Psychological Intervention in Educational Contexts

Code:

P700

Acronym:

IPCE

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2013/2014 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	30	Official Curricular Structure	4	-	6	54	162
		Official Curricular Structure 2012	4	-	6	54	162

Teaching language

Portuguese

Objectives

Define and critically analyze theoretical concepts and models underpinning psychological intervention in educational contexts. Identify relevant research in the domain. Identify quality dimensions of educational contexts. Identify different targets and purposes for psycho-educational intervention Get acquainted and use assessment instruments in a competent and ethical manner to gather psycho-educationally relevant information Get acquainted and use psychological intervention strategies in educational contexts. Plan psycho-educational interventions at the individual, school and family level targeting identified needs. Express awareness of the educational system organization and main challenges for different age students. Evidence competence at the social and personal levels

Learning outcomes and competences

 

Students must be able to:

Define and critically analyze theoretical concepts and models underpinning psychological intervention in educational contexts

Identify relevant research in the domain.

Identify quality dimensions of educational contexts and factors that promote it.

Saber usar um instrumento de avaliação psicológica para crianças em idade pré-escolar, elaborando o respectivo relatório e agindo em conformidade com os princípios éticos subjacentes.

Know and use an instrument for psychological evaluation of preschool aged children, writting a report with results, acting in compliance with underlying ethical principles.

Identify main goals and challenges faced by educational psychologists in educational settings and in different school levels

Plan psycho-educational interventions at the individual, school and family level targeting identified needs and present them in writing using a project form

Working method

Presencial

Program

Theoretical models underpinning psychological intervention in educational contexts. Role of educational and school psychologists – an historical approach. Formal and informal educational settings: Schools as social and ecological contexts for development. Role of the school psychologist. Educational system: past, present and future challenges. Relations with cultural, social and individual factors. Preschool education and curricula. Promoting quality. Examples of intervention programmes and curricula. Preschool screening: why, when and how. Study and use of a screening test for preschool aged children. Writing evaluation reports. The school years. Classroom management and instruction. Developing skills to work in partnership with teachers. Families as educational contexts. Quality of family environment for children and adolescents – models, concepts and instruments. Assessment and intervention in family settings and with parents. School, family and community – making them work together for the child.

Mandatory literature

Damon William 340; Handbook of child psychology. ISBN: 978-0-471-27287-8
Meece Judith L. 340; Handbook of research on schools, schooling, and human development. ISBN: 978-0-8058-5948-5
ULL; Journal of educational psychology
Formosinho Júlia Oliveira 570; Modelos curriculares para a educação de infância. ISBN: 972-0-34451-2
Gupta Rajinder M. ed. lit.; Intervention with children. ISBN: ISBN 0-415-00791-7
Berliner David C.; Handbook of educational psychology. ISBN: ISBN 0-02-897089-6
Meece Judith L. 340; Handbook of research on schools, schooling, and human development. ISBN: 978-0-8058-5948-5
ULL; Early childhood research quarterly. ISBN: 0885-2006

Teaching methods and learning activities

Teacher conference Debates Role-playing and simulations Small group orienting/supervising in the preparation of field work (interviews to psychologists, use of a preschool screening test, evaluation of quality of family environment) Videotapes Students presentations to whole group Contact with professionals in the field. Written assignments to be handed such as critiques and personnal or group reflexions, summaries of activities developed in class, reports of practical activities.

Evaluation Type

Distributed evaluation with final exam

Assessment Components

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

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	41,50
Trabalho de campo
Total:	41,50

Eligibility for exams

Students must participate in 3/4 of the classes efectively taught, and accomplish all group work and tasks assigned by teacher along the semester. Students need to hand in two written reports, and a personal evaluation of own work and group work if requested.

Calculation formula of final grade

Distribution assessment with final exam. Final grade corresponds to weighted average of classification in written reports and the classification in the final exam (weights 40% and 50% respectively). Class attendance and quality of participation will weight an aditional 10% of the final grade.

Examinations or Special Assignments

Written work may be required at the end of some classes.

Special assessment (TE, DA, ...)

Students in any particular or handicaping circumstances need to contact the teacher during the first class. In specific cases some adaptation may be possible. Alternative evaluation  strategies might apply to Erasmus students according to specific situation. 

Classification improvement

Final grade can be improved only by retaking the final exam. No reapreciation of written reports will be possible, unless student retakes the whole semester course.