Educational Psychological Counselling

Code:

PEDH03

Acronym:

CPE

Keywords
Classification	Keyword
CNAEF	Psychology

Instance: 2022/2023 - 2S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Master Degree in Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MPSIC	24	Plano Oficial do ano letivo 2021	1	-	6	54	162

Teaching language

Portuguese

Objectives

1. To understand the intersections between school opportunities and challenges, and normal and disturbed development


2. To describe the various academic and socio-emotional dimensions involved in school (in)adaptation


3. To describe indicators of the main child and adolescent problems, in the school context


4. To understand assessment and intervention guidelines, and to understand the research underlying those guidelines


5. To contact with empirically based methods of psychological assessment, case formulation, and intervention to respond to students’ problems


6. To apply assessment and intervention guidelines to the definition of goals and intervention strategies for students' learning, behavioral, social, emotional and motivational problems


7. To recognize the ethical implications of school-based psychological intervention

Learning outcomes and competences

1. To identify and analise the intersections between school opportunities and challenges, and normal and disturbed development


2. To describe the various academic and socio-emotional dimensions involved in school (in)adaptation


3. To describe indicators of the main child and adolescent problems, in the school context


4. To describe assessment and intervention guidelines, and to understand the research underlying those guidelines


5. To elaborate empirically based methods of psychological assessment, case formulation, and intervention to respond to students’ problems


6. To apply assessment and intervention guidelines to the definition of goals and intervention strategies for students' learning, behavioral, social, and emotional problems


7. To recognize the ethical implications of school-based psychological intervention

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Does not aplly

Program

I- Models of Educational Psychological Counseling

II - A developmental approach to Educational Psychological Counseling: intersections between school opportunities and challenges, and normal and disturbed development

1- Developmental tasks of children and adolescents: self-concept, learning, peer and family relations

2- Family and peer influences on school adaptation

3- Personal, family, and relational consequences of school (in)adaptation

III- Assessment and intervention in the most frequent student’s problems: conceptual models and specific techniques

1- Learning Disabilities

2- Behavioral problems

3- Emotional problems

4- Motivational problems

5- Relational problems

Mandatory literature

Jacquelynne S. Eccles; Schools as developmental contexts
Rosemary B. Mennuti, Ray W. Christner, Arthur Freeman (Eds.); Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice , Routledge,, 2012
Eccles, J. S., & Wigfield, A. (2002).; MOTIVATIONAL BELIEFS, VALUES, AND GOALS, Annu. Rev. Psychol.53, 109–32, 2002
Lyn Corno (Editor), Eric M. Anderman (Editor); ; Handbook of Educational Psychology (3rd ed), , Routledge, 2016
Sugai, G., La Salle, T., Everett, S, & Feinberg, A.; Multi-tiered systems of support: The what, why, and how for school counselors. In E. Goodman-Scott, J. Betters-Bubon, & P. Donohue (Eds.), The school counselor’s guide to multi-tiered systems of suppo, London, England: Routledge, 2019
Robyn Hess; Counseling children and adolescents in schools. ISBN: 978-1-4129-9087-5

Teaching methods and learning activities

- Teacher lessons and teacher modeling
- Study of the documents suggested by the teacher and autonomous (oriented) exploration of complementary literature, including scientific journals in the domain of educational counseling
- Small group discussion
- Case discussion

- Case study
- Case formulation and intervention planning
- Intervention planning and supervised implementation of a school-based intervention

keywords

Social sciences
Social sciences > Psychological sciences > Psychology
Social sciences > Psychological sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Participação presencial	10,00
Exame	50,00
Trabalho escrito	40,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	54,00
Frequência das aulas	54,00
Trabalho escrito	54,00
Total:	162,00

Eligibility for exams

Students must participate in at least 75% of classes taught.
In addition the student must achieve at least 10 points on a scale from 0 to 20 (required minimum grade) in each of the following components
- Written examination (50%)
- Attendance (10%); this component involves the participation in field work
- Written essay (40%); this consists of a summary of the state of the art in a theme from the conceptual model presented in the course

Calculation formula of final grade

Calculation formula of final grade

 Examination (50% - minimum grade required is 10 values ranging from 0 to 20) Attendance (10% - minimum grade required is 10 values ranging from 0 to 20) Written work (40% - minimum grade required is 10 values ranging from 0 to 20)

Examinations or Special Assignments

Does not apply

 

Internship work/project

Does not apply

Special assessment (TE, DA, ...)

Special assessment (TE, DA, ...)

The student workers (SW) and other students in special circumstances will be evaluated in the same way that students in a normal situation and should take the examination . The final examination of SW and other students in special circumstances may include an additional question on the practical skills acquired throughout the semester. It is essential to have direct contact with faculty at the beginning of the semester to set the work to be done.

Classification improvement

Classification improvement

Classification can be improved only once, by performing a new written examination, up to the time of the final exam periods of the academic year immediately following that in which the student was approved in the UC (and in which the course has provided examination)