PSYCHOLOGICAL RESEARCH AND APPLICATIONS IN SCHOOL/EDUCATIONAL SETTINGS
| Title | ΨΥΧΟΛΟΓΙΚΗ ΈΡΕΥΝΑ ΚΑΙ ΕΦΑΡΜΟΓΕΣ ΣΤΟ ΣΧΟΛΙΚΟ ΠΛΑΙΣΙΟ / PSYCHOLOGICAL RESEARCH AND APPLICATIONS IN SCHOOL/EDUCATIONAL SETTINGS |
| Code | ΨΥ-633 |
| Faculty | Philosophy |
| School | Psychology |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | Yes |
| Status | Active |
| Course ID | 600013546 |
Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)
Registered students: 82
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 5 | 3 | 5 |
| Academic Year | 2024 – 2025 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600255273
|
| Section | Instructors |
|---|---|
| 1. Τμήμα Ψυχολογίας | Lito eleni Michalopoulou |
| 2. Λοιπά Τμήματα | Lito eleni Michalopoulou |
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600255273
- At the Website of the School:
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
General Prerequisites
No prerequisites
Learning Outcomes
Upon successful completion of the course, students are expected to: (a) know the range of psychological services offered by educational/school psychologists, (b) contribute to the development of a positive learning climate conducive to students’ learning and school adjustment, (c) support students, teachers, and parents, (d) get familiarized with different research methods matched with specific research questions, and (d) be able to organize evidence-based first-order prevention programs in the school community promoting children’s and adolescents’ psychological well-being and learning.
General Competences
- Apply knowledge in practice
- Adapt to new situations
- Make decisions
- Work in teams
- Generate new research ideas
- Design and manage projects
- Appreciate diversity and multiculturality
- Respect natural environment
- 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 aims to students’ further familiarization with psychological research and evidence-based applications in school settings. The topics will be related with contemporary issues in the international literature of Educational and School Psychology. Specifically, the topics will (a) relate to adaptive and maladaptive patterns of learning and behavior, (b) engage all members of the school community (students, teachers, parents), (c) require different methodological perspectives and (d) relate to prevention and/or intervention programs in the school community. The students are expected to actively participate in the class with team work, small research projects, prevention and/or intervention programs design and in-class presentations.
Topic 1. Introduction to the course topic: Course background, expectations, and organization.
Topic 2. Types of research in school and educational settings: Intervention research in focus.
Topic 3. Research examples from practice: Intervention “Well-being in School in Switzerland” (SNF-Project WESIR) & “A Cross-Cultural Qualitative Inquiry of Microaggressions: Secondary Education Teacher Narratives from Greece and Poland”.
Topic 4. Defining an intervention topic and research question: Understanding how to link research methods to specific research questions.
Topic 5: School interventions: Development of the intervention research design and its implementation.
Topic 6: Evaluation science in intervention research: Evaluating the quality of the intervention study design.
Keywords
learning, school adjustment, prevention, intervention, psychological research in educational settings
Educational Material Types
- Slide presentations
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Description
- Use of powerpoint during the classes
- The professor's material is offered via e-learning (moodle)
- Students are expected to use new technologies for their assignments
- Electronic Communication with the students (via e-mail, use of the Department's website)
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.5 | ✓ | ||
| Project | 26 | 1 | ✓ | ||
| Written assigments | 39 | 1.5 | ✓ | ||
| Exams | 26 | 1 | |||
| Total | 130 | 5 |
Student Assessment
Description
- Written component at the end of the semester (70%).
- Group assignment and the in-class presentation (30%).
Student Assessment methods
- Written Exam with Multiple Choice Questions (Summative)
- Written Exam with Short Answer Questions (Summative)
- Oral Exams (Summative)
- Performance / Staging (Formative)
- Labortatory Assignment (Formative)
Bibliography
Course Bibliography (Eudoxus)
Verma, G. K. & Mallick K. (1999). Εκπαιδευτικη ερευνα: θεωρητικες προσεγγισεις και τεχνικες. Τυπωθήτω.
Newby P. (2019). Μεθοδοι ερευνας στην εκπαιδευση. Πεδίο.
Worrell Frank C., Hughes Tammy L., Dixson Dante D. (2024). Εφαρμογές σχολικής ψυχολογίας. Κριτική.
Additional bibliography for study
Allen, J. P., Kim, E. K., & Jimerson, S. R. (2023). Meta-Analyses and systematic reviews Advancing the practice of school psychology: The imperative of bringing science to practice. School Psychology Review, 52(2), 87-94. https://doi.org/10.1080/2372966X.2023.2178769
Cooper, H. (2018). Reporting quantitative research in psychology: How to meet APA style journal article reporting standards. American Psychological Association.
Creswell, J. (2016). H έρευνα στην εκπαίδευση: Σχεδιασμός, διεξαγωγή και αξιολόγηση ποσοτικής και ποιοτικής έρευνας (Επιστ. Επιμ.: Χ. Τσορμπατζούδης). Εκδοτικός Όμιλος Ίων.
Daniilidou, A., Platsidou, M., & Gonida, E. (2020). Primary school teachers resilience: association with teacher self-efficacy, burnout and stress. Electronic Journal of Research in Education Psychology, 18(52), 549-582.
Doll, B., Zucker, S., & Brehm, K. (2004/2009 μετ.). Σχολικές τάξεις που προάγουν την ψυχική ανθεκτικότητα: Πώς να δημιουργήσουμε ευνοϊκό περιβάλλον για μάθηση. Τυπωθήτω-Γιώργος Δαρδανός (Μετ.: Ε. Θεοχαράκη, Επιστ. Επιμ.: Χ. Χατζηχρήστου)
Fisher, W. W., & Lerman, D. C. (2014). It has been said that,“There are three degrees of falsehoods: Lies, damn lies, and statistics”. Journal of School Psychology, 52(2), 243-248. https://doi.org/10.1016/j.jsp.2014.01.001
Forman, S. G., Shapiro, E. S., Codding, R. S., Gonzales, J. E., Reddy, L. A., Rosenfield, S. A., & Stoiber, K. C. (2013). Implementation science and school psychology. School Psychology Quarterly, 28(2), 77-100. https://doi.org/10.1037/spq0000019
Gonida, E. N., & Cortina, K. (2014). Parent involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84, 376-396.
Graybill, E., Baker, C. N., Cloth, A. H., Fisher, S., & Nastasi, B. K. (2018). An analysis of social justice research in school psychology. International Journal of School & Educational Psychology, 6(2), 77-89. https://doi.org/10.1080/21683603.2017.1302850
Henderson, N., & Milstein, M. M. (2003/2008, μετ.). Σχολεία που προάγουν την ψυχική ανθεκτικότητα: Πώς μπορεί να γίνει πραγματικότητα για τους μαθητές και τους εκπαιδευτικούς. Τυπωθήτω-Γιώργος Δαρδανός (Μετ.: Β. Βασσάρα, Επιστ. Επιμ.: Χ. Χατζηχρήστου)
Holmes, S. R., Thompson, A. M., Herman, K. C., & Reinke, W. M. (2021). Designing interventions for implementation in schools: A multimethod investigation of fidelity of a self-monitoring intervention. School Psychology Review, 50(1), 42-51. https://doi.org/10.1080/2372966X.2020.1870868
Kelly, B., & Perkins, D. F. (Eds.) (2012). Handbook of implementation science for psychology in education. Cambridge University Press.
Λεονταρή, Α. (2015). Παιδιά και έφηβοι σε έναν κόσμο που αλλάζει: Προκλήσεις, προσαρμογή και ανάπτυξη. Βιβλιοπωλείο της Εστίας.
Leff, S. S., Waasdorp, T. E., Paskewich, B. S., & Winston, F. K. (2021). Scaling and disseminating brief bullying prevention programming: strengths, challenges, and considerations. School psychology review, 50(2-3), 454-468. https://doi.org/10.1080/2372966X.2020.1851612
Lemons, C. J., Fuchs, D., Gilbert, J. K., & Fuchs, L. S. (2014). Evidence-based practices in a changing world: Reconsidering the counterfactual in education research. Educational Researcher, 43(5), 242-252. https://doi.org/10.3102/0013189X14539189
Levitt, H. M. (2020). Reporting qualitative research in psychology: How to meet APA style journal article reporting standards. American Psychological Association.
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice. John Wiley & Sons.
Matthews, J. S., & López, F. (2020). Race-reimaging educational psychology research: Investigating constructs through the lens of race and culture. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101878
McClain, M. B., Shahidullah, J. D., Harris, B., McIntyre, L. L., & Azad, G. (2022). Reconceptualizing educational contexts: The imperative for interprofessional and interagency collaboration in school psychology. School Psychology Review, 51(6), 742-754. https://doi.org/10.1080/2372966X.2021.1949247
McGill, R. J., & Busse, R. T. (2014). An evaluation of multiple single-case outcome indicators using convergent evidence scaling. Contemporary School Psychology, 18, 13-23. https://doi.org/10.1007/s40688-013-0004-4
Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications.
Motti-Stefanidi, F. (2019). Resilience among immigrant youths: Who adapts well, and why? Current Directions in Psychological Science, 28(5), 510-517. https://doi.org/10.1177/0963721419861412
Motti‐Stefanidi, F. (2014). Immigrant youth adaptation in the Greek school context: A risk and resilience developmental perspective. Child Development Perspectives, 8(3), 180-185. https://doi.org/10.1111/cdep.12081
Newell, K. W. (2022). Realignment of school psychology research, training, and practice. School Psychology Review, 51(6), 795-809. https://doi.org/10.1080/2372966X.2021.2000841
Newman, D. S., & Clare, M. M. (2016). School psychology as a relational enterprise: The role and process of qualitative methodology. Contemporary School Psychology, 20, 327-335. https://doi.org/10.1007/s40688-016-0090-1
Nickerson, A. B., Randa, R., Jimerson, S. R., & Guerra, N. G. (2021). Safe places to learn: Advances in school safety research and practice. School Psychology Review, 50, 158-171.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Systematic Reviews, 10(1), 1-11.
Reinke, W. M., Herman, K. C., Thompson, A., Copeland, C., McCall, C. S., Holmes, S., & Owens, S. A. (2021). Investigating the longitudinal association between fidelity to a large-scale comprehensive school mental health prevention and intervention model and student outcomes. School Psychology Review, 50(1), 17–29. https://doi.org/10.1080/2372966X.2020.1870869
Rethlefsen, M. L., Kirtley, S., Waffenschmidt, S., Ayala, A. P., Moher, D., Page, M. J., & Koffel, J. B. (2021). PRISMA-S: an extension to the PRISMA statement for reporting literature searches in systematic reviews. Systematic Reviews, 10(1), 1-19.
Sullivan, A. L., Arora, P., Song, S. Y., & Jimerson, S. R. (2023). Theory, methods, and practice to advance equity and social justice in school psychology: Articulating a path forward. School Psychology Review, 1-11. https://doi.org/10.1080/2372966X.2023.2235221
Volpe, R. J., Chafouleas, S. M., González, J., Ardoin, S., & Jimerson, S. R. (2022). The science of school psychologists: developing a standard definition. Journal of School Psychology, 94, A1-A12. https://doi.org/10.1016/j.jsp.2022.06.006
Χατζηχρήστου, Χ. (2011) (Επιμ. έκδ.). Κοινωνική και Συναισθηματική Αγωγή στο Σχολείο: Πρόγραμμα για την Προαγωγή της Ψυχικής Υγείας και της Μάθησης στη σχολική κοινότητα. Εκπαιδευτικό υλικό για εκπαιδευτικούς και μαθητές προσχολικής και πρώτης σχολικής ηλικίας. Αθήνα: Τυπωθήτω.
Last Update
22-09-2024
