Μεταπτυχιακό Πρόγραμμα στην Κοινωνική Εργασία και Κοινωνική Διοίκηση

Μεταπτυχιακό Πρόγραμμα στην Κοινωνική Εργασία και Κοινωνική Διοίκηση2016-11-21T12:04:48+00:00

Μεταπτυχιακό Εξ’ Αποστάσεως

Σχολή: Ανθρωπιστικών και Κοινωνικών Επιστημών

ΠΡΟΦΙΛ ΠΡΟΓΡΑΜΜΑΤΟΣ ΣΠΟΥΔΩΝ

Τίτλος Σπουδών Μεταπτυχιακό Πρόγραμμα στην Κοινωνική Εργασία και Κοινωνική Διοίκηση
Επίπεδο Τίτλου Μεταπτυχιακό
Τμήμα ΤΜΗΜΑ ΚΟΙΝΩΝΙΚΗΣ ΕΡΓΑΣΙΑΣ
Τύπος Φοίτησης Μερική ή πλήρης
Γλώσσα Διδασκαλίας Ελληνική

ΣΥΝΟΠΤΙΚΗ ΠΕΡΙΓΡΑΦΗ ΠΡΟΓΡΑΜΜΑΤΟΣ

Το πρόγραμμα έχει εγκριθεί από την Επιτροπή Αξιολόγησης Ιδιωτικών Πανεπιστημίων (Ε.Α.Ι.Π.) και είναι αναγνωρισμένο από το Κυπριακό Συμβούλιο Αναγνώρισης Τίτλων Σπουδών (ΚΥ.Σ.Α.Τ.Σ.).

Με την ολοκλήρωση του προγράμματος οι φοιτητές αναμένεται να είναι ικανοί να:

  • Εφαρμόζουν το απαραίτητο θεωρητικό υπόβαθρο και τις γνώσεις σχετικά με το περιεχόμενο της κλινικής κοινωνικής εργασίας με οικογένειες, παιδιά και εφήβους και της κοινοτικής ανάπτυξης και διοίκησης.
  • Χρησιμοποιούν και να χειριστούν τις απαραίτητες δεξιότητες και τεχνικές παρέμβασης με άτομα, οικογένειες και ομάδες.
  • Χρησιμοποιούν τις τεχνολογίες διαχείρισης και ανάλυσης πληροφοριών και διεξαγωγής έρευνας.
  • Σκέφτονται κριτικά και να δύνανται να προχωρούν σε ανάλυση – αξιολόγηση των σύγχρονων αναγκών – προβλημάτων του τομέα κοινωνικής πρόνοιας και άλλων προγραμμάτων που αφορούν ευάλωτες ομάδες.
  • Επεξεργάζονται σχέδια δράσης και να διαχειρίζονται την υλοποίησή τους στην αντιμετώπιση διαπιστωμένων αναγκών – προβλημάτων.
  • Χρησιμοποιούν πρακτικές παρέμβασης και τους τρόπους εφαρμογής τους στην κλινική κατεύθυνση ή στην κατεύθυνση της κοινοτικής ανάπτυξης.
  • Επιλέγουν τις κατάλληλες παρεμβάσεις και των δύο κατευθύνσεων στο πλαίσιο μιας ολοκληρωμένης προσπάθειας χάραξης πολιτικής και λήψης αποφάσεων σε τοπικό και εθνικό επίπεδο.
  • Χρησιμοποιούν εξειδικευμένη εμπειρία που προσφέρεται από την πρακτική άσκηση και την εμπλοκή τους στη διεξαγωγή έρευνας.
  • Αξιολογούν τα οφέλη της συμμετοχικής δράσης και την εργασία σε διεπιστημονική ομάδα επαγγελματιών.
  • Εντοπίζουν τη σημασία της εμπλοκής του στενού και ευρύτερου κοινωνικού περιβάλλοντος στη δημιουργία, αλλά και την αντιμετώπιση του προβλήματος.
  • Αξιολογούν τη σημασία δικτύων συνεργασίας με φορείς και προγράμματα από άλλες χώρες.
  • Χρησιμοποιούν την τεχνογνωσία και τις καλές πρακτικές με τρόπο που να συνάδει με τις ανάγκες του τόπου και του χώρου εργασίας.

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. Επιπλέον, δύο αίθουσες τηλεδιασκέψεων και με δυνατότητα μονόδρομης επικοινωνίας χρησιμοποιούνται για την πραγματοποίηση συνεντεύξεων και συναντήσεων ομάδων, τις οποίες οι φοιτητές/τριες έχουν τη δυνατότητα να παρατηρούν και να αναλύουν. Για τις ανάγκες συγκεκριμένων μαθημάτων οι συναντήσεις γίνονται στις αίθουσες ηλεκτρονικών υπολογιστών του Πανεπιστημίου προσφέροντας τις πιο σύγχρονες εκδόσεις λογισμικών για ερευνητικούς σκοπούς.

Οι μεταπτυχιακοί φοιτητές του προγράμματος έχουν στη διάθεσή τους τη Βιβλιοθήκη του Πανεπιστημίου η οποία διαθέτει μεγάλο αριθμό βιβλίων και καλύπτουν τα γνωστικά αντικείμενα των προτεινόμενων μαθημάτων. Ακόμη η Βιβλιοθήκη του Πανεπιστημίου παρέχει ηλεκτρονική πρόσβαση σε διάφορα επιστημονικά περιοδικά, καθώς και άλλο ηλεκτρονικό και οπτικοακουστικό υλικό που είναι αναγκαία για την υποστήριξη της μεταπτυχιακής έρευνας.

Τέλος, το Τμήμα Κοινωνικής Εργασίας μέσα από τη δεκάχρονη λειτουργία του έχει αναπτύξει και διατηρεί πολύχρονη συνεργασία με πολλούς φορείς, οργανώσεις και κοινωνικές υπηρεσίες και προγράμματα σε παγκύπρια βάση, προκειμένου να εξυπηρετήσει τις ανάγκες της πρακτικής άσκησης των φοιτητών/φοιτητριών του.

ΣΚΟΠΟΣ

Το πρόγραμμα μεταπτυχιακών σπουδών στην Κοινωνική Εργασία και Κοινωνική Διοίκηση προσφέρει δύο κατευθύνσεις:

  • Κλινική Κοινωνική Εργασία με Οικογένειες, Παιδιά και Εφήβους
  • Κοινοτική Ανάπτυξη και Κοινωνική Διοίκηση

Είναι το πρώτο αναγνωρισμένο ελληνόφωνο μεταπτυχιακό πρόγραμμα στην Κοινωνική Εργασία σε πανεπιστημιακό επίπεδο στην Κύπρο. Σκοπεύει στην αναβάθμιση του ανθρώπινου δυναμικού με την εξειδικευμένη κατάρτιση αποφοίτων και επαγγελματιών στον τομέα της Κοινωνικής Εργασίας και των κοινωνικών επιστημών γενικότερα.

Με την υψηλής ποιότητας εκπαίδευση που προσφέρει στους αποφοίτους του, παρέχει τη δυνατότητα σε οργανισμούς και φορείς του δημόσιου, ιδιωτικού και εθελοντικού τομέα να συμπεριλάβουν στο ανθρώπινο δυναμικό τους εξειδικευμένα στελέχη για ενίσχυση της απόδοσης και της αποτελεσματικότητας του παραγόμενου έργου. Σκοπός του μεταπτυχιακού προγράμματος είναι επίσης να προσφέρει τη δυνατότητα στους ενδιαφερόμενους να εξελίξουν και να βελτιώσουν τις γνώσεις τους και να εντρυφήσουν στην εφαρμογή τους μέσω της προβλεπόμενης υποχρεωτικής πρακτικής άσκησης, έτσι ώστε να προωθήσουν την επαγγελματική, επιστημονική και ερευνητική πτυχή σε θέματα κλινικών εφαρμογών στην Κοινωνική Εργασία, προγραμμάτων κοινωνικής πολιτικής, κοινωνικής πρόνοιας, φροντίδας, δικτύωσης και συνεργασιών.

ΣΕ ΠΟΙΟΥΣ ΑΠΕΥΘΥΝΕΤΑΙ

Το Πρόγραμμα απευθύνεται σε αποφοίτους ανώτατων εκπαιδευτικών ιδρυμάτων, οι οποίοι προέρχονται από το χώρο της Κοινωνικής Εργασίας και των Κοινωνικών Επιστημών. Πιο συγκεκριμένα, η κατεύθυνση της Κλινικής Κοινωνικής Εργασίας με Οικογένειες, Παιδιά και Εφήβους απευθύνεται σε πτυχιούχους των Τμημάτων Κοινωνικής Εργασίας, ενώ η κατεύθυνση της Κοινοτικής Ανάπτυξης και Κοινωνικής Διοίκησης απευθύνεται σε πτυχιούχους των Τμημάτων Κοινωνικής Εργασίας, Κοινωνικής Διοίκησης και γενικά Τμημάτων Ανθρωπιστικών και Κοινωνικών Επιστημών. Σε λίγες περιπτώσεις μπορούν να γίνουν δεκτοί πτυχιούχοι και άλλων Τμημάτων (π.χ. άτομα με αξιόλογη εμπειρία και σημαντικό έργο στον τομέα της Συμβουλευτικής, κ.ά.).

Το μεταπτυχιακό πρόγραμμα σπουδών του Τμήματος Κοινωνικής Εργασίας αποσκοπεί να συμβάλει ενεργά στην κατεύθυνση της επιστημονικής και επαγγελματικής εξειδίκευσης, προσφέροντας τη δυνατότητα στα ενδιαφερόμενα άτομα να αποκτήσουν περαιτέρω γνώσεις και να αναπτύξουν υψηλές επαγγελματικές δεξιότητες. Οι απόφοιτοι του προγράμματος μπορούν να εργαστούν σε μια σειρά από φορείς και οργανισμούς, όπως είναι οι Υπηρεσίες Κοινωνικής Ευημερίας, σε προγράμματα και υπηρεσίες της Τοπικής Αυτοδιοίκησης, σε διάφορα Ιδρύματα και φορείς του κρατικού, ιδιωτικού και εθελοντικού τομέα που παρέχουν κοινωνικές υπηρεσίες σε διάφορες κοινωνικές ομάδες για την πρόληψη και την αντιμετώπιση ψυχοκοινωνικών προβλημάτων. Συγχρόνως καθίστανται ικανοί να διεκδικήσουν διοικητική θέση με προοπτικές ανέλιξης. Επίσης, μπορούν να συνεχίσουν σε μεταπτυχιακές σπουδές διδακτορικού επιπέδου.

ΔΟΜΗ – ΠΕΡΙΕΧΟΜΕΝΟ

ΚΛΙΝΙΚΗ ΚΟΙΝΩΝΙΚΗ ΕΡΓΑΣΙΑ ΜΕ ΟΙΚΟΓΕΝΕΙΕΣ, ΠΑΙΔΙΑ ΚΑΙ ΕΦΗΒΟΥΣ

ΑΠΑΙΤΗΣΕΙΣ ΠΡΟΓΡΑΜΜΑΤΟΣ

Το Μεταπτυχιακό Πρόγραμμα Σπουδών στην Κοινωνική Εργασία και Κοινωνική Διοίκηση βασίζεται στο σύστημα συσσώρευσης πιστωτικών εκπαιδευτικών μονάδων (ECTS). Οι φοιτητές πρέπει να συγκεντρώσουν συνολικά 90 πιστωτικές μονάδες ECTS, προκειμένου να αποφοιτήσουν. Το πρόγραμμα περιλαμβάνει ένα τμήμα διαλέξεων (επίσημων διδασκαλιών στην τάξη), πρακτική άσκηση στο πεδίο εξειδίκευσης (τουλάχιστον 600 ωρών) σε μια κοινωνική υπηρεσία πρόνοιας (κρατική, δημοτική, μη κερδοσκοπική, εθελοντική – ΜΚΟ, ιδιωτική, κλπ), καθώς και ένα ερευνητικό τμήμα (Διπλωματική Εργασία – Μεταπτυχιακή Διατριβή). Οι φοιτητές υποχρεούνται, να ολοκληρώσουν επιτυχώς, όλα τα μαθήματα που διδάσκονται, πριν την ολοκλήρωση της Μεταπτυχιακής Διατριβής.

Το πρώτο εξάμηνο θεωρείται ένα θεμελιώδες εξάμηνο στο οποίο, από τα πέντε υποχρεωτικά μαθήματα που διδάσκονται, τα δύο είναι εισαγωγικά κοινά μαθήματα τα οποία προσφέρονται στους φοιτητές και των δύο ειδικοτήτων του Προγράμματος, ενώ τα υπόλοιπα τρία μαθήματα είναι εξειδικευμένα ανάλογα με την κατεύθυνση που ο φοιτητής έχει επιλέξει. Τα υποχρεωτικά μαθήματα που διδάσκονται κατά το δεύτερο εξάμηνο, είναι δύο κοινά, για τους φοιτητές και των δύο ειδικοτήτων, τα υπόλοιπα δύο είναι εξειδικευμένα  ανάλογα με την κατεύθυνση που ο φοιτητής έχει επιλέξει και ταυτόχρονα οι φοιτητές τοποθετούνται για την Εργαστηριακή Πρακτική Άσκηση Ι και Εποπτεία Ι (300 ώρες).
Στο τρίτο εξάμηνο οι φοιτητές τοποθετούνται για την Εργαστηριακή Πρακτική Άσκηση ΙΙ και Εποπτεία ΙΙ (300 ώρες), παρακολουθούν ένα κοινό υποχρεωτικό μάθημα για Εξειδικευμένες Μεθόδους Κοινωνικής Έρευνας και υποχρεούνται να εκπονήσουν και την Μεταπτυχιακή Διατριβή τους.

Κατηγορία Μαθημάτων ECTS
Υποχρεωτικά Μαθήματα 58
Υποχρεωτικά Μαθήματα Εξειδίκευσης 32
ΣΥΝΟΛΟ 90

ΥΠΟΧΡΕΩΤΙΚΑ ΜΑΘΗΜΑΤΑ

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 58 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες / εβδ.
1 ASMC522 Πολυπολιτισμικότητα και Διαφορετικότητα στην Κυπριακή Κοινωνία 6 3
2 ASPE516 Αξιολόγηση Προγραμμάτων 6 3
3 ASRM501 Εξειδικευμένες Μέθοδοι Κοινωνικής Έρευνας 6 3
4 ASTH525 Διπλωματική Εργασία 15 0
5 MSWB503 Δυναμική της Ανθρώπινης Συμπεριφοράς 4 2
6 MSWB524 Υποστηρικτικά Προγράμματα στις Υπηρεσίες για Άτομα Τρίτης Ηλικίας 3 2
7 MSWC526 Εργαστηριακή Πρακτική Άσκηση Ι – Εποπτεία Ι 9 0
8 MSWC527 Εργαστηριακή Πρακτική Άσκηση ΙΙ – Εποπτεία ΙΙ 9 0

ΥΠΟΧΡΕΩΤΙΚΑ ΜΑΘΗΜΑΤΑ ΕΞΕΙΔΙΚΕΥΣΗΣ

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 32 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες / εβδ.
1 ASCF505 Κλινικές Παρεμβάσεις με Οικογένειες 6 3
2 ASCI506 Προσεγγίσεις Παρέμβασης στην Κρίση 6 3
3 ASCY504 Κλινική Κοινωνική Εργασία με Παιδιά και Εφήβους 6 3
4 ASGT507 Κλινικές Παρεμβάσεις με Ομάδες 6 3
5 MSWC523 Κλινική Κοινωνική Εργασία 8 3

ΚΟΙΝΟΤΙΚΗ ΑΝΑΠΤΥΞΗ ΚΑΙ ΚΟΙΝΩΝΙΚΗ ΔΙΟΙΚΗΣΗ

ΑΠΑΙΤΗΣΕΙΣ ΠΡΟΓΡΑΜΜΑΤΟΣ

Το Μεταπτυχιακό Πρόγραμμα Σπουδών στην Κοινωνική Εργασία και Κοινωνική Διοίκηση βασίζεται στο σύστημα συσσώρευσης πιστωτικών εκπαιδευτικών μονάδων (ECTS). Οι φοιτητές πρέπει να συγκεντρώσουν συνολικά 90 πιστωτικές μονάδες ECTS, προκειμένου να αποφοιτήσουν. Το πρόγραμμα περιλαμβάνει ένα τμήμα διαλέξεων (επίσημων διδασκαλιών στην τάξη), πρακτική άσκηση στο πεδίο εξειδίκευσης (τουλάχιστον 600 ωρών) σε μια κοινωνική υπηρεσία πρόνοιας (κρατική, δημοτική, μη κερδοσκοπική, εθελοντική – ΜΚΟ, ιδιωτική, κλπ), καθώς και ένα ερευνητικό τμήμα (Διπλωματική Εργασία – Μεταπτυχιακή Διατριβή). Οι φοιτητές υποχρεούνται, να ολοκληρώσουν επιτυχώς, όλα τα μαθήματα που διδάσκονται, πριν την ολοκλήρωση της Μεταπτυχιακής Διατριβής.

Το πρώτο εξάμηνο θεωρείται ένα θεμελιώδες εξάμηνο στο οποίο, από τα πέντε υποχρεωτικά μαθήματα που διδάσκονται, τα δύο είναι εισαγωγικά κοινά μαθήματα τα οποία προσφέρονται στους φοιτητές και των δύο ειδικοτήτων του Προγράμματος, ενώ τα υπόλοιπα τρία μαθήματα είναι εξειδικευμένα ανάλογα με την κατεύθυνση που ο φοιτητής έχει επιλέξει. Τα υποχρεωτικά μαθήματα που διδάσκονται κατά το δεύτερο εξάμηνο, είναι δύο κοινά, για τους φοιτητές και των δύο ειδικοτήτων, τα υπόλοιπα δύο είναι εξειδικευμένα  ανάλογα με την κατεύθυνση που ο φοιτητής έχει επιλέξει και ταυτόχρονα οι φοιτητές τοποθετούνται για την Εργαστηριακή Πρακτική Άσκηση Ι και Εποπτεία Ι (300 ώρες).
Στο τρίτο εξάμηνο οι φοιτητές τοποθετούνται για την Εργαστηριακή Πρακτική Άσκηση ΙΙ και Εποπτεία ΙΙ (300 ώρες), παρακολουθούν ένα κοινό υποχρεωτικό μάθημα για Εξειδικευμένες Μεθόδους Κοινωνικής Έρευνας και υποχρεούνται να εκπονήσουν και την Μεταπτυχιακή Διατριβή τους.

Κατηγορία Μαθημάτων ECTS
Υποχρεωτικά Μαθήματα 58
Υποχρεωτικά Μαθήματα Εξειδίκευσης 32
ΣΥΝΟΛΟ 90

ΥΠΟΧΡΕΩΤΙΚΑ ΜΑΘΗΜΑΤΑ

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 58 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες / εβδ.
1 ASMC522 Πολυπολιτισμικότητα και Διαφορετικότητα στην Κυπριακή Κοινωνία 6 3
2 ASPE516 Αξιολόγηση Προγραμμάτων 6 3
3 ASRM501 Εξειδικευμένες Μέθοδοι Κοινωνικής Έρευνας 6 3
4 ASTH525 Διπλωματική Εργασία 15 0
5 MSWA526 Εργαστηριακή Πρακτική Άσκηση Ι – Εποπτεία Ι 9 0
6 MSWA527 Εργαστηριακή Πρακτική Άσκηση ΙΙ – Εποπτεία ΙΙ 9 0
7 MSWB503 Δυναμική της Ανθρώπινης Συμπεριφοράς 4 2
8 MSWB524 Υποστηρικτικά Προγράμματα στις Υπηρεσίες για Άτομα Τρίτης Ηλικίας 3 2

ΥΠΟΧΡΕΩΤΙΚΑ ΜΑΘΗΜΑΤΑ ΕΞΕΙΔΙΚΕΥΣΗΣ

Ο φοιτητής πρέπει να συμπληρώσει επιτυχώς 32 ECTS, από την ακόλουθη λίστα μαθημάτων:

No. Κωδικός Όνομα ECTS Ώρες / εβδ.
1 ASCD513 Δυναμική των Συστημάτων σε Κοινότητες 6 3
2 ASFN514 Επισήμανση, Εξασφάλιση και Διαχείριση Οικονομικών Πόρων 6 3
3 ASPL515 Κοινωνικός Σχεδιασμός και Ανάπτυξη Προγραμμάτων Τοπικής Αυτοδιοίκησης 6 3
4 ASSP512 Ανάλυση και Αξιολόγηση Κοινωνικής Πολιτικής 6 3
5 MSWA502 Ανάπτυξη και Διοίκηση Προγραμμάτων, Υπηρεσιών και Δικτύων Κοινωνικής Πρόνοιας 8 4

ΚΛΙΝΙΚΗ ΚΟΙΝΩΝΙΚΗ ΕΡΓΑΣΙΑ ΜΕ ΟΙΚΟΓΕΝΕΙΕΣ, ΠΑΙΔΙΑ ΚΑΙ ΕΦΗΒΟΥΣ

ΥΠΟΧΡΕΩΤΙΚΑ ΜΑΘΗΜΑΤΑ

Course Unit Title MULTICULTULARISM AND DIVERSITY IN CYPRUS
Course Unit Code ASMC522
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Realise the diversity of Cypriot society, compare to other multi-cultural societies.
  2. Critical thinking regarding social work challenges in the implementation of social cohesion policies for vulnerable groups.
  3. Cultural skills and sensitivity for cooperation, counselling and supporting culturally diversed groups and families (immigrants, refugees, members of minority groups).
  4. Planning and implementing intervention programs in education settings and communities.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents This course focuses on socialwork interventions in communities, families and children in a multi-culturalsociety and uses examples from Cyprusand the international context.

Issues that are discussed arethe following ones:

       Multiculturalism as a challenge for Social Policy andSocial Work, Social Exclusion, Social Inclusion, social cohesion andmulticultural dialogue.

       Immigrants’ education – Social Work and counsellingwith multicultural diverse groups.

       Social Work against diversity and oppresion, culturalskills and cultural sensitivity / cultural competence.

       Using interpreter in counselling (barriers andlimitations).

       Systemic approach in family counselling withculturally diverse groups.

       Social work in multicultural environment of education.

Recommended and/or required reading:
Textbooks
  • Kandylaki, Α. (2009), Social Work in Multi-cultural Environment. Αthens: Τopos.
  • Atkinson D.R. & Hackett C. (2004), Counselling Diverse Populations. New York: McGraw-Hill.
  • Dominelli L. (2002), Anti- Oppressive Social Work Theory and Practice. London: Palgrave.
  • Jones Finer C. (ed.) (2006), Migration, Immigration and Social Policy. Oxford: Blackwell.
References
  • Thompson N. (2001). Anti-discriminatory Social Work Practice. London: Palgrave.
  • Williams, C, Soydan, H and Johnson, M (1998) Social Work with Minorities: European Perspectives, Routledge
  • Κontis, Α (2009) Issues of Immigrants’ Social Inclusion, Athens: Papazisis
  • Ζaimakis, G. And Kallinikaki, Th. (2005), Local Community and Multiculturalism: Sapes Example. Αthens: Εllinika Grammata.
  • Zaimakis, G. And Kandylaki, Α. (2005) Social Protection Networks: Models on Intervention in vulnerable groups, Kritiki Publications.
  • Moysides, Α. and Papadopoulou, D. (Ed. 2011) Immigrants’ social incorporation in Greece, Kritiki Publications.
  • Triantafyllidou, Α, and Mouroukis, Α. (2010) Immigration in Greece of 21st century, Kritiki Publications.
  • Tsimbiridou, F. (Ed. 2009) Minority an immigrant’s emxperiences. Kritiki Publications.
Planned learning activities and teaching methods The taught part ofcourse is delivered to the students by means of lectures, conducted with thehelp of computer presentations. Lecture notes and presentations are availablethrough the web for students to use in combination with the textbooks.
Assessment methods and criteria
Assignments 20%
Personal Assignment & presentation 30%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Course Unit Title PROGRAM EVALUATION
Course Unit Code ASPE516
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Value the importance and benefits of programme evaluation.
  2. Distinguish among various forms and types of programme evaluation.
  3. Describe the techniques, methods and tools which may be used in programme evaluation.
  4. Use the methods above in the design, implementation and utilization of a programme evaluation and write a final evaluation report.
  5. Recognize issues of ethics that might arise during the evaluation of a programme.
  6. Compare and correlate various programme evaluation models.
  7. Distinguish research from evaluation.
  8. Determine and appreciate the evaluability of a programme.
  9. Develop their skills in collecting and analyzing both quantitative and qualitative data during programme evaluation.
  10. Recognize possible obstacles and difficulties during programme evaluation.
  11. Recognize possible political and social implications that the results of an evaluation might incur.
  12. Identify and apply good practices in regard to the active participation of all programme stakeholders in the design, implementation and utilization of programme evaluation.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents ·  Essential definitions of programme evaluation (Scriven, Patton, Rossi & Freeman).
·  Evaluation and objectives: Formative, summative and accountability evaluation.
·  Before and after evaluation, target-based evaluation and evaluation independent of targets.
·  Types of evaluation by programme phase, e.g. process evaluation vs. outcome evaluation etc.
·  Types of evaluation by programme phase – use of the programme logic model and evaluability assessments.
·  Internal and external evaluation.  Characteristics and possible roles of the evaluator.
·  Evaluation models (reinforcing, participative, CIPP, reciprocal).
·  Evaluation methods and tools: quantitative (e.g. experimental method, questionnaires etc.), qualitative (e.g. focus groups, observation etc.).
·  Analysis of the quantitative and qualitative data of the evaluation.
·  Utilization of evaluation results and value judgments for programmes.
·  Practices for building evaluation capacity in organizations.
·  Use of good practices.
·  Obtaining funds to design and implement the evaluation.
·  Stakeholders and motives for evaluation.
·  Possible obstacles in programme evaluation.
·  The political dimension of programme evaluation.
Recommended and/or required reading:
Textbooks
  • Vlandi, M. & Theodoropoulos, A. (1995) Evaluation of Training Programmes. ELKEPA, Athens. (In Greek).
  • Dimitropoulos, E.G. (1997). Evaluation of Educational and Training Programmes, Athens, Grigoris publications. (In Greek).
References
  • National Kapodistrian University of Athens. (2008). Evaluation of Programmes, Services and Structures. http://repository.edulll.gr/edulll/bitstream/10795/1387/2/1387.pdf
  • Karalis, Th. (1999) “Typology and Evaluation Models” in A. Kokkos (ed.) Adult Training: Design, Organization and Evaluation of Programmes. Patra: Open University of Greece. (In Greek).
  • Karalis, Th. (2001) “Methodological Approaches to the Evaluation of Educational Programmes” in G. Bagakis (ed.), Evaluation of Educational Programmes and Schools. Athens: Metehmio publications. (In Greek).
  • Kasimati, K.G. & Dardanos K. (2002). Social Planning and Evaluation. Gutenberg publications. (In Greek).
  • Kapsalis, A.G. & Chaniotakis, N.I. (2011) Educational Evaluation. Kyriakidis Bros. publications. (In Greek).
  • Hettne, Bjorn (2011). Thoughts on Development, Nicosia: Centre for NGO Support. (In Greek).
  • Papakonstandinidis, L. (2002) Sensitized Local Community, Athens: Tipothito publications. (In Greek).
  • Chasapis, D. (2000) Design, Organization, Implementation and Evaluation of Vocational Training Programmes. Athens: Metehmio publications. (In Greek).
  • Chatzivarnavas E., Chandanos G. & Economou A. (1992) Evaluation of Welfare Projects. Primary Evaluation Plan for Programmes and Activities of Neighborhood Community Centres of E.O.P., Athens: Ellin publications. (In Greek).
  • Festen, M., & Philbin, M. (2007) Level Best. How small and grassroots nonprofits can tackle evaluation and talk results. Jossey-Bass Publications.
  • Scriven, M. (1991) Evaluation thesaurus. Sage Publications.
  • Shaw, I., Greene, J.C., & Mark, M.M. (2006) Eds. (2010). The Sage Handbook of Evaluation. London: Sage Publication.
  • Shaw, I., Briar-Lawson, K., Orme, J., & Ruckdeschel, R.Eds. (2010). The Sage Handbook of Social Work Research. London: Sage Publication.
  • W. K. Kellogg Foundation. (2004) Using Logic Models to Bring Together Planning, Evaluation, and Action.
  • Alaimo, S.P. (2008) Nonprofits and evaluation: managing expectations from the leader’s perspective. In Carman, J.G., & Frederick, K.A (Eds), Nonprofits and Evaluation, New Directions of Evaluation, 119, 73-92.
  • Balser, D., & McClusky. (2005) Managing stakeholders relationships and nonprofit organization effectiveness. Nonprofit Management and Leadership, 18, (4), 399-415.
  • Braverman, M.T., Constantine, N.A., & Clater, J.K (Eds), (2004) Foundation and evaluation. Contexts and practices for effective philanthropy (pp.27-50). San Francisco: Jossey-Bass
  • Cousins, B.J., & Earl, L.M. (1995). Participatory evaluation: Enhancing evaluation use and organizational learning capacity. Evaluation Exchange, 1, (3&4). Retrieved on 3 April 2009, from http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/participatory-evaluation/participatory-evaluation-enhancing-evaluation-use-and-organizational-learning-capacity
  • Cousins, B.J., & Whitemore, E. (1998). Framing participatory evaluation. In Whitemore, E (Ed). Understanding and Practicing Participatory Evaluation. Evaluation, New Directions of Evaluation, 80, 5-23.
  • Festen, M., & Philbin, M. (2007). Level Best. How small and grassroots organizations can tackle evaluation and talk results. San Francisco: Jossey-Bass.
  • Fine, A.H., Thayer, C.E., & Coghlan, A.T. (2000). Program evaluation practice in the non-profit sector. Nonprofit Management and Leadership, 10, (3), 331-339.
  • Stufflebeam Stufflebeam, D.L., & Shinkfield, A.J. (2011). Evaluation theory, models and applications. John Wiley and Sons.
Planned learning activities and teaching methods The course is taught through lectures.  Class notes are made available to the students through the e-learning platform.
Assessment methods and criteria
Midterm exams 50%
Final paper 20%
Presentation of paper 30%
Language of instruction Greek
Work placement(s) NO

Course Unit Title ADVANCED SOCIAL RESEARCH METHODS
Course Unit Code ASRM501
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand basic elements of social research and its three basic methodologies: experimental design, surveys and qualitative methods.
  2. Recognise quantitative and qualitative social research principles.
  3. Explain the differences between research designs in quantitative and qualitative research.
  4. Understand the methods, the concepts and the principles of social research in the evaluation of social work programs.
  5. Be able to use research for evaluating their own work.
  6. Demonstrate critical thinking regarding the importance of social research in the areas of Social Work interest.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents         Design of quantitative social research

        Research tools, research designs and researchquestions

        Samplingmethods

        Representativeness,validity and reliability

        Hypothesiscontrol

        Basic elements of statistical analysis, statisticalcontrol

        Basic elements of grounded theory approach

        Critical theories and evaluation of social workinterventions

        Use of software for qualitative data analysis (NVivo)

Recommended and/or required reading:
Textbooks
  • Pourkos, Μ. & Dafermos, Μ. (Ed.) (2010). Qualitative Research in Social Sciences: Scientific, Methodological and Ethical Issues. Topos Publications.
  • Bernard, H. R. (2012) Social Research Methods. London: Sage Publications.
  • Colin, R. (2007). Real World Research. Gutenberg – Dardanos.
  • Salkind, N.J. (2012) 100 Questions (And Answers) about Research Methods. London: Sage Publications.
  • Engel, R.J., & Schutt, R.K. (2010) Fundamentals of Social Work Research. Los Angeles, CA: Sage Publications.
References
  • Baker L. T. (1999) Doing Social Research, McGraw-Hill International Editions, Sociology Series.
  • Black, T. R. (1999). Doing Quantitative Research in the Social Sciences. SAGE Publications.
  • Black Thomas, R. (1999). Doing Quantitative Research in Social Sciences: An integrated approach to research design, measurement and statistics. London: Sage
  • Papanis, Ε. & Rontos, Κ. (2006). Statistical Research. Sideris Ι.
  • Fink A. (2003). The Survey Handbook. 2nd Edition. London: Sage
  • Denzin, K.D and Lincoln Y.S., (eds). (2000) Handbook of Qualitative Research, Sage Publication.
  • Baker L. T. (1999) Doing Social Research, McGrow-Hill International Editions, Sociology Series.
  • Ιosifides, S. (2006). Qualitative Social Research. Κritiki Publications
  • Flick, U. (2002). An introduction to Qualitative Research. Sage Publication.
  • Ιosifides, Th. (2003). Qualitative Data Analysis in Social Sciences. Kritiki Publications.
  • Μason, J. (2003). Conducting Qualitative Research. Ellinika Grammata.
  • Bryman, A. (1995), Quantity and Quality in Social Research. London: Routledge.
  • Shaw, I. & Gould, N. (2001). Qualitative Research in Social Work. Sage Publication.
  • Silverman, D. (2001). Interpreting Qualitative Data. London: Sage Publication.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks.
Assessment methods and criteria
Midterm exam (2) 40%
Research/Assignment 50%
Lab participation 10%
Language of instruction Greek
Work placement(s) NO

Course Unit Title DISSERTATION
Course Unit Code ASTH525
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 15
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 for the thesis.
  2. Clinical Orientation: Analyze the issue under study, in depth analysis of a case or group and the factors which have contributed to the problem (individual, family, environmental etc), intervention planning, use of theoretical approaches, rationale for choosing specific approaches.
  3. Community Orientation: Designing a program for the organization, prevention, or/and resolution of a specific problem (e.g. Needs Assessment, Budget, Management).
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents In depth study of a chosen subject in collaboration with a supervising instructor
Recommended and/or required reading:
Textbooks
  • Depends on the selected subject
References
  • Depends on the selected subject
Planned learning activities and teaching methods ·  Study and use of bibliography
·  Tutorials with supervising instructor
Assessment methods and criteria
Dissertation report 100%
Language of instruction Greek
Work placement(s) NO

Course Unit Title DYNAMICS OF HUMAN BEHAVIOUR
Course Unit Code MSWB503
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Identify, describe and discuss the characteristics of the various theoretical perspectives.
  2. Compare and evaluate various theoretical paradigms as approaches to human behaviour.
  3. Describe ways through which the broader social environment influences the human behavior.
  4. Evaluate the historical and social influences in the development of concepts related to human behaviour.
  5. Evaluate the functioning of the individual according to theoretical approaches and in relation to other social theories.
  6. Implement basic theoretical concepts in the process of evaluation and intervention in Clinical Social Work.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents The class focuses on the investigation of different approaches in thedevelopment of human behaviour. Students become acquainted with contemporarytheoretical perspectives (Psychodynamic Theory, Systemic Theory, HumanisticTheories etc.) which seek to interpret the psychological development of theperson through the life span. Human behaviour is discussed as a correlationbetween the wider social and cultural framework and the individual’s geneticendowment. Concepts such as personality, the Self, Normality/Abnormality willbe discussed.
· Analysis of the dynamics of human behaviour through various theoreticalperspectives.
· Basic concepts, approaches and methods of various theoreticalperspectives.
· The use of the professional relationship in Clinical Social Work.
· Application of course content in the process of evaluation andintervention in Clinical Social Work.
Recommended and/or required reading:
Textbooks
  • Pervin, L. &Oliver, J. (2001). Θεωρίες Προσωπικότητας. Έρευνα και εφαρμογές. Αθήνα: Τυπωθύτω
References
  • Sue, D. &Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-Based Practices for a Diverse Society. NY: John Wiley and Sons.
  • Zastrow, Ch.,Kirst-Ashman, K.K. (2010). Understanding Human Behavior and the Social Environment (8th edition). Brooks/Cole Cengage Learn.
  • Μαλικώση-Λοϊζου, Μ. (2007). Συμβουλευτική Ψυχολογία. Σύγχρονες Προσεγγίσεις. Αθήνα: Ατραπός
  • Τιάντης, Γ. &Μανωλόπουλος, Σ. (Επιμέλεια) (1987). Σύγχρονα θέματα Παιδοψυχιατρικής (3 τόμοι). Αθήνα: Καστανιώτης.
  • Turner, F. (Editor). (1996). Social Work Treatment: Interlocking Theoretical Approaches (4th edition). The Free Press.
  • Newman & Newman (2009) (10th edition). Development thought life: A psychosocial approach. Belmont, C: Wadsworth Centage Learning.
  • Northcut, T.B. & Heller, N.R. (1999). Enhancing Psychodynamic Therapy with Cognitive-behavioral Techniques. Jason Aronson.
Planned learning activities and teaching methods The theoretical part of the module (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning.
Assessment methods and criteria
Presence & participation in class 10%
Midterm exam 40%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Course Unit Title PROGRAMMES AND SERVICES FOR ELDERLY PERSONS
Course Unit Code MSWB524
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 3
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand the biological, psychological, social and spiritual changes and the challenges experienced by older people.
  2. Evaluate the real care needs and to be able assessment the vulnerability of the elderly and to select and propose the best interventions and programs to meet their needs.
  3. Plan effective support and relief actions for families who care elderly witch need intensive and long-term care.
  4. Describe and analyze national and international demographic tendencies and the phenomenon of demographic aging.
  5. Analyse the implemented social policy for elderly people and evaluate the adequacy and effectiveness of elderly social care services and plan and propose the appropriate improvements.
  6. Describe the modern actions, programs and social services for elderly care and good practices and the roles of social worker.
  7. Analyse and evaluate their beliefs, attitudes and practice for the elderly people.
  8. Develop skills, coordination and administration in elderly social care services.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents ·  International and national demographic trends and the effect of aging.
·  Modern approaches for the biological, social and psychosocial needs of the elderly.
·  Skills collaboration with elderly people and techniques for assessment the appropriate interventions for effective and quality social care for elderly people and social support their families.
·  Basic theories on aging (identity, interpersonal relationships, family system, care, etc).
Retirement:
·  After – retirement age.
Preparing for continued active ageing, creative activity, social participation and time management to new dimensions.
Converse of the traditional roles towards the retirement of the couple (when retirement time doesn’t concur).
Involvement of employment agencies and unions of employees in preparing for retirement.
·  Challenges for elderly people: social exclusion, poverty, health problems, mental health, abuse, neglect and financial exploitation, discriminations, risks, dependence, long-term care, etc.
·  How we grow old.
·  Current trends and policies for the elderly. Active and healthy aging: challenges and opportunities.
·  Intergeneration solidarity.
·  Social support and care services for elderly in Cyprus and abroad: Community programs, day-care, residential care, home care. Characteristics and good practices.
·  Supporting networks and family caregivers.
·  Ethical issues in the design and development programs and carry out research with this population group.
Recommended and/or required reading:
Textbooks
  • AGE Platform Europe (2011) How to promote Active Ageing in EU, Committee of the Regions, EU, Bruxelles.
  • Daphne III programme (2010) European Charter of the rights and responsibilities of older people in need of long-term care and assistance EUSTaCEA project.
  • European Commission (2012) Age friendly goods and services – an opportunity for social and economic development, Publications Office of the European Union, Luxembourg.
  • National Association of Social Workers (2003) Standards for Social Work Services in Long-Term Facilities, NASW, Washington, USA.
  • Kostoridou-Euclidou, Α. (Ed.) (2011). Issues Elderly Psychology and Gerontology, Pedio, Athens: 31-49, 71-107, 161-177, 317-331 & 433-473.
  • Parlalis, St. (Ed.) (2011) Practice of Social Work in Greece and Cyprus, Pedio, Athens: 99-120 & 255-269.
References
  • EUROFAMCARE (2006) Services for Supporting Family Carers of Elderly People in Europe: Characteristics, Coverage and Usage. Examples of good and innovative practices in supporting family carers in Europe, EUROFAMCARE-consortium, Hamburg, Germany.
  • Feldman, R. S. (2011). Developmental Psychology, Volume Α and Β. Gutenberg, Athens.
  • Johnson, T. (2008). Aging. From ancient to postmodern, Politropon, Athens Ulrike, Μ. (2009). Gerontology and Elderly Psychiatric. European Technology Publications, Athens.
  • Chatziantoniou, G. S. (2005). Psychopathology of elderly people, University Studio Press, Athens.
  • Christodoulou, C. (2000). The elderly people, Vita, Medical Publications Ιατρικές Εκδόσεις, Αθήνα.
Planned learning activities and teaching methods The course is delivered through lectures. The course notes and presentations will be uploaded and available on e-learning platform.
Assessment methods and criteria
Mid-term written examination 30%
Participation/Individual assignment 20%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Course Unit Title FIELD PRACTICUM I – SUPERVISION I
Course Unit Code MSWC526
Course Unit Details MA Social Work and Social Administration (Required Courses) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand and gradually apply basic knowledge and principles of clinical social work concerning the biopsychological and social dysfunctioning of individuals, families and small groups.
  2. Recognize and use appropriate techniques and skills for each case, to modify and adapt them critically, depending on the cultural environment and the needs of users.
  3. Apply theoretical concepts and practices that have been empirically tested successfully.
  4. Understand and apply in depth differential diagnostic and supportive/counseling interventions at the level of F.P. I
  5. Transfer knowledge and experiences from one field to the other, from one target group to the other, by adjusting and critically selecting the appropriate skills for each case.
  6. Recognize the importance of the continuous professional progress, supervision and counseling in the organization.
  7. Work in a multicultural society by fostering attitudes and policies against discrimination and oppression.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents • Basic knowledge and principles of clinical social work
• Appropriate skills and techniques for each case and critical adaptation depending on the cultural environment and needs of the users.
• Theoretical concepts and practices that have empirically tested successfully.
• Differential diagnostic assessment, treatment plan and supportive/counseling interventions at the level of field practicum I.
• Continuous professional progress and supervision.
• Knowledge and experience transferred from one target group to the other.
• Importance of the social environment, the multicultural society and policies against discrimination and oppression. .
Recommended and/or required reading:
Textbooks
  • Vergeti,A (2009) , Social Work with Families in Crisis, Athens, Topos.
  • Dimopoulou – Lagonika M., Tavlaridou – Kaloutsi, A., Mouzakitis, X. (2011). Social Work Methology: Intervention Models. Athens, Topos.
  • Council on Social Work Education, (2009), Advanced Social Work Practice in Clinical Social Work, CSWE, Alexandreia: VA.
  • Kandilaki, A. (2008). Counselling in Social Work, Skills and Techniques. Athens: Topos
  • SocialWorkDegree.net (uploaded 6-6-2016), What is the Difference Between Clinical and Non-Clinical Social Work? http://www.socialworkdegree.net/what-is-the-difference-between-cl…
  • Karls, J. M. & Wandrel, K. E. (2004). Manual Pleusi. The person in the environment. Kallinikaki, Th. Athens: Ellinika Grammata.
  • Northen, H. (1995). Clinical Social Work: Knowledge and Skills. USA: Columbia University Press.
  • Svenson, C. (1995/2009). Clinical Social Work. Encyclopedia of Social Work. 20th ed. USA: Oxford University Press and NASW Press.
  • Urbang, E. (1979). In defense of process recording. Smith College Studies in Social Work, 50(1), 1-15.
  • Wilson, S.J. (1980). Recordings: Guidelines for social workers. New York: Free Press.
References
  • Kataki, X., & Androustopoulou, A. (2003). With eraser and mirror. Nine stories systemic psychotherapy. Athens: Ellinika Grammata.
  • Columbia University, School of Social Work, Handbook for Student Social Work Recording. Columbia University, School of Social Work, Department of Field Education. Retrieved on 6.10.2013, from:http://socialwork.columbia.edu/sites/default/files/file_manager/pdfs/Student-Resources/Process_Recordings_Handbook.pdf.
  • Neuman, K.M. & Friedman, B.D. (1997). Process recordings: Fine-tuning and old instrument. Journal of Social Work Education, 33(2), 237-243.
  • Ober, R. (2002). Process Recordings. Notes. Retrieved on 5.10.2013, from: http://www.sjsu.edu/socialwork/docs/field/Process_Recordings_Ober.pdf.
Planned learning activities and teaching methods Postgraduate students should submit:

• A file with all the activities and responsibilities they engaged with during their FP.

• A report that describes their FP placement and its programs and services.

• At least 2-3 case studies (individuals, groups, families) – intervention planning, intervention assessment, transcripts etc.

• A file with all their involvement in various activities and events of their FP placement.

• Final case study reports/assessments.

• The students are evaluated on the basis of 100 points.

Assessment methods and criteria
Language of instruction Greek
Work placement(s) NO

Course Unit Title FIELD PRACTICUM II – SUPERVISION II
Course Unit Code MSWC527
Course Unit Details MA Social Work and Social Administration (Required Courses) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Apply consciously selected models of social work, depending on the problems, needs and dysfunctionality of individuals and/or families.
  2. Use appropriate techniques and skills for each case, to modify and adapt them critically, depending on the cultural environment and the needs of users.
  3. Apply theoretical concepts and practices that have been empirically tested successfully.
  4. Transfer knowledge and experiences from one field to the other, from one target group to the other, by adjusting and critically selecting the appropriate skills for each case.
  5. Understand and apply in depth differential diagnostic and supportive/counseling interventions at the level of F.P. II. Engage in ego supportive/counseling and sometimes, ego modifying interventions in clinical social work.
  6. Recognize the importance of the continuous professional progress, supervision and counseling in the organization.
  7. Work in a multicultural society by fostering attitudes and policies against discrimination and oppression.
Mode of Delivery Face-to-face
Prerequisites MSWA526 Co-requisites MSWA526
Recommended optional program components NONE
Course Contents • Selected models of clinical social work depending on the needs and problems of individuals, families and small groups.

• Appropriate skills and techniques for each case and critical adaptation depending on the cultural environment and needs of the users.

• Theoretical concepts and practices that have empirically tested successfully.

• Differential diagnostic assessment, treatment plan and supportive/counseling and ego modifying interventions at the level of    field practicum II.

• Continuous professional progress and supervision.

• Knowledge and experience transferred from one target group to the other.

• Importance of the social environment, the multicultural society and policies against discrimination and oppression.

Recommended and/or required reading:
Textbooks
  • Brandell, J.R. (2010). Theory and Practice in Clinical Social Work. New York: Sage. Cooper, G. M. & Lesser, J. G. (2010). Clinical Social Work Practice: An integrated approach. Ally & Bacon.
  • Cooper, G. M. & Lesser, J. G. (2010). Clinical Social Work Practice: An Integrated Approach, Ally & Bacon
  • Corcoran, J. & Walsh, J. (2006). Clinical Assessment and Diagnosis in Social Work Practice. UK: Oxford University Press
  • Demopoulou – Lagonika M., Tavlaridou – Kaloutsi, A., & Mouzakitis, X. (2011). Social Work Methodology: Intervention Models., Athens: Topos. (In Greek)
  • Goldstein, E. G. (1995). Ego Psychology and Social Work Practice. USA: The Free Press.
  • Kandilaki, A. (2008). Counseling in Social Work, Skills and Techniques, Athens: Topos. (In Greek)
  • Karamanolaki, X., Haralabaki, K., & Mihopoulos, G. (Eds) (2015) The Therapeutic Relationship: Psychotherapeutic Approaches from the Psychoanalytic, Cognitive and Systemic Perspective, Athens: Kastaniotis Publications. (In Greek)
  • Martinaki, S, & Bourikos, D.(Eds) (2014),Social Work and Mental Health, Athen: Medical Publications BITA. (In Greek)
  • Papadimitriou,G.(Co.), Koundi-Chronopoulou, K., Tzedaki, M. & Passa, M. (Eds) (2015), The Contribution of Social Work to the Psychiatric Treatment, Athens: Scientific Publications PARISIANOS. (In Greek)
References
  • Stalikas,A,(2012) Therapeutic Interventions, Athens: TOPOS. (In Greek)
  • Tsiantis, G. (2005). Work with the parents: psychoanalytic psychotherapy with children and adolescents. Athens: Kastaniotis. (In Greek)
  • Ober, R. (2002). Process Recordings. Notes. Retrieved on 5.10.2013, from: http://www.sjsu.edu/socialwork/docs/field/Process_Recordings_Ober.pdf
  • Kataki, X., & Androustopoulou, A. (2003). With eraser and mirror. Nine stories of systemic psychotherapy. Athens: Ellinika Grammata.
  • Columbia University, Handbook for Student Social Work Recording. Columbia University, School of Social Work, Department of Field Education. Retrieved on 6.10.2013, from: http://socialwork.columbia.edu/sites/default/files/file_manager/pdfs/Student-Resources/Process_Recordings_Handbook.pdf
Planned learning activities and teaching methods Postgraduate students should submit:

• A file with all the activities and responsibilities they engaged with during their FP.

• A report that describes their FP placement and its programs and services.

• At least 2-3 case studies (individuals, groups, families) – intervention planning, intervention assessment, transcripts etc.

• A file with all their involvement in various activities and events of their FP placement.

• Final case study reports/assessments.

• The students are evaluated on the basis of 100 points.

Assessment methods and criteria
Language of instruction Greek
Work placement(s) NO

Υποχρεωτικά Μαθήματα Εξειδίκευσης

Course Unit Title CLINICAL INTERVENTION WITH FAMILIES
Course Unit Code ASCF505
Course Unit Details MA Social Work and Social Administration (Required Courses Specialization) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Analyze the multifactorial nature of difficulties which have an impact on families.
  2. Explain concepts related to the dynamic of family: family as a system, family subsystems, double bind, family homeostasis and boundaries, family networks, the role of hierarchy in the family system, functions of a family.
  3. Analyze basic concepts of family therapy.
  4. Analyze family therapy approaches: Psychodynamic Model, Object relations Model, Bowen’s Model, Person-Centered Approach, Behavioral Approach, Systemic Model, Integrative Approach.
  5. Analyze clinical approaches related to dysfunctional families.
  6. Analyze skills and techniques used in couples’ counselling according to theoretical models.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents ·  Study of dysfunctional families which have difficulty resolving family and adjustment issues.
·  Selection of knowledge which has developed by theoreticians in family therapy: (Ackerman, Haley, Mandanes, Satir, Minuchin, Bowen, Bress), and scientific research.
·  Dynamics of inter-relationships within a family.
·  Changes in traditional family: Alternative family compositions.
·  Therapeutic approaches: psychodynamic, behavioural, systemic, strategic, communication model.
·  Clinical interventions with dysfunctional families in different applications of Social Work.
·  Skills and Techniques in couples counselling.
Recommended and/or required reading:
Textbooks
  • Goldenberg, I. & Goldenberg, H. (2005). Οικογενειακή Θεραπεία. ΕΛΛΗΝ.
  • Nichols, P.M, & Schwartz, C. R. (2003) . Family Therapy: Concepts and Methods (6th Edition). Allyn & Bacon.
  • Ζαφείρης, Α Ζαφείρη Ε., Μουζακίτης, Χ.(2000), Οικογενειακή Θεραπεία: Θεωρία και Πρακτικές Εφαρμογές, Ελληνικά Γράμματα.
  • Τομαράς, Β., Καραμανωλάκη, Χ., Ζέρβας, Ι.(2008), Θεραπεία Ζεύγους: Ψυχοθεραπευτικές Προσεγγίσεις, Εκδόσεις Καστανιώτη
References
  • Παπαδιώτη-Αθανασίου, Β. (2000). Οικογένεια και Όρια: Συστημική Προσέγγιση. Ελληνικά Γράμματα.
  • Minuchin, S. (2000). Οικογένειες και Οικογενειακή Θεραπεία. Ελληνικά Γράμματα.
  • Hoffman, L. (2006). Οικογενειακή Θεραπεία. Studio Press.
  • Ackerman, N. W. (1984). A Τheory of Family Systems. New York, N.Y., Gardner Press.
  • Bowen, M. (1978). Family Therapy in Clinical Practice. New York, NY: Jason Aronson.
  • Patterson, J., Williams, L., Grauf-Grounds, C., & Chamow, L. (1998). Essential Skills in Family Therapy: From the First Interview to Termination. The Guilford Press.
  • Ζαφείρης, Α., Ζαφείρης, Ε. & Μουζακίτης, Χ. (1997). A Theory of Family Systems. Αθήνα: Ελληνικά Γράμματα
  • Καραγιάννης, Δ. ,(2010), Η Αδικία που Πληγώνει, Εκδόσεις ΑΡΜΟΣ
  • Μουζακίτης, Χ., «Συστημικά Μοντέλα στην Κοινωνική Εργασία», Κεφ.ΧΙ, στο βιβλίο Δημοπούλου-Λαγωνίκα, Μ.(σε συν. Καλούτση Α., Μουζακίτης, Χ.) (2006), Μεθοδολογία Κοινωνικής Εργασίας: Μοντέλα Παρέμβασης, Ελληνικά Γράμματα.
Planned learning activities and teaching methods The main teaching methods are the following:

  • Lectures-Analysis of theoretical material
  • Discussion groups
  • Use of visual-auditory material
Assessment methods and criteria
Midterm exam 20%
Case analysis & presentation 30%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Course Unit Title APPROACHES TO CRISIS INTERVENTION
Course Unit Code ASCI506
Course Unit Details MA Social Work and Social Administration (Required Courses Specialization) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain the concept of crisis and the way this is defined and assessed according to different theoretical stances and levels of intervention.
  2. Describe the historical evaluation of crisis theory as it has been developed by first theoreticians such as Lindenman, Caplan, Rapoport, Parad and others, as well as the development of more recent models of prevention and intervention to crisis (e.g. CISM, Crisis Incident Stress Management).
  3. Analyze the application of crisis theory to Clinical Social Work with individuals, families, groups, and the community.
  4. Describe and evaluate the basic theories of crisis and brief intervention models.
  5. Explain the different approaches of intervention to crisis.
  6. Explain and apply crisis intervention strategies and techniques for individuals, families and the community.
  7. Describe and apply appropriate techniques for every type of crisis.
  8. Apply different models of brief intervention (e.g. Seven Stages CI Model, Planned Brief Intervention).
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents
  • Definition of crisis, types of crisis (developmental, psychological, subjective, transitional, in family, group, community), normal and dysfunctional reactions to crisis.
  • Reactions to crisis in individuals, family, group and community.
  • Consequences of crisis to vulnerable groups (e.g. elderly, immigrants, individuals with special needs, unemployed).
  • Differentiating elements of crisis intervention and other methods of intervention.
  • Connection with theoretical models which provide the framework and guide this type of intervention (psychoanalytic, existential, humanistic, cognitive-behavioral, systemic).
  • Stages of crisis intervention, techniques and skills, application to different cases of psychosocial support.
  • Brief intervention models and specific intervention techniques.
  • Moral and professional issues, professional burn out, secondary trauma.
  • Cross-cultural issues implicated in crisis intervention.
Recommended and/or required reading:
Textbooks
  • Γιωτάκος, Ο. (2008). Παρέμβαση στην Κρίση: Επείγοντα ψυχολογικά προβλήματα (Συλλογικό έργο) – 1η έκδ. – Αθήνα : Αρχιπέλαγος.
  • Kanel, K. (2012). A Guide to Crisis Intervention. (4th Edition). Brooks Cole.
References
  • James, R. & Gilliland, B.E (2012). Crisis Intervention Strategies (7th edition). Brooks & Cole: USA.
  • Βεργέτη, Α. (2009). Κοινωνική Εργασία με Οικογένειες σε Κρίση. Εκδόσεις Τόπος: Αθήνα.
  • Δημοπούλου-Λαγωνίκα (2006). «Το Μοντέλο Παρέμβασης σε καταστάσεις κρίσης» στο Μεθοδολογία Κοινωνικής Εργασίας. Ελληνικά Γράμματα: Αθήνα.
  • Roberts, AR (2005). Crisis Intervention Hand-book: Assessment, Treatment, and Research (Third Edition). Oxford University Press.
  • Parad H., Parad L. (1999): Crisis intervention Book 2. The Practitioner’s Sourcebook for Brief Therapy, Manticore Publ, Canada.
  • Hopps J. G., Pinderhuughes E., Shankar R. (1995): The power to care. Clinical practice Effectiveness with Overwhelmed clients, Free Press, New York.
  • Garfield, S. L. (1998). The Practice of Brief Psychotherapy. John Wiley & Sons.
  • Aguilera, D. (1987). Crisis Intervention: Theory and Methodology. Landsale, PA: Elsevier-Health Services Division.
  • Budman, S.H. & Gurman, A.S. (1987). Theory and Practice of Brief Therapy. The Guilford Press: London.
Planned learning activities and teaching methods The main teaching methods are the following:

  • Lectures-Analysis of theoretical material
  • Discussion groups
  • Use of visual-auditory material
Assessment methods and criteria
Role play 20%
Midterm papaer 30%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Course Unit Title CLINICAL SOCIAL WORK PRACTICE WITH CHILDREN AND ADOLENCENTS
Course Unit Code ASCY504
Course Unit Details MA Social Work and Social Administration (Required Courses Specialization) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Identify, describe and discuss the content of Clinical Social Work as a specialized methodological approach.
  2. Discuss and differentiate various concepts and applications of Clinical Social Psychology with children and adolescents.
  3. Critically analyse the content of Social Clinical Social Work in relation to various psychological approaches and theoretical perspectives.
  4. Recognise and apply (especially with adolescents) skills and techniques of Clinical Social Work in relation to their social and cultural environment and to the current youth culture of the Cypriot society.
  5. Implement (especially with children) clinical knowledge for recognizing and understanding healthy and pathological patterns of behaviour.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents ·  Concept and Content of Clinical Social Work.
·  Analysis of the psychodynamic approach of Clinical Social Work with children and adolescents.
·  Theories involved in Clinical Social Work (Psychodynamic, Cognitive-Behavioural, Systemic theory).
·  Socialization, Communication, Role Theories
·  Ego-oriented Clinical Social Work
·  Feminist practice
·  Social Work vs. Discrimination and Oppression.
·  Application of Clinical Social Work with children and adolescents in various social organizations.
·  Problem-solving: Evaluation of Social work, Intervention – Therapy – Counseling, Evaluation.
Recommended and/or required reading:
Textbooks
  • Cooper, G. M., & Lesses, J.G. (2001). Clinical Social Work Practice: An Integrated Approach. Allyn& Bacon.
References
  • Φαλάρας, Β. (1999). Η ψυχαναλυτική Διαδικασία: Θεωρητικές Έννοιες και οι Όψεις της Πρακτικής. Αθήνα: Ελληνικά Γράμματα
  • Brandell, J (edit.), (2011). Theory and Practice in Clinical Social Work. (2nd edition).Sage Publications.
Planned learning activities and teaching methods The theoretical part of the module (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning.
Assessment methods and criteria
Midterm 20%
Case study & Presentation 30%
Final Exam 50%
Language of instruction English
Work placement(s) NO

Course Unit Title CLINICAL PRACTICE WITH GROUPS
Course Unit Code ASGT507
Course Unit Details MA Social Work and Social Administration (Required Courses Specialization) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Identify processes in group dynamics and group interactions.
  2. Evaluate personal attitudes, prejudices and stereotypes as well as analyze the concept of diversity.
  3. Critically examine the factors involved in self awareness and awareness of their role as a professional in facilitating group functioning and development.
  4. Identify conceptual problems in small group research and their implementations in practice.
  5. Critically evaluate results, potentials and limitations of various forms of working with diversity groups.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents ·  The Group and the social worker.
·  Types of groups in Clinical work with groups. Centrality of relationships.
·  Intervention in groups vs. intervention on the individual or family level. The facilitating role of the social worker.
·  Group planning: Selection criteria, homogeneity, heterogeneity.
·  Stages of group development.
·  Change in groups: Resistance to change.
·  Theoretical approaches of intervention techniques.
·  Interpersonal relations between group members and social worker.
Recommended and/or required reading:
Textbooks
  • Christakis, N.A. & Fowler, H.H. (2009). Συνδεδεμένοι – Η εκπληκτική δύναμη των κοινωνικών δικτύων και πώς αυτά διαμορφώνουν τη ζωή μας. Αθήνα: Κάτοπτρο.
References
  • Alonso, A. (1993). Group Therapy in Clinical Practice. In: H.I. Swiller (ed.). Artlington: American Psychiatric Publishing.
  • Αρχοντάκη, Ζ . & Φιλίππου, Δ. (2003). Βιωματικές ασκήσεις για την εμψύχωση ομάδων. Αθήνα: Καστανιώτης.
  • Corey G., Schneider Corey M. & Haynes R. (2005), Groups in Action: Evolution and Challenges (student workbook and DVD). Pacific Grove: Brooks Cole.
  • Dominelli L. (2002).Anti-Oppressive Social Work Theory and Practice. London: Palgrave.
  • DouglasT. (1997). Επιβίωση στις Ομάδες. Αθήνα: Ελληνικά Γράμματα.
  • Ίδρυμα Ανάπτυξης στην Κοινωνική Εργασία. (1997). Δυναμική Ομάδας και Αλλαγή: Καινοτόμοι προσεγγίσεις στην εργασία με ομάδες. Αθήνα: Ι.Α.Κ.Ε.
  • Kανδυλάκη Α. (2009).Κοινωνική Εργασία σε Πολυπολιτισμικό Περιβάλλον.Αθήνα: Τόπος.
  • MacKenzie, R. (1990).Introduction to Time-Limited Group Psychotherapy. Arlington: American Psychiatric Publishing.
  • Μπακιρτζής Κ.Ν. (1999). Η Δυναμική της αλληλεπίδρασης στην επικοινωνία.Αθήνα: Εκδόσεις Gutenberg.
  • Mullender A. &WardD. (1991). Self-directed Group work: Users Take Action for Empowerment. London: Whiting and Birch.
  • Ναυρίδης Κ. (2005). Ψυχολογίατων Ομάδων: Κλινική ψυχοδυναμική προσέγγιση. Αθήνα: Εκδόσεις Παπαζήση.
  • Payne M. (2005). Modern Social Work Theory. London: Palgrave Macmillan.
  • Payne M. (2000). Σύγχρονη θεωρία της Κοινωνικής Εργασίας. Αθήνα: Ελληνικά Γράμματα.
  • Schneider Corey M., Corey G. & Corey C. (2008). Groups: Processes and Practice. Pacific Grove: Brooks Cole.
  • Shulman L. (1991). The Skills of Helping Individuals, Families and Groups. Itasca: Peacock Publ.
  • Thompson N. (2001).Anti-discriminatory Social Work Practice. London: Palgrave.
Planned learning activities and teaching methods The theoretical part of the module (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning.
Assessment methods and criteria
Midterm 25%
Individual assignment 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Course Unit Title CLINICAL SOCIAL WORK
Course Unit Code MSWC523
Course Unit Details MA Social Work and Social Administration (Required Courses Specialization) –
Number of ECTS credits allocated 8
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Be aware of the main counseling theories who formulated the main clinical social work models.
  2. Acquire a ‘stable’ theoretical scientific and empirical body of knowledge
  3. Be aware of the various groupings of these theories and the ideology behind, i.e. Problem Solving and Systems theories, strengths based social work, Empowerment and Anti-Oppressive Practice, Post-Modern and critical social work.
  4. Be able to apply specific skills in practice in order to facilitate prevention, assessment and intervention.
  5. Develop assessment skills and practices as well as protective factors in a wide area of emotional and behavioural problems
  6. Acquire cultural sensitivity
  7. Develop knowledge on evidence based practice
  8. Develop knowledge on evidence based practice
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents 1.Introduction and definitions of clinical social work
2.Brief and Integrative Counselling theories of Clinical Social Work
3.Generic and clinical SW Differences and similarities: Contemporary practice
4.Brief intervention models in social work Grouping and categorization of social work theories and models 5.Behavioristic and cognitive theories and their application to practice.
6.Systemic and Ecological theories based on Pincus, Minaham, Haley, Germain, Gitterman, Atherton, etc.
7.Strengths based and Empowerment theories
8.Anti-Oppressive Practice and Anti-discriminatory Practice.
9.Post-Modern Practice and critical social work
10.Case studies and Role playing (Critical analysis through the prism of theoretical models of intervention 11.Assessment
12.Inter-professional co-operation
13.Ethics and values
14.Gender counselling (feminist and anti-oppressive perspectives) Prevention and dealing with intra-familiar violence and abuse
15.Child abuse –therapeutic approaches to victims/survivors and or perpetrators
16.Research and assessment in clinical intervention
Recommended and/or required reading:
Textbooks
  • Healy, K. (2005). Social Work theories in Context. US: Palgrave Macmillan.
  • Adams, R., Dominelli L., Payne, M., (2009). Social Work: Themes, Issues and Critical Debates, Palgrave, Mcmillan.
  • Dimopoulou- Lagonika M. (in collaboration with Kaloutsi A and Mouzakitis C).,(2011). Social Work Methodology-Intervention Models. TOPOS
  • Kandylaki, A (2008) Counselling in Social work, Topos
  • Vergetii, A (2009) Social work with families in crisis, Topos
References
  • Payne, M. (2000). Modern Social Work Theory, Editor: Kallinikaki T. Ellinika Grammata. (in Greek).
  • Stratton, P Preston-Shoot and H. Hanks (1990) Family Therapy, Venture Press
  • Piercy, F, Sprenkle, D Wetchler, j and assoc ( 1996) Family Therapy Sourcebook, The Guildford Press
  • Hepworth, D Rooney, R and Larsen, J (1997) Direct Social Work Practice, Brooks/Cole Publishing Company
  • Raffoul P and McNeece, A ( 1996) Future Issues for Social Work Practice, Allyn and Bacon
  • Berlin, SH ((2002)Clinical Social Work Practice A cognitive –Integrative Perspective , Oxford University Press
Planned learning activities and teaching methods This course is taught through lectures interactive seminars, role playing and the e-learning platform of Frederick University.
Assessment methods and criteria
Mid-term evaluation 60%
Final essay writting 40%
Language of instruction Greek
Work placement(s) NO

ΚΟΙΝΟΤΙΚΗ ΑΝΑΠΤΥΞΗ ΚΑΙ ΚΟΙΝΩΝΙΚΗ ΔΙΟΙΚΗΣΗ

ΥΠΟΧΡΕΩΤΙΚΑ ΜΑΘΗΜΑΤΑ

Course Unit Title MULTICULTULARISM AND DIVERSITY IN CYPRUS
Course Unit Code ASMC522
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Realise the diversity of Cypriot society, compare to other multi-cultural societies.
  2. Critical thinking regarding social work challenges in the implementation of social cohesion policies for vulnerable groups.
  3. Cultural skills and sensitivity for cooperation, counselling and supporting culturally diversed groups and families (immigrants, refugees, members of minority groups).
  4. Planning and implementing intervention programs in education settings and communities.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents This course focuses on socialwork interventions in communities, families and children in a multi-culturalsociety and uses examples from Cyprusand the international context.

Issues that are discussed arethe following ones:

       Multiculturalism as a challenge for Social Policy andSocial Work, Social Exclusion, Social Inclusion, social cohesion andmulticultural dialogue.

       Immigrants’ education – Social Work and counsellingwith multicultural diverse groups.

       Social Work against diversity and oppresion, culturalskills and cultural sensitivity / cultural competence.

       Using interpreter in counselling (barriers andlimitations).

       Systemic approach in family counselling withculturally diverse groups.

       Social work in multicultural environment of education.

Recommended and/or required reading:
Textbooks
  • Kandylaki, Α. (2009), Social Work in Multi-cultural Environment. Αthens: Τopos.
  • Atkinson D.R. & Hackett C. (2004), Counselling Diverse Populations. New York: McGraw-Hill.
  • Dominelli L. (2002), Anti- Oppressive Social Work Theory and Practice. London: Palgrave.
  • Jones Finer C. (ed.) (2006), Migration, Immigration and Social Policy. Oxford: Blackwell.
References
  • Thompson N. (2001). Anti-discriminatory Social Work Practice. London: Palgrave.
  • Williams, C, Soydan, H and Johnson, M (1998) Social Work with Minorities: European Perspectives, Routledge
  • Κontis, Α (2009) Issues of Immigrants’ Social Inclusion, Athens: Papazisis
  • Ζaimakis, G. And Kallinikaki, Th. (2005), Local Community and Multiculturalism: Sapes Example. Αthens: Εllinika Grammata.
  • Zaimakis, G. And Kandylaki, Α. (2005) Social Protection Networks: Models on Intervention in vulnerable groups, Kritiki Publications.
  • Moysides, Α. and Papadopoulou, D. (Ed. 2011) Immigrants’ social incorporation in Greece, Kritiki Publications.
  • Triantafyllidou, Α, and Mouroukis, Α. (2010) Immigration in Greece of 21st century, Kritiki Publications.
  • Tsimbiridou, F. (Ed. 2009) Minority an immigrant’s emxperiences. Kritiki Publications.
Planned learning activities and teaching methods The taught part ofcourse is delivered to the students by means of lectures, conducted with thehelp of computer presentations. Lecture notes and presentations are availablethrough the web for students to use in combination with the textbooks.
Assessment methods and criteria
Assignments 20%
Personal Assignment & presentation 30%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Course Unit Title PROGRAM EVALUATION
Course Unit Code ASPE516
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Value the importance and benefits of programme evaluation.
  2. Distinguish among various forms and types of programme evaluation.
  3. Describe the techniques, methods and tools which may be used in programme evaluation.
  4. Use the methods above in the design, implementation and utilization of a programme evaluation and write a final evaluation report.
  5. Recognize issues of ethics that might arise during the evaluation of a programme.
  6. Compare and correlate various programme evaluation models.
  7. Distinguish research from evaluation.
  8. Determine and appreciate the evaluability of a programme.
  9. Develop their skills in collecting and analyzing both quantitative and qualitative data during programme evaluation.
  10. Recognize possible obstacles and difficulties during programme evaluation.
  11. Recognize possible political and social implications that the results of an evaluation might incur.
  12. Identify and apply good practices in regard to the active participation of all programme stakeholders in the design, implementation and utilization of programme evaluation.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents ·  Essential definitions of programme evaluation (Scriven, Patton, Rossi & Freeman).
·  Evaluation and objectives: Formative, summative and accountability evaluation.
·  Before and after evaluation, target-based evaluation and evaluation independent of targets.
·  Types of evaluation by programme phase, e.g. process evaluation vs. outcome evaluation etc.
·  Types of evaluation by programme phase – use of the programme logic model and evaluability assessments.
·  Internal and external evaluation.  Characteristics and possible roles of the evaluator.
·  Evaluation models (reinforcing, participative, CIPP, reciprocal).
·  Evaluation methods and tools: quantitative (e.g. experimental method, questionnaires etc.), qualitative (e.g. focus groups, observation etc.).
·  Analysis of the quantitative and qualitative data of the evaluation.
·  Utilization of evaluation results and value judgments for programmes.
·  Practices for building evaluation capacity in organizations.
·  Use of good practices.
·  Obtaining funds to design and implement the evaluation.
·  Stakeholders and motives for evaluation.
·  Possible obstacles in programme evaluation.
·  The political dimension of programme evaluation.
Recommended and/or required reading:
Textbooks
  • Vlandi, M. & Theodoropoulos, A. (1995) Evaluation of Training Programmes. ELKEPA, Athens. (In Greek).
  • Dimitropoulos, E.G. (1997). Evaluation of Educational and Training Programmes, Athens, Grigoris publications. (In Greek).
References
  • National Kapodistrian University of Athens. (2008). Evaluation of Programmes, Services and Structures. http://repository.edulll.gr/edulll/bitstream/10795/1387/2/1387.pdf
  • Karalis, Th. (1999) “Typology and Evaluation Models” in A. Kokkos (ed.) Adult Training: Design, Organization and Evaluation of Programmes. Patra: Open University of Greece. (In Greek).
  • Karalis, Th. (2001) “Methodological Approaches to the Evaluation of Educational Programmes” in G. Bagakis (ed.), Evaluation of Educational Programmes and Schools. Athens: Metehmio publications. (In Greek).
  • Kasimati, K.G. & Dardanos K. (2002). Social Planning and Evaluation. Gutenberg publications. (In Greek).
  • Kapsalis, A.G. & Chaniotakis, N.I. (2011) Educational Evaluation. Kyriakidis Bros. publications. (In Greek).
  • Hettne, Bjorn (2011). Thoughts on Development, Nicosia: Centre for NGO Support. (In Greek).
  • Papakonstandinidis, L. (2002) Sensitized Local Community, Athens: Tipothito publications. (In Greek).
  • Chasapis, D. (2000) Design, Organization, Implementation and Evaluation of Vocational Training Programmes. Athens: Metehmio publications. (In Greek).
  • Chatzivarnavas E., Chandanos G. & Economou A. (1992) Evaluation of Welfare Projects. Primary Evaluation Plan for Programmes and Activities of Neighborhood Community Centres of E.O.P., Athens: Ellin publications. (In Greek).
  • Festen, M., & Philbin, M. (2007) Level Best. How small and grassroots nonprofits can tackle evaluation and talk results. Jossey-Bass Publications.
  • Scriven, M. (1991) Evaluation thesaurus. Sage Publications.
  • Shaw, I., Greene, J.C., & Mark, M.M. (2006) Eds. (2010). The Sage Handbook of Evaluation. London: Sage Publication.
  • Shaw, I., Briar-Lawson, K., Orme, J., & Ruckdeschel, R.Eds. (2010). The Sage Handbook of Social Work Research. London: Sage Publication.
  • W. K. Kellogg Foundation. (2004) Using Logic Models to Bring Together Planning, Evaluation, and Action.
  • Alaimo, S.P. (2008) Nonprofits and evaluation: managing expectations from the leader’s perspective. In Carman, J.G., & Frederick, K.A (Eds), Nonprofits and Evaluation, New Directions of Evaluation, 119, 73-92.
  • Balser, D., & McClusky. (2005) Managing stakeholders relationships and nonprofit organization effectiveness. Nonprofit Management and Leadership, 18, (4), 399-415.
  • Braverman, M.T., Constantine, N.A., & Clater, J.K (Eds), (2004) Foundation and evaluation. Contexts and practices for effective philanthropy (pp.27-50). San Francisco: Jossey-Bass
  • Cousins, B.J., & Earl, L.M. (1995). Participatory evaluation: Enhancing evaluation use and organizational learning capacity. Evaluation Exchange, 1, (3&4). Retrieved on 3 April 2009, from http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/participatory-evaluation/participatory-evaluation-enhancing-evaluation-use-and-organizational-learning-capacity
  • Cousins, B.J., & Whitemore, E. (1998). Framing participatory evaluation. In Whitemore, E (Ed). Understanding and Practicing Participatory Evaluation. Evaluation, New Directions of Evaluation, 80, 5-23.
  • Festen, M., & Philbin, M. (2007). Level Best. How small and grassroots organizations can tackle evaluation and talk results. San Francisco: Jossey-Bass.
  • Fine, A.H., Thayer, C.E., & Coghlan, A.T. (2000). Program evaluation practice in the non-profit sector. Nonprofit Management and Leadership, 10, (3), 331-339.
  • Stufflebeam Stufflebeam, D.L., & Shinkfield, A.J. (2011). Evaluation theory, models and applications. John Wiley and Sons.
Planned learning activities and teaching methods The course is taught through lectures.  Class notes are made available to the students through the e-learning platform.
Assessment methods and criteria
Midterm exams 50%
Final paper 20%
Presentation of paper 30%
Language of instruction Greek
Work placement(s) NO

Course Unit Title ADVANCED SOCIAL RESEARCH METHODS
Course Unit Code ASRM501
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand basic elements of social research and its three basic methodologies: experimental design, surveys and qualitative methods.
  2. Recognise quantitative and qualitative social research principles.
  3. Explain the differences between research designs in quantitative and qualitative research.
  4. Understand the methods, the concepts and the principles of social research in the evaluation of social work programs.
  5. Be able to use research for evaluating their own work.
  6. Demonstrate critical thinking regarding the importance of social research in the areas of Social Work interest.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents         Design of quantitative social research

        Research tools, research designs and researchquestions

        Samplingmethods

        Representativeness,validity and reliability

        Hypothesiscontrol

        Basic elements of statistical analysis, statisticalcontrol

        Basic elements of grounded theory approach

        Critical theories and evaluation of social workinterventions

        Use of software for qualitative data analysis (NVivo)

Recommended and/or required reading:
Textbooks
  • Pourkos, Μ. & Dafermos, Μ. (Ed.) (2010). Qualitative Research in Social Sciences: Scientific, Methodological and Ethical Issues. Topos Publications.
  • Bernard, H. R. (2012) Social Research Methods. London: Sage Publications.
  • Colin, R. (2007). Real World Research. Gutenberg – Dardanos.
  • Salkind, N.J. (2012) 100 Questions (And Answers) about Research Methods. London: Sage Publications.
  • Engel, R.J., & Schutt, R.K. (2010) Fundamentals of Social Work Research. Los Angeles, CA: Sage Publications.
References
  • Baker L. T. (1999) Doing Social Research, McGraw-Hill International Editions, Sociology Series.
  • Black, T. R. (1999). Doing Quantitative Research in the Social Sciences. SAGE Publications.
  • Black Thomas, R. (1999). Doing Quantitative Research in Social Sciences: An integrated approach to research design, measurement and statistics. London: Sage
  • Papanis, Ε. & Rontos, Κ. (2006). Statistical Research. Sideris Ι.
  • Fink A. (2003). The Survey Handbook. 2nd Edition. London: Sage
  • Denzin, K.D and Lincoln Y.S., (eds). (2000) Handbook of Qualitative Research, Sage Publication.
  • Baker L. T. (1999) Doing Social Research, McGrow-Hill International Editions, Sociology Series.
  • Ιosifides, S. (2006). Qualitative Social Research. Κritiki Publications
  • Flick, U. (2002). An introduction to Qualitative Research. Sage Publication.
  • Ιosifides, Th. (2003). Qualitative Data Analysis in Social Sciences. Kritiki Publications.
  • Μason, J. (2003). Conducting Qualitative Research. Ellinika Grammata.
  • Bryman, A. (1995), Quantity and Quality in Social Research. London: Routledge.
  • Shaw, I. & Gould, N. (2001). Qualitative Research in Social Work. Sage Publication.
  • Silverman, D. (2001). Interpreting Qualitative Data. London: Sage Publication.
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students to use in combination with the textbooks.
Assessment methods and criteria
Midterm exam (2) 40%
Research/Assignment 50%
Lab participation 10%
Language of instruction Greek
Work placement(s) NO

Course Unit Title DISSERTATION
Course Unit Code ASTH525
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 15
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 for the thesis.
  2. Clinical Orientation: Analyze the issue under study, in depth analysis of a case or group and the factors which have contributed to the problem (individual, family, environmental etc), intervention planning, use of theoretical approaches, rationale for choosing specific approaches.
  3. Community Orientation: Designing a program for the organization, prevention, or/and resolution of a specific problem (e.g. Needs Assessment, Budget, Management).
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents In depth study of a chosen subject in collaboration with a supervising instructor
Recommended and/or required reading:
Textbooks
  • Depends on the selected subject
References
  • Depends on the selected subject
Planned learning activities and teaching methods ·  Study and use of bibliography
·  Tutorials with supervising instructor
Assessment methods and criteria
Dissertation report 100%
Language of instruction Greek

Course Unit Title FIELD PRACTICUM I – SUPERVISION I
Course Unit Code MSWA526
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Apply consciously selected models of social work, depending on the problems, needs of local community and local authority.
  2. Use appropriate techniques and skills for each case, to modify and adapt them critically, depending on the cultural environment and the needs of users.
  3. Apply theoretical concepts and practices that have been empirically tested successfully.
  4. Apply theoretical concepts and practices that have been empirically tested successfully.
  5. In depth process of assessments and interventions at the level of their postgraduate theoretical knowledge so that they can achieve good practices in the field of their own choice.
  6. To have ability to use research knowledge to improve applications, practices and social services.
  7. Recognize the importance of the continuous professional progress, supervision and counseling in the organization
  8. Work in a multicultural society by fostering attitudes and policies against discrimination and oppression.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents        Postgraduate students are placed for FP in selectedservices and organizations of social welfare and health in public, semi-public,private and volunteer sectors and local authorities.

       Postgraduate students must have completed 30 ECTScredits from the theoretical courses of the first semester.

       The duration of the FP is 300 hours (9 ECTS) and itincludes the physical presence of the students in their field practicum placements,the processing and completion of any work administered to them, their participationin various activities of the service in hand, any homework they may have,supervision meetings at the university and at the services of FP, as well asworkshops and meetings organized by the department of social work for their FP.

       The placement of the postgraduate students at thevarious organizations / services is done based on criteria that concern theeducational potentials of those organizations / services and the educationalneeds of the students.

Recommended and/or required reading:
Textbooks
  • Ζαιμάικης, Γ. & Κανδυλάκη, Α. (2004). Δίκτυα Κοινωνικής Προστασίας. Αθήνα: Κριτική.
  • Καραγκούνης. (2008). Κοινωνική Εργασία και Τοπική Ανάπτυξη. Αθήνα: Τόπος.
  • Κοντιάδης, Ι. Ξ .(2006). Μεταρρύθμιση του Κοινωνικού Κράτους και Τοπική Αυτοδιοίκηση. Αθήνα: Παπαζήση.
  • Κυριαζή, Ν. (2001). Η κοινωνιολογική Έρευνα. Κριτική Επισκόπηση των Μεθόδων και των Τεχνικών. Αθήνα: Ελληνικά Γράμματα.
  • Τσουκαλάς , Κ. (1999). Κοινωνική Ανάπτυξη και Κράτος. Αθήνα: Θεμέλιο.
  • Wetherell, Μ. (2004). Ταυτότητες, Ομάδες και Κοινωνικά Ζητήματα. Αθήνα: Μεταίχμιο.
  • Neuman, K.M. & Friedman, B.D. (1997). Process recordings: Fine-tuning and old instrument. Journal of Social Work Education, 33(2), 237-243.
  • Wilson, S.J. (1980). Recordings: Guidelines for social workers. New York: Free Press.
References
  • Handbook for Student Social Work Recording. Columbia University, School of Social Work, Department of Field Education. Retrieved on 6.10.2013, from: http://socialwork.columbia.edu/sites/default/files/file_manager/pdfs/Student-Resources/Process_Recordings_Handbook.pdf.
  • Ober, R. (2002). Process Recordings. Notes. Retrieved on 5.10.2013, from: http://www.sjsu.edu/socialwork/docs/field/Process_Recordings_Ober.pdf.
  • Urbang, E. (1979). In defense of process recording. Smith College Studies in Social Work, 50(1), 1-15.
Planned learning activities and teaching methods Weekly meetings with each postgraduatestudent individually, group meetings with their field practicum supervisor,meetings (twice a month) at their field practicum placements with theadministrative person of the placement, workshops organized by the fieldpracticum office and the department of social work.
Assessment methods and criteria
Language of instruction Greek
Work placement(s) NO

Course Unit Title FIELD PRACTICUM II – SUPERVISION II
Course Unit Code MSWA527
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 9
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Apply consciously selected models of social work, depending on the problems, needs of local community and local authority.
  2. Use appropriate techniques and skills for each case, to modify and adapt them critically, depending on the cultural environment and the needs of users.
  3. Apply theoretical concepts and practices that have been empirically tested successfully.
  4. Transfer knowledge and experiences from one field to the other, from one target group to the other, by adjusting and critically selecting the appropriate skills for each case.
  5. In depth process of assessments and interventions at the level of their postgraduate theoretical knowledge so that they can achieve good practices in the field of their own choice.
  6. To have ability to use research knowledge to improve applications, practices and social services
  7. Recognize the importance of the continuous professional progress, supervision and counseling in the organization.
  8. Work in a multicultural society by fostering attitudes and policies against discrimination and oppression.
Mode of Delivery Face-to-face
Prerequisites MSWA526 Co-requisites MSWA526
Recommended optional program components NONE
Course Contents       Postgraduate students are placed for FP in selected services and organizations of social welfare and health in public, semi-public, private and volunteer sectors and local authorities.

       Postgraduate students must have completed 30 ECTS credits from the theoretical courses of the first semester and Field Practicum I.

       The duration of the FP is 300 hours (9 ECTS) and it includes the physical presence of the students in their field practicum placements, the processing and completion of any work administered to them, their participation in various activities of the service in hand, any homework they may have, supervision meetings at the university and at the services of FP, as well as workshops and meetings organized by the department of social work for their FP.

       The placement of the postgraduate students at the various organizations / service sis done based on criteria that concern the educational potentials of those organizations / services and the educational needs of the students.

Recommended and/or required reading:
Textbooks
  • Ζαιμάικης, Γ. & Κανδυλάκη, Α. (2004). Δίκτυα Κοινωνικής Προστασίας. Αθήνα: Κριτική. Καραγκούνης. (2008). Κοινωνική Εργασία και Τοπική Ανάπτυξη. Αθήνα: Τόπος.
  • Κοντιάδης, Ι. Ξ .(2006). Μεταρρύθμιση του Κοινωνικού Κράτους και Τοπική Αυτοδιοίκηση. Αθήνα: Παπαζήση.
  • Κυριαζή, Ν. (2001). Η κοινωνιολογική Έρευνα. Κριτική Επισκόπηση των Μεθόδων και των Τεχνικών. Αθήνα: Ελληνικά Γράμματα.
  • Τσουκαλάς , Κ. (1999). Κοινωνική Ανάπτυξη και Κράτος. Αθήνα: Θεμέλιο.
  • Wetherell, Μ. (2004). Ταυτότητες, Ομάδες και Κοινωνικά Ζητήματα. Αθήνα: Μεταίχμιο.
  • Neuman, K.M. & Friedman, B.D. (1997). Process recordings: Fine-tuning and old instrument. Journal of Social Work Education, 33(2), 237-243.
  • Wilson, S.J. (1980). Recordings: Guidelines for social workers. New York: Free Press.
References
  • Handbook for Student Social Work Recording. Columbia University, School of Social Work, Department of Field Education. Retrieved on 6.10.2013, from: http://socialwork.columbia.edu/sites/default/files/file_manager/pdfs/Student-Resources/Process_Recordings_Handbook.pdf.
  • Ober, R. (2002). Process Recordings. Notes. Retrieved on 5.10.2013, from: http://www.sjsu.edu/socialwork/docs/field/Process_Recordings_Ober.pdf.
  • Urbang, E. (1979). In defense of process recording. Smith College Studies in Social Work, 50(1), 1-15.
Planned learning activities and teaching methods Weekly meetingswith each postgraduate student individually, group meetings with their field practicumsupervisor, meetings (twice a month) at their field practicum placements withthe administrative person of the placement, workshops organized by the fieldpracticum office and the department of social work.
Assessment methods and criteria
Language of instruction Greek
Work placement(s) NO

ourse Unit Title DYNAMICS OF HUMAN BEHAVIOUR
Course Unit Code MSWB503
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 4
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Identify, describe and discuss the characteristics of the various theoretical perspectives.
  2. Compare and evaluate various theoretical paradigms as approaches to human behaviour.
  3. Describe ways through which the broader social environment influences the human behavior.
  4. Evaluate the historical and social influences in the development of concepts related to human behaviour.
  5. Evaluate the functioning of the individual according to theoretical approaches and in relation to other social theories.
  6. Implement basic theoretical concepts in the process of evaluation and intervention in Clinical Social Work.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents The class focuses on the investigation of different approaches in thedevelopment of human behaviour. Students become acquainted with contemporarytheoretical perspectives (Psychodynamic Theory, Systemic Theory, HumanisticTheories etc.) which seek to interpret the psychological development of theperson through the life span. Human behaviour is discussed as a correlationbetween the wider social and cultural framework and the individual’s geneticendowment. Concepts such as personality, the Self, Normality/Abnormality willbe discussed.
· Analysis of the dynamics of human behaviour through various theoreticalperspectives.
· Basic concepts, approaches and methods of various theoreticalperspectives.
· The use of the professional relationship in Clinical Social Work.
· Application of course content in the process of evaluation andintervention in Clinical Social Work.
Recommended and/or required reading:
Textbooks
  • Pervin, L. &Oliver, J. (2001). Θεωρίες Προσωπικότητας. Έρευνα και εφαρμογές. Αθήνα: Τυπωθύτω
References
  • Sue, D. &Sue, D.M. (2008). Foundations of Counseling and Psychotherapy: Evidence-Based Practices for a Diverse Society. NY: John Wiley and Sons.
  • Zastrow, Ch.,Kirst-Ashman, K.K. (2010). Understanding Human Behavior and the Social Environment (8th edition). Brooks/Cole Cengage Learn.
  • Μαλικώση-Λοϊζου, Μ. (2007). Συμβουλευτική Ψυχολογία. Σύγχρονες Προσεγγίσεις. Αθήνα: Ατραπός
  • Τιάντης, Γ. &Μανωλόπουλος, Σ. (Επιμέλεια) (1987). Σύγχρονα θέματα Παιδοψυχιατρικής (3 τόμοι). Αθήνα: Καστανιώτης.
  • Turner, F. (Editor). (1996). Social Work Treatment: Interlocking Theoretical Approaches (4th edition). The Free Press.
  • Newman & Newman (2009) (10th edition). Development thought life: A psychosocial approach. Belmont, C: Wadsworth Centage Learning.
  • Northcut, T.B. & Heller, N.R. (1999). Enhancing Psychodynamic Therapy with Cognitive-behavioral Techniques. Jason Aronson.
Planned learning activities and teaching methods The theoretical part of the module (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning.
Assessment methods and criteria
Presence & participation in class 10%
Midterm exam 40%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Course Unit Title PROGRAMMES AND SERVICES FOR ELDERLY PERSONS
Course Unit Code MSWB524
Course Unit Details MA Social Work and Social Administration (Required Courses ) –
Number of ECTS credits allocated 3
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand the biological, psychological, social and spiritual changes and the challenges experienced by older people.
  2. Evaluate the real care needs and to be able assessment the vulnerability of the elderly and to select and propose the best interventions and programs to meet their needs.
  3. Plan effective support and relief actions for families who care elderly witch need intensive and long-term care.
  4. Describe and analyze national and international demographic tendencies and the phenomenon of demographic aging.
  5. Analyse the implemented social policy for elderly people and evaluate the adequacy and effectiveness of elderly social care services and plan and propose the appropriate improvements.
  6. Describe the modern actions, programs and social services for elderly care and good practices and the roles of social worker.
  7. Analyse and evaluate their beliefs, attitudes and practice for the elderly people.
  8. Develop skills, coordination and administration in elderly social care services.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents ·  International and national demographic trends and the effect of aging.
·  Modern approaches for the biological, social and psychosocial needs of the elderly.
·  Skills collaboration with elderly people and techniques for assessment the appropriate interventions for effective and quality social care for elderly people and social support their families.
·  Basic theories on aging (identity, interpersonal relationships, family system, care, etc).
Retirement:
·  After – retirement age.
Preparing for continued active ageing, creative activity, social participation and time management to new dimensions.
Converse of the traditional roles towards the retirement of the couple (when retirement time doesn’t concur).
Involvement of employment agencies and unions of employees in preparing for retirement.
·  Challenges for elderly people: social exclusion, poverty, health problems, mental health, abuse, neglect and financial exploitation, discriminations, risks, dependence, long-term care, etc.
·  How we grow old.
·  Current trends and policies for the elderly. Active and healthy aging: challenges and opportunities.
·  Intergeneration solidarity.
·  Social support and care services for elderly in Cyprus and abroad: Community programs, day-care, residential care, home care. Characteristics and good practices.
·  Supporting networks and family caregivers.
·  Ethical issues in the design and development programs and carry out research with this population group.
Recommended and/or required reading:
Textbooks
  • AGE Platform Europe (2011) How to promote Active Ageing in EU, Committee of the Regions, EU, Bruxelles.
  • Daphne III programme (2010) European Charter of the rights and responsibilities of older people in need of long-term care and assistance EUSTaCEA project.
  • European Commission (2012) Age friendly goods and services – an opportunity for social and economic development, Publications Office of the European Union, Luxembourg.
  • National Association of Social Workers (2003) Standards for Social Work Services in Long-Term Facilities, NASW, Washington, USA.
  • Kostoridou-Euclidou, Α. (Ed.) (2011). Issues Elderly Psychology and Gerontology, Pedio, Athens: 31-49, 71-107, 161-177, 317-331 & 433-473.
  • Parlalis, St. (Ed.) (2011) Practice of Social Work in Greece and Cyprus, Pedio, Athens: 99-120 & 255-269.
References
  • EUROFAMCARE (2006) Services for Supporting Family Carers of Elderly People in Europe: Characteristics, Coverage and Usage. Examples of good and innovative practices in supporting family carers in Europe, EUROFAMCARE-consortium, Hamburg, Germany.
  • Feldman, R. S. (2011). Developmental Psychology, Volume Α and Β. Gutenberg, Athens.
  • Johnson, T. (2008). Aging. From ancient to postmodern, Politropon, Athens Ulrike, Μ. (2009). Gerontology and Elderly Psychiatric. European Technology Publications, Athens.
  • Chatziantoniou, G. S. (2005). Psychopathology of elderly people, University Studio Press, Athens.
  • Christodoulou, C. (2000). The elderly people, Vita, Medical Publications Ιατρικές Εκδόσεις, Αθήνα.
Planned learning activities and teaching methods The course is delivered through lectures. The course notes and presentations will be uploaded and available on e-learning platform.
Assessment methods and criteria
Mid-term written examination 30%
Participation/Individual assignment 20%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

ΥΠΟΧΡΕΩΤΙΚΑ ΜΑΘΗΜΑΤΑ ΕΞΕΙΔΙΚΕΥΣΗΣ

Course Unit Title COMMUNITY DYNAMICS
Course Unit Code ASCD513
Course Unit Details MA Social Work and Social Administration (Required Courses Specialization) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Justify the interest of agencies involved in the community sector.
  2. Demonstrate knowledge about intervention methods and techniques on a variety of topics and issues of concern to a community.
  3. Explain system dynamics, as well as strategies used by local governments.
  4. Assess the process of change in a community.
  5. Describe the dynamics of financial power within a community.
  6. Work alongside local authorities and social policy networks.
  7. Explain new forms of social action and local development through the methodology of social work.
  8. Employ the process of critical consciousness and collective awareness, as well as the development of collective action and organizational structure.
  9. Explain the philosophy and the process of conflict resolution.
  10. Apply the necessary skills for conflict resolution.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents         Civil society and its importance in the development of local social policy

        The crisis of the welfar estate and new policies of local development

        Introduction to organizational change

        Classical and contemporary social theory: the issue of social change

        Globalization and social change

        Dynamics in local level of the different interests of stakeholders, the role of local authorities and nonprofit and non government community organizations

        The role of differentiality and multiculturalism in community development

         Community development methods and community work

        Search community needs,planning strategies for local interventions and actions for vulnerable groups and evaluation local development projects

         Pressure groups and power/authority centres at the local level

        Cooperatives and collective efforts to promote development at the local level

Recommended and/or required reading:
Textbooks
  • Zaimakis, J. (2011) Community work and Local Societies, Plethron, Athens (el)
  • Zaimakis, J. and Kallinikaki Th. (2004) Local place and Multicultural, Ellinika Grammata, Athens: 21-49 & 99-124 (el)
  • Kandilaki Ag. (2009) Social Work in Multicultural Environment, Topos, Athens: 23-48 (el)
  • Karagounis, B. (2008) Community Work and Local Development, Topos, Athens: 35-172 (el)
  • Parlalis, St. (2011) Practices of Social Work in Greece and Cyprus, Pedio, Athens: 255-304 (el)
  • Stathopoulos, P. (2005) Community Work: Theoretical Approach, Papazisis Athens: 45-258 (In Greek)
References
  • Zaimakis, J. and Kandilaki Ag.(eds.) (2005) Social Protection Networks: Types of Interventions for Vulnerable Groups and Multicultural Communities, Kritiki, Athens: 205-223
  • Kallinikaki, Th. (2011) Introduction to Social Work Theory and Practice, Topos, Athens: 212-219
  • Kallinikaki, Th. (2010) Quality Research Methods in Social Work, Topos, Athens
  • Kallinikaki, Th. (2011) Contemporary Challenges to Social Work for Social Care in Local Government, in Social Work: Review Social Sciences, 26(101): 29-48
  • Milona, K. et al (2011) Development of Social Networks as component of Social Cohesion in Economy Crisis Circumstances, in Social Work: Review Social Sciences, 26(101): 17-27
  • Economou, Ch. and Feronas, And. (Ed.) (2006) People outside of the walls. Poverty and Social Exclusion in Modern Societies, Dionikos, Athens
  • Skamnakis. Chr. (2006) The roles of the local authorities in the implementation of social policy, Gutenberg, Athens
  • Hardcastle, D., Powers, P. and Wenocur, S. (2004) Community Practice: Theories and Skills for Social Workers, New York: Oxford University Press (e-book)
  • Leskosek, V. (2009) Theories and Methods of Social Work, University of Ljubljana, Slovenia (e-book)
  • Sadan, El. (2004) Empowerment and Community Planning, Tel Aviv, (e-book)
  • Sheafor, W. Br. and Horejsi, Ch. (2006) Techniques and Guidelines for Social Work Practice, Allyn and Bacon/Longman, Boston
  • Watson, D. and West, J (2006) Social Work Process and Practice: Approaches, Knowledge and Skills, PALGRAVE MACMILLAN, New York (e-book).
Planned learning activities and teaching methods The course is taught through lectures with the use videos and presentations power point.  Classnotes and presentation are made available to the students through thee-learning platform.

Student discussions in smallgroups and the whole class.

Student practical exercises and presentations

Assessment methods and criteria
Mid-term written examination 30%
Participation in class exercises/ individual or team as 20%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Course Unit Title FUNDRAISING TOOLS AND FISCAL MANAGEMENT
Course Unit Code ASFN514
Course Unit Details MA Social Work and Social Administration (Required Courses Specialization) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain the meaning of finance.
  2. Identify various available financial resources.
  3. Evaluate projects.
  4. Describe different kinds of expenses that organizations may encounter.
  5. Develop a cash flow plan and explain its usefulness.
  6. Prepare final accounts which facilitate decision making.
  7. Understand how budget influences the provided services.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents         The financial and social consequences of globalization.

        The basic concepts of public financialpolicies.

        The consequences of the global economiccrisis on the welfare state and the phenomena of lack of financial resources.

        The basic mechanisms of production.

        Resources of acquiringfinancial support for the organisation.

        Securing new resources.

        The  Project Team and its functions

        Aspects  of Project  Management

        Capital structure and financedecision processes

        Leadership and Decision making process

        Predictions and budgeting

        Budget control and costanalysis

        Budget effectiveness based onorganisational aims and objectives

        Basic strategies and tools ofacquiring financial resources

Recommended and/or required reading:
Textbooks
  • Αναγνωστόπουλος, Κ. Π. (2005). Μαθήματα οικονομικής ανάλυσης. Επίκεντρο
  • Chandler J.A. (2003). Δημόσια Διοίκηση Συγκριτική Ανάλυση. Παπαζήση.
  • Drury, C, Management and Cost Accounting, 6th Edition, Thompson Press 2007.
  • Klein, K. (2011). Fundraising for social change. San Francisco, CA: Jossey-Bass
  • Lock, D. (Νίκος Σαρρής επιμ.). (2007). Χρηματοοικονομικό μάνατζμεντ. Ελλην
  • R. Brearly, S. Myers and F. Allen, Principles of Corporate Finance, 2008, McGraw-Hill.
  • Upchurch. A, Cost Accounting Principles and Practice, Prentice Hall 2002.
  • Παπαθεοδώρου, Χ., & Δαφέρμο, Γ. (2010). Μακροοικονομικό περιβάλλον, ανισότητα και φτώχεια: Μια εμπειρική διερεύνηση για την επίδραση της οικονομικής μεγέθυνσης και της κοινωνικής προστασίας σε Ελλάδα και ΕΕ. Παρατηρητήριο Οικονομικών και Κοινωνικών Εξελίξεων, Ινστιτούτο Εργασίας ΓΣΕΕ, Μελέτες 3, Αθήνα: ΙΝΕ-ΓΣΕΕ
  • Υφαντόπουλος, Γ. Ν. (2003). Τα οικονομικά της υγείας. Τυπωθήτω
  • Ψαλιδόπουλος, M. (1997). Οικονομικές θεωρίες και κοινωνική πολιτική. Αίολος.
References
  • Besley S. and Brigham, E. Essentials of Managerial Finance, South Western College Publishing, 2000.
  • Brealey, R., Myers, S. and Alan Marcus, Fundamentals of Corporate Finance, McGraw Hill, 2004.
  • Budgeting: A Guide for Small Nonprofit Organizations: http://www.vscpa.com/content/Visitors/Nonprofit_Resources/budgeting.aspx
  • Nonprofit Guides: Grants Writing Tools (look at all links especially Budget link): http://www.npguides.org/guide/index.html
  • Nonprofit Budgeting Process: http://www.nonprofitsassistancefund.org/clientuploads/MNAF/ArticlesPublications/BudgetingProcess.p
  • Copeland, T., F Weston, A. Shastri Financial Theory and Corporate Policy, Addison-Wesley, 2004.
Planned learning activities and teaching methods The course will be delivered through lectures.
Notes are given to students through the e-Learning platform.
Assessment methods and criteria
Midterm exam 25%
Project 25%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Course Unit Title SOCIAL PLANNING AND DEVELOPMENT LOCAL AUTHORITIES PROJECTS
Course Unit Code ASPL515
Course Unit Details MA Social Work and Social Administration (Required Courses Specialization) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Understand and describe the theory, different models, the process and characteristics of social planning.
  2. Understand the methods, techniques and tools of social planning.
  3. Choose the most suitable among the methods, techniques and tools of social planning for each type and content of intervention at the local level and social care organizations.
  4. Implement the stages of social planning.
  5. Plan alternative proposals and aimed interventions in different issues of concern to a local community or a social organization for achieving changes or/and improvements.
  6. Understand the role of local government as a vehicle for exercising social policy and social care providers in modern approaches of multilevel governance and estimate the existing institutional-organizational conditions responding to this role.
  7. Analyze the dynamics of local governmental, municipal, church and non-profit organizations.
  8. Understand the operation of local networks of social care, from the perspective of modern governance and the connection with the identified social needs and priorities and intervention strategies at the local level and have the ability to apply activation techniques, strengthening and coordinating them.
  9. Use the appropriate techniques and tools of social planning methods to plan alternative interventions for local authorities of social care organisations.
  10. Plan local interventions with contribute in partnership with local not profit organizations, local social networks and generally civil society.
  11. Understand modern forms of alternative social action and community development in order to analyze the sustainability of social policies and to plan interventions to promote social development of citizens and social welfare of vulnerable target groups.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents •    Social Planning. Conceptual and theoretical approaches.
•    Planning of Social Policy
•    Dynamics of Social Planning
•    Social Planning Models
•    Methodology of Social Planning.( Phases and Stages: Institutional of reference. Configuration, Identification and Documentation of the problem. Research and needs assessment methods. Analysis. Drafting and documentation alternative solutions or interventions. Planning program of implementation and actions timetable. Implementation. Monitoring and control of results and impact of interventions.  Total Evaluation. Feedback)
•    Developmental interventions in social welfare and social care organizations
•    Modern approaches: state and local government (roles and responsibilities at local, regional, national and international level)
•    Local government and social policy: The role in social care
•    Social protection and care networks at local level
•    Practices implementation of social planning at local and social care organizations in Cyprus, Greece and Europe
Recommended and/or required reading:
Textbooks
  • Getimis, P. and Gravaris, D. (Ed.) (1993) Social State and Social Policy, Themelio, Athens: 91-121 (el)
  • Zaimakis, J. and Kandilaki, Ag. (Ed.) (2005) Social Protection Network: Intervention Types for vulnerable groups and multicultural communities, Kritiki, Athens: 67-132 (el)
  • Iatridis, D. (2005) Social Care Organizations: Social Policy planning for development, Ellinika Grammata, Athens: 59-107 & 109-228 (el)
  • Kassimati, Κ. (2002) Social Planning and Evaluation – methods and practices. Gutenberg, Athens: 25-59, 77-101 & 103-300 (el)
  • Parlalis, St. (Ed.) (2011) The practical implementation of Social Work at Greece and Cyprus, Pedio, Athens: 255-269 (el)
  • Skamnakis, Chr. (2006) The role of local government in Social Policy, Gutenberg, Athens: 69-153 (el)
References
  • Entzioni, Α. (1999) Society of Responsibility, Kastaniotis, Athens (el)
  • Iatridis, D. (1990) Planning of Social Policy, Gutenberg, Athens (el).
  • Kontiadis X., and Tsekos, Th. (2008) The Reconstructing of Social Administration in Local Level, Papazisis, Athens (el)
  • Papakonstantinidis, L. (2002) Sensitive Local Society, Tipothito, Athens (el)
  • Steger, J. (2012) Why borne the State, Heraclius of Crete, Crete University Press, Ι.Τ.Ε., Crete (el)
  • Tatsis, N. (2004), Modernity and Social Change: Sociological Approaches, Nissos, Athens. (el)
  • Cessel, B. S., et al (2013) Social network diagnostics. A tool for monitoring group interventions, in Implementation Science, 8: 116 (en)
  • Chatterjee, Al. et al (2004) Alternative Social Planning. A Paradigm Shift, APG, Toronto (en)
  • Nonprofit Development Institute (2004) Program Evaluation. A Primer for Nonprofit Organizations, NDI, Denmark (en)
  • Oosthuizen, Chr. And Louw, Joh. (2013) Developing program theory for purveyor program, in Implementation Science, 8: 23 (en)
  • Pittel, W. J. H. and Webber, M. M . (1973) Dilemmas in a General Theory of Planning, in Policy Sciences, 4: 155-169 (en)
  • Sadan, El. (2004) Empowerment and Community Planning, Tel Aviv, (e-book) (en)
  • Wates, N. (2006) The Community Planning. Handbook, Earthscan publications. UK (en)
Planned learning activities and teaching methods The course is taught through lectures with the use videos and presentations power point.

Class notes and presentation are made available to the students through the e-learning platform.

Student discussions in small groups and the whole class.

Student practical exercises and presentations

Assessment methods and criteria
Midterm exam 20%
Paper and presentation 30%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Course Unit Title SOCIAL POLICY ANALYSIS AND EVALUATION
Course Unit Code ASSP512
Course Unit Details MA Social Work and Social Administration (Required Courses Specialization) –
Number of ECTS credits allocated 6
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain and analyse different approaches and methods of composition and analysis of social policy at system level and different sectors.
  2. Interpret and evaluate the parameters related to the causes of the welfare state crisis, analyse the current situation and the prospects of evolution.
  3. Demonstrate awareness with the nature of contemporary social problems.
  4. Understand and analyze the nature of contemporary social problems, procedures definition and their social construction.
  5. Analyse the methods and content of the modern, alternative social policies and evaluate effectiveness and impact of the interventions at local, regional, national and international level.
  6. Use judgment to analyse existing and future social policies that address contemporary social problems.
  7. Choose the appropriate modern methods, techniques and tools to analyze the implemented social policy, the most effective alternative policies, interventions for the control, poverty, social exclusion, inequality, strengthening social justice, social integration and social cohesion.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents • Analysis main concepts, content, domains, organizational models and modeling implement of social policy

• Theories and methods of comparative social policy

• Theoretical background of social policy and welfare state

• Analysis of social policy, procedure development and transformation of welfare state

• Welfare state regimes and types of evolution

• The importance of sex, age, social class, race, and cultural diversity in the analysis of social policy and social relations of care

• Theories of social construction of social excluded identities and vulnerable groups

• Globalization, Social Policy and Social Exclusion

• Comparative analysis and timeless reference to major social problems, focusing on the analysis of poverty and the processes of social exclusion

• Social Policy of International Organizations and the European Social Model

• Modern challenges to social policy

• Pluralism in social policy

• Civil society, non-government organizations, social networks, social enterprises, quasi markets and social care and social policy

Recommended and/or required reading:
Textbooks
  • Esping-Andersen, G. et al (2006) Why we need a New Welfare State? Dionikos, Athens: 15-28, 42-74, 128-160 & 256-306 (el)
  • Esping-Andersen G. (2006) The Three Worlds of Welfare Capitalism, ας, Ellinika Grammata, Athens: 39-166 & 411-426 (el)
  • Lewis, G. et al (2007) Social Policy. On other approaches, Gutenberg, Athens: 23-109, 253-271, 359-378 & 410-412 (el)
  • Papadopoulou, D. (2012) Sociology of Exclusion to the season of Globalization, Topos, Athens: 17- 65, 104-159, 193-248 & 320-339 (el)
  • Economou, Ch. and Feronas, And. (Ed.) (2006) People outside of the walls. Poverty and Social Exclusion in Modern Societies, Athens: Dionikos: 41-53 (el)
  • Sakelaropoulos, Th. (2011) Issues of social policy, Athens: Dionikos: 25-65, 75-84
  • Stasinopoulou, Ο. (2002) Contemporary Issues of Social Policy – From the Welfare State in the New Welfare Pluralism,, Athens: Gutenberg: 29-83
References
  • Mabbett, D. and Bolderson, H. (1999), Theories and methods in comparative social policy. Ιn J. Clasen, (Ed), Comparative Social Policy: Concepts, Theories and Methods, Blackwell, Oxford
  • Venieris D. And Papatheodorou, Chr. (Ed..) (2003) The Social Policy in Greece, Ellinika Grammata, Athens:27-38 & 483-511 (el)
  • Vlachou, Μ. et al (Ed..) (2008) Social Policy Issues: and fields of application, University Studio Press, Athens: 81-107 (el)
  • Getimis P. and Gravaris, D. (Ed.) (1993) Welfare State and Social Policy. Modern Approaches, Themelio, Athens: 29-72 (el)
  • Dikaios, C. (Ed.) (2011) History of Social Policy, Gutenberg, Athens (el)
  • Iatridis, D. (2011) Role of the Local State and Civil Society in Shaping Social Policy in Conditions of Globalization. In Journal Social Work, Athens, 26(101): 7-15 (el)
  • Economou, Ch. and Feronas, And. (Ed.) (2006) People outside of the walls. Poverty and Social Exclusion in Modern Societies, Dionikos, Athens : 117-131 & 285-311 (el)
  • Mardas, G. and Valkanos, Ef. (2005) Social Policy. Theory and Practice, Papazisi, Athens: 27-53, 67-92, 187-193 & 225-230 (el)
  • Petmesidou, Μ. and Papatheodorou, Chr. (Ed.) (2004) Poverty and Social Exclusion, Exantas, Athens: 225-265 (el)
  • Rompolis, S. And Chletsos, Μ. (1995) The Social Policy after the crisis of Welfare State, Paratiritis, Thessalonika:19-50 (el)
  • Skamnakis. Chr. (2006) The roles of the local authorities in the implementation of social policy, Gutenberg, Athens: 39-68 (el)
  • Stasinopoulou, Ο. (2000) Κράτος Welfare State. Historical Evolution – Modern Theoretical Approaches, Gutenberg, Athens: 27-33, 42-58 & 61-78 (el)
  • Chletsos, M. (2011) Economics of social welfare, Athens: Patakis: 19-99 & 231-247
Planned learning activities and teaching methods The course is taught through lectures.  Class notes are made available to the students through the e-learning platform.
Assessment methods and criteria
Mid-term exam evaluation 30%
Exercises, Paper and/or presentation 20%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

Course Unit Title DEVELOPMENT AND MANAGEMENT WELFARE PROJECTS, SERVICES AND NETWORK
Course Unit Code MSWA502
Course Unit Details MA Social Work and Social Administration (Required Courses Specialization) –
Number of ECTS credits allocated 8
Learning Outcomes of the course unit By the end of the course, the students should be able to:

  1. Explain the necessary knowledge about the basic theories of change.
  2. Describe and understand the process of management and modern approaches to management science.
  3. Distinguish and describe the characteristics of the different approaches of contemporary organisational theory and use the analysis in management practice.
  4. Understand the crucial importance of successful decision-making and use the available tools for decision-making and management.
  5. Identify the causes of conflict and apply appropriate techniques to resolve them.
  6. Apply strategic and operational planning according to organization needs and use the tools of programming.
  7. Analyze the organizational culture of the organization and understand the external and internal factors of behavior and establish quality factors of the current culture of the organization.
  8. Choose methods to influence the culture of the organization, to plan action plan change and positive impact.
  9. Explain and analyze, holistic approach, content, objectives and characteristics of Total Quality Management (TQM).
  10. Understand and analyze standards and certification procedures, and implementation of Quality Assurance Systems (QAS).
  11. Possess the skills to choose appropriate actions to facilitate the implementation of quality circles of TQM and removing barriers.
  12. Analyze the theoretical approaches to Human Resource Management (HRM) and explain the importance of HRM.
  13. Distinguish the social welfare sectors and describe the concepts and terms associated with social services.
  14. Analyze the specific characteristics and contents in the Management of Social Services (MSS), and the wider environment in which a social organization operates and its internal and external factors that affect the process of administration.
  15. Analyze and explain the patterns of organization and criteria of social services.
  16. Analyze and explain the specific characteristics, functions and contents in the management of non-profit organizations.
  17. Understand the importance of Team Interdisciplinary and Interprofessional Working in welfare organizations and explain their main objectives and functions of supervision.
  18. Explain and understand the main types of evaluation and choose the appropriate evaluation techniques and tools and effective feedback for the results of implementation management and the impact of interventions.
Mode of Delivery Face-to-face
Prerequisites NONE Co-requisites NONE
Recommended optional program components NONE
Course Contents • Theories of Change

• Theories of Administration

• Modern Management

• Theories of Organizations and Organizational Behavior

• Total Quality Management(TQM)

• Human Resources Management(HRM)

• Management Social Services (MSS)

• Interdisciplinary and Interprofessional Teamwork Work

• Professional Supervision

• Evaluation – Feedback

Recommended and/or required reading:
Textbooks
  • James, P. (2011) Total Quality Management, Kleidaritmos, Athens (el) Hawkins, P. and Shohet, R. (2009) The Supervision of the treatment and welfare professions, Thessalonica, University Studio Press (el)
  • Lang Golub, An. (2007) Rational Decision Making. An integrated approach, Gotsis, Patras (el)
  • Ζavlanos, Μ. Μ. (2006) The quality to provided services and products, A. Stamoulis, Athens (el)
  • Iordanoglou, D. (2008) Human Resource Management in modern organizations. New trends and practices, Kritiki, Athens (el)
  • Kefis Β., (2005), Integrated Management, Kritiki, Athens (el)
  • Kefis Β., (2005), Total Quality Management Theory and Standards, Kritiki, Athens (el)
  • Κriemadis, Th. and Christakis, Μ. (2009) Principles and Management Models for Public Administration and Non Profits Organization. International Trends and European Approach, Law Library, Athens
  • Ktistaki, St. (2009) Introduction to Administration Science, Papazissi, Athens (el)
  • Mpourantas, D. (2002) Management, Theoretical Background. Modern Practices, Athens: Benos, G. (el)
  • Papalexandres, N. and Mpourantas, D. (2003) Human resource Management, Athens: Benos, G. (el)
  • Patrinos, D. (2005) Management II, Management & Staff Supervision, Papazissi, Athens (el)
  • Skoulas, Ε. Ν. (2010) Management, Leadership, Teamwork, Athens: Gianikos (el)
  • Rammata, Μ. (2011) Modern Greek Public Administration. Between bureaucracy and management, Kritiki, Athens (el)
  • Stathopoulos, P. (2012) Organization and Management Social Services, Papazissi, Athens (el)
  • Tipas, G. And Katsaros, G. (2006) Introduction to Administration Science. From the Bureaucracy and Scientific Administration to the Modern Organizational Theory, Gutenberg, Athens (el)
  • Social Welfare Service (2008) The Open Care Services in the Cyprus Social Welfare Model, Cyprus: SWS, (el)
  • Chatzipanteli, P. (1999), Human Resources Management, Athens: Metexmio, (el)
  • Fanariotis, P. (1999) Management of Public Services and Organizations, Stamouli, Athens (el)
  • Fanariotis, P. (1999) Management of Public Services and Organizations, Athens: Stamouli, (el)
References
  • Beck, W., Maesen v.d., L.J.G. & Walker, A.C. (eds.) (1997). The Social Quality of Europe. The Hague: Kluwer Law International
  • Beck, W.A., Maesen v.d., L.J.G., Thomése, F. & Walker, A.C. (eds.) (2001). Social Quality: A Vision for Europe. The Hague, London, Boston: Kluwer Law International
  • Hafford-Letchfield, Tr. (2006) Management and Organisations in Social Work, Exeter, Learning Matters
  • Hughes, M. & Wearing, M. (2007) Organisations and Management in Social Work, London, SAGE
  • Frankel, J. Arth. and Gelman, R. Sh. (1998) Case Management. An Introduction to Concepts and Skills, Chicago, Lyceum Books
  • Flynn, N. (2002) Public Sector Management, UK, Pearson Education Limited
  • Parker, J. and Bradley, Gr. (2008) Social Work Practice: Assessment, Planning, Intervention and Review, Exeter, Learning Matters
  • Harvard Business School (2010) Feedback., Kritiki, Athens (el)
Planned learning activities and teaching methods The taught part of course is delivered to the students by means of lectures, conducted with the help of computer presentations. Lecture notes and presentations are available through the web for students (the platform of e-learning).
Assessment methods and criteria
Midterm examination 30%
Participation in class exercises/ Individual assignment 20%
Final Exam 50%
Language of instruction Greek
Work placement(s) NO

ΣΥΧΝΕΣ ΕΡΩΤΗΣΕΙΣ

    1. Πως θα βρω σπίτι στην Κύπρο;

Επικοινωνόντας με το γραφείο Φοιτητικής Μέριμνας του Πανεπιστημίου θα έχετε όσες πληροφορίες χρειάζεστε προκειμένου να επιλέξετε το σπίτι που σας αντιπροσωπεύει. Το γραφείο θα σας στείλει τη λίστα με τα διαθέσιμα διαμερίσματα που ενοικιάζονται περιμετρικά του Πανεπιστημίου και θα είστε πλέον σε θέση να επιλέξετε σπίτι πριν ακόμη μεταβείτε στην Κύπρο.

    1. Ποιο είναι το κόστος διαμονής και διατροφής;

Τα ενοίκια κυμαίνονται γύρω στα 300 με 350 ευρώ. Η διατροφή είναι αντίστοιχη με το κόστος διατροφής στην Ελλάδα. Κατά μέσο όρο ένας φοιτητής θα χρειαστεί μηνιαίως από 600- 800 ευρώ, ανάλογα με το επίπεδο ζωής που επιθυμεί κάθε φοιτητής.

    1. Πού μπορώ να απευθύνομαι κατά τη διάρκεια των σπουδών μου;

Στο Πανεπιστήμιο Frederick λειτουργεί η Υπηρεσία Σπουδών και Φοιτητικής Μέριμνας. Σκοπός της Υπηρεσίας είναι η συμβολή στην ανάπτυξη ενός ακαδημαϊκού περιβάλλοντος όπου προάγεται η εποικοδομητική μάθηση, η ακαδημαϊκή επιτυχία και η κοινωνικοποίηση των φοιτητών του Πανεπιστημίου.

Για κάθε φοιτητή ορίζεται Ακαδημαϊκός Σύμβουλος ο οποίος τον καθοδηγεί κατά τη διάρκεια των σπουδών του.

Το Πανεπιστήμιο Frederick, στην προσπάθειά του να βοηθήσει τους φοιτητές να πετύχουν αυτό που επιδιώκουν κατά τη διάρκεια των σπουδών τους, αποφάσισε να εισαγάγει στις δομές του το θεσμό του Συνηγόρου του Φοιτητή. Ο Συνήγορος επιδιώκει συνεχώς επιβεβαίωση για δίκαιη και ισότιμη μεταχείριση όλων των μελών της πανεπιστημιακής κοινότητας.

    1. Οικονομική ενίσχυση φοιτητών

Το Υπουργείο Παιδείας και Πολιτισμού έχει καθιερώσει κυβερνητικά μέτρα στήριξης τα οποία προσφέρονται σχεδόν κάθε χρόνο, μετά από σχετική αίτηση.

Η ενίσχυση αφορά στην επιδότηση ενοικίου, διατροφής, αγοράς πανεπιστημιακών βιβλίων και γραφικής ύλης και αγοράς ή αναβάθμισης  Η/Υ. Στην περίπτωση που ο αριθμός των αιτήσεων υπερβαίνει το προσφερόμενο κονδύλι, τότε οι φοιτητές λαμβάνουν μέρος της επιδότησης.