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.

Suggested Bibliography Baker, E. A., Brewer, S. K., Owens, J. S. (2021). Dissemination science in school mental health: A framework for future research. School Mental Health 13, 791–807. https://doi.org/10.1007/s12310-021-09446-6 Bear, G. G. (2010). School discipline and self-discipline: A practical guide to promoting prosocial student behavior. Guilford Press. Berkel, C., Mauricio, A. M., Rudo-Stern, J., Dishion, T. J., & Smith, J. D. (2021). Motivational interviewing and caregiver engagement in the Family Check-Up 4 Health. Prevention Science, 22(6), 737-746. https://doi.org/10.1007/s11121-020-01112-8 Bibou-Nakou, I., Kiosseoglou, G., & Stogiannidou, A. (2001). Strengths and difficulties of school-aged children in the family and school context. Psychology: The Journal of the Hellenic Psychological Society. 8(4), 506–525. Eklund, K., Renshaw, T. L., Dowdy, E., Jimerson, S. R., Hart, S. R., Jones, C. N., & Earhart, J. (2009). 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. Gomez, R., Motti-Stefanidi, F., Jordan, S., & Stavropoulos, V. (2021). Greek validation of the factor structure and longitudinal measurement invariance of the strengths and difficulties questionnaire-self report (SDQ-SR): exploratory structural equation modelling. Child Psychiatry & Human Development, 52(5), 880–890. Hatzichristou, C., Nastasi, B. K., & Jimerson, S. R. (Eds.). (2025). The handbook of school psychology in a global context: Transnational Approaches to Support Children, Families and School Communities. Springer. Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Holmes, S. R., Smith, T. E., Romero, M. E., Reinke, W. M., & Herman, K. C. (2024). Coaching as an implementation strategy: The perceived alliance between a coach and teachers predicts proactive classroom management strategy use. School Psychology Review, 54(4), 541–553. https://doi.org/10.1080/2372966X.2024.2318234 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. School Psychology Quarterly, 30(2), 159 -165. https://doi.org/10.1037/spq0000118 Mayer, M. J., Nickerson, A. B., & Jimerson, S. R. (2021). Preventing school violence and promoting school safety: Contemporary scholarship advancing science, practice, and policy. School Psychology Review, 50(2-3), 131-142. Martens, B. K., & Erchul, W. P. (2010). School consultation: Conceptual and empirical bases of practice. Springer. McClain, M. B., Shahidullah, J. D., Harris, B., McIntyre, L. L., & Azad, G. (2022). Reconceptualizing educational contexts: The imperative for interprofessional and interagency collaboration in school psychology. School Psychology Review, 51(6), 742-754. https://doi.org/10.1080/2372966X.2021.1949247 McIntosh, K., Girvan, E. J., Fairbanks Falcon, S., McDaniel, S. C., Smolkowski, K., Bastable, E., & Baldy, T. S. (2021). Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial. School Psychology, 36(6), 433-444. https://doi.org/10.1037/spq0000466. McIntosh, K., & Goodman, S. (2016). Integrating multi‐tiered systems of support: Blending RTI and PBIS. The Guilford Press. Mennuti, R. B., Christner, R. W., & Freeman, A. (2012). Cognitive-behavioral interventions in educational settings: A handbook for practice. Routledge. National Association of School Psychologists. (2016). Ensuring high quality, comprehensive and integrated specialized instructional support services [Position statement]. National Association of School Psychologists. Newman, D. S., & Rosenfield, S. A. (2018). Building competence in school consultation: A developmental approach. Routledge. 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 Reddy, L. A., Glover, T. A., Yu, P., & Campos, E. (2025). Instructional coaching to support students with reading difficulties: A review of implementation components, methodology, and outcomes. Psychology in the Schools. Advance Online. https://doi.org/10.1002/pits.70038 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 Spyropoulou, E., Athanasiades, C., Stogiannidou, A., & Kourkoutas, E. (2025). Mental health literacy of Greek teachers: Highlighting critical factors for identifying and supporting students in need. Psychology: The Journal of the Hellenic Psychological Society, 30(1), 38–57. https://doi.org/10.12681/psy_hps.38443 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. 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 Waseem, M., Nickerson, A. B. (2024). Bullying: Issues and challenges in prevention and intervention. Current Psychology, 43, 9270–9279. https://doi.org/10.1007/s12144-023-05083-1 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. Worrell, F. C., Hughes, T. L., & Dixson, D. D. (Eds.). (2020). The Cambridge handbook of applied school psychology. Cambridge University 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/