Programs to Promote Success and Risk Prevention
4
2014-2015
02018284
Psychology
Portuguese
Face-to-face
6.0
Elective
2nd Cycle Studies - Mestrado
Recommended Prerequisites
Knowledge and skills on Planning
Learning Outcomes
To equate "success"
* To meet differently based programs
* To identify factors/processes of risk and protection in educational settings
* To set goals for the promotion of knowledge, skills and pro resilience attitudes
* To adjust the definition of intervention components to the positive development in successive stages of development
* To plan empowerment actions through academic training, promotion of reading, writing, mathematics and problem solving skills.
* To articulate formal learning with free, recreational and artistic expressions.
* To discuss/develop prevention plans through a systemic perspective, in the successive life cycles and in(for) formal or non formal intervention contexts.
* To assess interventions and the impact of promotion programs
* To explore help or tutoring strategies
* To study possibilities for institutional partnerships identifying stakeholders to disseminate and implement programs aimed at the promotion of skills.
Work Placement(s)
NoSyllabus
Concepts
1.1. Program and systematic programming requirements
1.2. Success in the scope of Positive Psychology
1.3. Evaluation of factors and processes of risk and protection
2 - Types of programs: theoretical framework and empirical applications at different stages of schooling and training
3 - Assistance in psychoeducational school and educational contexts
3.1. Guidelines for pre-school education
3.2. Structure and dynamics of school education
3.3. Learning strategies in specific areas of knowledge, focusing on formal learning: reading, writing and mathematics.
3.4. Integration and curricular adaptations
3.5. Tutoring and help systems
3.6. The role of the game and expressions in the general knowledge and training
4 - Systemic Approach: school-family-community
4.1. Promoters, agents, recipients, beneficiaries and stakeholders of programs to promote skills and educational success.
Head Lecturer(s)
Ana Paula Mendes Correia Couceiro Figueira
Assessment Methods
Assessment
Project: 25.0%
Problem solving individual report: 75.0%
Bibliography
Cole, E. & Siegel, J.A. (2003). Effective Consultation in School Psychology. Toronto: Hogrefe & Huber.
Linder, T.W. (1997). Transdisciplinary play-based intervention: guidelines for developing a meaningful curriculum for young children. Baltimore: Paul H. Brookes.
Luján, A., & Santos, M. (2005). El niño en el entorno escolar. Cómo prevenir y afrontar problemas e transtornos. Madrid: Sintesis.
Matos, M. G. (Coord.) (2005). Comunicação, Gestão de Conflitos e Saúde na Escola, Lisboa: Edições Fac. Motricidade Humana.
Monereo, C., Solé, I., et al. (2000). O assessoramento psicopedagógico. Uma perspectiva profissional e construtivista. Porto Alegre: Artmed.
Rey, B. et al. (2005). As competências na escola. Aprendizagem e avaliação. V.N. Gaia: Gailivro.
Silva, A.L. & Marujo, H. (2005). Consulta psicológica em contexto escolar: competências, possibilidades, recursos e outros tesouros. In M.C. Taveira (Coord.), Psicologia Escolar: Uma Proposta Científico-Pedagógica. Coimbra: Quarteto Editora.