Course Information
Cycle / Level1st / Undergraduate
Teaching PeriodSpring
Course ID600013533

Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 193
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses635

Class Information
Academic Year2020 – 2021
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Distance learning
Language of Instruction
  • Greek (Instruction, Examination)
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
  • 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)
The course presents Counselling Psychology practices in the field of education and the role of mental health professionals at school. In particular, themes like: basic principles of school counselling, counselling and crisis management models within the school community, as well as ethical issues involved in students' counselling, will be discussed. Moreover the course includes the following modules: (a) an introduction to the basic counselling skills, (b) a variety of prevention and intervention strategies regarding adolescent professional development, school- and cyber- bullying, loss within the family (death, divorce), etc., and (c) collaboration practices with parents and teachers. The aim is for students to acquire the knowledge and skills in order to handle effectively, as future school psychologists, the emotional and other personal difficulties of students within the school environment.
school counselling, mental health professional at school, ethics, counselling children and adolescents, collaboration with parents and teachers
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 Communication with Students
  • Use of ICT in Student Assessment
This academic year, because of the pandemic Covid-19, the course is taught exclusively through distant learning. Therefore, new information technology methods and procedures of are being constantly used for lectures, communication with students, as well as course evaluation. For example: zoom lectures and meetings, emails, videos, e-learning, etc.
Course Organization
Laboratory Work522
Reading Assigment261
Student Assessment
The evaluation criteria for this course are: (a) ten (10) small-scale individual papers (30%) 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)
  • Written Assignment (Formative, Summative)
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. Αθανασιάδου, Χ. (2020). Συμβουλευτική Ψυχολογία: Έρευνα και Εφαρμογές. Αθήνα: Gutenberg.
Additional bibliography for study
Αθανασιάδου, Χ. (2011). Η συμβουλευτική ψυχολογία στο σχολικό πλαίσιο. Hellenic Journal of Psychology, 8, 289-308.
 Amundson, N. E., Harris-Bowlsbey J., & Niles, S. G. (2008). Βασικές αρχές επαγγελματικής συμβουλευτικής. Διαδικασίες και τεχνικές. Αθήνα: Εθνικό Κέντρο Επαγγελματικού Προσανατολισμού. Geldard, K., Geldard, D., & Yin Foo, R. (2017). Η συμβουλευτική ψυχολογία στους εφήβους. Η προληπτική προσέγγιση. Αθήνα: Πεδίο. 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: Routledge Falmer. Κουρκούτας, Η. (2011). Προβλήματα συμπεριφοράς στα παιδιά. Παρεμβάσεις στο πλαίσιο της οικογένειας και του σχολείου. Αθήνα: Εκδόσεις Τόπος. Lines, D. (2006). Brief counselling in schools. Working with young people from 11 to 18 (2nd ed.). London: Sage. Λουμάκου, Μ., & Μπρουσκέλη, Β. (2010). Παιδί και γεγονότα ζωής, Αρρώστια, νοσηλεία, διαζύγιο, θάνατος. Αθήνα: Gutenberg. Μαλικιώση-Λοΐζου, Μ. (Επ. Εκδ.) (2014). Συμβουλευτική ομηλίκων στην εκπαίδευση. Αθήνα: Πεδίο. Μπρούζος, Α. (2009). Ο εκπαιδευτικός ως λειτουργός συμβουλευτικής. Μια ανθρωπιστική θεώρηση της εκπαίδευσης. Αθήνα: Gutenberg. Μαλικιώση-Λοΐζου, Μ. (2011). Η συμβουλευτική ψυχολογία στην εκπαίδευση. Αθήνα: Πεδίο. 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.
Last Update