STUDY GUIDE 2015‐2016 SCHOOL OF PSYCHOLOGY FACULTY OF PHILOSOPHY ARISTOTLE UNIVERSITY OF THESSALONIKI
INDEX
1. Staff Contact Details ………………………………………………………………………………………………......3
2. Administration………………………………….. ……………………………………………………………………….5
3. Registration………………………………………. …………………………………………………………………….....7
4. ECTS/Erasmus Coordinators……………...…………………………………………………………….……........9
5. Erasmus Placement Coordinators ……………...……………………………………………..…….……........9
6. Course Guidelines……………………………… ……………………………………………………………………..10
- Table Of Available Courses (English Courses) For The Academic Year 2015-2016……………11
- Course Descriptions ………………………………………………………………………………….....................12
- Table Of Available Courses (Greek Courses) For The Academic Year 2015-2016……………...19
- Course Descriptions …………………………………………………………………………………......................21
1. ACADEMIC STAFF OF
PSYCHOLOGY CONTACT DETAILS
THE
SCHOOL
Professors Emeriti
- Lambros Houssiadas, Ph.D. Professor Emeritus
- Dimitra Papadopoulou, Ph.D. Professor Emeritus
- Efthimia Syngollitou, Ph.D. Professor Emeritus
Professors
Vasiliki Deliyianni-Kouimtzi, Ph.D. Professor
Sociology of Education
216
2310 997317
deliyian@psy.auth.gr
Maria Dikaiou, Ph.D. Professor
Social Psychology
209
2310 997345
mdikaiou@psy.auth.gr
Grigoris Kiosseoglou, Ph.D. Professor
Statistics of Behavioral Sciences
416
2310 997337
kios@psy.auth.gr
Anastasia Kostaridou-Efklides, Ph.D. Professor
Experimental and Cognitive Psychology
208
2310 997374
efklides@psy.auth.gr
Ariadne Stogiannidou, Ph.D. Professor
Assessment Methods and Counseling
416
2310 997347
ariadni@psy.auth.gr
Panayiota Vorria, Ph.D. Professor
Developmental Psychology
216
2310 997326
vorria@psy.auth.gr
Mary H. Kosmidis, Ph.D. Professor
Neuropsychological Assessment
421α
2310 997308
kosmidis@psy.auth.gr
Zaira Papaligoura, Ph.D. Professor
Developmental Psychology
OF
416
2310 997269
zapa@psy.auth.gr
Associate Professors
Constantine Bairaktaris, Ph.D. Associate Professor
Clinical Psychology: Psychosocial Systems
116
2310 997324
trella@psy.auth.gr
Eleftheria Gonida, Ph.D. Associate Professor
Educational Psychology and Human Development
416
2310 997309
gonida@psy.auth.gr
Philip Kargopoulos, Ph.D. Associate Professor
Philosophy of Mind and Logic
416
2310 997375
kargop@psy.auth.gr
Panagiota Metallidou, Ph.D. Associate Professor
Cognitive Psychology
421γ
2310 997972
pmetall@psy.auth.gr
Pagona Roussi, Ph.D. Associate Professor
Clinical Psychology
208
2310 997360
roussi@psy.auth.gr
Assistant Professors
Christina Athanasiades, Ph.D. Assistant Professor
Counselling Psychology: School and Career Counselling
421γ
2310 997992
cathan@psy.auth.gr
Evrinomi Avdi, Ph.D. Assistant Professor
Clinical Psychology
416
2310 997363
avdie@psy.auth.gr
Eugenie Georgaca, Ph.D. Assistant Professor
Clinical Psychology: Psychosocial Systems
416
2310 997472
georgaca@psy.auth.gr
Elvira Masoura, Ph.D. Assistant Professor
Cognitive and Experimental Psychology
416
2310 997270
emasoura@psy.auth.gr
Despina Tata, Ph.D. Assistant Professor
Neurophysiology
421α
2310 997369
dtata@psy.auth.gr
Evaggelia Figgou, Ph.D. Assistant Professor
Social Psychology of Intergroup Relations
208
2310 997942
figgou@psy.auth.gr
Lecturers
Eleni Aretouli, Ph.D. Lecturer
Neuropsychology
416
2310 997795
earetouli@psy.auth.gr
Afroditi Baka, Ph.D. Lecturer
Social Psychology
208
2310 997341
abaka@psy.auth.gr
Despoina Moraitou, Ph.D. Lecturer
Cognitive Geropsychology
416
2310 997068
demorait@psy.auth.gr
Despoina Xanthopoulou, Ph.D. Lecturer
Organizational Psychology
416
2310 997269
dxanthopoulou@psy.auth.gr
Teaching Fellows
Irene Boni, Dip. Cl. Psych. Teaching Fellow
Clinical Psychology
116
2310 997324
ireneb@psy.auth.gr
2. ADMINISTRATION
Head of the School: Stogiannidou Ariadni, Professor
Vice Ηead of the School: Maria - Eleni Kosmidou, Professor
The School of Psychology consists of three departments which coordinate teaching and
research, implementing programmes and activities that help faculty members fulfil their
multiple roles.The School of Psychology cosists of the following Departments:
Department of Developmental and School Psychology
- Director: Kosmidis Maria – Eleni, Professor
Department of Experimental and Cognitive Psychology
- Director: Gonida Sofia – Eleftheria, Associate Professor
Department of Social and Clinical Psychology
- Director: Bairaktaris Konstantinos, Associate Professor
Administation Staff
The Registrar’s Office of the School of Psychology is located at the second floor of the
AUTh Administration Building (K. Karatheodoris building) and is open to students on
weekdays between 12:00 to 13:00. The administrative offices for each of the three
departments of the School are located in the Old Building of the School of Philosophy, room
208 (Departments of Social and Clinical and Developmental and School Psychology) and in
the New Building of the School of Philosophy, “Lambros Housiadas” room, Psychology Lab,
416, (Department of Experimental and Cognitive Psychology).
Registrar' s Office
Name
Phone
E-mail
Lykopoulou Sotiria (Head)
2310996887
lycos@psy.auth.gr
Diafonidou Maria
2310995204
mdiafon@psy.auth.gr
Politoglou Petronila
2310997304
ppolit@psy.auth.gr
Name
Phone
E-mail
Tsapoutzoglou Malamati
2310997332
malamat@psy.auth.gr
Administrative Offices
3. Registration
In preparing for studies at the Psychology Department of Aristotle University of
Thessaloniki within the framework of a LLP/Erasmus bilateral agreement, students should
know the following:
The School of Psychology offers courses in Greek as well as English language. In most
cases, there are special assessment arrangements for LLP/Erasmus students, such as
assignment of essays in English with the use of English bibliography in small group of
students.
For those Erasmus students who are interested in learning Modern Greek, the School of
Modern Greek Language offers a variety of courses helping foreign students find their way in
the fascinating landscape of Greek language and culture.
Registration
Upon arrival all incoming, students have first to register at the Departmet of European
Educational Programmes (http://www.eurep.auth.gr) where they will obtain the «Certificate
for the Admission as an Exchange student / Erasmus ID Card».
After that, they can be enrolled at the School they have been accepted.
The documents needed for the enrolment of exchange students at the Registrar’s Office are
the following:
1. The «Certificate for the admission as a LLP/Erasmus student / Erasmus ID Cardt»
issued by the Departmet of European Educational Programmes of Aristotle University of
Thessaloniki.
2. A copy of the final Learning Agreement
3. The Personal Information Sheet
The School's Secretariat will provide students with the following:
- To NON EU STUDENTS: a student medical care booklet which gives free full medical
care, including medication and hospitalization.
- (EU STUDENTS who have the European Health Card may covered by the Social
Security Institution or may visit any public hospital (http://www.ika.gr/en/home.cfm)
Institutional User Account
Upon successful completion of registration students will receive an SMS to the mobile
number they entered in the registration form. The SMS will contain two numbers, the APM
(University Registry Number) and OTP (one time password). Students have to self-register to
acquire their Institutional User Account at the following URL https://register.auth.gr/account
in order to gain access to all the electronic services offered by the Aristotle University of
Thessaloniki (AUTh including the the national academic ID service in order to apply for a
national academic ID (a.k.a. "Paso" or Public transport discount pass). See detailed
instructions here.
Library of the Psychology Department
The Psychology Department has its own library located at the second floor of the old
Philosophical School which is an annex of the Central Library of AUTH.
The library of the Psychology Department is open daily:
Monday to Thursday
9:00 to 19:00
Friday
9:00 to 17:00
You can find an online exhibition of all new acquisitions in the library of the Department
of Psychology at the following website http://www.psy.auth.gr/library.
Contact information : enixarli@psy.auth.gr
Useful Information
For detailed information concerning mobility of students, teaching staff and
administrative personnel in the frame of the LLP/Erasmus programme you can visit the
following website of the European Educational Programmes Department
http://www.eurep.auth.gr/index.php?lang=en
Useful Links
- DE.E.P. Survival Guide:
http://www.eurep.auth.gr/content/incoming/ESN_survival_guide_FINAL.pdf
- Institute of Modern Greek Studies:
http://ins.web.auth.gr/en/index.html
- Network Operation Center
http://noc.auth.gr/support/exchangeStudents/index.html
- International Exchange Erasmus Student Network
http://auth.esngreece.gr/
- University Units
http://www.auth.gr/en/units
- Services
http://auth.gr/en/services
- E-services
http://it.auth.gr/en/services/eunivServices
- Facilities
http://auth.gr/en/uni_sites
4. ECTS/Erasmus Coordinators
- Philip Kargopoulos, Associate Professor
New Building of the School of Philosophy, 4th floor, Room 416 "Lambros Houssiadas"
Tel.: ++30 2310 997375, E-mail: kargop@psy.auth.gr
- Eleftheria N. Gonida, Associate Professor
New Building of the School of Philosophy, 4th floor, Room 416 "Lambros Houssiadas"
Tel.: ++30 2310 997309, E-mail: gonida@psy.auth.gr
5. Erasmus Placement Coordinator of the School of
Psychology
Evrinomi Avdie, Assistant Professor
New Building of the School of Philosophy, 4th floor, Room 416 "Lambros Houssiadas"
Tel.: ++30 2310 997363, E-mail: avdie@psy.auth.gr
6. Course Guidelines
All Erasmus/Mundus incoming students who don’ t possess a good command of
the Greek language are expected to attend the two courses offered in English each
semester (20 ECTS credits) and complete the remaining required ECTS credits from
the courses offered in Greek.
AVAILABLE COURSES FOR
THE ACADEMIC YEAR 2015-2016 (ENGLISH COURSES)
FALL SEMESTER Course Code Course Title ERA-100
Issues in Clinical Psychology and Neuropsychology
ERA-101
Psychology in Education: Theory, Research and
Applications
SPRING SEMESTER Course Code Course Title ERA-200
Research Frontiers in Psychology
ERA-201
Societal Issues in Psychology
COURSE DESCRIPTIONS (ENGLISH COURSES)
FALL SEMESTER
Course Title: Issues in Clinical Psychology and Neuropsychology
Name of Lecturer: Mary Kosmidis, Eleni Aretouli, Evrinomy Avdi, Eugenie Georgaca
Course Code: ERA-100
Type of course: Elective
Level of course: -
Year of study: -
Semester/trimester: -
Number of credits: 10
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): By the end of this course, students are expected to have attained a
basic level understanding of several psychological and sociocultural models and
procedures related to assessment and psychotherapy, including case formulation and
relevant statistical concepts.
Prerequisites: None
Course contents: This course will cover a broad range of topics related to clinical
psychology and clinical neuropsychology, including psychological and social
perspectives on mental disorders, case formulation and psychotherapeutic
interventions, inference and neuropsychological assessment procedures and cultural
issues, as well as measurement issues in neuropsychological assessment.
Prof. Eugenie Georgaca will introduce students to the main psychological and
sociocultural models for understanding mental disorders and the interventions that
derive from them. Prof. Evrinomy Avdi will introduce students to important issues in
the practice of psychotherapy with a special focus on case formulation and the
therapeutic relationship, drawing mainly upon humanistic and psychodynamic
perspectives. Prof. Mary Kosmidis will present basic procedures and diagnostic
dilemmas in neuropsychological assessment and rehabilitation. Prof. Eleni Aretouli
will explain novel approaches in the interpretation of neuropsychological data,
including comparison of conventional-discrete and regression-based norms and the
role of intra-individual variability in neuropsychological test performances. Finally, the
implementation of these approaches in neuropsychological research and clinical
work will be demonstrated.
Recommended reading:
- Bateman, A., Brown. D., Pedder, J. (2010). Introduction to Psychotherapy: An Outline
of Psychodynamic Principles and Practice (4th ed.). London: Routledge.
- McWilliams, N. (2004). Psychoanalytic psychotherapy: A practitionerʼs guide.
London: Guilford Press.
12
- Comer, R. J. (2001). Abnormal psychology (4th ed.). New York: Worth Publishers.
Chapter 3.
- Davison, G. C., Neale, J. M., & Kring, A. M. (2004). Abnormal psychology (9th ed).
New York: John Wiley. Chapter 2.
- Pilgrim, D., & Rogers, A. (1994). A sociology of mental health and illness.
Buckingham, UK: Open University Press. Chapter 1.
- Parmenter, B. A., et al. (2010). "The utility of regression-based norms in interpreting
the minimal assessment of cognitive function in multiple sclerosis (MACFIMS)." J Int
Neuropsychol Soc 16(1): 6-16.
- Reckess, G. Z., et al. (2014). "Within-person distributions of neuropsychological test
scores as a function of dementia severity." Neuropsychology 28(2): 254-260.
- Schretlen, D. J., et al. (2003). "Examining the range of normal intraindividual
variability in neuropsychological test performance." J Int Neuropsychol Soc 9(6): 864870.
- Schretlen, D. J., et al. (2008). "Frequency and bases of abnormal performance by
healthy adults on neuropsychological testing." J Int Neuropsychol Soc 14(3): 436-445.
Teaching methods: Lecture and discussion
Assessment methods: Exam
Language of instruction: English
13
Course Title: Psychology in Education: Theory, Research and Applications
Name of Lecturer: Eleftheria – Sofia Gonida, Panayiota Metallidou, Anastasia Efklides,
Christina Athanasiades
Course Code: ERA-101
Type of course: Elective
Level of course: -
Year of study: -
Semester/trimester: -
Number of credits: 10
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): by the end of the course students are expected to
(a) achieve an in-depth understanding of how contemporary psychological theories
on cognition, motivation, and counseling are associated with educational practice,
(b) get acquainted with current research findings on self-regulated learning and their
implications for students, teachers and parents, and
(c) examine main contemporary models of comprehensive school counseling and
apply school counseling models.
Prerequisites: Course contents: The course is divided into three parts:
A. Psychology in Education: Introductory issues about learning and instruction; Selfregulated learning: Theoretical models, research findings, and intervention programs
in educational settings; Development of critical thinking skills in education:
Argumentation skills, recognition of fallacies, scientific thinking skills, and critical
reading skills.
B. Motivation in Education: Contemporary motivational theories and their
applications in educational settings (expectancy - value theory, implicit theories of
intelligence, achievement goal orientations, self-determination, interest). Avoidance
behaviors: Avoidance of help-seeking and self-handicapping strategies. Parents’
involvement with student homework.
C. Contemporary models of comprehensive school counseling: (i) Methods of
counseling (i.e., strength-based counseling model, solution-focused counseling, peer
counseling), (ii) ethical issues in counseling children and adolescents, and (iii)
prevention (school-based) programs against school- and cyber- bullying.
Recommended reading:
Books
-American School Counselor Association (2004). Ethical standards for school
counselors. Alexandria, VA: American School Counselor Association.
- Elliot, A. J., & Dweck, C. S. (2005) (Eds). Handbook of competence and motivation.
New York: The Guilford Press.
- Harpern, D. F. (1996). Thought and knowledge: An Introduction to Critical Thinking
(3rd ed.). Mahwah, New Jersey: Lawrence Erlbaum.
-Lines, D. (2006). Brief counselling in schools. Working with young people from 11 to
14
18 (2nd ed.). London: Sage.
-Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education. Englewood Cliffs, NJ:
Prentice Hall.
Articles
-Athanasiades, C., & Deliyanni-Kouimtzis, V. (2010). The experience of bullying among
secondary school teachers. Psychology in the Schools, 47(4), 328-341.
-Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on
assessment and intervention. Applied Psychology: An International Review, 54, 199231.
-Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning
among students. A meta-analysis on intervention studies at primary and secondary
school level. Metacognition Learning, 3, 231-264.
- Eccles, J. S. (2007). Families, schools, and developing of achievement-related
motivations and engagement. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of
socialization: Theory and research (pp. 665–691). New York, NY: The Guilford Press.
-Efklides, A. (2011). Interactions of metacognition with motivation and affect in selfregulated learning: The MASRL model. Educational Psychologist, 46(1), 6-25.
- Efklides, A. (2013). Cognition, motivation, and affect in the school context:
Metacognitive experiences in the regulation of learning. In S. Kreitler (Ed.), Cognition
and motivation: Forging an interdisciplinary perspective (pp.383-406). New York:
Cambridge University Press.
- Gonzalez-DeHass, A. R., Willems, P. P., & Doan Holbein, M. F. (2005). Examining the
relationship between parental involvement and student motivation. Educational
Psychology Review, 17, 99–123. doi:10.1007/s10648-005-3949-7
- Gonida, E. N., & Cortina, K. (2014). Parent involvement in homework: Relations with
parent and student achievement-related motivational beliefs and achievement. British
Journal of Educational Psychology, 84, 376-396.
- Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal
orientations and their behavioral and emotional engagement: Co-examining the role
of perceived school goal structures and parent goals during adolescence. Learning
and Individual Differences, 19(1), 53–60.
- Karabenick, S. A., & Berger, J.-L. (2013). Help seeking as self-regulated learning
strategy. In H. Bembenutty, T. Cleary, & A. Kitsantas (Eds.), Applications of selfregulated learning across diverse disciplines: A tribute to Barry J. Zimmerman (pp.
237-261). Charlotte, NC: Information Age Publishing.
-Metallidou, P., & Vlachou, A. (2010). Children’s self-regulated learning profile in
language and mathematics: The role of task value beliefs. Psychology in the Schools,
47, 776-788.
-Metallidou, P. (2012). Epistemological beliefs as predictors of self-regulated learning
strategies in middle school students. School Psychology International, 34(3), 283-298.
- Pomerantz, E., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of
parents’ involvement in children’s academic lives: More is not always better. Review
of Educational Research, 77, 373–410. doi:10.3102/003465430305567
15
-Smith, E. J. (2006). The strength-based counseling model. The Counselling
Psychologist, 34(1), 13-79.
- Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure
and pattern of adaptive learning during early adolescence. Contemporary
Educational Psychology, 28, 524–551. doi:10.1016/S0361-476X(02)00060-7
- Vauras, M., Salonen, P., Lehtinen, E., & Lepola, J. (2001). Long-term development of
motivation and cognition in family and school contexts. In S. Volet & S. Jarvela (Eds.),
Motivation in learning contexts: Theoretical advances and methodological
implications (pp. 295–315). Oxford, UK: Pergamon.
Teaching methods: Lectures, class activities, and homework assignments. Students
will be asked to read relevant literature, which they will discuss with the instructor in
class and/or present an article.
Assessment methods: Participation in class activities, written essays prepared by
students, in-class presentations.
Language of instruction: English
16
SPRING SEMESTER
Course Title: Erasmus Frontiers in Research in Psychology
Name of Lecturer:
Philip Kargopoulos, Despina Tata, Elvira Masoura, Despina
Moraitou
Course Code: 102
Type of course: Elective
Level of course: -
Year of study: -
Semester/trimester: -
Number of credits: 10
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): by the end of the course students are expected to
(d) achieve a basic acquaintance with advanced research and theorizing in selected
topics in biological psychology, cognitive psychology and cognitive science.
(e) Get acquainted with the kind of discussion appropriate to the examination of the
above mentioned fields.
(f) Learn to plan, write and present the kinds of research that would further or
critically examine results in the aforementioned fields.
Prerequisites: Course contents: The course is divided into four units of three topics each. In total, a
minimum of eight and a maximum of twelve topics to be examined during the twelve
weeks of the course:
A. Frontier issues in Biological Psychology
1. The significance of animal use in understanding behavior
2. Postnatal stress using animal models: Effects on behavior
3. Postnatal stress using animal models: Effects on markers of synaptic plasticity
Readings
(lecture 1)
Baldwin, E. (1993). The Case for Animal Research in Psychology. Journal of Social
Issues, 49(1), 121–131
Bowd, AD & Shapiro KJ (1993). The Case Against Laboratory Animal Research in
Psychology. Journal of Social Issues, 49 (1), 133–142.
Domjan, M. & Purdy, J. E. (1995). Animal research in psychology: More than meets
the eye of the general psychology student. American Psychologist, 50 (7), 496503.
Short Protocols in Neuroscience: Systems and Behavioral Methods (2007). C. R.
Gerfen, M. A. Rogawski, D.R. Sibley, P. Skolnick, S. Wray (Editors). Wiley:
Hoboken, New Jersey
(lectures 2 &3)
17
Aisa, B., Tordera, R., Lasheras, B., Del Río, J., & Ramírez, M.J. (2008). Effects of maternal
separation
on
hypothalamic-pituitary-adrenal
responses,
cognition
and
vulnerability to stress in adult female rats. Neuroscience, 154(4), 1218–26.
Aisa, B., Elizalde, N., Tordera, R., Lasheras, B., Del Río, J., & Ramírez, M. J. (2009).
Effects of neonatal stress on markers of synaptic plasticity in the hippocampus:
implications for spatial memory. Hippocampus, 19(12), 1222–31.
Eiland, L., & McEwen, B.S. (2012). Early life stress followed by subsequent adult
chronic
stress
potentiates
anxiety
and
blunts
hippocampal
structural
remodeling. Hippocampus, 22(1), 82–91.
Lippmann, M., Bress, A., Nemeroff, C.B., Plotsky, P.M., & Monteggia, L.M. (2007).
Long-term behavioural and molecular alterations associated with maternal
separation in rats. The European Journal of Neuroscience, 25(10), 3091–8.
Hulshof, H.J., Novati, A., Sgoifo, A., Luiten, P.G.M., den Boer, J.A, & Meerlo, P. (2011).
Maternal separation decreases adult hippocampal cell proliferation and impairs
cognitive performance but has little effect on stress sensitivity and anxiety in
adult Wistar rats. Behavioural Brain Research, 216(2), 552–60.
Maccari, S., Krugers, H. J., Morley-Fletcher, S., Szyf, M., & Brunton, P.J. (2014). The
Consequences of Early-Life Adversity: Neurobiological. Behavioural and
Epigenetic Adaptations. Journal of Neuroendocrinology, 26, 707–723.
B. Frontiers in Cognitive Psychology and Learning.
4. Understanding working memory
Baddeley, A. D. &
Logie, R. H. (1999). Working memory: The multiple-
component model. In: A. Miyake and P. Shah (eds), Models of working memory:
Mechanisms of active maintenance and executive control. (28-61). New York, NY:
Cambridge University Press.
5. Training programs designed to enhance working memory.
Holmes, J., Gathercole, S. (2014) Taking working memory training from the laboratory into
schools, Educational Psychology: An International Journal of Experimental Educational
Psychology, 34(4), 440-450
Gathercole, S. E. Dunning, D., Holmes, J. (2012) Cogmed training: Let's be realistic about
intervention research, Journal of Applied Research in Memory and Cognition, 1(3), 201-203
6. The influence of bilingualism on cognitive functions.
Kroll, J.F., & Bialystok, E. (2013). Understanding the consequences of bilingualism
for language processing and cognition. Journal of Cognitive Psychology, 25, 497-514.
Bialystok, E., Craik, F.I.M., & Luk, G. (2012). Bilingualism: Consequences for mind
and brain. Trends in Cognitive Sciences, 16, 240-250.
C. Cognitive Psychology of Aging
18
7. Theoretical approaches to the study of cognitive aging:
•
population processes and cognitive aging
•
genetic and environmental influences on cognitive change
•
social structure and cognitive change
•
patterns of cognitive aging
•
main theories of lifespan development and aging
8. Dimensions of cognitive aging:
•
challenges in attention
•
age-related changes in memory systems
•
executive functions in cognitive aging
•
problem solving
•
expertise
•
wisdom
9. Cognitive screening instruments and research methods:
• Rationale, assessment of utility, diagnostic accuracy of basic cognitive screening
instruments
• Factor invariance, search for structure, longitudinal measurement and studying lifespan
development
Bibliography
Main books for reading
Bosworth, H., & Hertzog, Ch. (Eds.) (2009). Aging and cognition: research methodologies and
empirical advances. Washington, DC: APA.
Hofer, S. M., & Alwin, D. F. (Eds.) (2008). Handbook of cognitive aging: interdisciplinary
perspectives. Thousand Oaks, California: Sage.
Further reading
Bengtson, V. L., Gans, D., Putney, N. M., & Silverstein, M. (Eds.) (2009). Handbook of theories of
aging. New York: Springer.
Efklides, A., & Moraitou, D. (Eds.) (2013). A positive psychology perspective on quality of life.
Dordrecht: Springer Science + Business Media.
Koziol, L. F. (2014). The myth of executive functioning: missing elements in conceptualization,
evaluation, and assessment. Switzerland: Springer International Publishing.
Larner, A. J. (Ed.) (2013). Cognitive screening instruments: a practical approach. London, U.K.:
Springer-Verlag.
Larner, A. J. (Ed.) (2014). Dementia in clinical practice: a neurological perspective (pragmatic
studies in the cognitive function clinic). London, U.K.: Springer-Verlag.
D. Selected Issues in Cognitive Science
10. Representations and Concepts
19
Eysenk M.W. (2006) Fundamentals of Cognition N.Y. Psychology Press (Chapter 21)
Fodor J. (1998) Concepts Oxford U.P.
Frixione, M. & Lieto A. (2012) “Representing Concepts in Formal Ontologies” Logic
and Logical Philosophy 21 391-414
11. The Language of Thought Hypothesis
Fodor J. (2008) LOT 2 Oxford University Press
Schneider, S. (2009) “The nature of symbols in the Language of Thought” Mind &
Language 24: 523-553
12. Does Consciousness cause or control Behavior?
Libet B. (2004) Mind Time Harvard U. P. (selections)
Wegner, D.M. (2002) The Illusion of Conscious Will MIT Press (selections)
Pocket S., Banks W.P. & Gallagher S. (eds.) (2006) Does Consciousness cause
Behavior? MIT Press. (Selected articles)
Teaching methods: Lectures, class activities, and homework assignments. Students
will be asked to read relevant literature, which they will discuss with the instructor in
class and/or present an article.
Assessment methods: Participation in class activities, written essays prepared by
students, in-class presentations.
Language of instruction: English
20
Course Title: Societal Issues in Psychology Name of Lecturer: Kiki Deliyiannis – Kouimtzis, Lia Figgou, Aphrodite Baka, Despoina
Xanthopoulou
Course Code: ERA-201
Type of course: Elective
Level of course: -
Year of study: -
Semester/trimester: -
Number of credits: 10
(g) Objectives of the course (preferably expressed in terms of learning outcomes and
competences): Students are expected to get familiar with current research on societal
phenomena, to contemplate in psychological theories guiding research and to get
acquainted with various psychological research methods (quantitative and qualitative
Prerequisites: None
Course contents: The course focuses on a series of societal phenomena and the ways
these are explored through socio-psychological theory and research. More
specifically during the course students explore issues that involve individual and
society interactions such as organizational issues, citizen participation, migration and
gender issues.
Recommended reading:
- Chryssochoou, X. (2004) Cultural Diversity. Its Social Psychology Oxford: Blackwell.
Chisholm, L. & Deliyanni- Kouimtzis, V. (eds). (2014). Changing landascapes for
childhood and youth in Europe. Newcastle: Cambridge Scholars Publishing
- Hountmont, J., & Leka, S. (2010). Contemporary Occupational Health Psychology:
Global Perspectives on Research and Practice, Volume 1. London: Wiley.
Teaching methods: Lectures and seminars
Assessment methods: Student assessment is based on participation during the
classes, on written assignments written during the semester, and/or on final written
exams
Language of instruction: English
21
AVAILABLE COURSES FOR
THE ACADEMIC YEAR 2015-2016 (GREEK COURSES)
FALL SEMESTER
Course Code
Course Title
PSY-100
Introduction to Psychology
PSY-101
Experimental Psychology I
PSY-131
Developmental Psychology I
PSY-171
Clinical Psychology I
PSY-242
School Psychology
PSY-301
Cognitive Psychology
PSY-361
Social Psychology II
PSY-370
Personality Theories I
PSY-491
Biological Psychology I
PSY-500
Statistics III
PSY-517
Psychology of Ageing
PSY-571
Organisational Psychology I: Theory and Applications
PSY-629
Neuropsychology II: Neuropsychological Assessment
PSY-670
Clincal Psychology III: Critical Approaches to
Psychopathology
PSY-721
Cognitive Science I: Minds and Machines
PSY-729
Neuropsychology III: Cognitive Rehabilitation
PSY-740
Childhood and Youth Issues
PSY-768
Conflicts and Collective Identities: Research Issues
PSY-773
Health Psychology
PSY-839
The Psychology of Death and Dying
22
SPRING SEMESTER Course Code Course Title PSY-371
Personality Theories II
PSY-445
Educational Psychology: Theory and Practice
PSY-481
Psychopathology
PSY-501
Neuropsychology I: Introduction
PSY-536
Developmental Psychology: Social-cognitive
Development
PSY-617
Biological Psychology II
PSY-621
Symbolic Logic and Inductive Thinking
PSY-623
Psychology of Thinking
PSY-671
Organisational Psychology II: Theory and Applications
PSY-728
Psychopharmacology
PSY-731
Developmental Psychopathology I
PSY-767
Intergroup Phenomena: Relations between Minorities
and Majorities
PSY-802
Memory Disorders
PSY-856
Feminist Perspectives in Psychology
PSY-857
Counselling in Education: Theory and Practice
23
COURSE DESCRIPTIONS (GREEK COURSES)
Course descriptions are listed numerically by codes for all available courses. Additional
information for the Undergradute courses can also be obtained from the following URL:
http://www.psy.auth.gr/en/undergraduate-studies-courses
FALL SEMESTER
Course Title: Introduction to Psychology
Name of Lecturer: P. Kargopoulos
Course Code: 100
Type of course: Obligatory
Level of course:
Year of study: 1
Semester/trimester: 1
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): Orientation of the students in the various fields and schools of
psychology. They must also become acquainted with the ways of thinking employed in
the science of psychology. Finally they are to learn some landmark studies to use as
background in their subsequent studies in our undergraduate studies program.
Prerequisites: None
Course contents: The aim of this course is to introduce students who have had no
previous courses in psychology into the various fields of research and application of
psychology. To achieve this aim, it presents the various fields by focusing on a number
of landmark studies in each field. In this way the students come in contact with some
important findings of psychology which they examine in some depth, and at the same
time become familiarized with the ways of thinking of psychologists. 1. Definition and
classification of psychology. Basic approaches to psychology. 2. Research methods in
psychology. 3. Biological bases of behaviour. 4. Perception, attention and consciousness.
5. Learning and conditioning. 6. Intelligence, cognition and memory. 7. Human
development. 8. Emotion and motivation. 9. Personality. 10. Psychopathology. 11.
Psychotherapy. 12. Social psychology.
Recommended reading: R.R. Hock: Forty Studies that Changed Psychology (translated
in Greek), Schachter et al: Psychology (translated into Greek)
Syllabus of readings (English)
Teaching methods: Lecturing
Assessment methods: Multiple choice exam
Language of instruction: Greek
24
Course Title: Experimental Psychology I: Perception and Attention
Name of Lecturer: P. Metallidou & D. Tata
Course Code: 101
Type of course: Obligatory
Level of course: -
Year of study: 1
Semester/trimester: 1
Number of credits: 5
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): To familiarize students with the basic concepts of Experimental
Psychology as well as with the traditional and contemporary approaches of two basic
cognitive functions, that of Perception and Attention.
Prerequisites: ------Course contents: The course is an introduction to experimental psychology. It covers the
sensory systems, the history of research on perception and psychophysics, the nature of
perception and theoretical approaches of perception, the nature of attention, the history
of research on attention and theoretical approaches of attention. The course also
involves laboratory classes in small groups of students. Students carry out real
experiments on perception and attention and discuss their results. Note: P Metallidou
teaches the first 2 groups (4 hours weekly) and D. Tata teaches the next 2 groups (4
hours weekly)
Recommended reading:
- Atkinson, R. L., Atkinson, R. C., Smith, E., Bem, D. J., & Nolen-Hoeksema,
S. (2003, trans. in Greek). Hillgard’s Introduction to Psychology, Vol. I (13th ed.)
(P. Vorria, B. Davou, Z. Papaligoura Eds.). Athens: Papazisis.
- Ηayes, N. (1998, trans. in Greek). Introduction to Psychology, Vol. I. (A. Efklides Ed.).
Athens: Ellinika Grammata.
- Eysenck, M.W. (2010, trans. in Greek). Basic principles of Cognitive Psychology (E.
Vasilaki Ed.). Athens: Gutenberg.
Teaching methods: 2 hours lecture and 1 hour laboratory exercises
Assessment methods: weekly laboratory reports and written final examination
Language of instruction: Greek
25
Course Title: Developmental Psychology I
Name of Lecturer: P. Vorria
Course Code: 131
Type of course: Obligatory
Level of course: -
Year of study: 1
Semester/trimester: 1
Number of credits: 3
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): i) to enable students to understand how and why the human
organism grows and changes (in physical structures, thought processes, emotions,
social interactions) from prenatal period, infancy to childhood;
ii) to understand
changes that appear universal, to explain individual differences and the influence of
the context in children’s development; and iii) to understand the importance of early
experiences on later development.
Prerequisites:
Course contents: Introduction: The human life span. Developmental domains.
Historical perspectives of human development. Studying human development:
Descriptive and experimental approaches. Ethics in developmental research.
Approaches to understanding human development. Heredity and environment.
Prenatal development and childbirth. The neonate. Neonatal assessment. Infancy:
Physical and motor development. Sensory and perceptual development. Cognitive
and language development. Social and emotional development. The effects of early
experiences on later development. Early childhood: Physical and motor development.
Cognitive
and language development. Social
and
emotional
development.
Aggression and prosocial behaviour.
Recommended reading:
- Craig, G.J. & Baucum, D. (2002). Human Development. Prentice Hall.
- Feldman, R. S. (2008). Development across the life span. Prentice Hall.
- Cole, M. Cole, S. & Lightfoot, C. (2005). The Development of Children. Worth
Publishers.
- Newcombe, N. (1996). Child Development: Change over time. Harper Collins
College Publishers.
Teaching methods: Lectures 2 hours/week
Assessment methods: Written examinations
Language of instruction: Greek
26
Course Title: Clinical Psychology I
Name of Lecturer: E. Georgaca & P. Roussi
Course Code: 171
Type of course: Obligatory
Level of course: Year of study: 1
Semester/trimester: 1
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
The course aims to familiarize students with the various roles that clinical psychologists
are involved in. More specifically, by the end of the course students are expected:
• To understand the range of the field of clinical psychology in relation to similar
disciplines
• To become aware of the various areas of activities of clinical psychologists
• To become aware of the main theoretical models of understanding and dealing with
psychological problems
• To come into contact with clinical material, through examples in workshops, and to
become aware of the ways in which clinical psychologists deal with clinical matters in
practice
Prerequisites: none
Course contents: The aim of the module is to familiarize students with all the tasks
clinical psychologists undertake. In the beginning, the field of clinical psychology is
defined and differentiated from other similar disciplines, and a historical review is
offered. In the main part of the module, students are presented with the dominant
theoretical models in the field of clinical psychology (psychodynamic, social cognitive,
humanistic and family) and the ways in which evaluation and treatment of psychological
problems takes place within each model. Finally, we discuss prevention of psychological
problems, research in clinical psychology and ethical issues regarding clinical practice
and research. Throughout the course, clinical material is presented in small group
seminars, whereby students have the opportunity to familiarize themselves with the
application of the knowledge they acquire during lectures in understanding and dealing
with psychological problems.
Recommended reading:
- Heiden, L. A., & Hersen, M. (2009). Εισαγωγή στην κλινική ψυχολογία (επιστ.
επιμέλεια Α. Καλαντζή-Αζίζι & Φ. Αναγνωστόπουλος). Αθήνα: Ελληνικά Γράμματα.
[Introduction to clinical psychology]
- Kring, A. M., Davison, G. C., Neale, J. M. & Johnson, S. L. (2010) Ψυχοπαθολογία.
(μεταφ. Θ. Καραμπά, επιστ. επιμέλεια Ε. Αυδή & Π. Ρούσση). Αθήνα: ∆αρδανός.
[Abnormal psychology]
Teaching methods: 3-hour lecture & 2-hour workshop per week
Assessment methods: workshop reports & tests (20%), mid-term exam (20%), final exam
(60%)
Language of instruction: Greek
27
Course Title: School Psychology
Name of Lecturer: E. Gonida
Course Code: 242
Type of course: Obligatory
Level of course: -
Year of study: 2
Semester/trimester: 3
Number of credits: 3
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): To introduce students to general concepts of School Psychology and of
the role of school psychologist in the school setting
Prerequisites: None
Course contents: Introduction and history of school psychology. School vs Educational
Psychology. Defining the role and the specialty of school psychologist. Diagnostic
assessment of children and adolescents: The examples of assessing intelligence,
cognitive, language and psychosocial competence. Counseling in school settings with an
emphasis on psychological consultation in the school context. Learning disabilities:
Definitions, taxonomy, interpretation. Cognitive, metacognitive and psychosocial
characteristics of students with learning disabilities. Assessment, intervention and
support of students with learning disabilities. Prevention and intervention programs in
school settings: A. The example of social and emotional development in school as a
program promoting children’s and adolescents’ psychological well-being and learning
(e.g., communication skills, self-esteem, emotion regulation, conflict resolution, stress
and anxiety), B. The example of bullying. Crisis management in school settings.
Recommended reading: Hatzichristou, Chr. (2000). (in greek).School Psychology.
Athens:Ellinika Grammata b) Elliot, S. N., Kratochwill, T. R., Cook, J. L., & Travers, J. F.
(2000). Educational Psychology: Effective teaching, effective Learning. 3rd Edition.
Boston: McGraw-Hill.
Teaching methods: a) Lectures by the professor and b) oral essays prepared by students
Assessment methods: Written examinations at the end of semester
Language of instruction: Greek
28
Course Title: Cognitive Psychology
Name of Lecturer: A. Efklides & D. Moraitou
Course Code: 301
Type of course: Obligatory
Level of course: -
Year of study: 2
Semester/trimester: 3
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
Ability to comprehend and use concepts and theories in cognitive
psychology. Ability to use research methods in cognitive psychology and knowledge
representation skills. Ability to transfer theoretical motions to everyday life, situations
and analyze key behaviors and subjective states in terms of cognitive, affective and
metacognitive processes. Development of critical thinking skills, of experimentation
skills, of scientific writing and oral presentation skills. Cultivation of computer and
internet use skills as well as of collaborative skills.
Prerequisites: -----Course contents: The course aims at introducing students to concepts and methods of
cognitive psychology and to cultivate their ability to analyse and describe the course of
thinking during problem solving, the forms of knowledge representation, and the mind’s
architecture. Specifically, emphasis is given on semantic representation (semantic
features,
semantic
networks,
propositions,
schemas,
scripts);
on
analogical
representation (images, mental models), on temporal representation (strings) and on
procedural representation. Issues in concept learning, relations of cognition and affect
cognition and action, and monitoring and control of cognitive processing for the
regulation of cognition (i.e., metacognition), are also covered. Practicals take place in
separate classes and presuppose groups of 2-3 collaborating peers. They involve (a)
written presentation of topics for deeper understanding and integration of relevant
knowledge; (b) carrying out a small research; (c) oral presentation of their work with the
use of powerpoint and (d) written presentation of the research and its findings in the
form of poster.
Recommended reading:
- A. kostaridou-Efklides (2011). Cognitive Psychology: From representation to affect and
action. Athens: Pedio
- A. Kostaridou-Efklides (2005). Metacognitive processes and self-regulation. Athens:
Ellinika Grammata
Teaching methods: Lecture, tutorial
Assessment methods: 40% practicals; 60% written exams
Language of instruction: Greek
29
Course Title: Social Psychology ΙI
Name of Lecturer: E. Figgou
Course Code: 361
Type of course: Obligatory
Level of course: -
Year of study: 2
Semester/trimester: 3
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): The course objectives include understanding of the basic concepts and
methods used in the study of social cognition and social representations and critical
evaluation of the various theoretical and research traditions.
Prerequisites:
Course contents: This course aims to familiarize students with the main epistemological
trends in social psychology, introducing the main concepts and methods of a)cognitive
social psychology and b) social constructionism. Students attend two-hour theoretical
lectures on the following subjects: Social perception (social schemas, categorization and
stereotypes), Social attribution, attitudes and attitude change, social constructionism,
social representations and thw discursive turn in social psyrepresentations In addition,
students study important texts in social psychology which they present and discuss
during two-hours workshops.
Recommended reading:
- Papastamou. S. (Ed) (2006) Introduction to Social Psychology: Athens: Pedio. (Vol. 1 &
2). (available only in Greek)
- Hogg, M. & Vaughan, G. (2010). Social Psychology. Athens: Dardanos. (Available both
in Greek and in English language)
- Hewstone, M. Stroebe, W. & Stephenson,, G. (2004). Introduction to Social Psychology
Athens: Papazisis (Available both in Greek and in English language).
- Wetherell, M. (Ed). (2004). Identities, Groups and Social Issues. Athens: Metaihmio
(Available both in Greek and in English language)
Teaching methods: Two hour theoretical lectures and two hour workshops weekly.
Assessment methods: Assessment includes short essays (during the course) and written
examinations in the end of the semester.
Language of instruction: Greek
30
Course Title: Personality Theories I
Name of Lecturer: E. Avdi
Course Code: 370
Type of course: Obligatory
Level of course: -
Year of study: 2
Semester/trimester: 3
Number of credits: 5
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
The course aims to:
• introduce students to the main principles and approaches of psychoanalytic theory as
a personality theory
• introduce students to the breadth and diversity that characterises the psychoanalytic
approach today
• introduce students to debates within contemporary psychoanalysis as a theory of
personality as well as to the limitations of the various trends within psychoanalytic
theory
Prerequisites: None
Course contents: This course focuses on the main psychoanalytic theories regarding the
development and structure of personality. We will discuss the work of S. Freud (affecttrauma model, topographical model, structural model, stages of psychosexual
development, defense mechanisms, dreams, symptoms and symbols), C. G. Jung
(archetypes, the collective unconscious, individuation), and object relations theory, with
reference to the work of M. Klein (primitive defence mechanisms, paranoid/ schizoid and
depressive positions, the psychoanalytic play technique), D.W. Winnicott (transitional
phenomena, the false self) and briefly to the contributions of J. Bowlby and N.
Chodorow. We will also discuss the limitations of the various trends in psychoanalysis as
approaches to human personality. The course aims to introduce students to the basic
principles of the psychoanalytic approach as a theory of personality, with an emphasis
on the breadth and diversity that characterises contemporary psychoanalysis.
Recommended reading:
- Bateman, A., & Holmes, J. (1995). An introduction to psychoanalysis: Contemporary
theory and practice. London: Routledge.
Teaching methods: Lectures, presentations
Assessment methods: Final examinations
Language of instruction: Greek
31
Course Title: Biological Psychology I
Name of Lecturer: D. Tata
Course Code: 491
Type of course: Obligatory
Level of course: -
Year of study: 2
Semester/trimester: 3
Number of credits: 5
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): The aim of this course is to introduce students to the fundamentals of
the biological basis of behavior. After successfully completing this class, students are
expected to have understood 1) the basic principles of the nervous system’s functioning
and neural communication, 2) the way physical information (sensory experience) is
transformed into neural signals and subsequently processed by the brain creating the
perception of vision, sound, taste, smell, touch and pain.
Prerequisites: ---Course contents: Scope of biological psychology and its relation to other disciplines of
psychology. The history of research on the brain and behavior. General layout of the
nervous system. The major structures of the brain and functions they mediate. Types of
cells of the nervous system, generation and transmission of neural signals. Principles of
sensory system organization. Mechanisms of perception: vision, hearing, chemical
senses (taste and smell), somatosensation (touch and pain).
Recommended reading:
- John P.J. Pinel (2009, trans. in Greek). Biopsychology, Vol. I (A. Kastellakis Ed.). Athens:
Ion.
- Bryan K. & I. Q. Whishaw (2006, trans. in Greek).
An Introduction to Brain and
Behavior, Vol.I & II (A. Kastellakis & G. Panagis, Eds.). Athens: Paschalidis Medical
Publications.
Teaching methods: Lecture
Assessment methods: Written Exam at the end of the semester
Language of instruction: Greek
32
Course Title: Statistics ΙI
Name of Lecturer: G. Kioseoglou
Course Code: 500
Type of course: Compulsory Elective
Level of course: -
Year of study: 3
Semester/trimester: 5
Number of credits: 4
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
One-way analysis of variance, one-way analy¬sis of variance with
repeated measures. Effect size, multiple comparison tests. Introduction to two-way
analysis of variance and to the analysis of higher order experimental designs. Nonparametric statistical methods: Mann-Whitney test, sign test, Wilcoxon test, McNemar
test, Spearman correlation, Cramer, φ.
Prerequisites: Statistics I
Course contents: One-way analysis of variance, one-way analysis of variance with
repeated measures. Effect size, multiple comparison tests. Introduction to two-way
analysis of variance and to the analysis of higher order experimental designs. Nonparametric statistical methods: Mann-Whitney test, sign test, Wilcoxon test, McNemar
test, Spearman correlation, Cramer, φ.
Recommended reading: Textbooks of Statistics
Teaching methods: Lecture
Assessment methods: Final exam
Language of instruction: Greek
33
Course Title: Psychology of Ageing
Name of Lecturer: D. Moraitou
Course Code: 517
Type of course: Elective
Level of course: Year of study: 3
Semester/trimester: 5
Number of credits: 5
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): The overall aim of this course is to introduce students to the psychology
of ageing. The course will acquaint students with the psychological explanations of ageassociated changes in human function and the debate over the types of changes that
people experience as they grow old. By the end of the course, students will have learned
about the development of such important cognitive abilities as memory, learning, and
intelligence; they will also have begun to appreciate the differences between normal and
pathological change during later life.
On completing this course students should at minimum be able to do the following:
• Identify and describe major models of human development.
• Evaluate the research methods commonly used to study age-associated changes in
cognitive function.
• Describe the types of changes that occur during adulthood in the human cognitive
system, including memory, intelligence, and learning skills.
Prerequisites: Course contents: The course introduces students to concepts and methods of
geropsychology, and focuses on aspects of the ageing process that are related to
cognitive functioning. Emphasis is given on major theoretical approaches to ageing
(biological and psychosocial); on population ageing and its relation to cognitive ageing;
on dimensions of cognitive ageing (attention, memory, problem-solving, expertise, and
learning), covering topics related to their trajectories of change and measurement.
Issues in relations of cognitive ageing and socio-cultural factors, sensory and healthrelated changes, and dementia are also covered. Practical presupposes groups of 2-3
collaborating peers and involves (a) written presentation of a topic for deeper
understanding of relevant knowledge; (b) carrying out a small research using basic
assessment instruments; (c) oral presentation of the research (PowerPoint), and (d)
written presentation of the research in the form of poster. Practical covers 40% of the
course grade; the rest (60%) is covered by exams on the content of the whole course.
Recommended reading:
- Hofer, S. & Alwin, D. (eds.) (2008). Handbook of Cognitive Aging: Interdisciplinary
perspectives. Thousand Oaks, California, U.S.A.: Sage.
- Bengtson, V., Gans, D., Putney, N., & Silverstein, M. (eds.) (2009). Handbook of theories
of aging (2nd ed.). New York, U.S.A.: Springer.
Teaching methods: 2 hours lecture and 1 hour practical
Assessment methods: Performance in practical and one final (written) examination at the
end of the semester.
Language of instruction: Greek
34
Course Title: Organizational Psychology I: Theory and Applications
Name of Lecturer: D. Xanthopoulou
Course Code: 571
Type of course: Elective
Level of course:
Year of study: 3
Semester/trimester: 5
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): This is an introductory course to organizational theory, research and
practice. The main focus is on the study of organizational phenomena, as well as on
the interaction between organizations and their external environments. The course is
divided into two sections: a theory and a practice section. During the theory section,
the following topics are covered: 1) Οrganizational theories; 2) Organizational
structure and culture; 3) Organizational change and resistance to change; 4)
Leadership in organizations; 5) Οrganizational justice and its impact on individuals
and teams. The practice section includes group exercises aiming at the better
understanding of organizational theories, the critical evaluation of empirical findings
with regard to organizational phenomena, and the analysis of case studies. Students
are invited to write a research proposal on a related topic by applying specific
methods of data collection and analysis.
Prerequisites: Social Psychology, Methodology
Course contents: The course is divided into two sections: a theory and a practice
section. During the theory section, the following topics are covered: 1) organizational
theories; 2) organizational structure and culture; 3) organizational change and
resistance to change; 4) leadership in organizations; 5) organizational justice and its
impact on individuals and teams. The practice section includes critical evaluation of
empirical findings with regard to organizational phenomena. Students are invited to
write a research proposal on a related topic by applying specific methods of data
collection and analysis.
Recommended reading:
Greenberg, G., & Baron, R. A. (2013). Organizational behavior. Athens: Guttenberg.
ISBN: 978-960-01-1382-2
Robbins, S. P., & Judge, T. A. (2011). Organizational behavior. Athens: Kritiki
Publishers.
Vakola, Μ., & Nikolaou, Ι. (2011). Organizational psychology and behavior. Athens:
Rossili Books. [In Greek]
-----------------------------Jex, S.M., & Britt, T.W. (2008). Organizational psychology: A scientist-practitioner
approach (2nd ed.). New Jersey: Wiley.
Landy, F.J., & Conte, J.M. (2010). Work in the 21st century: An introduction to
industrial and organizational psychology (3rd ed.). New Jersey: Wiley.
Teaching methods:
Lectures, Workshops
Group meetings with the course coordinator (for Erasmus Students)
Assessment methods:
Research reports & Written Examinations at the end of the semester
Language of instruction: Greek/English
35
Course Title: N e u r o p s y c h o l o g y I I : N e u r o p s y c h o l o g i c a l A s s e s m e n t
Name of Lecturer: M. E. Kosmidou
Course Code: 629
Type of course: Elective
Level of course: -
Year of study: 3
Semester/trimester: 5
Number of credits: 5
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
Upon successfull completion of the course, students will have a basic
level of knowledge and understanding of the procedures involved in neuropsychological
assessment, but also of the conceptual issues that invariably arise in the course of
designing the assessment and interpreting the results. Also, students will have basic
knowledge of the neuropsychological deficits often found in various neurological,
psychiatric and other disorders.
Prerequisites: None
Course contents: Goals and methods of neuropsychological assessment. Basic principles
for the development of tests based on theories of brain functioning and selection of test
batteries for diagnosis of cerebral damage or dysfunction. Interpretation of
neuropsychological assessment results and report writing. Administration of commonly
used tests in clinical assessment and research. Neuropsychological deficits in various
neurological, psychiatric and other disorders.
Recommended reading: Teaching methods:
Lectures: Hours of Instruction 26 (Individual, Teamwork, Erasmus)
Fieldwork: Hours of Instruction 10 (Individual)
Assessment methods: Final exam, project.
Language of instruction: Greek
36
Course Title: Clinical Psychology III: Critical Approaches to Psychopathology
Name of Lecturer: E. Georgaca
Course Code: 670
Type of course: Elective
Level of course: -
Year of study: 3
Semester/trimester: 5
Number of credits: 3
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
By the end of the course students are expected to:
Understand the relation between mental distress and sociocultural factors
Understand the role of professional theories and practices in dealing with mental
distress
Be familiar with contemporary critical approaches to psychopathology and mental
health
Understand issues regarding the relation between the psychiatric and legal systems,
such as rights, restraint, involuntary commitment etc.
Prerequisites: 481 - Psychopathology
Course contents: The course critically examines psychopathology and focuses on the
links between on the one hand the professional clinical understanding and subjective
experience of mental distress and on the other sociocultural and institutional factors.
More specifically, the following issues are covered: history of psychopathology;
criticisms of the current classification systems of disorders; sex, race and ethnicity, social
class and mental health; relation between professional and lay knowledge;
dangerousness. Self help movements in mental health. The module presupposes
knowledge of psychopathology
Recommended reading:
- Parker, I. et al (1995). Deconstructing psychopathology. London: Sage.
- Pilgrim, D. & Rogers, A. (1999). A sociology of mental health and illness. - Buckingham:
Open University Press.
Teaching methods: 2-hour lecture per week
Assessment methods: final exam
Language of instruction: Greek
37
Course Title: Cognitive Science I: Minds and Machines
Name of Lecturer: P. Kargopoulos
Course Code: 721
Type of course: Elective
Level of course:
Year of study: 4
Semester/trimester: 7
Number of credits: 5
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): The first objective is to guide the students into a new area in which
psychology is one of the contributing sciences. Learning interdisciplinary skills. Analysis
of Cognitive functions into components. Understanding the powers and limitations of
computationalism, connectionism and embodied intelligence
Prerequisites: Introduction to Psychology, Cognitive Psychology, Symbolic Logic and
Inductive Thinking.
Course contents: The main aim of the course Is to examine in detail the mechanistic
hypothesis, namely the idea that mentality and intelligence can be explained as the
workings of a mechanistic system like that of a computer. The second aim is to function
as an introduction to cognitive science, which is the interdisciplinary attempt to explain
mentality as a system of processing of natural symbolic representations. The approach
followed is philosophical and historical. The difficulties of defining intelligence is
discussed and then the theoretical problematique that led Alan Turing to invent the
computing machine. The introduction of the first Ai programs in the 50s. The cognitive
revolution, first in linguistics and the in psychology in the 60s, the classical
computational approach of the 70s, the criticism of computationalism, the
connectionism program of the 80s and 90s, embodied intelligence and cognitive
neuroscience of the last decade.
Recommended reading: Thaggard: Mind (2nd Ed) Stillings et al: Introduction to Cognitive
Science, Vosniadou (ed): Cognitive Science (all three texts in Greek)
Syllabus of articles in English
Teaching methods: Lecture and discussion. Presentations by students, participation in
experiments
Assessment methods: Final examination that consists of two parts multiple choice exam
and essay.
Language of instruction: Greek
38
Course Title: Neuropsychology II: Neuropsychological Rehabilitation
Name of Lecturer: M.- H. Kosmidis
Course Code: 729
Type of course: Elective
Level of course: -
Year of study: 4
Semester/trimester: 7
Number of credits: 3
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
Prerequisites: Neuropsychology I
Course contents: Cognitive methods of treatment intervention and mechanisms of
recovery of patients with neuropsychological dysfunction (e.g., after traumatic brain
injury). Theoretical foundations and rehabilitation techniques for impaired attention,
memory, communication, executive functioning and awareness.
Recommended reading: Cognitive Rehabilitation: An Integrative Neuropsychological
Approach (Sohlberg & Mateer, 2001)
Teaching methods: Lecture
Assessment methods: final exam and project
Language of instruction: Greek
39
Course Title: Childhood and Youth Issues
Name of Lecturer: V. Deliyianni-Kouimtzi
Course Code: 740
Type of course: Compulsory Elective
Level of course: -
Year of study: 4
Semester/trimester: 7
Number of credits: 7
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
The aim of the course is to offer students the opportunity (a) to understand childhood
and youth as social categories and (b) to familiarize with theories and research methods
used in the recent bibliography for the study of children and young people. After the
end of the course, students should be able to
- understand the interdisciplinary character of the field of childhood and youth studies
- be aware of the importance of the study of children and young people for the School
Psychologist
- understand the relationship between family, school and society as social agents that
shape children’s and young people’s lives
Prerequisites: None
Course contents: The course "Childhood and Youth Issues" belongs to the field of
Childhood and Youth Studies and is a five hours per week course (two hours for theory
titled 'Theoretial perspetives on childhood and youth' and three hours for a research
and pratical applications seminar titled 9hildren and young people in contemporary
societies'). The course fouses on the study of childhood and youth not as age stages but
as social onstructions approached by a variety of scientifi fields (Sociology, History,
Psychology, Educationa, Law, Political and Eonomic Sciences etc)
Recommended reading: Teaching material provided electronically
Teaching methods: Face to face, group work, tutoring
Assessment methods:
(1) Students participating regularly to the courses:(a|) presentation and submission of a
written essay and (b) simple written examination.
(2) Students not being able to attend the courses: (a) submission of 3 written essays (b)
written examination
Language of instruction: Greek
40
Course Title: Issues of Research and Applications of Social Psychology: Conflicts and
Collective Identities
Name of Lecturer: A. Baka
Course Code: 768
Type of course: Elective
Level of course: -
Year of study: 4
Semester/trimester: 7
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): Comprehension of the main theories of social conflicts and collective
identities. Training in data collection techniques of Social Psychology such as
observation, questionnaire, experiment, interviews, focus groups and qualitative
methods of analysis such as content analysis and discourse analysis. Design and
implementation of pilot studies on the conflict issues. Writing of short scientific reports
Prerequisites: None
Course contents: The course explores issues of social conflicts and collective identities
(aggressiveness, prosocial behaviour, crowd theories, sociopsychological approaches of
international conflicts, national identities, media and social conflicts, conflict resolution,
reconciliation, social movements). During workshops students are trained in the design
and implementation of pilot studies on these issues (using data collection techniques of
Social Psychology such as observation, questionnaire, experiment, interviews, focus
groups and qualitative methods of analysis such as content analysis and discourse
analysis) and in the writing of short scientific reports.
Recommended reading:
- Papastamou. S. (Ed) (2006) Introduction to Social Psychology:Athens:Pedio. (Vol. 1).
(available only in Greek)
- Potter, J & Wetherell, M. (2007). Discourse and Social Psychology. Athens: Metaihmio.
(Available both in Greek and in English language)
- Papastamou, S., Prodromitis, G & Pavlopoulos, V. (2010). Social thought, cognition and
behaviour. Athens: Metaihmio. (available only in Greek)
- Iosifidis, T. (2008). Qualitative Research Methods in Social Sciences. Athens: Kritiki.
(available only in Greek)
Teaching methods: One hour theoretical lectures and two hour workshops weekly.
Assessment methods: Essays produced by students during the semester and final
written exams
Language of instruction: Greek
41
Course Title: Health Psychology
Name of Lecturer: E. Avdi
Course Code: 773
Type of course: Elective
Level of course: -
Year of study: 4
Semester/trimester: 7
Number of credits: 3
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
The course aims to:
• Familiarise students with the breadth of the approaches and applications of health
psychology
• Familiarise students with the biopsychosocial model and help them consider multiple
levels of conceptualising and addressing issues relating to health and illness
• Introduce students with the issues relating to life with a chronic illness
• Help students understand the significant role played by social and cultural factors in
physical illness
• Expose students to practise issues through discussion of case material
Prerequisites: None
Course contents: The course entails a presentation of the psychological, social and
cultural aspects of health and illness. We will present the biopsychosocial model and
focus on the interactions between the biological, behavioural, psychological and social
factors that affect the development and course of illness. Specifically, we will discuss the
relationship between stress and illness, the processes involved in identifying symptoms
and illness behaviours, the relationship between personality and health, social
inequalities in health, the experience of chronic illness, specific illnesses (heart disease,
cancer, AIDS), the psychological issues in terminal illness, critical health psychology,
doctor-patient communication and relationship and professionals’ burnout, health
prevention and professional issues regarding health psychologists.
Recommended reading:
Marks, D. F., Murray, M. P., Evans, B., Estacio, E.V. (2011). Health psychology: Theory,
research and practice (3d edition). London: Sage.
Teaching methods: Lectures and presentations
Assessment methods: Final examinations
Language of instruction: Greek
42
Course Title: The Psychology of Death and Dying
Name of Lecturer: Z. Papaligoura
Course Code: 839
Type of course: Elective
Level of course: -
Year of study: 4
Semester/trimester: 7
Number of credits: 5
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
- Learning about death and dying is learning about life and living
- All humans in the process of dying are alive and have the same needs and fears as
every other human being
Prerequisites:
Course contents: The following topics will be discussed.The psychological dimensions of
death and dying. Attitudes toward death in the era of technology. Coping with death.
Hospices. The importance of grief. Children and death. Children’s understanding of
death. Children facing life threatening diseases. Disenfranchised grief.Hospices
Recommended reading:
- Corr, C., Nabe, C. & Corr, D. (2000). Death and Dying. Life and Living. Wadsworth. USA
- Balk, D. (2007). Handbook of Thanatology. The essential body of knowledge for the
study of death, dying and bereavement. Routledge
Teaching methods: lectures, presentation of videos and films
Assessment methods: 1 paper and 1 final exam
Language of instruction: Greek
43
SPRING SEMESTER
Course Title: Personality Theories II
Name of Lecturer: P. Roussi
Course Code: 371
Type of course: Obligatory
Level of course: -
Year of study: 2
Semester/trimester: 4
Number of credits: 3
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
The aims of the course are: 1. the students to achieve an in-depth
understanding of the major theories of personality as well as their different assumptions
regarding human nature, 2. the students to achieve a rudimentary understanding on
how the theories can be applied in order to understand human problems.
Prerequisites: Clinical Psychology I
Course contents: Introduction to the concept of personality. Description of the following
approaches to the field of Personality: Biological, trait, behavioral, social-cognitive,
cognitive-affective, and humanistic. After presenting a theory, students are given short
cases and are asked to apply each theory to the conceptualization of human problems.
Finally, the strengths and weaknesses of each theory are discussed.
Recommended reading:
- Cervone, D., & Pervin, L.A. (2009). Personality: Theory and Research. Eleventh Edition.
John Wiley.
- Carver, C.S., & Scheier, M.F. (2000). Perspectives on Personality. Fourth Edition. Allyn &
Bacon.
- Feist, J. & Feist, G. J. (2009). Theories of Personality, Seventh Edition. McGraw Hill.
- Hall, C.S., Lindzey, G., & Campbell, J.B. (1998). Theories of Personality, Fourth Edition.
John Wiley.
Teaching methods: lecture and class discussion
Assessment methods: end-of semester examination (multiple choice & essay type
questions)
Language of instruction: Greek
44
Course Title: Educational Psychology: Theory and Applications
Name of Lecturer: E. Gonida
Course Code: 445
Type of course: Obligatory
Level of course: --
Year of study: 2
Semester/trimester: 4
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
By the end of the semester, students are expected (i) to be able to differentiate the
major learning approaches and their applications in the classroom; (b) to be aware of a
number of variables which motivate students and promote their educational outcomes;
and (c) to acknowledge the role of the school and family context in promoting student
adaptive learning patterns.
Prerequisites: Course contents: The course examines the major learning approaches and
contemporary research findings on school learning, instruction and the promotion of
student academic achievement. Specifically, the following topics will be discussed:
Behavioral, social cognitive, cognitive views of learning. Self-regulated learning.
Motivating students to learn (implicit theories of intelligence, achievement goal
orientations, self-efficacy beliefs, self-concept and self-esteem, possible selves, interest,
academic emotions). Students with special needs. Parenting, school learning and
children’s academic outcomes. Creating and maintaining a productive classroom
environment. Resilient schools, resilient classrooms: creating healthy environments for
learning. The course is organized in two parts: (a) theory and (b) applications in
educational practice. Students will be actively involved in the second part by preparing
and presenting selected topics of the course.
Recommended reading:
- Elliot, S. N., Kratochwill, T. R., Littlefield Cook, J., & Travers, J. F. (2000/2008, translated
in Greek). Educational Psychology: Effective Teaching, Effective Learning. Athens:
Gutenberg (Editors of the Greek edition: Angeliki Leontari & Efi Syngollitou)
- Slavin, R. E. (2007, translated in Greek). Educational Psychology: Theory and Practice.
Athens: Metehmio (Editor of the Greek edition: Konstantinos Kokkinos)
Teaching methods: Lectures combined with the use of new technologies / presentations
by students
Assessment methods: Written exams (80%), Student presentations (20%)
Language of instruction: Greek
45
Course Title: Psychopathology
Name of Lecturer: E. Avdi
Course Code: 481
Type of course: Obligatory
Level of course: -
Year of study: 2
Semester/trimester: 4
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
The course aims to introduce students to:
• The issues and dilemmas that characterise the processes of defining and classifying
abnormal psychology
• The current system of classification based on the DMS-IV-TR, so that students become
able to recognise and describe the main features of the various diagnostic categories
• The principal psychological and neurobiological hypotheses concerning the aetiology
of the various diagnostic categories as well as issues regarding their treatment
• The usefulness and the limitations inherent in approaches to classification of abnormal
psychology
• Issues regarding the use of diagnosis in clinical psychology practice
• Ethical issues relating to the application of diagnosis as an institutional practice
Prerequisites: None
Course contents: The course provides a critical presentation of the issues that concern
the definition, description, conceptualization and treatment of behaviour deemed
‘abnormal’. Specifically, we will discuss the diagnostic systems, the main diagnostic
categories according to DSM-IV-TR and the main psychological hypotheses (cognitivebehavioural, psychodynamic, humanistic, family/ systems and sociocultural) as well as
neurobiological theories regarding the conceptualization of these disorders. In addition,
we present briefly the main treatments for these disorders and we discuss the
usefulness, the limitations and the consequences of diagnosis as an institutional
practice. Moreover, clinical material is presented with a focus on formulation in clinical
psychology and the role of diagnostic systems in this process.
Recommended reading: Kring, A. Μ., Davison, G.C., Neale, J. M., & Johnson, S.L. (2007).
Abnormal Psychology. Chichester: Wiley.
Teaching methods: Lectures (3 hours) and seminars/ workshops (1 hour) with case
discussions and practice
Assessment methods: Final examinations
Language of instruction: Greek
46
Course Title: Neuropsychology I: Introduction
Name of Lecturer: M. - H. Kosmidis
Course Code: 501
Type of course: Obligatory
Level of course: -
Year of study: 3
Semester/trimester: 6
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
Students will learn basic information regarding brain-behavior
relationships pertaining to higher cognitive functions. Competences are related to
designing a method to explore higher cognitive functions in patient populations.
Prerequisites: None
Course contents: Neuropsychology is the study of the relationship between the brain
and behavior. This course covers the organization of the human brain and the way in
which the brain produces emotions, perceptions, movement, language, memory,
attention, etc. in normal functioning and pathology. It will also cover examples of
neuropsychiatric disorders and methods of assessment.
Recommended reading: Neuropsychology, 5th Ed. (Darby & Walsh)
Teaching methods: lecture, lab demonstrations, case studies, multimedia presentations
Assessment methods: final exam
Language of instruction: Greek
47
Course Title: Developmental Psychology: Social - Cognitive Development
Name of Lecturer: Elefth. - Sofia Gonida
Course Code: 536
Type of course: Compulsory Elective
Level of course: -
Year of study: 3
Semester/trimester: 6
Number of credits: 3
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
By the end of the semester, students are expected (i) to be able to differentiate the
major learning approaches and their applications in the classroom; (b) to be aware of a
number of variables which motivate students and promote their educational outcomes;
and (c) to acknowledge the role of the school and family context in promoting student
adaptive learning patterns.
Prerequisites: Developmental Psychology I, Developmental Psychology II
Course contents: The course examines contemporary theories, research and applications
of social – cognitive development and is organized along two axes: (a) cognitive
development (b) moral and prosocial development. In regard to the first axis, the
following topics will be discussed: Constructivism: Piaget’s and Vygotsky’s views of
knowledge construction. Putting Piaget’s and Vygotsky’s theory into perspective.
Information processing views of cognitive development. Neopiagetian theories of
cognitive development. Knowledge restructuring theories. Classroom applications.
Selected topics such as theory of mind and metacognitive development will be also
discussed. In regard to the development of moral and prosocial reasoning, the following
theories will be discussed: Piaget, Kohlberg, Gilligan and gender differences, Gibbs, and
Rest. Promoting moral development in the classroom. Methodological and ethical issues
will be raised, as well.
Recommended reading:
- Salkind, N. J. (2006, translated in Greek). Theories of human development. Athens:
Patakis (Editor of the Greek edition: Diomedes Markoulis)
- Siegler, R. S. (2002/translated in Greek). How children think. Athens: Gutenberg (Editor
of the Greek edition: Stella Vosniadou).
Teaching methods: Lectures combined with the use of new technologies
Assessment methods: written exams / optional student work on selected issues
Language of instruction: Greek
48
Course Title: Biological Psychology II
Name of Lecturer: D. Tata
Course Code: 617
Type of course: Elective
Level of course: -
Year of study: 3
Semester/trimester: 6
Number of credits: 5
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
Motor control and plasticity. Neural mechanisms of learning and
memory. Hormones, brain and behavior. Regulation of internal states (food, fluid and
temperature regulation). Biological rhythms, sleep and dreaming. Brain asymmetry.
Biological basis of affective and neurological disorders.
Prerequisites: ---Course contents: Motor control and plasticity. Neural mechanisms of learning and
memory. Hormones, brain and behavior. Regulation of internal states (food, fluid and
temperature regulation). Biological rhythms, sleep and dreaming. Brain asymmetry.
Biological basis of affective and neurological disorders.
Recommended reading:
- John P.J. Pinel (2009, trans. in Greek). Biopsychology, Vol. II (A. Kastellakis Ed.). Athens:
Ion.
- Bryan K. & I. Q. Whishaw (2006, trans. in Greek).
An Introduction to Brain and
Behavior, Vol. II (A. Kastellakis & G. Panagis, Eds.). Athens: Paschalidis Medical
Publications.
Teaching methods: Lectures
Assessment methods: Written Exam at the end of the semester, Term paper
Language of instruction: Greek
49
Course Title: Symbolic Logic and Inductive Thinking
Name of Lecturer: P. Kargopoulos
Course Code: 621
Type of course: Elective
Level of course:
Year of study: 3
Semester/trimester: 6
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): Acquisition of the necessary competences in handling first order logical
theory. Knowledge of the difference in approaches to thinking between logic and
psychology. Knowledge of probability as applied to inductive methods. Ways of using
logic in designing cognitive psychology experiments.
Prerequisites: None
Course contents: In the first part of the course we present the two main pillars of
classical logic, ie Sentential and Predicate Calculus up till Identity and Russell’s Theory of
Descriptions. In the second part of the course we attempt to extend logical theory to
cover inductive thinking and we examine in detail the various aspects of the great
discrepancy between logical theory as determined by logic and human thinking as
described by psychology. The course presupposes no other course. There is a mid-term
examination at the end of the first part of the course.
Recommended reading: Kargopoulos P.V. Introduction to Symbolic Logic (in Greek but
also in English under the title The Science of Logic and the Art of Thinking)
Portidis, Psyllos & Anapolitanos: Logic
Syllabus of readings
Teaching methods: Lecturing, in class proofs of theorems and solutions of problems,
homework assignments, participation in experiments.
Assessment methods: Two exams: mid term and final.
Language of instruction: Greek
50
Course Title: Psychology of Thinking
Name of Lecturer: A. Kostaridou - Efklides
Course Code: 623
Type of course: Obligatory
Level of course: -
Year of study: 3
Semester/trimester: 6
Number of credits: 5
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
Ability to comprehend and use concepts and theories that explain
thinking. Ability to transfer and use theoretical notions in everyday life problems.
Development of critical thinking skills, of experimentation skills, of scientific writing and
oral presentation skills. Cultivation of
computer and internet use skills as well as
collaborative skills
Prerequisites: None
Course contents: Various forms of thinking are presented and, specifically, critical
thinking, reasoning and creative thinking. The processes in decision making are also
analysed as well as interventions for the development of thinking skills. Furthermore,
there are practicals on the topics covered in the context of the syllabus so that students
can better understand various phenomena. Small-scale research projects are carried out
in groups so that collaboration skills, use of bibliography, design and execution of
empirical research as well as presentation in the form of power point and poster are
cultivated.
Recommended reading:
- A. Kostaridou-Efklides (1999). Psychology of Thinking. Athens: Ellinika Grammata
Teaching methods: Lecture, tutorial
Assessment methods: 40% practicals; 60% written exams
Language of instruction: Greek
51
Course Title: Organizational Psychology II: Theory and Applications
Name of Lecturer: D. Xanthopoulou
Course Code: 671
Type of course: Elective
Level of course:
Year of study: 3
Semester/trimester: 6
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): The main aim of this course is to review theories that explain workrelated emotions, attitudes and behaviors in organizations. This course focuses on
the micro-level of analysis of organizations, namely the person, and aims in the
acquisition of knowledge and insights into the main psychological principles,
theories, and practices. At the end of this course students should understand the
processes that determine employee emotions, attitudes and behaviors in
organizations and how work environments should be designed in order to fulfil the
main scope of organizational psychologists - the creation of ‘good work’.
Prerequisites: Social Psychology, Methodology
Course contents: Organizational Psychology is a field of Applied Psychology that
utilizes scientific methodology to better understand the behavior of individuals
working (or acting) in organizational settings. The main aim of this course is to review
theories that explain work-related emotions, attitudes and behaviors in work
organizations. This course consists of lectures and workshops. During the lectures the
following topics are covered: 1) The role of organizational psychologists in the
personnel selection process; 2) Workload and job stress; 3) Theoretical models that
explain employee well-being; 4) Work motivation; 5) Burnout, work engagement, and
workaholism; 6) Work-related behaviors (Absenteeism, Presenteeism); 7) Emotional
labor; and 8) Work-home interference. During the workshops, the main principles of
job redesign are presented with a special emphasis on job enlargement and job
enrichment. In addition, quantitative and qualitative methods that are used in the
context of job (re)design are examined, and students learn how to conduct a job
analysis.
Recommended reading:
Coolican, H. (2010). Work Psychology. Athens: Papazisiz. [In Greek]
Galanakis, M (2012). Work Psychology. Athens: Stamouli Publishers. [In Greek]
Vakola, Μ., & Nikolaou, Ι. (2011). Organizational psychology and behavior. Athens:
Rossili Books. [In Greek]
Jex, S.M., & Britt, T.W. (2008). Organizational psychology: A scientist-practitioner
approach (2nd ed.). New Jersey: Wiley.
Landy, F.J., & Conte, J.M. (2010). Work in the 21st century: An introduction to
industrial and organizational psychology (3rd ed.). New Jersey: Wiley.
Teaching methods: Lectures, Workshops
Group meetings with the course coordinator (for Erasmus Students)
Assessment methods: Research reports & Written Examinations at the end of the
semester
Language of instruction: Greek/English
52
Course Title: Psychopharmacology
Name of Lecturer: D. Tata
Course Code: 728
Type of course: Elective
Level of course: -
Year of study: 4
Semester/trimester: 8
Number of credits: 3
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): The aim of this course is to introduce students to the mechanism of
action of the main psychotropic agents. After successfully completing this class,
students are expected to a) demonstrate knowledge of the neurochemical substrate
of mood disorders (e.g., depression, anxiety, bipolar disorder, schizophrenia) and the
mechanism of action of related psychotropic agents, b) describe the mechanisms of
actions of drugs of abuse (e.g., alcohol, cocaine, amphetamines), and their effects, c)
recognize the names and categories of the most commonly used psychotropic
agents, and discuss their side effects as well as limitations.
Prerequisites: ---Course
contents:
pharmacokinetics
Scope
and
of
Psychopharmacology.
pharmacodynamics.
A
brief
An
introduction
report
to
to
functional
neuroanatomy, neurotransmitter systems and chemical communication. Drugs that
are used for the treatment of anxiety disorders, depression, bipolar disorder and
schizophrenia. Psychopharmacology of alcohol. Psychomotor stimulants: cocaine and
amphetamines.
Recommended reading:
- Julien, R.M. (2001, trans. in Greek). A Primer of Drug Action (G. Panagis, Ed.). Athens:
Paschalidis Medical Publications.
-
Sinacola,
R.S.
&
Peters-Strickland
T.
(2006,
trans.
in
Greek)
Basic
Psychopharmacology for Counselors and Psychotherapists (G. Panagis & L. Messinis,
Eds.). Athens: Paschalidis Medical Publications.
Teaching methods: Lectures
Assessment methods: Written Exam at the end of the semester
Language of instruction: Greek
53
Course Title: Developmental Psychopathology I
Name of Lecturer: P. Vorria
Course Code: 731
Type of course: Compulsory Elective
Level of course: -
Year of study: 3
Semester/trimester: 6
Number of credits: 5
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): To understand: i) the deviations of development and the disorders
from infancy to adolescence, ii) the importance of the psychological assessment, iii)
the concepts of risk factors and protective factors, iv) the conceptual and empirical
progress in understanding specific disorders.
Prerequisites: Developmental Psychology I, Developmental Psychology II,
Clinical
Psychology I, Psychopathology.
Course contents: The psychological assessment. Diagnosis and classification of
developmental disorders. Problems in infancy: Attachment disorders. Diffuse
pervasive developmental disorders - Autism. Preschool and childhood disorders:
Mental retardation. Attention deficit – Over activity problems. Problems in schooling.
Learning disabilities. Psychoses in childhood. Depression and suicide in children and
adolescents. Schizophrenia.
Recommended reading:
- Wenar, C. & Kerig, P. K. (2000). Developmental Psychopathology: From Infancy
through Adolescence. McGraw-Hill.
- Carr, A. (2006). The Handbook of Child and Adolescent Clinical Psychology: A
Contextual Approach. Routledge.
- Wilmshurst, L. (2009). Developmental Psychopathology: A Developmental
Approach. Taylor & Francis.
Teaching methods: Lectures 2 hours/week
Assessment methods: Written examinations
Language of instruction: Greek
54
Course Title: Intergroup Phenomena: Relations between Minorities and Majorities
Name of Lecturer: M. Dikaiou
Course Code: 767
Type of course: Elective
Level of course: -
Year of study: 4
Semester/trimester: 8
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
Understanding of the processes and the complexities involved in
individual-social phenomena by the development of critical thinking.
Prerequisites: --Course contents: The aim of the course is to familiarize students with a series of
collective phenomena concerned with the relations between minorities and majorities in
contemporary world. In particular, the subjects of the course are: 1. Socio-historical
context and the creation of minorities. 2. Criteria of minority definition: Relations
between minorities and majorities under the spectrum of intergroup relations. Criteria
for the definition of minorities, the historical views of Simpson and Yinger (1985), Berry
et al. (1992), και Tajfel (1982), and the contemporary contradictions. Flexibility in
definition. 3. Socio-psychological approach to the study of minorities: Potential and
deficits: From experimentation and the study of social influence to the world of
ideology. Macro and micro approaches. 4. Minorities in contemporary world: Human
rights and violations. 5. Time and minorities. The course consists of two-hour theoretical
lecturers and one-hour workshop and it is assessed through essays produced by
students during the semester and final written exams.
Recommended reading:
- K. Tsitsikelis, D. Christopoulos (eds.) (1997). The minority phenomenon in Greece: The
contribution of Social Sciences (in Greek) Athens: Kritiki
- S. Papastamou, G. Miouni (eds.) (2008). Minorites and Authority (in Greek) Athens:
Pedio.
- D. Markoulis, M. Dikaiou (eds.) (2005). Political Psychology, Problems and Prospects
(in Greek) Athens: Dardanos.
Teaching methods: Two hours theoretical lections and one hour workshops on minority
issues.
Assessment methods: Group essays, written exams
Language of instruction: Greek
55
Course Title: Memory Disorders
Name of Lecturer: E. Masoura
Course Code: 802
Type of course: Elective
Level of course: -
Year of study: 4
Semester/trimester: 8
Number of credits: 5
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): The module will provide students with
• An understanding of the basic conceptual and theoretical aspects of memory theories
and memory disorders.
• Understanding of the variety of theories and research methods used to examine the
disorders of memory
• Ability to critically evaluate the research and theories on memory disorders.
Prerequisites: Course contents: This module provides a review of the main disorders of memory that
lead to failure of memory processes. The approach is cognitive experimental, with an
emphasis on the theoretical analysis of the disorders. The aim of the module is to
expand students understanding of the main function of memory. Topics that covered
are: Memory system. Amnesia. Post traumatic amnesia. Psychogenetic amnesia.
Developmental amnesia. Childhood amnesia. Alzheimer’s disease and memory. Memory
and dementia. Memory disorders and other cognitive impairments. Estimating memory
function.
Recommended reading:
Papanikolaou, A. (2007). Amnesias: a clinical guide for memory disorders. University of
Crete Press.
Parkin A. (2006). Memory: a scientific guide. Thessaloniki Parisianou Editions. [in Greek]
Baddeley, A. D, Kopelman, M. D. & Wilson, B. A. (Eds.) (2002). The Handbook of Memory
Disorders. UK: Wiley.
Teaching methods:
Lectures with active student participation. Students are encouraged to ask questions,
make their points, and express their opinions.
Presentations. Students are requested to present their class essay to their pear students.
They are encouraged to prepare group presentations on specific topics they select.
Assessment methods: A 2-hour written examination
Language of instruction: Greek
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Course Title: Feminist Perspectives in Psychology
Name of Lecturer: V. Deliyianni-Kouimtzi
Course Code: 856
Type of course: Elective
Level of course: -
Year of study: 4
Semester/trimester: 8
Number of credits: 7
Objectives of the course (preferably expressed in terms of learning outcomes and
competences):
The aim of the course is (a) to introduce students to a critical approach of Psychology
as a discipline, (b) to offer students the opportunity to understand how feminist
theory and practice can influence the role of the psychologist in general and of
school psychologist in particular.
After the end of the course students should understand the principles and the
theoretical framework of critical psychologyunderstand the principles and the
theoretical framework of the feminist approach in psychology
- have developed a critical approach towards psychology as a discipline in general
and, more specifically in relation to the way this specific discipline has faced women
as subjects and female gender as a category.
- be aware of the mechanisms that shape adolescent gender identities
- understand the role of the family and the school in the development of gender
identities
- be familiar with methods used for the investigation of gender identities in
adolescence
Prerequisites: None
Course contents: This course belongs to the more broaden field of Critical
Psychology. It includes (a) an introductory lecture titled ‘Feminist approaches to
science and the society’ and (b) a research and practice seminar titled ‘Gender
identities in the family and the school context’. In more details, the content of the
course is as following:
Part (a): Feminist approaches to science and the society
This is an introductory course during which feminist theoretical approaches will be
presented and the following topics will be discussed:
• Gender relations in the society: feminist perspectives and interpretations
• Feminist approaches to science
• Women’s studies/ Gender studies
• Critical approach to science
• Feminist approaches to Psychology
• Critical Psychology
• Theories of gender differences and gender identities
• Psychology under the feminist perspective
• Feminist approaches to Education
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• Feminist sociology of education
• Research on gender and schooling
Part (b) Gender identities in the family and the school context
• The development of gender identities in the school
• Gender identities and the family context
• Gender and violence in the family and the school
• Gender and transitions
• Investigating gender constructions in school books, children’s books and the
literature
• The construction of adolescent gender identities in the media
• Gender, ethnicity and education
Recommended reading:
a. Teaching material provided electronically
b. A selection of books:
- Deliyanni-Kouimtzi, V. & D. Sakka (2005). Growing up as a boy. Athens: Gutenberg
- Deliyanni-Kouimtzi, V. & D. Sakka (eds) (2007). From adolescence to adulthood:
investigating gender identities in the Greek context. Athens: Gutenberg (in Greek)
- Ziogou, S. (2006). Investigating gender. Thessaloniki: Vanias
- Frossi, L. (2011). Gender in the school context and in teachers’ discourses. Athens:
Topos
Teaching methods: Face to face, group work, tutoring
Assessment methods: (1) Students participating regularly to the courses:(a|)
presentation and submission of a written essay and (b) simple written examination.
(2) Students not being able to attend the courses: (a) submission of 3 written essays
(b) written examination
Language of instruction: Greek
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Course Title: Counseling in Education: Theory & Practice in School
Name of Lecturer: Christina Athanasiades
Course Code: 857
Type of course: Elective
Level of course: -
Year of study: 4
Semester/trimester: 8
Number of credits: 6
Objectives of the course (preferably expressed in terms of learning outcomes and
competences): The course aims to help students acquire the basic skills for
counselling students, as well as their parents and teachers, and become capable of
organizing holistic counselling programs in schools.
Prerequisites: Counseling Psychology: Theory & Practice.
Course contents: The course aims to familiarize students with the theory and practice
of counseling psychology in education, giving special emphasis on prevention and
career guidance in schools. The course includes both a theoretical and a practice
section. The theoretical section encompasses a range of subjects such as: (a) the role
of counselor in different educational levels; (b) basic principles of counseling children
and adolescents; (c) the process of consultation in schools; (d) prevention and career
guidance programs; and (e) the teachers’ counseling role. During the practice section,
students participate in a variety of exercises designed for the development of
counseling skills (for children and adolescents), for the treatment of critical ethical
issues, and for the organization-evaluation of holistic school counseling programs.
Recommended reading:
- Kassotakis, M. I, (Ed.) (2002). Counseling and career guidance. Theory and Practice.
Athens: Tipothito, Giorgos Dardanos (in Greek).
- Malikiosi-Loizou, M. (2001). Counseling psychology in education. From theory to
practice. Athens: Ellinika Grammata (in Greek).
- A selection of relevant articles (published either in Greek or in English).
Teaching methods: Instruction, group discussions and group exercises.
Assessment methods: Presentations in class, papers and written examination.
Language of instruction: Greek.
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