Open to Master’s students Psychology.
This course has two main aims:
1) to familiarize students with the general meaning and implementation of school psychology around the world (guiding question: is it implemented according to its main goals and how could it be improved) , and
2) to learn about implementation issues in the different subdomains of school psychology (for example, implementation of a school wide program against bullying poses other challenges and requires other skills than to implement a program to support individual students with learning problems).
Two class meetings (at the start and half-way) are devoted to the meaning and implementation of school psychology around the world (instructor will discuss general issues; students will present results from their own investigation of school psychology in a country or region of their own choice). Six class meetings are used to discuss domain-related implementation issues with practicing school psychologists who know about the do’s and don’ts of domain-specific implementation, such as health promotion, anti-bullying, remediation, and so forth.
Upon completion of the course, students will:
Understand, from a meta-perspective, what school psychology is about and how it is implemented in various countries around the world;
Know what it takes to implement (and consolidate) new programs in the various domains varying from supporting individual students, teachers, and/or school management;
Have a better grasp of the professional field, potential jobs and career opportunities, as well as to be able to reflect and comment on their own motivation, skills and knowledge in relation to possible future career as a school psychologist
Mode of instruction
The course consists of:
Two 2-hour lectures which help students gain insight into the implementation of school psychology in a specific country or world region by means of group presentations. The main text for this part of the course is the Handbook of International School Psychology.
Six 2-hour lectures about a specific domain within school psychology and the questions which emerge from the scientific literature; the school psychology professional will explain how this matter was dealt with at her/his country. The main text for this part of the course is Specialty Competencies in School Psychology.
Presence in all sessions is mandatory, missing 1 session (if announced beforehand and with good reason) can be compensated with an alternative assignment. Missing more sessions is not allowed.
For the timetable of this course please refer to MyTimetable
NOTE As of the academic year 2021-2022, you must register for all courses in uSis.
You do this twice a year: once for the courses you want to take in semester 1 and once for the courses you want to take in semester 2.
Registration for courses in the first semester is possible from early August. Registration for courses in the first semester is possible from December. The exact date on which the registration starts will be published on the website of the Student Service Center (SSC)
By registering for a course you are also automatically registered for the Brightspace module. Anyone who is not registered for a course therefore does not have access to the Brightspace module and cannot participate in the first sit of the exam of that course.
Also read the complete registration procedure
The final grade is based on two assessments related to both course aims: (a) an in-class small-group presentation of one’s own evaluation of the way school psychology is implemented in the educational system within several countries, illustrated by specific schools or school district (30%); and (b) an individual paper on how a domain-specific approach might be realized within the schools, while taking scientific evidence, practical feasibility, and ethical issues into account (70%).
For these assignments, students can use the course reading (as indicated in the reading list), as well as their own literature. Please note that on BrightSpace, a date and time will be specified to discuss questions about your marks and feedback.
The Institute of Psychology follows the policy of the Faculty of Social and Behavioural Sciences to systematically check student papers for plagiarism with the help of software. Disciplinary measures will be taken when fraud is detected. Students are expected to be familiar with and understand the implications of this fraud policy.
Jimerson, Oakland, & Farrell (2007). The Handbook of International School Psychology SAGE Publishing. (pdf available through APA PsycNET)
Flanagan & Miller (2010). Specialty Competencies in School Psychology, Oxford University Press
Dr. B. Vogelaar email@example.com