Institution
Organizational Unit
Code
ΨΥ-452
ECTS
6
Language of instruction
Greek
Academic term
2/2
Title
ΣΧΟΛΙΚΗ ΨΥΧΟΛΟΓΙΑ el
SCHOOL PSYCHOLOGY en
Description
Introduction and history of school psychology. School vs Educational Psychology. Defining the role and the specialty of school psychologist. Students with special educational needs. Learning disabilities: Definitions, taxonomy, interpretation. Cognitive, metacognitive and psychosocial characteristics of students with learning disabilities. Assessment, intervention and support of students with learning disabilities. Crisis management in the school community. Resilience in school settings. Promoting positive psychological climate in classrooms and schools. Prevention and intervention programs in school settings: The example of social and emotional development in school as a program promoting children’s and adolescents’ psychological well-being and learning (e.g., communication skills, self-esteem, emotion regulation, conflict resolution, stress and anxiety).
Learning outcomes
Upon successful completion of the course, students are expected to have achieved the following learning outcomes:
(a) understanding of the subject of School Psychology and the multidimensional role of the school psychologist nowadays, (b) knowledge and skills in the field of learning disabilities in order to be able to support students with learning disabilities, their teachers as well as their parents, (c) competence to organize school-based prevention and intervention programs aiming at the promotion of children’s and adolescents’ lsocial and emotional competence, mental health, psychological well-being and learning, and (d) skills to contribute towards the promotion of positive psychological climate in classrooms and schools and collaboration with teachers and parents.
(a) understanding of the subject of School Psychology and the multidimensional role of the school psychologist nowadays, (b) knowledge and skills in the field of learning disabilities in order to be able to support students with learning disabilities, their teachers as well as their parents, (c) competence to organize school-based prevention and intervention programs aiming at the promotion of children’s and adolescents’ lsocial and emotional competence, mental health, psychological well-being and learning, and (d) skills to contribute towards the promotion of positive psychological climate in classrooms and schools and collaboration with teachers and parents.