PSYCHOSOCIAL SUPPORT FOR CHILDREN AND FAMILIES

None

Use of audio-visual material Use of application to increase interactivity during instruction (e.g., padlet, mentimeter) Use of email for student communication

1) Systematic attendance. Absences will not be recorded but attendance is required so that students are informed about classroom activities and coursework preparation. During the lecture, information will be presented that is not necessarily included in the course references. 2) Two short coursework assignments (30%). Details and instructions will be announced. 3) Written final examination (70%).

Μπίμπου-Νάκου, Ι. & Στογιαννίδου, Α.(Εκδ.) (2006). Πλαίσια συνεργασίας ψυχολόγων και εκπαιδευτικών για την οικογένεια και το σχολείο. Δαρδανός.

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Ensuring high quality, comprehensive and integrated specialized instructional support services [Position statement]. National Association of School Psychologists. National Association of School Psychologists. (2020). The professional standards of the National Association of School Psychologists. National Association of School Psychologists. Nearchou, F. A., Stogiannidou, A., & Kiosseoglou, G. (2014). Adaptation and psychometric evaluation of a resilience measure in Greek elementary school students. Psychology in the Schools, 51(1), 58-71. O'Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Cengage Learning. Ormiston, H. E., Nygaard, M. A., & Heck, O. C. (2021). The role of school psychologists in the implementation of trauma-informed Multi-Tiered Systems of Support in schools. 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Online Resources Intervention Central at https://www.interventioncentral.org Positive Behavioral Interventions and Supports (PBIS) at https://www.pbis.org/ Strengths and Difficulties Questionnaires at https://www.sdqinfo.org/ What Works Clearinghouse at https://ies.ed.gov/ncee/wwc/