SUBJECT

Optional Courses in Counselling and School Psychology

practical

master

Faculty of Education and Psychology

5

Semesters 2-3

Autumn/Spring semester

Aim of the course:

The aim is to work towards knowledge and skills for students to enable them to critically understand dimensions of social inclusion and the psychological nature of discrimination.

• To interpret, differentiate and critique the key theoretical debates concerning contemporary human rights and equal opportunities.
• To evaluate the research methodologies underpinning these debates.
• To pursue specialised and in-depth work in specific areas of rights and opportunities.
• To research and submit a substantial and original piece of research appropriate to the scope of the taught curriculum and develop a research justification for an appropriate study.

Learning outcome, competences

knowledge:

• The social psychological knowledge of inclusion and discrimination
• The knowledge on the possibilities of psychological rehabilitation
• The systems thinking on family and individual level interventions

attitude:

• A positive attitude towards intervention possibilities and social change
• A cooperative attitude with

skills:

• The capacity to analyze social inclusion possibilities
• Create social programs and social enterprises in the field of social inclusion
• To create individual counselling in socially sensitive situations
• To improve cultural intentionality

Content of the course

Topics of the course

1. Research Methods in the field of social integration

2. Counselling perspectives on Ethics and Social Justice

3. Psychological Theories of Social Exclusion

4. The possibilities of social integration and solution oriented approaches

5. Rehabilitation, therapy and counselling

6. Theories of Intervention and Social Change

Learning activities, learning methods

Evaluation of outcomes

Learning requirements, mode of evaluation, criteria of evaluation:

• The participation in the classes is compulsory because of the close skill learning-feedback context. Through the semester the students are provided with case studies where they can practice the development and planning of social inclusion activities.
• At the end of the semester, a test is written by the students with two profiles: one is measuring of the understanding of basic social inclusion concepts, the other part is measuring the ability of assessing and compiling a social integration project upon the analysis of a case example.
• The two profiles will bright about one grade (five levels ECTS, from Failed to A+).

Compulsory reading list

Babbie, E. (2001): The practice of social research (9th ed.) (Spain, United King­dom, United States)

Ivey, E., Ivey, M. S. & Down­ing, L. (2013): Counselling and Psychotherapy (New Jersey) Simon and Schutzter; Parrot, L. (1999): Social work and Social Care -East Sussex Gildredge Social Policy series- Editor Pete Alcook. Theories of Intervention and Social Change.

Wadsworth; Pole, C. J. & Lampard, R. (2002): Practical social investigation: Qualitative and quantitative methods in social research. (London) Pren­tice Hall.

Ward, A.,  Kasinski, K., Pooley, J., Worthington, A. (2007) Therapeutic communities for children and young people. New York: Jessica Kingsley Publishers.

Recommended reading list

Dafinoiu, I. / Lungu, O. (2003): Research Methods (Frankfurt am Main, et.al.) Peter Lang;

Eriksson, B. / Falch, A. B. / Lisznyai, S. /Ritook, M. (2003): Theories of Intervention and Social Change (Frankfurt am Main, et.al.) Peter Lang;