School Counceling: Counceling Skills
| Title | Συμβουλευτική στο Σχολείο. Δεξιότητες Συμβουλευτικής / School Counceling: Counceling Skills |
| Code | ΣΧ-302 |
| Faculty | Philosophy |
| School | Psychology |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter |
| Common | No |
| Status | Active |
| Course ID | 600016401 |
Programme of Study: Scholikī PSychología (2020-2022)
Registered students: 17
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| School Psychology | Elective Courses belonging to the selected specialization | 3 | 2 | 10 |
| Psychology Applications in Education | Compulsory Course | 3 | 2 | 10 |
| Academic Year | 2022 – 2023 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600223838
|
Course Type 2021
Specialization / Direction
Course Type 2016-2020
- Skills Development
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/1/600223838
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=12147
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
Required Courses
- ΔΤ-602 Applications of Cognitive Psychology in Education
- ΔΤ-603 Advanced Statistical Medhos for the Analysis of Empirical Data
- ΣΧ-101 Developmental Psychology
- ΣΧ-200 Learning Difficulties: Educational interventions
- ΔΤ-601 Advanced Methods in Psychological Research
General Prerequisites
Students should have completed all mandatory courses during the first year of study of the Graduate Program in School Psychology (this applies to both directions: School Psychology and Psychology Applications in Education).
Learning Outcomes
Upon successful completion of the course, graduate students will:
(a) know the contemporary theoretical and research issues in the field of school counseling,
(b) develop counselling skills to support pupils, their parents/guardians and teachers,
(d) develop proper communication and consultation skills for successful collaboration with all members of the school community.
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
Course Content (Syllabus)
The course presents Counselling Psychology's practices within schools. The aim is for postgraduate students to become familiar with the basic principles of the counselling process as well as the main models of school counselling in order to develop supportive and collaborative skills towards all members of the school community; above all, to be able to deal effectively with students' difficulties in their educational environment.
The modules of the course include: (a) principles of brief counselling and strength-based counselling with students (at risk), (b) counselling skills, (c) ethical issues, (d) counselling and collaboration with parents, (e) communication and cooperation with teachers, and finally, (f) effective strategies for dealing with a variety of issues that are common in children, adolescents and their families. The course includes lectures, presentations by guest speakers, study of scientific articles, case studies, and delivery of assignments.
Keywords
school counseling, counseling skills, ethical issues, brief counselling, strength-based counselling, students at risk
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
- Use of ICT in Student Assessment
Description
New information technology methods and procedures (zoom links, emails, videos, and e-learning) are being constantly used for: lectures (when this was absolutely necessary), meetings and communication with students.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 78 | ✓ | |||
| Laboratory Work | 12 | ✓ | |||
| Reading Assigment | 60 | ✓ | |||
| Project | 40 | ✓ | |||
| Written assigments | 70 | ✓ | |||
| Total | 260 |
Student Assessment
Description
Self-reflecting exercises and skills' development exercises (role playing, etc.) during the course (20%)
Course paper (case study) (30%)
Final written examination (50%)
Student Assessment methods
- Written Exam with Extended Answer Questions (Summative)
- Written Assignment (Summative)
- Labortatory Assignment (Formative)
Bibliography
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.
Geldard, K., & Geldard, D., & Rebecca, Y. F. (2018). Η συμβουλευτική ψυχολογία στους εφήβους. Η προληπτική προσέγγιση. α παιδιά. 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.
Kourkoutas, E., & Giovazolias, Th. (2015). School-based counselling work with teachers: An integrative model. The European Journal of Counselling Psychology, 3(2), 137-158.
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.
National Association of School Psychologists (2010). Principles for Professional Ethics. NASP (www.nasponline.org).
Smith, E. J. (2006). The strength-based counseling model. The Counseling Psychologist, 34(1), 13-79.
Thompson, C.L., Rudolph, L.B., & Henderson, D.A. (2004). Counseling children (6th ed.). U.S.A.: Thompson, Brooks/Cole.
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.
Last Update
23-01-2023
