Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorIoanna Bibou
Course ID600017585

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 6
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses634

Class Information
Academic Year2020 – 2021
Class PeriodSpring
Instructors from Other Categories
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
a) critical recognition of commonalities and differences between the family and the school system, as well as the school system and the way CAMHs and social community services work b)they formulate either individually or in groups (eg for school mental health promotion programs such as against bulling, or multicultural projects) psychopedagogical school plans for supporting students and their families, in collaboration with MGO's, schools etc, c) support students and families in need, under supervision from the tutor and the placement, with priority given to "disadvantaged" families
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
  • Be critical and self-critical
Course Content (Syllabus)
We are interested in the ways the school and family partnerships have grown in collaboration with social and mental health services in order to support children and young people identified as facing psychosocial difficulties. The aim of the module is the emergence of new and critical professional practices in the children’s and adolescents’ mental health field. These practices need to resist to the culture of individualized blaming and the moral panics that lead to the social exclusion of children from schools. The module makes three notable contributions: a) it develops ethical professional practices in respect of the children who are labeled as having “difficulties” or “disabilities” by placing the students of the Department of Education at different Child and Adolescent Mental Health Services (CAMHs), social and educational services b) it develops interprofessional partnerships with other disciplines such as psychologists, social workers, special educators, etc. and c) it develops reflective and proactive styles of work within the educational context, through consultation and supervision of the students in their different placements.
Home- school partnerships and children’s psychosocial well-being, interprofessional collaboration.
Educational Material Types
  • Notes
  • Slide presentations
  • Interactive excersises
  • Book
Course Organization
Laboratory Work391.3
Student Assessment
Assessment is based on the active participation of the students in experiential activities and group assignments, along with a final written examination
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Oral Exams (Formative, Summative)
  • Written Exam with Problem Solving (Summative)
Course Bibliography (Eudoxus)
1) Μπίμπου-Νάκου, Ι., & Στογιαννίδου, Α (2006). Πλαίσια συνεργασίας ψυχολόγων και εκπαιδευτικών για την οικογένεια και το σχολείο. Εκδόσεις Τυπωθήτω, Δαρδανός. (31965) 2) Dowling, E. & Osborne, E. (2001) Η Οικογένεια και το σχολείο. Εκδόσεις Gutenberg. GUTENBERG (32312)
Additional bibliography for study
V. Satir (1989).Πλάθοντας ανθρώπους, Αθήνα: Κέδρος. Jeanne Van Den Brouck (1999). Εγχειρίδιο για παιδιά με δύσκολους γονείς. Αθήνα: Καστανιώτη. Μακρυνιώτη (2003). Κόσμοι της Παιδικής ηλικίας. Αθήνα: Νήσος τοπικά δ C. Chiland Το παιδί, η οικογένεια, το σχολείο, εκδόσεις Πατάκη B. Mayall (1995). Children's Childhoods: Observed and experienced. Blackwell. Κωτσάκης, Μουρελλή, Μπίμπου και συνεργάτες (2010).Αναστοχαστική πράξη. Ο αποκλεισμός στο σχολείο. Εκδόσεις Νήσος
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