Background, General Knowledge, Scientific Area, Skill Development

Students will be also introduced to specific economic arguments of alternative theoretical “paradigms” in the analysis of issues related to (or associated with) Social Policy. These issues are often specialized sections of the economic analysis that is usually taught at an advanced level, using demanding techniques. In this course, the use of such techniques and formalisms is mostly avoided. Instead, emphasis is put on establishing and drawing the main arguments developed in the analysis of various Social Protection issues. The aim is to create appropriate stimuli for a critical approach to the economics of social protection.

Upon completion of the course students should be able to:

• critically approach the way that economic science examines the role of Social Protection, both overall and in the analysis of the specific issues traditionally tackled in Social Policy.
• understand the underlying assumptions and arguments of economic science in the interpretation and understanding of economic interventions within the broader field of social policy.
• Be familiar and be able to use basic tools and methods of economic analysis in exploring issues related to the broader role of Social Protection in modern societies.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

ICT Use

Adaptation to new situations

Decision making

Equity and Inclusion

Respect for the natural environment

Sustainability

Autonomous work

Critical thinking

Promoting free, creative and inductive reasoning

·    Economic theory and key arguments for state intervention.

·    Economic science and social policy.Alternative considerations in the context of different theoretical paradigms.

·    Introduction to basic economic concepts and definitions. Alternative considerations. Issues of production and distribution. The role of the market.

·    Economic and social welfare, social objectives and resource allocation. Efficiency and Equity. Economic rationale for government intervention. Market failures.

·    Social and economic inequalities, distribution and redistribution of income,poverty.

·    Externalities.

·    Cost-benefit analysis and its application in assessing social programs.

·    Health -care.

·    Education.

·    Employment-Unemployment.

·    Insurance-Social Security.

·    Social welfare.

2. Posting of teaching material, bibliography, slides, exercises, notes, outline and evaluation methods of the course on e-class.

3. Use of brainstorming, creation of working groups during lectures.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

A written examination at the end of the semester (100%).

It can includeMultiple Choice Test, Right-wrong Test, Short Answer Questions and exercises.

• Παπαθεοδώρου, Χ., Σακελλαρόπουλος, Θ., 2020, Τα Οικονομικά της Κοινωνικής Πολιτικής. Αθήνα: Εκδόσεις Διόνικος.

Optional

• Stiglitz,J., 1992. Οικονομική του δημόσιου τομέα. Αθήνα: Εκδόσεις Κριτική.
• Rosen, H. S., Gayer, Τ., Ράπανος, Β.Θ. &Καπλάνογλου, Γ., 2011. Δημόσια Οικονομική. Νέα βελτιωμένη έκδοση προσαρμοσμένη στην περίπτωση της Ελλάδος. Αθήνα: Εκδόσεις Κριτική.
• Atkinson, A. B., 1983. TheEconomicsofInequality. 2ndEdition. Oxford: ClarendonPress,.
• Barry, N., 1990. Welfare. Buckingham: Open University Press.
• BarrN., 2012,TheEconomicsofWelfareState (5thEdition), Oxford: OxfordUniversityPress
• Begg D., Fischer S., & Dornbusch, 1998. Εισαγωγή στην Οικονομική. Τόμοι Α΄ και Β΄. Αθήνα: Εκδόσεις Κριτική.
• Βενιέρης, Δ. & Παπαθεοδώρου, Χ., (εκδότες) 2003. Η Κοινωνική Πολιτική στην Ελλάδα, Προκλήσεις και Προοπτικές. Αθήνα: Εκδόσεις Ελληνικά Γράμματα.
• Culyer, A. J., 1973.The Economics of Social Policy.London: Martin Robertson.
• Eatwell, J., Milgate, M. & Newman, P., (eds) 1989.Social Economics. London: The New Palgrave, Macmillan.
• Forder, A., Caslin, T., Ponton, G. &Walklate, S., 1984.Theories of Welfare. London: Routlege& Kegan Paul.
• George, V. & Page, R., 1995.Modern Thinkers on Welfare. London: Harvester Wheatsheaf.
• George, V. & Wilding, P., 1994.Welfare and Ideology.London: Harvester Wheatsheaf.
• Gough,I., 2008.Η πολιτική οικονομία του κοινωνικού κράτους, Αθήνα: Εκδόσεις Σαββάλας
• Καράγιωργας, Δ. Π., 1979. Δημόσια Οικονομική 1: Οι Οικονομικές Λειτουργίες του Κράτους. Αθήνα: Εκδόσεις Παπαζήση.
• Knapp, 1994.The Economics of Social Care. London: Macmillan.
• Le Grand, J., Propper, C. & Robinson, R., 1992.The Economics of Social Problems. 3rd Edition. London: Macmillan.
• Πετμεζίδου, Μ. & Παπαθεοδώρου, Χ., (επιμ.) 2004. Φτώχεια και Κοινωνικός Αποκλεισμός. Αθήνα: Εξάντας.
• Ψαλιδόπουλος, Μ., 1997. Οικονομικές Θεωρίες και Κοινωνική Πολιτική. Η Βρετανική Προσέγγιση.Β’ Έκδοση.Αθήνα: Εκδόσεις Αίολος.

Background, General Knowledge, Scientific Area, Skill Development

No

Greek

-know basic concepts and the main theoretical approaches of developmental psychology,

– be familiar with the historical development and contemporary theoretical trends in developmental psychology,

– understand research methods and interpret relevant empirical data,

-develop critical thinking skills on theoretical and methodological issues related to human development,

-recognize the role of values, prejudices, cultural differences and their impact on development.

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

• Search, analysis and synthesis of data and information, using the necessary technologies
• Autonomous work
• Teamwork
• Demonstration of social, professional and moral responsibility and sensitivity to gender issues
• Critical thinking
• Promoting free, creative and inductive thinking
• Equity and Inclusion

1. Introduction to the subject of Developmental Psychology
2. The concept of Lifelong Development
3. The Origins and history of Developmental Psychology
4. The nature versus nurture debate
5. Research Methods in Developmental Psychology
6. Historical and contemporary theories on human development Theoretical approaches to human development: a) Psychodynamic Approaches, b) Learning Theories, c) Cognitive Approaches and d) Systems Theory.
7. Prenatal Development: conception, the stages of fetal development, the importance of childbirth, the psychological reactions of parents.
8. Infancy: infant’s physical functions and needs, cognitive and language development,  attachment and emotional reactions, the process of socialization.
9. Infancy: biosomatic changes and psychomotor development, cognitive functions and language, the role of gender, social development, the importance of play and peer relations, family dynamics and its effects, behavioral problems, childhood illness and health.
10. School period: cognitive functions and development, psychomotor functions and changes in body dimensions, social adaptation and interactions with peers (childhood friendships), behavior at school, moral development and parental behavior.
11. Adolescence: appearance of puberty, the concept of puberty and its developmental characteristics, identity formation, socialization during puberty.
12. Adulthood and Adult life: mental and physical changes, personality traits, life style and patterns of interpersonal relationships, family formation, work and leisure.
13. Late Adulthood: cognitive changes and decline of biological functions, psychosocial problems, social withdrawal, work and retirement, health problems, new roles in life

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

The assessmentcriteria are announced at the beginning of each semester

Feldman,S.R., 2019.Αναπτυξιακή Ψυχολογία : Δια βίου προσέγγιση. Αθήνα:Gutenberg

Bibliography and Further Reading

Aiken, L. R.,1998. Human development in adulthood. N.York: Plenum press.

Bandura, A. ,1977. Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Bergen, D., 2007. Human Development: Traditional and Contemporary theories. Upper Saddle River, NJ:Pearson, Prentice Hall.

Berk, L.E., 2009. Child Development. Ν.Υork: Pearson Publications.

Bίννικoτ, Nτ., 2009. Tο παιδί, το παιχνίδι και η πραγματικότητα. Aθήνα:Kας2019τανιώτης.

Bοσνιάδου, Στ. ,(επιμ.), 2001. Kείμενα εξελικτικής ψυχολογίας. Tόμος A’: Γλώσσα. Aθήνα: Gutenberg.

Bowlby, J., 1982. Attachment. New York, NY: Basic Books.

Bowlby, J., 1973. Separation: Anxiety & anger. New York, NY: Basic Books.

Bronfenbrenner, U., 2009. The ecology of human development: Experiments by nature and design. Massachusetts :Harvard university press.

Butterworth, G.& Harris, M.,1994. Priciples of Developmental Psychology. Hove: Erlbaum.

Cole, M. &Cole, S. R., 2000. Η Ανάπτυξη των Παιδιών. Αθήνα: Δαρδανός.

Craig, G.J. &Baucum, D., 2007. H ανάπτυξη του ανθρώπου. Αθήνα: Παπαζήσης.

Έρικσον, E., 1990. H παιδική ηλικία και η κοινωνία. Aθήνα: Kαστανιώτης.

Erikson, E. H.,1968. Identity: Youth and crisis. New York, NY: Norton.

Fogel, A., King, B. J. & Shanker, S. G. (Eds.). ,2007. Human development in the twenty-first century: Visionary ideas from systems scientists. Cambridge :Cambridge University Press.

Gardner, H. , 1990. Art education and human development. Los Angeles : Getty Publications.

Gilligan, C., Ward, J.V., & Taylor, J. M., 1988. Mapping the moral domain. Cambridge, MA: Harvard.

Gottman, J., 2000. Η συναισθηματική νοημοσύνη των παιδιών: ένας πρακτικός οδηγός για γονείς. Αθήνα: Ελληνικά Γράμματα.

Herbert, M., 1989. Ψυχολογικά προβλήματα της παιδικής ηλικίας . Αθήνα: Ελληνικά Γράμματα.

Herbert, M., 1997. Ψυχολογική φροντίδα του παιδιού και της οικογένειάς του. Αθήνα: Ελληνικά Γράμματα.

Καϊλα,Μ., 1996.Η σχολική φοβία .Αθήνα :Ελληνικά Γράμματα.

Κάκουρος, Ε. & Μαναδιάκη, Κ.,2002. Ψυχοπαθολογία παιδιών και εφήβων: Αναπτυξιακή προσέγγιση. Αθήνα: Τυπωθήτω – ΓιώργοςΔάρδανος.

Kohlberg, L., 1981. The philosophy of moral development: Essays on moral development. New York:Harper & Row.

Κουρκούτας, Η.Ε., 2001. Η ψυχολογία του εφήβου: θεωρητικά ζητήματα και κλινικές περιπτώσεις. Αθήνα: Ελληνικά Γράμματα.

Molnar, A. & Linquist, B., 1993. Προβλήματα συμπεριφοράς στο σχολείο. Αθήνα: Ελληνικά Γράμματα.

Nτεμώζ, Λ., 1985. Iστορία της παιδικής ηλικίας. Aθήνα: Θυμάρι.

Nussbaum, M. C. (2001). Women and human development: The capabilities approach. Cambridge :Cambridge University Press.

Παρασκευόπουλος, Ι., 1985 .Εξελικτικήψυχολογία (τομ.1-4).Αθήνα :Αυτοέκδοση.

Piaget, J., 1950. The psychology of intelligence. New York: Hartcourt, Brace.

Rogers,D., 1979.The Adult Years: an introduction to Aging.N.Jersey:Prentice Hall, Inc.

Rogoff, B., 2003. The cultural nature of human development. N.York/Oxford : Oxford University Press.

Σάλκιντ, Ν., 2006. Εισαγωγή στις Θεωρίες Ανθρώπινης Ανάπτυξης.Αθήνα: εκδόσεις Πατάκη.

Santrock, J. W. (2009). Life-span development. Boston, MA: McGraw-Hill.

Schaffer,R., 1997. H Κοινωνικοποίηση του παιδιού κατά τα πρώτα χρόνια της ζωής του.Αθήνα: Ελληνικά Γράμματα.

Sheehy, G., 1996. New passages: Mapping your life across time. New York, NY: Ballantine Books.

Sigelman, C.& Rider, E. ,2014. Life-span human development.Stamfort,Ct: Cengage Learning.

Skinner, B.F., 1974. About Behaviorism. New York, NY: Vintage.

Staudinger, U. M.&Lindenberger, U. E.,2003. Understanding human development: Dialogues with lifespan psychology.Boston: Kluwer Academic publishers.

Steuer, F.B., 2005. Η ψυχολογική ανάπτυξη των παιδιών. Αθήνα: Ελλην.

Sudbury,H.,  2010.  Human growth and development:an introduction for social workers.London: Routledge.

Thies, K. M. & Travers, J. F.,2006. Handbook of human development for health care professionals. London: Jones & Bartlett Learning.

Thomas, R. M. 2000. Recent theories of human development. Thousand Oaks,Ca: Sage Publications.

Τσιάντης, Γ. & Δραγώνα, Θ. (επιμ.) ,1999. Μωρά και μητέρες: ψυχοκοινωνική ανάπτυξη και υγεία στα δύο πρώτα χρόνια της ζωής. Αθήνα: Εκδόσεις Καστανιώτη.

Walker, J. & Crawford, K. ,2014. Social work and human development. London: Learning Matters/Sage.

Journals

Child Development

Developmental Psychology

Journal of Aging and Human Development

Journal of Gerontology

Journal of Marriage and the Family

Journal of Youth and Adolescence

The Gerontologist

Background, GeneralKnowledge, Scientific Area, Skill Development

Upon completion of the course students should be able to:

• understand and analyze the economic dimensions and functions of the social security system.
• critically assess the advantages and disadvantages of alternative social security systems in achieving certain goals of equity and efficiency.
• understand the peculiarities of the Greek system through acomparative analysis of social security systems developed in other countries.
• analyze systematically and in depth the dimensions of the social security system, while becoming familiar with the use of tools and methods of economic science. This outcome should be facilitated through a written assignment.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

ICT Use

Adaptation to new situations

Decision making

Equity and Inclusion

Respect for the natural environment

Sustainability

Autonomous work

Critical thinking

Promoting free, creative and inductive reasoning

• Comparativeoverviewof social security systems. Historical development of the Greek social security system.
• Financialdimensions of thesocial security system. Indicators measuring itseconomic dimensions.
• Presentation and analysis of the ‘pay as you go’ system.
• Presentation and analysis of the funded system.
• Impact of social security on a country’s economy.
• Socialsecurity systems internationally. Trends andchallenges.
• The crisis of the Greek social security system and alternative policies for dealing with it.
• Recent reforms in social security system and their impact on pension system.

2. Posting of teaching material, bibliography, slides, exercises, notes, outline and evaluation methods of the course on e-class.

3. Use of brainstorming, creation of working groups during lectures.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

 The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

 Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 Please indicate all relevant information about the course assessment and how students are informed 

• Ρομπόλης, Σ., 2005.Κοινωνική Ασφάλιση. Η διαρκής κρίση και οι προοπτικές.Θεσσαλονίκη: Εκδόσεις Επίκεντρο.
• Lecture notes and additional bibliography in electronic form (course website).

Optional

• Barr N., 2012, The Economics of Welfare State (5th Edition), Oxford: Oxford University Press
• Βενιέρης, Δ. & Παπαθεοδώρου, Χ., (εκδότες) 2003. Η Κοινωνική Πολιτική στην Ελλάδα, Προκλήσεις και Προοπτικές. Αθήνα: Εκδόσεις Ελληνικά Γράμματα.
• Culyer, A. J., 1973. The Economics of Social Policy. London: Martin Robertson.
• Eatwell, J., Milgate, M. & Newman, P., (eds) 1989. Social Economics. London: The New Palgrave, Macmillan.
• Πολυζωίδης, Π., 2011. Εισαγωγή στην Κοινωνική Ασφάλεια. Κομοτηνή: Παρατηρητής της Θράκης.
• Κατρούγκαλος, Γ., 2004, Θεσμοί και Συστήματα Κοινωνικής Προστασίας στο Σύγχρονο Κόσμο. Αθήνα: Εκδόσεις Αντ. Ν. Σάκκουλα
• Le Grand, J., Propper, C. & Robinson, R., 1992. The Economics of Social Problems. 3rd Edition. London: Macmillan.
• Rosen, H.S., & Gayer T., 2010, Public Finance (9th Ed.). Chicago: Irwin. [In Greek: Rosen, H. S., Gayer, Τ., Ράπανος, Β. Θ. & Καπλάνογλου, Γ., 2011. Δημόσια Οικονομική. Νέα βελτιωμένη έκδοση προσαρμοσμένη στην περίπτωση της Ελλάδος. Αθήνα: Εκδόσεις Κριτική].
• Stiglitz, J., 2000, Economics of the public sector (3rd ed.). New York: W.W. Norton & Company
• Schubert, K., Hegelich, S. &Bazant, U. (Eds), 2009, The Handbook of European Welfare Systems, London/Oxford: Routledge
• Τήνιος, Π., 2003. Ανάπτυξη με Αλληλεγγύη. Αθήνα: Εκδόσεις Παπαζήση.

Background, General Knowledge, Scientific Area, Skill Development

No

Greek

(a) Be familiar with the theoretical and methodological issues relatedto the study of group behavior and social phenomena.

(b) Understand how individual behaviors and social phenomena are interrelated.

(c)Explain at different levels the social phenomena.

(d)Understand and interpret contemporary social phenomena by approaching them in an interdisciplinary way (with the help of other social sciences, such as Sociology and Social Anthropology).

(e)Compare group behaviors and social phenomena in different cultural contexts, taking into account the “culture” factor.

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

• Search, analysis and synthesis of data and information, using the necessary technologies
• Adaptation to new situations
• Autonomous work
• Teamwork
• Equity and Inclusion
• Demonstration of social, professional and moral responsibility and sensitivity to gender issues
• Critical thinking
• Promoting free, creative and inductive thinking

2.The repeatability of experiments in different cultures and culture’s influence on behavior.

3.Levels of analysis and explanation in Social Psychology.

4.Theories of person perception.

5.Social cognition,  attribution theories, social cognitive patterns, social representations.

6.Attitudes, theories of attitudes,

7.Attitude change,

8.Stereotypical perceptions and Prejudice

9.Social influence: conformity and obedience, minority influence and social change, group participation.

10.Groups, group relations, group decision making.

11.Inter-group relations (social identity theories).

12.Aggression (personal and social factors linked to violence).

13.Positive social behavior – altruism – offering help.

Extensive use of presentation software and other audiovisual media

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

Final written examination  (70%) and Participation in the course (30% assignments etc.)

The assessment criteria are announced at the beginning of each semester

1.Hogg, M.A. &Vaughan, G.M. ,2010. (επιμ. Μτφρ. Α. Χαντζή). Κοινωνική Ψυχολογία. Αθήνα: Εκδόσεις Gutenberg.

Bibliography and Further Reading

Argyle, M. ,1998. Social Influence. London: British Psychological Society.

Aronson, E., Wilson, T. & Akert, R. ,1999. Social Psychology. New York: Longman.

Augoustinos, M., Walker, I., &Donaghue, N. ,2014. Social cognition: An integrated introduction.London: Sage.

Βrewer, M.,2005. Intergroup Relations. London: Open University Press.

Campbell, A.,1998. Altruism and Aggression. London: British Psychological Society.

Doise, W. (επιμ. Μτφρ.Σ. Παπαστάμος),2006. Η εξήγηση στην Κοινωνική Ψυχολογία. Αθήνα: Ελληνικά Γράμματα.

Παπαστάμος, Σ. και συν. , 2001. Εισαγωγή στην Κοινωνική Ψυχολογία. Τόμ. Α. Αθήνα: Ελληνικά Γράμματα.

Παπαστάμος, Σ. & Μιούνυ, Γκ. ,2001. Μειονότητες και Εξουσία. Αθήνα: Ελληνικά Γράμματα.

Roussiau, N. (επιμ.μτφρ. Κλ. Ναυρίδης) , 2009. Κοινωνική Ψυχολογία. Αθήνα: Ελληνικά Γράμματα.

Sapsford, A., Still, A., Miell, D., Stevens, R. & Wetherell, M. (επιμ.) , 2006. (επιμ. μτφρ. Θ. Δραγώνα). Ηθεωρία στην Κοινωνική Ψυχολογία. Αθήνα: Μεταίχμιο.

Wetherell, M. (επιμ), 2005.(επιμ. μτφρ. Θ. Δραγώνα & Κλ Ναυρίδης). Ταυτότητες, ομάδες και κοινωνικά ζητήματα. Αθήνα: Μεταίχμιο.

Journals:

Asian Journal of Social Psychology

Basic and Applied Social Psychology

British Journal of Social Psychology

Current Research in Social Psychology

European Journal of Social Psychology

European Review of Social Psychology

Frontiers in Personality and Social Psychology

Personality and Social Psychology Bulletin

Personality and Social Psychology Review

Social Cognition

Social Behavior and Personality science

Social Psychology Quarterly

Journal of Community and Applied Social Psychology

Journal of Experimental social Psychology

Journal of Language and Social Psychology

Journal of Personality and Social Psychology

Journal of Social Psychology

Journal of Social and clinical Psychology

Journal of Social and Political psychology

Background, General Knowledge, Scientific Area, Skill Development

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Autonomous work

Teamwork

Working in an international environment

Critical thinking

Equity and Inclusion

Promoting free, creative and inductive reasoning

The course will be developed in the following sections:

1. Acquaintance withstudents. Informing students about the learning objectives and feedback regarding their expectations. Presentation of the lectures’main axes and the way the course and exams will be conducted. Introduction to the concepts of ‘human rights’, ‘security’ and ‘public safety’. Introductory remarks on the concept of the ‘social construction’ of crime and its effect on the role of the police. Summary and conclusions.

2. The institutional protection of human rights: U.D.H.R., E.C.H.R., the Charter of Fundamental Rights of the E.U. Violations of human rights and their inseparable relationship with state power (crimes of the state): human rights as a criterion of governance. Summary and conclusions.

3. Policing in the light of criminological research (critical criminology, left realism, neo-classical theories, the square and the triangle of crime). The Police: role, functions, mission. Historical review of the development of the police system. Phases of shaping the issue of security and public police. Summary and conclusions. Discussion on the students’ assignements.

4. Policing and crime policy: determinants of crime policy trends over the last 30 years. Policing standards: community policing, problem-based policing, intelligence-based policing, third-party policing. Summary and conclusions.

5. Continue with policing standards: policing of criminal micro-areas, evaluation of police work, research-based policing, “quality of life restoration” policing / Zero tolerance (goals, characteristics, critique). Summary and conclusions. Reading a text from L. Wacquant’s”The Prisons of Misery”

6. The Greek police system: peculiarities and effects. Administrative structure of the Police. The distinction between Order Police and Security Police. Police and policing standards after the post-colonial period: the community period and the ‘insurance period’. Summary and conclusions.

7. Organization of police work: staff (administration, staff and regular staff), mission, guarding, detention and protection services. Summary and conclusions.

8. Organization of policing and accountability: direct policing, accountability and coordination of services. Complaints (conditions) and disciplinary review. Police responsibilities: prevention (investigations, protection of minors, surveillance) and repression (‘Judicial police’, arrests, protective custody, pursuit and search, appearance in courts, assistance to authorities and individuals). Summary and conclusions.

9. Assemblies, gatherings and the use of weapons as a special category of powers. Concept and discrimination, prohibition and dissolution of gatherings and assemblies, use of weapons. Formal and informal dimensions of policing: effectiveness, criminality of the Police, professional mentality and subculture, professional formation and socialization of the staff, the social profile of the police officer. Summary and conclusions. Music video: I can’t breathe.

10. Human rights and their violations by the Police. Reports by Greek and international authorities: police violence during public gatherings, police detention, ill-treatment of Roma, arrests, investigations, racist crimes. Jurisprudence of the E.C.H.R.. The inefficiency in the investigation of state violence as a result of an absent independent control mechanism or body and systemic factors. Case studies: incidents of police brutality reported in the course’s and description of the Greek cities’“civilians”. Summary and conclusions.

11. The Police as a victim: quantitative data and reasons for victimization of police officers. The special case of the possibility of self-protection within the police as a bureaucratic organization. Police training: the complexity of the training issue and a proposed framework of principles. Summary and conclusions. Discussion with a special guest.

12. Brief description of the content of all lectures and investigation/discussion regarding the meeting of the learning objectives and expectations of the students. Film: “Hate” by M. Kassovitz. Discussion.

13. Presentations of students’ assignments. Discussion.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

The final evaluation takes into consideration:

1) The elaboration and presentation of an assignment

2) The written examination.

Preparation and presentation of assignments:

The criteria for writing academic papers, assignments essays and presenting academic works apply. The main criteria are the accuracy and clarity of the use of terminology, the clear organization of the content and the appropriate use of the literature to develop the topic of the work. The use of ICT is necessary in the presentation.

Additional:

Greek

Cohen, S. (2021), States of denial: Learning about atrocities and pain, transl. Spyrea, S. Athens: Topos Publishing

Douzinas, K. (2006), The end of human rights. Athens: Papazisis

Gasparinatou, M. (2016), “Minors potential offenders and policing in times of crisis”, in M. Gasparinatou (2016), (ed.), Crime and criminal repression in times of crisis, Honorary Volume for Professor N. Kourakis, Athens: Ant. N. Sakkoulas, pp. 2044-2068

Lampropoulou, E. (2001), Internal security and society of control, Athens: Kritiki

Mavridis S. (2015), The dilemma Freedom or Security in the development of social life and the restriction of rights and freedoms, Athens: Nomiki Vivliothiki

Papatheodorou, Th. (2005), Public security and anti-crime policy, A comparative approach, Athens: Nomiki Vivliothiki

Paraskevopoulos, N. (2003), Targeting majorities. Terrorism and the rule of law, Athens: Patakis Samatas, M. [ed.], (2010), Views of the new surveillance. International and Greek Approaches, Athens: Vivliorama

Stamouli, E. (2015), Security policies in Greece in relation to organized crime and terrorism and their consequences for anti-crime policy, Doctoral Dissertation available at: http://thesis.ekt.gr/thesisBookReader/id/36625# page/24/mode/2up

Spanou, K. (2005), The reality of rights, state policies and access to services, Athens: Savvalas

Symeonidou-Kastanidou, E. (2013), Abuse of power & human rights, Athens-Thessaloniki, Sakkoulas

Tsapogas M., Christopoulos, D. [eds], (2004), Rights in Greece 1953-2003. From the end of the civil war to the end of the regime change, Athens: Kastaniotis
Vidali, S., (2007), Crime Control and Public Police. Vol. A and B. Athens – Komotini: A.N. Sakkoulas

English

Brodgen, M. (1987), ‘The emergence of the police: the colonial dimension’, British Journal of Criminology 27(1): 4-14

Downes, D., Rock, P., Chinkin, C., Gearty, C. [eds] (2011), Crime, Social Control and Human Rights. From Moral Panics to States of Denial. Essays in Honour of Stanley Cohen, Oxon:Routledge

Green, P., Ward T. (2004), State Crime. Governments, Violence and Corruption, London:Pluto Press

Kutnjak Ivkovic, S. (2005), Fallen blue knights: controlling police corruption, Oxford: OxfordUniversity Press

Lea,J., Young,J. (1993), What is to be done about Law and Order?, London: Pluto Press

O’ Neil, M., Marks, M., Singh, A.M. (2007), Police occupational culture: new debates and directions, Amsterdam: Elsevier JAI

Tonry, M. and Morris, N. (1992), Modern policing, Chicago: University of Chicago Press

Rawlings, P. (2002), Policing: a short history, Cullompton: Willan Publishing

The papers and presentations students prepare during the semester are taken into account as supporting the grade of the written exams (an up to 3 points bonus). For the bonus grade to be added, students are required to obtain a passable grade in the written examinations (at least 5 out of 10).

Throughout the examination students can communicate with the teachers through the electronic platform of the course. On the same platform, students who are eligible to be examined orally and have declared it to the secretariat, are examined on the same topics of the written examinations.

Late submission of answers is not accepted unless it is due to a technical problem and the instructor is informed before the end of the submission time.

Background, General Knowledge, Scientific Area, Skill Development

• Systematically compare social policy arrangements across European countries
• Critically assess the models used to classify European welfare states
• Identify and evaluate the challenges facing mature social protection systems
• Understand the contemporary influence of European law and policy on domestic welfare states

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Decision making

Autonomous work

Working in an interdisciplinary environment

Critical thinking

Promoting free, creative and inductive reasoning

1. The concept of European Social Policy
2. The social content of the European Treaties and the traditional “Community method”
3. The Open Method of Coordination as a tool for mutual learning and transfer of good practice in the Member States of the European Union
4. European Social Policy and Support Mechanisms. The European Social Fund
5. The Employment and Social Protection Committees
6. European Social Policy and European Social Rights
7. The Employment Policy of the European Union
8. Labor relations in the EU: Social Dialogue and Collective Bargaining
9. Social inequalities, poverty and the EU Social Inclusion Strategy
10. The European Strategy for Education
11. The Europe 2020 Strategy
12. Local Social Policy, Decentralization and the EU
13. The Europeanization of social policy

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

 Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

 Please indicate all relevant information about the course assessment and how students are informed 

2.BOOK [22914286]: EUROPEAN SOCIAL POLICY AND SOCIAL RIGHTS, (2013), DIMITRIS VENIERIS, ATHENS:TOPOS

The examination will be carried out through MS TEAMS. The link will be sent to students via eclass exclusively to the institutional accounts.

They will also take part in the examination with a camera which they will have open during the examination. Before the start of the exam, students will show their academic identity to the camera, so that the integrity and reliability of the exam are ensured.

Background, General Knowledge, Scientific Area, Skill Development

Upon completion of this course students should:

• Have acquired sufficient knowledge and skills to be able to delve, through a critical point of view, into the basic mechanisms of intergenerational social mobility.
• Be familiar with the dialogue on linking transnational social mobility with equal opportunities.

Have the ability to extract, evaluate and interpret data from a variety of sources in order to analyze issues of intergenerational transfer of resources and status from a comparative point of view.

They should also have the ability to conduct independent research:

• To compose interpretations and opinions, and to develop systematic, critically oriented argumentation in combination with sufficient empirical documentation.
• Write a text that meets the specifications of the scientific work (in terms of structure, analysis, documentation, as well as the presentation of empirical data and bibliographic reports).

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Autonomous work

Work in an interdisciplinary environment

Production of new research ideas

Promoting free, creative and inductive thinking

Exercise criticism and self-criticism

Decision making

1) Social mobility: what is it?

2) Distinction between intragenerational and intergenerational social mobility.

3) Distinguish between absolute and relative intergenerational social mobility.

4) The conceptual framework of social mobility.

5) The concept of equal opportunities.

6) Theoretical approaches for the transfer of advantages or disadvantages from generation to generation (A). Overview.

7) Theoretical approaches for the transfer of advantages or disadvantages from generation to generation (B). Critical evaluation.

8) Investigation of data and analysis methodologies.

9) Empirical assessments of social mobility in developed countries.

10) The impact of economic growth, the labor market and the welfare state.

11) Formulation of policy proposals for the expansion of intergenerational mobility.

12) Concluding remarks.

13) Presentation of work

1. Use when delivering the PowerPoint course.
2. Posting of basic elements of the courses in the e-class.
3. Research in the literature and databases.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

 The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

 Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

 Please indicate all relevant information about the course assessment and how students are informed 

Background, General Knowledge, Scientific Area, Skill Development

a) be familiar with the working environment and the requirements of the respective professional field;

b) be prepared to pass smoothly from their academic studies to the field of professional competences of the collaborating bodies;

c) gain professional experience and make contacts with the labour market.

In particular, students, will be informed of the work of public and wider public sector bodies (such as ministries, regional and local government, independent authorities, etc.), private organizations as well as the third sector of the economy (NGOs, social economy, unions, cooperatives, trade unions, etc.) in terms of planning, implementation and evaluation of interventions to address social problems and alleviate social inequalities in the sectors of social security, social welfare and in particular child protection, health, employment, education, training and lifelong learning, immigration and refugee policy, housing, justice, crime and penitentiary policy, environmental policy, gender equality, counseling and professional orientation, addictions, mental health, protection and reintegration of vulnerable social groups, etc.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Project design and management

Critical thinking

Promoting free, creative and inductive reasoning

Students are informed of the registry and the selection of collaborating institutions, their subject of their work in the institutions where they will be employed, attend a meeting of the internship liaison office, discuss and exchange impressions from their experience with each other and with representatives of the institutions.

Guidance via e-class https://eclass.duth.gr/courses/OKA174/

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Weekly individual supervision meetings        3

On-site cooperation in collaborating bodies  2

Internship in a collaborating body  320 hours corresponding to 125

Homework           10

Problem Solving   5

Report Writing      5

Course total          150

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

The  internship institution supervisor evaluates them as regards the observation of their duties and their performance (30% of the internship grade).

The academic supervisor evaluates students overall activity taking into account their report, the internship institution supervisor evaluation and their cooperation with him/her(20% of the internship grade).

Background, General Knowledge, Scientific Area, Skill Development

·         Teamwork

·         ICT Use

·         Working in an interdisciplinary environment

·         Production of new research ideas

·         Equity and Inclusion

·         Critical thinking

·         Promoting free, creative and inductive reasoning

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Decision making

Autonomous work

Exercise criticism and self-criticism

Respect for diversity and multiculturalism

Promoting free, creative and inductive thinking

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

 Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

 Please indicate all relevant information about the course assessment and how students are informed 

1) The elaboration of a study

2) The study presentation

3) The written examination.

 Preparation and presentation of works:

The criteria for writing academic texts, essays and presenting academic works apply. The main criteria are the accuracy and clarity of the use of terminology, the clear organization of the content and the appropriate use of the literature to develop the topic of the work. In the presentation it is necessary to use IT

Esping-Andersen, G., (2014), Οι τρεις κόσμοι του καπιταλισμού της ευημερίας, Αθήνα: Τόπος
με ΚΩΔ. ΕΚΔΟΤΗ: 33133639

Background, GeneralKnowledge, Scientific Area, Skill Development

·         At the completion of the course, students should be able to:

(a) Understand and analyze the process of the development of the modern state

(b) Understand the role of governments, parties, elites and public administration in the modern state

(c) Understand how the transformations of capitalism differentiate the role of the modern state.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

2.       From Leviathan to the genesis of the modern state

3.       Economic elites and dominant class

4.       Theoretical approaches on the state

5.       The purpose and the role of the Government

6.       The institutions of the State

7.       From night-watchman to the welfare state

8.       State, Party, Transition

9.       Paternalistic Capitalism

10.   The Miliband – Poulantzas debate on the capitalist state

11.   Neoliberalism and the Regulation State

12.   Governance and New Public Management

13.   The state under the economic crisis and the COVID 19

Posting key elements of the course at e-class.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

 Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 Please indicate all relevant information about the course assessment and how students are informed 

Carnoy, M., (1990), State and Political Theory, Athens: Odysseas (in Greek)

Miliband, R., [1969] 2016, The State on the Capitalist Society, Athens: Koukida.

Hay, C., Lister, M., Marsh, D., 2011, The State, Athens: Savvalas

Anderson, P., (2003), The Absolutist State, Athens: Vivliopolis (n Greek)

Balibar, E., (2014) State, Masses and Politics, Athens: Εktos Grammis (in Greek).

Carrillio, S., (1978), Eurocommunism and the State, Athens: Themelio (in Greek)

Engels, F, (1984), The Origins of the Family, Private Property and the State, Athens: Themelio (in Greek)

Esping Andersen G., (2014, The Three Worlds of Welfare Capitalism , Athens: Topos (in Greek)

Galbraith J. K., (1969), The new Industrial State, Athens: Papazisi (in Greek)

Gough, I., (2008), The Political Economy of the Welfare State, Athens: Savvalas (in Greek)

Lenin, I.V., (2012) State and Revolution, Athens: Syghroni Epochi (in Greek)

Martinussen, J., (2007), Society, State, Market, Theories of Development, Athens: Savvalas (in Greek)

Papandreou, A., (1974), Paternalistic Capitalism, Athens: Karanassi (in Greek).

Poulantzas, N., (2001), State, Power, Socialism, Athens: Themelio (in Greek).

Schumpeter, A.J., (2006), Capitalism, Socialism and Democracy, Athens: Papazisi (in Greek)

Strange, S., (2004), The Retreat of the State, Athens: Papazisi (in Greek)