SUBJECT
Case Studies and Group Development in School Psychology
practical
master
3
Semester 4
Spring semester
Aim of the course:
- Understanding the theory and practice of consultation with teachers, and developing such skills through case studies
- Acquiring the method of studying social networks, being able to plan group developing techniques and methods, and to lead groups
Learning outcome, competences
knowledge:
- Knows the characteristics of public education from a social psychological perspective
- Knows the methods of effective communication
- Knows the nature of group dynamics
- Knows the basic methods of forming and leading of groups
attitude:
- Is open to understand other people’s perspectives
- consciously and critically represents both the European and Hungarian values together with the importance of cultural, religious and social diversity
skills:
- is able to form necessary and relevant question to examine psychological phenomena, to collect and process data using the scientific methods of psychology
- is able to recognise personal limits of competencies concerning methodology
- is able to recognise, treat and use incidences of group dynamics
- is able to create proper emotional climate
- strives to acquire and practice group leading skills
Content of the course
Topics of the course
- The general topics of consulting: types and methods of consulting, theoretical questions of consulting. Practicing consulting and developing communication skills.
- Working with cases from interviews with teachers: complex analysing through consultation
- The methodology of social network analysis and its usage in group development
- Personality and skill developing groups in schools
- Forming and organizing groups: questions of methodology. Group development.
- Group leader skills and abilities.
- Types of activities
- Developing social competencies with adolescents
Learning activities, learning methods
The ratio of topics with respect to classes: case studies 40%, social network analysis 10%, group developing methods 40%.
During the course students get familiar with methods and viewpoints of complex approaches to school cases, with methodological questions of forming and organizing groups, with characteristics of self-knowledge and skill developing groups. Students practice methods and techniques during class.
Evaluation of outcomes
Learning requirements, mode of evaluation, criteria of evaluation:
requirements
practical mark based on:
- Active involvement in class
- Interview with a teacher focusing on three different (past or present) challenges, writing a paper on it and presenting the cases in class.
- Social network analysis in small groups
- Planning work with a group OR written paper on „Considering characteristics of adolescents when working with groups to develop personality”
- Deadline for home assignments: two weeks prior the end of semester
mode of evaluation: practical mark………….
criteria of evaluation:
Compulsory reading list
Cole, E., Siegel, J. A. (eds.) (2002) Effective Consultation in School Psychology, Toronto, Hogrefe and Huber
Reinolds, C. R. ,Elliott, S. N., Gutkin, T. B., Witt, J. C. (1984) School Psychology: Essentials of Theory and Practice Ch. 3., New York, John Wiley and Sons, 77-113.
Gutkin, T. B., Curtis, M. J. (1982) School-based consultaion: Theory and Techniques. In: Reinolds, Gutkin (eds.) The Handbook of School Psychology, New York, John Wiley and Sons
Alpert, J. L. (eds.) (1995) Psychological Consultation in Educational Settings, Jason Aronson Inc. Northvale, New Jersey, London
- Meyers, J. (1986) Mental-Health Consultation. In: Kratochwill, T. R. (eds.): Advances in School Psychology, London, LEA, 1(5), 133-167.
Recommended reading list
Kratochwill, T. R. (eds.) (1986) Advances in School Psychology, London, LEA, 2, 19-40.
Pfeiffer, J. W., Jones, J. E. (eds.) (1975) The 1975 Annual Handbook for Groups Facilitators, La Jolla: University Associates
- Kaplan, H. I., Sadock, B. J. (eds.) (1983) Comprehensive Group Psychoterapy, Williams and Wilkins, Baltimore