The student possesses and demonstrates knowledge, skills, and competencies from the core subjects of the study plan of the study program.
Obtaining the required number of credits in the prescribed structure according to the study plan.
slovak
Knowledge
The student masters professional terminology related to working with individuals and groups in adverse social situations.
Understands the determinants of clients’ personality characteristics, including potential psychopathological traits.
Has knowledge of the principles of specialized social counselling, therapeutic, intervention, and rehabilitation approaches.
Understands fundamental and advanced concepts related to client needs assessment and intervention planning.
Skills
Can identify and take into account clients’ personal and psychosocial factors when planning and implementing social work interventions.
Is able to design and apply appropriate work procedures, techniques, and interventions tailored to the specific needs of the client.
Can prepare and implement an individual work plan with the client in line with professional standards.
Is capable of comparing and evaluating the effectiveness of various approaches and techniques in terms of expected outcomes and social work goals.
Competences
Is able to perform professional tasks independently and responsibly, with respect to the specific needs of the client.
Demonstrates competence in responding ethically and effectively to complex client life situations.
Has the ability to apply professional knowledge in multidisciplinary and interdisciplinary contexts.
Is prepared to reflect on their own practice and to develop professional skills in accordance with current trends in social work.
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
BALOGOVÁ, B.-E. ŽIAKOVÁ (eds.), 2017. Vademecum sociálnej práce. Košice: UPJŠ, FF. ISBN 978-80-8152-483-7.
Horská, B. , Lásková, A. , Ptáček, L. Internet jako cesta pomoci. Praha: Slon, 2010. ISBN 978-80-7419-034-6. S. 37-41.
Špatenková, N. a kol. Krizová intervence pro praxi. Praha : Grada Publishing, 2004. 200 s. ISBN 80-247-0586-9.
The subject is limited by the number of students due to the capacity of the training workplace - 15 psychology students, 15 social work students. The selection is made based on the time of registration of the subject - for the first 15 psychologists and the first 15 social workers!
Teaching is carried out in two phases: block teaching of theory and counseling skills training, September - October; completion of services at the Children's Trust Line workplace, October - December.
The point gain is max 100 points per semester in the distribution: 60b semester, 40b exam.
Semester:
10 points - propagation activities
10 points - preparation of a blog article on the Children's Trust Line (LDD)
10 points - study and analysis of 10 counseling e-mails
15 points - consulting answer to 3 e-mails
15 points - conducting counseling communications at the cottage under the supervision of an LDD expert
A minimum of 40 points must be obtained per semester. Subsequently, the student can take the exam.
Students who get at least 45 points during the semester have the opportunity to pass the exam in advance.
Written exam with a maximum gain of 40 points, the required minimum is 21 points.
Rating: A 100-93b; B 92-83b; C 82-73b; D 72-66; E 65-61; FX 60-0
slovak
Introduction – role of social work in the system of distance counselling.
Counselling.
Social-legal counselling.
Forms and types of counselling.
Attendance counselling.
Distance counselling.
Advantages and disadvantages of distance counselling.
Code of ethics.
Telephone counselling 1.
Telephone counselling 2.
E-mail counselling.
Other forms of distance counselling.
Clients of distance counselling.
Knowledge
The student can compare the advantages and disadvantages of distance and face-to-face counseling
He masters the basic counseling approaches
Skills
Interprets and can apply counseling methods
Identifies the limits of distance counseling
It applies the principles of the ethical code of distance counseling
He controls the technological procedures of work in remote consulting
Competences
He is able to conduct consultative written communication under the supervision of an expert
Is able to prepare an advisory written response
Bakalárska práca sa bude hodnotiť podľa Smernice rektora UPJŠ č. 1/2011 o bibliografickej
registrácii, uchovávaní, sprístupňovaní a základných náležitostiach záverečných prác a
kvalifikačných prác platná pre UPJŠ v Košiciach a jej súčasti. Je prístupná na stránkach UPJŠ, FF
UPJŠ ako aj v AIS.
ŽIAKOVÁ, E. a kol., 2014. Návod na písanie záverečných prác. Košice: Univerzita Pavla Jozefa
Šafárika v Košiciach, Filozofická fakulta. ISBN 978-80-8152-158-4.
Preparation of the master’s thesis in accordance with the specified learning outcomes and the university’s guidelines, based on the supervisor’s instructions, Directive No. 1/2011 on the essential requirements for final theses, rigorous theses, and habilitation theses, their publication and availability during the retention period, and originality check, applicable to Pavol Jozef Šafárik University in Košice and its faculties, and Rector’s Decision No. 21/2021 on plagiarism.
While writing the master’s thesis, the student demonstrates the ability to carry out independent and creative academic work. The thesis is completed independently, in accordance with the relevant internal regulations and guidelines.
slovak
Presentation of the results of the master’s thesis, answering questions from the reviewer(s), and responding to questions from the members of the examination committee.
Knowledge:
The graduate is able to list, describe, categorize, compare, and abstract various theoretical approaches relevant to the topic of the master’s thesis.
Demonstrates advanced knowledge of theoretical and methodological frameworks of research in social work.
Understands the relationships between the research problem, objectives, methodology, and interpretation of results.
Skills:
Proposes a theoretical and methodological framework for their own research topic.
Independently addresses a research problem using appropriate scientific methods.
Interprets research results using advanced statistical and analytical tools.
Produces a scholarly text that meets the formal and content-related requirements of a master’s thesis.
Competencies:
Independently, responsibly, and creatively solves a professional problem within the topic of the master’s thesis.
Critically reflects on their own decisions during the research process and is able to defend them before an academic committee.
Works in accordance with ethical principles of scientific work, respects academic integrity, and follows university regulations.
Effectively presents the results of the master’s thesis and responds to expert questions during the defense.
BLATNÝ, M. a kol. 2010. Psychologie osobnosti. Grada.
BUTCHER, J.N. (eds). 2018. APA Handbook of Psychopathology. Volume 1: Psychopathology: Understanding, Assessing, and Treating Adult Mental Disorders Volume 2: Child and Adolescent Psychopathology. ISBN: 978-1-4338-2836-2
HALL, C.S. a G. LINDZEY. 2002. Psychológia osobnosti. Mladé letá. 8008033843
KRUEGER, R.F. a P.H. BLANEY. 2023. Oxford Textbook of Psychopathology (4-edn). Oxford Univdersity Press. Dostupné: https://academic.oup.com/book/45782/chapter-abstract/400196858?redirectedFrom=fulltext
KŘIVOHLAVÝ, J., 2009. Psychologie zdraví. Praha: Portál. ISBN 80-22435-60-8.
OREL, M. 2016. Psychopatologie. Grada. 9788034755168
ŘÍČAN, P., 2010. Psychologie osobnosti. Praha: Grada. ISBN 80-94235-42-8.
SVOBODA, M. 2012. Psychopatologie a psychiatrie. Portál. 9788026202165
VÁGNEROVÁ, M. 2014. Současná psychopatologie pro pomáhající profese. Portál. 97880206965
ŽIAKOVÁ, Eva (eds.) 2005. Psychosociálne aspekty sociálnej práce. Prešov : Aspekt.
Prepare and present a seminar paper on a chosen topic according to the schedule in Teams (20%):
Each student has their own topic – in the context of Social Work (theoretical foundations and practical application – e.g., working with a client with a specific diagnosis, intervention possibilities – examples of good practice – evidence-based theory).
The format should be ppt/presi or other – minimum 10 minutes in length + activity on the topic for approximately 10 minutes (video maximum 2 minutes – the rest is another activity).
The presentation must also include at least 2 OPEN questions for discussion.
Within 3 days of the presentation, submit the theoretical concept (4-5 pages / 5 sources – 2 foreign studies from databases like EBSCO, etc. – by "foreign" we mean not Czech). If plagiarism is detected, the instructor will proceed according to the internal regulations of UPJŠ.
Colloquium – analysis of a professional psychological publication and its contribution to Social Work in the last lecture of the semester (10%) – the book (title + author) should be noted in MS Teams.
Successfully pass a knowledge test in the last week of the semester (20%) – terminology from the lectures.
Students who achieve at least 50% from each partial assessment during the semester will proceed to the exam. If a student does not meet these criteria, they will receive an FX grade.
Students who meet these criteria will proceed to the written exam during the exam period. To successfully pass, at least 50% of the total points is required.
The overall grade for the course is the average of the grades earned during the semester and the exam.
A – 100 - 90 %; B – 89 - 80 %; C – 79 - 70 %; D – 69 - 60 %; E – 59 - 50 %. A student who obtains 49.99% or less will receive the grade FX.
1. Definition of Psychopathology and Personality Disorders, Historical Discourse, and Selected Theories of Personality
2.Genetic and Biological Determinants of Psychopathology - The Impact of Acquired or Inherited Disorders on Personality
3.Psychological Determinants - The Influence of Developmental Factors on the Formation of Personality and Psychopathology
4.Social Determinants - Cultural, Environmental, and Economic Factors in the Development of Personality Disorders
5.Personality Disorders According to International Classification Systems and Their Impact on an Individual’s Daily Life
6.Prevention and Intervention of Psychopathological Personality Disorders
The aim of the course is to provide students with theoretical and practical knowledge about the factors influencing the development of psychopathological disorders in individuals.
Students will gain:
Knowledge: They will acquire theoretical knowledge about selected personality theories and the factors (biological, psychological, and social) that influence the development of psychopathological disorders. They will understand the relationship between personality disorders, individual behavior, and daily functioning. They will also learn ethical standards and professional practices when working with individuals with personality disorders, as well as various intervention techniques and strategies for addressing personality disorders in social work.
Skills: They will develop the ability to recognize the main determinants (biological, psychological, social) contributing to personality disorders, assess the underlying causes of psychopathological disorders in individuals, apply appropriate intervention strategies for individuals with personality disorders, work empathetically and socially responsibly with individuals suffering from personality disorders while maintaining professional boundaries.
Competencies: They will be able to assess the impact of various factors (biological, psychological, social) on the development of psychopathological disorders, understand the effect of personality disorders on individual behavior and daily life, implement professional and ethical interventions when working with clients suffering from personality disorders, maintain professional boundaries, and address ethical dilemmas in social work related to personality disorders.
BAČÍKOVÁ, M., A. JANOVSKÁ a O. OROSOVÁ, 2019. Základy metodológie pedagogickopsychologického výskumu. Sprievodca pre študentov učiteľstva. Košice: ŠafárikPress. ISBN 978-80-8152-805-7.
LICHNER, V. 2020. Základy štatistiky v sociálnych vedách I. Teoretické východiská a deskriptívna analýza. Košice: ŠafárikPress. ISBN 978-80-8152-925-2.
LOVAŠ, L., 2001. Metódy výskumu pre verejnú správu. Košice: Univerzita Pavla Jozefa Šafárika. ISBN 80-7097-478-8.
PUNCH, K. 2015. Úspešný návrh výzkumu. Praha: Portál. ISBN 978-80-262-0980-5.
Smernica č. 1/2011 o základných náležitostiach záverečných prác, rigoróznych prác a habilitačných prác, ich zverejnení a sprístupnení po dobu ich uchovávania a kontrole originality platná pre Univerzitu Pavla Jozefa Šafárika v Košiciach a jej súčasti
ŽIAKOVÁ, E. a kol., 2014. Návod na písanie záverečných prác. Košice: Filozofická fakulta UPJŠ. ISBN 978-80-8152-158-4.
For the successful completion of the course, all four of the listed criteria must be fulfilled. If the student fails to meet any of these criteria, the course will be assessed as not completed.
Course completion requirements:
1. Preparation, submission, and presentation of international research related to the thesis topic – The student submits (by the specified deadline) an international research study together with a written analytical summary focusing on the extraction of key findings, with particular emphasis on studies published in reputable indexed journals.
2. Research questions and hypotheses – The student prepares and submits (via the LMS) three research questions and three corresponding hypotheses related to the topic of the final thesis for quantitative research, and three research questions for qualitative research.
3. Confirmation of ongoing work on the theoretical part of the final thesis – The student demonstrates that two chapters of the theoretical part of the final thesis have been completed at the required academic and formal level, based on the supervisor’s confirmation of their completion.
4. Attendance requirement – The minimum attendance required for successful course completion is 80%, applicable to both face-to-face and distance forms of instruction.
Teaching will be conducted according to the current situation (face-to-face or distance learning via Teams and the LMS). It is within the instructor’s competence to determine which parts of the instruction may be replaced by independent preparation for course activities.
Slovak
1) Stages of Research Preparation and Thesis Evaluation
2) Theoretical Part of the Thesis (scope, language, structure of the theoretical section, introduction, abstract, chapter organization)
3) Working with Literature in the Text
4) Working with Literature in the Bibliographic References
5) Review of International Research Studies
6) Thesis Project Design
7) Methodological Formulation of Research Questions and Hypotheses
8) Empirical Part of the Thesis (structure of the empirical section, research implementation, methods of evaluation, discussion)
9) Applied/Practical Part of the Thesis
10) Working with the Thesis Template
11) Preparing the Final Thesis Presentation
The aim of the course is to familiarize students with the principles of preparing a master's thesis, including fundamental methodological and statistical procedures used in its development.
1. Knowledge
Students are able to interpret the purpose and content of the individual components of a master’s thesis, including formal requirements, structure, and methodological guidelines. They have an overview of how to compose a literature review, including how to search for, evaluate, and incorporate relevant academic sources, both domestic and international. They understand methodological principles for both quantitative and qualitative research and are familiar with the principles of designing and presenting a research project correctly.
2. Skills
Students are capable of creating a high-quality literature review using relevant academic sources, and they can effectively search for, evaluate, and synthesize information. They know how to properly cite literature and compile a bibliography in accordance with academic standards. They are also able to work with the thesis formatting template, including maintaining the correct structure and formatting of the master’s thesis.
3. Competencies
Students are competent in creating a literature review, including the ability to search for and analyze relevant sources, and subsequently formulate research questions and objectives. They can design and carry out a research project, including selecting appropriate methodology, data collection, and analysis. They are able to interpret research findings, draw conclusions, and present them within the context of a master’s thesis, including the preparation and delivery of a presentation of their results.
UPJŠ: Smernica rektora 1/2011 o kvalifikačných prácach. In: www.upjs.sk
BAČÍKOVÁ, M., A. JANOVSKÁ a O. OROSOVÁ, 2019. Základy metodológie
pedagogickopsychologického výskumu. Sprievodca pre študentov učiteľstva. Košice:
ŠafárikPress. ISBN 978-80-8152-805-7.
LICHNER, V. 2020. Základy štatistiky v sociálnych vedách I. Teoretické východiská a
deskriptívna analýza. Košice: ŠafárikPress. ISBN 978-80-8152-925-2.
LOVAŠ, L., 2001. Metódy výskumu pre verejnú správu. Košice: Univerzita Pavla Jozefa
Šafárika. ISBN 80-7097-478-8.
PUNCH, K. 2015. Úspešný návrh výzkumu. Praha: Portál. ISBN 978-80-262-0980-5.
Smernica č. 1/2011 o základných náležitostiach záverečných prác, rigoróznych prác a
habilitačných prác, ich zverejnení a sprístupnení po dobu ich uchovávania a kontrole originality
platná pre Univerzitu Pavla Jozefa Šafárika v Košiciach a jej súčasti
ŽIAKOVÁ, E. a kol., 2014. Návod na písanie záverečných prác. Košice: Filozofická fakulta
UPJŠ. ISBN 978-80-8152-158-4.
The subject is assessed by continuous assessment as follows:
1. presence at teaching activities (according to the method of teaching - face-to-face/distance via teleconference) - for the successful completion of the subject, attendance of min. 80% of the entire teaching;
2. independent professional preparation of an overview of foreign research in the subject of the final thesis, with an emphasis on research in renowned indexed periodicals, its presentation and submission;
3. elaboration of a literary overview in the scope of 2 standard pages, its submission and presentation;
4. independent development of research questions and hypotheses, their submission and presentation;
5. preparation of the final thesis project, its submission and defense at a joint meeting.
In order to successfully complete the subject, it is necessary to meet all the criteria mentioned. If the student does not fulfill any of the criteria, he will be graded as unclassified (grade X). Assessment: passed.
slovak
1. Characteristics of the diploma thesis, scope
2. Department and faculty guidelines
3. Scientific character of work
4. Work structure
5. Creating a literary review, quote, paraphrase, plagiarism
6. Elaboration of an overview of foreign researches
7. Work with literature, bibliographic references
8. Quantitative and qualitative research, determination of hypotheses
9. Working with a template
10. Protocol on control of originality, degree of similarity
11. Presentation and defense of work
The purpose of the course is to acquaint students with the principles of preparation of the final thesis for the master's degree, with the basic methodological and statistical procedures of processing, as well as with its presentation and defense.
1. Knowledge:
Students are able to interpret the significance and content of the various components required in a thesis, including formal requirements, structure, and methodological guidelines.
They have an understanding of how to create a literature review, including the search, evaluation, and inclusion of relevant scientific sources, both domestic and international.
They understand methodological principles for quantitative and qualitative research and are familiar with the principles of designing and presenting a research project.
2. Skills:
Students are capable of creating a high-quality literature review using relevant scientific sources, effectively searching, evaluating, and integrating information.
They can correctly handle literature and create an accurate bibliography in accordance with academic standards.
They are proficient in using thesis templates, including proper structuring and formatting of the thesis.
3. Competencies:
Students are able to create a literature review, including searching and analyzing relevant sources, and subsequently formulate research questions and objectives.
They can design and conduct a research project, including selecting appropriate methodologies, collecting data, and analyzing it.
They are capable of interpreting research results, drawing conclusions, and presenting them in the context of the thesis, including preparing and delivering a presentation of the findings.
BALOGOVÁ, B., a E. ŽIAKOVÁ, 2017. Vademecum sociálnej práce. Terminologický slovník.
Košice: FF UPJŠ.
BARÁT, J. a kol., 2000. Čítanka pre pokročilé neziskové organizácie. Bratislava: PDCS.
BROZMANOVÁ GREGOROVÁ, A. a kol., 2009. Tretí sektor a mimovládne organizácie.
Banská Bystrica: Univerzita Mateja Bela. Pedagogická fakulta.
BROZMANOVÁ GREGOROVÁ, A., E. MARČEK a A. MRAČKOVÁ, 2009. Analýza
dobrovoľníctva na Slovensku. PDCS, O.Z. – PANET
BROZMANOVÁ GREGOROVÁ, A., A. FRIMMEROVÁ a J. ŠOLCOVÁ, 2019.
Dobrovoľníctvo v zariadeniach sociálnych služieb. Stupava: Platforma dobrovoľníckych center a
organizácií.
BROZMANOVÁ GREGOROVÁ, A. a A. MRAČKOVÁ, 2014. Manažment dobrovoľníkov a
dobrovoľníčok. Banská Bystrica: Belanium.
BROZMANOVÁ GREGOROVÁ, A., M. ŠAVRNOCHOVÁ a J. ŠOLCOVÁ, 2016. Objav sa v
dobrovoľníctve. Bratislava: Bratislavské dobrovoľnícke centrum.
BRUMOVSKÁ, T. a G. SEIDOVÁ, 2010. Mentoring (Výchova k profesionálnímu
dobrovolnictví). Praha: Portál.
MLČÁK, Z. a H. ZÁŠKODNÁ, 2013. Prosociální charakteristiky osobnosti dobrovolníků.
Ostrava: Ostravská univerzita v Ostravě, Filozofická fakulta.
MYDLÍKOVÁ, E., 2010. Sociálna práca v neziskovom sektore. Bratislava: UK.
MYDLÍKOVÁ, E. a kol., 2002. Dobrovoľníctvo na Slovensku alebo čo si počať s
dobrovoľníkom. Bratislava: ASSP.
TOŠNER, J. a O. SOZANSKÁ, 2006. Dobrovolníci a metodika práce s nimi v organizacích.
Praha: Portál.
Completion of the course is conditional upon attendance at block sessions (a minimum of 80% participation is required), completion of 20 hours of volunteer work, and submission of a video presentation reflecting the student’s volunteer experience.
The block sessions will be delivered in person or online (via LMS or MS Teams), based on the decision of the course instructor. These sessions provide theoretical preparation for volunteer work, focusing particularly on understanding the importance of volunteering, identifying key concepts related to volunteering in social work, exploring various types and forms of volunteering, interpreting the Act on Volunteering, and navigating the ethical and practical aspects of volunteer engagement. Some sessions may take the form of discussions, excursions, or other activities requiring the student's participation. The instructor may decide to substitute part of the coursework with self-study.
Volunteer work must be completed in the scope of 20 hours within an organization or project approved by the course instructor, which cooperates with volunteers in the field of social services. To fulfill this requirement, students must submit a confirmation of completed volunteer work and present their experience through a video presentation (approximately 6 minutes) on a pre-agreed date.
Failure to meet any of the following requirements—attendance at block sessions, completion of volunteer work, or submission of the video presentation—will result in the student receiving the grade “not completed.”
Final Evaluation of the Course:
Completed / Not Completed
slovak
1. Historical excursion into the issue of volunteering.
2. Definition of volunteering. Types and forms of volunteering. Examples from practice.
3. Volunteering in Slovakia and its legislative definition. Agreement on the performance of
volunteer activities. Code of ethics.
4. Preparation of a volunteer program.
5. Professional volunteering - mentoring. Implementation of professional volunteering in practice.
Recruitment of volunteers.
6. Motivation to volunteer. The benefit of volunteering.
7. Preparation for volunteering – ethical, practical, and organizational aspects.
8. Reflection and sharing of experiences.
Knowledge:
The student identifies and retains fundamental concepts in the field of volunteering in social work.
The student classifies, categorizes, and describes various types and forms of volunteering,
demonstrating the ability to succinctly articulate and summarize their differences.
The student interprets the Volunteering Act and comprehends its practical application.
The student understands the fundamental principles of volunteering and its societal significance.
Skills:
The student is capable of interpreting and applying knowledge related to mentoring in practice.
The student applies theoretical knowledge to direct client work within social work.
The student is able to collaborate effectively within a team.
The student is capable of planning and reflecting on their volunteering activities.
The student gains practical experience in various areas of socially beneficial activities.
The student effectively communicates and presents experiences gained from volunteering activities.
The student analyzes and evaluates different aspects of volunteering in the field of social work.
Competencies:
The student demonstrates the ability to work independently within volunteering activities and
critically reflect on their impact.
The student develops teamwork and coordination skills in the context of volunteering initiatives.
The student enhances their sense of civic responsibility, empathy, and social sensitivity.
The student exhibits initiative and accountability in the context of volunteer work.
The student critically assesses and ethically reflects on their role and engagement in volunteer work.
The student is capable of designing and organizing volunteer programs within the field of social
work.
Seals, B. : Academic Encounters. Cambridge University Press, 2008.
Ludbrook, G.: English for International Social Work, Libreria Editrice Cafoscarina, 2011
Murphy, R.: English Grammar in Use, CUP 2004
Hughes, J.: Business Result. OUP, 2008.
Bennet, T.: Human Resource Management. Financial Times Prentice Hall, 1998.
Moore, J., Storton, R.: Oxford Academic vocabulary Practice: Lower-Intermediate: B1. Oxford: OUP, 2017.
www.bbclearningenglish.com
www.spectator.sme.sk
Active attendance during seminars, max. 2 missed classes (2x90 min), completed home assignments, 1 credit test (Week 6/7) - no retakes and project/academic presentation on a selected topic related to Social work. Examination - written test.
Final grade = continuous assessment - 50% + examination - 50%.
Grading scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less.
English language B1-B2 level (CEFR).
Family and family problems.
Children in care.
Seniors and care for the elderly.
Addictions.
Unemployment.
Welfate state.
Social security.
Refugees and migration.
Homelessness.
Healthcare and medical emergencies.
Selected grammatical phenomena: phrasal verbs, linking forms, nonfinite verb forms, modal verbs, passive voice. Language functions necessary for professional communication: argumentation, defining, classifying, etc. Linguistic interference.
Development of students´ language skills - reading, writing, listening, speaking, improvement of their language competence - students acquire knowledge of selected phonological, lexical and syntactic aspects, development of pragmatic competence - students can efectively use the language for specific purposes with special focus on English for Academic purposes and English for specific/professional purposes - Social Work, level B1-B2 (CEFR).
Bakošová, Z., 2005. Sociálna exklúzia a inklúzia ako výzva pre sociálnu prácu. Trnava: Trnavská univerzita.
Barátová, M. et al., 2017. Nezamestnanosť a zamestnateľnosť v sociálnych súvislostiach. Banská Bystrica: Univerzita Mateja Bela.
Mareš, P., 1999. Sociologie nerovnosti a chudoby. Praha: SLON.
Navrátil, P. (ed.), 2001. Sociální práce s marginalizovanými skupinami. Brno: Masarykova univerzita.
Sopóci, J. & Želinský, T., 2021. K problematike chudoby a sociálnej neistoty na Slovensku v 21. storočí. Košice: OZ Pracujúca chudoba.
Sýkorová, D., 2015. Sociální exkluze a inkluze seniorů. Brno: Masarykova univerzita.
Successful completion of the course is conditional upon fulfilling the requirements of both continuous and final assessment. A maximum of 100 points can be earned, divided as follows: 50 points for continuous assessment and 50 points for final assessment. Teaching, as well as the completion of individual parts of the assessment, will be carried out based on the instructor’s decision, either in person or remotely (LMS, MS Teams). The instructor may decide to replace part of the course with self-study.
Continuous assessment (max. 50 points) consists of:
1. Attendance – A minimum of 80% attendance (lectures and seminars combined) is required to be admitted to the final exam. Some classes may take the form of discussions, excursions, or similar activities, where student participation is also mandatory;
2. midterm test – max. 25 points, which assesses the student’s understanding and interpretation of knowledge regarding the basic characteristics and definitions of adverse social situations, theoretical concepts of social vulnerability, and selected social risk factors;
3. independent academic preparation and ongoing assignments, focused on deepening knowledge of the discussed topics according to a pre-defined schedule – max. 25 points.
To be admitted to the final exam, a total of at least 26 points from continuous assessment is required. If the requirements are not met (e.g., fewer than 26 points in continuous assessment, insufficient attendance, or failure to submit required tasks), the student will not be classified in the course (grade X).
Final assessment (max. 50 points):
A written exam worth a maximum of 50 points, with a minimum of 27 points required to pass.
To take the exam during the early exam period (the last week of the semester during the lecture time), the student must have earned at least 40 points from continuous assessment.
The written exam is designed to assess the student’s ability to interpret, apply, and explain acquired knowledge about adverse social situations and their impact on the client, as well as the ability to use theoretical knowledge when designing interventions in the field of social work.
The final grade is the sum of points from continuous and final assessment.
A 100 – 91
B 90 – 81
C 80 – 71
D 70 – 61
E 60 – 53
FX 52 or less
slovak
1. Introduction to the Issue of Adverse Social Situations.
2. Theoretical Concepts of Social Vulnerability.
3. Poverty and Social Exclusion.
4. Unemployment and Its Consequences.
5. Homelessness.
6. Migrants and Asylum Seekers.
7. LGBTI+ Clients and Social Risks.
8. People Returning from Imprisonment.
9. Individuals in Transitional Life Stages.
10. Social Environment as a Factor of Vulnerability and Support.
11. Legal and Institutional Framework in Adverse Social Situations.
12. Possibilities of Support and Intervention in Social Work.
Knowledge:
The student knows and is able to identify basic concepts related to adverse social situations and social vulnerability.
The student understands theoretical concepts of social vulnerability and can apply them in the analysis of situations involving different client groups.
The student has an overview of the main forms of social exclusion and their relation to poverty, unemployment, homelessness, and other factors.
The student is familiar with the specifics of vulnerable client groups such as migrants, LGBTI+ individuals, people after serving a prison sentence, and individuals in transitional life stages.
The student understands the influence of the social environment as a factor of both risk and support, and is familiar with the legal and institutional framework of assistance.
Skills:
The student is able to analyse a specific adverse social situation and identify the needs of different client groups.
The student can apply theoretical knowledge in designing appropriate forms of intervention and support in the context of social work.
The student can use knowledge of social determinants when assessing the level of client vulnerability.
The student is capable of navigating the legislative and institutional options for addressing adverse social situations.
The student is able to evaluate opportunities for client participation, inclusion, and activation in the context of social inclusion.
Competencies:
The student demonstrates the ability to reflect on the complexity of social problems and approach clients with respect and professionalism.
The student is able to apply an empathetic, individual, and non-discriminatory approach to different groups of vulnerable clients.
The student is capable of critically evaluating the effectiveness of various forms of social interventions and services.
The student shows independence in solving model situations and is prepared to cooperate within multidisciplinary teams.
The student adopts a supportive and advocacy-based approach that strengthens the client’s autonomy and quality of life.
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.
HARTL, P. Komunita občianská a komunita terapeutická. 1. vyd. Praha: Sociologické nakladatelství, 1997. ISBN 80-85850-45-1.
HENDERSON, P. a D. N. THOMAS. Zručnosti komunitnej práce v susedstvách. 3.vyd. Nitra: Centrum komunitného rozvoja, 2007. ISBN 978-80-969638-4-3.
JANDOUREK, J. Sociologický slovník. Praha: Portál, s.r.o., 2001. ISBN 80 -7178-5 35-0.
JANOUŠKOVÁ, K. a D. NEDĚLNÍKOVÁ. Profesní dovednosti terénních sociálních pracovníkú /Sborník studijních textú/ 1. vyd. Ostrava: Ostravská univerzita v Ostravě, 2008. ISBN 978-7368-504-1.
KAHÁTOVÁ, B. Čo je komunitné plánovanie? Efekt. 2007. 5(3), s .20. ISSN 1336-3344.
KLENOVSKÝ, L. Terénna sociálna práca. 1. vyd. Bratislava: OZ Sociálna práca, 2006. ISBN 80-89185-18-5.
PAVELOVÁ, Ľ. a M. TVRDOŇ. Komunitná sociálna práca. 1. vyd. Nitra: UKF FSVaZ, 2006. ISBN 80-8050-983-2.
ŠIŇANSKÁ, K. a D. ŠLOSÁR. Komunita a komunitná práca. Košice: UPJŠ, FF, 2020. 978-80-8152-861-3.
ŠOLCOVÁ, J. a S. HOLÍKOVÁ. Čítanka pre komunitné pracovníčky a pracovníkov. Sprievodca procesom komunitnej práce v komunitných centrách. Bratislava: Implementačná agentúra MPSVR SR, 2023. ISBN 978-80-89837-77-9.
Ž ILOVÁ, A. Komunitná práca s komunitou s vysokou mierou nezamestnanosti. 1. vyd. Banská Bystrica: PF UMB, 2003. ISBN 80-8055-721-7.
Zákon č. 448/2008 Z.z. o sociálnych službách v znení neskorších predpisov.
Interim evaluation (with the possibility of obtaining max. 40 points)
1. Min. 80% active participation in the overall teaching (according to the method of teaching - full-time / distance via teleconferencing). The student presents the basic knowledge associated with the concept of community social work and field social work.
2. Independent training, work on assignments. The student presents the basic knowledge associated with the concept of community social work and field social work.
3. Elaboration and presentation of seminar work, presented in word format and PowerPoint presentation format (assignments will go through APS Turnitin and the extension may be modified based on the result of the originality check), in which the student describes, interprets, classifies knowledge about the concept of field social work and community social work and applies knowledge through examples of existing projects of community social work and field social work in Slovakia and abroad.
Together for points 2 and 3 it is possible to get a maximum of 20 points.
4. A continuous test in which the student identifies, remembers, describes and classifies the concept of community social work and field social work, in the 13th week of the semester. It is possible to get a maximum of 20 points.
The minimum number of points required to admit a student to the exam is a total gain of 25 points from the continuous assessment.
The exam is realized in the form of a written test, for which it is possible to obtain 0-60 points. The student demonstrates the ability to apply theoretical knowledge from the concept of community social work and field social work to work with the client.
The final evaluation consists of the sum of the continuous evaluation and the written exam (0-100 points).
A 91-100
B 81-90
C 71-80
D 61-70
E 53-60
FX 52 and less
Slovak
Community and types of communities
Community work and community social work
Community planning - phases and principles
Community development and partnership with the community
The process of community planning of community services
Intervention methods and techniques in community work
Community social worker
Ethics in community social work
Field social work - features, principles, activities, clients of field social work
1. The student is able to identify, describe and organize concepts related to the issue of communities as a natural human space, community social work and field social work.
2. The student classifies and interprets individual types of communities, also recognizes the differences between community work and community social work.
3. The student is able to explain and apply theoretical knowledge related to the concepts of community social work and field social work in direct work with the client in the community or in the field.
CREHAN, K. Community Art. An Anthropological Perspective. London: Routledge, 2020. ISBN 9781003084983.
GAŽOVÁ, V. a Z. SLUŠNÁ. Kultúra a rôznorodosť kultúrneho. In: Acta Culturologica. Zväzok č. 13. Bratislava: PEEM, 2005. s. 6-7. ISBN 80-89197-41-8.
HARTL, P. Komunita občanská a komunita terapeutická. Praha: SLON, 1997. ISBN 80-85850-45-1.
HUSS, E., & SELA-AMIT, M. (2018). Art in Social Work: Do We Really Need It? Research on Social Work Practice, 29(6), 721-726. https://doi.org/10.1177/1049731517745995
LOWE, S. S. (2000). Creating Community: Art for Community Development. Journal of Contemporary Ethnography, 29(3), 357-386. https://doi.org/10.1177/089124100129023945
ŠIŇANSKÁ, K. Význam komunitného umenia a zapájania dobrovoľníkov. Národná osveta. 2011, 21(12), 19-21. ISSN 1335-4515.
ŠIŇANSKÁ, K. a D. ŠLOSÁR. Komunita a komunitná práca. Košice: UPJŠ, FF, 2020. 978-80-8152-861-3.
ULBRICHT, J. (2005). What is Community-Based Art Education? Art Education, 58(2), 6–12. https://doi.org/10.1080/00043125.2005.11651529
Continuous assessment (with the possibility of obtaining a maximum of 40 points)
1. Active participation in the total teaching (according to the method of teaching full-time / distance by teleconference), for admission to the exam, the participation of at least 80% of the whole teaching is required. The student presents basic knowledge related to the issues of community art.
2. Independent training, work on assignments. The student presents basic knowledge related to the issues of community art.
3. Collaboration on a community art project. The student has the opportunity to apply basic knowledge related to the issues of community art in the field of social work with a selected type of client.
4. Processing and presentation of seminar work, submitted in word format and in the form of PowerPoint presentation, in which the student describes, interprets, classifies knowledge of community art and applies knowledge through demonstrations of existing community art projects in the field of social work in Slovakia and abroad. All entries will be reviewed by APS Turnitin and points may be adjusted based on the result of the originality check.
5. A continuous test in which the student identifies, remembers, describes and classifies the issues of community art in social work; in week 13 semester.
The minimum number of points required to admit a student to the exam is a total gain of 25 points from the continuous assessment.
The exam is realized in the form of a written test, for which it is possible to obtain 0-60 points. The student demonstrates the ability to apply theoretical knowledge in the field of community art to work with a client of social work.
The final evaluation consists of the sum of the continuous evaluation and the exam (0-100 points).
A 91-100
B 81-90
C 71-80
D 61-70
E 53-60
FX 52 and less
Slovak
1. Community as a natural place for a man.
2. Concept of community work.
3. Profession of community worker.
4. Community development.
5. Culture of society.
6. Independent culture. Independent culture centres.
7. Community art – art in favour of socially disadvantaged groups.
8. History of community art.
9. Profession of community artist.
10. Examples of good practice of community art projects I.
11. Examples of good practice of community art projects II.
12. Examples of good practice of community art projects III.
13. Examples of good practice of community art projects IV.
1. The student identifies, remembers the basic concepts of the concept of community art.
2. The student is able to describe, interpret and classify the various starting points of the concept of community art.
3. The student is able to apply theoretical knowledge from the concept of community art to work with a client of social work.
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.
HARGAŠOVÁ, M. a kol., 2009. Skupinové poradenství. Praha: Grada. ISBN 978-870-247-2642-7.
HUPKOVÁ, M., 2011. Rozvíjanie sociálnych spôsobilostí v pomáhajúcich profesiách. Bratislava: Iris. ISBN 978-80-89256-61-7.
KOLÁŘÍK,M., 2011. Interakční psychologický výcvik. Praha: Grada. ISBN 978-80-247-2941-1.
KOVÁČ, E., 2021. Lektorské a komunikačné zručnosti. Bratislava: Akadémia humanitných a medzikulturálnych štúdií Edith Steinovej. ISBN 9788097389840
MIKLOVIČ, I., 2013. Lektorské zručnosti. Sprievodca pre začínajúcich lektorov. Bratislava: GtoG. ISBN 9788097142063.
POPELKOVÁ, M., M. ZAŤKOVÁ, 2009. Podpora rozvoja osobnosti a intervenčné programy. Nitra: FSVaZ UKF Nitra. ISBN 9778-80-8094-269-4.
SMIK, J., Š. MATULA a V. LABÁTH, 2022. Príručka pre skupinovú prácu. Expoprogram. Bratislava: Wolters Kluwer. ISBN 9788057105183.
TÓTHOVÁ, L., 2019. Sociálna práca so skupinou. Košice: ŠafárikPress. ISBN 978-80-8152-762-3.
TÓTHOVÁ, L., a D. ŠLOSÁR, 2019. Skupina a práca so skupinou v pomáhajúcich profesiách. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. ISBN 978-80-8152-754-8.
Continuous assessment consists of:
1. Continuous test – max. 15 points, which verifies how the student interprets, applies and can explain the theoretical foundations of social work with a group.
2. Preparation, submission and presentation of assignments – according to a predetermined schedule – max. 45 points. It consists of three parts: the work with the group itself, the proposal for a project for work with the group, and self-reflection on group leadership. Assignments must be submitted via the LMS e-learning portal by the deadline specified for this. In the event of failure to submit, failure to present the assignment or delay in submitting the assignment, the student loses the opportunity to receive points for the assignment. All assignments will be reviewed by APS Turnitin and points may be adjusted based on the result of the originality check. Through the assignments and subsequently the student's work with the group itself, it is verified how the student interprets, applies and can explain the theoretical foundations in specific work with the group.
3. Attendance at classes - to be admitted to the exam, a minimum of 80% attendance is required for the entire class.
To be admitted to the exam, a minimum of 33 points in the interim assessment is required. In case of failure to meet the conditions (failure to obtain the required 33 points in the interim assessment, or failure to meet the participation condition), the student will not be classified in the subject (grade X). To pass the exam in advance (last week of the semester during the lecture), a minimum of 50 points in the interim assessment is required.
Final assessment:
A maximum of 40 points can be obtained in the written exam, of which the minimum number of points for awarding an assessment is 21. The written exam is intended to test the student's ability to interpret, apply and explain the acquired knowledge in the field of social work with a group. The resulting grade is the sum of the points from the interim assessment and the completed final exam. A 100 - 91, B 90 - 81, C 80 - 71, D 70 - 61, E 60 - 54, FX 53 and less.
Teaching as well as passing individual parts of the continuous assessment will take place according to the current situation (in person or remotely - Teams, LMS). It is up to the teacher to determine which part of the teaching can be replaced by independent preparation for activities.
Slovak
1) Origin and development of social work with a group
2) Typology of social work with a group
3) Importance and specifics of group work
4) Techniques in working with a group
5) Group dynamics (Rules, Roles)
6) Group dynamics (Cohesion, Tension, Subgroups, Group atmosphere)
7) Group dynamics (Group leadership)
8) Key competencies - empathy, assertiveness, ability to motivate
9) Challenging situations in leading a group process
10) Group preparation and group work plan
1. Knowledge
The student understands and interprets fundamental concepts in the field of group social work, including its origins and development. They have an overview of various typologies and models of group work in social work, as well as the different stages and techniques used in this specific area. The student understands the significance of the group, including group rules, norms, roles, and processes that influence group functioning.
2. Skills
The student is able to apply theoretical knowledge of group work in practical settings with clients, including the planning and implementation of interventions. They can analyze processes occurring within the group, such as cohesion, tension, and various dynamics that affect group functioning. The student is capable of developing and implementing a group work plan, including selecting and applying appropriate techniques to support group processes.
3. Competencies
The student is capable of working effectively with groups in various social work contexts, using different models and techniques to improve group dynamics. They can identify and respond to different roles and interactions within the group, contributing to more effective leadership and coordination of group work. The student is able to independently plan and implement group interventions, applying theoretical knowledge and practical experience to support group goals.
Mydlíková, E., 2024. Manažment v sociálnej práci. Bratislava: VEDA, SAV.
Vaverčáková, M. a M. Hromková, M. 2018. Manažment v sociálnej práci. Trnava: FZSP.
Balogová, B. a E. Žiaková (eds.), 2017. Vademecum sociálnej práce. Terminologický slovník. Košice: UPJŠ.
Majtán, M. a kol., 2016. Manažment. Bratislava: SPRINT.
Wearing, M., and M. Hughes, 2012. Organisations and Management in Social Work: Everyday Action for Change. SAGE Publications.
Bašistová, A. a L. Stankovič, 2012. Vybrané kapitoly z manažmentu pre sociálnu prácu. Košice, VÚSI, spol. s r.o.
Hangoni, F. a A. Imrichová, 2010. Manažment a jeho aplikácia v sociálnej práci. Gorlice: Elpis.
Course completion is conditional upon fulfilling the requirements of both continuous and final assessment. The maximum achievable score is 100 points, allocated as 50 points for continuous assessment and 50 points for final assessment. Teaching as well as the completion of individual parts of the assessment will take place, depending on the current situation, either in person or in an online format (LMS, MS Teams). The course instructor may decide to substitute part of the study requirements with self-study.
Continuous assessment (max. 50 points) consists of:
1. attendance – in order to be admitted to the final examination, a minimum of 80% attendance in all classes (lectures and seminars) is required. A portion of the instruction may take the form of discussions, excursions, etc., where student participation is compulsory;
2. ongoing preparation – max. 20 points, verifying the student’s ability to interpret, apply, and explain the theoretical foundations of management in the field of social work;
3. independent preparation and active participation in activities aimed at developing managerial skills and deepening knowledge (as defined by the pre-set schedule) – max. 30 points.
Selected assignments must be submitted via the LMS e-learning portal by the deadline. If the assignment is not submitted or the assignment is delayed, the student loses the opportunity to receive points for the assignment. In the event of an unexcused absence from the doctor at the designated presentation date, the student loses the opportunity to receive points for the presentation. He has the possibility to agree with another student and exchange dates.
A total score of 26 points from the ongoing evaluation is required for admission to the exam. In case of failure to meet the conditions (failure to obtain the required 26 points in the ongoing evaluation, or failure to meet the participation condition), the student will not be classified in the subject (rating X).
Final evaluation (max. 50 points):
A written exam where a maximum of 50 points can be obtained, of which the minimum number of points for awarding an assessment is 27.
To pass the exam in advance (the last week of the semester at the time of the lecture), a score of min. 43 points from the ongoing evaluation. The written exam is to check the student's ability to interpret, apply and explain acquired knowledge in the field of management to the practice of social work.
The final grade is the sum of the points from the ongoing evaluation and the completed final exam.
A 100 - 91
B 90 - 81
C 80 - 71
D 70 - 61
E 60 - 53
FX 52 points or less
Slovak
The mission of the course is to provide students with basic knowledge in the field of management with emphasis on its application level in social work. During the course, students are familiar with basic concepts in the field of management theories and their practical application in the practice of social work.
1. Definition, emergence and development of management.
2. Main management concepts.
3. Manager´s personality. Internal and external management environment.
4. Managerial decision-making.
5. Sequential functions of management. Planning.
6. Organizing and creating organizational structures in the company.
7. Management and creation of work teams. Power and authority.
8. Control and process of control activity in the company.
9. Communication in the manager's work.
10. Ethics in management.
11. Geographical and cultural influences on the emergence of different types of management.
Knowledge:
The student understands fundamental concepts, basic principles, and theories of management applied in social work, including planning, organizing, managing, and controlling social services and programs.
The student is familiar with various management functions and processes, such as strategic planning, resource organization, team leadership, and performance control within the context of social services.
Skills:
The student is capable of effectively planning and organizing activities and projects in the field of social work, including the creation and implementation of plans and strategies for the development of social services.
The student can effectively communicate and present information to various stakeholders, including the team, clients, and partners, using appropriate communication and presentation techniques.
The student is able to analyze complex situations and problems in the field of social service management and propose and implement effective solutions.
Competencies:
The student demonstrates the ability to effectively lead and motivate a team of social workers, including the capability to manage and develop employees and support their professional growth.
The student is able to apply various management tools and techniques in practice.
The student shows the ability to make ethical and responsible decisions in the management of social services while respecting ethical norms and professional rules.
The student can summarize, briefly describe, and subsequently apply theoretical knowledge from management to relevant areas of social work practice in Slovakia.
Padgett, D. (2008). Qualitative Methods in Social Work Research.
Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation.
Hendl, J. 2008. Kvalitativní výzkum. Praha: Portál.
Strauss, A., Corbinová, J. 1999. Základy kvalitativního výzkumu. Boskovice: Albert
The maximum score is 100 points per semester in the following distribution: 50b semester, 50b exam. Semester: 10 points - active work on exercises, during which the student presents an understanding of basic research methods; 20 points - continuous written assessment in the 7th week of the semester, in which the student identifies and interprets research methods used in qualitative research design; 20 points - written assignment, in which the student demonstrates skills related to the preparation and implementation of a qualitative research design. A minimum of 27 points must be obtained per semester. The student can then proceed to the exam. Students who obtain at least 43 points during the semester have the opportunity to take the exam in advance. Written exam with a maximum score of 50 points, the minimum required is 27 points. Evaluation: A 100-92b; B 91-82b; C 81-72b; D 71-62; E 61-55; FX 54-0
slovak
Qualitative and quantitative approach. Basic characteristics of the qualitative approach. Basic approaches in qualitative research. Qualitative research project. Research methods in qualitative research (interview, observation, document study). Data analysis (content analysis: creating categories, possibilities of categorizing phenomena). Evaluation and interpretation of data in qualitative research (basic questions, case study evaluation). Qualitative research report (basic parts of a research report, different ways of writing a research report).
Knowledge: students will be able to understand the nature of scientific knowledge and the method of obtaining knowledge through empirical research. They will know the steps of preparation for qualitative empirical research, its characteristics, advantages and disadvantages.
Skills: students will learn to prepare a qualitative research project. Use qualitative research methods (interview, observation). Describe and use different forms of processing according to the type of qualitative data analysis (transcription, coding, identification of variables and analysis of relationships between them, interpretation)
Competencies: the student is able to design and implement qualitative research and through it bring new knowledge
Elaboration of a diploma thesis according to the specified conditions in the results of education and guidelines of the university on the basis of the instructor's instructions and Rector's Decision 21/2021 on plagiarism. When writing the final thesis, the student demonstrates the ability of his own creative activity, he prepares the work independently in accordance with the guidelines of the university.
Slovak
Presentation of outcomes of diploma thesis, answering the opponent’s questions and answering the questions from the members of Examination Committee.
The graduate of the master's study program can:
- name, describe or divide and compare abstract theoretical procedures on a given topic;
- to propose a theoretical and methodological approach to the topic of the diploma thesis;
- solve a research problem,
- interpret the results of their research using advanced statistical methods.
MATOUŠEK, O., et al.: Encyclopedia of social work. Prague: Portal 2013.
MATOUŠEK, O., et al.: Social work in practice. Prague: Portal 2005.
ROZUM, J., KOTULAN, P. TOMÁŠEK, J.: 2008. Effectiveness of supervision of persons released on parole. Prague: Institute for Criminology and Social Prevention.
ŠTERN, P.: 2005. The birth of probation and mediation services is related to the introduction of alternative procedures. In Social work/Social work, no. 4, p. 3-11.
VÁLKOVÁ, H., KUCHTA, J.: 2012.: Basics of criminology and criminal policy. Prague: Beck.
HERETIK, A.: Forensic psychology Bratislava: SPN 2004.
Law no. 36/2005 Coll. on the family as amended.
Law no. 5/2004 on employment services, as amended.
Law no. 448/2008 on social services, as amended.
Law no. 300/2005 Criminal Code, as amended.
Law no. 301/2005 Criminal Code, as amended
IVOR, J. 2006. Substantive criminal law. Iura edition: Bratislava, 530 p. ISBN 80-8078-099-4.
The subject is finished with an exam. During the semester, the student prepares and presents a seminar paper. During the examination period, a knowledge test and an oral examination are carried out. To obtain an A grade, a student must obtain at least 91 points, to obtain a B grade, at least 81 points, to obtain a C grade, at least 71 points, to obtain a D grade, at least 61 points, to obtain an E grade, at least 51 points. A student who receives an assessment below 51 points will be assessed with an FX grade. The final rating is calculated from the sum of the following parts:
80% participation in lectures and seminars 20 points.
Active performance at the seminar 20 points
Written exam 30 points Oral exam 30 points
External and distance learning is evaluated by a written exam and an oral exam.
History of VTOS. VTOS differentiation.
Penitentiary care and its forms. Post-penitentiary care and its forms.
Work with convicts and its limits. Conviction treatment program.
The position of a social worker in the execution of a custodial sentence and after its termination.
Analysis of individual methods of social work used in penitentiary care.
System of rewards and punishments in the execution of a custodial sentence.
Rights and obligations of convicts serving a custodial sentence.
Ethical principles in working with convicts.
Knowledge
The student identifies and remembers the basic concepts and theoretical starting points of the field of penitentiary and post-penitentiary social work. He has knowledge based on the legal regulation of penitentiary and post-penitentiary social work. He can use the acquired knowledge from the point of view of the field of study and interdisciplinary contexts at the level of analysis and synthesis. The student can describe the individual components and institutions of penitentiary and post-penitentiary social work, interpret them and briefly express them, summarize the process relationships existing in social work. Knows the basic characteristic and specific features of legal institutes in the field of penitentiary and post-penitentiary social work. He can draw conclusions and name connections between individual legal institutes that create the framework of penitentiary and post-penitentiary social work.
Skills
The student is able to search for legal norms forming the basis of penitentiary and post-penitentiary social work and independently assess individual legal institutes. The student can describe, classify and classify the structure of legal approaches to penitentiary and post-penitentiary social work, individual characteristics and relationships in the processes of penitentiary and post-penitentiary social work. The student knows how to choose and use an adequate legal standard for the assessment of individual institutes of penitentiary and post-penitentiary social work. Can identify the importance of penitentiary and post-penitentiary social work when assessing the client's situation, especially providing advice in the given area. He knows how to use legal knowledge in the practice of social work and the development of his knowledge in the field of penitentiary and post-penitentiary social work.
Competences
The student is able to use knowledge from penitentiary and post-penitentiary social work in the analysis and solution of criminal law problems and possibilities of interventions in social work. The student can provide basic information services and consulting services in the field of penitentiary and post-penitentiary social work. He can professionally present his own opinions on legal problems in the field of penitentiary and post-penitentiary social work. The student is able to perform professional activities in accordance with the legal limits of penitentiary and post-penitentiary social work. He has professional communication skills and knows how to use professional terms used in the field of penitentiary and post-penitentiary social work. The student can work in professional teams and use interdisciplinary and interprofessional cooperation in the field of penitentiary and post-penitentiary social work.
BROZMANOVÁ GREGOROVÁ, A. a M. HROZENSKÁ, 2022. Participatívne plánovanie a projektovanie. Belianum. ISBN 978-80-557-2025-8
MESÁROŠ, P. a kol.: Základy projektového manažmentu. 2. dopl. vydanie. Košice : VÚSI,
2011. ISBN 978-80-89338-11-5
MESÁROŠ, P. – KRŠÁK, B.: Základy projektového manažmentu. Košice : VÚSI, 2009. ISBN
978-80-89383-03-0
KERZNER, H.: Project Management Best Practices. Achieving Global Excellence. 2nd Edition. Hoboken, New Jersey: John Wiley & Sons, Inc., 2010. ISBN 978-0-470-52829-7
OGC: Managing Successful Projects with PRINCE2. London : TSO, 2009. ISBN
978-0-11-331059-3
SVOZILOVÁ, A.: Projektový management. Praha : Grada Publishing, 2006. ISBN
80-247-1501-5
NĚMEC, V.: Projektový management. Praha : Grada Publishing, 2002. ISBN 80-247-0392-0
Preparation of a project proposal aimed at obtaining funding in the field of social work. The project must include the use of social work methods and focus on a client group. (Time allocation within the semester: 10 hours focused on promotion and marketing, and 10 hours focused on project design) (40 points)
Final presentation and defense of the project (20 points)
Students who achieve at least 50% in each partial assessment during the semester may proceed to the final exam.
If a student does not meet these criteria, they will be graded FX.
If the student meets these criteria, they may proceed to the final exam during the examination period, which is conducted in written form. To pass, the student must achieve at least 50% of the assessment.
The overall assessment of the course will be the average of the grades obtained during the semester and the final exam.
Grading scale:
A = 100-90%
B = 89-80%
C = 79-70%
D = 69-60%
E = 59-50%
A student who achieves 49.99% or less will be graded FX.
•Plans and planning
•Project management
•Project manager
•The third sector and civil society
•Project preparation
•Project design
Graduate will acquire:
Knowledge:
Understanding of basic concepts and principles in planning and designing in social work.
Ability to differentiate between funding mechanisms in the public and private sectors.
Skills:
Students will learn to analyze specific social situations, identify key problems and the needs of client groups.
They will learn to plan specific interventions and projects tailored to the needs of clients, ensuring the efficiency and sustainability of the proposed solutions.
They will acquire skills in designing and planning specific social interventions and programs, including setting goals, timelines, and resources necessary for their implementation.
They will learn how to organize the various phases of projects and evaluate their success within the framework of social work.
They will be able to prepare a project budget and draft a project proposal for grant applications.
Competencies:
Students will be able to systematically plan and implement projects in social work.
Students will gain the ability to coordinate social projects within a team.
Students will acquire the ability to flexibly adapt their approaches to changing situations and client needs in various environments.
Students will be able to explain and justify their project proposals.
BROZMANOVÁ GREGOROVÁ, A. a M. HROZENSKÁ, 2022. Participatívne plánovanie a projektovanie. Belianum. ISBN 978-80-557-2025-8
MESÁROŠ, P. a kol.: Základy projektového manažmentu. 2. dopl. vydanie. Košice : VÚSI,
2011. ISBN 978-80-89338-11-5
MESÁROŠ, P. – KRŠÁK, B.: Základy projektového manažmentu. Košice : VÚSI, 2009. ISBN
978-80-89383-03-0
KERZNER, H.: Project Management Best Practices. Achieving Global Excellence. 2nd Edition. Hoboken, New Jersey: John Wiley & Sons, Inc., 2010. ISBN 978-0-470-52829-7
OGC: Managing Successful Projects with PRINCE2. London : TSO, 2009. ISBN
978-0-11-331059-3
SVOZILOVÁ, A.: Projektový management. Praha : Grada Publishing, 2006. ISBN
80-247-1501-5
NĚMEC, V.: Projektový management. Praha : Grada Publishing, 2002. ISBN 80-247-0392-0
Preparation of a project proposal aimed at obtaining financial resources in the field of social work; it must include the use of social work methods and a focus on a client group (the time allocation within the semester is 10 hours focused on promotion and marketing and 10 hours focused on project planning) (50 points).
Final presentation and defense of the project (40 points) + knowledge test (10 points).
The assignments are checked through Turnitin, which affects the final evaluation of the work during the semester.
If the student does not meet these criteria, he/she will be graded FX.
If the student meets these criteria, he/she will be evaluated according to the grading scale:
A – 100–90%
B – 89–80%
C – 79–70%
D – 69–60%
E – 59–50%
A student who obtains 49.99% or less will be graded FX.
•Plans and planning
•Project management
•Project manager
•The third sector and civil society
•Project preparation
•Project design
FISCHER, S., a J. ŠKODA, 2009. Sociální patologie. Praha: Grada. ISBN 978-80-247-2781-3.
HAGE, S., & J.L. ROMANO, 2012. Best Practices in Prevention. SAGE Publications. ISBN 978-1452257976
PARRY, J., 2016. From Prevention to Wellness Through Group Work. NY: The Haworth Press. ISBN 9781138991798.
SCHAVEL, M. a kol., 2012. Sociálna prevencia. Liptovský Ján: Prohu. ISBN 978-80-89535-06-4.
SVETLÍKOVÁ, S., 2018. Sociálna prevencia a jej význam. Slovak Journal of Health Sciences. 9(1), 73-78. ISSN 1338-161X.
ŠIŇANSKÁ, K., 2011. Prevencia v sociálnej práci a jej význam pre prax sociálneho pracovníka. In: ŽIAKOVÁ, E., (ed). Sociálna práca. Teoretické východiská a praktické kontexty. UPJŠ: Košice. ISBN 978-80-7097-870-2.
Zákon o sociálnych službách 448/2008 Z.z.
Maximum 60 points during the semester
Continuous Assessment
At least 80% active participation in all classes (in person/online via teleconference). The student presents basic knowledge related to the importance of social prevention in the context of social pathology.
Independent professional preparation, work on assignments, and their presentation. The student presents basic knowledge related to the importance of social prevention in the context of social pathology.
Planning and preparation of preventive activities for secondary school students and other target groups.
The minimum number of points required for admission to the final exam is a total of 35 points from continuous assessment.
The exam is conducted in the form of an essay, for which it is possible to obtain 0–40 points. The student demonstrates the ability to apply theoretical knowledge in the field of social prevention to social work with clients.
The final grade consists of the sum of continuous assessment and the written exam (0–100 points).
A 91–100
B 81–90
C 71–80
D 61–70
E 53–60
FX 52 and below
Slovak
1. Introduction to social prevention.
2. Prevention – the most effective method of fighting against social-pathological phenomena.
3. Social Pathology – general introduction.
4. Social Pathology – definition of related terms.
5. Prevention in the context of social work.
6. Objectives, determinants and functions of prevention.
7. Classification of prevention.
8. Issue of prevention effectiveness.
9. Legislation of social prevention in the Slovak Republic.
10. Social prevention in practice 1: drug addiction prevention.
11. Social prevention in practice 2: eating disorders prevention.
12. Social prevention in practice 3: criminality prevention.
13. Social prevention in practice 4: penitentiary and post-penitentiary care.
Knowledge
- The student identifies and remembers the basic concepts of social pathology and social prevention.
- The student can describe and interpret individual definitions, goals, determinants and functions of social prevention, as well as express the differences between them.
- The student can describe and classify levels of social prevention.
Skills
- The student is able to apply theoretical knowledge from the field of social pathology and social prevention to the compilation of a preventive program for various client groups.
Competences
- The student is able to implement preventive programs for different client groups.
FERJENČÍK, J., 2000. Úvod do metodologie psychologického výzkumu. Praha: Portál. ISBN 80-7178-367-6.
JELEŇOVÁ, I., 2012. Zbierka úloh zo základov štatistiky pre sociálne vedy. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. ISBN 9788070979433.
LICHNER, V. 2020. Základy štatistiky v sociálnych vedách I. Teoretické východiská a deskriptívna analýza. Košice: ŠafárikPress. ISBN 978-80-8152-925-2.
LOVAŠ, L., 2001. Metódy výskumu pre verejnú správu. Košice: Univerzita Pavla Jozefa Šafárika. ISBN 80-7097-478-8.
PUNCH, K. 2015. Úspešný návrh výzkumu. Praha: Portál. ISBN 978-80-262-0980-5. BAČÍKOVÁ, M., A. JANOVSKÁ a O. OROSOVÁ, 2019. Základy metodológie pedagogickopsychologického výskumu. Sprievodca pre študentov učiteľstva. Košice: ŠafárikPress. ISBN 978-80-8152-805-7.
A requirement for successful completion of the course is the independent preparation of a scientific contribution (in the form of a text, poster, or another format), through which the student demonstrates the ability to understand the selected topic, apply acquired theoretical knowledge, and analyze collected data or information. The contribution must meet the specified content and length requirements, while also complying with ethical, citation, and legal standards, including data protection regulations.
An integral part of the course is active participation in a conference (either in person or online), where the student must clearly present the results of their theoretical and practical research and defend them in a professional academic discussion.
Slovak
The course is focused on the practical mastery of preparing and presenting one’s own professional output to a professional audience.
1. Knowledge
The student is familiar with the fundamental theoretical frameworks and terminology related to a scientific contribution in the chosen field. They are able to understand the legal and ethical standards necessary for writing and presenting academic texts. The student can analyze the current state of knowledge in the selected area and apply it in the preparation of their contribution.
2. Skills
The student can create a professional academic text (abstract, article, or poster) with a clear structure and correct citations. They are able to apply both theoretical and empirical data, analyze their relevance, and understand their context within the contribution. The student independently prepares and presents their work to a professional audience (in person or online) and effectively uses visual tools (poster or presentation) to communicate their findings. They are capable of participating in professional discussions, explaining key parts of their contribution, responding to questions, and analyzing feedback.
3. Competencies
The student develops critical thinking and a creative approach to solving scientific tasks. They can understand the broader context of the examined issue and apply acquired knowledge in academic and practical settings. They demonstrate responsibility for the professional content of their work, present it in line with scientific ethical standards, and analyze its practical relevance. They are able to draw relevant conclusions and incorporate them into professional discourse.
The final thesis research project follows on from the Diploma Seminar and develops the skills necessary for the preparation and presentation of one's own research project within the framework of the diploma thesis. The essence is the independent definition of the diploma thesis research project in the form of the research problem, the formulation of the goal, methodologically correct research questions and hypotheses, the design of methodological approaches and the research sample.
The condition for passing the course is the submission and presentation of the diploma thesis research project before a committee that will verify how the student can understand, analyze and apply the acquired knowledge.
The course will be implemented in the form of block meetings, depending on the current situation, either in person or remotely (Teams, LMS). It is the responsibility of the teacher to determine what part of the teaching can be replaced by independent preparation for activities.
Slovak
BAČÍKOVÁ, M., A. JANOVSKÁ a O. OROSOVÁ, 2019. Základy metodológie pedagogickopsychologického výskumu. Sprievodca pre študentov učiteľstva. Košice: ŠafárikPress. ISBN 978-80-8152-805-7.
LICHNER, V. 2020. Základy štatistiky v sociálnych vedách I. Teoretické východiská a deskriptívna analýza. Košice: ŠafárikPress. ISBN 978-80-8152-925-2.
LOVAŠ, L., 2001. Metódy výskumu pre verejnú správu. Košice: Univerzita Pavla Jozefa Šafárika. ISBN 80-7097-478-8.
PUNCH, K. 2015. Úspešný návrh výzkumu. Praha: Portál. ISBN 978-80-262-0980-5.
Smernica č. 1/2011 o základných náležitostiach záverečných prác, rigoróznych prác a habilitačných prác, ich zverejnení a sprístupnení po dobu ich uchovávania a kontrole originality platná pre Univerzitu Pavla Jozefa Šafárika v Košiciach a jej súčasti
ŽIAKOVÁ, E. a kol., 2014. Návod na písanie záverečných prác. Košice: Filozofická fakulta UPJŠ. ISBN 978-80-8152-158-4.
1. Knowledge
Students are able to understand and interpret the purpose and content of the individual components of a thesis research project, including formal requirements, structure, and methodological guidelines. They have an overview of how to design and specify a research plan, including the definition of the research problem, formulation of objectives, research questions, and potential hypotheses. They understand the principles of selecting appropriate methods for data collection and analysis, as well as the importance of working with academic sources in accordance with scholarly standards.
2. Skills
Students are capable of designing and developing their own research project proposal. They can formulate research objectives, select an appropriate sample, propose data collection and analysis methods, and justify their choices. They are able to effectively search for, evaluate, and integrate both domestic and international academic sources and cite them properly, thereby establishing a strong theoretical and methodological foundation for their thesis. They can apply the basic structural and formatting requirements expected in academic writing.
3. Competencies
Students are able to independently design, present, and defend a research project, including the ability to justify their chosen methodology and interpret its potential contributions. They take into account ethical aspects of research and are able to reflect on feedback, incorporating suggestions from professionals or peers constructively. These competencies enable students not only to successfully complete their master’s thesis but also to apply the acquired knowledge and experience in future research or professional practice.
BALOGOVÁ, B. a E. ŽIAKOVÁ. 2017. Vademecum sociálnej práce. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, Filozofická fakulta. 360 s. ISBN 978-80-8152-483-7.
HRČKA, M. 2001. Sociální deviace. Praha: Slon.
KAISER, G.1994. Kriminologie. Praha: Vydavateľstvo Beck.
MAREŠ, P. 1999. Sociologie nerovnosti a chudoby. Praha: Slon.
MAREŠ, P. 1994. Nezaměstnanost ako sociální problém. Praha: Slon.
ONDREJKOVIČ, P. a kol. 2009. Sociálna patológia. Bratislava: Veda.
ONDREJKOVIČ, P., POLIAKOVÁ, E. 1999. Protidrogová výchova. Bratislava: Veda.
OREL, M. a kol. 2012. Psychopatologie. Praha: Grada.
PRAŠKO, J. a kol. 2003. Poruchy osobnosti. Praha: Portál.
VÁGNEROVÁ, M. 2004. Psychopatologie pro pomáhajíci profese. Portál: Praha 2004.
VLČKOVÁ, M. 2001. Týrané dieťa. Bratislava: UK.
KŘIVOHLAVÝ, J. 2001. Psychologie zdraví. Praha: Portál.
DUNOVSKÝ, J., DYTRYCH, Z., MATĚJČEK, Z. 1995. Týrané, zneužívané a zanedbávané dítě. Praha: Grada Avicenum.
ŽIAKOVÁ, E. (ed). 2005. Psychosociálne aspekty sociálnej práce. Prešov: Aspekt.
ŽIAKOVÁ, E. a S. ŠROBÁROVÁ. 2013. Rizikový klient v sociálnej práci. Ružomberok: VERBUM, 150 s. ISBN 978-80-5610-049-3.
To obtain the required number of credits in the structure defined in the study plan.
Slovak
a
Verification of acquired competence of a student in compliance with the graduate profile.
UPJŠ: Smernica rektora 1/2011 o kvalifikačných prácach. In: www.upjs.sk
ŽIAKOVÁ, E. a kol., 2014. Návod na písanie záverečných prác. Košice: Filozofická fakulta UPJŠ. ISBN 978-80-8152-158-4.URL
LICHNER, V. 2020. Základy štatistiky v sociálnych vedách I. Teoretické východiská a deskriptívna analýza. Košice: ŠafárikPress. ISBN 978-80-8152-925-2.
BAČÍKOVÁ, M., A. JANOVSKÁ a O. OROSOVÁ, 2019. Základy metodológie pedagogicko-psychologického výskumu. Sprievodca pre študentov učiteľstva. Košice: ŠafárikPress. ISBN 978-80-8152-805-7.
The evaluation of the subject is completed by the supervisor of the final thesis on the basis of the student's independent work on the creation of the diploma thesis, participation in consultations with the supervisor (according to the method of teaching - full-time / distance). The evaluation is given to a student who regularly participated in the agreed consultations during the creation of the final thesis. It also includes the fulfillment of the agreed time schedule for the creation of the final thesis, the student's independent creative work in the creation of the final thesis under professional guidance and with the supervisor's knowledge of the creative process. The evaluation is awarded after the finalization and diploma thesis and after meeting the other defined conditions. A student who did not meet the defined conditions (did not participate in the agreed consultations, did not follow the agreed schedule, did not prepare the final thesis independently or without the knowledge of the supervisor) is not awarded the evaluation.
Slovak
The course is taught in consultation, through cooperation in the creation of a diploma thesis between the student and the supervisor expressed by joint consultations, fulfillment of the agreed time schedule of the final thesis, independent creative work of the student in creating the final thesis under professional guidance and with the supervisor's knowledge of the process. The result of completing the course is the student's ability to summarize important theoretical knowledge, interpret, classify and disseminate it in a scientific way inherent in communicating scientific knowledge in social work. The student is able to clearly formulate a research problem, create a methodologically correct research project, design a research tool and use it in accordance with applicable methodological standards and adequately interpret the results using appropriate, especially advanced statistical methods. The student masters the work with scientific literature and is able to think critically in the form of a comparison of various theoretical approaches to the chosen topic of the final thesis. The student is able to create an adequate formal side of the final work and determine the relationship of the identified results to the practice of social work according to requirements.
Fulfillment of partial tasks and adherence to the time schedule for the creation of the final work in agreement with the trainer.
1. Knowledge:
The student has comprehensive knowledge of the structure and formal requirements for the diploma thesis, including correct formatting, style, and citation of sources.
They are familiar with the conditions and criteria for submitting the diploma thesis and are aware of the timeline for preparation, the various phases of research, and writing the thesis.
They understand the theoretical and methodological requirements necessary to successfully complete the diploma thesis in accordance with academic standards and university guidelines.
2. Skills:
The student is able to communicate effectively with their supervisor, regularly consult on their progress, and incorporate feedback and suggestions throughout the thesis-writing process.
They can work independently on different parts of the thesis, using the supervisor’s instructions and guidance when planning research, analyzing data, and writing.
The student is capable of organizing their time systematically and meeting deadlines that are part of the preparation and submission timeline for the diploma thesis.
3. Competencies:
The student is capable of writing the theoretical part of the diploma thesis with academic precision, in accordance with the relevant guidelines, and applying appropriate literature.
The student can design a research project, including setting objectives, methodology, and sample selection, and then conduct and describe the research results as part of the thesis.
They are able to apply the findings of their research to make recommendations for practice, particularly in the field of social work, taking into account the real-world needs of the profession and its clients.
GÉRINGOVÁ, J. Pomáhajíci profese. Praha: Triton, 2011. ISBN 978-80-738739-4-3.
MATOUŠEK, O. Metody a řízení sociální práce. Praha: Portál, 2013. ISBN 978-80-262021-3-4.
VASKA, L. Teoretické aspekty supervízie začínajúcich sociálnych pracovníkov. Bratislava: Iris, 2012. ISBN 978-80-892387-0-5.
Successful completion of the course requires active participation in block meetings and the completion of a professional internship in a specific, pre-assigned facility for a total of 40 hours.
Active participation in block meetings:
Information meeting – at the beginning of the semester, the student must identify and interpret the need for and significance of the professional internship in the assigned training facility. The student is assigned a facility, becomes familiar with its characteristics, and the basic activities they will perform, and establishes contact with the person responsible for supervising the internship.
Supervision meeting – a pre-scheduled meeting held after the internship is completed. The student summarizes, interprets, and reflects on the competencies gained through the internship experience in the specific training facility. With the support of the supervisor, the student gains perspective on their activities, engages in self-reflection, and critically evaluates their learning. Participation in this meeting is conditional upon completing the full 40-hour internship, which must be verified by a certificate of completion from the training facility.
The completion of the professional internship must be documented by submitting the certificate of completion to the course instructor. The final evaluation will be awarded after successful completion of the information meeting, the 40-hour internship, and participation in the supervision meeting.
Final evaluation of the course in the form of: graduated / not completed.
Slovak
- Introduction to the significance of professional internships, discussion on required documents
- Discussion with invited professionals from practice during block teaching
- Visit to a specialized training workplace in the field of social work
- Participation in a group supervision meeting
1. The student is able to identify and interpret the need for and significance of the professional internship, understands the training facility, its content, forms, and applied work methods.
2. Under the guidance of an experienced professional in the safe environment of the training facility, the student is able to apply work methods with a specific client or client group.
3. Based on their own experience, the student can explain, compare, and distinguish the importance of various social work methods in working with a client or client group.
4. Under the supervision of a mentor, the student identifies, expresses, and reflects on their own experience, gaining a professional perspective on their activities.
GÉRINGOVÁ, J. Pomáhajíci profese. Praha: Triton, 2011. ISBN 978-80-738739-4-3.
MATOUŠEK, O. Metody a řízení sociální práce. Praha: Portál, 2013. ISBN 978-80-262021-3-4.
VASKA, L. Teoretické aspekty supervízie začínajúcich sociálnych pracovníkov. Bratislava: Iris, 2012. ISBN 978-80-892387-0-5.
Successful completion of the course requires the completion of a professional internship in a specific, pre-assigned facility for a total of 50 hours and active participation in the block assessment meeting.
Active participation in the block meeting:
Assessment meeting – held in mid-May. Participation is conditional upon completing the full 50-hour internship in the assigned training facility. During this meeting, the student presents a PowerPoint presentation outlining the characteristics of the training facility, the target client group, and the activities carried out. The student also submits an internship report, an evaluation of their performance by the person responsible for the internship at the facility, and a certificate of completion of the internship.
The completion of the professional internship must be documented by submitting a certificate of completion and the internship report to the course instructor. The final evaluation will be awarded upon successful completion of the 50-hour internship and participation in the assessment meeting.
Final evaluation of the course in the form of: graduated / not completed.
Slovak
- Introduction to the significance of professional internships, discussion on required documents
- Discussion with invited professionals from practice during block teaching
- Visit to a specialized training workplace in the field of social work
- Analysis and evaluation conducted by the student and presented at the final colloquium meeting
1. The student is able to identify and interpret the need for and significance of the professional internship, understands the training facility, its content, forms, and applied work methods.
2. Under the guidance of an experienced professional in the safe environment of the training facility, the student is able to apply work methods with a specific client or client group.
3. Based on their own experience, the student can explain, compare, and distinguish the importance of various social work methods in working with a client or client group.
GÉRINGOVÁ, J. Pomáhajíci profese. Praha: Triton, 2011. ISBN 978-80-738739-4-3.
MATOUŠEK, O. Metody a řízení sociální práce. Praha: Portál, 2013. ISBN 978-80-262021-3-4.
VASKA, L. Teoretické aspekty supervízie začínajúcich sociálnych pracovníkov. Bratislava: Iris, 2012. ISBN 978-80-892387-0-5.
Successful completion of the course requires active participation in block meetings and the completion of a professional internship in a specific, pre-assigned facility for a total of 30 hours.
Active participation in block meetings:
Information meeting – at the beginning of the semester, the student must identify and interpret the need for and significance of the professional internship in the assigned training facility. The student is assigned a facility, becomes familiar with its characteristics, and the basic activities they will perform, and establishes contact with the person responsible for supervising the internship.
Supervision meeting – a pre-scheduled meeting held after the internship is completed. The student summarizes, interprets, and reflects on the competencies gained through the internship experience in the specific training facility. With the support of the supervisor, the student gains perspective on their activities, engages in self-reflection, and critically evaluates their learning. Participation in this meeting is conditional upon completing at least 15 hours of the internship, which must be verified by a certificate of completion from the training facility.
Evaluation meeting – in mid-May, participation is conditional upon completing the full 30-hour internship in the assigned training facility. During the evaluation meeting, the student presents a PowerPoint presentation describing the characteristics of the facility, the target client group, and the activities carried out. The student also submits a report from the internship, an evaluation of their performance from the person responsible for the internship, and a certificate of completion.
The completion of the professional internship must be documented by submitting the certificate of completion and the internship report to the course instructor. The final evaluation will be awarded after completing the information meeting, the supervision meeting, the 30-hour internship, and the evaluation meeting.
Final evaluation of the course in the form of: graduated / not completed.
Slovak
- Introduction to the issue of the significance of professional practice, discussion of forms and documents
- Discussion with invited experts from practice during block classes
- Visit to a specialized training facility in the field of social work
- Participation in group supervision
- Analysis and evaluation, which the student prepares and presents at the final colloquium meeting
1. The student can identify and interpret the need for and significance of professional practice, is familiar with the training facility, its content, forms, and methods used.
2. Under the guidance of an experienced professional in the safe environment of the training facility, the student is able to apply methods of work with a specific client or client group.
3. Based on personal experience, the student can explain, compare, and distinguish the importance of different social work methods in working with a client or client group.
4. Under the guidance of a supervisor, the student identifies, expresses, and reflects on their own experience, gaining a professional perspective on their activities.
GYMERSKÁ, M. a kol., 2009. Skriptá ku kurzu ZÁKLADY SOCIÁLNEJ PRÁCE S MLÁDEŽOU. Bratislava: PERSONA. ISBN: 978-80-89463-11-4.
HORŇÁKOVÁ, M., 2010. Včasná intervencia orientovaná na rodinu. Vysokoškolské učebné texty. Bratislava: Univerzita Komenského v Bratislave. ISBN 978-80-223-2915-6.
JEDLIČKA R. a kol., 2004. Děti a mládež v obtížných životních situacích. Praha: Themis. ISBN 80-7312-038-0.
JUSKO, P., 2009. Sociálna práca s mládežou a sociálnopatologické javy. BB: UMB v BB. ISBN 978–80–8083–705–1.
KULIFAJ, P. a kol., 2016. Základy sociálnej práce s mládežou ohrozenou extrémizmom a radikalizáciou. Bratislava: Mládež ulice.
MATOUŠEK, O., 2013. Metody a řízení sociální práce. Praha: Portál. ISBN 978-80-262021-3-4.
ŠIŇANSKÁ, K., 2020. Špecifiká práce s mládežou v neziskovom sektore. Košice: UPJŠ. ISBN 978-80-8152-949-8.
ŠIŇANSKÁ, K., & E. ŽIAKOVÁ, 2020. Way out from generational poverty through early childhood interventions. In: Children in Social Work - Selected Problems of Social Work with Children Across the Europe. Trnava: Fakulta zdravotníctva a sociálnej práce. ISBN 9788056803097.
Zákon č. 282/2008 Z.z. o podpore práce s mládežou
Zákon č. 305/2005 Z.z. o sociálnoprávnej ochrane detí a o sociálnej kuratele
Zákon č. 406/2011 o dobrovoľníctve
Zákon č. 448/2008 Z. z. o sociálnych službách
Interim evaluation (with the possibility of obtaining max. 40 points)
1. Min. 80% active participation in the overall teaching (according to the method of teaching - full-time / distance via teleconferencing). The student presents the basic knowledge associated with the implementation of social work with the target group of children and youth.
2. Independent training, work on assignments. The student presents the basic knowledge associated with the implementation of social work with the target group of children and youth.
3. Elaboration and presentation of seminar work, presented in word format and in PowerPoint presentation format, in which the student describes, interprets, classifies knowledge about social work with children and youth and applies theoretical knowledge to a practical level through examples of good practice concept of social work with children and youth implemented in Slovakia and abroad. All entries will be reviewed by APS Turnitin and points may be adjusted based on the result of the originality check. In case of detection of plagiarism, the teacher will proceed according to the internal regulations of UPJŠ.
4. Cooperation on a preventive event intended for the target group of children and youth.
Together for points 2,3 and 4 it is possible to get a maximum of 20 points.
5. A continuous test in which the student identifies, remembers, describes and classifies the concept of social work with children and youth, in the 13th week of the semester. It is possible to get a maximum of 20 points.
The minimum number of points required to admit a student to the exam is a total gain of 25 points from the continuous assessment.
The exam is realized in the form of a written test, for which it is possible to obtain 0-60 points. The student demonstrates the ability to apply theoretical knowledge from the concept of social work with children and youth to work with children and adolescents.
The final evaluation consists of the sum of the continuous evaluation and the written exam (0-100 points).
A 91-100
B 81-90
C 71-80
D 61-70
E 53-60
FX 52 and less
Slovak
1. Starting points in defining areas of social work with children and youth I.
2. Starting points in defining areas of social work with children and youth II.
3. Social work in the field of child and youth care.
4. Defining the role and areas of activity of a social worker with children and youth.
5. Social and legal protection and social guardianship.
6. Centers for children and family.
7. Early intervention service.
8. Centers of pedagogical-psychological counseling and prevention.
9. Social work in the school environment.
10. The concept of youth work (Youth Work).
11. The importance of non-formal education of children and youth.
12. State policy in relation to children and youth.
13. European policy on children and youth.
Knowledge
- The student can identify, describe and organize concepts related to the issues of the developmental period of childhood and adolescence, the starting points of social work in the area of care for children, youth and the family. Interprets and characterizes the position of a social worker with children and youth, knows how to define the areas of activity of a social worker with children and youth.
Skills
- The student classifies and interprets individual areas of social work with children and youth, such as socio-legal protection and social guardianship, centers for children and families, early intervention service,
pedagogical and psychological counseling and prevention centers and the concept of social work in the school environment.
Competences
- The student can explain and apply theoretical knowledge related to the concept of social work with children and youth in direct work with child and adolescent clients.
BALOGOVÁ, B. a E. ŽIAKOVÁ (eds.). Vademecum sociálnej práce. Košice: UPJŠ, FF, 2017. ISBN 978-80-8152-483-7.
HARTL, P. Komunita občianská a komunita terapeutická. 1. vyd. Praha: Sociologické nakladatelství, 1997. ISBN 80-85850-45-1.
HENDERSON, P. a D. N. THOMAS. Zručnosti komunitnej práce v susedstvách. 3.vyd. Nitra: Centrum komunitného rozvoja, 2007. ISBN 978-80-969638-4-3.
JANDOUREK, J. Sociologický slovník. Praha: Portál, s.r.o., 2001. ISBN 80 -7178-5 35-0.
JANOUŠKOVÁ, K. a D. NEDĚLNÍKOVÁ. Profesní dovednosti terénních sociálních pracovníkú /Sborník studijních textú/ 1. vyd. Ostrava: Ostravská univerzita v Ostravě, 2008. ISBN 978-7368-504-1.
KAHÁTOVÁ, B. Čo je komunitné plánovanie? Efekt. 2007. 5(3), s .20. ISSN 1336-3344.
KLENOVSKÝ, L. Terénna sociálna práca. 1. vyd. Bratislava: OZ Sociálna práca, 2006. ISBN 80-89185-18-5.
PAVELOVÁ, Ľ. a M. TVRDOŇ. Komunitná sociálna práca. 1. vyd. Nitra: UKF FSVaZ, 2006. ISBN 80-8050-983-2.
ŠIŇANSKÁ, K. a D. ŠLOSÁR. Komunita a komunitná práca. Košice: UPJŠ, FF, 2020. 978-80-8152-861-3.
Ž ILOVÁ, A. Komunitná práca s komunitou s vysokou mierou nezamestnanosti. 1. vyd. Banská Bystrica: PF UMB, 2003. ISBN 80-8055-721-7.
Zákon č. 448/2008 Z.z. o sociálnych službách v znení neskorších predpisov.
Interim evaluation (with the possibility of obtaining max. 40 points)
1. Min. 80% active participation in the overall teaching (according to the method of teaching - full-time / distance via teleconferencing). The student presents the basic knowledge associated with the concept of community social work and field social work.
2. Independent training, work on assignments. The student presents the basic knowledge associated with the concept of community social work and field social work.
3. Elaboration and presentation of seminar work, presented in word format and PowerPoint presentation format (assignments will go through APS Turnitin and the extension may be modified based on the result of the originality check), in which the student describes, interprets, classifies knowledge about the concept of field social work and community social work and applies knowledge through examples of existing projects of community social work and field social work in Slovakia and abroad.
Together for points 2 and 3 it is possible to get a maximum of 20 points.
4. A continuous test in which the student identifies, remembers, describes and classifies the concept of community social work and field social work,. It is possible to get a maximum of 20 points.
The minimum number of points required to admit a student to the exam is a total gain of 25 points from the continuous assessment.
The exam is realized in the form of a written test, for which it is possible to obtain 0-60 points. The student demonstrates the ability to apply theoretical knowledge from the concept of community social work and field social work to work with the client.
The final evaluation consists of the sum of the continuous evaluation and the written exam (0-100 points).
A 91-100
B 81-90
C 71-80
D 61-70
E 53-60
FX 52 and less
Slovak
Community and types of communities
Community work and community social work
Community planning - phases and principles
Community development and partnership with the community
The process of community planning of community services
Intervention methods and techniques in community work
Community social worker
Ethics in community social work
Field social work - features, principles, activities, clients of field social work
1. The student is able to identify, describe and organize concepts related to the issue of communities as a natural human space, community social work and field social work.
2. The student classifies and interprets individual types of communities, also recognizes the differences between community work and community social work.
3. The student is able to explain and apply theoretical knowledge related to the concepts of community social work and field social work in direct work with the client in the community or in the field.
ASOCIÁCIA SUPERVÍZOROV A SOCIÁLNYCH PORADCOV, 2006. "Letom svetom do sociálnej práce v treťom sektore". Bratislava: ASSP.
BAČUVČÍK, R., a L. HARANTOVÁ, 2016. Sociální marketing. Zlín: VeRBuM. ISBN 978- 80-87500-80-4.
BARÁT, J. a kol., 2000. Čítanka pre pokročilé neziskové organizácie. Bratislava: PDCS. ISBN 80-968095-3-9.
BEDNAŘÍK, A. a kol., 1998. Čítanka pre neziskové organizácie. Bratislava: PDCS. ISBN 80-967890-5-8.
BOUKAL, P. a kol., 2013. Foundraising pro neziskové organizace. Praha: Grada Publishing, a.s. ISBN 978-80-2478793-0.
FERNANDEZ, A.B., 2016. Social Work & NGOs Book. Pacific Books International. ISBN 978-9381138878.
HOWARD, A. et al., 2023. Social Work and Human Services Responsibilities in a Time of Climate Change Country, Community and Complexity. Routledge. ISBN 9780367704391.
MYDLÍKOVÁ, E., 2010. Sociálna práca v neziskovom sektore. Bratislava: UK Bratislava. ISBN 978-80-223-2745-9.
PIROŠÍK, V., 2005. Participácia v samospráve. Bratislava: TIS, Adin, s.r.o. ISBN 80-89041-87-6.
REKTOŘÍK, J. a kol., 2010. Organizace neziskového sektoru: základy ekonomiky, teorie a řízení. Praha: Ekopress, s.r.o. ISBN 978-80-86929-54-5.
ŠEDIVÝ, M., a O. MEDLÍKOVÁ, 2011. Úspěšná nezisková organizace. Praha: Grada Publishing a.s. ISBN 978-80-247-4011-6.
ŠEDIVÝ, M., a O. MEDLÍKOVÁ, 2012. Public relations, fundraising a lobbing pro neziskové organizace. Praha: Grada Publishing. ISBN 978-80-247-4040-9.
ŠIŇANSKÁ, K., 2020. Marketing a fundraising mimovládnych neziskových organizácií. Košice: UPJŠ, FF. ISBN 978-80-8152-957-3.
ŠIŇANSKÁ, K., 2020. Špecifiká práce s mládežou v neziskovom sektore. Košice: UPJŠ, FF. ISBN 978-80-8152-949-8.
Interim evaluation (with the possibility of obtaining max. 40 points)
1. Min. 80% active participation in the overall teaching (according to the method of teaching - full-time / distance via teleconferencing). The student presents the basic knowledge associated with the possibilities of social work in the non-governmental non-profit sector.
2. Independent training, work on assignments. The student presents the basic knowledge associated with the possibilities of social work in the non-governmental non-profit sector.
3. Elaboration and presentation of seminar work, presented in word format and PowerPoint presentation format, in which the student describes, interprets and classifies knowledge from a predetermined area of social work implemented in the non-governmental non-profit sector and applies knowledge through examples of good practice in Slovakia and abroad. All entries will be reviewed by APS Turnitin and points may be adjusted based on the result of the originality check. In case of detection of plagiarism, the teacher will proceed according to the internal regulations of UPJŠ.
4. Planning and preparation of the event on the principle of civic participation and activism in the range of at least 10 hours.
Together for points 2, 3 and 4 it is possible to get a maximum of 20 points.
5. A continuous test in which the student identifies, remembers, describes and classifies social work carried out in the non-governmental non-profit sector, in the 13th week of the semester. It is possible to get a maximum of 20 points.
The minimum number of points required to admit a student to the exam is a total gain of 25 points from the continuous assessment.
The exam is realized in the form of a written test, for which it is possible to obtain 0-60 points. The student demonstrates the ability to apply the theoretical basis of the concept of community social work and field social work to work with the client.
The final evaluation consists of the sum of the continuous evaluation and the written exam (0-100 points).
A 91-100
B 81-90
C 71-80
D 61-70
E 53-60
FX 52 and less
Slovak
1. Specifics of civil society.
2. Importance of civil participation.
3. Examples of civil participation in Slovakia, with emphasis put on the sphere of social work.
4. General characteristics of the third sector in Slovakia.
5. Legal regulation of the third sector.
6. Third sector institutions.
7. Non-governmental organizations.
8. The most important non-governmental organizations in Slovakia active in social sphere and their selected projects.
9. Volunteering and its importance for social work students.
10. Fundraising in the third sector.
11. Projecting, project management.
12. Partnership and its importance for organizations in the third sector.
13. Marketing, PR of organizations active in the third sector.
Knowledge
- The student can identify, describe and organize concepts related to the issue of the importance of civic participation, the general characteristics and development of the third sector in Slovakia, its definition as a space of action between the market and the state.
- The student classifies and interprets individual types of non-governmental non-profit organizations in terms of relevant laws and professional definitions.
Skills
- The student can explain the issues of the non-profit sector in the context of the concept of volunteerism, partnership, marketing, fundraising and projecting.
Competences
- The student can determine the possibilities of social work in the non-governmental non-profit sector through examples of good practice from around the world and from Slovakia, also through the creation of their own, imaginary non-profit organization operating in the social field.
DAVIDOVÁ, E. (1999). Ke spůsobu bydlení, obživy a odívání. In Romové - O Roma. Tradice a současnost. Sborník příspěvků. Brno: Museum romské kultúry. ISBN 80- 85956-14-4.
DUBAYOVÁ, M. (2001). Rómovia v procesoch kultúrnej zmeny. Prešov: FF PU. ISBN 80-8068-059-0.
ĎURIČEKOVÁ, M. (2000). Edukácia rómskych žiakov. Prešov : Metodické centrum. ISBN 80-8045-211-3.
HLUBOCKÝ, P. (1992). Úvod do psychiatrickej Romológie. In Mathé, R. Hlubockého úvod do psychiatrickej Romológie. Nové Zámky: Psychoprof, 1992.
HORVÁTHOVÁ, E. (1964). Cigáni na Slovensku. Bratislava: SAV, 1964.
JUROVÁ, A. (1993). Vývoj rómskej problematiky na Slovensku po roku 1945. Bratislava: Goldpress Publishers. ISBN 80-85584-07-7.
KUMANOVÁ, Z., ZELINOVÁ, H. (1999). Rómovia na Slovensku. In Romové-O Roma.Tradice a současnost. Zborník príspevkov. Brno: Muzeum romskej kultúry. ISBN 80-85956-14-4.
LACKOVÁ, E. (1997). Narodila jsem se pod šťastnou hviezdou. Praha: Triada. ISBN 80-901861-8-1.
LIÉGOIS, J.P. (1995). Rómovia, Cigáni, Kočovníci. Bratislava: Charitas. ISBN 80-967380-4-6.
MANN, A.B. (2000). Rómsky dejepis. Bratislava: Kalligram sro. ISBN 80-7149-316-3.
Nadácia Milana Šimečku. (2001). Kaj džas. Súbor textov zo seminára. Bratislava: Milan Šimečka Foundation. ISBN 80-89008-06-2.
NEČAS, C. (1993). Romové v České republice včera a dnes. Olomouc: PF UP. ISBN 80-7067-310-9.
RADIČOVÁ, I. (2001). Hic Sunt Romales. Bratislava: Centrum pre analýzu sociálnej politiky. ISBN 80-88991-13-7.
Romové - O Roma. Tradice a současnost. (1999). Súbor textov. Brno: Muzeum romské kultúry. ISBN 80-902476-1-X.
ŘÍČAN, P. (1998). S Romy žít budeme- jde o to jak. Praha: Portál. ISBN 80-7178-250-5.
VALACHOVA, D., a kol. (2002). Vzdelávanie Rómov a multikultúrna koexistencia. Bratislava: SPN. ISBN 80-08-03339-8.
VAŠEČKA, M. (2002). Čačipen pal o Roma. Súhrnná správa o Rómoch na Slovensku. Bratislava: Inštitút pre verejné otázky. ISBN 80-88935-41-5.
VAŠEČKA, Michal, Roma, Summary report on the state of society, Institute for Public Issues, Bratislava 2000
The subject is finished with an exam. During the semester, the student prepares and presents a seminar paper at the seminar. During the examination period, a knowledge test and an oral examination are carried out. To obtain an A grade, a student must obtain at least 91 points, to obtain a B grade, at least 81 points, to obtain a C grade, at least 71 points, to obtain a D grade, at least 61 points, to obtain an E grade, at least 51 points. A student who receives an assessment below 51 points will be assessed with an FX grade. The final rating is calculated from the sum of the following parts:
80% participation in lectures and seminars 20 points.
Active performance at the seminar 20 points
Written exam 30 points Oral exam 30 points
External and distance learning is evaluated by a written exam and an oral exam.
Slovak language
Gypsies. History and historical context.
Roma culture and its differences. Differences in subcultural Roma.
Roma family. Division and structure of Roma communities.
Differences in work in Roma subcultural communities.
Value systems and their differences in subcultural Roma.
Employment, housing and social involvement of subcultural Roma.
Poverty and poverty in subcultural Roma settlements. Ethnic nature of poverty.
Social dependency and a culture of poverty. Stratification pyramids in society.
Strategies for work in Roma communities. Marginalization and its manifestations.
Connecting the Roma and majority communities.
Strategic documents for Roma communities.
Knowledge
The student identifies and remembers the basic concepts and theoretical starting points of social work with the Roma ethnic group. He has knowledge of social work with Roma communities, which he can connect with other knowledge of the field of study and interdisciplinary connections at the level of synthesis. The student can describe the individual components of cultural and social differences and limiting institutions, interpret them and briefly express them, summarize the relationships existing in Roma communities from the point of view of social work. Knows the basic characteristics and specific institutions distinguishing social work with this specific client group. Can draw conclusions and name connections between individual strategic approaches.
Skills
The student is able to search for strategies related to Roma and Roma communities and independently assess individual procedures from the point of view of their impact on work with this specific client group. The student can describe, classify and classify structural differences, individual characteristics and relationships in social work processes in the environment of Roma communities. The student knows how to choose and use adequate starting points for the assessment of individual social institutions, such as family, education, family life, etc. He is able to identify the importance of social and cultural differences when assessing the client's situation, especially to provide advice in the given area. He knows how to use knowledge about the Roma community in the practice of social work and the development of his knowledge.
Competences
The student is able to use knowledge from social work with Roma and Roma communities in the analysis and solution of a specific social problem. The student can provide basic information services and advisory legal services while respecting the social and cultural differences of the Roma. He can professionally present his own opinions on individual problems that occur in Roma communities from the point of view of social work. The student is able to perform professional activities in accordance with legal limits while respecting the differences of this client group. He has professional communication skills and knows how to use professional terms related to community and field social work in Roma communities. The student can work in professional teams and use interdisciplinary and interprofessional cooperation as a basic starting point when working with the Roma community.
JACKSON, S., 2020. Understanding the Challenges of Social Work with Elderly Populations. Journal of Social Work Practice, 34(3), pp.305-319.
MARK, K. and R. KANE, 2018. Innovative Approaches in Social Work with Older Adults. Oxford: Oxford University Press.
McLNNES, E. and H. STRYDOM, 2017. Social Work with Older People. London: Routledge.
BALOGOVÁ, B. a E. ŽIAKOVÁ, 2017. Vademecum sociálnej práce. Terminologický slovník. Košice: FF UPJŠ.
KUBALČÍKOVÁ, K. et al., 2015. Sociální práce se seniory v kontextu kritické gerontologie. Brno: Masarykova univerzita.
ŠEBKOVÁ, H., 2015. Sociální práce se seniory: Teoretické a praktické aspekty. Praha: Portál.
JAMBOROVÁ, R., 2015. Seniori a komunitné služby. Trnava: Universitas Tyrnaviensis - Facultas Theologica.
HROZENSKÁ, M., 2008. Sociálna práca so staršími ľuďmi a jej teoreticko-praktické východiská. Martin: Osveta.
VIDOVIČOVÁ, L., 2008. Stárnutí-věk a diskriminace – nové souvislosti. Brno: MUB.
BALOGOVÁ, B., 2005. Seniori. Prešov: Akcent print.
Successful completion of the course is conditional upon fulfilling the requirements of both continuous and final assessment. A maximum of 100 points can be obtained, distributed as follows: 50 points for continuous assessment and 50 points for final assessment. The teaching and completion of individual assessment components will take place based on the instructor's decision, either in person or online (LMS, MS Teams). The instructor may decide to substitute part of the course with self-study.
Continuous assessment (max. 50 points) consists of:
1. class attendance – In order to be admitted to the final exam, a minimum of 80% attendance (lectures and seminars combined) is required. Some sessions may take the form of discussions, excursions, etc., which also require student participation;
2. midterm test – max. 25 points, which verifies the student's ability to interpret, apply, and explain theoretical foundations in the context of social work with older adults;
3. presentation of a pre-assigned topic according to a predetermined schedule – max. 25 points. The presentation includes preparation of an activity and facilitation of discussion with fellow students related to the presented topic. In the case of an unexcused absence (without a doctor's note) on the assigned date, the student forfeits the opportunity to earn points for the presentation. Students may agree to switch presentation dates with each other.
To be admitted to the final exam, a minimum of 26 points from continuous assessment is required. If the conditions are not met (failure to obtain the required 26 points or to meet attendance requirements), the student will not be graded (grade X).
Final assessment (max. 50 points):
A written exam worth a maximum of 50 points, with a minimum of 27 points required to pass.
The exam is intended to assess the student’s ability to interpret, apply, and explain the acquired knowledge in the field of social work with older adults.
To take the exam in the early exam period (during the final week of the semester during the scheduled lecture time), the student must earn at least 43 points from continuous assessment.
The final grade is the sum of points obtained from continuous assessment and the final exam.
A 100 – 91
B 90 – 81
C 80 – 71
D 70 – 61
E 60 – 53
FX 52 or less
slovak
1. Aging and old age as a developmental stage of human life.
2. Physical, social, and psychological aspects of aging and old age.
3. Adaptation to aging and old age.
4. Forms and types of social services (Act No. 448/2008 Coll. on Social Services).
5. Proceedings on entitlement to social services.
6. Preparation for old age.
7. The pension system.
8. Social pathologies of older adults.
9. Dying and death. Social work in the context of death.
Knowledge:
The student understands and interprets concepts in the field of social work with seniors.
The student can explain the biological, psychological, and social aspects of aging and their impact on the lives of seniors, and identifies the needs of seniors.
The student knows the social services available for seniors and can describe, classify, and categorize the forms of social services and their providers.
The student masters theoretical models and approaches to social work with seniors.
Skills:
The student can analyze the social problems of seniors and apply theoretical knowledge to client work using appropriate social work methods.
The student is capable of identifying and effectively responding to crisis situations in the lives of seniors.
The student has the skill to coordinate various services and resources needed to support seniors.
Competencies:
The student is competent to work both independently and within interdisciplinary teams, integrating various professional perspectives in providing comprehensive support to seniors.
The student can apply theoretical knowledge and its specifics from the field of social work with seniors into direct client work.
TÓTHOVÁ, L., 2019. Sociálna práca so skupinou. Košice: ŠafárikPress. ISBN 978-80-8152-762-3.
TÓTHOVÁ, L., a D. ŠLOSÁR, 2019. Skupina a práca so skupinou v pomáhajúcich profesiách. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. ISBN 978-80-8152-754-8.
HARGAŠOVÁ, M. a kol., 2009. Skupinové poradenství. Praha: Grada. ISBN 978-870-247-2642-7.
HUPKOVÁ, M., 2011. Rozvíjanie sociálnych spôsobilostí v pomáhajúcich profesiách. Bratislava: Iris. ISBN 978-80-89256-61-7.
KOLÁŘÍK,M., 2011. Interakční psychologický výcvik. Praha: Grada. ISBN 978-80-247-2941-1.
POPELKOVÁ, M., M. ZAŤKOVÁ, 2009. Podpora rozvoja osobnosti a intervenčné programy. Nitra: FSVaZ UKF Nitra. ISBN 9778-80-8094-269-4.
ŽIAKOVÁ, E. a kol., 2011. Sociálna práca. Teoretické východiská a praktické kontexty. Košice: FF UPJŠ. ISBN 978-80-7097-870-2.
The entire teaching as well as passing individual parts of the interim assessment will take place according to the current situation, either face-to-face or remotely (Teams, LMS). It is up to the teacher to determine which part of the lesson can be replaced by independent preparation for activities.
The interim assessment consists of:
1. Continuous test – max. 15 points, with which the student will be verified how he interprets, applies and can explain the theoretical starting points of social work with a group.
2. Active work with the group - according to a predetermined schedule - max. 45 points. Group work assignments must be submitted via the LMS e-learning portal by the deadline. If the assignment is not submitted or the assignment is delayed, the student loses the opportunity to receive points for the assignment. All entries will be reviewed by APS Turnitin and points may be adjusted based on the result of the originality check. Through the assignments and then the student's own work with the group, it is verified as a student how he interprets, applies and can explain the theoretical starting points in specific work with the group.
3. Attendance at classes - for admission to the exam, attendance is required min. 80% of the entire lesson.
In order to be admitted to the exam, a minimum of 33 points in the interim assessment is required. In case of failure to meet the conditions (failure to obtain the required 33 points in the interim evaluation, or failure to meet the participation condition), the student will not be classified in the subject (rating X). To pass the exam in advance (the last week of the semester at the time of the lecture), a score of min. 50 points from the continuous assessment.
Final rating
Within the written exam, a maximum of 40 points can be obtained, of which the minimum number of points for awarding the evaluation is 21. The written exam is intended to check the student's ability to interpret, apply and explain the acquired knowledge in the field of social work with a group.
The final grade is the sum of the points from the interim assessment and the completed final exam.
A 100 - 91, B 90 - 81, C 80 - 71, D 70 - 61, E 60 - 54, FX 53 and less.
Slovak
1. Origin and development of social work with a group.
2. Social group.
3. Typology of social work with a group.
4. Working with a group as a specific area of social work.
5. Models of social work with a group.
6. Stages of social work with a group.
7. Social worker working with the group.
8. The importance of the group. Group rules.
9. Group goals. Group standards. Cohesion and tension.
10. Roles in the group.
11. Group management.
12. Group work plan.
13. Techniques in working with a group.
1. Knowledge:
Students understand and interpret basic concepts in the field of group work in social work, including its origin and development.
They have an overview of various typologies and models of group work in social work, including different stages and techniques used in this specific area.
They comprehend the significance of the group, including its rules, norms, roles, and the processes that influence group functioning.
2. Skills:
Students can apply theoretical knowledge of group work to practical client interactions, including planning and implementing interventions.
They are able to analyze processes occurring within the group, including cohesion, tension, and other dynamics that affect group functioning.
They can create and implement a group work plan, including selecting and applying appropriate techniques to support group processes.
3. Competencies:
Students are capable of effectively working with groups in various social work contexts, using different models and techniques to improve group dynamics.
They can recognize and respond to different roles and interactions within the group, contributing to more effective group leadership and coordination.
They are able to independently plan and execute interventions in groups, applying theoretical knowledge and practical skills to support group goals.
Černá, M., 2012. Sociálna práca so zdravotne postihnutými. Bratislava: Vydavateľstvo UK.
Kovář, J., 2010. Sociální práce s osobami se zdravotním postižením. Praha: Karolinum.
Morávková, S. et al., 2021. Sociálna práca s osobami so zdravotným znevýhodnením. Nitra: FSVaZ v Nitre.
Oliver, M., 1996. Understanding Disability: From Theory to Practice. New York: St. Martin's Press.
Slaná, M. et al., 2024. Tranzícia dieťaťa so zdravotným postihnutím do školského prostredia. Trnava: Typi Universitatis Tyrnaviensis.
Šmidová, M., 2012. Sociálna práca s osobami so zdravotným postihnutím. Trnava: Dobrá kniha.
Tóthová, L. et al., 2020. Bedeker onkologickej liečby. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, ŠafárikPress.
Tóthová, L., 2025. Sociálna práca s ľuďmi so zdravotným znevýhodnením I. Sociálne potreby ľudí so zmyslovým znevýhodnením. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, Vydavateľstvo ŠafárikPress.
Williams, C., 2013. Social Work and Disability: A Global Perspective. International Social Work, 56(4), pp. 487-502.
Successful completion of the course is conditional upon fulfilling the requirements of both continuous and final assessment. A maximum of 100 points can be earned, divided equally between continuous assessment (50 points) and final assessment (50 points).
The method of instruction, as well as the format of the assessment components, will be determined by the course instructor and may take place either in person or online (via LMS or MS Teams). The instructor may also decide to substitute part of the course with self-study.
Continuous Assessment (Maximum: 50 points)
Attendance – A minimum of 80% attendance in all course activities (lectures and seminars) is required to qualify for the final exam. Part of the course may include discussions, excursions, or other interactive formats, which also require mandatory student participation.
Midterm Test (Maximum: 25 points) – This test will assess the student’s understanding and interpretation of key concepts, including:
the social perception and consequences of disability,
the support systems available for people with disabilities, and
the various approaches in social work with individuals with specific types of disabilities.
Independent Professional Preparation and Presentation (Maximum: 25 points) – Students are required to prepare an individual PowerPoint or Prezi presentation focused on practical aspects of social work with individuals with disabilities, following a pre-defined schedule.
To be eligible for the final exam, the student must achieve at least 26 points in continuous assessment. Failure to meet this requirement—due to insufficient points, attendance, or failure to present—will result in non-classification (grade X).
Final Assessment (Maximum: 50 points)
The final assessment consists of a written exam, with a maximum of 50 points. A minimum of 27 points is required to pass the exam.
To be eligible for an early exam date (during the final week of the semester), the student must achieve at least 40 points in continuous assessment.
The written exam is intended to assess the student's ability to interpret, apply, and explain acquired knowledge in the area of disability and social work practice.
The final grade is the sum of the points from the ongoing evaluation and the completed final exam.
A 100 - 91
B 90 - 81
C 80 - 71
D 70 - 61
E 60 - 53
FX 52 points or less
slovak
Knowledge:
The student knows and is able to identify basic concepts related to the issue of disability in the context of social work.
The student is able to interpret the current development of terminology used in the identification and description of people with disabilities.
The student can classify different types of disabilities and recognize their social consequences.
The student understands the importance of support systems and interdisciplinary cooperation between social workers, healthcare professionals, and other experts.
The student has an overview of practical approaches in social work with various groups of people with disabilities and can identify tools and methods used in working with clients.
Skills:
The student is able to apply theoretical knowledge to the resolution of specific cases and practical situations involving people with disabilities.
The student is able to identify the needs of clients based on the type and extent of their disability.
The student is able to coordinate and collaborate with various institutions and professionals in providing comprehensive support to clients.
The student can adapt social work procedures to the specifics of different types of disabilities.
Competencies:
The student demonstrates the ability to apply an inclusive and empathetic approach that respects the dignity and individuality of the client.
The student is able to critically evaluate various approaches to addressing the problems of people with disabilities and choose appropriate interventions in practice.
The student is able to make independent decisions and solve problems within a multidisciplinary team, focusing on improving the quality of life of clients with disabilities.
ASOCIÁCIA SUPERVÍZOROV A SOCIÁLNYCH PORADCOV, 2006. "Letom svetom do sociálnej práce v treťom sektore". Bratislava: ASSP.
BAČUVČÍK, R., a L. HARANTOVÁ, 2016. Sociální marketing. Zlín: VeRBuM. ISBN 978- 80-87500-80-4.
BARÁT, J. a kol., 2000. Čítanka pre pokročilé neziskové organizácie. Bratislava: PDCS. ISBN 80-968095-3-9.
BEDNAŘÍK, A. a kol., 1998. Čítanka pre neziskové organizácie. Bratislava: PDCS. ISBN 80-967890-5-8.
BOUKAL, P. a kol., 2013. Foundraising pro neziskové organizace. Praha: Grada Publishing, a.s. ISBN 978-80-2478793-0.
FERNANDEZ, A.B., 2016. Social Work & NGOs Book. Pacific Books International. ISBN 978-9381138878.
HOWARD, A. et al., 2023. Social Work and Human Services Responsibilities in a Time of Climate Change Country, Community and Complexity. Routledge. ISBN 9780367704391.
MYDLÍKOVÁ, E., 2010. Sociálna práca v neziskovom sektore. Bratislava: UK Bratislava. ISBN 978-80-223-2745-9.
PIROŠÍK, V., 2005. Participácia v samospráve. Bratislava: TIS, Adin, s.r.o. ISBN 80-89041-87-6.
REKTOŘÍK, J. a kol., 2010. Organizace neziskového sektoru: základy ekonomiky, teorie a řízení. Praha: Ekopress, s.r.o. ISBN 978-80-86929-54-5.
ŠEDIVÝ, M., a O. MEDLÍKOVÁ, 2011. Úspěšná nezisková organizace. Praha: Grada Publishing a.s. ISBN 978-80-247-4011-6.
ŠEDIVÝ, M., a O. MEDLÍKOVÁ, 2012. Public relations, fundraising a lobbing pro neziskové organizace. Praha: Grada Publishing. ISBN 978-80-247-4040-9.
ŠIŇANSKÁ, K., 2020. Marketing a fundraising mimovládnych neziskových organizácií. Košice: UPJŠ, FF. ISBN 978-80-8152-957-3.
ŠIŇANSKÁ, K., 2020. Špecifiká práce s mládežou v neziskovom sektore. Košice: UPJŠ, FF. ISBN 978-80-8152-949-8.
Interim evaluation (with the possibility of obtaining max. 40 points)
1. Min. 80% active participation in the overall teaching (according to the method of teaching - full-time / distance via teleconferencing). The student presents the basic knowledge associated with the possibilities of social work in the non-governmental non-profit sector.
2. Independent training, work on assignments. The student presents the basic knowledge associated with the possibilities of social work in the non-governmental non-profit sector.
3. Elaboration and presentation of seminar work, presented in word format and PowerPoint presentation format, in which the student describes, interprets and classifies knowledge from a predetermined area of social work implemented in the non-governmental non-profit sector and applies knowledge through examples of good practice in Slovakia and abroad. All entries will be reviewed by APS Turnitin and points may be adjusted based on the result of the originality check. In case of detection of plagiarism, the teacher will proceed according to the internal regulations of UPJŠ.
4. Planning and preparation of the event on the principle of civic participation and activism in the range of at least 10 hours.
Together for points 2, 3 and 4 it is possible to get a maximum of 20 points.
5. A continuous test in which the student identifies, remembers, describes and classifies social work carried out in the non-governmental non-profit sector, in the 13th week of the semester. It is possible to get a maximum of 20 points.
The minimum number of points required to admit a student to the exam is a total gain of 25 points from the continuous assessment.
The exam is realized in the form of a written test, for which it is possible to obtain 0-60 points. The student demonstrates the ability to apply the theoretical basis of the concept of community social work and field social work to work with the client.
The final evaluation consists of the sum of the continuous evaluation and the written exam (0-100 points).
A 91-100
B 81-90
C 71-80
D 61-70
E 53-60
FX 52 and less
Slovak
1. Specifics of civil society.
2. Importance of civil participation.
3. Examples of civil participation in Slovakia, with emphasis put on the sphere of social work.
4. General characteristics of the third sector in Slovakia.
5. Legal regulation of the third sector.
6. Third sector institutions.
7. Non-governmental organizations.
8. The most important non-governmental organizations in Slovakia active in social sphere and their selected projects.
9. Volunteering and its importance for social work students.
10. Fundraising in the third sector.
11. Projecting, project management.
12. Partnership and its importance for organizations in the third sector.
13. Marketing, PR of organizations active in the third sector.
Knowledge
- The student can identify, describe and organize concepts related to the issue of the importance of civic participation, the general characteristics and development of the third sector in Slovakia, its definition as a space of action between the market and the state.
- The student classifies and interprets individual types of non-governmental non-profit organizations in terms of relevant laws and professional definitions.
Skills
- The student can explain the issues of the non-profit sector in the context of the concept of volunteerism, partnership, marketing, fundraising and projecting.
Competences
- The student can determine the possibilities of social work in the non-governmental non-profit sector through examples of good practice from around the world and from Slovakia, also through the creation of their own, imaginary non-profit organization operating in the social field.
BEDNAŘÍK, A., 2001. Riešenie konfliktov. Bratislava: Centrum prevencie a riešenia konfliktov. ISBN 80-968065-4-7.
BELZ, H., a M. SIEGRIST, 2011. Klíčové kompetence a jejich rozvíjení. Východiska, metody,
cvičení a hry. Praha: Portál. ISBN 978-80-7367-930-9.
HOVANOVÁ, M., 2023. Sociálna opora ako významná súčasť života adolescenta. Košice: UPJŠ. ISBN 978-80-574-0199-5.
KLEIN, Z. M., 2012. 100 kreativních metod a her na semináře a workshopy. Praha: Grada. ISBN 978-80-247-4023-2.
Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. ISBN 978-80-8152-754-8.
LIDDLE, D., 2023. Managing Conflict. London: Kogan Page. ISBN 1398609455.
MAERCKER, A. 2020. Psychická trauma a poruchy po traume. Vydavateľstvo F.
PRUŽINSKÁ, J. a V. LABÁTH, 2021. Konflikt – ja, my, oni. Bratislava: Wolters Kluwer. ISBN 9788057103264.
All course activities may be conducted either in person or remotely (e.g., via MS Teams or LMS), depending on current circumstances. The assessment is based on a pass/fail system. To successfully complete the course, students must meet all three of the following criteria:
Active participation in teaching and experiential learning – The student actively engages in practical activities, discussions, case studies, and role-play scenarios, practicing the interpretation, application, and explanation of issues related to conflicts and crises. Emphasis is placed on experiential learning, during which the student directly experiences and reflects on group processes, receives feedback, and learns to work with different forms of conflict and communication.
Preparation of a written self-reflection – The student processes their experiences and insights gained during the training into a written form, in which they interpret and explain the processes experienced within the group. The goal is to analyze personal reactions, identify strengths and areas for improvement in communication and social skills, and suggest ways to further develop these abilities.
Minimum attendance of 80% – The student must attend at least 80% of seminar sessions. This requirement is essential to ensure that practical activities and experiential learning are truly effective.
Slovak
1) Introduction to the Issues of Crisis and Conflict
2) Psychological Stress and Its Nature
3) Consequences of Psychological Stress
4) Impact of Stress on Interpersonal Relationships
5) Crisis Situations in Human Life
6) Types of Crises (Developmental, Situational, Traumatic) and Their Impact on the Individual
7) Creative Approaches to Managing Stressful and Conflict Situations
8) Working with Emotions and Stress in the Context of Crisis
9) Prevention of Psychological Stress Situations
The aim of the course is to support the development of students' social competencies in managing crisis and conflict situations. The teaching focuses on practical experiential learning that allows students to identify, analyze, and reflect on their own communication strategies and responses to conflict.
1. Knowledge
The student is able to identify, recall, and recognize fundamental concepts related to the issues of crises and conflicts. They can describe different types of stress-inducing situations, define what a conflict is, how it arises, and what its consequences may be, including its psychological and social aspects.
2. Skills
The student understands and interprets group processes related to crisis and conflict management through experiential learning (e.g., role plays, model situations, discussions, self-observation). They are able to analyze group dynamics and identify various strategies for resolving and managing conflicts, applying them in real-life contexts (e.g., in client work or social/counseling practice).
3. Competencies
The student is capable of designing and planning a training program focused on developing social competencies using interactive activities (e.g., simulations, group games, brainstorming). They can apply both theoretical and practical knowledge gained from working with groups to real-life situations in social work, especially in managing crises, conflicts, or psychological strain. The student is able to reflect on both their own experiences and those of others in group settings, which contributes to more effective coping with difficult situations and enhances professional contact with clients.
448/2008 Zákon o sociálnych službách
GOLEMAN, D. 2017. Emocionálna inteligencia. Bratislava: Citadella. ISBN 9788081820861.
HOVANOVÁ, M., 2023. Sociálna opora ako významná súčasť života adolescenta. Košice: UPJŠ. ISBN 978-80-574-0199-5.
LOVAŠOVÁ, S., 2024. Starostlivosť o seba (nielen) pre pomáhajúce profesie. Košice: o ŠafárikPress. ISBN 978-80-574-0308-1.
MARTINČEKOVÁ, L. 2018. K problematike teórií smútenia po strate: Je päť štádií smútenia postačujúcich pre porozumenie zármutku? In E. Naništová (Ed.), Hľadanie odpovedí na existenciálne otázky s. 92-102. Bratislava: Siloe.
NOSKOVÁ, I., 2019. UMENIE KOMUNIKÁCIE. Bratislava: Metodicko-pedagogické centrum v Bratislave. ISBN 978-80-565-1441-2.
NOVAKOVOVÁ, B., 2015. Rozvíjanie kompetencií odborného zamestnanca v oblasti poradenstva pri práci s klientom z dysfunkčnej rodiny. Bratislava: Metodicko-pedagogické centrum v Bratislave. ISBN 978-80-565-1064-3.
OLÁH, M. 2017. Sociálne poradenstvo. Bratislava: Implementačná agentúra Ministerstva práce sociálnych vecí a rodiny Slovenskej republiky. ISBN: 978-80-89837-17-5.
PRUŽINSKÁ, J. a V. LABÁTH, 2021. Konflikt – ja, my, oni. Bratislava: Wolters Kluwer. ISBN 9788057103264.
SCHAVEL, M. a M. OLÁH, 2010. Sociálne poradenstvo a komunikácia. Bratislava: VŠSA. 80-8068-487-1.
All teaching activities, as well as the completion of individual components of continuous assessment, will be conducted either in person or remotely (via MS Teams or LMS), depending on the current situation. The instructor has the authority to determine which parts of the course may be replaced with independent student preparation for assigned activities.
Continuous Assessment:
1. Midterm Written Test – Maximum of 20 points. This test assesses the student's ability to understand, apply, and analyze the theoretical foundations of specialized social counselling.
2. Assignment Development, Submission, and Presentation – According to a predefined schedule, worth up to 30 points. Assignments must be submitted through the LMS e-learning platform by the specified deadline. If an assignment is not submitted or submitted late, the student loses the opportunity to earn points for that task. All assignments will be checked using the Turnitin anti-plagiarism system, and the score may be adjusted based on the originality report. Through these assignments, students demonstrate their ability to describe, interpret, and apply theoretical knowledge.
3. Attendance – A minimum of 80% attendance in both lectures and seminars is required to be admitted to the final exam.
To be eligible for the final exam, the student must obtain at least 26 points from continuous assessment and meet the attendance requirement. If either condition is not met, the student will receive a non-classified grade (grade X).
Early Exam Option:
To take the exam in the last week of the semester (during lecture time), the student must obtain at least 40 points from continuous assessment.
Final Assessment:
The final written exam is worth a maximum of 50 points, with a minimum of 26 points required to pass. The exam verifies the student’s ability to understand, apply, and analyze theoretical foundations of specialized social counselling.
Final Grade Composition:
The final grade is the sum of points from continuous assessment and the final exam: A = 100–91 points, B = 90–81 points, C = 80–71 points, D = 70–61 points, E = 60–52 points, FX = 51 points or fewer
Slovak
1) Introduction to Specialized Social Counselling
2) Theoretical Frameworks and Principles of Counselling
3) Client Communication in the Counselling Process
(Verbal and Non-Verbal Communication, Active Listening, Providing Feedback, Empathy)
4) The Importance and Diversity of Relationships in the Client’s Life
5) Crisis Intervention and Acute Situations
6) Identification and Definition of Client Needs
7) Working with Client Emotions
8) Reframing the Client’s Perspective and Exploring Sources of Social Support
9) Client Motivation and Taking Responsibility
10) Counselling in Grief and Loss
11) Aggression Management and Conflict De-escalation
12) Client Self-Care
1. Knowledge
The student understands the key principles and theoretical frameworks of specialized social counselling, including crisis intervention and various approaches to working with clients in difficult life situations. They are familiar with the basic forms of communication (verbal and non-verbal) and their importance in identifying the client’s needs and emotions. The student understands the significance of relationships in a client’s life, can explain the concept of social support, and reflects on the use of motivational techniques and the process of grieving. They are also familiar with the causes and manifestations of aggression, as well as principles of conflict de-escalation.
2. Skills
The student is able to apply theoretical knowledge in conducting a counselling interview and to work with different forms of communication (active listening, empathy, providing feedback). In practice, they can identify and articulate the client’s needs, work with their emotions, and help the client reframe the problem, using sources of social support and appropriate motivational techniques. In cases of crisis or aggressive behavior, the student can implement de-escalation strategies and basic crisis intervention procedures. When working with clients experiencing grief or acute emotional stress, they are able to act sensitively and support the client in managing difficult emotional states. The student also develops the ability to plan and implement various interventions focused on client self-care.
3. Competencies
The student is prepared to independently and professionally lead a counselling process, reflecting the individual needs of the client and respecting their social context and relationship networks. They can coordinate the various phases of counselling—from initial analysis and goal setting, through emotional and motivational work, to the effective de-escalation of conflict situations. The student systematically incorporates the client’s self-care into the process to support long-term improvement in their life situation. They use a wide range of counselling approaches, from grief support to strategic planning of attitude change, while taking into account the importance of ongoing mental hygiene and the protection of one’s own personal resources.
LICHNER, V. 2020. Základy štatistiky v sociálnych vedách I. Teoretické východiská a deskriptívna analýza. Košice: ŠafárikPress. ISBN 978-80-8152-925-2.
LOVAŠ, L., 2001. Metódy výskumu pre verejnú správu. Košice: Univerzita Pavla Jozefa Šafárika. ISBN 80-7097-478-8.
PUNCH, K. 2015. Úspešný návrh výzkumu. Praha: Portál. ISBN 978-80-262-0980-5. BAČÍKOVÁ, M., A. JANOVSKÁ a O. OROSOVÁ, 2019. Základy metodológie pedagogickopsychologického výskumu. Sprievodca pre študentov učiteľstva. Košice: ŠafárikPress. ISBN 978-80-8152-805-7.
Smernica č. 1/2011 o základných náležitostiach záverečných prác, rigoróznych prác a habilitačných prác, ich zverejnení a sprístupnení po dobu ich uchovávania a kontrole originality platná pre Univerzitu Pavla Jozefa Šafárika v Košiciach a jej súčasti
ŽIAKOVÁ, E. a kol., 2014. Návod na písanie záverečných prác. Košice: Filozofická fakulta UPJŠ. ISBN 978-80-8152-158-4.
Course completion will take place either in person or remotely, depending on the current situation.
The requirement for successful completion of the course is the submission and presentation of the results of the student's scientific and professional activity in the form of a research project. This project must be verified using descriptive statistical methods and presented before a committee.
The committee will evaluate the student’s ability to: understand theoretical knowledge, analyze research findings, and apply the results in connection with the practical context of social work.
The student will submit a written version of the ŠVOČ thesis by the specified deadline, while complying with all specified formal requirements.
Formal Requirements for the ŠVOČ Paper:
• The paper must be written in the first-person plural form.
• Font type – Times New Roman
• Font size – Normal text 12, Chapter title 12 bold, Subchapter title 12 bold
• Line spacing – 1.5; in tables and graphs, single spacing may be used (font size 10)
• Margins – Left 3.5 cm, Right 2.0 cm, Top 2.5 cm, Bottom 2.0 cm
• Paper length – 20-40 pages (from Introduction to Conclusion); the bibliography and appendices are not included in the page count
• Page numbering – The cover page is not counted or numbered, the title page is counted but not numbered, then page numbers should be included on all subsequent pages, including appendices
• Page number placement – Either in the footer at the bottom of the page or on the outer margin of the page
Structure of the ŠVOČ Paper:
Cover Page
Title Page
Acknowledgements (optional)
Declaration of Originality (optional)
Abstract in Slovak
Abstract in English
Table of Contents
List of Figures, Graphs, and Tables
List of Abbreviations (if non-standard)
Introduction
Main Body (divided into chapters and, if necessary, subchapters)
Conclusion
Bibliography
Appendices (if there are multiple appendices, they should be labeled with capital letters – A, B, etc.)
Slovak
The aim of the course is to introduce students to the design and implementation of methodologically sound research in a selected area, with an emphasis on the effective use of academic sources and the processing and presentation of results through statistical analysis.
1. Knowledge
Students are able to summarize and understand key concepts within their chosen topic and to process academic sources in the form of a literature review. They understand the theoretical and methodological foundations of preparing a research project and can interpret them in order to propose solutions within the field of social work, tailored to a specific target group.
2. Skills
Students can practically apply their acquired knowledge by designing a methodologically correct research project, analyzing data, and proposing solutions to social issues. They are able to carry out research, process results using methods of statistical inference, assess their relevance, and present them in appropriate professional and practical contexts.
3. Competencies
Students are capable of summarizing, explaining, and comparing research findings within a professional presentation. In preparing such a presentation, they demonstrate the ability to argue, reflect critically on their own process, and appropriately apply both theoretical and practical knowledge in the context of social work. These acquired competencies prepare them for the qualified transfer of research findings into practice.
ŽIAKOVÁ, E. a kol., 2014. Návod na písanie záverečných prác. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, Filozofická fakulta. ISBN 978-80-8152-158-4.
The completion of the course will depend on the current situation and may take place either in person or remotely. A requirement for passing the course is the submission and presentation of the results of the student’s scientific research activity in the form of a research project, which will be validated using inductive statistics before a committee. The committee will assess the student’s ability to summarize theoretical knowledge, interpret research findings, and apply them in the context of social work practice.
The student will submit a written version of the ŠVOČ thesis by the specified deadline, while complying with all specified formal requirements.
Formal Requirements for the ŠVOČ Paper
• The paper must be written in the first-person plural form.
• Font type – Times New Roman
• Font size – Normal text 12, Chapter title 12 bold, Subchapter title 12 bold
• Line spacing – 1.5; in tables and graphs, single spacing may be used (font size 10)
• Margins – Left 3.5 cm, Right 2.0 cm, Top 2.5 cm, Bottom 2.0 cm
• Paper length – 20-40 pages (from Introduction to Conclusion); the bibliography and appendices are not included in the page count
• Page numbering – The cover page is not counted or numbered, the title page is counted but not numbered, then page numbers should be included on all subsequent pages, including appendices
• Page number placement – Either in the footer at the bottom of the page or on the outer margin of the page
Structure of the ŠVOČ Paper
Cover Page
Title Page
Acknowledgements (optional)
Declaration of Originality (optional)
Abstract in Slovak
Abstract in English
Table of Contents
List of Figures, Graphs, and Tables
List of Abbreviations (if non-standard)
Introduction
Main Body (divided into chapters and, if necessary, subchapters)
Conclusion
Bibliography
Appendices (if there are multiple appendices, they should be labeled with capital letters – A, B, etc.)
Slovak
1. The student is able to summarize the basic concepts in the chosen issue and based on understanding them and process professional resources in a literary review.
2. The student interprets the knowledge in the field of selected issues into the elaboration of a methodologically correct research project, which he can subsequently analyze for the design of solutions to problems in the field of social work in the context of the selected target group.
3. The student is able to carry out research in the chosen issue, process the results through the methods of their own statistical induction, assess their relevance and present them in context.
4. The student is able to summarize, explain and compare the results of research through presentation.
Completion of the course is conditional upon fulfilling the requirements of continuous and final assessments.
Continuous assessment:
Attendance in educational activities (according to the method of instruction announced by the teacher - in person / remotely via teleconference) - a minimum attendance of 80% of the entire course is required to be eligible for the exam.
Independent professional preparation and participation in seminars focused on the application of acquired knowledge through practical exercises and supervision techniques in different types of supervision - 20 points.
Preparation and submission of a supervision plan for a specific organization - 15 points.
Independent professional preparation submitted in written form via the LMS system, as well as assignments submitted through the LMS system, will be checked for plagiarism. If the teacher suspects plagiarism after evaluation, they may appropriately reduce the score or refuse to accept the material for assessment, assigning no points for it, depending on the severity.
Midterm test focused on verifying the basic characteristics, significance, determinants of supervision, selected supervision techniques, their importance, and benefits - 15 points.
A total of 26 points from the continuous assessment is required to be eligible for the exam. If the conditions are not met (failure to obtain the required 26 points in the continuous assessment or failure to meet the attendance requirement), the student will not be classified in the course (grade X).
Final assessment: Combined exam - written preparation /part 1/ (25 points), oral exam /part 2/ (25 points). To successfully pass the exam within a single term, a minimum of 13 points is required from each part of the combined exam. If this condition is not met, the student will be graded FX. To take the exam in the early exam period (last week of the semester during the lecture time), a minimum of 40 points from the continuous assessment is required.
The final grade is a combination of continuous assessment and the combined exam:
A - 100-91 points
B - 90-81 points
C - 80-71 points
D - 70-61 points
E - 60-51 points
Fx - 50 points or less.
Knowledge:
Students are familiar with the concepts used in supervision, their meanings, and can identify the objectives, functions, and forms of supervision based on specific criteria.
They can distinguish the specifics of the various stages of the supervision process.
Skills:
They are able to develop a supervision program and identify the corresponding types of supervision.
They identify factors, interventions, and techniques appropriate for the specific phases of the supervision process.
Competencies:
They distinguish the benefits and limitations of different supervision models and, based on evaluation, are able to select the most effective one for a particular situation.
Based on professional knowledge, they can anticipate and assess the personal and ethical requirements for a supervisor.
To obtain the required number of credits in the structure defined in the study plan.
Slovak
1. Types and types of theories of social work, the importance of social work theories for social work and application of theories in the work of a social worker. (Janin Fook, David Harrison)
2. paradigmatic theory of social work, the paradigmatic model of scientific knowledge paradigm related to social work methods and eclectic paradigm. (Kuhn, Musil, Neskusil)
3. Eclectic (integration) theory in social work. Eclecticism and its historical development, typology eclectic models, advantages and disadvantages of eclecticism. (Laura Epsteinová)
4. The ecological perspective, the concept of competence, the concept of life journey, Life Model, Person in enviroment, ekoetika, the value of the ecological perspective, the concepts typical of the ecological perspective. (Bartlett, Gordon, Hearn, Germain, Lorenz)
5. antiopressive approach, imperative to work with a client. Prospects antiopressive approach. Assimilation, liberal pluralism, cultural pluralism, structuralism, minority approaches. (Thompson, Pierson)
6. System theory - a systematic approach, basic concepts, subsystems constituting the basic pillars plane homeostasis, the role of the subsystems, functionalist-holistic approach atomistic approach. (Eliot, Specht, Gittermanová, Pincus, Goldstein)
7. Systemic approach and techniques circular polling, question "by a miracle" technique miraculous changes, evaluate the pros, reflecting the fact externalizing problems, systemic interview, the basic themes of systemic interview, working with assumptions. (Milan school, Kratochvil, Ulehla Andersen, Cecchin)
8. The solution-oriented approach in social work, objectives and directions of orientation, narrative therapy, working on the assumption (Cecchin, Berg, Jong, White, epstool)
9. Organizational theory in social work, the organization and its characters, situational theory, exchange theory, and cultural theory (Taylor, Weber, Puch, Kieser, Kubicek, Homans)
10. theory of action in social work, occupational fields, ways of doing social workers, a model professional conduct, client pyramid. (Staub-Bernasconi, Lussi)
11. Socio - psychological theories in social work. Theory roles. Labeling theory. (Mead, pontoons, Merton, Lennert, Becker, Kitsuse)
12. Communication Theory. Rogeriánsky access. Communication relationships. The rules of communication. Types of interview. Misconceptions about communication. Extra-linguistic resources. Speakers thinking. Errors speaking speech. Interview, types of interviews and their use. Verbal and nonverbal. Observation as a method of social work. (Breakwel, Rowett, Watzlawick)
13. Strategic Concept in Social Work, important concepts of strategic approach, as opposed to solution, denial, utopian syndrome, paradox (Haley, Watzlawick, Erickson)
14. existential analysis, the question of the meaning of life, freedom of will, the value of human life, existential vacuum, Sunday neurosis (Vienna school, Frankl)
15. Humanistic theory in social work, basic concepts, client-oriented approach, a concept I, the quality of life. (Rogers)
16. Transankčná analysis, structure analysis transaction analysis and scenario analysis of games, exploration of the problem. (Berne, Erikson)
17. Sociokognitívne theory. Real therapy. Theory of control. (Wiliam Glasser)
18 cognitive behavioral strategies. Strategy for solving problems. Strategy practicing social and practical competences. Strategy verifying hypotheses experiment.
19. Behavioral Theory of Social Work. The principles characterizing the behavioral approach, conditioning, elementary proposition, social learning, consolidation and extinction patterns of behavior (Thomas, Kanfer, Navratil, Pavlov, Skinner, Tolman, Bandura)
20. Cognitive theory. K-A-S-H-U, metacognitive processes and skills dysfunkčnosť thinking, cognitive therapy, rational emotive therapy, evaluation-reality testing, cognitive methods and techniques. (Aaron Beck, Albert Ellis)
21. Cognitive - behavioral therapy, cognitive theory, behavioral theory and focus, the main features of CBT and CBT techniques, evaluation of cognitive-behavioral approach. (Watson)
22. Christian theory in social work. Christian values in social work, social concept, the social doctrine of the church and its design, principles of social teaching of the church, charitable social work, charity individual churches.
Verification of acquired competence of a student in compliance with the graduate profile.
Kopřiva, K. (2013). Lidský vztah jako součást profese: Průvodce pro pomáhající profese. Praha: Portál.
Kodymová, P. (Ed.). (2013). Psychosociální rehabilitace. Praha: Portál.
Mátel, A. (2013). Etika sociální práce. Praha: Portál.
Payne, M. (2021). Modern social work theory (5th ed.). London: Red Globe Press.
Milner, J., Myers, S., & O’Byrne, P. (2015). Assessment in social work (4th ed.). London: Palgrave Macmillan.
Thompson, N. (2020). Theory and practice in human services. London: Routledge.
Seden, J., Matthews, S., McCormick, M., & Morgan, A. (2010). Professional development in social work: Complex issues in practice. London: Routledge.
Hermanová, D. (2023). Trauma a trauma-informed prístup v sociálnej práci. Bratislava: VŠZaSP.
Completion of the course is conditional upon fulfilling the requirements of continuous and final assessment.
Continuous assessment:
1. Attendance at teaching activities (depending on the mode of instruction – in-person/online via teleconference) – a minimum of 80% attendance is required for admission to the final exam;
2. Activity in seminars, regular preparation for exercises (completion of assigned tasks focused on the practical application of therapeutic, intervention, and rehabilitation methods of social work with clients and client groups) – 30 points;
3. Midterm test aimed at verifying the basic concepts, tools, objectives, and principles of therapeutic, intervention, and rehabilitation methods of social work – 20 points.
To be admitted to the final exam, a total of at least 26 points from continuous assessment is required. If the conditions are not met (i.e., failure to obtain the required 26 points from continuous assessment or failure to meet the attendance requirement), the student will not be graded in the course (grade X).
Final assessment:
Combined exam – written preparation (25 points), oral exam (25 points). To successfully pass the exam in a single term, at least 13 points must be earned from each part of the combined exam. If this requirement is not met, the student is graded FX.
To take the exam early (in the last week of the semester during the lecture), at least 40 points from continuous assessment are required.
The final grade is a combination of continuous assessment and the combined exam: A – 100–91 points; B – 90–81 points; C – 80–71 points; D – 70–61 points; E – 60–51 points; FX – 50 points or fewer
slovak
1. Introduction to the topic, basic terms and concepts: social therapy vs. sociotherapy, interventions in social work, social rehabilitation, connection with the concept of help
2. Social intervention in the context of social work: models and types of social intervention, crisis intervention, regular intervention, community intervention, task-centered intervention approach
3. Social therapy – theories and approaches: theoretical foundations, client-centered therapy, forms of therapy, expressive techniques in sociotherapy
4. The therapeutic relationship in social therapy: personal competencies, social and other skills of the sociotherapist
5. Communication and the therapeutic relationship: use of therapeutic elements in the helping interview
6. Social rehabilitation – goals and processes: individual rehabilitation plan, working with the client’s potential
7. Social rehabilitation for selected target client groups: clients with chronic illness, clients with mental disorders, clients after incarceration, clients with addiction
8. Trauma-informed approach in social work: responses to trauma, secondary traumatization
9. Multidisciplinary cooperation and case management
10. Ethical dilemmas and professional boundaries: respect, dignity, and autonomy of the client
11. Evaluation and effectiveness: methods of assessing change, working with client feedback
12. Reflection, self-development, prevention of negative phenomena, supervision
The aim of the course is to acquaint students with the theoretical and practical foundations of social therapy, intervention, and social rehabilitation in the context of social work. Students will gain the ability to understand, design, and implement effective intervention and rehabilitation approaches when working with various target groups. They will also learn to apply key elements of the most significant therapeutic approaches in social work with individual clients and client groups.
Learning Outcomes:
Knowledge:
The student explains the differences and relationships between the concepts of social therapy, intervention, and social rehabilitation.
Characterizes theoretical models and approaches to social intervention and rehabilitation.
Understands the importance of interdisciplinary cooperation in addressing complex client social situations.
Skills:
Analyzes a client’s situation and identifies appropriate forms of support and intervention.
Applies basic therapeutic techniques and principles of effective communication in the helping interview.
Plans and evaluates individual intervention or rehabilitation plans for clients in various fields of social work.
Competencies:
Approaches client problems independently and creatively within the context of social work, with an emphasis on ethical principles and respect for the individual.
Cooperates with professionals from other fields in designing and implementing rehabilitation and therapeutic plans.
Critically reflects on personal limitations, the need for supervision, and the importance of self-development in helping professions.
Černá, M., 2012. Sociálna práca so zdravotne postihnutými. Bratislava: Vydavateľstvo UK.
Kovář, J., 2010. Sociální práce s osobami se zdravotním postižením. Praha: Karolinum.
Morávková, S. et al., 2021. Sociálna práca s osobami so zdravotným znevýhodnením. Nitra: FSVaZ v Nitre.
Oliver, M., 1996. Understanding Disability: From Theory to Practice. New York: St. Martin's Press.
Slaná, M. et al., 2024. Tranzícia dieťaťa so zdravotným postihnutím do školského prostredia. Trnava: Typi Universitatis Tyrnaviensis.
Šmidová, M., 2012. Sociálna práca s osobami so zdravotným postihnutím. Trnava: Dobrá kniha.
Tóthová, L. et al., 2020. Bedeker onkologickej liečby. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, ŠafárikPress.
Tóthová, L., 2025. Sociálna práca s ľuďmi so zdravotným znevýhodnením I. Sociálne potreby ľudí so zmyslovým znevýhodnením. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, Vydavateľstvo ŠafárikPress.
Williams, C., 2013. Social Work and Disability: A Global Perspective. International Social Work, 56(4), pp. 487-502.
Successful completion of the course is conditional upon fulfilling the requirements of continuous and final assessment. A maximum of 100 points can be earned, divided as follows: 50 points for continuous assessment and 50 points for final assessment. The teaching and completion of individual parts of the assessment will be carried out based on the decision of the course instructor, either in-person or remotely (LMS, MS Teams). The instructor may decide to substitute part of the course with self-study.
Continuous assessment (max. 50 points) consists of:
1. attendance – to be eligible for the final exam, a minimum of 80% attendance is required for the entire course (lectures and seminars), with some sessions possibly taking the form of discussions, excursions, etc., where student participation is mandatory;
2. midterm test – max. 25 points, which verifies the student’s understanding and interpretation of knowledge in the areas of historical overview, terminological foundations, theoretical approaches and models, disability and its typology, social determinants of health, and the relationship between disability and society;
3. independent academic preparation, ongoing assignments aimed at deepening knowledge of the discussed topics according to a pre-defined schedule – max. 25 points.
To be eligible for the final exam, a total of 26 points from continuous assessment is required. In case of failure to meet the requirements (not obtaining the required 26 points in continuous assessment, failure to meet the attendance requirement, or failure to submit the presentation), the student will not be graded (grade X).
Final assessment (max. 50 points):
A written exam with a maximum of 50 points, of which at least 27 points are required to pass.
To take the exam in the early exam period (last week of the semester during the lecture time), at least 43 points from continuous assessment are required.
The written exam is intended to verify the student’s ability to interpret, apply and explain the acquired knowledge in the area of disability within social work practice.
The final grade is the sum of the points from continuous assessment and the final exam.
A 100 – 91
B 90 – 81
C 80 – 71
D 70 – 61
E 60 – 53
FX 52 or less
slovak
1. Historical Overview.
2. Terminological Foundations.
3. Theoretical Approaches and Models.
4. Disability: Definition and Typology.
5. Social Determinants of Health.
6. Disability and Society.
7. Quality of Life.
8. Social Needs and Advocacy for the Needs of People with Disabilities.
9. Health Literacy and Access to Health Literacy.
10. Participatory Approaches.
11. Self-Help Activities, Support and Self-Help Groups.
12. Roles of Social Work in the Field of Disability.
Knowledge:
The student is familiar with and can explain the historical development and terminological foundations in the field of disability.
The student understands theoretical approaches and models of disability and is able to interpret them in the context of social work.
The student can classify various types of disability and identify their social implications.
The student understands the impact of social determinants of health.
The student comprehends the relationship between disability and society and has knowledge of the quality of life of persons with disabilities.
Skills:
The student is able to apply theoretical knowledge in the analysis of the social needs of people with disabilities.
The student can identify and interpret advocacy approaches within the context of social work.
The student is able to assess the level and significance of health literacy and evaluate access to it across different population groups.
The student acquires participatory approaches and is able to incorporate them into the design of interventions.
The student can identify and propose self-help and support activities as part of a comprehensive approach in social work.
Competencies:
The student demonstrates the ability to comprehensively reflect on the role of social work in the field of disability.
The student is able to navigate interdisciplinary collaboration and supports the active participation of clients in the process of social intervention.
The student adopts an inclusive and respectful approach that considers the dignity, needs, and rights of persons with disabilities.
The student is capable of applying critical thinking when evaluating quality of life and designing appropriate social work interventions.
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.
BRNULA, P., K. ČAVOJSKÁ, K. MÓZEŠOVÁ, P. MÓZEŠ a M. SMREK. Úvod do teórií sociálnej práce. Bratislava: IRIS, 2015. ISBN 978-80-89726-36-3.
LEVICKÁ, J., K. LEVICKÁ, A. BÁNOVČINOVÁ a D. UHNÁKOVÁ. Teoretické východiská sociálnej práce. Trnava: Fakulta zdravotníctva sociálnej práce Trnavskej univerzity v Trnave, 2016. ISBN 978-80-8082-962-9.
PAYNE, M. Modern Social Work Theory, 2020. London: Bloomsbury Academic. ISBN 978-1-3520-1108-1.
TEATER, B. An Introduction to Applying Social Work Theories and Methods, 2020. London: Open University Press. ISBN 978-033-5248193.
WALSH, J. Theories for Direct Social Work Practice. Cengage Learning, 2013. ISBN 978-1-285-75024-8.
ŽILOVÁ, A. Úvod do teórie sociálnej práce. 1. vyd. Badín: Mentor, 2005. ISBN 80-968932-1-1.
Continuous Assessment (Total of 40 Points Available)
1. Minimum 80% Active Participation in the overall course (depending on the mode of teaching – in-person/distance learning via teleconference). The student presents knowledge related to the field of social work theory and applies it to solving practical problems in social work.
2. Independent Professional Preparation, Completion of Assignments, and Seminar Activity. The student presents knowledge related to the field of social work theory and connects it with real social work practice.
3. Creation and Presentation of a Seminar Paper, submitted in both Word format and PowerPoint presentation format, with a minimum of 3 A4 pages of pure text. The student describes, interprets, classifies, and applies key concepts of a selected social work theory, distinguishes its main characteristics, interprets its significance in the context of social work, and practically applies it to solving specific situations in practice. All assignments will be checked using APS Turnitin, and points may be adjusted based on the originality check results. A maximum of 20 points can be obtained collectively for points 1, 2 and 3.
4. Midterm Test, in which the student identifies, recalls, describes, and classifies various areas of social work theory while also linking theoretical knowledge with its application in social work practice. The test takes place in the 13th week of the semester. A maximum of 20 points can be obtained.
A minimum of 25 points from the continuous assessment is required to be eligible for the final exam.
Final ExamThe exam is conducted in the form of a written test, with a possible score of 0-60 points. The student must demonstrate the ability to apply theoretical knowledge of social work theory to working with social work clients.
Final Grade Calculation
The final grade is based on the sum of the continuous assessment and the final exam (total of 0-100 points).
Grade Points
A 91-100
B 81-90
C 71-80
D 61-70
E 53-60
FX 52 and below
Slovak
Introduction to Social Work Theory
Main Paradigms in Social Work
Theoretical Approaches and Models in Social Work
Social Work as an Applied Science
Application of Theories to Specific Client Groups
Multidisciplinary and Transdisciplinary Collaboration and Integration of Theories into Practice
Current Trends and New Theoretical Approaches
The aim of the course is to deepen students' understanding of theoretical approaches that shape social work both as a scientific discipline and as a profession. Additionally, it seeks to introduce ways of applying social work theories to address practical problems and to develop students' ability to connect theoretical knowledge with real social work practice.
1. The student identifies and recalls fundamental concepts and theories of social work.
2. The student can interpret the relationship between theory and practice in social work, classify different theoretical approaches, and assess their applicability in working with clients.
3. The student can apply a selected theory to solve a specific social problem. They can compare different theories and evaluate their effectiveness in working with various client groups.
The student possesses and demonstrates knowledge, skills, and competencies from the core subjects of the study plan of the study program.
Obtaining the required number of credits in the prescribed structure according to the study plan.
slovak
Knowledge
The student has an overview of the terminology and theoretical foundations of the science of social work.
Understands basic and advanced research approaches and methods used in the science of social work.
Is familiar with the interconnections between theoretical concepts and practice in various contexts (client groups, national and international comparisons).
Understands the specifics of scientific inquiry in social work and the principles of research ethics.
Skills
Can apply professional terminology and categories of social work science in the analysis and interpretation of academic texts and social phenomena.
Is able to compare knowledge in the field of social work with respect to different client groups and cultural contexts.
Can identify and classify research methods and techniques; is able to select appropriate research procedures according to the objectives of the study.
Is capable of interpreting research findings in social work and connecting them with theoretical and practical frameworks.
Competences
Is able to think independently and critically about issues in the science of social work within a broader social, ethical, and professional context.
Has the competence to design and implement research projects in the field of social work.
Is prepared for professional and interdisciplinary communication in the area of social work research, including the presentation of one’s own opinions and arguments.
Possesses the competence for continuous professional development through scientific thinking and analytical work.
LICHNER, V., 2020. Základy štatistiky v sociálnych vedách I. Teoretické východiská a deskriptívna analýza. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. ISBN 978-80-8152-925-2.
FERJENČÍK, J., 2006. Základy štatistických metód v sociálnych vedách. Košice : Univerzita Pavla Jozefa Šafárika. ISBN 80-7097-639-X.
HENDL, J., 2006. Přehled statistických metod zpracování dat : analýza a metaanalýza dat. 2. vydanie. Praha : Portál. ISBN 80-7367-123-9.
LOVAŠ, L., 2001. Metódy výskumu pre verejnú správu. Košice : Fakulta verejnej správy UPJŠ. ISBN 80-7097-478-8.
ONDREJKOVIČ, P., 2005. Úvod do metodológie sociálnych vied: základy metodológie kvantitatívneho výskumu. Bratislava.
REICHEL, J., 2009. Kapitoly metodologie sociálních výzkumů. Praha: Grada. ISBN 978-80-247-3006-6.
Presence and active participation in teaching activities (according to the method of teaching - full-time / distance teleconferencing system), independent continuous elaboration of the data set, its modification and processing of the results of our own quantitatively oriented research.
Final evaluation: written work - interpretation of the results of own research through the results of tests, tables and graphs.
Evaluation: graduated.
Slovak
1. Basic terms, definitions, definitions - variables, hypotheses, methods of data processing.
2. Basics of statistical processing - data file creation
3. Basics of statistical processing II - verification and modification of the data set
4. Deskritive statistical methods - frequency analysis, use of graphs for interpretation, normality.
5. Choice of appropriate statistical processing.
6. Methods of correlation research - Pearson correlation coefficient, order correlation, regression analysis.
7. Methods of causal-comparative research - t-test, ANOVA, chi-square test.
8. Interpretation of own research results
9. Interpretation of own research results
10. Interpretation of own research results
The course is focused on familiarizing students with methods for processing their own quantitatively oriented research, with an emphasis on interpreting specific results using statistical induction methods.
Upon completion of the course, in the area of knowledge, students:
- are able to recognize and interpret basic statistical concepts specific to statistical practice,
- can explain and compare the purpose of the most commonly used methods of inductive statistics.
In the area of skills, students:
- are able to create their own data set and modify it for mathematical and statistical processing,
- can apply methods of inductive statistics to their own data set.
In the area of competencies:
- students can draw conclusions from mathematical and statistical results and interpret them for the purposes of their own scientific research,
- students are able to critically evaluate and reflect on the suitability of the statistical methods used and their application to various types of data sets.
FORENZA, Brad a Caitlin ECKERT, 2018. Social Worker Identity: A Profession in Context. In:Social Work [online]. Roč. 63, č. 1. s. 17-26.[cit. 2020-12-12]. ISSN 1545-6846. Dostupné z: https://academic.oup.com/sw/article/63/1/17/4621303?searchresult=1
HEUGTENVAN, Kate, 2011.Social work under pressure: how to overcome stress, fatigue and burnout in the workplace[online].London: Jessica Kingsley Press[cit.2020-12-17].ISBN 978-1-84905-116-3. Dostupné z:https://www.tandfonline.com/doi/abs/10.1080/09503153.2013.780751?journalCode=cpra20
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The course is assessed on a pass / fail basis.
A student passes the course if all of the following conditions are met:
all required assignments are submitted via the LMS within the specified deadlines;
the student attends at least 80% of the scheduled classes;
the student meets the active participation requirement, which is considered fulfilled if the student participates in at least 80% of the activities carried out during class sessions over the course of the semester (e.g. discussions, group tasks, short applied exercises). Participation is recorded continuously throughout the semester.
Failure to meet any of the above conditions results in a fail assessment.
1.Theoretical Framework of the Concept of Stress in Social Work
2. Determinants of Stress
3. Stress Coping Strategies
4. Mindfulness, Resilience, and Relaxation Techniques
5. Burnout Syndrome and Its Prevention
6. Time Management and Work Organization
7. Emotional Regulation and Crisis Management
8. Professional Boundaries and Ethics in the Context of Workplace Stress
The aim of the course is to provide theoretical and practical knowledge about stress and its impact on social work performance.
Knowledge - Students will gain theoretical knowledge about the definition and determinants of stress in social work, approaches to stress management, the importance of mindfulness, resilience, and relaxation techniques, causes and consequences of burnout syndrome, principles of effective time management, and ethical boundaries in the professional environment.
Skills - Students will practically acquire specific strategies for managing stress, tools for effective time management and organizing work tasks, recognizing and preventing burnout syndrome, reflecting on and regulating their emotions in professional interactions with clients, and applying ethical principles when setting professional boundaries.
Competencies - Students will gain the ability to identify stressors in social work and their impact on job performance, effectively manage stress and crisis situations, apply mindfulness, relaxation, and resilience techniques to handle stress, implement burnout prevention strategies, plan and organize work tasks with a focus on time management, and set professional boundaries when addressing ethical dilemmas related to stress in the workplace.