PSYCHOLOGICAL RESEARCH AND APPLICATIONS IN SCHOOL/EDUCATIONAL SETTINGS

Informazioni sull’Insegnamento
TitoloΨΥΧΟΛΟΓΙΚΗ ΈΡΕΥΝΑ ΚΑΙ ΕΦΑΡΜΟΓΕΣ ΣΤΟ ΣΧΟΛΙΚΟ ΠΛΑΙΣΙΟ / PSYCHOLOGICAL RESEARCH AND APPLICATIONS IN SCHOOL/EDUCATIONAL SETTINGS
CodiceΨΥ-633
FacultyFilosofia
Ciclo / Livello di Studi1. Corso di Laurea
Semestre di InsegnamentoWinter/Spring
Common
StatoAttivo
Course ID600013546

Programma di Studio: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 90
IndirizzoTipo di FrequenzaSemestreAnnoECTS
KORMOSFacoltativo a scelta libera535

Informazioni sull’Insegnamento
Anno Accademico2025 – 2026
SemestreWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600288825
SezioneDocente/i
1. Τμήμα ΨυχολογίαςLito eleni Michalopoulou
2. Λοιπά ΤμήματαLito eleni Michalopoulou
Organizzazione della Didattica
  • In presenza
Materiali Online
Language of Instruction
  • Greco (Insegnamento, Esame)
Abilita’ Generali
  • Applicazione pratica delle conoscenze acquisite
  • Adattamento a nuove situazioni
  • Presa di decisione
  • Lavoro in gruppo
  • Produzione di nuove idee di ricerca
  • Progettazione e gestione di progetti
  • Rispetto verso la diversita’ e la multiculturalita’
  • Rispetto verso l’ambiente naturale
  • Dimostrare responsabilità sociale, professionale e morale e sensibilità verso i problemi di genere
  • Fare riflessioni critiche e autocritiche
  • Promuovere il pensiero indipendente, creativo e intuitivo
Tipologia di Materiale Didattico
  • Appunti
  • Audio
  • Esercizi interattivi
Use of Information and Communication Technologies
Use of ICT
  • Uso delle TIC   nell’ insegnamento
  • Uso delle TIC nella comunicazione con gli studenti
Organizzazione dell’Insegnamento
ActivitiesCarico di LavoroECTSIndividualeGruppoErasmus
Conferenze391.5
Progetto (project)261
Elaborazione tesina/tesine391.5
Esame261
Total1305
Student Assessment
Student Assessment methods
  • Prova scritta strutturata a scelta multipla (Sommativa)
  • Prova scritta semistrutturata con risposta breve (Sommativa)
  • Presentazione Pubblica (Sommativa)
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