SShort, 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 (max. 2x90 min. absences tolerated), test (week 13), 1 retake - 14th week, completion of assignments.
Grading scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less.
English language, level B2 according to CEFR
Studying at the University.
Scientific research, subject matter of psychology.
Branches of psychology.
Psychology in practice. Clinical, organisational psychology, social psychology.
The Human Brain.
Stress, coping with stress. Defence mechanisms.
Freud and Jung - Dreams and personality. Sleep, dreams, sleep disorders.
Vygotsky and Piaget - thought and language. Learning.
Human developoment.
Intelligence.
Analysing scientific texts.
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.
Kolaříková, Z., Petruňová, H., Timková, R.: Angličtina v akademickom prostredí – cvičebnica. Košice, Vydavateľstvo ŠafárikPress, 2021.
Rozenfeld, J., Tomaščíková, S.: Developing Academic English in Speaking and Writing. Košice: Vydavateľstvo ŠafárikPress, 2021.
Seal, B.: Academic Encounters. Reading, Study Skills and Writing. Content Focus – Human Behavior. CUP, 1997
http://www.bbc.co.uk/worldservice/learningenglish
Anglický jazyk I.
class attendance and participation (max. 2x90min absences), oral presentation, assignments, mid-term test (min. 60%, 1 retake), oral presentation.
Exam - final exam test.
Final evaluation = oral presentation (50%) + exam test (50%)
Grading scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less.
English language, level B2 according to the 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.
Personality in social enviroment and global context.
Required:
Výrost, J., Slaméník, I., Sollárová, E. (2019): Sociální psychologie. Teorie. Metody. Aplikace. Praha. Grada.
Recommended:
Steg, L., Keizer, K., Buunk, A.P., Rothengatter, T. (2017). Applied Social Psychology: Understanding and Managing Social Problems. Cambridge University Press. ISBN 978-1107620292.
Gruman, J.A., Schnieder, F.W., Larry, M, C. (2017). Applied Social Psychology: Understanding and Addressing Social and Practical Problems. Sage Publications, Inc. ISBN 978-1483369730.
European Journal of Social Psychology
Kollárik, T., Sollárová, E.: Metódy sociálnopsychologickej praxe. IKAR, 2004.
2019.
Course completion conditions: 40% assessment during semester, 60% exam. Assessment during semester: 1. Seminar work (presented and sent) max. 20b, min. 10b. 2. Credit paper (in the credit week) - test - max. 20b, min. 10b. Min. the number of points obtained per semester required for admission to the examination is 21p. Participation in seminars (min 80%). 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 (even a black board can be) of the course in AiS2, alternatively 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.
Application of knowledge from social psychology:
Man and culture
Social norms, Justice and unjustice
Political psychology
Social psychology of mass communication
Psychology of religion
Man and nature
Man and sport
Psychology of health and desease
Loneliness and social support
Psychology of unemployment
Helplessness and hopelessness
Social and psychological aspects of dependence.
Application of knowledge from social psychology:
Man and culture, man in intercultural communication,
Social norms; Justice and unjustice,
Social psychology of mass communication,
Psychology of religion, sects and new religious movements,
Man and nature,
Psychology of health and desease - health behaviour and its change,
Loneliness,
Psychology of unemployment,
Social and psychological aspects of dependence.
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.
Knowledges: The content of the course builds on the knowledge from the course Social Psychology I and II and focuses on individuals and social institutions and individual in the social world. After successful completion of the course, students are well versed in selected areas of applied social psychology and gaining a deeper orientation in the topic covered in the field of macro and meso social phenomena. Skills: The student acquire the ability to learn how to transform social-psychological knowledge into various areas. They orient themselves in the issue of intercultural aspects and communication, the application of law (norms and the perception of (in)justice), they understands the processes of the influence of mass media, religion and the environment/nature. They can identify the stages and effects of socio-psychological factors related to health/illness, loneliness, unemployment and addiction. Competences: Through individual oral presentations on assigned topics in exercises, students train the ability to independently think about the acquired knowledge, systematically connect them with other knowledge, critically discuss them and apply to various model social situations related to the topics. Last but not least, they practice the ability to adequately present them.
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.
Written exam, max. 60 points, minimum 31 points.
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
Recommended reading literature:
1. Platon: Dialógy (°. (°°.(°°. Bratislava 1990.
2. Aristoteles – O duši. Praha: Petr Rezek 1995.
3. Augustín: O blaženom živote. In: Antológia z diel filozofov. Patristika a scholastika. Bratislava 1974,.
4. Descartes, R.: Meditácie o prvej filozofii. In: Antológia z diel filozofov. Novoveká racionalistická filozofia. Bratislava 1970.
5. Descartes, R.: Princípy filozofie. Bratislava 1987.
6. Descartes, R.: Vášne duše. Praha 2002.
7. Locke , J.: Rozprava o ľudskom rozume. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Bratislava 1967.
8. Kant, I.: Kritika čistého rozumu. Bratislava 1979.
9. Feuerbach, L.: Zásady filozofie budúcnosti. In: Antológia z diel filozofov. Novoveká empirická a osvietenská filozofia. Bratislava 1967.
Rating
40% continuous assessment
60% written knowledge test
Final assessment: The sum of the interim assessment and the exam. Full-time education:
active participation in seminars, seminar paper in the range of 8 pages/selected topic from seminars, written exam
Distance Education:
active participation in seminars, seminar work in the range of 8 pages/selected topic from seminars, oral exam.
1. Plato: Dialogues (°. (°°.(°°. Bratislava 1990.
2. Aristotle - About the soul. Prague: Petr Rezek 1995.
3. Augustine: On the blessed life. In: Anthology of the works of philosophers. Patristics and scholasticism. Bratislava
1974,
4. Descartes, R.: Meditations on the first philosophy. In: Anthology of the works of philosophers. New age
rationalist philosophy. Bratislava 1970.
5. Descartes, R.: Principles of philosophy. Bratislava 1987.
6. Descartes, R.: Passions of the soul. Prague 2002.
Plato on a thinkable, and a visible worlds; care for the soul and its immortality.
Aristotle on psychology as knowledge of the soul.
Augustín De beata vita
Aquinas: on the soul as a form of the body.
Descartes:on a difference between body and soul; on the nature of human mind; on principles of human knowledge.
Locke on origin, certainty and scope of human konwledge.
Kant on pure and empirical knowledges.
Feuerbach and man as sensual and material being.
Schopenhauer: on ascetic consciousness and its transcendent consciousness of heavenly tranquillity.
Acquisition of theoretical knowledge with respect to characteristics of consciousness, conceptions of psyche and cognitive process in individual phases of historical and philosophical knowledge.
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
Lovásová a kol.: Neuroanatómia pre psychológov – štruktúry a funkcie nervového systému, 2015, 2018
• 75 % participation in lectures.
• 100% active participation in practical lessons – mandatory compensation of maximum 3 absences (for serious health and family reasons) by agreement with the teacher.
• Completion of all continuous written and practical tests:
o by passing a current theoretical test (2) and a practical test (2)
o by achieving at least 60% from written test and by achieving at least 60% from practical test
• Students who failed the current tests – did not reach 60% success, they take a picture (practical) test on the topics of the entire semester at the beginning of the summer examination period.
• Successful completion of the final exam (in the form of a test).
Evaluation of the final exam:
100 – 91 /A/ excellent
90 – 84 /B/ very good
83 – 75 /C/ good
74 – 68 /D/ satisfactory
67 – 60 /E/ sufficient
59 and below /FX/ fail
Introduction to neuroanatomy, division of the nervous system
Spinal cord and spinal nerves
Brainstem: spinal cord, pons, midbrain
Cerebellum
Forebrain (diencephalon, rhinencephalon, limbic system, cerebral cortex, basal ganglia)
Ventricles, meninges, blood supply and venous drainage of CNS
Cranial nerves
Neural pathways
To inform students with the anatomy of the central nervous system, to point out the importance and function of the structures of the nervous system, the possibility of damage to individual parts of the brain and the resulting changes in a person's psychological state.
1. The crisis, its nature and context.
2. Life losses and their contents.
3. Psychological injury.
4. Response to stressful events and consequences.
5. Psychological first aid.
6. Basic structure of crisis intervention.
7. Crisis intervention processes.
8. Longer-term psychological help and psychological process of healing.
9. Crisis and crisis intervention after the loss of important people.
10. Crisis and crisis intervention with groups
11. Personality and its preconditions to cope with excessive burdens.
The subject will contain theoretical information, concrete cases of clients, training-specific psychotherapy techniques and skills. Experience on yourself.
Students will develop conceptual competency necessary for professionals engaged in crisis interventions. Special emphasis is given to contemporary research in suicidology, disaster psychology, and crisis management Topics include emergency situations such as natural disasters, terrorism, school violence, abuse, and crisis interventions with diverse populations.
Competecies: The Student will:
1. become aware of differences between the need for crisis counseling and typical counseling intervention
2. be able to describe the basic characteristics of crisis intervention theory
3. be able to delineate the steps to assess and work with clients in crisis
4. develop skills and abilities to work within and enhance crisis teams
5. understand the macro and micro needs of populations dealing with major disasters
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.
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.
During the semester, each student will work on two written assignments evaluated with a maximum of 10 and 40 points. The final exam is written, it is evaluated with a maximum of 50 points. The final evaluation and the final grade is given based on the sum of the obtained points. For the evaluation of level A, it is necessary to obtain 90 - 100 points, for level B 80 - 89 points, for level C 70-79 points, for level D 60-69 points, for level E 51-59 points. Credits will not be awarded to a student who obtains less than 26 points from the exam and whose total sum of points is 50 points or less.
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.
Qualitative and quantitative approaches. Basic characteristics of the qualitative approach. Basic approaches in qualitative research (case studies, phenomenological approach, grounded theory, ethnography, narrative approach, thematic analysis).
Qualitative research project (project preparation, selection in qualitative research, research quality, triangulation, ethical issues).
Research methods in qualitative research (interview, observation, document study).
Data analysis (creating categories, possibilities for categorizing phenomena).
Evaluation and interpretation of data in qualitative research (basic questions, evaluation of case studies).
Qualitative research report (basic parts of a research report, different ways of writing a research report)
Information is updated annually on the electronic notice board for the course in AiS2, alternatively in LMS UPJŠ or MS Teams.
The graduate of the course will obtain the following:
Knowledge:
- regarding the basic characteristics of qualitative research, its advantages and disadvantages, its difference from quantitative research.
- Basic approaches in qualitative research
- understands the different components of qualitative research
Skills:
- Prepare a qualitative research project
- Use interview, observation, or other sources of data and prepare them for use in qualitative research.
- Describe and use different forms of processing according to the type of qualitative data analysis (transcription, coding, identifying variables and analyzing relationships between them, interpretation)
Competencies:
- The student is able to design and conduct qualitative research on his/her own and through it bring new knowledge, insights and theories to psychology
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Ferjenčík, J.: Úvod do metodologie psychologického výzkumu. Praha, Portál, 2000.
Šebeňa, R. (2021). Metódy experimentálnej psychológie: [elektronický zdroj] / Návody na cvičenia z kognitívnej psychológie. 1. vyd. - Košice : Vydavateľstvo ŠafárikPress UPJŠ, 2021. - 132 s., ISBN 9788057400714.
Rooney, B. J., & Evans, A. N. (2018). Methods in Psychological Research (4th ed.). SAGE Publications.
Written paper, written test
Written exam
Slovak
Preparation of research – research project, preparation of materials, organisation, evaluation,
presentation of Results.
Types of research: experiment, causal-comparative research, correlational research, qualitative
research
Research methods:
Observation
Evaluation and evaluation scales
Questionnaire
Semantic differential
Interview
Sociometry
Content analysis
Use of secondary data in psychological research
Q Methodology
Knowledge:
Students will gain a comprehensive understanding of the research process, from designing a research project to preparing materials and presenting results. They will understand various types of research, including experimental, correlational, qualitative, and causal-comparative research, and learn to employ different research methods such as observation, questionnaires, interviews, and content analysis.
Skills and Competences:
Upon completing the course, students will be equipped to design, conduct, and evaluate a basic form of empirical research. They will also be capable of using fundamental methods of empirical data collection in various types of research projects.
They will develop technical skills in research methods such as questionnaire design, interviewing, and content analysis, as well as in data evaluation using tools like sociometry and semantic differentiation. Additionally, students will enhance their communication and presentation skills through sharing research findings, thus preparing them for the academic and professional research environment.
Ferjenčík, J.: Úvod do metodologie psychologického výzkumu. Praha, Portál, 2000.
Maršálová, L., Mikšík O. a kol.: Metodológia a metódy psychologického výskumu. Bratislava, SPN, 1990.
Lovaš, L.: Metódy výskumu vo verejnej správe. Košice, UPJŠ, 2001
Written exam
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Science and scientific knowledge. Research and science. Ethical issues of social research.
Introduction to research.
Preparation of research project
Steps of research preparation – research question, hypotheses, selection of variables, literary review, selection of sample
Measurement (subject of measurement, levels of measurement, scaling, validity, reliability)
Instrumentation – method of gathering primary empirical data
Research projects (research validity, experiment, causal-comparative, correlational, qualitative research, mapping)
Mapping. Forms and preparation of mapping. Questionnaire for mapping. Interview.
Data analysis
Processing of research results
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Knowledge: Upon successful completion of the course, students will be able to understand the nature of science and scientific knowledge and how knowledge is obtained through empirical research. They will be familiar with the steps of preparing empirical research such as selecting a topic, studying the literature, formulating research objectives, research questions and hypotheses, selecting research participants, and preparing research variables.
Skills and competencies:
In this course, students will learn how to generate testable hypotheses, operationalize variables, and develop clear research questions essential for conducting meaningful psychological studies.
Understanding different research designs (e.g., experimental, correlational, longitudinal) will enable them to effectively structure studies to answer specific psychological questions.
Methodological training will enable them to evaluate the strengths and weaknesses of research studies, and assess the validity and reliability of data, thus promoting critical analysis of psychological findings.
Students will learn how to approach the selection of a research sample and the collection of data through different research methods (e.g., mapping, experiments, observation...) in different ways.
Last but not least, students will gain an overview of ethical principles in psychological research, learn how to conduct studies responsibly by protecting the rights of participants, ensuring informed consent.
The information is updated annually on the electronic course bulletin board in AiS2, alternatively in the UPJŠ LMS or MS Teams environment
A. Čalkovská a kol. Human physiology, Martin, 2010
P. Švorc a kol.: Textbook of human physiology for the study field of nursing, 2004
S. Grešová a kol. Practical textbook in physiology I., Košice, 2015
I. Bračoková a kol.: Practical textbook in physiology II., 2002
Continuous assessment in the form of solving assigned tasks. Final evaluation of the subject in the form of a written test.
▪ Introduction to physiology, physiological principles. Homeostasis.
▪ Characteristics of the function of individual systems and their nervous and hormonal regulation.
▪ Blood. Respiratory system. Cardiovascular system. Excretory system. Digestive system.
▪ Endocrine system. Thermoregulation.
▪ General neurophysiology.
▪ Sensory functions of the nervous system, examination of sensory organs.
▪ Tactile, somesthetic analyzer, skin sensitivity examination, Weber's delusions
▪ Vision, eye examination, ophthalmoscopy, perimetry, color vision examination
▪ Hearing, otoscopy, hearing test with tuning forks and examination of the vestibular system
▪ Smell and taste, smell examination and localization of taste receptors
▪ Motor nervous system, examination of somatic reflexes of the spinal cord
▪ Autonomic nervous system, examination of vegetative reflexes
▪ Higher nervous functions - memory, learning, memory test, conditioned reflexes and signal
systems
▪ Wakefulness and sleep.
▪ Personality, temperament, association test
Medical physiology provides a comprehensive idea of all processes of a healthy human body, examines their cause and nature. The aim of the course is to acquire basic knowledge of physiology, to get to know the functions of individual systems of the human body in the dynamics of mutual relations and regulatory mechanisms. Acquired theoretical knowledge should then be verified with practical methodologies and later in practice.
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.
1. Bryan Kolb, Ian Q. Whishaw, Fundamentals of Human Neuropsychology
2. Eric R. Kandel et al. Principles of Neural Science, Fifth Edition
3. Bernard Baars, Fundamentals of Cognitive Neuroscience
4. Kulišťák, P.: Neuropsychológie. Grada, Praha, 1998.
5. Gazzaniga M. (ed.): The New Cognitive Neurosciences 5th ed. MIT Press. 2014
ž. Šebeňa, R. (2021). Metódy experimentálnej psychológie: [elektronický zdroj] / Návody na cvičenia z kognitívnej psychológie. 1. vyd. - Košice : Vydavateľstvo ŠafárikPress UPJŠ, 2021. - 132 s., ISBN 9788057400714.
Semestral test - 40 points (Min - 20 points)
Exam - 60 points
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
In the case that it will not be possible to teach in person, lectures will be made in the distance form; via a ppt presentation with audio commentary, available via OneDrive link. The seminars will be realized remotely via MS TEAMS in a scheduled time through online assignments and exercises.
1. History: The Development of Neuropsychology
2. Organization of the Nervous System
3. The Structure and Electrical Activity of Neurons
4. Communication between Neurons
5. Brain Development and Plasticity, Recovery, and Rehabilitation of the Adult Brain
6. Cerebral Asymmetry and Variations in Cerebral Asymmetry
7. Memory
8. Language
9. Emotion
10. Spatial Behavior
11. Attention, Mental Images, and Consciousness
12. Neuropsychological Assessment
Definition of neuropsychology, neuropsychology in the system of sciences, history of neuropsychology. Review of anatomy and physiology of the brain. Neuron, synapsis, neurotransmitters. Brain plasticity, cortical dimorphism anatomical and gender differences. Perception and cognitive functions, agnosia. Neuropsychology of memory, memory disorders. Attention and ADHD syndrome. Language, speech and speech disorders. Movement disorders, practice and apraxia. Neuropsychology of emotions. Executive functions. Personality and psychosocial consequences of brain damage. Neuropsychological diagnostics.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Knowledge: The aim of the course is to introduce psychology students to the basic areas of neuropsychology. Students will begin with background information regarding the history of neuropsychology, its connections to other scientific disciplines, followed by sections on brain plasticity and asymmetry. The emphasis in the following weeks will be on psychological constructs (language, memory, emotion, attention, consciousness) and their neural representations, which will be discussed in the context of psychological theories and recent findings in neuroscience. The end of the semester will be devoted to neuropsychological examination and methods.
Students will gain information regarding brain-behavior relationships, including cognitive functions such as memory, attention, language, and executive processes, as well as disorders such as ADHD, agnosia and apraxia, etc.
Skills and competencies:
Students will develop practical skills in neuropsychological assessment and diagnostic techniques.
Information is updated annually on the electronic course bulletin board in AiS2, alternatively in the UPJŠ LMS or MS Teams environment
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 Pavel Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the training process and in the process of job defense. Failure to do so is grounds for disciplinary action.
Slovak
Presentation of the results of the bachelor's thesis, answering the opponent's questions, answering the questions 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.
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.
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.
Blatný, M. et al. (2010). Psychologie osobnosti. Hlavní témata, současné přístupy. Praha: Grada.
Hall, C. S., & Lindzey, G. (1999). Psychológia osobnosti. Bratislava: SPN.
Chamorro-Premuzic, T. (2016). Personality and individual differences. John Wiley & Sons.
Říčan, P. (2007). Psychologie osobnosti. Obor v pohybu. Praha: Grada.
Smékal, V. (2009). Pozvání do psychologie osobnosti. Člověk v zrcadle vědomí a jednání. Barrister & Principal.
Výrost, J., & Ruisel, I. (2000). Kapitoly z psychológie osobnosti. SAV: VEDA.
Plháková, A. (2006). Dějiny psychologie. Praha: Grada.
Köverová, M., & Ferjenčík, J. (2013). Adaptácia a orientačné overovanie psychometrických charakteristík Testu životnej orientácie LOT-R [Slovak adaptation of Life orientation test (LOT-R): psychometric characteristics]. Československá psychologie, 57(5), 461-473.
30% = assignments during the semester
70% = final exam
To be allowed to take a final exam students have to submit assignments by specified date and must be present in 75% of the lectures.
To pass a final exam students have to obtain at least 35 points out of 70 during the final exam.
A final grade is a sum of the assessment during the semester and the final exam:
A = 90 - 100 points
B = 80 - 89 points
C = 70 - 79 points
D = 60 - 69 points
E = 51 - 59 points
FX = 0 - 50 points
The information are specified yearly on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Slovak language, English language
Current topics and research approaches in personality psychology. Biological bases of personality. Modern theories of temperament. Five-factor structure of personality traits. Circumplex models of personality traits. Theories of intelligence. Development of personality. Positive psychology and personality. An introduction to personality disorders.
The information are specified yearly on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Knowledge: The aim of the course Personality Psychology 2, which builds upon the course Personality Psychology, is to expand students' knowledge about theories and approaches in the field of personality. Emphasis will be placed on contemporary personality theories and the current state of scientific research in personality psychology.
Skills: Students will be able to critically evaluate personality theories, assess their contributions and limitations from both theoretical and practical perspectives.
Competencies: In practice, students will have the opportunity to conduct an interview as a diagnostic method, administer selected scales to assess personality traits, and prepare a conclusion from the testing in the form of a case study.
The information are specified yearly on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Topics for the Bachelor’s State Examination in the course “Psychology of Cognition and Emotions in the Context of Ontogenesis”
1. Cognitive psychology as a scientific discipline and its subject matter. History of the study of cognitive processes before, during, and after the emergence of psychology. Conditions for the emergence of cognitive psychology (CP). Paradigms of thinking, approaches to the study of cognitive processes, and characteristics of human cognition. Overview of theories of cognitive development (J. Piaget, R. Case, J. Pascual-Leone, etc.).
2. Sensory and perceptual processes – information reception, sensory organs, and the distinction between sensation and perception. Psychophysics. Higher-level perception – organization of the perceptual field and theoretical approaches to perception.
3. Attention – properties and functions of attention. Theories of selective attention and divided attention. Development of attention across ontogenesis.
4. Memory – functions of memory; memory in the context of the information-processing model. Types of memory and their specific characteristics. Organization of information in long-term memory, memory processes, and forgetting. Working memory (Baddeley’s model of working memory). Development of memory across developmental stages.
5. Conditioning and other forms of learning – classical conditioning, operant conditioning, complex learning, and social learning.
6. Imagery and imagination – basic characteristics of mental images and imagination, types of mental images, and cognitive maps. Theories of imagery formation. Development of imagination in ontogenesis.
7. Thinking – basic cognitive operations, types of thinking with emphasis on conceptual thinking, and approaches to concept categorization. The relationship between thinking, language, and speech. Development of thinking, language, and speech in the context of ontogenesis.
8. Reasoning, decision-making, and problem solving – characteristics of deductive and inductive reasoning; description of the decision-making process; overview of theories and models of decision-making. Creativity – definition, types, its relationship to thinking, and description of the creative process.
9. Contemporary understanding of the nature and origin of emotions (with emphasis on core components and basic categories of emotions). Dominant contemporary theories of emotions – cognitive approaches (Schachter and Singer’s theory, Lazarus’s appraisal theory). Subjective aspects of emotions and the psychological structure of emotion.
10. Traditional approaches to emotions – physiological and neurological approaches (James–Lange theory, Cannon–Bard theory); evolutionary-psychological and neurophysiological approaches to explaining emotions (Plutchik’s contribution; conceptualizations of emotions by Henry and LeDoux).
11. Emotional expression – universality and individuality in facial expressions. Scherer’s appraisal-based model of emotions focusing on the perception of emotional expression (vocal characteristics and facial expressions of emotions).
12. Functions of emotions in human life – intrapersonal, social, and developmental functions. Definition and theories of attachment and their significance from the perspective of ontogenesis.
13. Concept of emotion regulation – Gross’s process model. Strategies and types of emotion regulation and their consequences. Coping and emotions.
14. Understanding motivation with emphasis on defining core concepts and models of motivation. Achievement motivation and achievement motives (Atkinson’s and McClelland’s conceptions). Attributional approaches to explaining motivation (Kelley’s theory; Weiner’s model of intrapersonal and interpersonal motivation).
15. Selected contemporary theories of motivation (E. L. Deci & R. M. Ryan – Self-Determination Theory; A. Bandura – self-efficacy theory; Eccles’s expectancy–value model). Theories of motivation and volition (contributions of Heckhausen and Kuhl).
Pečeňák, J. (2014). Klasifikácia v psychiatrii. Bratislava: Univerzita Komenského.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington, DC: American Psychiatric Association.
Heretik, A., Heretik, A. a kol. (2016). Klinická psychológia. Nové Zámky: Psychoprof.
Smolík, P. (2001). Duševní a behaviorální poruchy. Praha: Maxdorf.
Hell, D., Schüpbach, D. (2001). Schizofrénie. Trenčín: Vydavateľstvo F.
Robinson, D. J. (2001). Poruchy osobnosti podľa DSM IV. Trenčín: Vydavateľstvo F.
exam
Slovak
Clinical psychological specifics in a/ anxiety disorders, b/affective disorders, c/ psychotic disorders, d/ addictions, e/ eating disorders, f/ organic mental disorders, g/ personality disorders.
The aim of the course is to familiarize students with the current classification and basic pathological manifestations of individual mental disorders.
Students will gain the following knowledge:
- orientation in the classification systems ICD 10, 11 and DSM5
- about the basic symptoms of mental disorders,
- about the differential diagnosis of mental disorders.
Skill The student can search for and identify symptoms of mental disorders in specific case studies of patients.
Competencies: distinguish between individual symptoms and groups of mental disorders with emphasis on their possible comorbidity.
Plháková, A. (2023). Učebnice obecné psychologie (4. vydanie). Academia.
Sternberg, R., Sternberg S. (2016). Cognitive Psychology (7th Edition). Wadsworth Publishing.
Ferjenčík, J. (2010). Úvod do metodologie psychologického výzkumu. Portál.
Eyesenck, M., W., Keane, M. T. (2020). Cognitive Psychology: A Student's Handbook (8th Edition). Psychology Press.
Example of recommended journal articles:
Jones, B. C., DeBruine, L. M., Flake, J. K., Liuzza, M. T., Antfolk, J., …Kačmár, P., … Coles, N. A. (2021). To which world regions does the valence–dominance model of social perception apply? Nature Human Behaviour, 5(1), Article 1. https://doi.org/10.1038/s41562-020-01007-2
McCarthy, R., Gervais, W., Aczel, B., Al-Kire, R. L., Aveyard, M.,… Kačmár P., … Zogmaister, C. (2021). A Multi-Site Collaborative Study of the Hostile Priming Effect. Collabra: Psychology, 7(18738). https://doi.org/10.1525/collabra.18738
To complete the course, it is necessary to submit a protocol and to be active during seminars. This relates to assigned tasks, various manifestations and further assignments.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Brief syllabus:
Investigation of mental states and processes. Techniques of investigation and detection of: reaction time, psychomotor speed and coordination, detection of thresholds of perception, attention, short-term and long-term memory, mental images, problem solving, intelligence and creativity.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
This course is designed to acquaint students with the work in the psychological laboratory, with the techniques in the field of psychomotorics and cognitive processes and with various crucial aspects of psychological research. This involves both the manifestation of various cognitive phenomena as well as the participation in classical experimental procedures that are further critically evaluated and discussed by students. Furthermore, students create a protocol similar to a scientific manuscript. This is done with the aim to guide students through the whole research process and to encourage them to start to critically evaluate research findings that they find in the research literature as this skill is crucial for both research and psychological practice.
Knowledge: Students will gain an overview of the techniques used in psychological laboratories, particularly in the fields of psychomotorics and cognitive processes. They will acquire knowledge about various cognitive phenomena and their manifestations. They will become familiar with classical experimental procedures in psychology and the entire research process, from hypothesis formulation to data collection and analysis. They will learn to create protocols similar to scientific manuscripts.
Abilities: Students will develop the ability to critically evaluate research findings. They will be able to design and conduct experiments to investigate cognitive processes. They will gain the ability to analyze and interpret data from psychological experiments. They will be capable of creating detailed research protocols and scientific manuscripts. They will be able to discuss and critically evaluate experimental procedures and findings.
Skills: Students will acquire the skill to measure and analyze reaction times. They will learn techniques for assessing psychomotor speed and coordination. They will master methods for detecting perception thresholds. They will gain techniques for measuring and analyzing attention. They will learn methods for assessing short-term and long-term memory. They will master techniques for investigating mental images. They will learn methods for studying problem-solving processes, assessing intelligence and creativity. Students will acquire the skill to prepare a basic form of output in the form of a protocol.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Final research report submitted. The level of elaboration of theoretical backgound, methods, result part and discussion with the conclusion as well as the formal aspect of the whole work will be evaluated.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
In the case that it will not be possible to carry out teaching in person in the laboratory, the teaching will be carried out remotely. In this case, it will be necessary for students to install one of the freely available statistical software and the part of teaching focused on working with data and exercises with basic statistical procedures will be implemented in a distance form through online assignments and exercises.
The realization of research is independent of the form of teaching, in the case of the distance form of education, students have to ensure the data collection themselves.
Important dates:
The deadline for submission of the theoretical part together with the research goals is 6th week of the semester.
The deadline for submission of the finalized laboratory protocol is the exam period of the winter semester.
..
1. Introductory exercise - getting familiar with the course and conditions of its completion.
2. Preparation of data before the statistical analysis itself - database creation, recoding of oppositely scoring items, calculation of the sum score, creation of a categorical variable from the interval ...
3. Individual exercises aimed to practice the preparatory phase with data.
4. Individual exercises with examples of basic statistical analyzes.
5. How to correctly describe the results in text and tabular form in the research part.
Weeks 6 - 10, Presentation of projects, data collection, data analysis.
11.-13. Presentation of results.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
The aim is to acquire basic practical procedures and methods of research activities.
From research problem proposal, study of relevant literature, setting out the research objectives and hypotheses to the planning, implementation and compilation of the final research report.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
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.
Kolařík, M. (2019). Interakční psychologický výcvik. Grada, ISBN
9788027121939.
The course is taught in the form of an intensive two-day training in the acquisition and practice of professional competencies necessary for the work of a psychologist in practice. Therefore, 100% active participation in the entire training, active cooperation in the activities during the training is required to pass the course.
Information is updated annually on the electronic course bulletin board in AiS2, alternatively in the UPJŠ LMS or MS Teams environment
Slovak, English
The basics of group cooperation and building trust
Emotional regulation: recognizing and regulating emotions, grounding techniques, reducing emotional vulnerability
Basics of psychological communication: verbal and non-verbal communication, active listening, communication cues
Psychological interviewing: process, means, questions, principles
Intervention techniques: individual and group techniques for adult and child clients
The basics of group cooperation and building trust
Emotional regulation: recognizing and regulating emotions, grounding techniques, reducing emotional vulnerability
Basics of psychological communication: verbal and non-verbal communication, active listening, communication cues
Psychological interviewing: process, means, questions, principles
Intervention techniques: individual and group techniques for adult and child clients
100% durimg semester
The course results in the acquisition and practice of skills necessary for psychological practice (intervention techniques focused on the individual, group intervention techniques). In the first training of Professional Competencies 1, we focus primarily on the issue of emotional regulation, communication and conducting a psychological interview. The knowledge and skills acquired from this course are the basis for psychological practice, mainly for psychological interview as a basic tool for psychological work and also specifically in psychotherapy.
Knowledge: Students will gain knowledge of psychological interviewing techniques, verbal and nonverbal communication, strategies for establishing rapport in psychological practice, emotion regulation, and the importance of social support.
Skills: Students will develop the ability to conduct a psychological interview, actively listen and interpret non-verbal cues. They will improve their skills in applying intervention techniques for individual and group settings, tailored to adult and child clients. In addition, students will practice methods of effective coping and emotion regulation.
Competencies: The graduate is able to create a professional, confidential and empathic environment during psychological sessions as well as to apply extensive theoretical knowledge in practice.
Rosenberg, M. B. (2022). Nenásilná komunikace: Řeč života. Praha: Portál.
Křivohlavý, J. (2008). Konflikty mezi lidmi. Praha: Portál.
Plamínek, J. (2006). Jak řešit konflikty. Praha: Grada.
Capponi, V. & Novák, T. (2004). Asertivně do života. Praha: Grada.
Komárková, R., Slaměník, I., & Výrost, J. (Eds.). (2001). Aplikovaná sociální psychologie III: Sociálněpsychologický výcvik. Praha: Grada.
A course has a form of a training focused on the development of professional competencies needed for the psychological practice.
To pass the course, students have to meet these requirements:
- 100% presence during the training,
- active participation during the training,
- writing an essay after the training.
The information are specified yearly on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Slovak language, English language
1. Organization of the course, conditions for course completion, setting the rules for group work.
2. Group work – conditions, group dynamics, training group.
3. Conflicts. Cognitions, emotions and behavior in conflict situations. Conflict escalation. Conflict de-escalation. Conflict management.
4. Assertiveness. Assertive communication. Assertiveness and conflicts. Assertive techniques.
5. Interpersonal communication. Feedback in communication. Rules for the effective feedback.
6. Social interactions in a group. Group work and team work. Group decision-making. Group influence.
The information are specified yearly on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Knowledge: The course follows the course Professional Competencies 1. The goal of the course is to train the soft skills necessary for psychological practice. Students will acquire basic theoretical knowledge on conflict management, assertiveness, interpersonal communication, and group work through practical methods.
Skills: Emphasis will be placed on self-reflection and working with personal experience. Students will have the opportunity to understand how they behave in conflict situations, learn the advantages and disadvantages of different conflict management styles, and develop the ability to analyze conflict situations and their own behavior in interpersonal interactions. They will gain a deeper understanding of their own functioning in a group and better recognize their role in group interaction.
Competencies: Students will learn selected techniques for constructive conflict management. Time will also be devoted to practicing assertiveness techniques. Additionally, students will learn effective methods for expressing and receiving positive and negative feedback in interpersonal communication.
The information are specified yearly on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Karsten , H. (2006) Ženy a muži. Praha: Portál.
Jánošová, P. (2008) Dívčí a chlapecká identita. Vývoj a úskalí. Praha: Grada Publishing.
Gilliganová, C. (2001). Jiným hlasem. Praha: Portál.
Lajčiaková, P. (2012). Gender a morálka. Ostium, (4).
Foster, M.D., Arnt, S., Honkola, J. (2004). When the advantaged become disadvantaged: Men's and women's actions against gender discrimination. Sex Roles, 50, 1-2, , pp. 27-36.
Kusá, D. (2002).: Psychological androgyne in gender ambience: considerations on gender variations. Studia Psychologica, 44, 4, s. 347-356
Vicki Helgeson (2011) Psychology of Gender: Fourth Edition 3rd Edition Psychology Press
Linda Brannon (2010) Gender: Psychological Perspectives, 6th Edition. Psychology Press
Course completion conditions: 40% assessment during semester, 60% exam
Assessment during semester: 2 assignments
Exam: written
A final evaluation is a sum of assessment during semester and exam.
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. t.
The goal is to enable students acquire basic vocational orientation in current issues and the results of empirical research on the psychology of gender, focusing on clarifying the basic terminology, theory and developmental aspects of evolution within the genus. The course includes an analysis of specific topics such as parenting, selected topics from psychology and sexual orientation issues, given the gender perspective. The aim of the seminars is to train the ability to think independently and creatively, to take a critical view on the topics discussed and the ability to use acquired knowledge relevantly.
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.
The goal is to enable students acquire basic vocational orientation in current issues and the results of empirical research on the psychology of gender, focusing on clarifying the basic terminology, theory and developmental aspects of evolution within the genus. The course includes an analysis of specific topics such as parenting, selected topics from psychology and sexual orientation issues, given the gender perspective. The aim of the seminars is to train the ability to think independently and creatively, to take a critical view on the topics discussed and the ability to use acquired knowledge relevantly.
1 Gender
- Basic terms and their meaning (sex, gender, gender role, gender identity, sex versus gender identity)
- Biological theory of gender development
2 Gender as a socio-psychological category
- Psychoanalytic theory forming the genus
- Social learning theory in the context of family formation
- Cognitive-developmental theory of formation of the genus
- Gender schema theory and the formation of the genus
3.Gender and the development
- Development of gender roles and identity
- Gender and cognitive, emotional, social and moral development
4. Specific issues of Psychology of the gender and psychological work.
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. .
term paper (40%)/ written exam (final) 60%
After completing the discipline, students are able to orientate themselves in current professional topics and the results of empirical research on gender psychology, master basic terminology, theoretical background and developmental aspects of gender development and know the specifics of gender issues. The aim of the seminars is to train the ability to think independently and creatively, to take a critical view of the topics discussed and the ability to apply the acquired knowledge in a relevant way. The task is to acquaint students with the importance of a gender-sensitive approach in psychological 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.
Elmes, D. G., Kantowitz, B. H., & Roediger, H. L. (1985). Research Methods in Psychology. 2nd ed. St. Paul/New York.
Shaugnessz, J. J., & Zechmeister, E. B. (1990). Research Methods in Psychology. 2nd ed. New York: McGrae Hill.
Presentation of a research contribution. A submission of the research contribution in a written form and its critical evaluation and defense at the student scientific conference.
Guidelines for the research contribution:
A maximum of 10 standard pages.
A structure of the research contribution:
- title
- name of an author
- abstract
- keywords
- introduction
- method
- results
- discussion
- conclusion
- references
The information are specified yearly on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Slovak language, English language
Project preparation, implementation of the research project, processing and analysis of the research findings, preparation of a research report. Presenting the results of the research at the student scientific conference. A submission of a written form of the scientific research. Consultation of the scientific assumptions, methods, analysis and writing of the contribution with the consultant.
The information are specified yearly on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Presentation and defense of a research contribution in the field of psychology to an audience at the student scientific conference at the Department of Psychology.
The information are specified yearly on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
Required literature:
Campbell, J. (2008). Hero with a Thousand Faces. New World Library
Cron, L. (2012). Wired for Story. New York: Random House
Recommended literature:
Ramachadran, V. S. (2012). The Tell-Tale Brain: A Neuroscientist's Quest for What Makes Us Human
Heath, T., Carlson, T. S., Epston, D. (2022). Reimagining Narrative Therapy Through Practice Stories and Autoethnography
Final assessment is based on activities completed during the semester:
1. Active participation and discussion during classes – 40%
Students are encouraged to actively engage in discussions, work in pairs and groups, share their insights, and provide short reflections on the topics covered in class. The aim is to support creative work, critical thinking, and the ability to reflect psychologically on stories and human experience.
2. Semester project: Popular science article based on research – 60%
Each student selects a specific research study conducted at UPJŠ and transforms it into a popular science article intended for a broader audience. The article must include: an explanation of the research, its relevance and significance, a structure understandable for non-experts, and a narrative element that helps the reader grasp the topic (e.g., a short scene, example, metaphor, or story fragment). Assessment focuses on academic accuracy, readability, the ability to communicate research clearly to the public, and ethical reflection on the presented content.
Conditions for passing the course:
To successfully complete the course, the student must achieve at least 70% overall and also obtain at least 50% in both active participation and the semester project.
Slovak language
Brief course outline
1. Psychology of creativity: what creativity is and how to develop it
2. Why stories work: emotions, the brain, and the power of narrative
3. Archetypes, symbols and the monomyth: story as the language of culture and the unconscious
4. Character as a psychological model: desire, fear, and inner conflict
5. Plot as a process of change: conflict, decision, loss, transformation
6. Story in psychological practice: applications, possibilities, and responsibility
The course integrates theoretical insights from the psychology of storytelling with the practical use of narrative as a tool for psychological reflection, supporting change, and working with identity in a psychotherapeutic context. Students will work with practical examples while developing their creativity and their ability to analyze stories from a psychological perspective.
Knowledge:
Graduates will gain an overview of the psychology of creativity and the fundamental principles of how stories function in terms of emotions, motivation, and psychological change, as well as the possibilities of using narrative in psychotherapeutic and counselling practice.
Skills:
Graduates will be able to analyze stories and their elements (character, conflict, plot, symbolism) from a psychological perspective, recognize narrative patterns in clients’ storytelling, and apply these insights in creative work as well as in psychological and psychotherapeutic practice.
Competencies:
Students will develop creative thinking, the ability to reflect on the psychological meaning of narratives, and the capacity to work with stories in a sensitive and ethical way as a tool for understanding a person, their identity, lived experience, and processes of change.
Kimplová, T., Jochmannová, L., & Svoboda, J. (2023). Psychologie rodiny. Grada.
Sobotková,I. (2007). Psychologie rodiny. Portal, Praha.
Prevendárová, J. (2001). Rodinné poradenstvo a terapia. Humanitas, Bratislava
Matoušek,O., Pazlarová,H. 2010). Hodnocení ohroženého dítěte a rodiny. Praha:Portál.
Hašto, J. (2005). Vzťahová väzba. Ku koreňom lásky a úzkosti. Trenčín, Vydavateľstvo F.
Gabura, (2012). Teória rodiny a proces práce s rodinou. Bratislava, Iris.
Journal of Family Psycholog
Course completion conditions: 40% assessment during semester, 60% exam
Assessment during semester: 2 assignments
Exam: written form
A final evaluation is a sum of assessment during semester and exam.
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
Object of Family Psychology , objectives , perspectives and application areas .
Selected concepts from psychology family. Main characteristics of the family. Family function .
2 Theories families , standards , assessment of the family. Partnership and parenthood .
3 Systemic approach to the family . Definitions system , family system , the possibilities and limitations of applying the systems approach .
Selected definitions of Family Psychology ( adaptability , cohesion, normality , interaction , identity ... ) .
4 family over time ( life stages of family life , family life cycle ) . Patterns of family functioning , the importance of research and practice .
5 Communication in the family - plane communication , communication in a relationship, communication problems . Specific forms of communication : family rituals , family myths .
6 Theories of family stress and coping . Family Resiliency ( resistance ) . Family crisis .
7 Research - family methodological specifics . Adequacy of the methods , the problem of interpretation of family data . Application field of family psychology .
Working with families - advice versus therapy .
8 Studies of different types of parenting and families :
9 Alternating education .
1. The subject of psychology families, objectives, perspectives and application areas.
Terminology: adaptability, cohesion, normality, interaction, identity .
2. Main characteristics of the family. Family functions.
3. Family theories, standards, assessment family.
4. Models of family functioning, their importance of research and practice.
5. Systemic versus systems approach to the family. Definitions of system, family system, possibilities and limitations of applying the approaches.
6. Family over time (life stages of family life, family life cycle). Satisfaction in the family because of the family cycle stages.
7. Partnership, family formation and parenthood.
8. Family communication - levels of communication, communication in relationships, communication problems. Special forms of communication: family rituals, family myths.
9. Theory of family stress and its management. Family Resiliency (resistance). Family crisis.
10. Principles of work with the family - the basic differences in counseling and therapy.
11. Upbringing, alternating upbringing (shared parenting).
Seminars content
Individual and group preparation specifically designed for successive exercise.
1. Introduction to discipline, discussion of the basic concepts.
2. Research on the family - methodological specifics. The adequacy of the methods, the problem of interpretation of family data. The significance of the research in practice.
3. Socio-psychological specifics and problems of modern family.
Functional versus dysfunctional family.
4. Biological versus adoptive families.
5. Fostering and professional parents (psycho-social features)
6. Intergenerational family and its specific features (benefits and challenges)
7. Reconstructed family. Step-families - parenting in step-families, family identity formation in step-families.
8.Kohabitation versus marriage in the context of the family. Studies of different types of parenting and families:
9. Lack of parenting, involuntary childlessness.
10 Single-parent families: mother-lonely single mother, a divorced mother, a widow, lonely father - widowed, divorced father.
11. The exercise will be devoted to case studies from the field of family counseling led by expert of the consulting practice. The term will be specified during the semester (change in terms of exercise is possible).
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.
After successfully completing the course, students will acquire:
Knowledge: An overview of basic concepts related to family psychology and an understanding of the multicausal processes that occur within the family as a system of mutual relationships. This knowledge complements the repertoire of developmental psychology, as the family plays a key role in an individual's development.
Skills: Students will be able to navigate current approaches to family studies and, through seminars, gain experience with specific methods and examples of working with families. They will learn to analyze family relationships, identify problems, and recognize factors that influence family dynamics.
Competencies: Students will be capable of critically evaluating family processes, identifying common problems in family life, and communicating about professional issues within interdisciplinary teams.
The course also includes a lecture by an expert from practice
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.
It is necessary to submit written material in a minimum of 15 pages (working version of the theoretical part of the bachelor's thesis and research project) .
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.
The structure and content of the bachelor thesis.
Theoretical part of the bachelor thesis, literary sources and their citations.
Methodological issues of bachelor thesis preparation.
Processing of research results.
Formal aspect of the bachelor's thesis and its presentation at the defenses
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Ensuring the preparation of bachelor's theses. Creating a platform for solving theoretical and methodological issues of bachelor's theses.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
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 state examination consists of the following courses: Personality Psychology, Personality Psychology II, Social Psychology, Social Psychology II
Content of the State Examination Subject
The state examination consists of the following courses: Personality Psychology, Personality Psychology II, Social Psychology, Social Psychology II
1. Subject matter and history of social psychology. Preconditions for the emergence of social psychology (SP) as a scientific discipline. Main stages of the development of SP. Intellectual sources of SP: basic explanatory principles of social behavior (philosophy), crowd psychology, psychology of nations, group mind. The emergence of SP and the first stage of its development (1908–1945). The golden age of SP (1945–1970). The crisis of the discipline and the development of SP in the post-crisis period (since 1970).
2. Cognition of the social world. Social cognition: perception of people and social situations. Categorization and stereotyping. Observation: elements of social perception. Attribution: from elements to dispositions. Integration: from elements to impression formation. From impressions to reality: stereotypes, prejudice, and discrimination.
3. Social communication. Understanding communication in social psychology. Types of social communication. Nonverbal communication: its specificity and types. Verbal communication.
4. Identity. Approaches to the study of identity in social psychology. Definition of identity. Development of individual identity. Social and cultural determinants of identity.
5. Social attitudes. Internal structure of attitudes. Organization of attitudes into systems. The triad of attitudes – value orientations – ideology. Theory and research on persuasion. Stages of the persuasive process: source of information, message content, communication channel, recipient factors, and goals of persuasion. Other (non-persuasive) strategies aimed at attitude change.
6. Conformity. Social influence and conformity. Cooperation and compliance. Obedience and Milgram’s experiments. The continuum of social influence.
7. Dyadic relationships. Dyads in social psychology. Personal relationships (H. H. Kelley). Relationship closeness and its measurement. The role of commitment in personal relationships. The principle of equity. Phenomenology of intimacy. Structure of close relationships. Social networks.
8. Affiliation, attractiveness, and love. Affiliation and its sources. Attractiveness: situational factors and personal (object-related) factors. Love and types of love.
9. Prosocial behavior. Meaning of prosocial behavior and altruism in social psychology. Why do we help? When do we help? Whom do we help? Does genuine altruism exist?
10. Aggression and aggressiveness. Aggression, aggressiveness, and related concepts. Types of aggression. Theories of aggression. Situational, biological, personal, and social environmental factors of aggression.
11. Gender psychology. Gender – the social psychology of women and men. Traditional approaches to the study of men and women in psychology. Overview of key findings in psychological research on sex differences.
12. Social intelligence and social competence. Social intelligence and the development of its study. Social intelligence and other types of intelligence. Issues of measuring social intelligence. Social competence. Wisdom.
13. Small social groups and group influences. Definition of small social groups. Group structure and composition. Types of small social groups. Group development. Socialization of the individual within the group. Social facilitation. Social loafing. Deindividuation. Group polarization.
14. Leadership. Nature of leadership. Leadership styles. Leader traits. Situational factors and leadership.
15. Conflict. Definition of conflict. Types of conflict in social psychology and their dynamics. Conflict resolution. Negotiation.
16. Large social groups. Psychology of mass phenomena. Classification of mass phenomena. Research on crowd behavior.
17. Cross-cultural psychology and the psychology of ethnic communities.
18. Subject matter and history of personality psychology. Core questions and approaches to the study of personality. Stages in the development of personality psychology and causes of its developmental crises. Contemporary topics and current research trends in personality psychology.
19. Classical psychoanalysis of Sigmund Freud. Phases of psychoanalytic theory (affect and trauma phase, topographic model, structural model). Research focus and methods. Evaluation within psychodynamically oriented personality theories.
20. Psychoanalytic tradition and ego psychology. Evaluation of contemporary psychoanalytic theory. Ego as an equal partner. Autonomous ego. The need for ego competence. Research focus and methods. Evaluation within psychodynamically oriented personality theories.
21. Analytical psychology of C. G. Jung. Structure, dynamics, and development of personality. Research focus and methods. Evaluation within psychodynamically oriented personality theories.
22. Individual psychology of A. Adler. Inferiority complex. Striving for superiority. Fictional goals. Masculine protest. Lifestyle. Creative Self. Social interest. Research focus and methods. Evaluation within psychodynamically oriented personality theories.
23. Interpersonal dynamics and its evaluation in personality psychology. Personality concepts of K. Horney, E. Fromm, and H. S. Sullivan. Evaluation within psychodynamically oriented personality theories.
24. Focus on the experiencing person. Personality concepts of A. Maslow and C. Rogers. Motivation from Maslow’s perspective. Personality dynamics according to Rogers. Research focus and methods. Evaluation of the humanistic and holistic approach.
25. The personal world: K. Lewin and G. Kelly. Structure of personality according to Lewin. Motivation from Lewin’s perspective. Research focus and methods in Lewin’s theory. George Kelly’s personal construct theory. Evaluation of Lewin’s and Kelly’s theories.
26. Emphasis on enduring personality characteristics. Personology: H. Murray. Enduring aspects of personality. Personality dynamics and motivation. Research focus and methods. Individual uniqueness: G. Allport. Structure and dynamics of personality, motivation. Research focus and methods. Evaluation.
27. Emphasis on enduring personality characteristics. R. Cattell: personality as a trait structure. H. J. Eysenck: definition of personality and enduring traits. Evaluation of Cattell’s and Eysenck’s theories in personality psychology.
28. Five-Factor Model of personality trait structure. Description of the model. Lexical and questionnaire approaches to studying the five-factor structure. Five-Factor Theory of personality. Evaluation of the Five-Factor Model.
29. Temperament theories based on research in child populations. Thomas and Chess’s temperament theory. Buss and Plomin’s EAS theory. Goldsmith and Campos’s emotional theory of child temperament. Kagan’s temperament theory.
30. Temperament theories based on research in adult populations. Cloninger’s neurobiological model of temperament. Gray’s neuropsychological theory of temperament. Zuckerman’s theory of temperament.
31. Circumplex models of interpersonal personality traits. T. Leary. J. Wiggins. Common characteristics of circumplex models. Comparison of circumplex models of interpersonal traits.
32. Behavioral approach to personality and social learning theory in the context of contemporary personality psychology. Personality from the perspective of behaviorism. Personality from the perspective of social-cognitive theory. Contributions of A. Bandura, M. Seligman, and W. Mischel to the development of personality psychology.
33. Positive psychology. Subject matter of positive psychology. Well-being. Dispositional optimism. Hope. Meaning in life and V. E. Frankl’s logotherapy. Evaluation of positive psychology.
34. Intelligence. Definitions of intelligence. History of assessing intellectual abilities. Approaches and theories of intelligence.
Required literature:
VÝROST, J., SLAMĚNÍK, I., SOLLÁROVÁ, E. (2019). Social psychology. Theory. Methods. Aplications. Praha, Grada.
VÝROST, J., SLAMĚNÍK, I. (2008). Social psychology. Praha, Grada.
HEWSTONE, M., STROEBE, W. (2006). Social psychology. Praha, Portál.
KOLLÁRIK, T. a kol. (2004). Social psychology, 1st Edition. Bratislava, UK Publishing.
HAYESOVÁ, N. (1998). Basics of social psychology. Praha, Portál.
Recommended literature:
ARONSON, E. (2017). Sociálna psychológia. Inštitút psychoterapie a socioterapie.
NAKONEČNÝ, M. (2020). Sociální psychologie. Triton.
GILOVICH, T., KELTNER, D., CHEN, S., NISBETT, R. E. (2016). Social psychology, 4th Edition. W. W. Norton, Canada.
HOGG, M. A.; VAUGHAN, G. M. (2018): Social psychology, 8th Edition, Pearson, UK.
ARONSON, E., WILSON, T. D., AKERT, R. M., SOMMERS, S. R. (2016). Social Psychology, 9th Edition. Pearson, USA.
BARON, R. A., BRANSCOMBE, N. R. (2012). Social psychology, 13th Edition. Pearson, USA.
FISKE, S.T., LINDZEY, G. (1998). Hanbook of social psychology. 3-rd ed., Vol.I.-II. New York, McGraw-Hill.
Background, subject and history of social psychology. Social cognition. Social communication. Social psychology of personality. Self and identity. Social attitudes and persuasion. Social impact and conformity.
Course completion conditions: 40% assessment during semester, 60% exam.
Assessment during semester: 1. Seminar work (presented and sent) max. 20b, min. 11b.
2. Credit paper (in the credit week) - test - max. 20b, min. 10b. Min. the number of points obtained per semester required for admission to the examination is 21p.
Participation in seminars (min 80%).
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 (even a black board can be) of the course in AiS2, alternatively 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.
Background, subject and history of social psychology.
Social cognition.
Social communication.
Social psychology of personality.
Self and identity.
Social attitudes and persuasion.
Social impact and conformity.
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.
Knowledges: Upon successful completion of the course, students know the basic terminology, key areas of building a knowledge system and methods of this psychological discipline. They can specify the place of social psychology in the structure of psychological sciences and clarify its relationships to social and behavioral sciences. Skills: Students are oriented in the main directions of application of socio-psychological knowledge in research, expertise and routine work. Competences: On the basis of exercises students will gain a deeper orientation in the subject, but especially through individual presentations of students on the topic they train the ability to relevantly use and think independently about the acquired knowledge, learn to present them adequately, systematically connect them with other knowledge and apply to various model social situations related to the topics.
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.
Required literature:
VÝROST, J., SLAMĚNÍK, I., SOLLÁROVÁ, E. (2019). Sociální psychologie. Teórie. Metódy. Aplikace. Praha, Grada.
VÝROST, J., SLAMĚNÍK, I. (2008). Sociální psychologie. Praha, Grada.
HEWSTONE, M., STROEBE, W. (2006). Sociální psychologie. Praha, Portál.
KOLLÁRIK, T. a kol. (2004). Sociálna psychológia. 1. vyd. Bratislava : Vydavateľstvo UK.
HAYESOVÁ, N. (1998). Základy sociální psychologie. Praha, Portál.
Recommended literature:
ARONSON, E. (2017). Sociálna psychológia. Inštitút psychoterapie a socioterapie.
NAKONEČNÝ, M. (2020). Sociální psychologie. Triton.
GILOVICH, T., KELTNER, D., CHEN, S., NISBETT, R. E. (2016). Social psychology, 4th Edition. W. W. Norton, Canada.
HOGG, M. A.; VAUGHAN, G. M. (2018): Social psychology, 8th Edition, Pearson, UK.
ARONSON, E., WILSON, T. D., AKERT, R. M., SOMMERS, S. R. (2016). Social Psychology, 9th Edition. Pearson, USA.
BARON, R. A., BRANSCOMBE, N. R. (2012). Social psychology, 13th Edition. Pearson, USA.
FISKE, S.T., LINDZEY, G. (1998). Hanbook of social psychology. 3-rd ed., Vol.I.-II. New York, McGraw-Hill.
Dyads: personal relationships, close relationships, affiliation, attractiveness, love. Aggression and prosocial behavior. Social intelligence and social competence. Small social groups: group influences, conflicts, leadership. Large social groups. Specifics of methods of social psychology and ethical issues in socio-psychological research.
Course completion conditions: 40% assessment during semester, 60% exam.
Assessment during semester:
1. Seminar work (presented and sent) max. 20b, min. 10b.
2. Credit paper (in the credit week) - test - max. 20b, min. 10b.
Min. the number of points obtained per semester required for admission to the examination is 21p.
Participation in seminars (min 80%).
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 (even a black board can be) of the course in AiS2, alternatively 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.
Dyads: personal relationships, close relationships, affiliation, attractiveness, love.
Aggression and aggression, prosocial behavior.
Social intelligence and social competence.
Small social groups: group influences, conflicts, leadership. Large social groups.
Specifics of methods of social psychology and ethical issues in socio-psychological research.
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.
Knowledges: On the basis of basic knowledge from the subject Social Psychology I., after successful completion of the follow-up course Social Psychology II., students are well versed in socio-psychological topics and master the basic terminology related to the individual in interaction and in the group. Skills: Students are able to identify the basic characteristics of the dyad at the level of personal and close relationships. They are able to distinguish between processes within small and large social groups, aggression and prosocial behavior, they identify group influences within small groups, categorize conflicts and characterize the characteristics of leadership. Students are also familiar with and learn to use specific methods of social psychology, with knowledge of ethical principles in socio-psychological research. Competences: Through individual oral presentations on assigned topics in exercises, students deepen their knowledge in the subject and practice the ability to relevantly use and independently think about the acquired knowledge, adequately present it, systematically connect it with other knowledge and apply it to various model social situations that selected topics.
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.
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.
DUNOVSKÝ, J. - DYTRYCH, Z. - MATĚJČEK, Z. a kol.: Týrané, zneužívané a zanedbávané dítě. Praha, Grada 1995
KREJČÍŘOVÁ, D.: Syndrom týraného dítěte. Prevence týrání a špatného zacházení s dítětem, terapeutické možnosti. In: Říčan, P.- Krejčířová, D. a kol.: Dětská klinická psychologie. Grada Publishing, 1995, str. 197-198, 204-207.
VÁGNEROVÁ, M.: Psychopatologie pro pomáhajíci profese. 2. vyd. Praha. Portál, 2004.
WEIS, P. et al.: Sexuální zneužívaní detí. Praha: Grada, 2005.
ŠKOVIERA, A. Dilemata náhradní výchovy. Praha : Portál, 2011
VLČKOVÁ, M.: Týrané dieťa. Bratislava: Univerzita Komenského, 2001.
1. Case report of neglected child.
Students' task is to develop case report (case study) of neglected child. The aim is to provide description of state, the consequences of neglect. Indicate prognosis and try to propose actions. The work must be based on actual observation of neglected child. 15 points max, min 7 pints
2. Written mid-term test - 2 times, Each test is at 10 points, with min 12 points for both.
3. Activity of the seminar - theoretical questions and in solving case studies. - 5 points, min 3 points.
4. Overall, the student has to obtain a term of at least 22 points in order to go on examination.
5. Final exam: Written test 60 points.
6. Passing the 80% (lectures and seminars).
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
1. The concept of torture, Child Abuse and Neglect syndrome (CAN) - battered, abused and neglected child. Forms and manifestations of CAN syndrome. Concept of child maltreatment. The situation in assessment, treatment, and prevention of child maltreatment in the world in a history and the present.
2. Physical abuse and its consequences, causes of physical abuse. Forms of physical abuse. Battered Child Syndrome.
3. Emotional abuse and its consequences
4. Neglect as a form of child abuse. Children endangered by environment. The nature and consequences of psychological deprivation and subdeprivation. Indicators of neglect.
5. Sexual abuse. Forms of sexual abuse. Offender and the victim. Consequences of sexual abuse.
6. Child's exposure to violence and domestic violence.
7. Social and legal protection and care of abused, neglected and abused children.
8. Detection and diagnosis of torture, abuse and neglect. Social diagnosis. Psychological methods of identification of child maltreatment.
9. Methods of care for children endangered by child maltreatment.
10. Crisis intervention and treatment.
11. Prevention of child maltreatment.
12. New trends in the care of children endangered by child maltreatment.
Definition of terms - Syndrome of Child Abuse and Neglect (CAN), Child Maltreatment. Basic types of child maltreatment (physical abuse, emotional abuse, sexual abuse, secondary abuse, neglect). Methods of diagnosis, treatment, and prevention of child maltreatment.
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.
40% ongoing evaluation / 60% final evaluation
After completing the course, students should have an overview of theoretical issues based on an understanding of the origin, causes and persistence of maltreatment. Gain practical skills to address the issue of ill-treatment (torture, abuse, neglect). Understand, apply, analyze and critically re-evaluate options for correcting and preventing maltreatment of children and young people.
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.
Halama, P.: Princípy psychologickej diagnostika. Trnava: Trnavská univerzita 2011.
Urbánek,T. - Denglerová,D., Širuček,J.: Psychometrika. Praha: Portál 2011
Říčan P.: Základy psychometrie. Bratislava: Psychodiagnostika 1977
Břicháček, V.: Úvod do psychologického škálování. Bratislava : Psychodiagnostické a didaktické testy, n. p., 1978
Total 50 points is regarded a minimum for passing subject. From this amount, minimum 20 points must be received for final exam and minimum 30 points must be received for continual assessment. Maximum 60 points can be received for continual work and maximum 60 points for final 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.
-
Subject and history of psychodiagnostics
Measurement in psychology
Psychological scaling: Thurstone, Likert, Guttman
Classification of psychodiagnostic methods
Observation, interview
Psychological tests and questionnaires
Reliability
Validity
Item analysis
Classical test theory and current models (Item Response Theory)
Norms and standardization
Intelligence measurement
Personality diagnostics
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.
Knowledge: The graduate will gain an overview of the meaning and methods of psychological cognition, the creation of tests and the verification of their psychometric properties.
Skills: The student will acquire the ability to create a simple psychological test and assess its basic psychometric properties.
Competences: The graduate is able, based on the knowledge of the targeted psychological characteristic, to propose a simple method of its detection and to verify it using basic psychometric indicators.
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.
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.
Rajčáni j. et al. (2024). Štatistika pre reprodukovateľný výskum v spoločenských vedách. Bratislava, Univerzita Komenského.
Ferjenčík, J.(2006). Základy štatistických metód v sociálnych vedách. Košice: UPJŠ.
Jeleňová, I. (2012): Zbierka úloh zo základov štatistiky pre sociálne vedy. Košice: UPJŠ.
- active participation on labs
- obtaining minimally 50 points for both aforementioned groups of activities
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Meaning, structure and nature of statistical methods
Graphic and numerical representation of data files
Determination of nature and closeness between the variables
Probability – its character, determination and meaning in statistics
Statistical judgment (hypotheses and algorithms)
Difference statistics: parametric and non-parametric
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Knowledge: The graduate will gain an overview of the basic procedures of descriptive statistics (creation of databases, graphic representation of data sets, calculation and interpretation of the measure of center, location and variability), the principle and basic methods of inductive statistics.
Skills: The student will acquire the ability to use methods of descriptive statistics and basic methods of bivariate inductive statistics.
Competences: The graduate is able to assess, based on a problem situation, which statistical methods are suitable for answering it.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
.
Study Rules of Procedure at Pavol Jozef Šafárik University in Košice
Helus, Z. (2011). Úvod do psychologie. Praha: Grada.
Nolen-Hoeksema et al. (2012). Psychologie Atkinsonové a Hilgarda. Praha: Portál.
Nakonečný, M. (2013). Lexikon psychologie. Praha: Vodnář.
Original psychological research articles published in international scientific journals
It is compulsory to fulfill the practical assignments during the semester which will be aimed to facilitate the adaptation of the psychology student - to read the assigned materials (e.g. Study Rules of Procedure at Pavol Jozef Šafárik University in Košice) and to manifest the acquired knowledge and skills, to obtain a university library card, to provide the review of selected psychological book, and to participate in psychological research.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Slovak, English
Further information about the course are specified on the electronic noticeboard of the course in AiS2.
1. Why to study psychology
2. How to study at university
3. Pavol Jozef Safarik University and broader organizational context
4. AIS and credits system, Ms Teams and other tools
5. Study regulations
6. Work with bibliography
7. Psychological literature and related particularities
8. Psychology as a scientific discipline
9. Broader historical context
10. Psychological research (research participation I, II, III)
Why we are here and how to study effectively?
The broader organizational context of the Pavol Jozef Safarik University.
AIS system and credits.
Study rules.
Work with bibliography documents.
Psychology as a discipline - context, specifications and problems.
An introduction to psychological research and philosophy of science.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
100% per semester
The main goal of the course is to provide introduction and basic orientation in the most crucial issues related to the study of psychology (with the focus on the process, content, and organization of the study, as well as on the work-life balance).
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
.
Lectures in the current academic year.
Lysá, L., Vágnerová, M. (2021). Vývojová psychologie. Dětství a dospívaní. Praha: Karolinum. (príp. staršie vydania.
Thorová, K. (2015). Vývojová psychologie. Praha: Portál.
Vágnerová, M. (2023). Vývojová neuropsychologie. Raabe.
Vágnerová, M. (2017). Vývoj dětské kresby a její diagnostické využití. Raabe.
Macek, P., Lacinová, L., & Ježek, S. (2016). Cesty do dospělosti: Psychologické a sociální charakteristiky dnešních dvacátníků. Masarykova univerzita.
Ráczová, B., Semešiová, M. (2024). Vybrané aspekty prechodu do dospelsoti a subjektívna pohoda dvadsiatnikov. Bratislava: VEDA SAV.
Semešiová, M., Ráczová, B., & Babinčák, P. (2024). Reported father involvement and indicators of subjective well-being in transition to adulthood. International Journal of Adolescence and Youth, 29(1).
Continuous monitoring of relevant resources available through the university library databases.
Course completion conditions: 40% assessment during semester, 60% exam
Assessment during semester: 4 assignments (40p.).
Min. the number of points obtained per semester required for admission to the examination is 21p.
Exam: written form (max 60p.)
A final evaluation is a sum of assessment during semester and exam.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Developmental psychology as a scientific discipline and its application possibilities. Basic terms and their definition. Periodization of development.
Representative developmental theories and models - their comparisons, advantages and limits.
Mental development - main factors, forms and mechanisms of development. Psychological patterns of developmental changes.
Prenatal period and its importance for further development. Basic knowledge of prenatal psychology. Basic overview of developmental changes (physical and motor development, development of cognitive processes, development of emotion, socialization, optimization of development) in individual periods (infant period to adolescence period).
Selected topics:
Development of emotional attachment.
Game development, drawings (meaning and use).
Development of social relations in childhood and adolescence, moral development.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
After successfully completing the course, students will acquire:
Knowledge: They will gain basic theoretical knowledge about developmental changes, including key theories and concepts of psychological development. They will be able to navigate fundamental professional terminology and processes related to human psychological development in a lifespan context.
Skills: Students will be capable of identifying and describing the essential characteristics of various developmental stages (prenatal development, early childhood, preschool and early school age, puberty, and adolescence) necessary for subsequent applied disciplines. They will be able to apply the acquired knowledge in practice, such as analyzing and interpreting individual developmental phases and recognizing factors that influence development.
Competencies: Through seminars, students will train their ability to think independently and critically about developmental processes, take a critical view of discussed topics, and are competent to apply acquired knowledge relevantly when solving practical tasks and effectively communicating these insights within multidisciplinary teams in practice.
The information will be yearly specified on the electronic noticeboard of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Lectures in the current academic year.
Lysá, L., Vágnerová, M. (2021). Vývojová psychologie. Dětství a dospívaní. Praha: Karolinum. (príp.staršie vydania).
Thorová, K. (2015). Vývojová psychologie. Praha: Portál.
Millová, K. (2024). Za branami dospělosti: současné pohledy na vývoj v dospělosti. Pavel Mervart, Ostravská univerzita. ISBN: 978-80-7465-646-0
Millová, K., Blatný, M. (2016). Generativita jako významný vývojový úkol v dospělosti. In: Psychologie celoživotního vývoje. Praha:Karolinum.
Ráczová, B., Semešiová, M. (2024). Vybrané aspekty prechodu do dospelsoti a subjektívna pohoda dvadsiatnikov. Bratislava: VEDA.
Continuous monitoring of relevant journal sources available through the UK or Research Gate databases.
Course completion conditions: 40% assessment during semester, 60% exam
Assessment during semester: 4 assignments (40p.).
Min. the number of points obtained per semester required for admission to the examination is 21p.
Exam: written form (max 60p.)
A final evaluation is a sum of assessment during semester and exam:
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment
An overview of approaches to the categorization of adulthood and old age.
Developmental theories and models explaining the mechanisms of development in adulthood and old age.
Overview of individual developmental stages of adulthood, their characteristics (period of young adulthood - entry into adulthood, period of emerging adulthood, period of middle and late adulthood).
Period of old age - an overview of aging processes and physical and psychosical specifics. Conditions and criteria for active aging.
Introduction to thanatology (dying and death, palliative care).
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment
After successfully completing the course, students will gain:
Knowledge: based on the knowledge from the course Developmental Psychology I, they will acquire basic knowledge about developmental changes within the second half of ontogenetic development.
Skills: based on theoretical knowledge, they can identify and describe the main characteristics of individual periods of adulthood and old age, using the biodromal approach, they are able to apply this knowledge within related disciplines (e.g. clinical psychology, psychodiagnostics).
Competencies: based on practically oriented assignments during seminar classes, they are able to recognize and analyze the difficulties of transitive life periods and take into account the specifics of the periods when communicating with people of a given age.
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.
Corno, L., & Anderman, E. M. (2016). Handbook of educational psychology. New York; London: Routledge.
Langford, P. E. (2005). Vygotsky's developmental and educational psychology. Hove: Psychology Press.
Ormrod, J. E., Anderman, E. M., & Anderman, L. (2020). Educational psychology: Developing learners. Pearson.
Slavin, R. E. (2018). Educational psychology: Theory and practice. New York: Pearson Education, Inc.
Mesárošová, M., Köverová, M., Hičárová, V., Miháliková, R., & Lipták, E. (2023). Pokroky pedagogickej psychológie. Košice: UPJŠ, Vydavateľstvo ŠafárikPress.
Mesárošová, M., Köverová, M., & Miháliková, R. (2023). Prípadové štúdie a cvičenia z pedagogickej psychológie. Košice: UPJŠ, Vydavateľstvo ŠafárikPress. https://unibook.upjs.sk/img/cms/2023/ff/pripadove-studie-a-cvicenie-z-pedagogickej-psychologie.pdf
Braun, R., Marková, D., & Nováčková, J. (2014). Praktikum školní psychologie. Praha: Portál.
Fontana, D. (2014). Psychologie ve školní praxi. Praha: Portál.
Mareš, J. (2013). Pedagogická psychologie. Praha: Portál.
Štech, S., & Zapletalová, J. (2013). Úvod do školní psychologie. Praha: Portál.
Vágnerová, M. (2005). Školní poradenská psychologie pro pedagogy. Praha: Karolinum.
Zákon č. 245/2008 Z. z. Zákon o výchove a vzdelávaní (školský zákon).
Developmental Psychology II.
40% = assignments during the semester
60% = final exam
All requirements including the information about the teaching form (face-to-face, online, combined) are specified on the electronic noticeboard.
A final grade is a sum of the assessment during the semester and the final exam:
A = 90 - 100 %
B = 80 - 89 %
C = 70 - 79 %
D = 60 - 69 %
E = 51 - 59 %
FX = 0 - 50 %
The information are specified yearly on the electronic noticeboard of the course in AIS2, alternatively in LMS UPJŠ or MS Teams environment.
Slovak language, English language
1. Topics and methods of educational psychology.
2. Contribution of developmental theories to learning.
3. Learning - classical and operant conditioning at school.
4. Cognitive approach to learning. Concept learning. Discovery learning. Cooperative learning.
5. Learning motivation.
6. Factors of academic achievement.
7. Gifted children. Psychological aspects of talent and creativity.
8. Students with learning disabilities I.
9. Students with learning disabilities II.
10. Communication in education.
11. Classroom - psychological aspects of the classroom as a small social group.
12. Interpersonal teacher behavior.
1. Topics and methods of educational psychology.
2. Contribution of developmental theories to learning.
3. Learning - classical and operant conditioning at school.
4. Cognitive approach to learning. Concept learning. Discovery learning. Cooperative learning.
5. Learning motivation.
6. Factors of academic achievement.
7. Students with learning disabilities I.
8. Students with learning disabilities II.
9. Gifted children. Psychological aspects of talent and creativity.
10. Communication in education.
11. Interpersonal teacher behavior.
12. Classroom. Methods of psychological assessment in classroom settings. Classroom climate.
The information are specified yearly on the electronic noticeboard of the course in AIS2, alternatively in LMS UPJŠ or MS Teams environment.
40% assessment during semester / 60% final exam
The course is aimed to provide students with the fundamental theoretical and empirical knowledge in the field of educational psychology and its applications into the practice of the educational/school psychologist.
The information are specified yearly on the electronic noticeboard 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