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Projects

Brave Old World? The Role of Old Age Diversity in Ageism
Funded by FCT
IF/00346/2014/CP1250/CT0002; 30/06/2015 to 31/05/2021
PEST - UI 3125 - 2015-2015
Funded by FCT
UID/PSI/03125/2013; 01/01/2015 to 31/12/2020
The social development of human values in childhood and early adolescence_CLAVE
Funded by FCT
PTDC/SOC-SOC/30635/2017; 01/01/2018 to 31/12/2020
The CLAVE project aims to analyze the role of values in the formation of representations of justice and attitudes towards different social groups (age, gender, nationality, etc.) as well as in terms of personal growth and well-being. It proposes to map the basic human values of children and young adolescents (6-14 years), and their association with other central factors to better understand the current and future dynamics of inclusion and exclusion in the European area. The CLAVE project is expected to contribute in advancing the formation and development of human values in children and young people as well as the role of culture in this process from an international and interdisciplinary comparative perspective.

Alice Ramos (Instituto de Ciências Sociais da Universidade de Lisboa) , Ricardo Rodrigues (ISCTE-IUL)
Social Images, organizational climate and quality of relationships in Residential Care_CIRC: The design, implementation and evaluation of an intervention program.
Funded by FCT
01/12/2017 to 31/10/2020
The Residential Care (RC) system is under pressure to address increasingly demanding needs of youths in care. The CIRC project aims to investigate the association between system-level variables (such as organizational climate, the social images held by the staff and the relationships between educators and youths) and youth outcomes (such as self-representations, behavior, and academic achievement) through a correlational study. The project helps understanding the processes underlying the construction of self-representations, behavior, and academic achievement of youth in RC. This also offers significant implications for practice since it allows for empirically testing process models that provide inputs for designing a needs-led and theory-based program.
Awareness While Experiencing and Surfing On Movies through Emotions_AWESOME
Funded by FCT
01/10/2017 to 30/09/2020
The objective of AWESOME project is to investigate the emotional dimension of movie and provide support for the classification, access, navigation and visualization of movies based on the emotions expressed in the content of the movies as well as the emotions felt by the viewers during and after watching movies. This will help users to gain more awareness on the emotional impact of watching movies and empower them in regulating emotions when accessing and watching movies and videos.

Teresa Chambel (Faculdade de Ciências da Universidade de Lisboa), Patrícia Arriaga (ISCTE-IUL)
Reducing sugar intake: Individual and contextual determinants of sugar perception and consumption_SUGAR
Funded by FCT
LX-01-0145-FEDER-028008; 01/10/2017 to 30/09/2020
The SUGAR project examines the eating habits and the sugar content of processed food, and how such information is acquired and processed. It also experimentally examines contextual (e.g., sugar content labeling) and individual (e.g., attitudes, regulatory focus) factors underlying the perception and consumption of different types of high-sugar processed foods. The findings will be highly informative to understand the current problem of excessive free-sugar intake and to design future evidence-based interventions to address it. Although this project focuses on free sugars, its rationale and methodologies may be applied to other nutrients that have been shown to contribute to malnutrition (e.g. fat and sodium content) as well as to other population (e.g., children).
Sustainable School Meals_SUSTAINMEALS: Unlocking the potential of the public plate towards a large-scale transition to plant-based meals in schools
Funded by FCT
01/10/2017 to 30/09/2020
The project SUSTAINMEALS adopts an integrated approach to promote a large-scale, nationwide shift towards healthier and more sustainable plant-based meals, focusing both on individual consumer-level variables and shared context-based variables. It builds on the disciplinary backgrounds and previous findings of the research team that has been working on complementary approaches to the study of meat consumption/substitution and plant-based diets, behavioral change interventions in health-related topics and eating habits, and research on food policy and consumption practices with a focus on sustainability and dietary shifts.

João Graça (ICS-UL), ISCTE-IUL (partner in the project)
Multi-sectoral approaches to Innovative Skills Training for Renewable energy And sociaL acceptance
Funded by EU
MISTRAL; H2020-MSCA-ITN-2018; 01/09/2018 to 30/08/2022
MISTRAL, funded by European Union within the Horizon2020 program, aims to nurture a new generation of researchers who can effectively evaluate the complexity of social acceptance issues facing the deployment of renewable energy infrastructure and propose innovative solutions in a variety of research, government and business contexts.
European Master in the Psychology of Global Mobility, Inclusion and Diversity in Society (Global-MINDS)
Funded by EU
2016- 2167 I 001 - 001 - EMJMD; 26/09/2016 to 25/09/2021
Global-MINDS is the European Master in the Psychology of Global Mobility, Inclusion and Diversity in Society funded by the Erasmus Mundus Joint Master Degree funding programme (Erasmus+ – Key Action 1). It is a comprehensive 2- year study programme with 120 ECTS focusing on insights into contemporary social and societal issues from Social and Cultural Psychology. Universities from five countries jointly deliver the Global-MINDS programme in English.
Growing in uRban educatIon and diversiTy
Funded by EU
GRIT; 01/09/2018 to 28/02/2021
The GRIT project focuses on fostering educational equity in urban educational settings. It addresses two main target groups: (1) indirectly: urban students threatened by early school leaving, and (2) directly: in-service educational professionals which are involved in teaching in urban settings. This project chooses to focus on the matter of early school leaving since urban educational systems are particularly vulnerable to problems associated with early school leaving. Through concrete experiments in 5 European countries gathering different background and with partners addressing different kind of educators, the GRIT project will allow to enhance this innovative and "bottom-up approach" among these key actors to struggle against Early School Leaving.
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