COUNSELLING IN THE SCHOOL COMMUNITY
| Title | ΣΥΜΒΟΥΛΕΥΤΙΚΗ ΣΤΗ ΣΧΟΛΙΚΗ ΚΟΙΝΟΤΗΤΑ / COUNSELLING IN THE SCHOOL COMMUNITY |
| Code | ΨΥ-657 |
| Faculty | Philosophy |
| School | Psychology |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Spring |
| Common | Yes |
| Status | Active |
| Course ID | 600013533 |
Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)
Registered students: 19
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 6 | 3 | 5 |
| Academic Year | 2018 – 2019 |
| Class Period | Spring |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Class ID | 600118234
|
Class Schedule
| Building | Νέα πτέρυγα Φιλοσοφικής (Αναγνωστήριο) |
| Floor | Υπόγειο 2 |
| Hall | ΑΙΘΟΥΣΑ 03 (137) |
| Calendar | Τετάρτη 13:30 έως 16:00 |
Course Type 2016-2020
- Scientific Area
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600118234
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=3206
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
General Prerequisites
There are no prerequisites for the course.
Learning Outcomes
Upon successful completion of the course, students: (a) will know the contemporary theory and research relating to counselling services within the school community, (b) will have practiced basic counselling skills for the design and implementation of customized programs and preventive actions at school, and c) will be able to use techniques necessary for effective cooperation with teachers and parents.
General Competences
- Apply knowledge in practice
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- 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)
The course aims to familiarize students with the theory and practice of counselling psychology in education, giving special emphasis on prevention and career guidance programs in schools. The course includes both a theoretical and a practice section. The theoretical section encompasses a range of subjects such as: (a) the role of counselor in different educational levels, (b) basic principles of counselling children and adolescents, (c) the process of consultation in schools, (d) prevention and career guidance programs, and (e) the teachers’ counselling role. During the practice section, students will participate in a variety of exercises designed for the development of counselling skills (for children and adolescents), for the treatment of critical ethical issues, and for the organization-evaluation of holistic school counselling programs.
Keywords
school counselling, counselor's role, ethics, counseling children and adolescents
Educational Material Types
- Slide presentations
- Interactive excersises
- Book
- scientific articles
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
Description
Within the course I use PC/Projector for slides and videos.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 26 | 1 | ✓ | ||
| Laboratory Work | 52 | 2 | ✓ | ||
| Reading Assigment | 26 | 1 | ✓ | ||
| Exams | 26 | 1 | ✓ | ||
| Total | 130 | 5 |
Student Assessment
Description
The evaluation criteria for this course are: (a) small individual papers (30%) completed in class, and (b) a final written examination (70%). The criteria are explicitly explained during the first class of the course and are also written in the syllabus.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Summative)
- Written Exam with Short Answer Questions (Summative)
- Labortatory Assignment (Formative)
Bibliography
Course Bibliography (Eudoxus)
Χατζηχρήστου, Γ. Χ. (2014). Συμβουλευτική στη σχολική κοινότητα. Αθήνα: Gutenberg. Εντός ύλης: 1ο, 3ο, 5ο, και 6ο κεφάλαιο.
Geldard, K., & Geldard, D. (2011). Η συμβουλευτική ψυχολογία στα παιδιά. Θεωρία –Εφαρμογές. Αθήνα: Πεδίο.
Additional bibliography for study
American School Counselor Association, (2010). Ethical Standards for School Counsellors.
Αθανασιάδου, Χ. (2011). Η συμβουλευτική ψυχολογία στο σχολικό πλαίσιο. Hellenic Journal of Psychology, 8, 289-308.
Αθανασιάδου, Χ., & Ψάλτη, Α. (2011). Γνώσεις και απόψεις των εκπαιδευτικών δευτεροβάθμιας εκπαίδευσης για τον εκφοβισμό στο σχολείο. Hellenic Journal of Psychology 8, 66-95.
Amundson, N. E., Harris-Bowlsbey J., & Niles, S. G. (2008). Βασικές αρχές επαγγελματικής συμβουλευτικής. Διαδικασίες και τεχνικές. Αθήνα: Εθνικό Κέντρο Επαγγελματικού Προσανατολισμού.
Athanasiades, C., Kamariotis, H., Psalti, A., Baldry, A. C., & Sorrentino, A. (2015). Internet use and cyberbullying among adolescent students in Greece: The “TABBY” Project. Hellenic Journal of Psychology, 12, 14-39.
Athanasiades, C., & Deliyanni-Kouimtzis, V. (2010). The experience of bullying among secondary school students. Psychology in the Schools, 47, 328-341.
Henderson, N., & Milstein, M. M. (2008). Σχολεία που προάγουν την ψυχική ανθεκτικότητα. Αθήνα: Τυπωθήτω-Γιώργος Δαρδανός.
Hornby, G., Hall, C., & Hall, E. (Eds.) (2003). Counselling pupils in schools. Skills and strategies for teachers. London: RoutledgeFalmer.
Kourkoutas, E., & Giovazolias, T. (2015). School-based counseling work with teachers: An integrative model. The European Journal of Counseling Psychology, 3, 137-158.
Lines, D. (2006). Brief counselling in schools. Working with young people from 11 to 18 (2nd ed.). London: Sage.
Λεονταρή, A. (2011). Η σημασία της εικόνας του σώματος για την ψυχική υγεία νεαρών ανδρών και γυναικών: Συμβουλευτικές παρεμβάσεις. Hellenic Journal of Psychology, 8, 309-337.
Λουμάκου, Μ., & Μπρουσκέλη, Β. (2010). Παιδί και γεγονότα ζωής. Αρρώστια, νοσηλεία, διαζύγιο, θάνατος. Αθήνα: Gutenberg.
Μαλικιώση-Λοΐζου, Μ. (Επ. Επιμ.) (2014). Συμβουλευτική ομηλίκων στην εκπαίδευση. Αθήνα: Πεδίο.
Μαλικιώση-Λοΐζου, Μ. (2011). Η συμβουλευτική ψυχολογία στην εκπαίδευση. Αθήνα: Πεδίο.
Μπίμπου-Νάκου, Ι. & Στογιαννίδου, Α. (2006). Πλαίσια συνεργασίας ψυχολόγων και εκπαιδευτικών για την οικογένεια και το σχολείο. Αθήνα: Τυπωθήτω-Γιώργος Δαρδανός.
Μπρούζος, Α. (2009). Ο εκπαιδευτικός ως λειτουργός συμβουλευτικής. Μια ανθρωπιστική θεώρηση της εκπαίδευσης. Αθήνα: Gutenberg.
Solberg, V. S., Howard, A. K., Blustein, L. D., & Close, W. (2002). Career development in the schools: Connecting school-to-work-to-life. The Counseling Psychologist, 30, 705-725.
Whiston, C. S., & Keller, K. B. (2004). The influences of the family of origin on career development: A review and analysis. The Counseling Psychologist, 32, 493-568.
Χατζηχρήστου, Γ. Χ. (2015). Πρόληψη και προαγωγή της ψυχικής υγείας στο σχολείο και στην οικογένεια. Αθήνα: Gutenberg.
Χατζηχρήστου, Γ. Χ. (2012). Διαχείριση κρίσεων στη σχολική κοινότητα. Αθήνα: Τυπωθήτω.
Χατζηχρήστου, Χ. (2003). Ψυχολογική διαλεκτική συμβουλευτική στο σχολικό πλαίσιο. Ψυχολογία, 10 (2 και 3), 343-361.
Ψάλτη, Α., Κασάπη, Στ., & Δεληγιάννη-Κουϊμτζήμ Β. (Επ. Έκδ.) (2012). Σύγχρονα ψυχοπαιδαγωγικά ζητήματα: Ο εκφοβισμός στα ελληνικά σχολεία. Αθήνα: Gutenberg.
Last Update
13-02-2019
