INNOVATIVE ACTIONS AND INTERVENTIONS IN EDUCATION
| Title | ΚΑΙΝΟΤΟΜΕΣ ΔΡΑΣΕΙΣ ΚΑΙ ΠΑΡΕΜΒΑΣΕΙΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ / INNOVATIVE ACTIONS AND INTERVENTIONS IN EDUCATION |
| Code | ΕΦ-114 |
| Faculty | Philosophy |
| School | Psychology |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Vasiliki Deligianni-Kouimtzi |
| Common | Yes |
| Status | Active |
| Course ID | 480001856 |
Programme of Study: PMS Efarmosménī PSychología (2016-sīmera)
Registered students: 4
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Scholikī PSychología | Elective Courses belonging to the selected specialization | 3 | 2 | 10 |
| Academic Year | 2017 – 2018 |
| Class Period | Winter |
| Faculty Instructors | |
| Weekly Hours | 2 |
| Class ID | 600112006
|
Course Type 2016-2020
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600112006
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
After the end of the course the students are expected
- to be able to understand the emerging issue of the participation of refugee's and asylum seeking children in the Greek educational system.
- To be able to understand the role of School Psychology in confronting the problems arising
- To be aware of the situation in the international, European and Greek context, regarding the schooling of refugee children
- To be aware of the way these children's needs are met in the global context
- To know the recent research findings regarding refugee children's experience of the new conditions of their lives.
- To have understood the content and the goals of Intercultural School Psychology as well as the methods proposed to tackle the problems arising from the emerging educational realities.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Generate new research ideas
- Design and manage projects
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
This is a course that acts as an 'umbrela' and could have a different content each year. It deals with all the issues having to do with the school as an institution and the work of a school psychologist in it, using an interdisciplinary perspective. In this sense, the course tries to offer students a broader view of both childhood/ adolescence as social constructions and the school as a field of intervention for teachers and school psychologists. Additionaly, the course deals with the school as a place where change can become possible with the collaboration of all its agents, i.e teachers, school psychologists, parents and the pupils themselves.
The course aims at giving students the opportunity to examin and understand the different functions of the school and of the educational process under a perspective of innovation and change. More precisely its aims are
- to include the study of issues arising in the contemporary global societies and influence the lives of children and adolescence in the education of school psychologists. These issues have to do with the multicultural character of the contemporary school, the construction of gender and ethnic identities, the need of new, broader gender roles, the lives of children and youth in the risk societies
- to focus on the indisciplinary approach of the above issues
- to help students understand the notions of innovation and intervention regarding both the school and the school psychologists profession.
Keywords
gender identities, gender and education, educational interventions, childhood, youth
Educational Material Types
- Notes
- Slide presentations
- Multimedia
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.3 | ✓ | ||
| Seminars | 39 | 1.3 | ✓ | ||
| Reading Assigment | 102 | 3.4 | ✓ | ||
| Written assigments | 120 | 4 | ✓ | ||
| Total | 300 | 10 |
Student Assessment
Description
At the end of the course students submit a file containing
1) A Personal Diary that reflects all what happens during the course discussed under the perspective of their own everyday experience
2) The critical reading of a scientific article
3) The presentation of a case study
Student Assessment methods
- Written Assignment (Formative, Summative)
- Performance / Staging (Formative)
- Report (Formative)
Bibliography
Course Bibliography (Eudoxus)
Δεν παρέχεται διδακτικό υλικό από τον Εϋδοξο
Additional bibliography for study
Στους φοιτητές και τις φοιτήτριες παρέχεται πλήρης βιβλιογραφικός κατάλογος με άρθρα καιβιβλία στην ελληνική και αγγλική γλώσσα που τους είναι απαραίτητα για την παρακολούθηση του μαθήματος και την εκπόνηση των εργασιών τους. Τα σημαντικότερα από τα άρθρα αυτά τους παρέχονται σε ηλεκτρονική μορφή και μέρος των βιβλίων διατίθεται προς δανεισμό στη βιβλιοθήκη του Τμήματος. Η βιβλιογραφία που χρησιμοποιείται στο μάθημα προσαρμόζεται κάθε φορά ανάλογα με τη θεματική και ανανεώνεται. Ενδεικτικά, προτείνονται οι παρακάτω τίτλοι:
Abunimah, A., & Blower, S. (2010). The circumstances and needs of separated children seeking asylum in Ireland. Child care in Practice, 16(2), 129-146.
Derluyn, I., & Broekaert, E. (2007). Different perspectives on emotional and behavioural problems in unaccompanied refugee children and adolescents. Ethnicity and Health, 12(2), 141-162.
Ellis, H. B., MacDonald, H. Z., Lincoln, A. K., & Cabral, H. J. (2008). Mental health of Somali adolescent refugees: The role of trauma, stress, and perceived discrimination. Journal of Counseling and Clinical Psychology, 76(2), 184-193.
Fazel, M., Reed, R. V., Panter-Brick, C., & Stein, A. (2012). Mental health of displaced and refugee children resettled in high-income countries: Risk and protective factors. The Lancet, 379, 266-282.
Hart, R. (2009). Child refugees, trauma and education: Interactionist considerations on social and emotional needs and development. Educational Psychology in Practice, 25(4), 351-368.
Hodes, M., Jagdev, D., Chandra, N., & Cunniff, A. (2008). Risk and resilience for psychological distress amongst unaccompanied asylum seeking adolescents. Journal of Child Psychology and Psychiatry, 49(7), 723-732.
Kia-Keating, M., & Ellis, H. B. (2007). Belonging and connection to school in resettlement: Young refugees, school belonging, and psychosocial adjustment. Clinical Child Psychology and Psychiatry, 12(1), 29-43.
Lustig, S. L., Kia-Keating, M., Knight, W. G., Geltman, P., Ellis, H., Kinzie, J. D., Keane, T., & Saxe, G. N. (2004). Review of child and adolescent refugee mental health. Journal of the American Academy of Child & Adolescent Psychiatry, 43(1), 24-36.
McCarthy, C., & Marks, D. F. (2010). Exploring the health and well-being of refugee and asylum seeking children. Journal of Health Psychology, 15(4), 586-595.
Reed, R. V., Fazel, M., Jones, L., Panter-Brick, C., & Stein, A. (2012). Mental health of displaced and refugee children resettled in low-income and middle-income countries: Risk and protective factors. The Lancet, 379, 250-265.
Sutton, V., Robbins, I., Senior, V., & Gordon, S. (2006). A qualitative study exploring refugee minors' personal accounts of post-traumatic growth and positive change processes in adapting to life in the UK. Diversity in Health & Social Care, 3(2), 77-88.
Andersson, H. E., Ascher, H., Björnberg, U., Eastmond, M., & Mellander, L. (eds) (2005). The asylum-seeking child in Europe. Gothenburg: University of Gothenburg Press. Retrieved from: http://www.gu.se/digitalAssets/1362/1362497_asylum-seeking-child.pdf
Arnot, M., & Pinson, H. (2005). The education of asylum seeker and refugee children: A study of LEA and school values, policies and practices. Cambridge: Faculty of Education, University of Cambridge. Retrieved from https://www.educ.cam.ac.uk/people/staff/arnot/AsylumReportFinal.pdf
Charles, L., & Denman, K. (2013). Syrian and Palestinian Syrian refugees in Lebanon: The plight of women and children. Journal of International Women's Studies, 14(5), 96-111.
Christophersen, M. (2015). Securing education for Syrian refugees in Jordan. New York: International Peace Institute. Retrieved from: https://www.ipinst.org/wp-content/uploads/2015/05/IPI-E-pub-Securing-Education-for-Syrian-Refugees.pdf
Culbertson, S., & Constant, L. (2015). Education of Syrian refugee children. Managing the crisis in Turkey, Lebanon, and Jordan. Rand Corporation. Retrieved from: http://www.rand.org/content/dam/rand/pubs/research_reports/RR800/RR859/RAND_RR859.pdf
Allard, A. C., & Santoro, N. (2008). Experienced teachers' perspectives on cultural and social class diversity: Which differences matter? Equity & Excellence in Education, 41(2), 200-214.
Bačáková, M. (2011). Developing inclusive educational practices for refugee children in the Czech Republic. Intercultural Education, 22(2), 163-175.
Bourgonje, P. (2010). Education for refugee and asylum seeking children in OECD countries: Case studies from Australia, Spain, Sweden and the United Kingdom. Belgium: Education International. Retrieved from: http://www.rand.org/content/dam/rand/pubs/research_reports/RR800/RR859/RAND_RR859.pdf
Last Update
24-01-2017
