Course Information
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorChristina Athanasiades
Course ID480001855

Programme of Study: PMS Efarmosménī PSychología (2016-sīmera)

Registered students: 7
OrientationAttendance TypeSemesterYearECTS
Scholikī PSychologíaElective Courses belonging to the selected specialization3210

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Weekly Hours2
Total Hours26
Class ID
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
General Prerequisites
Students must have completed all the compulsory courses of the 1st year of the Graduate Program in Applied (School) Psychology.
Learning Outcomes
Upon successful completion of the course, students will (a) acquaint with contemporary theoretical-research data in the field of school counseling, (b) acquire skills for the effective implementation of counseling programs at school, and (c) develop skills for effective collaboration with all members of the school community: pupils, teachers and parents.
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • 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 deals with the applications of counseling psychology in school community. Its main objective is to familiarize students with the practice of the counseling process and similar preventive actions in the context of Greek school reality. For this reason, the course is divided in two parts. During the first part, professional psychologists working in schools and other relevant educational organizations will be invited to present the context in which they work, evaluation and counseling procedures as well as the effective management of some major cases. During the second part of the course, the students will present their individual papers, each of which will be an example of managing a real case in the school and the corresponding intervention. Students will draw these cases (in accordance with ethical rules) from their practice in educational institutions. Discussing these cases, there will be simultaneous group supervision within the course.
counseling, school, students, teachers, parents
Educational Material Types
  • Notes
  • Slide presentations
  • Interactive excersises
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
Course Organization
Laboratory Work220.7
Reading Assigment501.7
Written assigments1505
Student Assessment
Active participation during course (10%). Completion of a "personal learning calendar" after the end of each invited lecture (30%). Individual essay. Content: topic, literature review, planning of intervention, implementation, results. Presentation of essay (30%). Written essay (30%).
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative)
  • Report (Formative, Summative)
  • Labortatory Assignment (Formative)
Additional bibliography for study
American School Counselor Association (2016). Ethical Standards for School Counselors. Alexandria, VA: American School Counselor Association. Αθανασιάδου, Χ. (2011). Η Συμβουλευτική Ψυχολογία στο σχολικό πλαίσιο. Hellenic Journal of Psychology, 8(3), 289-308. Cromarty, K., & Richards, K. (2009). How do secondary school counsellors work with other professionals? Counselling and Psychotherapy Research, 9(3), 182-186. Geldard, K., & Geldard, D. (2011). Η συμβουλευτική ψυχολογία στα παιδιά. Θεωρία –Εφαρμογές. Αθήνα: Πεδίο. Gysbers, N. C. (2008). Career guidance and counselling in primary and secondary educational settings. In J.A. Athanasou, R. Van Esbroeck (Eds.) International Handbook of Career Guidnace (p. 249-263). Springer Scinece + Business Media B.V. Hornby, G., Hall, C., & Hall, E. (Eds.) (2003). Counselling pupils in schools. Skills and strategies for teachers. London: RoutledgeFalmer. Lines, D. (2006). Brief counselling in schools. Working with young people from 11 to 18 (2nd ed.). London: Sage. 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. Solberg, V.S., Howard, K.A., Blustein, D.L., & Close, W. (2002). Career development in the schools: connecting school-to-work-to-life. The Counseling Psychologist, 30(5), 705-725. Thompson, C.L., Rudolph, L.B., & Henderson, D.A. (2004). Counseling children (6th ed.). U.S.A.: Thompson, Brooks/Cole. Turner, S.L., & Lapan, R.T. (2005). Promoting career development and aspirations in school-age youth. In S.D. Brown and R.W. Lent (Eds.) Career Development and Counseling. Putting Theory and Research to Work (p. 417-440). New York: John Wiley & Sons, Inc. Vernon, A. (Ed.) (1999). Counseling children and adolescents (2nd ed.). Denver: Love Publishing Company. Walsh, M.E., Galassi, J.P., Murphy, J.A., & Park-Taylor, J. (2002). A conceptual framework for counseling psychologists in schools. The Counseling Psychologist, 30(5), 682-704. Χατζηχρήστου, Γ. Χ. (2015). Πρόληψη και προαγωγή της ψυχικής υγείας στο σχολείο και στην οικογένεια. Αθήνα: Gutenberg. Χατζηχρήστου, Γ. Χ. (2014). Συμβουλευτική στη σχολική κοινότητα. Αθήνα: Gutenberg. Χατζηχρήστου, Γ. Χ. (2012). Διαχείριση κρίσεων στη σχολική κοινότητα. Αθήνα: Τυπωθήτω.
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