Educational Psychological Counselling

Code:

P822

Acronym:

CPE

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2013/2014 - 2S

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	26	Official Curricular Structure	4	-	6	54	162
		Official Curricular Structure 2012	4	-	6	54	162

Teaching language

Portuguese

Objectives

Students will be able: 1 To describe the academic and personal/social dimensions involved in school (in)adaptation 2 To elaborate on the intersections between school opportunities and challenges, normal and disturbed development 3 To describe the expression of the main child and adolescent problems in the school context 4 To apply empirically supported principles of psychological assessment, case formulation, therapeutic relationship, and intervention, and to understand the research underlying those guidelines 5 To plan the main goals and strategies of school-based intervention for students' behavioral, social, emotional and motivational problems 6 To develop communication counseling skills 7 To understand the ethical implications of school-based psychological intervention

Learning outcomes and competences

Students learning outcomes:

Be able to

1.     Describe the academic and personal/social dimensions involved in school (in)adaptation

2.     Elaborate on the intersections between school opportunities and challenges, normal and disturbed development

3.     Describe the expression of the main child and adolescent problems in the school context

4.     Apply empirically supported principles of psychological assessment, case formulation, therapeutic relationship, and intervention, and to understand the research underlying those guidelines

5.     Plan the main goals and strategies of school-based intervention for students' behavioral, social, emotional and motivational problems

6.     Develop communication counseling skills

Understand the ethical implications of school-based psychological intervention

Working method

Presencial

Program

I- Evolution of Models of Educational Psychological Counseling II – Communication and interpersonal counseling skills 1- Using counseling skills with teachers, students, and their families 2- Using counseling skills to support teacher-teacher and student-student communication and interaction 3- Using counseling skills to support parenting management of students’ needs III- Educational Psychological Counseling: A developmental Perspective 1- Contributions of Developmental Psychology and Developmental Psychopathology to Educational Psychology 1.1- Developmental tasks of children and adolescents: self-concept, learning, peer and family relations 1.2- Family and peer influences on school adaptation 1.3- Personal, family, and relational consequence of school inadaptation IV- 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

Calfee, R. C. & Berliner, D. C. ; Handbook of Educational Psychology, NY: Macmillan., 1996
Gazda, G. M., Asbury, F. R., Balzer, F. J., Childers, W. C., Phelps, R. E., & Walters, R. P. ; Human relations development. A manual for educators, Boston: Allyn and Bacon, 1999
Sandoval Jonathan 340; Handbook of crisis counseling intervention and prevention in the schools. ISBN: 0-8058-3616-0

Complementary Bibliography

Gupta Rajinder M. ed. lit.; Intervention with children. ISBN: ISBN 0-415-00791-7
Hess Robyn; 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 exploration of complementary literature, including scientific journals in the domain of educational counseling - Small group discussion - Communication and interpersonal counseling skills practice (modeling and role-playing) - Case discussion - Case formulation and intervention planning

Software

Consultar Documentos da UC

keywords

Social sciences > Psychological sciences > Psychology

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Exame	45,00
Participação presencial	10,00
Trabalho escrito	45,00
Total:	100,00

Eligibility for exams

Evaluation methods: -Passing requires demonstrate (in writing) content knowledge of the themes -Admission to exams may require the participation of students in activities that will be proposed in class during the semester and may involve the delivery of written reports. -The student workers and other students in special circumstances will be evaluated in the same way that the regular students and should take the examination. The final examination of these students may include additional questions on the practical skills acquired throughout the semester.

Calculation formula of final grade

Final written exam

Written work group and classroom exercises.

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

The improvement of classification is done by a new final exam .