Abstract

The assessment of emotional and social skills in childhood and adolescence is central to research in developmental psychology, education, and prevention science. Yet measuring constructs such as emotion regulation, empathy, or social problem solving, presents substantial methodological and ethical challenges. This interactive 90-minute workshop introduces participants to core approaches for assessing social-emotional skills while fostering critical reflection on their strengths, limitations, and practical implications. Participants will gain access and discuss common assessment methods, including questionnaires, structured observations, and performance-based tasks, considering how different methods and informants can converge, complement, or diverge in the information they provide. Designed to be hands-on, discussion-oriented and reflective, the session encourages participants to critically evaluate the trade-offs between feasibility, reliability, validity, and ethical responsibility. By the end of the workshop, participants will be better equipped to critically evaluate assessment strategies and make informed methodological choices for their own research.

Abstract

Abstract

This interactive workshop explores partnering with end users (individuals with lived experience of the condition/context) to develop emotion-focused health interventions that support coping and adjustment in vulnerable populations. Using the PREGAFTERPL (Pregnancy after Pregnancy Loss) support and coping tool as a case example,  we will examine practical strategies, methodological challenges, ethical considerations and early-stage evaluation approaches for meaningful, high-sensitivity engagement. In small groups, attendees will design an intervention plan, specifying how end users/individuals with lived experience will be engaged and how feedback will inform development, and then share and discuss their approaches with the larger group.

Abstract

This workshop explores the pivotal role of emotion regulation within the framework of Emotion-Focused Therapy (EFT), specifically tailored for adults struggling with depression. It will be grounded in the findings of the ISMAI Depression Project, a randomized clinical trial conducted at the University of Maia (formerly ISMAI), comparing the efficacy and mechanisms of change between EFT and Cognitive-Behavioral Therapy (CBT). Participants will be introduced to empirical evidence based on process-outcome studies highlighting how EFT facilitates transformative emotional processing by moving beyond mere symptom management toward the deep restructuring of maladaptive emotional schemes.

This training will also provide a specialized focus on two fundamental EFT tasks designed to enhance emotional awareness and emotion regulation. First, we will explore the EFT approach to the Clearing a Space task, as a key intervention for addressing attentional difficulties and cognitive overwhelm in depressed individuals. Second, we will examine the EFT approach to Focusing for an "Unclear Felt Sense" marker, demonstrating how to help clients symbolize vague bodily sensations into meaningful insights.

By the end of this workshop, students will be able to identify specific markers and tasks to address emotional dysregulation and to facilitate emotional processing in adults struggling with depression, and integrate evidence-based findings from the ISMAI Depression project to enhance clinical decision-making in EFT.

Abstract

Translating robust research evidence into effective public policy and meaningful action remains a central challenge across social and health domains. This seminar brings together three complementary research programmes that illustrate how empirical findings can inform policy development, professional practice, and population-level interventions across different stages of the life course.

The first contribution draws on findings from the RESPUBLICA project, which examined child poverty in Northern Portugal through a multi-informant lens, incorporating the perspectives of children, families, and frontline professionals. The project highlights how child poverty remains a persistent and multidimensional phenomenon, shaped not only by economic deprivation but also by fragmented service provision and weak coordination between research, policy, and local practice. Its findings underscore the need for interministerial collaboration, stronger links between national and local governance, improved monitoring systems, and greater inclusion of children and families in policymaking processes.

The second contribution focuses on participatory and child-centred research approaches developed within ProChild CoLAB in which a professional development program was implemented to improve responsive interactions aiming to address socioemotional needs in early childhood. This work demonstrates how a program implemented regionally with the support of local policymakers and engaging childcare professionals and stakeholders can generate actionable knowledge that is both scientifically rigorous and socially relevant. By actively involving policymakers, center coordinators and professionals, this program exemplifies how co-creation processes can strengthen policy responsiveness and ensure that interventions are better aligned with lived experiences and contextual realities.

The third contribution addresses fertility awareness and reproductive health literacy, presenting evidence from intervention studies targeting adolescents, health professionals, and individuals planning parenthood. This body of work illustrates how evidence-based, theory-driven and participatory tools—such as digital resources, serious games, and brief educational interventions—can inform prevention strategies and guide public health and educational policies.

Together, these projects demonstrate that bridging research and policy requires not only high-quality evidence, but also inclusive methodologies, cross-sector collaboration, and sustained dialogue between researchers, policymakers, professionals, and communities.