Applied Developmental Psychology – THEMATIC UNITS

EAPS50 Topics in Applied Developmental Psychology

Course Unit Code: EAPS50

Credits ECTS: 15

Course Type: Compulsory

Semester: First (1^st)

Language: Greek

Module Outline

Course Content:

The aim of the unit is to present the basic positions of Applied Developmental Psychology and penetrate into issues concerning psychological work with preschool and school-age children, adolescents, young people who experience common and special situations/conditions. The thematic unit discusses specific issues related to the family, health and welfare services, social policy, general and specific educational contexts, etc., issues related to threatening and protective factors for the psychological development of the individual in various conditions and situations experienced by the individual, which are important for prevention and intervention. Students will have the opportunity to study elements related to formal and informal development and the application of findings from relevant research to manage specific issues in dysfunctional contexts or contexts with exceptionalities that impact developmental outcomes. In general, the unit addresses the ways in which students can use developmental psychological knowledge in understanding and addressing particular cases and situations from different domains of social life.

The Unit is developed by focusing on topics and issues studied in the field of Developmental Psychology in order to inform students about developments in relevant research in the international and Greek field and to allow students to study a limited number of topics of their own choice in greater depth. The Thematic Unit addresses selected issues from prenatal to young adulthood. The emphasis is on the cognitive, emotional and social development of the individual, with a specific focus on one of these depending on the topic under discussion.

In order to understand the developmental issues that will be presented in the context of the Thematic Unit, findings from epidemiological and longitudinal studies in Developmental Psychology and related disciplines, relevant literature regarding threatening and protective factors in the age range from childhood to adulthood, transitions and turning points and related psychosocial processes, individual differences, etc. will be utilized.

Among the various specific topics on which the Unit will focus during the semester are the following:

• Social policy and development of children, adolescents, and young adults
• Threats and mental resilience
• Economic poverty
• Migration
• Internet use and abuse
• Parental divorce
• Adoption and fostering
• Abuse and neglect
• Parental mental disorder
• Traditional and cyber bullying at school
• Juvenile delinquency

Learning Outcomes:

Upon successful completion of this unit, the student will be able to:

• discuss the application of theories of Developmental Psychology to the understanding of the behaviour of infants, children, adolescents, and young adults
• evaluate different approaches to the application of developmental theory
• critically evaluate the problems associated with the application of developmental theory
• critically discuss the contribution of developmental psychology to the understanding of developmental processes
• critically examine how theory and research in developmental psychology can inform applied interventions and policy
• critically evaluate the effectiveness of interventions in structures and services in education, health, and welfare
• critically approach current research in the field of Developmental Psychology in Greece and internationally
• evaluate the appropriateness of developmental research techniques, with particular emphasis on the ethical dimension of developmental research
• approach issues related to the development of the individual as multidimensional, multilevel phenomena with complex justification
• apply developmental psychological knowledge in the analysis of particular cases
• understand that certain environmental influences may affect the development of an individual differently in relation to his or her age
• analyse risk and protective factors and understand the mechanisms when managing the developmental history of a child, adolescent, or young person

Cognitive Subjects:

• Specific issues of socio-emotional development of the individual
• Interaction between the individual and the social environment, psychosocial processes
• Psychological development of the individual in special conditions and situations

Prerequisite courses: None.

EAPS51 Cognitive development and learning

Course Unit Code: EAPS51

Credits ECTS: 15

Course Type: Compulsory

Semester: First (1^st)

Language: Greek

Module Outline

Course Content:

The aim of the unit is the comprehension of psychological theories of cognitive development and their applications in the field of learning. The main schools of thought for the study of cognitive development and learning in contemporary psychology are presented, including Piaget’s theory, information processing theory, the social constructionism approach, the dynamical systems approach, the conceptual model, and the theory of developmental priorities. Emphasis is placed on the applications of these approaches in various educational contexts. Indicative topics discussed include processes of cognitive development, relations between schooling and cognitive development, social interaction and learning, children’s strategies for understanding and memorization, learning tactics/strategies, the development of early mathematical concepts and of the understanding of science, educational policy formulation based on the cognitive abilities of people of different ages, education of children with learning difficulties and of gifted children, etc.

The unit focuses on contemporary theories of cognitive development to familiarize students with the mechanisms and course of human cognition development. Findings from recent cross-sectional and longitudinal research on various aspects of cognition will be utilized to inform students about achievements in this field and help them reflect on the cognitive abilities and weaknesses of individuals of different ages. Studies focusing on the training of different cognitive processes will be presented, and discussion will be held regarding their implications for intervention programmes aiming at enhancing cognitive skills at different phases of development, as well as for educational policymaking.

The specific issues on which the unit will focus are the following:

• Piaget’s theory of learning and teaching
• Vygotsky’s theory of learning and teaching
• Dynamic systems theory
• Model of conceptual change
• Theory of developmental priorities
• The role of cognitive functions (memory, perception, executive functions, metacognition, language) in learning
• Self-regulated learning
• Metacognition and learning
• Self-representation and learning
• Motivation for learning
• Cognitive development theories and education of children with learning difficulties
• Cognitive development theories and education of gifted children
• Cognitive development and educational policy

Learning Outcomes:

Upon successful completion of this unit, students will be able to

• identify the various areas of research that are the subject of Cognitive Developmental Psychology
• explain the basic concepts and research methods used in Cognitive Developmental Psychology
• explain basic theoretical approaches that have been proposed concerning the development of cognition
• explain important empirical findings on the role of key cognitive processes in learning (e.g. perception, memory, metacognition, problem solving, decision making, language)
• identify applications of theoretical approaches and research evidence regarding cognitive development to learning and teaching
• contrast different theoretical approaches to cognitive development and identify critical differences
• propose new research questions to investigate the relationship between different aspects of cognitive development and effective learning and performance improvement

Cognitive Subjects:

• Cognitive development and learning processes
• Biological and environmental influences on cognitive development
• Applications of developmental theories to teaching and learning

Prerequisite courses: None.

EAPS52 The family and human development

Course Unit Code: EEPS52

Credits ECTS: 15

Course Type: Compulsory

Semester: Second (2^nd)

Language: Greek

Module Outline

Course Content:

The unit focuses on current research and theory on the study of the family as a context for human development. The aim is to provide a better and in-depth understanding of parent-child relationships in the contemporary social context through the study of parenting in the light of recent theories. Central themes of the unit will be an emphasis on a systems view of families, through an understanding of the systems model of describing intergenerational family scenarios and lifelong challenges, and a focus on the ecological, social and cultural contexts within which parent-child relationships arise. The main theories of parent-child relationships are therefore presented, themes such as the transition to the parental role, developmentally positive parenting practices by age (infancy, preschool, middle childhood, adolescence) are examined, and particular reference is made to the challenges that social changes pose for the family. In addition, alternative family forms and their relationship to child and adolescent development are examined.

Based on the objectives described above, the thematic areas of the unit will consist of:

(a) the study of the basic theories on the concept of parenthood with particular emphasis on systems theory, as well as the prospects for future research,

(b) an in-depth study of the parental role (transition to the parental role, pregnancy phase, infants, preschool and middle school children, as well as adolescents and emerging adults),

(c) the challenges surrounding modern parents,

(d) alternative family forms and child development

(e) practices associated with more functional parent-child relationships.

Learning Outcomes:

Upon successful completion of this unit, students will be able to:

• identify the different areas of research related to the wider study of the family and parent-child relationships
• to understand the main theoretical approaches that have been proposed in relation to the study of the family, in particular the systems approach
• identify the applications of theoretical approaches and research data on parent-child relationships in different contexts
• to understand new forms of family organisation and their relationship with the development of children and adolescents
• to understand contemporary social challenges related to the functioning of family systems
• to propose new research questions to explore the relationship between these challenges and more functional parent-child relationships

Cognitive Objects:

• Psychology of the family
• Parenthood: modern approaches, developmental process, alternative forms
• Theories of the family

Prerequisite courses: None.

EAPS53 Digital world and psychological development

Course Unit Code: EAPS53

Credits ECTS: 15

Course Type: Elective

Semester: Second (2^nd)

Language: Greek

Module Outline

Purpose – Description of Module: The theoretical and practical comprehension of the transformations brought about by continuous and incessant communication flow. The aim of this module is to describe the direct and implicit ways in which current digital media are involved in the cognitive, emotional and social aspects of development, from the very beginning of life. Alongside childhood and adolescence and the distinctive features of these developmental stages, young and middle adulthood are also discussed, as they are two developmental stages characterised by intense sociability, extroversion, creativity and efficiency. In addition, topical and controversial issues such as digital addiction, sexting and cyberbullying, newly emerging behaviours that cause discomfort to the individual (such as the social anxiety defined as “FoMo”), as well as educational and training practices in current media of communication and interaction will be presented and discussed.

The module is organized around issues and questions that are studied in the contemporary field of Cyberpsychology. Cyberpsychology is an interdisciplinary field revolving around the psychology of communication, with various points of intersection with sociology of the internet, cognitive psychology, psychoanalysis and the computer and communication sciences. In the context of this module, students will be introduced to recent research developments in the field, both in Greece and worldwide. In addition, they will critically explore classical theories of development, such as the theory of psychosocial development, theories of cognitive development, and the theory of object relations, regarding issues related to the coexistence of modern individuals with technology. Students will be guided through the relevant literature and will study in depth issues related to their personal interests and career orientation. They will also be trained in the acknowledgement and implementation of training and educational practices in contemporary digital media.

The Module focuses on the following topics:

• The features of the current digital era: Seamless and rapid flow of communication, constant connectivity, the fast pace of modern daily life
• The characteristics of mediated communication: From e-mail to digital social networks and instant messaging applications
• Screens in the early years of life: Cognitive and emotional effects of children’s coexistence with technology. Elective and unsolicited exposure to technological media
• Adolescence: Experimentation with self and environment, body perception, processes of individualisation and digital exposure and engagement
• Emerging adulthood and digital natives: New social roles and social imperatives, desire and self in the concurrent spheres of tangible and digital reality
• Problematic aspects of coexistence with technology: Dependence on technological tools, cyberbullying, verbal and emotional violence in the digital sphere. FoMo (Fear of Missing out): the contemporary anxiety that keeps us connected to our digital tools and affects our perceived sense of self
• Education and training practices in contemporary technological media. Recognition and management of issues such as: Fake news and misinformation, privacy in the digital sphere, sextortion, grooming, etc.

Learning Outcomes:

Upon successful completion of this Module, students are expected to:

• Understand theoretically and practically how contemporary conditions of everyday life are shaped under the ever-present technological media.
• Be able to design educational and a range of other programmes that consider the wider socio-cultural-technological context of contemporary life.
• Identify and describe the characteristics of technologically mediated communication and digital interaction that may affect psychosocial development.
• Be able to describe how the constant presence of technological media affects aspects of emotional life from childhood to adulthood.
• Understand and be able to describe how the constant flow of stimuli and uninterrupted communication affect key cognitive and learning processes from childhood to adulthood.
• Be able to propose and implement educational and teaching practices in contemporary technological media that are responsive to the developmental needs and abilities of children and adolescents.
• Recognise cases of digital addiction and propose ways of dealing with them, according to the developmental needs and specificities of the individual, within the context in which the students themselves interact and practice.
• Effectively manage incidents of cyberbullying that arise in the school or other social environment of children and adolescents.
• Effectively manage incidents of sexual exploitation arising in the school or other social environment of children and adolescents that extend to or originate in the digital world, being aware of the steps to be taken to protect the persons directly involved.
• Be able to provide guidance to children and adolescents in recognising fake news and misinformation and in safeguarding the value of privacy.
• Be able to propose a comprehensive curriculum in modern technological media, adapted to the developmental needs and abilities of each age group, and to put together an effective plan according to their specialisation and objective

Cognitive Subjects:

• Cyberpsychology
• Social, emotional, cognitive development and digital technology
• Education and training in contemporary digital media and technological tools

Prerequisite courses: None.

EAPS54 Clinical child and adolescent psychology

Course Unit Code: EAPS54

Credits ECTS: 15

Course Type: Elective

Semester: Second (2^nd)

Language: Greek

Module Outline

Purpose – Description of Module: This Thematic Unit is developed focusing on topics and issues studied in the field of Clinical Psychology of Children and Adolescents in order to inform students about the progress in the relevant research in the international and Greek field and allow them to study a limited number of topics of their own choice in greater depth.

In particular, the classification systems of mental disorders, the basic diagnostic categories according to DSM-5 and the current theoretical approaches in the clinical psychology of children and adolescents are presented. Emphasis is placed on understanding the clinical presentations, as well as psychological and neurobiological theories of the etiopathogenesis of psychological disorders. Therapeutic approaches to the treatment of childhood and adolescent mental disorders from the perspective of the clinical psychologist are also discussed. The aim of the module is to provide students with the opportunity to learn the basic principles in the diagnosis, assessment and understanding of child and adolescent behaviour and mental health/illness. Also, to understand the psychological challenges faced by children and adolescents and methods of prevention and treatment of psychological problems in childhood and adolescence.

Among the various specific issues on which the module will focus are the following: 

• Introduction to Child and Adolescent Clinical Psychology, Introduction to the module.
• Introduction to Clinical Assessment, Diagnosis, Diagnostic Classification Systems.
• Evidence-based case formulation
• Attachment Disorders
• Depression and suicidality
• Anxiety disorders
• Post-traumatic stress disorder
• Obsessive-compulsive disorder
• Behavioural disorders
• Eating disorders
• Attention deficit/hyperactivity disorder
• Tic disorders and trichotillomania
• Clinical interventions and therapeutic approaches

Learning Outcomes:

Upon successful completion of this module, the student will be able to:

• Understand and describe the characteristics that distinguish normal from abnormal behaviour, and the classification, diagnosis, and comorbidity of disorders in children and adolescents
• Recognise the symptoms, aetiology, course and outcome of disorders commonly presented in childhood and adolescence
• Recognise the complex relationships between biological, psychological and social factors involved in the development and maintenance of problem behaviours
• Be familiar with the treatment approaches of the most common disorders of childhood and adolescence in order to be able to make referrals to the appropriate mental health professional
• Discuss the main advantages and disadvantages of applying diagnostic and classification procedures to the problems of children and adolescents
• Be familiar with the main methods of prevention and intervention for childhood and adolescent disorders
• Apply the systems of understanding and diagnosing the problematic behaviour of children and adolescents to case studies
• Apply the basic principles of evidence-based therapeutic interventions to case studies

Cognitive Subjects:

• Contemporary theoretical and research approaches in child and adolescent clinical psychology
• Application of clinical psychology principles to child and adolescent mental health
• Clinical/psychological interventions to promote children’s and adolescents’ mental health

Prerequisite courses: None

EAPS60 Psychology of interpersonal relationships, from infancy to adulthood

Course Unit Code: EAPS60

Credits ECTS: 15

Course Type: Compulsory

Semester: Third (3^rd)

Language: Greek

Module Outline

Aim – Description of the unit: The aim of the Thematic Unit is to describe and highlight the essential link between human development and interpersonal relationships. The Unit first addresses the importance, for the rest of life, of the infant’s relationship with his or her primary caregiver. This relationship establishes in the infant’s mind an image of self and abstract other, while setting in motion intrinsic behavioural systems (e.g., attachment, caregiving, sex) for the creation and maintenance of human relationships. Building on an understanding of these driving forces that create relationships, the Unit then turns to a theoretical analysis of the forms that relationships take and the psychological processes (e.g., responsiveness, closeness, commitment, companionship, passion) that give them identifiable character. At this point, the developmental prism is introduced to systematically highlight the age span (child, adolescent, young adult) and the mode of emergence, contents and consequences of each form of relationship and relational process. By delving into each stage separately, an understanding of the functional goal of relationships is attempted. To this end, parental, family, school environment and friendships of children, adolescents and young adults are examined, while sexual expression, erotic relationships and their wider social networking are emphatically addressed. Understanding, by age stage, the processes of relationships, in particular their functional goals, can support beneficial relationship applications. Specifically, using examples and relationship simulations, exemplary interventions are presented (a) for managing interpersonal relationships, after awareness and differentiation of their characteristics by age stage, and (b) for training in the skills needed to ensure that relationships optimally serve their functional goal. Students will be required to use creatively and synthetically, the theory, evidence and research methodology of the Unit to design interventions.

The educational logic of the Thematic Unit is based on three axes. The common theme in all three axes is the subjective experience of the “self”, which, according to the first axis, is established and defined in our first relationship with the main caregiver (usually our mother), and develops, as described in the other two axes, with or against the others.

A axis: “The beginnings of social interactions in infancy: the infant’s first relationship determines the perception of self – other”: it documents theoretically and empirically the importance of relationships for the human species and human life, as well as their consequences for development. The description of the behavioural systems responsible both for the reproduction of the species and for the creation of multiple and diverse relationships, complex and extensive social networks and organisation is essential to understand their manifestations through forms of relationships, psychosocial structures, functions and processes, different at different age stages.

B axis: “Basic forms and processes of interpersonal relationships that run through childhood, adolescence and adulthood. First differentiations’: the forms and processes of relationships are analysed, systematically highlighting, for each of them, the time of their emergence in terms of age, the way in which they occur and their content, which in some cases differs quantitatively from one age stage to another and in some cases qualitatively.

C axis: “Relationships in childhood: the developing self with or against others, benefits, adversities, adaptations”, “Relationships in adolescence and young adulthood: who I am not, who I am, who I want to be”: we use the forms and processes of relationships of the second axis to describe, analyse and understand what happens from a psychological point of view in specific categories of relationships of the child, adolescent and young adult. Our analysis aims to understand the functional goal of each relationship for the development of the individual and the maturation of the self. We practice parental and family relationships, relationships in the school environment as well as friendships. We are concerned with issues of sexual expression, intimate love relationships and wider social relationships. Both sub-units culminate in applications. Specifically, they present suggestions, based on our theoretical treatise and empirical evidence, (a) for managing interpersonal relationships, raising awareness and discriminating their characteristics and processes by age stage, and (b) for training in the skills needed to optimally serve their functional purpose.

Learning Outcomes:

Upon successful completion of the unit, students will be able to:

• understand how probabilistically ranked predispositions to relationships are formed in childhood, adolescence and young adulthood and in young adults, based mainly on the interactions of infancy. This knowledge will further provide them with hypothetic-productive explanatory power of relational behaviours in the present tense.
• know which of its systems function intrinsically for the expression of human relational behaviour and the consequences of their independent or simultaneous functioning to different degrees
• identify relational forms on the basis of specific criteria and characteristics and thus provide an appropriate framework for understanding any behaviour
• understand and formulate alternative predictions about the manifestation and development of processes subject to relationality, such as responsiveness, equality, conflict, erotic passion and companionship, and indeed at different age stages. At the same time, they will be able to know what their intra-individual (experience) and inter-individual (relationship) consequences may be
• identify and differentiate how and why relational situations and consequences have arisen in childhood-adolescence and young adulthood that are linked to issues of relational involvement of young people; and issues of identity. These situations may relate to relationships with parents, teachers and friends as well as young people’s first love relationships and may focus on feelings of loneliness, victimisation, deviant behaviours, frustrated love feelings or disrupted daily life due to obsession with love interest
• to consolidate the idea that it is possible to train skills for better, more beneficial, more satisfying and more productive relationships at all ages and to work towards this, starting from the present framework of understanding of children, adolescents and young adults’ relationships and the trainable skills indicated

Cognitive Subjects:

• The beginnings of social interactions in infancy
• Basic forms and processes of interpersonal relationships in childhood, adolescence and adulthood
• Relationships in childhood, adolescence and young adulthood

Prerequisite courses: None.

EAPS61 Promotion and prevention of mental health and well-being for children and adolescents

Course Unit Code: EAPS61

Credits ECTS: 15

Course Type: Compulsory

Semester: Third (3^rd)

Language: Greek

Module Outline

Course Content:

Mental health and well-being of children and adolescents is a common goal to be achieved for mental health, education and social work professionals. This Thematic Unit aims to present an overview of the theoretical approaches for mental health, especially for mental health of children and adolescents and the multidimensional factors that contribute to it. Afterwards, this Thematic Unit focuses on the importance of prevention and promotion of young people’s mental health. Finally, prevention and promotion programs aiming at individuals, families, school, and community are presented and critically evaluated.

This Thematic Unit is developed by focusing on topics and issues studied in the field of Health Psychology, in order to inform students about the developments from the relevant research in the international and Greek data, inspiring them to study a limited number of topics of their own choice in greater depth. The findings from epidemiological and longitudinal studies in Health Psychology and related scientific fields, the relevant literature on the mental health of young people, the risk factors and the protective factors, as well as the ways of safeguarding and supporting their health, will be used. Furthermore, promotion and prevention programs will be presented and students will be trained in recognizing and utilizing of good action practices.

Among others, this Topic Unit will focus on the following:

• Mental health and well-being of children and adolescents: modern theoretical approaches for healthy development and well-being: the role of bio-psycho-social factors.
• The role of child’s personal characteristics, life events and it’s environment. Issues in Developmental Psychopathology. Epidemiologic data.
• Trauma and resilience of the child. Adversity in the child’s life and the child who promises recovery.
• Mental health deviations and consequences: for the child, the family, society.
• The role of health, education and social work professionals.
• The importance of prevention (primary, secondary, tertiary) and early intervention: prevention interventions for children and adolescents living in high-risk environments.
• Promotion and primary prevention at school: the importance of developing personal skills, social-emotional development, respecting boundaries and accepting everyone’s diversity.
• Mental health and Social Welfare: Research, action, training of professionals and provision of services focusing on family violence and child victimization (primary, secondary, tertiary prevention). Promotion of children rights.
• Social Policy in Greece: the legal framework.
• Social Policy in Greece: action plans and mental health programs. The importance of the family-school-community interface.
• Research data on proposed intervention programs: their shortcomings and effectiveness.

Learning Outcomes:

Upon successful completion of this unit, the student will be able to:

• describe modern theoretical approaches for intended mental development and well-being of children and adolescents.
• distinguish and evaluate the role of biopsychosocial factors in the mental health outcome of the child/adolescent.
• explain, classify and estimate the consequences of mental health deviations.
• explain the role of a child’s environment in their normal or abnormal mental development, in order to shape their future interventions accordingly.
• realize the importance of prevention and early intervention but also the need for interdisciplinary cooperation.
• acquire skills in identifying cases with a need for referral to other specialized professionals or specific services.
• plan, classify and apply similar actions for children and adolescents with scientific accuracy and ethics

Cognitive Subjects:

• Health Psychology.
• Contemporary theoretical approaches for healthy development and well-being: biopsychosocial interactions and psychological interventions.
• Mental health discrepancies and consequences – Developmental psychopathology issues.
• Prevention and early intervention in education, health and welfare contexts.

Prerequisite courses: None.

EAPSPA Practicum

Code: EAPSPA

Credits ECTS: 30

Type: Compulsory

Semester: Fourth (4^th)

Language: Greek

Module Outline

• Purpose – Description: The Practicum Training consists of attendance of thematic weeks on the educational platform, visits to education, health, welfare, mental health services, etc. (e.g. schools, hospitals, community support services, day care centres, institutional structures, etc.), design and/or implementation of educational interventions, and writing of a final Written Assignment. During the training, emphasis is placed on observing and recording the processes of evaluation and addressing the problems documented.

  The module unfolds towards three directions/axes:

  • online attendance focusing on research methodology (i.e., data collection methods, research designs, writing up research proposal, studying research articles, conducting literature reviews, writing up a final report).
  • physical presence and observation of the operations, therapeutic processes and/or educational sessions with individuals/groups of individuals from target populations (for example early years children or school year children, adolescents, adults), in mental health and educational provision services (for example medical-educational centers, public assessment centers or similar), as well as of the design of supervised psychoeducational interventions.
  • submission of a final report

  With regards to online attendance students will be trained in areas including:

  • ethics, confidentiality, and the paperwork required for the completion of the module (i.e., keeping a diary, keeping/submitting an attendance sheet signed by the supervisor)
  • theoretical issues regarding bringing together theory and practice
  • responsibilities towards the host institution/organization
  • selected topics in applied psychology in host institutions/organizations providing specialized services in the areas of education, health, and provision.

  With regards to the physical presence of students as interns in their host institutions/organizations (in areas of education, health, provision, mental health services), students are expected, as part of their role, to engage in any of the following: observation of assessment processes, individual psychological assessment, compilation of personal file,  therapeutic or/and educational sessions, individual or group, with target population (for example early years children or school year children, adolescents, adults), as well as of the design and implementation of psycho-social, psycho-educational and counselling interventions and the provision of other mental health and educational services.

  With regards to the report submitted, students should delve into key issues of Applied Developmental Psychology (indicatively juxtaposition and appraisal of interventions, at the individual, the family or the community level) across the different areas of development (cognitive, social, emotional development) and in relation to the content of the modules attended as part of the program.

  Learning Outcomes:

  Upon successful completion of this unit, the students:

  • will be familiarized with issues of psychological and psychoeducational assessment and psychodiagnostics of learning and psychosocial difficulties
  • will be familiarized with research methodology (i.e., reliability, validity of psychometric tools, research design and intervention, sampling, case studies)
  • will be familiarized with issues of research ethics (i.e., keeping in line with ethics rules, showing respect to participants), knowing the conditions for conducting research or implementing an intervention (i.e., informed consent forms, ethics clearance to conduct a study by the institutions involved)
  • will have acquired knowledge about and be familiarized with organizations of mental health provision
  • will have acquired knowledge about the range and type of services these organizations offer
  • will have participated as observers in procedures of assessment and intervention (therapeutic sessions) with people of various mental health issues
  • will be able to offer autonomously services of assessment and intervention to individuals of targeted groups under supervision from practitioners and academic experts

  Teaching Method: (a) Distance learning using the HOU’s E-Learning Platform and conducting 8 (eight) thematic weeks on “Research Methodology”, (b) Physical presence in the facilities of the internship under the supervision of a Psychologist and (c) conducting Group Counselling Meetings.

  General Regulation for the Preparation of Master’s Theses in postgraduate programmes with a six-month duration.

  For more information regarding the Specifications – Useful Material for writing Master’s Theses and uploading a Thesis at the H.O.U. Repository, you can go to the Digital Training Area http://courses.eap.gr and especially to the Program of Studies section.

  Prerequisite courses: The successful completion of the six (6) modules in semesters 1-3.

   

  PLEASE PAY ATTENTION TO THE FOLLOWING:

  HOU does not provide a suggested list of internship providers but the responsibility for finding a suitable organisation is entirely assumed by the student. It is necessary, however, that (a) both the student’s proposed organisation and (b) the Internship Plan be approved by the Coordinator of module “Practicum Τraining”. The Internship Plan is prepared by the psychologist at the Institution and includes a detailed description of the psychological services offered by the Institution and in which the student will participate during the implementation of the internship. In addition, the facility is declared to the Internship Office of the HOU.

  Prospective students should also be aware that

  • there is no provision for an internship abroad
  • schools where the psychologist visits various schools in the region are not accepted as internship providers. The psychologist must be assigned to one school only
  • the duration of the internship placement should be at least 10 weeks per semester. The distribution of the internship hours per day of the week is flexible and is to be decided in consultation with the supervising psychologist
  • the internship may be carried out in two institutions at the same time, in those specific cases where the 300 hours cannot be completed in one institution only

  •  a placement cannot be carried out in the organisation where the student works