The aim of the subject is to gain the particular level of knowledge about human body and its development. It is neccessary for the understanding of specific biological characteristics of children and adolescents linked to development.
Drobný I., Drobná M.: Biológia dieťaťa pre špeciálnych pedagógov I. a II. Bratislava, PdF UK, 2000
Lipková V.: Somatický a fyziologický vývoj dieťaťa. Osveta Bratislava, 1980
Malá H., Klementa J.: Biológia detí a dorastu. Bratislava, SPN, 1989
Written test
Human ontogenesis. Postnatal development. Age specific features of skeletal and muscalar, circulatory, respiratory, gastrointestinal and urinary systems. Reproductive system. Endocrine system. Nervous system. Age specifics of selected diseases and drug dependence arise. Human population and environment.
Acquisition of basic morphological and physiological knowledge about individual organs and systems of the human body with a focus on the specifics of childhood and adolescence. Familiarity with developmental and growth characteristics and with the most common diseases in these stages of ontogenesis.
Written test
DIRECTIVE no. 1/2011 on the basic requisites of final theses, rigorous theses and habilitation theses, their publication and making available during the period of their preservation and control of originality valid for UUPJŠ in Košice and its components
The areas of the state final examination are listed in the information sheets of the subjects.
The bachelor thesis is the result of the student's own work. It must not show elements of academic fraud and must meet the criteria of good research practice defined in the Rector's Decision no. 21/2021, which lays down the rules for assessing plagiarism at Pavol Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the training process and in the process of the thesis defense. Failure to do so is grounds for disciplinary action.
Presentation of the results of the bachelor's thesis, answering the opponent's questions and answering the questions of the members of the examination commission.
The bachelor's thesis demonstrates mastery of the basics of theory and professional terminology of the field of study, acquisition of knowledge, skills and competencies in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them creatively in solving selected field problems. The bachelor thesis may have elements of compilation. The student demonstrates the ability of independent professional work in terms of content, formal and ethical. Further details on the bachelor thesis are determined by Directive no. 1/2011 on the basic requirements of final theses and the Study Regulations of UPJŠ in Košice for the 1st, 2nd and joint 1st and 2nd degree.
1. BUZKOVÁ, K. 2006. Fitness jóga. Praha: Grada. 167 s.
2. ČECHOVSKÁ, I., MILEROVÁ, H., NOVOTNÁ, V. Aqua-fitness. Praha: Grada. 136 s.
3. EVANS, M ., HUDSON, J., TUCKER, P. 2001. Umění harmonie: meditace, jóga, tai-či, strečink. 192 s.
4. JARKOVSKÁ, H., JARKOVSKÁ, M. 2005. Posilováni s vlastním tělem 417 krát jinak. Praha: Grada. 209 s.
5. KOVAŘÍKOVÁ, K. 2017. Aerobik a fitness. Karolium, 130 s.
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines
- effective performance of all tasks- aerobics, water exercise, yoga, Pilates and others
Slovak language
Brief outline of the course:
1. Basic aerobics – low impact aerobics, high impact aerobics, basic steps and cuing
2. Basics of aqua fitness
3. Basics of Pilates
4. Health exercises
5. Bodyweight exercises
6. Swimming
7. Relaxing yoga exercises
8. Power yoga
9. Yoga relaxation
10. Final assessment
Students can engage in different sport activities offered by the sea resort – swimming, rafting, volleyball, football, table tennis, tennis and other water sports in particular.
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and:
- perform basic aerobics steps and basics of health exercises,
- conduct verbal and non-verbal communication with clients during exercise,
- organise and manage the process of physical recreation in leisure time
1. Carretero Gomez, S., Vuorikari, R. and Punie, Y., DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, Luxembourg, 2017, ISBN 978-92-79-68006-9, https://www.ecdl.sk/
2. Bruff, D. (2019). Intentional Tech: Principles to Guide the Use of Educational Technology in
College Teaching (1st edition). Morgantown: West Virginia University Press.
3. Baker, Y. (2020). Microsoft Teams for Education. Amazon Digital Services.
4. Miller, H. (2021). Google Classroom + Google Apps: 2021 Edition. Brentford: Orion Edition Limited.
Summary evaluation based on ongoing assessment:
1. Practical ongoing assignments and their defense (at least 50% needed)
3. Active participation during face-to-face contact learning in classical or virtual classroom (3 absences allowed) and during online learning (no absence, uploading all individual ongoing assignments)
slovak
01.-02. Basic digital skills, DigComp framework, ECDL
- modern web browser and its personalization
- security, privacy, responsible use of DT
03.-05. Search, collection and evaluation of digital content
- scanning, audio recording and speech resolution, optical resolution (OCR)
- digital notebooks (Google keep, Evernote, Onenote)
- evaluation of digital resources (Google forms and sections)
06.-08. Editing and creating digital content
- cloud and interactive documents
(text and spreadsheet editors - Google, Microsoft, Jupyter)
- work with pdf documents, e-books and videos
(Kami, Google books, Screencasting)
09. - 10. Organization, protection and sharing of digital content
- modern LMS and cloud storage
(Google Classroom, Microsoft team, Google Drive, Dropbox)
- time management (Google Calendar)
11.-13. Digital communication and cooperation
- collaborative interactive whiteboards (Jamboard, Whiteboard)
- online presentations and online meetings
(Google presentations, Powerpoint, Google meet, Microsoft teams)
The student should obtain and know to apply basic knowledge and skills in working with current digital technologies (mobile phone, tablet, laptop, web technologies):
1. according to the current European framework for the Digital competence DigComp and ECDL
2. for better and more effective learning, work and active life in higher education, later lifelong learning and further career prospects.
• PEKÁR, Martin: Kapitoly zo svetových dejín 1848 - 1918. Prešov 2005, 60 s.
• SKŘIVAN, Aleš: Evropská politika, 1648-1914. Vyd. 1. Praha: Aleš Skřivan ml., 1999. 272 s.
• VACULÍK, Jaroslav: Obecné dějiny novověku IV. (1789-1918). 1. vyd. Brno: Masarykova univerzita, 1999. 174 s.
• KOHÚTOVÁ, Mária: Vybrané kapitoly z dejín novoveku. Trnava : Trnavská univerzita, 2008. 175 s.
• HROCH, Miroslav: Obecné dějiny novověku I. Praha : Státní pedagogické nakladatelství, 1966. 336 s.
• HROCH, Miroslav: Obecné dějiny novověku II. Praha : Státní pedagogické nakladatelství, 1989. 544 s.
• HROCH, Miroslav a kol., Encyklopedie dějin novověku 1492-1815, Praha : Libri, 2005. 416 s. ISBN: 80-7277-246-5.
• Tkadlečková, H.: Úvod do politických dejín Európy 1871-1945. Nitra 2011
• SKŘIVAN, Aleš: Lexikon světových dějin 1492-1914. Praha Nakladatelství Aleš Skřivan ml., 2002. 447 s.
• HROCH, Miroslav: Dějiny novověku. Albra, 2009. 169 s. ISBN: 978-80-86287-14-0
• Pečenka, M. et al.: Encyklopedie moderné historie. (3. rozšírené vydanie). Praha : Libri 1999, 655 s.
• TIBENSKÝ, Ján: Dejiny Novoveku 1. Bratislava : Slovenská akadémia vied, 1955. 421 s.
• Veselý, Z., Dějiny mezinárodních vztahů, (2.vyd.) Plzeň 2010. 605 s.
• Gilbert, M., Dějiny dvacátého století 1900 - 1933 svazek I. Praha, NLN, 2005
• VESELÝ, Z.: Smlouvy, pakty, dohody: slovník mezinárodně politických a diplomatických aktů. Praha: Epocha, 2006. 288 s. ISBN 8086328953.
• HYNA, Alfréd: Vybrané kapitoly z dějin novověku II: dějiny Balkánu 1800-1913. Plzeň: Západočeská univerzita, 1999, 168 s.
• VESELÝ, Z.: Mezinárodní vztahy v datech: (od starověku do současnosti). Praha : Professional Publishing, 2008, 386 s. ISBN 9788086946658.
• Purvis, Thomas: Encyklopedie dějin USA. Brno 1999, 575 s.
• NÁLEVKA, V.: Koncert velmocí - Mezinárodní vztahy v letech 1871-1914. Triton, 2006, 256 s. ISBN 8072547631.
• Oxfordský slovník světových dějin. Praha : Academia, 2005. 680 s. ISBN 8020010548.
• Werner Hilgermann - Hermann Kinder: Encyklopedický atlas světových dějin. Praha : NLN, 2002. 628 s. ISBN 807106243X.
• MEJDŘICKÁ, Květa (red.), Dějiny novověku 1 (1648-1815), Praha 1969
• KABRDA, Josef a Josef KOLEJKA a Richard PRAŽÁK. Dějiny národů střední a jihovýchodní Evropy : v období od Velké francouzské revoluce do roku 1918. Část 1, 1790-1878. 1. vyd. Praha: Státní pedagogické nakladatelství, 1963. 174 s.
• Kol.: Atlas svetových dejín 2. /Stredovek – novovek/. VKÚ Harmanec, 2001. 56 s.
• BLACK, Jeremy: Evropa osmnáctého století. Praha: Vyšehrad 2003, 543 s.
• RAPPORT, Michael: Evropa devatenáctého století. Praha: Vyšehrad, 2011, 436 s
Preparation of two seminar papers of required quality elaborated on the basis of specialized literature and presented by a student during exercise + presentation in ppt. (at least 10 slides). The paper should consist of at least 5 standard pages (1.5 lining, TIMES NEW ROMAN, 12), however, it should not have more than 10 standard pages, it must contain notes and bibliography. Active participation in seminar-preparation for individual seminars by means of studying the text assigned in advance. Final written test.
Slovak
The French Revolution as a phenomenon of European history of Modern Era (Causes of crisis of the French society, stages and course of the French Revolution)
The Napoleonic Era in the history of France, division of the world after the Congress of Vienna in 1814-1815
Development in Europe in 1815 – 1848 (particularities of the so-called "Metternich" system, establishment and activities of the Holy Alliance, events of 1830s and 1840s in Europe, liberation movements in Serbia and Greece).
Decline of the Ottoman Empire in the 19th century (Demonstrations of timar-sipahi system crisis, reforms of Sultan Selim III (1761 – 1808), the Tanzimat period (1839–1876). The Eastern question at the end of Modern Era (the Third Balkan Crisis (1875-1879), Congress of Berlin and the Bosnian Crisis).
Revolutionary years 1848 - 1849 (revolutionary years and their causes and consequences for development of European continent, description of revolutions in individual countries).
Historical development of the Far East in 1839 – 1905 (involvement of great powers and division of influence, the so-called “Opium Wars”, Sino-French war, Meiji reforms in Japan, Sino-Japanese war, "Boxer" Rebellion in China, Russo-Japanese war).
Development in USA in the 19th century – on the road to isolationism + causes, course and results of civil war in the USA (1861-1865)
The end of colonial division of the world and attempts at its new division (Dissolution of Spanish colonial domination on American continent, Characteristics of colonial division of the world at the end of the 19th century, fighting for colonies in Africa at the end of the 19th century and at the beginning of the 20th century).
The aim of the course is to present the history of the "long" 19th century from the French Revolution (1789) to the First World War (1914-1918), in political, social and cultural connections. The priorities include development of European great powers and especially development of their political system, history of great ideological systems of the 19th century, history of symbolical aspects of revolutions, history of intellectual movements and cultural institutions with political importance. The course also involves analysis of basic terms connected with the 19th century, i.e. revolution, secularization, nationalism, imperialism, liberalism, feminism. The course is primarily focused on development in Europe and USA, but also other issues of development on the Far East, dissolution of the Ottoman Empire or decolonization of Africa will be discussed. The course graduates will be able to understand basic development trends of the 19th century and to interpret also new definitions and issues connected with this period.
Slovak
Chronologization and characteristics of the period. Unification of Spain and overseas discoveries. History of reformation. Charles V of Habsburg. France in the 16th century. England during the reign of the Tudors. The Dutch Revolution. Revolution in England in the 17th century. The Thirty Years War. France during the reign of Louis XIV. Poland and Russia in the 16th and 17th centuries. Frederick II the Great of Prussia. The reign of Peter the Great and Catherine II. Colonies of European states in the 17th and 18th centuries. Establishment of the United States of America. Culture and art from the 16th to the 18th century.
Active participation in seminars
Written tests: 40%
Oral exam: 60%
The Slovak National Uprising and the liberation of the Czechoslovak Republic. Restoration of the Czechoslovak Republic and the political and economic development in 1945 – 1948 (political system, economy, relationships between Czechs and Slovaks, status of minorities). Coup d'état in February 1948. Czechoslovakia in 1948 – 1960 (economy, politics, administration system, persecutions and political processes, status of Churches). Early Spring and attempts at reform of socialism. August 1968, its preconditions and consequences. Federation of Czechoslovakia. “Normalisation”. Development of the state until 1989 (economic, political situation, formation of opposition groups. Slovak exile. “Velvet” Revolution. Economic and political relations in the state. Establishment of the Slovak Republic. Political, economic and national development in 1993-2004. Accession to the European Union.
During the continuous and final assessment, students will demonstrate adequate mastery of the content standard of the course, which is defined by the required reading list, and will demonstrate mastery of the performance standard, within which students, after completing the course, will be able to ask probing questions (i.e., formulate scientific problems) based on knowledge of the basic historical categories, phenomena, events, and processes of Slovak history after 1945, be able to apply the acquired knowledge in various situations and when working with primary and secondary sources, be able to methodologically, methodologically, and ethically use, verify, and interpret the acquired knowledge, structure the results of their studies, and formulate their own conclusions.
Completing of the course requires active participation of students in seminars, presentation and submission of seminar papers, passing of a test and, subsequently, a final exam within the extent of bibliography defined by the teacher.
Slovak
Slovak
Chronologization and characteristics of the period. Political consequences of battle of Mohacs. Hungarian administration and process of modernisation of the Habsburg Monarchy. Ottoman expansion in the 16th century.
The Renaissance culture and Humanism in Slovakia in the 16th century. Causes of insurrections of the estates and the revolt of Stephen Bocskay. The insurrection of Gabriel Bethlen and George I Rákóczi. Political development in the Kingdom of Hungary from peace in Linz until 1683. Defeat of Turks at Vienna and occupation of the Kingdom of Hungary. The insurrection of Francis II Rákóczi. Foreign policy of the Habsburgs in the 18th century. Reformation activities of Maria Theresa.
The aim of the course is to make students familiar with the knowledge of modern history of Slovakia in the Slovak historiography and develop their knowledge by combining interpretation and their own activity.
SOLOMON, Gwen and Lynne SCHRUM, 2014. Web 2.0 How-to for Educators. Second. International Society for Technology in Education, 314 p. ISBN 978-1564843517.
STOBAUGH, Rebecca, 2019. Fifty Strategies to Boost Cognitive Engagement: Creating a Thinking Culture in the Classroom (50 Teaching Strategies to Support Cognitive Development). Solution Tree Press, 176 p. ISBN 978-1947604773.
LEMOV, Doug, 2015. Teach Like a Champion 2. 0: 62 Techniques That Put Students on the Path to College [online]. 2nd edition. John Wiley & Sons, Incorporated, 509 p. [cited 2021-7-10]. ISBN 9781118898628. Available from: https://ebookcentral.proquest.com/lib/upjs-ebooks/detail.action?docID=1895720
European Schoolnet: Transforming education in Europe [online]. [cited 2021-7-10]. Available from: http://www.eun.org/home
Science On Stage Europe [online]. Science on Stage Europe e.V. [cited 2021-7-10]. Available from: https://www.science-on-stage.eu/
Conditions for ongoing evaluation:
1. Creation of a worksheet for student.
2. Creation of a multimedia educational game.
3. Creation of an interactive educational quiz.
4. Creation of an instructional educational video.
Conditions for the final evaluation:
Creation and presentation of final project on the use of educational software in education.
Conditions for successful completion of the course:
Obtaining at least 50% of points for ongoing and final assignments.
Slovak and partly English due to selected programs and information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic), teaching is provided at a distance through video conferencing programs and LMS.
1. Overview of educational software and educational web resources and tools.
2. Creating and processing of materials for teaching aid .
3. Creation and use of electronic and interactive educational documents (worksheets, presentations, textbooks and workbooks).
4. Creation of instructional educational video.
5. Electronic voting and questionnaire creation.
6. Creation of didactic tests and educational games. Gamification elements, tools and environments.
7. Collaborative web applications.
8. Online communication tools.
9. Complex online learning environments.
10. Online educational platforms, repositories, projects and competitions.
11. Simulations and modelling. Subject-focused educational programmes.
12. Use digital tools to plan, monitor, differentiate and personalise learning. Accessibility of digital tools and learning resources.
Students will receive, resp. deepen their basic skills in working with:
a) presentation software, programs for creating and editing images, animations, diagrams, sounds, conceptual maps,
b) programs for the creation of didactic tests, questionnaires, surveys,
c) simulation and modeling software,
d) selected subject-oriented educational programs,
Students present and discuss their idea of the use of educational software and educational Internet resources and tools in the selected school subject.
To teach the students to know and to be aware of the importance of the behavioural aspect in biological sciences
1.J.B.Balcome: Second nature. The inner life of animals. Palgrave.McMillan,2010.
2. T.J.Carew: Behavioral Neurobiology. Sinauer Assoc., Sunderland, 2000.
3. Franck, D.: Verhaltensbiologie. Einfuhrung in die Ethologie. Georg Thieme-Verlag, 1993
4. Manning, A., Dawkins, M. S.: An introduction to animal behaviour. Cambridge University Press, 1992
5. DRICKMER, L.C., VESSEY, S.H., MEIKLE, D. Animal Behavior: mechanisms, ecology, evolution. 4th ed. Dubuque : Wm.C. Brown Publishers, 1996. Internet
Fulfilled conditions for the exercises
Successfully completed oral exam
History and development of ethology. Ethological methods. The innate forms of behaviour. The simplest forms of learning – conditioning and instrumental learning. Higher form of learning. Social behaviour. Sexual behaviour. Play behaviour. Biological rhythms. Orientation in space and animal migrations. Communication systems of animals. Emotions. Aggression in animal and human behaviour. Abnormal forms of behaviour
To teach the students to know and to be aware of the importance of the behavioural aspect in biological sciences
Thematical presentations
Oral examination
Anzenbacher, A.: Introduction to philosophy. Transl. K. Sprunk. Prague: SPN 1990. Hadot, P.: What is ancient philosophy. Transl. M. Křížová. Prague: Vyšehrad 2017. Leško, V.: History of Philosophy I. From Thales to Galileo. Prešov 2007. Leško, V.: History of Philosophy II. From Bacon to Nietzsche. Košice 2008. Patočka, J.: Platón. Prague 1991. Patočka, J.: Aristotelés. Prague 1994. Anthology of the works of philosophers. Pre-Socratics and Plato. Compiled by J. Martinek. Bratislava: Epoch 1970. Pre-Socratics and Plato. An anthology of the works of philosophers. Remainder J. Martinka. Bratislava: Iris 1998. Anthology of the works of philosophers. From Aristotle to Plotinus. Remainder J. Martinka. Bratislava: Pravda 1972. From Aristotle to Plotinus. An anthology of the works of philosophers. Remainder J. Martinka. Bratislava: Iris 2006.
Rating
Conditions of continuous control and awarding of assessment:
Active participation in teaching, the student has assignments during the semester - 2 assignments (Electronic subject bulletin board).
During the semester, students take a knowledge test and a final knowledge test.
If the teaching is carried out in a classical way - face-to-face form of teaching. In the case of the distance form of study, emphasis is placed on independent study and written processing of assignments (seminar work as a project for the entire semester, submission of partial outputs by the specified date. Electronic bulletin board). The condition for registering for the exam is to pass the final written test on the basic problems that are connected with the development of philosophical thinking from Thales to Nietzsche.
Conditions for awarding the exam: only after successfully passing the knowledge test - the final test, the student can take the written exam. After its successful implementation, the student will receive credits for the subject.
Ancient philosophy - origin and development of ancient Greek philosophy • Classical Greek philosophy • Hellenistic philosophy • Medieval philosophy – origin and formation • Renaissance philosophy • Modern philosophy – founders and great systems • Modern empirical-sensualist philosophy • French Enlightenment philosophy • German classical philosophy • Philosophy 19th century after Hegel
Students will gain an understanding of the fundamental issues in the history of philosophy from Thales to Nietzsche. The discipline presents an overview of more specialized philosophical topics and works that influenced the development of disciplines such as psychology and social work. Students will acquire basic terminology from philosophy by studying source texts of periods of the history of philosophy in relation to the discipline of their field of study. The student acquires the ability for a deeper understanding of historical events, where the emphasis is placed on critical thinking with an emphasis on self-knowledge.
The information is updated annually in the subject's electronic message board in AIS2 or in the MS Teams environment.
- ŠANDEROVÁ, Jadwiga. Jak číst a psát odborný text ve společenských vědách. Praha: Slon, 2005.
- COECKELBERGH, Mark. Etika umělé inteligence. Praha: FILOSOFIA, 2023.
- ABDAAL, Ali. Feel-Good Productivity. Panguin Random House UK, 2023.
- SEIXAS, Peter - MORTON, Tom. The Big Six. Historical Thinking Concepts. Nelson Education, 2013.
- STOREY, William Kelleher. Writing history. A guide for students. 4th edition. New York; Oxford: Oxford University Press, 2013.
- Rozhodnutie rektora č. 1/2025, ktorým sa upravujú zásady používania umelej inteligencie na Univerzite Pavla Jozefa Šafárika v Košiciach
- Smernica č. 1/2011 o základných náležitostiach záverečných prác
Mastering the conditions of continuous assessment with an overall score of at least 80% (active participation in teaching in accordance with the study regulations and the teacher's instructions, submission of the required outputs: annotation, source analysis, digital tool output, essay).
Slovak
Historical thinking and the information cycle.
Digital databases, searching, evaluating information.
Working with primary and secondary sources.
Fundamentals of academic integrity and ethics in the use of AI.
Annotation of academic texts.
Digital tools.
Knowledge:
- the student can define historical sources and secondary sources, their function and significance in historical research
- understands the basic principles of academic integrity, citation and plagiarism
- understands the individual steps leading from the formulation of a problem to the presentation of results in research (scientific) activity, can name these steps, explain and apply them when solving a simple historical research problem, and understands that scientific research is not chaotic, but has a certain logic and methodological sequence
Subject-specific skills:
- the student is able to analyze and classify a simple historical source (textual, visual, or digital)
- creates an annotation of a secondary historical text with a focus on key theses and arguments
- knows how to use basic digital tools to organize sources and notes and support their studies
Transferable skills:
- students critically assess the quality, relevance, and credibility of information from various sources, including AI
- reflect on their learning style and approach to digital technologies
- apply an ethical approach to digital tools (AI translators, summarizers) in an academic context
Slovak
Literature:
Plháková, A. (2023). Učebnice obecné psychologie (4th Edition). Academia.
Sternberg, R., Sternberg S. (2016). Cognitive Psychology (7th Edition). Wadsworth Publishing.
Cognitive Psychology (2020). A Student's Handbook (8th Edition). Psychology Press.
Other recommended literature:
Fredrickson, B., Lutz, C., Loftus C., Nolen-Hoeksema, S. (2020). Psychologie Atkinsonovej a Hilgarda. Cengage.
Körtvélyessy, L., Štekauer, P., & Kačmár, P. (2022). Creativity in Word Formation and Word Interpretation: Creative Potential and Creative Performance (1st vyd.). Cambridge University Press. https://doi.org/10.1017/9781009053556
Example of recommended journal articles:
Bago, B., Kovacs, M., Protzko, J., Nagy, T., Kekecs, ... Kačmár, P., … Aczel, B. (2022). Situational factors shape moral judgements in the trolley dilemma in Eastern, Southern and Western countries in a culturally diverse sample. Nature Human Behaviour, 6(6), Article 6. https://doi.org/10.1038/s41562-022-01319-5
History of cognitive psychology. Research of cognition in the period of psychology as a scientific discipline. The emergence of cognitive psychology.
Cognition - general characteristics. Structure of cognitive processes. Paradigms in cognitive psychology: S-R scheme, information processing model, evolutionary approach, connectionist approach. Stimuli and mental representations.
Perception - sensory processes. Perception - organization of the perceptual field, object recognition, specific types of perception.
Attention - selection and division of attention. Theories of attention. Automatic and controlled processes and attention.
Memory - models, types of memory, memory processes.
Learning - classical conditioning, operant conditioning and other types of learning.
Mental representations and ideas. Thinking – concepts and operations. Language and thinking. Thinking and speech.
Judgment, decision making, problem solving, creativity. Current research of cognitive processes.
During the semester, the student is required to complete three tasks:
A) Written examination (max. number of points is 15, the required number of points is 8). The date is by default scheduled after a consultation week.
B) Presentation of a seminar work on a chosen topic (max. number of points is 15, the required number of points is 8).
C) Active participation during the seminar (max. number of points is 10, the required number is 1).
To proceed to the final exam, it is necessary to obtain more than half of the total points that can be gained during the semester (note that a minimum number of points for activities A, B and C should be fulfilled as listed above).
The final exam is in a written form. A student can get a maximum of 60 points. To pass, a student needs to obtain 31 and more points (note that credits will not be awarded to a student who gets less than 31 points from the final exam and whose sum of points obtained during the semester and the final exam is less than 51).
The final mark is created by adding the points that the student gained during the semester and the final exam. At least 90 points must be obtained to obtain an "A" rating, 80-89 points to obtain an "B" rating, 70-79 points to obtain a "C" rating, 60-69 points to obtain a "D" rating and 51 to obtain an "E" rating 51 -59 points.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Lectures and activities are adapted to both, physically present and distance form of education. For further information and current changes in the form of teaching (distance vs. full-time), please see electronic noticeboard.
History of cognitive psychology. Research of cognition in the period of psychology as a scientific discipline. The emergence of cognitive psychology.
Cognition - general characteristics. Structure of cognitive processes. Paradigms in cognitive psychology: S-R scheme, information processing model, evolutionary approach, connectionist approach. Stimuli and mental representations.
Perception - sensory processes. Perception - organization of the perceptual field, object recognition, specific types of perception.
Attention - selection and division of attention. Theories of attention. Automatic and controlled processes and attention.
Memory - models, types of memory, memory processes.
Learning - classical conditioning, operant conditioning and other types of learning.
Mental representations and ideas. Thinking – concepts and operations. Language and thinking. Thinking and speech.
Judgment, decision making, problem solving, creativity. Current research of cognitive processes.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
The main goal of the course is to acquaint students with cognitive psychology, as a scientific discipline that deals with the study of human cognition, and to provide them with the current knowledge related to human cognition. In addition, the course also emphasizes the ability to properly understand this knowledge and apply it. For this purpose, the course provides not only an overview of the main theories of selected cognitive processes and the broader context of the discipline but also practice: practical illustrations and systematic encouragement of critical thinking. The main goal of seminars is to train the ability to use and adequately present the acquired knowledge, connect this knowledge to other related areas, think about it independently, discuss it critically and, last but not least, to flexiblty and cretively solve various related model activities.
Knowledge: Students will gain an overview of the history and development of cognitive psychology, including major theories and models. They will acquire knowledge about cognitive processes such as perception, attention, memory, learning, thinking, and language. They will be familiar with the main paradigms of thinking about these cognitive processes and the research methods used in cognitive psychology.
Abilities: Students will develop the ability to think about cognitive processes within the framework of selected theoretical models. They will be able to apply cognitive psychology theories to real-life situations and problems. They will gain the skill to design and conduct experiments to investigate cognitive processes. Students can build upon the acquired abilities and further develop them in subsequent courses.
Skills
Students will be able to use the principles of cognitive psychology to solve practical problems. They will understand optimally functioning cognitive processes as well as their natural limits and will be able to effectively communicate concepts and research findings in the field of cognitive psychology. They will be prepared to critically follow current developments and research in cognitive psychology.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Teaching will take place in person.
ROSENBERG, M. B. 2023. Nenásilná komunikácia. Aktuell. 234 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Sociální psychologie. 2., přepr. a rozš. vyd. Praha : GRADA, 2008. 408 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie I : Člověk a sociální instituce. 1. vyd. Praha : Portál, 1998. 384 s. ISBN 80-7178-269-6.
KOMÁRKOVÁ, Růžena - SLAMĚNÍK, Ivan - VÝROST, Jozef. Aplikovaná sociální psychologie III : Sociálněpsychologický výcvik. 1. vyd. Praha : Grada Publishing, 2001. 224 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie II. 1. vyd. Praha : Grada Publishing, 2001. 260 s.
.
1. Active participation in teaching (absence allowed max. 90 min.),
2. Implementation of assignments and presentation of assignments focused on the application of knowledge, skills and competence in the field of communication with a particular focus on teacher communication in the school environment.
Detailed information in the electronic bulletin board of the subject in AIS2.
slovak
.
Basics of communication (Transmitter-receiver principle, "What is said is not equal to what is heard", "Internal dialogue", The concept of communication)
Active listening (The most important criteria for active listening)
Misunderstandings (How Misunderstandings Arise, How to Avoid Misunderstandings)
Body language (What is body language, Active / passive body language, Dress psychology)
Signs of Physical Expression, Disadvantages of Fake Physical Expression, Difference Between Active and Passive Body Expression
Personality development (Voices in us, "child in me" - identification of one's own personality)
Basics of assertive and non-violent communication. Specifics of communication in the school environment.
The student will acquire knowledge and information about the basics of verbal and non-verbal communication, communication errors, assertive and non-violent communication. The content of the subject will be enriched with knowledge, skills and competencies necessary for the work of a teacher.
The student is able to apply the acquired communication skills in practice, is able to apply effective principles and principles of communication with others, is able to anticipate and thus prevent possible misunderstandings, which will contribute to the development of his social and professional skills.
The student will acquire the competencies to communicate effectively in work and personal life, especially in the school environment.
1. JUNGER, J. et al. Turistika a športy v prírode. Prešov: Fakulta humanitných a prírodných vied PU v Prešove. 2002. 267s. ISBN 80-8068-097-3.
2. PAVLÍČEK, J. Člověk v drsné přírodě. 3. vyd. Praha: Práh. 2002. ISBN 8072520598.
3. WISEMAN, J. SAS: příručka jak přežít. Praha: Svojtka & Co. 2004. 566s. ISBN
8072372807.
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines,
- effective performance of all the tasks defined in the course syllabus
Slovak language
Brief outline of the course:
1. Principles of conduct and safety in the movement in unfamiliar natural environment
2. Preparation and guidance of a hike tour
3. Objective and subjective danger in the mountains
4. Principles of hygiene and prevention of damage to health in extreme conditions
5. Fire building
6. Movement in the unfamiliar terrain, orientation and navigation
7. Shelters
8. Food preparation and water filtering
9. Rappelling, Tyrolian traverse
10. Transport of an injured person, first aid
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and should:
- acquire knowledge about safe stay and movement in natural environment,
- obtain theoretical knowledge and practical skills to solve extraordinary and demanding situations connected with survival and minimization of damage to health,
- be able to resist and face situations related to overcoming barriers and obstacles in natural environment,
- be able implement the acquired knowledge as an instructor during summer sport camps for children and youth within recreational sport.
1. JUNGER, J. et al. Turistika a športy v prírode. Prešov: FHPV PU v Prešove. 2002. ISBN 8080680973.
Internetové zdroje:
1. STEJSKAL, T. Vodná turistika. Prešov: PU v Prešove. 1999.
Dostupné na: https://ulozto.sk/tamhle/UkyxQ2lYF8qh/name/Nahrane-7-5-2021-v-14-46-39#!ZGDjBGR2AQtkAzVkAzLkLJWuLwWxZ2ukBRLjnGqSomICMmOyZN==
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines
- effective performance of all tasks: carrying a canoe, entering and exiting a canoe, righting a canoe, paddling
Slovak language
Brief outline of the course:
1. Assessment of difficulty of waterways
2. Safety rules for rafting
3. Setting up a crew
4. Practical skills training using an empty canoe
5. Canoe lifting and carrying
6. Putting the canoe in the water without a shore contact
7. Getting in the canoe
8. Exiting the canoe
9. Taking the canoe out of the water
10. Steering
a) The pry stroke (on fast waterways)
b) The draw stroke
11. Capsizing
12. Commands
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and:
- implement the acquired knowledge in different situations and practice,
- implement basic skills to manipulate a canoe on a waterway,
- determine the right spot for camping,
- prepare a suitable material and equipment for camping.
The conditions for passing the course are as follows:
1. Active participation in exercises. Max. the missed range is 90 min.
2. Submission of the reflection on the selected topic within the specified time. Reflection topic: My strengths and weaknesses in conflict management. In a short presentation of their reflection, in the form of deconstruction, students will describe their strengths and weaknesses in the management of conflict situations with a focus on the application of knowledge, skills and competences needed in conflict situations in the work environment and the school environment.
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.
Disputes and their causes (Types of disputes, External influences, Be able to reveal the causes of disputes), Dispute origin (Levels of disputes, Escalation warning signals, Escalation removal strategies, Know how to explain escalation stages; How do I approach a dispute?) Dispute Resolution, Dispute Resolution Strategies, Dispute Discussion, Dispute Settlement Initiatives, Knowing how to handle a dispute and how to effectively resolve it), Dispute Resolution (Options, Public Struggle, Covert Struggle, Indefinite Postponement, Agreement, “Fair play ”, compromise, cooperation, capitulation, escape or separation), Prevention (Structures that produce disputes, The meaning and purpose of disputes, Stages and steps of dispute resolution, What does a positive corporate culture mean? Dispute is an incentive for change)
Successful mastery and demonstration of knowledge in the field of conflict management and control of basic rules.
The method of teaching the subject will be oriented to the student. Lecturers will be interested in students' needs, expectations and opinions so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
The student is able to demonstrate an understanding of an individual's behavior in various conflict situations. The student is able to describe, explain and evaluate their own internal resources, competencies as well as limitations and weaknesses that are directly related to conflict management.
The student is able to apply theoretical knowledge and principles of conflict resolution to everyday situations.
After completing the course, students will be able to: a) express and summarize basic knowledge related to conflict management; b) understand the basic rules and dynamics of the origin, course and termination of the conflict; c) apply knowledge in practice, e.g. in the school environment; d) apply key competencies that increase the possibilities of their application in all areas of practice with a special focus on the work of a teacher. They will acquire knowledge from the theory of conflict management as well as capabilities and competences for solving them, e.g. in the context of school teams.
The teaching of the subject is realized with an emphasis on the activity and independence of students.
Science in pedagogy and psychology. Scientific research, scientific thinking. Ethical issues of scientific research. The language of science.
How to write a scientific article, presentation, poster, qualification work. Interpretation of findings, integration of findings into context.
Topic selection, material search, research problem creation. Hypothesis, variable. Types of research plans. Reliability and validity of research
Research sample, methods of sample selection. Preliminary research.
Data collection techniques - questionnaire, experiments, introduction to qualitative methodology, observation, interview.
Viac o tomto zdrojovom texteNa získanie ďalších informácií o preklade sa vyžaduje zdrojový text
Odoslať spätnú väzbu
Bočné panely
1. DITTELOVÁ, E. - ZAVATČANOVÁ, M.: Einführung in das Studium der deutschen Fachsprache. Košice: ES UPJŠ, 2000
2. KNAACK, W. - KUHN, M. - LAUDEL, H. - WALLRABENSTEIN, W.: Reden, Schreiben, Rechnen. Hamburg: Xenos, 1984
3. KOZMOVÁ, R. - BERGLOVÁ, E. - FORMÁNKOVÁ, E. - MAŠEK, M.: Moderná gramatika nemčiny. Bratislava: Fraus, 2003, 312 s.
4. FAST, J.: Körpersprache. Reinberg bei Hamburg: Rowohlt, 1983
5. ILLICHMANN, A.: Arbeitsbuch Psychologie für höhere Lehranstalten. Wien: Verlag Hölder -Pichler - Tempsky, 2006, 259 S.
6. Psychologie heute. Verlagsgruppe Beltz, Julius Beltz GmbH & Co. KG, Werderstr. 10
7. KRENN, W. - PUCHTA, H.: Motive Kompaktkurs D a F, Hueber 2020.
1 written test during the semester (test, min. 60 %), seminar work (verification method presentation of the assigned topic of the seminar min. 60 %)
German, Slovak
1. Introduction to professional language
2. Communication in private and professional life
3. Written communication (CV, job application, complaint)
4. Macrostructure of written documents
5. Our world on the threshold of the third millennium (environment, scientific progress)
6. School system in our country and in Germany
7. Universities in our country and in Germany. Pavol Jozef Šafárik University in Košice
8. Mass media communication and public opinion. Media diversity. Advertising as a means of manipulation
9. Family and personal happiness
10. Multicultural society
11. Prejudices and stereotypes in Slovak and German culture
12. Department of Psychology. My profession
Student develops and consolidates his language competencies, is able to communicate in written and oral form at the level of advanced language knowledge and skills, which it applies in the field of study – psychology. Student presents the results of his seminar work.
1. DITTELOVÁ, E. - ZAVATČANOVÁ, M.: Einführung in das Studium der deutschen Fachsprache. Košice: ES UPJŠ, 2000
2. KNAACK, W. - KUHN, M. - LAUDEL, H. - WALLRABENSTEIN, W.: Reden, Schreiben, Rechnen. Hamburg: Xenos, 1984
3. KOZMOVÁ, R. - BERGLOVÁ, E. - FORMÁNKOVÁ, E. - MAŠEK, M.: Moderná gramatika nemčiny. Bratislava: Fraus, 2003, 312 s.
4. FAST, J.: Körpersprache. Reinberg bei Hamburg: Rowohlt, 1983
5. ILLICHMANN, A.: Arbeitsbuch Psychologie für höhere Lehranstalten. Wien: Verlag Hölder - Pichler - Tempsky, 2006, 259 S.
6. Psychologie heute. Verlagsgruppe Beltz, Julius Beltz GmbH & Co. KG, Werderstr. 10
7. KRENN, W. - PUCHTA, H.: Motive Kompaktkurs D a F, Hueber 2020
1 written test during the semester (test, min. 60 %), seminar work (verification method presentation of the assigned topic of the seminar min. 60 %)
German, Slovak
1. Introduction to professional language
2. Communication in private and professional life
3. Written communication (CV, job application, complaint)
4. Macrostructure of written documents
5. Our world on the threshold of the third millennium (environment, scientific progress)
6. School system in our country and in Germany
7. Universities in our country and in Germany. Pavol Jozef Šafárik University in Košice
8. Mass media communication and public opinion. Media diversity. Advertising as a means of manipulation
9. Family and personal happiness
10. Multicultural society
11. Prejudices and stereotypes in Slovak and German culture
12. Department of Psychology. My profession
Student develops and consolidates his language competencies, is able to communicate in written and oral form at the level of advanced language knowledge and skills, which he applies in the field of study – psychology. He presents the results of his seminar work.
Psychology of cognition, emotions and motivation, personalitiesThemical areas for the state exam in Psychology MOS psychologyPsychological aspects of human cognition. History of cognitive psychology. General characteristics of human cognition, models of cognition. Perception. Sensory and perceptual processes. Basic issues of receiving information, organization of the perceptual field and object recognition. Theories and models of these processes. Attention. Basic functions and properties of attention. Theories of selection and division of attention. Memory and learning. Types of memory. Forgetting. Conditioning and other forms of learning. New memory approaches. Imagination. Basic characteristics of imagination and imagination. Theory of imagination. Types of ideas. Thinking. Basic thought operations. Concepts. Thinking, language and speech. Judgment. Decision making and problem solving. Theories and models of decision making. Creativity Intelligence. Definitions. History of IQ detection. Approaches and theories. Psychology of emotions. Definition of basic terms: emotion, emotion, emotional behavior, emotional states, emotional episodes, moods. Emotional situations. Functions of emotions. Emotion regulation and emotional intelligence. Coping and emotions. Traditional and contemporary approaches to the study of emotions: Philosophical, historical, biological, neurophysiological and psychological approach to the study of emotions. Evolutionary psychological and psychophysiological theory of emotions. Cognitive approaches to explaining emotions. Voice communication of emotions and facial expressions. Functional approach to emotions. Intrapersonal, social and developmental function of emotions. Classification of emotions. Characteristics and research findings related to basic emotions: Joy and happiness. Love and affection. Hate and anger. Fear and sadness. Resistance, disgust and anger. Emotions associated with JA. The concept of motivation, motive. Categorization of motifs. Primary and secondary motives. Performance motives. Social motives. Approaches to the study of motivation. Classical approaches and theories: Theory of instincts and instincts. Basic homeostatic models. Humanistic theories of motivation. Performance motivation theory, attribution motivation theory and cognitive approaches to motivation. Selected current approaches to the study of motivation. Theories based on expectations, current interests, reasons for involvement. Theories integrating expectation and value. Theories of motivation and choice. Focus on psychodynamic forces, general tendencies of the representatives of this group of Personality Psychology. Evaluation of the Classical Psychoanalysis by Sigmund Freud. Psychoanalytic Tradition and Ego-Psychology. Evaluation of current Psychoanalytic Theory. Permanent personality traits according to the Analytical Psychology of C. G. Jung. Evaluation of Jungian Theory in Personality Psychology. Main characteristics of A. Adler's Individual Psychology. The focus of research and evaluation of Individual Psychology by A. Adler. Interpersonal dynamics and its evaluation in Personality Psychology. Focus on the surviving person and evaluation of the personality theory of the representatives of the Humanistic and Holistic approach. Existential psychology of personality and Phenomenological approach to personality. Personality structure according to K. Lewin and a critique of Lewin's theory.G. Kelly's theory of personal constructs and critique of Kelly's theory. Emphasis on lasting characteristics; evaluation of the contribution of theorists of Personality Psychology: H. Murray and G. Allport. Evaluation of W. H. Sheldon's contribution in Personality Psychology. Evaluation of the theory of R. Cattell and H. J. Eysenck in Personality Psychology. Structural models of personality traits. Three-factor personality models and Big five. Evaluation of the Theory of Social Learning in the Context of Contemporary Personality Psychology.
Obtaining the required number of credits in the prescribed composition by the study plan.
Psychology of cognition, emotions and motivation, personalitiesThemical areas for the state exam in Psychology MOS psychologyPsychological aspects of human cognition. History of cognitive psychology. General characteristics of human cognition, models of cognition. Perception. Sensory and perceptual processes. Basic issues of receiving information, organization of the perceptual field and object recognition. Theories and models of these processes. Attention. Basic functions and properties of attention. Theories of selection and division of attention. Memory and learning. Types of memory. Forgetting. Conditioning and other forms of learning. New memory approaches. Imagination. Basic characteristics of imagination and imagination. Theory of imagination. Types of ideas. Thinking. Basic thought operations. Concepts. Thinking, language and speech. Judgment. Decision making and problem solving. Theories and models of decision making. Creativity Intelligence. Definitions. History of IQ detection. Approaches and theories. Psychology of emotions. Definition of basic terms: emotion, emotion, emotional behavior, emotional states, emotional episodes, moods. Emotional situations. Functions of emotions. Emotion regulation and emotional intelligence. Coping and emotions. Traditional and contemporary approaches to the study of emotions: Philosophical, historical, biological, neurophysiological and psychological approach to the study of emotions. Evolutionary psychological and psychophysiological theory of emotions. Cognitive approaches to explaining emotions. Voice communication of emotions and facial expressions. Functional approach to emotions. Intrapersonal, social and developmental function of emotions. Classification of emotions. Characteristics and research findings related to basic emotions: Joy and happiness. Love and affection. Hate and anger. Fear and sadness. Resistance, disgust and anger. Emotions associated with JA. The concept of motivation, motive. Categorization of motifs. Primary and secondary motives. Performance motives. Social motives. Approaches to the study of motivation. Classical approaches and theories: Theory of instincts and instincts. Basic homeostatic models. Humanistic theories of motivation. Performance motivation theory, attribution motivation theory and cognitive approaches to motivation. Selected current approaches to the study of motivation. Theories based on expectations, current interests, reasons for involvement. Theories integrating expectation and value. Theories of motivation and choice. Focus on psychodynamic forces, general tendencies of the representatives of this group of Personality Psychology. Evaluation of the Classical Psychoanalysis by Sigmund Freud. Psychoanalytic Tradition and Ego-Psychology. Evaluation of current Psychoanalytic Theory. Permanent personality traits according to the Analytical Psychology of C. G. Jung. Evaluation of Jungian Theory in Personality Psychology. Main characteristics of A. Adler's Individual Psychology. The focus of research and evaluation of Individual Psychology by A. Adler. Interpersonal dynamics and its evaluation in Personality Psychology. Focus on the surviving person and evaluation of the personality theory of the representatives of the Humanistic and Holistic approach. Existential psychology of personality and Phenomenological approach to personality. Personality structure according to K. Lewin and a critique of Lewin's theory.G. Kelly's theory of personal constructs and critique of Kelly's theory. Emphasis on lasting characteristics; evaluation of the contribution of theorists of Personality Psychology: H. Murray and G. Allport. Evaluation of W. H. Sheldon's contribution in Personality Psychology. Evaluation of the theory of R. Cattell and H. J. Eysenck in Personality Psychology. Structural models of personality traits. Three-factor personality models and Big five. Evaluation of the Theory of Social Learning in the Context of Contemporary Personality Psychology.
Verification of acquired competencies of the student in accordance with the profile of the graduate.
Carr, A. (2016): The Handbook of Child and Adolescent Clinical Psychology. A contextual approach. Routledge. ISBN 978-I-138-80600-9.
Venta, A., Sharp, C., Fletcher, J.M., Fonagy, P. (2021): Developmental Psychopathology. Hoboken: Wiley, ISBN 9781118686485.
Pugnerová, M., Kvitová, J. (2016): Přehled poruch psychického vývoje. Grada, ISBN
9788024754529.
ŘÍČAN, Pavel a KREJČÍŘOVÁ, Dana. Dětská klinická psychologie. 4., přeprac. a dopl. vyd. Psyché. Praha: Grada Publishing, 2006. ISBN 80-247-1049-8.
Course completion requirement
1.Written credit test– 20 points
2.Seminar paper – 20 points
(analysis of a film or literary character from the perspective of a developmental disorder):
-written assignment – 10 points
-presentation of the assignment – 10 points
3.Seminar assessment (oral responses to specific questions during seminars) – 10 points
4.Presentation of the results of a current research article on a developmental disorder related to the topic covered in the given week – 10 points
Introduction to developmental disorders in childhood
Classification systems
Etiology of developmental disorders
Intellectual developmental disorders
Autism spectrum disorders (ASD)
Communication and speech disorders
Specific learning disorders
Attention-deficit/hyperactivity disorder (ADHD)
Motor development disorders
Emotional and behavioral disorders in childhood
Disorders of behavior and emotional regulation in early childhood
Elimination disorders and somatic symptoms
Comorbidities and differential diagnosis
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ.
Upon successful completion of the course, the student acquires fundamental theoretical knowledge in the field of developmental disorders in childhood and adolescence. The student understands the differences between typical and atypical development, recognizes the significance of developmental trajectories, risk and protective factors, and comprehends the principle of neuroplasticity. The student is familiar with the main classification systems of developmental disorders, understands their strengths and limitations, and is able to take into account developmental specificities of diagnostic processes in childhood.
The student understands the multifactorial etiology of developmental disorders and is able to identify the core characteristics of the main groups of developmental disorders. Furthermore, the student is capable of applying theoretical knowledge to the analysis of developmental manifestations in children, is oriented in issues of comorbidity and basic principles of differential diagnosis, and understands the importance of interdisciplinary collaboration. The graduate adopts a developmentally sensitive, non-pathologizing, and contextual approach when considering the child and their family.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Sloboda, Z., & Bukoski, J. (Eds.). (2006). Handbook of Drug Abuse Prevention: Theory, Science, and Practice. New York: Springer.
National and international scientific journals.
1st part of the semester evaluation: active participation in the training part (30p). 2nd part of the semester evaluation: active participation in workshops (20p). 3rd part of the semester evaluation - preparation (10p) and implementation (10p) of block activities (20b, minimum 11 points). 4th part of the evaluation - written knowledge exam (20p, minimum 11 points). In total, students can get 90p and the final grade is as follows: 90 - 82: A 81 - 73: B 72 - 66: C 65 - 59: D 58 - 54: E 53 and less: FX. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak (SS), english (WS)
The course is also offered in English (in the summer semester) within the Virtual Academic Mobility Program (VMP) and listed in the databank of the International Consortium of Universities for Drug Demand Reduction (ICUDDR). The course is primarily intended for students of psychology, education and social work.
Psychological, pedagogical-psychological, medical and legal-forensic aspects of substance abuse prevention
Prevention of substance use based on risk and resilience
Primary, secondary and tertiary prevention of substance use
Universal, selective and indicated prevention of substance abuse
Effective substance prevention strategies based on research data
School substance abuse prevention programs
Preparation and implementation of components of effective programs for the prevention of substance abuse in school practice.
The student understands the laws of the research data based prevention of risk behavior, can describe and explain the determinants of risk behavior as well as protective and risk factors for substance use. Understands and adequately interprets the theory explaining the background of substance and non-substance addictions.
The student is also able to state and classify the types and forms of prevention, strategies and approaches in prevention, can distinguish effective strategies from ineffective ones.
The student is able to apply the learned rules, procedures and competencies of the lecturer in the prevention of drug addiction in terms of working with a group of students.
Required:
1. Prednášky Psychológia motivácie a emócií.
2. PLHÁKOVÁ, A.: Učebnice obecné psychologie. Praha, Academia, 2023.
3. STUCHLÍKOVÁ, I.: Základy psychologie emocí. Praha : Portál, 2007.
4. Džuka, J.: Motivácie a emócie človeka. PU, 2003.
Recommended:
1. BARRETT, L., F., LEWIS, M., HAVILAND-JONES, J., M.: Handbook of emotions. 4th. ed., The Guilford Press, 2018.
2. GORMAN, P.: Motivation and Emotion: Textbook. London: Routledge. 2004.
3. MADSEN, K.B.. Moderní teorie motivace. Praha: Academia, 1979.
4. IZARD, C. et al.:Temperament, cognitive ability, emotion knowledge, and adaptive social behavior. Imagination, cognition and personality, roč, 19, 1999-2000, č.4, s.305-309 vrátane
5. JAMES, W. Principles of Psychology. The emotion.1890 (od genézy emócií) Prístupné:http://www.des.emory.edu/mfp/james.html
6. ATKINSON, J. W.: Personality Dynamics, s. 263-267 (ffweb)
7. GREWAL, D. - SALOVEY, P: Feeling Smart: A Science of Emotional Intelligence: American Scientist, roč. 93, 2005, č. 4, s. 330-339
8. GASPER, K.- BRAMESFELD, K.: Imparting wisdom: Magda Arnold´s contribution to research on emotion and motivation. Preview. In Cognition and Emotion. vol 20, 2006, c. 7, s. 1001-1013 - prístup k článku cez databázu EBSCO, vyhľadať časopis Cognition and Emotion, rok. 2006, č. 6
9. DECI, E. L., & RYAN, R. M. (2008). Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology, 49(3), 182-185.
10. McCLELLAND, D. C. (1967). Money as a Motivator: Some Research Insights. Mckinsey Quarterly, 4(2), 10-21.
11. WEINER, B. (2010). The Development of an Attribution-Based Theory of Motivation: A History of Ideas. Educational Psychologist, 45(1), 28-36.
12. MASLOW, A.: Theory of Human Motivation. Psychological Review 1943 50, 370-396.
13. EDWARD L. DECI: On The Nature And Eunctions of Motivation Theories. Psychological Science, Vol. 3, No. 3, May 1992, S. 167-171
14. LEWIS, M., HAVILAND-JONES, J.M., FELDMAN BARRETT, L.: Handbook of Emotions. Third ed. New York, Guilford Press, 2010. ISBN 978-1-60918-044-7
1 Psychology of emotion and motivation - definition of basic concepts. The relationship of emotion and motivation. 2 Traditional approaches to the study of emotions - historical, philosophical, biological, social and psychological approaches. 3 Evolutionary psychological and psycho-physiological theory of emotions. 4 Vocal communication of emotions and facial expressions. 5 Regulation of emotions. 6 Function, development and education of emotions. 7 Basic concepts of psychology of motivation. 8 Classical approaches to the study of motivation. Homeostatic theories of motivation. 9 Humanistic theory of motivation. 10 Achievement motivation. 11 Attribution theory and cognitive approaches. 12 Current theories of motivation.
Interim evaluation of 40%
1. 2x credit tests (after part about emotions and after part about motivations, 2 x 15b, max 30b, min 15b).
2. activity in seminars (max 10b, min 5b).
Min. the number of points obtained per semester required for admission to the examination is 21p.
60% final evaluation - written exam (in the exam period), max. 60b, min. 31b.
A final evaluation is a sum of assessment during semester and exam. The information will be yearly specified on the electronic noticeboard (aj black board môže byť) of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Slovak language
Lectures and seminars will take place in person or online (depending on the current situation). Study materials will be accessible to students through OneDrive.
Psychology of emotion and motivation
Definition of the object of study of psychology of emotion and motivation, definition of basic concepts - the emotions, motives, the relationship between motivation and emotion.
Psychology of emotions. Definition of terms : emotion, feeling, emotional behavior, emotional states, emotional episodes emotional transaction emotionality. Situations of emotions. Functions of emotions. Models explaining emotions. Classification of emotions.
Traditional approaches. Historical, philosophical, biological, neurophysiological, social and psychological approach to the study of emotions. Philosophical and historical approaches to the emotions. Traditional approaches - Freud and dynamic tradition. Approaches to physiological, neurological aspect, neuropsychological aspect. Traditional approaches to expression and behaviors. Traditional biological approaches.
Evolutionary psychological and psycho-physiological theory of emotions. Cognitive approaches. Psychoevolutionary theory of emotions : Plutchik´s psychoevolutionary theory of emotions. Schachter´s cognitive- physiological theory. Lazarus cognitive- phenomenological theory, Izard´s theory of discrete emotions. Neuropsychological approaches to the emotions. Psychophysiological theory of emotions. Cognitive approaches to explaining emotions.
Vocal communication of emotions and facial expressions of emotions
Affective vocalization. Facial expressions of emotions as accurate indicators of emotion. Ekman´s neuro - cultural theory of emotions.
Regulation of emotions. Motivational, organizational, and regulatory functions of emotions. Cognitive factors and emotions (emotions and decision making, emotion and memory, emotional terms ). Regulation of emotions - emotional regulation strategies. Methods and effects of emotional regulation. Coping and emotion.
Functions of emotions. Development of emotions and emotion education.
Functions of emotions - Intrapersonal, social and developmental. Emotional experiences, conditions, symptoms and their development. Social context of emotional development.
Classical approaches to the study of motivation. Concept of motivation. Basic concepts. Approaches and models to study motivation. Theory of impulses and instincts -Hull, psychoanalysts, McDougall, ethological approach.
Homeostatic models of motivation. Homeostatic models. Psychological homeostatic models and their contribution to the explanation of motivation. Lewin's field theory of motivation as a homeostatic model.
Achievement motivation - approaches of Atkinson and McClelland. Approaches of Murray, McClelland. TAT. Atkinson´s theory of achievement motivation. Intelligence and achievement motivation. Application of achievement motivation in school and work.
Attribution theory and cognitive approaches. Approach of Heider. Kelley's attribution theory. Weiner´s model of achievement motivation. Rotter´s approach - individual differences in causal attribution.
Humanistic theories of motivation. Self-actualization. Apporach of Gordon Allport. Maslow's theory. Herzberg's theory and Alderfer's approach.
Selected current approaches to the study of motivation. Theory -based expectations. Theories based on current interests. Theories based on the reasons for engaging in the activity. Integrative theory and expectation value. Theories of motivation and will.
1 Psychology of emotion and motivation - definition of basic concepts. The relationship of emotion and motivation. 2 Traditional approaches to the study of emotions - historical, philosophical, biological, social and psychological approaches. 3 Evolutionary psychological and psycho-physiological theory of emotions. 4 Vocal communication of emotions and facial expressions. 5 Regulation of emotions. 6 Function, development and education of emotions. 7 Basic concepts of psychology of motivation. 8 Classical approaches to the study of motivation. Homeostatic theories of motivation. 9 Humanistic theory of motivation. 10 Achievement motivation. 11 Attribution theory and cognitive approaches. 12 Current theories of motivation.
es.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
interim evaluation of 40%, final evaluation 60%
The aim of the subject is to give students a systematic explanation of the basics of psychological knowledge about emotions and motivation with an emphasis on the interpretation of the latest research findings.
Knowledges: Upon successful completion of the course, students are well versed in the basic concepts / terminology of the course.
Skills: Students can identify the basic characteristics of different approaches to emotions and motivation and are able to distinguish between them. Based on the acquired knowledge, they are able to understand them and perceive individual approaches in the context of the genesis of their empirical research.
Competences: Through exercises, students deepen their knowledge in the subject matter and train their skills to use the acquired knowledge in a relevant way, to think about it independently and critically, and to apply it adequately to practical / model cases.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Short, J.: English for Psychology in Higher Education Studies. Garnet Publishing Ltd., 2010.
Treger, A., Treger B.: Psychology Vocabulary in Use. Slowko, 2022.
Seal, B.: Academic Encounters. Reading, Study Skills and Writing. Content Focus – Human Behavior. CUP, 1997
http://www.bbc.co.uk/worldservice/learningenglish
www.youtube.com
Active classroom participation (2 absences tolerated).
2 tests (7th week, 13th week), 1 retake - 14th week, presentation.
Final assessment = the average obtained in tests (50%) and presentation (50%).
Grading scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less.
English, level B2 according to CEFR.
The development of students´ language skills - reading, writing, listening, speaking, improvement
of their linguistic competence - students acquire knowledge of selected phonological, lexical and
syntactic aspects, development of pragmatic competence - students can efectively use the language
for a given purpose, with focus on Academic English and English for specific/professional purposes
- Psychology, level B2.
Short, J.: English for Psychology in Higher Education Studies. Garnet Publishing Ltd., 2010.
Treger, A., Treger B.: Psychology Vocabulary in Use. Slowko, 2022.
Murphy, R.: English Grammar in Use. A self-study reference and practice book for intermediate students. CUP, 1994.
Seal, B.: Academic Encounters. Reading, Study Skills and Writing. Content Focus – Human Behavior. CUP, 1997
http://www.bbc.co.uk/worldservice/learningenglish
Class attendance and participation, max. 2 absences. 2 tests (6th/7th week, 12th/13th week), no retake. Oral presentation.
Final assessment = the average obtained in tests and presentation.
Grading scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less.
English, level B2 according to CEFR
Memory. Short-term, long-term memory. Theories of forgetting. Memory and hypnosis. Mental illnesses. Common myths about mental illnesses. Personality theories. Measuring personality. Modern addictions. Selected aspects of academic communication in English. Presentation skills - sign-posting language, presentation structure, etc.
The development of students´ language skills - reading, writing, listening, speaking, improvement
of their linguistic competence - students acquire knowledge of selected phonological, lexical and
syntactic aspects, development of pragmatic competence - students can efectively use the language
for a given purpose, with focus on Academic English and English for specific/professional purposes
- Psychology, level B2.
Brewer, M. B., & Hewstone, M. (2004). Emotion and motivation. Blackwell.
Deci, E., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester.
Křivohlavý, J. (2003). Pozitivní psychologie. Praha: Portál.
Křivohlavý, J. (2007). Psychologie vděčnosti a nevděčnosti. Praha: Grada.
Křivohlavý, J. (2012). Psychologie moudrosti a dobrého života. Praha: Grada.
Křivohlavý, J. (2013). Psychologie pocitu štěstí. Praha: Grada.
McAdams, D. P. (2002). The person. New York.
Seligman, M. E. P., & Csikszentmihalyi, M. (Eds.). (2000). Positive psychology [Special issue]. American Psychologist, 55(1).
Říčan, P. (2007). Psychologie náboženství a spirituality. Praha: Portál.
Slezáčková, A. (2012). Průvodce pozitivní psychologií. Praha: Grada.
Carr, A. (2022). Positive psychology: The science of wellbeing and human strengths (3rd ed.). Routledge.
Assessment of Study Results:
The evaluation of study results for the course is conducted through continuous assessment. Active participation in seminars (a maximum of 2 absences is allowed) accounts for 20%; a presentation during the exercises on a pre-assigned date accounts for 30%; and the preparation and submission of a group year-long methodological guide on Positive Psychology accounts for 50%.
Final Grading Scale:
A: 100 – 90%
B: 89 – 80%
C: 79 – 70%
D: 69 – 60%
E: 59 – 50%
FX: 49% or less – failed and must revise the assignment where a low score was obtained.cademic information system of the UPJŠ.
1. Different perspectives on well-being nad happiness in psychology
2. Main theoretical approaches to positive psychology
3. Positive emotions and positivity
4. Meaningfulness
5. Positive interpersonal relations
6. Post-traumatic growth
7. Hope and optimism
8. Gratitude
9. Spirituality as a personality dimension
10. Wisdom
11. Positive institutions
12. New themes and topics in PP
Knowledge: Students will gain basic knowledge about the origins, foundations, and applications of Positive Psychology as a new and dynamically developing field of psychology. They will become familiar with research in this area and various perspectives on personal well-being, happiness, and life meaning. They will acquire an overview of the main theoretical approaches in Positive Psychology and their application in the context of individuals and society, with an emphasis on their use in educational settings.
Skills: Students will develop the ability to independently and critically address current topics in Positive Psychology, such as positive emotions, interpersonal relationships, hope, optimism, gratitude, and wisdom. They will learn to apply Positive Psychology principles in designing programs aimed at promoting personal well-being and developing positive traits, which can be utilized in working with children and youth in school environments.
Competencies: After completing the course, students will be able to effectively apply the principles of Positive Psychology in educational contexts, such as fostering positive interpersonal relationships and developing optimism and gratitude in students. They will be prepared to participate in the creation and implementation of programs focused on personal development and mental well-being, contributing to the creation of a positive and supportive school environment.
seminar paper (50%)
written test (50%)
Slovak
Introduction to study of Prehistory.
Quarter climatic cycle. Creation and evolution of a man. Palaeolithic cultures of Slovakia.
Emergence and spreading of Neolithic civilization, overview and characteristics of Neolithic cultures in Slovakia.
The Late Stone Age, interventions of foreign ethnic groups.
Cultures of the Bronze Age in Slovakia.
Contacts with the Aegean area.
Civilization centres in the Iron Age.
Celtic civilization, its features and legacy.
Germanic people and territory of Slovakia.
The Roman period and the Migration Period – territory of Slovakia in the first 6 centuries A.D., contacts with the Roman Empire, migrations of ethnic groups and influences of different cultures.
Status of Slovakia within Prehistory of Central Europe.
Katuščák, D. Ako písať záverečné a kvalifikačné práce.Enigma, Nitra, 2004.
Meško, D., Katuščák, D. a kol.: Akademická príručka. Martin: Osveta 2005.
relevant research studies
Course requirements:
1. Participation in the seminar
2. 10 pages of the theoretical part of the thesis, from which the research questions will be derived
3. Preparation and presentation of the research project
4. Preparation of the research at least to the stage of developing specific research methodologies (approved by the thesis supervisor)
Up-to-date information concerning the subject for the given academic year can be found on the electronic board of the subject in the Academic information system of the UPJŠ.
Combined method.
Changes and current information specifying the content and form of teaching are published on the electronic bulletin board of the subject in the AIS system.
1. Work procedure in creating a research project2. Compilation of an individual research schedule (research planning) 3. Writing a bachelor's thesis (formal and content page) 4. Presentation of research results (final thesis)
The aim of the course is to provide students with information about the implementation of a research project and the rules of writing the final thesis.
Compulsory:
Lectures (Literary sources in published lectures)
HALL, C.S., LINDZEY, G. (1997). Psychológia osobnosti. Bratislava: SPN.
Recommended:
HŘEBÍČKOVÁ, M. (2011). Pětifaktorový model v psychologii osobnosti. Grada Publishing as.
JOHN, O. P., ROBINS, R. W., & PERVIN, L. A. (Eds.). (2008). Handbook of personality: Theory and research (3rd edition). New York: Guilford.
BLATNÝ, M. a kol. (2010). Psychologie osobnosti. Hlasní témata, současné prřístupy. Praha: Grada.
VAGNEROVÁ, M. (2010). Psychologie osobnosti. Praha: Karolinum.
NAKONEČNÝ, M. (2009). Psychologie osobnosti. Praha: Academia.
DRAPELA, K. (1997). Přehled teórii osobnosti. Praha: Portal.
VÝROST, J., RUISEL, I. (Eds.) (2000). Kapitoly z psychológie osobnosti. Bratislava: Veda. ŘÍČAN, P. (2007). Psychologie osobnosti. Praha: Grada 2007.
SMÉKAL, V. (2002). Psychologie osobnosti. Člověk v zrcadle vědomí a jednání. Praha: Barrister&Principal.
ELECTRONIC INFORMATION RESOURCES (UL UPJŠ)
Assessment: A maximum of 40 points can be earned during the semester (through two assignments and a written verification).
Exam entry criteria: Active participation in exercises and a minimum of 30 points earned during the semester.
Continuous assessment (40%) and written examination (60%).
For more information and updates, refer to the electronic board of the course AIS2.
Final evaluation: A 87 – 100 B 77 – 86 C 69 – 76 D 61 – 68 E 56 – 60 FX 55 and less
Combined method.
The information will be yearly specified on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
slovak
1. History of Personality Psychology. Personality as a topic of psychology.
2. Focus on psychodynamic strengths: Classical psychoanalysis, personality as hierarchic
arrangement of functionally differentiated layers in Sigmund Freud’s theory. Current
psychoanalytical theory (ego as an equal partner/A. Freud, autonomous ego/H. Hartmann.
3. Focus on psychodynamic strengths: Analytical psychology (C. G. Jung/ features of personality,
dynamics, and development of personality).
4. Interpersonal dynamics (A. Adler, K. Horney, E. Fromm, H. S. Sullivan)
5. Focus on human experience: Holism and humanism (Kurt Goldstein, A. Maslow, C. Rogers
theory of Self, dynamics, development of personality. Critics of humanistic approach.
6. Focus on human experience: Phenomenology and existential psychology (the main points of
existentialism, shaping psychology, phenomenological approach to personality, phenomenal self).
Logotherapy (Freedom of will, will to meaning, meaning of life, existential vacuum).
7. Cognitive theory of personality of G. A. Kelly. Emphasis on permanent characteristics:
Personology. Structure and dynamics of personality by G. Allport. Emphasis on permanent
characteristics: Constitutional psychology.
8. Structural analysis of personality, concept of personal features.
9. Emphasis on Learning.
The information will be yearly specified on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Students will gain an understanding of the role of personality theory in psychology and ways in which personality is assessed and explored, critically evaluate and compare different teories of personality.
The information will be yearly specified on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Sloboda, Z., & Bukoski, J. (Eds.). (2006). Handbook of Drug Abuse Prevention: Theory, Science, and Practice. New York: Springer.
National and international scientific journals.
1st of the evaluation: active participation in the training part (30p). 2nd part of the evaluation: active participation in workshops (20p). In total, students can get 50p and the final evaluation is as follows: 50 - 45: A; 44 - 40: B; 39-35: C; 34-30: D; 29 - 25: E 24 and less: FX. Detailed information in the electronic bulletin board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
The student understands the principals of research data based prevention of risk behavior, can describe and explain the determinants of risk behavior as well as protective and risk factors for substance use. Student understands and adequately interprets the theory explaining the background of substance and non-substance addictions.
The student is also able to state and classify the types and forms of prevention, strategies and approaches in prevention, can distinguish effective strategies from ineffective ones.
The student is able to adequately interpret their experience with preventive activities in the group and assume their positive effect as well as limitations and threats.
Katuščák, D. (2004). Ako písať záverečné a kvalifikačné práce. Enigma, Bratislava.
Kimlička, Š. (2006). Metodika písania vysokoškolských a kvalifikačných prác. UK v Bratislave.
Bačíková, M., Janovská, A., Orosová, O. (2019) Základy metodológie pedagogicko-psychologického výskumu. Šafárik Press, Košice.
Žiaková, E., Lisnik, A., Greňová, K. (2014). Návod na písanie záverečných prác. UPJŠ, Košice.
domáce a zahraničné publikácie súvisiace s témou projektu
The student will independently conduct a scientific research study and process it into a scientific text of approximately 10 standard pages. The study will then be presented and defended at the Student Scientific Conference (ŠVOČ).
Further details will be published on the course's electronic bulletin board.
1. Preparation of a research project.
2. Searching for theoretical sources.
3. Work with literature, citation.
4. Structure of a scientific article.
5. Implementation of research - practical advice and procedures.
6. Processing of research results - work with SPSS.
7. Processing of research results - tables and graphs.
8. Processing research results - writing a scientific article.
9. Presentation of research results.
The graduate of the course will understand and apply in practice the knowledge of completed theoretical subjects - Methodology for interdisciplinary study and Introduction to statistical methods for interdisciplinary study. With its practical focus, the subject contributes to the development of students' professional skills. The result of the completed course will be a short research study focused on some of the current topics of psychology.
KATUŠČÁK, Dušan: Ako písať vysokoškolské a kvalifikačné práce : Ako písať seminárne a ročníkové práce, práce študentskej vedeckej a odbornej činnosti, diplomové, záverečné a atestačné práce a dizertácie. 2. doplnené vyd. Bratislava : Stimul, 1998. 121 s. (alebo iné vydania)
ČMEJRKOVÁ, Světla - DANEŠ, František - SVĚTLÁ, Jindra: Jak napsat odborný text. Praha : Leda, 1999. 256 s.
MISTRÍK, Jozef: Štylistika. 2. vyd. Bratislava : Slovenské pedagogické nakladateľstvo, 1989. 582 s. (alebo novšie vydania)
HROCH, Miroslav a kol.: Úvod do studia dějepisu. Praha : Státní pedagogické nakladatelství, 1985. 304 s.
BARTOŠ, Josef: Metodika diplomové práce. Olomouc : FF Univerzity Palackého, 1991.77 s.
MEŠKO, Dušan - KATUŠČÁK, Dušan a kol.: Akademická príručka. Martin : Osveta, 2004. 316 s. (alebo iné vydania)
ŠANDEROVÁ, Jadwiga: Jak číst a psát odborný text ve společenských vědách : Několik zásad pro začátečníky. Praha : Slon, 2005. 209 s.
To be awarded the credits, students are required to participate regularly in consultations according to the supervisor’s instructions, continuously read the recommended literature and work on own bachelor thesis, the written draft of which will be submitted by a student for final assessment according to the supervisor’s instructions.
Slovak
Bachelor thesis (its place and importance in university education), time schedule of preparation of bachelor thesis, main parts of bachelor thesis, format of bachelor thesis, principles of quotation and bibliography references.
The seminar is scheduled in the form of individual consultations between the supervisor and a student, according to the supervisor’s instructions. The content of the seminar depends on selected topic of the bachelor thesis, condition of its preparation and individual needs or agreement between the supervisor and a student.
Students are able to manage preparation and writing of own bachelor thesis in terms of is structure, time schedule and formal arrangement in line with valid standards. Under supervision of the supervisor students make initial research of sources, research itself and writing of the thesis.
KATUŠČÁK, Dušan: Ako písať vysokoškolské a kvalifikačné práce : Ako písať seminárne a ročníkové práce, práce študentskej vedeckej a odbornej činnosti, diplomové, záverečné a atestačné práce a dizertácie. 2. doplnené vyd. Bratislava : Stimul, 1998. 121 s. (alebo iné vydania)
ČMEJRKOVÁ, Světla - DANEŠ, František - SVĚTLÁ, Jindra: Jak napsat odborný text. Praha : Leda, 1999. 256 s.
MISTRÍK, Jozef: Štylistika. 2. vyd. Bratislava : Slovenské pedagogické nakladateľstvo, 1989. 582 s. (alebo novšie vydania)
HROCH, Miroslav a kol.: Úvod do studia dějepisu. Praha : Státní pedagogické nakladatelství, 1985. 304 s.
BARTOŠ, Josef: Metodika diplomové práce. Olomouc : FF Univerzity Palackého, 1991.77 s.
MEŠKO, Dušan - KATUŠČÁK, Dušan a kol.: Akademická príručka. Martin : Osveta, 2004. 316 s. (alebo iné vydania)
ŠANDEROVÁ, Jadwiga: Jak číst a psát odborný text ve společenských vědách : Několik zásad pro začátečníky. Praha : Slon, 2005. 209 s.
To be awarded the credits, students are required to participate regularly in consultations according to the supervisor’s instructions, continuously read the recommended literature and work on own bachelor thesis, the written draft of which will be submitted by a student for final assessment according to the supervisor’s instructions.
Slovak
Bachelor thesis (its place and importance in university education), time schedule of preparation of bachelor thesis, main parts of bachelor thesis, format of bachelor thesis, principles of quotation and bibliography references.
The seminar is scheduled in the form of individual consultations between the supervisor and a student, according to the supervisor’s instructions. The content of the seminar depends on selected topic of the bachelor thesis, condition of its preparation and individual needs or agreement between the supervisor and a student.
Students are able to manage preparation and writing of own bachelor thesis in terms of is structure, time schedule and format in line with valid standards. Under supervision of the supervisor students make initial research of sources, research itself and writing of the thesis.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Sociální psychologie. 2., přepr. a rozš. vyd. Praha : GRADA, 2008. 408 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie I : Člověk a sociální instituce. 1. vyd. Praha : Portál, 1998. 384 s. ISBN 80-7178-269-6.
KOMÁRKOVÁ, Růžena - SLAMĚNÍK, Ivan - VÝROST, Jozef. Aplikovaná sociální psychologie III : Sociálněpsychologický výcvik. 1. vyd. Praha : Grada Publishing, 2001. 224 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie II. 1. vyd. Praha : Grada Publishing, 2001. 260 s.
The conditions for passing the subject are as follows: 1. Active participation in exercises. Max. the missed range is 90 min. 2. Submission of the reflection on the selected topic within the specified time. Reflection topic: will be given in the exercise.
The evaluation of the subject and its subsequent completion will be based on clearly and objectively determined requirements, which will be determined in advance and will not change. The aim of the evaluation is to ensure an objective and fair mapping of the student's knowledge while observing all ethical and moral standards. There is no tolerance for fraudulent student behavior in either the teaching or assessment process.
slovak
What is marketing? (Marketing - Mix)
Basics of self-marketing (Personal opinion is crucial, Goal setting, Proper use of opportunity)
Me and my influence (What can I offer? What does he / she have unlike me? How do others see me? Ability to defend one's own opinion, Think positively!, I know how to explore myself - what options do I have?),
Competence (Have your own opinion, How to withstand criticism, Be a team player, Competence at work),
Draw attention to yourself (Voice and word selection, Active in meetings, Present yourself successfully).
The student is able to understand and explain the basic assumptions of good self-marketing, knows the possibilities for the correct presentation of his own person and understands the related knowledge and principles of personal and communication area. He / she can understand his / her competencies, his / her goals, how to make his / her strengths visible and he / she can apply this knowledge and social and professional skills in the personal and professional sphere of his / her life, which will also improve his / her employment opportunities.
The workload of students is divided between:
- Direct teaching (face-to-face and distance learning via LMS), which accounts for 40% of the student's workload;
- Group work (presentations or other activities), which accounts for 10% of the student's workload;
- Self-study, which accounts for 30% of the student's workload;
- Assessment, which accounts for 20% of the student's workload.
BAUMAN, Z.: Myslet sociologicky Praha: Slon, 1996.
BERGER, P. L.: Pozvání do sociologie. Praha: FMO, 1991.
BUOCOVÁ, Z.: Úvod do sociológie. Prešov: FF PU, 2006.
GIDDENS, A.: Sociologie. Praha: Argo, 1999.
HAVLÍK, R.: Úvod do sociologie. Praha: Karolinum, 2005.
JANDOUREK, J.: Úvod do sociologie. Praha: Portál, 2003.
KELLER, J.: Úvod do sociologie. Praha: Slon, 1991.
MONTONSSÉ, M.; RENNOARD, G.: Přehled sociologie. Praha: Portál, 2005.
NOVOTNÁ, E.: Základy sociologie. Praha: Grada, 2008.
PETRUSEK, M.; ALAN, J.; DUFFKOVA, J.; HAVLÍK, R.; KABELE, J.: Sociologie. Praha: SPN, 1997.
SOPÓCI, J.; BÚZIK, B.: Základy sociológie. Bratislava: SPN, 1995.
URBAN, L.: Sociologie trochu jinak. Praha: Grada, 2011.
Continuous evaluation: active participation in seminars, test
Final evaluation: Exam (In case of an unfavorable epidemiological situation, teaching will take place in an online environment). Summary of assessment: A: 100-92; B: 91,5-84; C: 83,5-76; D: 75,5-68; E: 67,5-60; FX: less than 60
Slovak, Czech
Origin, development, essence and subject of Sociology;
Relation of Sociology to other scientific disciplines;
Paradigms, Directions and Theories of Sociology;
Culture;
Socialization, Social status, Social role;
Deviation and Social control;
Society, Social structure, Social groups;
Social stratification, Social mobility, Social (in)equalities;
Organizations and Bureaucracy;
Social Change;
Social Institutions: Economics and Politics;
Social Institutions: Family and Religion;
Research in Sociology;
Getting acquainted with the basics of sociology as a theoretical-empirical science in an effort to create a basis for the study of other sociological and political science disciplines.
The workload of students is divided between:
Direct teaching (face-to-face and distance learning via LMS), which accounts for 10% of the student's workload;
Group work (presentations), which accounts for 75% of the student's workload;
Individual consultations, which account for 5% of the student's workload;
Self-study, which accounts for 10% of the student's workload
Domestic and foreign journal literature
Kudláčová, B.(2007) Človek a výchova v dejinách európskeho myslenia. Trnava: PdF TU
Zeus Leonardo (2010) Handbook of Cultural Politics and Education. Rotterdam, The Netherlands.
Evaluation of the developed assignment.
A ... 100,00% - 91,00%
B ... 90,99% - 81,00%
C ... 80,99% - 71,00%
D ... 70,99% - 61,00%
E ... 60,99% - 51,00%
FX ... 50,99% and less
Slovak
The status, role and functions of education in human life and society. The political, social and economic objectives of education. Education, learning and social change in the context of globalisation. Macrosocial determinants of education. Current roles of education and training in modern performance and democratic society.
The aim and purpose of teaching the subject is to impart knowledge and promote reflection on the issues of education and training in the context of social and political change.
Development of knowledge: the student will be able to know the current theoretical background related to the process of education and training in a modern democratic society.
The student will be able to navigate the social and political space - politically, legally, socially and culturally. He/she will be able to look for alternatives and solutions to dysfunctions, while at the same time exploiting opportunities and ways to implement them.
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, either in the teaching process or in the assessment process.
Continuous assessment: credit test (min. Number of 11 points) + individual work - power point presentation (min. Number of points 11). Total max. 40 b. - min. 22 b.
Final evaluation (exam, final thesis ...): exam max. 60 points, min. 30 points.
At least 90 points are required to obtain an "A" rating, 80-89 points to obtain an "B" rating, 70-79 points to obtain an "C" rating, 60-69 points to obtain an "D" rating and 51 to obtain an "E" rating 51 -59 points. The final evaluation is calculated as the sum of the points obtained
Background, subject and history of social psychology. Social cognition. Social communication. Social psychology of personality. Self-image and identity. Coping. Social impact, conformity. Aggression and aggression.
Analysis of the social and socio-psychological context of human existence, with emphasis on the relationship to oneself, the relationship to others and the relationship to the social environment. The objectives of the study of the subject social psychology can be divided into three basic areas: a / to approach the subject, key areas of building the knowledge system and methods of this psychological discipline; b / specify the place of social psychology in the structure of psychological sciences and its relations to social and behavioral sciences; c / to provide information on the main directions of application of socio-psychological knowledge in research, expertise and routine work.
The basic thematic areas of the course will be the content of lectures. The purpose of the seminars will be to expand the subject matter in the form of presentations by students on the topic (papers) and to illustrate approaches to knowledge of the field (methodologies, research, model situations, socio-psychological influenza procedures).
The student is able to demonstrate an understanding of an individual's behavior in socio-psychological contexts (eg social cognition, social communication, affiliation, aggression, social conflicts, etc.).
The student is able to describe, explain and evaluate basic socio-psychological theoretical concepts and be able to illustrate them with examples.
The student is able to apply the learned knowledge - will be able to predict some forms of human behavior in socio-psychological contexts.
The method of teaching the subject will be oriented to the student. Lecturers will be interested in the needs, expectations and opinions of students so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
Hunt, M.: Dejiny psychológie, Portál, Praha, 2000;
Plháková, A.: Dejiny psycholoie, Grada, 2006;
Hoskovec, J., Hoskovcová, S.: Stručné dejiny stredoeurópskej psychológie. Portál, Praha, 2000
Hergenhahn, B. R. (2001). An introduction to the history of psychology (4th ed.). Wadsworth/Thomson Learning.
Written exam (max 100 points). It is necessary to obtain at least 90 points to obtain the A rating, 80-89 points to obtain the B rating, 70 to 79 points to obtain the C rating, 60 to 69 points to obtain the D rating and 51 to 59 points to obtain the E rating. Credits will not be awarded to a student who obtains less than 51 points from the written exam.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Brief syllabus:
1 Introduction to the study of history and systems of psychology,
2 The influence of philosophy and physiology on modern psychology.
3 The beginnings of modern psychology as a separate scientific discipline.
4 Structuralism in psychology.
5 Functionalism in psychology - CH. Darwin, W. James and his system of psychology, Chicago School J. Dewey. R. S. Woodworth.
6 Russian reflexology and associationism - predecessors of behaviorism.
7 Behaviourism, J.B Watson
8 Skinner's behaviorism and neo-neobehaviorizmus.
9 Gestalt psychology.
10 Psychoanalysis: Freud S. Predecessors of psychoanalysis.
11 Neofreudism: ego psychology A. Freud, analytical psychology of C.G. Jung.
12 Individual psychology - A. Adler, K. Horney, Fromm E, H. Sullivan.
12, Humanistic psychology.
13 Cognitive psychology.
14 Effects of postmodern thinking in psychology. Critical psychology, its main ideas and leaders.
15 Social constructivism J. Shotter and K. J. Gergen. Psychology of discourse and narrative psychology
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Brief syllabus:
1 Introduction to the study of history and systems of psychology,
2 The influence of philosophy and physiology on modern psychology.
3 The beginnings of modern psychology as a separate scientific discipline.
4 Structuralism in psychology.
5 Functionalism in psychology - CH. Darwin, W. James and his system of psychology, Chicago School J. Dewey. R. S. Woodworth.
6 Russian reflexology and associationism - predecessors of behaviorism.
7 Behaviourism, J.B Watson
8 Skinner's behaviorism and neo-neobehaviorizmus.
9 Gestalt psychology.
10 Psychoanalysis: Freud S. Predecessors of psychoanalysis.
11 Neofreudism: ego psychology A. Freud, analytical psychology of C.G. Jung.
12 Individual psychology - A. Adler, K. Horney, Fromm E, H. Sullivan.
12, Humanistic psychology.
13 Cognitive psychology.
14 Effects of postmodern thinking in psychology. Critical psychology, its main ideas and leaders.
15 Social constructivism J. Shotter and K. J. Gergen. Psychology of discourse and narrative psychology
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
The aim is to acquaint students with the development of psychological thinking with emphasis on the main psychological directions and their representatives. The student will acquire a basic orientation in the main psychological directions of the 20th century and current directions of psychology, through their basic theories, research as well as connection to a broader context.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Džuka, J. (2006). Základy psychometrie a teórie testov. Prešov.
Urbánek, T., Denglerová, D., & Širuček, J. (2011). Psychometrika. Praha: Portál.
Říčan, P. (1977). Základy psychometrie. Bratislava: Psychodiagnostika.
Ferjenčík, J. (2006). Základy štatistických metód v sociálnych vedách. Košice: UPJŠ.
Martončik, M. (2019). Validita merania v sociálnych vedách. Prešovská univerzita v Prešove.
Cohen, R. J., Schneider, W. J., & Tobin, R. (2021). Psychological testing and assessment: An introduction to tests and measurements (10th ed.). McGraw Hill.
Furr, R. M. (2021). Psychometrics: An introduction (4th ed.). SAGE Publications, Inc.
Assessment of Study Results:
The evaluation of study results for the course is based on a combination of continuous assessment from two semester assignments and a third assignment, which constitutes the final exam. The final grade is determined by the following components: active participation in seminars (a maximum of 2 absences is allowed) – 20%, first assignment – 20%, second assignment – 40%, and third assignment – 30%. Submission of all three assignments and obtaining at least half of the points for each assignment is required.
Final Grading Scale:
A: 100 – 90%
B: 89 – 80%
C: 79 – 70%
D: 69 – 60%
E: 59 – 50%
FX: 49% or less – failed and must revise the assignment with a low score.
Psychometrics and Definition of Basic Terms:
Introduction to measurement and scaling in psychology.
Topics Covered:
Types of tests and their characteristics.
Types of variables in psychometrics.
Characteristics of psychodiagnostic methods.
Psychological test theories: classical test theory and contemporary models.
Introduction to test construction and item analysis.
Reliability and methods of its assessment.
Validity and sources of evidence for validity.
Normalization and norms.
Responsible research practices and issues in measurement.
Ethics in psychodiagnostics.
Knowledge: Students will acquire basic knowledge of psychological measurement, including the principles of measurement and scaling, characteristics of psychodiagnostic methods, and test theories. They will learn the fundamentals of test construction, item analysis, reliability and validity assessment, as well as normalization and norm creation. These insights will enable them to apply psychodiagnostic tools in practice, not only in clinical settings but also in educational environments, such as in assessing and supporting student development.
Skills: Students will learn to critically evaluate and interpret data obtained through psychological and psychodiagnostic tools. They will master basic procedures for test construction and item analysis, with the ability to apply these skills in school settings, for example, in creating tools for student assessment or supporting their individual development.
Competencies: Graduates will be able to effectively apply psychological knowledge and diagnostic tools in various areas of practice, including educational settings. They will be prepared to responsibly and ethically use psychodiagnostic methods, contributing to individual development and improving the quality of the educational process.
BENCE, M. et al. 2005. Plávanie. Banská Bystrica: FHV UMB. 198s. ISBN 80-8083-140-8.
[online] Dostupné na: https://www.ff.umb.sk/app/cmsFile.php?disposition=a&ID=571
BUZKOVÁ, K. 2006. Fitness jóga, harmonické cvičení těla I duše. Praha: Grada. ISBN 8024715252.
JARKOVSKÁ, H, JARKOVSKÁ, M. 2005. Posilování s vlastním tělem 417 krát jinak. Praha: Grada. ISBN 9788024757308.
KAČÁNI, L. 2002. Futbal:Tréning hrou. Bratislava: Peter Mačura – PEEM. 278s. ISBN
8089197027.
KRESTA, J. 2009. Futsal.Praha: Grada Publishing, a.s. 112s. ISBN 9788024725345.
LAWRENCE, G. 2019. Power jóga nejen pro sportovce. Brno: CPress. ISBN 9788026427902.
SNER, Wolfgang. 2004. Posilování ve fitness. České Budějovice: Kopp. ISBN 8072322141.
STACKEOVÁ, D. 2014. Fitness programy z pohledu kinantropologie. Praha: Galén. ISBN 9788074921155.
VOMÁČKO, S. BOŠTÍKOVÁ, S. 2003. Lezení na umělých stěnách. Praha: Grada. 129s. ISBN
8024721743.
Min. 80% of active participation in classes.
Slovak language
Brief outline of the course:
The Institute of physical education and sport at the Pavol Jozef Šafárik University offers 20 sports activities aerobics; aikido, basketball, badminton, body-balance, body form, bouldering, floorball, yoga, power yoga, pilates, swimming, fitness, indoor football, SM system, step aerobics, table tennis, chess, volleyball, tabata, cycling.
Additionally, the Institute of physical education and sport at the Pavol Jozef Šafárik University offers winter courses (ski course, survival) and summer courses (aerobics by the sea, rafting on the Tisza River) with an attractive programme, sports competitions with national and international participation.
Sports activities in all their forms prepare university students for their professional and personal life. They have a great impact on physical fitness and performance. Specialization in sports activities enables students to strengthen their relationship towards the selected sport in which they also improve.
BENCE, M. et al. 2005. Plávanie. Banská Bystrica: FHV UMB. 198s. ISBN 80-8083-140-8.
[online] Dostupné na: https://www.ff.umb.sk/app/cmsFile.php?disposition=a&ID=571
BUZKOVÁ, K. 2006. Fitness jóga, harmonické cvičení těla I duše. Praha: Grada. ISBN 8024715252.
JARKOVSKÁ, H, JARKOVSKÁ, M. 2005. Posilování s vlastním tělem 417 krát jinak. Praha: Grada. ISBN 9788024757308.
KAČÁNI, L. 2002. Futbal:Tréning hrou. Bratislava: Peter Mačura – PEEM. 278s. ISBN
8089197027.
KRESTA, J. 2009. Futsal.Praha: Grada Publishing, a.s. 112s. ISBN 9788024725345.
LAWRENCE, G. 2019. Power jóga nejen pro sportovce. Brno: CPress. ISBN 9788026427902.
SNER, Wolfgang. 2004. Posilování ve fitness. České Budějovice: Kopp. ISBN 8072322141.
STACKEOVÁ, D. 2014. Fitness programy z pohledu kinantropologie. Praha: Galén. ISBN 9788074921155.
VOMÁČKO, S. BOŠTÍKOVÁ, S. 2003. Lezení na umělých stěnách. Praha: Grada. 129s. ISBN
8024721743.
active participation in classes - min. 80%.
Slovak language
Brief outline of the course:
The Institute of physical education and sport at the Pavol Jozef Šafárik University offers 20 sports activities aerobics; aikido, basketball, badminton, body-balance, body form, bouldering, floorball, yoga, power yoga, pilates, swimming, fitness, indoor football, SM system, step aerobics, table tennis, chess, volleyball, tabata, cycling.
Additionally, the Institute of physical education and sport at the Pavol Jozef Šafárik University offers winter courses (ski course, survival) and summer courses (aerobics by the sea, rafting on the Tisza River) with an attractive programme, sports competitions with national and international participation.
Sports activities in all their forms prepare university students for their professional and personal life. They have a great impact on physical fitness and performance. Specialization in sports activities enables students to strengthen their relationship towards the selected sport in which they also improve.
1. FERJENČÍK, J.: Základy štatistických metód v sociálnych vedách. Košice: UPJŠ, 2006
2. FIELD, A.: Discovering Statistics using SPSS, London: Sage, 2005
3. HENDL, J.: Přehled statistických metod zpracování dat. Praha: Portál,2004
The assessment for this subject is based on a combination of interim evaluation and the final exam. Proportionally the interim evaluation represents 40% and the final exam 60% of the overall assessment. The subject may be taught in both present and distance format. Up-to-date information concerning the subject for the given academic year can be found on the electronic board of the subject in the Academic information system of the UPJŠ.
Theoretical basics of statistical methods. Defining variables and creating databases. Graphical and numerical representation of data. Correlations between variables. Probability. Statistical significance and its determination. Statistical estimation and verification of hypotheses. Differential statistics.
Students will acquire basic theoretical knowledge and understanding of descriptive and inductive statistics. They will also gain practical skills in creating databases, performing analyses and presenting data in available statistical program. The emphasis will be put on developing individual ability to work independently and to be able to apply acquired knowledge and skills in their own research.
Bačíková a kol. Keď dospievajúci potrebuje nielen psychológa. Grada, 2023
Jursová Zacharová, Z. OD NARODENIA PO MATURITU časť 1 - OD NARODENIA PO VSTUP DO ŠKOLY, Univerzita Komenského, 2021
Thorová, K. Vývojová psychologie. Portál, Praha, 2015.
Vágnerová, M. Vývojová psychologie. Portál, Praha 2000
Říčan, P. Cesta životem. Portál, Praha, 2004.
Matějček, Z. - rôzne diela
Active participation in seminars, continuous assessment of activities in seminars, evaluation of seminar work, final exam
Introduction to developmental psychology. Basic concepts, factors and determinants of development, maturation and learning, developmental tasks, history of developmental psychology. Biological and social determinants of development, healthy and unhealthy development. Factors of socialization. Socialization at an early age, theory of attachment, psychological deprivation. Personality development. Theories of personality development. Identity development. Cognitive development. Moral development. Development periodization - basic characteristics of separate development periods from prenatal development to old age.
Knowledge: The graduate will acquire knowledge of the principles of developmental psychology, the laws of development, and will be able to characterize the norms in each developmental stage. They will be able to orient themselves in the current social discourse surrounding the topics discussed.
Skills: During seminars, the student will solve practical situations. In the course of seminar papers, they will process current findings published in foreign journals.
Competencies: The graduate of the course will be able to interpret the acquired knowledge and apply it in practice.
Hricová, M. (2022). Úvod do klinickej psychológie. Košice: UPJŠ.
Heretik, A., Heretik, A., a spol. (2016). Klinická psychológia, Nové Zámky: Psychoprof.
Trull, T.J., Prinstein, M. (2012). Clinical psychology. Wadsworth: Cengage Learning.
Maximum 40 points per semester
Semester 40%,
exam 60% - oral form
Result mark
Sum of points from semester and exam:
A 90 – 100
B 80 – 89
C 70 – 79
D 60 – 69
E 51 – 59
FX 50 and less
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Slovak, English
1. The subject of clinical psychology, its position in the system of psychological sciences
2. History of the development of clinical psychology, history of clinical psychology in our country, important personalities in contemporary clinical psychology
3. Practical issues of the work of a clinical psychologist: prevention, crisis intervention, clinical-psychological interview, ethics in clinical psychology
4. Psychopharmacotherapy - overview, effect
5. The methodology of research and individual approach in clinical psychology
6. Systems of classification in psychiatry (ICD-10,DSM-V).
7. Clinical psychological methods in a/ anxiety disorders, b/affective disorders, c/ psychotic disorders, d/ addictions, e/ eating disorders, f/ organic mental disorders, g/ personality disorders. Basic psychotherapeutic strategies – review. Crisis interventions, suicidology.
8. Psychology of the sonmatic disease - change of needs, psychological correlates of pain, communication with the patient
9. Psychodiagnostics in clinical psychology - clinical and test methods
10. Personal history and its place in clinical psychology - specifics for adult and pediatric patients
The students will get theoretical background, examples and tips from practice, experience for yourself.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Semester 40%, exam 60%
Knowledge: The course will offer the major theories explaining the nature of health, illness, disorder, and disadaptation. The graduate will acquire the basic knowledge needed in clinical psychology, and in working with patients.
Skills: The student will acquire the practical skills necessary to work as a clinical psychologist, especially in the area of basic psychodiagnostics and clinical-psychological interviewing. The student will be able to distinguish basic taxative units of categories of psychological disorders, he/she will be able to solve ethical dilemmas in clinical psychology, he/she will be able to conduct a clinical-psychological interview, he/she will be able to collect anamnestic data from a patient.
Competencies:
(a) Demonstrate the following knowledge:
- Characteristics and scope of clinical psychology,
- (a) the conditions of undergraduate and postgraduate education in clinical psychology,
- the specific features of clinical research
- biopsychosocial approach to the treatment of psychological disorders,
- basic classification systems and diagnostic criteria of psychological disorders,
(b) apply their knowledge to
- administer basic psychodiagnostic tests in clinical psychology,
- specification of psychodiagnostics in clinical psychology,
- decision making in psychological intervention of psychological disorders,
- making ethical decisions in clinical psychology
The information is updated annually on the electronic course bulletin board in AiS2, alternatively in the UPJŠ LMS or the MS Teams environment.
Mesárošová, M. a kol.: Starostlivosť o seba u pomáhajúcich profesií. Košice, Vydavateľstvo Šafarik Press, 2019.
Smitkova, Hana & Orlická, Lucia & Bilíková, Erika & Cagáň, Roland & Celušáková, Hana & Čech, Boris & Halamova, Julia & Hambálek, Vladimír & Jašeková, Dominika & Kašáková, Jana & Klubert, Peter & Kolejáková, Veronika & Kuricová, Veronika & Lednická, Jana & Lenicka, Lucia & Mikoska, Petr & Ondrušek, Dušan & Palenikova, Viera & Pilárik, Ľubomír & Wolt, Richard. (2024). Poradenská psychológia a jej využitie v praxi Counselling psychology and its use in practice.
1.Active approach at classes (12 points)
2. Written assignments (12 points)
3. Written tests (36 points)
3. Final exam (40 points). Components: a) Final test in the form of written test.
Prerequisites and co-requisites: Continuous assessment 60%, at least 36 points; final evaluation 40%, min. 24 points.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Slovak language
Practice of each part of counselling process: Helping as a road. Counselling relationship. Cultural background and counselling relationship. Skills for creating the contact/relationship. The ability to reflect: paraphrasing. Reflection: emotions, feelings. Advanced reflection: reflection of the meaning, summarizing. Confrontation. Evaluation and setting the goals. Techniques supporting the change I. Techniques supporting the change II: Interventions and actions. Final evaluation and closing the counselling relationship.
1. Knowledge of counselling psychology about the main approaches of counselling, models of counselling, the process of counselling, the counselling relationship, the main application areas of counselling.
2. Skills like the ability to establish a counselling relationship, to acquire the basic competencies of conducting a counselling interview with a client.
3. Ability to critically evaluate different counselling approaches, ability to choose an appropriate counselling approach to the client and ethical attitude to the application of knowledge and work with the client.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Aim of study is to give the opportunity to students to familiarize with basic knowledge from applied field of psychology – work psychology. During the semester, focus is on meaning of job, work conditions, relationships on workplace and interaction between work and family. Besides, students can capture basic skills needed for execution of selected job areas of work psychologist.
During semester students will obtain knowledge in:
- history and development of work psychology, meaning of work in human life
- unemployment and options how to work with unemployed people
- workplace environment and possible negative consequences of it on people´s mental health
- job and organization adaptation
- job satisfaction and interaction between work and family
- basic psychodiagnostics methods used in work psychology
Besides, students can obtain skills in:
- analysis of physical work environment with focus on it´s psychological effect on employee
- preparation of adaptation program
- solving negative consequences of work environment
- setting of work environment design in order to avoid work-family conflicts
- work with selected psychodiagnostics methods
Dean, L., Cousans, F. (2023) Work Psychology (The Basics). Rouledge.
Rothmann, S., Cooper, C. L., & Rothmann, S. (2022). Work and organizational psychology (Third Edition). Routledge, Taylor & Francis Group.
Schmitt, N., & Weiner, I. B. (Eds.). (2013). Industrial and organizational psychology (2. ed). Wiley.
Muchinsky, P. M. (2006). Psychology applied to work: An introduction to industrial and organizational psychology (8th ed). Thomson/Wadsworth.
Levy, P. E. (Paul E. (2017). Industrial/organizational psychology: Understanding the workplace. Worth Publishers, Macmillan Learning.
Arnold, J., & Randall, R. (2016). Work psychology: Understanding human behaviour in the workplace (Sixth Edition). Pearson.
- test (20p)
- semester assignment (20p)
During semester:
-Credit test (20p), minimum 11p
- Semester assignment - essay (20p), minimum 11p, for detailed information please see electronic noticeboard.
Overall evaluation:
- Semester maximum 40 points (minimum 22p), exam 60 points (minimum 31p)
- together min. 53p
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Slovak, English
Lectures and activities are adapted to both, physically present and distance form of education. For further information and current changes in the form of teaching (distance vs. full-time), please see electronic noticeboard.
1. History of work psychology,
2. Human and work, function of work in the human life,
3. Work conditions, adaptation and identification with work
4. Workplace relationships
5. Career and flexibility
6. Unemployment
7. Work and family,
8. Work satisfaction and adherence,
9. Negative outcomes of workplace
10. Basics of psychodiagnostics in work psychology
Definition of work psychology, historical preconditions of constitution of work psychology, work and her conditions, work performance, motivation to work and work satisfaction, forming of work environment, relationships on workplace, job-family interaction
Semester 40%, exam 60%
Aim of study is to give the opportunity to students to familiarize with basic knowledge from applied field of psychology – work psychology. During the semester, focus is on meaning of job, work conditions, relationships on workplace and interaction between work and family. Besides, students can capture basic skills needed for execution of selected job areas of work psychologist.
During semester students will obtain knowledge in:
- history and development of work psychology, meaning of work in human life
- unemployment and options how to work with unemployed people
- workplace environment and possible negative consequences of it on people´s mental health
- job and organization adaptation
- job satisfaction and interaction between work and family
- basic psychodiagnostics methods used in work psychology
Besides, students can obtain skills in:
- analysis of physical work environment with focus on it´s psychological effect on employee
- preparation of adaptation program
- solving negative consequences of work environment
- setting of work environment design in order to avoid work-family conflicts
- work with selected psychodiagnostics methods
Over the course of the semester, they will acquire the following competencies:
- effective communication
- analysis of the work environment and setting up interventions
- working with the unemployed
- working with negative phenomena in the workplace
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
- test (20p), min. 11p
- semester assignment (20p), min. 11p
- exam (60p), min. 31p
- together min. 53p