PSYCHOSOCIAL SUPPORT FOR CHILDREN AND FAMILIES

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Χρήση οπτικοακουστικού υλικού Χρήση εφαρμογών για την προώθηση διαδραστικών δραστηριοτήτων κατά τη διάρκεια της διδασκαλίας (π.χ. padlet, mentimeter) Χρήση ηλεκτρονικού ταχυδρομείου για την επικοινωνία με τους φοιτητές

ΥΠΟΧΡΕΩΣΕΙΣ ΜΑΘΗΜΑΤΟΣ 1) Συστηματική παρακολούθηση του μαθήματος. Δεν θα καταγράφονται παρουσίες, αλλά η παρακολούθηση θα είναι απαραίτητη ώστε να ενημερώνεστε για τις ασκήσεις και την προετοιμασία των εργασιών. Στο μέρος της θεωρίας, θα παρουσιάζονται πληροφορίες οι οποίες δεν περιέχονται στη βιβλιογραφία του μαθήματος 2) Συμμετοχή σε σύντομες εργασίες (30%). Λεπτομέρειες και οδηγίες για τις εργασίες θα ανακοινωθούν. 3) Γραπτή εξέταση στο τέλος του εξαμήνου (70%)

Μπίμπου-Νάκου, Ι. & Στογιαννίδου, Α.(Εκδ.) (2006). Πλαίσια συνεργασίας ψυχολόγων και εκπαιδευτικών για την οικογένεια και το σχολείο. Δαρδανός.

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Early identification of behavioral and emotional problems in youth: Universal screening versus teacher-referral identification. The California School Psychologist, 14(1), 89-95. Farmer, E. M. Z., Burns, B. J., Philips, S. D., Angold, A., & Costello, E. J. (2003). Pathways into and through mental health services for children and adolescents. Psychiatric Services, 54, 60-66. http://dx.doi.org/10.1176/appi.ps.54.1.60 Fixsen, D., Blase, K., Metz, A., & Van Dyke, M. (2013). Statewide implementation of evidence‐based programs. Exceptional Children, 79(2), 213–230. Freeman, J., Simonsen, B., McCoach, D. B., Sugai, G., Lombardi, A., & Horner, R. (2016). Relationship between school‐wide positive behavior interventions and supports and academic, attendance, and behavior outcomes in high schools. Journal of Positive Behavior Interventions, 18(1), 41–51. https://doi.org/10.1177/1098300715580992 Freeman, R., Miller, D., & Newcomer, L. (2015). Integration of academic and behavioral MTSS at the district level using implementation science. Learning Disabilities: A Contemporary Journal, 13(1), 59-72. Guralnick, M. J. (2017). Early intervention for children with intellectual disabilities: An update. Journal of Applied Research in Intellectual Disabilities, 30(2), 211-229. https://doi.org/10.1111/jar.12233 Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133-144. Kilgus, S. P., Reinke, W. M., & Jimerson, S. R. (2015). Understanding mental health intervention and assessment within a multi-tiered framework: Contemporary science, practice, and policy. 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Ensuring high quality, comprehensive and integrated specialized instructional support services [Position statement]. National Association of School Psychologists. National Association of School Psychologists. (2020). The professional standards of the National Association of School Psychologists. National Association of School Psychologists. Nearchou, F. A., Stogiannidou, A., & Kiosseoglou, G. (2014). Adaptation and psychometric evaluation of a resilience measure in Greek elementary school students. Psychology in the Schools, 51(1), 58-71. O'Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Cengage Learning. Ormiston, H. E., Nygaard, M. A., & Heck, O. C. (2021). The role of school psychologists in the implementation of trauma-informed Multi-Tiered Systems of Support in schools. Journal of Applied School Psychology,37(4), 319-351. https://doi.org/10.1080/15377903.2020.1848955 Rogers, E. M., Singhal, A., & Quinlan, M. M. (2014). Diffusion of innovations. In An integrated approach to communication theory and research (pp. 432-448). Routledge. Sanetti, L. M. H., & Collier-Meek, M. A. (2019). Increasing implementation science literacy to address the research-to-practice gap in school psychology. Journal of School Psychology, 76, 33-47. https://doi.org/10.1016/j.jsp.2019.07.008 Santiago, R. T., McIntyre, L. L., & Garbacz, S. A. (2022). Dimensions of family–school partnerships for autistic children: Context and congruence. School Psychology, 37(1), 4-14. https://doi.org/10.1037/spq0000473. Steege, M. W., Pratt, J. L., Wickerd, G., Guare, R., & Watson, S. T. (2019). Conducting school-based functional behavioral assessments: A practitioner’s guide (3rd ed.). The Guilford Press. Shernoff, E. S., Bearman, S. K., & Kratochwill, T. R. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46(2), 219-232. https://doi.org/10.17105/SPR-2015-0118.V46-2 Stogiannidou, A. (2011). A proposed method for the evaluation of parent counseling within the framework of evidence-based practice. Hellenic Journal of Psychology, 8(3), 338–358. Sugai, G., & Horner, R. H. (2009). Responsiveness‐to‐intervention and school‐wide positive behavior supports: Integration of multi‐tiered system approaches. Exceptionality, 17(4), 223–237. https://doi.org/10.1080/09362830903235375 Tanner, N., Eklund, K., Kilgus, S. P., & Johnson, A. H. (2018). Generalizability of universal screening measures for behavioral and emotional risk. School Psychology Review, 47(1), 3-17. https://doi.org/10.17105/SPR-2017-0044.V47-1 Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422-452. von der Embse, N., Rutherford, L., Mankin, A., & Jenkins, A. (2019). Demonstration of a trauma-informed assessment to intervention model in a large urban school district. School Mental Health, 11(2), 276-289. https://doi.org/10.1007/s12310-018-9294-z Webster-Stratton, C., & Reid, M. J. (2018). The Incredible Years parents, teachers, and children training series: A multifaceted treatment approach for young children with conduct problems. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 122–141). The Guilford Press. Online Resources Intervention Central at https://www.interventioncentral.org Positive Behavioral Interventions and Supports (PBIS) at https://www.pbis.org/ Strengths and Difficulties Questionnaires at https://www.sdqinfo.org/ What Works Clearinghouse at https://ies.ed.gov/ncee/wwc/