Psychological Intervention in Educational Contexts

Code:

P700

Acronym:

IPCE

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2015/2016 - 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	20	Official Curricular Structure	4	-	6	54	162

Teaching language

Portuguese

Objectives

To know and critically analyze theoretical concepts and models underpinning psychological intervention in educational contexts.
To be aware of the educational system and main challenges for those involved, as well as of the legal documents and requirements that frame psychological practice in educational contexts.
To elaborate activity plans for psychological intervention in formal settings.  
Identify best practices and quality dimensions of educational contexts.
Get acquainted and use assessment instruments in a competent and ethical manner to gather psycho-educationally relevant information
Identify different targets and purposes for psycho-educational intervention
Plan psycho-educational interventions at the individual, school and family level targeting identified needs. 
To develop personal, social and ethical competences needed to practice psychological intervention in educational contexts.

Learning outcomes and competences

 

Students must be able to:

Demonstrate knowledge of theoretical concepts and models underpinning psychological intervention in educational contexts

Identify relevant research in the domain.

Identify main goals and challenges faced by educational psychologists in educational settings in different  levels of the educational system,

To elaborate in a written format, an integrated activity plan according to the needs of a specific educational context, including psycho-educational interventions at the individual, school and family level targeting identified needs.

To present and adequately justify such an integrated activity plan

To evaluate a preschool aged child using a screening test, and to elaborate a psychological repport, demonstrating compliance with all ethical principles. 

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

To interview a family in the home setting demonstrating knowledge of an instrument to evaluate home environment, using adequately interviewing skills.

 

Working method

Presencial

Program

1.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. School, family and community – making them work together for the child.
2. Role of the school psychologist. Educational system: present and future challenges. Relations with cultural, social and individual factors.
3. Preschool education and curricula. Promoting quality. Examples of intervention programmes and curricula.
4. Assesment. Preschool screening: why, when and how. Study and use of a screening test for preschool aged children. Writing evaluation reports.
5. The school years. Classroom management and instruction. Developing skills to work in partnership with teachers.
6. Families as educational contexts. Quality of family environment for children and adolescents – models, concepts and instruments. Role of Positve Parenting. How to implement it.

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
Meece Judith L. 340; Handbook of research on schools, schooling, and human development. ISBN: 978-0-8058-5948-5
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
ULL; Early childhood research quarterly. ISBN: 0885-2006

Teaching methods and learning activities

Teacher conference. Debates. 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	40,00
Participação presencial	10,00
Trabalho escrito	50,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de projeto	0,00
Elaboração de relatório/dissertação/tese	24,00
Estudo autónomo	74,00
Frequência das aulas	56,00
Trabalho de campo	8,00
Total:	162,00

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 50% and 40% respectively). Class attendance and quality of participation will weight an aditional 10% of the final grade. No partial grade can be below 8/20.
If the grade in final exam is below 10,00 points, the student final grade will be lowered from 1 to 2 points, independently of the student's partial classifications in written repports.

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.

Observations

This CU includes activities that require a degree in Psychology. Therefore, some of the actitives will not be allowed in the case of students from diverse backgrounds. Students who do not speak portuguese may be limited in some practical work.