PSYCHOLOGICAL ASSESSMENT II

Course Information
TitleΨΥΧΟΛΟΓΙΚΗ ΑΞΙΟΛΟΓΗΣΗ ΙΙ / PSYCHOLOGICAL ASSESSMENT II
CodeΨΥ-746
FacultyPhilosophy
SchoolPsychology
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600013548

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

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses635

Class Information
Academic Year2024 – 2025
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600255353
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Prerequisites
General Prerequisites
There are no prerequisites for the course
Learning Outcomes
The main goal of the course is the familiarization of students with psychological assessment methods, mainly in the area of psychometric testing (admnistration, scoring, analysis of results)
General Competences
  • Apply knowledge in practice
  • Make decisions
  • Work autonomously
  • Work in an interdisciplinary team
  • 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)
Diagnostic assessment (Object, aims, utility). Observation methods/ intake of background information/Clinical interview/organizing assessment materials/psychometric assessment of functioning Intelligence testing Assessment of psychological/behavioral difficulties Assessment of learning difficulties Preschool Assessment
Keywords
diagnosis, psychological assessment, testing
Educational Material Types
  • Slide presentations
  • Interactive excersises
  • 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 audio-visual material Use of apps to promote interactivity during instruction (e.g., padlet, mentimeter) Email to communicate with the students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures783
Laboratory Work150.6
Fieldwork60.2
Reading Assigment200.8
Written assigments90.3
Exams20.1
Other / Others
Total1305
Student Assessment
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Summative)
  • Written Assignment (Summative)
Bibliography
Course Bibliography (Eudoxus)
Σταλίκας, Α., Τριλίβα, Σ., & Ρούσση, Π. (2012). Τα ψυχομετρικά εργαλεία στην Ελλάδα. Πεδίο.
Additional bibliography for study
Alfonso, V. C., Bracken, B. A., & Nagle, R. J. (2020). Psychoeducational assessment of preschool children. Routledge. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association. Bram, A. D., & Peebles, M. (2014). Psychological testing that matters: Creating a road map for effective treatment. American Psychological Association. Dombrowski, S. C., J. McGill, R., Farmer, R. L., Kranzler, J. H., & Canivez, G. L. (2022). Beyond the rhetoric of evidence-based assessment: A framework for critical thinking in clinical practice. School Psychology Review, 51(6), 771-784. https://doi.org/10.1080/2372966X.2021.1960126 DuPaul, G. J., & Jimerson, S. R. (2014). Assessing, understanding, and supporting students with ADHD at school: Contemporary science, practice, and policy [Editorial]. School Psychology Quarterly, 29(4), 379–384. https://doi.org/10.1037/spq0000104 DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention strategies. Guilford Publications. Floros, G. D., Stogiannidou, A., Giouzepas, I., & Garyfallos, G. D. (2014). Comparison of alternate personality models in psychopathology assessment. Psychological Reports, 115(2), 499-514. Garb, H. N. (2005). Clinical judgment and decision making. Annual Review of Clinical Psychology, 1, 67-89. Holman, A. R., D’Costa, S., & Janowitch, L. (2023). Toward equity in school-based assessment: Incorporating collaborative/therapeutic techniques to redistribute power. School Psychology Review, 52(5), 534-547. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2013). Intentional interviewing and counseling: Facilitating client development in a multicultural society. Cengage Learning. Kaplan, R. M., & Saccuzzo, D. P. (2017). Psychological testing: Principles, applications, and issues. Cengage Learning. Miller, D. J., Spengler, E. S., & Spengler, P. M. (2015). A meta-analysis of confidence and judgment accuracy in clinical decision making. Journal of Counseling Psychology, 62(4), 553-567. McConaughy, S. H., & Whitcomb, S. A. (2021). Clinical interviews for children and adolescents: Assessment to intervention. Guilford Publications. McGill, R. J., Dombrowski, S. C., & Canivez, G. L. (2018). Cognitive profile analysis in school psychology: History, issues, and continued concerns. Journal of School Psychology, 71, 108-121. https://doi.org/10.1016/j.jsp.2018.10.007 Μπεζεβέγκης Η., & Παυλόπουλος Β. (2018). Ιεραρχική δομή της αναπτυσσόμενης προσωπικότητας: Μια σειρά ερωτηματολογίων για την αξιολόγηση των ατομικών διαφορών από την προσχολική ηλικία ως την προεφηβεία. Ψυχολογία: το περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, 23(1), 108–127. https://doi.org/10.12681/psy_hps.23021 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. Παντελιάδου, Σ. (2011). Μαθησιακές δυσκολίες και εκπαιδευτική πράξη: Τι και γιατί. Πεδίο. Thomadakis, C., Tsaousis, I., Douzenis, A., & Stogiannidou, A. (2023). Development and psychometric evaluation of the Greek Personality Psychopathology Inventory (GPPI-5). Psychological Test Adaptation and Development. https://doi.org/10.1027/2698-1866/a000049 Τζουριάδου, Μ. (2011). Μαθησιακές δυσκολίες: Θέματα ερμηνείας και αντιμετώπισης. Προμηθεύς. Tzouriadou, M. & Tzivinikou, S. (2022). Learning disabilities: From assessment to intervention. Cambridge Scholars Publishing. Ralli, A., & E. Dockrell, J. (2020). Multiple measures of assessing vocabulary acquisition: Implications for understanding lexical development. Psychology: The Journal of the Hellenic Psychological Society, 12(4), 587–603. https://doi.org/10.12681/psy_hps.23983 Ridley, C. R., & Shaw-Ridley, M. (2009). Clinical judgment accuracy: From meta-analysis to metatheory. The Counseling Psychologist, 37(3), 400-409. Watkins, M. W., Lei, P. W., & Canivez, G. L. (2007). Psychometric intelligence and achievement: A cross-lagged panel analysis. Intelligence, 35(1), 59-68. Watkins, M. W., & Pacheco, M. (2000). Interobserver agreement in behavioral research: Importance and calculation. Journal of Behavioral Education, 10(4), 205-212.
Last Update
14-03-2024