The Program focuses on the study of students' learning and how educational practices can be improved in relation to students' social and personal development and the development of their psychological resilience. The main aim of the programme is to provide students with a comprehensive understanding of the psychological and educational theories that underpin the understanding, design, implementation, and evaluation of educational programmes and interventions.

By the time they graduate, it is expected that students will be able to:

1. Apply psychological principles to promote positive student outcomes such as improved academic achievement, motivation, and social-emotional resilience and well-being.

2. Pursue advanced research in school psychology and work in a variety of settings, including schools, universities, research institutions, and government agencies.

3. Communicate effectively about issues in the field of school psychology to diverse audiences, including teachers, parents, policymakers, and the general public.

4. Synthesize knowledge and skills in areas of psychology relevant to education and relevant to both the application and promotion of knowledge in this area.

5. Develop critical awareness of scientific, social, and cultural issues in the context of psychology in the field of education.

6. Explain and apply theories, techniques, and skills of psychology and psycho-pedagogical methods with a view to both the prevention and primary treatment of common and routine emotional and behavioral difficulties and problems of students in the school environment.

7. Synthesize and cultivate high cognitive functions and the development of skills with value, emotional and interpersonal dimensions for students to successfully meet the demands of their profession and the developments of the times.

8. Design, construct, implement, and evaluate psycho-educational programmes that can be used in the context of the school.

9. Design, construct, implement and evaluate intervention programmes in the context of the school's operation.

10. Become familiar with the basic principles underlying the management of pupils' problems and difficulties.

11. Compare and techniques to design and implement to deal appropriately and effectively with pupils' difficulties.

The program, and trains educational professionals who will staff mental health organizations, Special Education Units, General Education Units, Interdisciplinary Support Committees (ΕΔΥ), Diagnostic, Evaluation, Counseling, and Support Centers (ΚΕΔΑΣΥ), Reception Structures for Refugee Education (ΔΥΕΠ), child protection institutions, and educational/care centers for children and adolescents with disabilities and/or special educational needs, among others.

General Criteria for Distance Learning
All Distance Learning Programmes are offered by means of E-Learning methods. Therefore, students applying to enter DL Programmes, additionally to the academic requirements of each programme, they must have a good level of digital literacy:
The list of prerequisite digital literacy and equipment that the student should have available in order to participate and be an active member of the program include:

- Access to reliable broadband internet
- Computer with camera and microphone capacity
- Smartphone
- Ability to send and receive emails and files
- Ability to operate within a web digital environment such as the learning platform
- Ability to manage word-processing, presentation and other basic office application functions.

General Criteria

The admission requirements are specified in the General Student Regulations as well as in the Frederick University Studies Regulation.

An undergraduate degree from a recognized university or the equivalent international qualification or an acceptable professional qualification is considered a main academic requirement.
Additionally, very good knowledge of Greek and English is extremely important. The demonstration of satisfactory knowledge of English language (suitable qualifications may include TOEFL, IELTS, GCSE, IGCSE, and Cambridge Certificate of Proficiency in English or equivalent) is an advantage.

Special Criteria

• For admission to the Applications of Psychology in the School Community program, applicants must hold an a degree in Psychology, Education or other related discipline from an accredited university or an equivalent international qualification is considered the primary academic requirement.
• They must also meet the criteria of proficiency in Greek as specified by the Department (Language Level C1 of the Common European Framework of Reference for Languages or other equivalent qualifications), and a very good knowledge of English (acceptable certificates may include TOEFL, IELTS, GCSE, IGCSE and Cambridge Certificate of Proficiency in English or equivalent).

Prospective students are expected to submit their application and all related documents, such as copies of their degrees, transcripts, one letter of recommendation of professors or supervisors in the workplace, a name/surname and contact information of professors or supervisors in the workplace that may be asked to provide a recommendation, and a research interest report. Where the Program Committee deems necessary, the candidates may be asked for an interview meeting.
By the expiry of the application deadline for admission to the program, the Evaluation Program Committee will evaluate prospective students based on specific criteria, such as academic records, recommendation letters, digital literacy, research interests, interview, work experience, knowledge of Greek and / or English etc. The committee decisions are announced by electronic mail or otherwise to all candidates.

Recognition of Prior Learning
There are no specific arrangements for recognition of prior learning for this Program. Candidates can be granted transfer credits according to the general arrangements for recognition of prior learning of the University.

Examination Regulations, Assessment and Grading

i. The performance of students is judged through a wide range of assessment modalities such as exams, written work, e-portfolios, presentations, etc. The course grading will be based on the official scale (0-100). Students failing in one course (under grade 50) will be given a second chance for examination without repeating the course. If they fail second time, in case of electives, they can choose another course.
ii. The Master’s thesis can only be undertaken when all necessary compulsory courses have been successfully completed.

Graduation Requirements

Students complete the program and obtain a Master in Applications of Psychology in the School Community after successfully completing 90 ECTS (or 110 ECTS with an internship) as shown by the structure of the program. The graduation of the student assumes that the total weighted average of the student's score is greater than 5.00 / 10.00.

In cases where the total weighted average of the student's score is less than 5.00 / 10.00, the student must enroll and successfully complete additional courses or repeat his / her studies in certain courses to improve the overall weighted average grade.

Access to Further Studies

The graduates of the Program have access to doctoral programmes (3rd Cycle) in relevant disciplines.