PARENTS AND TEACHERS CONSULTANCY AND SUPPORT

Course Information
TitleΣΥΜΒΟΥΛΕΥΤΙΚΗ-ΥΠΟΣΤΗΡΙΚΤΙΚΗ ΓΟΝΕΩΝ ΚΑΙ ΕΚΠΑΙΔΕΥΤΙΚΩΝ / PARENTS AND TEACHERS CONSULTANCY AND SUPPORT
CodeΑΚΑ.005
Interdepartmental ProgrammeDPMS PSychopaidagōgikī tīs Éntaxīs <<Éna Scholeío gia Ólous>> (2017-sīmera)
Collaborating SchoolsEarly Childhood Education
Philosophy and Education
Pre-school Education and Educational Design of the University of the Aegean
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorMelanthia Kontopoulou-Kokkinaki
CommonNo
StatusActive
Course ID80002916

Programme of Study: DPMS PSychopaidagōgikī tīs Éntaxīs <<Éna Scholeío gia Ólous>> (2017-sīmera)

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
PSYCΗOPAIDAGŌGIKES SYNISTŌSES TŌN EIDIKŌN EKPAIDEUTIKŌN ANAGKŌN Compulsory Course belonging to the selected specialization (Compulsory Specialization Course)115

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Weekly Hours6
Class ID
600131763
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Students are expected to: •Comprehend the importance and the objectives of collaboration with parents •Become familiarized with the possibilities and the process of educators’ counseling intervention in families •Connect theory with practice through experiential exercises •Develop communication skills •Become sensitized in the comprehension and confrontation of difficulties that may result from the collaboration with the parents
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course discusses the objectives and methods of collaboration and counseling intervention of educators in families of children with special needs. At a theoretical level, different concepts such as “counseling” in the framework of school, “parental relationship”, “family centered” model of intervention, “companionship relations” are discussed. At the same time, through the experiential method, students are sensitized on communication issues and on handling difficulties resulting from the collaboration with parents.
Keywords
counseling, parents, educators
Educational Material Types
  • Notes
  • Slide presentations
  • Book
  • Articles
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures
Reading Assigment50
Project15
Total65
Student Assessment
Description
Students have to present case studies during the semester and have to write an essay at the end of the semester.
Student Assessment methods
  • Written Exam with Problem Solving (Summative)
Bibliography
Additional bibliography for study
Cicconne A., Korff-Sausse S., Missonnier S., Scelles R. (eds) (2007). Cliniques du sujet handicapé. Ramonville St.Ange : Erès Dale, N. (1996). Working with families of children with special needs: Partnership and practice. London: Routledge Ringler, M. (ed.) (2004). Comprendre l’enfant handicape et sa famille. Paris: Dunod. Stoneman, Z. &Manders,J.E. (1998). Partnerships with families. In W. Umansky & S. Hooper (Eds.), Young children with special needs pp. 72-93. Eaglewood Cliffs, NJ: Prentice-Hall. Κοντοπούλου Μ. (2004). Σχέσεις επαγγελματιών με γονείς παιδιών με ειδικές ανάγκες. Στο Μ. Ζαφειροπούλου, Γ., Κλεφτάρας (Επιστ. Επιμ.) Εφαρμοσμένη κλινική ψυχολογία του παιδιού, σελ. 167-186. Αθήνα: Ελληνικά Γράμματα. Μαλικιώση-Λοϊζου Μ. (2001) Η συμβουλευτική Ψυχολογία στην Εκπαίδευση: από τη θεωρία στην πράξη. Αθήνα: Ελληνικά Γράμματα Σαλτζμπεργκερ-Ουίτενμπεργκ Ι., Χένρι Τ., Οσμπορν Ε. (1996). Η συναισθηματική εμπειρία της μάθησης και της διδασκαλίας. Αθήνα: Καστανιώτης. Τζουριάδου Μ. (Επιμ.) (2001) Πρώιμη παρέμβαση. Σύγχρονες τάσεις και προοπτικές. Κεφ. Γ. Ο ρόλος της οικογένειας στην πρώιμη παρέμβαση σ. 159-254. Θεσσαλονίκη. Εκδ. Προμηθεύς.
Last Update
19-03-2015