Povinná literatúra:

Aron, A., Coups, E. J., & Aron, E. N. (2014 ). Statistics for psychology. Pearson.

Ďalšia odporúčaná literatúra:

Field, A. (2009). Discovering statistics using SPSS. Sage.

Salkind, N. J. (2014). Statistics for people who (think they) hate statistics. Sage.

Kohút, M. (2022). Sprievodca základmi analýzy psychologických dát v programe jamovi (Vysokoškolská učebnica). Trnavská univerzita.

Dostupné na: https://ff.truni.sk/ucebne-texty/sprievodca-zakladmi-analyzy-psychologickych-dat- v-programe-jamovi

Navarro, D. J. & Foxcroft, D. R. (2025). Learning Statistics with jamovi: A Tutorial for Beginners in Statistical Analysis. Open Book Publishers . https://doi.org/10.11647/OBP.0333

The assessment (100 points) consists of:

1. Continuous assessment- assignment(s)/activities (50 points)

2. exam (50 points)

Final assessment:

The total score is calculated by summing points from the continuous assessment and the final written exam. Grades for the final assessment are awarded as follows:

A (100-91%, excellent - excellent results), B (90-81%, very good - above average), C (80-73%, well - routine reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - further work required)

To complete the course, it is necessary to obtain at least 60% of points.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. Getting to know statistics

2. Descriptive statistics I. – tables and graphs

3. Descriptive statistics II. – variability

4. Inferential statistics - basics

5. Hypothesis testing and statistical significance

6. Correlation and causality

7. Chi-square and substantive significance

8. Parametric tests - t-tests

9. Non-parametric tests – U-test and Wilcoxon test

10. ANOVA and Kruskal-Wallis test

The student will gain knowledge about current statistical approaches in the field of psychology. They will learn to use and independently apply appropriate procedures for processing quantitative data.

After completing the course, the student is able to search for relevant literature in the field, understand the quantitative procedure in data analysis and interpret the results. The student is able to assess the nature of the data obtained and then use the relevant procedures in their analysis, with the ability to present them.

Students will be involved in current research projects at the institute.

The knowledge and competencies acquired in the course can be used in obtaining further education and writing theses.

Odporúčaná literatúra - povinná:

Ashcraft, D. (2015). Personality Theories Workbook. Cengage Learning.

Hall, C.S, & Lindzey, G. (2002). Psychológia osobnosti. Úvod do teórií osobnosti. SPN.

Schultz, D. P., & Schultz, S. E. (2017). Theories of Personality. Cengage Learning.

Odporúčaná literatúra - dobrovoľná:

Blatný, M. a kol. (2010). Psychologie osobnosti. Hlavní témata, současné přístupy. Grada. Hogan, R., & Smither, R. (2001). Personality: Theories and Applications. Westview Press.

Smékal, V. (2009). Pozvání do psychologie osobnosti. Barrister & Principal.

.

Slovak, English

1) Introduction to personality psychology

2) The Psychoanalytic Approach

3) The Neo-psychoanalytic Approach

4) Object Relations Approach

5) The Behavioural and Social-Learning Approach

6) The Cognitive Approach

7) The Humanistic Approach

8) The Genetics Approach

The student will understand the concept of personality, biological, and social determination of personality, structure, and dynamics. Students will understand the differences between the theories of personality psychology and learn the basics of their application into practice. When writing a seminar paper, the student will work with a selected personality theory deeper.

Students will gain knowledge of the history and current events in the field; furthermore, knowledge of the individual or psychological aspects of behavior and experience within groups. They orient in current professional sources, search for relevant literature in the field, interpret the results of studies and present the assigned tasks, goals, and results to the working team. Students are independent in solving specific problems of changing environments planning their education. They can present their own opinions appropriately and professionally. In the professional presentation of their own opinion, they can effectively use the argumentation strategies of individual thinkers, independently and critically evaluate the arguments. They express their opinion cultivated in linguistic (oral and written) professional expression

Povinná literatúra:

Berryová, L. M. (2009). Psychológia v práci. Úvod do pracovnej a organizačnej psychológie. Ikar.

Ďalšia odporúčaná literatúra:

Csikszentmihalyi, M. (2015): Flow-O štestí a smyslu života. Portál.

Leiter, M., Bakker, A., & Maslach, Ch. (2014) Burnout at Work: A psychological perspective (Current Issues in Work and Organizational Psychology. Psychology press.

Mikuláštik, M. (2007). Managerská psychologie. Grada.

Nakonečný, M. (1992). Motivace pracovního jednání a její řízení. Management press.

Amodt, M. (2013). Industrial/Organizational Psychology: An Applied Approach. Cengage.

60% continuous assessment + 40% final exam

The continuous assessment (60 points) includes the development of one individual project (20 points); the development and presentation of one team project (40 points).

The final exam (40 points) includes passing the final test with at least 60%.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard), C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria), Fx (59-0%, inadequate - extra work required)

Credit will not be given to a student who scores less than 50% on any section. A minimum of 60% of the total score is required to pass the course.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in

accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. Organisational and occupational psychology - a historical excursus of the discipline's development

2. The subject of occupational psychology

3. Methodology - an overview of quantitative and qualitative methods

4. Recruitment and selection of employees

5. Motivation at work - an overview of motivational theories

6. Work performance and performance

7. Management styles and governance structures

8. Communication and communication systems in the organisation

9. Job satisfaction

10. Work-life balance in organisations

11. Unhealthy workplaces - aspects of pathology in the workplace

12. The development of technology and its impact on the psychological market

13. Employee development

The student will gain knowledge of the history and current developments in the field of Organizational and Occupational Psychology. Furthermore, the student will gain knowledge in the field of methodology - quantitative and qualitative methods.

After the course, student is able to navigate in current professional sources, search relevant literature in the field, interpret the results of studies, present tasks, objectives, results to the work team. The course further develops the competence to present one's opinions appropriately, to think creatively, to formulate one's opinions in a cultivated and professional speech.

Dankulincová Z., Husárová D., Madarasová Gecková A., Kopčáková J.: Psychológia zdravia. Košice 2023

Morrison V., Bennett P. (2016). Introduction to Health Psychology. Pearson Education Limited.

Silverman J. et al. (2013). Skills for communicating with patients. CRS Press.

Participation is a necessary condition without the right to be awarded by any points. Two absences per semester are allowed, however, it is not possible to replace the assessment for activities carried out during the absence. We expect students to complete four units of online lectures on the specified dates, with each unit ending with a separate test. Each unit will be followed by a seminar, before which students will be given an assignment requiring both individual and teamwork, while the processing of the assignment, teamwork and active participation in the seminar will be evaluated. In addition, each student will receive an individual homework assignment of an essay, which they will process and submit independently. Students can earn additional points by completing tasks and completing feedback. Ongoing evaluation is applied.

A: 91-100; B: 81-90 ; C: 73-80 D: 66-72 E: 60-65 ; Fx: 0-59

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx. Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

Health, social determinants of health, health related behaviour, change in health-related behaviour, health promotion. Stress and health, stress management, social support. Perception of symptoms, search for health care, social model of the disease, chronic illness and quality of life, adherence, health literacy, complementary, alternative and integrative medicine in patient care. Availability and responsiveness of the system of health services, the doctor-patient relationship, medical consultation, medical competencies, patient safety, secondary victims, support of resilience in health professionals.

To provide students with basic information in the field of health psychology, i.e. the significance of psychological factors in maintaining good health, preventing disease, managing negative health conditions, providing psychological assistance to patients during recovery and coping with chronic diseases. This course is aimed at developing the following competencies: working with scientific resources, academic writing, group collaboration, digital competencies (use of LMS Moodle), presentation skills, communication competencies, inclusive competencies, competencies needed to prepare a project, competencies needed to manage one's own studies.

Amodt, M. (2013). Industrial/Organizational Psychology: An Applied Approach. Cengage.

Armstrong, M. (2005). A Handbook of Management and Leadership. Kogan Page.

Ballantyne, I., & Povah, N. (2004). Assessment and Development Centres. Routledge.

Rao, T.V., & Chawla, N. (2004). 360 Degree Feedback and Assessment and Development Centres. Excel Books.

During the semester, a series of short practical assignments (total max. 50 points), at the end of the semester a practical exam in the form of conducting a final Development Center for real participants (total max. 50 points). At least 91 points are required to obtain an A rating, at least 82 points to obtain a B rating, at least 73 points for a C rating, at least 66 points for a D rating, and at least 60 points for an E rating.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. Structure of Assessment and Development Centers 2. Selection and evaluation of competencies 3. AC / DC design 4. Role tasks 5. LGD leaderless group discussion 6. Behavioral interviews 7. Personality questionnaires and psychological testing 8. DC - simulations and trainers 9. practical AC implementation

After completing the course, students will be able to independently create and run a simple Assessment or Development Center and evaluate the established competencies.

Argyle, M. (2000). Psychology and religion. New York: Routledge.

Handbook of the psychology of religion and spirituality.(2005). Edited by Raymond F. Paloutzian - Crystal L. Park. New York: Guilford Press.

Stríženec, M. (2001). Psychológia náboženstva. Bratislava: Iris.

Wulff, D. M. (1997). Psychology of Religion: Classic and Contemporary. New York: John Wiley.

100 % ongoing evaluation Continuous work – max 50 credits. Final work – max 50 credits. The points are counted and the grades of the final evaluation are awarded as follows: A = 91 – 100 points B = 81 – 90 points C = 73 – 80 points D = 66 – 72 points E = 60 – 65 points FX = 59 – 0 points Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx. Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

1. Definition and theories of psychology of religion. 2. History and main trends of psychology of religion. 3. Methodological issues of psychology of religion. 4. Dimension of religiosity and spirituality. Cognition. Emotion. Behaviour and rituals. 5. Basic concepts of psychology of religion. 6. Developmental aspects and religiosity and spirituality. 7. Religious experience. Consciousness. Initiation. Conversion. 8. Personality aspects and religiosity and spirituality. 9. Religion, spirituality and mental and physical health. 10. Religious coping. 11. Social aspects of religion and spirituality.Prosociality. 12. Psychology of atheism.

The goal of the course is to teach students basic concepts, main representatives, theories, and problems of psychology of religion. Students will learn to analyze the religious and spiritual phenomena from scientific point of view. Students will be able to distinguish healthy and unhealthy expressions of religiosity and spirituality.

McGoldrick, M., Carter, B., & Garcia Preto, N. (2016). The expanding family life cycle:

individual, family, and social perspectives. Pearson.

: 100 % ongoing evalution

Weekly Reflections (40 points)

Seminar Presentation & Discussion Leader (40 points)

Wrap-Up Assignment (20 points)

At least 91 points are necessary to gain an A, at least 81 points necessary to gain a B, at least 73

points are necessary to gain a C, at least 66 points are necessary to gain a D, and at least 60 points

are necessary to gain an E. Total score is calculated by the summation of points accumulated for

each course requirement.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx. Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

Friendship, dating, marriage, parenting, older adulthood, social status and intersectionality

After completing the course, the students gain knowledge about the roles and tasks families

encounter in each life cycle stage and describe how societal and cultural factors influence families

across the life course. The students will also gain interdisciplinary knowledge, for example from

sociology. The student is able to understand and work with current literature from the field, conduct

a presentation in front of their colleagues, present their own ideas appropriately and professionally,

and think in a flexible and creative manner. The student is able to independently solve theoretical

and practical issues while considering a broader context. The student is able to express their opinion

professionally and effectively use communication strategies that are informed by theoretical and

empirical knowledge gained in this course. The student is able to communicate (in writing and

orally) in a professional manner. The student is able to take a stance when considering individual and

societal issues and make a decision grounded in moral values. The student is also able to responsibly

make a decision when considering moral, societal, legal, and economic context of the profession.

Szobiová, E. (2016). Tvorivosť - poznávanie tajomstiev. Aleš Čeněk. Odporúčaná literatúra:

Jurčová, M. (2009). Tvorivosť v každodennom živote a vo výskume. Iris.

Kaufman, J.C., & Sternberg, R. (2000). The Cambridge Handbook of Creativity. Cambridge University Press.

Lennon, K., & Dacey, J. (2000). Kreativita. Grada.

Lokša, J., & Lokšová, I. (2003). Tvořivé vyučování. Grada Publishing.

Szobiová, E, & Fichnová, K. (2007). Rozvoj tvořivosti a klíčových kompetencií dětí. Portál. Tóthová, M. (2006). Rozvoj tvorivosti na 1.stupni ZŠ. Dostupné na http://www.kpg.pf.ukf.sk/ pedagogika_tvorivosti.pdf

Participation in lectures/ seminars.

Ongoing assessment- 100 points for activities and assignments.

Final assessment- the points from ongoing assessment are counted up and the grades of the final assessment are awarded as follows:

A (100-91%, excellent - excellent results), B (90-81%, very good - above average), C (80-73%, well - routine reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - further work required)

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx. Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. Introduction to creativity

2. Types, degrees, styles, and expressions of creativity

3. Main aspects and components of creativity

4. Creative personality

5. Barriers to creativity

6. Promoting creativity

7. Developmental characteristics of creativity

8. Identification of creativity

9. Development of creativity

10. Theories and models of creativity

11. The dark side of creativity

Students will gain basic and current theoretical knowledge of creativity, the basics in identification and development of creativity in various fields of psychology. Emphasis is placed on the development of one´s own creative thinking, therefore part of the subject is also devoted to the analysis of one's own creative personality. Students will be able to work with scientific texts (from searching activities to text presentation), independently solve theoretical and practical problems, present a competent opinion and decide on moral and social consequences. The course further develops educational competencies, the ability to learn, individual and group work skills, communication skills and cultivated and professional language skills.

Mandatory literature:

Šmahaj, J. et al. (2015). An introduction to cyberpsychology. Palacký University in Olomouc.

Other recommended reading:

Norman, K. (2017). Cyberpsychology: An Introduction to Human-Computer Interaction. Cambridge University Press.

60% ongoing assessment + 40% final assessment

The interim assessment (60 points) includes the development of one individual project (20 points); elaboration and presentation of one team project (40 points).

The final assessment (40 points) includes the successful completion of the final test with a minimum of 60%.

The rating is given on a scale: A (100-91%, excellent - excellent results),

B (90-81%, very good - above average standard), C (80-73%, good - ordinary reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient – ​​results meet minimum criteria), Fx (59-0%, insufficient – ​​additional work required)

Credits will not be awarded to a student who obtains less than 50% marks in any part. In order to successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in

accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. Cyberpsychology – history, terminology, development

2. Interdisciplinary use of cyber psychology

3. Man in cyberspace

4. Ergonomics and safety rules for work with ICT

5. Digital youth - the impact of ICT on socialization

6. Online personality changes

7. Parents, children and media education

8. Cyberbullying

9. Reactions to cyberbullying

10. Cyberbullying research

11. Victims of cyberbullying

12. Prevention and intervention

13. Legal solutions to cyberbullying take the world by storm

The student acquires the knowledge of the actions of the aactal events of the Cyberpsychology.

He is able to navigate current professional resources, search for relevant literature, interpret study results, present tasks, goals, and results to the work team. In the subject, the competence to present one's opinions appropriately, to think creatively, to formulate one's opinions in a cultured and professional expression is further developed.

Povinná literatúra:

Fontana, D. (2016). Stres v práci a v životě. Jak ho pochopit a zvládat. Portál. Holford, P., & Lawsonová, S. (2016). Od stresu k progresu. Ikar.

Ďalšia odporúčaná literatúra:

Joshi,V. (2007). Stres a zdraví. Portál.

Kabat-Zinn, J. (2013). Full catastrophe living (revised edition): Using the wisdom of your body and mind to face stress, pain and illness. Bantam Books.

Lazarus, S., & Folkman, S. (1984). Coping and adaptation. In: The handbook of behavioral medicine. Guilford Press.

Lehrer, P. M., Woolfolk, R. L., & Sime, W. E. (2007). Principles and practise of stress

management (3rd ed.). Guilford Press.

Vidová, H. a kol. (2014). Zvládanie záťažových a konfliktných situácií: Nadstavbový modulárny kurz. Totem.

Vohs, K. D., & Baumeister, R. F. (2016). Handbook of Self-Regulation: Research, Theory, and Applications. Guilford Press.

Ongoing assessment 60%, final assessment 40%

Continuous assessment includes active participation in classes (discussion, practice of techniques...) 20% of the assessment; presentation of the team project 40% of the assessment.

The final assessment includes a test that the student must pass with a minimum of 60%.

The rating is given on a scale:

A (100-91%, excellent - excellent results),

B (90-81%, very good – above average standard),

C (80-73%, good - regular reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient – ​​the results meet the minimum criteria),

Fx (59-0%, insufficient - more additional work required)

Credits will not be awarded to a student who obtains less than 50% marks in any part. In order to successfully complete the subject, it is necessary to obtain at least 60% of the total point evaluation.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. Introduction to the topic

2. Basic terms – stress, stressors, physiology

3. Stress and stressful situations

4. Coping with stress - experiencing and self-regulation

5. Copying strategies

6. Consequences of stress

7. Burnout syndrome

8. The importance of relational ties in coping with stressful situations

9. Meaning of sleep - body rhythms

10. Resilience

11. Flow

12. Work-life balance as a strategy for managing stressful situations

The student will gain knowledge in the field of methodology - quantitative and qualitative approaches in research.

He is able to orientate himself in current professional sources, search for relevant vodbore literature, interpret the results of studies.

After graduation, he is able to plan his own education, appropriately present his own opinions in a linguistic professional speech.

Swim, J., Clayton, S., Doherty, T., Gifford, R., Howard, G., Reser, J., Stern, P. & Weber, E. (2009). Psychology and global climate change: Addressing a multi-faceted phenomenon and set of challenges. A report by the American Psychological Association's task force on the interface between psychology and global climate change. Dostupné online 5.11.2020 https://www.apa.org/ science/about/publications/climate-change

Center for Research on Environmental Decisions. (2009). The Psychology of Climate Change Communica-tion: A Guide for Scientists, Journalists, Educators, Political Aides, and the Interested Public. Dostupné 5.11.2020 http://guide.cred.columbia.edu/pdfs/ CREDguide_full-res.pdf

Maier, K. J., Whitehead, G. I., & Walter, M. I. (2018). Teaching Psychology and Climate Change. Teaching of Psychology, 45(3), 226–234. doi:10.1177/0098628318779261

Rosling, H., Rosling, O., & Rosling Ronnund, A. (2018). Factfulness. Sceptre.

Thøgersen, J. (2014). Unsustainable consumption: Basic causes and implications for policy. European Psychologist, 19, 84-95. doi: 10.1027/1016-9040/a000176

Černoušek, M. (1992). Psychologie životního prostředí. Karolinum.

Krajhanzl, J. (2015). Psychologie vztahu k přírodě a životnímu prostředíLipka, MUNI press.

Koger, S. M. (2009). Psychologie environmentálních problémů. Portál.

Semester (max. 50 points, a minimum of 25 points is required in order to pass the course) Reading and active participation during the seminar (max. 10 points)

Individual project work: social media post on selected issue (max. 10 points) Team work: creating a public awareness campaign (max. 10 points)

Individual project work: evaluation and reflection of individual impact in climate change issue (max. 10 points)

Online quizzes (max. 10 points)

Final (max. 50 points, a minimum of 30 points is required in order to pass the course) Final exam

The final grade is the sum of the points obtained during the semester and the final exam. At least 91 points must be obtained to obtain an A, at least 81 points to obtain a B, at least 73 points to obtain a C, at least 66 points to obtain a D and at least 60 points to obtain an E.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in

accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. Environmental Psychology: An Introduction, the role of psychology in understanding the climate change

2. Human and nature - historical, philosophical, psychological and sociological perspectives

3. Climate change and risk perception

4. Happiness, well-being and consumerism

5. Why do we protect the environment and the role of defence mechanisms in responding the climate crisis.

6. Environmental identity

7. Situational, social impacts and the role of the community

8. Climate crisis and its impact on mental health

9. Change of behaviour and attitudes towards the environment and climate action

10. Communication of climate change

11. Compassion fatigue and burnout in the environmental protection, resiliency in the context of the climate crisis

12. Ethical dilemmas and challenges of the psychology of climate change

Students will gain an overview of the psychological contexts coming from the interaction of an individual within the nature/environment. The course focuses mainly on the issue of climate change and the climate crisis, which has increasingly resonated in society in recent years, and will teach students to apply knowledge in the field of psychology in the context of the problem of climate change. Through the course, they will also learn current knowledge from other social sciences (economics, sociology, behavioural sciences) and their application to the problem of climate change. They will learn about working not only with the individual but also with broader communities and about the principles of social change.

Students of the course will learn how to apply current knowledge in psychology to help in addressing and managing the climate crisis, in the development of campaigns, prevention programmes, support for activism, community action and individual psychological counselling.

Students will develop the ability to reflect on value conflicts and ethically challenging issues in their work.

They will learn how to work independently with the professional literature, master the skills of preparing a professional text and presenting professional findings, including arguing their position

to professional and lay audiences. They will learn the skills necessary for the popularisation of

science and the basic principles of clear communication to the public.

Fernández, E. M., & Cairns, H. S. (2011). Fundamentals of Psycholinguistics. John Wiley & Sons.

Fernández, E. M., & Cairns, H. S. (2018). The Handbook of Psycholinguistics. John Wiley & Sons.

Fitch, K. L., & Sanders, R. E. (2005). Handbook of Language and Social Interaction. Lawrence Erlbaum Associates.

Harley, T. A. (2014). The Psychology of Language. From Data to Theory. Psychology Press.

Granhag, P.A., Vrij, A., & Verschuere, B. (2015). Detecting Deception. Current Challenges and Cognitive Approaches. Wiley.

Menn, L. (2017). Psycholinguistics. Introduction and Applications. Plural Publishing.

Spivey, M.J., McRae, K., & Joanisse, M.F. (2012). The Cambridge Handbook of Psycholinguistics. Cambridge University Press.

Weatherall, A., Watson, B.M., & Gallois, C. (2007). Language, discourse and social psychology. Palgrave Macmillan

In order to pass the course, student have to participate on presentation of assigned academic article in seminar, present his or her own term paper and submit the term paper for evaluation. 20 points could be gained for presentations (10 points each) and 80 points for the term paper.

Student can get 100 points. At least 91 points are necessary to gain an A, at least 81 points necessary to gain a B, at least 73 points are necessary to gain a C, at least 66 points are necessary to gain a D, and at least 60 points are necessary to gain an E.Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in

accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. Introduction

2. Meaningful units of language, language – biological basis

3. Language production

4. Language perception

5. Measuring language, language and personality

6. Language and lying, lying detection

7. Language and Thought: Sapir-Whorf hypothesis, bilingualism

8. Social aspects of language use, Language, politics and group behavior, language ostracism

9. Psychological aspects of Chinese language

10. Psychological aspects of Korean language

11. Guest lecture

12. Formal model: Chomsky hierarchy of languages

The course will present selected themes from linguistics relevant for psychology. After the course, students should improve their understanding of how language is connected to certain social and cognitive issues and how it works in some linguistic environments different from those in Central Europe. Student will get theoretical understanding of how psychology approaches themes connected with languages and their usage. Student will also learn selected topics from linguistics as a behavioral science. He or she will learn how to get orientation in literature connected to psychology of language and how to search for relevant literature. Student will practice writing of professional academic text as well as its presentation to public. During the work on the term paper students should conduct independent work.

Sternberg, R.J., & Sternberg, K. (2012). Cognitive Psychology. 6th edition. Cengage Learning.

Endsley, M.R., & Jones, D.G. (2004). Designing for Situation Awareness. An Approach to User-Centered Design. 2nd edition. Boca Raton, CRC Press.

Odporúčaná literatúra:

Baddeley, A., Eysenck, M.W., Anderson, M.C. (2015). Memory. 2nd edition. Psychology Press.

Barrouillet, P., & Camos, V. (2015). Working Memory. Loss and Reconstruction. Psychology Press.

Endsley, M.R., & Jones, D.G. (2004). Designing for Situation Awareness. An Approach to User-Centered Design. 2nd edition. Boca Raton, CRC Press

Eysenck, M.W., & Keane, M.T. (2015). Cognitive Psychology. A Students Handbook. 7th edition. Psychology Press.

Goldstein, E.B. (2019). Cognitive Psychology. Connecting Mind, Research, and Everyday Experience. 5th edition. Cengage Learning.

preliminary assessment: two class presentations

- final assessment: Exam

Student can get 100 points:

20 points for two presentations during the seminar (10 point for each presentation, minimum to pass – 1 point from each presentation)

80 points for final written examination.

Student can get 100 points. At least 91 points are necessary to gain an A, at least 81 points necessary to gain a B, at least 73 points are necessary to gain a C, at least 66 points are necessary to gain a D, and at least 60 points are necessary to gain an E.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in

accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

English

1. Introduction

2. Perception

3. Attention

4. Memory

5. Memory processes

6. Situation awareness

7. Knowledge organization

8. Decision making, problem solving and creativity

9. Thinking and reasoning

10. Language: reading and comprehension

11. Language production

12. Social perception: Personality perception accuracy

Student will learn about core topis of cognitive psychology – one of the main psychological disciplines.

Apart from getting knowledge about theoretical base of psychology, student will also work on his presentation skills during seminar and work on his ability to speak in professional manner.

In this class students learns information necessary to understand human cognitive processing, which is base for understanding of other psychological disciplines. Students will improve their ability to think about psychological processes in general.

Povinná literatúra:

Gajdošová, E., Pilková, J., Roľková, H., & Valihorová, M. (2020). Školská psychológia a psychológ v edukačnej praxi. Inštitút priemyselnej výchovy.

Ďalšia odporúčaná literatúra:

Diamond, E. et al. (2023). Psychology in the Schools: Addressing the Learning, Behavior, and Mental Health Needs of Students. Routledge.

Dollarhide, C. T., & Lemberger-Trulove (2018). Theories of School Counseling for the 21st Century. Oxford University Press.

Hermochová, S. (2005). Skupinová dynamika ve školní třídě. Aisis.

Jimerson, S., Oakland, T., & Farrell, P. (2006). An International Handbook of School Psychology. Sage.

Little, S. G. (2019). Behavioral Interventions in Schools: Evidence-Based Positive Strategies. American Psychological Association.

Špatenková, N. (2011). Krizová intervence pro praxi. Grada.

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

Vágnerová, M. (2005). Školní poradenská psychologie pro pedagogy. Karolinum.

Zapletalová, J., & Vaňková, H. (2006). Kariérové poradenství: přítomnost a budoucnost. IPPP ČR.

Vybrané metodiky a intervenčné programy pre prácu školského psychológa.

.

Slovak, English

1. Introduction: types of interventions in schools

2. The role of the school psychologist in the school system. Diagnostic and intervention activities of a school psychologist.

3. School readiness, intervention activities associated with the adaptation of children to the school environment.

4. Interventions in the field of adaptation of pupils in the transition to a higher level of education.

5. Interventions in the field of classroom dynamics (group cohesion, classroom relations, school

and classroom climate).

6. Interventions in the field of problem behaviour of students (bullying, cyberbullying, self-harm, truancy, vandalism, substance addiction).

7. Crisis intervention in the school environment (types of crisis events, school intervention team).

8. Interventions in the field of school performance of pupils, counseling for pupils with special educational needs.

9. Interventions in the field of affective problems of students (anxiety disorders, fear of school, stress, relationship problems).

10. Career counseling and professional orientation of students.

11. Promotion of mental health in the school environment, intervention activities for students, teachers and parents.

The student will gain knowledge and practical skills in the field of diagnostic and intervention activities of the school psychologist, will be able to identify the needs of intervention in the school environment, design and evaluate intervention procedures for practical psychological problems arising from the school environment.

After completing the course, the student is able to orientate himself in professional resources, cooperate in a team and present the assigned tasks, goals and results to the working team. The subject further develops the competence to present one's own opinions appropriately, to think flexibly and creatively, to formulate one's opinions in a cultivated and professional expression, to accept and provide feedback to one's own intervention strategies.

The continuous assessment (100 points) consists of:

1. A signed standard contract between the organization, faculty, and student (0 points, required condition)

2. Confirmation of completed externship hours at a specific workplace (0 points, required condition)

3. Externship evaluation by the student (100 points)

The grading scale for the course is awarded as follows:

A = 91 – 100 points

B = 81 – 90 points

C = 73 – 80 points

D = 66 – 72 points

E = 60 – 65 points

FX = 59 – 0 points

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in

accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English - according to the needs of the workplace where the externship is carried out

The student arranges the externship himself / herself. The student can choose a workplace for practice from the IAP offer or find a workplace individually in any area of psychology. The student can also do the externship at another university at home/abroad. There is one important condition- a mentor with a psychological education (in case of work psychology, a mentor can be a psychologist, manager, or HR professional even without psychological education).

The workplace and the professional externship plan can be consulted in advance with the lecturer. The condition for completing the externship is also a signed contract between the workplace, the faculty, and the student prior to the externship itself.

The student agrees to make the evaluation reports available to other students and teachers of the IAP.

Work at a specific workplace (workplaces) in the field of psychology in various types of organizations, according to a pre-agreed externship plan with the workplace and a signed contract, under the supervision of a mentor= psychologist (in case of work psychology mentor could be a manager or HR professional). During the externship, the student gets acquainted with the workplace, the content of the work, methodological procedures and activities, preparation, and processing of materials, regularly consults with the mentor, prepares outputs according to the assignment of the mentor. At the end, the student asks the mentor for confirmation and evaluation report, and at the same time the student prepares one´s evaluation of the externship.

The student will gain experience with the real functioning of specialized departments or institutions operating in the field of psychology, will verify the knowledge, skills, and methods of work which one has gained during one´s studies. The student will gain practical experience in the application of psychology in various organizations. The aim is also to develop the professional identity of a psychology student and a future psychologist.

The student will gain skills in the use of psychological methods. It also requires the student to be able to orientate himself in current professional sources, search for relevant literature in the field, write texts, and present the assigned professional goals and results to the working team. The course develops educational competencies, the ability to learn, individual and group work skills. It supports independence in solving theoretical, practical, specific problems that arise from current events in society and trade unions. The student further develops creative and critical thinking, communication skills and cultivated language professional expression with a focus on appropriate and professional presentation of their own attitudes and attitudes, whether to individual or social attire. The subject also encourages cultural awareness, social and civic competences.

Bancroft, L. (2003). Why does he do that?: Inside the minds of angry and controlling men. Berkley Books.

Gehart, D. R., & Tuttle, A. R. (2002). Theory-based treatment planning for marriage and family therapists: Integrating theory and practice. Cengage Learning.

Gottman, J. M., & Silver, N. (2015). The seven principles for making marriage work.

Penguin Random House.

Johnson, S. (2008). Hold me tight. Little, Brown Spark.

Katherine, A. (1991). Boundaries: Where you end and I begin. Hazelden.

Levine, A., & Heller, R. (2010). Attached. Penguin Random House.

Nichols, M. P. (2020). The essentials of family therapy. Pearson.

Nagoski, E. (2015). Come as you are. Simon & Schuster.

Perel, E. (2017). The state of affairs. Harper.

Thomas, K. W. (2015). Conscious uncoupling. Harmony Books.

Webb, J., & Christine, M. (2013). Running on empty: Overcome your childhood emotional neglect. Morgan James Publishing.

Wolynn, M. (2017). It did not start with you. Penguin Random House

100 % ongoing evalution. Book Chapter Presentation (35 points) Genogram Presentation (35 points) Reflective Diary (30 points) At least 91 points are necessary to gain an A, at least 81 points necessary to gain a B, at least 73 points are necessary to gain a C, at least 66 points are necessary to gain a D, and at least 60 points are necessary to gain an E. Total score is calculated by the summation of points accumulated for each course requirement.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx. Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

Psychology of Family explores family processes that shape family members‘ interactions and communication. The purpose of this class is to identify functional and dysfunctional patterns of behavior, understand the impact of the dysfunctional patters, and learn how to facilitate greater well-being and healthier communication in families. Students will also analyze their genograms to understand the behavior patterns in their families.

After completing the course, students will gain fundamental knowledge in the field of family psychology with a focus on the functioning of family systems.

Field, A. (2012). Discovering Statistics Using R. Sage.

Kanovský, M. (2016). Robustné Štatistické Metódy v Sociálnych Vedách. Slovenská asociácia sociálnej antropológie.

Final exam at the end of semester (100%), comprising of statistical analysis of a given data set

Grades scale:

A (100-91%,excellent – excellent outcomes),

B (90-81%, very good – above average),

C (80-73%, good – good, reliable work),

D (72-66%, acceptable –acceptable outcomes),

E (65-60%, minimum pass – outcomes meeting minimal criteria),

Fx (59-0%, fail – requires additional work)

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx. Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

Working in R

Working with data

Statistical significance, effect and power

Statistical models and variance

Descriptive and inferential statistics

Correlations

Parametric and non-parametric tests

T-test

²

ANOVA

Reporting results

KNOWLEDGE

Student has the general knowledge in this subject, including relevant updates;

Student has the knowledge of ethical principles associated with psychological and research work as well as the ability to apply them.

SKILLS

Student is able to design a simple research plan (e.g., an experiment) and conduct it, including data collection and its quantitative analysis;

Student is able to interpret study results;

Student is able to write research reports.

COMPETENCES

Student has the ability to work autonomously when solving specific issues in dynamic psychological settings;

Student can plan their additional studies;

Student has the ability to autonomously and responsibly decide when solving problems in given study subjects;

Student has the capacity to appropriately and professionally present opinions;

In their final thesis, student applies acquired competence using quantitative approach;

Student shows autonomy when solving theoretical and practical issues in larger contexts;

Student expresses their opinion in appropriate (oral and written) manner.

Gallo Carmine (2019). Hovor ako TED. Lindeni

Continuous assessment during the semester constitutes 100% of overall evaluation. Individual interim tasks consists of individual presentations – improvised presentation, presentation with preparation (e.g. with PowerPoint, Prezi or other tools), online presentation. Evaluation in order to be graded (% of individual tasks completion): A (91 – 100), B (81 – 91), C (73 – 81), D (66 – 73), E (60 – 66), Fx (less than 60)

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in

accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

Building a structure of presentation. Understanding your audience so that you can give them information they need in best way. Creating effective visuals. Presenting in online set up. Discovering and becoming comfortable with one ´s individual presentation style. Controlling nerves, dealing with difficult or unexpected situations and challenging audience.

Method: experiential learning, individual feedback (video, peer feedback)

Building a structure of presentation. Understanding your audience so that you can give them information they need in best way. Creating effective visuals. Presenting in online set up. Discovering and becoming comfortable with one ´s individual presentation style. Controlling nerves, dealing with difficult or unexpected situations and challenging audience.

Method: experiential learning, individual feedback (video, peer feedback)

Povinná literatúra:

Wilmot, W. W., & Hockerová, J. L. (2004). Interpersonálny konflikt. Ikar. Odporúčaná literatúra:

Bednařík, A. (2001). Riešenie konfliktov. Partners for Democratic Change.

Holá, L. (2006). Mediace. Grada Publishing.

Křivohlavý, J. (2002). Konflikty mezi lidmi. Portál.

Ondrušek, D., & Shapiro, O. (1999). Prehľad prístupov k alternatívnemu riešeniu konfliktov. In: Demokracie a ústavnost. UK.

100% continuous assessment. Providing homework always for the next lesson - a maximum of 30 points, writing your own profile of conflict resolution style - a maximum of 30 points, passing a knowledge exam - a maximum of 40 points. At least 91 points are required to obtain an A rating, at least 81 points to obtain a B rating, at least 73 points for a C rating, at least 66 points for a D rating, and at least 60 points for an E rating. Credits will be awarded to students based on reading points for fulfilling individual conditions.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

Concept of conflict, basic types of conflicts, Interests and goals, Structure of conflict, Conflict resolution styles, Conflict evaluation, Negotiation of benefits, Mitigation of conflict, Third party intervention, Mediation, Forgiveness and reconciliation.

Students have knowledge from the field of general orientation in the field, they acquire basic knowledge about conflicts, which are primarily aimed at knowing the individual, or the psychological aspects of his behavior and experience within groups. Students will also gain an overview of the principles of psychological activity in conflict resolution, such as interviewing/observation. Students apply creativity in solving specific problems in a changing environment, effectively use argumentative strategies and make decisions about the moral, social and legal context of the field.

APA (2020). Publication manual of the American Psychological Association (7th ed.). APA.

Katuščák, D. (2004). Ako písať vysokoškolské a kvalifikačné práce. Enigma.

Lichnerová, L. (2016). Písanie a obhajoba záverečných prác. Vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave. Stimul.

Ritomský, A. (2006). Metodológia sociálnopsychologického výskumu. In T. Kollárik, et al., Sociálna psychológia (pp. 53-72). Univerzita Komenského v Bratislave.

Smernica rektora Univerzity Komenského v Bratislave o základných náležitostiach záverečných prác, rigoróznych prác a habilitačných prác, kontrole ich originality, uchovávaní

a sprístupňovaní na Univerzite Komenského v Bratislave https://uniba.sk/fileadmin/ruk/ legislativa/2013/Vp_2013_12.pdf

Šanderová, J. (2005). Jak číst a psát odborný text ve spoločenských vědách. Slon.

100% ongoing evalution. Analysis of selected bachelor thesis from ÚAP FSEV - maximum 40 points, Presentation of research project - maximum 30 points, Research project (written form) – maximum 30 points.

In order to obtain an E rating, at least 60 points must be obtained, at D 66 points, C 73 points, B 81 points and A at least 91 points.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx. Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. Information sources- good-quality

2. Professional / academic style of writing

3. Research projects, their creation and structure

4. IMRaD structure of scientific empirical works

5. Content of the key parts of empirical works: theoretical background, research problem, research method, results, discussion (abstract, introduction, conclusion).

6. Directive of the UK in BA for the thesis

7. Citation, paraphrasing, references according to APA

8. Formal standards (design of title page, content, tables, graphs, list of bibliographic references, appendices)

9. Ethics of the thesis

10. Presentation of the thesis

Students will gain the knowledge of ethical principles in the performance of psychological and research activities, as well as the ability to apply these principles. Students are able to design and implement a simple research plan, which includes in particular skills in data collection and their subsequent quantitative or qualitative analysis. They can orient themselves in current professional sources and search for relevant literature in the field, interpret the results of studies, write professional texts and present the assigned tasks, goals and results to the working team. Students have the ability to appropriately and professionally present their own views, creative and flexible thinking. In the bachelor's thesis they apply the acquired competence to carry out research using quantitative and qualitative procedures, they are independent in solving theoretical and practical problems in a broader context, they can effectively use argumentation strategies, independently and critically evaluate arguments, express their opinion cultivated in professional speech.

Mandatory literature:

Blažek, V. (2006). Basics of human neurophysiology and neuroanatomy. Aleš Čeněk Publishing House.

Other recommended reading:

Brozman, M., Murgaš, M., Hajaš, G., & Göbö, T. (2011). Neurology: Textbook for medical fields of university study. Revival.

Koukolík, F. (2012). Human brain. Galen.

Mourek, J. (2012). Physiology: Textbook for medical students. Grada.

Ward, J. (2015). The student's guide to cognitive neuroscience. Psychology Press

The ongoing assessment (50 points) includes an interim test during the semester and the preparation of the seminar work + its presentation.

The final assessment (50 points) includes a final knowledge test. The rating is given on a scale:

A (100-91%, excellent - excellent results),

B (90-81%, very good - above average standard), C (80-73%, good - ordinary reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient – ​​results meet minimum criteria), Fx (59-0%, insufficient – ​​additional work required)

In order to successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in

accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. Introduction to neurophysiology, Cellular elements of nervous tissues – Glial cells and neurons

2. Cellular elements of nervous tissues - Transmission of information at synapses, nerve impulse, types of nerve fibers, formation of receptor impulse, principles of connecting neurons

3. Construction of the nervous system

4. Spinal cord

5. Peripheral nerves

6. Brain - introduction, Spinal cord and reticular formation

7. Varol's bridge, cerebellum, midbrain

8. Interbrain

9. Limbic system

10. Endbrain – Basal ganglia, Gray cerebral cortex and cerebral hemispheres

11. White brain matter and endbrain pathways, Laterality of the brain

12. Disorders of the nervous system

The student will acquire basic theoretical knowledge in the field of neuropsychology and

neurophysiology. Specifically, he will get an overview of the anatomy of the human nervous system

in connection with the mental processes that are ensured by it.

After completing the subject, the student can navigate current scientific sources related to the issue and search for relevant information. The student is capable

create a professional text based on the sources found and present your opinions and arguments.

DeVito J. A. (2001). Základy medzilidské komunikace. Grada Publishing. Ekman, P. (2012). Odhalené emócie. Braingy.

Halamová, J. (2013). Terapia zameraná na emócie. Vydavateľstvo UK.

Mikuláštík, M. (2003). Komunikační dovednosti v praxi. Grada Publishing. Vybíral, Z. (2000). Psychologie lidské komunikace. Portál.

.

Slovak, English

Work with emotions, awareness, emotional expression, regulation, transformation of emotions, reflection, use of emotional intelligence in communication.

The course takes the form of active social learning and develops students' communication skills and emotional intelligence. The student will practice the skills of working with his own emotions and the emotions of other people, giving feedback and relevant skills necessary for the profession of a psychologist. The student receives feedback from the group and the teacher, develops self-reflection, identifies his strengths and develops them.

The graduate possesses the skills of conducting interviews, groups and observation. The graduate is also able to present assigned tasks, goals and results to the work team, with autonomy and responsibility in decision-making in relation to the problems of the field of study, planning his own education, and the ability to appropriately and professionally present his own opinions. He responsibly decides on the ethical, social, legal and economic contexts of the department.

Compulsory literature:

Slavin, R. E. (2018). Educational Psychology: Theory and Practice. Pearson. Further recommended literature:

Lemov, D. (2015). Teach like a champion 2.0. Wiley-Blackwell. Fontana, D. (1997). Psychology for teachers. Macmillan.

Woofalk, A. (2013). Psychology in Education. Pearson.

Dreikurs, R. et al. (1998). Maintaining Sanity in the Classroom: Classroom Management Techniques. Routledge.

60% interim assessment + 40% final assessment (exam) Interim assessment (60 points) – assignments on weekly basis (40 points) + test (20 points) Final assessment - exam (40 points) – case study analysis Assessment is awarded as follows: A (100-91%, excellent - excellent results), B (90-81%, very good - above average), C (80-73%, well - routine reliable work), D (72-66%, satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - further work required) Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx. Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. Introduction to educational and school psychology. The role of psychology in education.

2. Definition of the subject of educational and school psychology. Research methods of educational psychology.

3. School psychologist and his/her role in the school system, identification, intervention and

counseling activities of a school psychologist. Supervision and ethics in the work of a school psychologist. School counseling.

4. Different concepts and models of learning and teaching and their applications. Traditional versus alternative educational concepts.

5. Innovative didactic methods and approaches. Digital technology in education.

6. Individual differences of students and the diversity of school class (personality, motivation, etc.).

7. Teacher's personality, becoming a teacher, burnout syndrome, mobbing and bossing in the school environment.

8. School class as a social group, dynamics of the school class, relations in the group, school climate.

9. Approaches to classroom discipline. Analysis of school educational situations, misbehaviour in the classroom. Truancy.

10. Bullying. Types of bullying, school interventions.

11. School performance and evaluation. Causes of school failure and drop-out.

12. Pupils with special educational needs and school inclusion (pupils with disabilities, learning disabilities, behavioral disorders, attention disorders, autism spectrum disorders and gifted children).

13. Open-book test (case study analysis).

Students will gain knowledge of educational and school psychology, which primarily leads to the knowledge of the individual and psychological aspects of his/her behavior and experience within groups in the context of the school environment. Students can use theoretical knowledge and research results and based on theoretical knowledge can analyze various school situations and case studies from the school environment.

After completing the course, the student has mastered the basic principles of diagnostics and evaluation in educational and school psychology, can search for relevant literature in the field and interpret the results of research.

The subject further develops the competence to appropriately present one's own opinions, to plan and reflect on one's own education, to think flexibly and creatively, to react independently when solving theoretical and practical problems in a broader context.

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787

Baštecká, B., Mach, J. a kol. (2015). Klinická psychologie. Portál.

Bernstein, D. A., Teachman, B. A., Olatunji, B. O., & De Los Reyes, A. (2024). Introduction to Clinical Psychology: Bridging Science and Practice (10th ed.). Cambridge: Cambridge University Press.

Comer, R. J., Comer, J. S. (2018). Abnormal psychology (10th edition). Worth Publishers. ISBN: 978-1-319-06722-9

Heretik, A., & Heretik, A. (2016). Klinická psychológia (Druhé, prepracované a rozšírené vydanie). Psychoprof.

World Health Organization. (2016). International statistical classification of diseases and related health problems (10th ed.). https://icd.who.int/browse10/2016/en

World Health Organization. (2019). International statistical classification of diseases and related health problems (11th ed.). https://icd.who.int/

.

English, Slovak

.

After completing the course, the students gain knowledge about clinical presentation of mental health disorders, their etiology, assessment, and treatment options. The student gains a general understanding of issues in clinical psychology, including current topics, research trends, and treatment advancement. After completing the course, the student is familiar is diagnostic principles and assessment tools in clinical psychology. The student is able to understand and work with current literature from the field, interpret research results, write a scholarly text informed by relevant literature, and conduct a presentation in front of their colleagues. The student is able to present their own ideas appropriately and professionally. The student is able to independently solve specific issues in a changing environment, plan their own education, and be autonomous and responsible when making decisions related to the field. The student is able to think in a flexible and creative manner and independently solve theoretical and practical issues while considering a broader context. The student is able to express their opinion professionally and effectively use communication strategies that are informed by theoretical and empirical knowledge gained in this course. The student is also able to critically evaluate differing stances. The student is able to communicate (in writing and orally) in a professional manner. The student is able to take a stance when considering individual and societal issues and make a decision grounded in moral values. The student is also able to responsibly make a decision when considering moral, societal, legal, and economic context of the profession

Gabura, J., & Pružinská, J. (1995). Poradenský proces. Sociologické nakladatelství.

Hackney, H., & Cormier, S. (2009). The professional counselor: A process guide to helping. Prentice-Hall.

Smitková H. a kol. (2014). Kapitoly z poradenskej psychológie. Univerzita Komenského v Bratislave.

100% ongoing evaluation

Homework (50 points)

Written activities (50 points)

At least 91 points are necessary to gain an A, at least 81 points necessary to gain a B, at least 73 points are necessary to gain a C, at least 66 points are necessary to gain a D, and at least 60 points are necessary to gain an E. Total score is calculated by the summation of points accumulated for each course requirement.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in

accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

Introduction to counselling psychology

Stages of a counselling process

Common factors of counselling

Congruence

Empathy

Unconditional positive regard

Process of change

Counselling alliance

Ethical guidelines

After completing the course, the students gain theoretical knowledge in counseling psychology. Students are able to describe a counseling process, a role of a therapeutic relationship, and ethical principles guiding the therapeutic process and relationship. The student acquires basic counseling skills with individuals and groups. The student also acquires basic skills in assessment and diagnosing. The student is able to conduct a presentation in front of a colleague. The student is able to independently solve specific issues in a changing environment and independently solve theoretical and practical issues while considering a wider context. The student is able to plan their own education. The student is able to present their own ideas appropriately and professionally. The student is able to take a stance when considering individual and societal issues and make a decision grounded in moral values. The student is also able to responsibly make a decision when considering moral, societal, legal, and economic context of the profession.

Povinná literatúra:

Creswell, J. W., & Creswell, J. D. (2020). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (7th ed.). Pearson.Howitt, D., & Cramer, D. (2017). Research Methods in Psychology. Pearson.

Odporúčaná literatúra:

Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., & FitzGerald, W. T. (2016). The Craft of Research (4th ed.). The University of Chicago Press.

Ferjenčík, J. (2010). Úvod do metodologie psychologického výzkumu. Portál.

Field, A., & Hole, G. J. (2003). How to design and report experiments. SAGE Publications Ltd.

McQueen, R. A., & Knussen, C. (2013). Essential research methods in psychology. SAGE Publications Ltd.

Pelham, B. W., & Blanton, H. (2019). Psychology research methods: A writing intensive approach. Academic Press.

.

Slovak, English

1. Introduction to methodology

2. Ontogenesis of scientific research

3. Research projects

4. Research topic, problem, and purpose

5. Research questions and hypotheses

6. Population and research sample

7. Data collection methods

8. Variables and measurement

9. Experimental design

10. Correlational design

11. Comparison designs

12. IMRaD structure

Upon completion of the course the students will master the principles and standards of psychological research (including ethical research principles) and develop skills in the field of quantitative psychological research. Students will be able to work with scientific texts (from searching activities to text presentation), will gain information and practise about writing and presenting quantitative scientific papers. Students are also engaged into current research activities at the faculty. The course uses student-centered approach and further develops educational competencies, the ability to learn, individual and group work skills, creative and critical thinking, communication skills and cultivated language skills.

Masaryk, R. (2021). Ten druhý výskum: Úvod do kvalitatívnych metód v psychológii. Univerzita Komenského v Bratislave.

Bačová, V. (2009). Súčasné smery v psychológii. Veda.

Masaryk, R., Petrjánošová, M., Lášticová, B., Kuglerová, N., Stainton Rogers, W. (2019). A story of great expectations. Qualitative research in psychology in the Czech and Slovak Republics, Qualitative Research in Psychology, 16(3), 336-353.

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

Plichtová, J. (2002). Metódy sociálnej psychológie zblízka. Media.

50% coursework evaluation + 50% final exam

Coursework evaluation (50 points) consists of assignments throughout the course.

The final exam (50 points) is based on submission of course project - a proposal for qualitative research.

Grading scale:

A (100-91%, excellent - excellent results),

B (90-81%, very good - above average standard), C (80-73%, good - reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required)

Credits will not be awarded to a student who obtains less than 50% of points in any part. To successfully complete the course, it is necessary to obtain at least 60% of points.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in

accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

What is qualitative research. Historical and philosophical roots. Research plan. Data collection and recording - interview, focus group, case study, observation. Data processing. Data analysis. Validity and quality.

The student will gain knowledge about qualitative approaches in psychological research and will conduct independent work with these methods. The aim of the course is to shape students to become critical and tolerant personalities with a high level of professional knowledge and transferable skills, who will be able to one day take the torch of incremental expansion and gradual improvement of scientific research in the field of psychology. The course supports modern pedagogical approaches focused on the student (so-called student-centered-learning) by incorporating an intensive reading- list, which brings an element of interactivity to the process.

After completing the course the student is able to search for and process relevant literature in the field, and work independently with qualitative methods

Vágnerová, M. (2017). Vývojová psychologie: Dětství a dospívání. Nakladatelství Karolinum.

Vágnerová, M. (2007). Vývojová psychologie II: Dospělost a stáří. Nakladatelství Karolinum.

Ongoing evaluation (50 points) includes short interim tests at each seminar and the preparation and presentation of the seminar work.

The final assessment (50 points) includes a final test. The rating is given on a scale:

A (100-91%, excellent - excellent results),

B (90-81%, very good - above average standard), C (80-73%, good - ordinary reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient – ​​results meet minimum criteria), Fx (59-0%, insufficient – ​​additional work required)

In order to successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx. Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. General introduction to developmental psychology

2. Childhood - prenatal period, newborn period, infant period

3. Childhood - toddler period

4. Childhood – preschool period

5. Childhood - school age

6. Adolescence – cognitive processes, emotional development, self-regulation mechanisms, socialization and personality development

7. Period of young adulthood (20-40 years)

8. The period of middle adulthood (40-50 years)

9. The period of older adulthood (50-60 years)

10. The period of early old age (60-75 years)

11. Period of true old age (75 years and over)

The student will gain knowledge of human development from conception to death and an overview of various developmental theories and approaches to development.

After completing the subject, the student can independently search for relevant literature in the field, process a professional text according to the assignment using relevant literature, and present his/her arguments based on the given topic.

Tropp, L. R., & Mallett, R. K. (Eds), (2011). Moving beyond prejudice reduction: Pathways to positive intergroup relations. American Psychological Association.

Murphy, M. (2011). Multiculturalism. A Critical Introduction. Routledge.

Popper, M., Bianchi, G., Lukšík, I., & Szeghy, P., (2006). Potreby migrantov na Slovensku. Veda: IOM - KVSBK SAV.

Popper, M., Szeghy, P., Poduška, O., & Kollárik, R., (2011). Iná realita: chudoba, sociálna deprivácia a užívanie inhalantov v rómskych osídleniach na východnom Slovensku. Nadácia otvorenej spoločnosti - Open Society Foundation.

During the semester it is required to prepare and orally present a team seminar paper (max 50 points) and pass an exam (max 50 points). A grade of A requires 91-100 points, a grade of B requires 81-90 points, a grade of C requires 73-80 points, a grade of D requires 66-72 points, and a grade of E requires 60-65 points. Credit will not be awarded to a student who achieves less than 30 points in the seminar paper and less than 30 points in the written examination form.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in

accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

SLovak, English

Types of minorities.

Discrimination, marginalisation, and disadvantage.

Aculturation, education, work, self-realization and quality of life. Prejudice and stereotypes.

Identity, in-group, out-group.

Options for promoting equality and non-discrimination. Tolerance and multiculturalism.

Contact hypothesis and threat theory.

Completion of the course should enable the student to understand the mechanisms of creating mistrust towards minorities, especially the negative impact of stereotypes and prejudices when judging individuals from minority groups. At the same time, the student should become more familiar with the real needs of members of different minority groups and with the possibilities of promoting equality and nondiscrimination. The acquired knowledge can be applied in practise, for example, in selection procedures when recruiting and assessing applicants from minority groups, in the ongoing evaluation of their performance, and also in creating workplace conditions that ensure their more symmetrical position with the majority. The student will become familiar with current options and methods that have the potential to improve the lives of various stigmatised and marginalised communities. At the same time, the student will improve his/her interviewing, presenting, and advocacy skills for the interests of socially disadvantaged groups.

American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.

Katuščák, D. (2004). Ako písať vysokoškolské a kvalifikačné práce. Enigma.

Lichnerová, L. (2016). Písanie a obhajoba záverečných prác. Vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave. Stimul.

Ritomský, A. (2004). Metodológia sociálnopsychologického výskumu. In T. Kollárik, T. et al., Sociálna psychológia (pp. 53-72). Univerzita Komenského v Bratislave.

Smernica rektora Univerzity Komenského v Bratislave o základných náležitostiach záverečných prác, rigoróznych prác a habilitačných prác, kontrole ich originality,

uchovávaní a sprístupňovaní na Univerzite Komenského v Bratislave https://uniba.sk/fileadmin/ ruk/legislativa/2013/Vp_2013_12.pdf

100% ongoing evaluation.

Active continuous fulfillment of tasks related to the bachelor's thesis according to the supervisor's instructions – max. 50 points. Completion of individual parts of the thesis and submission of the bachelor's thesis – max. 50 points.

In order to obtain an E rating, at least 60 points must be obtained, at D 66 points, C 73 points, B 81 points and A at least 91 points.

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx. Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

The course is focused on the implementation of research project, evaluation and processing of data, writing and submission of bachelor's thesis, its completion and presentation

Students are able to design and implement a simple research plan, which includes in particular skills in data collection and their subsequent quantitative or qualitative analysis. They are able to orientate themselves in current professional sources and search for relevant literature in the field, interpret study results, write professional texts and present assigned tasks, goals and results to the working team, they have the ability to present their own opinions appropriately and professionally.

Recommended literature - mandatory:

Nolen-Hoeksema S., Fredrickson, B.L., Loftus, G.R., & Wagenaar, W.A. (2012). Psychology of Atkinson and Hilgard. Portal.

Recommended literature - supplementary:

Nolen-Hoeksema, S., Fredrickson, B., Loftus, G.R., & Lutz, C. (2014). Atkinson and Hilgard's

Introduction to psychology. Cengage Learning.

Plháková, A. (2003). Textbook of general psychology. Academia.

Ongoing evaluation

- seminar work: 40%

- ongoing test: 20% Exam evaluation

- final exam: 40% Final rating

- a sum of the ongoing evaluation and the exam evaluation.

The tasks of the ongoing evaluation are open to being fulfilled until the exam period. The final exam is open for attendance during the exam period.

Classification (ECTS): A: 100-91%, B 90-81%, C 80-73%, D 72-66%, E 65-60%, FX 59-0%

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx. Students are obliged to observe the general ethical principles during the study of this course, in accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

Psychology in the past and present, biological bases of psychological processes, development, sensory processes, perception, consciousness, learning.

Students acquire basic knowledge and terminology in psychology. They get an overview of the main directions in psychology and a view of psychology as to scientific discipline.

They will gain a basic overview of the methodology of psychological research and knowledge of ethical principles in conducting psychological and research activities. Students orient in current professional sources, search for relevant literature and interpret the results of studies. They can present assigned tasks, goals, and results to the working team. They demonstrate independence and planning of education. They can take attitudes to individual and societal issues and make decisions based on value perspectives.

American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.

Bailey, S. (2011). Academic writing. A handbook for international students. Routledge.

Ferjenčík, J. (2010). Úvod do metodologie psychologického výzkumu. Portál.

Hartley, J. (2008). Academic writing and publishing. A practical handbook. Routledge.

Hopkins, D., & Reid, T. (2018). The Academic Skills Handbook. Sage.

Ritomský, A. (2015). Metodologické a metodické otázky kvantitatívneho výskumu. Iris.

Ritomský, A. (2016). Metodológia projektovania psychologického výskumu. Vydavatelství a nakladatelství Aleš Čeněk.

Simpson, S. (2015). Essential study skills. Bookboon.

Ongoing assessment - 100 points for activities and assignments.

Final assessment- the points from ongoing assessment are counted up and the grades of the final assessment are awarded as follows:

A (100-91%, excellent - excellent results), B (90-81%, very good - above average), C (80-73%, well - routine reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - further work required)

Any form of plagiarism is considered a disciplinary offense under the Comenius University in Bratislava‘s Disciplinary Regulations for Students and will automatically result in a final course grade of Fx.

Students are obliged to observe the general ethical principles during the study of this course, in

accordance with the provisions of the Code of Ethics of Comenius University in Bratislava.

Slovak, English

1. Scientific vs. lay knowledge and language

2. Research plan

3. Research topic and problem

4. Research goals, hypotheses, and questions

5. Searching for scientific sources

6. Digital skills.

7. Critical reading of scientific sources.

8. Basics of scientific writing.

9. Academic integrity and ethics.

10. IMRaD structure.

11. Communication and teamwork.

12. Presentation skills.

The aim of the course is to develop key academic skills that students will use during their university studies. Students will gain information about the basics of research methodology and writing and presenting scientific papers. They will be able to work with scientific texts (from searching activities to the actual processing of the text and its presentation). The course further develops educational competencies, the ability to learn, individual and group work skills, digital skills, creative and critical thinking, communication skills and cultivated language skills.