AVAILABLE COURSES FOR THE ACADEMIC YEAR (ENGLISH COURSES)

Transcription

1 AVAILABLE COURSES FOR THE ACADEMIC YEAR (ENGLISH COURSES) FALL SEMESTER Course Code ERA-100 ERA-101 Course Title Issues in Clinical Psychology and Neuropsychology Psychology in Education: Theory, Research and Applications SPRING SEMESTER Course Code ERA-200 ERA-201 Course Title Research Frontiers in Psychology Societal Issues in Psychology

2 COURSE DESCRIPTIONS (ENGLISH COURSES) FALL SEMESTER Course Title: Issues in Clinical Psychology and Neuropsychology Name of Lecturer: Mary Kosmidis, Eleni Aretouli, Evrinomy Avdi, Eugenie Georgaca Course Code: ERA-100 Type of course: Elective Level of course: - Year of study: - Semester/trimester: - Number of credits: 10 Objectives of the course (preferably expressed in terms of learning outcomes and competences): By the end of this course, students are expected to have attained a basic level understanding of several psychological and sociocultural models and procedures related to assessment and psychotherapy, including case formulation and relevant statistical concepts. Prerequisites: None Course contents: This course will cover a broad range of topics related to clinical psychology and clinical neuropsychology, including psychological and social perspectives on mental disorders, case formulation and psychotherapeutic interventions, inference and neuropsychological assessment procedures and cultural issues, as well as measurement issues in neuropsychological assessment. Prof. Eugenie Georgaca will introduce students to the main psychological and sociocultural models for understanding mental disorders and the interventions that derive from them. Prof. Evrinomy Avdi will introduce students to important issues in the practice of psychotherapy with a special focus on case formulation and the therapeutic relationship, drawing mainly upon humanistic and psychodynamic perspectives. Prof. Mary Kosmidis will present basic procedures and diagnostic dilemmas in neuropsychological assessment and rehabilitation. Prof. Eleni Aretouli will explain novel approaches in the interpretation of neuropsychological data, including comparison of conventional-discrete and regression-based norms and the role of intra-individual variability in neuropsychological test performances. Finally, the implementation of these approaches in neuropsychological research and clinical work will be demonstrated. Recommended reading: - Bateman, A., Brown. D., Pedder, J. (2010). Introduction to Psychotherapy: An Outline of Psychodynamic Principles and Practice (4th ed.). London: Routledge. - McWilliams, N. (2004). Psychoanalytic psychotherapy: A practitionerʼs guide. London: Guilford Press. 2

3 - Comer, R. J. (2001). Abnormal psychology (4 th ed.). New York: Worth Publishers. Chapter 3. - Davison, G. C., Neale, J. M., & Kring, A. M. (2004). Abnormal psychology (9th ed). New York: John Wiley. Chapter 2. - Pilgrim, D., & Rogers, A. (1994). A sociology of mental health and illness. Buckingham, UK: Open University Press. Chapter 1. - Parmenter, B. A., et al. (2010). "The utility of regression-based norms in interpreting the minimal assessment of cognitive function in multiple sclerosis (MACFIMS)." J Int Neuropsychol Soc 16(1): Reckess, G. Z., et al. (2014). "Within-person distributions of neuropsychological test scores as a function of dementia severity." Neuropsychology 28(2): Schretlen, D. J., et al. (2003). "Examining the range of normal intraindividual variability in neuropsychological test performance." J Int Neuropsychol Soc 9(6): Schretlen, D. J., et al. (2008). "Frequency and bases of abnormal performance by healthy adults on neuropsychological testing." J Int Neuropsychol Soc 14(3): Teaching methods: Lecture and discussion Assessment methods: Exam Language of instruction: English 3

4 Course Title: Psychology in Education: Theory, Research and Applications Name of Lecturer: Eleftheria Sofia Gonida, Panayiota Metallidou, Anastasia Efklides, Christina Athanasiades Course Code: ERA-101 Type of course: Elective Level of course: - Year of study: - Semester/trimester: - Number of credits: 10 Objectives of the course (preferably expressed in terms of learning outcomes and competences): by the end of the course students are expected to (a) achieve an in-depth understanding of how contemporary psychological theories on cognition, motivation, and counseling are associated with educational practice, (b) get acquainted with current research findings on self-regulated learning and their implications for students, teachers and parents, and (c) examine main contemporary models of comprehensive school counseling and apply school counseling models. Prerequisites: - Course contents: The course is divided into three parts: A. Psychology in Education: Introductory issues about learning and instruction; Selfregulated learning: Theoretical models, research findings, and intervention programs in educational settings; Development of critical thinking skills in education: Argumentation skills, recognition of fallacies, scientific thinking skills, and critical reading skills. B. Motivation in Education: Contemporary motivational theories and their applications in educational settings (expectancy - value theory, implicit theories of intelligence, achievement goal orientations, self-determination, interest). Avoidance behaviors: Avoidance of help-seeking and self-handicapping strategies. Parents involvement with student homework. C. Contemporary models of comprehensive school counseling: (i) Methods of counseling (i.e., strength-based counseling model, solution-focused counseling, peer counseling), (ii) ethical issues in counseling children and adolescents, and (iii) prevention (school-based) programs against school- and cyber- bullying. Recommended reading: Books -American School Counselor Association (2004). Ethical standards for school counselors. Alexandria, VA: American School Counselor Association. - Elliot, A. J., & Dweck, C. S. (2005) (Eds). Handbook of competence and motivation. New York: The Guilford Press. - Harpern, D. F. (1996). Thought and knowledge: An Introduction to Critical Thinking (3 rd ed.). Mahwah, New Jersey: Lawrence Erlbaum. -Lines, D. (2006). Brief counselling in schools. Working with young people from 11 to 4

5 18 (2nd ed.). London: Sage. -Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education. Englewood Cliffs, NJ: Prentice Hall. Articles -Athanasiades, C., & Deliyanni-Kouimtzis, V. (2010). The experience of bullying among secondary school teachers. Psychology in the Schools, 47(4), Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54, Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning, 3, Eccles, J. S. (2007). Families, schools, and developing of achievement-related motivations and engagement. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp ). New York, NY: The Guilford Press. -Efklides, A. (2011). Interactions of metacognition with motivation and affect in selfregulated learning: The MASRL model. Educational Psychologist, 46(1), Efklides, A. (2013). Cognition, motivation, and affect in the school context: Metacognitive experiences in the regulation of learning. In S. Kreitler (Ed.), Cognition and motivation: Forging an interdisciplinary perspective (pp ). New York: Cambridge University Press. - Gonzalez-DeHass, A. R., Willems, P. P., & Doan Holbein, M. F. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17, doi: /s 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, Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19(1), Karabenick, S. A., & Berger, J.-L. (2013). Help seeking as self-regulated learning strategy. In H. Bembenutty, T. Cleary, & A. Kitsantas (Eds.), Applications of selfregulated learning across diverse disciplines: A tribute to Barry J. Zimmerman (pp ). Charlotte, NC: Information Age Publishing. -Metallidou, P., & Vlachou, A. (2010). Children s self-regulated learning profile in language and mathematics: The role of task value beliefs. Psychology in the Schools, 47, Metallidou, P. (2012). Epistemological beliefs as predictors of self-regulated learning strategies in middle school students. School Psychology International, 34(3), Pomerantz, E., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents involvement in children s academic lives: More is not always better. Review of Educational Research, 77, doi: /

6 -Smith, E. J. (2006). The strength-based counseling model. The Counselling Psychologist, 34(1), Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, doi: /s x(02) Vauras, M., Salonen, P., Lehtinen, E., & Lepola, J. (2001). Long-term development of motivation and cognition in family and school contexts. In S. Volet & S. Jarvela (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp ). Oxford, UK: Pergamon. Teaching methods: Lectures, class activities, and homework assignments. Students will be asked to read relevant literature, which they will discuss with the instructor in class and/or present an article. Assessment methods: Participation in class activities, written essays prepared by students, in-class presentations. Language of instruction: English 6

7 SPRING SEMESTER Course Title: Research Frontiers in Psychology (To be announced soon) Name of Lecturer: Philip Kargopoulos, Despina Tata, Elvira Masoura, Despina Moraitou Course Code: ERA-200 Type of course: Elective Level of course: - Year of study: - Semester/trimester: - Number of credits: 10 Objectives of the course (preferably expressed in terms of learning outcomes and competences): Prerequisites: Course contents: Recommended reading: Teaching methods: Assessment methods: Language of instruction: 7

8 Course Title: Societal Issues in Psychology Name of Lecturer: Kiki Deliyiannis Kouimtzis, Lia Figgou, Aphrodite Baka, Despoina Xanthopoulou Course Code: ERA-201 Type of course: Elective Level of course: - Year of study: - Semester/trimester: - Number of credits: 10 (d) Objectives of the course (preferably expressed in terms of learning outcomes and competences): Students are expected to get familiar with current research on societal phenomena, to contemplate in psychological theories guiding research and to get acquainted with various psychological research methods (quantitative and qualitative Prerequisites: None Course contents: The course focuses on a series of societal phenomena and the ways these are explored through socio-psychological theory and research. More specifically during the course students explore issues that involve individual and society interactions such as organizational issues, citizen participation, migration and gender issues. Recommended reading: - Chryssochoou, X. (2004) Cultural Diversity. Its Social Psychology Oxford: Blackwell. Chisholm, L. & Deliyanni- Kouimtzis, V. (eds). (2014). Changing landascapes for childhood and youth in Europe. Newcastle: Cambridge Scholars Publishing - Hountmont, J., & Leka, S. (2010). Contemporary Occupational Health Psychology: Global Perspectives on Research and Practice, Volume 1. London: Wiley. Teaching methods: Lectures and seminars Assessment methods: Student assessment is based on participation during the classes, on written assignments written during the semester, and/or on final written exams Language of instruction: English 8