Overall objectives:

1 - Integrate theoretical concepts and professional practice
2 - Acquire skills to pursue the practice as educational psychologist
3 - Promoting the critical capacity regarding different models of psychological assessment and of intervention in the educational psychologist practice.
4 - Develop skills for monitoring and / or psychological counselling, capable of promoting the wellbeing of individuals, families, school staff and educational and psychosocial institutions
5 - Develop the ability to express an opinion about a specific case in terms of diagnosis, pathogenesis, progression, prognosis and intervention.
6 - Participate in the design, implementation and / or evaluation (where this is necessary) of individual educational programs for students, curriculum integration plans and other educational and learning projects
7 - Create ethical and professional responsibility

Syllabus:

1 - Systematic observation of organizational, educational and/ or clinical situations
2 - Psychological assessment
3 - Monitoring and / or psychological counseling
4 - Individual educational programs for students
5 - Skills training programs
6 - Vocational guidance and carrer counselling
7 - Selection and admission of candidates
8 - Training courses
9 - Technical opinions and reports
10 - Advice for teachers and boards of management
11 - Organisation of scientific events
12 - Participation in alternative training courses and education in schools

Literature/Sources:

Peacock, G. G., Ervin, R. A., Daly III, E. J. & Merrell, K. W. , 2010 , Practical handbook of school psychology. Effective practices for the 21st century ,
Direção-Geral da Educação , 2016 , Referencial Técnico para os Psicólogos Escolares ,
Coelho, V. A., Marchante, M., Raimundo, R., & Jimerson, S. , 2016 , Educational psychology in Portugal: Results of the 2013 International School Psychology Survey , School Psychology International
Mendes, S. A., Abreu-Lima, I., & Almeida, L. S. , 2015 , Psicólogos escolares em Portugal: perfil e necessidades de formação , Estudos de Psicologia
McDougal, J. L.; Graney, S. B.; Wright, J. A. & Ardoin, S. P. , 2010 , RTI in Practice. A Practical Guide to Implementing Effective Evidence-Based Interventions in Your School , John Wiley & Sons

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
Internship provides students wirh direct contact with professional practices.Trainees are expected to perform a diverse set of activities (assessment, individual and group intervention, construction products, etc.).Trainees shall be accompanied by a supervisor in the internship location who shall help him/her in all activities and a university supervisor who shall give tutorial support, continuous and systematic, in weekly group and/or individual meetings. Assessment breaks down as follows: Institution supervisor (30%);university supervisor (20%);Internship report (30%);Oral defence of the Internship report (20%).Parameters evaluated are: Relationship with the supervisor, other professionals and intervention targets;Compliance with work rules (attendance, punctuality). Development and consolidation of technical and practical skills; Professional attitude (initiative, responsibility, interest, commitment, critical positioning); Ethical posture towards users, supervisors and institution.