Plháková, A.: Učebnice obecné psychologie. Praha. Academia, 2003

Stuchlíková, I.: Základy psychologie emocí. Praha. Portál, 2007

Orosová, O.a kol: Psychológia a pedagogická psychológia 1. Košice: UPJŠ, 2005.

Ráczová, Babinčák: Základy psychológie morálky

Schulze, R. et al: Emoční inteligence. Praha.Portál, 2005

Goleman, D.: Emoční inteligence. Praha. Columbus, 1997

Wilding, CH. : Emoční inteligence. Vliv emocí na osobní a profesní úspěch. Grada, Praha 2010

Výrost, Slaměník : Sociální psychologie (II. vydanie)

Hayesová: Základy sociální psychologie

Braun, Marková, Nováčková: Praktikum školní psychologie, Praha 2014

Slovák, P.: Etické aspekty komunikácie s dospievajúcimi z pohľadu pomáhajúcej profesie. In: MÁTEL, A. – SCHAVEL, M. – MÜHLPACHR, P. – ROMAN, T. 2010. Aplikovaná etika v sociálnej práci a v ďalších pomáhajúcich profesiách. Zborník z medzinárodnej vedeckej konferencie

Komárková, Výrost, Slaměník: Aplikovaná sociální psychologie 3. Grada, Praha 2001

Křivohlavý, J.: Psychologie zdraví. Portál, Praha 2001

Kebza, V.: Psychosociální determinanty zdraví. Academia, Praha 2005

1. Active participation in lessons, 2. Implementation of assigned individual and group activities according to the instructions of the teacher. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.

slovak

Moral emotions (theories of emotion, the center of emotions in the brain, types of emotions and their manifestations)

Development of moral reasoning, cognitive approaches to moral reasoning and their comparison (Piaget, Kohlberg, Gilligan, Eisenberg, Selman, Lind),

Moral behavior (from the point of view of learning theories) and moral (vs. social and emotional) intelligence in the work of a school psychologist

Possibilities of examining moral behavior and judgment (socio-psychological research of conformity, obedience, aggression and psychodiagnostic approaches to the determination of moral judgment)

Morality and professional ethics in general (ethical principles in helping professions) and codes of ethics

Professional ethics of a psychologist (terminology, main principles) and code of ethics of a psychologist

Moral dilemmas and ways of solving them, MD of teaching practice

Possibilities of influencing and stimulating moral judgment, use of moral dilemma in pedagogical-psychological practice

Cheating and other unethical manifestations in the school environment, ethics and etiquette of final exams

The student will understand the principles of school psychologist ethics as one of the branch types of professional ethics. The student can theoretically reflect on the ethical and moral issues of the profession of school psychologist (including the formulation of moral values, principles and norms of the psychological profession in the form of ethical codes). He is able to analyze and solve practical moral problems in pedagogical-psychological practice, which supports the development of professional skills of students. The student is able to critically evaluate situations with a moral context thanks to the opportunity to discuss moral and ethical issues in an open way.

SLOVENSKO. Zákon č. 138/2019 Z. z. z 10. mája 2019 o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov. Online. In SLOV-LEX: Elektronická Zbierka zákonov Slovenskej republiky, @ 2019. Dostupné na: https://www.slov-lex.sk/pravne-predpisy/SK/ZZ/2019/138/20230901. [citované 2024-02-07].

Vendel, Š. (2008). Kariérní poradenství. Praha: Grada. ISBN 978-80-247-1731-9

Lepeňová, D., Hargašová, M. Kariéra v meniacom sa svete. Kariérová výchova a kariérové poradenstvo pre žiakov. Bratislava: Metodicko poradenské centrum.

Siegel, Z.: Jak úspěšně hledat a získat zaměstnání. Praha, Grada 2005

Braun, R., Marková, D., Nováčková, J. (2014). Praktikum školní psychologie. Praha: Portál. ISBN 978-80-262-0176-2

Štech, S., Zapletalová, J. (2013) Úvod do školní psychologie. Praha: Portál

Capuzzi, D., Stauffer, M. D. (Eds.). Career Counselling. Foundations, Perspectives, and

Applications. New York: Routlege, 2019.

Košťálová, H.; Cudlínová, M. Praktický průvodce kariérového poradce pro 21. století. Praha:

EKS, 2015.

Kariérové poradenstvo v teórii a praxi. Elektronický časopis. Dostupné na: www.saaic.sk/

casopiskp.html

Career development as a lifelong process (holistic approach, eu concepts, history in Slovakia and the international context, concepts of professional development) Choice of profession as a life development task, Career development services: Education for career choice and work, Professional career orientation, Career counseling (consultation , counseling, psychotherapy at the individual and group level in terms of sources and causes of career immaturity).

the student should choose one of the following options:

Elaboration of research related to career issues in the journal Psychology and Pathopsychology of the Child and Czechoslovak Psychology for the last 10 years

Equipment of research related to career issues in the journal School Psychologist schoolCreating your career education program for high school

Combined method.

Career development as a lifelong process (holistic approach, eu concepts, history in Slovakia and the international context, concepts of professional development) Choice of profession as a life development task, Career development services: Education for career choice and work, Professional career orientation, Career counseling (consultation , counseling, psychotherapy at the individual and group level in terms of sources and causes of career immaturity).

To convey to students the theoretical basis of the work of a school psychologist in the field of professional orientation, to point out the specifics of psychological approach, to mediate orientation in the field of national and international history and cooperation in the field, to offer methods of work of school psychologist. to make available specific methods in the theoretical and practical level on the basis of connecting knowledge from different areas of psychology, to achieve the creation of basic skills in their use, to lead students to use creative methods of work in the professional field and to achieve their application at the required level with emphasis on development of professional skills in the subject necessary for quality application of the graduate in practice, ie in the position of school psychologist in schools.

1. The student must be present for at least 80% of the teaching.

2. Final test -10 questions reflecting lectures and literature. Min. number of points 11. Maximum number of points 20.

3. Elaborated reflection of the situation related to crisis intervention in the range of min. 3 standard pages.

The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.

1. Crisis and crisis intervention - basic concepts.

2. Forms of crisis intervention.

3. Clients in crisis intervention.

4. Legal framework for the provision of crisis intervention.

5. Loss as a crisis and crisis as a loss.

6. Violence.

The student will get:

(1) a general theoretical overview of approaches in crisis situations

(2) a basic overview of forms and procedures in crisis intervention situations

(3) the ability to apply an intervention depending on a specific situation

The student is able to demonstrate an understanding of an individual's behavior in various crisis contexts. The student is able to describe, explain and evaluate intervention techniques in a practical school context. The student is able to apply the basic principles of these intervention techniques in the practice of a school psychologist.

The method of teaching the subject will be oriented to the student. Lecturers will be interested in students' needs, expectations and opinions so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.

The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.

Štech, S., Zapletalová, J. Úvod do školní psychologie. Portál, s.r.o., Praha 2013.

Hvozdík, Ján: Základy školskej psychológie. Košice, FF UPJŠ 2017

Umiestnenie: https://unibook.upjs.sk/sk/13-psychologia

Prednášky Orosová, O. a kol: Psychológia a pedagogická psychológia 1. Košice: UPJŠ, 2005.

Braun, R., Marková, D., Nováčková, J. (2014). Praktikum školní psychologie. Praha: Portál. ISBN 978-80-262-0176-2

Aactive participation in the subject and successful completion of the examination colloquium

Combined method.

Place of consulting activity in the work of a school psychologist

Specification of consulting activity as an intervention activity in the work of a school psychologist

Types of consultationsAims of consulting activity advantages and limits

To provide students with the theoretical basis of the work of a school psychologist in the field of counseling, to point out its specifics in comparison with other intervention approaches, to convey practical examples of possibilities and approaches in counseling and to point out its advantages and limits. to offer methods of work of a school psychologist, which lead to increased its effectiveness, independence, responsibility, to make available specific methods in theoretical and practical level based on the connection of knowledge from different areas of psychology, to achieve basic skills in their use, to lead students to use creative methods of work in consulting area and to achieve that their application is practically mastered at the required level with emphasis on the development of professional skills in the subject needed for quality application of the graduate in practice, ie in the position of school psychologist in schools.

Kaptein, A et al: Health Psychology, Singapore: Blackwell Publishining Ltd, 2007

Křivohlavý, J.: Psychologie zdraví. Praha: Portál, 2001

Kebza, V.: Psychosociální determinanty zdraví. Praha: Academia, 2005

Křivohlavý, J.: Psychologie nemoci. Praha : Grada, 2002

Sarafino, E.P.: Health Psychology: Biopsychosocial Interactions, John Wiley & Sons, 2007

Taylor, E.: Health Psychology. Singapore: McGraw-Hill, 2006

Vollrath M.E.: Handbook of Personality and Health. Chichester: John Wiley & Sons, 2006

Assessment consist of two parts. The first part consists of active participation in activities and discussion with an emphasis on supporting creative and critical thinking. The second part consists of an assignment on a specified topic.The subject will be taught in both present and distance format. Up-to-date information concerning the subject for the given academic year can be found on the electronic board of the subject in the Academic information system of the UPJŠ.

Current view of health and disease in the context of health psychology and in the context of school and school environment. Methods of health psychology. Coping with loads in school environments. Burn out syndrome. Health-promoting factors. Determinants of psychological well-being in a school environment. Lifestyle, health-related behaviour and health promotion. Risky behavior. Personality and health. Online health-related tutorials.

In the course, students will have the opportunity to obtain up-to-date and high-quality information from the field of health psychology and their possibilities of application in the school environment. The emphasis is on developing the ability to include new knowledge in a broader framework of one's own knowledge, with an emphasis on the broader context and the context of being able to critically evaluate them.

Brewer, M. B, Hwestone, M: Emotion and Motivation, Blackwell, 2004

Deci, E., Ryan R. M., Handbook of Self – Determination Reasearch, Rochester, 2002

Křivohlavý, J.: Pozitivní psychologie. Praha, Portál, 2003, s..319-444.

Křivohlavý, J.: Psychologie vděčnosti a nevděčnosti. Praha, Grada, 2007

McAdams, D. P., The Person, New York, 2002

Seligman, M. E. P., & Csikszentmihalyi, M. (Eds.). (2000). Positive psychology [Special issue]

American Psychologist, 55(1).

Říčan, P.: Psychologie náboženství a spirituality, Praha, Portál, 2007

Slezáčková, A.:Pruvodce pozitivní psychologií, Praha, Grada, 2012

Assessment consist of two parts. The first part consists of active participation in activities and discussion with an emphasis on supporting creative and critical thinking. The second part consists of an assignment on a specified topic. The topic of the assignment is always communicated at the beginning of the course and published in the electronic noticeboard. Up-to-date information concerning the subject for the given academic year can be found on the electronic board of the subject in the Academic information system of the UPJŠ.

Students will gain a basic overview of a rapidly evolving field of theory and application of positive psychology in the field of school environment. The emphasis is on reflection and critical thinking when discussing individual topics and applying knowledge from already completed psychological disciplines.

Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.

Sloboda, Z., & Bukoski, J. (Eds.). (2006). Handbook of Drug Abuse Prevention: Theory, Science, and Practice. New York: Springer

Nešpor, K., Csémy, L., Pernicová, H. (1999). Zásady efektivní primární prevence. Praha, Sportpropag

Miovský, M. Skácelová, L., Zapletalová, J., Novák, P. (2010). Primární prevence rizikového chování ve školství. Praha, Sdružení SCAN, Centrum Adiktologie, Psychiatrická klinika 1.LF UK v Praze a VFN v Praze

Miovský, M. a kol. (2012). Výkladový slovník základných pojmú školské prevence rizikového chování. Praha: Klinika Adiktologie, 1. lekárska fakulta Univerzity Karlovy v Praze a Všeobecná fakultní nemocnice v Praze.

National and international scientific journals.

1. Active participation in lessons, 2. Implementation of assigned individual and group activities according to the instructions of the teacher. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.

slovak

Psychosocial contexts of risky behavior.

Theoretical models in the prevention of risky behavior.

Effective prevention of risky behavior in primary and secondary school students.

The personality of a teacher / school psychologist as a prevention coordinator in primary and secondary schools.

Evaluation of the effectiveness of prevention programs.

The student understands the principals of research data based prevention of risk behavior, can describe and explain the determinants of risk behavior as well as protective and risk factors for substance use. Understands and adequately interprets the theory explaining the background of substance and non-substance addictions.

The student is also able to state and classify the types and forms of prevention, strategies and approaches in prevention, can distinguish effective strategies from ineffective ones.

The student demonstrates an understanding of the peculiarities of education and the application peculiarities of effective prevention strategies in the practice of a school psychologist. Student can implement acquired skills in counseling-preventive and interventional practice of a school psychologist.

Sobotková, I. (2007). Psychologie rodiny. Portál, Praha.

Matoušek, O. (2003). Rodina jako instituce a vztahová síť. Slon, Praha.

Matějček, Z. (2009) Výbor z díla. Karolinum, Praha.

Matějček, Z. (2004). Psychologické eseje z konce kariéry. Karolinum, Praha.

Bačíková, M.(2019). Psychológia rodičovskej kontroly. UPJŠ, Košice.

Active participation in seminars, preparation of a case study.

- Family environment, parenting and its reflection in school.

- Family as a system.

- Education for marriage and parenthood.

- Parent-child relationships from a developmental point of view.

- The issue of the current family. Family versus society.

- Problems of dysfunctional family. Complete, incomplete, supplemented and surrogate family. The impact of the family crisis (divorce, parental unemployment, conflicts, parental alcoholism, etc.) on the child.

- CAN syndrome

- Communication of a school psychologist with parents.

The graduate of the course will understand the issues of family processes and other family factors and their relationship to the social and personality characteristics of the child. The graduate is able to consider various aspects of the family's influence on the child's development and apply the acquired knowledge of family psychology in the practice of a school psychologist. As part of the development of professional skills, they will practice an interview between a school psychologist and a problem parent.

Svoboda, M. (ed.), Krejčířová, D., Vágnerová, M. (2015). Psychodiagnostika dětí a dospívajících. Portál, Praha.

Vágnerová, M., Klégrová, J. (2008). Poradenská psychologická diagnostika dětí a dospívajícich. Karollinum. Praha.

Cognet, G. (2013). Dětská kresba jako diagnostický nástroj. Portál. Praha.

The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.

1. The student must be present for at least 80% of the teaching.

2. Final test -10 questions reflecting lectures and literature. Min. number of points 11. Maximum number of points 20.

3. Elaborated reflection of the situation concerning counseling in the range of min. 3 standard pages.

Psychological preparation for conducting an interview. Self-reflection of one's own possibilities, abilities to lead a conversation, to help. Possibilities of helping with conversations from the point of view of selected psychological approaches. Systematic approach to helping. Interview and professional ways to help and control. Objectivist and constructivist framework of conversation in theory and practice. Is it possible to help with control? Opening the interview, negotiating the course, course, ending the interview. Constructivist questions in the interview. Analysis of individual phases of conducting the interview. Reflex team possibilities of help in conversation. Models of reflective teams. Model situations of conducting an interview with an individual. Model situations of conducting an interview with a group. Professional possibilities, advantages and pitfalls of solving problems with an individual, with a group.

To provide students with theoretical background and demonstrations of the practical application of a systemic approach in therapy and in helping professions.

The method of teaching the subject will be oriented to the student. Lecturers will be interested in students' needs, expectations and opinions so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.

The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.

The student is able to demonstrate an understanding of an individual's behavior in the context of the need for counseling or psychotherapy.

The student is able to describe, explain and evaluate the basic counseling procedures useful for the individual.

The student is able to apply basic counseling procedures and has a basic overview of effective systemic techniques used in psychotherapy.

DACEY, J.S.- LENNON, K.H. (2000): Kreativita. Praha: Grada

DOČKAL, V. (2006): Inteligencia a tvorivosť, tvorivé nadanie od intelektovej schopnosti po štruktúru osobnosti. In: KUSÁ, D. a kol. EDS. (2006): Zjavná a skrytá tvorivosť. Bratislava: Slovak Academic Press

KUSÁ, D. a kol. EDS. (2006): Zjavná a skrytá tvorivosť. Bratislava: Slovak Academic Press

KOLKOVÁ, S. (2000): Tvorivosť a jej rozvoj vo voľnočasových aktivitách detí (v školskom klube). Bratislava: Metodické centrum v Bratislave

SZOBIOVÁ, E. (2004): Tvorivosť – Od záhady k poznaniu. Bratislava: Stimul - Centrum informatiky a vzdelávania FIF UK

LOKŠOVÁ, I., - LOKŠA, J.: (2003): Tvořivé vyučování. Praha: Grada

GROSS, M.U.M. (2009): Highly Gifted Young People: Development from Childhood to Adulthood. In: SHAVININA, L. (2009): International Handbook on Giftedness. Part one. Springer

HŘÍBKOVÁ, L. (2009): Nadání a nadaní. Pedagogicko- psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi. Praha: Grada Publishing

LAZNIBATOVÁ, J. (2004): Špecifiká vývinu a vzdelávania nadaných detí. In: Psychológia a patopsychológia dieťaťa, roč.39, č. 2-3

LAZNIBATOVÁ, J. (2001): Nadané dieťa, jeho vývin, vzdelávanie a podporovanie. Bratislava: Iris

MESÁROŠOVÁ, M. (1998): Nadané deti. Poznávanie a rozvíjanie ich osobnosti. Prešov: Manacon

National and international scientific journals.

1. Active participation in lessons, 2. Implementation of assigned individual and group activities according to the instructions of the teacher. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.

slovak

Concept of creativity

Brief history of creativity theory

Ssocial factors of creativity, psychological factors of creativity, biological factors of creativity Cognitive processes in creativity, creativity and cognitive style

Development of creativity

Methods of detecting creativity, methods of developing creativity, programs of developing creativity

Identification of giftedness

Work with gifted

Relationship of intelligence, creativity and benefit.

The student understands the basic factors and process of creativity. The student is able to explain the specifics of the work of school psychologist with gifted. Student knows the methods of identifying talent and also can apply methods to support creativity and talent development in the implementation of creative-humanistic approach in education and pedagogical-psychological practice.

The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.

1. The student must be present for at least 80% of the teaching.

2. Final test -10 questions reflecting lectures and literature. Min. number of points 11. Maximum number of points 20.

3. Elaborated reflection of the situation concerning the specifics of the psychology of learning and teaching in the range of min. 3 standard pages.

1. Social environment of students

2. School class as a social group

3. Attention and its characteristics during teaching

4. The relationship between motivation and learning

5. Types and forms of learning in the context of the lesson

6. The role of emotions in the teaching process

7. Memory processes

The student will gain: (1) a general theoretical overview of the psychology of learning and teaching in the context of the work of a school psychologist; (2) will be able to orientate in the basic forms of prevention and intervention in terms of the processes taking place in the class during teaching.

The method of teaching the subject will be oriented to the student. Lecturers will be interested in students' needs, expectations and opinions so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.

The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.

Katuščák, D. Ako písať záverečné a kvalifikačné práce.Enigma, Nitra, 2004.

Meško, D., Katuščák, D. a kol.: Akademická príručka. Martin: Osveta 2005.

Course completion conditions: the teaching of the subject will be realized by a combined method.

The condition for granting the evaluation is the processed theoretical part of the DP and compliance with the time plan for the preparation and implementation of data collection according to the research plan.

Combined method.

DIRECTIVE no. 1/2011 on the basic requirements of final theses, rigorous theses and habilitation theses, their publication and making available during their storage and control of originality valid for UUPJŠ in Košice and its componentsPreparation of the theoretical part of the dissertation. Preparation and implementation of data collection according to the research plan.

Elaboration of the theoretical part of the dissertation, preparation and implementation of the time schedule for data collection of the final work and their processing.

Bačíková, M., Janovská, A., Orosová, O. Základy metodológie pedagogicko-psychologického

výskumu. 2.doplnené vydanie. Šafárik Press, 2019. dostupné online: https://unibook.upjs.sk/img/

cms/2019/FF/zaklady-metodologie-ped-psych-vyskumu-2-vyd-web.pdf

Gavora, P. (2000): Úvod do pedagogického výzkumu. Paido, Brno.

Miovský, M. (2006). Kvalitativní přístup a metody v psychologickém výzkumu. Grada, Praha.

Active participation in seminars, elaboration of the assigned task

- introduction to the research methodology

- research as a basis for valuable psychological analysis

- questionnaire in the school environment

- observation in the work of a school psychologist

- possibilities of realization of experiment in school environment

- use of qualitative methods in the work of a school psychologist

- focus groups as a tool for obtaining information

- interview as a tool for obtaining information

- parents and teachers as a source of information

- ethics of work with research findings

- practical use of research findings in the work of a school psychologist

The graduate of the course will gain information about research methodology with a focus both on quantitative and qualitative methods. Student will understand the possibilities of using research methods in the practice of a school psychologist. The graduate of the course will be able to carry out research in the school environment and present the results of the research to teachers and parents.