Programs to Promote Success and Risk Prevention

Year
4
Academic year
2019-2020
Code
02018284
Subject Area
Psychology
Language of Instruction
Portuguese
Other Languages of Instruction
English
Spanish
Mode of Delivery
Face-to-face
ECTS Credits
6.0
Type
Elective
Level
2nd Cycle Studies - Mestrado

Recommended Prerequisites

Some technical planning skills and knowledge

Teaching Methods

It is expected the analysis of real situations, reporting the theoretical concepts taught or recovered under mentoring and supervision of teachers. Expected results are: systematic analysis of programs with reference to identified problems, support material handling (tools, assessment techniques, compiled programs, reports, games, ...) and reflective treatment with oral and written presentations, role-play, debate (ex.: in online discussion forums).

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)

No

Syllabus

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.

Assessment Methods

Continuous assessment
Presentation of the individual project, either orally or in writing: 30.0%
Presentation of the final report, individual and written: 70.0%

Final assessment
Written test contemplating all the material conveyed and reflected in the classes, throughout the semester: 100.0%

Bibliography

Almeida, L.S., Franco, A., Soares, D.L., Alves, A.F., & Gonçalves, P. (2013). «O Psicólogo Escolar face aos desafios da Escola de Futuro» In I.E.. Rego & S. N. Caldeira (Coord.), Prevenir ou Remediar? Contextos para a intervenção em Psicologia (cap. 1), Braga: Psiquilíbrios Edições.

Cole, E. & Siegel, J.A. (2003). Effective Consultation in School Psychology. Toronto: Hogrefe & Huber.

Damião, H. (1997a). Pré, Inter e Pós Acção. Planificação e Avaliação em Pedagogia. Coimbra, Minerva.

Damião, H. (1997b). De Aluno a Professor. Coimbra, Minerva.

Luján, A., & Santos, M. (2005). El niño en el entorno escolar. Cómo prevenir y afrontar problemas e transtornos. Madrid: Sintesis.

Linder, T.W. (1997). Transdisciplinary play-based intervention: guidelines for developing a meaningful curriculum for young children. Baltimore: Paul H. Brookes.

Matos, M. G. (Coord.) (2005). Comunicação, Gestão de Conflitos e Saúde na Escola, Lisboa: Edições Fac. Motricidade Humana.