychology International, 37(3), 223-239.

Frasquilho, D., de Matos, M. G., Neville, F., Gaspar, T., & de Almeida, J. C. (2016). Parental unemployment and youth life satisfaction: The moderating roles of satisfaction with family life. Journal of Child and Family Studies, 25(11), 3214–3219.

Frasquilho, D., Matos, M. G., Gaspar, T., & Caldas de Almeida, J. M. (2016). Young people's well-being and the economic crisis: How does parental unemployment and family wealth affect the downturn experience? Children and Youth Services Review, 69, 219-222.

Frasquilho, D., Matos, M. G., Salonna, F., Guerreiro, D., Storti, C. C., Gaspar, T., & Caldas-de-Almeida, J. M. (2016). Mental health outcomes in times of economic recession: a systematic literature review. BMC Public Health, 16, 115.

Frasquilho, D., Matos, M., Marques, A., Gaspar, T., & Caldas-de-Almeida, J. M. (2016). Distress and unemployment: the related economic and non-economic factors in a sample of unemployed adults. International Journal of Public Health, 61(7), 821-828.

Frasquilho, D., Matos, M.G., Santos, T., Gaspar, T., & Caldas-Almeida, J.M. (2016). Unemployment as a source of mental distress to individuals and their family: Unemployed parents’ perceptions during the economic recession. International Journal of Social Psychiatry, 62(5), 477-486.

Gaspar, T. et al. (2016). O Consumo de Álcool nos Adolescentes Migrantes: Percepções dos Técnicos e dos Adolescentes Face aos Factores Ligados à Proteção e ao Risco. In J. Castillo & P. Dias (Eds.), Estudos sobre o Álcool: Contributo para a Prática, (Volume I, pp. 73-104). Braga: Axioma - Publicações da Faculdade de Filosofia.

Gaspar, T., & Balancho, L. (2016). Factores pessoais e sociais que influenciam o bem-estar subjetivo: diferenças ligadas estatuto socioeconómico. Ciência e Saúde Coletiva, 22(4), 1373-1380.

Gaspar, T., & Matos, M. (2016). Escala de Avaliação das Práticas Parentais: Controlo e Aceitação. Revista Psicologia da Criança e do Adolescente. 7(2), 509-522.

Gaspar, T., Bilimória H., Albergaria, F., & Matos, M. (2016). Children with Special Education Needs and subjective well-being: social and personal influence. International Journal of Disability, Development and Education, 63(5), 500-513.

Gaspar, T., Matos, M., Luszczynska, A., & De Wit, J. (2016). Socio-economic and self-regulatory influences on eating behavior in children and adolescents from four European countries. North American Journal of Psychology, 18(1), 177-192.

Hilpert, P., Randall, A.K., Sorokowski, P., Atkins, D.C., Sorokowska, A., Ahmadi, K., Aghraibeh, A.M., Aryeetey, R., Bertoni, A., Bettache, K., Błażejewska, M., Bodenmann, G., Borders, J., Bortolini, T.S., Butovskaya, M., Castro, F.N., Cetinkaya, H., Cunha, D., … Yoo, G. (2016). The associations of dyadic coping and relationship satisfaction vary between and within nations: A 35-nation study. Frontiers of Psychology, 7, 1106. doi: 10.3389/fpsyg.2016.01404

Inman, R. A., Honey, R. C., & Pearce, J. M. (2016). Asymmetry in the discrimination of auditory intensity: Implication for theories of stimulus generalization. In J. B. Trobalon & V. D. Chamizo (Eds.), Associative Learning and Cognition: Homage to Professor N. J. Mackintosh, in memorium (1935-2015) (pp. 197-223). Barcelona: University of Barcelona Press.

Inman, R. A., Honey, R. C., Eccles, G. L., & Pearce, J. M. (2016). Asymmetry in the discrimination of quantity by rats: The role of the ITI. Animal Learning & Behaviour, 44(1), 67-77.

Machado, R., & Meireles, A. (2016). Apoiar quem cuida, capacitar quem capacita: Um contributo para a promoção do desenvolvimento integral das pessoas com deficiência intelectual. Paper presented at the Fundação Portuguesa "A Comunidade Contra a SIDA", Porto.

Marinho, R. T., Costa, A., Pires, T., Raposo, H., Vasconcelos, C., Polónia, C., ... Ribeiro, S., & Nogueira, A. M. (2016). A multidimensional education program at substance dependence treatment centers improves patient knowledge and hepatitis C care. BMC Infectious Diseases, 16(1), 565.

Matos, M. G., Tomé, G., Gaspar, T., Cicognani, E. & Moreno, M. C. (2016). Youth mental health in Portugal, Italy and Spain: Key challenges for improving well-being. The European Health Psychologist, 18(3), 128-133.

Matos, M.G., Paiva, T., Costa, D., Gaspar, T., & Galvão, D. (2016). Caffeine, sleep duration and adolescents' perception of health related quality of life. British Journal of Education, Society & Behavioural Science, 16(2), 1-9.

Monteiro, R. Carvalho, I., Rocha, M., & Alarcão, M. (2016). Study of the construct validity of the Revised Conflict Tactics Scales - Brothers Version. Motricidade, 12(1), 69. doi: 10.6063/motricidade.6182

Morgado, A. M., & Vale Dias, M. L. (2016). Adolescent antisocial behaviour: A comparative analysis of male and female variables related to transgression. The European Proceedings of Social and Behavioural Sciences EpSBS, 13, 370-386.

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Morgado, A. M., & Vale Dias, M. L. (2016). Comportamento antissocial na adolescência: O papel de características individuais num fenómeno social. Psicologia, Saúde & Doenças, 17(1), 15-22.

Paiva, T., Gaspar, T., & Matos, M. G. (2016). Mutual relations between sleep deprivation, sleep stealers and risk behaviours in adolescents. Sleep Science, 9(1), 7-13.

Ribeiro, Â., Ribeiro, J. P., Silva, R.R., & von Doellinger, O. (2016). “Um insuportável vazio” – Falso self e a organização borderline da personalidade, a partir de um caso clínico. Revista Brasileira de Psicoterapia, 18(3), 45-54.

Ribeiro, B.,& von Doellinger, O. (2016). Perturbações da Personalidade. In H. Firmino, M. Simões & J. Cerejeira (Eds.), A Saúde Mental das Pessoas Mais Velhas (pp. 203-214). Lisboa: Lidel.

Ribeiro, I., Viana, F. L., Baptista, A., Choupina, C., Azevedo, H., Santos, S., Brandão, S., Cadime, I., & Cruz, J. (2016). I am still learning. A web platform for the intervention in reading disabilities. Proceedings of the 17th European Conference on Developmental Psychology. Braga: Universidade do Minho.

Sousa, M., & Cruz, O. (2016). A relação entre as representações acerca das figuras parentais e as competências sociais em crianças maltratadas e não maltratadas. Psicologia, Teoria e Pesquisa, 32(2), 1-9.

Stok, M., de Ridder, D., de Vet, E., Nureeva, L., Luszczynska, A., Wardle, J., Gaspar, T., & de Wit, J. (2016). Hungry for an intervention? Adolescents’ ratings of acceptability of eating-related intervention strategies. BMC Public Health, 16(5), 1-8.

Sucena, A., Cruz, J., & Viana, F. L. (2016). Portuguese foundation Graphogame: Preliminary results. Proceedings of the 17th European Conference on Developmental Psychology. Braga: Universidade do Minho.

von Doellinger, O., Ribeiro, J. P., Ribeiro, Â., Freitas, C., Ribeiro, B., & Silva, J. C. (2016). Spontaneous seizures after ECT in a patient medicated with bupropion, sertraline and risperidone. Trends in Psychiatry and Psychotherapy, 38(2) 111-113.

Alves, J., Magalhães, R., Arantes, M., Cruz, S., Gonçalves, O. F, & Sampaio, A. (2015). Cognitive rehabilitation in a visual variant of Alzheimer’s disease. Applied Neuropsychology: Adult, 22(1), 73-78.

Coelho, V., Marchante, M., & Sousa, V. (2015). “Positive Attitude”: A multilevel model analysis of the effectiveness of a social and emotional learning program for Portuguese middle school students. Journal of Adolescence, 43, 29-38.

Coelho, V., Sousa, V., & Marchante, M. (2015). Development and Validation of the Social and Emotional Competencies Evaluation Questionnaire. Journal of Developmental and Educational Psychology, 5(1), 139-147.

Coelho, V., Sousa, V., Marchante, M., & Romão, A. M. (2015). Validação do questionário Autoconceito Forma 5 numa amostra de crianças e adolescentes portugueses. International Journal of Developmental and Educational Psychology, 1(1), 67-78.

Cruz, J., Pinto, P., Lopes, A., & Pinto, A.C. (2015). O contributo das autarquias para a intervenção psicológica na Educação Infantil. Revista Amazônica, 15(1), 143-160.

Cruz, S., Crego, A., Ribeiro, E., Gonçalves, O., & Sampaio, A. (2015). A VEP study in sleeping and awake one-month-old infants and its relation with social behavior. International Journal of Developmental Neuroscience, 41, 37-43.

Cruz, S., Sampaio, A., Crego, A., & Gonçalves, O. (2015). Physiological markers of the sensory processing of the newborn. Paper presented at the 10º Simpósio da Fundação Bial, Porto.

Dias, A., Oliveira, J.T., Moreira, P.A.S., & Rocha, L. (2015). Percepção dos alunos acerca das estratégias de promoção do sucesso educativo e envolvimento dos alunos com a escola [Relation between school success promotion strategies and students’ engagement with school]. Estudos de Psicologia, 32(2), 187-199.

Inman, R. A., Honey, R.C., & Pearce, J. M. (2015). Asymmetry in the discrimination of magnitude: The role of stimulus generalisation. Journal of Experimental Psychology: Animal Learning and Cognition, 41, 309-321.

Mendes, S. A., Abreu-Lima, I., & Almeida, L. S. (2015). Psicólogos escolares em Portugal: Perfil e necessidades de formação. Estudos de Psicologia (Campinas), 32(3), 405-416.

Mendes, S. A., Nascimento, I., Abreu-Lima, I., & Almeida, L. S. (2015). A study of the ethical dilemmas experiences by school psychologists in Portugal. Ethics & Behavior, 26(5), 395-414.

Moreira, P. A. S., Bilimória, H., Pedrosa, C., Pires, M. F., Cepa, M. J., Mestre, M. D.,…Serra, N. (2015). Engagement with school in students with Special Educational Needs. International Journal of Psychology & Psychological Therapy, 15(3), 361-375.

Moreira, P. A. S., Cloninger, C. R., Dinis, L., Sá, L., Oliveira, J. T,, Dias, A., & Oliveira, J. (2015). Personality and well-being in adolescents. Frontiers in Psychology, 5, 1494.

Moreira, P., Cloninger, C.R.; Dinis, L; Sá, L, Oliveira, J.T,; Dias, A. & Oliveira, J. (2015) Personality and well-being in adolescents. Frontiers in Psychology, 5, 1494.

Moura, A., Ferros, L., & Negreiros, J. (2015). The effectiveness of substance abuse treatment: development of a brief questionnaire. Archives of Clinical Psychiatry (São Paulo), 42(4), 83-89.

Ribeiro, Â., Ribeiro, J. P., & von Doellinger, O. (2015). A skin-picking disorder case report: A psychopathological explanation. Jornal Brasileiro de Psiquiatria, 64(2), 177-180.

Ribeiro, S., Negreiros, J., Oliveira, J., & Teixeira, P. (2015). Substance use and sexual behavior survey: a validation study. Psicologia, Saúde & Doenças, 16(2), 212-222.

Rocha, M., & Mota, C. P. (2015). Família(s) e vinculação. In O. Fernandes & C. Maia (Eds.), A família portuguesa no século XXI (pp. 149-156). Lisboa: Parsifal.

Sousa, V., Coelho, V., Brás, P., Marchante, M., & Romão, A. R. (2015). Programa de desenvolvimento de competências socioemocionais focado na igualdade de género. In M. H. Gomes & N. Gallego (Eds.), Equality sounds good! Express it yourself (pp. 51-63). Torres Vedras: JCD.

Sucena, A., Cruz, J., Viana, F. L., & Silva, A. F. (2015). Graphogame português alicerce: Software de apoio a crianças disléxicas. In M. J. Gomes, A. J. Osório, & L. Valente (Eds.), Atas da IX Conferência Internacional de TIC na Educação. Challenges 2015: Meio Século de TIC na Educação (pp. 396-405). Braga: Centro de Competência em TIC Na Educação.

von Doellinger, O. (2015). Mais amor é preciso: Família e afetos (ou a falta deles) no cinema de João Canijo e João Pedro Rodrigues. In O. M. Fernandes & C. Maia (Eds.), A Família Portuguesa no Século XXI (pp. 51-59). Lisboa: Parsifal.

Baptista, J., Belsky, J., Marques, S., Silva, J., Oliveira, P. S., Mesquita, A.,… Soares, I. (2014). The interactive effect of maltreatment in the family and unstable institutional caregiving in predicting behavior problems in toddlers. Child Abuse & Neglect, 38, 2072-2079.

Coelho, V., Sousa, V., & Figueira, A. P. (2014). The impact of a school-based social and emotional learning program on the self-concept of middle school students. Revista de Psicodidactica,19 (2), 347-365.

Coelho, V., Sousa, V., & Marchante, M. (2014). Desenvolvimento e validação do questionário de avaliação de competências socioemocionais – versão professores. International Journal of Developmental and Educational Psychology, 2(1), 15-22.

Cruz, J., Almeida, M., Pinto, P., Constante, P., Macedo, A., Amaral, J., … Ferreira, C. (2014). Contribuição da literacia emergente para o desempenho em leitura no final do 1.º CEB. Análise Psicológica, 32, 245-257.

Cruz, J., Amaral, J., Almeida, M., & Constante, P. (2014). “MATIGA – Matemática Amiga”: Um projeto de promoção de competências matemáticas na educação pré-escolar. Revista de Psicologia, Educação e Cultura, 18(1), 22-35.

Cruz, J., Ribeiro, I., & Viana, F. (2014). Jogos interativos de leitura: um programa de literacia familiar. In F. Viana, R. Ramos, E. Coquet, & M. Martins (Eds.), Atas do 10.º Encontro Nacional (8.º Internacional) de Investigação em Leitura, Literatura Infantil e Ilustração (pp. 254-258) Braga: CIEC – Centro de Investigação em Estudos da Criança da Universidade do Minho.

Cruz, J., Ribeiro, I., & Viana, F. L. (2014). JIL - Jogos Interativos de Leitura. Lisboa: Rede de Bibliotecas Escolares.

Cunha-Mocetão, C., & Meireles, A. (2014). Modelos de representação face à recomposição familiar: Olhares Juvenis. Actas do VIII Congresso Português de Sociologia: 40 Anos de Democracia(s) – Progressos, Contradições e Perspectivas. Évora: Universidade de Évora.

Ferraz, I., von Doellinger, O., & Coelho, R. (2014). Psicoterapia psicodinâmica: Uma perspetiva neurobiológica. Psilogos, 12(2), 54-65.

Guerra, C., von Doellinger, O., & Coelho, R. (2014). Personalidade borderline: dos limites do self aos limites do corpo. Psilogos, 12(1), 72-79.

Lopes, J., Silva, H., & Rocha, M. (2014). Cooperative learning benefits scale: construction and validation studies. Revista de Estudios e Investigación en Psicología y Educación, 1(1).

Mendes, S. A., Abreu-Lima, I., Almeida, L. S., & Simeonsson, R. (2014). School psychology in Portugal: Practitioners’ characteristics and practices. International Journal of School and Educational Psychology, 2(2), 115-125.

Moreira, P. A., Jacinto, S., Pinheiro, P., Patrício, A., Crusellas, L., Oliveira, J. T., & Dias, A. (2014). Long-term impact of the promotion of social and emotional skills. Psicologia: Reflexão e Crítica, 27(4), 634-641.

Moreira, P., Dias, P., Vaz, F. & Torres, I. (2014). The Students’ Perceptions of School Success Promoting Strategies Inventory (SPSI): Development and validity evidence based studies. Spanish Journal of Psychology, 17, 1: E61-14.

Morgado, A. M., & Vale Dias, M. L. (2014). Adolescência e delinquência: Variáveis significativas para a construção de um modelo explicativo. Psicologia, Saúde & Doenças, 15(1), 278-292.

Morgado, A. M., & Vale Dias, M. L. (2014). Personality and gender: What do they tell us about adolescent antisocial behaviour? International Journal of Developmental and Educational Psychology, 1(1), 417- 426.

Ramos Leitão, F., & Bilimória, H. (2014). A Perceção de alunos e docentes sobre a interdependência professor-aluno: a transição entre níveis de ensino. Revista de Psicologia da criança e do adolescente, 5(1), 73-91

Ribeiro, Â., & von Doellinger, O. (2014). Psicose pós-ictal: A importância do controlo da epilepsia. Psilogos, 12(1), 80-85.

Ribeiro, B., von Doellinger, O., & Cabral, T. (2014). Mais perto das pessoas: Projeto de criação de um serviço de psiquiatria comunitária num departamento de psiquiatria e saúde mental. Psiquiatria Clínica, 35(1), 43-50.

Ribeiro, J. P., Ribeiro, Â., von Doellinger, O., & Coelho, J. (2014). A (con)version of a stroke: a case report. Archives of Clinical Psychiatry, 41(6),161.

Soares, I., Belsky, J., Oliveira, P. S., Silva, J. R., Marques, S., Baptista, J., & Martins, C. (2014). Does family risk and current quality of relational care predict indiscriminate attachment social behavior in institutionalized Portuguese children? Attachment and Human Development, 16, 137-148.

Sucena, S., Cruz, J., & Viana, F. L. (2014). Apresentação da versão portuguesa do Graphogame: software de apoio a crianças disléxicas. In F. Viana, R. Ramos, E. Coquet, & M. Martins (Eds.), Atas do 10.º Encontro Nacional (8.º Internacional) de Investigação em Leitura, Literatura Infantil e Ilustração (pp. 488-491). Braga: CIEC – Centro de Investigação em Estudos da Criança da Universidade do Minho.

Torres, I., Meireles, A., & Oliveira, J. (2014). Assessing organizational conditions to create on the work environment: A Portuguese study. Journal of Academy for Advancement of Business Research, 3(1), 41-54.

Viana, F. L., Cruz, J., & Cadime, I. (2014). “Ler” antes de ler. Como facilitar a aprendizagem da leitura e da escrita? In F.L. Viana & I. Ribeiro (Eds.). Falar, ler e escrever. Propostas integradoras para jardim de infância. Braga: Santillana.

Baptista, J., Belsky, J., Martins, C., Silva, J., Marques, S., Mesquita, A., & Soares, I. (2013). Social withdrawal behavior in institutionalized toddlers: individual, early family and institutional determinants. Infant Mental Health, 34(6), 1-12.

Carneiro, A., Dias, P., Magalhães, C., Soares, I., Rangel-Henriques, M., Silva, J., Marques, S., Baptista, J. (2013). Assessment of temperament at 13 and 24 months using maternal report: validation of the Portuguese version of Infant Characteristic Questionnaire. Revista Brasileira de Crescimento e Desenvolvimento Humano, 23, 71-79.

Coelho, V. A., & Figueira, A. P. C. (2013). Project “Positive Attitude”: Promoting school success through social and emotional abilities development - Design for elementary and middle school students, Portugal. In D. Halkias (Ed.), Psychology and the Search for Certainty in Everyday Life, (pp. 63 – 78). Athens: Athens Institute for Education and Research.

Coelho, V., Marchante, M., Raimundo, R., & Jimerson, S. (2016). Educational psychology in Portugal: Results of the 2013 International School Psychology Survey. School Psychology International, 37(1), 18-31.

Dias, A., Oliveira, J. T., & Moreira, P. (2013). Características psicométricas da versão Portuguesa do Inventário da Percepção dos Professores acerca da Melhoria da Escola. Revista de Psicologia da Criança e do Adolescente, 4(2), 163-184.

Moreira, P. A. S., Dias, P., Vaz, F. M., & Vaz, J. M. (2013). Predictors of academic performance and school engagement: Integrating persistence, motivation and study skills perspectives using person-centred and variable-centred approaches. Learning and Individual Differences, 24(2), 117–125.

Moreira, P. A. S., Pinheiro, A., Cotter, M. J., Gomes, P., & Ferreira, R. (2013). Teachers’ perceptions of schooling socio-emotional needs inventory (TEPESSENI) – development and validation studies. Psychology / Psicologia: Reflexão & Crítica, 26(1), 67-76.

Morgado, A. M., & Vale Dias, M. L. (2013). Antisocial behaviours in adolescence: The importance of personal history, present development and future perspective. In M. P. Paixão & J. T. Sliva (Eds.), International studies in time perspective (pp. 51-63). Coimbra: Imprensa da Universidade de Coimbra.

Morgado, A. M., & Vale Dias, M. L. (2013). Antisocial behaviours in adolescence and developmental psychology: A review. International Journal of Developmental and Educational Psychology, 1(1), 397- 406.

Morgado, A. M., & Vale Dias, M. L. (2013). The antisocial phenomenon in adolescence: What is literature telling us? Aggression and Violent Behavior, 18 (4), 436-443. doi: 10.1016/j.avb.2013.05.004

Morgado, A. M., Vale Dias, M. L., & Paixão, M. P. (2013). O desenvolvimento da socialização e o papel da família. Análise Psicológica, 2(31), 129-144. doi: 10.14417/ap.751

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