– To know theoretical models and instruments of psychological evaluation and to know how to select, apply, integrate and interpret different methodologies of evaluation in clinical contexts;
– To know, understand and relate different models of individual and group intervention, in clinical and health contexts;
– Develop and apply communication skills in different clinical and health contexts;
– Plan and apply methodologies of preventive and clinical intervention directed to different nosological, age and socio-cultural groups;
– To know and compare models of investigation and to apply methods of planning and execution of investigation in preventive, clinical and health contexts;
– To know, reflect and integrate the ethical dimension and deontological norms in clinical intervention and health.

– To know theoretical models and instruments of psychological evaluation and to know how to select, apply, integrate and interpret different methodologies of evaluation in clinical contexts;
– To know, understand and relate different models of individual and group intervention, in clinical and health contexts;
– Develop and apply communication skills in different clinical and health contexts;
– Plan and apply methodologies of preventive and clinical intervention directed to different nosological, age and socio-cultural groups;
– To know and compare models of investigation and to apply methods of planning and execution of investigation in preventive, clinical and health contexts;
– To know, reflect and integrate the ethical dimension and deontological norms in clinical intervention and health.

– To know theoretical models and instruments of psychological evaluation and to know how to select, apply, integrate and interpret different methodologies of evaluation in clinical contexts;
– To know, understand and relate different models of individual and group intervention, in clinical and health contexts;
– Develop and apply communication skills in different clinical and health contexts;
– Plan and apply methodologies of preventive and clinical intervention directed to different nosological, age and socio-cultural groups;
– To know and compare models of investigation and to apply methods of planning and execution of investigation in preventive, clinical and health contexts;
– To know, reflect and integrate the ethical dimension and deontological norms in clinical intervention and health.

– To know theoretical models and instruments of psychological evaluation and to know how to select, apply, integrate and interpret different methodologies of evaluation in clinical contexts;
– To know, understand and relate different models of individual and group intervention, in clinical and health contexts;
– Develop and apply communication skills in different clinical and health contexts;
– Plan and apply methodologies of preventive and clinical intervention directed to different nosological, age and socio-cultural groups;
– To know and compare models of investigation and to apply methods of planning and execution of investigation in preventive, clinical and health contexts;
– To know, reflect and integrate the ethical dimension and deontological norms in clinical intervention and health.

– Understand structures and strategies for the development of educational projects, for psychological intervention and training in different contexts, at individual, group and community levels.
– To develop and use psychological assessment techniques in educational settings for the analysis and identification of needs, processes and problems in the areas of lifelong learning, development and education, as well as the effectiveness of such interventions.
– To be able to intervene in counseling, guidance, consulting and coordination roles in different educational contexts, while acknowledging the development of adaptive and well-being skills of individuals and different groups in the community, according to social and technological evolution, adapted to new realities and new challenges.
– Develop scientific and ethical attitudes in psychological assessment and intervention in the areas of lifelong learning, development and education.

– Understand structures and strategies for the development of educational projects, for psychological intervention and training in different contexts, at individual, group and community levels.
– To develop and use psychological assessment techniques in educational settings for the analysis and identification of needs, processes and problems in the areas of lifelong learning, development and education, as well as the effectiveness of such interventions.
– To be able to intervene in counseling, guidance, consulting and coordination roles in different educational contexts, while acknowledging the development of adaptive and well-being skills of individuals and different groups in the community, according to social and technological evolution, adapted to new realities and new challenges.
– Develop scientific and ethical attitudes in psychological assessment and intervention in the areas of lifelong learning, development and education.

– The section main objectives are to provide future masters with the necessary skills to investigate and intervene in the areas of Social Cognition, Environmental Psychology and Consumer Psychology, as well as other areas of applied cognition. The cognitive perspective on human behavior stems from the idea that any human competence will only be elucidated when we are able to make explicit the way in which relevant information is represented, how this representation is implemented and what mental processes operate on these representations. According to an applied cognitive perspective, not only the design and improvement of the conditions in which human activity takes place will be all the more effective, but also the probability of achieving the objectives pursued through this activity will be all the greater when knowing the representations and cognitive processes that underlie it. Hence, the competencies for research and intervention according to this perspective presuppose:

a) the ability to use the scientific method’s general logic to solve concrete problems,
b) the ability to use the most appropriate tools for the characterization of representations and identifying of underlying cognitive factors in each policy of intervention/application,
c) the ability to cognitively model situations and
d) the ability to propose research and intervention plans that increase knowledge and contribute to problem solving in these areas.