Σκοπός

O σκοπός του Προγράμματος είναι η παροχή επιστημονικών θεωρητικών γνώσεων και καλών πρακτικών στο γνωστικό αντικείμενο της Κοινωνικής Εργασίας, ως εφαρμοσμένης Κοινωνικής Επιστήμης. Μέσα από τη μελέτη της επιστήμης της Kοινωνικής Εργασίας και την παρακολούθηση μαθημάτων Κοινωνικής Εργασίας, Ψυχολογίας, Κοινωνιολογίας, και άλλων κοινωνικών επιστημών, οι φοιτητές του Τμήματος, βοηθούνται στο να ενδυναμώσουν και οι ίδιοι την προσωπικότητά τους, να αποκτήσουν αυτογνωσία, καθώς και δεξιότητες επικοινωνίας, αυτοδιαχείρισης, επίλυσης συγκρούσεων, κ.ά.

Οι ειδικές γνώσεις, δεξιότητες και επαγγελματικές αρχές και αξίες με τις οποίες εφοδιάζονται οι φοιτητές, τους καθιστούν ικανούς να ασκήσουν με επιτυχία το έργο του κοινωνικού λειτουργού, με σκοπό την ενδυνάμωση και τη βελτίωση της λειτουργικότητας των ατόμων, οικογενειών, ομάδων και κοινοτήτων, την προάσπιση των ανθρώπινων δικαιωμάτων, την προαγωγή της κοινωνικής δικαιοσύνης, τη στήριξη περιθωριοποιημένων και κοινωνικά αποκλεισμένων ομάδων και τη διεξαγωγή έρευνας για την εκτίμηση των κοινωνικών και κοινοτικών αναγκών και το σχεδιασμό παρεμβάσεων για την πρόληψη και αντιμετώπιση ψυχοκοινωνικών προβλημάτων και κοινωνικών κινδύνων.

Εργαστήρια

Το Πανεπιστήμιο Frederick, με τις εγκαταστάσεις και τις ειδικές μονάδες που διαθέτει, είναι σε θέση να υποστηρίξει τη διεξαγωγή μαθημάτων που απαιτούν τη χρήση ειδικών εργαστηριακών μονάδων. Σε μερικά από τα μαθήματα εξειδίκευσης χρησιμοποιούνται βιωματικές μέθοδοι διδασκαλίας σε αίθουσες ειδικά σχεδιασμένες για το σκοπό αυτό. Για παράδειγμα, το Τμήμα διαθέτει ειδικά διαμορφωμένη αίθουσα για βιντεογράφηση των φοιτητών κατά τη διάρκεια υπόδυσης ρόλων (role play), όπως επίσης, το Εργαστήριο Κοινωνικής Εργασίας «Χρήστος Μουζακίτης». Το εργαστήριο έχει ως αντικείμενο τη συστηματική εργαστηριακή εκπαίδευση των φοιτητών, τη συστηματική μελέτη και έρευνα, όπως και την προώθηση της επιστημονικής συνεργασίας με επαγγελματίες και οργανώσεις στην Κύπρο και το εξωτερικό.

Πρακτική Άσκηση

Το πρόγραμμα σπουδών περιλαμβάνει, πέραν της διδασκαλίας θεωρητικών μαθημάτων, 1200 ώρες πρακτικής άσκησης κατά τη διάρκεια των οποίων οι φοιτητές έχουν την ευκαιρία να εφαρμόσουν στην πράξη τεχνικές και μεθόδους που έχουν διδαχθεί σε θεωρητικό επίπεδο.

Για τη διεξαγωγή της Εργαστηριακής Πρακτικής Άσκησης (Ε.Π.Α.), το Τμήμα συνεργάζεται με περισσότερους από 60 φορείς παγκύπρια. Η Ε.Π.Α. πραγματοποιείται σε κοινωνικές υπηρεσίες τόσο του δημόσιου, του ημικρατικού, ιδιωτικού και εθελοντικού τομέα, όσο και στο επίπεδο της τοπικής αυτοδιοίκησης, κάτω από την εποπτεία επαγγελματιών κοινωνικών λειτουργών μελών του εκπαιδευτικού προσωπικού του Τμήματος και σε συνεργασία με τους επαγγελματίες των Υπηρεσιών και Οργανώσεων.

ΙΚΑΝΟΤΗΤΕΣ ΚΑΙ ΔΕΞΙΟΤΗΤΕΣ ΠΟΥ ΘΑ ΑΠΟΚΤΗΘΟΥΝ

  • Ικανότητα κατανόησης και κριτικής ανάλυσης θεωρητικών γνώσεων και μοντέλων παρέμβασης της Κοινωνικής Εργασίας.
  • Ικανότητα δημιουργίας εποικοδομητικών επαγγελματικών σχέσεων με άτομα, οικογένειες, ομάδες και κοινότητες με σκοπό τη βελτίωση της λειτουργικότητάς τους και την ενδυνάμωσή τους.
  • Ικανότητα στην εκτίμηση αναγκών και στη διεργασία επίλυσης προβλημάτων των ατόμων, ομάδων,κοινοτήτων και ευρύτερων συστημάτων με τη χρησιμοποίηση εξειδικευμένων δεξιοτήτων.
  • Ικανότητα στο σχεδιασμό και την εφαρμογή παρεμβάσεων στο ατομικό, οικογενειακό, ομαδικό και κοινοτικό επίπεδο.
  • Ικανότητα εφαρμογής των θεωρητικών γνώσεων στην πράξη της Κοινωνικής Εργασίας, στο πλαίσιο ποικίλων κοινωνικών οργανώσεων και ικανότητα αξιολόγησης των κοινωνικών προγραμμάτων.
  • Ικανότητα χρησιμοποίησης ερευνητικών μεθόδων για παραγωγή νέας γνώσης στο θεωρητικό πλαίσιο της Κοινωνικής Εργασίας.
  • Ικανότητα εφαρμογής της επαγγελματικής δεοντολογίας στην πράξη της Κοινωνικής Εργασίας και ικανότητα ενδυνάμωσης και στήριξης περιθωριοποιημένων και κοινωνικά αποκλεισμένων ομάδων.

Οι απόφοιτοι του Τμήματος Κοινωνικής Εργασίας εργοδοτούνται σε διάφορους τομείς και φορείς όπου ασκείται η Κοινωνική Εργασία, όπως στις Υπηρεσίες Κοινωνικής Ευημερίας και σε άλλες δημόσιες υπηρεσίες, σε Δήμους και Πολυδύναμα Κέντρα, σε Συμβούλια Κοινοτικού Εθελοντισμού, σε Εθελοντικές και Μη Κερδοσκοπικές Οργανώσεις, σε Ιδιωτικά Ιδρύματα, ενώ πολλοί από αυτούς έχουν εργοδοτηθεί σε προγράμματα που χρηματοδοτεί η Ευρωπαϊκή Ένωση.

Το Τμήμα καταβάλλει κάθε προσπάθεια για στήριξη των αποφοίτων του μέσω της ενημέρωσής τους για θέσεις εργασίας, παροχή στήριξης σε επαγγελματικά θέματα, ενώ δίνει προτεραιότητα στους αποφοίτους του για απασχόλησή τους σε διάφορα Ευρωπαϊκά Προγράμματα που αναλαμβάνει ως Τμήμα.

Αρκετοί απόφοιτοι του Τμήματος συνεχίζουν τις σπουδές τους σε μεταπτυχιακό επίπεδο στην Κοινωνική Εργασία και σε άλλα συναφή αντικείμενα σε Ανώτατα Εκπαιδευτικά Ιδρύματα της Κύπρου και του εξωτερικού.

AENG101: Αγγλικά Ι

Course Contents

An intensive study of the language which includes aspects of grammar and syntax leading to development of students’ writing and oral skills.

In particular, the course covers the following:

 introduction to major structural and grammatical areas of English:

Parts of Speech

Prepositions

Pronouns

Verbs: Main , Auxiliary

Statements (Affirmative, Negative, Interrogative, Imperative)

Tenses (Simple Future, Simple Present, Simple Past, Future Perfect, Present    Perfect, Past Perfect, Continuous Tenses)

word order, use of conjunctions, sentence structure and synthesis which lead to paragraph and composition writing

writing paragraphs and compositions (narrative and descriptive)

informal letter writing (giving news and invitation)

vocabulary development through reading and listening to passages based on various topics including the use of synonyms, antonyms and phrasal verbs

comprehension: reading texts on various topics, comprehending, analysing and reproducing new pieces of work

development of oral communication skills through dialogues, role play, class  discussions on passages, articles, books, films and current issues

spelling and punctuation rules

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. use oral and written language effectively
  2. communicate thought clearly and accurately
  3. analyse written and oral material
  4. compose texts
  5. express ideas orally and in writing producing organised and clear work
  6. use the vocabulary needed for effective communication
  7. apply grammatical rules in various contexts
  8. show knowledge of the basic structure of the language

AENG102: Αγγλικά ΙΙ

Course Contents

The fundamentals of effective writing and critical analysis are studied together with the building of vocabulary through analysis and discussion of passages based on various topics.  Extensive practice aiming at improving students’ speaking, listening, reading and writing skills is also included.

In particular, the course covers the following:

Conditional Clauses

Passive Voice

Derivatives

Gerund and Infinitive

Reported Speech

revision, extension and further practice on Tenses

further practice on syntax and the use of various conjunctions

writing descriptive and narrative compositions

informal letter writing (apology and advice)

comprehension: reading texts on various topics, comprehending, analysing and reproducing new pieces of work

vocabulary development through reading and listening to passages based on various topics including the use of synonyms, antonyms and phrasal verbs

development of oral language skills through class-discussions and other   communicative drills

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Use English competently and communicate effectively orally and in writing.
  2. Express themselves confidently and accurately.
  3. Identify and apply the structure of the language in various contexts.
  4. Compose organised and coherent pieces of writing.
  5. Use the vocabulary needed for effective communication.
  6. Develop the various skills acquired with reference to reading, writing, listening, and speaking.

ASAW105: Συγγραφή Επιστημονικής Εργασίας και Χρήση Ηλεκτρονικού Υπολογιστή

Course Contents

Methods of structuring an assignment.

Development of critical way of thinking and creating arguments for each part of an assignment.

Identifying useful data in literature review and know how to use it in an assingment.

Design and Writing of Scientific Assignment (Title, Presentation, Assignment structure, Problem to be searched, Aim and study significance, Research Questions, Literature Review, Timetable).

References and Data Identification (Models of Data, Data sources, Data collection).

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the importance of planning, organizing and executing a timetable for a scientific assignment.
  2. Have the ability to think critically regarding issues concern in each part of a scientific assignment.
  3. Recognise possibly barriers during the writing of a scientific assignment.
  4. Form the results in a scientific assignments, combined with literature.
  5. Describe different methods of exploring literature and identifying useful material for their assignments.
  6. Identify plagarism and Being aware of how to use references.

ASCP402: Κοινωνική Εργασία και Παιδική Προστασία

Course Contents

•    Child Protection Policy is now oriented within the framework of the Declaration of the Child’s Rights.
•    Analysis of the 54 articles of the Declaration under the three Principles: Protection, Provision, Participation.
•    Recognition of the importance of the family in the child’s life so that, at first place, the child would remain in his family.
•    In case that the family cannot take care of the child, it has to be chosen one of the alternative solutions: day care, or foster care, or residential care or adoption.
•    Description and recognition of the child’s traumatic feelings because of his separation from his parents.
•    Description  and evaluation of the characteristics of foster care, residential care and adoption, as well as the methods and skills of the social worker  in handling  the child, his parents, and the foster parents.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain that Child Protection Policy is now oriented within the framework of the Declaration of the Child’s Rights.
  2. Describe and analyse the 54 articles of the Declaration under the three Principles: Protection, Provision, Participation.
  3. Recognize the importance of the family in the child’s life and take all the appropriate measures so that, at first place, the child would remain in his family.
  4. Recognize that in case that the family is proved to be unable to take care of the child, it has to be chosen one of the alternative solutions: day care, or foster care, or residential care or adoption.
  5. Recognize the child’s traumatic feelings because of his separation from his parents.
  6. Describe and evaluate the characteristics of foster care, residential care and adoption, as well as the methods and skills of the social worker in handling the child, his parents, and the foster parents.

ASCS204: Τεχνικές Επικοινωνίας και Συνέντευξης

Course Contents

Communication:  Definitions. Types: verbal, non-verbal, symbolic. The communication cycle. Barriers to successful interviewing and communication in social work.

The interview process in social work: beginning, middle and termination phases. Types of social work interviews. Characteristics of the social work interview.

Social Work Interview Skills: listening, open-ended questions, close-ended questions, empathy skills, paraphrasing, reflecting, providing feedback, confrontation, self-disclosure, summary, reframing. Additional skills for beginning and ending the interview. Skills for the beginning and termination phases. Intake and recording skills.

Social Work Interviewing Skills with Special Populations: Skills for interviewing children and the forensic interview. Interview skills with families and in group work. Interview skills with individuals with special needs. Cross-cultural interviewing.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the different phases of the interview process with a special emphasis on the social work skills required during the beginning and termination phases.
  2. Define the fundamental characteristics and types of communication.
  3. Identify barriers to successful communication and interviewing in the social work process.
  4. Demonstrate communication and interview techniques and skills through the use of role plays and case studies.
  5. Identify similarities and differences in the interview process with special populations (i.e. children, individuals with diverse backgrounds, individuals with special needs etc).
  6. Identify value and ethical conflicts that may arise during the interview process.

ASCS210: Κοινωνική Εργασία με Κοινότητες

Course Contents

  • •    Historical and conceptual context in the field of community: fundamental principles, values, roles and skills in the practice of social work with communities.
  • •    Structure, elements and ways communities operate, and fundamental operational characteristics of society based on the conflict and consensus models.
  • •    Methodological approaches of social development, social change, civil society and collective action.
  • •    Introduction to the essential approach techniques and practice in the field of community.
  • •    Characteristics of vulnerable population groups and the way they affect the operation of the community.
  • •    The concept of power, power centres in the community, characteristics of managing power, social change and conflict, socioeconomic, political and cultural particularities.
  • •    Methodological approaches of social development and action based on the particular characteristics of each community.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the development of community studies and recognise the special characteristics of various approaches.
  2. Identify the differentiations among various communities based on the type and kind of each community.
  3. Uphold the fundamental ethical guidelines of the profession while preparing the community intervention.
  4. Recognise the significance and the value of social values, and their importance during the implementation of the intervention.
  5. Combine roles with the relevant skills and approach techniques both for target groups and circumstances.
  6. Identify the particularities and problems of multicultural communities, such as racism, integration and tolerance. Distinguish differences and explain ways of handling the problems.
  7. Analyse the particular characteristics of each area and assess the manner of implementing the required intervention for development or change.

ASCS301: Κοινοτική Κοινωνική Εργασία και Τοπική Αυτοδιοίκηση

Course Contents

  • Concept, historical development of local governments, and the need for decentralized management and delegation.
  • Models of local government and decentralization of services and authority.
  • Modern problems of local governments and the importance of the function of planned social change.
  • Community development approaches: Structure of action groups and intervention techniques for action groups.
  • Community development approaches: Collective decision-making bodies, and committee formation processes and holding meetings.
  • Processes for public assemblies and mobilization groups, and techniques for handling mobilization groups.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Identify the way that different local government systems operate, their models, rank and responsibilities in local governments.
  2. Implement the various theories/intervention approaches of the state in cooperation with the local governments and their importance in local and regional development.
  3. Utilize the dynamics and organization of the local government using the correct techniques and plan interventions on issues and problems related to their professional field.
  4. Use interpersonal skills when implementing practice strategies, i.e. consensus and conflict, with the use of the appropriate techniques.
  5. Appreciate the factors of approach of social development through the use of action groups and engage in the necessary actions to form action groups.
  6. Employ ways of mobilizing and handling the collective participation of citizens.
  7. Clarify the legitimacy and the relationship of consequences and results when using dynamic techniques. δυναμικών τεχνικών.

ASCS410: Θεωρίες της Κοινωνικής Εργασίας

Course Contents

  • •  Categorization of the main humanistic theories which formulated the theoretical context of Social Work Theory.
  • •  Reference to two types of groupings according to (a) Malcolm Payne, (b) Karen Healy.
  • •  Short analysis of the main categories of the Social Work Models.
  • •  The theoretical context of the Social Work Models.
  • •  Intervention Models of Social Work Practice: The Psychodynamic /Psychosocial Model, the Crisis Intervention Model, the Task-centered, the Systemic- Ecological the Generic-Holistic, the Anti-oppressive and Anti-discriminatory Model, the Post-Modern Model.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the main categories of humanistic theories which influenced the formation of the social work theory.
  2. Describe specifically three categorizations by: a) Malcolm Payne: Reflexive therapeutic views, socialist-collectivistic views, and individualist – reformist views, b) The clinical categorizations by Francis Turner, c) the recent categorization by Karen Healy.
  3. Explain especially the large scale categories of social work Models: the Problem-solving theories, the Systems theories, the Strengths perspective, the Anti-oppressive practice and the Postmodern practices.
  4. Describe the developmental phases of the Social Work Models.
  5. Describe the theoretical context of social work models.
  6. Describe the Intervention Models of Social Work Practise: The Psychodynamic/Psychosocial, the Crisis Intervention, the Task-Centered Model, the Systemic-Ecological, the Generic-Holistic, the Anti-oppressive and Anti-Discriminatory Model, the Post-Modern Model.
  7. Explain how these models are interconnected and how they are put into practice.

ASCW203: Κοινωνική Εργασία με Άτομα και Οικογένειες Ι

Course Contents

The Psychosocial/Psychodynamic Perspective and the Traditional Problem-Solving Phases.

 

The strengths and ecosystems perspectives: definition, characteristics and principles. Empowerment and resiliency. Empowerment vs Traditional Problem-solving Model. Brofenbrenner’s Ecological Systems Model.

 

Service Users (Individuals and the Family):  Characteristics. The resistant client. Voluntary vs Involuntary Clients. Family Life Cycle. Roles in Dysfunctional families.

 

Theories: Basic elements in Systems and Psychodynamic Theories.

 

The problem and the organization-agency: problem identification skills, identifying vs. underlying problem, the identified patient. The influence of the agency on the service user/worker relationship (the role of the agency culture, practices and policy)

 

The professional Relationship: Qualities and characteristics, Professional Boundaries. Transference and Countertransference.

 

The initial phase in the helping process: stages, objectives and the intake process. Data gathering skills. Comprehensive assessment and social history. Ecomaps, and Genograms.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe and apply the psychodynamic/psychosocial, ecosystems and strengths perspectives in social work practice with individuals and families.
  2. Describe the basic phases and stages of the helping process in the person in environment perspective.
  3. Identify the role of the social worker and the agency (policy and practices) in all the stages of the helping process.
  4. Explain the basic elements of psychodynamic and systems theories.
  5. Identify the qualities of an effective helping relationship.
  6. Describe the dynamics of the worker/client relationship and identify issues relating to power, boundaries and transference in the helping relationship.
  7. Develop skills in problem identification and in constructing Bio-Psycho-Social Assessments, Ecomaps, and Genograms.
  8. Apply to case-studies analysis, the skills developed for the initial phase of the helping process.

ASCW213: Κοινωνική Εργασία με Άτομα και Οικογένειες ΙΙ

Course Contents

The Middle Phase: stages and objectives.

Assessment: definition, skills and principles. Judgment. Stages of assessment. Guide for comprehensive assessment.

Planning: goals vs. objectives, SMART, strategy, negotiating goals and contracting with service users. Factors affecting a plan of action.

Intervention: direct and indirect types of intervention. Providing support and advice. Enabling users. Referral. Advocate and Broker roles. Environmental change.

The Final Phase: stages and objectives.

Evaluation: practice evaluation, client evaluation, program evaluation. Qualitative vs. Quantitative Evaluation. Process vs. Outcome Evaluation, Formative vs. Summative Evaluation. Evaluation designs: Single Subject Design, Goal Attainment Scales and others.

Termination: planned vs. unplanned termination. Clients and social workers’ responses to termination. Stages of termination. Components of Termination. Preparation for termination. Objectives. The last interview. Follow up.

Case Recording: Process recording, case histories, progress notes, intervention plan, contract, evaluation of services and other useful tools.

Class presentations: students will present in class a case (real or fictional) and will apply the skills taught in both ASCW203 and ASCW 213.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Develop the required skills for the middle and final phases of the helping process in the person in environment perspective.
  2. Demonstrate knowledge and skills in problem identification and assessment with individuals and families.
  3. Develop a basic plan of intervention and differentiate between goals, objectives and strategy.
  4. Identify the different types of possible interventions with individuals and families that incorporate clients’ external and internal strengths and capabilities.
  5. Develop basic skills in the evaluation of client outcomes and practice effectiveness.
  6. Demonstrate skills in successfully terminating relationships with clients and in managing personal feelings.
  7. Examine the interplay between macro forces and social work practice with individuals and families.
  8. Apply the skills developed for the initial, middle and final phases of the helping process to real case-studies during students’ field work as well as to case-studies presented in class.

ASDE403: Διαφορετικότητα και Ενδυνάμωση στην Κοινωνική Εργασία

Course Contents

Analysis of the concepts of diversity, prejudice, minority, social exclusion, immigrant, refugee, mental retardation, disability etc.

Analysis of the factors and reasons which create differentiality.

Consequences of differentiality for the individual and the family (psychological, social, financial, in interpersonal relationships).

Consequences for the society – cultural differences in tolerating and dealing with differentiality.

Prevention and support programmes for individuals with special needs, immigrants, refugees etc.

Legislation relevant to the subjects covered.

Interdisciplinary cooperation at both prevention and support levels.

Methods of social work for preventing and dealing with differentiality.

Implementation of techniques and skills depending on the population group to which the users belong.

Empowerment techniques.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Comprehend the fundamental definitions and contex of diversity and empowerment within the framework of Social Work.
  2. Comprehend and identify perceptions and prejudices which affect attitudes towards users of social services.
  3. Identify differentiations among societies in tolerating and accepting differentiality.
  4. Identify personal positions and attitudes.
  5. Comprehend the effect of those on interpersonal relationships
  6. Identify groups of those who “differ”.
  7. Identify the reasons and comprehend the effects of differentiality.
  8. Describe ways to deal with those who “differ” from their family and social environment.
  9. Identify various ways of approaching “differentiality” through interdisciplinary cooperation

ASEL311: Κοινωνική Εργασία με Ηλικιωμένους

Course Contents

Explanation of the old age terminology

Demographic facts for Europe and Cyprus

Primary and Secondary Aging

Physiological and physical changes of aging

Physical and psychological conditions of old age

Nutrition and Sexuality in old

Gerontophobia – Prejudice / Myths of old age

Social and emotional issues for the elderly

Death and dying

Projection of a movie about old age – assignment

Elderly abuse

Social welfare services – governmental services for the elderly

Social Insurance and Pension system

The social worker and his/her role in Gerontological practice

Levels of intervention and communication techniques

Target-focus social work model (three phases)

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain terminology for the elderly and describe demographic facts for the Aged of Europe and Cyprus
  2. Describe the process of aging and the physical and psychological conditions of old age and the consequences that nutrition may have on them
  3. Explain the emotional and social problems of the elderly and define genontophobia as well as the abuse of the elderly and its symptoms
  4. Describe the various programs and services that concern the old age in Cyprus (social welfare services and social insurance – pensions, local authorities – non governmental organizations)
  5. Describe the various roles of social workers in Gerontological practice, levels of intervention and communication
  6. Describe and explain the model of target-focus social work and its three phases

ASFV302: Κοινωνική Εργασία και Βία στην Οικογένεια

Course Contents

  Violence in society.
Violence in the family—against women.
Child abuse.
Violence against elderly and individuals with special needs.
Application of social work methods and models of intervention.
Development of skills for dealing with violence in the family.
Role of social worker in assessing family violence and intervening.
Interdisciplinary work related to family violence (preventing, intervening, studying (research) and planning).

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Recognize violence in all its forms in society, in groups, in the family.
  2. Recognize forms of family violence – towards women, children, men, elderly, members with special needs.
  3. Recognize characteristics of perpetrators and victims.
  4. Identify causes and consequences of family violence.
  5. Develop skills in recognizing family violence.
  6. Develop skills in assessing family violence (extent, causes, consequences) and planning intervention.
  7. Demonstrate knowledge of social policy referring to family violence ( legal framework, statistics, programs of prevention and intervention).
  8. Develop skills in collaborating with other professionals in treating cases of violence in the family and developing programs of prevention.

ASFW215: Εργαστηριακή Πρακτική Άσκηση I

Course Contents

Assignment I: Field Work Organization’s Structure and method of work

Assignment II: Literature Review for the Population under study

Assignment III: Self- evaluation

Individual supervision: weekly meetings in pre-arranged time and date

Group supervision: three per semester

Work sheet: Weekly duty record

Interview transcripts

Group transcripts

Visitation transcription records

University’s Official Field Work Diary (daily duty report)

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the whole structure of the organizational framework (administrative / functional procedures, programs / services, cooperation with colleagues/ staff)
  2. Collect data and develop social history reports through interviews for an individual or a family
  3. Demonstrate professional behavior and develop professional relationship with colleagues, professionals and clients
  4. Demonstrate consistency in assignment completion and delivery (full completion of diary, day log, interviews)
  5. Demonstrate consistency regarding their attendance at the organization and work hours
  6. Generate group and individual action plans (if it is provided by the organization)
  7. Manipulate selected cases
  8. Integrate with colleagues and personnel in meetings when needed during fieldwork

ASFW316: Εργαστηριακή Πρακτική Άσκηση IΙ

Course Contents

Assignment I: Field Work Organization’s Structure and method of work

Assignment II: Literature Review for the Population under study

Assignment III: Self- evaluation

Individual supervision: weekly meetings in pre-arranged time and date

Group supervision: three per semester

Work sheet: Weekly duty record

Interview transcripts

Group transcripts

Visitation transcription records

University’s Official Field Work Diary (daily duty report)

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the whole structure of the framework ( procedures, programs, cooperation with colleagues/ staff)
  2. Collect data and develop social history reports through interviews for an individual or a family
  3. Collect and assess data based on theoretical knowledge
  4. Develop a more advance professional relationship and behavior
  5. Apply interview techniques based on theoretical knowledge
  6. Generate and apply action and intervention plans with groups (ex. families) or individuals (if allowed by the organization)
  7. Identify individual / group / community difficulties and selectively originate plans of interventions with low risk cases
  8. Integrate with colleagues and personnel in meetings when needed during fieldwork

ASFW317: Εργαστηριακή Πρακτική Άσκηση III

Course Contents

Assignment I: Field Work Organization’s Structure and method of work

Assignment II: Literature Review for the Population under study

Assignment III: Self- evaluation

Individual supervision: weekly meetings in pre-arranged time and date

Group supervision: three per semester

Work sheet: Weekly duty record

Interview transcripts

Group transcripts

Visitation transcription records

University’s Official Field Work Diary (daily duty report)

Field Work Diary

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the whole structure of the organizational framework (administrative / functional procedures, programs / services, cooperation with colleagues/ staff)
  2. Develop professional relationship, apply social work principles / values and illustrate the profession’s scientific meaning
  3. Consistency in assignment completion and delivery (full completion of diary, day log, interviews) and also in keeping working hours and presence at the organization
  4. Develop further the ability to collect and assess data inferring more to cognitive assessment and to research planning
  5. Identify individual / group / community difficulties and selectively originate plans of interventions with high risk cases
  6. Generate interviews, develop social history and socio- economic reports applying specialized intervention methods and intervention plans for individuals, groups and communities
  7. Integrate with colleagues and personnel in meetings when needed during fieldwork
  8. Develop initiatives and skills for applying interventions and making assessment

ASGM412: Παγκοσμιοποιήση και Κοινωνικές Συνέπειες

Course Contents

  • •  Description of the various forms of globalization and their correlation (global-centric, traditional and transformational) based on the fundamental characteristics for the implementation of each form.
  • •  Cultural elements and the different manifestations of multicultural globalized interaction.
  • •  The operation of nations and nationalism in the context of closer inter-state relations and cooperations.
  • •  Forms of financial systems and cooperations and their consequences on society at the local, national and international levels.
  • •  Environmental problems and the significance of globalized production, exploitation, distribution and consumption activities on their manifestation
  • •  Types of violence, manifestation modes, their negative contribution to human activity and the tools which have been developed to combat it through inter-state and international cooperations.
  • •  The development of law as a result of globalization and its application based on the new global reality, and human rights.
  • •  International relation theories and ways they are influenced by globalization.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Recognize the forms of globalization and the elements which constitute each one, distinguish their particularities and comprehend the relevance and correlation among each form in the manifestation of social consequences
  2. Considering the forms of globalization and the social consequences, determine what happens in Cyprus taking into account the particularities of the region.
  3. Discern the importance of cultural elements and recognize their importance in the different manifestations of multicultural globalized interaction.
  4. Distinguish forms of communication; comprehend their change over time and the factors affecting communication based on the approaches of post-modernity and globalization.
  5. Be knowledgeable of globalization elements which affect sectors influenced by financial activity and their importance for each country on the basis of market globalization.
  6. Work independently using theory, personal experience and data from observation and field research, and present the research results about Cyprus.
  7. Adapt theoretical approaches for dealing with the social consequences of globalization to the particularities of the areas they live and engage in, generating new ideas on intervention methods.

ASGW201: Κοινωνική Εργασία με Ομάδες Ι

Course Contents

·        Introduction to values, principles, axioms ofthe method SWG’s.

·        The development of the method and itsrelationship to other social work methods

·        The relationship of the social worker and thegroup – professional relationship, position of the social worker in the group

·        Modern concepts and characteristics of the groupand the theories of teamwork

·        Types of groups and different approaches inpractice of SWG’s

·        Group development process, objectives, goals.

·        Introduction to elements of group dynamics –interactions, communication, group structure, relationships, roles andpositions of group members, group rules and controls, group environment.

·        Introduction in the role of the social worker,intervention skills and techniques.

·        Environment of group and develop in SWG’s

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Identify the importance of SWG’s and the relationship to other social work methods.
  2. Understand and explain principles, concert of theory and practice of SWG’s.
  3. Identify and clarify the terms of working with groups.
  4. Determines the differentiations that exist among groups based on the criteria with which they are classified.
  5. Identify and determine the dynamic elements.
  6. Combine roles with relevant skills and methods of approach for both target groups and situations.
  7. Identify the role and the position of the social worker, distinguish it from respective member roles, describe the factors which influence this role and analyse the ability to intervene by taking into account the particularities of groups.
  8. Identify the characteristics of the professional relationship within the group.

ASGW211: Κοινωνική Εργασία με Ομάδες ΙΙ

Course Contents

Stages of group development:

  • •  Stages of formation, development and termination of the groups and the characteristics of each stage
  • •  Discrete features and operation of various types of groups
  • •  Analysis of group situations and interventional planning and organization activities
  • •  Connecting the role of social worker with the stages of formation and development of the team as the termination step team
  • •  Leadership and development of the group process
  • • Distinguish the role of the social worker according to the distinction of the characteristics of groups

Theoretical approaches to the process of social work with groups:

  • •  Basic concepts of each theoretical approach
  • •  Compare concepts theories and analysis of central characteristics
  • • Evaluate the usefulness of different theoretical approaches to the  application

Application of the method of social work with groups in different types and composition of groups:

  • •  Identify the needs of those served for inclusion in the appropriate group
  • •  Formation of different types groups
  • •  Review and development of group dynamics (relationships, interaction, experience, culture, cohesion, communication patterns, etc.) to help members and change behaviors
  • •  Design and implement interventions to achieve the objectives of the team and community members
  • •  Intervention by social workers in existing groups
  • •  Configuration of social worker role in accordance with the type of group, the needs and interests of members and the group
  • •  Technical implementation of social work with groups and link with the role and skills of the social worker
  • •  Monitoring and evaluation stages of team development
  • •  The use of project teams
  • •  Managing and resolving crises and conflicts in the team
  • •  Promote active participation procedures and making membership in the group
  • •  Procedures for registration of operations of the Group and the implementation process of the project team
  • •  Review progress and outcome of group
  • •  Strengthening organizational solidarity and self-help groups
  • •  Organization and operation of groups with specific composition and default view

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand in depth the dynamics of the process of social work and its applicability to solve individual and group problems, personal development and goal achievement for members and groups.
  2. Develop specialized knowledge of Social Work with Groups and link them with the application.
  3. Know and understand the group process, recognize and appreciate the phases and stages of development teams.
  4. Analyze the main theoretical approaches to working with groups and synthesize information from other disciplines and contemporary social issues with their contents.
  5. Identify personal needs and problems and determine the appropriate type of group to join.
  6. Assess the potential of people to become members of specific groups and provide adequate preparation for their integration.
  7. Choose the right people to join therapeutic advisory groups or closed groups with a specific purpose or other appropriate projects.
  8. Direct the operation of groups, educational and social action.
  9. Adapt their role according to the distinction of the groups and the interests of members and the group.
  10. Identify existing social problems, situations and processes to design and plan the appropriate interventional group activities – social mediation.

ASLW104: Αρχές Δικαίου

Course Contents

·  Principles of Justice. Law and Resources of Law, The Constitution of the Republic, the principle of separation of powers, principles governing the action of the Public Administration, the executory act, the competence of administrative organs, management control of the Supreme Court, Reasons for annulment.
·  Constitution and Family Law. The right to respect the privacy and family life, the right to marry.
·  Introduction to Family Law. Definition of family law, the categories of family relationships, the definition of family, the importance of law and its characteristics.
·  The amendment of Article 111 of the Constitution. Historical review, changes to the amendment, the Family Courts, jurisdiction, decisions, appeals.
·  Parental Control. Meaning of parenting, historical evolution, holders, principles that govern it, content, the criterion of application, the criterion of judgments, the administration use of the property of the child, the consequences of bad exercise of parental control, the criteria of evaluation of the  interest, welfare of the child, the negative criteria, the role of labour officer and the nature of the appointment, the opinion of a child, access of parent to the child, nature and purpose of the right to communicate, the criterion, case law.
·  Maintenance order. Maintenance order of minors, maintenance order of children into adulthood, and measure contents, the calculation of maintenance, the maintenance obligation of parents of adult children, the termination of the right for maintenance order, case law.
·  Adoption. Meaning of adoption, adoption conditions, requirements, consent to adoption, criteria for issuing decree of adoption, the welfare officer’s commitment, the binding nature of the finding to the Court, tasks and duties of welfare officer, the effects of adoption, the case law.
·  Divorce. The Constitution and the grounds for divorce, the reason of irretrievable brake down of the marriage, the reason of the four-year separation.
·  Participation in fortune. Claim to the increase, the meaning of «fortune» and «contribution», presumption, loss of right to bring actions.
·  Violence in the family. Definition of family violence, the restraining order, injunction blocking conditions, shelter – the establishment and operation
.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Define the rules of law applicable in connection with the Public Administration.
  2. Describe and evaluate the principles governing the action of the Public Administration.
  3. Distinguish and define the concept of administrative act, and its’ revisional control by the Supreme Court.
  4. Identify and implement the basic provisions of the Legislation with which the Family Law is in line with the principles of equality between the sexes and defense of interest of the child.
  5. Distinguish and record the jurisdiction and power authority of Family Courts.
  6. Identify and explain the family rights and duties as they are protected and ordered of the key provisions of the Family Law.
  7. Designate, describe and explain the key provisions of Family Law and of the relevant case law.
  8. Recognize and evaluate the role and functions of welfare officers as defined in the Act, in relation to the legal relations of the family.

ASPC115: Ανθρώπινα Δικαιώματα και Θεσμοί Προστασίας του Πολίτη

Course Contents

  • Basic Human Rights.
  • The  constitutional fortification of the basic rights and freedoms of Cypriot citizens.
  • Judicial Power in Cyprus and the protection of  citizens. The Courts in Cyprus.
  • The  institution of ‘upholder’ of citizen rights. The European Ombudsman.
  • The Cypriot Ombudsman. Intervention, the  process of investigation and his reports.
  • The Cypriot Ombudsman as the authority for equal treatment and the authority in disputes related to  national or rational origin.
  • The problem of terrorism and the question of the protection of personal data. The commissioner for personal data protection.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the basic aspects of international Human Rights resolutions and the circumstances of their formation and promotion.
  2. Explain the importance of constitutional fortification of citizens’ right as well as the related articles of the constitution of Cyprus and analyze their content.
  3. Define the act of judicial power in Cyprus related to the protection of citizen’s rights. Define the origins of the institution of the citizen’s rights protector (Ombudsman) and the reason for its spread.
  4. Analyze the history, the appointment and the service of the Cypriot Ombudsman and explain his necessity and status.
  5. Analyze the competence of the Cypriot Ombudsman as the authority for equal treatment and authority for combating discrimination related to national or rational origin.
  6. Analyze the competence and the modes of intervention by the Commissioner for the protection of personal data.

ASPP202: Ψυχοπαθολογία I

Course Contents

Definition of abnormal behavior: Definitions of Mental Health (World Organization), Mental Illness and Psychopathology, Diagnostic systems (DSM-IV-TR, ICD-10), Social and political dimensions.

Historical evolution of Psychopathology and Modern theoretical approaches to psychopathology.

Anxiety Disorders: Generalized Anxiety Disorder, Panic Attack. Post-traumatic stress disorder, Agoraphobia, Obsessive-Compulsive Disorder, Phobias, Epidemiology, Aetiology-Biological, Behavioral-Cognitive, Psychoanalytic.

Affective disorders: Major Depression, Dysthymic Disorder, Bipolar Illness I & II, Post-natal depression, Suicide, Aetiology and Intervention, Biological, Behavioral- Cognitive, Psychoanalytic Approaches.

Psychoses: Schizophrenic Disorders, Clinical Types of Schizophrenia, Aetiology-Biological and Psychological Approaches.

Eating disorders: Anorexia Nervosa, Anorexia Bulimia, Psychosocial Explanations and Interventions.

Psychosomatic Illnesses: Stress, Biological Approach, Social factors, Behavioral, Cognitive and Psychoanalytic Approaches.

Disorders related to substance abuse: Characteristics of Psychological and Physical Dependency, Different categories of Substances and characteristics of psychological dependency.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Analyze basic concepts of psychopathology and describe the multi- factorial aetiology of mental illness.
  2. Analyze the historical evolution of mental illness and describe the various approaches which explain psychopathology.
  3. Explain the symptomatology of mental illness (Axis I) according to international diagnostic systems and describe how it differentiates from the intensity of symptomatology that is experienced by a functional person in every day life.
  4. Describe the various sociopolitical elements which participate in the aetiology of mental illness.
  5. Describe methods of psychosocial recovery and apply to professional practice.

ASPP212: Ψυχοπαθολογία II

Course Contents

Personality disorders: Borderline Personality Disorder, Antisocial Personality Disorder, Paranoid Personality Disorder, Narcissistic Personality Disorder, Obsessive-Compulsive Personality Disorder

Psychological Problems related to sexual functioning: Paraphilias, Pedophilia, Masochism, Sadism.

Childhood Disorders: Autism, Dyslexia, ADHD, Behavioral Disorders, Conduct Disorder.

Mental Health and Ageing: Depression, Stress, Alzheimer’s.

Psychiatric Rehabilitation in Cyprus and Europe .

Historical Evolution of Mental Health Services in Cyprus : Mental Health Law, Rights of the Mentally Ill.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the basic concepts related to psychopathology, the aetiology of psychopathology and the symptomatology of mental illness.
  2. Explain different theoretical approaches and their stance towards psychopathology.
  3. Describe the various sociopolitical elements which participate in the aetiology of mental illness.
  4. Describe methods of psychosocial recovery and their application in Cyprus and abroad.
  5. Describe the symptomatology of mental illness (Axis II) according to international diagnostic systems.

ASPS102: Εισαγωγή στην Ψυχολογία

Course Contents

Definition of Psychology, Historical evolution of Psychology, Methodologies of Psychology.

Definition of Personality, Genetic and Environmental Influences, The ecological Model of Bronfenbrenner.

Biological bases of behavior- Nervous system, Brain, and Behavior.

Assessment of personality-Objective and projective assessment methods of personality.

Personality theories: Freud’s psychoanalytic theory, Rogers person-centered theory, Maslow’s hierarchy of needs, Behavioral theories.

Cognitive Psychology: Memory and Perception.

Social Psychology: Attitudes, Stereotypes, Prejudice, Social Influence, Aggression.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the basic concepts of Psychology and the historical evolution of Psychology as a science.
  2. Explain the methodologies used by Psychology and describe the different specialties within the field of Psychology.
  3. Describe the concept of personality and analyze environmental and genetic factors which influence the development of personality.
  4. Describe the basic theoretical approaches of Psychology and their application in understanding human behavior.
  5. Explain biological bases of behavior and describe the link between the nervous system and behavior
  6. Explain social processes and the reciprocal influence on individual human behavior.

ASPS112: Εξελικτική Ψυχολογία

Course Contents

Definition of Development: Areas of Development, significant opinions in developmental psychology.

Basic questions in development: Nature vs. Nurture, Continuity vs. Discontinuity, Active vs. Passive development, Sociopolitical factors in development.

Theories of Development: Freud and psychosexual development, Erickson’s psychosocial theory, Piaget’s theory of cognitive development.

Socio-political theories of development: Vygotsky’s theory, Bronfenbrenner’s ecological model.

Behavioral theories: Bandura’s social learning theory.

Psycho-social and emotional development: Psychosocial-emotional development during infancy, psychosocial-emotional development during pre-school and school age, psychosocial-emotional development during teenage years, early adulthood and old age.

Theories of Moral Development: Kohlberg’s stages of Moral development, Gilligan’s social theory of moral development.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain basic concepts of Developmental Psychology and the factors which have an impact on human development from birth until old age.
  2. Describe the main research methods of Psychology and current specialties within Psychology.
  3. Explain the main areas of development: biological, cognitive, emotional, and psychosocial.
  4. Analyze the main theoretical approaches in development and explain the socio-political factors which influence development.
  5. Analyze the long-term effects of psyho-social and emotional development in the formation of a healthy personality.

ASSO101: Εισαγωγή στην Κοινωνιολογία

Course Contents

  • The basic sociological concepts   and their characteristics: The concepts society, institution, social science, socialization, Sociology, the objective of Sociology.
  • The beginners of Sociology, the main principles of their theories and the basic sociological theories: The theories of A.Comte, K.Marx, M.Weber and their use for the explanation of contemporary societies.
  • The historical forms of social cohabitation and contemporary society: Gens, Tribes, ethnicity, nation state.
  • The formation of national state and the national conscience. Patriotism, Nationalism, Chauvinism, Racism:  National state and the role of national conscience   for its formation. The related   phenomena and the need of   peaceful co-existence of   people and equal dealing   with people with   different racial, national and religional origin.
  • The   phenomena   of   social   stratification: The concepts social strata, social stratification, class, cast, slavery.
  • Types   of   society. Premodern, modern and postmodern society. The concept of the type of society and   the description of   the basic types. Analyzing   and discussion for the contemporary changes in the financial, social and cultural context. The relation of those changes with rural communities and the specifications of our geographical and cultural area.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe and analyze the basic concepts of Sociology. Synthesize information from other subjects and from contemporary social issues with the course’s content.
  2. Define and explain the main characteristics of Sociology and its position in the general context of Social Sciences.
  3. Use the basic sociological theories and approaches towards the explanation of contemporary societies and the basic types of society in generally.
  4. Describe the historical forms of social cohabitation and analyze the social evolutionary process leading to the contemporary social realities of state, nation and nation state.
  5. Describe and evaluate contemporary social phenomena and problems.

ASSO111: Κοινωνιολογία της Οικογένειας

Course Contents

The family and changes of the 20th century:  The social and economic changes of the 20th century and their influence to the functions of the contemporary family, in relation to those of the traditional one. The contemporary family and changes identified due to the forces of internationalisation. The changes in the labour market, those of technology and reproduction techniques, the problems encountered by our society due to  life expectancy as well as the influence of mass media. The main changes due to the individualistic way of life, the fluidity of the contemporary family, and the changes taking place at present in E.U. countries.

The family as a social structure: The main functions of the family, the educational, financial, psychological and that of the family welfare. The systems of values of individuals and groups and the evaluation of the changing role of women, men, children, parents and those of the elders in today’s family and society. The basic concepts, theories and policies for the family in Cyprus and other E.U. countries. Forces that maintain the existence of the contemporary family as a social structure.

The family as a way of organising individual’s life: The fluidity of the organisation of the private life and the variety of the changes of family structures. The elements of the changes of relations and the family environment. The main concepts and theories related to the creation and maintenance of the crisis in the family. Ways of organising the private life and the rapid changes of the roles of women in the family and society. The variety of demands by children from the contemporary family.

Theories related to the family: The basic elements related to family sociology, the “end” of the great theories, and an analysis of the three periods of the development of the Sociology of the family. The theoretical issues that interest social scientists and or those that study the family as a system, mainly that of the formation of a framework explaining the development of the theory of the family.

Thecrisisand contemporary families: The factors referred to as constituent parts  of the “ Crisis” of the contemporary family, such as: the degreasing marriage rate, the increasing divorce rate, fertility, the shrinking family group, one parent families, and the changes of the structure of the family. Elements-phenomena of the family crisis such as, family and work, changes of the female roles, one-parent families, and the personality crisis of the contemporary individual.

Family policy in European countries:  Aspects of the family policy in Europe, in Greece and Cyprus . Policy measures related to the protection of the marriage, motherhood, families with many children, and the reconciliation of the family and work. Services supporting family ties, relations and divorce.  Mechanisms of the protection of children and teenagers exposed to social risks and the financial support of the family. Main issues related to the contemporary family: what kind of family are we able to support and enjoy, what can the welfare state offer to the family, who pays and where does care come from to the family members? The aims and objectives of today’s welfare state.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Analyse the content of the traditional and contemporary theories of the family. Evaluate the research trends related to the operation, needs and social existence of the family. Understand the functions and structures of the family at present.
  2. Implement knowledge related to the main reactions within families today and evaluate the basic elements and issues faced by the average Cypriot and Greek family.
  3. Understand the social and demographic point’s aspects of the marriage, the main psychosocial and financial issues faced by the contemporary couples. Overview of the main problems faced by the average Cyprus family and families living in the E.U. Countries.
  4. Evaluate the subsystems of the functions of the contemporary family and select research methods to highlight matters of the family of the present times.
  5. Implement elements of the theory of the family, be aware of the functions of the family and understand new possible family structures.

ASSP205: Κοινωνική Ψυχολογία

Course Contents

Methods of Social psychology: The focus of Social psychology, basic theory and applied research. The main research methods of social psychology and ways of evaluating research results. The identification of the physical, social and human parameters that determine the psychological phenomena of the majority of members of a society.

Attitude and attitude change: The three components of attitudes, attitudes and human behaviour, evaluation of attitudes and the presentation of the main theories of attitudes. Attitudes towards the contemporary social issues faced by most Europeans. Attitudes and human behaviour, evaluation of attitudes and presentation of the most important theories of attitude formation.

Theories of perception and aggression: Stereotype perceptions towards individuals and groups. The main elements of the theories of Kelley and F. Heider. The nature of aggression and ways by which it is acquired by humans. Psychoanalysis and S. Freud, ethology and instincts, neurological and biochemical theories of aggression. Aggression and differences between different communities.

Groups , group processes and obedience: The characteristics of groups, the stages of development of a group. The factors which influence the phases of development of a group and the main theories of group dynamics.    The parameters which influence the conformity of individuals to group consensus. The level of obedience to authority and reference to the experiments carried out by Milgram.

Learning, cooperation & competition: Learning and its special meaning to representatives of the institutions of education. Learning within small groups at schools and its effectiveness compared to individual learning.   Aspects of cooperation, competition and innovative learning processes.

Leadership and multicultural differences: Group effectiveness and its relatedness to group leaders. The main characteristics of effective leads, the functions and main leadership behaviours. The study of leadership theories. The leader’s role in groups. The individual’s performance in groups and the special role of leaders. Young leaders and elements that influence their creation.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand the relationship between the individual, groups and society. Describe aspects of human behaviour, as a result of related systems which may be transacting. Know the main themes related to ethology, theories of perception, attitudes and the functions of groups.
  2. Implement the research methods of social psychology. Understand the creation of groups and be able to observe the phases of development of groups. Evaluate the meaning of the characteristics of group leaders.
  3. Analyse the components of attitudes, the stereotype perceptions of groups and the theories of the productive causes of behaviour. Understand the characteristics of leaders and the theories of aggression. Explain the differences between individual and group learning.
  4. Evaluate the most important theories of group dynamics and the characteristics of community leaders. Implement methods of cooperation between groups and communities where multicultural differences are identified.
  5. Analyse the elements of the basic social systems which contribute to the creation and operation of the contemporary European Communities. Know the desirable characteristics of the young active citizens.

ASSP401: Κοινωνικός Σχεδιασμός

Course Contents

  • •  Semantic and conceptual approach and equivalent terms of social planning.
  • •  Theoretical approaches, methods and techniques of social planning.
  • •  Methods of organizing the planning, collection of data, their analysis and evaluation.
  • •  Procedures for feasibility studies and submission of proposals.
  • •  The role of the social worker and other professionals in the inter-scientific team of social planning.
  • •  Preparation of an individual paper on social planning based on the experience acquired during field practice.
  • •  Evaluation and feedback stages.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Distinguish between the fundamental theories of social planning (systemic, holistic and eclectic approaches) and comprehend the principal characteristics of the way each theory is applied.
  2. Recognize the stages and the requirements for collecting the necessary data, their analysis and necessary planning for their completion, based on the various intervention theories/approaches.
  3. Conduct research to ascertain needs or problems regarding the particularities of the area and the target group.
  4. Utilize the dynamics and the organization of resources and implement an intervention plan using suitable techniques.
  5. Use suitable tools and techniques for time and budget planning.
  6. Collect, analyse and engage in the required actions in order to evaluate the outcomes of the intervention plan.

ASSP411: Ευρωπαϊκή Κοινωνική Πολιτική

Course Contents

  • •  Concept, historical evolution and characteristics, which, today, determine the meaning of the term social policy.
  • •  Fundamental theories and applied models of European social policy based on the governance and coordination methods of the individual policies of member states.
  • •  European treaties and the open coordination method.
  • •  The importance of using networks in the multi-level governance model of the EU.
  • •  Analysis of the particularities and the forming of EU social policy in sectors where it is applied and the effect of internal (e.g. informal care networks) and external factors (e.g. the EU)
  • •  Association of social policy measures by sector with social work.
  • •  European policy on migration and the axiom of selective migration.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the concept, importance and characteristics of social policy in the European Union and become familiar with the elements which affect its development.
  2. Distinguish between the different approaches of European treaties through the implementation of the open coordination model during the practice of social policy and its implication on social work.
  3. Explain the importance of social rights as an indispensable prerequisite for the existence of social policy at the European level and relate the exercise of social rights with EU social policy.
  4. Recognize the significance of factors affecting policies on national insurance, welfare, health, care and employment during decision-making at the European level.
  5. Discern opportunities created by the acquis communautaire regarding prospects of employment and labour relations.
  6. Outline strategies developed by the EU and used by member states regarding combating poverty and guaranteed minimum income.
  7. Investigate the possibilities of applying and utilizing intervention measures both independently and comparatively to European standards.

ASSR303: Κοινωνική Έρευνα στην Κοινωνική Εργασία Ι

Course Contents

Research Process. Steps in Social Research (Theory/ Research Question / Hypothesis / Validity / Reliability / Variables)

Introduction to different research models: history research, evolutionary research, case studies, longitudinal study, ethnographic study, action research, focus groups.

Research Methodology (Population-Sample, Sampling methods, sample size, different kinds of sample, sample determination, collection representative sample).

Methods of quantitative analysis. Data analysis, element analysis, coding, use of SPSS for data entry-data analysis and results exportation, results interpretation.

Ethic Issues in Social Research: Barriers in Social Research, sample protection, truthfulness, ethics contract.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the theoretical background of scientific research, combined with social research aims.
  2. Describe different methods of data collection in social research.
  3. Describe and explain different models of scientific research in social work context.
  4. Compare and evaluate pro an contra of quantitative and qualitative research in different social settings.
  5. Develop skills in quantitative data analysis while using software program SPSS.

ASSR312: Κοινωνική Έρευνα στην Κοινωνική Εργασία ΙΙ

Course Contents

Introduction in Qualitative Research Methodology. Definition of qualitative study elements, identify differences between qualitative and quantitative research, methods of decision making in social studies.

Social Study Design – Data Collection. Recognising the need for promoting qualitative research, identifying different approaches to search social issues and identify various roles for social worker/researcher.

Research Questions and Methods of data collection. Describing the aims and roles of research questions, formation of hypothesis and evaluating data sources.

Methods of Qualitative Study. Understanding of pro and contras of various approaches in qualitative social research: Biography and Narration, Case studies, Ethnography, Grounded Theory.

Qualitative Data Analysis and Results. Understanding various methods of data analysis, data presentation and interpretation.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe differences between qualitative and quantitative research methods.
  2. Explain in a critical way the choices made in various parts of a qualitative study.
  3. Describe and identify various barries in qualitative research and try to solve possible problems (e.g. ethical issues).
  4. Identify pros and contras in various methods of qualitative research methods.
  5. Identify various methods through which they can analyse data and interpret data.

ASSS114: Κοινωνική Πρόνοια – Κοινωνικές Υπηρεσίες

Course Contents

Introduction to Human Needs, Welfare Rights and Social Problems.

Social Welfare and social policy development in Cyprus .

Social Welfare in nowadays.

Social services structure organization.

Social services management.

Social Welfare (social services and benefits) – Areas: Family and Child, Old persons and Persons with Disabilities, Social

Excluded Groups of people.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe basic theoretical approaches in social welfare (e.g. social welfare, need, welfare rights, social state).
  2. Describe the social welfare historical development in Cyprus and in Europe.
  3. Explain the importance of social welfare in the confrontation of social problems, the cover of social needs and the continuous development of the quality of life.
  4. Describe the placements and organisations of social welfare state in Cyprus.
  5. Describe social welfare interventions for various groups of people.

ASSS404: Διοίκηση Κοινωνικών Υπηρεσιών

Course Contents

  • Administration and its significance
  • Models of administration and their structure
  • Modes of leadership, hierarchy, roles, functions and responsibilities of personnel
  • Communication, problems and difficulties related to communication, modes of intervention for effective communication
  • Process of decision making, factors to be considered
  • Organization of office and use of technology

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Recognize and analyze the basic principles and functions of administration in relation to social services.
  2. Develop skills for application of this knowledge to social services.
  3. Integrate to the role and functions of social worker issues related to organizing and administering social services.
  4. Acquire skills in applying methods and techniques of leadership, models of management in social services.
  5. Identify needs of human resources, manage resources, modes of communication and process of decision making.
  6. Differentiate the philosophy and way of administration between public and private sector and voluntary/non-profit organizations.

ASST304: Στατιστική

Course Contents

• The use of quantitative and qualitative methods. Strengths and limitations in social sciences.

• Statistics in practice: Kinds of data (discrete and continuous, ordinal and nominal). Different kinds of variables. Frequency tables, cumulative distribution tables and graphs (histograms, bar charts, pie charts). Shape of various data distributions (skewed, and symmetric). Applications in the social sciences.

• Summarizing quantitative data: Measures of location (mean, mode, and median) and measures of dispersion (variance, standard deviation, range) for group data and raw data. Difference between measures of location and measures of dispersion and their significance. Extreme values, outliers and their importance. Applications in the social sciences.

• The idea of probability: Experiments, events, outcomes and sample space. Relative frequencies. Calculation of probabilities and basic relationships of probability (union of events, complement of event, intersection of events).

•The chi square distribution and the two tests: Goodness of fit test and test of independence. The table of the chi-square distribution.

• The comparison of means: t-test, anova, ancova

• The exploratory factor analysis. Understanding the logic of the confirmatory factor analysis.

• Validity and reliability test, Correlation analysis.

• The IBM Statistical Package of the Social Sciences: Data entry, and analysis of data.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand the basic methods for collecting data (quantitative and qualitative methods).
  2. Construct, present and interpret frequency tables, cumulative distributions and graphs. Understand and explain the shape of various distributions.
  3. Calculate indicators of descriptive statistics.
  4. Calculate indicators of inductive statistics.
  5. Describe and explain the idea of probability, experiments, events, outcomes and sample space and construct the sample space given an experiment.
  6. Recognize the chi-square distribution and make use of its table.
  7. Discriminate the basic characteristics of the validity and reliability of a research instrument.
  8. Analyze data by using SPSS and interpret the results.
  9. Propose a schedule for the development of a quantitative research.

ASSW103: Εισαγωγή στην Κοινωνική Εργασία

Course Contents

Introduction to social work: basic definitions (Mary Richmond, UN, International Federation of Social Workers).Historical evolution of the profession (English Poor Laws, Industrialization, Friendly Visitors, Charity Organizations, Settlement Movement, Globalization, the social work profession in Cyprus).Social Work Purposes and Goals as stated by IFSW. The Social Work profession and the professions of Sociology, Psychology, Counselling and Psychiatry.

Social Work Practice: micro practice, mezzo practice and macro practice. Social Work methods (individuals, group and community). Basic social work skills i.e. empathy and communication. Social Work Roles (advocate, broker, counsellor, educator, case manager, researcher, evaluator, community planner, policy maker).

Basic Social Work Concepts: Social Welfare, Service Users, Social Services (state, voluntary, community, private), Empowerment, Social Problems, Poverty, Social Exclusion, Social Inclusion, At-risk populations, Prejudices, Stereotypes, Biases.

Social Work Practice Fields: Aging Services, Chemical Dependence Services, Child Welfare, Domestic Violence Services, Health Care Settings, Mental Health, Youth and Delinquency Services.

Guest Speakers: Professional social workers from a range of fields will present their practices, share their experiences and help students relate theory to practice. Students will be responsible for attending all these sessions and provide reflection papers.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the historical background of the social work profession both as it evolved abroad and in Cyprus.
  2. Describe and relate social work methods and practices at the micro, mezzo and macro levels.
  3. Describe the purposes of the social work profession.
  4. Identify different fields of social work practice and roles that the professional social worker can assume during his/her practice.
  5. Explain basic social work concepts such as social services, social problems, injustice, social exclusion, diversity, at-risk populations, poverty, prejudice, stereotypes and others.
  6. Differentiate social work from other helping professions.
  7. Describe the needs of service users and the basic skills and knowledge base that social workers need in order to assist them.

ASSW113: Δεοντολογία (Ηθική) στην Κοινωνική Εργασία

Course Contents

Major ethical theories and concepts:  Deontological theory (Kant) & Teleological (Consequentialism) theory. Kohlberg’s Stages of Moral Development. Values vs. Ethics. Paternalism. Self-awareness.

Social Work Values and Principles: Core values of the social work profession. Beistek’s casework principles: individualisation, purposeful expression of feeling, controlled emotional involvement, acceptance, not-judgemental attitude, user self determination, confidentiality.

Professional codes of ethics. Cypriot, NASW & IFSW Codes of Ethics; Purposes, History and Content.

Ethical Dilemmas: Types of ethical dilemmas in direct and indirect social work practice. Guidelines for ethical decision making. Tools for ethical decision making: Ethical Assessment Screen and Rank-ordering ethical principles.

Introduction to anti-oppressive social work practice. Privilege and Oppression. Basic anti-oppressive strategies. Empathy. Self-awareness.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the major ethical theories and differentiate between values and principles.
  2. Explain the values and principles that guide professional social work practice.
  3. Identify ethical dilemmas and conflicts in direct and indirect social work practice.
  4. Develop ethical-decision making skills both in direct and indirect social work practice.
  5. Examine and use professional codes of ethics in ethical-decision making, both as social work students and as professional social workers.
  6. Identify personal values and examine them in relation to those of the profession.
  7. Develop self-awareness in order to be able to work with diverse groups and in diverse situations.
  8. Examine the impact of culture and diversity on both personal and professional values

ASTH413: Πτυχιακή Εργασία

Course Contents

·     Use of bibliography (articles, books, research results) as well as of empirical data from field practice

·     Analysis of statistical data

·     Analysis and synthesis of data relevant to subject

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain and analyze the theme selected
  2. Recognize factors related to the subject under study
  3. Apply knowledge acquired in theoretical studies to the specific subject
  4. Assess the needs of a specific target group
  5. Plan for intervention (role of social worker and other professionals)

ASWF310: Εισαγωγή στις Έννοιες της Οικογενειακής Θεραπείας

Course Contents

The gradual changes in the structure and functions of the traditional family today.

The crisis in the intuition of the family. Increase of divorces and family problems. Alternative family functions.

Necessity for sensitizing the social worker in basic concepts of family therapy for a letter and exact assessment and intervention in dysfunctional families.

Description of certain models of family therapy: The psychodynamic and the Systemic.

Psychodynamic: The Ackerman approach. Intervention skills. Case study.

Systemic: The Minuchin approach and the Bowen approach. Intervention skills – Case study.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the gradual changes of the Traditional Family in industrial and meta-industrial societies, as well as the diplerectiation in the structure and function of the family today. Alternative family structures.
  2. Explain how the social crisis today has as a result a systemic crisis in the institution of the family on the whole.
  3. Recognize therefore the necessity of sensitizing the social worker in basic concepts of family therapy for the best possible assessment of family dynamics.
  4. Describe basic concepts of family therapy: the family as a system, its dynamics, the family homeostatis, the family boundaries, the double bing etc.
  5. Describe elementary knowledge from home models of family therapy: a) psychodynamic approach, b) Systemic approach.
  6. Describe especially: a) The Ackerman model psychodynamic approach, b) the Minudrin model (Systemic), c) the Bowen model (Systemic).

ASDI409: Κοινωνική Εργασία και Χρήση Ουσιών

Course Contents

     Fundamental approaches for explaining substance abuse

     Establish the causes of addiction

     Principal methods for dealing with addictions

      Rehabilitation interventions using the psychosocial approach, comparison of policies and methods

     Operation of therapeutic communities

     Comprehension of the fields that social work may be applied to, and the role of the social worker on issues of addiction and the way in which the required skills and knowledge may be developed to allow for effective intervention on issues of addiction.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Recognize causes of addiction
  2. Use different therapeutic approaches
  3. Acknowledge the operation of the therapeutic community
  4. Apply issues related to organizing the therapeutic intervention
  5. Justify the necessity of different professionals in the treatment of addiction
  6. Assess the effectiveness of treatment
  7. Acknowledge issues emerging after the treatment of addiction

ASEN416: Περιβάλλον και Κοινωνική Εργασία

Course Contents

·       Fundamental concepts and principles forthe environment, ecosystems and sustainable development.

·       Structure, elements and operation ofelements which constitute the environment and their relationship.

·       The characteristics of human activity and howit affects the environment and influences its natural operation.

·       Natural resources/raw materials, energysources, food and production processes.

·       Pollution and ways it ismanifested, protection measures against pollution and development ofenvironmental consciousness.

·       The methodological approachesof social work for the development of environmental consciousness.

·       Application of social work methods todevelop collective actions.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Recognise the importance of the environment and of relevant concepts for sustainable development, life, viable existence and preservation.
  2. Comprehend the importance of the fundamental characteristics that define the relationship between nature and human activity.
  3. Analyse the causes and the problems caused to the environment and human life, principally as a result of human activity per sector.
  4. Associate the importance of population development to environmental balance, regarding proportions, limited resources and their rational utilization.
  5. Distinguish means of producing energy, their advantages and disadvantages and possible risks from their heedless or unsafe use.
  6. Plan and implement actions according to the fundamental principles of the social work profession when applied to the environmental education of citizens and the development of an environmental culture.
  7. Investigate the possibility of utilizing community resources for the implementation of environmental education programmes and projects for enhancing and protecting the environment.

ASER419: Ανεξάρτητη Μελέτη - φοιτητές ERASMUS

Course Contents

·     Cyprus – historic and present day information related to social, economic, political and cultural issues.

·     Models of social policy and welfare system

·     Vulnarable groups, statistical data, existing services

·     Factors influencing

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Knowledge of social services in Cyprus—public and private sector, voluntary, non-profit organizations.
  2. Develop skills for successful application of social work process (study, assessment, intervention).
  3. Apply social work intervention techniques according to the needs of the service users.
  4. Analyse in a critical manner the existing services.
  5. Notice the lack of necessary services and the way needs are met.
  6. Compare the Cypriot service delivery system to the one of his/her country
  7. Increase ability of working in a different and multicultural environment

ASES406: Κοινωνική Εργασία στα Εκπαιδευτικά Ιδρύματα

Course Contents

–          School organisational structure and functions).

–          Relations between school, families and community.

–          Bullying in schools.

–          Social Work in Universities.

–          Social Work intervention in education settings.

–          School organisational structure and functions.

–          Ethic issues in social work in education settings.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the theoretical background of scientific cooperation between different professionals in education settings.
  2. Describe different methods of social worker’s involvement in education settings.
  3. Describe and explain different models of social work intervention in education settings.
  4. Compare and evaluate organisational behaviour between stakeholders in education settings.
  5. Work efficiently with various stakeholders in education settings and local community.

ASHR414: Διοίκηση Ανθρώπινου Δυναμικού και Εποπτεία στην Κοινωνική Εργασία

Course Contents

– Human resources management in an organization and staff administration.

– Staff evaluation and methods of evaluation.

– Identifying education needs for different groups of professionals

– Interventions in various problems/obstacles raised in workplace, both in personal and group level

– Social workers’ supervision and methods of supervision

– Abilities and techniques required for social workers in order to adopt a managerial position.

The course will be delivered through lectures.

Notes are given to students through the e-Learning platform

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. By the end of the course, the students should be able to:
  2. Recognize human resources issues that are raised in an organisation.
  3. Recognize specific abilities and skills that are required for each employee in an organization.
  4. Recognize staff’s educational needs, according to organisation’s aims and directions.
  5. Set evaluation criteria for each professionals employed in an organization and also implement/conduct their annual evaluation / appraisal.
  6. Be aware of issues related to employees such as social benefits, work place hygiene, accident prevention and workplace relationships
  7. Choose the appropriate interventions for possible problems that could be raised in workplace.
  8. Be aware of specific elements that are related to social workers’ supervision in an organization.
  9. Understand, adopt and implement specific skills and intervention techniques in work team/s in an organization.

ASHS405: Υγεία, Ψυχική Υγεία και Κοινωνική Εργασία

Course Contents

·  The characteristics of the Biomedical and Biopsychosocial Health Model.
·  The social workers’ role in primary and secondary Health Structures at all levels of intervention.
·  The social workers’ role in assessment, planning and intervention with the patients and their families at all levels of intervention.
·  The skills of the social worker  in case management, delivering services Counseling with the patients and their families
·  The theoretical views about Community Mental Health and Community Psychiatry, where the therapeutic team, including the social worker, work for the treatment and the rehabilitation of the mental patient.
·  The skills of the social worker for the psychosocial rehabilitation of the mental patient.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the characteristics of the Biomedical and the Biopsychosocial Health Model.
  2. Explain the social workers’ role in primary and secondary Health Structures at all levels of intervention.
  3. Describe therefore, the social workers’ role in assessment, planning and intervention with the patients and their families at all levels of intervention.
  4. Describe the skills of the social worker in case management, delivering services and counselling with the patients and their relatives.
  5. Recognize the theoretical views about Community Mental Health and Community Psychiatry, where the therapeutic team, including the social worker, work, for the treatment and the rehabilitation of the mental patient.
  6. Describe the skills of the social worker for the psychosocial rehabilitation of the mental patient.

ASJD407: Κοινωνική Εργασία και Παραβατικότητα

Course Contents

The course offers students an understanding of the extent and nature of juvenile delinquency. Students are acquainted with various theories of the causes of delinquency and the role of the family both as a cause but also for the prevention and intervention of delinquency. The application of social work methods, skills and role for the prevention and intervention of juvenile delinquency are examined.

•    Delinquent behaviour and types of delinquency.
•    The personality of the offender and the dynamics of his family.
•    Examination of various causal factors (biological, psychological, social).
•    Dealing with the problem: prevention, suppression and therapeutic interventions.
•    Social reenactment of the offence and victimization.
•    The role of the social worker and other professionals in handling cases of delinquency – multidisciplinary team.
•    Methodology and intervention techniques through Social Work.
•    Delinquency in Cyprus (statistics, relevant legislation etc).
•    Implementation of community work decrees.
•    Case handling of juvenile offenders by the Social Welfare Services.
•    Good practice examples of anti-crime policy programmes in EU countries.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. The aim of the course is to offer students the opportunity to familiarize themselves with fundamental knowledge on delinquency, its social, biological, cultural and legal facets, but primarily to examine the social dimension of delinquency and the contribution of social work in preventing and dealing with it.

ASPD417: Δεξιότητες στο Σχεδιασμό, Αξιολόγηση Προγραμμάτων και Εξεύρεση Πόρων

Course Contents

     Essential approaches to social policy development.

     Significant consequences by the administration of various policies and ways in which problems arising as a result can be dealt with in a pre-planned and organized fashion.

     Planning interventions of a social character through programme development methodology.

     Tools and techniques which facilitate planning, implementation and monitoring of programmes.

     Development of evaluation programmes in the context of development planning.

     Social research and programme evaluation research techniques.

     Sound utilization of resources.

     Programme viability enhancement techniques through planned fundraising.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Develop social policy programmes.
  2. Formulate proposals resulting from social planning.
  3. Describe the terms of developing programmes of a social character, community intervention of national or international range.
  4. Program planning to combat severe social problems, formulation of alternative proposals, viable solution techniques, methodology for the accurate implementation of business plans.

ASQC415: Έλεγχος, Ποιότητα και ISO

Course Contents

–  The importance of Control, quality and ISO
–  Technics of use of control, quality and ISO and their structure
–  Modalities to work, to the human resources, and the administration
–  Special features, problems and deal them in their application to the social sciences
–  Office standards organization and working environment with the use of techniques, quality control and implementation of standards

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Recognize and analyze the basic principles and functions of Control, quality and ISO in relation to social services.
  2. Develop skills for application of this knowledge to social services.
  3. Acquire skills in applying methods and techniques of work methods, models of management and human resources.
  4. Identify needs and specifications in use of control, quality and ISO in social sector
  5. Using control, quality and ISO as work and office tools standards.

ASSE418: Κοινωνική Επιχειρηματικότητα

Course Contents

– Innovations within the context of social entrepreneurship, ideas, opportunities and analysis of good practices in European countries
– The social economy in the European countries, traditional institutions and the develop of social enterprises
– The development and establishment of the philosophy and good practices that lead to the creation of productive social enterprises
– Systematic evaluation of the success factors leading to the creation of business plans for a social enterprise
– Different models of social enterprises, like cooperatives or non-profit making – organisations
– Creating a business plan, the preparation stage, commencement, operation, development and methods of achieving business goals
– The nature of small enterprises and stages of adopting and managing innovations
– Development and aspects of operation of the model of social enterprises and social franchising
– Activities reinforcing entrepreneurship among young people and women in contemporary social enterprises
– The development of social control  systems and evaluation of the effectiveness of social enterprises in society
– Social sensitisation of: changes at the personal level of behaviour, saving money and finance, professional behaviour
– Future prospects: reinforcing the potential of the social economy and entrepreneurship – major challenges
– Public policies and future prospects related to the social economy and social enterprises

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand the major strategies of social intervention on matters related to the creation of social enterprises
  2. Design the roles of interested individuals, parties and systems in the process of establishing social cooperatives
  3. Identify individuals with the suitable psychosocial skills and knowledge needed for the creation and development of a social enterprise
  4. Evaluate the suitability of plans and methods for the development and materialisation of the main functions of success of social enterprises
  5. Create groups and networks of social care that support and stimulate the creation and operation of skills related ton women entrepreneurship
  6. Design training programs aiming to understand the operation of small enterprises that offer social benefits to individuals and communities
  7. Create and implement business plans aiming at establishing, operating and developing virtual business activities
  8. Evaluate the effectiveness of the implementation of a social enterprise model
  9. Materialise actions, programs and services that support the development of entrepreneurship spirit among young people
  10. Understand the prospects of social economy and social entrepreneurship
  11. Evaluate the effectiveness and operation of social enterprises and their contribution to society

ASPE106: Εισαγωγή στην Πολιτική Οικονομία

Course Contents

•Economic laws and the differences between economic laws and natural laws.
•What is Political Economy? The various factors comprising the concept of Political Economy.
• Work and its meaning for individuals and society.
•The mechanisms of production, the socio-economic systems. The mechanisms of production in modern economies.
•The basic schools of thought and theories in Political Economy within the political and economic context in which they have developed (classical, neoclassical, Keynesianism, Marxism).
•Analysis of the basic indicators, phenomena and institutions in modern economies (Gross Domestic Product, Banks, National Debt, unemployment, etc).

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand describe with basic terms and concerns of an economic nature.
  2. Recognise of the domain of political economic as a distinct domain in the social sciences and understand the various factors composing the concept of political economy.
  3. Outline the development of economic systems until today, with special emphasis on the emergence of the industrial, capitalist system.
  4. Explain, evaluate and compare the basic schools of thought in political economy within the political and economic context in which they developed (classical, neoclassical, Keynesianism, Marxism).
  5. Analyze special topics in political economy that are grounded on topical socio-economic phenomena (e.g. models of capitalis, welfare states, neoliberalism).

ASPO107: Εισαγωγή στις Πολιτικές Επιστήμες

Course Contents

Introduction to Political Science: Political theory and philosophy. The first concepts. Definitions of politics and science. Similar scientific sectors.

Introduction to methodology: Theory of methodological research: Observation, Experiment, Gallop Poll.

Basic, analytical principles: Authority, dominance and the state. Authority distinction. Elite. Groups of interest.  Social classes.

Historical Outline of Political Theory and Philosophy: Political thought from antiquity to the 21st century.

Contemporary, political ideologies:  Liberalism, socialism, conservatism, communism, anarchism and fascism.

Analytical school of political theory:  Liberal, elite, class.

Theory and practice:  Application of the model of analysis on specific political issues.

Cyprus Cypriot political subjects and the political ideologies. International law and ethics and the problem of Cyprus . and reality:

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe the basic concepts and definitions of political science and identify the political ideologies, the methods of political analysis, and the analytical schools of political theory.
  2. Use the basic concepts of political science and political theory in order to interpret contemporary, political issues.
  3. Use the basic concepts of political science and political theory in order to interpret contemporary, political issues.
  4. Evaluate the various political problems/issues, to control and modulate opinions, arguments and positions.
  5. Evaluate issues and concepts of the basic topics of social and political action.

ASST108: Κοινωνική Θεωρία Ι

Course Contents

Historical evolution of sociology as a science. The appearance of sociology. Social and spiritual background. The development of sciences, Enlightenment, Industrial Revolution.

Sociology as an essential positivistic science: Auguste Comte  (1798-1857).

The evolutionary sociological theory: Herbert Spencer (1820-1903)

Emile Durkheim (1858-1917)

Economy and Sociology, Criticism of Capitalism and the Sociology. Karl Marx (1818-1883).

The Understanding Sociology: Max Weber (1864-1920)

The idea of a morphological sociology: Georg Simmel (1858-1918)

Social Change and Elite: Vilfredo Pareto (1848-1923)

The ideas of symbolic interaction  (Mind, Self and Society): George Herbert Mead (1863-1931)

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain and critically discuss the descriptions, orientations and developments of social reality, experience and speculation.
  2. Develop the fundamental, consequential and conceptual relations of interpretational mechanisms of social theories to a level that enables the construction of basic social theoretical schemata and examples.
  3. Reproduction of social theories in practical situations.

ASST109: Κοινωνική Θεωρία ΙΙ

Course Contents

Introduction to social theory: the necessity of social theory.

The pioneers and classics of social theory.

Dogmatic and critical minds. Socio- Theoretical,  typical stances (dogmatic, reflective, eclectic, critical, dialectic).

Pluralism of sociological methods: analytic, insightful, sociological, cultural-historical, structuralist, psychoanalytical. Fundamental questions on sociological methods.

Theories of Action: Talcot Parsons and contemporary social theory, Structural  functionalism.  New functionalism and the conflict theory. Phenomenological interaction. Phenomenological sociology and ethnomethodology. The theory of structuralism.

Theories of Structure: structuralism. Marxist structuralism, post-structuralism and post-modernism.

Critical theory: the School of Frankfurt .

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain and critically discuss the descriptions, orientations and developments of social reality, experience, and speculation.
  2. Develop the fundamental, consequential and conceptual relations of interpretational mechanisms of social theories to a level that enables the construction of basic social theoretical schemata and examples.
  3. Reproduction of social theories in practical situations.

HIS300: Ιστορία της Εκπαίδευσης

Course Contents

  • History of education in Greece: Before, during and after the Greek Revolution in 1821; Kapodistrias era (1828-1831); the Bavarian rule era (1833-1862); key events in the second half of 19th century, 20th century and 21st century that influenced the Greek educational system.
  • History of education in Cyprus: the Greek-Cypriot educational system during the Turkish rule era (1571-1878); the Greek-Cypriot educational system during the British rule era (1878-1960); the Greek-Cypriot educational system during the Independence era (1860-1992); The development of the higher education system (1992-today); Factors that influenced the evolution of the Cypriot educational system.
  • Comparison of the educational system of the two countries.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe key events and regulations in the history of education in Greece and Cyprus.
  2. Analyze the characteristics of the history of education and its association with the evolution of culture (ideas, values, achievements, traditions) in Greece and Cyprus.
  3. Critically examine issues relating to the history of education in Greece and Cyprus, including the evolution of the educational system at three levels: primary, secondary and higher.
  4. Compare and evaluate the development of the educational systems in Greece and Cyprus.
  5. Recognize the historical, political and socio-cultural context in which education takes place.
  6. Evaluate significant issues relating to the history of education in Greece and Cyprus.

GED101: Φυσική Δραστηριότητα και Εναλλακτικοί Τρόπο Άσκησης

Course Contents

Theoretical training:
–  Definition and components of health.
–  Relationship between physical activity and physical fitness and health.
–  Age-dependent morphological and physiological changes of humans.
–  Control of components of physical fitness.
–  Methods for developing the components of physical fitness.
–  Physical inactivity, teens, young’s and adults
–  Obesity, hypertension and exercise, Smoking and exercise.
–  Various types of exercise
Practical training:
–  Learning of basic anthropometric techniques
–  Learning of resting and exercise heart rate.
–  Methods for controlling agility

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Knowledge how selected chronic diseases and behavior may affect various organic systems and a person’s functional capacity.
  2. Analyze the benefits of exercise on functionality as well as on the psychological and social health of people.
  3. Develop knowledge of effects of exercise on physiological and functional alterations
  4. Knowledge for various types of exercise.
  5. Knowledge about design and implementation of exercise programs.

GED102: Εργαλεία Διαδικτύου

Course Contents

Internet in Education: definition, description and characteristics, internet in education, uses and affordances of the internet, advantages and disadvantages.
Web 1.0 & Web 2.0: description and characteristics, Web 2.0 tools.
Blogs: definition, description and characteristics, types of blogs, blogs integration in numerous practices, blogs uses and applications, blog development.
Wikis: definition, description and characteristics, wikis integration in numerous practices, wikis uses and applications, wikis development.
Social networking: definition, characteristics, tools, functions and applications of various social networks such as Facebook, Youtube, LinkedIn, Flickr, Twitter.
Google documents: definition, description, characteristics, functions and tools, Google documents integration in various practices, google documents uses and applications.
Podcasting:  definition, description, characteristics, functions and tools, production and editing of podcasting documents, online management of podcasting documents, and podcasting documents.
Screen casting (authoring and screen capture tools): definition, description, characteristics, functions and tools, production and editing of screen casting documents.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain and analyze Web 1.0 and Web 2.0. Report and analyze the differences and similarities, as well as compare the affordances and opportunities of Web 2.0. Report Web 2.0 tools.
  2. Describe, explain and analyze blogs and their characteristics, importance and usefulness.
  3. Report the various types of blogs.
  4. Explain and analyze blogs uses in numerous practices.
  5. Develop knowledge and skills in using blogs.
  6. Describe, explain and analyze Wikis, their characteristics, functions and affordances as well as their advantages and disadvantages.
  7. Develop knowledge and skills in using wikis.
  8. Describe and explain the concept of “Social networking”.
  9. Report and analyze the characteristics, tools and functions of social networking sites, their value and usefulness.
  10. Develop knowledge and skills in using social networking for various purposes.
  11. Describe and explain Google documents characteristics, tools and functions.
  12. Develop knowledge and skills in using Google documents for numerous purposes.
  13. Describe and explain podcasting documents’ characteristics, tools and functions.
  14. Develop knowledge and skills in creating podcasting documents.
  15. Upload podcasting documents in a website.
  16. Describe and explain screen casting documents’ characteristics, tools and functions.
  17. Develop knowledge and skills in creating screen casting documents.
  18. Upload and publish screen casting documents in a website.

GED103: Οπτική Επικοινωνία στη Σύγχρονη Εποχή

Course Contents

Basics of communication: learning communication skills visual forms in the process of communication, critical skills and visual communication, visual mediums, visual arts, senders, receivers and symbols.
–  Elements and principles of visual communication: lines, shape and form, balance, size, perspective
–  The use of colour in images: primary, secondary and tertiary colours, contrasting, complementary and context of colours, colours and perception, colours in media and advertising, etc.
–  Typography as a visual element: evolution and timeline of letterfonts, type gallery, type terminology, type specifications, textual placement.
–  Photography: basic design principles and concepts that are used in photography, along with more technical information about actually taking photographs.
–  Metaphors, symbols and images: media and semiotics, signs, signifiers and signified, images, metaphors and icons, metonymy and cultural paradigms, codes and semiotic meanings, connotations, narratives and myths.
–  The use of the image in contemporary society, not only as representation but also as an integral part of society and culture (in the wider sense). Critical viewing of products of visual culture.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand how visual elements and principles of design are used to convey information.
  2. Define how colour is perceived by the human eye and describe how colour works to convey certain emotions and feelings.
  3. Describe how text is also a graphic element and how its use is critical to the successful design (typography as a visual element).
  4. Discuss how images are recognized and processed as part of human communication.
  5. Recognize how visual information is obtained through signs and symbols (be familiar with semiotics and the study of sings and symbols) and relate how metaphors and metonymies are recognized.
  6. Examine photography as a fairly new form of visual communication that was (and still is) the result of technological advances, and use photography to produce/ compose images for visual communication.
  7. Analyse images and demonstrate how images are used and interpreted as art.
  8. Evaluate how visual communication functions within the public spaces we visit throughout our lives and thus affects the way we act, feel and respond to our environment.

GED104: Ισότητα και Φύλο

Course Contents

–  Introduction in the terms of “ gender” “sexuality”and “feminism”
–  Analysis of woman identity
–  The position of women in Europe
–  The private sphere and gender differentiation
–  Gender, equality and politics
–  Ethno-cultural identity
–  Aspects of training on gender and equality
–  Language and Gender

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain the meaning of Gender and Gendering transformations
  2. Try theoretical and methodological discussion for the feminist sociology
  3. “Re-Construct” Boys and Girls in the Primary Classroom: Making Pupils Sensitive to Gender Symmetry Issues
  4. Explore Women’s Social Identity
  5. Know all about feminism and education
  6. Explain the necessity and issues of teachers’ training in gender equality
  7. Explain the points of sexism in language

GED105: Λογοτεχνία και Κινηματογράφος

Course Contents

–  Short historical overview about film adaptations. Special reference to major adaptations for children’s and young adults’ cinema.
–  Basic concepts of film and literary analysis. Popular genres in film and literary narrative.
–  Film and literary narrative. Similarities and differences in storytelling. The issue of faithfulness.
–  Comprehension of filmic and literary narrative. Intertextuality in films and novels.
–  Creative film and reading audiences. Adaptation exercises. Developing related activities.
–  Books and films in classroom. Multiliteracies, film and literary education.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Use in a consistent way concepts regarding film and literary narrative to discuss specific literary and filmic texts.
  2. Specify differences between film and literary narrative.
  3. Discuss how film and literary narrative influenced each other.
  4. Critically examine intertextual relations between novels and films.

SPE304A: Ειδικότητα στην Ελληνική Γλώσσα Ι

Course Contents

·  Introduction in the History of Greek: Ancient Greek, Great Alexander’s period, Byzantine period, the period 1453-1821, The «diaglossia» problem in Greece, «katharevousa» and «demotiki», Modern Greek today.
·  Text and society, text and genre types
·  Bilingualism and diaglossia. Diversity and the Cyprus case
·  Literacy and text. Multiliteracies, multimodality
·  Didactic utility of Modern Greek Dialects

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Know the history of Greek language from ancient days till today.
  2. Relate language with its social context: Greek Cypriot bidialectism
  3. Solve problems connected to the diaglossia and the situation in Cyprus.
  4. Recall the basic levels of linguistic anaylsis: phonetics, phonology, morphology, lexicology, syntax, semantics, sociolinguistics, psycholinguistics
  5. Recognize the different text and genre types

SPE304B: Ειδικότητα στα Μαθηματικά Ι

Course Contents

Description and explanation of the 5 basic units for the teaching of mathematics. Study of the curriculum (the concepts of exploration, investigation and enrichment). The most emphasis at the teaching of mathematics.

The basic theories for learning (constructivism and cognitive psychology). Piagetian and neo- piagetian theories. Cognitive obstacles, intuitive rules and misconceptions.

Cognitive styles, mathematical models and the multiple representation flexibility.

Metacognition and mathematical thinking. Self-representation and self-regulation. Self-regulatory strategies and the problem solving procedure. The use of mathematical model for self-regulation.

The stages of the development of creative thinking in mathematics.

The affective domain in mathematics.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Describe and explain the main recent domains in the research for the teaching and learning of mathematics at education.
  2. Present the stages for the development of mathematical thinking and justify the cognitive obstacles pupils encounter concerning different mathematical concepts by using the neopiagetian perspective.
  3. Construct and design teaching plans for every mathematical concept and reconstruct mathematical units in order to be taught by using more recent teaching tools.
  4. Present the different dimensions of the metacognition and explain its relation with the self-regulatory performance during problem solving.
  5. Analyse students’ mistakes, misunderstandings and misconceptions depending on philosophical, epistemological, psychological and teaching factors that influence learning propose ways for encountering those situations.

SPE304C: Ειδικότητα στις Φυσικές Επιστήμες Ι

Course Contents

–  Science Education: Theories and perspectives
o  The constructivism theory
o  Active learning
o  Higher order reasoning in science teaching
o  Metacognition in science education
–  Scientific method, scientific processes, teaching science through inquiry.
–  Organising the science class: Collaborative learning in the natural sciences – the role  of the teacher and the students
–  Scientific concepts: Energy, environmental and social concerns

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand and employ the teaching and learning theories connected to science education as well as appropriate teaching models in order to produce and teach science lessons.
  2. Be informed about the new science curriculum’s objectives and concepts.
  3. Understand and be able to teach scientific concepts from the areas of physics, chemistry and biology.
  4. Promote critical scientific thinking, science processes and inquiry using appropriate pedagogical approaches and methods within their teaching.
  5. Integrate technology in the teaching and learning of scientific concepts and in order to facilitate the development of scientific skills and processes.
  6. Critically examine their own role as educators to promote the consideration of scientific, environmental and social issues as well as values through science teaching.
  7. Be informed about research concerning good practices and actions in the area of science education and be able to perform small scale research in the field of science education.

SPE304D: Ειδκότητα στη Φυσική Αγωγή Ι

Course Contents

Learning Outcomes of the course unit

SPE304E: Ειδικότητα στην Εικαστική Αγωγή Ι

Course Contents

–  Cypriot artists: the work of a selection of well-known Cypriot artists, factors that influence the work of artists, study of contemporary artists (well known and younger ones).
–  Research skills: the structure of interview schedules, how to contact interviews and transcribe them, how to analyze interviews and visual data.
–  Children’s drawings: the role of children’s drawings in the art subject and in other subjects of the school curriculum (interdisciplinary approach), developmental stages, means for investigation, comprehension and interpretation, diagnostic tool, expression of emotions and experiences, means for therapy, etc.
–  New technologies: current issues related to the use of new technologies in art lessons/ units. On-line interactive activities, freeware software, such as Gimp, the use of video art (windows movie maker software), use of technology by the teacher and the children, developing teaching scenarios.
–  Studio work and engagement with art concepts, means and materials for teaching purposes:
o Identity (multiple identities: personal, cultural, national, European):
Produce video by using the window movie maker software to express issues related to their identities, produce drawings related to identity issues, realistic drawings (portrait, face proportions, shapes of faces, etc.), profile and en face,  surrealistic drawings, examples of children’s artworks, developmental stages, variety of graphic materials (e.g. pencils, charcoal, colours, markers, paints, etc.), and examples of artists’ works.
o Mosaics:
Artists’ works, mosaics in the Greek culture, techniques, teaching scenarios/ learning activities with children, examples children’s mosaic artworks, on-line mosaics, production of mosaics with different mosaic.
o Still life:
Enhancement of observational skills, representations of still life (realistic and not), artists’ works, examples of children’s works, teaching scenarios, on-line activities (“live” still lives), pencils, pastels, paints, canvases.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Name contemporary Cypriot artists, collect data about contemporary Cypriot artists through personal interviews (practice qualitative research methods in data collection for educational purposes), study their work and produce presentations about them.
  2. Recognize art concepts, in theory (through artists’ artworks and children’s artworks) and experiment with them in practice. Relate these experiences with learning activities for children.
  3. Experiment with a variety of materials and apply different techniques in order to express visually ideas by producing mainly two-dimensional representations. Relate these experiences with learning activities for children.
  4. Discuss children’s artworks and relate them to learning preferences, ways of motivating learners, individual characteristics and general patterns of children’s representational awareness.
  5. Investigate current trends in visual arts education (including the role of new technologies), illustrate through artworks new technologies potential and design learning activities for children.
  6. Propose learning activities and organize art lessons/ art units that respond to children’s learning preferences and current trends in visual arts education.

SPE304ST: Ειδικότητα στη Μουσική Ι

Course Contents

–  Music theory: Major scales, key signatures, transpositions, musical symbols and terms.
–  Performing: Singing songs and exercises to develop singing skills, performing songs on melodic and/or harmonic instruments.
–  Pedagogical issues: The Kodaly music teaching method (techniques and implementation), organising school celebrations, preparation of musical acts, evaluation of primary music curriculum.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Develop skills related to music theory.
  2. Recognise and build major scales.
  3. Use music theory to transpose songs.
  4. Evaluate and apply music teaching approaches with special reference to Kodaly music teaching method.
  5. Compare music teaching approaches (Orff and Kodaly).
  6. Use music software (music editor) to arrange and modify musical abstracts in order to create musical acts.

SPE305A: Ειδικότητα στην Ελληνική Γλώσσα ΙΙ

Course Contents

Introduction in the teaching of languages: The classical method, the audiovisual method, the communicative approach, the post communicative method

Structuralism in language teaching.

Skills in teaching a language. Listening, Speaking, Reading, Writing

Vocabulary: word production, meaning and word analysis

Grammar: Morfology, syntax of Greek (L1)

Language, culture and society: socio-cultural understandings

Audiovisual aids: the use of picture, film and music in language teaching

Technology : the use of internet in language teaching

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Explain, select and apply scientific skills and processes
  2. Explain the theories of learning a language with respect to the didactic models of language teaching and justify the selection of the communicative approach model.
  3. Know and apply evaluation processes and language testing
  4. Solve problems connected to the taught concepts and present and justify the way according to which they worked
  5. Explore, identify and explain primary school children’s perceptions on the taught concepts.
  6. Develop and teach a complete lesson plan for language(L1) teaching .
  7. Use research outcomes and data to develop and implement educational interventions for rectifying misconceptions about the taught concepts.

SPE305B: Ειδικότητα στα Μαθήματικα ΙΙ

Course Contents

The concept “cognitive technology” and the new perspectives of using technology in the teaching of mathematics.

The use of internet in education. Advantages and disadvantages. As a tool for teacher and as a tool for student.

Logo. The philosophy of Papert and the use of the program today.

Dynamic geometry. The use of sketchpad, euclidraw, geogebra etc.

The use of technology in the teaching of statistics and probability.

The interactive board and its use in mathematics education.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. List reasons for using technology today in the teaching of mathematics.
  2. Explain the advantages and disadvantages for using the internet at the teaching of mathematics.
  3. Explain the “cognitive technology” and the basic values of the constructivism in relation to the use of technology.
  4. Propose ways for using technology for the teaching of specific mathematical concepts.
  5. Analyze the stages of the development of geometrical thinking and justify the use of dynamic geometry in education.

SPE305C: Ειδικότητα στις Φυσικές Επιστήμες ΙΙ

Course Contents

–  Scientific concepts – curriculum units:
Sound
Matter: Water and its properties
Matter: Acids and alkalines
Matter: Air  –  The use of new technologies in exploring scientific concepts

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Understand and employ the teaching and learning theories connected to science education as well as appropriate teaching models in order to produce and teach science lessons.
  2. Be informed about the new science curriculum’s objectives and concepts.
  3. Understand and be able to teach scientific concepts from the areas of physics, chemistry and biology.
  4. Promote critical scientific thinking, science processes and inquiry using appropriate pedagogical approaches and methods within their teaching.
  5. Integrate technology in the teaching and learning of scientific concepts and in order to facilitate the development of scientific skills and processes.
  6. Critically examine their own role as educators to promote the consideration of scientific, environmental and social issues as well as values through science teaching.
  7. Be informed about research concerning good practices and actions in the area of science education and be able to perform small scale research in the field of science education.

SPE305D: Ειδικότητα στη Φυσική Αγωγή ΙΙ

Course Contents

–  Teaching Volleyball: Skills without the ball (stances, running technique, change of direction – foot work), Skills with the ball (serving, passing, setting, attacking, blocking, Recent changes in the game, such as the addition of the libero position and rally scoring, team-oriented steps covering offense. Special emphasis is given in the playful mode of teaching appropriate in schools.
–  Teaching Basketball: Skills without the ball (stances, running technique, change of direction, stops, pivoting, defensive slides), Skills with the ball (receiving the ball, two counts rhythm), Passing (chest pass, bounce pass, overhead pass), Dribbling (control, speed, crossover, reverse), Shooting (jump-shot, lay-up, hook-shot, free–throw), movement with the ball- fakes (perimeter-inside players), Defending the player with the ball.
–  Teaching of Track and Field: Technique of high jump, teaching of high jump, technique of the sprint starting, teaching of the sprint starting, technique of relay racing, teaching of relay racing, basic theory and rules of relay racing, technique of long jump, teaching of long jump.
–  Research method: Introduction – Overview of measurement and evaluation, criteria for choosing a test, anthropometric characteristics and body composition, tests of cardiovascular fitness, tests of flexibility, assessment of fundamental motor skills, test for the identification of children with movement difficulties (movement ABC test).
–  Special topics: Social function of sports, sports and free time, commercialisation of sports, organisation of the sports’ forms, mass media and sports, sports and violence.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Acquire personal philosophy and apply knowledge and skills in terms of content and ways of teaching sports skills.
  2. Develop skills for design and the conduct of research in physical education.
  3. Use of assessment tools, which can be applied in a school setting.
  4. Standardisation and application of each ordeal and interpretation of results.
  5. Solve problems connected to the functions and procedures of socialisation and their influence on sports.

SPE305ST: Ειδικότητα στη Μουσική ΙΙ

Course Contents

–  Music theory: Major and minor chords, key signatures, transpositions, musical symbols and terms.
–  Performing: Singing songs and exercises to develop singing skills, performing songs on melodic and/or harmonic instruments, accompany songs on keyboards (chords playing).
–  Pedagogical issues: The Dalcroze music teaching method (eurhythmics, solfege, techniques – implementation), orchestrating songs, school celebrations, preparation of musical acts, design and modify music lessons (years 5 and 6).

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Develop skills related to music harmony.
  2. Recognise and build major and minor chords.
  3. Use music theory to harmonise songs.
  4. Accompany songs on the keyboard.
  5. Evaluate and apply music teaching approaches with special reference to Dalcroze music teaching method (eurhythmics and solfege).
  6. Compare music teaching approaches (Dalcroze, Orff, Kodaly).
  7. Use music software (MuseScore) to orchestrate and harmonise songs.
  8. Modify music lesson plans.

SPE305E: Ειδικότητα στην Εικαστική Αγωγή ΙΙ

Course Contents

–  Art appreciation: modern and post-modern art movements from the history of art, comparison and discussion, artworks as a means of expression ideas, messages, values, social issues, etc.  –  Contemporary social reality and visual arts: development of research skills for understanding social contemporary issues in artworks and for understand cultures of different civilizations, attitudes and values towards western art, teaching approaches for organizing art lessons/ units, planning, organizing and evaluating art lessons/ units
–  Studio work and engagement with art concepts, means and materials for teaching purposes:
o  Clay:
Clay as an artistic/expressive mean, three-dimensional artworks, relief artworks, tools for clay, processes for exploring clay, technical issues, everyday objects made with clays, artifacts with clay from different cultures, masks in different cultures, learning activities with children, artists’ artworks with clay, examples of children’s artworks with clay.
o  Scrap material:
The use of scrap material (man-made and natural) for artistic purposes, producing relief and three-dimensional representations with scrap materials, artists’ artworks with scrap materials, learning opportunities for children, collage, environmental issues and visual arts.
o  Printing
Engraving and printing, different techniques, variety and alternative materials for printing, positive-negative space, artists’ artworks, children’s artworks, learning opportunities.

Learning Outcomes of the course unit

By the end of the course, the students should be able to:

  1. Name modern and contemporary art movements (history of art), compare art movements and outline similarities and differences, identify important aesthetic elements in artworks and develop visual literacy skills.
  2. Identify, explain and demonstrate further the role of art viewing activities in planning art lessons/units, organize and propose learning activities that promote the active participation of the learners.
  3. Recognize art concepts, in theory (through artists’ artworks and children’s artworks) and experiment with them in practice.
  4. Experiment with a variety of materials and apply different techniques in order to express visually ideas by producing mainly three-dimensional representations.
  5. Discuss children’s artworks and relate them to learning preferences, ways of motivating learners, individual characteristics and general patterns of children’s representational awareness.
  6. Investigate current trends in visual arts education and especially connections between visual arts and contemporary society. Study contemporary social issues and point out how these are expressed through visual arts. Discuss contextual approaches in visual arts education.
  7. Organize and propose learning activities/ art lessons/ art units that relate to contemporary social issues, criticize and revise their proposals and discuss their effectiveness.
Κατηγορία Μαθημάτων ECTS
Υποχρεωτικά Μαθήματα 220
Επιλεγόμενα Μαθήματα Κοινωνικής Εργασίας 10
Επιλεγόμενα Γενικά Τμήματος 5
Ελεύθερης Επιλογής 5
Σύνολο 240

Υποχρεωτικά Μαθήματα

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 220 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες/Εβδ.
1 AENG101. Αγγλικά Ι 2 3
2 AENG102. Αγγλικά ΙΙ 2 3
3 ASAW105 Συγγραφή Επιστημονικής Εργασίας και Χρήση Ηλεκτρονικού Υπολογιστή 5 3
4 ASCP402 Κοινωνική Εργασία και Παιδική Προστασία 6 3
5 ASCS204 Τεχνικές Επικοινωνίας και Συνέντευξης 5 4
6 ASCS210 Κοινωνική Εργασία με Κοινότητες 5 3
7 ASCS301 Κοινοτική Κοινωνική Εργασία και Τοπική Αυτοδιοίκηση 5 3
8 ASCS410 Θεωρίες της Κοινωνικής Εργασίας 5 3
9 ASCW203 Κοινωνική Εργασία με Άτομα και Οικογένειες Ι 5 3
10 ASCW213 Κοινωνική Εργασία με Άτομα και Οικογένειες ΙΙ 5 3
11 ASDE403 Διαφορετικότητα και Ενδυνάμωση στην Κοινωνική Εργασία 7 4
12 ASEL311 Κοινωνική Εργασία με Ηλικιωμένους 5 3
13 ASFV302 Κοινωνική Εργασία και Βία στην Οικογένεια 5 3
14 ASFW215 Εργαστηριακή Πρακτική Άσκηση I 10 0
15 ASFW316 Εργαστηριακή Πρακτική Άσκηση IΙ 10 0
16 ASFW317 Εργαστηριακή Πρακτική Άσκηση III 10 0
17 ASGM412 Παγκοσμιοποιήση και Κοινωνικές Συνέπειες 6 3
18 ASGW201 Κοινωνική Εργασία με Ομάδες Ι 5 3
19 ASGW211 Κοινωνική Εργασία με Ομάδες ΙΙ 5 3
20 ASLW104 Αρχές Δικαίου 5 3
21 ASPC115 Ανθρώπινα Δικαιώματα και Θεσμοί Προστασίας του Πολίτη 6 3
22 ASPP202 Ψυχοπαθολογία I 5 3
23 ASPP212 Ψυχοπαθολογία II 5 3
24 ASPS102 Εισαγωγή στην Ψυχολογία 6 3
25 ASPS112 Εξελικτική Ψυχολογία 6 3
26 ASSO101 Εισαγωγή στην Κοινωνιολογία 6 3
27 ASSO111 Κοινωνιολογία της Οικογένειας 5 2
28 ASSP205 Κοινωνική Ψυχολογία 5 3
29 ASSP401 Κοινωνικός Σχεδιασμός 6 3
30 ASSP411 Ευρωπαϊκή Κοινωνική Πολιτική 6 3
31 ASSR303 Κοινωνική Έρευνα στην Κοινωνική Εργασία Ι 5 3
32 ASSR312 Κοινωνική Έρευνα στην Κοινωνική Εργασία ΙΙ 5 3
33 ASSS114 Κοινωνική Πρόνοια – Κοινωνικές Υπηρεσίες 6 3
34 ASSS404 Διοίκηση Κοινωνικών Υπηρεσιών 6 3
35 ASST304 Στατιστική 5 3
36 ASSW103 Εισαγωγή στην Κοινωνική Εργασία 6 3
37 ASSW113 Δεοντολογία (Ηθική) στην Κοινωνική Εργασία 5 2
38 ASTH413 Πτυχιακή Εργασία 8 0
39 ASWF310 Εισαγωγή στις Έννοιες της Οικογενειακής Θεραπείας 5 3

Επιλεγόμενα Μαθήματα Κοινωνικής Εργασίας

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 10 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες/Εβδ.
1 ASDI409 Κοινωνική Εργασία και Χρήση Ουσιών 5 3
2 ASEN416 Περιβάλλον και Κοινωνική Εργασία 5 3
3 ASER419 Ανεξάρτητη Μελέτη – φοιτητές ERASMUS 5 3
4 ASES406 Κοινωνική Εργασία στα Εκπαιδευτικά Ιδρύματα 5 3
5 ASHR414 Διοίκηση Ανθρώπινου Δυναμικού και Εποπτεία στην Κοινωνική Εργασία 5 3
6 ASHS405 Υγεία, Ψυχική Υγεία και Κοινωνική Εργασία 5 3
7 ASJD407 Κοινωνική Εργασία και Παραβατικότητα 5 3
8 ASPD417 Δεξιότητες στο Σχεδιασμό, Αξιολόγηση Προγραμμάτων και Εξεύρεση Πόρων 5 3
9 ASQC415 Έλεγχος, Ποιότητα και ISO 5 3
10 ASSE418 Κοινωνική Επιχειρηματικότητα 5 3

Επιλεγόμενα Γενικά Τμήματος

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 5 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες/Εβδ.
1 ASPE106 Εισαγωγή στην Πολιτική Οικονομία 5 3
2 ASPO107 Εισαγωγή στις Πολιτικές Επιστήμες 5 3
3 ASST108 Κοινωνική Θεωρία Ι 5 3
4 ASST109 Κοινωνική Θεωρία ΙΙ 5 3

 

Για οποιαδήποτε απορία έχετε, επικοινωνήστε μαζί μας!