SUBJECT

School Psychology

lecture

master

Faculty of Education and Psychology

2

Semester 1

Autumn semester

Aim of the course:

Different conceptions of the role of school-psychology in different counties; development tendencies; conceptual issues and methods of intervention in school psychology. Found the bases of knowledge in the field of school psychology to built on later in practical courses.

Learning outcome, competences

knowledge:

• has got an overview on the details of the scientific theoretical problems of psychology; has got an insight into the historical development of the science; is able to realise procedure-like correlations

• is well informed about the literature in clinical and health psychology plus related sciences

attitude:

• takes into consideration the historical, cultural and social determination of psychological phenomena in during their work and researches.
• is intent on deepening and strengthening their special professional interest.
• uses the knowledge of their special field to comprehend the present sociological changes.
• is open to an interdisciplinary approach of their field of science.

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 plan and carry out researches that are suitable for examining psychological and cultural phenomena from different aspects;
• is able to provide a relevant interpretation of the results;

• is able to carry out independent examination of data and to reveal new correlations;

Content of the course

Topics of the course

Teachers’ expectations of the school -psychologist: Position and role of school -psychologist in the school system.

International development of school psychology. Environmental factors in the progress of school psychology.

The main tasks of the school -psychologist: direct and indirect service delivery.

Direct techniques: prevention;: early screening;, assessment;, intervention.

Different areas of intervention: individual counselling, different training groups, crisis-intervention, psycho-educational planning, etc.

Indirect techniques: consultation, prevention, administration, researches into school pychology etc.

Different techniquescs in consultation with teachers.

The organiszational frameworks of school-psychology in an international context. Current problems and challenges in Hungarian and international school psychology.

Social Psychological aspects

Cooperative education and

Bullying

Learning activities, learning methods

Evaluation of outcomes

Learning requirements, mode of evaluation, criteria of evaluation:

requirements

• knowledge of relevant literature

mode of evaluation: oral or written exam………….

criteria of evaluation:

• Knowledge of the material
• Critical thinking

Compulsory reading list

• Bray, M. A.; Kehle, Th. J. (2014). The Oxford Handbook of School Psychology. Oxford University Press. Oxford , New York. ISBN 978-0-19-934840-4

Optional reading:

• Cole, E., Siegel, J. A. (eds. 2003). Effective Consultation in School Psychology. 2. eds. Hogrefe and Huber, Göttingen .
• Fagan T. K., Wise, P. S. (2007). School psychology: Past, present and future (3rd ed.). Bethesda, MA: National Association of School Psychologists.
• Gutkin T. B., Reynolds , C. R. (2009). The Handbook of School Psychology, 4th Edition Wiley
• Kratochwill, T. R. (eds.) (1986). Advances in School Psychology, London, LEA
• Merrell, K. W., Ervin, R. A., Peacock, G. G. (2012): School Psychology for the 21st Century. Foundations and Practice. The Guilford Press New York, London
• Slavin, R.E., (1986) Cooperative learning: engineering social psychology in the classroom, In: Feldman (ed.) 7. 153-169.
• Spencer Kagan, S.; Kagan M. (1994): Kagan cooperative learning. 2nd ed. San Clemente, CA: Kagan Publishing.ISBN-13: 064-4905000019