Psychological Assessment and Intervention in Educational Contexts

Code:

PEDH01

Acronym:

AIPCE

Keywords
Classification	Keyword
CNAEF	Psychology

Instance: 2023/2024 - 1S

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	30	Plano Oficial do ano letivo 2021	1	-	6	54	162

Teaching language

Portuguese
Obs.: Português

Objectives

To know and critically analyze concepts and theoretical models that frame psychological intervention in educational contexts.

To know different models and strategies of psychoeducational evaluation and to understand their contribution to teaching and learning from an inclusive perspective as well as to the definition of measures to support learning in a multitiered approach.

To know and to use universal screening instruments.

To identify different targets and objectives of psycho-educational intervention.

To know the educational system and the legal documents that frame the practice of school psychology

To identify relevant dimensions of families as educational contexts
Plan psycho-educational interventions at different levels and contexts.
To develop personal, social and ethical skills essential to the practice of psychological intervention in educational settings.

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.

Working method

Presencial

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

PRevious learning and contents during the 3 years of  graduation are considered prerequisites, especcially those acquired in Educational Psychology.

Program

1. Theories, models and concepts that frame psychological intervention in educational contexts.


2. Education system, legislation and relevant documents: Inclusive school, multiered models, autonomy and curricular flexibility. School educational projects and activity plans.


3. Assessment in educational context. Models, types, stragegies. The multitiered approach. The Response to Intervention Model. Universal assessement: study and application of screening instruments in context.


4. The educational psychologist: profile, functions, skills. Models of work with parents, teachers and schools.


5. Promoting the quality of educational contexts: the case of pre-school education.

6.Family as a context of education and development. Intervention with families. Evidence-based programs to promote positive parenting.

Mandatory literature

Meece, J. & Eccles, J.; Handbook of research in schools, Schooling and Human Development, New York: Routledge, 2010

Complementary Bibliography

Schiefer, U., Bal-Dobel, L., Batista, A., Dobel, R., Nogueira, J., & Teixeira, P; Mapa: Manual de planeamento e avaliação de projectos, Lisboa: Editora Principia, 2006
Berliner, D.& Calfee, R.; Handbook of educational psychology., New York: Macmillan, 1996
Goodman-Scott, J. Betters-Bubon, & P. Donohue ; The school counselor’s guide to multi-tiered systems of support.(pp. 123-151), London, England: Routledge, 2019
ULL; Journal of educational psychology. ISBN: 0022-0663
Jimerson, S. R., Burns, M. K., VanDerHeyden, A; Handbook of response to intervention. The science and practice of assessment and intervention, Springer, 2007

Teaching methods and learning activities

Theoretical lectures by the teacher accompanied by powerpoint presentations

Small group debate and discussion

Cooperative work in small groups, with the supervision of the teacher and often with the tutoring of senior students.

Elaboration of mini-syntheses, highlighting outstanding concepts and learning.

Presentations by invited school psychologists followed by questions and discussion

Small group work.

Active methods with supervision (students perform real life activities such as autonomously evaluating a child in an educational context)

Application of acquired knowledge. (Ex. Preparation of an evaluation report, preparing an annual activity plan for the psychology service in a school )

keywords

Social sciences > Psychological sciences > Psychology
Social sciences > Psychological sciences > Psychology > Educational psychology

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Exame	40,00
Trabalho de campo	30,00
Trabalho prático ou de projeto	30,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de projeto	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 weightd average of classification in written reports (60%), including participation in class, and the classification in the final exam (40%). Class attendance and quality of participation will weight an aditional 10% of the final grade. Participation in class includes physical presence, active participation whenever possible and adequate.
No partial grade, including participation, can be below 10/20. 
In the final exam, students must obtain at least 10/20, otherwise the student will not be aproved. To be aproved in this CU, students must obtain a minimum average grade of 10/20.

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 need adaptations in some of the practical work.